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9/11
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Homework - Due 9-11 - Draw and title an Introduction to
the Middle Ages (Europe After the Fall of the Roman Empire.) Use color and fill the page with images of your impressions of this time period in history. You may use appropriate computer generated images if you don't like to draw. |
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9/11
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Watch the Time Team America segment on Roanoake Island, North Carolina and complete the notes on this page |
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9/14-17
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You will create a Powerpoint (on Monday and Tuesday) and present during Block Days on Wednesday and Thursday. Each group will present before the end of class. When each group presents their Powerpoint, fill out the matrix that you will glue to this page. I would suggest that you Google to find definitions that are kid friendly. Use this PowerPoint Guide to assign roles for group members to use as you work on your Keynote/PowerPoint. |
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Red - Due Date
9 -18
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Geography of Europe - Please read the two pages where you find the maps for this assignment - History Alive PP 4-5. Use full sentences to answer the questions. You will have to make inferences to complete this assignment - not all of the answers will be obvious. |
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Green - Date introduced in class
9-16
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Map of Europe - Using the maps on pages 4-5 of your History Alive Textbook, or the attached Physical Map and Political Map of Europe, complete the map you glued into this page carefully. Answer the questions using your background knowledge and the reading on Page 4 and 5 . Please use some color and label horizontally in your best writing on your maps to identify regions and features. |
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9-23-24
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Using the History Alive book (sections 2.4, 2.5, 2.6 and 2.7) as well as the knowledge gained from from the experiential exercise, answer the related questions. |
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9-23-24
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Using the History Alive book (sections 2.4, 2.5, 2.6 and 2.7) as well as the knowledge gained from from the experiential exercise, answer the related questions. |
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10/1
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Choose one of the following to complete for homework:
- Investigate the the Bayeux Tapestry and draw and write about any of the panels that capture your imagination. Remember that you need to draw and then annotate any of your drawings. I expect a full page of drawings and annotations about what you ahve learned. You can also watch the YouTube Video which animates the Tapestry.
- The Domesday Book still affects Englishmen today. Find out what it is and why William had it written and then draw and write (annotate) what you are learning.
- This BBC page has links to many aspects of 1066. Explore and choose anything that youa re interested in.
- Play the Battle of Hastings Game and then write and draw what you have learned from it.
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Slide 3.2 E: The Battle of Hastings - William the Conqueror and the Norman Invasion
Write your own notes from the readings, maps and class dicussion on the above sites. Also view this Time Machine movie segment where you will meet Duke William. You should also take the time to watch this video about the battlefield and a re-enactment of the battle of Hastings.
Consequences of Norman Conquest
Friday in class assignment - As partners please fill out this document on the effects of the Norman Conquest.
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9/30
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Create a annotated, colored page from your investigations of one of the sites listed for page 11 - including the outstanding BBC internet site on the Vikings. Be creative and write as well as draw what you are learning. Use annotated information and hand drawings.
OR.............................
Write a journal account of a Viking raid on a local village. Describe in vivid detail the Vikings appearance, the raid and the reasons for the raid. Refer to the BBC site for accurate information. Needs to be two well written paragraphs - you should illustrate this journal entry.
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Slide 3.2B: Viking Raids
You will be writing your notes from your own research. You can use the textbook pages of Across the Centuries pp 260-261, History Alive, p. 21, and World Studies 120-121. Also, use the following sites for your information and note taking. Look at the various right side "interactive" features of the web site. They contain excellent information. Also read one article on the Vikings and include the title on your page of notes.
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9/30
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Please define or illustrate 10 of the vocabulary words posted on the yellow sheets around the room by using the words in a sentence to show that you understand them. You could use Dictionary.com or Merriam Webster.com to find the definitions of these words.These words are part of the vocabulary that you are expected to know during this unit. Please choose words which you do not understand. The words are: empire, barbarians, tyrants, primary source, secondary source, vassal, patriarch, manor, mosaic, feudalism, fief, schism, guilds, serfs, charter, commerce, republic, icon, literacy |
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Slide 3.2C: Medieval Castles - Use the following sites to find out about the parts of and reasons for castles in the Medieval era.
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Please answer the following questions - this is a test on your understanding of feudalism.
1. Explain feudalism as a form of government.
2. In your explanation be sure to include some of the events that led to t he spread of feudalism.
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Divide this page in two in landscape modeand label one side
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This is my brain when it is learning
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This is my brain when it is not learning.
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Reading Notes 3.2 - The Christian Church Takes Shape |
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Reading Notes 3.2 and 3.3 - Sacraments and Salvation |
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Reading Notes 3.4 and 3.5 - Art and Architecture and Education |
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Reading Notes 3.7 and 3.8 - Holidays and Monks, Nuns and Mendicants |
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4.2 The growth of Medieval Towns |
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4.3 Guilds
4.4 Trade and Commerce
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4.5. Homes and Households
4.6 Disease and Medical Treatment
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4.7 Crime and Punishment
4.8 Leisure and Entertainment
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King John and the Magna Carta Section 5.2 in History Alive.In order to understand what led up to the signing of the Magna Carta as well as its significance, watch the two movies on Runnymead and Limiting the Kings Powers |
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The Bubonic Plague (The Black Death) - Section 5.3 in History Alive
The Hundred Years War - Section 5.4 in History Alive
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Create a wanted poster for King John. It should list the grievances of the English people against John and the benefits of forcing him to sign the Magna Carta. You can check out the original document on The British Museum's Web Site called Treasures in Full. There is also a Time Machine movie segment where you will get to meet King John.
Understanding!!! How does the Magna Carta affect our laws/lives today?
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Explore any Black Death websites you can find or read your History Alive - pp 56-56 or Across the Centuries Book - pp 310-312 .
Then you have two choices.
- Draw a map of Europe showing where the Black Death began and how it spread - labeling ports and routes through which it was transported
- Investigate and draw the vehicle through which the three forms of the Black Death was spread. included with you figure of the rat/flea - be sure you detail the symptoms of the three forms of the disease
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10-27 - 10 30
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Learning Target - I can clarify an understanding of the Byzantine Empire and its important events by creating an expository writing piece or one of the following other options.
This is an individual assignment on the Byzantine Empire. Use the History Alive Book Pages 60 - 69 as well as other books and images available in the room. Due Friday at the end of Class. Rubric for the project!
- I would like all of you to go to Discovery for Kids, (login: iwms password: wolverines), and find a video about the empire, the orthodox church, Constantine, Justinian, or any other subject you ahve been researching. You could also research YouTube for Education and check out videos to watch.
- Visual Learners - Create a timeline of what we have studied using Inspiration - include detailed facts about the Byzantine Empire as well as pictures. View the attached video from present day Istanbul.
- Verbal Linguistic Learners - Write about the Empire itself using the attached outline
- Socrates - Use the New York Social Studies Standards to help you study and write about the Byzantine Empire. Choose 4-5 of the questions, investigate and then answer.
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- Using the linked trade map as well as past students' trade maps,
- create a colored trade map of the Byzantine Empire with Constantinople in the center.
- Include a pop-out map of the city and annotations
- with explanations of why the city is such an important trade center.
- Using this old map and this more detailed map of Constantinople and the area,
- draw your own map of the Black Sea, The Sea of Marmora, and the Bosporus Straits.
- Annotate and color this map showing Constantinople, the walls that surrounded the city (13 miles), and the Hagia Sophia.
- You could also use National Geographic's map of the area.
- Better yet, check out the whole region by typing in Istanbul, Turkey, to Google Earth and then zooming in and out to reallly get a look at how the land and water meet in the region.
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10-27 - 10 30
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Learning Target - I can clarify an understanding of the Byzantine Empire and its important events by creating an expository writing piece or one of the following other options.
This is an individual assignment on the Byzantine Empire. Use the History Alive Book Pages 60 - 69 as well as other books and images available in the room. Due Friday at the end of Class. Rubric for the project!
- I would like all of you to go to Discovery for Kids, (login: iwms password: wolverines), and find a video about the empire, the orthodox church, Constantine, Justinian, or any other subject you ahve been researching. You could also research YouTube for Education and check out videos to watch.
- Visual Learners - Create a timeline of what we have studied using Inspiration - include detailed facts about the Byzantine Empire as well as pictures. View the attached video from present day Istanbul.
- Verbal Linguistic Learners - Write about the Empire itself using the attached outline
- Socrates - Use the New York Social Studies Standards to help you study and write about the Byzantine Empire. Choose 4-5 of the questions, investigate and then answer.
- Using the linked trade map as well as past students' trade maps,
- create a colored trade map of the Byzantine Empire with Constantinople in the center.
- Include a pop-out map of the city and annotations
- with explanations of why the city is such an important trade center.
- Using this old map and this more detailed map of Constantinople and the area,
- draw your own map of the Black Sea, The Sea of Marmora, and the Bosporus Straits.
- Annotate and color this map showing Constantinople, the walls that surrounded the city (13 miles), and the Hagia Sophia.
- You could also use National Geographic's map of the area.
- Better yet, check out the whole region by typing in Istanbul, Turkey, to Google Earth and then zooming in and out to reallly get a look at how the land and water meet in the region.
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11-2
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Geography Challenge Question - Please read the two pages where you find the maps for this assignment - History Alive PP 72-73. Use full sentences to answer the questions. You will have to make inferences to complete this assignment - not all of the answers will be obvious. |
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11-2
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Geography Challenge Map - Complete this map as you answer the questions. |
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11-4
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The Pillars of Islam - Use History Alive pp. 96 - 100 tom complete these notes. |
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Draw and title an Introduction to the Sub-Saharan AFrica. Use color and fill the page with images of your impressions of this time period in history. You may use appropriate computer generated images if you don't like to draw. |
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12-9
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Take the opportunity to glance through the History Alive Images of the various regions of the continent. See if you can identify any of the major features.
Then answer the questions on Geography of Africa - Fill out in complete sentences as you do the map.
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12-9
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Complete the map using the geography challenge cards (yellow) and the Kingdoms of West Africa Map and Regions and Vegetation Zones Maps on pages pp. 134 -135 in the History Alive textbook and pp.521 in Across the Centuries. |
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12-16
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Cr eate a T Chart with headers entitled Classroom Experience and Historical Reality |
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12-16
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Create a comic strip depicting the steps involved in the silent trading of gold for salt from 800 CE to 1500 CE in West Africa. Captions or voice bubbles should contain these words: Sahara Desert, Atlas Mountains, Niger River, Soninke Warriors of Ghana, North Africans, Wangarans, gold, salt, and tax. You should also check out the salt mines at Taghaza. |
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1-5/6
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How would you explain to a third grader what has to happen in a society as it grows from an extended family, to a village, to a city, and finally, to a kingdom. The synopsis on History Alive, page 147, should help you with this assignment. |
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1-5/6
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Using the History Alive Book and starting on page 137 - 143, complete the notes on iron technology and then specialization in West Africa. |
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1-8
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After you have glued in your Week One Learning Target, please write about your understanding using the Analysis Document we created in class. |
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1-8
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Notes on the Trading Kingdoms of Africa - starting on page 145 in History Alive |
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1-15
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African Music - History Alive 15.3
Finish notes and then create a flow chart on the top of this page to show how the characteristics of call-and-response music have influenced American Music. Annotate your drawing, and give it a title.
Take time to listen the the various forms of Call-And-REsponse music on YouTube:
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1-15
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Elements of African Art - History Alive 15.4
After examining the Africa Arts Slideshow, discuss with your group the following:
- What do you see?
- What Materials were used?
- How realistic or true to nature is the piece of art
- What emotional feeling do you get from the sculpture?
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1/20-21
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The African Slave Trade
- We will fill out a graphic organizer detailing the adbantages and disadvantages of the slave trade to Africans and Europeans
- Watch the YouTube video detailing the Middle Passage - as it was called
- View the map showing the Triangle Trade
- News articles on Ghana's Slaves.
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1/20-21
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Colonization - After reviewing the maps and participating in the class discussion, answer the following question - What are the negative and positive effects of colonization of the continent of aFrica?
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1/25
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Using the jigsaw method, fill out your own area of the graphic organizer showing how the religion of Islam affected the Kingdoms of West Africa. |
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1/25
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Create a title page for our study of the Silk Road. Use color and fill the page with images of your impressions of the Silk Road You may use appropriate computer generated images if you don't like to draw. |
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2/10-11
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Glue in the Silk Road Map of Routes. You will use this as you prepare your Keynote about this leg of the journey. The original documents for each of the legs of this journey are in Blackboard under Silk Road/ Unit 1. |
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2/10-11
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This matrix will be used for taking notes as your classmates present their finished Keynotes.
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3/1
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Current Events Rubric |
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3/1
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Silk Road Learning Targets |
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3/10-11
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Silk Road TimeLine |
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3/10-11
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Analysis and Questions on the Historical Plays |
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3/10-11
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Language Card Worksheet |
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3/10-11
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Reflections on the Hokies and the Heelots |
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