Due Friday: Write 5 journal entries documenting your travels through the Gupta Empire. You will reference specific facts regarding at least 5 different achievments. Worth 40 points.
Refer to the following handout for specific instructions and requirements.
Tomorrow we will have a brief 20 question vocab quiz to review what we have learned thus far. The list below contains key terms that we have reviewed in class. You are responsible to know all of them.
Below is a list of the terms, and several resources you can use to review/research these terms:
primary source
secondary source
bias
objective
subjective
geography
chronology
timelines (scope, depth, topic, span)
periodization (think childhood)
BC/AD
BCE/CE
4 major eras of world history (names and dates)
Population
Culture
Religion
Ethnicity & Race
Agriculture
Politics
Industrialization
Development
Urbanization
Globalization
theory
cultural diffusion
nomadic
hunter gatherers
domestication
geographic literacy
latitude & longitude
all 7 continents and where they are (know this by next week)
Download the World We Live In Topic Summaries topic summaries collected in one document here.
Download the Using Historical Sources to get to know primary and secondary sources.
See previous posts for all other handouts and presentation materials.
Feel free to contact me with questions.
In class today we discussed why it is so important for each of us to have a well-defined “mental map” of the earth. As we do so, we will become “geographically literate” and we will be able to understand and explain the world we live in.
To begin this process, you will create a mental map of the world, without the help of any maps. Draw the world as you see it. This should take you at least 10-15 minutes. You will be graded on level of completion, not accuracy. We will keep these maps to track our progress throughout the year.
Here is a jpeg of the mental map form:
.. or you can direct download it by clicking here.
In class over the past several days we have been examining several of the main themes that describe the world we live in today. We have done this so that as we begin to study history, we can draw thematic relationships between what we see happened back then, and make connections between how historical events have shaped and influenced these same aspects as we see them in today’s world.
As we conclude, each student will have the opportunity to evaluate your group members, your group’s performance, and provide me with 3 essays that will serve as evidence that you can clearly and concisely summarize your topic, and accurately describe how your topic relates directly to 3 of the other topics that we studied.
This assignment is due at the beginning of class on Wednesday, Sept. 15th
Refer to the following worksheet if you did not get one.
In class today, we are working in groups to complete our research on our topics and prepare a brief powerpoint presentation for the class. Your powerpoint will introduce your topic, and answer the 3 questions given to each group. Each question will get one slide – therefore each powerpoint should be no more than 4 slides.
The purpose of your powerpoint is to summarize your main points, so keep your answers short and simple; do not write out an essay answer for each question. See the below presentation for an example.
In class today we began our study of the world we live in. We are doing so by identifying 10 major issues/topics that we see in today’s world, working in groups to become experts on a topic, and then teaching this topic to the class.
Here are the 10 themes in no particular order (I would add there are probably 1-2 more themes that we will identify throughout the year). Underneath each topic you will find links that will help you to understand and summarize it.
1. Population
There are nearly 7 billion people on the earth today, nearly twice as many as there were just 45 years ago. What does the rapid increase in world population mean for our future?
http://www.globalissues.org/issue/198/human-population
http://www.census.gov/main/www/popclock.html
http://www.poodwaddle.com/worldclock.swf
http://www.globalchange.umich.edu/globalchange2/current/lectures/human_pop/human_pop.html
2. Culture (traditions & language)
http://www.exploreandmore.org/world/default.htm
TSS – login and go to the upper right tab that read RESOURCES. Click on the box that says culturegrams
3. Religion
http://www.guardian.co.uk/world/religion
http://www.historyforkids.org/learn/religion/
http://www.religioustolerance.org/var_rel.htm
4. Ethnicity & Race
http://www.diffen.com/difference/Ethnicity_vs_Race
http://en.wikipedia.org/wiki/Race_(classification_of_humans)
5. Politics
http://www.cnn.com/studentnews/
6. Industrialization & Development
http://www.history.com/topics/industrial-revolution
http://en.wikipedia.org/wiki/Human_Development_Index
http://inventors.about.com/od/indrevolution/Industrial_Revolution.htm
http://www.nationmaster.com/graph/eco_hum_dev_ind-economy-human-development-index
7. Urbanization
http://dictionary.kids.net.au/word/urbanization
http://environment.nationalgeographic.com/environment/habitats/urban-threats2/
http://news.bbc.co.uk/2/shared/spl/hi/world/06/urbanisation/html/urbanisation.stm
8. Agriculture
http://www.historyforkids.org/learn/economy/farming/
http://www.kidspast.com/world-history/0261-agricultural-revolution.php
http://www.agr.state.il.us/kidspage/index.html
9. Economics
http://www.historyforkids.org/learn/economy/
http://www.socialstudiesforkids.com/subjects/economics.htm
http://www.42explore2.com/econ.htm
10. Globalization
http://encyclopedia.kids.net.au/page/gl/Globalization
http://geography.about.com/od/globalproblemsandissues/a/globalization.htm
http://www.wisegeek.com/what-is-globalization.htm
http://www.pbs.org/wnet/wherewestand/reports/globalization/video-report/7/
For HW: Find 1 current events article related to your theme. You will write a 2 paragraph summary on your article. 1st Paragraph will summarize what the article is about. 2nd Paragraph will summarize how this article relates directly to your topic. The purpose of doing this is to begin to see how this topic, which seems vague and un-specific, actually is seen in our world today.
You can find a current events article through one of several ways:
Homework: Autobiography Analysis using APPARTS
Due: Friday 9/3
Worth: 10 points
In class today we discussed different kinds of sources and what we need to keep in mind when examining these sources in order to understand the truth of what really happened.
To do so throughout the year, we will be using the APPARTS process. This process serves as a guide for considering whether a source is reliable.
Key Take-Aways:
Everyone has bias. Look for it in all sources.
Bias can be seen in sources through exaggeration, lying, information included or left out, or any type of persuasion or argument.
Many secondary sources can also be primary sources, depending on how you use them.
Primary sources are not necessarily more accurate, in fact they can sometimes skew history quite a bit because they come from one person’s perspective (or several people). They do, however, give you an insight into what people were thinking, which can be used to draw very meaningful conclusions when compared to information gathered from secondary sources.
Secondary sources analyze and interpret primary sources.
Textbooks contain bias. They leave out entire regions or peoples from the study of history. The authors can portray events in specific ways to give the impression they want to give.
Here is the APPARTS process summary. Feel free to ask any questions you have.
APPARTS
AUTHOR
Who created the source? What do you know about the author? What is the author’s point of view?
PLACE AND TIME
Where and when was the source produced? How might this affect the meaning of the source?
PRIOR KNOWLEDGE
Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source? For example, do you recognize any symbols and recall what they represent?
AUDIENCE
For whom was the source created and how might this affect the reliability of the source?
REASON
Why was this source created at the time it was produced?
THE MAIN IDEA
What point is the source trying to convey?
SIGNIFICANCE
Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked.
Below you will find the MWH 2010-2011 Syllabus and the first homework assignments.
HW: Write an autobiography. At least one full page on notebook paper. Due Wed. Sept. 1st
HW: Have parents email Mr. Martin jdmartin (at) bcps.k12.md.us Due Sept. 3rd
HW: Read over Syllabus and sign review form with parents. Due Sept. 1st
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