World History Journal 1 st six weeks 2014

World History Journal 1 st six weeks 2014

Write in your World History Journal 1. Write your name and class period on the cardboard back of the spiral notebook. 2. Make a cover page on the first sheet with your name and class period. 3. For each journal entry: 1) Write the date in the top right corner of the entry. 2) Write the topic of the day. 3) If indicated, write assignment due dates or exam dates. 4) Answer the journal question in complete sentences, explaining your answers. 5) Write your own answers. You can discuss the topic, but do not copy others’ work.

Today’s Lesson 8/26 & 8/27 • Journal Warm-up: Techonology – Today’s Topic: Neolithic Era • Eras of my life assignment: • Notes Chapter One: 40 minutes

Warm-up August 26/27 Read “Interact with History “ on page 6. Answer the prompts in sentences: • What physical actions did these tools help humans do? • What modern tools do these early tools resemble? Neolithic Tool Kit • TEKS (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies

Today’s Lesson 8/28 & 8/29 • Journal Entry – Today’s topic: Agriculture • Graphic organizer activity

Warm-up August 28/29 • PROMPT: (Write in complete sentences. ) • Before agriculture developed, how did people get food? • How would life be different if agriculture never developed? Learning Objectives: • Identify major causes of the development of agriculture • Summarize the impact of farming (Neolithic Revolution) on the creation of river valley civilizations.

Today’s lesson September 2/3 • Journal Prompt Hammurabi’s code – Today’s topic: Mesopotamia • Class notes Mesopotamia Chapter 2 section 1 • Present group work – Hunter/gatherer – Ur/ Austin • Chapter 2 Pictograph assignment due next class

Warm-up September 2/3 Prompt: WH (20) Government • Identify the impact of political and legal ideas contained in documents including Hammurabi’s Code. • Hammurabi made decisions on these which became laws and part of Hammurabi’s Code. • Based on you idea of “fairness” and modern day laws, explain what you think should happen in each case. What should be done to the carpenter who builds a house that falls and kills the owner? Eric Lessing/Art Resource, NY Learning Objective Ancient Mesopotamian carving of a carpenter at work.

Today’s Lesson September 4/5 • • • Journal: Egypt Crash Course Video Egypt Notes Steps of Mummification Vocab Worksheet

Warm-up September 4/5 Image source: historylink 101. com You are given $5 million to build one building. You don’t keep any left over money. Of the following, which kind of building do you build? A) a mansion B) a funerary monument to yourself C) a place for people to hang out (write at least 3 sentences) Learning Objective: History (2) Identify the characteristics of early civilizations.

Daily Agenda 9/8 & 9/9 • • Journal: Indus Valley Archeological discovery Indus Valley Notes Venn Diagram (due at the end of class)

Journal Warm Up-9/8, 9/9 OBJECTIVE: Compare and contrast how the four river valley civilizations (Mesopotamia, Egypt, Indus and China) are similar and different with regards to geographic features, power and social class structure. Image source: www. crystallinks. com Pick one everyday object that reveals a lot about your daily life. How would you use it to teach a stranger to your culture about your life here in Austin? (write at least 3 sentences)

Daily Agenda 9/10 -9/11 • • • Turn in Vocab Sheets Journal: China Oracle Bones Video China Notes Review China Music Videos?

Warm Up 9/10 -9/11 • OBJECTIVE: Compare and contrast how the four river valley civilizations (Mesopotamia, Egypt, Indus and China) are similar and different with regards to geographic features, power and social class structure. “History is the version of past events that people decided to agree upon. ” –Napoleon Bonaparte Do you agree with this statement?

Daily Agenda 9/12 and 9/15 • Test on Unit One • Test review • No journal prompt

Daily Agenda 9/16 - 9/17 • • • Journal: Should I Stay or Should I go Theseus Video Aryan and Phoenician Notes Writing in Phoenician Return the Test- sort of

Warm Up 9/16 -9/17 • Should I Stay or Should I Go? Pg. 56 • Read the short paragraph Interact with History • Questions: Image source: www. iloveindia. com – If you stay, will you be able to live in peace with the conquerors? – If you leave will you be welcomed into the land you flee to? Will you have to adopt the customs of the people living there? Describe the major political, religious/philosophical and cultural influences of Persia, India, and China.

Daily Agenda 9/18 -19 • Journal: Caste • Jigsaw Packet: Hinduism and Buddhism • Hinduism and Buddhism Quiz: Open Notes • Chapter Three Key Words • The Wheel of Life

Warm Up 9/18 -19 • Directions: – You have been randomly assigned to one of 4 castes. – (example on next slide) – Answer the following questions in your journal: • What is day-to-day life like in your caste? • What jobs or activities are appropriate? • Do you support elimination of the caste system all together? WH. Describe the major political, religious/philosophical and cultural influences of Persia, India, and China.

• “Kshatriyas and Vaishyas • The Kshatriyas were the warrior caste of Hindu society. Their duty was to protect the rest of the society. They carried arms and developed laws to punish those who transgressed. They fought as warriors to maintain social order. The Vaishyas were the merchant class and landlords of Hindu society, whose duty was to provide the material needs of society. They engaged in trade and commerce. They also engaged in agricultural pursuits, such as rearing cattle. ”

Daily Agenda 9/22 -23 • Extra Credit Art Project • Journal: Flood Stories – Flood Video • Judaism Notes • The 10 Commandments • Time Line of Judaism

Journal Warm-Up 9/22 -23 • Read flood stories on pg 77 and answer the following question • Why do you think the stories from such different geographical areas and time periods are so similar? WH (20) Identify the impact of the legal ideas in the Jewish Ten Commandments