I noticed a very clear, and sharp, divide in these results between students who took the time to study thoroughly, and those who did not. Please remember that test scores account for 40% of one's grade in Enriched World History; it is essential that all students (a) use the study guide handed out to study for the test by making flash cards, foldables, or another method; and (b) complete thorough reading notes and use each reading assignment as an essential study tool rather than rushing through it to get the points for the assignment.
There was a 2-point (7%) curve on this test.
5th hour
Class average: 79% (C+)
Top scorers: Christy, Bobby, Aris (all over 100%)
6th hour
Class average: 70% (C-)
Top scorers: Zak, Kaytlyn, Josh (all over 100%)
Correction opportunities will be available next week after all students who were absent have made up the test.
Thank you,
Mr. M
Wednesday, March 9, 2011
Friday, March 4, 2011
APGEO: Economic Geography Vocab Quiz Results
It was a tough test, but this was not our finest hour - please double check the time and effort you are putting in to the reading and vocabulary study for AP Geography. The AP test is right around the corner (May 13, 8 a.m.).
**Also, all students should start reviewing for the AP test individually using a test-prep book.**
Economic Geography Vocab Quiz results:
Class average: 75% (C)
Top scorers: Caleb, Danyel, Matt, Lawton
Upcoming due dates:
-Reading notes on Political Geography packet (it's big - start well in advance!) - Weds, 3/9
-Mother of All Map Quizzes - Fri, 3/11
-Corrections for Econ. Geo vocab quiz - Fri, 3/11
Have a great weekend,
Mr. M
**Also, all students should start reviewing for the AP test individually using a test-prep book.**
Economic Geography Vocab Quiz results:
Class average: 75% (C)
Top scorers: Caleb, Danyel, Matt, Lawton
Upcoming due dates:
-Reading notes on Political Geography packet (it's big - start well in advance!) - Weds, 3/9
-Mother of All Map Quizzes - Fri, 3/11
-Corrections for Econ. Geo vocab quiz - Fri, 3/11
Have a great weekend,
Mr. M
Thursday, March 3, 2011
ALL: Reminders and deadlines
World History - Upcoming deadlines:
In World History class, we have finished the Reformation and are beginning the Age of Exploration. In class today, we started our Influential People project; each student chose one influential person who lived during the years 1500-1800 to research.
Friday, 3/4 - Renaissance and Reformation Test (Tuesday, 3/8 for 6th hour)
Monday, 3/7 and Tuesday, 3/8 - Students should have five high-quality sources and their tables of sources for the Influential People Project complete by the end of the class period. After this, they will begin researching their person's time period using the sources they identified.
Wednesday, 3/9 - Reading notes due (handed out on Friday 3/4 after test)
Friday, 3/11 - Project research notes due (mostly completed in class during the week)
AP Human Geography - Upcoming deadlines:
Wednesday, 3/9 - Reading notes due (on Political Geography; handed out on Friday, 3/4)
Friday, 3/11 - "Mother of all map quizzes"; covers places on list handed out last week
See you tomorrow,
Mr. M
In World History class, we have finished the Reformation and are beginning the Age of Exploration. In class today, we started our Influential People project; each student chose one influential person who lived during the years 1500-1800 to research.
Friday, 3/4 - Renaissance and Reformation Test (Tuesday, 3/8 for 6th hour)
Monday, 3/7 and Tuesday, 3/8 - Students should have five high-quality sources and their tables of sources for the Influential People Project complete by the end of the class period. After this, they will begin researching their person's time period using the sources they identified.
Wednesday, 3/9 - Reading notes due (handed out on Friday 3/4 after test)
Friday, 3/11 - Project research notes due (mostly completed in class during the week)
AP Human Geography - Upcoming deadlines:
Wednesday, 3/9 - Reading notes due (on Political Geography; handed out on Friday, 3/4)
Friday, 3/11 - "Mother of all map quizzes"; covers places on list handed out last week
See you tomorrow,
Mr. M
Tuesday, February 22, 2011
ALL: Upcoming deadlines and reminders
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
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
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.
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