Please continue to study these responses. Remember you will be quizzed on them over the next two weeks.
R1: Christ has died, Christ is risen, Christ will come again.
R2: Dying, you destroyed our death, rising you restored our life. Lord Jesus, come in glory.
R3: When we eat this bread and drink this cup, we proclaim your death, Lord Jesus, until you come in glory.
R4: Lord, by your cross and resurrection, you have set us free. You are the Savior of the world.
R5: Keep in mind that Jesus Christ has died for us and is risen from the dead. He is our saving Lord, he is joy for all ages.
Tuesday, January 27, 2009
6th Grade HW 1/27/09
Create a Double Bubble Map for Ramses II and Queen Hatshepsut. Use two colors and complete a total of 8 bubbles for the map.
Here are the links from today's lesson.
Website for Queen Hatshepsut
http://www.ancient-egypt-online.com/accomplishments-of-queen-hatshepsut.html
Website for Ramses II
http://www.ancient-egypt-online.com/ramses-2-and-3.html
Here are the links from today's lesson.
Website for Queen Hatshepsut
http://www.ancient-egypt-online.com/accomplishments-of-queen-hatshepsut.html
Website for Ramses II
http://www.ancient-egypt-online.com/ramses-2-and-3.html
Wednesday, January 21, 2009
Griffith Observatory Field Trip
Last minute reminder: if any parents would like to go along on the field trip Thursday January 22, please contact me or the school. We are scheduled to leave St. Michael's at 10:30 am and return approximately at 3:30 pm. In addition, if your child is not on free lunch, he or she will need a sack lunch. Also remember to bring a rain jacket or umbrella because it may rain tomorrow.
REMINDER!!!!!
Parent meeting tonight at 5:30 PM in my room. We are going to discuss the Sunday breakfast and some other upcoming events for the 7th graders.
Wednesday, January 14, 2009
6th Grade Homework
Religion
Read pages 90-91
Social Studies
Read pages 132-135
Answer questions on Worksheet page 30 and color the map on the backside, using the map on page 133 in your textbook
Read pages 90-91
Social Studies
Read pages 132-135
Answer questions on Worksheet page 30 and color the map on the backside, using the map on page 133 in your textbook
Chapter 5, Lesson 4: Village Society in West Africa
Chapter 5, Lesson 4: Village Society in West Africa (pp. 124-127)
I. Farming: A Way of Life
A. Most early West Africans lived in small farming villages.
B. Farmers developed crops and farming methods suitable to the climate and vegetation of their region.
C. Most farmers grew a small surplus of crops to trade for food they could not produce in their region.
II. Religion, Dance, and Music
A. African villagers believed in pleasing their gods with ritual, music, and dance.
B. African villagers believed in worshipping their ancestors. They believed that the spirit of their ancestors would influence the gods.
III.Village Government
A. Kinship, or family relationship, was the basis of village government.
B. The male heads of clans became village chiefs and religious leaders.
C. Slavery was a way of paying off debts between clans. Captives of war also became slaves.
I. Farming: A Way of Life
A. Most early West Africans lived in small farming villages.
B. Farmers developed crops and farming methods suitable to the climate and vegetation of their region.
C. Most farmers grew a small surplus of crops to trade for food they could not produce in their region.
II. Religion, Dance, and Music
A. African villagers believed in pleasing their gods with ritual, music, and dance.
B. African villagers believed in worshipping their ancestors. They believed that the spirit of their ancestors would influence the gods.
III.Village Government
A. Kinship, or family relationship, was the basis of village government.
B. The male heads of clans became village chiefs and religious leaders.
C. Slavery was a way of paying off debts between clans. Captives of war also became slaves.
Tuesday, January 13, 2009
Announcements
Friday 1/16: Permission Slips and money due for Griffith Observatory Field Trip
The Jr High teachers will be selling nachos, ice cream sandwiches, and licorice on Friday after school.
Monday 1/19: No school Dr. Martin Luther King Day
Tuesday 1/20: Barack Obama's Inauguration
Wed 1/21: Community Service Baking: Cupcakes
Thursday 1/22: Field Trip to Griffith Observatory 10:30-3:30
Sunday 1/25: Catholic Schools Week Begins, Open House at St. Michael's School
Monday 1/26: Pajama Day, Can Food Drive Begins
Tuesday 1/27: Backwards Day
Wednesday 1/28: Career Day
Thursday 1/29: Passport Around the World: Wear your class' country's colors
Friday 1/30: Teacher Switch Day
Can Food Drive Ends
Feb 4: 7th Grade Field Trip to 77th Division Police Station 12:30 - 2:45
Feb 15: 7th Grade Sunday Breakfast
The Jr High teachers will be selling nachos, ice cream sandwiches, and licorice on Friday after school.
Monday 1/19: No school Dr. Martin Luther King Day
Tuesday 1/20: Barack Obama's Inauguration
Wed 1/21: Community Service Baking: Cupcakes
Thursday 1/22: Field Trip to Griffith Observatory 10:30-3:30
Sunday 1/25: Catholic Schools Week Begins, Open House at St. Michael's School
Monday 1/26: Pajama Day, Can Food Drive Begins
Tuesday 1/27: Backwards Day
Wednesday 1/28: Career Day
Thursday 1/29: Passport Around the World: Wear your class' country's colors
Friday 1/30: Teacher Switch Day
Can Food Drive Ends
Feb 4: 7th Grade Field Trip to 77th Division Police Station 12:30 - 2:45
Feb 15: 7th Grade Sunday Breakfast
Friday, January 9, 2009
Mali and Songhai
Chapter 5, Lesson 3: The Empires of Mali and Songhai (pp. 118-122)
I. Mali Develops a Prosperous Trade
A. In 1235, King Sundiata of Mali defeated King Sumanguru of Ghana and established his capital at Niani, on the Niger River.
B. Sundiata improved agriculture and restored the region's gold and salt trade, making Mali the most powerful kingdom in Africa.
II. Mansa Musa Enriches the Empire
A. Mali's greatest ruler, Mansa Musa, expanded trade, encouraged Islam, and enlarged the empire.
B. In 1324, Mansa Musa made a famous pilgrimage to Mecca.
C. Under Mansa Musa, rich trading cities such as Timbuktu and Niani became centers of culture and learning.
III. Power Shifts to Songhai
A. Mali gradually weakened and eventually was taken over by neighboring Songhai, a former province of Mali.
B. Under Muslim kings, Songhai became the greatest trade empire of West Africa by the late 1500s.
IV. Songhai Collapses
A. Eventually, Songhai was weakened Songhai by the local people's resentment of the Muslim ruling class.
B. Morocco's military campaign to capture Songhai's salt and gold mines also contributed to Songhai's collapse.
I. Mali Develops a Prosperous Trade
A. In 1235, King Sundiata of Mali defeated King Sumanguru of Ghana and established his capital at Niani, on the Niger River.
B. Sundiata improved agriculture and restored the region's gold and salt trade, making Mali the most powerful kingdom in Africa.
II. Mansa Musa Enriches the Empire
A. Mali's greatest ruler, Mansa Musa, expanded trade, encouraged Islam, and enlarged the empire.
B. In 1324, Mansa Musa made a famous pilgrimage to Mecca.
C. Under Mansa Musa, rich trading cities such as Timbuktu and Niani became centers of culture and learning.
III. Power Shifts to Songhai
A. Mali gradually weakened and eventually was taken over by neighboring Songhai, a former province of Mali.
B. Under Muslim kings, Songhai became the greatest trade empire of West Africa by the late 1500s.
IV. Songhai Collapses
A. Eventually, Songhai was weakened Songhai by the local people's resentment of the Muslim ruling class.
B. Morocco's military campaign to capture Songhai's salt and gold mines also contributed to Songhai's collapse.
Thursday, January 8, 2009
Mesopotamia Projects
Reminder to all 6th Graders, your Mesopotamia projects are due Tuesday, January 13. I will not accept any late projects so please do not forget them at home, your parent's car or in your homeroom. Please use you time wisely this weekend and do not wait until Monday night to start! You should have all the information you need in your text book, notes, and worksheets. You may also print out pictures from the internet. If you have any questions, you may contact via e-mail or this blog. Good luck and God Bless.
Wednesday, January 7, 2009
7th Grade Outline: Chapter 5, Lesson 1: The Roots of Mighty Empires (pp. 108-111)
Chapter 5, Lesson 1: The Roots of Mighty Empires (pp. 108-111)
I. A Land of Many Climates
A. Five thousand years ago, the Sahara, now dry, was a land of rivers and lush plant life.
B. As the Sahara's climate changed, people who lived there migrated south to settle in more fertile areas -- the savannas and rain forests.
II. A New Technology
A. In West Africa, the Nok people were the first to begin working iron, around 450 B.C., and were also skilled potters.
B. The Nok people shared their knowledge of iron making and pottery with the people they met.
III. An Ancient Trade Center
A. The ancient trading city, Jenne-jeno, on the Niger River, was inhabited from 250 B.C. to A.D. 1400.
B. Traveling by river or by camel caravan, people brought food, metal, minerals, and a variety of wares to trade in the city.
C. Jenne-jeno was completely abandoned by 1400.
I. A Land of Many Climates
A. Five thousand years ago, the Sahara, now dry, was a land of rivers and lush plant life.
B. As the Sahara's climate changed, people who lived there migrated south to settle in more fertile areas -- the savannas and rain forests.
II. A New Technology
A. In West Africa, the Nok people were the first to begin working iron, around 450 B.C., and were also skilled potters.
B. The Nok people shared their knowledge of iron making and pottery with the people they met.
III. An Ancient Trade Center
A. The ancient trading city, Jenne-jeno, on the Niger River, was inhabited from 250 B.C. to A.D. 1400.
B. Traveling by river or by camel caravan, people brought food, metal, minerals, and a variety of wares to trade in the city.
C. Jenne-jeno was completely abandoned by 1400.
Tuesday, January 6, 2009
Make Up Essay
Directions: You are to write at least three paragraphs for each topic. 12 pt font. 1.5 space. Times Roman
I. Imagine that you live in Baghdad under the Abbasids. Write an essay describing your life and your culture in Baghdad.
II. Pretend you are a traveler wandering through the streets of Cordoba. Write an article telling readers what Cordoba is like, including the sights, sounds, smells, and anything else in relation to Umayyad culture.
I. Imagine that you live in Baghdad under the Abbasids. Write an essay describing your life and your culture in Baghdad.
II. Pretend you are a traveler wandering through the streets of Cordoba. Write an article telling readers what Cordoba is like, including the sights, sounds, smells, and anything else in relation to Umayyad culture.
Empire of Ghana Outline
Sorry for the delay
Chapter 5, Lesson 2: The Empire of Ghana (pp. 112-117)
I. A New Trade Center
A. Between the 700s and 1500s, large trading empires flourished in West Africa.
B. Rich in gold and centrally-located, Ghana became the first of the African trading empires, lasting from around A.D. 300 to 1235.
C. Taxes collected on goods passing through Ghana allowed the empire to grow wealthy.
II. A Divided Capital
A. In Koumbi, Ghana's capital, the gold and salt trade created the wealthiest marketplace in West Africa.
B. The city of Koumbi, like many Ghana trading cities, was divided into two sections -- one to house the Muslim traders, the other to house local people.
III. A New Religion
A. Arab merchants trading in West Africa brought not only valuable goods, but also new ideas about writing, numbers, and religion.
B. Many West Africans converted to Islam, and some who did still did not give up all of their traditional beliefs and practices.
IV. A Fallen Empire
A. In the mid-1000s, invaders made war for control of Ghana.
B. Eventually, the neighboring kingdom of Mali overthrew the Soninke king and became the major power in West Africa.
Chapter 5, Lesson 2: The Empire of Ghana (pp. 112-117)
I. A New Trade Center
A. Between the 700s and 1500s, large trading empires flourished in West Africa.
B. Rich in gold and centrally-located, Ghana became the first of the African trading empires, lasting from around A.D. 300 to 1235.
C. Taxes collected on goods passing through Ghana allowed the empire to grow wealthy.
II. A Divided Capital
A. In Koumbi, Ghana's capital, the gold and salt trade created the wealthiest marketplace in West Africa.
B. The city of Koumbi, like many Ghana trading cities, was divided into two sections -- one to house the Muslim traders, the other to house local people.
III. A New Religion
A. Arab merchants trading in West Africa brought not only valuable goods, but also new ideas about writing, numbers, and religion.
B. Many West Africans converted to Islam, and some who did still did not give up all of their traditional beliefs and practices.
IV. A Fallen Empire
A. In the mid-1000s, invaders made war for control of Ghana.
B. Eventually, the neighboring kingdom of Mali overthrew the Soninke king and became the major power in West Africa.
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