Embedded Files
c. 1750 to 1900
Unit 5
RevolutionsLesson 5.2 Nationalism and Revolution in the Period 1750 to 19005.2.C. Explain causes and effects of various revolutions in the period from 1750 to 1900.
Unit 6
Consequences of IndustrializationLesson 6.1 Rationales for Imperialism from 1750 to 19006.1.A. Explain how ideologies contributed to the development of imperialism from 1750 to 1900.
Homework
Homework
Complete: Ch. 16 Review Guide
Note this is the same homework as Week 17. It is the same assignment so you could choose whether or not to complete it before Winter Break.
Monday: Student Choice Day
Monday: Student Choice Day
Opener: Review the Test | The Midterm
Opener: Review the Test | The Midterm
Not actually, we reviewed it all last week.
Lesson: Options | Useful Uses of Your Time
Lesson: Options | Useful Uses of Your Time
I. Finish work: complete a classwork assignment from this week
II. Begin homework: get an early start on the homework for next week
III. Test Recovery - Review: get the answers to your missed questions and complete the "Test Recovery - Review" handout
IV. Test Recovery - Retake: retake the test you wish to recover
The test will not be the same test so do not memorize any keys and think you are prepared
V. Other: you are welcome to work on other meaningful assignments but are not to use this time ineffectively, such as using your electronic devices to play games
Closing: Introduction | Student Choice Days
Closing: Introduction | Student Choice Days
Purpose: student choice days are meant to allow students the opportunity to work on relevant class assignments, complete recovery beyond one-hour lunch, and meet with the teacher for a variety of purposes.
I. AP18 [ Notes ] Atlantic Revolutions - 1750 to 1900AP18 Notes | Atlantic Revolutions
AP18 Notes | Atlantic Revolutions
Tuesday: Atlantic Revolutions
Tuesday: Atlantic Revolutions
Opener: Image Analysis | French Three Estates Cartoon
Opener: Image Analysis | French Three Estates Cartoon
Which estate is carrying the other two on its back?
Why do you think the author chose to draw the estate system like this?
How would a historian use this political cartoon to further explain the causes of the French Revolution?
Lesson: Atlantic Revolutions
Lesson: Atlantic Revolutions
I. Notes: Atlantic Revolutions.
Closing: Map Analysis | Latin America 1800 vs. 1830
Closing: Map Analysis | Latin America 1800 vs. 1830
What two European countries held the largest colonial empires in Latin America in 1800?
Compare the two maps, which independent countries had emerged by 1830 from Spanish territory in the Americas?
Resources | Atlantic Revolutions (5.2)
Resources | Atlantic Revolutions (5.2)
Wednesday: Thematic Chart
All Learning Goals for the Associated Week(s) Wednesday: Thematic Chart
Opener: Vocabulary Quiz | Atlantic Revolutions
Opener: Vocabulary Quiz | Atlantic Revolutions
Take the vocabulary quiz in Schoology. You will have five minutes once you begin the quiz.
Lesson: Thematic Chart | The Enlightenment and Atlantic Revolutions
Lesson: Thematic Chart | The Enlightenment and Atlantic Revolutions
Complete the thematic chart as a class, with each student copying their own chart for sake of studying tonight.
Closing: Check Student Work | The Thematic Chart
Closing: Check Student Work | The Thematic Chart
I will go around and check to make sure your chart matches the one we created on the board. You will lose points based on how fewer details you have compared to the class chart.
Thursday: What Did you Learn?
All Learning Goals for the Associated Week(s) Thursday: What Did you Learn?
Opener: Prepare | Study for 10 minutes
Opener: Prepare | Study for 10 minutes
Review your notes, practice writing questions, document analysis, and relevant worksheets
Quiz: Week 18 | Atlantic Revolutions (Abridged due to Winter Break)
Quiz: Week 18 | Atlantic Revolutions (Abridged due to Winter Break)
15 selected response questions worth two points each
1 modified written response (e.g. write a long essay as a short essay) worth ten points
Closing: Foreshadowing | Imperialism and Such
Closing: Foreshadowing | Imperialism and Such
Next week we will be studying state-building and indigenous responses to imperialism
Friday: Christmas Truce Documentary
All Learning Goals for the Associated Week(s) Friday: Christmas Truce Documentary
Opener: Watch the documentary
Opener: Watch the documentary
It is a celebration of humanity
Lesson: Watch the documentary
Lesson: Watch the documentary
Sing "Silent Night" along with the documentary if you wish.
Closing: Have a wonderful break!
Closing: Have a wonderful break!
Free-Response Questions
Free-Response Questions
2016 C&C: Analyze similarities and differences in the causes of TWO of the following revolutions.
American Revolution (1775 -1781)
French Revolution (1789 -1799)
Haitian Revolution (1791 -1803)
2020 Short Answer 2
“Revolutions have been rare but momentous occurrences in modern world history. . . . They have given birth to nations whose power markedly surpassed their own prerevolutionary pasts. . . . Nor have revolutions had only national significance. In some cases, revolutions have given rise to models and ideals of enormous international impact and appeal. . . . [Major] revolutions affect not only those abroad who would like to imitate them. They also affect those in other countries who oppose revolutionary ideals but are compelled to respond to the challenges or threats posed by the enhanced national power that has been generated [by those revolutions]. . . .[Political] upheavals and socioeconomic changes have happened in every country. But . . . revolutions deserve special attention, not only because of their extraordinary significance for the histories of nations and the world but also because of their distinctive pattern of [social and political] change. Revolutions are rapid, basic transformations of a society’s state and class structures; and they are accompanied and, in part, carried through by class-based revolts from below.”Theda Skocpol, United States political scientist, States and Social Revolutions, book published in 1979
a) Describe ONE argument that the author makes about revolutions in the first paragraph.
b) Explain how ONE piece of evidence from the period after 1750 would support the author’s argument about revolutions and class.
c) Explain how ONE piece of evidence from the period after 1750 would challenge the author’s argument in the passage.
2023.2 Long Essay Question 2 : Global cross-cultural interactions, including the transfer of knowledge, scientific learning, and technological developments, increased throughout the period 1200 to 1750.
Develop an argument that evaluates the extent to which ongoing cross-cultural interactions affected trade and/or exploration during the period circa 1450 to 1750.
[ YouTube ] CCWH 1.29 - The French Revolution
[ YouTube ] CCWH 1.31 - Latin American Revolution
Declaration of the Rights of Man and the Citizen, Approved by the National Assembly of France, August 26, 1789
Articles:1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.3. The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise any authority which does not proceed directly from the nation.4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each manhas no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law
Link to College Board Enlightenment DBQ
Articles:1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.2. The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.3. The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise any authority which does not proceed directly from the nation.4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each manhas no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law
Link to College Board Enlightenment DBQ
Presentation of the Members of the Academy of Sciences to Louis XIV by Henri Testelin (1667)
Presentation of the Members of the Academy of Sciences to Louis XIV by Henri Testelin (1667)
Wednesday 2023: The Enlightenment and Society
Learning Goal(s) 5.1Wednesday 2023: The Enlightenment and Society
Opener: Primary Source Analysis | AP Euro - The Enlightenment
Opener: Primary Source Analysis | AP Euro - The Enlightenment
Using the following documents, analyze how the ideas of Enlightenment thinkers influenced resistance to traditional political authority and notions of social hierarchy in Europe and the Americas.
Document 8: Declaration of the Rights of Man and the Citizen (1789)
How would this document influence resistance to traditional authority?
How would this document influence notions of social hierarchy?
Lesson: The Enlightenment and Society
Lesson: The Enlightenment and Society
I. Notes: The Enlightenment and Society
Closing: Art Analysis | AP Euro - Louis XIV and Science (2021 Exam)
Closing: Art Analysis | AP Euro - Louis XIV and Science (2021 Exam)
Describe one way in which the image depicts a significant feature of the Scientific Revolution.
Describe King Louis XIV's likely purpose in commissioning the painting.
Explain one way in which developments shown in the image changed or continued during the Enlightenment.
Resources | The Enlightenment and Society (5.1)
Resources | The Enlightenment and Society (5.1)
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