Monday January 31
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1. Course Introductions
2. 2 truths and a lie
3. All about Me Survey
4. The Game or Egg Drop + IB Learner Profile reflection
2. 2 truths and a lie
3. All about Me Survey
4. The Game or Egg Drop + IB Learner Profile reflection
Tuesday February 1
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1. 2 truths and a lie
2. Stacking + ATL reflection
3. Pandemic Time Capsule
2. Stacking + ATL reflection
3. Pandemic Time Capsule
Wednesday February 2
1. 2 Truths and a Lie
2. Pandemic Time Capsule
2. Pandemic Time Capsule
Thursday February 3
1. Finish Pandemic Time capsule.
Friday February 4
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1. 2 Truth and a lie
2. Introduce the history unit with the David Bowie Song "Changes" What do you think will be a major theme of this course? Free-write on a major change in their life and how they felt when it happened. Share with class and collect
3. -Show the youtube clip “shift happens.” Did you know?
-Discuss how much change has happened in their lives so far. Compare to their grandparent (would have seen the first car and TV, video phones were futuristic).
4. 1750-1919 was also a time of incredible change, but it was change that left people very agitated and upset. They wanted to change the world they lived in for it to be a more fair place.
5. Read page three in the text book, talk about the domino effect of change, look at the example of the car. Get them to brainstorm changes enacted because of the cellphone (Need faster computers, Laws about internet safety and copyright, Studies of how Wi-Fi affects people, security changes (banks, credit cards online shopping), plagiarism, fraud, gambling, guy convinced people to commit suicide, easy access to information).
6. Introduce new Statement of Inquiry: Revolutions can create change and are affected by people who believe that they have a lack of access to power and privilege
7. Introduce Modern Revolutions project
2. Introduce the history unit with the David Bowie Song "Changes" What do you think will be a major theme of this course? Free-write on a major change in their life and how they felt when it happened. Share with class and collect
3. -Show the youtube clip “shift happens.” Did you know?
-Discuss how much change has happened in their lives so far. Compare to their grandparent (would have seen the first car and TV, video phones were futuristic).
4. 1750-1919 was also a time of incredible change, but it was change that left people very agitated and upset. They wanted to change the world they lived in for it to be a more fair place.
5. Read page three in the text book, talk about the domino effect of change, look at the example of the car. Get them to brainstorm changes enacted because of the cellphone (Need faster computers, Laws about internet safety and copyright, Studies of how Wi-Fi affects people, security changes (banks, credit cards online shopping), plagiarism, fraud, gambling, guy convinced people to commit suicide, easy access to information).
6. Introduce new Statement of Inquiry: Revolutions can create change and are affected by people who believe that they have a lack of access to power and privilege
7. Introduce Modern Revolutions project
Monday February 7
1. Course Selection
2. History Kahoot
2. History Kahoot
Tuesday February 8
modern_revolutions.docx | |
File Size: | 18 kb |
File Type: | docx |
1. History SWAT or Kahoot (https://play.kahoot.it/v2/?quizId=936d83ec-53b2-4195-8027-a25246f6062e)
2. Introduce new Statement of Inquiry: Revolutions can create change and are affected by people who believe that they have a lack of access to power and privilege
3. Research project on a modern Revolution. Research Info, create creative way to share it with the class, link to the SOI
4. Create creative presentation of the information they research
2. Introduce new Statement of Inquiry: Revolutions can create change and are affected by people who believe that they have a lack of access to power and privilege
3. Research project on a modern Revolution. Research Info, create creative way to share it with the class, link to the SOI
4. Create creative presentation of the information they research
Wednesday February 9
1. Prepare creative presentation of a modern revolution (Comic, poem or Headlines)
2. Work on American Revolution Sheet (use textbook to fill in notes)
2. Work on American Revolution Sheet (use textbook to fill in notes)
Thursday February 10
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1. Present Revolution Project.
2. Finish Sheet
3. History KAhoot
2. Finish Sheet
3. History KAhoot
Friday February 11
1. Show clip from Family Guy: One if by clam, two if by sea 9min. then skip to 10 minutes – 10:40. Play 11:15-11:56. What do they already know about the American Revolution? Do any of you play Assassin's Creed American Revolution? What do you know about the Revolution?
2. After the British captured New France, they were almost immediately worried about their ability to keep it and a Revolution in the South would soon challenge their claim to New France and cost them one of their largest colonies. Show Bob Hale (Horrible Histories) The American Report (Tea Party, School House Rock) Predict three things that lead to the American Revolution.
3. Go through American Revolution Matrix
2. After the British captured New France, they were almost immediately worried about their ability to keep it and a Revolution in the South would soon challenge their claim to New France and cost them one of their largest colonies. Show Bob Hale (Horrible Histories) The American Report (Tea Party, School House Rock) Predict three things that lead to the American Revolution.
3. Go through American Revolution Matrix
Monday February 14
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1. Use videos above to review
2. Battlefield vs. Guerilla warfare review outside
3. Finish matrix notes
4. Draw a 6-8 panel comic on white boards. What are the key moments of the American Revolution?
2. Battlefield vs. Guerilla warfare review outside
3. Finish matrix notes
4. Draw a 6-8 panel comic on white boards. What are the key moments of the American Revolution?
Tuesday February 15
1. Show John Green Clip for review
2. Use American Revolution Pwpt. for review
3. The two sides of King George (Teach Bias through the clips below)
2. Use American Revolution Pwpt. for review
3. The two sides of King George (Teach Bias through the clips below)
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Thursday February 10
patriot_assignment.docx | |
File Size: | 20 kb |
File Type: | docx |
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Wednesday February 16-Tuesday February 22
1. American Revolution Quiz
2. Review, discuss an example term and connection for the movie assignment
Continental Army: The Continental army was a militia group that fought on the Patriot side. In the movie the main character's son volunteered for the continental Army
3. Watch The Patriot
2. Review, discuss an example term and connection for the movie assignment
Continental Army: The Continental army was a militia group that fought on the Patriot side. In the movie the main character's son volunteered for the continental Army
3. Watch The Patriot
Wednesday February 23
1. Continue the Patriot
2. Discuss Hollywood vs. History Notes For the Patriot
3. Work on assignment
Hollywood vs. History
The Patriot is fiction: only one character, General Cornwallis actually existed. But the story fits in well with the time frame and events of the American Revolution, with the following exceptions:
1) The brutality of the British regulars is, in the worlds of star Mel Gibson, ‘juiced up’ for dramatic effect. In one scene, the British regulars murder wounded American POWs; in another, they order the execution of a colonial soldier captured in uniform. In fact, such war crimes by regular troops rarely happened. Spies and traitors, such as Nathan Hale (American) and Major John Andre (British), were hanged, and irregular militias, terrorist bands allied to both sides and Inian proxies certainly carried out some horrific atrocities. But regular troops on both sides almost universally observed the law of war that distinctions should be made between the former categories and uniformed combatants.
In the most incongruous scene, the people an entire town are locked in a church which is then set on fire. This mimics a notorious Nazi war crime, when 642 peple were massacred in the French village of Oradour sur Glane in June 1944, but no such incident took place in the American Revolution. As historian Thomas Fleming puts it: ‘Of course it never happened. If it had do you think Americans would have forgotten it? It could have kept us out of World War I.’
2) The film gives the impression that the conflict was a straight fight between British troops and colonials – only one colonist is shown fighting for the British, and regarded as an oddity by Tavington. However in reality, about a third of the colonists were rebels, a third were loyal to the British Crown and a third were neutral. Thus the Revolution was much more like a civil war, with communities and even families split between ‘patriots’ and ‘loyalists’.
3) Similarly, The Patriot tends to exaggerate the degree to which a unified ‘American’ identity had been forged in the 1770s. For instance, the colonials all sound like modern Americans, wheras in truth there would have been a wide range of European tongues and accents being spoken. Similarly the American flag with the circle of stars would not have been used in battle at that time, but is flown in the film to give greater dramatic impact.
4) The declaration by George Washington that slaves who fight for the Continental cause will earn their freedom is fictional.
5) The film-makers enlisted the help of the Smithsonian Institute to ensure the movie was free from anachronism in terms of military chronology, weapons used and costumes worn. However, certain changes were made for dramatic reasons. In battle sequences, the colors of uniforms have been altered to make it clearer to the audience which side is which. (According to the Smithsonian’s Bobby Moss, often the only way to distinguish between Loyalist and Patriot soldiers was what they wore in their caps – the loyalists had pine twigs and the Patriots white paper). Similarly, the soldiers led by Tavington, the Green Dragoons, wore (as their name would suggest) green in real life, but in the film they are given red coats to align them in the audience’s mind with the rest of the British army.
Another change that may infuriate purists is the merging of two important 1781 battles – Cowpens and Guildford Courthouse – into one. However, both battles were similar, in that local militia fought alongside the continental army to help turn the tide against the British in South Carolina.
The cannons used in the final battle scene are 32 lb guns. These weren't used in the field - the correct gun should have been the smaller 6lb gun. But, at the end of the day, the director wanted bigger bangs.
It is also worth mentioning that some of the characters are ‘based on’ real-life American Revolution combatants.
- Tavington is based on the historical figure Lieutenant Colonel Banastre Tarleton, who was renowned for the violence and brutality he inflicted on his enemies. The phrase ‘Tarleton’s quarter’ was coined to refer to his practice of ordering the execution of defeated combatants even after they had put down their weapons and waved the white flag. He continued his reign of terror until Cornwallis surrended at Yorktown in 1781, after which he became MP for Liverpool and lived to the age of 78.
- According to screenwriter Robert Rodat, the character of Benjamin Martin is a composite of several heroes of the American Revolution, including Thomas Sumter, Andrew Pickens, Daniel Morgan, Elijah Clark and Francis Marion. Martin’s ghostlike elusiveness is particularly reminiscent of the so-called ‘Swamp Fox’ Francis Marion, who would attack then ‘disappear’ into marshland. His effective guerrilla campaign recalls Thomas Sumter, whose harassment cut off British supplies. And he also represents Daniel Morgan, whose force of light infantry, riflemen, regular troops and militia leads the crucial victory at Cowpens.
- Villeneuve is partially based on the young French fighter the Marquis de Lafayette, who rose through the ranks of the Continental Army to become Washington’s protégé.
- Colonel Burnel is loosely based on Colonel ‘Lighthorse’ Harry Lee (although unlike actor Chris Cooper, Lee was just 19 when he fought in the Revolution).
2. Discuss Hollywood vs. History Notes For the Patriot
3. Work on assignment
Hollywood vs. History
The Patriot is fiction: only one character, General Cornwallis actually existed. But the story fits in well with the time frame and events of the American Revolution, with the following exceptions:
1) The brutality of the British regulars is, in the worlds of star Mel Gibson, ‘juiced up’ for dramatic effect. In one scene, the British regulars murder wounded American POWs; in another, they order the execution of a colonial soldier captured in uniform. In fact, such war crimes by regular troops rarely happened. Spies and traitors, such as Nathan Hale (American) and Major John Andre (British), were hanged, and irregular militias, terrorist bands allied to both sides and Inian proxies certainly carried out some horrific atrocities. But regular troops on both sides almost universally observed the law of war that distinctions should be made between the former categories and uniformed combatants.
In the most incongruous scene, the people an entire town are locked in a church which is then set on fire. This mimics a notorious Nazi war crime, when 642 peple were massacred in the French village of Oradour sur Glane in June 1944, but no such incident took place in the American Revolution. As historian Thomas Fleming puts it: ‘Of course it never happened. If it had do you think Americans would have forgotten it? It could have kept us out of World War I.’
2) The film gives the impression that the conflict was a straight fight between British troops and colonials – only one colonist is shown fighting for the British, and regarded as an oddity by Tavington. However in reality, about a third of the colonists were rebels, a third were loyal to the British Crown and a third were neutral. Thus the Revolution was much more like a civil war, with communities and even families split between ‘patriots’ and ‘loyalists’.
3) Similarly, The Patriot tends to exaggerate the degree to which a unified ‘American’ identity had been forged in the 1770s. For instance, the colonials all sound like modern Americans, wheras in truth there would have been a wide range of European tongues and accents being spoken. Similarly the American flag with the circle of stars would not have been used in battle at that time, but is flown in the film to give greater dramatic impact.
4) The declaration by George Washington that slaves who fight for the Continental cause will earn their freedom is fictional.
5) The film-makers enlisted the help of the Smithsonian Institute to ensure the movie was free from anachronism in terms of military chronology, weapons used and costumes worn. However, certain changes were made for dramatic reasons. In battle sequences, the colors of uniforms have been altered to make it clearer to the audience which side is which. (According to the Smithsonian’s Bobby Moss, often the only way to distinguish between Loyalist and Patriot soldiers was what they wore in their caps – the loyalists had pine twigs and the Patriots white paper). Similarly, the soldiers led by Tavington, the Green Dragoons, wore (as their name would suggest) green in real life, but in the film they are given red coats to align them in the audience’s mind with the rest of the British army.
Another change that may infuriate purists is the merging of two important 1781 battles – Cowpens and Guildford Courthouse – into one. However, both battles were similar, in that local militia fought alongside the continental army to help turn the tide against the British in South Carolina.
The cannons used in the final battle scene are 32 lb guns. These weren't used in the field - the correct gun should have been the smaller 6lb gun. But, at the end of the day, the director wanted bigger bangs.
It is also worth mentioning that some of the characters are ‘based on’ real-life American Revolution combatants.
- Tavington is based on the historical figure Lieutenant Colonel Banastre Tarleton, who was renowned for the violence and brutality he inflicted on his enemies. The phrase ‘Tarleton’s quarter’ was coined to refer to his practice of ordering the execution of defeated combatants even after they had put down their weapons and waved the white flag. He continued his reign of terror until Cornwallis surrended at Yorktown in 1781, after which he became MP for Liverpool and lived to the age of 78.
- According to screenwriter Robert Rodat, the character of Benjamin Martin is a composite of several heroes of the American Revolution, including Thomas Sumter, Andrew Pickens, Daniel Morgan, Elijah Clark and Francis Marion. Martin’s ghostlike elusiveness is particularly reminiscent of the so-called ‘Swamp Fox’ Francis Marion, who would attack then ‘disappear’ into marshland. His effective guerrilla campaign recalls Thomas Sumter, whose harassment cut off British supplies. And he also represents Daniel Morgan, whose force of light infantry, riflemen, regular troops and militia leads the crucial victory at Cowpens.
- Villeneuve is partially based on the young French fighter the Marquis de Lafayette, who rose through the ranks of the Continental Army to become Washington’s protégé.
- Colonel Burnel is loosely based on Colonel ‘Lighthorse’ Harry Lee (although unlike actor Chris Cooper, Lee was just 19 when he fought in the Revolution).