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.
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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.
Students used the 7.5 handout to organize information about the Congress of Vienna: participants & representatives, goals, actions, short-term and long-term legacy. We listened to the last 6 minutes of the 1812 Overture, composed to commemorate the 70th anniversary of Russia's defeat of Napoleon's army. Students read about both Tchaikovsky and his composition in a handout.
Please bring a laptop or tablet to class on Wednesday to complete the national anthem assignment. Napoleon made three decisions that proved to be disastrous for him. Yesterday we discussed the Continental System. Today we discussed the Peninsular War and his invasion of Russia. We ended his story in exile on St. Helena, followed by eventual burial in Les Invalides, in Paris. Students used a handout to write about his three mistakes. We listened to La Marseillaise, which students are going to compare and contrast with the Star-Spangled Banner.
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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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