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Stuyvesant High School Documents (1,334)

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  • 2 pages AT Global HW#20 Lay Investiture.pdf
    • AT Global HW#20 Lay Investiture.pdf
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Spring 2017
    • Chris Choi 100YearsWar 3/27/17 Homework #20: How did the Church Rule Europe? G2MedievalLayInvestiture AND G2LayInvestiture (Read pages 340-342 in and documents on Lay Investiture, I know that the language is very difficult but stick with it, it may be hel
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    AT Global HW#20 Lay Investiture.pdf

  • 2 pages AT Global HW#32 Great Schism.docx
    • AT Global HW#32 Great Schism.docx
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Spring 2017
    • Chris Choi 100YearsWar 4/26/17 Homework #32: How did the Great Schism Reflect and Further Weaken Papal Prestige? (read p. 431-433 in HWC, G2LotsOfPopesHWC) 1. How did the strength of monarchs affect the power of the pope? (be specific in terms of the situ
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    AT Global HW#32 Great Schism.docx

  • 2 pages AT Global HW#52 Patchwork Quilt of Europe.docx
    • AT Global HW#52 Patchwork Quilt of Europe.docx
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Spring 2017
    • Homework #52- LAST ONE! Read p. 601-605 in HWC G2AustroHungaryWars 1. What area was part of the Habsburg domains? The Habsburg domains consisted of 3 major units: Austria, Bohemia, and Hungary. The Habsburg Empire originated from Germany. They also took c
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    AT Global HW#52 Patchwork Quilt of Europe.docx

  • 1 pages AT Global HW#10 African Culture and Society.docx
    • AT Global HW#10 African Culture and Society.docx
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Spring 2017
    • Chris Choi 100YearsWar 3/1/17 Homework #10 Ancient African Culture and Societies (read 227-233 in World History) 1. What are the limitations on historians wishing to understand the full scope of African societies? The continent was very diverse, consistin
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    AT Global HW#10 African Culture and Society.docx

  • 2 pages AT Global HW#35 Machiavelli.docx
    • AT Global HW#35 Machiavelli.docx
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Spring 2017
    • Chris Choi 100YearsWar 5/2/17 Homework #35: Is it better to be feared or loved? (read p.73-79 in Modern Europe -G2MachModernEurope 1. Why did the northern Italian city-states face economic decline at the end of the 15th century? The northern Italian city-
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    AT Global HW#35 Machiavelli.docx

  • 1 pages AT Global HW#29 Plague.docx
    • AT Global HW#29 Plague.docx
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Spring 2017
    • Chris Choi 100YearsWar 4/23/17 Homework #29: How did the Plague Change European society? Read p. 428-431 in Heritage G2PlagueHWC plus picture p. 340 in WH of the flagellants 1. Describe the situation in Europe between the years 1000 and 1300? Agriculture
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    AT Global HW#29 Plague.docx

  • 1 pages AT Global HW#46 Elizabeth I.docx
    • AT Global HW#46 Elizabeth I.docx
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Spring 2017
    • Chris Choi 100YearsWar 5/24/17 Homework #46 What made Elizabeth I one of the most successful rulers of the 16th century? (Read p. 475-6 in HWC - G2ElizabethHWC) Identify the challenges and successes of Elizabeth I's reign. Challenges of Elizabeth I's reig
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    AT Global HW#46 Elizabeth I.docx

  • 1 pages AT Global HW#31 Hundred Years War.pdf
    • AT Global HW#31 Hundred Years War.pdf
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Spring 2017
    • Chris Choi 100YearsWar 4/25/17 Homework #31: What was the significance of the Hundred Years' War (other than it indicates that Europeans can't count) Read HWC p. 425-428 G2HundredYearsWarHWC 1. How did the Hundred Years' War start? The Hundred Years War s
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    AT Global HW#31 Hundred Years War.pdf

  • 1 pages AT Global HW#40 Decline and Fall of the Roman Republic.pdf
    • AT Global HW#40 Decline and Fall of the Roman Republic.pdf
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Fall 2017
    • Chris Choi Sicily 12/15/16 HOMEWORK #40: WHY DID THE ROMAN REPUBLIC DECLINE AND FALL? (read p. 148-149 in HWC, G1FallOfRepublicHWC) 1. What is Sulla known for? Sulla was known for bringing down Jugurtha and ending the Jugurthine War. He was elected as a c
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    AT Global HW#40 Decline and Fall of the Roman Republic.pdf

  • 1 pages AT Global HW#24 Qin Han.docx
    • AT Global HW#24 Qin Han.docx
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Fall 2017
    • Chris Choi Sicily 11/6/16 Homework #24: How did the Qin & the Han Dynasties Shape Chinese Development? 1. What administrative and political developments took place as a result of Qin Shi Huangdis adoption of Legalism? As a result of Qin Shi Huangdis adopt
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    AT Global HW#24 Qin Han.docx

  • 1 pages AT Global HW#9 Why is Writing So Important.pdf
    • AT Global HW#9 Why is Writing So Important.pdf
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Fall 2017
    • Chris Choi Sicily 9/24/16 Homework 9 Why was writing Soooo important? 1. What was a bulla? Bulla was a clay token that was enclosed in a clay envelope. It was usually ball shaped and it had markings on the outside that corresponded to the contents inside.
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    AT Global HW#9 Why is Writing So Important.pdf

  • 27 pages DunkelFinalStudyGuide
    • DunkelFinalStudyGuide
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Fall 2017
    • Early History: Hominids : - Homo habilis (handy): 2.8 m ya to 2.4 mya; used chipped stone hand-made axes - Homo erectus (standing upright): 1.9 mya to 143 kya, symmetrical organization of tools; used fire - Homo ergaster (workman)/ antecessor (predeces
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    DunkelFinalStudyGuide

  • 15 pages globalstudysheetforterm1
    • globalstudysheetforterm1
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Fall 2017
    • GLOBAL Final Exam Review Sheet Hominids: humans and australopithecines that walk upright. Prehistory: history before the written word roughly 5000 years ago. Archeology: the study of human history and prehistory through the analysis of artifacts human mad
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    globalstudysheetforterm1

  • 21 pages GLOBALSTUDYSHEETterm1
    • GLOBALSTUDYSHEETterm1
    • Stuyvesant High School
    • Global Studies 1
    • AT GLOBAL HG1 - Fall 2017
    • I. Archeology A. Prehistory (Up to 5,500 years ago): Period before people developed writing. B. Archeologists: People who study the remains of prehistoric and historic people (artifacts) 1.) Mary Leakey (1960-1974): Archeologist who found Laetoli footprin
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    GLOBALSTUDYSHEETterm1

  • 2 pages preterito
    • preterito
    • Stuyvesant High School
    • Spanish 1
    • SPANISH UNKNOWN - Spring 2017
    • SPANISH Study Sheet caf brown acabar de (+ inf.) to have just done something anaranjado/a orange anoche last night anteayer the day before yesterday ayer yesterday barato/a cheap cada each caro/a expensive conducir to drive conocer to know; to be acquaint
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    preterito

  • 2 pages irregular verbos
    • irregular verbos
    • Stuyvesant High School
    • Spanish 1
    • SPANISH UNKNOWN - Spring 2017
    • Spanish STUDY SHEET: Reflexive Verbs: acordarse (de) to remember * (o:ue) acostarse to go to bed * (o:ue) afeitarse to shave baarse to bathe; to take a bath cepillarse el pelo / los dientes to brush ones hair / to brush ones teeth despedirse (de) to say g
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    irregular verbos

  • 5 pages CHAPTER5-9spanishstudy
    • CHAPTER5-9spanishstudy
    • Stuyvesant High School
    • Spanish 1
    • SPANISH UNKNOWN - Spring 2017
    • Spanish - Descubre 1 - Chapter 5, Descubre 1 Chapter 6, Descubre 1 Chapter 7, Descubre 1 Chapter 8, Descubre 1 Chapter 9 Study online at quizlet.com/combine/154526634,209430240,179303200,171667196,212173979 1. el invierno: winter 46. el viajero: male trav
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    CHAPTER5-9spanishstudy

  • 3 pages capitulo8
    • capitulo8
    • Stuyvesant High School
    • Spanish 1
    • SPANISH UNKNOWN - Spring 2017
    • SPANISH Study Sheet: VOCABULARY: el aceite oil el agua water el agua mineral mineral water el ajo garlic el almuerzo lunch el arroz rice el atn tuna el azcar sugar el bistec steak el champin mushroom el desayuno breakfast el huevo egg el jamn ham el jugo
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    capitulo8

  • 3 pages spanishvocab1
    • spanishvocab1
    • Stuyvesant High School
    • Spanish 1
    • SPANISH UNKNOWN - Spring 2017
    • Vocabulary list: Hola, qu tal? Saludos Hola. Hello; Hi. Buenos das. Good morning. Buenas tardes. Good afternoon. Buenas Good evening; Good noches. night. Despedidas Adis. Goodbye. Nos vemos. See you. Hasta luego. See you later. Hasta la vista. See you lat
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    spanishvocab1

  • 3 pages studysheetpp
    • studysheetpp
    • Stuyvesant High School
    • Spanish 1
    • SPANISH UNKNOWN - Spring 2017
    • SPANISH STUDY SHEET Vocabulary: Cul es la fecha (de hoy)? What is the date (today)? Qu tiempo hace? How's the weather? abierto/a open aburrido/a bored; boring acampar to camp ahora mismo right now alegre happy; joyful amable nice; friendly avergonzado/a e
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    studysheetpp

  • 3 pages spanishstudysheetirregularpreterite
    • spanishstudysheetirregularpreterite
    • Stuyvesant High School
    • Spanish 1
    • SPANISH UNKNOWN - Spring 2017
    • Spanish STUDY SHEET: Ser (to be) [PRETERITE] YO T UD/EL/ELLA NOSOTROS/AS UDS/ELLOS/ELL AS Ir (to go) fui fuiste fue fuimos fueron Gustar to like Aburrir to bore Encantar to like very much; to love (inanimate objects) Faltar to lack; to need Fascinar to fa
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    spanishstudysheetirregularpreterite

  • 1 pages 03_09_17
    • 03_09_17
    • Stuyvesant High School
    • Global Studies in Big History
    • GLOBAL BH - Spring 2017
    • Philosophers Search for Truth Rise of Great Philosophers: After the war, thinkers emerge who are called lovers of wisdom. This comes from the Greek words PHILEO - to love. SOPHIA - wisdom. Philosophers believe the universe is subject to absolute and
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    03_09_17

  • 1 pages 05_03_17
    • 05_03_17
    • Stuyvesant High School
    • Global Studies in Big History
    • GLOBAL BH - Spring 2017
    • The Social Classes Changed During the Industrial Revolution The bourgeoisie grew in strength and number - they owned the factories. The middle class grew - they managed the factories. Industrial workers increased - unskilled workers working in factories.
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    05_03_17

  • 1 pages 03_21_17
    • 03_21_17
    • Stuyvesant High School
    • Global Studies in Big History
    • GLOBAL BH - Spring 2017
    • The Pax Romana When the empire expanded to its greatest height. Substantially profitable for Rome. The golden age: of Rome because Emperors like Augustus built roads. He also built a merit-based bureaucracy to rule the empire. Roman aqueducts were con
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    03_21_17

  • 1 pages 11_23_16
    • 11_23_16
    • Stuyvesant High School
    • Global Studies in Big History
    • GLOBAL BH - Spring 2017
    • Do Now (Paragraph Rewrite) The Leakeys work and fossil findings in Africa demonstrated that human-kind originated in Africa, contrary to the popular belief at the time that humans arose in Europe and/or Asia. A specific one of their findings was Lucy, a h
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    11_23_16

  • 7 pages Mendel_Worksheet_Review
    • Mendel_Worksheet_Review
    • Stuyvesant High School
    • genetics
    • BIO 211 - Summer 2016
    • 80 m Predicting TraitszThe Monohybrid Cross Key Idea: The outcome of a cross depends on the parental genotypes. A true breeding parent is homozygous for the gene involved. 55 F MOMWbrid cross F1 Monohybrid cro 2 Heterozygous PUTPle EtemZVQOUS purp|e Homo
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    Mendel_Worksheet_Review

  • 5 pages Reproductive_worksheet_Review
    • Reproductive_worksheet_Review
    • Stuyvesant High School
    • genetics
    • BIO 211 - Summer 2016
    • KEY TERMS AND CONCEPTS I Fill-In: From the following list of key terms, ll in the blanks in the following statements. 9 allantois differentiation gastrulation notochords amnion direct development gray crescent organogenesis amniote egg ectoderm indirect d
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    Reproductive_worksheet_Review

  • 1 pages twisty-rainbow-facebook-cover-timeline-banner-for-fb.jpg

    twisty-rainbow-facebook-cover-timeline-banner-for-fb.jpg

  • 2 pages Incomplete__Codominance_Worksheet
    • Incomplete__Codominance_Worksheet
    • Stuyvesant High School
    • genetics
    • BIO 211 - Summer 2016
    • Name: Date: Incomplete Dominance and Codominance 11.3 When Mendel studied pea plants, he happened to select traits that were determined by two alleles where one allele was completely dominant over the other allele. For instance, for flower color in peas,
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    Incomplete__Codominance_Worksheet

  • 2 pages writing expectations
    • writing expectations
    • Stuyvesant High School
    • genetics
    • BIO 211 - Summer 2016
    • Writing Objective in Social Studies Fall 2011 Social Studies Students at Stuyvesant High School are expected to be proficient in their ability to write and conduct research. Below are the expectations for achievement at each grade level: By the end of the
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    writing expectations

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