HONORS:
Thurs, 2/24: Age of Exploration reading notes due
Fri, 2/25: Jan. and Feb. Do Nows collected
Fri, 2/25: Middle Ages/Japan test corrections due
Weds, 3/2: ABSOLUTE LAST DAY TO TURN IN MISSING WORK FROM JAN. OR FEB.
Fri, 3/4: TEST: Renaissance and Reformation
ENRICHED:
Fri, 2/25: Age of Exploration reading notes due
Fri, 2/25: Jan. and Feb. Do Nows collected
Mon, 2/28: Middle Ages/Japan test corrections due
Weds, 3/2: ABSOLUTE LAST DAY TO TURN IN MISSING WORK FROM JAN. OR FEB.
Fri, 3/4: TEST: Renaissance and Reformation
APGEO:
Thurs, 2/24: Economic Geography presentations due
Friday, 2/25: Reading notes due (Economic Geography)
Weds, 3/2: Economic Geography vocab quiz
Weds, 3/2: ABSOLUTE LAST DAY TO TURN IN MISSING WORK FROM JAN. OR FEB.
Friday, 3/11: Mother of All Map Quizzes!
See you tomorrow,
Mr. M
Tuesday, February 22, 2011
ENRICHED + HONORS: Do Nows, January and February
I will be collecting Do Nows from January and February on Friday - this will be a 20 point assignment. Below, I have posted all the Do Nows in chronological order. Students must have no more than 1 Do Now missing for full credit. The length expectation for Do Nows is 5-7 sentences for Enriched and 7-10 sentences for Honors (unless the question says "list" or "brainstorm").
Full-credit responses should go beyond the bare minimum of effort - they should show evidence that the student has grappled with and attempted to understand the subject matter to the best of their ability, and they should make an argument (when applicable) that is backed up with reasons and evidence.
---
1-5-11:
Please write in your notes: “Middle Ages” = 476 A.D. - ~1400 A.D. = Europe from the fall of the Roman Empire to the Renaissance. Then, answer both of the following:
-The Middle Ages in Europe are sometimes called the “Dark Ages” or the “Age of Faith.” Connect each of these labels with something you know about this time period – what might each label suggest about the time period?
-During the Middle Ages, the Roman Catholic Church was the sole religious organization in Western Europe. What are some pros and cons of having one dominant religion (instead of religious diversity) in a society?
1-7-11:
What are some of the hardships you think that serfs faced during the Middle Ages? What restrictions did they have on their political freedom, mobility, and economic freedom (right to buy/sell/earn a living)?
1-14-11:
Please answer BOTH of the following:
In what ways do you think people’s religions, ideologies, or belief-systems can lead to conflict? Can they sometimes lead to peace?
Describe 1-2 interesting things you learned about the person or type of person from the Middle Ages you wrote your pen pal letter about.
1-18-11:
During the Crusades, tens of thousands of European Christian men left their families and traveled to wage war against Muslim communities in Spain and the Middle East. Around half of those who left never returned home.
Crusaders’ motives included: religious fervor (strong belief); desire for adventure or glory; and hope for wealth, riches, and land.
In a paragraph, explain the role that different motives might have played in driving the Crusaders’ actions. OR, put yourself in the shoes of one of the Crusaders - which reasons to join a crusade would you find most compelling?
1-19-11:
Please answer both of the following questions:
1. Brainstorm as many examples of Japanese culture and commerce as you can think of. (Think of: technology and technology companies; auto companies; anime; martial arts; food; sports; etc.)
2. Why do you think Japan is called the “land of the rising sun”?
1-25-11:
During the Tokugawa Era (1603-1868), Japan had a feudal system of government similar to that of Europe in the Middle Ages.
Who are the European counterparts of each of the following figures in Japanese feudalism?
Example: Shogun - military ruler of the country = similar to Europe’s Kings
Daimyo - local lords/landowners; similar to…
Samurai – privileged class of warriors who worked for the daimyo; similar to…
Merchants and artisans; similar to…
Peasants – tilled the Daimyo’s land; similar to…
1-26-11:
After the Tokugawa Shogun kicked out the Portuguese and began persecuting Japan’s Christians (who had been converted by the Portuguese missionaries), they sealed off the country to foreign trade and influence for around 200 years. This is a policy of extreme isolationism or autarky (total self-sufficiency).
What consequences do you think this isolation from the outside world may have had for Japan’s economy, technology, and culture?
2-7-11:
Please write the following in your class notes: The period of European history that followed the Middle Ages is called the Renaissance, a word meaning “rebirth.” The Renaissance overlaps with another period called the Reformation, in which Protestant Christianity was born. These two periods spanned around the years 1450-1650.
QUESTION: How do you think different areas of Europeans’ lives might have experienced a “rebirth” after the end of the Middle Ages? Predict possible changes in the areas of learning/thought/ideas, religion, technology and science, commerce/trade, government, exploration, etc.
2-10-11:
Thinking about the video we watched in class earlier this week as well as the reading you completed for today, write a paragraph on the following question:
How did the worldview of the Renaissance differ from the worldview of the Middle Ages? Provide specific examples.
2-14-11:
Please answer the following question, giving reasons for your response:
Why do you think so few scientific developments (in medicine, technology, etc.) occurred during the Middle Ages, but so many occurred during the Renaissance?
2-16-11:
What is meant by the term “Renaissance Man”? Why was Leonardo da Vinci considered to be a prime example of a Renaissance Man?
2-17-11:
Please answer both of the following:
Brainstorm the names or denominations (sects) of as many Christian churches in Durham (or your hometown) as you can think of. (Examples: Lutheran, Baptist, Catholic, etc.)
What are some reasons people might have for leaving their religious community and joining or starting a new one?
2-18-11:
What were some of the Reformers’ criticisms of the Catholic Church? Which of these criticisms do you think was the strongest/most powerful, and why?
Full-credit responses should go beyond the bare minimum of effort - they should show evidence that the student has grappled with and attempted to understand the subject matter to the best of their ability, and they should make an argument (when applicable) that is backed up with reasons and evidence.
---
1-5-11:
Please write in your notes: “Middle Ages” = 476 A.D. - ~1400 A.D. = Europe from the fall of the Roman Empire to the Renaissance. Then, answer both of the following:
-The Middle Ages in Europe are sometimes called the “Dark Ages” or the “Age of Faith.” Connect each of these labels with something you know about this time period – what might each label suggest about the time period?
-During the Middle Ages, the Roman Catholic Church was the sole religious organization in Western Europe. What are some pros and cons of having one dominant religion (instead of religious diversity) in a society?
1-7-11:
What are some of the hardships you think that serfs faced during the Middle Ages? What restrictions did they have on their political freedom, mobility, and economic freedom (right to buy/sell/earn a living)?
1-14-11:
Please answer BOTH of the following:
In what ways do you think people’s religions, ideologies, or belief-systems can lead to conflict? Can they sometimes lead to peace?
Describe 1-2 interesting things you learned about the person or type of person from the Middle Ages you wrote your pen pal letter about.
1-18-11:
During the Crusades, tens of thousands of European Christian men left their families and traveled to wage war against Muslim communities in Spain and the Middle East. Around half of those who left never returned home.
Crusaders’ motives included: religious fervor (strong belief); desire for adventure or glory; and hope for wealth, riches, and land.
In a paragraph, explain the role that different motives might have played in driving the Crusaders’ actions. OR, put yourself in the shoes of one of the Crusaders - which reasons to join a crusade would you find most compelling?
1-19-11:
Please answer both of the following questions:
1. Brainstorm as many examples of Japanese culture and commerce as you can think of. (Think of: technology and technology companies; auto companies; anime; martial arts; food; sports; etc.)
2. Why do you think Japan is called the “land of the rising sun”?
1-25-11:
During the Tokugawa Era (1603-1868), Japan had a feudal system of government similar to that of Europe in the Middle Ages.
Who are the European counterparts of each of the following figures in Japanese feudalism?
Example: Shogun - military ruler of the country = similar to Europe’s Kings
Daimyo - local lords/landowners; similar to…
Samurai – privileged class of warriors who worked for the daimyo; similar to…
Merchants and artisans; similar to…
Peasants – tilled the Daimyo’s land; similar to…
1-26-11:
After the Tokugawa Shogun kicked out the Portuguese and began persecuting Japan’s Christians (who had been converted by the Portuguese missionaries), they sealed off the country to foreign trade and influence for around 200 years. This is a policy of extreme isolationism or autarky (total self-sufficiency).
What consequences do you think this isolation from the outside world may have had for Japan’s economy, technology, and culture?
2-7-11:
Please write the following in your class notes: The period of European history that followed the Middle Ages is called the Renaissance, a word meaning “rebirth.” The Renaissance overlaps with another period called the Reformation, in which Protestant Christianity was born. These two periods spanned around the years 1450-1650.
QUESTION: How do you think different areas of Europeans’ lives might have experienced a “rebirth” after the end of the Middle Ages? Predict possible changes in the areas of learning/thought/ideas, religion, technology and science, commerce/trade, government, exploration, etc.
2-10-11:
Thinking about the video we watched in class earlier this week as well as the reading you completed for today, write a paragraph on the following question:
How did the worldview of the Renaissance differ from the worldview of the Middle Ages? Provide specific examples.
2-14-11:
Please answer the following question, giving reasons for your response:
Why do you think so few scientific developments (in medicine, technology, etc.) occurred during the Middle Ages, but so many occurred during the Renaissance?
2-16-11:
What is meant by the term “Renaissance Man”? Why was Leonardo da Vinci considered to be a prime example of a Renaissance Man?
2-17-11:
Please answer both of the following:
Brainstorm the names or denominations (sects) of as many Christian churches in Durham (or your hometown) as you can think of. (Examples: Lutheran, Baptist, Catholic, etc.)
What are some reasons people might have for leaving their religious community and joining or starting a new one?
2-18-11:
What were some of the Reformers’ criticisms of the Catholic Church? Which of these criticisms do you think was the strongest/most powerful, and why?
ENRICHED: Middle Ages / Japan test corrections
All test corrections are due no later than Monday for the Enriched classes. You must attach a copy of your original test to the corrections to receive credit - no exceptions!
As always, test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-For each matching question you are correcting, provide a definition of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer question you are correcting, rewrite your entire answer after researching the topic.
FORM A:
I. Matching
12. autarky
13. kimono
14. bushido
15. arable land
16. archipelago
17. daimyo
18. isolationism
19. kami
20. shrine
21. seppuku
22. tsunami
23. kanji
24. Nagasaki
25. samurai
III. Short Answer
26. Place the following events in the correct chronological order (earliest to latest). Then, select the option below that matches that order: (1)
I. Eastern Orthodox Church is created in Constantinople
II. Renaissance begins
III. Bubonic Plague
IV. Fall of the Roman Empire
Options:
a. I…II…III…IV
b. IV…III…I…II
c. I…IV…III…II
d. III…IV...II…I
e. IV…I…II…III
27. Using what you know about feudalism in Medieval Europe and Tokugawa Japan, describe, in 1-3 brief sentences each, the life, work, and obligations of four of the following five people: (4)
A. Sami the Serf
B. Kyree the Knight
C. Mason the Monk
D. Dylan the Daimyo
E. Sydney the Samurai
28. Explain, using specific examples and vocabulary words if possible, the role of the Roman Catholic Church in the life of Europeans in the Middle Ages. Include at least one potentially “positive” AND one potentially “negative” aspect of the Church’s activities at that time. (3)
FORM B:
1. Place the following events in the correct chronological order (earliest to latest). Then, select the option below that matches that order: (1)
I. Eastern Orthodox Church is created in Constantinople
II. Renaissance begins
III. Bubonic Plague
IV. Fall of the Roman Empire
Options:
a. I…II…III…IV
b. IV…III…I…II
c. I…IV…III…II
d. III…IV...II…I
e. IV…I…II…III
2. Using what you know about feudalism in Medieval Europe and Tokugawa Japan, describe, in 1-3 brief sentences each, the life, work, and obligations of four of the following five people: (4)
A. Sami the Serf
B. Kyree the Knight
C. Mason the Monk
D. Dylan the Daimyo
E. Sydney the Samurai
3. Explain, using specific examples and vocabulary words if possible, the role of the Roman Catholic Church in the life of Europeans in the Middle Ages. Include at least one potentially “positive” AND one potentially “negative” aspect of the Church’s activities at that time. (3)
Matching:
4. autarky
5. kimono
6. bushido
7. arable land
8. archipelago
9. daimyo
10. isolationism
11. kami
12. shrine
13. seppuku
14. tsunami
15. kanji
16. Nagasaki
17. samurai
More Matching:
18. Vatican
19. excommunication
20. Crusades
21. heresy
22. feudalism
23. vassals
24. tithe
25. Vikings
26. melee
27. serfs
28. chivalry
As always, test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-For each matching question you are correcting, provide a definition of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer question you are correcting, rewrite your entire answer after researching the topic.
FORM A:
I. Matching
- Vatican
- excommunication
- Crusades
- heresy
- feudalism
- vassals
- tithe
- Vikings
- melee
- serfs
- chivalry
12. autarky
13. kimono
14. bushido
15. arable land
16. archipelago
17. daimyo
18. isolationism
19. kami
20. shrine
21. seppuku
22. tsunami
23. kanji
24. Nagasaki
25. samurai
III. Short Answer
26. Place the following events in the correct chronological order (earliest to latest). Then, select the option below that matches that order: (1)
I. Eastern Orthodox Church is created in Constantinople
II. Renaissance begins
III. Bubonic Plague
IV. Fall of the Roman Empire
Options:
a. I…II…III…IV
b. IV…III…I…II
c. I…IV…III…II
d. III…IV...II…I
e. IV…I…II…III
27. Using what you know about feudalism in Medieval Europe and Tokugawa Japan, describe, in 1-3 brief sentences each, the life, work, and obligations of four of the following five people: (4)
A. Sami the Serf
B. Kyree the Knight
C. Mason the Monk
D. Dylan the Daimyo
E. Sydney the Samurai
28. Explain, using specific examples and vocabulary words if possible, the role of the Roman Catholic Church in the life of Europeans in the Middle Ages. Include at least one potentially “positive” AND one potentially “negative” aspect of the Church’s activities at that time. (3)
FORM B:
1. Place the following events in the correct chronological order (earliest to latest). Then, select the option below that matches that order: (1)
I. Eastern Orthodox Church is created in Constantinople
II. Renaissance begins
III. Bubonic Plague
IV. Fall of the Roman Empire
Options:
a. I…II…III…IV
b. IV…III…I…II
c. I…IV…III…II
d. III…IV...II…I
e. IV…I…II…III
2. Using what you know about feudalism in Medieval Europe and Tokugawa Japan, describe, in 1-3 brief sentences each, the life, work, and obligations of four of the following five people: (4)
A. Sami the Serf
B. Kyree the Knight
C. Mason the Monk
D. Dylan the Daimyo
E. Sydney the Samurai
3. Explain, using specific examples and vocabulary words if possible, the role of the Roman Catholic Church in the life of Europeans in the Middle Ages. Include at least one potentially “positive” AND one potentially “negative” aspect of the Church’s activities at that time. (3)
Matching:
4. autarky
5. kimono
6. bushido
7. arable land
8. archipelago
9. daimyo
10. isolationism
11. kami
12. shrine
13. seppuku
14. tsunami
15. kanji
16. Nagasaki
17. samurai
More Matching:
18. Vatican
19. excommunication
20. Crusades
21. heresy
22. feudalism
23. vassals
24. tithe
25. Vikings
26. melee
27. serfs
28. chivalry
Monday, February 21, 2011
ENRICHED + HONORS: Middle Ages unrest activity + link
1. Open your laptop and go to www.bbc.co.uk/news/world-12482311.
2. Create a spreadsheet in Excel, Calc, or Google Docs. Title your spreadsheet “Middle East Unrest.”
3. Create, research, and fill in the following columns:
Column A. Country (sort alphabetically)
Column B. Last name of leader
Column C. Leader’s # of years in power
Column D. Rate of people living in poverty in country.
Column E. Median age of population
Column F. % of people in country who are literate (literacy rate)
Column G. Youth unemployment rate
Column H. Government corruption score (out of 178)
Cell Formatting: Bold, center, and word-wrap column labels (top row); change all #s to whole #s (0 decimal points); change “rates” to percentage format.
Save your spreadsheet and show it to me when complete.
2. Create a spreadsheet in Excel, Calc, or Google Docs. Title your spreadsheet “Middle East Unrest.”
3. Create, research, and fill in the following columns:
Column A. Country (sort alphabetically)
Column B. Last name of leader
Column C. Leader’s # of years in power
Column D. Rate of people living in poverty in country.
Column E. Median age of population
Column F. % of people in country who are literate (literacy rate)
Column G. Youth unemployment rate
Column H. Government corruption score (out of 178)
Cell Formatting: Bold, center, and word-wrap column labels (top row); change all #s to whole #s (0 decimal points); change “rates” to percentage format.
Save your spreadsheet and show it to me when complete.
Monday, February 14, 2011
HONORS: Middle Ages / Japan test corrections info.
As always, test corrections offer students an opportunity to earn back up to half of the points they missed (excluding the map section) and dramatically improve their grade. Standards for test corrections are very high - "winging it" or rushing isn't enough; I have to see clear evidence that you have invested additional time in understanding the concept tested in order to give you credit.
-For each matching question you are correcting, provide a definition of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer question you are correcting, rewrite your entire answer after researching the topic.
I. Matching
II. More Matching
III. Short Answer
18. Place the following events in the correct chronological order (earliest to latest). Then, select the option below that matches that order: (1)
I. Eastern Orthodox Church is created in Constantinople
II. Renaissance begins
III. Bubonic Plague
IV. Fall of the Roman Empire
Options:
a. I…II…III…IV
b. IV…III…I…II
c. I…IV…III…II
d. III…IV...II…I
e. IV…I…II…III
19. Using what you know about feudalism in Medieval Europe and Tokugawa Japan, describe, in 1-3 brief sentences each, the life, work, and obligations of four of the following five people: (4)
A. Sami the Serf
B. Kyree the Knight
C. Mason the Monk
D. Dylan the Daimyo
E. Sydney the Samurai
20. Explain, using specific examples and vocabulary words if possible, the role of the Roman Catholic Church in the life of Europeans in the Middle Ages. Include at least one potentially “positive” AND one potentially “negative” aspect of the Church’s activities at that time. (3)
21. What are the two main religions of Japan? (2)
22. Briefly (a) describe the system of feudalism; then, (b) explain why feudalism might be partially responsible for some of the negative aspects of life in Medieval Europe and/or premodern Japan. Issues you might explain include: social and economic inequality; slow economic growth; disease and sanitation problems; lack of innovation in technology/art/etc.; the frequent occurrence of wars; etc. Try to use specific examples when possible. (3)
-For each matching question you are correcting, provide a definition of the key concept listed below as well as either (a) an extended explanation (more detail) of that concept or (b) an example of that concept.
-For each multiple choice question you are correcting, write the correct answer and explain why it is correct.
-For each short answer question you are correcting, rewrite your entire answer after researching the topic.
I. Matching
- Vatican
- excommunication
- Crusades
- heresy
- feudalism
- vassals
- tithe
- Vikings
- melee
- serfs
- William the Conquerer
- canon law
- Anglo-Saxons
- chivalry
- Charlemagne
II. More Matching
- autarky
- kimono
- Murasaki Shikibu
- bushido
- arable land
- Edo
- archipelago
- daimyo
- isolationism
- kami
- shrine
- Tokugawa Ieyasu
- seppuku
- tsunami
- kanji
- Nagasaki
- samurai
III. Short Answer
18. Place the following events in the correct chronological order (earliest to latest). Then, select the option below that matches that order: (1)
I. Eastern Orthodox Church is created in Constantinople
II. Renaissance begins
III. Bubonic Plague
IV. Fall of the Roman Empire
Options:
a. I…II…III…IV
b. IV…III…I…II
c. I…IV…III…II
d. III…IV...II…I
e. IV…I…II…III
19. Using what you know about feudalism in Medieval Europe and Tokugawa Japan, describe, in 1-3 brief sentences each, the life, work, and obligations of four of the following five people: (4)
A. Sami the Serf
B. Kyree the Knight
C. Mason the Monk
D. Dylan the Daimyo
E. Sydney the Samurai
20. Explain, using specific examples and vocabulary words if possible, the role of the Roman Catholic Church in the life of Europeans in the Middle Ages. Include at least one potentially “positive” AND one potentially “negative” aspect of the Church’s activities at that time. (3)
21. What are the two main religions of Japan? (2)
22. Briefly (a) describe the system of feudalism; then, (b) explain why feudalism might be partially responsible for some of the negative aspects of life in Medieval Europe and/or premodern Japan. Issues you might explain include: social and economic inequality; slow economic growth; disease and sanitation problems; lack of innovation in technology/art/etc.; the frequent occurrence of wars; etc. Try to use specific examples when possible. (3)
Friday, February 11, 2011
HONORS + ENRICHED: Renaissance Humanism Slideshow Assignment
Upcoming due dates:
Honors:
Renaissance Humanism slideshow - Monday, 2-14 (1st hr) / Tuesday, 2-15 (2nd, 7th hrs)
Big Era 6 reading notes - Wednesday, 2-16
Enriched:
Renaissance Humanism slideshow - Wednesday, 2-16
Reformation reading notes - Thursday, 2-17
Renaissance Humanism Slideshow Assignment Guidelines:
Read the first paragraph and bullet points about humanism on the sheet “Renaissance Humanism.”
Choose three of the seven Renaissance individuals listed on the handout to focus on. (You can do a fourth for extra credit)
Create a four-slide presentation. The first slide should be the title slide (“Renaissance Humanism”).
For the next three slides, each slide should feature one of the Renaissance individuals you chose. Research your individuals using the textbook and Internet.
On each slide, include your individual’s name, an image that represents humanism (if possible), and bullet points explaining how their work and life are examples of humanism.
DON'T FORGET:
-Cite all sources.
-Your images should be one of the writer/artist's works, not pictures of the artist.
-Your text on each slide must answer the question: "How is this person and their work an example of humanism?"
RENAISSANCE HUMANISM = held up Ancient Greece and Rome as models of human life and thought; focused on man (in the gender-neutral sense) and his intellectual powers; focused on individual worth and potential; focused on many secular (non-religious) aspects of life; and focused on the ideal of seeking fulfillment and meaning in daily life, not just in spiritual or religious life.
Have a great weekend,
Mr. M
Honors:
Renaissance Humanism slideshow - Monday, 2-14 (1st hr) / Tuesday, 2-15 (2nd, 7th hrs)
Big Era 6 reading notes - Wednesday, 2-16
Enriched:
Renaissance Humanism slideshow - Wednesday, 2-16
Reformation reading notes - Thursday, 2-17
Renaissance Humanism Slideshow Assignment Guidelines:
Read the first paragraph and bullet points about humanism on the sheet “Renaissance Humanism.”
Choose three of the seven Renaissance individuals listed on the handout to focus on. (You can do a fourth for extra credit)
Create a four-slide presentation. The first slide should be the title slide (“Renaissance Humanism”).
For the next three slides, each slide should feature one of the Renaissance individuals you chose. Research your individuals using the textbook and Internet.
On each slide, include your individual’s name, an image that represents humanism (if possible), and bullet points explaining how their work and life are examples of humanism.
DON'T FORGET:
-Cite all sources.
-Your images should be one of the writer/artist's works, not pictures of the artist.
-Your text on each slide must answer the question: "How is this person and their work an example of humanism?"
RENAISSANCE HUMANISM = held up Ancient Greece and Rome as models of human life and thought; focused on man (in the gender-neutral sense) and his intellectual powers; focused on individual worth and potential; focused on many secular (non-religious) aspects of life; and focused on the ideal of seeking fulfillment and meaning in daily life, not just in spiritual or religious life.
Have a great weekend,
Mr. M
Wednesday, February 9, 2011
APGEO: Agriculture vocab quiz results + upcoming deadlines
Class average: 79% C+
Top scorers: Sydney, Lawton, Mckenzie
Keep studying hard, and be sure to do quiz corrections to boost your grade!
Upcoming quizzes/deadlines - precise dates subject to change:
Fri, 2-11: Subsaharan Africa Map Quiz
Weds, 2-16: Reading notes due (Economic Geography II)
Thurs, 2-17: FRQ for quiz grade (Economic Geography)
Fri, 2-18: LAST MAP QUIZ! (Austral Realm)
Weds, 2-23: Reading notes due; Economic Geography Vocab Quiz
Thank you,
--Mr. M
Top scorers: Sydney, Lawton, Mckenzie
Keep studying hard, and be sure to do quiz corrections to boost your grade!
Upcoming quizzes/deadlines - precise dates subject to change:
Fri, 2-11: Subsaharan Africa Map Quiz
Weds, 2-16: Reading notes due (Economic Geography II)
Thurs, 2-17: FRQ for quiz grade (Economic Geography)
Fri, 2-18: LAST MAP QUIZ! (Austral Realm)
Weds, 2-23: Reading notes due; Economic Geography Vocab Quiz
Thank you,
--Mr. M
Monday, February 7, 2011
ENRICHED + HONORS: Homework, 2/7 and 2/8 + Test study activity
Three deadlines to remember for all World History students:
Wednesday, 2/9:
-Middle Ages Europe & Japan Test - including extra credit questions on current events
-HONORS: Renaissance reading notes due
Thursday, 2/10: ENRICHED: Renaissance reading notes due
Monday, 2/14: Last day to turn in Japan reading notes and scavenger hunt for late credit.
Japan/Middle Ages test review activity (completed in class today):
***PLEASE NOTE: This is not a comprehensive list of topics that will be covered on the test; please refer to the test study guide for more information.***
Please attempt to answer the following questions without looking at your study guide; if you get stuck, refer to the study guide. As a last resort, ask a partner or Mr. M for assistance.
-Sketch and label the four main islands of Japan. Then, indicate the approximate location of Tokyo, Kyoto, North and South Korea, Russia, and China.
-The period called the “Middle Ages” began and ended in approximately which years? -What events or periods came directly before and after the Middle Ages in Europe?
-Describe these features of life in the Middle Ages: Roman Catholic Church; Vikings; feudalism; crusades.
-Define the following: excommunication; tithe; heresy; convent.
-Who were: A. the Yamato clan; B. Murasaki Shikibu; C. Tokugawa Ieyasu; D. kami; E. the Shogun
-Define the following: archipelago; autarky; tsunami; arable land; bushido; daimyo; isolationism; seppuku; kimono.
Have a great day,
--Mr. M
Wednesday, 2/9:
-Middle Ages Europe & Japan Test - including extra credit questions on current events
-HONORS: Renaissance reading notes due
Thursday, 2/10: ENRICHED: Renaissance reading notes due
Monday, 2/14: Last day to turn in Japan reading notes and scavenger hunt for late credit.
Japan/Middle Ages test review activity (completed in class today):
***PLEASE NOTE: This is not a comprehensive list of topics that will be covered on the test; please refer to the test study guide for more information.***
Please attempt to answer the following questions without looking at your study guide; if you get stuck, refer to the study guide. As a last resort, ask a partner or Mr. M for assistance.
-Sketch and label the four main islands of Japan. Then, indicate the approximate location of Tokyo, Kyoto, North and South Korea, Russia, and China.
-The period called the “Middle Ages” began and ended in approximately which years? -What events or periods came directly before and after the Middle Ages in Europe?
-Describe these features of life in the Middle Ages: Roman Catholic Church; Vikings; feudalism; crusades.
-Define the following: excommunication; tithe; heresy; convent.
-Who were: A. the Yamato clan; B. Murasaki Shikibu; C. Tokugawa Ieyasu; D. kami; E. the Shogun
-Define the following: archipelago; autarky; tsunami; arable land; bushido; daimyo; isolationism; seppuku; kimono.
Have a great day,
--Mr. M
ENRICHED + HONORS: Homework, 2/7 + Test study activity
Three deadlines to remember for all World History students:
Wednesday, 2/9:
-Middle Ages Europe & Japan Test - including extra credit questions on current events
-HONORS: Renaissance reading notes due
Thursday, 2/10: ENRICHED: Renaissance reading notes due
Friday, 2/11: Last day to turn in Japan reading notes and scavenger hunt for late credit.
Wednesday, 2/9:
-Middle Ages Europe & Japan Test - including extra credit questions on current events
-HONORS: Renaissance reading notes due
Thursday, 2/10: ENRICHED: Renaissance reading notes due
Friday, 2/11: Last day to turn in Japan reading notes and scavenger hunt for late credit.
Tuesday, February 1, 2011
APGEO: Practice FRQ on agriculture, Agriculture vocab quiz, Subsaharan Africa map quiz
AP Geography students,
Updates and Reminders:
1. We will do a timed (25 minute) practice FRQ (free-response question) on a topic from the agricultural geography unit tomorrow (Weds) in class. Contrary to what I said yesterday, this will not count for a quiz grade - however, I expect you to take it seriously and do your best. Please prepare for it as you normally would by reviewing the reading packets and your notes on agricultural geography as well as the agricultural geography vocab.
On Friday, Ms. Lee will visit our class to coach you on FRQ strategy and provide feedback on these practice FRQs. She has a lot of experience as an AP teacher and official AP exam grader, and her feedback will be immensely useful to you.
2. Because of Ms. Lee's visit on Friday, we will push back the agricultural vocabulary quiz to Tuesday, 2/8. Please make sure you do whatever it takes to know and understand the agricultural geography unit backwards and forwards by then.
3. I will provide you with a set of reading notes on economic geography tomorrow, and these will be due Wednesday, 2/9. Please be sure you are taking your time and doing the reading thoroughly. In these reading notes, please include your top three questions you have about the reading or top three concepts from the reading you would like to discuss further in class.
4. We will take a map quiz on Subsaharan Africa next Thursday, 2/10. Here is the De Blij link (do a Google search if it doesn't work for you): http://bcs.wiley.com/he-bcs/Books?action=resource&bcsId=1208&itemId=0471441074&resourceId=1719. I will also hand out the "Geographical Features of Subsaharan Africa" sheet in class this week, so study that as well.
Thank you for your hard work - it is paying off!
--Mr. M
Updates and Reminders:
1. We will do a timed (25 minute) practice FRQ (free-response question) on a topic from the agricultural geography unit tomorrow (Weds) in class. Contrary to what I said yesterday, this will not count for a quiz grade - however, I expect you to take it seriously and do your best. Please prepare for it as you normally would by reviewing the reading packets and your notes on agricultural geography as well as the agricultural geography vocab.
On Friday, Ms. Lee will visit our class to coach you on FRQ strategy and provide feedback on these practice FRQs. She has a lot of experience as an AP teacher and official AP exam grader, and her feedback will be immensely useful to you.
2. Because of Ms. Lee's visit on Friday, we will push back the agricultural vocabulary quiz to Tuesday, 2/8. Please make sure you do whatever it takes to know and understand the agricultural geography unit backwards and forwards by then.
3. I will provide you with a set of reading notes on economic geography tomorrow, and these will be due Wednesday, 2/9. Please be sure you are taking your time and doing the reading thoroughly. In these reading notes, please include your top three questions you have about the reading or top three concepts from the reading you would like to discuss further in class.
4. We will take a map quiz on Subsaharan Africa next Thursday, 2/10. Here is the De Blij link (do a Google search if it doesn't work for you): http://bcs.wiley.com/he-bcs/Books?action=resource&bcsId=1208&itemId=0471441074&resourceId=1719. I will also hand out the "Geographical Features of Subsaharan Africa" sheet in class this week, so study that as well.
Thank you for your hard work - it is paying off!
--Mr. M
ENRICHED + HONORS: Participation, Premodern Civilizations GRAPES project, Japan/Middle Ages test
I apologize for not updating this blog as frequently in recent weeks - things have been quite hectic with midterm exam retakes, parent conferences, and end-of-semester grading.
There is one major deadline and one major test looming for all World History students - these are described below.
First, an important note on participation points. As we are now in our second semester and students have had plenty of time to acclimate themselves to expectations in World History class, I will be grading participation much more rigorously from now on. Every day, I am observing to see whether students are on-task and fully engaged with what they are supposed to be doing. Students have the opportunity to EARN up to 15 participation points each time I enter participation grades, but they cannot take any points for granted. Students who are repeatedly off-task, distracting others, unprepared for class, etc. will lose participation points. In the Honors class, participation counts for 10% of the student's grade in the course; in the Enriched class, participation counts for 20% of the grade.
Also, students are expected to bring their laptops, history binder, paper, and writing utensil to class every day. Students who have to leave class after the bell has rung to get these required materials will be marked tardy.
#1: Premodern Civilizations GRAPES Project - DUE Thursday, 2/3
Directions and rubric can be found here. No excuses related to technology, absent partners, etc. will be accepted. Please ask any last-minute questions you have on Wednesday and come to class prepared to (a) present and (b) turn in research notes on Thursday, 2/3.
#2: Medieval Europe and Premodern Japan Test - Wednesday, 2/9
We will have a substantial test on Medieval Europe and Premodern Japan next week Wednesday. Please start studying for this test now using this study guide, which was handed out in class today.
Have a great day,
Mr. M
There is one major deadline and one major test looming for all World History students - these are described below.
First, an important note on participation points. As we are now in our second semester and students have had plenty of time to acclimate themselves to expectations in World History class, I will be grading participation much more rigorously from now on. Every day, I am observing to see whether students are on-task and fully engaged with what they are supposed to be doing. Students have the opportunity to EARN up to 15 participation points each time I enter participation grades, but they cannot take any points for granted. Students who are repeatedly off-task, distracting others, unprepared for class, etc. will lose participation points. In the Honors class, participation counts for 10% of the student's grade in the course; in the Enriched class, participation counts for 20% of the grade.
Also, students are expected to bring their laptops, history binder, paper, and writing utensil to class every day. Students who have to leave class after the bell has rung to get these required materials will be marked tardy.
#1: Premodern Civilizations GRAPES Project - DUE Thursday, 2/3
Directions and rubric can be found here. No excuses related to technology, absent partners, etc. will be accepted. Please ask any last-minute questions you have on Wednesday and come to class prepared to (a) present and (b) turn in research notes on Thursday, 2/3.
#2: Medieval Europe and Premodern Japan Test - Wednesday, 2/9
We will have a substantial test on Medieval Europe and Premodern Japan next week Wednesday. Please start studying for this test now using this study guide, which was handed out in class today.
Have a great day,
Mr. M
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