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 situation
  2. Interpret a graph of a real-world situation
  3. Design maps physical and cultural attributes of major world regions
  4. Use timelines to establish cause and effect relationships
  5. Analyze the effects of transportation, trade, communication, science, and technology
  6. 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 / Friday
Date:
BR:
MN:
PR:
CL:
HW: / Date:
BR:
MN:
PR:
CL:
HW: / Date: Jan 4
BR: 1.1 p. 10 Anno
MN: 1-7
PR: None
CL: Random Quest
HW: 1.1 p. 9 / Date: Jan 5
BR: 1.1 p. 10 Marg
MN: 7-12
PR: Story “Lucy”
CL: Random Quest
HW: 1.1, p. 9 / Date: Jan 6
BR: 1.2 p. 12 Anno
MN:
QU: Paleolithic
CL: Random Quest
HW: 1.2, p. 11
Date: Jan 9
BR: 1.2 p. 12 Marg
MN: 13-16
PR: W/V Quest
CL: Random Quest
HW: 1.2, p. 11 / Date: Jan 10
BR: 1.3 p. 14 Anno
MN: 16-19
PR: W/V Quest
CL: Random Quest
HW: 1.3, p. 13 / Date: Jan 11
BR: 1.3 p. 14 Marg
MN: 19-23
PR: Video Meso
CL: Random Quest
HW: 1.3, p. 13 / Date: Jan 12
BR: Test Review
PR: Video Meso
CL: Random Quest
HW: Study for Test / Date: Jan 13
BR: Test Study
UT: Pre History
PR: Finish ALL
CL: Intro next unit
HW: None
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Summative Assessment:

QU (15%) = Quiz: January 6

UT (30%) = Unit Test: January 13

PR (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 Notes
Ch. 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 halfof requirements OR carelessly completed and NOT of high quality workmanship. / All activities are completed from Quest.
Identification of 8 Features of Civilizations
Video 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 Ringers
Chapter 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
Homework
Chapter 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 relationships
  2. Analyze the effects of transportation, trade, communication, science, and technology
  3. 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 Historylabeled 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.)
  5. Requirements of Lucy’s story are:
  6. Role of Lucy in story
  7. Lucy’s acquaintances named and their roles
  8. Use of at least ONE of the Universal Themes of Language Arts from the movie permission slip on
    “Across the Universe”
  9. Must be at least three paragraphs in length
  10. 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.)
  11. You may type or hand write the story but it must be legible and proofread for spelling and grammar.
  12. 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 / 3
Time 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 / Example
Rise 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.

Questions:

  1. Who is Donald Johannsen and what is best known for?
  1. Where was Lucy discovered?
  1. How do we know Lucy was an adult?
  1. What evidence was found to prove that Lucy stood upright?
  1. Who were the first archeologists to discover hominid remains in Africa?
  1. What are the three main categories of species before Homo sapiens and their dates?
  1. Why was Africa not considered a point of human origin up until recent years?
  1. Who were the first to make a creditable discovery of early hominines in Africa?
  1. What is the importance of the Olduvai Gorge and in what geographic feature does it lie in?
  1. Why were the bones that Donald Johansen discovered called “Lucy?”
  1. What are five interesting facts about Lucy’s discovery NOT already addressed in the above questions?
  1. ______
  2. ______
  3. ______
  4. ______
  5. ______
  1. Which fact, you listed, do you feel is the most interesting? Why?

______

World HistorySyllabus 2016-2017

Paul Anthony MorelloGoogle Voice: 352.325.1612

Course Description

World 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 Civilization

Unit 2: The Rise of Europe and Middle Ages

Unit 3: The Near East and Muslim Empire

Unit 4: Africa and Asia

Unit 5: Renaissance and Reformation

Unit 6: Beginnings of Global Age in the Americas and Development of Absolutism

Unit 7: Enlightenment and Revolution with a Focus on American and French Revolution

Unit 8: Industrial Revolution and Daily Life

Unit 9: Revolution & Nationalism and its Effects

Unit 10:Imperialism and Global Patterns of Conquest

Unit 11-A: WWI Nationalism and its Effects

Unit 11-B: Rise of Totalitarianism and WWII

Unit 12: The Cold War and New Nations of Post WWII

About the Teacher

The 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 paper
  2. binder to organize assignments and handouts (can be used in other classes with dividers for each class)
  3. blue or black pens
  4. #2 pencils
  5. highlighter
  6. assigned school laptop (fully charged)
  7. assigned textbook and workbook
  8. homework assigned from the night before

Attendance Policy

The 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 daythe student returns to school.”

Make-up Procedure & Teacher’s Website (3 easy steps)

Step 1: Access at moes-place.weebly.com

Step 2: Click assignment link

Step 3: Read instructions on assignment and complete according to attendance policy above.

Teacher Availability, Office Times, and Parent/Student Communication

The 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 Policy

Students 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

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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 1

Student redirect, proximity, conference (during or after class) documented on seating chart. /

Student Rules: Consequence 2

Parent contact or conference documented on Google Form and/or Google Voice call or transcription. /

Student Rules: Consequence 3

District 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.)