Kolbe Academy Home School

Transcription

1 GRADE 7 HISTORY Light to the Nations, Part One: The of Christian Civilization TABLE OF CONTENTS I. Syllabus 2 II. Daily Course Plan A. Semester 1 4 B. Semester 2 20 III. Vocabulary Answer Key 36 IV. Assignments Answer Key 39 V. Exams 42 VI. Answer Keys for the Exams 50 Resale & Copying Policy: This course plan and all accompanying materials are not intended for resale or copying. Copying represents copyright infringement, which is illegal. Regarding reselling the materials, relies upon the continued purchase of our course plans for financial stability. As a Catholic Apostolate, we ask you to refrain from reselling Kolbe's course plans. While we cannot stop you from copying or reselling this course plan, we do strongly implore you not to do so

2

3 SYLLABUS COURSE TITLE: World COURSE TEXT: Light to the Nations, Part One: The of Christian Civilization. Catholic Schools Textbook Project. COURSE DESCRIPTION: Light to the Nations, Part One provides students with a framework for understanding our common past from the standpoint of the Catholic Church. Acknowledging the existence of prehistorical and Before Christ epochs, The Light to the Nations, Part One nevertheless begins with the Incarnation of Jesus Christ and concludes with the onset of the French Revolution. Milestones of the Church s relationship with the developing western culture it both spurs and strives against are given close attention, as is the ongoing impact of Islam, Russia, and the major figures of each age. Secularizing trends in the wake of the Protestant Reformation set the stage for the Reign of Terror which is covered in more depth in The Light to the Nations, Part Two: The Making of the Modern World. COURSE OBJECTIVES: Appreciation of the parameters of the discipline of history itself, including its definition, and the overall contours of what is to be studied and how; Acknowledgement of Jesus Christ as the pivotal figure in all of creation and, therefore, of history itself; Mastery of factual highlights concerning the figures and events shaping civilization up to the onset of the French Revolution; and Sound preparation for a consideration of the philosophical, religious, and political conflicts of the modern age, which will be covered in the following text of the series (Light to the Nations, Part Two: The Making of the Modern World). SCOPE AND SEQUENCE: 1. Weekly reading and questions, as outlined in the course plan; 2. Short weekly or biweekly papers on a topic suggested in the projects section at the end of each chapter; 3. Oral reports whenever possible; 4. A term paper in the second semester, on a topic suggested in the projects section of one of the chapters. This paper should be 5-10 pages in length and involve library research. Papers should be: Typed, footnoted, double-spaced and properly researched for presentation. Graded on neatness, grammar, spelling, syntax, and focus on the stated topic. Copyright 2015 All Rights Reserved Light to the Nations, Part One 2

4 SYLLABUS SKILLS TO BE DEVELOPED: Research and evaluation Oral presentation (strongly recommended) Composition Reading comprehension COURSE PLAN METHODOLOGY: has worked diligently to create the best possible course plans with the home schooling family in mind. Remember, however, that our program is intended to be flexible. Per the principle of subsidiarity, these course plans are a suggested course of study. As the teacher, you should adapt and modify them to meet the individual learning needs of your child. Do not feel obligated to follow these course plans exactly. In the course plans that follow, Light to the Nations, Part One: The of Christian Civilization is represented by the abbreviation. Each weekly assignment is summarized in the first line of the week s daily course plan. The specific daily assignments are outlined in the following lines indicated by the 1, 2, 3, and 4 abbreviations. Parent daily guidelines are given to the right of the student assignments. The semester schedule is set up such that one lesson, investigation or test can be done on a five-day schedule. Although most of course plans are set up for a four-day week, the mathematics courses at this level do benefit from a five-day week schedule. This can be altered if the student would like to double up on an assignment or test on the final day of their week. A family s schedule can and should vary as needed. A weekly grade book is included at the end of the week s course plan as a convenience. Parents should use the grade book only as a help to their homeschooling and not as a hindrance. It includes a cumulative list of written assignments from the week s course plan as well as space for additional assignments, if needed. does not require that you keep record of all student work. If you intend to report your student s work to for an official record, two samples of written and graded work is required per semester per course along with the signed and filled out report card. The weighting suggestion in the end of the grade book is there for convenience and may be modified as the parent deems fit. Please consult the welcome packet for a full tutorial on using the grade book. This course contains 36 weeks broken into 2 18-week semesters. Week 8 and Week 17 are lighter weeks, and usually include a few days for review. You should use the review days as time to catch up if necessary and then go over the subject matter. If you intend to use the tests provided, look them over before teaching the subjects and make sure you review the material in the tests throughout the semester. Finally, begin every class with a prayer. This is a good way to help the child memorize new prayers. Repeat the same ones every day until they are known. Be sure to explain the meanings of the prayers. Repetition in all areas of study is most beneficial. Copyright 2015 All Rights Reserved Light to the Nations, Part One 3

5 COURSE PLAN FIRST SEMESTER Book Weekly Breakdown Introduction WEEK 1 Goals and for the Week -What we mean by the term, history -What we know about human history, and how we know it At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: culture (p. 7); megaliths (p. 8); Aryans/Indo-Europeans (p. 10); Mare Nostrum (p. 11). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Pages 1-4 Pages 5-9 Pages Introduction Review Have the student read pp. 1-4, and study the time line on pp Using outside sources, identify and describe each red bullet point. Have the student read pp Have the student read pp Have the student read the review material and answer the questions on p. 15. Week 1 Grade Book Include (A) Points Assignments (B) Possible Points Earned Reading assignments 25 Timeline 50 Review questions 25 A/B x100 =% (C) Week 1 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 4

6 COURSE PLAN WEEK 2 Book Weekly Breakdown Goals and for the Week -The Incarnation First half of Chapter -The periods of Jesus life One -The concept of the Eucharist At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: tetrarch (p. 22); blasphemy (p. 26); institution (p. 28); gentiles (p. 36). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines 1 Pages Have the student read pp Reinforce understanding of the subject by reading through the Scriptural account of the Incarnation in Lk: 1-2 and writing a paragraph summarizing it. 2 3 Pages Page 33 Have the student read pp Have the student read the text box, The Holy Eucharist on p. 33. Research how, in Jn. 6, His first hearers reacted when Jesus instructed them to eat His flesh and drink His blood. Write a paragraph answering the questions: Did Jesus expect people to understand the Eucharist right away? Did He try to retract His original assertions of what it is and how important it is. 4 Pages Have the student read pp Week 2 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Incarnation paragraph 25 Eucharist paragraph 50 A/B x100 =% (C) Week 2 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 5

7 COURSE PLAN WEEK 3 Book Weekly Breakdown Goals and for the Week Second half of -Saints Peter and Paul Chapter One -The establishment of the Roman Catholic Church At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: catholic (p. 38); persecution (p. 41). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Page 39 Using the Bible, have the student research how many letters of the New Testament were written by St. Paul, and how many were written by other people. Have the student choose one of St. Paul s epistles to read 3 Page 40 Using the Bible, have the student read what Jesus told St. Peter about the establishment of the Church (Matt. 16:13-20). Compare His words to Peter with His teaching about the two possible foundations of every human life (Matt. 7:24-29). Have the student write a paragraph explaining why there is only one Church and why it is important to belong to it. 4 Chapter One Review Have the student read the review material and answer the questions on page 44. Week 3 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Epistle assignment 25 Establishment of the Church paragraph 25 Review questions 25 A/B x100 =% (C) Week 3 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 6

8 COURSE PLAN WEEK 4 Book Weekly Breakdown Goals and for the Week Chapter Two -The Roman Empire at the time of Christ -Emperors, Good and Bad -Diocletian and Persecution At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: dictator (p. 47); overt (p. 51); bubonic plague (p. 62). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pages Pages Page 50 Pages Chapter Two Review Have the student re-read the text box on p. 50, Imperial Patron of the Arts. Using outside sources, write a paragraph about the life and works of one of the three great poets Virgil, Horace, or Ovid. Have the student read pp Have the student answer the review questions on p. 67. Week 4 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Poets paragraph 50 Review questions 25 A/B x100 =% (C) Week 4 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 7

9 COURSE PLAN WEEK 5 Book Weekly Breakdown Goals and for the Week Chapter Three -Clash between the Church and the government -The concept and historical reality of martyrdom -The concept of heresy -Origins of religious tolerance At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: deified (p. 72); catechetical (p. 76); welfare state (p. 79); Nova Roma (p. 85). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Pages Pages Pages Chapter Three Review Have the student read pp Have the student read pp , and research what the CCC says about the Fathers of the Church (8; 688) and martyrdom ( ). What is the difference between heresy and incredulity, apostasy, and schism (2089)? Write a paragraph explaining the term of your choice: martyrdom, or heresy. Have the student read pp Have the student read the review material and answer the questions on page 87. Week 5 Grade Book Assignments Include (A) Points Earned Reading assignments 25 Martyrdom paragraph 50 Review questions 25 EXTRA CREDIT In his fantasy novel The Great Divorce, C. S. Lewis includes the Emperor Trajan as a saved soul-- someone who has made it to Heaven. Trajan, however, was a pagan. Write a paragraph explaining why Lewis might have chosen to save him. (B) Possible Points (instructor s choice) A/B x100 =% (C) Week 5 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 8

10 COURSE PLAN WEEK 6 Book Weekly Breakdown Goals and for the Week -The Arian heresy and its far-reaching effects First Half of -The Council of Nicaea and the Creed Chapter Four -The rise of Christian monasticism -Threats from outside the Church At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: traditores (p. 90); compromise (p. 92); catastrophe (p. 95). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages The Council of Nicaea Research what the CCC gives as the definition of an ecumenical council, like Nicaea (884). How important is the teaching of such a council (891)? Write a paragraph explaining this. 3 St. Athanasius Using outside resources, research the life and work of St. Athanasius. Who was he, and why was he so important during this period of Church history? Write a paragraph about him. 4 Monasticism Other religions besides Christianity have monks. Within Christianity itself, monastic life takes many forms. Using outside sources, research some of these forms. Write a paragraph about St. Anthony of the Desert, St. Benedict, or the ruins of Skellig Michael. Week 6 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Council paragraph 25 St. Athanasius paragraph 25 Monasticism paragraph 25 A/B x100 =% (C) Week 6 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 9

11 COURSE PLAN WEEK 7 Book Weekly Breakdown Goals and for the Week -St. Ambrose, St. Jerome, and St. Augustine Second Half of -The origins and translation of the Bible Chapter Four -The Pope as defender against barbarians At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: spellbinding (p. 99); basilica (p. 99); impregnable (p. 104); ruthless (p. 106); bulwark (p. 109). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Page 99 Focusing on the text box on p. 99, The Christian Scriptures, have the student look up what the CCC says about the canon (120) and the relationship between Scripture and Tradition (80-83). Explain this relationship in paragraph form. 3 4 Pages Chapter Four Review Have the student read pp Have the student read the review material and answer the questions on pp Week 7 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Scripture paragraph 50 Review questions 25 A/B x100 =% (C) Week 7 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 10

12 COURSE PLAN WEEK 8 Review Week Midterm Material Review Week During review week, focus on the material at the end of each chapter (including the Introduction). The content of the Highways and Byways section is supplementary and will not be mandatory for testing purposes. Assigned paragraph content is, likewise, not included in the test, which focuses on reading comprehension and mastery of the covered material. Exam Week Midterm Exam WEEK 9 Administer the midterm exam. It should take 30 minutes or less. Semester 1 Grade Book Points Earned Points Possible A/B Midterm Exam (A) (B) (C) Midterm Exam Weight Multiply C x 100 = % (D) Weekly Averages Weekly Percent Grade (E) Record from Week 1 grades Week 1 Average Record from Week 2 grades Week 2 Average Record from Week 3 grades Week 3 Average Record from Week 4 grades Week 4 Average Record from Week 5 grades Week 5 Average Record from Week 6 grades Week 6 Average Record from Week 7 grades Week 7 Average Sum of Weekly Percent Grades from column E = % (F) Total Weekly Grade Average Divide F/7 = % (G) Weekly Grade Weight Multiply G x 2 = % (H) SEMESTER 1, MIDTERM HISTORY GRADE Add D + H and divide by 3, then x 100 = % Letter Grade Equivalent (see report card) = Copyright 2015 All Rights Reserved Light to the Nations, Part One 11

13 COURSE PLAN WEEK 10 Book Weekly Breakdown Goals and for the Week Chapter Five --the concept of the Dark Ages --the concept of Christendom --the Germanic tribes and their society --the ongoing influence of Arianism --the conversion of Clovis At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: Greco-Roman (p. 115); aqueduct (p. 132). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Pages Analysis Chapter Five Review Have the student read pp Summarize the story of the conversion of Clovis in your own words. This event was pivotal for the development of Christendom. Have the student read the review material and answer the questions on p Week 10 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading Assignments 25 Analysis 50 Review 25 A/B x100 =% (C) Week 10 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 12

14 COURSE PLAN WEEK 11 Book Weekly Breakdown Goals and for the Week Chapter Six --the transition from ancient to Medieval society --the work of the great pillars of Christendom, Patrick and Benedict --the pontificate of Gregory the Great At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: Nika! (p. 140); Book of Kells (p. 150); Ora et labora (p. 154); the See of Peter (p. 156); servus servorum Dei (p. 157); tonsure (p. 160). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Pages Paragraph Chapter Six Review Have the student read pp Summarize the main features of the pontificate of Gregory the Great. Using outside sources, research what this designation the Great means, and how many times it has been used in papal history. Include in your paragraph the salient features of Gregory s pontificate. Have the student read the review material, and answer the questions on p Week 11 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Paragraph 50 Review 25 A/B x100 =% (C) Week 11 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 13

15 COURSE PLAN WEEK 12 Book Weekly Breakdown Goals and for the Week First Half of Chapter Seven --understanding the roots of Islamic belief --the intrinsic incompatibility of Islam and other religions, especially Christianity --the prophet Muhammad At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: patriarch (p. 169). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Pages Biblical Background Comparison and Contrast The Problem of Slavery Have the student read pp On page 175, the story of Abraham and his son Ishmael is referenced. Who is Ishmael? How is he related to Isaac Abraham s son through whom the covenant blessing of God is passed on? Use the Book of Genesis, and Scriptural commentary, in your answer. On p. 176, the text describes the basic belief system which Muhammad created. Write a paragraph comparing and contrasting these beliefs with those a Christian would hold on the same subjects. On pages 176-7, the text describes the problem of slavery in Islam and in areas controlled by it. Summarize this problem in paragraph form. Week 12 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignment 25 Biblical Background 25 Comparison and Contrast 25 The Problem of Slavery 25 A/B x100 =% (C) Week 12 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 14

16 COURSE PLAN WEEK 13 Book Weekly Breakdown Goals and for the Week --the growth of Islam after the death of Muhammad Second Half of --features of Islamic culture Chapter Seven --the situation leading up to the Crusades At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: resplendent (p. 185); concentric (p. 188). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Pages Enrichment Have the student read pp Using outside sources, find other examples of Islamic architecture which serve to support the text s contention of the achievements of Muslim culture in this regard. EXTRA CREDIT: C. S. Lewis, in the Chronicle of Narnia The Horse and His Boy, provides the reader with a fictionalized representation of Islamic culture in the people called Calormenes. How do the Calormenes resemble Muslims? How does the great city of Tashbaan accurately reflect Islamic architecture and society? 4 Chapter Seven Review Have the student read the review material and answer the questions on pp Week 13 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Enrichment 50 Review 25 Extra Credit (instructor s choice) A/B x100 =% (C) Week 13 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 15

17 COURSE PLAN WEEK 14 Book Weekly Breakdown Goals and for the Week Chapter Eight At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: valor (p. 193); galleys (p. 195);Theotokos (p. 196); iconodules (p. 196); Moors (p. 197); beleaguered (p. 198); impenetrable (p. 201). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Pages LN 1 Pages Have the student read pp Have the student read pp Using outside sources, write a paragraph about Charlemagne. It is difficult to overestimate his impact on the development of western Christendom. Cite at least three of his most important contributions. 4 Chapter Eight Review Have the student read the review material and answer the questions on pp Week 14 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 50 Review A/B x100 =% (C) Week 14 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 16

18 COURSE PLAN WEEK 15 Book Weekly Breakdown Goals and for the Week --the Vikings First Half of --western civilization after Charlemagne Chapter Nine --the institution of chivalry At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines 1 Pages Have the student read pp EXTRA CREDIT: Read The Ballad of the White Horse by G. K. Chesterton. 2 Pages Have the student read pp Analysis There are many current cultural allusions to knighthood some of them accurate, some of them less so. Write a paragraph explaining the original concept of chivalry. Use outside sources as necessary. 4 Boxed Feature: Page 228 On p. 228, the text considers the influence of Marian devotion on the treatment of women in society generally. What does the Catholic Church teach about Mary? If she is, as the Hail Mary holds, blessed amongst women, does this imply that other women are blessed as well? Why or why not? Week 15 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Boxed feature research 50 Review 25 A/B x100 =% (C) Week 15 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 17

19 COURSE PLAN WEEK 16 Book Weekly Breakdown Goals and for the Week Second Half of Chapter Nine At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: fallow (p. 231); destrier (p. 232); apprentice (p. 237). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Analysis In this half of the chapter, a sweeping overview of feudal society is provided. Choose one aspect of it to summarize in paragraph form. 3 4 Analysis Chapter Nine Review Choose another aspect, and repeat the exercise from yesterday. Have the student read the review material, and answer the questions on p Week 16 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignment 25 Analysis 1 25 Analysis 2 25 Review 25 A/B x100 =% (C) Week 16 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 18

20 COURSE PLAN Review Week Semester 1 Material WEEK 17 Review Week During review week, focus on the material at the end of each chapter (including the Introduction). The content of the Highways and Byways section is supplementary and will not be mandatory for testing purposes. Assigned paragraph content is, likewise, not included in the test, which focuses on reading comprehension and mastery of the covered material. Exam Week Semester 1 Exam WEEK 18 Administer the first semester exam. It should take 30 minutes or less. Semester 1 Grade Book Points Earned Points Possible A/B Semester 1 Exam (A) (B) (C) Semester 1 Exam Weight Multiply C x 100 = % (D) Weekly Averages Weekly Percent Grade (E) Record from Week 1 grades Week 1 Average Record from Week 2 grades Week 2 Average Record from Week 3 grades Week 3 Average Record from Week 4 grades Week 4 Average Record from Week 5 grades Week 5 Average Record from Week 6 grades Week 6 Average Record from Week 7 grades Week 7 Average Sum of Weekly Percent Grades from column E = % (F) Total Weekly Grade Average Divide F/7 = % (G) Weekly Grade Weight Multiply G x 2 = % (H) SEMESTER 1 HISTORY GRADE Copyright 2015 All Rights Reserved Light to the Nations, Part One 19 Add D + H and divide by 3, then x 100 = % Letter Grade Equivalent (see report card) =

21 COURSE PLAN SECOND SEMESTER WEEK 1 Book Weekly Breakdown Goals and for the Week Chapter 10 --the onset of the Middle Ages --monasticism --reform of the life of the Church (as opposed to the common usage of the term, referring to the Protestant Reformation) At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: crosier (p. 243); the Truce of God (p. 245); the Peace of God (p. 246); delegation (p. 254). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Comprehension Pages The practice of lay investiture seems strange to modern sensibilities, accustomed to concepts such as the separation of Church and state. What does lay investiture mean? Why did it spark such conflict during the Middle Ages? Express your answer in the form of a paragraph. Have the student read pp Have the student read the review material, and answer the questions on pp Week 1 Grade Book Assignments Include (A) Points Earned Reading assignments 25 Comprehension paragraph 50 Review 25 EXTRA CREDIT: It is often alleged that Christianity is a patriarchical religion which seeks to keep women down. Use the boxed feature on page 252 as a starting point for research. Does the historical record bear this allegation out? (B) Possible Points (instructor s choice) A/B x100 =% (C) Week 1 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 20

22 COURSE PLAN WEEK 2 Book Weekly Breakdown Goals and for the Week Chapter 11 --the concept of the Reconquest --the career of William the Conqueror --the life of Eleanor of Aquitaine --the growth of the monarchy in France At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: zealous (p. 271); grand jury (p. 278). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Pages Pages Chapter Review Have the student read pp Have the student read pp Have the student read the review material, and answer the questions on p Week 2 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignment 75 Review 25 A/B x100 =% (C) Week 2 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 21

23 COURSE PLAN WEEK 3 Book Weekly Breakdown Goals and for the Week First half of Chapter --understanding the reasons for the Crusades 12 --different aspects of the early efforts to retake the Holy Land At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: Deus lo volt! (p. 296); besieged (p. 203). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Pages Pages Pages Pages Have the student read pp Consider the actions of the zealous but imprudent Peter the Hermit. What did he do right? Wrong? Have the student read pp Have the student read pp Consider: the noble infidel Saladin may have served as the model for the character of Emeth in C. S. Lewis The Last Battle. In what ways is Emeth like Saladin? Have the student read pp Week 3 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Comparison of Emeth and Saladin 50 Review 25 A/B x100 =% (C) Week 3 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 22

24 COURSE PLAN WEEK 4 Book Weekly Breakdown Goals and for the Week --the failure of the Fourth Crusade Second half of --events on the Iberian Peninsula Chapter 12 --the rise of Albigensianism --evaluating the Crusades At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: cherish (p. 317); blockaded (p. 320). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the students read pp Pages Comprehension Pages Chapter Review Reread the text box on p. 317, concerning the Inquisition. The Inquisition is a much-maligned medieval institution often distorted and misrepresented in order to discredit the Church s moral stance today. What was the Inquisition, really? Express your answer in the form of a paragraph. Have the student read pp Read the review material and answer the questions on pp Week 4 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Inquisition paragraph 50 Review 25 A/B x100 =% (C) Week 4 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 23

25 COURSE PLAN WEEK 5 Book Weekly Breakdown Goals and for the Week First half of Chapter --cultural advances of the Middle Ages 13 --the Fourth Lateran Council At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: rose window (p. 328); barrel-vaulted (p. 329); trivium (p. 332); quadrivium (p. 332); transubstantiation (p. 335). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Questions Other: Pages Pages Pages Assignments Have the student read pp Write a paragraph about one of the two topics dealt with in boxed features in this section: Marian devotion during the Middle Ages (p. 321) or the relationship between faith and reason (p. 333). Have the student read pp Have the student read pp EXTRA CREDIT: Using outside sources, locate Giottos famous frescoes depicting moments in the life of St. Francis of Assisi. Include Week 5 Grade Book (A) Points Earned (B) Possible Points A/B x100 =% (C) Week 5 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 24

26 COURSE PLAN WEEK 6 Book Weekly Breakdown Goals and for the Week --invasion by Mongols Second half of --Fernando changes the face of the European situation Chapter 16 --advancement in philosophy through Scholasticism At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: khan (p. 342); horde (p. 342); intrepid (p. 345); illustrious (p. 350). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Pages Pages Review Have the student read pp Have the student read pp Obtain a copy of the Summa Theologica by St. Thomas Aquinas. Read through one point of argumentation presented. Summarize the argument in your own words. Read the review material and answer the questions on p Week 6 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Perusal of the Summa Theologica 50 Review 25 A/B x100 =% (C) Week 6 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 25

27 COURSE PLAN WEEK 7 Book Weekly Breakdown Goals and for the Week Chapter 14 --weakening of papal power and its deleterious effect on the stability of European society --the works of Dante Alighieri --the piety of St. Catherine of Siena --the corrupt Valois monarchs of France At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: assailants (p. 351); Vicar of Christ (p. 362); pardoner (p. 369); cultivating (p. 372); dynasty (p. 376). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Pages Theology of the Eucharist Review Have the student read pp During this period of history, figures such as John Wycliffe begin challenging traditional Catholic teaching about the Eucharist. Read over what the Catechism of the Catholic Church (CCC) has to say about transubstantiation again ( ). The text says that Wycliffe claimed that the bread and wine do not become the Body and Blood of Jesus Christ, but remain bread and wine (p. 367). How does this view contrast with the doctrine presented in the Catechism? Read the review material and answer the questions on p Week 7 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Paragraph on the Eucharist 50 Review 25 A/B x100 =% (C) Week 7 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 26

28 COURSE PLAN WEEK 8 Review Week Midterm Material Review Week During review week, focus on the material at the end of each chapter (including the Introduction). The content of the Highways and Byways section is supplementary and will not be mandatory for testing purposes. Assigned paragraph content is, likewise, not included in the test, which focuses on reading comprehension and mastery of the covered material. Exam Week Midterm Exam WEEK 9 Administer the midterm exam. It should take 30 minutes or less. Grade Book Points Earned Points Possible A/B Midterm Exam (A) (B) (C) Midterm Exam Weight Multiply C x 100 = % (D) Weekly Averages Weekly Percent Grade (E) Record from Week 1 grades Week 1 Average Record from Week 2 grades Week 2 Average Record from Week 3 grades Week 3 Average Record from Week 4 grades Week 4 Average Record from Week 5 grades Week 5 Average Record from Week 6 grades Week 6 Average Record from Week 7 grades Week 7 Average Sum of Weekly Percent Grades from column E = % (F) Total Weekly Grade Average Divide F/7 = % (G) Weekly Grade Weight Multiply G x 2 = % (H) MIDTERM HISTORY GRADE Add D + H and divide by 3, then x 100 = % Letter Grade Equivalent (see report card) = Copyright 2015 All Rights Reserved Light to the Nations, Part One 27

29 COURSE PLAN WEEK 10 Book Weekly Breakdown Goals and for the Week First half of Chapter 15 At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: Nevski (p. 387); roundly (391). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Pages Pages Paragraph on La Pucelle Have the student read pp Have the student read pp The story of Joan of Arc is well known, but not equally well understood. Write a paragraph restating it in your own words. Week 10 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Paragraph on Joan of Arc 75 Other: Other: A/B x100 =% (C) Week 10 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 28

30 COURSE PLAN WEEK 11 Book Weekly Breakdown Goals and for the Week --turmoil in Great Britain Second half of --the rise of the Ottoman Empire Chapter 15 --the stage is set for the Renaissance At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: Tower of London (p. 403); hostility (p. 404). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the students read pp Pages Paragraph Page Review The history of England becomes complicated at this time. Summarize, in paragraph form, the issues surrounding the War of the Roses. Have the student read pp Read the review material and answer the questions on pp Week 11 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Paragraph on the War of the Roses 50 Review 25 A/B x100 =% (C) Week 11 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 29

31 COURSE PLAN WEEK 12 Book Weekly Breakdown Goals and for the Week Chapter 16 --understanding the basis of the Renaissance --developments in Russia --the impact of the printing press At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: shied away (p. 416); fresco (421); the veche (p. 430). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Pages Have the student read pp Paragraph on Humanism What is humanism? In what ways did it represent a departure from medieval ways of thinking about the world? Is it necessarily a bad thing? Express your answer in the form of a paragraph. 4 Review Read the review material and answer the questions on p Week 12 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Paragraph on Humanism 50 Review 25 A/B x100 =% (C) Week 12 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 30

32 COURSE PLAN WEEK 13 Book Weekly Breakdown Goals and for the Week First half of Chapter 17 --reasons for Martin Luther s revolt against the authority of Christ s Church --personalities and beliefs of leading Protestant reformers At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: patronizing (p. 444); the Antichrist (p. 452). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Pages Paragraph on reasons for the Reformation Have the student read pp Much ink has been spilled on the subject of the Protestant Reformation, and the reasons behind it. Choose one reason and explain it, in paragraph form, in your own words. 4 Paragraph on the Reformers Themselves Choose one follower of Martin Luther, and summarize his approach to Protestantism in your own words. Explain why if Luther thought he could disagree with the Church and decide for himself what is right and wrong his followers thought they could, similarly, disagree with him. Can there be such a thing as a church based on a lack of authority? Why or why not? Week 13 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 50 Paragraph on reasons for the Reformation 25 Paragraph on the Reformers themselves 25 A/B x100 =% (C) Week 13 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 31

33 COURSE PLAN WEEK 14 Book Weekly Breakdown Goals and for the Week --ongoing and escalating trouble with the Ottoman Turks Second half of --the beginning of Catholic Reform Chapter 17 --Henry VIII and the impact of Protestantism in England At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: expansion (p. 458); mercenaries (p. 461). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Pages Paragraph on St. Thomas More Review Have the student read pp The heroic witness of Thomas More says much to Christians of all ages, including our own. Summarize his issue with Henry VIII in paragraph form. Read the review material and answer the questions on pp Week 14 Grade Book Assignments Include (A) Points Earned Reading assignments 25 Paragraph on Thomas More 50 (B) Possible Points Review 25 Other: A/B x100 =% (C) Week 14 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 32

34 COURSE PLAN WEEK 15 Book Weekly Breakdown Goals and for the Week Chapter 18 --issues surrounding the Council of Trent --St. Charles Borromeo and the Counter-Reformation --political upheaval throughout Europe At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: the fold (p. 485); simplified (p. 489); sackcloth (p. 492); defenestration (p. 505); dismemberment (p. 514). Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Pages Paragraph on the Council of Trent Review Assignments Have the student read pp There were many issues tackled at Trent. Choose one of them and summarize it in your own words, in paragraph form. Read the review material, and answer the questions on p Include Week 15 Grade Book (A) Points Earned (B) Possible Points Reading assignments 25 Paragraph on Trent 50 Review 25 A/B x100 =% (C) Week 15 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 33

35 COURSE PLAN WEEK 16 Book Weekly Breakdown Goals and for the Week --understanding the cultural setting prior to the French Revolution Chapter 19 At the end of each chapter, there is a list of Key Concepts which includes vocabulary words from the boxes in the margins. In addition to these terms, students should learn the meaning of the following: customary (522); regicide (p. 523); close-cropped (p. 528).. Assigned paragraphs may be presented, alternatively, in oral form. Student Daily Assignments Parent Daily Guidelines Have the student read pp Pages Pages Paragraph on Versailles Review Have the student read pp The Palace of Versailles was an important place during that period of history, and in more modern times as well. Using information in the boxed feature on p. 544, draw or describe it. Read the review material and answer the questions on pp Week 16 Grade Book Assignments Include (A) Points (B) Possible Earned Points Reading assignments 25 Paragraph on Versailles 50 Review 25 A/B x100 =% (C) Week 16 Avg. Add up column C & divide by number of included assignments = % Copyright 2015 All Rights Reserved Light to the Nations, Part One 34

36 COURSE PLAN Review Week Semester 2 Material WEEK 17 Review Week During review week, focus on the material at the end of each chapter (including the Introduction). The content of the Highways and Byways section is supplementary and will not be mandatory for testing purposes. Assigned paragraph content is, likewise, not included in the test, which focuses on reading comprehension and mastery of the covered material. Exam Week Semester 2 Exam WEEK 18 Administer the second semester exam. It should take 30 minutes or less. Semester 2 Grade Book Points Earned Points Possible A/B Semester Exam (A) (B) (C) Semester Exam Weight Multiply C x 100 = % (D) Weekly Averages Weekly Percent Grade (E) Record from Week 1 grades Week 1 Average Record from Week 2 grades Week 2 Average Record from Week 3 grades Week 3 Average Record from Week 4 grades Week 4 Average Record from Week 5 grades Week 5 Average Record from Week 6 grades Week 6 Average Record from Week 7 grades Week 7 Average Sum of Weekly Percent Grades from column E = % (F) Total Weekly Grade Average Divide F/7 = % (G) Weekly Grade Weight Multiply G x 2 = % (H) SEMESTER 2 HISTORY GRADE Add D + H and divide by 3, then x 100 = % Letter Grade Equivalent (see report card) = Copyright 2015 All Rights Reserved Light to the Nations, Part One 35

37 VOCABULARY ANSWER KEY FIRST SEMESTER VOCABULARY ANSWERS Week 1 culture: megaliths: Aryans/Indo-Europeans: in Mare Nostrum: the shared customs, technologies, and beliefs that bind a people together literally, large stones, used in ancient buildings synonymous terms denoting invaders who overran Turkey, India, and Iran prehistoric times literally, our sea, referring to the Mediterranean Week 2 tetrarch: blasphemy: institution: gentiles: literally, ruler of four regions, meaning an agent of Rome claiming to be equal to God establishment; beginning people other than the Jews Week 3 catholic: persecution: universal, unlimited to be punished not for evildoing but for belief in Jesus Christ Week 4 dictator: overt: bubonic plague: sole ruler; usually, a tyrannical and unaccountable one in the open; not concealed highly contagious and usually fatal disease Week 5 deified: catechetical: truths of welfare state: forced Nova Roma: divinized; elevated to god-like status the adjectival form of the noun catechesis, meaning the teaching of the the Faith a form of government in which basic material necessities, as well as other goods and services, are provided or not provided through a system of taxation literally, New Rome, the name given to Byzantium by Constantine Copyright 2015 All Rights Reserved Light to the Nations, Part One 36