Thursday, January 19, 2017

Middle Schools in China vs. Middle Schools in the United States




1. These are the different schools in China. As you can see, they are very different from each other. Which one looks most like the school you attend?
2. This is a student arriving at school. Classes at this school meet from Monday through Friday. What are the students wearing? What are they using to bring their books and papers to school? How are these students different from students in your school?


 3.  This is a list posted outside of a middle school with the names of students who have performed well academically. Is there a similar system to honor certain students at the school you attend?











4. Students are allowed 10 minutes between classes. These breaks are often noisy and halls are often crowded with students. How does this compare with your school?



5.  Every Monday, schools have a "flag raising ceremony" during which the whole school participates in a morning assembly.  Here, a group of students marches and raises the flag of the People's Republic of China.  Is there anything similar to this ceremony in your school?






6.  Every morning at around 10 a.m., all students gather to do their morning exercises.  Exercises consist of stretching and some calisthenics. Students line up in rows and three or four students lead the whole school in this morning ritual. What do you think of this activity?  Is there anything similar to this in your school?

7.  In many Chinese schools, students are responsible for keeping the school clean. The badge on this student's arm indicates that she is on cleaning duty. Who cleans your school?  What do you think about the idea of having students in charge of cleaning?

8.  Students also engage in "eye exercises." Students rub specific parts of their face around their eyes and also their necks.  These exercises are designed to protect the eyes and are based on the practice of acupressure.  Acupressure is a Chinese medical technique in which specific points in the body are pushed or pressed to help relieve pain or treat illnesses.  How do you think American students would react if their teachers asked them to do this?



9.  Like many places in the world, this Chinese school is concerned with technology and wants students to have access to computers. Students in this middle school can take computer classes and have access to the Internet.  There is a huge "digital divide" in China with many schools not having computers.  How does this compare with your school?



10.  Occasionally, students host a talent show or student assembly. Many students choose to sing, like this student. Some of the songs are in Chinese, but some students choose to sing in English.  Are there any events like this in your school?







11.  This shows an entryway to a Daoist temple, a Buddhist temple, the Temple of Confucious in Beijing and a celebration at a Buddhist temple.  Look at the colors of the temples and how each one is decorated.  How are they similar to places of worship in your country? How are they different?

12.  These are people burning incense sticks and praying at a Daoist temple. Incense can be purchased beforehand and is often used in religious rites, ceremonies, and in prayer.  In other religions you know about, do people pray? How do they pray?

13.  The top photograph shows a Buddhist monk.  The flags behind him have sutras or Buddhist scriptures written on them.  The bottom photo shows a person who is a Daoist priest. (He is the one on the left,)  What do religious leaders wear in other religions.  Do they have a specific dress code or uniform?

14.  These small Buddha statuettes are displayed in a Daoist temple. Daoism and Buddhism are different religions but share some similar deities or gods. What kind of relationship do you think exists between these two religions, Daoisn and Buddhism?  Can you think of other religions that have some of sort of relationship with each other?










Wednesday, January 18, 2017

Chew on This! Chapter 2: The Youngster Business

After reading "The Youngster Business," write an long Stop Light paragraph which explains several media strategies used by the fast food industry to target youth. Cite the book and at least one source from below to provide evidence.

Sources:

"Fast Food Marketing Targeting Youth"

http://www.fastfoodmarketing.org/media/fastFoodFACTS_TargetedMarketing.pdf


"Sneaky Ways Advertisers Target Kids"

https://www.commonsensemedia.org/blog/sneaky-ways-advertisers-target-kids


"Target Market: Children as Consumers"

http://www.aboutkidshealth.ca/en/news/newsandfeatures/pages/target-market-children-as-consumers.aspx



Friday, December 16, 2016

Mansa Musa and the West African Empires: Presentation Guidelines

You presentation on Tuesday must be between three and five minutes total.  Your group should divide this time between all group members.

Your presentation may follow this format:

  • Begin with introductions.  You may have a group/company name.
  • Review your topic
    • State the question your group focused on. 
    • Discuss what your found out about the topic.  Use your notes.  This should be the longest part of your presentation.
  • Discuss the essay questions.  Say a little about each of the three questions to encourage the government of Mali to purchase your product.
  • Final statement.  This should encourage the government of Mali to select your product.  You might include a slogan.  Make it clear that your presentation is over and say "Thank you."
Review the rubric your group was given in class on Friday.  


For complete directions, scroll down to the next post.


Monday, November 28, 2016

Commemorating Mansa Musa and the West African Empires

The situation: The government of Mali would like to encourage tourists to visit their capital city, Timbuktu. To this end, they are planning a campaign to promote the history of West Africa and to commemorate Mansa Musa who ruled Mali when it was one of the most impressive empires on earth. As part of their overall plan they are developing products to sell in gift shops located near historical and cultural sites in Mali. 

Your assignment: Design an item commemorating Mansa Musa for sale in Mali's gift shops. Mali is looking for items meeting these criteria: Reflect the achievements of Mansa Musa in a positive light. Educate tourists about the history of West Africa and Islam. Are something tourists will want to purchase.

Suggested items: commemorative maps, posters, mugs, t-shirts, mouse pads, books, artwork, games, trading cards, or guide books. The current government of Mali hates board games, so do not design a board game. You are not limited to the suggested items.

Each product proposal must come with a 150 word written explanation that answers these three questions:

  1.  How does the item encourage people to think postively about Mansa Musa, Islam and/or West Africa? 
  2. What does the item(s) tell tourists about the history of West Africa? 
  3. Why would tourists want to buy the item?


You will have the chance to present your product to representatives of the government of Mali in a three minute presentation. Your presentation should convince the government of Mali that your poduct will educate visitors about the history of West Africa and be something they will want to buy. Your presentation should include a visuals PowerPoint or Prezi or Google Slides.  

Keep the following questions in mind as you work on your project. :
  1.  How did West African communities change from small family groups to large empires? (Chapter 12) 
  2. How did trade in the West African empires of Ghana, Mali and Songhai change over time? (Chapter 13) 
  3. What is Islam  (Chapter 9) and what changes did the arrival of Islam bring to West Africa? (Chapter 14) 
  4. How have Islamic and  West African culture contributed to the world's culture, in particular to the culture of the United States? (Chapters 10 and 15)   
Schedule:

Nov., 30: Introduce topic.  Student input for groups
Dec. 2: Groups meet. Brainstorm ideas for projects and topics
Dec. 6: Project time. Groups meet. Determine jobs. Begin research
Dec. 8: Project time. Research. Determine product.
Dec 12: Project time. Present proposed project to class for evaluation
Dec. 14: Project time. Project status check.
Dec. 16: Assemble projects and slide shows. Practice presentations
Dec. 19: Practice presentaions
Dec. 20: Presentations.  All projects due.  There will be no late or make-up presentations.

This is a 70% project with a single group grade based on the presentation, the final product and the advertising display. Grades will be based on the historical information presented, the overall quality of the presentation and the overall quality of the slides.

Wednesday, November 2, 2016

Study Hints for Tomorrow's History Test

These terms must be used on your test tomorrow:

Black plague
Byzantine Empire
Feudalism
Hundred Years War
Magna Carta
Medieval Town
Roman Catholic Church

These are some terms you might want to include:

Charlemagne,
crime and punishment
Eastern Orthodox Church
excommunication
Joan of Arc
Justinian I
Latin
lords
pilgrimage
sacraments
Thomas Aquinas
vassals
Vikings
William I/William the Conqueror

The test will ask you to show us what you have learned.  You will have two periods to work on it.  You may include anything you have learned in history so far.

Tuesday, November 1, 2016

History Test This Thursday!!!

Here are a couple of music videos to help you study for the test.




How did the Black Death contribute to the decline of Feudalism?  Think about how it reduced the number of peasants, freemen and serfs.  How could the peasants who survived improve their lives afterwards?






What is the connection between Joan of Arc and nationalism?  What is nationalism?  How did the rise of nationalism and changes to the military help bring about the decline of feudalism?





Why is Thomas Aquinas considered important? How is he connected to the development of universities? How were universities connected to the Roman Catholic Church?





 What is the connection between the Viking attacks and the development of feudalism?

Wednesday, October 26, 2016

History Unit 1 Common Core Task

Question: Why did the Black Plague kill so many people?

 Read and examine the following resources before you begin the task.

 Video 

 "Plague Song" by Horrible Histories.

 https://www.youtube.com/watch?v=1CVDIHrIQjo 


 Articles 

 "Study Shows Black Death Did not Kill Indiscriminately"

http://uk.reuters.com/article/uk-plague-europe-idUKN2846871520080128 

"The Black Death of 1348-1350"

 http://www.historylearningsite.co.uk/medieval-england/the-black-death-of-1348-to-1350/ 


 Text 

 History Alive! Section 5.3: The Bubonic Plague

 Images 

Map of trade routes and bubonic plague's progress 

http://plaza.ufl.edu/wlclapp/The%20Spread%20of%20Black%20Death_files/image001.jpg 

 Task:  After reading the articles and text and examining the map above, write a long paragraph that addresses the question and analyzes the reasons why the Black Plague killed so many people providing examples to clarify your analysis.  What conclusions or implications can you draw? Be sure to support your position with evidence from the resources.  Write a one page response to the question.  Make sure you cite the above resources to support your answer.  L2 In your discussion, address the credibility and origin of sources in view of your research topic.