Thursday, September 29, 2011
Wednesday, September 28, 2011
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
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.
Here's the project description here:
Tuesday, September 27, 2011
Monday, September 26, 2011
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!
Sunday, September 25, 2011
Thursday, September 22, 2011
Wednesday, September 21, 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.
Tuesday, September 20, 2011
Friday, September 16, 2011
Thursday, September 15, 2011
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
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
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
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: https://www.facebook.com/event.php?eid=268033963215224
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 CNN.com, 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?
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
Friday, September 9, 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.
Tags: american jobs act obama federalist
Thursday, September 8, 2011
Wednesday, September 7, 2011
Tags: ratification constitution founding fathers framers federalist papers
Tuesday, 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.
“” from j.mp/ippkant
“state of nature”
“” from j.mp/ipphobbes
“life, liberty, & property”
“” from j.mp/ipplocke
Baron de Montesquieu
The Spirit of the Laws
“” from j.mp/ippmontesquieu
freedom of speech
“” from j.mp/ippvoltaire
education for all
“” from j.mp/ippdiderot
“” from j.mp/ipprousseau
A Vindication of the...
“” from j.mp/wollstonecraft
Friday, September 2, 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.