Fire Up the Tardis, Time to Fly through History

We have covered a LOT of history this semester, from the birth of civilizations in Mesopotamia to the emergence of Nation States in Europe in the Middle Ages, with some stops in Asia and Africa along the way.
For your semester exam review you will create the GREATEST TIMELINE OF ALL TIME!

For this review you will get to work with up to 2 partners (so 3 to a group max), to include all of the following either within your timeline.

Persons of Interest

• Sumerians
• Hammurabi
• Tutankhamen
• Cleopatra VII
• Darius
• Immortals
• Gautama
• Aryabhata
• Shang Dynasty
• Confucius
• Zhou Dynasty
• Qin Dynasty
• Homer
• Aristotle
• Socrates
• Plato
• Alexander the Great
• Julius Caesar
• Nero
• Constantine
• Marco Polo
• Genghis Khan
• Mongol Dynasty
• Duo Fu
• William of Normandy
• bourgeoisie
• Pope Gregory Vii
• Henry IV
• Pope Boniface VIII
• King Phillip IV

Events in Time

• Trojan War
• Persian War
• Hellenistic Era
• Punic Wars
• Battle of Hastings
• Black Death
• Crusades

Places

• Mesopotamia
• Uruk
• Babylon
• Nile River Valley
• Persian Empire
• Indus River Valley
• Silk Road
• Great Wall
• Mediterranean Sea
• Aegean Sea
• Athens
• Sparta
• Rome
• Carthage
• Jerusalem
• Papal States

Terms

• ziggurat
• patriarchal
• polytheistic
• pharaoh
• hieroglyphics
• Caste System
• Hinduism
• Buddhism
• Mandate of Heaven
• Confucianism
• Daoism
• epic poem
• democracy
• polis
• mythology
• philosophy
• republic
• Twelve Tables
• triumvirate
• scholar-gentry
• popes
• monk
• feudalism
• vassal
• chivalry
• Magna Carta
• Great Schism

TIMELINE DIRECTIONS

You will create a timeline (it'll be BIG, my advice - use butcher paper) covering ALL of the people and events. For each you'll need a PICTURE and DESCRIPTION!! Within the description you will correctly use ALL of the TERMS!! Also you will need to include maps showing ALL of the PLACES listed above.

So your timeline will include

        1. All of the PEOPLE and EVENTS

        2. DESCRIPTIONS of the people and events in which you correctly use the TERMS

        3. PICTURES for each person and event that go along with the descriptions.

        4. MAPS of ALL the PLACES

This will take time and work!

Voyage to Middle Ages

For the Middle Ages (Ch. 10 in your textbook) you have been challenged.

I challenge you to make a word puzzle, of the following terms. Here are the rules you will play by …

1. Your puzzle must use ALL of the terms/people/events listed below
2. Linked terms WILL intersect
1. Do NOT have unrelated terms intersect!
3. You will write your OWN clues
1. clues will be short (NOT a full definition)
2. clues will directly reference the term/person/event
3. clues will be time period specific (this is the Middle Ages, so your clue should not reference anything outside of the Middle Ages!)
4. THIS IS HARDER THAN IT SOUNDS!
4. Your puzzle must be solvable! You and your classmates will switch puzzles to test this!
5. You will hand draw your puzzle (I’ll provide gridded paper), clues can be typed or hand-written.

Here is your list of terms/people/events …

• serf
• feudalism
• manor
• guild
• apprentice
• journeymen
• Robin Hood
• Catholic
• Papal States
• Henry V (of England)
• Taille
• Louis XI
• Money Economy
• Barter
• Patricians
• Henry IV (of Germany)
• Pope Gregory VII
• Concordat of Worms
• Hersey
• Franciscans
• Joan of Arc
• Trade
• Dominicans
• Saint Francis of Assisi
• Cathedral
• Theology
• Black Death
• Pope Boniface VIII
• King Philip IV (of France)
• Avignon
• Rome
• Great Schism

Things within the parenthesis are not part of the term/person/event for you puzzle, just for clarification purposes.

Catching Up with Asia's Dynasties

For this mini-unit on China and Japan, covering the time period from 581 BC to 1477 BC, you will ...

• Create two (yes, 2) timelines
• Identify the people and terms listed below
• Complete a reading quiz on WEDNESDAY!! in class

Now for the details ...

READING QUIZ (1 Minor Grade)

• For Wednesday, Nov. 19th, have read (and taking notes is encouraged) pp. 247 to 267

IDENTIFY TERMS and PEOPLE (1 Minor Grade)

• In Google Classroom, you will find an assignment labeled China/Japan Terms, this will need to be completed by Friday and turned in via Google Classroom. Remember, when we identify terms and people, it is not just a simple definition, and it MUST BE IN YOUR OWN words! Do NOT copy and paste!! Read, think, analyze, and then write your OWN summaries of the people and terms.

TIMELINES (1 Major Grade)

You will create 2 timelines - 1 for China and 1 for Japan, both covering the same time period 581 BC to 1477 BC. Your timelines will cover certain Dynasties or Empires of each country (list will be below). For each Dynasty, on the timeline you will include ...

• The years it covered
• Map showing the empire's/dynasty's realm of influence
• An example of Art (either from the time period or influenced by the time period)
• Any important innovations that occurred during that dynasty (major building projects, new technologies, new ideas, new forms of government, new ideas on religion/philosophy)

For each of the above, you need a picture and a short (250 characters or less) description.

For China, your timeline will include ...

• Sui Dynasty
• Song Dynasty
• Mongol Empire (under Genghis Khan rule)
• Yuan Dynasty

For Japan, your timeline will include ...

• Shotoku Tainshi Period
• Heian Period
• Kamakura Shogunate
• Onin War years (for the map, show the major warring clans)

This mini-unit project, including ALL parts in due Friday Nov. 21!!

In addition to your book (see Ch. 8) here are a few videos to help you gather information ...

Crash Course with the Byzantine Empire

For the Byzantine Empire, your job will be to create a Crash Course style video covering the rise, rule, and fall of the Byzantine Empire.

Step 1: Watch

• To get a feel of the style and amount of ‘history’ that is covered in an episode of Crash Course
• Take note of visuals (amount and how they are used)
• Take note of the use of humor (amount and types) to keep the audience’s attention and help prove arguments
• ‘Side’ jokes
• Don’t just copy John Green’s, make some of your own. Use this to show your personality.
• Links to Episodes

Step 2: The Gathering

• Your Crash Course will cover the Byzantine Empire (the real John Green covers this in episode #12 of World History, kinda). You need to make sure to cover …
• The Establishment of the empire
• It’s Rule
• Was is really a new empire or just Rome 2.0?
• Laws
• Economy
• WAR!
• It’s Fall
• Art
• Examples
• Importance of
• This is more than just paintings (though they are very pretty), but also sculpture and architecture
• Religion
• Role of religion in society and rule
• Which religion?
• Society
• Was it a pleasant place to live? Why or why not?
• Visuals
• Hopefully you noticed it watching the episodes that Crash Course uses lots of visuals to prove/show points - you need to do the same.
• Have visuals, know what they are, what they show, and why they support your episode

**Everybody, this means everybody, is responsible for completing Step 2 (there will be a separate page of more detailed items to cover) individually**

Step 3: What’s My Role?

1. Script Writer: This person is in charge of (not solely responsible though) for writing the script. Making sure it makes sense and is turned in on time. Again, everybody should have an active role in writing the script, this person is just the head writer.
2. Lead Actor: You’re the pretty face, actually you are more than the pretty face, of the project. You will be the person in front of the camera, playing the role of John Green (use your own name or character name). But you are also in charge of making sure that the filming is getting done, and done on time.
3. Director: You’re in charge of the ‘vision’ and ‘direction’ of the project. What the project looks like and that it covers the needed material. You are also in charge of logistics - the order of filming, and use of visuals. Also in charge of making sure the editing is done and video is completed on time.

• If your group has 4 members (this must be pre-approved by Mr. Moulden), you’ll have co-directors and a second actor.

Step 4: Get it DONE!

• Information sheet will be due, via Google Classroom, Monday 11/3 at beginning of class
• Individual Minor Grade
• Script due, via handwritten or Google Classroom, Tue 11/4 at end of class
• ½ of Project Major Grade
• Completed video, shared with Mr. Moulden by 4pm Friday 11/7
• ½ of Project Major Grade
• Due on Friday 11/7 at end of class, via Google Classroom: Quiz or questions that can be completed while viewing your video.
• ½ of Minor Grade
• Students will watch other video projects and answer the questions that correspond with those videos
• ½ of Minor Grade

**Filming and editing will take longer than you think - plan accordingly!

Rubric

Script (worth 50 points)

1. Did the script cover all the required material? Total 20 points
1. Yes, with support and evidence (including references to visuals) 16 to 20 points
2. Yes, with support but limited evidence 11 to 15 points
3. Yes, with no or limited support 6 to 10 points
4. What’s the topic again? 0 to 5 points
2. Did the script help or hurt the overall product? Total 15 points
1. Helps, the script gave a solid foundation for a good video 11 to 15 points
2. Both, decent script but will need a strong actor to create a good video 6 to 10 points
3. Hurt, hoping for Oscar worthy performance to make a miracle happen 0 to 5 points
3. Did the script make sense? Total 15 points
1. Yes, reading the script let’s me know about the Byzantine Empire in logical order 11 to 15 points
2. Yes, reading the script I know about the Byzantine Empire, but editing will have to help make the video make sense 6 to 10 points
3. No, what the Byzantine Empire again? 0 to 5 points

Video (worth 50 points)

1. Does the video cover the required material? 20 points
1. Yes, with visual support 16 to 20 points
2. Yes, with examples but limited visual support 11 to 15 points
3. Yes, but with no/limited support 6 to 10 support
4. What’s the video over? 0 to 5 points
2. Does the video make sense, is it organized in a way that the audience can follow easily?    20 points
1. Yes, I can easily know and follow  the info and arguments made 14 to 20 points
2. Sort of, I know you covered the topic and required material but it was hard to follow the video 9 to 13 points
3. What’s the video over? 0 to 8 points
3. Is the video appealing to watch? 10 points
1. Yes, Good use/mix of humor and facts with good use of visuals 9 to 10 points
2. Yes, but limited visuals to support 7 to 8 points
3. No, too dry or too much humor but had visuals 4 to 6 points
4. What’s the video over? 0 to 3 points

Greece Project Forms

Here are the forms you need

Individual Portion

Self-Assessment

Group Assessment

Empires Strike a Pose: Artwork OPTICS

OPTIC: is a way to analyze a visual or graphic image. Paintings, videos, architecture all help to tell the story of a people and time. Knowing how to analyze and interpret these visuals will help you understand a time and culture better.

O: Overview

P: Parts

T: Title

I: Interrelationships

C: Conclusion

Each of these are explained in more detail on the OPTIC form. In addition to filling out the information data sheet for the different empires, you will need to complete an OPTIC form for the following images.

Ancient Egypt

Notice also the hierarchical scale within the painting at the left, which pictures the king in enlarged scale, and his servant at a much smaller scale, according to their relative importance.

Persian Empire

In addition to hunting Crowther suggests archery images on Achaemenid coinage indicatePersians engaged in archery competitions (Sport in Ancient Times, 2007, 21). Xenophon’s remarks suggest the Persian elite engaged in sporting competitions:
“passing their time shooting with the bow and hurling the spear and practising all the other arts they learnt when boys, they continually engage in contests of this kind with one another. There are also public contests of this sort, for which prizes are offered” (Cyropaedia)

India's Empires
Gupta 

Krishna Killing the Horse Demon Keshi, Gupta period (ca. 321–500), 5th century
Vishnu appears in innumerable guises (avatars) on earth but none is more popular than that of Krishna, the warrior-king who freed his people from demonic threats. On one occasion, the youthful Krishna slayed the demon Keshi, who appeared in the guise of a horse. This subject probably has its origins in Hellenistic legends, most notably the labors of Hercules in which the Greek hero slays the horses of Diomedes. In this terracotta relief, Krishna restrains the ferocious Keshi with his foot while thrusting his elbow down the beast's throat. Below the combatants are the dead horse and balls of dung emitted at the moment of death. The graphically observed rendering of the subject is a reminder of the importance of horse sacrifices in early Indian Vedic cult practices, of which this Krishna myth undoubtedly preserves a memory. Temple building began in earnest in India only in the Gupta period, and these brick and stone structures typically were decorated with terracotta plaques of this type for which Krishna was a popular subject.

There will be more OPTICs to come in a future post

Build a Better Empire

Once civilizations began to arise, the next step is for those dominate civilizations to start to collect power - ultimate power and control and land and resources and … once this starts to happen we move into the realm of EMPIRES!

Cue the music ….

For this unit, you and your allies will construct a board game, with the goal of the game - to build the ultimate board game!

But before you can get to that part, we need to know some basic information on empires, what let to their rise and ultimately what caused them to fail. We will look at the empires of Assyria, Egypt, Persia, Maurya (in India), Gupta (in India), Zhou (in China), Qin (in China), Han (in China), Greece, and Rome.

This will process will take us a few weeks - these empires can be found in Ch. 3, 4, and 5 of your textbook, but like always that’s just one resource.

Each of these empires rose to power for different reasons, had major influences on their cultures, and ultimately failed for a variety of reasons. Your job will be to identify, explain, and analyze this information to figure out how to build the ultimate empire and incorporate that into your board game.

Gathering Information - you will gather basic data/information on each civilization. I will provide you with a form to organize your information. Each person is responsible for completing this form on each empire. Each of these data forms will be a minor grade (so require an OPTIC which will be a major component of this grade).

Analyzing Your Data - Now that you have basic data and terms for each empire, it’s time to examine this information for common themes (sometimes in analyzing you need to return to information sources for additional information as well - this is okay). You will receive a form to help you analyze the information needed to make connections - looking for common themes as to why empires succeed and what caused them to fail. Your data analysis form will count as a double minor grade (you should have to do some thinking so it’s worth more)

Creation - Now that you have basic information on the major early empires and you have analyzed this information and found common themes, it’s time to create your board game. Your game will allow players to gather information/resources needed to build an empire, while trying avoid the pitfalls that lead to empire collapse. How this is done is up to you! This will be your unit assessment - your game should so and even require some knowledge of the empires, the characteristics of their success and failure.