World History Work Packet Checklist: Pre-history (Paleolithic and Neolithic Eras) - Chapter 1; Section 1,2,3

Name: ____________________________________ Date Due: ______________ Period: _______

Directions: Organize and put in order the following items to be turned in by the due date above. (One letter grade off each item for every day late.) Staple all items below in order with this packet checklist as a cover sheet before the due date and have it ready to be turned in on the due date at the start of class.

Learning Targets: 1. Create a graph of a real-world situation2. Interpret a graph of a real-world situation3. Design maps physical and cultural attributes of major world regions4. Use timelines to establish cause and effect relationships5. Analyze the effects of transportation, trade, communication, science, and technology6. Correlate geographical importance of and connection to 8 characteristics of Greece and Rome using the four

ancient civilizations (Cradles of Civilization) as their base.7. Support with details and examples WHY and HOW each group is a civilization.8. Analyze information from multiple sources to synthesize charts that represent the comparisons and contrasts.

Lesson Plan:Formative Assessment:BR (15%) = Bell Ringer, MN (15%) = Moe Notes, CL (15%) = Closure, HW (10%) = Homework

Monday Tuesday Wednesday Thursday FridayDate:

BR: MN: PR: CL: HW:

Date: BR: MN: PR: CL: HW:

Date: Jan 4BR: 1.1 p. 10 AnnoMN: 1-7PR: NoneCL: Random QuestHW: 1.1 p. 9

Date: Jan 5 BR: 1.1 p. 10 MargMN: 7-12PR: Story “Lucy”CL: Random QuestHW: 1.1, p. 9

Date: Jan 6 BR: 1.2 p. 12 AnnoMN: QU: PaleolithicCL: Random QuestHW: 1.2, p. 11

Date: Jan 9 BR: 1.2 p. 12 MargMN: 13-16PR: W/V QuestCL: Random QuestHW: 1.2, p. 11

Date: Jan 10 BR: 1.3 p. 14 AnnoMN: 16-19PR: W/V QuestCL: Random QuestHW: 1.3, p. 13

Date: Jan 11 BR: 1.3 p. 14 MargMN: 19-23PR: Video MesoCL: Random QuestHW: 1.3, p. 13

Date: Jan 12BR: Test Review

PR: Video MesoCL: Random QuestHW: Study for Test

Date: Jan 13 BR: Test StudyUT: Pre HistoryPR: Finish ALLCL: Intro next unitHW: None

Date: BR: MN: PR: CL: HW:

Date: BR: MN: PR: CL: HW:

Date: BR: MN: PR: CL: HW:

Date: BR: MN: PR: CL: HW:

Date: BR: MN: PR: CL: HW:

Date: BR: MN: PR: CL: HW:

Date: BR: MN: PR: CL: HW:

Date: BR: MN: PR: CL: HW:

Date: BR: MN: PR: CL: HW:

Date: BR: MN: PR: CL: HW:

Summative Assessment:QU (15%) = Quiz: January 6UT (30%) = Unit Test: January 13PR (20%) = Project: Due January 6

Assignment Checklist: All items in the checklist will need to be stapled to this packet and turned in by the due date.

Items Score 1 (less than 50 points)

Score 2 (50 to 90 points) Score 3 (up to 100 points)

Moe NotesCh. 1, Sect 1,2,3

Notes less than half complete.

Notes more than half complete or fully complete but copied word-for-word without demonstrating that they processed the information critically.

Notes are fully complete and written in student’s own words or annotated in a shorter version will ALL major points. Student added their own notes, ideas, drawn pictures, symbols, etc. to demonstrate they processed the information by thinking critically about the content.

Group Activity: Timeline of World History Units of Study with a Story of “Lucy”

Project requirements are less than half complete and project is below average quality.

Project requirements are more than half complete and project is above average quality.

Group members worked cooperatively and ALL contributed to a high quality project fulfilling all activity requirements.

Web & Video Quest Scavenger Hunt“Finding Lucy”

Partially complete with less than half and will be graded based on percentage complete. Carelessly completed and NOT of high quality workmanship.

Partially complete with more than half of requirements OR carelessly completed and NOT of high quality workmanship.

All activities are completed from Quest.

Identification of 8 Features of CivilizationsVideo on Mesopotamia

One (1) or more of the features does NOT have an example or partially complete by the end of the video.

All (8) features have at least one example but NOT in complete sentences.

All (8) features of civilizations have at least one example in a complete sentence.

Bell RingersChapter 1 Summaries Annotated, p. 10, 12, 14

Less than half complete. Section summary is partially annotated more than half but not complete and the margin items and Questions incomplete by more than half.

Section summary is fully annotated and complete with the Reading Check, Vocabulary Strategy, and Reading Skill, and Review Questions complete

HomeworkChapter 1, Note Taking Study Guides, p. 9, 11, 13(Graphic Organizers)

Less than half complete. Graphic organizer is turned in with information from the section summary or the textbook with more than half.

Graphic organizer is fully completed with accurate information from the section summary or the textbook.

Class Syllabus “0” after four days late according to late policy on syllabus.

One to Four days late. Turned in on due date with signatures of parent/guardian.

Movie Permission Slip “Across the Universe”

“0” after four days late according to late policy on syllabus.

One to Four days late. Turned in on due date with signatures of parent/guardian.

Cooperative Group Activity: Timeline of World History Units of Study with a Story of “Lucy”

Groups: Two Students per group

Learning Targets:

1. Use timelines to establish cause and effect relationships2. Analyze the effects of transportation, trade, communication, science, and technology3. Correlate geographical importance of and connection to 8 characteristics of Greece and Rome using the four

ancient civilizations (Cradles of Civilization) as their base.

Task: To create a timeline of major time periods in World History and to add to a period of the student’s choosing an event within that time period. Create a story about a human named “Lucy” during the selected time period demonstrating how “Lucy” interacted within the event. For example, survived the event, became a leader in the event, played a role in the event, etc. Requirements are:

1. ALL six time periods of World History labeled on the timeline with the appropriate intervals and dated correctly.2. Must include all events on the timeline and dated correctly. (These are already on the timeline.)3. Must add at least one event from each of the six time periods that is NOT already on the timeline. (This will

require you to conduct research if you do not already know events that are within each time period. The best way is to use the textbook and find events with their dates and decide which events to include as a group.)

4. Must add ONE additional event with “Lucy” in the event and write a story that “Lucy” was a part of within the event. (Lucy’s is a made up character that you will include in your selected event and integrate her into the event through your story.)

a. Requirements of Lucy’s story are:i. Role of Lucy in story

ii. Lucy’s acquaintances named and their rolesiii. Use of at least ONE of the Universal Themes of Language Arts from the movie permission slip on

“Across the Universe”iv. Must be at least three paragraphs in lengthv. Historical facts in the story must be accurate with the exception of “Lucy’s” story since she is a

made up character. (Students may include themselves in the story line as the main character, acquaintances of Lucy, or historically accurate figures.)

vi. You may type or hand write the story but it must be legible and proofread for spelling and grammar.

vii. Each group will be required to read the story to the class. (Stories may be dramatic, humorous, tragedy, thriller, etc. Be creative!!!)

Rubric:Requirement 1 2 3Time line elements (Title, scale, intervals, events)

More than two elements inaccurate.

One or two elements missing or inaccurate.

Followed the ruled of making a time line.

Six W. History Time Periods with ALL events already on time line.

More than two time periods or events are inaccurate.

One or two time periods or events are inaccurate.

All six time periods labeled accurately with all events already on time line.

Six additional events (One per time period above.)

More than two events missing or not labeled correctly.

One or two events missing or not labeled correctly.

Six additional events labeled and dated accurately.

Event that Lucy was a part of.

Absence of Lucy’s event Lucy’s event labeled and dated correctly.

“Lucy’s” Story Not creative and missing Language Art’s Theme

Somewhat creative OR missing Lang. Art’s Theme.

Creative with proper grammar with use of Language Art’s Theme

Moe Notes: DO NOT copy notes word-for-word. You must process the notes by critically thinking about them and putting them in your own words.

How do scholars of the past differ in their work?

Historian Anthropologist Archaeologist

Write a comparison/contrast statement answering the question above:

World History: Units of Study (Fill in all the boxes)

Prehistory Eras:

1.

2.

Paleolithic or Old Stone Age

Hominids: Label each hominid and summarize key developments during each hominid period.

Nomads: (Summarize the nomadic life of hominids in complete sentences.)

Animism (In your own words, what is animism and provide at least one example the belief in animism.)

Who was “Lucy?”

1950’s

1959

1974

How did the first civilizations evolve?

First Humans

Invention of Tools

Paleolithic Age

Eras of Prehistory

Before Farming

After Farming

Neolithic or New Stone Age

How did the first civilizations evolve?

Farming

Ancient Societies

Ancient Cultures

The Development of Civilization

Rise of Cities and Civilizations

8 Features of Civilizations

Job Specialization and Social Hierarchy (Match the job with the social hierarchy.)

Why were scribes so important?

Changes over Time

Cultural Diffusion (Write the definition of cultural diffusion and use the word in a sentence. List examples of cultural diffusion from the video “Forgotten Empires Secrets of Ancient Mesopotamia.” Watch the video and list examples of the 8 features of civilizations from the video.)

Definition of Cultural Diffusion:

Sentence using the word Cultural Diffusion:

Identifying examples of 8 Features of Civilization from a Video on Cradles of Civilization (Worth a separate 100 points from the notes above.)

Feature Example Feature ExampleRise of Cities Social Classes

Organized Governments Arts and Architecture

Complex Religions Public Works Projects

Job Specialization Writing and Literature

Web & Video Quest Scavenger Hunt: “Finding Lucy”

Instructions: Use the following websites to complete the scavenger hunt. Links are found on my website as well.

https :// www.youtube.com/watch?v=V3U5KkOYRkA

http://humanorigins.si.edu/evidence/human-evolution-timeline-interactive

https://www.khanacademy.org/partner-content/big-history-project/early-humans/how-ancestors-evolved/a/lucy-and-the-leakeys

https://www.youtube.com/watch?v=V3U5KkOYRkA

https://www.youtube.com/watch?v=Rx5RoUBpLfY

Questions:

1. Who is Donald Johannsen and what is best known for?

2. Where was Lucy discovered?

3. How do we know Lucy was an adult?

4. What evidence was found to prove that Lucy stood upright?

5. Who were the first archeologists to discover hominid remains in Africa?

6. What are the three main categories of species before Homo sapiens and their dates?

7. Why was Africa not considered a point of human origin up until recent years?

8. Who were the first to make a creditable discovery of early hominines in Africa?

9. What is the importance of the Olduvai Gorge and in what geographic feature does it lie in?

10. Why were the bones that Donald Johansen discovered called “Lucy?”

11. What are five interesting facts about Lucy’s discovery NOT already addressed in the above questions?

a. __________________________________________________________b. __________________________________________________________c. __________________________________________________________d. __________________________________________________________e. __________________________________________________________

12. Which fact, you listed, do you feel is the most interesting? Why?________________________________________________________________________________________________________________________________________________

World History Syllabus 2016-2017Paul Anthony Morello Google Voice: 352.325.1612 www.moes-place.weebly.com Email: morellop@mygcsd.org

Course DescriptionWorld History 9-12 Course – The grade 9-12 World History course consists of the following content area strands: World History, Geography and Humanities. This course is a continued in-depth study of the history of civilizations and societies from the middle school course, and includes the history of civilizations and societies of North and South America. Students will be exposed to historical periods leading to the beginning of the 21st Century. So that students can clearly see the relationship between cause and effect in historical events, students should have the opportunity to review those fundamental ideas and events from ancient and classical civilizations.

The twelve (12) units of study for World History are:

Unit 1: Beginnings of CivilizationUnit 2: The Rise of Europe and Middle AgesUnit 3: The Near East and Muslim EmpireUnit 4: Africa and AsiaUnit 5: Renaissance and ReformationUnit 6: Beginnings of Global Age in the Americas and Development of Absolutism

Unit 7: Enlightenment and Revolution with a Focus on American and French RevolutionUnit 8: Industrial Revolution and Daily LifeUnit 9: Revolution & Nationalism and its EffectsUnit 10: Imperialism and Global Patterns of ConquestUnit 11-A: WWI Nationalism and its EffectsUnit 11-B: Rise of Totalitarianism and WWIIUnit 12: The Cold War and New Nations of Post WWII

About the TeacherThe 16-17 academic year will be my 21st year of teaching and I hold two degrees with a Bachelor of Science in Business Administration (BSBA) and a Master of Education (MEd). I am Advance Placement certified in Government & Politics and I have taught ALL Social Studies subjects during my professional career. I am also the golf coach for BHS. My educational philosophy is a life-long journey of learning “Where Every Day is a New Journey.” I believe education continues well after secondary and post-secondary schooling into the formative years of rearing and raising children and beyond into retirement years.

Materials (To be brought to class daily.)1. loose leaf paper2. binder to organize assignments and handouts (can

be used in other classes with dividers for each class)3. blue or black pens4. #2 pencils

5. highlighter6. assigned school laptop (fully charged)7. assigned textbook and workbook8. homework assigned from the night before

Attendance PolicyThe GCSD attendance policy will be followed as written in the student policy handbook. Regular attendance is an important part of student success in the classroom and in the event of an absence, ALL class work and homework is required to be made up according to GCSD policy. “All makeup work will be completed within three (3) school days from the day the student returns to school.”

Make-up Procedure & Teacher’s Website (3 easy steps)Step 1: Access at moes-place.weebly.comStep 2: Click assignment linkStep 3: Read instructions on assignment and complete according to attendance policy above.

Teacher Availability, Office Times, and Parent/Student CommunicationThe teacher’s time of availability will be on Monday and Tuesday before school starts at 7:45 AM. Parents and students are strongly encouraged to sign up for Remind 101 Messages (see last page for sign-up information) which is a one-way text messaging service

that allows the teacher to send reminders, assignment due date, and any other class related messages via one-way text message. Quality family time is a priority and text messages will NOT be sent after 6:00 PM.

Test Retake PolicyStudents are allowed to retake tests upon their request only once. If a test retake is requested, it must be retaken within 24 hours of the first administration. There is no need to schedule an appointment for a retake. All tests are administered online via the teacher’s website and upon request by a student for a retake, the teacher will keep the test link open for 24 hours and will close it by midnight the following day of the scheduling of the first administration. Once closed, the test will NOT be reopened and students loose the opportunity for a retake after 24 hours of the first administration.

Bell High School Expectations “Leading the Pack”Student Expectations Adult

Be engaged. Contribute to class discussions. Do Your Best

Create a positive learning environment. Be goal oriented. Focus on student achievement.

Be a good listener. Treat others with courtesy. Always Respectful

Greet and support students and peers. Value the opinions of others.

Complete all assignments in a timely manner. (One letter grade off for each day late from an assigned due date!!!)

Stay on task.Work Hard

Establish class routines and procedures. Be on task and attentive to student needs. Set high expectations for self and students.

Be on time. Have supplies and materials ready to go. Get Organized

Good planning – have materials ready. Read emails in the morning. Turn in lesson plans on time.

Keep hands, feet, and objects to yourself. Walk, be aware of other classmates. Safety First

Keep doors locked and gates closed. Post all procedures. Enforce rules, be observant and aware.

Student Rules: Consequence 1Student redirect, proximity, conference (during or after class) documented on seating chart.

Student Rules: Consequence 2Parent contact or conference documented on Google Form and/or Google Voice call or transcription.

Student Rules: Consequence 3District referral sent to office for major infraction.

Technology Policy (GCSD)May have a cell phone, but it must be off and out of sight (except for high school students during lunch.)3. To avoid classroom disruptions, you may not display, use or activate the cell phone prior to the final dismissal bell.

Mr. Morello’s class policy: Since you are required to have your school issued laptop in class daily, there is no need to have your cell phone out, turned on, sitting on your desk top, or in the sight of the teacher or other students. If student is observed with a cell phone during class time, GCSD procedures will be followed which are:

1st Offense: Taken from student and parent may pick up the phone from administration.2nd Offense: Taken from student and lose privilege until the end of the 2nd or 4th grading period depending on date of incident.3rd Offense: Taken from student and lose privilege of the phone on campus for the remainder of the school year.4th Offense: A phone violation may be handled as insubordination and could result in suspension/expulsion.*The school/staff/administration is not responsible for lost, stolen, or stolen confiscated electronic devices to include cell phones. (The teacher will not demand the turnover of phone or physically take phone from student, but will request that the student places the phone (turned off) into the teacher’s upright hand. If student refuses on the first request of the teacher, the student will be deemed as willfully disobedient and an office referral will be sent into the office.)

Grading ProcedureGrades are determined by completing and turning in all in class and out of class assignments. Preparing for and studying for test is imperative in order to achieve student success and mastery of the content. Students will be notified at least

ONE week prior to a test of a scheduled test date. Notifications will be written on the classroom chalkboard, on the teacher’s website and Remind 101 messages sent. There is a final exam and a midterm exam for World History. A final and mid-term exam study guide will be provided for students to complete prior to the exams and picked up for a grade. The grading scale is in accordance with Gilchrist County’s official grading scale is as follows:

CHEATING, COPYING, AND PLAGIARISM: Just don’t do it!!! Cheating, copying, and plagiarizing are forms of dishonesty. Students caught copying will receive a zero for the assignment or test. Allowing someone to copy your completed paper will result in a zero as well. Parents will be notified on incident.

Plagiarism: “to use the words or ideas of another person as if they were your own words or ideas.”

Source: http://www.merriam-webster.com/dictionary/plagiarize

Do not copy directly from an Internet source and try to turn it in as your own work. Changing one or two words from an Internet source is still plagiarism. Read the information, process the information, take notes, and then rewrite the information in your own words. Students who plagiarize receive a failing grade for that assignment.

Class Expectations Both feet in class past the door frame before end of tardy bell Sleeping in class is defined as head down on desk (even with eyes open) or eyes closed with head propped up with hand or

leaning against the wall and will NOT be tolerated Take seat immediately after entering class and complete the daily bell ringer Gum, drinks, candy, sunflower seeds, or any food substance is not allowed in class Take supplies out of book sack and complete bell ringer activity within time allowed upon entering class Have textbook and required class materials in class daily Have homework ready to be turned in on time and when it is due and if absent, homework is due the day after student

returns to school (Please check teacher’s website for missed homework assignments.) Listen attentively and take turns speaking about content Respect all opinions including other students and the teacher (Be respectful of opinions expressed during seminars by

following the rules of debate as set forth on debate guidelines and use civil discourse at all times!!!) Raise hand and wait to be called by name when seeking attention Take turns speaking by waiting until the person with permission has finished talking Pay very close attention to assignment instructions and read them carefully

I have read and understand the World History syllabus for Mr. Morello's Class for the 2016-2017 academic year and I have brought it home for a parent/guardian to read. Please feel free to make a copy of the syllabus for your records or it is on my website.

Date: ____________________ Student Signature: _________________________________________________

Date: ____________________ Parent Signature: __________________________________________________

Parent Permission Slip

Dear Parents,

Skyward Assignment Categories:

Classwork = 15%, Homework = 10%, Participation = 10%, Quizzes = 15%, Projects = 20%, AND Unit Tests = 30%.

 A     90-100% B     80-89% C     77-79% D     60-69% F     0-59%

I will be ending the year in Social Studies class with a complete showing of the movie titled “Across the Universe” 2007 produced by Julie Taymor. During the year, I will incorporate various instructional secenes related to the curriculum that will include Social Studies topics below as well as Language Arts Themes. Ms. Taymor is responsible for productions such as “The Lion King” on Broadway and “The Tempest” adapted from a William Shakespeare novel. The movie is related to multiple topics in World History and U.S. History as well as other social studies subjects such as Economics, Civics & Government, Humanities, Political Science, Sociology and others. It will be related to World History topics such as the Communist revolution & Mao Zedong, the Cold War, and Vietnam and the draft. In Civics/Government, topics that will be introduced and discussed are civil rights, First Amendment rights, patriotism, immigration, left/right political spectrum (liberalism/conservatism), democracy, and communism. In Economics we will address the concepts of Guns v. Butter debate and college/career/military service readiness. In U.S. History, events that will be covered are, Manifest Destiny and Westward Expansionism, Cold War, Vietnam, Civil Rights movement, Military Industrial Complex, Detroit Riots of 1967, and the Columbia University Student Riot 1968. Contemporary issues that will be addressed are civil rights, immigration, 9-11, veteran’s care and Post Traumatic Stress Syndrome PTSD, the militarization of National Guard troops and local/state crime fighting agencies, globalization, and foreign and domestic terrorism. Language Arts universal themes are on the back of this permission slip and will be woven into writing and debating activities (Paideia Seminars.) The movie is rated PG-13 so please see the rating description below from Rotten Tomatoes film review.

PG-13 (for some drug content, nudity, sexuality, violence and language)There are two drug related scenes in which one in context of politics needs to remain in the movie which is the “I am the Walrus” scene. (Please see why this scene needs to remain in the viewing with the excerpt review below from Roger Ebert.) The other drug related scene will be cut out which is the “With a Little Help from my Friends” scene which is not needed as part of the story line connected with the content listed above. There is one other scene which will be cut by the teacher which is a few seconds of the movie in which Jude is painting an artistic rendering of a pose of his girlfriend Lucy in which there is partial nudity. The teacher will make an effort to cut profane words that are unacceptable for a general TV viewing public according to television standards of today.

Review by Roger Ebert below:“This isn't one of those druggy 1960s movies, although it has what the MPAA shyly calls "some" drug content. It's not grungy, although it has Joe Cocker in it. It's not political, which means it's political to its core. Most miraculous of all, it's not dated; the stories could be happening now, and in fact, they are.”

“Julie Taymor, famous as the director of "The Lion King" on Broadway, is a generously inventive choreographer, such as in a basic-training scene where all the drill sergeants look like G.I. Joe; a sequence where inductees in Jockey shorts carry the Statue of Liberty through a Vietnam field, and cross-cutting between dancing to Beatles clone bands at an American high school prom and in a Liverpool dive bar. There are underwater sequences which approach ballet, a stage performance that turns into musical warfare, strawberries that bleed, rooftop concerts and a montage combining crashing waves with the Detroit riots.”

Please check the appropriate statement below for permission on viewing.

____Yes, my child/student _______________________________ has permission to view “Across the Universe”

____No, my child/student_______________________________ does NOT have permission to view “Across the Universe” (Students without permission will be given a related computer research assignment.)

Parent/Guardian Signature: _______________________________ Date: _______

Mr. Morello

Universal Themes in Language Arts & Other SubjectsBeauty of simplicityCapitalism – effect on the individualChange of power – necessityChange versus traditionChaos and orderCharacter – destruction, building upCircle of lifeComing of ageCommunication – verbal and nonverbalCompanionship as salvationConvention and rebellionDangers of ignoranceDarkness and lightDeath – inevitable or tragedyDesire to escapeDestruction of beautyDisillusionment and dreamsDisplacementEmpowermentEmptiness of attaining false dreamEverlasting loveEvils of racismFacing darknessFacing realityFading beautyFaith versus doubtFamily – blessing or curseFate and free willFear of failureFemale rolesFulfillmentGood versus badGreed as downfallGrowing up – pain or pleasureHazards of passing judgmentHeartbreak of betrayalHeroism – real and perceived

Hierarchy in natureIdentity crisisIllusion of powerImmortalityIndividual versus societyInner versus outer strengthInjusticeIsolationIsolationism – hazardsKnowledge versus ignoranceLoneliness as destructive forceLosing hopeLoss of innocenceLost honorLost loveLove and sacrificeMan against natureManipulationMaterialism as downfallMotherhoodNames – power and significanceNationalism – complicationsNature as beautyNecessity of workOppression of womenOptimism – power or follyOvercoming – fear, weakness, vicePatriotism – positive side or complicationsPower and corruptionPower of silencePower of traditionPower of wealthPower of wordsPride and downfallProgress – real or illusionQuest for discoveryQuest for powerRebirthReunionRole of men

Role of Religion – virtue or hypocrisyRole of womenSelf – inner and outerSelf-awarenessSelf-preservationSelf-relianceSocial mobilityTechnology in society – good or badTemporary nature of physical beautyTemptation and destructionTotalitarianismVanity as downfallVulnerability of the meekVulnerability of the strongWar – glory, necessity, pain, tragedyWill to surviveWisdom of experienceWorking class strugglesYouth and beauty

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