Your Final Exam.

Here are some helpful details about your final exam:

There are 145 objective questions, and one essay question.  Here is how the objective questions are broken down.

• 1-15 -  Guns, Germs, and Steel
• 16-26 - ancient civilizations
• 27-36 - ancient Egypt
• 37-78 - ancient Greece
• 79-126 - ancient Rome
• 127-145 - feudalism

The essay will count for 25% of your final exam grade.  The objective part of the test will be the other 75% of your exam grade.  And the total final exam grade counts for 20% of your semester grade.  So, it will be well worth your time to prepare thoroughly for this essay.  Also keep in mind that prepping for this essay is a good way to study for the objective part of the test.  Feel free to use your old tests to study for the exam AND to prepare for the essay.

Also, please remember to bring your textbook to the exam.

Here is the essay question.  Please note that you are being asked to write about two different societies.

***

Consider the civilizations we studied this semester:

·         Mesopotamia

·         ancient Egypt

·         ancient Greece

·         the Roman Republic

·         the Roman Empire

·         Europe during the feudalistic Middle Ages

You might have enjoyed living in some of these times and places; others would not appeal to you as much.  In this essay, you will pick one civilization that you would have loved to be a part of, and another civilization where you may not have been as comfortable, and compare the two societies.  But this is not an essay for merely expressing opinions in general terms.  Get specific about what aspects of life in these civilizations you liked, and what aspects you didn't like.  May I suggest you address some of the following topics as you discuss these two societies:

·         Government (could citizens participate, what were the laws like)

·         Technologies/inventions (what breakthroughs did these civilizations come up with)

·         Geography (climate, topography, relative position)

·         Role of women (were women valued members of society, is this important to you)

·         Religion (what role did religion play in people's lives)

·         Middle class life (what jobs were available, what was the standard of living, were there opportunities available for people like you)

·         Entertainment (what did people do to fill their spare time)

·         Important people (who were the major figures of the time, and would you have wanted to get to know them)

·         Art (what artistic developments and innovations were occurring, were the arts an important part of the lives of the people)

Feel free to explore other topics if you like.

Detail is the key to success with this essay.  Give specific positives and negatives about two different societies.  Organize your writing as you see fit.

***

If you have any questions, email me or find me at school on Monday.  

This is probably the last blog I will post this year, so let me say thank you for being such a terrific group!  Good luck on all your exams, and have a great summer!

Your WCIV textbook

Special note regarding your WCIV textbook:  Next Tuesday, when you take your exam, you will turn in your textbook.  You will bring the book with you to the exam, and leave it with your proctor.  I will collect them from the three classrooms, and check them against the list I compiled at the start of the semester.

Hopefully, you all have the same book I assigned you back in January.  If you turn in someone else's book, they will have their name checked off the list, not you.  If your book is not turned in, you will be charged for it (around $70).  I will turn in the textbook list to Mr. Scholl on Wednesday, June 5.  If you find your book anytime after Wednesday, you should turn it in to Mr. Scholl so he can take your name off the "Student Who Owes John Carroll $70 Because They Lost Their Book" list.


In class today, Section 1 takes their Feudalism test, while Section 2 and 3 have the day off.

Your future.

Here is what we have scheduled for the rest of the year.

Tomorrow: review of Feudalism.

Saturday, May 25 - Monday, May 27: Three-day weekend - Happy Memorial Day!

Tuesday, May 28:  Section 01 takes test on Feudalism.

Wednesday, May 29:  Sections 2 and 3 take test on Feudalism, Section 1 reviews for final exam.

Thursday, May 30:  Sections 2 and 3 review for final exam.

Friday, May 31 through Sunday, June 2:  another three-day weekend!

Monday, June 3:  Religion and Science exams.

Tuesday, June 4: English and Social Studies exams.

• Section 1 tests in Room 222 
• Section 2 tests in Room 216 
• Section 3 tests in Room 111

Wednesday, June 5: Math and World Language exams.

Thursday, June 6:  Start of Summer Vacation!

Behold.

The Iron Plow!

As the plow moves, the colter (the vertical blade) slices through the earth; the plowshare then rips the earth up from underneath; and the moldboard (beneath the handles) shoves against the earth, turning it over so that it settles as loose and fertile soil. 

This is what passed for a revolutionary invention during the Middle Ages.

Retreat!

Due to the Freshman Retreat, I only returned tests to Section 1 today.  I will juggle the schedule a bit (get it?  juggle?), and get Sections 2 and 3 their tests back on Wednesday.  I hope you enjoyed retreat!

more grades

Last Wednesday's test grades have been posted.

A few of you need to make that up.  Monday would make the most sense.

Grades being posted

The POP quiz you took on Friday has been posted.

If you weren't in class Friday, you'll be making it up in class Monday (tomorrow).

More grades to come.

the legacy of the barbarians

In class we identified seven barbarian groups who successfully invaded parts of the Roman Empire.  It would be helpful for all of us to know what modern day countries were settled by some of these barbarians, and where to find them on a map.

The groups you should focus on are: Angles, Franks, Huns, Ostrogoths, Saxons, Vandals and Visigoths.

HW 4 2nite

Tonight, read p. 164 to 173.  This is in Chapter 10 - Europe Takes Shape 700-1000, and this learning objective (LO-1) covers the Carolingians.  Take notes, and be ready for class discussion tomorrow.

Section 1 leaps ahead

Don't worry, Sections 2 and 3, you'll catch up after you take your test.

Tonight, Section 1, read p. 164 to 173.  This is in Chapter 10 - Europe Takes Shape 700-1000, and this learning objective (LO-1) covers the Carolingians.  Take notes, and be ready for class discussion tomorrow.

test next class

100-point test tomorrow for Section 1; Wednesday for Sections 2 and 3.

As we reviewed in class today, the test will cover the Pax Romana, early Christianity, Diocletian, and Constantine.  There aren't too many tests left this year, so make this one count!

Constantine's Conversion

Here it is, a turning point for Christianity: Constantine at the Battle of Milvian Bridge, in all its glory.

working our way through Roman history

Sections 2 and 3 reviewed the last test, and took a pop quiz on the early days of Christianity.  I hope you found it interesting to study Jesus from a historical perpective.

Section 3 took a look at Diocletian and Constantine, and the unique relationships they had with the nascent religion of Christianity.

Good day to be Section 1

A test review, and a quick look at the origins of Christianity in the Pax Romana.  It doesn't get much better than this.

THANK YOU FOR READING THIS BLOG.

After you finish taking the test, you will be reading most of LO-2 Christianity in the Era of the Roman Peace, beginning on page 126 and ending with the first two paragraphs on page 129.  This is the only part of Chapter 8 we will cover; from there we will move to Chapter 10 and the Medieval Era.

Pax Romana - the paper

ASSIGNMENT

work in pairs

start it in class, finish it for homework

use p. 104-121 in the text, plus Wikipedia

Write at least 500 words on the

Pax Romana, the new monarchy,

and the changes that took place then

100 points, due Monday at the start of class

That is the basic assignment, as presented to you yesterday. Let me add more detail, forthwith.

This paper is to be your own, original writing. As with any paper you write, if you extensively "copy-and-paste" you will receive a failing grade and be subject to disciplinary action. Nobody likes a cheater, which is what a plagiarist is.

This paper is to be printed up and handed to me at the start of class Monday morning. Include the names of both writers and your section. Use Times New Roman, size 12 font, double-spaced.

Give your paper an interesting title. ("The Pax Romana" is not an interesting title.)

Also, we will take a 100-point test - on Tiberius Gracchus, Julius Caesar, Caesar Augustus, and the Pax Romana - on Monday. Be ready!

Let me know if you have questions, and happy writing!

Tiberius Gracchus meets his end

Section 1 finished watching the video on Tiberius Gracchus today, and the question remains:

Was he truly a hero of the people, 

or just another power-hungry politician?

Carthage...latifundia...Gracchi... hopefully, these names and vocab terms are making more sense to you, as we see them played out in the video we're watching in class.  Remember, the link can be found on this blog if you want to re-watch at home, or if you want to race ahead.  See me if you have any questions.

Well, THAT was interesting.

You can look at it as getting yelled at, or getting a pep talk.  In any case, I hope you come in next week with a new attitude, a little more businesslike, ready to work.  I refuse to believe that every one of you is doing your best, and that you aren't capable of doing any better.  I think many of you have lots of room for improvement, and you can start proving it to me - and to yourself - next class.


BTW, your WestCiv final exam is Tues., June 4, at 10:00 - just 40 days away.

In the meantime, make sure you have given LO-3 (p. 97-101) a good look so you understand the overthrow of the Republic.  I also suggest you watch the video I have posted in the links column.  This was a big deal in Great Britain back in 2006, when millions of viewers a night tuned in to watch the story of ancient Rome.  If you like the first part, feel free to check out the episodes that follow.  Even better than Hillbilly Handfishin'!

Have a great weekend.

Rome - continued

Section 2 and 3: after you finish your test, see how things are about to get ugly for Rome.  Read about the overthrow of the Republic (LO-3, p. 97-101) to prepare for tomorrow's class.

deeper into Rome

Sections 2 and 3: your homework is to study up for tomorrow's quiz/test.  See yesterday's blog for deets.

Also, we were discussing how "the rich were getting richer" back in Rome, and comparing it to the situation in modern-day America.  Then this story comes out, just yesterday.  Interesting...

Section 1: things are about to get ugly for Rome.  Read about the overthrow of the Republic (LO-3, p. 97-101) to prepare for Friday.

And, as always, everybody blogs.

1/2 quiz, 1/2 test

Is it a "tizz"?   A "quest"?  Call it what you want, but it's 1/2 quiz, 1/2 test, and it's worth 75 points. It will cover LO-1 and LO-2, or the first two stanzas of the "Rome" song.  It will be given to section 1 tomorrow (Wednesday) and to sections 2 and 3 on Thursday.  I would recommend re-reading the text, and reviewing the song, to be ready.  You will not be allowed to use your blog or any other notes, so pack as much knowledge as possible into your head.

Changes and announcements as we sail into a three-day weekend:

There were an awful lot of unforeseen technical difficulties with the movie-making project.  I had originally planned on grading this as a project-type assignment.  But after seeing so many people, through no fault of their own, struggle with the basics, I have decided to make a change in the assignment.  This will now be a 10-point extra credit assignment.  If you decide to do it, I will give you somewhere between 1 and 10 extra credit points, depending how awesome it is.  It is probably worth putting some effort into this, not just because of the EC, but because it will be an effective study guide as well.  I will grade these Sunday morning, so consider the "assignment" due Saturday night (April 20) at midnight.

Also:  I have been asked to have you take a Survey Monkey on this class.  Here is the link:  http://www.surveymonkey.com/s/Y2T6FBJ

We will test on Rome late next week.  I will give you the exact date soon.  Watch this space for more details.

Rome, Rome, Rome, Rome...

Section 1 continues their work on the video project.  Work in your group and continue to add images to your Rome video.  See yesterday's blogs if you have questions about the details.

In order to truly synthesize the information in my song - which was intended as a summary of the history of ancient Rome - we are going to do some video editing.

Here's how to proceed.

• click on "Rome by Chi Cago (video)", found in my links, and copy the web address
• go to www.youtube-mp3.org, and paste the address in
• after the video has been converted, download it.  The mp3 has now been installed in iTunes
• open Movie Maker - you'll need to use version 2.6, which can be downloaded here
• perform all the necessary steps - run the install, agree to terms, etc. - to open it
• If you have your own preferred software (iMovie, Camtasia, etc.) feel free to use that
• once it's open, step 1 is to "import audio or music" - click that link
• a window will open.  Take "Rome" and drag it from iTunes to this window
• you have successfully laid down the audio track!

Next... find images that describe what I am singing about (Etruscans: find pic of Etruscans, or a map showing their location; Punic Wars: plenty of paintings of these famous battles; latifundia: don't know what that is?  Find a picture of one!) and paste them into your timeline.

We will continue work on this next class - Tuesday for section 1, Wednesday for sections 2 and 3.  Feel free to work on this at home if you like.  Have fun!

Rap-ucation

I want to thank all of you for your enthusiastic response to Chi Cago.  As promised, I've posted the lyrics to Rome.  Hope you like it - better yet, hope it helps you learn about Rome.  I'll work on getting the actual song posted on this blog when I get back from my tour trip.

Here is what you are doing in class on Thursday and Friday while I am gone.

As myth has it, the founding of Rome involves two brothers named Romulus and Remus.   On Thursday, Section 02 and 03 will work in pairs on a Pixton cartoon describing the story of Romulus and Remus.  The link to Pixton is in my Links section.  When you sign up, choose the Pixton for Fun option.

The following sites should prove helpful in researching this tale.

http://www.unrv.com/culture/romulus-and-remus.php

http://en.wikipedia.org/wiki/Romulus_and_Remus

http://www.historylearningsite.co.uk/romulus_and_remus.htm

You might finish this in class - if you don't, finish it for homework.  Post the link to your finished comic on your blog.  Remember to tell me who you worked with on your comic.

On Friday, Section 01 will do the Pixton assignment described above.  Section 02 and 03 will work independently taking notes on LO-2 in their text, putting the notes in their blog.  Section 01 may have begun this work Thursday night; in any case, all sections must have the LO-2 notes, AND the link to their Pixton comic, posted to their blog by midnight Saturday night, so I can view it Sunday morning.

The Pixton comic is worth 25 points.  Late penalties will apply.  

Have fun with this, be nice to your subs, and I will see you next Monday!

another good day

Good old Section 1.  They got their Alexander tests back (class average: 88!) amid lots of bell dinging.  Then we began our studies of ancient Rome, reviewing the homework assignment from last night.  Who knows what tomorrow will bring?

On to Rome!

Now that we have tested on Greece, time to sail across the Adriatic Sea to ancient Rome.

After you have completed your test, read and take fantastic notes on your blog, covering LO-1 City-State and Empire: The Roman Republic, found on p. 88-94.  There is a lot of information here, including at least a dozen key terms you should be familiar with.

end of the break...almost

I hope you have all had a terrific break!  We're back tomorrow, and we will hit the ground running.  The first part of class will be a review of the life of Alexander, followed by a test.  I recommend you review the notes you were taking during all of your PowerPoint presentations, and copy them into your blog.

For your reading pleasure.

I found this article thought-provoking.  I offer it to you as something to ponder and enjoy, not something that will show up on a future test, even though it mentions our friend Socrates.  Feel free to comment if you like.

I hope you are enjoying your break!  I know I am...

Heading into the break

Well, it was going to be a short week anyway, but the snow shortened it even more.  Having yesterday off necessitates postponing the test on Alexander and the Hellenistic Era.

Please try to hide your disappointment.

We will test on Al and the HE when we return.  I think we should be able to review in the first half of class on Monday, April 8, then take a short test in the second half of class on the same day.  So be ready!

the end of Q3

The third quarter is officially over, and the grades will be submitted tomorrow morning. Feel free to check PowerSchool to see how you did.

Those of you who are familiar with track-and-field events, especially middle distance events such as the mile, may know of something called the "bell lap."  When the runners reach the very last lap of the race, a bell will sound to signal the runners to go all out to the finish line.

It's the fourth quarter.

This is the bell lap.

Time to go for it!

Tomorrow we see your spectacular presentations.  Next Wednesday we test on Chapter Five.  In the meantime... 

This Spartan cat is not impressed by the words of Phillip II

YOU tell Alexander's story

As we discussed in class, you are doing a mini-research project on the great Alexander.  Click on the link at the right for details.  To recap: 

Build a Google Presentation (PowerPoint) to tell the story of Alexander’s life and career.  

Share your project with bobschick13@gmail.com.  

Each group is responsible for thoroughly covering one Roman numeral only.  

Put full names of all group members and your section on the title slide.

Use of photos, maps, and other visuals is highly recommended.  

Don’t overdo the words on each slide.  

Give your project a descriptive title.

Cite your sources on each slide.  

Due at the start of class Friday, March 22.  

Worth 50 points, included in Q3 grade.

Hellenistic

Our studies of the Hellenistic Era begin.  How does Greece move on after the Peloponnesian War?  What's the big deal with Macedonia?  And what made Alexander so great, anyway?

These questions, and more, will be answered this chapter.  Brace yourself.

on to Chapter 5...

After you finish the test, you should begin reading p. 78-82 in the text - Greater Greece: The Hellenistic Era, 400 - 30 BC.  

In today's blog, do the following:

• define Hellenistic
• paste a map into your blog that includes Macedonia
• in 150 - 300 words, describe why the Athenians lost the Peloponnesian War
• describe what happened in 359 BC

a few items

All assignments, blogs, tests, and quizzes have been graded, and your PowerSchool is up to date.  See me this week if you have any questions or problems with your grades, as the end of the third quarter is this Friday, March 22.

Reminder - you have a test tomorrow, which will be included in your third quarter grade.  See yesterday's blog for more information on how to prepare for this test.

How to study for Monday's test

Want to ace Monday's test?  It's easy: everything you need to know is on your study guide, which you have been working on for the last two weeks, and which we went over in class yesterday.  There is also lots of helpful info here, the PBS website that accompanies The Greeks: Crucible of Civilization.  The video itself may be viewed here.

Good luck, and let me know if you have any questions.

The legacy of Socrates - part II

This time it was Section 3's turn to come through with flying colors.  The open exchange of ideas, going back to the time of Socrates, is alive and well in the United States and in our classroom.  Thank you all so much for your candor, and for your respect for those whose opinions differ from yours. 

Another artist, the Italian Giambettino Cignaroli, painted his version of Death of Socrates in the mid-1700s.  Note the differences:  in Cignaroli's version, Socrates is already dead, and not as heroic looking as in David's painting.  Two different approaches to the same tragic event.  

Socrates would be proud.

Section 1 stepped up today, proving that the examined life IS worth living.  Socrates spent a lot of time with the youth of Athens, compelling them not just to question authority, but to examine their own beliefs.  I think we saw that in room 124 today.

The Death of Socrates, painted by Jacques-Louis David in 1787 - almost 2200 years after Socrates died.

Intro to Socrates

Section 1 - the only section meeting today - gets their first look at Socrates.

"The unexamined life is not worth living."

Back in business

Happy Monday, everybody!

Section 1 started the day with a review of the video they watched on Friday: Pericles, Aspasia, Oedipus and the origins of the Greek theater were covered.  For the curious, a brief synopsis of the story of Oedipus, the mythical Greek king, and subject of the classic tragedy by Sophocles, is here. 

Section 3 reviewed the last test, as did Section 2, who also received a free bonus pep talk.

Please note: the next test has been rescheduled for next Monday, March 18.

Amazing retreat

I hope everything went well in West Civ classes while I was away yesterday on Senior Retreat.  (Boy, do you guys have something to look forward to in three years!  LOVE retreat!)  If you like, drop me an email or post to your blog about how things went in class on Friday.

And, don't forget to set your clocks forward one hour tonight.  It's too bad we miss out on an hour of sleep this weekend, but the sun will be setting after 7:00 pm starting tomorrow.  Spring is right around the corner!

See you Monday!

News flash.

Remember Hugo Chavez?  The Venezuelan leader who referred to President George W. Bush as the devil?  He had been battling cancer for some time, and passed away yesterday.  If you're interested, you can read a news story about his death here, a collection of his most memorable moments here (including his "devil" speech to the United Nations), and an analysis of his impact here.

Don't worry, this isn't "testable" material.  I know some of you seemed genuinely interested in Chavez, and on an off-day like this, you have a chance to read some top-notch writing about this unusual historical leader.

Fearless prognostication

School, or no school?  That is the question.

We'll find out early tomorrow morning, as a winter storm (finally!) appears to be bearing down on us.  First rain, then snow, then more snow.  Possibly 5 to 8 inches of very wet, heavy snow.  What would this mean?  Well, consider this map:

A big fat snow like this brings down branches onto power lines.  Many of us could lose power over the next day or two.

Mr. Schick's prediction?  Probably no school tomorrow, and a two-hour late schedule for Thursday.  This is only my prediction; go to the John Carroll website for the official word.

If we don't have school, check in with my blog for updates.

Three-Day Weekend! (for you guys, anyway)

Today Sections 2 and 3 were treated to the beginning of the astonishing video The Greeks: Crucible of Civilization.  Smart students will take what they learned from the video, and use it to update their Study Guide.  For example, you could enter information about the year 508 BC, Homer, and Pisistratus.

Be sure to post a blog for today, enjoy your time off, and don't forget to be awesome!

Transition time

A recap of recent events in our WestCiv classes:

Monday:  While I was in Washington, DC with the seniors at Arlington National Cemetery and the Holocaust Museum, you took a test on Chapter 3.  (BTW, I am looking forward to three years from now, when you guys are seniors, and I can accompany you on this moving and meaningful trip.)

Tuesday: Section 1 meets.  Students who were absent make up the test; students who needed more time to complete the test do so in class.  The rest of you begin work on the Study Guide to Chapter Four, posted on this blog.

Today:  Section 2 and 3 do the same thing that Section 1 did yesterday.  Now everyone has taken the test, and we are all caught up.  I will get the tests graded over the coming weekend.  Section 1 began watching The Greeks: Crucible of Civilization, an astonishing experience. 

deets on tomorrow's test

As you know, the test is on Chapter 3, from barbarians to the M&M's (Mycenaeans and Minoans), through the four kinds of government and Sparta & Athens.

There are 30 multiple choice questions worth 2 points each, 4 fill-in-the-blanks worth 5 points each, and one essay worth 20 points.

Keep track of the clock and allow yourself enough time to write a good essay.  

You are allowed to use your textbook as a resource during the test.  You are NOT allowed to use any other written notes.  Please do the right thing, observe the honor code, and do not abuse the privilege I am granting you.  

Thanks, and good luck!

Critical thinking!

Hooray for great class discussions!  Section 1 wanted to know if the Spartans were brainwashed.  Section 3 wanted to know if the US was the greatest country in the world.  And Section 2 recreated the Greek agora, debating whether to allow international students to use their translators on Monday's test.  (The white pebbles won.)  Terrific work, everybody!

Reminder:   Open book test Monday, on Chapter 3.  Be ready!

Have a great weekend!

Open book test

I have decided that Monday's test on Chapter 3 will be an open BOOK test. I considered allowing you to use your blogs, or your PowerPoints.  But this would put the responsibility of monitoring your computer use on a sub, and that didn't seem fair.  However, I didn't want to leave you out in the cold, either, so I have compromised by letting you use your textbook.  Please plan accordingly, and prep yourself and your book for Monday!

Greece - the early days

Today all three sections covered the information (available in the outline) having to do with the events leading up to the establishment of Greece as a genuine civilization.  Special thanks to Ben for lending his enthusiasm to the class.

Don't forget: test Monday!

turning the tables

It's nice to see you guys rise to the occasion!  I asked all three of my sections to teach the class today, based on the material you read and the PowerPoints you prepared.  And, for the most part, you met the challenge!

I'll be back in front of the room tomorrow, where we will continue with our studies of the lead-in to Greece.  Nice work, you guys!

Random notes.

Takin' care of business on a day off.

• I'm trying to keep on top of grades more than I have in the past.  Right now, everything is up-to-date - check your PowerGrade to see your current grade.
• If you didn't do the LO-1 assignment from last week (see my posting from Feb. 9 for details) you have a zero.  Even though it's a week late, I will give you half-credit if you get it done.  If you decide to do it, email me to let me know you have posted it.
• John Green has another (slightly silly yet still informative) Crash Course video, which I have posted.  He spends more time on the Persians than we do, but it is great background information on what an amazing empire the Persians had, and why it was so astonishing that the Greeks simply did not allow themselves to be defeated by them. There is also some food for thought about historical bias.
• I have posted a very thorough outline of Chapter 3.  It's called (cleverly enough) "Chapter 3 outline - The Greeks, 2200-400 BC").  It covers the entire chapter, which you have also covered in your PowerPoints.

nice work, Camren!

Camren has pointed out one plausible explanation for how Stonehenge might have been constructed.  It makes more sense to me than the "aliens" theory.  Thanks, Camren, for going the extra mile and doing a little extra research!

Your presentations

I've been looking over your Google presentations on LO-1 and LO-2, and they look great!  You have a three-day weekend ahead of you, and your assignment is to finish up with LO-3.  It is a big section, so I suggest dividing up the work like this:

• types of government
• Sparta
• Athens
• Persian Wars

We will be going over your Chapter One tests in class today.  It's a very short class, but if we have time, you can get started on your presentations in class.

Have a great weekend, and watch out for meteors!

Classwork for today

I'm sorry I won't be with you today.  Here is what you will be doing in class.

Groups 01 and 03: you have already started working on your Google PowerPoint-type presentation.  You started with section LO-1 in the text; now you continue with section LO-2 on the same PowerPoint.

 

Group 02 needs to start on the same project.  You need to form groups of four people and make a Google Presentation.  The “veterans” of my previous classes know how to do this, so you can assist the kids who are new to my class.  You all need to “invite” me to this presentation – I’m at bobschick13@gmail.com .  You should include both LO-1 and LO-2 in your presentation.  Since classes are a little shorter today, you probably won't complete the LO-2 portion, but you should be able to get a good start.  

Note to all groups:  you will be graded on what you accomplish in class today.

Be nice to your sub, and I will see you soon!  Thanks for being awesome.

Barbarians! And Stonehenge!

Today's class revolved around the origins of the Greeks, the barbarian Indo-European nomadic tribes who migrated around Europe.  But the real question that came up in every class - the question I could not answer - was this:

How in the world was Stonehenge built, anyway?

Year of the Snake

Happy Chinese New Year to all!  If you are interested in learning about this tradition, click here and here.  
新年好!

On to Greece!

Hopefully you all aced today's test on Prehistory, Mesopotamia, and ancient Egypt.  I will let you know when I have posted the grades.


Don't forget to blog with your thoughts about today's test - due before midnight Saturday night.

Assignment for the weekend: Read the intro to Chapter 3 (p.45), and LO-1: The European Barbarians (p. 46-49) in the text. In at least 300 words, summarize the important points in this section.  Be sure to define or describe terms such as barbarian, megalith, tribe, Indo-European, and Western, as they apply to this reading.  If you think pictures or maps would be helpful to you later, go ahead and include them, too.

This assignment is worth 10 points.  Post it to your blog before Monday's class.

test tomorrow

Don't forget to check out all the resources I have supplied to help you study for tomorrow's test.

Be ready, and good luck!

more virtual pyramid building

The angst and the frustration, leading to the shout of ultimate triumph.  

Such is the glory of successfully completing the Pyramid Challenge.

Reminder:  the 100-point test on Chapter One, covering Prehistory, Mesopotamia, and ancient Egypt, will be given on Friday.  The helpful Links Inc. section is filled with material to help you prepare for the test.

Another reminder:  if you did not complete the Pyramid Challenge in class, or if you were not in class to take the Challenge, you still have to do this assignment.  Click on this link to get to the Challenge.  After you successfully build your virtual pyramid, take a screenshot of it and post it to your blog.  This assignment is due before Friday's class.

Build like an Egyptian

I love it when my students have a feeling of accomplishment.  When they really feel like they have truly achieved something, and attained a level of expertise to which they had never even dared to aspire - that's a good day.

Today was a good day.

Congratulations Ravens Nation!

Great game, and a great victory for Baltimore!

And, a quick note: under Links, Inc. I have just posted a schedule for the rest of the school year.  It is subject to change as things like snow days come up, but we will try to stick to this schedule the best we can.

on to Egypt!

Read LO-3 Land of the Pharaohs: Egypt, found on p.20-29 in the text.  Take notes onthe material.  Brief notes will be fine - don't rewrite the text!  

Special message to Harry, Robert, and William:  your essay will compare life before the Agricultural Revolution (during the time of hunter/gatherers) with life after the Revolution (when people began to domesticate animals and plants, and live in villages).  Please post the essay to your blog when you are finished.

Attention Section One

I will not be in class with you today, as our Academic Team is competing at Maryvale.

Mrs. Fisher will sub for me today.  Treat her nicely, as she is one of my favorite people.

Your in-class assignment:  Read LO-3 Land of the Pharaohs: Egypt, found on p.20-29 in the text.  Take notes in your Composition Book.  Brief notes will be fine - don't rewrite the text. Work by yourself, and work quietly.  No need to use the computers.  This will take you all period, especially since it is a short class today.  Whatever you don't finish in class is homework.

Don't forget to blog tonight!

Good call.

It's a bad idea to put school buses and teenage drivers on the road in weather like this.  

Good work by the HCPS for deciding to cancel school for today.  

Doppler radar image, 8:15 am, 1/28/13

In the meantime, many of you may have noticed that grades are being posted for your blogs and your essay assignment.  If you received a zero for your essay, it's because you never posted it to your blog.  This time, I will allow you to turn it in late and still receive credit.  See my blog posting for Friday, January 18, for details on the assignment.  If you have questions, please email me at rschick@johncarroll.org.

Also, please note that you have received comments right on your blog, explaining why you got the grade you did on your essay.  Please take a moment to look them over.

Good day to read about Egypt (p. 20-29) if you're going to be stuck inside anyway!

fear of flurries

Okay, so Harford County sent us all home two hours early due to impending snow.  Of course, I missed out on seeing Section 2 and 3, since those classes were cancelled, and I'm sure you are as disappointed as I am.    Life goes on, and here's what will be going on when we come back Monday.

Section 1:  In Friday's class, we assessed what you know about Prehistory (LO-1), and finished the PowerPoint on Mesopotamia (LO-2).  Over the weekend you should read LO-3 Land of the Pharaohs: Egypt, found on p. 20-29.  Feel free to take notes in your blog.

Section 2 and 3: On Monday we will finish up Prehistory (LO-1), and look at the PowerPoint on Mesopotamia (LO-2).  On Wednesday we will start our studies of Egypt, so if you want to get a head start on reading LO-3 Land of the Pharaohs: Egypt, found on p. 20-29, that would be a good idea.

All Sections:  I have posted the PowerPoint for this chapter, plus an outline of this chapter, as well as a link to the John Green video, in the sidebar called Links, Inc. on the right-hand side of this blog.  You might want to use these for reference.

Next week is a four-day week for students, with no classes on Friday, February 1.  We will spend the rest of our week covering Mesopotamia and Egypt.  I have scheduled the test on Chapter One for Monday, February 4.

from Paleolithic to Neolithic

Section 2 and 3:  Both sections took another look at the John Green video, adding to our discussion of LO-1.  Tonight's homework is to read the first part of LO-2, found on p. 11-16.  This should provide a nice introduction to Mesopotamia.had good discussions about repercussions of the Agricultural Revolution.  Tomorrow we see the video that provides a fresh perspective on this material.

Section 1 had the day off.

Everyone:   Don't forget to blog!

Ag Rev

Section 1:  We took another look at the John Green video, completing our discussion of LO-1.  Tonight's homework is to read the first part of LO-2, found on p. 11-16.  This should provide a nice introduction to Mesopotamia.

Section 2 and 3:  Both sections had good discussions about repercussions of the Agricultural Revolution.  Tomorrow we see the video that provides a fresh perspective on this material.

Everyone:   Don't forget to blog!

You say you want an Agricultural Revolution

We're learning about the Agricultural Revolution through our text, by viewing a PowerPoint, and by studying an unusual and high-energy video.

So far, so good!

A slight diversion

Every so often I like to post something that isn't exactly part of the curriculum, but some of you might find interesting.  If you click here, you will find an short interview with our friend Jared Diamond, where he talks about books -  the books he read as a child, what book he would make the President read, even the last book to make him cry.  Warning: Mr. Diamond is, seriously, a total nerd.  Check this out and leave a comment on this blog if you want to.  See you tomorrow!

reminder

 

Don't forget!  This weekend, pick up a Compositions book, like the one pictured here (only smaller).

Also, if you haven't set up your blog and sent me the URL, do that right away.  There are still seven of you who haven't sent me your URL.  Get on it!

Plus, many of you who set up your blog still haven't posted to it.  Sections 2 and 3 needed to post Thursday and Friday; Section 1 should have posted about Friday's class.

Finally, don't let the 50-point writing assignment get away from you.  Write, then rewrite, and write well.  Read all about it on my Friday posting for details; email me if you have questions or problems. 

from prehistory to civilization

Your blog for tonight should cover the notes you take in class today.  It must be posted by 11:59 pm Saturday night - in other words, just before midnight, as Saturday turns to Sunday.

Your other assignment is to read the LO-1 section in the text, found on p 6-11.  ("LO" stands for Learning Objective.  In this case, the Learning Objective for this part of the chapter is to trace the key developments of prehistory, from the emergence of our human ancestors to the beginnings of village life.)

Your other assignment for this three-day weekend is to take notes on LO-1, and then apply these notes to your study of Guns, Germs & Steel.  In other words, you should answer this question:  Was Jared Diamond on track with his theory of "geographic luck"?  Write at least a few hundred words answering this question, offering evidence that you find in the text.  This 50-point assignment must be posted before your section meets again (before mod 10 Tuesday for Section 1; before mod 3 Wednesday for Section 2; before mod 8 Wednesday for Section 3). 

Let's get this party started.

Here are some suggestions to get off on the right foot in Western Civ.  Start out by establishing the necessary blogular communications between us.

• Switch your browser to Google Chrome.
• Bookmark my blog, and put it in your Bookmarks bar.
• If you don't have one already, create your own Gmail account.  Make note of your username and password.
• Create your own blog for Western Civilization through blogger.com.
• Bookmark your blog, and put it in your Bookmarks bar.
• Very important: Email me the web address for your blog (to rschick@johncarroll.org). 
• Make sure your postings will be in Eastern Time (Design -> Settings -> Language and formatting).

A crucial component of this course is your written contributions.  You are expected to post to your blog whenever we have class - usually four times a week.  Your posting is due before midnight on that same night, except on Fridays, when the blog is due midnight Saturday night.  You need to complete all the above steps so you don't fall behind right off the bat.  See me after school in Room 121 (the TV Studio) if you need help.