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Chp. 12 Les. 2
Create CN and have at least 24 questions to associate with them.

Chp. 12 Les. 3
Create CN and have at least 24 questions to associate with them.

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Chp. 11 Les. 4 - All Groups are on this section.

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Chp. 11 Les. 4 - All Groups are on this section.

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Roman Empire

Chp. 11 Les. 4
Make sure you do the CN to supplement missing information not answered by these questions!

1.    What was Pax Romana and how long did it last?

2.    What did Augustus do to protect his empire and himself?

3.    What did Augustus do to help define the borders of his country?  (hint: we still do this today)

4.    What were his borders?

5.    What did Augustus do to display the power of Rome?

6.    What did he do to oversee his empire?  How did he enforce this?

7.    Why did Augustus change the tax system in Rome?

8.    What changes did he make to the law system?  Why was it not “fair”?

9.    Why did he feed the population and from where did it come?

10. How many of Augustus’ family ruled Rome? Who were they and how were they different?

11. How is Vespasian linked to other units we have studied?

12. What is his most famous work?

13. Who was the ruler when two disasters struck the empire and what were they?

14. Who were the “Good Five” and why were they given that title (this will have a long answer and be specific)?

15.  Roughly how large was the empire?

16.  All Roman citizens were treated ________.

17.  What was the most important economic activity in the Roman Empire?  Why?  Give examples.

18. How did industry change the Roman Empire?

19. What changed with trade and why?

20. What was one of the biggest changes that occurred because of the development of trade?

21. What three ways did this change improve?

22. How did the Roman Navy help trade?

23. What are raw materials (don’t just give a list), where did the raw materials come from, and how were they used?

24. What were the differences between city dwellers and the rural farmers?

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I can describe the government of the Roman Republic and its contribution to the development of democratic principles, including the rule of law (a written constitution), separation of powers, checks and balances, representative government, and civic duty.

CN: Chp. 11 lesson 3

I can describe the influence of Julius Caesar and Augustus in Rome’s transition from a republic to an empire and explain the reasons for the growth and long life of the Roman Empire.

·  Military organization, tactics, and conquests and decentralized administration

·  the purpose and functions of taxes

·  the promotion of economic growth through the use of a standard currency, road construction, and the
protection of trade routes

·  the benefits of a Pax Romana

1. Review all of the CN.

2. Write questions on the left side that correlate with the CN that were written by your peers, not the ones you wrote.

3. Each person is responsible for 2 questions per peer.  (Ex. 4 people in the group, 6 questions written per person -24 questions total)

4. Complete this format for Lesson 1, 2, and 3.  Your group should have written 24 questions total for each lesson.

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I can describe the impact of the Punic Wars on the Roman Civilization.

Chp. 11.2: CN over 1) The Punic Wars, 2) The Punic Wars Begin, 3) Second Punic War (2 people), and (4) 3rd Punic War.

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1.  Explain the story of Romulus and Remus regarding Rome’s beginnings.
Complete CN over the following headings from Chp. 11 Les. 1:

a.  Beginning of Rome and Settling of Italy

b.  Rome’s Location

c.   Roman Origins

d.  Influences of Greeks and Etruscans
- Contrast the myth with the actual beginning of Rome.

-  Paragraph or some G.O. to display information.

2.   Describe how Rome became a Republic and how it kept its power.

a.  CN over the last parts.

i.     Create a Bubble map to demonstrate the parts needed to maintain
the republic in Rome and its ruler’s responsibilities.
b.  Complete CN over 11.2: Governing Rome and Government of the
Republic.

i.     Add information to your bubble map concerning this information.

3.  I can describe how the Government of the Roman Republic and its contribution to the development of democratic principles including the rule of law contributed to the rise of the Roman Empire.

a.  CN over 1) Conflicts between Classes, 2) Cincinnatus Civic duty/responsibility,
3) Rome’s law system, and (4) Roman Justice.

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I can statements on top left.
Name on Top right.

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Due to programs: Test moved to Thursday - Chp. 9 and 10

Covers Chp. 9 (all)

Chp. 10 Les. 1 & 3

Read over Chp. 11 Les. 1 - I would advise working on CN for it.

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Monday -
Compare and contrast the Titans with the Olympian gods and explain the surrounding Greek mythology.
Research CN - - Must include 6 Titans and 6 Greek Gods minimum (use the list from padlet).  Should have a corresponding god and titan to contrast.  + Information about them, how they interacted with other gods/people.
Then do the following:

1. Group Work - Make a Foldable or G.O. or your choice – Must Display 6 Titans and 6 Greek Gods minimum (use the list below for the Greek Gods).  Should have a corresponding god and titan to contrast.  + Information about them, how they interacted with other gods/people
a.   Example - Poseidon  - God of the Sea, Oceanus – Titan of the Seas + more info...

2. Individual Work - Complete Venn Diagram displaying general information about the gods and titans.
a.   4 bullets each side showing differences
b.   4 bullets showing similarities

Zeus, Hera, Hades, Hephaestus, Dionysus, Poseidon, Artemis, Apollo, Hermes, Aphrodite, Athena, Ares

Good links to use.
http://www.greek-gods.org
http://greek-gods.info/titans/

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Chp. 10 Les. 1
Describe the myths and stories of classical Greece; give examples of Greek gods, goddesses, and heroes (Zeus, Hera, Hades, Hephaestus, Dionysus, Poseidon, Artemis, Apollo, Hermes, Aphrodite, Athena, Ares), and events, and where and how we see their names used today.

1. May work as a group (2-5 people) or individually.

2. Write a short story/Play/Song (play and song may be combined) containing the 12 Major Greek Gods.

3. Must contain each of the above mentioned Greek Gods.

4. Must give a short description of their role/function (incorporate into the presentation).  Short story/play/song will be interconnected among all the gods.

5. Must have creative visuals - examples: 3D, picture (drawing), story board, masks or etc...  (NOT Electronically Displayed)

6. Present in class Tuesday - 7th period.

Wednesday - 3rd, 4th, 5th, and 6th periods.

Quizlet to help a little: https://quizlet.com/75528970/12-major-greek-gods-flash-cards/

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Analyze the causes, course, and consequences of the Peloponnesian Wars between Athens and Sparta.
Chp. 9 Les. 4
- Group 1 - Why did Athens Lose the War?
- Group 2 - Effects of the War

Explain the rise of Alexander the Great and the spread of Greek culture.

Chp. 10 Les. 3
- Group 3 - Phillip II of Macedonia -->Alexander takes over
- Group 4 - War with Persia

Analyze the causes and effects of the Hellenistic culture of Greece.
- Group 5 - Alexander 's Legacy --> Hellenistic Kings

Describe the myths and stories of classical Greece; give examples of Greek gods, goddesses, and heroes (Zeus, Hermes, Aphrodite, Athena, Poseidon, Artemis, Hades, Apollo), and events, and where and how we see their names used today.

Chp. 10 Les. 1

- Group 6 – Greek Beliefs --> Greek Oracles

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Analyze the causes, course, and consequences of the Persian Wars.

-      Group 1 – Persian Empire & Creating an Empire

-     Group 2 – Government and Religion (+research)

-     Group 3 – Persian Wars and Marathon (+research)

-     Group 4 – Land and Sea (+ specific details)

-     Group 5 – Decline of Persian Empire à Pericles in Charge

-     Group 6 – War b/w Athens & Sparta (Peloponnesian War) --> Pericles's Funeral

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1.Greece is situated on a ___________ off of the south-Eastern end of Europe.

2.The main staple of most Ancient Greeks was ___________.

3.In what way were most Greek cities similar to Mesopotamian?

4.What ancient civilization formed on the island of Crete?

5.Why did the group answered in question 4 disappear?

6.What group of people invaded the Mycenaean?

7.After the Mycenaean returned to the mainland, they became known as?

8.What did they develop from the Phoenicians?
9.What item developed and changed trading in Greece forever.

10.What is the Greek term for a city-state?

11.What is the hilltop fortress called in Greece?

12.What is the marketplace called in Greece?

13.Who are allowed to vote in Greece?

14.What fighting format used shields to protect them?

Part 2
15. What happened when a farmer could not pay their taxes?

16. What is tyranny?
17.What was the function of an Ephor?

18.At what age did most Spartans join the military?

19.What did most women (mothers) expect their men to do?

20.Who did the Assembly include?

21.What type of government ruled Sparta?

22.Who could order executions or exile?

23.Why did Sparta decline as an intellectual power?

24.How was the education of Athenian men different from Spartan men?

25.What form of election did the Athenians chose to elect their officials?

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Research the roles and lives of slaves found within Sparta and Athens.

Work with your group to complete the presentation started in class.

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CN over Spartan and Athenian:

Military (May overlap with Education)

Roles of/Life of Men, Women, Children/

Society – Classes, businesses, artisans, etc…

Education (May overlap with Military)

Government

Some Outside research will be necessary to complete this.

Good Group splits

Groups of 3:

•Sparta/Athens – Military

•Sparta/Athens – Government

•Sparta/Athens – Society/Education

Groups of 4:

•Sparta – Military/Government and Society/Education

•Athens – Military/Government and Society/Education

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1.Explain what the “polis” or city-state is.

2.Explain civic participation and voting rights in Ancient Greece.

3.Tell how many legislative bodies there are Explain them.

4.Explain what constitution writing is.

5.Explain what “rule of law” is.

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Read Chp. 9 Les. 1 & 2

Venn Diagram - Sparta & Athens

Over Government and Society

5 Bulletts each

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Read Chp. 9 Lesson 2

Complete Lesson 2 Review Questions at the end.

Study for FQ.

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Study for FQ

Read Chp. 9 Les. 1 & 2

Research current US Democracy

Create a Venn Diagram contrasting both types of Democracy - Ancient Greek (Chp. 9) and US (current)

4 bulletts each

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Greek Les. 1 - Today's Questions 03/01/16

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Greek Les. 1 - Today's Questions 03/01/16

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1.   What were the ancient Greeks' most important economic activities?

2.   How did the Minoans develop wealth?

3.   Why did the Minoans disappear?

4.   What is the believed origin of the Mycenaean people?

5.   Where and Who farmed the land of the Mycenaean?

6.   What did the Mycenaean pay as taxes?

7.   How did the Mycenaean’s navigate the Mediterranean Sea?

8.   Who did the Mycenaean conquer and what area did they control as a result?

9.   What happened to cause the downfall of the Mycenaean civilization during the Dark Age?

10.Who were the people that conquered the fallen Mycenaean?

11.What type of farming did the newly conquered people practice?

12.Where did the Mycenaean flee?

13.Who were the Hellenes?

14.What type of farming was practiced under the newly formed Greeks?

15.What developed from the Phoenicians?

16.What were the bards?  Why were they not really needed anymore?

17.Why did the Greeks have to establish colonies off of the mainland?

18.What changed that allowed trade to expand with the Greeks?

19.What developed in each of the colonies (looking for an older vocab word here)?

20.Contrast the coin materials made by the Greeks with those of today.

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Read Chp. 9 L. 1 and 2

FQ: Ancient Greece - SG

Vocab. due Wednesday

Chp. 9
Lesson 1        |   Lesson 2
Peninsula     |     Tyrant
Bard              |     Oligarchy
Colony          |     Democracy
Polis              |     Helot
Agora            |     Ephor
Phalanx

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_______  - undrerline main ideas - Highlighter - Pink
!!!  - A-Ha Moments - Highlighter - Yellow
???  - Asks a questions about something  - Highlighter - Green
* - add a comment to something interesting  - Highlighter - Blue
CL = claim to an argument  - Highlighter - Orange
TE = text evidence in an argument  - Highlighter - Purple

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Due Monday 02/29/16

Chp. 9, 10, and the maps at the front of your book.

Greece 300BC - Time and Place map from Chp. 10 will work.

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Test on Thursday - All of Israel

Sign up with your class onto NEWSELA ---->

FQ: Practice Tomorrow

Write questions over the entire Israel Chapter (with answers) to stump your peers.  Must have 4 questions minimum.

Summary Paragraph:

Why was there a need to preserve the Jewish religion?  Write a summary discussing the events that lead up to the preservation of the religion and the steps that were taken to preserve the religion.

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NewsELA Link - Sign up with your class period

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NewsELA Link - Sign up with your class period

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NEWSELA Codes

If the link does not work, sign up using the class code.
Use your name as your user name, add a number if it won't take it.
Do Not Sign up using your google account!!!

3rd Period - URNQX5

https://newsela.com/join/#/URNQX5

4th Period - N6SVYT

https://newsela.com/join/#/N6SVYT

5th Period - HPNJEP

https://newsela.com/join/#/HPNJEP

6th Period - 37YTX6

https://newsela.com/join/#/37YTX6

7th Period - AY8C7W

https://newsela.com/join/#/AY8C7W

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Short Research Presentations - All Periods - Due Tuesday - 02/23/16

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Short Research Presentations - All Periods - Due Tuesday - 02/23/16

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Due Tuesday, use google slides or some other form of media to share information within your group.

Conduct short research piece with supporting details of Second Babylonian Empire, Persian Empire, and Median Empires,

Include references of how they related to the Jews and each of the following related and/or contributed to the Empires:

Nebuchadnezzar, the Hanging Gardens of Babylon, Cyrus the Great, Darius the Great, and Xerxes in each presentation.

Some form of multimedia presentation will be completed to present the information, should be about 6-7 slides long.

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02/19/16 Review Notes, Answer Questions, and Finish reading Chp. 8 Lesson 3.

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02/19/16 Review Notes, Answer Questions, and Finish reading Chp. 8 Lesson 3.

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1. How long did the Hebrews spend in Exile?

2. What were the Hebrew people and religion known as in Babylon?

3. Why did the Jews begin to meet in Synagogues?

4. Why were the Jews able to return to Judah?

5. What consists of the Hebrew Bible?

6. What did the Jews do upon their return to Judah?

7. Who was the next king Jewish of Judah?

8. Why did they rely on religious leaders?

9. Who wrote and what were the five books of the Torah?

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02/18/16 Review Notes & Answer these questions.

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02/18/16 Review Notes & Answer these questions.

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1. When was Judah conquered? By whom?

2. What were the people forced to do?

3. Who ruled in Jerusalem?

4. Who told and Why was the king told not to rebel?

5. What happened as a result of the Rebellion?

6. What happened to the Israelites at this time?

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02/17/16 Review Notes & Answer these questions.

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02/17/16 Review Notes & Answer these questions.

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1. What tribes became Israel?

2. •What tribes became Judah?

3. What did the Assyrians force the captured people to do?

4. What was the major difference between Judaism and the Samaritans?

5. Which group mixed with the Israelites to form the Samaritans?

6. What happened after Solomon died?

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Extra Credit Opportunity - up to 25 points - Due Wednesday 02/17/16

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Extra Credit Opportunity - up to 25 points - Due Wednesday 02/17/16

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Make a 3D model using realistic materials.
Should be of the Tabernacle or 1st Temple of Jerusalem.

Must have the interior rooms accessible and made.

Must have labels of what things are.

Must have a materials list.

Must have a scale and be to scale.

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Finish 3D Sketches!   02/16/16 HW - Research - Mini-Project

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Finish 3D Sketches!   02/16/16 HW - Research - Mini-Project

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Research the Tabernacle of Moses and Joshua.
you need to find:
- materials
- dimensions
- number of chambers
- basic shape - sketch 2d
- make a 3d sketch of the tabernacle using the dimensions to scale.  Exp. scale = 1" = 10ft.

-----
Research the 1st Temple of Jerusalem
you need to find:
- materials
- dimensions
- number of chambers
- basic shape - sketch 2d
- make a 3d sketch of the temple using the dimensions to scale. Exp. scale = 1" = 10ft.
-----
Venn Diagram comparing the two temples...
how they were used.
3 bullets for each

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Finish CN Chp. 8 Les. 2 - Early Kings and Saul
FQ tomorrow

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 02/08 Monday Assignment and Homework - Answer this in your CN.

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 02/08 Monday Assignment and Homework - Answer this in your CN.

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Focus will be answering/describing these parts:

o   6.41 Describe the monotheistic religion of the Israelites, including:

o   · the belief in one God (monotheism, describe worship, and any other parts that pertain to having one God)

o   · the Ten Commandments

o   · the emphasis on individual worth and personal responsibility (research on Internet about this)

o   · the belief that all people must adhere to the same moral obligations, whether ruler or ruled

o   · the Torah and the Hebrew Bible as part of the history of early Israel

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http://padlet.com/cotnerj/writing

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Mohandas Gandhi had a major impact on his country’s development. Write an essay that describes Gandhi’s goals for India, how he set out to achieve those goals and how his philosophy reflected both Indian and western traditions.

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Egypt

Explain the polytheistic religion of Ancient Egypt

Supported by:

respect to beliefs about death,

the afterlife,

mummification,

roles of different deities.

Nubia

What kind of evidence were used by archaeologists and historians

-     draw conclusions about the social Ancient Nubia (Kingdom of Kush)

-     draw conclusions about economic characteristics of Ancient Nubia (Kingdom of Kush)

-     draw conclusions about their relationship to Nubia with the social characteristics of Ancient Egypt

-     draw conclusions about their relationship to Nubia with the economic characteristics of Ancient Egypt

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Egypt and Nubia description from each stimuli

Describe how the picture will relate to the prompt.

Write a quote from each doc and explain its relevance to the prompt.

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What political contributions from the Han Dynasty contributed to the development of the imperial bureaucratic state and the expansion of the empire?

Step 1: Break down the prompt.

Step 2: determine what can be utilized from the article to answer the prompt.

Step 3: determine what can be utilized from the picture (or 2 nd article) to answer the prompt.

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BW: work on your map

- Do not sharpen any colored pencils in the electric pencil sharpeners.  Must use hand held ones.

· Work in small groups. Cornell Notes over Israel’s beginnings, stop at Moses and the Exodus.

·  Finish this period, if not, we will finish in class tomorrow

(Not for homework).

Friday: graded fact quiz, map, and vocabulary.

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You know the drill, use multiple maps to complete.

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Chp. 8

Lesson 1

Prophet Covenant

Monotheism Torah

Tribe Commandment

Exodus Alphabet

Lesson 2

Psalm Exile

Proverb

Lesson 3

Synagogue Scroll

Sabbath Kosher

Lesson 4

Diaspora Rabbi

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China Geography

"China's Sorrow"

Huang He

Chang Jiang

Mountains and Deserts

Shang Dynasty

Warlords

Ancestors

Pictograph

Ideograph

Zhoa Dynasty

Mandate of Heaven

Bureaucracy

heredity

Dao

Philosophies of China

Confucianism

Civil Service Exams

Daoism

Legalism

Social Classes

Filial Piety

Qin Dynasty

Unification through currency

Censors

Xiongnu

Great Wall

Civil war

Han Dynasty

Civil Service

Tenant Farmers

Government helped by Han

Silk Road Trade

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Write CN over the Han Dynasty.

Go through Han Culture (Stop at Chinese Inventions)

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Write CN about Emperor Shihuangdi. Focus on: 1. Government changes/Policies that helped shape China 2. Accomplishments of Shihuangdi

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- Filial Piety - Tenant Farmer

- Censor - Acupuncture

- Currency

- Civil Service

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How did Siddhartha's life experiences influence his moral teachings and how did those teachings become a new religion (Buddhism)?

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Outline/Notes Due by the Friday the 8th.

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Outline/Notes Due by the Friday the 8th.

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Write an outline or take notes over how Siddhartha's life experiences influenced his moral teachings and how those teachings became a new religion (Buddhism).

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- Warlord - Hereditary

- Aristocrat - Mandate of Heaven

- Ancestor - Dao

- Pictograph - Bureaucracy

- Ideograph

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I can create a map that distinguishes the boundaries and physical features of China.

Highlight/Trace:

- Chang Jiang (Yangtze) River - trace and label

- Huang He (Yellow) River - trace and label

- Modern Border of China (will be in key)

Shade (Needs a Key):

- Himalayas

- Plateau of Tibet

- The Gobi Desert

- Kunlun Shan

- Tian Shan

- Altun Mountains

- Altay Mountains

- Taklimakan Desert

.

Use (x)’s to mark (exp. xxxxx xxxxxxxxxxxxxxxxxx xxxxxxxxxxxxx)

- The Great Wall of China

Label

Current Modern Countries: India, Mongolia, North and South Korea, Japan, Russia

- Nanjing

- Khanbaliq

- Zhongdu

- Beijing

- Hangzhou

- Changan

- Shanghai

- East China Sea

- South China Sea

- Yellow Sea

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https://quizlet.com/110801651/social-studies-exam-flash-cards/

https://docs.google.com/document/d/1obfiJ0fyRNjhEmG2yQtlgz-M9rG2wFqox1CWvkU1ySo/edit?ts=566f0055

https://docs.google.com/presentation/d/1dfK6pGhfduegOf0PacAVVQVSccEyI2qyhnJ54IhMH5o/edit?ts=566f186f#slide=id.p

https://docs.google.com/presentation/d/1NnAUHQzrICk3TvaIlMJPNcd_lICB22SIV-v1XGCql2c/edit?ts=566f1db7#slide=id.p

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6th 1st Sem Exam Study Guide (15-16 edit)

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FQ- India Les Quiz 3 The Mauryan Empire -SG

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Finish Study Guide

Vocab:

Buddhist

Focus

Nirvana

Jainism

Stupa

Pilgrim

Bhagavad Gita

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Chp. 6 Les. 3

1. Read it

2. Complete section review at the end.

----

Tissue paper

Cut at least 2 squares that are 16"x16"

Cut at least 2 more squares that are 4"x4"

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India Study List – Lesson 1 and 2

· Mountain ranges

· 3 rivers

· Deccan Plateau

· Monsoons (2)

· Indus Valley People

· Mohenjo-Daro and Harappa

o  Home features

o  Why did they leave?

· Aryan Migration (3 movements)

· Changes to the Indus People due to invasion

· Sanskrit

· Brahmanism (first Aryan religion)

o  4 Vedas

· Varnas (caste system)

o  4 levels and 5th below it

· Origins of Hinduism

· Teachings (circles) of Hinduism

o  4 teachings/principals.

o  Deities of Hinduism (main 3)

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1. Subcontinent

2. Monsoon

3. Language Family

4. Raja

5. Sanskrit

6. Vedas

7. Caste

8. Guru

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1. Subcontinent

2. Monsoon

3. Language Family

4. Raja

5. Sanskrit

6. Vedas

7. Caste

8. Guru

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Map Portion

6th grade India Map

- Name: top right corner

- Make a Title for your map

- Create a Key – Should contain a box for water features (color); Border lines, Shading of Mountains

Locate and Label:

Use the Place and Time map for Chp. 6 Les. 1

- Ganges River –use blue

- Locate the other two river systems – use blue

- Label and shade in the Himalaya mountain range

- Outline India

Explain the importance of each of the landforms to India on the back.

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Study guide below

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Lesson 3-4 Study Guide Egypt-Kush wo Ans

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Finish Essay started in class.

Mesopotamia Vs Egypt:

Religion, Social Structure, Government

Should be ~5 paragraphs - Intro, Body (3 parts), and closing

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Egypt Info, Timelines, and Pocket Chart Due 11/16

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Egypt Info, Timelines, and Pocket Chart Due 11/16

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Pharaoh research:

Menes, Khufu, Hyksos, Ahmose, Tut, Hatshepsut, Ramses II

1. Dates ruled

2. Dynasty number

3.  Kingdom they reigned over (Old, Middle, New)

4. Significance of their rule (WHY DO WE NEED TO KNOW THEM 4000 YEARS LATER?)

King Menes (Narmer)

~3100 B.C. – Ruled for ~60 years

1st Dynasty

Pre-Old Kingdom

Unified Egypt, created the 1st Dynasty.

Timeline information

1. Date

2. Name

3.  Significant event

Pocket Chart

1. Pharaohs and events of Egypt:  Name at bottom

2.  Pharaoh Name

3. Dates ruled

4. Dynasty number

5. Kingdom they reigned over

6.  Significance of their rule (WHY DO WE NEED TO KNOW THEM 4000 YEARS LATER?)

7. Picture to represent accomplishment

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Due Monday

Venn Diagram over all 3 Kingdoms

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Go to http://interactivesites.weebly.com

Click on SS

Then, Ancient Egypt

Top right corner

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http://interactivesites.weebly.com

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Will Cover:

Early valley civilization

Nile River contributions/hazards

How Egypt was protected by its landforms

Flooding and farming –Shadoof, papyrus

Hieroglyphics

Pharaoh’s roles

Religion and mummification

Medicine

Pyramids

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Group:

1 – Role of Pharaoh as God/King – More internet research needed 2 – Dynasties of Egypt – what is it, how many, explain 3 – Pick an Egyptian Ruler – Importance, Accomplishments/Failures and why 4 – Same as 3 5 – Relate Pharaohs and peasants (class system of Egypt, roles of each) 6 – Roles of slaves in Egypt, roles within the Family, Rules they followed.

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New Kingdom & Nubia  - (Don't Use Kush from this map)

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New Kingdom & Nubia  - (Don't Use Kush from this map)