Well, as you may have realized, I am not here with you today. Your wonderful substitute teacher will be there to help you survive your sorrow of missing me! 
Here are your tasks for the day.
A. Complete your explorer flyer and print it out and give it to the teacher.
B. Visit this explorer’s website and answer the following questions: (Please email this to me when you finish.)
Go to http://www.mrnussbaum.com/explorersflash.htm
Age of Exploration-
1. What was the driving force of the European exploration?
2. Which European nation took the lead at the beginning? How?
3. How did Spain take the lead?
Legends, Destination and Goals
1. What significant role did Marco Polo play in the “Age of Exploration”?
2. What was the result of De Leon’s search for the fountain of youth?
3. What is the legend of the “Seven Cities of Cibola”?
4. Why did some natives covert to Christianity? What happened to those who resisted the grace of God?
5. What is the Northwest Passage and how do we know that it exists?
6. How difficult or easy was it to get to Spice Islands? Explain.
7. Describe life for the explorers.
8. How do pirates add to the challenges of sea travel?
9. What were some of the monsters that terrified explorers?
C. Native American Worksheet
Visit http://www.nativeamericans.com/
Click on Native American History
Click on Native American Culture
This website will give you some back ground information to help you complete your homework. In this assignment, you are asked to pretend to be a young Native American who has just encountered a group of European explorers for the first time. You return home and eagerly describe these strange “white men”. Consider the time and your (native) culture to help you with your description. This is due next class.
BLOCK G - May 29th
BLOCK D - May 30th
BLOCK E - June 2nd
Here are the questions you should be able to answer thoroughly on the final exam. You should prepare for these questions. However, you may not use notes during the exam. Remember that there is also a multiple choice section. Study the important people and ideas. We will review in class together as well but I highly recommend that you look over all your notes and assignment from second semester. Good luck!
Inca:
- In your opinion what were the three most important factors that made it possible for the Spanish to completely conquer the Incas?
- Compare and contrast the Incas with the Mayans and the Aztecs.
- Imagine that you are a Spaniard sent by Pizarro to secretly study the Incas before the invasion of the Incas. Write a letter to your leader describing the Incas and your recommendations as to the plan to conquer.
Colonialism:
- In certain parts of the world, Christopher Columbus is still celebrated as a hero who found the New World. In some parts, arguments have been made to stop the celebration of someone who has brought destruction to the native tribes of the Americas. You will have to argue this case in front of a panel of historians. The statement you will argue is “Christopher Columbus should be celebrated as a hero.” Choose which side you will debate and write a 2 minute speech to support your case.
- What was happening in Europe that made so many willing to take the expensive and dangerous voyage to immigrate to the New World?
- How did the immigration of Europeans affect the lives of the Native Americans?
American Revolution:
- Explain why the phrase “No taxation without representation” played a major role in the independence of the colonies.
- Thoroughly explain how the French and Indian War not only led to the American Revolutionary War but helped the colonists to win the war.
- Propaganda played a major role in the efforts of the war. For example, Paul Revere published an illustration of the Boston Massacre that was inaccurate. Imagine that you are a patriot trying to encourage people to go to war, create a flier that you would pass around that fits into the propaganda.
In preparation for this event, 8th Graders need to start pulling together a memory page for an “8th Grade Memory/Year Book”. The year book will be printed and given to you as a keepsake on the night of your 8th Grade Graduation.
The pages can be done electronically and can be emailed to me at walwyn@pd.jaring.my Once all the pages have been received, the book needs to be printed - this being the case, the deadline for the receipt of pages is Friday 25th April.
The Student Committee that has volunteered to help with this event have come up with a list of things that can be put onto your page – they have requested that the ones with an * by them be included in everybody’s page so as to keep the book uniform. You will need your name on the page and photos would be great.
Your Social Studies teacher has copies of previous Memory Books for you to have a look at.
Page Suggestions and Recommendations
* Birthday
* Place of Birth
* Email Address
How many years you have been at MKIS
* Write about 1 particular friend in 8th Grade
* Favorites: movie, color, food, book, music, school subject, sport
* Favorite Quote
Hobbies
* Most Embarrassing Moment
Greatest Accomplishment
* Favorite Memory
What you are good at/What you are bad at
* Dreams
Add your own ideas and have fun with this!
Time line Activities:
Resource:http://www.historyplace.com/unitedstates/revolution/index.html
In pairs,visit the site above and complete the following tasks:
1. Read through the time line from beginnings to 1700.
2. Decide which 10 events are most significant.
3. Create an electronic time line using whatever format you are comfortable with. For each of your chosen event, you must include text and image.
When completed repeat the process for The English Colonial Era.
Part 2: Go to http://www.mce.k12tn.net/revolutionary_war/american_revolution.htm
Read Lesson 1 and take the quiz independently. I will record your scores.
Repeat with Lesson 2.
Block E and G - Wednesday April 16This date has been moved based on the consideration of the MYMUN delegates who worked diligently during the conference. Please remember to congratulate them on a job well done. Block D - Tuesday April 15Here are the review questions. Remember, you should know the answers thoroughly. I am not interested in a list but explanations. review-colonial.pdfAlso don’t forget to study for the map section of the quiz!
Test your knowledge of the states at http://www.sheppardsoftware.com/web_games.htm
Choose either States 4- Cartographer or States 7- Explorer Plus.
When you feel that you are ready, challenge yourself by taking the time test at http://www.pibmug.com/files/map_test.swf
Have fun and good lunck!
Go to this website at http://americanhistory.pppst.com/colonial.html
-Choose to build your own plantation or/and crossword puzzles.
HEAR YE! HEAR YE! LET’S GET MEDIEVAL
By now, we have discussed many aspects of Medieval Europe. The culminating activity for this unit of study will be a Medieval Fair, an opportunity for you to share your knowledge of this fascinating historical era with younger students as well as your parents.
Just as you would for a modern day fair or exhibition, you will be responsible for a “booth” of information pertaining to your chosen area of study. Choose the topic and activities that best suit your learning style, interests and strengths.
MEDIEVAL FAIR TOPIC CHOICE
Which of the following topics would you most enjoy learning more about?
1. MANOR
2. TOWNS
3. CASTLE
4. KNIGHTS
5. CRIME AND PUNISHMENT
6. CHURCH
7. MONASTERY
8. WEAPONS AND WARFARE
9. ENTERTAINMENT
10. CRUSADES
11. FEUDALISM
12. WITCH HUNT
CHOICES OF PROJECTS AND ACTIVITIES
Now that you have chosen your topic, you may choose one activity from each of the following categories.
1. Audio – Visual: The purpose of this component is to teach others about your topic.
∑ PowerPoint: A detailed PowerPoint that clearly explains your topic.
∑ I-movie: This should be no longer than 5 minutes. It is your opportunity to include clips, images and sounds to captivate your young audience.
∑ Model: A detailed model related to your topic. All parts must be clearly labeled. Due to the limitation of space, please limit your model to 2’ x 2’.
∑ Sketches: Very detailed sketches that are clearly labeled.
2. Games: The purpose of this component is to get our guests actively involved. Remember that your audience will be students from M’KIS Elementary.
∑ Quiz game: A game used to quiz your audience about what they have learned. The success of this game depends on your ability to teach the audience with the other components of your project. This can be in the form of an electronic game or a board game.
∑ Hands-on game: You may come up with an interactive game or actually play a game that is popular during this time.
3. Performance: This component involves you speaking directly to the audience.
∑ Short story: Write and perform a short story or a skit that will educate the audience about your topic.
∑ Persuasive speech: Write and deliver a speech to convince the audience to think a certain way or do something.
4. Writing: This component will be turned in to your teacher. Our young guests will not have the opportunity to view this. Although you may plan this at home, the writing will be done in class. It will be counted as its own separate assessment grade based upon the following writing rubric.med-writing-rubric.doc
∑ Journal- A series of 5 journal entries in the voice of a character related to your topic to demonstrate and apply your knowledge of your chosen topic.
∑ Encyclopedia Article- A one-page article with images about your chosen topic.
∑ Newspaper Article- A news article set in the Medieval Europe that demonstrates your knowledge and ability to apply the information in a creative writing piece.
No matter which topic or activities you choose, remember that the purpose to learn about this dark and unique time period. Choose well and have fun!
Here are the links to our databases: You may go directly from here or from our school’s website.
EBSCO
SIRS
Britannica
Presentation Schedule
Block D : Please go to the wikispace to study the article before the presentations at: the-inca-block-d.wikispaces.com
Wed. 2/13: Tony, Nina, Shohei and Max
Fri. 2/15: Umang, Arjun, Romain, Sandra and Sravya
Tues. 2/19: Anna, Charlotte, Neil, Cecilia and Chia NI
Thur. 2/21: Anthony, Taher, Sebastian, Maria and Kim
Block E: Please go to the wikispace to study the article before the presentations at: the-inca-block-e.wikispaces.com
Tues. 2/12: Oscar, Jaime, Victor, Emily and Charlotte
Thur. 2/14: Jessica, Farrah, Madi, Zach and Laila
Mon. 2/18: Aksel, Linus, Grace, Da Hyun and Tom
Wed. 2/20: Emiel, Ho Su, You Won, Maria and Kristian
Block G:Please go to the wikispace to study the article before the presentations at: the-inca-block-g.wikispaces.com
Tues. 2/12: Dani, Nick and Finbarr
Thur. 2/14: Sam, Sofia L, Tasha, Debora and Rakan
Mon. 2/18: Ella, Joseph, Sara, Shannon and Axel
Wed. 2/20: Martin, Sofia B, Heidi, Ashraf, Alex
Project Description
Part 1 - Written Description: Together as a class, we will create a wikispace about the Incas. You have chosen the topic on which you will research and write to contribute to our wikispace. The information should be no longer than 1 page and should be written in paragraph form.
∑ Prior to posting your article onto the wikispace, it will be checked for accuracy and authenticity (turnitin.com)
∑ You must include photographs or drawings.
∑ The font should be between 12-14 single-spaced.
∑ Please refer to your language arts writing rubric for guidance.
∑ This will count as an assessment grade based on the writing rubric.
∑ All sources must be cited using NoodleTool MLA format (3 minimum).
∑ You are required to find at least one source from Britannica and one from SIRS.
∑ Other website sources should be chosen carefully based on the credibility and academic authority of the designer(s). You should not be using information put together by elementary students.
Please refer to the rubric for guidance.inca-writing-rubric.doc
Part 2 – Mini-lesson: After you have done your extensive research, you will present a 5-10 minute mini-lesson to educate your classmates on your topic. Remember that they have not researched your topic. They have very little knowledge about it. It is your responsibility to give them a thorough understanding of your topic.
∑ You decide the format you will use to teach your classmates but will have to confirm with me first.
∑ You must obtain and maintain the attention of the audience.
∑ You are responsible for all materials needed.
∑ Please make plans with me if you need AV equipment.
∑ This will count as a class work grade based on presentation rubric.
∑ If you need more than the allotted 10 minutes, please speak with me asap.
Here is the rubric for your mini-lessons. inca-mini-lesson-rubric.doc
Please take a look at the following chart for topic assignment. I recommend that you communicate with people from the other blocks who have the same topic as you if you struggle with finding sources. gr8-inca-topics.doc
Here are the links to our databases: You may go directly from here or from our school’s website.
EBSCO
SIRS
Britannica
If you are interested in improving your quiz grade, read on!
Part 1: To earn 3 more points on the multiple choice section, answer the following questions: (You should copy and paste these questions onto a word document.)
1. Were you surprised at the score you earned? Why or why not?
2. What do you think were the obstacles that kept you from doing well on this quiz?
3. If you can go back in time, what would you do differently to better prepare for this quiz?
4. What else could your teacher have done to help you prepare?
Part 2: Short Answers:Please answer these questions thoroughly. You may use the articles on our wikispace at http://romanencyclopedia7f.wikispaces.com/. I will rescore these questions and average the total points with what you received on the quiz. Remembe, don’t redo questions on which you already received 2 points.
Choose 10 out of 12
Answer the following questions with as much detail as you can provide. You may use bullet points.
1. In your opinion, what is Rome’s greatest legacy to modern society?
2. How did the death of Julius Caesar change the history of Rome?
3. How did Constantine help spread the faith of Christianity?
4. How did Caesar Augustus change Rome?
5. Explain all the factors that led to the downfall of Rome.
6. Explain how crucial the roads were to the success of Rome.
7. After Rome’s victory in the last Punic War, what happened to the capital city of the enemy?
8. Why was the rediscovery of Pompeii important to history?
9. How did the Roman gods affect their daily lives?
10. How did Christianity affect the Roman Empire?
11. Compare and contrast Christianity, Judaism and Islam.
12. Why were the factors that made the Romans successful at trade?
Good luck! Please have all of this done by Monday. I WILL NOT accept this after Monday.
