Daily Assignments

Monday 6/1 - Friday 6/12

OBJECTIVE: I can describe Japanese feudalism and role of the landowners, samurai, and peasants, and compare and contrast that with European feudalism and the role of the landowners, knights, and peasants.

THE FIVE ASSIGNMENTS THAT YOU NEED TO TURN IN ARE LOCATED IN THIS GOOGLE DOC. TURN THIS COMPLETED DOCUMENT IN BY 11:59 PM ON FRIDAY 6/12. THE ASSIGNMENTS ARE WORTH A TOTAL OF 90 POINTS.

YOU HAVE TWO WEEKS TO COMPLETE THESE ASSIGNMENTS. IF YOU FINISH EARLY, PLEASE USE THE EXTRA TIME TO COMPLETE ANY ASSIGNMENTS YOU HAVE YET TO TURN IN!!!

You will:

1) Students will review the Japanese Artifact Slide presentation Medieval Japan Archaeology Dig and choose 2 artifacts: One from culture and one from government. Students will fill out the information using ASSIGNMENT #1of the Google Doc.

2) Students will review the Rise of Feudalism in Japan reading below. Answer all 16 questions under the ASSIGNMENT #2 heading of the Google Doc.

3) Using yesterday’s reading, answer the questions regarding the Feudal Hierarchy of Japan using the highlighted word banks in the Google Doc. Also, write your interpretation of the Samurai and the Tea Master. Make sure to fill out ALL of the information under the ASSIGNMENT #3 heading of the Google Doc.

4) Students will review the following video about the Bushido Code of the Samurai.

Students will then read Japanese and European Feudalism Reading (Compare/Contrast)* and complete the chart under ASSIGNMENT #4 of the Google Doc.

5) Students will review the following reading and then will decide whether or not they wish to be a samurai or a knight. They they will create a crest or a flag that represents the duties and values of their chosen warrior. Below are two samples from last year.

SAMURAI/KNIGHT CREST SAMPLE #1

SAMURAI/KNIGHT CREST SAMPLE #2

[NOTE #1: These assignments are meant to be completed over a five-day period. They will also be listed on my Google Classroom. If you have any problems putting them on my Google Classroom, email them to me at dtrimble@somsd.k12.nj.us]

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Monday 5/18 - Friday 5/29

OBJECTIVE: I can compare and contrast two of the religion/philosophies that we've learned during the school year.

THE TWO ASSIGNMENTS THAT YOU NEED TO TURN IN ARE LOCATED IN THIS GOOGLE DOC. TURN THIS COMPLETED DOCUMENT IN BY 11:59 PM ON FRIDAY 5/29. THE ASSIGNMENTS ARE WORTH A TOTAL OF 50 POINTS.

YOU HAVE TWO WEEKS TO COMPLETE THESE ASSIGNMENTS, BECAUSE NEXT WEEK I AM RESERVING AS A MAKEUP WEEK. SO WHATEVER YOU HAVEN'T HANDED IN THIS MARKING PERIOD, NEXT WEEK IS THE WEEK TO MAKE IT UP! (THIS INCLUDES THE REFLECTION PIECE FOR YOUR MUSEUM PROJECT!!)

You will:

1) Students will CHOOSE ONLY TWO of the readings below. Any two that you want. After reading those two documents, students will fill out ASSIGNMENT #1 in the graphic organizer.

World Religions and Ethical Systems - Buddhism

World Religions and Ethical Systems - Christianity

World Religions and Ethical Systems - Hinduism

World Religions and Ethical Systems - Islam

World Religions and Ethical Systems - Judaism

World Religions and Ethical Systems - Confucianism

2) Students will take the information in their graphic organizer and use it to make a brochure that compares and contrast the TWO RELIGIONS they've chosen. Below is an example of a completed brochure, as well as a brochure rubric. You will use this information to complete the blank brochure template in ASSIGNMENT #2 of the Google Doc. If you think the template below is too narrow to fit all of your info, here is a link to a wider and more roomy template. If you use this template, let me know, and don’t forget to share it with me and give me access to it so that it can be graded.

EXAMPLES OF COMPLETED BROCHURES

Judaism vs. Hinduism

THE RUBRIC THAT DICTATES YOUR GRADE

Religion Brochure Rubric

[NOTE #1: These assignments are meant to be completed over a five-day period. They will also be listed on my Google Classroom. If you have any problems putting them on my Google Classroom, email them to me at dtrimble@somsd.k12.nj.us]

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Monday 5/11 - Friday 5/15

OBJECTIVE: I can describe the significance of the Crusades in both the Christian and the Muslim world.

THE FOUR ASSIGNMENTS THAT YOU NEED TO TURN IN ARE LOCATED IN THIS GOOGLE DOC. TURN THIS COMPLETED DOCUMENT IN BY 11:59 PM ON FRIDAY 5/15. THE ASSIGNMENTS ARE WORTH A TOTAL OF 40 POINTS.

THESE ASSIGNMENTS ARE MEANT TO BE DONE MONDAY THROUGH THURSDAY, MEANING FRIDAY IS A DAY TO MAKE UP ANY UNFINISHED ASSIGNMENTS!

You will:

1) Students will read the Crusades and the Wider World reading. Afterwards, students will complete ASSIGNMENT #1 in the Google Doc.

2) Students will watch the first 30 minutes of the video The Crescent and the Cross Part 1. Afterwards, students will complete ASSIGNMENT #2 in the Google Doc.

3) Students will watch the next 30 minutes (30:00 - 1:00:00) of the video The Crescent and the Cross Part 1. Afterwards, students will complete ASSIGNMENT #3 in the Google Doc.

4) Students will watch the final 30 minutes (1:00:00 - 1:29:07) of the video The Crescent and the Cross Part 1. Afterwards, students will complete ASSIGNMENT #4 in the Google Doc.

[NOTE #1: These assignments are meant to be completed over a five-day period. They will also be listed on my Google Classroom. If you have any problems putting them on my Google Classroom, email them to me at dtrimble@somsd.k12.nj.us]

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Monday 5/4 - Friday 5/8

OBJECTIVE: I can analyze economic, religious, and political life in medieval Europe.

THE FOUR ASSIGNMENTS THAT YOU NEED TO TURN IN ARE LOCATED IN THIS GOOGLE DOC. TURN THIS COMPLETED DOCUMENT IN BY 11:59 PM ON FRIDAY 5/8. THE ASSIGNMENTS ARE WORTH A TOTAL OF 50 POINTS

You will:

1) Students will read the Early Middle Ages reading. Afterwards, students will complete ASSIGNMENT #1 in the Google Doc.

2) Students will read the Economic Recovery Sparks Change reading. Afterwards, students will complete ASSIGNMENT #2 in the Google Doc.

3) Students will read the Feudalism and the Manor Economy reading. Afterwards, students will complete ASSIGNMENT #3 in the Google Doc.

4) Students will read the Medieval Europe - The Church reading. Afterwards, students will complete ASSIGNMENT #4 in the Google Doc.

[NOTE #1: These assignments are meant to be completed over a five-day period. They will also be listed on my Google Classroom. If you have any problems putting them on my Google Classroom, email them to me at dtrimble@somsd.k12.nj.us]

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Monday 4/27 - Friday 5/1

OBJECTIVE: I can describe and analyze medieval African civilizations impact on the economy, transportation and religion of Africa. I can also compare and contrast the reasons for ancient African migration and modern-day migration.

THE ASSIGNMENTS THAT YOU NEED TO TURN IN ARE LOCATED IN THIS GOOGLE DOC. TURN THIS COMPLETED DOCUMENT IN BY 11:59 PM ON FRIDAY 5/1. THE ASSIGNMENTS ARE WORTH A TOTAL OF 50 POINTS

You will:

1) Students will view the Trading Salt for Gold in West Africa Google Slide presentation. Afterwards, students will complete ASSIGNMENT #1 (Exit Ticket) in the Google Doc.

2) Students will read the CASE STUDY: Bantu Migration and the CASE STUDY: Present Day Migration Crisis. Afterwards, students will complete ASSIGNMENT #2 in the Google Doc.

3) Students will go over as FOTD about migration.

4) Students will read the Muslim Trade Networks DBQ. Afterwards, students will complete ASSIGNMENT #3 in the Google Doc.

[NOTE #1: These assignments are meant to be completed over a five-day period. They will also be listed on my Google Classroom. If you have any problems putting them on my Google Classroom, email them to me at dtrimble@somsd.k12.nj.us]

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Monday 4/20 - Friday 4/24

OBJECTIVE: I can describe and analyze the medieval civilizations in Africa and how their history was denied.

ALL THREE OF THE ASSIGNMENTS THAT YOU NEED TO TURN IN ARE LOCATED IN THIS GOOGLE DOC. TURN THIS COMPLETED DOCUMENT IN BY 11:59 PM ON FRIDAY 4/24. THE ASSIGNMENTS ARE WORTH A TOTAL OF 51 POINTS. [NOTE: For this week's Assignment, make sure that you LINK your Google Slide postcard under ASSIGNMENT #3. That way, you can share your work without having to send me two separate documents.]

You will:

1) Students will participate in an "Archaeological Dig". Look at the following Google Slide presentation and review the EIGHT artifacts about medieval Africa. Afterwards, students will complete ASSIGNMENT #1 in the Google Doc.

2) Students will watch the following video entitled Africa: A History Denied. As the students watch the video, they will complete the questions on ASSIGNMENT #2 in the Google Doc.

3) Students will go over as FOTD about Ibn Battuta.

4) Students will review a map of Ibn Battuta's journey...MAP. Students will read the INTRODUCTION and the SETTING, then choose one stop along Ibn Battuta's Journey and read it. They will then use that information to write a postcard from that location from the perspective of someone who is traveling with Battuta, or Battuta himself. In the postcard they will summarize what happened at that stop along Ibn Battuta's journey.

[NOTE#1: Here is a sample postcard from last year. Make sure to put the DATE and make sure to include a PICTURE of the location. If all you can find is a modern-day picture, that's fine.]

[NOTE #2: These assignments are meant to be completed over a five-day period. They will also be listed on my Google Classroom. If you have any problems putting them on my Google Classroom, email them to me at dtrimble@somsd.k12.nj.us]

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Monday 4/6 - Thursday 4/9

OBJECTIVE: I can describe and analyze the birth and spread of Islam.

ALL FOUR OF THE ASSIGNMENTS THAT YOU NEED TO TURN IN ARE LOCATED IN THIS GOOGLE DOC. TURN THIS COMPLETED DOCUMENT IN BY 11:59 PM ON THURSDAY 4/9. THE ASSIGNMENTS ARE WORTH A TOTAL OF 60 POINTS

You will:

1) Students will participate in an "Archaeological Dig". Look at the following Google Slide presentation and review the EIGHT artifacts about the Islamic world. Students will then read the following document What is Islam?. Afterwards, students will complete ASSIGNMENT #1 in the Google Doc.

2) Students will read the following document about the Geography of the Arabian Peninsula. Afterwards, students will complete ASSIGNMENT #2 in the Google Doc.

3) Students will read the Golden Age of Islam. Afterwards, students will complete ASSIGNMENT #3 in the Google Doc.

4) Students will read the following document about the Sunni/Shi'a Split. Afterwards, students will complete ASSIGNMENT #4 in the Google Doc.

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Wednesday 4/1 - Friday 4/3

OBJECTIVE: I can analyze who had a greater impact on the Byzantine Empire...Justinian or Theodora?

You will:

1) Students will read the two documents about Justinian and Theodora. Afterwards, students will then fill out the following chart.

2) Each student will then fill out the following Byzantine Timeline Activity.

(NOTE: These assignments are meant to be completed over a three-day period. They will also be listed on my Google Classroom. If you have any problems putting them on my Google Classroom, email them to me at dtrimble@somsd.k12.nj.us)

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Friday 3/13

OBJECTIVE: I can compare and contrast the Roman Empire and the Byzantine Empire.

You will:

1) Google Classroom code (7m6ocry)

2) Students will go over a FOTD.

3) Students will complete their Google Slides of what your group considers to be the FIVE most significant similarities and the FIVE most significant differences between the Roman and Byzantine Empires. (NOTE #1: You do not need to have a similarity or difference for each section of the GRACE Chart) (NOTE #2: Place you name (or initials) next your work. If you don't YOU WILL NOT GET CREDIT.

4) Discuss in your HFL Teams the similarities and differences of the two Civilizations. Answer this question in one paragraph...Should the Byzantine Empire be considered its own separate empire, or should it be considered just a continuation of the Roman Empire?

5) Students will COMPLETE their poster. For further instructions, go to the Poster Activity page of my website.

6) Students will individually review the progress they've made on their MUSEUM PROJECTS.

Thursday 3/12

OBJECTIVE: I can compare and contrast the Roman Empire and the Byzantine Empire.

You will:

1) Students will complete their Google Slides of what your group considers to be the FIVE most significant similarities and the FIVE most significant differences between the Roman and Byzantine Empires. (NOTE #1: You do not need to have a similarity or difference for each section of the GRACE Chart) (NOTE #2: Place you name (or initials) next your work. If you don't YOU WILL NOT GET CREDIT.

2) Discuss in your HFL Teams the similarities and differences of the two Civilizations. Answer this question in one paragraph...Should the Byzantine Empire be considered its own separate empire, or should it be considered just a continuation of the Roman Empire?

3) Students will start their poster. For further instructions, go to the Poster Activity page of my website.

Wednesday 3/11

OBJECTIVE: I can compare and contrast the Roman Empire and the Byzantine Empire.

You will:

1) Students will go over a FOTD about the Byzantine empire.

2) Students will complete the comparison GRACE Chart on Byzantine and Rome. Students will use the following readings...

Ancient Rome GRACE Chart reading

The Byzantine Empire GRACE Chart Reading

3) Students will create a Venn Diagram/Tri-Chart/Google Slides of what your group considers to be the FIVE most significant similarities and the FIVE most significant differences between the Roman and Byzantine Empires. (NOTE: You do not need to have a similarity or difference for each section of the GRACE Chart)

4) Discuss in your HFL Teams the similarities and differences of the two Civilizations. Answer this question in one paragraph...Should the Byzantine Empire be considered its own separate empire, or should it be considered just a continuation of the Roman Empire?

Tuesday 3/10

OBJECTIVE: I can describe the geography, government, religion, achievements, culture and economy of the Byzantine empire.

You will:

1) Students will go over a FOTD about the Byzantine empire.

2) Students will fill out this Entrance Ticket.

3) Students will read the Rise of the Byzantine Empire and then fill out a GRACE chart in the HFL teams. Afterwards, we will review as a class.

4) Students will discuss the Essential Questions in their HFL groups. Afterwards we will review as a class.

Monday 3/9

OBJECTIVE: I can describe how The Byzantines engineered their empire.

You will:

1) Students will go over a FOTD about the Byzantine Empire.

2) Students will fill out a video question sheet and then watch the last half of the following video entitled Engineering an Empire: TheByzantines.

3) Students will participate in an "Archaeological Dig". At each group of tables is a bin that contains sand, gravel, and artifacts. Students will use their archaeological tools to carefully sift through the dirt to find EIGHT artifacts.

4) Students will create a profile of what ALL EIGHT of these artifacts say about the CULTURE, RELIGION, and GOVERNMENT of the civilization. That information can be recorded on this document...Group Archaeological Dig Chart. Afterwards we will review as a class.

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Friday 3/6

OBJECTIVE: I can describe how The Byzantines engineered their empire.

You will:

1) Students will go over a FOTD about the Byzantine Empire.

2) Students will fill out a video question sheet and then watch approximately the first half of the following video entitled Engineering an Empire: TheByzantines.

Thursday 3/5

OBJECTIVE: I can demonstrate my knowledge of Roman numerals AND how the empire of Rome rose and fell.

You will:

1) Students will "Huddle Up" with their HFL teams.

2) Students will take the Roman numerals mini quiz.

3) After students hand in their completed Roman numerals quiz, they will receive the Rise of the Empire to the Fall of Rome quiz.

4) With any remaining time, students can research their Museum Project.

Wednesday 3/4

OBJECTIVE: I can learn and practice Roman Numerals then I can play a Jeopardy! review game for tomorrow's quiz.

You will:

1) Students will go over a FOTD about ancient Rome.

2) Students will have mini-lesson about Roman numerals.

3) Students will work on this packet to convert Arabic numerals to Roman numerals, then use the last page to check their answers.

4) Students can play the Rise of the Empire to the Fall of Rome Jeopardy! game below by clicking on the image. It will be very useful on Thursday's quiz.

Tuesday 2/25

OBJECTIVE: I can demonstrate my knowledge of how Rome went from a republic to an empire.

You will:

1) Students will go over a FOTD about ancient Rome.

2) Students will go over the HFL Playoff and Consolation Playoff matchups.

3) Students will "Huddle Up" with their HFL teams.

4) Students will take the Rome: From Republic to Empire quiz.

5) Afterwards, students will turn in their Museum Project sheets.

Monday 2/24

OBJECTIVE: I can describe how Rome went from a Republic to an Empire.

You will:

1) Students will go over a FOTD about ancient Rome.

2) Students will have a mini-lesson on the differences between "raw" and "finished" goods.

3) Students will receive a worksheet that will review the Grace Chart and Roman Republic/Empire readings.

GRACE CHART READING

Rise of Civilization in Rome

ROMAN REPUBLIC/EMPIRE READINGS

Roman World Takes Shape - Part 1

Roman World Takes Shape - Part 2

From Republic to Empire - Part 1

From Republic to Empire - Part 2

ROMAN GLADIATOR ACTIVITY

You Wouldn't Want To Be A Roman Gladiator!

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Friday 2/21

OBJECTIVE: I can describe how Rome went from a Republic to an Empire.

You will:

1) Students will go over a FOTD about ancient Rome.

2) Students will fill out the following packet about Ancient Rome's transformation from a republic to an empire. To fill this information, you can use the presentations from you classmates, or you can use these four readings...

Roman World Takes Shape - Part 1

Roman World Takes Shape - Part 2

From Republic to Empire - Part 1

From Republic to Empire - Part 2

3) Students will go to the "You Wouldn't Want To Be A Gladiator" site. (NOTE: If this site doesn't work, use this google doc -- "You Wouldn't Want To Be A Roman Gladiator.") Once there, students will go through what life was like for a gladiator in ancient Rome. As students travel through the website, they will fill out the Gladiator Information Sheet.

Thursday 2/20

OBJECTIVE: I can describe how Rome went from a Republic to an Empire.

You will:

1) Students will go over a FOTD about ancient Rome.

2) Students will review the Museum Project.

4) Students will receive a Museum Project handout in which they'll be asked to brainstorm possible ideas and possible people they'd like to work with.

Wednesday 2/19

OBJECTIVE: I can describe how Rome went from a Republic to an Empire.

You will:

1) Students will go over a FOTD about ancient Rome.

2) On Tuesday, each HFL team was assigned one of four readings. Complete your Google slide presentation. Keep in mind you're taking notes to address the MUST INCLUDES at the bottom of each reading. Here are the four readings...

Roman World Takes Shape - Part 1

Roman World Takes Shape - Part 2

From Republic to Empire - Part 1

From Republic to Empire - Part 2

ADDITIONAL NOTE: Make sure to put your name on each slide you do. Please add a picture to each slide as well. Please make sure the MUST INCLUDES are in your presentation...

3) Students will write a TWO PARAGRAPH summary of your topic to share with the class. Each area of your slide should be covered. Put the summary at the end of your slide show.

4) Afterwards, we will begin presenting your Google Slides to the class.

Tuesday 2/18

OBJECTIVE: I can describe how Rome went from a Republic to an Empire.

You will:

1) Students will go over a FOTD about ancient Rome.

2) Each HFL team will be assigned one of four readings. You will take notes/highlight each reading. Create a Google slide presentation and give it the title of your assignment plus your HFL group name. Keep in mind you're taking notes to address the MUST INCLUDES at the bottom of each reading. Here are the four readings...

Roman World Takes Shape - Part 1

Roman World Takes Shape - Part 2

From Republic to Empire - Part 1

From Republic to Empire - Part 2

ADDITIONAL NOTE: Make sure to put your name on each slide you do. Please add a picture to each slide as well. Please make sure the MUST INCLUDES are in your presentation...

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Thursday 2/13

OBJECTIVE: I can describe the geography, government, religion, achievements, culture and economy of ancient Rome.

You will:

1) Students will go over a FOTD about ancient Rome.

2) Students will read the Rise of Civilization in Rome and then fill out a GRACE chart in the HFL teams. Afterwards, we will review as a class.

3) Students will discuss the Essential Questions in their HFLgroups. Afterwards we will review as a class.

Wednesday 2/12

OBJECTIVE: I can describe at least two reasons why Rome is considered such an important empire.

You will:

1) Students will go over a FOTD about ancient Rome.

2) Students will fill out a video question sheet and then watch approximately the last half of the following video entitled Rome: The Ultimate Empire.

3) Students will answer the following Exit Ticket.

Tuesday 2/11

OBJECTIVE: I can describe the reasons Rome is considered such an important empire.

You will:

1) Students will go over a FOTD about ancient Rome.

2) Students will fill out a video question sheet and then watch approximately the first half of the following video entitled Rome: The Ultimate Empire.

Monday 2/10

OBJECTIVE: I can analyze artifacts to describe the CULTURE and GOVERNMENT of ancient Rome.

You will:

1) Students will go over a FOTD about ancient Rome.

2) Students will participate in an "Archaeological Dig". At each group of tables is a bin that contains sand, gravel, and artifacts. Students will use their archaeological tools to carefully sift through the dirt to find EIGHT artifacts.

3) Students will create a profile of what ALL EIGHT of these artifacts say about the CULTURE, RELIGION, and GOVERNMENT of the civilization. That information can be recorded on this document...Group Archaeological Dig Chart. Afterwards we will review as a class.

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