Overview for Week of May 18 - 21

• MONDAY

  • • Complete Edpuzzle | The great conspiracy against Julius Caesar

• TUESDAY

  • • Political Career of Julius Caesar

      • Find the year Caesar held each of the following political positions

        • Identify one act or accomplishment associated with his time in each office

      • While researching Caesar’s political career, identify and briefly explain FOUR actions or events that were relevant to his life and ALSO had a significant impact on Roman history

    • View the Screencastify video for additional information/instruction on the topic

• WEDNESDAY

  • • Continue working on Political Career of Julius Caesar

• THURSDAY

  • • TBD

• FRIDAY

  • • No School

Overview for Week of April 20 - 24

• MONDAY

  • • "A glimpse of teenage life in ancient Rome" - Review

      • Please take some time and rewatch the video. Look again at the themes section on the assignment

      • The video reveals a number of relevant themes related to social classes, gender roles, life expectancy, Roman identity, social climate, daily life, and more

• TUESDAY

  • • "A glimpse of teenage life in ancient Rome" - Google Question Activity

      • MAKING A BROAD ASSUMPTION: "A glimpse of teenage life in Ancient Rome"

      • Step 1: Choose a Theme (social classes - gender roles - life expectancy - education - Roman identity - social climate - daily life)

      • Step 2: Make a broad assumption about what you believe/predict the content of video tells us about that topic

    • New Reading: ROMAN EXPANSION: How Rome Became the Masters of Italy

• WEDNESDAY

  • • ROMAN EXPANSION: How Rome Became the Masters of Italy

      • Identify three causes of Rome’s near constant state of war and provide an explanation based on the text

      • Explain the conquest of each region of the Italian peninsula

• THURSDAY

  • • Complete ROMAN EXPANSION: How Rome Became the Masters of Italy

    • "How they did it" - Invicta

      • Choose one of seven "How they did it"

        • Identify and describe five main ideas from the video

        • Identify and describe one theme

          • The theme should connect to broader ideas related to Roman society, history, and culture

• FRIDAY

  • • "How they did it" - Invicta

      • Continue working on the video lesson

Overview for Week of March 30 - April 3

• MONDAY

  • • Final class day set aside for completing the article review (see last week's lessons)

• TUESDAY

  • • Introductory Assignment: Imagery of Ancient Rome

      • See the instructions posted on the Classroom

      • The topics in this assignment all represent some aspect of Roman civilization; whether it be their architecture, technological ingenuity, or culture. Each has the potential to be interpreted as an image associated with the legacy of Rome

      • Students will choose a topic from the table and perform some introductory research so that they can provide a hand drawn interpretation of the topic to be accompanied by a brief written outline

        • Don’t use computer generated images for your work, tracing is acceptable, and using color is preferred. Printer size paper is appropriate for the drawing.

• WEDNESDAY

  • • Continue introductory assignment: Imagery of Rome

• THURSDAY

  • • 5 things you (probably) didn’t know about the Romans

      • The assignment is based on an article from HistoryExtra called "10 things you (probably) didn’t know about the Romans". I have narrowed the topics to five. Each topic is introduced in the sections below, but isn't given a lot of explanation. For each of the five topics you will complete a small amount of additional research so that you can identify two supporting or complimentary facts. Additionally, you will compose one mistruth or lie that is based on the topic, but isn't an accurate statement. Please try to make the mistruth/lie as realistic as possible

      • Please attach your Google Drawing as your response to the "question" so that your classmates may view your work. The process is fairly simple:

        • 1. Open the Google Drawing

          2. Click on the blue "Share" icon in the upper right corner of the screen

          3. Click on "Get shareable link"

          4. Link will be copied to your clipboard

          5. Paste the link as your response in this assignment

          6. Provide the name of your topic

• FRIDAY

  • • Continue 5 things you (probably) didn’t know about the Romans

    • Take time to view the drawings of your classmates from the Imagery of Rome activity

      • Links were posted to yesterday's question assignment

    • Monday's Zoom meetings will review the introductory work we have done with Ancient Rome, which includes "Images of Rome" and "5 things you (probably) didn’t know about the Romans"

Monday Zoom Meetings:

• Periods 2, 3, 4 -> 11 am

• Periods 5, 7, 8 -> 12 pm

Overview for Week of March 16 - 20

• MONDAY

  • • Aftermath of the Persian Wars

      • Warm-Up: Google Question

        • Prediction: Why might one suspect that the alliance that led Greece to victory in the Persian Wars would fracture not long after its triumph? Try to include THREE causes or reasons in your response

      • Lesson: Students will review the attached Slides presentation and complete an organizer

        • • Instructions from the assignment

            • Use the table below to organize information from the Slides presentation. “Relevant Information” includes any content that you think is going to be useful for the project. “Summary Sentence” requires you to write one sentence that represents the information that was discussed and presented from each slide.

• TUESDAY

  • • Complete lesson on the Aftermath of the Persian Wars

    • Edpuzzle | Athens vs Sparta (Peloponnesian War explained in 6 minutes)

    • Continue working on the Persian Wars infographic

• WEDNESDAY

  • • The Peloponnesian War

      • Read the document attached to the Classroom

      • In the table below the text, identify and describe three major causes of Sparta’s victory in the Peloponnesian War

        • Focus on the relationship between the cause and its role in the conflict

• THURSDAY

  • • Assassin's Creed Odyssey: A Tour of Athens

      • The video provides a digital tour through the city of Ancient Athens and highlights specific areas or landmarks found throughout the city

        • Use the attached Google Doc as a guide to the named features of the city

        • Choose one of the fourteen areas or landmarks identified in the video for further research

        • The Google Doc contains a second table to be used for the organization of research

          • When researching, remember to focus your searches on Athens. Some of the topics cannot be appropriately identified by an isolated Google search

• FRIDAY

  • • Continue working on the Assassin's Creed video tour of Athens

    • Infographic (Canva) due

      • When downloading the infographic so that it can be submitted through the Classroom, find the download drop down menu in the upper right corner of the Canva screen. If you are prompted by Canva to pay for the download, please do NOT do so. At the bottom of the drop down menu there is an option to download a watermarked version. Save this file to your Drive, attach to the posted assignment, and then submit

      • I would like everyone to try submitting the file through the assignment prior to using an alternate method, such as sharing the file, or copying the image to a Google Doc. Please reach out if you have difficulty

Overview for Week of March 2 - 6

• MONDAY

  • • Kahoot competition - Ancient Athens

    • Athenian democracy versus American democracy

      • Students will contrast components of Athenian democracy

      • Characteristics of each government institution will be identified and then determined to be "similar" or "different" based on the consistency

• TUESDAY

  • • Continue contrasting Athenian and American democracy

    • Athens versus Sparta: True/False Activity

      • Students will label each statement “true” or “false.” If the statement is false, students will specifically identify the inaccurate parts of the statement and provide accurate information to replace the false portions. If the statement is true, expand on the statement by providing further explanation. Both false AND true statements require a written justification.

• WEDNESDAY

  • • Athenian democracy versus American democracy

      • Student work will be randomly selected to be presented on the board and scored for a class competition

      • Time will be provided between class reviews

    • Students will continue their work on Athens versus Sparta: True/False Activity

• THURSDAY

  • • Complete Athenian democracy versus American democracy

    • Continue working on Athens versus Sparta: True/False Activity

• FRIDAY

  • • The Persian Wars

      • "The Persian Wars in 5 Minutes" - Thought Monkey

        • Identify 5 main ideas

      • Lesson: Students will use text to identify and describe the setting, events, and effects of main events of the Persian Wars

      • Main events will be highlighted in an infographic using Canva

Overview for Week of February 3 - 7

• MONDAY

  • • Video Lesson: "A Day in the Life of an Ancient Athenian" (TED-Ed)

      • Lesson focuses on societal roles and their relationship with political, economic, and religious processes

      • VIEWING #1: Identify and describe the vocabulary being presented

        • Review the vocabulary in class discussion

      • VIEWING #2: Provide explanations connected to main topics provided in an organizer

        • Athenian male - Athenian female - Democracy in motion - Impact of wealth - Role of religious rituals - Political role of Athenian males and females

• TUESDAY

  • • Ancient Athens: Teaching Circle

      • Classes will be divided into six groups, each responsible for one of the topics listed above

      • Students will individually research and outline their topic

      • Groups will discuss their findings

• WEDNESDAY

  • • Ancient Athens: Teaching Circle

      • Individual students will be selected to act as a traveling teacher, rotating to each group in approximately three minute increments

• THURSDAY

  • • Ancient Athens: Teaching Circle

      • Verified versus Inaccurate

        • Students will choose one example or line of notes from each topic that was presented as part of the teaching circle that they believe is suspect and requires verification

        • Based on internet research, students will either verify the accuracy of the example and provide the url, or determine the example to be inaccurate, identify the problematic portion, and provide the url

• FRIDAY

  • • Complete the verified versus inaccurate portion of the previous lesson

    • "Power and the Polis" - Digital Diogenes

      • Video lesson: Students will explain the power structures present in the Greek city-states of Athens and Sparta

    • "History of Athens"

      • Students will identify and describe the vocabulary found in the reading

Overview for Week of January 20 - 24

• MONDAY

  • • No School

• TUESDAY

  • • Continue lesson on Sparta

      • Students will respond to three prompts:

        • Describe Sparta’s evolution into a military society

        • Monarchy, Oligarchy, or Democracy? Explain the key features of Sparta’s government

        • Limitations of Sparta’s Power: What stopped Sparta from ruling all of the Mediterranean?

      • Class will review their responses

• WEDNESDAY

  • • Complete lesson on Sparta

    • Introduce new project: Spartan Social Groups Assignment

      • Students will work in small groups to research, adapt, and present from the perspective of an individual who belonged to a particular social group, or class, in ancient Spartan society

      • Class will review the instructions, make groups, and choose topics

• THURSDAY

  • • Continue working on Spartan Social Groups Assignment

      • Each student will write a testimonial in the first person from the perspective of an individual belonging to a social group relevant to Ancient Sparta

• FRIDAY

  • • Continue working on Spartan Social Groups Assignment

Overview for Week of January 6 - 10

• MONDAY

  • • Map Images: Warm-Up

      • Students will review two political alliance maps based on eras of ancient Greek history

      • Students will identify features of the map that provide information to be used in its analysis. Next, students will attempt to make assumptions about Greece based on the content available on the map

    • Complete Crash Course competition from Friday's class

• TUESDAY

  • • Ancient Greek Geography: MapQuest

      • STEP ONE: Students will work individually to find maps of Ancient Greece that effectively display or identify the criteria in the list below. Maps will be inserted into a Google Slides presentation where it will receive a title and explanation. The explanation will use information and characteristics made visible by the map to provide a meaningful analysis. Explanations should be in the range of 3-4 bulleted statements

• WEDNESDAY

  • • Ancient Greek Geography: MapQuest

      • Students will continue to work independently to identify and describe the content of maps relevant to specific geographic characteristics

      • Students will work with a partner to compare and contrast the maps and explanations they provided in their Slides presentation. Together, the group will choose one map for each geographic characteristic and provide one explanation

• THURSDAY

  • • Ancient Greek Geography: MapQuest

      • Students will work continue to work with a partner to compare and contrast the maps and explanations they provided in their Slides presentation. Together, the group will choose one map for each geographic characteristic and provide one explanation

      • Students will be randomly chosen to present a geographic characteristic based on a map identified by the teacher. Explanations and comments will be directed towards the inferences that can be made from each selected map

        • Teacher will identify vocabulary and key ideas related to each geographic characteristic following student presentations

        • Students will complete a peer review for each presented section

          • Peer reviews include a sections for content that "works", "doesn't work", and "needs to [be] add(ed)"

          • The class will discuss their peer reviews

• FRIDAY

  • • Complete Ancient Greek Geography: MapQuest

Overview for Week of December 16 - 20

• MONDAY

  • • Complete presentations on the New Kingdom pharaohs

    • Review for the test

• TUESDAY

  • • Test on Ancient Egypt

      • Assessment will be taken in Google Forms (50 points)

• WEDNESDAY

  • • Article Review: "The power of the pharaohs: How a mighty civilisation arose in Egypt" - The Independent

      • www.independent.co.uk/news/world/world-history/the-power-of-the-pharaohs-how-a-mighty-civilisation-arose-in-egypt-1607595.html

      • The article review will be the written portion of the Egypt assessment

• THURSDAY

  • • Continue article review

• FRIDAY

  • • Complete article review

Overview for Week of December 2 - 6

• MONDAY

  • • No school

• TUESDAY

  • • Who am I? The guess who game for ancient Egyptian identities

      • Students will have an identity (chosen from project topics) that the class is aware of but they are not

      • Students are permitted to ask up to 10 yes or no questions of their classmates to provide clues as to their identity

      • Students are provided a maximum of two guesses as to their identity before being eliminated

    • Introduction to studying mythology

      • Students will work with a quote describing the purpose of pantheons with regard to the cultures who created them and present groups who study them

        • Students will proceed using the steps provided below

          1. Identify at least two strategies for beginning to understand the attached quote

          2. Describe or explain information or rationales the strategies provided

          3. Explain the meaning of the quote to the best of your ability

• WEDNESDAY

  • • Continue the activity described above

    • "The Story of Isis and Osiris"

      • Students will work in small groups to read and respond to in-text questions based on the story line and connections

• THURSDAY

  • • Continue "The Story of Isis and Osiris"

      • Students will work in small groups to read and respond to in-text questions based on the story line and connections

• FRIDAY

  • • Continue "The Story of Isis and Osiris"

      • Cause and Effect

        • Students will continue to work in small groups to identify and explain causes and effects of the origin of the mummification ritual

Overview for Week of November 18 - 22

• MONDAY

  • • Classes will work on their pharaoh quiz and review their work with the Everyday Life in Ancient Egypt

    • Students should bring a paper copy of their narrative, if possible

• TUESDAY

  • • Everyday Life in Ancient Egypt - Begin presentations!

      • Presenters will read their narrative and resume

      • Class audience will make notes on the presentation, including an overview of the topic, an explanation of the topic's role in Egyptian society and culture, and two examples of what they learned from the presentation

• WEDNESDAY

  • • Continue presentations

    • Continue working on THE PHARAOH - Quiz

• THURSDAY

  • • Continue presentations

• FRIDAY

  • • Continue presentations

Overview for Week of November 4 - 6

• MONDAY

  • • Project - Everyday Life in Ancient Egypt

      • Groups will interview with the teacher to review their narrative prewrite and outline

      • When the interview process is complete, groups will write their narrative

    • Egyptian mythology

      • Gallery walk - students will utilize posters placed throughout the classroom that present an Egyptian god or goddess to identify relevant characteristics

• TUESDAY

  • • See Monday's plans

• WEDNESDAY

  • • See Monday's plans

• THURSDAY

  • • No School

• FRIDAY

  • • No School

Overview for Week of October 21 - 25

• MONDAY

  • • The "Very Best" of Ancient Egypt

      • Presentations - students will record three main ideas from each presentation and also recognize strengths and weaknesses of the presentations

• TUESDAY

  • • The "Very Best" of Ancient Egypt

    • The Pharaoh: Mini-unit

      • Students will work with an image(s) of the pharaoh and identify symbolism associated with the pharaoh's identity and position

• WEDNESDAY

  • • The Pharaoh: Mini-unit

      • Classes will co-edit a Google Doc, each student choosing an image that reflects a symbol associated with American identity/culture

      • Students will continue to work with an image(s) of the pharaoh and identify symbolism associated with the pharaoh's identity and position

    • The Pharaoh: head of state

      • Students will work with vocabulary relevant to the pharaoh's position as king and the structure of the Egyptian government

• THURSDAY

  • • The Pharaoh: head of state

      • Students will work with vocabulary relevant to the pharaoh's position as king and the structure of the Egyptian government

      • Students will complete a tiered chart expressing the power structure and organization of Egypt's bureaucratic government

• FRIDAY

  • • The Pharaoh: god king

      • Students will work with vocabulary relevant to the pharaoh's position as a high priest and the function of Egyptian religion

Overview for Week of October 7 - 11

• MONDAY

  • • Code of Hammurabi

      • Students will establish a baseline for the application of justice systems in a complex society. The following will be posted to the Classroom:

        • What characteristics or qualities does a justice system (system of law) need to have to appropriately maintain order in a society?

      • Fair or Cruel?

        • Students will provide a rationale as to why a law from Hammurabi's Code is either fair or cruel

    • HW: Complete the first two sections (Evolution & the Paleolithic Age) of the study guide

• TUESDAY

  • • Code of Hammurabi

      • Continue previous lesson

    • Time permitting: Students will work on their study guide

• WEDNESDAY

  • • No School

• THURSDAY

  • • Review

• FRIDAY

  • • Test: Origin of Civilization

STUDY GUIDE IS POSTED ON GOOGLE CLASSROOM!

Overview for Week of September 23 - 27

• MONDAY

  • River Valley Civilizations

    • • Students will work in groups to research and report on characteristics related to specific river valleys civilizations (Nile, Tigris & Euphrates, Indus, Yellow & Yangtze)

      • Assignment sections include:

        • Description of geographic setting

        • 5 cultural characteristics

        • Map image with a written explanation

• TUESDAY

• • • River Valley Civilizations

      • Groups will present the content they prepared on their assigned river valley

      • Students will be asked to record three geographic characteristics and one cultural topic they would be interested in learning more about

• WEDNESDAY

• • • Origin of Civilization: River Valleys & Irrigation

      • Video warm-up: "Tackling China’s Devastating Yellow River Floods" (YouTube)

        • Prompt: Consider the content of the video. What impact would a river system, such as the Yellow River, have on an early farming society?

      • Lesson: Identify and explain positive and negative effects of river valley flooding

• THURSDAY

• • • Continue previous lesson

    • Introduction to job specialization

• FRIDAY

  • Irrigation simulation

• • • Classes will participate as a team to build an irrigation system from folded pieces of paper marked levee, channel, and reservoir

    • The system will be tested using marbles rolled in a manner meant to simulate river flooding

    • The simulation is meant to provoke the challenge early societies faced in attempting to achieve large-scale tasks