Read and take notes on the Italian & Migration reading in a new note-taking template.

Submit your notes in addition to the Italian & Japanese comparison chart here.  Please be sure to include a summary in your notes for full credit.

Answer all guiding questions but treat question #3 as a DBQ using the documents as cited evidence in addition to outside information from the context readings and movie.  Be sure to include an introductory paragraph, one body paragraph, and a conclusion in your response.

LEQ - Make a comparison between what happened in Rwanda to another group of people we discussed this year.  Consider each group's culture, politics, and traditions.  You should respond to this prompt as an LEQ using specific pieces of evidence to compare both civilizations.


DBQ - To what extent do the primary sources in Source Book p.207-208 illustrate the kind of optimism that Davidson describes?  In what ways are they more cautious?

Submit your responses to the movie's guiding questions here.

In a new note-taking template, take notes on the Rwanda Chronology and the Rwanda Genocide of 1994 links to build historical context regarding the Rwandan genocide.
In the summary portion of your notes, make a comparison between what happened in Rwanda to another group of people we discussed this year.  Consider each group's culture, politics, and traditions.  You should respond to this prompt as an LEQ using specific pieces of evidence to compare both civilizations.

Submit a note-taking template with notes from textbook pages 219-226 no later than the end of the day on Friday.

Please make sure to include a summary at the end of your notes in order to receive full credit.

Submit a note-taking template with notes from textbook pages 226-232 no later than the end of the day on Monday.  Don't forget to add notes from the Religious Affairs reading linked below.

Please make sure to include a summary at the end of your notes in order to receive full credit.

Submit the below themes chart no later than the end of class on Friday.

Submit a note-taking template with notes from textbook pages 170-178 no later than the end of the day on Tuesday.

Please make sure to include a summary at the end of your notes in order to receive full credit.

Submit your responses to the Guzman & Morgan Reflections here.  No need to answer in complete sentences, bullet points are fine.

Use your ECSETS, focusing on Environment, Culture, Economics, Social, and State Building (Governance) to identify the ways the Mongols influenced each region.  Were these changes ultimately positive or negative for the inhabitants?
How did Mongol influence decline in each region?
Compare all three regions of Mongol occupation and the ways the Mongol rule differs in each region.

Submit a note-taking template with notes from textbook pages 154-161 no later than the end of the day on Thursday.

Please make sure to include a summary at the end of your notes in order to receive full credit.

Submit your responses for the attached worksheet no later than the beginning of class on Wednesday.  It is okay to work with a partner but please make sure you are writing your own responses in your own words.

Submit your responses for the attached worksheet no later than the beginning of class on Wednesday.  It is okay to work with a partner but please make sure you are writing your own responses in your own words.

Evaluate the images for 5.3A & 5.3B.  Respond to each of the questions here no later than the beginning of next class.  Pay attention to sourcing and authors for guidance.

Submit a note-taking template with notes from textbook pages 86-92 and 133-136 no later than the end of the day on Friday.

Please make sure to include a summary at the end of your notes in order to receive full credit.

Submit your responses for the attached worksheet no later than the beginning of class on Monday.  It is okay to work with a partner but please make sure you are writing your own responses in your own words.

What civilizations/societies came to trade in Africa? What do you think this will mean for the economic and cultural development of Africa?
Explain the significance of the monsoon winds in the Indian Ocean in relation to the ECSETS themes. Focus mostly on the Environment, Culture, and Economics. As the video continues, think about the significance of the Swahili language and people for the same themes.
How does Great Zimbabwe (and by extension, Kilwa as well) represent the power, prestige, and importance of sub-Saharan Africa on the Indian Ocean trading network? How does Great Zimbabwe challenge historical narratives about a lack of power and importance among the people on the African continent?
What are your three biggest takeaways from this documentary - what stood out to you as the most important details, and why?

Submit a note-taking template with notes from textbook pages 120-128 no later than the beginning of class on Friday.

Please make sure to include a summary at the end of your notes in order to receive full credit.

Complete the attached worksheet.  You may work with your neighbor if you like.

Please answer each question.  You may consult your neighbor if you need help.
What is the Manor System and what benefits/challenges were experienced by the various participants?
What parts of Europe developed stronger monarchies in the late middle ages, and what were some important new features that made them stronger?
In what ways could it be argued that the Church was the most powerful institution in Europe, even more than that state?
What were the causes and consequences of the Crusades?
What economic and social changes occurred in West Europe after 1300?

Submit a note-taking template with notes from textbook pages 77-85 no later than 11:59PM on Tuesday night.  Add the blue highlighted sections from the Developments in Europe document into your notes.


Please make sure to include a summary at the end of your notes.

Please read through the following instructions for your assignment this week.  Send me a message if you need any support or clarification.

BY 3:30PM YOU ARE EXPECTED TO SUBMIT TWO DOCUMENTS TO ME
One Cornell note-taking document that includes notes from textbook pages 69-77 and the Developments in Europe document (yellow highlighted topics only).  Remember to summarize your notes!
Submit your LEQ if you have not yet done so already.
STEP-BY-STEP INSTRUCTIONS FOR SUCCESS
Use the Note-Taking template and complete Cornell notes on textbook pages 69-77.
Read through the yellow highlighted sections in the Developments in Europe document and add this additional background information to your Cornell notes.

Complete the attached Hinduism and Buddhism activity.

Submit all journal responses here.

Submit your completed Mansa Musa Activity worksheet here.

Read your two assigned passages about Song China.
Use the information from the document and the notes from the textbook (p.51-58) to answer the prompt with bullets: To what extent did the Song Dynasty represent change and/or continuity compared to previous Chinese dynasties?
Identify and explain each letter of ECSETS found in the passage (not all letters will be found).
Find 3 images online that best represent each of your passages.
Once done, meet with other groups and complete all 8 slides in a G Slides presentation.
Submit by the end of the week.

Submit answers to all guiding questions from the source book here.
1.1 Reflections from Confucius
1.2 Filial Piety
1.3 Daoism

Submit your response for each philosophy here.

This is assignment is meant to be completed after reading pages 7-20 in the textbook.

Submit your article notes in addition to the guiding questions here.  Use the note-taking template and be sure to include a summary of the article in the summary section of your notes.

Submit TWO evidence-based (body) paragraphs responding to the focus question: Does the evidence suggest that the colonists have legitimate reasons for wanting to separate from Britain?


Each paragraph should include the following:
ONE citation from any of the British Break documents.
ONE piece of outside information (evidence from the ppt, notes, lecture, collaboration, etc.).
A brief explanation of how both the citation from the document and the outside information work together to answer the focus question.
Each paragraph should be 4-6 sentences in length.

Please submit your HIPPO for the British Break documents C and D here.

It is important to understand BOTH SIDES of an argument before you can make up your mind one way or the other.


For EACH DOCUMENT, you must write a 2-4 sentence response agreeing and a 2-4 sentence response disagreeing with the focus question: Does the evidence suggest that the colonists have legitimate reasons in wanting to separate from Britain?


Each response must include at least one specific piece of evidence from the document being analyzed with a clear explanation of why this piece of evidence supports the position you are attempting to argue.


Since there are 4 documents, you are required to submit 8 responses no later than the beginning of class next week (2 responses per document - 8 in total).

Please submit your annotation notes along with your SPRITE for each of the British Break documents in ONE DOCUMENT.  Please have the document organized and clear to read in order to receive full credit.

Submit the notes for the Road to Independence ppt here in the format of the attached Note-Taking Template.