Friday, November 1, 2013

"Cave Painting" Reflection

By the time we reached 4th period, it was clear that enough students could benifit from one more class period of painting time, rather than meeting after school.  For this reason, all class will use Monday to finish up your paintings OR complete your Reflections.

Reflection Instructions
Answer both of the following prompts.
Your final draft should be well thought out and disucussed with high level language, descriptions and examples.  You are practicing this in LA as well.

A complete reflection will have a proper heading, title, 12 point font, single spaced, and be 3/4 of a page in minimum length.

Reflection Prompts
1.  How successful do you feel your image is, based on the goals of the project?
  • Does it clearly represent modern world culture or our society?
  • Is it a good representation of "symbolic language"?  IN other words, does it clearly communicate the idea of concept you chose.
2.  What do you think and/or feel  about the whole project process?  For instance, consider:
  • Your effort towards the design concept as well as artisitc craftsmanship
  • Your enjoyment of combining art and history
  • What you learned upon reflection
  • etc.

Thursday, October 24, 2013

Decoding the Meaning

Decoding the Meaning

Scholars have put forward the following explanations for the art described above. All of these theories have followers, but no single one has been generally accepted. They are listed in chronological order, starting with the earliest.

•    Theory 1: Art for art’s sake. People of the paleolithic era were excellent big-game hunters, who consistently brought home large amounts of food. So they did not need to work very hard and had plenty of leisure time. They spent some of this time producing artistic decorations for pleasure.

•    Theory 2: Sympathetic magic. The idea that making an image of something gives the maker power over that which is imaged and that what is done to an image affects whatever the image represents has been characteristic of a number of societies. Depicting wounded or incomplete animals or drawing lines over or obliterating pictures of animals was a way actually to create wounded, dead, or weakened animals, thereby helping to feed the band. Showing animals in their prime may help produce and give power over such animals. Statues of women with exaggerated breasts, buttocks, and bellies may be intended to represent pregnancy, thereby helping to create pregnant women and add new members to the band.

•    Theory 3: Handbook of information about hunting. Abstract figures and shapes show tracks, droppings, and marks made by deer rubbing their antlers on trees. Details of the animal images sometimes show which prey were desirable and which were dangerous. Art during this time may have been a teaching tool. Exposing young people to it taught them lessons about the hunt. Painting may also have been a kind of information storage system—a remote forerunner of CD-ROMS!

•    Theory 4: Vision quest for spirit-animals. Paleolithic people may have thought of walls and floors of caves as boundaries between this world and the spirit-world, which many spirit-animals inhabited. A shaman, or specialist in communicating and interpreting supernatural phenomena, could, according to belief, get in touch with spirit-animals while under the influence of sensory deprivation (dark, silence, isolation), hallucinogenic drugs, or pain (handprints on cave walls sometimes show mutilated hand prints). Geometric images may be interpreted as similar to what we know of the early stages of trance. Most features of cave art can be related to altered states of consciousness known from various societies in later historical periods.

Scholars have also given radically different explanations for specific kinds of art. For example, female or “Venus” figurines have been variously interpreted as:

•    Fertility magic—showing figures of women as pregnant to help make women pregnant. •    Erotic objects for men. •    Forerunners of the mother-goddesses of later times.
http://worldhistoryforusall.sdsu.edu/    Page 26
World History for Us All    Big Era 2 - Panorama Unit

•    Female ancestor figures in societies where descent and inheritance were reckoned through women.

•    Objects by which women communicated ideas and messages to one another. Stencils of handprints, which have appeared in large numbers cave walls or rocks in Europe,
Australia, and the Americas, have been interpreted as:

•    An effort to seal the hand to the world of spirits that lies behind the wall or to reach through the wall to enter that world.

•    The artist’s signature. •    The message, “I was here!” (Like carving one’s initials into a surface or painting graffiti.) •    A territorial claim on the part of a group.

Wednesday, October 9, 2013

"The Only Survivors"

The Only Survivors is a an assignment intended to reinforce our lessons in Symbolic Language and Collective Learning.  What knowledge and skills do the members of you immediate family currently possess which would become useful, or even vital in surviving in a new a challenging world?

SCENARIO

As we learned in class, disaster has struck the world you knew.  Nearly all people perished in a world-wide catastrophe which destroyed all electronics and anything that runs on electricity.  In the void created by the lack of order and law enforcement, a ruthless faction of extremists rose to power.  It was their belief that literature and the overabundance of information had led to the downfall of life as they had known it.  In response, they seized and destroyed all books, documents, and forms of recorded knowledge.  All your family has now are the skills and knowledge learned and passed down to them, prior to these events.

Your assignment is to make a list of the skills and knowledge that each of you family members posses.  Consider anything that they know, are good at, or can do to help your family to survive in all conditions.  Young and old, we all have something to contribute.

At least half of your assignment should be written in narrative/paragraph form.  Describe how these skills and knowledge are going to help you family? What specific situation are they useful for?  Use the example below for a guide of how your paper might look.

DUE:  Monday October, 14th
Amy Anderson
10/4/11
History Period 3

The Only Survivors
 
List of Family Resources-
Makenzie (Sister)-
  • Knows how to ride a horse and all about horses
  • She plays club soccer
  • Knows how to swim
    Jim (Dad)-
  • Knows A LOT about plant life/ animals
  • Knows how to hunt
  • Has read about native Americans and their ways to survive
  • Could make fire and shelter
  • Knows how to swim
Michelle (Mom)
  • I great at communicating and bringing groups together
  • Has knowledge about how people think and act
  • Can hunt
  • Knows how to swim
Amy (Me)-
  • Can hunt
  • Knows a little about plant life
  • Has the ability to be nimble
  • Knows how to swim

My family would have a good chance of survival. My dad has a lot of experience with plant life and would be able to help sustain my family’s nutritional needs for quite a while. He also knows how to hunt and use weapons. This is a very useful skill and could be used to fend off predators and keep our protein levels high so that we could keep moving through the physical exertion that would be needed to survive. He could also have a very high chance of making fire and a shelter so that we could migrate with the herds of whatever was being hunted. My mom’s communication skills could help in being a big part of bringing our family and community closer. My sister Makenzie and I are both very nimble and have good stamina to be able to climb trees and run down some animals. My whole family knows how to swim so water travel would not be as dangerous. Fishing would also be possible. Some of the things that we could not do are given advanced medical treatment and also repairing technology to create something new.

If another thousand people survived in Olympia plus my family, those people would hopefully have skills that involve medical and technology building. There would also hopefully be high schoolers that could potentially be molded into this new environment and produce further generations to help reestablish our new environment. Some of the technology that would be needed to survive would be heating and lighting. Being able to survive without extra light would be almost impossible. The work that would be needed to get done would take longer than the daylight outside. Medical equipment and knowledge would be greatly needed to cure the sick and for future wound that could occur while using manual labor or being attacked by predators. Doctors and scientist would also be of use to collaborate on ideas for curing diseases that might start an epidemic and destroy all of the civilization.

Monday, September 23, 2013

For those of you who were absent on Friday, I am posting the video we watched.  It is called "Becoming Human".  Please watch until about 23:00 and take notes.  My notes on the video are still on the board.  You can copy them and add your own details.

I will ask you to complete the last two questions from the review sheet on Tuesday.

"Becoming Human"
Part 1.
http://www.pbs.org/wgbh/nova/evolution/becoming-human.html

Saturday, September 14, 2013

Taking Notes

On Wednesday, while the 8th graders were off at camp, the 7th graders learned all about taking good notes.  As we now know, this can be a daunting task for new students but one that we will practice a lot in the next few months and throughout the year.

The assignment, Due Monday, is our first step in taking notes and learning which style works best for you.  All of you took notes on the instructions.  However, I am leaving them here as well, in case you need them.

Instructions
1.  Read and take notes on the National Geographic article of your choice.
2.  You do not need to read the entire article (although you can) but should read at least 3-4 pages in order to get a good idea of what the article is about.
3.  Pull out and take notes on the main ideas and important details, as we learned.
4.  You should have about a full page of notes when finished.
5.  Due Monday.

Monday, September 9, 2013

My Personal Timeline

For this assignment, you will be creating a timeline of the major events in your life, so far. This can include any event that you deem important to your life. Consider the list below for ideas but do not limit yourself to the ideas on this list. You are an individual with unique experiences. Let us know what they are.

These timelines will be displayed in the NOVA hallways, so please take your time and patiences to complete them with quality work. How you complete them is up to you but think creatively and keep in mind that they are to be displayed. Write large, clear, and legibly. Consider using color in some way.

Possible events
birth
“firsts” tooth, stitches
birth of siblings
death of love ones/pets
big moves
awards or accomplishments
rights of passage

Please consider talking with your parents. They will certainly be able to help you remember special events in your life. Sometimes, they will have a much better memory of them than you.

Requirements
Minimum of 10 events
Name, date, and Period (lower right, back side)
Due Tuesday

Sunday, September 8, 2013

Welcome to World History 2013

 World History
2013-2014


Description
World History is a study of who we are within the context of the people, places and events that shaped mankind. The course is designed to develop a solid and well rounded understanding of a global history through essential questions highlighting representative themes across a broad scope, from the migration of early humans to the middle ages.

Course Goals
Names and dates are a essential element of any history lesson. This is unavoidable but should not be feared. For some students, retention of this information is dreaded. However, for our class, these facts are only a part of understanding World History. As a primary goal, our class material will focus on a strong understanding of historical themes, concepts, and connections seen within a context of the people, places, times, and events that have influenced who we are today. It is our goal to understand this greater picture as thoroughly as possible so that the details become more a part of our collective knowledge rather than learning through rote memorization.

Topics
Perspectives in time
Who are we and how did we get here?
What do we know about early modern humans?
How did societies develop?
What are the effects of cultural exchange?
How did early societies organize?
What influenced major change during the Middle Ages?

Course Content
To meet our goals, students will read, write, infer, analyze, discuss, debate and create examples of how the history of the world has transpired. This class does not rely upon a textbook. Instead, a variety of resources will be called upon to instigate and augment classroom activities and discussions, including: fiction and non-fiction literature, primary and secondary source material, film, and internet resources.

Homework & Projects
Students should expect at least one reading assignment and one written assignment per week. There will be at least one extended research paper or essay assigned each trimester. Additionally, each trimester will include one construction project and one oral presentation, either formal or informal.

Participation
This class is interactive. In addition to individual work, we will be very active in group assignments, projects, class readings and definitely discussions. Class participation is expected in all areas and is paramount to successfully understanding the intricacies of our study. Active participation can cement true retention of the material. However, the greatest outcome of participation can be a genuine enthusiasm for what history can mean to you.

Sincerely,
Mr. Sieling

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