The Industrial Revolution and Capitalism
| whap_ind.rev_2017.pdf |
French Revolution
French Revolution PODCASTING Assignment
For this unit, we have a) watched a documentary on the causes and most violent period of the revolution b) utilized chapter 19 sections 1-3 in our textbooks and c) used classroom notes and discussions. You may also wish to watch some corresponding Crash Course in World History videos and/or conduct some outside research. You are required to answer the following DEEP THOUGHT prompt, but this can be satisfied in bulleted, outline form. In class on Monday, we will turn our research into a “history podcast” via a Sherer-selected group. Best project gets bonus (and posted on the website) and will require total group contribution; don’t be the weak link, surprise yourself!
For this unit, we have a) watched a documentary on the causes and most violent period of the revolution b) utilized chapter 19 sections 1-3 in our textbooks and c) used classroom notes and discussions. You may also wish to watch some corresponding Crash Course in World History videos and/or conduct some outside research. You are required to answer the following DEEP THOUGHT prompt, but this can be satisfied in bulleted, outline form. In class on Monday, we will turn our research into a “history podcast” via a Sherer-selected group. Best project gets bonus (and posted on the website) and will require total group contribution; don’t be the weak link, surprise yourself!
- A) What were the major long-term and immediate causes of the French Revolution?
- B) How did the ideas of the European Enlightenment affect the French Revolution?
- C) What were the major changes made to France during the first ten years of the revolution, beginning in 1789 and ending in 1799?
- D) Was the violence of the French Revolution justified?
- E) What were the similarities and differences between the American and French Revolutions?
- F) “Power tends to corrupt, and absolute power corrupts absolutely.” What evidence do we have from the French Revolution to support this assertion?
- all members must be involved / all members must submit their written individual answers
- groups can be no larger than 6; all members must be in the same class period
- files must be submitted as an attachment to my email - sheream@nv.ccsd.net
- there is a difference between attachments and sharing via Google
- all emails must include first and last name of each group member and class period
- submission can be all one file or one for each prompt
- file extensions should NOT be for podcasting, but rather audio extensions such as: .mp3, .mp4, .wav, .flac
- files should include group leader’s last name, class period and assignment name
- no spaces, use underscore: computers like this
- ex: sherer_p1_FrenchRevPodcast for one file submissions or
- ex: sherer_p1_FrenchRevPodcast_part1 for individual files
- be sure to email it to a team member first and make sure the file works: in the real world, the excuse of “well, I emailed it to you yesterday, did you get it? Did “it” work?” are not valid nor accepted.
- Due: Thursday @ the beginning of class, no exceptions
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The Enlightenment: Age of Reason
| hwh_enlightenment.pdf |
The Age of Absolutism: Divine Right
Russia: Land of the Tsars documentary |
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Age of Exploration
Age of Exploration Short Answer Prompts:
- A) What caused the European Age of Exploration? What were they seeking? What did they find? What were their motives?
- B) How was the Spanish experience in the Americas similar to the Portuguese experience in the Indian Ocean? How were their colonial experiences different?
- C) How was the Atlantic (African) Slave trade similar to other forms of slavery in human history? How was it notably different?
- D) How did the Colombian Exchange affect human societies and history? What was exchanged and how was this significant? Who benefits and who does not?
- E) How did the European Age of Exploration create new ideas about economics? What changed and what continued?
- You will be required to answer @ least one of these prompts randomly; so know them all!
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| hwh_aofex_2018pdf.pdf |
China and the Mongols: East Asia 500 CE to 1650 CE
| hwh_mongols.pdf |
| ming_korea_japan.pdf |
| hwh_tangsongchina.pdf |
Medieval, the High Middle Ages and the European Renaissance
Final Thoughts on the in-class continuity and change over time essay on Humanism's affects on European society: READ MINE (abbreviated)
Humanism began during the European Renaissance in the 1400s in the wealthy and independent city-states of the northern Italian Peninsula. Humanists were inspired by the rediscovery of the “classic” ideas of the Greek and Roman civilizations. Humanists had a deep-seated desire and curiosity to explore the human experience. Humanists were very skeptical of accepted beliefs and advocated using reason and logic to think for oneself; in short use one’s human ability to come to their own conclusions instead of accepting everything as fact. An example of humanist belief can be seen in Francis Bacon’s quote “the truth is not at the beginning of an inquiry, but rather only at the end.” As we can see, questioning became more important than believing in “answers.”
Humanism differed significantly from the philosophies of the European Medieval period. The Middle Ages were dominated by the teachings of the Catholic Church and scholastic thinking. Basically, any pursuit of new knowledge had to agree with the previously held “truths” taught by the Roman Catholic Church, which became the most powerful government in Europe after the collapse of the Roman Empire in 476 CE. An example of this difference can be seen in the RCC’s preaching during the Crusades that any Christian that died fighting the infidel Muslims would get a free pass into heaven. The Medieval European population during the Dark Ages were almost entirely illiterate and were unable to check the teachings of the RCC and so were inclined to believe whatever was said because the threat of excommunication (and hell!) were powerful motivators
Humanist ideals had a dramatic impact on European society, specifically art, architecture, science and religion. Humanist painters like Leonardo da Vinci, Raphael and Michelangelo included personal expression in their paintings like the Last Supper, School of Athens, and the Sistine Chapel. These paintings also show an interest in classical wisdom while also showing the improvements in art styles, such as more accurate anatomy, shading and lighting, depth with linear perspective, etc. With regards to architecture, humanist contributions caused buildings to look more Greco-Roman with a noticeable return to balance, order and symmetry in addition to newly rediscovered technologies like the Roman dome. A great example of this would be Brunelleschi’s dome in the Florentine cathedral commissioned and patroned by the Medici family. In science, humanism caused a rediscovery of the scientific method. This caused many new discoveries to happen during the Renaissance, with a great example being the challenge of disproving the Ptolemaic-modeled Geocentric Universe. Monotheistic religions tended to love the idea of Earth at the center of the universe because of backed up the teaching of religion. However, one humanist scientist after another began to challenge these ideas using the scientific method. For example, Copernicus claimed the sun was at the middle, Kepler added that celestial bodies move in imperfect ovals and Galileo tied together the movement of moons and planets. Newton was the final addition to this as he invented calculus to prove his theory of gravity. Lastly, humanism had a lasting impact on European religion as well. Humanist priests began challenging the RCC’s monopoly of truth in numerous ways. For example, Erasmus a Dutch priest advocated for the printing of Bibles in vernacular (commonly spoken) languages. Martin Luther wrote his 95 Theses and challenged the RCC to disprove his ideals with reason and logic, which they were unable to do. These ideas and more led to the Protestant Reformation, the largest breaking-away from the Catholic Church since the Great Schism of 1054 CE.
Humanism began during the European Renaissance in the 1400s in the wealthy and independent city-states of the northern Italian Peninsula. Humanists were inspired by the rediscovery of the “classic” ideas of the Greek and Roman civilizations. Humanists had a deep-seated desire and curiosity to explore the human experience. Humanists were very skeptical of accepted beliefs and advocated using reason and logic to think for oneself; in short use one’s human ability to come to their own conclusions instead of accepting everything as fact. An example of humanist belief can be seen in Francis Bacon’s quote “the truth is not at the beginning of an inquiry, but rather only at the end.” As we can see, questioning became more important than believing in “answers.”
Humanism differed significantly from the philosophies of the European Medieval period. The Middle Ages were dominated by the teachings of the Catholic Church and scholastic thinking. Basically, any pursuit of new knowledge had to agree with the previously held “truths” taught by the Roman Catholic Church, which became the most powerful government in Europe after the collapse of the Roman Empire in 476 CE. An example of this difference can be seen in the RCC’s preaching during the Crusades that any Christian that died fighting the infidel Muslims would get a free pass into heaven. The Medieval European population during the Dark Ages were almost entirely illiterate and were unable to check the teachings of the RCC and so were inclined to believe whatever was said because the threat of excommunication (and hell!) were powerful motivators
Humanist ideals had a dramatic impact on European society, specifically art, architecture, science and religion. Humanist painters like Leonardo da Vinci, Raphael and Michelangelo included personal expression in their paintings like the Last Supper, School of Athens, and the Sistine Chapel. These paintings also show an interest in classical wisdom while also showing the improvements in art styles, such as more accurate anatomy, shading and lighting, depth with linear perspective, etc. With regards to architecture, humanist contributions caused buildings to look more Greco-Roman with a noticeable return to balance, order and symmetry in addition to newly rediscovered technologies like the Roman dome. A great example of this would be Brunelleschi’s dome in the Florentine cathedral commissioned and patroned by the Medici family. In science, humanism caused a rediscovery of the scientific method. This caused many new discoveries to happen during the Renaissance, with a great example being the challenge of disproving the Ptolemaic-modeled Geocentric Universe. Monotheistic religions tended to love the idea of Earth at the center of the universe because of backed up the teaching of religion. However, one humanist scientist after another began to challenge these ideas using the scientific method. For example, Copernicus claimed the sun was at the middle, Kepler added that celestial bodies move in imperfect ovals and Galileo tied together the movement of moons and planets. Newton was the final addition to this as he invented calculus to prove his theory of gravity. Lastly, humanism had a lasting impact on European religion as well. Humanist priests began challenging the RCC’s monopoly of truth in numerous ways. For example, Erasmus a Dutch priest advocated for the printing of Bibles in vernacular (commonly spoken) languages. Martin Luther wrote his 95 Theses and challenged the RCC to disprove his ideals with reason and logic, which they were unable to do. These ideas and more led to the Protestant Reformation, the largest breaking-away from the Catholic Church since the Great Schism of 1054 CE.
| hwh_proreformation.pdf |
| whap_huminism_in_art.pdf |
| hwh_hmages_2019.pdf |
| hwh_medievalrcc2019.pdf |
Medieval, the High Middle Ages and the European Renaissance
Christianity and Medieval Europe
| wh_medievaleurope.pdf |
| hwh_rise-of-christinity.pdf |
Christianity and Medieval Europe
Islam and the Arab Empire
Islam Test Review - Big Test and the last of the second quarter: Bonus available (especially with the short answers)
You MAY make a cheat sheet: HANDWRITTEN front and back of a single sheet of paper [no tricks]
Key Terms to Know:
Key People to Know:
Know:
Short Answers:
You MAY make a cheat sheet: HANDWRITTEN front and back of a single sheet of paper [no tricks]
Key Terms to Know:
- oasis
- blood feuds
- hijra
- monotheistic
- Mecca
- Yathrib / Medina
- Kaaba
- mosque
- hajj
- jihad
- Quran
- Sharia
- Hadiths
- Umma
- Caliph / Caliphate
- Umayyad Caliphate
- Abbasid Caliphate
- Battle of Tours, 732 CE
- Sunni
- Shia
- Sufi
- minarets
- muezzin
- Crusades
- social mobility
- arabesque
- calligraphy
- Delhi Sultanate
- Mughal India
- Safavid Empire
- Ottoman Empire
- Mongols
Key People to Know:
- Abraham
- Jesus
- Muhammed
- Khadija
- Abu Bakr
- Bedouins
- 4 Rightly Guided Caliphs
Know:
- Muslim “Achievements” [DBQ and section 3 of textbook]
- Your Map!
Short Answers:
- How did geography affect the Arabs and later Islamic civilization? (video, lecture, map, textbook)
- How is Islam similar/different when compared to Judaism and Christianity? (worksheet assignment, videos, lecture and textbook)
- What factors shaped Muhammed’s life and outlook / world view before he became the Seal of the Prophets? (lecture, textbook)
- What are the 5 pillars of Islam and how do they shape Muslim life? (reader, lecture, textbook)
- What factors caused Islam to spread? What prompted people to convert to Islam? (lecture, textbook)
- What caused the schism in Islamic society? What are the three major sects and how do their beliefs differ? How are they similar? (lecture, textbook)
- What is the unofficial 6th Pillar of Islam? What does it mean and how did the interpretation of this change over time? (lecture, textbook)
- How did the following change from before and after the life of Prophet Muhammed: Arab culture, Mecca, Kaaba (video, lecture, textbook)
- To Muslims, early Christian and Jewish communities were considered the “People of the Book” because of how similar their beliefs were. To Muslims, they view their religion as corrective rather than an entirely new religion. Along these lines, according to Islam, why were Jews and Christians “wrong?” (lecture)
| wh_islam_dbq.pdf |
| the_rise_of_islam_18_brief.pdf |
Islam and the Arab Empire
The Civilizations of the Americas
| hwh_inca.pdf |
| hwh_americas_2018.pdf |
The Civilizations of the Americas
S.P.Q.R. - The Romans
Wednesday's Roman Quest for Knowledge: What to Study
- Multiple Choice: 15 Questions
- True or False: 7 Questions
- Doc-Based: 5 Questions
- Key Terms
- Roman Republic
- Plebs, Patricians, Republic, Senate, Tribunes, Consuls, Dictator
- Aqueduct, legion, gladiator, latifundias, Punic Wars, emperor, Pax Romana, provinces, civil war
- Roman Republic
- Key People
- Constantine, Julius Caesar, Hannibal, Augustus, T. & G. Gracchus, Diocletian, Constantine, Attila the Hun, Cincinnatus
- Short Answer / Essay:
- What factors contributed to the collapse of the Western Roman Empire?
- provide military, political, social AND economic causes
- What factors contributed to the collapse of the Western Roman Empire?
| hwh_rome_thefall.pdf |
| hwh_augustus_through_achievements.pdf |
| hwh_romanrepublic2empire.pdf |
| hwh_romanrepublic_expansion.pdf |
| hwh_rome_introduction.pdf |
The Greeks
| hwh_sparta_athens_cc.pdf |
| wh_acheievements_of_the_greek_mind.pdf |
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Wars! Greco-Persian and Peloponnesian
Sparta and Athens |
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Unit 3: Classical India, China and Persia:
Ideologies, Religions and Belief Systems
| hwh_china.pdf |
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Unit 2: The World's First Civilizations |
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Unit 2: The World's First Civilizations
Human Civilization! |
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Guns, Germs & Steel - Jared Diamond's Documentary
Paleolithic and Neolithic Human Societies |
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Professional of the Social Sciences |
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Themes of Geography |
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"There's no success like failure, and failure's no success at all" - Bob Dylan