Rise of European States (Regular) – 0708a

9/19 – Mercantilism and early World Trade (55 minute day)

* Start the Mercantilism trading game. – whole period

* Materials – Mercantilism trading game

9/20 – Mercantilism and early World Trade

* Start the Mercantilism trading game. – 85 minutes

* Assign for the next day (detailed answers):

1. What commodities changed value over time and why did they do so?

2. How did the Mercantile/pre-free-trade economic system work?

3. How did the world economy change after the rise of free trade?

4. Is the world economy fair? Explain.

5. What sorts of human behavior did you observe? What does this tell you about human nature?

* Materials – Mercantilism trading game

9/21 – Early and Current World Trade

* Collect the homework and discuss the Mercantilism trading game. – 30 minutes

* Read the WSJ Journal Article "World Economy in Flux As America Downshifts." Students should take notes on another sheet of paper about what the article is saying. They should also find three key quotes the article and write them down properly. Once they are done, pick five students to type their quotes onto the computer for overhead projection. Discuss the article. Look at the quotes and show them how it is done properly. Make a proper citation of the whole article for a works cited page. – 40 minutes

Not Finalized from here on...

9/24 – The Scientific Revolution

* Read pp.402-409 "The Scientific Revolution." Do the worksheet. – 45 minutes

* Trade and grade the worksheet. – 10 minutes

* ?????? – remaining time

* Materials – Scientific Revolution worksheets

9/25 – Rise and Fall of Spain + Precocious English Political/Legal Developments

* Presentation from counselor about the PSAT. – 15 minutes

* Lecture: “The Rise and Fall of Spain” – 30 minutes

* Hand out the “Rise of Europe and the Enlightenment Reading Compilation.” Have the students read “1066 and all that” out loud in rounds. Discuss as we go along. Person next after reader explains previous paragraph. Go over the “Doomsday Book” excerpt and discuss the political implications of such a book. – remaining time

* Materials – “Rise of Europe and the Enlightenment Reading Compilation”

9/26 – The Era of Absolutism

* Do the map of Europe in 1600s – 30 minutes

* Read pp. 390 to 397 "The Era of Absolutism" and do the worksheet. – 50 minutes

* Materials – "The Era of Absolutism" worksheet, Map of Europe in 1600

9/27 – The Rise of France and English Development of Rights

* Lecture: “The Rise of France” – 30 minutes

* 5 minute preview of the importance of the Magna Carta. Do more paragraph-by-paragraph reading. Same drill as day before. When done, do the intro of the English Bill of Rights. – 40 minutes (Hard deadline)

Qs:

1. Do these sound like loyal subject of King John? Explain.

2. What was the general purpose of this document?

3. Who are these rights designed for?

* Have the students break into pairs. Read the "English Bill of Rights" and the US Bill or rights. They should turn in a pair assignment comparing the two. What rights are included in both? For each matched right, list the # of the bill it is in in each. – remaining time (won't finish)

* Materials – “Rise of Europe and the Enlightenment Reading Compilation,” US Bill of Rights

9/28 – The Enlightenment

* Finish comparing the English Bill of Rights to the US Bill of Rights. Discuss if time. – 25 minutes

* Homework Mini-essay: What makes an American an American? What is the national character of American-ness? Discuss how to create a thesis and some basic paragraphs. – remaining time

10/1 – The Rise of England

* Collect the American-ness mini-essays and discuss. – 20 minutes

* Lecture: “Rise of England” – 35 minutes

* ???????? - 20 minutes

* Materials – Mercantilism trading game

10/2 – The Enlightenment

* Read pp. 457-463 “The Enlightenment” section from the book. Hand them the worksheet after about 15 minutes. – 55 minutes

* Materials – Worksheet for “The Enlightenment”

10/3 – Economic Transformation in Food Production + Rise of France plus The Scientific Revolution

* Lecture: “Economic Transformation in Food Production” – 30 minutes

* Read Jonathon Swift’s “A Modest Proposal” aloud to the students. Take no questions and allow no discussion other that the purely factual. Have the tough words written up on the board already so they don’t have to worry so much about the vocabulary. Put the students into groups of two. Hand out the question strip. Have them create a pair answer to the Qs. – 40 minutes

* Report out answers by groups. – remaining time

* Materials – "A Modest Proposal" and question set

10/4 – Unit Test and their own Modest Proposal for Education

* Discuss "A Modest Proposal." What are some contemporary similar pieces of art? How does satire work? Do a basic outline of his work. – 25 minutes

* Assign a satirical essay on school. The students should make an "A Modest Proposal for West Seattle High School" modeled on Jonathon Swift's piece. How should the school be set up to ensure a quality education to all students? Due next Wednesday. – 10 minutes

* Test for Rise of European Nations – 50 minutes

* Materials – Unit Test