History Fair Project DUE! 1/9-1/13

After going over the process papers there is some editing to do for many of you. As a reminder HERE is the original post of how to complete the process papers and annotated bibliographies.

 As well as the layout for the Exhibit Board, It is also a standard size tri-fold board as the examples that I displayed in class.

HERE are two examples of how your process paper and annotated bibliographies should be. You need to make corrections and edit your section about your exhibit board after you create it as we discussed in class.

It is due anytime during the week of 1/9-1/13! No if, and's, or but's!

Egyptian Inventions and Achievements

1 - Go to section 2 of chapter 4 of  My World History Textbook (pages 152 through 157) and use the information to create a four column chart that describes ancient Egyptian inventions and achievements.

• Title of the Invention or Achievement 
• How the Egyptians used it
• Drawing/ Illustration of the invention/ contribution
• Modern Uses of the invention/ contribution 

2 – Explain which invention or achievement that you think was the best.

Egyptian Gods and Goddesses Mini Poster 12/7

Here is the video again about the 25 Facts of Egyptian Religion for reference:
https://www.youtube.com/watch?v=PV4U5DuohzE

A- Read through the Gods and Goddesses handout( I have a copy in class) or read about different Egyptian gods or goddesses online

B- Decide which god or goddess you think was the best and create a mini poster. The mini poster should include :

• a title
• name of the god/ goddess
• Illustration of the god/ goddess
• a brief description of the god/ goddess 
• Must be colored !!!

C- On the back you will write a paragraph explaining if the ancient Egyptians were monotheistic or polytheistic(pg 150 Textbook) and why you choose this god or goddess.

Due Friday When You Come Into Class!

Egyptian Gods and Goddesses Video/ Summary 12/6

In class we watched and took notes about:

25 Facts About Ancient Egyptian Gods That You Probably Didn’t Know

https://www.youtube.com/watch?v=PV4U5DuohzE

Afterwards we completed a summary:

On a separate sheet of paper write four-five sentences that explain what you learned in the video. Be sure to use complete sentences! When done make sure you have your name, date, period, and title of video (25 facts about ancient Egyptian religion video afterthought) are at the top of your papers. 

Egypt Under the Pharaohs Guided Reading 12/5

Egypt Under the Pharaohs Guided Reading

Answer the following questions in your notebook while you read pages 144 through 151 M.W.H.

1 – Describe the geographic features that ancient Egypt had in common with The Fertile Crescent.
2 – How many regions did ancient Egypt have?  What were they called?
3 – How did the cataracts and delta protect and isolate ancient Egypt?
4  - How was the Black Land better than the Red Land?
5 – What allowed civilization to develop in ancient Egypt?
6 – How many Kingdoms did ancient Egypt start with? Name them.
7 – Describe the ancient Egyptian government.
8 – Describe ancient Egyptian society (social classes).
9 – Describe ancient Egyptian religion and its effects on the people of ancient Egypt.
10 – How did ancient Egyptian religion make a pharaoh more powerful?
11 – How would ancient Egyptians prepare for the afterlife?
12 – Why were some ancient Egyptians mummified?

Process Paper and Annotated Bibliography Info (due 12/16)

Here is the link to the History Fair rule book that includes instructions for:

• Process Paper pg 18
• Annotated Bibliography pg 18-19

Remember that the process paper is about 500 words and is different than what will be on the poster board. What is on the poster board is a separate 500 words that is student composed and follows this layout.

To help you understand how to put sources in MLA format for you bibliography you can go here. Each type of source weather it be a book, website, documentary or interview all has to be cited a little differently.

I will only answer questions about the process paper and annotated bibliography after you have looked at the rule book. Remember I have already gone over this once in class and showed where all of the information can be found, including examples of projects which can be found here( under the exhibit tile).

Remember the Process Paper and the Annotated Bibliography is due 12/16!

Sumerian/ Egyptian Social Classes Venn Diagram 12/2

1 - Using information from pages 113 and 149 M.W.H. create a Venn diagram to compare the similarities and differences of the Sumerians and the ancient Egyptians.  Use the following words and phrases:
• Three social classes
• Five social classes
• Pharaoh
• Religion and government together maintained social classes
• Social classes
• King/priests/top officials/wealthy people in same class
• Slaves were prisoners of war or people who did not pay their debts
• Slaves/servants/farmers in the lowest class
• Most of the people in the empire were in the lowest class
• Used to support social order
• Ancient civilization
• King
• Leader was a god/king

2 - Answer:
1 – Explain if you think that these social class systems were fair or not.
2 – Explain who had a better social class system, the Egyptians or the Sumerians.
3 – If you could change the social class system, explain how you would change it.

Reading Check Questions 12/01

After reading pages 144-151 use pages 144-151 to answer the following questions on a separate sheet of paper. It will be collected at the end of class.

1. What are the sources of the Nile River?

2. Why could some Egyptians take jobs other than farming?

3. Which of Egypt's kingdoms was the most powerful?

4. How did Hatshepsut gain power?

5. Why were the Egyptians loyal to the pharaoh?

6. Why were priests powerful?

How to access the World History Textbook online!

You have access to the World History Textbook online. You have an account through Web Net which will be used to gain access to the textbook.

The online textbook can be found by going to https://webnet.manateeschools.net/LoginPolicy.jsp

All students have a Username and Password that they will use to login to Web Net. If you have any problems, I can help you log on.

Once logged in you will see this screen:

Next click on applications and you will see a purple icon called "Pearson-Always Learning". When clicked the icon will take them to the Pearson site. 

Once at the Pearson site you will click on my class period and then click the textbook, it will bring you here:

Then you click the eText icon in the corner and click the student version of the textbook( either in English or Spanish). Here it is:

The Geography of Ancient Egypt 11/29

1 – Read pages 144 through 145 M.W.H. and look at the map The Nile River Valley on page 145 MWH.
2 – Using the map on page 580 MWH name the Location, continent and countries that are now in this area.  HINT: use longitude and latitude.
3 - After reading the above section and looking at the maps, list and describe the geography and climate.
4- Name the type of government of Egypt of pg. 147 and the resources that enabled a civilization to form in ancient Egypt.

The review power-point of the answers is Here

Ancient Egypt and Land of Abundance Video 11/28

Welcome Back!

Question of the Day: What were the conditions, political systems, and lives of ancient Egyptians?

Bellwork

1) Define these terms: Delta( P. 115), Cataracts( P.114), Desert- A dry and barren area of land, usually covered with sand, water less and without vegetation.

2) On a seperate sheet of paper copy this format down and leave space to answer

3) Finish Summary and turn the summary sheet after watching the video (Subtitles file)

Lets have a great week!

 

Video for Friday 11/18

In class we watched a video titled: Dear America Journey to the New World: The Story of Remember Patience Whipple, Plymouth Massachusetts, 1620  

We completed these questions on a separate sheet of paper.

Turned it in at the end of class when done.

Hope everyone will have  a Happy Thanksgiving

Thesis Redo and Starting Process Paper

Here is the two examples of good thesis:

Example #1

The Soviet ballet dancers took a huge risk when standing up for their rights because their careers were at stake. The Soviet ballet dancers were mad that the Soviet Union did not treat them fairly. They wouldn’t let them leave the county and didn’t give them respect. The ballet dancers took action by refusing to go on with the group or they defected to other countries outside of the Soviet Union.

What is the argument is that person trying to make? 

NHD projects should do more than just tell a story. Every exhibit, performance, documentary, paper and website should make a point about its topic. To do this, you must develop your own argument of the historical impact of the person, event, pattern or idea you are studying. The point you make is called a thesis statement. A thesis statement is not the same as a topic. Your thesis statement explains what you believe to be the impact and significance of your topic in history. 

Example # 2:

 The battle of Gettysburg was a major turning point of the Civil War. It turned the tide of the war from the South to the North, pushing back Lee’s army that would never fight again on Northern soil and bringing confidence to the Union army.

What is the argument is that person trying to make? 

Also with revising your thesis statements you all should be starting your process papers. Links on examples of a Process Paper are HERE 

Click on the orange exhibit button and there are examples after you scroll down.

I will ask for a revised thesis when we get back from break! 

Test Review for 11/17

Here is the test review below for the test that will be on Thursday the 17th. This review, if turned in completed on the test day, will be 10% added to the test grade. Below are the questions for the review and the page numbers in the M.W.H Textbook that correspond with the questions on the review.

Paleolithic, Neolithic, and Mesopotamia   STUDY GUIDE

1 -  What is Paleolithic?

2 – What is Neolithic?

3 – Which group did the Paleolithic people belong to?

4 -  What was the biggest change from the Paleolithic Era to the Neolithic Era?

5 – People who constantly move from place to place and have no permanent home are called?

6 – Training a horse to pull a plow is an example of?

7 – One of the results of successful agriculture is?

8 – What do human fossils contain?

9 – What is an artifact?

10 – What is an example of technology used by stone age people?

11 – What happens during a revolution?

12 – What can you do with domesticated animals?

13 – Specialization includes people who

14 – What made the first civilizations possible?

15 – Which is NOT a feature of civilization?

16 – An example of Phoenician cultural diffusion is

17 – The geography and location of Mesopotamia, Fertile Crescent, and Sumer

18 – Why Sumerians used irrigation

19 – Define empire

20 – describe cuneiform

21 – monotheism/polytheism

22- describe the “out of Africa” theory

23- Human migration evidence

24- define city-state

25- define ziggurat

26- eight features of civilization

27- what Hammurabi was known for

28- What Nebuchadnezzar was known for

29- locations of all the continents

30- primary/secondary sources

Hunter- Gatherers Pg. 64-67, 68-75 

Agriculture Pg. 82-89

Mesopotamian/ Sumer Geography 110-112

Mesopotamian Empires 118-131

Eight Features of Civilization   Workbook pg. 39

Hanging Gardens of Babylon Mini Poster

Using the information from page 130 MWH (textbook) about The Hanging Gardens of Babylon create a mini poster to advertise the features of the Hanging Gardens.  The poster should include:
• An interesting title
• Illustration(s) with caption(s)
• Words and phrases that would make someone want to go to see the Hanging Gardens
Steps:
1 - Create a rough draft sketch.
2 – Present your rough draft sketch to your teacher
3 – After your teacher approves your work you can begin on the final copy.  Be sure to completely color your poster.
4 – Explain if your resources were primary or secondary  sources.  Do this on the back.

Sumerian Social Classes

1- Read the section called Social Classes on page 113 in M.W.H Textbook

2- Create a two column chart to show the different Sumerian social classes. Label the left column Social Classes and label the right column Who is included.

3-  After filling in the two column chart showing the social classes and who is included in them answer these questions:

 4- Explain who had the most power of the three social classes.

5- Explain how the social class order was maintained.

6- Why do you think Sumerians had social classes?

7- Explain if you think social classes are fair? If not, explain what alternative you would propose.  

Cuneiform and Our Alphabet Foldable 11/3-11/4

Before comparing and contrasting Cuneiform and our Alphabet the foldable needs to be made. The instructions on the foldable that we will be making is here.
After Labeling the two outside tabs( Cuneiform and Alphabet), label the inside middle tab Same.

Using the foldable that is like a Venn Diagram compare Cuneiform to the Alphabet using M.W.H( textbook) p. 115  and the pieces below:

• Written on clay tablet
• Spread by Phoenician merchants
• Developed in Mesopotamia 
• Used for communication
• Uses 26 letters
• Written on paper and by using electronic devices
• Thousands of symbols
• Used for literature
• Triangles and lines
•  Represents words, concepts, or sounds
• Lines and curves
• Written with a reed stylus
• Latin for wedge shaped
• Developed around 1800 B.C
• Used for trade
• Used to record history
• Represents sounds
• Written with a pen, pencil, or many other methods
• Developed around 3400 B.C.

Cuniform and Our Alphabet

Instructions for classwork: 11/1- 11/3

1. Write down a sentence or more that describes your day yesterday. 

2. Now on a separate piece of paper Translate your sentence(s) into cuneiform using this worksheet

3. Finally, Trade Papers with a partner. You try to translate their cuneiform on their paper and they do the same with your cuneiform.

4. After trading papers write:

• Three things you learned about cuneiform
• Answer: How does cuneiform compare to our Alphabet? 

All of the above is written in your notebook.

First Empires Questions/ Answers for those who did not finish

The PDF File can be found HERE 

The First Empires

A - Read pages 118 through 131 M.W.H. (Textbook)
B – Answer the following questions:
1 – Describe how the Akkadian empire began.
2 – What did Ur-Nammu do around 2100 B.C.?
3 – What was Ur-Nammu credited with creating?
4 – How did the Babylonian Empire begin?
5 – Write down three of Hammurabi’s laws and explain if you think they are fair or unfair.
6 – How big was the Assyrian empire by the 600’s B.C.?
7 – How did the Assyrian military become so successful?
8 – How did Assyrian rulers control their large empire?
9 – What was King Nebuchadnezzar known for?
10 – What big empire change happened in 539 B.C.?
11 – Describe the accomplishments of Cyrus the Great.
12 – Describe how Darius the Great improved the Persian empire?

From Nomads to Farmers

The class will watch Discovery Learning - From Nomads to Farmers while taking guided notes that reflect what they learned about Mesopotamia, what they would like to know more about and they will also write a summary of what the learned.

 Layout of questions to answer while watching the video: 
From Nomads to Farmers Video Questions 

• Video  
• Subtitles
• Video Questions Word Document

 link here: From Nomads to Farmers

History Fair (Advanced Students only)

Here are is to the link to the PDF files for the History Fair. 

Remember that you need to have three topics picked by Friday Oct 28th. With those three topics there should be a small paragraph explaining how it relates to the theme " Taking A Stand In History" . I will be discussing your topics individually with each of you and approve them. 

90 Percent of this is to be done at home and I will be guiding you along the way. You can do this but the entire project cannot be done in one night! 

Mesopotamia and the Fertile Crescent

The Fertile Crescent

1 - Read pages 110 through 111 MWH (the textbook) and Look at the map The Fertile Crescent on page 112 MWH.

2 – Using the map on page 582 MWH name the continent and the countries that are now in this area.  HINT: use longitude and latitude.

3 – After reading the above section and looking at the maps, list and describe the geography, climate, and natural resources that enabled a civilization to form in the Fertile Crescent. 

4 - For the above three: Geography, Climate, and Natural Resources list the Pros and Cons of each. 

Key Vocab: Fertile Crescent, Irrigation, Tigris River, Euphrates River, Climate, Resources