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 March 23 & 24 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 March 23 & 24 in class! Please bring to class on a flashdrive or laptop, or link it to YouTube.
Homework for March 6 & 9
Please read the synopsis of the Ramayana for class - annotate and get a sense of the entire story!
Please read the synopsis of the Ramayana for class - annotate and get a sense of the entire story!
Homework for February 28 and March 2
Please read and annotate the handout on the Spread of Islam, and after that please read and take notes from the text book (pp. 263-272). You will hand in the annotated packet, the class notes and the text book notes in class.
Please read and annotate the handout on the Spread of Islam, and after that please read and take notes from the text book (pp. 263-272). You will hand in the annotated packet, the class notes and the text book notes in class.
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 January 27 & 28
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
- How well organized and inclusive your team is
Teams:
Cato LV
Shontez Qonvalek
Jay Gabriel
Lillian Kari
Madelynn . Destiny
Drey'Von Giana
Elise
Liv Abigail
Evan Rhys
Kevin Vanessa
Oliver Alex
Tea Josh
Neha JJ
Paul . James
Ayman Justice
Kate Lola
Margaret JoJo
William Bobby
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
- How well organized and inclusive your team is
Teams:
Cato LV
Shontez Qonvalek
Jay Gabriel
Lillian Kari
Madelynn . Destiny
Drey'Von Giana
Elise
Liv Abigail
Evan Rhys
Kevin Vanessa
Oliver Alex
Tea Josh
Neha JJ
Paul . James
Ayman Justice
Kate Lola
Margaret JoJo
William Bobby
Homework for 1/10 & 1/13
Please finish your second peer review, and then hand back to your partner their completed paper. Please do this by Friday 1/10 (both sections). Once you have your paper back, start working on the revisions for your second drafts. I will be looking at EVERYONE'S second draft over the next week, sitting down and reading it through with you in class, and providing digital feedback on your Google Document.
PLEASE do not throw away your first (very colorful!) drafts - I want you to keep them and submit them with your final version. I want to be able to see the transformation of your paper, the comments your peers made, and the extent to which you responded to those recommendations. The submission of your first draft will count towards your final grade.
The final paper will be due Friday 1/17.
Please finish your second peer review, and then hand back to your partner their completed paper. Please do this by Friday 1/10 (both sections). Once you have your paper back, start working on the revisions for your second drafts. I will be looking at EVERYONE'S second draft over the next week, sitting down and reading it through with you in class, and providing digital feedback on your Google Document.
PLEASE do not throw away your first (very colorful!) drafts - I want you to keep them and submit them with your final version. I want to be able to see the transformation of your paper, the comments your peers made, and the extent to which you responded to those recommendations. The submission of your first draft will count towards your final grade.
The final paper will be due Friday 1/17.
ROMAN PAPER PROMPT
"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, and in matters of foreign policy."
To what extent do you agree with this statement?
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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?
Thesis statement due: 12/18 & 12/19
The paper should be 6-8 paragraphs, double spaced, 1-inch margins, 12pt Times New Roman or Garamond font. This paper will be drafted multiple times - the first copy of the full draft to be submitted to on 1/8 & 1/9. This paper will also be fully footnoted.
When answering this question, 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.
"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, and 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?
Thesis statement due: 12/18 & 12/19
The paper should be 6-8 paragraphs, double spaced, 1-inch margins, 12pt Times New Roman or Garamond font. This paper will be drafted multiple times - the first copy of the full draft to be submitted to on 1/8 & 1/9. This paper will also be fully footnoted.
When answering this question, 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 11 & 12
Please read AND annotate the handout on developing effective historical writing for a broader conversation in class.
Please read AND annotate the handout on developing effective historical writing for a broader conversation in class.
Homework for December 16 & 17
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 Punic Wars - The Roman Republic's foreign policy
2) The First Triumvirate
3) Julius Caesar - Consul and General
4) The Decline of the Republic
5) Octavian Augustus and the age of Emperors
Please use the following citations for your footnotes:
For the following activity, you must ONLY use the sources I have assigned you:
- The Roman Timeline and Sources Packet
- Conclusion and Consequences: Expansionism and the Disposition for War Packet (on website)
- The Rome: Transition from Republic to Empire Packet - Bishop
- 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 Punic Wars - The Roman Republic's foreign policy
2) The First Triumvirate
3) Julius Caesar - Consul and General
4) The Decline of the Republic
5) Octavian Augustus and the age of Emperors
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.
- MTS. MPH Ancient Rome Packet, 2018. (Be sure to indicate which primary source you use in quotation marks before this citation)
- Bishop. Paul. A. Rome: Transition from Republic to Empire. 2018
- "Conclusion and Consequences: Expansionism and the Disposition for War." Bagnall, Nigel. The Punic Wars: 264-146 BC. New York, NY: Routledge, 2002. (Optional Source)
- "Rise of the Roman Republic: A Lecture." Fisher, A. Clark College. 2012 (Optional Source)
Homework for December 5 & 6
Once you have finished all the readings, use ONLY 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.
Please be sure to use footnotes in the paragraphs as you write - in order to let the reader know when you used information from the sources DIRECTLY!
Please use the following citations for your footnotes:
Once you have finished all the readings, use ONLY 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.
Please be sure to use footnotes in the paragraphs as you write - in order to let the reader know when you used information from the sources DIRECTLY!
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.
- Bishop. Paul. A. Rome: Transition from Republic to Empire. 2018
- MTS. MPH Ancient Rome Packet, 2018.
Homework for November 22 & December 2
Please read and annotate the packet handed out in class Rome: Transition from Republic to Empire. Read up to the section on Caesar.
Please read and annotate the packet handed out in class Rome: Transition from Republic to Empire. Read up to the section on Caesar.
Homework for November 20 & 21
Please read and take notes from the text book (pp. 155-159) for next class.
Please read and take notes from the text book (pp. 155-159) for next class.
Homework for November 18 & 19
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 Monday or Tuesday (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 Monday or Tuesday (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 13 & 14
Please complete the questions on the back of the Plutarch packet, using the document, the documentary and the text book (pp.142-149) to support your answers.
Please complete the questions on the back of the Plutarch packet, using the document, the documentary and the text book (pp.142-149) to support your answers.
Homework for November 8 & 12
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.
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.
Information for the Ancient Greek Poster 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 project - or if you didn't that's fine, say that you didn't and explain why!
- explain how useful the source was to The project
- 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.
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 (5) 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:
10/24 to 10/29 - Research classes - in-class research and library visit
10/30, 10/31 - Poster and presentation preparation
11/4 & 11/5 - 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 (5) 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:
10/24 to 10/29 - Research classes - in-class research and library visit
10/30, 10/31 - Poster and presentation preparation
11/4 & 11/5 - Presentations to class
Homework for October 22 & 23
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 16 & 17
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 8 & 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 10/4 & 10/7
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 10/2 & 10/3
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!
Do NOT answer the questions at the back of the packet.
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!
Do NOT answer the questions at the back of the packet.
Homework for 9/27 and 10/1
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 9/25 or 9/26
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 for 9/23 and 9/24
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 due 9/16 & 9/17
"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:
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 Monday 16th September or Tuesday 17th 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:
- What are the fundamental differences between Golding’s interpretation of Neanderthals and Papagianni & Morse’s interpretation of Neanderthals? Any similarities? Why do you think this is?
- Is Neanderthals Rediscovered a scientific book about history, or a historical book about science?
- 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.
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 Monday 16th September or Tuesday 17th September, depending on when you have class).
Homework due 9/10 & 9/11
Please write a paragraph (6-8 sentences) in response to the following question about the summer reading:
Please write a paragraph (6-8 sentences) in response to the following question about the summer reading:
- What do you believe are the fundamental differences between Golding’s interpretation of Neanderthals and Papagianni & Morse’s interpretation of Neanderthals? Any similarities? WHY do you think this is?