Wednesday, January 30th

Wednesday, January 30th Bell-Ringer: Please turn in your Chapter 11 Guided Reading worksheet to the homework bin and find a partner of your choice to work with. You and your partner will need 1 copy of the Brain Chain handout from the front table. Working with your partner, select 10 terms from your Unit 2 Vocabulary sheet and list them in the boxes in an order that makes sense to you. Then, in the connecting box between each term, explain how the two terms are connected.Daily Agenda:Bell-Ringer: Brain Chain ReviewWord of the Day: moroseCollaborative Inquiry: Q & A Review Summarizer: Review QuizTutorial Request Forms

Homework: Read Chapter 8 and complete Guided Reading worksheet. (Due Friday)

Negative connotationmoroseDefinition: Very depressed; despondent; mournfulDuring their 19 years together, Mumtaz Mahal gave Emperor Shah Jahan 14 children. When she suddenly died during childbirth, Shah Jahan was grief-stricken. The now MOROSE emperor canceled all appointments and refused to eat or drink for eight days. One historian recorded that when Mumtaz Mahal died, the emperor was in danger of dying himself. When he finally recovered, Shah Jahan built the Taj Mahal as a mausoleum for his beloved wife.

Read-Aloud Day 3 Period 1Negative connotationMoroseDefinition: Very depressed; despondent; mournfulOdd picture out which picture does not depict the word morose? Why?

Odd picture out Day 3 Period 2

Collaborative Inquiry:Working in your assigned groups, take 25 minutes to research, illustrate and explain your given question. Use the poster paper to graphically/visually record your answer. After, each group will present their question to the class. Assigned GroupsQuestion 1Maria, Jude, Mackenzie

Question 2Ariana, Dallas, DevonQuestion 3Cassie, Austin, Jame

Question 4Christian, John, BarbaraAssigned GroupsQuestion 1Draven, Kaycee, Fredrick, Lydia

Question 2Anna, William, Sarah, Alyssa, MorganQuestion 3Jesse, Romona, Jeanna, Marc, Ashley

Question 4Alexis, Tiffany, Victor, KeyliAssigned Questions:To which classical civilization (Persia, Greece, Rome) was religion most important?Which classical civilization had the most efficient political system?In which Classical Civilization did women have it best?Which Classical Civilizations decline was most disappointing?

1. To which classical civilization (Persia, Greece, Rome) was religion most important?Persia Promoted Zoroastrianism, but tolerant of other religions (Babylonian Exile ended for Jews). Later, Zoroastrianism became the official state religion. Few ritualistic practices within society.Greece Pantheon of gods prominently featured in architecture and public life. Many festivals to the gods. Utilized oracles to interpret the will of the gods. Cult practice was common as well (Dionysus, Osiris, Mithras)Rome Pantheon of gods essentially borrowed from the Greeks (a result of Hellenistic syncretism). During Republic, rituals, sacrifices, and vestal virgins common. During Empire, emperors were worshipped as gods upon death. Cult practice very common (Mithras with Military, Isis with women). Interactions with Jews and Christians became political and significant.2. Which classical civilization had the most efficient political system?Persia: Empire divided into Satrapies; effective bureaucracy; eyes and ears of the king; efficient infrastructure made communication fast; equal rights and responsibilities for all; tolerance to minority groupsGreece: Evolving system (monarchy tyranny oligarchy/democracy); defined participation of citizens (limited); elected assemblies; Pericles reforms to limit corruption; Delian LeagueRome: Also evolving (Monarchy Republic Empire); defined institutions (Consuls, Tribunes, Senate, etc.); probably peaked and then declined (see 3rd century emperors); active role of citizenry during Republic; monarchy disguised as democracy during Empire; consistently ineffective at reform3. In which Classical Civilization did women have it best?Persia: Women were permitted to own property, choose a husband, run a business, travel freely, and work outside of the home. Special rations were provided to women who had just delivered a child (double for boys). Noble women faced social limitations and customs dictated by the king. Limited to evidence to illustrate participation in military even.Greece: Women confined to the gynaikon; could only leave for religious festivals, fetching water, visiting sacred spaces; must be covered when outside the home; arranged marriage (at age 14 to much older man); no citizenship; extremely limited economic rights (dowry); Sparta exceptionRome: Paterfamilias meant no rights in the home; ran household affairs; No citizenship; Needed guardians; During empire women could own land, run businesses, free slaves, make wills, and work outside the home (though still under guardianship of husband or father)4. Which Classical Civilizations decline was most disappointing?Persia: Without a strong ruler after Xerxes, revolts and unruly satraps caused serious economic problems for the empire. Persian taxes became heavier and more oppressive, which led to economic depression and revolts. Eventually, Alexander the Great exploited this in his quick and decisive victory over the Persians.Greece: Competition between poleis leads to economic problems; Delian League fails leading to Peloponnesian War; Thebes conquers Sparta; Athens/Sparta conquer Thebes; Macedonian invasion. Rome: Imperial abuse leads to overextension, financial problems, inflation, class divide, religious challenge to authority, rebellion, assassination, and barbarian invasion.

Conrad-Demarest model of empirePlease log-on to the class wiki and visit the Assignments page. There you will find a link to a review quiz. The quiz is your ticket out the door today.Homework:Read and take notes on Chapter 8. Complete Guided Reading worksheet (due Friday). Also, complete Tutorial Request Form for tomorrows tutorial.