Monday, September 29, 2008

Homework: Video Game Proposal

READ THE ENTIRE POST BEFORE YOU BEGIN WORKING ON THIS!!!

Using your notes, textbook (Chapter 13, Sections 1-4), and classwork from the last week, you will be creating a video game with the theme of the Middle Ages for homework over the next two days.

DUE: Thursday, 10/2

The proposal should be:

1. Typed (or hand-written in a dire situation)
2. 12 point font
3. Times New Roman Font
4. Double spaced
5. 1-2 pages in length
6. Narration format-- do not write bullet points! Write as if it is a proposal for a video game that you would give to Nintendo, be professional in your written words and grammar!

Suggested Format:

1st Paragraph: The name, theme, and goal of your game

2nd Paragraph: The roles-- heroes, villians, obstacles (like in Mario-- the mushrooms are obstacles to Mario's success)

3rd Paragraph: Explain how a player gains points throughout the game

4th Paragraph: Decription of the 1st level of the game. This should include a description of the setting, the look of the characters, the tools that the hero uses, what obstacles he/she will encounter, and what they have to do in order to get to the next level.

Themes to Choose From:

1. Chivalry: A quest to save your lord, lady, or help the weak/poor

2. Medieval Warfare: Save your kingdom!

3. Landownership: Become the Lord of your Land!

4. Power of the Church: Quest to become a Pope

* You may stray from these themes, but please email and ask me if your idea strays VERY far away.

Examples:

Goals of the Game: To become a knight, to win your lady, to own a manor or more land, to make your friend a bishop

How to Score Points: Collecting taxes, mastering a trade, control over priests, alliances with vassals, rescuing poor serfs, getting crops from a serf or vassal, mastering memorization of the Bible.

Characters: Pope, Knight, Serfs, Princesses, priests, bishops, archbishops, monks, vassals, lords, peasants

Description of First Level: You are stuck in the forest, battle wolves to get out, and arrive at a candle-stick maker's cottage in a shredded shirt, torn pants and no shoes. You are dirty and your hair is long and unruly. Throughout the first level you have to earn the candle-stick maker's trust in order to become his apprentice. The candle-stick maker has you do his dirty work: collecting orders for candles, turning fat into wax, helping his wife harvest crops. By the end of the first level the candle-stick maker agrees to have you as an apprentice, clothe, you and feed you in exchange for work. The goal of this game is to gain enough status to become a vassal.

Email me if you have any trouble and HAVE FUN!!! This is fun!

Friday, September 26, 2008

Homework: 9/26 Ch. 13 Sec 4

Read Chapter 13, Section 4 in your textbook and answer the following questions. You should write in blue or black ink, or type and PRINT your work. If you email me your homework, you can expect a delay in grading. You should always bring in a hard copy (printed on paper) for me to grade.

Due: Monday, 9/29

1. Why did medieval peasants support the church?

2. How did the church use its power to keep order?

3. What was the purpose of lay investiture?

4. Why was Henry's journey to Canossa a political maneuver (attempt to gain political power)?

5. What long-lasting political trend kept German states separate during the Middle Ages?

Wednesday, September 24, 2008

Homework 9/24 Ch. 13 Sec 3

Read Chapter 13, Section 3 in your textbook then answer the following questions. You may type the answers, or submit a hand-written version in BLUE OR BLACK INK. There are five questions and I expect full, thought-out, well-composed answers.

DUE: Friday 9/26

1. How do medieval tournaments resemble modern day sports?

2. Describe the stages of becoming a knight.

3. How was the code of chivalry like the idea of romantic love?

4. What privileges did noblewomen have in medieval society?

5. Do you think the idea of romantic love helped or hindered women? Why? Consider the following ideas when answering this question: the pros and cons of putting women on a pedestal, the churches view of women, the lyrics of songs quoted in the reading.

Email me if you have questions

Tuesday, September 23, 2008

Homework 9/23: Ch. 13, Sec. 2

Read Chapter 13, Section 2 in your textbook (pages 322-326) then answer the following questions. You may type the answers, or submit a hand-written version in BLUE OR BLACK INK. There are five questions and I expect full, thought-out, well-composed answers.

DUE: Wednesday 9/24 (Period 7), Thursday 9/25 (Period 8)

1. What was the impact of Viking, Magya, and Muslim invasions on medieval Europe? List them separately.

2. What are the key characteristics of feudalism?

3. How might the decline of trade during the early Middle Ages have contributed to the self-sufficiency of the manor system?

4. What exchange took place between lords and vassals under the feudal system?

5. Based on the quote on page 326, what does the quote suggest about the problems peasant families faced?


Email me if you have questions

Friday, September 19, 2008

Homework: 9/19 Ch. 13, Sec. 1

This homework is posted early so that you may get a head-start. It is not due until Tuesday, while the homework entitled "Homework: Sept. 19 Ch. 6, Sec.3" is due on Monday.

Read Chapter 13, Section 1 in your textbook, then answer the following questions. You may type the answers, or submit a hand-written version in BLUE OR BLACK INK. There are six questions and I expect full, thought-out, well-composed answers.

DUE: Tuesday, September 23

1. How did the fall of the Roman Empire lead to disorder in Western Europe?

2. Using the chart on page 317, what does the bar graph suggest about the trends that occurred after the fall of the Roman Empire?

3. How did Gergory I increase the political power of the Pope?

4. What was the significance of the pope declaring Charlemange an emperor?

5. In what ways did Charlemange blend Roman, Christian, and Germanic traditions?

6. After the fall of the Roman Empire, learning declined. How was this trend offset (slowed) during the early Middle Ages? Consider the following ideas when answering: the establishment of monasteries and the accomplishments of Charlemange.

Homework: Sept. 19th Ch. 6 Sec. 3

Read Chapter 6, Section 3 in your textbook, then answer the following questions. You may type the answers, or submit a hand-written version in BLUE OR BLACK INK. There are four questions and I expect full, thought-out, well-composed answers.

DUE: Monday, September 22

1. Describe the hierarchy of the Christian church.

2. Explain the key ideas of Christianity.

3. Why was Christianity able to play a dominant role in Europe for a long period of time?

4. Who do you think did more to spread Christianity-- Paul or Constantine? Explain. Consider the following ideas in answering this question: Paul's travels, the opening of Christianity to the gentiles, and Constantine's power as an emperor.

Thursday, September 18, 2008

Qu-Est Grades Posted!

Results for your Roman Empire Qu-Ests have been posted on My Grade Book. You can come in to retrieve them as early as first period tomorrow. This Qu-Est is being counted as a quiz.

Quiz corrections will be accepted for those who received a 22/30 or lower. If you want to do quiz corrections please see the blog posting entitled "Quiz & Test Corrections."

I was generally pleased with your work on the quiz, particularly on the documents. Good Work!

Vocabulary: Roman Empire & Byzantine Empire

The Roman Empire:

Plebian
Patrician
Republic
Senate
Counsul
Assembly
Gladiator
Slave
Architecture
Domes
Arches
Aqueducts
Coliseum
Forum
Polytheistic
Christianity
Pax Romana
Julius Caesar
Diocletian
Constantine
Roman Catholic
Pope
The Fall of Rome

The Byzantine Empire:

Byzantium
Constantinople
Orthodox Christianity
Justinian Code
Hagia Sofia
Patriach
Prince Vladimir of Kiev, Russia

Wednesday, September 10, 2008

Quiz & Test Corrections

"A man who does not correct his mistakes makes another mistake..." -- Confucius

If you receive a grade of a 75% or lower on a quiz or test, you have the opportunity to improve you grade by correcting your mistakes. The procedure for completing and submitting test corrections is listed below.

For each well executed correction that you make, you will earn half credit (ex: a multiple choice question worth 2 points on an exam, will receive 1 point if the correction is completed thoroughly). Short answer questions will be given credit per the teacher's discretion.

Correction Procedure:

1. Test/Quiz Corrections are due one business week from when the test was returned to you. After that, the teacher has the right to refuse to accept your corrections for credit.

2. Test/Quiz Corrections should be submitted on a separate sheet of paper (except for mapping exercises), with the corrections stapled to the ORIGINAL test or quiz.

3. For each incorrect question you must supply:

a) The correct answer
b) Why your answer was wrong -OR- why the correct answer was a better choice than the answer that you chose.


Test/Quiz Corrections will be graded after all current work is dealt with. Your change in grade will be reflected on your My Grade Book account, once it has been finalized.

Tuesday, September 2, 2008

Homework September 2, 2008

Well Done! Welcome to our class blog. Look around and check out the resources that are available to you. Your homework for tonight is listed below:

Homework:

1. Bring your syllabus back to class-- we have more to review!

2. Review the syllabus with your parent or guardian. Both you and a parent/guardian must sign it and return it to me in class on Monday, September 8th. Make sure that your parent/guardian include their phone number and email address.

See you tomorrow!

Ms. Hanemann

Course Syllabus

Global History & Geography 10 Course Syllabus
Ms. Hanemann
hhanemann@gmail.com
Room 564
212.501.1235



Course Overview:
• This year in 10th grade social studies you will be studying European history. We will be exploring the geography, religion, ideas and inventions, politics, and economics of this region and its impact on other regions of the world that you studied during 9th grade. Unlike 9th grade, our study of European history will be chronological, from ancient to modern times.
• Global Studies is a two-year course in the history of the world. The first half occurs in the 9th grade where you focused on non-European countries. Western and European civilizations are studied in the 10th grade. At the end of 10th grade you will take the NYS Regents Global History & Geography exam that tests the skills and knowledge you learned in both 9th and 10th grade.
• This course is taught in conjunction with World Literature, where you will read literature from the region and era being studied. In our classroom we will use textbooks, diaries, maps, charts, graphs, stories that have been handed down from many generations, and electronic sources to try to understand what really happened and why. You will be asked to put yourself in the shoes of the historical figures we learn about and make the decisions they had to make, as well as critique their actions in class discussions and essays.
• All of this is the stuff of history and you will be challenged to understand what it means to you in 2008. How does all of this affect you and your world?


Course Goals:
• In addition to exposing students to historical and literary content, the course will also train students to interpret primary sources, including documentary material, maps, statistical tables, and pictorial and graphic evidence of historical events.
• Studying history means asking questions, answering questions, testing and revising our answers in an attempt to know who we are and to understand how we got here. Students will be asked to take notes from printed and lecture material, write document-based essays, write thematic essays and work towards the ability to complete historical research. They should be able to identify and evaluate different approaches to and interpretations of historical events and topics, and explain the causes and effects of historical change.
• Students are expected to use the work from 9th grade to inform their study of European history. To neglect this expectation is to weaken your understanding of the events of history. Informed criticism is a goal that we work towards in our classroom.




Course Objectives:
o Understand and use historical documents
o Compose historical essays with accurate information and control of the English language
o Interpret Maps, Charts, Graphs, and Political Cartoons
o Research and evaluate sources for a given topic
o Understand and utilize debate format to make a historical argument
o Improve organization and note-taking skills
o Improve reading comprehension skills
• I will be here to help you if you have had trouble with any of these skills in the past.

Assessment:
• Tests & Quizzes
• Essays
• Projects & Presentations
• Class Participation—class discussion, group activities, and debates
• Final Project
• NYS Regents Exam in Global History and Geography

Texts & Resources:
• Textbook: World History (McDougall Littlel)
• A variety of primary and secondary sources, which will be provided
• School Island
• Class Blog (address listed on first page) and other electronic sources available via the internet

Grading Policy, as per the MHSHS grading scale:
A: 90-100
B: 80-89
C: 70-79
D: 65-69
F: 64 and below

• At MHSHS we use an online system call My Grade Book, available at www.mygradebook.com. You, your parents, your advisor, and your guidance counselor will be given access to this system at the beginning of the school year. All your assignments and grades will posted here in a timely fashion so that you may keep track of your progress as the year goes on. It is advisable that you check your grades regularly so that you are aware of any missing work or low grades that might be amendable.

• Your grade will be determined by a point system. Grades for each marking period will be based on the points you earn out of the total possible value of the graded assignments. The weight of the assignment is determined by its point value. For example, homework may be worth five points, quizzes worth ten points and tests worth one hundred points.

• Extra credit means extra work. If you are missing many assignments, therefore not keeping up with the work, then you will not be given additional work to compensate for your grade.





Make-Up and Late-Work Policy:
• It is expected that your work will be turned in by the assigned date. Assigned work received after the prescribed date will not receive full credit. If you are absent you will be required to make up any missed assignments including tests, and quizzes. One day of absence affords one day of make-up work opportunity. If you are absent, a note is required to allow late work to receive full credit. Assignments missed due to class cuts will not afford the opportunity to be made up.
• Homework on any given topic will be accepted up until the beginning of a test on the material. Once a test has been given on the topic, all homeworks leading up to that test which were missing, will become a zero in the grade-book.


Required Materials:
• Packet of 3-holed College Ruled loose-leaf paper.
• 1 Three-Ring Hard Plastic Binder at least 2” wide. This will be you “STUDY” binder.
o Must have 17 plastic dividers labeled as follows: Roman Empire, Exchange and Encounter, Global Trade Interactions, Europe on the Eve of Encounter, Absolutism, Enlightenment and Revolution, Global Nationalism, Industrial Revolution & Imperialism, WWI, Russian Revolution & Interwar Period, WWII, Cold War, Global Interdependence, Tests, Essays, Projects, Review Sheets.
• 1 Three-Ring Hard Plastic Binder, 1” is fine. This will be your “WORKING” binder.
o This is the binder that you will bring to class everyday and keep current work in.
• ALL ASSIGNMENTS ARE TO BE WRITTEN IN BLACK OR BLUE PEN OR TYPED. PENCIL IS NOT ACCEPTABLE.

Classroom Expectations:
1. Always give your best effort on all class activities and assignments. That means coming to class prepared with you working binder, paper, a writing utensil, and ready to participate in class.
2. Academic Freedom: All students have a right to their opinions, however unpopular. How you support your opinions is a key to doing well in this class. Respect for the opinions of others is a class requirement. 

3. Remember that your personal honor and integrity are a very precious and important part of who you are as a person. Therefore, I expect that you will do all of your OWN work at all times (see the MHSHS Student Handbook for further information regarding cheating/plagiarism). 

4. Do not be late. Be inside the door when the bell rings, unless you have a legitimate excuse to be tardy. 

• Keep in mind that I want all of you to do well. I am one of your many Academic Coaches and I want you to reach your goals and your full potential as a student and as a person.

Academic Support:
• Every Tuesday, Wednesday, and Thursday I am available at S.O.S. On these days of the week you can come to my classroom for 45-90 minutes after school to get help for or work on assignments, work on social studies skills, or do your homework.
• Positive, constructive communication is one of my highest priorities. Solving problems is an important aspect of good communication. I am very concerned about questions and confusions that students may be experiencing. I encourage you to approach me after class so that I can give you my undivided attention [if I am free] or see me in the halls, email me, or drop a note in my mailbox, so that I know we need to talk. Never hesitate to share your respectful feelings with me. Students quickly learn that I will eagerly listen and respond to their concerns when they approach me courteously.
• Remember, this is OUR class, yours as well as mine. Your actions have a direct affect on everyone around you, including me.