FALL 2015 SYLLABUS Weekly Lesson Plans for Dr. Schiller Week of September 21 September 28, 2015

Transcription

1 FALL 2015 SYLLABUS Weekly Lesson Plans for Dr. Schiller Week of September 21 September 28, 2015 Monday, September 21, 2015 : B DAY SCHEDULE: Period 1B: 8:00-9:38 am Nutrition: 9:38-9:48 am Period 2B: 9:54-11:24 am Period 3B: 11:30-1:00 pm Lunch: 1:00-1:30 PM Period 4B: 1:36-3:06 pm AP History of Art: Standards: CR1: Students and teachers use college-level resources, including diverse primary sources, secondary sources, and a college-level art history textbook. CR2: The big ideas and essential questions in the AP Art History Course and Exam Description are used as a conceptual foundation for the course CR3: Each of the 10 AP Art History content areas in the AP Art History Course and Exam Description receives explicit attention currently working on 1. Global Prehistory, 30, BCE 2. Ancient Mediterranean, 3500 BCE BCE Big Idea 1: Artists manipulate materials and ideas to create an aesthetic object, act, or event Essential Question: What is art and how is it made? Learning Objective 1.1: Students differentiate the components of form, function, content and/ or context of a work of art Learning Objective 1.2: Students explain how artistic decisions are art making shape a work of art Learning Objective 1.3: Students explain how context influences artistic decisions are creating a work of art Learning Objective 1.4: Students analyze form, function, content, and/or context to infer or explain the possible intentions for creating a specific work of art Big Idea 2: Art making is shaped by tradition and change Essential Question: Why and how does art change? Learning Objective 2.1: Students describe features of tradition and/or change in a single work of art or in a group of related works Learning Objective 2.2: Students explain how and why specific traditions and/or changes are demonstrated in a single work or group of related works

2 Due Thursday: read the Greek Art powerpoint, take relevant notes, and improve your visual analysis Make sure you are keeping a list of key terms and their definitions! Thursday: Mesopotamian and Egyptian Test (and anything before)/multiple choice On the test day you will turn in your improved Egyptian packet WARMUP: Do not yet turn in redone Egyptian packet Discuss Naram-Sin grading and visual analysis with class Hand back previous quiz and papers 1. What is a theocracy? a type of government where a god is recognized as the ruler, and the state officials operate on the god s behalf 2. What are the two basic forms used in Mesopotamian art? cylinder and cone 3. Name two ways you can tell which figure is Naram-Sin? Highest up, hierarchy of scale, god helmet 4. Why was the White Temple called the White Temple? it was painted white 5. What evidence of cultural diffusion was there between Mesopotamia and the earliest Indian (Indus River) Civilization? Found Indus River seals in Mesopotamia e.c. What Greek influence do we see on the relief sculpture of Darius and Xerxes receiving Tribute, which is on the apadana at Persepolis? The garments that reveal the body beneath and have fine, knife-edge pleats especially reflect Greek sources and may have been done by Greek sculptors Grade and go over the daily quiz Collect the quiz Go over Egyptian powerpoint and key terms AP Macroeconomics: Period 3B Standards: Basic Economic Standards Activity 1-4 in the Manual WARMUP: Check homework: Activity What is measured in constant dollars? real GDP 2. What does e.g. mean? for example 3. There is a short-term tradeoff between inflation and? unemployment 4. What do you call an economy where the government makes all the economic decisions? command 5. What is an out-of-pocket cost? something you have to pay 6. e.c. What is the economic indicator for inflation? CPI Distribute manuals Finish Circular Flow of the Economy Begin to go over Activity 1-3 Honors World History:

3 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). 3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. Answer questions 1-17 on p. 140 of the textbook Bring your binder and your covered textbook to class every day WARMUP: Turn in Declaration of rights of man homework Hand back papers 1. Who or what has sovereignty in the US? The US Constitution 2. What is the fourth stage of the French Revolution called? Napoleon 3. Whose death ended the Reign of Terror? Robespierre 4. What was the continental system? blockade of England 5. How did Russia defeat Napoleon give two reasons: size and harsh winter e.c. John Locke s famous phrase was natural rights ; what was Rousseau s famous phrase? General will Grade and go over quiz Collect quiz Take out paper and copy down the following questions; listen for answers in the movie: Video: A&E Biography: Napoleon QUESTIONS AND ANSWERS: A&E: BIOGRAPHY: NAPOLEON BONAPARTE: THE GLORY OF FRANCE 1. What did Napoleon say about power? Power is is my mistress 2. Where was he born and was it in modern-day France? Born in Corsica, which was part of France but unsuccessfully fought for independence so the French looked down on the Corsicans 3. How old was he when he received a scholarship to study in a French military school?

4 9 years old 4. Why did he think it was important to study artillery? help him dominate any situation 5. How old was he when he became an officer? 16 years old 6. how old was he when he became a general? 24 years old 7. Why did he consider suicide? Napoleon was jailed by political enemies. Then was let out of jail and spent time living in Paris without a command; fortunes fell so low he considered suicide 8. What happened to him in 1795? Called in to protect the convention from angry royalists and saved the revolution 9. What was his wife s name? Josephone 10.How did he revolutionize the art of war instead of two armies shooting at each other he divides their forces, crushes one wing, and then goes after the other 11. What was the 3-word key term for it? divide and conquer 12 he got a legend of what? invincibility (cannot be beaten) 13. What does charisma mean charm that can inspire devotion in others

5 14. Why did Napoleon want to capture Egypt? to hurt Britain s trade routes 15. What did he discover in Egypt? Rosetta Stone the key to deciphering the meaning of Egyptian hieroglyphics 16. Why did he want to divorce Josephine? her affairs with other men 17. Why did the people of France want a strong leader? too much turmoil 18. How did he become that leader? he seized control of the government in a bloodless coup (illegal takeover of government) We ll continue tomorrow Tuesday, September 22, 2015 : A Schedule/SHORTENED DAY Period 1A: 8:00-9:18 am Nutrition: 9:18-9:23 am Period 2A: 9:29-10:36 am Period 3A: 10:42-11:49 am Lunch: 11:49-12:19 pm Period 4A: 12:25-1:32 pm AP Macroeconomics: Period 2A and 3A Standards: Basic Economic Standards Activity 1-5 in the Manual WARMUP: Check homework: Activity Tell me one market in the Circular Flow: output or product market 2. Tell me the other market in the Circular Flow. input or factor market 3. Who provide inputs in the Circular Flow? household 4. What does i.e. mean? that is, in other words

6 5. What is measured in constant dollars? real GDP e.c. What theory did David Ricardo come up with? Theory of Comparative Advantage Complete the entire Circular Flow of the Economy for an open economy (trades with other nations) Closed economy does little or no trading with other nations Expenditure formula for GDP = C + I + G + (EX - IM) Begin Activity 1-3 Honors World History: 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). 3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. Prepare to win Question and Answer Study Game on Thursday Friday: test on Enlightenment, the American Revolution and the French Revolution Bring your binder and your covered textbook to class every day WARMUP: Turn in homework Hand back papers 1. How did Russia defeat Napoleon give two reasons: size and harsh winter 2. John Locke s famous phrase was natural rights ; what was Rousseau s famous phrase? General will 3. What was the continental system? blockade of England 4. What did Napoleon say about power? Power is my mistress 5. Why did Napoleon study artillery? it would help him dominate any situation e.c. What is the key term for the way in which Napoleon revolutionized war? divide and conquer Grade and go over quiz Collect quiz Take out Napoleon questions and answers and finish video: Yesterday: QUESTIONS AND ANSWERS: A&E: BIOGRAPHY: NAPOLEON BONAPARTE: THE GLORY OF FRANCE 1. What did Napoleon say about power?

7 Power is is my mistress 2. Where was he born and was it in modern-day France? Born in Corsica, which was part of France but unsuccessfully fought for independence so the French looked down on the Corsicans 3. How old was he when he received a scholarship to study in a French military school? 9 years old 4. Why did he think it was important to study artillery? help him dominate any situation 5. How old was he when he became an officer? 16 years old 6. how old was he when he became a general? 24 years old 7. Why did he consider suicide? Napoleon was jailed by political enemies. Then was let out of jail and spent time living in Paris without a command; fortunes fell so low he considered suicide 8. What happened to him in 1795? Called in to protect the convention from angry royalists and saved the revolution 9. What was his wife s name? Josephone 10.How did he revolutionize the art of war instead of two armies shooting at each other he divides their forces, crushes one wing, and then goes after the other

8 11. What was the 3-word key term for it? divide and conquer 12 he got a legend of what? invincibility (cannot be beaten) 13. What does charisma mean charm that can inspire devotion in others 14. Why did Napoleon want to capture Egypt? to hurt Britain s trade routes 15. What did he discover in Egypt? Rosetta Stone the key to deciphering the meaning of Egyptian hieroglyphics 16. Why did he want to divorce Josephine? her affairs with other men 17. Why did the people of France want a strong leader? too much turmoil 18. How did he become that leader? he seized control of the government in a bloodless coup (illegal takeover of government) Today: first consul/dictatorial powers 19. what were his new good ideas new code of laws abolished serfdom encouraged religious toleration made education a top priority 20. What was his downfall? insatiable appetite for glory and power 21. What did he do in 1804?

9 became emperor of France 22. Why did he finally divorce Josephine? he wanted a son and she was too old 23. What title did he give his son Napoleon II? king of Rome 24. Besides Russia, what country could he not defeat? Britain 25. Why didn t the continental system work? paralyzed Europe s economy as well as England s 26. Why did Wellington and England s army keep losing? because Napoleon was leading his troops personally 27. What country did he invade in 1812? Russia 28. Why did Napoleon take poison in 1812 and what happened? he had disastrous defeats, which he had never had before, and he felt a failure. It had expired so he became violently illl but didn t die 29. What happened when Napoleon abdicated? king Louis XVIII came back and Napoleon exiled to Elba 30 What happened when Napoleon escaped from Elba and marched towards Paris? everyone joined him including the king s army 31. What lucky thing allowed Wellington to defeat Napoleon at the Battle of Waterloo? rain storm that made all roads impassible and gave British more time to prepare for a battle

10 32. So what did Napoleon do in 1815? he abdicated again and was exiled to St. Helena for the rest of his life Go over answers with class Wednesday, September 23, 2015 : no school (Yom Kippur) Thursday, September 24, 2015 : B DAY SCHEDULE: Period 1B: 8:00-9:38 am Nutrition: 9:38-9:48 am Period 2B: 9:54-11:24 am Period 3B: 11:30-1:00 pm Lunch: 1:00-1:30 PM Period 4B: 1:36-3:06 pm AP History of Art: Standards: CR1: Students and teachers use college-level resources, including diverse primary sources, secondary sources, and a college-level art history textbook. CR2: The big ideas and essential questions in the AP Art History Course and Exam Description are used as a conceptual foundation for the course CR3: Each of the 10 AP Art History content areas in the AP Art History Course and Exam Description receives explicit attention currently working on 1. Global Prehistory, 30, BCE 2. Ancient Mediterranean, 3500 BCE BCE Big Idea 1: Artists manipulate materials and ideas to create an aesthetic object, act, or event Essential Question: What is art and how is it made? Learning Objective 1.1: Students differentiate the components of form, function, content and/ or context of a work of art Learning Objective 1.2: Students explain how artistic decisions are art making shape a work of art Learning Objective 1.3: Students explain how context influences artistic decisions are creating a work of art Learning Objective 1.4: Students analyze form, function, content, and/or context to infer or explain the possible intentions for creating a specific work of art Big Idea 2: Art making is shaped by tradition and change Essential Question: Why and how does art change? Learning Objective 2.1: Students describe features of tradition and/or change in a single work of art or in a group of related works

11 Learning Objective 2.2: Students explain how and why specific traditions and/or changes are demonstrated in a single work or group of related works Due Monday: look up the following Etruscan and Roman works in your textbook and on the website required-works-of-art-for-ap-art-history, and for each work, print out the ID template for each work, and fill in all the information regarding the artwork: 1. Sarcophagus of the Spouses. Etruscan. c. 520 B.C.E. Terra cotta. 2A, B, Temple of Minerva (Veii, near Rome, Italy). Etruscan. c B.C.E. Original temple of wood, mud brick, or tufa (volcanic rock). (2 images: the plan of the temple and the elevation of the temple. 3.Sculpture of Apulu (Apollo). Etruscan. Master sculptor Vulca. c B.C.E. terra cotta sculpture. 4. Tomb of the Triclinium. Tarquinia, Italy. Etruscan. c B.C.E. Tufa and fresco. 5. Head of a Roman patrician. Republican Roman. c B.C.E. Marble. 6A, B. House of the Vettii. Pompeii, Italy. Imperial Roman. c. second century B.C.E.; rebuilt. c C.E. Cut stone and fresco. (3 images: plan of the House of Vettii, atrium of the House of Vettii, and frescos of the house of Vettii). 7. Augustus of Prima Porta. Imperial Roman. Early first century C.E. Marble. 8A, B. Colosseum (Flavian Amphitheater). Rome, Italy. Imperial Roman C.E. Stone and concrete. (2 images: from above, and from the side). The Template is posted separately on the Course Website. WARMUP: Turn in redone Greek packet Hand back papers 20 minutes to study for test Turn in redone Egyptian packet Test: Mesopotamia and Egypt (plus before) AP Macroeconomics: Period 3B Standards: Basic Economic Standards Activity 1-5 and 1-6 in the Manual WARMUP: Check homework: Activity 1-3 and Tell me one market in the Circular Flow: output or product market 2. Tell me the other market in the Circular Flow. input or factor market 3. Who provide inputs in the Circular Flow? household 4. What does i.e. mean? that is, in other words 5. What is measured in constant dollars? real GDP e.c. What theory did David Ricardo come up with? Theory of Comparative Advantage Continue and complete Activity 1-3 Begin Activity 1-4

12 Honors World History: 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). 3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. Tomorrow: test on Enlightenment, the American Revolution and the French Revolution Bring your binder and your covered textbook to class every day WARMUP: Hand back papers 1. Which Enlightenment philosopher believed in separation of powers? MontesIndependencequieu 2. Why did Thomas Hobbes believe that people were cruel? grew up during English Civil War 3. When Thomas Jefferson wrote in the Declaration of Independence about the rights to life, liberty and pursuit of happiness, what did he really mean by pursuit of happiness? property 4. What was France s version of our Declaration of Independence? Declaration of the rights of man and the citizen 5. What did William and Mary have to sign before they could rule England? English Bill of Rights e.c. What does charisma mean? a charm that gets people to like and follow you as their leader Grade and go over quiz Collect quiz Go over meaning of Declaration of the Rights of Man and the Citizen on p.120 of textbook Get into teams for Question and Study Extra-Credit game Friday, September 26, 2015 : A DAY SCHEDULE: Period 1A: 8:00-9:38 am Nutrition: 9:38-9:48 am Period 2A: 9:54-11:24 am Period 3A: 11:30-1:00 pm Lunch: 1:00-1:30 PM Period 4A: 1:36-3:06 pm AP Macroeconomics: Period 2A and 3A Standards: Basic Economic Standards

13 Activities 1-6 and 1-7 in the Manual Test for Period 3B on Friday, October 2 and Test for Periods 2A and 3A on Monday, October 5 WARMUP: Check homework: Activity What is a closed economy? Little or no trading with other countries 2. What is the expenditure formula for GDP? GDP = C + I + G + (EX - IM) 3. Are exports a leakage or an injection? injection 4. What is a transfer payment? Money from the government that is not in return for current G&S 5. Who provide inputs in the Circular Flow? household e.c. What does a curved PPF tell you about the country s resources? Not equally suitable for both goods Period 2A and 3A: Start and finish Activity 1-3 Period 2A only: Begin Activity 1-4 Honors World History: 10.2 Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty. 1. Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison). 2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). 3. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. Binder and textbook check on Monday WARMUP: Hand back papers Ten minutes to study for quiz Open-note Test: Enlightenment, American Revolution and French Revolution (scantron)