Monthly Archives: January 2013

Grade 8 ~ Map for Test on Monday, February 4, 2013.

Grade 8 ~ Map for Test on Monday, February 4, 2013.

Please study this map for Monday’s test.

1 to 10 are bodies of water. Adriatic Sea, Ionian Sea, Mediterranean Sea, Aegean Sea, Sea of Marmara, Black Sea, Sea of Galilee,  Jordan River, Dead Sea, Red Sea.

11 to 16 are land/islands. Italy, Crimea, Thera or Santorini, Rhodes, Crete, Cyprus.

17-18 are mountains. Pindos Mountains and Mount Olympus.

19-20 are geographic regions. Balkans and Anatolia/Asia Minor.

21 to 25 are early Greek cities. Olympia, Delphi, Mycenae, Troy, and Ephesus.

Grade 8 Geography and the Early Greeks.

1 The word geography comes from two Greek words, ge and graphy, what do these 2 words mean?
2 Another name for Asia Minor is:
3 Knossos was located on what island?
4 Most early Greek trading routes went to North Africa, especially to what is is now Algeria and Tunisia. TRUE   FALSE
5 A polis is a Greek _____________-_______________
6 A classical age is one that is marked by great ______________
7 Most ancient Greek cities had a high hill call the ____________________
8 There where many Greek  city-states and colonies around the Black Sea. TRUE   FALSE
9 Thera and is also known as Santorini  TRUE   FALSE
10 Explain what happened on the Greek island of Thera in 1600 B.C.

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Grade 6 ~ An Adventure to the New World

An Adventure to the New World

 Instructions from the King and Queen

You, as an agent for the King and Queen, are hereby authorized to make a journey to the New World on behalf of our kingdom. All of our rivals are competing for land, trade and wealth. Whoever wins will be the strongest kingdom in Europe. It is imperative that you succeed.

Your mission is to claim all land for the monarchy, locate a new trading route across the ocean, look for the Northwest Passage, and bring back gold, silver, metals, spices, new plants, and any items deemed valuable. You will be provided with a ship, crew, and all the necessary provisions for an extensive journey to the New World. Certain precise requirements must be met if you expect to be rewarded for your achievements. In order to fulfill your contract you will make an Explorer’s Notebook consisting of the attached items. Good luck on your journey and Godspeed.

 

The Monarchy

THE TASK

You must complete the journey and return with evidence of your findings in the new land. Create an “Explorer’s Notebook” for your journey.

It should include:

  1. Cover with name (one inch letters) and picture of you, the explorer and the crew roster.
  2. A public announcement alerting people to the voyage.
  3. A map tracing the voyage from the sponsoring country to the New World and back. Show your explorations on a detailed map.
  4. Information about you, the captain. Explain your experience, early life, and why you are exploring. (What are you looking for?)
  5. Daily log detailing weather conditions.
  6. Daily journal listing daily navigational location….longitude and latitude.
  7. Flag of Monarchy to plant on all land claimed.
  8. Drawing detailing the ship with all masts and sails. Show where all cargo is stowed. Label the cargo.
  9. Specific information about the area(s) explored. This should include items such as plants, land, animals, minerals, agriculture, and people you met on your journey. Include sketches and bring back samples of anything you can.
  10. A letter to the monarch (King or Queen) sharing what you found and persuading him or her to either continue or abandon similar explorations in the future.

 

THE PROCESS

There are 4 main parts to this project:

Step 1: Gaining background knowledge
Step 2: Collecting information
Step 3: Writing and assembling the Explorer’s Notebook
Step 4: Presenting your findings and evidence to the King and Queen

Step 1: Gaining Background Knowledge

Before collecting information on your explorer, investigate primary source documents on navigation styles and sailing ships of the late 1400’s. You will read actual diaries and letters from Explorers written in the 1500’s. After reading these, adopt their style and write your journals and letters in the same fashion. As a whole class, discuss the style of writing in these primary materials, recording notable phrases on chart paper and noting types of ships and navigation terms.

Resources

Journals

Columbus: http://www.fordham.edu/halsall/source/columbus1.html
Da Gama: http://www.bitwalla.com/project_x/
Letters
Columbus: http://www.fordham.edu/halsall/source/columbus2.html

Sailing Ships of the Late 1400′s

http://web.calstatela.edu/faculty/eviau/edit557/vespucci/sharron/edit557.htm

Navigation

Dead reckoning: http://www1.minn.net/~keithp/dr.htm
Celestial: http://www1.minn.net/~keithp/cn.htm

Step 2: Collecting Information

Each individual will choose a different explorer about whom to research and create an Explorer’s Notebook. Each explorer has different roles that need to be explain:

1. Explorer

Task 4 – early life
Task 10 – letter

2. Navigator

Task 3 – map
Task 8 – ship
Task 6 – journal

3. Scientist

Task 9 – samples and drawings
Task 5 – weather log

4. Ambassador

Task 1 – cover
Task 2 – announcement
Task 7 – flag
 
Internet Resources on Explorers

Record your notes on paper and draw pictures as needed.

Spain

Columbus

http://sunsite.unc.edu/expo/1492.exhibit/c-Columbus/columbus.html

http://www.win.tue.nl/cs/fm/engels/discovery/columbus.html

 

Coronado

http://www.lsjunction.com/people/coronado.htm

http://www.pbs.org/weta/thewest/people/a_c/coronado.htm

 

De Soto

http://library.thinkquest.org/J002678F/de_soto.htm

Magellan

http://www.mariner.org/educationalad/ageofex/magellan.php

Italy

Vespucci

http://library.thinkquest.org/J002678F/vespucci.htm

Portugal

Da Gama

http://www.newadvent.org/cathen/06374a.htm

Cabral

http://www.newadvent.org/cathen/03128a.htm

England

Cabot

http://www.win.tue.nl/~engels/discovery/sebastian.html

France

Joliet & Marquette

http://www.win.tue.nl/~engels/discovery/jolmar.html

Champlain

http://lcweb.loc.gov/exhibits/treasures/trr009.html

Holland

Hudson

http://www.mariner.org/educationalad/ageofex/hudson.php

Other Resources

Most of the following titles are available through the book clubs and in paperback. Check your library for others.

Around the World in 100 Years by Jean Fritz
Scholastic Atlas of Exploration by Dinah Starkey
Explorers Who Got Lost by Diane Sansevere Dreher
The Usborne Book of Explorers by Everette and Reid
The World in 1492 by Fritz, Paterson, McKissack, Mahy, Highwater
Portraits of Outstanding Explorers by Doris Hunter Metcalf CD-Rom Encyclopedias Encarta, and World Book have extensive biographies of explorers

Step 3: Writing and Assembling the Explorer Notebook

After you have gathered all the information you need, meet with your group and share what you have learned. Listen to what the other group members have learned too. Write your part of the Notebook and work with the others so that each page in the notebook has the same style. Proof read, edit, and produce a final Explorer’s Notebook.

Step 4: Presenting Your Findings to the King and Queen

Now is the time you have been waiting for. Dress up in your finest clothes representing the time period and prepare your presentation to the King and Queen. Bring your findings and evidence. Each person must present his/her own part. Perhaps you will be rewarded for your achievement and be knighted!

LEARNING ADVICE

You will be collecting a lot of information, so it is important to stay organized. Write down your main ideas, draw pictures, sketch maps or print one page from a site you visited. Keep your material in a group folder or one of your own. Use your time wisely at the computer so you can find all the necessary information in the time allotted.

EVALUATION

Your Explorer’s Notebook will be graded on the following:

The completeness of the parts you completed for the Explorer’s Journal.
The correctness of the information.
The writing is in your own hand writing and your own words, neat and interesting to read.
The completeness and creativity of the artwork.
 Please include a bibliography on a separate piece of paper.
JOURNAL is DUE February 25, 2013.
Requests for an audience with the Monarchy will be taken at this time.
Your presentation to the King and Queen will be graded on the following:

Your costume’s accuracy as representative of the time period.
Your presentation is prepared by memorizing.
Your “evidence” to give to the King and Queen is convincing.

CONCLUSION

The explorers opened the door to the vistas unknown to Europeans. They expanded knowledge of the world and because of their journeys people on both sides of the Atlantic became aware of other cultures. Lands were discovered and mapped. The European explorers made it possible for other Europeans to follow with trade and settlement. The European Age of Exploration was motivated by a desire for wealth and trade. The monarchies who sponsored the expeditions started a powerful expansionist movement that changed the world forever.

REFLECTION

  • What do you know now that you didn’t know before?
  • What was the biggest surprise about your explorer?
  • Compare your explorer to astronauts today. What characteristics do they share?
  • After listening to all the presentations, which explorer do you think had the greatest achievement?

Grade 6 ~ THE AGE OF EXPLORATION

Grade 6 is starting a new unit ~ THE AGE OF EXPLORATION ~ We will be looking at the different explorers this week and will pick one to create an explorers journal. This will be an individual project with each student researching a person and making up a diary of things the woman or man might have seen, felt, or otherwise experienced. It will include maps, drawings of flora, fauna, and landscapes, as well as charts graphs and entries that are similar to what the explorer might have written.

For an overview of this unit, you might find this link helpful: http://mrgrayhistory.wikispaces.com/UNIT+13+-+THE+AGE+OF+EXPLORATION