Friday, September 30, 2011

MODCIV AGENDA - September 30, 2011


I was having trouble converting the Congress of Vienna presentation to the Google Docs presentation format.  Here it is in PPT format.

Wednesday, September 28, 2011

MODCIV AGENDA - September 28, 2011

For the Napoleon Quiz/Journal, analyze the paintings in the first two slides, then take the mini-quiz that follows and grade yourself with the answers on the final slide.
We then spent the rest of the period doing a Google Docs tutorial and working on our . . .

French Revolution Simile Project
So here's how the project works.  You are going to create a simile.  You take a person, idea, or concept from the French Revolution (the blue print cards) and you compare it to something from modern culture (the red print cards).

So you're simile will look something like this:

THE TENNIS COURT OATH is like IN-N-OUT BURGERS because they both . . .

And then you come up with three different ways in which they are similar AND then go on to give TWO TO THREE specific examples that you cite from history as to why they are similar.  You will then take this argument you are making and turn it into either a YouTube video or a Google Docs Presentation.

Here are the blue and red cards
Photo_1 Photo_2
Here is a group from my Period 4 class after they have chosen to compare the WOMEN'S MARCH ON VERSAILLES to GLEE.  I'm curious to see how that one works!
Here is a student choosing cards from the wall.
Here is a group of boys who will be comparing MARIE ANTOINETTE to THE KARDASHIANS.  I can definitely see the connection.

FrenchRevolutionSimileVideoProject.pdf Download this file

Tuesday, September 27, 2011

GOVT AGENDA - September 27, 2011

Photo_1 Photo_2

Monday, September 26, 2011

MODCIV AGENDA - September 26, 2011

Photo_1 Photo_2

So we are trying to figure out who Napoleon Bonaparte really was.  We read Chapter 3, Section 4 together.  In between paragraphs, we stopped to watch a couple of quick videos about his life.  Here's a a quick intro.

Napoleon Intro Video (from the video game "Napoleon: Total War")

Napoleon Prepares for His Coronation

Napoleon at Waterloo - Napoleon's final battle before his second and final exile.

Napoleon: Revolutionary or Tyrant? - we never got a chance to watch this one in either class, but it's a good one!

For homework, we assigned the French Revolution Simile Video Project.  It is due next Thursday, October 3.  Please see me IMMEDIATELY if you were absent so we get you assigned to a group!  This should be a fun project!

Wednesday, September 21, 2011

GOVT AGENDA - September 21-22, 2011


Before starting our discussion on capital punishment and the 8th Amendment, we watched this video discussing the background of the Troy Davis case.

We then used the "death penalty" handout in the Digital File Cabinet to answer the journal.

Thursday, September 15, 2011

GOVT AGENDA - September 15-16, 2011

If you were absent, PLEASE make sure you get your copy of the Constitution and Quick Guide from Mr Ippolito (also available for download from the Digital File Cabinet).

Also, the video is too long to post on YouTube so you can check out a copy of the DVD to take home if you were absent.

Finally, if you are looking for the Constitution Quick Guide, like all class handouts it can be downloaded from the Digital File Cabinet (right side of the blog).

Tags: scavenger hunt constitution three branches NBC video

Post your haiku here!

Government students, please post your haiku as a comment below.  Please remember to do the following:

1.  Include your name
2.  Indicate which of the Six Guiding Principles of the Constitution you chose to write about in this haiku

Please post by Wednesday, September 21.

Wednesday, September 14, 2011

MODCIV AGENDA - September 14, 2011


We started by going over the Chapter 2 Review.  This was the homework from our last class.

Next, we divided up into ten different groups.  Each of the ten groups answered two questions about their person/event/topic:  #1 - Why is this topic important? and #2 - How did this topic advanced democracy?

Finally, we finished by examining some rococo art, and discussing how the rococo movement connects to the Enlightenment.  You can check out the discussion prompt and the slideshow here.  By the way, I need to give credit to Susan Pojer, AP European History teacher at Horace Greeley High School in Chappaqua, NY, for putting together all these great pieces of art into one presentation.

Tags: rococo review chapter 2 advance advanced advancing democracy

Tuesday, September 13, 2011

GOVT AGENDA - September 13-14, 2011


First, I started by giving a quick plug at the beginning of the period for a "Mr. Ippolito Family Activity" that you can join along with family and friends.  For more information, visit the Facebook Events page here:

Then, we discussed the power of Twitter.  I showed students that I tweeted Congressman Buck McKeon last night, and by 8:06 a.m. this morning already had a reply.  This is a great video that demonstrates Twitter's appeal among a wide variety of users.

Also, to speak to the power of Twitter, here's a tweet I sent to Congressman Buck McKeon last night, with the follow-up tweet that I received this morning:

Next, we did a wrap-up and discussion of the Republican Party Presidential Debate that took place last night.  Watch the video below from, and then in your NOTES, you want to answer these two questions:

1.  Who among these candidates is a "contender"?  In other words, who do you think will ultimately capture the Republican nomination and go up against President Obama in 2012?
2.  Pick out one thing that was said in the debate that stood out to you.  What was it, and why did that statement stand out to you?

Lastly, we learned about the Six Guiding Principles of the Constitution.  You can read this in pages 64-70 in the textbook, and you can also check out my presentation here:

For the "Guiding Principles Haiku" homework, you will write three different haiku poems dealing with three different guiding principles you choose. A haiku poem is a traditional Japanese form of poetry that contains three lines. The first line has five syllables, the second line has seven syllables, and the third line has five syllables. You will share one of these haiku poems in class on Thursday.

Tags: guiding principles

Monday, September 12, 2011

Congrats to Michele Arima!


Michele was the winner of our "Preamble Statue Contest." Her theme was
"a more perfect union." Congratulations, Michele!

Posted via email from Mr Ippolito's Government Class

MODCIV AGENDA - September 12, 2011


> The Chapter 2 Review consists of answering questions from pages 78-79 in the textbook. Answer these questions in your NOTES using complete sentences. Whatever we didn't finish is homework tonight.

Posted via email from Mr Ippolito's Mod Civ Class

Friday, September 9, 2011

GOVT AGENDA - September 9-12, 2011

The Federalist Papers "Stand Up, Speak Up" activity ended with a writing assignment.  See Mr. Ippolito if you were absent.  Be prepared, when you are ready to do your make-up assignment, with knowledge of either Federalist #10, Federalist #51, or Federalist #78.

For the President Obama and the American Jobs Act assignment, first watch the video, then respond to the Journal prompt in your notes.


Wednesday, September 7, 2011

GOVT AGENDA - September 7-8, 2011

Please note that today's 20-minute video clip is not publicly available online. If you were absent, you can either get notes from a friend, come into Room 531 during tutorial or brunch to watch and take notes, or download it from the iTunes Store (cost is $1.99). The title is "Founding Fathers & Founding Brothers: A Healthy Constitution."

Tags: ratification constitution founding fathers framers federalist papers

Tuesday, September 6, 2011

MODCIV AGENDA - September 6, 2011


Here are the notes from our video today, as well as the assignment instructions for the Enlightenment Mini-Dramas.  If you were absent today, you have a choice.  If you get this assignment BEFORE the presentations begin, you can join a group and have them assign you a part in their mini-drama.  If you get this assignment AFTER presentations begin, see me for an alternate assignment. --Mr. Ippolito

VIDEO NOTES-- “Words of the World” - ENLIGHTENMENT”

People look to reason to explain things
Kant:  The point in history where mankind grows out of its self-imposed immaturity.

Time period:  Mid-1600s until end of French Revolution.
Medieval Christendom is the “parent.”
Secular Europe is the “child” born of that parent.
Enlightenment is the mature, “grown-up” Europe.

Reason becomes “divorced” from a theological (religious) approach to
Kant:  aude sapere - dare to know
Free yourself from religion from telling you what to do and rely on your own resources.
Challenge authority, challenge past assumptions, challenge

Le Lumiere in French
Aufklärung in German
Illuminismo in Italian
It’s about the light of reason
Light would shine on religious abuses and political abuses

Immanuel Kant is a German philosopher
Some say the Enlightenment is simply an extension of the Renaissance as a reaction to the “darkness” of the Middle Ages
Still, though, in the Renaissance religion still had a strong hold over people’s lives

Diderot, Voltaire, Rousseau, Descartes are all from the French Enlightenment
Newton, Locke from the English Enlightenment

The Enlightenment is seen as “ending” with the American Revolution and the French Revolution
The Enlightenment does have a dark side, as well
The slave trade is flourishing during this time when people are ironically celebrating “freedom”


DIRECTIONS:  In your group, create a 60-90 second “mini-drama.”  Everyone in your group must participate in the planning, preparation, and acting-out of the drama.  Your mini-drama must demonstrate that you understand the meaning of each term for your team.  Oh, and we’re getting this on video, too.

Group #1
Scientific Revolution
Edward Jenner
natural law
Immanuel Kant
“” from
Group #2
Thomas Hobbes
“state of nature”
powerful government
“” from
Group #3
John Locke
natural rights
“life, liberty, & property”
James II
American Revolution
“” from
Group #4
Baron de Montesquieu
The Spirit of the Laws
“” from
Group #5
corrupt officials
Catholic Church
freedom of speech
“” from
Group #6
education for all
divine-right theory
“” from
Group #7
Jean-Jacques Rousseau
social contract
“freely elected”
“general will”
“” from
Group #8
Mary Wollstonecraft
“good mother”
A Vindication of the...
“equal education”
“participate equally”
“” from
Tags: enlightenment philosophers philosophes

The Quotes Sites (for the mod civ mini-dramas)

Friday, September 2, 2011

GOVT AGENDA - September 2-6, 2011

1.  Review HW--Magna Carta three questions from page 33 in the textbook.
2.  The Declaration of Independence
  • Video - America: The History of Us - The American Revolution
  • Discussion and NOTES - Why did the colonists rebel against Great Britain?
  • Video - Reading the Declaration of Independence
  • Discussion and NOTES - What does the Declaration mean?
    • Answer in your NOTES - Name five unalienable rights (rights that are given to you at birth that cannot be taken away)
HW:  Research these four philosophers: John Locke, Charles-Louis Montesquieu, Niccolo Machiavelli, and William Blackstone.  In your NOTES, determine how each one of them contributed to American Independence and American government.

Thursday, September 1, 2011

MODCIV AGENDA - September 1, 2011

For 1:5, we began taking notes on the section labeled "Common Law" and we stopped at the bottom of page 42 where it says "met in the House of Commons."
Tags: democratic tradition England magna carta