Human Rights
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The document discusses human rights and provides information about defining human rights, the importance of human rights, and examples of human rights violations. It asks a series of questions about human rights and what would happen if human rights were ignored or universally known. Students are instructed to read a quote by Eleanor Roosevelt on human rights and define related terms. They are then asked to find creative ways to teach others about human rights and design a project representing human rights.
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4. One of the Catholic reform movements was the Friars in the 1200s. Friars were wandering preachers that lived among common people to encourage reform and preach the gospel.
The Anglo-Saxons
The document summarizes the history of Britain from its conquest by the Romans in 55 BC until the Anglo-Saxon period from 449-1066 AD. It describes how the Romans introduced cities, roads, and Christianity before abandoning Britain in 449 AD, leaving it open to invasion by Germanic tribes like the Angles, Saxons, Jutes and Frisians. These tribes organized the area into several kingdoms and introduced their pagan culture before converting to Christianity in the late 6th-7th centuries. Monasteries played a key role in spreading Christianity and literacy. The Danes later invaded parts of eastern and northern England but were eventually defeated by King Alfred the Great in 878 AD.
Japan religions
- Early Japan was ruled by clan chiefs who were believed to be descended from nature spirits called kami. The chief held both political and religious power.
- Kami refer to spirits or forces in Shintoism, the native religion of Japan, and can represent elements of nature or landscapes. There are believed to be millions of kami.
- Shintoism incorporates beliefs in kami and nature worship and emphasizes traditions, family, cleanliness, and festivals honoring kami and ancestors. Shinto shrines feature torii gates and origami is used in worship.
Japan's Geography
The document discusses a picture on page 437 of a textbook that shows the geography of Japan. It instructs students to identify key physical features from the photo, including the four main islands of Japan and bodies of water surrounding the country. It also mentions labeling a map of Japan on page 441 with the locations of the islands, surrounding water, Tokyo, and Mount Fuji.
Booklet information
Mansa Musa ruled Mali from 1312 to 1337, expanding its empire and controlling trade routes for gold and salt throughout Africa. In 1324, Mansa Musa embarked on a pilgrimage to Mecca with an enormous caravan carrying over 2 tons of gold. His spending in Cairo caused gold values to drop. Upon his return, he brought Arab scholars and architects to Timbuktu, establishing it as an Islamic learning center.
Sundiata united the Mandinka people after defeating the brutal Samanguru in battle in 1235. As the new King of Mali, Sundiata improved agriculture and introduced cotton.
Roman Empire study guide notes
The Roman Empire unit test study guide provides an overview of the history and development of the Roman Empire from its origins as a kingdom in Rome to its eventual decline and fall. It covers the establishment of the Roman Republic and leaders like Julius Caesar who expanded Roman territory through military conquests. It also discusses the transition to an empire under Augustus and the influence and spread of Christianity. The guide outlines some of the key reasons for the fall of the Western Roman Empire and the continued existence of the Eastern Byzantine Empire centered in Constantinople until its conquest in 1453.
Constantine & Religion
- A group of local people in one of Rome's provinces refuses to participate in Roman rituals and holidays, saying it violates their religious beliefs, while otherwise remaining peaceful. Some Roman soldiers see this group as a potential threat.
- The document discusses the rise of Christianity in the Roman Empire and the persecution of Christians by Roman authorities for roughly 300 years. It then outlines the conversion of Emperor Constantine to Christianity and his efforts to legalize and promote the religion.
- The Roman Empire was divided into Western and Eastern sections with Constantinople as the new capital of the Eastern Byzantine Empire, which continued Roman traditions and controlled major trade routes.
Roman empire vocab.
This document provides instructions for a Roman Empire vocabulary assignment, asking students to choose 10 words to complete a crossword puzzle, draw a detailed picture explaining definitions, or write a paragraph using the words correctly about their contribution to the Roman Empire. It also allows choosing 7 words to complete another activity for a homework pass due the next day.
Roman Empire unit vocabulary
The document provides definitions for 37 important terms related to the rise and fall of the Roman Empire. It describes key figures like Romulus and Remus, events like the Punic Wars that expanded Rome's territory, and accomplishments such as establishing Latin as the dominant language and developing civil law. The summary also mentions the eventual adoption of Christianity as the official religion and the reasons for Rome's decline, including invasions from outside groups and internal political issues.
Roman Legacies
This document discusses the many legacies and influences of ancient Rome that are still present in modern society. It notes that many common words in English come from Latin, the language of Rome, and that Latin shaped the development of several modern European languages. Architecturally, Roman innovations like vaults, columns, domes and arches can still be seen in buildings today. Rome also had a significant influence on modern government, law, sports, Christianity, and culture. The document aims to illustrate how deeply Rome impacted Western civilization and the many ways its contributions are still visible in our world today.
Rome from Republic to Empire
The document describes a scenario where a Roman senator is worried about generals in Rome gaining too much power and potentially becoming dictators. Some senators want to take violent action against the generals to prevent this, but it is unclear if using violence against them to save the Republic would be justified.
Roman Republic
- In 753 BC, Romulus founded the city of Rome, which would later expand into the massive Roman Republic.
- The Roman Republic began in 509 BC after the overthrow of the last Roman king. It established a system where elected representatives led the people rather than kings.
- Roman society was divided between the patricians, who were the wealthy landowning class, and the plebeians, who made up the common people.
Archaic Rome
The document provides information about the Roman Empire from several sources, including:
- A lesson on analyzing the legacy of the Roman Empire and its importance.
- Geography questions about Italy and the location of Rome that set the stage for the rise of the Roman Empire.
- Maps showing the extent of the Roman Empire and its extensive road network, implying the Romans had effective government, trade, religion, language, and culture due to their roads connecting the empire.
- A passage explaining how all roads literally led to Rome, as the Romans built roads from conquered territories and provinces straight to the capital city, with mile markers measuring distance from Rome.
- A timeline of important events in Roman history from
BC and AD timeline events
The document provides instructions for creating a timeline, including circling BC dates and putting them in descending order, ordering AD dates ascending from 0, choosing 10 dates to illustrate with events, and using the dates 2000 BC, 753 BC, and 2016 AD as examples. It then lists 44 historical dates between 3000 BC and 2050 with significant events for potential inclusion on the timeline.
Time Line lesson
BC and AD are common abbreviations used on timelines to denote periods before and after the estimated birth of Jesus Christ. BC stands for Before Christ and AD stands for Anno Domini, which translates to "In the year of our Lord". Some mistakenly think AD means After Death, but that would place the start at year 33 rather than year 1. Alternatively, timelines may use BCE (Before Common Era) and CE (Common Era) to avoid religious references. The document instructs students to create a timeline using the provided materials and guidelines.
Map lesson
The document discusses the key features of maps that help people use them, including the map title, compass rose, legend/key, scale, and locator. It also lists different types of maps such as physical, political, historical, and land use maps. The document emphasizes the importance of geography and includes an activity for students to label lines of longitude and latitude on maps.
Declaration of Independence
The document provides instructions for a bell ringer activity where students are asked to:
1) Write a list of rights they have as United States citizens or residents
2) Have extra time to write a song, rap or poem about the rights they listed
The overall objective is for students to understand the rights granted in the Declaration of Independence and be able to write an essay explaining these rights using evidence from the text. Students are given 15 minutes to read the Declaration of Independence and create a rights chart before choosing an writing activity option that discusses the rights or their denial.
Types of government
The document is a lesson on different types of governments that will be taught to students. It includes definitions and examples of 8 types of governments: democracy, oligarchy, monarchy, communism, dictatorship, anarchy, republic, and totalitarianism. Students will be assigned to groups that focus on one type of government. They will take notes on all the types and work in their groups to create their own hypothetical government based on their assigned type.
House Rules lesson
The document assigns groups of students to present on different "House Rules" during class. Each group will have 10-15 minutes to create a lesson on their assigned rules, explaining what each rule is and why it is important. Their lesson should include a visual and a question for the class, and can take the form of a teaching lesson, skit, or song. The document then lists which rules each of 8 groups will present on.
First Day of School 16-17
This document provides information for students in Mrs. James's homeroom class. It outlines schedules, rules, and procedures for the class. The daily schedule includes periods for homeroom, classes, lunch, and announcements. Cell phone policies and dress code are reviewed. The class will use a house system with rewards for following rules. Thirty-five rules address behavior, manners, classroom conduct, and character. The document also previews activities like filling out schedules and a get-to-know-you scavenger hunt.
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Human Rights
- 1. BW: Clear your desk and open your mind!
- 2. Modern day genocide • You will watch the clips of what modern day genocide would be like in our country.
- 4. Human rights • While some dictionaries define the word right as “a privilege,” when used in the context of “human rights,” we are talking about something more basic. Every person is entitled to certain fundamental rights, simply by the fact of being human. These are called “human rights,” rather than a privilege, which can be taken away at someone’s whim. Every person is
- 5. Human rights video • http://www.youthforhumanrights.org
- 6. Answer the following: 1. What can happen if human rights are ignored? 2. Have you ever seen (not on TV but in life) a human rights abuse (treatment that is unkind, cruel or unfair)? 3. Can history help us appreciate our human rights? How? 4. What can you learn from the men and women who have worked for human rights? 5. What would happen if everyone knew their human rights?
- 7. Continue to answer: 1. Is it true that human rights can help us get along with each other and live in peace? a. How can that be true? Give examples 2. What do human rights have to do with you?Can young people talk to adults about human rights?
- 8. Human rights interpretation • Read what Eleanor Roosevelt said about human rights. – Read the definitions below her quote. • Highlight or underline anything that stands out to you.
- 9. Let’s discuss what Eleanor Roosevelt said!
- 10. Teach • Create a unique and interesting way to teach human rights and what Roosevelt’s message meant to a 2nd grade class!
- 11. Project • You will design a piece that represents human rights and social justice. • Your piece may be in the form of a rap, poem, poster, story, or etc. • If it is a rap or poem it MUST be at least 10 lines long and creative.
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- This is on hotel rwanda video