Unit 4 Student of the Unit

Congratulations Crystal!

Unit 2 Student of the Unit

Congratulations Monica! Unit 2 Student of the Unit

Unit 1 Student of the Unit

Congratulations Stevie! Unit 1 Student of the Unit

Unit 3 Student of the Unit

Congratulations Anisha! Unit 3 Student of the Unit

Unit 2 Student of the Unit

Congratulations Estephanie!
Unit 2 Student of the Unit

Unit 1 Student of the Unit

Congratulations Jonathan! Unit 1 Student of the Unit

User Agreement

Mrs. Siegmund's Web Log User Agreement

Using a weblog for our classwork will require some parameters for your safety and the quality of everyone's work. First, you should recognize that your work, as well as mine will be published for the entire on-line world to see. This will ultimately make us all responsible for better and more original output than ever before. By visiting other students' weblogs, you will be able to view all their work, and it will also make it easy for me to see who is not making an effort to submit work that is original.

Once you have created a weblog at Classic City, I will add it to the class blog roll so everyone's work can be accessed from this page. I encourage you to look at your peers' work for ideas or inspiration, but what you submit must be your own. I also encourage you to post comments to your peers’ work.

I will leave comments about your work. These comments will usually instruct you on how you can improve your work. Please make sure you check your comments and your e-mail regularly, and make sure you are finished with one assignment before moving to the next. Since this weblog will be part of your education at Classic City High School, any activity on your weblog should be considered school activity, even if it is done outside of school. You should feel free to create posts that are not school related, but you should also be sure to refrain from anything that could be considered inappropriate. This includes, but is not limited to: references to alcohol or drugs, violence, or gang activity, foul language, nudity, threats, etc.

Plagiarism is submitting someone else's work as your own. This can be done in many ways: copying work from Wikipedia, classmates, Sparknotes, etc. If you plagiarize your work, you will receive a zero -- no questions asked.

THE USER AGREEMENT:1. I agree to submit original work to my weblog. I realize I will have the opportunity to view my peers' work, and I will use this opportunity constructively. I understand that if I choose to plagiarize, I will receive a zero for the work in question.2. I agree to keep my weblog appropriate for Classic City High School. I understand that if inappropriate material were to appear on my weblog, be it from myself or an outside comment, I will be asked to remove it. Failure to do so will result in my weblog being removed from the class roll. I also understand that references to illegal or dangerous activities will be reported since it is the legal responsibility of my teacher.

To agree, post a comment to this message like this:
I agree to Mrs. Siegmund's Weblog User Agreement.
I will not add your weblog to the class roll until I receive your message.

Unit 5 Students of the Unit

Congratulations Jeresia! 1st Period Student of the Unit for Unit 5

Congratulations Deylah (again!) 2nd Period Student of the Unit for Unit 5

Unit 4: Students of the Unit

Congratulations!

1st Period Student of the Unit for Unit 4: Itzel Galindez

2nd Period Student of the Unit for Unit 4: Jasmine Mapp

Thursday's 10/2 Assignment

Thursday's Assignments
Be sure to use your full 120 minutes in class on Thursday 10/2 to complete the following tasks.

Assignment #1:

Create a Tombstone

Directions: It is your job to create a tombstone for a famous person in World History. Try and choose someone that is creepy or spooky! You can use the textbook or Internet to select your person. Your final product needs to meet all the criteria below. This assignment is due by the end of Thursday's class. Turn into substitute* 20 possible points

1. Design the tombstone on the 11X17 piece of paper. Make it look as realistic as possible. Cut out the shape of the tombstone to make it seem even more real.
2. Include their first and last name on the tombstone
3. Include their year of birth and their year of death (ex: 1882-1935)
4. Include an epitaph for the person- A two or three sentence description of the person’s life/ why they should be remembered.
5. Include an additional engraving (drawing) that helps symbolize that person’s life.
6. Be creative and have fun while meeting the criteria above and making your tombstone seem as real as possible!
7. The good examples of tombstones will be added to the Siegmund Graveyard.
   

Assignment #2:
a) Complete any other assignments from Unit 4 that are still unfinished.
b) Remember to bring in some food for Monday's Columbian Exchange pot luck

Unit 3: Students of the Unit

Congratulations!

1st Period Student of the Unit for Unit 3
Nancy Pinto

2nd Period Student of the Unit for Unit 3
Morgan Porterfield

Unit 2: Students of the Unit

Congratulations Cristina!

1st Period Student of the Unit for Unit 2

Congratulations Deylah!

2nd Period Student of the Unit for Unit 2

Our Civilization's Time Capsules

Unit 1 Students of the Unit

First Period: Congratulations Jim!


Second Period: Congratulations Qualetta!

User Agreement

Mrs. Siegmund's Web Log User Agreement

Using a weblog for our classwork will require some parameters for your safety and the quality of everyone's work. First, you should recognize that your work, as well as mine will be published for the entire on-line world to see. This will ultimately make us all responsible for better and more original output than ever before.

By visiting other students' weblogs, you will be able to view all their work, and it will also make it easy for me to see who is not making an effort to submit work that is original.Once you have created a weblog at Classic City, I will add it to the class blog roll so everyone's work can be accessed from this page. I encourage you to look at your peers' work for ideas or inspiration, but what you submit must be your own. I also encourage you to post comments to your peers’ work.

I will leave comments about your work. These comments will usually instruct you on how you can improve your work. Please make sure you check your comments and your e-mail regularly, and make sure you are finished with one assignment before moving to the next. Since this weblog will be part of your education at Classic City High School, any activity on your weblog should be considered school activity, even if it is done outside of school. You should feel free to create posts that are not school related, but you should also be sure to refrain from anything that could be considered inappropriate. This includes, but is not limited to: references to alcohol or drugs, violence, or gang activity, foul language, nudity, threats, etc.

Plagiarism is submitting someone else's work as your own. This can be done in many ways: copying work from Wikipedia, classmates, Sparknotes, etc. If you plagiarize your work, you will receive a zero -- no questions asked.

THE USER AGREEMENT:1. I agree to submit original work to my weblog. I realize I will have the opportunity to view my peers' work, and I will use this opportunity constructively. I understand that if I choose to plagiarize, I will receive a zero for the work in question.2. I agree to keep my weblog appropriate for Classic City High School. I understand that if inappropriate material were to appear on my weblog, be it from myself or an outside comment, I will be asked to remove it. Failure to do so will result in my weblog being removed from the class roll. I also understand that references to illegal or dangerous activities will be reported since it is the legal responsibility of my teacher.

To agree, post a comment to this message like this:
I agree to Mrs. Siegmund's Weblog User Agreement.
I will not add your weblog to the class roll until I receive your message.

Unit 6: The World at War

Unit 6: The World at War
In this unit you will study the the events leading up to, during, and following WWI and WWII.

The guiding question for this unit is: Is war ever necessary?

By the time you are finished studying this unit you should understand the following ideas:

• The MAIN causes of WWI.
• New weapons introduced during WWI changed the way war was fought.
  
• The Treaty of Versailles that ended WWI was a "peace built on quicksand".
• Totalitarian aggression was the major cause of WWII.
• Millions of innocent civilians lost their lives because of the war time policies.
• The U.S. use of the atomic bomb on Hiroshima and Nagasaki ushered in a new era.
  
• The Cold War was an effect of WWII.

The Georgia Performance Standards (GPS) addressed in Unit 6 are:
SSWH16 The student will demonstrate an understanding of long-term causes of World War I and its global impact.
a. Identify the causes of the war; include Balkan nationalism, entangling alliances, and militarism.
b. Describe conditions on the war front for soldiers; include the Battle of Verdun.
c. Explain the major decisions made in the Versailles Treaty; include German reparations and the mandate system that replaced Ottoman control.
d. Analyze the destabilization of Europe in the collapse of the great empires; include the Romanov and Hapsburg dynasties.

SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II.
a. Examine the impact of the war on science, art, and social thinking by identifying the cultural significance of Sigmund Freud, Albert Einstein, and Picasso.
b. Determine the causes and results of the Russian Revolution from the rise of the Bolsheviks under Lenin to Stalin’s first Five Year Plan.
c. Describe the rise of fascism in Europe and Asia by comparing the policies of Benito Mussolini in Italy, Adolf Hitler in Germany, and Hirohito in Japan.
d. Analyze the rise of nationalism as seen in the ideas of Sun Yat Sen, Mustafa Kemal Attaturk, and Mohandas Ghandi.
e. Describe the nature of totalitarianism and the police state that existed in Russia, Germany, and Italy and how they differ from authoritarian governments.
f. Explain the aggression and conflict leading to World War II in Europe and Asia; include the Italian invasion of Ethiopia, the Spanish Civil War, the rape of Nanjing in China, and the German annexation of the Sudetenland.

SSWH18 The student will demonstrate an understanding of the global political, economic, and social impact of World War II.
a. Describe the major conflicts and outcomes; include Pearl Harbor, El-Alamein, Stalingrad, D-Day, Guadalcanal, the Philippines, and the end of the war in Europe and Asia.
b. Identify Nazi ideology, policies, and consequences that led to the Holocaust.
c. Explain the military and diplomatic negotiations between the leaders of Great Britain (Churchill), the Soviet Union (Stalin), and the United States (Roosevelt/Truman) from Teheran to Yalta and Potsdam and the impact on the nations of Eastern Europe.
d. Explain allied Post-World War II policies; include formation of the United Nations, the Marshall Plan for Europe, and MacArthur’s plan for Japan.

Read each assignment carefully for the expectations for completing, turning in, and earning the maximum points possible.

Assignment 1: Is War Ever Necessary? Blog Post

Write a blog post that addresses the question below to get you thinking about this unit.

Is war ever necessary? Why? Why not?

* Write a thorough post that includes specific examples to defend your argument . Be sure to include an appropriate title for the post. Let Mrs. Siegmund know when you have published your post so that you can get your points for completing the assignment. *20 possible points.

Assignment 2: Unit 6: Four Part Vocabulary Assignment and Vocabulary Quiz

Complete a four part definition (1. the definition 2. supporting fact 3. interesting fact 4. visual) for each of the following terms associated with this unit: Alliance System, Trench Warfare, Total War, Rationing, Propaganda, Treaty of Versailles, Fascism, Totalitarian, Adolf Hitler, Holocaust, D-Day, Nuremberg Trials

* This should be typed. Place finished vocabulary assignment in Mrs. Siegmund's drop box and notify Mrs. Siegmund after you have completed this task to get points for completing the assignment. Put graded work in the vocabulary section of your notebook. You will take a vocabulary quiz after you have turned in your vocabulary assignment. 48 possible points for vocabulary assignment, and 12 possible points for the quiz.

Assignment 3: WWI Case Study

To learn about the causes of WWI, the new weapons and warfare during WWI, U.S. involvement in the war, the war's effect of civilians, and the end of the war and the Treaty of Versailles you will complete a power point case study.

You will need to copy the power point from my drop box. To do this complete these steps.
1. Go to siegmundc drop box.
2. Open the Assignments folder
3. Open the World History Folder
4. Click once on the WWI Case Study power point
5. On the left hand side select copy this file
6. Copy the power point into your My Documents folder
7. Follow all instructions within the power point to complete the case study.
8. Be sure to save your work as you go.

If you are beginning the case study at home, click here to download it.

WWI in the Trenches Video: For slide 17 you will need to watch the video below. You can also access it in my assignments folder if you would like to watch it in full screen.

* When your case study is complete put it in Mrs. Siegmund's drop box and notify Mrs. Siegmund so that she can grade it and award your points. *100 points.

Assignment 4: Major Events of WWII Annotated Map and Map Test

Pick up a packet of materials from Mrs. Siegmund to complete this assignment. Be sure to complete all four parts of the assignment accurately to help ensure that you are prepared for the open note map test that you will take after your map has been graded. To get a copy of the instructions for this assignment click here.

* 80 possible points for completing the annotated map, and 20 possible points for the map quiz that will follow.

Assignment 5: Maus II SSR and Reading Journal
The class will have 20 minutes of SSR for five days of this unit to read the graphic novel Maus II. This narrative will increase your understanding of what life was like for prisoners in the Nazi death camps and how survivors of the Holocaust were changed by their experiences. After each day's reading you will complete an entry into a journal. Click here to see what is expected for each journal entry.

* After you finish the book and your journal entries turn in your journal to be graded. You can earn 50 possible points for your Maus II reading journal.


Assignment 6: Hiroshima and Nuclear War Reading and Research
Do not begin this assignment until you have completed assignment 4. For this assignment you will read selected pages of John Hersey's Hiroshima to learn about the immediate and long term effects of the atomic bomb dropped on Hiroshima. Pick up the book from Mrs. Siegmund when you are ready to begin this assignment. After you complete the reading, you will use the Internet to see who has nuclear weapons today. Click here to get the instructions for this assignment.

* Turn in your completed notes and book to Mrs. Siegmund when you are finished with this assignment. possible points.


Assignment 7: World at War Photo Perspectives Blog Post
To access the instructions for completing the World at War Photo Perspectives blog post click here
After you have your poem(s) or letter(s) written, create a blog post where you type up your poem(s) or letter(s). In your post upload the pictures that you worked with. The pictures should be next to the poem or letter written about that photo. You'll have to save the pictures you worked with from the class blog into your My Pictures folder(right click on the picture and select save image as). Be sure to give your blog post an appropriate title.

After you have posted this assignment, notify Mrs. Siegmund so she can grade it and award your points.*70 possible points

Unit 5: Revolution!

Unit 5: Revolution!





In this unit you will examine the intellectual, political, social, and economic factors that changed the world view of Europeans. The unit will focus on both social and political revolutions. You will study the Scientific Revolution, the Enlightenment, the political revolutions in Europe and the Americas, the Industrial Revolution and its effects on society including the rise of Nationalism and the Age of New Imperialism. As you study this unit keep in mind how these revolutions changed the world and helped shape the modern world that we live in.

The guiding question for this unit is: How did the Age of Revolutions shape the world that we live in?

By the time you are finished studying this unit you should understand the following ideas:

• Scientific contributions of Copernicus, Galileo, Kepler, and Newton changed the European world view.
• The Enlightenment thinkers' ideas (Locke, Voltaire, Rousseau, Montesquieu) helped shape modern politics and society.
• Absolute rulers (Louis XIV, Peter the Great) held absolute power in the country's.
• Political revolutions in England, the United States, France, and Latin America all shared similar causes and results.
• Napoleon Bonaparte's rise to power and fall from power affected the whole world.
• The Industrial Revolution changed the way people worked, lived, ate, etc.
• New ideas about the government's role in regulating the economy were born. Adam Smith's theory of Capitalism and Karl Marx's theory of Communism came out of the Industrial Revolution.
• Industrialized nations wanted new markets for their manufactured goods and they needed new sources of raw materials so they turned to taking over foreign lands to meet these needs.
• The long term effects of the Age of Imperialism can still be found in lands that were colonized by the Imperial powers.
  

The Georgia Performance Standards (GPS) addressed in Unit 5 are:
SSWH13 The student will examine the intellectual, political, social, and economic factors that changed the world view of Europeans.
a. Explain the scientific contributions of Copernicus, Galileo, Kepler, and Newton and how these ideas changed the European world view.
b. Identify the major ideas of the Enlightenment from the writings of Locke, Voltaire, and Rousseau and their relationship to politics and society.

SSWH14 The student will analyze the Age of Revolutions and Rebellions.
a. Examine absolutism through a comparison of the rules of Louis XIV, Tsar Peter the Great, and Tokugawa Ieyasu.
b. Identify the causes and results of the revolutions in England (1689), United States (1776), France (1789), Haiti (1791), and Latin America (1808-1825).
c. Explain Napoleon’s rise to power, and his defeat; and explain the consequences for Europe.
d. Examine the interaction of China and Japan with westerners; include the Opium War, the Taiping Rebellion, and Commodore Perry.

SSWH15 The student will be able to describe the impact of industrialization, the rise of nationalism, and the major characteristics of worldwide imperialism.
a. Analyze the process and impact of industrialization in England, Germany, and Japan, movements for political reform, the writings of Adam Smith and Karl Marx, and urbanization and its affect on women.
b. Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan under Emperor Meiji.
c. Describe the reaction to foreign domination; include the Russo-Japanese War and Young Turks.
d. Describe imperialism in Africa and Asia by comparing British policies in South Africa, French policies in Indochina, and Japanese policies in Asia.

Read each assignment carefully for the expectations for completing, turning in, and earning the maximum points possible.

Assignment 1: Unit Introduction with the Beatles!

To introduce you to the unit we are going to analyze the lyrics to the Beatles Revolution. After we listen to the song you will answer questions about social and political revolutions and classify events as pre-revolution or post revolution to introduce you to events and concepts you'll study in the unit.

Your points for this activity will be based on your participation in the activities. *10 possible points.

Assignment 2: Unit 5: 4 Part Vocabulary Assignment and Vocabulary Quiz

Complete a four part definition (1. the definition 2. supporting fact 3. interesting fact 4. visual) for each of the following terms associated with this unit: Heliocentric Theory, Galileo, Enlightenment, Absolute Monarch, Louis XIV, French Revolution, Napoleon Bonaparte, Industrial Revolution, Adam Smith, Karl Marx, Imperialism, Nationalism

* This should be typed. Put in vocabulary section of your notebook. Must put in Mrs. Siegmund's drop box to get points for completing the assignment. You will take an oral vocabulary quiz after you have turned in your vocabulary assignment. 48 possible points for vocabulary assignment, and 12 possible points for the quiz.

Assignment 3: Jeopardy- Age of Revolutions Edition

The majority of your understanding of this time period will come from research you do to complete a version of the game Jeopardy. Click here to get the instructions for completing your version of Jeopardy. If you are working from home you can download the power point, but if you are working at school you have to copy the power point from my drop box.

You will need to copy the power point from my drop box. To do this complete these steps.
1. Go to siegmundc drop box.
2. Open the Assignments folder
3. Open the World History Folder
4. Click once on the Jeopardy-Age of Revolutions Edition Skeleton power point
5. On the left hand side select copy this file
6. Copy the power point into your My Documents folder
7. Type in the questions and the answers for the different categories until you have finished the entire game.
8. Be sure to save your work as you go.

The best game will be played by the whole class.

* When your game is complete put it in Mrs. Siegmund's dropbox and notify Mrs. Siegmund so that she can grade it and award your points. *100 points.

Assignment 4: Europe Political Map and Map Test

The majority of the topics discussed in this unit are set in Europe. So that you know where we're talking about for this unit and for your future knowledge, it is your job to memorize the location of twenty assigned countries in Europe. Pick up the outline map and instructions from Mrs. Siegmund. You will know ahead of time which 20 countries you're being tested over. We will have a map test on date TBA over the 20 European countries. Spelling counts.

* 40 possible points.

Assignment 5: How Your Life Would Be Different Blog Post
Consider all the different happenings during this age of revolutions that you studied in this unit that helped shape the modern world.

Type a list of 10 ways that your life would be different if these revolutions never occurred (be sure to touch on multiple revolutions in your list). You need to also explain how your life would be different if the revolution never occurred. Give your post an appropriate title.

Here is an example: 1. If the Enlightenment never occurred, our government would not have a separation of powers to keep our government balanced and we might be under the rule of a power hungry leader. Montesquieu, the Enlightenment philosopher, first proposed the idea.

After you post your list notify Mrs. Siegmund so that she can grade your post and award your points. *40 possible points.
Posted by carrie at 1:43 PM 0 comments

Unit 4: Exploration and Colonization

Unit 4: Exploration and Colonization:

This unit will revolve around the motives and means for European exploration and the colonization of newly discovered territories thereafter. The unit will pay particular attention to the Spanish methods of conquest and colonization of its American territories and the Natives therein.

The guiding question for this unit is: How did European exploration and colonization forever change the landscape and lives of people in the Old World and the New World?

By the time you are finished studying this unit you should understand the following:

• European exploration was influenced by Renaissance ideas and technological advances
• The European motives for exploration and colonization (3 Gs)
• The European patterns of conquest and treatment of the Natives in territories they colonized.
• Native American societies had unique civilizations and cultures prior to European conquest
  
• Colonization of the Americas led to the African Slave Trade
• Exploration and colonization of the Americas brought about a global exchange of goods,diseases, and ideas that forever changed the face of the world..

The Georgia Performance Standards (GPS) Addressed in Unit 4 are:
SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America.
a. Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires.
b. Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas.

SSWH10 The student will analyze the impact of the age of discovery and expansion into the Americas, Africa, and Asia.
a. Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.
b. Define the Columbian Exchange and its global economic and cultural impact.
c. Explain the role of improved technology in European exploration; include the astrolabe.

Read each assignment carefully for the expectations for completing, turning in, and earning the maximum points possible.

Assignment 1: Preview Reflection Blog Post:
Discovering the Undiscovered- Would you go?
Write a blog post that addresses the following topic to get you thinking about this unit.

It is the year 2020 and you, an astronaut, have been asked to lead a voyage into a part of outer space that very little is known about. Would you go?

In your blog post be sure to explain:
1. What possible rewards might come from your
exploration? (at least 2)
2. What are the risks involved in voyaging into the
unknown? (at least 2)
3. Would you go? Why? Why not?

* Write a thorough post that includes many specific examples to defend your argument. Be sure to include an appropriate title for the post. Let Mrs. Siegmund know when you have published your post so that you can get your points for completing the assignment. *20 possible points.

Assignment 2: Unit 4 Four Part Vocabulary Assignment and Vocabulary Quiz

Complete a four part definition (1. the definition 2. supporting fact 3. interesting fact 4. visual) for each of the following terms associated with this unit: Aztec, Inca, Christopher Columbus, colony, conquistador, Hernando Cortes, Francisco Pizarro, Mestizo, Middle Passage, Triangular Trade, Columbian Exchange

* This should be typed. Place finished vocabulary assignment in Mrs. Siegmund's drop box and notify Mrs. Siegmund after you have completed this task to get points for completing the assignment. Put graded work in the vocabulary section of your notebook. You will take a vocabulary quiz after you have turned in your vocabulary assignment. 44 possible points for vocabulary assignment, and 11 possible points for the quiz.

Assignment 3: Motives for European Exploration Student Notes

Click here to get the student notes that you will need to complete using this power point Be sure to complete both parts of the assignment.

* After you have completed your notes show them to Mrs. Siegmund so she can award your points. Put your completed notes in your notes section of your notebook *20 possible points.

Assignment 4: Christopher Columbus and 1492
We are going to watch parts of the movie 1492 to help you understand the events and effects of Columbus' "discovery" of the New World. Mrs. Siegmund will hand out your video notes the day of the video. After completing the video notes you will be expected to answer a reflection question for quiz points.

The completed notes and the reflection quiz combined is worth *30 possible points.

Assignment 5: Spanish Colonization in the Americas Case Study
If you're starting the assignment at school, you'll have to get the case study from Mrs. Siegmund's drop box. Follow these instructions for getting the case study from my drop box.

You will need to copy the power point from my drop box. To do this complete these steps.
1. Go to siegmundc drop box.
2. Open the Assignments folder
3. Open the World History Folder
4. Click once on the Spanish Colonization in the Americas Case Study power point
5. On the left hand side select copy this file
6. Copy the power point into your My Documents folder
7. Follow all instructions within the case study.
8. Be sure to save your work as you go.

If you are working on the case study from home, click here to open the case study.

Cortez the Killer Video: For slide 16 you will need to watch the video below. You can also access it in my assignments folder if you would like to watch it in full screen.


Follow all instructions within the power point to complete the case study. Be sure to ask for help if you get confused.When you have completed the case study put it in Mrs. Siegmund's drop box. Be sure that your name is in the title. * 70 possible points.

Assignment 6: Warning Poster
After completing the case study power point it is your job to create a warning poster for the Aztec or Inca people warning them about the Conquistadors. Click here to get the detailed instructions for this assignment.

Turn in your warning poster to Mrs. Siegmund so that she can grade it and award your points.
*25 possible points

Assignment 7: Slavery and the Triangular Trade Map Work
Read the background information in this power point about the African Slave trade before attempting to complete the map work. Mrs. Siegmund will give you the necessary map materials after you take a short verbal quiz over the information presented in the power point. Follow all instructions for completing the map carefully.

After you complete your map turn it in to be graded. Put your map in your map section of your notebook. *15 possible points

Assignment 8: The Columbian Exchange Pot Luck and Blog Reflection
Part I. On TBA, the last in class working day for this unit, we are going to have some goodies made out of New World and Old World foods. It is not mandatory that you bring something to share at the Pot Luck, but it would be wonderful if you could. The more food the better! If you decide to bring a dish, please be prepared to tell the class the main ingredients in your dish so that we can research whether or not the main ingredients are New World, Old World, or both.

Part II. After our pot luck write a blog reflection that addresses this question:
How did European exploration and colonization forever change the landscape and lives of people in the Old World and the New World?
Be sure to think about everything you studied in this unit when you answer the question. Provide at least three specific examples in your post to defend your argument. *20 possible points.

Monday's Assignments 10.22.07

Monday's Assignments
Be sure to use your full 120 minutes in class on Monday 10/22 to complete the following tasks.

Assignment #1:

Create a Tombstone

Directions: It is your job to create a tombstone for a famous person in World History. Try and choose someone that is creepy or spooky! You can use the textbook or Internet to select your person. Your final product needs to meet all the criteria below. This assignment is due at the beginning of class Tuesday. *20 possible points

1. Design the tombstone on the 11X17 piece of paper. Make it look as realistic as possible. You can cut out the shape of the tombstone to make it seem even more real.
2. Include their first and last name on the tombstone
3. Include their year of birth and their year of death (ex: 1882-1935)
4. Include an epitaph for the person- A two or three sentence description of the person’s life/ why they should be remembered.
5. Include an additional engraving (drawing) that helps symbolize that person’s life.
6. Be creative and have fun while meeting the criteria above and making your tombstone seem as real as possible!
7. The good examples of tombstones will be added to the Siegmund Graveyard.
   

Assignment #2:
a) Any other assignments from unit 3 on the blog that you have not finished.
b) Be sure you are doing your work on the Day in the Life Project

Tuesday's Assignment

Hey all. I'm sorry I'm not back yet, but I am not feeling well. Instead of me doing the lecture for unit 3 assignment 3 and you taking notes as you go, I'm providing you with all the materials you need to complete the notes on your own.

1. First you'll need to open the student notes to accompany the power point
2. As you go through the power point you will have to complete notes, questions, charts, etc.
Click here to open the power point.
3. For part IV of your notes you'll have to read these pages about different people during the Middle Ages and then complete this simulation. After you've done the readings and completed the simulation power point answer the questions on your notes.
4. Continue going through the main power point until it's finished. Be sure to write a quality summary paragraph.
5. Save your completed notes in your my documents folder. I will check them when I get back.
6. Thank you for your cooperation.

I really hope to be back tomorrow, but if I'm not, I'll make another post for you all with your assignments.