I made a bit of a mistake yesterday– or rather, I ran into some difficulties, because the film I planned on showing you today has gone missing. So! You’re going to do a little bit of work for me today that I hadn’t planned on you, but: we are flexible, resilient people. We can roll with the punches.
So here’s what you’re going to do today:
- Using the laptop cart, I want you to finish copying the notes on the French Revolution from yesterday. (I know, I know. I’m sorry. But I do need you to at least read over them and make sure you understand them.) The notes are located here: The French Revolution(s). I think we left off on slide 75, so you can skip forward to there. Basically, you need to read over Napoleon’s terrible decisions in Russia, the end of the Napoleonic wars, and then the restoration of the European monarchies.
- Once you’ve finished reading through the notes on the laptop, put the computers away– NEATLY– and get a packet from the substitute on the Scientific Revolution and Enlightenment. You guys are going to do some more detailed work on that today, since we sort of skimmed over it last unit. If the substitute needs to make copies of the assignment– which might happen, because I’m springing this on them at the last minute– you can always use the digital file here to get started until they have enough copies: Enlightenment and Scientific Revolution. Follow the instructions on the packet, read carefully, and turn in your work at the end of class. If you’re not done, please take it home and turn it in first thing tomorrow morning.
- Thanks for being patient, guys. Tomorrow won’t be as scattered– the DVD didn’t go missing for that one, so you’ll watch a documentary tomorrow. And don’t forget– your vocabulary is due on Friday, and you’ve got a quiz that day, too!
The Holy Roman Empire (Germany, Austria)
Ottoman Empire (Turkey)
Mughal Empire (India)
Safavid Empire (Persia)
Tokugawa Shogunate (Japan)
After reading and analyzing your documents today, hopefully you have a better understanding of what Mongol life was like– to those who lived within the culture, and for those who were subject to conquest. Using the information we talked about in class today, please write a short (very short!) answer to the following question: Were the Mongols beneficial to world history? Why or why not? Make sure to use evidence, rather than simple opinion in your answer.
If you would like to look over the documents we discussed in class before making your response, you can find them here: Mongol Documents.
Additionally, you may find it helpful to watch the following Crash Course video on the subject:
Today, you’ll be working in small groups to gather information on the following Chinese dynasties: the Sui, Tang, Song, and Yuan. Use the following PDF to help you find information on the economic, societal, and political aspects of each period of Chinese history. You’ll need to find at LEAST three to five important facts for each dynasty.
Medieval Chinese Dynasties
Medieval Chinese Dynasties Chart
Additionally, here are the major due dates for this unit of study:
- Unit Six Test (Friday, 10/20)
- Unit Six Vocabulary (Tuesday, 10/17)
- Unit Six Quiz (Tuesday, 10/17)
In this project, you will work together with your group to research the Native American cultural groups and their histories associated with one of SIX geographic regions. You will display your information on a large poster (or mural), and on Friday, September 22nd we will have a gallery walk to gather information as a class.
This assignment is a project grade, and will be evaluated based on how accurate and detailed your information is, and how well you convey the information to your colleagues. You can find the instructions for this assignment below:
Native North America: Project Instructions
||Arctic and Subarctic
||Loreana, Keys, Karlee, Carter
||Cierra, Willow, Laurence, Katie
||Far West (Great Basin, California)
||Erin, Key, Paul, Kevin
||Jasmin, Ryan, Jack
||Ignacio, Grayson, Ben, Amani
||Austin, Isabella, Macki
General Resources for Research!
Arctic and Subarctic Resources
Northwest Coastal Resources
Far West (Great Basin, California)
If you didn’t finish your classwork today, remember that you’ll need to have your comparative chart on Medieval African polities completed by the start of class tomorrow. Your chart should include one good, important characteristic for each of the major political organizations and regions we’ve studied during this unit.
Remember that when we talk about society, we’re thinking about things related to class structures, families, kinship groups, gender roles, and other ways people organize themselves.
Happy eclipse day, guys!
I appreciate the number of you who showed up today; those of you who stayed home to watch the eclipse, please make sure you’re ready for class tomorrow by having your Unit Two vocabulary completed, and being ready for an in-class quiz. Additionally, you’ll want to review the material below and be ready to start of running.
Today in class, we will be examining a number of Classical era religions and belief systems:
You will receive an information gathering sheet on these various belief systems (Comparative Belief Systems Chart), and will then use the PowerPoint below to collect the relevant information.
After gathering information on each of these major Classical belief systems and faiths, students will create a poster which does the following:
- Clearly, correctly, and respectfully identifies the central elements of the belief system or faith.
- Represents a common symbol associated with the faith or belief system.
- Includes a map of where the belief system or faith BEGAN, and where it SPREAD.
These posters should be colorful, neat, and easy to read.
Using your notes from today (and, if you like, the Crash Course video below), please answer the following questions.
On a separate piece of paper, please do the following:
1.Define greatness. What does it mean for a historical figure to be called “the Great?” What characteristics should a person have to earn that title?
2.Does Alexander meet the characteristics you have defined as being great or not? (That is, WAS Alexander great?) Why do you think so? Provide AT LEAST four specific pieces of evidence to support your position. Be as precise as you can.
3.If you feel that Alexander the Great WASN’T “great,” what was he? What should his eponym be instead? Provide your own title for “Alexander the _____________,” and justify it.
Tonight, you’ll need to finish the worksheet you received in class today on the culture groups of the Hebrews, Assyrians, Phoenicians, and Minoans– you should be able to find information on each of these groups in your textbook at home, and you can also look for additional information online, if you need to. Then, please get a blank sheet of paper and do the following:
You will design a travel poster for ONE of the assigned civilizations on your information gathering sheet.
Your poster should include:
- The LOCATION of your civilization. (Ex. “Visit ________!)
- A catchy SLOGAN which describes some important aspect of the civilization.
- A large central IMAGE which illustrates some notable aspect of the civilization
- .At least THREE major things a visitor should do on vacation. (“See the great Temple of Ashur! Be forcibly relocated and removed from your loved ones!”)
Your poster should be:
Don’t worry about your artistic ability– I’m looking for content and creativity, not skill. 🙂
If you want some examples of what travel posters might look like, here are a few examples: Vintage Travel Posters, Around the World with the Library Congress Collection.
Unit Two will be our discussion of Classical civilizations, focusing on the time period 600 BCE to 600 CE, and we will be focusing on:
- Classical era belief systems, including Buddhism, Zoroastrianism, Hinduism, Judaism, Confucianism, and Christianity
- Greek and Roman political, cultural, economic, and technological developments
- Development of land-based empires (Persia, Mauryan, Gupta, Qin, Han, and Roman)
- Increased interaction through Indian Ocean and Silk Road(s) trade
Due dates for this unit are as follows:
- Unit Two Test (Friday, August 25th)
- Class Olympics Activity (Wednesday, August 16th)
- Unit Two Guide and Vocabulary (Monday, August 21st)
- Class Autopsy of Empire Activity (Wednesday, August 23rd)
- Unit Two Vocabulary and Content Quiz (Monday, August 21st)