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World History

Page history last edited by William Phillips 12 years, 3 months ago
Date
 Topics/Notes Assignments
8/27/12
  • Introduction to course / classroom policies
  • School discipline presentation
  • How to read timelines
  • Neolithic Revolution
  • Eight Characteristics of Civilization 
8/28/12
  • Early Egypt
  • Mesopotamian Civilizations
  • Code of Hammurabi and early legal traditions
8/29/12 
  • Code of Hammurabi
  • Eastern River Civs

 
  • Warm up question: Should the law apply equally to everyone in a society? Consider those people with mental illnesses or disabilities. Should they be held accountable to the same degree as people without those conditions? 
  • Read Babylonian Court Case Studies #1, #2, #3, #4, #5, #6, #7, #8, #9 and fill in the accompanying chart.
  • Complete Independent Practice with extrapolating cultural norms from the primary source document.
8/30/12 
  • Eastern River Civs
  • Early Chinese philosophy
8/31/12 
  • Common Formative Assessment #1
  • Hinduism & Buddhism 
9/4/12 
  • Western religious traditions (Judaism, Christianity, Islam)
  • Warm up question: How important is your right as an American to freely practice the religion of your choosing? How far does that right extend? Should you be allowed to engage in activities which are otherwise illegal if it is legitimately a part of your religious faith? (Examples: some Native American groups are allowed to use hallucinogenic drugs as part of their religion; certain rituals of the Santeria faith involve live animal sacrifice)
  • Review Western Religious Traditions PowerPoint presentation and accompanying notes. 
  • Group activity (10 groupings): Compare and contrast individual religious systems - each group will be assigned one particular pairing (Buddhism v Christianity, Buddhism v Judaism, Buddhism v Hinduism, Buddhism v Islam, Christianity v Judaism, Christianity v Hinduism, Christianity v Islam, Judaism v Hinduism, Judaism v Islam, Hinduism v Islam). Each group must create a dual bubble map illustrating at least 3 similarities and 3 differences for their assigned pairing. Once complete, they must fill their information into the religions matrix projected on the front board. Students not in class should pick three of the listed pairings and complete the activity independently (and submit to Mr. Phillips for credit). 
  • Review "Crash Course" videos on Christianity at  http://www.youtube.com/watch?v=TG55ErfdaeY&feature=plcp and on Islam at http://www.youtube.com/watch?v=TpcbfxtdoI8&feature=plcp
9/5/12 
  • Comparison of the 5 major world religions
  • Warm up question: How likely are you to become friends with someone who has radically different religious beliefs than yourself? (Remember, even if you have no religious views, that in itself constitutes a religious belief system!) What if a close friend suddenly changed their religious views and joined a "cult"? Would you be concerned? Would you still be their friend? Why?
  • Complete the religions matrix activity which was started yesterday. 
  • Review the "National Geographic: Inside Mecca" video at  http://www.youtube.com/watch?v=KFQHgdmJqjo and complete the accompanying viewing guide.
9/6/12
  • Early Greek Civilization 
  • Warm up: Describe in your own words what you think the term "democracy" means. 
  • Class will be divided into 8 groups. Each group will be assigned one section of Chapter 5 (pp. 100-125) from the textbook and will have 30 minutes to develop a plan for sharing the information from their section with the rest of the class. Groups will then present; each presentation should get the main points and key facts across in 2-3 minutes each. (Groups as follows: #1, pp. 102-104 on Minoans & Mycenaeans; #2, pp. 105-109 on city-states; #3, pp. 110-111 on the Persian Wars; #4, pp. 112-114 on Age of Pericles & Pelopponesian War; #5, pp. 115-middle of 116 on Philosophers; #6, pp. 116-119 on arts & architecture; #7, pp. 120-121 on Alexander the Great; #8, pp. 121-123 on Hellenistic Culture.) Students in ISD or ALC should pick any one of these topics to summarize in an informative paragraph and develop a graphic organizer (bubble map, venn diagram, etc.) to also convey the same information.
  • Independent practice: Document Based Question on Greek contributions to Western culture. Begin in class and complete as homework, due on Monday, Sept. 10th. 
9/7/12
  • Common Formative Assessment #2
  • Classical Greece & Hellenism 
9/10/12 
  • The Roman Republic 
  • Warm up question: Who should carry the "burden of proof" in a criminal trial? In other words, should the prosecution have to prove that the accused is guilty, or should the accused have to prove they are innocent? Why? 
  • Review PowerPoint and fill in notes for the Roman Republic 
  • Watch "Crash Course" video on Rome at http://www.youtube.com/watch?v=oPf27gAup9U
  • Continue work on the Greece DBQ. 
9/11/12 
  • The Roman Empire (Rise and Fall)

 
  • Warm up question: Do you have any ACTUAL memories of Sept. 11, 2001, or are the events of 9/11 simply "history" to you?
  • Homework (due Friday): Find 2 people who remember 9/11 and get them to describe where they were and how they found out about the terror attacks. Write a short paragraph summarizing and comparing their experiences. 
  • Review PowerPoint and fill in notes on the Rise and Fall of the Roman Empire.
  • View the "Crash Course" video on the Fall of Rome at http://www.youtube.com/watch?v=3PszVWZNWVA 
9/12/12
  • GIST strategy
  • Islamic Empires
  • Warm up question: Given what we discussed yesterday about how the rise of Christianity affected Roman society, if you were Emperor of Rome, would you attempt to repress the Christian religion? Explain your reasons.
  • Read "What to do about the Christians?" and answer the questions at the bottom. Then complete the GIST form for the document.
  • Review the PowerPoint and complete the guided notes for Islamic Empires.
9/13/12
  • Common Formative Assessment #3
  • Islamic Empires
  • Early & Medieval African States
9/14/12
  • How to Use Quia
  • Early & Medieval African States
  • How to access and use the Quia testing website (sorry, absent or detained students must see Mr. Phillips for this once they return to class!)
  • Review African Kingdoms PowerPoint and fill in notes
  • View the video on "griots" (West African musicians and storytellers) at http://www.youtube.com/watch?v=H8awXnnpPvo and write a paragraph explanation describing the role of the griot in West African society.
9/17/12
  • Medieval East Asia
9/18/12 
  • Medieval East Asia

 
  • Warm up question: Given our in-class discussion yesterday about the disadvantages of paper currency (spreads disease, expensive to print, environmentally unfriendly, allows crime to go untraced, etc.), what are the limiting factors for eliminating paper currency ("cash money")? Why do we need physical money?
  • Finish Medieval China, Korea, & Japan PowerPoint and guided notes.
  • Small groups: in groups of 3-4, analyze Samurai documents and answer the accompanying questions; students who are out of class should read Documents A through F (pages 253-263 on the .pdf file) and answer the accompanying questions. 
  • View the "Crash Course" video on Indian Ocean Trade at http://www.youtube.com/watch?v=a6XtBLDmPA0&feature=plcp 
9/19/12
  • Common Formative Assessment #4
  • Medieval European Social Systems
9/20/12
  • Medieval European Nation States
  • The Magna Carta
9/21/12
  • Medieval Europe: The Close of the Middle Ages
9/24/12
  • Medieval World: Final Review
  • Warm up: List 5 differnces between the Medieval World and today.
  • Review testing information: You will get 4 opportunities to demonstrate mastery of this material! The first version of the test is only 20 questions and should be completed by 10/1; if you are not successful (or "forget" to take it) then you will need to attempt the second version. The second version is 25 questions and must be completed by 10/3; if you are still not successful (or STILL haven't taken it!) then take version three (35 questions, due 10/5) and, if necessary, version four (50 questions, due 10/8). Tests can be found at www.quia.com/pages/wphillips96/page1  (for 2nd period), www.quia.com/pages/wphillips96/page2 (for 3rd period) and www.quia.com/pages/wphillips96/page3 (for 4th period). Remember, you will need your username (typically your first and last name + 265; ex. johnsmith265) and your password (your NCWISE student ID number) to log into the website. The "secret word" for all of my assignments is phillips.
  • Finish Magna Carta activities from 9/20/12.
  • In-class writing: Designing "Hell": using the provided information on Dante's Inferno, use the template which follows to design your own "eternal" punishment system.
9/25/12
  • The Italian Renaissance
9/27/12
  • Renaissance Humanists
  • Warm up: Are you a humanist? Do you believe that Man is capable of anything to which he can apply his intellect, or do you believe he has limits? Explain.
  • Document analysis using SOAPSTone template: Honors students need to complete a SOAPSTone exercise for 5 of the 10 documents, while Academic students need to complete for 3 documents; additionally, students need to answer the question: was this author a humanist? and support their answer with evidence.
  • Art analysis using the selected art pieces: Honors students need to analyze 5 pieces, while Academic students need to analyze 3. Analysis consists of explaining at least 1 way the piece typifies Renaissance art, using the identifying characteristics of Renaissance art.
9/28/12
  • Renaissance: Conclusion
  • Warm up: What skills do you think we are targeting with the SOAPSTone activity? How might these skills help you in everyday life?
  • Finish SOAPSTone and art analysis activities from previous class period.
  • Complete the One Point Perspective exercise
  • Complete the Lotus Diagram activity: Use the Lotus diagram to identify and describe eight major Renaissance topics (Humanism, Art, etc.) or people (Machiavelli, Erasmus, Michelangelo, etc.). I have also included a sample lotus diagram to use as a guide.
10/1/12
  • Protestant Reformation: Luther
  • Warm up: What is a topic that you care enough about that you would consider staging a protest? What form would your protest take? (ex. march, boycott, sit-in, etc.)
  • Review PowerPoint on The Protestant Reformation (complete through Martin Luther) and fill in notes.
  • Individual brainstorming / Pair and share: take 2 minutes to write down any complaints you have about Knightdale High School, then share with a partner. Help each other word a formal list of complaints; for each complaint, be sure to explain why you think the policy is wrong and what you would put in its place. Now take your strongest complaint and solution and write it on one of the provided sticky notes. Are you as brave as Luther? If so, take your sticky note and place it on the windows outside of the main office!
10/2/12
  • Protestant Reformation: Calvin, French Wars of Religion, & Henry VIII
  • Warm up question: How much influence should religion have on poltics or government? How much influence should politics or government have on religion?
  • Review Luther: View the "95 Theses Rap" at http://www.youtube.com/watch?v=dt5AJr0wls0 
  • Finish PowerPoint on The Protestant Reformation and complete notes.
  • 2nd Period Honors class: (Work with partner) For each scenario on the Separation of Church and State handout, decide on an argument and be prepared to defend. We will address the scenarios one at a time and complete as many as time allows.
  • 3rd/4th Period classes: (Work with partner) Complete the Reformation cause or effect chart and (individually) compose an "I am..." poem about Martin Luther, John Calvin, or Henry VIII.
10/3/12
  • Age of Exploration
10/4/12
  • Unit 3 Test
  • Complete the Unit 3 Test (Common Formative Assessment)
  • Finish (or begin for some classes) the Christopher Columbus Letters activity from yesterday. 
10/5/12
  • Early American Civilizations
  • Warm up question: How do you identify yourself - are you just an "American" or are you a(n) "__________________-American"? Explain.
  • Review PowerPoint and notes on Early American Civilizations.
  • Activities: Mayan mathematics, Incan quipu, and quick summary readings.
  • Bonus activity (time allowing): make an Incan quipu. View the video on how to make quipu at http://www.youtube.com/watch?v=-YhWQvsLB5Q and use provided yarn to make a quipu that 
10/8/12
  • Early American Civilizations
  • Amnesty Day
  • Warm up question: What do you think your grade is in this class right now? Why do you think that? What have you done to earn your grade? What can you do to improve your grade?
  • Complete activities from 10/5/12
  • Hand out progress reports.
  • Amnesty Day: any missing work on your progress report may be completed today, without penalty. Real progress reports (to be signed by parent/guardian) will be issued on Wednesday.
10/9/12
  • Columbian Exchange
  • American Colonization
  • The Slave Trade
10/10/12
  • Absolutism
  • Warm up: "Power tends to corrupt, and absolute power corrupts absolutely." What do you think the author meant by this quote?
  • Review the Rise of Absolutism PowerPoint and complete the guided notes.
  • Take a virtual tour of the Palace at Versailles (the website is in French, but the mouse controls are simple) at http://www.gvn.chateauversailles.fr/fr/3d/facade.html 
  • Tour the interior and gardens of Versailles using the Versailles PowerPoint 
10/11/12
  • Absolutism
  • Warm up: If "Absolute power corrupts absolutely" then how do we prevent anyone from ever obtaining absolute power?
  • Take the Common Formative Assessment on Exploration and Colonization
  • Complete the Absolutism DBQ: Pick up the Documents and answer the question after each document in the corresponding box on the Lotus diagram. Then complete a GIST form for each document.
10/12/12
  • Constitutional Monarchy in England
  • Warm up: What are the "natural rights" which are shared by all people?
  • Review the PowerPoint and complete the guided notes on Constitutional Monarchy in England
  • Class activity: Compose a Knightdale High School Bill of Rights.
10/15/12
  • Scientific Revolution
10/16/12
  • The Enlightenment
  • Warm up: Do you believe that man is essentially "good" or essentially "evil"? Explain.
  • Review PowerPoint and complete notes on The Enlightenment
  • Complete Lotus Diagram on Enlightenment authors
10/17/12
  • Mid-term Project
  • Warm up: Do you believe it is true that "all men [and women]are created equal"
  • Assign the midterm project
  • Finish Absolutism DBQ which was started on 10/11/12 (due by end of class) 
10/18/12
  • Political Spectrum
  • Cycle of Revolution
10/19/12
  • The Seven Years War
10/22/12
  • The American Revolution
10/23/12
  • The U.S. Constitution
  • Warm up: Which of the following rights do you think is the most important and why? - Freedom of speech, Right to a fair trial, Right to vote.
  • Review PowerPoint and complete notes on the U.S. Constitution (for Amendments 1-10)
  • For each Amendment, we will stop and debate its merits and exactly what protections it offers
10/24/12
  • The U.S. Constitution
10/25/12
  • The French Revolution
10/26/12
  • Constitutional Amendments Project
  • Warm up: In your opinion, which of the following does the best job explaining man's "natural rights": Locke's "life, liberty, and property," Jefferson's "life, liberty, and the pursuit of happiness," or The Declaration of the Rights of Man and Citizen's "liberty, equality, and brotherhood"? 
  • Complete the U.S. Constitutional Amendments Quilt Project
10/29/12
  • Napoleon
10/30/12
  • Latin American Revolutions
11/1/12
  • The Industrial Revolution
  • Warm up: What are your goals for the new academic quarter?
  • Review PowerPoint and complete notes on The Rise of Industry
  • View "Crash Course" video on The Industrial Revolution at http://www.youtube.com/watch?v=zhL5DCizj5c&feature=relmfu 
  • Play "Made in..." Bingo (bingo card is on the notes sheet). What does this game tell us about how the centers of industrialization are different today than they were 150 years ago?
11/2/12
  • Unit 6 Test
  • Complete the Unit 6 Test on Revolutions (American Revolution, French Revolution, Napoleon, Latin American Revolution)
11/5/12
  • Urbanization
  • Warm up: Should people of legal voting age be required by law to vote? Explain your answer.
  • Review the PowerPoint and complete notes on Industrial Age Challenges
  • Write an "I am ...." poem about a child laborer during the Industrial Revolution
11/7/12
  • Age of Invention
  • Warm up: What is the most important invention of your lifetime?
  • Review the PowerPoint and complete notes on The Age of Invention
  • Ranking inventions: from the list of 50 Industrial Era inventions, choose your top 10 and explain your rankings in paragraph form.
11/8/12
  • Industrial Revolution DBQ
  • Warm up: What do you think will be the next major invention?
  • Complete the Industrial Revolution DBQ. Answer the questions at the end of each document. HONORS: Complete a SCIM-C diagram for any TWO documents in the packet. ACADEMIC: Complete a GIST diagram for each of the documents in the packet.
  • Write a news article on any issue associated with the Industrial Revolution, using the provided template.
11/9/12
  • Nineteenth Century Economics
11/13/12
  • Nineteenth Century Art
  • Warm up: Hypothesize how the Industrial Revolution might have affected artists.
  • Review PowerPoint and complete guided notes on Nineteenth Century Art
11/14/12
  • Nineteenth Century Science
  • Progressive Reforms in Britain
  • Warm up: In modern America, what kinds of workers make up the upper class, middle class, and lower class?
  • Review PowerPoint and complete guided notes on Nineteenth Century Science and Progressive Reforms in Britain
  • A little out of chronological order, but view the "Crash Course" video on Capt. Cook and the Discovery of Australia at  http://www.youtube.com/watch?v=2yXNrLTddME&feature=plcp 
  • Complete the British Reforms readings and questions.
11/15/12
  • Late Nineteenth Century France, Germany, and Italy
  • Warm up: Is the United States one nation divided into 50 states, or 50 states united into one nation? Explain your answer.
  • Review PowerPoint and complete the guided notes on Late Nineteenth Century France, Germany, and Italy
  • Read the recent news article and assess using the given SOAPSTone template 
11/16/12
  • Test: Late Nineteenth Century Technology, Art, and Economics
11/19/12
  • Nineteenth Century Eastern Europe
11/20/12
  • Test: Late Nineteenth Century Europe
11/26/12
  • New Imperialism and the Scramble for Africa
11/27/12
  • New Imperialism DBQs
11/28/12
  • Western Imperialism in Asia & the Pacific
11/29/12
  • Manifest Destiny
  • Warm up: Would you be comfortable with adding new territory to the US? (Ex. Canada, Mexico, Cuba) Why?
  • PowerPoint and guided notes on Manifest Destiny 
11/30/12
  • Imperialism Test
  • Take the imperialism test
  • Complete any unit assignments that have not been turned in. 
12/3/12
  • Causes of WWI
  • Warm up: Do you believe that large-scale international wars are a thing of the past, or could they still occur today? Why?
  • Review Powerpoint and guided notes on Causes of WWI
  • In class activity: Analyze WWI propaganda posters, using three guiding questions: Who was the intended audience for each poster? What idea was the poster "selling"?  What tactics were being used to "sell" the idea? (Ex. guilt, patriotism, racism, etc.)
12/4/12
  • WWI & Versailles
12/5/12
  • Russian Revolutions
12/6/12
  • 1920s & 30s
  • Review PowerPoint on the 1920s and 1930s economics, science, and culture. I HAVE NOT PROVIDED ANY GUIDED NOTES AS THIS MATERIAL WILL NOT BE TESTED!
12/7/12
  • Global Civil Unrest
  • Warm up: Is it ever acceptable to use violence as a means of forcing social or political change? If so, when?
  • Review PowerPoint and complete guided notes on Global Civil Unrest in Mexico, South Africa, the Middle East, and India
  • Complete the document analysis using various quotes by Gandhi
12/10/12
  • Rise of Totalitarianism
  • Warm up: Should governments spy on their own people?
  • Review PowerPoint and complete guided notes on the Rise of Totalitarianism
  • Writing assignment: Evaluate KHS as a totalitarian state. How does KHS meet the 6 descriptors of totalitarianism from today's notes?
  • Create a graphic organizer showing how the Soviet Union, Italy, and Germany each fulfill the descriptors of totalitarianism.
12/11/12
  • Road to WWII
  • Warm up: Prepare for quiz (5 minutes)
  • Take quiz on Russian Revolution and Global Civil Unrest
  • Review PowerPoint on The Road to WWII and complete guided notes
12/12/12
  • WWII
12/13/12
  • WWII
  • Warm up: If a "modern" Holocaust were to occur, who do you believe would be the most likely victims and why?
  • Complete the Causes of WWII DBQ by answering all of the scaffolding questions and completing a SOAPSTone analysis for each document
  • Analyze WWII Propaganda posters (teacher set, not available online) using three guiding questions: Who was the intended audience for each poster? What idea was the poster "selling"?  What tactics were being used to "sell" the idea? (Ex. guilt, patriotism, racism, etc.)
12/14/12
  • WWII
  • Take the WWII interactive test - students will be distributed multiple answer cards and then the class will review the PowerPoint with the test questions. When a student recognizes that they have the card witht the answer to the question, they must raise their card to submit it for credit.
  • Watch the WWII propaganda cartoons created by the Walt Disney company to promote conservation of resources on the home front (DVD, not available online).
12/17/12
  • Cold War
12/18/12
  • 9/11
  • What are the goals of a terrorist? Do terrorist tactics work in achieving those goals?
  • Watch the "What We Saw" CBS News documentary on the 9/11 attacks (DVD, not available online)
12/19/12
  • 9/11 & Global Response
12/20/12
  • 9/11 & Global Response
  • The New Millenium
  • Complete 9/11 DBQ from yesterday.
1/2 - 1/10
  • Exam Review

 

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William Phillips said

at 8:57 am on Aug 29, 2012

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