Unit II: Age of Revolutions

1. Unit II: Age of Revolutions -Get out your notebooks and set up a new cover page with the title above. -Leave the back of you cover page blank for the map. -Use the next page for your Table of Contents, putting the current World History Standard on the bottom. -Set up your Do Now Page with #1 on the top and today’s date in the left margin.

2. Do Now 9/16/14 Thomas Hobbes described life in a “state of nature” as “solitary, poor, nasty, brutish and short.” 1) Describe what life would be like with NO government. What movies, games or television shows depict a situation like this? 2) What would you like about this state of existence? 3) How would life without laws or government negatively influence your life…be specific?

3. Enlightenment Europe Map Use maps on pages 64 and the appendix to follow the instruction on your maps. In the box make symbols for: -capital cities -cities where Enlightenment thinkers/Philosophers were from (Use chapter 2-1)

4. Do Now 9/19/14 Throughout history writers and artist have been censored (restricted). What forms of censorship do you think shouldn’t exist? Think about movies, books, music, art. Explain how censorship has influenced you. Is there any censorship that is important? What about age appropriateness? Should parents or the government, or both or neither censor violent material and sexual content from children?

5. Classwork Pgs. 60-65 Answer the following questions on page 65 using the back of your “Enlightened Despots” paper. Identify the terms and places, explaining their significance. (pg. 60) What cultural and political changes took place because of the Enlightenment? What is the difference between baroque and rococo, and how where these styles reflected in art? What did Frederick the Great mean when he said, “In my kingdom, everyone can go to heaven in his own fashion”?

6. Do Now 9/22/14 Connection to prior knowledge. Answer the following in complete sentences when required (#2-#3). Use pages 67-73 if needed: Make a brainstorm list of the American Revolutionary War. What people, places, and events do you remember from 8th Grade History? Why do you think the Americans rebelled against Great Britain? How did Americans change their government to make it different that Great Britain’s? Think about government structure, historic documents, role of monarch.

7. Do Now 9/23/14 Copy the Checks and Balances chart on pg. 72 onto your Do Now. Make sure you include the names of the three branches of government, the information in the arrows (pointed in the correct directions), and a symbol/image of your own for each branch.

8. Do Now 9/24/14 (As Notes #3) Today we are going to take a political survey. Do not write on it!!! On your Do now write in complete sentences: Do you think you are liberal or conservative? Why? Identify the political party that you feel represents your ideas and interests most closely (Republican, Democrat, etc) Write #1-#20 on you paper like this #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 #12 #13 #14 #15 #16 #17 #18 #19 #20 4) Add up the points for your answers______, The closer to a score of 200 you are, the more_________ you are. 5) Are you surprised about your results? Explain.

9. Homework Chapter 2-3 Answer questions 1-5 on page 73. For question #1, write a sentence explaining the significance of the terms, people, and places on page. 67. -Example you may use: King George III, ruled England when the colonies declared their independence. -For question #2, create a timeline with the events leading up to the American Revolution. (include a minimum of five!)

10. Do Now 9/26/14 Read the U.S. Bill of Rights summary on page 73. -Describe the three amendments that are the most important to you? -Why are they important to you? -What are some examples of how they may changed since they were written in 1789?

11. Notebook #4: Bill of Rights For each of the 1st Ten Amendments to the Constitution (pg. 73), do the following in your notebook: Amendment # and text//Summary (Example)//Visual -Write Amendment # and copy information from book. -Summarize what the amendment means (Give an example of a law or right the amendment protects) -Provide a small visual representation of the amendment

12. Do Now 9/29/14 I=1, II=2, III=3, IV=4, V=5, VI=6, VII=7, VIII=8, IX=9, X=10 XV=15, XX=20, XXIV=24, L=50, C=100, D=500, M=1000 The other Amendments. (Copy down the Roman Numeral chart above, in red) Then open your textbooks to page 98. Use your number to find your Amendment to the Constitution #11-#27 Write down your number in Roman and Arabic numbers as well as the year it was passed. Read your Amendment and summarize what it says in a few sentences (some are longer than others). Think of an example of why your amendment is important or what right it might protect.

13. Do Now 9/30/14 We are comparing the English Civil War, the American Revolution, and the French Revolution. Write down the following questions to answer while watching the following video. Three reasons the colonies revolted against Britain were_____________________. How was the American Revolution “revolutionary” rather than just a war for independence?

14. In a short paragraph, describe what you see in the above painting. Who do you think is being executed and why? Who makes up the crowd? Why are there so many soldiers? Describe the killing device?

15. Louis XVI, before people started losing their heads.

16. #6 On the Eve of Revolution Essential Question: What led to the storming of the Bastille, and the start of the French Revolution?

17. Three Estates

18. Three Estates

19. I. What was French society like on the eve of the revolution? A. Under France’s ancien régime, there were three social classes, or estates. • The clergy made up the First Estate, nobles made up the Second Estate, and everyone else, including the bourgeoisie, or middle class, belonged to the Third Estate (mostly rural peasants) • Its poorest members were urban workers • Members of the Third Estate resented the privileges enjoyed by other classes (paid almost no taxes)

20. B. France’s economy worsened the divide. • France was deeply in debt because of deficit spending, where the govt. spends more money than it takes in • Bad harvests sent food prices soaring • Louis XVI chose Jacques Necker as his financial advisor • Necker proposed taxing the First and Second Estates, but the nobles and high clergy forced the king to dismiss him

21. As 1788 ended, France was nearly bankrupt • Louis XVI called for the Estates-General, or law making body, made up of the three classes, to meet at Versailles • Before the meeting, the king had all three estates prepare cahiers, or notebooks, listing their complaints.

22. II. How did France’s government change to try and meet popular demands? A. The Estates-General met in May 1789. Delegates of the Third Estate took a daring step and claimed to represent the people of France and formed a new National Assembly B. While locked out of their meeting place, the delegates took their famous Tennis Court Oath, where they swore never to separate until they had established a just constitution

23. III. What events started the revolution? • On July 14, 1789, the streets of Paris buzzed with rumors that royal troops were going to occupy the city • A crowd gathered outside the Bastille, a grim fortress used as a prison • They demanded weapons that were stored there • When the commander refused, the angry mob stormed the Bastille, beginning the French Revolution