Finish Braveheart (12-19-14)

We finished the movie, Braveheart, today.  You picked up the Extra Credit opportunity (Braveheart Essay) if you were interested...

Exam 2.2 (12-18-14)

You simply completed Exam 2.2

Braveheart (12-16-14)

We started watching Braveheart (edited for content), starring and directed by Mel Gibson. He earned his early reputation as the star of action-oriented films.  Then he started making his own films after getting support from others who had cast him in more challenging roles (acting with range, emotion, etc.).  Problem is, Gibson was also revealed to be an ultra-conservative, anti-Semitic, misogynist.  It presents an interesting ethical dilemma as a historian, film-lover, and general citizen of the world.  Should an artist's personal views be considered when evaluating her/his work (which, in Gibson's case, is truly powerful film-making)?  Seriously, the films he has directed are beautiful, gripping, and well-regarded by popular masses, his peers, and critics.  We'll takea break for Exam 2.2 tomorrow, and conclude the film on Friday.

Exam 2.2 Prep (12-15-14)

I gave you time to complete your European Nations Map & Chart, the only thing you can use for Thursday's exam, which will cover the following:
Feudalism Basics
Lord-Vassal Relationship
Knights’ Code of Ethics
Magna Carta
Crusades – Plea & Call
Crusades – Muslim Leader
Fall of Rome – What was left?
Black Death & Castles
Catholic Church – Power & Wealth
Catholic Church in Europe – Pope’s Role
European Nations – Early Leaders
European Nations - Early Wars

Joan of Arc & European Knights (12-12-14)

Please remember WIL 2.5 is due this week.  Your next exam will be given on Thursday and cover the Middle Ages, including feudalism and nationhood in Europe.  Your castle is due January 8th, but I know you will have a better break if you get it done before then.  Enjoy your Winter Break by getting your castle done BEFORE!!!

We read about Joan of Arc from the handouts you picked earlier in the week, then I explained the five methods of capital punishment (execution) still allowed in our country today: Electrocution, Gas Chamber, Lethal Injection, Firing Squad, and Hanging.  Pleasant topic, right?

We then jumped back to Knighthood by looking at how European knights were equipped during the Middle Ages.  I concluded by talking about how disgusting the era really was.

Isabella, Spain, & WIL 2.5

We read through Eleanor of Aquitaine yesterday and Isabella of Spain today.  My notes are pasted below.  I then shared a story about Edward I, John, and a certain English lord.  Robin Hood.  You were then given time to work on your Nations Chart.  Oh, and I added an interesting WIL question.

WIL 2.5 Cannibalism
If faced with death by starvation or the consumption of (dead) human flesh (maybe even family or friends), which decision would you make?

Eleanor of Aquitaine Notes

1122-1204 - Lived during the Crusades

Queen of Both England & France at different times

Could Read & Write Latin, as well as Provencal, which would later become French.

Beautiful, Industrious, Intelligent

1137 - Married Louis VII and became Queen of France

She was 15, he was 16

Often "controlled" Henry, which threatened him

Divorced in 1152

The church granted an annulment, basically saying the marriage never happened.

Two months later...married Henry II of England

She was 29, he was 18

1154 - Became Queen when Henry II became King

Had 5 sons & 3 daughters

1168 - Separated from Henry II and moved back to France

1173 - Two sons, under her guidance, rose up against their father, Henry II

Henry put down rebellion, but forgave his sons

Her son, Richard I, became King of England

Richard I led Third Crusade, leaving his brother, John, in charge

John's rule was plagued by high taxation and corruption

Story of Robin Hood was born

1204 - Eleanor dies at the age of 82

Spain's Isabella & Reconquista
Queen of Castile
Devout Catholic
Married to Ferdinand of Aragon
Unified Spain
     Codified Laws
     Standardize currency
     Patrons of the arts
     Supported Columbus' journey
Completed Reconquista
     Reconquered Iberian Peninsula from Muslim Moors
     Forced Jews to Convert to Catholicism or leave
     MANY of Spain's experienced artisans, businesses, and banks left

Birth of Modern (European) Nations

You picked up some handouts:

• Europe Middle Ages 1160 Map (Outline)
• European Kingdoms Chart
• Vladimir I
• Eleanor of Aquitaine
• Isabella I
• Joan of Arc

We read through the Vladimir I brief bio - we annotated together (I have added my notes at the bottom of this entry) and then filled in some of the Russia row: Vladmimir I; Eastern Orthodox; Conquered Slavs; Killed Brother, Married Byzantine Princess.  

You then used the rest of class time to label and color the map using the one below as a reference.  If you had time, you were also asked to look up the nicknames on the Kingdoms chart and write in the ruler's actual name.  We'll read through Eleanor & Isabella tomorrow, when you'll also look through the relevant textbook chapter for the establishment of these four European kingdoms.  On Thursday, we'll look at Joan of Arc and close up knighthood.

Vladimir I

Duke of Kiev (early foundation for modern Russia)

Killed a brother to gain father's title

Expanded westward (into Europe)

Good warrior

Promoted trade to expand the economy

Built Schools & Libraries

988 - COnverted to Christianity (eastern Orthodox)

Married Byzantine Emperor's sister (convenient, right?)

Required ALL of his subjects to be baptized

People did not have individual freedoms and choices during this era, especially in this place.  The concept of freedom, equality, and Rights does not emerge for another 700 years!  Peasants were tied to the land they worked.  They had to do what their lord ordered.

Sick Week

Yeah, the flu knocked me out this past week.  I DID GET A FLUE SHOT...but this year's common flu strain was NOT INCLUDED.  SO, we fell back a bit in terms of pacing (after jumping ahead a bit), which is a bummer.  What we did this week is detailed below:

1. Monday - You received your "Design Your Own Castle" handout with relevant material.  Castles were built to Protect (Defend) & Impress.  They were expensive.  but they were effective, especially since they were fortresses built in hostile (foreign) territory that were in the process of being conquered.  
2. Tuesday - You watched "PBS - Castle Macaulay" via Youtube.  This is a little childish, but is an excellent narrative showing the design and construction of a castle.  While his was not real, it was based on Beaumaris Castle, never completed.
3. Wednesday - We went through everything again, since I was finally back.
4. Thursday - You watched "Black Death 1347" and answered questions with 2003's Mr. Irrelevant, Ryan Hoag.  He was also on The Bachelorette a few years ago.  He was also a former student of mine and a former player for Percy 7 I back when he was here.
5. Friday...We had an interesting discussion regarding labels and stereotypes.  I then brought it back to our Middle Ages unit by connecting labor specialization & education to current labels & stereotypes.  

2.4 Labels 

Are there truths to stereotypes?  Regardless, can awareness of stereotypes be used for beneficial purposes?  In other words, can labels be used positively?  How difficult is it to change perceptions?

Exam 2.1 Prep

I changed things up for tomorrow's exam.  It will be all about Abrahamic religions (Judaism, Christianity, Islam).  I'll move the Middle Ages material to Exam 2.2 (the Thursday or Friday before Winter Break).  I gave you a Study Guide in class and time to prepare.  You CAN use your notebooks...NO HANDOUTS for the exam.

You picked up a note card and answered the following:

1. What is prejudice?  
2. What role would it play in a crusade (for cause)?
3. Is there any issue today that could draw you away from home in order to join numerous other people in a sort of crusade?
4. Explore the situation of a refugee
• What are the causes for leaving home?
• Where does one go?
• How are refugees usually treated?

Middle Ages = Age of Faith

I went through some slides today (even with my bad voice).  It is vital because your exam next week will be a quiz based solely on today's lecture & slides.  You CANNOT use notes!!!   You are working on paying attention and moving information from short-term into long-term memory for quicker recall.  Trust me, it is an important skill.  The slides are available.

Extra Credit 2.1 opportunity will be presented on Monday (related to something gross).

WIL 2.3

We simply went through yesterday's work.  I'll upload KEYs tomorrow.

WIL 2.3 Religion's Purpose (must be submitted via tunritin by 4PM Monday!)
What is the purpose of religion?  What does it provide to individuals and groups? Why is it so important to so many people - leading to countless wars and deaths?

Medieval Economic Systems

We looked at the Medieval Economic System in Europe.  As we went through the packet, you took notes!  The key is understanding relationships:

• Church & Crown
• Lord & Vassal
• Land & Taxation
• Wants & Needs
• Individual & Community

Crusades Today?

We finished the Economics Slides from Friday.  Then I gave you some time to finish your worksheet from yesterday's video.  The Middle East will ALWAYS be a hotbed of conflict.  Too sad, really.  We concluded with a discussion on Memory and it's role in the concept of Love & Hate as well as  Forgive & Forget.

Israel & Palestine: Roots of Conflict

We jumped forward in time to look at the "Roots of Conflict" between Israel & the Palestinians.  The whole thing IS a mess, because it's ALWAYS been a mess.  We can trace this back to the Crusades and the centuries of distrust it promoted.  You got a handout, pre-read the questions, watched the video (embedded), and then answered the questions, which we will go over as a class tomorrow.

Econ Basics

I simply lectured about Economics - Basic Principles.  You picked up a handout and I went through some slides.

Empires & Change

We watched "Mankind, Story of ALL of US: Empires" as a final stab (bad pun) at Christianity and the first global faith. It reconnects with things we've already studied so as to better understand the Crusades and Europe's "Age of Faith" during the Middle Ages - after the fall of the Roman Empire(s)

WIL 2.2 Successful Movement
What is more important to a successful movement for change...the Leader(s) or the Follower(s)?

Crusades Intro & Map

I started a lecture, but we then jumped into a reading (Crusades Intro & Chronology).
You (hopefully) completed your Crusades map (Back page is a chart of  the First, Second, & Third Crusades - Due Friday) using the one at left as a reference.  Tomorrow, we'll watch a (somewhat cheesy) video about the Crusades...what if a modern day news channel covered it?

Religion - almost done...

We simply went through the Religion Chart & Islam Info Worksheet.  We'll look at how the spread of Islam led to the Crusades being called fro by European Christians, leading us down the road of perpetual war over land that has little economic value even today.  From the Crusades, we branch out to the Middle Ages and then come back to look at empires in Africa and the Americas that were conquered by European explorers.

Venn & Bible Stories

We will go over the Religion Chart & Islam Worksheet in class tomorrow...so BOTH MUST BE DONE!

In class today, we completed a Venn Diagram (in small groups...then as a class).  We also watched a Simpsons episode that had three segments taking a different approach to well-known Bible stories.  Regardless of whether or not you or others believe them, stories from MANY religions and cultures have been adopted by our present-day culture.  For each, you wrote a summary and then we deconstructed it. There was a handout.

By the end of the week, we'll have started the Crusades and looked at how the Middle Ages of Europe were not so charming with dashing princes and princesses with lovely long hair.  It really was disgusting.

Romo's Away...Do NOT Play!

I am gone for a meeting with other AVID & IB-MYP Coordinators, so we were all spared of one-another for at least one day!  Please plow through today's handout and finish your previous Religion Chart, if necessary.  You picked up a handout (Islam Info Worksheet) and "YahGooBin"ed your way to filling it out (You could also find a lot in chapter 6 of the textbook).  We'll go through your COMPLETED Religion Chart, COMPLETED Islam Info Worksheet, and finish reading the "Islam Divided" handout on Monday.  Do not forget to submit WIL 2.1 vie the shared Google Folder by the beginning of class on Monday!

Islam & WIL 2.1

We read through 1.5 handouts (you'll finish the 2nd one on Friday):

          Spread of Islam          Islam Divided

I find this area of study fascinating.  I hope my interest rubs off a little.  Please know that, while I am not a very religious person, it is such a part of human culture that everyone should be mindful of others and at least understand and accept people with various interests and viewpoints.  It's simply too sad that so many conflicts can be traced to religious differences.

WIL 2.1 Moral Decisions

We have been learning about religion and how Jewish monotheism was a new concept that truly transformed the world.  Over half of the world's population self-identifies as being Jewish, Christian, or Muslim.  If this is true, why do so many people who claim to be religious make decisions that go against the basic tenets (principles or teachings) of their chosen religion?  

Or...

Look at how you make important decisions in life.  What factors do you consider?  What, or who, guides you in finding solutions to whatever questions you are facing?

Remember that WIL 2.1 MUST BE SUBMITTED VIA GOOGLE DRIVE!!!  Rename your document by copying and editing the following (the link should take you to the folder):

5World WIL 2.1 Last, First

Hey Zeus Revealed

We watched something about "Hey Zeus' (and YES, there is a reason for the wordplay).  I asked that you take notes and periodically shared what I wrote.  We'll finish and discuss tomorrow while also looking at how Islam spread and divided, leading to some MAJOR conflicts today. I could NOT find the video online (weird, I know).

Rome - Ultimate Empire

We watched a nice review of Ancient Rome (embedded below - and you saw some living hair, which was really creepy).  You also submitted your timelines.  If you needed more time, you were surprised to find that I will accept a late timeline on Monday...but you lose 20% RIGHT AWAY and I will be VERY STRICT while grading it...so it better be PERFECT.

Monday: Religion Readings & Religion Chart (You picked them up yesterday)
Tuesday: FINAL EXAM - Ancient Rome ONLY
Wednesday: Present Timelines
Thursday: Hopefully at St. Cloud to watch the Girls Soccer Team Win the State Championship!

Why Rome Fell and Couldn't Get Up

We went through the back chart (Causes for the Fall of the Roman Empire) from Tuesday's handout.  You filled things in as I went through each.  We concluded by starting our look at the three Abrahamic Religions Chart.

Your timeline is due tomorrow, so I hope to see nice ones from each of you (individually).

We'll finish Rome tomorrow and go through the timelines on Monday, followed by some study time.

On Tuesday, we'll look more closely at religions through the Religion Readings you picked up today.

Your exam will be administered on Wednesday, and we can all hope we have a nice reason to miss school on Thursday (Go Lady Millers!).

Pompeii & WIl 1.6

We watched "Pompeii, Back from the Dead," preceded by Pliny's Account of Vesuvius.

WIL 1.6 Freedom vs Security

Which do you value more:

individual freedom, with a voice in government, in the midst of economic instability, political chaos, and war...

...or...

limited participation in government but economic security (wealth), political stability (in the hands of one or a few), and peace? 

Rome - Block Notes & Wealth Inequality

I shared a story about Rome (My Rome Notes KEY), showing you how to take notes in a "Blocked" style that transitions nicely into Cornell Notes.
We concluded class by looking at the problem of Wealth Inequality - how so few at the "top" hold so much of the actual wealth (land, businesses, stocks, cash, etc.) while most of us have very little in comparison.  It caused A LOT of problems in Ancient Rome, and has become an issue today...

Rome Met its Match...Then Burned and Salted their Enemy's Wounds

We watched another episode of "Decisive Battles" which addressed Hannibal's Carthaginian army defeating a superior (numbers and weapons) Roman army by outflanking (coming around the side) them.  The Roman military was efficient and designed to expand the empire, but it met its match with Hannibals' tactical genius.  Problem is, the Roman's spent so much on their military that they have little left for art - which is why they are often skipped over when bridging Egypt & Greece with Renaissance Europe.

Exam 1.2

You took Exam 1.2 in class today.  If you were absent (excused, of course), you have one week to make it up before or after school - but let's make it available through Thursday, Oct 23rd).

Do not forget about your timeline project, which is due by Friday the 24th...it will NOT be accepted after that date - for ANY reason!

China - Dynasties of Empire & EC 1.2 WIL "Choice"

We watched a vid regarding Ancient China (embedded below).  There are at least two questions on tomorrow's exam pulled directly from video content.

EC 1.2 (WIL) Choice (emailed by Friday 5 PM)
A terrible tragedy has struck the people of a country on the other side of the world.  Meanwhile, you also have been hit with a devastating loss.  A plane crashes into a building in India/China/Indonesia (pick), killing 1,000 people.  At home, a drunk driver hits your car, killing a family member or close friend.  Given the power to go back in time and change ONE thing...whom do you decide to save?  One person close to you...or 1,000 people you do not know, from a country you will probably never visit.  There is no 'right" answer - simply a thought process and reasoning.

Rome - Caesar; Exam 1.2 Study Guide

We went through the remaining wkshts from the Rome Packet you picked up earlier in the week. Please study for your next exam, which covers, Ancient India, China, & Greece.  We'll watch a video about China on Monday as a refresher (plus, there are 2 test questions from the vid).  I am adding some study topic below.  This is not everything, but knowing about ALL will certainly help you succeed.  Your Final Exam will be about Rome & Abrahamic religions (Judaism, Christianity, Islam) only.

Greece: Agora, Alexander the Great & his Empire, Aristotle, Cleisthenes & Athens, Euclid, Euripides, Greek Religion, Homer, Hoplite, Pantheon, Plato, Polis, Thermopylae, Thucydides

China: Dynastic system & its cycle, Confucius & Confucianism, Han Dynasty, Legalism

India: Aryans & their contribution to Ancient Indian culture, Four Noble Truths, Siddhartha Gautama, Suffering

Outline Note-Taking

You took notes from chapter 5 (Rome & Christianity) of your textbook.  I had you complete the task in outline format (picture at left).  If you finished in a satisfactory manner, I gave you a clean copy, in which you can write more details.

I also showed you how Christianity benefited from being spread throughout an existing (Roman) Empire.  Similar to how Greek culture was spread by Alexander when he conquered much of Persia.


WIL 1.5 One vs Many
Which is more important - the individual or the group?

Roman Expansion

After completing yesterday's maps, I hope you had the following question on your mind:  How did little Rome conquer the entire Mediterranean region and ALL of Western Europe?  Simple answer - its military.  Roads, standardized equipment, and record-keeping (for supplies).

We watched the first 3 minutes of HBO's "Rome" series (embedded below), cancelled after only 2 seasons due to its high production cost (it was an amazing show).

We then watched "Conquest: Roman Weapons" to see what a Roman Legionnaire went through in training and the types of weapons he used.

Mapping Ancient Rome

You picked up a packet of handouts:

·         AncientRome Timeline (Due by Friday Oct. 24th)

·         Rome– Reading a Timeline (Partially done in class today)

·         Rome& Christianity Timeline (Partially done in class today)

·         RomeMap 1 Italy 500 BC

·         RomeMap 2 Roman Empire at its Height

·         RomeCaesar's Military Campaigns

·         RomeDeath of Caesar: Analyzing a Primary Source

·         RomeOrder in the Court – Roman Legal System

·         Rome– Sacking of Rome: Analyzing Conflicting Sources

Use the two outline maps to complete the mapping activity using the maps below.  Copy the information from "Italy 500 BC" onto your map. Then, using the list below, label items from the 2nd map (Roman Empire at its Height) onto your 2nd map.

Regions (ALL CAPS): ASIA MINOR, BRITAIN, EGYPT, GAUL, GERMANY ,GREECE ,ITALY, JUDEA, LIBYA, NUMIDIA, SPAIN, SYRIA

Cities:  Alexandria, Athenae, Babylon, Byzantium, Carthago, Hierosolyma, Londonium, Lutetia, Roma, Vindobona

Water:  Atlantic Ocean, Black Sea, Danube River, Ebro River, Mediterranean Sea, Nile River, Rhine River

Caste System & Confucianism Today

You picked up two handouts that we read through and explored together as a class:

• Indian truck Driver
• Confucian Rules for Society

You will get you Q1 Project Handout (Roman Timeline) in class tomorrow.  We will start looking at Rome, even though it is NOT on the next exam (1.2: Greece, India, China)

Ancient India & China

I lectured today about The Buddha & Confucius as a means to get you to understand Ancient India & China.  My notes are always available.  Please make sure you have read the relevant chapter in the textbook.  We'll look at China (maybe Confucius, specifically)  more closely on Monday, after which we jump over to Ancient Rome.

India - Empires & Religion

You were given 20 minutes to complete the char ton the back of the India (Cartoon History) handout, which asked you to compare the textbook with the Cartoon History reading.  I walked around to check your work on the Cartoon History questions...still disappointed, by the way.

You are given plenty of class time to complete assignments, but many of you waste it.  I may have to become more draconian and isolate everyone at a separate table, no music, etc.  Please do not let it get to that point.

We then went through the Cartoon History questions (KEY) after watching Crash Course 06 Buddha & Ashoka.  We'll finish going through the answers tomorrow, followed by a lecture on Ancient India & China.

Indus River Valley & WIL 1.4

We watched Crash Course World History 02 Indus River Valley Civilization.  You then had time to finish the worksheet from Monday.  I am expecting everyone to be done with at least the Cartoon History side.  For those of you who are done, you were to work on the chart on the back, using the Cartoon History as Source A and the textbook as Source B.

WIL 1.4 Nature vs Nurture
Which is more important to the success or failure of an individual or group?  Everyone has internal natural abilities, advantages, and shortcomings.  But there are also external nurturing factors that affect our upbringing.


 

Ancient India

You picked up a handout and a Chromebook.  You used the Chromebook to read the packet since the books are getting pretty rough.

Greeks & Persians

We corrected the Greece work in class today.  MANY of you did NOT HAVE COMPLETED WORK!!!  This is a problem, especially if you want to earn a credit for this course.  Please do not waste our time. I am always available before school if you have questions or need help (and I will be available after school beginning October 7th).

I assigned your first extra credit opportunity, the "Plato Essay" asking for your response to the following segment from the Plato reading activity we did in class on Monday (due next Friday):

It compares to his idea that the especially wise people should make the decisions over the soldiers and workers. Do you agree with Plato or disagree? In 1820 Thomas Jefferson took a different opinion when he wrote in a letter, "I know of no safe depository of the ultimate powers of the society but the people themselves, and if we think them not enlightened enough to exercise that control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion." Jefferson seems to think that a much larger number of people are capable of a high enough level of education to make the important decisions. 

We started class with Crash Course 05 The Persians & The Greeks (embedded below):

Greatness & WIL 1.3

So, you watched a video (embedded below) and took notes of what positive & negative actions & characteristics Alexander exhibited - what made him "the Great" anyway?  Your Greece work must be completed by the beginning of class tomorrow.  You had 3+ days to work, so I expect them to be done - perfectly.  We'll go over them all in class tomorrow.

WIL 1.3 Legacy

A legacy includes the entirety of one's life.  But we can only include a tiny fraction when eulogizing and remembering someone.  Can a person's good deeds outweigh any and all evil deeds committed earlier or later in life?  Basically, does the good outweigh the bad when looking back on and judging someone's life?

Exam 1.1

You took your first exam in class today.  Anyone who has an excused absence has one week to make it up before or after school - you MUST let me know a day in advance!  Enjoy the beautiful weekend!

Exam 1.1 Change

I have decided to remove Greece from tomorrow's exam, focusing mainly on Prehistory through Ancient Egypt.  Please Read through chapters 1 & 2 and focus on learning & knowing about the following:

• Agriculture & Food Production
• Alphabet & Writing purpose?
• Anthropology
• civilizations characteristics & rise of
• Conquest, Process of
• Egypt
• Unification
• Religion
• Hieroglyphs
• Rise & Fall of Empire cause(s)
• Historical Periods
• Fertile Crescent
• Fire, use of
• Hammurabi
• Hanging Gardens of Babylon
• Homo sapiens sapiens origins & migration
• Hunter-Gatherer Societies
• “Lucy”
• Neolithic 
• Nile River
• Paleolithic Age
• Phoenicians
• Writing purpose?

You CAN use your notes, so come prepared!  We'll fold in Greece, Rome for Exam 1.2 and add in religions after that.

The Greeks!

So, you worked on some organization handouts related to the Greece chapter in the textbook.  I also had you pick up the map handouts in order to better understand why Ancient Greece is important to study and know about...SIZE DOES MATTER!!!  We'll go over everything as a mini-review on Thursday for Friday's exam.

Exam 1.1 will cover everything studied thus far; prehistoric eras, civilization (concept & establishment of - think "rivers"), Mesopotamia, Egypt, & Greece.

Tues:  Greece Vid (& Extra Credit 1.1 Announced!)
Weds:  Greece Work & Democracy
Thurs:  Go over Greece Work & Review Earlier Material
Fri: Exam 1.1

Clickers

We simply went through the process of test-taking via the clicker system.  I had hoped to also introduce the Chromebook procedure, but they were not available...grrr.

Basically, you picked up your assigned clicker (yes, you have a specific clicker assigned to you), tried it out while submitting an answer to a technology survey, and then returned them.  Simple.  Although, it wasn't.  We had a glitch at times as we went through the process, but it was running smoothly by the end of the day and will be fine for next week's exam.

Remembering 9-11

I showed you the events of the morning of September 11, 2001.  It was chaotic, confusing, sad, and the biggest turning point in US affairs during your lifetime.  The attack, and our response(s), have shaped how you see and experience the world every day.



You can visit the HistoryChannel site that documents that day as well as I have ever seen.

Below is the Airspace of that morning, showing you how quickly all aircraft were landed when the order came in to do so.

Ancient Egypt & WIL 1.2

We reviewed the questions presented over the previous two days, then read about the "Nile River: Then & Now" after which you identified the answers to the concluding questions.

I hope you can pick up the enthusiasm I have for history - it has always been fascinating and truly captivated my passion, which directly led to me becoming a teacher.  The beauty of history is that, while it already happened, we can always discover new information, perspectives, and artifacts....which can either reinforce or produce exciting new interpretations.

We ended class with another Crash Course (#4 Ancient Egypt).  We are RACING through 6000 years of history and we must follow a district-mandated sequence and pedagogy (style & substance) that only increases the hectic pacing.  Some of you have groaned at John Green...but stick wit hit.  He is GOOD and the information (content & delivery) will grow on you and make you understand things in a new (& better?) way.

 

Ancient Egypt & EC 1.1

We watched a documentary (embedded below) on ancient Egypt that also addressed the concept of archaeology.  There were no guided questions, but you were focus on how we interpret relics in order to recreate what life was like in the (in this case, distant) past.

With the remaining time, I offered your first extra credit opportunity (EC 1.1)...the Ancient Egypt Movie Pitch, which requires three completed components: (Due Friday 9-19)

1. Brainstorm all of the things related to Ancient Egypt that come to mind.  We made a partial list in class.  What else could you add?
2. Develop a movie pitch.  Writers and directors usually have 1-5 minutes to explain an idea to producers in order to secure funding and get the green light to further develop their film.  Develop a full story.  You must have a protagonist (main star) and there must be some sort of conflict.  There must be a beginning, middle, and end, along with some big moments (big action sequence, revealed secret, scary setting, etc.).  It should be no more than a page long; 2-3 paragraphs MAXIMUM.
3. Design and Create a movie poster for the story.  Must be on a large sheet of paper - color or B&W is OK.  Try to incorporate images from your pitched movie as well as some sort of slogan or tag line.