Please read the instructions carefully. 



You may use either Google Slides or Power Point for this project. 


Please attach your project and submit before June 4th. 


We'll be working on this mostly during class. 


Good luck!

Please answer the question in 5 sentences or more. 


This is worth 5 points.

Please answer the question in 5 sentences or more. 


This is worth 5 points.

Please answer the question in 5 sentences or more. 


This is worth 5 points.

This is worth 5 points.

Please and answer the question in five or more sentences. 


This is worth 5 points.

We will preview this in class. 


Due: Friday, 05/21

This is only for students who had difficulty accessing the assignment via Clever. 


If you've already completed this assignment then you don't have to worry about it! 


But, for those who did not do it, this is due by the end of the weekend. 

Please CHOOSE one section to complete and submit. 
These sections are in FIGURES OF THE RENAISSANCE Lesson 35


Choose one of these figures:


1. Michelangelo: Section 2
2. Titian: Section 3
3. Albercht Durer: Section 4
4. Nicolaus Copernicus: Section 5
5. Willian Shakespeare: Section 9
6. Miguel Cervantes: Section 10
7. Leonardo da Vinci: Section 11

TCI: 
Lesson 33 
Section 4

Answer the question in as many sentences as you feel is necessary. 

Please don't stress too hard on these questions. These are just so I know what you all are learning. 

Simply read this one. YOU DO NOT NEED TO COMPLETE THIS CHART. 

Fill in notes as we watch the video.

Instructions are written in the document.

Use the provided websites to research and answer the questions in compete sentences.

Please label (using the acronyms to save space) all the features listed below onto the map. 


Use the TEXT BOX icon to create boxes on the map so you can type. I have a screenshot example you can use for reference. 



Thank you, Period 1, for helping us figure out how to create a type-able version of this assignment

Make sure you fill this out and submit it NO LATER THAN MARCH 19th, Friday!!!

Your exam will be a written assessment based on the lessons we've learned throughout our unit on Medieval Europe.

There are 4 questions you must answer in PARAGRAPH form. Please read the material provided and use your knowledge and resources, such as the PowerPoints and other homework assignments to complete this assignment.

I will be grading this as a test, which means it's worth a lot of point, so YOU ALL MUST COMPLETE IT.

It is due this Friday, March 19th. I'll grade it over the weekend.

UPDATE: 03/17/2021
1. Please excuse my numerous typos on the project. This is why you (me) should always proofread your work before you submit an assignment to your students.

2. In the first question, I ask you to describe the 5 social classes in the FEUDAL hierarchy. This was ALSO A TYPO. There are 4 social classes that you need to know, not 5. My apologies for this error.

I would have edited the assignment, except students are already starting to turn in their work, so it's too late for me to change it. SO, GIVE YOUR BEST ANSWERS AND I'M LOOKING FORWARD TO READING THEM ALL OVER SPRING BREAK!!! Happy Spring Break, everyone!!!

Please let me know if you have any questions.

Read through the materials and answer the questions.

This assignment will be done in class.

Read the primary sources and answer the questions in complete sentences.

Because of time constraints, YOU ONLY NEED TO FILL IN PAGE 1.

Read the text and then consider whether people's motivations for going to war fall under these categories, Economic, Political, or Religious. Then answer the question on the bottom.

We'll be working on this assignment in class during your breakout rooms.

As a group, please answer the questions about the types of power the Pope had and fill in the vocabulary.

Each student is responsible for turning in their own assignment.

Also, there is a link at the top of the assignment that directs you to a website where you can find the answers.

1. Complete the interactive notes as you read through the text that describes the spread of Feudalism beyond side of France, encouraged by William the Conqueror.
2. Use the link below to explore a Norman Keep, the style built by William the Conqueror in England. There is nothing to turn in on the virtual tour of the keep- its a VR viewing to explore a castle.

We will work on the Feudalism Pyramid together as a class.

For the DBQ, I couldn't figure out how to edit and cut pages. You only need to read DOCUMENTS A and B. Then please answer the questions in GUIDING SECTION ROUND 1.

For TEXTBOOK A: Answer questions 1- 4 (Don't worry about 5)

For TEXTBOOK B: Answer questions 1-3, and 5 (Don't worry about 4)

After you complete and turn in the quiz, check out the video about Ibn Battuta. Next, do the attached assignment and turn it in.

Do the reading in the Google doc., then answer the questions here, in the Google doc. Each answer is worth a point.

You do not need to go to TCI to access this assignment; it is ONLY assigned in Google Classroom. I do not have access to Mr. Allen's TCI account, so all work is completed on the attached Google doc.

Complete the assignments in Google slides:
1. Feudalism Notice/Wonder
You have your own copy of each assignment, so you can type directly into the Google slides.

Complete the assignments in Google slides:
1. Feudalism Vocabulary drag-and-drop
You have your own copy of each assignment, so you can type directly into the Google slides.

You will view the Slide deck on Charlemagne as a class and read an article, "The Life and Times of Charlemagne" that describes his actions as a ruler. In breakout rooms, you will work on your group's slide in the Slide deck, "Charlemagne Group Slides" to categorize Charlemagne's actions as successes or failures, then color code them as being cultural, military, or religious. Directions are in the slide deck.
This will help you answer the question, "was the Frankish king, Charlemagne, the great leader his name implies?" You will answer this final questions, using evidence from class, in the Questions on Google Classroom titled, "Charlemagne- a great king?"

*Only complete this questions after you've had class and completed all in-class activities.
Answer the above prompt in 2-3 complete sentences. In your response, be sure to clearly restate the prompt, answer the prompt, and provide at least one piece of information (evidence) from your group's successes/failures slide to support your answer.

Follow the instructions in the attachment to complete this assignment. If you have notes that were made during group work, use them. The attachment is a copy, so the student should be able to write the answers under each item. Submit the work when completed.

Follow the instructions and do the quiz. Turn it in when you are done.

To do the quiz, select the attachment, answer the multiple choice questions, and submit the quiz.

The attached document is your assignment. It is a copy, so you can do everything required on it. Follow the instructions exactly and submit the work when it is completed.

The attached document is your assignment. It is a copy, so you can do everything required on it. Follow the instructions exactly and submit the work when it is completed.

To do the quiz, select the attachment, answer the multiple choice questions, and submit the quiz.

Students go to the online TCI textbook and access assignments. The student will find "TCI - The Rise of Kingdoms and Empires." Do the reading. Answer the Notes questions. The assignment must be completed and turned in to TCI. Each answer is worth a point.

Once you turn in the assignment to TCI, come back here. Open the attachment, do what it says, and submit it here in Google Classroom. This step lets you officially announce that you have successfully completed and turned in the online TCI Notes to TCI.

Students must go to the TCI textbook and access assignments. The student will find "TCI - The Development of Towns and Cities." There is reading to do. There are notes that need to be completed. The assignment must be completed and turned in to TCI. NOTE: TO GET FULL CREDIT, THE STUDENT MUST DO THE ONLINE TCI WORK. THE TEACHER MUST BE ABLE TO SEE THE FINISHED ONLINE WORK TURNED IN THERE.

During or after the student turns in the work to TCI, complete the attachment here. The attachment is a review of what you did in TCI. The teacher will compare the work in TCI with your review here for accuracy. The student will get the points in Aeries when the teacher verifies the work was completed in TCI and review attachment here was submitted.

POINTS: 1) Two points for all the online work done and turned in. 2) Two points for the completed Google Classwork attached review sheet turned in to Google classroom.

Use an 8 1/2 by 11 inch blank sheet of paper to draw the shape of the continent of Africa and mark it with designated features. Students will be using the TCI textbook, page 212 and 225.

To submit the drawn map, use the camera function on a Google Slide to copy the image onto the slide. Make sure a clear image is made! The map cannot be graded if the map image is fuzzy or too dark to read. Once a copy of the map has been submitted, store the original drawing in a social studies folder. Note that the student should already have such a folder that contains previous hard-copy work.

1. Read the two reading documents. One is about the city of Baghdad in Southwest Asia. One is about the city of Cordoba in Spain.
2. There are questions on a sheet titled "Islamic Golden Age Questions Sheet."
3. There are two ways to complete this assignment.
a. Answer the questions directly on the "Islamic Golden Age Questions Sheet."
b. Answer the questions on the "Islamic Golden Age T-Chart.

This assignment first reviews the definition of "site of encounter." The assignment offers the student the opportunity to discover historical facts that could show that the city of Baghdad was a site of encounter in Southwest Asia.

Read the summary on page 151 of the TCI textbook. Use the textbook summary to answer the questions on the attached response sheet. Answer with complete sentences. This response sheet is a copy. You can write on it and submit it when done.

One attachment is a copy of the assignment to write on, finish, and turn in for points. The other attachment is three reading sources from a previous assignment. Follow the assignment instructions exactly. The student will need to choose one reading source and use two pieces of evidence from that source. This work is a CER writing exercise. Each of the three parts is worth 2 points.

You are given a copy of the assignment pages to write upon. There are two pages. The work is divided into three sections. Each section has a reading document, a hypothesis question, and three questions about the document. The hypothesis question is meant to get the student thinking about how Muslims were able to expand their control and religion far away from Arabia. The three questions are each worth one point.

There is also a video about the expansion of Islam. This video will initially be shown during class time. Afterwards, students can view it for understanding. There is no grade attached to watching this video. It gives context to the assignment.

Use the copy of the outline to complete your notes. You can write on this copy. There are two parts, Part A and Part B.
1. Part A is a graphic organizer of four quadrants. Each quadrant contains a name of a caliph. Use the reading in quotes that goes with the organizer to write a note in the quadrant about that caliph. 2. Part B is a set of questions. There is another reading in quotes that goes with this part. Use the reading to answer each question in a complete sentence.

Use the copy of the outline to complete three notes for each topic. You can write on the copy. You must decide what is important from the TCI textbook reading to add to your notes. Consider this effort part of your preparation for a final test about Islam. Each note should be a complete sentence.

Answer each question and submit your quiz.

Use the reading, "Bedouins: People of the Arabian Peninsula", to complete the attached worksheet. The worksheet applies the CER (Claim, Evidence, Reasoning) writing method to the reading.

Complete the attached document to receive credit as an assessment dealing with the history of the Roman Empire. Note that the instructions require the final argument to be written as a paragraph. Expect a point to be take for each part of the argument not written in paragraph form.

This assignment begins an inquiry into the life of perhaps the best known Eastern Roman (Byzantine) Emperor. The attachment includes a reading source and three questions. A CER writing plan and a rubric are included in the attachment to help the student to write thorough responses to the questions.

Note: The rubric in the attachment says to use two sources. You will only need to use the one source included in the attachment.

The attachment is a copy. That means that your answers will be written on the attachment and turned in for credit.

A blank map is attached. It is a copy to write and draw upon. There is an attached example map from the teacher to show where to place items on the student's map. There is an attached reading assignment about Southwest Asia that contains underlined items that will be placed on the student map.

1. The student has two options here. One is two complete the map copy using the Google Slide tools. The second is to print the attached map copy and complete the map using a pencil.

You will pretend to be a Roman living in the city of Rome during the year 476 C.E. You are writing a letter to a friend who lives in the Eastern Roman Empire, in the city of Constantinople (once called Byzantium). You will explain to your friend the causes for the demise of the Western Roman Empire.

At the start, we will work together to complete seven paragraphs of the letter. An outline of the letter is used to write the letter. The source for information is your TCI textbook, pages 42-43. At this time, each paragraph is worth 1 point.

Let's start an assignment dealing with the Byzantine Empire and fact or opinion. We are dealing with Lesson 8, pages 99-105. The attachment will require you to identify fact or opinion in the reading. Each numbered item is worth one point. To get the point, both a and b parts need to be done for each numbered item.

1. Use your notes to complete the quiz.
2. Use the attached quiz to write your answers. You are given a copy. You can write on the quiz document.
3. The teacher has even provided a copy of the notes as a reference.

You will use the summary on page 51. Create a question for each of the three parts of the summary. Answer each question in three parts: (a) Claim, (b) Evidence, (c) Reasoning. One point for writing the question. One point for the three-part response.

This assignment was first started as in-class work. It is now posted as a points assignment. The attachments are the same as those posted previously to work during class time. The title frame is worth 1 point. Each story frame (1-5) is worth 3 points ( a point for each color-coded idea listed in the attachments). If you had to present a frame to the class, you should be able to explain how each color-coded idea is represented in the story frame.

Complete the paper timeline according to the instructions on the attached picture and the rubric.

For those that need help with doing this work, look at the attachment "Making the Roman Timeline." This attachment also shows how a digital timeline could be made and the need to provide sources for images copied from the internet.

1. Read pages 15 - 25.
2. The teacher has attached a copy of a flow chart to write on.
3. Complete the attached flow chart about the expansion of Rome. The textbook pages give you information about four time periods when the Romans expanded their territory and influence. Your answers should be one paragraph long. Each paragraph answer is worth two points.
4. Turn in the assignment when you have read all the pages and completed the flowchart. (Check your work for accuracy before you turn in your work.)

1. Use the copy of the question and answer document to write your answers.
2. For those that participated in the breakout room session on 9/15, use the same reading document to answer the questions.
3. For those who did not participate in a breakout room session, pick a reading document. Use it to answer the questions on the question and answer sheet.
4. Turn in your copy of the question and answer sheet to get credit.
5. Each answer is worth a point.

This is a TCI textbook reading assignment. Sign into Clever to access the textbook.

Click on the attachment below. Read the section. Enlarge the pictures, read the descriptions and analyze the pictures with the square magnifier. Answer the two questions in the notes portion. Follow the CER writing way to answer each question. That is, write your answer to the question (C for claim). Write a piece of evidence from the reading to support your answer (E for evidence). Explain why you chose the evidence (R for reasoning). Each answer is worth two points.

Before you try to access the attachment, ensure that you signed into your Clever account so that you can use your TCI online textbook.

Click on the attachment to read the section. Answer the two questions in the notes portion. Follow the CER writing way to answer each question. That, is write your answer to the question (C for claim). Write a piece of evidence from the reading to support your answer (E for evidence). Explain why you chose the evidence (R for reasoning). Each answer is worth two points.

Also, on the reading page, there are two pictures. Hover your cursor over each picture. A little magnifying glass icon will appear. Click on it and the picture will enlarge. Not only that, now you can move your cursor over the picture and magnify portions of the picture. Try it.

1. Read the document "Major Historical Changes." 2. Become familiar with the "Explanation of CER (Claim Evidence Reasoning) outline. 3. Use the reading document to complete the graphic organizer "CER - My First Claim, Evidence, Reasoning Graphic Organizer.)

There are four pieces of evidence. The first part of each piece contains the evidence. The second part of each piece of evidence contains the reasoning.

Each numbered part is worth 1/2 point. Each side of the graphic organizer is worth 2 points.

Access your online TCI social studies textbook. Look for assessments. Look for Pre-test. Follow the instructions to complete the twelve items in the test. Turn in the test in TCI.

If you need help getting to the textbook, go to the Resources section of Classwork in Google Classroom. Look for a post that has a video that explains how to access your online textbook.

When you finish the pre-test, come back here, complete the attached form and turn it in to get credit for this pretest through Google Classroom. You must finish the test before submitting this attached form.

This work will not be scored as a test. It is a way for you and the teacher to check your current understanding about history and geography.

This assignment was originally assigned in your TCI online textbook Aug 31. You have been given more than a week to do this. The teacher is thinking one-half point for each item (6 points) to put in Aeries for participation.

Select the attachment. Follow the directions to complete the review. Use the class syllabus to help choose or write the correct answers. The syllabus can be found in the Resources section of Classwork in your Google Classroom. Submit the form when you do every item on the form. For doing and submitting this assignment, you will receive 9 points in Aeries, one point for each item on the form.

Follow the instructions to complete your own triptych. You want to take a photograph of your work and attach/submit it here in Google Classroom. You can put the photo on a Google slide or doc. The teacher has provided a blank slide for the student to place the work, but the student can use another means as long as the work is present.

The photo/drawings need(s) to be clear enough to be seen (analyzed). For those who made a digital triptych, ensure that you attach that work to this assignment before clicking that "turn in" button.

A rubric has been included so the student knows exactly how the work will be graded. The points will be placed in Aeries.

Caution #1: Save your physical (hard copy) work in a folder. Do not throw it away.
Caution #2: Ensure that you actually have attached your work before you use the turn-in button. Pressing that button without including your work means you don't get any points.