Welcome to your 1st Flipped Unit in World History. You will be working on these assignments in class while looking over your notes prior to showing up. If you do all of these assignments (and get them correct) you will earn 85%, which is a B. If you want that A, you will have to choose to do one of the projects. Remember to keep busy during my class and stay focused. You have plenty of time to do all of the assignments. Everything is due on September 11th. I will NOT accept any late work. Your grade is up to YOU! Have fun!
Written Response--How is cultural diffusion different today?
This must be a minimum of 100 words and fully answer the question--Other questions that you might explore in your answer include: how has cultural diffusion changed? Is it better or worse today? Is cultural diffusion a good or bad thing--can it be both? I will use the school rubric to grade this assignment. Proper grammar, etc is REQUIRED!
Create a Pamphlet or Comparison Chart of Judaism, Hinduism, Buddhism, and Christianity.
This should include origination point, founder, holy book, key figures, and key ideas. You may do this on plain white paper or on the computer.
Interpret map of the spread of Christianity
Analyze the map and answer the questions from the document below:
Written Response--How is cultural diffusion different today?
This must be a minimum of 100 words and fully answer the question--Other questions that you might explore in your answer include: how has cultural diffusion changed? Is it better or worse today? Is cultural diffusion a good or bad thing--can it be both? I will use the school rubric to grade this assignment. Proper grammar, etc is REQUIRED!
Create a Pamphlet or Comparison Chart of Judaism, Hinduism, Buddhism, and Christianity.
This should include origination point, founder, holy book, key figures, and key ideas. You may do this on plain white paper or on the computer.
Interpret map of the spread of Christianity
Analyze the map and answer the questions from the document below:
spread_of_christianity_map.doc | |
File Size: | 252 kb |
File Type: | doc |
- What do you notice geographically about the areas where Christianity began (Is there something in common)?
- From those areas where did Christianity spread?
- Based on what you know about cultural diffusion, why was the Roman Empire important to the spread of Christianity?
- What sea lies to the east of Britain?
- What river links up with the Rhine River?
Closely analyze the article on the Magna Carta before answering the questions.
This assignment may be done with a partner.
Go to the Magna Carta Transcript at: http://www.bl.uk/magna-carta/articles/magna-carta-an-introduction . There's a button at the bottom of this page for a link. STOP reading at Short Term Effects!! Answer these close reading questions:
1. Who issued the Magna Carta and when?
2. What did the author mean when he/she stated that the Magna Carta was the "cornerstone of the British Constitution?"
3. What did the Magna Carta state about trials?
4. What did the document state about widows?
5. What happened to King John in 1209? What does that mean?
6. What was 1 difficult/interesting word in this text and what does it mean?
7. What is this text about? (BE SPECIFIC--don't just say, "The Magna Carta")
This assignment may be done with a partner.
Go to the Magna Carta Transcript at: http://www.bl.uk/magna-carta/articles/magna-carta-an-introduction . There's a button at the bottom of this page for a link. STOP reading at Short Term Effects!! Answer these close reading questions:
1. Who issued the Magna Carta and when?
2. What did the author mean when he/she stated that the Magna Carta was the "cornerstone of the British Constitution?"
3. What did the Magna Carta state about trials?
4. What did the document state about widows?
5. What happened to King John in 1209? What does that mean?
6. What was 1 difficult/interesting word in this text and what does it mean?
7. What is this text about? (BE SPECIFIC--don't just say, "The Magna Carta")
Explain Feudalism--You can write a 100 word summary, draw a mind map, create a picture, or whatever else you'd like to do as long as you clearly summarize what Feudalism is and the relationships between the people.
Analyze the chart of religions in the world. Answer the corresponding questions.
religion_chart.doc | |
File Size: | 47 kb |
File Type: | doc |
Watch the video about what happened to the Aztecs and answer the following questions: Aztec video can be found by clicking Aztec Video button below.
1. When did Spanish ships land in the Aztec Empire?
2. How many people did the Aztecs rule?
3. How long did it take for the Aztec Empire to crumble after the Spanish arrived?
4. Give 2 reasons other tribes didn't like the Aztecs.
5. What did the Aztecs believe about Cortes?
6. What killed Montezuma's brother?
7. What religion spread once the Spanish took over?
1. When did Spanish ships land in the Aztec Empire?
2. How many people did the Aztecs rule?
3. How long did it take for the Aztec Empire to crumble after the Spanish arrived?
4. Give 2 reasons other tribes didn't like the Aztecs.
5. What did the Aztecs believe about Cortes?
6. What killed Montezuma's brother?
7. What religion spread once the Spanish took over?
Create a Cause and Effect Flow Chart of the Bubonic Plague throughout Europe. This should include the origination of the disease, how it spread, symptoms, what people did as a result, and ultimately the effects of the disease.
Complete the Word Search. On the back of the word search write a definition for all of the words that you found. This can be done with one partner, but you must "switch the pencil" if you do collaborate.
Short Answer. Answer 3 of the following questions (2 or more sentences required:
1. Would the world be better if there was only 1 religion? Explain.
2. Is religion more or less important today than it was 50 years ago? Explain.
3. Do you believe the 4 Noble Truths? Why/Why not?
4. What would you do if a terrible plague was spreading through the world?
5. Should countries be allowed to take over smaller or weaker countries under any circumstance?
1. Would the world be better if there was only 1 religion? Explain.
2. Is religion more or less important today than it was 50 years ago? Explain.
3. Do you believe the 4 Noble Truths? Why/Why not?
4. What would you do if a terrible plague was spreading through the world?
5. Should countries be allowed to take over smaller or weaker countries under any circumstance?
Project Options
**Type a 3 page RAFT from the perspective of a Nomad, Egyptian, Religious Person, Native American, or someone else we've learned about.
**Create a drawing, painting, or sketch from something relating to this unit.
**Write a 24 line (minimum) poem about something pertaining to this unit.
**Create a shield with your family crest on it.
**Create a sculpture from this time period.
**Make a board game with questions and answers relating to this unit. This may be done with 1 partner.
**Create a video (talk show style) debating the different religions that we discussed.
**Type a 3 page RAFT from the perspective of a Nomad, Egyptian, Religious Person, Native American, or someone else we've learned about.
**Create a drawing, painting, or sketch from something relating to this unit.
**Write a 24 line (minimum) poem about something pertaining to this unit.
**Create a shield with your family crest on it.
**Create a sculpture from this time period.
**Make a board game with questions and answers relating to this unit. This may be done with 1 partner.
**Create a video (talk show style) debating the different religions that we discussed.
Teacher STUFF!
Marzano's Strategies this Unit
Setting Objectives--First day of unit and reminded of every day thereafter. Weebly site.
Identifying Similarities and Differences--Comparison chart of religions. Venn Diagram of Paleolithic and Neolithic. Relating cultural diffusion then and now.
Summarizing and Note Taking--Taking notes from lectures.
Homework and Practice--Daily with note viewing. Projects.
Reinforcing Effort and Providing Recognition--Daily through praise. Great Work Board.
Providing Feedback--During class time with facilitating assignments/providing help.
Cooperative Learning--With Close Reading assignment and projects.
School Improvement
Close Reading
Charts and Graphs
Structured Response using Writing Rubric
Critical Thinking
Technology
Weebly usage
readwritethink.com
Forum answers
Watching Aztec video and responding
Video clips (throughout unit)
Possibly with Cause/Effect, Venn, and Pamphlet
How this unit relates to the Common Core
Reading Standards
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
Language Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
Writing Standards
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
Marzano's Strategies this Unit
Setting Objectives--First day of unit and reminded of every day thereafter. Weebly site.
Identifying Similarities and Differences--Comparison chart of religions. Venn Diagram of Paleolithic and Neolithic. Relating cultural diffusion then and now.
Summarizing and Note Taking--Taking notes from lectures.
Homework and Practice--Daily with note viewing. Projects.
Reinforcing Effort and Providing Recognition--Daily through praise. Great Work Board.
Providing Feedback--During class time with facilitating assignments/providing help.
Cooperative Learning--With Close Reading assignment and projects.
School Improvement
Close Reading
Charts and Graphs
Structured Response using Writing Rubric
Critical Thinking
Technology
Weebly usage
readwritethink.com
Forum answers
Watching Aztec video and responding
Video clips (throughout unit)
Possibly with Cause/Effect, Venn, and Pamphlet
How this unit relates to the Common Core
Reading Standards
Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
Assess the extent to which the reasoning and evidence in a text support the author’s claims.
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies
Language Standards
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization,punctuation, and spelling when writing.
Writing Standards
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.