Ladies and Gentlemen: After a strong 2 1/2 year run, this web site is going to be shut down. Please refer to the Brooklyn High School of the Arts EChalk link for my page, which is below: Refer to the right side of the page for your class. World War II TEST on APRIL 7th, the day we get back from Spring Break!!! Chapter 31, Sections 1-5!!  3/18/10: ALL Periods: Finish your maps!! Periods 1 and 3: 787-790, #1-7 Period 8: 804-808, #1-5 Honors: Discussion Board and look for reading on the Haiku web site! AVID: Vocabulary test tomorrow! Look at AVID link at the top of the page for your words! 3/17/10: ALL PERIODS: Fill out double-sided map of the European / African and Pacific Theaters of World War II. Periods 1 and 3 have to read 781-786, questions 1-7. Period 8 has to read 799-804, 1-6. Email me with any questions. 3/15/10: Written (full page!) "could World War II have been prevented?" Keep in mind appease- ment, rise of Fascism / dictators, Treaty of Versailles as well as Pacifism. 3/12/10 Home work: Periods 1 and 3: Page 774, 1 through 7. Also, page 780, 1 through 7 as well. For Period 8, Page 793 1 through 6 as well as Page 798 1 through 6. Honors, be ready for discussion this week!    2/25/10: Due Monday, for ALL classes, I want you to write THREE (3) separate letters to the following individuals: 1. Kemal Mustafa "Atatürk" (Republic of Turkey) 2. Reza Khan (Iran) 3. Mohandas Gandhi (India) Be sure to include who they are, what they've accomplished within their nation, what they're fighting for, who they are fighting, how successful they've been, etc. Utilize dates, the vocabulary, who YOU are (act as someone from that time period) ...BE CREATIVE!! 2/23/10: Tonight for homework I want all classes to summarize (full page, use your notes and text) a response to "How did Stalin and his totalitarian state control of the arts affect the Soviet Union?" Be sure your response is thorough! Key vocabulary includes *totalitarianism, *socialist realism, *atheism, *propaganda, *Stalin / Lenin.* Email me with any questions! 2/22/10: For ALL classes, SUMMARIZE Stalin's rule in the Soviet Union. Use the following terms in your summary: 1. totalitarian state, 2. industrialization, 3. Lenin, 4. collectivization, 5. Great Purge, 6. Reign of Terror, 7. U.S.S.R., and 8. forced famine. The more meticulous and historically accurate, the better the grade! Tonight ALSO for homework, if you are in periods 1 or 3, page 715, #2 (c) and 5 and 6. Honors be sure you complete your Discussion Board by Wednesday night. 2/19/10: I hope you all are having a relaxing (yet studious) vacation. Reminder that you have the project due the day you come back from vacation, no excuses. Email me with any questions and / or you need your Engrade ID. For our AVID students, the Tuesday we come back we have all of our new Hunter College tutors for (duh) Tutorology. Looking forward to seeing you all and continuing our great success! ***If you want your new Engrade ID, please email me @ RQuinlan1384@gmail.com with your name!**   2/12/2010: Reminder over the break: You are to complete the Russian Revolution Project which entails you creating a source of Russian propoganda or a newspaper article. Read the directions very carefully and email me with any questions or concerns. 2/2/10: This week we will be working on World War I and it's global ramifications. I want to stress the "Balkan Powder Keg," the alliance system that was in place, the "Belle Epoque," key individuals and countries involved, the drastic changes in how war was fought, and the consequences of this initial glorified battle. WORLD WAR I Assignment!! 1/25/10: Due Tuesday, February 2: Periods 1,3, & 5: Page 681, 1-7. Page 684, 1-7. Page 689, 1-6. Page 693, 1-5. Page 697, 1-6. HAND WRITTEN NEATLY Due Tuesday, February 2:Period 8: Page 697, 1-6. Page 700, 1-5. Page 705, 1-5. Page 709, 1-7. Page 713, 1-6. HAND WRITTEN NEATLY  1/16/10: This weekend you have text questions from Japanese feudalism (review from last year that will be a nice transition into Japanese modernization) and also text questions from Meiji Restoration. Moreover, you have a FINAL on Thursday (Part I, Essay) and Friday (Part II, Multiple Choice). Email me with any questions or concerns!!  1/10/10: Students, reminder for Homework due tomorrow: You are to finish the front page of the Imperialism worksheet and on the back be sure you fill in the African imperialism map. Also, be sure to do the text book questions 3-7. You have a test this Thursday on Nationalism and Imperialism!! Your FINAL is the 21st and 22nd. 1/3/10: Happy New Year BHSA! This week we are going to finish up Nationalism in Europe from 1800 to 1914 and then move into Imperialism. Make sure you come into class tomorrow with your Take-Home Winter Break quiz and that it is hand written. We are now about 6 months away from the Regents and it is imperative that we all remain focused and determined! See you all tomorrow!
12/5: Test on Monday, 12/7 is going to cover the Industrial Revolution Chapter 20 in your text. Focus on the causes of the Industrial Revolution (agricultural revolution, population explosion, and the new technologies), the life in the new industrial cities and factories, why was Britain the starting point for the Industrial Revolution, moreover you need to know the new economic theories (laissez-faire, socialism, communism, Marxism) that developed during this time. Please email me with any questions that you may have concerning this test. Anticipate multiple choice and an essay as the format.
 11/19/09: French Revolution TEST tomorrow! Make sure you read not only your French Revolution notes, but also notes on the Enlightenment and Absolutism!
 11/9/09: We are starting our new unit today, the French Revolution. For Periods 1,3,5, you are to read 468 to 472 and answer questions 1-8. For Period 8, you will read the first section of the chapter entitled "French Revolution." Answer the questions that are at the end of the section. As you read, think about how Enlightenment ideals and the American Revolution played a role in sparking the French Revolution!
11/6/09: Period 1 and 3 this weekend read pages 460 to 463. Answer questions 1-7 and also go to page 465 and analyze the Primary Source (Voltaire's Tolerance from his Philosophical Dictionary. 8th period Global, read "The Birth of the American Republic" and answer the section questions.
11/4/09: Make sure you are refining your notes and writing summaries based on the lessons. The Enlightenment is a voluminous topic and it is very important you have full comprehension of the material. Tomorrow (Thursday) we will focus on how the Enlightenment spread to the rest of Europe outside of Paris, France.
11/2/09: For Global History periods 1 and 3, Read 446-450 and answer 1-6 on pg.450. For period 8, read 457-460 and answer 1-6 on pg.460. The new unit is The Enlightenment.
10/27/09: There is a test on Absolutism for ALL classes this Monday, 11/2. Tonight's home work is for you to read about Absolutism in Russia under Peter the Great and Catherine the Great. It is Chapter 17 in your text and found within the last section. Answer the questions at the end of the section.
10/24/09: HW this weekend is 427 to 430 (questions 1-7 on page 430). Also, from page 412 to 430, there are several pictures and readings with one or two questions per that I would like you to respond to! (pg. 412 coin pic, 413 King Philip II pic, 414 map ques, 416 pic, 417 pic, 418 King Louis XIV, 420 King Louis XIV painting, 422 primary source ques, 423 painting ques, 424 ques, 425 1 and 2). 8th period, I forgot to write down the page numbers but you get the idea...starting with Spain's empire and go to Britain's Civil War and follow the same format. You also will be reading about Austria and Prussia this weekend and answering the questions. Email me, RQuinlan1384@gmail.com with any questions!
10/23/09: Finally! I'd been having difficulty with the Google Editor...but it's 5:47 am on Friday and I've gained access to our beloved History site. Be sure this weekend you have your notes down pat on Absolutism (Philip II and Louis XIV) and England's situation (Long Parliament, Glorious Revolution, English Civil War). This weekend's HW assignment is to read 427 to 430 (answer 1-7 on page 430) about Prussia and Austria. ALSO, I want you to go from 412 to 430 and answer the individual question to each image to differentiate our comprehension of this era.
10/18/09, 10:04 am: Students there is a TEST on Tuesday the 20th do not forget to study. Homework this weekend is to read about The Changes in Europe (inflation, capitalism, entrepreneurs, joint stock companies, MERCANTILISM, tariff). STUDY STUDY STUDY!!! THIS IS THE LAST TEST OF THE SEMESTER!!!!!!!!
10/15/09: Periods 1, 3, and 5: Page 398-402 (READ) and answer questions 1-7 on page 402. Period 8: Read 405-410 and anwer 1-7. Make sure all questions are answered in Cornell notes style. You have a test on October 20, next Tuesday (from Exploration to Columbian Exchange)
10/14/09: Ladies and gentlemen, do not forget: You have a project due tomorrow (Power point presentation OR written paper). Also, you have your text book work due as well (394-397 about the colonies in NORTH AMERICA questions # 1-7)
10/12/09: Students, you have your project due this Thursday. No late projects will be accepted. Use the rubric provided and be sure you really do a good job, the semester concludes very shortly!
10/8/09: Quiz tomorrow on Conquistadors and Spain's American empire. Refine your notes and be prepared! Binder checks will be conducted as well.
10/5/09: Make sure you take meticulous and organized notes for Friday's open Cornell-Note test! end of Chapter 15 (Asia ...China and Japan's relationship with Europe) and all of Chapter 16. We will review on Thursday.
10/1/09: Test tomorrow! Make sure you study and review your notes! Extra help is available after school today!
9/30/09: Today we are going to review the European influence in Southeast Asia and also discuss China's role in all of this. Be sure you are constantly refining your notes...come to extra help if you need it!
9/28/09: For TOMORROW, 9/29: Reminder that there will be binder checks in AVID 1st and 3rd periods, Honors 5th period, and Global History 8th period. Test is this Friday on Exploration and the material from this week.
9/25/09: Students, there will be a binder check on Tuesday, so have a neat and organized binder with all of your notes in the proper Cornell style. Also, homework for this weekend is a (1)summary of the Christopher Columbus primary document and (2)all the guiding / assessment questions answered. Also, (3) I want a one page summary on the impact of the Age of Exploration.
9/22/09: Ladies and Gentlemen, make sure you are keeping a tidy binder. It is very important to stay organized! The homework assignment tonight is as follows:
(1) Identify: (a) Henry the Navigator, (b) Vasco da Gama, (c) Christopher Columbus, (d) Vasco Nunez de Balboa, (e) Ferdinand Magellan.
(2) Define: (a) cartographer, (b) astrolabe, (c) caravel, (d) scurvy, (e) circumnavigate
(3) Comprehend: Why did European nations seek a sea route to Asia?
(4) Comprehend: (a) Describe the routes taken by explorers for Portugal during the 1400s and early 1500s. (b) How did this affect Portugal's trade?
(5) Comprehend: (a) Why did Columbus decide to sail westward? (b) What influence did his voyages have on other explorers?
(6) Decide: What pros and cons would you weigh if you were a sailor trying to decide whether to sign on with da Gama, Columbus, or Magellan?
(7) Compare: (a) In what way were the mistakes that Columbus and Magellan made similar? (b) Hwo did their mistakes differ?
9/19/09: Students, remember this
weekend you have a home work assignment...you are to make a graphic organizer for the Scientific Revolution and Protestant Reformation. Due on Monday!
9/17/09: Reminder: You have a test tomorrow! Make sure ALL contracts are submitted! Make sure you refine your notes on the Reformation and the Scientific Revolution!
9/16/09: Home work questions:
1. Why did some people oppose the heliocentric theory?
2. How did the scientific method differ from earlier approaches?
3. How did Newton try to explain the workings of the universe?
4. Why did Martin Luther gain such wide support?
5. Why did persecution and execution increase after the Reformation?
9/14/09: Nice work today with the discussion on the Protestant Reformation. Don't forget to write a summary of today's lesson! Test on Friday!
9/11/09: Don't forget you must have looseleaf with Cornell notes outlines ready for next week! Have a few with summaries and a few without. Be organized and prepared! Also this weekend, volunteer and help at least ONE person!
9/10/09: Contracts need to be in by tomorrow! Reminder, you must have a BINDER for Global History. Also, this weekend, be sure to pick up loose leaf paper for all your notes.
9/9/09--> Reminder, get contracts (Department and Mr. Q's) signed by Friday! It is your first home work assignment!
Welcome to Mr. Quinlan's Global History Page, a site where you can check homework assignments, find your notes and any other resources in order to enhance your education!
I am now on Twitter (ha ha seriously): QAvidBHSA
****If you are in the Honors Global class and have any questions or concerns, please email or refer to the Honors section on the tool bar on the left hand side of this page: BHSAHonorsGlobal@gmail.com ****
What I have done is simply pushed last year's notes and announcements from 9th grade to the bottom of this page. Please heed caution when downloading material off this site...look for a "2009" tag or "Honors" or "AVID."
POWER POINT CONVERTER WEB SITE IN ORDER TO VIEW POWER POINT NOTES!:
GO TO POWER POINT VIEWERS
IMPORTANT NOTE: SOME OF THE POWER POINTS HAVE NOT BEEN ADDED SINCE THE FILES ARE TOO BIG. SO WHAT I'VE DONE IS ADDED THE NOTES ON MICROSOFT WORD FORMAT.
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Students, for the week of May 18 we will be doing China, Japan, Mongolia and Korea. The test for this unit is Tuesday, May 26th (there is no school that Monday because of Memorial Day). In order to take the test, you must do the following:
On Monday, May 18th a sheet of questions will be handed out that you Must have answered by Friday, May 22nd. On that day I will take any questions concerning this assignment (clearly there will still be extra help during the week). I will post these questions on the web site at a later date as well. You will also be required to do bullet-style (handwritten or typed) notes for the sections of the unit as well.
    (May 9, 7:05 p.m. update) May 11th to May 15th-- Students: This week we will be finishing up Africa. The agenda is as follows:
Monday, May 11th: You have a notebook check! Have a neat, organized notebook / binder / whatever it is you use to organize the myriad of notes you have for this class. Remember, I collect your notebooks at the end of the year to save for you to study with it next June for your Regents! We will learn about the kingdoms of East Africa (Axum, Ethiopia). Homework: Reading on Zimbabwe.
Tuesday, May 12th: We will learn about the many people and traditions of Africa. This will be the last set of notes prior to your exam on Friday!
Wednesday, May 13th: We will be working in cooperative groups practicing Regents questions (Multiple Choice, Thematic Essays and DBQs). This is great preparation not only for next year's Regents but also the FINAL for my class.
Thursday, May 14th: Museum Tour Day!
Friday, May 15th: Your Exam on Africa...study, study, study!
 (April 16, 2009 10:40 a.m. update): When we get back from break, we will start the Arabian Peninsula, the teachings of Islam, and the rise of the Caliphate. Above is a picture of the mosque located in Cordoba, Spain where there was once a very powerful Muslim influence.
Have a Happy Easter / Passover / holidays over the break! Don't forget to e-mail me your edited third essay from the test to augment your original grade. Be sure to tell me your original grade and MAKE SURE to have the essay PERFECT and according to what I was expecting in the first place. Doesn't hurt to read your notes over break as well...Keep checking up on the web site for updates. Enjoy! (2:00 pm Friday 4/10/09 update).
For the week of April 6, 7 and 8 (5:40 am update):
Learning Goal: Students will be able to explain how in its early years Russia was influenced by the Slavs, Vikings, Byzantines, and Mongols
Monday 4/6: We start Russia and Eastern Europe.
Tuesday 4/7: We finish Russia and Eastern Europe.
Wednesday 4/8: I want to work on personal Learning Goals and perhaps having some people present their papers.
Below is a picture of Ivan the Terrible of Russia...we will learn about why he was so "terrible"
 Ladies and gentleman, April 1, 2009 (10:40 pm): Reminder you have a TEST on FRIDAY...for those of you going on the Trip, don't forget your test is THURSDAY (tomorrow)!
Topics (once again):
1. Byzantine Empire (Constantinople, Justinian, etc.)
2. The Crusades (cultural diffusion, Christian vs. Muslim, etc.)
3. Hundred Years' War (Joan of Arc, long bow, cannon, etc.)
4. Holy Roman Empire (lay investiture, popes vs. emperors, etc.)
5. The Black Plague (rats, dirty medieval cities, trade, etc.)
6. Learning, the Arts, and Architecture in the Late High Middle Ages (stained glass windows, illumination, Gothic vs. Romanesque, etc.)
Papers are due NEXT Tuesday..tick tock tick tock...
 The image above is the Hagia Sophia, which was located in the Byzantine Empire (in the city of Constantinople) which we will learn about this week.
****March 29th (10:30am update):Students, for your paper I have added a link for writing a proper outline: http://www.albany.edu/eas/170/outline.htm. Also, I've provided a link to a site that can help you properly cite (that's if you are unable to come to me) for your paper: http://writingcenter.mst.edu/documents/Chicagonotes-bib_2007.pdf. Time is ticking!
March 28th (11:15 am update): Students...be sure you are working on your research paper this weekend! Please email me with any questions about citing or sources. This is a big part of your grade for this semester. Remember, I will not accept papers without (1) proper citing, (2) at least 2 sources, (3) 7 pages double-spaced 12 point font Times New Roman. Good luck!
You also have the 100 Years' War HW and the Black Plague interpretative homework (poem, collage, poster, drawing, song..however you'd like us to understand your perspective of the Plague!)
  On the left: The Crusades. On the right: Black Death*************Learning Goals for this week: Students will be able to utilize maps, graphs and images from the Black Plague to enhance interpretation and analysis of the epidemic. Students will also be able to explain the causes and effects of the chaos in Europe in the 14th and 15th centuries due to plague, war, economic woes and social upheaval.
Sunday March 22nd (9:23 a.m.):I'll be adding notes about the Crusades as well as a few maps and other documents you can view prior to coming to class.
March 21st (10:35 p.m.): Ladies and Gentlemen: Remember... your rough draft and outlines are due this Tuesday. Also, be prepared Monday to have a discussion on what you're reading this weekend based on the Holy Roman Empire (as well as the 8 HW questions). *****Your paper is getting graded not only on the final product...but also the progress and process.**** Enjoy the rest of the weekend.
Monday, March 23: Holy Roman Empire discussion and introduction into Europe expanding outwards. Learning Goal: Students will be able to show how with secular and religious rulers advancing rival claims to power, explosive conflicts erupted between monarchs and popes.
Tuesday, March 24: Advancements in Learning and Revival in Culture
Wednesday, March 25: Crusades and the interaction between Christians and Muslims
Thursday, March 26: The Black Plague and severe population decrease in Europe  This is a golden statue of Charlemagne. This Friday, March 20th you will be given a homework reading relating to the Holy Roman Empire with questions that will be answered on looseleaf. It is very important you complete this homework in its entirety and be prepared for discussion for Monday as we get into the Crusades. Obviously this weekend you must also continue writing your rough draft for your research paper.
March 16th - Study!! Test is this Friday. Schedule for the week:
3/16: Growth of Royal Power in England and France
3/17: Early Governments in France and England / Evolution of English and French Governments
3/18: Review
3/19: BRING IN A BOOK as a source for us to learn how to cite properly.
3/20: Medieval Test!
March 10th - Don't forget to be reading your notes and keeping up with the material. You have a TEST next Friday March 20th. Also, due this Friday is your research paper topic! Be prepared!
March 8, 2009: I am having difficulty getting the "Rise of Europe (Charlemagne and European geography) up on the web site. If you need these notes, please see me during the school day or email me so that I can email them to you.
Also, do not forget to start thinking about potential research paper topics!!
March 1, 2009: I have added the slide show presentation and the notes for Monday's class, the Rise of Europe, early Middle Ages and Charlemagne!
February 23-27th: Civilizations of the Americas
Friday, 2/27: Middle America quiz
Homework for Friday 2/27 will be to complete the question sheet about the civilizations of the Middle Americas due on Monday 3/2
I hope everyone is enjoying their break...don't forget your Mid-Winter Break assignment!
Mid-Winter Break Assignment...11 Paragraphs on Rome with thorough and creative responses...the assignment can be found at the bottom of the page entitled "ROME WINTER PROJECT." Email me with any questions (Not Sunday the 22nd at 8pm, during the week).
 Homework Assignment for February 6th Weekend: 1 page response, please discuss and analyze the reforms of Julius and Augustus Caesar and how they were reflective of Roman society.
Super Bowl Sunday, February 1st, 2009: I have added a new version of the Rome Homework that you can try to download and use, located at the very bottom of this page.
Monday, 2/2/09: No School.
Tuesday 2/3/09: Going over the mid term, new contracts for Global History, learning how to write a DBQ properly, understanding the rigorous requirements for the rest of the year.
Wednesday 2/4/09: Roman Society into Punic Wars
Thursday: 2/5/09: Effects of Punic Wars, Attempts at Reform, Decline of a Republic into an Empire, Julius Caesar (HW - one page describing the transition from Roman Republic into an expanding Roman Empire in the Mediterranean. Which important event(s) helped shape Rome's emergence?)
Friday 2/6/09: Roman Quiz, 25 multiple choice, then discussion of Roman Empire
Monday, 2/9/09:Greco-Roman Society
Tuesday, 2/10/09: Christianity
Wednesday 2/11/09: Slow Decline of Rome
Thursday: 2/12/09: Completion of Slow Decline and Final Lesson on Rome
Friday: 2/13/09: ROME TEST
There WILL be a Mid-Winter Break Assignment to be Announced
Monday, 2/16/09 - Friday, 2/20/09: Mid-Winter Break...When we get back from break we will begin The Rise of Europe
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Saturday January 24th: For February 3rd, 2009, there is a homework located at the bottom of this web site you must open up. It is 7 pages of reading followed by the questions on page 136, 1-7. Also, on Wednesday you received a notes packet concerning the beginnings of the Roman Republic and Roman society....If you haven't completed it, do that during Regents week as well. Please try to type the homework...if not, be sure to write it very neatly on LOOSE LEAF, not composition paper!
The homework is entitled "Roman Homework, Society into Empire" --> Sunday, 1/25/09 7:54 a.m. Update:: Any issues opening the homework, you can go to this site and click "download" to get the latest microsoft word viewer (trust me, it WILL work click download and save to computer, its safe): http://www.microsoft.com/downloads/details.aspx?FamilyID=3657CE88-7CFA-457A-9AEC-F4F827F20CAC&DisplayLang=en
THERE WILL BE A QUIZ THAT DAY YOU COME BACK FEBRUARY 3rd...IT WILL BE ON THE MATERIAL YOU WILL READ FOR HOMEWORK PLUS ALL THE ROMAN MATERIAL WE'VE DISCUSSED SO FAR!
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**Mid Term for Global History is 1/22/09**
At the bottom of this page attached is a review sheet
For the Week of January 19 -January 23
Monday 1/19: Happy Martin Luther King Jr. Day
Tuesday 1/20: Barack Obama Inauguration Speech! Rome reading and homework questions done on looseleaf or typed due. Review Sheet for the Midterm will also be distributed.
Wednesday 1/21: Origins of Rome as well as Roman Geography
Thursday 1/22: Mid-Term!!
Friday 1/23: Mid-Term make-ups
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HOMEWORK FOR FRIDAY, January 16 that is due Tuesday, January 20th: Reading on Geography and peoples of Italy as well as The Roman Republic. Homework questions follow. If you miss class please download the attachment down at the bottom of this page!
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For the WEEK OF January 12 - January 16:
Monday : Greece Unit Test
***For Alexander the Great, a great site to use (maybe even for your paper if you CITE IT PROPERLY) is the reading "Alexander the Great" by Plutarch, a Roman historian of Greek origin: http://www.e-classics.com/ALEXANDER.htm
Tuesday: We begin the rise and fall of the Macedonian Empire, a.k.a. Alexander the Great. (Learning Goal: Students will be able to put events in chronological order using a timeline in order to understand the events leading to the rise and fall of the Macedonian Empire) On this day I will give out your essay topic due Friday, 1/16. The topic is as follows:
TUESDAY HOMEWORK: Questions 1 through 3 from your notes sheet today. Your quiz on Friday will require you to answer questions from this worksheet as well as be able to explain the events of Macendonia chronologically!!!
*************Essay – Due Friday, January 16, 2009*************************** Topic: Many historians have debated the validity of Alexander’s nickname “The Great.” In no less than three pages I would like you to explain whether or not Alexander, son of King Philip II of Macedonia, was really “the Great.” In this essay you MUST: 1. Type it out (12 point font, double spaced, reasonable margins) 2. (1 paragraph) – Give an argument FOR, agreeing with him being “the Great.” 3. (1 paragraph) – Give an argument AGAINST, disagreeing with him being “the Great.” 4. (1 paragraph) – Interpret and utilize one of the quotes said by Alexander himself at the bottom of the page 5. (Conclusion paragraph) – Your final analysis on whether or not Alexander really was “the Great.” DO NOT USE “I” or “In my essay” Let’s practice writing a true scholarly paper! - Use your notes, they’ll help! - ***Use proper grammar and proofread. We’ve reached the time of the year where numerous and excessive mistakes are inexcusable and unacceptable.*** Alexander the Great Quotes (USE ONE IN YOUR ESSAY!!!): 1. “There is nothing impossible to him who will try.” 2. “Remember upon the conduct of each depends the fate of all.” 3. “I am indebted to my father for living, but to my teacher [Aristotle] for living well.” Don’t Use these lines in your paper but keep in mind: Have fun with this paper! Put yourself in his shoes for a moment…how would you want to be remembered? Make a solid argument to defending or refuting Alexander’s reputation!
On Tuesday we will be looking at Alexander's life chronologically and understanding the events that shaped his life and his empire.
Wednesday: Hellenistic Age (Learning Goal: How can we take GOOD notes and decipher between relevant and irrelevant information in preparation for a test, quiz or research paper?)
Thursday: Hellenistic Age / Hellenistic Art (Learning Goal: Students will make observations on a Hellenistic political cartoon, sculpture, statue, art and architecture.)
Friday: There will be a Quiz on Alexander the Great and the Hellenistic culture. This is also the day your 3 page paper is due.
VOCABULARY FOR FRIDAY's QUIZ:
1. Macedonia - the region north of Greece with King Philip II who would eventually conquer the Greek city-states. Macedonians were viewed as "barbarians" by the Greeks even though they spoke Greek.
2. King Philip II - father of Alexander the Great. Defeated the Greeks (Athens and Thebes) at the Battle of Charonea. Was assassinated at his daugther's wedding, setting up the throne for his son.
3. Olympias - mother of Alexander the Great, very jealous of her husband Philip, some historians believe she actually plotted the assassination.
4. Alexander the Great - son of Philip II and Olympias of Epirus. Took the throne 336 B.C. after his father's assassination. Would go on to conquer Egypt, Persia, Western India, Palestine, Phoenicia, and many other regions within Asia. His death would result in the Hellenistic Age in Alexandria.
5. Bucephalus - the horse of Alexander the Great. Tamed him when he was young (when no one else could). City named after the horse after his death in India.
6. Persia - empire across the Aegean Sea from Macedonia. Led by Darius III, Persia would fall to Alexander the Great after he conquers Babylon, Issus, Persepolis and Susa.
7. Greece - lower part of the Balkan Peninsula. Viewed Macedonians as "barbarians." Would be conquered by PHilip II of Macedonia.
8. cultural diffusion - the process by which two or more cultures come together and mix either by war, proximity, trade, etc.
9. assassinate - the murder of an official or leader for political reasons
10. assimilate - the absorpotion or adoption or blending of cultures
11. Hellenistic - a term referring to the age in Alexandria, Egypt which blended together Egyptian, Greek, Indian and Persian cultures. The term "Hellene" also refers to Greece...Greeks referred to themselves as "Hellenes."
12. cosmopolitan - representative of many different parts of the world. For example, New York City is a cosmopolitan city because it is made up of many different cultures from around the world. ANother example is that Alexander is said to have created a "cosmopolitan empire."
13. chronological - when dates and events are placed in the order in which they happened
14. heliocentric - a "sun-centered" model of the universe. THe opposite is "geocentric" which means earth centered. The heliocentric model was developed by Aristarchus and was opposed for nearly 2,000 years.
15. ethnocentric - the belief that your culture or ethnicity is better than all others. "ethno" refers to ethnicity and "centric" refers to center
16. Alexandria - a city created by Alexander the Great on the delta at the mouth of the Nile River. This city would become the heart of the Hellenistic Age.
17. Pharos - the lighthouse that stood 440 feet in the air at the tip of Alexandria. It was one of the 7 Ancient Wonders of the world.
18. Zeno - the founder of Stoicism.
19. Stoicism - a philosophy founded by Zeno. This philosophy told its followers to avoid desires and disappointments by calmly accepting whatever life brought. It also preached high moral standards. Importantly, moreover, it stated that due to the power of reason and the fact that everyone is morally equal, that women slaves and men should be equal, despite status in society. These ideals would influence Christianity.
HELLENISTIC THINKERS:
20. Archimedes - developed the lever and pulley (used leverage to move heavy objects)
21. Pythagoras - developed the Pythagorean Theorem. a squared plus b squared equals c squared, a formula used to figure out the sides of right triangles
22. Euclid - author of "The Elements." This was a text book showing modern geometry.
23. Aristarchus - developed the heliocentric theory of the universe
24. Hippocrates - "Father of Medicine." Observed illnesses and sicknesses and tried to develop cures. Developed the "Hippocratic Oath."
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Homework due Thursday 1/7: Pick either Pisistratus, Solon, or Cleisthenes and explain their contribution to Greek democracy. For the second part, DO NOT PLAGIARIZE, but use an outside source to help your paper. It should be 1 1/2 pages typed.
For the Test on Monday 1/12/09 you should be familiar with the following terms (test is not JUST these words but also understanding them and using them to explain concepts and ideas we've discussed in class):
1. Balkan Peninsula - geographical location of the Greeks
2. Mediterranean Sea - sea in which Greeks, Phoenicians, Egyptians, etc would trade
3. Aegean Sea - eastern shore of Greece
4. Mount Olympus - according to the Greeks home of the gods
5. Athens (Attica) - city-state based on education and democracy
6. Sparta (Peloponnesus) - city-state based on military strength.
7. Crete - island off of Greece
8. Minoans - 1750 B.C. to 1500 B.C. peaceful traded with Mediterranean and Aegean world
9. Mycenae - invaded the Minoans (Greek speaking Aryans) who adopted the culture of the Minoans and continued to be expert sea traders
10. Palace at Knossos - beautiful palace of the Minoan king Minos which only the ancient ruins exist today (destroyed by Mycenaeans. The Palace had bathrooms, frescos, etc)
11. tragedy, comedy, drama - different styles of Greek plays
12. fresco, shrine - a fresco is a water color painting done on wet plaster and a shrine is an area or place where a person goes to pray to a specific god or goddess
13. Marathon - first significant victory for the Athenians over the Persians
14. strait - narrow water passageway
15. strait of Salamis - site where Athenian navy lured Persian bulky battleships into narrow water ways. Athenian battleships with underwater battering rams decimated the Persian navy
14. phalanx - massive, organized military formation created by the Greeks which reduced class differences and increased sense of pride in one's city state
15. helot - state owned slave
16. city-state - a city and its surrounding regions
17. polis - Greek version of a city state made up of two parts. The first is an acropolis which is a marble temple on a hilltop dedicated to a chief god or goddess. The second part is the walled city below
18. citizenship - in Athens it was a male over 30
19. understand the role of women in Athens and in Sparta!!!
20. Parthenon - acropolis of Athens dedicated to the goddess Athena
21. ostracize - policy of Athens where a public official or citizen could be exiled or "kicked out " of the city for a certain length of time
22. Pisistratus - Greek tyrant who took power in 564 B.C. who helped farmers by giving them loans and giving back their land taken by nobles. He also created building projects and gave poor citizens a bigger voice in the government thus further weakening the aristocracy
23. Cleisthenes - Greek tyrant who created the Council of 500 and increased the role of the lesser citizen in Athens
24. Solon - a Greek archon, or chief official, who took power in 594 B.C. and made several reforms including outlawing debt slavery, opened high offices to more citizens, granted some citizenship to foreigners and gave Athenian assembly a bigger say in government
25. tyrant - a person who gained power by force. In Greece it was someone who governed well in our modern day vernacular it is someone who governs unpopularly and harshly
26. legislature - is a law making body
27. Council of 500 - the council that prepared laws for the assembly and supervised the day to day activities of the government
28. barbarian - according to Greeks, any "non-Greek speaking person" this was because the Greeks felt superior.
29. monarchy - a government ruled by one person in which power is centralized to that one authority
30. aristocracy - a government ruled by a small elite group of land-owning nobles
31. oligarchy - a government ruled by a small elite group of business men (normally middle class comprised of farmers, merchants and artisans)
32. democracy - a government by the people
33. limited democracy - in Athens, a democracy where only male citizens (normally of upper status and wealth) could participate in government and citizenship was severely restricted
34. direct democracy - created by Pericles, a democracy where citizens (more citizens, even the poor) directly participated in the government, literally. They were no elected officials, and a large number of citizens took direct part in the day to day activities of the government
35. reform - a policy implemented that is meant to change
36. Darius I - Persian monarch who in 492 B.C. requested "earth and water" from the Greek city-states and sent a huge army to Greece by going across the Aegean Sea (who were defeated at Marathon)
37. Xerxes - son of Darius I who sent an even larger Persian army to Greece but went through Europe down southward into Greece. Arrogant monarch who believed he was semi-divine
38. Pheidippides - Athenian runner who ran 145 miles from Marathon to Sparta requesting help. The modern day marathon is named after his run
39. Themistocles - wise and prudent Athenian who warned Athens not to celebrate Marathon for too long and to prepare defenses and increase battleships
40. Leonidas - brave Spartan who led his very small army valiantly against a far larger Persian army at Thermopylae
41. Pericles - famous Greek leader who ruled through Athenian Golden Age from 460 B.C. to 429 B.C. Pericles began direct democracy and hired the best sculptors, artists and architects to beautify Athens
42. Aspasia - foreign-born educated woman from Asia Minor brought in by Pericles. She and Pericles surrounded themselves with the greatest thinkers and philosophers.
43. Socrates - developed the Socratic Method, critic of the Athenian Sophists, constantly questioned students responses, condemned to death after "corrupting youth of Athens" and had to drink hemlock
44. Plato - famous student of Socrates who had a huge dis-trust of democracy. Created the Academy, a school for students to learn reasoning and rational thought. Wrote the "Republic" a famous book outlining his idea of an ideal state (government).
45. Aristotle - famous student of Plato who also disliked democracy. Aristotle was afraid of "mob rule" or a "tyranny of the majority." Started a school called the Lyceum which taught important branches of knowledge. Taught about the "golden median" which was a life of neither valor or squalor, a middle ground
46. logic - rational thought
47. philosopher - a "lover of wisdom"
48. Sophist - an Athenian philosopher. Mostly made up of young Athenians upset with turmoil from the Peloponnesian Wars
49. rhetoric - the art of public speaking
50. Sophocles, Euripides, and Aeschylus - famous Greek playwrights who wrote tragedies
51. Aristophones - famous Greek comedic writer
52. stipend - fixed salary...in Greece it referred to fixed salaries of jurors and citizens who participated in government
53. indirect democracy - a democracy in which citizens "indirectly" participate in government through elected officials or representatives
For the Test I would also focus on Do-Nows, homeworks, "Worlds at War" by Anthony Pagden which was the excerpts from the book we used to better understand the Persian Wars, Socrates quotes, the differences between Persia and Greece, differences in the types of governments we've discussed, the geography and its INFLUENCES on the Greek people, what a polis is, etc.
Mountains divided the Greek people into individual city-states with proud, unique identities
Seas enabled the Greeks to become expert sailors, utilize their natural bays and harbors (irregular coastline) to make maritime (sea) economy much easier
Greeks adapted cultural influences (Egypt - art, Phoenicia -alphabet) from people they called "barbarians"
"SPA" - Socrates taught Plato who taught Aristotle |
Students,
When downloading attachments carefully read the file name because I've labeled each one according to topic and date.
Mr. Q
Folks the lecture notes for Today's Lesson, Thursday 2/5/09 have been posted and are the very last file at the bottom
Students I have added the latest Rome notes, including Power Points as well as my lecture notes. I will post the Decline of Rome power point now and the lecture notes Wednesday night.
Students....Mid-Winter Break Assignment is now posted.
Students...I have attached the task sheet for the research paper. It is deservedly entitled "Research Paper."
Students....I have added a new Homework section...although MOST homeworks are attached to your notes for the day which can be found at the bottom of the web site here. But, if you have trouble finding a homework assignment check the Homework section.
Enjoy the fresh new appearance of Mr. Q Global History page!