Showing posts with label Humanities 10. Show all posts
Showing posts with label Humanities 10. Show all posts

Tuesday, April 17

Humanities 10 JAPAN REVIEW

Meiji Naval Officers of the Imperial Fleet

Welcome to your review sheet for tomorrow's TEST!
the following is a list of important names, places, ideas, and events that will be covered on the test!

Clans
Yamato
Shinto
Kami
The Heian Era
Shi-Nuo-Kuo-Sho
Samurai
Daimyo
Shogun
The Kamakura Shogunate
The First (and Second) Mongol Invasion
The Kamikaze
Sengoku
Bushido
Oda Nobunaga
Hideyoshi Toyotomi
Tokugawa Ieyasu
The Tokugawa Baku-fu
Edo
Kyoto
The Baku-Han System
The System of Alternate Attendance
Noh Theatre
Haiku
The Hagi School
Yoshida Shoen
Ito Hirobumi
Saigo Takamura
Commodore Perry, USN
"Revere the Emperor, Expel the Barbarians"
Choshu
Satsuma
"Foreign Technology, Japanese Spirit"
Gaijin
Techno-Samurai
The Meiji Restoration
Tokyo
"Civilization and Enlightenment"
Zaibatsu
Fukozawa Yukichi
"Rich Country, Strong Nation"

Wednesday, March 28

Humanities 10 Japanese Project



The Meiji Restoration Project!

hey guys, here is your project to be done over break. I would like you to compose a 2 page (double spaced) journal. Imagine that you are a student living in a villiage outside of Edo during the Meiji Restoration and Saigo's Revolt. Write a personal journal entry describing your days events and what your life is like (specifically with your family and friends). YOU WILL HAVE TO DO OUTSIDE RESEARCH TO COMPLETE THIS PROJECT. Look into how the Meiji Restoration impacted the lives and minds of the Japanese. A brief internet search should yield interesting results, and make sure to use your packet as well!

This project is designed to assess MYP Criterion B, C, and D! Good luck!

-j

Sunday, March 18

Humanities 10 -- The Meiji Restoration Reading!!!




Hey guys, tonight your homework will be to read pages 2 and 3 of our Meiji Restoration handout. Make sure to underline, highlight, or take notes to be ready to answer questions on it tomorrow in class!!!


Sayonara,


j

Tuesday, December 12

Humanities 10 The Science of the State

Welcome to your Enlightenment Project!
Today in class you began your great experiment, but the work is not over. Here is a review of our project!
In groups of four, you are to use the scientific method to examine a failed state and how to create a satisfactory, utilitarian government. You will do this by observing our hypothetical problem, and forming an experiment designed to find a solution to it!

Our Problem: The people of Madeupistan are rebelling against their current government. You have been called in to observe and formulate a solution. As such, you will follow the following scientific steps.
1. Formulate a Hypothesis
2. Test the Hypothesis
3. Analyze the Data and form a conclusion
4. Conclude and implement change

Remember, when you create an analytical framework for your data, be careful how you gather your facts. Stalin, after all, had a 98% approval rating (because of FEAR)

I look forward to you group presentations tomorrow!! Make sure your group presents your lab report OBJECTIVELY and well.

Wednesday, December 6

Humanities 10 Reading for the Weekend

Hey guys, make sure you read the following section on the Glorious Revolution! See you on Saturday!
http://en.wikipedia.org/wiki/Glorious_Revolution

Wednesday, November 29

Humanities 10 Black Death Reading




Nothing says fun weekend reading like the Black Death! Please read the following webpage http://en.wikipedia.org/wiki/Black_Death. Pay very close attention to the POLITICAL and RELIGIOUS impacts that the bubonic plague had on European society!! Print out the page and bring it to class with you...


see you saturday!

Monday, November 20

Humanities 10 Magna Carta Assignment!


Hey guys, make sure to bring in your assignments to class tomorrow! (nov. 22)


The Magna Carta Assignment:

Please select one of the provisions listed on the Magna Carta. Then, please explain what this provision required, and why the unhappy nobles would have demanded such a provision be granted to them by John II. Good luck!

Saturday, November 11

humanities 10 Shield of Achilles Final Reading


Now that you have finished your Shields of Kuwait (or Egypt!) it is time to return for a final reading of the Shield of Achilles from Homer's Iliad. Think about how your own creative work has reflected the core values and sources of pride for your home nation, and see if you can't better understand our Archaic Greek reading! GOOD LUCK!

Saturday, October 14

Monday, October 9

Humanities 10 Syllabus from Oct 10


Hey guys, while we are going to be talking about alot of different issues in class during the coming weeks, make sure you do the readings listed below so you can contribute! I will also be adding and making photo copies of some great primary sources as well, so check back here every few days to make sure you have the updated syllabus!

Each assignment is to be completed for class each night, and will be collected on occassion.


Assignment 1: (re)Read pp 127 to 133 and answer question 7 on pp 133


Assignment 2: Read your handout from the Iliad, handed out in class today. (9/11) Make sure to look up any words you don't understand.


Assignment 3: (re)Read our section of the Iliad, then, answer the following question.


The sheild of Achilles depicts several very specific scenes. Most historians agree that these scenes are meant to describe the 'perfect' greek society (in the eyes of the Archaic poet). In your own words, can you describe what 'Homer' views as the perfect polis? What does the perfect polis require? How should its citizens behave?




Sunday, October 1

Humanities 10 Homework for the week of Oct 1

Hey guys, here are your next few homework assignments! Also, see below for a reading (short) on the explosion of the island of Thera (now Santorini) that may have destroyed the Mycenaen Civilization (with a little Dorian help)

here are some Greek Terms you will need to understand your reading"
demos - litterally: "the people"
agathoi - the aristocratic or powerful class of greeks
tyrranis - tyrant, dictator
genos - "clan" or "lineage"
basileus -- an archaic greek king

Assignment 1: Read the section titled "The Hoplite Army" pp 103 - 105 and please answer the following questions.
q1: What is a phalanx, and why is it important?
q2: What is a hoplite?
q3: What is a hoplite's job within a phalanx?
q4: What is "the pushing"?
q5: Who could fight as a hoplite?

Assignment 2: Read the section titled "The Hoplite Army and the Polis" pp. 105 - 106 and answer the following questions.
q1: How did the Hoplite Phalanx effect Greek Political ideology?
q2: What is Tyraeus' view of the phalanx and honor?
q3: How did the Hoplite Phalanx destroy the power of the aristocrats (agathoi)?

Assignement 3: Read the section titled "The Archaic Age Tyrants" and answer the following questions.
q1: What is a Greek Tyrrannos?
q2: What brought about the creation of a tyrranos?
q3: Why would the commoners of a Greek polis support a tyrrannos?


From: www.kent.net/DisplacedDynasties/TheSantoriniExplosion.html
The Eruption of Thera
The island known as Santorini lies approximately 45 miles (75 km) north of Crete. According to the traditional history it was an important constituent of the Cretan Minoan confederacy until that civilization ended, supposedly in the early part of the 15th century B.C., at a time when Egypt was ruled by its 18th dynasty. The island, known also by the name Thera, was volcanic, its central peak rising to a height of around 5000 feet (1600 m) According to prevailing scholarly opinion a series of eruptions, culmating in a cataclysmic explosion, destroyed a major part of the island around the year 1470 B.C. The explosion not only destroyed a major part of the island, including much of the Minoan population both there and on Crete, but so weakened the Minoan civilization that it soon succumbed to an invasion of Mycenaean Greeks and vanished from history.
The final vocanic eruption of Thera is the stuff of legends. The explosion has been favorably compared to that of Krakotoa, east of Java in 1883 of the present era. That recent massive upheaval send giant tidal waves throughout the south pacific and filled the atmosphere with ash that spread throughout the world, influencing climate for generations. Santorini, according to the experts, "was about 4 times larger than Krakotoa, and probably at least twice as violent. The fury of Santorini's final explosion is inferred from geologic core samples, from comparison to the detailed observations made on Krakotoa in 1883, and from the simulaneous obliteration of almost all Minoan settlements." One author (unidentified) summarizes the event as follows:
In summer, circa 1470 BC, Santorini exploded. Volcanic ash filled the sky, blotted out the sun, and triggered hail and lightning. A heavy layer of volcanic ash rained down over the Aegean, covering islands and crops. Earthquakes shook the land, and stone structures fell from the motion. When the enormous magma chamber at Santorini finally collapsed to form the existing caldera, enormous tsunamis (tidal waves) spread outward in all directions. The coastal villages of Crete were flooded and destroyed. The only major Minoan structure surviving the waves and earthquakes was the palace at Knossos, far enough insland to escape the tidal waves. But in the days that followed, volcanic ash covered some settlements, and defoliated the island. Buildings were completely covered in volcanic ash by the cataclysmic explosion. In famine from the ash, with the bulk of their civilization washed away, the remaining Minoans were overrun by Mycaeneans from Greece, and Knossos finally fell.
What was left in the aftermath of the great explosion was the jagged edge of the once proud and majestic volcano, the central caldera now covered by the Aegean sea, the rim less than a third the height of the original peak. A quick glimpse of the site immediately raises a question: What must have been the effects on contiguous areas of the ancient near east, indeed on the world, as this mountain turned to ash polluted the atmosphere and obliterated the sun for days and weeks or even months and years following? The event must have had severe consequences beyond those already noted for the Minoan and Mycenaean civilizations.

Monday, September 25

HUMANITIES REVIEW

HUMANITIES 10 TEST REVIEW
hey all, here it is again, the second attempted post!!!!
Some Terms to know for Vocab: (if you don't know them and have them in your notes, you can allways check on wikipedia.com!
Civilization
Scribe
Cuneiform
Dynasty
Polytheism
Hammurabi
Fertile Crescent
City-State
Pharaoh
Ziggurat
Mandate of Heaven
Cultural diffusion
Oligarchy
Hieroglyphics
Empire
anarchy
silt
barter
SOME POSSIBLE LONG ANSWER (short essay) Topics:
What role did rivers have in the development of government?

What should be the main purpose of laws: to promote good behavior or to punish bad behavior?

Please prioritize the following based on which of them has the greatest impact on your personal culture: family, media, school or government.

Sunday, September 17

Humanities 10 Homework due Sept. 17 (18th for block c)


Hey homes-
TONIGHT for homework please think about (and write down a list) of what would be needed to create a perfect ANCIENT villiage. Think about geography, politics, economics and social needs. For my C blockers think about what the first villiage of Myceanea might have looked like before it became the home of a civilization. What would Hamorabi's towns have looked like? What would they have needed?
You may DRAW an image of your villiage, but this is not necessary, please MAKE A LIST of things that are needed for this villiage.
cheers,
jeff

Sunday, September 10

HUMANITIES 10: HMWK Assigned Sept. 10


Humanities 10: Homework Sept. 10 (Due Sept 11 for C BLOCK. Sept 12 for D BLOCK
I hope everyone listened to me in class today, since I told you there that you would need to go to the blog and read the following article. I have attached it here:

http://en.wikipedia.org/w/index.php?title=Code_of_Hammurabi&printable=yes#External_links

Read the article (and print it out), then answer the following questions and bring them with you to class tomorrow.
1. If a person broke the law could he claim ignorance of the law and get away with it? Why or why not?

2. What was one problem the average person might have with understanding and obeying the laws?

3. Why did Hammurabi write the codes out?

4. How was Hammurabi different from rulers that came before him?

5. Why is the Code of Hammurabi considered so important? Why do we still think about it today?

6. Read through the laws that are listed at the bottom of the article. Please pick five of them the you think would still be useful today. Pick five that you think are of no relevance to today's world. Be ready to discuss in class your choices.