UNIT 1 – 8000 BCE to 1450 CE
~ From the
syllabus ~
If you know you will be absent on the day of a test
or a quiz, you are expected to take it ahead of time. If you miss
an assessment/exam for an excused absence, you will have 2 school days from the
date of your return to make it up or it will become a zero in the gradebook.
Exams missed for an unexcused absence will result in a zero grade. Late
work is worth half credit and is due no later than the end of the unit during
which it was assigned. Work will be considered late if it is not turned
in at the beginning of the period or when it is collected during class; work
turned in after the completion of the unit will not be accepted.
Culminating Project Proposals are due
January 16, 2009!
The Mongols, Black Death,
and Global Trade to 1450
Goals:
Questions:
Grade
Level Expectations (GLEs) that may be assessed in this unit: CLICK HERE
Dec.
8 Early Release
Today: Second chance Socratic
Seminar discussion for those who did not contribute or earn a 3 or better
on the rubric
on Friday. Same guiding
questions as Friday.
** Click
here for information about how to demonstrate your mastery of the
skill on the rubric if you did not participate or earned less than a 3 during
the seminar.
NO HOMEWORK
Dec. 9/10 Today: Culminating Project Proposal
orientation and work time in the computer lab. (Click here
for Sehome’s Culminating Project information page.)
Class
Meeting Places:
1st
period – Lab 109
4th
period – Lab 109
5th
period – Lab 109/110
NO HOMEWORK
Dec. 11 Today: Start new unit: The Mongols, Black Death, and Global Trade to
1450. Our goals for today and tomorrow are to make the mental
transition from the Islamic Empire to China under the Tang and Song dynasties,
and to see the similarities and differences between the Islamic Empire and
Tang/Song Dynasty China.
~ Start with reading Chapter 12, Section 1 of World
History textbook (pp. 286-293). Organize information about the following in a
format you find most useful (this may be a chart or bulleted lists, etc.)
Information you are
responsible for:
1) What impact did the Tang
and Song dynasties have on Chinese society?
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2) What changes did the two
dynasties bring about for the following groups?
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You are working to provide
evidence that you can do the following:
o Reading GLE 2.1.5.e. Organize information to support a prediction
or inference in a self-created graphic organizer.
Dec. 12 Today: Comparing and
contrasting Islamic Empire with Tang/Song Dynasty China; connections to prior
learning.
~ With a partner, make a graphic organizer that
shows the similarities and differences between China and the Islamic Empire.
You are working to provide evidence that you can do
the following (click GLE number for the rubrics):
Article on footbinding: http://www.npr.org/templates/story/story.php?storyId=8966942
Dec. 15 Today: Comparing and
contrasting Islamic Empire with Tang/Song Dynasty China; connections to prior
learning.
~ With a partner, make a graphic organizer that
shows the similarities and differences between China and the Islamic Empire.
Dec. 16/17 Today: Finish graphic organizer.
Create rubrics for Socratic
Seminar using Reading GLE 2.1.4.a. Draft guiding questions for the seminar.
Have Socratic Seminar on comparing/contrasting the Islamic Empire and Tang/Song
Dynasty China.
Ideas:
1) Why do you think these civilizations were able to
advance so quickly in a short period of time? What do you think are the most
important factors in their advancement, and why?
2) The status of women between the Islamic Empire
(622-1258 CE) and Tang/Song Dynasty China (Tang = 618-907 CE, Song = 960-1279
CE). What accounts for similarities and differences?
3) Write your own question that requires you to make
a connection, draw a conclusion, or generalize about what you read.
You are working to provide evidence that you can do
the following (click GLE number for rubrics):
Reading GLE 2.1.4.a. Use previous experience,
knowledge of current issues, information previously learned to make
connections, draw conclusions, and generalize about what is read (e.g.,
transfer knowledge of the concept of tragedy from one text to another).Today:
The Rise of the Mongols – Who were they? What did they do? How was the Empire
created?
Dec. 18 NO SCHOOL
– SNOW!
Dec. 19 NO SCHOOL
– SNOW!
[Dec. 22 – Jan.
2 NO SCHOOL – Winter Break]
Culminating Project Proposals are due
January 16, 2009!
Jan. 5 Today: Welcome back ~ adventure
reports! Learn about current event: Gaza and Israel situation.
Discuss history and potential solutions.
HOMEWORK: Review your China chart and
readings. Come to class prepared to seminar on China/Islamic Empire. Be sure
you bring your papers!
Jan. 6/7 Today: 2nd chance
Socratic Seminar on China/Islamic Empire comparisons (5th period –
new seminar on new questions, written in class today). Click here for the rubrics. If you did not
participate or did not earn a 3 or better, you may make it up in writing.
~ Next, learn about the peoples of Eurasia who
were impacted by the Mongols. Click here to
print the map we used and click here for
PowerPoint to label the map if you were absent.
~ Then, start learning about the Mongols. Read
and take notes from the textbook, pp. 294-298.
o Important information and
dates
o Who were the Mongols? How
did they operate?
o What did they do and to
whom?
o What was their leadership
and political organization like?
o When done, do the following:
1) Identify what you think are the 2 most important impacts of the Mongols. On
your map (The World in 1212), label
Karakorum, 4 Khanates, and the campaigns of Genghis Khan.
You are working to provide evidence that you
can do the following:
Geography GLE 3.2.2: Analyze cultural
interactions
Jan.
8 Today: Continue learning
about the Mongols.
~ Discuss Geography GLE
3.2.2 (below) –
o What does it mean to analyze
something?
o What do we mean by “cultural
interactions”? What kinds of things could fall under that category?
Understand the connection between the GLE and unit
goals/questions.
~ Start video, “The 13th Century: The
Century of the Stirrup”. Complete video
guide or take your own notes.
~ Exit slip: Write an example of a cultural
interaction you learned about either from the book reading or today’s video.
You are working to provide evidence that you
can do the following:
Geography GLE 3.2.2: Analyze cultural
interactions
HOMEWORK: Prepare to work on your
Culminating Project Proposal!!!
Jan. 9 Today: Meet in computer lab
109 to work on Culminating Project Proposals.
HOMEWORK: Work on your Culminating
Project Proposal.
Culminating Project Proposals are due
January 16, 2009!
Jan. 12 Today: Continue “The 13th
Century: The Century of the Stirrup” video. Complete video guide or take your own notes.
HOMEWORK: Work on your Culminating
Project Proposal.
Jan. 13/14 Today: Finish video. Work on
Culminating Project Proposals in the computer lab for 55 minutes.
HOMEWORK: Work on
your Culminating Project Proposal.
Jan. 15 Modified
C Schedule – MLK Day Assembly
Today: Start cultural interactions analysis: Pick any
cultural interaction relating to the Mongols; use your textbook notes and video
notes as sources. Write the best analysis you can about one cultural
interaction. Review each others’ work – where do you find examples of good
analysis?
HOMEWORK: Work on
your Culminating Project Proposal.
Jan. 16 CULMINATING
PROJECT PROPOSALS ARE DUE TODAY!
Today: Work on proposals in the computer lab.
Jan. 19 NO
SCHOOL – Martin Luther King, Jr. Day
Jan. 20/21 Today: Inauguration Day – Watch
and discuss! Then, work on cultural interactions analysis: Pick any cultural
interaction relating to the Mongols; use your textbook notes and video notes as
sources. Write the best analysis you can about one cultural interaction. Review
each others’ work – where do you find examples of good analysis?
You are working to provide evidence that you can do
the following:
Geography GLE 3.2.2: Analyze cultural
interactions
Jan. 22 Today: Finish cultural
interactions writing. Discuss the question: What makes a good analysis? What
are the components of a good analysis? Develop a list of critical attributes
and write them down. Start Cultural Interactions Analysis research and work.
Click here for task
handout and rubric.
You are working to provide evidence that you can do
the following:
Geography GLE 3.2.2: Analyze cultural
interactions
Jan. 23 Today: Continue working on
Cultural Interactions Analysis research and work. Click here for task handout and
rubric.
You are working to provide evidence that you can do
the following:
Geography GLE 3.2.2: Analyze cultural
interactions
Jan. 26 C Day
Today: Work in computer lab on Cultural Interactions
Analysis. Click here for
task handout and rubric. DUE ON FINALS DAY!
Click here for links you might find helpful.
Class meeting locations: 1st
period – 109 / 4th period – 110 / 5th period – 109
You are working to provide evidence that you can do
the following:
Geography GLE 3.2.2: Analyze cultural
interactions
Jan. 27 C Day
Today: Work in computer lab on Cultural Interactions
Analysis. Click here for
task handout and rubric. DUE ON FINALS DAY!
Click here for links you might find helpful.
Class
meeting locations: 1st period – 109 / 4th period – 110 /
5th period – 109
You are working to provide evidence that you can do
the following:
Geography GLE 3.2.2: Analyze cultural
interactions
Jan. 28 A Day – Semester
Finals Schedule (1, 3, 5)
Today: Work in computer lab on Cultural Interactions
Analysis. Click here for
task handout and rubric. DUE TODAY!
Click here for links you might find helpful. Click here
for citations for texts provided by Ms. Johnston.
Class
meeting location: All classes meet in 110
You are working to provide evidence that you can do
the following:
Geography GLE 3.2.2: Analyze cultural
interactions
Jan. 29 B Day – Semester
Finals Schedule (2, 4, 6)
Today: Work in computer lab on Cultural Interactions
Analysis. Click here for
task handout and rubric. DUE TODAY!
Click here for links you might find helpful. Click here
for citations for texts provided by Ms. Johnston.
Class
meeting location: All classes meet in 110
You are working to provide evidence that you can do
the following:
Geography GLE 3.2.2: Analyze cultural
interactions
Jan.
30 NO SCHOOL – Teacher Work Day
Feb. 2 Today: Assess each other’s
work using the rubric – each paper has 2 readers. Discuss standards-based
assessment and grading.
Feb. 3/4 Today: Review assessment work
~ What did you learn from using the rubric and assessing others’ papers?
Discuss standards-based assessment and grading. Start Black Death ~
How do humans deal with
traumatic events? (behaviors, beliefs, etc.)
What examples can you think
of to demonstrate these tendencies?
Do reading, “The Unintended
Consequences of Mongol Success” – highlight, mark text, make notes, ask
questions.
Feb.
5 Today: Continue Black
Death work. Work and assessment plan (blue sheet) was distributed – click here
to view.
Do reading from provided packet (1st page
is entitled, “Chapter 1: A Natural History of the Plague”). Highlight
information that helps you understand what happened and evidence that will help
you to formulate an argument on the basis of:
1) How the plague actually ravaged the human
population - How did it move and why? Using intellect, science (such as it
was), and logic, how did people attempt to manage the movement,
disappearance, and resurgence of the plague? What reactions to movement were
effective or ineffective, and why?
2) How people actually
responded, psychologically/emotionally, socially, or religiously, to the
Black Death.
Feb. 6 Today: Continue Black Death
work. Continue reading from yesterday’s packet and pick up packets you find
interesting from the other provided selections. Collect evidence and
information that will help you formulate your argument on the basis of:
1) How the plague actually ravaged the human
population - How did it move and why? Using intellect, science (such as it was),
and logic, how did people attempt to manage the movement, disappearance,
and resurgence of the plague? What reactions to movement were effective or
ineffective, and why?
2) How people actually
responded, psychologically/emotionally, socially, or religiously, to the
Black Death.
Feb.
9 Today: Continue work
on Black Death (Lessons from history) analysis in class using documents
provided.
Feb.
10/11 MS.
JOHNSTON ABSENT ON TUESDAY FOR CONFERENCE.
Today: Continue work on Black Death (Lessons from history)
analysis in class using documents provided, plus time in computer lab to type
and research.
Feb. 12 Today: Continue work on Black
Death (Lessons from history) analysis in class using documents provided, plus time
in computer lab to type and research. Last day to work!!
Feb.
13 NO
SCHOOL – MID-WINTER BREAK!
Feb.
16 NO
SCHOOL – MID-WINTER BREAK!
Feb.
17/18 Ms.
Johnston out sick!
Today: Watch video, “Bird Flu: How Safe Are We?” Take
notes on important information, new ideas and anything that would help you with
your Black Death analysis. After film, answer the following questions:
·
If
we are so much more advanced than people were in the 14th and 15th
centuries (the time of the Black Death), why are communicable diseases
continuing to plague us? Why are we having such a difficult time controlling
them?
·
What
are the greatest challenges we face as we move forward in trying to control
diseases and the spread of disease?
·
What
did you find most interesting or concerning in the video? Explain.
~ Then, read World Health Organization article about
“neglected tropical diseases” and answer questions at the end.
** BOTH DUE AT THE END OF THE PERIOD.
Feb.
19 Today:
Black Death Seminar Discussion.
Feb. 20 Today:
Finish Black Death Seminar Discussion.
Start
new unit on Monday!!