Block 9/4-5/13

1. Block 9/4-5/13 • Get out the following: • Pen, pencil, highlighters • 2 Blank KTMs (or create them) • White packet from yesterday • 2 Blank papers

2. Finish the last page in the white packet and be prepared to share your reasons and evidence for your argument.

3. Evidence

4. Peer Edit Rubric: Mark each item as with the score that applies, then give an overall score at the top. Advanced: A range • Thesis / Claim: Answers ALL aspects of the prompt in a clear and specific way and gives REASON(S) for that answer • Evidence • Pulls evidence from AT LEAST TWO documents • Addresses the source • Evidence strongly supports argument and main idea of the paragraph • Analysis • Analysis fully explains the evidence • Analysis gives specific reasons how the evidence proves the argument Proficient: B range • Thesis / Claim: Answers ALL aspects of the prompt, but reason(s) for answer might be short and not specific • Evidence • Pulls Evidence from AT LEAST TWO documents • Evidence is short and the source is not fully addressed • Evidence supports argument, but not the best evidence • Analysis • Analysis explains the evidence, but is shortor unspecific Basic: C range • Thesis / Claim: Answers the prompt but does not provide a reason for the answer • Evidence: Evidence is not a quotation or does not support the argument • Analysis: Little or no explanation of the evidence, simply repeats what evidence says

5. Unit 1 Content Rubric

6. Key Term Map: Western Political Thought Glossary Definition- a philosophy of values andpractices based on individualism, rights, and the rule of law; influenced by Judeo-Christian and Enlightenment traditions, and associated with modern Europe and North America Versions of the word: 2. Examples & opposites - give examples of the vocab word 3. Related Words- List words related to this concept 4. My Definition- Write a definition in your own words 5. Symbolic Graphic- Draw a picture or symbol that represents this idea…

7. Key Term Map: Western Political Thought Glossary Definition- a philosophy of values andpractices based on individualism, rights, and the rule of law; influenced by Judeo-Christian and Enlightenment traditions, and associated with modern Europe and North America Versions of the word: 2. Examples & opposites - give examples of the vocab word If it’s incorrect If you don’t understand If it’s correct 3. Related Words- List words related to this concept 4. My Definition- Write a definition in your own words 5. Symbolic Graphic- Draw a picture or symbol that represents this idea… Finally, sign your name at the bottom. For example: P.E.: Mrs. Burmeister

8. Athens, Greece Rome, Italy Same: Political: (at least 3) Social: Economic: Political: Social: Economic: Use Prologue, Section 1 (starting on pg.2), to categorize similarities and differences between ancient Greece and Rome.

9. Key Term Map for: Autocracy Homework!

10. Oh My Goodness! It’s FRIDAY already! • Please get out the following: • Athens and Rome Venn Diagram • Unit 1 Content Rubric • Autocracy KTM • Blank sheet of binder paper • Highlighter, pen, pencil

11. Athens, Greece Rome, Italy Same: Political: (at least 3 ea.) Social: Economic: Political: Social: Economic: Use Prologue, Section 1 (starting on pg.2), to categorize similarities and differences between ancient Greece and Rome.

12. Athens, Greece Rome, Italy Political Social Economic • P • Practiced monarchy, aristocracy, oligarchy and direct democracy • Solon: 594 b.c., 7 wisemen of Greece created democratic reforms • First direct democracy • Rule of people from “demos” • S • Only men with land could vote • Classes based on wealth, not blood line • Women, slaves and foreigners could not have citizenship • E • Crisis under oligarchy, slavery and poverty

13. 1. Discuss with your partner and answer the following question on a new piece of paper: What does it mean to summarize? 2. Practice summarizing the below information about Athens in one paragraph (about five sentences). Hint: you should divide your information between positive and negative. Include the 5 “W”s: Who, What, When, Where and Why However,

14. Happy Monday! Get out the following: • Unit 1 Content Rubric • Pen, pencil, highlighter • Autocracy KTM • Greece and Rome summaries • 1 sheet of paper for notes: date 9/9/13

15. 3. Practice summarizing the below information about Rome in one paragraph (about five sentences). Hint: you should divide your information between positive and negative. Include the 5 “W”s: Who, What, When, Where and Why However,

16. Key Term Map for: Autocracy

17. Key Term Map for: Autocracy If it’s incorrect If you don’t understand If it’s correct

18. Act Out Summary • You and your partner will each get a sheet about a prominent figure in either Athens or Rome around 550 B.C. • Your job is to create a summary in a script for yourself about the character, then act out the script/character for your partner. • You will be timed: 8 minutes preparation, 1 min. each to perform. • As your partner performs, you will create your own brief summary about the character. • Finally, check in with your partner to see if your understanding is correct.

19. Forum literally means a place to meet. • Romans would gather both at the market to buy goods and to debate politics and life here. Coliseum Roman Forum 2000

20. The Parthenon was the Greek version of the Roman Forum in some ways • Greeks use this as a temple, but also a place for government officials and money Greek Parthenon in the Acropolis (the high hill) 2000

21. Greek and Roman philosophers created and challenged new ideas while in forums and sacred structures. • The philosophies (ideas) about life and politics were noted in many of their own special works.

22. Block 9/11-12/13 Get out the following: • Unit 1 Content Rubric • Pen, pencil, highlighter • Plato and Aristotle guided reading questions.

23. Remember 9/11/01 In honor of today, please remember what our nation has done to not only cope, but recover from the tragedy this day.

24. Plato and Aristotle: Socrates taught Platoand Plato taught Aristotle Plato’s Republic and Aristotle’s Politics Read the guided questions for Plato’s Republic with your partner. Read aloud the conversation between Plato and Glaukon with your partner. Discuss and write the best answers.

25. Look at the green sheet -“Forms of Government” Discuss with your partner which of the 9 most likely connects to Aristotle’s idea of a good government. Which of the 9 most closely connects to Plato’s idea of a good government?

26. Plato (left) at the school of Athens with Aristotle

27. Greek Contributions to WPT Remember we said artifacts are also primary sources. Use the artifacts and cartoons as a way to evaluate what Greece contributed to Western Political Thought.

28. Greece Formative: Copy and fill in the following sentence stems using the word bank below. NO NOTES • Greek philosophical tradition says that individuals have 1.______________________ and 2.__________________________. • In Greek philosophical tradition people were believed to be capable of 3._______________________. • 4.__________ and 5.__________ are similar in the way they set up society. • The 6.__________________ is planned according to laws for both Judeo-Christian and Greek philosophical tradition. • Greeks use 7._________________ to explain natural laws. • 8._______________________ is called the three 9.________________ in Greek Philosophical tradition. Separation of Powers Reason Codes Power of reason Branches of government Laws Human intelligence Governing themselves Universe

29. Greek philosophical tradition says that individuals have 1. Human Intelligence and 2. Power of Reason. In Greek philosophical tradition people were believed to be capable of 3. governing themselves. 4. Codes and 5. lawsare similar in the way they set up society. The 6. universe is planned according to laws for both J-C and Greek philosophical tradition. Greeks use 7. reason to explain natural laws. 8. Separation of powers is called the three 9. branches of government in Greek Philosophical tradition. These can be switched These can be switched These can NOT be switched

30. Put how many they got correct at the top, along with the level.

31. Proficient and Above: Use the below menu items to choose what you would like to do for the first 20 minutes of class as enrichment • Join Mrs. B’s group if you feel like you would rather focus on vocabulary and events. • After choosing one of the Greek characters, • Create a poem that speaks to the characters impact on their society. • Write a newspaper article about how your characters ideas have added to the function of modern day governments. • Create a fictional story about a fictional nation that applies a combination of the ideas of both of the characters. • Create a script for a play pitting the two characters against each other or as a “best friends team. • Or… create your own idea that challenges you.

32. Friday 9-13-13 Please get out the following: • Two blank pieces of binder paper • Unit 1 content rubric • Blank KTM • Pencil and highlighters

33. Reminders • You MUST be in your seats for attendance next week • All agendas and homework are already on my website • I will be emailing your parents to let them know I will be gone – you can still email me Tuesday through Friday next week with questions.

34. Key Term Map for: Monotheism

35. Key Term Map for: Monotheism

36. Prologue, Section 2 Guided Cornell Notes Notice how the questions on the left are ASQs Bullet point notes are fine, but include detail. Highlight important terms and space out your information so you can add later.

37. I have provided questions for you this time. You will create your own in the future. Practice creating your own ASQs here. BSQs are “advanced” The summary is the most important part for scoring well on CN Mastery.

38. Go back to the monotheism KTM Add anything new you learned from the Cornell Notes to the “monotheism” KTM

39. Monday 9-16-13 Please get out the following: • Two blank pieces of binder paper • Unit 1 content rubric • Prologue, Section 2 Cornell Notes • Cornell Notes scoring rubric. • Pencil and highlighters • “monotheism” KTM

40. Reminders • You MUST be in your seats for attendance next week • All agendas and homework are already on my website • You can still email me Tuesday through Friday next week with questions. • I am trying to be able to Skype into class if something cool is happening • Don’t forget about the CN video link. • 4th Period – make sure to put books back while I’m gone.

41. Peer Edit Cornell Notes • Using the CN rubric and “The CORNELL WAY”, review your partner’s CN • Make helpful comments on the notes • Write a score on the top of their notes • You reflect: what are missing if you did not get an A+

42. Making a Bubble Map - write these words and their definitions in your notes. One page per term! Laws equally apply to everyone 10 commandments Individuality- Those qualities that make a person unique and not the same as all others. An understanding of self separate from a group. Morality- Knowing the difference between right and wrong, good and evil. Now, draw bubbles around your boxes and fill them in with any beliefs, ideas or examples that you can find in your Cornell Notes on Judaism and Christianity about these concepts. You can use the text book as well….

43. Individuality Individuals can tell the difference between right and wrong God has a special relationship with everybody God gives us something to make us individuals, a Spark Individuals can affect the world Individuals have the ability to judge If the individual can judge from right or wrong Morality Ability to chose from good and evil and the responsibility to do so Oppose wrong doers Distinction between good and bad behavior Fairness Consideration of others Written code of laws to follow: 10 Commandments Do you have concepts like these?

44. Equality: Everybody has the right to chose from right and wrong Equality before God Laws and codes are for everyone Everyone is treated fairly regardless of race, religion, gender etc. Now, Do another one for Equality. What do these religions have to say about people’s rights in relation to God and each other? Equality- when all people have the same rights

45. Here is our List so far… • Equality • Everybody has the right to chose from right and wrong • Equality before God • Laws and codes are for everyone • Individuality • Individuals can tell the difference between right and wrong • God has a special relationship with everybody • God gives us something to make us individuals, a Spark • Individuals can effect the world • Individuals have the ability to judge • If the individual can judge from right or wrong • Morality • Ability to chose from good and evil and the responsibility to do so • Oppose wrong doers How many of these ideas are beliefs we teach children in the USA today as part of American Culture? Put a Star next to each one. These ideas are part of the foundation of Western Political Thought which is the Culture that Europeans spread around the world when they got all 5 Aspects of Success at the same time

46. Go back to the monotheism KTM Add anything new you learned from the bubble maps to the KTM

47. World Studies, Tuesday 9/17/13 • Judeo-Christian and Islam Venn Diagram (handout) with seat partner • Add to Monotheism KTM from Venn Diagram • Start/work on “Influences of Monotheistic Religions” DBQs with seat partner • HW: • Prepare for Judeo-Christian formative assessment when Mrs. B returns on Monday

48. Tuesday 9-17-13 Students, please get out the following: • Unit 1 content rubric • Prologue, Sect.2 CN • Bubble Notes • Monotheism KTM

49. Use your Cornell Notes, the text book and your partner to fill out as much as you can in each area of the Venn Diagram. You may choose a different format if it’s easier for you. Differences Judaism Christianity Islam Similarities You should have about 8 items per section

50. Highlight with your seat partner the most important items in each section of the Venn Diagram. Be prepared to share with the class. Differences Judaism Christianity Islam Similarities You should have about 8 items per section