Lesson 1** (Note that an asterisk * indicates that there is a worksheet on this lesson)

Welcome to your first day of school! I wanted to give you one important reminder before you begin. Many of your lessons below have an internet link for you to click on. When you go to the different internet pages for your lessons, please DO NOT click on anything else on that page except what the directions tell you to. DO NOT click on any advertisements or games. DO NOT click on anything that takes you to a different website. Just stay focused on your lesson and then close that window and you should be right back here for the next lesson. Okay?

1. If you didn’t get here through My EP Assignments, I suggest you go there and create an account.
2. *Print out the first quarter grading sheet or use the Excel version.
3. *Look over the key terms on ancient civilizations. You may want to write or print these, or make flashcards for terms you need to study more.
4. The materials used in this course are secular. They aren’t basing their history “facts” on the Bible. I personally believe the earth is actually around 6000 years old. What we know of history does fit in that time span, but only if you look at it from a biblical perspective. I don’t believe it took people thousands of years to develop language, for example. Adam and Eve had a Father who spoke to them, who taught them. He made them clothing. He showed them. I’m sure many discoveries and advances were God-inspired. I will give you a basic timeline here, and if you ever get confused about things, one place to search online for answers is: Answers in Genesis. Another place is the Institute for Creation Research. They have articles and resources to help you understand how things fit together.
5. Here’s a basic early BC timeline with rounded dates. We can’t know exact dates even if we accept that the Bible means exactly what it says. When it says that someone was one hundred years old, we don’t know if that was one hundred and one day or one hundred and three hundred and fifty days. As generation after generation goes by, that can add up to many years; so you could really add dozens of years onto any of my Bible dates and still be following the Bible literally. There are many different ideas out there about dates! Here’s my best estimate from my research and based on what I believe the Bible shows us. In the course, you won’t be asked to memorize dates, but I want you to have a framework and a basic understanding of where things fit in time from a Creationist perspective.
   • 3966    Creation
   • The Fall: Adam and Eve forced out of Eden
   • Mesopotamia, Cradle of Civilization
   • 2910   Noah
   • 2310   The Flood, Tower of Babel, Sumerians, Egyptians
   • 2018    Abraham born
   • 1990    Pyramids first appear
   • 1950    Sumerians attacked by the Elamites and Amorites (the beginning of the decline of the Sumerians)
   • 1918    Isaac born
   • 1750    Hammurabi, king of the Amorites, writes code of law
   • As a basic, general foundation, you could say creation was around 4000 BC and Abraham was around 2000 BC.
6. Let’s begin with the definition of civilization. It’s the structure of society. It’s how people organize themselves into groups.
7. Read through the introduction about Sumer. 
8. *Read over the Sumer notes.
9. Read the Tigris-Euphrates civilization guide.
10. Take a look at this map of the ancient world showing Sumeria. Did you notice a city named Byblos? It means Bible. The name for the city in Hebrew is a combination of “origin” and “God.” Maybe that’s where the Garden of Eden was. 🙂 It’s in modern-day Lebanon.
11. This is the end of your work for this course for your first day. You are allowed to move at your own pace (this is homeschooling), but it’s intended you complete one lesson a day.

Lesson 2

1. Using your notes from Lesson 1, answer the following questions in complete sentences. (Your sentence MUST restate the question in some form.)
   1. What makes a civilization? (e.g., “A civilization is made up of…”)
   2. Explain why the area was called the “Fertile Crescent?”
   3. What was it like to live in ancient Sumer?
   4. Why did the development of farming allow people to live in one place permanently? (e.g., “The development of farming allowed people to live in one place permanently by…”)
   5. How do inventions improve people’s lives?
   6. How did people trade with each other?
2. Use the following website to assist you as needed: Mesopotamia and the Fertile Crescent.
3. Score up to 2 points for each. They must be complete sentences and they must tell the question.
4. Record your score out of 12 points.
5. Begin a timeline. You will continue it all year. For your final exam, you will present your timeline. You will put in the general time periods as well as some specifics from each time period. Each civilization should be on your timeline. Decide if you are going to do yours on paper or on the computer. Begin it today and put in what you decide, from the beginning of the world up to Sumer.

Lesson 3

1. Read about ancient Mesopotamian society. Scroll down to the questions in bold (What is Mesopotamia?) and read from there. And again, you don’t have to learn these dates. This course is really about the post-flood world.
   1. People have lived in the Fertile Crescent since there were people. At one point they were wiped out and their civilization began again. The article mentions how the Sumerians language is unusual since it didn’t originate from the same language family as other languages of the area, such as Hebrew. Of course we know it’s because at the Tower of Babel new language families were formed.
2. Read about Hammurabi’s Code.
3. Read some of Hammurabi’s Code of laws. Scroll down to the list and just read a handful, unless you want to read more.
4. Answer in a paragraph: What was Hammurabi’s Code, what was the significance of the laws, and what was the impact of these laws on later civilizations?
   • Your introduction might be: “The development of Hammurabi’s Code was very significant.” Then explain what it was, its significance and its impact.
5. Score up to 2 points for form (intro, body, conclusion), up to 2 points for clarity/flow (not just a list of facts an idea and details to support it), up to 6 points for content/info.
6. Record your score out of 10.

Lesson 4*

1. Do the crossword puzzle. Multiple words have no spaces.
2. *Print out the ancient Egypt notes.
3. Read about Nile River civilizations.
4. Take a look at this map. What does it show?
5. Read more about the “Gift of the Nile.” The video reads the page to you.
6. Read about the Rosetta Stone.

Lesson 5

1. Do the crossword puzzle.
   • Multiple words have no spaces. Check your notes from Lesson 4 for correct spelling.
2. Answer the following questions. Write two as paragraphs and two in complete sentences. Make sure you restate the question in your answer.
   1. Describe ancient Egypt’s climate and geography.
   2. What was the role of the Nile River in the lives of Egyptians?
   3. Describe some religious beliefs of Egyptians and the significance of the pyramids.
   4. What kind of government existed?
3. Score up to 2 points for each question answered in complete sentences. Your answer must restate the question to get 2 points.
4. Score up 10 points for each question answered in a paragraph (2 points for form, 2 points for clarity/flow, 6 points for content).
5. Record your score out of 24 total points.

Lesson 6

1. Read about Egypt from 1500 BC to 1000 BC.
2. Learn about mummification.
3. Based on what you have learned, how important was the process of mummification and the afterlife to Egyptians?
4. Answer in paragraph form and score up to 10 points. You can refer to the grading guideline at the top of the page.

Lesson 7*

1. *Print out the notes on the Indus River Valley Civilization. Make sure to read any notes you print out.
2. Read about the Indus River Valley civilization.
3. Take a look at these maps: one, two. What do they show?
4. Watch this short video comparing Hinduism and Buddhism, and be prepared to explain the differences between the two religions.

Lesson 8

1. Do the crossword puzzle. Multiple words have no spaces.
2. Complete an essay answer based on the presentations and other internet sources. (This should be a paragraph of at least 8 sentences.)
   • Explain the major differences between Hinduism and Buddhism.
3. Record your score out of 10.

Lesson 9*

1. *Print out the notes on Ancient China.
2. Read about Yellow River civilization.
3. Take a look at these maps: one, two. What do they show?
4. Take a look at the “Mandate of Heaven” idea and “Dynastic Cycle” of China. Could you explain them?

Lesson 10

1. Complete the crossword puzzle. Don’t leave spaces between words.
2. Explain the “Mandate of Heaven” idea and “Dynastic Cycle” of China.
   • Write two paragraphs.
   • Each is worth a possible 10 points.
3. Record your total for the day out of 20.

Lesson 11*

1. *Read the ancient Hebrew notes.
2. Read today: Confucianism, Buddhism, Mauryan Empire, Gupta Dynasty.
3. Choose two assignments. Must be complete on Lesson 13.
   • If you choose option #3, there is a link at the bottom of it that doesn’t show as a hyperlink. Here’s that link.

Lesson 12

1. Work on two assignments. Must be complete on Lesson 13.
2. You will also be working on your timeline on Lesson 13.

Lesson 13

1. Complete your chosen assignments.
2. Record up to 30 points for completion.
3. Add to your timeline. Add the dynasties, the Indus River civilization, etc. If you include information and pictures on your timeline, it will be easier for you to present it on Lesson 180. You are going to have to tell something about each thing on the timeline.
4. What is a civilization? Write or tell your answer. You should be able to define it.

Lesson 14*

1. *Print the Greek and Roman key terms and read through them. It defines apostle as a follower of Jesus. Of course they did follow Jesus, but the term actually means “sent one.” They were sent out to share the gospel.
2. Read the introduction to the Bronze Age below.
   • Before the classical Greeks, there were the Bronze Age Greeks. The Bronze Age Greek period lasted from around 1700 BC to 1000 BC. The most famous of the Bronze Age Greeks were the Mycenaeans and Minoans. The Mycenaeans were located on mainland Greece, and the Minoans were located on the island of Crete in the Mediterranean Sea. The two groups traded with each other and often warred with each other. Both cultures would heavily influence the later classical Greeks. It is during this period that historians believe the great Trojan War was fought in Anatolia. Around 1000 BC, a series of natural disasters destroyed both civilizations. (edited from GVL)
3. *Print the notes on the Minoans and the Bronze Age. Make sure you always read the notes you print.
4. Take a look at the map. Do you know where in the world that is? Use these maps: one and two (and additional research if necessary) to place it in the world.
5. Read about the Minoans and the Bronze Age.
6. Read about the Trojan War.  (Alternate link)
7. What were some major accomplishments of these civilizations? Answer in a paragraph.
8. What was the significance of the Trojan War? Answer in a paragraph.
9. Record up to 10 points.

Lesson 15

1. Read about Homer and the Mycenaeans. Click on the Trojan War link at the bottom of the reading, once you’ve read that far! Read that page as well. Use the other links on the left menu (about the Mycenaeans) to learn more.
2. Describe the relationship between Homer and the Trojan War.
3. Record up to 10 points.

Lesson 16**

1. Who told the stories of the Trojan War?
2. What large sea does the Aegean Sea open into?
3. *Print out the notes on the Golden Age of Greece. Go over the notes.
4. Read about Athens and Sparta. (Alternate link)
5. *Complete this chart based on the information.
6. Record up to 12 points for completion.
7. Take a look at the map. What is it showing? (alternate link)

Lesson 17

1. Watch the presentations.
   • Persian Wars
   • Greek city-states
   • Golden Age of Greece
2. Take a look at this map from the Peloponnesian war. What is it showing?
3. Complete the matching exercise.

Lesson 18

1. Read about ancient Greece. Click on the different icons and take notes.

Lesson 19*

1. *Print the Alexander the Great notes.
2. Watch the following presentations.
   • Alexander the Great
   • Greek Achievements
3. Skim for important information from this page. Learn what the Peloponnesian War was.
4. Read about the results of the war.
5. Tell someone (or write) about what the war was and its impact.

Lesson 20

1. Complete the crossword.
2. Write a five-paragraph essay (or prepare a PowerPoint presentation) on a famous person from ancient Greece. It is due on Lesson 21.

Lesson 21

1. Finish your essay or presentation.
2. Show your presentation or read your essay to an audience.
3. Score up to 10 points for form/visual, 25 points for content, 5 points for the presentation (how well you spoke, poise, clarity,…).
4. Record your score out of 40.

Lesson 22*

1. *Print notes on the Roman Republic.
2. Read “The Founding of Rome.”
3. Read this page on the Roman Empire.
4. Look at the maps on this page. What do they show?

Lesson 23

1. Read about Roman Society.
2. Read about The Roman Army.

Lesson 24*

1. *Print the notes on the rise of Christianity.
2. Read Acts 2-5. Here’s the real story of the rise of Christianity. Finish the book of Acts to read the rest! Paul is arrested by Roman soldiers. He testifies to kings. He’s sent to Rome. These aren’t just stories. These were real people creating history!

Lesson 25

1. Go through the terminology on the flashcards.
2. Read about Roman Religion.
3. In the last section it says, “With the death of Julian the Apostate matters quickly returned to normal for the Christian church as it resumed its role as the religion of the power. In AD 380 emperor Theodosius took the final step and made Christianity the official religion of state. Severe punishments were introduced for people who disagreed with the official version of Christianity.” This is the period of history when the Roman Catholic Church began and came to power. It is a religion of power. Jesus was homeless, but the Pope has his own city. Please remember that true Christianity is not a religion. There are many forms of the Christian religion, but they aren’t the true Church, the one body of Christ. The page says that there were “severe punishments” for disagreeing with the official church. We will come to see the “official” church killing true Christians for the offense of owning a Bible!
4. On that page it also says that Constantine’s conversion should “change the fate of Christianity for good.” There are different versions of the story told, but it’s something like this: Constantine saw a vision of a flaming cross with the Latin words “in this name conquer.” So, he killed in the name of Jesus, whereas Jesus taught that it was murderous to even tell someone you hate them. Anyone who knows church history can tell you that in general, persecution is good for Christianity; it purifies the church and spreads it. It’s official religion that kills it, which is what it became under Constantine. Constantine and the Roman Catholic Church are responsible for the modern tradition of worshiping on Sundays. It was known as the “venerable day of the Sun.” It was the day the Romans went to the sun god’s temple. Sunday, get it? It was kept that way for the people. They would be more accepting of this new religion if they were allowed to keep many of their practices.
5. Use the interactive map to explore the city of Rome. Click on the dots to read about the locations.

Lesson 26*

1. *Print out the notes on the decline of the Roman Empire.
2. Read about causes of Rome’s decline. Take notes.
3. Write a paragraph stating what you think was the biggest cause of Rome’s decline and why.
4. Record up to 10 points.

Lesson 27

1. Read about Africans’ contributions to Rome.
2. Read about the beginning of the end.
   • At Constantine’s death at Nicomedia in AD 337, three sons and two of his nephews were destined by the late emperor to succeed him. Two of those sons were absent from Nicomedia. With the consent of the third, Constantius, the other members of the imperial family, except two young cousins were slaughtered by the soldiery. The empire was thereafter by agreement parted between the three sons.

     Edited from (source)

3. Use the matching activity to learn the key terms.
4. Use this website or any other resource to choose a famous Roman to learn about. Read what it has to say and then find another source to learn more about your chosen person.
5. Tell someone about what you learned.

Lesson 28

1. You have learned about the ancient Greeks and Romans.  To solidify what you have learned, compare and contrast the ancient Greek and Roman civilizations.  Include achievements, famous leaders, and reasons for decline.
2. You have two days.
3. Include an introductory paragraph, three paragraphs comparing and contrasting each of the three points listed, and a conclusion paragraph.
   1. The intro should start with an interesting sentence and end with your thesis statement — the point you will make in your essay.
   2. Your three body paragraphs should each show ways the societies were similar and different (for instance in religion, in social structure, government, etc.).
   3. Your conclusion should restate your thesis (in different words) and sum up with a “so what” statement. Let us know why it matters.

Lesson 29

1. Finish your essay.
2. Record up to 40 points. (5 points each for intro and conclusion paragraphs; 10 points each for each paragraph of the body; see Lesson 28 for details of what should be included)

Lesson 30

1. Add to your timeline what we’ve covered so far. You can decide what form it should take (long on the wall, online, in your binder…). Hold onto it! As I said before, you will be working on this all year. Your final will be a presentation of your timeline. Add info and pictures to help you be able to remember something about each civilization and time period, so you can share something about it on Lesson 180.
2. Add the general headings such as Ancient Rome and Greek Civilization and some specific events. What do you think should be included?

Lesson 31*

1. You will begin the third unit: Byzantines, Islam, and the Mongols.
   • As Western Europe lingered in the Middle Ages (sometimes called the Dark Ages) from AD 500 until AD 1400, the Middle East and Asia became the center of the civilized world. A new, “Christian” Roman Empire, founded by the Roman Emperor Constantine, had arisen in the east and was headquartered in Constantinople (modern Istanbul). In the 7th century (600’s), a new religion, Islam, was founded by the prophet Muhammad and would challenge the Byzantines for physical and spiritual dominance in the Middle East and parts of East Asia. The last two hundred years of this era will be dominated by a fierce nomadic group from Asia called the Mongols. The Byzantines, the Islamic Empires, and the Mongols all had lasting and profound effects on Asia, the Middle East, and Eastern Europe that are still felt and seen today. (Edited from Source)
     • How did the Byzantine Empire affect the development of Russia?
     • What is the most important, lasting legacy of the Byzantine Empire?
     • How did the rise of Islam affect the Byzantine Empire and eventually cause its downfall?
     • What were the major effects, good and bad, of the spread of the Mongols over Asia and into India?

     • (Source)

2. *Print the notes on the Byzantine Empire.  (What should you do with them? Read them over!)
3. Study the maps. What do they show? (Some of them have moving parts. Play around in a scholarly fashion.)
   • The Byzantine Empire in the Time of Justinian
   • The Expansion of Islam  (watch through 800)
   • The Early Crusades
   • The Great Schism
4. What do these maps show? Write a list of things you can learn about the time period and about the Byzantine Empire from these maps. One point for each point you make.
5. Record your score out of 5. If you can find more than five points to make, you can get extra credit.
6. Now go through this history as shown in maps.
   • What do these maps show you? Keep clicking on next and reading the text with each map.  (alternate link)
   • Write a short paragraph to answer the question.
7. Record up to 10 points.

Lesson 32

1. Watch this presentation on the Byzantine Empire.
   • Explore the Byzantine maps. You can look at these while you listen.
   • Read about the Justinian Code.
   • Read about the Great Schism. This is what map five on Lesson 31 was showing.
   • Read about the Byzantine Empire‘s rise and fall.  Just exit any media and read the article.
2. Answer the following questions in complete sentences. Your answer should let the reader know what question you are answering. (e.g., The impact of the blah blah blah could be seen in the…  That answered the question: Where could the impact of the blah blah blah be seen?)
   1. What was Justinian’s role in the Byzantine Empire? Who was his wife and how influential was she?
   2. What were the major accomplishments of Justinian?
   3. How did the rise of Islam and the Crusades weaken the Byzantine Empire?
   4. How was the practice of Christianity in the Byzantine Empire different from that in the west?
   5. How would you explain the Iconoclast controversy?

      (Source of questions)

3. Record up to 10 points (up to 2 points for each question – must restate the question for 2 points).
4. Do the crossword for review.

Lesson 33*

1. *Answer the Byzantine Empire questions. Use course links or online resources as necessary to answer the questions.
2. Record up to 12 points, 2 points per answer.
3. Answer the following essay question:  What were the three most important contributions of the Byzantine Empire to world history?  Do not just list the contributions; justify your answers. This can be written as a paragraph.
4. Record up to 20 points. (3 points for form-intro, body, conclusion; 2 points for clarity/flow; 15 points for content — must be three contributions each with a reason why)
   • Don’t over complicate this. An intro can be just like restating the question when answering. (e.g., While the Byzantine Empire produced many contributions to the world, the three most important were their…)
   • Then you just go through each thing you just listed and give a reason why it was so important.
   • Wrap up by stating something about them being important!

Lesson 34*

1. Take a look at these maps. What do they show?
   • one
   • two (alternate link)
2. Watch the Mongol presentation.
3. Read the article.
4. *Answer the questions on the Mongols.  Answer in complete sentences. Write neatly for a nice addition to your portfolio.
5. Record up to 12 points (2 points each — 1 point form, 1 point content).
6. Complete the crossword.

Lesson 35

1. Read on Islam. Read the first several sections. Stop when you get to the Doctrines of the Koran section (first first doctrine is God).
2. As someone who has lived and ministered among Muslims for more than a decade, may I say a few words on this? Muslims believe that the angel Gabriel gave Muhammad the revelation of the Quran, the Islamic holy book (also sometimes spelled Koran). As Christians, we do not believe that the angel Gabriel, a messenger of the one true God, was the one who gave the revelation of the Quran. We do not believe it is from God. The Quran does indicate that some parts of the Bible are the word of God, but Muslims generally don’t read the Bible or believe what the Bible says unless it agrees with the Quran. They believe the Bible has been changed. (There is a lot of evidence to prove it has not been, by the way). The god of Islam is not the God of Christianity. The god of Islam says you must work for your salvation. You have to do more good than bad so that when your deeds are weighed, they will tip in the favor of the “good side” and you’ll get to heaven. The reading talks about praying in the mosque on Fridays. It’s the midday Friday prayers that are considered most important. Stores in many places close at midday on Friday so employees can go pray. Being physically clean is VERY important, more so than in Christianity; Christians would emphasize being clean on the inside. The God of Christianity is holy and cannot have sin in His perfect presence. He offers salvation free, as a gift, an extension of His grace and mercy. It’s impossible to earn salvation. One sin is enough to send you to hell. The only chance of entering heaven is to have our sin cleaned away by Jesus’ sacrifice on the cross and by His gift of His Spirit to free us from the power of sin. We long for heaven to live in God’s presence.
3. Read about Ibn Sina, a famous Iranian philosopher.
4. Watch the presentation on Islam’s Golden Age.
5. Try the crossword puzzle.

Lesson 36

1. Answer the following Islam questions. At least two must be answered in paragraph form. Use your notes or other research (suggested sites: one, two, three). The other two (maybe number 1 and 3) could be answered in complete sentences. You can receive up to 5 points extra credit for any additional answers given in paragraph form.
   1. How, where, and when did Islam begin?
   2. Explain the differences in Sunni and Shiite beliefs.
   3. Give two major accomplishments of the Islamic community.
   4. What countries are majority Sunni? What countries are majority Shiite? What is the relationship between modern-day Sunnis and Shiites?
2. Score up to 10 points for 2 paragraphs and 2 points for each answered in complete sentences.
3. Record your score out of 24 (potential for 10 points extra credit).

Lesson 37

1. Complete this activity on Muslim conquest. The map link is at the top before the questions. You can click on each color and each symbol on the map key.
   • It makes you submit your answers by filling in name and email addresses. I put in the letter a for the name and section and a@a.com for the email addresses and it accepted that.
2. Watch the Crusades overview.
3. Read pages 3-5 about the effects of the Crusades.
4. Watch the short video of the outcome of the Crusades.
5. Try the crossword puzzle.

Lesson 38(*)

1. (*)Here is a Crusade activity. Complete it. You can type your answers in the text fields. When you’re done you can print it or download it to save it.
2. Record up to 12 points for completion.
3. Write a paragraph or two describing some of the lasting effects of the Crusades on modern history.
4. Hint: Think about current events in the Middle East and Northern Africa.  Visit various news websites with parental guidance.
5. Record up to 10 points.

Lesson 39

1. Complete the quizzes. Getting them all right is great. Getting some wrong is a chance to learn. Take advantage of the opportunity!
   • Byzantine Empire
   • Islam
   • Islam
   • Islam
   • Byzantine Empire
   • Crusades  (You can always learn from what you didn’t know.)
   • Answer these review questions.
     • Click on the triangles to check your answers.
2. Get the Byzantine Empire, the Mongols and some dates for Islam on your timeline. Again, put them on generally, such as Byzantine Empire, and then maybe some specifics for what you think is important to include.
3. Go through your timeline and recall something about each thing you’ve put on there.

Lesson 40***

1.  You will now begin the next unit, Early African and Mesoamerican Societies.
   •  The Bantu migrated from Congo or the Niger Delta Basin. Their migration throughout Africa is one of the largest migrations in human history. This migration took place approximately 1000 BC –  AD 1800. There is continued speculation about why they moved in the first place. One reason may be that overpopulation encouraged some groups to move away in order to practice agriculture. Another could be that they were in search of fertile land. Or, the move may have been due to internal conflicts within their communities or external attacks by their neighbors.The Bantu introduced many things into the areas they migrated to. They were an agricultural people and introduced crops such as millet and sorghum. They may also have introduced iron smelting and iron tools.
   • The ancient Olmec civilization is believed to have been centered around the southern Gulf Coast of Mexico area (today the states of Veracruz and Tabasco in Mexico) – further south east than the heart of the Aztec empire.  The Olmec culture developed in the centuries before 1200 BC (or BCE), and declined around 400 BC. The Maya originated in the Yucatan around 2600 B.C.; they rose to prominence around A.D. 250 in present-day southern Mexico, Guatemala, western Honduras, El Salvador, and northern Belize. The Aztecs were a wandering Native American tribe who came to Mexico during the 13th century. There they built a great civilization including cities, pyramids, and temples. In 1519, Spanish conquistadors arrived in Mexico and defeated the Aztecs. The Incas were a native South American people that once ruled one of the largest and richest empires in the Americas. Their empire covered much of present-day Ecuador, Peru, Bolivia, and Chile and parts of Columbia and Argentina. The Inca empire was conquered by invading Spain in the 16th century.

     Edited from (Source)

2. *Print the notes on the development of Africa. (What are you supposed to do with notes?)
3. *Print and review the key terms for this unit.
4. *Write out the Development of Africa questions. Read these over and answer them as you are able to as you learn about the development of Africa.
5. Read about the Kingdoms of Africa. Make sure you click on next page.
6. Take a look at these maps linked on page 2.
   • Bantu migration
   • Ghana empire
   • Mali empire
   • Swahili city-state
7. Watch the presentation.

Lesson 41

1. Read about the Songhai Empire.
2. Read about Sundiata, also called the Lion King.
3. Read about Mansa Musa.
4. Are you taking notes? You don’t need to write down all the facts, but jotting down names, places and something significant about them can help you recall the information later.
5. Answer the Development of Africa questions that you are able to.
6. Complete the crossword puzzle. Don’t leave spaces between words!  This is reviewing the key terms for this unit.

Lesson 42

1. Essay question: What were some of the accomplishments and achievements of Sundiata and Mansa Musa? (Essay questions don’t require a full essay as an answer. It means to answer in paragraph form, instead of just jotting down the answer. Remember that your first sentence needs to restate the question in some way, such as: The African leaders Sundiata and Mansa Musa accomplished many achievements during their reigns. Your last sentence should sum up your point.)  (3 points for form-intro, body, conclusion; 2 points for clarity/flow; 15 points for content)
2. Record your score out of 20.
3. Read the introduction to the Olmecs and the Mayans.
   • The first signs of complex society in Mesoamerica were the Olmecs, an ancient Pre-Columbian civilization living in the tropical lowlands of south-central Mexico around 1500 BC. They created a thriving culture that would influence later Mesoamerican civilizations such as the Aztecs. The Mayans were found to be a very highly developed civilization and lived around 1000 BC to 500 AD. They lived in the jungle of Mexico and Central-America. The Mayan culture was the most developed culture in the whole of ancient America and developed pyramids and the most accurate calendar of the ancient world.

     Edited from (source)

4. Take a look at these maps. What do they show?
   • Olmecs  (alternate)
   • Mayans  (alternate)
5. Watch the presentation on pre-Columbian people. (This has some fake images of human sacrifices if you want to be prepared to look away.)
6. Don’t read this page right now. Just look at the map and then scroll through and look at the pictures.

Lesson 43

1. Take notes on the accomplishments and the influences of these cultures.
   • Olmec Civilization
   • The ancient Olmec Civilization
   • The Preclassic or Formative Period
   • Mayans
   • Mayan Civilization
2. Answer the relevant questions from the printed questions from Lesson 40.

Lesson 44*

1. *Print the notes on Aztecs. (You read them, right?)
2. *Print the notes on Incas.
3. Take a look at these maps. What do they show?
   • Aztec  (alternate)
   • Inca  (alternate)
4. Be taking notes on the accomplishments and influences of these societies.
5. Watch these presentations.
   • Aztec
   • Inca
6. Read about the Aztecs.
7. Read the information on Inca Civilization.
8. Answer the relevant questions from the printed questions from Lesson 40.  These questions should now be complete.
9. Record up to 23 points. Take a point off for any left blank (or better yet, go find the answer!)

Lesson 45*

1. *Print and complete the Mesoamerican Societies Chart.
2.  Use the suggested links, the links in the previous assignments, and your notes to help you.
   • Mayan Civilization
   • Aztecs
   • Aztec Community
   • Inca Empire
3. Score 2 points for each box.
4. Record your score out of 40 (potential for extra credit).

STOP This is the end of the first quarter. Time to figure out your first quarter grade: total score / total possible. Your goal is to get an A. Where did you lose points? What can you do differently next quarter to score higher? Save all of your written materials for your records.

Lesson 46*

1. *Print the second quarter grading sheet or use the Excel version.
2. Choose a Mesoamerican culture and write an essay (five-paragraph essay) on its accomplishments and influence. Try to write it all today, but it will be scored on Lesson 47.  It should have an intro, three main-body paragraphs, and a conclusion. Each paragraph should have at least three sentences. The introduction should end with the thesis statement (a statement of what you are going to show in your essay). Each main-body paragraph should begin with a topic sentence, and the body of the paragraph should support that point and provide details. The conclusion sentence of the paragraph can transition to the next topic.  The conclusion should begin with a restatement – in new words – of your thesis. It should end with telling us “so what?” or why it matters.

Lesson 47

1. Edit your essay. This is something to hold onto. Make it your best work.
2. Score up to 40 points. See Lesson 46 for some guidelines.
3. Try to answer the questions.
4. Read about Queen Amina of Zaria Nigeria. This is not written by a native English speaker. Accept the English as it is and take it as a cultural experience to listen to someone who speaks differently than you.
5. Here’s a review of the tribes of Mesoamerica.
6. Add African and Mesoamerican cultures onto your timeline. Add each empire and society from Lessons 40-47.
7. Think about how development is happening on each continent. What’s similar? What’s different? What do you think contributed to the similarities and the differences?

Lesson 48****

1. Look at the key terms for The Middle Ages.
2. Read the introduction to the Middle Ages.
   • The Middle Ages, also called the ‘Medieval Era’, is divided into two time periods. The first 500 years takes place immediately after the collapse of the Roman Empire (500 to 1000 AD). The church was the strongest institution during this time and worked hard to convert the barbarian kingdoms to Christianity. The feudal system also developed during this time. This was a social and political system that developed around land ownership and military service. By 1000 AD, trade began to slowly pick up in Western Europe. By the time the first crusaders returned in the middle 1200’s, this age saw the increase in the development of towns. These towns would gain independence from the feudal system and give rise to a new class of  people, the middle class. Significant events during the Middle Ages would be the rise of Charlemagne, the exertion of church power, the increase of agriculture, and the devastating Hundred Years’ War and the Black Plague.

     Edited from (source)

3. Look at this map. What does it show? (alternate map link)
4. Here are all the overview notes for this unit to give you an overview before you begin. Print them out:
   • *The Dark Ages
   • *The Power of the Church  (Remember that the real church is the body of Christ, those united in Christ Jesus, not a political structure or organized religious institution.)
   • *Feudal Society
   • *Developments of the Middle Ages
5. You are going to write a paragraph on each event in this timeline
   (source – you don’t need to click the source link). We’ll do two each day starting tomorrow. (Start planning today!)
   • 324 – Constantine became Emperor of the Roman Empire. 455 – Vandals sacked Rome. (476 – Fall of the Roman Empire. We’ve already written on this. Skip this one.) 481 – Clovis became King of the Franks. 570 – Birth of Muhammad. 732 – Battle of Tours. 800 – Charlemagne is crowned Holy Roman Emperor. 896 – Alfred, King of England, defeats Danish invaders. 988 – Christianity reaches Russia. 1066 – William of Normandy conquers England. 1096 – First Crusade to the Holy Land. 1206 – Genghis Khan founds the Mongol Empire. 1337 – Start of Hundred Years’ War between France and England. 1347 – 1351 – Black Death (plague) in Europe.

Lesson 49

1. Today research and write about these first two events, each in its own paragraph. Tell what it was and its significance. Why is it on an “important events” timeline?
   • 324 – Constantine became Emperor of the Roman Empire. 455 – Vandals sacked Rome. (476 – Fall of the Roman Empire. We’ve already written on this. Skip this one.)
2. Here’s one website to help you, but you can feel free to search the internet. Don’t just get it done. Learn! That’s the point: to learn.
3. Score 2 points for structure, 2 points for clarity/cohesiveness, 6 points for content.
4. Record your score out of 20.

Lesson 50

1. Today research and write about these two events, each in its own paragraph. Tell what it was and its significance. Why is it on an “important events” timeline?
   • 481 – Clovis became King of the Franks. 570 – Birth of Muhammad.
2. Here’s one website to help you, but you can feel free to search the internet.
3. Record your score out of 20.

Lesson 51

1. Today research and write about these two events, each in its own paragraph. Tell what it was and its significance. Why is it on an “important events” timeline?
   • 732 – Battle of Tours. 800 – Charlemagne is crowned Holy Roman Emperor.
2. Here’s one website to help you, but you can feel free to search the internet.
3. Record your score out of 20.

Lesson 52

1. Today research and write about these two events, each in its own paragraph. Tell what it was and its significance. Why is it on an “important events” timeline?
   • 896 – Alfred, King of England, defeats Danish invaders. 988 – Christianity reaches Russia.
2. Here’s one website to help you, but you can feel free to search the internet.
3. Record your score out of 20.

Lesson 53

1. Today research and write about these two events, each in its own paragraph. Tell what it was and its significance. Why is it on an “important events” timeline?
   • 1066 – William of Normandy conquers England. 1096 – First Crusade to the Holy Land.
2. Here’s one website to help you, but you can feel free to search the internet.
3. Record your score out of 20.

Lesson 54

1. Today research and write about these two events, each in its own paragraph. Tell what it was and its significance. Why is it on an “important events” timeline?
   • 1206 – Genghis Khan founds the Mongol Empire. 1337 – Start of Hundred Years’ War between France and England.
2. Here’s one website to help you, but you can feel free to search the internet.
3. Record your score out of 20.

Lesson 55

1. Watch the following video on the Black Plague.  Notice the period artwork and how societies used the plague in a grotesque manner to their advantage in battles. (Note: This was a horrible disease and resulted in a lot of illness and death. Some sounds and images in this video may be upsetting to sensitive viewers.)
2. Write a paragraph on the Black Plague and its significance to the era. Use external websites as needed.
3. Record your score out of 10.

Lesson 56

1. We’ll watch two videos on the High Middle Ages. Take notes on the Magna Carta.  Be aware of the church vs. state power struggle that existed on a continual basis.
   • Magna Carta
   • Church/state power struggle
2. Write a paragraph on the Magna Carta. Use other websites as necessary.
3. Record your score out of 10.

Lesson 57

1. Write on feudalism.  Explain what it is and how it is structured.  Also include the tasks for which each class was responsible. Write at least 10 sentences. (2 points for form, 2 points for clarity/flow, 16 points for content)
2. Record your score out of 20.

Lesson 58*

1. *Print and complete this chart on the Middle Ages.
2. Record up to 12 points (need at least three points in each box). Score up to 1 point extra for any box with a fourth item listed, giving you the potential to earn four extra credit points.

Lesson 59

1. Answer the multiple-choice questions.
2. Explore everything.

Lesson 60

1. Here’s a site where you can choose what you’d like to learn more about. Choose a couple of topics that are of more interest to you than the others.
2. Add Middle Ages dates to your timeline. Add general dates for the Middle Ages and as usual whatever specifics you think are important.

Lesson 61

1. Before the next unit, watch the following documentary over the next two days.  It follows a historian and two archaeologists attempting to live as tenant farmers at a monastery.  Remember, monasteries were (and are) places where Catholic monks worshiped God, and since their lives were devoted to him, they required outside help to feed them and take care of the property.  Take note of the role of the church in everyday life. Search YouTube for episode 1 of “Tudor Monastery Farm” and spend the next two days watching it. It should be approximately an hour long total.
2. If you can’t find it or would like to watch more, here’s episode 1 and a playlist of the Tudor Monastery Farm episodes.

Lesson 62**

1. You will begin the next unit – The Renaissance and the Protestant Reformation.
2. Look at your key terms.
3. Read the introduction to the next unit.

   (source)

   •  The Renaissance began around the year 1400 in the city-states of Northern Italy. This is because many of the trade routes of the returning crusaders and merchants from the 12th and 13th centuries were located there. The goods and knowledge brought back by the crusaders and merchants touched off a new wave of learning and cultural creativity in western Europe that became known as the “rebirth” or “Renaissance.” This new knowledge was based on the old rational texts of the Greeks and Romans. As the Renaissance progressed, it led to the questioning of the power of the Roman Catholic Church and the Pope. By the 1500’s, this questioning would lead to open rebellion and division within the Catholic Church. Led by men such as Martin Luther, John Calvin and a somewhat reluctant King Henry VIII of England, this era would become known as the Protestant Reformation and would forever change the religious landscape of Europe.
4. *Print the Renaissance Notes. (It is 10 pages long. Yes, read them.)
5. Look at this map. What does it show? (alternate map of the 1494 states of Italy during the Renaissance)
6. You can read more about it here.

Lesson 63

1. Watch the videos on the Renaissance and Machiavelli.
2. Read this on the Medici family.

Lesson 64

1. Read the following poem by Thomas Campion, poet and author during the Renaissance.
   • What is a day, what is a yeere?
   • It should be easy to read, even with the spelling differences of the day.
2. The poem talks about how time in this world goes quickly and if one wants to get to heaven, one must be virtuous.  Folly, vain pleasure, and worldly treasure disappears like a vapor.  Religious beliefs at the time focused on works and behavior to get to heaven.  Contrast this to the free gift of God’s grace that the New Testament talks about.
3. Record up to 5 points for a complete answer.
4. Read about Florence. Click on “Focus on Florence” in the left menu.
5. Read about art and architecture in Florence. Click on “Focus on Florence” and then scroll down to the bottom of the page and click on “Florentine art and architecture.”
6. Do the crossword. No matter what it says, there are no spaces between the words.

Lesson 65

1. Read about Johann Gutenberg and the printing press. Click on “Printing and Thinking.”
2. Here’s another biography.
3. Did you catch that his major work was the Bible?
4. Write a paragraph about Johann Gutenberg and the printing press and how his invention impacted and changed the world in the Renaissance period.
5. Record up to 10 points.
6. Read the first stanza of the General Prologue of The Canterbury Tales.  Chaucer was another famous writer of the time.  Try to read the stanza in Middle English on the left.  Big difference!

Lesson 66

1. Read about Miguel de Cervantes. He is a Spanish writer of the period who makes fun of the feudal system.
2. Read the intro on the Renaissance artists.
   • The Renaissance is best known for its great cultural achievements. The greatest pieces of artwork were created during this time. Artists such as Michelangelo, Leonardo da Vinci, and Raphael were responsible for much of the extraordinary paintings and sculptures created during this period. Along with the great works of art created, the Renaissance was also as much about shifting attitudes. People began to believe in the potential of the human mind and body and began to move away from strictly religious concepts. This emphasis on individual achievements was led by the new Renaissance scholars called “humanists”. Humanists philosophers would soon lead to open questioning of the church’s authority.

     edited from (source)

3. Read about art in the Renaissance.
4. Read about each artist. (alternative)

Lesson 67*

1. Read about humanism. (If you are taking Foundations, on Lesson 86 you will start listening to a sermon which talks about humanism-If you aren’t taking that course and want to hear that part, you can jump to minute 16.)
2. Do the self-assessment. There are NO spaces between words.
3. *Print and complete the Artist and Writer Chart. Here are some links that might help.
   • Petrarch
   • Dante
   • Erasmus
   • Michelangelo, Raphael, da Vinci 
4. Record up to 24 points for filling in all the squares – 2 points a square.

Lesson 68*

1. *Print the Protestant Reformation notes.
2. Read about the early persecution of those involved in printing the Bible and putting it into the hands of the people.
3. Why were they persecuted? Why was it dangerous to those in authority to have people know what the Bible said? (Just for thinking over.)
4. Read about the Protestant Reformation.
5. Watch the video on Martin Luther.
6. Watch the presentations.
   1. Protestant Reformation
   2. Protestantism in England

Lesson 69

1. Learn about the Counter Reformation.
2. Do the self-assessment.
3. Complete the crossword. There are NO spaces between words.
4. On Lesson 70 you will be writing an essay. You might want to write your introduction today to get going on it.

Lesson 70

1. Write a five-paragraph essay on Martin Luther and the Reformation. How did he change the world he lived in?
2. Record up to 40 points.

Lesson 71

1. Here is a list of Martin Luther’s 95 Theses. They were an attack on how the Roman Catholic Church ran things. It was a fight to uphold what the Bible taught as opposed to what the Roman Catholic Church taught that the Bible taught. This is why owning a Bible was so important. People had knowledge for themselves about what the Bible said. This is why the Roman Catholic Church political organization had people killed for just owning a Bible and for teaching the Bible to their children!
2. Reading over this list, a few things stand out as particular points: the Catholic teachings of penance, indulgences and purgatory. Take one of those and write an essay answer on what it is, what the Bible says about, what you think about it. Write at least 12 sentences. Use the internet for some Bible research. Include verses in your response.
3. Record up to 24 points (2 points a sentence).

Lesson 72

1. Read about Henry VIII.
2. In your own words, explain how the attitude of King Henry VIII and his views of marriage and the need for a royal successor assisted in promoting the English Reformation.
3. Write a paragraph.
4. Record up to 10 points.

Lesson 73

1. Visit the following website about Queen Elizabeth I, daughter of Henry VIII.
2. Write a paragraph on her relationship with her sister, Mary, and how Elizabeth supported the Reformation during her reign.
3. Record up to 10 points.

Lesson 74

1. Take these quizzes and play the games. Use them as learning tools. If you get something wrong, then you get the chance to learn, so do it! Learn from your mistakes.
2. Take the Renaissance quiz.
3. Take the Renaissance quiz.
4. Play Walk the Plank (log in using easypeasy and allin1).

Lesson 75

1. Again!
2. Take the Reformation quiz.
3. Take the Reformation quiz.
4. Take the Reformation quiz.

Lesson 76

1. Visit this website to learn about Humanism and Science and the Renaissance.
2. You can also use other links on this site about the Renaissance.
3. Write a paragraph about what you think is the greatest invention/discovery/etc. of the period, apart from the printing press. Make sure you explain why!
4. Record up to 10 points.

Lesson 77

1. Learn about everyday Tudor life.
2. Learn more about objects from the time. Do all of the objects and learn!
3. Add the Renaissance and Reformation dates to your timeline.

Lesson 78

1. Before we begin the next unit, watch this video if it’s available.  It is episode one of a documentary following archaeologists and historians attempting to duplicate life on an English farm in this time period.  Note the labor intensive work daily by the men and women.  Also note how religion does not seem to take as primary role in life as in Tudor Monastery Farm from Lesson 54-55.
   If my link isn’t available, search YouTube for “Tales From the Green Valley Full Episode 1.”

Lesson 79*

1. Look at your key terms.
2. Read the introduction.
   • The years between 1450 and 1750 were a period of significant change in Europe, the Middle East, and Japan. In Europe, the search for sea routes to India and China would lead to the Age of Exploration and the discovery of the New World. The introduction of new products from New World to Old and Old World to New would be called the Columbian Exchange. Nutrition would improve in Europe and a new source of income would cause the rise of powerful European kings and numerous wars over territory in the New World. Unfortunately, the Native Americans would be wiped out by disease and oppression. The Middle East would see the rise of three empires known as the “Gunpowder” empires because of their reliance on their militaries to maintain order. These Empires, the Ottomans, the Safavids, and the Mughals, would usher in a new age of economic interdependence and cultural achievements the Islamic world had never seen. Japan would begin this period by opening its country to European explorers only to completely isolate itself by the mid 1500’s. The Feudal Age had begun in Japan with warlords called Shoguns dominating the political and social landscape until the mid-1800’s.

     edited from (source)

3. *Print the Reasons for Exploration notes.
4. *Print the Explorers Chart and complete it as you go through this unit.
5. Watch this video on some Portuguese explorers, “Age of Exploration Begins.” Begin to fill in your chart.
6. Watch this brief video on Bartholomew Diaz.
7. Watch this brief video on Vasco da Gama.
8. Answer the following questions in complete sentences (remember to restate the question in your answer):
   1. Give an important invention of Prince Henry and his school of navigation and why it was important. (2 points)
   2. Why was Bartholomew Diaz important to Portugal? (2 points)
   3. Why was Vasco da Gama important to Portuguese exploration? (2 points)
   4. What was da Gama’s reason for exploration? (2 points)
9. Record up to 8 points.

Lesson 80

1. Read about Christopher Columbus here. Be sure to read all the pages.
2. Watch this brief presentation on how Columbus was finally hired by Spain.
3. Did Columbus believe he reached Asia? (2 points)
4. What were some of his accomplishments? (6 points)
5. Record up to 8 points.
6. View this map of Columbus’ voyages. What does it show?  (alternate link)
7. Fill in the Columbus boxes on your chart.
8. Take a look at these maps. What do they show?
   • Triangle Trade  (alternate link)
   • Columbian exchange  (alternate link)

Lesson 81

1. Watch this brief video on Italian explorer Amerigo Vespucci.
2. How was Vespucci credited with naming the New World “America?” (2 points)
3. Watch this video on Italian explorer Giovanni da Verrazano.
4. What was da Verrazano’s main accomplishment in exploration? (2 points)
5. Record up to 4 points.
6. Complete more of your explorer chart. Do this each day as you learn about explorers.

Lesson 82

1. Watch the brief biography of Ferdinand Magellan.
2. Why did Magellan give the Pacific Ocean its name? (2 points)
3. How did Magellan die? (2 points)
4. Did the remaining ships make it back to Spain? (2 points)
5. Give a rough estimate of how long the entire journey was. (2 points)
6. What are the accomplishments of the journey? (8 points)
7. Record your score out of 16.

Lesson 83

1. Watch the brief biography on Vasco Nunez de Balboa.
2. What was his major accomplishment? (2 points)
3. Watch this brief biography of Francisco Pizarro.
4. How did he conquer the Incas? (2 points)
5. Watch this biography of Francisco Vazquez de Coronado.
6. What are his accomplishments? (8 points)
7. Watch this brief biography of Hernan Cortes.
8. How did he defeat the Aztecs? (2 points)
9. What was Cortes’ lasting effect on the region? (2 points)
10. Record your score out of 16.
11. Are you remembering your chart?

Lesson 84

1. France also sent explorers abroad.  Watch this biography on Jacques Cartier.
2. Where did Cartier explore? (2 points)
3. Watch this biography on Samuel de Champlain.
4. Where did de Champlain explore? (2 points)
5. Watch this biography on Robert de La Salle.
6. What are his accomplishments? (2 points)
7. Record your score out of 6.

Lesson 85

1. Watch this presentation on James Cook.
2. What are his accomplishments? (2 points)
3. Watch this biography on Sir Walter Raleigh done by a fourth grade homeschooler.
4. Discuss his accomplishments. (2 points)
5. Record up to 4 points.
6. Make sure your chart is complete. Score one point for every filled square (36 squares).
7. Record your score out of 35.

Lesson 86

1. Do the self-assessment crossword puzzle.  There are no spaces between words.
2. Read about the Gunpowder Empires. What are they?
3. Take a look at this map. What does it show? (Don’t just say the Gunpowder Empires. What modern countries do they intersect, etc.) (alternate)
4. Take a look at these maps. What do they show?
   • Safavid  (alternate)
   • Mughal  (alternate)
5. Read about science and technology and the Safavid Empire.
6. Watch the videos and presentations.
   • Ottomans  (Requires restricted mode to be taken off.)
   • Safavid
   • Mughal Empire  (I thought it would be nice to use a video from India.)

Lesson 87

1. Read about the Qing Dynasty.
2. Read about the Kangxi emperor.
3. Read about Zheng He.
4. Watch the presentation on feudal Japan.
5. Watch the Tokugawa presentation.
6. Who was the the Chinese Muslim Admiral who through his seven voyages of discovery to the West, helped transform China into the superpower of his time?  (answer: Zheng He)
7. What are Zheng He’s accomplishments? (2 points)
8. Record up to 2 points.

Lesson 88

1. Answer the questions on the Tokugawa. Use this website for information.
   1. Describe the establishment of the Tokugawa Shogunate.
   2. Who was the first Shogun of this period?
   3. What city was the Shogunate based in?
   4. Did Ieyasu promote foreign trade?
   5. What was the effect of the lasting peace on the Samurai class?
   6. What was Shogun Iemitsu’s effect on foreign travel?
   7. What were the five classes (in order) of society during the “Neo-Confucian” era?
   8. What social values did the Neo-Confucians stress?
   9. What was the cause of the Tokugawa decline?
   10. Describe the pressures Japan was under to “open up” in the late 19th century.  Why did the Japanese decide to open up?
       • Questions edited from a Georgia Virtual Learning Assignment.
2. Record up to 20 points. (2 point per answer)

Lesson 89

1. Write a paragraph on each empire, answering the following questions:
   • For each of the empires (Ottoman, Safavid, and Mughals), tell who the key leaders were.
   • Talk about the influence on religious practices in their empires.
   • Discuss the structure of government under each empire.

Lesson 90

1. Islamic Empires quiz — Remember to use these as learning tools. Grow your brain.
2. Mughal quiz
3. Exploration and discovery quiz
4. Another exploration and discovery quiz
5. Now go through the questions and answers. Answer to yourself before looking at the answer.
6. Add the age of exploration to your timeline. What do you think is significant to add? What event or person do you think had the most impact on exploration? Tell someone who/what and why.
7. This is the end of the unit and end of the quarter. Determine your grade for this quarter. Hold onto all of your written work for your high school records.

Lesson 91* 

1. *Print off the third quarter grading sheet or use the Excel version.
2. Read through the intro to the new unit, The Age of Enlightenment and The Age of Revolutions.
3. *Print a copy of the key terms.  Learn about these terms as you go through the unit.
4. *Print the Enlightenment Thinkers Chart. You can work on this if you come across pertinent information. You’ll be completing this on Lessons 92 and 93.
5. Read these overviews of the time period.
   • Scientific Revolution (stop when you get to the second section, Physics and Mathematics)
   • Enlightenment
   • Always remember that when reading about “the church,” there is a political, organized religion, and then there is the one body of Christ. They aren’t the same thing. They are often opposed to one another! Remember that it was organized religion that sought to kill Jesus and Paul and others. God wants us to be thinkers. Organized religion wants us to be followers of the status quo.
6. Part of the scientific thought that developed from this time period put an end to a belief in magic and fairy tales. This led many to disbelief in the Bible since it was full of miracles. They thought those stories were passed down and changed over the years, like the tales of knights slaying flying, fire-breathing dragons. In the 20th century the Dead Sea Scrolls were found, which showed that the Bible hadn’t been changed over time. It is still the same as when it was recorded by eyewitnesses.

Lesson 92

1. Work on the Thinkers chart.
2. Here’s a website on the Enlightenment to learn from. You can fill in the chart as you are able.

Lesson 93

1. Complete the Thinkers chart.
2. Here are some more websites to learn from and to help you fill in the chart. You can also look up the information.
   • Hobbes vs. Locke
   • People of the Scientific Revolution and Enlightenment

Lesson 94

1. Try to answer the questions.  Check your answers as you go.
2. Complete the crossword puzzle. There are no spaces between words.
3. Watch this video on the Enlightenment (eight minutes).
4. How did the Enlightenment affect the development of the government of the United States?  (Essay answer – write a paragraph.)
5. Record your score out of 10.

Lesson 95****

1. *Print the four sets of notes (12 pages total):
   • Age of Absolute Monarchs (This one is for today.)
   • French Revolution  (You don’t have to read these others today.)
   • Napoleon
   • Latin American Revolution
2. Read about the causes of the English Civil War.

Lesson 96

1. Read about the Causes and Effects of the American Revolution. Click on each section that is titled “Causes of the Revolutionary War – …” and read about:
   1. French & Indian War
   2. Royal Proclamation of 1763
   3. Stamp Act
   4. Townshend Act
   5. Boston Massacre
   6. Boston Tea Party
   7. First Continental Congress
   8. Second Continental Congress
   9. Thomas Payne and Common Sense
2. You can look at the other links on that page, too.
3. Write a paragraph on either the causes or the effects of the American Revolution.
4. Record up to 10 points.

Lesson 97

1. Read your notes on Napoleon and the French Revolution. (from Lesson 95).
2. Watch the presentation on the French Revolution.

Lesson 98

1. Read your notes from Lesson 95 about Latin American revolutions.
   • Read about the Haitian Revolution.
   • Read about the Latin American revolutions.
2. Watch the video on Latin American revolutions. (This is a Crash Course video, which is for teen and adult viewers. It may broadly discuss issues of race, sexuality, or war violence in a historical context. Parents may want to preview the video for sensitive viewers, or you could use this video instead. Make it full screen and start with part 2 at 5 minutes.)

Lesson 99*

1. Do the key terms crossword puzzle.
2. *Print the Age of Revolutions questions.  Spend today and Lesson 100 completing the 31 questions. You may also use the links provided in the PDF (also listed below). There isn’t an answer key for this. Think of these questions as a note-taking activity. Read through all the questions before you start so you know what you are looking for in the reading. As you read, answer the questions as best you can from the reading. If you are able to fill in info for all 31 questions from your reading and research, you will get full credit.
   • English Civil War  (alternate link)
   • American Revolution
   • American Revolution  (may not work outside the US, use other links)

Lesson 100

1. Complete the questions.
2. Record up to 62 points – 2 points per question.

Lesson 101*

1. *Print notes on China and Japan.
2. Read the introduction to this section :
   • In the 1600’s, both China and Japan closed off trade to foreigners. Both countries were afraid of outside influence and becoming too “westernized”. However, goods from both China and Japan were highly valued, so Europeans would continue to search for goods that the Chinese and Japanese might find valuable. In the mid-19^th century, Britain would finally open up Chinese markets to the opium trade. Opium was a powerful narcotic brought by British merchants from India. The opium trade began to have a very negative influence on the Chinese as opium dens sprang up all over China. By the time the Emperor attempted to ban the import of opium, it was too late. British gunships were far superior to the antiquated Chinese navy and the loss by the Chinese to the British in the Opium War would spell the slow end of the Chinese Qing dynasty. The Japanese reaction was much different. As the Japanese saw China being slowly carved up by the Europeans, the Japanese emperor pushed for acceptance of western technology and quickly modernized Japan to prevent its takeover by western powers.
   • Edited from (source)
3. Watch the presentations:
   1. Imperialist China and China and the Opium War
   2. Imperialist Japan and the Decline of Tokugawa
4. Answer the questions.

Lesson 102

1. Answer the following.  Each answer should be at least 12 sentences.
   1. Discuss the effect of Commodore Matthew Perry’s visit to Japan in July of 1853. (Include information on the Treaty of Kanagawa and the long term effect on Japanese society.)
   2. Discuss the causes and effects of the Opium War in China.  Then discuss the causes and results of the “Taiping Rebellion” in China.  Make sure to include major characters names and major events.
2. Here are the links given in the assignment.
   • Opening of Japan
   • Opium Wars
   • Causes of the Taiping Rebellion
3. You should be writing at least 24 sentences.  (Questions from a Georgia Virtual Learning Assignment PDF)
4. Record your score out of 24. (1 point for each great sentence that contributes to the whole in a meaningful way – up to 24 sentences. Add up to 2 extra credit points for proper form and great structure.)

Lesson 103

1. Who do you think was one of the most influential leaders of the period?
2. Add to your timeline.
3. Try at least four games and quizzes. You don’t have to know all the answers. Use mistakes to learn.
   • On the Road to the US Revolution
   • American Revolution Practice Quiz
   • The US Colonial War
4. Record 10 points for completion. Continue below…

The Industrial Revolution, Nationalism, and Imperialism in the 19^th Century

1. You will begin a new unit today.
2. *Print the key terms on the Industrial Revolution, Nationalism and Imperialism in the 19th Century.
3. Read the introduction to the new section.
   • The French Revolution and the Napoleonic Wars touched off a wave of nationalistic feelings all over Europe. Groups of people living in areas that were not unified pushed for the joining together of their regions into single nations. This was particularly visible in the Germanic and Italian kingdoms, where their drive for unification would cause lasting rivalries that would eventually break out into full-scale war in the early 20^th century. Happening in the background at the same time as this rise of nationalism, was the Industrial Revolution. Beginning in England, machines would replace hand labor and thousands would move from rural areas to the new cities where the factories and jobs were located. This rapid and unplanned urbanization would change not only where people lived, but how they lived as well. Nationalistic feelings, along with the new industrial inventions, such as better guns and better transportation, would encourage European countries to control other areas of the world. These other areas, primarily in Africa, India, and the Far East, would be important to the larger countries because of their raw materials and militarily strategic importance. This 19^th century policy of controlling other nations and making them colonies was called “imperialism” and would affect the foreign policies of European nations for the next 100 years.

     Edited from (source)

4. Search YouTube for any episode or several clips from “Victorian Farm.”  Note any technological advances. It again follows historians during a simulated 19^th century English farm.  There is a mark in the center of the screen, but please watch anyway.

Lesson 104*

1. Watch additional clips from “Victorian Farm.” Again note technological advances.  Notice the technological advances in each episode.
2. *Print out the notes on the Industrial Revolution.
3. Look at the map. What does it show?
4. Visit the websites and watch the presentations about the Industrial Revolution and development of capitalism (links from GVL are below).
   • Read about the Industrial Revolution and capitalists.
   • Watch the presentation on the Industrial Revolution and the industrial economy. (This guy always has slightly questionable things in his presentation. He does talk about 15,000 years of history which, of course, I don’t agree with.)
5. Define capitalism.

Lesson 105

1. Search YouTube for “Hidden Killers The Victorian Home season 1 episode 1.”  Watch the first 38 (or so) minutes today.
2. Begin a brief chart with the invention and the risk (i.e., food preservation, illness).

Lesson 106

1. Watch the rest of “Hidden Killers: The Victorian Home.”  Complete your chart.
2. Record up to 10 points for completion. (Did you record at least 5 pairs on your chart?)
3. Complete the Industrial Revolution project.
   1. Create an advertisement (flyer) for one of the many inventions that came out  of the Industrial Revolution.  Be sure to include the following information:
      • A picture of the invention
      • A catchy phrase or slogan
      • Three ways that the invention has improved life or made a specific task or tasks easier
      • A history of the invention: who invented it, where, when, why, etc.
      • Your sources

        • (From a Georgia Virtual Learning Assignment source)

4. Record up to 15 points. (There are 5 parts to this; score up to 3 points each.)

Lesson 107

1. Read about growing urbanization during the Industrial Revolution.
2. Read about Karl Marx and socialism.
3. Read a summary of the Communist Manifesto.
4. In a complete paragraph answer the question: In your opinion, what was the greatest impact of the Industrial Revolution? Was it a new invention? The development of cities? The development of new political movements? Or was it something else? Make sure to explain why you think as you do.

   (source)

5. Record up to 10 points.

Lesson 108*

1. Complete the short quiz.
2. Do the crossword puzzle.
3. *Print the notes on nationalism in Europe and Russia.
4. Look over those notes. You already did, right? Read the introduction.
   • The Napoleonic wars in the early 19^th century caused waves of nationalistic feeling across Europe. Many different ethnic groups began pushing for their independence from the larger European countries. This would cause a great deal of tension as larger countries, such as Austria-Hungary, refused to give up much of their territory. In other places, nationalistic feelings would finally unify long-separated groups into single, powerful countries. The unification of Germany and Italy would create both national pride and animosity with other countries that would eventually lead to WWI. Meanwhile in Japan and China, they were fighting their own battles stemming from their growing resentment of foreign influence and their desire to control their own destinies.  Read over the information in the websites in the sidebar to introduce you to the basic characteristics of nationalism and some of the larger nationalistic movements of this era.

     Edited from (source)

5. Look over this “flow of history” chart. Follow it as best you can.
6. Look at these maps. What do they show?
   • unification of Italy
   • unification of Germany
7. Read about nationalism and its impact in Europe.
8. Read about the rise of nationalism in Europe.

Lesson 109

1. Do this “Nationalism Assignment”.  Answer the following two questions in
   paragraph form.
   1. Discuss the people and major events that caused the unification of Germany in the late 19th century.
   2. Discuss the people and major events that caused the unification of Italy in the late 19th century.

      • From a Georgia Virtual Learning source

2. Watch the video on the unification of Germany.
3. Watch the video on the unification of Italy.
4. Record up to 20 points. (Score up to 10 points per paragraph.)

Lesson 110

1. Read about the Boxer Rebellion.
   • You can decide if you learn better by reading or by watching the videos (below).
   • An interesting missionary biography that talks about the Boxer Rebellion is on Jonathon Goforth.
2. Read about the Meiji Restoration.
3. Read about the Russo-Japanese War.
4. Here are videos on the Boxer Rebellion, the Meji Restoration, and the Russo-Japanese War.

Lesson 111

1. Write an essay explaining how events such as the rise of the Young Turks, the Russo-Japanese War, and the Boxer Rebellion are tied to nationalism.
2. Record up to 40 points.

Lesson 112*

1. *Print the Imperialism notes.
2. Read the introduction on imperialism.
   • The Industrial Revolution and the new feelings of nationalism encouraged European countries to look for new markets for their goods. Also, Europeans began to feel a superiority over less “advanced” countries and believed it was their duty to “civilize” the more underdeveloped regions. China, the Middle East, and Africa were carved up by England, France, Germany, and other European countries as well during the middle to late 19^th century.

     Edited from (source)

3. What do you think this political cartoon is saying about England? Familiarize yourself with some terms and concepts of the Imperialist Age.
4. Read the poem by Rudyard Kipling, “The White Man’s Burden.”  Be sure to read the interpretations, history, and explanations found on this page.  The poem was pro-imperialism and attempted to paint those living in many foreign countries as lesser people, in need of help from more “civilized” societies.
5. Describe the political cartoon based on the poem and what statement it is making.
6. The poem was written just before the Boxer Rebellion and gives a glimpse of how some people viewed foreigners.  Write a paragraph about what peoples Kipling was disparaging and what he was saying about them.  You can use the website or additional research.
7. Record up to 10 points.

Lesson 113

1. Read about imperialism.
2. Watch the video on imperialism in Africa.
3. Look at these maps. What do they show?
   • Imperialism in China
   • African imperialism
   • Africa in 1914
   • Asia in 1914
4. Why were African tribes, colonies, and countries easy to conquer? (2 points -Answer these in complete sentences.)
5. What were the views of the Europeans to justify conquest? (2 points)
6. What kinds of goods came from Africa? (2 points)
7. Read some quotes from the book Heart of Darkness by Joseph Conrad.
8. Write how these quotes make you feel about imperialism in Africa. (5 points)
9. Record your score out of 10 points. (There’s a potential for one point extra credit.)

Lesson 114

1. Watch the presentation on Matthew Perry and Imperial Japan. (This is a National History Day competition video. You could compete too! I competed for all seven years I was eligible in the Individual Media category.)
2. Answer the following questions (not just from the video). You’ve learned about imperialism in Japan and China previously. You can look things up as well.)
3. Explain in a few sentences some of the effects of imperialism on Japan. (5 points)
4. What is the “Open Door Policy” promoted by Commodore Matthew Perry? Explain. (5 points)
5. Who was Sun Yat-sen and what did he accomplish? (5 points – Use a complete sentence.)
6. What type of government was created in China after he stepped down? (2 points)
7. Record your score out of 15 points. (There’s a potential for 2 points extra credit.)

Lesson 115

1. Complete the Imperialism Analysis Assignment.

   (source)

   1. Look at this map.
      1. Who were the major colonizers from Europe?
      2. Explain three reasons why these countries were so interested in colonies.
      3. How did the colonizers benefit from imperialism?
   2. Look at this political cartoon.
      1. Which country does the octopus in the above political cartoon represent?
      2. What do you think the cartoonist’s opinion of imperialism is?  Why?  Explain your answer fully.
2. Record up to 25 points. (Score up to 5 points for each thoughtful answer.)
3. Add to your timeline.

Lesson 116

1. Try your hand at the quizzes. Remember to use them as learning tools if you get a wrong answer.
   • Industrial Revolution Quiz
   • Industrial Revolution Quiz 2
   • European Colonialism in Africa
   • European Colonialism in Africa 2
   • The British Raj
   • Later Imperial China Quiz

Lesson 117

1. Before beginning the next unit, watch this partial episode of “Edwardian Farm” or search YouTube for “Edwardian Farm Episode 3 part 1/4” (or watch the first quarter of the 3rd episode) if the link is no longer working.
   • It also follows the historians during life at the beginning of the 1900s. Take note of the gas engines and other technological advances of the day.
2. Search YouTube for “Hidden Killers The Edwardian Home” (possible link) and watch half of this video. Begin a chart of the invention and the problems (i.e., Electricity  –  electrocutions/fires).

Lesson 118

1. Watch the rest of “Hidden Killers: The Edwardian Home” and complete your chart.
2. Record up to 10 points.
3. Write a brief paragraph on how the inventions of the videos, once mastered, would change the way people lived during the times.
4. Record up to 10 points.

Lesson 119*

1. In this unit, you will learn about the events that led up to World War I, the war itself, and the aftermath.  Visit this BBC website and go through the timeline by clicking on four dots per day (or simply scroll down).  This site covers the events 37 days prior to war beginning. Do June 28, 29, 30, and July 5 today. There are links to click on for each day as well as audios to listen to. Make sure you do all of the parts. (Note: You do NOT have to read the “Diary of a British Naval Commander, Kiel, 1914” on June 30. It’s over 200 pages long. You are welcome to read it on your own time if you’d like. If you have trouble with the archive site, here’s an alternative timeline. Click on the dates to read more, but it doesn’t have as much as this timeline.) 
2. *Print the key terms on WWI.  Become familiar with the terms as you work through the unit.
3. Read through the introduction.
   1. WWI officially began in 1914. However, the root causes of the war go back to the late 19^th century. The Industrial Revolution, nationalism, imperialism, and a system of complex alliances were the long-term causes of the war. Once the war began, it quickly became a deadly stalemate and continual slaughter between the trenches on the Western Front. The war would see the development of new technology and the collapse of three major empires. Once the war was over, the map of Europe would be redrawn and harsh demands would be placed on Germany.   The treaty that ended the war would do nothing to solve the problems the war had created,  but only created a “delayed” peace that would end 20 years later with the rise of Nazi Germany and the start of WWII. Visit the website in the sidebar to search around the major topics of WWI before you begin this unit.

      Edited from (source)

Lesson 120

1. Go through days July 7, 9, 19, 21 of 37 Days. Scroll down or click on the dots on the timeline at the top of the page to move through the page.

Lesson 121

1. Visit days July 23, 25, 26, 28 of 37 Days.

Lesson 122

1. Visit days July 29, 30, 31, Aug 1 of 37 Days.

Lesson 123

1. Visit days Aug 2, 3, and both 4^th days of 37 Days.

Lesson 124

1. View this map from before the war. What does it show?
2. Read this page on the causes of war.
3. Use this page to make sure you understand the alliances.
4. Answer the questions.

Lesson 125

1. Watch the two videos on the origins of WWI: what, why.
2. Start writing an essay (due Lesson 126) describing how Balkan nationalism, entangling alliances, and militarism led to World War I.  Be sure to define and explain the terms.  Give examples.  Include the specific names of the two major alliances, which countries were involved, and why they allied with one another. Use your notes or other sources you have used. Your three middle, or body, paragraphs will include one on Balkan nationalism, one on entangling alliances and one on militarism. Your thesis statement, the last sentence of your introduction, will be something like: “There were many factors contributing to the onset of WWI, but three of the most inciting were Balkan nationalism, entangling alliances, and militarism.”

Lesson 126

1. Work on essay, edit, and finalize for grade.
2. Record score out of 40.

Lesson 127

1. Read the introduction for this unit.
   • “Germany’s worst fear had come true in 1914. It was fighting a war on two fronts. Germany faced off with France and Britain in the West and Russia in the East. Years before the war began, the German Army had created a plan for just such a war called the “Schlieffen Plan,” named after General von Schlieffen. The plan did not work in the west as France mobilized quickly and was able to halt the German army’s advance towards Paris. Germany’s advanced army would devastate the outdated Russian army in the East, however, and would force Russia to withdraw from the war by 1917. The Western Front became a horrific stalemate as trench warfare became the norm and hundreds of thousands of men would be killed in the area between the trenches known as “no man’s land.” The new technology and weapons developed during the Industrial Revolution proved deadly for the men on the Western Front. Finally, in 1918, with the arrival of the Americans, the stalemate was broken in the West and the war would mercifully end.”

     • Edited from (source)

2. What does this map of Europe in 1914 show?
3. Read about the Schlieffen Plan. Click through all of the slides.
4. Take the quiz. Start with a score of 15. Take one off half a point for each time it starts you over. Learn from your mistakes.
5. Record your score out of 15.
6. Explain this plan. Write in complete sentences.
7. Explain whether or not the Germans were able to fulfill this plan.  If not, what circumstances prevented them?
8. Record up to 5 points for your explanations. (This is listed on the grading sheet for Lesson 128.)
9. Watch the video on trench warfare (images of war).

Lesson 128

1. Look at this map on the Western Front. What does it show?
2. Read about trench warfare.
3. Visit the website Trench War. There are too many articles to read them all. Choose some that interest you.

Lesson 129

1. Wilfred Owen is a famous poet of World War I.  Read his “Dulce Et Decorum Est” and his “Anthem for Doomed Youth.”
2. Why does Owen say “Dulce et decorum est pro patria mori” is a lie? Look up the translation to answer this question. (2 points)
3. What imagery does he use to convey the conditions of warfare? Provide a list for each poem. (20 points – list at least 20 total – you can list up to 5 more for extra credit)
4. Record out of 20 points. Add up to five points extra credit for listing more than 20.

Lesson 130

1. Watch the video on the Battle of Verdun.

Lesson 131*

1. Watch the America Enters the War video.
2. *If you are able to work at a computer with a printer, complete this page, filling in the sections on the US becoming involved in the war. Write in complete sentences. If you aren’t able to complete the assignment where you can print it, you can write a paragraph with at least twelve sentences about the main reasons the US entered the war.
3. Record up to 12 points. (Score up to three points for each section for including at least two facts – 2 points – and writing complete sentences – 1 point.)

Lesson 132

1. Watch these videos on the US and WWI.
   •  US Marines at Belleau Wood
   • US Army Battles in France
2. Visit the Major Topics of WWI and spend 20-30 minutes reading things from this site that interest you. Make sure to use at least one primary source document.

Lesson 133(*)

1. Do the little quiz.
2. Watch the presentation on the end of the war.
3. Watch the videos on the Treaty of Versailles and its impact.
4. How will the Treaty of Versailles in some way contribute to World War II? (2 points)
5. President Wilson urged the creation of the League of Nations.  Did the United States join? Why or why not? (2 points)
6. Compare these two maps. What new countries have formed?
   • Europe in 1914
   • Europe after the Treaty of Versailles  (alternate and another map)
7. (*)Complete the Treaty of Versailles Assignment.
8. Record your score out of 14. (Score 2 points for each complete answer written in a complete sentence.)

Lesson 134

1. Do the Propaganda Assignment.

   (source)

   1. Choose two propaganda posters from WWI that interest you. Here’s the catch, though — the posters must have originated in different countries.
   2. Create a PowerPoint presentation or some type of presentation that includes the following:
      • pictures of your two posters
      • country of origin for each poster
      • techniques used within each poster
        • Is it trying to scare people with a supposed threat?
        • Is it calling up feelings of patriotism and duty? Etc.
      • effectiveness of each poster
   3. Propaganda websites:
      • Wake Up America – There are 25 WWI posters. Click “next” to view them all.
      • Russia posters
   4. If you can’t save the image, use your keyboard’s print screen option.
2. There were 5 things to include for each cartoon, including the cartoon. Score up to 2 points for each part completed according to the directions.
3. Record your score out of 20.
4. Add WWI events and dates to your timeline. Go over your timeline. Do you know something about each thing on there?

Lesson 135

1. Do the crossword puzzle.
   • The Outbreak of WWI – Walk the Plank To play these games, log in as easypeasy and allin1.
   • WWI Causes Quiz
   • WWI Causes Quiz
   • WWI Review – Walk the Plank To play these games, log in as easypeasy and allin1.
2. This is the end of the unit and the third quarter. Calculate final grade for the quarter.
3. Hold onto all of your written materials in your portfolio for your course record.

Lesson 136*

1. *Print the grading sheet for the fourth quarter or use the Excel version.
2. *Print the key terms for the new unit: The Years Between the Wars.
3. Read through the introduction.
   • The Treaty of Versailles did little to solve many of the problems that had started the war. This caused much political and social instability in Europe during the period between the two world wars (1919-1939). A new political order called “fascism” would emerge in Italy under Benito Mussolini. This militaristic government promised to return greatness and glory to the Italian people as long as they sacrificed control of their lives to the state. The Great Depression which began in late 1929 would throw Europe into total economic chaos. This opened the door for other fascist leaders, such as Adolf Hitler in Germany and Francisco Franco to assume control. By 1931, only two democratic governments remained in Europe: France and Great Britain. The political and social instabilities would lead to disillusionment in the arts. Painters such as Pablo Picasso began abstract artistic movements that represented an escape from current harsh realities. Albert Einstein would spread his theories on the principles of atomic energy and Sigmund Freud would publish disturbing theories on human behavior and the subconscious mind. By the end of the 1930’s, the new totalitarian governments would begin their military conquests, setting the stage for another terrible and costly war.

     Edited from (source)

4. Watch the documentary on Mahatma Gandhi OR read about him. Take notes on his life and philosophical views.

Lesson 137

1. Read the introduction.
   • After WWI, many areas such as India, Turkey, and China began movements to gain total independence. National movements led by Mahatma Gandhi in India, Ataturk in Turkey, and Sun Yat-Sen in China would cause great upheaval and eventually lead to the establishment of independent governments in their countries, though sometimes with great loss of human life. Meanwhile, new developments and ideas were being explored in the cultural and scientific communities. Painting, physics, and a new understanding of human behavior would all take place during this period of great instability in Europe.

     Edited from (source)

2. Watch the first video and read about Albert Einstein.
3. Read about Pablo Picasso. (Parental warning: There is an abstract nude on this page at the bottom. It’s the best I could find, as he did many such paintings and they are shown on all his bios. He was involved with many women in his life and obviously didn’t have a sacred view of them.)

Lesson 138

1. Read about Ataturk and watch the first couple of minutes of this end to a movie about him. Stop when the credits roll.
2. Read about Sun Yat-Sen and watch this news clip.
3. Take notes on their accomplishments and views.
4. Summarize for someone how each changed their country.

Lesson 139(*)

1. Read about Sigmund Freud. You can watch the first video that plays as well.
2. Try to answer the questions.
3. Answer the questions in the Nationalism in China, Turkey and India Assignment.
4. (*)Record your score out of 20. (Score up to 2 points each for a complete answer written in a complete sentence.)

Lesson 140*(*)

1. *Print the Russian Revolution Reading Notes. (Have you read them yet?)
2. (*)Look over the Russian Revolution Chart so that you can fill in answers as you are able.
3.  Read about the Russian Revolution. Jot down notes. Remember not to copy sentences. Just write down important words/names/dates to help you remember them.
4. Use the video to get in your mind an outline of the events, causes, outcomes of this time period in Russia.
   • Russia in WWI and in civil war and revolution

Lesson 141

1. Read about Joseph Stalin.
2. Watch the biography.
3. Try this self-assessment review.
4. Complete the Russian Revolution Chart.
5. Record up to 23 points for 23 completed answers (out of 20 – potential for extra credit).

Lesson 142 

1. Read about the Great Depression.
2. Watch the following presentations. Take notes while you watch to stay focused and to pull out key information.
   • Fascism
   • Mussolini
3. Watch this video on the Spanish Civil War. Learn about Francisco Franco. Take brief notes.

Lesson 143 (As we head toward WWII, there are some graphic pictures and descriptions due to the Holocaust and other issues of wartime.)

1. Learn about Adolf Hilter. You can watch the first video and read the page. What was his goal?
   • It is said that he “uncannily” knew how to speak to the most basic fears of the people. His rise and rule and death seem very influenced by Satan in that he came from nothing, with the only real goal of killing all Jews. Satan has been out to destroy God’s people from the beginning, from the Garden of Eden, but there will always be a remnant, a group of God’s true people left. I believe there will always be a remnant of Jews and there will always be a remnant of believers.
2. Learn about Emperor Hirohito. You can X the video and scroll down to Hirohito as emperor.
3. What was the rape of Nanjing?

Lesson 144

1. Read about the League of Nations.
2. What was the League of Nations’ policy of appeasement and what was the consequence of this inaction? (Answer in a paragraph.)
3. Record up to 10 points.
4. Search YouTube for The Rise and Fall of Adolf Hitler (or The Rise and Fall of the Third Reich) documentary.  It is a little over an hour long.  You may watch part of it today and the rest tomorrow. (Note that the video may contain graphic pictures and racist speech due to the Jewish persecution, talk of suicide, degradation of women, etc.) Take notes only on how this man was able to take control of Germany (for example – intimidation, persuasion, and so on).

Lesson 145

1. Finish watching the Hitler documentary. If the link doesn’t work, search for “The Rise and Fall of the Third Reich.”
2. Add to your timeline.

Lesson 146

1. During this new module, you are going to watch “Wartime Farm,” videos with our historian friends attempting to live as people lived during World War II. There are 8 videos, each an hour long.  They give insight into trying to survive, spy on the enemy, government pressure to increase their harvests for country and troops, and other issues.
2. Watch episode 1. (If this link disappears, you can search for it on YouTube, “Wartime Farm.”)

Lesson 147*

1. Read the intro to the World War II unit.
   • Invading Poland on September 1, 1939, Hitler and his Nazi war machine plunged the world into another even more devastating war. During WWII, citizens of the warring countries would face as much disaster and turmoil as the armies on the battlefield. Entire economies were devoted to the war effort and the home fronts became as important as the war fronts. In the end, the Axis powers were defeated by the Allied powers. The attempted genocide of the Jews opened the world’s eyes to the horrors of the Holocaust and man’s inhumanity to man. New technologies such as long range missiles and nuclear bombs killed people by the thousands. Two new superpowers would emerge from WWII, the US and the Soviet Union, and their animosity towards each other would shape international politics through the 1980’s.

     Edited from (source)

2. *Print the Key Terms.
3. *Print the WWII Reading Notes. This is a review and a look at WWII. (The blue link-looking things aren’t links. You can look back at the preview unit if you want to review any of those things.) I do want to point out that Hitler did not only target Jews. Gypsies, who are more correctly known as the Roma, were also targets, and millions were killed for their ethnicity. (The Roma are an ethnic group, originally from India. The word “Gypsy” isn’t just a descriptive term for people of a certain lifestyle.) The Roma are often overlooked in history, even in modern history. When Serbs were systematically targeting Albanians in Kosovo in 1999, the US stepped in with military force. Then the Albanians just turned around and did the same to the Roma, but no one came to their defense.
4. Go through this British WWII site. Click on each pamphlet about home front preparations and read the pages. Then click on the next topic in the list on the left, “evacuation,” and do the same. Continue through the list.

Lesson 148

1. Watch episode 2 of “Wartime Farm.”

Lesson 149

1. Read about Pearl Harbor.
2. Watch episode 3 of “Wartime Farm.” Watch how the group sets fires to confuse Nazi bombers.

Lesson 150

1. Read the extended video description of episode 4 of “Wartime Farm” and the rest of the videos’ descriptions accessed at the right.  Only watch the rest of these episodes on your own time and if interested.
2. Read through the timeline. Use any links you are interested in. What do you think is worthy of being added to your timeline?

Lesson 151

1. *Print the Holocaust notes.
2. Visit the United States Holocaust Museum website.  Spend the rest of your history time perusing the site.  Be sure to read about the victims and survivor stories. (Warning: some stories have graphic or anti-Semitic language.)

Lesson 152

1. Learn about Anne Frank and read what’s included of her writings.
2. Learn about Nazi ideology. (alternate link)

Lesson 153

1. What was it about the Nazi ideology that led to their decision to eradicate Jews? (5 points – Answer in a complete sentence.)
2. How have the writings of Anne Frank impacted history? (5 points – Answer in a complete sentence.)
3. Why should we remember the Holocaust? Write an essay answer to the question. (20 points – That means write a long paragraph. You should write at least 10 sentences.)
4. Record your score out of 30. (Remember that you can always fix up something you didn’t do perfectly to get a better score.)

Lesson 154

1. Discuss the main reason the United States entered the war.  How and why did this happen? (10 points – Write a paragraph of at least five sentences.)
2. Discuss why El-Alamein, Stalingrad, Midway, and D-Day were considered turning points of the war. Include the result of each battle. (20 points – Score up to 5 points for each.)
3. Record your score out of 30.

Lesson 155*

1. *Do the World War II Timeline Assignment.  Create a timeline using a Word document or handwritten.  Find the dates using the websites listed below and write them on the page. Then put them in order.
   • Pacific
   • Europe
2. Record up to 10 points for completion.

Lesson 156

1. Read about these three conferences.
   • Tehran
   • Yalta  (the actual agreement)
   • Potsdam
2. Create a chart listing the three conferences and the decisions made at each. (15 points)
3. Record up to 15 points for completion of the chart.

Lesson 157

1. Learn about the Marshall Plan and MacArthur’s Plan for Japan.
2. Watch  The United Nations: History and Functions   (Note: There is controversy on many aspects of the United Nations, from global warming issues to being able to enforce laws in other countries.  We will NOT get into any of these issues here.)
3. Answer the following questions (in complete sentences!).  Feel free to revisit websites if needed. (Score up to 2 points per answer.)
   1. What happened to Adolf Hitler?
   2. What finally convinced the Japanese to surrender?
   3. What two countries emerged as “superpowers” after WWII?
   4. What happened to the country of Germany immediately after WWII?
   5. What happened to the country of Japan immediately after WWII?
   6. What were three technological developments of WWII?
   7. Define the “Cold War.”
   8. What was the “Iron Curtain”?
   9. What was the “Holocaust”?
   10. Why is it important that we study the Holocaust?

       • Questions from a Georgia Virtual assignment source

4. Record your score out of 20.
5. BTW, the soldier in that picture didn’t know the woman he was kissing. He was kissing everyone as he came down the street. The photographer noticed and prepared for the shot. It’s become an iconic photograph.

Lesson 158

1. Do the crossword puzzle.
2. Try the review activities.
   • D-Day
   • Evacuation
   • Rationing
   • WWII Quiz 1
   • WWII Quiz 2

Lesson 159

1. Add to your timeline. Add WWII in general and add specific events. For your final, you need to be able to speak about each event on your timeline. You can review your timeline today to begin preparing. For each time period it should show the general time period and some specifics that you deemed worthy of your timeline.

Lesson 160*

1. *Print the Key Terms on the Cold War.
2. Read the introduction.
   • The Cold War can be divided into three periods. The beginning of the Cold War starts immediately after WWII and ends in 1945. This period is marked by several events that nearly bring the US and the Soviet Union to nuclear war. The second period of the Cold War is marked by numerous revolutions and the continued push by many European colonies for independence. Revolutionary leaders such as Gandhi in India, Kwame Nkrumah in Ghana, and the Chinese Communist leader Mao Tse-Tung would bring independence and stability to their countries. By the late 1980’s, the Soviet Union would be on the brink of collapse due to freedom movements and economic problems. The fall of the Berlin Wall in 1989 would be the beginning of the end for the Soviet Union and the Cold War.

     (source)

3. *Print the Cold War Reading Notes.
4. Look at the map of Cold War Europe. (alternate link) What does it show?
5. Watch the first video on the early years of the Cold War.
6. Read about the Cold War.

Lesson 161

1. Watch this newsreel on the Berlin Airlifts.
2. Here’s a map of the Berlin Airlifts.
3. Read about the nuclear arms race.

Lesson 162

1. Watch the Khan Academy video on the Cuban Missile Crisis.
2. Watch this Khan Academy video on the Korean War.
3. Watch the Khan Academy video on the Vietnam War.

Lesson 163

1. How did the interference by the Soviet Union and the United States affect Korea, Cuba, and Vietnam? Use what you have learned and the resources. Write a paragraph of at least 11 sentences.
2. Score 1 point for introduction, 1 point for conclusion, and 2 points for clarity and flow. Score up to 16 points for content – completely answering the question with details.
3. Record your score out of 20.

Lesson 164*

1. Watch the first 8 minutes of this video about the creation of Israel.
2. Watch this brief video on Indian Independence.
3. Watch this brief video on Ghana’s Independence.
4. *Print or take notes from the Chinese Communist Revolution notes.
5. Watch this brief video on the Communist takeover of China.

Lesson 165

1. Complete the Revolution Activity.  In at least a paragraph (6-8 sentences), summarize the revolutionary movements in the following countries and years.
   1. Formation of Israel 1948
   2. India’s Independence 1940-1950
   3. Chinese Communist Revolution (1940s)
   4. Ghana’s Independence (1950s)
2. Record up to 40 points (4 paragraphs).
   • (adapted from a Georgia Virtual Learning assignment)

Lesson 166

1. I want you to pause here and read about communism.
2. Why do many people like the sound of communism? What other ideologies kill?
3. Orally present your views on communism and why you hold those views.

Lesson 167

1. Watch the video on the end of the Cold War.
2. Read about the Berlin Wall.  Be sure to read the poem by Ruth Carlson at the bottom of the page. (alternate link)
3. Visit the End of the Cold War site.
4. Read the biographies on Nikita Khrushchev and Mikhail Gorbachev. (You don’t have to read everything. Choose some important parts.)

Lesson 168

1. Read a brief history of apartheid in South Africa.  Fortunately, it was defeated after many protests and involvement from other nations.  Read about the anti-apartheid movement.
2.  Read about Tiananmen Square.
3. Begin writing an essay on what or who you feel contributed the most to the end of the Cold War.  Justify your answers.  Use all the information you have available.

Lesson 169

1. Complete your essay.
2. Record your score out of 40.

Lesson 170

1. Try the Cold War quiz. You can’t type “THE” correct answer. Just answer and then check your answer yourself to see if you were correct.
2. Complete the crossword.
3. Go through the Cold War “smart sheet.”
4. Add the Cold War to your timeline. Again, add the main time period and some specific events.

Lesson 171*

1. *Print the Key Terms on global issues. We could add ISIS to the list.
2. Read the introduction.
   •  New ethnic conflicts, terrorism, environmental concerns, and the rise of new female leaders have all marked seismic changes in world history since the end of WWII in 1945. How governments have responded to these changes has had a profound effect on the world economy and the growing “globalization” of the world. The spread of new technology such as the television in the 1950’s and the development of the internet and cell phones in the 1990’s has brought the world’s governments and people closer together. Sometimes, this new closeness has opened new opportunities for groups such as women; other times, this closeness has brought animosity and old historical hatreds to the forefront of world events.

     Edited from (source)

3. Look at this map on the breakup of the Soviet Union. What does it show?
   • Here’s a still map of Soviet satellite states.
4. Learn about the breakup of the Soviet Union.
5. Watch the news from the fall of the Soviet Union.
6. Read about genocide in Bosnia.
7. Read about the genocide in Rwanda.

Lesson 172

1. You are going to learn about some famous women world leaders.
2. Watch this brief video on Margaret Thatcher.
3. Read about Indira Gandhi.
4. Read about Golda Meir.
5. Write a few sentences about each woman and their accomplishments. (Score up to 5 points each.)
6. Record up to 15 points.

Lesson 173

1. Pick a current female leader in the world and write a paragraph about her accomplishments.
2. Record up to 20 points. (2 points form, 2 points clarity/flow, 16 points content)

Lesson 174

1. We’re going to learn about the rise of terrorism. Just read the first main pages here. You don’t need to click on anything and go further. They are long. You can skim and pick out main points.
   • Read about Al-Qaeda.
   • Read about ISIS.
   • Watch this presentation on terrorism.
2. How does terrorism affect the world today? (2 points)
3. Why do terrorists attack? (2 points)
4. There is controversy on how countries have dealt with and should deal with terrorists and terrorism. What are your thoughts on how countries should prevent attacks? (2 points)
5. Record up to 6 points.

Lesson 175

1. Read about the role of the United Nations.
2. Read about globalization.
3. Read about climate change.

Lesson 176

1. Write a brief essay on what you think is the most important current issue that we need to deal with on a global level. Why? How?
2. Record up to 40 points.

Lesson 177

1. Try the quiz.
2. Think about this: What are reasons that conflict/wars between two nations or peoples occur?  Make a list of at least 6 different reasons. Think about wars and conflicts you have learned about. Use your past notes if you need ideas.
3. Record up to 12 points (2 points each)

Lesson 178

1. Prepare for your final exam/presentation. You will present your entire timeline. You will show it to an audience and read and explain each segment. Give at least a sentence overview of the time period and each item included.

Lesson 179

1. Prepare for your final exam/presentation. You will present your entire timeline. You will show it to an audience and read and explain each segment. Give at least a sentence overview of the time period and each item included.

Lesson 180

1. Present your timeline.
2. Score up to 100 points for including each time period and specific events from each period with an explanation of each. There were 14 time periods – 6 points each – for a total of 84 points. Up to 10 points can be award for the presentation – poise, volume, clarity. Add 6 points for being ready on time.
3. Record your score out of 100.
4. Congratulations!  You have completed this course.
5. Calculate your grade for this quarter and the entire year.  Be sure to include it on your high school transcript.
6. Take the polls for this course. Answer honestly to help other students choose their courses.
7. AP World History review video