Native North America Project

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

Group Assignments

Group Region Group Members
1 Arctic and Subarctic Loreana, Keys, Karlee, Carter
2 Northwest Coast Cierra,  Willow, Laurence, Katie
3 Far West (Great Basin, California) Erin, Key, Paul, Kevin
4 Southwest Jasmin, Ryan, Jack
5 Great Plains Ignacio, Grayson, Ben, Amani
6 Eastern Woodlands Austin, Isabella, Macki

General Resources for Research!

Arctic and Subarctic Resources

Northwest Coastal Resources

Far West (Great Basin, California)


Great Plains

Eastern Woodlands


Homework: Comparative Medieval African Kingdom Chart

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.

Medieval African Kingdoms and Empires_Comparative Chart

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.

Comparing Classical World Religions!

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:

  • Zoroastrianism
  • Hinduism
  • Buddhism
  • Daoism
  • Confucianism
  • Judaism
  • Christianity

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:

  1. Clearly, correctly, and respectfully identifies the central elements of the belief system or faith.
  2. Represents a common symbol associated with the faith or belief system.
  3. 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.

Homework: Thinking about Greatness and History

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.

Homework: Time Travel Vacation Poster for the Eastern Mediterranean

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:

  1. The LOCATION of your civilization. (Ex. “Visit ________!)
  2. A catchy SLOGAN which describes some important aspect of the civilization.
  3. A large central IMAGE which illustrates some notable aspect of the civilization
  4. .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:

  1. NEAT.

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.

Content and Due Dates for Unit Two!

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)

Welcome to Honors World History!

I hope your first day back at North Cobb High School went smoothly; we’re all glad you’re back.  Here’s what you need to do for me tonight:

  1. Please have your parents and guardians read the course syllabus which we went over today.  If you misplace your copy, you’ll find another ready for you to download on the materials page for unit one.  Please bring back the signed end of your syllabus by Wednesday, August 2nd.
  2. Complete the student information form embedded below.  If you can’t see anything embedded, please follow this link: Student Information Form for Honors World History.  If you STILL can’t get the form to work, tell me tomorrow, and we’ll troubleshoot it together.

Final Exam Review Resources!

Don’t forget, guys– you have your Student Learning Objective test coming up on Friday at the start of class, and you’ll be taking your comprehensive final exam on Wednesday, December 21st.  Your final will cover everything from the Neolithic Revolution to the end of the Cold War in 1991, so you need to start studying NOW.  Your final exam is worth 15% of your final grade, so you do need to take this seriously.

To help you in your studying, you should:

  • Complete the World History Final Exam Review.  If you have the ENTIRE review guide complete on the day of the final exam, you can earn up to an additional ten points on the final.  (“Up to” because you can only earn a 100% on the final, so if you score a 94 without your review guide points, you’ll only earn an additional six points to take you to 100%.)
  • Work through the online FlipQuiz review I’ve created for you: Honors World History Review Game.  Each of the categories is a time period with a series of related questions and answers.  Hopefully, this will help you get a better sense of what you know and what you need to study for the upcoming exams.
  • Test your knowledge and see where you place on the class leader board!  Play the Quizizz (similar to a Kahoot) by following the instructions below:

1. Open in your browser
2. Enter the 6-digit game code 770424 , and click “Proceed”
3. Now enter your name and click “Join Game!” KEEP YOUR NAME APPROPRIATE.  I can always pull ISP information on inappropriate names, so keep it clean.
4. You will get an avatar, and then see a “Start Game” button. Click it to begin!

  • And if you’ve done ALL of this, consider playing some of the review games listed here: World History Games.  They’re on a variety of topics, and offer some pretty decent review options to help you prepare for Wednesday’s final.


Assignment: Letters from the Trenches


Being as creative and accurate as possible, you are to write a letter from the position of someone involved in World War I during the course of the conflict.  You may choose to write from the perspective of a Germany, Austrian, Turkish, British, French, Japanese, Arab, Indian, or American combatant– or any other force involved in the war.  You may also choose to write from the perspective of a non-combatant; remember, the home front was extremely important during this conflict, and many people who did not actually fight affected or were affected by the war effort.  The only specific requirements for this assignment are as follow:

  1. Your letter MUST be historically accurate. Do a little research before you write, and make sure that any technology you reference is appropriate to the time period.  Also, watch your language!  Modern slang is not at all appropriate, so keep that in mind.
  2. Your letter should be approximately one page hand-written. You may choose to type your letter, but if you do– remember! The only font available would have been something like Courier New, so consider using it to lend your letter a little authenticity.
  3. Your letter should contain at least THREE specific historical references— these may be to specific battles, military technologies, governmental programs, or geo-political situations which are appropriate to your letter.
  4. If you are feeling particularly brave, you may choose to turn in a piece of war poetry instead of a letter. I’ve included several samples of poetry from this period if you want to go that route.  Your poetry has no length requirement, but I do ask that it be earnestly and seriously undertaken.  That is to say, no limericks or haikus need apply.

Your letter or poem is due on Thursday, December 8th.  If you have no zeros in your homework category, this will go in as a normal grade for that category.  If you do have zeros in your homework category, this grade will be entered in the place of the oldest existing zero, and you will instead be exempt from the normal grade from this assignment.  (That is, you will only receive ONE grade for this assignment– you will not be able to erase a zero AND get a grade on this assignment.)  You may not use this assignment to replace any zero in a non-homework category.


Here are some materials and links that may help you with this assignment:

Substitute Work: Latin American and Haitian Revolutions

Here’s what you’re going to do today:

  1. Turn in any work that you didn’t finish yesterday. If you don’t turn it in NOW, it is LATE.
  1. The substitute will distribute a number of handouts and packets. Start with the packet labeled “Latin American Revolutions”—this is a packet of notes and a portion of your textbook on Latin American revolutions.  Read over these notes and the chapter.  If you want or need more information, please feel free to use the resources I have posted on the class blog or get a white textbook from the bookcase and look at pages 509 to 513.  Once you feel you understand the material, get out the handout titled “The Age of Revolutions in Latin America.”  You will need to identify WHO protested or started each revolution, WHAT their specific complaints were, a few major events of the revolution, what the end results of the revolution were, and who BENEFITED from the revolution (note: these may NOT be the same people who started the revolution!).  You will also need to judge, based on what you have read, to what degree each revolution represents the ideals of the Enlightenment.  Draw an arrow indicating how “Enlightenment-y” you think each revolution is.
  1. Once you’re done with the Age of Revolutions worksheet, move on to the Proclamation of 1813. This is a primary source issued by Simón Bolívar.  Read the text carefully, and then answer the associated three questions on a separate sheet of paper.
  1. Read the article, “The Haitian Revolution.” Pay attention to the causes and effects of the Haitian Revolution.  Then, on a separate sheet of paper, answer the following question: Considering all of the political revolutions we have studied this week (the American Revolution, French Revolution, Latin American revolutions, and the Haitian Revolution), which do you think is the most truly “revolutionary?” Why?  Which do you think was the LEAST revolutionary—that is, which do you think resulted in the least amount of significant change?
  1. Turn in ALL your work by the end of class. If you are not done, take your work done and finish it.  It will be due the moment you enter the classroom on Friday.  After that, it will be LATE.
  1. If you finish your work before the end of class, please work on your vocabulary assignment, or find work to do for other classes. Do not bother your classmates; let them work.

Remember, your vocabulary assignment is due tomorrow, and you will have a quiz during the first half hour of class.


Ms. Galloway

Additional Materials on Latin American Revolutions and the Haitian Revolution:

Latin American Revolutions: Notes on the Mexican, Spanish South American, and Brazilian Revolutions

Haitian Revolution: Notes on the Haitian Revolution