When I was studying World History at La Sierra Academy, my friends and I were amazed to discover the name of a popular rock band, Jethro Tull, in our textbook. The inventor of the seed drill, his name was adopted by the band in the mid 1960s. Today we watched a brief portion of a live concert they gave at the Royal Albert Hall in 1969.
We studied the solutions Jeremy Bentham, the French socialists and Marx & Engels proposed to address the societal problems brought about by the Industrial Revolution. After looking over the test study guide students worked on their Child Labor research/writing.
When I was studying World History at La Sierra Academy, my friends and I were amazed to discover the name of a popular rock band, Jethro Tull, in our textbook. The inventor of the seed drill, his name was adopted by the band in the mid 1960s. Today we watched a brief portion of a live concert they gave at the Royal Albert Hall in 1969.
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Students spent the first 25 minutes of class completing the Child Labor research assignment. There will be a little time in class on Thursday for this.
We examined three men and their reaction to the problems of the working class and the poor in the Industrial Revolution: Adam Smith, Thomas Malthus and David Ricardo. After identifying the most important of their ideas, we watched videos explaining Smith in further detail, showing how Malthus thought helping the poor was counter-productive, and a film illustrating population growth over the centuries. Students are studying short readings from a variety of web sites concerning child labor in Great Britain (19th century) and around the world today. We spent most of class today reading and writing, and will continue tomorrow. Bring a laptop or tablet to help you complete this. Your printed essay is due by Friday, the day of a brief, short answer/multiple-choice test over Chapter 9.
After watching CNN 10, we explored our classroom, looking for those items that were made by hand, and those that were made in a factory (which we defined as using many people involved in various steps of manufacture, using power tools, machinery, even robots. This led to a discussion of how we have so many consumer products that are cheap, and widely available in large supply. The world of George Washington was very different. Most people did not own many possessions, which were almost entirely made by hand. The Industrial Revolution has drastically transformed the world, and continues to do so in new industrializing countries.
Students read part of Chapter 9. We started learning why and how the Industrial Revolution began in Great Britain. There will be a quiz over Chapter 9 on Friday. Today we explored the bonds that unite people in a nation-state, through a class discussion and a handout. Each bond was considered in the contemporary United States and in other countries. Then we turned to the creation of the modern state of Germany, and the role of Otto von Bismarck. Students took notes on this. The PowerPoint I used in class is available on the Downloads page.
Today we explored the new artistic movement known as Romanticism. After an introduction to the topic, students read a biography of composer Franz Liszt, then watched a brief video biography of Liszt. We learned the story behind his composition Totentanz, then listened to a performance by the Berlin Philharmonic (click this link to listen again. Students have seven prompts/questions to respond to in a written assignment.
The years 1820, 1830 and 1848 were years of revolutions in Europe. Conservatives, Moderates and Liberals all vying to create their vision of a new Europe in the wake of Napoleon. Students completed the Guided Reading handout 8.2 We watched a Crash Course video about revolutions in South America, and wrote three takeaways in our notes.
Plan a quizzes over this chapter soon. After watching CNN 10, students completed a Guided Reading handout based on Chapter 8.1. We learned the origin of Cinco de Mayo and looked ahead to the rest of the chapter. The ideas of the Enlightenment, spread by the American and French revolutions, and further spread by Napoleon, caused Latin American colonies to win independence from Spain, and European peoples to create new nation-states: Germany and Italy.
We learned the meanings of 50 English words used in Great Britain with different meanings than in America.
Students worked in pairs to compare and contrast the lyrics of the Star-Spangled Banner and La Marseillaise, music from the French Revolution and the Napoleonic Wars (of which the War of 1812 was a small part). We reviewed for the test tomorrow, then watched young people in Vienna dance the dance that shocked Europe in the early 19th century: the waltz, introduced to many European dignitaries at the Congress of Vienna in 1815.
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James WaltersMr. Walters has taught at RAA since 1985. He currently teaches Geography, World History, American History, Government, Economics and Handbell Ensembles. He is Music Director/Organist of Magnolia Presbyterian Church and is an adjunct professor at Concordia University Wisconsin, teaching Handbell Methods and Materials. Archives
May 2017
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