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Monday, March 23 – Friday, April 3

I hope all of you are safe and well. Remote teaching/learning is a POOR substitute for seeing all your smiling, eager-to-learn faces!

Below is a list of OPTIONAL review content and essential questions, including a link to read, for the next several days:

  • What was the significance of African civilizations during the Medieval period?
  • How did Africa contribute to the global trade network?

Answer the essential questions below associated with each lesson:

  • Lesson 11 – What was the most significant factor in the development of early societies in West Africa?
  • Lesson 12 – To what extent did trans-Saharan trade lead to Ghana’s wealth and success?
  • Lesson 13 – In what ways did Islam influence West African society?
  • Investigating Primary Sources – What does Ibn Battuta’s writing reveal about Islam in Medieval Mali?
  • Lesson 14 – In what ways do the cultural achievements of West Africa influence our culture today?

Concluding Question –  How did Africa change during the Middle Ages?

Reading link.

Questions and Terms Review

Complete one or more of the following sections you have studied this year.  You may make a copy of this document and type your answers, print the document, or write your answers on a separate sheet of paper.  Use one or more of the following to help you:

  • Class notes and assignments
  • Library Media Databases

Questions and Terms Review

Remember, all of this review content is OPTIONAL.

Please e-mail me at pells@lps.org if you have questions.

Be well!

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Friday, March 6

Last Day of 3rd Quarter.

Dance Day/Overcoming Adversity Activities.

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Thursday, March 5

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

Warm Up: Please close read – underline, highlight and annotate – the primary document B, Letters Between King Richard and Saladin.

Class Work: Respond to the corresponding questions on the Primary Source AnalysisShare your responses with your table partner.

King Richard and Saladin Notes, p. 47.

Create the Cornell note-taking format on p. 49 of your notebook; use it to take notes as we continue viewing The Crusades: Crescent and the Cross.

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Wednesday, March 4

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

Warm Up: Please close read – underline, highlight and annotate – the primary Document A, Pope Urban’s Speech.

Class Work: Complete the Crusades: Primary Source Analysis activity. Share your responses with your travel partner.

Pope Urban Notes, p. 47.

View The Crusades: The Crescent and the Cross with the questions listed below, p. 48.

  • What were the Muslims and Christians in the Crusades fighting over?
  • What motivated individuals to fight in the Crusades?
  • Who suffered in the Crusades? Did anyone benefit?
  • Who “won” the Crusades? Why do you think this?

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Tuesday, March 2

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

Warm Up: Please finish your timeline activity. Place the letter AND year of the event in the boxes provided in chronological order.

Class Work: Share your completed timeline with your assigned travel partner. Then cut off the list of the lettered events at the bottom of A History of Christian/Muslim Conflict and attach it to the top of p. 45 of your notebook. Then cut off the timeline you’ve just completed and attach it to the bottom of p. 45.

Respond to the following questions on p. 46 of your notebook and answer them as we view The Crusades: Crescent and the Cross.

  • What were the Muslims and Christians in the Crusades fighting over?
  • What motivated individuals to fight in the Crusades?
  • Who suffered in the Crusades? Did anyone benefit?
  • Who “won” the Crusades? Why do you think this?

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Monday, March 2

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. 44 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. 44 of your notebook with a hinge.

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 – word for word quotes – 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.

Then place the letter and the year of the event in the boxes provided on the timeline on the bottom of the Map of the Crusades in chronological (the order in which they occurred) order.

 

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Friday, February 28

Today’s Learning: What is a calamity?

Warm Up: Write down either the word “positive” or “negative” to describe/summarize the legacy of the Mongols on p. 42. Then write 2-3 sentences explaining why you chose that word.

Class Work: What is a calamity? Please define “calamity” on p. 43 of your  notebook. Then provide a minimum of three examples of calamities on the same page. 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.

Describe the stories you hear on today’s CNN 10 on p. 39 of your notebook.

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Thursday, February 27

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. 41 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. 41.

List the legacies of the Mongols mentioned in Tim Cope: On the Trail of Genghis Khan on p. 42 of your notebook.

Mongol Legacy writing assignment, notebook p. 42.

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Wednesday, February 26

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 on p. 40 of your notebook.

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 on p. 40.

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

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Tuesday, February 25

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: PLC Schedule.

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. 40 of your notebook.

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