I will have links to classwork or homework here.
May 6th: Surnames
If you are interested in looking up your geology or surname try out this website. http://surnames.behindthename.com/
If you are interested in looking up your geology or surname try out this website. http://surnames.behindthename.com/
Bellringer 5, Fourth nine weeks
may_5-9_bellringers_2-2014.pptx | |
File Size: | 65 kb |
File Type: | pptx |
Bellringer 4, Fourth nine weeks
April 28th- May 2nd
april_28-may2_2014_bellringers.pptx | |
File Size: | 495 kb |
File Type: | pptx |
April 21st-25th Bellringer 3, fourth nine weeks
april21-25_2014.pptx | |
File Size: | 52 kb |
File Type: | pptx |
Bellringer 1 April 7th-11th, fourth nine weeks
april_7-11th_2014.pptx | |
File Size: | 48 kb |
File Type: | pptx |
Study guide for the MASTERY Check 4
3/27/14 A classes or 3/28/14 B classes
3/27/14 A classes or 3/28/14 B classes
mastery_check_4_study_guide.docx | |
File Size: | 26 kb |
File Type: | docx |
March 20th- March 21st
Thursday and Friday Clip on Pompeii
http://www.youtube.com/watch?v=QScagfQC5-w
****Today you will be watching a documentary about the mysteries surrounding Pompeii and its “frozen people”. When you finish watching the film, answer the extended response below the prompts on your own sheet of paper. *****
History Prompt:
The city of Pompeii uniquely captures the public's imagination; in 79AD a legendary volcanic disaster left its citizens preserved in ashes to this very day. Yet no-one has been able to unravel the full story that is at the heart of our fascination: how did those bodies become frozen in time?
For the first time the BBC has been granted unique access to these strange, ghost-like body casts that populate the ruins and, using the latest forensic technology, the chance to peer beneath the surface of the plaster in order to rebuild the faces of two of the people who were killed in this terrible tragedy.
Margaret turns detective to tell a new story at the heart of one of history's most famous moments; she looks at the unique set of circumstances that led to the protection of the bodies in Pompeii. By applying modern day forensic analysis to this age-old mystery, Margaret dismisses the myths surrounding the events in 79AD. She also explores the lives of the individuals who once lived in this vibrant and enigmatic city, as well as recreating the last moments of the people caught up in this tragedy.
Science Prompt:
-In AD79 tens of thousands of people in Pompeii and nearby Herculaneum died when Mount Vesuvius erupted. For decades it was believed the victims of Pompeii suffocated as they were buried by the fall of ash and pumice spewing from the volcano. But now science has painted a different picture of the catastrophe and why it claimed so many lives.
-The volcanic phenomenon known as a pyroclastic current is an avalanche of ash, gases, heat, and dirt.
-A Physical Change happens when the form of shape changes.
-A Chemical Change any process in which one or more substances are changed into one or more different substances. (ex: changes state possibly from solid to liquid or gas)
Extended Response Questions: Answer all parts on your own sheet of paper, restate the questions, and provide evidence from the documentary to prove it is scientifically accurate. Turn in when you finish.
A. Describe the differences in the state of the human bodies left behind in Herculaneum and Pompeii?
B. What were the physical and chemical reactions that occurred to create such a different outcome?
C. What scientific evidence did the documentary show to explain how the differences in the bodies happened?
Thursday and Friday Clip on Pompeii
http://www.youtube.com/watch?v=QScagfQC5-w
****Today you will be watching a documentary about the mysteries surrounding Pompeii and its “frozen people”. When you finish watching the film, answer the extended response below the prompts on your own sheet of paper. *****
History Prompt:
The city of Pompeii uniquely captures the public's imagination; in 79AD a legendary volcanic disaster left its citizens preserved in ashes to this very day. Yet no-one has been able to unravel the full story that is at the heart of our fascination: how did those bodies become frozen in time?
For the first time the BBC has been granted unique access to these strange, ghost-like body casts that populate the ruins and, using the latest forensic technology, the chance to peer beneath the surface of the plaster in order to rebuild the faces of two of the people who were killed in this terrible tragedy.
Margaret turns detective to tell a new story at the heart of one of history's most famous moments; she looks at the unique set of circumstances that led to the protection of the bodies in Pompeii. By applying modern day forensic analysis to this age-old mystery, Margaret dismisses the myths surrounding the events in 79AD. She also explores the lives of the individuals who once lived in this vibrant and enigmatic city, as well as recreating the last moments of the people caught up in this tragedy.
Science Prompt:
-In AD79 tens of thousands of people in Pompeii and nearby Herculaneum died when Mount Vesuvius erupted. For decades it was believed the victims of Pompeii suffocated as they were buried by the fall of ash and pumice spewing from the volcano. But now science has painted a different picture of the catastrophe and why it claimed so many lives.
-The volcanic phenomenon known as a pyroclastic current is an avalanche of ash, gases, heat, and dirt.
-A Physical Change happens when the form of shape changes.
-A Chemical Change any process in which one or more substances are changed into one or more different substances. (ex: changes state possibly from solid to liquid or gas)
Extended Response Questions: Answer all parts on your own sheet of paper, restate the questions, and provide evidence from the documentary to prove it is scientifically accurate. Turn in when you finish.
A. Describe the differences in the state of the human bodies left behind in Herculaneum and Pompeii?
B. What were the physical and chemical reactions that occurred to create such a different outcome?
C. What scientific evidence did the documentary show to explain how the differences in the bodies happened?
Bellringers from the 3rd nine weeks: They are also on the daily agenda page
march10-14_2014.pptx | |
File Size: | 39 kb |
File Type: | pptx |
march6-7th_2014.pptx | |
File Size: | 387 kb |
File Type: | pptx |
feb24-28.pptx | |
File Size: | 41 kb |
File Type: | pptx |
feb_18-21.pptx | |
File Size: | 72 kb |
File Type: | pptx |
feb_bellringer.pptx | |
File Size: | 39 kb |
File Type: | pptx |
Vocabulary and Content Quiz will be March 14th, 2014
The vocabulary words are below. Students will hand in their list of the vocabulary words with the definitions and a picture for each definition. They will also need to include a paragraph using all of the words in a historically accurate manner. Underline all of the vocabulary words in the paragraph.
Bad Example of the paragraphs: a story about a dog named Veto
Good Example of the paragraphs : A patrician and plebeian began to argue because of the rules the senate had created......
-Patrician- in the Roman Republic, a member of the upper ruling class.
-Plebeian- in the Roman Republic, one of the common people.
-Republic- a form of government in which leaders are elected to represent the people.
-Senate- a group of 300 men elected to govern Rome (Only Patricians).
-Consul- one of two chief leaders in Rome.
-Tribune- an official of Rome elected by the plebeians to represent them.
-Veto- to refuse to approve a proposed laws in your government.
-Constitution- a set of basic laws.
-Twelve Tables- a set of Roman laws posted in public after Plebeians lead a series of protest.
-Rule of law - the idea that people should live according to a set of agreed-upon laws.
The vocabulary words are below. Students will hand in their list of the vocabulary words with the definitions and a picture for each definition. They will also need to include a paragraph using all of the words in a historically accurate manner. Underline all of the vocabulary words in the paragraph.
Bad Example of the paragraphs: a story about a dog named Veto
Good Example of the paragraphs : A patrician and plebeian began to argue because of the rules the senate had created......
-Patrician- in the Roman Republic, a member of the upper ruling class.
-Plebeian- in the Roman Republic, one of the common people.
-Republic- a form of government in which leaders are elected to represent the people.
-Senate- a group of 300 men elected to govern Rome (Only Patricians).
-Consul- one of two chief leaders in Rome.
-Tribune- an official of Rome elected by the plebeians to represent them.
-Veto- to refuse to approve a proposed laws in your government.
-Constitution- a set of basic laws.
-Twelve Tables- a set of Roman laws posted in public after Plebeians lead a series of protest.
-Rule of law - the idea that people should live according to a set of agreed-upon laws.
January 9th, 2014
Today in class the students learned about the battle of Marathon. Below is an episode from the History Channel's show Decisive Battles about the battle of Marathon.
http://www.youtube.com/watch?v=ot4PusEalnA
http://www.youtube.com/watch?v=wPinrH-akvc
http://www.youtube.com/watch?v=Ng5diP1VISY
Today in class the students learned about the battle of Marathon. Below is an episode from the History Channel's show Decisive Battles about the battle of Marathon.
http://www.youtube.com/watch?v=ot4PusEalnA
http://www.youtube.com/watch?v=wPinrH-akvc
http://www.youtube.com/watch?v=Ng5diP1VISY
Comprehensive Final on Tuesday December 17th: Study Guide
study_guide_for_final.docx | |
File Size: | 27 kb |
File Type: | docx |
If you cannot open the link to the Study guide it is written below.
1.) Learning Target SS-07-4.3.1
I can identify why humans in the ancient world settled permanently.
The development of the advances in ________________ production most enabled early people to form permanent settlements?
2.) Learning Target SS-07-4.1.2
I can identify the type of society ancient people lived in before recorded history.
Prior to the living in permanent settlements in city states of Mesopotamia, people were
hunter-_____________________.
3.) Learning Target SS-07-2.2.1
I can explain the purpose and impact of Hammurabi’s Code.
Hammurabi’s Code of ancient Mesopotamian society was important because it listed Babylonian _______ and their punishments.
4.) Learning Target SS-07-4.1.2
I can describe how the Tigris and Euphrates rivers impacted human settlement in the river valley.
The Tigris and Euphrates river valley affected settlement patterns in present-day Iraq because people settled in the river valley because of its fresh ________ and fertile __________.
5.) Learning Target SS-07-2.1.1
I can describe the religious practices of ancient Mesopotamians.
The religious beliefs of the Mesopotamians were considered to be _____________ because they believed in many gods.
6.) Learning Target SS-07-3.4.2
I can describe the impact writing had on ancient peoples’ governments, cultures, and economies.
Cuneiform and hieroglyphics were important achievements in the development ______________ language.
7.) Learning Target SS-07-5.3.3
I can describe the impact non-western cultures had in the world on government, art, and philosophy.
The Egyptian Pharaoh believed he was a ___________. Khufu showed this by ordering his large tomb which was a ___________ to be built.
8.) Learning Target SS-07-4.2.1
I can describe Egypt’s geographical advantages and disadvantages.
The cataracts protect Egypt by ___________________ enemy _______________.
9.) Learning Target SS-07-4.2.1
I can describe the geographic features of ancient Egypt, and I can describe the impact these geographic features had on ancient Egypt.
The majority of Egypt is not fertile land, but ____________.
10.) Learning Target SS-07-4.2.1
I can describe the geographic features of ancient Egypt, and I can describe the impact these geographic features had on ancient Egypt.
The Nile had biannual flooding, which means the Nile flooded ____________ a year.
11.) Learning Target SS-07-1.1.1
I can identify the powers and responsibilities of Egyptian pharaohs.
The Pharaoh was responsible for:____________________________________________
12.) Learning Target SS-07-3.1.1
I can explain how surplus influenced ancient Egypt’s strength and power in the ancient world.
Egypt’s ________________ of natural _________________ influence its strength and power.
13.) Learning Target SS-07-2.3.2
I can identify the impact cross-cultural marriage had in the ancient world.
Egyptian pharaohs might chose to marry a princess to aid in a ____________ ___________.
14.) Learning Target SS-07-2.1.1
I can identify the Patriarchs of ancient Israel, and their impact on modern culture.
_______________delivered the Ten Commandments to the ancient Hebrews
15.) Learning Target SS-07-2.1.1
I can identify the Patriarchs of ancient Israel, and their impact on modern culture.
________________ was the Patriarch of the Hebrew nation?
16.) Learning Target SS-07-2.1.1
I can describe the impact ancient Israel’s culture and laws have had on the world.
The Ten Commandments of the ancient Hebrews has had the greatest influence on the development of Western _______________, ethics and culture.
17.) Learning Target SS-07-4.3.2
I can identify the motivations for migration in ancient Greece.
Greece’s mountainous terrain and its series of small islands influenced the ancient Greeks to develop a _______________ system based on independent ____________-states.
18.) Learning Target SS-07-1.1.2
I can identify the major influences and themes in ancient Athenian culture.
When Pericles said, “We regard an individual who takes no interest in public affairs not as harmless, but as useless.” What was he saying about Athenian values?
19.) Learning Target SS-07-5.1.1
I can identify historical perspectives from analyzing a variety of first and secondary sources.
In ancient Athens, women were suppose to ___________ in the home, and not be included in ____________.
20.) Learning Target SS-07-1.1.1
I can describe the advantages of forming a government.
The first reason why early peoples need government, they wanted _________ and security
21.) Learning Target SS-07-1.1.1
I can define and identify the most common forms of government.
A _____________ has a king or queen that holds all the power.
22.) Learning Target SS-07-1.1.1
I can define and identify the most common forms of government.
A_______________ has a small group holds all the power.
23.) Learning Target SS-07-1.1.1
I can define and identify the most common forms of government.
In a ______________ all citizens in a community meet to make laws and decide actions?
24.) Learning Target SS-07-2.3.2
I can identify the ancient Greek’s motivation to unite Sparta and Athens.
The Greeks in Sparta and Athens united because of ___________ culture and heritage background.
25.) Learning Target SS-07-4.1.1 I can interpret historical and geographic information using charts and maps.
I can identify directions using the terms North, South, East, and West.
26.) Learning Target SS-07-2.2.1
I can compare and contrast the governments, cultures, and economies of ancient Athens and Sparta.
27.) Learning Target SS-07-4.1.2
I can identify the motivations of Greek migration.
I can identify the advantages and disadvantages to living in Greek colonies.
28.) Learning Target SS-07-1.1.1
I can define and describe the most common forms of government.
I can describe examples of the most common forms of government.
I can describe the advantages and disadvantages to the most common forms of governments.
1.) Learning Target SS-07-4.3.1
I can identify why humans in the ancient world settled permanently.
The development of the advances in ________________ production most enabled early people to form permanent settlements?
2.) Learning Target SS-07-4.1.2
I can identify the type of society ancient people lived in before recorded history.
Prior to the living in permanent settlements in city states of Mesopotamia, people were
hunter-_____________________.
3.) Learning Target SS-07-2.2.1
I can explain the purpose and impact of Hammurabi’s Code.
Hammurabi’s Code of ancient Mesopotamian society was important because it listed Babylonian _______ and their punishments.
4.) Learning Target SS-07-4.1.2
I can describe how the Tigris and Euphrates rivers impacted human settlement in the river valley.
The Tigris and Euphrates river valley affected settlement patterns in present-day Iraq because people settled in the river valley because of its fresh ________ and fertile __________.
5.) Learning Target SS-07-2.1.1
I can describe the religious practices of ancient Mesopotamians.
The religious beliefs of the Mesopotamians were considered to be _____________ because they believed in many gods.
6.) Learning Target SS-07-3.4.2
I can describe the impact writing had on ancient peoples’ governments, cultures, and economies.
Cuneiform and hieroglyphics were important achievements in the development ______________ language.
7.) Learning Target SS-07-5.3.3
I can describe the impact non-western cultures had in the world on government, art, and philosophy.
The Egyptian Pharaoh believed he was a ___________. Khufu showed this by ordering his large tomb which was a ___________ to be built.
8.) Learning Target SS-07-4.2.1
I can describe Egypt’s geographical advantages and disadvantages.
The cataracts protect Egypt by ___________________ enemy _______________.
9.) Learning Target SS-07-4.2.1
I can describe the geographic features of ancient Egypt, and I can describe the impact these geographic features had on ancient Egypt.
The majority of Egypt is not fertile land, but ____________.
10.) Learning Target SS-07-4.2.1
I can describe the geographic features of ancient Egypt, and I can describe the impact these geographic features had on ancient Egypt.
The Nile had biannual flooding, which means the Nile flooded ____________ a year.
11.) Learning Target SS-07-1.1.1
I can identify the powers and responsibilities of Egyptian pharaohs.
The Pharaoh was responsible for:____________________________________________
12.) Learning Target SS-07-3.1.1
I can explain how surplus influenced ancient Egypt’s strength and power in the ancient world.
Egypt’s ________________ of natural _________________ influence its strength and power.
13.) Learning Target SS-07-2.3.2
I can identify the impact cross-cultural marriage had in the ancient world.
Egyptian pharaohs might chose to marry a princess to aid in a ____________ ___________.
14.) Learning Target SS-07-2.1.1
I can identify the Patriarchs of ancient Israel, and their impact on modern culture.
_______________delivered the Ten Commandments to the ancient Hebrews
15.) Learning Target SS-07-2.1.1
I can identify the Patriarchs of ancient Israel, and their impact on modern culture.
________________ was the Patriarch of the Hebrew nation?
16.) Learning Target SS-07-2.1.1
I can describe the impact ancient Israel’s culture and laws have had on the world.
The Ten Commandments of the ancient Hebrews has had the greatest influence on the development of Western _______________, ethics and culture.
17.) Learning Target SS-07-4.3.2
I can identify the motivations for migration in ancient Greece.
Greece’s mountainous terrain and its series of small islands influenced the ancient Greeks to develop a _______________ system based on independent ____________-states.
18.) Learning Target SS-07-1.1.2
I can identify the major influences and themes in ancient Athenian culture.
When Pericles said, “We regard an individual who takes no interest in public affairs not as harmless, but as useless.” What was he saying about Athenian values?
19.) Learning Target SS-07-5.1.1
I can identify historical perspectives from analyzing a variety of first and secondary sources.
In ancient Athens, women were suppose to ___________ in the home, and not be included in ____________.
20.) Learning Target SS-07-1.1.1
I can describe the advantages of forming a government.
The first reason why early peoples need government, they wanted _________ and security
21.) Learning Target SS-07-1.1.1
I can define and identify the most common forms of government.
A _____________ has a king or queen that holds all the power.
22.) Learning Target SS-07-1.1.1
I can define and identify the most common forms of government.
A_______________ has a small group holds all the power.
23.) Learning Target SS-07-1.1.1
I can define and identify the most common forms of government.
In a ______________ all citizens in a community meet to make laws and decide actions?
24.) Learning Target SS-07-2.3.2
I can identify the ancient Greek’s motivation to unite Sparta and Athens.
The Greeks in Sparta and Athens united because of ___________ culture and heritage background.
25.) Learning Target SS-07-4.1.1 I can interpret historical and geographic information using charts and maps.
I can identify directions using the terms North, South, East, and West.
26.) Learning Target SS-07-2.2.1
I can compare and contrast the governments, cultures, and economies of ancient Athens and Sparta.
27.) Learning Target SS-07-4.1.2
I can identify the motivations of Greek migration.
I can identify the advantages and disadvantages to living in Greek colonies.
28.) Learning Target SS-07-1.1.1
I can define and describe the most common forms of government.
I can describe examples of the most common forms of government.
I can describe the advantages and disadvantages to the most common forms of governments.
December 9th PowerPoint on the most common forms of government
who-rules_ppt2.ppt | |
File Size: | 1894 kb |
File Type: | ppt |
Bellringer 7
dec2-6_2013.pptx | |
File Size: | 57 kb |
File Type: | pptx |
November 18th - November 26th
Vocabulary List
******** Vocab Quiz on 11/26/13 *******
For each word you will define it and draw a picture which represents the word.
(For instance if I were defining war, I might draw a picture of a tank or two people fighting.)
1. Judaism: the religion, philosophy and way of life of the Jewish people.
2. Hebrew: the language of the Hebrews/Israelites and their ancestors.
3. Captivity: the condition of being imprisoned.
4. Monotheism: belief in the existence of one god, worship of only one god.
5. Patriarch: the male who is the head of a family; a person who is the founder of something.
6. Matriarch: a woman who is the head of a family; a powerful woman within an organization.
7. Promised land: the land of Canaan/ Israel, which was promised to Abraham and his descendants
8. Family tree a diagram showing the relationships between people in several generations of a family.
9. Exodus: a mass departure of people; a migration by choice or force.
10. Torah: the first five books of the Tanakh written in Biblical Hebrew
11. Jewish Diaspora: was the historical exile and dispersion of Jews from the region of the Kingdom of Judah because of the Roman occupation.
12. Morals: a person's standards of behavior or beliefs concerning what is and is not right or acceptable for them to do.
13. Ethics: moral principles that govern a person's or group's behavior.
14. Western Wall/ Wailing Wall: a wall in Jerusalem where Jews assemble for prayer.
15. Covenant: an agreement; a contract with the Hebrew god.
16. Ten Commandments: are a set of biblical laws and principles relating to ethics and worship, which are a part of Judaism and Christianity.
17. Oral history tradition: cultural information and traditions told orally from one generation to another.
18. Abraham: the patriarch of three world religions. He was called by God to leave Mesopotamia in return for a new land, family, and inheritance in Canaan/Israel, the Promised Land.
19. Saul : the first king of a united Kingdom of Israel; he fell on his own sword in battle with the Philistines to avoid being captured.
20. David: fought and won against Goliath the Philistine; the second king of the United Kingdom of Israel, Father to Solomon known as the wisest kings in ancient times.
Vocabulary List
******** Vocab Quiz on 11/26/13 *******
For each word you will define it and draw a picture which represents the word.
(For instance if I were defining war, I might draw a picture of a tank or two people fighting.)
1. Judaism: the religion, philosophy and way of life of the Jewish people.
2. Hebrew: the language of the Hebrews/Israelites and their ancestors.
3. Captivity: the condition of being imprisoned.
4. Monotheism: belief in the existence of one god, worship of only one god.
5. Patriarch: the male who is the head of a family; a person who is the founder of something.
6. Matriarch: a woman who is the head of a family; a powerful woman within an organization.
7. Promised land: the land of Canaan/ Israel, which was promised to Abraham and his descendants
8. Family tree a diagram showing the relationships between people in several generations of a family.
9. Exodus: a mass departure of people; a migration by choice or force.
10. Torah: the first five books of the Tanakh written in Biblical Hebrew
11. Jewish Diaspora: was the historical exile and dispersion of Jews from the region of the Kingdom of Judah because of the Roman occupation.
12. Morals: a person's standards of behavior or beliefs concerning what is and is not right or acceptable for them to do.
13. Ethics: moral principles that govern a person's or group's behavior.
14. Western Wall/ Wailing Wall: a wall in Jerusalem where Jews assemble for prayer.
15. Covenant: an agreement; a contract with the Hebrew god.
16. Ten Commandments: are a set of biblical laws and principles relating to ethics and worship, which are a part of Judaism and Christianity.
17. Oral history tradition: cultural information and traditions told orally from one generation to another.
18. Abraham: the patriarch of three world religions. He was called by God to leave Mesopotamia in return for a new land, family, and inheritance in Canaan/Israel, the Promised Land.
19. Saul : the first king of a united Kingdom of Israel; he fell on his own sword in battle with the Philistines to avoid being captured.
20. David: fought and won against Goliath the Philistine; the second king of the United Kingdom of Israel, Father to Solomon known as the wisest kings in ancient times.
Bellringers November 11th-15th
nov11-15.pptx | |
File Size: | 793 kb |
File Type: | pptx |
Nov. 6th
A clip of the background of the Rosetta Stone
http://www.youtube.com/watch?v=9YkhqPJT24A
A clip about the controversy surrounding the Rosetta Stone
http://video.nationalgeographic.com/video/specials/treasure-wars/rosetta-stone-tw/
The reading and questions about the Rosetta Stone
http://www.macmillanglobal.com/wp-content/uploads/2010/02/global_elesson002_rosettastone.pdf
Bellringer Nov. 4-8th
A clip of the background of the Rosetta Stone
http://www.youtube.com/watch?v=9YkhqPJT24A
A clip about the controversy surrounding the Rosetta Stone
http://video.nationalgeographic.com/video/specials/treasure-wars/rosetta-stone-tw/
The reading and questions about the Rosetta Stone
http://www.macmillanglobal.com/wp-content/uploads/2010/02/global_elesson002_rosettastone.pdf
Bellringer Nov. 4-8th
nov4-8.pptx | |
File Size: | 1442 kb |
File Type: | pptx |
November 4th-8th
I have attached below the Review powerpoint for Mastery Check 2-Egypt. There is also a part 1 and a part 2 for their study guide.
I have attached below the Review powerpoint for Mastery Check 2-Egypt. There is also a part 1 and a part 2 for their study guide.
egypt_mastery_check_2_study_guide.docx | |
File Size: | 920 kb |
File Type: | docx |
egypt_ppt.ppt | |
File Size: | 7178 kb |
File Type: | ppt |
November 4th
Students watch at least the first five minutes of this documentary explaining one man's explanation for the building of the Great Pyramids of Giza.
I told the students I would link the rest of the documentary here if they were interested in watching it on their own time.
clip 1
http://www.youtube.com/watch?v=MpR7AKKN87E
clip 2
http://www.youtube.com/watch?v=Z4t4qHOeilo
clip 3
http://www.youtube.com/watch?v=5wwohIUxals
clip 4
http://www.youtube.com/watch?v=uQ5j058avZg
Students watch at least the first five minutes of this documentary explaining one man's explanation for the building of the Great Pyramids of Giza.
I told the students I would link the rest of the documentary here if they were interested in watching it on their own time.
clip 1
http://www.youtube.com/watch?v=MpR7AKKN87E
clip 2
http://www.youtube.com/watch?v=Z4t4qHOeilo
clip 3
http://www.youtube.com/watch?v=5wwohIUxals
clip 4
http://www.youtube.com/watch?v=uQ5j058avZg
October 31st
Nova "FLOOD!" clip and resources
http://www.youtube.com/watch?v=WvJlENenpJA_
http://www.pbs.org/wgbh/nova/flood/
Students answered the extended response below after watching the video in class.
Social Studies/ Science
Extended Response
Around the world, unruly rivers have long driven a hard bargain (a wild river which is hard to control). In exchange for rich soil, irrigated land, and convenient transportation, they have forced floodplain dwellers (to live somewhere) to deal with an occasional washout. Governments have labored for thousands of years to lessen the risk of floods, but their attempts at managing waters have been mixed—often resulting in as much failure as success.
A. Provide three specific examples from “FLOOD!” which governments and communities used to solved their flooding dilemma (problem). Describe in detail how these solutions were able to protect communities from floods.
B. Governments have been trying to tame (control) floods for thousands of years. Compare and Contrast the United States response to flooding to the ancient Egyptians response to flooding. Be specific how are they similar how are they different.
C. Governments have proposed moving entire cities because of the cost of flooded communities. Describe if you believe the government should be allowed to order citizens to move from their homes. Justify your position with specific examples.
Nova "FLOOD!" clip and resources
http://www.youtube.com/watch?v=WvJlENenpJA_
http://www.pbs.org/wgbh/nova/flood/
Students answered the extended response below after watching the video in class.
Social Studies/ Science
Extended Response
Around the world, unruly rivers have long driven a hard bargain (a wild river which is hard to control). In exchange for rich soil, irrigated land, and convenient transportation, they have forced floodplain dwellers (to live somewhere) to deal with an occasional washout. Governments have labored for thousands of years to lessen the risk of floods, but their attempts at managing waters have been mixed—often resulting in as much failure as success.
A. Provide three specific examples from “FLOOD!” which governments and communities used to solved their flooding dilemma (problem). Describe in detail how these solutions were able to protect communities from floods.
B. Governments have been trying to tame (control) floods for thousands of years. Compare and Contrast the United States response to flooding to the ancient Egyptians response to flooding. Be specific how are they similar how are they different.
C. Governments have proposed moving entire cities because of the cost of flooded communities. Describe if you believe the government should be allowed to order citizens to move from their homes. Justify your position with specific examples.
Bellringers October 28th-November 1st
oct28-nov1.pptx | |
File Size: | 43 kb |
File Type: | pptx |
Bellringer October 21st-25th
oct_21-25.pptx | |
File Size: | 423 kb |
File Type: | pptx |
Thursday 24th and Friday October 25th
Today students you will be working in pairs to research a certain pharaoh.
Tomorrow you will be working on a presentation from the information you find today, make sure you use your time wisely.
Please find the answers to the questions on the worksheet that is attached under this statement.
1.Worksheet
http://www-tc.pbs.org/empires/egypt/pdf/lesson4_guide.pdf
Use the website below to do your research.
Type the name of your Pharaoh in the search bar at the bottom of this website's page to do your research.
2.Website
http://www.pbs.org/empires/egypt/
Today students you will be working in pairs to research a certain pharaoh.
Tomorrow you will be working on a presentation from the information you find today, make sure you use your time wisely.
Please find the answers to the questions on the worksheet that is attached under this statement.
1.Worksheet
http://www-tc.pbs.org/empires/egypt/pdf/lesson4_guide.pdf
Use the website below to do your research.
Type the name of your Pharaoh in the search bar at the bottom of this website's page to do your research.
2.Website
http://www.pbs.org/empires/egypt/
Bellringers October 14th-18th
october_15th-18th.pptx | |
File Size: | 53 kb |
File Type: | pptx |
Bellringers October 7th- October 10th
bellringer_october_7th-10th.pptx | |
File Size: | 34 kb |
File Type: | pptx |
Bellringer/ Exit Slips September 30th-October 4th
sept_30-oct_4.pptx | |
File Size: | 205 kb |
File Type: | pptx |
September 30th- October 4th
Vocabulary List #3
****Important Note, More Words Will Be Added To The List as we go; They will be added here, so continue to check. *****
******** Vocab Quiz on 10/4/13 *******
Please place the following vocabulary words on your chart in the same order they appear. For each word you will define it and draw a picture which represents the word. (For instance if I were defining war, I might draw a picture of a tank or two people fighting.)
River delta- a land-form that is formed at the mouth of a river, where the river flows into an ocean, sea, or lake: Deltas are formed from deposited soil carried by the river left at the mouth. This land-form leaves a fan or triangle shape in the land.
Nile River- the longest river in the world, flowing north through eastern Africa to a delta in northeastern Egypt
Vegetation- the plants which grows in a place or region
Topography- the shape and elevation of surface features, such as mountains or deserts, of a place or region
Pharaoh- an all powerful ruler or king of ancient Egypt, meaning great house
Papyrus- a reed plant that grew along the Nile used to make baskets, sandals, river rafts, and paper.
Hieroglyphics- a creation of Egyptian writing combing pictures and sound symbols
Embalming- a process used to preserve the bodies of the dead.
Hierarchy- a system in which people or things are placed in a series of levels with different importance or status
Social Pyramid- a pyramid outline showing the positions of social classes according to their status in a society.
Social Class- a group in a society that is ranked by factors such as wealth, property ownership, and rights/freedoms.
Status- Importance
Noble – a high birth or rank in a society
Peasant- a person who does farm work for wealthy landowners
Heir - One who inherits or is entitled to inherit property.
Obelisk - An upright, four-sided pillar, usually monolithic, that gradually tapers as it rises and is topped by a pyramid.
Reign - Royal authority.
Rival - One of two or more striving to get what only one can have; competitor.
Vocabulary List #3
****Important Note, More Words Will Be Added To The List as we go; They will be added here, so continue to check. *****
******** Vocab Quiz on 10/4/13 *******
Please place the following vocabulary words on your chart in the same order they appear. For each word you will define it and draw a picture which represents the word. (For instance if I were defining war, I might draw a picture of a tank or two people fighting.)
River delta- a land-form that is formed at the mouth of a river, where the river flows into an ocean, sea, or lake: Deltas are formed from deposited soil carried by the river left at the mouth. This land-form leaves a fan or triangle shape in the land.
Nile River- the longest river in the world, flowing north through eastern Africa to a delta in northeastern Egypt
Vegetation- the plants which grows in a place or region
Topography- the shape and elevation of surface features, such as mountains or deserts, of a place or region
Pharaoh- an all powerful ruler or king of ancient Egypt, meaning great house
Papyrus- a reed plant that grew along the Nile used to make baskets, sandals, river rafts, and paper.
Hieroglyphics- a creation of Egyptian writing combing pictures and sound symbols
Embalming- a process used to preserve the bodies of the dead.
Hierarchy- a system in which people or things are placed in a series of levels with different importance or status
Social Pyramid- a pyramid outline showing the positions of social classes according to their status in a society.
Social Class- a group in a society that is ranked by factors such as wealth, property ownership, and rights/freedoms.
Status- Importance
Noble – a high birth or rank in a society
Peasant- a person who does farm work for wealthy landowners
Heir - One who inherits or is entitled to inherit property.
Obelisk - An upright, four-sided pillar, usually monolithic, that gradually tapers as it rises and is topped by a pyramid.
Reign - Royal authority.
Rival - One of two or more striving to get what only one can have; competitor.
Bellringer September 23rd- 27th
bellringers_september_23-27.pptx | |
File Size: | 67 kb |
File Type: | pptx |
Bellringers
September 16th - 20th
September 16th - 20th
september_16th-september_20th.pptx | |
File Size: | 50 kb |
File Type: | pptx |
Bellringer September 9th-13th
sept_9th-sept_13th.pptx | |
File Size: | 36 kb |
File Type: | pptx |
Bellringers 9/4/13- 9/6/13
sept_4rd-sept_13th.pptx | |
File Size: | 69 kb |
File Type: | pptx |
September 4th
Notes over Mesopotamia/ Social Classes
Notes over Mesopotamia/ Social Classes
mesopotamia_notes_2.jpg | |
File Size: | 330 kb |
File Type: | jpg |
mesopotamia_notes_1.jpg | |
File Size: | 336 kb |
File Type: | jpg |
August 29th PowerPoint on the Fertile Crescent/ Mesopotamia Geographic Features
lesson-1-fertile-crescent-august_29.ppt | |
File Size: | 6133 kb |
File Type: | ppt |
Bellringers for August 26th- September 3rd
august_26.31.pptx | |
File Size: | 73 kb |
File Type: | pptx |
Vocabulary List #2
****Important Note, More Words Will Be Added To The List Before The Vocab Quiz On 9/6/13. They will be added here ********
Canals and irrigation ditches were built for redirecting the water to the fields used for farming.
Please place the following vocabulary words on your chart in the same order they appear. For each word you will define it and draw a picture which represents the word. (For instance if I were defining war, I might draw a picture of a tank or two people fighting.)
Paleolithic- “Old Stone Age” Humans were mostly nomadic; they used basic tools for their daily needs. They focused on 24 hours at a time. How can I survive today?
Neolithic- “New Stone Age” the agricultural revolution began. People started farming to produce their own crops and animals for food.
Nomad- People who move place to place with no permanent home; (They build temporary housing)
Hunter and Gatherer- Supplied their needs for food by hunting animals (following the food supply) and gathered food from the areas around them (collected what they needed)
Agriculture- The business of farming and raising animals for food and daily uses. Domestication of animals and crops.
Specialization- a method of production (job or object) where the person focuses to make or become the best they can. (ex: Apple farmer- grows the best apples possible, car factory- make the best car, teacher become the best teacher I can be)
Migrate: moving from one region or habitat to another.
Civilization- a complex way of life that came about as people began to develop urban settlements.
Mesopotamia- The land between the rivers
River Valley Civilizations- includes Mesopotamia, Egypt, Indus Valley, and Ancient China
City-State- an early city that was like a small independent country with its own laws and government.
Empire- Politically, an empire is a geographically extensive group of states and peoples (ethnic groups) united and ruled either by a monarch (emperor, empress) or an oligarchy( in Latin it means power and authority).
Fertile Crescent- East of the Mediterranean Sea, the land was fertile (good for growing crops)
Levees- a wall of earth built to prevent a river from flooding cities’ banks.
Irrigation- a set of canals and ditches built for redirecting water from a river to fields used for farming.
Silt- The fine, rich soil which aides in the growth of crops. (Commonly deposited on land by floods;The Tigris and Euphrates deposited silt onto their floodplains.)
Cuneiform- wedge shaped writing used by the Sumerians
Scribe- a person who writes by hand
Ziggurat- massive temples with stepped platforms built in ancient Mesopotamian.
Upper class in Mesopotamia- Included Kings, priest and wealthy landowners; they had the most power and money
Middle class in Mesopotamia- Included merchants, artisans, farmers and fishermen who had limited power and money.
Lower class in Mesopotamia- Included slaves who had no power or money.
Surplus- to have excess or extra
Scarcity- to have a shortage
****Important Note, More Words Will Be Added To The List Before The Vocab Quiz On 9/6/13. They will be added here ********
Canals and irrigation ditches were built for redirecting the water to the fields used for farming.
Please place the following vocabulary words on your chart in the same order they appear. For each word you will define it and draw a picture which represents the word. (For instance if I were defining war, I might draw a picture of a tank or two people fighting.)
Paleolithic- “Old Stone Age” Humans were mostly nomadic; they used basic tools for their daily needs. They focused on 24 hours at a time. How can I survive today?
Neolithic- “New Stone Age” the agricultural revolution began. People started farming to produce their own crops and animals for food.
Nomad- People who move place to place with no permanent home; (They build temporary housing)
Hunter and Gatherer- Supplied their needs for food by hunting animals (following the food supply) and gathered food from the areas around them (collected what they needed)
Agriculture- The business of farming and raising animals for food and daily uses. Domestication of animals and crops.
Specialization- a method of production (job or object) where the person focuses to make or become the best they can. (ex: Apple farmer- grows the best apples possible, car factory- make the best car, teacher become the best teacher I can be)
Migrate: moving from one region or habitat to another.
Civilization- a complex way of life that came about as people began to develop urban settlements.
Mesopotamia- The land between the rivers
River Valley Civilizations- includes Mesopotamia, Egypt, Indus Valley, and Ancient China
City-State- an early city that was like a small independent country with its own laws and government.
Empire- Politically, an empire is a geographically extensive group of states and peoples (ethnic groups) united and ruled either by a monarch (emperor, empress) or an oligarchy( in Latin it means power and authority).
Fertile Crescent- East of the Mediterranean Sea, the land was fertile (good for growing crops)
Levees- a wall of earth built to prevent a river from flooding cities’ banks.
Irrigation- a set of canals and ditches built for redirecting water from a river to fields used for farming.
Silt- The fine, rich soil which aides in the growth of crops. (Commonly deposited on land by floods;The Tigris and Euphrates deposited silt onto their floodplains.)
Cuneiform- wedge shaped writing used by the Sumerians
Scribe- a person who writes by hand
Ziggurat- massive temples with stepped platforms built in ancient Mesopotamian.
Upper class in Mesopotamia- Included Kings, priest and wealthy landowners; they had the most power and money
Middle class in Mesopotamia- Included merchants, artisans, farmers and fishermen who had limited power and money.
Lower class in Mesopotamia- Included slaves who had no power or money.
Surplus- to have excess or extra
Scarcity- to have a shortage
August 22-23rd The Madison Museum: Click on the slideshow of pictures below to view the tables of clues. Remember to write one page (neatly) or type one page explaining IN DETAIL your theory of what happened to Mrs. Madison over her lifetime. Your goal is to prove to me you are able to connect what you think happened to the clues you viewed in each level. Due Monday the 26th for classes 1A, 1B, 2A, 2B, 4A.
Bellringers for the first August 14-August 22
bellringer_august_2013.pptx | |
File Size: | 42 kb |
File Type: | pptx |
August 21st: Vocabulary #1 words for the quiz on 8/23/13
Below is the clips I showed before the vocabulary activity.
http://www.youtube.com/watch?v=CdzmH3jNkU0&noredirect=1
Please place the following vocabulary words on your chart in the same order they appear. For each word you will define it and draw a picture which represents the word. (For instance if I were defining war, I might draw a picture of a tank or two people fighting.)
• B.C. - Before Christ.
• B.C.E- Before Common Era.
• A.D. - In the year of our Lord or Present Day.
• C.E. - Common Era.
• Chronological Order-arranging events in the order they happened.
• Primary Sources- Firsthand account of an event or time period, an “eyewitness”.
• Secondary Sources- a source created by reading, seeing, talking to or listening to a primary source.
• Historian-a person who writes or studies history (past events, especially someone who is an expert).
• Archaeology-the study of human activity in the past, through the recovery and analysis of artifacts left behind (ex: objects, architecture, and cultural landscapes).
• Anthropology- the study of humankind, past and present. (Through personal experience or by studying artifacts).
• Artifact-something created by humans for a purpose (for: fun, work, art...etc).
Below is the clips I showed before the vocabulary activity.
http://www.youtube.com/watch?v=CdzmH3jNkU0&noredirect=1
Please place the following vocabulary words on your chart in the same order they appear. For each word you will define it and draw a picture which represents the word. (For instance if I were defining war, I might draw a picture of a tank or two people fighting.)
• B.C. - Before Christ.
• B.C.E- Before Common Era.
• A.D. - In the year of our Lord or Present Day.
• C.E. - Common Era.
• Chronological Order-arranging events in the order they happened.
• Primary Sources- Firsthand account of an event or time period, an “eyewitness”.
• Secondary Sources- a source created by reading, seeing, talking to or listening to a primary source.
• Historian-a person who writes or studies history (past events, especially someone who is an expert).
• Archaeology-the study of human activity in the past, through the recovery and analysis of artifacts left behind (ex: objects, architecture, and cultural landscapes).
• Anthropology- the study of humankind, past and present. (Through personal experience or by studying artifacts).
• Artifact-something created by humans for a purpose (for: fun, work, art...etc).
August 20th Exit Slip examples are included in the last few slides, titled "Classify this".
primary_and_secondary_sources.ppt | |
File Size: | 2578 kb |
File Type: | ppt |
August 20th : Review for Primary and Secondary Sources
primary_2nd_docs.ppt | |
File Size: | 3546 kb |
File Type: | ppt |
August 16th PowerPoint discusses B.C. and A.D.
05-timelines.ppt | |
File Size: | 985 kb |
File Type: | ppt |
August 14th-15th Brain Power Point
the_brain.ppt | |
File Size: | 487 kb |
File Type: | ppt |