Name:______
Theme:Movement
Throughout global history people have moved from place to place, traded goods and services, and as a result, traded ideas. This movement of people and goods can be traced back to prehistoric cultures and still occurs today. There are four areas to consider when studying this topic.
Migration
People have been on the move since their beginnings. Sometimes people move voluntarily, as in searching for food, or a better environment.Neolithic people were nomads, constantly on the move in search of food. Sometimes a group of people is forced to move involuntarily. Both Jews and Africans faced a forced movement of their populations called a Diaspora. The Jews were forced out of Palestine by the Romans almost 2,000 years ago, and millions of Africans were taken from Africa during the slave trade of the Age of Exploration.
Trade
Trade is the movement of goods between areas. It occurs because different people have access to different resources. Trade involves import, which is bringing goods into a place, and export, which is sending goods to another place.
Cultural Diffusion
Cultural diffusion is the exchange of ideas between different cultural groups. This is accomplished through the movement of people and goods. An example of cultural diffusion is the spread of Buddhism from India along trade routes in Asia.
Interdependence
Interdependence is the dependence of people on goods, resources, and knowledge from other parts of the world. Interdependence continues to grow today due to rapid exchange of ideas, goods, and services through advanced communications.
STEP ONE: Select eight (8) events from the attached list. Your eight (8) events can NOT all be from one region. Be careful. You must have at least ONE from each of the following: Roman history, Byzantine history, Russian history and Mongol history. Research the selected events on the attached worksheet.
**Answer the following questions as you complete this research.**
*What is the historical background that led to this event?
*Who are the important people involved in the event?
*When and if possible for how long did this event occur?
*Where did this event occur?
*Why is this event significant in history?
Page in textbook / Date(s) / Description of Event / I am using this event (X)156 / 451 BCE / 12 Tables created
158 / 264-146 BCE / Punic Wars
161 / 44 BCE / Julius Caesar named dictator for life
162 / 27 BCE – 180 CE / Pax Romana
171 / 313 CE / Constantine signs the Edict of Milan
175 / 350 – 500 CE / Germanic/Barbarian Invasions on Rome
173-176 / 180 – 410 CE / Fall of Western Roman Empire
175 / 330 CE / Founding of Constantinople
301-303 / 527 – 565 CE / Reign of Justinian
304-306 / 1054 CE / Great Schism of Christianity
306-308 / 957 CE / Byzantine Missionaries Convert Slavs
309--310 / 1200’s / Mongol Invasions of Russia and the East
333-334 / Mid 1200’s –mid
1300’s / Pax Mongolia
STEP TWO:
Then complete the summary questions for each selected event.
*How did this event impact the culture where it occurred?
*How did this idea “move” or affect other cultures?
STEP THREE:
Select one of three culminating activities which reflect the knowledge you have gained through your research.
Choice A: CD Cover and song titles
Choice B: Skit production (including script) recorded either at home or after school
Choice C: Travel Journal
You may work alone or with ONE other classmate to complete this assessment. If you select a partner, you are both responsible for turning in completed research.
Your final grade will include:
25 test points for research
25 test points for final product
RESEARCH OUTLINE
Event 1: Title of selected event: ______
Research: Who, What, Where, Why, When
Summary Questions:
*How did this event impact the culture where it occurred?
*How did this idea “move” or affect other cultures?
Event 2: Title of selected event: ______
Research: Who, What, Where, Why, When
Summary Questions:
*How did this event impact the culture where it occurred?
*How did this idea “move” or affect other cultures?
Event 3: Title of selected event: ______
Research: Who, What, Where, Why, When
Summary Questions:
*How did this event impact the culture where it occurred?
*How did this idea “move” or affect other cultures?
Event 4: Title of selected event: ______
Research: Who, What, Where, Why, When
Summary Questions:
*How did this event impact the culture where it occurred?
*How did this idea “move” or affect other cultures?
Event 5: Title of selected event: ______
Research: Who, What, Where, Why, When
Summary Questions:
*How did this event impact the culture where it occurred?
*How did this idea “move” or affect other cultures?
Event 6: Title of selected event: ______
Research: Who, What, Where, Why, When
Summary Questions:
*How did this event impact the culture where it occurred?
*How did this idea “move” or affect other cultures?
Event 7: Title of selected event: ______
Research: Who, What, Where, Why, When
Summary Questions:
*How did this event impact the culture where it occurred?
*How did this idea “move” or affect other cultures?
Event 8: Title of selected event: ______
Research: Who, What, Where, Why, When
Summary Questions:
*How did this event impact the culture where it occurred?
*How did this idea “move” or affect other cultures?
CHOICE A: CD Cover and song titles
The Roman Empire, Byzantine Empire, Russia, and the Mongols
1.The front covers should include:
- your “band” name
- an appropriate title for the CD
- at least four visuals-One from each Rome, Byzantine, Russia, and Mongols
- The back cover should include:
- The titles of eight songs that reflect important points in each selected event.
For example, if you were going to be writing a song about Genghis Khan, a bad example of a song title might be Genghis Khan Rocks. (This is not a good example because it does not show any thought or creativity, and it does not show an understanding of who Genghis Khan was.) Some good examples song titles might be Genghis – Back in the Saddle Again; Genghis, Throw off your Wooden Collar; and We Come to Conquer. (These are good examples because they show creativity and they refer to relevant events in the life of Genghis Khan.) Note: Genghis Khan is not one of your choices.
Rubric – 25 points
Category /Points Possible
/ Points EarnedCD Title / 2
“Band” Name / 1
Visual #1 & #2 / 4
Visual #3 & #4 / 4
Song Title #1 / 1
Song Title #2 / 1
Song Title #3 / 1
Song Title #4 / 1
Song Title #5 / 1
Song Title #6 / 1
Song Title #7 / 1
Song Title #8 / 1
Overall Creativity & Design / 6
FINAL GRADE / 25
1. Your skit must include several “characters” or individuals who were involved in
your particular events. Be sure to address the WHO, WHAT, WHERE, WHY, WHEN questions
2. Each person in your skit must have a part in the dialogue
3. You must use props and costumes
4. Have your script typed down so it may be collected and graded (1 pt)
5. Have fun with this and be creative! This is your opportunity to make the events we have studied in class real.
CATEGORY / 4 / 3 / 2 / 1Preparedness/ team participation / The whole team is completely prepared and has obviously taken rehearsal time seriously. / The whole team seems pretty prepared but might have needed to focus more closely during rehearsal time. / Most of the team is somewhat prepared, but it is clear that rehearsal effort was lacking. / Most of the team does not seem at all prepared to present.
Content / Script/ skit included all of the important action and dialogue in the scene portrayed. The lines included good vocabulary from the research. / Script/ skit included all of the important action and dialogue in the scene portrayed. The lines included one or 2 good vocabulary words from the research / The script/skit included most of the important action and dialogue from the scene portrayed. +/or. Vocabulary was limited to common 5th grade vocabulary. / The scene/script was vague, and it was hard to tell what was happening.
Speaks Clearly and loudly / Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Volume is loud enough to be heard by all audience members. / Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Volume is loud enough to be heard by all audience members at least 90% of the time. / Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces more than one word. Volume is loud enough to be heard by all audience members at least 80% of the time. / Often mumbles or can not be understood and/or mispronounces several words and/or Volume often too soft to be heard by all audience members.
Props and costumes / Students have made an excellent effort to bring in costumes +/or props which help make the scene more understandable. / Students have made a good effort to bring in costumes +/or props which help make the scene more understandable. / Most students have made a good effort to bring in costumes +/or props which help make the scene more understandable. / Only a few students have made a good effort to bring in costumes +/or props which help make the scene more understandable.
Originality / Skit shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. / Skit shows some originality and inventiveness. The content and ideas are presented in an interesting way. / Skit shows an attempt at originality and inventiveness in part of the presentation. / Skit is a rehash of other people's ideas and/or dialog and shows very little attempt at original thought.
Content - Accuracy / All content throughout the presentation is accurate. There are no factual errors. / Most of the content is accurate but there is one piece of information that might be inaccurate. / The content is generally accurate, but one piece of information is clearly flawed or inaccurate. / Content is typically confusing or contains more than one factual error.
Over the years, historians have learned quite a bit of history from personal journals
left behind. These primary resources give us a firsthand look at the lives and history of people during other historical times. You are going to recreate such a journal.
You must write four journal entries describing the four cultures we have studied throughout this unit: Rome, Byzantium, Russia and Mongolia. You should write these journal entries as if you are in the character’s shoes. Write in the first person narrative. You should include illustrations. Once all of your journal entries are written, anyone who reads your journal should be able to understand the historic period in which you lived. You may use any font or style of presentation, but you must meet the guidelines of this assignment. If you type, please double space. If you hand write, please skip lines.
Journal entry #1 – Roman Empire: You are a plebeian citizen living in the city of Rome. Choose one of the events from this empire and explain how it affected your life.
Journal entry #2 – Byzantine Empire: You are a Christian citizen in Constantinople. Choose one of the events from this empire and explain how it affected your life.
Journal entry #3 – Russian Empire: You are a Russian noble living in the city of Kiev OR Moscow. Choose one of the events from this empire and explain how it affected your life.
Journal entry #4 – Mongol Empire: You are a soldier forGenghis Kahn , Batu Kahn, or Kublai Kahn, serving in his army. Choose one of the events from this empire and explain how it affected your life.
Grading Rubric
A: EXCELLENT 23 to 25 points
Assumes the “voice” of the historical figure
Incorporates people, places, events from the period in each entry
Contains few errors in capitalization, punctuation, spelling or grammar
Adds explanatory and decorative illustrations
B: GOOD 19 to 22 points
Writes detailed entries with at least two paragraphs
Uses at least two vocabulary terms relation to the historical period in each entry
Contains only minor capitalization, punctuation, spelling or grammar errors that do not interfere with understanding
C: ADEQUATE 15 to 19 points
Organizes entries into at least two paragraphs
Develops a sustaining idea in each entry
Includes at least one vocabulary work related to the historical period in each entry
Contains some capitalization, punctuation, spelling or grammar errors that do not interfere with understanding
D: POOR 12 to 14 points
Recounts an event or a day’s activity in each entry
Writes at least one paragraph for each entry
Writes from the first-person point of view
Contains many errors that may interfere with understanding
F: FAILING
Does not accomplish what is expected for a “d” grade