Journals 9 2-2
•Download as DOCX, PDF•
0 likes•545 views
The document provides instructions for a social studies journal assignment. Students are asked to write five journal entries on various topics from Roman history and culture in one full page each without copying. The topics are: 1) A news report on Emperor Nero burning down half of Rome to build a new palace. 2) A eulogy to be read at Emperor Trajan's funeral highlighting what made him a good ruler. 3) A story told to grandchildren about a famous gladiator named Gaticus Secus and the experience of watching him fight. 4) Research on the phrase "Pecunia Non olet" and thoughts on the associated Roman business. 5) Research on how and why the date of Christmas was chosen to commemorate Jesus
Report
Share
Report
Share
Recommended
Greek Geo
The document is a grade report from a Social Studies class assessing a group activity on Greek geography. It provides instructions for students to read carefully and use their textbook as a source. The activity asks students to write a multi-paragraph response comparing and contrasting how Greece's geography shaped its people and civilizations compared to other important civilizations previously studied, using their own words and examples. It is graded out of 10 points and evaluates structure, paragraphs, and a compare/contrast section.
Roman Senate Debate
This document provides instructions for a group activity where students will participate in a simulated Roman Senate debate. It outlines the following:
- Students will be assigned roles as main Roman senators or part of the broader senate assembly. The main senators must research their historical characters.
- There will be three possible debate topics: making Julius Caesar dictator, declaring him an enemy of the state, or passing a new land law for veterans.
- Rules are outlined for the debate format and how the secretary will maintain order. Students are graded based on their assigned group.
News Report review
This document is a student activity sheet for a Social Studies class. It instructs the student to complete a news report review comparing and contrasting one of three current events topics discussed in class: the Gaza airstrikes, Geneva II talks, or Ramadi insurgents. The student is asked to write an introductory paragraph on the chosen topic, followed by two paragraphs detailing the main issue, and a concluding paragraph that can optionally propose a solution to the conflict from their point of view. The activity is worth 10 points and evaluates the student on comparing and contrasting structure and use of paragraphs.
Early Greeks: Minoans & Mycenaeans
The document is a student activity sheet for a Social Studies class assessing knowledge of early Greek civilizations. It contains instructions for the student to complete a chart comparing elements of Minoan and Mycenaean civilizations, and to provide two differences between the civilizations. The teacher, subject, date, and time are also listed at the top of the page.
Justinian
1) This document is a student activity sheet for a Social Studies class on characterizing Justinian.
2) The student is instructed to list 5 traits of Justinian in point form and describe Justinian's character in a paragraph using the listed traits.
3) The activity is worth 10 points and is divided into a 5 point section for listing traits and a 4 point section for the character description paragraph.
Geneva II
The Geneva II peace conference aims to bring representatives of the Syrian government and opposition together to negotiate an end to the ongoing civil war. The talks, scheduled for January 22, 2014, follow the Geneva Communique of 2012 which called for a transitional governing body and elections. However, major obstacles to an agreement remain, including the opposition's demand that Assad step down and not participate in any transitional government, as well as the rejection of the talks by powerful rebel commanders. While world leaders see the conference as the best chance for peace, success is uncertain given the fundamental disagreements between the sides over Assad's future role and the rebels' refusal to be bound by any agreements.
Journals 9 2-3
This document provides instructions for a student's social studies homework assignment. The student is asked to write journal entries interpreting the meaning of five Latin phrases and how they could help one become a better citizen or person. The journal entries must be a full page each, written in the student's own words without copying, and can make use of facts found through research. The journal will be graded as double homework and is due on January 28th. General instructions are given to not skip lines and that plagiarism will result in a zero grade without appeal.
Journals 10 2-3
The document provides instructions for a social studies journal assignment. Students are asked to write five journal entries on topics related to the Middle East, including:
1) The Israeli intelligence agency Mossad and its achievements.
2) The 1972 Munich Olympics massacre and the Palestinian group Black September. Students are asked to consider whether acts of violence can justify freedom and independence.
3) The plot of "payback" in the movie Munich and whether either side in the Israeli-Palestinian conflict is right or wrong.
4) The influential Iranian leader Ayatollah Khomeini and his relationship with the U.S. and Iranian revolution.
5) The Arab Spring uprisings, how they
Recommended
Greek Geo
The document is a grade report from a Social Studies class assessing a group activity on Greek geography. It provides instructions for students to read carefully and use their textbook as a source. The activity asks students to write a multi-paragraph response comparing and contrasting how Greece's geography shaped its people and civilizations compared to other important civilizations previously studied, using their own words and examples. It is graded out of 10 points and evaluates structure, paragraphs, and a compare/contrast section.
Roman Senate Debate
This document provides instructions for a group activity where students will participate in a simulated Roman Senate debate. It outlines the following:
- Students will be assigned roles as main Roman senators or part of the broader senate assembly. The main senators must research their historical characters.
- There will be three possible debate topics: making Julius Caesar dictator, declaring him an enemy of the state, or passing a new land law for veterans.
- Rules are outlined for the debate format and how the secretary will maintain order. Students are graded based on their assigned group.
News Report review
This document is a student activity sheet for a Social Studies class. It instructs the student to complete a news report review comparing and contrasting one of three current events topics discussed in class: the Gaza airstrikes, Geneva II talks, or Ramadi insurgents. The student is asked to write an introductory paragraph on the chosen topic, followed by two paragraphs detailing the main issue, and a concluding paragraph that can optionally propose a solution to the conflict from their point of view. The activity is worth 10 points and evaluates the student on comparing and contrasting structure and use of paragraphs.
Early Greeks: Minoans & Mycenaeans
The document is a student activity sheet for a Social Studies class assessing knowledge of early Greek civilizations. It contains instructions for the student to complete a chart comparing elements of Minoan and Mycenaean civilizations, and to provide two differences between the civilizations. The teacher, subject, date, and time are also listed at the top of the page.
Justinian
1) This document is a student activity sheet for a Social Studies class on characterizing Justinian.
2) The student is instructed to list 5 traits of Justinian in point form and describe Justinian's character in a paragraph using the listed traits.
3) The activity is worth 10 points and is divided into a 5 point section for listing traits and a 4 point section for the character description paragraph.
Geneva II
The Geneva II peace conference aims to bring representatives of the Syrian government and opposition together to negotiate an end to the ongoing civil war. The talks, scheduled for January 22, 2014, follow the Geneva Communique of 2012 which called for a transitional governing body and elections. However, major obstacles to an agreement remain, including the opposition's demand that Assad step down and not participate in any transitional government, as well as the rejection of the talks by powerful rebel commanders. While world leaders see the conference as the best chance for peace, success is uncertain given the fundamental disagreements between the sides over Assad's future role and the rebels' refusal to be bound by any agreements.
Journals 9 2-3
This document provides instructions for a student's social studies homework assignment. The student is asked to write journal entries interpreting the meaning of five Latin phrases and how they could help one become a better citizen or person. The journal entries must be a full page each, written in the student's own words without copying, and can make use of facts found through research. The journal will be graded as double homework and is due on January 28th. General instructions are given to not skip lines and that plagiarism will result in a zero grade without appeal.
Journals 10 2-3
The document provides instructions for a social studies journal assignment. Students are asked to write five journal entries on topics related to the Middle East, including:
1) The Israeli intelligence agency Mossad and its achievements.
2) The 1972 Munich Olympics massacre and the Palestinian group Black September. Students are asked to consider whether acts of violence can justify freedom and independence.
3) The plot of "payback" in the movie Munich and whether either side in the Israeli-Palestinian conflict is right or wrong.
4) The influential Iranian leader Ayatollah Khomeini and his relationship with the U.S. and Iranian revolution.
5) The Arab Spring uprisings, how they
Journals 9 2-1
The document provides instructions for a student to complete journal entries on five topics related to ancient Rome for a social studies assignment. The student is instructed to write a full page on each topic using their own words and imagination rather than copying directly from sources. They are to turn in the journal entries on November 19th. The topics include: 1) Witnessing a speech by Cicero in the Roman forum; 2) An old man reflecting on the Pax Romana under Octavian; 3) Speculating on whether Caligula was crazy or a prankster; 4) Describing life along Hadrian's Wall; and 5) Reacting to Christians being fed to lions in the Circus Maximus. The
Journals 9 1-3
This document provides instructions for a student to complete five journal entries on topics from ancient Roman history for a social studies class. The student is instructed to write a full page for each entry using their imagination and research, and entries are due on September 10th. Topics include: 1) Hannibal crossing the Alps from the perspective of a soldier, 2) the Gracchus brothers' reforms from the perspective of an Ecuadorean, 3) Julius Caesar from the perspective of a Roman legionnaire, 4) attending a show at the Circus Maximus to gladiators, and 5) first impressions of a barbarian seen on the Forum.
Journals 10 1-3
This document contains instructions for a social studies assignment involving journal entries on topics related to history. Students are asked to write journal entries on five topics: 1) working on the construction of Hagia Sophia in Constantinople, 2) being a Greek Orthodox witness to the Latin Massacre in Constantinople, 3) being a scholar escaping from Constantinople after its fall to the Ottomans, 4) explaining Muhammad's reputation regarding marriage, and 5) discussing the Islamic pillar of Zakat (charity) and its similarities to Christianity. The journal entries are due on September 10th and count as two homework assignments.
Journals 10 2-2
This document provides instructions for a social studies journal assignment. Students are asked to write five journal entries on various topics related to history and current events. Each entry should be a full page of writing and use research and imagination to narrate stories or perspectives from different time periods and people. Some example topics include writing from the perspective of an Austrian man during the siege of Vienna, a letter from Theodor Herzl convincing someone of Zionism, or explaining confusion at a customs office in Ecuador from the perspective of a Lebanese immigrant. Students are instructed to turn in their journal entries by a specified date.
Journals 10 2-1
This document provides instructions for a social studies journal assignment. Students are asked to write one journal entry for each of five topics related to history and culture in the Middle East and Europe. The topics are: 1) whether Jews, Christians and Muslims can be considered "People of the Book"; 2) the Alhambra palace in Spain as an architectural marvel; 3) Vlad Tepes, also known as "Vlad the Impaler," as a symbol of resistance against the Ottomans; 4) being taken as a child to become a Janissary soldier in Istanbul and losing one's Christian roots; and 5) Atatürk and the changes he brought to modern Turkey. Students are instructed to research each topic
Journals 8 1-3
This document provides instructions for a student to complete journal entries on topics related to ancient Egypt for a social studies class. The student is asked to write five journal entries imagining different scenarios: 1) creating a collage about ancient Egypt and explaining the images; 2) writing as a slave building pyramids at Giza; 3) writing about Egyptian afterlife beliefs and avoiding having an unworthy heart; 4) explaining why Ramses II was called "The Great"; and 5) writing as an archaeologist discovering King Tut's intact tomb and describing the findings. The journal entries are due on September 10th and count as two homework assignments.
Journals 9 1-2
This document contains instructions for a student assignment on journal entries related to topics in ancient Greek and Roman history. The student is asked to write five journal entries: 1) As a visitor to Alexandria, Egypt in 200 BC marveling at sights of the newly built city. 2) Continuing the tour of Alexandria and being inspired by works of art and science in the Museum. 3) As Aristotle reflecting on his years tutoring the young Alexander the Great. 4) Describing someone in their life considered stoic and explaining why. 5) As an Athenian citizen feeling about Greece now being ruled by Rome after having once been the dominant power. The student is provided context and tips for researching each topic to include in their journal entries
Journals 8 2-1
The document provides instructions for a student to complete journal entries on five topics for a social studies class assignment. The topics are: 1) The Rosetta Stone and why it was valuable to archaeologists and historians. 2) Whether real archaeologists are like the fictional character Indiana Jones. 3) Personal experiences with prejudice. 4) The meaning and origins of the name for the Hindu Kush mountain range. 5) Common characteristics of early river valley civilizations such as Sumer, Egypt, and India. Students are instructed to research each topic and write a full page on each without copying directly from sources.
Newspaper
The document provides an overview of newspaper history and types of newspaper articles. It discusses how newspapers originated in ancient Rome and China and evolved with the printing press. The document outlines the differences between broadsheet and tabloid newspapers. It also describes various types of newspaper articles like news articles, features, editorials, columns, and interviews. Headlines and conclusions of news stories are also addressed.
Journal2 9
The document provides instructions for a student's 6th partial journal assignment in their 9th grade Social Studies class. The student must write a full page in their own words on each of 5 topics by December 13th: 1) The relation between the Roman deity Sol Invictus and Christianity. 2) The garment known as a subligaculum worn by Romans and if it is still used today. 3) The meaning and origins of the phrase "Pecunia non olet" and situations where it could be used today. 4) The differences between the Roman tortoise battle formation and the Greek phalanx formation. 5) Learning more about gladiators as a profession and why men like Emperor Commodus and
Journals9 2nd Partial
This document provides journal entry prompts for a 9th grade Social Studies class' second grading period. Students are instructed to write a full page response for each prompt in their own words after doing any necessary research. The prompts include: imagining writing a letter as Christopher Columbus to convince kings to fund his voyage; seeing Spanish explorers for the first time as a Taino person; reflecting on Enlightenment ideals; learning about Simon Bolivar and agreeing or disagreeing with Ecuador's admiration for him; and forming an opinion on why Toussaint Louverture was atypical of Latin American nationalists given his background.
Why Did You Choose To Go To College Essay
Here are a few key points about the post-Cold War era:
- The bipolar world order defined by US-Soviet competition during the Cold War gave way to a unipolar world led by the sole remaining superpower, the United States.
- New types of conflicts emerged that were not neatly defined along clear ideological lines. These included civil wars, sectarian violence, failed states, and non-state actors like terrorist groups.
- Humanitarian crises resulting from these new complex emergencies have posed challenges different from those of the Cold War. Issues like refugees, access to vulnerable groups, and the targeting of aid workers have grown.
- International interventions in the 1990s, from Somalia to the Balk
Order Paper Writing Help 247 - How T. Online assignment writing service.
The document discusses how visual deprivation or abnormalities early in life during critical periods can cause amblyopia. Amblyopia results from a disruption of proper environmental signals to the brain during times when brain circuits are highly sensitive to acquiring information from the outside world. The deficits from visual deprivation can be avoided if it begins after birth, but there are different sensitive periods for deprivation to have negative effects depending on the area of the visual system.
On_Writing_well.pdf
The chapter discusses the importance of simplicity in writing. It argues that American writing is often cluttered with unnecessary words, circular constructions, and meaningless jargon. While writing styles and methods vary, the essence of good writing is clarity and directness achieved through rewriting and using language in the simplest way to convey meaning.
021712 world imperalist japan 50m
1) The document contains notes and journal prompts about Imperial Japan between the Meiji Restoration in 1868 and its expansion in the early 20th century.
2) It discusses how Japan modernized by adopting Western political systems and sending students abroad while maintaining the emperor's control. Major reforms included copying the German government, targeting economic investments, and hiring Western experts.
3) The notes then cover Japan's increasing military and economic power, including its victory in the Sino-Japanese and Russo-Japanese Wars, allowing it to influence Korea and claim territories. Journal prompts debate whether Japan's actions were justified or if it demanded too many changes too quickly.
022812 whap china imperialism 50m
1) The document outlines the format and content for lesson notes on China under imperialism between 1839-1911. It includes prompts for students to write opinions, questions, or summaries in response to an opener video clip on the topic.
2) The notes are divided into two sections and cover China's isolationist Qing Dynasty, the Opium Wars and unequal treaties, the Taiping Rebellion, the Hundred Days of Reform and Boxer Rebellion. Key events that weakened China are described.
3) Students are assigned additional homework including creating timelines on the weakening of the Ottoman, Russian, and Chinese empires during the Industrial Revolution, and outlining responses to potential DBQ and essay prompts on British
Journal2 8
This document provides instructions for a student to complete journal entries for their 8th grade Social Studies class. The journal is due on December 13th. The student must write a full page on each of 5 topics from the Ancient Greece era in their own words: 1) Laconic wit and examples of Spartan humor. 2) The meaning behind King Leonidas' famous phrase "Come and get them" during the Battle of Thermopylae. 3) What a Persian warrior may have felt and done facing the advancing Greek phalanx battle formation. 4) Details about the infamous man Alcibiades who was called a "chamaeleon" and what he did. 5) Why Alexandria's Library was
The prince
The document summarizes thoughts from reading Machiavelli's "The Prince" and relates them to modern political issues. It notes that Machiavelli's ideas on securing power through different means like devastation and settlements resonate with colonial history. It also discusses the need for strong African leaders who can achieve unification, order, and supremacy for their people despite potential cruelty, using examples from history. The disappointment leaders may face from those who help them rise to power is discussed in relation to African democracies.
The Five Moves of Analysis(aka The Most Important Thing You Will.docx
The Five Moves of Analysis
(aka The Most Important Thing You Will Ever Learn)
1. Suspend Judgment: Set aside your likes and dislikes, your agreeing or disagreeing. Say to yourself, “What I find most interesting here is...”.
2. Notice and Focus: Simply put, pay close attention to details. “What do you notice?” What is significant/interesting/revealing/ strange. Slow down and take your time here. Don’t jump to interpretations before you’ve exhausted the details. Uncertainty is good.
3. Look for Patterns: Start sifting through the text looking for Repetitions, Strands, Binaries, and Anomalies.
Repetitions: sheep dog in "How to Talk to a Hunter"
Strands: Animals in "How to Talk to a Hunter," alcohol in "Sonny's Blues"
Binaries: Light/Dark in "Sonny's Blues," young/old in "One of Star Wars, One of Doom"
Anomalies: Mysterious notebook in "One of Star Wars, One of Doom," tin of chocolates with Santa Claus "fondling" children painted on it in "How to Talk to a Hunter"
4. Make the Implicit Explicit: Explain to the reader what the details or the patterns imply. Explain your thought process. Pull out the implications and show them why you think they are “folded in” to the meaning of the text or image. What does this mean and So What? Why is it important?
5. Keep Reformulating Questions and Explanations: What else might this detail or pattern mean? How else could it be explained? What details don’t fit my theory? Can I adjust my theory to better fit with this?
Prepping the Final Paper
Take a minute to re-read the assignment sheet for Paper 3. Then choose which prompt you would like to focus on for your paper. Once you have chosen your prompt, I would like you to go through the book and identify the scenes that you think link to your topic in an interesting way. Now…
1. List the scenes you have chosen, e.g. “Scene #1: The scene in which Oscar is taken into the cane and beaten.”
2. Carefully gather details from your chosen scenes. These should include both individual details you find interesting or bizarre, AND binaries, strands, repetitions, and anomalies. Use the skills we’ve practiced all quarter long to gather these. Write them down. For example, “Oscar’s hands are ‘seamless’ in the dream.’
3. Now spend some time pulling multiple implications out of as many details as you can. For instance, “Seamless hands = brand new, no history, no fingerprints so no traces, like a blank page.”
4. Choose your six juiciest, most interesting and analytically rich details and type them up in a list that includes implications.
5. Use your detail-analysis to develop a working thesis. This is your own analytical theory about what is going on in the scenes you’ve chosen. What have you uncovered and why is it significant? Write that thesis down.
My answer
1. Scene
#1: The scene in which Oscar’s dead at the beginning.
#2: The scene in which the narrator is not Yunior in chapter 2.
#3: Narrating the identity of Yunior.
#4: Using footn ...
C human rights 1 hr timeline
1. The class will create a large poster with contributions from each student to examine the "Road to Human Rights" timeline.
2. Students will work in pairs to create displays for one of 16 important dates/events in the history of human rights, such as the Magna Carta or the Universal Declaration of Human Rights.
3. The individual displays will then be combined into a single large poster to illustrate the progression of human rights over time.
Journals 8 2-3
This document provides instructions for a journal entry assignment in Social Studies class. Students are asked to write journal entries on four topics: Buddhism, Buddha's Origins, Fat Buddha, and a quote by Buddha. They must write a full page for each entry without copying and do some additional research. The entries should apply their knowledge and be turned in by January 28th. The journal will count as double homework and be graded based on content and following instructions.
Geneva II worksheet
This document appears to be a student worksheet for an activity on the Geneva II talks regarding the Syrian conflict. The worksheet contains questions to test the student's comprehension of the Geneva II talks and related topics. It asks the student to summarize parts of a source text and relate a cartoon from the source text to its meaning and message. The questions address the main goal of the Geneva talks, the Geneva Communiqué document and its implications, the official position of the Syrian government on cooperation, and the stances of the opposition and less moderate Al-Qaeda-linked parties. The student is asked to give their own opinion in summarizing the "Prospects of Success" section and analyze the meaning and message of a cartoon in relation to
More Related Content
Similar to Journals 9 2-2
Journals 9 2-1
The document provides instructions for a student to complete journal entries on five topics related to ancient Rome for a social studies assignment. The student is instructed to write a full page on each topic using their own words and imagination rather than copying directly from sources. They are to turn in the journal entries on November 19th. The topics include: 1) Witnessing a speech by Cicero in the Roman forum; 2) An old man reflecting on the Pax Romana under Octavian; 3) Speculating on whether Caligula was crazy or a prankster; 4) Describing life along Hadrian's Wall; and 5) Reacting to Christians being fed to lions in the Circus Maximus. The
Journals 9 1-3
This document provides instructions for a student to complete five journal entries on topics from ancient Roman history for a social studies class. The student is instructed to write a full page for each entry using their imagination and research, and entries are due on September 10th. Topics include: 1) Hannibal crossing the Alps from the perspective of a soldier, 2) the Gracchus brothers' reforms from the perspective of an Ecuadorean, 3) Julius Caesar from the perspective of a Roman legionnaire, 4) attending a show at the Circus Maximus to gladiators, and 5) first impressions of a barbarian seen on the Forum.
Journals 10 1-3
This document contains instructions for a social studies assignment involving journal entries on topics related to history. Students are asked to write journal entries on five topics: 1) working on the construction of Hagia Sophia in Constantinople, 2) being a Greek Orthodox witness to the Latin Massacre in Constantinople, 3) being a scholar escaping from Constantinople after its fall to the Ottomans, 4) explaining Muhammad's reputation regarding marriage, and 5) discussing the Islamic pillar of Zakat (charity) and its similarities to Christianity. The journal entries are due on September 10th and count as two homework assignments.
Journals 10 2-2
This document provides instructions for a social studies journal assignment. Students are asked to write five journal entries on various topics related to history and current events. Each entry should be a full page of writing and use research and imagination to narrate stories or perspectives from different time periods and people. Some example topics include writing from the perspective of an Austrian man during the siege of Vienna, a letter from Theodor Herzl convincing someone of Zionism, or explaining confusion at a customs office in Ecuador from the perspective of a Lebanese immigrant. Students are instructed to turn in their journal entries by a specified date.
Journals 10 2-1
This document provides instructions for a social studies journal assignment. Students are asked to write one journal entry for each of five topics related to history and culture in the Middle East and Europe. The topics are: 1) whether Jews, Christians and Muslims can be considered "People of the Book"; 2) the Alhambra palace in Spain as an architectural marvel; 3) Vlad Tepes, also known as "Vlad the Impaler," as a symbol of resistance against the Ottomans; 4) being taken as a child to become a Janissary soldier in Istanbul and losing one's Christian roots; and 5) Atatürk and the changes he brought to modern Turkey. Students are instructed to research each topic
Journals 8 1-3
This document provides instructions for a student to complete journal entries on topics related to ancient Egypt for a social studies class. The student is asked to write five journal entries imagining different scenarios: 1) creating a collage about ancient Egypt and explaining the images; 2) writing as a slave building pyramids at Giza; 3) writing about Egyptian afterlife beliefs and avoiding having an unworthy heart; 4) explaining why Ramses II was called "The Great"; and 5) writing as an archaeologist discovering King Tut's intact tomb and describing the findings. The journal entries are due on September 10th and count as two homework assignments.
Journals 9 1-2
This document contains instructions for a student assignment on journal entries related to topics in ancient Greek and Roman history. The student is asked to write five journal entries: 1) As a visitor to Alexandria, Egypt in 200 BC marveling at sights of the newly built city. 2) Continuing the tour of Alexandria and being inspired by works of art and science in the Museum. 3) As Aristotle reflecting on his years tutoring the young Alexander the Great. 4) Describing someone in their life considered stoic and explaining why. 5) As an Athenian citizen feeling about Greece now being ruled by Rome after having once been the dominant power. The student is provided context and tips for researching each topic to include in their journal entries
Journals 8 2-1
The document provides instructions for a student to complete journal entries on five topics for a social studies class assignment. The topics are: 1) The Rosetta Stone and why it was valuable to archaeologists and historians. 2) Whether real archaeologists are like the fictional character Indiana Jones. 3) Personal experiences with prejudice. 4) The meaning and origins of the name for the Hindu Kush mountain range. 5) Common characteristics of early river valley civilizations such as Sumer, Egypt, and India. Students are instructed to research each topic and write a full page on each without copying directly from sources.
Newspaper
The document provides an overview of newspaper history and types of newspaper articles. It discusses how newspapers originated in ancient Rome and China and evolved with the printing press. The document outlines the differences between broadsheet and tabloid newspapers. It also describes various types of newspaper articles like news articles, features, editorials, columns, and interviews. Headlines and conclusions of news stories are also addressed.
Journal2 9
The document provides instructions for a student's 6th partial journal assignment in their 9th grade Social Studies class. The student must write a full page in their own words on each of 5 topics by December 13th: 1) The relation between the Roman deity Sol Invictus and Christianity. 2) The garment known as a subligaculum worn by Romans and if it is still used today. 3) The meaning and origins of the phrase "Pecunia non olet" and situations where it could be used today. 4) The differences between the Roman tortoise battle formation and the Greek phalanx formation. 5) Learning more about gladiators as a profession and why men like Emperor Commodus and
Journals9 2nd Partial
This document provides journal entry prompts for a 9th grade Social Studies class' second grading period. Students are instructed to write a full page response for each prompt in their own words after doing any necessary research. The prompts include: imagining writing a letter as Christopher Columbus to convince kings to fund his voyage; seeing Spanish explorers for the first time as a Taino person; reflecting on Enlightenment ideals; learning about Simon Bolivar and agreeing or disagreeing with Ecuador's admiration for him; and forming an opinion on why Toussaint Louverture was atypical of Latin American nationalists given his background.
Why Did You Choose To Go To College Essay
Here are a few key points about the post-Cold War era:
- The bipolar world order defined by US-Soviet competition during the Cold War gave way to a unipolar world led by the sole remaining superpower, the United States.
- New types of conflicts emerged that were not neatly defined along clear ideological lines. These included civil wars, sectarian violence, failed states, and non-state actors like terrorist groups.
- Humanitarian crises resulting from these new complex emergencies have posed challenges different from those of the Cold War. Issues like refugees, access to vulnerable groups, and the targeting of aid workers have grown.
- International interventions in the 1990s, from Somalia to the Balk
Order Paper Writing Help 247 - How T. Online assignment writing service.
The document discusses how visual deprivation or abnormalities early in life during critical periods can cause amblyopia. Amblyopia results from a disruption of proper environmental signals to the brain during times when brain circuits are highly sensitive to acquiring information from the outside world. The deficits from visual deprivation can be avoided if it begins after birth, but there are different sensitive periods for deprivation to have negative effects depending on the area of the visual system.
On_Writing_well.pdf
The chapter discusses the importance of simplicity in writing. It argues that American writing is often cluttered with unnecessary words, circular constructions, and meaningless jargon. While writing styles and methods vary, the essence of good writing is clarity and directness achieved through rewriting and using language in the simplest way to convey meaning.
021712 world imperalist japan 50m
1) The document contains notes and journal prompts about Imperial Japan between the Meiji Restoration in 1868 and its expansion in the early 20th century.
2) It discusses how Japan modernized by adopting Western political systems and sending students abroad while maintaining the emperor's control. Major reforms included copying the German government, targeting economic investments, and hiring Western experts.
3) The notes then cover Japan's increasing military and economic power, including its victory in the Sino-Japanese and Russo-Japanese Wars, allowing it to influence Korea and claim territories. Journal prompts debate whether Japan's actions were justified or if it demanded too many changes too quickly.
022812 whap china imperialism 50m
1) The document outlines the format and content for lesson notes on China under imperialism between 1839-1911. It includes prompts for students to write opinions, questions, or summaries in response to an opener video clip on the topic.
2) The notes are divided into two sections and cover China's isolationist Qing Dynasty, the Opium Wars and unequal treaties, the Taiping Rebellion, the Hundred Days of Reform and Boxer Rebellion. Key events that weakened China are described.
3) Students are assigned additional homework including creating timelines on the weakening of the Ottoman, Russian, and Chinese empires during the Industrial Revolution, and outlining responses to potential DBQ and essay prompts on British
Journal2 8
This document provides instructions for a student to complete journal entries for their 8th grade Social Studies class. The journal is due on December 13th. The student must write a full page on each of 5 topics from the Ancient Greece era in their own words: 1) Laconic wit and examples of Spartan humor. 2) The meaning behind King Leonidas' famous phrase "Come and get them" during the Battle of Thermopylae. 3) What a Persian warrior may have felt and done facing the advancing Greek phalanx battle formation. 4) Details about the infamous man Alcibiades who was called a "chamaeleon" and what he did. 5) Why Alexandria's Library was
The prince
The document summarizes thoughts from reading Machiavelli's "The Prince" and relates them to modern political issues. It notes that Machiavelli's ideas on securing power through different means like devastation and settlements resonate with colonial history. It also discusses the need for strong African leaders who can achieve unification, order, and supremacy for their people despite potential cruelty, using examples from history. The disappointment leaders may face from those who help them rise to power is discussed in relation to African democracies.
The Five Moves of Analysis(aka The Most Important Thing You Will.docx
The Five Moves of Analysis
(aka The Most Important Thing You Will Ever Learn)
1. Suspend Judgment: Set aside your likes and dislikes, your agreeing or disagreeing. Say to yourself, “What I find most interesting here is...”.
2. Notice and Focus: Simply put, pay close attention to details. “What do you notice?” What is significant/interesting/revealing/ strange. Slow down and take your time here. Don’t jump to interpretations before you’ve exhausted the details. Uncertainty is good.
3. Look for Patterns: Start sifting through the text looking for Repetitions, Strands, Binaries, and Anomalies.
Repetitions: sheep dog in "How to Talk to a Hunter"
Strands: Animals in "How to Talk to a Hunter," alcohol in "Sonny's Blues"
Binaries: Light/Dark in "Sonny's Blues," young/old in "One of Star Wars, One of Doom"
Anomalies: Mysterious notebook in "One of Star Wars, One of Doom," tin of chocolates with Santa Claus "fondling" children painted on it in "How to Talk to a Hunter"
4. Make the Implicit Explicit: Explain to the reader what the details or the patterns imply. Explain your thought process. Pull out the implications and show them why you think they are “folded in” to the meaning of the text or image. What does this mean and So What? Why is it important?
5. Keep Reformulating Questions and Explanations: What else might this detail or pattern mean? How else could it be explained? What details don’t fit my theory? Can I adjust my theory to better fit with this?
Prepping the Final Paper
Take a minute to re-read the assignment sheet for Paper 3. Then choose which prompt you would like to focus on for your paper. Once you have chosen your prompt, I would like you to go through the book and identify the scenes that you think link to your topic in an interesting way. Now…
1. List the scenes you have chosen, e.g. “Scene #1: The scene in which Oscar is taken into the cane and beaten.”
2. Carefully gather details from your chosen scenes. These should include both individual details you find interesting or bizarre, AND binaries, strands, repetitions, and anomalies. Use the skills we’ve practiced all quarter long to gather these. Write them down. For example, “Oscar’s hands are ‘seamless’ in the dream.’
3. Now spend some time pulling multiple implications out of as many details as you can. For instance, “Seamless hands = brand new, no history, no fingerprints so no traces, like a blank page.”
4. Choose your six juiciest, most interesting and analytically rich details and type them up in a list that includes implications.
5. Use your detail-analysis to develop a working thesis. This is your own analytical theory about what is going on in the scenes you’ve chosen. What have you uncovered and why is it significant? Write that thesis down.
My answer
1. Scene
#1: The scene in which Oscar’s dead at the beginning.
#2: The scene in which the narrator is not Yunior in chapter 2.
#3: Narrating the identity of Yunior.
#4: Using footn ...
C human rights 1 hr timeline
1. The class will create a large poster with contributions from each student to examine the "Road to Human Rights" timeline.
2. Students will work in pairs to create displays for one of 16 important dates/events in the history of human rights, such as the Magna Carta or the Universal Declaration of Human Rights.
3. The individual displays will then be combined into a single large poster to illustrate the progression of human rights over time.
Similar to Journals 9 2-2 (20)
Order Paper Writing Help 247 - How T. Online assignment writing service.
Order Paper Writing Help 247 - How T. Online assignment writing service.
The Five Moves of Analysis(aka The Most Important Thing You Will.docx
The Five Moves of Analysis(aka The Most Important Thing You Will.docx
More from ssclasstorremar
Journals 8 2-3
This document provides instructions for a journal entry assignment in Social Studies class. Students are asked to write journal entries on four topics: Buddhism, Buddha's Origins, Fat Buddha, and a quote by Buddha. They must write a full page for each entry without copying and do some additional research. The entries should apply their knowledge and be turned in by January 28th. The journal will count as double homework and be graded based on content and following instructions.
Geneva II worksheet
This document appears to be a student worksheet for an activity on the Geneva II talks regarding the Syrian conflict. The worksheet contains questions to test the student's comprehension of the Geneva II talks and related topics. It asks the student to summarize parts of a source text and relate a cartoon from the source text to its meaning and message. The questions address the main goal of the Geneva talks, the Geneva Communiqué document and its implications, the official position of the Syrian government on cooperation, and the stances of the opposition and less moderate Al-Qaeda-linked parties. The student is asked to give their own opinion in summarizing the "Prospects of Success" section and analyze the meaning and message of a cartoon in relation to
Age of Justinian
527-565: Justinian revived the ancient Roman Empire, recovering much of Italy, Africa, and Spain. This expanded the Byzantine Empire to its greatest size under Justinian's rule. However, the wars exhausted the treasury and weakened defenses.
Justinian's greatest achievements were rebuilding the Hagia Sophia in Constantinople, and creating the Corpus Juris Civilis (Justinian's Code), which formed the basis of law for many centuries. He ruled as an autocrat with absolute power, even over the church, aided by his wife Theodora, a powerful and influential woman. After Justinian, the Byzantine Empire continued to serve as a buffer between Europe and invading forces from Persia
Byzantium
The document provides background information on the Byzantine Empire. It describes how the Roman Empire was originally centered around the Mediterranean but faced internal and external threats over time. Emperor Diocletian divided the empire into western and eastern halves to make it easier to govern. Constantine later moved the capital to Constantinople in Turkey. The western half of the empire continued to decline due to invasions, while the eastern half grew stronger under emperors like Justinian who reconquered territory and standardized the legal system. The Byzantine Empire had Constantinople as its capital and spoke Greek, with Orthodox Christianity becoming its dominant religion.
Greek Geography
The geography of Greece shaped Greek life. As a peninsula surrounded by water on three sides, Greece had many natural harbors. It was difficult to travel overland due to mountains, but the sea allowed Greeks to become skilled sailors and traders who established colonies around the Mediterranean. Two early civilizations, the Minoans and Mycenaeans, influenced Greek culture. The Minoans traded extensively by sea from their base on Crete, while the Mycenaeans built fortresses on the mainland and aggressively expanded their territory through attacks. Both civilizations declined around 1200 BC, plunging Greece into a dark age.
Buddha & Jesus
The document is a student assignment sheet that contains instructions for a social studies task. It asks the student to write a two paragraph response comparing and contrasting two aspects of the lives and messages of Jesus and Buddha. The assignment is worth 10 points and is to be completed in 30 minutes for the teacher, Mauricio Torres, on January 14th, 2013.
Eightfold Path
This document is a school assignment for a Social Studies class asking the student to summarize and apply the Eightfold Path taught by Buddha. In three paragraphs, the student is asked to analyze the eight aspects of the path - right view, intention, speech, action, livelihood, effort, mindfulness, and concentration - and explain how applying them could help the student improve and become a better person through examples from their own life. The assignment is worth 10 points and the student has 30 minutes to complete it during class using their textbook as a reference source.
Corruption
The document is a school assignment for a 9th grade Social Studies class, where the student must write a four paragraph response analyzing how corruption can take root in young people and discussing two examples of corruption they could encounter at their age along with how to avoid those situations. The assignment will be graded based on analysis, structure, and paragraphs.
Rome Decline
This document is a student activity sheet for a Social Studies class assessing their understanding of the decline of the Roman Empire. The activity instructs students to work with a partner to analyze and discuss the three main factors that led to the fall of Rome, write three paragraphs explaining which factor they believe was most influential, and explain any lack of consensus between the partners. It provides instructions, identifies the course, section, student number, teacher, subject, date, time, and points possible.
Roman Heritage
The document is a student assignment from a Social Studies class. It instructs the student to complete two tasks related to Roman heritage: 1) Explain in a paragraph how the Roman Empire helped spread Roman and Hellenistic cultures throughout its territory. 2) Analyze why Roman achievements and knowledge have prevailed until today, using an example if needed. The assignment is worth 10 points and has sections to grade the student's explanation and analysis separately.
Bread and Circus
This document contains instructions for a student assignment on social studies. The student is asked to write a three paragraph response comparing and contrasting politics in ancient Rome with modern politics. They are to discuss how the concept of "bread and circus" from Roman times relates to political corruption today. The student is given 30 minutes to complete the task and instructed to use their textbook as a reference and ask their parents for help explaining the term. They will be graded based on the structure and paragraphs of their response.
Eightfold Path
This document is a school assignment for a Social Studies class asking the student to summarize and apply the Eightfold Path taught by Buddha. In three paragraphs, the student is asked to analyze the eight aspects of the path - right view, intention, speech, action, livelihood, effort, mindfulness, and concentration - and explain how applying them could help the student improve and become a better person through examples from their own life. The assignment is worth 10 points and the student has 30 minutes to complete it during class using their textbook as a reference source.
Buddha and Jesus
The document is a student assignment sheet that instructs the student to:
1) Read about Buddha and Jesus and write two paragraphs comparing and contrasting aspects of their lives and messages.
2) The assignment is worth 10 points and is for a Social Studies class, to be completed in 30 minutes.
3) The teacher's name is listed as Mauricio Torres and the date is 14/1/13.
News Report Assignment
This document outlines an assignment for students to analyze current events by creating a news report portfolio over three weeks. It instructs students to:
1) Read the Al Jazeera website every day and select one interesting news report each week about politics, conflicts or terrorism to print and summarize.
2) Write an introductory paragraph for each news report and bring it to school on Mondays.
3) Organize the news reports and introductory paragraphs into a folder with the student's name for submission at the end of the three weeks.
Partial credit will be given for each submitted news report, the completed portfolio, and reading comprehension of discussed news reports.
Modern Middle East Map
This document is a student activity sheet for a Social Studies class assessing knowledge of modern Middle East geography. It contains two parts - the first asks the student to locate and label 8 capital cities on a map, and the second asks them to recall and write the independence dates of 8 countries. The teacher's name and date are provided at the top along with instructions for the student to complete the task within 10 minutes using their book or notes.
Ariel Sharon worksheet
This document is a worksheet for a social studies class assignment on Ariel Sharon, the former Prime Minister of Israel. The worksheet contains instructions for students to read a source text about Sharon and answer comprehension questions in 1-3 sentences, questions about the causes and effects of Sharon's policies in 2-3 sentences, and inference questions explaining the writer's characterization of Sharon and how the writer's background influences their opinion, in 3-5 sentences. It provides the class, subject, date, time limit, and grading criteria for the activity.
Ariel Sharon (news editorial)
This document provides a summary of Ariel Sharon's legacy as a Zionist leader in Israel. It discusses how Sharon embodied an expansionary view of ensuring Jewish privilege in Palestine through his willingness to use violence and ethnic cleansing against Palestinian civilians. Key events discussed include Sharon's role in the massacre of Palestinian civilians in Qibya in 1953 as head of an Israeli army unit, and his responsibility for the Sabra and Shatila massacre in 1982 as Israeli Defense Minister. The document also examines how Sharon promoted Israeli settlements in occupied territories and ultimately withdrew settlers from Gaza in 2005, but in a way that deepened Israeli apartheid. It argues Sharon's policies have led Israel down a path of isolation and a Jewish supremacist state cannot last.
Ahimsa
The document discusses the origins and principles of Jainism. It states that Jainism emerged in India as some people disagreed with Hinduism's beliefs. Jainism was based on the teachings of Mahavira, who believed Hinduism emphasized too much on rituals. The key principles of Jainism that Mahavira emphasized were nonviolence or ahimsa, telling the truth, not stealing, and owning no property. Jains practice strict nonviolence and believe all life is sacred, making them vegetarians. The document notes several historical figures like Gandhi and Martin Luther King Jr. who embraced the principle of nonviolence.
Teachings of Buddhism
1) The document discusses the origins and teachings of Buddhism, founded by Siddhartha Gautama, also known as the Buddha.
2) It explains that after meditating and fasting, Siddhartha Gautama realized the Four Noble Truths about life, which formed the basis of Buddhism - that suffering is inevitable, caused by desire, and can be overcome through following the Eightfold Path.
3) The Eightfold Path involves right thought, speech, action, livelihood, effort, mindfulness, and concentration, and leads to wisdom, enlightenment, and escaping further reincarnation and suffering.
End of the Roman Empire
The Roman Empire faced serious threats in the late 100s and 200s AD from both outside invaders and internal problems. Barbarian tribes invaded from the north and east, while Romans fled their lands, leaving them abandoned. Disease and famine also afflicted the empire. To try to manage the large territory, Emperor Diocletian divided the Roman Empire into Eastern and Western halves in the late 200s AD. Later, Constantine rejoined the empire briefly but moved the capital to Constantinople in the East, shifting power away from Rome. The large size of the empire had made it difficult to govern and defend.
More from ssclasstorremar (20)
Journals 9 2-2
- 1. Educación Básica Superior Segundo Quimestre - Primer Parcial STUDENT(S): TEACHER: Mauricio Torres DATE: 2/12/13 TAREA (T) GRADE SUBJECT: Social Studies TIME: 60 min. No. 2 GENERAL INSTRUCTIONS: Read the instructions below before starting the activity. You must write down a whole page, without skipping a line. NO COPYING ALLOWED! This is free writing. You have to use your own imagination and knowledge to write each entry. If there are signs of plagiarism, you will immediately get a ZERO, without any appeals. Do some research on each subject and in some cases you may be surprised to find interesting facts. Use them to make your journal entry more vivid. Also read the search tips to have a better idea of what you may look for. Remember that the journal counts as double homework when it is graded! 10 Points Curso Paralelo No. Lista 9 JOURNAL ENTRIES – 9TH EBG Content Instructions / 7.5 / 2.5 I. Write: Write a journal entry for each one of the following topics. They should be turned in on December 13th: 1. Nero: Write a news report for the citizen's of Rome. Inform them how half the city was burned down by the Emperor himself in order to build a new majestic palace for himself. 2. Trajan: Trajan was considerate and mindful to Republican tradition making sure that the position of emperor appeared again like that of a first citizen among peers (primes inter pares) rather than a tyrant that ruled at his own whims. Write a short eulogy for him, to be read at his funeral. Don´t forget to highlight what things made him a good ruler! 3. Gladiators: Imagine you are telling the story of one of the greatest gladiators ever: Gaticus Secus! Tell your grandkids of this savage fighter and what you felt watching him as he defeated his opponents in battle at the Colosseum. 4. Pecunia Non olet: Find out where this phrase comes from! Write down what you think about this weird Roman “business”. 5. Christmas: This date commemorates the birth of Jesus. But who chose which exact day it was? Where does this tradition come from?