Thursday, Feb. 26
Bellringer: Read the Life on the Land text and answer the questions at the bottom.
Today students learned about what life on a manor may have been like for different groups of people. They read two fictional wills, both written by a priest, one dictated by a lord and the other by a serf. Students then inferred from the wills what life would have been like for the lords, the serfs, and the clergy and filled out the chart below.
Today students learned about what life on a manor may have been like for different groups of people. They read two fictional wills, both written by a priest, one dictated by a lord and the other by a serf. Students then inferred from the wills what life would have been like for the lords, the serfs, and the clergy and filled out the chart below.
life_on_the_land_001.jpg | |
File Size: | 817 kb |
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life_on_the_manor.pdf | |
File Size: | 1069 kb |
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Wednesday, Feb. 25
Bellringer: Name one barbarian tribe that invaded the Roman Empire. Name one theory on why Rome fell.
Today students turned in their Cornell notes from yesterday. We went through a slideshow discussion on the Franks and students took notes.
the_franks.pptx | |
File Size: | 1087 kb |
File Type: | pptx |
Tuesday, Feb. 24
Bellringer: Read pages 348-349 in your textbook. Answer questions #1-3 on page 349. (posted below)
Today students were introduced to the Middle Ages as the time period between ancient and modern civilizations. Many groups of people led invasions in European lands that had all but destroyed the urban world of Roman empire. They included the Huns from Central Asia, the barbarian tribes from Scotland and the Germanic tribes, which included the Vandals, Lombards, Goths and Franks. During the Middle Ages, there were continued barbarian invasions, which included the Viking raids and the raids of the Mongols, who controlled most of Russia and eastern Europe. Trade declined, cities, roads, bridges fell into disrepair and disuse. Law and order vanished, education almost disappeared. Money was no longer used. For most people, life did not extend beyond the tiny villages where they were born, lived, and died. This period of decline has been called the “Dark Ages.” Today, we typically refer to this period as
Medieval: combines latin term medium (middle) and aevum (age) to create term (Middle Ages). It is called middle ages because it bridges time between ancient and modern history.
Early Middle ages 476-1000 AD
High Middle ages 1000-1300 AD
Late Middle ages 1300-1500 AD
It should be noted that other parts of the world were thriving in this era. North Africa, the Middle East, China, India and other parts of the world were flourishing.
Students read pages 340-343 in their textbooks and created Cornell notes on the section they read. These notes will be due in class on Wednesday.
Today students were introduced to the Middle Ages as the time period between ancient and modern civilizations. Many groups of people led invasions in European lands that had all but destroyed the urban world of Roman empire. They included the Huns from Central Asia, the barbarian tribes from Scotland and the Germanic tribes, which included the Vandals, Lombards, Goths and Franks. During the Middle Ages, there were continued barbarian invasions, which included the Viking raids and the raids of the Mongols, who controlled most of Russia and eastern Europe. Trade declined, cities, roads, bridges fell into disrepair and disuse. Law and order vanished, education almost disappeared. Money was no longer used. For most people, life did not extend beyond the tiny villages where they were born, lived, and died. This period of decline has been called the “Dark Ages.” Today, we typically refer to this period as
Medieval: combines latin term medium (middle) and aevum (age) to create term (Middle Ages). It is called middle ages because it bridges time between ancient and modern history.
Early Middle ages 476-1000 AD
High Middle ages 1000-1300 AD
Late Middle ages 1300-1500 AD
It should be noted that other parts of the world were thriving in this era. North Africa, the Middle East, China, India and other parts of the world were flourishing.
Students read pages 340-343 in their textbooks and created Cornell notes on the section they read. These notes will be due in class on Wednesday.
ss_book_p348-49.docx | |
File Size: | 2635 kb |
File Type: | docx |
middle_ages_cornell_notes.pdf | |
File Size: | 1564 kb |
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Monday, Feb. 23
How would your life be different if there were no laws? How would your life be different if there was no one in charge in your life, community, nation, etc.? What makes a society organized and peaceful?
Today students turned in their My Civ projects. We revisited the fall of the Roman empire. Students were given a list of facts about Europe at the fall of Rome, and a sheet listed theories as to why the Roman empire ceased to function as a unified empire. Students worked in partners to create an argument as to which reason they felt was the most important factor in the fall of Rome. These were presented to the class in a pop-up debate style.
Today students turned in their My Civ projects. We revisited the fall of the Roman empire. Students were given a list of facts about Europe at the fall of Rome, and a sheet listed theories as to why the Roman empire ceased to function as a unified empire. Students worked in partners to create an argument as to which reason they felt was the most important factor in the fall of Rome. These were presented to the class in a pop-up debate style.
facts_about_europe_at_the_fall_of_rome_001.jpg | |
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fall_of_rome_theories_1_001.jpg | |
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fall_of_rome_theories_2_001.jpg | |
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Friday, Feb. 20
Bellringer: Today students filled in the rows on economy and writing on their ancient civilizations chart (Feb. 17)
Students had time to work on their My Civ project. The project directions and rubrics are posted on Feb. 13.
Students had time to work on their My Civ project. The project directions and rubrics are posted on Feb. 13.
Thursday, Feb. 19
Bellringer: Today students filled in the rows on arts and architecture and public works on their ancient civilizations chart
(Feb. 17)
Students had time to work on their My Civ project. The project directions and rubrics are posted on Feb. 13.
(Feb. 17)
Students had time to work on their My Civ project. The project directions and rubrics are posted on Feb. 13.
Wednesday, Feb. 18
Bellringer: Today students filled in the rows on religion and social organization on their ancient civilizations chart (Feb. 17)
Students had time to work on their My Civ project. The project directions and rubrics are posted on Feb. 13.
Students had time to work on their My Civ project. The project directions and rubrics are posted on Feb. 13.
Tuesday, Feb. 17
Bellringer: Today students filled in the first two rows of the ancient civilizations chart below, listing cities and describing government structures of the civilizations we have studied so far this year.
We went through the powerpoint slides below on cities and government. Then students had time to work on their My Civ project. Their goal was to have their map mostly completed and write their paragraph for their civilization's government. The project directions and rubrics are posted on Feb. 13.
We went through the powerpoint slides below on cities and government. Then students had time to work on their My Civ project. Their goal was to have their map mostly completed and write their paragraph for their civilization's government. The project directions and rubrics are posted on Feb. 13.
ancient_civilizations_chart.docx | |
File Size: | 300 kb |
File Type: | docx |
my_civ_project.pptx | |
File Size: | 918 kb |
File Type: | pptx |
Friday, Feb. 13
Bellringer: List all of the civilizations we have studied so far this year.
Today students turned in their bellringers for the week.
We read the story, Weslandia to introduce a student project. Students will be using what they know about other civilizations to construct their own fictitious civilization.
Today students turned in their bellringers for the week.
We read the story, Weslandia to introduce a student project. Students will be using what they know about other civilizations to construct their own fictitious civilization.
my_civ_rubric.pdf | |
File Size: | 121 kb |
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Thursday, Feb. 12
Bellringer: None- students went over their notes before the test.
Today students took their final Rome unit test.
Today students took their final Rome unit test.
Wednesday, Feb. 11
Bellringer: What did Constantine do that changed the Roman empire?Today students had a couple of powerpoints to discuss the rise of Christianity in the Roman empire as well as the eventual decline and fall of the empire. These are posted below. Students also had some time to review information for their test on Thursday. In first hour, we had a fun simulation on the process of becoming emperor in Rome. Second hour will do theirs on Friday.
rise_of_christianity.pptx | |
File Size: | 1110 kb |
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decline_of_roman_empire.pptx | |
File Size: | 609 kb |
File Type: | pptx |
Tuesday, Feb. 10
Bellringer: Students read about the success of Rome using the primary source below, and wrote a RARE paragraph in response to the question "Why
was the Roman empire successful according to this historical document? Be sure to cite part of the text in your
answer."
Today we talked about the strength of the Roman empire and some of the weaknesses it developed over time. We watched a video covering the time period from the first emperor Augustus to the fall of Rome. The video file is too large for this website. Students will have their Rome final test on Thursday.
Today we talked about the strength of the Roman empire and some of the weaknesses it developed over time. We watched a video covering the time period from the first emperor Augustus to the fall of Rome. The video file is too large for this website. Students will have their Rome final test on Thursday.
success_of_rome_primary_source.docx | |
File Size: | 11 kb |
File Type: | docx |
Monday, Feb. 9
Bellringer: What does RARE stand for?
Today we spent some time on writing full rare responses in preparation for our unit test on Thursday. Students will be scored 2 pts. for restating the question, 2 pts. for answering the question, 2 pts. for giving a reason for their answer, and 2 pts. for giving examples for their answer, plus 2 pts. for conventions (indented paragraph, writing in full sentences, spelling, capitalization, punctuation, etc.) We went through a couple of examples and students edited their RARE responses from Thursday (Feb. 5) and the paragraph on their geography charts (
Today we spent some time on writing full rare responses in preparation for our unit test on Thursday. Students will be scored 2 pts. for restating the question, 2 pts. for answering the question, 2 pts. for giving a reason for their answer, and 2 pts. for giving examples for their answer, plus 2 pts. for conventions (indented paragraph, writing in full sentences, spelling, capitalization, punctuation, etc.) We went through a couple of examples and students edited their RARE responses from Thursday (Feb. 5) and the paragraph on their geography charts (
Friday, Feb. 6
Bellringer: Name at least three areas that Rome conquered. Look over your week three self-assessment. Write down any questions you may have.
Today we learned a little more about the Roman engineering successes of the aqueduct and sewer systems with the reading and powerpoint below. Students turned in their bellringers for the week and took their Rome quiz 3.
Today we learned a little more about the Roman engineering successes of the aqueduct and sewer systems with the reading and powerpoint below. Students turned in their bellringers for the week and took their Rome quiz 3.
roman_aqueducts.ppt | |
File Size: | 2044 kb |
File Type: | ppt |
roman_engineering_aquedcut_and_sewer.docx | |
File Size: | 29 kb |
File Type: | docx |
Thursday, Feb. 5
Bellringer: Students completed the Roads of Rome reading and worksheet below.
Today we had an activity to demonstrate some of the reforms Rome made that improved trade within the empire, including standardizing weights and measures, lowering taxes, building roads, and occasionally setting prices on goods. Students were assingned to different provinces and allied territories of Rome and given goods. They did one round of trading in which they bartered for goods, then they did one round of trading in which they used Roman coins to trade for goods. They then created a RARE response paragraph to the question below:
Explain the "bread" of Rome's bread and circuses strategy. What actions did the Romans take to ensure that the citizens and conquered peoples of Rome would have economic opportunities? How did they increase trade and wealth in the empire? These were turned in along with the "Day in the Life" worksheet from yesterday.
Today we had an activity to demonstrate some of the reforms Rome made that improved trade within the empire, including standardizing weights and measures, lowering taxes, building roads, and occasionally setting prices on goods. Students were assingned to different provinces and allied territories of Rome and given goods. They did one round of trading in which they bartered for goods, then they did one round of trading in which they used Roman coins to trade for goods. They then created a RARE response paragraph to the question below:
Explain the "bread" of Rome's bread and circuses strategy. What actions did the Romans take to ensure that the citizens and conquered peoples of Rome would have economic opportunities? How did they increase trade and wealth in the empire? These were turned in along with the "Day in the Life" worksheet from yesterday.
roads_of_rome_001.jpg | |
File Size: | 896 kb |
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roman_trade_001.jpg | |
File Size: | 870 kb |
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rare_response.pdf | |
File Size: | 173 kb |
File Type: |
Wednesday, Feb. 4
Bellringer: Students completed the Glory of Rome worksheet below for their bellringer.
Today we went through the powerpoint below to learn about what daily life in Rome was like. I showed a few pictures from Pompeii. We discussed how daily life was different for Patricians versus Plebeians. Student used the worksheet below to create realistic schedules for a Patrician and a Plebeian. These will be due in class tomorrow. Students also voted for their "no missing assignments prizes today." First hour decided that if they have no missing assignments for 7 of the 9 Fridays in the quarter, then they will have a movie and italian sodas. Second hour decided that they would like pizza and soda.
Today we went through the powerpoint below to learn about what daily life in Rome was like. I showed a few pictures from Pompeii. We discussed how daily life was different for Patricians versus Plebeians. Student used the worksheet below to create realistic schedules for a Patrician and a Plebeian. These will be due in class tomorrow. Students also voted for their "no missing assignments prizes today." First hour decided that if they have no missing assignments for 7 of the 9 Fridays in the quarter, then they will have a movie and italian sodas. Second hour decided that they would like pizza and soda.
glory_of_rome_001.jpg | |
File Size: | 915 kb |
File Type: | jpg |
daily_life_in_rome.pptx | |
File Size: | 3632 kb |
File Type: | pptx |
a_day_in_the_life.pdf | |
File Size: | 322 kb |
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Tuesday, Feb. 3
Bellringer: How did the republic of Rome fall? In other words, how did it become an empire?
Today we discussed aspects that made the Roman empire successful. We focused on engineering, building projects, and the "bread and circuses" to entertain the masses.
Today we discussed aspects that made the Roman empire successful. We focused on engineering, building projects, and the "bread and circuses" to entertain the masses.
roman_building_engineering.pptx | |
File Size: | 1108 kb |
File Type: | pptx |
Monday, Feb. 2
Bellringer: Today students read the Hail to the President article and answered the questions at the bottom.
We discussed how the situation in Rome with Julius Caesar was similar to the scenario in the reading. We went through the posted slideshow, discussing some of the problems in the Roman republic, and how Rome transitioned from a republic to an empire.
We discussed how the situation in Rome with Julius Caesar was similar to the scenario in the reading. We went through the posted slideshow, discussing some of the problems in the Roman republic, and how Rome transitioned from a republic to an empire.
self-assessment_checklist_week_3.docx | |
File Size: | 151 kb |
File Type: | docx |
hail_to_the_chief_001.jpg | |
File Size: | 1066 kb |
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republic_to_empire.ppt | |
File Size: | 12654 kb |
File Type: | ppt |