WH+claswork

Congress of Vienna



 * NAPOLEON Worksheets**

After Analyzing the paintings in class... you should be able to do this for homework...
Here are your 6 paintings to analyze:

=
You’ve been asked to commission a painting of a great leader, depicted in a scene that represents their life. Which leader would you pick, and how would you have them portrayed? Sketch the scene you are picturing? =====

**French Revolution:**


Read p. 651-655

[[file:causes of revolution.docx]]


The Palace at Versailles... one of the many complaints of the 3rd Estate media type="custom" key="9237680"

Enlightenment Thinkers:
Enlightenment Thinkers Chart and Questions:



Immanuel Kant: on the Enlightenment and "Immaturity"

Fakebook Assignment:

Age of Exploration/Exploitation
Read Pages 529 - 535 - timeline the important events of exploration from 1275 - 1800 (should have at least 10 events) **- answer questions #2 through 8 on page 535**



November 16, 1532 - Francisco Pizarro murders Incan King Atahualpa media type="custom" key="8881766"

This event, captured in this image and the brief video above summarize the idea of "**__God, Glory and Gold"__** that persuaded Europeans to explore and exploit new lands.

The Renaissance


media type="custom" key="8776786" media type="custom" key="8776772" media type="custom" key="8836854"



- Read pages 488-494 - Answer main idea questions 3, 4 and 5 on p. 494 - Poster Due Monday
 * __Mr. Z's D period only:__**

VoiceThread Project - Reformation/Counter Reformation Art -

Periods A @http://voicethread.com/share/1842539/

Periods B @http://voicethread.com/share/1842602/

Period C @http://voicethread.com/share/1846146/

Period G @http://voicethread.com/share/1846187/

March 15 - Protestant Reformation

95 Theses Rap media type="custom" key="8698316" 95 Theses Lyrics:

__**March 14:**__ Here are the readings from class: @http://www.renaissanceconnection.org/lesson_social_geography.html You'll notice the reading is the same, but the questions are different. I've developed my own questions, which you've been given in class.

Renaissance Map: @http://wps.ablongman.com/wps/media/objects/262/268312/art/figures/KISH_11_243.gif

Essential Questions: Introductory PowerPoint: media type="custom" key="8613156"

**The Silk Road**
Camels are a great symbol of the Silk Road. Here are the questions that accompanied your reading about the Bactrian Camel.

Here's all the information you need to read about the camel: @http://www.philamuseum.org/education/resources/29.html

Video: @http://www.adventure-video.com/taklimakan/video.html Map: @http://www.east-site.com/images/silk_road_map.gif

Silk Road Primary Sources:

media type="custom" key="8524520"

__**Confucianism and Ancient China**__

Hinduism and Buddhism Document Based Question: Here is the assignment and documents needed to create your argument/thesis about Buddhism/Hinduism

Homework: Feb 3, 2011
Read pages 192-197 about India's Gupta Empire - answer questions 5, 7, and 9 on page 197.

Yoga's Religious Roots are with Hinduism... find out more with this video. media type="custom" key="8208890"

Byzantine Empire:


Istanbul History Video: @http://www.disclose.tv/action/viewvideo/15221/Cities_of_the_underworld___Istanbul_1_5/
 * Questions that accompany the video:**

1. Istanbul has been called, __and__ . 2. Istanbul is the only city in the world that: 3. In 1453, Constantinople was conquered by the and renamed __.__ __4. Why were the Romans so quick build impenetrable city walls and block access to the harbors of Constantinople?__ __5. What did this video teach you about the city of Istanbul?__

__+++++++++++++++++++++++++++++++__

__Istanbul (not Constantinople) video: @http://www.retrojunk.com/details_commercial/459/__

__Religion Maps:__
__Go to Stratalogica.com and login with your username (first initial, last name) and password (rush).__

__Please remember the site can no longer be accessed after Dec 31...__

=Origins of Religion... Questions to Ponder.= media type="custom" key="8024304"

__Rome & America__
__Read 1 of the 2 articles:__ __@http://www.usnews.com/usnews/news/articles/070429/7qa.htm__

__Both discuss a decline of America similar to Rome’s decline.__

__On a sheet of paper, please answer the following questions?__


 * 1) __Do you believe America is on the same path as Rome? Why/Why not? (Use specific examples from the article to support your idea)__
 * 2) __What can America do to stop the decline? (The articles give some suggestions)__
 * 3) __Do you think there has been a “moral decline” in America? Explain__

__Fall of Rome Documents__




__
=====================__======





__Here's a Greek Timeline to help you organize your notes:__


__And here are some links to help you out:__

__Greek Prezi: @https://prezi.com/secure/6d4d4bbd6a1108f3fefde5dfed2d4ee7fe6e3e79/__
media type="custom" key="7325289"

__Journal #5:__
__ We've now studied some successful civilizations. Unfortunately civilizations do not last forever, some combine with other civilizations to start new civilizations and others collapse over time. __

**What are some factors that may contribute to a civilization’s collapse?**

__** Read Jared Diamond's Op-Ed piece about the collapse of civilizations. **__ __** @http://www.nytimes.com/2005/01/01/opinion/01diamond.html?_r=2&pagewanted=print&position= **__

__**and answer these questions: ** __

//The Ends of the World as We Know It// Author: Jared Diamond

__Jared Diamond says there are 5 main interacting factors that contribute to a civilization’s collapse. What are they?__

__Why were the Mayan Kings oblivious to the problems in their civilization? What do you think they could have done differently?__ __What is the author suggesting about the United States’ role in the world community? Do you agree/disagree with this stance? Why/why not?__

River Valley Civilization Project!
__Presentation on Monday!!!!__

Week of October 4:
Finish comic books on Neolithic Revolution

__Journal #4 - What are the characteristics of a civilization? What does it mean to be “civilized”? (see Journals)__

__We are introducing a PowerPoint Project on Ancient Civilizations and their similarities. Students will be able to understand the major characteristics of civilization.__

Neolithic Comic Book:
In class we discussed the major characteristics of the Neolithic Era... and how people changed from Hunter-Gatherers into farmers and tradesmen.

__Stable food supply__ __permanent shelter__ __Establishing communities__ __Developing new jobs and trades__ __Trading with other communities__

__**Did We Kill the Neanderthals?**__ __In class we discussed this article: @http://www.time.com/time/health/article/0,8599,1912195,00.html__

Questions to consider: __Is it possible for Neanderthals and Homo Sapiens to have existed together?__ __And why would a homo sapien/human kill a Neanderthal?__

__**Homework: Due September 23 or 24:**__

__Read page 7-11__ __Define Paleolithic Age and Neolithic Age__

__Write a persuasive essay explaining which skill—toolmaking, the use of fire, or language—you think gave hominids the most control over their environment.__

__**Monday, September 20:**__

media type="file" key="2006 - Geico commercial - Caveman at the airport.mov" width="300" height="300"

__**So what exactly CAN a caveman do?**__

__Compare and Contrast Different Types of Hominids__

__Use the information from the work sheets and from your book to:__

__1. Fill in the chart as accurately as possible.__

__2. Underneath each hominid type, label the years in which they lived and their “nickname”__

__3. Label the world map showing where each type of hominid lived__

__Choose one of the following:__ __• Choose 2 or 3 hominids and draw a picture representing an activity each group may have participated in.__ __• Choose 1 hominid group and create a script representing an everyday scenario (remember – they didn’t talk like we do)__ __Extension: (on your own)__ __• Create a comic strip of a hominid character or hominid family.__

__Here are the sheets you'll need to complete the chart:__





__**Wednesday, September 16:**__ __"How Art Made the World"__ Imagine a world without art. More than that - imagine a world without symbols of any kind. No letters or numbers, no graphics, no pictures. No visual representations at all. Our world today could not exist without pictorial shortcuts. Around 30,000 years ago, humans eventually learned how to bring art into their world. But how? And why? Today in class we watched a video and answered the questions on this sheet:

__**Tuesday September 15:**__ __See [|this blog entry] for the assignment we did.__

__**Monday, September 14:**__ __Journal #2 (5 minutes)__ __Define technology?__ __How do we use technology to help us in our everyday lives?__

__Review:__ __Artifacts__ __Hominids__ __Paleolithic Age__ __Neolithic Age__

__New today:__ migration Domestication Agricultural Revolution

Watched the video below.. .and played with this map...

media type="file" key="2001 a space odyssey.mov" width="300" height="300"


 * Friday September 11:**

Start reading pages 5-10 – and take note of these words (they’re on the Word Wall) - Artifacts - Hominids - Paleolithic Age - Neolithic Age

Choose 2 of the words and draw a picture, chart, graph, etc… that would help explain it…

Or….

Answer the following question:

Which of the following skills do you think gave early man the most control over their environment and why? - Tool making - Fire - Language

Here's a link to the online textbook information to help

For some reflection from your history teacher here is my world history blog.

__Teaching the Class:__
__Students are preparing a short lesson to teach the class about 1 section of the current chapter. Chapter 23, Section 2 - p. 656-661.__ __**Revolution Brings Reform and Terror**__

__When teaching the class about your section you MUST:__

__• Prepare a 5-10 minute lesson__ __• Include The 5 W’s from your sheet – and communicate these to the class__ __• Choose two questions you’ve created from the header for the class to answer.__ __• Have the class read a short excerpt from your section (at least 1 important paragraph) – and discuss its importance__ __• Be prepared to answer ANY questions from the class.__

__Say what? - Due Monday April 12 Using your knowledge of the absolute monarchs and the enlightenment thinkers, create a conversation/dialogue between one person from each group.__
__As an example...__

** Examples of Town Hall Wall Posters: ** @http://www.constitutioncenter.org/ncc_edu_Town_Hall_Walls.aspx
What is Genocide?**:** @http://www.ushmm.org/wlc/article.php?lang=en&ModuleId=10007043 Genocide's in the 20th Century: @http://www.historyplace.com/worldhistory/genocide/index.html
 * Genocide:**

@http://www.ushmm.org/genocide/take_action/gallery/portraits
 * Eyewitness Testimony:**

Genocides/Present and Past: http://en.wikipedia.org/wiki/Genocides_in_history A Global History of Genocide: @http://www.opendemocracy.net/article/globalisation/visions_reflections/global_history_genocide
 * History/Origins of Genocide:**

Student led website on Prevention: http://www.standnow.org/
 * Genocide Organizations:**

Information on Sudan's Election: @http://www.standnow.org/blog/trivia-and-discussion-sudans-elections
 * Genocide and Democracy: **

United Nations/Purpose: @http://www.un.org/en/documents/charter/chapter1.shtml Laws to Prevent Genocide: @http://www.preventgenocide.org/law/ Convention on the Prevention of Genocide (1948) - @http://www.un.org/millennium/law/iv-1.htm
 *  International Community: **

United States Institute of Peace: @http://www.usip.org/about-us
 * United States' Responsibility:**

@http://en.wikipedia.org/wiki/Truth_and_reconciliation_commission
 * Truth Commissions:**

@http://www.preventgenocide.org/law/convention/text.htm Genocide Prevention Task Force: @http://www.usip.org/programs/initiatives/genocide-prevention-task-force Genocide Prevention Task Force: @http://www.ushmm.org/genocide/taskforce/ Genocide Intervention Network: @http://www.genocideintervention.net/ Prevent Genocide International: @http://www.preventgenocide.org/law/
 * Preventing Genocide:**

Geneva Conventions: @http://en.wikipedia.org/wiki/Geneva_Conventions United Nations/Human Rights: @http://www.un.org/en/rights/
 * Human Rights:**

@http://www.hawaii.edu/powerkills/WSJ.ART.HTM What is the difference between genocide and terrorism?: @http://democracyfornwohio.org/terrorism/what-is-the-difference-between-terrorism-and-genocide
 * Genocide as War or Terrorism:**

__**For the quiz on Thursday: be prepared to be able to define and describe the words below from the Word Wall.**__

__**Refugee:**__ __one that flees; especially : a person who flees to a foreign country or power to escape danger or persecution__

__**Word Wall:**__ __imperialism__ __colonization__ __assimilation__ __Berlin Conference__ __Menelik II__ __genocide__ __Hutu / Tutsi__ __refugee__ __Sudan__ __Rwanda__ __Ethiopia__ __physical map__ __political map__

__**Essay Prompts:** After studying Rwanda, you've been asked to write an essay on one of the following topics (minimum 1 page):__ __We will spend Friday working on this. It will be due on Monday.__


 * If you could go back to the Berlin Conference, what would you do differently and how would this effect Rwanda today?
 * If you were in charge of rebuilding Rwanda – what would be your plan?
 * From the Holocaust to Rwanda: Have we learned our lesson?
 * What is the international community’s responsibility for preventing Genocide?
 * Can there be reconciliation after genocide? Why/why not?

Etherpad: Here we'll collaborate all of our thoughts on Ethiopia, Rwanda and the Sudan to what kinds of trends we see... who knows? we may learn something. Click on the link and add your words and phrases (do not edit anyone else thoughts) @http://etherpad.com/SUX8vYEzy5

These are the packets you were given in class. You can download each PDF if you'd like to learn more.
 * Rwanda Case Study:**


 * Group 1: The History of the Hutus and Tutsis**
 * Group 2: The Reality of Genocide**
 * Group 3: The International Response**
 * Group 4: [|Post-genocide Rwanda]**


 * Ethiopia Case Study:**

Video: @http://www.abc.net.au/foreign/content/2008/s2423906.htm - to see the video scroll to the bottom and click on Flash Video.

Write down words and phrases that you think of when describing ETHIOPIA. (Try to keep your phrases less than 6 words) Write down words before watching this video, and then after. Compare your thoughts.

Etherpad: __Here we'll collaborate all of our thoughts on Ethiopia, Rwanda and the Sudan to what kinds of trends we see... who knows? we may learn something.__ __Click on the link and add your words and phrases (do not edit anyone else thoughts)__ __@http://etherpad.com/SUX8vYEzy5__

__**The Berlin Conference:**__

__After the Conference:__ __Look at the maps on page 777 and answer questions 1 and 2.__

__1. How does imperialism in Africa in 1878 compare with that in 1913?__ __2. How do the maps compare to the map your class created?__ __3. What does the map of ethnic boundaries suggest about the number of ethnic groups in Africa in 1913?__

__Discussion Question: What sort of problems might result from combining/splitting groups of people without regard for ethnic or linguistic traditions?__

__F**or more information about your country's role in the Berlin Conference, read some of these short essays written by other High School students:**__ __**http://www.cusd.chico.k12.ca.us/~bsilva/projects/imperialism/index.html**__

__**February 3,4,5 - Imperialism of Africa**__

__Beginning/Guiding Questions:__ __• What do you know about the geography of Africa? (list everything you know)__ __• What do you know about the history of Africa?__ __• Approximately how many countries do you think are on the continent of Africa?__ __• What kinds of things do you see/read about Africa today?__

__Thursday we read from the book and answered this worksheet.__

__**January 25-29**__

__** World History Test on Tuesday - review on Monday: **__

__** - Rise and Fall of India **__ __** - Mauryan Empire (Chandragupta - made it big, Asoka - made it peaceful) **__ __** - Gupta Empire - Indian renaissance **__ __** British Imperialism/ The Raj **__ __** - Sepoy Mutiny (cartridges/animal fat) **__ __** - Britain's advancements in India (railroads, modernization) **__ __** - India's reaction / Gandhi **__ __** Gandhi **__ __** - methods of changes **__ __** - Salt March, Boycott of goods **__

__** From the Review Game: **__

__** Name the three main Indian emporers and the impact they had on India? (what was the legacy of each?) **__ __** Describe the causes and consequences of the Sepoy Mutiny. **__ __** Explain the relationship between Britain and India during the Raj between the years 1757-1947. **__ __** What strategies did Gandhi use to help India in their civil rights movement? **__ __** What is civil disobedience? Give an example… **__ __** How/why does this picture represent Indian “nationalism” and pride? **__

__** - connection to modern day organizations - see this diagram: **__

__ **To participate in our Wall Discussion... click this link:** __ __First period:http://www.wallwisher.com/ wall/rushgandhi__ __ 2nd Period: @http://www.wallwisher.com/wall/rushgandhi2 __ __ 3rd Period: @http://www.wallwisher.com/wall/rushgandhi3 __ __ 7th Period: @http://www.wallwisher.com/wall/rushgandhi7 __

__**January 18-21**__

__**British Imperialism in India: **__

__**January 4-9:**__ __Silk Road/ Cultural Exchange:__

__@http://en.wikipedia.org/wiki/Silk_Road__

__Create a Silk Road Board Game:__ __Here's a cool example from a real game: __

__Goods of the Silk Road: []__ __Silk Road Maps: []__

__Here's the PowerPoint about the Silk Road: __

__** Trade Goods of the Silk Road **__ __ Silk was only one of many items passing across the Silk Road's network. __ __ Precious ivory and gold, food items such as pomegranates, safflowers, and carrots went east out of Rome to the west; from the east came jade, furs, ceramics, and manufactured objects of bronze, iron and lacquer. Animals such as horses, sheep, elephants, peacocks, and camels made the trip, and most importantly perhaps, agricultural and metallurgical technologies, information, and religion were brought with the travelers. __

__**This video gives a good overview of life in Uzbekistan and helps you imagine what life might have been like hundreds of years ago on the Silk Road**__ __**@http://online.wsj.com/video/traveling-through-the-historic-silk-road/220465CB-689D-43AD-B826-2DE2508CBAD1.html**__

__Much has changed since the days of the Silk Road - this video is a good glimpse into some of the problems plaguing modern day China.__

media type="custom" key="5106765"

__**December 14:**__

__ **Becoming an Art Historian...** for the next several days we'll be analyzing art from a historical and cultural perspective. The art we'll be looking at will give us a glimpse into the lives of the artist and the subjects they paint/sculpt, etc... Our focus will be on the Ottoman Empire. We'll use our prior knowledge of Istanbul as a cultural hub, as our starting point.__

__Great site with a rotating image of Islamic art and the geometric patterns you're creating: @http://www.patterninislamicart.com/__ __Islamic Art: @http://www.metmuseum.org/toah/hd/geom/hd_geom.htm__ __Art of the Ottoman Empire: @http://www.metmuseum.org/toah/hd/otto1/hd_otto1.htm__

__**Use the chart to analyze this painting entitled "The Reception"**__ __**What can this painting tell us about Ottoman Culture?**__



__**December 10:**__ __Becoming an art historian.__ __What can art tell us about history/culture?__ __**We analyzed this painting and answered the questions on the following chart.**__

__**Vocabulary:**__

__**archaeology:** The scientific study of people and cultures by an analysis of artifacts.__ __**artifact:** an object made by a human being, for example a tool or ornament, especially one that has archaeological interest.__ __**carbon dating:** a method of dating objects which measures carbon generated from once living matter taking in carbon dioxide from the air.__ __**composition:** the arrangement of shapes, forms, colors, areas of light and dark, and other elements in a work of art.__ __**iconography:** the collections, description or study of images used in works of art.__ __**medium:** the material with which an artist works (marble, clay, paint, wood, ink, etc.).__ __**subject matter:** the subject of a work of art, what the work of art is "about."__

__**December 4:**__

__Please write down these questions for your notes. Use the videos below to answer the questions:__

__What helped to fund the art of the Byzantine Empire?__ __Justinian said that he wanted Constantinople to be both the Rome and Jerusalem of the Byzantine Empire. What does this mean?__ __Explain the paradox of the building being both round and square. What does that represent?__ __How would you describe the Hagia Sophia to someone who has never seen it?__

Overall Essential Question: __How does the Hagia Sophia represent Byzantine Culture?__

__@http://videos.howstuffworks.com/hsw/24286-byzantium-the-founding-video.htm__

__@http://videos.howstuffworks.com/hsw/9423-secrets-of-hagia-sophia-justinians-commission-video.htm__

__@http://videos.howstuffworks.com/hsw/9422-secrets-of-hagia-sophia-an-engineering-feat-video.htm__

__**December 3:**__ __Read Procopius’s description of the Hagia Sophia (given in class). Then do one of the following.__

__- Draw a picture of what you imagine this building to look like based on Procopius’s description. Draw both the outside and the inside.__ __- Describe your house, church, synagogue, in a similar way. Take note of Procopius’s use of descriptive adjectives and his eloquence.__

__**December 1:**__

__**Create a 6 panel storyboard highlighting important aspects of Istanbul's history.**__

media type="file" key="Tiny Toons - Istanbul.mov" width="300" height="300"

__**November 30:**__ __Read p. 301 - 306__ __In small groups answer these questions. Record the questions and answers in your notebook.__

__**A New Rome in a New Setting**__ __How did the Roman Empire change?__

__**Life in the New Rome**__ __What changes did Justinian bring?__

__**The Empire Falls**__ __What weakened the Empire? (two big problems) explain your answer__ __Why did the empire suffer from riots, religious quarrels, and other setbacks after Justinian’s death?__

__**The Church Divides**__ __Why did the Church divide?__ __What do you think was the most important issue dividing the two churches?__

__**November 23 - 25**__

__**Read pages 353-357 and answer the following questions:**__ __Who were the Germanic people?__ __What new kind of government arose during Rome’s decline?__ __How did Christianity spread?__ __What did Charlemagne achieve?__ __What was important about Charlemagne being crowned as emperor?__

Complete the blank map and label the following information: __city of Rome__ __city of Constantinople__ __Roman Empire boundary circa 395 AD__ __Mediterranean Sea__ __Adriatic Sea__ __Black Sea__

How did the Roman Empire change? How did Christianity spread? Why did the Church divide?
 * Essential Questions to consider:**


 * November 16-18**

We watched the first 6 minutes of Barack Obama's "A New Beginning" speech in Cairo, Egypt. Obama was addressing the Arab and Muslim world in an effort to promote peace in that area of the world. He discussed the Israeli/Palestinian conflict, violent extremists, America's view of Muslims, democracy and much more. We reviewed a summary of the speech and answered some questions.

Watch the entire speech speech - A New Beginning (approximately 55 minutes) @http://www.pbs.org/newshour/video/share.html?s=news01n290dq9ab

Here's some extra credit around the religion unit.


 * November 11-13**

Your group is to prepare a short lesson covering the following information about the ethical system you’ve been assigned:

• Name of deity or God • Founder (if any) • Holy book or text • Basic beliefs – expand on this.. this should be the meat of your lesson • Rituals or celebrations • Meaning of the symbol • Where in the world? (originate and now)


 * This information will be used for a short quiz on Monday.**


 * November 5, 6**


 * Read pages 353-357
 * Time line important events to get a chronological perspective of the European Middle Ages.

Discussion questions:
 * What impact did Christianity have on Europe?
 * Answer #2 and 7 on page 357.

+++++++++++++++++++++++++++++++++++++++++++++++


 * October 26-30**

See our class blog for the Fall of Rome Project
 * Fall of Rome**

Here are the handouts you've received:

Fall of Rome Videos - []

+++++++++++++++++++++++++++++++++++++++++++++++

Students will read two pages 'A Very Short History of Rome' -
 * Week of October 19-23**
 * Monday, October 19**:

They will take notes on the information and then immediately formulate questions – to research more information.

Laptops available to follow up.

+++++++++++++++++++++++++++++++++++++++++++++++

We watched this video: @http://videos.howstuffworks.com/hsw/26499-the-roman-empire-its-history-and-legacy-video.htm And answered these questions with it:
 * Tuesday October 20**


 * October 15:**

We're writing Epic Poems... Stories are Due Monday - preferably typed.

__we're taking notes on this power point to learn about Greek culture.__ __Here is the handout due Thursday, October 8 - __
 * October 5 - 9**

__On Wednesday we're doing this Crossword Puzzle: This crossword puzzle has good vocabulary you can use to study for a Greek quiz next week.__

__Thursday, continued with PowerPoint and answered this journal prompt:__ __#4 (10/8/09) - Describe some benefits of accepting new or different ideas. Describe some benefits on NOT accepting new ideas.__

__Alexander the Great Activity for Friday - __

__**Vocabulary words from the week of September 28 - October 2**__ __** - these are important for your quiz.**__

__**Monday, September 21 to Thursday September 25 (Presentations on Friday)**__

__** River Valley Civilization PowerPoint Project **__

__In your group you will be required to do the following:__
 * Create a PowerPoint presentation **at least 10 pages** in length that will support your oral report.
 * Identify key information for your particular River Valley Civilization. This includes but is not limited to the following:

S= social structure P= political system/structure R-Religious system I-Interaction with others through trade or war T=Technology E=Economy

Also include: · Factors that led to the creation of the civilization · Where is the civilization? · What is it like today?

There, I’ve given you ideas for 9 of your pages….
 * Each page should have text and a graphic/chart/etc.. (pictures should be relevant)
 * Backgrounds should be consistent and appropriate
 * Animation features (please don’t overdue it)
 * Bibliography (site all pictures and websites used)
 * Text should support your oral presentation, not replace it. (DON’T READ WHAT YOU WRITE)
 * **Your completed PowerPoint must be emailed to me by Thursday, September 24 by 11PM** (kkatz@philasd.org) -- You can also bring it to me on a drive **before school** on Friday the 25th.

Each box is worth 20% Able to answer questions || **LENGTH**: Long enough to adequately cover assigned material. Does not drone on with unnecessary or uninteresting material || Enough information given to understand topic Did not exclude any important information or include any unnecessary information || **DESIGN**: Very creative Easy to see and follow Design was consistent Did not include any unnecessary graphics ||
 * Assignment Rubric:**
 * **KNOWLEDGE:** Shows an understanding of the material
 * **CONTENT**: Topic covered thoroughly
 * **PRESENTATION:** PowerPoint and oral report were consistent / did not read from PowerPoint Flowed nicely ||  ||


 * Thursday, September 17:**

media type="file" key="2006 - Geico commercial - Caveman at the airport.mov" width="300" height="300"


 * So what exactly CAN a caveman do?**

Compare and Contrast Different Types of Hominids

Use the information from the work sheets and from your book to:

1. Fill in the chart as accurately as possible.

2. Underneath each hominid type, label the years in which they lived and their “nickname”

3. Label the world map showing where each type of hominid lived

Choose one of the following: • Choose 2 or 3 hominids and draw a picture representing an activity each group may have participated in. • Choose 1 hominid group and create a script representing an everyday scenario (remember – they didn’t talk like we do) Extension: (on your own) • Create a comic strip of a hominid character or hominid family.

Here are the sheets you'll need to complete the chart:





"How Art Made the World" __Imagine a world without art. More than that - imagine a world without symbols of any kind. No letters or numbers, no graphics, no pictures. No visual representations at all. Our world today could not exist without pictorial shortcuts. Around 30,000 years ago, humans eventually learned how to bring art into their world. But how? And why?__ __Today in class we watched a video and answered the questions on this sheet: __
 * Wednesday, September 16:**

See [|this blog entry] for the assignment we did.
 * Tuesday September 15:**

Journal #2 (5 minutes) Define technology? How do we use technology to help us in our everyday lives?
 * Monday, September 14:**

Review: Artifacts Hominids Paleolithic Age Neolithic Age

New today:__ migration Domestication Agricultural Revolution

Watched the video below.. .and played with this map...

media type="file" key="2001 a space odyssey.mov" width="300" height="300"


 * Friday September 11:**

Start reading pages 5-10 – and take note of these words (they’re on the Word Wall) - Artifacts - Hominids - Paleolithic Age - Neolithic Age

Choose 2 of the words and draw a picture, chart, graph, etc… that would help explain it…

Or….

Answer the following question:

Which of the following skills do you think gave early man the most control over their environment and why? - Tool making - Fire - Language

Here's a link to the online textbook information to help