3 Days Left!

1. Feudalism- A term coined by historians to describe the type of government institutions, as well as the general social and political relationships, that existed among the warrior-landholders in much of Europe during the Middle Ages
2. Feudal Compact- An arrangement between a lord and his vassal involving the exchange of property for personal service
3. Fief- A grand of land and accompanying government responsibilities and power
4. Vassal-  
5. Knight-
6. Homage- A vassal's act of promising loyalty and obedience to his lord
7. Serf-
8. Baron- A great lord who exercised government authority over vast family territory
9. Peasantry-
10. Estates- In the Middle Ages, the groups that made up society: often defined as those who pray, those who fight, and those who work
11. Manor- The principal farming property
12. Three-Field-System- A method of crop rotation designed to maintain the fertility of the soil and to provide for a regular supple of fall and spring crops
13. Internal Colonization- The process of cultivating and settling in formerly wild land in medieval Europe
14. Suburb-
15. Guild- An organization of merchants or craftspeople who regulated the activities of their members and set standards and prices
16. Master- A craftsman who had the right to operate workshops, train others, and cote on guild business
17. Journeyman- A licensed artisan who had served an apprenticeship and who was employed by a master and paid at a fixed rate per day
18. Apprentice- As "learner" in the shop of a master
19. Masterpiece-
20. Water Mill-
21. Iron Plow-

These are the notes that I took in class on Friday before I had to leave.  The reason I am putting them on my blog now is because I was not home this weekend to be able to post them.  I could not find some of the words in the book so they are blank.

Notes From Today

• The Feudal Compact

• Feudalism is a term used by historians to describe the governmental system and the relationships between landowners and warriors.
• Warriors, known as knights, would pledge his allegiance to a lord, who would in turn give that knight land
• The lord would grant a fief (property) to the knight, who would then become the lord's vassal (servant)- this was called the "feudal compact"
• The vassal mush fight for the lord when he needs it and attend his court once a month

• Homage and Knighthood

• A vassal was required to pay homage to his lord, usually this meant kneeling down and taking the lord's hands in his while speaking an oath of loyalty
• Men were apprenticed to older knights before they could become a full knight themselves
• When a knight died, his fief would revert to his son, though his lord would be protector of that son if he was underage, or if it was a daughter

• The Feudalization of the Church

• Some clergy were known to fight as knights themselves

• Feudal States

• Barons were lords of large territories who usually paid homage to a king
• Often a baron's army could outnumber that of a king, which kept a check on the king's power

• The Manorial Estate

• Medieval society was divided into three "estates": the clergy, the nobility, and the common people
• Usually the peasantry farmed on large plantations known as "manors" which were owned by a lord or a lady of a nobility (or a member of the clergy)
• Iron plows and water-powered grinding mills helped with agricultural production, by the yield was still minuscule by today's standards
• To maintain the health of the soil, the "three-field system" was used where two fields were planed (one in fall, one in spring) and one field was left to reconstitute its fertility- then they were rotated
• Villages spring up on and around manors with small cottages for the peasants and a large manor house for the lord and lady

• The People of the Manor

• The lord oversaw major agricultural issues but delegated everyday overseeing to his stewards or bailiffs
• The lady of the house ran household operations, oversaw servants, entertained guests, and ran the manor when her husband was away
• Most peasants were serfs, meaning they were bound to the land and to their lords for "labor services" a few days each week
• The surfs were responsible for the "internal colonization" of Europe, that is that cultivating and settling of previously uninhabited land

• The Growth of Trade

• The agricultural book after 1000 allowed for the establishment of many towns across Europe
• Farm produce and animals were sold in towns and people with wealth bought their luxury items there
• Items like spices and silks came overland from port cities like Venice and Genoa, who received the good from eastern capitals like Constantinople
• Europeans extorted wool, linen, horses, weaponry, and slaves, to name a few
• England and the Low Countries were particularly known for their trade in wool and cloth

• The Location and Appearance of Towns

• Most medieval towns were surrounded by fortified walls
• Residences also sprang up outside the walls in the suburbs
• Towns were dominated by a main church and a central marketplace
• Buildings for the craft guilds and the wealthiest families would also be in the center of the town

• The Life of Townspeople

• Though townspeople were free, unlike serfs, they still had a hierarch: merchants at the top, then skilled craftsmen and artisans, then unskilled laborers and apprentices

• The Guilds

• Merchants, craftsmen, and artisans formed their own groups called guilds which regulated their trade and protected its members
• Craftsmen were classified as masters, journeymen, and apprentices
• One became a master after spending years learning as an apprentice, working as a paid journeyman for a number of years, and completing his "masterpiece"

Quiz X2

Yesterday in class, we learned more stuff.  I honestly forget what we did.  I know that we got our pop quizzes back and somehow, Damian and Nick got 100% and Kishan didn't.  I finally got my first 100% in Mr. Schick's class.  After we got our quizzes back, we had to take another quiz.  I know for a fact that I didn't get 100% on that one.  I really need to try and get my grade up because I am almost failing Western Civ.

Failing, Yet Again!

Today in class, we took a test.  I'm pretty sure that I failed yet another test!

Notes I Took in Class Today

Roots

It all begins with Jesus

• Most of what we know of Jesus comes from the "Gospels" of Matthew, Mark, Luke, and John
• "Gospel" means "good news"

• Jesus was a Jewish itinerant preacher in Judea who set himself apart from other "Messiahs"

• Jesus taught that one must strive for perfection since God was perfect, and Jesus sought out the imperfect society

• Jesus' followers believed he was the "Messiah" who had come to end the world and bring the truly faithful into the Kingdom of God

• Jesus was believed to be both man and the son of God; both human and divine
• Jesus was deemed a threat to Roman rule and was crucified, though his followers believed he rose from the dead and ascended to heaven

• The followers of Jesus who attempted to spread the word of his teachings were known as apostles

Start Spreading the News

• Paul of Tarsus was a Jew who became a follower of Jesus after a miraculous vision on the road to Damascus
• Paul talked of "predestination" which meant that God chose who was to be saved and who was to be damned
• Paul was well-travelled, he helped found churches in many places, and he kept in though with these new Christians by letters (Corinth, Thessalonia, Rome, and Ephesus)

The Pax Romana

Today in class, we took a test.  When we finished, we were supposed to complete the assignment on Mr. Schick’s blog.  All we had to do was read about Christianity during the Pax Romana.  This week, I am going to try to do all of my blogs because I have to bring my grade up.  I ended up getting a 70% on the test we took today and I am not very happy with my grade.  I am excited to see what I get on my paper.  The end of class was really funny because Mr. Schick read us the titles of everyone’s papers and over half of them were titled “The Pax Romana.”  I am really happy that Mr. Schick is letting us use our computers during class this semester.  I feel like I take betters notes on my computer than in my notebook.  I am now regretting that I didn’t do the “Rome” extra credit because I really need to bring my grade up!

Wet Shoes

Today in class, we finished the movie/show.  Tiberius ended up dying by getting beaten to death with a chair.  After we finished, Mr. Schick put a power point on the screen and talked and talked and talked.  I was kind of boring.  Tiberius tried to make himself king and then he died.  He liked breaking the rules and his mother didn’t like the way he was acting.  There was a creepy senator that kept complaining about Tiberius.  In the middle of class, we had a fire drill and my shoes got all wet.  It was really gross.

No Internet :(

Last night my internet was down at my house, so I couldn’t post my blog. 

Yesterday in class, we watched more of the movie/TV show.  Mr. Schick yelled at Olivia.  She sits right in front of me and when he yelled, it scared both of us.  Right before class ended, we got to watch a lady get hit in the face with poop.  In the middle of class, we watched somebody kill a baby cow and it was really gross.  Mr. Schick says that he wants a mask thingy in his house like the one in the show.

Computer Fail

Today in class, Mr. Schick got really frustrated with his computer.  The sound on his computer would not work, so he tried using Nick’s.  The sound on Nick’s computer worked, but it didn’t show the video.  When Mr. Schick got so mad that he walked out the door, we started talking.  Eventually, Becca and Olivia decided to try and play the video on Becca’s computer.  It worked!  When Mr. Schick walked it he started laughing because he was really happy that they got it to work. 

Movies

Today in class, all we did was watch people’s movies for the song “Rome.”  The best one that we saw was the one made by Carly, Maddie, and Taylor.  I attempted to make a video but it didn’t work that well, so I gave up.  We really didn’t do that much in class today.  The only other thing we did was continue going through the song and finding out what the words mean.

Movie

Today in Western Civilization, we found out that we have to make a movie to the song Rome.  Today is also the first time I got to listen to Mr. Schick’s song.  We got to use a YouTube converter thing to save the song to iTunes so we can use it in our movies.  Using the converter thing isn’t illegal in this case because Mr. Schick wrote the song and we got his permission to use it.  Eleanor is making the movie on her computer so my group has to email pictures to her.  I feel like this project is going to be a lot of work!

Leaving Early

I was not in class today because I went home early because I was sick.

Monday's Blog

Ok.  So, I thought I posted this blog on Monday, but apparently it didn't save.  I am posting Monday's blog now and praying that it doesn't effect my grade.

• Patricians- Upper-class citizens  who belonged to the oldest and noblest Roman families.
• Republic- In reference to ancient Rome, the system of city-state government in which decision-making power was shared between the Senate and assemblies of male citizens.
• Plebeians- The Roman common people, including workers, small farmers, and wealthy people who were not patricians.
• Senate- In ancient Rome, a government assembly appointed by the king, and under the Republic by the consuls; originally all members were patricians, but in time wealthy plebeians were appointed as well.
• Consuls- In the Roman Republic, two senators who lead the government and military of one-year terms and appointed their own successors.
• Dictator- In the Roman Republic, a single leader with full decision-making powers, appointed for a maximum of six-month term during times of emergency.
• Tribunes- Magistrates elected by the plebeians, who eventually gained that power to initiate and veto laws.
• Client- A person who provides personal services in return for money and protection from a patron.
• Patron- A wealthy person who supports others with money and protection in exchange for personal services.
• Pontiff-In ancient Rome, one of the Republic's leading priests.
• Paterfamilias- The "family father" in ancient Rome, who had unlimited power over his household.
• Matron- Title of honor given to a married woman I ancient Rome.


• Around 750 B.C., the "Seven Hills" joined to form Rome.
• The Etruscans (Latins) were non-Indo-European immigrants who got to Italy in the ninth century B.C.
• Latins conquered Latium in the seventh century B.C.
• Greek colonies spread to southern Italy in the eighth century B.C.
• Rome overthrew the Latin rulers in 500 B.C.
• Laws were written down in 450 B.C.
• Distinction didn’t matter in 250 B.C.

Spring Break 2013!!!

Today was our last class before spring break!  I can’t believe that freshmen year is almost over!  Anyway, today, we watched the grossest movie ever.  It was about Alexander the Great and the wars.  It was so gross that I wanted to leave the room.  There was a lot of blood and stuff, and, of course, I was in the front of the room.  Right in front of the screen!  I wasn’t sure if we were supposed to blog on Monday because we didn't have school because of snow.  Why is it that we wait all winter for snow and it comes during spring?  This world is messed up!

Presentation (Almost) Complete

Today in class, we worked on our presentations again.  I was working as hard as I possibly could because I really need to bring my grade up in Western Civ.  I think I finished my part of the presentation.  If I didn’t then I’m in a lot trouble because it’s due tomorrow.  There isn’t much more I can do to bring my grade up in Mr. Schick’s class because the quarter ends tomorrow.  I know that next semester I’m going to have to work harder than I did this semester to keep a good grade.  I am really not ready to present our project tomorrow!

Another Group Project

Today in class, I realized that I really need to bring my grade up!  Thankfully, Mr. Schick gave us a presentation that we have to do.  Usually, I do not like doing presentations, but this one could bring my grade up so I am not close to failing.  The class split up into seven groups.  Originally, I had Mackenzie and Daniel in my group.  Then, Mr. Schick took Daniel out of our group so there is more work for me and Mackenzie to do.  I am going to work really hard on this assignment because I have to bring my grade up a lot.  I don’t know why, but it seems like Mr. Schick’s class is harder this semester.

Athens Gets Defeated

Hellenistic refers to the ‘international’ period of Greek history, when much of the Mediterranean and southwest Asia was under Greek rule. 

                The Athenians lost the Peloponnesian War because the plague struck and wiped out at least one third of its population.  Their ruler, Pericles, was killed by the plague.  Athens recovered, but was led by reckless politicians that refused to accept Sparta’s offers of compromise.  Another reason Athens lost the war is because they lost two-thirds of its fleet in a battle against Sparta’s ally.  Sparta got help from Persia, who was Athens’s biggest threat, to build a bigger navy to challenge Athens’s small fleet.  The Spartans crushed the Athenians at the battle of Aegospotami.  With their navy destroyed and needing to get food supplies from overseas, the Athenians were starving so they surrendered.    

                In 359 B.C., King Philip the Second started to strengthen his army to take over Greece.    

Muffins

Yesterday in class, I found out that we have a study guide for our test on Monday.  Mr. Schick was asking us what the answers to the questions were and he was giving people muffins that he stole from the Junior Ring Breakfast.  Cameron ended up getting like 7 muffins because people kept giving theirs to him.  I am not looking forward to the test on Monday.  

Socrates

Today in class, Mr. Schick summarized like 40 minutes of the movie in less than five minutes.  He basically said that Athens lost the Peloponnesian War and the Athenians blamed it on Socrates.  Once that was finished, we started watching the movie again.  Today, we watched the part about Socrates.  We learned/reviewed what Socrates was put to death for.  He was charged for corrupting the youth and undermining the state religion.  He was forced to drink poison Hemlock and die a slow and painful death.

Evil Laugh

Today in class we watched more of the movie.  At the beginning of class, Mr. Schick showed a few people how to work the projector because he is not going to be in class tomorrow.  He is going to be on retreat with the seniors.  It was really funny during the movie because Mr. Schick kept doing his evil laugh.  The first time is scared me so bad.  We really didn’t do that much in class today except take notes.

Happy Birthday Becca!!!

Today in class, I was very lost.  I wasn’t in class most of last week because I was part of Aladdin.  When Mr. Schick asked what the last thing we saw in the movie was I had no idea.  I didn’t even know that we started a movie.  At the beginning of class, we sang Happy Birthday to Becca.  She got to wear the birthday hat!  When we sang, the only person Mr. Schick could hear was Kishan.  After the song was over, Mr. Schick told Kishan that he sounded like a wounded animal.  Somehow, at the end of class, we started talking about Daniel winning the Olympics.  I was so confused!

Aladdin

I was not in class today because I was getting ready for Aladdin.

Test

Today in class, I took a test that I missed on Monday because I had an orthodontist appointment.

Cheaters

Yesterday in class, we started out by having an argument about how we could somehow put the outline in our books for the test that we are going to have on Monday.  If people would have kept their mouths shut, they probably could have gotten away with it.  I don’t think anybody in our class would try to do that anyway, but Mr. Schick seems to think so.  I do know what I’m going to do for the next test we get to use our blogs on, but I’m not going to tell other people.  I just figured out that I should be putting notes on my blog instead of just writing about what we did in class.

Student Teacher # 2

Yesterday in class, Taylor taught the class for about the half of the first mod.  She didn't make it as interesting as Ben did the day before.  Taylor only taught the section of the outline on Sparta.  After the first mod, Mr. Schick figured out that we are ahead of all the other classes (because we are the “smart” class).  The whole second mod, we got to do whatever we wanted.  I worked on learning the words to “A Whole New World” for Aladdin because we had rehearsal that afternoon.  It turns out that I was one of the three people that knew all of the words.  I hope Mr. Schick gives us free time today!

Student Teacher

Today in class, Mr. Schick tried to make it so boring.  When we first started going over an outline, he was talking so slowly.  Eventually, when we couldn't take him seriously, he called on Ben to teach the class.  When Ben started teaching, he just read exactly what was on the outline that Mr. Schick put on the screen.  After he read a section, he would give a short explanation without going into any detail.  Soon after that, Mr. Schick had to step in and help out a little bit.  He did give us hits to what questions were going to be on the test at the end of the chapter though.

LO-1 Summary

In the Introduction to chapter 3, the first important word appears.  The word is barbarian.  Barbarian means that they had a distinctive way of life, based on farming and warfare.  In about 2000 B.C., the barbarian peoples started to migrate into Asia Minor, Mesopotamia, and Egypt.  The Greeks were the first people to have ideas, art forms, and types of government that are still used today. 

 In the first heading, under the first paragraph of LO-1, we learn about the earliest Europeans.  By 4000 B.C., farming and village life had spread throughout the continent of Europe.  In 3500 B.C., there were large groups of people that were organized enough to construct megaliths.  Megaliths are massive rough-cut stones used to construct monuments and tombs.  One of these megaliths is called Stonehenge.  Nobody really knows how the megaliths were created.  They were used for religious ceremonies, especially on the summer and winter solstices.  Megalith in Greek means “large boulder.” 

                The second heading in LO is “The Barbarian Way of Life.”  The barbarians that moved into Europe started speaking Indo-European.  This later turned into Latin and Greek, which is where we get most of our words from today.  Many people in Europe were warriors, charioteers, or horsemen.  These people’s lives were centered on strength, courage, comradeship, loyalty, contests, and battle.   When a leading warrior died, his horses, chariot, bronze/iron swards and daggers, and his gold and silver drinking cups were buried with him. 

The barbarians traveled in tribes.  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.  The word barbarian comes from the Greek word, “barbarous,” meaning “non-Greek.”  During the years 2000 B.C. to 1000 A.D., the European barbarians came into contact with the other civilizations. 

                

Minotaur

Today in class, Mr. Schick was taking attendance and he skipped my name.  I’m guessing he heard my voice or something and knew I was there.  Anyway, two groups presented their presentations today.  Carly, Taylor, and John presented first.  In the middle of class John just walked out of the room.  Somebody said he had a guidance counselor appointment, but I don’t think that was true.  After Carly’s group, Matt, Becca, and Olivia presented.  I don’t think they got to finish their presentation so they might finish tomorrow.  I did learn that the Minotaur isn’t real!  I was really sad.  I just remembered I have to finish the LO-1 blog that was due next week!!!

Boring

Okay, so in class today, we worked on our presentations today.  There really isn’t that much to talk about so this blog is going to be short.  For at least half of the class, some people were on Google Earth searching people’s houses.  Meanwhile, the only thing I did was read a page in LO-2.  So, that is what happened in class today! 

Gummy Bears

Today in class, Mr. Schick wasn't in class.  All we did was work on our presentations.  While I was working on mine, Mr. Schick messaged me and told me to “keep up the good work.”  I was so happy!  Right before that Nick’s computer died.  Mr. Schick was also messaging other people and was telling them to “get to work.”  I think, for the first time ever, I might be the person farthest ahead in the class.  I hope Mr. Schick puts the power point from Monday on his blog so I can use it to study.  I am determined not to fail the final exam this semester!

Stonehenge

Today in class, I finally learned what Stonehenge is.  It was made by the barbarians and the stones are placed according to the sun and the moon.  On the solstices, the barbarians performed rituals at Stonehenge.  Nobody knows how Stonehenge was created.  It seems impossible that people that couldn’t read or write could build something so complicated, yet so simple.  Historians are trying to figure out how those people carried the stones, that weighed several tons, and how they managed to arrange them the way they did.  Historians also can’t figure out how they put a huge stone on top of other huge stones.  We also started working on a presentation to show that we understand all of the material from today.  I finally get to work by myself!!!  I don’t really like working in groups because I get distracted very easily and I am usually the person that ends up doing most of the work.

Mummy!!!

Today’s class was not as exciting as yesterday’s.  All we did today was go over the power point and take notes.  I did find out that we have a quiz tomorrow though.  After we finished the power point, we watched a video on mummification.  It showed us the steps for mummifying somebody.  It is kind of like embalming that we do now.  First, they take the organs out of the body.  Normally the heart is left inside.  Then, they cover the body in salt for at least 40 days.  Then, they wrap the body in cloth.  After the first or second layer of cloth, they put a pouch on the chest and finish wrapping the body.  The purpose of mummification is to preserve the body for the afterlife.  Only important people got turned into mummies because Egyptians believed that only important people would need their body in the afterlife. 

Pyramid

Today was probably the best class ever!  All we did was play a game on our computers.  We had to get with a partner and try to build a virtual pyramid.  I had already played the game once in sixth grade and I forgot all of the answers.  Mackenzie and I still ended up finishing first though so we got the full 10 points.  After I was finished, I went upstairs and when I was about to walk down the steps I hear people screaming.  As soon as I walk back into class, I found out where the screaming was coming from.  The class was being so loud!  I hope we can play that game tomorrow!  Can anybody tell me when the test is?

Unicorns

On Friday, I had to leave class early because I had an orthodontist appointment.  We didn't do that much when I was there during first mod.  I remember starting to go through a power point on pyramids and Egyptian Life.  We learned that Egyptians depended on the Nile River for everything.  At the same time every year, the Nile River flooded so the people knew when they shouldn't plant crops.  Just like flooding, the river receded at the same time every year.  The soil around the river bank was very good and allowed the people to grow crops.  Another thing we learned was that the pyramids were built before Jesus was born and they have stayed up this long.  The Egyptians were very smart because they thought of the idea of tricking people.  In the pyramids, they made fake tunnels so people would get lost and they wouldn't be able to find whatever was hidden inside.  Most pyramids were built as graves for dead pharaohs and their families.  Some held treasures like gold or other valuable things.

Learning Objective 3

I felt like making an outline so I did!

Land of the Pharaohs: Egypt

1. The Nile and the “Two Lands”

a.       Stretches from Central Africa to the Mediterranean

b.       Upper Egypt

                                                         i.      500 miles in length

                                                       ii.      12 miles in width

c.       Lower Egypt

                                                         i.      Fan-shaped pattern of water ways

d.      The Nile

                                                         i.      Cycle of labor depended on flooding and receding

                                                       ii.      “Gift of the Nile” provided wealth

e.      3100 B.C.

                                                         i.      Lands were unified with one king

                                                       ii.      King= Pharaoh

2.  Government by a God-King

a.       Pharaoh

i.                     No boundaries between God and humans

ii.                   Pharaoh was given the power of God

iii.                  Believed the peace of the universe depended on the Egyptians

b.      Tending the “Cattle of God”

                                                         i.      All land belonged to the Pharaoh

                                                       ii.      Pharaoh had an army of scribes

                                                      iii.      People inherited, bequeathed, sold, and bought land, houses, and goods

c.       Men and Women Under the Pharaohs

                                                         i.      Women closest to the pharaoh- mother and principal wife

                                                       ii.      Mother and principal wife had their own lands

                                                      iii.      Wife was often the king’s half-sister

                                                     iv.      Had many wives

3. Gods, Humans, and Everlasting Life

a.       Gods

                                                         i.      Usually had heads or bodies of animals

                                                       ii.      Conceived during the stone age

b.      Humans

                                                         i.      First believed that the pharaoh was immortal

                                                       ii.      By 1800 B.C. they believed that the soul had to stand before the ruler of the underworld for judgment

4.  The Writing of the Word of God

a.       Hieroglyphs

                                                         i.      Came up for religious reasons

                                                       ii.      Earliest writing

                                                      iii.      Created around 3100 B.C.

                                                     iv.      Used to honor kings

                                                       v.      Means “the writing of the word of god”

                                                     vi.      700 B.C.- faster short hand was created

5. Calendars and Sailboats

a.       First Calendar

                                                         i.      12 equal months of 30 days

                                                       ii.      5 “free” days to make 365

b.      Medicine

                                                         i.      Did not understand germs or infections

                                                       ii.      Trained physicians and surgeons

                                                      iii.      Some healing drugs

                                                     iv.      Created a medical school, library, and books about diseases

c.       Sailboats

                                                         i.      3100 B.C.- masts and sails

                                                       ii.      2500 B.C.- adapted to the Mediterranean Sea

6. Pyramids and Temples

a.       Tombs

                                                         i.      Giant royal pyramids

                                                       ii.      Early centuries of civilization

b.      Great Pyramid

                                                         i.      Built around 2650 B.C.

                                                       ii.      476 ft. high

                                                      iii.      760 ft. on each side

                                                     iv.      Each block weighs 5000 lbs.

7. The Rhythm of Egypt’s History

a.       2200 B.C.- local officials gained independence

b.      333 B.C.- ruled by Greeks

c.       30 B.C.- Conquered by Romans

Elephants

In class today, we watched a video of a guy talking about history.  He is an author and Mr. Schick was really surprised that nobody in our class has read his book.  He was kind of funny, but I found it a little bit stupid.  It was still interesting though.  I think it had a lot of good information in it and it really helped me understand the material more.  I didn't really understand what the point of the “open letter” to the elephant was about though.  If Mr. Schick can find a video like this for every topic we study, I think it will be a lot easier for me to remember things we learned when it comes time for a test.

Late Because I Was Sick

I know this is late, but that is because I was sick and didn't have my book with me so I couldn't do the assignment.  Anyway, Jared Diamond was on track with his theory of “Geographic Luck.”  There is evidence in our text book to prove it.  The book says that clay for pottery was not available everywhere and that families had to negotiate who would get it and what they would trade for it.  They also needed help from other families to build buildings and houses.  Another thing is that some families only had girl children, so those families would need guys from other families to marry the daughters so they could keep the community alive.  It’s pretty obvious that some people just got lucky and have what everybody else needs.

Sick

I was not in class today because I was sick.

Note Taking

In class, on Friday, we started reading from the text book.  We started taking notes in our composition books.  Mr. Schick helped us by asking us what we think we should write down from each paragraph.  I think having a text book will make it a lot easier for me to study this semester.  I didn't really like having to study on my computer for Human Geo.  I feel like it is easier for me to concentrate when I’m not looking at a screen.  And, with a book, I can’t play games.  By Wednesday, my we have to write a several hundred word essay on the first learning objective in the book.  We have to answer the question, “Was Jared Diamond on track with his theory of "geographic luck"?  I think this could be really easy if I don’t over-think it.

First Day of West Civ

Today in class, we basically did the same thing we did on the first day of Human Geo.  Except, this time, we had to get books.  Mr. Schick told us to download Google Chrome.  We had to make another blog for Western Civilization, because we couldn't use the one from Human Geo.  Mr. Schick also repeated that he has no tolerance for computer games in his class.  I am really glad I have Mr. Schick again.  Some of the people from my Human Geo class don’t have him anymore and they are upset.  Even though blogging every night is a lot of work, it’s worth it because Mr. Schick makes the class fun and interesting.  One thing that is really awesome about his class this semester is that it is in the same room as my advisory!