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Exploration Chp 2-3

WHII.4 +5 Exploration and Colonization Name ______________________  
Teacher: Mcsherry  
 
The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by  
• explaining the roles and economic motivations of explorers and conquistadors  
• describing the influence of religion  
• explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas  
• describing the Columbian Exchange, including its impact on native populations  
• mapping and explaining the triangular trade  
• describing the impact of precious metal exports from the Americas  
 
10/9 The student will analyze the motives and technology which made  
exploration possible.  
1st block – students will view a video on the World during the 1500’s  
After the video students will have a Chp 2 terms and questions wsht.  
3rd block – WHII.3 Test –  
After test – students will have a chp 2 terms and questions wsht  
 
1st and 3rd hw – finish chp 2 terms and questions wsht 
 
10/13 The student will identify the explorers during the Age of Discovery and will analyze the motive to spread Christianity.  
• Do Now #1 and turn in chp 2 terms and question wsht  
• Notes #s Chp 2  
• Complete time line activity on Age of Exploration  
• Homework: Complete WHII.4 Chp 2/3 map actvy 
 
10/15 The student will analyze the expansion into the Americas and the impact it had on the native peoples. The student will analyze the Columbian Exchange and the triangular trade and the impact of each 
• HW # 1+2 as do now check hw  
• Rev. and Take Chp 2 (Exp) Quiz  
~ After quiz start on Chp 3 terms wsht  
•Notes on Chp 3  
~ video: three worlds meet  
• Homework: Complete WHII.4 study guide and finish chp 3 terms wsht  
 
10/19 The student will review for the test on the Age of Discovery.  
• collect study guide WHII.4+5  
• rev. take Test  
• start Age of Absolutism  
 
***** Note—— there is NO FNQ for this unit – study guide due day of test- do not wait until the last minute******* Start early if you have questions please come s 

WWI – Feb. schedule

Mcsherry  
WWI – Name __________________ 
 
Number of Class Days Required = 9 (Jan 27th – Feb. 18th) 
 
Day 1-2: (2 classes: Jan. 27th – 29th) 
Objectives: SW Analyze the film “All Quiet on the Western Front” 
Act: View Film and Complete attached sheet 
 
Day 3: (1 Class: Feb 3rd ) 
Objectives: Define the four MAIN causes of WWI, identify the spark of WWI, explain the “dominos” at the beginning of WWI  
Intro: “Is Nationalism good or bad” Guiding Question Discussion (3) 
Act: Complete Power Point Notes on “Causes of WWI” (1) 
hw: Complete Rev. questions on Causes of WWI (pg 16-18) & Map (due next class 2/5) (1) Cause quiz next class 2/5  
 
Day 4: (1 Class: Feb. 5) 
Objectives: SW identify the changes in Warfare during WWI, identify the two sides, and explain why the United States entered the war 
Intro: check/Review Homework (3) 
Act: Quiz last notes (Causes)  
Act: Complete Power Point Notes on “A New Kind of War” (1)  
Act: Create a Propaganda poster for WWI recruitment and support (2) – pick either side and create a pic and/ or slogan to convince me to join the war effort. Be creative and don’t forget to show lots and lots of details. Must use a WHOLE page for your poster.  
Hw: Complete questions on New Kind of War pg 23 (Due next class) (1) 
 
Day 5: (1 class: Feb. 9) 
Objectives: SW explain the causes of the Russian Revolution; identify the major leaders and events of the revolution; analyze the outcomes of the Revolution  
Act: Quiz last notes (A New kind of War)  
Act: Complete Power Point notes on “Russian Revolution” 
hw: Complete Rev questions on Russian Rev. pg 29 and Russian rev ws- quiz next class  
 
Day 6: (1 Class: Feb. 11) 
Objectives: SW Describe the events which lead to the end of WWI; identify the Fourteen Points, explain the results of the Treaty of Versailles 
Act: Quiz last notes Russian Rev  
Act: Complete Power Point Notes on “End of War” (1) 
Act: Complete Rev. questions and Mappg 37-40 (due next class) 
HW: Study Guide – DUE feb. 13 FNQ Feb. 13 
 
Day 7: (1 Class: Feb. 13)  
Act: FNQ on WWI – Study Guide Due  
Act: after quiz- complete WWI ws  
HW: study notes for test  
 
Day 8: ( 1 Class: Feb. 17)  
Act: Test on WWI  
Act: after test- start movie War Horse finish 2/19 
 

Jan Schedule – Age of Imperialism and Exams

Age of Imperialism – SOL 9.d,e Name __________________  
Teacher: Mcsherry  
Number of Class Days Required = 5  
 
Pass out the Mid- Term review Packet – Due day of the Mid term – worth a TEST Grade 
 
Day 1: Jan. 5th  
Objectives: SW identify the four main causes of the Age of Imperialism, define the four types of imperialism.  
Do Now: complete do now 1 + 2 in new packet (10 min)  
Act: Complete Power Point Notes on “Intro to the Age of Imperialism” (1) 
Act: Complete Intro to Age of Imperialism review questions pg 12 and map of Africa pgs 21-22 (due next class) (1) – finish for HW  
 
Day 2: Jan. 7th 
Objectives: SW describe the patterns of colonization in Africa, identify examples of significant colonies, explain the development of South Africa, explain the effects of Imperialism on Africa 
Do Now: complete do now # 3-4 in packet – check HW pg 12 and pgs 21-22 
Act: Complete Power Notes on “The Partition of Africa” (1) 
Act: Partition of Africa Political Cartoon ws – turn in when complete  
Act: Complete The Partition of Africa Review questions pg 20(Due next class) (1) – finish for hw  
 
 
Day 3: Jan. 9  
Objectives: SW explain the role Great Britain had in India and its development, identify some of the responses of the imperialized peoples; describe Japan’s unique situation  
Act: Quiz on Intro to Imp. And African Imp Notes  
Act: Complete Power Point notes on “South Asia Imperialism” 
Act: Complete South Asia Review questions pg. 29-30 and map of SE Asia (ws)  
HW: work on study guide due day of the FNQ 1/13/15 
 
 
Day 4: Jan. 13- study guide due today  
Objectives: SW prepare for evaluation on Age of Imperialism 
Act: Collect Study guide and review for FNQ (2) 
Act: Take FNQ on Age of Imperialism  
Act: after FNQ – student will be working on their mid – term rev packet due day of their mid-term worth a test grade!!!!  
HW: Study & Prepare for test 
 
Day 6: Jan. 15th  
Objectives: SW evaluated on the Age of Imperialism  
Act: Complete Test (1-3) 
Act: after test students will start working on Mid term review packet. Due the day of the mid term – worth a TEST Grade!!!!!!! 
 
Jan 21st and 23rd will be exam days – have your Mid –term Exam completed and ready to turn in!!!!!!! 
 
WWI packet will start Jan 27th  

Dec. 11th – 19th Industrial Revolution

Mcsherry  
 
World History II  
C7and 9 Syllabus (SOL #WHII.9) 
 
Objective: TLW demonstrate knowledge of the effects of the Industrial Revolution during the 19th century. 
 
Day 1: Dec 10/11 (Bloom 1-2)  
~Pass out Ind. Rev. Packet 
~Notes on C 7 S1-2  
~Complete Rev wsht on C7 S1-2  
~ HW finish rev wsht and study guide study notes Quiz next class  
 
Day 2: Dec. 12/13 (Bloom 1-2) 
~Rev. and quiz C7S1-2  
~L/N/D/Q C7S3-4  
~ Complete rev questions C7S3-4  
~HW- finish questions and work on study guide due 16th / 17th  
 
Day 3: Dec. 16/17 : (Bloom 1-2) 
~ Matching rev wsht open notes  
~ collect Study guide  
~ FNQ  
~ rev. study guide  
 
Day 4: Dec. 18th and 19th : (Bloom 1-2) 
~Do Now: study for TEST  
~ Rev and Take Test  
~after Test : Complete puzzle  
~ Merry Christmas  
 

Dec 1st -11th Unification of Germany and Italy

World History II Name _____________________  
C8S3 and C10 Period_____________________ 
 
Objective: TLW compare & contrast the unification movements in Germany and Italy. Explain the impact of the American and French Rev. on Latin America. Examine the importance of Toussaint L Ouverture and Simon Bolivar. WHII. 7 + 8 Blooms 1-3 used throughout the lesson.  
 
Day 1: Dec. 1st  
 
~L/N/D/Q on Latin America Notes C8 S3  
~Complete maps of South America pages 2+3  
~Complete page 10 Latin Am. Rev ws  
~ hw – study notes, quiz next class finish class assignments  
 
Day 2: Dec. 3rd 
~rev and quiz on Latin America  
~L/N/D/Q – unification and Germany  
~ complete pages 16+17 rev (ws)  
~ map actvy: pages 24-25  
~Homework: finish map and rev wsht  
 
Day 3: Dec. 5th  
~Hw check and rev  
~ N/L/D/Q on Unification of Italy  
~ complete pages 22-23 rev (ws)  
~ map actvy: pg. 26-27  
~Homework: finish rev questions and map + study guide FNQ next class  
 
Day 4: Dec. 9th  
~Do Now: matching actvy  
~rev and take FNQ C8S3 and C10S1-2  
~ complete puzzle on unit (Latin Am and Unification of Germany and Italy)  
~Homework: complete puzzle and study for TEST  
 
Day 5:  
~ rev and take Test  
~ after test: start Industrial Revolution packet / terms and people wsht  
 
Terms & People to know:  
 
Risorgmento Carbonari Young Italy Red Shirts G. Mazzini Victor Emmanuel II Count di Cavour Napoleon III Nationalism 
Guerrilla Warfare G. Garibaldi Realpolitik Kaiser Chancellor 
Militarism William I Social Democratic Party O.von Bismarck William II Junkers Zollverein Treaty of Prague Bundesrat 
Reichstag Kulturkampf  
 
 
 
 
 
 

EPF Module # = SOL Chart

Module Number and VA Standard(s) of Learning 
 
 
Module VA Standard(s) of Learning 
1 1A 
2 1A 
3 1B 
4 1B, 1C 
5 1E 
6 1E 
7 1F 
8 1D 
9 1D 
10 4B, 4C 
11 2G 
12 2G, 3A 
13 1D 
14 2B, 2E, 2J 
15 9A 
16 9B 
17 2D 
18 2C 
19 2H 
20 2C 
21 2E 
22 2E 
23 2J 
24 2H, 3A 
25 3A 
26 2B, 2E, 2H, 3A 
27 3A 
28 3B 
29 3A, 3B, 10B 
30 3D 
31 3C 
32 2J, 10A 
33 2H 
34 2A 
35 8A, 8B 
36 8C 
37 8A, 8E 
38 8C 
39 2I, 8C 
40 8D, 16B 
41 8B 
42 1F, 8B 
43 1F, 8B 
44 6B, 8C, 10J 
45 8 
46 8C 
47 2I, 8C 
48 2I, 8C 
49 5D, 7B 
50 5A, 5B, 6B 
51 5A 
52 2E, 2F, 2G 
53 2E, 2F 
54 8C 
55 5A, 5B 
56 5A 
57 5A 
58 5B 
59 5B 
60 5C 
61 5B, 5C 
62 5C 
63 3A, 3B, 5C 
64 3A, 3B, 5C 
65 7A 
66 5D, 7B, 12A 
67 5D, 7A, 7B 
68 7D 
69 7D 
70 7D 
71 9C 
72 9B, 9C 
73 9D 
74 6A, 9D 
75 9D 
76 9D 
77 9E 
78 9F 
79 9A, 9G 
80 9G 
81 9G 
82 1A, 4A, 4C, 10B, 15C 
83 1A, 4A, 4C, 10C 
84 4C, 10B, 15A, 15D 
85 4C, 10B, 15D 
86 15A, 17F 
87 15A, 17A, 18A 
88 5B, 5C, 17F 
89 1F, 5C 
90 7C, 15C, 15E, 16B 
91 17A, 18E 
92 7C, 8D, 16E 
93 16D, 16E 
94 7C, 16C 
95 16D, 16E 
96 7C, 8A, 8D, 8E 
97 7C, 16C 
98 11A, 17A 
99 15A, 17A, 17D 
100 11D 
101 11F, 17A, 17B, 17D 
102 17D 
103 17C, 18A 
104 17C 
105 6A, 6B, 12H 
106 6B, 12A, 12B 
107 12C, 12E 
108 18A 
109 12C, 12D, 12G 
110 12A, 12B, 12C 
111 10G, 12E, 12F 
112 12F 
113 11F, 17D 
114 13A, 13E 
115 13E, 13H 
116 13C, 13D 
117 13G 
118 12C, 13B 
119 13B 
120 13B 
121 13C, 13G 
122 13G 
123 13F 
124 10D 
125 13I 
126 2A, 10A 
127 2A, 10A 
128 10C, 10F, 11F 
129 10D, 10H, 11F 
130 11A 
131 11A 
132 11B, 11E 
133 11C, 11D 
134 10I 
135 10J 
136 10J 
137 8B, 10E 
138 8C 
139 8C 
140 10J, 10K 
141 17F, 18B 
142 5C 
143 5C 
144 18A, 18B, 18C 
145 18B, 18C 
146 10K, 11F 
147 17D, 17E, 17F 
148 18D, 18E 
149 16F 
150 18F 
151 18F 
152 18B, 18C 
153 18B, 18F 
154 18B, 18C, 18F 
155 18B, 18C, 18F 
156 14A, 14B, 14C 
157 14B 
158 14B 
159 14B 
160 14B 

EPF SOL

State of Virginia EPF Standards of Learning 
 
EPF.1 The student will demonstrate knowledge of basic economic concepts and structures by  
 
a) describing how consumers, businesses, and government decision makers face 
scarcity of resources and must make trade-offs and incur opportunity costs;  
b) explaining that choices often have long-term unintended consequences;  
c) describing how effective decision making requires comparing the additional 
costs (marginal costs) and additional benefits (marginal benefits);  
d) identifying factors of production;  
e) comparing the characteristics of market, command, tradition, and mixed  
economies; and  
f) identifying Adam Smith and describing the characteristics of a market economy.  
Modules: 1, 2, 3, 4, 5, 6, 7, 8, 9, 13, 42, 43, 82, 83, 89,  
 
EPF.2 The student will demonstrate knowledge of the role of producers and consumers in a market economy by  
 
a) describing how consumers, producers, workers, savers, investors, and citizens 
respond to incentives;  
b) explaining how businesses respond to consumer sovereignty;  
c) identifying the role of entrepreneurs;  
d) comparing the costs and benefits of different forms of business organization,  
including sole proprietorship, partnership, corporation, franchise, and  
cooperative;  
e) describing how costs and revenues affect profit and supply;  
f) describing how increased productivity affects costs of production and standard 
of living;  
g) examining how investment in human capital, capital goods, and technology can 
improve productivity;  
h) describing the effects of competition on producers, sellers, and consumers;  
i) explaining why monopolies or collusion among sellers reduces competition and 
raises prices; and  
j) illustrating the circular flow of economic activity.  
Modules: 11,12, 14, 17, 18, 19, 20, 21, 22, 23, 24, 26, 32, 33, 34, 39, 47, 48, 52, 53, 126, 127,  
 
 
EPF.3 The student will demonstrate knowledge of the price system by  
 
a) examining the laws of supply and demand and the determinants of each;  
b) explaining how the interaction of supply and demand determines equilibrium  
price;  
c) describing the elasticity of supply and demand; and  
d) examining the purposes and implications of price ceilings and price floors.  
Modules: 12, 24, 25, 26, 27, 28, 29, 30, 31, 63, 64,  
 
EPF. 4 The student will demonstrate knowledge that many factors affect income by  
 
a) examining the market value of a worker’s skills and knowledge;  
b) identifying the impact of human capital on production costs;  
c) explaining the relationship between a person’s own human capital and the  
resulting income potential; and  
d) describing how changes in supply and demand for goods and services affect 
income.  
Modules: 10, 82, 83, 84, 85,  
 
EPF.5 The student will demonstrate knowledge of a nation’s economic goals, including full employment, stable prices, and economic growth by  
 
a) describing economic indicators, such as gross domestic product (GDP),  
consumer price index (CPI), and unemployment rate;  
b) describing the causes and effects of unemployment, inflation, and reduced  
economic growth;  
c) describing the fluctuations of the business cycle; and  
d) describing strategies for achieving national economic goals.  
Modules: 49, 50, 51, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 66, 67, 88, 89, 142, 143,  
 
EPF.6 The student will demonstrate knowledge of the nation’s financial system by  
 
a) defining the role of money; and  
b) explaining the role of financial markets and financial institutions.  
Modules: 44, 50, 74, 105, 106,  
 
 
 
EPF.7 The student will demonstrate knowledge of how monetary and fiscal policy influence employment, output, and prices by  
 
a) describing the purpose, structure, and function of the Federal Reserve System;  
b) describing government’s role in stabilizing the economy;  
c) describing sources of government revenue; and  
d) explaining balanced budget, deficit, and national debt.  
Modules: 49, 65, 66, 67, 68, 69, 70, 92, 94, 96, 97,  
 
EPF.8 The student will demonstrate knowledge of the role of government in a market economy by  
 
a) identifying goods and services provided by government to benefit society;  
b) identifying the role the government plays in providing a legal structure to 
protect property rights and enforce contracts;  
c) providing examples of government regulation of the market;  
d) explaining that governments redistribute wealth; and  
e) explaining that taxes and fees fund all government-provided goods and services.  
Modules: 35, 36, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46, 47, 48, 54, 92, 96, 137, 138, 139,  
 
EPF.9 The student will demonstrate knowledge of the global economy by  
 
a) explaining that when parties trade voluntarily, all benefit;  
b) distinguishing between absolute and comparative advantage;  
c) distinguishing between trade deficit and trade surplus;  
d) explaining exchange rates, and the impact of a strong dollar and weak dollar on  
economic decisions;  
e) describing the costs and benefits of trade barriers;  
f) describing the effects of international trade agreements and the World Trade 
Organization; and  
g) explaining growing economic interdependence.  
Modules: 15, 16, 71, 72, 73, 74, 75, 76, 77, 78, 79, 80, 81,  
 
 
 
 
 
 
 
EPF.10 The student will develop consumer skills by  
 
a) examining basic economic concepts and their relation to product prices and consumer spending;  
b) examining the effect of supply and demand on wages and prices;  
c) describing the steps in making a purchase decision, including the roles of marginal benefit and marginal cost;  
d) determining the consequences of conspicuous consumption;  
e) describing common types of contracts and the implications of each;  
f) demonstrating comparison-shopping skills;  
g) maintaining a filing system for personal financial records;  
h) examining the impact of advertising and marketing on consumer demand and decision making in the global marketplace;  
i) accessing reliable financial information from a variety of sources;  
j) explaining consumer rights, responsibilities, remedies, and the importance of consumer vigilance; and  
k) examining precautions for protecting identity and other personal information.  
Modules: 29, 32, 44, 82, 83, 84, 85, 111, 124, 126, 127, 128, 129, 134, 135, 136, 137, 140, 146,  
 
EPF.11 The student will demonstrate knowledge of planning for living and leisure expenses by  
 
a) comparing the costs and benefits of purchasing vs. leasing a vehicle;  
b) comparing the advantages and disadvantages of renting vs. purchasing a home;  
c) describing the process of renting housing;  
d) describing the process of purchasing a home;  
e) calculating the cost of utilities, services, maintenance, and other housing 
expenses; and  
f) evaluating discretionary spending decisions.  
Modules: 98, 100, 101, 113, 130, 131, 132, 133, 146,  
 
 
 
 
 
 
 
 
 
EPF.12 The student will demonstrate knowledge of banking transactions by  
 
a) comparing the types of financial institutions;  
b) examining how financial institutions affect personal financial planning;  
c) evaluating services and related costs associated with personal banking;  
d) differentiating among types of electronic monetary transactions;  
e) preparing all forms necessary for opening and maintaining a checking and  
savings account;  
f) reconciling bank statements;  
g) comparing costs and benefits of online and traditional banking; and  
h) explaining how certain historical events have influenced the banking system and 
other financial institutions.  
Modules: 66, 105, 106, 107, 109, 110, 111, 112, 118,  
 
EPF.13 The student will demonstrate knowledge of credit and loan functions by  
 
a) evaluating the various methods of financing a purchase;  
b) analyzing credit card features and their impact on personal financial planning;  
c) identifying qualifications needed to obtain credit;  
d) identifying basic provisions of credit and loan laws;  
e) comparing terms and conditions of various sources of consumer credit;  
f) identifying strategies for effective debt management, including sources of  
assistance;  
g) explaining the need for a good credit rating;  
h) comparing the costs and conditions of secured and unsecured loans; and  
i) comparing the types of voluntary and involuntary bankruptcy and the 
implications of each.  
Modules: 114, 115, 116, 117, 118, 119, 120, 121, 122, 123, 125,  
 
EPF.14 The student will demonstrate knowledge of the role of insurance in risk management by  
 
a) evaluating insurance as a risk management strategy;  
b) distinguishing among the types, costs, and benefits of insurance coverage,  
including automobile, life, property, health, and professional liability; and  
c) explaining the roles of insurance in financial planning.  
Modules: 156, 157, 158, 159, 160 
 
 
EPF.15 The student will demonstrate knowledge of income earning and reporting by  
 
a) examining how personal choices about education, training, skill development, 
and careers impact earnings;  
b) differentiating among sources of income;  
c) calculating net pay;  
d) investigating employee benefits and incentives; and  
e) completing a standard W-4 form.  
Modules: 82, 84, 85, 86, 87, 90, 99,  
 
EPF.16 The student will demonstrate knowledge of taxes by  
 
a) describing the types and purposes of local, state, and federal taxes and the way 
each is levied and used;  
b) exploring how tax structures affect consumers, producers, and business owners  
differently;  
c) computing local taxes on products and services;  
d) examining potential tax deductions and credits on a tax return;  
e) explaining the content and purpose of a standard W-2 form; and  
f) explaining the similarities and differences between state and federal taxation of  
inheritances.  
Modules: 40, 90, 92, 93, 94, 95, 97, 149,  
 
EPF.17 The student will demonstrate knowledge of personal financial planning by  
 
a) identifying short-term and long-term personal financial goals;  
b) identifying anticipated and unanticipated income and expenses;  
c) examining components and purposes of a personal net worth statement;  
d) developing a personal budget;  
e) investigating the effects of government actions and economic conditions on 
personal financial planning; and  
f) explaining how economics influences a personal financial plan.  
Modules: 86, 87, 88, 91, 98, 99, 101, 102, 103, 104, 113, 141, 147,  
 
 
 
 
 
EPF.18 The student will demonstrate knowledge of investment and savings planning by  
 
a) comparing the impact of simple interest vs. compound interest on savings;  
b) comparing and contrasting investment and savings options;  
c) explaining costs and income sources for investments;  
d) examining the fundamental workings of Social Security and the system’s effects  
on retirement planning;  
e) contrasting alternative retirement plans; and  
f) describing how the stock market works.  
Modules: 91, 103, 108, 141, 144, 145, 148, 150, 151, 152, 153, 154, 155,  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Age of Enlightenment and French Revolution

Nov. 10th – Nov 25th  
 
Mcsherry Name ___________________ 
Date ____________________ 
 
French Revolution Unit – SOL 6.e,f: Identify the causes of the French Revolution; describe the events of the French Revolution (focusing on the Reign of Terror), explain the outcomes and impacts of the French Revolution on France as well as the rest of the world 
Number of Class Days Required = 6  
 
Day 1: (1 class) (Nov. 11th ) 
Objectives: SW analyze the structure of Old Regime & explain the roots of the French Revolution and the Age of Enlightenment.  
Intro: Guiding Question: “How does a society create a new government?” Ask this question connecting Enlightenment unit through open discussion (3) 
Act: Complete chp 4 test  
Act: Complete Age of Enlightenment – Read C5S1 and complete wsht in packet  
HW: Finish Enlightenment Notes and study (due next class) (1) 
 
Day 2: (1 Class) Nov. 13th 
Objectives: SW explain the spread of the French Revolution; analyze the Legislative Assembly & the National Convention; explain the Reign of Terror 
Intro: interpreting graphs Do Now #1 
Act: Complete Power Notes on the Old Regime and Roots to a Revolution PPT notes (1) 
Act: SW complete C6S1-2 wsht in packet  
Asn: Complete Questions on (Due next class) (1) study notes C6S1-2  
 
Day 3: (1 class) Nov. 17th 
Objectives: SW analyze the Napoleonic Era 
Intro : Causes of French Rev. Do Now  
Act: pop quiz on C6S1-2 notes  
Act: Complete Power Point Notes on “Napoleon” and Return to Order (1) 
Act: Bionic-Napoleon (2)/  
Asn: Complete Questions on C6S3-4(Due next Class) (1) 
 
Day 4: (1 class) Nov. 19th  
Objectives: SW Quiz on the Age of Enlightenment, French Rev, and Rise and Fall of Napoleon.  
ACT: review and take FNQ  
Act: after quiz complete Puzzle 
 
Day 5: (1 class) Nov. 21st  
Objectives: SW Test on the French Rev  
Act: Test on French Revolution (2) 
Act: after test students begin watching the movie: Napoleon.  
 
Day 6: (1 class) (Nov. 25th ) 
Act: students will finish viewing the movie : Napoleon  

Age of Absolutism Chp 4 10/17 – Nov 7th

Chapter 4 The Age of Absolutism  
Name _______________________ 
Mcsherry  
Date ________________________ 
 
WHII.6 The student will demonstrate knowledge of scientific, political, economic, and religious changes during the sixteenth, seventeenth, and eighteenth centuries by 
b) describing the Age of Absolutism, including the monarchies of Louis XIV and Peter the Great; 
c) assessing the impacts of the English Civil War and the Glorious Revolution on democracy; 
f) describing the expansion of the arts, philosophy, literature, and new technology. 
 
Oct. 21 The student will describe the growth of European nations, the Age of Absolutism, and the expansion of the arts, philosophy, literature, and technology by:  
• Do Now #1  
• L/N/D/Q on C4S1 C4S2 Notes ppt 
• Completing activities to review the Spanish Hapsburgs.  
•spainish rev ws and pg 14 map actvy  
finish class work if need, study notes, start working on Study Guide. Study Guide Due day of the test. quiz c4S1-2 10/23 
 
Oct. 23 The students will describe the growth of European nations and the monarchy of Louis XIV by  
 
• complete HW # 1-3  
• rev and quiz C4S1-2  
• Complete assignments on Louis XIV and Absolutism pg 24 and video on place of Vers.  
• – finish class assignments if need, study notes, study guide 
 
Oct. 27 The students will describe the Age of Absolutism and assess the impact of the English Civil War and the Glorious Revolution on Democracy.  
• Do Now #3  
• L/N/D/Q on C4S3 Notes PPT 
• Complete activities on James I (primary source), Roundheads Vs. Cavaliers, and the English Civil War.  
• England rev ws and finish class assignments if need. Study notes Quiz on S1-3 notes, study guide  
 
Oct. 29 The student will identify and compare political boundaries, describe the growth of Europeans nations, and describe the Age of Absolutism by.  
•collect and rev hw  
• L/N/D/Q on C4S4 Notes PPT 
• Complete map skills wsht on Thirty Years War and Chart on Austria and Prussia. (pg 46)  
• Hw #4 +5 , complete class assignment if need, study guide, and study for test 
 
Oct. 31 The students will describe the growth of European nations and the monarchy of Peter the Great by  
• Do Now # 4  
• L/N/D/Q on C4S5 Notes PPT – Russia  
• Complete Map, Venn diagram, and Chart on Russian Rulers 
• Complete class assignment if need, study guide, and study for test 
 
NOV 3rd is an EVEN DAY  
 
Nov. 5th 
• Rev and take F.N.Q. on Chapter 4 – collect Study Guide  
• Complete Chapter Review Activity 
• HW: study for test, finish Study Guide  
 
Nov. 7 th  
• Review and Take Chapter 4 Test  
• Start on Chapter 5  
 
 
 
Homework Assignments:  
HW#1  
Read Witness History P.141 and answer the following questions. 
 
1. How old was LouisXIV when he became King of France  
 
2. Which animal comforted him as a child?  
 
3. What kind of ruler did he become?  
 
HW#2  
Read “A Working Monarch” page 142 in your text and then answer the following questions.  
1. What country is Philip II King of?  
 
2. What did he mean “keep an eye on everything”? and what is everything?  
 
3. How many times did he get married?  
 
4. Identify his four wives and which countries they were from.  
 
5. What was his most powerful tool?  
 
 
HW#3 
France- Read the primary source on page 150 then answer the following questions.  
 
1. Who helped Louis XIV create his philosophy on Absolutism?  
 
2. If you oppose the monarch it is considered a ___________________.  
 
Page 151 – Read “A Separate Class” and answer the following questions.  
 
3. If you were a lower class women what kind of jobs might you have?  
 
 
4. Compare the lives of a nobleman to a peasant.  
 
HW#5  
Read Page 166 – Maria Theresa , the answer the following questions.  
 
1. What 3 problems did Maria Theresa face when she became Empress?  
a.  
b.  
c.  
 
2. How old was she when she became Empress? ____________ 
3. How long did she rule? ____________ 
4. How many children did she give birth too? _______________ 
HW#4  
England- On pages 156-157 (top section) “England Divided”, using the 8 sets of dates create a timeline. Include 2 facts with each date.  
 
 
Dates Event Facts  
 
 
 
 

Age of Exploration and colonialization

WHII.4 +5 Exploration and Colonization  
Name ______________________  
Teacher: Mcsherry  
 
The student will demonstrate knowledge of the impact of the European Age of Discovery and expansion into the Americas, Africa, and Asia by  
• explaining the roles and economic motivations of explorers and conquistadors  
• describing the influence of religion  
• explaining migration, settlement patterns, cultural diffusion, and social classes in the colonized areas  
• describing the Columbian Exchange, including its impact on native populations  
• mapping and explaining the triangular trade  
• describing the impact of precious metal exports from the Americas  
 
____10/7______ The student will analyze the motives and technology which made  
exploration possible.  
• Collect the WHII.3 Packet  
• WHII.3 Test  
• WHII.4 complete map map skills packet a+b  
• Homework: Complete WHII.4 Homework Assignment #1  
 
____10/9__________ The student will identify the explorers during the Age of  
Discovery and will analyze the motive to spread Christianity.  
• Do Now #1  
• Go over homework  
• Notes #s Chp 2  
• Worksheet: Exp. Puzzle  
• Homework: Complete WHII.4 puzzle and study Chp 2 notes quiz  
 
_____10/13_______ The student will analyze the expansion into the Americas and the  
impact ihad on the native peoples.  
• Do Now #2  
• collect puzzle  
• Notes #s chp 3  
• quiz chp 2 ppt 
• Homework: Complete WHII.4 study notes FNQ __________and study guide due.  
 
____10/15________ The student will analyze the Columbian Exchange and the  
triangular trade and the impact of each.  
• Do Now #3  
• collect study guide WHII.4+5  
• rev. take FNQ  
• go over study guide  
Homework: Complete WHII.4 Homework Assignment #4 and study for test _____________  
 
___10/17___________ The student will review for the test on the Age of Discovery.  
• Do Now #4  
• WHII.4+5 SOL Essential Test 
• start new packet WHII.6 French Rev. and Age of Enlightenment  
 

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