Top scorers: McKenzie, Matt, Sydney
Great work! Next up: Europe, next Friday. 38 countries, 30 landforms, 30 cities, and basic geographical features.
Thursday, September 30, 2010
APGEO: South America Map Quiz Results
Top scorers: McKenzie, Matt, Sydney
Great work! Next up: Europe, next Friday. 38 countries, 30 landforms, 30 cities, and basic geographical features.
Wednesday, September 29, 2010
ENRICHED + HONORS: Homework and reminders, 9-27/9-28 and 9-29
-The midterm test for the first nine weeks is tomorrow. Please study hard and be prepared - the test could have a significant impact on your grade, for better or worse. Tests and quizzes are worth 50% of the grade in the Honors classes and 40% of the grade in the Enriched classes. If you make flash cards covering the majority of the terms on the study guide, I will give you one raw point (several percentage points) of extra credit on the test.
-Signed progress reports were due on Monday or Tuesday. Please turn it in to the tray if you did not have it when I came around to check. If I have not seen your signed progress report by tomorrow, I will contact your parents to ensure that they have seen the report.
-Enriched: On Monday and Tuesday, I checked the "reading maps" and "latitude and longitude" worksheet that we worked on in class on Friday. On Wednesday (today), I checked reading notes on the "Roots of Judaism" packet. If you did not have either of these when I came around to check, make sure you turn it into the tray.
-Honors: On Wednesday (today), I checked reading notes on the packet about Ancient Greece and the Roman Empire. If you did not have this when I came around to check, make sure you turn it into the tray.
STUDY FOR YOUR MIDTERM TEST!!!
Have a great day,
--Mr. McCarl
-Signed progress reports were due on Monday or Tuesday. Please turn it in to the tray if you did not have it when I came around to check. If I have not seen your signed progress report by tomorrow, I will contact your parents to ensure that they have seen the report.
-Enriched: On Monday and Tuesday, I checked the "reading maps" and "latitude and longitude" worksheet that we worked on in class on Friday. On Wednesday (today), I checked reading notes on the "Roots of Judaism" packet. If you did not have either of these when I came around to check, make sure you turn it into the tray.
-Honors: On Wednesday (today), I checked reading notes on the packet about Ancient Greece and the Roman Empire. If you did not have this when I came around to check, make sure you turn it into the tray.
STUDY FOR YOUR MIDTERM TEST!!!
Have a great day,
--Mr. McCarl
HONORS: Do Nows: 9-23, 9-24, 9-27/9-28, 9-29
I will be collecting Do Nows in class tomorrow, before the midterm test. Please remember that you are responsible for making up any Do Nows that you miss due to absence, tardiness, or any other reason.
Do Now, Thursday 9-23:
The term cultural diffusion refers to the spread of ideas, trends, styles, and practices across different groups of people.
Please answer BOTH of the following questions:
-What are some of the ways you think that different beliefs might have spread in the ancient world?
-What are some of the ways that cultural ideas (fashions, styles, fads, ideas, etc.) spread in the modern world?
Do Now, Friday 9-24:
Next week, we have a midterm test that will cover material on:
1. Prehistory and the Neolithic Revolution,
2. Different aspects of civilization (job specialization, writing, organized government and religion, etc.)
3. Religion: Hinduism, Buddhism, Judaism
Please answer two or more of the following questions: How do you usually study for tests and quizzes? How successful have these strategies been in the past? What study strategies do you recommend (or want to try) to prepare for tests and quizzes?
Do Now, Monday 9-27 (1st hour) and Tuesday 9-28 (2nd and 7th hours):
Ethnic religions are based on place, ethnic group, or nationality. People are born into these religious groups, and they do not usually seek to convert outsiders. Examples: Hinduism and Judaism.
Universalizing religions claim that their message is valid for all humanity. They are open to accepting outsiders and seek to convert others. Examples: Christianity and Islam.
Please answer one or both of the following questions:
-What do you think some of the differences in beliefs might be between ethnic and universalizing religions?
-What social and political advantages or challenges do you think universalizing religions might pose as opposed to ethnic religions, and vice versa?
Do Now, Wednesday 9-29:
Look at the study guide for the midterm test. List a minimum of 2-3 of the vocabulary words or concepts that you don’t understand or want to go over in review today.
Do Now, Thursday 9-23:
The term cultural diffusion refers to the spread of ideas, trends, styles, and practices across different groups of people.
Please answer BOTH of the following questions:
-What are some of the ways you think that different beliefs might have spread in the ancient world?
-What are some of the ways that cultural ideas (fashions, styles, fads, ideas, etc.) spread in the modern world?
Do Now, Friday 9-24:
Next week, we have a midterm test that will cover material on:
1. Prehistory and the Neolithic Revolution,
2. Different aspects of civilization (job specialization, writing, organized government and religion, etc.)
3. Religion: Hinduism, Buddhism, Judaism
Please answer two or more of the following questions: How do you usually study for tests and quizzes? How successful have these strategies been in the past? What study strategies do you recommend (or want to try) to prepare for tests and quizzes?
Do Now, Monday 9-27 (1st hour) and Tuesday 9-28 (2nd and 7th hours):
Ethnic religions are based on place, ethnic group, or nationality. People are born into these religious groups, and they do not usually seek to convert outsiders. Examples: Hinduism and Judaism.
Universalizing religions claim that their message is valid for all humanity. They are open to accepting outsiders and seek to convert others. Examples: Christianity and Islam.
Please answer one or both of the following questions:
-What do you think some of the differences in beliefs might be between ethnic and universalizing religions?
-What social and political advantages or challenges do you think universalizing religions might pose as opposed to ethnic religions, and vice versa?
Do Now, Wednesday 9-29:
Look at the study guide for the midterm test. List a minimum of 2-3 of the vocabulary words or concepts that you don’t understand or want to go over in review today.
ENRICHED: Do Nows: 9-23, 9-24, 9-27/9-28, 9-29
I will be collecting Do Nows in class tomorrow, before the midterm test. Please remember that you are responsible for making up any Do Nows that you miss due to absence, tardiness, or any other reason.
Do Now, Thursday 9-23:
The term cultural diffusion refers to the spread of ideas, trends, styles, and practices across different groups of people.
Please answer BOTH of the following questions:
-What are some of the ways you think that different beliefs might have spread in the ancient world?
-What are some of the ways that cultural ideas (fashions, styles, fads, ideas, etc.) spread in the modern world?
Do Now, Friday 9-24:
Next week, we have a midterm test that will cover material on:
1. Prehistory and the Neolithic Revolution,
2. Different aspects of civilization (job specialization, writing, organized government and religion, etc.)
3. Religion: Hinduism, Buddhism, Judaism
Please answer two or more of the following questions: How do you usually study for tests and quizzes? How successful have these strategies been in the past? What study strategies do you recommend (or want to try) to prepare for tests and quizzes?
Do Now, Monday 9-27 (5th hour) and Tuesday 9-28 (6th hour):
Make a list of 7-10 important events of your life as well as the year in which each of these events occurred. You will be using these events to create a timeline of your life, so make sure you feel comfortable sharing them.
Do Now, Wednesday 9-29:
Look at the study guide for the midterm test. List a minimum of 2-3 of the vocabulary words or concepts that you don’t understand or want to go over in review today.
Do Now, Thursday 9-23:
The term cultural diffusion refers to the spread of ideas, trends, styles, and practices across different groups of people.
Please answer BOTH of the following questions:
-What are some of the ways you think that different beliefs might have spread in the ancient world?
-What are some of the ways that cultural ideas (fashions, styles, fads, ideas, etc.) spread in the modern world?
Do Now, Friday 9-24:
Next week, we have a midterm test that will cover material on:
1. Prehistory and the Neolithic Revolution,
2. Different aspects of civilization (job specialization, writing, organized government and religion, etc.)
3. Religion: Hinduism, Buddhism, Judaism
Please answer two or more of the following questions: How do you usually study for tests and quizzes? How successful have these strategies been in the past? What study strategies do you recommend (or want to try) to prepare for tests and quizzes?
Do Now, Monday 9-27 (5th hour) and Tuesday 9-28 (6th hour):
Make a list of 7-10 important events of your life as well as the year in which each of these events occurred. You will be using these events to create a timeline of your life, so make sure you feel comfortable sharing them.
Do Now, Wednesday 9-29:
Look at the study guide for the midterm test. List a minimum of 2-3 of the vocabulary words or concepts that you don’t understand or want to go over in review today.
Friday, September 24, 2010
HONORS: Homework and progress report information, 9/24
Dear Honors World History students,
-Our midterm test will take place next Thursday. Please STUDY HARD for the test, as it could have a significant impact on your grade. Consider making flash cards to help you study and to earn a small amount (one raw point, several percentage points) of extra credit on the test. ***Click here to download the study guide for the test.***
-Reading notes on the packet on the Roman Empire and Ancient Greece are due Wednesday, 9/29. This is a somewhat long reading, so don't wait until the last minute!
-Progress reports were handed out today. Parent signatures on progress reports are due the day you return to class next week. If parents have questions about the grades their students have earned so far, please feel free to email me.
It has come to my attention that the grading scale I set up on NCWise is a bit different from that of the other teachers. At present, the scale is set up as follows:
99-100% and up = A+; 93-98 = A; 90-92 = A-
88-89 = B+; 83-87 = B; 80-82 = B-
78-79 = C+; 73-77 = C; 70-72 = C-
68-69 = D+; 63-67 = D; 60-62 = D-; below 60 = F.
In the Honors World History course, tests and quizzes account for 50% of the grade, assignments and projects account for 40%, and participation grades account for 10%. If you have a low grade, one reason may be that we have only taken one quiz so far.
Have a great weekend!
--Mr. McCarl
-Our midterm test will take place next Thursday. Please STUDY HARD for the test, as it could have a significant impact on your grade. Consider making flash cards to help you study and to earn a small amount (one raw point, several percentage points) of extra credit on the test. ***Click here to download the study guide for the test.***
-Reading notes on the packet on the Roman Empire and Ancient Greece are due Wednesday, 9/29. This is a somewhat long reading, so don't wait until the last minute!
-Progress reports were handed out today. Parent signatures on progress reports are due the day you return to class next week. If parents have questions about the grades their students have earned so far, please feel free to email me.
It has come to my attention that the grading scale I set up on NCWise is a bit different from that of the other teachers. At present, the scale is set up as follows:
99-100% and up = A+; 93-98 = A; 90-92 = A-
88-89 = B+; 83-87 = B; 80-82 = B-
78-79 = C+; 73-77 = C; 70-72 = C-
68-69 = D+; 63-67 = D; 60-62 = D-; below 60 = F.
In the Honors World History course, tests and quizzes account for 50% of the grade, assignments and projects account for 40%, and participation grades account for 10%. If you have a low grade, one reason may be that we have only taken one quiz so far.
Have a great weekend!
--Mr. McCarl
APGEO: Homework and reminders, Friday 9/24
I handed out a De Blij reading on population in class today. Upcoming due dates:
Tuesday: South America map quiz; Population Research Bureau "World Population Trends 2010" reading notes checked; corrections from Unit I test due
Wednesday: De Blij population reading notes checked
Have a great weekend!
--Mr. McCarl
Tuesday: South America map quiz; Population Research Bureau "World Population Trends 2010" reading notes checked; corrections from Unit I test due
Wednesday: De Blij population reading notes checked
Have a great weekend!
--Mr. McCarl
ENRICHED: Homework and progress report information, Friday 9-24
-Our midterm test will take place next Thursday. Please STUDY HARD for the test, as it could have a significant impact on your grade. Consider making flash cards to help you study and to earn a small amount (one raw point, several percentage points) of extra credit on the test. ***Click here to download the study guide for the test.***
-The map skills and latitude/longitude worksheet we worked on in class today is due Monday (5th hour) or Tuesday (6th hour) if you have not turned it in.
-Reading notes on the packet "Roots of Judaism" (handed out today) are due Wednesday, 9/29.
-Progress reports were handed out today. Parent signatures on progress reports are due the day you return to class next week. If parents have questions about the grades their students have earned so far, please feel free to email me.
It has come to my attention that the grading scale I set up on NCWise is a bit different from that of the other teachers. At present, the scale is set up as follows:
99-100% and up = A+; 93-98 = A; 90-92 = A-
88-89 = B+; 83-87 = B; 80-82 = B-
78-79 = C+; 73-77 = C; 70-72 = C-
68-69 = D+; 63-67 = D; 60-62 = D-; below 60 = F.
In the Enriched World History course, tests and quizzes account for 40% of the grade, assignments and projects account for 40%, and participation grades account for 20%. If you have a low grade, one reason may be that we have only taken one quiz so far.
Have a great weekend!
--Mr. McCarl
-The map skills and latitude/longitude worksheet we worked on in class today is due Monday (5th hour) or Tuesday (6th hour) if you have not turned it in.
-Reading notes on the packet "Roots of Judaism" (handed out today) are due Wednesday, 9/29.
-Progress reports were handed out today. Parent signatures on progress reports are due the day you return to class next week. If parents have questions about the grades their students have earned so far, please feel free to email me.
It has come to my attention that the grading scale I set up on NCWise is a bit different from that of the other teachers. At present, the scale is set up as follows:
99-100% and up = A+; 93-98 = A; 90-92 = A-
88-89 = B+; 83-87 = B; 80-82 = B-
78-79 = C+; 73-77 = C; 70-72 = C-
68-69 = D+; 63-67 = D; 60-62 = D-; below 60 = F.
In the Enriched World History course, tests and quizzes account for 40% of the grade, assignments and projects account for 40%, and participation grades account for 20%. If you have a low grade, one reason may be that we have only taken one quiz so far.
Have a great weekend!
--Mr. McCarl
Wednesday, September 22, 2010
ENRICHED + HONORS: Do Now, 9-22
No homework today. Both the Enriched and Honors classes will have a midterm test on Wednesday, September 29 - one week from today. I will be handing out study guides in class tomorrow and posting them online.
Do Now - Wednesday, 9-22:
Examine the world time zone map below, then answer the questions that follow. If you were absent on Wednesday or if you still have questions about how time zones work, please ask!
1. How many hours is North Carolina behind Greenwich Mean Time (GMT)?
2. How many hours is Los Angeles, CA behind GMT?
3. If it is noon in Paris, France, what time is it in Chicago, IL?
Do Now - Wednesday, 9-22:
Examine the world time zone map below, then answer the questions that follow. If you were absent on Wednesday or if you still have questions about how time zones work, please ask!
1. How many hours is North Carolina behind Greenwich Mean Time (GMT)?
2. How many hours is Los Angeles, CA behind GMT?
3. If it is noon in Paris, France, what time is it in Chicago, IL?
Monday, September 20, 2010
HONORS: Homework and Do Now, Monday 9-20 and Tuesday 9-21
Project grades on the Ancient Civilizations GRAPES project were returned today. Students were held to a high standard, and grades ranged from excellent to poor in the honors classes. Each student received an individual grade on the project.
I cannot stress enough the importance of staying focused and working hard every single class period, of reading directions, and of taking every assignment seriously. Take pride in all of your work!
Homework:
Reading notes on the packet handed out on Friday will be checked at the beginning of class on Wednesday. If you are having trouble with the reading notes assignments, please let me know.
In class assignment (homework for those who didn't finish or were absent):
A T-chart listing major beliefs and practices of Hinduism.
Do Now, Monday 9-20 (5th) and Tuesday 9-21 (6th):
Please answer ONE of the following questions:
1. Describe one example of a Hindu belief and one example or a Hindu practice.
2. Describe, explain, and/or discuss the Hindu caste system. The Hindu caste system is a social hierarchy in which a person was born into a caste and remained in that caste throughout his or her life, but could be reincarnated as a member of a different caste.
I cannot stress enough the importance of staying focused and working hard every single class period, of reading directions, and of taking every assignment seriously. Take pride in all of your work!
Homework:
Reading notes on the packet handed out on Friday will be checked at the beginning of class on Wednesday. If you are having trouble with the reading notes assignments, please let me know.
In class assignment (homework for those who didn't finish or were absent):
A T-chart listing major beliefs and practices of Hinduism.
Do Now, Monday 9-20 (5th) and Tuesday 9-21 (6th):
Please answer ONE of the following questions:
1. Describe one example of a Hindu belief and one example or a Hindu practice.
2. Describe, explain, and/or discuss the Hindu caste system. The Hindu caste system is a social hierarchy in which a person was born into a caste and remained in that caste throughout his or her life, but could be reincarnated as a member of a different caste.
ENRICHED: Homework and Do Now, Monday 9-20 and Tuesday 9-21
Project grades on the Ancient Civilizations GRAPES project were returned today. Grades were generally very poor, with a few exceptions; 6th hour earned an average of 50% of the 27 points possible. Many students lost points by talking during their peers' presentations or being repeatedly off-task during our in-class work time on the project. In addition, in some groups, one person did a disproportional amount of the work while other group members did little or nothing. Each student received an individual grade on the project.
I cannot stress enough the importance of staying focused and working hard every single class period, of reading directions, and of taking every assignment seriously. Take pride in your work!
Homework:
Reading notes on the packet handed out on Friday (basic information about a few of the world's major religious traditions) will be checked at the beginning of class on Wednesday. If you are having trouble with the reading notes assignments, please let me know.
In class assignment (homework for those who didn't finish or were absent):
Read the section on Hinduism and Buddhism in the World History textbook (starts on page 76). Then, create a Venn Diagram comparing and contrasting Hindu and Buddhist beliefs and practices. Each section of the diagram (Hinduism only, Hinduism + Buddhism, and Buddhism only) should include a minimum of five bullet points with distinct beliefs and practices.
Do Now, Monday 9-20 (5th) and Tuesday 9-21 (6th):
Please answer ONE of the following questions:
1. Describe one example of a Hindu belief and one example or a Hindu practice.
2. Describe, explain, and/or discuss the Hindu caste system. The Hindu caste system is a social hierarchy in which a person was born into a caste and remained in that caste throughout his or her life, but could be reincarnated as a member of a different caste.
I cannot stress enough the importance of staying focused and working hard every single class period, of reading directions, and of taking every assignment seriously. Take pride in your work!
Homework:
Reading notes on the packet handed out on Friday (basic information about a few of the world's major religious traditions) will be checked at the beginning of class on Wednesday. If you are having trouble with the reading notes assignments, please let me know.
In class assignment (homework for those who didn't finish or were absent):
Read the section on Hinduism and Buddhism in the World History textbook (starts on page 76). Then, create a Venn Diagram comparing and contrasting Hindu and Buddhist beliefs and practices. Each section of the diagram (Hinduism only, Hinduism + Buddhism, and Buddhism only) should include a minimum of five bullet points with distinct beliefs and practices.
Do Now, Monday 9-20 (5th) and Tuesday 9-21 (6th):
Please answer ONE of the following questions:
1. Describe one example of a Hindu belief and one example or a Hindu practice.
2. Describe, explain, and/or discuss the Hindu caste system. The Hindu caste system is a social hierarchy in which a person was born into a caste and remained in that caste throughout his or her life, but could be reincarnated as a member of a different caste.
Sunday, September 19, 2010
APGEO: Homework, Friday 9/17 and Do Now, Thursday 9/16
Homework, Friday 9-17:
-I passed out Thomas Malthus's famous Essay on the Principle of Population on Monday. I'll check reading notes for it on Wednesday, 9/22.
-We will take the Unit I multiple choice test on Wednesday, 9/22. Review your vocabulary lists from Unit I. You might also want to check out these resources:
-http://bcs.wiley.com/he-bcs/Books?action=chapter&bcsId=1208&itemId=0471441074&chapterId=1256
-http://wps.prenhall.com/esm_rubenstein_humangeo_8/20/5323/1362727.cw/index.html
We will do a group review of Unit I in class on Tuesday.
-We will take the South America map quiz on Friday, 9/24. The quiz will also include a few multiple choice questions covering the material on the cheat-sheets on the basic geographic features of Middle and South America.
Do Now, Thursday 9/16:
Develop a hypothesis explaining why people tend to migrate to and cluster in cities rather than spread out evenly over all arable (farmable/fertile) land. You might also comment on the different reasons why businesses often choose to locate in or near cities.
In your explanation, consider drawing on some of the following concepts or using some of the following terms: distance decay; population density; efficiency; resources; opportunity; urbanization; mobility; cognitive/mental map; networks.
-I passed out Thomas Malthus's famous Essay on the Principle of Population on Monday. I'll check reading notes for it on Wednesday, 9/22.
-We will take the Unit I multiple choice test on Wednesday, 9/22. Review your vocabulary lists from Unit I. You might also want to check out these resources:
-http://bcs.wiley.com/he-bcs/Books?action=chapter&bcsId=1208&itemId=0471441074&chapterId=1256
-http://wps.prenhall.com/esm_rubenstein_humangeo_8/20/5323/1362727.cw/index.html
We will do a group review of Unit I in class on Tuesday.
-We will take the South America map quiz on Friday, 9/24. The quiz will also include a few multiple choice questions covering the material on the cheat-sheets on the basic geographic features of Middle and South America.
Do Now, Thursday 9/16:
Develop a hypothesis explaining why people tend to migrate to and cluster in cities rather than spread out evenly over all arable (farmable/fertile) land. You might also comment on the different reasons why businesses often choose to locate in or near cities.
In your explanation, consider drawing on some of the following concepts or using some of the following terms: distance decay; population density; efficiency; resources; opportunity; urbanization; mobility; cognitive/mental map; networks.
HONORS: Homework, Friday 9/17 + Do Now, Thursday 9/16
Homework, Friday 9/17: On Friday, we watched the first part of a video about Hinduism and read passages from The Bhagavad-Gita and The Rig Veda, two sacred texts of Hinduism. You can find these passages here:
1. Nasadiya: The Creation Hymn (from The Rig Veda)
2. Krishna's advice to a soldier who does not want to fight (from The Bhagavad-Gita)
A reading packet covering basic information about early polytheistic religions, Confucianism (a philosophy, not a religion), Daoism, Legalism (a philosophy, not a religion), Hinduism, Buddhism, Judaism, and Christianity was handed out in class on Friday. Please take reading notes on the belief systems discussed in the packet over the weekend. Focus on each belief system's beliefs and practices. I will check these notes on Wednesday, 9/22.
Examples of beliefs: Theism (belief in one or more gods - monotheism and polytheism), holy/sacred places (such as the Ganges River in Hinduism, Mecca in Islam, Jerusalem's Temple Mount in Judaism), holy/sacred texts (such as the Bible in Christianity, the Torah in Judaism, and the Qu'ran in Islam), belief in an afterlife or reincarnation, etc.
The term "practices" refers to what religious communities do to express their beliefs and carry out what they see as their religious obligations. Examples: prayer, meditation, ritual bathing, public worship, pilgrimages, music, sacrifices. Many religious practices are rituals. A ritual is an established procedure that is done repeatedly and usually has some symbolic meaning.
The term secular means "non-religious." It is not a positive or negative term. Many public holidays, such as Christmas, Thanksgiving, and Easter, have both religious and secular traditions (in the case of Christmas, for example, Nativity Scenes are a religious tradition, while Santa Claus and Frosty the Snowman are secular traditions). Many athletic teams use secular rituals such as chants to get themselves pumped up before a game. In many cultures, art, music, architecture, and literature include both secular and religious elements.
How and why do historians and social scientists study religion? Throughout history, people's actions and behaviors have been deeply influenced by their religious and cultural values. Religious beliefs and practices change the way people think and act, and so they have often profoundly affected the course of history.
When historians and social scientists study religion, they do not just ask themselves: "Do I agree or disagree with this tradition?" Instead, they ask questions like these: "What does this belief or tradition mean? Where does this belief or tradition come from? How has it influenced different cultures? How has it been expressed in art or literature? What impact has it had on different cultures' political systems and social structures?"
One of the most important skills to try to develop in history class is the ability to create questions like these.
P.S. - Here is the definition of religion we discussed in class this week, with key terms in italics: "Religion is a system of beliefs and practices that attempts to arrange life in terms of ultimate priorities.” You can find this definition and many others - as well as a lot of great resources on religious studies, a subfield of social science - at this website.
Do Now, Thursday 9/16:
What does the term “religion” mean to you? Think about your prior knowledge of different religions as well as what you know about the religious beliefs and practices of the ancient river valley civilizations.
Create a definition in your own words and describe different ideas, activities, and behaviors that you think of when you hear the term “religion.”
Do Now, Friday 9/17: No Do Now.
See you Monday!
--Mr. McCarl
1. Nasadiya: The Creation Hymn (from The Rig Veda)
2. Krishna's advice to a soldier who does not want to fight (from The Bhagavad-Gita)
A reading packet covering basic information about early polytheistic religions, Confucianism (a philosophy, not a religion), Daoism, Legalism (a philosophy, not a religion), Hinduism, Buddhism, Judaism, and Christianity was handed out in class on Friday. Please take reading notes on the belief systems discussed in the packet over the weekend. Focus on each belief system's beliefs and practices. I will check these notes on Wednesday, 9/22.
Examples of beliefs: Theism (belief in one or more gods - monotheism and polytheism), holy/sacred places (such as the Ganges River in Hinduism, Mecca in Islam, Jerusalem's Temple Mount in Judaism), holy/sacred texts (such as the Bible in Christianity, the Torah in Judaism, and the Qu'ran in Islam), belief in an afterlife or reincarnation, etc.
The term "practices" refers to what religious communities do to express their beliefs and carry out what they see as their religious obligations. Examples: prayer, meditation, ritual bathing, public worship, pilgrimages, music, sacrifices. Many religious practices are rituals. A ritual is an established procedure that is done repeatedly and usually has some symbolic meaning.
The term secular means "non-religious." It is not a positive or negative term. Many public holidays, such as Christmas, Thanksgiving, and Easter, have both religious and secular traditions (in the case of Christmas, for example, Nativity Scenes are a religious tradition, while Santa Claus and Frosty the Snowman are secular traditions). Many athletic teams use secular rituals such as chants to get themselves pumped up before a game. In many cultures, art, music, architecture, and literature include both secular and religious elements.
How and why do historians and social scientists study religion? Throughout history, people's actions and behaviors have been deeply influenced by their religious and cultural values. Religious beliefs and practices change the way people think and act, and so they have often profoundly affected the course of history.
When historians and social scientists study religion, they do not just ask themselves: "Do I agree or disagree with this tradition?" Instead, they ask questions like these: "What does this belief or tradition mean? Where does this belief or tradition come from? How has it influenced different cultures? How has it been expressed in art or literature? What impact has it had on different cultures' political systems and social structures?"
One of the most important skills to try to develop in history class is the ability to create questions like these.
P.S. - Here is the definition of religion we discussed in class this week, with key terms in italics: "Religion is a system of beliefs and practices that attempts to arrange life in terms of ultimate priorities.” You can find this definition and many others - as well as a lot of great resources on religious studies, a subfield of social science - at this website.
Do Now, Thursday 9/16:
What does the term “religion” mean to you? Think about your prior knowledge of different religions as well as what you know about the religious beliefs and practices of the ancient river valley civilizations.
Create a definition in your own words and describe different ideas, activities, and behaviors that you think of when you hear the term “religion.”
Do Now, Friday 9/17: No Do Now.
See you Monday!
--Mr. McCarl
ENRICHED: Homework, Friday 9/17 + Do Now, Thursday 9/16
Homework, Friday 9/17: On Friday, we watched the first part of a video about Hinduism and read passages from The Bhagavad-Gita and The Rig Veda, two sacred texts of Hinduism. You can find these passages here:
1. Nasadiya: The Creation Hymn (from The Rig Veda)
2. Krishna's advice to a soldier who does not want to fight (from The Bhagavad-Gita)
A reading packet covering basic information about Hinduism, Buddhism, Judaism, and Christianity was handed out in class on Friday. Please take reading notes on the beliefs and practices of Hinduism, Buddhism, Judaism, and Christianity as discussed in the packet over the weekend. I will check these notes on Wednesday, 9/22.
Examples of beliefs: Theism (belief in one or more gods - monotheism and polytheism), holy/sacred places (such as the Ganges River in Hinduism, Mecca in Islam, Jerusalem's Temple Mount in Judaism), holy/sacred texts (such as the Bible in Christianity, the Torah in Judaism, and the Qu'ran in Islam), belief in an afterlife or reincarnation, etc.
The term "practices" refers to what religious communities do to express their beliefs and carry out what they see as their religious obligations. Examples: prayer, meditation, ritual bathing, public worship, pilgrimages, music, sacrifices. Many religious practices are rituals. A ritual is an established procedure that is done repeatedly and usually has some symbolic meaning.
The term secular means "non-religious." It is not a positive or negative term. Many public holidays, such as Christmas, Thanksgiving, and Easter, have both religious and secular traditions (in the case of Christmas, for example, Nativity Scenes are a religious tradition, while Santa Claus and Frosty the Snowman are secular traditions). Many athletic teams use secular rituals such as chants to get themselves pumped up before a game. In many cultures, art, music, architecture, and literature include both secular and religious elements.
How and why do historians and social scientists study religion? Throughout history, people's actions and behaviors have been deeply influenced by their religious and cultural values. Religious beliefs and practices change the way people think and act, and so they have often profoundly affected the course of history.
When historians and social scientists study religion, they do not just ask themselves: "Do I agree or disagree with this tradition?" Instead, they ask questions like these: "What does this belief or tradition mean? Where does this belief or tradition come from? How has it influenced different cultures? How has it been expressed in art or literature? What impact has it had on different cultures' political systems and social structures?"
One of the most important skills to try to develop in history class is the ability to create questions like these.
P.S. - Here is the definition of religion we discussed in class this week, with key terms in italics: "Religion is a system of beliefs and practices that attempts to arrange life in terms of ultimate priorities.” You can find this definition and many others - as well as a lot of great resources on religious studies, a subfield of social science - at this website.
Do Now, Thursday 9/16:
What does the term “religion” mean to you? Think about your prior knowledge of different religions as well as what you know about the religious beliefs and practices of the ancient river valley civilizations.
Create a definition in your own words and describe different ideas, activities, and behaviors that you think of when you hear the term “religion.”
Do Now, Friday 9/17: No Do Now.
See you Monday!
--Mr. McCarl
1. Nasadiya: The Creation Hymn (from The Rig Veda)
2. Krishna's advice to a soldier who does not want to fight (from The Bhagavad-Gita)
A reading packet covering basic information about Hinduism, Buddhism, Judaism, and Christianity was handed out in class on Friday. Please take reading notes on the beliefs and practices of Hinduism, Buddhism, Judaism, and Christianity as discussed in the packet over the weekend. I will check these notes on Wednesday, 9/22.
Examples of beliefs: Theism (belief in one or more gods - monotheism and polytheism), holy/sacred places (such as the Ganges River in Hinduism, Mecca in Islam, Jerusalem's Temple Mount in Judaism), holy/sacred texts (such as the Bible in Christianity, the Torah in Judaism, and the Qu'ran in Islam), belief in an afterlife or reincarnation, etc.
The term "practices" refers to what religious communities do to express their beliefs and carry out what they see as their religious obligations. Examples: prayer, meditation, ritual bathing, public worship, pilgrimages, music, sacrifices. Many religious practices are rituals. A ritual is an established procedure that is done repeatedly and usually has some symbolic meaning.
The term secular means "non-religious." It is not a positive or negative term. Many public holidays, such as Christmas, Thanksgiving, and Easter, have both religious and secular traditions (in the case of Christmas, for example, Nativity Scenes are a religious tradition, while Santa Claus and Frosty the Snowman are secular traditions). Many athletic teams use secular rituals such as chants to get themselves pumped up before a game. In many cultures, art, music, architecture, and literature include both secular and religious elements.
How and why do historians and social scientists study religion? Throughout history, people's actions and behaviors have been deeply influenced by their religious and cultural values. Religious beliefs and practices change the way people think and act, and so they have often profoundly affected the course of history.
When historians and social scientists study religion, they do not just ask themselves: "Do I agree or disagree with this tradition?" Instead, they ask questions like these: "What does this belief or tradition mean? Where does this belief or tradition come from? How has it influenced different cultures? How has it been expressed in art or literature? What impact has it had on different cultures' political systems and social structures?"
One of the most important skills to try to develop in history class is the ability to create questions like these.
P.S. - Here is the definition of religion we discussed in class this week, with key terms in italics: "Religion is a system of beliefs and practices that attempts to arrange life in terms of ultimate priorities.” You can find this definition and many others - as well as a lot of great resources on religious studies, a subfield of social science - at this website.
Do Now, Thursday 9/16:
What does the term “religion” mean to you? Think about your prior knowledge of different religions as well as what you know about the religious beliefs and practices of the ancient river valley civilizations.
Create a definition in your own words and describe different ideas, activities, and behaviors that you think of when you hear the term “religion.”
Do Now, Friday 9/17: No Do Now.
See you Monday!
--Mr. McCarl
Thursday, September 16, 2010
ALL: Homework, 9/16 (Do Nows will be posted over the weekend)
Enriched World History: Reading notes on the handout titled "Belief Systems" (front page) and "The Life of the Buddha" (back page) are due at the beginning of class on Friday.
Honors World History: No homework.
AP Human Geography: Reading notes on the packet introducing the population unit are due.
See you tomorrow,
--Mr. McCarl
Honors World History: No homework.
AP Human Geography: Reading notes on the packet introducing the population unit are due.
See you tomorrow,
--Mr. McCarl
Wednesday, September 15, 2010
HONORS: Do Now and homework, Wednesday 9-15
We started our unit on religion today. We will be focusing on five major world religious traditions: Hinduism, Buddhism, Judaism, Christianity, and Islam. We will look at each religion's development and basic beliefs and practices from a historical perspective, and we will compare and contrast different religions' approaches to common themes (sacred texts/places, rituals, beliefs about death and the afterlife, etc.).
We watched the following two-minute video on the basic spread of the five major religious traditions in class:
Remember, though, that the map in the video is somewhat misleading in that it disguises religious diversity and the presence of religious minorities; it only shows what the majority of people adhere to in different parts of the world. In short, the video is overgeneralized - it paints with a very broad brush. But it is a useful start.
Homework: Reading notes on the handout titled "Key Theme 7: Spiritual Life and Moral Codes" (handed out Monday and Tuesday) are due at the beginning of class tomorrow (Thursday).
Do Now, Wednesday 9-15:
Please answer both of the following questions:
Think about the civilization project you finished yesterday. What aspect of your civilization do you think is the most interesting and/or important for people to learn about?
What concept or idea from the river valley civilizations or the GRAPES did you find most difficult to understand or do you want to learn more about?
See you tomorrow,
--Mr. McCarl
We watched the following two-minute video on the basic spread of the five major religious traditions in class:
Remember, though, that the map in the video is somewhat misleading in that it disguises religious diversity and the presence of religious minorities; it only shows what the majority of people adhere to in different parts of the world. In short, the video is overgeneralized - it paints with a very broad brush. But it is a useful start.
Homework: Reading notes on the handout titled "Key Theme 7: Spiritual Life and Moral Codes" (handed out Monday and Tuesday) are due at the beginning of class tomorrow (Thursday).
Do Now, Wednesday 9-15:
Please answer both of the following questions:
Think about the civilization project you finished yesterday. What aspect of your civilization do you think is the most interesting and/or important for people to learn about?
What concept or idea from the river valley civilizations or the GRAPES did you find most difficult to understand or do you want to learn more about?
See you tomorrow,
--Mr. McCarl
ENRICHED: Do Now and homework, Wednesday 9-15
We started our unit on religion today. We will be focusing on five major world religious traditions: Hinduism, Buddhism, Judaism, Christianity, and Islam. We will look at each religion's development and basic beliefs and practices from a historical perspective, and we will compare and contrast different religions' approaches to common themes (sacred texts/places, rituals, beliefs about death and the afterlife, etc.).
We watched the following two-minute video on the basic spread of the five major religious traditions in class:
Remember, though, that the map in the video is somewhat misleading in that it disguises religious diversity and the presence of religious minorities; it only shows what the majority of people adhere to in different parts of the world. In short, the video is overgeneralized - it paints with a very broad brush. But it is a useful start.
Homework: Reading notes on the handout titled "Belief Systems" (front page) and "The Life of the Buddha" (back page) are due at the beginning of class on Friday.
Do Now, Wednesday 9-15:
Please answer both of the following questions:
Think about the civilization project you finished yesterday. What aspect of your civilization do you think is the most interesting and/or important for people to learn about?
What concept or idea from the river valley civilizations or the GRAPES did you find most difficult to understand or do you want to learn more about?
See you tomorrow,
--Mr. McCarl
We watched the following two-minute video on the basic spread of the five major religious traditions in class:
Remember, though, that the map in the video is somewhat misleading in that it disguises religious diversity and the presence of religious minorities; it only shows what the majority of people adhere to in different parts of the world. In short, the video is overgeneralized - it paints with a very broad brush. But it is a useful start.
Homework: Reading notes on the handout titled "Belief Systems" (front page) and "The Life of the Buddha" (back page) are due at the beginning of class on Friday.
Do Now, Wednesday 9-15:
Please answer both of the following questions:
Think about the civilization project you finished yesterday. What aspect of your civilization do you think is the most interesting and/or important for people to learn about?
What concept or idea from the river valley civilizations or the GRAPES did you find most difficult to understand or do you want to learn more about?
See you tomorrow,
--Mr. McCarl
APGEO: Quiz results: Vocab Quiz #1 (and corrections info.) and Middle America Map Quiz
First, a note on map quizzes: Because the vocab quizzes and unit tests cover the most essential material you will need to succeed on the AP exam, they are worth more than the map quizzes. The map quizzes will help you indirectly with the AP exam by strengthening your mental maps and preparing you to recognize maps on the test that show different parts of the world. To avoid having the map quizzes have a disproportional impact on your quiz grades, I've set up the grading system so that map quizzes are worth 10% of your final grade and general quizzes, tests, and FRQs (essay tests) are worth 40% of your final grade.
Unit I Vocab Quiz:
Class average: 81% (B-)
Top scorers: Caleb, Lawton, McKenzie
Corrections information: For each whole point (not half-points) deducted from your quiz, you can earn back half of the missed credit by (1) explaining the concept(s) in your own words that the question required you to understand and then (2) providing an example of the concept. If it is impossible to provide an example of the concept, explain it in more depth or apply the concept to a problem in geography or in life. Let me know if you have any questions about this!
If the students who scored around 14/20 (still not a terrible score on a difficult quiz) made complete corrections, they could raise their grades to 17/20, an 85% B.
Please note: the option to make corrections will NOT be offered on every quiz/test. It will never be offered for map quizzes, for example. I stated in class today that if you ever come to class on a map quiz day and feel totally unprepared for the quiz, then you can take it the following day with a 10% deduction in your score.
Middle America Map Quiz:
Please note: I forgot to include a section on the quiz on the basic geographical features of Middle America, so I will include questions about these on the South America map quiz next Friday (9/24).
Class average: 99% (A+)
GREAT WORK! Congrats to students scoring over 100%: McKenzie, Caleb, Lawton, Sydney, and Danyel.
Homework:
-I will check your notes on the video "Power of Place #2" in class tomorrow (9/16). Please have notes on the reading on population by Friday (9/17). Corrections for vocab quiz #1 (optional) are due Monday (9/20). The Unit I final test will take place next Wednesday (9/22).
See you tomorrow,
--Mr. McCarl
Unit I Vocab Quiz:
Class average: 81% (B-)
Top scorers: Caleb, Lawton, McKenzie
Corrections information: For each whole point (not half-points) deducted from your quiz, you can earn back half of the missed credit by (1) explaining the concept(s) in your own words that the question required you to understand and then (2) providing an example of the concept. If it is impossible to provide an example of the concept, explain it in more depth or apply the concept to a problem in geography or in life. Let me know if you have any questions about this!
If the students who scored around 14/20 (still not a terrible score on a difficult quiz) made complete corrections, they could raise their grades to 17/20, an 85% B.
Please note: the option to make corrections will NOT be offered on every quiz/test. It will never be offered for map quizzes, for example. I stated in class today that if you ever come to class on a map quiz day and feel totally unprepared for the quiz, then you can take it the following day with a 10% deduction in your score.
Middle America Map Quiz:
Please note: I forgot to include a section on the quiz on the basic geographical features of Middle America, so I will include questions about these on the South America map quiz next Friday (9/24).
Class average: 99% (A+)
GREAT WORK! Congrats to students scoring over 100%: McKenzie, Caleb, Lawton, Sydney, and Danyel.
Homework:
-I will check your notes on the video "Power of Place #2" in class tomorrow (9/16). Please have notes on the reading on population by Friday (9/17). Corrections for vocab quiz #1 (optional) are due Monday (9/20). The Unit I final test will take place next Wednesday (9/22).
See you tomorrow,
--Mr. McCarl
Tuesday, September 14, 2010
APGEO: An opportunity to put your new Middle America geography knowledge to use:
Here is the song "Kokomo," a famous 70s hit by the Beach Boys that you may have heard.
"Aruba, Jamaica ooh I wanna take ya
To Bermuda, Bahama come on pretty mama
Key Largo, Montego baby why don't we go
Jamaica
off the Florida Keys
There's a place called Kokomo
That's where you wanna go to get away from it all
...
To Martinique, that Monserrat mystique
...
Port Au Prince I wanna catch a glimpse
Everybody knows
A little place like Kokomo
Now if you wanna go
And get away from it all
Go down to Kokomo
Aruba, Jamaica ooh I wanna take ya
To Bermuda, Bahama come on pretty mama
Key Largo, Montego baby why don't we go
Ooh i want to take you down to Kokomo
We'll get there fast
And then we'll take it slow
That's where we wanna go
Way down to Kokomo"
"Aruba, Jamaica ooh I wanna take ya
To Bermuda, Bahama come on pretty mama
Key Largo, Montego baby why don't we go
Jamaica
off the Florida Keys
There's a place called Kokomo
That's where you wanna go to get away from it all
...
To Martinique, that Monserrat mystique
...
Port Au Prince I wanna catch a glimpse
Everybody knows
A little place like Kokomo
Now if you wanna go
And get away from it all
Go down to Kokomo
Aruba, Jamaica ooh I wanna take ya
To Bermuda, Bahama come on pretty mama
Key Largo, Montego baby why don't we go
Ooh i want to take you down to Kokomo
We'll get there fast
And then we'll take it slow
That's where we wanna go
Way down to Kokomo"
Monday, September 13, 2010
ALL: IMPORTANT - new late/missing work policy
Students (and parents),
Unfortunately, not every student is turning in their work on time, and some students are not turning in their work at all. I want to remind you that you are in high school, and this is the real thing - this semester's grades will be a permanent feature on your high school transcript. Strong grades will give you more options when you apply to college in a few years; poor grades could reduce your options and be a significant obstacle as you apply to colleges. Please keep an eye on your long-term goals as you set your priorities on a day to day basis. Academic success must be your top priority; think of high school as your first full-time job.
Here is the new policy in my courses for late and missing assignments. Assignments turned in late (after I check them or collect them from the tray at the beginning of class on the day they are due) will earn 50% credit. So, if you get 4/7 on a reading notes assignment that is turned in late, your actual grade in the system will be the equivalent of 2/7. No late homework or classwork assignments will be accepted more than one calendar week after the due date; you will earn a zero for these assignments.
Exceptions: Quizzes, projects, and major assignments. If you miss a quiz due to absence, you MUST make it up immediately after school on Tuesday, Wednesday, or Thursday of the following week, or you will lose 10% of credit on that quiz (parent-validated emergency situations are the only exception). Projects turned in late will lose 10% of possible points each day they are late, up to half credit (50%). All quizzes, projects, and major assignments (generally defined as worth at least 20 points) are mandatory. A zero on a quiz or project could prevent you from passing the course.
New policy grace period: Because this is a new policy, I will accept late assignments from the first three weeks of school (8/23 through 9/13) for half credit until Monday, 9/20. After 9/20, all missing assignments from the first three weeks will become permanent zeroes.
Please email me with any questions or concerns. I will be emailing parents tonight or tomorrow if their student is missing more than one assignment.
Sincerely,
Mr. McCarl
Unfortunately, not every student is turning in their work on time, and some students are not turning in their work at all. I want to remind you that you are in high school, and this is the real thing - this semester's grades will be a permanent feature on your high school transcript. Strong grades will give you more options when you apply to college in a few years; poor grades could reduce your options and be a significant obstacle as you apply to colleges. Please keep an eye on your long-term goals as you set your priorities on a day to day basis. Academic success must be your top priority; think of high school as your first full-time job.
Here is the new policy in my courses for late and missing assignments. Assignments turned in late (after I check them or collect them from the tray at the beginning of class on the day they are due) will earn 50% credit. So, if you get 4/7 on a reading notes assignment that is turned in late, your actual grade in the system will be the equivalent of 2/7. No late homework or classwork assignments will be accepted more than one calendar week after the due date; you will earn a zero for these assignments.
Exceptions: Quizzes, projects, and major assignments. If you miss a quiz due to absence, you MUST make it up immediately after school on Tuesday, Wednesday, or Thursday of the following week, or you will lose 10% of credit on that quiz (parent-validated emergency situations are the only exception). Projects turned in late will lose 10% of possible points each day they are late, up to half credit (50%). All quizzes, projects, and major assignments (generally defined as worth at least 20 points) are mandatory. A zero on a quiz or project could prevent you from passing the course.
New policy grace period: Because this is a new policy, I will accept late assignments from the first three weeks of school (8/23 through 9/13) for half credit until Monday, 9/20. After 9/20, all missing assignments from the first three weeks will become permanent zeroes.
Please email me with any questions or concerns. I will be emailing parents tonight or tomorrow if their student is missing more than one assignment.
Sincerely,
Mr. McCarl
ENRICHED + HONORS: Homework, Monday 9/13 and Tuesday 9/14
No Do Now today. Students are presenting their GRAPES / Ancient River Valleys Civilizations projects, which they completed in class last week and finished over the weekend if necessary.
For students' and parents' reference, the following PDF documents are the directions for the project and the rubric I am using to grade the project:
GRAPES / Ancient River Valley Civilizations Project Directions
GRAPES / Ancient River Valley Civilizations Project Rubric
See you tomorrow,
--Mr. McCarl
For students' and parents' reference, the following PDF documents are the directions for the project and the rubric I am using to grade the project:
GRAPES / Ancient River Valley Civilizations Project Directions
GRAPES / Ancient River Valley Civilizations Project Rubric
Honors World History students: I handed out the reading entitled "Key Theme 7: Spiritual Life and Moral Codes" today. It is the first reading of our two-week unit on religion. I will check reading notes on Thursday.
See you tomorrow,
--Mr. McCarl
Friday, September 10, 2010
APGEO: Speaking of maps and the Middle and South America region quizzes...
Check out the picture on this week's cover of The Economist magazine:
Is this map "wrong"? Why does it surprise you? Who says that the "North" has to be on top and the "South" has to be on the bottom of maps? After all, the Earth is a sphere....
Here is the accompanying article in the magazine: "Nobody's backyard: Latin America's new promise - and the need for a new attitude north of the Rio Grande": http://www.economist.com/node/16990967?story_id=16990967
Is this map "wrong"? Why does it surprise you? Who says that the "North" has to be on top and the "South" has to be on the bottom of maps? After all, the Earth is a sphere....
Here is the accompanying article in the magazine: "Nobody's backyard: Latin America's new promise - and the need for a new attitude north of the Rio Grande": http://www.economist.com/node/16990967?story_id=16990967
ALL: Weekend extra credit opportunity - 9/11 documentaries and virtual museums
Students,
Tomorrow is the 9th anniversary of the terrorist attacks on New York and Washington on September 11, 2001. I encourage you all to spend some time learning more about this extremely important event in American history and world history.
Many television stations are showing documentaries about the event, and many news sites are featuring online multimedia documentaries as well. If you watch a documentary or work through a multimedia exhibit on a reputable national or international news website, you can write about what you learn for extra credit.
What you will need to turn in for credit: What you watched or looked at online as well as the time and channel or URL (web address); notes covering important points and new information taken during the documentary (or while exploring an online feature); and a 1-2 paragraph reflection on what you learned and how you felt while watching the documentary or going through the online feature. If you choose to use an online resource and NOT watch a documentary, you should spend around one hour minimum exploring the website.
NOT acceptable options: programs or websites about 9/11 conspiracy theories.
Acceptable options (not necessarily a complete list - email if you have questions):
Television:
Saturday, September 11 on the History Channel:
8 pm: Hotel Ground Zero
9 pm: Witness to 9/11: 102 Minutes that Changed America (recommended)
11 pm: Zero Hour: The Last Hour of Flight 11
Online:
New York Times special feature: http://www.nytimes.com/pages/nyregion/nyregionspecial3/index.html
History Channel: 9-11 Attacks - 102 Minutes that Changed America: http://www.history.com/interactives/witness-to-911
PBS - News Hour with Jim Lehrer: Life After 9-11 - http://video.pbs.org/feature/99/ and http://www.pbs.org/newshour/extra/features/after911/
NPR: Voices of Reflection (from 9-11-02; keep in mind that a lot has happened since then!): http://www.npr.org/news/specials/091102reflections/
Washington Post: Coverage of September 11, 2001 (mostly written in the weeks after the attacks): http://www.washingtonpost.com/wp-dyn/content/linkset/2006/03/30/LI2006033000769.html
BBC (British): America's Day of Terror: http://news.bbc.co.uk/hi/english/static/in_depth/americas/2001/day_of_terror/
Tomorrow is the 9th anniversary of the terrorist attacks on New York and Washington on September 11, 2001. I encourage you all to spend some time learning more about this extremely important event in American history and world history.
Many television stations are showing documentaries about the event, and many news sites are featuring online multimedia documentaries as well. If you watch a documentary or work through a multimedia exhibit on a reputable national or international news website, you can write about what you learn for extra credit.
What you will need to turn in for credit: What you watched or looked at online as well as the time and channel or URL (web address); notes covering important points and new information taken during the documentary (or while exploring an online feature); and a 1-2 paragraph reflection on what you learned and how you felt while watching the documentary or going through the online feature. If you choose to use an online resource and NOT watch a documentary, you should spend around one hour minimum exploring the website.
NOT acceptable options: programs or websites about 9/11 conspiracy theories.
Acceptable options (not necessarily a complete list - email if you have questions):
Television:
Saturday, September 11 on the History Channel:
8 pm: Hotel Ground Zero
9 pm: Witness to 9/11: 102 Minutes that Changed America (recommended)
11 pm: Zero Hour: The Last Hour of Flight 11
Online:
New York Times special feature: http://www.nytimes.com/pages/nyregion/nyregionspecial3/index.html
History Channel: 9-11 Attacks - 102 Minutes that Changed America: http://www.history.com/interactives/witness-to-911
PBS - News Hour with Jim Lehrer: Life After 9-11 - http://video.pbs.org/feature/99/ and http://www.pbs.org/newshour/extra/features/after911/
NPR: Voices of Reflection (from 9-11-02; keep in mind that a lot has happened since then!): http://www.npr.org/news/specials/091102reflections/
Washington Post: Coverage of September 11, 2001 (mostly written in the weeks after the attacks): http://www.washingtonpost.com/wp-dyn/content/linkset/2006/03/30/LI2006033000769.html
BBC (British): America's Day of Terror: http://news.bbc.co.uk/hi/english/static/in_depth/americas/2001/day_of_terror/
APGEO: Homework, Do Now, and Unit I resources, Friday 9-10
Homework:
1. Be prepared to discuss the De Blij reading "Reading Maps and Facing Threats" on Tuesday after our vocabulary quiz. We will watch the "Power of Place #2" video either after the De Blij discussion on Tuesday or after the Middle America Map Quiz on Wednesday.
2. Prepare for Tuesday's vocabulary quiz. You should know the Martha Sharma vocab list for unit I backwards and forwards. You should be especially comfortable with the definitions of the following terms, which you will need to apply to real-life examples or explain in depth: -Cultural vs. natural landscape; -Different forms of diffusion; absolute vs. relative distance, location, and direction; formal, informal, and vernacular regions; friction of distance / distance decay (same concept); environmental determinism and possibilism.
3. Prepare for Wednesday's Middle America Map Quiz. The format will be the same as the North America Map Quiz. Be sure to study the handout on basic geographical principles of Middle America as well as all of the countries, cities, and landforms on the De Blij website. For practice, use the De Blij map quiz website and your Goode's World Atlas. I recommend studying using a variety of printed maps and online websites - the approach of studying the same content through several methods is known as the "Multiple-track attack," and it is very useful. Here are a few more links to online Middle/Central America map games:
http://www.lizardpoint.com/fun/geoquiz/centralamquiz.html
http://www.sheppardsoftware.com/South_America_Geography.htm
http://www.yourchildlearns.com/mappuzzle/central-america-puzzle.html
4. Begin thinking about and studying for the Unit I test (week after next), which will consist of multiple choice questions similar to those you will find on the AP test. Our unit tests may be the most challenging component of our course. Here a few general resources to review Unit I:
-http://bcs.wiley.com/he-bcs/Books?action=chapter&bcsId=1208&itemId=0471441074&chapterId=1256
-http://wps.prenhall.com/esm_rubenstein_humangeo_8/20/5323/1362727.cw/index.html
Next week, we will begin transitioning away from Unit I (general geography concepts) and into Unit II (population, demography, and economic development). You are all doing great work! Practice good study habits this weekend - don't procrastinate or cram.
Have a great weekend,
--Mr. McCarl
Do Now, Friday 9-10:
1. Draw a diagram displaying each of the following types of diffusion, and come up with your own example of each:
A. Relocation diffusion; B. expansion diffusion (break into contagious, hierarchical, & stimulus)
2. Write a sentence predicting how a place’s distance from the source of a trait or idea affects how long it takes that place to adopt the trait or idea.
1. Be prepared to discuss the De Blij reading "Reading Maps and Facing Threats" on Tuesday after our vocabulary quiz. We will watch the "Power of Place #2" video either after the De Blij discussion on Tuesday or after the Middle America Map Quiz on Wednesday.
2. Prepare for Tuesday's vocabulary quiz. You should know the Martha Sharma vocab list for unit I backwards and forwards. You should be especially comfortable with the definitions of the following terms, which you will need to apply to real-life examples or explain in depth: -Cultural vs. natural landscape; -Different forms of diffusion; absolute vs. relative distance, location, and direction; formal, informal, and vernacular regions; friction of distance / distance decay (same concept); environmental determinism and possibilism.
3. Prepare for Wednesday's Middle America Map Quiz. The format will be the same as the North America Map Quiz. Be sure to study the handout on basic geographical principles of Middle America as well as all of the countries, cities, and landforms on the De Blij website. For practice, use the De Blij map quiz website and your Goode's World Atlas. I recommend studying using a variety of printed maps and online websites - the approach of studying the same content through several methods is known as the "Multiple-track attack," and it is very useful. Here are a few more links to online Middle/Central America map games:
http://www.lizardpoint.com/fun/geoquiz/centralamquiz.html
http://www.sheppardsoftware.com/South_America_Geography.htm
http://www.yourchildlearns.com/mappuzzle/central-america-puzzle.html
4. Begin thinking about and studying for the Unit I test (week after next), which will consist of multiple choice questions similar to those you will find on the AP test. Our unit tests may be the most challenging component of our course. Here a few general resources to review Unit I:
-http://bcs.wiley.com/he-bcs/Books?action=chapter&bcsId=1208&itemId=0471441074&chapterId=1256
-http://wps.prenhall.com/esm_rubenstein_humangeo_8/20/5323/1362727.cw/index.html
Next week, we will begin transitioning away from Unit I (general geography concepts) and into Unit II (population, demography, and economic development). You are all doing great work! Practice good study habits this weekend - don't procrastinate or cram.
Have a great weekend,
--Mr. McCarl
Do Now, Friday 9-10:
1. Draw a diagram displaying each of the following types of diffusion, and come up with your own example of each:
A. Relocation diffusion; B. expansion diffusion (break into contagious, hierarchical, & stimulus)
2. Write a sentence predicting how a place’s distance from the source of a trait or idea affects how long it takes that place to adopt the trait or idea.
HONORS: Do Now and homework, Friday 9-10
Today was the last day of in-class work time for projects. I hope you used the extensive work time provided wisely and have minimal work to do this weekend.
Homework:
1. If you checked out a textbook from me, you MUST return it before the start of school on Monday!
2. Reading notes on the reading packet "Early Cities" are due Monday (1st hour) or Tuesday (2nd and 7th hours). Don't forget about the start of block scheduling on Monday!
3. Finish your projects and come to class ready to present on Monday (1st hour) or Tuesday (2nd and 7th hours). I will give students 10 minutes at the start of class on Monday/Tuesday to get organized and put last-minute finishing touches on their projects. At exactly 10 minutes after the start of class, all projects will be collected and then presentations will begin.
Remember that students who talk during another group's presentation will lose points every time it happens.
Do Now, Friday 9-10:
"Using your prior knowledge, choose three of the GRAPES categories and analyze the present-day United States, just as if you were doing your project on it.
Reminder: GRAPES = Geography; Religion; Achievements; Politics; Economics; Social Structures."
NOTE: On our next quiz, you will need to know basic information about each of the four ancient river valley civilizations (Sumer, Egypt, India, China) and you will also have to be able to define and provide examples for each of the GRAPES topics.
Have a great weekend!
--Mr. McCarl
Homework:
1. If you checked out a textbook from me, you MUST return it before the start of school on Monday!
2. Reading notes on the reading packet "Early Cities" are due Monday (1st hour) or Tuesday (2nd and 7th hours). Don't forget about the start of block scheduling on Monday!
3. Finish your projects and come to class ready to present on Monday (1st hour) or Tuesday (2nd and 7th hours). I will give students 10 minutes at the start of class on Monday/Tuesday to get organized and put last-minute finishing touches on their projects. At exactly 10 minutes after the start of class, all projects will be collected and then presentations will begin.
Remember that students who talk during another group's presentation will lose points every time it happens.
Do Now, Friday 9-10:
"Using your prior knowledge, choose three of the GRAPES categories and analyze the present-day United States, just as if you were doing your project on it.
Reminder: GRAPES = Geography; Religion; Achievements; Politics; Economics; Social Structures."
NOTE: On our next quiz, you will need to know basic information about each of the four ancient river valley civilizations (Sumer, Egypt, India, China) and you will also have to be able to define and provide examples for each of the GRAPES topics.
Have a great weekend!
--Mr. McCarl
ENRICHED: Homework and Do Now, Friday 9-10
Today was the last day of in-class work time for projects. I hope you used the extensive work time provided wisely and have minimal work to do this weekend.
Homework: Finish your projects and come to class ready to present on Monday (5th hour) or Tuesday (6th hour). Don't forget about the start of block scheduling on Monday! I will give students 10 minutes at the start of class on Monday/Tuesday to get organized and put last-minute finishing touches on their projects. At exactly 10 minutes after the start of class, all projects will be collected and then presentations will begin.
Remember that students who were off-task during in-class work time have already lost points; students who talk during another group's presentation will lose points every time it happens.
Do Now, Friday 9-10:
"Using your prior knowledge, choose three of the GRAPES categories and analyze the present-day United States, just as if you were doing your project on it.
Reminder: GRAPES = Geography; Religion; Achievements; Politics; Economics; Social Structures."
NOTE: On our next quiz, you will need to know basic information about each of the four ancient river valley civilizations (Sumer, Egypt, India, China) and you will also have to be able to define and provide examples for each of the GRAPES topics.
Have a great weekend!
--Mr. McCarl
Homework: Finish your projects and come to class ready to present on Monday (5th hour) or Tuesday (6th hour). Don't forget about the start of block scheduling on Monday! I will give students 10 minutes at the start of class on Monday/Tuesday to get organized and put last-minute finishing touches on their projects. At exactly 10 minutes after the start of class, all projects will be collected and then presentations will begin.
Remember that students who were off-task during in-class work time have already lost points; students who talk during another group's presentation will lose points every time it happens.
Do Now, Friday 9-10:
"Using your prior knowledge, choose three of the GRAPES categories and analyze the present-day United States, just as if you were doing your project on it.
Reminder: GRAPES = Geography; Religion; Achievements; Politics; Economics; Social Structures."
NOTE: On our next quiz, you will need to know basic information about each of the four ancient river valley civilizations (Sumer, Egypt, India, China) and you will also have to be able to define and provide examples for each of the GRAPES topics.
Have a great weekend!
--Mr. McCarl
Wednesday, September 8, 2010
APGEO: Do Now, vocab notes, and homework, Wednesday 9-8
Homework: Reading notes on De Blij's "Reading maps and facing threats" are due Friday (deadline extended!). We have a vocabulary quiz on Unit I vocab Friday - start studying now if you haven't already!
We discussed the "How to Lie with Maps" reading in class today. We also discussed the following vocabulary/concepts:
-Thematic maps
-Node (= "focal point" of a region or connector of a network)
-Formal vs. functional regions
-Distortion (in maps)
-Differences between maps and actual landscapes
Below you will find a few webpages to read or skim to help reinforce some of the concepts we are discussing. Remember that this is a college-level course and you need to take responsibility for your own learning - this often means going beyond day-to-day assignments. Seek out additional help if you need it!
http://www.eoearth.org/article/region
http://www.una.edu/geography/statedepted/themes.html
http://www.nationalgeographic.com/xpeditions/standards/05/index.html
http://en.wikipedia.org/wiki/Region
Do Now, 9-8:
We discussed the "How to Lie with Maps" reading in class today. We also discussed the following vocabulary/concepts:
-Thematic maps
-Node (= "focal point" of a region or connector of a network)
-Formal vs. functional regions
-Distortion (in maps)
-Differences between maps and actual landscapes
Below you will find a few webpages to read or skim to help reinforce some of the concepts we are discussing. Remember that this is a college-level course and you need to take responsibility for your own learning - this often means going beyond day-to-day assignments. Seek out additional help if you need it!
http://www.eoearth.org/article/region
http://www.una.edu/geography/statedepted/themes.html
http://www.nationalgeographic.com/xpeditions/standards/05/index.html
http://en.wikipedia.org/wiki/Region
Do Now, 9-8:
HONORS: Homework, Wednesday 9-8
Homework due Monday: Read the handout called "Early Cities" - chapter six of Cynthia Stokes Brown's Big History - and prepare reading notes. This is a slightly longer reading and you may have project work to do over the weekend, so start early! Fight the urge to procrastinate.
No Do Now today. We will be working on our civilizations/GRAPES projects in class on Thursday and Friday; presentations will begin on Monday.
Below is the video on Sumer and Ancient Mesopotamia that we watched (in part) at the beginning of class today. Remember that Mesopotamia - a word meaning "between the rivers" (the Tigris and Euphrates) - is a term for the broader region in which Sumer, the world's first known civilization, was located. The semicircle of fertile land connecting the Nile river basin (ancient and modern Egypt) and the Tigris and Euphrates river basin (ancient Sumer and other civilizations, modern-day Iraq and surrounding countries) is known as the Fertile Crescent.
See you tomorrow,
--Mr. McCarl
No Do Now today. We will be working on our civilizations/GRAPES projects in class on Thursday and Friday; presentations will begin on Monday.
Below is the video on Sumer and Ancient Mesopotamia that we watched (in part) at the beginning of class today. Remember that Mesopotamia - a word meaning "between the rivers" (the Tigris and Euphrates) - is a term for the broader region in which Sumer, the world's first known civilization, was located. The semicircle of fertile land connecting the Nile river basin (ancient and modern Egypt) and the Tigris and Euphrates river basin (ancient Sumer and other civilizations, modern-day Iraq and surrounding countries) is known as the Fertile Crescent.
See you tomorrow,
--Mr. McCarl
ENRICHED: Homework, Wednesday 9-8
Homework due Thursday: Read the two-page handout (handed out on Wednesday) on different aspects of civilizations (job specialization, public works, etc.). On the back of the sheet, you will find a list of traits that are commonly thought to be indicators that a society is a "civilization." As reading notes, please rewrite this list on a separate sheet of lined paper, give a definition in your own words of each trait as well as two or three examples of each trait.
No Do Now today. We will be working on our civilizations/GRAPES projects in class on Thursday and Friday; presentations will begin on Monday.
Below is the video on Sumer and Ancient Mesopotamia that we watched (in part) at the beginning of class today. Remember that Mesopotamia - a word meaning "between the rivers" (the Tigris and Euphrates) - is a term for the broader region in which Sumer, the world's first known civilization, was located. The semicircle of fertile land connecting the Nile river basin (ancient and modern Egypt) and the Tigris and Euphrates river basin (ancient Sumer and other civilizations, modern-day Iraq and surrounding countries) is known as the Fertile Crescent.
See you tomorrow,
--Mr. McCarl
No Do Now today. We will be working on our civilizations/GRAPES projects in class on Thursday and Friday; presentations will begin on Monday.
Below is the video on Sumer and Ancient Mesopotamia that we watched (in part) at the beginning of class today. Remember that Mesopotamia - a word meaning "between the rivers" (the Tigris and Euphrates) - is a term for the broader region in which Sumer, the world's first known civilization, was located. The semicircle of fertile land connecting the Nile river basin (ancient and modern Egypt) and the Tigris and Euphrates river basin (ancient Sumer and other civilizations, modern-day Iraq and surrounding countries) is known as the Fertile Crescent.
See you tomorrow,
--Mr. McCarl
Tuesday, September 7, 2010
APGEO: Homework Tuesday 9/7
I checked reading notes on the reading "How to Lie With Maps" today and handed out the next reading - De Blij's "Reading Maps and Facing Threats" (from his book Why Geography Matters). We will discuss the "How to Lie with Maps" reading tomorrow and the De Blij reading on Thursday. Reading notes on the De Blij reading will also be checked Thursday.
Upcoming quizzes/tests:
Friday, 9/10 - Quiz on Unit I vocabulary in Martha Sharma's list. By the way, here is a must-download Word document of the Sharma vocab lists - with basic definitions - for every unit covered on the AP test. Be careful, though, as the definitions were written or compiled by other AP students; you'll want to double check them against other sources. Please remember that on all tests and quizzes, you'll need to understand and be able to apply each term - not just know the definition. Specifically, you should be able to explain each term in your own words, recognize an appropriate use of the term, and provide examples of the term. You should practice explaining geography concepts using the new vocabulary we are learning rather than using everyday language - this is a surefire path to success on the FRQs (Free Response Questions) on the AP Exam.
Wednesday, 9/15 - Middle America map quiz
Friday, 9/17 (approximately) - Unit 1 test
Friday, 9/24 - South America map quiz
Vocabulary we covered today:
-Reviewed the terms "absolute distance"/"relative distance" as well as "absolute location"/"relative location." If you are still unclear about these terms, do some additional research online and in the vocabulary packet, and ask me about them ASAP.
-GIS and Remote Sensing
-Natural landscape vs. cultural landscape (a.k.a. "built landscape"), and what we can learn about a place by looking at maps or images that display each of these. Please take a look at this slideshow, which covers these terms in greater depth.
Upcoming quizzes/tests:
Friday, 9/10 - Quiz on Unit I vocabulary in Martha Sharma's list. By the way, here is a must-download Word document of the Sharma vocab lists - with basic definitions - for every unit covered on the AP test. Be careful, though, as the definitions were written or compiled by other AP students; you'll want to double check them against other sources. Please remember that on all tests and quizzes, you'll need to understand and be able to apply each term - not just know the definition. Specifically, you should be able to explain each term in your own words, recognize an appropriate use of the term, and provide examples of the term. You should practice explaining geography concepts using the new vocabulary we are learning rather than using everyday language - this is a surefire path to success on the FRQs (Free Response Questions) on the AP Exam.
Wednesday, 9/15 - Middle America map quiz
Friday, 9/17 (approximately) - Unit 1 test
Friday, 9/24 - South America map quiz
Vocabulary we covered today:
-Reviewed the terms "absolute distance"/"relative distance" as well as "absolute location"/"relative location." If you are still unclear about these terms, do some additional research online and in the vocabulary packet, and ask me about them ASAP.
-GIS and Remote Sensing
-Natural landscape vs. cultural landscape (a.k.a. "built landscape"), and what we can learn about a place by looking at maps or images that display each of these. Please take a look at this slideshow, which covers these terms in greater depth.
HONORS: Homework Tuesday 9/7
Homework due tomorrow (Wednesday): Read the two-page handout entitled "What is Civilization?" and create reading notes to turn in Wednesday. Your reading notes should focus on different definitions that have been offered for the term "civilization" as well as different traits (characteristics) that different historians have argued are essential parts of civilizations.
No Do Now today. We will be working on our civilizations/GRAPES projects in class for at least Wednesday and Thursday, and probably Friday as well.
No Do Now today. We will be working on our civilizations/GRAPES projects in class for at least Wednesday and Thursday, and probably Friday as well.
ENRICHED: Homework Tuesday 9/7
Homework due Thursday: Read the two-page handout on different aspects of civilizations (job specialization, public works, etc.). On the back of the sheet, you will find a list of traits that are commonly thought to be indicators that a society is a "civilization." As reading notes, please rewrite this list on a separate sheet of lined paper, give a definition in your own words of each trait as well as two or three examples of each trait.
No Do Now today. We will be working on our civilizations/GRAPES projects in class for at least Wednesday and Thursday, and probably Friday as well.
No Do Now today. We will be working on our civilizations/GRAPES projects in class for at least Wednesday and Thursday, and probably Friday as well.
Monday, September 6, 2010
ENRICHED: Prehistory and the Rise of Civilizations quiz results - Enriched World History
Class averages and top scores for the Enriched World History classes on the Prehistory and the Rise of Civilizations quiz, which covered material we discussed in the first two weeks of school. The Enriched quiz was worth 26 points and included the opportunity to earn up to 5 extra credit points.
All hours:
Average score: 73% (C)
5th period:
Average score: 76% (C)
Top scores: Ryan, Mark, Nick, Christy, John, Aaron
6th period:
Average score: 71% (C-)
Top scores: Josh, Jake, Kaytlyn, Jonathan
If you scored a 20/26 or above, you are on the right track; if you scored below a 20/26, you may want to think about spending a bit more time studying for the next quiz. Whenever something is covered in class that you do not understand, please ask me a question to clarify it or see me before or after school so that we can discuss it one-on-one and make sure you understand the material.
We have also had some persistent disruptive behavior in 6th period, and I think that is reflected in the lower average quiz score. The more time we spend dealing with students who choose not to meet behavior expectations, the less time we spend learning and preparing for success in the course. Please remember that when you choose to disrupt the class or support another student's disruptiveness, you are hurting both yourself and your classmates. Let's work on helping each other meet high standards and staying focused on our goals.
I hope everyone had a wonderful Labor Day Weekend!
--Mr. McCarl
All hours:
Average score: 73% (C)
5th period:
Average score: 76% (C)
Top scores: Ryan, Mark, Nick, Christy, John, Aaron
6th period:
Average score: 71% (C-)
Top scores: Josh, Jake, Kaytlyn, Jonathan
If you scored a 20/26 or above, you are on the right track; if you scored below a 20/26, you may want to think about spending a bit more time studying for the next quiz. Whenever something is covered in class that you do not understand, please ask me a question to clarify it or see me before or after school so that we can discuss it one-on-one and make sure you understand the material.
We have also had some persistent disruptive behavior in 6th period, and I think that is reflected in the lower average quiz score. The more time we spend dealing with students who choose not to meet behavior expectations, the less time we spend learning and preparing for success in the course. Please remember that when you choose to disrupt the class or support another student's disruptiveness, you are hurting both yourself and your classmates. Let's work on helping each other meet high standards and staying focused on our goals.
I hope everyone had a wonderful Labor Day Weekend!
--Mr. McCarl
Sunday, September 5, 2010
APGEO: North America regional geography quiz results
GREAT work on the first map quiz! The AP Geography students had one week to prepare themselves (entirely outside of class time) to identify 29 physical features (mountain ranges, rivers, etc.), 30 major cities, and 63 states and provinces in the U.S. and Canada. It was a daunting task - I had no idea how they would do.
Here are the results. All of the following scores are before the addition of extra credit:
Class average: 95% (A)
Five students scored over 100%: Sydney, Lawton, Danyel, McKenzie, Caleb, Madison.
I am amazed by all of my students' work ethic and commitment to a challenging but fun course. Keep up the great work!
See you Tuesday,
--Mr. McCarl
Here are the results. All of the following scores are before the addition of extra credit:
Class average: 95% (A)
Five students scored over 100%: Sydney, Lawton, Danyel, McKenzie, Caleb, Madison.
I am amazed by all of my students' work ethic and commitment to a challenging but fun course. Keep up the great work!
See you Tuesday,
--Mr. McCarl
HONORS: Prehistory and the Rise of Civilizations quiz results - Honors World History
Class averages and top scores for the Honors World History classes on the Prehistory and the Rise of Civilizations quiz, which covered material we discussed in the first two weeks of school. The Honors quiz was worth 38 points and included the opportunity to earn up to four points of extra credit:
All hours:
Average score: 90% (A-)
GREAT start!
1st hour:
Average score: 85% (B)
Top scores: Lauren, Sam, Almira
2nd hour:
Average score: 95% (A)
Top scores - all over 100%: Anna, Danyel, Jessia, Sami, Tyler, Kyle, James, Sydney, Logan, Barrett
7th hour:
Average score: 86% (B)
Top scores: Keels, Chris, Tori
I am thoroughly impressed by all of you - great work! Have a wonderful Labor Day.
See you Tuesday,
--Mr. McCarl
All hours:
Average score: 90% (A-)
GREAT start!
1st hour:
Average score: 85% (B)
Top scores: Lauren, Sam, Almira
2nd hour:
Average score: 95% (A)
Top scores - all over 100%: Anna, Danyel, Jessia, Sami, Tyler, Kyle, James, Sydney, Logan, Barrett
7th hour:
Average score: 86% (B)
Top scores: Keels, Chris, Tori
I am thoroughly impressed by all of you - great work! Have a wonderful Labor Day.
See you Tuesday,
--Mr. McCarl
Thursday, September 2, 2010
APGEO: Homework and Do Now 9-2
Homework: Study for the North America regional geography quiz (tomorrow). Read and take notes "How to Lie with Maps" by Tuesday.
Things are going to start moving very quickly in this course. If you need more work on the concept of scale or any other concept we have discussed, PLEASE go out of your way to look up concepts that seem fuzzy to you online. I will continue to post useful online resources when they become available.
Do Now, 9-2:
(Disclaimer: These images are not mine - the slide was borrowed from another teacher's online materials and modified).
Things are going to start moving very quickly in this course. If you need more work on the concept of scale or any other concept we have discussed, PLEASE go out of your way to look up concepts that seem fuzzy to you online. I will continue to post useful online resources when they become available.
Do Now, 9-2:
(Disclaimer: These images are not mine - the slide was borrowed from another teacher's online materials and modified).
ENRICHED + HONORS: Do Now and homework, 9-2
Homework: Study for your quiz! Honors WH students: Please read and take notes on the packet on the features of civilization and Ancient Sumer by Tuesday (deadline extended).
I collected Do Nows in all classes today. If you did not turn yours in for whatever reason, I need it tomorrow!
Do Now, 9-2:
A story about a great flood that destroys the world occurs in both the story of Noah’s Ark in the Hebrew Bible (a.k.a. Old Testament) and in The Epic of Gilgamesh, a famous narrative poem composed in ancient Sumer.
Why do you think the story of a flood was a common theme in ancient literature and religion? Why might stories of floods have seemed interesting and important to listeners? What do you think ancient writers thought the “world” was? Think about what you know about the geography/location of the ancient civilizations of Sumer, Egypt, India, and China.
I collected Do Nows in all classes today. If you did not turn yours in for whatever reason, I need it tomorrow!
Do Now, 9-2:
A story about a great flood that destroys the world occurs in both the story of Noah’s Ark in the Hebrew Bible (a.k.a. Old Testament) and in The Epic of Gilgamesh, a famous narrative poem composed in ancient Sumer.
Why do you think the story of a flood was a common theme in ancient literature and religion? Why might stories of floods have seemed interesting and important to listeners? What do you think ancient writers thought the “world” was? Think about what you know about the geography/location of the ancient civilizations of Sumer, Egypt, India, and China.
ENRICHED + HONORS - World History prehistory and rise of civilizations study guide and Powerpoint presentation
Students,
I've uploaded copies of the powerpoint we took notes on this week as well as the Enriched and Honors quiz study guides for those who need them. Some pictures and formatting likely got lost in the upload process - sorry. When studying for your quiz, focus on the study guide for your class. Put in some quality study time tonight so that you are prepared for tomorrow!
Enriched + Honors World History - Prehistory and the Rise of Civilizations Powerpoint.
Enriched World History - Prehistory and the Rise of Civilizations Quiz Study guide.
Honors World History - Prehistory and the Rise of Civilizations Quiz Study Guide
I've uploaded copies of the powerpoint we took notes on this week as well as the Enriched and Honors quiz study guides for those who need them. Some pictures and formatting likely got lost in the upload process - sorry. When studying for your quiz, focus on the study guide for your class. Put in some quality study time tonight so that you are prepared for tomorrow!
Enriched + Honors World History - Prehistory and the Rise of Civilizations Powerpoint.
Enriched World History - Prehistory and the Rise of Civilizations Quiz Study guide.
Honors World History - Prehistory and the Rise of Civilizations Quiz Study Guide
Wednesday, September 1, 2010
ENRICHED: Homework and Do Now 9-1
Homework: Study for quiz on Friday.
I will collect Do Nows in all classes tomorrow, so please be prepared to turn them in.
Do Now:
“Civilization” can be defined as a “complex, highly organized social order.” Civilizations are often said to include things like organized governments, complex religions, job specialization (different people do different jobs), social classes (ranked groups within society – such as the rich and the poor), arts and architecture, and writing.
Please answer one or both of these questions:
- The term “civilization” comes from the Latin word civitas, meaning “city.” What do you think the development of the first cities had to do with the rise of civilization?
- Not everything about the rise of civilizations was a “good” thing. Can you predict any problems that humans faced in organized villages and cities that they had not faced as hunter-gatherers?
I will collect Do Nows in all classes tomorrow, so please be prepared to turn them in.
Do Now:
“Civilization” can be defined as a “complex, highly organized social order.” Civilizations are often said to include things like organized governments, complex religions, job specialization (different people do different jobs), social classes (ranked groups within society – such as the rich and the poor), arts and architecture, and writing.
Please answer one or both of these questions:
- The term “civilization” comes from the Latin word civitas, meaning “city.” What do you think the development of the first cities had to do with the rise of civilization?
- Not everything about the rise of civilizations was a “good” thing. Can you predict any problems that humans faced in organized villages and cities that they had not faced as hunter-gatherers?
HONORS: Homework and Do Now 9-1
Homework: Study for Friday's quiz. I also passed out a packet on traits of civilizations as well as on ancient Sumer, the world's first civilization; please prepare reading notes on this packet for Tuesday (deadline extended).
Do Now:
“Civilization” can be defined as a “complex, highly organized social order.” Civilizations are often said to include things like organized governments, complex religions, job specialization (different people do different jobs), social classes (ranked groups within society – such as the rich and the poor), arts and architecture, and writing.
Please answer one or both of these questions:
- The term “civilization” comes from the Latin word civitas, meaning “city.” What do you think the development of the first cities had to do with the rise of civilization?
- Not everything about the rise of civilizations was a “good” thing. Can you predict any problems that humans faced in organized villages and cities that they had not faced as hunter-gatherers?
Do Now:
“Civilization” can be defined as a “complex, highly organized social order.” Civilizations are often said to include things like organized governments, complex religions, job specialization (different people do different jobs), social classes (ranked groups within society – such as the rich and the poor), arts and architecture, and writing.
Please answer one or both of these questions:
- The term “civilization” comes from the Latin word civitas, meaning “city.” What do you think the development of the first cities had to do with the rise of civilization?
- Not everything about the rise of civilizations was a “good” thing. Can you predict any problems that humans faced in organized villages and cities that they had not faced as hunter-gatherers?
APGEO: Homework and Do Now 9-1
Homework: Read the packet entitled "How to Lie with Maps" by Monday. Regional/locational geography quiz on North America on Friday. Tomorrow in class, we will continue discussion of Unit I vocabulary and also discuss the "four traditions" of geography.
Do Now, 9/1: See picture below:
I will collect Do Nows for all classes tomorrow.
Do Now, 9/1: See picture below:
I will collect Do Nows for all classes tomorrow.
HONORS + ENRICHED: Map of ancient civilizations
Honors & Enriched World History students,
Don't forget to study for the map portion of Friday's quiz. The exact places you need to know are listed on your study packet (passed out Monday). The main thing is that you need to know:
-The names and locations of the seven continents and four oceans;
-Where the ancient river valley civilizations (Sumer, Egypt, Indus, China) are located;
-What river goes through each ancient civilization.
For the honors students, the list is a bit longer and includes a few key cities and surrounding bodies of water - be sure to check the study guide.
For those who want to learn more about a topic we are studying, this site has a lot of extremely helpful links to YouTube videos, readings, and other resources on World History topics. Units 1 and 2 cover material that we have worked on so far or will be working on next week.
See you tomorrow,
--Mr. McCarl
Don't forget to study for the map portion of Friday's quiz. The exact places you need to know are listed on your study packet (passed out Monday). The main thing is that you need to know:
-The names and locations of the seven continents and four oceans;
-Where the ancient river valley civilizations (Sumer, Egypt, Indus, China) are located;
-What river goes through each ancient civilization.
For the honors students, the list is a bit longer and includes a few key cities and surrounding bodies of water - be sure to check the study guide.
For those who want to learn more about a topic we are studying, this site has a lot of extremely helpful links to YouTube videos, readings, and other resources on World History topics. Units 1 and 2 cover material that we have worked on so far or will be working on next week.
See you tomorrow,
--Mr. McCarl
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