2/28/14

 Today in class we watched a trailer of Baltimore and Los Angeles about why people should go there and why they should not. The Baltimore one was all boring and simple but the Los Angeles one was more exiting and it was so good it made me want to live there. At the end of class he told us that we have to make a movie on Athens or Sparta. I think im going to do it on Athens but im thinking about it. I'm going to start it tomorrow, but not today because I have too much homework.

2/26/14

Todays class was good. Mr. Schick let me teach it and I feel that all of the students learned more about Athens and Sparta than before. The movie 300 made me like the Spartans but ever since we have been taking notes, I like the Athens because they were more free and everybody had a free way of speech. It would suck to be a Spartan because they would have to work from a young age. I had fun today and hope Mr. Schick lets me teach again.

2/25/14

Today's class was cool because Mr.Schick told us about this story after we took notes. The story was about some Greece guy who went to war for 10 years and tried to come back to his wife and child but Poseidon God of the sea was  playing with him ad sent him on obstacles. One obstacle was they were in a cave with a Cyclops and they fought they're way out. Then these singing creatures tried to attack them and they got out. Eventually they got home after 10 more years. From what the book sound I might want to read it.

2/24/14 Devin's day

LO3:

• with the recovery of Greek civilization, tribal communities of the dark ages began to develop into city- states. communities of this kind had often arisen before
• acropolis- a combination of fortress and temple precinct. at the center of an ancient Greek town and on top of a hill
• Assyrians were reaching for power westward of Mesopotamia
• hoplite- a heavily armed and armored citizen soldier of ancient Greece
• phalanx- a unit of several hundred hoplites, who closed ranks by joining shields when approaching the enemy.
• monarchy- a state in which supreme power is held by a single, usually hereditary ruler (a monarch)
• oligarchy- a state in which supreme power is held by a small group
• triremes- massive fighting vessels with three banks of oars, used to ram or board enemy ships.
• tyranny- rule by a self proclaimed dictator (a tyrant)
• democracy- in ancient Greece, a form of government in which all adult male citizens were entitled to take part in decision making
• SPARTA
• the Spartans were descendants of the Greeks who had conquered part of the  southern mainland, the territory of Laconia
• by the eighth century B.C they were a minority of land holders (less than ten thousand adult males) ruling over a majority of helots
• helots- noncitizens forced to work for landholders in the ancient city state of Sparta
• nobody knows when and how Spartans developed their government but in the fifth century b.c policy decisions had been taken over by a council of elders- some thirty men from leading families who had to be at least sixty years of age and were chosen by the citizens  for life.
• the cities and farms were runned by the helots, and a middle class of immigrant aliens took care of industry and trade.
• the boys were taken from their homes at the age of 7 and were taught behavior and reading and writing and were started on a lifelong routine of toughness and military training.
• they even had to marry at age twenty
• the women had to require in drills and exercises that were designed to develop them into healthy child bearing women
• 'to protect their harsh rigid way of life, the Spartans tried to seal off their city state from outside influences. Sparta had little contact with foreigners; it discouraged trade and showed visitors little hospitality
• Athens- to Athens the Sparta life was not worth living
• Athens joke about Sparta was that their way of life explained their willingness to face death
• Sparta was agricultural and landlocked; Athens carried on a prosperous commerce and had direct access to the sea
• trireme was what made their navy so strong
• Sparta had a strong army and Athens had a strong navy
• Sparta sought cultural isolation and Athens welcomed foreign ideas and visitors
• Sparta more controlled Athens free way of life
• Sparta- exercises Athens- reading and writing
• aristocrats- descendants of prominent and long established Athenian families that had traditionally ruled the city state and- the increasingly numerous demos.
• Athens passed through several stages of political growth from monarchy to democracy
• the Persian wars in which Athens led the Greek city states to victory. this success was followed by Athens golden age
• in the 6ty century b.c Persians conquered a realm that stretched from the border of india to the Nile and the aegan.
• in Athenian democracy ultimate  government power rested in the assembly of adult male citizens.
•  ostracism- banishment for ten years by a majority vote of Athenian assembly
• the hundred thousand slaves in Athens were also a diverse group
• aliens-people from somewhere else in Greece some were wealthy business men or  independent women like Aspasia who socialized on equal terms with the fine and noble citizens
• the Athenian laws and customs and concerning women, aliens, and slaves were not a special feature of democracy of such.
• they were the local versions of traditional values and practices that the Athenians shared with most of the world at the time.
•  

fridays class

Fridays class we didn't really do anything but take notes on Ancient Greece. I think Mr. Schick said that it's his favorite place and if he had a time machine he would go because of Socrates and more. The most impressive thing was the stone structure that correlates to the son. It seems as if every place in the old day with the word ancient in front of it is pretty smart.

2/19/14

Today we reviewed the test which I got a 69 on -__-. I feel like I have been ripped off because I studied for so long and put so much effort in the essays and everything, but it is what it is. The question that I got wrong were the questions that you really had to pay attention to in class. For example, the scythe. I didn't see any scythe in that picture and I don't remember him pointing it out. Next test I am going to crush it, just watch.

2/18/14

Todays class was very irritating because we had to make a pyramid. It took the whole class and we finished in 4th place which is good because we got a B. But if your not 1st your last so im not happy. We had to pick decisions and every time we got something barely wrong we had to start over. Other than that everything went good. Today was a chill day and I barely have any homework.

monday

                                       The first European civilization: the Greeks

• barbarian is the way of life based on farming, warfare, and tribal organization that became widespread in Europe beginning around 2500 B.C
• within classical Greek civilization there appeared ideas, art forms, and types of government whose influence on western civilization has lasted down to the present day

• by 200 BC they began to migrate into Europe's southeastern region

• 500 = developed methods of fighting  

• barbarian- a term used to describe the distinctive way of life based on farming, warfare, and tribal organization that became widespread in Europe beginning in 2500 BC

• megaliths- massive rough cut stones used to construct monuments and tombs

• a tribe is a social and political  unit consisting of a group of communities held together by common interests, traditions, and real or mythical ties of kinship

• in 4000 BC framing and village life spread

• a megalithic is a massive rough cut stones used to construct monuments and tombs

• 3500 BC =megalithic structures constructed in Europe

• 2500 BC =Indo-European nomads from the steppes migrate into Europe, European barbarian way of life evolves

• a tribe is a social and political unit of consisting of a group of communities held together by common interests, traditions, and real or mythical ties of kinship

• 494-445 BC= Persian wars

• Stonehenge: The most famous of megalithic structures was built by a farming and trading people in the west of England about 2000 B.C.

• 460-430 BC= golden age of Athens  

• 2000 BC =Greeks developed a distinctive civilization  

cyber day friday #2

SHORT ANSWER A: The Egyptians were really smart and knew how to make things to make their life much simpler. In my opinion the most important invention of the Egyptians was writing. They wrote hieroglyphics and records about their life style. Another invention of Egypt was papyrus sheets. They learned how to make sheets of parchment from a specific plant. I have been doing research and I find it pretty fascinating that they kept the way to make it a secret so that they could continue selling it to other places. Lastly, another important invention was the invention of the sail boat. As the Nile River played a huge roll in their society, they built large wooden boats to sail on the Nile and to help them benefit for other things such as travel, exporting, immigration, and more.

SHORT ANSWER B: The Egyptian pyramids are really big fascinating structures that (some) we have today such as the statue of Liberty. One feature of the pyramids was the use of burial. They would use them as a burial place to the pharaohs so that they could prepare for the after life. Also the pyramids weren't just a big triangular structure with just a body in them. They had amazing structure inside of them. There were tunnels, dead ins, hieroglyphs, and more. It's as if the Egyptians prepared for the attempt of theft. The last feature of the pyramid was the material. The pyramids were made out of limestone, granite, and more. An additional invention that I like is mummification. They used salt, oils, and wraps to preserve the body for the after life. The fact that they believed in an after life and hat they could do all these things showed how smart and intelligent the Egyptians were.

cyber day #1 (Mr. Schick said ours isnt due until today because we dont have hic class friday)

ESSAY A: Egypt's social hierarchy was very organized and was very clear on how each person was viewed based on their daily life. You could tell back then how much someone was worth by how what they were wearing. The lowest people in Ancient Egypt were the slaves and servants. They helped the wealthy with chores and basically did all the dirty work that nobody wanted to do. Next was the farmers. The farmers raised wheat, barley, onions, and cattle. The Nile had a big impact on the farmers, they used the Nile to their benefits for crops and more.

Next is artisans which people relied on them for the artsy jobs. They would build statues and reliefs showing military things and the afterlife. Egypt's statues are big remarkable structures that would require a lot of time and effort, for example the great sphinx. Higher than the artisans were the merchants which were in charge of the money. Later over the years coinage came about. The use of coins changed Egypt a lot and mostly the use of trade. The scribes wrote scrolls and kept records of their history and told stories, they wrote hieroglyphs.

The soldiers were really high in ranking of Ancient Egypt. They would hunt and do other necessary things for their society. The soldiers had wooden weapons such as bows and arrows with bronze tips and rode in chariots. second to the most important were the priests and nobles (AKA "white kilt class" or upper class), they were viewed highly in the society of Egypt. Last but not least were the pharaohs (AKA "Lord of the two lands" and "high priests of every temple"), They were the religious and political leaders. They made rules and owned all land. So in the hierarchy of Egypt it was a very organized thought out system that flowed like the Nile River ( A little joke ;) ). Everybody had a job to do and everybody had a purpose.

ESSAY B:  Upper Egypt was a 5000 mile long strip of fertile land along the Nile. Lower Egypt was the wide land of the Nile delta, emptying into the Mediterranean Sea. The Nile was very important to the Egyptians and provided them with a lot of resources. The Nile could give them water for drinking, irrigation, bathing, and transportation. The Egyptians created sail boats to go with the Nile for easy transportation, the sails were created so that they could go where they wanted to. It saved much time for other things such as building great structures.

The Nile would provide and help the Egyptians with the gain of food. The Nile always seemed to flood and change at the right times and the Egyptians benefited from it. Every July it floods and in October it would leave behind rich soil. The Egyptians would use the rich soil  to plant crops. In fact they wouldn't even plant them, they would throw them randomly and use there cattle to step on them and bury them.

Controlling the Nile required technological breakthroughs in irrigation. The Nile River flows south to north and has a delta at the top. The delta is a broad and marshy triangular area of fertile silt. The river eventually flowed into the Mediterranean sea. As you can tell the Nile was very important to the Egyptians and the land. The Nile really reminds me of that video in human geo that talks about geographic luck because the Egyptians were lucky enough to live near the Nile and progress from it.

2/12/14

Today we didn't have our test first and for most. I am happy because honestly I didn't prepare that well because I had other quizzes so I wish he would've told me this so that I could study for my other one. This cyber day thing seems overrated to me and really confusing. I wish that we had school because we are going to have work now in every class. But on the bright side at least I don't have to wake up early.

2/11/14

Today in class we had a sub because Mr. Schick isn't here. We are taking notes and watching videos on his blog. I feel like the test is going to be really hard and I hope that it's multiple choice. I wish good luck to Mr. Schick and his team at their event. I took notes on the mummification process because it's interesting to me. To be honest I haven't started studying but im a good studier and get good grades so I think I will be ready for the test tomorrow.

2/10/14

Today in class we took more notes on ancient Egypt. I can't wait to get this over with on Wednesday because I already know most of this from 7th grade. Mr. Schick was going way too fast today that I could barely get my notes done. Thankfully I know most of it from the other notes. We talked about mummification today which isn't all that boring. We saw the process of mummification. They wrapped them in a lot of layers of wax and paper. It's incredible how smart they were to know that the salt would dry the body. I hope to see a mummy one day in real life.

2/8/14

I don't know if I'm late or not but in yesterday's class we took notes on ancient Egypt. It's amazing how smart and intelligent the people of Egypt were. They made huge building structures and discovered that there was an after life. They would bury their Pharos in gold and other useful things to ensure that their ready for the after life, kind of like what we do know.

2/4/14

Today in class we took notes on the chapter and that's about it. We learned more about Egypt that I already knew. Mr. Schick changed our seats and I don't really like them. I guess im not used to the seat yet. I really don't know what to say beside we talked about mummies and pharos. We learned that the Egyptians used to bury their pharos with jewelry to take to the after life.

LO3

• During the Neolithic age, the people of the Nile had moved toward civilization in responses in response to the same influences that gave rise to the cities of Sumer
• Old kingdom ( 2695- 2160 B.C) and middle kingdom (2025- 1786 B.C)
• expansion of Egyptian control during new kingdom (1550-1075 B.C)
• The Narmer Palette was used for grinding makeup for divine images in an upper Egyptian temple in about 3100 B.C
• Egyptian civilization grew up in a thin strip of fertile land where the Nile crosses the North African dessert
• Egypt stretches along the lower reaches of the Nile's four thousand mile course from Central Africa to the Mediterranean sea.
• pharaohs- the rulers of ancient Egypt
• as a god every pharaoh was identified in different ways with three identities. of birth he was the sum god Re, the king of all gods. at his succession he became the incarnation of Horus god of the sky. when he died he became Osiris pharaoh of the underworld.
• The great sphinx is a famous monument carved out of solid rock in the royal burial area at Giza
• Hatshepsut ruled as king after 1500 B.C
• Gods, humans, and everlasting life
• THE SOUL DECLARES ITS INNOCENCE- by about 2000 B.C the judgment of the soul after death and eternal life for those judged righteous became widely accepted believe.
• Hiero- glyphs (Greek meaning secret carving) the earliest Egyptian writing was devised about 3100 B.C as a part of carvings and paintings intended to honor the pharaohs.
• pyramid- A massive structure with sloping sides that met at an apex, used as a royal tomb in ancient Egypt
• Isis God of souls
• king Menkaure and his queen and in 2500 B.C she has her arm around him because  it was typically for women to testify the power of upper class women
• the pharaohs of the middle kingdom rose to this challenge and poured the spoils of their conquests into building magnificent new temples. finally, however, internal conflict was renewed about 1800 B.C Semitic immigrants tribes known as the Hyksos were able to move into Lower Egypt and the middle kingdom came to an end.
• "I crushed a million countries by myself, on victory-in-Thebes, mut-is-pleased, my horses"- a scene from the battle of Qadesh in Syria (1274 B.C) as described by the new kingdom pharaoh Ramses II.