Dec. 17

At this point in the year my 6th period S.L.I. (social studies/language arts integrated class) will be doing different assignments than my 3rd and 4th period classes.

Dec. 10-14, periods 3 and 4: Students worked on their "Planet" journals all week in class. I collected them on Dec. 14. They are worth 150 points.

Dec. 10 and 11, period 6: Worked on the "Planet." I collected it on Dec. 11.
Dec. 12: We began a brief unit on West Africa. Students worked on a map of vegetation zones in Africa and did a reading guide based on the content from pp. 151-154.
Dec. 13: Students completed a map showing the empires of Ghana, Mali and Songhai.
Dec. 14: Students began an animated map of African Empires using Photoshop.

Dec. 5 -10

For the last week we have been working on a project titled "The Planet." Students are creating an anthropological journal that describes a fictional culture that existed on a fictional planet of their own creation. I've posted the directions below.

Due Dates for the Planet:

Periods 3 and 4: Friday, Dec. 14
Period 6 (S.L.I. class): Tuesday, Dec. 11

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 discovered a planet. On this planet 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 planet. The project you complete will explain the things you find on the planet that provide clues about the culture of those beings.

Your project will consist of 13 things.

1. A title page that includes an illustration and a name for the past beings.

2. A prologue describing climate, landmasses, and location of evidence.

3. A map of the physical features of the planet (at least ten).

4. A map that shows the evidence of the past group of beings.

5. A page that describes the customs of the past beings.

6. A page that includes illustrations about the customs of the past beings.

7. A page that describes the way of life of the past beings.

8. A page that includes illustrations about the way of life of the past beings.

9. A page that describes the art of the past beings.

10. A page that includes illustrations of the art of the past beings.

11. A page that describes the beliefs of the past beings.

12. A page that includes illustrations about the beliefs of the past beings.

13. A summary page that describes your conclusion about the culture (C.L.A.B) of the lost beings.


You will complete each section on handouts that are provide for you and then you can glue them into your anthropological journal, or you may choose to re-copy them to customize them. The maps may be drawn in the book itself, or glued into the journal.


You will need to imagine, and then explain, TWO examples for each category. Consider the weather, climate, physical features and other elements of the planet that would dictate how a group of people would have lived there. For example, if the planet is warm it would be logical that the people there would dress for warm weather and not wear warm furs all the time.


BE CREATIVE! Remember, however, that you will have to draw and explain in writing the examples you find (the evidence) on the planet. 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.

Dec. 3 and 4

Monday: We began a discussion of Culture. I break culture into four areas; the customs, way of life, art and beliefs of a group of people. We watched a portion of the film Avatar and students identified the aspects of Na'vi  culture from the film.

Tuesday: We continued studying culture. We finished the portion of Avatar that we'd begun on Monday. I also introduced a project that we will work on for the next few weeks which is called "The Planet."

Nov. 27, 28 and 29

Tuesday:  We practiced writing one of the short answer questions that will appear on the test Friday. We also finished the PBS video segment about the Abbasids. Students then worked on a double sided handout. One side compared the Abbasids and the Umayyads. The other side was a fill-in review worksheet about the Golden Age of Islam.

Wednesday: Students worked on a map of the Abbasid and Umayyad Empires. We also practiced 2 of the potential short answer questions for the test tomorrow.

Thursday: Today we practiced additional multiple choice questions and played a round of review jeopardy.

TEST TOMORROW. PACKETS DUE TOMORROW.

November 15, 16 and 26

November 15: Students finished thier Powerpoint assignments, imported them into iMovie and then turned in a final iMovie file.

November 16: We watched the iMovie assignments that were turned in. Song of the week: "Rock the Casbah" by the Clash. No homework over the break.

November 26: Today we began preparing for the unit test. The test will be this Friday, November 30. I spoke about the cultural achievements and innovations of the Abbbasids while students completed fill-in-the-blank  notes. We then watched about 10 minutes of the PBS documentary which illustrated the achiements of the Abbasids.

Packets are due on Friday. The unit test is also Friday.

Here is the study guide I passed out today:

Islam Unit Test Study Guide


The unit test for Islam will be Friday, November 30. 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, Salat
Qu’ran/Koran, Umayyad, Abbasid
Allah, Ka’aba, Grand Mosque
Mosque, Judaism, Baghdad
Gabriel (the angel), Monotheism, Shadada
Sawm, Hajj, Zakat

Places to know on the map of the region:
Red Sea, Mediterranean Sea, Baghdad
Arabian Peninsula, Saudi Arabia, North Africa
Spain, Europe, Asia
Tigris/Euphrates Rivers

Short Answer Questions to prepare for: 1. Describe the geographic features of the Arabian Peninsula (see assignment #5, packet 1).

2. Describe the innovations and advances of the Abbasids (see .ppt notes).

3. How did Muhammad change the beliefs, and the way of life, of the people of the Arabian Peninsula?

4. List and explain the 5 pillars (see “Islam as a way of life” assignment)

Nov. 7 - Nov. 14

Sorry for the lack of recent posts! The PC tower at Zane crashed and that caused me to miss a day, and then I attended a training on another day last week..... excuses, excuses.

Nov. 7: Students began creating a powerpoint presentation using the paragraph that they had written. The powerpoint will be saved as a series of .jpg images that are then imported  into iMovie. The finished project will be an iMovie short that "plays" their powerpoint presentation.

November 8: I was at a CM language training and a substitute taught class. Students watched about 10 minutes of a PBS documentary titled "Inside Mecca" about the Hajj. Students also had class time to finish a reading guide (pp. 100-103).

November 9: The "Build a Ka'aba" assignment was due. I also collected packets. Students had time for their powerpoint/iMovie projects.

November 13: I returned the packets, and students worked to finish their powerpoint/iMovie projects.

November 14: Today we spoke about the 5 pillars of Islam. Students filled in a notes page and then had time to finish their powerpoint/iMovie project.

November 6

Today we finished the video "Empire of Faith." We began writing a paragraph that will summarize in sequence the life and teaching of Muhammad. We'll take that paragraph and use it to make a PowerPoint presentation tomorrow. Packets will be due on Friday (along with the Ka'abas), here is a list of assignments in the packet so far:

1. Middle East/Africa political map
2. Islam: Empire of Faith I
3. Chapter 3, Lesson 1 pp. 85-88
4. Build a Ka'aba instructions
5. Geography of Arabian Peninsula fill-ins
6. Empire of Faith II
7. Empire of Faith III
8. Life and Teachings of Muhammad Paragraph

Monday, November 5

Today I talked about the geographic features of the Arabian Peninsula. Students filled in notes as we discussed the region. I assigned the "build a Ka'Aba" assignment (see below). IT WILL BE DUE ON FRIDAY, NOVEMBER 9. We also watched about 5  minutes of  "Empire of Faith."

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.

Nov. 1 and 2

November 1:
We analyzed a map which illustrated the importance of trade routes through the city of Mecca. We watched a segment of the PBS documentary "Islam: Empire of Faith." Students then worked on a reading guide (pp. 85-88). The reading guide was assigned as homework.

Novement 2: We watched an additional segment from "Empire of Faith." Students then  had time to finish the map we began on Tuesday. Song of the week: Johnny B. Goode. Packets will be collected next week.

Extra Credit Question: Where was Chuck Berry born? First 5 students (from periods 3, 4 or 5) to let me know will get a bonus 5 pts.

Oct. 29, 30 and 31

10.29 Unit test on the Rome Unit.

10.30 We began our unit on the Rise of Islam with a map of the Arabian Peninsula and surrounding region. Students also got thier tests back.

10.31 We continued working on the Arabian Peninsula map. No homework on Halloween. Happy Haunting.

October 25

Students worked on a practice map for the test which has now been moved to Monday. Students then had time to work on their Rome iMovie "trilogy." The "trilogy" project will be DUE TOMORROW. Students have created 3 iMovie shorts (Republic, Empire, and Legacies of Rome) that we combined into one final iMovie short. I'll be grading it this weekend, and it will count towards the first quarter grade. Monday's test will also count on the first quarter grade. Go Giants!

Oct. 23 and 24

Tuesday:
We practiced writing one of the short answer questions that will appear on the test as a class. Students then had time to finish the iMovie project.

Wednesday:
We practiced writing an additional short answer question that will appear on the test as a class. Students then had time to finish the iMovie project.

I postponed the test until Monday so that students would have more time to finish the iMovie project. iMovie projects due tomorrow.

Monday Oct. 22

Today I passed out a study guide to help students for the test Friday (see below). Students worked to constuct an explain and describe paragraph about the Legacies of Rome that we discussed last week.
Once that paragraph is complete students will finish their iMovie project using that paragraph. The final film project will contain 3 elements. A segment about the Roman Republic, a segment about the Roman Empire and one about the legacies of Ancient Rome.

Here is the study guide:

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, The Franks,
Philosophy, Schism, Stoicism



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?

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.

Oct. 17 and 18

10.17
I collected the packets (Legacy of Rome II). Students then created a paragraph which listed important events of the Roman Empire. That paragraph will be used to create a second iMovie short in which students use images to "animate" their paragarph.

10.18 Students worked on the iMovie project that we started yesterday.

Oct. 15 and 16

Monday: Students worked on a map illustrating the lands reconquered by Justinian in the 6th century. Students also did a reading guide about the Schism of 1054, and the split within the Roman Catholic Church.

Tuesday: We viewed about 10 minutes of video about why Justinian's plan to re-unify Rome was unsuccessful. Students also drew and labelled an illustration of the Schism. Packets are due tomorrow.  Here is a list:

1. Chapter 2, Lesson 1 pp. 50-51 Reading Guide
2. 3 emperors to remember fill in notes
3. Empire Divides Map
4. Fall of Rome .ppt/fill ins Chapter 2, Lesson 2
5. The Byzantines I
6. Chapter 2, Lesson 3 Fill-ins pp. 59-60
7. Postcard from Constantinople
8. Byzantine Empire A.D. 565 map
9. Reading Guide, Chapter 2 pp. 61-63
10. Emperor Justinian Video Questions/The Schism illustration

Oct. 12

Today we watched the final 5 minutes from the Engineering an Empire video. It was about the construction of the Hagia Sofia. Students then wrote a postcard from Constantinople circa 550 A.D. I did not collect packets, but will  next week. Here is a list of assignments so far. All assignments should be completed by now:

1. Chapter 2, Lesson 1 pp. 50-51 Reading Guide
2. 3 emperors to remember fill  in notes
3. Empire Divides Map
4. Fall of Rome .ppt/fill ins Chapter 2, Lesson 2
5. The Byzantines I
6. Chapter 2, Lesson 3 Fill-ins pp. 59-60
7. Postcard from Constantinople

Have a great weekend - Go Giants!

Oct. 9, 10, and 11

Tuesday: We watched the Roman Republic short films that the students created. Students filled in notes on "3 emperors to remember." After that students began working on a map illustrating the Eastern and Western Roman Empires.

Wednesday: Students filled in notes about the various problems which faced the Roman Empire at it's end and we discussed the fall of Rome. Students had time to complete the map which was begun on Tuesday.

Thursday: We watched a segement of the  History Channel's Engineering an Empire about the Byzantine Empire. Students were also given a worksheet covering pages 59 and 60 in their text. Packets are not due this week.

Oct. 5 and 8

Friday: Students worked on completing the short paragraph iMovie assignment. Song of the week #1 was Crosssroads by Robert Johnson.

Monday: Last day to finish the iMovie project. Students did have homework tonight - finish the Chapter 2, Lesson 1 Rise of Christianity reading guide (pp. 50-51) by tomorrow.

October 3 and 4

Tuesday: Students will be using the paragarph we built on Monday to create a short iMovie project that illustrates some of the important events that occurred during the Roman Republic. We talked about how to use iMovie and students gathered images to use in their project. I collected the first packet of work from our Rome unit, and grades are in Powerschool.

Wednesday: Students spent most of the class working on their iMovie project.

Monday Oct. 1 and Tuesday Oct. 2

Monday:
We did a vocabulary word study of the word "Empire." We then practiced writing a summary/sequence paragraph about important events of the Roman Republic.

Tuesday:
We used our summary paragraphs as the basis of our next computer assignment. We'll be animating the paragraphs using iMovie. Today was spent gathering images to use in that short animation.

Packets are due tomorrow, here is the list  of assignments in the packet:

1. Rome: Engineering an Empire I
2. Reading Guide Chapter 2, Lesson 1
3. Vocab Word Study: Legacy
4. Rome: Engineering an Empire II
5. Roman Roads/ Engineering an Empire III

6. Roman Empire Map A.D. 117
7. Latitude and Longitude of Europe (Extra Credit)

8. Vocab Word Study: Empire

9. Important events of the Roman Republic Timeline/Paragraph

Week of Sept. 24-28

Monday: We watched a segment of the History Channel's "Rome: Engineering an Empire." Afterwhich students had a final period of time to turn in their Photoshop montages.

Tuesday: We did a vocabulary word study of the word Legacy. We then watched another 10 minute segment from Engineering an Empire. Students were given a reading guide (Chapter 2, Lesson 1) and told it would be due on Friday.

Wednesday and Thursday: I was gone both days attending a Constructing Meaning workshop at the Humboldt County Office of Education. Students had time to complete the following 3 assignments during those days:
Roman Roads/Engineering an Empire 3 (video questions)
Map of Rome A.D. 117
Latitude and Longitude of Europe (extra credit)

Friday: I stamped the reading guide that was due today (assigned Tuesday). We compared a song and a video clip that were both about Julius Caesar. Students then had time to finish their maps from Thursday and I returned all work collected by the substitute teacher. Packets will be due next Wednesdsay, Oct. 3. Here is a list of what's in them so far:

1. Rome: Engineering an Empire I
2. Reading Guide Chapter 2, Lesson 1
3. Vocab Word Study: Legacy
4. Rome: Engineering an Empire II
5. Roman Roads/ Engineering an Empire III
6. Roman Empire Map A.D. 117
7. Latitude and Longitude of Europe (Extra Credit)

Wednesday, Sept. 19

Today we talked briefly about the Roman Empire. Students identified a few key concepts on a timeline and colored the Roman Empire at it's largest (around 120 A.D.). Students then had about 25 minutes to finish and hand in their Photoshop montages.

The second packet is due tomorrow, and the longitude and latitude make-up quiz is also tomorrow at lunch.
Students need to remember to find latitude FIRST (North or South of the Equator). Then, find longitude SECOND (East or West of the Prime Meridian).

September 17 and 18

Monday: I returned the longitude and latitude quizzes students took on Friday. Students can re-take the quiz on Thursday at lunch if they want to. Students are currently working on creating 3 Photoshop files that illustrate the physical land and water features of a specific continent. One file is a general montage illustrating the continent. A second file illustrates physical land features and a third illustrates physical water features.
Packet #2 is due on Thursday. Here is a list of assignments in that packet so far:

1. Physical Features map.
2. Photoshop Toolbox.
3. Erase/Size change in Photoshop.
4. Physical features by continent.
5. Using text in Photoshop.

Tuesday: Students had the majority of the period to work on their Photoshop montage assignment.

Sept. 13

Today we practiced identifying the coordinates of various cities in preparation for tomorrow's quiz. I did not enter the score of the quiz we took last week because it was obvious I needed to do a little more re-teaching before making it count. Students continued working on their Photoshop montages of continental physical features. No work due this week.

Sept. 5 - Sept. 12

Sorry for the length of time between entries... I've been having a hard time with blogger at work.

Wednesday, Sept. 5: Students worked to identify text features in their textbooks.

Thursday, Sept. 6: Students worked on  labelling the tools in the Photoshop toolbox. Students not on computers worked on finishing a physical features of the world map.

Friday, Sept. 7:  Students took a brief longitude and latitude quiz. Students worked on labelling the tools in the Photoshop toolbox. Students not on computers worked on finishing a physical features of the world map. I collected the first "packet" of class work. Here is a list of what was collected:

1. Longitude and Latitude
2. Briefing: Codebreaker
3. Create an Island
4. Vocab Word: Analyze
5. Understanding your text

Monday, Sept. 10: I focused on specific tools within Photoshop that we'll be using later in the week. Students took notes on the eraser tool, changing an image size, and correct use of layers. Students had time to complete the physical features map from last week.

Tuesday, Sept. 11:Students listed physical features of a specific continent for a project that we'll begin on Wednesday. Some students began the computer aspect of the project.

Wednesday, Sept. 12: I reviewed the expectations for the project we'll be working on the rest of the week. Students will create three Photoshop montages that illustrate the physical features of the continent they were assigned yesterday. One montage will serve as a basic title montage. One will be a montage of physical land features, and one will be a montage of physical water features.

Wed. 8/29- Fri. 8/31 and Sept. 4

Wednesday: I explained my system of collecting class work. I collect work about every 10 class periods in what I call "packets." Each packet  has an assignment grid that lists the contents of that packet. Students will always know ahead of  time when a packet is due. Students also worked on identifying and labelling major lines of latitude and longitude.

Thursday: Students continued working on longitude and latitude by completing an assignment titled "Briefing: Codebreaker." Basically they identified cities by finding their coordinates.

Friday: Students created a fictional island and then plotted geographic points on that island's edges.

Tuesday 9/4: We did a vocabulary word study of the word "Analyze." Then about half the class began working on gathering images of physical features on our class computers while the other half identified text features in their textbook. Tomorrow students will complete whichever assignment they did not work on today.

August 27 and 28

Monday:

We had shortended classes today so that students could learn about the new school-wide PBIS rules and expectations. I took roll and had students fill out a note card with some biographical information. I also shared a definition of Social Studies, and we began to look at culture. Students began work on creating a name plate to keep on their desks.

Tuesday: We began class with an "appetizer." A bell-work type question designed to focus students and allow me to take roll. I explained the expectations for the appetizers (which we'll do each day). I expect students to answer in complete sentences and include the daily heading. Students took a physical features of the world quiz so that I can determine what we'll  need to focus on in the coming weeks. I sent each student home with a letter explaining details about my class. It needs to be signed and returned by Thursday. Students had time to continue working on their  nameplates.

May 29 - June 6

Students have been analyzing Renaissance paintings for the last few days. All students analyzed 7 paintings using what I call the S.I.T.T. method. Students (or pairs of students) were then assigned a specific artist to research. The powerpoint document they create will be due tomorrow (June 7). Students do not need to actually present their findings, but if they opt to skip presenting the highest grade they can get on this assignment is a "C."

The last packet of the year will be due on Tuesday, June 12. Here is a list so far:

1. Europe in Transition illustrations
2. Renaissance Europe Map
3. Da Vinci's World I
4. Da Vinci's World II
5. Florence: Cradle of the Renaissance
6. Florence: Cradle of Renaissance Reading
7. Themes of Ren. Art fill-ins
8. Art of the Renaissance (2 pages of analysis of Renaissance art)
9. Renaissance Art : S.I.T.T. method
10. Project Presentation Steps

over the next few days we'll be disussing the Reformation and will likely add to this packet.

The final test of the year will also be on June 12. It will be 55 multiple choice questions. There will not be a map, and there will be no short answer questions. Here's the 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

Renaissance,  Classical Heritage,  Johann Gutenberg

Printing Press,  Italy (as birthplace of the Renaissance)

Florenc,  Marco Polo,
Feudalism,  Bushido,  Confucius (-ism)

Proximity,  Legacy,  Empire

Ascend,  Republic,  Hagia Sofia

Prince Shotoku,  Dynastic Cycle,  Gold and Salt Trade

Michelangelo (Sistine Chapel)

May 21-25

Monday: Unit Test on Feudal Europe. Packets collected.

Tuesday: We began a unit on the Renaissance. Students illustrated the changes that Europe was undergoing before the beginning of the Renaissance.

Wednesday: Students did a map of Renaissance Era Europe and watched a portion of the History Channel's Engineering an Empire series about Renaissance Era Europe.

Thursday: We watched some more of the Engineering an Empire series and students had time to begin a web-quest about the city of Florence if they had completed all other work.

Friday: Students read about  the city of Florence and answered questions. No  homework for the weekend, but assingments in the packet should all be completed by the time I collect it (next Friday?). There will be no more class time to complete assignments we did this week. Here is a list:

1. Europe in Transition
2. Renaissance Europe Map
3. Da Vinci's World I
4. Da Vinci's World II
5. Florence: Cradle of the Renaissance Web Quest/Questions
6. Florence: Cradle of the Renaissance supplement questions

Have a great 3 dayer!

May 17 and 18

May 17: Students worked on a map of the Crusades and a matching assignment. Students who have not yet turned in their animated maps of the plague had time to complete that as well.

May 18: Review Jeopardy. Song of the Week: Tumblin' Dice

Packets are due on Monday. Unit Test Monday.

Here is a list of what's in the packet:
1. The plague III
1A. The plague IV (Period 1 only)
2. Reading Guide, 321-323
3. Crescent v. Cross I
4. Who Da' Man? Emperor Henry IV v. Pope Gregory
5. Crescent v. Cross II
6. Crusades Reading Guide
7. Crusades Map
8. Church Vocab Matching
9. Xtra-Credit Crossword (assigned in Per. 1, not extra credit for that period)

Feudal Europe Podcast

http://archive.org/details/FeudalEuropePodcast2012


Check this out as you prepare for Monday's test!

May 15 and 16

May 15: We began a look at the Crusades. We watched a short segment from the History Channel titled "The Crescent and the Cross." Students were also given a hand-out to illustrate. They were to illustrate the conflict between Pope Gregory and Emperor Henry IV.

May 16: We watched 10 minutes more from the video - the Christian capture of Jerusalem. Students were given a reading guide about the Crusades, and had time to finish and hand in any Plague animations that have not yet been turned in. They also had time to finish the illustration assignment from yesterday.

Packets are due Monday, and our unit test will also be on Monday. Here is the study guide (I'm working on a podcast).

Terms to know:
Crusades (327-330) 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) Alexius I (video) 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) Pope Gregory (323) Emperor Henry IV (323)

Kaffa (city on Black Sea) Magna Carta (342)



Potential short answer questions:



1. Explain the role and significance of the Catholic Church in the Middle Ages. (SHUKS)

2. Explain the political system of Feudalism and why it emerged.

3. When, Where, Why and for What reasons were the Crusades fought?



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

May 14

We watched the animated plague shorts that were turned in. Students completed a reading guide about the role of the Catholic Church in the Middle Ages.

May 7-11

This was a week of standardized testing. Our school schedule was modified for the tests. I didn't see each class each day. Students worked on completing their animated plague maps.

May 1-4

May 1-4

May 1: Watched a short video selection on the plague and began graphing some death statistics from the period.

May 2: Watched a little more of the video (with questions) and analyzed the death statistic information by answering questions.

May 3 and 4: Students began to create an animated map that illustrates the spread of the black death from Asia across the European continent. I collected a packet of work on Friday. Here is the list of what was collected.


1. Reading Guide: Chapter 9, Lesson 1 pp. 291-293


2. Medieval/Feudal Europe Map

3. Dark Ages I

4. The Manor

5. Dark Ages II

6. What is Feudalism: fill-ins

7. Reading Guide, Chapter 9, Lesson 2 pp. 300-302

8. Medieval Siege Web Quest

9. Stages of the Bubonic Plague

10. The Plague

11. Population of Europe 500-1500 Graph

12. The Plague II

April 26, 27, and 30

April 26: Students worked on a webquest that included information about castles and sieges in the Middle Ages. There was time for students to work on their digital manors. Students turned in the manors at the end of class.

April 27: Students began creating an information cube about the social classes of Feudal Europe. It will be due Monday.

April 30: Those students who did not complete their information cubes over the weekend had class-time to finish that assignments. Students also explained in writing, and illustrations, the 4 stages of the Bubonic Plague. Packets will be due this Friday 5/4. Here is a list of what is in the packet so far:
1. Reading Guide: Chapter 9, Lesson 1 pp. 291-293
2. Medieval/Feudal Europe Map
3. Dark Ages I
4. The Manor
5. Dark Ages II
6. What is Feudalism: fill-ins
7. Reading Guide, Chapter 9, Lesson 2 pp. 300-302
8. Medieval Siege Web Quest
9. Stages of the Bubonic Plague

There is a strong possibility that there will be a multiple choice quiz on Friday as well.

April 25

Today students worked on a reading guide about chivalry, and life on medieval manors. They then finished and turned in their digital manors.

April 18, 19, 20, 23 and 24

Wed. April 18: Students answered questions about a medieval manor in preparation of creating their own digital manor using Photoshop. Thurs. April 19: Students watched a segment of the History Channel documentary "The Dark Ages." Students then finished their questions about the medieval manor. Fri. April 20: Students began constructing a digital version of a medieval manor using Photoshop. Mon. April 23 and Tues. April 24: Students continued to work on their digital manors. Packets so far include the following assignments: 1. Reading Guide, Chapter 9 Lesson 1 pp. 291-293 2. Map of Europe 3. Dark Ages I 4. The Manor Questions 5. Dark Ages II 6. What is Feudalism fill-ins

April 16 and 17 and "loose ends"

We wrapped up our Japan unit on 4.7 with the unit test. I collected a few assignments from the end our unit on 4.7 as well. Those assignments were:

1. Reading Guide: pp. 257-260
2. Japan Matching Terms
3. Chapter 8, Lesson 4 (Korea Map)
4. Influence of China Simile

Spring Break : 4.9 - 4.13

April 16: We began our Feudal Europe unit with a reading guide and a map of Europe.

April 17: We watched a short segment of the History Channel special about the Dark Ages which illustrated the fall of Rome (the beginning of the Dark Ages). Students also began reading about the Manor System of Feudal Europe.

March 26-30

This week has been a modified schedule due to math and LA benchmark testing. Students have been researching a social class of feudal japan. Today students will turn in two things:

1. Thier first packet of the fourth quarter - a packet of work from the Japan unit.
2. A typed paragragh describing the social class they've researched that includes an illustration.

Our unit test will be next Friday.

I'll pass out study guides on Monday. Here is a list of assignments from the packet I'll be collecting today:

1. Creation Myth of Japan Questions
2. Chapter 8, Lesson 1 251-253
3. Japanese Geography Notes
4. Japanese Geography Map
5. Prince Shotoku/Proximity
6. He Cuts His Belly - Video Questions
7. Samurai Reading Notes 22
8. Feudal Society: Class System
9. Chapter 8, Lesson 3 pp. 267-269
10. Rise of Feudalism fill-ins

March 22 and 23

Thursday: We studied the Samurai code of Bushido. Students watched a short segment of a PBS documentary and answered questions. Students then read a supplement about samurai warriors and answered questions from that.

Friday: We watched the animated maps and myths that were turned in on time and watched about a half hour of the film The Last Samurai. Students listed 10 examples of samurai culture shown in the film and were assigned a paragraph of written homework. The paragraph should answer the following question: How does the portion of the film The Last Samurai that we watched illustrate the samurai warrior code of bushido? It's due Monday.

March 21 Update!

Ouch! I've negelected the blog for a bit haven't I? My apologies... I'll make a more concerted effort from here on out.

Students have been working on completing an animated map of Japan based on some notes we took in class, or animating the creation myth of Japan. This has been a large portion of our last 6 class periods. They will be due today, and will be the last important grade of the 3rd quarter which ends Friday.

Packets WILL NOT be due Friday, but here is a list of what we've done over the last week and half (since we ended our China Unit).

1. Creation Myth of Japan Questions
2. Chapter 8, Lesson 1 251-253 reading guide
3. Japanese Geography Notes
4. Japanese Geography Map
5. Prince Shotoku Questions/Word Study: Proximity

China Unit Test Podcast 2012

Here is the first podcast. Hope it works. First 10 students to come share the "extra-credit word" with me shall be rewarded.

March 1 and 2

March 1: Students continued to work on their .ppts about an aspect of trade on the Silk Road.

March 2: Students worked on a review crossword and a reading guide about the fall of the Mongols. Next Friday will be our unit test. Packets will be due as well. Here is a list of assignments in the packet so far:

1. Vocabulary Word Study: Ascend
2. Mongol Empire Map
3. Mongol 14:00-28:00/Reading Guide pp. 233-235
4. Trade on the Silk Road
5. Genghis Khan Online
6. Unit Review Crossword
7. Chapter 7, Lesson 3 and 4 reading guide

Here is the study guide. Students saw it today, and will get it again on Monday.

The unit test for China unit will be on Friday, March 9. It will be a combination of multiple choice and short answer questions. There will also be a map.

Terms/People to know : You may earn extra credit points for creating note-cards and using them as a study aid. Show me on test day.

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, Dynasty, Wood-Block Printing
Paper/Paper Money, Porcelain, Nomadic
Silk Road, Ascend

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?
3. Explain the great innovations and achievements of the Ancient Chinese.
4. Explain how trade on the Silk Road was conducted and explain the overall importance of the Silk Road itself. Understand, and be able to explain the cultural exchange that resulted from Silk Road trade as well.
5. Explain the basic beliefs of Confucianism and/or Buddhism.

Packets will also be due on Friday 3.9.

February 27, 28, 29

Monday: Students were given a map of the Mongol Empire (which was homework). We also did a Vocabulary Word Study of the word "ascend" in preparation of our study of the Mongol Ascendancy.

Tuesday: We watched a segment of the Genghis Khan biography "Mongol." Students were also given a reading guide about the Mongol Empire. Questions 1-8 were homework, but ample class time was provided.

Wednesday: Students began a jigsaw activity on the Silk Road. They will create PowerPoint presentations on one aspect of trade along the Silk Road. Students were also given a quiz on recent material.

February 10, 13, 14 and 15

Friday, Feb. 10 : Students continued to work on their presentations.

Monday, Feb. 13 : I attended a content literacy workshop and was not at school. Students watched a short dvd titled "If the World Were a Village," and answered questions. Students were also given a reading guide that they finished in class (Chapter 7, lesson 2 pp. 223-224).

Tuesday, Feb. 14 : Students finished their presentations and put them in the drop box.

Wednesday,Feb. 15 : Students who had their work turned in presented. If a student has not yet handed in their presentation, or had their presentation script checked by me, they cannot present until they do so. After Friday students will not be able to present and will receive a D on the assignment.

Packets will be due on Friday. Here is a list so far:

1. Confucianism/Buddhism Map
2. Buddhism in Medieval China Questions
3. Prosperity fill-ins
4. Awesomeness Research Questions
5. Awesomeness Script
6. If the world was a village
7. Chapter 7, Lesson 2 pp. 223-224
8. Awesomeness Notes
9. Wild China: Beyond the Great Wall

February 7, 8 and 9

Tuesday 2.7: Students took notes abuout the "prosperity of the Tang and Song Dyansties" on a fill in the blank notes page. Students were then assigned an invention of Medieval China to research, and create a presentation about. Some students are doing their presentation on Confucianism, or Buddhism.

Wednesday 2.8: Students worked on creating a mock magazine ad that will be part of their presentation. Students also researched the topic they have been assigned.

Thursday 2.9: Students continued to work on their presenations. Presentations need to be finished tomorrow at the end of class, and handed into the digital drop box. Presentations will happen on Tuesday, and there will be no additional class-time after Friday, 2.10.

February 2, 3 and 6

Feb. 2 and 3: Students worked to complete the Dynastic Cycle animations. I collected the packets on Thursday and graded them. The packet grade is now in Powerschool - check to see if your child turned it in. I also passed out a map of the spread of Buddhism/Confucianism in China that is due on Monday.

Feb. 6: We watched the animations of the Dynastic Cycles. Students were given a page of questions about Buddhism. New packet so far:


China Packet II:

1. Confucianism/Buddhism Map
2. Buddhism in Medieval China questions

Jan. 30, 31 and Feb. 1

Jan. 30: Students watched a portion of the A and E biography of Confucius and then analyzed and illustrated confucian quotations.

Jan. 31: Students worked on their animated dynastic cycles which are due tomorrow.

Feb. 1: Students finished watching the Confucius biography and worked on their animated cycles. Packets are due tomorrow - here is the list:

1. Engineering an Empire I
2. China/Asia Map
3. Engineering an Empire II
4. Chapter 7, Lesson 1 pp. 213-216
5. Chinese New Year 2012
6. Dynastic Cycle Fill-ins
7. Confucius: Words of Wisdom
8. Confucianism Quotations
9. Words of Wisdom II

Jan. 25, 26 and 27

Wednesday: Half the class worked on a web-quest about Chinese New Year and the Year of the Dragon, while the other half worked on the "Chapter 7, Lesson 1, pp. 213-216" reading guide. Halfway through the class we switched. BOTH ASSIGNMENTS WILL BE CHECKED MONDAY FOR COMPLETION. PACKETS WILL BE DUE NEXT WEEK. Here is a list so far:

1. Engineering an Empire I
2. China/Asia Map
3. Engineering an Empire II
4. Chapter 7, Lesson 1 pp. 213-216
5. Chinese New Year 2012
6. Dynastic Cycle Fill Ins

Thursday: We discussed the Dyanstic Cycle of China. Students completed "fill-in-the-blanks" notes as they viewed my Powerpoint. Students then began creating an animation of the cycle which will be completed in either iMovie, or Imageready.

Friday: Students continued work on their animations. Song of the week - Hold On, I'm Coming by Sam and Dave.

Jan. 24

Tuesday: Today we watched about 15 minutes of Engineering an Empire. The segment we watched was about the Terra Cotta Army which guards the tomb of the first emperor of China. Students then had time to finish the Asia maps. The maps will be due tomorrow at the beginning of class - they will need to be finished at home. Period 1, however, has an extra day. Their maps will be due Thursday.

Jan. 20 and Jan. 23

Jan. 20 - Students finished their mock magazine ads and handed them in. Last day of Quarter 2.

Jan. 23 - We began our unit on China. Students watched about 17 minutes of the History Channel series "Engineering an Empire." We also began a map of Asia. No Homework.

January 18 and 19

The quarter ends Friday. All packets and tests have been entered into Powergrade. For the remaining 3 days of the quarter students have been either creating a mock magazine cover reflecting the content we covered during the first semester, or working to complete work to raise their grade.

Tuesday, Jan. 17

Today students worked to complete their photoshop montages of the influence of Islam on West Africa.

Friday, January 13

Today we took the Africa unit test. I also collected the latest packet title "West Africa, Packet 2." Here is a list of what was in that packet:

1. Decline of Mali, Fill-ins
2. Africa GDP map
3. Africa GDP questions
4. Colonies of Africa map (periods 1 and 2 only)
5. Slave trade statistics
6. Africa Unit Test: Study Guide
7. Reading Notes 14
8. Ghana, Mali, Songhai fill-ins

January 12

Today we wrote topic sentences for the short answer questions on tomorrow's test and played review Jeopardy. Packets due tomorrow.

January 10 and 11

Students have been working on their photoshop montage illustrating the changes Islam brought to West Africa.

Today we practiced a map that will be on the test Friday. The packets are also due - here is a list so far:

1. Decline of Mali - Fill-ins
2. Africa G.D.P. map
3. Africa G.D.P. questions
4. colonies of Africa map (periods 1 and 2 only)
5. Slave trade statistics
6. Africa; Unit test study guide
7. Reading Notes 14

Monday, January 9

Students will begin a new Photoshop assignment this week. Today they read a supplement describing how Islam influenced and changed West Africa (one of the questions on thier upcoming test). Tomorrow we'll begin the graphic element of the project. TEST FRIDAY.

January 6 and 7

Thursday: Students continued to work on the GDP per capita map of Africa and the corresponding questions.

Friday: We discussed the impact of the slave trade on Africa and students analyzed statistical information from the slave trade. I also passed out a study guide for the unit test, which is scheduled for next Friday (see study guide below):

Africa: Unit Test Study Guide

Before next Friday’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.

Terms to know:

Savannah, Sahel, Culture
Berbers , Islam/Muslim , Traders
Mansu Musa, Timbuktu, Askia Muhammad
Ghana (Empire of), Mali (Empire of), Songhai (empire of)
Sahara Desert, Griots , Salt/Gold Trade
Kinship Group, Clans, Goods and Services
GDP Per Capita , Arabic Language
Imperialism, Sundiata, Sunni Ali

Short answer questions to prepare for:

1. In what specific ways did Islam influence and change West African Culture?

2. Be able to explain the trade relationship between Muslims and West Africans. How did the trade influence and change West African culture?


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. Be able to explain why Africa is so poor today. (based on the reasons we discussed in class)



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

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.

January 4 and 5

Tuesday, Jan. 4: I introduced students to the concept of G.D.P. per capita and students began working on a map that color-codes African nations by their G.D.P. per capita.

Wednesday, Jan. 5: Students continued work on the G.D.P./Africa map. There will be a unit test next Friday, January 13! Packets will be due that day as well. Study guides will be given to students before the weekend.

Dec. 15 and 16

Dec. 15: Students finished their Sundiata mock film posters and turned them into the drop box.

Dec. 16: We looked at all the Sundiata film posters and did a brief written comparison of the Sundiata legend we had read, and the Disney film "The Lion King."