Daily+Class+Notes

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[|.txt]sType in the content of the class notes. This page is where students will take class notes. One person will scribe during class. Two people will proof read it later that day. Any handouts which I have in electronic form will be uploaded. This will be a place for you to read notes from class. It will alert you to homework and assignments.

Click here and it will open the timeline of Rome
= = [|timeline for history.docx]

=September 2, 2008=

Agenda “Being rich,” the old man said, "is having a boat and a fish pole, and a gun and a dollar for some shells.” R.C. Ruark 1.  Intro/ Clue Card  2.  $100 challenge  3.  Course Expectations Sribe: Melissa First Proof: Geoffrey Second Proof: Noah Clue Card  1.  What would you like to learn this year?  2.  What strengths and passions do you bring to this class?  Homework  Write $100 paragraph due Wednesday  Without changing what you encounter, prove to me you have made something with or learned something about what I place before you.

September 3, 2008

Agenda: Paragraph talk Umpires: objective, constructed, reality Changes

Homework History I  Iron and Silk Activity On a separate paper, thoughtfully answer the following questions.  Reading  and Changes  IWE Activity ---IWA stands for, “I Want Excellence!” 
 * 1) Iron and Silk Activity, Mon 9/8
 * 2) Reading  and Changes, Tues 9/9
 * 3) Access Beaver Email from school and home, Mon 9/8
 * 4) IWA: Umpire talk and paragraph, Wed 9/10
 * 1) Of the stories Mark told about his expereiences, which one was most moving or to you?
 * 2) <span style="font-family: 'Arial','sans-serif';">Whether big or small, what did you learn about China that you didn’t know before?
 * 3) <span style="font-family: 'Arial','sans-serif';">What would you like to learn more about?
 * 4) <span style="font-family: 'Arial','sans-serif';">What do Mark’s experiences suggest to you about how we should go about studying other cultures?
 * 1) <span style="font-family: 'Arial','sans-serif';">Read pages XXV and 8 through 18.
 * 2) <span style="font-family: 'Arial','sans-serif';">Do 2 complete changes of the sub-section assigned to you.
 * 1) <span style="font-family: 'Arial','sans-serif';">Talk to an adult you respect. Explain what we discussed about the three types of umpires. Ask the person which type of umpiring best describes the work, volunteer, or social world where he or she spends the most time. Which scenario fits? Explain his or her point of view – and your reaction to it -- in a one page paper. Have fun!!

2008-09-03 Opening Board

2008-09-03 Quote

__Truth__

“Truth is kind of relative” –Christina “Stop being random, gain intent are no longer what were before” – Will “It isn’t something until someone says it’s something” – Emmy

He’s still determining it


 * Socially constructed reality**
 * Socially meditated reality**
 * Objective reality**

Karl weick – social psychology, Chris Argyris, David Clark Original Reference:

Hadley Cantril, "Perception and Interpersonal Relations," American Journal of Psychiatry 114 (August 1957): 119-26.

Three umpires: 1. Call them as they __are__ a. Objective reality b. Truth outside the person

2. I call them like I see them. Socially meditated reality Truth is the subject to some sort of human interpretation

3. They aren’t anything until I call them a. Socially constructed reality. b. Truth is created by the group.

2008-09-03 Umpires All

2008-09-03 Umpires Part

Next, I did the "Learn Something / Change It" powerpoint. That powerpoint is listed below.

[| MALearnsomething1j.ppt] new page here.

September 8th, 2008 “In the end, we will not remember the words of our enemies, but the silence of our friends” ~Martin Luther

Homework due for tomorrow (September 9th, 2008) : Reading & Changes.

Agenda: 1. Homework clarification 2. Name games 3. Iron & Silk groups Clue cards: what two issues in pres. election matter most to you. Joking Jason It's okay Ike Crazy Carly Mysterious Maddy Super Sarah Jane Cheerful Charlie Dirty Damon Imagine Imo Supreme Sam G.** Interesting Ian Terrific Taylor Joyful Jay Electric Eli Creative Courtenay Mellow Matt** Titanium Tim**
 * Awesome Annie
 * Superb Sam R.
 * Excellent Emily

1. __Observations__
 * The Chinese are very into tradtions
 * They are very hospitable

__Questions__ Why do they care so much about their tradtions?

2. __Observations__ __Questions__ Why do they treat the foreigers with such kindness
 * the book had some very interesting stories
 * It was very interesting how china treated forengers wasrmly, like one of their own

=September 9, 2008=

This day was nuts -- pictures, fire drills, etc. Who was the scribe? Talked about changes, Went to library and logged on to Wiki Did practice posting of stuff ot personal pages

=September 10=

"Study the past if you would define the future." Confucius Clue Card: None -- quiz

Agenda: 1 Quiz Discuss Pal / Neo / Bron Discuss pace of change Essay

Homework
Web Quest see Wiki home.

Go to the following website: http://www.mesopotamia.co.uk/menu.html Explore it. Ask yourself, "What would I like to know more about?" Follow the directions in the following document: [| Web Quest Mesopotamia.doc]

Bring your results to class on Friday. This is the beginning of exploring for topics for our group museum projects and individual research papers. Once you have a possible idea for a research topic, click on the link below. Add your idea to the list. Comment on other people's ideas. Be thoughtful. Be Creative.

Mesopotamia Research Ideas

__Main Idea__ __Main Questions__
 * Progression of Civ. over time
 * Land disputes
 * Espically mid east
 * We have been much the same since hunter/ gathering times
 * Change has speed up we were stuck in hunter/ gathering times but chang is speeding up
 * we have developed quickly in a short period of time
 * we sitll have same old phisical characteristics
 * we are advancing exponentialy faster
 * What was the original impetus for change?
 * Two types of posible cause for change figure out what they are by next class.

=SEPTEMBER 12, 2008=

Scribe: Sam Gruber (1337 uber h4x0r)

Quote: "Be Alert for joy!"-Mike Albritton

Clue card: What do you know about Mesopotamian military?

Agenda: 1. The best thing I found on the website... 2. Hammurabi and the Bible 3. Video clip (maybe)

Homework: Webquest-see wiki for instructions Hammurabi/Bible/Modern current event analysis Issue: Man attacks dog Women steals money Person commits adultery Choose something from the newspaper or web (adultery, assault, stuff like that)

Download specific instructions here:

[| Hammurabi Essay b.doc]

Hammurabi's code

Bible/Torah

Modern Law

Analysis: explain which should apply

Lecture by Mr. Albritton:

Background on Hammurabi Hammurabi was the sixth king in the old babylonian empire and the reason that we remember him today is because he created the first written code of laws. The rules of moses may have existed before hammurabi's code, we don't have anything written down before hammurabi. all societies have rules. we've always had rules, but nobody could know them and they were subject to change. Hammurabi decided to write the rules down and define the exact rules. Essay is draft, not final

The class is over. Aufwiedershein!

=September 15, 2008=

Quote: "For most of history, Anonymous was a woman." ~Virginia Woolf Problems with Essay Draft:

- had a crime, but there were no laws/rules for it in Hammuriabi's Code or the Bible or Torah.

Suggestions: - read over the rules, then find a crime to match - you could guess or make an assumption about the penalty based on the other laws - can say "would not be punished" - leap of logic

Power Point Presentation: Inventions of Mesopotamians

- wheel - mathmatics - written law irrigation - writing Hammurabi and the Code - 1796-1750 BCE - Sixth king of the Babylonian Empire - Most of the codes were written about family relations - Land Tenure - promising a solider land if they will fight in a battle will make them more apt to fight for him - contracts - rules on borrowing - interest rates - debt - security - default -Commerce and Trade

What did the Code provide? -predicable and lasting rules -provided a consistent framework(know what you can and cannot do) that society lived around

The Passage

"I am indeed the shepherd who brings peace whose scepter is just. -Hammurabi

What is the tone of this passage? - he isn't very modest - he thinks very highly of himself - he wanted to make the codes so people would remember him. ..

The Codes:

Omur Harmansah (Proffessor at Brown University)

- the codes are not a literal code of conduct - they are symbolic - the laws were not new, very likely that society had these rules normally and didn't need the codes - Hammurabi is simply //writing down// what society already knew in the purpose of unifying the kingdom - Hammurabi enforced the laws

Tone of the Bible (God speaking) - not modest, saying he is a ruler and the best - similar to Hammurabi - a lot of rules but few consequences

- Bedrock idea control -- in Hammurabi -unified kingdom to postion oneself as benevolent rule -"Look at me, I'm so good" -propaganda -symbolic -Hammurabi is writing down what is good for the culture

- Bedrock idea relationship -- in Torah - God is calling people into a relationship, and relationship is more important

=September 16, 2008=

Scribe: Carli Jaff Quote: "Education is the passport to our future."- Malcolm X

Agenda: 1- Turn in essays 2- Time Life Video

Clue Card: Describe the context in which Hammurabi's code was written.

Homework: research ideas, with key words on complete sheets (due tomorrow)

Time Life Video: click on the link below to look at the review sheet.

Details on Homework: //__So here's the deal: yesterday during class, Carli and I tried to save changes to the wiki at the same time, and confused the goodness out of the thing. So when you got home, you could see the notes she took on the video, but not the more detailed instructions and handouts I had uploaded. Bummer. If you couldn't make progress on your topic brainstorming as a result, I'll give you a pass and take your work from you the next time we meet without penalty. There will be start-up costs associated with learning how to use this wiki, but I believe in the end it will be worth it. I have pasted again immediately below what was supposed to be there. So sorry for the confusion! Mr. Albritton.__//

Homework: -research ideas, with key words on complete sheets (due tomorrow) Download the document below. Print 3 copies of it. (Or, type your work electronically and print if you wish.) Review the British Museum Website, your textbook readings, and your notes from todays video. Come up with three possible research topics. For each topic, come up with a list of key words you might possibly use in the search for information on your topic. DO NOT ACTUALLY GO TO THE LIBRARY OR INTERNET AND BEGIN RESEARCH NOW. __**SIMPLY COME UP WITH A LIST OF POSSIBLE SEARCH TERMS.**__ A sample, completed organizer is attached. You chart will have stuff across the top and down the left side, but only blank spaces in the middle because you will not have looked for any information, yet.

[|Research Organizer 1a Sample.doc] [|Research Organizer 1c.doc]

=**September 17, 2008**=

Scribe: Emily Magee Homework for friday: Use your research organizer, and find sources. For each source, complete a "Notes on Source" form. You may complete the form electronically or in paper form. The form is attached below. You do not have to read and take complete notes on each article. You do have to skim it and get a feel for what information is present, and whether you will want to come back and read it thoroguly later. 10 Sources = A 7 Sources = B 5 Sources or less = I call your parents & volunteer you for extra chores

[| Notes from Source 1a Sample.doc] [| Notes from Source 1a.doc]

Quote "Education is not the filling of a pail but the lighting of a fire" - Willian Butler Yales

Agenda 1) Homework Check In 2) Notes on Source 3) Library for research a) How your key - topic search b) How to do notes

Research Project Overview -Topic -Research -Organize Info -Individual 5 page Research Paper -Group Museum Project

Sources on your Practice Pages -Go to your Wiki Practice Page -Delete all the junk that is there -When you find a source name it and save it onto your practice Page

=September 18, 2008= No Class on Thursday

=September 19, 2008=

Library time Continue reading sources identified. Instruction on using electronic sources. For further information, click on research tools tab at left on main menu. Select the

Homework.
Go to the library. Check out 1 or preferably 2 books with information on your topic. Begin taking notes over the weekend.

=September 22, 2008= " Learning is not a Hained by chance. It nust be sought for with arodor and attended to with diligence." -Abigail Adams.

Complete Time Life Video Individual Conferencew with students.
 * Agenda**



**Homework** 1) Bring in 3 pages of notes from any combination of books, encyclopedias, wed sites, gale articles. Due Next Class.
2) Notebook check on WED

disaster: Charlie, Jay, and Maddy. Kind-of Shakey: Sarah Jane, Imo, Sam, Damon, Ian Courtney, and Emily.

FUN AND GAMES! -- No Class**
 * Sept 23, 2008

=**September 24, 2008**=

Quote: none Scribe: Mr. Albritton

Homework: 1. Continue on current events task, and complete 3 articles. For each of three articles you will: a. Find a recent article on some aspect of the current financial crisis. b. Read it thoughtfully. c. Post the URL of the article on //your individual// current events page**//.// d. Below the URL give 4 or 5 bullet points about what was in the article. e. Below your bullet points write several questions that come to mind when you read the article.

2. On the Current Events Home page, towards the bottom, you will find two links to National Public Radio. Listen to the shorter of the two webcasts posted below. As you listen, post your questions and observations on your individual Current Events page. To make life easier for you, I have also posted a copy of that link here:

Shorter version form NPR / All Things Considered 13 minutes** [|**http://www.npr.org/templates/story/story.php?storyId=90327686**]
 * <span style="color: rgb(253,23,23);">I did not call this second assignment to your attention in class, although I did post it. If you do not complete it for Friday's class, do it for Monday. Thank you!

3. If you are not up to 3 pages of research notes on your project, complete those for the next class meeteing. See me individually if you are having difficulty.**

Agenda: In graphics lab for current events.

"the more one meditates upon good thoughts, the better will be one's world and the world at large" -Confucius __to see power point go to research tools Citing sources__** why cite sources? professional curtisy intelectual honesty
 * Friday Oct. 3

When __must__? when you use anothers thinking ie. direct quote __paraphrasing__ utube video any media (pic, music, chart, diagram, etc.)

evidence-cite evidence-cite evidence-cite conclution-don't cite**
 * evidence-cite

When __not__? when you do your own reasoning own reasoning conclution


 * dumb clues**

use a citation every time you: write something your kid brother doesnt know (common knoledge) complete a paragraph presenting __new information__ switch to a new source __within__ a paragraph directly or indirectly __use anothers work__


 * __No Name=Don't Trust!!!__**

cite in page with name and page bibliography full source

peer edit partner's paper
 * __Homework__**

All classes: prepare for museum exhibits. Homework: be prepared for museum exhibits. Yellow and Orange: In class: Museum presentations. Homework: Feedback on other groups’ presentations due Wednesday. Final draft of research paper due Friday 10/17 Blue: No class
 * Monday 10/13/08: **
 * Tuesday: 10/14/08: **

All classes: Introduction to Greece video & time line activitiy. Individual conferences with students on research papers as needed. Homework: Read page 86 to 93 in Text. Answer questions 1 and 2 on page 123. Write well developed paragraphs for each question.
 * Wednesday: 10/15 **

Introduction: 5 minute brainstorm and then report back 1. What do you know? 2. What do you want to know? 3. What do you think might be significant?

Video: The Agean Key ideas:

Time Line: Consider the chart on page 112. In your groups, reorganize the information in it into a better visual representation. (Time line, flow chart, etc.) IN a different colored pencil or pen, write questions you have about the information summarized here.

Text book: Begin reading and homework questions.

Blue: In class: Museum presentations. Homework. Feedback on other groups’ presentations due Friday 10/17 Yellow and Orange: No class
 * Thursday 10/16 **
 * Friday 10/17 **
 * Greece document explorations. Homework: TBA

weds 10/15 ** s cribe sam Raphael brainstorm notes on greece kissing was an olympic sport battle of thermopolis gods and goddessess very advanced in math skilled at building athena was goddess of athens a lot of cats in the street olympics were started in greece greece split up into city states athens and sparta are two big ones 300 is the battle of thermopolis lots of ctiy states because of mountains syracuse is an island

what do we want to learn about? food culture festival mythology want to watch 300, troy we might be able to use these movies as a tool why was it such a thriving society historic battles and wars tradition architecture ceremonies sparta and athens trojan horse tools and weapons

what mr Albritton wants us to learn how did democracy develop, and on occasion go awry? sparta + athens and ask how did two cities that were similarly situated, develop so differently? what were the relations between rich and poor?

video tour of greece: volcanic eruption made island dissapear egyptians found crater plato told story that came from egypt about a large island that dissapeared overnight tells about building a huge city where everything was good. utopian as soon as "corruption came" they say the island blows up they claim there were spaceships, nuclear weapons they thing it might be There, the island. homer tells about myths that talk about atlantis they first look at the writings of homer minatoar helen of troy trojan war - all about helen when agamemnon came home from troy, the queen and her lover killed him second place they look: archaology Schlemon-archeologist tries to prove trojan war he said atlantis was agamemnons palace found skelotens buried in weird patterns, and looked for agamemnon's grave found 19 dead bodies of royal people found what he thinks is agamemnon "fleshed out" a bunch of skulls to see what they looked like

minute 21

Agenda: 1. Homework Check 2. Video Notes- The Aegean 3. Museum Project Group Feedback
 * October 20th, 2008**. Scribe: Carli Jaff


 * Movie Notes- The Aegean**
 * Knowledge of the past was based on ancient writings
 * The Legend of the Menataur means the Legend of the Bull- the male symbol of the power of life
 * This represents continuing traidition
 * The legacy of deeply rooted primal instincts occurs in the mountains
 * Theseus was trying to kill the Menotaur to save all his people- he did kill it by finding his way through the labyrinth that no one else found their way out of
 * Did seal stones point to an earlier Greek civilization?
 * Evans went to Crete because he wanted to find out more about the seal stones from King Minos
 * The local people of Crete sent him to Cnossus, where there was said to be a palace underground, with more stones
 * The Minoans were fun people; they found big clay jars, and filled them with wine
 * On festival days, people would watch while they would bring a bull in, and there would be boy and girl acrobats who jumped over the bull, and others who cut them- did this represent boys and girls sacrifice to the Menotaur
 * No buildings of Crete were fortified
 * These people had great achievements
 * Was this the Utopian land of Atlantis?
 * The cups that archaeologists found desribed exactly Minoan
 * Unlike Atlantis, Crete did not disappear into the sea in one night
 * Where was Atlantis? Where was this Utopian land? Which city was it actually?
 * Minoan seems perfect, but it did not disappear overnight
 * When Minoa exploded, it spread into Thera
 * Could Thera be Atlantis? Did it disappear overnight?
 * The eruption caused a tital wave that reached 30 yards into the coast of the Aegean- halfway up the empire state building
 * This happened in 1628 B.C.
 * The sun stopped shining- people could not see when it was mid-day
 * In the 29th year of the king, the sun stopped shining
 * You can drill down into a glacier, and 7 years into 1628 B.C., the sulfur and ash came back from the explosion of Thera
 * In the 20th century, paintings preserved in ash were revealing stories of this life-long town- these paintings were called Frescoes
 * There were frescoes in every room of what people loved
 * In Thera, the paintings were very peaceful; not of war, like all the other cities
 * Some of these paintings predicted later artists, such as Picasso
 * The pictures of monkeys showed relationship with Africa
 * All the evidence of Atlantis pointed to prosperous Thera
 * The way Plahto wrote about Thera, there are hints that this is Atlantis
 * There was evidence of hot water, running through showers and bathtubs
 * Greeks placed mythical events in the Meditteranean
 * The history of Atlantis was the foundation of the Minoan civilization
 * The only palace that survived was the palace of Cnossus
 * The Mycenaeans were the masters of this palace now for 50 more years
 * They had superior military strength- this is how they won
 * There were many earthquakes occuring, and even sacrifice did not put them to a stop
 * It was a tragic end to a modern and once peaceful civilization
 * The earthquakes destroyed everything, from the palaces, to the towns, to the homes
 * These people were peaceful and artsy
 * Legends of a lost Utopia always haunted the shadows of history

=October 21, 2008= Agenda: 1. Homework Check 2. Jigsaw Puzzle text notes 3. The Big Picture > units and experts 4. Video?

Homework: Question 5 on page 123 in Textbook. Read pages 103-108

=
Dumb clue: Mice live on the land (Penninsula) Political Organization: Multiple kings, many palaces, multiple independent powerful monarchies Art Motifs: War murals, conquests, boar hunting, Militaristic Military: Heavily fortified, built on hills, defensive posture, wealthy from raids
 * <span style="font-size: 130%; color: rgb(255,0,31);">Minoans: ** Dumb clue: Minnows live in the water (Island of crete) Political organization: Run by one king - Monarchy / Bureaucracy. Links to Africa, Asia with trade Art Motifs: Peaceful imagery, Monkeys, Not isolated --> they travel and trade Military: No fortifications **<span style="font-size: 130%; color: rgb(255,5,56);">Myceneans: **======

The change from one to the other was caused by Volcano that destroyed Crete.

**<span style="font-size: 130%; color: rgb(243,48,48);">Polis :**
City-state, small area of land, First kings, later elected officials Community of Relatives: Beleived that they were all descended from same person or god Sense of shared responsibility and equality: seeds of Democracy (We're all in this together) Aristocrats hated Monarchy __SO__ a tyrant couldn't stay in power for long. (What makes him more important than us? We are all descended from the same god. We are all equal) Geography: Mountains, Sea, Valleys make for small and carved out communities

The rise of tyranny: They rose to power because of his military ability and support from the hoplites He also had the support of the politically powerless, newly wealthy, and poor farmers Took power by taking control of military and promising people without power, power The End of Tyranny: They fell because they were hated for their cruelty and the depressions that occured Tyrants did not follow the concept of polis
 * Tyranny:**

Skewed in the favor of the wealthy Society: Farmers: Athenian family farms-grains, grapes, olives, green veggies, fruit, dairy, cattle and meat. Farmers had intensive agriculture techniques and cultivation on the farms. Less successful farmers borrowed from wealthy neighbors. DEBT - sold into slavery Society: Aristocrats: Held the best land and dominated religious and political life. Governed by Areopagus, true masters of state. Represented 4 tribes into Atticas inhabitants which were tradqitionally divided. Employed Loborers Slaves Money for athletic competition
 * Life in Archaic Greece:**

Charlie and Jay 10/22/08

Homework: 1. Listen to intorducciont Sailing the Wine Dark Sea. Use boston Public Library online recorded books function, or see me for a back up disk. 2. Read & / or listen to Intrtoduction and chatper 1. of WDS. compete study guides.

-Pressure for Change -Athenian nobility began to argue about agriculture problems in 7th century B.C. -they reused the fields without rest year after year and as farming became more intense the less succesful people started to have to borrow from others -people basically used their family and children as mortgage for the loans they couldn’t pay and a lot of these people ended up being enslaved -so many people were in debt that they began to demand the “abolition of debt and a redistribution of the land.”

Reforms of Solon: -when Solon was elected in 594 B.C he immediately canceled all debt, prevented future loans, and brought back many Athenians that had been enslaved from the agriculture crisis, this plan was called “shaking off of burdens” -he did not redistribute land which led to Athens economic crisis but he did encourage trade and commerce which led to Athens success in the fifth century -he also expanded citizenship and made Athens society more diverse and widespread -he divided the citizens into 4 classes -Archons, were the wealthiest two classes of people and consisted of Aristocrats and influential politicians -Hoplites were third class males that could be in the council -Thetes, the fourth class, had the power to vote, and served as a jury in court

Octobor 27, 2008 "Be the change you wish to see in the world" Mahatma Gandhi 1. Think-pair-share 2. Discussion of reading Homework 1. Complete any of wednesdays homework 2. Return to 3rd page where you noted things that were confusing. Now, answer your own questions.

questions on reading: -How he goes about "feeling, hearing and loving what they did"? recreates in head portrays ideas in writting. Try to show reader what the people were ancient and modern, He feels a connection. school -> time heard of other ages saw things in the museum color detail related detail of art to what was read in lit. school and musem connection -linear A and linear B old written languages poblems: we dont understand them well and they are better at list rather then narratives

See everybody tommorow!!!

=Wednesday 10/29=

[| Greece Time Life Video Notes..doc] Homework: Complete Sailing Wine Dark Sea study guide if not completed, Complete and upload Power Point on your section of Sailing Wine Dark Sea. See "Research Projects" tab and then "Guide for other classes" tab and then your individual group tab for further instructions and for the place you are to post your final power point. Blue class, we will begin this in double block on thursday.

=Monday 11/3= "If you forgo your right to vote, you foreit your right to complain." - anonymous 1. Presentations 2. Discussion of Ch. 4 3. Election conversation

__Homework__ 1). 2nd half of Ch.4: read and studyguide. on email. Due tuesday. p.119-136 2). Choose another chapter in WDS. Skim/read take 1 page notes due wednesday 3). Know topic for documentary pitch due wednesday

=Tuesday November 4th, 2008=

Scribe: Imogene

Homework: 1. Choose chapter 2. Skim it (DO NOT READ EVERY SINGLE WORD) 3. Read one section in detail 4. Take one page of notes

Agenda for the double block: Discussion of chapter 4/theatrical writing

Write a play or short story

Old person-aristocrat Young person-trader up & coming merchant Young person-equality activist

Solon- Reformer change restructuring old, traveled fair make things right majority Aristocrat.

Poem: Enjoy life while alive, can't take money with you when dead, everyone has the capability to be happy, one has to realize that.

Confused why bring death, why no body can take the money, the love, the life with him, money can't bring happiness. } thinks all of this is BS

Some things that Solon did: Tried to get rid of slavery for all; Eliminated debt slavery; tried to balance society (people get a say); he used his status to enlarge political economic power; freeborn men; politics in the open; shift from rural to urban agriculture to trade; old elite to new wealth.

Sim. Greece: 40 years/gap/rick and poor Colonies 40 year/ gops Diff Greece: women have fewer rights/ population is small Colonies: women have more rights, and population is huge

1. Catharsis Purging on our distraught emotions on their behalf to our behalf, learn from mistakes, w/o having to deal with punishments, part of going to play-> drawn in, feeling this is YOUR story

2. Aristotle E: too much spirit, less intelligence A: too much intelligence, too little of spirit G: in the middle, with the perfect amounts of both

Greeks really into excellence 3. Euripedes-> calls for change -> are were; they didn't exaggerate, sometimes reversed norms, showed flaws (noble slave, bad king, ect.)

3. (continued) Sophocles-> as should be tried create Utopia because knew wasn't a living in one, trying to make an ideal society.

Trapped[Analysis of Media's speech] she is upset, can't do anything, probably would want to divorce if able too

Modern-> trying to break mold, start something new, get more control, sense of betrayal-> real loss.

5. Point-> life sucks, good side to life, plays were about bad stuff. Trying to change things, for the better, system has flaws.

Balance: Light, good: Apollo, intellectual clarity, measure Dark, bad: Dionysas, emotional, chaos, subterranean reality, they were unaware of.

=November 5=

Work on Movie Pitch project. Instructions here:

Persian war notes:
 * Monday November 10**

-In 499 B.C the Ionians rebelled against Darius I, with the help of Eretria and Athens -the revolt went well until Darius gathered powerful forces and in 493 B.C Persia was powerful once again -Darius then decided to punish old Greece and punish the states that had helped the Ionians -his first attack, in 492 miscarried because most of the Persian fleet was wrecked in a very damaging storm -his second attempt in 490 led to his army being pushed back into the sea -Darius died in 486 and henceforth the third and biggest attack was left to Xerxes - the invasion began in the spring of 480 consisting of 100,000 soldiers and 600 war ships -the greeks decided to fight under Sparta’s leadership because of their war expertise -the greeks chose to hold the Persians at a narrow pass in Thermopylae and they did so well for three days until Xerxes sent his troops around Thermopylae through the mountains most greeks escaped but Sparta’s 300 and 700 from Tespiae fought and died to the end -the greek fleet retreated to Salamis and led by Eurybiades of Sparta, Themistocles of Athens, and Adimantus of Corinth prepared to fight -the Persians fearing a greek escape decided on an immediate attack and late in September the battle of Salamis was fought in another narrow strait between Salamis and the mainland -it took a full day and the Greeks were victorious Xerxes went back to Asia with half of his army and wrecked fleet he left the other half Boeotica -the battles resumed in the following spring in Plataea a small state between Athens and Boeotia, the Greeks won and the Persians were forced to retreat -while this battle was happening the Hellenic fleet had crossed the Aegean to try and find and destroy the rest of the Persian fleet -Xerxes and his destroyed army retreated to Asia

Wednesday, November 12 Scribe: Carli Jaff Homework: continue working on Movie Pitch Project Draft due Fri and study for test on Monday- look over review packet!!!!

-A helps, then retreats, P retakes the city -P is whole, but pissed
 * Ionian Rebelion**
 * Little city jumps from P to A

-P invades G by land, with ship support -Darius of P attacks @ Marathon, A wins, P go home -Xerxes of P attacks @Thermopolaye, Sparta loses (300), and A is burned -new huge army, of many Greeks, led by S push P out. End Persian Wars
 * Persian War**

-A sends ships to help E, but P sinks the ships -S notices A is weakened, decides now good time to fight
 * Persia and Egypt Fight**

-S notices A is weak -small cities and islands want to switch -S attacks A
 * Persian Wars**

1. Strategy S: Land War: attack crops and allies of A -had more people -force traditional hoplite -Lysander= leader

Sea War: Give up towns and land around -depend sea trade -attack S allies on coast -S gets help from P and wins

Athens-Delian League- All member city-states Sparta- Peloponnesian League

=Tuesday November, 18=

1. First fifteen minutes: Book Work 2. Next 45 minutes: Video introduction 3. Next 10 minutes: Break 4. Next Hour: Group Work

Homework 1. Complete question 9 on page 123 2. complete movie pitch project and be ready to present on Wednesday.

**Substitute Lesson Plans** ( I couldnt upload these because i did not have access to the folder and it was a read only file that would not let me save it) Tuesday, Novemb er 18, 2008 Orange and Yellow Classes (Blue Class Does not meet) 1. Attendance sheets located in history office in Blue Substitute Folder in wall boxes behind door. 2. Please take attendance and have a student email results to “attendance” on First Class 3. Please ask for a volunteer to be “class scribe” for the day. He or she will upload these instructions to the wiki. Please ask class scribe to take notes on video onto wiki. (They will know how to do this.) Lesson plans: 1. First fifteen minutes: Book Work. <span style="font-family: 'Arial','sans-serif';"> 2. Next 45 minutes: Video Introudction. a. On the movie cart are video casset tapes on Alexander the Great. Play the first 45 minutes of the first tape. Students take notes in support of question 9 above in preparation for their position in the debate. 3. Next 10 minutes: Break. 4. Next Hour: Group Work a. Groups complete preparation for the Movie Pitch Project. Presentations will be on Wednesday and Friday. Students should come prepared Wednesday. We will draw that day to decide who goes in what order. b. After putting the final touches on their presentations, students may return to book work. Complete reading 114 to 122. Write complete answer to question 9. c. If the majority of students finish both a and b, then you may continue the Alexander video tape where it left off. Homework: 1. Complete question 9 on page 123. 2. Complete Movie Pitch Project, and be ready to present on Wednesday.
 * 1) <span style="font-family: 'Arial','sans-serif';">Read question 9 on page 123. You will write an answer to this, and prepare to defend your answer to the second part of the question in a class debate after Movie Pitch Project presentations are complete. The movie you will watch in a few minutes will help with this, but first consult your text book. Skim pages 114 to 122 in your textbook. Pay particular attention to the sections on Alexander the Great.

=<span style="font-size: 130%; font-family: 'Arial Black',Gadget,sans-serif;">December 1st, 2008 = "Everybody has and A on the new term. The trick is to hold on to it!" -Mr. Albritton

Scribe: Courtenay Proofs: Ikey & Sarah Jane

Agenda: 1. Powerpoint Introduction 2. Reading + Jigsaw

Homework: 1. Complete touchstone - reading packet 2. Do/complete Jigsaw 3. Pick theme, think about what you would be interested in studying



Jigsaw detailed instructions: 1. <span style="font-size: 11pt; color: black; font-family: 'Arial','sans-serif';">Notes from Touchstone. Each person will read and margin note the entire packet. Each person will be assigned task a, b, or c. <span style="font-size: 11pt; color: black; font-family: 'Arial','sans-serif';"> Each person will do a,b, or c for half the reading <span style="font-size: 11pt; color: black; font-family: 'Arial','sans-serif';">a. Create a time line of all dates / events in article <span style="font-size: 11pt; color: black; font-family: 'Arial','sans-serif';">b. Create a list of all people and their important actions <span style="font-size: 11pt; color: black; font-family: 'Arial','sans-serif';">c. Create a list of places & their importance. <span style="font-size: 11pt; color: black; font-family: 'Arial','sans-serif';">First Half: From “Carthaginians and Etruscans” through “touchstone 3.4” and stopping before Touchstone 3.6. <span style="font-size: 11pt; color: black; font-family: 'Arial','sans-serif';">Second Half: From Touchstone 3.6 to end of packet Pick Theme detailed instructions:

Refer to the History I Curriculum Poster, attached above. NOtice the MOdern Applications section. There are 7 key themes in the side bubbles. Choose the key theme you are most interested in. YOu will do activities and readings associated with that theme in our study of Rome, and in our final unit applying the historical learning you did to modern problems. Simply reflect on what is most important and interesting to you, and be ready to tell me what that is tomorrow in class.

Class notes from scribe and proofs:

=<span style="font-size: 150%; font-family: 'Arial Black',Gadget,sans-serif;">December 2nd, 2008 =

Agenda 1. Jig Saw Results 2. Video Introudction

HOMEWORK: read pgs. 172-176 in textbook, and answer questions 1 and 2 on page 205

Group: 1B- Sarah Jane, Jason, Carli Phoenicians -intrepid sailors and traders who established colony at Carthage Berbers -Hamite people -traded with sub-Saharan West African people for iron and weapons -farmers and herders Carthaginians -conducted trade across the Sahara desert for tropical African products Romans -destroyed Carthage and established their own province named “Africa” -they became major agriculture producers -undefeated in Punic Wars Etruscans -formed foundation civilization of the Italian peninsula -Etruria spanned agriculturally rich western flank of mountains, sea, rivers, and valleys -started civilization on Italy Romulus and Remus -twin brothers who were the original settlers of Rome -1 tale is castaway by infants and raised by a nice she-wolf -Romulus eventually killed his brother Remus and ruled Rome Aeneas -arrived in Italy after adventures following conquest of Troy by Greek forces under Agamemnon, Achilles, Odysseus and company Celtic Marauders -from north -succeeded in sacking the city in 390 BC Celts -ferocious warriors who painted themselves blue and rushed wildly to battle naked -frightened Romans but at the end, they were no match for the phalanxes Patricians -Senate compromised of them -“wealthy men” Plebians -a growing gap between the patricians and plebians -(poor people) -this was an important factor in fall of Republic Semitic -came to rival Greeks in western Mediterranean -originally founded Hannibal -Carthaginian general -led army from Spain through the Alps and into northern Italy -planned to overrun Romans and brought elephants with him through the Alps (a military achievement) -did not succeed -forced off Italian countryside after many years -forced to North Africa where the Romans defeated them Caesar -elected consul in 59 BC -marched North with army to conquer Celts -defeated all Celts -pushed Germanic tribes past the Rhine -invaded Britain tribes -there they agreed to pay tribute to Rome Politicians and rival warlords -troubled by Caesar’s success -called Caesar to Rome without army -he brought his army -there was a civil war Gaius Octavius -nephew from Caesar (died) -had adopted from heir -ruled western half of Roman empire Mark Antony -top lieutenant and close friend of Caesar -took over eastern half with girlfriend Cleopatra Cleopatra -Egyptian queen -descendant of Macedonian friend Ptomely Soter: got around -was Caesar’s girlfriend and borne him a son Octavius and Mark Antony -both wanted control of empire and wanted war to get it -naval forces, decisive battle, of Actium -Octavius had a commander of fleet; Marcus Agrippa -Egyptian and Roman fleet of Antony and Cleopatra -the two lovers committed suicide Octavius -control of Roman world -title of Caesar Augustus -victory at Actium -called himself “First Citizen of Rome, not emperor” -he changed his government to monarchy -tried to expand but defeated by German tribes -made permanent northern boundary of empire -back to Rhine

Here is a picture of the timeline for section 3.6 to the end of the packet.



Touchstone 3.6 Reading Hw Part 2 C) Places

1. The Rhine and Danube rivers: a. Marked the northern border of Rome. b. After Augustus there was peace around this area. c. German tribes passed over to attack Roman Empire.

2. Constantinople a. Center of the Roman Empire. b. Built where Byzantium(ancient greek city) was built. c. Built by emperor Constantine. 3. The Great Wall of China a. Built to hold back the Huns. 4. Iberian Peninsula a. Established by Roman soldiers after the Germans pushed them out. 5. Vandal Kingdom a. Established by Germans after they were under pressure from the Visigoths. b. Moved to North Africa(site of Carthage-old city.) 6. Hungary a. Created by Huns b. Created after they were deafeted/pushed out by the Visigoths.



=** 12/3/08 12/3/08 **= <span style="font-size: 150%; font-family: 'Arial Black',Gadget,sans-serif;"> 1. Royal Rome 2. Family and Patronage 3. Foundation Myths Homework: 1). Write complete answer to essential question 1 2). Read text p.176-178 Read handout on Wiki on Punic war:

Family: Family-father- à like king __ one ruler __ father with children(can sell, kill) not equal father with wife(cannot kill/legit reason to divorce) wife ran house/home patriarchy, hierarchy father controlled extended family marriages were strategic adoption “ “ __ Plebians __ -lower class -farmers -laborers - artisans -merchants - poor (usually) -Could not be in Senate -Eventually got access to Plebian Assembly -some plebians could become patricians __ Patricians __ -upper class -wealthy(usually) -religious ceremonies -serve in Senate -Hereditary on marry, adopted Conflict= “Struggle of the Orders” __ Clientage System __ Client- less wealthy, work for patron, protect patron, back up patron, political support work, usually plebian, vote way patron wants him to Patron- usually patricians, give: money food legal support business connection, economic opportunity unofficial = ** Date: 12/5/08 ** =

Scribe: Imogene Edson What were going to do today: Talk about myths & Prep Punic War Role Play Homework: Role play prep, see wiki: research project: Punic War role play. Rom&Rem are twins and raised by a wolf. They killed their uncle, put other guy back in power. They got an omen to find new city. Rom sets boundaries Rem mocks Rom Rom kills Rem Value founders, people conflict from the beginning must defeat whoever stands in way. It is okay to kill-> violence glorified, survival of the fittest, people want an answer to things, state is more important then family Romans believed they had a divine right to rule. Aeneas : Starts in Troy Wealthy Trojan Survived Trojan War Given visions of finding a city Takes his father and son, followed by believers Seaport then to Carthage Falls in love with Queen He abandons her to found and find city, she commits suicide Rape of the Sabine War, religion, expanding, taking over, important Must obey gods/ accept destiny Valued traditions wanted war, were violent people do what you have to do to get more power Romans are from some place else, they bring traditions to new places to start new society.

=**<span style="font-size: 160%; font-family: 'Arial Black',Gadget,sans-serif;">Monday December 8, 2008 **=

Scribe: Mr. Albritton

Class: Prepare in groups for Punic War Role play

Homework: Complete write up of final preparations. Turn in a group copy of your thoughtful answers to the four questions on the PLunic Role warplay instruction sheet. Taht document was handed out in class and is attached both above and on the Research Project tab. Be prepared for tomorrow's role play. Thanks!

Mr. A

Tuesday 12/9/08 Scribe: Imo Yellow: Complete role play/ story time Homework: Role play reflection-> in daily notes or research projects Read p. 174-176 -Pay attention to government stuff (already have done family and clientage) Class: Go to page 177, then underline where it says " Carthage claimed an absolute monopoly on trade in the western Mediteranean" In the next paragraph underline "Carthage capitulated in 241 BCE" Next, go to page 178 and in the first text underline " Hannibal had won every battle but lost in war" Carthage had a lot of land and fantastic sea trading, two economies, competition between groups. Romans did not have a great navy/army Treaty: not been signed that long until Rome decided to cross it

<span style="font-size: 160%; font-family: 'Arial Black',Gadget,sans-serif;">Tuesday, December 9, 2008

Scribe: Mr. Albritton

Class: Conduct role play Discuss Mr. A's Punic War power point (attached)



<span style="font-size: 160%; font-family: 'Arial Black',Gadget,sans-serif;">Wednesday, December 10, 2008

Class:

1. Complete power point discussion of Punic Wars 2. Prepare posters on assigned subsections of text in small groups 3. Room clean up and preparation.

Homework: HoMeWoRk: Find all notes and handouts from Rome unit so far. All will have an open note quiz on Friday (No text book or computer) Print if needed.

Added onto December 10th notes: Scribe: Imo Notes: -Generals -political appointees -Hannibal -brought elephants from Africa to the Alps. -many of the elephants died on the way there -elephants became problem after 15 years and Hannibal came home, due to Carth's saying it was a enough -Skipio: new general who got rid of Elephants and got Hannibal and his army caught. -Hannibal did not get killed during that fight, got out, went to neighboring country and killed himself -

=__December 12, 2008__= 1. open note quiz 2. MLK "I've Been to the Mountain Top" speech.

First half of speech: Link: http://www.youtube.com/watch?v=BI_tQ5DdFAk Title: I've Been To The MountainTop 1/2 (Dr. Martin Luther King) Posted by: Gorrrillla

Homework: 1. Watch 2nd half of video Link: http://www.youtube.com/watch?v=n53GuVt0tlY Title: I've Been To The MountainTop 2/2 (Dr. Martin Luther King ) Posted by: Gorrrillla 2. Answer reflection question: "What possible connections do you see between the Dr. King's speech and what we have studied about Greece and Rome?"

In crafting your answer, think deeply. Look for important ideas. Skim back through your old notes, if you need to, to get names of people and places and ideas. If you can write on your own, do so. If you find yourself in need of tips, in particular review these areas in the first half of the speech toe prime your mental pump:

a) Minutes 6:25 and following: what peoples of the world? what do they all want? b) Minutes 1:50 and following: what countries and times would MLK visit? what happened in each that related to King's concern with Civil rights? I

DEC 15 MONDAY

Quote: **'Although the world is full of suffering, it is full also of the overcoming of it." Helen Keller** Scribe: **Matt** Proofs: **Eli and Davin** Agenda: 1. **View and discuss MLK clip connections** 2. **Poster Prep** HW Read MLK selections on WIKI**
 * Finish poster prep if needed

Form
 * Why if " I had sneezed"

inspirational Emotion Dramatic effect Pauses Repetion- - - - story one thing to make all important Powerful Distinctive Voice

Not just that he would have died, missed seeins- - Little comment- -- - He is in Power- - - Not just in his life, but one little thing can effect a lot

Content** By showing people what already done We will get there See's the promised land Even if not me Freedom has been done in other cultures They've done it, we've started + we'll continue to do**
 * Moving forward- - - continue rights

Promised Land

Equal Rights for people of color different social classes Freedom for people in multiple groups**
 * Ultimate goal

Something wonderful about each

Egypt escape from slavery**
 * Slavery

Greece democracy Philosophy pantheon**
 * Inteligent people

Rome
 * great+ mighty**

Connections

All through history people fighting to get to promised land E Freedom G meaning R power Now civil rights Something good or bad about each historical - points to what had U.S + how to change**
 * Something good is happening

=__Tuesday December 16, 2008__=

-Kwan-Tzu
__Group 1__ Roman kings were elected in families King was commander of army Senate only met when king wanted Kings were POWERFUL!!! >:-0 AHHHHHH!!! Senate elects the king, but still kings usually run in families Curiate Assembly really isn’t as powerfull as the King or the Senate A picture of this group’s poster is here on the Wiki <span style="font-size: 13pt; color: rgb(255,102,0);">__Group 2__ <span style="font-size: 13pt; color: rgb(255,102,0);">Hooray! for the really powerful Senate <span style="font-size: 13pt; color: rgb(255,102,0);">Consuls were two elected patricians <span style="font-size: 13pt; color: rgb(255,102,0);"> **A picture of this group’s poster is here on the Wiki also __Mr. Albritton’s lecture__ At first, btw, senate peoples get into the senate because it runs in their family (It’s hereditary) Senate elects Consuls as well as the kings Consuls kinda’ bribe the senate to elect them ** __Group 3__ The Roman family was meant to educate their children (Fathers taught their sons at home) There is no clear evidence supporting that girls received the same kind of education as boys Later on in Roman history, women and girls found ways to get early education Some were even lucky enough to keep being educated later in life **
 * <span style="font-size: 13pt; color: rgb(255,102,0);">Technology’s cool
 * Almighty Senate || Consuls ||
 * They’re the elite || They are two elected people ||
 * They’re Patricians || They are in power for one year ||
 * They don’t get elected || They lead the army ||
 * Hereditary || They’re diplomats ||
 * <span class="Apple-style-span" style="font-weight: normal; font-size: 13px; color: rgb(0,0,0); line-height: 19px;">A picture of this group’s poster is here on the Wiki also

==

=     = =      = =     = = = = = = = = = =December 12, 2008= = = =MLK day project= task: put the struggles of Dr. king into broad historical context, using Ancient Greece and rome as a point of departure. Prescribe a course of action for today. [|40YearsLater.txt] [|40YearsLater.pdf] [|Economic Side of MLK 2.doc] very symilar, only 10% difference (80/90) black/white HS graduation 2087 **thats a long time** equal (vague estamate) stats change, MLK threght-hero, King diddnt change, perseption did, ironic that he got more support after he died, he could have done more if he had the support then, his death helped his cause, time of bad economics, people were scared of new ideas, killed because of a dream joseph also almost killed because of a dream
 * MLK reading discussion:**

__MLK's dream is not done__

Consider the facts below, and then the picture at the bottom.

Per capita income by race both black/white going up, white is higher 28,946 black is lower 16,629 the gap is basicaly staying the same only closer by 3% in 30 yrs at this rate the incomes will be equal in 2546 __income isnt the only thing that matters in wealth__

median household wealth vs. median household financial wealth MHW includes all assets (including house) MHFW just cash

MHW, black
 * 11,800**

MHW, white
 * 118,300**

with edu #s rising numbers might even out sooner than estimated American dream- edu --> good job --> lots of $$$ --> : )
 * huge difference**

still no where near equal MHW at current rate equal in **2643

lots of inprovement but still lots that needs to be done, especualy financialy**

harder to make money without cash, stocks, etc.



=** January 5, 2008 **=



January 6

updated, with lists of who is doing what:



**JANUARY 12 [| Movie Notes.docx]**

<span style="font-size: 70%; font-family: Arial, Helvetica, sans-serif;">Quote: "You can't wat for inspiration. You have to go after it with a club." Jack London

1. Poster turn in. present Tuesday 2. Video Caesar & Augustus 3. Presentation work

HOmework: Read pages 185-191 in text. Answer questions 4 & 5 on page 205 Hint: #4: Gracchi were trying to solve problems; generals were trying to manipulate them.


 * January 13 **

Two things at once: "Tipping Point" Newspaper contest (instructions attached, includes homework) See below [| The Tipping Point b.doc] Presentation group continuing to work on that



__Crassus__ Background -rich -wanted power -
 * JANUARY 16, 2009**

Action -military expansion -helped

Importance


 * January 20 **



**1.23.09 notes by Eli Olson** **TEST ON MONDAY!!!**

Essay Question Tip: [Mr. Albritton] will give you a quote from a modern American President. [He] will ask you to agree or disagree with [the president’s quote], using your knowledge of Rome to support your case. ·<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Answer / Address question ·<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Explain what president meant ·<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Defend your position with __evidence__

<span style="color: rgb(253,182,28);">Rome Essential Questions to know for the test: <span style="color: rgb(253,182,28);"> <span style="color: rgb(253,182,28);"> <span style="color: rgb(253,182,28);"> **<span style="color: rgb(253,182,28);">1: ** <span style="color: rgb(253,182,28);">What do foundation myths tell us bout Roman Culture? <span style="color: rgb(253,182,28);"> **<span style="color: rgb(253,182,28);">3: ** <span style="color: rgb(253,182,28);">How did people who value democracy move to dictatorship? <span style="color: rgb(253,182,28);"> **<span style="color: rgb(253,182,28);">4: ** <span style="color: rgb(253,182,28);">How were classes divided and manipulated? <span style="color: rgb(253,182,28);"> **<span style="color: rgb(253,182,28);">6: ** <span style="color: rgb(253,182,28);">What might modern leaders learn from the rise and fall of ancient Rome?

__The shortened story of the ROMAN REPUBLIC to the ROMAN EMPIRE__ ·<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> First, they kick out the kings – senate begins to have power ·<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Struggle of the orders – Patrician vs. Plebian ·<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Creation of the Plebian Assembly ·<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Struggle for power between Senate and Plebian Assembly ·<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Gracchi – he was a reformer… then he got killed ·<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Caesar, Pompey, and Crassus are the first triumvirate ·<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Caesar gets killed because everyone hates him but he had adopted Octavian to be his heir of the throne ·<span style="font-weight: normal; font-size: 7pt; line-height: normal; font-style: normal; font-variant: normal;"> Finally, Octavian (later called Augustus) is begged by senate to stay in power and becomes Rome’s first Emperor

<span style="font-family: 'Arial','sans-serif';"> Class: <span style="font-family: 'Arial','sans-serif';"> Homework: <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> Class: <span style="font-family: 'Arial','sans-serif';"> Homework: <span style="font-family: 'Arial','sans-serif';"> <span style="font-family: 'Arial','sans-serif';"> Class: <span style="font-family: 'Arial','sans-serif';"> Homework: <span style="font-family: 'Arial','sans-serif';"> Thursday January 29 ** <span style="font-family: 'Arial','sans-serif';"> Class: <span style="font-family: 'Arial','sans-serif';"> Homework: <span style="font-family: 'Arial','sans-serif';"> **Friday January 30** <span style="font-family: 'Arial','sans-serif';"> Class: <span style="font-family: 'Arial','sans-serif';"> Homework: <span style="font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif';"> Monday January 26 **
 * <span style="font-family: 'Arial','sans-serif';"> Test
 * <span style="font-family: 'Arial','sans-serif';"> None
 * <span style="font-family: 'Arial','sans-serif';"> Tuesday January 27 **
 * <span style="font-family: 'Arial','sans-serif';"> Begin two day introduction to China
 * <span style="font-family: 'Arial','sans-serif';"> Begin Poetry and Technology activity
 * <span style="font-family: 'Arial','sans-serif';"> Begin Early Chinese Civilization Overview Chart
 * <span style="font-family: 'Arial','sans-serif';"> See daily class notes for January 27 for upload
 * <span style="font-family: 'Arial','sans-serif';"> [[file:China Ch1_d_blank.doc]]
 * <span style="font-family: 'Arial','sans-serif';"> [[file:Poetry and Technology 2.doc]]
 * <span style="font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif';"> Complete the following portions of work begun in class:
 * <span style="font-family: 'Arial','sans-serif';"> Poetry and Techknology
 * <span style="font-family: 'Arial','sans-serif';"> Technology / All
 * <span style="font-family: 'Arial','sans-serif';"> (that is, the all class not extension portion of technology part)
 * <span style="font-family: 'Arial','sans-serif';"> Civilization Overview
 * <span style="font-family: 'Arial','sans-serif';"> Through Shang dynasty
 * <span style="font-family: 'Arial','sans-serif';"> (that is, the first half)
 * <span style="font-family: 'Arial','sans-serif';"> Wednesday January 28 **
 * <span style="font-family: 'Arial','sans-serif';"> Continue two activites begun yesterday.
 * <span style="font-family: 'Arial','sans-serif';"> Complete Poetry and Technology
 * <span style="font-family: 'Arial','sans-serif';"> Technology All
 * <span style="font-family: 'Arial','sans-serif';"> Poetry All
 * <span style="font-family: 'Arial','sans-serif';">Extension o ption on **//__<span style="font-size: 12pt; font-family: 'Arial','sans-serif'; mso-bidi-font-size: 11.0pt;">either __//**<span style="font-family: 'Arial','sans-serif';"> Poetry or Technology
 * <span style="font-family: 'Arial','sans-serif';"> Complete Civilization Overview Chart
 * <span style="font-family: 'Arial','sans-serif';">
 * <span style="font-family: 'Arial','sans-serif';"> No class
 * <span style="font-family: 'Arial','sans-serif';"> Complete work assigned Wednesday
 * <span style="font-family: 'Arial','sans-serif';"> Discuss Extensions students chose to do
 * <span style="font-family: 'Arial','sans-serif';"> Begin China mini-project
 * <span style="font-family: 'Arial','sans-serif';"> [[file:Albritton lessons 2009-01-30.doc]]
 * <span style="font-family: 'Arial','sans-serif';"> To Be Announced.
 * Monday February 2, 2009 **

In Class 1. Discuss technology reading 2. Discuss poetry readings 3. Discuss "Dynasty Chart" (see document from January 27)

Homework 1. There was a substitute Friday. Not all students precisely understood the assignment as given. If you did not complete the poetry, technology, and book work from last week, after clarification in class today you may turn in any missing work tomorrow. 2. Come to class Tuesday with an ide of what you would like to study for your China mini project.

FEBRURARY 3rd, 2009 __Agenda__ 1. Finish talk through chart 2. China Video 3. Discussion project possibilities

Homework: 1) Read project options. a) Powerpoint b) Book Club 2) Choose or propose an alternative.
 * -make sure you WRITE UP the proposal!!! :)

1. Chart is attached below. I also emailed it to all of you.



2. China Video Notes -culture beginning in Beiking- capital city -early dynasties of bronze age metioned in ancient text -city of Anyang lies 3000 miles west of Beijing -tortoise shells found in Anyang (oracle bones) -shells listed names of Shang kings -when skulls were found, they realized that the Shang kings built their kingdoms on foundations of human sacrifice -"keep finger on pulse of bronze, gods and people and you can stay in control" -MANDATE OF HEAVEN UNCOVERED -Chinese elevated casting bronze to a new level -Shang bronzes covered with inscriptions of harm and horror -Shang aristocracy addicted to hunting and warfare, but later to alcohol -using bronze vessel with a lot of led had a physiological effect (led poisoning), and it made it harder to rule -"Deceen" was a cruel Shang emperor... he was crazy and harsh -the masks that the western Zhou wore were crushed to pieces (part of a mysterious ritual) when archaeologists found them -how do we know that these masks were intentionally destroyed? -300 years before Greece or Rome, Zhou culture flourished -King Wu created the first system of justice for the common people (first EVER in China) -Zhou kings creatred a funeral system by using the knowledge of Confucius -smaller states swallowed by large, regional power - Warring States: last fight -Zhou relied on swords for close combat -when all else failed, resorted to psychological warfare -die by own hand, or suffer even worse fate if they refused -Warring States period was a time of distraction, and inspired creativity -rulers commissioned magnificent bronzes like ceremonial chimes -jade pieces symbolized noble ranks -Of all Warring States, Qin kingdom most successful/resourceful -developed agriculture to go along with powerful military force -Min river diverted in Shangdu basin, converting land the size of Connecticut into lush farmland -could have fresh food and feed military as well -convinced teenage prince that all the other states were his for the taking -followed advice, and became most poweful in world/ -Qin Shuan Di- First Chinese Emperor -quarter of Chinese pop. killed beofre Qin Shuan Di was in charge -450,000 enemy soldiers captured and killed -Qin destroyed 2/3 of enemy pop. -nomads from north of Mongolia raided Qin -over course of 10 years, thousands of men perished from fatigue and famine -bodies added as fill -only tombstone was the wall that consumed their lives- no proper burial -futal system failed because others wanted power -Qin purged all political enemies -private armies disbanded -established states system: focused all power on central government -Qin consolidated China with thousands of miles of roads -Qin created a national monastery system by imposing currency -language was established too -in writings, people criticised QIn's ideas as a break with the past -on "Lisa's" orders, 460 scholars buried because he was afraid of too much knowledge -collections of literature were destroyed -first book burning -after 3 assassination attempts, Qin lived in heavily guarded seclusion -Qin died in 210 B.C. because of poison -buried in most opulent mausoleum known

__FEBRARY 6, 2009__ UNIT TEST ON WEDNESDAY!!!! (If too hard, then you can take it on Tuesday)

MINI-PROJECT DUE FRIDAY!

__Agenda__ Work on mini-project. Monday February 9, 2009 Class: 1. Work on project

Homework: 1. Study for China Test Wednesday 2. Complete China project for Friday

Review Material:

**Feb.10th 2009 TEST REVIEW ON CHINA**

oracle bones: used by Shang to predict the future.
 * __Chart:__**

answer: Mandate of Heaven The Mandate of Heaven was the right to rule wand the belief that heaven chose the ruler. If there was a bad ruler the mandate would go to someone else.
 * What was the one thing the Western Zhou had to have that the Shang didn't have to have?**

The capital has moved and the were unable to pick up where they left off. They didn't have the amount of power they had before. The Central government wasn't powerful enough to demand obedience from the states. Alliances became loose. Sets the stage for the Warring States.
 * What happens when you go from Western Zhou to Spring and August Period?**

How did the Qin reunite divided people? They were the most powerful of all the Warring States. Since they had this power they decided they wanted to change things. They made a universal measurement system and language. They were powerful because they had a strong military. Controlled mountian passes, were centrally located, and had great agriculture. They dominated the people and even killed the ones they didn'y agree with, a strict but orderly system.
 * __Qin Unification:__**

- they created the great wall - they made a Bureacratic Administration (with a legalist philosophy) This means power came with family relationships, but sometimes this gets out of control when a certain person thinks they are the leader. A system with differnt ranks where everyone starts at the bottom. - a standard set of roads This all was very expensive so taxes go up. This in turn makes them lose power because the people are mad.
 * What the Qin did:**

pages 5, 6, 9, and 21 in the packet - upheavel, contantly fighting - nature, painting a picture in the poems - the themes of poems were consistent through a dynasty but those themes changed with each dynasty.
 * What can be learned about Ancient China from its poetry?**

- the people consulted the stars about the future of the dynasty. the kings looked to the stars for advice. astrology was a big part of chinese society.
 * How did technological innovations contribue to the rise of Chinese society?**

See the Blue Wiki (link above at left in blue navigation bar, or click here) Go to the very bottom of the daily class notes for review documents. The review materials refer to paricular documents which appear on different dates on the yellow and blue wiki, so it was simplest to do a single sheet based on the one Blue wiki. Still look over the class notes here, though, as an aid.
 * FINAL EXAM REVIEW MATERIALS: **