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Thursday, March 21

Today’s Learning: How did the Crusades impact Afroeurasia?

Warm Up: Please finish your graphing activity we began yesterday. Then analyze the data on your graph on p. 41 of your notebook. What do you notice about patterns of population growth (e.g., periods of growth/decline, etc.) in each region? What might have caused these periods of growth and decline in populations? Be ready to share your analysis with the class.

Class Work: Discuss your analysis as a class.

Attach your completed population graph to p. 41 of your notebook.

Complete our 4th Quarter Afroeuasia TourWhen it is complete, attach to p. 42 of your notebook.

Please close read – underline, highlight, annotate – A History of Christian/Muslim Conflict. Then write the main idea of the document on the back of the document. Include evidence from the document to support your choice. Share your main idea with your assigned travel partner. Discuss as a class.

Find the year each of the events listed below the document within the document and write the year to the right of the event. Then place the letter AND year of the event in the boxes provided in chronological order.

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Wednesday, March 20

Today’s Learning: What is a calamity?

Warm Up: What is a calamity? Please define “calamity” on p. 41 of your  notebook. Then provide a minimum of three examples of calamities on the same page.

Class Work: Discuss student definitions and examples.

Read together Reader’s Theater: The Calamity of 2018. Discuss: For which characters was the hailstorm a calamity? How so? Was the hailstorm a calamity for everyone? How was it a benefit to some characters?

Complete The Population of Afroeurasia: 1000 – 1500 CE graphing activity.

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Tuesday, March 19

Today’s Learning: What legacy did the Mongols leave?

Warm Up: Please complete your Summary: Facial Expressions – be sure it is colorful and has your name on it – and hand it in on the front table.

Class Work: Write a definition for the word legacy on p. 39 of your notebook.Discuss student responses as a class. Add this definition to p. 39:

  • legacy – something from the past or something left behind, an inheritance, something handed down, a gift

Mongol Legacy Notes, notebook p. 39.

List the legacies of the Mongols mentioned in Tim Cope: On the Trail of Genghis Khan on p. 40 of your notebook.

Mongol Legacy writing assignment, notebook p. 40.

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Monday, March 18

Today’s Learning: What did others think of the Mongols?

Warm Up: Does this image agree or disagree with Document A you read yesterday? Explain how they are similar or different on the back of the Guiding Questions sheet you received yesterday.

Class Work: Discuss warm up as a class.

Follow this procedure to close read Document B. Share your responses to the corresponding Guiding Questions with your assigned travel partner. Then write a one-sentence summary of Document B at the bottom of the document.

Follow this procedure to close read Document C. Share your responses to the corresponding Guiding Questions with your assigned travel partner. Then write a one-sentence summary of Document C at the bottom of the document.

Were the Mongols villains or cultural brokers? Review Standard 6.4 Documents AB, and C. Write down the strongest piece of evidence from the documents to support your point on a post-it note and label it either Villain or Cultural Broker. Place your post-it note on the appropriate side on the white board in the back of the classroom.

Complete the Summary: Facial Expressions and hand in at the beginning of class tomorrow.

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Friday, March 8

Last Day of 3rd Quarter.

Dance Day/Overcoming Adversity Activities.

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Wednesday, March 6

Today’s Learning: What did others think about the Mongols?

Warm Up: Please finish your Mongol Memorial. When you have your work finished, hand in (unstapled):

  • your completed memorial design on the media I provided;
  • your completed memorial rationale on notebook paper; and,
  • the assignment sheet/grading rubric you received Wednesday.

Make sure your name is on all three items.

Class Work: Please use your knowledge of Mongols conquests to complete the Preview: Predicting Perspectives . Create one facial expression for each group listed. Share the facial expressions you created with your table partner.

Close read Document A. First read: Circle any unfamiliar/confusing words or phrases and underline any important/interesting details. Share those words/phrases and important/interesting information with the class. Second read: answer the Guiding Questions. Share your responses with your table partner. Third read: label evidence: V for Villain and CB for Cultural Broker. Share this work with your assigned travel partner. Then write a one-sentence summary of Document A at the bottom of the document on p. 38 of your notebook.

 

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Tuesday, March 5

Today’s Learning: What was the significance of Chinggis Khan and Kublai Khan?

Warm Up: Finish your tweet from Marco Polo to Kublai Khan, make sure your name is in it, and hand it in on the front table. Then work quietly and independently on your Mongol memorial which is due at the beginning of class tomorrow.

Class Work: Please use the Mongol Memorial assignment sheet you received yesterday and work quietly/independently on your Mongol Memorial. Tomorrow at the beginning of class you will hand in

  • your completed memorial design on the media I provided;
  • your completed memorial rationale on notebook paper; and,
  • the assignment sheet/grading rubric you received yesterday.

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Monday, March 4

Today’s Learning: What was the significance of Kublai Khan?

Warm Up: Please close read What did Marco Polo Really Think of Kublai Khan?, and respond to the questions on the back of the article.

Class Work: Share your response to the close reading questions, “What did Marco Polo really think of Kublai Khan?”  with your table partner. Discuss as a class.

Write a tweet from Marco Polo to Kublai Khan. In your tweet imagine Marco Polo would have said to Kublai Khan after Marco left China. You have a maximum of 140 characters (EACH space and punctuation mark is a space).

Memorial discussion: What memorials have you seen? What do the memorials represent? In what ways do memorials convey their message?

Mongol Memorial Assignment. Due at the beginning of class Wednesday.

 

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Friday, March 1

Today’s Learning: What was the significance of Kublai Khan?

Warm Up: Share your summary from yesterday’s viewing of Kublai Khan and the Mongol Empire we began yesterday with your travel partner at the Sistine Chapel (p. 1).

Class Work: List three things that made Kublai Khan significant on p. 34 of your notebook.

View the remainder of Kublai Khan: The Mongol Empire; use the Cornell Note Taking format to add notes to the field of p. 36. At the conclusion of today’s viewing, write a summary of what you saw today at the bottom of p. 90. Share that summary with your table partner.

Describe each story you hear on today’s CNN 10 in a sentence each on p. 37 of your notebook.

Have a weekend!

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Thursday, February 28

Today’s Learning: What was the significance of Kublai Khan?

Warm Up: Please complete your Report Card: Kublai Khan. Remember to use text evidence from What was the Significance of Kublai Khan? to support the grade you assign to each topic.

Class Work: Share your Kublai Khan Report Card grades and supporting text evidence for each grade with your assigned travel partner. Class discussion.

Interrogatory: The answer is Kublai Khan. What is the question? Write your question on p. 34. Share your interrogatory with your table partner.

Create the Cornell Note Taking format on p. 35 of your notebook. Use the “field” of the format on which to take notes while we view the film Kublai Khan: The Mongol Empire. At the end of class, use the notes you’ve taken to create key points in the left-hand column.

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