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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. Block 11-6 to7. Please get out the following: Unit 2 Content Rubric Work Habits Rubric
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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
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
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…”
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.
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
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!
1623 Slaves harvest sugar cane doing back breaking work. Few live very long because the labor is so hard.
In 1791 Haitian Slaves revolt against France in a violent uprising. http://www.latinamericanstudies.org/haitian-revolution.htm
The Haitian Revolution: 1791-1804 Based on this picture describe the Haitian Revolution.
Haitian victory in January 1804 = Independent Republic of Haiti
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.
The Charge: Crimes Against Humanity: Between the years 1791-1803, French soldiers committed wide-spread murder of men, women and children.
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!
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!
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!
Revolutions Flow Chart: Finish the bottom 2 Boxes in your groups. Remember: main ideas and outcomes (Enlightenment, constitutions, government structure etc.)
Unit 2 Content Rubric: Use the terms on the left and your Unit 2 section of your binder to help you answer the questions!
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!
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!
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.
Revolutions Flow Chart: Finish the bottom 2 Boxes in your groups. Remember: main ideas and outcomes (Enlightenment, constitutions, government structure etc.)
Unit 2 Content Rubric: Use the terms on the left and your Unit 2 section of your binder to help you answer the questions!
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!
Unit 2, LA Revolutions and Nationalism Formative: • Get out a ½ sheet of paper • # 1-6 • Cover your answers when you are finished
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
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.
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
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
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.
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
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?