Dec. 15 and 16

Students are continuing work on "The Island" project. Today we focused on the artistic element of Culture, and yesterday students created a "way of life" for the people who vanished from "the island." The final project will be due on Friday.

Monday, Dec. 14

Today students worked on the Social Studies portion of "The Island" project. Specifically they created the customs of the people who lived on the island long ago. See earlier posts for project description. THERE WILL BE NO LATE WORK ACCEPTED FOR THIS ASSIGNMENT, IT IS DUE NO LATER THAN FRIDAY.

Dec. 8, 9, 10 and 11

Tuesday: Students worked on an assignment about the Niger river. They had to imagine they were an object floating down the Niger River and explain what they would see, and what country they would be in at six specific spots on the river.

Wednesday: I had a substitute. Students finished the Wonders of Africa dvd and did the reteaching activity from Chapter 5, lesson 3.

Thursday: I collected the second West African packet (see assignments below). Students were given class time to finish any work that was incomplete.

1. Daily Appetizers
2. African Folk Tale Blues
3. The Blues Fill-ins
4. American Roots Music: The Delta Blues
5. Wonders of the African World 1
6. Growth of Ghana’s Empire pp. 159-161
7. Geography Practice: Empire of Ghana
8. The Niger River
9. Wonders of the African World 2
10. Wonders of the African World 3
11. Re-teaching, Activity Chapter 5, lesson 3

Friday: We began work on the Social Science portion of "The Island" integrated project that students will be working on in Science and Language Arts next week. See directions below:

The Island: Social Studies Element


Next week each of you will complete a section of your Island that is based on the elements of culture that we have studied in class. Remember, for our purposes, culture is defined as the customs, the way of life, the art and the beliefs of a large group or society. A way to remember each aspect (or part) of culture is to remember the acronym C.L.A.B.

The Scenario. As you know, you’ve been stranded on an island with others. On the island that you’ve created there is EVIDENCE that a large group or society lived there long ago. They have long since vanished, but have left artifacts or evidence, of their culture on the island. The social studies portion of your diary will explain what you find on the island that provides clues about the culture of those people.
It will consist of 11things.

1. A title page that includes an illustration and a name for the past people.
2. A page that describes the customs of the past people
3. A page that includes illustrations about the customs of the past people
4. A page that describes the way of life of the past people
5. A page that includes illustrations about the way of life of the past people
6. A page that describes the art of the past people
7. A page that includes illustrations of the art of the past people
8. A page that describes the beliefs of the past people
9. A page that includes illustrations about the beliefs of the past people
10. A map of the physical features and vegetation zones of the island
11. A map that shows the evidence of the past group of people


You will complete each section on handouts that I provide for you and then glue them into your diary with the exception of the maps, which may be drawn in the book itself. However, you may also draw the maps on loose paper and then glue them into your diary if you prefer.

You will need to imagine, and then explain, TWO examples for each category. Consider the weather, vegetation zones, physical features and other elements of the island that would dictate how a group of people would have lived there. For example, because the island has the same vegetation zones as Africa it would be logical that the people there would dress for warm weather and not wear warm furs all the time. You may want to consider the cultures of Africa, or island peoples as you begin to create the culture that existed on the island long ago.

BE CREATIVE! Remember, however, that you will have to draw and explain in writing the examples you find (the evidence) on the island. Don’t create elements that will be impossible to draw, or difficult to explain in writing. You will have class time in Social Studies as well as Language Arts to complete this assignment, but some work might need to be done at home.

Dec. 4 and Dec. 7

Dec. 4: Students completed their African folk tale/blues lyric assignment and turned it in. They watched a short video about the Niger River and answered questions. There were 2 assignments to complete over the weekend (Numbers 6 and 7 from the list below).

Dec. 7: I checked the homework for completion. We talked about the Niger River and I sang a song about it. Students began assignment #8. It is not homework however. The current packet of work will be due on Thursday. Here is a list of the assignments so far:

1 Daily Appetizers
2 African Folk Tale Blues
3 The Blues: Fill-ins
4 American Roots Music: The Delta Blues
5 Wonders of African World: I
6 Growth of Ghana’s Empire pp. 159-161
7 Geography Practice: Empire of Ghana
8 The Niger River

December 1 and 2

December 1: I discussed the connection between African griots and the blues. Students filled out a notes page as I discussed different aspects/elements of the blues. Students also continued working on re-writing an African folktale in the traditional AAB rhyming pattern of the blues.

December 2: Students wrote a short summary about what they know about the blues, and continued working on the folk tale/blues assignment.

Nov. 30

Today we discussed the role of the Griot in W.African societies. I explained how many of the roles a Griot played in W.Africa appeared in America in the blues sung by musicians in the Mississippi Delta. Students practiced writing blues lyrics in the traditional AAB rhyme pattern and were assigned an African folktale to summarize in the same pattern.

November 19 and 20

Thursday: We watched a segment of National Geographic's Africa. The film documented an African family's caravan journey across the Sahara. Students answered questions as they watched.

Friday: We finished the film and I collected the packets from students. Grades are now in Powergrade, and your child's grade is up-to-date. The assignments in this packet were:

1. Appetizers (daily bell-work)
2. Zane academic vocabulary: Culture
3. West African Culture reading guide pp. 151 - 154
4. African Savannah paragraph
5. Physical features/Vegetation Zone map of Africa
6. Desert Odyssey 1
7. Desert Odyssey 2

Wednesday, Nov. 18

Today was a short period due to an academic awards assembly. Students worked on a map of the vegetation zones and physical features of Africa. So far the first "packet" has the following assignments in it:

1 Daily Appetizers
2 Zane Academic Vocab.Development: Culture
3 West African Culture pp. 151-154
4 Savannah
5 African Vegetation Zones Map

Nov. 17

Today we reviewed some elements of West African culture that were on last night's reading guide. Students then watched a short segment of "Planet Earth" about the African savannah. They listed adjectives to describe the savannah as they watched. The homework for tonight is to write a 6 sentence paragraph about the savannah using the adjectives they listed.

Nov. 12, 13 and 16

Th. 11/12 I discussed the achievements of the Abbasid Empire. Students took notes by filling in blanks on a handout I'd created. We also played review Jeopardy.

Fr. 11/13 I collected the Ka'abas that students built and students took the Islam Unit test.

Mon. 11/16 We discussed the meaning of the word culture. Students have a homework assignment (Reading guide, Chapter 5, lesson 1 pp. 151-154). It is due tomorrow.

General Class Note: I will no longer be collecting classwork in notebook form. Students will keep assignments loose in a folder or 3 ring binder. On days when the "packets" are due we'll organize and staple them before they are turned in to me. A packet usually consists of approximately 8-12 assignments and I'll collect them about every 7-8 class periods.

Nov. 9 and 10

November 9: I had a substitute. Students worked on a chapter 4 review handout and a chapter 4, lesson 2 reteaching activity. There was also a crossword of terms to do.

Due Friday: Construct a Ka'aba (see below)


Your Assignment is to construct a small model of the Ka’aba and the Grand Mosque that surrounds it. Your model should be no larger than a shoe box and must include 3 important elements:

I. A miniature Ka’aba that is shaped like a cube and is black with gold Arabic letters on it.

II. Something to represent the pilgrims (Muslims) who come to the Ka’aba to pray during the Hajj, or other sacred times.

III. The interior wall facings of the Grand Mosque’s courtyard.
There are hundred (if not thousands) of images of the Ka’aba on-line for you to model your Ka’aba after. This assignment is due Friday, Nov. 13.

Tuesday, Nov. 10

I went over the study guide for the test (see below) students in period 1 had time to work on anything they didn't finish on Monday. Periods 4,5, and 6 continued to work on the large timelines they began last week.

Islam Unit Test Study Guide

The unit test for Islam will be Friday. It will be a combination of multiple choice, fill-ins, short answer questions and a map. If you make flash cards to study for the test you will get extra credit on the test and you may get to use the cards on the actual test.

Terms/People to Know

Muhammad Islam Muslim Prophet
5 pillars Mecca Medina/Yathrib
Bedouin Nomad Dromedary Camel
Qu’ran Umayyad Abbasid
Allah Ka’aba Grand Mosque
Mosque Judaism Baghdad
Gabriel (the angel) Monotheism Shadada Salat
Sawm Hajj Zakat

Places to know on the map of the region:

Red Sea Mediterranean Sea Baghdad
Arabian Peninsula Saudi Arabia North Africa
Spain Europe Asia
Tigris/Euphrates Rivers

Short Answer Questions to prepare for.

1. Describe the geographic features of the Arabian Peninsula (see assignment #8).
2. Describe the innovations and advances of the Abbasids.
3. How did Muhammad change the culture of the Arabian Peninsula?
4. List and explain the 5 pillars.

Nov. 3 - Nov. 6

Tuesday: We did a SAFE (Safe and Friendly Environment)week activity that looked at how the media can influence teens. It was part of a week long, school-wide focus on creating a safe and friendly environment.

Wednesday: I had a substitute. Students watched a video (Islam: Empire of Faith, The Awakening) and worked on a map of the spread of Islam.

Thursday: Students worked on a timeline of the spread of Islam.

Friday: Students continued to work on the timeline. I collected notebooks. The assignments I'll grade are:

10. Spread of Islam 661 map and questions
11. Monotheistic Belief Systems
12. Islam as a way of life: The 5 pillars
13. Chapter 3, Lesson 3 Reading Guide
14. Islam: Empire of Faith, The Awakening
15. Islamic Empire physical map 800 CE
16. Timeline Fill-ins

There will be a test next Friday. I'll have study guides ready Monday.

Oct. 29 and 30 and Nov. 2

Oct. 29 and 30: Students created a photoshop montage illustrating one of the five pillars of Islam.

Nov. 2: Students examined the crisis that occurred for Muslims after the death of Muhammad. Homework: Chapter 3, Lesson 3 Questions (pp. 100-103). Students had at least 10 minutes of class time to get started. We'll finish the Islam unit next week and there will be a unit test next Friday. Notebooks will be due either this Friday, or next Monday.

Wednesday 10.28

Students were introduced to the 5 pillars of Islam via video and discussion. They have homework to complete tonight about monotheistic belief systems (assignment 11). Their camel advertisement is due tomorrow. The Islam in the Middle Ages Notebook now has 12 assignments in it. I've graded assignments 1-9.

1. Continent 1 Map: Europe
2. Continent 2 Map: Asia
3. Continent 3 Map: Africa
4. Middle East and Africa Political Map
5. Chapter 3, Lesson 1 Reading Guide, Life on the Arabian Peninsula pp. 85-88
6. Islam: Empire of Faith I
7. Empire of Faith: II
8. Geography of the Arabian Peninsula fill-ins
9. Empire of Faith: III

New assignments in the notebook are:

10A. and 10B.: Spread of Islam map w/questions
11. Monotheistic Belief Systems
12. Islam as a way of Life: 5 Pillars

Tuesday, 10.27

Today we learned about camels, the cadillacs of the desert. We watched a short video clip and then students were given a sheet of info. about camels. Their assignment, due Thursday, is to create an advertisement (similar to a magazine ad for cars) for a camel that includes an illustration of a camel and explains the features that make the camel the ideal transportation for bringing goods across the desert.

Monday Oct. 26

Today students were given a map titled "The Spread of Islam A.D. 661." There was plenty of class time to do it, and it is due tomorrow. I've graded and returned the notebooks I collected on Friday.

Wed. 10/21 and Th. 10/22

Wednesday: We reviewed for the "anchor" quiz of geographic features that will be on Thursday. We also watched a 20 min. video segment on Islam.

Thursday: We took the "anchor" quiz and I gave a brief lecture on geographic features of the Arabian Peninsula. We also watched more of the Islam film (except for 6th period). Notebooks are due tomorrow. There are 9 assignments due tomorrow. Parents: assignment #4 is one that might need to be completed. It is a map of the Middle East, Asia and North Africa.

Monday 10/19 and Tuesday 10/20

Monday: I had a substitute (my daughter was home ill, and I stayed home with her). Students Watched Islam: Empire of Faith and answered questions, they also had time to finish the reading guide covering pp. 85-88 with any leftover time.

Tuesday: We practiced power sentence topic sentence writing and practiced for Thursday's geography quiz. Students then had 15-20 minutes to get their notebook in order. NOTEBOOKS ARE DUE ON FRIDAY, THERE IS A QUIZ ON THURSDAY.

Thursday's quiz will be on the 17 "anchors" that are listed on assignments 1,2 and 3 of the current Islam packet (the one that is due on Friday).

The list of assignments so far in this notebook check are:

1. Continent 1 Map: Europe
2. Continent 2 Map: Asia
3. Continent 3 Map: Africa
4. Middle East and Africa Political Map
5. Chapter 3, Lesson 1 Reading Guide, Life on the Arabian Peninsula pp. 85-88
6. Islam: Empire of Faith I

Oct. 14 and 15

I returned the tests that I had graded (periods 1,4 and 6). We discussed the tests and began the second unit of the year - Islam in the Middle Ages. I'm beginning a new geography approach that focuses on specific points on each continent. I'm calling the points "anchors." It's my hope that this approach will help students on map assignments and tests.

They did maps of 3 continents using this approach; Europe, Asia and Africa. I gave them a new table of contents for their notebooks and so far the new notebook should have the title page/table of contents and assignments:
1. Continent 1 Map: Europe
2. Continent 2 Map: Asia
3. Continent 3 Map: Africa

Oct. 8, 9, 12 and 13

Oct. 8: The focus was on the schism that occurred within the Catholic Church resulting in the Roman Catholic and Orthodox Churches. Students did a reading guide and an illustration about the Schism. I collected the notebooks.

Oct. 9: I only saw period 1, due to ILP conference minimum days. We reviewed by playing Jeopardy. I returned the notebooks to period 1. Other classes had been, and were reminded again, to come get their notebooks before the weekend.

Oct. 12: Periods 4,5 and 6 took the Rome Unit Test and then worked on a map of N. Africa and the Middle East.

Oct. 13: Period 1 will take the test and work on the map. We begin our unit on Islam tomorrow.

Oct. 6 and 7

Oct. 6: Half the class worked on creating a digital postcard from Constantinople that included a picture of themselves in it. The other half worked on assignment #21 (a written postcard from Constantinople).

Oct. 7: The half of the class that did the written work yesterday worked on the computers today and vice-versa.

NOTEBOOKS ARE DUE TOMORROW! I want to grade them and return them before next week's test. For periods 4,5, and 6 the test is Monday. For period 1 the test is Tuesday.

Here's the list of assignments due tomorrow:
13. Fall of Roman Empire: Fill-ins
14. Engineering an Empire: III
15. Chapter 2, Lesson 2 Re-teaching activity
16. Obituary for the Roman Empire
17. Byzantine Empire 565 A.D. Map
18. 3 emperors fill-ins
19. Chapter 2, Lesson 3 Re-teaching activity (not period 4)
20. Test Study Guide
21. Postcard from Constantinople (not period 4)
22. Multiple Choice questions 1-9
23. Reading Guide, Chapter 2, Lesson 3 Reading Guide pp. 61-63
24. Schism drawing (will pass out tomorrow)

Here is a copy of the study guide for the test:


• If you make index cards as a study aid, I will give you extra credit on the test. There is also a possibility that you will be able to use them on the test. You will NOT be able to use your notebook on the test.

Terms/People to Know

Julius Caesar Augustus Caesar Diocletion Constantine
Justinian Jesus Judaism The Huns
Barbarians Roman Catholic Church Eastern Orthodox Church
Pope Constantinople Republic Clovis
Byzantium Citizenship Hagia Sofia
Justinian Code


On a Map you will need to be able to identify:
Italy Mediterranean Sea Africa Europe
Constantinople Greece Black Sea Atlantic Ocean
The Western Roman Empire The Eastern Roman Empire

Short answer questions to prepare for:
I. What are the 6 important legacies of Ancient Rome that we discussed in class?
II. Why did the Western half of the Roman Empire “fall?”
III. Why was Jesus a threat to the Roman Empire?
IV. Explain the differences between the Roman Catholic and the Eastern Orthodox churches

Monday, Oct. 5

Today I stamped the written element of the student's spoke diagram. It should be complete, and Mrs. Sobilo will be helping the students in Team Raptor to create a final draft. In periods 1,5 and 6 students were given homework: (but also had class time to complete) Chapter 2, Lesson 3 Re-teaching activity.

In period 4 students worked on creating a digital postcard from Constantinople.

Sept. 29 and 30 and Oct. 1 and 2

Tuesday Sept. 29: I had a substitute on Tuesday. Students watched Engineering an Empire (part III) and did a fill in the blanks (reteaching activity) worksheet on Chapter 2, Lesson 2. (assignments 14 and 15)

Sept. 30: We discussed the definition of an obituary and students created an obituary for the Roman Empire with an illustration. Students also had time to work on their spoke diagrams. (The obituary was assignment # 16)

Oct. 1: Students did a map of the Byzantine Empire under Justinian and worked on their spoke diagram.

Oct. 2: I lectured about emperors Diocletian, Constantine and Justinian while students filled in a note page (#18). Students then completed and turned in their spoke diagrams digitally. THEY ARE NOW DUE. The written element for this project is due on Monday. I DID NOT COLLECT NOTEBOOKS. New assignments that should be in their notebooks (glued in, and in order) are:

13. The Fall of the Roman Empire Fill-ins
14. Engineering an Empire III
15. Chapter 2, Lesson 2 Re-teaching Activity (11 fill-ins)
16. Obituary for the Roman Empire
17. Byzantine Empire Map
18. 3 Emperors to Know lecture fill-ins

There will be a test in about a week (Oct. 14 or 15). I'll provide a study guide ASAP.

Sept. 25 and Sept. 28

Friday, Sept. 25: Students worked on the spoke diagram in class. We also discussed the second "Song of the Week" which was "That's Alright" by Elvis. I also collected student notebooks.

Monday, Sept. 28: I lectured the class about the factors that led to the fall of the Western half of the Roman Empire. They filled in a note page as I spoke. Students then had an additional 25 minutes to work on their spoke diagram. I returned the notebooks which have been graded.

Thursday, Sept. 24

We are continuing to work on the illustrated spoke diagram about the legacy of Ancient Rome. Here are the directions. Notebooks are due tomorrow.


Guidelines for Creating a Photoshop Spoke Diagram

You and your partner will create an illustrated spoke diagram that illustrates the Legacy of Ancient Rome. An illustrated spoke diagram is a way of organizing information or ideas around a central idea. At the hub of a spoke diagram is the main idea or central topic, around which are spokes that connect carefully arranged key ideas, symbols, and illustrations on a subtopic to a central topic. The central idea or central topic in this case is the Legacy of Ancient Rome.



1. Gather the information you'll include: your text, and the Legacy of Rome ppt. (assignment #12)

2. Brainstorm ideas to include on the diagram. By examining your illustrated spoke diagram the other groups should be able to read it and understand the Legacy of Ancient Rome.

3. Your diagram must include:

-Six spokes that represent the 6 important legacies of Ancient Rome
-At least two visual elements (symbols or pictures) that represent the 6 legacies of Ancient Rome. Organize your images correctly around the appropriate legacy.

-A written element. This will be separate from your spoke diagram. Each legacy will be explained in a short paragraph of 5 sentences.

4. Create a rough draft of the illustrated spoke diagram. This needs to be approved by Mr. Brooks before the group proceeds on the final version.

5. Create your diagram. Use Photoshop to create the final version of your spoke diagram. Use color and other creative touches to make the spoke diagram visually appealing.

6. Make your Photoshop document 10” X 8” (inches, not pixels)

Wednesday 9/23

Today I went over some of the basics of Photoshop, the program the students will be using to complete the spoke diagram they are working on this week. Students worked on that project in class today. We're having network issues with our computers today, and I can't access a digital copy of the directions to post. Ask your student to see a hard copy.

Notebooks will be due on Friday. Here is a list of assignments that should be in order and complete.

1. Republic to Empire Map: already corrected
2. Chapter 2, Lesson 1 Reading Guide: already corrected
3. Rome: Engineering an Empire: already corrected

4. Vocabulary development: Legacy
5. Roman Empire 117 Map
6. Roman Empire Map Questions
7. Roman History Notes
8. Social Order Triangle
9. Chapter 2, Lesson 2 Reading Guide (pp. 54-56)
10. Engineering an Empire II
11. Chapter 2, Lesson 1 Reading Guide (50-51)
12. Legacy of Rome: Fill Ins

Sept. 21 and 22

Monday: I spoke to the class about what I'm calling "The 6 Legacies of Ancient Rome." They filled in note pages as I covered all 6. 6th period did the reading guide "Chapter 1, Lesson 1, The Rise of Christianity" which the other periods did on Friday.

Tuesday: I introduced a project that students will complete this week. It is a spoke diagram they will make documenting the 6 legacies I spoke of on Monday. NOTEBOOKS ARE DUE ON FRIDAY. I'll post a list of assignments, and the project description tomorrow... I can't do so from home.

September 17 and 18

Thursday: Students did a reading guide from Chapter 2, Lesson 2 and retook the physical features of the world quiz. I've corrected them and entered the new score (if higher).

Friday: Students did a reading guide from Chapter 2, Lesson 1 and watched a short dvd segment about the engineering feats of the ancient Romans. I'll be collecting the notebooks again next Friday, and will post the list of assignments that will be due on Monday.

Wednesday, Sept. 16

Today we worked on passage shrinking (taking large paragraphs and making them smaller). We completed the Roman Empire 117 A.D. map and I gave them a list of physical features to study if they will be re- taking tomorrow's physical features quiz. Periods 1, 4, and 5 began work on an internet assignment about Roman social classes.

Sept. 14 and 15

Monday: We discussed the meaning of the word "legacy." Students completed a guided vocabulary assignment during that portion of the lesson. Afterwards students worked on a map of the Roman Empire circa 117 A.D.

Tuesday: Students were given a chance to glue new assignments into their notebook and I lectured to the class about the Roman Empire. Students took notes in their notebooks.

Make-up/2nd chance physical features quiz opportunity on Thursday. Ask your student about it.

Thursday 9/10 and Friday 9/11

Students worked to complete their digital postcards. We watched a segment of the series "Engineering an Empire" about Rome. Students organized and turned in their notebooks.

Here is a list of what they should have had in their notebook. I've graded, and returned them.


Notebook Check 1
Physical Features & Rome

Name:

Table of Contents _____

Daily Appetizers _____

Physical Features
Fill-ins _____

Physical Features
Map _____

Rome: Republic to
Empire _____

Chapter 2, Lesson 1
Reading Guide _____

Rome: Engineering
An Empire _____

Neatness/Quality _____

Comments:

There were a total of 90 points possible.

Tuesday, Sept. 8, and Wednesday Sept. 9

Tuesday: Students continued working on the digital postcards of a physical feature. Students checked out textbooks to take home and had their first homework assignment (Chapter 2, Lesson 1 Reading Guide).

Wednesday: We had a mini-quiz about physical features of the world. We began our study of Rome with a timeline/map of the Roman Empire in 117 A.D. We also organized notebooks. Notebooks will be due on Friday and should have the following assignments in them:

- Table of Contents
- Daily Appetizers
- Physical Features fill-ins
- Physical Features Map (labeled)
- Get to know your SS book
SKIP A FULL 2 PAGE SPREAD! To Add a Title Page Later.
- Rome: From Republic to Empire
- Chapter 2, Lesson 1 Reading Guide

We'll more than likely add an assignment or two before I collect the notebooks on Friday.

Friday, Sept. 4

Students continued working on digital postcards of physical features of the world. Students also did a scavenger-hunt type worksheet that had them examine the table of contents in their text. We'll begin a study of Rome next week.

Sept. 2 and 3

Students have continued to work on the physical features map and the questions that go with it. Yesterday students glued the questions into their notebook. They will glue in the map today. Students are also working to create a digital postcard of a physical feature using photoshop. We'll begin our study of Rome on Tuesday.

Tuesday, Sept. 1

Today I helped students get their notebooks in order. We also discussed the difference between political and physical maps. Students began a map handout about the physical features of the world but did not finish it in class. Because students don't have textbooks to take home yet, there is no homework. We'll finish it in class tomorrow. They'll get Social Science books next Tuesday.

Day 1: August 31, 2009

Today students were given a course description and I discussed the course content with them. No Homework.

JUNE 1,2,3

We've finished a film about the plague on Monday and analyzed Raphael's painting "The School of Athens."
On Tuesday I gave a brief lecture about the Renaissance and we analyzed Van Eyck's "The Madonna of Chancellor Rolin." Students then began analyzing some other Renaissance paintings using the process we practiced as a class. Today we watched a short segment about the Florence and the Renaissance, and then students continued analyzing Renaissance paintings. The next packet will be due on Friday. Ask your student to check the list of assignments and make sure they are complete.

May 26, 27, 28, 29

Tuesday May 26: We did a review scavenger hunt for the unit test.
Wednesday May 27: Feudal Europe Unit Test
Thursday May 28: We talked about the Hundred Years' War. Students did a reading guide for pages 335-337, and a graphic organizer illustrating the changes Europe went through as the Middle Ages ended.
Friday: I'll be gone today planning integrated team curriculum for next year. Students will watch a video about the black plague.

May 21 and 22

May 21: Students were given time to finish incomplete work in their packets, make any changes to their Church films, or do extra credit assignments.

May 22: We played jeopardy to review for the unit test (which is next Wednesday).

May 19 and 20

We are still covering the Crusades. I passed out study guides for the test, which is next Wednesday.I'll be collecting packets tomorrow. Check below for both the study guide and the list of assignments in the packet (Feudal Europe Packet 3).


What to study for the test next week:
The unit test for our study of the Middle Ages will be on Wednesday, May 27. Remember, making note cards will count as extra credit on the test, and you MAY also be able to use them on the test.

Terms to know:
Crusades, Jerusalem, Monastic, Mendicant
Religious Orders, Clergy, Sacraments, Political
Intellectual, University, Pope, Pope Urban II
Pope Gregory, Charlemagne, Vikings, Manor
Battle of Tours, Charles Martel, Feudalism, Trebuchet
The Plague, Serfs, Vassal, Guild
Justinian, Byzantium, Constantinople, Franks

Potential short answer questions:
1. Explain the role and significance of the Catholic Church in the Middle Ages.
2. Explain the political system of Feudalism.
3. When, Where, Why and for What reasons were the Crusades fought?
4. Explain the organization and duties of the Clergy.
5. The Middle Ages are also called the Dark Ages. Be able to explain why they
were considered “dark.” What changes occurred in Europe as feudalism emerged from the ashes of the Roman Empire.
6. Be able to draw a diagram of a Medieval Manor.

Assignments Due Tomorrow;

1. Daily Appetizers
2. Dark Ages V: Charlemagne and Vikings (Period 5 Did NOT do this)
3. Reading Guide: Chapter 10, Lesson 1 pp. 321-323
4. Pope Gregory v. Emperor Henry IV
5. Project Primer: Odds and Ends
6. Reading Guide: Chapter 10.2 pp. 327-330
7. Crescent and the Cross I
8. The Crusades Map 1096-1204
9. Crescent and the Cross II (Periods 4 and 5 did NOT do this)

May 18

Today we began to discuss the Crusades. We watched the short films that students made during periods 1 and 2. Periods 4 and 5 will get a little more time today and we'll watch them tomorrow. I assigned a reading guide that is homework for tonight. It's titled "Reading Guide: Chapter 10.2 pp. 327-330." The packets will be due on Wednesday or Thursday. Here is a list of what's in them so far:

1. Daily Appetizers
2. Dark Ages V: Charlemagne and Vikings
3. Reading Guide: Chapter 10, Lesson 1
pp. 321-323
4. Pope Gregory v. Emperor Henry IV
5. Project Primer: Odds and Ends
6. Reading Guide: Chapter 10.2 pp. 327-330
7. Crescent and the Cross I

May 13, and 14

Students are working on completing the short films about the role of the Church in the Middle Ages. Films should be completed for students in periods 1 and 2. Periods 4 and 5 will finish tomorrow. If you send in a blank dvd with your student I'd be happy to burn the film for you to watch at home.

May 12

I only saw periods 1 and 2 today and they continued on the Role of the Catholic Church project which will be due on Friday. I did enter new grades for periods 1 and 2 today, and will do so for periods 4 and 5 tomorrow.

May 8, and May 11

We are still working on the "infomercial/short film" on the role of the Catholic Church in the Middle Ages. It will be due on Friday.

May 6 and 7

We are currently working on a short infomercial/newscast/movie about the importance of the Catholic Church in the middle ages. I have been going over each point the film should illustrate/explain a few at a time. Yesterday I focused on the first 2 points that should be in the film, today I went over points 3 and 5 (see below). We'll cover point 4 tomorrow. I based this assignment around the state standards. I realize that some of the vocabulary might be advanced for students. That's the reason I've been going over each point in detail each day. We start a stretch of 6 consecutive minimum days starting tomorrow so the films won't be due until next week.

1. Explain/Illustrate the importance of the Catholic Church as a political and intellectual institution
2. Explain/Illustrate that the Church founded universities, and explain the role of those universities
3. Explain/Illustrate the political and spiritual role of the clergy
4. Explain/Illustrate the creation of monastic and mendicant religious orders
5. Explain/Illustrate how the Church preserved the Latin language and religious texts

May 4-5

Monday: We watched a short segment of the Dark Ages dvd about the Vikings. Students then did a reading guide about the Church in the Middle Ages (Chapter 10, Lesson 1) and illustrated and colored a story about the conflict between Pope Gregory VII and Henry IV in 1076.

Tuesday: I introduced the next project. A short infomercial/newspiece/film about the role of the Catholic Church in the middle ages.

April 29, and 30

Wednesday: We read about a medieval manor and students worked on the medieval manor they are making using construction paper.

Thursday: The appetizer was about the Battle of Tours in 732. We then watched a short video segment about that battle and the implications of the Christian victory there. Students then worked on their medieval manors. I also collected the Feudal Europe Packet 2 assignments. See list below.

1. Daily Appetizers
2. Chapter 9, lesson 2 Reading Guide
3. Dark Ages III: Plague and Monasteries
4. Population of Europe 500-1500 (W/Ques.)
5. Secrets of Lost Empires: M.Siege
6. Medieval Siege : Web Quest
7. Geography Practice: Medieval Manor
8. Estate Problems
9. Dark Ages IV: Battle of Tours

April 28

Today we studied the medieval manor. Students are creating a medieval manor using construction paper. Packets are due on Thursday. I'll add one more assignment (#8 Estate Problems) tomorrow.

Monday 4/27

Today we took a 10 question quiz as a preview for the upcoming test (date not yet determined... not till next week for sure). I gave students assignment #7 and had them organize the current packet which will due either on Wednesday or Thursday of this week. Below is a list of current assignments that will be due on Wed. or Thursday.
Students were given 25 minutes of class time today to finish any incomplete assignments.

1. Daily Appetizers
2. Chapter 9, lesson 2 Reading Guide
3. Dark Ages III: Plague and Monasteries
4. Population of Europe 500-1500 (WITH QUESTIONS)
5. Secrets of Lost Empires: M.Siege
6. Medieval Siege : Web Quest
7. Geography Practice: Medieval Manor

April 21, 22, 23 and 24

April 21: We watched the films that the students made about the fall of Rome and the rise of feudalism.
April 22: We watched a film segment about the plague and monasteries in the Middle Ages with questions. Students then graphed population statistics from the Middle Ages.
April 23: Video about siege tactics, specifically the trebuchet.
April 24: Students did a web quest about attacking/defending ancient castles and life in castles. Song of the week: The Weight by The Band.

Packets will be due next week (probably on Wed. or Thursday)

Monday, April 20

Today we watched a short segment of Excalibur as our appetizer. Students then finished and turned in their short films. They have a reading guide for homework tonight (chapter 9, lesson 2).

April 9 and 10

Students will continue working on the iMovie project. It will be due at the end of class tomorrow. I collected packets today (Thursday). Happy Spring Break!

April 7 and 8

Students are working to finish their short films about Feudal Europe (see directions below). Packets are due tomorrow.

The Early Middle Ages: Europe After the Fall of Rome
Short Film Project

The Romans ruled over what would become Europe and the Mediterranean for over a thousand years. For the most part the Romans provided stability and a vision of what a great civilization could be. After the Visigoths sacked Rome, and the barbarian tribes flooded into the fallen empire, many changes occurred.

Changes to Europe after the fall of the Roman Empire:
o Decline in the size and power of governments
o Reduction in long distance trade
o Decline in learning, the fading of Greek and Roman culture
o Cities disappeared, people lived in rural villages and farms
o Germanic kingdoms grew
o Feudalism became the dominant political system
o The Catholic Church became very powerful

Your job is to illustrate that change (from the Roman Empire to Feudal Europe) by creating a short “film” using iMovie. Your finished “film” will be between one and three minutes. You’ll combine images gathered from the internet, images you capture using your own digital cameras, voice-over narration, titles, music, and images you alter in photoshop to create the finished film. After watching your film the viewer should be able to understand how Europe was changed by the fall of Rome and the emergence of feudalism.

April 6

Today I passed out thorough directions about a project we're working on this week in class. Students are creating short films about the fall of Rome and the early Middle Ages. I'll post the directions tomorrow. Films will be due at the end of week (either Thursday or Friday) and packets will be due on Thursday as well.

April 3 and 4

Thursday: We watched a short dvd segment about the fall of Rome and the early middle ages. Students then worked on a physical map of Europe.

Friday: Students are preparing to make a short iMovie film about the fall of Rome and the early middle ages. Today some students began class by doing a reading guide (9.1, Part II, pp. 293-297) while a partner found and saved images for the iMovie project. Halfway through class they switched. The reading guide is due on Monday. Below is a list of assignments we did this week.

1.	Daily Appetizers
2.	Reading Guide 9.1, pp. 291-293
3.	Europe Map: Water and Mountains
4.	Dark Ages I DVD
5.	Reading Guide 9.1 Part II, pp. 293-297

April 1

We began the unit on the Dark Ages/Feudal Europe today. Classes were slightly shorter due to assemblies that were held during sixth period. Students were given a reading guide that covered material on pages 291-293. Most students finished in class. I encouraged students to use the last 5-10 minutes to finish and turn in work from the Japan Unit that might be incomplete or not turned in. I'm grading tests as fast as my schedule will allow. 

Tuesday March 31: Test Day

Today we took the unit test on Japan. Students were allowed to use note cards on the test if they had made them in preparation for the test. I also collected Japan Packet 2. See grid below for assignments in that packet.

Next Unit: The Middle Ages : Europe

1.	Daily Appetizers
2.	Japan: Memoirs of a Secret Empire
3.	Chapter 8, Lesson 3 Samurai and Shoguns
4.	Japan Memoirs: PBS Grid Questions
5.	Japanese Caste Position Triangle
6.	Geography Practice: Korean Peninsula
7.	Chinese Ideas Simile (collected separately)

Monday, March 30

Today we played jeopardy in preparation for tomorrows test. Students should have study guides. Making flash cards to study with counts as extra credit on the test. The packet will also be due tomorrow. 

March 25 and March 26

March 25: I spoke about the caste system in feudal Japan and students worked on either a map activity about North and South Korea, or worked on a webquest on the previously mentioned caste system.

March 26: Students finished whichever assignment they had not finished on Wednesday. We practiced a map that reflected what will be on next week's test. The test by the way has been postponed until next Tuesdsay.

The current packet (due next Tuesday looks like this):

1.	Daily Appetizers
2.	Japan: Memoirs of a Secret Empire
3.	Chapter 8, Lesson 3 Samurai and Shoguns
4.	Japan Memoirs: PBS Grid Questions
5.	Japanese Caste Position Triangle
6.	Geography Practice: Korean Peninsula

Tuesday, March 24

Today the classes viewed a "trailer" for the fictional film about Prince Shotoku. We then watched a dvd segment about social classes in Japan in the 1700s. Students did have homework tonight. It was titled:  Chapter 8, Lesson 3. Samurai and Shoguns, pp. 267 - 269.  Some students have not turned in their powerpoint for the 10 day trip to Japan. It is now their responsibility to come in OUTSIDE OF CLASS to finish and/or turn it in. Test Monday, study guide forthcoming. 

Monday, March 23

Today I collected the first packet of work from the Japan unit and expected students to turn in their itinerary of their fictional trip to Japan. I'm thinking that the Japan test will be next Monday. 

March 19 and 20

Students have been working on planning a 10 trip to Japan. They are creating powerpoints of the trip they plan. It's a 10 day trip with 2 stops a day. 10 of the stops they select need to be associated with Japanese history, and 4 of them should be what I called "natural wonders"... Mts., lakes etc. I've suggested they may want to do some homework on this so  they can turn in the powerpoints Monday. I'd suggest lonelyplanet.com as a good place to start. Packets will be due on Monday, I did not collect them today. I can't post a list from home (where I'm typing this), but they should have 8 assignments and a grid of their own to help them organize. 

Have a good weekend, early out on Monday. 

March 18

Today we watched a short video segment about "bushido," the warrior code of the samurai.  I read a japanese story about the 47 Ronin to further describe bushido, and then students read a supplement with handouts about samurai. Packets will be due on Friday. 

March 16 and 17

Students worked on their real poster for an imaginary movie about Prince Shotoku of Japan. Both the written and visual elements of this project should be turned in by now. Packets will be due on Friday... I'll post a list tomorrow. 

March 10, 11, 12, and 13

March 10 and 11: Students began producing a hollywood film poster for a fictional film about Prince Shotoku of Japan who was instrumental in early Japanese  history. Prince Shotoku introduced Confucian and Buddhist ideas to Japan as well as helped to craft the early Japanese constitution. 

March 12: I was absent. Students worked on a map and a reading guide.

March 13: I was absent. Students viewed 2 dvd segments about the Samurai of Japan. There were questions for the film segment titled "He Cuts His Belly." After that, the students watched a portion of  "The Last Samurai." They were instructed to list how the segment illustrated the beliefs and culture of the samurai. 

Monday, March 9

I returned the tests to each class, as well as the third packet of work from the China unit. I assigned a reading guide titled "Chapter 8, Lesson 1 pp. 251-253." Most students finished it in class. Our study of the medieval world will now shift a little further east as we begin a unit on Japan. 

March 3, 4, 5 and 6

March 3: I lectured briefly about Kublai Khan's opening of China to the west and the Mongol Ascendancy. I also previewed Friday's test by going over some of the multiple choice questions that students would be seeing. 

March 4: Period 1 took the 7th grade writing exam, and all classes were shorter. In period 2 students used the time to catch up on incomplete work. Many of them came in late due to the writing exam. Periods 4 and 5 read and summarized pages from the text about the Ming Dynasty, and we watched a dvd about the fleet of Zheng He. 

March 5: Students in periods 2, 4, and 5 worked on a chapter 7 review assignment titled "China Builds an Empire, Chapter 7 review." Students in period 1 did the assignment from March 4. 

March 6: China Unit Test was administered. I collected the 3rd packet of work from the unit on China... check powergrade to see if  your student turned it in.  I've graded periods 1,2 and 4 already. Period 5 packets, and tests from all periods should be in by Monday after-school. 

Feb. 27 and March 2

Friday: Students had time to finish the map that illustrates the Mongol Empire, as well as time to finish the reading guide about the Mongols. I introduced a new assignment about Genghis Khan titled "Genghis Khan: Online" as well.

Monday: Students had time to finish "Genghis Khan: Online." I passed out the study guide for Friday's test as well (see below).

China: Unit Test Study Guide

Friday’s test will be a combination of multiple choice and short answer questions. There will also be a map.

Terms/People to know (study these using note cards… I’ll give extra credit points if you show me note-cards on Friday)

Kublai Khan Genghis Khan The Mongols

Tang Dynasty Khanates Confucius

Song Dynasty Zheng He Marco Polo

Mongol Ascendancy Temujin Scholar-officials

Han Dynasty Great Canal Ming Dynasty

Places to know on the map:

Silk Road Grand Canal Great Wall Gobi Desert

Himalaya Mts. China India Mongolia

N. Korea S. Korea Russia Beijing

Short answer questions to prepare for:

1. Explain the cycle of Chinese dynasties.

2. How did Kublai Khan “open” China to the West? (use .ppt fill-ins assignment to study)

3. Explain the great innovations and achievements of the Ancient Chinese (use the grid to study).

4. Explain how changes in trade, agriculture, and commerce led to prosperity during the Tang and Song dynasties. (use .ppt fill-ins assignment to study)

5. How did the ideas of Confucius shape, or influence, the Chinese government?

Packets will also be due on Friday. Check powergrade to see if you have any zeroes next to assignments that have been corrected and entered into powergrade. If you do, find them and turn them in!

February 23, 24, 25 and 26

February 23: We had short periods due to early out Monday so I gave students a last chance to prepare for their presentations on achievements of the ancient Chinese.

February 24: Students presented their presentations. I also gave them a map assignment of the Mongol empire.

February 25: We watched a portion of a program titled "Timeline" about the Mongols.

February 26: We finished "Timeline," and students were assigned a reading guide about the Mongols that will be due Friday.

The Unit test will be next week (the trimester ends next Friday). I'm working on a study guide, but may not have it until Monday. The packet will be due on next Friday as well... here's what has been assigned so far:

1.	Daily Appetizers
2.	Great Achievements Grid
3.	Timeline: The Mongols
4.	Mongol Empire Map
5.	Reading Guide: The Mongol Empire

Feb. 11, 12 and 13

February 11: Students worked on their Phototshop/Powerpoint presentation about a great achievement of the ancient Chinese.

February 12: We watched a short film titled "If the World Was a Village" and then students worked on their presentations.

February 13: I had a substitute (my 2 children were sick, and I stayed home with them). Students watched a dvd titled "Wild China." The "China, Packet 2" work was collected, see list below. Periods 1, 4 and 5 did not do assignment #4. Many packets were not turned in... check Powergrade to see if your student did.

1.	Daily Appetizers	10
2.	China/Asia Map	15
3.	Chapter 7, Lesson 2 pp. 223-224	10
4.	Chapter 7, Lesson 1 part 2, 216-219	10
5.	Prosperity Fill ins	5
6.	Chinese Poems	15
7.	If the World Were a Village	10
8.	Wild China	10

February 9, and 10

February 9: Students did a short reading guide on Chapter 7, Lesson I, Part II which covered the Chinese government during the Tang/Song dynasties. Students were given about 15 minutes to finish and turn in the Cycle of Chinese Dynasties graphic that they began last week. 

February 10: I lectured briefly about how trade and farming changes led to prosperity during the Tang/Song dynasties. Students then began creating a Powerpoint about one achievement that occurred during that time in China. 

Feb. 6

Today students worked on the Cycle of Chinese Dynasties. See directions below.

- 1. Draw, explain and illustrate the Cycle of Chinese Dynasties on paper given to you.

•2. Have a central image around which the cycle flows (like page 218)

•3. Explain each stage in writing (in your own words) and have at least one image for each stage, include the title that is in red, USE COLOR

•4. Incorporate Chinese Characters

•5. Add the timeline (see whiteboard)

•

Feb. 3 and 5

Tuesday: Students worked on their photoshop illustrations of one stage of the Chinese Dynastic Cycle.

Wednesday: SAFE schoolwide activity. No Class.

Thursday: We watched a short dvd I created about the Chinese Dynastic Cycle and students began an art project about the cycle.

Jan. 30 and Feb. 2

Friday, Jan. 30: I had a substitute teacher and students worked on a map of China. Students were notified that packets would be due on Monday. 

Monday, Feb. 2: I collected China, Packet 1. Students took a short quiz on last week's material and began working on a photoshop illustration of one of the 6 stages of "Dynastic Cycle" of Chinese history. 

Jan. 28 and 29

Wednesday: Students worked on their mock magazine ads for either Buddhism or Confucianism. 

Thursday: We watched a short dvd segment on the building of the Great Canal of China and then students finished and turned in their magazine ads, as well as the hand-written portion that went with it. Magazine ads are now due. 

Tuesday, Jan. 27

We finished the biography of Confucius. Students then worked on their mock magazine advertisements for either Buddhism or Confucianism. 

January 21, 22, 23, and 26

January 21 and 22: We reviewed some elements of Obama's inaugural speech, watched a dvd about the Great Wall of China, and students worked on an reading guide as we began our unit on China.

January 23: Our song of the week was Tumblin' Dice by the Rolling Stones. Students then worked to create a mock magazine ad that emphasized the appealing elements of either Buddhism or Confucianism. 

January 26: Today we spoke about the appeal of religions/ethical systems for people around the world, and students watched a dvd segment on the life of Confucius. 

January 14, 15, 16 and 20

January 14 and 15: We continued to watch the first episodes of the mini-series "Roots."

January 16: I collected the 2nd packet of work from the E. Africa portion of our African unit, and students took the Unit Exam. The packet was a small one, see below.

1.	Daily Appetizers
2.	Roots: 2
3.	Roots: 3
4.	Roots: 4

January 20: Period 1 watched the inauguration and the Obama speech. Periods 2, 4 and 5 used the internet to research Obama's life and create a timeline.

January 13 and 14

Tuesday, Jan. 13: I gave the students a preview of this Friday's test by providing 9 of the potential multiple choice questions which we reviewed. We then continued Roots. Periods 4 and 5 were given study guides for Friday's test, although all students could have come to my room to get one at lunch or after school.

Wednesday: I reviewed the study guide with the classes and we finished Roots. Below is a copy of the written portion of the study guide.

Africa: Unit Test Study Guide

Before Friday’s test be sure to study the terms and short answer questions below. Also be sure that you can identify the nations marked on the backside of this paper. Look through the packets of in-class work to help you study. I will give extra credit points on the test if you turn in a set of flash cards with your test.

Terms to know:

Savannah, Sahel, Culture, Sundiata

Berbers, Islam/Muslim, Traders, Almoravids

Mansu Musa, Timbuktu, Askia Muhammad

Ghana (Empire of), Mali (Empire of), Songhai (empire of)

Sahara Desert, Griots , Salt/Gold Trade

Labor Specialization, Kinship Group, Clans

GDP Per Capita, Middle Passage, Arabic Language

Short answer questions to prepare for:

1. What was the impact of Islam on Africa? How did Islam change ancient African society (think language, culture and government) and what is the legacy of Islam on Africa today.

2. Be able to explain the conditions captured Africans endured on the middle passage.

3. Be able to explain the legendary founding of the empire of Mali (Sundiata legend).

4. Be able to explain the trade relationship between Muslims and Africans. How was trade in West Africa different from trade in East Africa.

5. What items were traded between Africans and Arabs in West Africa and East Africa.

6. What sorts of specific problems do African children contend with every day?

January 9, and 12

January 9: I collected the packets and we started watching the ABS mini-series "Roots." We'll watch the first hour and half of the series as students study the slave trade of Africa. Here is a list of the assignments I collected on Friday. Test this Friday. Study guide forthcoming tomorrow.

January 12: We continued "Roots."

1.	Daily Appetizers
2.	Decline of Mali/Songhai .ppt
3.	Chapter 6, Lesson 1 R. Guide
4.	Ancient Africa, Mc. Littell DVD
5.	African Trading
6.	Life for African Kids
7.	Roots : 1