Feb. 24-28 - Ancient Civilizations - LOTS of INFO

All week you will be working on two goals:

1- go through the Ancient Civilizations Stations - these sheets need to be turned in to the turn-in box or placed on the appropriate page of your ISN by EOC Friday (2/28)
2- research and create a presentation on your assigned ancient wonder/mystery/site - this is due Monday, March 2 when you walk in the room.

Use your time wisely, and you should be fine.  Play around, and you're going to end up with a lot of homework late in the week and over the weekend. TIP: If you seem to be running out of time, you could do the textbook reading and watch the videos during Activity or as homework.

LINKS to the STATIONS sites:

 “Write Like a Babylonian” https://www.penn.museum/cgi/cuneiform.php

“Four Empires of Mesopotamia...in five minutes or less” https://www.youtube.com/watch?v=4sPVe5mjphA

**Epic of Gilgamesh - https://www.youtube.com/watch?v=NqOC17D3k5M  If you have time, watch the whole video, but if not start at 14:25 and go to the end.  The essential part is Gilgamesh and the influence of Mesopotamia.

Nubian Article http://www.history4kids.co/2013/02/the-land-and-people-ancient-nubia.html 

Nubian Video **https://www.youtube.com/watch?v=q1zgX2M4Cvo  from 3:50 on it's just pictures.  You can look at them, of course, but there is not additional information after that.

**These two videos are updates of what is on the paper copies.  I should have doubled-checked the links before I ran off the papers.

Suggested places to RESEARCH: 

• Encyclopedia Britannica on the Library Resources Page is a great place to start and get a quick overview of your location.  You may also find good terms to use for searching elsewhere. (Bonus - they give you the citation in the correct format on the page.)
• Sirs DISCOVERER - also on the Library page has most, not all of the topics and also has the bonus of citation provided - AND a nice collection of pictures.
• LEARN 360 - same as the first two resources above, plus videos.
• Ancient History Encyclopedia - https://www.ancient.eu/  Online Source dedicated to ancient history. Doesn't have citations pre-done, but gives you all the info you need to create a citation - PLUS has maps, timelines, visuals, details and sometimes videos or links to other good sources.
• Most of these sites are United Nations World Heritage Sites.  http://whc.unesco.org/  Their web site offers lots of data about each site and why it's worth protecting.  It also often has pictures from different time periods and drawings of the "missing parts".
• Finally, check out the History Channel, Travel Channel and YouTube for TRAVEL videos to your site.  CHECK the source - we don't want alien visitors tours, but reputable travel journalist. 

Copy of the assignment and rubric:

Ancient Discoveries Project!  

You’re going on an archaeological exploration.  Sadly, Indy can’t make the trip, but you can!  With the other people who have the same mystery highlighted on the back of this sheet, you will explore that site and bring back images and information to share with the rest of the class!

 We will set up stations around the room to rotate through, so that you get to “visit” each site.  Not all sites will be covered in each class, so your presentation may be shown to other classes. Your job is to make a visual presentation for your ancient discovery – pretend you went there and tell us all about it!

You must:

·       create a presentation with at least 6 images of your site. (more is great, not all the same)

·       include the name of the site.

·       give the name of its location and show its location on a map.

·       tell who built it – and when and why (political, religious, economic, etc.) they built it. (or rebuilt, or…)

·       include at least 5 interesting facts about the place in addition to the information above.

·       document your sources.

You may:

·       create a movie, a slide show, a cartoon, an online or paper scrapbook, a newscast, magazine layout, or any other visual presentation format that you have access to and can present in class.

·       use in-class time and at-home time to work.

·       ask for Activity passes to work with your group.

You may not:

·       make a presentation that takes more than 4 minutes to watch from start to finish.

·       make up anything about the historical site or its history. (Reliable sources only!)

·       tell us speculative facts, undocumented information, or conspiracy theories.

·       present live.

·       include bloopers. (Sorry, but you are welcome to show them to me between classes!)  J

________(30) Who, what, when, where and why – there, accurate

________(25) 5+ additional facts are interesting and accurate

________(20) Images and presentation are clear, appropriate, easy to follow (organized),                  

                         4 minutes or fewer

________(10) Group cooperation and participation - presentation is accessible and

                            ready to go at the beginning of class

________(15) All sources are documented (MLA Citation*) – may put at the end of presentation or turn-in separately  

*You MAY use the simple citation form for images that Mrs. Fraser taught you for the IMAGES  "Name of picture" by Name of creator on Name of site where it was found.

.

Feb. 17-21

Monday - President's Day Holiday

Tuesday - Wrap up any Introduction to Monotheistic Religions
Sects and denominations  - see charts below

Wednesday - Review for quiz on Monotheistic Religions
Go over graded tests (my recently cut up right hand willing)

Thursday - Quiz over Monotheistic Religions
Go over graded maps and add in big physiographic features

Friday - Map Analysis
Start Early Civilization Stations as time allows

Feb. 10-14

Monday - Check Test Review Part Two – study time for tomorrow’s test.

Tuesday – Europe Unit Test – also Europe Unit in the ISNs is due today.

HMWK: North Africa and Southwest Asia Map – due Friday BOC

Wednesday –  World Population Map over Time 

Start Monotheistic Religions with Judaism

Thursday – Judaism and start Christianity as time allows (update)

Friday – Maps Due BOC
Go over graded tests

Complete Christianity and begin with Islam (update)

Feb. 3-7

Nota Bene: Europe Unit Test is next Tuesday.  The map elements are the same as listed from the Map Quiz a few posts below. 

Mon. - We went over the WWI notes and talked about the Treaty of Versailles. 

Tue. - WWII

Wed. - Wrap up WWII and start Modern Europe - quick look at the UN, NATO, EU and "Brexit", Cold War and fall of the "Eastern Block"

Thu. - Wrap up Modern Europe as needed; Review Part One with political cartoons, maps, charts and graphs - due Friday, BOC.

Fri. - Check Review Part One; Work time for Review Part Two - due Monday, BOC

Revolutions Mini-Projects - Notes

Overall, I was very happy with your work on these mini-research projects.  A few tips for next time:

·      Practice saying names and hard words ahead of time

·      Don’t just stand and read the slides

·      Put some sort of image and title on each slide, not too much text

·      Even though you have cited your sources, you still have to use “quotation marks” when you use their words

·      A smile, joke, or a little humor can make everyone more comfortable. J

Below are my notes from the presentations.  You may want to read over them to see if you missed any important points.  You may print them out and tape them to page 52 in the ISN WITH your notes, or you can just refer to them here.  You do not have to print them out or add to your notes, but you would be wise to read over them.

Protestant Revolution (Luther trying to “fix” church, not start new one)

Causes: non-Biblical practices, corruption in the church, Martin Luther’s 95 Theses, monarchy frustrated with the Pope’s power

Effects: start of Protestant denominations, loss of power for Rome/The Pope over political/economic/social/religious matters throughout large parts of Europe, allowed people to publicly question the church helping lead to the Scientific Revolution and the Enlightenment

Enlightenment  (”The Age of Reason”)

Causes: Renaissance, Protestant Reformation, Scientific Revolution, desire for new ways of doing things like governments and medicine, people unhappy with their current social and political situation

Effects: inspired political and social rebellions, further challenges to the power of the church, new and more “modern” ways of viewing the world/politics/science/life,

Scientific Revolution (if the church was wrong about X, it could be wrong about Y)

Causes: Printing Press – allowed for ideas to spread and people can build upon prior knowledge/discoveries instead of always “reinventing the wheel”, desire to discover the properties of the physical world, specific geniuses who had access to learning and bravery to challenge the Catholic Church, plagues

Effects:  led to more questioning of the church and old beliefs, led to huge advancements in technology, medicine and science – including the Agricultural and Industrial Revolutions, beginning of modern science/scientific method

Industrial Revolution  (Started in Great Britain moved across Europe and beyond)

Causes: new improvements in science/tech such as the steam engine, people are not starving/takes fewer people to farm because of the Scientific and Agricultural Revolution

Effects: mass migration from rural to urban, rise in population, increased pollution and disease in the cities, capitalism, shift in child labor (for the worse), efficiency, advances in mechanics of all kinds

American Revolution (from Great Britain’s Perspective)

Causes: distance, Enlightenment philosophy, excessive taxation, lack of power and say in decisions made for them, lots of resources in America

Effects: a new country, loss of land/money/trade/power for Great Britain, lots of death and debt, inspired other revolutions across the world

French Revolution (ironically King Louis XVI would have been OK with a constitutional monarchy)

Causes: American Revolution (inspired and bankrupted France), Enlightenment thinking, People were broke and starving, monarch lost control and touch with the people,

Effects: lots of death and debt, “triggered” loss of absolute monarchy and feudalism throughout much of Europe, inspired further rebellions

Russian Revolution (Tsar Nicolas II was particularly anti-rebellion since his father was killed in one, this made him unwilling to listen to the people’s needs and demands)

Causes: people were broke and starving, previous semi-successful rebellions, unresponsive leadership, rise in communist theory (Marks, Lenin), WW1

Effects: lots of death and debt, communism spreads – eventually leads to the cold war, still mass starvation under Lenin/Communism

Jan. 27-31

Monday - Speaker from the Holocaust Museum

Tuesday - Complete and practice Revolutions Mini-Projects

Wednesday - Present Revolutions Mini-Projects

Thursday - Complete Presentations and do reflection

Friday - World War 1 activities in ItsLearning.  I have a copy of the notes below for each student, but in case you lose yours and/or are absent, there is a copy below.  All instructions on what to read and watch are on It'sLearning under "World War 1".

World War I  19____ - 19____

AKA “The _______ to _______ all __________”  and 

“The _____________ _______”

World War I was an extremely bloody, complicated conflict that eventually involved countries from all over the world.

The assassination of Arch Duke Franz and Arch Duchess Sophie Ferdinand of _______________ was the inciting incident of World War I.  However it is far from the only cause of the war.

Historians often use the acronym M.A.I.N. to summarize the complex web of causes leading to WW I.

M____________________________ (arms race, race to control the seas, assumption there                                                                              will always be a next war)

A____________________________ (distrust of different, old allies and enemies, military                                                                                alliances and pacts)

I_____________________________ (colonialism, race to control the seas, race to control                                                                                    resources)

N____________________________ (fear of different, prejudices, feelings of superiority)

Nationalism does not equal patriotism – you can love your country and be proud of your country without thinking your country is better than the rest of the world and therefor entitled to rob or invade other countries.

Because so many of the European powers at the heart of WW I had colonies and territories all over the world, eventually 32 countries were involved.  The main battles and focus of the conflict were in Europe, called “The Western Front” and “The Eastern Front”.  The two sides were:

The Allies –

Central Powers –

Special case:  Italy, at the beginning of the war, was part of a three-way alliance with the Central Powers (Triple Alliance). However, they *sort of* became “neutral” instead of joining the war. THEN, when they saw the Allies were clearly going to win, they made a secret deal with Great Britain and France to support the Allies.

As a result of many of the revolutions we studied, especially the scientific and industrial, WW I was incredibly deadly.  People became efficient at killing each other. List some of the major advancements in military tactics and machinery first used in WW I.

1.

2.

3.

4.

5.

6.

7.

8.

9.  Airplanes

            A.

            B.

Give 3 additional interesting facts about WWI. (Don’t repeat info. already on this sheet.)

1.

2.

3.

Age of Revolution - Due BOC, Wed., 1/29 - will be assigned Tue. 1/22

Age of Revolution

Revolution  (noun)

1.    the usually violent attempt by many people to end the rule of one government and start a new one;

2.    a sudden, extreme, or complete change in the way people live and work.

The Age of Revolution is the period from approximately 1775 to 1848 when several significant revolutionary movements occurred in Europe and the Americas.  However, the roots of this time can be seen as far back as the signing of the Magna Carta.

You and your group will research and present one of the following revolutions that occurred in Europe (but not only Europe) before or during the Age of Revolution.

v  Protestant Reformation

v  Enlightenment

v  Scientific Revolution

v  Industrial Revolution

v  American Revolution (from Great Britain’s point of view)

v  French Revolution

v  Russian Revolution

Find the following information about your revolution and include all in your presentation. 

·       When did the revolution begin?

·       Where did the revolution begin?

·       Who were the individuals or groups of people who were involved in the revolution?

·       What events led to the revolution?

·       Is there a connection between your revolution and any of the other revolutions?

·       What happened during the revolution?

·       How did life change for people because of the revolution – positive and negative?

Divide and Conquer!

You will have two class periods to research your revolution and plan your presentation, but in order to complete the research in time to work on your presentation, you will need to divide the information you are looking for among the people in your group.  I would suggest you have TWO people responsible for each questions so they can compare answers. You will have enough class time to plan and prepare your presentation if you use your time wisely.   

Revolution Presentations

There are several methods you might choose to present your revolution to the class.  Decide which would be the best for the members of your group and for presenting your revolution. 

Presentations are due : _________________________________

Revolutionary Rubric

________(40) Individual Notes – relate directly to questions, have source documentation

________(10) Individual Participation – worked well with others, did your share

________(40) Group Presentation

-       answers all questions, with relevant details/specifics

-       no longer than 6 minutes

-       easy to follow/understand, well organized

-       citations for any images/visuals used

________(10) Individual Reflection – thoughtful reflection with examples and connections

Reminders about Documentation

There are many different ways to document your sources.  For this particular project, we are using a modified MLA style*.

For each online source you use, you will need to note:

-       The author or creator of the site.

-       The name of the PAGE or ARTICLE on that site

-       The name of the web site

-       The copyright or last updated date of the site

-       The day YOU went to the web site

You need to create a citation for any and every source you take notes from. You are turning your notes into me – the notes will be quotations directly from the source and/or summaries from the source. You may need to use several sources to answer a question completely. You must cite the source.  The citation will follow this format:

Baxter, Bob. “Protestant Revolution.” Encyclopedia of Revolutions. 2009. 9 Jan. 2017.

For any books you use, you will need to note:

-       The author of the book

-       The title of the book

-       The city where the book was published

-       The publisher (maker) of the book

-       The date the book was published

Baxter, Bob. Revolutions. New York: Bantham Press, 2012.

                             *You may use Noodle Tools or other online resources that help you make a MLA citation. Some online sources even give you the citation format if you look carefully. J