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NOTEBOOK CHECK #4 - Here are the assignments I will be looking for as well as in what order.
REMEMBER ALL PAPERS NEED A NAME / DATE / PAGE NUMBERS / TITLE ("NOTES" IS NOT AN ACCEPTABLE TITLE).
>Lecture Notes: Revival of Western Europe
>Crusades notes
>Notes: pg 251-254
>Lecture Notes: The Tang Dynasty
>Notes 254-261
>Notes: 261-264
>Notes 295-302
>Group Work: Mongolian Influences
>Lecture Notes: Ming Dynasty
>Notes: Pg 317-321
>Notes: Pg 325-333
>Lecture Notes: Delhi Sultanate
>Notes: 338-343
>Lecture: Effects of the indian Ocean Trade
>Classwork/Homework: Pg 351-356
>Lecture Notes: Urban Revival
>Group Work: Universities / Humanism
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Monday 1/5/09 (B Day) & Tuesday 1/6/09 (A Day)
-->Read pg 351-353 as a class noting the main idea and supporting details for the following topics: CONDITIONS OF THE PEASANTS & CONSEQUENCES OF POPULATION GROWTH.
--> Read pg 353-355 noting the main idea and supporting details for the following topics: Causes of the Black Plague & Consrquences of the Black Plague.
-->HOMEWORK - READ PG 355-356 note the main ide anad supporting details for the following topics: new technologies and products AND changes (especially in cities) that occurred due to new ideas.
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ANNOUNCEMENTS:
->ALL MAKE UP WORK THAT WAS LISTED ON THE PROGRESS REPORTS (NOV. 24/25) MUST BE TURNED IN NO LATER THAN DEC. 19, 2008
->ALL STUDENTS ARE RESPONSIBLE FOR READING CHAPTER 11 OVER THE WINTER BREAK. IT IS SUGGESTED YOU TAKE NOTES - ALTHOUGH NOT REQUIRED - YOU WILL BE TESTED ON THE INFORMATION!
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Monday 12/15/08 (A Day) and Tuesday 12/16/08 (B Day)
->History Fair Projects were turned in. Many projects lacked the required components (i.e. Process Paper and Annotated Bibliography). Students who did not have these items should consult HISTORYDAY.ORG and complete these parts ASAP.
->Review reading assignment
->Classwork: Lecture Notes: The Delhi Sultanate (to be posted Wednesday)
->HOMEWORK: read pg 338-343; take notes on the Exchanges between Swahili, Arabian and Indian traders.
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HISTORY FAIR PROJECTS ARE DUE NEXT CLASS!!!!!!!!!!!!!!!!
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Thursday 12/11/08 (A Day) and Friday 12/12/08 (B Day)
-Test Unit 2
-Read and Take Notes on pages 325-333
*Notes should focus on the following*
--The effects of geography on societies in Asia and Africa.
--The Mali Kingdom: Rise of an Islamic Empire
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Tuesday 12/9/08 (A Day)& Wednesday 12/10/08 (B Day)
-Finished Ming Notes
-Reviewed reading asssignment (317-320)
-Test Review (test is Thursday)
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Here are the MING NOTES:
The Ming Empire 1368-1500
*Ming Dynasty founded by Zhu Yuanhang (a.k.a. Hongwu) in 1368
–Monk / soldier / bandit took power after defeating other rebels
–Created a centralized – military based empire
–Moved capital from Beijing to Nanjing
–Rule based on Confucian values – and waged war against “barbarians”
*Early Ming Dynasty reversed many Mongol (Yuan) policies
–Ended relations with Middle East & Central Asia
–Limited imports and foreign visitors
–Retuned to hard currency (silver) instead of paper money
*Eventually Ming began copying Yuan policies
–Provincial structure
–Hereditary professional categories
–Observatory was built in Nanjing – MUSLIMS made calendars and astronomy observations
*Emperor Yongle seized power after a coup d’état (1403)
•Moved capital back to Beijing
•Built the “Forbidden City” – Imperial Complex that improved upon Khubilai Khan’s
•Restored trade routes – used sea routes to avoid Mongols
–Used control of Annam (Vietnam) to start naval expeditions by Zheng He
•Muslim / knowledge of Middle East
•Travelled to India, Persian Gulf, Arabia, & Africa
•Strengthened relations for the Ming & collect taxes
*Trade did not increase very much…why?
•Once Emperor Yongle & Zheng He died there was not as much emphasis on trade / exploration
•Japanese pirates & Mongols disrupted trade
–Personnel and $$ spent defending against groups took personnel and $$ away from trade
*Technology and Population
•Not as impressive as during Song Empire
•Mining was limited (to keep inflation down)
–Iron weapons and tools became hard to get + quality diminished
–Middle Eastern & Japanese artisans picked up slack
•Shipbuilding, Printing, Timekeeping, Farming Techniques declined or did not advance
•Commerce decreased (partly due to reemergence of Confucian testing system)
•Population increase caused more agriculture labor to focus on food staples instead of cash crops
•Japan & Korea surpassed China in metallurgy, firearms, ships, printing, & weather prediction
*Ming Achievements
•Literature – early printed novels
–Water Margin with multiple authors
–Romance of the Three Kingdoms by Luo Guanzhong
•Porcelain – blue / white designs
•Furniture / Silk
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Friday 12/5/08 (A Day)& Monday 12/8/08
-Students turned in the rewrite of the Buddhism DBQ -
-Students completed the group work that we began on Wednesday.
-SHORT ANSWER QUESTION:Explain the effect the Mongol conquests had on 2 of the following societies: China, Russia and Muslim territories.
-Classwork: Began taking notes on the Ming Dynasty (to be finished next class).
-HOMEWORK: Read pg 317-321 and take notes on the Chinese influence in Korea, Japan and Vietnam.
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Wednesday 12/3/08 (A Day) & Thursday 12/4/08 (B Day)
-Quiz (Mongols)
-Group Work: Read pg 302-307 (Mongol influence on Islam), 307-309 (Mongol influence on Russia) & 309-312 (Mongol influence on China).
-HOMEWORK: work on DBQ rewrites - the goal is to turn them in Friday / Monday
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Monday 12/1/08 (A Day) and Tuesday 12/2/08 (B Day)
-FCAT Practice (Answering Extended Responses)
-Students read a student sample from the DBQ on Buddhism in China and scored it based on the DBQ Rubric. Students then assessed their own DBQ and began working on rewrites.
-History Fair Outlines were returned
-HOMEWORK: Read 295-302 "The Mongols" - take notes on the Mongol Society (pre-Yuan Dynasty), their conquest and how they established the Yuan Dynasty & the effects of trade.
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Monday 11/24/08 (A Day) & Tuesday 11/25/08 (B Day)
>All students received a Progress Report and Grade Printout in class. Students need to complete any make up work from this progress report AND TURN IT IN before December 19th.
>In class assignment - DBQ (Buddhism in China). Any student that was absent from class will need to get a copy of the DBQ and turn it in next class.
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Wednesday 11/19/08 (B Day) and Thursday 11/20/08 (A Day)
--B Day students took a quiz (Song Empire) A Day did not
--Classwork: Read 261-264 - make a chart to identify the influences China had on: Japan, Korea and Vietnam as well as how each of these 3 societies were unique.
--Homework: Students should be working on their HISTORY FAIR outline. It is due Monday 11/24 (A Day) and Tuesdau 11/25 (B Day)
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Monday 11/17/08 (B Day) & Tuesday 11/18/08 (A Day)
-Reviewed reading assignments
-Student Work Period: Read from The Human Record (blue book)
--> read the into on page 292, copy questions 3, 4 and 5 on the top of page 293 and then read the poems "Ballad of the War Wagons" and Pitying the Prince" on pages 294-295.
-Lecture Notes: "The End of the Tang Dynasty" (see below)
-Homework: Read pg 254-261 "The Song Dynasty" take notes on the economy and politics of the Song, Science and Technology of the Song and Neo-Confucianism.
Lecture Notes: "End of the Tang Empire"
Uighur & Tibetan Empires
o Turkic people moved S & W following the collapse of the Han
Brought them to what is modern Turkey
o But the Uighurs (of Turkic descent) remained & took control of the Tarim Basin
Established literate caravan cities with Chinese & Islamic ties
Merchants, scribes, embraced Buddhist teachings
Uighur power collapsed after 50 years
o Tibet rivaved Tang power in Inner Asia
Influenced by many cultures
Introduced to Buddhism from Indian pilgrims
Tibetain alphabet came from India + art + architecture
India & China
• math, astronomy, divination, &farming
Islam & Iran
• Traditions of monarchy & Greek medicine (preserved by the Muslims)
Marriage between a Tang Princess & Tibetian King helped the relationship
• Brought Mahayana Buddhism
Tibetian war techniques led the Tang to fear the Tibetains
• Horses, armor,
• Fought over religious & political control of Inner Asia
In 800’s the King of Tibeyt attempted to reduce the power of the Buddhist
• He was murdered by monks – power of Tibet passed to monasteries
Upheavals and Repression
o Buddhism came under attack from the Tang
undermining Confucian values
allowing women to get involved in politics
• Wu Zhao seized throne in 690 (ruled for 15 years) & claimed to rule as a bodhisattva
Buddhism was considered by detractors as evidence of (evil) foreign influence
• Claimed getting rid of Buddhism would restore the old (family / Confucian) values
Beginning in 840 the Tang demolished monasteries & forced monks & nuns back to “regular” life
• Monasteries had amassed great wealth (no taxes – gifts from wealthy patrons)
oMonasteries worked by monks as well as peasants seeking work
•Many cultural artifacts were lost
Buddhism would regain legal staus – but never have the influence it once did
The End of the Tang Empire
o Over-expansion in the 600’s meant they relied too much on local military and taxes to support them
Losses in battles led to a loss of faith in their military and a reduced desire to fund it
o 755 General An Lushan led a rebellion that forced the Emperor to flee (and kill his favorite concubine)
Rebellion resulted in provincial governors gaining more power
o Economically the empire was flourishing but the political & cultural problems led to a rise in dictators
Member of gentry class Huang Chao led a rebellion in 879
• Thousands of peasants joined in
• Rebels murdered foreigners in Canton and Beijing
Local Warlords finally put an end to the rebellion, but the Tang never regained control
• Brought an end to economic prosperity
• Residents fled from North to the South
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THURSDAY 11/13/08 (B Day) & FRIDAY 11/14/08 (A Day)
-Notebooks collected:
-Notes: "REVIVAL OF WESTERN EUROPE" (see below)
-Student Work Period: Read "The Crusades" page 237-240 & take notes (people and groups involved, time period, where fought, conflicts, and outcomes)
-Homework: Read pg 254-251 and take notes. Focus on: Contributions of the Sui Dynasty, Rise to Power of the Tang Dynasty, relationship between Buddhism and Tang Dynasty, Role of Chang'an in the Tang Dyansty & Trade and Cultural Exchanges during the Tang Dynasty.
"REVIVAL OF WESTERN EUROPE"
Between 1000 and 1200 CE Western European experienced population growth, economic growth and a more stable society.
WHY?
new technology in agriculture
re-emergence of trade-based cities (Italy & Flanders)
monarchs centralized their power
NEW TECHNOLOGY IN AGRICULTURE
heavier iron plow
iron horseshoes
horse-collar (harness) – to pull plows
* use of horses over oxen for farming (horses are faster)
REEMERGENCE OF TRADE CITIES
areas with little land for agriculture - - traditional manor system does not work
self-governing areas that demanded freedom from local lords
* benefits lands because the cities pay taxes
Italy: growth of cities like PISA, FLORENCE, & VENICE – location led to trade with Muslims, eastern Mediterranean Empires (Byzantine). Also deal with merchants from the Silk Road and Indian Ocean Trade.
TRADED ITEMS LIKE: SUGAR, SPICES, CLOTH, DYES & PAPER
Flanders: Ghent and Bruges dominated the North Sea trade
TRADED ITEMS LIKE: WOOL & FISH
Overall there is a reemergence of coins.
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RequirementS for Notebook Check #3
>>All papers need a name, date, and title (page number and SPECIFIC topic). Papers without this will be given a grade of zero.
>>All papers must be in the order indicated below. 1 point will be deducted for each paper out of order.
DBQ DIVIDER
>DBQ RUBRIC
>DBQ HAN AND ROMAN TECHNOLOGY
..ANY NOTES TAKEN ON SEPARATE SHEETS OF PAPER REGARDING THE DBQ WOULD COME NEXT
Monday 11/10/08 (B Day) and Wednesday 11/12/08 (A Day)
>>Reviewed reading assignment on Kiev
>>More information on history fair (see below)
>>Students received information regarding the NOTEBOOK CHECK on Thursday / FRIDAY!!
History Fair - The Individual in History - 2008-2009
Plagiarism - What is it?
– Copying a text word-for-word without giving credit to the author.
– Changing only 1 or 2 words from a text without giving credit to the author.
– Paraphrasing a text without giving credit to the author.
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How to Avoid Plagiarism
• Use quotation marks.
• Make a proper bibliographic citation.
• Use sources as background information and then draw your own conclusions / analysis.
Consequences of Plagiarism
• Students who plagiarize their History Fair projects will receive an “F” on the project.
– The History Fair project counts as the final exam for the first semester - an “F” could be devastating to the overall grade for the course.
Required: Annotated Bibliography
• Use MLA format
• Divide the bibliography between primary and secondary sources.
• Cite all sources that provided useful information in the preparation of the project.
– This includes visual and oral materials.
• Use reputable sources NO WIKI (automatic zero on the bibliography grade).
• The annotation is 1-3 sentences that explains how the source helped you (not a summary of what it said).
•EXAMPLE:
Bates, Daisy. The Long Shadow of Little Rock. 1st ed. New York: David McKay Co. Inc., 1962.
Daisy Bates was the president of the Arkansas NAACP and the one who met and listened to the students each day. This first hand account was very important to my paper because it made me more aware of the feelings of the people involved.
Required: Process Paper
• Required for all projects (except the paper).
• No more than 500 words
Section 1: Explain how you chose your topic.
Section 2: Explain how you conducted your research.
Section 3: Explain how you selected your presentation category and created your project.
Section 4: Explain how your theme relates to the HISTORY FAIR TOPIC.
Outline Format - DUE NOV. 24 / 25th. (or earlier)
• Use the handout you were given when the History Fair was initially introduced.
• Your research should be nearing completion by this time – most information should be available.
• You should be able to give brief statements to each point on the handout by then
• You will also need to list your sources.
Thursday 11/6/08 (B Day) & Friday 11/7/08 (A Day)
>>Quiz - Byzantine Empire
>>Lecture Notes / PowerPoint (see below)
>>Homework: Read 231-234 & take notes on the KIEV State (political formation of the state, role of various social groups - esp. in the economy - and religious affilitaion)
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LECTURE NOTES: "Restructuring of Europe - Post-Roman Empire"
Decentralization – Medieval Society
• Following the fall of the Roman Empire (476 CE) local areas were taken over by Kings, Nobles or Chiefs.
• Many of these rulers came from the Germanic tribes that invaded the empire.
• Local people used these “strongmen” as protection against new invaders.
Charlemagne
• Leader of the Carolingian Family (Frankish Kings)
– Controlled Gaul (France) and parts of Germany & Italy (known as the Holy Roman Empire)
– His death (814 CE) led to the spilt of the empire – was never united
• Left people vulnerable to Viking raids
Viking Invasions
• Vikings are pirates and explorers from Scandinavia who raided the European coasts
– Superior weapons, boats and fear gave them an advantage
• Some settled down in the Normandy region of France
• The need for protection against the Vikings in addition to the system Charlemagne devised gave rise to feudalism
Decline of “Civilization”
• Declined
– Population of cities (people moved to countryside to farm)
– Travel upon & condition of Roman roads
– Use of $ (barter system was used again)
– Literacy
– Central Government
– Ownership of small farms…this was replaced by manorialism and feudalism.
Manorialism
• Small landowners gave land to larger landowners in exchange for protection
• These “manors” were self-sufficient (grew / produced everything that was needed for a simple existence)
– Fields, gardens, grazing lands, fish ponds, mill, church, workshops (making household and farm tools), a small village for the workers and a manor house.
Feudalism:
• King – Had few resources other than land to give away and leadership skills
• Nobles – followers of kings given large tracks of land in exchange for loyalty and military service.
• Knights – Soldiers loyal to nobles
• Peasants – similar life to serf but could move around – had to “pay rent” (give large portion of crops grown)
• Serfs – worked the land, could not leave and owed dues to the Lord of the Manor. They were not slaves (could not be sold) but the Lord had almost total control even dispensing justice
Women
• Noble women were important b/c of arranged marriages (not for love but for political or economic gain)
– Could control large estates as a widow or if hubby away during war
• Peasant / Serf Women generally worked with their husband to help provide for the family
Christianity
• The Pope (Bishop of Rome) claimed spiritual supremacy over all Christians
– Claimed legal supremacy over all members of the clergy (no matter where in Europe they were)
– This often led to conflict between the Popes and Kings
• The Church played a major role in people’s daily lives –
– People interacted with local priests for Confirmation, Communion, Confession, Marriage, Death…
Christianity - Monasticism
• Monks or Nuns living in communities that are separate from the rest of society.
• Benedict was a monk who established the rules most monasteries follow:
– Work & pray: vows of celibacy, poverty & obedience
• Benefits: preserved literacy, provided charity to the needy
Tuesday 11/4/08 (B Day) & Wednesday 11/5/08 (A Day)
>> Students discussed their groupings for the DBQ. Then wrote a thesis statement.
>>Students then read a student sample of the DBQ and assessed it based on the rubric.
>> Classwork: Began reading page 219-223 about the Byzantine Empire. Notes should reflect the following big ideas:
>>Political and Religious Problems
>>Role of different social groups (especially in terms of economy)
>>Cultural and technological achievemnts
Friday 10/31/08 (B Day) and Monday 11/3/08 (A Day)
>> Quiz - Based on reading 201-206 & 208-215
>> Unit 1 Post Test returned - students were also given the Self-Assessment to complete (students were reminded how to do test corrections as well).
>> Students received copies of the DBQ Rubric & the 2007 DBQ
>>Students were required to read the documents and come up with the groupings that related to the prompt
REPORT CARDS WERE SENT HOME WEDNESDAY OCTOBER 29, 2008!!
WORLD HISTORY IS A REQUIRED COURSE FOR GRADUATION!!
Wednesday 10/29/08 (B DAY) & Thursday 10/30/08 (A Day)
1. pre-test for unit 2
2. read pg 180-181 (from the text) copy and answer # 1-3 [A Day students were not assigned this]
3. read pg 201-206 and take notes of the rise and fall of the caliphates as well as effects of the Islamic expansion.
4. HOMEWORK: read 208-215 use the subheadings as guidance for reading.
TUTORING WITH MISS PADGETT HAS BEEN CANCELLED FOR THE WEEK OF 10/27-10/31. IT WILL RESUME THE WEEK OF 11/3/08.
2nd Quarter is a chance to either continue your success from 1st quarter - or make a fresh start.
MONDAY 10/27/08 (B day) and Tuesday 10/28/08 (A Day)
>>unit 1 Test
>>Handout (SILK ROAD MAP) - annotated the map based on th reading assignment / notes that were due today (178-182).
>>Discussed the Indian Ocean Trade Routes and African trade / migration (based on reading / notes pages 182-188).
HISTORY FAIR IS UPON US. I HAVE INCLUDED INFORMATION REGARDING THE HISTROY FAIR AS WELL AS A WORKSHEET TO HELP STUDENTS GET STARTED AT THE BOTTOM OF THIS PAGE. STUDENTS AND PARENTS ARE ALSO ENCOURAGED TO VISIT THE OFFICIAL HISTROY FAIR WEBSITE...WWW.HISTORYDAY.ORG.
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Monday 10/20/08 (B Day) & Tuesday 10/21/08 (A Day)
--Students turned in their notebooks.
--Students wrote an in-class COMPARATIVE Essay utilizing what they learned through the religion project. ANY STUDENT WHO MISSED THIS MUST MAKE IT UP AFTER SCHOOL DURING ONE OF MY 2 WEEKLY TUTORING SESSIONS.
--Homework: Review unit 1 notes for a test
--Homework: (due next Monday/Tuesday)read pages 174-182 - take notes on the Parthian and Sasanid Empires including the trade routes and trade goods that passed through their empire plus the effects of the contacts they made via trade.
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ORDER OF ASSIGNMENTS FOR NOTEBOOK CHECK #2
(It is expected that all of the work from notebook check #1 is still in the notebook and in the correct order. The last assignment that was checked for NB #1 was the Persia notes. It is expected that all of the following assignments are in the notebook, completed, labeled with the name/date/topic, and in this order).
-Greece Pre-Conditions for Empire pages 99-109
-Athens & Sparta Venn Diagram, thesis statement and paragraph (these are currently with the teacher but will be returned before the notebook check)
-Athenian Empire and Alexander the Great pages 111-119
-Rome (Rise and Fall) Groups 1-4 in the proper order
-China: Pre-Empire and Qin Dynasty pages 139-143
-Han China pages 143-148
-"T" Chart Han and Rome with a thesis statement
-Primary Source Document reading China / India Role of Women
-India: Mauryan & Gupta Empires pages 160-165
**Notes for the Religion Project should not be in the notebook - students will need to use these during class to write their essays.
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Thursday Oct. 16 (B DAY) and FRIDAY OCT 17 (A DAY)
Students turned in their Han / Rome thesis (unless they needed to revise them).
>>Students read about the rights and roles of women in China (based on Confucian philosophy) and India (based on Hinduism) from the Human Record (these books are kept in the class - make up can only be completed via tutoring).
>Homework: Read pages 160-165. Take notes on the rise / fall / political / economic / religious issues of the Mauryan and Gupta Empires.
>>NOTEBOOK CHECK NEXT CLASS.
>>STUDENTS WILL WRITE AN ESSAY COMPARING 2 RELIGIONS NEXT CLASS AS WELL.
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Wednesday October 15, 2008 all 9-11th graders will take the PSAT in homeroom. 12th graders will do "Senior Checks" with the Guidance Counselors.
1st and 2nd periods will not meet (due to testing) but students WILL report to their 3A and 4A classes.
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Monday Oct. 13 (A Day) & Tues Oct. 14 (B Day)
--Reviewed reading notes from pages 139-143
--Reviewed or took notes on HAN EMPIRE pg 143-148
Han Empire 206 BCE – 220 CE -
•1st Han ruler (Liu Bang) - fought for power
o Probably from the lower class
o Promised to reinstate the old ways
Spend less $ on luxury
Temper legalism with Confucianism
• Confucianism deals with proper behavior and roles
• Expansion under the Han (Emperor Wu)
o North (towards Manchuria & Korea)
o South (towards Vietnam)
o West (secure Silk Road trade routes)
• Move capital east (from Chang’an to Louyang)
o Walls
o Large population with people from different classes
o Broad streets
o Palaces
o Administration Building (gov’t)
o Barracks (soldier housing)
o Storehouses
o Temples
o Market places
• Lifestyle of Upperclasses
o Multi-story homes
o Nice silk clothes
o Horse drawn carriages
o Art / literature
o Banquets
o Entertainment [dancing / tiger & cock fighting]
• Lower Classes
o Lived in crowded conditions
• Han ruled via “Mandate of Heaven”
• Han word was law
• Emperor had a paternal relationship with the people
o Lived secluded from the people; lived well-off
• Government: run by a Prime Minister, Civil Service Director, Ministers in charge of military, economy and law
o Local Officials governed areas away from the capital
Gov’t relied on the GENTRY class as officials
• Technically any man could qualify for a CIVIL SERVICE job. However to qualify you must pass a Confucian Philosophy Test.
• Daoism Philosophy: “The Path”
o Accept the world as it is (good /bad / ugly)
o Reject the rituals & rules on Confucianism
• Technology:
o Bronze tools & weapons ~ 1500 BCE
o Iron tools and weapons ~ 500 BCE
o Steal -stronger than iron
o Crossbows for military (used cavalry)
o Watermill used to power grinding stones
o Horse collars – allow horses to pull heavier weights
o 1st to make paper
o Continue building roads and canals
o Making silk (secret process)
• Decline of Han
o Nomadic “barbarians” in the north threatened the borders
Barbarians would steal from farmers
o Government stationed cavalry and other soldiers along the northern border
Cost a lot of money
o Aristocracy gains power again & begins rebelling against the Han.
HOMEWORK:
MAKE A "T" CHART...BRAINSTORM EVERYTHING YOU KNOW ABOUT HAN CHINA AND ROME'S CLASS SYSTEMS, TECHNOLOGY AND GOVERNMENT.
WRITE A THESIS STATEMENT THAT RESPONDS TO THE FOLLOWING PROMPT: COMPARE AND CONTRAST HAN AND ROME IN TERMS OF THEIR CLASS SYSTEMS, TECHNOLOGY AND GOVERNMENT.
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Thursday Oct 9 (A DAY) and Friday Oct 10 (B DAY)
Reviewed notes (ROME) from the groups.
__Classes that were assigned to read 139-143 - we will go over this at the beginning of the next class. YOU ALSO HAVE TO READ 143-148.
__Classes that were not originally assigned to read 143-148 must have it read before the next class.
**As with all reading assignments - it is expected that you take notes as you read**
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Tuesday Oct 7 (A DAY) & Wednesday Oct 8 (B DAY)
>>Quiz based on the reading from Greece / Alexander
(2A exempt)
>>Group Work: Read 124-139 re: The Rise and Fall of Rome. Use the Conrad-Demarest Model of Empire (preconditions / success / fall) to take notes.
>>Homework: Read pgs 139-143 (CHINA)- take notes using the Conrad-Demarest Model of Empire.
(2A, 2B and 4B exempt)
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FRIDAY OCT 3 (A DAY) & MONDAY OCT 6 (B DAY)
>>Athens and Sparta thesis and paragraphs collected.
>>Self-Assessment Worksheets handed out - this is a tool for students to use with their tests. Studnets should complete this form before turning in their test corrections.
>>Students listened to a story about ALEXANDER the GREAT to get background information on the topic.
>>HOMEWORK: Read pages 111-119. Use the Conrad-Demarest Model of Empire to take notes on the rise of 2 empires (first Athens then Alexander the Great). Make sure to also note the effects of Alexander's expansions i.e. the Hellenistic Synthesis)
EXPECT A QUIZ NEXT CLASS!!
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Wednesday OCT 1 (A DAY) & THURSDAY OCT 2 (B DAY)
>>Student presentations concluded.
>>Class spent time reviewing the thesis statements and paragraphs from Athens and Sparta (assigned 9/23 & 9/24). Students were encouraged to rewrite thesis / paragraphs based on what they learned through the class discussion.
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MONDAY SEPT 29 (A DAY) & TUESDAY SEPT 30 (B DAY)
>>Students began presenting their Comparative Religion Projects. We will continue next class to be sure everyone has a chance to present.
>>Students also received their Mid-Quarter test back and should now begin working on test corrections.
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I have added the ENTIRE rubric for the COMPARATIVE RELIGIONS PROJECT. You have to scroll almost all the way to the bottom of this page to access it.
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COMPARATIVE RELIGION PROJECT DUE MONDAY (A DAY) AND TUESDAY (B DAY).
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Miss Padgett will not be in class on Thursday or Friday. Students are expected to complete the assignment given to them by the substitute - then work on completing their Comparative Religion Project - or make up work - or organizing their notebook.
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Tuesday 9/23 and Wednesday 9/24
>>Discussed Greece reading (Preconditions of Empire)
>>Read pages 109-110 and made a Venn diagram for Athens and Sparta (B DAY DID NOT DO THIS DUE TO EARLY RELEASE)
>>Added additional information to the Venn diagram - class notes
>>Students then copied a prompt...Compare and contrast the political, economic and social beliefs of Athens and Sparta.
~~Students were to write a thesis statement that specifically addressed the prompt.
~~Students were to then write 1 (ONE) body paragraph [picking just 1 part of the prompt to focus on]. Paragraphs needed to include:
1. direct comparative statement
2. specific details that prove the claim in the direct comparative details
3. analysis statement - explain why the Athenians and Spartans developed differently (or similarily).
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Progress Reports / Scholarship Warnings were sent home today (9/22). For the most part we are off to a good start. Students that owe work need to turn it in ASAP.
Some students have found it difficult to keep their work organized - this is an important component of the class. Tutoring sessions can also be used for students to make sure they know how to get organized and stay organized.
COMPARATIVE RELIGION PROJECT DUE MONDAY 9/29 & TUESDAY 9/30!! THIS WILL DEFINITELY HAVE A BIG IMPACT ON THE GRADES!
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ORDER OF PAPERS FOR NOTEBOOK CHECK #1
General Infomation Section:
>>SYLLABUS
>>RECURRING CLASS ASSIGNMENTS
>>APPARTS HANDOUT
>>AP WORLD REGIONS MAP
Unit 1 Section:
>>QUIZ #1 - notecards
>>CLASS NOTES PG 4-14
>>HOMEWORK NOTES PG 4-14
>>CLASS NOTES: CIVILIZATIONS
>>PSD - GILGAMESH READING
>>WORLD MAP W/ EARLY CIVS.
>>GROUP WORK 5 EARLY CIVS
>>PSD - THE ODYSSEY READING
>>NOTES - MINOA/MYCENAEAN/PHOENICIA
>>COMPARATIVE RELIGIONS PROJECT INFO
>>NOTES: PERSIAN EMPIRE
Comparative Essay Section:
>>COMPARATIVE ESSAY RUBRIC
>>NOTES - COMPARATIVE ESSAY
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Friday 9/19/08 - A Day
Monday 9/22/08 - B Day
1. Students shaded in the borders of the Persian Empire - -using the map previously received for the Early Civilizations.
2. Notebooks collected and graded
3. Read pages 99-109 (Greece) - use the Conrad Demarest Model of Empire to take notes on the pre-conditions of Empire for Greece.
4. Notecards - using the K-I-M strategy
>>>>4 terms for Persia (Cyrus, satrap, Darius I and Zoroastrianism
>>>>4 terms for Greece (polis, hoplites, oligarchy and democracy
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Wednesday September 17, 2008 A Day
Thursday September 18, 2008 B Day
1. Test - make ups will need to be completed after-school during regular tutoring hours.
2. Students received a handout "The Conrad-Demarest Model of Empire" (copy appears at the bottom of this page).
3. Students began reading pages 93-99 in class. Students read about the Persian Empire and took notes -the notes should reflect how Persia became an Empire (refernce the handout).
##Essay rewrites due next class.
##Notebook Check next class
##Progress Reports / Scholarship Warnings Tuesday 9/23 and Monday 9/22
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Monday September 15, 2008 A Day
Tuesday September 16, 2008 B Day
News of Upcoming Events:
>>WEDNESDAY 9/17(A Day) / THURSDAY 9/18 (B DAY)
TEST (Paleolithic, Neolithic, Early Civilizations, Minoa, Mycenaea, and Phoenicia)
>>FRIDAY 9/19 (A Day) / MONDAY 9/22 (B Day)
1. NOTEBOOK CEHCK (all dividers should be properly labeled and all work should be in correct section).
2. Rewrites on Comparative Essay #1 due
IN CLASS TODAY -
1. Students who turned in their Comparative Essay on time received it back. Students may rewrite the essay and turn it in by Friday 9/19. Students are encouraged to come to after-school tutoring if they need help with the essay. [A DAY STUDENTS ONLY...B DAY STUDENTS WILL RECEIVE THEIR ESSAYS ON THURSDAY]
2. QUIZ based on the reading assignment (last week's homework). Students who missed the quiz due to absence or because they were absent when it was assigned will need to come take the quiz during scheduled tutoring.
3. PROJECT ASSIGNED: Students received a Project Assignment in class today (Comparative Religions). Students may work individually or in groups. The assignment explanation as well as the rubric can be find if you scroll ALL THE WAY TO THE BOTTOM OF THIS PAGE. The project is due on Monday September 29, 2008 (A DAY) / TUESDAY September 30, 2008 (B Day). No excuses will be accepted - penalties will be enforced for late work.
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PROGRESS REPORT NEWS!!!
The dates for Progress Reports for 1st quarter have been pushed back due to the weather days. The new dates for Progress Reports are Monday, September 22nd and Tuesday, September 23rd.
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Thursday 9/11/08 - A Day
Friday 9/12/08 - B Day
== Students turned in their first essay. If a student did not turn in their essay today, it is considered late and needs to be turned in as soon as possible.
>> The class read an excerpt from The Odyssey and answered questions. This reading is not available in the textbook and so anyone who missed class will need to come to tutoring to make it up.
>> HOMEWORK:
1. Read pg 66-71 (stop at the top of 71). Take notes on how the Minoan and Mycenaean Civilizations EACH reflect the different characteristics of civilizaion.
2. Read pg 80-84. Take notes on how the Phoenician Civilization reflects the different characterisitcs of civilization.
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Tuesday 9/9/08 - A Day
Wednesday 9/10/08 - B Day
(B DAY DID ALL THE WORK THAT A DAY DID WITH THE EXCEPTION THAT THEY DID NOT READ THE PRIMARY SOURCE DOCUMENT ABOUT THE MANDATE OF HEAVEN)
>>Students and Teacher read a Primary Source Document on the Chinese idea of the Mandate of Heaven. (This is not in the text book. Students will need to meet with the teacher in order to arrange make up work.)
>>Students received a handout with the AP rubric for the Comparative Essay.
>>Students took notes on the requirements for writing the essay.
Comparative Essay Notes:
1.Thesis - it must be in the first or last paragraph. It can be 1 or 2 sentences (but the sentences must be consecutive). Your thesis must contain specific information. DO NOT restate the prompt as your thesis. DO NOT use vague terms from the prompt in your thesis.
2.Body Paragraphs - there should be 3 body paragraphs. You need to have at least 2 paragraphs that compare and 1 paragraph that contrasts OR 1 paragraph that compares and 2 paragraphs that contrast.
EVERY paragraph begins with a direct comparative statement (explicitly states that the 2 areas are similar or are different). Every paragraph needs specific and correct examples (try to have at least three examples.
EVERY paragraph ends with an analytical statement (an analytical statement explains why...why the 2 areas developed similarly or different.
**Each body paragraph should be "pure" (meaning it only focuses on similarities or differences).
**Remember to use transitions between the paragraphs.
3.Conclusion - Do not introduce new topics in the conclusion. Give a summary of your arguments and restate the thesis (but not verbatim).
>>Students received their 1st essay assignment:
Write a 5 paragraph essay that compares and contrasts. The essay must either be handwritten in ink or typed. The essay is due next class period.
**THE PROMPT: COMPARE THE BASIC FEATURES OF 2 EARLY CIVILIZATIONS IN TERMS OF CULTURE, POLITICS AND SOCIAL STRUCTURE.
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THANK YOU TO ALL OF THE PARENTS AND STUDENTS WHO ATTENDED OPEN HOUSE! THIS WAS THE BIGGEST TURNOUT I HAVE HAD AS A TEACHER. I LOOK FORWARD TO A GREAT YEAR - AND A GREAT PARTNERSHIP.
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A Day Friday 9/5
B Day Monday 9/8
**Students completed the group work. Each student should have 2 complete sets of notes on at least 2 civilizations plus a brief summary of the remaining Early Civilizations.
We will use this information to begin writing an AP-style Comparative Essay. (This is 1 of the 3 types of essays students must write on the AP World History test in May).
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A Day - Wednesday 9/3
B Day - Thursday 9/4
**Students completed a WORLD MAP in which they identified the locations of 5 Early Civilizations (Mesopotamia, Indus Valley, Egypt, China and Mesoamerica / Andean South America).
**Students were assigned to work in groups. Each group was assigned 1 of 5 Early Civilizations to read about and take notes on (the notes should focus on the characteristics of civilization learned about dueing the previous class). The groups are expected to have this portion of the assignment complete before coming to the next class.
**MESOPOTAMIA pg 14-23
**EGYPT pg 23-29
**INDUS VALLEY pg 29-33
**CHINA pg 38-48
**MESOAMERICA / ANDEAN SOUTH AMERICA pg 51-56
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Class Notes: Civilization
Large Cities
• A group of cities
• Under 1 ruler
• People working for the ruler to carry out his / her will
Government
•Leaders head government because of the military and religious power they wielded (not old kinship ties of smaller villages)
– Gov’t protects from outsiders, provides law / justice and supervises building projects
Job Specialization
• Food surplus (Agricultural Revolution) meant people could branch off into other jobs & barter for food with their goods and services
– Scribe, Merchant / Trader, Artisan, Priest, Soldier, Gov’t Worker (bureaucrat)
Social Groups
• Most power & wealth concentrated into a few hands: kings / priests / generals
• Middle Class: scribes / merchants & traders / soldiers / landowners
• Least amount of power & wealth - most people: farmers / laborers / slaves
Monumental Buildings
• Require labor organization, technology and funding
– Walls (protection), Temples (religion), & Palaces (gov’t living & working quarters)
Record Keeping
• In general we are talking about writing. A few civilizations existed that do not have a written language
– 1st written language: Sumerians developed cuneiform ~ 3000 B.C.E.
– the Inca used Quipo knots
•Records: laws, taxes, business deals, literature
Trade
• Contact was made between societies
• Trade for food stuffs and goods that cannot be produced at home
• Allowed for cultural exchange as well
Art / Science
• Arts tended to revolve around religious beliefs
– Poetry, songs, pottery
• Science & Technology made trade & building possible
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“Pg. 4-14: Paleolithic & Neolithic Era / Agricultural Revolution”
•CULTURE:
–Material Objects: dwellings, clothing, tools, crafts
–Nonmaterial Values: beliefs and languages
•Stone Age begins ~ 2 million years ago, lasts until ~ 2000 BCE
–Paleolithic Era (Old Stone Age) lasts until ~ 8000 BCE
–Neolithic Era (New Stone Age) begins with origins of farming
•TOOLS: made of stone, bone, skin and wood
•FORAGERS: hunt meat and gather vegetables, fruits and seeds
•FIRE: discovered ~ 1.5 million yrs. ago
–Used for cooking ~ 12,500 yrs. ago
•GROUPS: live in tribes / clans of 25 - 50 people
–Large enough to defend group from animals and divide up the work load
–Small enough not to use of resources too quickly
–The groups were nomadic (follow food source)
•SHELTER: caves or built from local materials (skin, bones, sticks)
•CLOTHING:
–animals skins
–Woven cloth began ~ 26,000 yrs ago
•WORK CONDITIONS:
–3-5 hrs/day to get food, clothing, shelter
–Free time for art, tools and socializing
•NO WRITING: knowledge passed thru oral stories, art & dancing
HOMEWORK…Finish reading pages 7-14
PURPOSE FOR READING / LOOK FOR AS YOU TAKE NOTES
–Agricultural Revolution: What is it and why was this such a significant event?
–Neolithic Revolution: Characteristics – notice how it differed from Paleolithic Era
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SYLLABUS - Advanced Placement World History
Robert E. Lee High School - Miss Kelli Padgett
Required Text and Materials:
-The Earth and Its People: A Global History, Richard W, Bulliet, et al.
-3-ring binder and paper
-Dividers (minimum of 12)
-Pens (dark blue or black ink)
-Pencils
-Index Cards
Suggested Materials:
-Planner / Agenda
-Highlighters
-Dictionary (notebook or pocket sized)
-3-hole punch (one that can fit in a notebook)
-AP Review Book
Course Description:
Advanced Placement World History or APWH is a chance to study how our world came to be the way it is today. The course will cover the global processes, interactions and developments that have shaped our world from 8000 B.C.E. to the present. The course is truly global in scope, with Africa, the Americas, Asia and Europe being represented.
This course will develop greater understanding of the evolution of global processes and contacts, in interaction with different types of human societies. This understanding is advanced through a combination of factual knowledge and appropriate analytical skills.
The course highlights the nature of changes in the international frameworks and their causes and consequences, as well as comparisons among major societies. The course builds on an understanding of cultural, institutions, and technical precedents that, along with geography, sets the human stage.
APWH uses a variety of analytical skills, interpretation of written material, logical arguments and analysis. APWH offers motivated students an opportunity to immerse themselves in the study of global history. This course is taught at a college level and will require more homework than the average high school course (reading and writing assignments), all in preparation for the APWH exam (Thursday May 14, 2009 at 8:00 a.m.) . The skills learned as an AP student will be beneficial in academic and professional endeavors.
The Test:
At the end of the year (THURSDAY MAY 14, 2009), all students will take the AP World History test. The test is free for students. The test generally takes 3 to 4 hours. The test consists of a multiple choice section (70 questions in 55 minutes) and a writing section (3 essays in 130 minutes). The test is assessed on a scale of 1-5. In general, if a student scores a 3 or above they will earn college credit.
Grading Policy, Procedures and Make-Up Work:
Students are required to maintain a notebook for this course. This notebook will be brought to class everyday. The notebook will be organized by unit and will include all notes, writing assignments and handouts for the unit. Students will find that this notebook will be a valuable study tool as the AP exam approaches.
At the beginning of each unit, students will receive a syllabus. This will detail all reading and writing assignments for the unit. The syllabus will also include dates for quizzes, notebook checks and tests. Students are expected to stay on track with the syllabus – even if they miss class.
Students are graded on a point system – points are based on the amount of work and difficulty of the assignment. Students must achieve a certain number of points in order to qualify for an A, B, etc
Late work will be accepted, but points may be deducted from the grade. Work that is copied will be given a zero.
You have as many days to make up work as you were absent (for full credit). All work missed due to an absence must be made up on your own time (including quizzes and tests).
Assignments that earned an unsatisfactory grade can be revised.
Grade Recovery Policy:
If you earn a D or F on your report card you may attempt Grade Recovery. You, your guardian and I will sign a contract. The majority of your Grade Recovery will be completed through the Compass Odyssey Computer System. There will also be a written test – similar in style to the AP test.
Grade Recovery is your 2nd (and last) chance. If you do not meet the requirements in the specified time – your grade will not change. You must also keep up with the new quarter’s work while recovering the previous quarter.
Tips - Be willing to ask for help
Tutoring is held (most) Tuesdays and Thursdays from 2:30 - 4:30 p.m. in my room. You can get help with a reading assignment, a writing assignment, or get work you missed due to absences, make up tests / quizzes. You can also come in and just treat it like a study hall.
You should also check www.schoolnotes.com daily. Our zip is 32205 / click on the Robert E. Lee link; I post each unit syllabus plus any notes I give in class. As long as you are online you can also e-mail me - padgettk@duvalschools.org. No computer? No problem! Call my cell phone 874-4208 or school phone 381-3930 ext.161
This will be a challenging class; it is recommended that students form a study group for tests and other large assignments. Study groups can meet in person at school, in person off campus, on-line, or via phone. Students must understand however that certain assignments are meant to be completed on their own. Copying (plagiarism) is unacceptable and will result in a zero for the assignment. When in doubt – consult the instructor.
Class Rules
•Be on Time (I need all 90 minutes)
•Be Prepared (class materials as well as assignments)
•Be Respectful (treat yourself, your fellow classmates, & your teacher with manners and compassion)
Beginning of Class:
•As soon as you come in, get out your materials, find the assignment on the board and get to work!
During Class:
•Use common sense.
•We will use a variety of learning activities. Each activity will have a set of expectations based on the CHAMPs model. It is the responsibility of each student to meet these expectations.
End of Class:
•Return borrowed materials
•Clean up
•Write down assignments
•The teacher not the bell dismisses the class
Assignment #1 (10 points)
Take this packet home, read through it with your parent or guardian and then sign in the appropriate place. This syllabus will be the first handout in your APWH notebook and should be referred to whenever there is a question.
Teacher Signature & Date _____________________________________________
Parents – please keep this information sheet at home or at work.
Miss Padgett – AP World History
E-mail: padgettk@duvalschools.org or Miss_Padgett@comcast.net
School Phone: 381-3930 ext:161
Cell Phone: 874-4208
School Notes: www.schoolnotes.com (zip code is 32205)
Quarter 1
Beginning of Grading Period: August 18, 2008
Progress Reports: Week of September 22, 2008
End of Grading Period: October 22, 2008
Report Card Date: October 30 (ish), 2008
Quarter 2
Beginning of Grading Period: October 21, 2008
Progress Reports: Week of November 17, 2008
End of Grading Period: January 15, 2009
Report Card Date: January 23, 2009
Quarter 3
Beginning of Grading Period: January 20, 2009
Progress Reports: Week of February 16, 2009
End of Grading Period: March 24, 2009
Report Card Date: April 7, 2009
Quarter 4
Beginning of Grading Period: March 25, 2009
Progress Reports: Week of May 4, 2009
End of Grading Period: June 5, 2009
Report Card Date: June 9, 2009
World History AP Test – Thursday May 14, 2009
Test begins @ 8:00 a.m.
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Recurring Class Assignments
PAPER HEADINGS: All work must have a proper heading
•Upper right-hand corner of the paper
oFirst and Last Name
oDate
•Top line
oTitle / Topic of Notes & Source of Notes (i.e. page number, lecture, etc)
READING NOTES:
Students will be given reading assignments almost daily. It is expected that all reading assignments will produce notes which will be used for class discussions and study aides.
•Students may use a variety of formats to complete their notes (Cornell Notes, Concept Map, Character Map, etc).
oDo not take notes as you read – instead read sections of the text and underline the parts you think are important (in pencil). Then reread what you have underlined and write the important parts in your own words. Be sure to include specific details to support your main ideas.
oWhen we discuss the reading assignment in class you should have your notes out – if we discuss an important part of the reading that was not in your notes ADD THIS INFORMATION TO YOUR NOTES.
•All notes should be placed in the notebook – in the current unit - in the same order as they were assigned.
VOCABULARY NOTECARDS: K-I-M Strategy
(students have a visual sample of this on their own handout)
SOCRATIC SEMINAR:
A Socratic Seminar is a discussion group. Prior to the seminar, students will have read a common piece of text and formulated questions for the group to discuss. Students will be expected to write questions that fall into the following categories:
•World Connection Question: Write a question connecting the text to the real world.
•Close-Ended Question: Write a question about the text that will help everyone in the class come to an agreement about events or characters in the text. This question usually has a “correct” answer.
•Open-Ended Question: Write an insightful question about the text that will require proof and group discussion and “construction of logic” to discover and explore the answer to the question.
•Universal Theme / Core Question: Write a question dealing with a themes(s) of the text that will encourage group discussion about the universality of the text.
•Connection Question: Write a question that requires students to draw comparisons or contrasts to past units of study.
Students will be evaluated for each Socratic Seminar based on the following criteria (a full scale rubric will be given out prior to the first seminar):
•Quality of Contribution
•Ability to Express Ideas
•References to Text
•Appropriate Responses to Others
•Level of Involvement
TIMELINE - 10 MOST IMPORTANT EVENTS:
This assignment will be used as a review activity. Students will identify 10 events (or people) whom they believe are the most important to the unit. Students will complete an index card for each event:
(visual sample appears on the student handout)
On the day of the review, students will come in with their 10 events (on index cards) and place them on a timeline. After all events have been placed – students will discuss the events, their importance and relationship to each other.
TEST CORRECTIONS:
The purpose of this assignment is to get a second chance to learn material! After each test, students will have the opportunity to correct their errors. In order to do this, students must write out the question(s) they got wrong and write out the correct answer (not just the letter). It is suggested that students consult their notes, their text and each other for the correct answer. Students will receive ½ point (or ½ credit) for each question that is corrected.
ASSIGNMENT REVISIONS:
Students who receive a less than satisfactory grade on an assignment will have the opportunity to revise it for a better grade. Students should review the assignment description and rubric, the teacher comments and then re-do the assignment on a separate sheet of paper (do not simply copy the work of another…that’s cheating). Once completed – students will staple the revision to the top of the original assignment and turn it in.
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COMPARATIVE RELIGIONS PROJECT
Assigned 9/15/08 (A DAY) and 9/16/08 (B DAY)
Due 9/29/08 (A DAY) and 9/30/08 (B DAY)
Students will be assigned to investigate one of seven world religions or philosophies. Students may work as individuals or in a group (maximum of 4 people). If you choose to work in a group, you will decide how to divide up the work. Whatever the decision, the group is responsible for turning in all of the work on the assigned date.
The final product may be either a 1-2 page written summary or PowerPoint* presentation of the religion / philosophy with relevant visual examples. Whatever the final product is - the following information must be gathered and thoroughly explained.
1.What is the point of origin (i.e. in what country/ region did it begin)?
2.How did the religion / philosophy spread (missionary / trade / etc)?
3.Where is the religion / philosophy most influential today?
4.Approximately how many followers are there worldwide (today)?
5.Is the religion / philosophy monotheistic or polytheistic? What are the deities called?
6.Who founded the religion / philosophy? When?
7.What is the name of the Holy Book / Important Writings?
8.How is the leadership organized?
9.What are the basic beliefs of the religion / philosophy?
a.Goals / Tenets / Rules
10.Include a bibliography (cite your sources)
The religions / philosophies to be investigated are: Buddhism, Christianity, Hinduism, Islam, Judaism, Daoism & Confucianism. Remember – we are doing an academic study of seven historical religions / philosophies and their impact today – we are not trying to debunk, convince or convert.
On the due date each group or individual will give a 5-10 minute presentation. Students in the class will complete a data retrieval chart for a minimum of 2 religions other than the one they investigated. This information will be used in the future to write a Comparative Essay.
Before turning in the project, each group member should have a copy of all of the information gathered for each religion / philosophy (the project papers / PowerPoint* will not be returned).
* Groups that do a PowerPoint must submit it electronically or bring it on a thumb drive (to be downloaded to Padgett’s computer – thumb drives will be returned).
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Comparative Religions (Philosophy) Project Rubric
Written Summary or PowerPoint Presentation
5-6 points: Summary is typed (12 point Times New Roman Font / black ink) or PowerPoint utilizes easy-to-read background color as well as font color, size and style. PowerPoint uses transitions between slides
3-4 points: Summary is neatly handwritten in blue/black ink or typed (12 point Times New Roman Font / black ink). PowerPoint uses backgrounds and fonts that are easy-to-read.
1-2 points: Summary is handwritten – but illegible in parts – may not be written in ink (or proper color ink). PowerPoint background and font color / style are difficult to read.
0-.5 points: Summary is handwritten – illegible in many parts – not written in ink. PowerPoint uses a blank background or the background, font color / style are difficult to read.
Visuals
5-6 points: Includes at least 4 relevant visuals that are properly labeled. A brief explanation as to how each visual relates to the religion is included.
3-4 points: Includes at least 2 relevant visuals that are properly labeled. A brief explanation as to how each visual relates to the religion is included.
1-2 points: Includes at least 1 relevant visual that is properly labeled.
0-.5 points: No visuals – or they are not relevant to presentation.
Origin
5-6 points: There is a thorough explanation as to where the religion originated as well as under what circumstances.
3-4 points: There is an explanation of where the religion originated as well as an attempt to explain under what circumstances.
1-2 points: There is merely a listing of the country or region of origin.
0-.5 points: There is no explanation as to where the religion originated – or the information is incorrect.
How it Spread
5-6 points: There is a thorough explanation of how the religion spread as well as where it spread in the early days.
3-4 points: There is a thorough explanation of how the religion spread.
1-2 points: There is no concrete explanation of how it spread, but mere speculation
0-.5 points: There is no explanation as to how the religion spread or the information is incorrect
Where it is influential today
5-6 points: There is a comprehensive list as to where the religion is most influential as well as an analysis as to why it is influential there.
3-4 points: There is a comprehensive list as to where the religion is most influential as well as an attempt to explain why it is important there.
1-2 points: There is merely a list of countries or regions where the religion is most influential today.
0-.5 points: There is no explanation as to where the religion is most influential today or the information is incorrect.
Number of followers worldwide
5-6 points: There is an accurate up-to-date estimate of the number of followers worldwide. There is an analytical statement regarding the growth /shrinkage of the religion.
3-4 points: There is an accurate up-to-date estimate of the number of followers worldwide. There is a summary statement regarding the growth / shrinkage of the religion.
1-2 points: There is an estimate of the number of followers, but the source may not be up-to-date.
0-.5 points: There is no mention of the approximate number of followers or the information is incorrect.
Monotheistic or Polytheistic? Name of deities.
5-6 points: There is an explanation of whether the religion is mono/poly-theistic. There is a comprehensive list of the names of the deities – including major variations of the names.
3-4 points: There is an explanation of whether the religion is mono/poly-theistic. There is a list of the names of the major deities – including some variations of the names.
1-2 points: There is merely a listing of whether the religion is mono/poly-theistic and the name of deities.
0-.5 points: There is no mention of whether the religion is mono/poly-theistic or the names of the deities; or the information is incorrect.
Who founded & when
5-6 points: There is an explanation of when the religion was founded and by whom. There is a biography of the founder and other major persons in the religion.
3-4 points: There is an explanation of when the religion was founded and by whom. There is a brief biography of the founder.
1-2 points: There is simply a list of when the religion was founded and by whom.
0-.5 points: There is no mention of when the religion was founded and by whom – or the information was incorrect.
Name of Holy Book
5-6 points: There is a description of the Holy Book / Writings including purpose / languages.
3-4 points: There is a description of the Holy Book / Writings.
1-2 points: There is simply a list of the name of the Holy Book / Writings.
0-.5 points: There is no mention of a Holy Book / Writings or the information is incorrect.
Religious Leadership / Organization
5-6 points: There is a thorough explanation of how the leadership of the religion is organized. If there are multiple sects within the religion then at least 2 organizations are explained.
3-4 points: There is a thorough explanation of how the leadership of the religion is organized.
1-2 points: There is a just a list of how the religion is organized or a list of the leadership positions.
0-.5 points: There is no mention of the leadership or organization of the religion or the information is incorrect.
Basic Beliefs
5-6 points: There is an explanation of the basic beliefs of the religion. If there are multiple sects of the religion, then the difference between at least 2 are explained. There are no mistakes.
3-4 points: There is an explanation of the basic beliefs of the religion. There are no mistakes.
1-2 points: There is simply a list of the basic beliefs of the religion. There may be a few minor mistakes.
0-.5 points: There is no explanation of the beliefs of the religion – or the information is incorrect.
Bibliography
5-6 points: There is a properly formatted bibliography. There is a minimum of 6 sources – at least 1 is from a source other than the Internet.
3-4 points: There is a properly formatted bibliography. There is a minimum of 4 sources – at least 1 id from a source other than the Internet.
1-2 points: There is a bibliography – there may be minor formatting errors. There is a minimum of 2 sources.
0-.5 points: There is no bibliography or the student used a wiki site.
Organization of Information
5-6 points: The information is presented in expository format (i.e. sentences and paragraphs). There is a clear organizational pattern. There are very few grammatical errors and complex sentence structures are used.
3-4 points: The information is presented in expository format (i.e. sentences and paragraphs). There is a clear organizational pattern. There may be a few grammatical errors.
1-2 points: The information is presented in mostly a bullet / list format. There is a clear organizational pattern.
0-.5 points: There is no clear organizational format.
A = 63 - 78
B = 47 - 62
C = 31 – 46
D = 15 - 30
F = 0 - 14
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Reference: MLA: General
(Bibliography Help)
Author and Contributor Rules:
• When citing authors, use the last name followed by the first name and if given, the middle name or intial.
o For example: Kalita, Rahul J.
• If you are citing more than one author, separate the authors with commas, cite them alphabetically, and after the first author cite the others with simply their first and last name.
o For example: Somashekar, Darshan, Neal R. Taparia, and Tim Zonker.
• Contributor information (editor, compilers, and translators) are typically cited after the name of the source. Use "Ed." "Trans." or "Comp" to indicate what type of contributor you are citing. For example:
o Author Information. Title of Source. Ed. Neal Taparia and Purav Jesrani. Trans. Sagar Shah.
• If there is no author, and the principal contributor to the source is an editor, translator, or compiler, replace this with the author.
o Smith, Adam, ed. "Apples and Oranges." Trans. Victor Toriano.
Other Rules:
• Publication information is always written:
o City Published: Publisher, Year published
• City published and publisher are always separated by a colon
• If there is no publisher, city published and year published are separated by a comma. For example
o Chicago, 2000
• A period should separate original publication information and online information
• Typical online information include title of the internet site, the editor of the site (if given), the date of electronic publication (if given), the sponsoring institution or organization, date accessed, and the URL.
• When citing a URL, if it too lengthy, simply write the URL of the main source in which it comes from
(example) - EasyBib, September 11, 2008. http://www.easybib.com/reference/guide/mla/general
Padgett Rulz:
• www.google.com, www.ask.com, www.dogpile.com ARE NOT citations – they are search engines that led you to the website which you used (and therefore cite).
• Citing / using a wiki is asking, nay begging, to be given erroneous information.
______________________________________________________
The Conrad Demarest Model of Empire
I. Necessary preconditions for the rise of empires:
o state-level government
o high agricultural potential in the area
o an environmental mosaic
o several small states with no clearly dominant state (power vacuum)
o adequate military resources
II. The primary reason a state succeeded in empire building
• was an ideology supporting personal identification with the state
• conquest
• militarism.
III. The major rewards of empire:
o economic rewards, reaped especially in the early years and redistributed to the elite and often to all levels of the citizenry
o population increase, often supported by the government and its ideology
IV. Empires fall because:
1. the ideology of expansion and conquest fueled attempts at conquest beyond practical limits
2. failure to continue conquest indefinitely and to continue to bring home its economic fruits eroded faith in the ideology that supported the empire
3. revolutions toppled the empire
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
HISTORY FAIR INFORMATION - 2008-2009
The Theme – “The Individual in History”
Group or Individual? You can work as an individual or in a group of 2-5 people. Weigh the pros and cons. No accommodations on due dates or grading will be made.
Your Responsibilities: Research, design and creation of project. All projects need a title page, annotated bibliography and a process paper. (More details will be provided for each of these later).
Contest Categories:
Paper (Individual only) – not recommended
•1500-2500 words - traditional form of presenting historical research.
•Creative writing (for example, fictional diaries, poems, etc.) is permitted.
•The paper should be grammatically correct and well written.
Exhibit (Individual or Group)
•A visual representation of the research and interpretation of the topic’s significance in history.
•The analysis and interpretation of your topic must be clear.
•Labels and captions should be used with visual images and objects to enhance the message of the exhibit.
•500 word-limit on the backboard
Performance (Individual or Group)
•A performance is a dramatic portrayal of your topic’s significance in history and must be original in production.
•Cannot be more than 10 minutes
•Script must be submitted
•Costumes / Props must relate to performance
Documentary (Individual or Group)
•Use audiovisual equipment to communicate your topic’s significance. Use photographs, film, video, audiotapes, computers, and graphic presentations.
•Should include primary materials but must also be an original production.
•To produce a documentary you must have access to equipment and be able to operate it. (10 minute time-limit)
Website (Individual or Group)
•Web site entries may contain no more than 1,200 visible, student-composed words.
•The entire site, including all multimedia, may use up to 100MB of file space.
Important Dates
•Topic / Type of Entry / Group Member Names (if applicable) – due OCTOBER 28th & 29th
•Outline of project – due NOVEMBER 24th & 25th (if you are missing class due to an extended Thanksgiving Break you must turn this in early).
•Completed project due DECEMBER 15th & 16th
Consider some of the action verbs that will lead to a rich topic:
organized provided worked
formed planned invented
persuaded confronted petitioned
created participated
Other Topic Ideas
•Look for colleagues, allies, and lesser known leaders of the topic
•Consider opponents or critics
Independent Research
•The bulk of this project is to be completed on your own time.
•You may utilize after-school tutoring in my class or the after-school library hours.
•You should also visit the PUBLIC library.
•Use www.historyday.org it is the official website for History Fair.
######################################################
STUDENT WORKSHEET (HELPFUL FOR GUIDING RESEARCH)
THE INDIVIDUAL IN HISTORY: ACTIONS & LEGACIES
Research
WHAT
• What was the issue/problem…. event/situation… causes of the individual’s actions?
• What was the context? What else was going on at that time and what had gone on before that is relevant to understanding this individual’s actions?
• What is the relevant biographical information?
• Who were the people involved (allies, opponents)?
ACTIONS
• What did he/she do that made a difference (key actions)?
• Why?
• How did she/he do it? Why?
• What did others think and do that had an effect/influenced the individual?
• How did the consequences of those actions make an impact?
IMPACT/CONSEQUENCES
• What happened…outcomes… changed or not of those actions?
• How did the individual make an impact on what happened?
SIGNIFICANCE
• Why do we remember them—or need to remember them-- today (legacies) ?
• What do we learn from the person’s actions that are important to understand today?
• What does this person tell us about the role of the individual in history?
http://www.chicagohistoryfair.org/1_hf_theme.html
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