Dec. 14, 15, 16 and 17

Tuesday: Students watched a portion of the Henry Gates documentary "Wonders of the African World." They then worked on their animated maps of African empires.

Wednesday: Students watched a portion of the Henry Gates documentary "Wonders of the African World." They then worked on their animated maps of African empires.

Thursday: I collected their AAB rhyme/african folk tale assignments. Students finished and handed in their animated maps. We began the final assignment for this packet (#8 The Niger River).

Friday: I collected the packets. Students had time to work on assignment #8. Here is a list of what I collected:

1. Gold, Salt W. Africa Map
2. Desert Odyssey I
3. Desert Odyssy 2
4. Growth of Ghana's Empire, pp. 159-161
5. The Empire of Ghana
6. Wonders of the African World I
7. Wonders of the African World 2
8. The Niger River

I'll be grading the packets, the animated maps and the AAB rhyme assignment during the holiday break. Happy Holidays.

Monday Dec. 13

Today students worked on their animated maps of African empires. Two other things will be due this week. First, their AAB rhyme/African folk tale assignment is due on Thursday. Their packets will be due on Friday. Here is a list of assignments in the packet as of today:

1. Gold,Salt West Africa Map
2. Desert Odyssey I (if absent for this, get alternative assignment)
3. Desrt Odyssey II (if absent for this, get alternative assignment)
4. Growth of Ghana's Empire pp. 159-161
5. The Empire of Ghana Map w/ Questions

Dec. 7, 8, and 9

Tuesday: Students watched "Desert Odyssey" and had time to finish their African Kingdoms map.

Wednesday: I was home with my sick children. Students finished "Desert Odyssey" and did a reading guide about the rise of Ghana.

Thursday: Students began creating an animated map of African empires using Photoshop. Their completed AAB Rhyme/African folk tale final version with illustration will be due next Thursday. I don't anticipate collecting packets until then as well.

Here is the packet so far:
1. Gold, Salt W. Africa Map
2. Desert Odyssey I
3. Desert Odyssey II
4. Growth of Ghana's Empire pp. 159-161

Dec. 6

Today we began to talk about the ancient African empires of Ghana, Mali, and Songhai. Students began a map illustrating the regions of those three empires. We then watched about 10 minutes of a dvd about an African family of traders embarking upon a caravan trading mission. Packets are graded and will be returned tomorrow.

Dec. 2 and 3

Dec. 2 - Students worked on re-telling the African folk tale they selected on Wednesday in the AAB rhyme pattern. I told them that West Africa Packet 1 would be due on Friday.

Dec. 3 - Students finished re-telling/writing the African folk tale and I collected their packets. Here is a list of what was in the packets - grades will be in by Monday.

1. Reading Guide , Chapter 5-Section 1, pp. 151-154
2. Africa Physical Map
3. Savannah paragraph
4. The Blues
5. Folk Tale Re-telling handout

Dec. 1

Today I tried to establish a link between African griots (musical storytellers) of West Africa and musical forms created in the USA. Students filled out a notes page as I lectured from a PowerPoint about griots and the blues.

Students then found an African folk-tale on-line. As the week progresses they will summarize the folk tale in the familiar AAB rhyme pattern of the blues. We will continue this assignmen tomorrow. No Homework.

Nov. 29 and 30

Monday: I passed back the Islam tests. We began our study of Africa. Students began a reading guide in class, and then also began a map of African vegetation zones/physical features. Homework was completing questions 1-8 on the reading guide.

Tuesday: We discussed the savannah of Africa. We watched a short dvd segment about the savannah. Students listed adjectives that described the savannah as they watched. Students then worked on completing the map from Monday, and/or finishing the savannah assignment (which is due tomorrow).

Tonight's Homework: Savannah paragraph (assignment #3), and the vegetation zones/physical features of Africa map (assignment #2).

Nov. 16 and Nov. 17

Islam Unit Tests Both Days. Packets will be due on Friday, here is a list of the assignments that will be in the "Rise of Islam, Packet 3"

1. Islam Timeline
2. Cultural Advances: The Abbasids
3. The Awakening I
4. Islamic Empire Map 800 C.E. (this should be colored)
5. Extra-Credit crossword

Students will finish their video timelines on Thursday/Friday.

Have a great Thanksgiving break. Cheers.

Nov. 12 + Nov. 15

This entry describes what happened (will happen) during Social Studies on both days. Because of our conference schedule, what we did on Nov. 12 in periods 1 and 3, is also what we'll do during periods 4 and 5 on November 15.

I provided students with a map, and students practiced locating the places that will be on next week's test. I will use the same map next week on the test. Students then worked on a different map of the Abbasid Empire. With the remaing 20-25 minutes we played Jeopardy to review. Test next week. Packets will also be due next week - here is the list so far:

1. Islam Timeline
2. Cultural Advances of the Abbasids
3. The Awakening I
4. Islamic Empire Map, 800 C.E.

Nov. 9 and 10

November 9:

Students were introduced to iMovie and began gathering images that they'll use next week to create a video timeline about the history of Islam.

November 10:
I previewed some of the multiple choice questions that will be on next week's test to begin class. I then lectured about the "Golden Age of the Abbasids." We watched about 13 minutes of the dvd "Empire of Faith" which was also about the Abbasids. I've graded and entered all the Ka'Aba projects as well as the last packets. Check Powerschool to see your child's current grade.

Tests will be next week: Tuesday for periods 1 and 3, Wednesday for periods 4 and 5. See study guide below:

Islam Unit Test Study Guide

The unit test for Islam will be next week. It will be on Tuesday for periods 1 and 3, and Wednesday for periods 4 and 5. 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/Koran, Umayyads
Abbasids, Allah, Ka’aba, Grand Mosque
Mosque, Judaism, Baghdad, Gabriel (the angel)
Monotheism, Shahada, Salat, Sawm
Hajj, Zakat, Hijrah, Nomads
Abu Bakr, 4 Caliphs, Caliph

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
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.

11.5 and 11.8

Friday: Students finished their Camel Ads and turned them in. I also collected the week's work (a very small packette). It was:

1. Islam: Empire of Faith III
2. Spread of Islam A.D. 661 Map
3. Chapter 3, Lesson 3 pp. 101-103
4. Camel Diary (30 pts)

I've graded the packets, and will get to work on the Ka'Aba assignment ASAP.

Monday:

Today we examined the split between Shi'a and Sunni Muslims. Students began work on a timeline. Later this week we will make a video timeline as an introduction to iMovie. Students should have turned in their Ka'Aba assignments. I will take late work on this assignment.... sooner the better.

Nov. 4

Today we discussed how Muhammad changed the culture of the Arabian Peninsula. Students finished the reading assignment from yesterday by answering questions 8-13. Students then had a chance to finish their camel ad.

Ka'aba due on Monday. Camel diary due tomorrow. (see directions for both on yesterday's entry)

Oct. 29, Nov. 1, 2 and 3

Oct. 29: Students finished their montages and I collected their packets. With the exception of first period (which had more time than the other 3 periods) I did not penalize students for not completing the written paragraph that accompanied their montage. Last day of the first quarter.

Nov. 1: We watched a short segment of "Islam: Empire of Faith," after which students worked on a map of the Islamic world in 661 A.D. It was homework Monday night.

Nov. 2: I introduced two assignments what will need to be completed at home this week; the Ka'aba and the camel diary (see directions below). Students also began creating a mock magazine ad featuring the camel. Their magazine image should include at least one image, a slogan and a paragraph of information that explains why the camel is the perfect animal for the Arabian Peninsula.

Nov. 3: Students read a short selection from their texts in class and answered questions about the reading and then worked on their camel ads.

Directions for Ka'aba Assignment:

Home-work Building Project:
Construct a Ka’aba

The small, cubed building known as the Ka’aba may not rival skyscrapers in height or mansions in width, but its impact on history and human beings is unmatched. The Ka‘aba is the building towards which Muslims face five times a day, everyday, in prayer. This has been the case since the time of the Prophet over 1400 years ago.

The Size of the Ka‘aba: The current height of the Ka’aba is 39 feet, 6 inches and total size comes to 627 square feet. The inside room of the Ka’aba is 13X9 meters. The Ka’aba’s walls are one meter wide. The walls are all made of stone. The stones inside are unpolished, while the ones outside are polished. The Kabaa has a large black tapestry draped over it that has Muslim phrases embroidered on it.

The Ka’aba is inside a large courtyard in the l-Masjid al-arām ("The Sacred Mosque"). It is the largest mosque in the world. Located in the city of Mecca, it surrounds the Ka’aba, the place which Muslims turn towards while offering daily prayers and is considered the holiest place on Earth by Muslims. The mosque is also known as the Grand Mosque. The current structure covers an area of 400,800 square metres (99.0 acres) including the outdoor and indoor praying spaces and can accommodate up to four million worshippers during the Hajj period, the largest annual gatherings of people in the world.


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 Monday, November 8.


Directions for Camel Diary (Due Friday)

Camel Caravan Diary

Write a one-page (minimum, single spaced) account of a 4-day trip from Medina to Mecca (see map on page 80-81). Edit your diary to clean up your writing and remove all spelling errors. Don’t simply turn in your first draft. A sloppy, half page of writing will receive half credit (if that!).

Remember this diary is from the point of view of a camel! Use the word “I” because you are the camel and this is a first person narrative. Use as many “camel facts” as possible from the information below. There is also useful information on pp. 87-88, and 90-91.

Your diary must also include the words in the word bank below. Underline them in your diary.

Arabian Peninsula, Oasis, Caravan , Bedouin,
Desert, Trading, Mecca, Medina,
Muhammad, Dates, Water, Sand,

Remember, a diary entry usually starts with a date, the day and month are up to you, but set your story in the year 570 A.D.

Useful information about camels:

Arabian camels, also known as dromedaries, have only one hump, but they employ it to great effect. The hump stores up to 80 pounds of fat, which a camel can break down into water and energy when sustenance is not available. These humps give camels their legendary ability to travel up to 100 desert miles without water.
Camels rarely sweat, even in desert temperatures that reach 120°F, so when they do take in fluids they can conserve them for long periods of time. In winter, even desert plants may hold enough moisture to allow a camel to live without water for several weeks. When camels do refill, however, they soak up water like a sponge. A very thirsty animal can drink 30 gallons of water in only 13 minutes.
Other adaptations help dromedaries thrive in desert conditions. Their nostrils close to keep sand at bay, and they have bushy eyebrows and two rows of long eyelashes to protect their eyes. Large, tough lips enable them to pick at dry and thorny desert vegetation. Big, thick footpads help them navigate the rough rocky terrain and shifting desert sands. Arabian camels have been domesticated for approximately 3,500 years and have been long valued as pack animals. They can carry large loads (1,000 lbs) for up to 25 miles a day. Some cultures judge a person's wealth based on the number of camels they own.

10. 28

Today students worked on their photoshop montage illustrating one of the 5 pillars of Islam. Packets are due tomorrow. New to the list;

8. Geography of the Arabian Peninsula
9. Monotheistic Belief Systems (on the back of assignment 8- they'll have class time to finish it tomorrow)

Oct. 26 and 27

10.26: I reviewed the 5 pillars of Islam. Student homework was Critical Thinking Geography Questions C and D. There was also time to finish the map which will be due Friday (with the packet).

10.27: I reviewed the Geography of the Arabian Peninsula. Discussed geography critical thinking questions A, B, C and D. I then introduced a photoshop assignment about one of the 5 pillars of Islam.

New to the packet that will be due Friday:
4. Islam : Empire of Faith II
5. Geography Questions A and B
6. Islam as a way of life (5 pillars)
7. Geography Questions C and D
8. Geography of the Arabian Peninsula

Oct. 22, and Oct. 25

Friday: We continued watching segments of "Empire of Faith." Students also had time to work on a map of the Middle East region.

Monday: We watched a portion of "Empire of Faith." Students had time a little time to work on their maps. Students who miss video assignments can always do an alternative assignment that I place in the assignment folder.

PACKETS WILL BE DUE THIS FRIDAY (LAST DAY OF THE QUARTER). Here's the list so far:

1. Chapter 3, Lesson 1 pp. 85-88
2. Middle East & Africa Politcal Map
3. Islam: Empire of Faith I (video)
4. Islam: Empire of Faith II (video)
5. Geography Questions A and B

Oct. 21

We reviewed material from yesterday. We watched a short segment from the film "Islam: Empire of Faith." Students answered questions as they watched.

No Homework.

Go Giants.... one more, just one more (for now).

Oct. 19 and 20

Oct. 19: Students finished their projects about "The Island." I collected them. I will take late work, but will accept NO projects after Friday. The overall grade for a student's island project drops one grade for each day that it is late.

Oct. 20: We began the "Rise of Islam" unit. Students did a reading guide in class (Chapter 3, Lesson 1 - Life on the Arabian Peninsula pp. 85-88). It should have been completed in class. Some periods began a map of the region, but it is NOT homework. If their reading guide was not completed in class it should be done at home.

Oct. 13, 14, 15 and 18

Students have been working on their island projects. I've provided at least 30 minutes of class time each day.

10.13: We looked at art as an element of culture and students worked on that portion of their book.
10.14: Customs as a part of culture. Students worked on that portion of their book.
10.15: Beliefs as a part of culture. Students worked on that portion of their book.
10.18: I reviewed C.L.A.B. (my acronym for remembering the elements of culture) and I went over the summary portion with the class.

The Island, final project, due tomorrow. It will be the last weighty assignment in the test/project category.

I WILL NOT ACCEPT ANY PROJECTS AFTER THIS FRIDAY. POINTS WILL BE DEDUCTED FOR WORK TURNED IN AFTER 3:05 TOMORROW.

Oct. 11 and 12

Before starting our unit on the rise of Islam I wanted to introduce the concept of culture. Consequently students are beginning a week-long project that is called "The Island." (see directions below)We'll work on it in class all week and the final product will be due next Tuesday (Oct. 19).

The Island: A Study of Culture

This week each of you will complete a diary project that is based on the elements of culture that we will study 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. You’ve been stranded on an island. On this island (the one 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 project you complete will explain the things you find on the island that provide clues about the culture of those people.
Your project will consist of 12 things.

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 of the island (at least ten)
11. A map that shows the evidence of the past group of people
12. A summary page that describes your conclusion about the culture of the lost 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, if the island is warm 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 to complete this assignment, but some work might need to be done

Oct. 7 and 8

Oct. 7: Rome Unit Test

Oct. 8: I collected the time-lines that students worked on this week. I had every student copy the grades for all their classes on a form to take home and have signed. I will collect it Monday. I wanted to ensure that all students had access to Powerschool, and knew their passwords. Periods 1, 3, and 4 also had a map of the Middle East to complete. I will collect it Monday. Period 5 did not have that assignment.

Oct. 6

Today we played rousing games of Jeopardy to prepare for TOMORROW'S test. I also collected the appetizer books from periods 4 and 5. I've graded the books from periods 1 and 3 already. Grades will likely be rising/falling over the next week... check Powerschool.

Oct. 5

Tuesday: Today students practiced for Thursday's test with a preview of some of the potential multiple choice questions and a map preview. Students then had in-class time to work on their Roman Republic and Empire timeline. The timeline will be an in-class assignment only. Test Thursday.

Oct. 1 and Oct. 4

Friday: Students were given a map of the Byzantine Empire that was due on Friday. I also collected the Legacy of Rome Packet #2. Over the weekend students were to write a postcard from the ancient city of Constantinople.

Monday: I collected the postcard assignment, and passed back their Legacy of Rome #2 packets. We began a timeline of Roman history as a class. It will be due tomorrow and class time will be provided. I also passed out a study guide for THURSDAY's test (see below).

Rome Unit Test: Study Guide

• The test to end our study of the Roman Empire will be on Thursday, Oct. 7

• Your timelines will be due on Tuesday, Oct. 5

• 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.

Terms/People to Know

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


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


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. How did the Romans preserve Christianity?
IV. Explain the differences between the Roman Catholic and the Eastern Orthodox churches.

Sept. 30

Today we talked about "3 emperors to remember." Students also did an art assignment about the schism within the church in 1054. Packets are due tomorrow, here is a list of what will be collected:

1. Fall of Rome fill-ins
2. Obituary
3. Chapter 2, Lesson 1 pp. 50-51
4. Vocab Word Study: Legacy
5. Legacy of Rome fill-ins
6. Photoshop tool bar/tips
7. Reading Guide pp. 61-63
8. Chapter 2, Lesson 3 Early Byzantine Empire worksheet
9. 3 Emperors to Remember fill-ins
10. The Schism
11. Byzantine Empire Map (they'll get this tomorrow)

Sept. 29

Today students who need to finish their spoke diagrams worked on that. All students in periods 1, 3, and 4 had two homework assignments; reading guide pp. 61-63 and chapter 2, and lesson 3 Early Byzantine Empire worksheet to be stamped tomorrow. Period 5 has only one of those assignments due (students can choose which one they want to finish). Packets due Friday.

Sept. 28

Students finished their spoke diagrams and handed them in digitally. The written portion of the spoke diagram assignment will be due tomorrow. Basically, each team explains in writing which pictures they chose to use to illustrate each legacy, and why that legacy is important today. Pages 67-71 in their text will help them if they are having troubles. Each member of the partnership is responsible for 3 paragraphs.

packets will be collected on Friday, here's a list so far:

1. Fall of Rome fill-ins
2. Obituary (check for completion)
3. Chapter 2, Lesson 1 pp. 50-51 (check for completion)
4. Vocabulary Word Study: Legacy
5. Legacy of Rome fill-ins
6. Photoshop Toolbar/Tips

By the way, Powerschool is up and running. You can keep track of your student's progress in all classes by checking frequently. If you don't have, or don't know, your login and password call the Zane front office at 441-2470 and get it!

Sept. 27

Today students continued to work on their spoke diagrams (which are due tomorrow). I explained and passed out the written element portion of the assignment to each team. It will be due no later than Wednesday at the beginning of class.

Sept. 24

Today students continued to work on the Roman Legacy Spoke Diagrams (which are due on Tuesday). Song of the week: The Mess Around by Ray Charles.

Sept. 23

Today I showed students some examples of the Legacies of Rome assignment they are working on. We also discussed the legacy of Roman citizenship. I reviewed some specific tools within Photoshop, and student worked on their project. It will be due at the end of class on Tuesday.

September 22

Today I discussed what I call the "6 Legacies of Ancient Rome." Students took notes on a fill-in-the-blanks handout. I then teamed most students up and explained the project we'll be working on for the rest of the week (see directions below). No homework, although the emperor baseball cards should have been turned in on Monday - if your student has a zero for that assignment they did not turn it in.



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.

2. Brainstorm ideas to include on the diagram. By examining your illustrated spoke diagram the other students should be able to view/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 theappropriate 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)

Tuesday, Sept. 21

Today we analyzed the word "legacy" at great length. Students then worked on completing an obituary for the Roman Empire (due tomorrow). We'll begin a photoshop, partner assignment tomorrow.

Sept. 17 and September 20

Friday (9/17): Students continued to work on their baseball card style documents for both Constantine and Diocletian. I collected the packet of work that was due. Song of the week: Crossroads by Robert Johnson

Monday: I returned the packets. I gave a brief lecture about the fall of Rome. Students then had time to turn in their baseball card assignment and/or begin tonight's homework (Chapter 2, Lesson 1 pp. 50-51 The Rise of Christianity).

Thursday, Sept. 16

Today we finished Engineering an Empire by viewing a segment about Trajan's Forum. We also discussed the importance of Diocletian and Constantine. Students began an assignment in which they will create a baseball card illustrating the importance of each emperor. Packets are due tomorrow. See Sept. 15 for a list.

Wednesday, Sept. 15

Today we reviewed last night's homework as a class. Students then watched about 10 minutes of Engineering an Empire about the Roman Colosseum. Packets due Friday... Here is a list:

1. Get to Know Your Social Studies Text
2. Rome: Republic to Empire
3. Chapter 2 Reading Guide/Book Introduction
4. Roman Empire Map 117 A.D.
5. Engineering an Empire I
6. Engineering an Empire II
7. Chapter 2, Lesson 2 pp. 52-54
8. Engineering an Empire III

Period 1 students have one additional assignment and their packet is as follows:
7. Roman Numerals
8. Chapter 2, Lesson 2 pp. 52-54
9. Engineering an Empire III

Tuesday, Sept. 14

Today we watched a seven minute segment about the Roman aqueducts. Some students continued to finish their Photoshop montage, while others worked on tonight's homework in class. Chapter 2, Lesson 2 (pp. 52-54) will be checked for completion tomorrow. The ENTIRE packet of work from the last few weeks is DUE Friday.

Sept. 9, 10 and 13

Thursday: Students checked out textbooks to take home. There was a homework assignment (Chapter 2 reading guide and book intro).

Friday: We watched a short dvd segment about Rome from the History Channel's "Engineering an Empire" series. A map was assigned to be completed over the weekend. Students continued to work on their Photoshop montages.

Monday: We discussed the legend surrounding the founding of Rome (Romulus and Remus). We watched a 10 minute segment of Engineering an Empire. Students had time to finish their Photoshop assignment and/or create a key for the map that was assigned on Friday. The current packet of work will be due on Friday. Here is a list so far:

1. Get to Know your Social Studies Text
2. Rome: Republic to Empire map/timeline
3. Chapter 2 reading guide/book intro (homework)
4. Rome 117 A.D. Map (Homework)
5. Engineering an Empire I

Wednesday, Sept. 8

Today we began to look at the Roman Empire. We briefly analyzed the growth of the Empire during our appetizer, and then shaded in a map of the Empire at it's greatest size. Some students then worked to complete the physical feature montage they're creating using Photoshop. Other students began a new book assignment about the Roman Empire. Textbooks will be issued to take home tomorrow.

Tuesday, Sept. 7

Today I returned the first packet of graded work. Students worked on creating their Photoshop montages illustrating a physical feature of Earth. Students also did an introductory assignment to familiarize themselves with out textbooks. Students will get a textbook to take home on Thursday.

September 2 and 3

Thursday: We reviewed physical features. Students then had about 20 minutes to work on their physical features maps, and 20 minutes to find and save images of an important physical feature using the web.

Friday: I introduced the students to Photoshop. Their goal was to take the pictures they gathered yesterday and put them into one Photoshop image. I also collected the work from this week (see list below). Some students were able to begin assignment #4, but many did not.

Legacy of Rome Packet 1
1. Getting to Know You
2. Vocabulary Word Study
3. Physical Features Map
4. Global Adventures (period 1), second border check (periods 3, 4 and 5)

Wednesday, Sept. 1

Today we reviewed the difference between physical and poltical maps. I then instructed the class about the 7th grade social studies standards. Students then worked on a "physical features of the world" map. No homework.

Tuesday, August 31

Today I passed out composition notbooks to students for the daily appetizers we'll do to begin class each day. Today's appetizer was about the difference between physical and political maps. We then analyzed the word analyze. Students finished the "getting to know you" activity from yesterday. No homework (unless they haven't returned the letter home/course outline).

August 30, 2010

Welcome Back!

Today I introduced myself to the class, and sent home an introductory letter outlining class content,rules, and other important information. Parents should sign and have students return to school tomorrow. We also started a "getting to know you" activity.

May 26

Earlier in the week students wrapped up presenting to the class about the Renaissance artist that they'd researched. On Monday students were given a homework assignment about the Scientific Revolution. We've also been preparing for the unit test which is this Friday. See study guide below:

Terms/People to Know

Single Point Perspective Leonardo DaVinci Brunelleschi
El Duomo (the Dome) Martin Luther 95 Theses
Indulgences Reformation Revolution
Protestant Catholicism Humanism
Heliocentric Theory Galileo Sir Francis Bacon
Sir Isaac Newton Nicolas Copernicus Florence
Patrons Niccolo Machiavelli Renaissance
Classical Heritage Johann Gutenberg Printing Press


1. Explain two main important themes of Renaissance Art. Provide examples of specific paintings.
2. What is the Renaissance?
3. What is the legacy of Martin Luther?
4. What role did the printing press play in the Renaissance and Reformation?
5. How did the spirit of the Renaissance and Reformation influence the Scientific Revolution?

May 20

Students presented their presentations about Renaissance artists yesterday and Tuesday. Today we began a discussion of Martin Luther and the Reformation. We watched a 3 minute video segment about his life and students took notes from a Powerpoint lecture.

The assignment for the rest of the period was:

Use the 8 paneled paper to create a biographical comic about the life of Martin Luther. Use the appetizer, page 463,464, and 465 to craft a story. Include an image and at least a sentence about each turning point/event.
In panel 1 use the title : Martin Luther: create your own subtitle

The current packet has the following assignments in it:

1. Daily Appetizers
2. Florence, The Cradle of the Renaissance
3. *** Florence Web Quest***
4. Printing Press Fill-ins
5. Analyzing Renaissance Art I and II
6. Renaissance Artist Presentations
7. Reformation Fill-Ins
8. Martin Luther Bio Comic

May 6 to May 14

Students are working on creating a powerpoint presentation that analyzes two paintings of a Renaissance artist. They'll be using the method of analysis that we practiced last week. Presentations will begin next Tuesday, May 15.

May 3, 4 and 5

May 3: We discussed the importance of Florence as a vital center of the Renaissance. Students read a selection with questions and did a web-quest of famous Florentine sites.

May 4: We practiced analyzing Renaissance art and students began an online analysis of 7 famous Renaissance paintings.

May 5: Students continued working on their analysis of Renaissance paintings.

April 27, 28 and 29

April 27: Students watched a segment of DaVinci's World about the roots of the Renaissance and worked on a reading about Humanism, the growth of cities and trade and the city-states of Renaissance Italy.

April 28: Students continued viewing DaVinci's World and saw a segment about Brunelleshi's dome. In teams of 4 we attempted to simulate the weight distribution of a dome using a large ball. Then students worked on their maps, and any other work that was still incomplete.

April 29: We focused on Humanism and the impact it had on the Renaissance. Students will be creating a visual representation of Humanism using Photoshop over the next few days. Packets are due tomorrow. Here's the list:

1. daily appetizers
2. Renaissance fill-ins
3. Renaissance Italy Map
4. DaVinci's World I
5. Reading Notes 28
6. DaVincis World II
7. Reading Notes 29

Monday, April 26

Today we began a study of the Renaissance. I passed back all the work I had in my possession (student grades should be up-to-date). Students took a few notes in a fill-in manner and began a map of Renaissance Europe.

April 12 and 13

Monday: We began our brief study of the Crusades. Students watched a 20 minute video clip that explained the origins of the first Crusade. Student "build a manor" projects were also due. I returned Feudal Europe packet 2 so that students could use them to study.

Tuesday: Students did a map assignment covering the 4 Crusades. The unit test will be Friday... I'll post a study guide from work tomorrow. Students will NOT be allowed to use note-cards on this test.

April 7 and 8

April 7: We watched a segment of the film Excalibur to see a castle under siege. Students did a population graph to illustrate the loss of life due to the black plague. Students had time to finish any assignments that were incomplete.

April 8: Plague Day. We watched a short film segment about the black death. Students then drew the 4 stages of the plague shown in the video, and did a map about the spread of the plague. Packets are due tomorrow, here is the list so far:

1. Daily Appetizers
2. Dark Ages II
3. Dark Ages III
4. What is Feudalism fill-ins
5. The Manor
6. Medieval Siege Webquest
7. Population graph and questions
8. Spread of Plague Map
9. 4 Stages of Bubonic Plague

Monday, April 5

Our appetizer was a review of the timeline students created last week. After that, students read a handout about the medieval manor and answered the questions that went with it.

I'll add a post later about what we've done over the last few weeks.

March 17, 18 and 19, 22 and 23

17th: We watched a portion of the History Channel film "The Dark Ages." Students also worked on a reading guide. We also reviewed the geographic features on the map from the previous day.

18th: We watched another segment of "The Dark Ages." Students practiced using iMovie for an impending project.

19th: I introduced an iMovie project (see directions below) that will take the better part of a week.

22nd: Students worked on the iMovie project.

23rd: iMovie project.

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 approximately one minute.

What images and content will you use?
• images gathered from the internet,
• images you might 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.

March 14 and 15

Monday: Japan Unit Test.

Tuesday: We've begun our unit on Medieval Europe. Today students did a map of Europe in class, and had a reading guide as homework. (Chapter 9, Lesson 1) due tomorrow.

March 10, 11 and 12

March 10: students worked on their trip to Japan. Students were given a sheet of vocabulary matching as homework.
March 11: We created a simile that illustrated the spread of Chinese culture and ideas to Japan and other parts of Asia. Korea map as homework.
March 12: We played review Jeopardy. Test Monday.

Assignments Due Monday:

1. Matching Page
2. Korea Map
3. Simile (if not turned in on Friday)

Mar. 1 - 9

Sorry, I've fallen behind. Time to ketchup...

Mar. 1: We began talking about feudal Japan, specifically the Samurai. Students watched a segment of a PBS series about Japan. The segment they watched was called "He Cuts his Belly."
Mar. 2: 7th grade writing test = short periods. Students worked on a reading guide (Chapter 8, lesson 2)
Mar. 3: We read a story about the 47 Ronin and then discussed honor. We watched a segment of "The Last Samurai" to view samurai society.
Mar. 4: We finished "The Last Samurai" segment. Students then read a supplement about the relationship between samurai/daimyo/shogun.
Mar. 5: Students began working on a fictional 10 day trip to Japan.
Mar. 8: We played Japanese Q and A mixup and then students continued to work on their trips.
Mar. 9: Students continued working on their trips. There is a test Friday (see study guide below)

Japan Unit Test: Study Guide

Know the following terms. Remember, note cards count as extra credit.
Shogun Regent Shinto Embassy
Prince Shotoku Buddhism Confucianism Zen
Noh Kabuki Haiku
The Tale of Genji
Daimyo Samurai Bushido
Tokugawa Shogunate 17 Article Constitution

On a map of Asia be able to label:
Japan China N. Korea S. Korea
Hokkaido Honshu Shikoku Kyushi
Tokyo Mt. Fuji Sea of Japan
38th Parallel Yellow Sea

Short answer paragraph questions to expect:
1. How did Prince Shotoku change Japanese culture and government? Be specific.
2. Be able to correctly label and explain the Japanese Caste Positions (Social Pyramid).
3. Be able to explain the lifestyle and responsibilities of the samurai. Be sure to understand the concept of “bushido.”
4. Understand the relationship between Shogun and Daimyo. Specifically the importance of Tokugawa Ieyasu.

Feb. 25 and 26

Thursday: We had a short schedule, due to the eighth graders visitation to the high school. Students worked on their Prince Shotoku "film" posters.

Friday: Students continued to work on the Shotoku posters (which are due today). Their illustrated map of Japanese Geography is due Monday, as well as the written element of the film poster (see directions below)


Prince Shotoku Film Poster Written Element


This assignment is a two-part one. You’ve been working on the visual element (the real poster for an imaginary film) and that part of the assignment will be graded on how authentic your film poster looks. The second half of the assignment is writing a synopsis (summary) of the imaginary movie. It should be about 3/4s of a page, handwritten. You can read examples of this kind of writing below.

• Notice that the important characters, and/or director are mentioned, and the actor associated with the role in mentioned in parentheses next to the role.

• Notice that reviews are often quoted in a synopsis. You may want to try that.

• The synopsis briefly explains the plot of the film. YOU NEED TO DO THIS FOR YOUR IMAGINARY FILM!

• INCLUDE, AND UNDERLINE, THE FOLLOWING WORDS IN YOUR SYNOPSIS: PRINCE SHOTOKU, CHINA, JAPAN, EMBASSY, CULTURE, BUDDHISM, CONFUCIANISM, 17 ARTICLE CONSTITUTION, LEGACY

Examples:

Kung Fu Panda
Prepare for awesomeness with Dreamworks Animation’s Kung Fu Panda, “a delightful movie that can stand among the very best animated features” (Leonard Maltin, Entertainment Tonight). Jack Black is perfect as the voice of Po, a noodle slurping dreamer who must embrace his true self – fuzzy flaws and all- in order to become the Dragon Warrior. With groundbreaking animation, an all-star cast and high-kicking humor, Kung Fu Panda is “Ultra-satisfying entertainment… There’s heart in this movie and that’s the secret ingredient” (Richard Corliss, Time).

The Nightmare Before Christmas.
Enter and extraordinary world filled with magic and wonder. Tim Burton’s The Nightmare Before Christmas celebrates the groundbreaking accomplishments of the first full-length stop motion animated feature. Jack Skellington, t he Pumpkin King of Halloween Town, decides to spread Christmas joy to the world. But his well-meaning mission unwittingly puts Santa Claus in jeopardy and creates a nightmare for all good little boys and girls everywhere. Who will save Christmas? The visionary genius of Tim Burton (Sleepy Hollow) and the ten original songs by Danny Elfman (Oingo Boingo) make this critically acclaimed movie milestone a uniquely engaging fantasy for the whole family.

Finding Nemo
From the Academy Award winning creators of Toy Story and Monsters, Inc., it’s time to dive into Finding Nemo- a hilarious adventure that takes you into the breathtaking underwater world of Australia’s Great Barrier Reef. When Nemo, a young clownfish, is unexpectedly carried far from home, his overprotective father, Marlin (Albert Brooks), and Dory (Ellen DeGeneres), a friendly but forgetful regal blue tang fish, embark on an epic journey that leads to encounters with vegetarian sharks, surfer-dude turtles, hypnotic jellyfish and hungry seagulls. “Unlike any movie you’ve ever seen! You could be 5 or 95 and you’ll enjoy this film.”- Leonard Maltin, Hot Ticket.

Feb. 22, 23, and 24

Monday: We began our unit on Japan. Students read about the creation myth of Japan and answered questions about what they read. I then discussed 16 elements of Japanese geography while students filled in a notes page.

Tuesday: Students began a map that incorporates the 16 features I discussed on Monday, and were given a reading guide as homework.

Wednesday: Students read an article about Prince Shotoku of Japan and began a Photoshop assignment about him.

Feb. 10

Today we continued our study of the Mongols/Silk Road. I began class by giving students a preview of Fridays test (some multiple choice questions that will be on the test).

We discussed the TAKE HOME part of the test (see directions below)in more detail. Students watched a dvd segment about the Mongols and the Silk Road and then completed a jigsaw they began yesterday about the Silk Road.



Silk Road Narrative Writing Assignment

This assignment is to be completed by Friday, and will count as part of your test grade for the unit on China. It is to be at least one page long.

You will be assigned a character. Using your textbook, and possibly other resources, learn about what life would be like for your character in the time period we have been studying. Your first person narrative needs to include the following information:
• Who is your character?
• What is their role in the Silk Road trade/travel?
• What goods do they trade? OR What services do they provide? OR Why are they traveling on the Silk Road?
• What sort of terrain (land) did they encounter?
• How do their interactions on the Silk Road relate to their personal lives?
• What obstacles do they encounter along the way?
• Include an interesting account of something that happens to them along the way.

Your first person narrative can take the form of a story. It can be the thoughts of your character after they’ve completed the long, hard journey of the silk road.

Feb. 8 and 9

Monday: Students were given a reading guide about Genghis Khan and the Mongols, and assigned a map of the Mongol empire. Both were due today.

Tuesday: We began a jigsaw activity about the Silk Road. Students were given a study guide for the China test, which will be on Friday. They also have a take-home portion that they were given today. I'll post both on the blog from school tomorrow.

Packets will be due on Friday. Students will be able to use note cards on the test, but only 3, one-sided, 3X5 inch cards.

February 3, 4 and 5

Feb. 3:

Students worked on a reading assignment about Buddhism and did a map that showed the spread of Buddhism through Asia. I also collected the first packet of work from our China unit.

Feb. 4: Students began creating a mock advertisement for either Buddhism or Confucianism, or for a great achievement/innovation of the Ancient Chinese.

Feb. 5: I lectured briefly about the prosperity during the Tang and Song Dynasties and students continued work on their advertisements.

Song of the Week: Hold On, I'm Comin' by Sam and Dave

China Unit Test will be next Friday.

Feb. 2

Today we analyzed another Confucian quotation as a class, and talked about his desire to reform China. We finished the A & E video biography. Students were given a page of Confucian quotations and asked to explain the meaning of 4 of the quotations, and illustrate one. Packets are due tomorrow (see list below):

1. Daily Appetizers
2. Asia Map (w/stamp)
3. Engineering an Empire I
4. Chapter 7, Lesson 1 pp. 213-216
5. Dynastic Cycle Fill-in 1
6. Engineering an Empire II
7. Dynastic Cycle Fill-ins 2
8. Confucius 1: Words of Wisdom
9. Confucius 2: Words of Wisdom
10. Confucianism: Quotations

February 1

I talked briefly about Confucius, and students analyzed one of his famous quotations. We viewed all of the Photoshop illustrations students made last week. We also watched a segment of the A & E Biography on Confucius. Packets are due on Wednesday.

Jan. 28 and 29

Jan. 28: I finished the lecture on the Dynastic Cycle of Chinese history and students began work on illustrating one stage of the cycle in photoshop.

Jan. 29: Song of the Week: Subterranean Homesick Blues
Students took a pop quiz on the Dynastic Cycle and finished their photoshop illustrations. Packets will be due next Wednesday, here's a list of assignments we've done so far:

1. Daily Appetizers
2. Asia Map (w/stamp)
3. Engineering an Empire I
4. Chapter 7, Lesson 1 pp. 213-216
5. Dynastic Cycle Fill-in 1
6. Engineering an Empire II
7. Dynastic Cycle Fill-ins 2

Jan. 25, 26 and 27

We've begun our unit on China.

Jan. 25: Students began a map of Asia.
Jan. 26: We watched a segment of Engineering an Empire about China and students finished their maps.
Jan. 27: I lectured briefly about the Dynastic Cycle of Chinese history, we watched a segment of Engineering an Empire, and students were given a reading guide. Questions 1-7 are due tomorrow pp. 213-216

Jan. 13, 14, 19 and 20

Jan. 13: I discussed GDP per capita with the students and they worked on a map that illustrates the GDP per capita of African nations.

Jan. 14: Song of the week: Hard Day's Night
Students worked on the GDP map and completed any unfinished work from their packets, which I collected.

Jan. 18: Students began work on a photoshop montage of the elements of African history that we've studied.

Jan. 19: Photoshop Montage. Geography map practice for Friday's test.

The unit test is Friday (see study guide below). Students are strongly encouraged to make flashcards to help them study for the test. I'll add extra credit points to the scores of all students who make the cards.
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 and regions listed on 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, The Blues,
Berbers, Islam/Muslim, Traders,
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,
Imperialism, Kunta Kinte, Roots,
Great Zimbabwe, Swahili, Sundiata,


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 trade relationship between Muslims and Africans. How was trade in West Africa different from trade in East Africa. What items were traded between Africans and Arabs in West Africa and East Africa.
4. What two historical forces that we’ve studied in class help explain why Africa is so poor today? Explain.

Nations to know on the map: Egypt, Tunisia, Gambia, Mali, Guinea, Nigeria, Zimbabwe, Tanzania, Sudan, Madagascar, South Africa

Geographic features/Regions to know: Sahara Desert, Sahel, The borders of the ancient empires of Ghana, Mali and Songhai, and the regions of Africa where the slave trade occurred.

Jan. 12 and 13

Tuesday Jan. 12: We finished watching the portion of Roots I planned to show. Students then began working on an illustrated map of the Journey of Kunta Kinte (see directions below)

Draw a COLORFUL map that illustrates Kunta Kinte’s journey from Africa to America. Include images and words to describe 4 key events on his journey.

For each event, draw a small illustration on the map and explain the event in at least 3 sentences on the back of the paper.

Wednesday Jan. 13: I discussed the impact of Imperialism on Africa, students analyzed some statistics about the Slave Trade and worked on the Roots map. Packets are due Friday. Here is a list of assignments so far:

1. Daily Appetizers
2. Ghana, Mali or Songhai pp. 157-169
3. Ancient Africa, McDougal Littell DVD
4. African Trading 1400s Map
5. Roots I
6. Roots II
7. Roots III
8. Roots IV
9. Roots Map and Turning Points Paragraphs
10. Trans-Atlantic Slave Trade

Our unit final will be next Friday. A study guide will be forthcoming.

Jan. 8 and 11

We have continued watching and discussing Roots. Packets will be due on Friday.

Jan 5,6, and 7

Jan 5: We began a study of E. African empires. Students watched a short dvd segment about the Swahili, and worked on a map of African trade in E. Africa c. 1400s.

Jan 6: Students took the preliminary section of the Geography Bee quiz and we determined a representative for each class. Students finished the dvd, this time learning about Great Zimbabwe.

Jan 7: We began a study of the slave trade. I spoke to students about the slave trade, and then we began watching "Roots." We will watch the portion of the film that shows the middle passage. The current packet will be due next week, here is a list of assignments so far:

1. Daily Appetizers
2. Ghana, Mali or Songhai pp. 157-169
3. Ancient Africa, McDougal Littell DVD
4. African Trading 1400s
5. Roots I
6. Roots II

Monday, January 4th

Today I introduced the concept of labor specialization and discussed how it led to the growth of West African empires in the Middle Ages. Students also filled out a worksheet about the empires of Ghana, Mali and Songhai. In all periods students should have turned in their "Island" project.

Final semester grades will be due on Jan. 22, students and parents with questions regarding grades should be aware of the significance of that date.