Showing posts with label Free Essay. Show all posts
Showing posts with label Free Essay. Show all posts

Thursday, January 28, 2021

Earth Island

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To an ordinary person, a life raft, an island, and the earth may not resemble in any way. They¡¯re different in physical appearance, in emotional affections, and even in literary symbolic meaning. But to an environmentalist, these three systems have many similarities in their way of supporting livelihood. With limited resource and unlimited demand due to population, no matter how big a system is (in this case, the planet earth is the biggest comparing to the other two), livelihood must be restricted to sustainable development..Generally, people in these three systems face similar living condition ¡ยช sharing but competing with each other for the limited resource in order to survive. On a life raft, the survivals have limited food and water supplies, so they have to restrain their wants to the least amount and wait for the salvation to come. Otherwise, everybody will be destroyed by the afflictions on sea. On a moderate size island, the residents only have access to the resource on that island. Unless they import goods (which will lead to high cost of living such as that in Hawaii), they must not over exploit the resource. Otherwise, the livelihood cannot sustain when the resource are used up (which is the case of Easter Island). On the earth, every country is to promote its economy and maintain a decent livelihood for its citizens. In history, many countries have invaded and destroyed others for their rich resource, such as the case of Japan vs. China in World War II. However, due to rapid population growth, people cannot find much more resource anywhere on the earth, so if we do not restrict the waste of resource, we will come to a day of ultimate destruction.Despite the environment of these three systems, the most distinctive difference among them is the need or the chance for help. While the survivals could have the hope for salvation and the residents on islands could import goods, human beings on the earth have no other resource besides those already on the earth. If they are used up, they are gone forever! We cannot place our future depend on the hope of help from extraterrestrials or importations from outer space.In short, human beings are living in a big life raft named the Earth. If we do not restrain our greedy wants of resource to sustainable amount, the resource on this raft can no longer serve our needs and the extinction of humans and all other species will be right at the corner waiting for us.Help with essay on Earth Island


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Wednesday, January 27, 2021

Louis Pasteur

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I am going to be talking about Louis Pasteur. He was a wonderful scientists, when is came to inventions. Louis Pasteur was born in Ole, France. He had problems going thorough elementary, but later in life he was smart as ever. Where his father registered him into a college in Arbois, he was literally turned down. Because of his outstanding intelligence. They ended up pointed him in the right direction to Ecole Normale Superiever in Paris. It was a school that trained outstanding students for careers in science. This was where Pasteur began his journey of discoveries. Louis Pasteur was born in 18 and pasted away in 185.


In Louis Pasteur's years of living he made many contributions. Including the invention of pasteurizing milk. It was the process of heating a liquid, milk, most likely, to destroy harmful bacteria. Doing this without changing the flavor or nutritious value involved in it. This process was developed in 1865. And has been followed ever since. This was used for a few other liquids, but milk was the most useful.


Another useful finding by Louis Pasteur was rabies. This was a very helpful tip. He included that the disease rests in the nerve centers of the body, and he developed a weakened form of the virus. Louis Pasteur's research on rabies led to the establishment in 1888 of the institute Pasteur. This was a special institute in Paris dedicated to treating diseases. This institute remains one of the most important centers in the world. At least for the study of infectious diseases.


There are many reasons why I choose to write on Louis Pasteur. For one reason I actually knew his name. Another was because I just happened to be talking to my mom while drinking milk, about whom I should write about. Well the real reason is because I thought he was interesting. Also he was famous, and he was involved with many research and developments. Which lead to many important findings. Which have helped us so much in the world today


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I Am Sorry

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I dont want to give you an essay that i have written. I just want to look at a paper so that i can understand what my teacher has asked of me. I am sorry that I cant gove you one of my essays, but I think it would be proper of me to not give away horrible failing english papers; it would probably save anyone who looks at this website from some kind of failing grade. I have to write out 50 words or i cant register so i am going to sit here and talk about something really dumb. Whenever I get to 50 words I will most likely stop; one true example that I cant write an essay is because i start rambling on something else. If I could hurry and get in I can go to sleep and not have to worry about this. I will see ya soon. Dude this is still not 50 words it is getting on my last nerve. I think that if I finish writing this then i am going to go to sleep. I love you so much you make twitch with anticipation you even make me itch while I have constipation, I think of you all the time while im using your pick up lines, u have a heart with hopes and dreams, yum yum I want some ice cream, sorry im getting off the line all I want to say is damn you fine. When I see you I want to say mamma mea oh shit I have diarrhea. (Hey flappy) (What slappy) (Your remember that girl lea) oh yea she had a bad case of diarrhea) (oh me too)(oh flappy you stink pew yew)(anyways we have to go) (oh no don't say go) (oh slappy shut up) this is from flappy and slappy we swear were not gay all we have to say is happy birthday. Love always Ashley and Keri...


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Tuesday, January 26, 2021

The Chambered Nautilus

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Like the chambered nautilus, people start out as small, vulnerable creatures in need of shelter to survive. With time, both build themselves even larger and more extraordinary shells, sealing behind them a series of chambers which contain the secrets of their origins. Both the nautilus and people must keep those chambers sealed to stay afloat and survive. Little do people, as well as the nautilus, realize that these shells are formed on the basis of securing one's sanity. Otherwise, one becomes too comfortable or free in one's environment. This freedom can lead to one's destruction. Thus, life is a process of circular reasoning. In many cases, one's destruction is the only escape from this tragedy. This is why one should always stay in one's shell in order to prevent such things from occurring.


The nautilus is one of the most fragile of organisms. Therefore, the nautilus needs it's shell in order to survive. Once it's shell is torn immediate death occurs " Before thee lies revealed - Its irised ceiling rent, its sunless crypt unsealed!" (The Chambered Nautilus 164). The nautilus's life, including it's origin which is hidden deep within it's soul, is exposed to the light were it will eventually wither and vanish. However, the nautilus's death frees it from a life of containment in the shell and allows it to explore a world it never knew " Stretched in his last-found home, and knew the old no more," (The Chambered Nautilus 164). Now, the nautilus is part of the world, in spirit, since it missed out on so much of the world due to the concealment of it's shell.


The same can be said about people and their shells. I believe life to be an unmapped maze, which changes it's routes as one tries to surmount the arduous obstacles in life. I feel that the misunderstandings that one encounters in life are suppressed in one's shell. This is why one should stay in one's shell in order to avoid the trauma that life brings. One could argue that people's misunderstandings just need to be sorted through, but this could lead to more confusion. Hence, one is trapped in a world of circular thinking and self-knowledge which inhibits one from taking part in one's generation. This makes it evident that life is based on different levels of complexity.


In order to prevent destruction, people and the nautilus must stay hidden in their shells. One walks around in circles not realizing that one has not gained any new knowledge of one's being. I will admit that people follow the belief of timshel and try to decide their own destinies. The two words thou mayest lead people to believe that life changes everyday due to his/her actions. But how can one decide his/her destiny when it has already been decided for him/her?


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Resume Template

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Lisa Lutrario. 6 Arnold Roa.Coventry, RI 081


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Home Phone (401) 81-44.OBJECTIVE To secure a challenging and rewarding position in the field of elementary school education.QUALIFICATION.Successful completion of student teaching in a fifth grade classroo.Participation in an after-school program in a culturally diverse schoo.Exceptional communication skill.Promoted to management position in part-time employmen.Highly flexible and adaptable. EDUCATIO.18-00Bachelor of Science Degree, Elementary Education, Rhode Island Colleg.General Science Concentration, General Education Honor.Student Teaching Honor.EMPLOYMEN.June 00-Present Accounts Receivable Representative- Vanguard Home Medical Equipmen.In the same manner as above, describe your first job responsibilities. Be concise; remove all unnecessary words and phrases. Include the specific results of your actions or decisions to demonstrate your contribution..May 00-June 00 Data Entry Clerk- RI Temps, Inc.Responsible for entering data entry using computer software and the Interne.Communicating with customers via telephone and fa.Promoting sales and events to clients.March 16-May 00 Shift Manager- TACORI CORP./Taco Bell Franchise.Supervise crew members and crew trainers throughout day to day operation.Provide exceptional customer service, reflected in higher "mystery shop" score.Ensure proper food safety and quality standard.Recognize and communicate sales trends to GM to impact profitabilit.Enforce cash handling procedures and identify possible violations of polic.Oversee crew member training and developmen.Ensure proper opening and closing procedures are followed and timed to standardized compan goa.Monitor and control inventory, determining necessary prep levels, and utilization of FIF.Regulate and control payroll, ensuring no minor or break violations in accordance with state law.Communicate with managers and crew through use of daily logs, email, and telecommunications..


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Monday, January 25, 2021

As a Driven Leaf

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The novel, As a Driven Leaf was overall an intriguing and good one. Historically, there is not much known about Elisha Ben Abuyah. What most people know is merely that he was a rabbi, he read Greek books, and thaqt he was excommunicated. I liked the fact that Milton Steinberg was able to breathe life into there mere facts and write a very touching story about a man trying to find the connection with ancient tradition and modern philosophy, faith, and reason.


The themes of this novel are very relevant for contemporary American Jews today because today there are different segments of Judaism. Everyone's beliefs are unique and differentiate, even though the beliefs all stem from the same religion. Many people challenge God's existence, purpose, and connection to the world. The general ideas and concepts people had in the novel can apply to any time period.


The importance of Rabbi Meir and Beruriah and Pappas was to show their relationship with Elisha, and the contrast between them. Rabbi Meir and Beruriah had a very open, friendly relationship with Elisha. They made sure Elisha knew that he could come to them whenever he needed to and they could talk to him and be counted on for anything. When Elisha was beginning to struggle, Rabbi Meir and Beruriah tried to help Elisha get back on the right track.


Elisha's friendship with Pappas was based more on things they actually did, rather than discuss. Pappas is almost like an instigator and he introduces Elisha to a lot of new people and ideas. From the beginning of the book, it seemed they would be getting into little mischievous deeds together. For example, one day they were taking a break from their studies when they head Roman soldiers coming, so they ran over to go talk to them. Pappas continues to make remarks with one of the soldiers, while Elisha tugs on Pappas' sleeve, trying to tell him to settle down so they can go


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The title As a Driven Leaf is part of one of the stories from the Bible. The man in the story, Job, is talking to Eliphaz and Bildad and thn to God saying that he feels like he is in chains by God. God pushes him along just like a leaf is pushed by the wind. He gets no opportunity and no response from God. He feels helpless, just as a leaf is when it is being driven along by the wind. The leaf cannot overpower the wind and gets no response from it. This is a metaphor for Elisha, because no matter how much he challenges God, he gets no answers..


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Friday, January 22, 2021

HEMOPHILIA

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HEMOPHILIA.


Hemophilia is an inherited disease, which prevents the body from clotting blood. People with hemophilia have trouble clotting blood is because they have a low level of protein called factors. Hemophilia is separated into two categories Hemophilia A, and Hemophilia B. The difference between the two is only that it has different amounts of factors. In the US only 400,000 people have hemophilia. Out of the 400,000 people who have this disease 400 babies are born with this disease. What causes hemophilia is that this inherited disease is passed on the X chromosome. Although a male has an XY chromosome a male will never pass this disease on to there sons, but there is a chance that they would to there daughters. Some symptoms that u would have if u had hemophilia would be uncontrollable bleeding, bruises from small accidents which could result in hematoma (which is bleeding under the skin). Also u could have Hemarthrosis, which is (bleeding in the joints). This disorder can cause immobility and can become a defect if not treated. You could also bleed into your muscles, which can cause redness. Hemophilia can be treated according to your age, your health, and your medical history.The probability of your son or daughter having hemophilia depends on a couple of factors. The main factor in this is the sex of your offspring; a male child will have a much greater chance of having hemophilia then a female child will, thus making hemophilia a sex-linked disease. All of the possible combinations of this are attached. The second factor is whether the mother or father have hemophilia or are they a carrier of it. An example of a family with hemophilia is non.


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Thursday, January 21, 2021

Mary Kay Letourneau

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Mary Kay Letourneau was a schoolteacher in Washington. She was married to Steve, an airline baggage handler. They both worked hard but they could not keep up on their bills. They argued all the time. Not only did they argue about money but they also argued about the messy house, kids, and Mary suspected Steve was cheating on her. They had four kids of their own and Vili Fualaau, a former student of Marys was arround all the time. Steve came home from work and got upset that Vili was there. He told his wife it was summer time and he needed to go home. Villi left in a hurry...Mary Kay jumped into the family minivan and took off after him. She found the teen walking along a nearby marina. She stopped and Vili got in. Mary Kay apologized to the boy for her husband's rudeness. Then she started crying. Even though there was a 1-year age difference, he had felt a great closeness to Mary Kay. He later admitted he started puberty at age 10 and he often fantasized about his teacher. He had even bet a friend $0 that he "could sleep with the teach." Some reports say that Vili was a gang member who always carried a knife. He wanted to grow up quickly.


He comforted the Mary and he wanted to go farther. He kissed her. To his joy, she returned the kiss. The two were hugging, touching each other intimately, and kissing. Flashing lights appeared behind them. A night watchman thought the parked car might be suspicious and called police. "What is going on here?" an officer asked. Mary Kay gave her full name and said she was a schoolteacher. She was watching Vili overnight because his mother worked a late shift. "How old is the boy?" she was asked. "Eighteen," she replied. They could tell by looking at him that he could not be 18. He did not have a driver's license or a state ID card. They asked him how old he is and he said he was 14. The police took them down to the station. Officers called Vili's mother, Soona Fualaau. She told the police that she trusted Letourneau. The two were free to leave. A few days later, 4-year-old Mary Kay Letourneau and 1-year-old Vili Fualaau first had sexual intercourse. Vili would later claim they had sex 00 to 400 times.Mary told a friend that she was pregnant and it was not Steves. She wanted Steve to think that he is the father while she was pregnant. She did not believe the lie could last after the birth because the child is going to have dark hair and skin. Steve realized the truth. He told some of his relatives he believed his wife was pregnant by that 1-year-old. It was only a few weeks into his wife's fifth pregnancy that he began hitting her. He would shout at her, in front of their children. She claimed that he once repeatedly punched her in the stomach to try to cause a miscarriage of what he called the "nigger baby". He urged her to get an abortion. Mary Kay claimed that her own mother, a pro-life woman, Mary Schmitz, also advised terminating the pregnancy. On February 5, 17, a cousin of Steve Letourneau made an anonymous phone call, first to Child Protective Services and then to the Highline School District to report that Mary Kay had had sex with a 1-year-old. Child Protective Services forwarded the report to the police.


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Vili was now a seventh-grader at Cascade Middle School. The day after the phone tip, a detective questioned him there. The policewoman wrote in her report "I asked him what kind of relationship it was. He was very quiet and did not say anything at that time. I asked him if it was a boyfriend-girlfriend type relationship. He said it was. I asked him if it went any further than that. Vili said they had sex." However, he told the officer it had only been about four or five times. Later, he told others he downplayed the amount of sex for fear of sending Mary Kay to prison for life. That same day, pregnant Mary Kay was called out of a teacher's meeting and arrested for statutory rape. She broke down in the police interrogation room, and started crying.


Later, released on bail, Mary Kay went home to an empty house. Steve was gone and so were her children. Her mother, Mary Schmitz, phoned to tell her that relatives had taken in her four children. Vili maintained that he was not the "victim" he is routinely called and was not traumatized by anything that happened with Mary Kay. His mother, who disapproves of their sexual relationship, also said her son is no victim and thought the case should never have been prosecuted.


Mary Kay went through a series of court-ordered psychiatric examinations. Dr. Julia Moore found that Mary Kay had mood swings and diagnosed her with bipolar disorder. The doctor prescribed mood-stabilizing drugs and psychotherapy.


In May 17, Mary Kay gave birth to her fifth child. It was a daughter and Mary Kay named her Audrey Lokelani Fualaau.


With her husband and first four children gone, and facing the possibility of a lengthy prison term, Mary Kay appeared to forget her troubles in her joy over her newborn. Defying the court, Mary Kay allowed Vili to spend much time at her house. The 14-year-old father changed his baby daughter's diapers and heated her formula.


In July 17 her lawyer worked out a deal for Mary Kay. She would plead guilty to child rape, take her medication for at least six months and serve three months in jail when she would be released on probation. After being released from the three months in jail, she would participate in a treatment program for sex offenders. Judge Lau accepted the plea bargain with two conditions. One was that Mary Kay gives up custody of Audrey to Vili's mother until her release. The second was that she never again has any contact with Vili. The defendant agreed to both conditions. After serving three months behind bars, Mary Kay was let out in January 18.


On February , 18, Seattle police officers who were on a neighborhood patrol pulled up along a gray Volkswagen Fox sedan. The windows were steamed up and two people appeared to be having sex. Officers ordered the people inside to open the doors. The police instantly recognized Mary Kay Letourneau. She was arrested for violating parole. Vili Fualaau, then a high school freshman, was in the vehicle with her.Three days later, Mary Kay was back in court. Judge Lau came down on Mary Kay hard. "This case is not about a bad system. It is about an opportunity that you foolishly squandered," she told Mary Kay. The judge sentenced Mary Kay to seven and a half years in prison, the maximum for child rape.


Prison officials found out that Mary Kay was pregnant for the second time by Vili Fualaau. They made the decision not to prosecute her for an additional charge of child rape. Seven and a half years would be enough for her. In October 18, Mary Kay gave birth to a daughter she named Georgia. Like her older sister Audrey, Georgia is being raised by her grandmother Soona and dad Vili.


The case of Mary Kay Letourneau and her 1-year-old lover got allot of attention on questions of sexism, gender bias, and biological gender differences. There was another case where a man got a thirteen-year-old girl pregnant. People thought that Mary was getting more symphony than the man. The argument was that Mary, the adult got pregnant, not the thirteen year old child. The female alone bears the child and the physical and psychological costs of pregnancy. On the other case the man got the child pregnant, he did not have to deal with the pregnancy. Another argument is that the female does not have to be aroused in order to engage in sexual intercourse; the male does.


California's statutory rape law defines the crime, as "an act of sexual intercourse accomplished with a female not the wife of the perpetrator, where the female is under the age of 18 years." "One of the purposes" of the law is to "protect women from sexual intercourse and pregnancy at an age when the physical, emotional, and psychological consequences are particularly severe" and men do not get pregnant the "gender classification is not sexist, but rather reflects the fact that the sexes are not similar in certain circumstances.".In the case of Mary Kay Letourneau and Vili Fualaau, both parties agree that Vili initiated and enjoyed sex with Mary Kay. But because the child rape law in Washington State is gender neutral she is legally a rapist and he a victim. The outcome would have been different in Californi..


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Spain history

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nd Six WeeksEra I Human Origins and Early Civilizations, Prehistory to 1000 BC (continued) ANCIENT RIVER VALLEY CIVILIZATIONS LOCATING EGYPT, INDUS RIVER VALLEY, CHINA, HEBREWS, PHOENICIANS, AND KUSH IN TIME AND PLACE {WHI.a} During the New Stone Age, permanent settlements appeared in river valleys and around the Fertile Crescent. River valleys provided rich soil for crops, as well as protection from invasion. Why did ancient civilizations develop in river valleys? Where were the earliest civilizations located? When did these civilizations exist? SOCIAL, POLITICAL, AND ECONOMIC PATTERNS, INCLUDING SLAVERY (Egypt, Indus River Valley, China, Hebrews, Phoenicians, and Kush) {WHI.b} River valleys were the Cradles of Civilization. Early civilizations made major contributions to social, political, and economic progress. What were the social, political, and economic characteristics of early civilizations? RELIGIOUS TRADITIONS (Egypt, Indus River Valley, China, Hebrews, Phoenicians, and Kush) {WHI.c} Religion was a major part of life in all early civilizations. What religious traditions developed in ancient civilizations? JUDAISM (Egypt, Indus River Valley, China, Hebrews, Phoenicians, and Kush) {WHI.d} The monotheism of Abraham became the foundation of Judaism, Christianity, and Islam - religions that changed the world. The Hebrews were the first to become monotheists. What were essential beliefs of Judaism? How did Judaism influence Western civilization?DEVELOPMENT OF LANGUAGE AND WRITING (Egypt, Indus River Valley, China, Hebrews, Phoenicians, and Kush) {WHI.e} Language and writing were important cultural innovations. What forms of language and writing existed in early civilizations?Era II Classical Civilizations and Rise of Religious Traditions 1000 BC to 500 AD CIVILIZATIONS OF PERSIA, INDIA, AND CHINA PERSIA {WHI.4a} Built on earlier Central Asian and Mesopotamian civilizations, Persia developed the largest empire in the world. Persia and development of imperial bureaucracy How did Persia govern its empire?INDIA, ARYAN MIGRATIONS, CASTE SYSTEM {WHI.4b} Classical Indian civilization began in the Indus River Valley and spread to the Ganges River Valley, then through the Indian subcontinent. It continued with little interruption because of its geographic location. The Indo-Aryan people invaded the area, creating a rigidly structured society (caste system) blended with native beliefs. During the Golden Age of classical Indian culture, Indian people made significant contributions to world civilization. Why were physical geography and location important to the development of Indian civilization? What impact did the Aryans have on India? Why was the caste system central to Indian culture? What were the accomplishments of the Gupta dynasty? HINDUISM {WHI.4c} Hinduism was an important contribution of classical India. Hinduism influenced Indian society and culture and is still practiced in India today. What are the characteristics of the Hindu religion? How did Hinduism influence Indian society and culture?BUDDHISM {WHI.4d} Siddhartha Gautama founded Buddhism in a part of India that is in present-day Nepal. Buddhism became a major faith when Asoka sent missionaries throughout Asia. What are the characteristics of Buddhism? How did Buddhism spread?IMPACT OF CONFUCIANISM, TAOISM, BUDDHISM {WHI.4f} Chinese culture began around 1500 BC. Of Chinese contributions to civilization, Confucianism and Taoism are among the most noted. Why were Confucianism, Taoism, and Buddhism important in the formation of Chinese culture? CHINA, DEVELOPMENT OF THE EMPIRE AND GREAT WALL {WHI.4e} Classical China was centered on the Huan He (Yellow River) and was geographically isolated. Invaders entered China from the North. The Great Wall was built for Chinas protection. Why was the Great Wall of China built? What were the contributions of classical China to world civilization? JAPAN, SHINTO, AND BUDDHIST TRADITIONS AND INFLUENCE OF CHINESE CULTURE {WHI.10c} How has Japans geography influenced its development? How did Chinese culture influence Japan? Why were Shinto and Buddhism important to the development of Japanese culture?Era I Human Origins and Early Civilizations, Prehistory to 1000 BC (continued) ANCIENT RIVER VALLEY CIVILIZATIONS CONTINUED (Skills same as first six weeks) LOCATING EGYPT, INDUS RIVER VALLEY, CHINA, HEBREWS, PHOENICIANS, AND KUSH IN TIME AND PLACE {WHI.a}SOCIAL, POLITICAL, AND ECONOMIC PATTERNS, INCLUDING SLAVERY{WHI.b} (Skills same as first six weeks) RELIGIOUS TRADITIONS {WHI.c} (Skills same as first six weeks) JUDAISM {WHI.d} (Skills same as first six weeks)DEVELOPMENT OF LANGUAGE AND WRITING {WHI.e} (Skills same as first six weeks)Era II Classical Civilizations and Rise of Religious Traditions 1000 BC to 500 AD CIVILIZATIONS OF PERSIA, INDIA, AND CHINA PERSIA {WHI.4a} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. {WHI.1b} Identify major geographic features important to the study of Persia. {WHI.1c} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} Analyze Persians as rulers -Tolerance of conquered peoples -Development of imperial bureaucracy -Zoroastrianism as a religion -Road system. {WHI.1e} INDIA, ARYAN MIGRATIONS, CASTE SYSTEM {WHI.4b} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. {WHI.1b} Identify major geographic features - physical barriers such as the Himalayas, the Hindu Kush, and the Indian Ocean made invasion more difficult, mountain passes in the Hindu Kush provided invasion routes into the Indian subcontinent, and the Indus and Ganges were the most important rivers in the Indian subcontinent.{WHI.1c} Analyze trends in human migration and cultural interaction. {WHI.1e} HINDUISM {WHI.4c} Use maps, globes, artifacts, and pictures to analyze India and Hinduism. {WHI.1b} Identify major geographic features important to the study of India. {WHI.1c} Analyze trends in cultural interaction and explain the characteristics of the Hindu religion Hinduism - -Caste system in religious law based on occupations -Belief in many forms of one major deity -Reincarnation Cycles of rebirth -Karma Future reincarnation based on present behavior -Vedas and Upanishads Sacred writings. {WHI.1e} BUDDHISM {WHI.4d} Identify, analyze, and interpret primary and secondary sources to make generalizations about Buddhism.{WHI.1a} Use maps, globes, artifacts, and pictures to analyze how the Asokas missionaries and their writings spread Buddhism from India to China and other parts of Asia.{WHI.1b} Identify major geographic features important to the study of world history. {WHI.1c} Analyze the characteristics of Buddhism - Founder Siddhartha Gautama (Buddha) -Four Noble Truths -Eightfold Path to Enlightenment. {WHI.1e} IMPACT OF CONFUCIANISM, TAOISM, BUDDHISM {WHI.4f} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. {WHI.1b} Identify major geographic features important to the study of world history. {WHI.1c} Identify contributions of Confucianism in forming the social order in China -Belief that humans are good, not bad -Respect for elders -Code of politeness, still used in Chinese society today -Emphasis on education -Ancestor worship{WHI.1e} CHINA, DEVELOPMENT OF THE EMPIRE AND GREAT WALL {WHI.4e} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of China.{WHI.1b} Identify major geographic features - migratory invaders raided Chinese settlements from the North. The Great Wall was built by Quinn Shi Huang as a line of defense against invasions, the Silk Roads facilitated trade and contact between China and other cultures as far away as Rome. Analyze trends in human migration and cultural interaction -contributions of classical China civil service system, paper, porcelain and silk. {WHI.1e} JAPAN, SHINTO, AND BUDDHIST TRADITIONS AND INFLUENCE OF CHINESE CULTURE {WHI.10c} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of Japan -Mountainous Japanese archipelago (four main islands), Sea of Japan or East Sea between Japan and Asian mainland, proximity to China and Korea. {WHI.1b} Analyze trends in human migration and cultural interaction -influence of Chinese culture (writing, architecture, Buddhism) and Shinto (ethnic religion unique to Japan, importance of natural features, forces of nature, and ancestors, state religion; worshipping the emperor, coexistence with Buddhism). {WHI.1e} Era I Human Origins and Early Civilizations, Prehistory to 1000 BC (continued) ANCIENT RIVER VALLEY CIVILIZATIONS CONTINUED LOCATING EGYPT IN TIME AND PLACE {WHI.a} Research one of the pharaohs and write a paper highlighting the key accomplishments and events of his/her reign.SOCIAL, POLITICAL, AND ECONOMIC PATTERNS, INCLUDING SLAVERY (EGYPT) {WHI.b} History Alive!, Ancient Egypt and the Near East whereby students will take a guided riverboat tour along the Nile. Identify three major periods in ancient Egyptian history. Describe major accomplishments of six pharaohs. RELIGIOUS TRADITIONS (EGYPT) {WHI.c} Make a chart illustrating the main gods and goddesses in Egypt and the duties they performed. Make a model of a mummy, accompanied by a report explaining the mummification process and how this fits into their religion. Make a poster illustrating the various craftsmen in ancient Egypt with explanations describing their occupations. JUDAISM {WHI.d} HEBREWS Locate ancient Israel on a map. History Alive!, Ancient Egypt and the Far East, Activity 4.1, "Origins of Judaism," "The History of the Ancient Israelites." Note key events in the history of ancient Israelites during a slide lecture show in order to understand the origins of Judaism. Create a flag that the Israelites may have displayed. The flag should include symbols representing three ways the Israelites overcame challenges. Write a one-sentence caption to explain each symbol. Make a booklet of the Ten Commandments with accompanying drawings and paragraphs explaining how these commandments affect our lives today, or write an essay explaining whether you think the Ten Commandments should be posted in public schools. History Alive!, Activity 5., Ancient Egypt and the Near East, "The Modern Synagogue a Reflection of Jewish Traditions." Complete drawings from information received from placards and written descriptions of elements of a synagogue. DEVELOPMENT OF LANGUAGE AND WRITING (EGYPT){WHI.e} History Alive!, Activity ., Ancient Egypt and the Near East. Create an illustrated journal about daily Egyptian life. Make a poster containing a drawing of the Rosetta Stone, with pretend three languages, a paragraph explaining the Rosetta Stone, its importance in understating Egyptian hieroglyphics and ancient Eastern culture. Era II Classical Civilizations and Rise of Religious Traditions 1000 BC to 500 AD CIVILIZATIONS OF PERSIA, INDIA, AND CHINA PERSIA {WHI.4a} Using the text, complete a graphic organizer that illustrates the different officials who carried out the Kings orders and policies, and describe what jobs each did. Describe Persia, with emphasis on the development of an imperial bureaucracy.INDIA, ARYAN MIGRATIONS, CASTE SYSTEM {WHI.4b} Create a poster with pictures and explanations of the four classes in a caste system, their roles, and the purpose of the caste system. Write an essay either defending the caste system or repudiating it based upon what the student learned about the different varnas.HINDUISM {WGI.4c} History Alive!, Activity .1, Ancient India, Creating a Mandala of Hindu Beliefs. Create a mandala of basic Hindu beliefs after viewing a slide presentation and writing key points about the five main Hindu beliefs and their symbols. BUDDHISM {WHI.4d} History Alive!, Activity ., Ancient India, Discovering the Buddas Path to Enlightenment. Annotate drawings and summarize key events after viewing and learning about the Buddhas life and his basic teachings. Create captions to represent how events contributed to the Buddhas enlightenment. History Alive!, Activity ., Ancient China, The Silk Road. After viewing slides and placards about artifacts, create visuals and record notes about how each artifact reflects a foreign influence. IMPACT OF CONFUCIANISM, TAOISM, BUDDHISM {WHI.4f} History Alive!, Activity .A, Ancient China. Read background information on Confucianism. Write and act out short skits demonstrating the beliefs of Confucianism and the five key relationships that a harmonious society is based upon. Why were Confucianism, Taoism, and Buddhism important in the formation of Chinese culture? CHINA, DEVELOPMENT OF THE EMPIRE AND GREAT WALL {WHI.4e} History Alive! Activity .A, Ancient China. Read background information on Confucianism. Write and act out short skits demonstrating the beliefs of Confucianism and the five key relationships that a harmonious society is based upon.JAPAN, SHINTO, AND BUDDHIST TRADITIONS AND INFLUENCE OF CHINESE CULTURE {WHI.10c} Complete a graphic organizer comparing/contrasting Shintoism and Buddhism. Write a pretend letter of a Japanese citizen writing to a Chinese relative extolling the many cultural traditions and practices the Japanese have imported and implemented from the Chinese.rd Six WeeksEra II Classical Civilizations and Rise of Religious Traditions, 1000 BC to 500 AD (continued) GREECE INFLUENCE OF GEOGRAPHY {WHI.5a} The physical geography of the Aegean Basin shaped the economic, social, and political development of Greek civilization. The expansion of Greek civilization, through trade and colonization, led to the spread of Hellenic culture across the Mediterranean and Black seas. How did the mountains, seas, islands, harbors, peninsulas, and straits of the Aegean Basin shape Greek economic, social, and political development and patterns of trade and colonization?GREEK MYTHOLOGY AND RELIGION {WHI.5b} Greek mythology was based on a polytheistic religion that was integral to the culture, politics, and art in ancient Greece. Many of Western civilizations symbols, metaphors, words, and idealized images come from ancient Greek mythology. How did mythology help the early Greek civilization explain the natural world and the human condition? What impact did Greek mythology have on later civilizations and the contemporary world? SOCIAL STRUCTURE, SLAVERY, CITIZENSHIP, DEMOCRACY, ATHENS AND SPARTA {WHI.5c} Classical Athens developed the most democratic system of government the world had ever seen, although not everyone could participate in decision-making. It became a foundation of modern democracies. Contrasting philosophies of government divided the Greek city-states of Athens (democracy) and Sparta (oligarchy). How did democracy develop in Athens? How did Sparta differ from Athens? PERSIAN AND PELOPONNESIAN WAR {WHI.5d} The Greeks defeated the Persian empire and preserved their political independence. Competition between Sparta and Athens for control of Greece helped cause the Peloponnesian War. Why were wars with Persia important to the development of Greek culture? Why was the Peloponnesian War important to the spread of Greek culture? GOLDEN AGE OF PERICLES {WHI.5e} Athenian culture, during the Classic Era, became one of the foundation stones of Western civilization. Why was the leadership of Pericles important to the development of Athenian life and Greek culture? DRAMA, POETRY, HISTORY, SCULPTURE, ARCHITECTURE, SCIENCE, MATHEMATICS, AND PHILOSOPHY {WHI.5f} Athenian culture, during the Classic Era, became one of the foundation stones of Western civilization. What were some important contributions of Greek culture to Western civilization? CONQUEST OF GREECE BY MACEDONIA AND THE SPREAD OF HELLENISTIC CULTURE BY ALEXANDER THE GREAT {WHI.5g} The Macedonian conquest of Greece followed the weakening of Greek defenses during the Peloponnesian Wars. Alexander the Great adopted Greek culture and spread Hellenistic influences throughout his vast empire. How did the empire of Alexander the Great establish a basis for the spread of Hellenistic culture? ROME FROM 700 BC TO 500 AD INFLUENCE OF GEOGRAPHY {WHI.6a} The city of Rome, with its central location on the Italian peninsula, was able to extend its influence over the entire Mediterranean Basin. The Italian peninsula was protected by the sea and an arc of mountains, the Alps. How was geographic location important to economic, social, and political development of ancient Rome? ROMAN MYTHOLOGY AND RELIGION {WHI.6b} Roman mythology, like Greek mythology, was based upon a polytheistic religion that was integral to culture, politics, and art. Many of Western civilizations symbols, metaphors, words, and idealized images come from ancient Roman mythology. What was the source of Roman mythology? What impact did Roman mythology have on later civilizations? SOCIAL STRUCTURE, SLAVERY, CITIZENSHIP, REPUBLIC {WHI.6c} Although women, most aliens (non-Romans living in the Republic), and slaves were excluded from the governing process, the Roman Republic made major strides in the development of representative democracy, which became a foundation of modern democracy. How did the government of the Roman Republic become more democratic in its decision making? MILITARY DOMINATION OF MEDITERRANEAN BASIN AND WESTERN EUROPE {WHI.6d} After the victory over Carthage in the Punic Wars, Rome was able, over the next 100 years, to dominate the Mediterranean basin, leading to the diffusion of Roman culture. Why was Rome able to conquer Carthage and then go on to extend its influence across the entire Mediterranean basin and much of Western Europe?Era II Classical Civilizations and Rise of Religious Traditions, 1000 BC to 500 AD (continued) GREECE INFLUENCE OF GEOGRAPHY {WHI.5a} Use maps, globes, artifacts, and pictures to analyze the location and place of Greece - Aegean Sea, Greek peninsula, Europe, Asia Minor; Mediterranean Sea; Black Sea, Dardanelles; Athens, Sparta, Troy; and Macedonia {WHI.1b} Identify major geographic features important to the study of Greece. {WHI.1c} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} Analyze trends in human migration and cultural interaction -economic, social, and political development. {WHI.1e} GREEK MYTHOLOGY AND RELIGION {WHI.5b} Identify, analyze, and interpret primary and secondary sources on Greek mythology. {WHI.1a}SOCIAL STRUCTURE, SLAVERY, CITIZENSHIP, DEMOCRACY, ATHENS AND SPARTA {WHI.5c} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes Greece.{WHI.1b} Identify and compare political boundaries with the location of Athens and Sparta. {WHI.1d} PERSIAN AND PELOPONNESIAN WAR {WHI.5d| Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of Persia.{WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} Analyze trends in cultural interaction - the importance of the Persian Wars (4-44 BC) and Peloponnesian War (41-404 BC) {WHI.1e} GOLDEN AGE OF PERICLES {WHI.5e} Identify, analyze, and interpret primary and secondary sources to make generalizations about the Golden Age of Pericles. {WHI.1a} Use maps, globes, artifacts, and pictures to analyze the Golden Age of Pericles. {WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} Analyze trends in human migration and cultural interaction to explain why the leadership of Pericles was important. {WHI.1e} DRAMA, POETRY, HISTORY, SCULPTURE, ARCHITECTURE, SCIENCE, MATHEMATICS, AND PHILOSOPHY {WHI.5f} Identify, analyze, and interpret primary and secondary sources to make generalizations about the contributions of Greek culture to Western civilization - Drama Aeschylus, Sophocles; Poetry Homer (Iliad and Odyssey); history-Herodotus, Thucydides; Sculpture Phidias; architecture - types of columns included Doric (Parthenon), Ionian, and Corinthian; science -Archimedes, Hippocrates; mathematics- Euclid, Pythagoras; Philosophy- Socrates, Plato, Aristotle {WHI.1a} CONQUEST OF GREECE BY MACEDONIA AND THE SPREAD OF HELLENISTIC CULTURE BY ALEXANDER THE GREAT {WHI.5g} Use maps, globes, artifacts, and pictures to analyze the conquest of Greece by Macedonia and the spread of Helienistic culture by Alexander the Great. {WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} Analyze trends in human migration and cultural interaction. {WHI.1e} ROME FROM 700 BC TO 500 AD INFLUENCE OF GEOGRAPHY {WHI.6a} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of Rome. {WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} Analyze trends in human migration and cultural interaction to explain the importance of the geographic location of Rome. {WHI.1e} ROMAN MYTHOLOGY AND RELIGION {WHI.6b} Identify, analyze, and interpret primary and secondary sources to make generalizations about Roman mythology and religion.{WHI.1a} SOCIAL STRUCTURE, SLAVERY, CITIZENSHIP, REPUBLIC {WHI.6c} Use artifacts and pictures to analyze the social structure of the Roman Republic, citizenship, and features of democracy. {WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d}MILITARY DOMINATION OF MEDITERRANEAN BASIN AND WESTERN EUROPE {WHI.6d} Use maps, globes, artifacts, and pictures to explain why Rome was able to conquer Carthage and extend its influence. {WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} Analyze trends in human migration and cultural interaction. {WHI.1e}Era II Classical Civilizations and Rise of Religious Traditions, 1000 BC to 500 AD (continued) GREECE INFLUENCE OF GEOGRAPHY {WHI.5a} History Alive!, Activity 1.1, Ancient Greece, Understanding Geographys Effect on Settlement in Ancient Greece. Create a real estate advertisement using words and visuals to encourage people to move to ancient Greece. Include information on geography and opportunities for trade and farming by using notes, text, and other references. GREEK MYTHOLOGY AND RELIGION {WHI.5b} Write and give a 00 word oral presentation of a dialogue between a Greek god or goddess and an ancient Greek. Complete a crossword puzzle about Greek mythology and religion using information from text and handouts. Write a research report on a Greek belief in life after death, the Oracle at Delphi, Perseus, Hercules, or Theseus who has come to tell the class about your adventures. SOCIAL STRUCTURE, SLAVERY, CITIZENSHIP, DEMOCRACY, ATHENS AND SPARTA {WHI.5c} History Alive!, Activity 1.4, Ancient Greece, The Development of Democracy in Ancient Greece. Complete worksheet and create a graphic organizer to sequence democracys development in Greece, giving specific facts about people and dates to accompany each one. Read An Athenian Dream and A Spartan Life from Choosing Your Way Through the Worlds Ancient Past by J. Weston Walsh, Publisher. Write a story or poem comparing/contrasting Athens and Sparta. Assuming the role of either an Athenian or a Spartan, write a 50-word speech to convince people to move to the respective city-state. PERSIAN AND PELOPONNESIAN WAR {WHI.5d} History Alive!, Activity .1, Ancient Greece, Understanding the Persian Wars Through Visual Metaphors. Discuss what key events happened in the Persian Wars, what the results were, and how they affected the development of Ancient Greece. Create visuals about the key events in the Persian Wars. History Alive, activity ., Greek Against Greek for Peloponnesian Wars. Create two different diagrams showing differences between Athens and Sparta in the categories of geography, government, quality of life, treatment of citizens and economy. GOLDEN AGE OF PERICLES {WHI.5e} History Alive!, Activity ., Ancient Greece, Athens During the Golden Age. Take a walking tour of Athens in the 5th century BC, and complete handouts consisting of various tasks. Create an illustrated scrapbook about daily life in Athens. DRAMA, POETRY, HISTORY, SCULPTURE, ARCHITECTURE, SCIENCE, MATHEMATICS, AND PHILOSOPHY {WHI.5f} History Alive!, Activity 4.1, Ancient Greece, Recognizing Ancient Greek Achievements. Create five commemorative stamps with different designs highlighting various Greek achievements accompanied by a description of each one. CONQUEST OF GREECE BY MACEDONIA AND THE SPREAD OF HELLENISTIC CULTURE BY ALEXANDER THE GREAT {WHI.5g} History Alive!, Activity .1, Ancient Greece, Alexander the Great Hero or Villain? Develop act-it-outs about Alexanders military career and his impact on the spread of Greek culture. Record notes from act-it-outs and from information given in lessons, and respond to four key critical-thinking questions in the activity. ROME FROM 700 BC TO 500 AD INFLUENCE OF GEOGRAPHY {WHI.6a} Color code a map of the Roman Empire indicating growth to ascertain the economic, social and political development of the republic to an empire. ROMAN MYTHOLOGY AND RELIGION {WHI.6b} Write an imaginary dialogue between at least three Roman gods and/or goddesses during one of the Punic Wars. SOCIAL STRUCTURE, SLAVERY, CITIZENSHIP, REPUBLIC {WHI.6c} History Alive! Activity 1., Ancient Rome, and Plebians. Make a timeline to record key events that caused Rome to become a more democratic government. Write a one-sentence summary for each event along with a visual to represent the event.MILITARY DOMINATION OF MEDITERRANEAN BASIN AND WESTERN EUROPE {WHI.6d} History Alive!, Activity 1., Ancient Rome, The Punic Wars Between Rome and Carthage. Create a brief act-it-out to illustrate the effects of the outcome of the Punic Wars on various people. Complete a map of Romes expansion as a result of the Punic Wars. History Alive!, Activity 1.4, Ancient Rome, Debating Whether Military Expansion Helped or Hurt Rome. Prepare for and participate in a panel discussion about Roman expansion and its effects using information given in the activity. Draw the heads and faces of the eight historic figures, and write voice bubbles describing what each historic figure thought about Romes military expansion..4th Six WeeksEra II Classical Civilizations and Rise of Religious Traditions, 1000 BC to 500 AD (continued) ROME (continued) IMPACT OF MILITARY CONQUESTS ON ARMY, ECONOMY, SOCIAL STRUCTURE OF ROME, ROLES OF JULIUS AND AUGUSTUS CAESAR IN THE COLLAPSE OF THE REPUBLIC AND RISE OF IMPERIAL MONARCHS {WHI.6e} {WHI.6f} The Roman Republic, in the face of changing social and economic conditions, succumbed to civil war and was replaced by an imperial regime, the Roman Empire. Why did the Roman Republic fail to survive challenges by Julius Caesar? How did military conquests alter economic and social life in Rome? How did an imperial monarchy come to rule Rome?ECONOMIC, SOCIAL, AND POLITICAL IMPACT OF PAX ROMANA {WHI.6g} Augustus Caesar established the Roman Empire by instituting civil service, rule by law, a common coinage, and secure travel and trade throughout the Empire. Following Augustus Caesar, the Roman Empire enjoyed 00 years of peace and prosperity known as the Pax Romana. What was the Pax Romana? What was the impact of the Pax Romana on the Roman Empire? ART, ARCHITECTURE, TECHNOLOGY, SCIENCE, MEDICINE, LITERATURE, HISTORY, LANGUAGE, RELIGIOUS INSTITUTIONS, LAW {WHI.6j} Conquests and trade spread Roman cultural and technological achievements throughout the Empire. Western civilization was influenced by the cultural achievements of Rome. How did Roman achievements influence Western civilization? CHRISTIANITY {WHI.6h} The followers of Jesus spread Christianity throughout the Roman Empire, bringing it into conflict with Roman polytheism and eventually changing Western civilization. How did Christianity become established within the Roman Empire? What were the essential beliefs of the early Christian faith? How did Christianity spread? CATHOLIC CHURCH IN THE LATE ROMAN EMPIRE {WHI.6i} As the Roman Empire declined in the West, the Church in Rome grew in importance, membership, and influence. What was the impact of the early Church in the late Roman Empire? DECLINE AND FALL OF ROMAN EMPIRE {WHI.6k} Over a 00-year period, the western part of the Roman Empire steadily declined because of internal and external problems. Why did the Western Roman Empire decline?Era III Post-Classical Civilizations, 500 to 1000 AD ESTABLISHMENT OF CONSTANTINOPLE {WHI.7a} The capital of the Eastern Roman Empire was changed to Constantinople to provide political, economic, and military advantages. Why was Constantinople established as the capital of the Eastern Roman Empire?JUSTINIAN, CODIFICATION OF ROMAN LAW, EXPANSION OF BYZANTINE EMPIRE AND ECONOMY {WHI.7b} As the first to codify Roman law, Justinian provided the basis for the law codes of Western Europe. Under Justinian, the Byzantine Empire reached its height in culture and prosperity. What was the influence of Justinians codification of Roman law on the Byzantine Empire and later legal codes? What was Justinians influence on the expansion of the Byzantine Empire and its economy? BYZANTINE ART AND ARCHITECTURE, PRESERVATION OF GREEK AND ROMAN TRADITIONS {WHI.7c} Greek Orthodox Christianity and imperial patronage enabled the Byzantine Empire to develop a unique style of art and architecture. Greek and Roman traditions were preserved in the Byzantine Empire. What were the contributions of Byzantine art and architecture? How did Greek and Roman culture survive within the Byzantine Empire? Era II Classical Civilizations and Rise of Religious Traditions, 1000 BC to 500 AD (continued) ROME (continued) IMPACT OF MILITARY CONQUESTS ON ARMY, ECONOMY, SOCIAL STRUCTURE OF ROME, ROLES OF JULIUS AND AUGUSTUS CAESAR IN THE COLLAPSE OF THE REPUBLIC AND RISE OF IMPERIAL MONARCHS {WHI.6e} {WHI.6f} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the collapse of the Republic.{WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} Analyze trends in human migration and cultural interaction. {WHI.1e} ECONOMIC, SOCIAL, AND POLITICAL IMPACT OF PAX ROMANA {WHI.6g} Use maps, globes, artifacts, and pictures to analyze the economic, social and political impact of Pax Romana. {WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} ART, ARCHITECTURE, TECHNOLOGY, SCIENCE, MEDICINE, LITERATURE, HISTORY, LANGUAGE, RELIGIOUS INSTITUTIONS, LAW {WHI.6j} Identify, analyze, and interpret primary and secondary sources to make generalizations about the contributions of ancient Rome -Art/architecture Pantheon, Coliseum, Forum -Technology Roads, aqueducts, Roman arches -Science Ptolemy -Medicine Emphasis on public health (public baths; public water system; medical schools) -Language Latin, Romance languages -Literature Virgils Aeneid -Religion Roman mythology; adoption of Christianity as the imperial religion -Law The principle of innocent until proven guilty (from the Twelve Tables) {WHI.1a} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. {WHI.1b} Analyze trends in human migration and cultural interaction. {WHI.1e}CHRISTIANITY {WHI.6h) Use maps, globes, artifacts, and pictures to analyze the origin, beliefs, traditions, customs, and spread of Christianity. {WHI.1b} Analyze trends in human migration and cultural interaction. {WHI.1e} CATHOLIC CHURCH IN THE LATE ROMAN EMPIRE {WHI.6i) Use maps, globes, artifacts, and pictures to analyze the impact of the Church of Rome in the late Roman empire.{WHI.1b} Analyze trends in human migration and cultural interaction. {WHI.1e} DECLINE AND FALL OF ROMAN EMPIRE {WHI.6k} Use maps, globes, artifacts, and pictures to analyze the decline of the western part of the Roman Empire.{WHI.1b} Identify major geographic features important to the study of world history. {WHI.1c} Analyze trends in human migration and cultural interaction. {WHI.1e} Era III Post-Classical Civilizations, 500 to 1000 AD ESTABLISHMENT OF CONSTANTINOPLE {WHI.7a} Use maps, globes, artifacts, and pictures to analyze why the capital of the Eastern Roman Empire was changed to Constantinople. {WHI.1b} Identify major geographic features important to the study of Constantinople. {WHI.1c} Analyze trends in human migration and cultural interaction. {WHI.1e} JUSTINIAN, CODIFICATION OF ROMAN LAW, EXPANSION OF BYZANTINE EMPIRE AND ECONOMY {WHI.7b} Use maps, globes, artifacts, and pictures to analyze the Byzantine Emperor Justinian.{WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} Analyze trends in human migration and cultural interaction. {WHI.1e}BYZANTINE ART AND ARCHITECTURE, PRESERVATION OF GREEK AND ROMAN TRADITIONS {WHI.7c} Identify, analyze, and interpret primary and secondary sources to make generalizations about Byzantine achievements in art and architecture and Byzantine culture. {WHI.1a} Use artifacts and pictures to analyze the physical and cultural landscapes of the Byzantine Empire. {WHI.1b}Era II Classical Civilizations and Rise of Religious Traditions, 1000 BC to 500 AD (continued) ROME (continued) IMPACT OF MILITARY CONQUESTS ON ARMY, ECONOMY, SOCIAL STRUCTURE OF ROME {WHI.6e} History Alive!, Activity 1.4, Ancient Rome, Debating Whether Military Expansion Helped or Hurt Rome. Prepare for and participate in a panel discussion about Roman expansion and its effects using information given in the activity. Draw the heads and faces of the eight historic figures, and write voice bubbles describing what each historic figure thought about Romes military expansion. ROLES OF JULIUS AND AUGUSTUS CAESAR IN THE COLLAPSE OF THE REPUBLIC AND RISE OF IMPERIAL MONARCHS {WHI.6f} History Alive!, Activity .1, Ancient Rome, Creating Columns to Evaluate Roman Emperors. Create columns using visuals, and write a statement that commemorates each of the four Roman emperors accomplishments and failures. ECONOMIC, SOCIAL, AND POLITICAL IMPACT OF PAX ROMANA {WHI.6g} History Alive!, Activity ., Ancient Rome, Writing a Travel Guide About Daily Life in Ancient Rome. Create an illustrated travel guide with tips to help time travelers prepare for a trip back to ancient Rome. ART, ARCHITECTURE, TECHNOLOGY, SCIENCE, MEDICINE, LITERATURE, HISTORY, LANGUAGE, RELIGIOUS INSTITUTIONS, LAW {WHI.6j} History Alive!, Activity ., Ancient Rome, Comparing Early Christian and Ancient Roman beliefs. Compare early Christian beliefs with early Roman religious beliefs to learn why conflicts arose between the two groups. Examine the visual and written information of the eight stations on the aspects of Roman life. Complete a dialogue by writing Christian responses to Roman requests. History Alive!, Activity 4.1, Ancient Rome, Discovering the Influence of Latin or Modern English. Use Latin terms to locate visuals featuring English words derived from them. History Alive!, Activity 4., Ancient Rome, Recognizing Roman Achievements in the Modern World. Create a spectrum that ranges from greatly affects us to doesnt affect us with explanations to support each one. CHRISTIANITY {WHI.6h} History Alive! Activity .1, Ancient Rome, The Beginning of Christianity. Views slides, and match biblical passages with artwork depicting each event in a written assignment. History Alive!, Activity ., Ancient Rome, Comparing Early Christian and Ancient Roman beliefs. Compare early Christian beliefs with early Roman religious beliefs to learn why conflicts arose between the two groups. Examine the visual and written information of the eight stations on the aspects of Roman life. Complete a dialogue by writing Christian responses to Roman requests. CATHOLIC CHURCH IN THE LATE ROMAN EMPIRE {WHI.6i} History Alive!, Activity ., Ancient Rome, Comparing Early Christian and Ancient Roman beliefs. Compare early Christian beliefs with early Roman religious beliefs to learn why conflicts arose between the two groups. Examine the visual and written information of the eight stations on the aspects of Roman life. Complete a dialogue by writing Christian responses to Roman requests. History Alive!, Activity 4.1, Ancient Rome, Discovering the Influence of Latin or Modern English. Use Latin terms to locate visuals featuring English words derived from them. History Alive!, Activity 4., Ancient Rome, Recognizing Roman Achievements in the Modern World. Create a spectrum that ranges from greatly affects us to doesnt affect us with explanations to support each one. DECLINE AND FALL OF ROMAN EMPIRE {WHI.6k} Make graphic organizers about the fall. Write a one-page report telling whether the U.S. is showing any signs of weakening the same way the Roman Empire did. Cite specific events that happened in Rome, and parallel these events with events in the United States. Era III Post-Classical Civilizations, 500 to 1000 AD ESTABLISHMENT OF CONSTANTINOPLE {WHI.7a} Make a chart citing reasons Constantinople became the capitol city in the Eastern Roman Empire. JUSTINIAN, CODIFICATION OF ROMAN LAW, EXPANSION OF BYZANTINE EMPIRE AND ECONOMY {WHI.7b} Complete a graphic organizer about the contributions of Justinian. Pretend that you are a citizen of Constantinople and write a letter to a relative in Alexandria extolling the many virtues, contributions and achievements of Justinian. BYZANTINE ART AND ARCHITECTURE, PRESERVATION OF GREEK AND ROMAN TRADITIONS {WHI.7c} Write a one-page descriptive report on the Hagia Sophia. Cite Byzantine military conquests to restore the glory and power of Rome.5th Six WeeksEra III Post classical civilizations, 500 to 1000 A.D. (continued) BYZANTINE INFLUENCE AND TRADE {WHI.7e} Byzantine civilization influenced Russian and Eastern European civilizations through its religion, culture, and trade. Why did the Byzantine Empire have so much influence on religion, culture, and trade in Russia and Eastern Europe? SPLIT BETWEEN ROMAN CATHOLIC CHURCH AND GREEK ORTHODOX CHURCH {WHI.7d} The cultural and political differences between the eastern and western Roman Empire weakened the unity of the Christian Church and led to its division. What factors produced the division within the Christian Church? ISLAMIC CIVILIZATION FROM ABOUT 600 AD TO 1000 AD ISLAM {WHI.8a} The revelations of Muhammad form the basis of the Islamic religion, a monotheistic faith. Muhammad and his followers spread Islam. Islamic traditions and customs developed over centuries and created a distinct Muslim culture. Where did the Islamic religion originate? Where did it spread? What are the beliefs, traditions, and customs of Islam? INFLUENCE OF GEOGRAPHY {WHI.8b} In the first three centuries after Muhammads death, Muslim rule expanded rapidly, overcoming geographic barriers, and weakened political empires. Political unity and the Arabic language facilitated trade and stimulated intellectual activity. How did geography influence the rapid expansion of territory under Muslim rule? How did political and cultural geography facilitate trade and cultural activity in the early Islamic lands? HISTORICAL TURNING POINTS IN SPREAD AND INFLUENCE OF ISLAMIC CIVILIZATION {WHI.8c} Major historical turning points marked the spread and influence of Islamic civilization. What were some major historical turning points that marked the spread and influence of Islamic civilization? CULTURAL AND SCIENTIFIC ACHIEVEMENTS OF ISLAMIC CIVILIZATION {WHI.8d} Early Islamic civilization was characterized by achievements in science and the arts that transformed the Islamic world and contributed to world civilization. How did Islamic civilization preserve and extend ancient Greek, Persian, and Indian learning? What were some contributions of Islamic civilization? CHRISTIANITY AND THE CATHOLIC CHURCH {WHI.a} The Roman Catholic Church grew in importance after Roman authority declined. It became the unifying force in Western Europe. During the Middle Ages, the Pope anointed the Holy Roman Emperors, missionaries carried Christianity to the Germanic tribes, and the Church served the social, political, and religious needs of the people. How and why did the Church grow in importance during the Middle Ages?FRANKISH KINGS, AGE OF CHARLEMAGNE, REVIVAL OF ROMAN EMPIRE {WHI.c} How did Charlemagne revive the idea of the Roman Empire? INVASIONS, SETTLEMENTS, MIGRATORY GROUPS {WHI.d} How did the invasions by the Angles, Saxons, Magyars, and Vikings influence the development of Europe?FEUDALISM {WHI.b} The decline of Roman influence in Western Europe left people with little protection against invasion, so they entered into feudal agreements with land-holding lords who promised them protection. How did a feudal society develop in Europe in the Middle Ages? How did the medieval manor function as a social and economic system? Era IV Regional Interactions, 1000 to 1500 AD EAST AFRICAN KINGDOMS OF AXUM AND ZIMBABWE, WEST AFRICAN CIVILIZATIONS OF GHANA, MALI, SONGHAI {WHI.10d} What were the characteristics of civilizations in sub-Saharan Africa during the medieval period? MAYAN, AZTEC, AND INCAN {WHI.11a} {WHI.11b} What were the characteristics of Mayan, Aztec, and Incan civilizations?Era III Post classical civilizations, , 500 to 1000 A.D. (continued) BYZANTINE INFLUENCE AND TRADE {WHI.7e} Identify, analyze, and interpret primary and secondary sources to make generalizations about the influence of Byzantine culture on Eastern Europe and Russia. {WHI.1a} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of Eastern Europe and Russia. {WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} Analyze trends in human migration and cultural interaction. {WHI.1e} SPLIT BETWEEN ROMAN CATHOLIC CHURCH AND GREEK ORTHODOX CHURCH {WHI.7d} Use maps, globes, artifacts, and pictures to analyze the split between the Roman Catholic Church and the Greek Orthodox Church. {WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} ISLAMIC CIVILIZATION FROM 600 AD TO 1000 AD ISLAM {WHI.8a} Identify, analyze, and interpret primary and secondary sources to make generalizations about Islam. {WHI.1a} Use maps, globes, artifacts, and pictures to analyze the origin, beliefs, traditions, customs and spread of Islam. {WHI.1b} Identify major geographic features important to the study of the spread of Islam. {WHI.1c} Analyze trends in human migration and cultural interaction. {WHI.1e} INFLUENCE OF GEOGRAPHY {WHI.8b} Use maps, globes, artifacts, and pictures to analyze the geographic influences on the origin and spread of Islam. {WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} Analyze how political and cultural geography facilitate trade and cultural activity in early Islamic lands.{WHI.1e}HISTORICAL TURNING POINTS IN SPREAD AND INFLUENCE OF ISLAMIC CIVILIZATION {WHI.8c} Use maps, globes, artifacts, and pictures to analyze the major turning points in the spread and influence of Islamic civilization. {WHI.1b} Analyze trends in cultural interaction. {WHI.1e} CULTURAL AND SCIENTIFIC ACHIEVEMENTS OF ISLAMIC CIVILIZATION {WHI.8d} Identify, analyze, and interpret primary and secondary sources to make generalizations about cultural and scientific contributions and achievements of Islamic civilization. {WHI.1a} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past. {WHI.1b} CHRISTIANITY AND THE CATHOLIC CHURCH {WHI.a} Identify major geographic features important to the study of growth of the Catholic Church in the Middle Ages.{WHI.1c} Analyze trends in human migration and cultural interaction. {WHI.1e}FRANKISH KINGS, AGE OF CHARLEMAGNE, REVIVAL OF ROMAN EMPIRE {WHI.c} Use maps, globes, artifacts, and pictures to analyze the Age of Charlemagne. {WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} INVASIONS, SETTLEMENTS, MIGRATORY GROUPS {WHI.d} Use maps, globes, artifacts, and pictures to analyze the invasions of the Angles, Saxons, Magyars, and Vikings.{WHI.1b} Identify major geographic features important to the study of the invasion of the Angles, Saxons, Magyars, and Vikings. {WHI.1c} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} Analyze trends in human migration and cultural interaction. {WHI.1e} FEUDALISM {WHI.b} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of feudal society. {WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d}Era IV Regional Interactions, 1000 to 1500 AD EAST AFRICAN KINGDOMS OF AXUM AND ZIMBABWE, WEST AFRICAN CIVILIZATIONS OF GHANA, MALI, SONGHAI {WHI.10d} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of African civilizations. {WHI.1b} Identify major geographic features important to the study of African civilizations. {WHI.1c} Identify and compare political boundaries with the location of Axum, Zimbabwe, Ghana, Mali, and Songhai. {WHI.1d} Analyze trends in human migration and cultural interaction. {WHI.1c}MAYAN, AZTEC, AND INCAN {WHI.11a} {WHI.11b} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the Mayan, Aztec, and Incan civilizations. {WHI.1b} Identify major geographic features important to the study of the Mayan, Aztec, and Incan civilizations. {WHI.1c} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms. {WHI.1d} Analyze trends in human migration and cultural interaction. {WHI.1e].Era III Post classical civilizations, , 500 to 1000 A.D. (continued) BYZANTINE INFLUENCE AND TRADE {WHI.7e} Using a map that includes the Byzantine Empire, Russia and Eastern Europe, create a key to illustrate trade between the Byzantines and Slavs, as well as a one-paragraph explanation of how Byzantine influence made its way to Russia and Eastern Europe. SPLIT BETWEEN ROMAN CATHOLIC CHURCH AND GREEK ORTHODOX CHURCH {WHI.7d} Create a graphic organizer that highlights at least four areas of dispute between the two churches. Write a one-page dialogue between the Pope and the Byzantine emperor expressing the differing views of each.ISLAMIC CIVILIZATION FROM ABOUT 600 AD TO 1000 AD ISLAM {WHI.8a} Create an eight-page booklet about the origin, development, beliefs and spread of Islam. Make a large collage depicting the origin, beliefs and spread of Islam with pictures and explanations. Write a two-page dialogue between a Christian or Jew and a Muslim highlighting key similarities and differences between the faiths.INFLUENCE OF GEOGRAPHY {WHI.8b} Write an essay assessing a deserts influence on Islamic economic, social and political development including the impact of conquest and trade. Draw a map of the Islamic World around 750 AD depicting Arab trade routes, and explain how these trade routes developed and how they, in turn, spread the Islam religion and customs. HISTORICAL TURNING POINTS IN SPREAD AND INFLUENCE OF ISLAMIC CIVILIZATION {WHI.8c} Complete a graphic organizer called a Sequence Chain to identify historical turning points for Islam - its beginning, development, how it spread and changed, and its influence in France in 7 AD, thus enabling Christianity to survive in Western Europe. Create a visual with voice bubbles or captions for each turning point identified in the graphic organizer. CULTURAL AND SCIENTIFIC ACHIEVEMENTS OF ISLAMIC CIVILIZATION {WHI.8d} Make a booklet, complete with visuals and captions, that highlights the achievements of Islamic Arabs in the fields of chemistry, mathematics, literature, astronomy, history, medicine, the arts, as well as religious beliefs. Write a poem or report about the achievements of Islamic Arabs in the fields of chemistry, mathematics, literature, astronomy, history, medicine, the arts, as well as religious beliefs. Research a different field of contributions and achievements. Make a presentation to the class pretending to be an Arab who made this contribution. CHRISTIANITY AND THE CATHOLIC CHURCH {WHI.a} Write a report highlighting the key aspects of the period or persons life, including events in that historical period or persons life which led to the spread of Christianity and the Catholic Church throughout Europe during the early Middle Ages. a) Christianization of Ireland b) The rule of the Frank king, King Clovis c) the Frank, Charles the Hammer d) the Frank King, Charlemagne Demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 AD in terms of its impact on Western civilization by sequencing events related to the spread and influence of Christianity and the Catholic church throughout Europe. Explain the rise of Frankish kings and the Age of Charlemagne. FRANKISH KINGS, AGE OF CHARLEMAGNE, REVIVAL OF ROMAN EMPIRE {WHI.c} Demonstrate knowledge of Western Europe during the Middle Ages from about 500 to 1000 AD in terms of its impact on Western civilization by sequencing events related to the spread and influence of Christianity and the Catholic church throughout Europe. Explain the rise of Frankish kings and the Age of Charlemagne. INVASIONS, SETTLEMENTS, MIGRATORY GROUPS {WHI.d} Write a poem or song about Alfred the Great telling of his great deeds that united England and improved life in England under his rule. Make a large poster highlighting information about the daily life of Vikings including family life, occupations, religion, and include visual illustrations with accompanying captions. FEUDALISM {WHI.b} Create two columns labeled Lords and Vassals. Write the responsibilities of each in the appropriate column. Write a paragraph explaining why the relationship between lords and vassals developed and whether it was a fair one.Era IV Regional Interactions, 1000 to 1500 AD EAST AFRICAN KINGDOMS OF AXUM AND ZIMBABWE, WEST AFRICAN CIVILIZATIONS OF GHANA, MALI, SONGHAI {WHI.10d} Write a report or make a booklet using visuals and voice bubbles or captions on one of the following African kingdoms Kush, Axum, Ghana, Mali or Songhai, detailing its geographic location, language, religion, government, economy (including items of trade and with whom) and other significant aspects. Write a report on African culture (music, dance, sculpture, jewelry, food, holidays and literature). Identify African influences in our United States society today. Wear clothes or jewelry reflecting African influence, or play African music and perform an African dance. Pretend to be anthropologists and give a presentation reporting on a tour of African or American historical sites. MAYAN, AZTEC, AND INCAN {WHI.11b} Pretend to be anthropologists and give a presentation reporting on a tour of African or American historical sites. Create a map for each Central and South American civilization (Mayan, Aztec and Incan) detailing location, climate, and chief agricultural products. Create collages of each of the three civilizations cultures (Mayan, Aztec and Incan). Include visuals and details of their location, religion, government, economy, language, jobs, and achievements. Make a drawing or build a model of one of the temple or pyramids of the Mayan, Incan or Aztec civilization. Using paper, modeling clay or yarn, create a craft item from the Mayan, Incan or Aztec civilization illustrating the unique patterns and colors of that civilization


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6th Six WeeksEra IV Regional Interactions, 1000 to 1500 AD (continued) EASTERN HEMISPHERE Civilizations and empires of the Eastern Hemisphere MAJOR TRADE ROUTES {WHI.10a} Where were the major trade routes in the Eastern Hemisphere from 1000 to 1500 AD? TECHNOLOGICAL ADVANCES AND TRANSFERS, ECONOMIC INTERDEPENDENCE, CULTURAL INTERACTIONS {WHI.10b} How did trade facilitate the diffusion of goods and ideas among different cultures?LATE MEDIEVAL PERIOD NATION-STATES (ENGLAND, FRANCE, SPAIN, RUSSIA) {WHI.1a} How did European nation-states expand their territories and consolidate their power? CONFLICTS AMONG EURASIAN POWERS (Crusades, Mongol conquests, fall of Constantinople) {WHI.1b} What were key events and effects of the Crusades? What were the effects of the Mongol invasions? What were the effects of the Ottoman invasions of Europe? BLACK DEATH {WHI.1c} How did the Black Death alter economic and social institutions in much of Asia and then in Europe? TRANSFER TO WESTERN EUROPE OF GREEK, ROMAN, AND ARABIC PHILOSOPHY, MEDICINE, AND SCIENCE {WHI.1d} How did European scholars begin to interpret and value ancient learning? RENAISSANCE {WHI.1a} How did the Crusades stimulate trade between Europe and the Muslim Empire? What were the economic foundations of the Renaissance? RISE OF ITALIAN CITY-STATES {WHI.1b} How did northern Italian cities benefit from their geographic location? How did Italian city-states achieve importance and develop politically? What were Machiavellis ideas about power?ARTISTIC, LITERARY AND PHILOSOPHICAL CREATIVITY {WHI.1c} How did the arts and literature of the Renaissance differ from those of the Middle Ages? Who were prominent Italian Renaissance artists and writers? How did classical knowledge of the ancient Greeks and Romans foster humanism in the Italian Renaissance? COMPARING THE ITALIAN AND NORTHERN RENAISSANCE {WHI.1d} How did ideas of the Italian Renaissance change as they became adopted in northern Europe? Who were important artists and writers of the Northern Renaissance?Era IV Regional Interactions, 1000 to 1500 AD (continued) EASTERN HEMISPHERE MAJOR TRADE ROUTES {WHI.10a} Use maps, globes, artifacts, and pictures to analyze the major trade route patterns of Eastern Europe from 1000 to 1500 AD. {WHI.1b} Identify major geographic features important to the study of major trade route patterns of Eastern Europe from 1000 to 1500 AD - Silk roads across Asia to the Mediterranean basin - Maritime routes across the Indian Ocean - Trans-Saharan routes across North Africa - Northern European links with the Black Sea - Western European sea and river trade - South China Sea and lands of Southeast Asia.{WHI.1c} TECHNOLOGICAL ADVANCES AND TRANSFERS, ECONOMIC INTERDEPENDENCE, CULTURAL INTERACTIONS {WHI.10b} Identify, analyze, and interpret primary and secondary sources to make generalizations about how trade facilitated the diffusion of goods and ideas among different cultures. {WHI.1a} Analyze trends in human migration and cultural interaction. {WHI.1e}LATE MEDIEVAL PERIOD NATION-STATES (ENGLAND, FRANCE, SPAIN, RUSSIA) {WHI.1a} Identify, analyze, and interpret primary and secondary sources to make generalizations about how England, France, Spain, and Russia expanded their territories and consolidated their power. {WHI.1a} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the England, France, Spain, and Russia. {WHI.1b} Identify and compare political boundaries with the location of England, France, Spain, and Russia. {WHI.1d} CONFLICTS AMONG EURASIAN POWERS (Crusades, Mongol conquests, fall of Constantinople) {WHI.1b} Use maps, globes, artifacts, and pictures to analyze the key events of the Crusades.{WHI.1b} Identify and compare political boundaries of the Holy Land during the Crusades, Mongol invasion of Russia, Southwest Asia, and China, and the Ottoman Turks conquest of the Byzantine Empire. {WHI.1d} Analyze trends in human migration and cultural interaction from prehistory to 1500 AD {WHI.1e} BLACK DEATH {WHI.1c} Use maps, globes, artifacts, and pictures to analyze the Black Deaths impact on economic and social institutions in Asia and Europe. {WHI.1b} Analyze trends in human migration and cultural interaction from prehistory to 1500 AD {WHI.1e} TRANSFER TO WESTERN EUROPE OF GREEK, ROMAN, AND ARABIC PHILOSOPHY, MEDICINE, AND SCIENCE {WHI.1d} Identify, analyze, and interpret primary and secondary sources to make generalizations about church scholars during the Middle Ages. {WHI.1a} Use maps, globes, artifacts, and pictures to analyze the physical and cultural landscapes of the world and interpret the past to 1500 AD {WHI.1b} Analyze trends in human migration and cultural interaction from prehistory to 1500 AD {WHI.1e} RENAISSANCE {WHI.1a} Identify and compare political boundaries to show how the Crusades stimulated trade. Analyze trends in human migration and cultural interaction from prehistory to 1500 AD {WHI.1e} RISE OF ITALIAN CITY-STATES {WHI.1b} Identify, analyze, and interpret primary and secondary sources to make generalizations about the rise of Italian city-states and their political development. {WHI.1a} Use maps, globes, artifacts, and pictures to analyze how northern Italian cities benefit from their geographic location. {WHI.1b} Identify and compare political boundaries with the location of civilizations, empires, and kingdoms from 4000 BC to 1500 AD {WHI.1d} Analyze trends in human migration and cultural interaction from prehistory to 1500 AD {WHI.1e} ARTISTIC, LITERARY AND PHILOSOPHICAL CREATIVITY {WHI.1c} Identify, analyze, and interpret primary and secondary sources to make generalizations about the art, philosophy, and literature of the Renaissance. {WHI.1a} COMPARING THE ITALIAN AND NORTHERN RENAISSANCE {WHI.1d} Identify, analyze, and interpret primary and secondary sources to make generalizations about the Northern Renaissance. {WHI.1a} Use artifacts, and pictures to analyze the Northern Renaissance writers (Erasmus, Sir Thomas More).{WHI.1b} Analyze trends in human migration and cultural interaction to explain how the ideas of the Italian Renaissance changed as they became adopted in northern Europe. {WHI.1e}Era IV Regional Interactions, 1000 to 1500 AD (continued) EASTERN HEMISPHERE MAJOR TRADE ROUTES {WHI.10a} Create posters with maps showing major trade routes in Europe, the Arab world, China and India by 1400. Write a report explaining the trade patterns with specific information on Venician trade with Arabs and Western Europeans, the Hanseatic League, and the Silk Road to China. Chart the diffusion of goods, technology, and ideas. TECHNOLOGICAL ADVANCES AND TRANSFERS, ECONOMIC INTERDEPENDENCE, CULTURAL INTERACTIONS {WHI.10b} Write a poem or song or make a poster or booklet illustrating the key technological advances in the Eastern Hemisphere between 1000 AD and 1500 AD. Include the printing press and innovations in shipbuilding and navigation. Write a 00 word essay entitled Johannes Gutenberg, an Inventor of Revolutionary Magnitude. LATE MEDIEVAL PERIOD NATION-STATES (ENGLAND, FRANCE, SPAIN, RUSSIA) {WHI.1a} Write a report, poem, song, or create an illustrated booklet on a) William the Conqueror b) Henry II of England c) Magna Carta d) Phillip II of France e) Phillip II of France f) Otto I of Germany g) Frederick I of Germany h) Frederick II of Germany i) Ferdinand and Isabella of Spain CONFLICTS AMONG EURASIAN POWERS (Crusades, Mongol conquests, fall of Constantinople) {WHI.1b} Using a large poster, make an illustrated timeline organizing events during the rise of Monarchies in Europe, specifically England, France, Spain, Germany and Russia during the late Middle Ages. Identify the most important events, and develop symbols to make those dates stand out on the timeline by using color symbols to distinguish events of different nations. With the class divided into three separate groups, have Group 1 pretend to be the Popes assistants. Create posters for each of the Crusades (peasants, nobles, kings, and childrens) illustrating what attracted people to the Holy War and to persuade people to join the Crusades. Group will create and perform a skit about the Mongol conquests in China, Central Asia, Russia, and the Middle East containing factual information about Genghis Khan, Kublai Khan, the terror tactics of Mongols, the accomplishments of them, and the results of their rule. Group will create posters or booklets using facts and visuals summarizing and illustrating the decline and fall of Constantinople to the Ottoman Turks in 145 AD BLACK DEATH {WHI.1c} Pretend to be someone who lived in Europe right after the Black Death, and write a letter describing the conditions and reasons that made Europe susceptible to the plague and the beneficial results of the plague in economic and political terms. TRANSFER TO WESTERN EUROPE OF GREEK, ROMAN, AND ARABIC PHILOSOPHY, MEDICINE, AND SCIENCE {WHI.1d} Interpret a flow chart detailing the preservation and spread of Arab and classical learning. RENAISSANCE {WHI.1a} History Alive!, Activity 1., The Renaissance. Create a Venn diagram comparing/contrasting towns in the Middle Ages with towns during the Renaissance. RISE OF ITALIAN CITY-STATES {WHI.1b} History Alive!, Activity 1., The Renaissance. Draw and annotate two staircases to graphically represent the decline of feudalism and the development of The Renaissance. Pretending that you are a member of the famous Medici family in Florence, write a letter to another family member in 151 describing how you feel your family has been unjustly criticized for ruthlessness by detailing a defense of the Medicis specifically referencing Machiavellis The Prince and including the positive accomplishments that are typical of Renaissance achievements. Write an essay explaining how Machiavelli believed rulers of states could best use and maintain their power and explain why you agree or disagree with Machiavelli. ARTISTIC, LITERARY AND PHILOSOPHICAL CREATIVITY {WHI.1c) Make a booklet featuring the best of The Renaissance art and literature along with at least four of The Renaissance artists and writers. History Alive!, Activity 1., The Renaissance. Compare/contrast classical, medieval and Renaissance art, and analyze placards of seven art pieces determining which period each is from. COMPARING THE ITALIAN AND NORTHERN RENAISSANCE {WHI.1d} Write a report highlighting the contribution to literature and how the contribution exemplifies the spirit of The Renaissance a) Shakespeare b) Erasmus c) Castiglione d) Christine de Pizan e) Miquel de Cervantes f) Francois Rabelai..


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Wednesday, January 20, 2021

Ritalin

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Ritalin is a mild central nervous system stimulant that triggers the brain stem.arousal system and the cerebral cortex. It increases the norepinephrine and the dopamine.at the central nervous system synapses. Ritalin blocks the reuptake of dopamine. It is.similar chemically and pharmacologically to the amphetamines. The generic name for.


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Ritalin is methylphenidate. It is currently used for the treatment of Attention Deficit.Disorder/Attention Deficit Hyperactivity Disorder, narcolepsy, with mild depression in.the elderly and cancer patients, and to increase the action of antidepressant medication in.treatment resistant depression. Recently, Ritalin has been used experimentally with stroke.patients (Wright, 17).A normal dose of methylphenidate is between fifteen and thirty milligrams per.day in divided doses. The drug takes effect in half an hour to one hour; it's effects last.four to six hours with the regular tablets and up to eight hours with the extended release.tablets. On-going research is confirming if the slow release or the original Ritalin is better.at controlling symptoms. Ritalin must be taken on a very precise schedule to receive.maximum benefits. Metabolism occurs in the liver and excretion occurs in the kidneys..Almost ninety-five percent of a dose can be recovered as metabolites in the urine within.ninety hours. Noven Pharmaceuticals is developing a transdermal patch that releases a.therapeutic dose of methylphenidate for up to twenty- four hours. Ritalin is not.recommended for use during pregnancy; it is unknown if it passes through breast milk.(Wright, 17).The benefits of Ritalin are it controls distractibility, increases social skills,.emotional state and behavior, allows the clients to concentrate, organize their thoughts,.increases motor control, and allows them to pay attention. Ritalin has been used since the.150's to treat Attention Deficit Hyperactivity Disorder; approximately ninety percent of.people with Attention Deficit Hyperactivity Disorder use Ritalin to control their.symptoms. It produces a calming effect in people with Attention Deficit Hyperactivity.Disorder. Ritalin affects performance so patients need to be advised against driving or.operating machinery (Wright, 17).


Side effects of methylphenidate are decreased appetite while drug is in the.system, therefore leading to weight loss, and mild insomnia can be a possibility if the last.dose is given too close to bedtime. Headaches, abdominal problems, fever, skin rash,.dermatitis, angina, and alopecia are also common problems with the use of this drug..Ritalin has also been known to cause tearfulness, lethargy, depression, facial or other.involuntary twitches, erratic heartbeat, an increase in sudden seizures, and a development.of psychosis (Wright, 17). Adverse reactions are nervousness, agitation, anxiety, and.erythema multiforme from a hypersensitivity reaction. Anorexia, sinus tachycardia, and.Tourettes' syndrome has also been reported. A casual relationship between the use of.Ritalin and blood dyscrasias are currently being researched. Periodic Complete Blood.Counts, differential, and platelet count are now advised during long-term therapy with.Ritalin (Parkinsn's List Drug Database).


Contraindications with Ritalin are a history of emotional instability, substance abuse or alcoholism, seizure disorders, hypertension, anxiety disorders, major depression,.glaucoma, and motor tics. It should not be given to patients with a family history of.Tourette's syndrome. It can be given cautiously to emotionally unstable patients.Methylphenidate interacts with endogenous and exogenous vasopressors, and some.anticonvulsants, especially Phenobarbital, tricyclic antidepressants, antihypertensives,.and diuretics. Ritalin should not be given with other central nervous system stimulants.and caffeine. Careful supervision is required during withdraw from Ritalin because.severe depression may occur (Parkinsn's List Drug Database).


Signs and symptoms of an acute overdose of Methylphenidate are vomiting,.agitation, tremors, hyperreflexia, muscle twitching, hypertension, cardiac arrhymias,.palpitations, tachycardia, hyperpyrexia, headache, delirium, hallucinations, confusion,.euphoria, convulsions, mydriasis, and dryness of mucous membranes. Comas have even.been reported in severe cases. The overdose is a result of Central Nervous System over.stimulation. The treatment for an overdose of Ritalin is gastric lavage. The patient needs.to be protected against self-injury and from external stimuli. Intensive care is sometimes.needed to insure adequate circulation and oxygen exchange. Cooling measures also.may need to be taken to treat the hyperpyrexia (Garber, 16).Ritalin is now under new fire; a medical examiner in Michigan has released.findings that may link Ritalin to the death of a boy (Diller, 000). A fourteen-year-old.boy had been taking methylphenidate for his Attention Deficit Hyperactivity Disorder.since he was four years old. When he was examined after death, the cause was cardiac.arrest from blocked coronary arteries. This type of heart damage is normally seen in.adults who chronically abuse stimulants (Diller, 000). The autopsy found pathologically.changes that are seen with cocaine and amphetamine addicts. There have been numerous.studies on the effects of Ritalin, but up until recently treatment with Ritalin for more than.five years was unheard of. Doctors are now recommending a lifetime treatment of Ritalin.for Attention Deficit Hyperactivity Disorder. There have been no studies released yet on.the effect of Ritalin taken more than a decade. Two other cases have since been reported.(Diller,000).


.Doctors are now recommending parents not to give their children "drug.vacations". Research is now showing that the slow growth rate normally associated with.Ritalin is actually caused by a developmental delay associated with Attention Deficit.Hyperactivity Disorder itself. Parents are now encouraged to only stop the medication for.a week or two once a year to see if their child still needs Ritalin. It is also recommended.that children receive the Ritalin on weekends as well. Behavioral specialists say that.people with Attention Deficit Hyperactivity Disorder need Ritalin to control.impulsiveness and other symptoms beyond the inability to concentrate (Munden, 1).


Ritalin is currently listed as a Schedule Two controlled substance, in the same.category as cocaine. The Children and Adults with Attention Deficit Disorder are.attempting to get Ritalin classified as a Schedule Three drug. They have already petitioned the DEA. According to the Children and Adults with Attention Deficit.Disorder, the classification change will make it less expensive and more available to.those who need it (News Briefs).


.On the streets Ritalin is called Vitamin R or the smart drug. It is relatively.inexpensive, only costing between one and five dollars per pill. Ritalin is being used.illegally for its stimulant effects, including euphoria, increased attentiveness, appetite.suppression, and wakefulness. Its availability is high around colleges where students use.Ritalin to keep them awake so they can study. Many Ritalin addicts have taken to.injecting the drug. There have been many complications from this practice because of the.insoluble fillers in the tablets. These fillers have been found to block small blood vessels.causing severe damage to the retina of the eye and the lungs. Parental abuse of Ritalin has.been found to cause psychotic episodes in a small percentage (News Briefs).Ritalin is used five times as much in the United States then in the rest of the world.combined (Wright, 17). Over prescribing Ritalin is a fairly common occurrence. One.doctor reported that in one year he wrote over seven hundred prescriptions for Ritalin..(Diller, 000) The National Disease and Therapeutic Index of IMS Health recently.released survey of doctors' use of psychiatric drugs on children from 15 to 1 for.children six years and younger, their use of psychiatric drugs is up five hundred and.eighty percent, for children seven through twelve, it is up one hundred and fifty-one.percent, and for children thirteen through eighteen, Ritalin use is up seventy-four percent..Ritalin is increasingly being prescribed to toddlers for what many would.deem as just plain toddler misbehavior (Diller, 000). Stimulants are not recommended.for children three years and younger. The Federal Drug Administration has not approved.Ritalin for children less than six years of age. A psychologist has recently published a.paper revealing that children who are on Ritalin for an extended amount of time are three.times more likely to use cocaine later in life. (Efficiency of Methylphenidate.Lawsuits are presently being filed against a conspiry of Ritalin, and against.parents who are refusing to give their children Ritalin. A lawsuit has recently been filed.by parents against the American Psychiatric Association and the Novartis Pharmaceutical.Corporation, accusing them of a conspiracy to create a market for Ritalin (British.Medical Journal, 000). A New York couple has been charged with child abuse from a.family court after they took their child off of Ritalin and refused to put him back on it..Another couple is in the process of being investigated for medical neglect for failure to.keep their child on Ritalin as well (Miller, 000)..


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