P08_HUS- The Nation Prepares for its 4th Centennial Era (1954 – Present)

P08_The Nation Prepares for its 4th Centennial Era (1954 – Present) 

The activity will generally cover the years 1954 through the Present. Of course, there may be a few exceptions that reach to an earlier or later date. Unit08 and Unit09 of the course textbook, as well as additional outside source materials, will offer a skeletal outline with sufficient flesh (pardon the Biology reference) for the period this project will cover.

The 64 years these topics span are squarely within the American Imperium that arose during and after WWII. The nation faces challenges on a global scale given its global presence. While the challenges to US economic and military might are to be expected with a new global responsibility. Challenges have and will materialize that causes all citizens to pause and ponder a question that the Founders undoubtedly debated: What is The United States? Unlike the material aspect of the economy and the military, the question of what ‘We’ are is philosophical. Such a challenge may be the greatest we’ll face in the decades yet to come.

In this project student groups will select and analyze significant challenges of the latter 20th C./ early 21st C. That analysis, shaped by group-level debate, will supply the content for a 35 minute class lesson. The goal is just as much to inform as it is to ignite additional civil debate.

This era in our nation’s history is largely relegated to two branches of our United States History Research Primer. These branches are: The American Imperium and Civics, Society & Us.

Phase I

1. Please open the P08_The Nation Prepares for its 4th Centennial Era mindmap prepared for you by Mr.V.

2. The mindmap contains branches that provide guidance for the completion of the research project. One branch identifies the general topic areas to focus our research investigations. The list of topic areas appears below.

01 Goals of a “Great Society”
02 Civil Rights as Universal Rights
03 Man on the Moon: Tech Challenges & Tech Successes
04 Supreme Court Decisions (relevant today)
05 Abuse of Power and Authority
06 Terrorism

3. Organize your groups.

A. Choose a group leader. That group leader will be given a score reflecting their ability to successfully guide the group to a successful completion of the project. Group leader positions are on a project-by-project basis with everyone serving in that role at least once.

B. Choose a speaker. That speaker will be given a score reflecting their speaking performance during the presentation. Speaker positions are on a project-by-project basis with everyone serving in that role at least once.

C. Setup a communication system so that group members can communicate outside of classroom.

D. Choose how your group will collect, organize, and keep track of data collection by group members. If you decide to use a mindmap, you must share the map with Mr.V (full access). If you decide to use Google, you must create a ‘Team Drive’ and share that with Mr.V (full access). This segment of the project is not normally evaluated since it is a practical application of skills previously taught and practiced. However, under certain conditions, it may impact the group’s grade when a member’s contributions must be assessed for other reasons: Attendance/ tardiness issues, erroneous content presented as facts, etc. 

Phase II

1. Begin collecting sources that may be of use in the researching of your assigned topic area. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V. The History Research Primer: Sources and Guidance is also recommended for use.

2. Avoid the temptation to begin constructing the presentation. You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. The construction of the presentation file is primarily an administrative task that can, and should, be done out-of-class. You will have no more than 5 class periods to complete this and the next phase. Any additional time will have to be out-of-class.

Phase III

1. Begin the analysis of your accumulated source documents.

2. The gathering of data has to come to an end or you run the risk of never finishing. The analysis phase requires that you read, listen to (audio source), or view (video source) the content you’ve amassed. Keep the relevant materials and discard what proves to be unhelpful materials.

As you do this, your computer monitor should be split into two windows that allow you to analyze your source and take notes on that source. The notes you create should be available for members of your group to see and comment on in Mindmeister/ Google Drive. It’s important that ‘your’ notes bear ‘your’ name (Mr.V needs to be able to trace the notes to its creator).

You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. You will have no more than 5 class periods to complete this and the previous phase. Any additional time will have to be out-of-class.

Phase IV

1. Mr.V will have distributed to all group leaders, by now, a rubric outlining how the project will be evaluated. Use that rubric, and the project mindmap to guide your analysis of the sources.

2. Construct and submit the presentation file and Lesson Plan in accordance with the guidance provided by Mr.V.

3.Mr.V will allow you one opportunity to edit the presentation file after viewing it on the large screen. Submit a new file and updated lesson plan before 7PM on the date posted on the course calendar.

Consider the following as you prepare the presentation:

Be sure to…
-Don’t ignore the feedback received from previous presentations. Repeating an error or omission is worse than committing it the first time.

-Control the balance between ‘text’ and imagery.

-Did you provide content your research was intended to reveal? Was it delivered in a manner that the audience can understand? Does your lesson plan (including activity and quiz) reflect the content presented and delivered?

-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at and assimilate it’s data?

-Time limit for the presentation.

-Sources properly credited/ cited.

P08_The Nation Prepares for its 4th Centennial Era Presentations

Below are the presentations created by all the research groups for this project session. Take advantage of the hard work your peers put into the research and presentation.

01. Goals of a “Great Society“ (Period 2, Period 9, Period 10)

02. Civil Rights as Universal Rights (Period 2, Period 9, Period 10)

03. Man on the Moon: Tech Challenges & Tech Successes (Period 2, Period 9, Period 10)

04. Supreme Court Decisions (Period 2, Period 9, Period 10)

05. Abuse of Power and Authority(Period 2, Period 9, Period 10)

06. Terrorism (Period 2, Period 9, Period 10)

Administrative Data w/ regards to teacher preparation:

Purpose: To continue the refinement of researching skills and streamlining the creation of research findings. We, in this project, expand beyond the one-way presentation model to incorporate the audience as active participants.

Objective: Produce a classroom lesson (presentation, activity, & assessment) of 30 – 35 minutes in length with the exclusive purpose of educating the audience on a particular curriculum topic by inciting questions, discussion, and debate.

Overall Goal: To actualize the ‘Purpose’ and achieve the ‘Objective’ by addressing the following standards:

-RH.11-12: Cite specific text sources.

-RH.11-12.3: Evaluate various explanations to determine which best conforms to text evidence.

-RH. 11-12.7/9: Evaluate and integrate sources appearing in a variety of formats.

-WHST. 11-12.1: Write arguments on specific content.– Honing Presentation Skills

P07_HUS The American Imperium (1939 – 1970)

P07_The American Imperium 

The activity will cover from ~1939 (Great Depression Era) to 1970 (Cold War Era). Of course, there may be a few exceptions that reach to an earlier or later date. For my students, Unit07 of our textbook will offer a good skeletal outline for the period this project will cover.

WWII may be the single-most impactful event in the study of the era that follows. It could be said that the rise of the United States as a World Power, then, a Super Power can only be adequately explained by the events before and immediately after WWII. The development of this “American Imperium” is not exclusively a military matter and we will not be limited to it. In this project we will attempt to dissect the era from 1939 – 1970 by researching the topics listed below, in the fashion of previous projects.

This era in our nation’s history is largely relegated to three branches of our United States History Research Primer. These branches are: The Great Depression, WWII, and The American Imperium.

Phase I

1. Please open the P07_The American Imperium mindmap prepared for you by Mr.V.

2. The mindmap contains branches that provide guidance for the completion of the research project. One branch identifies the general topic areas to focus our research investigations. The list of topic areas appears below.

01 WWII: The Combatants
02 WWII: History-Shaking Events
03 US Homefront: Japanese-American Internment
04 US Homefront: The Media
05 The Cold War
06 US Postwar Economic Boom

3. Organize your groups.

A. Choose a group leader. That group leader will be given a score reflecting their ability to successfully guide the group to a successful completion of the project. Group leader positions are on a project-by-project basis with everyone serving in that role at least once.

B. Choose a speaker. That speaker will be given a score reflecting their speaking performance during the presentation. Speaker positions are on a project-by-project basis with everyone serving in that role at least once.

C. Setup a communication system so that group members can communicate outside of classroom.

D. Choose how your group will collect, organize, and keep track of data collection by group members. If you decide to use a mindmap, you must share the map with Mr.V (full access). If you decide to use Google, you must create a ‘Team Drive’ and share that with Mr.V (full access). This segment of the project is not normally evaluated since it is a practical application of skills previously taught and practiced. However, under certain conditions, it may impact the group’s grade when a member’s contributions must be assessed for other reasons: Attendance/ tardiness issues, erroneous content presented as facts, etc. 

Phase II

1. Begin collecting sources that may be of use in the researching of your assigned topic area. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V. The History Research Primer: Sources and Guidance is also recommended for use.

2. Avoid the temptation to begin constructing the presentation. You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. The construction of the presentation file is primarily an administrative task that can, and should, be done out-of-class. You will have no more than 5 class periods to complete this and the next phase. Any additional time will have to be out-of-class.

Phase III

1. Begin the analysis of your accumulated source documents.

2. The gathering of data has to come to an end or you run the risk of never finishing. The analysis phase requires that you read, listen to (audio source), or view (video source) the content you’ve amassed. Keep the relevant materials and discard what proves to be unhelpful materials.

As you do this, your computer monitor should be split into two windows that allow you to analyze your source and take notes on that source. The notes you create should be available for members of your group to see and comment on in Mindmeister/ Google Drive. It’s important that ‘your’ notes bear ‘your’ name (Mr.V needs to be able to trace the notes to its creator).

You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. You will have no more than 5 class periods to complete this and the previous phase. Any additional time will have to be out-of-class.

Phase IV

1. Mr.V will have distributed to all group leaders, by now, a rubric outlining how the project will be evaluated. Use that rubric, and the project mindmap to guide your analysis of the sources.

2. Construct and submit the presentation file in accordance with the guidance provided by Mr.V.

3. Mr.V will allow you one opportunity to edit the presentation file after viewing it on the large screen. Submit a new file before 7PM on the date posted on the course calendar.

Consider the following as you prepare the presentation:

Be sure to…
-Don’t ignore the feedback received from previous presentations. Repeating an error or omission is worse than committing it the first time.

-Control the balance between ‘text’ and imagery.

-Did you provide content your research was intended to reveal? Was it delivered in a manner that the audience can understand?

-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at and assimilate it’s data?

-Time limit for the presentation.

–Sources properly credited/ cited.

P07_The American Imperium Presentations

Below are the presentations created by all the research groups within our US History course. Take advantage of the hard work your peers put into the research that supports their presentation.

01. WWII: The Combatants (Period 2, Period 9, Period 10)

02. WWII: History-Shaking Events (Period 2, Period 9, Period 10)

03. US Homefront: Japanese-American Internment (Period 2, Period 9, Period 10)

04. US Homefront: The Media (Period 2, Period 9, Period 10)

05. The Cold War (Period 2, Period 9, Period 10)

06. US Postwar Economic Boom (Period 2, Period 10)

Administrative Data w/ regards to teacher preparation:

Purpose: To continue the refinement of researching skills and streamlining the creation of research findings. The project guidelines can be found by clicking the node link.

Objective: Produce a presentation of 8 – 10 minutes in length with the exclusive purpose of educating the audience on a particular topic of the course curriculum.

Overall Goal: To actualize the ‘Purpose’ and achieve the ‘Objective’ by addressing the following standards:

-RH.11-12: Cite specific text sources.

-RH.11-12.3: Evaluate various explanations to determine which best conforms to text evidence.

-RH. 11-12.7/9: Evaluate and integrate sources appearing in a variety of formats.

-WHST. 11-12.1: Write arguments on specific content.

– Honing Presentation Skills

Pu03e_The Crescent and the Cross: The 1st Crusade

The 1st Crusade

Across

1. A question #11 answer. This was the first Crusader Principality to be deceiptfully acquired. A crusader became king.
4. A question #6 answer. There are two words you must insert here. The first word is the term the Catholic Church uses to identify the action a wrong-doer must take to achieve forgiveness. The second word is the term used by members of the three monotheistic faiths to identify the category of actions classified as ‘Wrongs’. These were important terms used in Pope Urban’s speech. The speech did little to clear common misunderstandings by followers of the Christian faith. (2 words total)
7. A question #2 answer.
9. A question #10 answer. They used long-range… (2 words)
10. A question #3 answer. Pope issues order to send, as well as establish goals of these.
11. A question #10 answer. They fought on…
15. A question #3 answer. Pope wishes this ruler to accept papal leadership. (2 words)
16. A question #1 answer.
18. A question #3 answer. Pope calls for the formation of this.
19. A question #4 answer. May reunite the followers of this institution with The Church. (3 words)

Down

2. A question #4 answer. Sets a precedent for Church authority in certains areas of this segment of society.
3. A question #7 answer. A targetted group ‘other’ than that listed in the Clermont speech.
5. A question #11 answer. This Crusader Principality had a significant portion of it’s population slaughtered- including Christians. A crusader became king.
6. A question #11 answer. At Ma’arat al-Numan, crusaders resorted to this most offensive act.
8. A question #10 answer. Their horses were smaller and…
11. A question #6 answer. Automatic acceptance into this realm.
12. A question #4 answer. Rid Europe of these rowdy persons.
13. Question #1 answer.
14. A question #5 answer. Regain control of the land that this figure once resided in.
17. A question #8 answer. Crusaders often sold this most valuable feudal asset.

P06_HUS The Roaring 20s and Great Depression

P06_The Roaring Twenties and Great Depression 

The activity will cover from ~1920 (End of the Progressive Era and advent of the ‘Roaring Twenties) to 1945 (the end of wartime, WWII, economic expansion). Of course, there may be a few exceptions that reach to an earlier or later date.

The post-war (WWI) economic expansion has some connection the Gilded Age pro-business policies of the Federal government. However, the start and end of WWI did impact the economy with respect to capacity and products being produced. The wealth of Gilded Age elites will be, generally, significantly washed away by the storm of the Great Depression.

Social and government , under the stress of two world wars and a roller coaster economy can’t remain untouched. If one looks closely, there are stark examples of a multi-tiered transition. The society/ government from pre-WWI, through post-WWI, Great Depression, and WWII eras is changing under the stress while exerting a force of change of its own. What emerges from 1945 is a United States that even our youth, today, can see a lineage to.

This era in our nation’s history is not selectively isolated in our United States History Research Primer. Instead, students are required to expand the reach of their research to ‘Eras’ that precede, proceed, or overlap the years from 1920 through 1945.

Phase I

1. Please open the P06_The Roaring 20s and the Great Depression mindmap prepared for you by Mr.V.

2. The mindmap contains branches that provide guidance for the completion of the research project. One branch identifies the general topic areas to focus our research investigations. The list of topic areas appears below.

01 The FBI and the Red Scare (1st Incarnation)
02 Hollywood’s View of the World 
03 Rise of the KKK (2nd/ 3rd Incarnation)
04 Consumerism and Advertising
05 Gender Norms
06 The Harlem Renaissance

3. Organize your groups.

A. Choose a group leader. That group leader will be given a score reflecting their ability to successfully guide the group to a successful completion of the project. Group leader positions are on a project-by-project basis with everyone serving in that role at least once.

B. Choose a speaker. That speaker will be given a score reflecting their speaking performance during the presentation. Speaker positions are on a project-by-project basis with everyone serving in that role at least once.

C. Setup a communication system so that group members can communicate outside of classroom.

D. Choose how your group will collect, organize, and keep track of data collection by group members. If you decide to use a mindmap, you must share the map with Mr.V (full access). If you decide to use Google, you must create a ‘Team Drive’ and share that with Mr.V (full access). This segment of the project is not normally evaluated since it is a practical application of skills previously taught and practiced. However, under certain conditions, it may impact the group’s grade when a member’s contributions must be assessed for other reasons: Attendance/ tardiness issues, erroneous content presented as facts, etc. 

Phase II

1. Begin collecting sources that may be of use in the researching of your assigned topic area. The sources, as before, are to come from the US History Research Primer and any additional source you verify with Mr.V. The History Research Primer: Sources and Guidance is also recommended for use.

2. Avoid the temptation to begin constructing the presentation. You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. The construction of the presentation file is primarily an administrative task that can, and should, be done out-of-class. You will have no more than 5 class periods to complete this and the next phase. Any additional time will have to be out-of-class.

Phase III

1. Begin the analysis of your accumulated source documents.

2. The gathering of data has to come to an end or you run the risk of never finishing. The analysis phase requires that you read, listen to (audio source), or view (video source) the content you’ve amassed. Keep the relevant materials and discard what proves to be unhelpful materials.

As you do this, your computer monitor should be split into two windows that allow you to analyze your source and take notes on that source. The notes you create should be available for members of your group to see and comment on in Mindmeister/ Google Drive. It’s important that ‘your’ notes bear ‘your’ name (Mr.V needs to be able to trace the notes to its creator).

You are expected to conduct this phase of your research in-class to permit you the opportunity to ask Mr.V questions when you encounter a difficulty. You will have no more than 5 class periods to complete this and the previous phase. Any additional time will have to be out-of-class.

Phase IV

1. Mr.V will have distributed to all group leaders, by now, a rubric outlining how the project will be evaluated. Use that rubric, and the P06_Roaring 20s and Great Depression project mindmap to guide your analysis of the sources.

2. Construct and submit the presentation file in accordance with the guidance provided by Mr.V.

3. Mr.V will allow you one opportunity to edit the presentation file after viewing it on the large screen. Submit a new file before 7PM on the date posted on the course calendar.

Consider the following as you prepare the presentation:

Be sure to…
-Don’t ignore the feedback received from previous presentations. Repeating an error or omission is worse than committing it the first time.

-Control the balance between ‘text’ and imagery.

-Did you provide content your research was intended to reveal? Was it delivered in a manner that the audience can understand?

-Consider the audience: How close will they be to your presentation (projection)? How long will the slide be visible for them to look at and assimilate it’s data?

-Time limit for the presentation.

–Sources properly credited/ cited.

P06_The Roaring 20s and Great Depression Presentations

Below are the links to presentations created by all the research groups within our US History course. Take advantage of the hard work your peers put into the research that supports their presentation.

01. The FBI and the Red Scare- 1st Incarnation (Period 2, Period 9, Period 10)

02. Hollywood’s View of the World (Period 2, Period 9, Period 10)

03. Rise of the KKK- 2nd/ 3rd Incarnation (Period 2, Period 9, Period 10)

04. Consumerism and Advertising (Period 2, Period 10)

05. Gender Norms (Period 2, Period 9, Period 10)

06. The Harlem Renaissance (Period 2, Period 9, Period 10)

Pr03b_The Byzantine Empire was Roman with an Eastern Flavor! (Slide by Slide Description)

The accompanying presentation to this slide by slide description can be accessed by clicking the link above.

Cover Slide: The Hagia Sophia is depicted here. See slide #7 for additional information.

Slide #2: Map of Western Europe in the early 6th C. CE.
A major contributor to the collapse of the Western portion of the Roman Empire was the migration/ invasions of nomadic and semi-nomadic peoples from the North and East. For centuries the Roman imperial army was able to repel these incursions and maintain relatively stable borders. That ended in the 5th C. CE.

These invaders are referred to as ‘Barbarians’ by Western texts. However, most had extensive exposure to the former empire and had diffused with it. The stereotypical image of a barbarian as being little more than a Neolithic nomad is false.

The naming of these ‘barbarian’ peoples is quite inaccurate as well. Goths (Ostrogoths and Visigoths) is a large category of peoples and NOT a distinct people. Major groups listed on the map include: Burgundians, Lombards, Saxons, Vandals, etc.

The Eastern portion of the Roman Empire will continue to live on for another 900 years around the former Greek city of Byzantium, to be renamed Constantinople. Historians in the West will rename the empire ‘Byzantine’ to distinguish it from the former empire that included the Western half. It should be noted, however, that imperial citizens of Constantinople still referred to themselves as ‘Romans’.

Slide #3: Constantinople. It’s location controlled the water passage from the Black Sea to the Mediterannean Sea. It was also a militarily strong location to defend from attackers.

Slide #4: This image shows a surviving section of the dual-wall perimeter that protected Constantinople from a land attack coming from the West. This was part of the wall designed under the Emperor Theodosius in the 5th C.

Slide #5: Mosaic depictions of Emperor Justinian and his wife, Theodora (6th C.).

Justinian reigned as emperor for many years and was at the helm for major achievements. Among these we would include: The Hagia Sophia, Corpus Juris Civilis, and reconquest of the former Western-half of the Roman Empire (temporarily).

Slide #6: Innovation continued under the Byzantine emperors. In this image we see the use of ‘Greek Fire’ to repel a sea attack.

Slide #7-8: The Hagia Sophia is depicted here. An architectural project sponsored by the Emperor Justinian (6th C. CE). Though built to serve as a church, it has gone through additional conversions over the centuries. The four towers around the structure are minarets added by the Islamic (Ottoman) Turks that conquered Constantinople in 1454. It now serves as a museum in the heart of Istanbul (formerly Constantinople).

The use of a dome to cap churches is a Roman cultural tradition that has survived until today. This tradition of placing domes on religious structures reaches back into the Roman classical age with the Pantheon being the stereotypical example.

The European Middle Ages will witness the absence of domed churches as the plans, skill, and materials necessary to construct a dome was ‘lost’ along with the Roman Empire in the West after 476 CE. It will not be until the Renaissance when Western Europe will see its next domed structure.

Slide #9: Corpus (Body) Juris (Law) Civilis (Civil) = Body of Civil Law.
Commissioned by Justinian, this compilation of Roman law was a legal and logistical achievement. Justinian had scholars comb the legal archives of the empire to consolidate and edit the statute books of the Roman Empire dating back to the Emperor Hadrian (2nd C.) His goal was to make the legal system nombre efficient by removing laws that were no-longer useful.

Slide #10: Several significant works by one of Justinian’s secretaries- Procopius. Since Procopius’ inflammatory accounts of Justinian’s private life (The Secret History) would surely have had him imprisoned and/ or sentenced to death, he waited to publish it after the emperor’s death.

Slide #11: A map of the Byzantine Empire at it’s height of size under the reign of Justinian.

Slide #12-13: A major holy site for Christians today has it’s origin with the Emperor Constantine, who also established Byzantium as a Eastern Roman capital city in the 4th C.

The church enshrines, on one end, the traditionally accepted site of Jesus’ crucifixion (Golgotha/ Calvary) and Jesus’ tomb on the other end.

Slide #14-15: These two slides begin to show the developing differences between the Christian Church that had developed under a Christian Roman Empire.

After the empire collapsed in the West, the influence of the migrating/ invading peoples contributed to a faith that was developing differently compared to the Eastern half of the empire that remained in Constantinople.

The Byzantine Empire gave birth to the Eastern Orthodox Church (Eastern Church). In this first image we see priests dressed in religious robes.

The Western half gave birth to the Roman Catholic Church (Western Church). In the second image we see a priest dressed in religious robes common to that Church.

Take note how the developing differences are showing up in the garb and the styles of Crosses (Crucifixes).

Slide #16: An image of icons in the form of small statues is shown in the upper-left. The lower-right is a modern image showing the interior of the Hagia Sofia.

A major religious rift between the two Churches was how to treat the use of icons (in the pre-Digital Age, icons were physical and in predominantly in the form of statues and paintings).

A movement referred to as ‘Iconoclasm’ (Icon Smashing) began to appear in the reign of Justinian, but shifted into significance a couple centuries later. The Western Church continued to have icons present in the churches during services, while there was a growing opposition to that practice in the Eastern Church. There were many in the Eastern Church who saw the presence of icons in religious services as a form of idol worship. Those who were against the use of icons were called ‘Iconoclasts’ (Icon Smashers). Sometimes, the dispute became so heated that violence broke out and spread from the churches to the streets of Constantinople in the form of riots.

Slide #17: Since 1054, when the Western and Eastern Churches officially split apart (The Great Schism), there have been repeated attempts by leaders of both Churches to reunify. All attempts, thus far, have failed to achieve that unity.

Pr03a2_No Dark Age in the Islamic World (Slide by Slide Description)

Pr03a2_No Dark Age in Islamic World (Slide by Slide Description)

The accompanying presentation to this slide by slide description can be accessed by clicking the link above.

Cover Slide: The Bismillah (“In the Name of Allah, the Most Gracious, Most Merciful”). The opening phrase to all the chapters (Sura) of the Qur-an, except for one (9th). It is also uttered before special occasions. The slide shows a beautiful rendition of Arabic calligraphy. Calligraphy is a tool to elevate text to a visual beauty while the text also maintains it’s literal beauty.

Slide #2: Map of the Islamic Empire. The Prophet dies in AD 632 (born AD 570), but not before he was able to unite the peoples of the Arabian peninsula. Each succeeding Caliphate expands upon the initial political success of the rising Islamic Civilization. The map is color-coded to show how each caliphate (Orthodox and Umayyad) extended the reach of the civilization. A great benefit of this map is that it’s easy to see how Jewish and Christian peoples diffuse with the advancing Arabs. The Byzantine Empire in the North is the greatest Christian presence in the region. The final caliphate (Abbasid, AD 750) is not shown since the expansion has predominantly halted and begins a gradual decline thereafter.

Slide #3: This slide reinforces the oft repeated statement of the power of cultural diffusion and commercial activity. Wherever the merchant goes, there goes the ideas of his society. Wherever contact is made, there is transferred the ideas. North Africa, as most of the ancient world, had contact with Arab merchants.

Slide #4: This graphic is great to contextualize size and the “bridging” role played by the Islamic Civilization. This empire connected East with West. Trade traversed the length of this empire and carried ideas far beyond their place of origin.

Slide #5: The Abbasid Caliphate is commonly associated with the Golden Age of Islamic Civilization. It’s achievement in the Arts and Sciences did not reflect it’s declining political influence. This map shows how the empire is contracting under the weight of rebellious provincial governors and external incursions (Fatamid Emirate of Iberia, The Frankish Kingdom of Western Europe, and the Turks of Central Asia).

Slide #6: The list of literary accomplishments is long and this slide only touches upon a small fraction. The Qur-an is accepted as the highest poetic form in the Arabic language. When one recites a verse from it, its as if the person is singing. 1001 Arabian Nights has achieved global recognition and still entertains people today despite it’s age. Calligraphy and the poems of Omar Khayyam elevate the written word to a state of beauty, beyond the ordinary role of conveying information.

Slide #7: Architecturally, the Islamic Civilization was able to assimilate the ideas of others (Rome’s arch) and modify/ transport them to ends of their empire (Spain- Alhumbra/ South Asia- Taj Mahal).

Slide #8: The mastery of navigation (for trade) and organize time (for prayers and rituals) turned the Islamic Culture into one of Math and Science. The requirement to read the Qur-an made the population literate (comparatively). Contact with the Indian Subcontinent expose the Arab merchant to numerals that are then carried throughout the empire. These numerals, erroneously, are known as Arabic Numerals. South Asia also contributes knowledge about the viral nature of illnesses and the tools that can combat it (Syringes).

Slide #9: Lastly, here are examples of pottery and rugs that sport the same visual beauty that adorns Arabic text. The religious prohibition to depict images of people also encourages experimentation with other artistic forms (Calligraphy, geometric shapes).

Pr03a_Islam: A Global Faith (Slide by Slide Description)

To view the presentation that accompanies the slide descriptions below, please navigate to
Pr03a_Islam: A Global Faith

(Cover) Slide #1: Images of Muslims depicting the diversity of cultures and races.

Slide #2: This satellite image encompasses the Fertile Crescent (Mesopotamia, Levant, and Nile River Delta). To the south, midway on the Arabian Red Sea coast is Mecca. A commercial center for for over 1000 years and the birthplace/ home of The Prophet Muhammad. This is the holiest city in the Islamic faith for another reason as well.

Slide #3: Mecca’s commercial success was primarily attributable to it’s proximity to caravan trade routes of the peninsula, access to the sea, hospitable living conditions, and proximity to markets in Africa and the Mediterranean Sea basin. To a lesser degree, the city was inviting to merchants because their deities were, or could be, represented in the oldest structure in the area, The Ka’aba.

The people of the interior of the Arabian peninsula were predominantly bedouin in culture. That nomadic lifestyle still thrives on the peninsula and North African desert. Historically, nomads are very protective of their independence and will become a major obstacle to anyone trying to unite them as a single people.

Slide #4: Common, but often poorly translated Arabic words.
ISLAM- To surrender your Will to God.

MUSLIM- Someone who surrenders their Will to God.

ALLAH- “God” This is the God of Abraham, Moses, Ezekiel, Jesus, etc.

QUR-AN- “Recite” The word or command from Allah to The Prophet via the Arch Angel Gabriel (“Jibril” in Arabic). The Prophet was illiterate and could only memorize the words by repeating them after hearing them spoken. The words were compiled in what is now the holiest Islamic source, the book known as the Qur-an.

HADITH/ SUNNA(H)- The Hadith and Sunna(h) are texts containing the “Sayings” and “Practices”, respectively, of The Prophet Muhammad (PBUH). They serve as authoritative religious texts, but are still secondary to the Qur-an.

JIHAD- “Struggle” The struggle for every Muslim is to determine God’s Will and to make it their own. That is diificult to do, and thus a struggle that lasts a lifetime.

Slide #5: An excerpt from the Qur-an that forbids the forced-conversion of others. The once common Western view that the Islamic Civilization, and thus all of Islam, forcibly converted it’s subjects as a traditional practice is erroneous.

Slide #6: Pivotal elements of the story of the birth of Islam. In keeping with the prophetic stories of the Hebrew and Christian Bibles, The Prophet Muhammad is persecuted by the pagan inhabitants of Mecca. They were polytheistic and The Prophet’s teachings were monotheistic. The Meccans could have easily interpreted as a threat to their commercial lifestyle since the Ka’aba played a role in attracting business to the city.

The Prophet was forced to flee Mecca and setup residence in the nothern city of Medina (Madinah). This ‘journey’ from Mecca to Medina is called the “Hijra” (‘Journey’ in Arabic). It marks the beginning of the Islamic calendar. Their, he built a community of followers, the first Islamic community ever formed. He gained an enormous amount of respect and loyalty from the inhabitants he met and preached to. This would lay the foundation for an attempt to regain Mecca and re-dedicate the Ka’aba to God.

Slide #7: The Five Pillars: These five statements are meant to encapsulate the essence of the faith’s quest to do God’s Will. No faith could be so easily described or explained, so students are cautioned not to extract much from these statements. While these are traditional requirements for observant Muslims, they do not fully reveal all that there is to know about Islam. Using The Five Pillars of Islam as a way to introduce the Islamic faith to non-Muslims, is just another poor method the education system uses to teach a complex human culture.

Statement #1: Monotheism. Stating the importance of The Prophet Muhammad.

Statement #2: Keep God on your mind and do so while facing his ‘house’ in Mecca. The ‘house’ is the Ka’aba.

Statement #3: You must use the Islamic (Lunar) calendar month of Ramadan to fast. The fast serves the same purpose here as in other faiths- Keep God on your mind. Make all other desires (food, comfort, pleasures, etc) secondary to your focus on God.

Statement #4: Aid the poor and those in need.

Statement #5: Visit the Ka’aba and the city of Mecca once in your life, at least.

Slide #8: A table showing some of the commonality between the three great monotheistic faiths.

Slide #9: Here are concepts that Islam adheres to.
Item #1: Though there are many types of Muslims, they are all united in One faith.

Item #2: The world was granted to Humanity as a trust. To be studied, but to never enter the realm of the divine. To determine the nature of God is fruitless and a poor use of time/ resources.

Item #3: All people will have to face God’s final judgment.

Item #4: This phrase refers to Jews and Christians, who are people that accept God’s revelations via the prophets of the Bible.

Item #5: The revealed words/ commands of God. Often revealed to Humanity via the prophets.

Slide #10:  The Grand Mosque in Mecca. This mosque can hold as many as one million people. The small cube-shaped structure in it is the Ka’aba. ‘Ka’aba’ means ‘Cube’ in Arabic. It is traditinally accepted as the first temple built to God. Built by Abraham and his eldest son, Ishmael. It is the holiest site in Islam.

Slide #11: Closeup of the Ka’aba. The black netting shrouding the structure has quotes from the Qur-an stitched in gold.

Slide #12: An example of Unified Diversity.

Slide #13: The Dome of the Rock, Jerusalem. Contains the rock that tradition says was being used by Abraham to sacrifice his son. It was on this site that the temple built by Solomon was erected. That temple held the Ark of the Covenant (Torah). This convergence of two faiths has led to many disputes. Often violent, the disputes have spread worldwide in the form of terrorism.

Slide #14: Another view of the Dome of the Rock and the ‘Western Wall’. The latter is the holiest site in Judaism, representing the only remains of the temple built by Solomon.

Pr02b4_Ancient Rome: Rise of Christianity and the Collapse of the Empire in the West (Slide by Slide Description)

Pr02b4_Ancient Rome: Rise of Christianity and the Collapse of the Empire in the West (Slide by Slide Description)

Click on Pr02b4_Ancient Rome: Rise of Christianity and the Collapse of the Empire in the West to view the slides that accompany these descriptions.

Cover Slide: “SPQR”. Represents republican Rome’s creed. As an acronym, it stands for “Senatus Populusque Romanus” => The Senate and People of Rome. Such a phrase/ Acronym would be affixed at the end of official documents and public monuments.

We enter the period of gradual decline and ultimate collapse of the empire in the Western half. The eastern half, later to be known as the Byzantine Empire, will continue on for another nine centuries. If we were to mark off the period of Roman decline and collapse, we would first have to decide what the signs of ‘decline’ are. This would be beyond the scope of our course. Instead, we’ll look at a few of the major decisions in the empire’s two to three centuries before the collapse that later came to aggravate the conditions that brought on a political collapse.

Slide #2: Our first crisis decision is about the Roman institution of Slavery. (There are parallels in the Roman institution with the institution of Slavery as practiced in the United States.)

Do you see any problem with maintaining a high population of enslaved peoples who are kept under control with brutal regulations?

Slide #3: A painting of crucified rebellious slaves from Spartacus’ Slave Army.

Slide #4: Under the rule of an Emperor, the Roman government never adequately solved the problem of who would be the next emperor. Except for a ~100 year period where each emperor hand-picked a successor (adopted as a ‘Son’- think of what Julius Caesar had done with Octavian), transfer of power from one emperor to the next was often accompanied with violence and civil war.

Why do you suppose anyone would plunge their society into violent chaos just to be Emperor?

Slide #5: The Five Good (Adopted) Emperors.

Nerva begins the process that ends with Marcus Aurelius. Augustus (Octavian), as the first emperor, starts a period known as the Pax Romana (Roman Peace) that lasts until the end of the reign of the Five Good (Adopted) Emperors.

Slide #6: Another critical period of Rome’s history involves the issue about the empire’s geographic size.

In the United States, much has been debated about the security of the nation’s borders. Rome had a problem with it’s borders and thus became concerned about the empire’s physical size.

A solution to the problem was enacted by Emperor Diocletian- The Tetrarchy.

What difficulties do you see materializing from a division of the empire into four, semi-autonomous regions with their own local ruler with the title of ‘Caesar’?

Slide #7: Maps that are related to the problem of an empire that’s too large to govern efficiently.

The map in the bottom-center shows a city that one emperor, Constantine, uses as a ‘new’ eastern capital for the empire in the 4th C.

In essence, the empire is divided into two large parts: The Western portion- governed from Rome, and the Eastern portion- governed from Byzantium.

Slide #8: For most of Rome’s history, it reflected similar religious beliefs to other ancient civilizations- Polytheistic, nature-based faiths. The emperors Galerius and Constantine make major social changes in this field. The faith developing from the teachings of a Jewish Rabbi (to become Christianity) become increasingly accepted in Roman society. A persecuted faith gradually becomes the empire’s official faith under the reign of the Emperor Theodosius in the 4th-5th C. At that time the government’s position flip-flops. A formerly persecuted faith becomes the official faith of the government and once accepted faiths become targets of persecution.

What disruptions might you envision for a society that makes such a change?

Slide #9: The issue of troublesome borders comes back to haunt the empire in the 5th C. for the final time. Peoples who were once controlled by Rome’s mighty armies become ‘invaders’. These become the mislabeled ‘Barbarian’ invasions.

While these incursions were often violent, border security doesn’t always involve the movement of violent people. Can movement of people across borders, if done in a non-violent fashion, still endanger a society?

Slide #10 – 13: These slides highlight the divided development of the two former halves of the once mighty Roman Empire.

The Western half becomes divided among the ethnic groups represented by the (Barbarian) invaders in the 5th C.
The Eastern half continues on. Modern historians have labeled this remaining half as the BYZANTINE EMPIRE (records indicate that the people stilled referred to themselves as ‘Roman’). It’s capital city being the one Emperor Constantine established as the Eastern Capital in the 4th C.- Byzantium. It would later be renamed Constantinople.

These two halves will pursue divergent religious and political paths. Slides 11 – 12 illustrate some of the religious differences via the priests of the Eastern Orthodox Church (Eastern Christian Church) and the Roman Catholic Church (Western Church). Both of these ‘Churches’ still exist today.

Developing Ideas of Governance and Faith: Codes of Conduct

Directions: Please read the two excerpts of ancient SW Asian codes presented below (Mesopotamian and Persian). Then, with the collaboration of your groupmates, attempt to identify the distinct quality of each code by referring to the “List of Traits”. Identify and then match the appropriate ‘trait’ in the proper space of the ‘Table’ provided.

List of Traits
– Retaliatory (eye for an eye,…)
– Proactive (Action)
– Gender Bias (Relates to a specific gender)
– Gender Absent (No reference to a specific gender)
– ‘Class’ Bias (Relates to a specific ‘class’ of persons)
– ‘Class’ Absent (No reference to a specific ‘class’ of person)
– State involved (Ex. Punishes for crimes)
– Emphasis on Individual responsibility
– Reactive (A ‘condition’ must exist before a person’s action can be judged)
– Judgement is yet to come

The Zoroastrian Creed

A ‘Creed’ is a set of beliefs that form the foundation of a philosophy or faith. This is an excerpt of the Zoroastrian Creed (Persia). (Zoroaster is referred to as Zarathustra in texts)

1. I curse the Daevas. I declare myself a Mazda-worshipper, a supporter of Zarathushtra, hostile to the Daevas, fond of Ahura’s teaching, a praiser of the Amesha Spentas, a worshipper of the Amesha Spentas. I ascribe all good to Ahura Mazda, ‘and all the best,’ the Asha-owning one, splendid, xwarena-owning, whose is the cow, whose is Asha, whose is the light, ‘may whose blissful areas be filled with light’.
2. I choose the good Spenta Armaiti (Holy Spirit) for myself; let her be mine. I renounce the theft and robbery of the cow, and the damaging and plundering of the Mazdayasnian settlements.
3. I want freedom of movement and freedom of dwelling for those with homesteads, to those who dwell upon this earth with their cattle. With reverence for Asha, and (offerings) offered up, I vow this: I shall nevermore damage or plunder the Mazdayasnian settlements, even if I have to risk life and limb.
4. I reject the authority of the Daevas, the wicked, no-good, lawless, evil- knowing, the most druj-like of beings, the foulest of beings, the most damaging of beings. I reject the Daevas and their comrades, I reject the demons (yatu) and their comrades; I reject any who harm beings. I reject them with my thoughts, words, and deeds. I reject them publicly. Even as I reject the head (authorities), so too do I reject the hostile followers of the druj.
5. [Omitted by Editor]
6. As Ahura Mazda taught Zarathushtra at all discussions, at all meetings, at which Mazda and Zarathushtra conversed — even as Zarathushtra rejected the authority of the Daevas, so I also reject, as Mazda-worshipper and supporter of Zarathushtra, the authority of the Daevas, even as he, the Asha-owning Zarathushtra, has rejected them.
7. [Omitted by Editor]
8. I profess myself a Mazda- worshipper, a Zoroastrian, having vowed it and professed it. I pledge myself to the well-thought thought, I pledge myself to the well-spoken word, I pledge myself to the well- done action.
9. I pledge myself to the Mazdayasnian religion, which causes the attack to be put off and weapons put down; which upholds khvaetvadatha (kin-marriage), which possesses Asha; which of all religions that exist or shall be, is the greatest, the best, and the most beautiful: Ahuric, Zoroastrian. I ascribe all good to Ahura Mazda. This is the creed of the Mazdayasnian religion.

From: the Avesta Web Server.  Thanks to Belle Tuten.  Edited by Mr. V for classroom use. Accessed 1999.

Hammurabi’s Code

A ‘Code’ is a set of rules or laws that governs a society’s (or large group’s) conduct. This is an excerpt from the Code of Hammurabi (~18th C. BCE, Babylonian Empire).

1. If any one bring an accusation against a man, and the accused go to the river and leap into the river, if he sink in the river his accuser shall take possession of his house. But if the river prove that the accused is not guilty, and he escape unhurt, then he who had brought the accusation shall be put to death, while he who leaped into the river shall take possession of the house that had belonged to his accuser.
2. If any one bring an accusation of any crime before the elders, and does not prove what he has charged, he shall, if it be a capital offense charged, be put to death.
3. If any one steals the property of a temple or of the court, he shall be put to death, and the one who receives the stolen thing from him shall be put to death.
4. If any one buy from the son or the slave of another man, without witnesses or a contract, silver or gold, a male or female slave, an ox or a sheep, an ass or anything, or if he take it in charge, he is considered a thief and shall be put to death.
5. If any one steal cattle or sheep, or an ass, or a pig or a goat, if it belong to a god or to the court, the thief shall pay thirty fold therefore; if they belonged to a freed man of the king he shall pay tenfold; if the thief has nothing with which to pay he shall be put to death.
6. If any one steals the minor son of another, he shall be put to death.1
7. If any one takes a male or female slave of the court, or a male or female slave of a freed man, outside the city gates, he shall be put to death.
8. If any one receive into his house a runaway male or female slave of the court, or of a freedman, and does not bring it out at the public proclamation of the major domus, the master of the house shall be put to death.
9. If a man wish to separate from a woman who has borne him children, or from his wife who has borne him children: then he shall give that wife her dowry, and a part of the usufruct of field, garden, and property, so that she can rear her children. When she has brought up her children, a portion of all that is given to the children, equal as that of one son, shall be given to her. She may then marry the man of her heart.
10. If a man wishes to separate from his wife who has borne him no children, he shall give her the amount of her purchase money and the dowry which she brought from her father’s house, and let her go.
11. If a woman quarrel with her husband, and say: “You are not congenial to me,” the reasons for her prejudice must be presented. If she is guiltless, and there is no fault on her part, but he leaves and neglects her, then no guilt attaches to this woman, she shall take her dowry and go back to her father’s house.

P01_The Value of Myths

P01 (Project 01)_The Value of Myths

The Value of Myths

Overview: Throughout Human history, oral and literary traditions are full of incredible ‘Creation’ or ‘Origin’ stories that help future generations understand how their ‘people’ came to be. If you review AN01a3, you’ll see a list of characteristics that most myths share as well as a list of what they reveal about a people. However, those stories may not pass a reliability test in our modern ‘scientific’ routines. Also, they all share qualities of the fantastic event, supernatural being, etc. that may turn any person into a skeptic. If we remember a phrase attributed to Joseph Campbell, it will reveal the value of myths: “It doesn’t matter if the story actually happened as it’s told. It only matters that the story means something to those who hear it.”

Case Study: The Zylon
It is asserted by some historians that the ancestors of the Zylon migrated to central Aztlan from an area that is near the current Bulgarian – Romanian border. Tradition states that they were called Chichimecs at the time (rough translation: “Dog Eaters”).

When they arrived at Lake Vulcan in the Central Bulgarian Valley, the area was already densely populated. The inhabitants, more numerous and powerful than the new arrivals, forced these peoples to live on a swampy, unpleasant island in the middle of the lake. Not having a choice, they did.

The peoples around the lake did not like the new arrivals because of their rituals and appearance. Some accounts explain that these Zylon ancestors smelled horribly and had a preoccupation with blood-rituals.

The Zylon Empire was one of the fastest growing political entities on Earth with a population at, or exceeding, one million subjects. It’s mathematical, technical, architectural, and agricultural impact has spread from the region to permeate all modern societies.

Historians have used archaeological evidence as well as literary evidence produced by the Zylon and foreign explorers/ colonizers to arrive at this understanding of Zylon origins.

Task: Create a Zylon Origin Myth

The historical accounts briefly described above must be incorporated into a mythical story that will convey a purpose and proud heritage to future generations. Use your auxiliary notes, the research primer mindmaps, and digital copies of the textbook (for reference), to create this ‘origin’ myth. Be sure to include three (3) elements that is commonly employed in myths. In essence, you must create a myth worthy of the Zylon Empire.

Origin myths are not usually very long and detailed. They can achieve their purpose without the detail that is normally infused in literary works (eg. Novel) or research paper. For our effort, you must create a myth with a structure that is consistent with all great stories: A distinct Beginning, Middle, and Closing.

The myth must:
-Not exceed one typed page.
-Have at least three paragraphs.
-Be double-line spaced.
-Have 1 inch margins- top, left, right, and bottom of the typed page.
-Have text with a Font size of ‘12’.
-Use the ‘Helvetica’ Font style for the typed text.

Submission
-Due date will be posted on the calendar, but you’ll have at least two class sessions and opportunity at home to work on the story.
-Certain selections will be chosen for publication on the course website. The selected submissions and ‘Honorable’ mentions will be awarded ClassDojo credit. Submissions completed in accordance with instructions and displaying an understanding of cultural value, will receive the highest evaluations.