january 2010

 Student / Parent Class Information

If you need to contact me, please call 397-2106 and leave a voicemail or you can email me at rosenbaumd@chatham.k12.ny.us

 

World History for January 2010
Monday Tuesday Wednesday Thursday Friday
   

 

 

 

 

1

 

4

New Unit -

Changes in the West: 1760 -1914

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Chapter 23 Study Guide

Due in class 1/14

5

Unit -

Changes in the West: 1760 -1914

 

6

Unit -

Changes in the West: 1760 -1914

7

Unit -

Changes in the West: 1760 -1914

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What is the Third Estate?

Reading /

The worksheet is below the calendar

Due in class 1/8

 

8

Unit -

Changes in the West: 1760 -1914

11

Unit -

Changes in the West: 1760 -1914

12

Unit -

Changes in the West: 1760 -1914

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A History of Food Riots

Reading and Worksheet

13

Unit -

Changes in the West: 1760 -1914

14

Unit -

Changes in the West: 1760 -1914

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Declaration of Independence

Reading and Worksheet

 

15

Unit -

Changes in the West: 1760 -1914

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 Declaration of Rights of Man and Citizen

Reading and Worksheet

 

18

No School

M.L.K. Day

 

 

19

Unit -

Changes in the West: 1760 -1914

20

Unit -

Changes in the West: 1760 -1914

21

Unit -

Changes in the West: 1760 -1914

22

Unit -

Changes in the West: 1760 -1914

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Brunswick Proclamation 

Due  Monday 1/25 Reading and Worksheet

 

 

 

25

Unit -

Changes in the West: 1760 -1914

26

 

Testing

27

 

Testing

28

 

Testing

29

 

Testing

 

AP World History – ‘What is the Third Estate?’                                                                                                             Rosenbaum

After reading the handout titled ‘What is the Third Estate?’, by Emmanuel Joseph Sieyès, answer the following questions. Caution....You may have to THINK!!!

1)      Sieyès asks the reader to ask themselves three questions. Why do you think he took this approach?

2)      Would you say these questions are those of hope, or desperation? Why?  

3)      Sieyès first breaks down ‘individual efforts’ into four classes. What is the purpose of his ranking? 

4)      His ‘first class’ would be those involved in agriculture, in general. Why? 

5)      His description of the ‘second class’ involved production. Is this class important? 

6)      Sieyès described the ‘third class’ as ‘useful both to producers and consumer’. Why? 

7)      Sieyès sets the ‘fourth class’ aside by writing on ‘useful citizens’. Explain.

8)      When Sieyès begins to write about public functions, he refers to ‘....a prohibition upon the order....’ of the Third Estate. What is he expressing? (Don’t skimp...detail is important!) 

9)      Carefully read the paragraph where Sieyès wrote ‘....is it not well known that it tends to render less able those whom it favors?’ What does this paragraph, and this particular statement, mean? 

10)   In writing about the government, Sieyès states, ‘...places have been created not on account of the necessities of the governed, but in the interests of the governing...’ Explain.  

11)   Sieyès states, ‘...that without [it] the superior places would be infinitely better filled; that they naturally ought to be the lot and the recompense of ability and recognized services...’ What does this paragraph, and this particular statement, mean? (Don’t skimp...detail is important!)

12)   Near the end Sieyès states, ‘...it is a stranger to the nation, in the first place, by its origin, since its commission is not derived from the people; then by its object, which consists of defending not the general, but the particular interest...’ What does this particular statement mean?