Tuesday, September 29, 2009

HW 9/29 Hagia Sofia Pictures

Your task is to write a one paragraph response that answers the question below. You must have the reading on Hagia Sofia by Procopius in order to complete this assignment.

Question to Answer:

Does Procopious' description of Hagia Sofia accurately describe the building in the pictures below?

Due:
Period 8: Thursday, 10/1
Period 7: Friday, 10/2


These pictures are from Ms. Hanemann's trip to Istanbul in July 2009


The Imperial Door- only emperors were allowed to pass through this door


Hallway to upper level


View from Upper Level


View from Second Level


Stained Glass Windows near alter


View from Ground Floor when you first enter



View of Hagia Sofia from outside.


Ms. Hanemann on the second floor of Hagia Sofia (July 2009)

Friday, September 25, 2009

HW 9/25 Ch. 11 Sec. 1 & 2

Read Chapter 11 Sections 1 and 2

Take notes on the reading the same way that you have taken notes on the last homework assignments. If you have a goal to shorten your note-taking, please make sure that you actively pursue that goal.

Due:

Period 7: Wednesday, 9/30
Period 8: Tuesday, 9/29


REMEMBER! Period 8 will have a double period of Global on Tuesday and Period 7 will have a double period of Global on Wednesday.

Tuesday, September 22, 2009

Study Guide: Roman Empire

Exam: Roman Empire
Friday, September 25th

If you are absent on an exam day, you will be subject to taking a make-up exam.

The following materials should be studied in order to be successful on the first exam:

A. Textbook:

Chapter 6, Sections 1-4
Pactice by answering all of the questions in the Chapter Review on page 168 (Terms & Names and Review Questions)

B. Classwork:

Packets on Greece vs. Rome and Decline of the Roman Empire
Packet on Imperial Rome (Julius Caesar, Roads of Rome, Gladiators)
Notes on The Foundation of Rome, Roman Republic, and Imperial Rome

C. Be able to Answer these Short Answer Questions as Review:

1. Describe the role of geography in the development of the Roman Empire
2. Explain the reasons for the growth of the Roman Empire
3. Discuss the structure of the Roman Republic
4. Compare the Twelve Tables to the Code of Hammurabi as a legal system
5. List and Explain the contributions of the Roman Empire
6. Compare Roman civilization to other great ancient civilizations: Greeks, Mesopotamia, Egyptians, the Han, and the Indus
7. Explain how Rome declined in the following categories: politically, socially, economically, militarily
8. Explain the key ideas of Christianity
9. Explain the impact Christianity had on Roman civilization

D. Vocabulary:

Strategic Location
Geographical Advantage
Natural boundaries
Republic
Patrician
Plebian
Consul, Senate, Assembly
Twelve Tables
Julius Caesar
Pax Romana
Gladiator
Jesus
Paul
Constantine
Constantinople

E. Geography of Rome

Be able to locate these items on a map:

Italian Peninsula
Rome
Tiber River
Mediterranean Sea
Adriatic Sea
Sardinia
Corsica
Sicily
Alps
Apennine Mountains

Monday, September 21, 2009

HW 9/21 Documents and Study

Complete the DBQ Documents Handed out in class today on the Fall of the Western Roman Empire

Due: Wednesday 9/23 Period 7; Thursday 9/24 Period 8

Read each document carefully and answer the questions associated with that question. Answers should be in blue or black ink and should be written on the handout.

Additionally:

Please bring in your 9th Grade Binder-- we will be using it on Wednesday and Thursday

An exam will be given on the Roman Empire on Friday, 9/25. A study guide for this exam will be posted tomorrow (9/22). In the meantime you are expected to begin studying by reviewing class notes and worksheets we have completed in class.

Saturday, September 19, 2009

Travel Pictures

Your Weekend Homework is in the post just below this one, just scroll down and you will see the post titled "HW 9/18 Ch. 6 Sec. 3 & 4"

Kids!

Today I found this on the New York Times Global Edition and I thought some of you would find it interesting.

Since many people travel over the summer the New York Times asked readers to submit photos from their travels. The pictures are beautiful and each one has its own story written by the photographer (just regular people who have had the good fortune to travel). You can search the pictures by continent and country. Pictures and first hand stories of travel are two of the best ways to travel the world without going anywhere. You can also submit your own photos! Enjoy!

New York Times Why We Travel: Reader's Photos

Ms. Hanemann

Friday, September 18, 2009

HW 9/18 Chapter 6, Sections 3 & 4

Read the following sections in your textbook:

Chapter 6, Section 3 & 4

Due: Monday 9/21 Period 7, Tuesday 9/22 Period 8

*NOTE The name of the chapter is located on the bottom of each page, you can also find the location of a chapter or section in the table of contents at the beginning of the textbook.

As you read take notes on the reading. Below is a guide for note-taking-- please take notes in the way that I have written below to begin with, do not use your own method. See the example at the very bottom.

Steps:

1. Define all bold words

2. Roman Numerals, No Indent for Every Red Heading:

3. 1 Indent, Capital letter for Every Green Heading:

4. 2 Indents, Record the main ideas within the green heading, beginning with Number 1

Example from page 14 of the textbook:

Neolithic Revolution: the beginnings of farming

Slash and burn farming: practice for clearing a field of slashing existing vegetation and burning it

I. Neolithic Revolution
---> A. Causes of the Agricultural Revolution
--------> 1. Climate Change
--------> 2. Increased in temperature
--------> 3. More crops
--------> 4. Increased population
--->B. Early Farming Methods
--------> 1. Slash and Burn Farming Methods

Email me if you have any questions!

Tuesday, September 8, 2009

HW 9/9 Class Blog

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 14th. 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 2009. 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.