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I am so excited to be teaching you about Ancient Cultures. Many of you know that I that I lived in France for many years and have a deep love of European history and antiquities. I have traveled through much of Italy; including Rome, Pompei, Florence, and Venice. I have spent several months in Greece and visited Athens' amazing ruins and the surrounding city-states. I have visited the Middle East and marveled at their architecture, mathematics, and art. I have also been lucky enought to visit Australia and Thailand. I look forward to sharing my experiences with you, as well as my photos from my adventures, and learning how the past truly does tie in and influence the future.
I am so excited to be teaching you about Ancient Cultures. Many of you know that I that I lived in France for many years and have a deep love of European history and antiquities. I have traveled through much of Italy; including Rome, Pompei, Florence, and Venice. I have spent several months in Greece and visited Athens' amazing ruins and the surrounding city-states. I have visited the Middle East and marveled at their architecture, mathematics, and art. I have also been lucky enought to visit Australia and Thailand. I look forward to sharing my experiences with you, as well as my photos from my adventures, and learning how the past truly does tie in and influence the future.
The grading scale for Social Science will be as follows:
Classwork/Homework 30%
Classwork/Homework 30%
Tests/Quizzes 30%
Tests/Quizzes 30%
Projects: 30%
Projects: 30%
Participation/Preparation 10%
Participation/Preparation 10%
Below is an excerpt from our TCI History Alive website to give you an example of what we are to learn. This list is from the textbook and we may modify some lessons and supplement some materials.
Below is an excerpt from our TCI History Alive website to give you an example of what we are to learn. This list is from the textbook and we may modify some lessons and supplement some materials.
History Alive! The Ancient World introduces students to the beginnings of the human story. As they explore the great early civilizations of Egypt and the Near East, India, China, Greece, and Rome, students discover the secrets of these ancient cultures that continue to influence the modern world.
History Alive! The Ancient World introduces students to the beginnings of the human story. As they explore the great early civilizations of Egypt and the Near East, India, China, Greece, and Rome, students discover the secrets of these ancient cultures that continue to influence the modern world.
Unit 1: Early Humans and the Rise of Civilization
Unit 1: Early Humans and the Rise of Civilization
1. Investigating the Past
1. Investigating the Past
Essential Question: How do social scientists interpret the past?
Essential Question: How do social scientists interpret the past?
In a Social Studies Skill Builder, students learn how social scientists reconstruct the lives of prehistoric humans by examining images of cave paintings and other artifacts.
In a Social Studies Skill Builder, students learn how social scientists reconstruct the lives of prehistoric humans by examining images of cave paintings and other artifacts.
2. Early Hominins
2. Early Hominins
Essential Question: What capabilities helped hominins survive?
Essential Question: What capabilities helped hominins survive?
In a Visual Discovery activity, students analyze images of various hominid groups and explore how physical and cultural adaptations gave later hominid groups advantages over earlier groups.
In a Visual Discovery activity, students analyze images of various hominid groups and explore how physical and cultural adaptations gave later hominid groups advantages over earlier groups.
3. From Hunter Gatherers to Farmers
3. From Hunter Gatherers to Farmers
Essential Question: How did the development of agriculture change daily life in the Neolithic Age?
Essential Question: How did the development of agriculture change daily life in the Neolithic Age?
In a Writing for Understanding activity, students learn how the Neolithic development of agriculture led to a stable food supply, permanent shelters, larger communities, specialized jobs, and trade.
In a Writing for Understanding activity, students learn how the Neolithic development of agriculture led to a stable food supply, permanent shelters, larger communities, specialized jobs, and trade.
4. The Rise of Sumerian City-States
4. The Rise of Sumerian City-States
Essential Question: How did geographic challenges lead to the rise of city-states in Mesopotamia?
Essential Question: How did geographic challenges lead to the rise of city-states in Mesopotamia?
In a Response Group activity, students learn how responses to geographic challenges resulted in the formation of complex Sumerian city-states
In a Response Group activity, students learn how responses to geographic challenges resulted in the formation of complex Sumerian city-states
5. Ancient Sumer
5. Ancient Sumer
Essential Question: How did geographic challenges lead to the rise of city-states in Mesopotamia?
Essential Question: How did geographic challenges lead to the rise of city-states in Mesopotamia?
In a Response Group activity, students learn how responses to geographic challenges resulted in the formation of complex Sumerian city-states
In a Response Group activity, students learn how responses to geographic challenges resulted in the formation of complex Sumerian city-states
6. Exploring Four Empires of Mesopotamia
6. Exploring Four Empires of Mesopotamia
Essential Question: What were the most important achievements of the Mesopotamian empires?
Essential Question: What were the most important achievements of the Mesopotamian empires?
Students work in small groups in a Problem Solving Groupwork activity to create “mechanical dioramas” that illustrate major achievements of the Akkadian, Babylonian, Assyrian, and Neo-Babylonian empires that ruled Mesopotamia from approximately 2300 to 539 B.C.E.
Students work in small groups in a Problem Solving Groupwork activity to create “mechanical dioramas” that illustrate major achievements of the Akkadian, Babylonian, Assyrian, and Neo-Babylonian empires that ruled Mesopotamia from approximately 2300 to 539 B.C.E.
Unit 2: Ancient Egypt and the Middle East
Unit 2: Ancient Egypt and the Middle East
7. Geography and the Early Settlement of Egypt, Kush, and Canaan
7. Geography and the Early Settlement of Egypt, Kush, and Canaan
Essential Question: How did geography affect early settlement in Egypt, Kush, and Canaan?
Essential Question: How did geography affect early settlement in Egypt, Kush, and Canaan?
In an Experiential Exercise, students use their bodies to recreate the physical geography of ancient Egypt, Kush, and Canaan to learn about how environmental factors influenced early settlement in these areas.
In an Experiential Exercise, students use their bodies to recreate the physical geography of ancient Egypt, Kush, and Canaan to learn about how environmental factors influenced early settlement in these areas.
8. The Ancient Egyptian Pharaohs
8. The Ancient Egyptian Pharaohs
Essential Question: What did the pharaohs of ancient Egypt accomplish, and how did they do it?
Essential Question: What did the pharaohs of ancient Egypt accomplish, and how did they do it?
In a Writing for Understanding activity, students board an Egyptian sailing boat and “visit” monuments along the Nile River, to learn about four ancient Egyptian pharaohs and their important accomplishments.
In a Writing for Understanding activity, students board an Egyptian sailing boat and “visit” monuments along the Nile River, to learn about four ancient Egyptian pharaohs and their important accomplishments.
9. Daily Life in Ancient Egypt
9. Daily Life in Ancient Egypt
Essential Question: How did social class affect daily life in ancient Egypt?
Essential Question: How did social class affect daily life in ancient Egypt?
Students create and perform interactive dramatizations in a Problem Solving Groupwork activity to learn about the social structure of ancient Egypt and its effect on daily life for members of each social class.
Students create and perform interactive dramatizations in a Problem Solving Groupwork activity to learn about the social structure of ancient Egypt and its effect on daily life for members of each social class.
10. The Kingdom of Kush
10. The Kingdom of Kush
Essential Question: How did location influence the history of Kush?
Essential Question: How did location influence the history of Kush?
In a Visual Discovery activity, students analyze images of significant events and leaders from four periods in the history of ancient Kush to learn about the development of the independent kingdom of Kush and its changing relationship with ancient Egypt.
In a Visual Discovery activity, students analyze images of significant events and leaders from four periods in the history of ancient Kush to learn about the development of the independent kingdom of Kush and its changing relationship with ancient Egypt.
11. The Origins of Judaism
11. The Origins of Judaism
Essential Question: How did Judaism originate and develop?
Essential Question: How did Judaism originate and develop?
In a Writing for Understanding activity, students identify key historical leaders of the ancient Israelites and explain their role in the development of Judaism.
In a Writing for Understanding activity, students identify key historical leaders of the ancient Israelites and explain their role in the development of Judaism.
12. Learning about World Religions: Judaism
12. Learning about World Religions: Judaism
Essential Question: What are the central teachings of Judaism, and why did they survive to modern day?
Essential Question: What are the central teachings of Judaism, and why did they survive to modern day?
In an Experiential Exercise, students identify the central teachings of Judaism as they explore ways in which these traditions have survived throughout history.
In an Experiential Exercise, students identify the central teachings of Judaism as they explore ways in which these traditions have survived throughout history.
Unit 4: Ancient China
Unit 4: Ancient China
19. Geography and the Early Settlement of China
19. Geography and the Early Settlement of China
Essential Question: How did geography affect life in ancient China?
Essential Question: How did geography affect life in ancient China?
In a Problem Solving Groupwork activity, students create a relief map and a geographic poster of China’s five regions and support hypotheses about the influence of geography on settlement and ways of life in ancient China.
In a Problem Solving Groupwork activity, students create a relief map and a geographic poster of China’s five regions and support hypotheses about the influence of geography on settlement and ways of life in ancient China.
20. The Shang Dynasty
20. The Shang Dynasty
Essential Question: What do Shang artifacts reveal about this civilization?
Essential Question: What do Shang artifacts reveal about this civilization?
Students work in pairs in a Social Studies Skill Builder to “excavate” a tomb to learn about the government, social structure, religion, writing, art, and technology of the Shang dynasty.
Students work in pairs in a Social Studies Skill Builder to “excavate” a tomb to learn about the government, social structure, religion, writing, art, and technology of the Shang dynasty.
21. Three Chinese Philosophies
21. Three Chinese Philosophies
Essential Question: How did Confucianism, Daoism, and Legalism influence political rule in ancient China?
Essential Question: How did Confucianism, Daoism, and Legalism influence political rule in ancient China?
In an Experiential Exercise, students learn about Confucianism, Daoism, and Legalism under classroom conditions that reflect the main beliefs of each philosophy.
In an Experiential Exercise, students learn about Confucianism, Daoism, and Legalism under classroom conditions that reflect the main beliefs of each philosophy.
22. The First Emperor of China
22. The First Emperor of China
Essential Question: Was the Emperor of Qin an effective leader?
Essential Question: Was the Emperor of Qin an effective leader?
In a Visual Discovery activity, students analyze and bring to life images about Qin Shihuangdi’s political and cultural unification of China, his efforts to protect China’s northern boundaries, and his dispute with Confucian scholars.
In a Visual Discovery activity, students analyze and bring to life images about Qin Shihuangdi’s political and cultural unification of China, his efforts to protect China’s northern boundaries, and his dispute with Confucian scholars.
23. The Han Dynasty
23. The Han Dynasty
Essential Question: In what ways did the Han dynasty improve government and daily life in China?
Essential Question: In what ways did the Han dynasty improve government and daily life in China?
Students work in pairs in a Social Studies Skill Builder and visit seven stations to learn about Han achievements in the fields of warfare, government, agriculture, industry, art, medicine, and science.
Students work in pairs in a Social Studies Skill Builder and visit seven stations to learn about Han achievements in the fields of warfare, government, agriculture, industry, art, medicine, and science.
24. The Silk Road
24. The Silk Road
Essential Question: How did the Silk Road promote an exchange of goods and ideas?
Essential Question: How did the Silk Road promote an exchange of goods and ideas?
Students travel along a simulated Silk Road in an Experiential Exercise to learn about facing obstacles, trading products, and absorbing cultural exchanges that occurred along the Silk Road during the Han dynasty.
Students travel along a simulated Silk Road in an Experiential Exercise to learn about facing obstacles, trading products, and absorbing cultural exchanges that occurred along the Silk Road during the Han dynasty.
Unit 5: Ancient Greece
Unit 5: Ancient Greece
25. Geography and the Early Settlement of Greece
25. Geography and the Early Settlement of Greece
Essential Question: How did geography influence settlement and way of life in ancient Greece?
Essential Question: How did geography influence settlement and way of life in ancient Greece?
Students examine and analyze thematic maps in a Visual Discovery activity to learn about the physical geography of ancient Greece and how it influenced the development of Greek civilization.
Students examine and analyze thematic maps in a Visual Discovery activity to learn about the physical geography of ancient Greece and how it influenced the development of Greek civilization.
26. The Rise of Democracy
26. The Rise of Democracy
Essential Question: How did democracy develop in ancient Greece?
Essential Question: How did democracy develop in ancient Greece?
In an Experiential Exercise, students use the principles of monarchy, oligarchy, tyranny, and democracy to select and play music for the class, as a way to examine the various forms of government in ancient Greece that led to the development of democracy.
In an Experiential Exercise, students use the principles of monarchy, oligarchy, tyranny, and democracy to select and play music for the class, as a way to examine the various forms of government in ancient Greece that led to the development of democracy.
27. Life in Two City-States: Athens and Sparta
27. Life in Two City-States: Athens and Sparta
Essential Question: What were the major differences between Athens and Sparta?
Essential Question: What were the major differences between Athens and Sparta?
In a Social Studies Skill Builder, students examine the major differences between Athens and Sparta by working in pairs to create placards with illustrations and challenge questions about each city-state.
In a Social Studies Skill Builder, students examine the major differences between Athens and Sparta by working in pairs to create placards with illustrations and challenge questions about each city-state.
28. Fighting the Persian Wars
28. Fighting the Persian Wars
Essential Question: What factors influenced the outcome of the Persian wars?
Essential Question: What factors influenced the outcome of the Persian wars?
In a Response Group activity, students learn about the wars between the Greek city-states and the Persian Empire by dramatizing key events and debating which factors contributed to the eventual outcome of the wars.
In a Response Group activity, students learn about the wars between the Greek city-states and the Persian Empire by dramatizing key events and debating which factors contributed to the eventual outcome of the wars.
29. The Golden Age of Athens
29. The Golden Age of Athens
Essential Question: What were the major cultural achievements of Athens?
Essential Question: What were the major cultural achievements of Athens?
In a Response Group activity, students learn about the wars between the Greek city-states and the Persian Empire by dramatizing key events and debating which factors contributed to the eventual outcome of the wars.
In a Response Group activity, students learn about the wars between the Greek city-states and the Persian Empire by dramatizing key events and debating which factors contributed to the eventual outcome of the wars.
30. Alexander the Great and His Empire
30. Alexander the Great and His Empire
Essential Question: How did Alexander build his empire?
Essential Question: How did Alexander build his empire?
In a Response Group activity, students learn about the rise of Macedonia after the Peloponnesian War and debate the degree of success Alexander the Great had in uniting the diverse peoples of his empire.
In a Response Group activity, students learn about the rise of Macedonia after the Peloponnesian War and debate the degree of success Alexander the Great had in uniting the diverse peoples of his empire.
31. The Legacy of Ancient Greece
31. The Legacy of Ancient Greece
Essential Question: How did ancient Greece contribute to the modern world?
Essential Question: How did ancient Greece contribute to the modern world?
In a Social Studies Skill Builder, students learn about the enduring contributions of the ancient Greeks by matching descriptions of modern life to images of Greek achievements in language, literature, government, the arts, the sciences, and sports.
In a Social Studies Skill Builder, students learn about the enduring contributions of the ancient Greeks by matching descriptions of modern life to images of Greek achievements in language, literature, government, the arts, the sciences, and sports.
Unit 6: Ancient Rome
Unit 6: Ancient Rome
32. Geography and the Early Development of Rome
32. Geography and the Early Development of Rome
Essential Question: How did the Etruscans and Greeks influence the development of Rome?
Essential Question: How did the Etruscans and Greeks influence the development of Rome?
In a Response Group Activity, students learn about the founding of Rome, and examine images to identify evidence of Etruscan and Greek influences on Rome.
In a Response Group Activity, students learn about the founding of Rome, and examine images to identify evidence of Etruscan and Greek influences on Rome.
33. The Rise of the Roman Republic
33. The Rise of the Roman Republic
Essential Question: What were the characteristics of the Roman Republic and how did they change over time?
Essential Question: What were the characteristics of the Roman Republic and how did they change over time?
In an Experiential Exercise, students assume the roles of patricians and plebeians to learn how the struggle between these two groups led to a more democratic government in the Roman Republic.
In an Experiential Exercise, students assume the roles of patricians and plebeians to learn how the struggle between these two groups led to a more democratic government in the Roman Republic.
34. From Republic to Empire
34. From Republic to Empire
Essential Question: Did the benefits of Roman expansion outweigh the costs?
Essential Question: Did the benefits of Roman expansion outweigh the costs?
In a Problem Solving Groupwork activity, students explore and record events leading to the expansion of Roman territory and the creation of the empire.
In a Problem Solving Groupwork activity, students explore and record events leading to the expansion of Roman territory and the creation of the empire.
35. Daily Life in the Roman Empire
35. Daily Life in the Roman Empire
Essential Question: How did wealth affect daily life in the Roman Empire?
Essential Question: How did wealth affect daily life in the Roman Empire?
In a Social Studies Skill Builder, students work in pairs and read about eight aspects of ancient Roman life—such as education and family life—and explore how a teenager might have experienced each.
In a Social Studies Skill Builder, students work in pairs and read about eight aspects of ancient Roman life—such as education and family life—and explore how a teenager might have experienced each.
36. The Origins and Spread of Christianity
36. The Origins and Spread of Christianity
Essential Question: How did Christianity originate and spread?
Essential Question: How did Christianity originate and spread?
In a Social Studies Skill Builder, students learn about the development and spread of Christianity in the Roman Empire, and analyze parables to understand the teachings of Jesus.
In a Social Studies Skill Builder, students learn about the development and spread of Christianity in the Roman Empire, and analyze parables to understand the teachings of Jesus.
37. Learning about World Religions: Christianity
37. Learning about World Religions: Christianity
Essential Question: How do the beliefs and practices of Christianity shape Christians’ lives?
Essential Question: How do the beliefs and practices of Christianity shape Christians’ lives?
In a Visual Discovery activity, students analyze images of Christian sacraments, worship, and holidays to learn about the key beliefs and practices of Christianity.
In a Visual Discovery activity, students analyze images of Christian sacraments, worship, and holidays to learn about the key beliefs and practices of Christianity.
38. The Legacy of Rome in the Modern World
38. The Legacy of Rome in the Modern World
Essential Question: To what extent does ancient Rome influence us today?
Essential Question: To what extent does ancient Rome influence us today?
In a Response Group activity, students play the “Rome to Home” game to discover how aspects of Roman culture, such as art and language, influence modern life.
In a Response Group activity, students play the “Rome to Home” game to discover how aspects of Roman culture, such as art and language, influence modern life.
Once again, I look forward to teaching and guiding you and if you have any questions please feel free to communicate with me.
Once again, I look forward to teaching and guiding you and if you have any questions please feel free to communicate with me.
Kindly,
Kindly,
Ms. Buret
Ms. Buret
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Student Signature:________________Parent Signature:__________________
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