Block 11-6 to7

1. Block 11-6 to7 Please get out the following: • Unit 2 Content Rubric • Work Habits Rubric • POV packets from yesterday • Piece of Binder Paper for in class work. Title: Haitian Revolution

2. Block 11-6 to7 Please get out the following: • Unit 2 Content Rubric • Work Habits Rubric • POV packets from yesterday • Piece of Binder Paper for in class work. Title: Haitian Revolution

3. Point of View – Latin America • Assessment: Collaboration - participates effectively in individual or collaborative activities and works well with peers and teacher (initiates, seeks clarification, propels conversation, builds on other students ideas, encourages other students) • Follow the directions on the inner-left side • Share and alternate jobs • Start with the POV charts, but if you get stuck, try the questions on the last sheet. Write in the first person: “I believe…”

6. Justify – what does it mean? • Give solid, specific reasons to prove that decisions, actions, or conclusions are right, fair or just. • Justify includes a Moral component. Something done must be the correct thing, but also, at the end, morally right.

7. Practice Justification: In your opinion and in general, under what circumstances is it acceptable… • To act violently against soldiers • To attack or harm civilians • To break promises • To overthrow a government • To trick an enemy with lies

8. Friday 11-8-13 Please get out the following: • Haitian Revolution notes paper from block day • Pencil and highlighter • Unit 2 Content rubric • Your beautiful brain!

9. Modern Map

10. 1623 Slaves harvest sugar cane doing back breaking work. Few live very long because the labor is so hard.

11. In 1791 Haitian Slaves revolt against France in a violent uprising. http://www.latinamericanstudies.org/haitian-revolution.htm

12. The Haitian Revolution: 1791-1804 Based on this picture describe the Haitian Revolution.

13. Haitian victory in January 1804 = Independent Republic of Haiti

14. Haitian Revolution Reading • Start with the 1st version of the reading. If you find it too difficult, try the 2nd version or the 3rd. • Create yourself a quick timeline (5 minutes) of events during the Haitian Revolution. Q: Do you think the Haitians were justified in their actions? Why? Q: How could the French have justified their actions? • When you are finished, come get a SAC packet from me.

15. The Charge: Crimes Against Humanity: Between the years 1791-1803, French soldiers committed wide-spread murder of men, women and children.

16. Haitian Rev. SAC: Use any of these sentence stems to help you justify their perspective as you prepare. • It wasn’t necessary… • We had every/no right to… • We felt we needed to… • There was no other way to… • It was justified… • We had been pushed into a corner… • It was inevitable that.. • In order to defend ourselves… • It was inexcusable… • The injustice of the situation led to… You are writing in the 1st person again!

17. Tuesday 11-12-13 Please get out the following: • Unit 2 Content Rubric • Haitian Revolution SAC work • Pen, Pencil, Highlighter • Revolutions Flow Chart Don’t forget – everything you do in class matters!

18. Haitian Rev. SAC: Use any of these sentence stems to help you justify their perspective as you prepare. • It wasn’t necessary… • We had every/no right to… • We felt we needed to… • There was no other way to… • It was justified… • We had been pushed into a corner… • It was inevitable that.. • In order to defend ourselves… • It was inexcusable… • The injustice of the situation led to… You are writing in the 1st person again!

19. Revolutions Flow Chart: Finish the bottom 2 Boxes in your groups. Remember: main ideas and outcomes (Enlightenment, constitutions, government structure etc.)

21. Unit 2 Content Rubric: Use the terms on the left and your Unit 2 section of your binder to help you answer the questions!

22. Block 11-13 to 14 Please get out the following: • Pen, Pencil, Highlighter • ½ sheet of paper for Latin American Revolutions and Nationalism Formative Assessment Don’t forget – everything you do in class matters!

23. Block 11-13 to 14 Please get out the following: • Pen, Pencil, Highlighter • ½ sheet of paper for Latin American Revolutions and Nationalism Formative Assessment Don’t forget – everything you do in class matters!

24. Haitian and Latin American Revs Review… • This is YOUR question sheet • Please be quiet and patient through the video. You will have time to check answers with your table when you are finished. • Notice: if you want to see these again, the link is at the top of your handout.

25. Revolutions Flow Chart: Finish the bottom 2 Boxes in your groups. Remember: main ideas and outcomes (Enlightenment, constitutions, government structure etc.)

27. Unit 2 Content Rubric: Use the terms on the left and your Unit 2 section of your binder to help you answer the questions!

28. Friday 11-15-13 Please get out the following: • Pen, Pencil, Highlighter • ½ sheet of paper for Latin American Revolutions and Nationalism Formative Assessment Don’t forget – everything you do in class matters!

29. Unit 2, LA Revolutions and Nationalism Formative: • Get out a ½ sheet of paper • # 1-6 • Cover your answers when you are finished

30. Which of the following was probably NOT influenced by nationalism during the 1800s? • groups uniting against an oppressive monarchy • an empire that crumbles into independent states • an empire granting long-needed social reforms • groups accepting a long-established form of government • Which of the following men led a revolt of enslaved Africans in Saint Domingue? • Jose de san Martin • Jose Maria Morelos • Toussaint L’Ouverture • Giuseppe Garibaldi

31. 3. By 1849 most of Europe was under the control of • liberals. • radicals. • peasants. • conservatives. • 4. How were the liberation movements in Spanish South America and Brazil similar? • Both were headed by Jose de San Martin. • Both were led by the Creole class. • Both used violence. • Both used two armies.

32. 5. This group of people was at the top of the list of social classes in Spanish colonies in Latin America. • creoles • peninsulares • mulattoes • mestizos • 6. During the 19th century, which of the following occurred in Europe? • conflict between conservative and liberal movements • the resurgence of conservatives over liberals • the decline for established empires • All of the above

33. Answers…

34. Which of the following was probably NOT influenced by nationalism during the 1800s? • groups uniting against an oppressive monarchy • an empire that crumbles into independent states • an empire granting long-needed social reforms • groups accepting a long-established form of government • Which of the following men led a revolt of enslaved Africans in Saint Domingue? • Jose de san Martin • Jose Maria Morelos • Toussaint L’Ouverture • Giuseppe Garibaldi

35. 3. By 1849 most of Europe was under the control of • liberals. • radicals. • peasants. • conservatives. (pg. 256 – end of rebellions) • 4. How were the liberation movements in Spanish South America and Brazil similar? • Both were headed by Jose de San Martin. • Both were led by the Creole class. • Both used violence. • Both used two armies.

36. 5. This group of people was at the top of the list of social classes in Spanish colonies in Latin America. • creoles • peninsulares • mulattoes • mestizos • 6. During the 19th century, which of the following occurred in Europe? • conflict between conservative and liberal movements • the resurgence of conservatives over liberals • the decline for established empires • All of the above

38. Unit 2: Social Revolutions Primary Documents • You have heard about these along the way, but now it’s time to see what they really say. • Assessment: Collaboration • Alternate jobs at your table to fill out the accompanying chart: • Reader • STOP and Where? • Why? • Democratic Rights?