World History Honors
Period 5
Welcome
Course Description
The World History course consists of the following content area strands: World History, Geography and Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century.
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Assignments
Comparing Market and Command Economies
Assigned May 18
Use the Comparing Command and Market Economies Padlet to answer the following questions.
- What is Command Economy?
- What countries use Command Economy?
- Define and describe a market economy
- Define and describe a command economy
- Compare and contrast market and command economies
- Compare the standard of living in a market economy (like the USA) with another country
- What is the "Invisible Hand" in a market economy?
- How does the Invisible Hand compare to the job of planners in a command economy?
Latin American Revolution
Assigned April 4
Create a comparative chart on the motives and outcomes of the Latin American and Caribbean Independence movements. Create a table that lists Latin-American countries that revolted against colonial rule. For each (country) row list the motives for revolution, leading figures, major events, and outcomes. List at least five countries.
History of Latin America - Ripples from Europe
Example below:
| Country Name | Motives | Leading Figures |
| Haiti | ||
| Bolivia |
The French Revolution
Assigned Mar 28.
Use the padlet comparing the French and American Revolutions to answer the questions on the padlet with your group.
Victorian Exposition: The Crystal Palace
Assigned Mar 14.
The Great Exhibition of 1851 was held in London inside an enormous structure of iron and glass known as the Crystal Palace. In five months, from May to October 1851, six million visitors thronged the gigantic trade show, marveling over the latest technology as well as displays of artifacts from around the world.
England hosted the Great Exhibition of the Works of Industry of All Nations. The Great Exhibition was the brain-child of Queen Victoria's husband, Prince Albert. England was experiencing a manufacturing boom and intended to show off, on the international stage.
Research resources:
The Great Exhibition - British Library
Britain's Great Exhibition of 1851 Was a Milestone in Technology - About.com
Your Assignment:
- Form a team with 4 members.
- Research the inventions/technology on display at the great exhibition.
- Which countries were present?
- What inventions/devices/technology was demonstrated?
- Choose an invention that was exhibited. Research the invention, including country of origin, and demonstrations staged at the exhibition.
- Pick one invention
- Research the invention
- Describe how it was demonstrated at the exhibition
- Create a poster that advertises the invention and includes the information you found in #3.
- poster is about one invention your team has created
- style the poster as an ad for the demonstration at the exhibit
- Final product includes:
- 1 page detailing your research
- 1 poster advertising exhibit
Due Mar 17.
Meso-American Artifacts
- Select one of the Meso-American civilizations that we have studied. (Aztec, Toltec, Maya, Olmec, etc.)
- Find three (3) significant artifacts from your civilization.
- Explain why these artifacts should be part of a museum collection.
Geography and Meso-American Cultures - Assigned Feb. 28
Research how geography influenced the daily life of one of the Meso-American Cultures (e.g. Aztec, Olmec, Maya) and write an essay or create a visual display (PowerPoint, Prezzi, collage) with your findings.
Resources:
The Mesoamerica Center - UT Austin
Mesoamerica - Encyclopedia Britannica
ANCIENT MESOAMERICAN CIVILIZATIONS
Mesoamerica - Khan Academy
Scientific Revolution - Assigned Dec. 13
Group Activity Students will form groups no larger than five members. Each group will pick a scientific achievement of the scientific revolution (1550-1700) and discuss its current role and impact in today?s world.
- Select & describe the scientific achievement
- Identify the person(s) that contributed
- How did this scientific achievement improve on what came before
- Why is this still significant today?
Resource: http://www.timetoast.com/timelines/what-were-the-inventions-during-the-scientific-revolution
Day In The Life of a Peasant
Use the site linked below to fill out the paper given in class on 11/15.
Life in Medieval Europe
Assigned Nov. 1
Compare the expectations for the behavior of children in "The Little Children's Book" to children today:
- What are expectations of children?
- Describe 'good manners' in the context of medieval Europe
- How are expectations of children different in our time?
Complete this activity in the 'Projects' section of our OneNote ClassNotebook. Title the page "Manners in Medieval Europe".
Viking Raids in Medieval Europe
Assigned Oct. 25
Students will create a historical account of a medieval village under Viking attack.
Using the resources linked from our class website, your notes, and our textbook create a media report describing a Viking attack on a medieval village. Be sure to include intentions and strategies, as well as a map highlighting major attack routes.
The report can be created in the style of a newspaper or magazine story, the script for a radio or TV program, or a story told in part from the perspective of either the Vikings or a resident of a village that they raided.
Due Oct. 27 at the start of class.
Be sure to create a 'Vikings' page in the History Labs section of your OneNote notebook.
Resources:
Vikings: The North Atlantic Saga
NOVA Online: The Vikings
NOVA: Who Were the Vikings?
Medieval Times and Castles: The Viking Raids
Use this sample from NPR as a guide to the way a radio news story can be structured:
Compare Japanese and European Feudalism
create a Venn Diagram comparing European and Japanese feudalism. Use the resources below to guide your work.
http://asianhistory.about.com/od/japan/a/Feudalism-In-Japan-And-Europe.htm
http://regentsprep.org/Regents/global/themes/politicalsystems/feudalism.cfm
http://afe.easia.columbia.edu/main_pop/kpct/kp_tokugawa.htm
Analyzing The Justinian Code
Analyze the political and legal impact of the Justinian Code to modern legal law and evaluate its significance and or contributions. Review the four books of the Justinian Code from the website and identify and analyze laws that are consistent with current legal practice. Identify legal standards which have been substantially altered over time.
Quote and describe two laws explained in the Justinian Code that are similar to current practice. Identify and describe a law that has been discarded and is no longer part of our legal system.
Roman/Byzantine Empire Venn Diagram
Compare the Roman and Byzantine Empires using the table provided in class. Build a Venn Diagram with the information you gathered and be sure to include supporting information
History Review / OneNote Practice
Work with a partner to select a civilization that existed before 400 AD. Build a dossier with information about the civilization.
Complete instructions are available on our OneNote class notebook. Please submit your assignment through the class notebook.
What is a Primary Source?
Search "What is a Primary Source?" on Google or your favorite search engine and switch to image view. Select one image and write one paragraph on Microsoft Word.
Describe in your own words which image you selected. Why do you think it represents what is a primary source and how the study of primary sources will help understand social science concepts/content?
Submit the assignment on paper or by email.
Digital Device Initiative
Tablet computers have been deployed to high school World History classrooms. Digital content, including content from course textbooks, has been loaded on the tablets, allowing students to access the curriculum offline. We encourage students to bring their assigned tablet to school everyday for use in class. Documents will be going home to parents/guardians the first week of school. More information about the M-DCPS digital initiative is available on their website.
Supplies
The ninth grade world history class will make extensive use of the tablet computers provided by the school district. Most work will be assigned and reviewed electronically. Some assignments and activities will still require traditional materials. Students should have the following supplies available for use in class:
- 1" binder
- Tabbed dividers for the binder
- Paper
- Writing instruments (pencils, pens)
- USB flash drive (2GB min)
More To Come
More information will be posted shortly
Resources on Your Left
Resources for students, including libraries, finding information, APA writing guidelines, and help with citing sources are also available to the left.
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