current+work

Conquest of Greece, incorporated into Macedonia - Conquest of Carthage, creation of province of Africa - Inheritance of the kingdom of Pergamum (Province of Asia) - Conquest of Illyricum (possibly incorporated into Macedonia at first) - Conquest of Balearic Islands, incorporated into Hispania Citerior - Conquest of Gallia Transalpina (Narbonensis) - BC Conquest of Cilicia - || Inheritance of Bithynia - Pompey drives military road across Alps at Mont Genevre to support war against Sertorius in Spain - Creation of joint province of Creta and Cyrenaica - || Creation of the Province of Gallia Cisalpina - BC Inheritance of Bithynia - Pompey drives military road across Alps at Mont Genevre to support war against Sertorius in Spain - Creation of joint province of Creta and Cyrenaica - || Annexation of Mauretania - Creation of Provinces of Mauretania Tingitana and Caesariensis - Invasion of Britain - Annexation of Lycia & Pamphylia - Annexation of Thracia - || Annexation of the Agri Decumates - Division of Moesia into two provinces in about superior (upper) and inferior (lower) Annexation of the kingdom of Nabatea as Province of Arabia Petra - Conquest of Dacia - Division of Pannonia into two provinces; superior (upper) and inferior (lower) Annexation of Armenia - Conquest of Mesopotamia - Conquest of Assyria - || Withdrawal from parts of eastern and western Dacia - Division of Dacia into Dacia Superior and Dacia Inferior - under Hadrian Establishment of Hadrian's Wall as frontier in north of England - Division of Dacia Superior into D.Porolissensis and D.Apulensis - under Hadrian or Antoninus Pius Establishment of the 'Antonine Wall' as frontier in Scotland - Withdrawal from 'Antonine Wall' back to 'Hadrian's Wall' - Conquest of Mesopotamia; extent unknown, followed by immediate or gradual withdrawal - Dacia returned to being one province - Conquest of some lands of the Quadi and Marcomanni north of Danube, extent unknown - Withdrawal from the lands of Quadi and Marcomanni north of Danube - || Conquest of New Province of Osrhoene - AD 195 Division of Britain into Superior (Upper) and Inferior (Lower) - AD 197 Creation of Province of Numidia by separating it off Africa - ca. AD 197 Conquest of New Province of Mesopotamia - AD 198 || Conquest of New Province of Osrhoene - AD 195 Division of Britain into Superior (Upper) and Inferior (Lower) - AD 197 Creation of Province of Numidia by separating it off Africa - ca. AD 197 Conquest of New Province of Mesopotamia - AD 198 || Many provinces were further split into smaller sizes and all were grouped into regional 'dioceses' Carausius rebels, forms own government controlling Britain and France's channel coast - AD 286/287 Carausius loses control of French coast - AD 293 Roman invasion force reconquers Britain - AD 296 || Constantine defeats Maxentius at the Milvian Bridge, gains control of Italy, Raetia and North Africa - AD 312 Constantine conquers the dioceses Pannoniae and Moesia from Licinius - AD 316/317 Constantine defeats Licinius and gains entire empire for himself - AD 324 Constantine continued many reforms begun by Diocletian and further split serval provinces into smaller units. || The Visigoths were settled in Aquitania (south-western Gaul) as federates (allies of the Roman empire). The Burgundians were settled in north west of the Alps as federates. Britain had been abandoned. The Sueves settled in the northwest of Hispania, the Franks moved across the Rhine and Britons descended across the sea to settle in the northwestern tip of Gaul. But worst of all the hostile Vandals had lodged themselves in northern Africa, the Libyan and Mauretanian territories they failed to control falling back into the hands of native tribes. || The Visigoths ceased to be federates (allies within the empire) and instead became an independent kingdom, expanding across southern Gaul and across all of Hispania, but for that occupied by the Sueves and the native Basque population in the north. The hostile Vandals began to dominate the Mediterranean Sea, using their naval supremacy to capture the Balearic Islands as well as Sardinia and Corsica. The hostile Ostrogoths still loomed large in the Balkans. The fall of the western empire, reduced to little more than Italy itself by now, came about as in AD 476 a senior military officer called Odoacer led the largely German troops of the western Roman army in a revolt against the emperor. However, Odoacer chose to formally rule in the name of the eastern emperor Zeno, Italy therefore formally remaining part of the eastern Roman empire (even though it was in practice an independent kingdom). However, of the western empire, the area of Dalmatia still remained in independent hands, and even contained an emperor, the deposed emperor Julius Nepos. This area (shown in red) was eventually absorbed into the Ostrogothic kingdom. ||
 * 218 bc || Conquest of Sicily, except for Syracusan territory and Italy. ||
 * 100 bc || Conquest of Macedonia -
 * 44 B.C || Inheritance of Cyrenaica -
 * Creation of the Province of Gallia** Cisalpina -
 * AD 14 || Inheritance of Cyrenaica -
 * Ad 54` || Cappadocia and Commagene annexed as province of Cappadocia -
 * Ad 116 || Annexation of Alpes Cottiae
 * Ad 192 || Withdrawal from Assyria, Mesopotamia and Armenia -
 * Ad 211 || Division of Syria into Coele-Syria and Phoenicia - AD 194
 * Ad 275 || Division of Syria into Coele-Syria and Phoenicia - AD 194
 * Ad 305 || Diocletian fundamentally changed the way the empire was governed
 * Ad 337 || Constantine is hailed emperor at Eburacum (York), controls Spain, Gaul, Germany and Britain - AD 306
 * Ad 450 || The Ostrogoths, a fairly hostile people, had taken a firm hold of the Pannonian part of the Balkans.
 * Ad 476 || After the withdrawal of Attila the Hun and the subsequent collapse of the Hun empire, the decline of the western Roman empire continued.
 * Ad ca 500 ||  ||
 * Ad 565 ||  ||
 * Ad 568 ||  ||
 * Ad ca 800 ||  ||

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** Write a multi-paragraph essay that answers the following question: **
====** "Describe the many ** dangers/conflicts ** that Mrs. Frisby, her family, and others in her community face; **==== ====** explain ** how she faces those difficulties ** ; and name what ** positive traits ** she has shown so far in the novel." **==== ====**Some dangers/conflicts that Mrs. Frisby faced was first her son Timothy was sick and she wanted to get Mr. Ages to get medicine for her son. Another conflict was which way would she go back home from Mr. Ages house. She could either go through the woods which was the long way and she would have to watch out for the owl and foxes or go the short way and have to worry about the cat. Mrs. Frisby chose the short way and went through the farm and on her way she met a crow who's leg was caught on a string and she helped him. Mrs. Frisby faced each conflict with courage and strength. The Psoitive trait shown was friendship. Friendship that she and the crow started.**====

** Read pages 27-38 in Mrs. Frisby and the Rats of NIMH. **
====** Write responses to each of the following ** factual questions ** (be sure to echo the question), and then write a one-paragraph response to the thinking question. **** Be sure to write this response at the foot of your "...frisbyreflection121510" document. SO, you'll need to save it as firstnamelastnamefrisbyreflection121610 **====

====** a. On page 26, what does Jeremy the crow mean when he says, ** "We all help one another against the cat"? ** What ** message ** does the author seem to want to impart [give] to us about solving conflicts? " **** We all help one another against the cat" means that the crow and the mouse can stick together and defeat the cat. The message the author gives us about solving conflicts is that no matter what you are by working together you can help each other. **====

====** b. As soon as Timothy has begun to heal, another more serious problem arises that has to do with "Moving Day." **==== ==== What is "Moving Day"? Why does Moving Day pose a serious dilemma ** [hard puzzle with no easy answer] for Mrs. Frisby and Timothy? Moving Day poses a serious dilemma for Mrs. Frisby and Timothy because Timothy is still sick and he has not been outside and Mrs. Frisby is afraid of him getting sick again. **====

====** c. On page 32, what is it that Mrs. Frisby remembers her husband saying about problems and solutions? ** What is the meaning of what he says? Mr. Frisby used to say that "all doors are hard to unlock until you have the right key". This I think means if Mrs. Frisby got the keys to the tractor Mr. Fitzgibbon would not be able to plow and their problem would be solved.T ====

====** Thinking Question: "Mrs. Frisby has gotten help from Mr. Ages, and she has gotten ** an offer of help from Jeremy ** the crow on page 26. ** What do both events have in common as "solutions to problems"? The common thing that both Mrs. Frisby getting help from Mr. Ages and an offer from Jeremey the crow is that teamwork is good. Getting help or asking someone for help is a good thing. ====

====** So, if all "doors are hard to unlock unless you have the key," ** what is the special key that Mrs. Frisby needs to find? ** Think about it this way, ** what is the general advice that both Mr. Ages and Jeremy would give ** to anyone who had a difficulty? When YOU don't know what to do, what SHOULD you do? The special key is to the tractor. The advice Mr. Ages and Jeremy would give is it is okay to ask for help. **====

====** III. (3.) ** Read Frisby pages 39 to 52. Summarize all of the major events. ** Use transitional language (First, Next, Then, After that....) The major events that happened are first Mrs. Frisby was watching the farmer, the cat, and also the rats on moving day. Next Mrs. Frisby was on her way looking for corn and she ran into Jeremy the crow. Then she asked Jeremy to do her a favor and speak to the owl for her and see if he could help her. After that Jeremy said no he would take her to meet the owl and she could ask the questions herself, and he did. **====

** --Write a three-paragraph essay by the end of the day tomorrow that.. **
====** + How on pages 63 and 64 Mrs. Frisby and her son Timothy ** switch parent-child roles **. Timothy was scared, he realized that he would be in danger if Moving Day was to happen and that he would probably die because he is still sick but at the same time he was trying to reassure his mom that he would be okay. **==== ====** + What Mrs. Frisby learns about ** the technology and architecture of the rats' sub-rosa world **, and what we know **==== ====** and what we can infer about the rats' "plan." Mrs. Frisby learns that the rats sub -rosa world is very nice and they had everything they needed. They knew all about electricity because of the lights and elevators. They also had radios. We can infer that the rats are smart and they have a plan to escape from NIMH and also that by working together they will get the job done. **====

** +Describes and explains the meaning of ** strange advice that Mrs. Frisby is given by the owl.
====** +What two important pieces of infomation does Mrs. Frisby learn in the chapter "A Powder for Dragon," one about what ** "in the lee of the stone" means **, and another about ** how Jonathan Frisby had died. Two important pieces of information Mrs. Frisby learned in this chapter was "in the lee of the stone" means move the rock a few feet so that Mrs. Frisby's home is buried behind it and when the farmer plows he will go around the rock. The other thing was Jonathan Frisby died when he wanted to get sleeping medicine to Dragon the cat but he got caught and Dragon killed him. ====

====** +In the chapter "The Marketplace" and "In the Cage," summarize what Mrs. Frisby and we learn about exactly ** where the rats come from, what happened there, and how they started to become whom ** or what they are--intelligent rats. In the chapters we learned who they are and where they came from. Mrs. Frisby found out what NIMH means. NIMH was the place where the rats were brought to when they were captured by the lab workers. The rats were happy out every morning getting food from the Market Place until one day lights and people with nets came and they got caught. They were brought back to a lab and put in cages where they were given needles all the time. They did not know what the needles were for but they ended up changing their lives.. They were able to read and they would have a longer life. **====

** VII. (7.) **** Read through page 141. Answer the following: **
====** �Describe step-by-step ** how the rats are taught to read **. Explain how/in what way their ** escape from NIMH shows intelligence and responsibility and civilization **. What is the ** identity of the rats ** of NIMH? In other words, what have they become. **====
 * They taught them to read by taking a card and having a syllable with a picture on it. They would shine a light threw it and then if all the syllables would add up they would be able to read and the syllable added up to r.a.t.s and then they discovered a new world. This helped them to escape and now that they can read they can open the latch because they read the sign and they can get away reading for them is a new world. Now the rats are probably as useful as a human being. **

** VIII. (8.) **** Read Mrs. Frisby and the Rats of NIMH, pages 142-148 **
====** Question/Writing: In the chapter �The Boniface Estate,� what are the ** signs that the rats have totally transformed ** into different creatures, that they now have a different identity? What are the clues ( ** reactions) from other rats ** that the identity of the rats of NIMH has changed? What ** discontent, ** or worry, do the rats start to have ** about stealing ** ? What is the greatest ** discovery that the rats make at the Boniface Estate ** ? What does all of this mean about the rats� identity�about ** who they are ** ? **==== The rats knew they were totally transformed when they looked stronger, they acted intelligent and the rats heard Mr. Schultz say they have double the life span of a normal rat. They also don’t age. The rats were amazed but thought they were not normal they were different. The rats never experienced this feeling they could read and possibly write it felt amazing they could use that knowledge to have for their habitat. The other rats thought of them as monsters and not rats because of their features, it just wasn’t the same. Rats seem to be hated by human civilization. Reasons can are because rats spread diseases but humans spread diseases more and more dangerous ones. So the rats thought hard and thought stealing is why humans hate us stealing food and supplies, but that’s just how we live the rats said.

** Read Mrs. Frisby and the Rats of NIMH, pages 149-157 **
====** Question/Writing: In the chapter �The Main Hall,� what occurs that shows that the author wants to ** remind us of the theme/message of kindness ** ? Later in this chapter he moves on to the theme of self-sufficiency. ** Define �self-sufficiency ** .� Look it up in the dictionary. ** Why do the rats want to be self-sufficient ** ? What ** preparations, or invention **, have they made to plan to be self-sufficient? **====
 * The rats want to be self-sufficient so they don't have to keep stealing all the time. They can grow their own food. They don't want to take they want to make. Their plan is to be self-sufficient and to do this they wanted to build a plow and it can dig up the ground turn the soil so it is fresh and they can plant seeds. **

**X. (10.) R****ead Mrs. Frisby pages 158-164.**
==== **Answer the following questions in an extended response of at least eight sentences.** Why do the rats admire the monks of the Middle Ages? **In what way were** the monks self-sufficient? Why were/are the rats so hated? **What** mistake was made by the prairie dogs **, according to a book in the Boniface Estate Library? Based on the answers to these questions, what** lesson about the building of a future civilization do the rats make **? In other words, when the rats leave the Fitzgibbon Farm,** how do the rats want to live and what kind of a community do they want to create? ==== ==== The rats admired the monks of the middle ages because they could read and write, they lived apart in monasteries, also lead the simplest kinds of lives, studied and wrote, they grew ther own food, made there own houses, made there own furnitures and they even made there own tools and paper. The rats future is based on how the monks lived. ==== ==== The monks were self-sufficient because they did stuff for themselves. Rats are hated because they always lived by stealing. They would stow away on ships and ever were accused of biting human children. The mistake that the prarier dogs made when scientists did an experiment with monkeys and prarie dogs the prairie dogs grew soft and lazy and made no progress. It was then seeing teh monkeys took over the prairies that the rats were driven to become scavengers and thieves. ==== ==== Building a future civilization the rats wanted to would build everything underground, endless tunnels and they could read, write and have everthing that humans had, again live like the Monks of the Middle Ages. ====

====** Answer the following thinking questions in a short essay of no fewer than 8 sentences, and no more than 20 sentences: **==== ====** A. What does ** the allegorical story [story with an intended message] of the vacuum cleaner business ** on pages **==== ====** 169-171 ** mean about the danger of taking the easy way out **, of the danger of �stealing�?The vacuum cleaner story was called The Rat Race and had a message and it is about a lady who lived in a town and she bought a vacuum and no one else had one but because she had one all the other ladies got one. So much electricity was being used so they had to build a power plant in town which let out alot of soot so the ladies had to vacuum twice as much to keep the floors clean. If Mrs. Jones, the lady who had the first vacuum never bought one they would not have this problem. **====

====** B. ** Why does Jenner disagree ** with Nicodemus about whether they should move to Thorn Valley? ** Why does Nicodemus disagree ** with Jenner? Later on, in the next chapter, �Captured,� we learn why Jenner left. ** Why did he and his followers leave?Jenner disagrees with Nicodemus about moving to Thorn Valley because Nicodemus wanted to stop stealing and start growing their own food. Jenner did not agree with this he liked where they were living and saw no problem with stealing food from the farmer. They had a meeting where the rats were making a decision on what to do and Jenner did not like what they decided so he left. He got a few followers to go with him and they never heard from him again. ====

====** C. On page 179, what do we learn about ** Jonathan Frisby ** that ** shows his kindness ** towards his wife? ** What did he not tell Mrs. Frisby? ** Why did he not tell her this? **==== 11.)A. Jonathan Frisby showed kindness towards his wife by not telling her he got injected with medicine that would keep him from growing old and that Mrs. Frisby did not and while he stayed young she would grow old and die. He did not want to tell her because he loved her and he did not want her to be upset.

** Answer the following fact and thinking questions: **
====** A. ** What does Mrs. Frisby learn ** when she is captured, inside the birdcage? Mrs. Frisby learned that an exterminator was coming out to Mr. Fitzgibons home and he was going to remove the rose bush and put poison out for the rats. **====

====** B. ** Why, ironically, is Mrs. Frisby's capture a good thing? Mrs. Frisby's capture is a good thing because f she wasn't captured she would never of heard about the exterminators coming and she wouldn't of been able to warn Justin and the rats wouldn't be able to escape. ====

====** C. ** Describe two other examples of "entrapment" ** [being trapped or caught] ** that, ironically, led to good things. Explain fully. Being captured and being in the right place at the right time in the right cage or trap. Found, by this i mean being found when you are hiding and going somewhere where the people are all the time. ====

**XIII. (13). Read Frisby pages 195-205**
==== In the chapter, �Escape,� (especially on pages 196 and 197) Mrs. Frisby spends quite a bit of time thinking about the rats. Re-read those pages. ** Why does Mrs. Frisby want to escape and do? What does this say about her character? What does she say about the rats and their plan? What message does the author want to give us about goodness and bravery and intelligence and civilizations? Mrs. Frisby wants to escape because she wants to see her children and she also wants to warn the rats about the exterminator coming. This says alot about Mrs. Frisby's character like she is caring, thoughtful and she wants to help her friends. The message from the author is that goodness, bravery and intelligence are very important traits in a person/thing and they are good traits to have. **====

==== During the last five pages of the chapter, ** we see the rats actually moving Mrs. Frisby�s house. What do they do? How do they do it? In what ways do they show specialization of labor? In what ways do they show intelligence? Resourcefulness? Cooperation? According to the author, what does it mean to be truly civilized? **==== ====** What the rats did to move Mrs. Frisbys house and how they did it was with odd shaped metal bars, pulleys, wooden structures that looked like ladders, other pieces of wood that resembled small logs. They had to lift and lower and dig out a new entrance. The most important tool was teamwork from the rats. According to the author, truly civilized means **====

** XIV. (14) Mrs. Frisby and the Rats of NIMH, pages 206-215 **
==== **On page 206, how do we know that an important conflict (Mrs. Frisby�s conflict) has been resolved?** ==== ====** At the meeting with the rats that Mrs. Frisby attends, explain exactly how�and why--the rats intelligently come to the conclusion that they must abandon their �subrosa� [meaning under the rose and meaning a secret] home? What evidence do they have? How do they intelligently evaluate the evidence? What predictions do they make? The rats intelligently came to a conclusion by a plan to escape when the exterminators and the doctors from NIMH coming. The evidence they had was Mrs. Frisby had heard Mr. Fitzgibbon talking when she was caputured. The rats thought this through long and hard and they decided to abandon their underground home and move to a new home and they did. **====

====** Then, after they decide to abandon their underground lair, what strange plan do they hatch? Why do they come up with this plan? The strange pan the rats came up with was to dig holes underground to travel through they come up with this plan so that they wont get killed from the gas that the people have. **====

==== Timothy asks his mother on page 215 why the rats are moving away. She says, �Because they want to.� This is a deep and profound statement. ** Why do the rats want to move away? What does their wanting to do so reveal about who they are and what their true character is the rats want to move away because of NIMH and they want to reveal there true character by moving somewhere where NIMH did not exist and they could start their own rat civilazation.e **====

====The author ends the novel with a final �statement� about intelligence, courage, and kindness. __In your own view, what is the overall, general message that the author would like to leave us with about being civilized, especially as it relates to intelligence, courage, and responsibility? More specifically, in what way are all three ideas related to the idea of being civilized? the author ended the novel with that final statement because he wanted to teach us about responsibility and also courage because Mrs frisby had a lot of courage.__==== ====__First__, in what way does the rats� method of trying to fool their would-be executioners show intelligence? What do the rats do that is clever? The method of trying to fool would show intelligence because it would prove that the rats knew that the exterminators were coming and that they had a plan to escape. This was the cleaver part of there plan when they decided to dig holes into the ground and escape from them.==== ====__Second__, what brave or heroic action does Mrs. Frisby witness? What past action of her own does it �mirror,� or in what way has she, too, been heroic? The brave or heroic action was when she sat up on a tree branch watching and waiting for the exterminators, doctors and other people to come so she could tell the rats. This mirrors when she was trapped and she escaped from the bird cage and told Nicodemus and Brutus what was going to happen.==== ====T__hirdly,__ on pages 230 and 231, how does Mrs. Frisby show kindness or consideration or responsibility when she speaks with her children?==== Mrs. Frisby shows kindness or consideration when talking with her children about their father and they rats and how the were good friends and it was befor they were all born and it really amused them because they thought Mr. Frisby was not friends with the rats and they also learned something new about their father. ====Finally, re-read what you wrote. Then, think and write: __What does the author of Mrs. Frisby and the Rats of NIMH want us to know about being civilized? What does it mean to be civilized? What__ **__are the character traits of a civilized person? Why is being civilized hard? Is it easier to be �uncivilized�? Why? The author of Mrs. Frisby anf the rats of NIMH wants us to know about civilization because the rats and Mrs. Frisby were both civilized because they were polite to each other, they helped each other and also helped and warned them. The meaning of being civilized means To be polite and well manured. Also to b__**ring (a place or people) to a stage of social, cultural, and moral development considered to be more advanced: "a civilized society ====

====“What are the enduring [lasting] lessons, messages, or meanings of Mrs. Frisby and the Rats of NIMH?”====

Introduction
====Title Author Briefly state the lessons/messages/ meanings. Explain how this will be proved without using the word I. At least three body paragraphs Develop/prove your points with examples from the novel. Conclusion What has been proved. Why this is important. How you can/will use these lessons/messages====

**Dear Ronan:**
=**You earned an 88 on the Middle Ages mini-chapter. There are six errors. Please make the correx to raise the grade to a 100.**= =**The oath from vassal to lord was called an oath of fealty.**= =**Mr. Baskin on 1/10/12**= Name: Ronan Whelan Humanities

Date: 11/3/11 6-C

= “My Story of the World;” Middle Ages Mini-Chapter =

The approximate dates of the Middle Ages are from A.D 500 to 1400s. Charles Martel was a Frankish leader whose grandson, named Charlemagne, lead the Franks and who spread Roman Christianity throughout Europe. Charlemagne (it means “Charles the Great”) conquered many lands, including present-day France, Rome, and Italy. The Pope crowned Charlemagne as the Holy Roman Emperor because Charlemagne had spread Roman Christianity throughout the territory that had previously been controlled by the Roman Empire. The form of government in the Middle Ages was called feudalism. This was a way to keep peace in Europe. It was a system of governing based on control of land and animals to a landowner. In the feudal system a lord gave land to the nobels, who in turn gave loyalty to the king. The vassal received an area of land called a feifs in exchange for his loyalty to the lord. The “pledge of allegiance” made by a vassal was called an oath of Feality A serfs was a person who was bound to work on a noble’s farmland. Serfs had to pay their lord taxes in the form of crops or produce. A manor is a settlement that had a church, farmland, a mill on it, and a central manor house. During the Middle Ages, a tribe from northern, called the vikings tried to exert their control over Europe. One such tribe, named the Vikings traveled throughout Europe. They killed people, and stole from towns and burning them. They were also great explores who settled in Iceland, Greenland, and even in North America. In 1066, Willam the concerer of spain crossed the English Channel from the north coast of France. He defeated the Saxon king of England at Hastings, who was named Harold. William made himself King of England. William brought elements of the French culture to England and established a strong government. The English king of England, King John, was forced by his vassals to sign an important document called the Magna carta. This “Great Charter” was important, because it said that King John could not violate the rights of free men. The Magna Carta said that the king could not unfairly raise taxes, or make unfair demands of goods or labor from his citizens. The primary religion in the Middle Ages was Roman Catholicism. This religion made its influence felt throughout the Middle Ages. Monks were men who lived in monisteries and who dedicated themselves to serving god and to do acts of kindness and good works. In one room in the monastery, called the scriptorium, monks copied ancient Latin and Greek texts onto manuscripts. Women who devoted their lives to serving god were called nuns. They lived in convents. A cathedral is/was a huge Christian church. In the Middle Ages, the religious life of the community centered around cathedrals. The Crusades was a series of wars that Christians fought to regain control of the Holy Land. including Jerusalem and the surrounding lands. Crusaders battled with the Muslims, who were then in control of the Holy Land. The cru sades was a long war fought by Christian armies in an attempt to recapture Holy land from Moslem control.A craftsman was a man who makes objects, such as coats or stained-glass. A merchant sold those crafts.If you were an apprentice to a master craftsman, you had to learn basic crafts.A journeyman craftsman would go on travels in order to get to know other towns and other ways of working. They went on foot and often spent years wandering through the many countries before they returned home or found a city that had a place for a master of their trade. An apprentice to a craftsman is just starting to learn the craft.You would become a master craftsman only after you had been an apprentice and served your time as a journeyman finally completed a __. If you created this, you would be declared a Master and be admitted to a guild. A guild is a__ of master craftsmen. A guild made sure there were no more masters of any trade than was necessary. A member of a guild was expected to support his fellow members and not steal their trade, and not his customers with poor goods. In 1348, a terrible disease struck Europe called the Black Death or the Bubonic plague. The plague was transmitted by fleas carried by rats. The Plague killed one-third of the European population.
 * The vassal promised to protect the lord, if asked, and to act as a soldier. When a vassal wore armor on horseback in defense of his lord, they were called knights. They ** followed a Code of conduct. Knights had to know music and p oetry, have good manners, and protect the church.


 * Do this assignment on your wiki. Get it from HDC wiki. Copy it to your computer. Complete the work. Upload it to Current Work on your wiki. Here is how to find it. Go to Humanities Digital Classroom. Click on Ancient Mesopotamia under "e-book of My Story of the World." Scroll down to below the heading "Geography, Econonomy and Techology." Click on the link that reads**
 * Assignment Directions on Using Our World to write captions **
 * for G.E.T. Ancient Mesopotamia flight on wheel, wall, aqueducts, and irrigation.**
 * Assignment Directions on Using Our World textbook to write Ancient Mesopotamia G.E.T. Flight Captions for...**
 * **The Wheel**
 * **Irrigation Canals**
 * **Aqueducts**
 * **Walls**
 * **Cuneiform**
 * **Cuneiform**


 * In addition to individual assignments of caption writing using "The Standard of Ur" and "The Bull of Heaven" chapter from The Epic of Gilgamesh, and doing photo research, EVERYONE MUST DO THE BELOW ASSIGNMENT. DO YOUR WORK ON THE COMPUTER.** **SAVE IT TO YOUR WIKI.**


 * 1. Read __Our World__ pages 55 and 56 on irrigation in Mesopotamia. Take notes on how irrigation worked and how it helped to sustain the** **Mesopotamian community. Write caption sentences.**


 * 2. Read __Our World__ page 60 on walls. Take notes on how walls helped to sustain the Mesopotamian community.**
 * Write caption sentences.**


 * 3. Read __Our World__ page 63 on the wheel. Take notes on how the wheel helped to sustain the Mesopotamian community.**
 * Write caption sentences.**


 * 4. Read __Our World__ page 70 on the aqueduct. Take notes on how the aqueduct helped to sustain the**
 * Mesopotamian community. Write caption sentences.**
 * 5. Read __Our World__ page 59 on cuneiform. Take notes on what cuneiform was and how it was used to sustain the economy, which in Mesopotamia was a system of trade of agricultural prododucts. Write caption sentences**