Computer Lab Assignments for 8th Period World History, 2006

Book login   larrypahl   history          Archives-1st Semester

  
       
May 9, Wed
FINAL PREPARATION ASSIGNMENT. 50 points.
  1. Get the answers to the questions you were assigned to Mr. Pahl in electronic form. (Send them as an email attachment to larrypahl@u-46.org or use the form on the questions page...)  (25 points)
  2. Present these answers to the class on your assigned day, with PowerPoint, a song, a dance, a solo, a mime, a video, a website, or anything else you choose. (25 points)
 

 

  
May 1-2, 2007

 

 

 
Left: The King and his court rule "France" in C310.   Below: Negotiating

You two-day assignment, worth 25 points, is:

  • First, write out a summary of the four stages of the French Revolution. Say which government ruled in each phase. (10 points)
  • Then give a short summary of the Simulation we played and what your strategy was and what moves you made. (5 points)
  • Finally, give a rationale for how the history of France could have worked out the way our simulation did.  Try and put all your strategies and moves into the context of the era of the French Revolution. (10 points) 

Each one of the eight groups must turn this report in, with the signatures of each person at the end of the report.  Each person, after their signature, should write the percentage of the work they think they did on the report.

For example:

John Jones: I did 30% of this report

   
April 17, 2007, Tuesday

 
 
   
April, Friday the 13th
   
Apr 2-4, 2007

Mon.

 

 Where in the world is the world going?

Read this article about modern history. Remember, modern history begins about the time of Columbus. This article takes you from that time right up to the 21st Century.

Your assignment is to write an essay, which is due Thursday.  You will have Monday - Wednesday in the lab to work on this.  Pick from one of the essay topics below:  This is worth 50 points.

  • The Place of the United States in World History. 
    • Prompts: How did the US rise into its place of prominence on the world stage? What has been its influence in the 19th and 20th centuries?
  • The Place of Wars in the 20th Century. 
    • Prompts: Were the "world wars" of the 20th Century more devastating than other wars in the history of the world?  How many people died in these wars and what did they accomplish?  If these wars had not been fought would we be better off today?
  • From Enlightenment to E-lightenment: An Overview of World History from the Enlightenment to the Present.
    • Prompts: Chronicle the major movements, trends, and history from the Enlightenment to the Present.  What place do ideas seem to have played in the development of the modern world? Does modern electronic technology create a new era of world history, a quantum jump from the past?

Requirements and grading rubric:

  • 10 Have cover page with title, name, date, class, assignment
  • 10 Have bibliography, using at least three sources
  • 10 Use footnotes or parenthetical citations for all information which you gained through research.
  • 10 Use an organized essay format.  Introductory paragraph, paragraphs developed with topic sentences, and a concluding paragraph.  Your essay should reveal that it followed a plan.
  • 10 Neat, computer generated, double spaced, 1" margins all around
  • 10 Be sure to back your arguments, logic and analyses with facts.
  • 40 The quality of your paper, the weaving together of its arguments and facts and the strength of its conclusions.

 

    
2007

Jan 17
W

 As you know you will be writing the words for your museum section today.  This includes the writing for your artifact, and also 4 other slices of your era. You might want to put these on a word document that you keep saving before you paste them into the form below... You can use your group whiteboard also (with links below...) to store the words for the writings you are responsible for.

GROUP WHITEBOARD LINKS:    1     2     3    4     5     6     7  

    
Jan 24
W		 Life in the Middle Ages.  Work in your groups, which, as you know, are each medieval villages.  You have a 2 serfs, 2 knights, and a noble-lord.  (If you have less than 5 people, you have just 1 serf, and/or 1 knight.)
  • Serfs.  Complete a concept-map based on Chapter 8.2-3.  Use color and other shapes, etc. if you find a way to do so meaningfully.
  • Knights. Research the answers to the questions here, and provide the answers to your lord.
  • Noble-lords. Make sure your serfs and knights are on task.  When you get the answers from your knights, find a way to teach these questions and answers to your village. Be responsive to whatever requests you get from the Museum Committee (Heather, Patricia, Mr. Pahl).  Give a one page written report about everything that you do and that your group does this period.  Tell who had each part in your village, tell what they did, staple your report to the concept map and answer page.  Make it all neat.
  • Everyone.  Use the following terms in your Cornell notes for 8.3:  You can fill in the details for each one of these, but be sure these are the terms you get into your notebook for 8.3:
    • Church hierarchy
      • secular
      • sacraments
      • canon law
      • excommunication
      • interdict
      • tithe
    • The Church and Daily Life
      • Village church.
      • Women and the Church.
    • Monks and Nuns
      • Benedictine Rule.
      • Centers of learning.
      • Missionaries
    • Hildegard
    • Reform Movements
      • Cluny, 900s.
      • Gregory VII
      • Dominicans
      • Beguines
    • Jews
      • anti-semitism
    
Jan 31
W

First, take the Chapter 8 test...then come back and do this:

NOTE: Bring your books to class tomorrow or lose participation points!

We are starting Chapter 9, The High Middle Ages.  The Middle Ages are divided into two main parts, the Dark Ages from about 500-1000 AD and the High Middle Ages, from about 1000-1500 AD.

Get your group together to provide descriptions of the following items, which you can find by doing Google searches:


This is worth 10 points, 2 for each question.

 

 

    
Feb 7
W

WEBQUEST. This is a two-day webquest.  You will be divided into 2 groups and each person will take on an identity for your research.

The identities, which each group will be made up of, include the following:

RELIGIOUS

  • 1. Italian pope
  • 2. French Cardinal
  • 3. English Archbishop
  • 4. Dominican priest

SECULAR

  • 5. English king
  • 6. landed nobleman
  • 7. knight
  • 8. rural peasant
  • 9. Jewish merchant
  • 10. stonemason

PRACTICAL ENGINEERS

  • 11. Webmaster
  • 12. Artistic coordinator

The two groups are The Middle Ages Constructive view, and the Middle Ages Destructive view. The Constructive group is made up of groups 1-4, and the Destructive view of groups 5-7.   

The members of the Constructive and Destructive view should each pick their identities.  Whoever is the English king in each group is responsible to get to me the finished project, which is a webpage which gives your view as to whether the Middle Ages were a Constructive or Destructive time.  Have each identity write from their point of view why the Middle Ages were destructive or constructive, depending on which group they are in.

Major resource: The End of Europe's Middle Ages

Mr. Pahl will make a suggestion for how the webpage should be put together.

The webpages are due from the Webmaster to Mr. Pahl on Friday...the two days you will have in the lab to work on this are Wednesday and Thursday, Feb. 7 and 8.

The webpage is worth 30 points for each member of the group.   IDEA...

    
Feb 12
M Lincoln Birthday		 Group 1: Patricia, Chelsea, Danielle, James, Francesca, Vince, Lauren, Marissa, Shelley, Alyvia, Kimberly, Kaitlyn, Kristen, Matt.  Stay in room with Mr. Pahl before going to the lab to get your assignment.  

Group 2: Everybody else. Study the questions here for a test on Wednesday on them...

    
Feb 14
W
Library

 

 WEBSITE: MIDDLE AGES, CONSTRUCTIVE OR DESTRUCTIVE?

1. Take the picture/identity test...I may put a picture on the Chapter 9 test...

2. Make a chart in which you summarize the views of all the main Middle Age characters from a Constructive point of view and a Destructive point of view. Your chart will look like this, only you will make it larger:

Identity Summary of the Constructive site's view Summary of the Destructive site's view
Pope    
Archbishop    
Priest    
Cardinal    
Peasant-Serf    
Knight    
Merchant    
Nobleman    
Stonemason    

Chapter 9 test will be on Friday...don't forget to study...

    
High Five Friday Feb.16 It's a High Five Friday and today you are taking a test on the High Middle Ages. You cannot work with a partner on the test and no notes!  Here is a link to the test:

Have a great long Presidential weekend! :-) Mr. P

    
Tues
FEB 20		 Continue working on your constructive, destructive webquest above (Feb. 14). It is due at the beginning of class tomorrow.

 

    
Mon
FEB 26
   
Wed
FEB
28		 First, watch this video clip and then take the 4 question quiz on it...

Then take this online test on Chapter 14, The Renaissance, The Reformation, and the Scientific Revolution.

    
Wed.
MARCH
7
Here is Mr. Pahl (at least Mr. Fash, who gave this picture to Mr. Pahl, thinks it looks like Mr. Pahl), carrying the World (History) on his back, sort of like Atlas.*  Mr. Pahl wants you to be successful in putting together your World History PowerPoint.

Here is the monthly calendar to remind you when your presentation is due.  Remember, the quiz must be turned into Mr. Pahl two days before your presentation. Notice also that the TEST you will be given on your chapter will be given to you during class next Tuesday, March 13..

_______________
*For extra credit, send Mr P a note about what the story of Atlas is...
   
Tues
March 13

Chapter TESTS!

Chap 12 Chap 22
Chap 16 Chap 29
Chap 20 Chap 36
Chap 21 Chap 37
   
March 23 Spring Break is (almost) here!!!