Week 21: Scotland Documentary

 

Textbook Terms Review

Terms for Review 

Can also be found in links under Christendom Terms Study Guide.

Week 15

Please watch the following documentaries:

Neil Oliver's Vikings:

Part 1

Part 2 

Part 3 

Viking Sagas (If possible)

Social History Presentation Reminder

 Guidelines:  

1. The presentation should be on a topic within the range of this year’s subject matter.  

2. The presentation should address a specific aspect of daily life, such as a clothing type, a trade, a tradition, a food, family life, etc.  

3. The presentation should provide details about the topic, at least one primary and one scholarly source with citations, contextualization, and an explanation that brings the topic to life.  

4. The presentation should be around 10 minutes long per presenter. (+/- 2 minutes) 

5. The presentation should be well-rehearsed and presented professionally.  

6. The presentation should include at least two of the following:  

A. A multimedia presentation (Google slides with images,  video, music, etc.) 

B. A physical example of an item related to the topic (food,  handicraft, clothing, etc.) 

C. A demonstration (teach the class a skill, give a performance,  etc.)

Viva Prompt Options

Week List

Ben: Weeks 9, 6, 11

Luke: Week 1, 3, 2 

Andrew: Weeks 8, 12, 7

Viva Voce Prompts

Hello Juniors,

I have consulted with Mr. Sprinkles and randomly selected your prompts for you. Enjoy your preparations!

Kind regards,

Dr. Parker

• Philip Council of Jerusalem
• Abraham First Century Judaism
• Elinor Clovis
• Micah Liturgy
• Evie Fall of Rome
• Sam Early Church and the Death of the First Generation
• Brandon Islam
• Tyler Paul
• Ren Decian Persecution

Book Report Guidelines (From the Syllabus)

 Book Report Rubric

Formatting:

• 12-point (5)                                                                                                                                        

• Times New Roman font (5)                                                                                                               

• Double-spaced (5)           

• Title in bold (5)     

• MLA (20) 

• 2 integrated quotes from the text, please see guidelines on the following page (30)        

• Word Count between 800 and 1200. (30)   

• Subtotal: (100)   

Content:  7 paragraphs as listed below

• Introduction:  Title, author background, and central purpose of the book identified, including author's thesis (shows his opinion).  Statement of student thesis related to the impact the book had on the individual student and the student's opinion of its importance as a historical text. (20)

• Note how the author organized his text and summarize the main topics the book deals with. Do not list chapter titles! (20)

• Identify the main points the author uses to support the thesis.  Use quotes here! (20)

• Discuss book reviews, what did reviewers say about the author, his thesis, the importance of the text?  Another good place for quotes! (20) 

• Discuss your opinion of the importance of the text.  Be specific!  Give 3-4 points supporting your thesis. The reader does not care if you liked the book or not. (20) 

• Discuss how this book has impacted your view of the time period and your thinking about historical events. (10)

• Conclusion:  Review your thesis and support.  Commend or condemn the author! (20) 

• Subtotal: (100) 

TOTAL: (200 points)       

                        Integrating a Quote Guidelines

It is important to make a smooth transition from your own words to those of another source. Never simply drop a quotation into a paragraph. A quotation can never stand in a sentence by itself without an introduction. For example: WRONG: T.S. Eliot, in his "Talent and the Individual," uses gender-specific language. "No poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists" (Eliot 29). In this example, the reader is not prepared for the quote and will become confused as a result.  To avoid dropping quotes in, use signal phrases. These are phrases which precede the quotation. They may include the author’s name and a verb (argues, compares, suggests, demonstrates, points out, etc.). An example is the following: RIGHT: T.S. Eliot, in his "Talent and the Individual," uses gender-specific language. He argues, for instance, that "no poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists" (Eliot 29).  One could also incorporate a colon into the sentence to integrate the quote properly. ALSO RIGHT: T.S. Eliot, in his "Talent and the Individual," uses gender-specific language: "No poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists" (Eliot 29). The above examples will be easier for the reader to understand as you are making it clear that the quotation is coming from that specific source. It may not always be necessary to use an entire passage to prove your point. To use only a phrase you must weave the quote into your own sentence. RIGHT: I find it striking that though "women novelists have probably dominated American literature since the middle of the nineteenth century," our literary tradition is still incredibly gender specific (Schweickart 201).                                                                     (Source: http://academics.smcvt.edu/writingctr/Quotes.htm)