Students taking 10th Honors Humanities next year:
Monday, June 10
Indian Empire Project Homework: Work on your Indian Empire Project Tuesday, June 11 British Raj British Imperialism of India DBQ Homework:
Wednesday, June 12 Indian Empire Project DUE - submit your project here Finish India DBQ Indian Independence Homework:
Delhi Sultanate
5 Muslim Kingdoms - The Delhi Sultanate 300 Years of Muslim power over India... (questionable title...)
Thursday, June 13
Indian Empire Quiz Gandhi film - viewing guide Friday, June 14 Gandhi film Monday, June 17 Wrap up Gandhi film
Monday, June 3
LA time Tuesday, June 4 Wrap up Story of Sibi Introduce Bhagavad Gita Read Arjuna's Dilemma Wednesday, June 5 Wrap up Arjuna's Dilemma Introduce Indian Empire Project Thursday, June 6 Jainism & Buddhism - reaction to Hinduism Friday, June 7 Indian Empire Project work day Semester 2 Study Guide Homework: Work on your Indian Empire Project
Monday, May 27
Memorial Day - no school! Tuesday, May 28 SBA Testing Day - Late Start LA Day Wednesday, May 29 Finish up Hindu Concepts Reading: Polytheism and Monotheism - A Hindu Perspective reading <-- finish for homework if you didn't get done in class Homework: Reading on The Development of Epics & filling out reading graphic organizer Thursday, May 30 SBA Testing Day - Late Start LA Day Friday, May 31 Epic Poetry Read and annotate the story of Sibi from the Mahabharata
Monday, May 20
Finish up To Live & work on reflection HW: Study for the Unit Test this Friday! Tuesday, May 21 Intro to South Asia - Indian Geographical Map - use pg 68 in the textbook to fill out the map Indus Valley Civilization Homework: Finish reading about the Rise and Fall of the Indus Valley Civilization in your history textbook, pgs 70-71 (please take notes) Wednesday, May 22 Indus Valley Civilization Reading Quiz Vedic Period notes Read the Hindu Creation Myth from the Rig Veda Homework: Finish reading the creation myth and answer the 3 reading questions at the bottom Thursday May 23 Diagram the Hindu Creation Myth Introduction to Hinduism and Hindu concepts Homework: Please study for your East Asia unit test! Friday, May 24 East Asian Unit Test!
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Monday, May 13 Is Mao a hero or villain? Debate East Asia Study Guide - Unit Test NEXT WEEK! HW: Is Mao a hero or villain paragraph Tuesday, May 14 China Taiwan Conflict Wednesday, May 15 To Live HW:
Thursday, May 16 Ms. Nguyen out HW:
Friday, May 17 To Live HW:
Monday, May 6 Finish review of Chinese Dynasty Make sure you keep all of your notes in preparation for a pop quiz! If you are absent - please get the notes from a classmate OR come talk to me about it Tuesday, May 7 Chinese Dynasties Pop Quiz China Resist Outside Influence reading - identify the internal and external problems that China experienced at the end of the Qing Dynasty Homework: Read & take notes, "Imperial China Collapse" / Finish the reading in class if you didn't finish it Wednesday, May 8 Recap reading homework from last night - China in the 20th Century Diagram the KMT and CCP in the dynastic cycle Homework: Work on the Mao Hero/Villain assignment - due Friday Thursday, May 9 China under Mao Friday, May 10 Finish up China under Mao Homework: Identify evidence to support your side in the Mao Hero/Villain debates on Monday Monday, April 29 Chinese Dynasty Autopsy Project - work day Tuesday, April 30 Chinese Dynasty Autopsy Project - work day Wednesday, May 1 Chinese Dynasty Autopsy Project gallery walk Thursday, May 2 Wrap up Ancient China Friday May 3 Eastern Philosophies & Chinese Poetry Test Eastern Philosophy Mind Map Due Monday, April 22 Buddhism Research (Ms. Nguyen out) Tuesday, April 23 Review Confucianism & Daoism Connection to Chinese Poetry & Book of Songs Buddhism notes Homework: Study for your Vocab Quiz tomorrow! Wednesday, April 24 Vocabulary Quiz! Finish up Buddhism notes Homework: Eastern Philosophy Mind Map (review for test next week)
Thursday, April 25 China Chinese Dynasty Autopsy Project
Friday, April 26 Chinese Dynasty Autopsy Project Monday, April 16
Finish up Hotel Rwanda Tuesday, April 18 Eastern Philosophies: Confucianism notes Vocabulary:
Wednesday, April 17 Daoism notes Thursday, April 18 Junzi Activity will finish next week Friday, April 19 Chinese Poetry (LA time) TFA Africa Paper Update:
Monday, April 1
African Imperialism Test Finish Outline Tuesday, April 2 Outline due 8am to Turnitin.com Post-colonial Africa: Sudan & Rwanda 10 Stages of Genocide Wednesday, April 3 10 Stages of Genocide Hotel Rwanda Thursday, April 4 Rough Draft Hotel Rwanda Friday, April 5 Hotel Rwanda Monday, March 18 Read method of control & graphic org Congo Case Study Tuesday, March 19 Congo Case Study & video (below) Critically read King Leopold's letter to the colonial missionaries Homework: Study for your Vocab Quiz & Black Man's Burden Wednesday, March 20 Vocab Quiz! Homework: African Responses to Imperialism reading Thursday, March 21 Costs & Benefits of Imperialism Friday March 22 Africa Independence Independence Movement Activity Links for each of the following country:Study Guide for African Imperialism Test next Tuesday Monday, March 10 Intro to African Imperialism - Industrial Revolution Motives of Imperialism - E.M.P.I.R.E White Man's Burden Homework: Read and annotate Cecil Rhodes's, Confession of Faith and Albert Milner's Why the White Man Should Rule?
Tuesday, March 11 Motives of Imperialism - E.M.P.I.R.E Primary Source Activity Wednesday, March 12 Ibgo Culture Quiz Discussion of Rhodes & Milner reading Thursday, March 13 Berlin Conference Activity prep Friday, March 14 Berlin Conference Activity Igbo Culture Infographics Spiritual Beliefs Curnow | Huynh | Shauf | Yerneni | Song| Saffer | Suneel | Shahpurwala | Yan | Anderson | Events & Celebrations Zeng | Cunningham | Swaminathan | Watson | Riskin | Lee | Murakami | Patil | Kurgan | Garber | History Sam | Guo | Chen | Porter | Saxena | Meyer | Tam | Walker | Puvvada | Wee | Wang | Richardson | Shinoda | Cultural Details Carr | Ilavelan | Ketkar | Mandadi | Lindley | Kulkarni | Leung | Ilavelan | Bashar | Kelley | Jeon | Biography of Chinua Achebe Fontenelle | Dang | Gutke | Rangaswami | Givens | Tran | Jurista | Huang | Wang | Moraes | Monday, March 4 Igbo Culture Project
Tuesday, March 5 Igbo Culture Project
Wednesday, March 6 Vocab Quiz Writing test questions with group for Igbo Culture Project Infographics & Group Test Questions due TONIGHT Submit your infographics here Submit your Group Test Questions here **If you do not know how to submit your infographic into the Google Form above, click here for step by step instructions. Thursday, March 7 District Common Assessment Friday, March 8 Ancient Africa Civ Quiz Intro to Africa & West Monday, Feb 25
Middle East Writing Assignment - due Wednesday Iran/Iraq War Reading Lecture on Ancient African Civilizations - North Africa Tuesday, Feb 26 Ancient African Civ lecture - North & West Africa Wednesday, Feb 27 Ancient Africa Civ lecture - finish up West Africa Critical read primary source document: Iba Battuta's observation on Mali & annotate Vocab for the week (Vocab Chart & Quiz next Wednesday) desertification cultural diffusion cosmopolitan commodity surplus succession patriarchy matriarchy deduce abate Thursday, Feb 28 Finished up Ancient Africa Civ lecture Friday, March 1 Igbo Culture Project Welcome to Semester 2! It has started off a little rocky with all of the snow days. Hopefully we will be done with the snow storms soon and be back in class. We will start S2 by wrapping up the Monotheistic Religion and the Iranian Revolution and begin with Africa. I am also officially back (since Feb 1st) and am excited to continue the rest of the year with you all. -Ms. Nguyen Monday, Feb 11
Snow Day - No School Tuesday, Feb 12 Snow Day - No School Wednesday, Feb 13 Snow Day - No School Thursday, Feb 14 - Happy Valentine's Day <3 Snow Day - No School Friday, Feb 15 **Monotheistic Religion and Iranian Revolution Quiz** Wrap up geographical regions map of Africa and predictions Iran-Iraq War reading and joint LA/SS writing - reading & assignment instructions are on Mrs. Cucinelli's website Here is the presentation on the Iranian Revolution:
https://docs.google.com/presentation/d/1gzXCxShLTpSESEIE7CWFBa7Ejd7qmljGyIDAmicXuj4/edit?usp=sharing Here is the presentation for the Monotheistic religions:
https://docs.google.com/presentation/d/17mrFujQHeNMFqLO0GmL2oKbHJRHdVLpGW7geCbhxpAE/edit?usp=sharing Latin American Cast System
Las castas” – Painting containing complete set of 16 casta combinations. An 18th century socio-racial classification system used in the Spanish American colonies. The European conquest of Latin America beginning in the late 15th century, was initially executed by male soldiers and sailors from the Iberian Peninsula (Spain and Portugal). The new soldier-settlers fathered children with Amerindian women and later with African slaves. These mixed-race children were generally identified by the Spanish colonist and Portuguese colonist as “Castas”. The subsequent North American fur trade during the 16th century brought many more European men, from France and Great Britain, who took North Amerindian women as wives. Their children became known as “Métis” or “Bois-Brûlés” by the French colonist and “mixed-bloods”, “half-breeds” or “country-born” by the English colonist and Scottish colonist. Casta is an Iberian word (existing in Spanish, Portuguese and other Iberian languages since the Middle Ages), meaning “lineage”, “breed” or “race.” It is derived from the older Latin word castus, “chaste,” implying that the lineage has been kept pure. Casta gave rise to the English word caste during the Early Modern Period. The term Castas was a Spanish and Portuguese term used in 17th and 18th centuries mainly in Spanish America to describe as a whole the mixed-race people which appeared in the post-Conquest period. A parallel system of categorization based on the degree of acculturation to Hispanic culture, which distinguished between gente de razón (Hispanics) and gente sin razón (non-acculturated natives), concurrently existed and worked together with the idea of casta. The system of castas, or genizaros was inspired by the assumption that the character and quality of people varied according to their birth, color, race and origin of ethnic types. The system of castas was more than socio-racial classification. It impacted every aspect of life, including economics and taxation. Both the Spanish colonial state and the Church expected more tax and tribute payments from those of lower socio-racial categories. Even baptismal records includes your designation. This complex caste system was used for social control and also determined a person’s importance in society. There were four main categories of race: (1) Peninsular, a Spaniard born in Spain; (2) Criollo (feminine, criolla), a person of Spanish descent born in the New World; (3) Indio (fem. india), a person who is descendent of the original inhabitants of the Americas; and (4) Negro (fem. negra) – a person of black African descent, usually a slave or their free descendants. General racial groupings had their own set of privileges and restrictions, both legal and customary. So, for example, only Spaniards and Amerindians, who were deemed to be the original societies of the Spanish dominions, had recognized aristocracies. Also, in America and other overseas possessions, all Spaniards, regardless of their family’s class background in Europe, came to consider themselves equal to the Peninsular hidalgía and expected to be treated as such. Access to these privileges and even a person’s perceived and accepted racial classification, however, were also determined by that person’s socioeconomic standing in society. Persons of mixed race were collectively referred to as “castas”. Long lists of different terms, used to identify types of people with specific racial or ethnic heritages, were developed by the late 17th century. By the end of the colonial period in 1821, over one hundred categories of possible variations of mixture existed. I’m guessing that no one could keep up with them. The terms for the more complex racial mixtures tended to vary in meaning and use and from region to region. (For example, different sets of casta paintings will give a different set of terms and interpretations of their meaning.) For the most part, only the first few terms in the lists were used in documents and everyday life, the general descending order of precedence being:
2. Criollos (Spanish Americans) A Spanish term meaning “native born and raised,” criollo historically was applied to both white and black non-indigenous persons born in the Americas. In the contemporary historical literature, the term usually means only people who in theory were of full direct Spanish ancestry, born in the Americas. In reality white Criollos could also have some native ancestry, but this would be disregarded for families who had maintained a certain status. As the second- or third-generation of Spanish families, some Criollos owned mines, ranches, or haciendas. Many of these were extremely wealthy and belonged to the high nobility of the Spanish Empire. Still, most were simply part of what could be termed the petite bourgeoisie or even outright poor. As life-long residents of America, they, like all other residents of these areas, often participated in contraband, since the traditional monopolies of Seville, and later Cádiz, could not supply all their trade needs. (They were more than occasionally aided by royal officials turning a blind eye to this activity). Criollos tended to be appointed to the lower-level government jobs—they had sizable representation in the municipal councils—and with the sale of offices that began in the late 16th century, they gained access to the high-level posts, such as judges on the regional audiencias. The 19th-century wars of independence are often cast, then and now, as a struggle between Peninsulares and Criollos, but both groups can be found on both sides of the wars.
Other fanciful terms existed, such as a torna atrás (literally, “turns back”) and tente en el aire (“hold-yourself-in-midair”) in New Spain or a requinterón in Peru, which implied that a child of only one-sixteenth Black ancestry is born looking Black to seemingly white parents. These terms were rarely used in legal documents and existed mostly in the New Spanish phenomenon of Casta paintings (pinturas de castas), which showed possible mixtures down to several generations. The overall themes that emerge in these categories and paintings are the “supremacy of the Spaniards,” the possibility that Indians could become Spaniards through miscegenation with Spaniards and the “regression to an earlier moment of racial development” that mixing with Blacks would cause to Spaniards. These series generally depict the descendants of Indians becoming Spanish after three generations of intermarriage with Spaniards (usually the, “De español y castiza, español” painting). In contrast, mixtures with Blacks, both by Indians and Spaniards, led to a bewildering number of combinations, with “fanciful terms” to describe them. Instead of leading to a new racial type or equilibrium, they led to apparent disorder. Terms such as the above-mentioned tente en el aire and no te entiendo (“I don’t understand you”)—and others based on terms used for animals: mulato (mule) and lobo (wolf), chino (derived from cochino meaning “pig”)—reflect the fear and mistrust that Spanish officials, society and those who commissioned these paintings saw these new racial types. Different paintings depicted different combinations. In general, the Spanish-Indian combinations were in agreement between them, but the categories for black admixture are quite different. Today's Activities
1) Finish Lecture 2) The Encomienda System Critical Read The link for the reading is as: usp=sharingdrive.google.com/file/d/183BNjKid7yZ0nJwbTAagK0oDaWT2F2sK/view?usp=sharing
-encomendaros -reducciones -adelantados
What was the significance of the phrase “sin indios no hay Indias”? Why was the system eventually abolished? 3) Read Chapter 15, Section 2 (pages477-486) complete 10 notes, Key Terms, and questions 2,3,4,&5. Homework for 12/13
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