Welcome to Unit 3. In this unit we will learn about African trade, Chinese dynasties, and Japanese feudalism. Sound fun?! Remember to budget your time wisely and do all of your assignments. If you do all of the assignments, you will earn a B on Unit 3. To get your A, you will need to do the Unit 3 Project. Do your own work! Everything is due on Thursday, October 24th. I will not accept ANY work after that date, so turn things in as you finish them. Be Excellent!!
Draw a map of Africa. This must include the Sahara Desert, Nile River, and symbols for goods that were found in the North and West. It also needs to include directions of the Bantu Migration and where slaves were gathered/traded. You can use one of the big white sheets of paper for your map. On the back of the map, please put at least 5 total facts about the Sahara, Nile, Africa and Slave trade (Rotate pen). You may have a partner for this project, but should include more facts if you want full credit.
Create a Haiku. This haiku must have the correct amount of syllables! It must be grammatically correct and put on a plain white sheet of paper (it can be typed or VERY neatly written). Include a little design to earn all 10 points.
Close Reading--read the article about Japan and answer the questions. This may be done with a partner. Remember to use the close reading strategies!!
japan_close_reading.doc | |
File Size: | 36 kb |
File Type: | doc |
Create a pamphlet of the Tang, Song, and Ming dynasties. You must include all important details. At least 4 details per dynasty (4 details will get you a 9 out of 10)!! This can be computer generated or on plain white (NOT LINED) computer paper.
Create a Venn Diagram or Comparison Chart comparing European Feudalism and Japanese Feudalism. This can be done at www.readwritethink.com or on a plain (NOT LINED) white sheet of paper.
SAT timed reading exercise (As a class). Read and Respond to the Isolationism article. You will have 7 minutes to read the article and answer the multiple choice questions.
Watch the video on Zheng He and answer the questions. You only need to watch from the 2 minute mark until 4 minute 30 second mark.
1. Between what years did Zheng He make his voyages?
2. How many voyages did he lead?
3. How many ships were in his armada?
4. How many sailors were in his armada?
5. How big were some of his ships?
6. What was kowtow?
7. What did Zheng He bring back to China from Africa?
8. Why did Chinese voyages end?
9. How did the Chinese fund the Great Wall of China?
2. How many voyages did he lead?
3. How many ships were in his armada?
4. How many sailors were in his armada?
5. How big were some of his ships?
6. What was kowtow?
7. What did Zheng He bring back to China from Africa?
8. Why did Chinese voyages end?
9. How did the Chinese fund the Great Wall of China?
Structured Response--Write a well thought out response to the following statement. This must be at least 125 words. I will grade this based on the school writing rubric.
"The United States would be _________if it brought everyone home and absolutely closed the borders."
"The United States would be _________if it brought everyone home and absolutely closed the borders."
Analyze the map and answer the questions. The map is below the questions!
1. In what year did a flood cost 4159 lives in China?
2. What kinds of natural disasters occurred in the United States?
3. How much money did the flood in Thailand cost in 2011?
4. What country lost the most lives due to natural disasters?
5. How many lives were lost, total, in Japan due to natural disasters?
6. What country's earthquake cost the most lives?
7. Why do you think that earthquake cost so many lives?
2. What kinds of natural disasters occurred in the United States?
3. How much money did the flood in Thailand cost in 2011?
4. What country lost the most lives due to natural disasters?
5. How many lives were lost, total, in Japan due to natural disasters?
6. What country's earthquake cost the most lives?
7. Why do you think that earthquake cost so many lives?
unit_4_natural_disaster_map.doc | |
File Size: | 77 kb |
File Type: | doc |
Short Answer--Please answer 3 of the following questions (more than one sentence!):
1. What was the most important invention from this unit and why?
2. Should there be mandatory evacuations during hurricanes in our country? Why or why not?
3. Is poetry a "lost art" in today's society or is it just morphing into other areas? Explain.
4. Would America be better off it stopped space exploration (like China did after Zheng He with ocean exploration)? Explain.
5. How important is geography in a town/city/state/country's success or failure? Explain.
1. What was the most important invention from this unit and why?
2. Should there be mandatory evacuations during hurricanes in our country? Why or why not?
3. Is poetry a "lost art" in today's society or is it just morphing into other areas? Explain.
4. Would America be better off it stopped space exploration (like China did after Zheng He with ocean exploration)? Explain.
5. How important is geography in a town/city/state/country's success or failure? Explain.
Project options:
Type a 2 to 3 page persuasive essay on the benefits or drawbacks of isolationism. If you choose to write this essay you need PROOF! You should have facts to back up your statements. This should have several different paragraphs and be written as if it was being turned in to an English teacher.
Create a sculpture, drawing, painting or other form of art from this unit. This needs to be awesome. Masks, Japanese art, etc. are acceptable.
Create a video discussing the importance of geography/location on China, Japan, and
Africa. This should have a good setting (not the hall way) and a script. Don't just read your notes.
Write a RAFT from the perspective of one of the people we've studied in this unit. This RAFT should be at least 2 written pages and should include facts from the unit.
Create a board game for a review of this unit. This needs to be at least 20 Questions and Answers and should include rules, game pieces, and anything else required to actually play the game.
Type a 2 to 3 page persuasive essay on the benefits or drawbacks of isolationism. If you choose to write this essay you need PROOF! You should have facts to back up your statements. This should have several different paragraphs and be written as if it was being turned in to an English teacher.
Create a sculpture, drawing, painting or other form of art from this unit. This needs to be awesome. Masks, Japanese art, etc. are acceptable.
Create a video discussing the importance of geography/location on China, Japan, and
Africa. This should have a good setting (not the hall way) and a script. Don't just read your notes.
Write a RAFT from the perspective of one of the people we've studied in this unit. This RAFT should be at least 2 written pages and should include facts from the unit.
Create a board game for a review of this unit. This needs to be at least 20 Questions and Answers and should include rules, game pieces, and anything else required to actually play the game.
My Notes
africa-unit5.doc | |
File Size: | 25 kb |
File Type: | doc |
japan_notes_unit_5.doc | |
File Size: | 27 kb |
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china_unit_5_notes.doc | |
File Size: | 22 kb |
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unit_5_review.doc | |
File Size: | 27 kb |
File Type: | doc |
haiku_examples.doc | |
File Size: | 24 kb |
File Type: | doc |
PACING GUIDE
Day 1--Start map of Africa
Day 2--Close Reading
Day 3--Map and Questions
Day 4--Haiku
Day 5--Zheng He Video + Pamphlet
Day 6--SAT Timed Reading + Map of Africa finish
Day 7--Structured Response
Day 8--Venn Diagram
Day 9--Forums
Day 10, 11, and 12--Project
Day 1--Start map of Africa
Day 2--Close Reading
Day 3--Map and Questions
Day 4--Haiku
Day 5--Zheng He Video + Pamphlet
Day 6--SAT Timed Reading + Map of Africa finish
Day 7--Structured Response
Day 8--Venn Diagram
Day 9--Forums
Day 10, 11, and 12--Project
Primary and Secondary information about this unit
Cool Videos to watch if you get a chance and you're a History Geek (like me)
Crash course on the Mongols:
www.youtube.com/watch?v=szxPar0BcMo&index=17&list=PLBDA2E52FB1EF80C9
The Last Samurai--movie starring Tom Cruise (Samurai, Bushido, Seppuku, Japanese life, etc.)
The Naked Prey---old, old, old movie about a guy trying to escape a tribe in Africa
Teacher Stuff
Technology
Weebly usage
readwritethink.com for Venn
Forum answers
Watching Zheng He video and responding
Video clips (throughout unit)
Marzano's Strategies this Unit
Setting Objectives--First day of unit and reminded of every day thereafter. Weebly site.
Identifying Similarities and Differences-- Venn Diagram of European and Japanese Feudalism
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
Map/Chart of Natural Disasters
Map of Africa with symbols
Structured Response using Writing Rubric
Critical Thinking
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.
Crash course on the Mongols:
www.youtube.com/watch?v=szxPar0BcMo&index=17&list=PLBDA2E52FB1EF80C9
The Last Samurai--movie starring Tom Cruise (Samurai, Bushido, Seppuku, Japanese life, etc.)
The Naked Prey---old, old, old movie about a guy trying to escape a tribe in Africa
Teacher Stuff
Technology
Weebly usage
readwritethink.com for Venn
Forum answers
Watching Zheng He video and responding
Video clips (throughout unit)
Marzano's Strategies this Unit
Setting Objectives--First day of unit and reminded of every day thereafter. Weebly site.
Identifying Similarities and Differences-- Venn Diagram of European and Japanese Feudalism
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
Map/Chart of Natural Disasters
Map of Africa with symbols
Structured Response using Writing Rubric
Critical Thinking
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.