REMINDER - ALL STUDENTS WILL HAVE A WEEK TO MAKE REVISIONS TO THEIR PAPER ONCE I HAVE RETURNED IT TO YOU. ALL STUDENTS SHOULD HAVE THEIR PAPER BACK BY TOMORROW EVENING. IN THE MEANTIME, WORK ON YOUR ANNOTATED BIBLIOGRAPHY, CREATIVE PROJECT, AND MOST IMPORTANTLY, YOUR PRESENTATION, THAT IS DUE NEXT WEEK!
IMPORTANT INFORMATION REGARDING THE BIOGRAPHY PROJECT
ALL STUDENTS:
THE FINAL DRAFT, ANNOTATED BIBLIOGRAPHY AND CREATIVE PIECE WILL BE DUE IN YOUR LAST CLASS. THERE WILL BE NO EXTENSIONS INTO EXAM WEEK. HOWEVER, YOU WILL GET AT LEAST A WEEK TO WORK ON FINAL REVISIONS FROM WHEN YOU RECEIVE THEM FROM ME.
EVEN DAY STUDENTS PRESENTING TO PEERS:
Wednesday
Casey
Ava
Nick
Jack
Arman
Friday
Kiru
Gabe
Ben
Gabe
STUDENTS SCHEDULED TO PRESENT TO FACULTY (all from 3:20-4:20pm)
Tuesday Wednesday Thursday
Agnes Nick T Mary
Kathrine Ileana Sergianni
Matthew Emma Parmees
Anna . Barrett
STUDENTS PRESENTING TO LOWER SCHOOL (AS SCHEDULED WITH MR. T-S)
Pre-K/K - Camille
1st Grade - Katrina & Emily
2nd Grade - Grace, Simon & Evan
ODD DAY STUDENTS PRESENTING TO PEERS
Tuesday
Jake Heidi
Andrew C Ryan
Juliette Eric
Tommy Owen
Sophie Jack
Andrew W
Thursday
Anthony
Tony
Bella
Eden
Harry
IF YOU HAVE ANY QUESTIONS - PLEASE EMAIL DIRECTLY.
ALL STUDENTS:
THE FINAL DRAFT, ANNOTATED BIBLIOGRAPHY AND CREATIVE PIECE WILL BE DUE IN YOUR LAST CLASS. THERE WILL BE NO EXTENSIONS INTO EXAM WEEK. HOWEVER, YOU WILL GET AT LEAST A WEEK TO WORK ON FINAL REVISIONS FROM WHEN YOU RECEIVE THEM FROM ME.
EVEN DAY STUDENTS PRESENTING TO PEERS:
Wednesday
Casey
Ava
Nick
Jack
Arman
Friday
Kiru
Gabe
Ben
Gabe
STUDENTS SCHEDULED TO PRESENT TO FACULTY (all from 3:20-4:20pm)
Tuesday Wednesday Thursday
Agnes Nick T Mary
Kathrine Ileana Sergianni
Matthew Emma Parmees
Anna . Barrett
STUDENTS PRESENTING TO LOWER SCHOOL (AS SCHEDULED WITH MR. T-S)
Pre-K/K - Camille
1st Grade - Katrina & Emily
2nd Grade - Grace, Simon & Evan
ODD DAY STUDENTS PRESENTING TO PEERS
Tuesday
Jake Heidi
Andrew C Ryan
Juliette Eric
Tommy Owen
Sophie Jack
Andrew W
Thursday
Anthony
Tony
Bella
Eden
Harry
IF YOU HAVE ANY QUESTIONS - PLEASE EMAIL DIRECTLY.
Final Biography Draft Expectations
Please be sure to hand in all "dirty" drafts with the final "clean" draft at the end of next week.
- Is it clear that the final draft has been through a process of drafting and change?
- Is there a distinctive introduction with a thesis (addressing both the significant moment in the subject's life as well as the historical significance of the subject), historical context and a "road map" of the paper?
- Does the paper have sufficient historical context for your subject's life?
- Does the narrative effectively convey the chronology of the subject's life?
- Do the body paragraphs have noticeable topic and transition sentences?
- Are footnotes present throughout the paper, indicating precisely when sources have been directly used in the paper?
- Are footnote citations correct according to Chicago style?
Please be sure to hand in all "dirty" drafts with the final "clean" draft at the end of next week.
Presentation Expectations
Organization
You are allowed to use note cards or a script during the presentation, but be sure tonot get too lost in the notes and maintain some face-time with your audience.
Organization
- - Is the presentation organized in a way that is understandable and clear?
- - Is there a clear development of ideas?
- - Does the presentation consider chronological development or thematic?
- - Does the presentation convey information which educates the audience on the significance of the historical figure?
- - Does the presentation address the significant moment of the historical figures life?
- - Are important terms and concepts defined and explained in the presentation?
- - Is the presentation appropriate for the audience?
- - Are the visuals for the presentation relevant, visible and helpful to the presentation?
- - Is there too much text in the visuals or is there a good balance of visuals and images?
- - Is the oration of the presenters clear and understandable? Do they present too quick? Too slow?
- - Do presenters display eye contact with the audience or interact with class?
- - Does the presentation last between 10 minutes?
- - Does the presenter manage the questions effectively?
You are allowed to use note cards or a script during the presentation, but be sure tonot get too lost in the notes and maintain some face-time with your audience.
Information for the Biography Project Annotated Bibliography
In each annotation you should do the following:
So each annotation should be approximately four to five sentences each.
In each annotation you should do the following:
- describe the source - this is more than just saying "it's a book." Explain a little more what kind of source it is, and what the subject matter of the source was (e.g. is it a book on your subject directly, or a book about the historical context?)
- explain how you used the source in the paper - or if you didn't that's fine, say that you didn't and explain why!
- explain how useful the source was to write the paper,
- finally, whether you would recommend the source to someone else for further research on your subject
So each annotation should be approximately four to five sentences each.
Deadline for Biography Project Draft #2 - 5/13 & 5/14
Please be sure to upload a COMPLETE second draft (with introduction and conclusion) to the assignment on the Google Classroom for me to look over. Once I have commented on your paper, you will receive an email confirming this and you can work on making edits and handing in the FINAL draft on 5/28 with the completed annotated bibliography.
Please be sure to upload a COMPLETE second draft (with introduction and conclusion) to the assignment on the Google Classroom for me to look over. Once I have commented on your paper, you will receive an email confirming this and you can work on making edits and handing in the FINAL draft on 5/28 with the completed annotated bibliography.
Deadline for Biography Project Draft #1 - 5/6 &5/7
Please bring a printed copy of your first draft to class in order to exchange it with a peer, and get peer feedback. Once you have done this in class, then you can make edits for your second draft which you will hand in next week.
Please bring a printed copy of your first draft to class in order to exchange it with a peer, and get peer feedback. Once you have done this in class, then you can make edits for your second draft which you will hand in next week.
Homework for 4/25 & 4/26
Please read the packet on Chinese philosophies (Taoism, Legalism and Confucianism) for next class!
Please read the packet on Chinese philosophies (Taoism, Legalism and Confucianism) for next class!
Homework for 4/11 & 4/12
This week, you will be working on your Biography Project timeline and narrative outline. Both of these items will be due on Thursday and Friday of this week. You will have class time and homework time to complete them.
Also, be sure to answer the two important thesis questions in your outline:
(also, you don't need to write a full introduction - just answer the above questions)
This week, you will be working on your Biography Project timeline and narrative outline. Both of these items will be due on Thursday and Friday of this week. You will have class time and homework time to complete them.
Also, be sure to answer the two important thesis questions in your outline:
- What was the most significant moment in your subject's life? And why?
- What is their historical legacy? Why are they historically significant?
(also, you don't need to write a full introduction - just answer the above questions)
3rd Quarter Assignment: The Ramayana
Your turn to be screen writers and movie directors!
Read and analyze your book/s on the Ramayana, identify the major plot points from the book and illustrate them with examples of verses from the book. This will then become the "screenplay" for your movie trailer.
NO ONE CAN START THE MOVIE TRAILER UNTIL I HAVE APPROVED YOUR SCREEN PLAY
Then organize how you are going to present your book to the rest of the class and create your 3-minute movie trailer - you can do this using iMovie on a Mac or an iPad - there are movie maker programs that have a movie trailer template that will help you. Use largely images (there are an AMAZING collection of fascinating images for every step of the Ramayana), music that fits the mood of the story, and text to describe the plot points and quotes from the verse.
Try to add a sense of drama and excitement to your movie trailer - this mythological narrative was originally a form of entertainment as well as a moral story, so consider your presentation an opportunity to add some excitement!
As with the other presentations, you will be essentially graded on the clarity and effectiveness of information in your presentation, and the quality of your "screenplay." You will be responsible for effectively conveying the major plot points of your book to the rest of the class, as well as illustrate these plot points with verse "quotes" from the book.
However, you will also get credit for creativity and bringing a sense of drama to your presentation.
Movie Trailers will debut on April 1 & 2 in class! Please bring to class on a flashdrive or laptop, or link it to YouTube.
Your turn to be screen writers and movie directors!
Read and analyze your book/s on the Ramayana, identify the major plot points from the book and illustrate them with examples of verses from the book. This will then become the "screenplay" for your movie trailer.
NO ONE CAN START THE MOVIE TRAILER UNTIL I HAVE APPROVED YOUR SCREEN PLAY
Then organize how you are going to present your book to the rest of the class and create your 3-minute movie trailer - you can do this using iMovie on a Mac or an iPad - there are movie maker programs that have a movie trailer template that will help you. Use largely images (there are an AMAZING collection of fascinating images for every step of the Ramayana), music that fits the mood of the story, and text to describe the plot points and quotes from the verse.
Try to add a sense of drama and excitement to your movie trailer - this mythological narrative was originally a form of entertainment as well as a moral story, so consider your presentation an opportunity to add some excitement!
As with the other presentations, you will be essentially graded on the clarity and effectiveness of information in your presentation, and the quality of your "screenplay." You will be responsible for effectively conveying the major plot points of your book to the rest of the class, as well as illustrate these plot points with verse "quotes" from the book.
However, you will also get credit for creativity and bringing a sense of drama to your presentation.
Movie Trailers will debut on April 1 & 2 in class! Please bring to class on a flashdrive or laptop, or link it to YouTube.
Homework for Friday’s class only:
https://youtu.be/TpcbfxtdoI8
Please watch this Crash Course and take notes.
https://youtu.be/TpcbfxtdoI8
Please watch this Crash Course and take notes.
Homework for March 11 & 12
Please finish reading and annotating the primary source packets (on both Christianity and Islam) given out in class, and then read and take notes from pages 263-272 in the text book on the rise of Islam. By the end of this class, you will submit your note packets on both Christianity and Islam.
Please finish reading and annotating the primary source packets (on both Christianity and Islam) given out in class, and then read and take notes from pages 263-272 in the text book on the rise of Islam. By the end of this class, you will submit your note packets on both Christianity and Islam.
Homework for March 6 & 7
Please read and take notes from pages 168-172 in the text book, on the rise of Christianity. This will provide part of the Christianity note packet.
Please read and take notes from pages 168-172 in the text book, on the rise of Christianity. This will provide part of the Christianity note packet.
Due to snow days, the homework below is now due February 27 & 28
Homework for February 13 & 14
Please read AND annotate the primary source packet on Roman and Jewish history - we will be discussing this packet in class for a broader discussion on primary sources. I will also be collecting your first note packet for review at the end of class - all of the notes that you have taken so far on Judaism.
Please read AND annotate the primary source packet on Roman and Jewish history - we will be discussing this packet in class for a broader discussion on primary sources. I will also be collecting your first note packet for review at the end of class - all of the notes that you have taken so far on Judaism.
Homework for February 11 & 12
Please read and take notes on pages 77-82 from the text book on the origins of Judaism. Remember, these notes will be part of your notes packet that I will collect from you at the end of the week.
Please read and take notes on pages 77-82 from the text book on the origins of Judaism. Remember, these notes will be part of your notes packet that I will collect from you at the end of the week.
Homework for February 7 & 8
Please finish your timeline of your biography project - including events from both the individual's life and the historical world around them. Include events and significant moments from before their life to provide historical context, as well as events following their life to indicate their legacy.
Remember the more work you put in at this point the easier it will be to write your narrative later in the year.
Also, please include a list of the sources that you have used so far in the creation of your timeline.
To help organize your timeline, if you want to do it digitally, use this free resource: http://timeline.knightlab.com/#embed
Please finish your timeline of your biography project - including events from both the individual's life and the historical world around them. Include events and significant moments from before their life to provide historical context, as well as events following their life to indicate their legacy.
Remember the more work you put in at this point the easier it will be to write your narrative later in the year.
Also, please include a list of the sources that you have used so far in the creation of your timeline.
To help organize your timeline, if you want to do it digitally, use this free resource: http://timeline.knightlab.com/#embed
Homework for January 31 and February 1
Please do more initial research on your biography subject, and bring five sources into class for me to check on your progress. You will also be required to give a 90 second overview of your subject's life.
Please do more initial research on your biography subject, and bring five sources into class for me to check on your progress. You will also be required to give a 90 second overview of your subject's life.
Homework for January 24 & 25
Please read the handout "Female Fury in the Forum" in preparation for the debate. You will have some time at the beginning of the class to organize with your group for the debate, but be prepared before hand so you have something to say in the debate. Prepare your character, ensuring that you have a plausible backstory and something to say to contribute to the conversation. Prepared statements and notes are perfectly ok!
To prepare effectively for this debate, you and your team should do the following:
- Make sure you all understand the argument your team is making (either Cato or Lucius Valarius)
- Strategize as a team of the best way to defend your opinion
- Establish roles/characters for each person in the team - someone must be both Cato and LV - are you a senator or witness? What's your background?
- Help each other prepare so each team is coherent and strong
- Research your position further - be experts in the rights of women in the Roman republic
- Prepare an opening speech
This will be an assessed debate and I will be grading you based on your performance in the debate as well as your command of the historical information.
How will you be assessed?
- Your oral performance in the debate
- How well you utilized the primary sources in the packet
- How well you used the history of Rome
- How well you embraced your character in the debate
Teams:
Cato LV
Gabe Jack
Nick Matthew
Gabe Evan
Barrett . Casey
Ava Katrina
Ileana Anna
Ben Kiru
Arman
Sergianni Mary
Emma Parmees
Heidi Grace
Ryan Jack
Andrew Eric
Owen
Tommy Andrew
Anthony Emily
Eden Maddy
Agnes Camille
Bella Katherine
Harry Simon
Jacob Tony
Juliette Sophie
Riley
Please read the handout "Female Fury in the Forum" in preparation for the debate. You will have some time at the beginning of the class to organize with your group for the debate, but be prepared before hand so you have something to say in the debate. Prepare your character, ensuring that you have a plausible backstory and something to say to contribute to the conversation. Prepared statements and notes are perfectly ok!
To prepare effectively for this debate, you and your team should do the following:
- Make sure you all understand the argument your team is making (either Cato or Lucius Valarius)
- Strategize as a team of the best way to defend your opinion
- Establish roles/characters for each person in the team - someone must be both Cato and LV - are you a senator or witness? What's your background?
- Help each other prepare so each team is coherent and strong
- Research your position further - be experts in the rights of women in the Roman republic
- Prepare an opening speech
This will be an assessed debate and I will be grading you based on your performance in the debate as well as your command of the historical information.
How will you be assessed?
- Your oral performance in the debate
- How well you utilized the primary sources in the packet
- How well you used the history of Rome
- How well you embraced your character in the debate
Teams:
Cato LV
Gabe Jack
Nick Matthew
Gabe Evan
Barrett . Casey
Ava Katrina
Ileana Anna
Ben Kiru
Arman
Sergianni Mary
Emma Parmees
Heidi Grace
Ryan Jack
Andrew Eric
Owen
Tommy Andrew
Anthony Emily
Eden Maddy
Agnes Camille
Bella Katherine
Harry Simon
Jacob Tony
Juliette Sophie
Riley
STUDENTS IN THE SECTION THAT MEETS 2nd BLOCK ON DAY 1, PLEASE CHECK THE GOOGLE CLASSROOM AND THE MESSAGE IN THE ASSIGNMENT
Homework and Class Timetable for the rest of Q2
- 1/15 & 1/16 - Full first draft due (intro, organized paragraphs, topic/transition sentences) for in-class peer edits workshop
- 1/17 & 1/18 - Peer edits resolved and second draft submitted for Mr. T-S to edit
- Weekend of 1/19 - resolve Mr. T-S edits
- Final draft due 1/22 & 1/23
Homework for January 9 & 10
Please finish writing your introduction for class - we will be workshopping our introductions in class and progressing with the paper.
For those students in Odd Day classes: as a result of the snow day 1/8 (and the potential for one 1/10), please continue working on your papers. The final draft of the paper will be due at the end of the quarter, and we will be using classes to help complete it, but your diligent continuing of work during snow days will hold you in good stead.
The goal for all classes is to have a full draft for peer editing on 1/14 & 1/15 - this is what we are working towards. For a full draft you will need:
To help better facilitate peer editing next week, we will be moving onto the Google Classroom platform. I know almost all of you have had some experience, so if you are able, please transfer your Google Doc paper onto this platform. You will need the following codes to gain access to your particular Ancient World History classroom.
Odd Day (First block Day 1) - wzr6z0
Odd Day (Second Block Day 1) - 4syy99
Even Day Section - tpo87o
Don't worry if you have trouble signing onto the Google Classroom - I can help you in class.
Please finish writing your introduction for class - we will be workshopping our introductions in class and progressing with the paper.
For those students in Odd Day classes: as a result of the snow day 1/8 (and the potential for one 1/10), please continue working on your papers. The final draft of the paper will be due at the end of the quarter, and we will be using classes to help complete it, but your diligent continuing of work during snow days will hold you in good stead.
The goal for all classes is to have a full draft for peer editing on 1/14 & 1/15 - this is what we are working towards. For a full draft you will need:
- An full introduction with a thesis (full introduction requires historical context and a "roadmap" - refer to the packet I gave you for help)
- A bullet-pointed outline that demonstrates a reorganization of your factual paragraphs to fit your argument
- Topic and transition sentences.
- A conclusion
To help better facilitate peer editing next week, we will be moving onto the Google Classroom platform. I know almost all of you have had some experience, so if you are able, please transfer your Google Doc paper onto this platform. You will need the following codes to gain access to your particular Ancient World History classroom.
Odd Day (First block Day 1) - wzr6z0
Odd Day (Second Block Day 1) - 4syy99
Even Day Section - tpo87o
Don't worry if you have trouble signing onto the Google Classroom - I can help you in class.
Homework for January 7 & 8
Please write a first full draft of your thesis statement, referring to one of the prompts below. Bring a PRINTED copy of the statement to class to workshop and improve.
Please write a first full draft of your thesis statement, referring to one of the prompts below. Bring a PRINTED copy of the statement to class to workshop and improve.
ROMAN PAPER PROMPT
Compare and contrast the political development of the Roman Republic and the Roman Empire. Which civilization was more successful? When addressing this question, consider the structure of government in each period, the pivotal military developments and the important events and individuals who contributed to these changes.
OR
"The moment when Julius Caesar crossed the Rubicon in 49BCE, the Roman Republic became the Roman Empire. This event ultimately transformed the Roman civilization in all areas - politically, socially, in matters of foreign policy."
To what extent do you agree with this statement.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
When addressing these questions, consider the structure of government in each period, the pivotal military developments, significant events and individuals who contributed to these changes, and the motivations to engage in foreign wars?
The paper should be 6-8 pages, double spaced, 1-inch margins, 12pt Times New Roman font. This paper will be drafted multiple times - the first copy of the full draft to be submitted to on 1/14 & 1/15. This paper will also be fully footnoted.
When answering this questions, be sure to address the historical focus of "Who, What, When, Where, Why, How" as well as address the SIGNIFICANCE of the term in the historical context. Addressing the significance of the idea adds an analytical component to your descriptive paragraph.
Please do NOT use any other sources other than the ones I have provided for you. Also, refer to the "10 Commandments of Writing History" and the other writing handout to help you with the paper.
Compare and contrast the political development of the Roman Republic and the Roman Empire. Which civilization was more successful? When addressing this question, consider the structure of government in each period, the pivotal military developments and the important events and individuals who contributed to these changes.
OR
"The moment when Julius Caesar crossed the Rubicon in 49BCE, the Roman Republic became the Roman Empire. This event ultimately transformed the Roman civilization in all areas - politically, socially, in matters of foreign policy."
To what extent do you agree with this statement.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
When addressing these questions, consider the structure of government in each period, the pivotal military developments, significant events and individuals who contributed to these changes, and the motivations to engage in foreign wars?
The paper should be 6-8 pages, double spaced, 1-inch margins, 12pt Times New Roman font. This paper will be drafted multiple times - the first copy of the full draft to be submitted to on 1/14 & 1/15. This paper will also be fully footnoted.
When answering this questions, be sure to address the historical focus of "Who, What, When, Where, Why, How" as well as address the SIGNIFICANCE of the term in the historical context. Addressing the significance of the idea adds an analytical component to your descriptive paragraph.
Please do NOT use any other sources other than the ones I have provided for you. Also, refer to the "10 Commandments of Writing History" and the other writing handout to help you with the paper.
Homework for December 18 & 19
For the following activity, you must ONLY use the sources I have assigned you:
Be sure to accurately cite information when you've used sources in your writing using footnotes, as we discussed in class. Also, be sure to elaborate and develop your paragraph further, using multiple sources. You can use the responses to the last assignment (the set of questions) to form the basis of these paragraphs. If you answered those questions thoroughly, you can probably use them entirely for the following paragraphs (meaning you only have two paragraphs to write from scratch, not five!).
Identify and describe each of the following, one paragraph per concept (no less than five sentences):
1) The First Triumvirate
2) Julius Caesar - Consul and General
3) The Second Triumvirate
4) Octavian Augustus and the age of Emperors
5) Roman Imperial Expansion during the Pax Romana
Please use the following citations for your footnotes:
For the following activity, you must ONLY use the sources I have assigned you:
- The Roman Sources Packet
- The Roman Expansion & Rise of the Empire Packet
- The Rome: Transition from Republic to Empire Packet
- The Documentary on Julius Caesar
- Class Notes
- Text Book (pp. 155-165)
Be sure to accurately cite information when you've used sources in your writing using footnotes, as we discussed in class. Also, be sure to elaborate and develop your paragraph further, using multiple sources. You can use the responses to the last assignment (the set of questions) to form the basis of these paragraphs. If you answered those questions thoroughly, you can probably use them entirely for the following paragraphs (meaning you only have two paragraphs to write from scratch, not five!).
Identify and describe each of the following, one paragraph per concept (no less than five sentences):
1) The First Triumvirate
2) Julius Caesar - Consul and General
3) The Second Triumvirate
4) Octavian Augustus and the age of Emperors
5) Roman Imperial Expansion during the Pax Romana
Please use the following citations for your footnotes:
- Mr. Twomey-Smith, Class Notes, date
- Green, Nick, dir. Ancient Rome: Rise and Fall of an Empire, Ep. 1: Caesar. BBC Corporation.
- Beck, Roger, et. al. World History: Patterns of Interaction. Orlando, FL: Holt McDougal, 2012.
- Author Unknown. Ancient Rome Packet, 2018.
- Various Authors. Conclusion and Consequences: Expansionism and the Disposition for War. 2018.
- Bishop. Paul. A. Rome: Transition from Republic to Empire. 2018
Homework for December 12 & 13
For the following activity, you must ONLY use the sources I have assigned you:
Be sure to accurately cite information when you've used sources in your writing using footnotes, as we discussed in class. Also, be sure to elaborate and develop your paragraph further, using multiple sources. You can use the responses to the last assignment (the set of questions) to form the basis of these paragraphs. If you answered those questions thoroughly, you can probably use them entirely for the following paragraphs (meaning you only have two paragraphs to write from scratch, not five!).
Identify and describe each of the following, one paragraph per concept (no less than five sentences):
1) The development of the Roman Republic
2) The Roman Republic Political and Social Structure
3) Structure and Effectiveness of the Roman Army
4) The Punic Wars - The Roman Republic's foreign policy
5) The Decline of the Republic
Please use the following citations for your footnotes:
For the following activity, you must ONLY use the sources I have assigned you:
- The Roman Sources Packet
- The Documentary
- Class Notes
- Text Book
Be sure to accurately cite information when you've used sources in your writing using footnotes, as we discussed in class. Also, be sure to elaborate and develop your paragraph further, using multiple sources. You can use the responses to the last assignment (the set of questions) to form the basis of these paragraphs. If you answered those questions thoroughly, you can probably use them entirely for the following paragraphs (meaning you only have two paragraphs to write from scratch, not five!).
Identify and describe each of the following, one paragraph per concept (no less than five sentences):
1) The development of the Roman Republic
2) The Roman Republic Political and Social Structure
3) Structure and Effectiveness of the Roman Army
4) The Punic Wars - The Roman Republic's foreign policy
5) The Decline of the Republic
Please use the following citations for your footnotes:
- Mr. Twomey-Smith, Class Notes, date
- Green, Nick, dir. Ancient Rome: Rise and Fall of an Empire, Ep. 1: Caesar. BBC Corporation.
- Beck, Roger, et. al. World History: Patterns of Interaction. Orlando, FL: Holt McDougal, 2012.
- Author Unknown. Ancient Rome Packet, 2018.
Homework for December 10 & 11
Once you have finished all the readings, use the Roman Republic packet, the text book notes, our conversations in class, and the documentary on Julius Caesar, answer the following questions, a full, detailed paragraph for each:
1) Describe the development of the Roman Republic, considering the geographic, cultural and expansionist influences.
2) Describe the structure of the Roman Army and explain the reasons for its success.
3) Describe the political structure and social system of the Roman Republic.
Once you have finished all the readings, use the Roman Republic packet, the text book notes, our conversations in class, and the documentary on Julius Caesar, answer the following questions, a full, detailed paragraph for each:
1) Describe the development of the Roman Republic, considering the geographic, cultural and expansionist influences.
2) Describe the structure of the Roman Army and explain the reasons for its success.
3) Describe the political structure and social system of the Roman Republic.
Homework for December 6 & 7
Please read and take notes from the text book (pp. 155-162) for next class, as well as pages 7-9 of the Roman History packet.
Please read and take notes from the text book (pp. 155-162) for next class, as well as pages 7-9 of the Roman History packet.
Homework for December 4 & 5
Please continue to read (and ANNOTATE!) the packet, by reading the pages on the Punic Wars (two pages after where you finished last time).
Please continue to read (and ANNOTATE!) the packet, by reading the pages on the Punic Wars (two pages after where you finished last time).
Homework for November 30 and December 3
Please read the first 2.5 pages of the Roman History timeline (up to "The Roman Empire" section), and then the first 3.5 pages of the article "The Roman Empire - A Short History" (up to the "First Punic War").
Please read the first 2.5 pages of the Roman History timeline (up to "The Roman Empire" section), and then the first 3.5 pages of the article "The Roman Empire - A Short History" (up to the "First Punic War").
Homework for November 28 & 29
Based on the last homework, the readings that you have done and the conversations we have had in class, I want you to write a short, first-person narrative about Alexander the Great. You can use either one of the following scenarios:
1) You are a Greek soldier traveling in Alexander's army in Persia, and you are about to meet the Great Leader himself! In the narrative, explain what your expectations of Alexander were based on what you had heard about his legend, the anticipation of meeting someone you admire, and what it was like meeting the man in person? Did he live up to your expectation? Why/why not? Also, place the story into context - what year is it? Describe the experience of being in Persia, the excitement and fears you felt, the strangeness of the foreign land, and where you are in Persia and what battles you have fought/about to fight.
2) You are a villager living in Persia and you are anticipating the arrival of Alexander the Great! How do you feel about this? Are you scared about the "devil-man" invading your village and taking your people into slavery? Or are you excited about the possibility of being liberated from the Persian empire? What have you heard about Alexander? How has his legend preceded him? What do you think when he actually arrives in the village - what was he like? How did he act? What did he do? Did he live up to your expectation? Also, place into historical context - what year is it? Where are you? What do you do?
The format of the writing could be anything - a story, a letter, a journal... anything in first-person. It should be between 1.5 (minimum) to 2 pages (maximum), single spaced, 12 pt. It will be due in-class on either Wednesday or Thursday (depending when you have class)
Although this is a creative piece, I want you to use historical evidence from your readings, from the documentary and from the assignment that you have done on Alexander. The higher level answers would use more information and evidence and place the "story" in historical context.
Based on the last homework, the readings that you have done and the conversations we have had in class, I want you to write a short, first-person narrative about Alexander the Great. You can use either one of the following scenarios:
1) You are a Greek soldier traveling in Alexander's army in Persia, and you are about to meet the Great Leader himself! In the narrative, explain what your expectations of Alexander were based on what you had heard about his legend, the anticipation of meeting someone you admire, and what it was like meeting the man in person? Did he live up to your expectation? Why/why not? Also, place the story into context - what year is it? Describe the experience of being in Persia, the excitement and fears you felt, the strangeness of the foreign land, and where you are in Persia and what battles you have fought/about to fight.
2) You are a villager living in Persia and you are anticipating the arrival of Alexander the Great! How do you feel about this? Are you scared about the "devil-man" invading your village and taking your people into slavery? Or are you excited about the possibility of being liberated from the Persian empire? What have you heard about Alexander? How has his legend preceded him? What do you think when he actually arrives in the village - what was he like? How did he act? What did he do? Did he live up to your expectation? Also, place into historical context - what year is it? Where are you? What do you do?
The format of the writing could be anything - a story, a letter, a journal... anything in first-person. It should be between 1.5 (minimum) to 2 pages (maximum), single spaced, 12 pt. It will be due in-class on either Wednesday or Thursday (depending when you have class)
Although this is a creative piece, I want you to use historical evidence from your readings, from the documentary and from the assignment that you have done on Alexander. The higher level answers would use more information and evidence and place the "story" in historical context.
Homework for November 15 & 16
Please read the Plutarch primary source packet I gave you in class - annotating specifically on the major historical moments in his life. If you need more information, please use the text book section on Alexander the Great (pp. 142-149) to supplement your knowledge, Then answer the three questions on the back of the Plutarch handout, using both the primary and secondary source, as well as the documentary.
Please read the Plutarch primary source packet I gave you in class - annotating specifically on the major historical moments in his life. If you need more information, please use the text book section on Alexander the Great (pp. 142-149) to supplement your knowledge, Then answer the three questions on the back of the Plutarch handout, using both the primary and secondary source, as well as the documentary.
Annotations for the Bibliography
In your annotations, please consider the following questions:
1) What is the source? - say more than just "it's a website" or "it's a book." Elaborate - "This is a website from Harvard University that focuses specifically on the role of the Hoplite in Greek warfare.
2) How did you use the source? Be honest - say you used it a lot, or if you didn't use it at all. And why did you use it/not use it.
3) How good was the source? Awesome and you used it a lot, or not very helpful so you didn't use it at all?
4) Would you recommend this source to anyone who is researching this topic?
The key is to be honest and fairly evaluate the source, so I get a sense of what the source was, how you used it and how effective the source was.
In your annotations, please consider the following questions:
1) What is the source? - say more than just "it's a website" or "it's a book." Elaborate - "This is a website from Harvard University that focuses specifically on the role of the Hoplite in Greek warfare.
2) How did you use the source? Be honest - say you used it a lot, or if you didn't use it at all. And why did you use it/not use it.
3) How good was the source? Awesome and you used it a lot, or not very helpful so you didn't use it at all?
4) Would you recommend this source to anyone who is researching this topic?
The key is to be honest and fairly evaluate the source, so I get a sense of what the source was, how you used it and how effective the source was.
1st Quarter Project
We will be embarking on our first quarterly project! The project will be on different areas of Ancient Greece, and the focus skill of the project will be research. Each group will present their research findings on the following themes:
Warfare - Hoplites, Persian & Peloponnesian Wars
Myths and Religion
Athens and the Greek City State
The Olympics & Cultural Contributions of Ancient Greek World
Greek Philosophy
Greek Art & Architecture
You will be expected to use a variety of sources (book, internet, encyclopedia source) produce an annotated bibliography, and a present your material. The presentation format of this project will be an informational poster - you may use text and images and be as creative as you want!
You will get three classes to work in your group towards the presentations. I'd like you to spend a some of that time exclusively researching your theme. Then spend time putting your presentation together. Division of labor will be critical to your success. Homework for the next few classes will be to work on this project. You might need to spend time during study hall or after school to complete this.
Here are some things you need to include for your presentation and group write up:
- The presentation should be between 10-12 minutes long. You should not read from the poster, but the poster should be illustrative of the oral presentation.
- You may use notes/notecards etc.
The presentation write up should include the following:
- A detailed outline of the presentation OR a copy of the script that you are using.
- An annotated bibliography - i.e. a full citation of the source in Chicago (see the citations link on the right) and a few sentences describing the source itself, the usefulness of the source, how it helped you in the project, and whether you would recommend the source to someone else.
- Each person must submit AT A MINIMUM 3 sources to the annotated bibliography. Please place your initials at the end of the annotation so I know who wrote the annotation.
- The group as a whole MUST have AT A MINIMUM one of the following:
- A book source
- An Encyclopedia source
- Three (3) internet sources
- A journal article source
- A primary source (e.g. Thucydides, Homer)
- The write up will be due on the day you present your poster to the class.
Timeline for project:
10/29 to 11/1 - Research classes - in-class research and library visit
11/2, 11/5 - Poster and presentation preparation
11/6 & 11/7 - Presentations to class
We will be embarking on our first quarterly project! The project will be on different areas of Ancient Greece, and the focus skill of the project will be research. Each group will present their research findings on the following themes:
Warfare - Hoplites, Persian & Peloponnesian Wars
Myths and Religion
Athens and the Greek City State
The Olympics & Cultural Contributions of Ancient Greek World
Greek Philosophy
Greek Art & Architecture
You will be expected to use a variety of sources (book, internet, encyclopedia source) produce an annotated bibliography, and a present your material. The presentation format of this project will be an informational poster - you may use text and images and be as creative as you want!
You will get three classes to work in your group towards the presentations. I'd like you to spend a some of that time exclusively researching your theme. Then spend time putting your presentation together. Division of labor will be critical to your success. Homework for the next few classes will be to work on this project. You might need to spend time during study hall or after school to complete this.
Here are some things you need to include for your presentation and group write up:
- The presentation should be between 10-12 minutes long. You should not read from the poster, but the poster should be illustrative of the oral presentation.
- You may use notes/notecards etc.
The presentation write up should include the following:
- A detailed outline of the presentation OR a copy of the script that you are using.
- An annotated bibliography - i.e. a full citation of the source in Chicago (see the citations link on the right) and a few sentences describing the source itself, the usefulness of the source, how it helped you in the project, and whether you would recommend the source to someone else.
- Each person must submit AT A MINIMUM 3 sources to the annotated bibliography. Please place your initials at the end of the annotation so I know who wrote the annotation.
- The group as a whole MUST have AT A MINIMUM one of the following:
- A book source
- An Encyclopedia source
- Three (3) internet sources
- A journal article source
- A primary source (e.g. Thucydides, Homer)
- The write up will be due on the day you present your poster to the class.
Timeline for project:
10/29 to 11/1 - Research classes - in-class research and library visit
11/2, 11/5 - Poster and presentation preparation
11/6 & 11/7 - Presentations to class
Homework for October 19 & 22
Please complete the Ancient Mesopotamia/Egypt packet - complete all the definitions and questions using your notes from class, the textbook, the presentations and the maps linked to the Links page of my website.
Please complete the Ancient Mesopotamia/Egypt packet - complete all the definitions and questions using your notes from class, the textbook, the presentations and the maps linked to the Links page of my website.
Homework for October 15 & 16
Please visit the British Museum Ancient Egyptian website (found in the "Links" page in History 9 website) and work through the theme you have been assigned for the Powerpoint Project. Read the story (click on "Story" link), explore the theme (click on the "Explore" link) and play the challenge game (click the "Challenge" link).
While you work through the website, take notes in preparation for discussing the theme with your partner next class and start working on your presentation. I will give you time in class to prepare your presentation. I would also like you to use the Ancient Egyptian packet on the documents page and the text book as resources to enhance your presentation.
It will be an oral presentation of about six minutes and you can use pictures for illustrations. In your presentation, you need to be able to describe and explain to your peers the significance of your theme in Ancient Egyptian life. Be as detailed as possible in the time that you are allocated.
You will be graded based on the quality of your presentation in conveying information on your subject, and the extent to which you have mined the sources I have provided. Please do NOT use other sources or the internet for this project.
Please visit the British Museum Ancient Egyptian website (found in the "Links" page in History 9 website) and work through the theme you have been assigned for the Powerpoint Project. Read the story (click on "Story" link), explore the theme (click on the "Explore" link) and play the challenge game (click the "Challenge" link).
While you work through the website, take notes in preparation for discussing the theme with your partner next class and start working on your presentation. I will give you time in class to prepare your presentation. I would also like you to use the Ancient Egyptian packet on the documents page and the text book as resources to enhance your presentation.
It will be an oral presentation of about six minutes and you can use pictures for illustrations. In your presentation, you need to be able to describe and explain to your peers the significance of your theme in Ancient Egyptian life. Be as detailed as possible in the time that you are allocated.
You will be graded based on the quality of your presentation in conveying information on your subject, and the extent to which you have mined the sources I have provided. Please do NOT use other sources or the internet for this project.
Homework for October 9 & 10
Please formally write up your responses to the Codes of Hammurabi that you worked on for homework into a five-paragraph essay. Based on the responses you took from the worksheet, write the essay that addresses all the questions on that sheet in the following way:
For question 5, on the back of the essay (or on a separate piece of paper) you will create a concept map analyzing the three laws you have identified. Draw three circles and inside write the laws you have selected as the harshest . From those circles, draw a number of spokes out from the circle, each spoke with a point of analysis critiquing the harshness of the law.
You don't need to write out the study questions in your paper, but use the questions as a guide to organize your paper. Please also include an introduction to your paper introducing the paper (outlining some historical context and what *you* think of the Codes) and a brief conclusion. Feel free to use your class and text book notes as evidence or to provide historical context.
The paper should be double spaced, 12pt font and 1-inch margins. Remember to use EVIDENCE in your paper - when referring to the codes be specific, and when making an argument in your paper, reinforce your ideas by using evidence from the readings.
If you have any questions, please let me know.
Please formally write up your responses to the Codes of Hammurabi that you worked on for homework into a five-paragraph essay. Based on the responses you took from the worksheet, write the essay that addresses all the questions on that sheet in the following way:
- Introduction paragraph
- Two paragraphs covering questions 1&2
- One paragraph covering questions 3&4
- A final conclusionary paragraph referring to question 6
For question 5, on the back of the essay (or on a separate piece of paper) you will create a concept map analyzing the three laws you have identified. Draw three circles and inside write the laws you have selected as the harshest . From those circles, draw a number of spokes out from the circle, each spoke with a point of analysis critiquing the harshness of the law.
You don't need to write out the study questions in your paper, but use the questions as a guide to organize your paper. Please also include an introduction to your paper introducing the paper (outlining some historical context and what *you* think of the Codes) and a brief conclusion. Feel free to use your class and text book notes as evidence or to provide historical context.
The paper should be double spaced, 12pt font and 1-inch margins. Remember to use EVIDENCE in your paper - when referring to the codes be specific, and when making an argument in your paper, reinforce your ideas by using evidence from the readings.
If you have any questions, please let me know.
Homework for 10/3 & 10/4
Please complete the question sheet at the end of the packet that analyzes Hammurabi's code.
Please complete the question sheet at the end of the packet that analyzes Hammurabi's code.
Homework for 10/1 & 10/2
Please read the packet containing Hammurabi's Code - as you read the laws, annotate with a star next to fair laws, a :-/ face next to laws you're not sure about, and a :( face next to laws you think are "crazy unfair"! Come to class prepared to discuss your evaluation of Hammurabi's laws!
Please read the packet containing Hammurabi's Code - as you read the laws, annotate with a star next to fair laws, a :-/ face next to laws you're not sure about, and a :( face next to laws you think are "crazy unfair"! Come to class prepared to discuss your evaluation of Hammurabi's laws!
Homework for 9/24 and 9/25
Please read pages 29-34 in the text book World History and take notes from this section.
Please read pages 29-34 in the text book World History and take notes from this section.
Homework for 9/20 and 9/21
Please finish the Landforms Scavenger Hunt packet - remember the following requirements:
1) One packet per group
2) One parenthetical citation per definition - MUST be a text source from the library
3) One example per definition
4) An image - you can use the internet to find an image but NOT for definitions
Please have the packet ready to hand in at the beginning of class.
Please finish the Landforms Scavenger Hunt packet - remember the following requirements:
1) One packet per group
2) One parenthetical citation per definition - MUST be a text source from the library
3) One example per definition
4) An image - you can use the internet to find an image but NOT for definitions
Please have the packet ready to hand in at the beginning of class.
Homework for 9/13 or 9/14
Please read the packet on Civilization that I handed to you in class. When reading the packet, be sure to annotate carefully, as we will be spending class discussing the concepts in the packet.
When annotating consider the following techniques:
Please read the packet on Civilization that I handed to you in class. When reading the packet, be sure to annotate carefully, as we will be spending class discussing the concepts in the packet.
When annotating consider the following techniques:
- Underline pertinent information
- Note in the margin important terms or summarize a concept in the narrative
- Question what you are reading - critically reading means challenging what you are learning
- Ask questions of the text - especially if you don't understand parts of the reading (you don't need to come to class being masters of the text. Asking questions of things you don't understand and want more clarification in class is perfectly reasonable!)
Homework due 9/13 & 9/14
"Empathy involves using the perspective of people in the past to explain their actions. To understand why people in the past acted as they did, we need to focus on what they were trying to accomplish, the nature of their beliefs, attitudes and knowledge, the culturally and historically situated assumptions that guided their thought and actions. We must understand, as best we can, their world and how they saw it, no matter how greatly those experiences differed from our own. Such recognition is grounded in evidence; we use sources from the past as a way of interpreting historical perspectives" (Barton and Levstik, 2004: 209-210)
In a 2-3 page paper (double spaced, 12 point font and 1 inch margin) responding to the following questions:
1) How did reading about the perspective of the Chinese people in a graphic novel format help you better understand life in Ancient China? How did it help you develop an empathetic connection with the people's experiences?
2) What were the difficulties, challenges and problems you experienced when thinking about surviving as Neanderthals? Try to be specific - in your paper refer to concrete examples from the activity to illustrate what you are trying to explain about life in the past.
3) Considering this definition of empathy in history by Barton and Levstik (which we discussed in class), use the summer reading and
your experience as Neanderthals in class to explain how "putting yourself in their shoes" has helped you gain a personal
perspective of history of the Neanderthals and/or the Ancient Chinese.
When writing the paper, try to integrate specific examples to illustrate your ideas, such as describing particular moments in the book or the simulation.
This paper is due next week (either Thursday 13th September or Friday 14th September, depending on when you have class).
"Empathy involves using the perspective of people in the past to explain their actions. To understand why people in the past acted as they did, we need to focus on what they were trying to accomplish, the nature of their beliefs, attitudes and knowledge, the culturally and historically situated assumptions that guided their thought and actions. We must understand, as best we can, their world and how they saw it, no matter how greatly those experiences differed from our own. Such recognition is grounded in evidence; we use sources from the past as a way of interpreting historical perspectives" (Barton and Levstik, 2004: 209-210)
In a 2-3 page paper (double spaced, 12 point font and 1 inch margin) responding to the following questions:
1) How did reading about the perspective of the Chinese people in a graphic novel format help you better understand life in Ancient China? How did it help you develop an empathetic connection with the people's experiences?
2) What were the difficulties, challenges and problems you experienced when thinking about surviving as Neanderthals? Try to be specific - in your paper refer to concrete examples from the activity to illustrate what you are trying to explain about life in the past.
3) Considering this definition of empathy in history by Barton and Levstik (which we discussed in class), use the summer reading and
your experience as Neanderthals in class to explain how "putting yourself in their shoes" has helped you gain a personal
perspective of history of the Neanderthals and/or the Ancient Chinese.
When writing the paper, try to integrate specific examples to illustrate your ideas, such as describing particular moments in the book or the simulation.
This paper is due next week (either Thursday 13th September or Friday 14th September, depending on when you have class).
Homework due 9/6 & 9/7
If you have not already done so (some of you may have already done this in class), revisit the summer reading and select an extract from it that you connected with empathetically. It can be any page or couple of pages in the book that allows you to empathize with the Chinese people's experiences, or perhaps ideas and concepts that speak to your understanding of the world.
Once you have selected the passage, reflect on the following question and respond in a paragraph (5-7 sentences):
1) How did reading about the perspective of the Chinese people in a graphic novel format help you better understand life in Ancient China? How did it help you develop an empathetic connection with the Chinese people's experiences?
If you have not already done so (some of you may have already done this in class), revisit the summer reading and select an extract from it that you connected with empathetically. It can be any page or couple of pages in the book that allows you to empathize with the Chinese people's experiences, or perhaps ideas and concepts that speak to your understanding of the world.
Once you have selected the passage, reflect on the following question and respond in a paragraph (5-7 sentences):
1) How did reading about the perspective of the Chinese people in a graphic novel format help you better understand life in Ancient China? How did it help you develop an empathetic connection with the Chinese people's experiences?