Tuesday, 11/6

9/10: Tuesday in class we discussed women's equality/women's rights and read the opinions of two Enlightenment thinkers, Rousseau and Wollstonecraft. Students answered questions on excerpts of each thinkers' writings on the education of women.

Homework: None

11/12: Tuesday we discussed reformers and progressives and started a project to research and compare a modern reformer or reform movement with one during early America. Most of class was spent getting started on the project.

Homework: Modern Reformers Project, Due next Thursday, 11/15

Thursday, 11/1

9/10: Today we talked about the Roots of Democracy, and looked at Democracy as it evolved over the ages. Students answered questions on a reading called "The Roots of Democracy", and then we talked about democracy among the Iroquois, with a reading called: The People of the Longhouse. Then, celebrating Halloween and the people who showed up to class, we played Apples to Apples.

Homework: 1. All EQ/Daily ?s are due on Tuesday.



11/12: Today we discussed the progressive reformers and anticipated a project that we will start next week. And then, we played Apples to Apples. 

Homework: 1. All EQ/Daily ?s are due on Tuesday.

Tuesday, 10/30

9/10, am History:

Today we talked about the history of Halloween, and then looked more into the Rise of Democracy with a movie about the Magna Carta. Students practiced taking notes as they watched. We then transitioned to our next topic, The Enlightenment, by reading definition essays about Philosophes and The Enlightenment.  Students answered questions about the Philosophes and The Enlightenment that they will finish for homework if they didn't finish in class. 

Homework: 1. The Philosophe and The Enlightenment ?s

2. Last class's homework: Compare the Petition of Right and The English Bill of Rights

Tell what each is, compare them, and show how they contributed to the Rise of Democracy.

11/12, pm History:

Today we talked about the history of Halloween, and then looked at the reformers. Specifically, we looked at Elizabeth Cady Stanton and Susan B. Anthony by watching a movie highlighting these two suffragettes. 

Homework: 1. Do last nights' homework: Write how all the reformers and reform movements fit together.  (See last class's blog posting for homework for more details.)

Thursday, 10/25

9/10 Morning History Class

EQ: What is the Divine Right of Kings? What does Divine Right have to do with the Magna Carta? What does Divine Right have to do with Human Rights or Civil Rights? 

Today we did our EQ(s) and showed off the homework, which was to draw a visual representation of the Magna Carta. Then students researched some basic history behind English Democracy with the "English Democracy Scavenger Hunt".  

Homework: Write a one-page paper comparing the Petition of Right and the English Bill of Rights. Tell what each of them is (research! Use your own words!), compare them, and tell why each is a step towards Democracy. Due Tuesday, 10/30

11/12, Afternoon History Class

The EQ became today's lesson, as we looked at organizing the reformers and movements we've been studying. The task was to show how the reformers and movements fit together. 

Homework: Write 2 pages (minimum) using your notes created in class, to write about the progression of these movements and people, and how the movements and people fit together. Include information enough for me to see that you understand what the movement or person was about. Include the following: (extra credit if you can tie in Unitarians)

Topics/People:

Romanticism                        Unitarians

Transcendentalism                Nat Turner

Lucretia Mott                        Abolition

Sojourner Truth                    Sarah Grimke

Anti-Transcendentalism

The Great Awakening

The Second Great Awakening

The Social Gospel Movement

Ralph Waldo Emmerson

Elizabeth Cady Stanton

William Lloyd Garrison

Frederick Douglass

Seneca Falls Convention

Civil War Revivals

 

 

2012-2013 Blog #1

Welcome to the 2012-2013 Humanities, History Blog. I am finally updating the blogosphere with what we have been doing in Humanities so far this year.  I will be updating the blog after each class from now own with what we did in class and what is expected for homework. These posts will have separate parts, the 9/10th grade, morning history class, in purple, and the 11/12th grade, in red, afternoon history class's information. So please make sure you are looking at the grade level and class that pertains to you.

9/10 Morning History Class

We have been working on Ancient Greece and Greek Mythology, looked at early democracy in Athens, and then moved into human rights and courage.  

Assignments so far:  

1. Map of Ancient Greece

2. Ancient Greece ?s (Research, in class)

3. Map of the world (freehand map with 7 continents, 4 oceans, and imaginary lines: Equator, Prime Meridian, Tropic of Cancer, Tropic of Capricorn

4.  Trojan War Research ?s

5. Hero's Journey write up/response questionsk

6. Human/Civil Rights Timeline

Tuesday, 10/23:

We looked at the history of democracy a bit, leading up to the Magna Carta and it's implications for democracy. Students read excerpts from the Magna Carta and answered questions about it's contribution to democracy, and took notes on Power Point lectures.

9/10 Homework: Draw a visual representation of the Magna Carta, as literal or interpretive as you would like, as long as you can defend it's relevance to the Magna Carta. Due Thurs, 10/25

11/12 Afternoon History Class

We've been looking at early America, Native Americans, Puritans, Westward Expansion, and early American reforms, reformers, and reform movements.

Assignments so far:

1. USA Map, states and capitals, mountains and rivers, bordering countries and oceans
2. Puritan Questions, worksheet to drive research
3. Puritan Visual- Draw a visual interpretation of what it meant to be Puritan.
4. Native American Interactions Timeline
5. Westward Expansion: Notes and Map
6. Own Words Practice
7. Reformers Poster Project 

Tuesday, 10/23:
We toured each reformer poster project and took notes on their beliefs and impact on America. 

Homework: Vocabulary and Identifications for current and upcoming vocabulary, Due Thursday, 10/25.

Monday, 4/9

Today we finished up the China Questions with a Power Point and more in depth history lesson. Students then created a timeline with the topics from the China Questions page. 

Homework is: Turn in all Daily Ponders and other notes and work on Monday, 4/16!
Also due 4/16:
9th graders: Draw a freehand Political Map of Japan on a piece of white paper.
10th graders: p. 376-378, ?s 1-8
11th graders: p. 578-587, ?s 1-5, Pg. 585 Critical Thinking Questions 1 & 2
12th graders: Freakonomics Assignment 4

Monday, 3/26

Today we debriefed the content of the field trip to San Jose's Places of Worship, and I collected field trip notes. I also handed out grade reports for each student. Parents should see and discuss grade and progress with student, and sign so I know said discussion took place. Make up work should be done by April 25th for me to be able to process it before I have a baby.

9th and 10th graders then worked through a list of questions about Chinese History to guide them through Chinese History. See the questions below, after the homework. We will go over the China Questions and I will collect them on April 9th, our next class.

11th and 12th graders worked on Multiple Choice questions from US History, in preparation for STAR testing and to familiarize students with US History standards.

Homework: 1. Grade Report Signed by parent, due Wednesday, 3/28.
2. Thank you letter to either the Hindu Temple (Subrahm and Vijaya Dixit) or the Buddhist Temple (Reverend Sakamoto). Due Wednesday, 3/28.  Should be in Business Letter format, typed, and include * what you liked, * what you learned, * show appreciation.

China Questions:

1.  Describe the dynastic cycle.

2.  Describe the role of Opium and the Opium War in Euro-Chinese relations.

3.  How did Confucious and his feelings about people influence China?  Positive and negative?

4.  Who were the Vinegar Tasters?  What did the story represent, and how did each of the tasters feel about life? 

5.  Using a Venn diagram, compare and contrast Dynastic and Communist China.

6.  Why was communism appealing to the peasants of China? 

7.  Identifiy the following: 

*A.  Taiping Rebellion

*B.  Treaty of Nanking

*C.  One Hundred Days of Reform

*D.  Boxer Rebellion

*E.  The Great Leap Forward

*F.  The Cultural Revolution

*G.  Tiennanmen Square Massacre

*H.  Sun Yixian

*I.   Jiang Gieshi

*J.   Deng Xiaoping

*K.  Mao Zedong