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
Monday, January 31, 2011
Friday, January 28, 2011
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.
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.
Wednesday, January 26, 2011
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. 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
Wednesday, January 19, 2011
Monday, January 17, 2011
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.
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.
Tuesday, January 11, 2011
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
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
Friday, January 7, 2011
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.
Wednesday, January 5, 2011
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.
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, 2011
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.
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