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World History Fall 2013

Page history last edited by William Phillips 11 years, 2 months ago
Date & Topic(s)
 Lesson  What gets turned in?

Mon. 8/26

Why Study History?
  • Warm up question: Imagine what it would be like if we forgot the past every few years. Why might it be good to forget the past? Why might it be bad?
  • Distribute and review welcome letter and syllabus
  • Review classroom policies and expectations PowerPoint
  • Activity: Make a list of classroom rules you believe would help promote a positive learning environment. Once lists are complete, share with the other members of your table and create a composite list. Finally, as a group, pick up to 3 rules to put on individual sticky notes and place on the back whiteboard. As a class, we will then categorize the suggested rules in order to finalize our class rules list.
  • Activity: Each table will read one of the articles on "Why Study History?" (Article 1, Article 2, Article 3, Article 4) and take notes on their article's main points. Groups will then report out to the class the details of their article.
  • Exit ticket: Explain three reasons why we should study history.
  • Exit ticket

 

Tues. 8/27

What is "civilization"?
  • Warm up question: In your opinion, what are three things a culture would need to be considered "civilized"?
  • Today's vocabulary terms: civilization, animism, paleolithic, neolithic
  • Go over the KHS Discipline Presentation
  • Finalize class rules list using yesterday's suggestions.
  • View the Crash Course: World History video on the Neolithic Revolution at http://www.youtube.com/watch?v=Yocja_N5s1I
  • Review Rise of Civilization PowerPoint, fill in the accompanying guided notes and answer the questions as they come up in the PowerPoint presentation.
  • None

 

Wed. 8/28

What is "civilization"?
  • Warm up question: Why is religion one of our defining characteristics of civilization? What "civilizing" function does it provide?
  • Today's vocabulary terms: Fertile Crescent, monotheism, polytheism, pharaoh, irrigation, hieroglyphics
  • Finish activities from yesterday's Rise of Civilization PowerPoint 
  • View the Crash Course: World History video on Ancient Egypt at http://www.youtube.com/watch?v=Z3Wvw6BivVI&feature=relmfu
  •  Review first half of the PowerPoint presentation for Western River Civilizations and fill in the guided notes on Ancient Egypt.
  • Exit ticket: Explain three defining characteristics of "civilization."
  • EXTRA RESOURCE: More information about Egyptian religion, mythology, and burial practices (including a translation of The Book of the Dead) can be found at http://www.sacred-texts.com/egy/
  • Exit ticket

 

Thur. 8/29

What makes a law "fair"?
  • GIST analysis

Fri. 8/30

What makes a law "fair"?
  • 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? What about children? 
  • Stations Activity: Read Babylonian Court Case Studies #1, #2, #3, #4, #5, #6, #7, #8, #9 and fill in the accompanying chart.
  • Application Activity: In your groups, find 5 rules in the KHS/WCPSS handbooks (links to handbooks are online at http://knightdalehs.wcpss.net/index.php?option=com_content&task=view&id=86&Itemid=2 ) and rewrite them to reflect Hammurabi's standards for justice.
  • Exit ticket: What makes a law "fair"?
  • Homework: Read the selection from the primary source Code of Hammurabi and answer the accompanying questions. (Due Monday)
  • EXTRA RESOURCE: The complete Code of Hammurabi can be found online at http://www.fordham.edu/halsall/ancient/hamcode.asp 
  • Babylonian Court Cases chart
  • Exit ticket
  • Warm up responses for Week 1 (8/26 - 8/30)

Tues. 9/3

What is the best way to maintain social order?
  • Hammurabi worksheet

 

 

Wed. 9/4

What is the best way to maintain social order?
  • Warm up question: Make a list of the character traits that make a person "good."
  • Finish the Confucianism, Daoism, and Legalism articles from yesterday. 
  • Review the PowerPoint presentation and handout on Hinduism & Buddhism 
  • After reviewing the steps of The Eightfold Path, identify where each of the character traits you listed in your warm up question fall along the path. Then go to the back board and write your traits under the appropriate heading (Right View, Right Intention, Right Speech, etc.). As a class we will then review the list. Do we agree with the placement of each item, or should some be relocated to different categories?
  • EXTRA RESOURCE: The sacred texts of Hinduism can be found online at http://www.sacred-texts.com/hin/
  • EXTRA RESOURCE: The sacred texts of Buddhism can be found online at http://www.sacred-texts.com/bud/
  • EXTRA RESOURCE: The Big Religion Chart, a comparison of all of the world's major religious traditions, can be found online at http://www.religionfacts.com/big_religion_chart.htm
  • Answers to Confucianism, Daoism, & Legalism questions

 

Thurs. 9/5

What is the best way to maintain social order?
  • Warm up question: What does the Eastern concept of reincarnation offer people that the Western concept of "heaven" does not? In other words, why would some people believe in reincarnation over an afterlife?
  • QUIZ on Aspects of Civilization and River Valley Civilizations (Egypt, Mesopotamia, Indus, & Early China)
  • View the Crash Course: World History video on Hinduism & Buddhism at http://www.youtube.com/watch?v=8Nn5uqE3C9w&feature=fvsr 
  • Group work: Create a Venn Diagram comparing and contrasting Hinduism & Buddhism, using yesterday's notes and handout. (Don't remember what a Venn Diagram is? Look here: http://www.purplemath.com/modules/venndiag.htm ) 
  • Quiz
  • Venn Diagram
  • Warm up responses for week 2 (9/2 - 9/5)

 

Mon. 9/9

What is the best way to maintain social order?
  • None

Tues. 9/10

What is the best way to maintain social order?
  • None

Wed. 9/11

What is the best way to maintain social order?
  • Warm up question: Which is more similar, Christianity and Judaism or Christianity and Islam? Explain.
  • Finish Inside Mecca video and viewing guide
  • Group work: complete the Five Pillars jigsaw puzzle
  • Lego activity: Use the Lego kits to illustrate the following belief systems: Hinduism, Judaism, Buddhism, Christianity, Islam As you finish each build, you will explain the symbolism of your creation to the other members of your table. Be sure to include as many practices or core beliefs of each faith system as you can in each build. Finally, challenge yourself to see if you can get all five "big" religions in a single model.
  • Exit ticket: What is the best way to maintain social order?
  • Inside Mecca viewing guide
  • Exit ticket

Thur. 9/12

How did the Classical Greek and Roman civilizations shape the world we live in today?
  • Warm up question: Define mythology.
  • View Crash Course: World History video on the Greeks & Persians at http://www.youtube.com/watch?v=Q-mkVSasZIM 
  • Group work: Each group has been assigned a different packet of information (Greek government, Greek daily life, Greek literature, Greek art & architecture, Greek commerce, Greek mythology, & the Olympic Games) to read about and do further research on. Groups should use both the World History (pp. 102-123) and Western Civilization (pp. 51-81) textbooks to bring in information not included in their packet. Once information has been gathered and organized, each group will create an educational poster on their topic for Monday's gallery walk.
  • Group posters

Fri. 9/13

How did the Classical Greek and Roman civilizations shape the world we live in today?
  • Quiz
  • Warm up responses for Week 3 (9/9 - 9/13)

Mon. 9/16

How did the Classical Greek and Roman civilizations shape the world we live in today?
  • Warm up question: The Classical Greeks defined a "barbarian" as anyone who did not speak Greek. Do we still discriminate based on native language today? If so, give an example.
  • Today's vocabulary: republic, senate, dictator, assassination, aqueduct
  • Complete a gallery walk of the posters you made last week on Classical Greek civilization. As you take your walk, write down 3 things you learned, 2 things you found interesting, and 1 question that came to mind about the Greeks.
  • View the Crash Course: World History video on Alexander the Great at http://www.youtube.com/watch?v=0LsrkWDCvxg
  • Review the PowerPoint and complete the guided notes on the Roman Republic
  • Assign Greek accomplishments DBQ (due Monday, Sept. 23rd)
  • Posters
  • Gallery walk items

Tues. 9/17

How did the Classical Greek and Roman civilizations shape the world we live in today?
  • None (unless Cleopatra assignment is completed)

Wed. 9/18

How did the Classical Greek and Roman civilizations shape the world we live in today?
  • Warm up question: Explain the difference between a republic and a democracy.
  • C.O.R.E. (Classroom Opportunities for Enrichment or Remediation): Students needing remediation based on either of the first two Common Formative Assessments (Quizzes on Early River Civilizations and on World Religions) will be given an opportunity to review and revise their answers to missed items. Students needing enrichment will use the Lego kits to illustrate the 8 aspects of civilization and/or Five Pillars of Islam as a review exercise.
  • Review the PowerPoint and complete guided notes on The Fall of the Roman Empire and Justinian
  • EXTRA RESOURCE: The Code of Justinian can be found online at http://www.fordham.edu/halsall/basis/535institutes.asp 
  • C.O.R.E. activities

 

Thur. 9/19

How did the Classical Greek and Roman civilizations shape the world we live in today?
  • Cleopatra responses
  • Augustus responses
  • What to do About the Christians? responses

Fri. 9/20

How did the Classical Greek and Roman civilizations shape the world we live in today?
  • Warm up question: Why do you think the period after the fall of Rome is called the European "Dark Ages"?
  • Quiz on Greece and Rome
  • Finish all Historical Questions (Cleopatra, Augustus, Trajan & the Christians)
  • Watch documentary: The Dark Ages (also available at http://www.youtube.com/watch?v=phHjXyHXzkU )
  • Quiz
  • Week 4 Warm up responses (9/16 - 9/20)

Mon. 9/23

Is it fair to call the Middle Ages the "Dark Ages"?
  • Greek contributions DBQ

Tues. 9/24

Is it fair to call the Middle Ages the "Dark Ages"?
  • Warm up question: In what ways was the Medieval Islamic world a continuation of the legacies of the Classical Greeks and Romans?
  • Review classroom policies and expectations
  • Review the PowerPoint and complete the guided notes for Medieval Europe: Social Systems (up to the Crusades)
  • None

Wed. 9/25

Is it fair to call the Middle Ages the "Dark Ages"?
  • Warm up question: When a question asks you for "textual evidence," what is it asking for? When a question asks you for "specific evidence," what is it asking for?
  • C.O.R.E. time: Students needing remediation based on either of the two most recent Common Formative Assessments (Quizzes on World Religions and on Greece & Rome) will be given an opportunity to review and revise their answers to missed items. Students needing enrichment will complete the Roman Daily Life scavenger hunt using the Life in the Roman World packets.
  • Watch the Crash Course: World History episode on The Dark Ages at https://www.youtube.com/watch?v=QV7CanyzhZg&list=PLBDA2E52FB1EF80C9 
  • Complete the PowerPoint and complete the guided notes for Medieval Europe: Social Systems (Crusades portion)
  • Watch the Crash Course: World History episode on the Crusades at https://www.youtube.com/watch?v=X0zudTQelzI&list=PLBDA2E52FB1EF80C9 
  • C.O.R.E. activities

Thur. 9/26

Is it fair to call the Middle Ages the "Dark Ages"?
  • None

Fri. 9/27

Is it fair to call the Middle Ages the "Dark Ages"?
  • None

Mon. 9/30

Is it fair to call the Middle Ages the "Dark Ages"?
  • Warm up question: Watch the video debate on vaccination at https://www.youtube.com/watch?v=eMrFV2rnHlo and answer the question: Should parents be allowed to refuse vaccination for their children? Why? (Think about this in regard to the Black Plague)
  • Discuss Social Studies course pathways and electives in preparation for course sign-ups for 2014-15 school year
  • Complete the PowerPoint and guided notes on Medieval Europe: Move Towards Renaissance
  • Review the PowerPoint and complete the guided notes on Medieval African Kingdoms
  • Magna Carta analysis sheets

Tues. 10/1

Is it fair to call the Middle Ages the "Dark Ages"?

 
  • None

Wed. 10/2

Is it fair to call the Middle Ages the "Dark Ages"?

 
  • None

Thur. 10/3

Is it fair to call the Middle Ages the "Dark Ages"?
  • TEST: The Middle Ages
  • Please see Mr. Phillips to receive your Quia username and password.
  • Tests are housed at http://www.quia.com/pages/wphillips96/wh 
  • You need to take both the multiple choice and constructed response tests
  • Multiple Choice Test (submitted through Quia)
  • Constructed Response Test (submitted through Quia)

Fri. 10/4

What are the characteristics of a "Renaissance Man"?

 

  

Mon. 10/7

What are the characteristics of a "Renaissance Man"?

 

 

  
Tues. 10/8  

Wed. 10/9

How did the humanism ideals of the Renaissance lead to "revolutions" in religion, exploration and science?
  • Warm up question: Have you ever taken part in a protest? Is there anything you believe in strongly enough that you can imagine staging a protest for it?
  • C.O.R.E. time: 1. Review how to retake a test (Reminder: all tests are housed at http://www.quia.com/pages/wphillips96/wh and require your username and password to access.) 2. Go over the Humanism worksheet from Monday and discuss how to use textual evidence to answer questions. 3. Review the SOAPSTone analysis tool and practice using it with short written excerpts
  •  
  • Review the PowerPoint and complete the guided notes on The Protestant Reformation
 

Thur. 10/10

How did the humanism ideals of the Renaissance lead to "revolutions" in religion, exploration and science?

  

Fri. 10/11

How did the humanism ideals of the Renaissance lead to "revolutions" in religion, exploration and science?

 

  

Mon. 10/14

How did the humanism ideals of the Renaissance lead to "revolutions" in religion, exploration and science?
  • None

Tues. 10/15

How did the humanism ideals of the Renaissance lead to "revolutions" in religion, exploration and science?
  • Warm up: If you were to decide to pursue a career in science, what field of science would you want to be involved in? Why?
  • Review the PowerPoint and complete the guided notes on The Scientific Revolution
  • Lego kit activity: illustrate each of the following concepts using the Lego kits - heliocentric theory, the scientific method, one of Newton's laws on gravity/motion, Cartesian dualism
  • Exit ticket: How did the humanism ideals of the Renaissance lead to "revolutions" in religion, exploration and science?
  • Columbus Letters analysis
  • Exit ticket

Wed. 10/16

What are the positive and negative impacts of colonization?
  • 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: 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
 

Thur. 10/17

What are the positive and negative impacts of colonization?

  

Fri. 10/18

What are the positive and negative impacts of colonization?

  

Mon. 10/21

What characteristics should a good government have?

  
Tues. 10/22
  • 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.
 

Wed. 10/23

  
Thur. 10/24
  • Warm up:
  • Lotus Diagrams
 
Fri. 10/25
  • Warm up:
  • Paper Slide Videos
 
Tues. 10/29  
Wed. 10/30
  • Warm up:
  • The American Revolution
 
Thur. 10/31
  • Warm up:
  • The U.S. Constitution
 
Fri. 11/1
  • Warm up:
  • Constitution Quilts
 
Mon. 11/4  
Tues. 11/5  
Wed. 11/6  
Thur. 11/7  
Fri. 11/8
 
Tues. 11/12  
Wed. 11/13  
Thur. 11/14
  • Warm up:
 

Fri. 11/15

Did the Industrial Revolution make people's lives better or worse?
  • Warm up: What do you believe is the most important invention of the 2000s? Explain.
  • Review PowerPoint and complete guided notes on The Age of Invention
  • Using the List of Industrial Age Inventions, complete the following activities: 1) (Individual work): Identify what you feel are the ten most influential inventions on the list. 2) (In groups): Compare your list with those of the people in your group and then reach a group consensus on which five inventions your group believes were the most influential. 3) For each of the five inventions your group identifies, complete a diagram showing what inventions would have needed to come before it and what inventions might have followed as a result of it.
  
Mon. 11/18
  • Industrial Era Art
  
Tues. 11/19
  • Economics
  
Wed. 11/20
  • Quiz: Industrialization
  • Darwinism
  
Thur. 11/21
  • Quiz: Inventors & Authors
  • Scopes Monkey Trial documents
 
Fri. 11/22
  • Victorian England
  
Mon. 11/25
  • Quiz: Econ & Sci
  • Russia
  
Tues. 11/26
  • Lego vocabulary
  • Mankind video
 
Mon. 12/2
  • Warm up:
 
Tues. 12/3
 
Wed. 12/4
  • 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
  
Thur. 12/5  
Fri. 12/6  

Mon. 12/9

How was WWI a consequence of Europe's relative peace and prosperity during the 19th century?
  • Warm up: What is the worst weapon you can imagine?
  • Review Powerpoint and guided notes on Causes of WWI
 

Tues. 12/10

How was WWI a consequence of Europe's relative peace and prosperity during the 19th century?

  

Wed. 12/11

How was WWI a consequence of Europe's relative peace and prosperity during the 19th century?
  • Warm up: How harshly should nations who start wars be punished? What are the potential consequences if the punishment is too light? too harsh?
  • In class activity: Analyze WWI propaganda posters
  • Create a propaganda poster
  • SOAPSTone Document analysis: The Zimmermann Telegram
  • AP PARTS Document Analysis: assess Rasputin's Letter to the Tsar
  
Thur. 12/12  
Fri. 12/13  
Mon. 12/16
  • 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
  • Quiz: WWI
 
Tues. 12/17
  • 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.
 
Wed. 12/18
  • 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
 
Thur. 12/19  
Fri. 12/20
  • 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).
  
Thur. 1/2    
Fri. 1/3    
Mon. 1/6  

 

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