Out to Lunch is an opportunity for students to escape the confines of the school! Groups of six students and a teacher will go to a local eatery around the Mission for lunch. Be prepared to bring about 10-15 dollars.
Your restaurant choices are:
Papalote (a Mexican eatery)
Big Mouth (Burgers, fries)
Sign-ups and dates are on the humanities room door!
We are working on finding other restaurants in the area. If you have any suggestions or thoughts, feel free to contact us at tomio.2017@synergystudents.org or Dominic@syerngyschool.org -Student Council
You must use your SYNERGY e-mail to log into Google Classrooms to view class information. Remember to share this information with your family. Homework and other information will be posted in Google Classrooms this year.
Remember your e-mail is your first name and last initial (.) graduation year @ synergystudents.org. Example DominicA.1993@synergystudents.org Please let me know if you are having issues. The codes for your block are below.
History Google Classroom
Block I: zpr7ze
Block II: hnje1nr
Block III: xfaycdx
The assignments will look as follows.
Reading Notes 1.2 are due next week.
Block II: Monday September 29th
Block I: Tuesday September 30th
Block III: Wednesday October 1st
Just a reminder to 8th graders: You MUST get your 4-Winds ropes course medical info and permission slip in by MONDAY, SEPTEMBER 8. Anyone who does NOT have one will NOT be able to go on the ropes course.
Reminder that Reading Notes 1.1 The Rise of Islam are due on…
Block I: September 23rd
Block II: September 22nd
Block III: September 24th
Get ready for Google Classrooms! When we return from Farm School each student will have access to a synergystudent.org e-mail and Google Classroom. We look forward to rolling out this new system.
Today we watched a series of videos from National Geographic titled The Conflict Zone. As we start our study of Unit 1 The Muslim World we turn our eyes to current events to make connections from the past to the present. In the next few weeks we will explore this region of the world and perhaps find possible solutions to current problems today.
—————————————————————————————————– For Israelis and Palestinians trying to lead an ordinary life, the complications of living in a conflict zone can be extraordinary. Aziz Abu Sarah meets with people from both sides to understand how this conflict impacts their daily lives. He is a cultural educator, a native of Jerusalem, and a National Geographic Emerging Explorer who works in international conflict resolution
The study of world history and geography continues this year with an examination of social, cultural, and technological change during the period A.D. 500–1800. A review unit on the ancient world begins with a study of the ways archaeologists and historians uncover the past. Then, with the fall of Rome, this study moves to Islam, a rising force in the medieval world; follows the spread of Islam through Africa; crosses the Atlantic to observe the rise of the Mayan, Incan, and Aztec civilizations; moves westward to compare the civilizations of China and Japan during the Middle Ages; returns to a comparative study of Europe during the High Middle Ages; and concludes with the turbulent age of the Renaissance, Reformation, and Scientific Revolution that ushered in the Enlightenment and the modern world.
The sequence of these units is both historical, advancing across the years A.D. 500–1800, and geographic, advancing across the major continents of the earth. The units are focused on the great civilizations that were developing concurrently over these years. By developing world maps and time lines, students can locate these cultures in time and in place, compare events that were developing concurrently in the world, and observe the transmission of ideas, beliefs, scientific developments, and economic trade throughout this important period of history.
Unit 1 – 600-1200 The Muslim World
1.1 The Rise of Islam
1.2 Islam Expands
1.3 Muslim Culture
Unit 2 – 600 – 1350 Empires and East Asia
2.1 Tang and Song China
2.2 The Mongol Conquests
2.3 The Mongol Empire
2.4 Feudal Empires in Japan
2.5 Kingdoms of Southeast Asia and Korea
Unit 3 – 500 – 1200 European Middle Ages
3.1 Charlemagne Unites Germanic Kingdoms
3.2 Feudalism in Europe
3.3 The Age of Chivalry
3.4 The Power of the Church
Unit 4 – 800-1500 Formation of Western Europe
4.1 Church Reform and the Crusades
4.2 Changes in Medieval Society
4.3 England and France Develop
4.4 The Hundred Years’ War and the Plague
Unit 5 – 800 – 1500 Societies and Empires in Africa
5.1 North and Central African Societies
5.2 Western African Civilizations
5.3 Eastern City States and Southern Empires
Unit 6 – 500 – 1500 People and Empires in America
6.1 North American Series
6.2 Maya Kings and Cities
6.3 The Aztecs Control Central Mexico
6.4 The Inca Create a Mountain Empire
Unit 7 – 1300 – 1600 European Renaissance and Reformation
7.1 Italy: Birthplace of the Renaissance
7.2 The Northern Renaissance
7.3 Luther Leads the Reformation
7.4 The Reformation Continues
Unit 8 – 1550 – 1789 Enlightenment and Revolution
8.1 The Scientific Revolution
8.2 The Enlightenment of Europe
8.3. The Enlightenment Spreads
8.4. The American Revolution
Welcome back to school! I wanted to post a review over the topics we covered last year. Before we head into “World History: Medieval and Early Modern Times” we should take some time to think back over Ancient Civilizations. I found a great series of videos in the Crash Course Channel of YouTube. Take some time over the next two weeks and watch these videos. You should recall much of the information that is presented.
World History: Ancient Civilizations
During the Ancient Civilizations curriculum, students learn about those people and events that ushered in the dawn of major Western and non-Western civilizations. Included are the early societies of the Near East and Africa, the ancient Hebrew civilization, Greece, Rome, and the classical civilizations of India and of China. In studying the ancient world, students should come to appreciate the special significance of geographic place in the development of the human story.
They should acquire a sense of the everyday life of the people; their problems and accomplishments; their relationships to the developing social, economic, and political structures of their society; the tools and technology they developed; the role of trade, both domestic and international, in their lives; the art they created; the architecture they lived with; the literature produced by their finest poets, narrators, and writers; their explanations for natural phenomena; and the ideas they developed that helped transform their world. In studying each ancient society, students should examine the role of women and the presence or absence of slavery.
Among the major figures whom students should come to know are those who helped to establish these early societies and their codes of ethics and justice and their rule of law, such as Hammurabi, Abraham, Moses, David, Pericles, and Asoka; those who extended these early empires and carried their influence into much of the ancient world, including Alexander the Great, Julius Caesar, and Augustus Caesar; and those whose ideas and teachings became enduring influences in Western and non-Western thought, especially Socrates, Jesus, the Buddha, and Confucius. For all these societies, emphasis should be placed on those major contributions, achievements, and belief systems that have endured across the centuries to the present day.
1. -Human Origins in Africa (Prehistory – 2500 BCE) ~Early Humans in Africa
~Controlling Nature
~The First “Civilization”
2. -Water Begins Life: River Valley Civilizations (3500 – 450 BCE)
~Mesopotamia (City-States – Tigris & Euphrates )
~Egypt (Pyramids – Nile)
~Indus Valley (Indus & Ganges)
~River Dynasties in China (Huang He, Yangtze, Xi Jiang)
3. -Movement of People & Ideas (3500 – 229 BCE)
~Indo-European Migrations
~Hinduism
~Buddhism
~Trading on the Seas / Extension of Boundaries
~Origins of Judaism
4. -Age of First Empires (1759 – 200 BCE)
~Conflicts Between Egypt & Nubia
~Assyria Dominates the Fertile Crescent
~Persia Unites Many Lands (Empire Building)
~Empires Unifies China
5. -Classical Greece (2000 – 300 BCE)
~Culture of the Mountains & the Sea
~City States at War
~Democracy & Greece’s Golden Age
~Alexander (Empire Builder)
~Spread of Hellenistic Culture
6. -Ancient Rome (500 BCE – 500 CE)
~Romans Create a Republic
~Roman Empire Brings Change
~The Decline of the Roman Empire
~Rome & the Roots of Western Civilization
It has come to my attention that some people are having issues locating the binders that are listed on my supply list.
Each student is required to have a 3 inch binder that will live on a shelf in the Humanities room and house all past student work. This large binder will be organized by year and hold student work from 6th – 8th grade. The large binder will go home at the end of the students 8th grade year.
The 3 inch binder will only need to be purchased once over the 3 year period. If the 2 inch binder is kept in GOOD CONDITION the students can use them from year to year. The 2 inch orange binder listed above is heavy duty.
I hope this post helps. Please e-mail me dominic@synergyschool.org
History... Your Story... Our Story... 