The class started off by discussing the homework (Nationalism Case Study: Italy and Germany).

Next, students worked in big groups to complete a packet about the many different ways that nationalism effected Europe during the 1800s.  Students chose to work on unification in Italy or Germany, separation in the Ottoman Empire, or a big-picture view of nationalism.

Students who missed this group lesson need to see me in tutorial to make up a portion of the work.

Homework: Revolutions in the Arts

Today students began to explore the ways that governments and politics changed during the 1800s.  Students read about the change from Theocratic and Dynastic governments to City-States.  In their logbooks they made a Venn Diagram comparing the two styles of rule.  Students should see me for the handout or get the notes from another student.

Students did an activity designed to help them get to know (and remember) some of the important people that we already learned about, or that we will be learning about, over the course of this unit.  For student who were gone you need to look up the following 8 people:

• Adam Smith
• Karl Marx
• Giuseppe Garibaldi
• Otto von Bismarck
• Ludwig van Beethoven 
• Charles Dickens
• Mary Shelly
• Claude Monet

And you need to take the following notes (in your logbook) about each person:

·      Name

·      Years lived

·      Nationality (where are they from?)

·      Occupation (What did they do?)

·      What makes them important/famous (Why should we care about them?)

• An interesting fact

Homework (due on Tuesday 10/28): Nationalism Case Study: Italy and Germany

Students spent the first half of the period working on the rough drafts of their argumentative essays (see the blog entry for 10/20 for instructions).  The second half of the period was spent in a computer lab where students were able to type up their final copies.  Some students finished the assignment while everyone else will need to finish typing on their own time.  To give students a chance to get to a computer the final due date is next Tuesday, October 28.

Today students were introduced to the project for this unit.  They will be writing an argumentative essay (following the state standards for 9th graders).  Students can choose to argue that the Industrial Revolution was either a positive, or a negative phenomenon. Or, because it is an election year, they can choose to argue for or against one of the Oregon ballot measures.

After deciding on a topic students completed the Pre-Essay Worksheet.

Homework: Essay Rough Drafts

Today students discussed the homework (Reforming the Modern World) and were introduced to economic systems that we will study all year (capitalism, socialism, and communism).

Next we completed a Factory System Document Questions (1st 2 pages only!) assignment where students read 4 primary sources and had to write about which ones they trusted and why.

Only students who didn't finish the documents took them home to finish as homework.

Students once again discussed the upcoming election.  This time we focused on the ballot measures in Oregon.  Table groups each took on one measure; they explained it to the whole class and discussed the pros and cons. 

Next students completed a worksheet (by answering questions in their logbook) called: British Population Moves to the Cities on urbanization during the Industrial Revolution.

With a different substitute, students finished the worksheet Effects of the Industrial Revolution.

Homework: Reforming the Industrial World

With a substitute students discussed the homework (Industrialization Case Study: Manchester) and started work on a worksheet called Effects of the Industrial Revolution.  They looked at both positive and negative aspects of industrialization and attempted to think of with solutions for the negative ones.

If you missed this assignment please see me, or come to tutorial to make up the work.

The class began by discussing the homework (Beginnings of Industrialization).

Next, students were assigned one of 4 major topics (Pre-Industrial Farming, the Agricultural Revolution, the Cottage Industry, or the Factory System).  They had to learn about their topic and perform a skit that explained the main concepts to the rest of the class.  In the end we finished the notes from Monday.

Homework: Industrialization Case Study: Manchester

Today the class discussed the new unit that we are starting.  I often call it the industrialization unit, but it’s really more than that.  We will be covering major changes that occurred, mostly during the 1800s, that greatly effected people’s lives and shaped the modern world we live in today.  In addition to the industrial revolution, we will be learning about the agricultural revolution and enclosure movement, urbanization, the rise of nationalism, and changes in the art of this era. 

Students began taking a few introductory notes.

Homework: Beginnings of Industrialization

Today students took the French Revolution and Napoleonic Europe Test and turned in their Logbooks and the storybook project.  If you are behind on the work in the logbook use the links below and turn in the work as soon as possible.  Only the Napoleon Map Activity is not accessible and need to be done in tutorial.

Logbook Check #1

• Homework: The French Revolution Begins (Notes)
• French Revolution Reading Questions (Louis XVI or Marie Antoinette)
• Homework: Revolution Brings Reform and Terror (Notes)
• French Revolution Reading Questions Part 2 (Robespierre or Metric System)
• Homework: Napoleon Forges an Empire (Notes)
• Homework: Napoleon's Empire Collapses (Notes)
• Napoleon Map Activity
• French Revolution Crossword Puzzle