World History
History, a class were we go back in time and learn all about the good and the bad that has happened and will always be remembered. Our teacher Ms.Kiptsful a good teacher although she was gone for a very long time she was a good teacher. Mrs. Lester our temporary teacher was also a great teacher, we learned lots of time in a short amount of time. History is a class i have enjoyed because of these teachers and their teaching methods are great and i'd say most of the students have really learned more about history than they have known before.
Doll Project
The Doll Project, one of the few projects I really did enjoyed doing. This was a project you had to do alone as an individual and did not get any help to complete this project. The task was simple we had to make a doll, a paper doll that would seem to represent us if we were in the past back in the time of the Romans, Spartans, and all those great empires. Then we had to make cloths, armor, or whatever it is the people wore back then, and give descriptions. First we started out by just starting the project, a paper was handed out and all the directions were on it and you were expected to do exactly what the paper said. Then we had to go home and we had to draw an outline of your doll and had to cut it out, the material had to be cardboard or just strong paper. When you had your doll cut out you could either put a picture of yourself and had to paste it on the cutout doll and so your face would be on the doll. Then when that was done you could just make some cloths for the doll such as the under wear that wore under. When that was done you add detail like maybe draw or add hair, then you get started to the more important part. The next step was to either look up in books or internet for the type of cloths people would wear back in the old times. Once found you choose four of the best outfits you like and make cutouts with paper or just materials you could use to make the doll the cloths. Then once the cloths were all finished and you liked the way they looked you had to add small descriptions or words that described how the life was and why the people would dress this way. Then one the descriptions were all done, you simply put all the outfits in order how they went and they were then ready to be turned in. Then for the next day when there was class we walk in the door and paper dolls were due.
I really learned somethings from doing a simple project like this. Such as the way people lived dressed and acted around others. People back then had a similar style of living but things change and the ways of the people will always change because they really seem to not stay the same at all. This project was worth while and i like doing it and i actually put some time and effort into it, and at the end I was really satisfied with the work i had done, and i would mind hanging it up on a wall and save it as one of my good projects. This was what I did and accomplished.
Standards:
1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.5. Students analyze human modifications of landscapes and examine the resulting environmental policy issues1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual
2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle’s Politics.
1. Compare the major ideas of philosophers and their effects on the democratic revolu
tions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
I really learned somethings from doing a simple project like this. Such as the way people lived dressed and acted around others. People back then had a similar style of living but things change and the ways of the people will always change because they really seem to not stay the same at all. This project was worth while and i like doing it and i actually put some time and effort into it, and at the end I was really satisfied with the work i had done, and i would mind hanging it up on a wall and save it as one of my good projects. This was what I did and accomplished.
Standards:
1. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.5. Students analyze human modifications of landscapes and examine the resulting environmental policy issues1. Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual
2. Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato’s Republic and Aristotle’s Politics.
1. Compare the major ideas of philosophers and their effects on the democratic revolu
tions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Thomas Jefferson, James Madison).
Industrial Revolution PowerPoint Project
Industrial Revolution
In this project, all the work involved working with a partner. What was asked of us the students was to complete a a power point that was about 42 slides. The PowerPoint had to be all about the Industrial Revolution. The first steps to starting this whole project was getting into a group of only 2 people, so you just had to choose a partner. Then when your partner was chosen we then were handed a piece of paper that listed things all about the industrial revolution and what parts of our Wold History book we had to write information about. So then we went into the computer lab and then started to work on the PowerPoint it was allot of work but it was a pretty simply task, we had to do 42 slide with different info about the industrial revolution. So then we had to split the work in half so in total we had to do 21 slides each, you and your partner. The work was easy and pretty self explanatory so we got to work on it. Then after all the work was done after about a week or so we then got to the last step making a small test for the rest of the class on the last slide of the PowerPoint. We then after having finished all of that we got to presenting in front of the rest of the class. Every pair of students had their chance to go up, everyone had to present all 42 Power Points in all. After everyone had gone by as a group in the class we compared our info on the information we had about the industrial revolution, to see which we had the same and which were different.
At the end I learned from doing this project that working in groups really helps allot so you as an individual have all the onus of an entire project. I gained lots of knowledge about the industrial revolution from completing this project because my partner and i went through all sorts of information about the industrial revolution and had to memorize it all in order to present to all of our classmates properly. This project was a great project and this is something from the past that I will most likely not forget.
Standards:
2. Students analyze how change happens at different rates at different times; understand
that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.
1. Analyze why England was the first country to industrialize.
2. Examine how scientific and technological changes and new forms of energy brought
about massive social, economic, and cultural change (e.g., the inventions and discov
eries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
At the end I learned from doing this project that working in groups really helps allot so you as an individual have all the onus of an entire project. I gained lots of knowledge about the industrial revolution from completing this project because my partner and i went through all sorts of information about the industrial revolution and had to memorize it all in order to present to all of our classmates properly. This project was a great project and this is something from the past that I will most likely not forget.
Standards:
2. Students analyze how change happens at different rates at different times; understand
that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.
1. Analyze why England was the first country to industrialize.
2. Examine how scientific and technological changes and new forms of energy brought
about massive social, economic, and cultural change (e.g., the inventions and discov
eries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
Immigrant Web Quest Project
The immigrant web quest was a pretty fun project to do because it all involved making up a story about you but as a different person. You had to work as an individual in this project making your own story about you immigrating to the U.S. You had to make a fake name and identity. You had to fin a real picture of and immigrant that once came to the U.S. You choose which person you were then you had to talk about your life changing story about coming to the U.S and all that you had to go through.First step in this was to make a fake identity the person who I had come up with was Ben Gurg; then you had to fill in like immigrant forms.Then you had to write about the former occupation you had after coming to the U.S. You then had to come up with your origin, and why you were leaving your home and give up everything to come to an unknown place were you've only heard a few stories from. Then we had to talk about the family, who you came with and how was it that you got to the U.S. Many occasions it was by ships and they really had some terrible conditions, no room, little food, and most likely no sanitation and people would get sick and then the worse would occur. From there we had to next come up with a letter that you had to write to to some relative or family friend that was still back in your hometown. Once that was written you'd have to talk about your life when you arrive to the U.S. and what you do. Most people that would come to the U.S. was to seek a new opportunity and a chance to start a new life and get a job. That was what the immigrant web quest was.
I learned how people spent their lives coming into the U.S seeking new opportunity and giving everything up and leaving their old live sbehind. I also learned that people take chances in life because in life its all a big complex sort of game. You have to be willing to take chances in order to fully see that you have made your best decisions in life. That is what I learned and now I feel like I have to take chances in life in order to find what I'm looking for and to spend a good happy life.
Standards:
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American
Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
I learned how people spent their lives coming into the U.S seeking new opportunity and giving everything up and leaving their old live sbehind. I also learned that people take chances in life because in life its all a big complex sort of game. You have to be willing to take chances in order to fully see that you have made your best decisions in life. That is what I learned and now I feel like I have to take chances in life in order to find what I'm looking for and to spend a good happy life.
Standards:
2. List the principles of the Magna Carta, the English Bill of Rights (1689), the American
Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
3. Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
5. Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
ben_gurg.doc.doc | |
File Size: | 599 kb |
File Type: | doc |
Cold War Glogster Project
This here was a group project that was made for the solemn purpose to inform about what went on in the Cold War and what was done. The task was to make a blog, in this case was called a glog because of the website it was made on. As a group of two, me and a partner, we had to work on completing a blog. We split up the work in half and made two blogs, one with his work and one with my work. This was going to show and tell about the Cold War, and we were going to do that by looking all the information needed to complete the task. First we began by looking for the information needed and some examples to why something happened or just giving other examples of such events that occurred. Then when we had finished looking for the information that was needed we then moved on to any other things that would go on our blogs. After anything, and before moving on we checked each others information checking if it was good information and see that it was accurate and not made up. We then got to decorating the blogs, we had to add color and images for creativity. The images had to be added it was mandatory because those were examples that were needed to be given and if not examples then just visual aids. Then when that was done all that was left was to check over the information and see that i all made sense together for what we were both trying to say. Then the final product was a blog or poster like the ones below that were completed for this project. This was the project that was completed for our section about the Cold War.
I learned how to use a new type of program that helps make blogs. This project also made me gain further knowledge to what the Cold War really was and how it had all started. I enjoyed working on this project i really did and i did not mind it at all because I finished this project in about 1 hour in total and I put much effort into it and went over everything just to see if everything was perfect. This is the project i completed with my partner Blogs about the Cold War.
Standards:
4. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.
2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.
I learned how to use a new type of program that helps make blogs. This project also made me gain further knowledge to what the Cold War really was and how it had all started. I enjoyed working on this project i really did and i did not mind it at all because I finished this project in about 1 hour in total and I put much effort into it and went over everything just to see if everything was perfect. This is the project i completed with my partner Blogs about the Cold War.
Standards:
4. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.
2. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.