In-Class on Friday: Global Explorers Throw-Down
Each group will receive an explorer. On your big paper, you should create a visual that promotes your explorer as the 'Explorer Extraodinaire"
Information to research:
Who - who are they, where are they from, background info
Where are they going? (or trying to go) - do they make it? (sketch of their journey)
When are they traveling?
Why? What is their goal? God, Gold, Glory?
Technology used?
Why should your explorer be the ultimate explorer?
AFTER your visual has been created, hang it on the wall. You will have 2 minutes to sell your explorer to the class.
Where are you getting your information? Ch 22 and 23.
Explorers:
Columbus
de Gama
Dias
Prince Henry the Navigator
Magellan
James Cook
Sir Frances Drake
Zheng He
Ibn Battuta
Marco Polo
Powerpoints: European Exploration, Ch 22 Notes
Homework: Read the following pages - Skim 617-626, Read 632-642
Blog Post - Does Columbus deserve his own holiday? Why does he have one? Should we reconsider?
Friday, February 28, 2014
Thursday, February 27, 2014
Wednesday, February 26, 2014
Homework 2/26
Tonight for homework, please watch a section of THIS youtube video. You can watch the whole thing (its interesting!) but 56:42 - 1:21:35 is the main section to watch.
Pay attention to Menzie's use of evidence. He is kind of what you DON'T want to be as a historian - he uses makes the evidence fit his thesis, and not creating a thesis after analyzing evidence.
Post the following answer to the question below:
Do you buy Menzie's argument that Zheng He's fleet made it to America before Colombus? Evaluate the evidence he used and explain why or why not?
Pay attention to Menzie's use of evidence. He is kind of what you DON'T want to be as a historian - he uses makes the evidence fit his thesis, and not creating a thesis after analyzing evidence.
Post the following answer to the question below:
Do you buy Menzie's argument that Zheng He's fleet made it to America before Colombus? Evaluate the evidence he used and explain why or why not?
Tuesday, February 25, 2014
DBQ Document Chart
So found my document chart at home, turns out you don't need to worry about the two blank columns because you need the question to do that part. We'll work on it tomorrow! For tonight, just worry about the Doc, Year, and 'Type' column (which I've updated with additional info below)
Friday, February 14, 2014
February Vacation
Just in case you needed it, here we are at ANOTHER vacation from school (blessing? curse?)
For Feb Vacation, your tasks will be to:
-Complete the Vacation Reading Assignment. It will count as a project grade. If you've already done your movies, you are out of luck and must do a book this time! Go back to November for the links to the assignment sheet and rubric!
- Read CH 22. We are very quickly approaching the AP exam (although it feels like years away) and we will have to kick it up a notch for term three. Break the chapter into manageable chunks and we will jump right back into it when we come back from vacation.
Crusades Notes
Inca & Aztec Notes
For Feb Vacation, your tasks will be to:
-Complete the Vacation Reading Assignment. It will count as a project grade. If you've already done your movies, you are out of luck and must do a book this time! Go back to November for the links to the assignment sheet and rubric!
- Read CH 22. We are very quickly approaching the AP exam (although it feels like years away) and we will have to kick it up a notch for term three. Break the chapter into manageable chunks and we will jump right back into it when we come back from vacation.
Crusades Notes
Inca & Aztec Notes
Wednesday, February 12, 2014
Homework 2/11
Finish Reading Ch 21 (Focus on 549 - 555 [Incas] tonight) and the rest Thursday ASSUMING we won't have school tomorrow.
So tonight is:
Inca Reading (549-555) and Aztec Podcast w/ 3-2-1 post.
Thursday Night (with out a snow day) is the rest of CH 21.
If a snowday, reading and podcast due for Friday.
Aztec Podcast
Post on Blog:
3 Things you had NO idea about
2 Things you found interesting
1 thing you would ask the Aztecs
So tonight is:
Inca Reading (549-555) and Aztec Podcast w/ 3-2-1 post.
Thursday Night (with out a snow day) is the rest of CH 21.
If a snowday, reading and podcast due for Friday.
Aztec Podcast
Post on Blog:
3 Things you had NO idea about
2 Things you found interesting
1 thing you would ask the Aztecs
Tuesday, February 11, 2014
Homework 2/11
Starting to read Ch 21! Reading 540-549 (Blue heading to blue heading)
Tomorrow we will discuss the Crusades and then we will be moving on!
Tomorrow we will discuss the Crusades and then we will be moving on!
Monday, February 10, 2014
Homework 2/10
For tonight, please read pgs 529-534 (finish the chapter).
In addition, Fordham University has published a primary source by St. Thomas Aquinas working to argue and provide proof for the existence of God, which you can read HERE
On your blog, please post a response to the following question(s):
What are the five examples of proof that Aquinas gives to prove the existence of God?
In addition, Fordham University has published a primary source by St. Thomas Aquinas working to argue and provide proof for the existence of God, which you can read HERE
On your blog, please post a response to the following question(s):
What are the five examples of proof that Aquinas gives to prove the existence of God?
Tuesday, February 4, 2014
Chapter 19 Notes
Ch 19 - Africa
Reminder - if there is school tomorrow there will be an Africa Quiz! If not, then Thursday, Essay Friday
With your last official CCOT essay in class, I want you to consider the following things as you prepare/write your essay this week:
- I see A LOT of vagueness in essays, which unfortunately does not prove to me (nor the College Board) that you know what you are talking about. Words like many, very, and several are meaningless. "He made several mistakes on Monday."..."There were many changes..." Neither of those statements say anything significant.
VS. "John Doe made many mistakes on Monday, such as not setting his alarm, forgetting his Chem notebook, and missing the school bus. This lead to John Smith having the worst day of his life"
- You've taken the same vague idea you were working with before ('many' mistakes) and actually listed his mistakes. This would be a GREAT topic sentence, because it sets up the main ideas of your paragraph without giving away your details.
Your evidence will count when you start to discuss specific things that make John's day bad. He stayed up late watching Downton Abbey; he was too busy talking to Jane Doe. Specific names, places, pieces of technology, specific factual information - will all help you out. Try to incorporate your evidence evenly and avoid 'evidence vomit' in your essay (all the evidence, all at once).
Your analysis is the 'because...' statement. Why did a change or continuity happen? "The statistical happiness of Burlington High students increased in 2014 BECAUSE of the new rotating schedule which allowed students to mix up their schedules and create variety on a day to day basis. " That sentence highlights a change (the levels of happiness increasing) and a reason for it (the new rotating schedule). "Burlington sports teams continued to dominate the Middlesex league from 2013 to 2014 BECAUSE no other cities in the league could establish a worthy opponent" (for a continuity).
Global Context - Often left out. What is happening in other places that is similar to what is happening were you are discussing OR what has happened somewhere else (or in many places) that has caused a change to occur. EX/ The decline of the Pax Romana and the fall of Rome RESULTED in a decreased amount of trade on the Silk Road and an increased amount of trade in the Indian Ocean. EX/ The demand for silk and porcelien was still high in western Europe and Africa, so the Indian Ocean trade continued to connect China to other parts of the eastern hemisphere.
How to do well:
Reminder - if there is school tomorrow there will be an Africa Quiz! If not, then Thursday, Essay Friday
With your last official CCOT essay in class, I want you to consider the following things as you prepare/write your essay this week:
- I see A LOT of vagueness in essays, which unfortunately does not prove to me (nor the College Board) that you know what you are talking about. Words like many, very, and several are meaningless. "He made several mistakes on Monday."..."There were many changes..." Neither of those statements say anything significant.
VS. "John Doe made many mistakes on Monday, such as not setting his alarm, forgetting his Chem notebook, and missing the school bus. This lead to John Smith having the worst day of his life"
- You've taken the same vague idea you were working with before ('many' mistakes) and actually listed his mistakes. This would be a GREAT topic sentence, because it sets up the main ideas of your paragraph without giving away your details.
Your evidence will count when you start to discuss specific things that make John's day bad. He stayed up late watching Downton Abbey; he was too busy talking to Jane Doe. Specific names, places, pieces of technology, specific factual information - will all help you out. Try to incorporate your evidence evenly and avoid 'evidence vomit' in your essay (all the evidence, all at once).
Your analysis is the 'because...' statement. Why did a change or continuity happen? "The statistical happiness of Burlington High students increased in 2014 BECAUSE of the new rotating schedule which allowed students to mix up their schedules and create variety on a day to day basis. " That sentence highlights a change (the levels of happiness increasing) and a reason for it (the new rotating schedule). "Burlington sports teams continued to dominate the Middlesex league from 2013 to 2014 BECAUSE no other cities in the league could establish a worthy opponent" (for a continuity).
Global Context - Often left out. What is happening in other places that is similar to what is happening were you are discussing OR what has happened somewhere else (or in many places) that has caused a change to occur. EX/ The decline of the Pax Romana and the fall of Rome RESULTED in a decreased amount of trade on the Silk Road and an increased amount of trade in the Indian Ocean. EX/ The demand for silk and porcelien was still high in western Europe and Africa, so the Indian Ocean trade continued to connect China to other parts of the eastern hemisphere.
How to do well:
- Know the rubric - know what gets you points and keep track of your progress as you write (perhaps write a quick 'thesis - all parts of the question - evidence - analysis - global context' at the top of your paper and cross them off as you go.
- Know the facts - work on remembering key pieces of information about the SPICE categories. Who's a big deal in politics? What kind of government? What is being traded? Where are they trading with? etc. This is your evidence.
- Read the question carefully!! What exactly is it asking you?
- Look at some example CCOT essays online - see what gets you points (and what doesn't).
Monday, February 3, 2014
Homework 2/3
- Quiz Tomorrow on Ch. 19 - 5 sets of 2 vocab terms, define each and explain the connection & 5 MC questions
- CCOT Essay on Wednesday - Based on Africa (ch 19)
- Reading for Thursday - Skim pgs 510-513, Read 522-529
- CCOT Essay on Wednesday - Based on Africa (ch 19)
- Reading for Thursday - Skim pgs 510-513, Read 522-529
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