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.