Boy in the Striped Pajamas Novel Study
1 Students will be able to examine and discuss elements of the novel in connection to real historical events.
2 Students will be able to analyze and discuss, both individually and as a class, the important ideas and themes of The Boy in the Striped Pajamas.
3 Students will be able to speak and write with insight about the moral implications of the story and themes in the novel.
4 Students will be able to read The Boy in the Striped Pajamas with careful attention to character development, particularly with regard to the characters of Bruno, Gretel, and Father.
Holocaust Project - You will be presenting :)
ESSENTIAL QUESTIONS
- ● What was the Holocaust?
- ● What was the experience of one young girl in the Holocaust?
- ● What questions can help students begin to understand the Holocaust?
- ● How does annotation help you make a personal and critical connection to text?
Make a foldable that represents these terms, vocabulary with a picture that represents the term.
Objective: Students will be able to explain the difficulty of treating wounded troops during the D-Day invasion by analyzing interviews from those who were there.
What makes Pearl Harbor a defining moment in American history?
Objective:
Students will be able to Evaluate the importance of Pearl Harbor on America’s entry into World War II.
Students will analyze the impact of the attack on the American identity and the American role in the world.
You will create a political cartoon answering the guiding question, “What makes Pearl Harbor a defining moment in American history?” The Pearl Harbor Political Cartoon Rubric to assess the assignment.
Outline of Units Covered:
The Great Global Convergence Reformation Renaissance Age of Exploration Colonization
Age of Revolutions Scientific Revolution Enlightenment American and French Revolutions Latin Revolutions
Rise of World Powers Industrial Revolution Imperialism and Nationalism
Global Conflict World War I Rise of dictators World War II
Cold War World division post WWII Korea and Vietnam Red China
Modern Global Society Modern and Middle East conflict Globalization in the 21st century Terrorism
Every Friday SWBAT- understand events happening around the world as we utilize CNN10 and engage in discussion with one another.
https://kahoot.it/challenge/04706942?challenge-id=676f705c-28ad-47a9-a78d-7500c1bffb5f_1706577485736
kahoot.it/challenge/04706942?challenge-id=676f705c-28ad-47a9-a78d-7500c1bffb5f_1706577485736
04706942 PIN CODE
kahoot.it/challenge/04706942?challenge-id=676f705c-28ad-47a9-a78d-7500c1bffb5f_1706577485736
04706942 PIN CODE
Task 1- Based on the chart, list the total men killed and wounded for the following countries in WWI:
United States:
Britain:
France:
Germany:
Russia:
Task #2 What aspect of World War One interested you the most? Why? Really think about this and write at least a few sentences to describe your answer.
United States:
Britain:
France:
Germany:
Russia:
Task #2 What aspect of World War One interested you the most? Why? Really think about this and write at least a few sentences to describe your answer.
Essay Question: Woodrow Wilson’s 14 Points.
At the end of World War I, Woodrow Wilson presented a plan to create a lasting peace. His plan, known as the Fourteen Points, met stiff opposition at both the Paris peace talks and back home in the United States. Describe the ideas expressed in this document and how well it addressed the causes (M.A.I.N.) of the war. In your opinion, was Wilson’s plan a good proposal? Explain.
Write one paragraph (5 sentences)
Life in the Trenches
The Great War — a phrase coined even before it had begun — was expected to be a relatively short affair and, as with most wars, one of great movement. The First World War was typified, however, by its lack of movement, the years of stalemate exemplified on the Western Front from autumn 1914 until spring 1918.
Not that there was not movement at all on the Western Front during 1914-18; the war began dramatically with sweeping advances by the Germans through Belgium and France en route for Paris. However stalemate — and trench warfare soon set resulted.
Daily Death in the Trenches
Death was a constant companion to those serving in the line, even when no raid or attack was launched or defended against. In busy sectors the constant shellfire directed by the enemy brought random death whether victims were lounging in a trench or lying in dugouts — many men were buried alive as a consequence of such large shell-bursts.
Similarly, novices were cautioned against their natural inclination to peer over the parapet of the trench into No Man’s Land.
Many men died on their first day in the trenches from a precisely aimed sniper’s bullet.
Estimates show that up to one third of Allied casualties on the Western Front were actually sustained in the trenches. Aside from enemy injuries, disease wrought a heavy toll.
Rat Infestation
Rats in the millions infested trenches. Rats gorged themselves on human remains, grotesquely disfiguring dead bodies by eating their eyes and liver. Rats feasted on corpses so frequently that many rats grew to be the size of cats.
Soldiers were maddened and afraid of these rats, which often scampered across their faces in the dark. Men attempted to rid the trenches of rats by various methods: by gunfire, by bayonet, and even by clubbing them to death.
It was useless however: a single rat couple could produce up to 900 offspring in a year, spreading infection and contaminating food. The rat problem remained for the duration of the war, although many veteran soldiers swore that rats sensed impending heavy enemy shellfire and consequently disappeared from view.
Frogs, Lice, and Trench Foot
Rats were by no means the only source of infection and nuisance. Lice were a never-ending problem, breeding in the seams of filthy clothing and causing men to itch unceasingly.
Even when clothing was periodically washed and deloused, lice eggs invariably remained hidden in the seams; within a few hours of the clothes being re-worn, the body heat generated would cause the eggs to hatch.
Lice caused Trench Fever, a particularly painful disease that began suddenly with severe pain followed by high fever. Recovery — away from the trenches — took up to twelve weeks. Lice were not actually identified as the culprit of Trench Fever until 1918.
Frogs by the score were found in shell holes covered in water; they were also found in the base of trenches. Slugs and horned beetles crowded the sides of the trench.
Many men chose to shave their heads entirely to avoid another common scourge: nits.
Trench Foot was another medical condition peculiar to trench life. It was a fungal infection of the feet caused by cold, wet and unsanitary trench conditions. It could turn into gangrene and result in amputation.
Patrolling No Man’s Land
Patrols would often be sent out into No Man’s Land. Some men would be tasked with repairing or adding barbed wire to the front line. Others, however, would go out to assigned listening posts, hoping to pick up valuable information from the enemy lines.
Sometimes enemy patrols would meet in No Man’s Land. They were then faced with the option of hurrying on their separate ways or else engaging in hand to hand fighting.
They could not afford to use their handguns while patrolling in No Man’s Land, for fear of the machine gun fire it would inevitably attract, deadly to all members of the patrol.
... And the Smell
Finally, no overview of trench life can avoid the aspect that instantly struck visitors to the lines: the appalling reek given off by numerous conflicting sources.
Rotting carcasses lay around in the thousands.
Overflowing toilets similarly gave off a most offensive stench.
Men who had had a bath in weeks or months reeked of dried sweat. The feet were generally accepted to give off the worst odor.
Trenches would also smell of cleaners or chloride, used to stave off the constant threat of disease and infection.
Add to this the smell of gunpowder, the lingering odor of poison gas, rotting sandbags, stagnant mud, cigarette smoke and cooking food... yet men grew used to it, while it thoroughly overcame first-time visitors to the front.
http://www.firstworldwar.com/features/trenchlife.htm5
Shell Shock: The Human Impact of War
In World War I 56% of troops were killed or
wounded. Not surprisingly, the horrific trench
warfare had profound psychological effects on
the young men in the battlefield. Many soldiers
had to cope with images that wouldn’t go away.
At times, parts of human bodies were used to
shore up the trench system itself. Some soldiers
found it humorous to hang their water canteens
on a protruding arm or leg. These were not
people who were disrespectful of the dead; these
were people who were living with the dead. One
can imagine the possibility of becoming numb to
such images, but some who couldn’t turn off their feelings. They brought them home with them, dreamt about them, and went mad because of them.
By the winter of 1914–15, "shell shock" was a pressing medical and military problem. Not only did it affect increasing numbers of frontline troops serving in World War I, but also doctors were struggling to understand and treat the disorder. Soldiers, themselves, coined the term “shell shock.” Symptoms included fatigue, tremors, confusion, nightmares and impaired sight and hearing. It was often diagnosed when a soldier was unable to function and no obvious cause could be identified. Because many of the symptoms were physical, it bore little overt resemblance to the modern diagnosis of post-traumatic stress disorder (PTSD). Although today, modern psychologists recognize shell shock as a form of PTSD.
In 1916, British soldier Arthur Hubbard painfully set pen to paper in an attempt to explain to his mother why he was no longer on the front lines. He had been taken from the battlefields and placed in a hospital suffering from shell shock. In his words, his breakdown was related to witnessing “a terrible sight that I shall never forget as long as I live.” He wrote the following letter to his mother. [Punctuation and wording appear as originally written]:
We had strict orders not to take prisoners, no matter if wounded my first job was when I had finished cutting some of their wire away, to empty my magazine on 3 Germans that came out of one of their deep dugouts. bleeding badly, and put them out of misery. They cried for mercy, but I had my orders, they had no feeling whatever for us poor chaps... it makes my head jump to think about it.
Hubbard had “gone over the top,” meaning he climbed out of his trench and charged forward through no-man’s land to attack the enemy German trenched. While he survived, practically his whole battalion was wiped out by German artillery. He was buried, dug himself out, and during the subsequent retreat was almost killed by machine gun fire. Within this landscape of horror, he collapsed.
Arthur Hubbard was one of millions of men who suffered psychological trauma as a result of their war experiences. Symptoms ranged from uncontrollable diarrhea to unrelenting anxiety. Soldiers who had bayoneted men in the face developed hysterical tics of their own facial muscles. Stomach cramps seized men who knifed their foes in the abdomen. Snipers lost their sight. Terrifying nightmares of being unable to withdraw bayonets from the enemies’ bodies persisted long after the slaughter.
The dreams might occur “right in the middle of an ordinary conversation” when “the face of a [German] that I have bayoneted, with its horrible gurgle and grimace, comes sharply into view,” an infantry captain complained. An inability to eat or sleep after the slaughter was common. Symptoms, however, did not always occur during the war. One soldier did not suffer until he returned home when he admitted he “cracked up” and found himself unable to eat, deliriously re- living his experiences of combat.
These were not exceptional cases. It was clear to everyone that large numbers of combatants could not cope with the strain of warfare. Medical officers quickly realized that everyone had a “breaking point” — weak or strong, courageous or cowardly, war frightened everyone.
The Great War — a phrase coined even before it had begun — was expected to be a relatively short affair and, as with most wars, one of great movement. The First World War was typified, however, by its lack of movement, the years of stalemate exemplified on the Western Front from autumn 1914 until spring 1918.
Not that there was not movement at all on the Western Front during 1914-18; the war began dramatically with sweeping advances by the Germans through Belgium and France en route for Paris. However stalemate — and trench warfare soon set resulted.
Daily Death in the Trenches
Death was a constant companion to those serving in the line, even when no raid or attack was launched or defended against. In busy sectors the constant shellfire directed by the enemy brought random death whether victims were lounging in a trench or lying in dugouts — many men were buried alive as a consequence of such large shell-bursts.
Similarly, novices were cautioned against their natural inclination to peer over the parapet of the trench into No Man’s Land.
Many men died on their first day in the trenches from a precisely aimed sniper’s bullet.
Estimates show that up to one third of Allied casualties on the Western Front were actually sustained in the trenches. Aside from enemy injuries, disease wrought a heavy toll.
Rat Infestation
Rats in the millions infested trenches. Rats gorged themselves on human remains, grotesquely disfiguring dead bodies by eating their eyes and liver. Rats feasted on corpses so frequently that many rats grew to be the size of cats.
Soldiers were maddened and afraid of these rats, which often scampered across their faces in the dark. Men attempted to rid the trenches of rats by various methods: by gunfire, by bayonet, and even by clubbing them to death.
It was useless however: a single rat couple could produce up to 900 offspring in a year, spreading infection and contaminating food. The rat problem remained for the duration of the war, although many veteran soldiers swore that rats sensed impending heavy enemy shellfire and consequently disappeared from view.
Frogs, Lice, and Trench Foot
Rats were by no means the only source of infection and nuisance. Lice were a never-ending problem, breeding in the seams of filthy clothing and causing men to itch unceasingly.
Even when clothing was periodically washed and deloused, lice eggs invariably remained hidden in the seams; within a few hours of the clothes being re-worn, the body heat generated would cause the eggs to hatch.
Lice caused Trench Fever, a particularly painful disease that began suddenly with severe pain followed by high fever. Recovery — away from the trenches — took up to twelve weeks. Lice were not actually identified as the culprit of Trench Fever until 1918.
Frogs by the score were found in shell holes covered in water; they were also found in the base of trenches. Slugs and horned beetles crowded the sides of the trench.
Many men chose to shave their heads entirely to avoid another common scourge: nits.
Trench Foot was another medical condition peculiar to trench life. It was a fungal infection of the feet caused by cold, wet and unsanitary trench conditions. It could turn into gangrene and result in amputation.
Patrolling No Man’s Land
Patrols would often be sent out into No Man’s Land. Some men would be tasked with repairing or adding barbed wire to the front line. Others, however, would go out to assigned listening posts, hoping to pick up valuable information from the enemy lines.
Sometimes enemy patrols would meet in No Man’s Land. They were then faced with the option of hurrying on their separate ways or else engaging in hand to hand fighting.
They could not afford to use their handguns while patrolling in No Man’s Land, for fear of the machine gun fire it would inevitably attract, deadly to all members of the patrol.
... And the Smell
Finally, no overview of trench life can avoid the aspect that instantly struck visitors to the lines: the appalling reek given off by numerous conflicting sources.
Rotting carcasses lay around in the thousands.
Overflowing toilets similarly gave off a most offensive stench.
Men who had had a bath in weeks or months reeked of dried sweat. The feet were generally accepted to give off the worst odor.
Trenches would also smell of cleaners or chloride, used to stave off the constant threat of disease and infection.
Add to this the smell of gunpowder, the lingering odor of poison gas, rotting sandbags, stagnant mud, cigarette smoke and cooking food... yet men grew used to it, while it thoroughly overcame first-time visitors to the front.
http://www.firstworldwar.com/features/trenchlife.htm5
Shell Shock: The Human Impact of War
In World War I 56% of troops were killed or
wounded. Not surprisingly, the horrific trench
warfare had profound psychological effects on
the young men in the battlefield. Many soldiers
had to cope with images that wouldn’t go away.
At times, parts of human bodies were used to
shore up the trench system itself. Some soldiers
found it humorous to hang their water canteens
on a protruding arm or leg. These were not
people who were disrespectful of the dead; these
were people who were living with the dead. One
can imagine the possibility of becoming numb to
such images, but some who couldn’t turn off their feelings. They brought them home with them, dreamt about them, and went mad because of them.
By the winter of 1914–15, "shell shock" was a pressing medical and military problem. Not only did it affect increasing numbers of frontline troops serving in World War I, but also doctors were struggling to understand and treat the disorder. Soldiers, themselves, coined the term “shell shock.” Symptoms included fatigue, tremors, confusion, nightmares and impaired sight and hearing. It was often diagnosed when a soldier was unable to function and no obvious cause could be identified. Because many of the symptoms were physical, it bore little overt resemblance to the modern diagnosis of post-traumatic stress disorder (PTSD). Although today, modern psychologists recognize shell shock as a form of PTSD.
In 1916, British soldier Arthur Hubbard painfully set pen to paper in an attempt to explain to his mother why he was no longer on the front lines. He had been taken from the battlefields and placed in a hospital suffering from shell shock. In his words, his breakdown was related to witnessing “a terrible sight that I shall never forget as long as I live.” He wrote the following letter to his mother. [Punctuation and wording appear as originally written]:
We had strict orders not to take prisoners, no matter if wounded my first job was when I had finished cutting some of their wire away, to empty my magazine on 3 Germans that came out of one of their deep dugouts. bleeding badly, and put them out of misery. They cried for mercy, but I had my orders, they had no feeling whatever for us poor chaps... it makes my head jump to think about it.
Hubbard had “gone over the top,” meaning he climbed out of his trench and charged forward through no-man’s land to attack the enemy German trenched. While he survived, practically his whole battalion was wiped out by German artillery. He was buried, dug himself out, and during the subsequent retreat was almost killed by machine gun fire. Within this landscape of horror, he collapsed.
Arthur Hubbard was one of millions of men who suffered psychological trauma as a result of their war experiences. Symptoms ranged from uncontrollable diarrhea to unrelenting anxiety. Soldiers who had bayoneted men in the face developed hysterical tics of their own facial muscles. Stomach cramps seized men who knifed their foes in the abdomen. Snipers lost their sight. Terrifying nightmares of being unable to withdraw bayonets from the enemies’ bodies persisted long after the slaughter.
The dreams might occur “right in the middle of an ordinary conversation” when “the face of a [German] that I have bayoneted, with its horrible gurgle and grimace, comes sharply into view,” an infantry captain complained. An inability to eat or sleep after the slaughter was common. Symptoms, however, did not always occur during the war. One soldier did not suffer until he returned home when he admitted he “cracked up” and found himself unable to eat, deliriously re- living his experiences of combat.
These were not exceptional cases. It was clear to everyone that large numbers of combatants could not cope with the strain of warfare. Medical officers quickly realized that everyone had a “breaking point” — weak or strong, courageous or cowardly, war frightened everyone.
ESSENTIAL QUESTIONS: What role did animals play in the successes and failures of World War I? How did animals affect the morale of the troops?
December 11th-15th
https://app.nearpod.com/?pin=3sfnb
app.nearpod.com/?pin=3sfnb
Kahoot Test on Industrial Revolution
Dec 4th-December 8th
Industrial Revolution Project Due Monday December 4th
Veterans Day https://reader.activelylearn.com/student/6632841/notes
Industrial Revolution
October 30-November 5th
https://www.youtube.com/watch?v=q10lD0npXJo&t=53s
October 23rd-27th
Students will be discussing the impact these scientists have made on modern day Science. You will be reading and completing a Webquest.
Complete this webquest:
Scientific Revolution Web Quest
Directions: Use the links for each of the following historical natural philosophers (scientists) and answer the questions about them. Go to Canvas and find the assignment- answer the questions.
Copernicus: http://www.phy.hr/~dpaar/fizicari/xcopern.html
1. Where was Copernicus born and what did he do in his early life?
2. Besides astronomy, what did Copernicus study in school?
3. What different occupations did Copernicus engage in?
4. What was Copernicus’ Heliocentric Theory?
5. When did Copernicus reportedly receive a copy of his printed theory?
Kepler: http://galileo.rice.edu/sci/kepler.html
1. Where was Kepler born and where did he receive his education?
2. Who did he replace after serving as his assistant?
3. What was Kepler’s mother accused of being?
Galileo: https://www.history.com/topics/inventions/galileo-galilei
1. What invention did Galileo improve upon?
2. He discovered how many moons orbiting around Jupiter?
2. He believed we lived in what type of Universe?
3. What does "Eppur si muove!" mean?
4. What was he forced to say during his trial?
Francis Bacon: http://plato.stanford.edu/entries/francis-bacon/
1. By today’s standards, Bacon did things at a young age.
a. When did he enter college?
b. When did he become a member of the House of Commons?
2. What was Bacon’s father’s role in the Queen’s court?
3. Describe Bacon’s “method.”
Rene Descartes
http://www.maths.tcd.ie/pub/HistMath/People/Descartes/RouseBall/RB_Descartes.html
1. What is the source of this account of Descartes’ life?
2. What was Descartes’ excuse for sleeping late?
3. What were Descartes’ chief contributions to mathematics?
4. Besides mathematics, what other science did Descartes delve into?
Isaac Newton http://www.physics4kids.com/files/motion_laws.html
1. How many laws of motion did Newton create?
2. What was Newton’s first law of motion?
3. What happens to items placed in a location in space? Do they move? Why or why not?
4. What was Newton’s second law of motion?
Scientific Revolution Web Quest
Directions: Use the links for each of the following historical natural philosophers (scientists) and answer the questions about them. Go to Canvas and find the assignment- answer the questions.
Copernicus: http://www.phy.hr/~dpaar/fizicari/xcopern.html
1. Where was Copernicus born and what did he do in his early life?
2. Besides astronomy, what did Copernicus study in school?
3. What different occupations did Copernicus engage in?
4. What was Copernicus’ Heliocentric Theory?
5. When did Copernicus reportedly receive a copy of his printed theory?
Kepler: http://galileo.rice.edu/sci/kepler.html
1. Where was Kepler born and where did he receive his education?
2. Who did he replace after serving as his assistant?
3. What was Kepler’s mother accused of being?
Galileo: https://www.history.com/topics/inventions/galileo-galilei
1. What invention did Galileo improve upon?
2. He discovered how many moons orbiting around Jupiter?
2. He believed we lived in what type of Universe?
3. What does "Eppur si muove!" mean?
4. What was he forced to say during his trial?
Francis Bacon: http://plato.stanford.edu/entries/francis-bacon/
1. By today’s standards, Bacon did things at a young age.
a. When did he enter college?
b. When did he become a member of the House of Commons?
2. What was Bacon’s father’s role in the Queen’s court?
3. Describe Bacon’s “method.”
Rene Descartes
http://www.maths.tcd.ie/pub/HistMath/People/Descartes/RouseBall/RB_Descartes.html
1. What is the source of this account of Descartes’ life?
2. What was Descartes’ excuse for sleeping late?
3. What were Descartes’ chief contributions to mathematics?
4. Besides mathematics, what other science did Descartes delve into?
Isaac Newton http://www.physics4kids.com/files/motion_laws.html
1. How many laws of motion did Newton create?
2. What was Newton’s first law of motion?
3. What happens to items placed in a location in space? Do they move? Why or why not?
4. What was Newton’s second law of motion?
- ❏ How did the Scientific Revolution change the way people understood the world?
- ❏ How were the Renaissance and Scientific Revolution connected?
October 16-20th
September 25-29th
Answer the questions in Each Artifact B-E-on a sheet of paper and upload it to Canvas.
Create a foldable using the term, definitions and add pictures.
September 25th-29th
September 18th-22nd
Age of Exploration: Favorite Explorer Baseball Card Project
Pick any explorer you want from the Age of Exploration from the following nations: Spain, France, China, Holland, England, Norway, Italy or Portugal. You can use any website you want to get your information as long as it is NOT Wikipedia – try to use legitimate government or educational pages when you select.
You can do the entire project online or handwritten on paper. It only needs to be the size of a regular sheet of paper.
This is an individual project and while you may have the same explorer as others, your project should in no way be like theirs. Due Wednesday when you arrive to class. You will be sharing this project with your peers.
Have fun with this and do your best – the layout is completely up to your discretion, but focus on doing a great historical job
Pick any explorer you want from the Age of Exploration from the following nations: Spain, France, China, Holland, England, Norway, Italy or Portugal. You can use any website you want to get your information as long as it is NOT Wikipedia – try to use legitimate government or educational pages when you select.
You can do the entire project online or handwritten on paper. It only needs to be the size of a regular sheet of paper.
This is an individual project and while you may have the same explorer as others, your project should in no way be like theirs. Due Wednesday when you arrive to class. You will be sharing this project with your peers.
Have fun with this and do your best – the layout is completely up to your discretion, but focus on doing a great historical job
Michelangelo- Actively Learn
Test Monday https://kahoot.it/challenge/06277324?challenge-id=676f705c-28ad-47a9-a78d-7500c1bffb5f_1694993889236
Renaissance Inventions
September 5th-8th
Renaissance Inventions & Discoveries
The Renaissance was a cultural movement that took place in Europe during the period between 14th and 17th century. The epicenter of this movement was in Florence Italy which gradually spread to Rome and the rest of Europe. It was a golden period that lead to development in arts, literature and culture. It is often thought to be a movement that led to the birth of the modern era with modern thinking and perspective. Although Renaissance is better known for its artistic developments as seen by the works of Leonardo da Vinci and Michelangelo, there were many notable inventions during this period. Perhaps one of the most important inventions of the Renaissance period is the printing press, which marked a paradigm shift in education and literature.
During the Renaissance, there were many new inventions and discoveries made, which changed the way people worked or looked at things. Some of the everyday things that we use today are Renaissance inventions and technology. Some of the greatest inventions of all times were made during this period. Renaissance inventions and inventors were truly revolutionary and unique and the world is what it is today, due to these inventions made at that period.
Inventions and Discoveries:
Project
The invention or technology that you research could be important for scientific reasons, useful to everyday life or even medical!
-Write a summary about your product. This summary should include…
-shows an understanding of what the invention/technology does or how it works, who created or invented it, and what influenced its creation
-shows a clear understanding of how the invention/technology will improve life or change life for people in Europe during the Renaissance time period
Elements of Advertisements- You want to sell this product to the people.
-Includes images, graphics or model of the product
-Include a catchy slogan, logo, testimonial, etc.
-No spelling or grammatical errors.
-Shows effort & organization/time was taken to create it/Persuasive
The Renaissance was a cultural movement that took place in Europe during the period between 14th and 17th century. The epicenter of this movement was in Florence Italy which gradually spread to Rome and the rest of Europe. It was a golden period that lead to development in arts, literature and culture. It is often thought to be a movement that led to the birth of the modern era with modern thinking and perspective. Although Renaissance is better known for its artistic developments as seen by the works of Leonardo da Vinci and Michelangelo, there were many notable inventions during this period. Perhaps one of the most important inventions of the Renaissance period is the printing press, which marked a paradigm shift in education and literature.
During the Renaissance, there were many new inventions and discoveries made, which changed the way people worked or looked at things. Some of the everyday things that we use today are Renaissance inventions and technology. Some of the greatest inventions of all times were made during this period. Renaissance inventions and inventors were truly revolutionary and unique and the world is what it is today, due to these inventions made at that period.
Inventions and Discoveries:
- 1300 Invention of the first mechanical clock.
- 1366 Invention of scales for weighing.
- 1400 First golf ball was invented
- 1411 Invention of the trigger for gun.
- The first piano called the Spinet invented.
- 1420 Oil painting was invented
- 1421 Hoisting gear invented in Florence.
- 1450 Lenses for near-sighted people invented by Nicholas of Cusa
- 1456 Invention of the Printing press by Gutenberg. 1465 Drypoint engravings invented.
- 1475 Muzzle loaded rifles invented in Italy
- 1485 Leonardo da Vinci designed the first parachute.
- 1487 Invention of bell chimes.
- 1494 Invention of whiskey in Scotland.
- 1500 The first flush toilets were invited.
- 1510 Pocket watch invented by Peter Henlein. 1568 Bottled beer was invented in London
- 1589 Knitting machine invented by William Lee 1590 Compound microscope invented by Zacharias Janssen
- 1593 Galileo Galilei invented the water thermometer
- 1608 First refracting telescope was invented by Hans Lippershey
- 1620 The first submarine was invented by Cornelis Drebbel
- 1624 Slide Rule was invented by William Oughtred 1625 Method of blood transfusion was invented by Jean Baptiste Denys
- 1636 W. Gascoigne invents the micrometer
- 1642 Adding Machine invented by Blaise Pascal 1643 Barometer invented by Torricelli
- 1650 Invention of the first air pump
- 1656 The pendulum clock was invented by Christian Huygens
- 1660 The cuckoo clock was first made in Black Forest, Germany
- 1663 The first reflecting telescope was constructed by James Gregory
- 1670 Champagne was invented by Dom Perignon 1671 The first calculating machine invented by Gottfried Wilhelm Leibniz
- 1679 Pressure Cooker invented by Denis Papin 1698 Steam pump invented by Thomas Savery
Project
The invention or technology that you research could be important for scientific reasons, useful to everyday life or even medical!
-Write a summary about your product. This summary should include…
-shows an understanding of what the invention/technology does or how it works, who created or invented it, and what influenced its creation
-shows a clear understanding of how the invention/technology will improve life or change life for people in Europe during the Renaissance time period
Elements of Advertisements- You want to sell this product to the people.
-Includes images, graphics or model of the product
-Include a catchy slogan, logo, testimonial, etc.
-No spelling or grammatical errors.
-Shows effort & organization/time was taken to create it/Persuasive
August 28th-Sept 1st
August 21st- August 25th
5 Themes of Geography Project
Name: _______________
Overview:
Select a city (it can be anywhere in the world) you have visited or would like to visit.
Make a poster or booklet (one page per theme) about the place you have selected demonstrating the Five Themes of Geography.
Each theme should have pictures; you may cut these out of magazines, print them from the computer, draw them yourself or use actual photographs, and….
Along with pictures, you will write one paragraph (4 to 5 sentences) with details about each theme in regards to the place you have chosen.
Location:
You must include both the absolute (longitude and latitude) and relative (bordering cities, countries, landmarks, etc., whatever is appropriate for your choice) location of your place.
Place:
Include physical features, landforms, climate, plant and animal life, altitude, soil, etc. Include human features such as population, housing, language, economy, customs and beliefs.
Human/Environment Interaction:
Show how the people and the environment interact in this place. Positive Interaction looks like recycling, conserving resources, replanting trees, planned development with safeguards for the environment and such. Negative Interaction looks like pollution, wasting resources, cutting down trees, development with no regards to the environment and so on.
Movement:
Show major forms of transportation, major imports and exports, are there any ports (air or sea) or harbors? What does communication (movement of ideas) look like in this place?
Regions:
Show which region it is in, this may be a region in the state it is in, or in in the country it is in. Also, include which continent it is located in. (For example, Winston-Salem is in the Piedmont region of N.C. and the Southeastern region of the United States. It is also located in the North American continent.)
Name: _______________
Overview:
Select a city (it can be anywhere in the world) you have visited or would like to visit.
Make a poster or booklet (one page per theme) about the place you have selected demonstrating the Five Themes of Geography.
Each theme should have pictures; you may cut these out of magazines, print them from the computer, draw them yourself or use actual photographs, and….
Along with pictures, you will write one paragraph (4 to 5 sentences) with details about each theme in regards to the place you have chosen.
Location:
You must include both the absolute (longitude and latitude) and relative (bordering cities, countries, landmarks, etc., whatever is appropriate for your choice) location of your place.
Place:
Include physical features, landforms, climate, plant and animal life, altitude, soil, etc. Include human features such as population, housing, language, economy, customs and beliefs.
Human/Environment Interaction:
Show how the people and the environment interact in this place. Positive Interaction looks like recycling, conserving resources, replanting trees, planned development with safeguards for the environment and such. Negative Interaction looks like pollution, wasting resources, cutting down trees, development with no regards to the environment and so on.
Movement:
Show major forms of transportation, major imports and exports, are there any ports (air or sea) or harbors? What does communication (movement of ideas) look like in this place?
Regions:
Show which region it is in, this may be a region in the state it is in, or in in the country it is in. Also, include which continent it is located in. (For example, Winston-Salem is in the Piedmont region of N.C. and the Southeastern region of the United States. It is also located in the North American continent.)