Friday October 14
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1. 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
2. -Show the youtube clip “shift happens.” Did you know? 3.0 -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). 3. The Renaissance was also a time of incredible change, but it was change that left people very agitated and upset. Read interesting facts about the 1500. Review the Middle ages with Jeopardy game. 4. Define the term Renaissance: Re-birth, 1450-1600, going back to Greek and Roman Culture, focus on the human and away from Religion. Define Middle Ages: 500-1450. Reformation: Religious reform of the Catholic Church 1500s. 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. Religious: Protestantism develops Political: Kings gain power when pope loses it Economic: Feudalism is dead, modern business economy is developing Cultural: Humans are just as important as religion! Science: If science can’t prove it, it doesn’t exist. 7. Assign students a change to read about and fill in the blank. Have them share their information with a new group and fill in the sheet together.
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Tuesday October 18
1.Review the 5 major changes in Renaissance European Society
Religious: Protestantism develops
Political: Kings gain power when pope loses it
Economic: Feudalism is dead, cities and modern global business economy develops (after Spanish Armada gives England control of the seas)
Cultural: Humans are just as important as religion!
Science: If science can’t prove it, it doesn’t exist.
1.Protestant Revolution (pg. 4)
2. Kings Gain Power (pg. 5)
3. Cities grew and trade as feudalism ended (pg. 6-7)
4. Literature/art no longer centered on the church (pg. 8)
5. Scientific Method (10-11)
2. Go through the notes and supplement with videos and the feudalism with skittle activity.
-One big change = plague – helps bring down feudalism (no people to work)
-Show Monty Python clip from plague-ravaged England: bring out your dead:
-Re-iterate how the change in religion and the movement towards science and the scientific method (if it can’t be proven by science, it cannot be proven) causes people commit suicide because world is not center of universe – whole bible might not be true (Bible says world is 7,000 years old). Turns old views of the world upside-down.
Clips that go with the lesson
1. Bio of the millennium on Guttenberg)
2. Bio of the millennium on Luther and Newton)
3.show pictures from Europe Trip of elaborate churches
4. Show Simpsons version of Queen Elizabeth and the Spanish Armada (in Itunes)
Religious: Protestantism develops
Political: Kings gain power when pope loses it
Economic: Feudalism is dead, cities and modern global business economy develops (after Spanish Armada gives England control of the seas)
Cultural: Humans are just as important as religion!
Science: If science can’t prove it, it doesn’t exist.
1.Protestant Revolution (pg. 4)
2. Kings Gain Power (pg. 5)
3. Cities grew and trade as feudalism ended (pg. 6-7)
4. Literature/art no longer centered on the church (pg. 8)
5. Scientific Method (10-11)
2. Go through the notes and supplement with videos and the feudalism with skittle activity.
-One big change = plague – helps bring down feudalism (no people to work)
-Show Monty Python clip from plague-ravaged England: bring out your dead:
-Re-iterate how the change in religion and the movement towards science and the scientific method (if it can’t be proven by science, it cannot be proven) causes people commit suicide because world is not center of universe – whole bible might not be true (Bible says world is 7,000 years old). Turns old views of the world upside-down.
Clips that go with the lesson
1. Bio of the millennium on Guttenberg)
2. Bio of the millennium on Luther and Newton)
3.show pictures from Europe Trip of elaborate churches
4. Show Simpsons version of Queen Elizabeth and the Spanish Armada (in Itunes)
Thursday October 20
1. Review Renaissance Changes
2. In groups of 3-4 Create three newspaper headlines that capture three of the changes (i.e. "Kings Rule, Popes drool" to show that while the Pope was losing power due to the Reformation, the Kings were gaining it or "Humans Matter: New Art form dominates Europe" shows that now people feel that they can create art that does not have a religious focus)
3. Present
4. English society also had three main religions, which caused a lot of tension. During the Reformation, England became Protestant (Anglican specifically) and came to hate Catholics. Watch 0-2min, 10-18 min and 20-end from Bloody Britain to see why.
-Explain that England has a mix of people who live to excess (decorate churches) + these people – what does class think is going to happen?
2. In groups of 3-4 Create three newspaper headlines that capture three of the changes (i.e. "Kings Rule, Popes drool" to show that while the Pope was losing power due to the Reformation, the Kings were gaining it or "Humans Matter: New Art form dominates Europe" shows that now people feel that they can create art that does not have a religious focus)
3. Present
4. English society also had three main religions, which caused a lot of tension. During the Reformation, England became Protestant (Anglican specifically) and came to hate Catholics. Watch 0-2min, 10-18 min and 20-end from Bloody Britain to see why.
-Explain that England has a mix of people who live to excess (decorate churches) + these people – what does class think is going to happen?
Thursday October 27
1. Activity to illustrate the importance of democratic rights. Explain why we did it and that it will link to what we are doing next.
2. We discussed the all the changes facing Europe in the 1500s, and one major one was a change in the power of kings. While the Tudors in England had been smart enough to use this sparingly, when a new king came to England who strongly believed in the Divine Right of King, problems begin to develop.
-James the first was king of England after Elizabeth I and he believed in something called “The Divine Right of Kings” The belief that kings had a god given right to rule and nothing could challenge that. Meant they were above the law.
3. Put the quote on the board: “power tends to corrupt and absolute power corrupts absolutely” What does this mean?
4. Show the Aladdin clip and discuss
-Discuss why Jaffar fails/falls –
-Link to Stuart Dynasty – believe in divine right of kings (power from God) – Medieval mindset in a time of science/logic. Believe in Divine Right of Kings in a nation that believes in some level of equality and parliament.
-The history we will study is the story of someone’s personality that leads to war and death of divine right of kings.
-England was forefront of democracy – put it into use in this time period
-Mention Magna Carta – limits kings power and creates parliament.
4. Divine right of Kings; is it bad or good? (Absolute monarch)
-Get students to write two columns one that says PLUS and the other says MINUS.
-Have to think of benefits and disadvantages of an absolute monarch
-copy down the points to be used more later in the unit (for the mock trial)
5. Talk about inequality of the class. Get them to stand up and divide them into classes. In a class of 25, 1 person will be the upper class (2.6%) (actually a half of a person, but we’ll go with 1), 3.75, so 4 people are middle class and the rest are lower class. Tell them to sit again, but remember who they are.
6. Explain that the upper class consists of the King, his advisors, nobles and high church officials (like bishops). Houses full of treasures like china from Asia, fine furniture made from African wood etc.
The Middle class are merchants who were becoming rich from trade, landowners, skilled workers in guilds, professionals (doctors, lawyers) and military officers. They could, with enough money, join the upper class. Many of the richer ones also had treasures from colonies. Made money importing them for rich people
Lower class: ordinary workers, most work on farms in country. Live in powerty, no chance to move up, whole families live in one or two rooms. Men earned 10 pennies a day, women 3-4. Widows worst off, cities full of people whose only livelihood was crime because no work once kicked off feudal lands.
7. Now show them distribution of wealth in English society. If 25 cookies represents the total wealth of England, the cookies would be divided among them as follows
Upper class gets: 21 and ¾ of a cookie
Middle: 3 cookies
Lower: ¼ of a cookie
How do you think people felt about this? What can they do?
8. Complete Map
9. Work on Chapter questions
2. We discussed the all the changes facing Europe in the 1500s, and one major one was a change in the power of kings. While the Tudors in England had been smart enough to use this sparingly, when a new king came to England who strongly believed in the Divine Right of King, problems begin to develop.
-James the first was king of England after Elizabeth I and he believed in something called “The Divine Right of Kings” The belief that kings had a god given right to rule and nothing could challenge that. Meant they were above the law.
3. Put the quote on the board: “power tends to corrupt and absolute power corrupts absolutely” What does this mean?
4. Show the Aladdin clip and discuss
-Discuss why Jaffar fails/falls –
-Link to Stuart Dynasty – believe in divine right of kings (power from God) – Medieval mindset in a time of science/logic. Believe in Divine Right of Kings in a nation that believes in some level of equality and parliament.
-The history we will study is the story of someone’s personality that leads to war and death of divine right of kings.
-England was forefront of democracy – put it into use in this time period
-Mention Magna Carta – limits kings power and creates parliament.
4. Divine right of Kings; is it bad or good? (Absolute monarch)
-Get students to write two columns one that says PLUS and the other says MINUS.
-Have to think of benefits and disadvantages of an absolute monarch
-copy down the points to be used more later in the unit (for the mock trial)
5. Talk about inequality of the class. Get them to stand up and divide them into classes. In a class of 25, 1 person will be the upper class (2.6%) (actually a half of a person, but we’ll go with 1), 3.75, so 4 people are middle class and the rest are lower class. Tell them to sit again, but remember who they are.
6. Explain that the upper class consists of the King, his advisors, nobles and high church officials (like bishops). Houses full of treasures like china from Asia, fine furniture made from African wood etc.
The Middle class are merchants who were becoming rich from trade, landowners, skilled workers in guilds, professionals (doctors, lawyers) and military officers. They could, with enough money, join the upper class. Many of the richer ones also had treasures from colonies. Made money importing them for rich people
Lower class: ordinary workers, most work on farms in country. Live in powerty, no chance to move up, whole families live in one or two rooms. Men earned 10 pennies a day, women 3-4. Widows worst off, cities full of people whose only livelihood was crime because no work once kicked off feudal lands.
7. Now show them distribution of wealth in English society. If 25 cookies represents the total wealth of England, the cookies would be divided among them as follows
Upper class gets: 21 and ¾ of a cookie
Middle: 3 cookies
Lower: ¼ of a cookie
How do you think people felt about this? What can they do?
8. Complete Map
9. Work on Chapter questions
new_civil_war_outline.docx | |
File Size: | 193 kb |
File Type: | docx |
Monday October 31
map_assignment__notes.doc | |
File Size: | 94 kb |
File Type: | doc |
1. Hand Back Maps and Review: in the 1600s England was somewhat democratic (Magna Carta) and Had inequality between the classes (review cookie simulation).
2. Now we will learn and experience was English people ate in the 1600. Review the defeat of the Spanish Armada and how that brought new products to England. Link to the foods we will try (Stew, coffee, mushy peas, bread and pineapple). Read pg. 23 to see 17th century English diet. Try a 17th century English platter: Stew, bread, coffee, pineapple and mushy peas.
3. Lecture on James VI/ James I
4. James the first was obsessed with witches and his obsession unleashed a reign of terror aimed at supposed witches in England. Distribute Witch-finder General Handout and read.Read about how witches were "discovered" during the civil war in England
5. Show Matthew Hopkins video beginning to 3 mins and 6 min to 16 minutes. Explain his career ended when he killed a preacher for being a witch, people no longer trusted him.
-Discuss how witch hunts are hysteria and are aimed at vilifying and persecuting others. --- are there any examples today? Holocaust, Kick a Ginger day, treatment of Muslims after 911? genocides?
6. Show Machines of Malice: Ducking Chair clip or Burning at the stake. Discusses on other ways witches were punished.
http://www.dailymotion.com/video/x1nltge_machines-of-malice-witches-and-heretics_shortfilms
7. work on chapter questions. Please complete to 10 for tomorrow.
2. Now we will learn and experience was English people ate in the 1600. Review the defeat of the Spanish Armada and how that brought new products to England. Link to the foods we will try (Stew, coffee, mushy peas, bread and pineapple). Read pg. 23 to see 17th century English diet. Try a 17th century English platter: Stew, bread, coffee, pineapple and mushy peas.
3. Lecture on James VI/ James I
4. James the first was obsessed with witches and his obsession unleashed a reign of terror aimed at supposed witches in England. Distribute Witch-finder General Handout and read.Read about how witches were "discovered" during the civil war in England
5. Show Matthew Hopkins video beginning to 3 mins and 6 min to 16 minutes. Explain his career ended when he killed a preacher for being a witch, people no longer trusted him.
-Discuss how witch hunts are hysteria and are aimed at vilifying and persecuting others. --- are there any examples today? Holocaust, Kick a Ginger day, treatment of Muslims after 911? genocides?
6. Show Machines of Malice: Ducking Chair clip or Burning at the stake. Discusses on other ways witches were punished.
http://www.dailymotion.com/video/x1nltge_machines-of-malice-witches-and-heretics_shortfilms
7. work on chapter questions. Please complete to 10 for tomorrow.
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Wednesday November 2
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lesson_4_-_charles_i.ppt | |
File Size: | 188 kb |
File Type: | ppt |
1. Review what we learned yesterday about English society: Gov’t: Absolute monarchy, divine right of kings, Democracy, Magna Carta, diet, inequality and tensions in religion. Use drawings on board and brief notes to review
2. Watch Historical Chef clip from Horrible Histories to fill in some more information on the English diet in the 1600.
3. - REVIEW OF Great Britain – draw on board – we’ll get into teams and play “pin the tail on the map.” – Give students some tape and get them to write out as many of the words as possible. Have to run up and tape into the proper positions. We’ll review first.
4. Powerpoint on Charles 1
5. Show Horrible History Clip on Charles.
6. Video: English Civil War - play 16 minutes on Charles 1st to show how he spoke
7. Sort out long term causes of the civil war into Religious, Parliament and Taxes (please keep them in order of the dates provided)
2. Watch Historical Chef clip from Horrible Histories to fill in some more information on the English diet in the 1600.
3. - REVIEW OF Great Britain – draw on board – we’ll get into teams and play “pin the tail on the map.” – Give students some tape and get them to write out as many of the words as possible. Have to run up and tape into the proper positions. We’ll review first.
4. Powerpoint on Charles 1
5. Show Horrible History Clip on Charles.
6. Video: English Civil War - play 16 minutes on Charles 1st to show how he spoke
7. Sort out long term causes of the civil war into Religious, Parliament and Taxes (please keep them in order of the dates provided)
Friday November 4
walter_prynne.docx | |
File Size: | 152 kb |
File Type: | docx |
1. Mark Chapter questions to 10. Review Charles I. Show video of him speaking
2. Go over the sheet they made for long term causes of the civil war.
3. What is a Civil War?: Nation fights amongst selves. Families Vs. Families.-Events leading to the Civil War –
4. Clip from “Hotel Rwanda” to show a modern civil war– Down driving along the waterfront – to show that civil wars still occur. . Discuss other nations in the middle of civil wars: Iraq, Afghanistan, Libya, Egypt (last year), Congo, Sudan, Uganda, Sierra Leone, Somalia
5. Freedom of Speech: Have a debate on Penticton instituting a 7 pm curfew, but they are not allowed to speak against it, only for it. Sent anyone who speaks against it to a corner
Ask class: Should people be able to say what they like? What does the Canadian Charter say? … Everyone has the following fundamental freedoms:
Charter: "freedom of thought, belief, opinion and expression, including freedom of the press and other media of communication"
What does this mean? Are there limitations? Should there be?
-Read page 32 on Walter Prynne. Characterize Prynne on the chalkboard using the attached notes. Talk about his “crime” and punishment. Discuss how freedom of speech has evolved over the years. Show Walter Prynn Horrible History Clip
6. Write notes on Civil War by walking around the room and writing them down. Go over the notes.
7. Work on Chapter questions
2. Go over the sheet they made for long term causes of the civil war.
3. What is a Civil War?: Nation fights amongst selves. Families Vs. Families.-Events leading to the Civil War –
4. Clip from “Hotel Rwanda” to show a modern civil war– Down driving along the waterfront – to show that civil wars still occur. . Discuss other nations in the middle of civil wars: Iraq, Afghanistan, Libya, Egypt (last year), Congo, Sudan, Uganda, Sierra Leone, Somalia
5. Freedom of Speech: Have a debate on Penticton instituting a 7 pm curfew, but they are not allowed to speak against it, only for it. Sent anyone who speaks against it to a corner
Ask class: Should people be able to say what they like? What does the Canadian Charter say? … Everyone has the following fundamental freedoms:
Charter: "freedom of thought, belief, opinion and expression, including freedom of the press and other media of communication"
What does this mean? Are there limitations? Should there be?
-Read page 32 on Walter Prynne. Characterize Prynne on the chalkboard using the attached notes. Talk about his “crime” and punishment. Discuss how freedom of speech has evolved over the years. Show Walter Prynn Horrible History Clip
6. Write notes on Civil War by walking around the room and writing them down. Go over the notes.
7. Work on Chapter questions
Tuesday November 8
1. Go over chapter questions 11-18
2. Go over the causes of the Civil War Matrix
Put the Top 4 Causes of the Civil War on the Board:
1. Charles’ Personality
-Hates Parliament, but enjoys extravagant lifestyle (1)
-Wife pawns crown jewels
-Believed in Absolute Monarchy and Divine Rights of kings (2)
2. Lack of Reform in England
-Poor make up most of population, but make least amount of money (3)
-Protestantism Reformation, but people like Laud still decorating churches (4)
-tried to force Presbyterians to be Anglican (dissolves Parliament when they won’t support àShort Parliament) (5)
-Grand Remonstrance: How much power should the king have? Charles take advantage and invades parliament (6)
3. Taxes (2 groups choose any 2) (7/8)
-ship money
-forced loans
-Billet Soldiers
-Tonnage and poundage
-Lord Strafford
4. Inability to speak out against Charles government
-Walter Prynn (9)
-Court of Star Chamber (10)
3.Break students into groups of 2-3. Have to create a tableau that captures the action of the scene, storyboard it on a piece of paper, take the picture, hand it in and I will create a review notes comic.
4.-Write “short”, “long” and “rump” parliament on the board. Students should take brief notes on each parliamentary body. Add to the above statements.
Short – from April to May of 1640.
Long parliament from 1640-1653! Refused to give Charles money unless he signed Grand Remonstrance
Rump parliament… the “remnants” of the long parliament that was broken up by Cromwell’s New Model Army… a derogatory term for “left-overs”…
5. Work on Chapter questions. Rest Due November 22
2. Go over the causes of the Civil War Matrix
Put the Top 4 Causes of the Civil War on the Board:
1. Charles’ Personality
-Hates Parliament, but enjoys extravagant lifestyle (1)
-Wife pawns crown jewels
-Believed in Absolute Monarchy and Divine Rights of kings (2)
2. Lack of Reform in England
-Poor make up most of population, but make least amount of money (3)
-Protestantism Reformation, but people like Laud still decorating churches (4)
-tried to force Presbyterians to be Anglican (dissolves Parliament when they won’t support àShort Parliament) (5)
-Grand Remonstrance: How much power should the king have? Charles take advantage and invades parliament (6)
3. Taxes (2 groups choose any 2) (7/8)
-ship money
-forced loans
-Billet Soldiers
-Tonnage and poundage
-Lord Strafford
4. Inability to speak out against Charles government
-Walter Prynn (9)
-Court of Star Chamber (10)
3.Break students into groups of 2-3. Have to create a tableau that captures the action of the scene, storyboard it on a piece of paper, take the picture, hand it in and I will create a review notes comic.
4.-Write “short”, “long” and “rump” parliament on the board. Students should take brief notes on each parliamentary body. Add to the above statements.
Short – from April to May of 1640.
Long parliament from 1640-1653! Refused to give Charles money unless he signed Grand Remonstrance
Rump parliament… the “remnants” of the long parliament that was broken up by Cromwell’s New Model Army… a derogatory term for “left-overs”…
5. Work on Chapter questions. Rest Due November 22
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Monday November 14
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1. Review the beginnings of the civil war by going over the notes we created. Watch the Civil War in three Minutes video
2. Discuss main points of the civil war
-Main trigger for civil war: Charles invades the “Long Parliament” with 500 soldiers to arrest leaders of the parliament.
-Most flee.
-Charles flees north and forms an army. Charles had control of experienced commanders, but Parliament controlled the navy, which was stronger. He also had people who voted against the grand Remonstrance.
-Fought for 7 years
-Parliament forms an army and London, This left parliament in control of Presbyterians and Puritans. Known as the Rump Parliament
– both sides now fight for control of England.
-Tell students that eventually Charles’ main opponent is a puritan named “Oliver Cromwell” – We will discuss him a little later in class.
-fought over a 7 year period
-Charles won small battles, but could never get a decisive victory
-Parliament won important victories at Marston Moor and Naseby.
2. Show students how wars were fought in the 17th century.
-bullets spin now and go straight
-used to be lead and not always round, would go all over the place
-very close, have to see whites of eyes
-very close and scary, most artillery not to kill, to maim, but you usually died of gangrene anyway,
3. Go outside and have students line up in rows facing each other (usually would have been 6 musketeers deep) and line would rotate because that is how long it took to reload.
-Horse and pikemen (get battle axes) on flanks to take on cavalry.
-Cavalry meant to re-enforce, but then used as shock troops.
-Walk through a line using the plastic balls as weapons instead of muskets
-Discuss how cannons were mainly used to blow off limbs and cause infection
4. Discuss the beginning of the war. Film Clip – 10 minutes from “English Civil War” – part that shows first battles. (17-27 minutes) and how to load a musket.
5. Horrible Histories Civil War Clips (see above)
6. Cromwell Slideshow (distribute handout for students to take notes on) -Play slideshow.
7.Charles was forced to flee to Scotland where he was made a prisoner and handed over to Parliament
-Presbyterians, who didn’t mind the return of Charles, were pushed out of Parliament by General Pride (known as Pride’s Purge)
-He was put on trial for treason in 1649
-Treated the trial as a joke
-Was sentenced to death
-Head chopped off at 1PM on January 30 of 1649
2. Discuss main points of the civil war
-Main trigger for civil war: Charles invades the “Long Parliament” with 500 soldiers to arrest leaders of the parliament.
-Most flee.
-Charles flees north and forms an army. Charles had control of experienced commanders, but Parliament controlled the navy, which was stronger. He also had people who voted against the grand Remonstrance.
-Fought for 7 years
-Parliament forms an army and London, This left parliament in control of Presbyterians and Puritans. Known as the Rump Parliament
– both sides now fight for control of England.
-Tell students that eventually Charles’ main opponent is a puritan named “Oliver Cromwell” – We will discuss him a little later in class.
-fought over a 7 year period
-Charles won small battles, but could never get a decisive victory
-Parliament won important victories at Marston Moor and Naseby.
2. Show students how wars were fought in the 17th century.
-bullets spin now and go straight
-used to be lead and not always round, would go all over the place
-very close, have to see whites of eyes
-very close and scary, most artillery not to kill, to maim, but you usually died of gangrene anyway,
3. Go outside and have students line up in rows facing each other (usually would have been 6 musketeers deep) and line would rotate because that is how long it took to reload.
-Horse and pikemen (get battle axes) on flanks to take on cavalry.
-Cavalry meant to re-enforce, but then used as shock troops.
-Walk through a line using the plastic balls as weapons instead of muskets
-Discuss how cannons were mainly used to blow off limbs and cause infection
4. Discuss the beginning of the war. Film Clip – 10 minutes from “English Civil War” – part that shows first battles. (17-27 minutes) and how to load a musket.
5. Horrible Histories Civil War Clips (see above)
6. Cromwell Slideshow (distribute handout for students to take notes on) -Play slideshow.
7.Charles was forced to flee to Scotland where he was made a prisoner and handed over to Parliament
-Presbyterians, who didn’t mind the return of Charles, were pushed out of Parliament by General Pride (known as Pride’s Purge)
-He was put on trial for treason in 1649
-Treated the trial as a joke
-Was sentenced to death
-Head chopped off at 1PM on January 30 of 1649
cromwell_-_lecture_notes__war_on_xmas.doc | |
File Size: | 783 kb |
File Type: | doc |
Wednesday November 16
1. Review the Civil War Battles
2. Watch Horrible History clips on the Battles
3. Review Trial Vocab – Get students to read over trial vocab so that they are familiar with it during the trial.
4. Figure out roles
5. Time to Research and Prepare for the Trial.
2. Watch Horrible History clips on the Battles
3. Review Trial Vocab – Get students to read over trial vocab so that they are familiar with it during the trial.
4. Figure out roles
5. Time to Research and Prepare for the Trial.
Friday November 18
lesson_6_-_oliver_cromwell.ppt | |
File Size: | 2227 kb |
File Type: | ppt |
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1. Powerpoint on Oliver Cromwell
2. Go over overhead on Charles Execution. Explain he stuttered all the way through his speech on the scaffold. -Show Charles Execution on youtube: 3. Show some examples of Trial Scenes. Show Making a Murder Ep. 5 10 min-11:30 (Opening Speech) 4. Finish research and trial speeches.
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Tuesday November 22
1. Chapter Question Quiz
2. Mark remaining questions together.
1. Explain that Oliver Cromwell took over England after the Civil War and Charles’ Execution.
2. Show:Cromwell clip. Horrible Histories Oliver Cromwell)
3.Read pages 42 and 44 (up to the Restoration) and make a Chart in their textbooks:
Oliver Cromwell + / - interesting chart
PLUS MINUS INTERESTING
Now they must take quotes from textbook and facts they’ve learned about Cromwell and place in chart.
4. Go over their answers, discuss whether Cromwell was as much of a dictator as Charles and James.
5. Read and answer questions on War on Christmas.
6. Get notes for the Restoration and Glorious Revolution. Have students draw a picture to represent each note. This will provide us with prior knowledge for presentations we will create on Thursday.
7. Review trial vocal and show law and order scene to show how to be dramatic. Work on Trial, it will take place tomorrow
2. Mark remaining questions together.
1. Explain that Oliver Cromwell took over England after the Civil War and Charles’ Execution.
2. Show:Cromwell clip. Horrible Histories Oliver Cromwell)
3.Read pages 42 and 44 (up to the Restoration) and make a Chart in their textbooks:
Oliver Cromwell + / - interesting chart
PLUS MINUS INTERESTING
Now they must take quotes from textbook and facts they’ve learned about Cromwell and place in chart.
4. Go over their answers, discuss whether Cromwell was as much of a dictator as Charles and James.
5. Read and answer questions on War on Christmas.
6. Get notes for the Restoration and Glorious Revolution. Have students draw a picture to represent each note. This will provide us with prior knowledge for presentations we will create on Thursday.
7. Review trial vocal and show law and order scene to show how to be dramatic. Work on Trial, it will take place tomorrow
restoration_handout.doc | |
File Size: | 208 kb |
File Type: | doc |
Thursday November 24
1. Go Over Court Room Vocabulary and procedures.
2. Explain overruled, objection and sustained. Remind the jury that they must decide using only the evidence they are given today, not prior knowledge. Have the judge leave the room. Announce that the class should rise as the judge walks in. Have everyone sit.
3. Have the judge read out the charges
4. Begin trial by having both lawyers give opening speeches
5. Have witnesses for prosecution, then cross-examine
6. Have witnesses for defense, then cross-examine
7. Have lawyers give closing arguments
8. Have jurors vote, give verdict.
9. Work on Chapter questions or summary notes for after the death of Cromwell.
2. Explain overruled, objection and sustained. Remind the jury that they must decide using only the evidence they are given today, not prior knowledge. Have the judge leave the room. Announce that the class should rise as the judge walks in. Have everyone sit.
3. Have the judge read out the charges
4. Begin trial by having both lawyers give opening speeches
5. Have witnesses for prosecution, then cross-examine
6. Have witnesses for defense, then cross-examine
7. Have lawyers give closing arguments
8. Have jurors vote, give verdict.
9. Work on Chapter questions or summary notes for after the death of Cromwell.
Monday November 28
1. Ch. Question Quiz
2. Explain that Cromwell died in 1658, his son Richard ruled for a year, but was unfit to rule and abdicated in 1660. Charles II was asked to take the throne.
3. Show Horrible Histories clip on Charles II (Same video as Wednesday)
4. Split class into groups to create teaching presentation on the rest of the unit.
Must have Key message for their section and 3-5 key points. Must teach in an interesting way (ie. skit, song, talk show, headlines, comic on window or board, rap, tableaux that they explain or own creative way).
Sections
-The Restoration (pg. 44-46 only up to Test Act)
-Test Act (46)
-The Glorious Revolution (pg. 46-47)
-Bloody Assizes (handout)
-Bill of Rights (pg. 47)
-John Locke (pg. 48)
-Conclusion (pg. 49)
2. Explain that Cromwell died in 1658, his son Richard ruled for a year, but was unfit to rule and abdicated in 1660. Charles II was asked to take the throne.
3. Show Horrible Histories clip on Charles II (Same video as Wednesday)
4. Split class into groups to create teaching presentation on the rest of the unit.
Must have Key message for their section and 3-5 key points. Must teach in an interesting way (ie. skit, song, talk show, headlines, comic on window or board, rap, tableaux that they explain or own creative way).
Sections
-The Restoration (pg. 44-46 only up to Test Act)
-Test Act (46)
-The Glorious Revolution (pg. 46-47)
-Bloody Assizes (handout)
-Bill of Rights (pg. 47)
-John Locke (pg. 48)
-Conclusion (pg. 49)
Wednesday November 30
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Attention: ENGLISH REVOLUTION TEST Tuesday December 6! ASR for Bonus marks!
1. Finish presentations
2. Review with a powerpoint, discuss the Bloody Assizes
3. Explain the lullaby "Rock-a-bye Baby" and how it was a metaphor for the stuart Dynasty.
4. Gives notes for the essay and plan the second essay together.
5. Sing the Civil War song together
6. Play Civil War Jeopardy
1. Finish presentations
2. Review with a powerpoint, discuss the Bloody Assizes
3. Explain the lullaby "Rock-a-bye Baby" and how it was a metaphor for the stuart Dynasty.
4. Gives notes for the essay and plan the second essay together.
5. Sing the Civil War song together
6. Play Civil War Jeopardy
Tuesday December 6
1. Write test
2. Work on intro to the American Revolution
2. Work on intro to the American Revolution