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Friday, April 26 th

Friday, April 26 th. Bell-Ringer : Please pick up a copy of the Debriefing and Reflection worksheet on the front table. Take the first 10 minutes of class to write thoughtful responses to each question IN COMPLETE SENTENCES. Daily Agenda:. Bell-Ringer : DBQ Project Reflection

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Friday, April 26 th

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  1. Friday, April 26th Bell-Ringer: Please pick up a copy of the Debriefing and Reflection worksheet on the front table. Take the first 10 minutes of class to write thoughtful responses to each question IN COMPLETE SENTENCES.

  2. Daily Agenda: • Bell-Ringer: DBQ Project Reflection • Word of the Day acolyte • Lecture: Atlantic Revolutions • Collaborative Evaluation: The Crane Brinton Revolutionary Model • Summarizer Homework: Finish reading and taking notes on Chapter 29 (Industrial Revolution). [Extra Credit test due Next Friday!]

  3. Acolyte- a devoted follower • In the Star Wars saga, Obi-Wan Kenobi is a Jedi Knight who served as Luke Skywalker’s mentor. As an eager young ACOLYTE, Skywalker learned the ways of the Force, a natural power harnessed by the Jedi in their struggle against the villainous Darth Vader and the evil Galactic Empire. Friday, 1st block- words in context

  4. Why would these guys call themselves The Acolytes?

  5. Acolyte- a devoted follower • Which words related to ACOLYTE have a positive connotation? • Aid Assistant Disciple Groupie • Follower Hanger-on Helper (Answers on next slide) Friday, 2nd Word Sort

  6. Acolyte- a devoted follower • Which words related to ACOLYTE have a positive connotation? • Aid AssistantDisciple Groupie • Follower Hanger-on Helper Friday 2nd block answers

  7. Peer Review and Feedback: • Please find a partner that you are comfortable receiving feedback from. • Using the Generic DBQ rubric provided, score your partners DBQ Essay. • Make sure to complete the bottom question on the sheet as well.

  8. DBQ Project • Please take out all of your materials for your DBQ Project. I would like to take a moment to make sure that everyone is turning in all required components of the project in an orderly fashion.

  9. Please submit the following information in the order listed: • DBQ Questions Packet (with documents listed) • Sample Essay • Outside Information Sheet • Brainstorming Cluster Chart • All completed Source Logs Staple all of these together in this order and find a partner to work with.

  10. The Atlantic Revolutions Choose ONE of the Atlantic Revolutions (American, French, or Haitian) and write it on your sticky note along with your name. Next, take your sticky note with you to the side board and place it along the revolutionary spectrum indicating HOW REVOLUTIONARY you think that revolution was.

  11. Revolution – n. an overthrow or repudiation and the thorough replacement of an established government or political system by the people governed; a radical and pervasive change in society and the social structure, especially one made suddenly and often accompanied by violence. • What if a revolution was revolutionary in some ways, but not others? • In what ways were these revolutions limited? How severely? • What common themes or ideologies were present in all of these revolutions? • Were they revolutionary enough? Did the benefits outweigh the drawbacks? • Which revolution held truest to its cries for egalitarianism? • Which revolution was MOST revolutionary?

  12. The American Revolution - Causes • The Seven Years’ War (French and Indian War) • Proclamation of 1763 • End of Salutary Neglect • “Taxation without Representation” (Sugar, Townshend, Stamp, etc.) • Enlightenment Liberalism

  13. American Revolution – Why did the colonists win? Guerilla Warfare Wore Down British Foreign support

  14. American Revolution -- Resolution • Treaty of Paris  Granted colonists independence on all territory east of the Mississippi River. • New government formed under the Articles of Confederation • No Executive (King) -- No power to tax -- Very limited standing army • Massive Debt and Inflation • Political Division  Over 30% of the population were loyalists during the war • U.S. Constitutional Convention: The Real End to Revolution!

  15. The Napoleonic Era:

  16. Applying the Lessons of History • IN 1938, Crane Briton, a Harvard Historian, published The Anatomy of Revolutionin which he compared the workings of a revolution to the progression of a fever. • After studying the English Civil War (1640s), American Revolution, French Revolution, and Russian Revolution (1917), Brinton noticed a general pattern that he outlined. • He used the pattern to evaluate the “radicalness” and effectiveness of revolutions.

  17. Directions: • Working in groups of 3-4, evaluate the effectiveness of Brinton’s model of revolution. • Choose one of the Atlantic Revolutions to focus on. Using the chart provided, research the revolution and determine if the model can be supported by evidence from that revolution. • Then, as a group, evaluate the effectiveness of the revolution by answering the questions on the back of the page. • Finally, as a group, write an evaluative paragraph explaining why Brinton’s model does/does not explain the process of revolution effectively.

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