Review For The Final, Too

I'm going to copy and paste yesterday's entry.  Hopefully I don't sue myself.

At the end, I'm putting up 4 new topics to choose from.

I just want to put this out as an all-call.  We've got a final coming up.  We're going to start our review tomorrow started our review today, as well as finish finished up some thoughts on Japanese Imperialism and WWII.

In honor of the final, choose one of these topics.  Pick a previous year's blog post from one of the topics.  (You don't have to read every post.  Just scroll through until you reach one that interests you.)  Read it and discuss it.  Treat it as a regular extra credit blog post.  The only thing to add along with your name, date, and signature of the grown up you read and discussed with, you need to add the date and title of the original post.

Urbanization

Hinduism

Latitude and Longitude

Cultural Diffusion

Good luck.

Progress Reports and an Influx of People Wanting Extra Credit

So, progress reports come out tomorrow.  And we just took a little quiz that a lot of people got Ds on.  SOOOoooo... I'm anticipating an influx of students who are looking forward to some extra credit.

You've come to the right place.

We've finished studying religions.  You should now know the difference between monotheistic and polytheistic religions.  What theocracy is, and when it comes into play.  You should know some differences between the monotheistic religions - what Jews and Christians believe about the Messiah, for instance.  What are the Five Pillars of Faith for Islam?  What does "poly-morphic monotheism" mean?  Which religion is it specifying?  Which religions believe in karma and reincarnation?  How is the idea of karma in Hinduism different from the idea of mercy in Christianity?

We'll come back to the religions in review, but we're done for all intents and purposes.

For now, we're doing some moderate review - both for the ISTEP, and for our final, which is coming up in about 3 weeks.

It's been a while since we've discussed globalization, standard of living, or human capital.  Hopefully you still remember the differences between limited and unlimited governments.  More recently we've talked about colonization and imperialism.  How many of you remember the colonization simulation?

Does anyone remember why you learned TKWA?  Not just what each letter stands for, but why you learned it?

If you want extra credit for reading and discussing the blog with an adult, you need to read and discuss it with an adult.  To get the points, write the answer to at least 3 questions asked above.  They can be any three questions.  Third paragraph.  Fifth.  Have the adult you read it with sign your paper.  Turn it in tomorrow in the extra credit tray.

Life is a Test

"...If this is only a test, I hope that I'm passing, 'cause I'm losing strength..."

Good news, tomorrow you don't have a test.  It's only a quiz.

Hopefully you brought your Venn Diagram home and studied it.  And if not, there's always the bus tomorrow morning.  ...Or, if you're reading this tomorrow... this morning.

There's also the map section, and the Gandhi section.

Seriously, though, I'm expecting most people to ace this.  We'll see tomorrow, I guess.


I'll keep this short: if you want extra credit for reading and discussing the blog, write 3 similarities and 3 differences between Hinduism and Buddhism.  Then, have the adult you read and discussed it with sign the paper you wrote the differences on.

And as far as tests, tomorrow is the last of the LA ISTEP.  Rejoice.

Life is Pain

Anyone who says differently is selling something.

We are moving from Hinduism to Buddhism.

I asked students this morning to think about and write down some big questions religions try to answer.  I hadn't taught them this, per se.  And as I believe it's important to teach students how to think instead of simply what to think, I let them struggle through it for a while  (So often teachers give students information, then students give that same information right back on the test.  It is altogether fitting and proper that we should do this.  But if we only teach them how to regurgitate information, we're going them a disservice.)

Some students came up with some good "big questions":

• What happens to us when we die?
• Is there a God?
• How does God want me to live my life?
• What do I have to do to get to heaven?
• Is karma real?
• Why do people get cancer?  (Or why do good things happen to bad people?)

We've looked at what Judaism, Christianity, Islam, and Hinduism believe.  We're moving on to Buddhism.  The biggest two questions Buddhism tries to answer are these: Why do people suffer?  How can someone stop the suffering in their life?

One of The Four Noble Truths of Buddhism is that we suffer because of desire.  We watched to videos in class today.  If you want to get the extra credit for reading and discussing this blog with an adult, tell that adult what the videos were about.  Tell who was suffering and why.  Finally, tell the adult whether you agree or disagree - and why.  Do we suffer because of desire?  If not, what do you think causes suffering?  Then, write a few of your answers from the conversation down on a piece of scrap paper.  Have the adult you read it with sign the paper.

Turn it in tomorrow.

(In case you were absent:  video one from class, video two from class.)

Civil Disobedience Pictures 2017

While we've moved on to study Hinduism, I thought I'd post some samples of the civil disobedience pictures my students drew this year.  I always love their creativity, and seeing what they've come up with.

So, for the blog post today, just check them out:

Troublesome: Globalization

Yesterday, upon arriving back to class after spring break, I decided to give my students a little review sheet for bellwork.  When they had finished, and graded the sheet, I tallied up how many students missed each question in each class.

Most students did well - even thought they hadn't thought of school in over a week.  For instance, here are the numbers of students who missed a question about the British Empire in each class: 4, 1, 4, 5, 5, 3.

One question question (on human capital) came out like this: 3, 6, 3, 6, 14, 5.  So, I know I need to review with the class that had 14 students miss that one.

But two questions really stood out to me: one was on globalization, and one was on urbanization.

Here are the numbers: globalization:  17, 14, 20, 13, 19, 8.  Urbanization: 18, 21, 24, 15, 25, 19.

A SIGNIFICANT number of students missed those questions.  The globalization question is especially troubling, because we spent quite a bit of time covering it.  (...Although I didn't always tie the topics - such as cultural borrowing, cultural diffusion, etc... back to the term globalization.)

The two parts to globalization that students really need to know are world culture and international trade.  And even though they didn't get the answer on the test, my gut is they understand the concept.

The urbanization question had even worse results, but the students explained why they got it wrong.  I gave them a definition: "the increasing growth and spread of cities all all over the planet."  They had to come up with the term urbanization.

Several students pointed out that the definition I'd given them before was, "people moving to the city - usually for better paying jobs."

It didn't take long to point out that these definitions were essentially the same thing: if people move to the city for better paying jobs, what is going to happen to that city?  It's going to grow.

It's a continual struggle for teachers to get students to understand ideas and concepts rather than just memorize facts and definitions.

We've been studying Hinduism.  But, with ISTEP coming up, and the results of the globalization question on that review, I'm going to continue to review globalization while teaching Hinduism.

Today, we started in on a series by NPR.  It's worth checking out.  Here's what we watched today:

If you want extra credit for reading and discussing the blog with an adult, write a paragraph about your discussion.  Explain the two parts of globalization (world culture and international trade).  Have the adult you read the blog with sign the paper.  Turn it in tomorrow in the extra credit tray.

Moksha: Equating versus Relating

I had multiple students point out that I haven't posted anything in 10 days.

I make no apologies.  Teaching takes a lot of time.  :)


We're moving from Gandhi and the Indian independence movement into the study of Hinduism.  (This seems like a natural progression since Gandhi was Hindu.)

One of the (minor) struggles I've had in teaching is getting students to relate, but not equate.  And sometimes, I don't even want them to relate two things - but they do.

Many of my students are Christians.  Many of those who aren't Christian are at least familiar with Christianity because they live in Northern Indiana.

So, when they hear about avatars: Hindu gods that come to earth in the form of humans - many draw comparisons to the Christian belief in the incarnation of Jesus Christ.  But Christians wouldn't say Christ was an avatar - they would say he is God (or the Son of God.)  Maybe students could relate the two, but definitely don't equate the two.

In Hinduism, Shiva is the destroyer.  In Christianity, Satan is the destroyer.  But Shiva is not Satan.  In Hinduism, Shiva is not even evil.  Here, I'd like students to neither relate, nor equate.

Christians believe in heaven.  Hindus believe in Moksha.  Moksha is not heaven.  Again, noting the similarities is fine.  Equating them is not.

When I hear students equate, it usually sounds something like this, "Oh... so Moksha is the Hindu heaven?"  Or "Oh... so Shiva is the Hindu version of Satan."

No.

Moksha is the Hindu afterlife, but it's not the "Hindu heaven."

Maybe, if I have time tomorrow I'll give you a better description of Moksha.

If you want extra credit for reading and discussing the blog, write a couple sentences telling the difference between relating and equating.

Have the adult you read the blog with sign the paper.

Turn it in tomorrow.

Quiz Day

Students took the Hinduism/Buddhism/Indian Independence Movement Quiz today.  I'm hoping to have all of the scores posted in the grade book by the end of the day.

I was surprised by how much some students struggled on the map portion.  We've gone to the computer lab several times, but it has been a while.  We've also done some other map work.  I'll want to look at that a little more closely to see if I can figure out what students are missing and why.

You should also know that I counted the essay as extra credit.  I graded these myself, and everyone scored well - well, at least out of those that I've scored so far.

Since we just took the quiz, I don't have anything vital to post.  But I do have something interesting.  If you remember back to Wednesday's post, I had students challenge adults to a game of Pictionary.  I received quite a few back.  I thought I'd post my favorite answers:

In case you couldn't get that, here are their answers along with the pictures:

Mom: Shrimp with arms

Tyler: Brahmin

Correct answer: Brahman.  The judges are still out as to whether or not Tyler should get the credit for this.  As a teacher, I don't grade for spelling when I'm trying to assess whether or not they know social studies.  I'll grade for spelling if I'm assessing spelling.  The problem is that "Brahmin" refers to the priestly caste within Hinduism, Brahman refers to the God of Hinduism.  The eternal spirit, if you'd prefer.

 Mom:  Pacman eating a garbage can full of money on fire.
Tyler: Suffering
Correct answer:  Gandhi.  Yeah... we were going for Gandhi on this one.  He's burning the passes.  Although, now I can only see Pacman eating a garbage full of money on fire.

 Mom:  A balloon wearing sunglasses next to a worm and the number 9.
Tyler: The making of salt.
Correct answer: The Ganges River.  In class, the artist drew the river first, and when the class couldn't get it, added Gandhi.  Then, when they still couldn't get it, he told them it began with the letter "g."  In Tyler's defense, the making of the salt is a fantastic guess.  In India, the making of salt was illegal, only the British could make it.  So, he famously marched to the sea to make it in defiance of the British.  It's something we talked about in class.  We have never talked about balloons wearing sunglasses...  But in Mom's defense, she's never been in my class, so I expect her to know none of these.

 Mom:  An old man looking at a melting ice cream cone.
Tyler: Gandhi
Correct answer: India.  Though, that is supposed to be Gandhi standing beside it.

 Mom: Man yelling at a boy who is getting hit by lightening.
Tyler: Karma.
Correct answer: Karma.  Good job, Tyler!  You've taken the lead 1-0.

 Mom: Four bullies w/ mohawks who are mad at three little siblings.
Tyler's answer: Oligarchy.
Correct answer: Oligarchy.  Tyler!  You'll pulling away!  2-0.  An oligarchy, is an unelected group of leaders who rule with dictatorial power.  It's one of the unlimited governments we studied about earlier in the year.  ...The crowns are deceiving.  It might lead one to believe it's some form of monarchy.  It's not.  But neither are they mohawks.

 Mom: A dog walking toward his owner.
Tyler: dead man.
Correct answer: Reincarnation.  Tyler is close.  But the arrow is supposed to mean that the spirit of the dead man was reincarnated into another living being.

 Mom:  A funeral.
Tyler:  Siddhartha Guatama.
Correct answer:  Siddhartha Guatama.  3-0 Tyler.  And a funeral is one of the things Guatama saw on his walk.

 Mom:  A rich man and a poor man.
Tyler:  Wealth.
Correct answer:  Standard of living.  The judges almost gave each of the contestants a point for this answer, but in the end decided against it.  It was very controversial, even though it wouldn't have affected the game's outcome.

 Mom: A farm
Tyler: Urbanization
Correct answer: Urbanization.  4-0

 Mom: Ranking of the classes of people
Tyler: Caste system
Correct answer: Caste system, however we're giving mom a point on this one.  5-1!

Tyler gets the prize for most correct answers.  Mom gets the prize for the most humorous answers.  In fact, part of me likes her answers more.  ...You know on those standarized tests where it always say, "choose the best answer...?"  This game is really making me second guess that.  Luckily, those tests are multiple choice - so we'll never see answers this good.

My students can get extra credit if they read and discuss this blog with an adult.  Ultimately, I just think it's important to discuss social studies outside of the classroom.  The more you do that, the better.  Maybe tell your parents (or whoever you're talking to) how you did on the test.  Or how you think you did.  Maybe you could check the grades to see if I've posted them yet.

When you're done, write a couple sentences telling me about your conversation.  Have the adult sign the paper.  Turn it in to me tomorrow.  (Make sure your name, date, and hour are on it.)

*EDIT*  To the other students who asked me if I could post what your parents put, sorry for the let down.  I didn't have a chance to give them a call to get permission.  Also, I don't have time to add them to this post.  But you're right: there were a lot of good responses.

Pictionary Part II

We've got a quiz on Friday.  It shouldn't be too overwhelming... just overwhelming enough.

As you know, the quiz will deal mainly with Hinduism, Buddhism, and the Indian Independence Movement.

One of the portions of the quiz will have a list of terms: beliefs, ideas, people, places, etc...  Students will have to place them with Hinduism, Buddhism or Both.

Here's a quick list:

1. Karma
2. Gandhi
3. Moksha
4. Eternal Spirit/ Brahman
5. Siddhartha Guatama
6. India
7. 4 Noble Truths
8. Reincarnation
9. Nontheistic
10. 5 Pillars of Faith

Today we finished up our quick discussion on banking, then we played some Pictionary.

If students want some extra credit today, they can get it by challenging an adult to the Pictionary game here on the blog.  Find a scrap of paper.  Adults have to write their guesses first.  Then students write their answers.

When you're done, have the adult you challenged sign the paper.  Turn it in tomorrow.

Review: Pictionary

We've got a lot to review for: ISTEP, our Hinduism/Buddhism Quiz, and the Year-End Final.

We'll use a variety of styles to review.  Today, I gave students a couple minutes to look over their notes - especially some of the charts we've filled out throughout the year.  Then, we started the game.

The students were in groups.  Each group had 2 dry-erase boards.  Every group starts the game with 3 points.  One member of each group came up to me.  I wrote down a word - a term, concept, idea, name, etc... that we've learned this year.  (Today, I focused mainly on Hinduism and Buddhism, but I threw in a couple other items as well.)  The students went back to their desk and drew a picture of what I wrote.  Other members of the group tried to figure it out.  They couldn't shout out the answer, though.  They had to write it down and hold it up on the second dry-erase board.  The first group to hold up the correct answer earned 2 points.  The second group to hold up the correct answer earned 1 point.  Every other round or so, I'd choose 1 student to draw in front of the whole class on the SMARTboard.  Scoring was the same - 2 points for the first group with the correct answer, 1 point for the second.

Every once in a while, I'd ask students a bonus question.  It is offered first to the group with the lowest score, then works its way up to the group with the highest score.  For instance, after they drew a picture of "suffering," I asked them why I would have them draw that picture.  What did it have to do with social studies?  Or, after drawing "the middle path" I asked them to recount the story of Goldilocks.  ...And for an added bonus question, I asked why I would ask them to recount that tale.  Anybody?  Anybody?

Occasionally, students would complain that I should let everybody try for the extra credit questions.  I told them that they could change their strategy.  They could play for last place in order to get the questions...  Why not try that?  :)

The winning team got Jolly Ranchers.

That was our day in class.  If you weren't here, you missed out.  You totally would have been on the winning team.

If you want to make up the participation points, play the game here.  (Or, if you want extra credit points, you can play it.)  Write down what you think each of these pictures are supposed to represent.  Before you judge on artistic ability, remember that in Pictionary, one must draw fast.  If you don't know the answer, you have to give a guess.  Ask your parent (or whoever you're reading with) to guess for one before you give the answer.  They'll probably be wrong, since they weren't in here.  Write their guess next to your guess for at least one picture.  If they want to try all of them, that'd be great.

When you're done, turn it in tomorrow.  Make sure your name is on it.  Here are the pictures;

Comparing Buddhism and Hinduism

We'll be wrapping up our studies on Buddhism within the next couple of days.  ...Come to think of it, that means we'll be completely done with religions for the year.  Wow.  I feel like I just met this class.

We did a Venn Diagram today comparing Buddhism to Hinduism.  If you were absent, I'll post a copy here in a little bit.  I'll also upload a copy to the H-Block Assignments page.

Again, the religions share a lot of similarities, but they are not the same.

Over the winter break, I watched the Scorsese  film, Kundun.  I watched it to see if it would be worth showing in class.  I had never shown it before, but I had briefly taught about the China/Tibet conflict, as it ties into the Indiana standards.  It's a good movie, but we just don't have time for it.

We DID have time for the trailer today, though.

We see a lot of Buddhist thought in the trailer.  We also get a little glimpse of history: finding the Dalai Lama, the China/Tibet conflict.

The last thing we did today was grade the China map practice from yesterday.  Because that map came from Junior Scholastic, I only have copies here in the classroom.  If students want (or need) to make it up, they'll have to get a pass from me and come in during CAP class.

Students in my class can get extra credit from reading and discussing this blog with an adult.  In order to get the extra credit today, watch the Kundun trailer and discuss it.  See if you can identify any Buddhist beliefs from the trailer.  Then, students, find a scrap piece of paper and write a few sentences about your discussion with the adult.  Make sure your name, date, and hour are on the paper.

Turn it in tomorrow.

Up To Date

I hope you're all having a fantastic Spring Break.

I just thought I'd let you know that I updated the grades.

Don't forget, if you're missing something, you can generally find it on the H Block Assignments page.  A couple of you are missing your India Map.  It's there if you need it.

We'll finish up Buddhism when we get back to school, have a quiz over Buddhism and Hinduism, then review the year as we prepare for the ISTEP.

You've still got quite a bit of Spring Break though, so keep relaxing for now.

Suffering: The Pink Eraser

Buddhism and Hinduism have many similarities.  They both believe in karma, dharma, they both believe in reincarnation, and that there is an end to the reincarnation cycle - at least for the individual soul.

It's worth noting that even though the religions share these similarities, they don't hold identical beliefs on any... for instance, even though dharma relates to rules and order and teachings, the concept is different between the two religions.

Hinduism and Buddhism are similar much like Islam and Christianity are similar.  They share some concepts, (both Christians and Muslims believe in one God, trace their roots back to Abraham, believe Jesus Christ was a prophet...) but those practicing the religion would not claim they were the same.

One major way Buddhism differs from Hinduism is that Buddhism deals primarily with suffering.  Siddhartha Guatama (the founder of Buddhism) taught that suffering comes from desire.  Buddhism tries to point out how to end suffering.

I think we see this concept played out pretty clearly in children.  How many of us have seen a child throw a fit at the check-out line because they want a candy bar and the parent won't give in?  (In this case, the parent is also suffering, because they want the child to stop throwing a fit...)

I thought about this the other day when my middle daughter Gwen lost her pink eraser.  This was a big deal because it was given to her by one of her best friends at school.  (Maybe her best friend?  ...Kindergarten friendships are sometimes difficult to keep straight.)




Or, here's my youngest daughter.  She's sad because she wants her mommy:




I have a video where I'm crying because I wanted Notre Dame to beat Kentucky, but I've been advised against including it.

In all three cases, people were suffering because they wanted something, and they didn't get it.  What do you think?

If you want the extra credit for reading and discussing the blog with an adult, discuss this with them:  Buddhism teaches that everyone suffers, and that everyone suffers due to desire.  Do you agree?  Why or why not?  Is it possible to end suffering?

When you're done, write a short paragraph about your discussion.  Then, have the adult you discussed with sign the paper.  (Make sure your name, date, and hour are on it.)

Turn it in tomorrow.

Lakshmi Tatma

We've been writing quite a bit in here lately.  We don't spend a lot of time on it - maybe 15-20 minutes once a week.

Yesterday, students read an article on a girl born with 4 arms and 4 legs.  After they read it, they had to put it away and write a summary of the article without looking back at it.

Today, students graded the summaries.

Here's the article.

It's been a while since that story first appeared, so I wondered if there was an update.  Turns out there is.  Here it is, in case you're interested.

The story ties in with a lot of our social studies content.  For instance you've got the religious aspect - a girl being born with extra limbs in a country with a religion that often depicts deities as having extra limbs.

You've got family and cultural values.

Standard of living comes up often - the family lived on $1 a day.

The fact that we can hear about this story here in the United States is a testament to globalization.

We also worked on maps of India.  There may have been 5 students out of 150 who did not compete this.  If you are one of the 5, make sure it's turned in tomorrow.

If you want extra credit for reading and discussing the blog today, write 3 beliefs of Hinduism on a piece of paper from memory, then have the adult you read and discussed the blog with sign the paper.

Make sure your name, date, and hour are on it.

Then, turn it in tomorrow.

In case you're wondering, I hung up all the civil disobedience pictures.  Doesn't the hallway look much nicer?

Hinduism Kahoot!

Today we played a Hinduism Kahoot.  If you want credit for the extra credit, explain what it is, and how you did.  If you REALLY want to go for it, you could play it.  You'll probably want a computer and some mobile devices.  Have the person on the computer click THIS LINK.  The people with a mobile device should GO HERE.  (kahoot.it) Type in your access code, etc...

You could even tell your friends you're playing.  I think that would work...  Who knows?

If you've done that, write a note telling me how it went.  If you stick to the discussion instead of playing the Kahoot, write me a note about that.  Either way, make sure your name, date, and hour are on it.  Have the adult you discussed with sign the paper.

Turn it in tomorrow.

It'a a new day.  It's a new dawn.  It's a new marking period.  And I'm feeling good.

Hinduism

This is your last chance to get extra credit for the 3rd quarter.

CLICK HERE. (IF YOU WANT THE EXTRA CREDIT.)

Caste System

Well, things got pretty heated today - let me tell you.

We've been studying Hinduism and are currently focused on the Caste System.  Yesterday we read an article and watched a video on Dalits - the group formerly referred to as Untouchables.  (There is a lot of readily available information on this group of people.)

The main point of both the video and the article is that the caste system, although illegal, still influences India today. And, the Dalits are heavily discriminated against.

I draw parallels to discrimination in our own country - that even though we have anti-discrimination laws, many groups still face discrimination here.

Today though, we looked at the Indian Social Structure Pyramid (also called the Caste System Pyramid) and I asked the question, "Is there a caste system at CJHS?  If so, what does it look like?"

(Here's the Indian Social Structure Pyramid, by the way:)

I received many answers, but the two that came back most often dealt with authority and popularity. 

In the authority version, the principal or superintendent is on the top, and the students are on the bottom.

In the popularity version, you've got the popular kids at the top, and the unpopular kids at the bottom with various "castes" making up the pyramid, determined by the author/artist.  (Are "Preppy Kids" at the top?  Athletic?  Artistic?  Intelligent?)   ...This is where the class got heated.  Some students contended this was a Hollywood contrivance - that we're all more complicated than this.  True enough, there are kids who are involved in athletics, music, the arts, etc...  So, where would they go?  Others said that yes, it's overdone by Hollywood, but cliques still exist in Jr. High.

I don't have time to mention all the ideas that came up: castes by grade level, or one that had the students at the top, because everything is about them.  Concord is a student-centered school.  We're here to meet the needs of the students.  (While that may be true, I don't think it address the social structure of our school.)

What do you think?  If you've read and discussed this with an adult, write down a paragraph based on your discussion.  Write down thoughts pertaining to India's former (remember it was outlawed in 1947) caste system and the social make-up of CJHS.

Then, once you've written the paragraph, have the adult you read and discussed with sign the paper - proving that you've read and discussed it.

Civil Disobedience Pictures

I've graded the civil disobedience pictures, so even though we've moved into studying Hinduism I'm posting several.  Check them out.  Discuss them.  Explain how they're portraying civil disobedience.  Then, vote for your favorite.

If you want extra credit for reading and discussing the blog, you should talk about some of these pictures with an adult.  Tell them what's going on, why, and how they show civil disobedience.  Then, in the comments, tell me which one is your favorite and why.  (If for some reason it won't let you post a comment, you can write out your choice and let me know...)

Make sure to tell me who you are in the comments section.

If you have friends on social media, you could remind them about the extra credit.  Believe me, some of your friends could use the help.  Also, feel free to repost your favorite picture.

If you didn't finish your picture, you should probably consider doing that.

Previous Post

I like some of my previous posts on Hinduism, so I'll be sending you there for the next couple of days.  Much of what we did in class is the same, or will be when we get to it.

This way, I can enter the grades of your essays, and Civil Disobedience pictures.  Who knows?  Maybe I'll even get a chance to hang them up.

For the extra credit today, GO TO THIS POST FROM 2012.

A Little More Reviewing

Well, I guess that's all she wrote.  Tomorrow will be the ISTEP.  I'm pretty confident.  Make sure you get a good night's sleep.

Here's how you can review.  Choose an old blog post - preferably on a topic you feel a little weak on - you can search my blog.  Just go to the top left hand corner  - that's a search engine just for this blog.

So, if you don't remember the civilizations, type "civilization."  If you're weak on the apartheid, type that.  If you don't remember much about Hinduism or Buddhism look for that stuff.

Or just go over to the sidebar, and click on a previous blog entry.

It might be beneficial to check out a post from a previous year.  I don't always teach things the same way.  I like to think that my teaching is improving, but maybe you would have learned the material better in the way it was presented last year.  (Every kid is different, you know?)

Whichever post you choose, do whatever that post tells you to do.

Turn it in tomorrow.