9th+Grade+World+Archive

2nd Semester
Speaking of the New Yorker,[| here's a GREAT article]about a master pickpocket. And here's super-cool video of him doing his pickpocket thang.

media type="custom" key="21865462"[|This] is too good to be true, except it is true. [|The Onion fooled the Iranian media.]

media type="custom" key="22332762" media type="custom" key="22332746"


 * . **[[file:hindu glossary 2010.doc]]

[[file:Buddist Cartoon 2013.doc]]
Here's some news that connects with our government unit. [|North Korea Conducts a Nuclear Test.]Not good.

And [|Google Maps shows exactly where they are testing] (right next to one of their worst concentration camps).

[|Kissing is on the rise in India.] And with prairie dogs as well. Warning PG 11 media type="youtube" key="QFwlQxiY9eo" height="315" width="420"

[|And here's a really interesting (but very long) article on whether Amazon hunter gatherers are peaceful or violent.] In Japan, [|Robots are replacing girlfriends.] Really. According to [|this article], it has to do with Shinto.

media type="youtube" key="hCaRkyq02go" height="315" width="560" Also, if you find this Moral Sphere stuff interesting,

[|read this article]

by Steven Pinker. It's long but good.Moral spheres. Moral dilemmsas.

**Monday, January 28th**
Welcome to second semester! Today we start our unit on world religions. What is religion? Why is it a human universal? Introduce primary documents on ancient religion. As you read, annotate the documents for what questions are being asked and answered by the story, myth, or ritual that is described in the document. Keep a running list of these questions as you read.
 * Homework = Here's a [|list of human universals.] Read through the list and pick and write down 5 that you find interesting, and five that you find surprising. Be prepared to share this list with your classmates.**

Share human universals. Continue with documents. Continue discussing Ancient Religion. What questions do these documents answer? Which questions do they not answer?
 * Tuesday, January 29th**

Thursday, January 31
Compare the Flood stories. Introduce Axial and Perennial Chart. Analyze the stories in light of Axial and Perennial
 * Homework = Fill out the Axial Perennial analysis of the Flood story. This will be turned int tomorrow. If you want to type use this e-version.** [[file:Gilg noah compare.doc]]


 * The Axial Age m****ajor themes and questions include:**
 * 1. What are the chief characteristics of Perennial religions?**
 * 2.What are the major Axial religions and what are their chief characteristics?**
 * 3. How can we explain why so many Axial religions arose simultaneously and independently during the first millennium B.C.E?**
 * 4. Though the Axial religions have much in common, they also have significant differences. In what important ways do they differ?**
 * How can we account for these differences?**
 * 5. Why is the Buddha's story fundamentally an Axial story?**
 * 6. Religious belief seems to emerge from specific times and places. If this is so, how can we explain the continued, enduring popularity and resilience of Axial religions thousands of years after their first emergence?**

**Friday, February 1**
Then you can start the 9 Lives story, which is our homework. Discuss the flood stories. Introducing the Axial Age. Name as many Axial religions as you can. 10 Commandments-Sermon on the Mount Introduce Indian cosmology. Caste-Karma-Samasara-Moksha/
 * I'll be at a conference. You will read the 10 Commandments and the Sermon on the Mount and analyze whether it's more Axial or Perennial.**
 * Homework = For Tuesday read the article from 9 Lives on the Jainist nun and as you read,** **annotate it for whether or not the Jainist religion is Axial or Perennial.**

**Monday, February 4th**

 * no class--Community Connections**
 * Homework = For Tuesday read the article from 9 Lives on the Jainist nun and as you read,** **annotate it for whether or not the Jainist religion is Axial or Perennial.**

**Tuesday, February 5th**
Discuss Flood stories. Discuss story of Jainist nun. Indian Religious Cosmology. Primary documents on religion--Axial--Perennial. Introduce "Scheduled Castes and Unscheduled Change."
 * Homework = for Friday Read** "Scheduled Castes and Unscheduled Change." and answer [|these reading questions:]

Thursday, February 7th
Jainist nun, Indian Religious Cosmology and Axial-Perennial. Primary documents on religion--Axial--Perennial. 6 moral spheres--Dilemmas.
 * Homework = for Friday Read** "Scheduled Castes and Unscheduled Change." and answer [|these reading questions:]

Friday, February 8th
Introduce the 6 moral spheres. Ethical dilemmas. Apply the 6 moral spheres to Hinduism (Charlis's story) and to Jainism.
 * Homework = Read the Bhagavad Gita and IN WRITING, answer these questions:**
 * 1) Based on this story, is Hinduism primarily Axial or primarily Perennial? Refer to specific quotations from the text when answering.**
 * 2)** **Based on this story, which moral spheres are most important in Hinduism, and which are least important. Refer to specific quotations from the text when answering.**

Monday, February 11th
Discuss Bhagavad Gita. 6 spheres. Continue with 6 moral spheres dilemmas. Introduce Buddha's story. Begin Reading Introduce Indian Religious Vocabulary. There will be a quiz on this on Friday.
 * Homework =** **"Gotama's Discovery and The Buddha's First Sermon" and annotate for Axial/Perennial and for which of the 6 moral spheres seem to be most important in Buddhism and which seem to be the least important.**

**Tuesday, February 12th**
Discuss Buddha's story. Axial-Perennial--6 moral spheres. Introduce Little Buddha. Begin to watch clips.
 * Continue reading "Gotama's Discovery and The Buddha's First Sermon" and annotate for Axial/Perennial and for which of the 6 moral spheres seem to be most important in Buddhism and which seem to be the least important.**
 * Homework = Study the vocab for Friday's quiz on Indian Religious Vocab.**

Thursday, February 14th
Continue Little Buddha. Read Buddhist Ethics "The Buddha's Words: "The Layperson's Code of Discipline," and annotate it for Axial/Perennial and for which of the 6 moral spheres seem to be most important in Buddhism and which seem to be the least important.
 * Homework = Study your vocab for Friday's quiz on Indian Religious Vocab.**

Friday, February 15th
Quiz on Indian Religious Vocab. Little Buddha. Continue to read Buddhist Ethics.
 * No homework! Enjoy your break.**

Monday, February 25th
Introduce Buddha comic book. Show sample comic book. Read Buddha's First Sermon and begin reading and discussing "Buddhist Ethics for the Layman--Sigala The Householder" and annotate for moral spheres and Axial/Perennial. Little Buddha
 * Homework =** **Read Buddha's First Sermon and begin reading and discussing "Buddhist Ethics for the Layman--Sigala The Householder" and annotate for moral spheres and Axial/Perennial.**

Tuesday, February 26th
Discuss last night's reading. Little Buddha. Introduce Karen Armstrong's Buddha. Begin reading in class. 1. Make a list of 12 English vocabulary words used in the chapter that you did not fully understand on first read and take an guess on the word's meaning based on the context. 2. Describe the “Perennial” world and beliefs of Vedic India. Be specific. 3. Explain how Buddha's life story is quintessentially Axial.
 * Homework = Read pages 1-12 of Karen Armstrong's Buddha and answer the following questions in writing:**

[]

‍Thursday, February 28th
Discuss Armstrong's version of the Buddhist story. How is Buddha's story Axial? Little Buddha. 1. Finish your storyboard (this should be detailed with a vision for every panel) for Monday March 4th's class. Bring it to class as we will exchange them then. 2. For Wednesday, March 6th finish your printed templates on Comic Life (this includes all captions, dialogue balloons and narration boxes). 3. For Friday, March 8th, finish your drawings. 4. Spend the final weekend, finishing and polishing your annotations. The project is due at the beginning of class Monday, March 11th.
 * Homework = work on your Buddhist Comic Book. It's due Monday, March 11th.**
 * Don't wait. It's a lot of work!** **Here are some scheduling benchmarks for finishing.**

Friday, March 1st
Little Buddha Why did the Axial religions emerge when they did? Karen Armstrong--Write a card. 1. Finish your storyboard (this should be detailed with a vision for every panel) for Monday March 4th's class. Bring it to class as we will exchange them then. 2. For Wednesday, March 6th finish your printed templates on Comic Life (this includes all captions, dialogue balloons and narration boxes). 3. For Friday, March 8th, finish your drawings. 4. Spend the final weekend, finishing and polishing your annotations. The project is due at the beginning of class Monday, March 11th. Several of you have asked for more sources on the Buddha's life. Here are a bunch... 1. This is about [|Buddha's first teachers during his ascetic phase.] 2. Here's a bit more detail on [|The Eightfold Path] 3. This is an account of the [|Buddha entering Nirvana]
 * Homework = work on your Buddhist Comic Book. It's due Monday, March 11th.**
 * Don't wait. It's a lot of work!** **Here are some scheduling benchmarks for finishing.**

[|Comic Life]
[|Try this site for free Mac trial of Comic Life]

[|Try this site for Windows Comic Life]

[|or for comic book templates try this]

[]

Monday, March 4th
Check out this timeline and website. It's good. @http://www.pbs.org/thebuddha/timemap/section/events-buddhas-life/ Watch Little Buddha. Exchange storyboards with your classmates. Why the Axial Age began? Why it continues. 1. Finish your storyboard (this should be detailed with a vision for every panel) for Monday March 4th's class. 2. For Wednesday, March 6th finish your printed templates on Comic Life (this includes all captions, dialogue balloons and narration boxes). 3. For Friday, March 8th, finish your drawings. 4. Spend the final weekend, finishing and polishing your annotations. The project is due at the beginning of class Monday, March 11th.
 * Homework = Work on your comic book.**
 * Don't wait. It's a lot of work!** **Here are some scheduling benchmarks for finishing.**

Tuesday, March 5th
Caption Contest List Axial religions/philosophies. Why did the Axial age occur? Why have Axial religions survived so long? Recap the unit--Axial vs. Perennial The 6 moral spheres. Introduction to Islam. 1. Finish your storyboard (this should be detailed with a vision for every panel) for Monday March 4th's class. 2. For Wednesday, March 6th finish your printed templates on Comic Life (this includes all captions, dialogue balloons and narration boxes). 3. For Friday, March 8th, finish your drawings. 4. Spend the final weekend, finishing and polishing your annotations. The project is due at the beginning of class Monday, March 11th.
 * Homework = Work on your comic book.**

**Thursday, March 7th**
Last thoughts/questions on comic book. 1. Finish your storyboard (this should be detailed with a vision for every panel) for Monday March 4th's class. 2. For Wednesday, March 6th finish your printed templates on Comic Life (this includes all captions, dialogue balloons and narration boxes). 3. For Friday, March 8th, finish your drawings. 4. Spend the final weekend, finishing and polishing your annotations. The project is due at the beginning of class Monday, March 11th.
 * Homework = Work on your comic book.**
 * Don't wait. It's a lot of work!** **Here are some scheduling benchmarks for finishing.**

**Friday, March 8th**
Work on comic book.
 * Homework = Work on comic book!**

Monday, March 11th
Current events. Introduction to Islam. Hand out reading.
 * Homework = Finish comic book.**

Tuesday, March 12th
Read Strayer 473-488 "The Worlds of Islam: Afro-Eurasian Connections" and answer the following questions: 1) Don't worry about # 1. 2) Describe the religious beliefs of Arabia at the time Mohammed was born. How would you categorize these beliefs using our "lenses" (Axial/Perennial--the Moral Spheres) we've utilized in this religion unit. 3) Evaluate the validity of the following statements: Mohammed was an Axial religious leader." Refer to specific facts about Arabia and about Mohammed's ideas when answering this question. 4) How is Islam similar to and different from Judaism and Christianity? 5. Explain the two meanings of Jihad. 6. Which sorts of people found Muhammad and his message appealing at first, and which sorts of people found him threatening? 7. What was Muhammad's relationship like with Jews? 8. How was Muhammad similar to Jesus and Buddha? How was he different? 9. Why were the Muslim armies so successful in conquering their neighbors? 10. Explain the origins of the division between the Shia and the Sunni? 11. Explain the difference in the religious beliefs of the Shia and Sunni? 12. What led to the overthrow of the Umayyad Dynasty? 13. In what ways were Sufi Muslims critical of mainstream Islam? 14. How did the rise of Islam change the lives of women? 1) Don't worry about the vocab yet. We'll do that together in class. 2) Describe the religious beliefs of Arabia at the time Mohammed was born. How would you categorize these beliefs using our "lenses" (Axial/Perennial--the Moral Spheres) we've utilized in this religion unit. 3) Evaluate the validity of the following statements: Mohammed was an Axial religious leader." Refer to specific facts about Arabia and about Mohammed's ideas when answering this question. 4) How is Islam similar to and different from Judaism and Christianity? 5. Explain the two meanings of Jihad. 6. Which sorts of people found Muhammad and his message appealing at first, and which sorts of people found him threatening? 7. What was Muhammad's relationship like with Jews? 8. How was Muhammad similar to Jesus and Buddha? How was he different? 9. Why were the Muslim armies so successful in conquering their neighbors? 10. Explain the origins of the division between the Shia and the Sunni? 11. Explain the difference in the religious beliefs of the Shia and Sunni? 12. What led to the overthrow of the Umayyad Dynasty? 13. In what ways were Sufi Muslims critical of mainstream Islam? 14. How did the rise of Islam change the lives of women?
 * Homework =** Read Strayer 473-488 "The Worlds of Islam: Afro-Eurasian Connections" and answer the following questions:

Thursday, March 14th
Finish Sliderocket intro to Islam. Discuss Strayer reading questions. Work on Islamic vocabulary.
 * Homework = finish the questions from yesterday's reading "The Worlds of Islam"**

Friday, March 15th
Work on Islamic vocabulary. Continue discussing "The Worlds of Islam." Discuss Shia Sunni Current Events. Do you know more than you[|r Congressperson about Islam?] [|Jon Stewart thinks you might.] [|The Shia-Sunni conflict continues. Here's a terrible story from today's news] [|The attack was intended to disrupt the Shia holy day of Ashura] 1. What is the historical origin of the Sunni Shiite split? 2. What beliefs do these sects have in common? 3. What are the major differences? 4. Which sect is more Perennial and which is more Axial? Explain. Discuss Shia vs. Sunni
 * Homework = Read Islam: Sunnis and Shiites. [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png link="file:greenstone/Shiites and Sunnis.pdf"]] [[file:greenstone/Shiites and Sunnis.pdf|Shiites and Sunnis.pdf]] By Christopher Blanchard and answer the following questions:**

Monday, March 18th
Islamic Art slideshow. Discuss Islam review guide.
 * Homework = Review test study guide for Islam test. **

Tuesday, March 19th
Finish art slideshow. Sunni vs. Shia--Current events, difference in belief systems, clergy. Which is more axial? Review for test.

Thursday, March 20th
Video on Islam. Homework = study for the test. Remember there are three things to review: 1) "Worlds of Islam." Anything from this article is fair game. 2) Shiites and Sunnis by Christopher Blanchard 3) Our vocab.

Homework = Review for test on Islam.
Big week at the Supreme Court on the issue of gay marriage. Here are some excellent articles about what's being argued at the court and what it might all mean. [|This one traces]the evolution of the gay rights moment from Stonewall to the present day. And [|this article] gives a nice Q and A about the legal proceedings.

Friday, March 22
Test on Islam. No homework! Homework = Open [|this link,]which takes you to the assignment sheet for our in-class essay on the Iraq War, and then read the first two articles linked in the assignment sheet. The third article will be assigned as homework on Monday. As you read annotate for the guiding question or our paper which is "** To what extent are the social and political divisions in contemporary Iraq a result of sectarian differences between Sunni and Shia Muslims?" **

Monday, March 25th
Introduce Iraq War project. Slideshow on Iraq War. Current Events ==Homework = Open [|this link,]which takes you to the assignment sheet for our in-class essay on the Iraq War, and then read the first two articles linked in the assignment sheet. The third and fourth article will be assigned as homework next time.== As you read annotate for the guiding question or our paper which is "** To what extent are the social and political divisions in contemporary Iraq a result of sectarian differences between Sunni and Shia Muslims?" **

Go over Islam test. Questions on Iraq War. Discuss articles from last time. ==Homework = Open [|this link,]which takes you to the assignment sheet for our in-class essay on the Iraq War, and then the second two articles linked in the assignment sheet.==
 * Tuesday, March 26th **


 * Thursday, March 28th **
 * Discus articles on Iraq War. **
 * Homework = begin preparing for Monday's in-class essay. **

Current Events. Gay marriage at the Supreme Court. Discuss the Iraq War.
 * Friday, March 29th **
 * Homework = prepare for Monday's in-class exam. **

Monday, April 1
Write essay on Iraq.
 * Homework = no homework. Enjoy!**

Tuesday, April 2
Watch Three Kings. As we watch Three Kings your assignment is to identify and explain the political viewpoint of the filmmaker regarding US involvement in the Persian Gulf War. In other words, what does the filmmaker think about US involvement in Iraq and Kuwait? Why are we fighting in that part of the world? As you watch, take notes on specific examples from the film to support your conclusions. You will want to note scenes and characters that illustrate your points.
 * Homework = Current Events assignment. For Friday, find a news article on some current event that you can meaningfully connect to a subject we have studied this year. Your article could be an update on a topic we've covered or it could be only tangentially related to a topic we've covered. Just be prepared to explain on Friday, in 2 minutes or so, why you picked this article and what the connection (no matter how loose) is to our curriculum.**

Thursday, April 4
Watch Three Kings. As we watch Three Kings your assignment is to identify and explain the political viewpoint of the filmmaker regarding US involvement in the Persian Gulf War. In other words, what does the filmmaker think about US involvement in Iraq and Kuwait? Why are we fighting in that part of the world? As you watch, take notes on specific examples from the film to support your conclusions. You will want to note scenes and characters that illustrate your points.
 * Homework = Current Events assignment. For Friday, find a news article on some current event that you can meaningfully connect to a subject we have studied this year. Your article could be an update on a topic we've covered or it could be only tangentially related to a topic we've covered. Just be prepared to explain on Friday, in 2 minutes or so, why you picked this article and what the connection (no matter how loose) is to our curriculum.**

Friday, April 5
Finish Three Kings
 * Homework = no homework. Enjoy your spring break!**

Tuesday, April 16
Sample essay on Iraq. Introduce Greece. Sliderocket on the Amazing Greeks. Introduce Classical Greece. High points of Greece---Humanism-Art-Theater-The Olympics-The Golden Age. Parmenides vs. Heraclitis.

media type="custom" key="22757338" Introduce Socrates.
 * Homework = read "Trial of Socrates" by Don Nardo pages 12-23 and and answer following questions: 1. Describe the achievements of Athens. Why was it a brilliant age? **
 * 2. Describe Socrates early career and life. What was his personality like? **

Thursday, April 18
Discuss last night's reading about Socrates. Homework = r ** ead "Trial of Socrates" by Don Nardo pages 24- top of 34 and answer the following questions: ** 1. Who were the Sophists? What did Socrates think of them? 2. Explain Socrates encounter with the Oracle of Delphi. 3. How is Socrates' story a profoundly Axial story? 4. Who was Antiphon the Sophist? What did he believe? 5. What was Socrates method of determining the truth? Explain "Socratic Irony" 6. What did Socrates think about Democratic government. Explain why he thought this.

The context of the Peloponnesian war. Who was Socrates? Begin Euthyphro Homework = r ** ead "Trial of Socrates" by Don Nardo from the top of 34 to 44 and answer the following questions: ** 1. Explain the political crisis in Athens during the 5th century BC. Why does the author call Athens a "paranoid society?" 2. What were the charges against Socrates? Who were his accusers?
 * Friday, April 19**

Discuss Nardo's description of the Peloponnesian War and read excerpts of Euthyphro in class. [|Read "the Allegory of the Cave" from Plato's Republic] Read more of Euthyphro. Discuss Sparta. Homework = [|Read "the Allegory of the Cave" from Plato's Republic]and be prepared to discuss these questions.
 * Monday, April 22 **
 * Homework =[| Read Bertrand Russell's "The Influence of Sparta"] and answer the following question: **
 * 1. What were some of the stranger or more extreme customs of Spartan life? **
 * 2. What critique would you make of Spartan govt. and of Plato's views about government? **
 * Tuesday, April 23 **

==== 1. In what ways were Socrates' views about government similar to the governing philosophy utilized in Sparta? ==== 2. What does the Allegory of the Cave imply about the nature of truth? 3. Assess the validity of the following statement: The Allegory of the Cave relies on a grim view of human nature. 4. If the Allegory of the Cave is correct, is there any hope for democracy?

Reenact the Allegory of the Cave. Read more of Euthyphro. Discuss. Introduce Apology.
 * Thursday, April 25 **
 * Homework = Read Apology ** ** 17a up to 18b and **** 20e through 21d and as you read, annotate for the points Socrates is making and also come with specific questions about things you don't understand. **

[|Here's the assignment sheet for the Trial of Socrates]

[|Read "the Allegory of the Cave" from Plato's Republic] [|Here's the assignment sheet for the Trial of Socrates]
 * [|Read Bertrand Russell's "The Influence of Sparta"] **

Discuss Apology.
 * Friday, April 26 **
 * Homework = Read Apology ** ** and **** 23a-28b. As you read summarize in your own words the points that Socrates is trying to make against Meletus. **

** Monday, April 29 **
Discuss Apology and the Cave. Begin reading Clouds in class. Homework = Read Apology ** 4. 29c up to 31b **** 5. 32a up to 32e **** As you read summarize in your own words the points that Socrates is trying to make against Meletus. ** Discuss Apology Read Clouds in class. Go over assignment sheet for trial. Homework = Read Apolgoy ** 33d, **** 35b up to 39e and **** 41c to 42a **
 * Tuesday, April 30**
 * As you read summarize in your own words the points that Socrates is trying to make against Meletus. **

**Thursday, May 2**
You will spend the period reading Crito (it's in your Socrates book) and doing two things as you read. 1) Outline Socrates' arguments as to why he wont' leave Athens, even though he thinks he's been wrongfully accused. 2) Write down questions about anything you don't understand. I will be in Mexico with Homes for Hope.
 * Homework = Finish Crito assignment that we began in class.**

**Friday, May 3**
No class today due to Color War.
 * No homework! Enjoy.**

Introduce Clouds, discuss Crito and Apology.
 * Monday, May 6**
 * Homework = Read Clouds lines:**
 * 1. 90-135 **
 * 2. 240-252 **
 * 3. 290-300 **
 * 365-380 **
 * 4. 888-921 **
 * And as you read do the following:**
 * 1) Annotate for connections to the charges from the trial.**
 * 2) Try to articulate Aristophanes' critique of Socrates**
 * 3) Come with questions about what you don't understand.**

Discuss Aristophanes’ Clouds. Introduce the assignment sheet. Make teams.
 * Tuesday, May 7**
 * Homework = Read Clouds lines:**
 * 5. 1290 through 1339 **
 * 6. 1467 through bottom of page **
 * 7. 1507 to end **
 * And as you read do the following:**
 * 1) Annotate for connections to the charges from the trial.**
 * 2) Try to articulate Aristophanes' critique of Socrates**
 * 3) Come with questions about what you don't understand.**

Begin working on teams. Try to bring some sort of computer or tablet. Witness draft. For more on the causes of the Peloponnesian War, C [|lick here.] And for a detailed timeline of the events of the Peloponnesian War [|click here.] [|Library Pathfinder for Trial of Socrates]
 * Thursday, May 9**
 * Homework = prepare for your parts in the trial.**

Hey, Alex Boone alerted me to these Kanye West lyrics from his song, (warning, explicit lyrics) [|"No Church in the Wild."]

[|Drug dealer chic,] [|I’m wondering if a thug’s prayers reach] [|Is Pious pious cause God loves pious?] [|Socrates asked whose bias do y'all seek?] [|All for Plato, screech] [|I’m out here balling, I know y'all hear my sneaks] [|Jesus was a carpenter, Yeezy he laid beats] [|Hova flow the Holy Ghost, get the hell up out your seats, preach]

 Work in teams. Try to bring some sort of computer or tablet. For more on the causes of the Peloponnesian War, C [|lick here.] And for a detailed timeline of the events of the Peloponnesian War [|click here.] [|Library Pathfinder for Trial of Socrates] [|Why Man Creates]
 * Friday, May 10**
 * Homework = prepare for your parts in the trial.**

media type="custom" key="23061136"

[|Library Pathfinder for Trial of Socrates] Prepare for trial.
 * Monday, May 13**
 * Homework = The trial starts next time.** **Be ready!**

Trial of Socrates Part 1!
 * Tuesday, May 14**
 * Homework = be ready for the conclusion of the Trial of Socrates**

Conclusion of the Trial of Socrates.
 * Thursday, May 16**

No homework--enjoy.
Study guide for trial of Socrates. Prepare for Monday's quiz.
 * Friday, May 17**
 * Homework = review for Monday's quiz on the Trial of Socrates.**

Quiz on Greece and Trial of Socrates. Introduce Human Rights Simulation/Final What are our human rights? Where do they come from?
 * Monday, May 20 **
 * HW = read part one to section on UDHR (page 8) and annotate for the reading questions text. **

Discuss Part 1, and do some Primary Source analysis. “Human RIghts and Social Movements”
 * Tuesday, May 21 **
 * Homework =Read page 8-top of 17 and a **** nnotate for the reading questions text. **

Discuss last night's reading and the development of Human Rights. =**1st Semester**=
 * Thursday, May 23 **
 * Homework =Read page top of 17-end of 23 and **** annotate for the reading questions text. **

Welcome to 9th Grade World History.

Three D this week. 2 B/C
 * Thursday, September 6th**

1. Introductions--Class website. **Major themes and questions for this unit will include:** **1. What was life like for the earliest humans? What do we know about their religious and moral beliefs and about how they survived? What do we know about their art and music?** **2. How, when and why did humans make the leap from a hunter-gatherer lifestyle to agriculture and village life, and ultimately to urban life?** **3. Was the move to agriculture and civilization entirely positive? What were some advantages to the hunter-gatherer lifestyle? Describe how the move to agriculture and civilization affected women?** **4. What were law, morality, social class, and religion like in the first river valley civilizations?** **5. Why did advanced civilization begin on the Eurasian continent but not on other continents?** **6. To what extent has geography determined the destiny of people from different continents?**
 * 2. Introducing Theme 1 Humans Needs and the Natural Environment.**
 * And Introducing Unit 1: The First Humans**

3. Creation---The origins of life and the universe's first 14.6 billion years today.

media type="youtube" key="9EEIeH7ymwA" height="315" width="560" As you watch this excerpt from Terence Malick's //The Tree of Life// consider the following questions: 1. According to the film how did life begin and how did it evolve? 2. As life evolves in the the film note instances where chance affects the fate of species. Also note instances where competition seems to affect the course of life on earth. 3. In this vision of creation is there a creator? Is there morality? Is there good or evil? Is there a plan?

5. Introduce Genesis. Begin reading aloud. As we read, consider this questions:
How does the vision of creation presented in Genesis differ from the vision of creation we saw in Tree of Life? Be specific. Homework = read Genesis chapters 1-5, in your "First Humans Packet" and write answers to any 3 of the four following questions. **1. According to Genesis, how was the world created? How does the vision of creation presented in Genesis differ from the vision of creation we saw in Tree of Life? Be specific.**
 * 2. In what sense can Adam and Eve be considered hunter-gatherers?**
 * 3. What's up with that serpent? Do you trusssssst him? Why, be specific.**
 * 4. What's the punishment for Adam, for Eve, for the serpent?**
 * These questions will be graded for credit.**

**Also,** remember what God told the serpent:
"And the LORD God said unto the serpent, Because thou hast done this, thou art cursed above all cattle, and above every beast of the field; upon thy belly shalt thou go, and dust shalt thou eat all the days of thy life: And I will put enmity between thee and the woman, and between thy seed and her seed; it shall bruise thy head, and thou shalt bruise his heel." Well it turns out that nearly all cultures fear snakes, and even children who see them for the first time are kind of freaked out by them. [|This article traces the relationship between humans and snakes back to the dawn of humans]

[|This article tries to explain why we hate them so]

Discuss the Genesis creation story.
Are people naturally good?

Begin reading the excerpt from Thomas Hobbes

 * Homework =** **1. What is Hobbes' is view of human nature?**
 * 2.** **In what ways does Hobbes view life for early humans as positive, in what ways does he see it as negative? Be very specific in your answer. Or if you find their language impenetrably difficult, come with very specific questions about difficult passages.**

**Monday, September 10th**

 * Finish discussing Genesis and Hobbes.**
 * Introduce Rousseau and read aloud.**


 * For homework read the excerpt from Rousseau's "Discourse on the Origins of Inequality" and answer the following questions:**
 * 1. What is Rousseau's is view of human nature?**
 * 2.** **In what ways does Rousseau view life for early humans as positive, in what ways does he see it as negative? Be very specific in your answer. Or if you find their language impenetrably difficult, come with very specific questions about difficult passages.**
 * 3. How is Rousseau's view of life for early humans different from Hobbes'?**

**Tuesday, September 1****1**
and here is the rubric I will use when grading it: **Homework = Read excerpt of "Born to Run" in the "First Humans Packet."** **Come with answers to the following questions:** This question will be the subject of your first essay so make sure you take detailed notes on this subject. Answering this question well is the rough draft of your rough draft.
 * Rousseau's view of human nature. Also what's this essay about?**
 * 2. Which view of early humans is most supported by the Born to Run excerpt? Why? Provide detail to support your answer.**

And if you want to see the Tarahumara in action, check out this video media type="youtube" key="YIyEvomUz14?fs=1" height="385" width="640"
 * Also, Born to Run is an awesome, thrilling book, which I recommend you read in its entirety. However, before you throw out your shoes, you might want to read [|this debate about barefoot running]and you might want to read[| this review]of the hip, new 'shoe' that is meant to simulate barefoot running.**

**Thursday, September 13th**
Discuss "Born to Run." Introduce "Amazon Hunter Gatherers."
 * Homework read: "Amazon Hunter Gatherers," by Katherine Milton. This article can be found in your "The First Humans" packet. For the next class answer the following question**
 * 1. According to the reading does life in these real H-G societies fit the picture suggested by Rosseau/Genesis/Hobbes. This question will be the subject of your first essay so make sure you take detailed notes on this subject. Answering this question well is the rough draft of your rough draft.**

Friday, September 14th
Discuss "Amazon Hunter Gatherers." Introduce "Memories of a !Kung Girlhood" by Marjorie Shostak.
 * Homework =** **read** "Memories of a !Kung Girlhood" by Marjorie Shostak and answer the following question:
 * 1. According to the reading does life in this real H-G society fit the picture suggested by Rosseau/Genesis/Hobbes. This question will be the subject of your first essay so make sure you take detailed notes on this subject. Answering this question well is the rough draft of your rough draft.**

This brilliant video mash-up of Avatar and Pocohantas should make us skeptical of Rousseau. Think about why. media type="youtube" key="uGOCodaM4UM" height="345" width="560" Here's another (unrelated) but brilliant side-by-side video. Enjoy. media type="custom" key="9983213"


 * Friday, September 14th**

Class Topics Include:
Discuss the article about Nisa. History is about the present. History is a weapon. Discuss.

1) a clear thesis that lays out the claims from the speculative author that you are evaluating and states which of those claims are accurate. 2) 3 pieces of evidence from the anthropological/ethnographic studies that support your evaluation of each claim. This evidence can take the form of either a specific example or a short quotation from one of the anthropological/ethnographic studies, but you must provide a page number. A good outline should not be much shorter than a page typed, single spaced.
 * Homework = For Tuesday write a detailed outline of your essay. This outline should contain**

**Monday, September 17th**

 * Rosh Hashanah**



**Tuesday, September 18th**
Discuss the outline and the essay. Claims, evidence, introductions. Let's talk about all of it. Exchange outlines.
 * Homework = work on your essay. It is due Monday. Please come see me for help on it or if you have questions. Remember to consult this rubric WHILE you write it.**

This brilliant video mash-up of Avatar and Pocohantas should make us skeptical of Rousseau. Think about why. media type="youtube" key="uGOCodaM4UM" height="345" width="560"

media type="custom" key="9983213"


 * **“** || The first man who, having fenced in a piece of land, said "This is mine," and found people naive enough to believe him, that man was the true founder of civil society. From how many crimes, wars, and murders, from how many horrors and misfortunes might not any one have saved mankind, by pulling up the stakes, or filling up the ditch, and crying to his fellows: Beware of listening to this impostor; you are undone if you once forget that the fruits of the earth belong to us all, and the earth itself to nobody. ||> **”** ||
 * || — Jean-Jacques Rousseau, //[|Discourse on Inequality]//, 1754 ||

**Monday, September 24th**
Papers are due. Introduce Environment. Guiding question for the unit: To what extent has human history been shaped by our environment and climate? Begin //When the Levees Broke// and as we watch, jot notes on how much of the destruction and damage is the result of natural factors and how much is the result of human failure.
 * [|When the Levees Broke Part I.]**
 * [|When the Levees Broke Part II]**
 * Homework = for Friday read this excerpt of //Earth in the Balance//, by Al Gore and come to class with a ranking of the four most important climate-influenced events discussed in the article.** **You must write or type this out on a separate sheet of paper.**
 * Be ready to defend your rankings and to debate your classmates.**

**Tuesday, September 25th**
Watch //When the Levees Broke// and as we watch, jot notes on how much of the destruction and damage is the result of natural factors and how much is the result of human failure.
 * Homework = for Friday read this excerpt of Earth in the Balance, by Al Gore and come to class with a ranking of the four most important climate-influenced events discussed in the article.** **You must write or type this out on a separate sheet of paper.**
 * Be ready to defend your rankings and to debate your classmates.**

Watch //When the Levees Broke// and as we watch, jot notes on how much of the destruction and damage is the result of natural factors and how much is the result of human failure. [|This article from the NYTimes] got a lot of attention for its interesting theory on the causes of autism. Is the argument the author makes Rousseauian or Hobbesian?
 * Thursday, September 27th**
 * Homework = for Friday read this excerpt of Earth in the Balance, by Al Gore and come to class with a ranking of the four most important climate-influenced events discussed in the article.** **You must write or type this out on a separate sheet of paper.**
 * Be ready to defend your rankings and to debate your classmates.**

Class Topics Discuss Hunter-Gatherer articles: In what ways do these real-life pictures of Hunter-Gatherers support or contradict the speculation of Rosseau/Genesis/Hobbes about the way hunter-gatherers lived? Have specific examples ready for discussion.

**Friday, September 28th**
Watch //When the Levees Broke// and as we watch, jot notes on how much of the destruction and damage is the result of natural factors and how much is the result of human failure. Introduce "Climate and Causation Project." Assign groups.
 * Introduce Climate and Causation Project**
 * Homework = Do 40 minutes of research on your topic. Come to class on Monday with notes, links, and questions about your topic to share with your group. Monday will be group time to work on your presentation. If you have a laptop or tablet, bring it on Monday.**

**Monday, October 1st**
Group time to work on your "Climate and Causation Project."
 * Homework = Work on the script for your Climate and Causation Project . You should have your presentation finished (but not mastered) by the end of our next class.**

**Tuesday, October 2nd**
Some groups present for our **Climate and Causation Project.**
 * Homework = Be ready to present your Climate and Causation Project . Rehearse, rehearse, rehearse!**

**Thursday, October 4th**
** Homework = Read "Collision at Cajamarca" by Jared Diamond and as you read, keep in mind the following instructions: ** ** 1. Read the Collision at "Cajamarca" handout and circle or highlight unfamiliar vocabulary words ** ** 2. This primary document contains descriptions of two very different systems of religion, one for the Incas and one for the Spanish. Describe them ** ** 3. Take notes on evidence of how highly stratified each society is. (//stratified means arranged// //into separate social classes, castes or social layers)// ** ** 4. The Spanish were victorious at Cajamarca despite the fact they had fewer men. List as many possible reasons why you believe the Spanish won. Rank them in order of importance. **
 * Finish presentations for our Climate and Causation Project.**
 * Introduce Collision at Cajamarca.**
 * THIS HOMEWORK WILL BE CHECKED FOR CREDIT ON TUESDAY**

**Tuesday, October 9th**
1. What was Yali's question, as he posed it to Jared Diamond? 2. How does Diamond reformulate this question? 3. Why is this question important? 4. How would you begin to answer this question? 5. Yali seems to think that the "cargo" Westerners possess is wholly good. Do you believe he is right about that? Why or why not? 6. On Page 18 Jared Diamond explains how the question of why people from Europe came to dominate the world USED to be answered. What was this answer? What arguments does Diamond give to show why this answer was wrong? 7. Beginning on page 22 Diamond offers up a series of other possible explanations as possible answers to Yali? Why does he conclude that these answers are wrong or insufficient?
 * Discuss Cajamarca. Reenact it.**
 * Why did the Spanish win?**
 * Introduce Yali's Question.**
 * Homework = Read Yali's question and be prepared to discuss the following questions:**

**Thursday, October 11th**
Discuss Yali's Question.
 * and come with detailed notes, ready to discuss the following question: **
 * 1. What advantages do farming peoples have over non-farming peoples? Be specific. Can you think of some historical examples to back up these claims? **

**Friday, October 12**
‍Discuss Farmer Power and view Zen version of G,G,S PPT. ==== **Homework = Read History's Haves and Have Nots. and take notes on the following questions:** **Where, when, and how did food production develop in different parts of the globe?** ====


 * **“** || The first man who, having fenced in a piece of land, said "This is mine," and found people naive enough to believe him, that man was the true founder of civil society. From how many crimes, wars, and murders, from how many horrors and misfortunes might not any one have saved mankind, by pulling up the stakes, or filling up the ditch, and crying to his fellows: Beware of listening to this impostor; you are undone if you once forget that the fruits of the earth belong to us all, and the earth itself to nobody. ||> **”** ||
 * || — Jean-Jacques Rousseau, //[|Discourse on Inequality]//, 1754 ||

media type="custom" key="21015136"



**Monday, October 15**
**Finish GGS Slideshow.** **Make Groups.** **Watch Part of Video on Guns, Germs and Steel** **Homework = Go to the GGS website, and read and take notes on all of the resources that were available to each region of the world. As you read, rank the regions from most fortunate to least fortunate.** http://www.pbs.org/gunsgermssteel/world/index.html Remember you want to compare the regions to see which were lucky and which were unlucky in its resources.

**Tuesday, October 16**
Begin work on movies. Finish GGS slideshow. 1) Have a hook 2) State your thesis clearly 3) Defend that thesis with detail and examples 4) Use spoken, not written, language. 5) Have a conclusion
 * Homework = write a very rough draft of your script. My suggestion for how to do this is to create a Google Doc for your group and to divide your script into sections (for now, ultimately you are all responsible for the entire script, but someone's got to write the rough draft). Here's a suggestion for how to divide it: 1) Hook/Intro 2) Overview of the advantages and disadvantages of Region 1 3) Overview of the advantages and disadvantages of Region 3 4) Conclusion.**
 * Also remember as you write to follow these** **guidelines:**

**Thursday, October 18**
**Work on your movies.** **Homework = Work on you movie. It's due on Tuesday.**

**Friday, October 19**

 * Work on your movies.**
 * Homework = Work on you movie. It's due on Tuesday.**

**Monday, October 22**

 * Work on your movies.**
 * Homework = Work on you movie. It's due on THURSDAY**

**Tuesday, October 23**
Work on your films.
 * Homework = Finish Film for Thursday**

Meanwhile, let's try some[| teen repellent!]

[|An Anti-Semitic Hungarian Politician Learns Something Troubling About Himself]

Win the [|New Yorker's Caption Contest] and you will earn a bucket of extra credit.

[|NY Times on the Uses and Abuses of History in Politics.]

"Those who cannot remember the past are condemned to repeat it", George Santayana.

Also, how to make a dog, and why you'd want to.

[|"How Do You Make a Dog?]

Here's why you'd want to make a dog:

Reenact and discuss "Collision at Cajamarca" by Jared Diamond.

[|Also, why does my dog roll in that dead fish and eat his own vomit, and why don't I do that too?]

Also, a new study suggests that we domesticated dogs for a [|delicious reason].

media type="custom" key="10344494"

media type="youtube" key="9BlI2qejLHw" height="315" width="420"



Finish discussing the invention of the dog. From wolves to labs.



**Thursday, October 25**
Film festival GGS documentary from Frontline.


 * No Homework. Enjoy!**

media type="youtube" key="D2FX9rviEhw" height="345" width="560"

**Friday, October 26**
Homework = Read the BBC article about the Rwanda Genocide and as you read annotate for the following questions; 1. According to the article, what was the trigger that started the genocide? 2. According to the article, what are the similarities and differences between Tutsis and Hutus? What problems had existed between them in years past? 3. What were the common ways that Hutus murdered Tutsis? 4. How did the genocide end? 5. How do things now stand between Hutu and Tutsis? 6. According to the article, what was the goal of the Hutu leaders in starting the genocide?media type="youtube" key="9BlI2qejLHw" height="315" width="420"
 * Film Festival. GGS documentary, Cajamarca**
 * Introduce Rwanda Genocide Essay.**

**Monday, October 29**
Discuss the BBC reading that we had for homework. [|Watch part of the Frontline Documentary on Rwanda]---Warning: this video contain some graphic footage.
 * Homework = Read the excerpt from "We Wish To Inform You That Tomorrow We Will Be Killed With Our Families,"** **and annotate for the following questions:**
 * 1. As best as you can tell from the reading, what motivated the killers?**
 * 2. What features of the Rwandan Genocide are similar to the Holocaust, and what features are different?**
 * 3. Among the many disturbing features of this account, highlight a few that are particularly unsettling or troubling.**

Frontline on Rwanda ProQuest--how to--Begin researching. . [|How to annotate your bibliography] Try[| Citation Machine]to help with Chicago format for your non-ProQuest sources.
 * Tuesday, October 30**
 * Homework = Begin finding sources. For our next class, come with three sources that examine the causes of the Rwandan Genocide. At least two of these sources should discuss the environment.**



**Thursday, November 1**
Frontline on Rwanda ProQuest--continue researching. Cornel notes.. [|Here are some student annotations of their bibliographic entries.]
 * Homework = Continue finding sources. For our next class, you should now have a total of five sources that examine the causes of the Rwandan Genocide. At least three of these sources should discuss the environment. Take notes as you read.**

**Friday, November 2**
Frontline on Rwanda ProQuest--continue researching. .
 * Homework = Continue finding sources. For our next class, you will turn in an annotated bibliography for this project. Your bibliography will have now have a total of ten sources and you will ultimately be required to use five of them.**

[|And another Rwanda Article]

**Monday, November 5**
[|Rwanda Documentary---]
 * Homework = work on your essay.**

**Tuesday, November 6**
Discuss **Rwanda Essay.** Introduce leadership unit. Slideshow on China.


 * Homework = work on your essay. A rough draft is due on Friday.**

[|How to footnote Chicago Style.]

[|What to watch on Election Day]

[|Here are the odds of each candidate winning (as viewed by bettors).]

**Thursday, November 8**
Discuss **Rwanda Essay.** Continue Slideshow on China. Begin reading Confucius article.
 * Homework = work on your essay. A rough draft is due on Friday.**

**Friday, November 9**
Continue Slideshow on China. Continue reading Confucius and Han Fei.
 * Peer Review of Rwanda Essay. **
 * Homework = work on your essay. Final draft is due on Tuesday, November 13.**

[|And another Rwanda Article]

Monday, November 12th
The Lives of Others.

**Tuesday, November 13th**
The Lives of Others.
 * No homework--Enjoy!**

media type="custom" key="21327564"

Thursday, November 15th
The Lives of Others. Introduce China. 1. What is Legalist philosophy and how does it differ from Confucianism? 2. Which philosophy, Legalism or Confucianism has a better understanding of human nature. 3. Which reading most closely resembles Hobbes' ideas?
 * Homework = Read "2 Chinese Views on Government" in your China packet about the debate over Chinese government between Confucians and Legalists and be prepared to discuss the following questions: **

= Friday, November 16th = Background on China. Confucius vs. Legalism.
 * Homework = for Monday Read John Locke's "The People Should Be Judge," and answer the following questions:**
 * 1. In the box below, you'll find the Preamble to the Declaration of Independence. This preamble is widely believed to be directly influenced by John Locke's "The People Should Be Judge." Tonight as you read Locke, you have two options.**
 * Option 1: Come to class with 4 specific passages from the preamble that you have linked to 4 specific passages from Locke.**
 * Option 2: If you have a hard time with the language of either Locke or the Declaration, come with specific questions about specific sentences that you did not understand. Write these questions out and be prepared to ask them.**
 * We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn, that mankind are more disposed to suffer, while evils are sufferable, than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security. Such has been the patient sufferance of these Colonies; and such is now the necessity which constrains them to alter their former Systems of Government. The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute Tyranny over these States. To prove this, let Facts be submitted to a candid world ||

Confucius vs. Han Fei on government. Murder in Hai Tien. Introduce Taoism.
 * Monday, November 19th**
 * Homework = Read Taoist concept sheet and then annotate the Tao Te Ching for those concepts. In other words, Our translation of the Tao Te Ching does not use the Chinese version of these key terms. But they are in there. Find them and annotate the text for the key words.**

My Taiwanese students. Discuss Taoism.
 * Tuesday, November 20**
 * No Homework---Enjoy Thanksgiving!**

Tuesday, November 27th
Welcome back! Review Taoist and Confucian Ideas. Taoist vs. Confucian Art and Poetry. media type="custom" key="21528590"
 * Introduce Akbar.**
 * Homework =Read the section on Akbar (starting with the page numbered 132 and ending on the page numbered 138) from our government packet. There are six reading questions on page 134. Choose any 3 of those questions and write or type out the answers on a separate sheet of paper using complete sentences.**

Thursday, November 29
Introduce "The Prince" by Niccolo Machiavelli. Locke's social contract theory and the Declaration. Democracy quotations-- Homework = Read "The Prince" by Niccolo Machiavelli and be prepared to discuss the following questions: 1.Why have some people called this book "the work of the devil?" Which passages do you think people have objected to. Be specific. 2. What is Machiavelli's take on human nature? Which of these thinkers would you say he agrees with most: Hobbes, Rousseau, Locke, Han Fei (Legalism), or Confucius? 3. Come with questions about passages you don't understand.

Friday, November 30
Discuss the Prince. North Korea Democracy quotations. Introduce Divine Right of Kings documents. 1. What arguments does Bossuet make for Divine Right of Kings? 2. Based on his letter, does Louis XIV want to be loved or feared? 3. How would you try to persuade Louis or Bossuet that the Divine Right of Kings is a flawed concept?
 * Homework = Read piece by Bossuet and the Letter from Louis XIV.**

No class today, because of Community Connections.
 * Monday, December 3rd**

**Tuesday, December 4th**
I will be at a conference. You will have a sub. In class watch Documentary on North Korea.
 * Homework = Read "//Collectivism and Development in Tanzania"// by Julius Nyere and on a separate sheet of paper, answer any 3 of the reading questions from page 390.**

**Thursday, December 6th**
Discuss Democracy quotations. Akbar, Loved or Feared? The Prince and Human Nature.
 * Homework = Read packet on "Soviet Marxism" pages 363-370 and answer any 3 of the questions on page 364-365 on a separate sheet of paper.**
 * Also come with questions about anything you don't understand.**

**Friday, December 7th**
Discuss Divine Right of Kings. How would you convince Bossuet that he's wrong/ Nyere and socialism.
 * Homework = Read Mussolini on Fascism. This is a challenging reading so come with a list (written out or typed) of questions about things you don't understand.**
 * If you don't have any questions written out, be prepared to field questions from your classmates.**

**Monday, December 10th**
Continue discussing Communism/Socialism--human nature. Discuss Fascism. Democracy quotations. Introduce project.


 * Homework = study for Thursday's test on governments. **

**Tuesday, December 11th**
Finish Fascism. Review for test on governments.
 * Introduce simulation. **
 * Homework = **** study for Thursday's test on governments. **

**Thursday, December 13th**
Test on governments. Introduce simulation.
 * Homework = research your part of the simulation. **

**Friday, December 14th**
Work on simulation. Current events.

** Monday, Friday 17th **
Work on simulation.

Tuesday, December 18th
Prepare for simulation.
 * Homework = Be ready for government simulation.**

**Thursday, December 20th**
Comparative Government Simulation. [|How Communist Are the Cubans?]
 * Homework = no homework.**

Friday, December 21st Comparative Government Simulation.
 * Homework = no homework. Enjoy break!**

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Monday, January 7th
Introduce final project. Go over Women in the Ancient World primary documents. ==Homework = Go to the [|Pulitzer Website] and look at any 8 of the crises they monitor. Come to class with a WRITTEN list of your top 5 favorite crises that you'd like to work on.==

Tuesday, January 8th
Assign final projects. Continue reading about Women in the Ancient World and filling out chart on documents.
 * Homework =** **read about your topic for 35 minutes.**

**Thursday, January 10th**
Read more documents about women in history
 * Homework = Read and begin to answer these questions in note form**
 * What is the crisis? **
 * Where and when is it concentrated? **
 * What caused it? **
 * Why is it happening there and now? **
 * Who is affected and how? **

**Friday, January 11th**
Read more documents about women in history and find a currents event article about women's rights in another country.
 * Homework =** **Come to class ready to explain (not from memory, yet) the answers to these** **questions about your final project.**
 * What is the crisis? **
 * Where and when is it concentrated? **
 * What caused it? **
 * Why is it happening there and now? **
 * Who is affected and how? **

** Monday, January 14th **
You will practice your answers on another student. For this trial run you can use notes. Continue documents about women Rome
 * Homework = Continue reading about your topic and--now it's time to start writing your responses to the questions below. Your writing should be polished, clean and tight.**
 * What is the crisis? **
 * Where and when is it concentrated? **
 * What caused it? **
 * Why is it happening there and now? **
 * Who is affected and how **

Tuesday, January 15th
Continue documents on women's history. The Roman Eulogy. ind a currents event article about women's rights in another country. Homework = ** Outline a concrete action plan. **** Identify one specific way in which you (as a high school student) can do something about this crisis and how you would implement this social action plan. Be sure to include the details of what action should be undertaken and what the desired result will be. Try to identify a way to address the issue that is satisfying to you and that would make you feel like you really accomplished something. Be specific. If it's just not possible to help on this issue, explain why that is so. Write out this portion of your answer for next time. **

Thursday, January 17th
Time to work on our project and also find current events articles on women's rights from around the world to share.
 * Homework = Continue to work on project. Tonight generate ideas on**** 2-3 different ways in which this modern problem could be taught in one of our units this semester (Environment or Government). **** How would you teach this issue if it were covered in one (or both) of the units this semester? What ways does it connect to the essential theme or questions within the units? Where does it fit in? **

Friday, January 18th
Work on project.
 * Homework = be ready to present. Not only do you need your poster board ready, but you need to master your material.**