6th Grade Ancient Civilizations (Period 4) Assignments
- Instructors
- Term
- Fall 2015 Term
- Department
- History
- Description
-
Course Syllabus- 6th Grade Ancient History
Teacher: Ms. Kampschroer
email: [email protected]
TEXTBOOK
Ancient Civilizations: Glencoe
Course Description
Sixth grade Social Studies explores three essential questions throughout the year: Who and what define history?, How does where people live affect how people live?, and How do ancient civilizations influence Western culture?. Students begin the year by exploring how archaeology gives us the tools to know what has happened in ancient times. In the study of early people, students learn about the development of the human species and how these people began to develop the earliest communities as they transitioned from hunting and gathering societies to agricultural civilizations. Students learn the six characteristics of a civilization and explore the development of the major river valley civilizations of Mesopotamia and Egypt. Finally, students explore how Western Culture has been influenced by the classical civilizations of Greece and Rome. Throughout the year, students will learn many skills necessary to help them to read and comprehend historical knowledge through a variety of sources. They will also develop the skills necessary to present that information in a variety of formats, such as a written essay, oral and visual presentation, classroom debate, and small and large group discussions.
Curriculum Map
Essential Questions
Units of Study
Skills
Who and what define history?
How does where people live affect how they live?
How do the ancient civilizations influence Western culture?
Archaeology
Early People
Mesopotamia
Egypt
Greece
Rome
Previewing textbook chapters
Reading textbook
Note-taking
Higher level thinking questions
Summarizing
Test preparation
Cooperative partner and small group work
Analyzing and evaluating artifacts and photographs
Evaluating primary source documents
Making inferences
Conducting independent research using book and online sources
Writing 3-paragraph research essay
Writing 5-paragraph research essay
Presenting information through Oral/visual modes
Comparing and contrasting
Debating
HOMEWORK
Typically, homework assignments come from questions from the textbook, worksheets, map assignments.
TESTS
There is a test/quiz after each chapter or unit. Tests are usually matching and multiple choice questions, with some short answer. Students are informed of test dates at least one week in advance and a study guide may be provided. There are in-class review activities, both as a class and individually. There will be a semester test.
LATEWORK
Unless specified on the assignment, all late work will receive a deduction of one letter grade for each day past the original due date. After four school days, a maximum of ½ credit can be earned. For excused absences, for everyday absent, the student has that many days past the original due date to turn in the assignment for full credit. Special circumstances will be handled on an individual basis.___________________8/25 Aim: Latitude/Longitude
HW=
-
finish plotting latitude/longitude lines
Extra Credit=
1. Make an "illustrated" dictionary choosing 12 vocabulary words from pp.90-91
Warmup
1.How many degrees can a circle be divided into? Why is a hemiphere only 180 degrees?
2.. Start reading about Imaginary Lines
Classwork=
1. Latitude/longitude song
2Let's Read handout/ review latitude & longitud
3. Let's plot some places in the world using map pp.48/49 in text
____________________Monday 8/24 Aim: Geography & Map Skills___________________HW=1. finish plotting latitude/longitude linesExtra Credit=1. Make an "illustrated" dictionary choosing 12 vocabulary words from pp.90-91Warmup=(Answer in complete sentences)1. What is geography?2. How do you use it everyday?3. Turn to p. 50-51. How many continents are there? oceans?Classwork=1. Survey book. Let's look at geographic terms pp 90-91 landforms.2. What's the difference between a physical and political map?p.85Hemisphere/semihemisphe3. Brainpop- Latitude & Longitude4. Let's plot those cities handout_______________8/21 Aim: Thinking like a historian*Bring Book Monday!* Discuss/Sign up for Newsgroups. First one is next Friday!Warmup=1. Distribute and discussed handout from yesterday. We need to be able to determine what information, and how it is written which will get you a better grade.DO OVER FOR BETTER GRADEv++=A, v+=B, v=C, v- =D...no grade is 0/FClasswk=1. We are going to see a short film clip of a lunchtime scene from Spiderman and I am going to relate it to the way a historian must think.For more of a visual, to help better understand the example given below, although it's different, go to the following url:https://www.youtube.com/watch?v=SYFFVxcRDbQ
Set the stage:
Imagine that you are the principal of a school and you just found out
that there was a fight in the lunchroom during lunch. You’ve asked many students and teachers who witnessed the fight to write down what they saw and who they think started the fight. Unfortunately, you have received many conflicting accounts that disagree about important details of the fight, like who started it, when it started, and who was involved. It’s important to remember that NO ONE is lying.In pairs, students must answer the following questions:
*How could there be different stories of the event if no one is lying?
*Who are the different people who might have seen this fight? (e.g., friends of those involved versus people who don’t know the kids who were fighting; those who were fighting versus those who were witnesses; adults versus kids).
*What might make one person’s story more believable than another person’s?
Items to discuss.
-
(a) Why might people see or remember things differently?
-
(b) Who has an interest in one person getting in trouble instead of another? Who was standing where? Could they see the whole event?
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(c) The plausibility of the stories themselves (e.g., issues of exaggeration and how the stories fit into what is known about the students’ prior histories). Is the story believable? Trustworthy?
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(d) Time: Do stories change over time? How might what we remember right after the event differ from what we remember a week later? Does time make the way someone remembers something more or less trustworthy?
- 2. Brainpop=review geography skills
_____________________8/20 Aim: How historians uncover the pastwarmup= (copy the quote and let's get your opinion of it)1. "History is a cyclic poem written by time upon the memories of man." Percy Shelley, a romantic poet of the early 19th century.Classwk=1. Read and review handout from yestserday.___________________8/19 Aim: Why does History Matter?HW=If you did not finish reading the handout, "History in School", do so this evening and answer the 3 text based questions on the backside.Warmup-1. Why should we study historyClasswk-1. Discussion of the uses of history2. Begin reading/discussing (in pairs) the Document: "History in School".______________________Course Description:
This sixth grade course investigates the origins and development of ancient societies of major western and nonwestern civilizations. Included are the societies of the Near East, Africa, the ancient Hebrews, the Americas prior to the first century AD, Greece, Rome, and the classical civilizations of India & China. For all these societies, emphasis is placed on the G.R.A.P.E.S. The GRAPES is an acronym for; geography, religion, achievements, political system, economics and social structure. This course stresses special significance of geography in the development of human story and provides the opportunity to study the every day lives of people living in vastly different areas of the world. The course content focuses on the people in ancient societies: their problems, accomplishments, the tools and technology developed and the direct and indirect contributions to issues in our society today.
Course Emphasis:
The students will be able to analyze the effect of geography on the political, economic and social growth of ancient civilizations. Compare the contrast how ancient civilization solved basic economic questions of what, how and for whom to produce. Compare and contrast the origin and development of Mesopotamia, Egypt and Kush. Evaluate the contributions of the ancient Hebrews to western ethical and religious thought. Describe the transition from tyranny and oligarchy to early democratic forms of government in ancient Greece.
Performance Skills:
In accordance with their individual capacity, students will grow in the ability to locate, interpret, and assess information found in primary and secondary sources. Use the tools and concepts of geography to read and interpret various kinds of maps, models, diagrams, graphs, charts, tables and pictures of the ancient world. Describe historical events. Construct historical interpretations and evaluate different ideas. Use the specialized language of historical discipline. Evaluate the accuracy of information obtained from computer programs, films, radio and television. Describe how social economic, organizational and technological systems operate.
Attendance:
Students are expected to be in school on a daily basis. If student is out with an excused absence, (ex: sickness or family emergency) then it is the student’s responsibility to make up any missed work.
Homework & Class work:
Students will receive homework as an extension of their class work. Students will receive homework at least 2-3 times a week, usually on Mondays/Wednesdays.
Assessment:
The grading policy is based upon the students completion of all works as well as warmups (dispatch), class work, tests, quizzes, projects, etc. Students with excused absences will be permitted to make up work. Any late assignments will be down graded. Students will be graded on a standard grading scale.
90% -100% = A
80% - 89% = B
70%- 79%= C
60%-69%= D
59%-0%= Fail
Materials:
• Single subject notebook
• 3 ring binder with college rule paper and dividers
• Pencils, pens, hand held sharpener, erasers* Glue stick* Ruler* Colored pencils* HighlighterText: Ancient Civilization (Glencoe)
How Parents Can Help:
Review and discuss homework assignments, provide a quiet place to study, establish limited times for TV viewing, visit local library, set time aside for family reading -
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
12/17 Big Idea: The Hebrew religion influenced the ethics of Western Civilization? Current events in Israel are connected to the ancient world
How did historical events affect the movement of the Jewish people over time?
What lasting impact has Jewish culture and history made on modern day western civilization?
David defeated the giant Philistine named ______________ with a ______________. As David won more victories, ______________ became jealous and plotted to ______________ David.
David took over the throne in about ______________, when Saul and his sons were ______________ in battle.
David created an empire and established the capital of ______________. His son ______________ built a great temple there.
When Solomon died, the 12 tribes broke into two nations: ______________ and ______________.
Due:
Assignment
12/11 Big Idea: The Israelites believed in one god
warmup=
1. Continue working on writing/preparing to share your knowledge on your assigned section in the book. You MUST have a title, summary, picture.
Classwk=
1. Give your lesson
2. Review questions in text/workbk
3. Cnn student news
________
12/10 Big idea: the Israelites believed in 1 god
warmup=
1. Turn to p. 203. Read primary source, "The Ten Commandments" and answer the 2 Dbq questions in complete sentences.
2. Which commandment is most important to you and why? Write 1-3 sentences.
classwk=
1. You and your table partner will be given a specific topic to create a mini poster or cartoon and summary of a section assigned to you.
A. Read the section, then discuss the sectio
B. Create a mini poster & provide for the following:
title
summary in your own words(1-2 paragrapgs
Illustration
Be prepared to share with the class , and turn into me.
color it
2. Review homework
3. Outstanding Israel clip
4. PowerPoint- take notes
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12/9 Big Idea: The Israelite believed in 1 God
*Discuss "lockdown" drills.
*Share/collect paragraph on present day Israel from video clip on Tues.
HW=
1. Read p 206- 212. Do #1,2,3 on p. 212
Warmup=
1. Turn to p. 37 in WORKBOOK and copy content vocabulary.
2. Read and answer #1-8 on p. 37 (refer to pp 200-205 for answers.
Read p 38 -40 in workbook and do #9 and #10 on p39-40. Again, use p.
200-205 for answers.
Classwk=
1. Copy notes on Powerpoint
2. Watch short 5 min clip on Ancient Israelites
__________
12/8 BIG IDEA: ISRAEL IS IMPORTANT TO 3 MAJOR RELIGIONS (JUDAISM, CHRISTIANITY, & ISLAM)
HW=
1. Based on film we saw on Israel, write a paragraph about some of the things you learned and found interesting about the nation.
WARMUP=
1. WATCH THE FILM ON MODERN DAY ISRAEL AND TAKE NOTES.
a. Describe the importance and culture of Jerusalem. Why is Jerusalem important to Jews, Christians, Muslims? How is Jerusalem divided? What is Temple Mount, Western Wall, Church of the Holy Sepulcher?
b. Describe how fashions (or the way one dresses) can show which religious group you can belong to. A block on the forehead? a yamaka?earlocks? covering over the head?
c. What 3 languages might you know, to feel comfortable while traveling to Israel?
d. What is Masada?
e. How is Tel Aviv different from Jerusalem?
f. Why might it be important to visit the Yad Vashem in Jerusalem?
g. What challenges does modern day Israel face?
e. Why is the Sea of Galilee important to Christians as a travel site in Israel?
A PILGRIM- is a person who makes a religious journey to a holy site.
CLASSWK=
1.TURN TO P. 37 IN YOUR WORKBOOK AND COMPLETE 1-8 ON P. 37; READ P. 38 IN WORKBOOK AND ANSWER #9 ON P. 39 AND #10 ON P. 40. PLEASE LOOK AT WORKBOOK FOR CORRESPONDING PAGES IN TEXTBOOK TO HELP YOU ARRIVE AT AN ANSWER.
2. IF FINISHED KEEP ANSWER QUESTIONS P. 40
____________
12/7 Big Idea: Israel is important to 3 major religions( Judaism, Christianity, & Islam)
Hw=
1. Read p 200-205. Do #1,2,3,4 on p 205. Due tomorrow.
warmup=
1. Copy notes ( fast facts, geography, people & culture, nature & govt).
classwk=
1. Video clip- Small but outstanding Israel
2. 10 things you didn't know about Israel
3. Rick Steves travel clip on historic Israel? Or begin homework.
4. Begin reading, p200- choral reading.
-----------------------
12/3. Big Idea: introduction to Israel
warmup-
1. Turn to p. 56 in your textbook. Geographically speaking, where is Israel located? What nations border it? What bodies of water does it border?
2. What is the capital?
3. What do you know about Israel? What would you like to learn about it? We are studying Ancient Israel primarily, but we will understand its importance in today's world.
classwk-
1. National Geo - take notes!!!!
2. Best of Israel clip- 6 min.
3. Share Egyptian booklets.
-------------------------------
12/2 Big Idea: Contributions of Ancient Egypt
warmup=
1. Finish up your flip book.
title: Ancient Egypt
Geography= p. 157-159(location/Nile/Upper & Lower Egypt)
Religion=167, 183, (Tut/cats) also include pharaohs as 'god on earth'
Achievements=159,160,162 chart on advances, 167,168, 169-170, 179 (arts), 181-Hatshepsut
Politics= 161, 162, 166, 180 (Hyksos ruled Egypt for a time)
Economics= 158 (farming), 159 (farming), 161 (trade),179 (tribute from conquered lands),181- Thutmose and trade
Social Structure= 163
Classwk=
1. Share your booklets
2. Begin reading about the Ancient Israelites
____________
12/1 Big Idea: Contributions of Ancient Egypt
HW=
-
Work on the Ancient Egyptian flip book. You should have 3- 5 facts (written in sentences) for each topic. Due tomorrow.
warmup=
-
Distribute King Tut Handout & other papers/discuss findings of King Tut's.
classwk=
1. Start working on "foldable".
some ideas:
title: Ancient Egypt
Geography= p. 157-159(location/Nile/Upper & Lower Egypt)
Religion=167, 183, (Tut/cats) also include pharaohs as 'god on earth'
Achievements=159,160,162 chart on advances, 167,168, 169-170, 179 (arts), 181-Hatshepsut
Politics= 161, 162, 166, 180 (Hyksos ruled Egypt for a time)
Economics= 158 (farming), 159 (farming), 161 (trade),179 (tribute from conquered lands),181- Thutmose and trade
Social Structure= 163
Title: Ancient E
Due:
Assignment
11/20 Big Idea: Mystery surrounding King Tut's death
Warmup=
-
Get out handout on King Tut. Read, circle words you are not familiar with, define from context.
Classwk=
-
With partner, read, work on the paper, answer the questions.
-
Newsgroups/cnn student news
Due:
Assignment
11/19 Big Idea: Investigating King Tut
hw=
1. Newsgroup prepare for tomorrow?
warmup=
1. Take out King Tut investigation. Turn to p. 2 "Background Information" and define vocabulary words from context:
a. boast
b. stability
c. subdue
d. elite
e. ascend
f. polytheism
g. ridicule
h. maintain
i. ushered
2. Who was King Tut's father?
Classwk=
1. Read "How could a 9 year old actually rule?" Discuss/answer questions with your table partner.2.
2. King Tut unwrapped pt.3
___________
11/18 Big Idea: Investigating King Tutankhamen
warmup=
-
Watch brainpop on pharaohs
classwk=
-
Read facts about King Tutankhamen
-
Work on investigating his death. You may work with your partners.
-
Many people haven't turned in their mummy. Please get to me asap?
________________
11/17 Big Idea: A civilization south of Egypt , Nubia (Kush), settled in farming villages and became strong warriors.
HW= Read 187-191. Do #1-6 on p. 191. Due tomorrow
Warmup=
1. Watch clip on King Tut unwrapped
Classwk=
1. Mystery of King Tut
2. Fire drill
________
11/16 Big Idea: A civilization south of Egypt , Nubia (Kush), settled in farming villages and became strong warriors.
HW= Read 187-191. Do #1-6 on p. 191
Warmup=
1. Where was ancient Nubia located? 188 or map 189
2. Define savanna. 188
Classwk=
1. Score Friday's test
2. Begin investigating King Tut's death
________
__11/13 Big Idea: Contributions of Ancient Egypt to the world
Warmup=
-
Review for your test
Classwk=
-
Take Test
-
Complete puzzle on Pyramid/color canopic jar and complete
-
Cnn student news
Warmup=
1.Read p. 182 about Hatshepsut and do the “then & now”: Make a list of Hatshepsut's strengths as a leader. Choose a present-day female leader (Hillary Clinton or your mom, since she does a lot for the smooth running of the home) and list her leadership strengths. Write a paragraph comparing their similarities.
11/4 Big Idea: the Middle kingdom was a golden age of peace
prosperity, and advances in the arts and architecture
HW=
1. Complete handout on taking notes – first 2 sides
2. Bring newspapers, masking tape, aluminum foil for Friday. If you have markers bring to maybe color sarcophagus. You may work with partner. You will have to write a story about your mummy.
Warmup=
-
How did the status (position/rank) of pharaohs change during the Middle Kingdom? 179
-
Use “Thebes” in a sentence. p.179 (see p. 157 map)
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Which new lands did Egypt control and capture? 179
-
Define “tribute”.
Classwk=
1. Excellent video clips on mummification
2. Write a paragraph on how the Nile influenced Ancient Egypt
3. Mr. Kash site on exploring pyramids & "your name in hieroglyphics" and more
____________
Due:
Assignment
Due:
Assignment
b. How long did it take to build the Great Pyramid at Giza? How heavy were the blocks? What's so incredible about the design of the pyramids? How many men built the Great Pyramid?
c. Which season were families required to do their civic duty to the Pharaoh?
d.What did priests do?
e. How was Egyptian society organized?
f. What did the Egyptian's learn to do from the Hyksos?
g. What country did Egypt create the first peace treaty with? How was it ensured to last?
h. Why did Egyptians capture Nubians?
i. Who is Osiris? Explain the mummification process.
Due:
Assignment
Due:
Assignment
10/7 Big Idea: How did the Nile shape or influence
Ancient Egyptian Civilization
HW=
Current Event- see handout, due Friday
warmup=
-
Look at the photo on pa. 158. Write a new caption for it.
-
Why was the Egyptian civilization able to grow and prosper? 157 &158
Classwk=
-
Get out flocabulary paper...Read the slide show
-
Egyptian geography video clip-TAKE NOTES
1. Copy the timeline at the bottom of p 156
1. Look at map on p 157 (ancient Egypt), answer #1 and #2
classwork=
1.,video clip Eqypt
2. Begin reading p. 154- 5- summarizing skills
3. Vocabulary
Due:
Assignment
Due:
Assignment
9/22 Big Idea: The Assyrians build a vast Empire in Mesopotamia
HW=
1. Illustrated GRAPES illustrated organizer on Mesopotamia due Friday. Use information from pp 132-147.
2. Study for Quiz CH.2, sect 2-3 for Friday. (pp 132-147)
Warmup=
1. What helped the Assyrians to build an empire in Mesopotamia? 143-4
2. How successful do you think the Assyrian army would have been if they had not learned to strengthen iron? (educated guess after reading 143-4)
Classwk=
1. Video reading clip on Assyrian Empire. Take notes. Be prepared to write a few sentences about what you learned.
2. How did the Assyrians govern their large empire? How is this similar to what we have in the U.S. today? 144
3. Define/identify highlighted (yellow) or bold face names/terms from pp 143-147.
4. Clip on Nebuchadnezzar and Hanging Gardens of Babylon
_______________
9/21 Big Idea: Was Hammurabi's Code considered fair or unfair? And How were the Assyrian and Chaldeans able to build empires?
HW=
1. Create a GRAPES illustrated (colored) information guide on Mesopotamia using info. from pp. 132-147. Due Friday.
Warmup=(write in complete sentences)
1. Based on the Law of Hammurabi, overall, do you think it was just or fair? explain. pp 140, 141, 149
2. youtube clip on Hammurabi's Code
Classwk=(write questions & answers in complete questions)
1. Why were the Assyrians so strong? 143-4
2. What geographic features may have kept the Assyrians from expanding their empire north and south? 144
3. How did the Assyrians govern their large empire? 144
4. youtube clip on Assyrians/Chaldeans and Hanging Gardens of Babylon
_______________
9/18 Big Idea: The Achievements of Ancient Mesopotamia
and Hammurabi's Code
Collect homework/distribute “real time” grade sheets, get signed
Warmup=
-
Why do we have rules and laws?
This classroom in the picture above has no rules. There is no one in authority. There is no one with the right to tell others what to do. Using complete sentences, answer the following questions.
* What problems do you see?
* What rights are being taken away? -
Why did Hammurabi create a law code?138-9, 140-141
Classwk=
1.Hammurabi Code clip
-
Review p. 141 “You be the Historian”
-
Finish review table-table- of ch. 1 sect. 2
-
Cnn Student news. Your ticket out of the class is to WRITE a 5 sentence summary of a story you thought was most interesting in the news, why it was interesting, how does it affect you or society?
_____________
9/17 Big Idea: Mesopotamia's achievements and how they
are important in 2015
HW=
Read pp142-147. Do #1,2,5,6 on p. 147
*Constitution Day
Warmup=
Mesopotamia
where? Tigris/ Euphrates Rivers
climate? Hot, dry, desert
farmers? Built dams, channels for irrigation, control the rivers waters
Sumer
government? City-state
gods? Polytheists - belief in many gods that had power over nature- ziggurat= mountain of god
rulers? Priests ruled at first, later on a king ( became hereditary)
classes? Upper ( kings, priests, government officials), Middle ( skilled workers known as artisans, merchants, farmers, fishermen)
Lower ( slaves)
Cradle of Civilization
writing? Cuneiform- helps people keep records (trade), pass on ideas
writers? Scribes ( boys of wealthy famies);Epic of Gilgamesh poem
inventions? Irrigation, wheel, plow, 12 month calendar
math? Geometry
Classwk=
-
Your table is teaching the class their section of the book
-
Review Hammurabi's Code p. 140-141 collect
Due:
Assignment
Due:
Assignment
HW=
1. Illustrated GRAPES illustrated organizer on Mesopotamia due Friday. Use information from pp 132-147.
2. Study for test CH.2, sect 2-3 for Friday. (pp 132-147). Make sure that you have any boldface/ highlighted name/term and it's definition (or identification) in your notebook as you may use it.
1. What led to the downfall of the Assyrian Empire? 145 and go back to 144 in that order. (Which reason , if changed, might have helped the Empire stay in power?)
Classwk=
1. Video reading clip on Assyrian Empire. Take notes. Be prepared to write a few sentences about what you learned.
2. Clip on Nebuchadnezzar and Hanging Gardens of Babylon?
______
Due:
Assignment
9/18 Big Idea: The Achievements of Ancient Mesopotamia
and Hammurabi's Code
Collect homework/distribute “real time” grade sheets, get signed
Warmup=
-
Why do we have rules and laws?
This classroom in the picture above has no rules. There is no one in authority. There is no one with the right to tell others what to do. Using complete sentences, answer the following questions.
* What problems do you see?
* What rights are being taken away? -
Why did Hammurabi create a law code?138-9, 140-141
Classwk=
1.Hammurabi Code clip
-
Review p. 141 “You be the Historian”
-
Finish review table-table- of ch. 1 sect. 2
-
Cnn Student news. Your ticket out of the class is to WRITE a 5 sentence summary of a story you thought was most interesting in the news, why it was interesting, how does it affect you or society?
_________________
9/17 Big Idea: Mesopotamia's achievements and how they
are important in 2015
HW=
Read pp142-147. Do #1,2,5,6 on p. 147
*Constitution Day
Warmup=
Mesopotamia
where? Tigris/ Euphrates Rivers
climate? Hot, dry, desert
farmers? Built dams, channels for irrigation, control the rivers waters
Sumer
government? City-state
gods? Polytheists - belief in many gods that had power over nature- ziggurat= mountain of god
rulers? Priests ruled at first, later on a king ( became hereditary)
classes? Upper ( kings, priests, government officials), Middle ( skilled workers known as artisans, merchants, farmers, fishermen)
Lower ( slaves)
Cradle of Civilization
writing? Cuneiform- helps people keep records (trade), pass on ideas
writers? Scribes ( boys of wealthy famies);Epic of Gilgamesh poem
inventions? Irrigation, wheel, plow, 12 month calendar
math? Geometry
Classwk=
-
Your table is teaching the class their section of the book
-
Review Hammurabi's Code p. 140-141 collect
- Hammurabi clip/Euphrates song
_____________________________
9/16 Big Idea: Mesopotamia 's ancient achievements have contributed to our lives
extra credit= Do research on other Hammurabi Laws , find partner, debate: fair or cruel
warmup=
write a cohesive paragraph (5+ sentences)
Imagine you are living in a city-state in ancient Sumer. See p 133 map. Write a letter to a friend describing which Mesopotamian idea or invention you believe will be most important to history? Why?
Classwork=
1.copy and fill in ( use book & workbook)
Mesopotamia p. 133-134
Where?
Climate?
Farmers?
Sumer p. 134-136
Government??
Gods?
Rulers?
Classes?
Cradle of Civilization (136-7)
Writing?
Writers?
Invention?
Math?
2. Share your teaching with tablemates
3. Review Hammurabi's Code p. 141 #1,2
extra credit debate?
Mesopotamia
where? Tigris/ Euphrates Rivers
climate? Hot, dry, desert
farmers? Built dams, channels for irrigation, control the rivers waters
Sumer
government? City-state
gods? Polytheists - belief in many gods that had power over nature- ziggurat= mountain of god
rulers? Priests ruled at first, later on a king ( became hereditary)
classes? Upper ( kings, priests, government officials), Middle ( skilled workers known as artisans, merchants, farmers, fishermen)
Lower ( slaves)
Cradle of Civilization
writing? Cuneiform- helps people keep records (trade), pass on ideas
writers? Scribes ( boys of wealthy famies);Epic of Gilgamesh poem
inventions? Irrigation, wheel, plow, 12 month calendar
math? Geometry
-------------------
9/15 Big Idea: Mesopotamia's religion and government were closely linked
Homework=
Read pp 138, 140-141 on Hammurabi and answer 1-3 on p. 141 DUE tomorrow.
Warmup=
Watch Brainpop- Sumer
Classwk=(continue with Thursday's assignment
1. Each table must discuss/answer ONE of the following questions(you are reviewing for the class). Write the question and answer in your notebook after you discuss. Prepare to teach the class. you have 5 minutes only.
a. Why were river valleys important in Mesopotamia? p. 133
b. How did Sumer become such an important civilization? p. 134
c. What were city-states? What natural resources did the sumerian use for building materials? p. 135
d.What was the role of the priests in Mesopotamian society? How did religion affect society? p. 135
e. Describe the life in Sumer? p.136
f. Why was writing important? p. 136
g. Why was the story of Gilgamesh such an important work of literature? p. 136
h.How did science and math benefit the Sumerians? p. 137
i. Read "Linking Past and Present" and be prepared to tell the class how education was different today than it was in Mesopotamia. p. 137
j. What was the Code of Hammurabi and why was that so important? p. 139
2. Hammurabi clip
______________________________________
9/11 Big Idea: The achievements of the Mesopotamian Civilization
warmup=
1. What geographic features isolated Mesopotamian (or Sumerian) cities? p. 135 2. What happened to the cities as a result of this isolation? p. 135 3. Why did each city-state have a temple or ziggurat?p. 135
Classwk=
1. Each table must discuss/answer ONE of the following questions(you are reviewing for the class). Write the question and answer in your notebook after you discuss. Prepare to teach the class. you have 5 minutes only.
a. Why were river valleys important in Mesopotamia? p. 133
b. How did Sumer become such an important civilization? p. 134
c. What were city-states? What natural resources did the sumerian use for building materials? p. 135
d.What was the role of the priests in Mesopotamian society? How did religion affect society? p. 135
e. Describe the life in Sumer? p.136
f. Why was writing important? p. 136
g. Why was the story of Gilgamesh such an important work of literature? p. 136
h.How did science and math benefit the Sumerians? p. 137
i. Read "Linking Past and Present" and be prepared to tell the class how education was different today than it was in Mesopotamia. p. 137
j. What was the Code of Hammurabi and why was that so important? p. 139
2. Hammurabi clip?
3. Cnn Student news
____________________
9/10 Big Idea: The achievements of the Mesopotamian Civilization
HW=
Finish defining terms in yellow (in your notebook) if you haven't done so already from pp 132-139 and illustrate
warmup=
1. Finish your GRAPES
2. Scan book pp 132-139. Write down the main idea ( p. 133)
3. See map on p. 133. Why is that area called the Fertile Crescent? Which city on the map had the best location? explain.
Classwk=
1. Video clip on Mesopotamia, take Cornell notes; Write a paragraph on how geographic conditions made Mesopotamia thrive and become a thriving empire , AND what you think was the most important Mesopotamian contribution was and why? does it still impact us today? How so?
2. Begin defining terms in yellow
_______________________
9/9 Big Idea: GRAPES
Hw=
finish up your Personal GRAPES
Copy:
G= Geography- deals with location, neighboring countries, natural resources, and how they affect the population.
R= Religion- is all about worship; people's beliefs and how they affect their daily life and government.
A= Achievements-what are a society's contributions in looking at art, architecture, invention, mathematics.
P= Politics- looks how is a society governed? Who is in power? Do the people have rights and freedoms?
E= Economics- what jobs do people have? Do people trade ? fish or farm?
S= Social Structure- how are people organized? are they segregated? are there classes (upper, middle, lower)?
The G.R.A.P.E.S of ME Project
Description: Currently, we are learning about G.R.A.P.E.S. in social studies. The acronym stands for geography, religion, achievements, politics, economics, and social structure (hopefully you’ve got the song down!). These concepts will be the anchor of each social studies unit that we study this year. The goal is to understand the G.R.A.P.E.S. of each civilization. Since these concepts are the core of our curriculum, it is important to recognize each concept before we begin studying the civilizations. In class we have taken notes on each element of G.R.A.P.E.S. and now you have the opportunity to show your understanding by creating a “G.R.A.P.E.S. of ME” project. In this project, you will show how geography, religion, achievement, politics, economics, and social structure are demonstrated in your own life.
Guidelines:
Your project must communicate each G.R.A.P.E.S. concept by answering each concept as listed below and using the key questions taken from the notes. You will be telling us about yourself and your life as it relates to each G.R.A.P.E.S. concept.
Family may be defined as you see fit and may include extended family, ancestors, and/or be related to adoptive and biological family.
The project should be created in a booklet format with a minimum of 7 pages, listed below are the requirements.
Title page + G.R.A.P.E.S
A minimum of three sentences per concept
A picture that relates to the concept.
Project will be graded according to the rubric provided.
Project is due Friday 9/11
GEOGRAPHY – how climate and landscape affect the lifestyle
1. Where is the civilization (city, county, state, country)?
2. What are some of the key geographical features (physical characteristics)?
3. What natural resources are available?
4. What is the climate of the region?
_________
___________
___________
_________
RELIGION - the common set of beliefs, values, and practices related to a higher power. **This year we will be investigating several types of religions across various civilizations to see how they impacted the group. For this project, please describe the beliefs of your family. It can be connected to an organized religion or it could be a set of beliefs your family lives by. Provide an example of how this impacts your family.
1. What does this religion believe in? What are your family’s beliefs?
2. How does this religion shape other aspects of society?
3. How does this religion or family beliefs impact your life?
ACHIEVEMENTS – the lasting works of a society
**List any achievements you or your family has made. You may define achievement as you wish. Some examples may be big such as awards, inventions, successful sports teams or something small like you are a great cook! Describe what achievement means to you.
1. What achievements did this civilization develop?
2. What was the significance of these achievements?
POLITICS– who runs the society and how it’s done
1. How does your family make decisions?
2. Who has the power and how did they get it? Does everyone have an equal opportunity?
3. Are there rules/laws that govern the household?
ECONOMICS – how a society uses its resources
1. How does your family get the resources they need?
2. Do you use direct trade or a form of currency?
3. What type of resources does your family trade or purchase?
SOCIAL STRUCTURE – the different levels or classes in society
**For the purposes of the project, provide a diagram to show how your family is organized (ex: family tree).
1. Does anyone in your family have certain roles?
2. Is there someone who is responsible for certain jobs?
|
Student presents G.R.A.P.E.S. concepts |
All GRAPES concepts are represented in the project. |
At least 4 GRAPES concepts are represented in the project.
|
At least 2 GRAPES concepts are represented in the project. |
One or less of the GRAPES concepts are represented in the project. |
|
Content |
Each GRAPES concept has detailed and descriptive examples. |
Each GRAPES concept is presented with clear examples.
|
Each GRAPES concept is presented with some examples. |
EACH GRAPES concept is presented with few examples. |
|
Mechanics |
Project contains complete sentences and no spelling/punctuation errors.
|
Project contains complete sentences and minimal spelling/punctuation errors. |
Project contains some incomplete sentences and multiple spelling/punctuation errors. |
Project contains multiple incomplete sentences and multiple spelling/punctuation errors. |
Due:
Assignment
9/15 Big Idea: Mesopotamia's religion and government were closely linked
Homework=
Read pp 138, 140-141 on Hammurabi and answer 1-3 on p. 141 DUE tomorrow.
Warmup=
Watch Brainpop- Sumer
Classwk=(continue with Thursday's assignment
1. Each table must discuss/answer ONE of the following questions(you are reviewing for the class). Write the question and answer in your notebook after you discuss. Prepare to teach the class. you have 5 minutes only.
a. Why were river valleys important in Mesopotamia? p. 133
b. How did Sumer become such an important civilization? p. 134
c. What were city-states? What natural resources did the sumerian use for building materials? p. 135
d.What was the role of the priests in Mesopotamian society? How did religion affect society? p. 135
e. Describe the life in Sumer? p.136
f. Why was writing important? p. 136
g. Why was the story of Gilgamesh such an important work of literature? p. 136
h.How did science and math benefit the Sumerians? p. 137
i. Read "Linking Past and Present" and be prepared to tell the class how education was different today than it was in Mesopotamia. p. 137
j. What was the Code of Hammurabi and why was that so important? p. 139
2. Hammurabi clip
Due:
Assignment
9/11 Big Idea: The achievements of the Mesopotamian Civilization
warmup=
1. What geographic features isolated Mesopotamian (or Sumerian) cities? p. 135 2. What happened to the cities as a result of this isolation? p. 135 3. Why did each city-state have a temple or ziggurat?p. 135
Classwk=
1. Each table must discuss/answer ONE of the following questions(you are reviewing for the class). Write the question and answer in your notebook after you discuss. Prepare to teach the class. you have 5 minutes only.
a. Why were river valleys important in Mesopotamia? p. 133
b. How did Sumer become such an important civilization? p. 134
c. What were city-states? What natural resources did the sumerian use for building materials? p. 135
d.What was the role of the priests in Mesopotamian society? How did religion affect society? p. 135
e. Describe the life in Sumer? p.136
f. Why was writing important? p. 136
g. Why was the story of Gilgamesh such an important work of literature? p. 136
h.How did science and math benefit the Sumerians? p. 137
i. Read "Linking Past and Present" and be prepared to tell the class how education was different today than it was in Mesopotamia. p. 137
j. What was the Code of Hammurabi and why was that so important? p. 139
2. Hammurabi clip?
3. Cnn Student news
Due:
Assignment
Due:
Assignment
Finish defining terms in yellow (in your notebook) if you haven't done so already from pp 132-139 and illustrate
Due:
Assignment
Due:
Assignment
9/8 Aim: Traveling Cultures
HW=
Bring Book tomorrow
Warmup/Classwk=
Quietly walk to library for world culture discussion on our EVERYDAY CONNECTIONS:
Traditional clothing (folk costumes, hats, shoes, jewelry)
Good luck charms (evil eyes, dream catchers)
Games, toys, dice, tops
Sports (jerseys, bats, balls, equipment)
_______________________________
9/3 Aim: Tools of the Historian
* Make sure you are on time Tuesday, as we've been invited to go to the Library for Traveling Cultures exhibit.
Warmup=
1.What methods do historians use to help them answer questions about what happened in the past?
Primary Sources-
Something created by a person who witnessed an event
-letters, diaries, eyewitness articles, videos, speeches, artifacts
Secondary Sources-
something created after an event by a person who didn't witness it
-books, paintings, media reports based on primary sources
-appear after an event and can provide more balanced view of event
Oral History
Some cultures have no written records
Classwk=
Cnn student news
The G.R.A.P.E.S of ME Project
Description: Currently, we are learning about G.R.A.P.E.S. in social studies. The acronym stands for geography, religion, achievements, politics, economics, and social structure (hopefully you’ve got the song down!). These concepts will be the anchor of each social studies unit that we study this year. The goal is to understand the G.R.A.P.E.S. of each civilization. Since these concepts are the core of our curriculum, it is important to recognize each concept before we begin studying the civilizations. In class we have taken notes on each element of G.R.A.P.E.S. and now you have the opportunity to show your understanding by creating a “G.R.A.P.E.S. of ME” project. In this project, you will show how geography, religion, achievement, politics, economics, and social structure are demonstrated in your own life.
Guidelines:
Your project must communicate each G.R.A.P.E.S. concept by answering each concept as listed below and using the key questions taken from the notes. You will be telling us about yourself and your life as it relates to each G.R.A.P.E.S. concept.
Family may be defined as you see fit and may include extended family, ancestors, and/or be related to adoptive and biological family.
The project should be created in a booklet format with a minimum of 7 pages, listed below are the requirements.
Title page + G.R.A.P.E.S
A minimum of three sentences per concept
A picture that relates to the concept.
Project will be graded according to the rubric provided.
Project is due Tuesday, September 8th, 2014.
GEOGRAPHY – how climate and landscape affect the lifestyle
1. Where is the civilization (city, county, state, country)?
2. What are some of the key geographical features (physical characteristics)?
3. What natural resources are available?
1. What does this religion believe in? What are your family’s beliefs?
2. How does this religion shape other aspects of society?
3. How does this religion or family beliefs impact your life?
**List any achievements you or your family has made. You may define achievement as you wish. Some examples may be big such as awards, inventions, successful sports teams or something small like you are a great cook! Describe what achievement means to you.
1. What achievements did this civilization develop?
2. What was the significance of these achievements?
1. How does your family make decisions?
2. Who has the power and how did they get it? Does everyone have an equal opportunity?
3. Are there rules/laws that govern the household?
ECONOMICS – how a society uses its resources
1. How does your family get the resources they need?
2. Do you use direct trade or a form of currency?
3. What type of resources does your family trade or purchase?
**For the purposes of the project, provide a diagram to show how your family is organized (ex: family tree).
1. Does anyone in your family have certain roles?
2. Is there someone who is responsible for certain jobs?
|
Student presents G.R.A.P.E.S. concepts |
All GRAPES concepts are represented in the project. |
At least 4 GRAPES concepts are represented in the project.
|
At least 2 GRAPES concepts are represented in the project. |
One or less of the GRAPES concepts are represented in the project. |
|
Content |
Each GRAPES concept has detailed and descriptive examples. |
Each GRAPES concept is presented with clear examples.
|
Each GRAPES concept is presented with some examples. |
EACH GRAPES concept is presented with few examples. |
|
Mechanics |
Project contains complete sentences and no spelling/punctuation errors.
|
Project contains complete sentences and minimal spelling/punctuation errors. |
Project contains some incomplete sentences and multiple spelling/punctuation errors. |
Project contains multiple incomplete sentences and multiple spelling/punctuation errors. |