//rjfisher.lgusd.org/apps/classes/1062094/assignments/ Class Name: 5º Marden-25-26 Social Studies Instructor(s): Jack Marden en-us SchoolSitePro //rjfisher.lgusd.org/homeworkItem12143612 //rjfisher.lgusd.org/apps/classes/1062094/assignments/
Find the assignment for Lesson #4, the Video Activity.  Complete all the reading checks and watch all the videos.

Next, complete the "Explore - Decentralization After the Fall of Rome" reading AND Notes.

We will have a quiz about this topic on Thursday/Friday.  You can add any notes you want to your notebook to use during the quiz.
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Being absent or throwing away worksheets does not excuse you from the work.  They need to be completed and in the notebook for credit.
]]> Sat, 09 May 2026 00:13:24 PDT //rjfisher.lgusd.org/homeworkItem12163081 //rjfisher.lgusd.org/apps/classes/1062094/assignments/
Being absent or throwing away worksheets does not excuse you from the work.  They need to be completed and in the notebook for credit.
]]> Sat, 09 May 2026 00:13:24 PDT //rjfisher.lgusd.org/homeworkItem12163144 //rjfisher.lgusd.org/apps/classes/1062094/assignments/ extra time in class
at home
in Flex
The YLQ can only be done in class.  If you're absent, you can come to Flex.
]]> Sat, 09 May 2026 00:13:25 PDT //rjfisher.lgusd.org/homeworkItem12163145 //rjfisher.lgusd.org/apps/classes/1062094/assignments/ extra time in class
at home
in Flex
The YLQ can only be done in class.  If you're absent, you can come to Flex.
]]> Sat, 09 May 2026 00:13:25 PDT //rjfisher.lgusd.org/homeworkItem12163135 //rjfisher.lgusd.org/apps/classes/1062094/assignments/
The collapse of empires such as the Roman Empire and Han Dynasty China, marked pivotal shifts in the Eurasian trading network. European historians once called the period after the fall of Rome a "dark age." Yet, a global perspective reveals a more complicated story. While Europe faced widespread societal disruption for a time, societies across the Americas and Afro-Eurasia didn’t collapse—they restructured. After the decline and collapse of major political powers like the Roman and Han empires, the societies they once ruled began rebuilding. These periods of restructuring after collapse were transformative—in some cases leading to a new “golden age.” This lesson challenges the notion of a universal decline, highlighting diverse responses to challenges and the resilient spirit of people living in many different societies during this period.


Complete the white worksheet by following the instructions below in order.

1. Complete the tables on the "Byzantine Brochure Note-Taking Guide" - Organize annotation notes from Newsela Articles in GEPS categories AND from the additional resources for the Byzantine Empire posted in Google Classroom. 

Use the following sources to get information to complete the tables on the worksheet. 
     * TCI textbook (pages 42-43 for Western Roman Empire)
     * TCI textbook (pages 99 -109 for Byzantine Empire)
     * Newsela Articles ("The Byzantine Empire" assignment)

2. Add/ Edit Information
Use A DIFFERENT COLOR PEN/PENCIL to ADD/EDIT information you missed or is inaccurate.

3. Highlight- 3-4 bullet notes that would convince someone to move to Constantinople.

4. Target Group- At the bottom on the back side of the worksheet, CHOOSE 3 POSSIBLE TARGET GROUPS FOR YOUR PAMPHLET. 
      * Who could you most easily convince to move east to Constantinople?
]]> Sat, 09 May 2026 00:13:25 PDT //rjfisher.lgusd.org/homeworkItem12163136 //rjfisher.lgusd.org/apps/classes/1062094/assignments/
The collapse of empires such as the Roman Empire and Han Dynasty China, marked pivotal shifts in the Eurasian trading network. European historians once called the period after the fall of Rome a "dark age." Yet, a global perspective reveals a more complicated story. While Europe faced widespread societal disruption for a time, societies across the Americas and Afro-Eurasia didn’t collapse—they restructured. After the decline and collapse of major political powers like the Roman and Han empires, the societies they once ruled began rebuilding. These periods of restructuring after collapse were transformative—in some cases leading to a new “golden age.” This lesson challenges the notion of a universal decline, highlighting diverse responses to challenges and the resilient spirit of people living in many different societies during this period.


Complete the white worksheet by following the instructions below in order.

1. Complete the tables on the "Byzantine Brochure Note-Taking Guide" - Organize annotation notes from Newsela Articles in GEPS categories AND from the additional resources for the Byzantine Empire posted in Google Classroom. 

Use the following sources to get information to complete the tables on the worksheet. 
     * TCI textbook (pages 42-43 for Western Roman Empire)
     * TCI textbook (pages 99 -109 for Byzantine Empire)
     * Newsela Articles ("The Byzantine Empire" assignment)

2. Add/ Edit Information
Use A DIFFERENT COLOR PEN/PENCIL to ADD/EDIT information you missed or is inaccurate.

3. Highlight- 3-4 bullet notes that would convince someone to move to Constantinople.

4. Target Group- At the bottom on the back side of the worksheet, CHOOSE 3 POSSIBLE TARGET GROUPS FOR YOUR PAMPHLET. 
      * Who could you most easily convince to move east to Constantinople?
]]> Sat, 09 May 2026 00:13:25 PDT