DON PAG-USARA
Awtobiograpiya

Si Ginooong Pag-usara ay isang Palanca Awardee

Exploration Period

Check the map below and give a brief description of each :

http://www.mrnussbaum.com/pdlmap.gif

http://www.mrnussbaum.com/champmap.gif

http://www.mrnussbaum.com/henrymap.gif

http://www.mrnussbaum.com/columbustrip.gif

http://www.mrnussbaum.com/dagamamap.gif

http://www.mrnussbaum.com/magellanmap.gif

On-line Quizzes

http://www.mrnussbaum.com/explorerintscav.htm

http://library.thinkquest.org/J002678F/quiz.htm

http://www.schoolhistory.co.uk/games/walk/walk_explorers.html

GREEK CIVILIZATION

1. Open the site below and learn more about the Greek Gods and Godesses
http://www.nga.gov/education/classroom/interactive/arcade.htm

2. Test yourself by answering the interactive site below.
http://library.thinkquest.org/CR0210200/ancient_greece/greek_gods.htm

3. Find out how Greek culture spread to other country by reading the text in the site.

http://www.ancientgreece.com/s/Culture/

4. Answer the following questions using the data or information you have learned from the site above.

a. What is the main livelihood of the Greeks?

INDUSTRIAL REVOLUTION - Jan. 27,2009

Introduction

(Picture analysis)
Analyze the pictures in the site below and answer the questions that follow:

http://www.mtholyoke.edu/courses/rschwart/ind_rev/images/indust.html.htm
( This contains pictures of industrialization)

What message is the source trying to communicate?
Whose voice is represented in this source?
Whose voices are missing?
What do these pictures tell you about the Industrial Era?

Interaction:

1. Open the site below and find out what is industrial revolution.
After reading the text, click continue at the bottom for the review questions)

http://www.schoolhistory.co.uk/lessons/ironbridge/overview.htm
(This site contains discussion and review questions on industrial revolution)

2. Click any of the sites below and find out what were invented during the Industrial Revolution:

a. http://www.pbs.org/wgbh/amex/telephone/timeline/f_timeline.html
b. http://www.timetoast.com/timelines/8671
(The above sites contain timelines of inventions)

3. What were invented during the industrial revolution?
How do the inventions differ as time pass by?
Does it produce more help than harm to human beings?

Using the above questions, create a comparison of the inventions and make use of the following graphic organizer:

http://www.readwritethink.org/materials/venn/
( Contains an interactive venn diagram)

Fill-in the diagram with thefollowing data:
1. Project title: Inventions
2.by: your name
3. Label 1. Then
4. Now

Valuing: What have you found out about the inventions?

If you had the chance to invent a tool or a machine, what kind of machine would this be?

to whom would you offer your invention?

Integration:

Assessment:
3. Answer the following for a review of the concepts learned. Answer questions 1-2

http://www.schoolhistory.co.uk/lessons/industrialrevolution/industrialindex.htm
( Contains questions on industrial revolution)

Create a Concept Map using the following rubrics as your guide:
http://www.uwstout.edu/soe/profdev/inspirationrubric.html

Assignment:

Read through the following sites and work according to your Ministry:

Liturgical- Women
ECO - Children
CLM - Factory Owners
JPM - Factory Workers
CARE -MINE Workers

Your task: 1) Click through the links from your page to read through the primary source information on your group. Answer the questions on the worksheet to guide you through the resources.
2) When we return to class you will work on an Industrial Revolution Wrap-up activity. While you complete the web part of this activity keep in mind the following tasks you will find on the wrap-up worksheet.
*Work with your group to organize your findings into a list of five or six important facts to share with the class about your group. *Create the front page of a newspaper in the voice of your group. If you are a factory worker you will be creating a newspaper about factory workers, from the perspective of a factory worker for other factory workers. You are only responsible for writing the headlines for four stories and designing the layout (title, date, graphics etc.). You might write about your life (as a woman, child, factory worker, factory owner, mine worker in the industrial revolution), a major event, legislation that affects you or solutions to current problems. *Write a journal entry as if you were a member of the group you researched.
Click on the name of your group below to find information and primary sources about Women, Children, Factory Workers, Mine Workers and Factory Owners during the Industrial Revolution.

Click this site for more info.
http://www.teacherlink.org/content/social/instructional/industrialrevolution/home.html

Add'l sites for women:

1. http://www.womeninworldhistory.com/lesson7.html
2. http://www.womeninworldhistory.com/textile.html
3. http://www.womeninworldhistory.com/coalMine.html
4. http://www.womeninworldhistory.com/seamstress.html

Add'l Sites for Children:

http://www.schoolshistory.org.uk/worksheets/Presentations/IndustrialRevolution/IndustrialRevolutionchild.ppt#2 Disease: http://www.schoolshistory.org.uk/IndustrialRevolution/disease.htm

Assignment: Bring the Materials for your Newspaper Headline Making Tomorrow

EXPLORATION - SPANISH CONQUISTADORES

The year 1400 marks the start of the exploration period.

What happened during this period?

Answer the following questions then email this to mj_051702@yahoo.com.ph

1. Who are these Spanish Explorers? Click on the site below, then list down their names and give a brief description of them ( answers should be written in a three column chart: names, place discovered/explored, date of exploration)

2. Why did the Spaniards embarked in this exploration period?

http://www.elizabethan-era.org.uk/spanish-conquistadors.htm

Click on the interactive Map below to find out about the route that the Explorers have taken. Click the year and see what happens to the map.

http://highered.mcgraw-hill.com/sites/0072424362/student_view0/chapter1/interactive_maps.html

3. Click year 1492, what have you observed about the route taken by Columbus?

4. What were the Principal Subsistence of the areas explored by Columbus?

5. By the year 1493-1502, who are the other explorers who followed Columbus?

6. Who are these Spanish explorers who reached the Maya and Incan Civilization?



Analyze the Timeline below, click on the events timeline and the disease timeline.

http://www.pbs.org/opb/conquistadors/timeline/timeline_flash.htm

7. What areas did the Spanish Conquestadores explored?

8. What do you notice in the Disease timeline as you move the scroll to the left?

9. What do these things tell you about the Spanish Exploration?


Let us now try this quiz, to find out how much you learned. Play this interactive quiz.


http://www.funtrivia.com/playquiz/quiz2506761cb3568.html

http://www.schoolhistory.co.uk/games/walk/walk_explorers.html

Assignment:

Bring the following next meeting:
- Fact Sheet /Bibliography of Other Famous Explorers (England,America,Italy and France) Just bring one factsheet.
- Manila paper and a marking pen

Fill-up the Concept Map with your answers from the questions posed below and copy this in MS Word then submit to email ad aslev05@yahoo.com

Describe King Louis XIV :

Called as Sun King because:

Result of the things he had done:

His monarchy declined because of:

Refer to this site for answers.
http://www.chateauversailles.fr/en/210_Louis_XIV_the_Sun_King.php
5Play the game:
http://www.jigzone.com/puzzles/FC055D4ACDC6?z=6
After the concept map making play the game:

http://www.bbc.co.uk/history/interactive/games/spying/index.shtml
Assignment: Submit through email : mailto:asledv06@yahoo.com
Imagine that you are nobles at Versailles. Write a letter to a family member back home on the estate about life at the palace of Louis XIV.

FRENCH MONARCHY

INTRODUCTION: During a long period of religious tension between Catholics and Huguenots, French kings and their prime ministers consolidated enormous power, reducing the threat to their authority from nobles and Protestants and creating an absolute monarchy. During the 1600s, French kings held enormous power, controlling everything from court etiquette to troop movements. The power of such kings would have been unimaginable to medieval kings, who often relied on feudal contracts and loyalties.

A. Download a Venn diagram in this site http://www.superteacherstuff.com/venndiagrameditable.html and fill it -up with your answers regarding the following:

1.Difference between the two terms: "absolute monarch" and "medieval king".

2. What are the advantages and disadvantages to peasants and nobles of the two different kinds of kings? How would their individual rights be different?