Timeline Assignment

Classwork for December 19 and January 6.

Now that we have studied the Renaissance, the Reformation, and the Scientific Revolution; let's take a look at how they are connected by using a timeline.

You and a partner will research the following events and put them on a timeline.  After placing the event on the timeline, decide if the event correlates to Renaissance, Reformation, or the Scientific Revolution.  Color code these time periods and the events that fall into that category.

1. Brunelleschi invents perspective.
2. Brunelleschi begins Dome.
3. Papacy returns to Rome.
4. Lorenzo de Medici takes power in Florence.
5. Gutenberg Bible is printed.
6. Machiavelli writes The Prince.
7. Henry VIII takes throne of England.
8. Michelangelo paints Sistine Chapel.
9. Leonardo da Vinci paints Last Supper.
10. Building of St. Peter's Basilica in Rome.
11. Thomas More writes Utopia.
12. Michelangelo paints The Last Judgement
13. Martin Luther posts 95 Theses.
14. Peace of Augsburg
15. Copernicus publishes his heliocentric theory
16. Vesalius publishes an anatomy book
17. Elizabeth I establishes Church of England
18. St. Bartholomew's  Day Massacre
19. Mercator draws world map
20. Shakespeare writes Hamlet
21. Calvin sets up a theocracy in Geneva
22. Calvinists leave England for America
23. Council of Trent
24. Galileo tried before the Inquisition.
25. Newton publishes book on Laws of Gravity.

You will then add the following events and color code them as "Global Age".
For each event write one effect of that event. (ex.  Dias sails around Africa - This opened the way for a sea route to Asia.)

1. Dias sails around Africa
2. Da Gama sails to India
3. Columbus "finds" America.
4. Portugal "finds" Brazil.
5. Line of Demarcation
6. Magellan's voyage leaves Spain.
7. Magellan's ships return to Spain.
8. Cortes lands in Mexico.

After you complete the timelines, write 3 generalizations/conclusions that you can see after studying the timeline.

Then, write 2 predictions of what could happen next.  Explain how you arrived at those predictions (based on the timeline).

Finally, what information is missing from the timeline that you would need to describe the impact of these events?

3 - Column Chart Civilization Review

To review the civilizations that we have studied in the past few weeks, fill in the following 3 Column Chart:

Civilization	Social Trends	Political Trends
Mesoamerica  p. 20, 21
Mongols   190 – 194
Mughal     141 – 142
Africa    160 – 175
China’s Golden Age 182 - 188

For each Civilization…describe the changes in social or political trends and explain the impact on society.

Renaissance

December 1 - 4 we will be studying the various contributions of individuals in the fields of art, literature, philosophy,  and architecture of the Renaissance era.

Be able to define:
Renaissance
Humanism
Perspective

Use the textbook - pages 224 - 235.

Who are some of the important people of the Renaissance?  What role did the play?

What is the difference between the Italian Renaissance and the Northern Renaissance?

To learn more about the individuals, you will complete a project on an assigned person from the Renaissance era.

Create a "fakebook" page that illustrates and describes the accomplishments, failures, ideas, and impact of an individual.

FAKEBOOK

REMEMBER TO RECORD THE URL OR YOU WILL NOT BE ABLE TO ACCESS YOUR PAGE IN THE FUTURE.

Use the following rubric to complete your assignment:

Friends The Fakebook includes completed ‘blocks’ on the left-hand side (e.g. “friends”, “hobbies”, “family”). Award 1 mark for each complete block, up to a maximum of 4.	0-4
Cover Image The Fakebook includes a cover image at the top of the screen behind the main profile image. Award 2 marks only if it has an obvious connection to the character.	0-2
Profile Information The Fakebook includes profile information (birthday, family members, place of birth, job, interests…)	0-4
Posts The Fakebook “Wall” includes a series of (dated) posts which outline the key events taking place in the character’s life and career	0-5
Comments Other historically accurate characters comment on these posts offering their opinions on the events, achievements and failures being described	0-5
Pictures The Fakebook embeds pictures that are relevant to the story, with a “Wall Post” from the character explaining why it’s included. (examples of art, inventions, architecture…)	0-5
Overall Judgement Three further marks are available for the general impression created by the Fakebook – does it sound realistic / written clearly and so on?	0-5

The page is due December 9 or 10.

Chinese Civilization....Tang, Song, Ming and the Mongols

Tang, Song, and Ming Dynasties of China                                                                 

Tang and Song….

Insert the following:

·         618

·         960

·         Strong military

·         Restored uniform government

·         Faster growing Rice

·         Gunpowder

·         Mechanical clock

·         Foreign trade

·         Paper money

·         Grand Canal

·         Land reform

Describe the social order of Chinese society:

Gentry -

Peasants -

Merchants -

Women –

List several examples of Chinese culture under the Tang and Song Dynasties:

Ming Dynasty came into power after the defeat of the Mongols.  Explain the following:

Restoration of Chinese rule:

Economy:

Culture:

Chinese Fleet:

And now....wait for it....

The MONGOLS

African Society

Read pages 171- 175 and take notes using this Graphic Organizer.

Kingdoms and Trading States of Africa

In this unit we will trace the growth of major Kingdoms in East, West and South Africa.
Our main emphasis will be on the kingdoms of Mali, Songhai, and Ghana as well as the trading states of East Africa.

Text book pages 154 - 170.

Link to more information

Some key terms, people and places that you should know:
Sahara
savanna
Bantu
desertification
commodity
Sundiata
Mansa Musa
Adulis
Ethiopia
Swahili
Great Zimbabwe
Ibn Battuta
Patrilineal
Matrilineal
griot

Assignment for November 3 and 4
 1.  Identify the four major geographical regions of Africa.  Explain how they influenced African migration and trade.
2.  Describe the resources of Africa that encouraged trade across Africa and with other continents.

Draw an outline map of Africa.
Draw and label the major deserts and waterways.
Draw and label the major trading posts and kingdoms.  Annotate your map with information about the major trading kingdoms.  These should include Mali, Songhai, Ghana, Benin and Hausa.  Also include any major cities of these kingdoms.  Annotations should include important facts...what did they trade?  What influenced them?  Interesting customs.  Leaders.

Locate and label the major trading kingdoms and states of East Africa.  Include Axum, Ethiopia, port cities, and, of course, the Great Zimbabwe.  They should also include annotations.  Annotations should include important facts, trade partners, and the influence of religion.

Conclusion:
Write a short summary of how geography and natural resources helped to develop early African societies and how did the kingdoms of west and east Africa grow and prosper.

Halloween History

Here is a Scavenger Hunt for Halloween...find as many answers as you can!

1  Where did the name "Halloween" come from?

2.  What was the name of the Celt's holiday on October 31st that we now associate with Halloween?

3.  What Christian holiday is celebrated the day after Halloween?

4.  What are two possible origins for "trick or treating"?

5.  What did the people in Ireland and Scotland use for Jack-o-Lanterns?

6.  When and where was the first city-wide celebration of Halloween in America?

7.  Why are costumes a part of the celebration?

8.  What is the connection between the Roman Goddess, Pomona, and a Halloween tradition?

9.  What did witches turn themselves into to avoid detection?  This idea dates back to what time period?

10.  What might get buried in mashed potatoes on Halloween night?  For what purpose?

11.  Why might a young woman throw apple peels over her shoulder on Halloween?

12.  The practice of decorating Jack-o-Lanterns comes from what character of Irish folklore?

13.  How did the formation of the Protestant Church affect Halloween?

14.  What is "Guy Fawkes Day" and how is it connected to Halloween?

15.  How did the idea of  witches riding brooms originate?

16.  Why don't skeletons go out on the town?

17.  What happens when a ghost gets lost in a fog?

History of Halloween

Halloween History and trivia

Islam in India and the Ottoman Empire

India and the Muslim Empire...
Textbook pages 138 - 142

Vocabulary:
sultan
rajah
Sikhism

I.  Delhi Sultanate
    A.  Defeat of Hindus - Archers on horseback v. Indian Elephants
                                        Hindu princes were not united
                                         Lower castes joined Muslims
   B.  Muslim rule changed society and government
   C.  Mongol invasion led to end of Delhi Sultanate
II. Muslim and Hindus
     A.  Hindu-Muslim differences
     B.  Blending of cultures
     C. Sikhism
III.  Mughal India
      A.  Babur - claimed descent from Mongols (Genghis Khan and Tamerlane)
      B.  Akbar the Great - Babur's grandson
      C.  Akbar's successors and the Taj Mahal

Ottoman Empire
textbook pages 143 - 147

Vocabulary:
Ottomans
shah
janizary

I. Expansion of Ottoman Empire
    A.  Constantinople = Istanbul
    B. Suleyman - wise and capable, strengthened government, vizier and bureaucracy
II. Ottoman Culture
     A.  Classes of Society
     B.  janizaries
    C.  Decline of the Ottomans
III. Safavid Empire
      A.  Shah Abbas the Great
     B.  Safavid Decline - Shiite v. Sunni continues

Islam

Islam notes and assignments

Muslim Civilization

The Rise of Islam  text book pages 118 - 149

Today's (Oct. 15, 16) focus will be on the founding of Islam, the basic beliefs, and how Islam compare to Christianity and Judaism.

BELLWORK

Define the following terms:
hijra
Kaaba
Quran (Koran)
mosque
hajj
jihad
Sharia


Notes to include:
How Muhammad became a prophet.
How the religion gained a following.
What is the teachings of Islam?
How Islam is both a religion and a way of life.

Assignment:
Create a Venn Diagram to compare and contrast Islam, Christianity, and Judaism.
Must contain a minimum of 12 total items...Each section must contain at least 1 item.

resource: Compare Religions

High and Late Middle Ages

This week we will look at Europe in the late Middle Ages.
We will examine the growth in royal power, the changes in the Church's power, and the results of crises.  How did the Crusades change Europe?  What were the effects of the Bubonic Plague?  What advances in culture and learning were made in the late Middle Ages?

Be sure to read and take notes on pages 58 to 92.  The power point will help to focus your notes.

 

 

 

Crusades Original Documents

 

Oct. 6 and 7: 
Bellwork:
Page 64...Magna Carta

1.  What are the "freemen" that are referred to in line 1?  What is the significance?

2.  Which article gives the power of the purse strings to the Great Council?  Quote the lines that pertain to this power.

3.  Based on Articles 39 and 40, what can you conclude about the abuse of power at this time period?  Why?

Video "Black Death"  by History Teachers

Europe History ... The Plague

Monty Python...Black Death

Were the Dark Ages really "Dark"?

Using the documents we will try to answer the historical question below.  You will need to collect 2 or 3 facts (evidence) from each document and use these as evidence to support your claim.

 

 

Was the time period between 400 AD and 1400 AD a “Dark Age” for Europe?

Was this a time of cultural decay and decline?

Dark Ages

Documents and questions

Dark Ages Document Set

Europe in the Middle Ages

Following the division of the Roman Empire, the eastern part (Byzantine Empire) flourished.  What happened to the western half?

Read the pages 28 - 50 in your textbook.

What was Western Europe like after the fall of the Western Roman Empire?
Who were the Germanic tribes?  How did they govern their kingdoms?

Who was Charlemagne? 
If his kingdom fell apart after his death, why is he so important?

What is feudalism?  Define the terms on page 33.

This time period is sometimes called the "Dark Ages".  Why?
Was the time period truly "dark"?

 

 

 

 

For more information on the Middle Ages...Middle Ages

Byzantine Empire

Using your textbook...pages 96 - 101

You and a partner will create a "newspaper" to show how the Byzantine Empire grew while Western Rome collapsed.

Use the Bold headings as your "headlines". 
You will need to write a story for each headline and create an illustration to go with the story.

You may have up to 3 people in your group...but all must work.

The Terms, People and Places in your text book MUST be included and highlighted.  (page 96)

Augustus....Honors assignment

Augustus Lesson Plan

Roman Empire

Define the following:
plebeian
patrician
republic
Pax Romana

Instructions for Sept. 16, 17
Storyboard:  Research the growth of Rome from city to Republic, Republic to Empire, Empire to the Fall of Rome.  How would you tell the story.

Rome...Republic to Empire

Crash Course Rome



What is the importance of Christianity?

Crash Course Christianity


What brought about the fall of Rome?

Crash Course Fall of Rome

The Persians & Greeks: Crash Course World History #5

Ancient Greece

Today we will look at what we remember about the Ancient Greeks.
We will use page 16 and 17.

Minoans
Mycenaeans
Homer
Iliad and Odyssey
city-state
polis
acropolis
aristocracy
monarchy
democracy (direct)
oligarchy


Golden Age
Philosophers
Architecture


Athens and Sparta


How many Persians were at the Battle of Thermopylae?

Battle of Thermopylae

Using the documents, fill out the Graphic Organizer.  Then decide on your final claim.  How many do YOU think were there?  You MUST use historical evidence to support your claim.

Battle of Thermopylae Original Documents

Document C: Ernle Bradford

Ernle Bradford is an English historian specializing in the ancient

Mediterranean world. The following is an excerpt from his book

The Year of Thermopylae, published in 1980.

Although it is true that Herodotus . . . had access to all the records

available, it is impossible to accept the figures that he gives for

the size of the Persian army and of the fleet. . . .

General Sir Frederick Maurice, who had the opportunity of

covering the area of the march of the Great King not long after the

First World War, came up with the conclusion that the total of the

Persian army was about 210,000. Unlike most desk-bound

scholars he [Maurice] had the opportunity to travel the whole

area, and had excellent military and logistical knowledge of the

terrain. He based his conclusion particularly on his observation of

the water supplies available. . . . It seems that there is no

possibility of the army of Xerxes having exceeded 250,000 men.

Even this number . . . would have been sufficient to exhaust the

water resources at a number of places along their route.

Source: Ernle Bradford, The Year of Thermopylae, 1980, p. 34.

Document D: Rupert Matthews

  

Rupert Matthews is an English author and politician. He has

written over 200 books on history. The following is an excerpt

  

from his book The Battle of Thermopylae: A Campaign in Context,

published in 2006.
 

  

No aspect of the Thermopylae campaign has given rise to greater

controversy than the size and composition of the army led by

Xerxes into Greece. . . .

. . . Herodotus puts the strength of Xerxes’ army at around two

million men and says that they drank the rivers dry as they

advanced. . . . As usual, Herodotus does not tell us where he got

this information from, but it does bear all the hallmarks of being an

official document. . . . Whatever the source of information given

by Herodotus, it is quite clear that the list is not an accurate

record of the army Xerxes led into Greece. It would have been

physically impossible to march that many men along the roads

available to them and keep them supplied.

We know that Xerxes sent an advance guard of laborers and

engineers forward to prepare the route for his invasion. . . . While

it is not recorded exactly what these men did, it is clear that they

were undertaking construction work that would aid the army. If

streams were dammed to create reservoirs of water, Xerxes

would have been able to move an army considerably larger than

 the 210,000 men that General Maurice [see Document C] thoughtthe land could support. Even so, it is unlikely that the increase

could have been more than around 50%, say a total of 300,000 to

350,000.

 

Source: Rupert Matthews, The Battle of Thermopylae: A

Campaign in Context, 2006, p. 10-15.

Review of Early Civilizations

Hammurabi's Code of Laws

What can be learned by studying Hammurabi's Code of Laws?

Bell Work:

List 3 similarities and 3 differences of the early civilizations.  BE SPECIFIC.

Hammurabi's Code

Today we will examine Hammurabi's Code of Laws to determine what can be learned from studying ancient writings.  We will begin by working together and then you will work in pairs.

Hammurabi's Code Original Documents

Hammurabi's Code

 The is a copy of Hammurabi's code written in cuneiform.

The first Civilizations Regular W. H.

Aug.  26, 27

Today we will look at the development of the earliest civilizations.  Specifically, we will examine Egypt, the Fertile Crescent, India, and China.

Our focus will be on: 
Communication
Rulers/political power
Trade/economics
Characteristics
Religion
Social classes

There are four areas that you will research...Africa, Mesopotamia, India,  and China.

Finally...we will examine a document that describes the laws of various civilizations.  We will study the documents to reach conclusions about life in early civilizations.

First Civilizations

August 26, 27

Review: 

World History Bellwork  Aug. 26

Define and give an example of each:

Source

Context

Primary source

Secondary source

Corroboration

What were the characteristics of a civilization? 

Today we will look at the earliest civilizations of Africa and Asia, India and China...Textbook pages 6 - 9

As you read, you will explain information from each section using the following formats:

• Turn the titles, heading, and subheadings into questions beginning with the words "describe" or "explain" and answer them.
• Create new titles, headings, and subheadings for each section.
• Develop questions from the text, pictures, or data.
• Prepare a graph, table, or chart from the text.
• Write a poem about a key idea, term, or character.
• Make inferences (given a fact, what else is likely to be true) from the text.
• Provide new examples or make connections to another time in history.
• Write a script or dialog and role-play the situation or dilemma.
• Evaluate a section in the text.
• Develop "What if" statements from the text, pictures, or data.
• Relate the text to your experience or to another example.
• Compose metaphors or similes.
• Create an analogy
• Make a visual interpretation from your notes in an illustration, using words, symbols, and pictures.

There are several possibilities for each section.  Your task is to interact with the reading in the textbook and creatively explain the topics.  There are both sections and subsections for you to work with.  You must use at least 4 or more of the strategies listed.  You must create a new title for each chapter and summarize the chapter in 2 - 3 sentences. Examples are available. 
Next class we will look deeper into the effects of each of these civilization.