Honors Reading List for Third Trimester

Reading Assignment

Honors History

Morris—2013

Third Trimester

Select one of the following books from the list below and read it before the end of May.  You must then do one of the following about the book:

1.        Present a Powerpoint telling the basic plot, theme, and premise of the book, as well as a brief biography of the author, and tell how the book affected the development of Western Civilization.  If the book is a biography, tell how the individual affected the history of Western Civilization from both the author’s point of view and your own.

2.       Create a tri-fold display about the book, showing illustrations and listing the main points and ideas of the book, as well as why the book was/is important to Western Civilization.

3.       Make a movie about the book, in which you pretend to be the author and you explain the book to the class, telling why you wrote it, and why you feel it is still important.  Include at least one scene from the book, either illustrated with images or acted out.

4.       Select your own method of presenting, and get it approved by Mr. Morris

Books to Choose From:

Nonfiction

Dante, The Divine Comedy.  Allegorical trip through hell, purgatory and heaven.  First great book in the Italian vernacular.  (150 points)

Chaucer, The Canterbury Tales.  Stories of everyday people on a pilgrimage to Canterbury.  The first great work in the English vernacular.  (150 points)

Voltaire, Candide.  Great Renaissance work by the brilliant French satirist.  (100 points)

Cervantes, Don Quixote.  First great novel written in the Spanish vernacular.  (200 points)

Unknown Saxon author, Beowulf (translation by Chickering, Liuzza, or Heaney)  An epic saga that forms some of the origins of Tolkien’s work. (100 points)

Unknown German Author, Nibelungenlied. An epic poem from Germany. (100 points)

Unknown Author, Song of Roland.  Oldest surviving French work.  Knights and warfare. (75 points)

St. Augustine, Confessions.  The most famous Catholic apologist of the early church tells of his path to spirituality.  (100 points)

Leonardo da Vinci, Complete Notebooks.  The ideal Renaissance Man reflects on all things. (150 points)

Unknown Author, Dukus Horant, the first extended work in Yiddish. 14^th century. (100 points)

William Langland, Piers Plowman, very early tale about life in the Feudal Middle Ages.  (100 points)

Fiction

White, T.H.   The Once and Future King.  King Arthur Legend.  (100 points)

Louis L’Amour.  The Walking Drum.  Crusades.  (100 points)

Any teacher-approved book about the Middle Ages or the Renaissance.

Honesty and Ethics

Reading a synopsis or watching a movie of the book is a form of academic dishonesty.  As Honors students, you are expected to conduct yourself with honor and integrity.  You are expected to read the book chosen in its entirety, beginning to end.  Any plagiarism or shortcutting will result in a zero.

Strategy

Because many of the books are long, you need to start right away. 

Grading

150 points Total:

·         Book difficulty  (50-125 points)

                Standard length book 50 points, longer and/or more difficult book:  an additional 25-75 points

·         Presentation:  50 points.  Extra credit for additional elements or extraordinary effort.

·         Reading Log:  50 points.  A summary of the main ideas in each chapter, with dates each chapter read. 

Detach and return the bottom portion to Mr. Morris.

I understand there is a reading project in Mr. Morris’s Honors World History class and that it is due by the end of Third Trimester.

________________________________          ____________________________________

Student                                                                         Parent/Guardian

Third Trimester Project Guidelines

Trimester Project

Morris World History 9—Third Trimester—2013

Every student in both Honors and Regular World History must do a Trimester Project third trimester.   This is a variable-point project, and also an open-option project, meaning that the more difficult or involved the project, the more points it is worth, and that any project that a student suggests that meets with approval from the teacher will be allowed.  This allows each student to decide how many points he/she wants to earn on a project, and also to chose what type of project he/she wants to do.  All projects are subject to approval by Mr. Morris, but no reasonable project will be turned down.

All projects must relate to the content being learned in the class. For example, a project about airplanes would not work unless it focused on Leonardo da Vinci’s early designs, since he lived in the Renaissance.  A project about nuclear weapons,  or China, or Chinese nuclear weapons would not work because it has nothing to do with the content being taught third trimester.

Here are some ideas, taken from projects that have been done by students in the past:

·         Write a short story about a specific time period studied in the class

·         Make a piece of art about one of the time periods, or do a Powerpoint about an artist

·         Research a composer, an instrument, or a piece of music from a specific time period studied

·         Make a medieval weapon, helmet, piece of armor, or piece of clothing

·         Research one of the above and present a Powerpoint on it.

·         Make trading cards of medieval, Renaissance, or Revolutionary characters

·         Make a movie, complete with costuming, music, titles, and scripting

·         Make a clay-mation movie

·         Make a comic book about something we learned

·         Make a scale model of a medieval manor, a castle, or something else we learn about

·         Make a chess set with medieval-style pieces, or using actual historical figures

·         Make a board game about a period we study

·         ETC…

Sign below, have a parent/guardian sign below, and return.  This states that you are both aware of the project.   Save the top portion in your composition book flap.  The signed form is worth ten points, and the form will be part of your notebook grade as well.

________________________ ­­­­­­­­­­­­­­­­­­­­­­­­­­__________________________________________

We have read the above and understand that this class requires a Trimester project, due by the end of the trimester.  

____________________________                             ______________________________

            Student                                                                                Parent/Guardian

Roman City Project

Project

Designing a Roman City

Time Frame:  Assign as homework, can do in class if desired by teacher.  Takes a few hours to complete if done neatly.

Supplementary Material Recommended:  City: A Story of Roman Planning and Construction, by David Macaulay, (Houghten Mifflin, 1974), also found in video format under the same name as a production of Public Television.

You have just been named governor of the Roman province of Idahonia, a farming province in the extreme west of the empire (and unknown to many historians).  You have been commanded by the emperor to build a city there as you capital and your base.  The year is 30 BC.  You have until Tuesday to submit your plans to the Emperor.  You must follow the instructions below exactly.

1. City must be on a large, white piece of thick paper, and done either in pen or colored pencil, not just pencil.
2. City must have all the following Roman buildings and amenities, in areas that make them easy to access and use.

v  A wall around the city, with an arched gate facing each direction, as well as watch towers.

v  A road into the city, connecting it with the Roman road network

v  The city must be built to house 50,000 people, per Roman order

v  The city must be laid out in a grid pattern, and the streets must be named or numbered

v  An aquaduct connecting the city to a water supply, and fountains throughout the city to supply drinking water.  You need several reservoirs in the city to store the water

v  A central Forum for meetings

v  At least one large market and possibly some small ones in areas with high population

v  Enough public thermae, (Baths) for your citizens.

v  An amphitheater for gladiatorial contests, horseraces, and other entertainment

v  A theater for plays and performances

v  A section of town for the wealthier citizens

v  A section of town for the working people, with insula (apartment houses)

v  An armory for your soldiers and their equipment, and a stable for their horses

v  Any other buildings or businesses you feel would make the city better

v  Temples for the worship of the gods

v  Your own housing

3. You may work individually or in pairs.  If working in pairs, you will also need to do a floor plan and drawing of your house, using the traditional Roman design of walls, courtyard with atrium, surrounding rooms and gardens and whatever else you decide to put in.  It is NOT a fair division of labor for one person to design a whole city and the other to design only a house.
4. You need a compass rose, a  map key, and a scale showing the size of your city.
5. Project will be graded on whether or not you have all the structures listed above, on neatness and accuracy, and on creativity.  You do not have to color it, but it will look better if you do.  Neatness counts.
6. Project is worth 75 points.  Enjoy.  Late projects half off on second day, after that you will get a zero.

Roman City Project Rubric

Roman City Rubric

75 Points

______ Walls, Four Gates, at least 4 Guard Towers, connected to Roman road system (10)

______  Water Source (River or Aqueduct) with Reservoirs   (10)

______  Fountains in Residential Areas                                   (10)

_______ Central Forum and Marketplace                                (5)

_______ Public Baths (at least three)                                      (5)

_______ Gridded, named streets                                              (5)

_______  Housing for 50,000                                                        (5 )

_______  Entertainment (Amphitheater, Theater, Circus)  (5)

_______  Armory for Soldiers, Horses and Weapons         (5)

_______ Personal Villa                                                                  (5)

_______ Ink or Colored Neatly                                                   (10)

Bonus

______  Creativity/Neatness (up to 25 points)    =   TOTAL:  _____________

Honors Essays Rubric Roman Republic

Honors Essays

Roman Republic Test

Directions:  Write a five-paragraph essay for each of the prompts below.  Make sure in your essays that you respond directly to the prompt with a thesis sentence in your introductory paragraph, with three supporting paragraphs, each with a transition sentence, and with a solid conclusion.  The essay should be a standard five-paragraph essay. Essay must be either word-processed or written in ink.  No pencil-written essays will be accepted.  Essay must be double-spaced whether typed or hand-written.  If typed, use only a standard font and print in black ink.

Prompt One

If a leader does good things for selfish reasons, either in order to gain power or to stay in power, should he still be considered a good leader?  Pick three things that Julius Caesar did that made Rome a better place to live for citizens or non-citizens.  For each, tell who the decision helped and what his possible motives for taking the action was.  In conclusion tell whether these actions prove him to be a good leader or simply a self-serving one.

Prompt Two

Defend or argue against the following statement:  “Democracy is doomed to fail because over time democratic society becomes corrupted by those in positions of political wealth and/or power.”  If you agree, state your argument and back it up with examples.  If you disagree, state why you disagree and give examples of democracies that have not failed due to these weaknesses.

Rubric  (20 points per essay)

________ Introduction, Thesis Sentence, all parts of question included but not answered in detail   (5 Points per question)

________ Body of paper covers every area required in the question and each is answered logically and backed up with evidence.  (5 points per question)

________ Paper has proper grammar, punctuation, spelling, transitions, and usage ( 5 points per question)

_______Thesis is re-stated in conclusion, but in a different way.  The author’s views on each specified part of the question are summarized clearly and match the arguments in the paper. (5 points per question)

Make sure your answer is well-reasoned, serious, and appropriate for a reader with an interest in the subject matter who reads critically (such as a teacher or professor).  Avoid using any slang.  Don’t be conversational.    Your individuality will show itself in the clarity and individuality of your answer.  Be original.  Go out on a limb.  Say it in your own way but back everything up.  You may use any notes you have taken.

Rachel's Challenge Assembly, Monday December 3

Link To Rachel's Challenge Official Homepage

Test On Alexander the Great and Hellenism on Friday, November 9 Review Sheet Here

Review for Test on Alexander the Great and Hellenism—Morris

Test Friday, November 9, 2012

1.       Map.  Identify Greece, Macedonia, Asia Minor, Alexandria, Babylon, India.

2.       Where is Macedonia?  Why did the Mac. Consider themselves Greeks when the Greeks did not consider the Macedonians Greeks?.

3.       What improvements did Philip of Macedonia make to the traditional Greek phalanx?

4.       Why were the Macedonians such good soldiers?

5.       What was Philip’s ultimate goal?

6.       Who was Alexander’s mother?  

7.       How did his mother and father influence Alexander’s development?

8.       How did Philip prepare his son Alexander for leadership of his empire?

9.       Why was Aristotle such an important person in the spread of Greek culture?

10.   What did Aristotle teach Alexander about Greek culture?  Who became Alexander’s role model and what was his favorite book?

11.   Why is the story of Bucephalus so important in the story of Alexander?

12.   What happened to Philip?  How old was Alexander when he became king?

13.   What are some of the qualities that made Alexander a great leader?

14.   At the time of Philip’s rise to power in Macedonia, what was the situation like in Greece?  Why?

15.   How did Alexander warn the Greeks not to resist his rule?

16.   How did Alexander defeat Darius in Asia Minor?

17.   What did Alexander do after conquering Egypt?

18.   Why is Alexandria, Egypt such an important city in the ancient world?

19.   What is Hellenism?  What cultures does it combine?

20.   Name three advances in science and astronomy in the Hellenistic Age.

21.   Name two advances in math in the Hellenistic Age.

22.   Why was the Library at Alexandria so important?  What modern library in the United States is similar?

23.   Why was the museum in Alexandria so important?

24.   Give several facts about the Lighthouse at Alexandria.

25.   Name four of the Seven Wonders of the Ancient World and describe them.  How many still exist today?

26.   What happened to Alexander’s empire after his death?

27.   Name three of the seven modern Wonders of the World.

28.   Essay about Alexander.

Answers to Review Questions

Review for Test on Alexander the Great and Hellenism—Morris

Review for Test on Alexander the Great and Hellenism—Morris

Test Thursday, December 15

1.       Map.  Identify Greece, Macedonia, Asia Minor, Alexandria, Babylon, India.

a.       Map

2.       Where is Macedonia?  Why did the Mac. Consider themselves Greeks when the Greeks did not consider the Macedonians Greeks?

a.      North of Greece.  The Macedonians were Greeks but the Greeks looked down on them as being less civilized ‘rednecks’ or hillbillies.

3.       What improvements did Philip of Macedonia make to the traditional Greek phalanx?

a.      Philip made the spears longer, the shields smaller, and added the cavalry (horse warriors)

4.       Why were the Macedonians such good soldiers?

a.      They were tough from their harsh lives in the mountains and made excellent fighters.

5.       What was Philip’s ultimate goal?

a.      To get revenge on Persia for its defeat of Greece in the Peloponessian Wars.

6.       Who was Alexander’s mother?   Olympia

7.       How did his mother and father influence Alexander’s development?

a.      Olympia---taught Alexander he was the son of Zeus.

b.      Philip—taught Alexander how to fight and ride, and also hired Aristotle as Alexander’s tutor.

8.       How did Philip prepare his son Alexander for leadership of his empire?

a.       He made him a general at the age of 18 and had him tutored by Aristotle.

9.       Why was Aristotle such an important person in the spread of Greek culture?

a.       Because he taught Alexander that Greek culture was superior and that it should be spread to all parts of the world.

10.   What did Aristotle teach Alexander about Greek culture?  Who became Alexander’s role model and what was his favorite book?

a.      Aristotle taught Alexander to love Greek culture.  Alexander’s role model became Achilles and his favorite book became the Iliad.

11.   Why is the story of Bucephalus so important in the story of Alexander?

a.      It showed the Alexander was brave, could think outside the box, was determined, and persistent, among other things.

12.   What happened to Philip?  How old was Alexander when he became king?

a.      Philip was assassinated by one of his bodyguards.  Alexander became king at the age of 20.

13.   What are some of the qualities that made Alexander a great leader?

a.      Smart, educated, brave, innovative, persistent, creative, daring

14.   At the time of Philip’s rise to power in Macedonia, what was the situation like in Greece?  Why?

a.       Greece was weak from fighting the Peloponessian Wars.

15.   How did Alexander warn the Greeks not to resist his rule?

a.      When one city rebelled, he went in and killed thousands and sold the rest into slavery as a warning not to cross him.

16.   How did Alexander defeat Darius in Asia Minor?

a.      By using better tactics, and his phalanx and cavalry.

17.   What did Alexander do after conquering Egypt?

a.       He became Pharoah, a king and also a god.

18.   Why is Alexandria, Egypt such an important city in the ancient world?

a.       Alexandria was the center of trade and learning in the Western World for hundreds of years.

19.   What is Hellenism?  What cultures does it combine?

a.       It is a culture combining Greek, Egyptian, Indian and Persian cultures.

20.   Name three advances in science and astronomy in the Hellenistic Age.

a.       Sun bigger than earth, earth revolves around sun, circumference of the earth to within 200 miles.

21.   Name two advances in math in the Hellenistic Age.

a.      Euclid—Geometry and Archimedes—Pi—3.14

22.   Why was the Library at Alexandria so important?  What modern library in the United States is similar?

a.      Because it had 500,000 books and was the center of learning and research in the western world.  The US has a similar library, the Library of Congress.

23.   Why was the museum in Alexandria so important?

a.      It was the very first museum, dedicated to the muses, or Greek spirits of arts and sciences.

24.   Give several facts about the Lighthouse at Alexandria.

a.      400’ tall, had a flame and mirrors, was one of 7 wonders of the ancient world, and no longer exists.

25.   Name four of the Seven Wonders of the Ancient World and describe them.  How many still exist today?

a.      Lighthouse at Alexandria, Masoleum at Halacannarsas, Temple of Artemis, Collossus at Rhodes, Hanging Gardens of Babylon, Pyramids at Giza, statue of Zeus.

26.   What happened to Alexander’s empire after his death?

a.      It was divided among his generals and became weaker.

27.   Name three of the seven modern Wonders of the World.

28.   Essay about Alexander.