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Monday January 4
Objectives:
1. Students will get to know teacher and eachother
2. Student will express what makes them happy
3. Students will explore behavior guidelines for class
4. Students will examine the question,,,Why Study History?
Classwork
1. Student and teacher introductions
2. Sculpting Activity
3. Review Behavior Guidelines
4. Discuss Why We Study History
Tuesday January 5
Objectives
1. Students will explore Course Syllabus and Information Sheet
2. Students will explore CULTURE and understand the dynamic of looking at a culture from the outside
2. Students will work in small groups to examine group dynamics
3. Students will analyze quotes from history and explain what they mean.
Classwork
1. Review Course Syllabus
2. Read and discuss The Body Ritual of the NACIREMA
3. Complete Survival Supply List Activity
Homework
1. Write a 1 paragraph reflection on one of the quotes about history.
Wednesday January 6
Objectives
1. Discuss the 5 Key Components of Civilization
2. Discuss Historical Timelines and how to use them read them
3. Create and use historical timelines
Classwork
1. Lecture: 5 Components of Civilization--Political, Economic, Religious, Social, and Culture
2. Toilet Paper Timeline Activity
3. Create your own timelines--historical and personal
Homework
Portfolio Assignment 1: Historical Timeline
Portfolio Assignment 2: Personal Timeline
Thursday January 7
Objectives
1. Explore how archaeologists and historians study history
2. Identify the similarities and differences between "human-like" people and the first humans
3. Discuss the significance of the Agricultural Revolution
Classwork
1. Camping Activity--write the story
2. Lecture: The First People--Student Notes and Teacher Notes
3. Chart Work: Characteristics of the Old Stone Age
Homework
Portfolio Assigment #3: Cave Art Drawing (tell your story)
Friday January 8
Objectives
1. Identify the causes and effects of the Agricultural Revolution
2. Read and discuss the life at Catal Huyuk.
Classwork
1. Review--Characteristics Old Stone Age and New Stone Age
2. Lecture: The Agricultural Revolution
3. Watch and discuss the life in Catal Huyuk--compare to our life today.
Homework
Portfolio Work
Monday January 11
Objectives
1. Develop Map Skills and look at a modern Mesopotamia (in Missouri)
2. Identify characteristics of Early Civilizations
Classwork
1. Explore the Mesopotamia of Missouri (using images)
2. Discuss the positives and negatives of living near rivers
3. Lecture: Characterisitcs of Early Civilizations--Student Notes and Teacher Notes
Homework
Tuesday January 12
Objectives
1. Explain how the environment influenced the development of Sumer.
2. Identify why cities might have developed in Mesopotamia.
3. Discuss the key features of civilization.
4. Describe how writing first developed.
Classwork
1. Review Map of Missouri
2. Pass out Map of Mesopotamia--label-Tigris River and Euphrates River; label Sumer
3. Discuss--what impact did the river have on civilization of Sumer
4. Sumerian Cunieform Activity
5. Complete Chart on Life in Sumer--Politically, Economically, Religious, Social, and Technologically
Wednesday January 13
Objectives
1. Students will identify the six Empires that developed in the Fertile Crescent
2. Students will research, display and present information on the empires.
Classwork
1. Using textbook and internet resources--students will create a 4 square poster of the six empires that grew in the Fertile Crescent.
2. Students will research and create poster identifying each empires Political Leaders, Accomplishments, Social and Religious Organization; and What Caused their Downfall. The empires are: Akkadians, Hittites, Babylonians, Assyrians, Chaldeans, and Phoenicians
3. Students will present the information to the class and the class will complete a chart on the groups
Homework
None
Thursday January 14
Objectives
1. Students will identify Political, Economic, Religious, Social, and Technological advancements of the Hebrew people
2. Students will examine the Monotheistic Religious Views of the Hebrews and how it relates to our faith today
Classwork
1. Whip Around Review of the Empires of Mesopotamia
2. Lecture on the Hebrew Civilization
3. Chart Work--Hebrew Civilization
Homework
Friday January 15
Objectives
1. Students will identify key leaders of the Persian Empire and their accomplishments
2. Students will compare and contrast Zoroastrianism with Christianity
Classwork
1. Lecture on Accomplishments of the Persian Empire
2. Class Discussion--Compare and Contrast Zoroastrianism with Christianity--use a Venn Diagram (explain Venn Diagram process)
3. Primary Source Reading--Xerxes Decides on War with the Greeks
4. Pass out Review Sheet for MEGA QUIZ
Tuesday January 19
Objectives
1. Students will review key information from the first half of Unit 1
2. Students will be assessed on key information from the first half of Unit 1
Classwork
1. Silent Individual Review
2. Small Group Review
3. Teach Lead Review
4. Unit 1 Mega Quiz
5. If finished with quiz, complete portfolio
Homework
None
Wednesday January 20
Objectives
1. Explore the lifestyle and culture of Ancient Egypt
2. Explore how the Nile River gives life to the desert region of Egypt
Classwork
Exploring the Nile River Video
Exploring the architecutre and technology of Ancient Egypt Video
Read pages 23-28 and take notes
Thursday January 19
Objectives
1. Students will explore why people settled in the Nile River Valley
2. Students will examine the accomplishments of Egypt after unification under King Menes
Classwork
1. Geography Skills--label Map of the Nile River Valley
2. Review the Positives and Negatives of living near a river
3. Lecture the Old, Middle and New Kingdom--student notes and teacher notes
4. Power Point: Egypt's Religious Revolution
Friday January 22
Objectives
1. Identify key accomplishments of the Egyptian Kingdoms
2. Compare and Contrast Egypt and Sumer
Classwork
1. Whip Around Review--Accomplishments of early Egypt
2. Power Point Lecture--Growth of Egypt
3. Complete Life In Egypt Chart
4. Pass Out U1 Review Sheet
Homework
Begin to review for U1 Assessment
Monday January 25
Objectives
1. Students will explore Egypt through a variety of resources
Classwork
1. Assign Portfolio Assignment--What Happens When A Sumerian Meets and Egyptian
2. Explore the Murder of King Tut
3. Complete Web Quest--Culture of Egypt
Homework
Complete Web Quest if necessary
Tuesday January 26
Objectives
1. Students will work to complete portfolio
2. Students will review for the U1 test
Classwork
1. Students will work to complete: 1 personal timeline, 1 historical timeline, 1 cae drawing paragraph, and 1 script of Sumerian meeting an Egyptian.
2. Students will review in small groups and large group for the U1 assessment.
Homework
Study for U1 Assessment
Wednesday January 27
Objectives
1. Students will review Unit 1 Assessment
2. Students will assess understanding of Unit 1
Classwork
1. Student led review
2. Unit 1 Assessment completed by students
Homework
Bring Akhenaton: Dweller in Truth Book
Thursday January 28
Objectives
1. Review Unit 1 Assessment
2. Introduce and begin to read Akhenaton: Dweller in Truth
Classwork
1. Pass back U1 Assessment and make corrections
2. Introduce Akhehnaton: Dweller in Truth
3. Begin to read chapters 1-4 and complete chart
Homework
1. Complete chapters 1-4 in Akhenaton: Dweller in Truth and complete chart
Friday January 29
Objectives:
1. Discuss opening of book and chapters 1-4
2. Read pages 27-63--covering Ay and Haremhab
Classwork
1. Class discussion on High Priests of Amon Re: Friends or Foes?
2. Silent reading--Ay and Haremheb (pages 27-63)
3. Complete Chart
Homework
Finish reading up to page 63 and complete chart.
Monday February 1
Objectives
1. Discuss the role of Ay and Haremheb
2. Silently Read pages 63-94--Bek, Tadukhipa, Toto, and Tey
Classwork
1. Class Discussion on the importance of Ay and Haremheb in the life of Akhenaton
2. Silent Reading on Pages 63-94
Homework
Finish reading and complete chart on Bek, Tadukhipa, Toto, and Tey 63-94
Tuesday February 2
Objectives
1. Continue to read and discuss Akhenaton: Dweller in Truth
2. Explore Egyptian Culture through Akhenaton: Dweller in Truth
Classwork
1. Discuss Bek, Tadukhipa, Toto, and Tey
2. Read pages 95-122--Mutnedjmet, Meri-Ra, Mae, Maho
Homework
Finish reading and complete chart on pages 95-122
Wednesday February 3
Objectives
1. Continue to read and discuss Akhenaton: Dweller in Truth
2. Explore Egyptian Culture through Akhenaton: Dweller in Truth
Classwork
1. Discuss Mutnedjmet, Meri-Ra, Mae, Maho (pages 95-122)
2. Read pages 123-168--complete chart on Nakht, Bento, Nefertiti
Homework
Finish reading and complete chart on pages 123-168.
Thursday February 4 and Friday February 5
Objectives
1. Continue to read and discuss Akhenaton: Dweller in Truth
2. Explore Egyptian Culture through Akhenaton: Dweller in Truth
Classwork
1. Discuss the role of Nakht, Bento, Nerfertiti
2. Complete essays and discuss answers as a class.
Homework
None
Monday February 8
Objectives
1. Identify how Greek geography impacted Greek culture and civilization
2. Compare and contrast the early civilizations of Ancient Greece
3. Explain the importance, influence, and impact of a GREEK POLIS
Classwork
1. Map Skills--Ancient Greece--LABEL AEGEAN SEA, IONIAN SEA, MEDITERRANEAN SEA; THRACE, MACEDONIA, CRETE, PELOPONESSUS, HELLESPONT, ATHENS, SPARTA, OLYMPIA, IONIA, GREEK PENINSULA
2. Chart Work--Early Greek Civilizations--MINOANS, MYCENEANS, and DORIANS--STUDENT EDITION and TEACHER EDITION
3. Lecture: Greek Polis with hook: WHAT GROUPS DO YOU BELONG TO?
LECTURE
--Polis--city state--a territory; a community of less than 10,000 people; politically and economically independent from other Poli
--Polis was center of Greek identity and Loyalty--you were an Athenian or a Spartan
--No Individual Identity--you were an Athenian or Spartan, etc.
--All free adult males were citizens
--Agora--was CENTER OF SOCIAL LIFE--market place
--Acropolis--a hill where original fortification was and now was where temple and holy building were.
Homework
None
Tuesday February 9--SUB PLAN (Mr. Walsh will be presenting at the METC Conference today)
Objectives
1. Explore Early Greek Civilization through this video presentation
2. Compare and Contrast the city states of Athens and Sparta
Classwork
Complete Guided Reading Notes in text pages 52-58
Homework
Finish Guided Reading Notes
Wednesday February 10
1. Examine the importance of Homer's work
2. Identify major religious beliefs in Greek Mythology
3. Compare and Contrast Athens and Sparta
Classwork
1. Lecture on Greek Culture in Homer's Era
2. Review Concept of the Polis
3. Introduce the city state of Sparta
4. Read "The Making of a Spartan Soldier"
Homework
None
Thursday February 11 and Tuesday February 16
Objectives
1. Review the City State of Sparta
2. Compare and Contrast Athens with Sparta
Classwork
1. Lecture on Athens (compare with Sparta)
2. Read "The Greatness of Athens" by Pericles
3. Venn Diagram of Athens and Sparta
4. Assign first Portfolio Assignment--Concept Map: Athens and Sparta
Homework
Athens vs. Sparta Concept Map
Wednesday February 17
Objectives
1. Discuss challenges to unity that the Greek City States
2. Compare and Contrast the City States to the Persian Empire
3. Explore the Persian War with the Greeks
Activities
1. Whip Around Review--Sparta and Athens
2. Video of Battle of Thermopylae
3. Lecture: The Persian War Student Notes and Teacher Notes
a. Map of the Persian War
4. Graphic Organizer--the Delian League
Homework
1. Complete Greek Timeline for Portfolio
Thursday February 18
Objectives
1. Examine why war broke out among Greek city states.
Activities
1.Hook:
On the board the teacher will write the statement: “Athens greatness was the cause of its downfall.”
2. Student discussion
Recognize that as Athens grew in power, its actions became arrogant. Instead of treating members of the Delian league as partners, Athens treated them as subjects, generating incredible resentment. Also, turning the Delian league into an empire hurt Athenians by taking away from the idea of polis.
3.Independent Reading: Thucydides on the Fall of the Delian League.
4.Lecture: The Peloponnesian War--Teacher Notes and Student Notes
Homework
Portfolio Work
Friday February 19
Objectives
1. Identify key aspects of Greek art
2. Apply the four ways Greek artisitic styles express Greek Ideals.
Activities
1. Power Point on Greek Art of the Golden Age
2. Pass Out the Chart for Greek Art Graphic Organizer.
3. Portfolio assignments--3 Day Journal of Teenager in Athens
Homework
Portfolio Work
Monday February 22
Objectives
1. Describe the political situation in Greece after the Peloponnesian War.
2. Explain why many people rejected the ideas of the Sophists.
3. Outline Plato’s and Aristotle’s philosophies concerning the existence of all things
Activities
1.Hook: Feelings about the terrorist attack on the World Trade Center.
2.Introduction: The Demise of Greek Unity
3. PowerPoint Presentation: Philosopher’s of the Greece
4.Primary Source Reading: The Death of Socrates
5.Portfolio Assignment: Choose one of the following philosophers: Socrates, Plato and Aristotle. Which of these philosophers would you support during a time of crisis in Ancient Greece?
Homework
Portfolio Work
Tuesday February 23
Objectives
1. Explain the role of Philip and how Macedonia easily conquered the Greek city-states
2. Identify the qualities that made Alexander a great conqueror.
3. Explain how Alexander the Great established a multicultural empire
Activities
1. Class Review: Read aloud information about Philip II of Macedonia
3. Primary Source Reading: Plutarch on Alexander’s Accomplishments
4. Pass Out Review Sheet for Test on Thursday
Homework
Portfolio Work
Wednesday February 24
Objectives
Activities
1. .Review of the Sophists—new age of Hellenistic Philosophy
2. Chart Work—Philosophy and Religion of the Hellenistic Era--Teacher Notes + Students Notes
--Teacher lectures while students take notes---TEACHER NOTES + STUDENT NOTES
Homework
Work on Review Sheet
Portfolio DUE TOMORROW
Thursday February 25
Objectives
Activities
1. Classwide review sheet
2. Independent work on review sheet or portfolio
3. Group work on Unit 2 Assessment Review
4. Portfolio Due TODAY
Homework
Test Tomorrow
Friday February 26
Objectives
1. Individual Review
2. Large Group Review
3. Unit 2 Assessment
Homework
Tuesday March 1
Objectives
2. Individual Reading: Rome’s Perfect Location
3. Lecture--Roman Republic
Homework
Tuesday March 1
Objectives
1. Explain why Rome's location was advantageous
2. Describe the set up and creation of Rome's Republic form of government
3. Identify the Conflict of Orders and how it changed the republic
Activities
1. Reading Activity: Rome's Perfect Location
2. Lecture: Roman Republic Set Up-- Teacher Notes
Homework
None
Wednesday March 2
Objectives
1. Describe steps taken for Rome to conquer Italy
2. Identify reasons that Rome's conquest of Italy led to further conquests outside of the Italian Peninsula
Activities
1. Lecture on the Punic Wars
2. Chart Work--Changes in Rome After the Punic Wars
3. Reading Work--Complete Guided Reading Questions on the Roman Empire 77-83
Homework
1. Complete Reading Assignment
2. Portfolio Work: Timeline
Thursday March 3
Objectives
1. Describe the collapse of the Roman Republic
2. Identify key people in the slide down the slippery slope
Classwork
1 Discuss: Consequences of Roman Expansion
--Carthage loses its possessions in Spain
--Rome hammers Carthage a second time
--Rome gets involved in eastern Mediterranean region
--Rome conquers Macedonia
Rome Conquers Greece
--After Alexander dies--all of 3 regions (Macedonia, Persia, and Egypt) of empire breaks out into civil wars
--Greek city states reach out to Rome for help
--With the Greeks help, Rome defeats Macedonia
--made Greece a Roman Province and took ideas from their culture (religion, art, architecture)
2. All of the Conquests leads to the downfall of the Roman Republic: POWERPOINT
3. Portfolio: Timeline: Roman Republic
Homework
Read pages 77-83 and complete note taking guide on Roman Empire, Roman Religion, Christianity, and Trade
Friday March 4
Objectives
1. Identify key leaders in the move to the Roman Empire
Activities
1. Movement Quiz--Agree or Disagree Activity
2. Connect collapse of Roman Republic to dictatorship to empire
3. Lecture: Political Leaders of Pax Romana
4. Reading: A Greek Praises Pax Romana
Homework
None
Monday March 7
Objectives
1. Analyze life during Pax Romana
2. Describe daily lives and occupations in Rome
3. Explain the role of science and the arts in Rome
Class Work
1. Whip Around Review: Rome
2. Lecture: Pax Romana; Economic, Social, Religious Teacher Notes + Student Notes
3. Reading: Barbarian Denounces Pax Romana--compare with reading on Greek Praising Pax Romana
Homework
None
Tuesday March 8
Objectives:
1. Describe Life in the City of Rome during Pax Romana
Classwork
1. Compare Two Readings: Life in the City of Rome and Rome at it's Height
2. Video Clip: Gladiator - Outskirts of Rome and Gladiator 1 and Gladiator 2
3. Discuss the significance of the Colosseum
Homework
Portfolio Work
Wednesday March 9
Objectives:
1. Identify the difficulties Early Christians faced in Rome
2. Explain the changes that helped establish the Christian Church
Classwork:
1. Sticky Wars: Strengths of the Roman Empire
2. Mini-Lecture (on board)
Religion in Roman Empire
-Rome took gods from Greek gods
-When Jews were conquered they were not required to worship Roman gods
-Emperors respected Jewish monotheism
-Created a conflict in Judaism--as Zealots feared outside influences would weaken the faith
-Other Jewish people awaited for Yahwhe to send a Messiah.
-Some Jewish people viewed Jesus as messiah, others expected him to be a political and military leader. Others viewed him as a threat
3. Powerpoint: Creation, Development, and Rise of Christianity in Rome
4. Primary Source Reading: Letter from Pontius Pilate to Tiberius Caesar Describing Jesus
5. Christians in the Roman Empire Reading
6. Portfolio Assignment: First Person Perspective Essay as Citizen of Rome
Homework
Portfolio Work
Thursday March 10
Objectives
1. Identify problems that confronted Rome in the AD 200s
2. Explore the expansion of Christianity
Classwork
1. Reading Work--Read and take notes on pages 83-86
2. Hook--"Who has the advantage--Rome or Barbarian Invaders?"
3. Chart work --Empire Under Attack Teacher Version and Student Version
4. Lecture: Changes in Roman Society: Teacher Version and Student Version
5. Timeline: Collapse of Roman Empire
Homework
1. Finish reading assignment 83-86
2. Complete Portfolio Work
Friday March 11
Objectives:
1. Identify factors and events that led to the fall of Rome
Classwork
1. Powerpoint: Fall of Rome
2. In class reading: The Myth of the Decline and Fall of Rome
3. Lecture: Final events in the fall of Rome 305-476 AD
4. Reading: Dining with Attilla the Hun
5. Timeline: Collapse of Rome
Homework
Complete Portfolio
Prepare for Unit 3 Test through Review Sheet
Monday March 14
Objective
1. Work on Portfolio
2. Review for Unit 3 test
Classwork
1. Work on completion of Portfolio Projects
2. Review for test
3. Class wide Review Game
Homework
Study for Unit 3 Assessment
Tuesday March 15
Objectives
1. Review for Unit 3 Assessment
2. Take Unit 3 Assessment
Classwork
1. Collect U3 Portfolio
1. Complete Unit 3 Assessment
Homework
None
Wednesday March 16
Objectives
1. Review the highs and lows of Ancient Rome
Classwork
Watch: The 7 Wonders of Ancient Rome
Complete Note Taking Guide on Rome
Homework
None
Thursday March 17
Objectives
1. Explore what happens after the fall of Rome
Classwork
1. Pass back and review Unit 3 Test and Portfolio
2. Review the fall of Rome
3. Discuss the move to Feudalism
Homework
None
Tuesday March 29
Objectives
1. Students will explore the teachings of Hinduism and Buddhism
2. Students will compare and contrast the teachings of Hinduism and Buddhism
Classwork
Students will complete independent readings and chart work for Hinduism and the Caste System, Caste System Chart, and Buddhism and Buddhism Chart
Students will read and take notes on 92-100
Homework
Complete reading on pages 92-100
Wednesday March 30
Objectives
1. Students will understand the significance of the YIN-YANG in Chinese Culture
2. Students will develop an understanding of the Dynastic Cycle
3. Students will trace the Dynastic cycle using the Qin and Han dynasty
4. Students will explore the 3 major Philosophies of China--Confucianism, Daoism, and Legalism
Classwork
1. YIN YANG
--Yin-darkness, weakness, inactivity
--Yang-brightness, strength, activity
--When Yin and Yang are in balance--peace and prosperity reigns
2. 3 Philosophies of China--TEACHER VERSION
--Confucius--wanted to be govt. official; became a teacher instead; taught people to know their role; said the basis for society is family; strong morals and ethics. "If the mat is not straight, the master will not sit".
--Daoism--established by Laozi; find "the way"; do what comes naturally; live through non-action--don't force the issue
--Legalism--Law and Order; people are selfish and untrustworthy; followed by Qin empire; emperor's will must be followed; swift and sever punishment.
3. Dynastic Cycle--using pages 102-105--trace the Dynastic cycle for the Qin and the Han Dynasties.
Homework
Read and take notes on pages 100-105
Portfolio Assignment--Choose a Chinese Philosophy
Thursday March 31--Tuesday April 5
Objectives:
Introduce the All-Asian Conference on Religion and Philosophy
Classwork
Students are introduced to the their topic
Students are assigned group members
Students create their COMMON CRAFT Video.
Homework
Common Craft Video is DUE on Tuesday April 5 (along with note taking guide)
Wednesday April 6
Objectives
1. Students will present their topic for the All Asian Conference for Religion and Philosophy
Classwork
Watch the following common craft videos:
1. Buddhism
2. Hinduism
3. Confucius
4. Daoism
5. Qin and Han Dynasty (China)
6. Gupta and Mauryan Empire (India)
Homework
Thursday April 7
Objectives
1. Students will identify geographic features of Africa and their impact on African culture
2. Students will describe how historians have learned about migration of early African people
3. Students will explore the importance of folk tales in Africa
Classwork
1. Students will create a map of the geographic features of Africa --they will shade and lable--deserts, grasslands, rainsforests, and mountains on the continent of Africa
2. Lecture on Early African History
3. Reading "Oral History and Folk Tales" + Connect to Aesop's fables--Moral to the story
Homework
Read and take notes on pages 161-164
Friday April 8
Objectives
1. Students will explain how the Kush kingdom developed as an independent kingdom
2. Student will analyze factors that helped Askum develop as an independent kingdom
Classwork
1. Whip Around Review--Early African History
2. Introduce Kingdoms of Africa
Q: When have we studied Africa before? A: Egypt
Q: When have we studied Kush Kingdom before: A: Egpyt
Q: What factors allow for a kingdom to develop? A: Strong leader, lots of land, strong military, trade and economy. (reference: ROME)
This was the case with the KUSH Kingdom--it was on an important corridor for trade.
3. Read the "Fall of Meroe" on the Aksum conquering of Kush.
4. Group work: Aksum vs. Great Zimbabwe
Homework
None
Monday April 11-Tuesday April 12
Objectives
1. Students will discuss how trade developed along East African coast
2. Students will explain how the kingdoms of West African became rich and powerful
3. Students will compare and contrast trading kingdoms of Africa.
Classwork
1. Students are assigned one of the following groups: Swahili, Great Zimbabwe, Ghana, Mali, and Songhai.
2. Students research and create a 5 slide powerpoint to be shared with the class; the slides are as follows: Location, Goods Traded, Important Events, Key Leaders, Downfall
3. Students will research and develop powerpoints
Wednesday April 13
Objectives
1. Students will discuss how trade developed along East African coast
2. Students will explain how the kingdoms of West African became rich and powerful
3. Students will compare and contrast trading kingdoms of Africa.
Classwork
Students present a 5 slide powerpoint to be shared with the class; the slides are as follows: Location, Goods Traded, Important Events, Key Leaders, Downfall
Chart for notetaking on presentations.
Ghana
Zimbabwe
Mali
Songhai
Swahili
Homework
None
Thursday April 14
Objectives
1. Students will explore the early American Civilization
2. Students will describe the role of geography into the development of American Culture
Classwork
1. Lecture: Earliest Americans--TEACHER NOTES
2. Reading: Creation Myth of the Apaches
3. Map Skills: Tribes of North America
4. Review: Impact on Geography
a. Seacoast--Fish; Desert--Irrigation Farming; High Plains--Hunt (Buffalo); Forest Region--hunting, fishing, farming
Homework
Friday April 15
Objectives
1. Identify Characteristics of Olmec, Toltec, and Mayan Cultures
2. Explain how the Aztecs and Incas built their empires
Classwork
1. Intro Activity: Why is a Calendar Important?
2. Lecture: Olmec, Toltec, Chavin, Mayan, Aztec and Inca civilizations
3. Reading: Inca: Worshipers of the Sun
4. Portfolio: Timeline of Mesoamerica and South America
Homework
Timeline
Monday April 18
Objectives
1. Review the Fall of Rome
2. Identify factors that led to the rise of the Eastern Empire Byzantium
3. Explain the division of the Christian Church
Classwork
1. Geography/Reading: Constantinople Crossroads of Europe and Asia
2. Lecture: Rise of Byzantium--political, religious, Social, Legal
3. Independent Reading: Justinian's Code
4. Concept Map: Byzantine Empire
5. Review Sheet
Homework
Concept Map
Review Sheet for Unit 4 Test
Wednesday April 20
Objectives:
1. Students will review for their Unit 4 Assessment
Classwork
1. Independent Review
2. Large Group Review
3. Review Game
Homework
Study for Unit 4 Assessment
Thursday April 21
Objectives
1. Students will be assessed on Unit 4
Classwork
1. Large Group Review
2. Complete Unit 4 Assessment
Homework
None
Friday April 22
Objectives
1. Introduce the tenets of Islamic Faith
Classwork
1. Pass back Unit 4 test for review
2. Lecture
Geography:
1. Mecca--located in a rocky vially and depended on trade as it was located at the intersection of two ancient trade routes.
2. Arabia is a desert; people were nomads called Bedouin tribes; Bedouins and townspeople did not get along very well.
Economy:
-Bedouins--herders and nomads who moved from place to place
-Farming--near Oasis and more permanent settlement
-Trade--key to Arabian economy
Society:
-Organized in clans and tribes
-Sheikh is the head of the tribe
Values
-Reflected the struggle for survival: Loyalty; honor; courage; generosity; and hospitality were valued.
In 600s AD, Arabian life changed--Loyalty to tribe broke down because of economic and political competition
This will create a void and Mohammed will fill it.
3. Introduce Islam and the foundations of Islam
Homework
Read
Monday April 25
Objectives
1. Identify the early messages of Mohammed
2. Discuss how Mohammad unified the Arabian peninsula
Class work
1. Introduce Mohammed
2. Lecture Mohammed Powerpoint
3. Timeline: Mohammed and Islam
Homework
Timeline
Tuesday April 26
Objectives
1. Discuss the line of succession for US President
2. Identify key leaders after death of Mohammed
3. Discuss the split in Muslim faith
Classwork
Discuss: US Presidential Line of Succession
Lecture: Islam After the death of Mohammed--Teacher Notes
Read and Discuss: Split of Islam into Sunni and Shi'a Muslim
Wednesday April 27
1. Explore the real meaning of Jihan
2. Identify the 5 Pillars of Islam
Classwork
1. Reading: Jihad and its meaning
2. Lecture 5 Pillars of Islam--POWERPOINT
3. Reading: 5 Pillars of Islam
4. Concept Map: Islam
Homework
Concept Map: Mohammed
Thursday April 28
1. Explore Islam from the viewpoint of their culture
Classwork
1. Review Islam and it's impact
2. Watch PBS video on ISLAM
3. Complete Note Taking Guide.
HW:
Complete Venn Diagram of Islam and Christianity
Friday April 29
Objectives
1. Explore Similarities and Differences between Christianity and Muslim (West and East)
Classwork
1. Compare/Contrast Major World Relgions
2. Watch West Wing Video--September 11
3. Complete Handout on West Wing Video
Monday May 2
Objectives
1. Review the fall of Rome and the rise of the Byzantine Empire
2. Explore what happens after Rome collapses in Europe
Classwork
1. Post Up--Reasons for Fall of Rome + 1 characteristic of the Byzantine Empire
2. Brainstorm: What happens in Europe after the fall of Rome in 476 AD
3. Lecture: The Middle Ages
4. Reading on Charlemagne
Tuesday May 3-Thursday May 5
Objectives
1. Students will research key leaders of feudal Europe
2. Students will create a biopic of key feudal leaders using any format they choose.
Classwork
1. Research assigned leader
2. Create a video that identifies key dates, background, accomplishments and significance for each ruler
3. Rulers include: Clovis, Pippen II, Charles Martel, Pippen the Short, Charlemagne
Homework
Research, Script writing, rehearsing; Videos are due by 7pm Sunday May 8
Monday May 9
Objectives
1. Students will explore the lives and accomplishments of several key feudal leaders in Europe.
Classwork
1.Students will view, take notes, and assess each video presentation
-Clovis
-Pippen II
-Charles Martel
-Pippen the Short
-Charlemagne
Homework
Unit 5 Review Sheet
Tuesday May 10
Freshman Sophomore Day of Service
Wednesday May 11
Objectives
1. Describe a Feudal Society
2. Describe the Manorial (economic) system
3. Outline the Church's Role in Feudal Society
Classwork
1. Lecture--Europe After Charlemagne and the Rise of Feudalism--Teacher Notes
2. M&M activity--explaining Feudalism
3. Break down Vianney--as Feudal society
Homework
Prepare for U5 test
Thursday May 12
Objectives:
1. Students will review for their Unit 5 Assessment
Classwork
1. Independent Review
2. Large Group Review
3. Review Game
Homework
Study for Unit 5 Assessment
Friday May 13
Objectives
1. Students will be assessed on Unit 5
Classwork
1. Large Group Review
2. Complete Unit 5 Assessment
Homework
None
Monday May 16
Objectives
1. Students will explore the 4 major crusades
2. Students will explain the causes and effects of each crusade
Classwork
Video Summary of the Crusades
Students will take notes on Crusades Lecture
Group Work: Assign 4 crusades--create a cause and effect and chart
Objectives
1. Explore the black plague
2. Live the Black Plague--activity
Classwork
1. Lecture Black Plague
2. Black Plague Activity--How does the Plague Spread So Rapidly
Homework
Assess the Activity.
Tuesday May 17
Objectives
Students will explore the Black Plague and its' effects
Students will begin to examine the impact of the Crusades
Classwork
Students will watch video Medieval Apocolypse: The Black Plague
Students will read pages 227-231 on the Crusades and complete Guided Reading Questions
Wednesday May 18
Objectives
1. Explore the black plague
2. Live the Black Plague--activity
Classwork
1. Lecture Black Plague
2. Black Plague Activity--How does the Plague Spread So Rapidly
Homework
Assess the Activity.
Thursday May 19/Friday May 20
Objectives
1. Students will be introduced to the Rebirth of European Learning and Culture
2. Students will explore the Renaissance and its causes
Classwork
Watch Video overview of the Renaissance--DaVinci's World
Lecture: The Renaissance
Homework
Prep for Final Exam
Monday May 23
Objectives
1. Students will create complete and present review posters to the class
Classwork
1. Students will complete review posters for the class on key Empires in our region
-Greece, Rome, India, China, Islam, and momre
2. Students will present in class while other students take notes
Tuesday May 24
Objectives
1. Students will review for final exam
Classwork
1. Students will review in small groups
2. Students will review in large group
3. Students will complete review contest
Wednesday May 25
Objectives
Students will take written portion of final exam
Classwork
Students will complete written portion of final exam
Thursday May 26-Friday May 27
Objectives:
Students will take objective portion of final exam
Classwork
Students complete objective portion of final exam
Monday January 4
Objectives:
1. Students will get to know teacher and eachother
2. Student will express what makes them happy
3. Students will explore behavior guidelines for class
4. Students will examine the question,,,Why Study History?
Classwork
1. Student and teacher introductions
2. Sculpting Activity
3. Review Behavior Guidelines
4. Discuss Why We Study History
Tuesday January 5
Objectives
1. Students will explore Course Syllabus and Information Sheet
2. Students will explore CULTURE and understand the dynamic of looking at a culture from the outside
2. Students will work in small groups to examine group dynamics
3. Students will analyze quotes from history and explain what they mean.
Classwork
1. Review Course Syllabus
2. Read and discuss The Body Ritual of the NACIREMA
3. Complete Survival Supply List Activity
Homework
1. Write a 1 paragraph reflection on one of the quotes about history.
Wednesday January 6
Objectives
1. Discuss the 5 Key Components of Civilization
2. Discuss Historical Timelines and how to use them read them
3. Create and use historical timelines
Classwork
1. Lecture: 5 Components of Civilization--Political, Economic, Religious, Social, and Culture
2. Toilet Paper Timeline Activity
3. Create your own timelines--historical and personal
Homework
Portfolio Assignment 1: Historical Timeline
Portfolio Assignment 2: Personal Timeline
Thursday January 7
Objectives
1. Explore how archaeologists and historians study history
2. Identify the similarities and differences between "human-like" people and the first humans
3. Discuss the significance of the Agricultural Revolution
Classwork
1. Camping Activity--write the story
2. Lecture: The First People--Student Notes and Teacher Notes
3. Chart Work: Characteristics of the Old Stone Age
Homework
Portfolio Assigment #3: Cave Art Drawing (tell your story)
Friday January 8
Objectives
1. Identify the causes and effects of the Agricultural Revolution
2. Read and discuss the life at Catal Huyuk.
Classwork
1. Review--Characteristics Old Stone Age and New Stone Age
2. Lecture: The Agricultural Revolution
3. Watch and discuss the life in Catal Huyuk--compare to our life today.
Homework
Portfolio Work
Monday January 11
Objectives
1. Develop Map Skills and look at a modern Mesopotamia (in Missouri)
2. Identify characteristics of Early Civilizations
Classwork
1. Explore the Mesopotamia of Missouri (using images)
2. Discuss the positives and negatives of living near rivers
3. Lecture: Characterisitcs of Early Civilizations--Student Notes and Teacher Notes
Homework
Tuesday January 12
Objectives
1. Explain how the environment influenced the development of Sumer.
2. Identify why cities might have developed in Mesopotamia.
3. Discuss the key features of civilization.
4. Describe how writing first developed.
Classwork
1. Review Map of Missouri
2. Pass out Map of Mesopotamia--label-Tigris River and Euphrates River; label Sumer
3. Discuss--what impact did the river have on civilization of Sumer
4. Sumerian Cunieform Activity
5. Complete Chart on Life in Sumer--Politically, Economically, Religious, Social, and Technologically
Wednesday January 13
Objectives
1. Students will identify the six Empires that developed in the Fertile Crescent
2. Students will research, display and present information on the empires.
Classwork
1. Using textbook and internet resources--students will create a 4 square poster of the six empires that grew in the Fertile Crescent.
2. Students will research and create poster identifying each empires Political Leaders, Accomplishments, Social and Religious Organization; and What Caused their Downfall. The empires are: Akkadians, Hittites, Babylonians, Assyrians, Chaldeans, and Phoenicians
3. Students will present the information to the class and the class will complete a chart on the groups
Homework
None
Thursday January 14
Objectives
1. Students will identify Political, Economic, Religious, Social, and Technological advancements of the Hebrew people
2. Students will examine the Monotheistic Religious Views of the Hebrews and how it relates to our faith today
Classwork
1. Whip Around Review of the Empires of Mesopotamia
2. Lecture on the Hebrew Civilization
3. Chart Work--Hebrew Civilization
Homework
Friday January 15
Objectives
1. Students will identify key leaders of the Persian Empire and their accomplishments
2. Students will compare and contrast Zoroastrianism with Christianity
Classwork
1. Lecture on Accomplishments of the Persian Empire
2. Class Discussion--Compare and Contrast Zoroastrianism with Christianity--use a Venn Diagram (explain Venn Diagram process)
3. Primary Source Reading--Xerxes Decides on War with the Greeks
4. Pass out Review Sheet for MEGA QUIZ
Tuesday January 19
Objectives
1. Students will review key information from the first half of Unit 1
2. Students will be assessed on key information from the first half of Unit 1
Classwork
1. Silent Individual Review
2. Small Group Review
3. Teach Lead Review
4. Unit 1 Mega Quiz
5. If finished with quiz, complete portfolio
Homework
None
Wednesday January 20
Objectives
1. Explore the lifestyle and culture of Ancient Egypt
2. Explore how the Nile River gives life to the desert region of Egypt
Classwork
Exploring the Nile River Video
Exploring the architecutre and technology of Ancient Egypt Video
Read pages 23-28 and take notes
Thursday January 19
Objectives
1. Students will explore why people settled in the Nile River Valley
2. Students will examine the accomplishments of Egypt after unification under King Menes
Classwork
1. Geography Skills--label Map of the Nile River Valley
2. Review the Positives and Negatives of living near a river
3. Lecture the Old, Middle and New Kingdom--student notes and teacher notes
4. Power Point: Egypt's Religious Revolution
Friday January 22
Objectives
1. Identify key accomplishments of the Egyptian Kingdoms
2. Compare and Contrast Egypt and Sumer
Classwork
1. Whip Around Review--Accomplishments of early Egypt
2. Power Point Lecture--Growth of Egypt
3. Complete Life In Egypt Chart
4. Pass Out U1 Review Sheet
Homework
Begin to review for U1 Assessment
Monday January 25
Objectives
1. Students will explore Egypt through a variety of resources
Classwork
1. Assign Portfolio Assignment--What Happens When A Sumerian Meets and Egyptian
2. Explore the Murder of King Tut
3. Complete Web Quest--Culture of Egypt
Homework
Complete Web Quest if necessary
Tuesday January 26
Objectives
1. Students will work to complete portfolio
2. Students will review for the U1 test
Classwork
1. Students will work to complete: 1 personal timeline, 1 historical timeline, 1 cae drawing paragraph, and 1 script of Sumerian meeting an Egyptian.
2. Students will review in small groups and large group for the U1 assessment.
Homework
Study for U1 Assessment
Wednesday January 27
Objectives
1. Students will review Unit 1 Assessment
2. Students will assess understanding of Unit 1
Classwork
1. Student led review
2. Unit 1 Assessment completed by students
Homework
Bring Akhenaton: Dweller in Truth Book
Thursday January 28
Objectives
1. Review Unit 1 Assessment
2. Introduce and begin to read Akhenaton: Dweller in Truth
Classwork
1. Pass back U1 Assessment and make corrections
2. Introduce Akhehnaton: Dweller in Truth
3. Begin to read chapters 1-4 and complete chart
Homework
1. Complete chapters 1-4 in Akhenaton: Dweller in Truth and complete chart
Friday January 29
Objectives:
1. Discuss opening of book and chapters 1-4
2. Read pages 27-63--covering Ay and Haremhab
Classwork
1. Class discussion on High Priests of Amon Re: Friends or Foes?
2. Silent reading--Ay and Haremheb (pages 27-63)
3. Complete Chart
Homework
Finish reading up to page 63 and complete chart.
Monday February 1
Objectives
1. Discuss the role of Ay and Haremheb
2. Silently Read pages 63-94--Bek, Tadukhipa, Toto, and Tey
Classwork
1. Class Discussion on the importance of Ay and Haremheb in the life of Akhenaton
2. Silent Reading on Pages 63-94
Homework
Finish reading and complete chart on Bek, Tadukhipa, Toto, and Tey 63-94
Tuesday February 2
Objectives
1. Continue to read and discuss Akhenaton: Dweller in Truth
2. Explore Egyptian Culture through Akhenaton: Dweller in Truth
Classwork
1. Discuss Bek, Tadukhipa, Toto, and Tey
2. Read pages 95-122--Mutnedjmet, Meri-Ra, Mae, Maho
Homework
Finish reading and complete chart on pages 95-122
Wednesday February 3
Objectives
1. Continue to read and discuss Akhenaton: Dweller in Truth
2. Explore Egyptian Culture through Akhenaton: Dweller in Truth
Classwork
1. Discuss Mutnedjmet, Meri-Ra, Mae, Maho (pages 95-122)
2. Read pages 123-168--complete chart on Nakht, Bento, Nefertiti
Homework
Finish reading and complete chart on pages 123-168.
Thursday February 4 and Friday February 5
Objectives
1. Continue to read and discuss Akhenaton: Dweller in Truth
2. Explore Egyptian Culture through Akhenaton: Dweller in Truth
Classwork
1. Discuss the role of Nakht, Bento, Nerfertiti
2. Complete essays and discuss answers as a class.
Homework
None
Monday February 8
Objectives
1. Identify how Greek geography impacted Greek culture and civilization
2. Compare and contrast the early civilizations of Ancient Greece
3. Explain the importance, influence, and impact of a GREEK POLIS
Classwork
1. Map Skills--Ancient Greece--LABEL AEGEAN SEA, IONIAN SEA, MEDITERRANEAN SEA; THRACE, MACEDONIA, CRETE, PELOPONESSUS, HELLESPONT, ATHENS, SPARTA, OLYMPIA, IONIA, GREEK PENINSULA
2. Chart Work--Early Greek Civilizations--MINOANS, MYCENEANS, and DORIANS--STUDENT EDITION and TEACHER EDITION
3. Lecture: Greek Polis with hook: WHAT GROUPS DO YOU BELONG TO?
LECTURE
--Polis--city state--a territory; a community of less than 10,000 people; politically and economically independent from other Poli
--Polis was center of Greek identity and Loyalty--you were an Athenian or a Spartan
--No Individual Identity--you were an Athenian or Spartan, etc.
--All free adult males were citizens
--Agora--was CENTER OF SOCIAL LIFE--market place
--Acropolis--a hill where original fortification was and now was where temple and holy building were.
Homework
None
Tuesday February 9--SUB PLAN (Mr. Walsh will be presenting at the METC Conference today)
Objectives
1. Explore Early Greek Civilization through this video presentation
2. Compare and Contrast the city states of Athens and Sparta
Classwork
Complete Guided Reading Notes in text pages 52-58
Homework
Finish Guided Reading Notes
Wednesday February 10
1. Examine the importance of Homer's work
2. Identify major religious beliefs in Greek Mythology
3. Compare and Contrast Athens and Sparta
Classwork
1. Lecture on Greek Culture in Homer's Era
2. Review Concept of the Polis
3. Introduce the city state of Sparta
4. Read "The Making of a Spartan Soldier"
Homework
None
Thursday February 11 and Tuesday February 16
Objectives
1. Review the City State of Sparta
2. Compare and Contrast Athens with Sparta
Classwork
1. Lecture on Athens (compare with Sparta)
2. Read "The Greatness of Athens" by Pericles
3. Venn Diagram of Athens and Sparta
4. Assign first Portfolio Assignment--Concept Map: Athens and Sparta
Homework
Athens vs. Sparta Concept Map
Wednesday February 17
Objectives
1. Discuss challenges to unity that the Greek City States
2. Compare and Contrast the City States to the Persian Empire
3. Explore the Persian War with the Greeks
Activities
1. Whip Around Review--Sparta and Athens
2. Video of Battle of Thermopylae
3. Lecture: The Persian War Student Notes and Teacher Notes
a. Map of the Persian War
4. Graphic Organizer--the Delian League
Homework
1. Complete Greek Timeline for Portfolio
Thursday February 18
Objectives
1. Examine why war broke out among Greek city states.
Activities
1.Hook:
On the board the teacher will write the statement: “Athens greatness was the cause of its downfall.”
2. Student discussion
Recognize that as Athens grew in power, its actions became arrogant. Instead of treating members of the Delian league as partners, Athens treated them as subjects, generating incredible resentment. Also, turning the Delian league into an empire hurt Athenians by taking away from the idea of polis.
3.Independent Reading: Thucydides on the Fall of the Delian League.
4.Lecture: The Peloponnesian War--Teacher Notes and Student Notes
Homework
Portfolio Work
Friday February 19
Objectives
1. Identify key aspects of Greek art
2. Apply the four ways Greek artisitic styles express Greek Ideals.
Activities
1. Power Point on Greek Art of the Golden Age
2. Pass Out the Chart for Greek Art Graphic Organizer.
3. Portfolio assignments--3 Day Journal of Teenager in Athens
Homework
Portfolio Work
Monday February 22
Objectives
1. Describe the political situation in Greece after the Peloponnesian War.
2. Explain why many people rejected the ideas of the Sophists.
3. Outline Plato’s and Aristotle’s philosophies concerning the existence of all things
Activities
1.Hook: Feelings about the terrorist attack on the World Trade Center.
- Teacher encourages students to use “feeling words”
- Teacher records those words on the board.
- Teacher highlights such words as scared, angry, insecure, unsafe, instability
- Connect to the period of unrest after the Peloponnesian War.
2.Introduction: The Demise of Greek Unity
- Sparta defeated Athens and tried to replace them as the leading power in Greece.
- Through diplomacy—Artaxerxes and the King’s Peace—were able to keep the Greeks warring among themselves
- Thebes and Athens attempted to unite Greece and they failed
- The idea of the polis began to collapse. Since it was everything in Greek life, many certainties about life began to be questioned.
3. PowerPoint Presentation: Philosopher’s of the Greece
- The Sophists
- Socrates
- Plato
- Aristotle
4.Primary Source Reading: The Death of Socrates
- Read this after slides on Socrates
5.Portfolio Assignment: Choose one of the following philosophers: Socrates, Plato and Aristotle. Which of these philosophers would you support during a time of crisis in Ancient Greece?
- Write a 3 paragraph essay supporting their ideas.
- First paragraph—Introduction
- Second Paragraph—reasons why you would support this philosopher
- Third Paragraph—Conclusion (restating why you would support the philosopher)
Homework
Portfolio Work
Tuesday February 23
Objectives
1. Explain the role of Philip and how Macedonia easily conquered the Greek city-states
2. Identify the qualities that made Alexander a great conqueror.
3. Explain how Alexander the Great established a multicultural empire
Activities
1. Class Review: Read aloud information about Philip II of Macedonia
- Ask Class: “What strengths did Macedonia have over Greek city states?”
- Professional Army
- Use of Phalanx formation
- Archers
- Cavalry in battle.
- “Where did Philip II gain his knowledge to improve Macedonian warfare?
- As a hostage in Thebes, he studied Greek military strategy under Epaminondas.
- “In the face of Macdonian invasion, what kind of front did the Greek city-states provide?”
- The Greek city-states failed to organize and this made them an easy target for well-organized, efficient, Macedonian army.
3. Primary Source Reading: Plutarch on Alexander’s Accomplishments
4. Pass Out Review Sheet for Test on Thursday
Homework
Portfolio Work
Wednesday February 24
Objectives
- Describe how society chanced during the Hellenistic Era.
- Explain how philosophers of the Hellenistic Era viewed the world.
- Identify the changes in Hellenistic Religion.
Activities
1. .Review of the Sophists—new age of Hellenistic Philosophy
2. Chart Work—Philosophy and Religion of the Hellenistic Era--Teacher Notes + Students Notes
--Teacher lectures while students take notes---TEACHER NOTES + STUDENT NOTES
Homework
Work on Review Sheet
Portfolio DUE TOMORROW
Thursday February 25
Objectives
- Students will review information from Unit 2
- Students will work to complete their portfolio in Unit 2
- Students will prepare for Unit 2 Assessment
Activities
1. Classwide review sheet
2. Independent work on review sheet or portfolio
3. Group work on Unit 2 Assessment Review
4. Portfolio Due TODAY
Homework
Test Tomorrow
Friday February 26
Objectives
- Review for the Unit 2 assessment.
- Assess student knowledge of Unit 2.
1. Individual Review
2. Large Group Review
3. Unit 2 Assessment
Homework
Tuesday March 1
Objectives
- Explain why Rome’s location was advantageous.
- Describe the form of government of the Roman Republic
- Identify the Conflict of Orders and how it changed the early Roman republic
- Hook
- Write on the chalkboard: “Perfect Location”
- Ask students to reflect on what they have learned in class so far to determine what makes a location perfect for a “city” or civilization.
- Answers should include: fertile land, near river—for irrigation and transportation, location for trade, easy area to defend.
- Students examine map on page 78 How many criteria does Rome have?
2. Individual Reading: Rome’s Perfect Location
3. Lecture--Roman Republic
Homework
Tuesday March 1
Objectives
1. Explain why Rome's location was advantageous
2. Describe the set up and creation of Rome's Republic form of government
3. Identify the Conflict of Orders and how it changed the republic
Activities
1. Reading Activity: Rome's Perfect Location
2. Lecture: Roman Republic Set Up-- Teacher Notes
Homework
None
Wednesday March 2
Objectives
1. Describe steps taken for Rome to conquer Italy
2. Identify reasons that Rome's conquest of Italy led to further conquests outside of the Italian Peninsula
Activities
1. Lecture on the Punic Wars
2. Chart Work--Changes in Rome After the Punic Wars
3. Reading Work--Complete Guided Reading Questions on the Roman Empire 77-83
Homework
1. Complete Reading Assignment
2. Portfolio Work: Timeline
Thursday March 3
Objectives
1. Describe the collapse of the Roman Republic
2. Identify key people in the slide down the slippery slope
Classwork
1 Discuss: Consequences of Roman Expansion
--Carthage loses its possessions in Spain
--Rome hammers Carthage a second time
--Rome gets involved in eastern Mediterranean region
--Rome conquers Macedonia
Rome Conquers Greece
--After Alexander dies--all of 3 regions (Macedonia, Persia, and Egypt) of empire breaks out into civil wars
--Greek city states reach out to Rome for help
--With the Greeks help, Rome defeats Macedonia
--made Greece a Roman Province and took ideas from their culture (religion, art, architecture)
2. All of the Conquests leads to the downfall of the Roman Republic: POWERPOINT
3. Portfolio: Timeline: Roman Republic
Homework
Read pages 77-83 and complete note taking guide on Roman Empire, Roman Religion, Christianity, and Trade
Friday March 4
Objectives
1. Identify key leaders in the move to the Roman Empire
Activities
1. Movement Quiz--Agree or Disagree Activity
2. Connect collapse of Roman Republic to dictatorship to empire
3. Lecture: Political Leaders of Pax Romana
4. Reading: A Greek Praises Pax Romana
Homework
None
Monday March 7
Objectives
1. Analyze life during Pax Romana
2. Describe daily lives and occupations in Rome
3. Explain the role of science and the arts in Rome
Class Work
1. Whip Around Review: Rome
2. Lecture: Pax Romana; Economic, Social, Religious Teacher Notes + Student Notes
3. Reading: Barbarian Denounces Pax Romana--compare with reading on Greek Praising Pax Romana
Homework
None
Tuesday March 8
Objectives:
1. Describe Life in the City of Rome during Pax Romana
Classwork
1. Compare Two Readings: Life in the City of Rome and Rome at it's Height
2. Video Clip: Gladiator - Outskirts of Rome and Gladiator 1 and Gladiator 2
3. Discuss the significance of the Colosseum
Homework
Portfolio Work
Wednesday March 9
Objectives:
1. Identify the difficulties Early Christians faced in Rome
2. Explain the changes that helped establish the Christian Church
Classwork:
1. Sticky Wars: Strengths of the Roman Empire
2. Mini-Lecture (on board)
Religion in Roman Empire
-Rome took gods from Greek gods
-When Jews were conquered they were not required to worship Roman gods
-Emperors respected Jewish monotheism
-Created a conflict in Judaism--as Zealots feared outside influences would weaken the faith
-Other Jewish people awaited for Yahwhe to send a Messiah.
-Some Jewish people viewed Jesus as messiah, others expected him to be a political and military leader. Others viewed him as a threat
3. Powerpoint: Creation, Development, and Rise of Christianity in Rome
4. Primary Source Reading: Letter from Pontius Pilate to Tiberius Caesar Describing Jesus
5. Christians in the Roman Empire Reading
6. Portfolio Assignment: First Person Perspective Essay as Citizen of Rome
Homework
Portfolio Work
Thursday March 10
Objectives
1. Identify problems that confronted Rome in the AD 200s
2. Explore the expansion of Christianity
Classwork
1. Reading Work--Read and take notes on pages 83-86
2. Hook--"Who has the advantage--Rome or Barbarian Invaders?"
3. Chart work --Empire Under Attack Teacher Version and Student Version
4. Lecture: Changes in Roman Society: Teacher Version and Student Version
5. Timeline: Collapse of Roman Empire
Homework
1. Finish reading assignment 83-86
2. Complete Portfolio Work
Friday March 11
Objectives:
1. Identify factors and events that led to the fall of Rome
Classwork
1. Powerpoint: Fall of Rome
2. In class reading: The Myth of the Decline and Fall of Rome
3. Lecture: Final events in the fall of Rome 305-476 AD
4. Reading: Dining with Attilla the Hun
5. Timeline: Collapse of Rome
Homework
Complete Portfolio
Prepare for Unit 3 Test through Review Sheet
Monday March 14
Objective
1. Work on Portfolio
2. Review for Unit 3 test
Classwork
1. Work on completion of Portfolio Projects
2. Review for test
3. Class wide Review Game
Homework
Study for Unit 3 Assessment
Tuesday March 15
Objectives
1. Review for Unit 3 Assessment
2. Take Unit 3 Assessment
Classwork
1. Collect U3 Portfolio
1. Complete Unit 3 Assessment
Homework
None
Wednesday March 16
Objectives
1. Review the highs and lows of Ancient Rome
Classwork
Watch: The 7 Wonders of Ancient Rome
Complete Note Taking Guide on Rome
Homework
None
Thursday March 17
Objectives
1. Explore what happens after the fall of Rome
Classwork
1. Pass back and review Unit 3 Test and Portfolio
2. Review the fall of Rome
3. Discuss the move to Feudalism
Homework
None
Tuesday March 29
Objectives
1. Students will explore the teachings of Hinduism and Buddhism
2. Students will compare and contrast the teachings of Hinduism and Buddhism
Classwork
Students will complete independent readings and chart work for Hinduism and the Caste System, Caste System Chart, and Buddhism and Buddhism Chart
Students will read and take notes on 92-100
Homework
Complete reading on pages 92-100
Wednesday March 30
Objectives
1. Students will understand the significance of the YIN-YANG in Chinese Culture
2. Students will develop an understanding of the Dynastic Cycle
3. Students will trace the Dynastic cycle using the Qin and Han dynasty
4. Students will explore the 3 major Philosophies of China--Confucianism, Daoism, and Legalism
Classwork
1. YIN YANG
--Yin-darkness, weakness, inactivity
--Yang-brightness, strength, activity
--When Yin and Yang are in balance--peace and prosperity reigns
2. 3 Philosophies of China--TEACHER VERSION
--Confucius--wanted to be govt. official; became a teacher instead; taught people to know their role; said the basis for society is family; strong morals and ethics. "If the mat is not straight, the master will not sit".
--Daoism--established by Laozi; find "the way"; do what comes naturally; live through non-action--don't force the issue
--Legalism--Law and Order; people are selfish and untrustworthy; followed by Qin empire; emperor's will must be followed; swift and sever punishment.
3. Dynastic Cycle--using pages 102-105--trace the Dynastic cycle for the Qin and the Han Dynasties.
Homework
Read and take notes on pages 100-105
Portfolio Assignment--Choose a Chinese Philosophy
Thursday March 31--Tuesday April 5
Objectives:
Introduce the All-Asian Conference on Religion and Philosophy
Classwork
Students are introduced to the their topic
Students are assigned group members
Students create their COMMON CRAFT Video.
Homework
Common Craft Video is DUE on Tuesday April 5 (along with note taking guide)
Wednesday April 6
Objectives
1. Students will present their topic for the All Asian Conference for Religion and Philosophy
Classwork
Watch the following common craft videos:
1. Buddhism
2. Hinduism
3. Confucius
4. Daoism
5. Qin and Han Dynasty (China)
6. Gupta and Mauryan Empire (India)
Homework
Thursday April 7
Objectives
1. Students will identify geographic features of Africa and their impact on African culture
2. Students will describe how historians have learned about migration of early African people
3. Students will explore the importance of folk tales in Africa
Classwork
1. Students will create a map of the geographic features of Africa --they will shade and lable--deserts, grasslands, rainsforests, and mountains on the continent of Africa
2. Lecture on Early African History
3. Reading "Oral History and Folk Tales" + Connect to Aesop's fables--Moral to the story
Homework
Read and take notes on pages 161-164
Friday April 8
Objectives
1. Students will explain how the Kush kingdom developed as an independent kingdom
2. Student will analyze factors that helped Askum develop as an independent kingdom
Classwork
1. Whip Around Review--Early African History
2. Introduce Kingdoms of Africa
Q: When have we studied Africa before? A: Egypt
Q: When have we studied Kush Kingdom before: A: Egpyt
Q: What factors allow for a kingdom to develop? A: Strong leader, lots of land, strong military, trade and economy. (reference: ROME)
This was the case with the KUSH Kingdom--it was on an important corridor for trade.
3. Read the "Fall of Meroe" on the Aksum conquering of Kush.
4. Group work: Aksum vs. Great Zimbabwe
Homework
None
Monday April 11-Tuesday April 12
Objectives
1. Students will discuss how trade developed along East African coast
2. Students will explain how the kingdoms of West African became rich and powerful
3. Students will compare and contrast trading kingdoms of Africa.
Classwork
1. Students are assigned one of the following groups: Swahili, Great Zimbabwe, Ghana, Mali, and Songhai.
2. Students research and create a 5 slide powerpoint to be shared with the class; the slides are as follows: Location, Goods Traded, Important Events, Key Leaders, Downfall
3. Students will research and develop powerpoints
Wednesday April 13
Objectives
1. Students will discuss how trade developed along East African coast
2. Students will explain how the kingdoms of West African became rich and powerful
3. Students will compare and contrast trading kingdoms of Africa.
Classwork
Students present a 5 slide powerpoint to be shared with the class; the slides are as follows: Location, Goods Traded, Important Events, Key Leaders, Downfall
Chart for notetaking on presentations.
Ghana
Zimbabwe
Mali
Songhai
Swahili
Homework
None
Thursday April 14
Objectives
1. Students will explore the early American Civilization
2. Students will describe the role of geography into the development of American Culture
Classwork
1. Lecture: Earliest Americans--TEACHER NOTES
2. Reading: Creation Myth of the Apaches
3. Map Skills: Tribes of North America
4. Review: Impact on Geography
a. Seacoast--Fish; Desert--Irrigation Farming; High Plains--Hunt (Buffalo); Forest Region--hunting, fishing, farming
Homework
Friday April 15
Objectives
1. Identify Characteristics of Olmec, Toltec, and Mayan Cultures
2. Explain how the Aztecs and Incas built their empires
Classwork
1. Intro Activity: Why is a Calendar Important?
2. Lecture: Olmec, Toltec, Chavin, Mayan, Aztec and Inca civilizations
3. Reading: Inca: Worshipers of the Sun
4. Portfolio: Timeline of Mesoamerica and South America
Homework
Timeline
Monday April 18
Objectives
1. Review the Fall of Rome
2. Identify factors that led to the rise of the Eastern Empire Byzantium
3. Explain the division of the Christian Church
Classwork
1. Geography/Reading: Constantinople Crossroads of Europe and Asia
2. Lecture: Rise of Byzantium--political, religious, Social, Legal
3. Independent Reading: Justinian's Code
4. Concept Map: Byzantine Empire
5. Review Sheet
Homework
Concept Map
Review Sheet for Unit 4 Test
Wednesday April 20
Objectives:
1. Students will review for their Unit 4 Assessment
Classwork
1. Independent Review
2. Large Group Review
3. Review Game
Homework
Study for Unit 4 Assessment
Thursday April 21
Objectives
1. Students will be assessed on Unit 4
Classwork
1. Large Group Review
2. Complete Unit 4 Assessment
Homework
None
Friday April 22
Objectives
1. Introduce the tenets of Islamic Faith
Classwork
1. Pass back Unit 4 test for review
2. Lecture
Geography:
1. Mecca--located in a rocky vially and depended on trade as it was located at the intersection of two ancient trade routes.
2. Arabia is a desert; people were nomads called Bedouin tribes; Bedouins and townspeople did not get along very well.
Economy:
-Bedouins--herders and nomads who moved from place to place
-Farming--near Oasis and more permanent settlement
-Trade--key to Arabian economy
Society:
-Organized in clans and tribes
-Sheikh is the head of the tribe
Values
-Reflected the struggle for survival: Loyalty; honor; courage; generosity; and hospitality were valued.
In 600s AD, Arabian life changed--Loyalty to tribe broke down because of economic and political competition
This will create a void and Mohammed will fill it.
3. Introduce Islam and the foundations of Islam
Homework
Read
Monday April 25
Objectives
1. Identify the early messages of Mohammed
2. Discuss how Mohammad unified the Arabian peninsula
Class work
1. Introduce Mohammed
2. Lecture Mohammed Powerpoint
3. Timeline: Mohammed and Islam
Homework
Timeline
Tuesday April 26
Objectives
1. Discuss the line of succession for US President
2. Identify key leaders after death of Mohammed
3. Discuss the split in Muslim faith
Classwork
Discuss: US Presidential Line of Succession
Lecture: Islam After the death of Mohammed--Teacher Notes
Read and Discuss: Split of Islam into Sunni and Shi'a Muslim
Wednesday April 27
1. Explore the real meaning of Jihan
2. Identify the 5 Pillars of Islam
Classwork
1. Reading: Jihad and its meaning
2. Lecture 5 Pillars of Islam--POWERPOINT
3. Reading: 5 Pillars of Islam
4. Concept Map: Islam
Homework
Concept Map: Mohammed
Thursday April 28
1. Explore Islam from the viewpoint of their culture
Classwork
1. Review Islam and it's impact
2. Watch PBS video on ISLAM
3. Complete Note Taking Guide.
HW:
Complete Venn Diagram of Islam and Christianity
Friday April 29
Objectives
1. Explore Similarities and Differences between Christianity and Muslim (West and East)
Classwork
1. Compare/Contrast Major World Relgions
2. Watch West Wing Video--September 11
3. Complete Handout on West Wing Video
Monday May 2
Objectives
1. Review the fall of Rome and the rise of the Byzantine Empire
2. Explore what happens after Rome collapses in Europe
Classwork
1. Post Up--Reasons for Fall of Rome + 1 characteristic of the Byzantine Empire
2. Brainstorm: What happens in Europe after the fall of Rome in 476 AD
3. Lecture: The Middle Ages
4. Reading on Charlemagne
Tuesday May 3-Thursday May 5
Objectives
1. Students will research key leaders of feudal Europe
2. Students will create a biopic of key feudal leaders using any format they choose.
Classwork
1. Research assigned leader
2. Create a video that identifies key dates, background, accomplishments and significance for each ruler
3. Rulers include: Clovis, Pippen II, Charles Martel, Pippen the Short, Charlemagne
Homework
Research, Script writing, rehearsing; Videos are due by 7pm Sunday May 8
Monday May 9
Objectives
1. Students will explore the lives and accomplishments of several key feudal leaders in Europe.
Classwork
1.Students will view, take notes, and assess each video presentation
-Clovis
-Pippen II
-Charles Martel
-Pippen the Short
-Charlemagne
Homework
Unit 5 Review Sheet
Tuesday May 10
Freshman Sophomore Day of Service
Wednesday May 11
Objectives
1. Describe a Feudal Society
2. Describe the Manorial (economic) system
3. Outline the Church's Role in Feudal Society
Classwork
1. Lecture--Europe After Charlemagne and the Rise of Feudalism--Teacher Notes
2. M&M activity--explaining Feudalism
3. Break down Vianney--as Feudal society
Homework
Prepare for U5 test
Thursday May 12
Objectives:
1. Students will review for their Unit 5 Assessment
Classwork
1. Independent Review
2. Large Group Review
3. Review Game
Homework
Study for Unit 5 Assessment
Friday May 13
Objectives
1. Students will be assessed on Unit 5
Classwork
1. Large Group Review
2. Complete Unit 5 Assessment
Homework
None
Monday May 16
Objectives
1. Students will explore the 4 major crusades
2. Students will explain the causes and effects of each crusade
Classwork
Video Summary of the Crusades
Students will take notes on Crusades Lecture
Group Work: Assign 4 crusades--create a cause and effect and chart
Objectives
1. Explore the black plague
2. Live the Black Plague--activity
Classwork
1. Lecture Black Plague
2. Black Plague Activity--How does the Plague Spread So Rapidly
Homework
Assess the Activity.
Tuesday May 17
Objectives
Students will explore the Black Plague and its' effects
Students will begin to examine the impact of the Crusades
Classwork
Students will watch video Medieval Apocolypse: The Black Plague
Students will read pages 227-231 on the Crusades and complete Guided Reading Questions
Wednesday May 18
Objectives
1. Explore the black plague
2. Live the Black Plague--activity
Classwork
1. Lecture Black Plague
2. Black Plague Activity--How does the Plague Spread So Rapidly
Homework
Assess the Activity.
Thursday May 19/Friday May 20
Objectives
1. Students will be introduced to the Rebirth of European Learning and Culture
2. Students will explore the Renaissance and its causes
Classwork
Watch Video overview of the Renaissance--DaVinci's World
Lecture: The Renaissance
Homework
Prep for Final Exam
Monday May 23
Objectives
1. Students will create complete and present review posters to the class
Classwork
1. Students will complete review posters for the class on key Empires in our region
-Greece, Rome, India, China, Islam, and momre
2. Students will present in class while other students take notes
Tuesday May 24
Objectives
1. Students will review for final exam
Classwork
1. Students will review in small groups
2. Students will review in large group
3. Students will complete review contest
Wednesday May 25
Objectives
Students will take written portion of final exam
Classwork
Students will complete written portion of final exam
Thursday May 26-Friday May 27
Objectives:
Students will take objective portion of final exam
Classwork
Students complete objective portion of final exam