HonSept

= = =September 2, 2009- Colin Aitken=

First, we went over our homework from last night, the Introduction reading worksheet parts A, B, and C. In going over that, we decided that //history is the study of __records, evidence and findings__ of past people, __their values__, and past events and how they influence our present and future.// Some examples of values are: Honesty Dependability Responsibility Individuality: In past times, individuality was not very important. It was important to be part of a whole. Independence: Independence was not very important in past society either. You wanted to be part of a whole in past society. Simplicity Respect Equality: Equality was not a high ranked value in past societies. Mercy: Mercy was rarely present in past society. We had a very violent society back then that would very rarely show mercy. Humbleness/ Humility Persistence Determination Tomorrow we will get partners and start working on a "mywebspiration." We will be using that website to create a web for all the different types of people that study the past. No assignments were collected or passed out. Homework: Complete Introduction reading worksheet due Thursday



[|Why Study History?]

September 3
Class began to learn how to use myWebspiration to make projects about the study of history. Students will be working with 1 partner to complete the task. No official due date has been set but tomorrow will be a full work day on the project.

Assignments: Complete Intro to text reading and worksheet The Chapter 1 Vocab is due on Tuesday September 8th after the three day weekend. Remember the assignment asks you to go beyond simple definitions. In no way do I expect you to read the chapter. I expect you to skim information and make connections to the main objectives for chapter 1. Good luck.

=September 8=

At the beginning of class, Mr. Johns collected the //Dry Bones Speak Vocabulary 1// paper.

Next, individual tables discussed and later shared with the class their response to: "If history is constantly changing and open to interpretation, how can we truly understand/know the past?"

Mr. Johns showed the class different examples of sources, both primary and secondary. The class had to identify the differences.

The class then had the rest of the period to work on our MyWebspiration projects**.**

 * Homework Assignments:** Take notes" on pages 5-10 for Chapter 1. //__Taking notes does not necessarily mean writing down every detail you read. Record the information you find is important and relevant to what we're studying, and make sure to write it in a way that can help you understand the chapter better.__//

Here is a diagram I found organizing some of the different types of sources, and how they're used:



And, finally, and article helping to create a better understanding of Primary and Secondary sources.
[|Defining Primary and Secondary Sources]

=**September 9**=

For the first half of the period, we worked with our partners on our mywebspiration projects.

After working on our projects, we got out last night's homework, which was to read chapter 1, pages 5-10, as well as take notes on the main ideas of the reading. The exact notes from the powerpoint Mr. Johns showed us can be found on his moodle page in the part titled "Part 1: Human Origins and Human Cultures", and under the section "Lectures, Notes, Assignments, and Handouts". We then disscussed the different myths and myth types, and what they mean to different people and cultures. An example is how The Book of Genesis, while unprovable, is still a major part of many cultures' beliefs. Our class also found it interesting that although one culture's myths and stories are historic, the same "historic" stories are looked at as just myths in other cultures. Reasons why most stories and myths cannot be historically correct inculde unknown authors, the time of the event can be unknown, and the time between the event and the recording is unknown. The ideas that stay the same between almost all myths are that they define creation and the role that people play in the world. The Book of Genesis was an example of a creation story we spoke about in class.

For more facts and ideas about different creation stories, go to [].

= = =September 10=

We talked about hard sciences and soft sciences, and the ways they each influence history and how history is interpreted.

The class also spoke about Darwin's Theory of Evolution. Charles Darwin watched and studied finches on some( Galapagos) islands. Through the data he collected, he decided that finches changed based upon their environment and that their changes would either allow them to survive or not. Darwin believed changes in species are not the result of a creator's vision, but an improved ability to survive and reproduce, even through change.

Three resounding theories: Darwin's Theory Creationism Intelligent Design (created by God with intent and God has helped 'push' adaptations because there is a plan) - 'mixture' of Darwin's Theory and Creationism

11 people in our class believed in Darwin's Theory. 6 people in our class believed in Creationism. 8 people in our class believed in Intelligent Design.

Intelligent Design belongs in 'soft science'. It is NOT used in science because it is not testable. Used is an awkward term: some scientists personally believe in a form of ID but again it cannot be tested. The most recent and famous/infamous court case addressing the issue of ID occurred in Dover, PA, York County. In Kitzmiller v. Dover Area School District(2005), a group of parents challenged the Dover Area School Board's decision to require science teachers to present ID as an alternative theory to Evolution. Read more about it a t : "Judge Rules Against intelligent design"

Read pages 10-18 in textbook, take notes. Be sure to include: -species -approximate date of origin -anything else you believe is important (If you have more than 3/4 of a page of notes, you wrote too much) (Note taking formats can be found through a link on Mr. Johns's Moodle class page)
 * Homework Assignments:**

Here is a link I found that explains in more detail Darwin's Theory of Evolution: HonSept

**September 11: Ancestors of Man**
(Nicole Esposito)

__Human Ancestors:__ -Remains from the Australopithecus and Homo halbils have been found in Africa, dating back a wide stretch of 1 million to 5 million years. -Unique soil and climate conditions preserved the fossils. -Hominid finds gravitate toward water instead of the desert for resources.

__The Dry Bones Speak__: The Puzzling Neaderthals -Found in 1856 -Thought to be the "missing link" but proven wrong

__Fossils and Fossil Hunters:__ -Louis Leakey discovered the "Lucy" and "Zinj" fossils. -//Homo Habilis// -"handy person" -opossible thumbs -walked upright



These are the fossils to the skeleton of Lucy, found by Louis Leakey. __Homework__ -PROJECTS DUE THIS TUESDAY

[]

The following link is more about Louis Leakey.

September 16
At the beginning of class, everyone wrote the data they found for the fossils chart on the Smart Board. The following is the information we were given.

1. Australopithecus africanus- (date) 2.7 mil (height) 1.1-1.4m, (cranial capacity) 400-500cc, (Distinctive Features) light build, long arms, higher fh(location) southern africa 2. Australopithecus Boisei- (date) 2.3-1.4 mil (height) males- 4.3, females- 3.5 (cranial capacity) 500-550cc, (distinctive features) large teeth, head designed for heavy (location)- East Africa 3. Homo Habilis- (date) 2-1.5 million (height) about 5', (cranial capacity) 650cc, (distinctive features) opposable thumbs, bipedal walk, tools (location)- south eastern africa 4. Homo erectus- (date) 1.4 million (height) medium human height, (cranial capacity) 900cc, (distinctive features) elongated neck, flat forehead (location)- East Africa, Asia 5. Homo sapiens(Neanderthal)- (date) 260,000-30,000 (height) males- 5-5 to 5'6, females-5 to 5-1' (cranial capacity)- 1450-1600cc (distinctive features) sloped foreheads, heads pushed forwards (locaton) Middle East, and Europe 6. Homo sapiens sapiens-(date) 120,000 to today (height) males- 6', females-5-5' (cranial capacity) 1400-1600cc (distinctive features) upright, straight walking, artwork, use of tools, (location) Africa, Europe, Middle East

a helpful link- http://www.talkorigins.org/faqs/homs/species.html

also, here is a picture of the Australopithecus Africanus fossil. -



Classwork-

We then got a handout called “Man Makes Himself” in which we had to compare the two sets of of tools, and answer the questions as indicated.

Homework- DUE FRIDAY read pages 27-33, take notes.

__** Historian September 21**__
David Hinnenkamp
 * How did we survive?**

1. We learned how to kill others quicker and better.

2. We survived because of our mating and ability to reproduce easier and quicker.

3. We were more successful at utilizing our environment and instead of reacting we found ways to help us and use it to our advantage.

Discussion- Nicole and Tori thought that the third way was the way we survived. Colon said that if we could use our environment instead of live with it that we would be able to survive easily off of that. James stated that warfare is now still present, so we had indeed killed off other hominids because we were smarter and had invented better tools. Mary and Olivia stated that without a new quicker and more efficient way of reproduction, we would have died out. We also talked about how some of these ideas link together. We talked about the idea of Mourning War, which was used in, __The Light In The Forest__ where you capture other enemies in war and try to make them apart of your tribe. Whether you handle it well, or misbehave, decides whether or not you will be treated well or killed.


 * Humans increased Population and Settlements-**

Each band needed 7-8 square miles of fertile land to survive. They also took advantage of the water resources around them. Their tribes consisted of around five hundred people into nineteen bands of hunter-gatherer tribes.


 * Language and Communication-**

-No evidence of language. -Language was developed as soon as the brain was large enough? -Brain had to be reorganized for language? -Language promoted development in concepts and reflective thought. -Language is both a biological and cultural development.
 * Agriculture-**

-Began as experimentation with plants near settlements. -Humans were able to farm 12000 to 17000 years ago. -Permanent sources of food were important to decide whether or not to farm. -Population pressure may have added to the need to farm. -Actual use of agriculture began 10000 years ago.

Homework- Study for test tomorrow on chapter 1.

This is __The Light in The Forest ,__ which was used during class to explain the term, "Mourning War." For more information visit this website: http://www.crystalinks.com/iroquois.html = September 18 =


 * ====The majority of today's class was spent watching a video, __Journey of Man.__ While doing this the class used a wiki to keep in contact with each other during it. This was to give the students an opportunity to give their opinions of what was happening, which the class said that they enjoyed.====
 * ====Shortly after the video, Mr. Johns went over important information that is going to be on our test with the class.====
 * 1) **Persistence**
 * 2) **Global Migration**
 * 3) **Small temporary settlements**
 * 4) **Crafted tools**
 * 5) **Cave art and symbolism**
 * 6) **Language**
 * 7) **Animals and Plants**
 * ====No assignments were collected or passed back.====
 * ====Our homework is to review Chapter 1 for our test on Tuesday. There is also a practice test link on moodle that you may attempt.====
 * [|How can you take the test]. In the video, it talked about taking people's blood, and this article is about how that is done, and how to participate and find out your genetic line.


 * The book shown here, is what the movie we watched today is about.



September 22-23: Mr. Johns
Chapter 1 Exam taken as a class. Hw: Read pp 36-39 "The Agricultural Village" I will try to have your tests graded by Friday and your webspiration projects returned by Tuesday after the three day weekend.

September 24 2009
-Bethany Hoover
 * Why did humans start to settle in agricultural villages? (What were their challenges in their village life?)**

1.Domesticate animals (food, milk clothing) 2.Growing populations (difficult to obtain food, more conflict, move in larger numbers) 3.Locate regions with abundant resources 4. Safety and stability with agriculture 5. Permanent food source 6. Increase quality and quantity of food


 * Is village or nomadic life easier?**

Village is easier 1 Abundance of food 2 Security in having food 3 Do not have to constantly seek shelters 4 Consistent lifestyle (Sense of a larger group identity) 5 Alternative sources of food

Challenges: 1 Social conflicts 2 Large scale warfare (fixed target) 3 Diseases 4 More shareholders (discussions based on the whole village, not one person) 5 Need for new systems (economic, political, religion) 6 Have more to lose

Nomadic is easier
1 Less impact of major disasters (flooding, disease, drought, warfare) 2 Ability to seek better resources 3 Flexibility

The majority of the class thought that living in a village would be easier than living a nomadic life style at first. Then some students changed their minds and said that nomadic might be easier because after a natural disaster the village people could become nomadic. We decided our views might be bias because none of us in the class has ever really been nomadic. Mr. Johns say that population growth is the largest factor that could lead to migration and this is hard for hunting and gathering.

The homework for tonight is to start the Chapter Two Vocabulary. This is due on Tuesday. Mr. Johns handed out the rubric/worksheet with the words.

Mr.Johns talked about a project and handed out a worksheet, we are going to have to do starting Tuesday. We are working in groups of 3-4. We have to make a poster with a map of an ancient city and how it looked. We are going to map it out in 2D. Considering religion, political, and the layout, the size of structures, food, etc. We haven't picked groups yet but are to think about who we would like to work with. A webcite to help you undertand what we talked about is:[] This cite talks about how people statred to live together and how their villages formed.


 * September 25, 2009- Tori Kager**

__**Test Tips:**__ We then had time to read in our text from page 43 to page 46 (The first three pages of Chapter II). We were asked to jot down notes (about a half page) on the traits of a Neolithic village (with specifics on what distinguishes them from cities). We could also use the time to work on our Chapter Two vocab. assignment. A graphic representing what a Neolithic village may have looked like
 * Make sure you have enough information for the short answer question
 * In an essay, everything about history should be written in past tense
 * In an essay, make sure sentences are not "awkward"
 * In the intro of an essay, "set the scene" for the rest of the information
 * If you prefer to think of the essay as a hamburger...
 * The bun is the intro and the bottom bun is the conclusion (the latter is the smaller of the two)
 * The patty is the body (most important!)
 * The lettuce/ketchup/cheese/bacon is the extra details
 * Visually (here is Mr. Johns's lovely picture: [[image:Photo_5.jpg width="320" height="240" caption="This is Mr. Johns's lovely photographic representation of the hamburger/essay metaphor"]]
 * This is a quick sound recording of Mr. Johns describing it. media type="file" key="hamburgermetaphor.m4a" width="300" height="50"
 * Before we read, w29e were allowed to discuss with our groups about "specialists" who would focus on one area while reading

September 29-Mr. Johns
Class Lists from our Google Docs activity:

__5 Processes Advanced by the Development of Cities__ Exchange of Goods (Trade / Economics) Culture and Arts Specialized Labor Social Hierarchies Government

__7 Traits of Civilization__ Social Classes Job Specialization Government Religion Writing Art and Culture Public Works (things built by civilization)

Hw: Read pp 48-53 of your text. From Sumer throught the first small piece on art. 3/4 page maximum. Focus on the subject headings for this reading assignment.

Ms. Schreiter will be in to discuss online reference resources on Ancient History for their projects.