Introduction to Byzantium and Islam

Dear Humanities Kids,
We completed the following today in class:

. We responded to Journal #16 entitled "Ground Zero Mosque"               

           '" In a stirring defense of the proposed mosque and Muslim community center near Ground Zero, Obama declared last week that Muslims "have the same right to practice their religion as anyone else in this country." Polls show nearly 70% of Americans oppose construction of the mosque, and that efforts to block other mosques have sprung up from California to Conneticut." As we will study Islam, let's write about our feelings concerning this debate.

"The Edict of Milan"

Dear Humanities Kids,
Welcome back! I hope you had a wonderful break, and are now prepared to complete the year by "running across the finish line."
1. Prior to reading the "Edict of Milan" please respond to the following:

Journal #14 Religion

Why do people argue over religion? Don't most faiths preach "peace," "compassion," and "forgiveness?" So, why is it then that so many religious discussions end in violence?

2. We then proceeded to read "The Edict of Milan" by Constantine. This document gave all faiths the right to worship during Constantine's reign.

3. We also read and discussed "Pygmalion" by Ovid.

HOMEWORK:
1. Quest covering Rome on WED.
2. Please read "Pygmalion" found in your book.
3. Please read "Cupid and Psyche" found in your book.

Christianity vs. Rome

Dear Humanities Kids,

If you  missed class, we completed the following:
1. We completed the movie regarding Pompeii.
2. Responded to the following: Journal # 13 Itally vs. England
             When Pompeii was intially discovered, several foreign archeologists were working on the project. Many of them took artifacts from Pompeii back to their own countries. These artifacts currently "reside" in British and French museums; the Italian government wants the artifacts returned. What is your opinion on this matter? Give reasons as to why both arguements have merit.
 3. We continued with our handout regarding Rome. We discussed the significance of Constantine and his importance to the Christian faith.
4. We also reviewed the reason for Rome's decline.

Homework
None! Have a fabulous Spring Break, and return renewed and ready to work hard! 

Continuation with Roman culture.......

Dear Humanities Kids,
If you missed class, we completed the following:

1. Journal #12 "All Roads Lead to Rome"
The above quote is a metaphor. Tell what you think it means! What have you found interesting about the information shared with you concerning Roman culture so far?  In addition, refer to your notations from our last class period, and tell me what you found interesting from each section ("Constantine," "Fall of Rome," and "Pompeii"). I can't wait to hear from you.

2. We contintued with discussing Roman frescoes and the lost city of Pompeii. We also viewed a video clip regarding Pompeii.

3. Journal #13 "Questions about Pompeii?"
While you view the information concerning Pompeii please identify questions you have regarding the city, its inhabitiants, artwork,  the eruption of Mt. Vesuveus, and the archeological work surround Pompeii.

HOMEWORKK:
1. Please annotate/notate the information regarding the Pompeii exhibit located in NYC. Please use RED and ONE OTHER COLOR (your choice). You should obtain 7-10 notations/page.

Back to Rome....

Dear Humanities Kids,
We completed the following today in class:

1. I returned each student's CER #1 assignment and we discussed some concerns regarding the assignment.

2. We watched a clip from Gladiator to illustrate the significance of the Roman arena.

3. Journal #  11 "Plato's view on Violence"
Please consider the following quote by Plato: "Violence does more than represent the limits of knowledge; it limits all knowledge." Now consider the psychological or sociological explanation as to why Rome had gladiators and why Roman citizens enjoyed watching the "games." In your opinion, why do advanced societies value deplorable acts? Hypothesize what form the "games" take today. What are the modern day counter parts to the gladiator events?

4. We continued with the handout involving Rome. We reviewed the Pantheon and how it was created.

HOMEWORK:

1. Please read and annotate the information regarding Constantine, the Fall of Rome and Pompeii. The notations are due on Friday!

We completed "Antigone" today in class!

Dear Humanities Kids,

ANTIGONE, the courageous daughter of Oedipus,

If you missed class on Monday, March 8th we accomplished the following:

1. We completed reading the dramatic version of "Antigone. Jake, Connor "filled in" for you.

2. We then took a few minutes to review and then proceeded to take the quiz.

3. Everyone submitted their "Oedipus take-home" quiz along with their "Antigone" quiz.

 

HOMEWORK:

1. NONE! Just don't miss class on Wednesday, as we will begin with Rome!

 

Back to Greek Drama......

Dear Humanities Kids,
If you missed class, we completed the following:

 Journal #10 Greek Theater Review
1. Who is known as the "Father of Greek Drama?"
2. Why is he given this title?
3. Why was the "City Dionysia" so significant to the Greek people?
4. What did the playwright receive if they won the festival?
5. How many and what types of plays were presented?
6. Who selected the winner?
7. Why do more Greek tragedies exist in comparison to Greek comedies?
8. Explain the premise behind a Satyr play?
9. What is the Greek word for actor? How does this term relate to drama?
10. Why was the Greek chorus so important to Greek drama?

2. We continued with our discussion of Greek drama by completing the handout entitled "Greek Drama." We then reviewed and discussed questions regarding "Oedipus." At this point, we watched a clip from the Royal Shakesperean production of "Oedipus."

3. We then reviewed the three different aspects of irony found within "Oedipus."
            Dramatic Irony: When the audience has information that characters within the text to not possess.
            Situational Irony: When events occur that the audience does not anticipate.
            Verbal Irony: When a character's words are the opposite of their meaning.

4. We then started discussing the companion piece to "Oedipus" called "Antigone." I gave each student a copy of the myth and the play. We completed a flow chart of the characters within the story and then we read the myth together.

5. Journal #11 (yes, two in one class period) Agree or Disagree with Sophocles?
"Truly, to tell lies is not honorable;
but when the truth entails tremendous ruin,
To speak dishonorably is pardonable."
 
Do you agree with Sophocles? Why or why not? Is lying ever a justifiable choice? Justify your response with an example.

HOMEWORK:

1. Plan a quiz covering "Oedipus" (for sure this time) on Thursday.
2. Review the different types of irony.
3.CER #1 is due on THURSDAY!