Dec. 14

Students continued to work on their mock film posters about the legend of Sundiata and the creation of Mali. There will be no packets due this week, and no homework over the holiday vacation.

Dec. 8, 9 and 12, 13

Dec. 8 and 9: Students finished their Niger river narratives in class and had time to complete a timeline of events from Ghana, Mali and Songhai.

Dec. 12 and 13: We've begun a study of the Empire of Mali. We read the legend of one of Mali's founding kings, Sundiata. Students are using photoshop to create a mock feature film poster based on the legend.

Dec. 6 and Dec. 7

Tuesday 12.6: Students finished their animated maps of West African Empires. Students were also given a homework assignment - The Empire of Ghana map.

Wednesday 12.7: The theme of the day was "Rivers." We watched about 10 minutes of the Wonders of Africa dvd about the Niger River. Students were given an assignment pertaining to the Niger River. It will be due on Friday with their packets, but today we only labeled the countries on the map and drew in the Niger River. Packets are due on Friday, here is the list so far:

1. Physical features of Africa Map
2. Reading Guide Chapter 5 Lesson 1 pp. 151 -154
3. African Savannah Descriptive Paragraph
4. Steps for animated map: Day 1
5. Growth of Ghana's Empire/Salt Notes
6. Wonders of African World I
7. Empire of Ghana Map
8. Wonders of African World II
9. Niger River Narrative

Friday 12.2 and Monday 12.5

Friday: I was absent and had a substitute teacher. Students answered questions about the "growth of Ghana's Empire" and watched a short film segment about the Niger River.

Monday: Students worked on finishing their animated maps of Africa. Packets will be due on Friday - here is a list so far:

1. Physical features of Africa Map
2. Reading Guide Chapter 5 Lesson 1 pp. 151 -154
3. African Savannah Descriptive Paragraph
4. Steps for animated map: Day 1
5. Growth of Ghana's Empire/Salt Notes
6. Wonders of African World I

Tuesday Nov. 29, Wednesday Nov. 30 and Thursday Dec. 1

Tuesday: We watched about 10 minutes of the Discovery Channel's Planet Earth series about the African savannah. Students then wrote a descriptive paragraph about the savannah. Students were given a reading guide as homework. For periods 1,2 and 4 the entire sheet was due Wednesday. For periods 5 and 6 only #s 1-8 were due.

Wednesday and Thursday: Students worked on creating an animated map of the vegetation zones and empires of Africa.

No packet due this week, but here is a list of the packet so far:

1. Physical Features of Africa Map
2. Reading Guide, Chapter 5, lesson 1, pp. 151-154
3. African Savannah Descriptive Paragraph
4. Steps for Animated Map: Day 1

Monday, November 28

Today I returned the Islam unit test, and we began Africa in the Middle Ages, our next unit. Students were given a map of the physical features/vegetation zones of Africa. It is homework to be completed tonight.

Tuesday 11.15, Wednesday 11.16 and Thursday 11.17

Tuesday: Students worked on thier info/commercial for "Golden Age Baghdad."

Wednesday: Jeopardy Test Review

Thursday: Islam Unit Test

"Packette" (it's a small one) of work due tomorrow, here is a list so far

1. Empire of Faith: The Awakening
2. Islam Map, 800 CE
3. Cultural Advances of the Abbasids
4. Unit Test Study Guide
5. Optional extra credit Islam vocabulary crossword puzzle

info/commercials are also due tomorrow.

Thursday 11.10 and Monday 11.14

Thursday: Students worked on creating their animated file illustrating the "Abbasid Golden Age in Baghdad." Unit test next Thursday.

Monday: Golden age of Baghdad assignment. No late Ka'abas accepted after tomorrow.

Wednesday, Nov. 9

Today I spoke about the "Cultural Advances of the Abbasids," while students filled in a note page. I introduced an upcoming project that we will begin tomorrow. Students will create an animated "commercial" explaining the importance of Baghdad in the 800s. With remaining time students finished the map of the Abbasid Empire.

THERE WILL BE A UNIT TEST NEXT THURSDAY. SEE STUDY GUIDE BELOW.

Islam Unit Test Study Guide

The unit test for Islam will be next week. It will be on Thursday, Nov. 17. 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.

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.

Tuesday, Nov. 8

Today we watched about 15 minutes of video about the golden age of Islam in Baghdad under the rule of the Abbasids. Students then worked on a map of the region. Ka'aba projects are due tomorrow.

Monday, Nov. 7

Today I collected the Rise of Islam Packet #1. We added an in-class reading guide about Islam after the death of Muhammad. Ka'aba home construction projects are due Wednesday.

Friday, Nov. 4

Today was the final class time for students to finish their camel advertisements. I also gave a map to periods 2,4,5 and 6. It will be due with the packet Monday. First period was assigned the map yesterday (11.3). The Rise of Islam Packet 1 is due Monday (see yesterday's post for a list of assignments), and the homework "build a Ka'aba" is due next Wednesday. Have a great weekend!

Nov. 2 and 3

Nov. 2: Students took notes on the five pillars of Islam and had 10-15 minutes to work on their camel ad.

Nov. 3: Students viewed a short video segment from the National Geographic show titled "Inside Mecca." The segment was about the 5th pillar of Islam, the Hajj. Students then had 10-15 minutes to work on the camel ad.

Packets are due on Monday, here is a list of assignments in that packet:

1. Middle East/Africa political map - should be numbered and colored
2. Chapter 3, Lesson 1 reading guide, pp. 85-88
3. Geography of Arabian Peninsula fill-in notes
4. Empire of Faith I
5. Empire of Faith II
6. Empire of Faith III
7. Camel Caravan Diary (I collected this if students had it done when it was due)
8. Islam as a Way of Life (5 pillars notes)
9. Inside Mecca I

A model of the Ka'aba is also due next Wednesday. Here are the directions for that:

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 Wednesday, Nov. 9.

10.26, 27, 28 and 31

Last Wed, Thurs. and Fri. : we spent about 15 minutes of each class period watching the PBS Empires Special titled "Islam, Empire of Faith." The portions we watched were about Muhammad's revelations and the origins of Islam. If students missed any of those assignments they can complete alternative assignments that are provided. We also began work on creating a mock magazine advertisement for the dromedary camel. Students were given a homework assignment Friday to write a diary of a 4 day journey from Medina to Mecca from the perspective of a camel.

Monday: I collected the completed homework and we worked on the camel ad using Photoshop.

Monday 10.24 and Tuesday 10.25

Monday: Shortened periods due to Red Ribbon Week. Students were given a map of the Islamic nations of Africa, the Middle East, and Asia. Students identified the nations. Homework: identify the 30 nations on the list if not completed in class.

Tuesday: Students shaded the different nations on the map from Monday and were given a reading guide about the Arabian Peninsula which was finished in class. No Homework.

Week of Oct. 17th

All week students had class time to complete their Island project. Which was collected on Friday. Late work was accepted on Monday with a two grade deduction. No work accepted after Monday 10.24.

I also collected a "packette" of in-class work from the Island project, here is a list

1. Desert Odyssey I
2. Desert Odyssey II
3. The Island Instructions
4. Island Bio-Page
5. Island project self assessment

10.13, 10.14 and 10.17

We are still working on "The Island." It will be due this Friday- very important project for the first quarter grade!

Tuesday Oct. 11 and Wednesday Oct. 12

Tuesday: We watched "Desert Odyssey" to examine the Touareg culture of West Africa.

Wednesday: We finished the video about the Touareg people (about 10 minutes). I then introduced an important integrated project that will be due next Friday (see directions below).

Tonight's homework is to sketch the island and add/label at least 10 physical features.

The Island: A Study of Culture

This week each of you will begin 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 imagined) there is EVIDENCE that a large group or society lived there long ago. They have long since vanished, but have left artifacts and/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 14 parts.


1. A title page that includes an illustration and a name for the past people.
2. 8 Diary entries describing aspects of the island, and your arrival on the island (completed in Mrs. Sobilo’s class)
3. A page that describes the Customs of the past people
4. A page that includes illustrations about the Customs of the past people
5. A page that describes the way of Life of the past people
6. A page that includes illustrations about the way of Life of the past people
7. A page that describes the Art of the past people
8. A page that includes illustrations of the Art of the past people
9. A page that describes the Beliefs of the past people
10. A page that includes illustrations about the Beliefs of the past people
11. A map of the physical features of the island (at least ten features)
12. A map that shows the evidence of the past group of people
13. An evidence/co-ordinate list of features and evidence
14. A summary page that describes your conclusions about the culture of the lost people



You will complete each section on handouts that are provided for you and then glue them into your diary. You will need to imagine, and then explain, TWO examples for each cultural 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 will complete some entries in Mrs. Sobilo’s class. You will also plot the coordinate points of physical features and the evidence you find with Mr. Colyar.

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 at home.

Monday Oct. 10

We began studying the concept of culture. Culture will be the basis of a project we'll begin this week called "The Island." Students watched a portion of the National Geographic show "Desert Odyssey" to observe the Touareg culture of West Africa. Packets were due on Friday.

Wednesday 10.5 and Thursday 10.6

Wednesday: Students had their last class time to work on the spoke diagrams. They were then handed in digitally. I also gave them a matching review sheet. Period 1, which had completed their spoke diagrams on Tuesday, viewed a film about Justinian.

Thursday: We played a game of review Jeopardy. Test tomorrow, packets due tomorrow- here is a list of what is due:

1. Reading Guide, Chapter 2- Lesson 3 pp. 61-63
2. Legacy of Rome fill-ins
3. Spoke Diagram Directions
4. Map Test Practice
5. Spoke Diagram Written Element (important, check for completion)
6. Rome Matching
7. The Byzantines I (period 1 only)

Tuesday Oct. 4

Today we focused specifically on the legacy of Roman philosophy and citizenship. Students then continued work on their spoke diagrams.

Monday Oct. 3

Today students practiced the map portion of Friday's test, and should now have an accurate map to study with. I introduced the written element of the spoke diagram. Students had time to work on the visual element using Photoshop.

Packets will be due on Friday. The unit test is this Friday. Spoke digrams are due in the digital drop box on Wednesday.

September 30

Song of the week: That's Alright by Elvis
Today students worked on the their spoke diagrams and I reviewed the Study Guide for the unit test, which will be next Friday, Oct. 7. The final spoke diagrams will be due next Wednesday, Oct. 5.

Here is the study guide:

Rome Unit Test: Study Guide


• If you make index cards as a study aid, I will give you extra credit 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 Sophia
Justinian Code , Aqueduct, Legacy
Analyze , mosaic, Roman Catholic Church, Empire


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
Rome


Short answer questions to prepare for:
I. What are the 6 important legacies of Ancient Rome that we discussed in class? Be able to explain them. Which legacy do you feel is most important?
II. Why did the Western half of the Roman Empire “fall?” What factors led to the successful barbarian take-over?
III. How did the Romans preserve Christianity?
IV. Explain the differences between the Roman Catholic and the Eastern Orthodox churches.

September 28 and 29

Students are working on creating an illustrated spoke diagram that shows the 6 legacies of Ancient Rome that we've spoke of in class (see directions below). Our unit test for Rome will be next week. I'll pass out study guides 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.

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 the appropriate legacy.

-A written element. This will be separate from your spoke diagram.

4. 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.

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

September 26 and 27

Monday: I collected the packets of student work. I added two additional assignments to the list and collected them at the end of class. The additional assignments were a postcard from Constantinople/worksheet for chapter 2, lesson 3.

Tuesday: We talked about the Schism of 1054 (split of the Roman Catholic Church). Students answered questions from the text and illustrated the Schism.

Here is the list of work that was collected:

1. Vocab: Empire
2. Chapter 2, Lesson 1: Rise of Christianity Reading Guide
3. 3 emperors fill-ins
4. The Empire Divides: Map
5. Photoshop Timeline: fill-ins
6. Fall of Rome: fill-ins
7. Obituary for Rome (periods 1 and 6 only)
8. Emperor Justinian film questions
9. Byzantine Empire Map
10. Postcard from Constantinople
Longitude Latitude (period 6 only)

Hope to see you tomorrow night at back to school night.

September 22 and 23

Thursday: Students had their last class time to finish the Roman timelines. I also attempted to teach students how to turn in their work digitally into a "drop box."

Friday: Song of the week: The Mess Around by Ray Charles
We watched a video selection about Justinian and then students worked on a map the Byzantine Empire under Justinian. Packets will be due on Monday - here are the assignments:

1. Vocabulary Word Study: Empire
2. Chapter 2, Lesson 2 Rise of Christianity Reading Guide pp. 50-51
3. 3 Emperors to Remember: fill-ins
4. The Empire Divides: Map
5. Photoshop Timeline fill-ins
6. Fall of Roman Empire fill-ins
7. Obituary for Rome (period 1 only)
8. Emperor Justinian
9. Byzantine Empire Map

If you're a parent you might want to help your student organize the assignments before Monday. You might want to make sure that assignments 2, 4, 7 (period 1 only) and 9 are done.

Thursday 9.15 - Wednesday 9.21

Thursday: Students worked on their emperor baseball cards. Students also created the template for an assignment we'll do next week in Photoshop.

Friday: Students worked on a map of the divided Roman Empire and we did our first "song of the week." The song was Crossroads by Robert Johnson.

Monday: Students began working on a digital timeline of the Roman Empire. First they found the dates for the timeine in their texts.

Tuesday/Wednesday: Work on the digital timelines.

Packet list so far:

1. Vocab: Empire
2. Chapter 2, lesson 1 Rise of Christianity reading guide
3. 3 Emperors fill-ins
4. The Empire Divides: Map
5. Photoshop timeline fill-ins
6. Fall of Roman Empire notes - fill ins

Tuesday Sept. 13 and Wednesday Sept. 14

Tuesday: Students worked on a reading guide about the rise of Christianity in the Roman Empire (pp. 50-51). Students then worked on their Photoshop montage.

Wednesday: Students began work on a baseball card style illustration of both Diocletian and Constantine. It is done on cardstock with a drawn image on one side and biographical information on the back. Students had 15 minutes to complete their Photoshop montage.

Thursday Sept. 8, Friday Sept. 9, and Monday Sept. 13

Thursday 9.8: Students worked on creating a Photoshop montage that illustrates the engineering legacy of ancient Rome.

Friday 9.9: Students had time to complete work in their packets, and then worked on their montages.

Monday 9.13: I returned the packets (out of 65 points). We then did a vocabulary word study. Today's word was "empire." Students then worked to complete their montages.

Wednesday, Sept. 7

Today we did a vocabulary word study on the word "Legacy." We then finished the Engineering an Empire segments by viewing one on the Colosseum. Packets will be due this Friday. Here is the list as of today:

1. Rome: Republic to Empire (map/timeline)
2. Engineering an Empire I
3. Engineering an Empire II
4. Reading Guide Chapter 2, Lesson I pp. 47-49 (homework)
5. Roman Empire A.D. 117 Map
6. Vocab: Legacy
7. Engineering an Empire III

Friday Sept. 2, and Tuesday Sept. 6

Friday: Classes who did not see the entire dvd segment from Thursday finished that, and then worked on a reading guide from Lesson 1 in Chapter 2. It needed to be finished by 9/6.

Tuesday: We reviewed some of the reading guide, discussed the legendary founding of Rome and worked on a map of the empire in 117 A.D. Students also watched a short segment of video about the Roman aqueducts and water in Roman cities.

August 30, 31 and Sept. 1

Tuesday 8.30 - We worked on a Longitude and Latitude assignment. Students also continued to work in Photoshop.

Wednesday 8.31 - Students continued analyzing Longitude and Latitude and worked on determining coordinates and using those locations to "break a code." Continued Photoshop as well. I also collected the work from the first week, here's the list:

1. Vocabulary: Analyze
2. Course Outline Fill-Ins
3. Get to know your text
4. Physical Features Map
5. Latitude/Longitude
6. Briefing: Codebreaker

Thursday 9.1
We began our unit on Rome with a map of the Empire ca. 120 A.D., and watched a short selection about Caesar from the History Channel's Engineering an Empire series.

August 24, 25, 26 and 29

Wednesday 8.24
I gave students a letter to take home to their parents and we reviewed the contents of the letter. We also did a vocabulary word study of the word analyze.

8.25
I distributed "appetizer" books (small composition notebooks we use to start each class period) and students worked on a assignment designed to familiarize them with their textbooks.

8.26
Students worked on a physical features map of Earth. Students also gathered .jpg images from the internet of specific physical features of their choosing. After saving the images in a file, students opened the
images in Photoshop.

Monday 8.29
Students continued working on their maps or gathering .jpgs and opening them in Photoshop. I also gave them a latitude and longitude handout to work on as well.

Monday, June 6

Students are working on a final project. It will be a 100 point assignment (worth the same as a unit test). It will take most of this week. See directions below:

Explorer Movie Project


In this project, you will be incorporating your Photoshop, Imageready Power Point, and iMovie skills to create a “movie” about an explorer.
Step 1:
Mr. Brooks, or Ms. Barnett, will assign you an explorer. You will collect information about this explorer and his voyage. You will need to answer the following questions before beginning work on the computer.
• Who is your Explorer? Provide brief biographical information.
• Who did they explore for?
• When did they sail? From what port? Where did they land?
• What is their LEGACY?

Step 2:
Create a title slide using Photoshop. Include the information from step 1 on this slide. Your title slide should include images pertinent to your explorer as well as their name and the years they lived. Save this file as a .jpg.

Step 3:
Create a Power Point which includes the information you gathered in Step 1. Do not include animations.

Step 4:
Using Photoshop and Imageready, create a progression of your explorer’s journey using a map. When your Imageready is done, export it as a quicktime file.

Step 5: When you have completed Steps 2, 3, and 4 import all parts into iMovie to arrange your movie. Be sure to set the “project preferences” first. You DO NOT want Ken Burns as a default setting, and you do not want your film to be widescreen (16:9). You want your aspect ratio to be 4:3.

June 3

The week of May 24-27 we discussed the Scientific Revolution, prepared for the test and took the unit test on May 27.
May 31: An introduction to the Aztecs
June 1-3: More about the Aztecs and the Age of Exploration (a dvd, 2 reading guides, a fill-in lecture about Columbus).
We will begin our final project on Monday. It will be an animated short film about a specific explorer from the age of exploration.

Students can bring their "at-home" texts beginning Monday. They can return them to the library at a time that is convenient for them.

May 23

Students have been presenting their Renaissance Art presentations. Today we spoke briefly about the Scientific Revolution (students took notes on a fill-in page). Period 1 was assigned 6 questions from a reading guide as homework. All other periods did not get the reading guide (they'll get it tomorrow). I passed out a study guide for the unit test which will be this Friday (see below). Packets will also be due on Friday.

Renaissance/Reformation/Scientific Revolution: Study Guide

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 18

Today I discussed the Reformation with the class. Students did a "fill-in-the-blanks" notes page as we talked about the legacy of the Reformation. Renaissance art presentations will occur tomorrow - students handed them in digitally today. I also passed out a reading guide which will be due on Friday. It is titled "The Renaissance Spreads, Reading Guide pp. 445-450."

May 17

Students are still working on creating their Renaissance Art Powerpoints. Students will present on Thursday (ask them about the paintings they've researched!). I'll assign a reading guide about the spread of the Renaissance tomorrow which will be homework.

Week of May 9

Students are taking the STAR tests this week, and I won't be seeing them every day. All week, students are working on their Renaissance artist PowerPoint presentations (see directions below)they will present next beginning on Tuesday.

Your presentation will be at least 20 slides. See list below for order and content:
Slide 1: A title slide that includes the name of the artist and the titles of both pieces of art.
Slide 2: A slide that includes a brief biography of the artist.
Slide 3: A slide of just the painting with title.
Slide 4: A slide explaining what you see on first glance.
Slide 5: A slide explaining how the artist created the illusion of depth.
Slide 6: A slide including call-outs of what the figures might be saying.
Slides 7-10: An analysis of what the painting is about which includes close up/isolated/cut out examples of specific, important elements of the pieces
Slides 11-18: Repeat what you’ve done on slides 3-10, but for the second piece

April 27, 28, 29 and May 2, 3, 4

Week of 4.27-29: Students worked on illustrating the changes that occurred in Europe before the Renaissance began. We viewed 30 minutes of video about Brunelleschi's dome in Florence. Student also read a supplement from another text about Florence, and completed a handout about Brunelleschi's dome. There is an extra credit crossword that is available to students.

May 2, 3 and 4

We've begun to analyze Renaissance art. Students are focusing on 7 specific paintings, and are using a method I call the S.I.T.T. method (ask them). Students will begin creating Powerpoint presentations about a specific artist which I will assign tomorrow. The presenation will be an important project and they will present their final project to the class. Packets will be due on Friday, here is a list of assignments so far:

1. Origins of the Renaissance fill-ins
2. Map of Renaissance Europe
3. Map of Florence
4. Europe in Transition (check for completion)
5. DaVinci's World I
6. DaVinci's World II
7. Florence: Cradle of the Renaissance (check for completion)
8. Renaissance Crossword
9. Reading Notes 29 (Sweet Dome)
10. Art of the Renaissance (7 paintings analysis)
11. Renaissance Art Themes
12. Renaissance Art Presenation: The S.I.T.T. Method 1 and 2

April 25 and 26

Monday: We began our unit on the Renaissance. Students worked on a fill-in notes page about the changes going on in Europe before the Renaissance, and then began a map of Renaissance Europe.

Tuesday: Students worked to illustrate the changes going on in Europe right before the Renaissance and did a webquest about the city of Florence.

April 11

Students finished and turned in their animated maps of the spread of the plague. With any extra time available students could have worked on tonight's homework (reading guide 321-323 and matching). The unit test, and the second packet for this unit will both be Friday.

Here is the study guide:
Study Guide: Feudal Europe and the Middle Ages
The unit test for our study of the Middle Ages will be on Friday, April 15. While you can make, and use note cards to study, you will NOT be allowed to use note-cards on this test.

Terms to know:

Crusades (327),Jerusalem (327-330),Pope(322),Middle Ages(291)
Religious Orders (324),Clergy(321), Sacraments(321),University (324-325)Clovis(294),Charlemagne(294),Manor(299),Monasteries (295)
Feudalism(296),Trebuchet(web q.),The Plague(333-334),Serf/Lord (297)
Vassal(ppt),Guild(302),Justinian(video),Byzantium(video)
Franks(294),Catholic(321-25),Monks(324),Seljuk Turks(327)
Pope Urban II(video), Visigoths(video),Kurtis Blow

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 and why it emerged.
3. When, Where, Why and for What reasons were the Crusades fought?
4. The Middle Ages are also called the Dark Ages. Be able to explain why they were considered “dark.”
5. Be able to draw a diagram of a Medieval Manor.

Map:
Origins and spread of the Bubonic Plague, Constantinople
Jerusalem, Muslim/Christian Lands during time of the Crusades
Mediterranean Sea, Routes take by Christian Warriors during the Crusades
Rome

March 31, April 1, 4, 5, 6, 7, and 8

March 31 and April 1: Students worked on a webquest about medieval castle life, and had class time to complete a reading guide (pp. 300-302)

April 4 - 8: Plague Week
All week long students have been working on creating an animated map of the spread of the Bubonic plague. There has been no homework this week, and there will be none this weekend. We'll have our unit test next Friday and I'll collect the packet at that time as well. Here is a list of assignments so far:

1. The Plague (periods 3, 4, and 5 only)
2. Stages of the Bubonic Plague
3. Population Graph 500-1500
4. The Plague II
5. Spread of the Plague Map
6. The Plague III
7. Population Graph Questions

Mar. 28, 29 and 30

March 28, 29 and 30: Students have been working on creating their digital maps of a medieval manor. Packets will be due on Friday. Here is a list so far:

2. Reading Guide 9.1, pp. 291-293
3. Europe Map: Water and Mountains
4. Dark Ages I (dvd questions)
5. Dark Ages II
6. Dark Ages III
7. Reading Guide 9.1, pp. 293-297
8. What is Feudalism fill-ins
9. The Manor Questions
10. Medieval Castle Crossword Puzzle

March 25

Students completed "fill-in-the-blanks" notes today as I explained the feudal system. Next week we'll begin creating a digital map of a medieval manor using photoshop. There is no homework this weekend, but students should have completed both reading guides by now. You might want to check them and make sure.

1. Reading Guide 9.1 pp. 291-293
2. Reading Guide 9.1 part II pp. 293-297

March 24

We discussed the failure of Justinian in re-uniting the Roman Empire. We watched a short dvd segment about the role of monks/monasteries in the Middle Ages. Students were given a second reading guide (pp. 293-297) which will be due tomorrow.

March 17, 18, 21, 22 and 23

March 17: Students worked on completing an illustrated simile about the spread of Chinese influence in Asia.

March 18: Review Jeopardy.

March 21: Japan Unit Test

March 22: Intro to Feudal Europe. A short dvd segment about the fall of Rome and a map of the Geographic features of Europe. No Homework.

March 23: Reviewed map. Short dvd segment about Clovis (Frankish King), and Justinian's attempt to re-unite the Roman Empire. Students were given a reading guide (pp. 291-293) it is homework, and will be due tomorrow.

March 26

Today I stamped the reading guide (which was homework) and collected any class illustration/descriptions that students had not previously turned in. I discussed the Tokugawa Shogunate and the importance of Tokugawa Ieyasu while students filled in a note sheet. We watched a short, 6 minute clip about him and prepared for the test by doing a matching activity.

Additions to the packet:

12. The Rise of a Military Society
13. Matching

March 15

Today students finished the illustration/written descriptio of a class from feudal Japan. I assigned a reading guide as homework (chapter 8, pp. 257-260). It is due tomorrow. The Japan packet will be due on Monday, and the unit test will on Monday as well (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, Proximity, 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.
5. Explain how Japan’s proximity to China helped shape Japanese culture.

March 9, 10, and 14

March 9: Students watched a 35 minute selection from the film "The Last Samurai." As they watched the film they listed 10 aspects of samurai culture that were illustrated in the film. After the film, students worked on a paragraph that explained what Algren (Tom Cruise) learned as he spent time in the village.

March 10: We discussed class in feudal Japan. Students took notes. We began an assignment in which students will create an illustration/written description of a class from feudal Japan. Using internet and print resources, students will answer questions about the class they were assigned over the next few class periods.

Monday, March 14: Students worked on the Feudal Classes in Japan assignment. We discussed the devestation in Japan. Packets will now be due next Monday. Our unit test will also be next Monday. I'll pass out study guides tomorrow, and will post the information here. New things in the packet:

8. R. Guide Chapter 8, Lesson 2 pp. 257-260 (I'll pass out tomorrow)
9. Feudal Japan Notes (fill-ins)
10. Feudal Pyramid
11. Japanese Feudal Society

Mar. 4, 7 and 8

March 4: Students continued to work on the mock Prince Shotoku movie poster/write-up.
March 7: Students continued to work on the mock Prince Shotoku movie poster/write-up.
March 8: By now the mock poster and write should be done. I collected them today. We began to talk about the Samurai class of Japan (students watched a short segment of a PBS documentary and answered questions) and did a vocabulary word study of the word "proximity." Packets will be due on Friday - here is a list so far:
1. Creation Myth Questions
2. E/SE Asia Map (complete at home)
3. Japanese Geography Notes
4. Japanese Geography Map (complete at home)
5. Prince Shotoku Questions
6. He Cuts His Belly
7. Vocab Word Study: Proximity

Mar 1, 2 and 3

I had jury duty on both Tuesday and Wednesday and was out of the classroom.
Mar. 1: A discussion of 16 geographic features of Japan. Students are to illustrate and label the 16 features.
Mar. 2: Students read about Prince Shotoku, answered questions about the reading, and worked on their geographic features map (this should now be completed at home).
Mar. 3: Students began working on a mock movie ad for a fictional film based on the life of Prince Shotoku using Photoshop.

February 28

Today I passed back the tests and the packets from the unit on China. We read the creation myth of Japan and students answered questions about it. Students worked on a map of East/Southeast Asia. It will be due tomorrow.

Feb. 15 and 16

Tuesday: We watched a short video segment about the Silk Road, and how silk is produced. Students then answered 4 sets of questions about different aspects of the Silk Road trade. Students who did not present on Monday presented on Tuesday.

Wednesday: Students had a chance to practice for the geography section of the upcoming exam. I gave a brief lecture about Kublai Khan and the "opening" of China to trade during the Mongol Ascendancy. Students in most periods then began a fictional narrative assignment about the Silk Road. It will be due Friday with their packet.

Test Friday/Packets Due Friday

Feb. 10, 11 and 14

Thursday and Friday: Students continued working on their Powerpoint presentations about innovations of the Ancient Chinese. I assigned a reading guide about the Mongols on Friday. We also watched a short dvd about the Mongols over the course of Thursday and Friday.

Monday: I passed out study guides for the unit test (see below). The test is this Friday. Students who had their presentations handed in on-time presented today. Packets are due Friday, here is a list so far:

1. Prosperity Fill-ins (review for test)
2. Reading Guide, Mongol Empire pp. 233-235
3. Vocabulary Word Study: Ascend
4. Mongol Empire Map
5. Timeline: the Mongols
6. Inventions/Innovations Grid

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. You may use one side of one 3X 5 index card on the test):

Kublai Khan,Genghis Khan,The Mongols
Tang Dynasty,Khanates ,Confucius
Song Dynasty, Zheng He, Marco Polo
Mongol Ascendancy, Confucianism, Silk (Silk Road)
Han Dynasty, Great Canal, Ming Dynasty
Buddhism

Know the chronological order of the Dynasties.

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.
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. Explain the basic beliefs of Confucianism and/or Buddhism.

Packets will also be due on Friday.

February 9

Today we began a look at the Mongols, and the Mongol Ascendancy. We did a vocabulary word study activity about the word ascend and then students worked on a map of the Mongol Empire. The map is homework and will be due tomorrow.

Feb. 3, 4, 7 and 8

I collected the first China packets last Friday. They have been graded and entered in Powerschool. Students have been working on creating mock magazine advertisements for great achievements of the ancient Chinese since last Thursday. They'll create their mock ad using Photoshop, and then place that file in a two slide PowerPoint presentation. We've used the better portion of the last three class periods on this project and presentations will begin this Friday. There will be a test next week. I will get a study guide out by Monday.

Feb. 1 and 2

February 1 and 2: We discussed the situation in Egypt. Students finished the A & E biography on Confucius and answered questions about the film. Students had time to finish their Confucian quotes assignment. Packets are due Friday.

Jan. 31

Today we started a study of Confucius. Students watched about 15 minutes of the A&E Biography of Confucius. Some students used the remaining time to finish their dynastic cycle animations, while others began analyzing Confucian quotations. Packets will be due on Friday. Here is a list of what's in it so far:

1. Engineering an Empire I (if absent, get alternate assignment)
2. China map
3. Engineering an Empire II (if absent, get alternate assignment)
4. Dynastic Cycle I
5. Dynastic Cycle II
6. Chapter 7, Lesson I pp. 213-216 (was due Mon. Jan. 31)
7. Confucius, Words of Wisdom I
8. Confucian Quotations

Jan. 27 and 28

Thursday: We reviewed the Dynastic cycle of China and students worked on their animations.
Friday: Students took a quiz on the Dynastic cycle of China and finished their animations. Homework for the weekend: Chapter 7, Lesson 1 Reading Guide pp. 213-216. Due Monday. Packets will be due next week.

Jan. 20, 21, 24, 25, and 26

Sorry to lapse so long in between posts... here goes.

Jan. 20: We began our unit on China by watching a portion of the Engineering an Empire DVD and working on a map of China/Asia.

Jan. 21: Song of the Week: Hold On, I'm Comin' by Sam and Dave with a discussion of the importance of STAX records. We watched a little more of the Engineering and Empire dvd and students worked on their maps.

Jan. 24: Finished watching the first half of the Engineering dvd and began talking about the Dynastic Cycle of China.

Jan. 25: Finished the Dynastic Cycle of China lecture and introduced new Photoshop assignment which we will work on for the next few days. Students will create an animated quicktime movie illustrating the Dynastic Cycle (on page 218 in textboo)using Photoshop/Imageready.

Jan. 26: We discussed the importance and symbolism of the dragon in Chinese culture. Students continued to work on illustrated Dynastic cycle assignments.

Here is a list of assignments in the packet so far. There has been no homework, but students will need to finish the Asia map on their own before the packet is due.

1. Engineering an Empire I
2. China/Asia Map
3. Engineering and Empire II
4. Dynastic Cycle I
5. Dynastic Cycle II

Jan. 18 and 19

Tuesday: Review Jeopardy game.

Wednesday: Africa Unit Test. Collected Packets.

Jan. 12, 13 and 14

Wednesday: I passed out the study guide for next week's tests (see below). We finished the video about Great Zimbabwe and the Swahili. Students then worked on assignments from their packets.

Thursday: Students did a web based assignment about life in Africa for kids or worked on assignments from their packets (they had about 20 minutes for each). We also reviewed some of the short answer questions that will appear on the test.

Friday: Students continued the web assignment, and worked on a handout related to the slave trade of West Africa.

Africa: Unit Test Study Guide

Before Wednesday’s test, be sure to study the terms and short answer questions below. Look through the packets of in-class work, and your text to help you study. You may create note cards to help you prepare for the test, and I will give you extra credit for making them. You will get to use the front and back of ONE 3 X 5 note card on the test.
Terms to know:

Savannah, Sahel, Culture, The Blues
Berbers, Islam/Muslim Traders, Touaregs
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, Great Zimbabwe, Arabic Language
Imperialism, Sundiata, Sunni Ali

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. Also, how was Islam introduced?
2. 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.
3. There was a myth that Africa had no history of great empires, kings, knowledge etc. Why was that myth wrong? Provide specific examples.
4. How did Africans preserve their history before the introduction of Islam?
5. What is the connection between African musical traditions and American rock and roll?

Nations to know on the map: Egypt, Mali, Guinea, Zimbabwe, Madagascar, South Africa

Geographic features/Regions to know: Sahara Desert, Sahel, the Niger River, the Red Sea. Also know the borders of the ancient empires of Ghana, Mali and Songhai, as well as the locations of Great Zimbabwe and the Swahili.

Jan. 10 and 11

Monday, Jan. 10 I collected the Sundiata illustrated story from students. I gave a brief Powerpoint lecture about the fall of Mali, and the rise of Songhai. Students then had about 15-20 minutes in class to finish their Sundiata story, or to work on the Africa GDP per capita map. No Homework.

Tuesday: We turned our focus to East Africa. We watched a 12 video segment about the Swahili people (w/ questions). We then began a map of African trading ca. 1400. No Homework.

Packets will be due next Wednesday, and the unit test will be on that day as well. Study guides will go home tomorrow. While I say there is no new assigned homework, students should obviously be completing any assignments that aren't done.

Here is a list of the packet so far:
2. Ghana, Mali, Songhai fill ins
3. Wonders of the African World III
4. Sundiata: the Lion King (collected, stamped, returned)
5. Africa GDP per capita map
6. Decline of Mali PPT
7. Ancient Africa McDougal Littell
8. African Trading 1400s

Jan. 6 and 7

Thursday and Friday: We read the story of Sundiata. Students are to summarize the story of Sundiata on a large piece of paper by illustrating, and summarizing, seven portions of the story. For each portion of the story students should draw a colorful illustration and summarize that portion of the story in at least 2 sentences. This assignment is due Monday. Students took a copy of the story home with them.

Jan. 4 and 5

Tuesday, Jan. 4: We reviewed Monday's homework, ensuring that everyone had all the correct answers. We finished "The Wonders of Africa" dvd which was about Timbuktu. We then set up a paper for an assignment will do on Thursday about the legendary king Sundiata of Mali. No Homework.

Wednesday, Jan. 5: I discussed the concept of G.D.P. (and G.D.P. per capita)and students began a map which illustrates the G.D.P. per capita of African nations. No Homework.

Monday, January 3

Today I passed back the packets and the AAB rhyme/folk tale assignments. We also selected students to participate in the Zane Geography Bee. Students have homework as well - Ghana, Mali, or Songhai pp. 157-169, it will be due tomorrow.