Tuesday, December 30, 2014

Cultural Blending and the Swahili Coast

From approximately 800-1400 AD, a vast trade network stretched across the Indian Ocean, bringing together Arab, Indian, Persian, African, and Chinese merchants and traders. These different cultures interacted, exchanging goods and ideas over hundreds of years. Nowhere is this blending of cultures more apparent than the island of Zanzibar on the Swahili coast. From about 1300-1500, first the Omani (a Muslim empire), then the Portuguese, came to dominate the Swahili coast and the trade networks.


Above, a map illustrating the Indian Ocean Trade routes.

As you can see from the map above, monsoons played a large role in Indian Ocean trade. Traders used seafaring ships called dhows which could hold hundreds of tons of cargo – and these dhows had large triangular sails that allowed sailors to capture the monsoon winds and quickly cross the ocean.


Above, a small fishing dhow off the coast of Zanzibar.

The direction of monsoon winds changed with the season; winds blew from the Arabian Peninsula to India; from India to Southeast Asia; and from Southeast Asia to China, but only during certain times of the year. While merchants were waiting for the seasons and the winds to change, they stayed in city-states, often along the East African coast. This coast soon became known as the Swahili coast, and the mix of Africans, Arabs, Indians, and Asians that lived there were known as the Swahili – the “coast-dwellers.”

These city states became diaspora communities and the language that the merchants spoke, a mix of African Bantu language and Arabic, became known as Kiswahili. The Swahili people adopted local customs and traditions, and made these diaspora communities their homes away from home. Many of them even married women who lived along the coast and started families!


Above, a map of the Swahili coast, with the island of Zanzibar.

Now, let’s examine the food, clothing, and language of the Swahili coast for examples of this cultural blending. Click on the links below for more information about each topic. Be sure to answer all questions in complete sentences.

Monday, November 17, 2014

The Chinese Imperial Examination

As we recently learned, the Han Dynasty began using an imperial examination to test Chinese subjects who wanted to become bureaucrats (government workers). The Tang and Song dynasties of China, which followed the Han, perfected the exam system. Like the Han examinations, the Tang and Song tests were based on the teachings of Confucius, and were technically open to every male Chinese subject. But what was it really like to take one of these exams? Let’s find out!






Your assignment: Using the links below, research the Chinese imperial examination during the Tang and Song dynasties. Imagining you are a young Chinese man who has just taken the imperial exam, write a 2 paragraph journal entry answering the following questions: Of what social class are you a member? What did you have to do and what was it like to prepare for the examinations? What was a typical exam day like? What was the test like? Be sure to include specific details in your journal entry! 
 
Please handwrite this assignment - we will be using it for a class discussion. 
 
Links:
The Confucian Classics: The Imperial Exam

The Poems of Po Chu-i (read the poems; do not answer the questions)

2000 Years of Examinations in China

Monday, October 20, 2014

A Mandala of Hindu Beliefs

Mandala means "circle" in Sanskrit. Mandalas are circular diagrams that originated in Hinduism to symbolize the cyclical nature of the universe. Hindus and Buddhists often use mandalas to focus themselves during meditation and increase spiritual awareness.

Mandalas can range from very simple to very complex. They can be made up of images or repeating patterns. Mandalas can be monotone or many colors.

Mandalas are often made to be temporary. Some of the most common mandalas are made of sand. Sand mandalas take hours, sometimes days to complete, and often take the work of many people.

The work of creating a mandala can be considered a form of meditation. When the mandala is finished, it is swept away, often ceremoniously. This sweeping away of the mandala represents the cyclical nature of life. Watch these Buddhist monks create a sand mandala using time-lapse video. 


In this post are some examples of mandalas. Today, we will begin creating our own mandalas, representing the ideas of Hinduism.





Wednesday, October 8, 2014

"The Other Wes Moore" Discussion Preparation

Please complete the following to prepare for our discussion on "The Other Wes Moore"

Part I: 
In the TED talk below, Nigerian author Chimamanda Adichie talks about the limitations and dangers of a "single story" view of cultures and people. “The single story creates stereotypes,” Adichie says, “and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story.” 

Watch "The Danger of a Single Story" and answer the questions that follow:


  1. When she was a child, what did Adichie think that a story needed to have?
  2. What single story did Adichie's college roommate believe about her? 
  3. What does Adichie say has historically been the "single story" about Africa? Where did this "single story" come from? 
  4. Why does Adichie say that she did not have a "single story" of the United States?
  5. Does “The Other Wes Moore” illustrate the danger of a single story? Why or why not? 



Part II: 
Answer the questions below in detail to prepare for our class discussion. Write your answers on a separate sheet of paper, or, if you type them, bring a printed copy to class. Be sure to use specific examples and page numbers from the book in your answers. Each answer should be approximately 5-8 sentences long. 

1. Wes states that people often live up to the expectations projected on them. Is that true? If someone you care for expects you to succeed – or fail – will you? Where does personal accountability come into play?

2. The other Wes Moore makes the point that “if the situation and the context where you make the decisions don’t change, then second chances don’t mean too much, huh?” What second chances did each of the Wes Moore’s get? How do these second chances differ?

3. Wes Moore the author says that “even the worst decisions we make don’t necessarily remove us from the circle of humanity.” What does he mean when he says this? Do you agree – why or why not?







Tuesday, September 30, 2014

Life in the Roman Empire


Today, we will be investigating life in the Roman Empire. You've already been divided into six groups that represent the six social classes of the Roman Empire.
  • The Emperor
  • Patricians
  • Senators
  • Equestrians
  • Plebians
  • Slaves and Freemen
Your first task is to use The Roman Empire: Social Order website to learn more about your social class and the role it played in the empire. 

Then, each of your groups will be investigating what the following parts of life in the Roman Empire were like for a member of your social class:

  • Games, chariot races, and gladiators
  • Family life
  • Housing and food
  • Education, funerals, and theater
Use the Life in Roman Times website to help with this research. 

You will be sharing the information you learned about your social classes's lifestyle, traditions, and customs with the rest of the class so we can get a more full picture of what life in the Roman Empire was like for everyone. To this end, it's important that everyone work together and write down their research. You will be individually assessed on your knowledge of the Roman Empire. 

Tuesday, September 23, 2014

The Roman Republic -- Government and Values

Click here to read about the government of the Roman Republic. Think about the roles that the Senate, the Twelve Tables, and citizens played in the Republic.

The image below will also help clarify the organization and values of the Roman Republic.


From examining these documents, answer the following questions:
1. How was Roman society structured? Was everyone equal? How can you tell?

2. What can you tell about the values and characteristics of the Roman Republic?

3. In the Roman Republic, what traits were deemed important? Are there any that you think are missing? Brainstorm a list of each. 

Wednesday, September 17, 2014

Ancient World Explorers Sources List

Below are some suggestions to get you started on your research for your Ancient World Explorer project. Please use these resources as a starting place -- do not simply Google what you are looking for!

Don't forget, your textbook is the first stop when beginning research on this project. And don't rely solely on the internet -- plenty of books, magazines, and television shows will help you with your research as well.

Remember: Wikipedia is not a reputable source for research, but it might help you find some good sites! Also, if you see a source that might help your classmates, share it with Mrs. LaRocca and she will post it here.


General sources:


ABC-Clio (must be on the BCH network or use the library password to access this)



Greece: 





Rome: 






India: 








Monday, September 15, 2014

Ancient World Explorers: Tools for your final product

Check out some of the websites below to get ideas for your final product. Please note: Some of these web tools come as iPad apps but some do not. Don't wait until the last minute to discover that you don't have the materials necessary to create your product!

If you would like to create something that is not on this list, please check with Mrs. LaRocca before beginning.

Remember the product guidelines -- your product should:

  • Accurately and simply convey your answers to the six research questions;
  • Be in a digital format;
  • Be something you created by yourself or with minimal help;
  • Be no longer than 5 minutes (if a video, podcast, or online presentation);
  • Informative and exciting! No powerpoints or essays, please! 

Animated presentations/movies:

Audio presentations:

Create your own website:

Comic Strips:

Online Posters:

Digital Timelines/Infographics: 

Sunday, September 7, 2014

Judaism and Social Justice





As we've discussed in class, a main tenet of the Jewish faith is social justice.  Proverbs and other readings from the Torah were (and still are) important resources for teaching ancient Hebrews (and modern-day people) about the law. 

Your assignment: Read the proverbs and teachings from the Jewish faith below. Then, think of a quote, song lyric, movie line or scene, etc. that reflects, connects to, or illustrates one of the ideas from the proverbs and teachings you read. Be prepared to share with the class. 


Thou shalt not stand by idly by the blood of thy neighbor.
– Leviticus 19:16.

If your brother becomes poor, … uphold him.
– Leviticus 25:35

Justice, justice you shall pursue.
– Deuteronomy 16:20

Devote yourself to justice;
Aid the wronged.
Uphold the rights of the orphan;
Defend the cause of the widow.
– Isaiah 1:16-17

Observe what is right and do what is just.
Isaiah 56:1

A soft answer turns away wrath,
but a harsh word stirs up anger.
Proverbs 15.1

Better is a dinner of herbs where love is
than a fatted ox and hatred with it.
Proverbs 15.17

God has shown you, O Man, what is good; and what does the Lord require of you but to do justly, and to love mercy, and to walk humbly with your God?”
Micah 6:8

"In Judaism social action is religiousness, and religiousness implies social action."
Leo Baeck, a 20th century German rabbi and scholar

"The greatest menace to freedom is an inert people."
– Louis Brandeis, Supreme Court Associate Justice

"Wake me up, God; ignite my passion, fill me with outrage. Remind me that I am responsible for Your world. Don't allow me to stand idly by. Inspire me to act. Teach me to believe that I can repair some corner of this world."
– Rabbi Naomi Levy, American rabbi and author