HOMEWORK / LESSON PLANS
2019-2020
Thursday, September 26th, 2019:
I apologize that I am out back to back days, but hopefully this assignment you can enjoy as you learn more about Aristotle, Socrates, and Plato.
Please read the attached assignment sheet and use the PowerPoint template provided.
I apologize that I am out back to back days, but hopefully this assignment you can enjoy as you learn more about Aristotle, Socrates, and Plato.
Please read the attached assignment sheet and use the PowerPoint template provided.
greekphil.instagramhistoryproject.docx | |
File Size: | 198 kb |
File Type: | docx |
instagram_template.pptx | |
File Size: | 254 kb |
File Type: | pptx |
Reading Quiz on Friday, pages 8-12, know bold terms and items below:
1. How did geography enable the Egyptians easily to form a cohesive, prosperous society?
2. Who were the important G-ds and what was each of their significance?
3. Explain the significance of the Book of the Dead.
4. How did Mesopotamian and Egyptian religions differ?
5. What were some of the products that Egyptians relied upon that were local? What did they have to import?
6. How was social mobility in Egyptian society organized?
7. Horus, Isis, Osiris
8. Akhenaten
9. Hyksos
10. Pyramid
11. Pharaoh
12. Bronze Age
13. Monotheism
1. How did geography enable the Egyptians easily to form a cohesive, prosperous society?
2. Who were the important G-ds and what was each of their significance?
3. Explain the significance of the Book of the Dead.
4. How did Mesopotamian and Egyptian religions differ?
5. What were some of the products that Egyptians relied upon that were local? What did they have to import?
6. How was social mobility in Egyptian society organized?
7. Horus, Isis, Osiris
8. Akhenaten
9. Hyksos
10. Pyramid
11. Pharaoh
12. Bronze Age
13. Monotheism
RESEARCH PAPER TURNITIN.COM INFORMATION:
1. Turn in hard copy in class on Friday, March 15th w/ cover page that has your name and class period.
2. Go to www.turnitin.com, sign in through google with your Cherry Creek credentials.
Below is the class ID and enrollment key information:
class ID: 20716353
Enrollment Key: weiss2019
It will take you to my "World History" class. Then you will submit papers to your class period. Example "Period 1 Research Paper" or "Period 3 Research Paper". Please submit your paper, bibliography, and appendix (if you have one) ALL in the same submission.
1. Turn in hard copy in class on Friday, March 15th w/ cover page that has your name and class period.
2. Go to www.turnitin.com, sign in through google with your Cherry Creek credentials.
Below is the class ID and enrollment key information:
class ID: 20716353
Enrollment Key: weiss2019
It will take you to my "World History" class. Then you will submit papers to your class period. Example "Period 1 Research Paper" or "Period 3 Research Paper". Please submit your paper, bibliography, and appendix (if you have one) ALL in the same submission.
Monday, November 19th:
We will have a Rome Unit Test on Wednesday, November 28th. We will review Monday and Tuesday of that week.
Below is a digital copy of the review guide. I will hand out a hard copy tomorrow in class as well.
We will have a Rome Unit Test on Wednesday, November 28th. We will review Monday and Tuesday of that week.
Below is a digital copy of the review guide. I will hand out a hard copy tomorrow in class as well.
rome_study_guide.docx | |
File Size: | 13 kb |
File Type: | docx |
rome_republic_becomes_empire_notes.pptx | |
File Size: | 13986 kb |
File Type: | pptx |
romanrepublic.day1.intro.12tables.pptx | |
File Size: | 3063 kb |
File Type: | pptx |
Monday, November 12th:
Watch the video below and complete the viewing guide in preparation for the quiz on Friday. Pay attention to the relationship between Diocletian and Constantine beyond the viewing guide questions as well.
Watch the video below and complete the viewing guide in preparation for the quiz on Friday. Pay attention to the relationship between Diocletian and Constantine beyond the viewing guide questions as well.
constantineviewing_guide.docx | |
File Size: | 13 kb |
File Type: | docx |
Thursday and Friday April 12th & 13th:
1. Watch all four of the short videos below over the course of the next two days and write a 150-300 word response to each. Do you agree / disagree with the idea or thoughts? What did you find intersting? What do you have questions about? What did it make you think as it related to our debate about whether the modern revolution is having more of a positive impact or a negative impact?
2. Read the NYT Op-Ed from best selling author, Thomas Friednman, and provide an additional 200-500 word response about your response to his thoughts on acceleration.
https://www.nytimes.com/2016/11/20/opinion/sunday/dancing-in-a-hurricane.html
3. Please share all with me via google drive.
1. Watch all four of the short videos below over the course of the next two days and write a 150-300 word response to each. Do you agree / disagree with the idea or thoughts? What did you find intersting? What do you have questions about? What did it make you think as it related to our debate about whether the modern revolution is having more of a positive impact or a negative impact?
2. Read the NYT Op-Ed from best selling author, Thomas Friednman, and provide an additional 200-500 word response about your response to his thoughts on acceleration.
https://www.nytimes.com/2016/11/20/opinion/sunday/dancing-in-a-hurricane.html
3. Please share all with me via google drive.
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Friday, March 23rd:
Instructions for turning in research paper.
1. Bring hard copy to class and turn in. You will also be required to upload a copy to www.turnitin.com
2. Remember, 12 point font, Times New Roman / Calibri / Baskerville.
3. Cover page include:
Paper Topic
Name
Class period
4. www.turnitin.com
Class Key: 17770104
ID: 2018
* Make sure you turn in / upload to the appropriate class period.
* We will do this in class together on Friday, however, it is due on turnitin.com by 11:59pm 3/23/18
Instructions for turning in research paper.
1. Bring hard copy to class and turn in. You will also be required to upload a copy to www.turnitin.com
2. Remember, 12 point font, Times New Roman / Calibri / Baskerville.
3. Cover page include:
Paper Topic
Name
Class period
4. www.turnitin.com
Class Key: 17770104
ID: 2018
* Make sure you turn in / upload to the appropriate class period.
* We will do this in class together on Friday, however, it is due on turnitin.com by 11:59pm 3/23/18
Week of March 19th - 23rd:
Thursday - Quiz / Test :
- Review given and provided below. PPT's associated w/ quiz below
Friday - Research paper due
Thursday - Quiz / Test :
- Review given and provided below. PPT's associated w/ quiz below
Friday - Research paper due
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Due Friday, February 2nd:
Read pages 400-413, skip entire section on Martin Luther.
Guided notes below:
France: How did Charles VII revive and strengthen France and the monarchy after the Hundred Years War?
England: How did Henry VII turn around English fortunes after the Hundred Year's War?
Spain: How did absolute religious orthodoxy and purity of blood serve as the theoretical foundation of the Spanish national state?
Holy Roman Empire: How did the Hapsburgs maintain and expand their power?
The Protestant Reformation:
1. Identify groups that called for reform int he church in the early 16th century.
Criticism of the Church
2. Identify the criticisms of the Catholic Church for each category.
A. Papal conflicts
B. Humanists
C. Ordinary people
3. Give a brief explanation of each of the following clerical disorders.
A. Clerical immorality
B. Clerical ignorance
C. Clerical Absenteeism
D. Clerical privileges and immunities
Protestant Thought and its Appeal
5. Briefly explain the major concepts on which Protestants agree
A. Salvation
B. Bible as religious authority
C. Church as spiritual basis
D. Secular vs. Religious life
The Radical Reformation and the German Peasants War
6. Who were the "radicals" during this period in Europe? Give examples of some of their beliefs?
The Reformation and Marriage
Describe the concept below from the perspective of Protestant vs. Catholic Beliefs
7. Celibacy
8. Role of Women
9. Marriage
10. Monasteries and convents
The Reformation and German Politics
11. How did the political fragmentation of Germany aid the Reformation
12. What was the Peace of Augsburg, and what were the long term political impacts?
The Spread of the Protestant Reformation
13. Why did Henry VII break with the Catholic church and establish the Church of England? What were the political and economic results in England?
Read pages 400-413, skip entire section on Martin Luther.
Guided notes below:
France: How did Charles VII revive and strengthen France and the monarchy after the Hundred Years War?
England: How did Henry VII turn around English fortunes after the Hundred Year's War?
Spain: How did absolute religious orthodoxy and purity of blood serve as the theoretical foundation of the Spanish national state?
Holy Roman Empire: How did the Hapsburgs maintain and expand their power?
The Protestant Reformation:
1. Identify groups that called for reform int he church in the early 16th century.
Criticism of the Church
2. Identify the criticisms of the Catholic Church for each category.
A. Papal conflicts
B. Humanists
C. Ordinary people
3. Give a brief explanation of each of the following clerical disorders.
A. Clerical immorality
B. Clerical ignorance
C. Clerical Absenteeism
D. Clerical privileges and immunities
Protestant Thought and its Appeal
5. Briefly explain the major concepts on which Protestants agree
A. Salvation
B. Bible as religious authority
C. Church as spiritual basis
D. Secular vs. Religious life
The Radical Reformation and the German Peasants War
6. Who were the "radicals" during this period in Europe? Give examples of some of their beliefs?
The Reformation and Marriage
Describe the concept below from the perspective of Protestant vs. Catholic Beliefs
7. Celibacy
8. Role of Women
9. Marriage
10. Monasteries and convents
The Reformation and German Politics
11. How did the political fragmentation of Germany aid the Reformation
12. What was the Peace of Augsburg, and what were the long term political impacts?
The Spread of the Protestant Reformation
13. Why did Henry VII break with the Catholic church and establish the Church of England? What were the political and economic results in England?
reading_quiz_400-413.zip | |
File Size: | 352 kb |
File Type: | zip |
Tuesday, January 9th, 2018:
Please view the documentary, The Dark Ages, and complete the viewing guide and the short essay. All will be due on Friday.
Please view the documentary, The Dark Ages, and complete the viewing guide and the short essay. All will be due on Friday.
the_dark_ages_video_worksheet.doc | |
File Size: | 28 kb |
File Type: | doc |
Monday, November 27, :
DUE Friday, December 1st:
Please watch the video below, skipping forward past the Caesar part to "Augustus" at 17:33 , and complete the viewing guide attached below:
DUE Friday, December 1st:
Please watch the video below, skipping forward past the Caesar part to "Augustus" at 17:33 , and complete the viewing guide attached below:
rome_engineering_an_empirenocaesar.docx | |
File Size: | 16 kb |
File Type: | docx |
2016-2017
Tuesday, April 25th:
NAFTA
NAFTA
Thursday, April 13th
Wednesday, April 12th:
HW: Read the attached reading on Collective learning and answer the reading questions in complete sentences. Then, conduct the research activity below.
HW: Read the attached reading on Collective learning and answer the reading questions in complete sentences. Then, conduct the research activity below.
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Friday, March 23rd:
www.turnitin.com
If you have an account, just log in and then find the class. Once you find the class go to the "research paper" assignment to turn it in.
If you don't have an account, create one using your creek email address.
PERIOD 1:
class ID: 15012582
password: bruins
PERIOD 5:
class ID: 15012587
password: bruins
www.turnitin.com
If you have an account, just log in and then find the class. Once you find the class go to the "research paper" assignment to turn it in.
If you don't have an account, create one using your creek email address.
PERIOD 1:
class ID: 15012582
password: bruins
PERIOD 5:
class ID: 15012587
password: bruins
Wednesday, February 22nd:
Outline Template below. You do not have to use this template exactly, but I am looking for a bullet point system, not 2 pages of a paper..
Outline Template below. You do not have to use this template exactly, but I am looking for a bullet point system, not 2 pages of a paper..
writing_an_outline.docx | |
File Size: | 21 kb |
File Type: | docx |
Thursday, February 2nd:
How effective is #Hashtag Activism?
How effective is #Hashtag Activism?
MLK Wknd:
HW: Reading Quiz on Tuesday – Page 387 -393 (The Printed Word) - * Do NOT do page 391
Friday, January 6th, 2017:
Hope you all are well, I look forward to being back on Monday!
Please see attached. This will be due on Tuesday, January 10th.
HW: Reading Quiz on Tuesday – Page 387 -393 (The Printed Word) - * Do NOT do page 391
Friday, January 6th, 2017:
Hope you all are well, I look forward to being back on Monday!
Please see attached. This will be due on Tuesday, January 10th.
empathy.good.bad.1.3.17.docx | |
File Size: | 28 kb |
File Type: | docx |
Quiz Thursday, November 17th
Reading guide below
Reading guide below
113.117.rdgquestions.docx | |
File Size: | 14 kb |
File Type: | docx |
ELECTION TUESDAY 2016
Monday, October 31st:
We will be working on the Greekbook assignment attached below.
We will be working on the Greekbook assignment attached below.
greekbook_template.doc | |
File Size: | 31 kb |
File Type: | doc |
ancient_greek_facebook.doc | |
File Size: | 27 kb |
File Type: | doc |
Wednesday, October 19th, 2016:
We will be breaking down the documents and movie clips from Alexander into categories of what characteristics were Great vs. what were not Great in our effort to determine if Alexander was in fact... Great.
Below is the rubric for the DBQ 5 paragraph essay that is due by midnight on Friday, October 21st. You will have class time on Wednesday, Thursday, and Friday to work on the essay.
We will be breaking down the documents and movie clips from Alexander into categories of what characteristics were Great vs. what were not Great in our effort to determine if Alexander was in fact... Great.
Below is the rubric for the DBQ 5 paragraph essay that is due by midnight on Friday, October 21st. You will have class time on Wednesday, Thursday, and Friday to work on the essay.
Monday, October 3rd:
What are the issues?
Now that we have a fundamental understanding of the candidate’s biographies, I want to begin to dive deeper into learning about the issues at stake in this election and where the candidates stand on the most important issues.
Let’s begin by taking a survey of what issues matter most to YOU!
Rank these pre-selected issues:
Part 2: Working individually, I want you to find out what the candidates think. You can choose three issues from above to research.
INFORMATION: (ALL OF THIS INFORMATION AND THE LINKS ARE AVAILABLE ON MY WEBSITE: www.mrweissushistory.weebly.com)
The nonprofit, nonpartisan organization ProCon.org offers a side-by-side comparison of where all the 2016 presidential candidates stand on dozens of issues. When you click on an issue, you will see relevant quotes made by the various candidates.
ISideWith and Digg also offer comparisons of Mr. Trump and Hillary Clinton on various issues.
A number of sites provide side-by-side comparisons on specific issues, such as education, the economy, foreign policy and immigration.
In addition, the Clinton and Trump websites provide the official candidate positions on many issues.
What are the issues?
Now that we have a fundamental understanding of the candidate’s biographies, I want to begin to dive deeper into learning about the issues at stake in this election and where the candidates stand on the most important issues.
Let’s begin by taking a survey of what issues matter most to YOU!
- What three issues in this election matter most to you?
Rank these pre-selected issues:
- Jobs and the Economy
- Education and College
- Energy and the Environment
- Immigration
- Tax Policy
- Health Care
- Foreign Policy and Defense
- Social Issues
- Terrorism
- Guns and Violence
Part 2: Working individually, I want you to find out what the candidates think. You can choose three issues from above to research.
INFORMATION: (ALL OF THIS INFORMATION AND THE LINKS ARE AVAILABLE ON MY WEBSITE: www.mrweissushistory.weebly.com)
The nonprofit, nonpartisan organization ProCon.org offers a side-by-side comparison of where all the 2016 presidential candidates stand on dozens of issues. When you click on an issue, you will see relevant quotes made by the various candidates.
ISideWith and Digg also offer comparisons of Mr. Trump and Hillary Clinton on various issues.
A number of sites provide side-by-side comparisons on specific issues, such as education, the economy, foreign policy and immigration.
In addition, the Clinton and Trump websites provide the official candidate positions on many issues.
Monday, September 26th:
While watching the debate, please complete the following:
Weiss – All Classes Debate # _____
2016 Presidential Debate Observation and Analysis Journal
While watching the debate, please complete the following:
Weiss – All Classes Debate # _____
2016 Presidential Debate Observation and Analysis Journal
- What stands out to you as you watch the debate? What general observations can you make? What do you notice?
- What observations can you make about Hillary Clinton’s performance? Consider both substance and style.
- What observations can you make about Donald J. Trump’s performance? Consider both substance and style.
- In an election season marked by inflammatory rhetoric, what did you notice about the language the two candidates used? What words or phrases stood out for any reason? Why do you think the candidate(s) used this language, and what effect do you think it will have on voters?
- After the debate: Which candidate do you think will be helped more by this debate, and why?
debates.prez2016.docx | |
File Size: | 14 kb |
File Type: | docx |
Monday, September 26th:
Below is the note taking guide for the open note reading quiz on Friday over pages 83-90
Below is the note taking guide for the open note reading quiz on Friday over pages 83-90
83.90.docx | |
File Size: | 14 kb |
File Type: | docx |
Tuesday, September 6th:
HW: Watch the documentary, Engineering An Empire: Egypt, and complete the attached worksheet by Friday.
Read pages 8-12 and take notes. Focus on bold terms.
DUE: Friday, September 9th - Open Note Quiz
HW: Watch the documentary, Engineering An Empire: Egypt, and complete the attached worksheet by Friday.
Read pages 8-12 and take notes. Focus on bold terms.
DUE: Friday, September 9th - Open Note Quiz
engineering_an_empire_-_egypt_worksheet.docx | |
File Size: | 14 kb |
File Type: | docx |
Tuesday, August 23rd:
Homework:
Go through a current daily newspaper or newsmagazine (online works as well). Clip / Print out one good example of each element, tape it on a sheet of paper, and write a few sentences for each explaining how the clipping shows a particular element of the universal culture pattern. Look through the whole paper, not just at articles. If a clipping is too long to fit on a standard sheet of paper, just include the most relevant portion of it.
1.The need to make a living
2.The need for social organization
3.The need for law and order
4.The need for knowledge and learning
5.The need for self-expression
6.The need for religious expression
Monday, August 15th:
Homework: Reading Quiz, pages 3-8, use guided notes provided in class on Monday. The quiz will be on Thursday, August 18th.
Homework:
Go through a current daily newspaper or newsmagazine (online works as well). Clip / Print out one good example of each element, tape it on a sheet of paper, and write a few sentences for each explaining how the clipping shows a particular element of the universal culture pattern. Look through the whole paper, not just at articles. If a clipping is too long to fit on a standard sheet of paper, just include the most relevant portion of it.
1.The need to make a living
2.The need for social organization
3.The need for law and order
4.The need for knowledge and learning
5.The need for self-expression
6.The need for religious expression
Monday, August 15th:
Homework: Reading Quiz, pages 3-8, use guided notes provided in class on Monday. The quiz will be on Thursday, August 18th.
2015-2016
http://www.economist.com/news/special-report/21621156-first-two-industrial-revolutions-inflicted-plenty-pain-ultimately-benefited
Tuesday, May 10
solarenergy.docx | |
File Size: | 24 kb |
File Type: | docx |
Research Paper due Monday, May 2nd:
Please bring a hard copy to class and we will upload to turnitin.com together in class on Monday.
Use this link if you need help with citations.
https://owl.english.purdue.edu/owl/resource/747/01/
Please make sure you use either Times New Roman, Baskerville, or Arial 12 point font, double spaced. Please have a cover page with your name, the title of the paper, and the date.
Please bring a hard copy to class and we will upload to turnitin.com together in class on Monday.
Use this link if you need help with citations.
https://owl.english.purdue.edu/owl/resource/747/01/
Please make sure you use either Times New Roman, Baskerville, or Arial 12 point font, double spaced. Please have a cover page with your name, the title of the paper, and the date.
Monday, April 24th, 2016:
Napoleon Newspaper / Magazine Project. (See Attached)
Napoleon Newspaper / Magazine Project. (See Attached)
french_revolution_newspaper_project.docx | |
File Size: | 21 kb |
File Type: | docx |
Weekend 4/22 - 4/24
First, finish final part of the in class assignment:
Final Part:
After completing the activity in class regarding the Bill of Rights and Code of Conduct, explore further by completing a piece of writing that discusses and examines one of the following questions:
On a separate piece of paper, answer the following:
Part 1:
1. Define in your own words Hero / Tyrant
2. Name people from any era in history (including now) who you feel deserve to be designated “hero” or “tyrant”.
3. Look up dictionary to definition for each word.
4. Are these terms mutually exclusive?
5. Is it possible that a hero could be a tyrant or a tyrant a hero?
Part 2: Watch the below and construct a list that supports Hero and Tyrant characteristics from Napoleon.
You are going to watch several excerpts from the video "Napoleon" and you should look for incidents from Napoleon's career that support Napoleon as a Hero or Tyrant
From Episode Three, start 8 minutes into the film and end at approximately 34 minutes into it with images of fields of stubble. This covers one of Napoleon's greatest moments on the battlefield: Austerlitz.
Episode Four - the first 5 minutes which covers Napoleon's disastrous invasion of Spain.
Episode Four - approximately 13 minutes into the film with the image of the fire and end at approximately 24 minutes in with the images of horses and sabers. This covers the battles of Borodino and the retreat from Moscow.
First, finish final part of the in class assignment:
Final Part:
After completing the activity in class regarding the Bill of Rights and Code of Conduct, explore further by completing a piece of writing that discusses and examines one of the following questions:
- When looking at strengths of the two documents and the fact that they have both endured for more than 200 years, discuss how a set of laws and ideas this old can still apply effectively to people today.
- Over time, some interpretations of the laws and ideas listed in the Civil Code and the Bill of Rights may change or evolve based on the needs of the society. We can see this in the U.S. Constitution when we look at the process for changing amendments and the amendments that have been revised over time. Discuss an example of a change in the interpretation of the law that we see in our society today and whether or not you believe it would be beneficial to change the law or its interpretation. (Hint: the debate over the right to bear arms, prayer in schools, etc.)
On a separate piece of paper, answer the following:
Part 1:
1. Define in your own words Hero / Tyrant
2. Name people from any era in history (including now) who you feel deserve to be designated “hero” or “tyrant”.
3. Look up dictionary to definition for each word.
4. Are these terms mutually exclusive?
5. Is it possible that a hero could be a tyrant or a tyrant a hero?
Part 2: Watch the below and construct a list that supports Hero and Tyrant characteristics from Napoleon.
You are going to watch several excerpts from the video "Napoleon" and you should look for incidents from Napoleon's career that support Napoleon as a Hero or Tyrant
From Episode Three, start 8 minutes into the film and end at approximately 34 minutes into it with images of fields of stubble. This covers one of Napoleon's greatest moments on the battlefield: Austerlitz.
Episode Four - the first 5 minutes which covers Napoleon's disastrous invasion of Spain.
Episode Four - approximately 13 minutes into the film with the image of the fire and end at approximately 24 minutes in with the images of horses and sabers. This covers the battles of Borodino and the retreat from Moscow.
Wednesday, April 20th
pbs.napoleon.part2.4.docx | |
File Size: | 18 kb |
File Type: | docx |
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Wednesday, April 6th:
1. Lecture French Revolution
2. Dec Rights of Man Analysis
3. Student Body Elections
1. Lecture French Revolution
2. Dec Rights of Man Analysis
3. Student Body Elections
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Tuesday, March 1st:
Political Revolutions
Political Revolutions
Wednesday, February 3rd - Monday, February 8th:
Renaissance Project:
See attached for information. Below are resource links as well.
Renaissance Project:
See attached for information. Below are resource links as well.
Resources (these are just to help you get going, I strongly suggest you use the database and library catalogue available on the schools website as well):
Michelangelo:
· http://www.michelangelo.com/buon/bio-index2.html
· http://www.ibiblio.org/wm/paint/auth/michelangelo/
· http://www.artchive.com/artchive/M/michelangelo.html
Leonardo di Vinci:
· http://www.mos.org/sln/Leonardo/InventorsWorkshop.html
· http://www.mos.org/sln/Leonardo/LeonardoRighttoLeft.html
· http://www.mos.org/sln/Leonardo/WhatWhereWhen.html
· http://www.mos.org/leonardo/bio.html
Boticelli:
· http://www.ibiblio.org/wm/paint/auth/botticelli/
· http://www.artchive.com/artchive/B/botticelli.html
Donatello:
· http://www.artist-biography.info/artist/donatello/
· http://www.wga.hu/frames-e.html?/bio/d/donatell/biograph.html
· http://www.fordham.edu/halsall/basis/vasari/vasari6.htm
Ghiberti:
· http://www.wga.hu/frames-e.html?/bio/g/ghiberti/biograph.html
· http://www.pbs.org/empires/medici/renaissance/ghiberti.html
· http://www.artist-biography.info/gallery/lorenzo_ghiberti/
Gozzoli:
· http://www.wga.hu/frames-e.html?/bio/g/gozzoli/biograph.html
· http://www.pbs.org/empires/medici/renaissance/gozzoli.html
Vasari:
· http://www.wga.hu/frames-e.html?/bio/g/gozzoli/biograph.html
· http://www.kirjasto.sci.fi/gvasari.htm
Raphael:
· http://www.wga.hu/frames-e.html?/bio/r/raphael/biograph.html
· http://www.mcs.csuhayward.edu/~malek/Raphael.html
Dürer:
· http://www.ibiblio.org/wm/paint/auth/durer/
· http://www.artcyclopedia.com/artists/durer_albrecht.html
· http://www-groups.dcs.st-and.ac.uk/~history/Mathematicians/Durer.html
Van Eyck:
· http://www.artchive.com/artchive/V/van_eyck.html
· http://www.ibiblio.org/wm/paint/auth/eyck/
· http://www.abcgallery.com/E/eyck/eyck.html
Bramante:
· http://www.greatbuildings.com/architects/Donato_Bramante.html
· http://www.nndb.com/people/700/000084448/
· http://www.newadvent.org/cathen/02736a.htm
Kepler:
· http://www.johanneskepler.com/
· http://csep10.phys.utk.edu/astr161/lect/history/kepler.html
Galileo:
· http://galileo.rice.edu/bio/index.html
· http://galileo.rice.edu/sitemap.html
· http://www.pbs.org/wgbh/nova/galileo/science.html
· http://www.pbs.org/wgbh/nova/galileo/life.html
Brunelleschi:
· http://www-groups.dcs.st-and.ac.uk/~history/Mathematicians/Brunelleschi.html
· http://www.pbs.org/empires/medici/renaissance/brunelleschi.html
· http://www.wga.hu/frames-e.html?/bio/b/brunelle/biograph.html
· http://www.middle-ages.org.uk/filippo-brunelleschi.htm
Pictures of art created by many of the artists can be found at:
· http://www.pbs.org/empires/medici/resources/gallery.html
· http://www.italian-renaissance-art.com/
Michelangelo:
· http://www.michelangelo.com/buon/bio-index2.html
· http://www.ibiblio.org/wm/paint/auth/michelangelo/
· http://www.artchive.com/artchive/M/michelangelo.html
Leonardo di Vinci:
· http://www.mos.org/sln/Leonardo/InventorsWorkshop.html
· http://www.mos.org/sln/Leonardo/LeonardoRighttoLeft.html
· http://www.mos.org/sln/Leonardo/WhatWhereWhen.html
· http://www.mos.org/leonardo/bio.html
Boticelli:
· http://www.ibiblio.org/wm/paint/auth/botticelli/
· http://www.artchive.com/artchive/B/botticelli.html
Donatello:
· http://www.artist-biography.info/artist/donatello/
· http://www.wga.hu/frames-e.html?/bio/d/donatell/biograph.html
· http://www.fordham.edu/halsall/basis/vasari/vasari6.htm
Ghiberti:
· http://www.wga.hu/frames-e.html?/bio/g/ghiberti/biograph.html
· http://www.pbs.org/empires/medici/renaissance/ghiberti.html
· http://www.artist-biography.info/gallery/lorenzo_ghiberti/
Gozzoli:
· http://www.wga.hu/frames-e.html?/bio/g/gozzoli/biograph.html
· http://www.pbs.org/empires/medici/renaissance/gozzoli.html
Vasari:
· http://www.wga.hu/frames-e.html?/bio/g/gozzoli/biograph.html
· http://www.kirjasto.sci.fi/gvasari.htm
Raphael:
· http://www.wga.hu/frames-e.html?/bio/r/raphael/biograph.html
· http://www.mcs.csuhayward.edu/~malek/Raphael.html
Dürer:
· http://www.ibiblio.org/wm/paint/auth/durer/
· http://www.artcyclopedia.com/artists/durer_albrecht.html
· http://www-groups.dcs.st-and.ac.uk/~history/Mathematicians/Durer.html
Van Eyck:
· http://www.artchive.com/artchive/V/van_eyck.html
· http://www.ibiblio.org/wm/paint/auth/eyck/
· http://www.abcgallery.com/E/eyck/eyck.html
Bramante:
· http://www.greatbuildings.com/architects/Donato_Bramante.html
· http://www.nndb.com/people/700/000084448/
· http://www.newadvent.org/cathen/02736a.htm
Kepler:
· http://www.johanneskepler.com/
· http://csep10.phys.utk.edu/astr161/lect/history/kepler.html
Galileo:
· http://galileo.rice.edu/bio/index.html
· http://galileo.rice.edu/sitemap.html
· http://www.pbs.org/wgbh/nova/galileo/science.html
· http://www.pbs.org/wgbh/nova/galileo/life.html
Brunelleschi:
· http://www-groups.dcs.st-and.ac.uk/~history/Mathematicians/Brunelleschi.html
· http://www.pbs.org/empires/medici/renaissance/brunelleschi.html
· http://www.wga.hu/frames-e.html?/bio/b/brunelle/biograph.html
· http://www.middle-ages.org.uk/filippo-brunelleschi.htm
Pictures of art created by many of the artists can be found at:
· http://www.pbs.org/empires/medici/resources/gallery.html
· http://www.italian-renaissance-art.com/
Monday, January 25th:
We will continue to discuss and analyze the Reformation and Martin Luther as well as consider the role the printing press played.
Reading Quiz on Friday, January 29th, pages 400 - 413:
Guiding questions for notes:
All Bold terms
Pages 400-403
1. How did Charles VII revive and strengthen France and the monarchy after the Hundred Years War?
2. How did Henry VII turn around English fortunes after the Hundred Years War?
3. How did absolute religious orthodoxy and purity of blood serve as the theoretical foundation of the Spanish national state?
4. How did the Hapsburgs maintain and expand their power?
Pages 403 - 413
1. Identify groups that called for reform int he church in the early 16th century.
2. Criticism of the Church - Identify the criticism of the Catholic Church for each category:
A. Papal conflicts
B. Humanists
C. Ordinary people
3. Martin Luther: Early life, Diet of Worms, indulgences, and the 95 theses (we will do a great deal of class work on this as well this week)
4. Secular vs. religious life
5. What were Protestants thoughts on: Salvation, the Bible as religious authority.
6. Who were the radicals?
7. How did people and governments respond to these "radicals?" Why?
8. What role did the peasants play in this religious reformation? How did Luther respond to these ideas? (More information in class as well)
9. Calvanism: How did Calvinism influence other Protestant denominations?
10. Why did Henry VIII break with the Catholic church and establish the Church of England?
We will continue to discuss and analyze the Reformation and Martin Luther as well as consider the role the printing press played.
Reading Quiz on Friday, January 29th, pages 400 - 413:
Guiding questions for notes:
All Bold terms
Pages 400-403
1. How did Charles VII revive and strengthen France and the monarchy after the Hundred Years War?
2. How did Henry VII turn around English fortunes after the Hundred Years War?
3. How did absolute religious orthodoxy and purity of blood serve as the theoretical foundation of the Spanish national state?
4. How did the Hapsburgs maintain and expand their power?
Pages 403 - 413
1. Identify groups that called for reform int he church in the early 16th century.
2. Criticism of the Church - Identify the criticism of the Catholic Church for each category:
A. Papal conflicts
B. Humanists
C. Ordinary people
3. Martin Luther: Early life, Diet of Worms, indulgences, and the 95 theses (we will do a great deal of class work on this as well this week)
4. Secular vs. religious life
5. What were Protestants thoughts on: Salvation, the Bible as religious authority.
6. Who were the radicals?
7. How did people and governments respond to these "radicals?" Why?
8. What role did the peasants play in this religious reformation? How did Luther respond to these ideas? (More information in class as well)
9. Calvanism: How did Calvinism influence other Protestant denominations?
10. Why did Henry VIII break with the Catholic church and establish the Church of England?
Thursday, January 21st:
Machiavelli & Popular culture
Additional Quotes (Use your homework analysis from Wednesday as well):
- It is better to be feared than loved, if you cannot be both.
- The first method for estimating the intelligence of a ruler is to look at the men he has around him.
- If an injury has to be done to a man it should be so severe that his vengeance need not be feared.
- Where the willingness is great, the difficulties cannot be great.
- Never was anything great achieved without danger.
- Since love and fear can hardly exist together, if we must choose between them, it is far safer to be feared than loved.
- Men judge generally more by the eye than by the hand, for everyone can see and few can feel. Every one sees what you appear to be, few really know what you are.
- It is not titles that honor men, but men that honor titles.
- Whosoever desires constant success must change his conduct with the times.
- There is no avoiding war; it can only be postponed to the advantage of others.
MLK Weekend:
Read pages 387-393 for a reading quiz on Tuesday. It will be open note. Focus on BOLD terms, cultural developments discussed as it relates to the Renaissance, Machiavelli's book The Prince, and SKIP over page 391 on Leonardo Da Vinci.
Read pages 387-393 for a reading quiz on Tuesday. It will be open note. Focus on BOLD terms, cultural developments discussed as it relates to the Renaissance, Machiavelli's book The Prince, and SKIP over page 391 on Leonardo Da Vinci.
Thursday, January 14th:
STATE OF THE UNION:
In response to President Obama's State of The Union on Tuesday night, I would like for you to read and watch the responses and decide how you feel about the State of The Union. I have included information representing both sides of the spectrum as well as a fact check analysis to what the President stated as some of his administrations achievements. Please focus in on some of the issues that he thinks are important for our country going forward and be prepared to comment as to whether you agree or disagree. Please prepare 2 Socratic Responses from the prompts below as well as 5 discussion questions for your classmates based on the readings.
Socratic Responses
For this assignment, do not summarize the readings. I assume in order for you to respond, you have read and have a basic understanding of the topic. This is an opportunity to reflect on the reading, make connections, and pose questions. There is no required length, however, I imagine to fulfill the requirements it will take a page or two to complete (1/2 to 1 page for each prompt). You are not limited to the prompts below, they simply serve as a guide, but you can and should utilize them to assist in developing your responses.
Respond to the readings utilizing two of the following prompts:
STATE OF THE UNION:
In response to President Obama's State of The Union on Tuesday night, I would like for you to read and watch the responses and decide how you feel about the State of The Union. I have included information representing both sides of the spectrum as well as a fact check analysis to what the President stated as some of his administrations achievements. Please focus in on some of the issues that he thinks are important for our country going forward and be prepared to comment as to whether you agree or disagree. Please prepare 2 Socratic Responses from the prompts below as well as 5 discussion questions for your classmates based on the readings.
Socratic Responses
For this assignment, do not summarize the readings. I assume in order for you to respond, you have read and have a basic understanding of the topic. This is an opportunity to reflect on the reading, make connections, and pose questions. There is no required length, however, I imagine to fulfill the requirements it will take a page or two to complete (1/2 to 1 page for each prompt). You are not limited to the prompts below, they simply serve as a guide, but you can and should utilize them to assist in developing your responses.
Respond to the readings utilizing two of the following prompts:
- The big idea seems to be…
- I think it means….
- Another point of view is…
- I disagree that…
- I agree that…
- I have a question about…
- I’m not sure what it means when the author says…
- The ideas presented in the reading are similar to…
- Does this idea seem reasonable / justifiable? Why or why not?
- How could you look at the ideas presented in a different way?
- What obstacles might exist?
- What else might I need to know to better understand the ideas presented?
Monday, December 7th:
Read the article and answer the following questions:
Article:
http://www.nytimes.com/2015/12/07/us/politics/president-obama-terrorism-threat-speech-oval-office.html
Questions:
1. What promise did President Obama make during his televised address on Sunday evening?
2. What, according to the article, was his intention for the speech?
3. How did President Obama outline the strategy for defeating theIslamic State in Iraq and Syria?
4. What did he say America “should not do”?
5. Why does he believe that sending a large number of ground troops to the Middle East is not a viable solution?
Read the article and answer the following questions:
Article:
http://www.nytimes.com/2015/12/07/us/politics/president-obama-terrorism-threat-speech-oval-office.html
Questions:
1. What promise did President Obama make during his televised address on Sunday evening?
2. What, according to the article, was his intention for the speech?
3. How did President Obama outline the strategy for defeating theIslamic State in Iraq and Syria?
4. What did he say America “should not do”?
5. Why does he believe that sending a large number of ground troops to the Middle East is not a viable solution?
Monday, November 30th:
HW: Watch the episode below of Rome: The Rise and Fall of Empire: Constantine and answer the questions from the viewing guide attached below by Thursday. We will have an open note quiz over the film which will stem from the viewing guide.
HW: Watch the episode below of Rome: The Rise and Fall of Empire: Constantine and answer the questions from the viewing guide attached below by Thursday. We will have an open note quiz over the film which will stem from the viewing guide.
viewing_guide_constantine.pdf | |
File Size: | 76 kb |
File Type: |
THE RISE AND FALL OF ROME (And Empires, including the United States)
We will be having a Socratic Seminar on Wednesday, December 2nd, utilizing the documents below to guide our analysis and conversation.
QUESTIONS THAT WILL GUIDE SEMINAR, consider these when analyzing documents:
1. Why did Rome fall? Who Should Be to Blame?
2. Do empires really have “seasons”?
3. Is the United States destined to “fall” as the Roman Empire did? Why or why not?
Schedule:
Monday: Distribute documents after lecture.
Tuesday: Work day in class to prepare.
HW: Finish doc analysis and questions.
Wednesday: Seminar
We will be having a Socratic Seminar on Wednesday, December 2nd, utilizing the documents below to guide our analysis and conversation.
QUESTIONS THAT WILL GUIDE SEMINAR, consider these when analyzing documents:
1. Why did Rome fall? Who Should Be to Blame?
2. Do empires really have “seasons”?
3. Is the United States destined to “fall” as the Roman Empire did? Why or why not?
Schedule:
Monday: Distribute documents after lecture.
Tuesday: Work day in class to prepare.
HW: Finish doc analysis and questions.
Wednesday: Seminar
socratic_seminar_-_the_fall_of_rome.student.doc | |
File Size: | 80 kb |
File Type: | doc |
Thursday, November 19th:
Roman Emperor Information sheets along with assignment sheet
Roman Emperor Information sheets along with assignment sheet
graffiti.empsheets.pdf | |
File Size: | 484 kb |
File Type: |
Tuesday, November 10th:
Reading Quiz, Friday, November 13th:
Pg. 113 – 117 (“ start -THE COMING OF CHRISTIANITY – End before - THE GOLDEN AGE”)
Focus on BOLD terms and use the following questions to guide your notes:
1. What was Christianity, and how did it affect life in the empire?
2. How did the civil wars play a role in the early story of Christianity?
3. What were some of the teachings of Jesus that all agreed on?
4. What are the Gospels?
5. How did the memory of Jesus and his teachings survive and flourish?
6. What is a Gentile?
7. How did the promise of salvation play a role in Christianity becoming more popular?
8. What other factors enabled the spread of Christianity?
Reading Quiz, Friday, November 13th:
Pg. 113 – 117 (“ start -THE COMING OF CHRISTIANITY – End before - THE GOLDEN AGE”)
Focus on BOLD terms and use the following questions to guide your notes:
1. What was Christianity, and how did it affect life in the empire?
2. How did the civil wars play a role in the early story of Christianity?
3. What were some of the teachings of Jesus that all agreed on?
4. What are the Gospels?
5. How did the memory of Jesus and his teachings survive and flourish?
6. What is a Gentile?
7. How did the promise of salvation play a role in Christianity becoming more popular?
8. What other factors enabled the spread of Christianity?
Tuesday, November 3rd:
Roman Campaign Poster Assignment: Due: Wednesday, November 4th:
See attached:
Roman Campaign Poster Assignment: Due: Wednesday, November 4th:
See attached:
campaign_poster_assignment_1.docx | |
File Size: | 26 kb |
File Type: | docx |
Friday, October 23rd:
hat makes us happy? Please read the articles and watch the TED TALK videos below. Then you will need to write a response using the assignment sheet below and hard copy provided. Please share with me via google docs ([email protected]).
hat makes us happy? Please read the articles and watch the TED TALK videos below. Then you will need to write a response using the assignment sheet below and hard copy provided. Please share with me via google docs ([email protected]).
happiness.docx | |
File Size: | 15 kb |
File Type: | docx |
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Wednesday, October 14th:
Below, please find the rubric associated with your 5 paragraph essay for answering the question, How Great was Alexander the Great? Additionally, see attached photos from both period 1 and period 3 that cite examples of when he displayed characteristics that were great or not great that were found in the documents and the film.
Below, please find the rubric associated with your 5 paragraph essay for answering the question, How Great was Alexander the Great? Additionally, see attached photos from both period 1 and period 3 that cite examples of when he displayed characteristics that were great or not great that were found in the documents and the film.
dbqrubric4alex.doc | |
File Size: | 34 kb |
File Type: | doc |
Tuesday, September 22nd:
HW: Reading quiz on Monday, Sept. 28th over pages 83-90:
Reading guide:
HW: Reading quiz 83-90 in blue book.
Use the following questions to help guide your notes for the reading.
Page 83-90 note taking guide:
What was the Delian League? Why was it formed?
Who was Herodotus?
How long did the Peloponnesian War last? What were the effects?
Who was Pericles? What was he known for? How did he contribute to the glory of Athens?
How did the Athenians live? What were women’s life like in Athens? What was the marriage structure like?
Why is Greek religion so difficult to understand? How is it different from Egyptians or Hebrews? Who were the most important members of the Greek pantheon? Who were they?
Why was Apollo popular?
What occurred at Olympia and why?
What did Sparta do following the Pelopennesian War?
Who was Phillip II and why was he important? Who was his son? Where was Phillip II from originally?
What was the political consequence of Alexander’s premature death?
Tuesday, Sept. 1, 2015:
Reading Quiz on Friday, pages 8-12, know bold terms and items below:
1. How did geography enable the Egyptians easily to form a cohesive, prosperous society?
2. Who were the important G-ds and what was each of their significance?
3. Explain the significance of the Book of the Dead.
4. How did Mesopotamian and Egyptian religions differ?
5. What were some of the products that Egyptians relied upon that were local? What did they have to import?
6. How was social mobility in Egyptian society organized?
7. Horus, Isis, Osiris
8. Akhenaten
9. Hyksos
10. Pyramid
11. Pharaoh
12. Bronze Age
13. Monotheism
HW: Reading quiz on Monday, Sept. 28th over pages 83-90:
Reading guide:
HW: Reading quiz 83-90 in blue book.
Use the following questions to help guide your notes for the reading.
Page 83-90 note taking guide:
What was the Delian League? Why was it formed?
Who was Herodotus?
How long did the Peloponnesian War last? What were the effects?
Who was Pericles? What was he known for? How did he contribute to the glory of Athens?
How did the Athenians live? What were women’s life like in Athens? What was the marriage structure like?
Why is Greek religion so difficult to understand? How is it different from Egyptians or Hebrews? Who were the most important members of the Greek pantheon? Who were they?
Why was Apollo popular?
What occurred at Olympia and why?
What did Sparta do following the Pelopennesian War?
Who was Phillip II and why was he important? Who was his son? Where was Phillip II from originally?
What was the political consequence of Alexander’s premature death?
Tuesday, Sept. 1, 2015:
Reading Quiz on Friday, pages 8-12, know bold terms and items below:
1. How did geography enable the Egyptians easily to form a cohesive, prosperous society?
2. Who were the important G-ds and what was each of their significance?
3. Explain the significance of the Book of the Dead.
4. How did Mesopotamian and Egyptian religions differ?
5. What were some of the products that Egyptians relied upon that were local? What did they have to import?
6. How was social mobility in Egyptian society organized?
7. Horus, Isis, Osiris
8. Akhenaten
9. Hyksos
10. Pyramid
11. Pharaoh
12. Bronze Age
13. Monotheism
Tuesday, August 18th, 2015:
HW: Go through a current daily newspaper or news magazine (online works). USE AN ACTUAL NEWSPAPER, not an on-line edition! Clip out a one good example of each element, tape it on a sheet of paper, and write a few sentences for each explaining how the clipping shows a particular element of the universal culture pattern. Look through the whole paper, not just at articles. If a clipping is too long to fit on a standard sheet of paper, just include the most relevant portion of it.
1.The need to make a living
2.The need for social organization
3.The need for law and order
4.The need for knowledge and learning
5.The need for self-expression
6.The need for religious expression
HW: Go through a current daily newspaper or news magazine (online works). USE AN ACTUAL NEWSPAPER, not an on-line edition! Clip out a one good example of each element, tape it on a sheet of paper, and write a few sentences for each explaining how the clipping shows a particular element of the universal culture pattern. Look through the whole paper, not just at articles. If a clipping is too long to fit on a standard sheet of paper, just include the most relevant portion of it.
1.The need to make a living
2.The need for social organization
3.The need for law and order
4.The need for knowledge and learning
5.The need for self-expression
6.The need for religious expression
2014-2015
Powerpoints from Enlightenment and French Revolution
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Monday, May 11th:
Read the short articles below and provide a socratic response and two questions to ask your peers per excerpt.
Do the Rich Call the Shots?
A recent study by Martin Gilens and Benjamin I. Page examining 30 years of opinion surveys and policy decisions by the federal government found that, “When a majority of citizens disagrees with economic elites and/or with organized interests, they generally lose.” The average voter has little influence on government, the study found, but the well-to-do hold tremendous sway.
Has the United States become more of an oligarchy than a democracy?
Oligarchy: (from Greek ὀλιγαρχία (oligarkhía); from ὀλίγος (olígos), meaning "few", and ἄρχω (arkho), meaning "to rule or to command")[1][2][3] is a form of power structure in which power effectively rests with a small number of people. These people could be distinguished by royalty, wealth, family ties, education, corporate, or military control. Such states are often controlled by a few prominent families who typically pass their influence from one generation to the next, but inheritance is not a necessary condition for the application of this term.
Throughout history, oligarchies have either been tyrannical (relying on public obedience and/or oppression to exist) or relatively benign.Aristotle pioneered the use of the term as a synonym for rule by the rich,[4] for which the exact term is plutocracy. However, oligarchy is not always rule by the wealthy, as oligarchs can simply be a privileged group, and do not have to be connected by bloodlines as in a monarchy.
Democracy: is a form of government in which all eligible citizens participate equally—either directly or indirectly through elected representatives—in the proposal, development, and creation of laws. It encompasses social, religious, cultural, ethnic and racial equality, justice, liberty and fraternity. The term originates from the Greek δημοκρατία (dēmokratía) "rule of the people",[1] which was found from δῆμος (dêmos) "people" and κράτος (kratos) "power" or "rule" in the 5th century BCE to denote the political systems then existing in Greek city-states, notably Athens; the term is an antonym to ἀριστοκρατία (aristokratia) "rule of an elite"
Read the short articles below and provide a socratic response and two questions to ask your peers per excerpt.
Do the Rich Call the Shots?
A recent study by Martin Gilens and Benjamin I. Page examining 30 years of opinion surveys and policy decisions by the federal government found that, “When a majority of citizens disagrees with economic elites and/or with organized interests, they generally lose.” The average voter has little influence on government, the study found, but the well-to-do hold tremendous sway.
Has the United States become more of an oligarchy than a democracy?
Oligarchy: (from Greek ὀλιγαρχία (oligarkhía); from ὀλίγος (olígos), meaning "few", and ἄρχω (arkho), meaning "to rule or to command")[1][2][3] is a form of power structure in which power effectively rests with a small number of people. These people could be distinguished by royalty, wealth, family ties, education, corporate, or military control. Such states are often controlled by a few prominent families who typically pass their influence from one generation to the next, but inheritance is not a necessary condition for the application of this term.
Throughout history, oligarchies have either been tyrannical (relying on public obedience and/or oppression to exist) or relatively benign.Aristotle pioneered the use of the term as a synonym for rule by the rich,[4] for which the exact term is plutocracy. However, oligarchy is not always rule by the wealthy, as oligarchs can simply be a privileged group, and do not have to be connected by bloodlines as in a monarchy.
Democracy: is a form of government in which all eligible citizens participate equally—either directly or indirectly through elected representatives—in the proposal, development, and creation of laws. It encompasses social, religious, cultural, ethnic and racial equality, justice, liberty and fraternity. The term originates from the Greek δημοκρατία (dēmokratía) "rule of the people",[1] which was found from δῆμος (dêmos) "people" and κράτος (kratos) "power" or "rule" in the 5th century BCE to denote the political systems then existing in Greek city-states, notably Athens; the term is an antonym to ἀριστοκρατία (aristokratia) "rule of an elite"
do_the_rich_call_the_shots.docx | |
File Size: | 60 kb |
File Type: | docx |
Thursday, May 7th:
Please find assignment below.
Please find assignment below.
Thursday, April 30th:
FINAL PAPER INSTRUCTIONS:
Turnit.com information is attached below.
Period 1:
class ID: 9909906
password: bruins
Period 4:
class ID: 9909910
password: bruins
Period 5:
class ID: 9909917
password: bruins
This link will help you with properly citing your sources.
https://owl.english.purdue.edu/owl/resource/747/02/
FINAL PAPER INSTRUCTIONS:
Turnit.com information is attached below.
Period 1:
class ID: 9909906
password: bruins
Period 4:
class ID: 9909910
password: bruins
Period 5:
class ID: 9909917
password: bruins
This link will help you with properly citing your sources.
https://owl.english.purdue.edu/owl/resource/747/02/
turnitin.doc | |
File Size: | 29 kb |
File Type: | doc |
Monday, April 28th:
Reading Quiz of 611-619
Focus on bold terms, terms in margins, pictures, captions, and understanding the context of all. NO GUIDING QUESTIONS:
Reading Quiz of 611-619
Focus on bold terms, terms in margins, pictures, captions, and understanding the context of all. NO GUIDING QUESTIONS:
Wednesday, April 15th:
ENLIGHTENMENT & POPULAR MUSIC
Read the lyrics and select the lines / lyrics that you and your group think represent ideas of the philosophes. In the sheet provided, list the name of the philosophe whose ideas are represented, and how the song represents those ideas. You can list more than one philosophe for each song. Minimum of 10 selections, you can use the same song more than once for different philosophes, you can use the same song a maximum of twice for the same philosophe.
EXAMPLE:
SONG
PHILOSOPHE
LYRIC
CONNECTION
Sam Cooke – A Change is Gonna Come
Voltaire
It's been a long, a long time coming | But I know a change gonna come, oh yes it will
This is about tolerance in that it talks about a change is gonna come, which is suggesting that people are going to begin to treat each other with more acceptance.
Philosophes and their Ideas
· Thomas Hobbes and the nature of society (all men are brutish). Idea that men must forfeit some personal freedoms for the benefit of having a strong ruler who maintains a peaceful and orderly society.
· John Locke – Blank slate theory, natural rights and the idea that man has the right to overthrow a ruler who does not protect those rights.
· Voltaire – tolerance; freedom of speech and religion.
· Montesquieu – separation of government, checks and balances.
· Rousseau – Noble Savage, ideas on education, social contract, the General Will.
· Adam Smith – capitalism, the invisible hand
· Mary Wollstonecraft – women’s rights
Homework:
· Choose a popular song that better reflects these ideas than the ones that I selected. In one - two well written paragraphs, summarize the ideas of one of the men or women above, and explain why and how the lyrics correspond to those ideas. (Include the lyrics selected, the artist, and a link to the song if possible)
ENLIGHTENMENT & POPULAR MUSIC
Read the lyrics and select the lines / lyrics that you and your group think represent ideas of the philosophes. In the sheet provided, list the name of the philosophe whose ideas are represented, and how the song represents those ideas. You can list more than one philosophe for each song. Minimum of 10 selections, you can use the same song more than once for different philosophes, you can use the same song a maximum of twice for the same philosophe.
EXAMPLE:
SONG
PHILOSOPHE
LYRIC
CONNECTION
Sam Cooke – A Change is Gonna Come
Voltaire
It's been a long, a long time coming | But I know a change gonna come, oh yes it will
This is about tolerance in that it talks about a change is gonna come, which is suggesting that people are going to begin to treat each other with more acceptance.
Philosophes and their Ideas
· Thomas Hobbes and the nature of society (all men are brutish). Idea that men must forfeit some personal freedoms for the benefit of having a strong ruler who maintains a peaceful and orderly society.
· John Locke – Blank slate theory, natural rights and the idea that man has the right to overthrow a ruler who does not protect those rights.
· Voltaire – tolerance; freedom of speech and religion.
· Montesquieu – separation of government, checks and balances.
· Rousseau – Noble Savage, ideas on education, social contract, the General Will.
· Adam Smith – capitalism, the invisible hand
· Mary Wollstonecraft – women’s rights
Homework:
· Choose a popular song that better reflects these ideas than the ones that I selected. In one - two well written paragraphs, summarize the ideas of one of the men or women above, and explain why and how the lyrics correspond to those ideas. (Include the lyrics selected, the artist, and a link to the song if possible)
Tuesday, March 24th:
Introduction:
Spain's discovery of the New World had one of the most far-reaching impacts on world civilization in history. Not only did it facilitate the rise of the Spanish Empire, but more importantly, it also brought about the Columbian Exchange—the term used to describe the significant transfer of crops, animals, and microbes after Columbus’ 1492 expedition connected the Americas to the rest of the world. The effects of Colombian Exchange dramatically altered the world balance as diseases ravaged the indigenous populations, Old World livestock altered the American ecosystems, and the world's population experienced an extensive boom with the introduction of New World crops to the Eastern Hemisphere. This project focuses on the influences the Columbian Exchange had on human diets across the world.
Directions:
1) Glance at the list of plant-based and meat-based foods listed below (this is just a partial list . . . search the web for more examples).
2) In this assignment you will make a menu for a local restaurant of your creation. Your project will have: a cover, dinner menu, and a map and explanation of the Columbian Exchange.
3) The dinner needs at least two appetizers, two main courses, and one dessert. That’s five dishes.
· Of the five dishes, there needs to be two dishes that have only “Old World” ingredients, two dishes that have only “New World” ingredients, and one dish that have both Old and New World ingredients (that would be your Columbian Exchange Special, of course you may change the name if you like). It does not matter which course they go with; appetizer, main, or dessert.
· Be creative in your culinary arts (recipes or menu descriptions) and be sure to explain to your customer in delicious adjectives what is in the dish. Also, notice that I put each New World ingredient in bold (I think highlighting your examples of Old or New World Dishes is a good idea).
Introduction:
Spain's discovery of the New World had one of the most far-reaching impacts on world civilization in history. Not only did it facilitate the rise of the Spanish Empire, but more importantly, it also brought about the Columbian Exchange—the term used to describe the significant transfer of crops, animals, and microbes after Columbus’ 1492 expedition connected the Americas to the rest of the world. The effects of Colombian Exchange dramatically altered the world balance as diseases ravaged the indigenous populations, Old World livestock altered the American ecosystems, and the world's population experienced an extensive boom with the introduction of New World crops to the Eastern Hemisphere. This project focuses on the influences the Columbian Exchange had on human diets across the world.
Directions:
1) Glance at the list of plant-based and meat-based foods listed below (this is just a partial list . . . search the web for more examples).
2) In this assignment you will make a menu for a local restaurant of your creation. Your project will have: a cover, dinner menu, and a map and explanation of the Columbian Exchange.
3) The dinner needs at least two appetizers, two main courses, and one dessert. That’s five dishes.
· Of the five dishes, there needs to be two dishes that have only “Old World” ingredients, two dishes that have only “New World” ingredients, and one dish that have both Old and New World ingredients (that would be your Columbian Exchange Special, of course you may change the name if you like). It does not matter which course they go with; appetizer, main, or dessert.
· Be creative in your culinary arts (recipes or menu descriptions) and be sure to explain to your customer in delicious adjectives what is in the dish. Also, notice that I put each New World ingredient in bold (I think highlighting your examples of Old or New World Dishes is a good idea).
Wednesday, March 18th:
Optional Extra Credit opportunity:
1st place, 2nd place, 3rd place, and last place will receive extra credit from each class period. Overall class winner will receive a donut party for your class as well. This has to be filled out by 8 am Thursday morning.
You are invited to join my CBS Sports Bracket Manager group!
To accept this invitation and join the group, click the link below (or cut and paste the link into your browser's address bar). You'll be asked to enter the group password before you can join, so it is posted below.
http://weisscchs.mayhem.cbssports.com/e?ttag=BPM15_em_cbsinv
Our group password is: duke
Join today so our group is ready for the madness!
Optional Extra Credit opportunity:
1st place, 2nd place, 3rd place, and last place will receive extra credit from each class period. Overall class winner will receive a donut party for your class as well. This has to be filled out by 8 am Thursday morning.
You are invited to join my CBS Sports Bracket Manager group!
To accept this invitation and join the group, click the link below (or cut and paste the link into your browser's address bar). You'll be asked to enter the group password before you can join, so it is posted below.
http://weisscchs.mayhem.cbssports.com/e?ttag=BPM15_em_cbsinv
Our group password is: duke
Join today so our group is ready for the madness!
Thursday, March 5th:
•Write a response that explains whether hashtag activism, sometimes called “clicktivism” or “slacktivism,” can play a positive role in world events. In your response, make a claim about the idea behind this kind of activism.
•Write a response that explains whether hashtag activism, sometimes called “clicktivism” or “slacktivism,” can play a positive role in world events. In your response, make a claim about the idea behind this kind of activism.
Friday, February 13th:
How does Machiavelli appear in music, movies and art? Choose a way that he has been appropriated or depicted, and write a commentary about whether this use of Machiavelli does justice to the political philosopher’s writings. Below are some Machiavelli references in popular culture:
Requirements: (see rubric as well)
You need to make 5 connections to Machiavelli. You can use TV characters, movie characters, video game characters, athletes, actors / actresses, musicians, cartoons, or just do a news search of how Machiavelli is being applied in today’s news. You can use the same person / example for all or as many different as you wish. You must make comparisons to the writings and sayings you have been exposed to from Machiavelli’s, The Prince, or you can pull in additional examples from The Prince.
One connection = Machiavelli example / quote / ideology compared to your example.
How does Machiavelli appear in music, movies and art? Choose a way that he has been appropriated or depicted, and write a commentary about whether this use of Machiavelli does justice to the political philosopher’s writings. Below are some Machiavelli references in popular culture:
Requirements: (see rubric as well)
You need to make 5 connections to Machiavelli. You can use TV characters, movie characters, video game characters, athletes, actors / actresses, musicians, cartoons, or just do a news search of how Machiavelli is being applied in today’s news. You can use the same person / example for all or as many different as you wish. You must make comparisons to the writings and sayings you have been exposed to from Machiavelli’s, The Prince, or you can pull in additional examples from The Prince.
One connection = Machiavelli example / quote / ideology compared to your example.
Thursday, February 12th:
Background: Machiavelli is typically maligned as being the author of a playbook for autocrats and tyrants who use evil means to hold onto power. He is often remembered as the political philosopher who counseled that it was better to be feared than loved and that ends justify means — in fact, these notions are the basis for the less-than-flattering term “Machiavellian.” But Machiavelli’s how-to manual is more complex than these oversimplifications can capture.
Machiavelli does not embrace meanness and violence for their own sake; he uses examples from history to make his case that sometimes these devices are necessary for the good of the republic. Machiavelli was, and still today, one of the most controversial political thinkers of our time. Why is that? What are some of his views that are so profound and controversial? The political philosopher Niccolò Machiavelli wrote “The Prince” as a manual on leadership and governing during the late Italian Renaissance, a time of feuding family dynasties and warring city-states. But even though 500 years have passed, and the world is a very different place, “The Prince” somehow feels as relevant as ever in modern culture and politics.
Background: Machiavelli is typically maligned as being the author of a playbook for autocrats and tyrants who use evil means to hold onto power. He is often remembered as the political philosopher who counseled that it was better to be feared than loved and that ends justify means — in fact, these notions are the basis for the less-than-flattering term “Machiavellian.” But Machiavelli’s how-to manual is more complex than these oversimplifications can capture.
Machiavelli does not embrace meanness and violence for their own sake; he uses examples from history to make his case that sometimes these devices are necessary for the good of the republic. Machiavelli was, and still today, one of the most controversial political thinkers of our time. Why is that? What are some of his views that are so profound and controversial? The political philosopher Niccolò Machiavelli wrote “The Prince” as a manual on leadership and governing during the late Italian Renaissance, a time of feuding family dynasties and warring city-states. But even though 500 years have passed, and the world is a very different place, “The Prince” somehow feels as relevant as ever in modern culture and politics.
HW: Please read the excerpts from Machiavelli's THE PRINCE as well as the excerpt from the two professors article, "Why Machiavelli still matters" and answer the questions and complete the chart attached.
machiavelli.comparing.docx | |
File Size: | 24 kb |
File Type: | docx |
Wednesday, February 11th:
Reading quiz tomorrow, pages 387-393 (Skip 391 and stop at "Printed Word")
Reading guide:
Bold terms
What were the major cultural developments of the Renaissance?
Where did the first artistic and literary manifestations of the Italian Renaissance appear?
What was significant about signori?
What are the characteristics of humanism and individualism? What is the difference and similarities between humanism and Christian humanism?
How does secularism illustrate another example of the Renaissance?
Reading quiz tomorrow, pages 387-393 (Skip 391 and stop at "Printed Word")
Reading guide:
Bold terms
What were the major cultural developments of the Renaissance?
Where did the first artistic and literary manifestations of the Italian Renaissance appear?
What was significant about signori?
What are the characteristics of humanism and individualism? What is the difference and similarities between humanism and Christian humanism?
How does secularism illustrate another example of the Renaissance?
Thursday, February 4:
1. Read the articles, and utilize the material watched in class and answer the following questions:
2. Read the articles and write a paragraph socratic response using the guidelines from before utilizing ONE of the following prompts:
The big idea seems to be...
Another point of view is...
I think it means...
I agree that...
I disagree that...
I have questions about...
Another point of view is...
I am not sure what it means when the author says...
The ideas presented in the readings are similar or different to...
Does this idea seem reasonably justifiable? Why or why not?
How could you look at the ideas presented in a different way?
What obstacles might exist?
What else might I need to know to better understand the ideas presented?
The ideas presented remind me of...
1. Read the articles, and utilize the material watched in class and answer the following questions:
- In what ways is vaccination different from other types of personal health decisions?
Who should be involved in deciding whether children receive a specific vaccine? - Should the government have the right to compel vaccination? Should parents have the right to refuse it?
2. Read the articles and write a paragraph socratic response using the guidelines from before utilizing ONE of the following prompts:
The big idea seems to be...
Another point of view is...
I think it means...
I agree that...
I disagree that...
I have questions about...
Another point of view is...
I am not sure what it means when the author says...
The ideas presented in the readings are similar or different to...
Does this idea seem reasonably justifiable? Why or why not?
How could you look at the ideas presented in a different way?
What obstacles might exist?
What else might I need to know to better understand the ideas presented?
The ideas presented remind me of...
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- Which effect do you find to be the most interesting? Most important? Most unexpected? Why?
- How has looking at this list of cultural traits enriched your understanding of the East?
- What does this list of effects tell you about the concept of cultural diffusion? (the way that different cultures spread, mingle, grow, and change through the interaction of ideas.
Wednesday, January 21st:
Read NYT author Nicholas Kristof's series of articles from this past Fall in the NYT on race and privilege.
ABOUT THE AUTHOR:
Nicholas Kristof has been a columnist for The New York Times since 2001. He grew up on a farm in Oregon, graduated from Harvard, studied law at Oxford University as a Rhodes Scholar, and then studied Arabic in Cairo. He was a longtime foreign correspondent for The New York Times and speaks Chinese, Japanese and other languages.
Mr. Kristof has won two Pulitzer Prizes for his coverage of Tiananmen Square and the genocide in Darfur, along with many humanitarian awards such as the Anne Frank Award and the Dayton Literary Peace Prize.
Your task: As we read collectively and in groups, underline “gems” — the statistics and quotes that stood out to you either because you had questions about them or you were surprised or “wow-ed” by them in some way, or because you agreed or disagreed with them.
Read NYT author Nicholas Kristof's series of articles from this past Fall in the NYT on race and privilege.
ABOUT THE AUTHOR:
Nicholas Kristof has been a columnist for The New York Times since 2001. He grew up on a farm in Oregon, graduated from Harvard, studied law at Oxford University as a Rhodes Scholar, and then studied Arabic in Cairo. He was a longtime foreign correspondent for The New York Times and speaks Chinese, Japanese and other languages.
Mr. Kristof has won two Pulitzer Prizes for his coverage of Tiananmen Square and the genocide in Darfur, along with many humanitarian awards such as the Anne Frank Award and the Dayton Literary Peace Prize.
Your task: As we read collectively and in groups, underline “gems” — the statistics and quotes that stood out to you either because you had questions about them or you were surprised or “wow-ed” by them in some way, or because you agreed or disagreed with them.
Tuesday, January 20th:
Please provide a response to the following questions:
Please provide a response to the following questions:
- Where we are on the road to true equality of the races in our country?
- How much further do you think we still need to come?
weiss.world.semfinal.studyguide.14.docx | |
File Size: | 16 kb |
File Type: | docx |
Thursday, December 18th:
Comparing Middle Ages Serfs to Modern Day Homeless:
Directions: You are to write a persuasive paragraph supporting one of the following arguments: I believe serfs had an easier life. or I believe a modern-day homeless person had an easier life.
–Incorporate specific details about diet, shelter, clothing, and personal safety.
Comparing Middle Ages Serfs to Modern Day Homeless:
Directions: You are to write a persuasive paragraph supporting one of the following arguments: I believe serfs had an easier life. or I believe a modern-day homeless person had an easier life.
–Incorporate specific details about diet, shelter, clothing, and personal safety.
Tuesday, December 16th:
Code of Chivlary
Code of Chivlary
sirgewaingreenknight.docx | |
File Size: | 25 kb |
File Type: | docx |
Monday, December 15th:
HW: Please complete assignment below.
HW: Please complete assignment below.
Below please find Quizlet review flashcards. These will be extremely helpful in studying for the unit Rome test, however, you will still need to use the review guide as well.
Tuesday, December 2nd:
If you didn't finish your graffiti columns in class, below are the sheets.
If you didn't finish your graffiti columns in class, below are the sheets.
graffiti.empsheets.pdf | |
File Size: | 484 kb |
File Type: |
Monday, December 1;
ROME UNIT STUDY GUIDE
ROME UNIT STUDY GUIDE
rome_study_guide.docx | |
File Size: | 14 kb |
File Type: | docx |
Friday, November 21st:
An estimated 11.4 million unauthorized immigrants reside in the United States. On Thursday night, President Obama announced that he is taking a series of executive actions to grant up to five million of them permits to work in the United States and temporary reprieve from deportation. What do you think?
Read the articles, watch President Obama's speech, and write a paragraph socratic response using the guidelines from before utilizing ONE of the following prompts:
The big idea seems to be...
Another point of view is...
I think it means...
I agree that...
I disagree that...
I have questions about...
Another point of view is...
I am not sure what it means when the author says...
The ideas presented in the readings are similar or different to...
Does this idea seem reasonably justifiable? Why or why not?
How couldyou look at the ideas presented in a different way?
What obstacles might exist?
What else might I need to know to better understand the ideas presented?
The ideas presented remind me of...
An estimated 11.4 million unauthorized immigrants reside in the United States. On Thursday night, President Obama announced that he is taking a series of executive actions to grant up to five million of them permits to work in the United States and temporary reprieve from deportation. What do you think?
Read the articles, watch President Obama's speech, and write a paragraph socratic response using the guidelines from before utilizing ONE of the following prompts:
The big idea seems to be...
Another point of view is...
I think it means...
I agree that...
I disagree that...
I have questions about...
Another point of view is...
I am not sure what it means when the author says...
The ideas presented in the readings are similar or different to...
Does this idea seem reasonably justifiable? Why or why not?
How couldyou look at the ideas presented in a different way?
What obstacles might exist?
What else might I need to know to better understand the ideas presented?
The ideas presented remind me of...
Wednesday, November 19th:
1. Anticipation Guide
- Complete responses on separate sheet of paper. 2. Discuss - Heredity Rule
3. Which Emperor am I?
Click on the following link to take the quiz (open in new tab): QUIZ
After completing: Which ever you are, complete the following questions?
•What kind of person was _____________?
•What role did this person play in Roman history?
•Do you think this person was a good leader? Why?
•How would you describe this person in a single sentence?
•How are you most like this person? Least like this person?
1. Anticipation Guide
- Complete responses on separate sheet of paper. 2. Discuss - Heredity Rule
3. Which Emperor am I?
Click on the following link to take the quiz (open in new tab): QUIZ
After completing: Which ever you are, complete the following questions?
•What kind of person was _____________?
•What role did this person play in Roman history?
•Do you think this person was a good leader? Why?
•How would you describe this person in a single sentence?
•How are you most like this person? Least like this person?
Quiz - Monday, November 17th:
Pg. 113 – 117 (“ start -THE COMING OF CHRISTIANITY – End before - THE GOLDEN AGE”)
Focus on BOLD terms and use the following questions to guide your notes:
1. What was Christianity, and how did it affect life in the empire?
2. How did the civil wars play a role in the early story of Christianity?
3. What were some of the teachings of Jesus that all agreed on?
4. What are the Gospels?
5. How did the memory of Jesus and his teachings survive and flourish?
6. What is a Gentile?
7. How did the promise of salvation play a role in Christianity becoming more popular?
8. What other factors enabled the spread of Christianity?
Pg. 113 – 117 (“ start -THE COMING OF CHRISTIANITY – End before - THE GOLDEN AGE”)
Focus on BOLD terms and use the following questions to guide your notes:
1. What was Christianity, and how did it affect life in the empire?
2. How did the civil wars play a role in the early story of Christianity?
3. What were some of the teachings of Jesus that all agreed on?
4. What are the Gospels?
5. How did the memory of Jesus and his teachings survive and flourish?
6. What is a Gentile?
7. How did the promise of salvation play a role in Christianity becoming more popular?
8. What other factors enabled the spread of Christianity?
Monday, November 11th:
Roman Campaign Poster Assignment: Due: Tuesday, November 11th.
See attached:
Roman Campaign Poster Assignment: Due: Tuesday, November 11th.
See attached:
Thursday, November 6th:
After a sweeping Republican victory on Tuesday that gave control of the House and Senate to Republicans, President Obama and Mitch McConnell, the presumptive majority leader of the next Senate, both spoke of working together, even as Congressional Republicans vowed to push a vigorous agenda.
Part 1: Read the commentary from each perspective and proposal below, write ONE discussion question that you would pose to the group.
Part 2: Answer the following question after reading all 5:
- Given the contentious relationship for the past six years, are their any legislative deals that President Obama and the new Congress can make?
After a sweeping Republican victory on Tuesday that gave control of the House and Senate to Republicans, President Obama and Mitch McConnell, the presumptive majority leader of the next Senate, both spoke of working together, even as Congressional Republicans vowed to push a vigorous agenda.
Part 1: Read the commentary from each perspective and proposal below, write ONE discussion question that you would pose to the group.
Part 2: Answer the following question after reading all 5:
- Given the contentious relationship for the past six years, are their any legislative deals that President Obama and the new Congress can make?
Part 3: After reading all, provide your Socratic written response utilizing ONE of the following prompts:
The big idea seems to be...
Another point of view is...
I think it means...
I agree that...
I disagree that...
I have questions about...
Another point of view is...
I am not sure what it means when the author says...
The ideas presented in the readings are similar or different to...
Does this idea seem reasonably justifiable? Why or why not?
How couldyou look at the ideas presented in a different way?
What obstacles might exist?
What else might I need to know to better understand the ideas presented?
The ideas presented remind me of...
ALL DUE FRIDAY, NOVEMBER 7th
The big idea seems to be...
Another point of view is...
I think it means...
I agree that...
I disagree that...
I have questions about...
Another point of view is...
I am not sure what it means when the author says...
The ideas presented in the readings are similar or different to...
Does this idea seem reasonably justifiable? Why or why not?
How couldyou look at the ideas presented in a different way?
What obstacles might exist?
What else might I need to know to better understand the ideas presented?
The ideas presented remind me of...
ALL DUE FRIDAY, NOVEMBER 7th
Monday, November 3rd:
On Nov. 4, the country will once again head to the polls (or at least, about 45 percent of eligible voters will). President Obama has two years left in his term, and the House is solidly controlled by the Republicans, but the Senate is where the real action seems to be this year. Pundits are guessing that the Senate may switch hands, with Republicans wresting control from Democrats for the first time since the 2006 election. Is that a big deal? Should we care?
On Nov. 4, the country will once again head to the polls (or at least, about 45 percent of eligible voters will). President Obama has two years left in his term, and the House is solidly controlled by the Republicans, but the Senate is where the real action seems to be this year. Pundits are guessing that the Senate may switch hands, with Republicans wresting control from Democrats for the first time since the 2006 election. Is that a big deal? Should we care?
Read the article below, "Why Senate Control Matters" by David Leonhardt of the NYT. As you read, take short notes about what is at stake in the battle for the Senate. Then, answer in a paragraph, What's at stake in this midterm election? Should we care? Be prepared to discuss your response.
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Wednesday, October 22nd:
Below, please find flashcards to help you study for the Ancient Greece unit test.
Below, please find flashcards to help you study for the Ancient Greece unit test.
Tuesday, October 21st:
Below, please find the rubric for the Alexander Essay. Please use both movie clips and the documents in developing your essay. Use the chicken foot to help develop your thesis. The essay will be due at the start of class on Thursday, please bring a HARD COPY to class. 12 point font, double spaced, times new roman.
Below, please find the rubric for the Alexander Essay. Please use both movie clips and the documents in developing your essay. Use the chicken foot to help develop your thesis. The essay will be due at the start of class on Thursday, please bring a HARD COPY to class. 12 point font, double spaced, times new roman.
dbqrubric4alex.doc | |
File Size: | 34 kb |
File Type: | doc |
Monday, October 20th
We will be having a unit test on Thursday, October 23rd, below is the study guide.
We will be having a unit test on Thursday, October 23rd, below is the study guide.
greecestudyguide.docx | |
File Size: | 14 kb |
File Type: | docx |
Reading Quiz Thursday, October 16th. Use the following questions to help guide your notes for the reading.
Page 83-90 note taking guide:
What was the Delian League? Why was it formed?
Who was Herodotus?
How long did the Peloponnesian War last? What were the effects?
Who was Pericles? What was he known for? How did he contribute to the glory of Athens?
How did the Athenians live? What were women’s life like in Athens? What was the marriage structure like?
Why is Greek religion so difficult to understand? How is it different from Egyptians or Hebrews? Who were the most important members of the Greek pantheon? Who were they?
Why was Apollo popular?
What occurred at Olympia and why?
What did Sparta do following the Pelopennesian War?
Who was Phillip II and why was he important? Who was his son? Where was Phillip II from originally?
What was the political consequence of Alexander’s premature death?
Page 83-90 note taking guide:
What was the Delian League? Why was it formed?
Who was Herodotus?
How long did the Peloponnesian War last? What were the effects?
Who was Pericles? What was he known for? How did he contribute to the glory of Athens?
How did the Athenians live? What were women’s life like in Athens? What was the marriage structure like?
Why is Greek religion so difficult to understand? How is it different from Egyptians or Hebrews? Who were the most important members of the Greek pantheon? Who were they?
Why was Apollo popular?
What occurred at Olympia and why?
What did Sparta do following the Pelopennesian War?
Who was Phillip II and why was he important? Who was his son? Where was Phillip II from originally?
What was the political consequence of Alexander’s premature death?
Monday, October 13th - COLUMBUS DAY:
Today, you will be participating in a Structured Academic Controversy. A structured academic controversy presents you with controversial issue in history, this today being Columbus Day. I will provide you with an opportunity to learn the positions, work in groups, discuss material, and lead discussions and make your own decisions about what positions are important to you while learning about the controversy.
Today, you will be participating in a Structured Academic Controversy. A structured academic controversy presents you with controversial issue in history, this today being Columbus Day. I will provide you with an opportunity to learn the positions, work in groups, discuss material, and lead discussions and make your own decisions about what positions are important to you while learning about the controversy.
HW: Using the information and experience from class today, please complete the assignment below.
Monday, 10/6
Today I will be absent as I take a group of seniors on a Spirit Bus to our feeder schools for mini-pep assembly's. Similar to the last time I was out, you will watch the video below, ENGINEERING AN EMPIRE: GREECE (One era), and answer the attached viewing guide. You will have plenty of time to finish the video in class.
Today I will be absent as I take a group of seniors on a Spirit Bus to our feeder schools for mini-pep assembly's. Similar to the last time I was out, you will watch the video below, ENGINEERING AN EMPIRE: GREECE (One era), and answer the attached viewing guide. You will have plenty of time to finish the video in class.
enganempgreecep1.docx | |
File Size: | 13 kb |
File Type: | docx |
Week of 9.28 - 10.3.14
Below please find notes associated with the intro to Greece, Philosophy, and worksheets in connection with Philosophy which is homework for the weekend.
Below please find notes associated with the intro to Greece, Philosophy, and worksheets in connection with Philosophy which is homework for the weekend.
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Thursday, 9/25/14
During class today you will view History channel's presentation of EGYPT: ENGINEERING AN EMPIRE. While viewing this, you will be responsible for completing the viewing guide below (hard copy available in class).
During class today you will view History channel's presentation of EGYPT: ENGINEERING AN EMPIRE. While viewing this, you will be responsible for completing the viewing guide below (hard copy available in class).
egyptengineeringanempireviewingguide.docx | |
File Size: | 14 kb |
File Type: | docx |
9/12/14
Hammurabi's Code: Was it Just
Below are documents, disregards assignment portion at th end as we are doing a debate instead.
Hammurabi's Code: Was it Just
Below are documents, disregards assignment portion at th end as we are doing a debate instead.
code_of_hammurabi.pdf | |
File Size: | 62 kb |
File Type: |
2013-2014 Archive
Friday, 2/7:
1. Discuss articles
2. View Ted Talk - Ken Robinson - "Do schools kill creativity?"
3. Ren Education - Design course
- Objective
- Summary
- Assessment
1. Discuss articles
2. View Ted Talk - Ken Robinson - "Do schools kill creativity?"
3. Ren Education - Design course
- Objective
- Summary
- Assessment
Wednesday 2/6 & Thursday 2/7
1. Should we have a "Renaissance" Education or should we be more specialized
2. HW: Complete the assignment and be prepared to discusshttp://learning.blogs.nytimes.com/2013/09/27/do-schools-provide-students-with-enough-opportunities-to-be-creative/#more-137660
http://learning.blogs.nytimes.com/2011/05/16/are-adults-hurting-young-children-by-pushing-them-to-achieve/
1. Should we have a "Renaissance" Education or should we be more specialized
2. HW: Complete the assignment and be prepared to discusshttp://learning.blogs.nytimes.com/2013/09/27/do-schools-provide-students-with-enough-opportunities-to-be-creative/#more-137660
http://learning.blogs.nytimes.com/2011/05/16/are-adults-hurting-young-children-by-pushing-them-to-achieve/
Monday 2/4 - Wednesday 2/6
1. Renaissance Interview Project Presentations
Monday 1/27 - Friday 1/31
1. Renaissance Interview Research Project
1. Renaissance Interview Project Presentations
Monday 1/27 - Friday 1/31
1. Renaissance Interview Research Project
Thursday 1/23 & Friday 1/24
1. Renaissance & The Medici Family
2. View "Medici"
1. Renaissance & The Medici Family
2. View "Medici"
viewguide1.pdf | |
File Size: | 85 kb |
File Type: |
Tuesday 1/21 & Wednesday 1/22
1. Intro Renaissance
2. The Spread of Ideas
3. Notes / Lecture
1. Intro Renaissance
2. The Spread of Ideas
3. Notes / Lecture
renaissance_in_italy.pptx | |
File Size: | 2889 kb |
File Type: | pptx |
renaissance_in_italy_notes_handout_2012.pdf | |
File Size: | 131 kb |
File Type: |
SEMESTER ONE FINAL STUDY GUIDE (We still have parts to finish from middle ages when we return from break)
weiss.world.semfinal.studyguide.13.docx | |
File Size: | 16 kb |
File Type: | docx |
MIDDLE AGES
ANCIENT ROME
ANCIENT GREECE
UNIT 1; Pre-History - Egypt
Tuesday, December 17th
1. Middle Ages Lecture - Guided Notes
1. Middle Ages Lecture - Guided Notes
Monday, December 16th
1. Finish Coat of Arms Presentations
2. Discuss Chivalry
1. Finish Coat of Arms Presentations
2. Discuss Chivalry
Friday, December 13th
Human Rights Awareness Day - Assembly in Fine Arts theater
Thursday, December 12th:
1. Present Coat of Arms
Human Rights Awareness Day - Assembly in Fine Arts theater
Thursday, December 12th:
1. Present Coat of Arms
Wednesday, December 11th:
1. Quiz
2. Intro Coat of Arms
3. HW: Complete personal Coat of Arms, please incorporate 1 of the features from each of the 3 sections of "Language of Heraldry" into your personal Coat of Arms. You only need to use the "Language of Heraldry" 3 times total, not for each prompt. You can draw or use printed images, must be colored.
1. Quiz
2. Intro Coat of Arms
3. HW: Complete personal Coat of Arms, please incorporate 1 of the features from each of the 3 sections of "Language of Heraldry" into your personal Coat of Arms. You only need to use the "Language of Heraldry" 3 times total, not for each prompt. You can draw or use printed images, must be colored.
coat_of_arms.pdf | |
File Size: | 107 kb |
File Type: |
the_language_of_heraldry.docx | |
File Size: | 48 kb |
File Type: | docx |
Tuesday, December 10th:
1. Continue Justinian Code of Laws vs. Modern Laws
REMINDER: Reading Quiz Wed over pages 191-194
1. Continue Justinian Code of Laws vs. Modern Laws
REMINDER: Reading Quiz Wed over pages 191-194
Monday, December 9th:
1. Justinian Code of Laws
2. Scenarios: Comparing Justinian vs. Modern Laws
HW: Reading Quiz Wed over pages 191-194
1. Justinian Code of Laws
2. Scenarios: Comparing Justinian vs. Modern Laws
HW: Reading Quiz Wed over pages 191-194
Friday:
Current Event Seminar (See current events tab for more information).
Thursday, December 5th:
1. Finish viewing Dark Ages / Discuss
2. Intro current event: The Minimum Wage & Income inequality
Current Event Seminar (See current events tab for more information).
Thursday, December 5th:
1. Finish viewing Dark Ages / Discuss
2. Intro current event: The Minimum Wage & Income inequality
Wednesday, December 4th:
1. Intro Dark Ages / Byzantine Empire (PPT)
2. View Dark Ages
1. Intro Dark Ages / Byzantine Empire (PPT)
2. View Dark Ages
Monday, December 2nd:
1. Discuss fall of Rome.
2. Review for test
3. You can use the attached note cards to study, however, keep in mind not all of these are on this test.
1. Discuss fall of Rome.
2. Review for test
3. You can use the attached note cards to study, however, keep in mind not all of these are on this test.
Friday, November 22nd:
1. Analyzing Roman Emperor's - Graffiti Style (Activity)
2. HW: Watch the episode below of Rome: The Rise and Fall of Empire: Constantine and answer the questions from the viewing guide attached below and distributed in class.
1. Analyzing Roman Emperor's - Graffiti Style (Activity)
2. HW: Watch the episode below of Rome: The Rise and Fall of Empire: Constantine and answer the questions from the viewing guide attached below and distributed in class.
Thursday, November 21st:
1. Finish lecture Roman Republic to Empire
1. Finish lecture Roman Republic to Empire
Wednesday, November 20th:
1. Quiz over pages 113-117
2. Discuss Cicero assignment
3. Cont. notes over Republic to Empire
1. Quiz over pages 113-117
2. Discuss Cicero assignment
3. Cont. notes over Republic to Empire
Tuesday, November 19th:
1. Intro Cicero 43 B.C. and his "6 Mistakes of Man"
In 43 B.C., the Roman orator Cicero wrote 6 statements that people tend to make in their thoughts and / or actions.
1.The decision that individual advancement is made by crushing others.
2.The tendency to w0rry about things that can not be changed or corrected.
3.Insisting a thing is impossible because we ourselves cannot accomplish it.
4.Refusing to set aside trivial preferences.
5.Neglecting development and refinement of mind, and not acquiring habits of reading and study.
6.Attempting to compel other people to believe and live as we do.
Task: Explain the modern relevance of Cicero’s comments. Are people today essentially the same as Romans from 2000 years ago? Use modern examples to support or refute Cicero’s Arguments.
HW: Finish Cicero assignment
In 43 B.C., the Roman orator Cicero wrote 6 statements that people tend to make in their thoughts and / or actions.
1.The decision that individual advancement is made by crushing others.
2.The tendency to w0rry about things that can not be changed or corrected.
3.Insisting a thing is impossible because we ourselves cannot accomplish it.
4.Refusing to set aside trivial preferences.
5.Neglecting development and refinement of mind, and not acquiring habits of reading and study.
6.Attempting to compel other people to believe and live as we do.
Task: Explain the modern relevance of Cicero’s comments. Are people today essentially the same as Romans from 2000 years ago? Use modern examples to support or refute Cicero’s Arguments.
HW: Finish Cicero assignment
Monday, November 18th:
1. P5: Campaign Posters presentation
2. P5: Roman Republic map activity
1. P7: From Republic to Empire Lecture
- Guided notes
HW: Reading quiz Wednesday over pages 113-117 (bold terms)
ROME UNIT STUDY GUIDE
1. P5: Campaign Posters presentation
2. P5: Roman Republic map activity
1. P7: From Republic to Empire Lecture
- Guided notes
HW: Reading quiz Wednesday over pages 113-117 (bold terms)
ROME UNIT STUDY GUIDE
rome_study_guide.docx | |
File Size: | 14 kb |
File Type: | docx |
Friday, November 15th:
1. Current Event / Seminar (see current event for topic)
Thursday, November 14th:
1. P5: Roman Republic Campaign posters
2. P7: Roman Republic Map & time to prep for current event.
Wednesday, November 13th:
1. Twelve Table Analysis
http://www.historyteacher.net/GlobalHistory-1/Readings/RomanLaw&TwelveTables.htm
2. Read aloud as a class.
3. Complete and discuss as a class.
Tuesday, November 12th:
1. Roman Republic and Twelve Tables lecture.
1. Current Event / Seminar (see current event for topic)
Thursday, November 14th:
1. P5: Roman Republic Campaign posters
2. P7: Roman Republic Map & time to prep for current event.
Wednesday, November 13th:
1. Twelve Table Analysis
http://www.historyteacher.net/GlobalHistory-1/Readings/RomanLaw&TwelveTables.htm
2. Read aloud as a class.
3. Complete and discuss as a class.
Tuesday, November 12th:
1. Roman Republic and Twelve Tables lecture.
roman_republic.the_twelve_tables.pptx | |
File Size: | 2751 kb |
File Type: | pptx |
Monday, November 11th:
1. Veterans Day lesson plan
1. Veterans Day lesson plan
Monday, November 4th - Friday November 8th:
Substitute all week.
- Engineering and Empire: Rome (2 days) w/ viewing guide
- Geography of Rome packet
- Legacy of Rome packet
Substitute all week.
- Engineering and Empire: Rome (2 days) w/ viewing guide
- Geography of Rome packet
- Legacy of Rome packet
Friday, October 25th:
1. Greek Olympics Activity
EVENTS:
1. Cotton Ball Shot Put (cotton balls)
- Each contestant will throw a cotton ball for distance. They will have two throws and the best one will count.
2. Javelin Throw (straws or toothpicks)
- Each contestant will throw a straw / toothpick with his / her elbow on the desk. Each athlete will have two throws, the best one will count.
3. Standing Broad Jump
- Select one player to compete for your team. Each player will jump for a distance. Measurements will be done using the measuring tape. Each athlete will have two jumps.
4. Paper Plate Discus
- Place feet on starting line and throw the "discus".
5. Ball in a Basket
- Your goal is to toss balls into a basket. Best count wins.
6. Olympic Tongue Twisters
- One member, selected in advance, from each team. Selected Olympian will say, three times, the
tongue twister they have drawn at random from the Olympic Tongue Twister Shoebox. The
Olympic coordinator (Mr. Weiss) will time this event. Best time wins!
7. Art Recognition
One member, selected in advance, from each team. A member from each team will select at random (from the
Olympics Art Appreciation Shoebox) an item to draw. Your teammates must guess what it is.
Best time wins.
Award Ceremony:
- Everyone will have the option to sample the following GREEK inspired foods: grapes, olives, feta cheese, grape juice.
1. Greek Olympics Activity
EVENTS:
1. Cotton Ball Shot Put (cotton balls)
- Each contestant will throw a cotton ball for distance. They will have two throws and the best one will count.
2. Javelin Throw (straws or toothpicks)
- Each contestant will throw a straw / toothpick with his / her elbow on the desk. Each athlete will have two throws, the best one will count.
3. Standing Broad Jump
- Select one player to compete for your team. Each player will jump for a distance. Measurements will be done using the measuring tape. Each athlete will have two jumps.
4. Paper Plate Discus
- Place feet on starting line and throw the "discus".
5. Ball in a Basket
- Your goal is to toss balls into a basket. Best count wins.
6. Olympic Tongue Twisters
- One member, selected in advance, from each team. Selected Olympian will say, three times, the
tongue twister they have drawn at random from the Olympic Tongue Twister Shoebox. The
Olympic coordinator (Mr. Weiss) will time this event. Best time wins!
7. Art Recognition
One member, selected in advance, from each team. A member from each team will select at random (from the
Olympics Art Appreciation Shoebox) an item to draw. Your teammates must guess what it is.
Best time wins.
Award Ceremony:
- Everyone will have the option to sample the following GREEK inspired foods: grapes, olives, feta cheese, grape juice.
Tuesday, October 22nd and Wednesday, October 23rd:
1. Greekbook (See attached assignment sheet).
2. Period 5 will meet in Library Lab A or B (see library sign when entering for which lab on day of).
Period 7 will have access to computer cart in regular classroom.
3. HW: This will need to be completed and turned in at the start of class on Thursday. There will be 5 bonus points available for completion at end of class Wednesday - Only awarded if completed appropriately and fully.
1. Greekbook (See attached assignment sheet).
2. Period 5 will meet in Library Lab A or B (see library sign when entering for which lab on day of).
Period 7 will have access to computer cart in regular classroom.
3. HW: This will need to be completed and turned in at the start of class on Thursday. There will be 5 bonus points available for completion at end of class Wednesday - Only awarded if completed appropriately and fully.
Monday, October 21st:
1. Review / Discuss / Complete Doc B,C, D, and E. - Complete F together.
2. Chickenfoot - Develop thesis and road map for paper. "Alex was great because - Main point 1, 2, 3" or "Alex was NOT great because - Main point 1, 2, 3"
3. Pair / Bucket docs to support points.
4. HW: Write your 5 paragraph essay answering the question: "How Great was Alexander the Great"
5. Use your doc analysis sheets, notes on what makes someone great, notes from movie clips, etc.
6. Rubric attached below.
1. Review / Discuss / Complete Doc B,C, D, and E. - Complete F together.
2. Chickenfoot - Develop thesis and road map for paper. "Alex was great because - Main point 1, 2, 3" or "Alex was NOT great because - Main point 1, 2, 3"
3. Pair / Bucket docs to support points.
4. HW: Write your 5 paragraph essay answering the question: "How Great was Alexander the Great"
5. Use your doc analysis sheets, notes on what makes someone great, notes from movie clips, etc.
6. Rubric attached below.
dbqrubric4alex.doc | |
File Size: | 34 kb |
File Type: | doc |
Friday, October 18th:
1. Review "Great" worksheet, discuss.
2. Review Background essay, discuss.
3. Begin Doc Analysis, Doc A together, Doc B on own.
4. HW: Finish doc analysis questions B, C, and D.
1. Review "Great" worksheet, discuss.
2. Review Background essay, discuss.
3. Begin Doc Analysis, Doc A together, Doc B on own.
4. HW: Finish doc analysis questions B, C, and D.
atg_dbq_doc_analysis_questions.docx | |
File Size: | 16 kb |
File Type: | docx |
Thursday, October 17th:
1. Finish viewing Alexander docs and clips.
2. Lecture in connection with Alexander and the idea of Hero or Villain.
3. Complete the "What is great" worksheet.
4. HW: Read the background essay on "How Great was Alexander" and answer the reading questions.
1. Finish viewing Alexander docs and clips.
2. Lecture in connection with Alexander and the idea of Hero or Villain.
3. Complete the "What is great" worksheet.
4. HW: Read the background essay on "How Great was Alexander" and answer the reading questions.
alexanderhookand_background_questions.docx | |
File Size: | 14 kb |
File Type: | docx |
atgdbqbgroundessayandquestions.pdf | |
File Size: | 73 kb |
File Type: |
Wednesday, October 16th:
1. Day starter: It is said that Alexander carried a copy of Homer's Illiad with him at all times and was particularly fond of the quote, "Might tempered by mercy."
How do you interpret this? Is there a time in history where this has been displayed or should have been? Or recently with current events? Explain.
2. Cont. viewing Conquerors: Alexander the Great as well as scenes from Alexander (2004, Oliver Stone).
1. Day starter: It is said that Alexander carried a copy of Homer's Illiad with him at all times and was particularly fond of the quote, "Might tempered by mercy."
How do you interpret this? Is there a time in history where this has been displayed or should have been? Or recently with current events? Explain.
2. Cont. viewing Conquerors: Alexander the Great as well as scenes from Alexander (2004, Oliver Stone).
Tuesday, October 15th:
1. Alexander the Great
- Make a list of notable people who have been successful, but you think maybe only because of their family.
2. Background information on Alexander the Great - Hero or Villain?
3. View "Conquerors: Alexander the Great" & complete viewing guide.
1. Alexander the Great
- Make a list of notable people who have been successful, but you think maybe only because of their family.
2. Background information on Alexander the Great - Hero or Villain?
3. View "Conquerors: Alexander the Great" & complete viewing guide.
atgvideoandherovillan.docx | |
File Size: | 45 kb |
File Type: | docx |
-Monday, October 14th:
1. Should we celebrate Columbus Day?
2. HW: Complete "Letter to Editor" in regards to essential question.
1. Should we celebrate Columbus Day?
2. HW: Complete "Letter to Editor" in regards to essential question.
columbus_day.docx | |
File Size: | 13 kb |
File Type: | docx |
letter_to_the_editor.docx | |
File Size: | 14 kb |
File Type: | docx |
Thursday, October 10th:
1. Reading Quiz, pages 83-90
2. Read Olympics handout and discuss.
3. HW: Read current event
1. Reading Quiz, pages 83-90
2. Read Olympics handout and discuss.
3. HW: Read current event
Wed, October 9th:
1. Cont. Philosophy discussion
2. Battle of Thermopylae
3. View a scene from 300
HW: Reading quiz tomorrow of 83-90 in blue book.
Use the following questions to help guide your notes for the reading.
Page 83-90 note taking guide:
What was the Delian League? Why was it formed?
Who was Herodotus?
How long did the Peloponnesian War last? What were the effects?
Who was Pericles? What was he known for? How did he contribute to the glory of Athens?
How did the Athenians live? What were women’s life like in Athens? What was the marriage structure like?
Why is Greek religion so difficult to understand? How is it different from Egyptians or Hebrews? Who were the most important members of the Greek pantheon? Who were they?
Why was Apollo popular?
What occurred at Olympia and why?
What did Sparta do following the Pelopennesian War?
Who was Phillip II and why was he important? Who was his son? Where was Phillip II from originally?
What was the political consequence of Alexander’s premature death?
1. Cont. Philosophy discussion
2. Battle of Thermopylae
3. View a scene from 300
HW: Reading quiz tomorrow of 83-90 in blue book.
Use the following questions to help guide your notes for the reading.
Page 83-90 note taking guide:
What was the Delian League? Why was it formed?
Who was Herodotus?
How long did the Peloponnesian War last? What were the effects?
Who was Pericles? What was he known for? How did he contribute to the glory of Athens?
How did the Athenians live? What were women’s life like in Athens? What was the marriage structure like?
Why is Greek religion so difficult to understand? How is it different from Egyptians or Hebrews? Who were the most important members of the Greek pantheon? Who were they?
Why was Apollo popular?
What occurred at Olympia and why?
What did Sparta do following the Pelopennesian War?
Who was Phillip II and why was he important? Who was his son? Where was Phillip II from originally?
What was the political consequence of Alexander’s premature death?
Tuesday, October 8th:
1. Philosophy Cont. - Discuss 10 statements, which we agree with, which we don't, why?
2. HW: Reading Quiz Thursday over: In textbook - pages 83-90 (do NOT read "flowering of philosophy" section).
1. Philosophy Cont. - Discuss 10 statements, which we agree with, which we don't, why?
2. HW: Reading Quiz Thursday over: In textbook - pages 83-90 (do NOT read "flowering of philosophy" section).
Monday, October 7th:
1. Turn in HW (If applies to you)
2. Journal
3. Philosophy: Socrates, Plato, Aristotle
4. HW: Battle of Thermopylae (300) - Read and answer the 5 questions on the back.
1. Turn in HW (If applies to you)
2. Journal
3. Philosophy: Socrates, Plato, Aristotle
4. HW: Battle of Thermopylae (300) - Read and answer the 5 questions on the back.
battle_of_thermopylae.pdf | |
File Size: | 121 kb |
File Type: |
greek_philosophy.pptx | |
File Size: | 245 kb |
File Type: | pptx |
socarates.plato.aristotle_worksheet.docx | |
File Size: | 15 kb |
File Type: | docx |
Friday, October 4th:
1. Current Events Socratic Seminar
2. HW: If you did not say anything during the discussion, you will need to complete questions 1 and 2 on the current events intro sheet and turn in on Monday.
1. Current Events Socratic Seminar
2. HW: If you did not say anything during the discussion, you will need to complete questions 1 and 2 on the current events intro sheet and turn in on Monday.
Thursday, October 3rd:
1. Reading Quiz over "The Glory of Greece"
2. Grade Quiz
3. Intro Current Event - Affordable Health Care Act.
4. HOMEWORK: Read the following article and prepare 5 discussion questions. Additionally, view the following clips.
http://www.nytimes.com/roomfordebate/2013/09/26/is-obamacare-working
1. Reading Quiz over "The Glory of Greece"
2. Grade Quiz
3. Intro Current Event - Affordable Health Care Act.
4. HOMEWORK: Read the following article and prepare 5 discussion questions. Additionally, view the following clips.
http://www.nytimes.com/roomfordebate/2013/09/26/is-obamacare-working
Wed, October 2:
1. Intro Athens v. Sparta Travel Brochure assignment.
2. Homework: Complete travel brochure.
Reminder: Reading quiz over Glory of Greece on Thursday.
1. Intro Athens v. Sparta Travel Brochure assignment.
2. Homework: Complete travel brochure.
Reminder: Reading quiz over Glory of Greece on Thursday.
Tuesday, October 1:
1. Journal: "Which type of government do / would you prefer? why?
2. Continue Athens v. Sparta Lecture (PPT)
3. Homework: Read packet "The Glory of Greece" for reading quiz Thursday
1. Journal: "Which type of government do / would you prefer? why?
2. Continue Athens v. Sparta Lecture (PPT)
3. Homework: Read packet "The Glory of Greece" for reading quiz Thursday
Monday, September 30:
1. Collect HW
2. A lesson on the governments thru music choice
3. Athens v. Sparta Lecture (PPT)
1. Collect HW
2. A lesson on the governments thru music choice
3. Athens v. Sparta Lecture (PPT)
athensvsspartafinala.ppt | |
File Size: | 6437 kb |
File Type: | ppt |
Friday, September 27:
1. Current Event: Egypt in Crisis, Has the Arab Spring Failed?
2. Homework: Complete Graphic Organizer of tracing different forms of government in Ancient Greece
- Also, complete questions 3, 4, and 5 from current event.
1. Current Event: Egypt in Crisis, Has the Arab Spring Failed?
2. Homework: Complete Graphic Organizer of tracing different forms of government in Ancient Greece
- Also, complete questions 3, 4, and 5 from current event.
the_development_of_democracy_in_ancient_greece.docx | |
File Size: | 37 kb |
File Type: | docx |
Thursday, September 26:
1. Reading Quiz pages 77-79
2. Discuss formation of democracy in ancient Athens.
3. Intro to current event - Egypt in Crisis.
4. HW: Read article and answer discussion questions 1, 2 and come to class Friday with 5 discussion questions.
1. Reading Quiz pages 77-79
2. Discuss formation of democracy in ancient Athens.
3. Intro to current event - Egypt in Crisis.
4. HW: Read article and answer discussion questions 1, 2 and come to class Friday with 5 discussion questions.
Wed, September 25:
1. 25 minutes to make own interp of Illiad Book 6. Working in groups of 2-3 students, make a rap, poem, skit that tells the story.
2. Perform.
1. 25 minutes to make own interp of Illiad Book 6. Working in groups of 2-3 students, make a rap, poem, skit that tells the story.
2. Perform.
Tuesday, September 24:
1. Continue Intro to Greece Lecture (PPT)
2. Homer - Illiad Worksheet - Interp Book 6 of the story from different historians perspectives to understand the story.
3. Go over elements of story in class.
4. Homework: Read pages 77-79 (rdg. quiz on Thursday)
1. Continue Intro to Greece Lecture (PPT)
2. Homer - Illiad Worksheet - Interp Book 6 of the story from different historians perspectives to understand the story.
3. Go over elements of story in class.
4. Homework: Read pages 77-79 (rdg. quiz on Thursday)
Monday, September 23:
1. Project Evaluations
2. Intro to Greece
- Greece Map
- Agree / Disagree discussion
1. Project Evaluations
2. Intro to Greece
- Greece Map
- Agree / Disagree discussion
ancient_greece_mw.day1.pptx | |
File Size: | 2560 kb |
File Type: | pptx |
Wed, Sept. 18 & Thursday, Sept 19:
1. Egyptian Group presentations.
1. Egyptian Group presentations.
Monday, Sept. 9 - Tuesday, Sept. 17:
1. We will be meeting in the Library during this period to work on our Egyptian group projects. The first few days will be research with the assistance of the librarian, and the rest of the time will be working on paper and project presentation in group.
Assignment:
1. We will be meeting in the Library during this period to work on our Egyptian group projects. The first few days will be research with the assistance of the librarian, and the rest of the time will be working on paper and project presentation in group.
Assignment:
ancient_egypt_paper_topics1.doc | |
File Size: | 58 kb |
File Type: | doc |
Friday, Sept. 6:
1. Current Event Debate
2. Intro Egyptian Paper / Project
3. Meet in Library Lab A on Monday
1. Current Event Debate
2. Intro Egyptian Paper / Project
3. Meet in Library Lab A on Monday
Thursday, Sept. 5:
1. "Help Wanted" - Create Ads in class
2. HW: Current Event: Syria
1. "Help Wanted" - Create Ads in class
2. HW: Current Event: Syria
help_wanted.docx | |
File Size: | 17 kb |
File Type: | docx |
Wednesday, September 4:
1. Finish Mesopotamia Notes
2. Start Mesopotamia "Help Wanted" assignment
1. Finish Mesopotamia Notes
2. Start Mesopotamia "Help Wanted" assignment
Tuesday, September 3:
1. Recap 1st Socractic Seminar / Current Event
2. Discuss Cause / Effect (PPT)
3. Mesopotamia Lecture
4. Cause / Effect Worksheet
1. Recap 1st Socractic Seminar / Current Event
2. Discuss Cause / Effect (PPT)
3. Mesopotamia Lecture
4. Cause / Effect Worksheet
civilizations.pptx | |
File Size: | 1446 kb |
File Type: | pptx |