Egypt

Well, it's about time to head back to school.  I hope that everyone had a nice break!  To get things started off, I thought I would share with you my latest creation...



Using Prezi, I created something that I hope to use as I teach about Egypt.  When we come back on Thursday, if we aren't snowed out that is, we will begin our exciting journey.

Students, who are in my honors classes, have a literature assignment due.  We will discuss your reading of "Judaism" and use our Cornell notes to guide our discussion.  If you didn't turn it in on the last day of school, make sure you have it with you on Thursday!

See you all soon!

Anti-Semitism and Judaism

Last week, we continued debates in my honors sections; period two has completed all of their rounds, but period eight has one more to go.  All in all, they were all well done.  I found that the students have really come to understand the format.  In this round, we added POI (points of information) in to the equation.  I look forward to introducing new debate topics in the new year.  If there are any suggestions, please comment on this post.  Note, the next round of debates should have to do with Egypt (past or present) or current events.

With the exception of period eight, all students have taken the open-notes quiz on the Fertile Crescent Empires.  Most students scored very well.  Period eight will be given the test the day after the last debate takes place - most likely, the quiz will be on Tuesday.

All grades are up-to-date and can be viewed online.

This week we will be discussing anti-Semitism and Judaism.  This will be the first of the three major monotheistic religions we will study.  The emphasis will be placed on the Israelites and Phoenicians of ancient Canaan.  If time permits, we may spend a little time talking about the time between 1935 - 1945.  I always like to include this part of history, despite the fact that it seems out of place, to help the students understand how the people of this part of the world have been a big part of the history of humankind.

Reminder:  All students should be bringing their textbooks to class with them each day.  There are no longer textbooks available in my classroom as they have all been assigned.

 

Looking at the Israelites

Last week my classes each worked on different assignments.  It was kind of hectic, but I think that all of my students got what they needed.  By this point, all general classes should be able to describe the empires we have studied:  Babylonians, Assyrians, New Babylonians, and Persians.

I am planning a quiz/test for this upcoming week.  It will be given on Wednesday to period one; however, periods three, four, and six will take it on Tuesday.  Students in my period one class will be working on a type three writing assignment on Monday - the other classes have already completed the assignment.

Students will be permitted to use their note sheets for the quiz/test.  Their note sheets are two-sided.  On the front, they have Cornell notes regarding the empires (students took those notes while reading).  On the reverse, they should have copied information while we matched features on the SMART board as a class. Students MUST have their notes with them in order to use them on the test/quiz - that sounds like it should go without saying.

Textbooks were assigned to all students this week.  There are two reasons I decided to assign them:  1. Students were making a mess with them in my classroom - leaving them on the floor, etc., and, 2.  Some students have been asking to check them out to complete work unfinished in class.  Either way, I expect that students carry them to and from class each day.

This week, we will begin to study the Israelites and Anti-Semitism.  This will help form the foundation for what they will encounter in English class (if they have Mr. Bezler).  We will also discuss the function of propaganda which will be further explored in their reading classes (if they have Mrs. Post).

Honors classes will continue debating this week.  So far, we have had one round of debates (Friday) which went very well.  All four of the groups debated the effectiveness of the Patriot Act and did a fantastic job of either affirming or opposing the proposition.

Honors classes have been assigned Cornell notes for homework - they are due upon the completion of the debates.  At that time, they will also be given a test/quiz on the empires.

Back to School... and the Fertile Crescent

I hope that you all enjoyed the extended weekend; I know that I did.  I had a lot of fun with my loved ones and I assume that you all did as well.  Hmm... Are you ready for a type one writing prompt?

Giving thanks...

Giving thanks is important, but not just one day a year.  From the perspective of a:

Geographer - Give thanks for the Earth (and the processes that shape it)!
Historian - Give thanks for the many great people who came before us and for their contributions to humanity - those that have been recorded, anyway.
Economist - Give thanks for Black Friday!  Seriously, though, give thanks for all that we have both tangible and intangible.
Political Scientist - Give thanks for the laws that protect us; keeping us safe from the dangers of the world is very important.
Behavioral Scientist - Give thanks for our cultures.  Always remember that we are not all the same - that is a good thing!

As we get back to the classroom, we will have some time to review the major civilizations of the Fertile Crescent.  At some point, there will be a test (I'm guessing the week of the 9th).  Then it will be on to Egypt!

All of the students in my honors sections should have been preparing for the upcoming debates.  Don't wait until the last minute to prepare!  If you need help, ask to see me during POWER period and I will help you find your way.

See you on Tuesday!

The Babylonians and Assyrians - Model Essay

Students in my period six class were given the following type three writing prompt:  There were many similarities between the Babylonians and Assyrians.  They were to include at least three examples and the following were the focus correction areas:  1. End Punctuation, 2. Capitalization, and 3. Organization (their essays should have had three distinct parts).  Below, you will find a model essay which students will read in class.

The Fertile Crescent Empires

This week, students in my general classes completed vocabulary charts.  Basically, they displayed all of the vocabulary terms, definitions, and applications graphically.  The application part seemed to be the most difficult based on my review of their work.  I will give some examples below.  But first, here are the definitions of their newest set of terms:

1. Empire:  many territories and peoples controlled by one government
2. Babylon:  the capital of Babylonia; a city of great wealth and luxury
3. Caravan:  a group of travelers journeying together
4. Bazaar:  a market selling different kinds of goods
5. Zoroastrianism:  a religion that developed in ancient Persia

Students also completed a physical map of the ancient Fertile Crescent.  For the most part, they scored well.  I will distribute their graded maps in class tomorrow.

Back to the vocabulary assignment...  Since so many students struggled to appropriately apply the words, I will apply each of them tonight.  I will be reviewing all of the words on Monday and sharing these sentences.

1. Scribe:  In ancient Sumer only male students could study to become scribes.
2. Fertile Crescent:  The modern-day country of Iraq is located in the middle of the ancient Fertile Crescent.
3. City-State:  Singapore is an example of a modern-day city-state; few remain.
4. Polytheism:  The polytheistic people, such as the ancient Egyptians, worshipped several gods and goddesses.
5. Myth:  Sumerian myths warned that the gods would punish the people who angered them.
6. Empire:  Hammurabi, leader of the Babylonians, created one of the first empires as he conquered many Mesopotamian city-states.
7. Babylon:  Some historians would argue that Babylon was the most gorgeous capitol city of the ancient world.
8. Caravan:  The nomads of north Africa often traveled in caravans as the moved from place to place in search of food.
9. Bazaar:  When I visited Khan al-Kahlili in Egypt, I was amazed at the variety of goods that were sold and traded at the bazaar.
10. Zoroastrianism:  The Persians, a polytheistic people, primarily practiced Zoroastrianism.

Hopefully you can see how the sentences that I created demonstrated that I fully understood the words that I defined.  You should also notice that I included words from the previous unit in my definitions.  That is what I'm looking for from my students.

Honors students completed another literature assignment.  They read about the Babylonians and the nonfiction article did a great job of showing us how people changed as time moved on.  From hunter-gatherers to somewhat modern civilizations, the Fertile Crescent transformed before our eyes.  Students took Cornell notes as they read.  I have gone through their notes and I am very pleased with the way the students interacted with the text.  Students should continue to work on their physical maps of the Fertile Crescent - they must be complete and submitted by Wednesday.

Upcoming:  Honors students will be in the library, for research, as they begin to prepare for their upcoming debates.  General students will have a review of the vocabulary and will become more familiar with Cornell notes.

Land Between Two Rivers

The vocabulary words from last week were:

1.  Scribe:  a professional writer
2.  Fertile Crescent:  a region in Southwest Asia; site of the first civilizations
3.  City-State:  a city that is also a separate, independent state
4.  Polytheism:  the belief in many gods
5.  Myth:  a traditional story; in some cultures, a legend that explains people's beliefs

In class, students read about ancient Mesopotamia and the Sumerians.  Understanding the geographic setting will help them to understand the civilizations which we will begin to study this week.

Students in my general classes wrote about current events.  Unfortunately, we did not have a lot of time to talk about them because class on Friday was very tricky.  Some students worked on retakes of the map quiz and others worked on catching up on reading and other assignments.  I also tried to conference with many students regarding their performance on the map quiz and in general.

I was disappointed when I scored the map quizzes.  It seems that many students didn't study for it at all; however some students did study and had a great deal of success.  I decided to offer retakes in class on Friday to give students time to study and improve.  Again, many students did not study and that is reflected in their scores.  My advice is to study each night, for a short amount of time, when preparing for a map quiz. Waiting until the last minute to study will be ineffective for most students.  Students should also try to play the games that I posted - they will help a lot!

In my honors classes, students took notes on, "The Monster Humbaba" from their literature books.  "The Monster Humbaba is an excerpt of the Epic of Gilgamesh.  They used the Cornell format to take their notes which I collected for review this weekend.  Overall, they were done very well.  I will be returning them during class on Monday and we will have further discussion which will include looking at some of the highlights.  I think most students enjoyed reading the story and I look forward to reviewing their notes on, "The Babylonians" this Friday.  Students should be reading, "The Babylonians" this week and taking notes (due on Friday).

Upcoming debate topics:  1.  The Hammurabi Code is more effective than modern law; 2.  Farming should be considered one of components of civilization; 3.  The Palestinians should have their own country within the boundaries of modern Israel; 4. The United States should not give aid to the Philippines after the recent typhoon; and 5.  The Patriot Act is necessary despite infringing on our privacy.

Debates will take place on Tuesday, November 26th.

The Babylonian Empire will be the central focus next week.  Along with the Babylonians, we will study the Assyrians, New Babylonians, Persians, Phoenicians, and Israelites.  It will take us two weeks or more to learn about these civilizations.

Our next set of vocabulary will include the following terms:  empire, Babylon, caravan, bazaar, and Zoroastrianism.  I will post definitions when I blog next week.

Geography and Civilization in Mesopotamia

This week students read about, and discussed, the geography of the Fertile Crescent.  Students should have learned that the area between the Tigris and Euphrates rivers was called Mesopotamia and that it was the best place to build a civilization in the ancient Middle East.  We will continue that theme in class this week.  Students will also begin to work on their physical maps of the Middle East.  I will be allowing students to work on this assignment in class.

The map quizzes have been graded and entered.  It should be obvious that some students need to work on study skills.  That being said, students can arrange a retake with me so long as they do it before November 19th.  At that point the grades will be considered final.  Some students need to take advantage of that desperately.

Beginning on Monday, students will read about ancient Sumer.  They will have the opportunity to earn some classwork points which should help their grades.

The honors students will be given their first assignments from our literature books.  The first assignment is an example of nonfiction text.  I will be giving them note-taking instructions (see the documents tab of my webpage for details); the notes that they take will be graded.  The assignment will relate to one of the five components of civilization:  Written Language.  The second assignment will be an excerpt from an epic poem:  The Epic of Gilgamesh.

Finally, students in periods 1, 3, 4, and 6, will have a current event assignment due on November 15th.

Introduction to the Middle East

Last week we completed our study of Prehistory and the Stone Age.  All of the tests have been graded and quarter grades have been submitted.  Overall, I am pleased!  I think that the first marking period has been a success; but, there is always room for improvement.

That being said, students were given their first map assignment for the year.  Students will be learning about the Middle East in class, so it only makes sense that they should be familiar with the political geography.  I have scheduled the map quiz for Friday, November 10.  Students should be working with their maps at home.  I recommend that each student spend a little bit of time (maybe 10-15 minutes) looking over their maps each day.  POWER period would be a great time to study.  They should also explore some of the great mapping games online.  Here are a few...

Sheppards Software - Middle East Matching Game

I like to learn - Middle East Matching Game

Rethinking Schools - Middle East Game

We will also be working on a physical map in the coming weeks.

All students should be able to explain the difference between a political and physical map by this point. 

This week, we will preview the unit on Monday and begin discussing key topics on Wednesday and Thursday. 

In the coming weeks, I will be introducing all of my classes to debate as we use Middle East-based topics to work on our skills.

 

Study Guide: Prehistory/Stone Age; Preview of the Beginnings of Civilizations

Students in all class will take a test in class on Tuesday.  This will count as the final grade for the first marking period.  Students should find the following information useful as they prepare for assessment.

Key Terms:

1. History:  Written and other recorded events of people.
2. Prehistory:  The time before writing was invented.
3. Archaeologist:  A scientist who examines objects to learn about the human past.
4. Oral Traditions:  Stories passed down by word of mouth.
5. Geography:  The study of the Earth's surface and the processes that shape it.
6. Hominid:  A modern human or a member of an earlier group that may have included ancestors to relatives of modern humans.
7. Stone Age:  A period of time during which hominids made lasting tools and weapons mainly from the earliest known period of prehistoric culture.  The Stone Age is often divided into three categories:  Old, Middle, and New.
8. Nomad:  A person who has no settled home - usually on the move in search of food/water.
9. Domesticate:  To adapt wild plants or tame wild animals to breed them for human use.
10. Forensic:  Relating to the use of science or technology in the investigation and establishment of facts or evidence in a court of law.  Forensic anthropologists use forensics to unlock mysteries from the past.
11. Anthropologist:  A scientist who deals with the origins, physical and cultural development, biological characteristics, and social customs and beliefs of humankind
12. Proposition:  A statement which is argued in a debate.  (HONORS ONLY)
13. Affirmation:  An argument which supports the proposition in a debate.  (HONORS ONLY)
14. Opposition:  An argument which counters a proposition in a debate.  (HONORS ONLY)

People:

• Otzi (Ice Man)

• Kennewick Man

Important Questions:

1. How are geography and history related?  Understanding geography can help us understand why historical events took place.  Weather patterns, the water supply, and the landscape of a place also have an impact on history.
2. What 'invention' impacted the change from prehistory to history?  Written Language
3. How do we learn about prehistoric times?  Through oral traditions and/or examining evidence left behind.
4. During the Stone Age, how did hominids feed themselves?  Hunting and Gathering
5. How did the invention of farming change the lives of people?  They were able to settle and stay in one place.
6. How did plant selection impact the lives of people?  They were able to grow better crops.

Students who are familiar with the above-mentioned terms and questions will have no problem succeeding on the test. 

The Stone Age

Last week, the students were introduced to Abraham Maslow and his hierarchy of needs.  I wanted them to get an idea of what life was like before civilization.  Before civilization, hominids had to struggle each day to meet their four physiological needs:  water, food, shelter, and warmth.  Students should have been able to see that as hominids became more advanced they were able to realize more of their needs.  The honors classes will spend time in the days ahead learning more about Maslow as they have been busy with their debates.  This week, my hope is that we can finish the debates and move forward.

There are a few new vocabulary words this week:

1. Hominid
2. Domesticate/Domestication
3. Stone Age (Old, Middle, and New)
4. Nomad

By the end of the week, all students should be able to define the above-mentioned words.  I will post definitions next week.  The definitions of these words were recorded in journals on Tuesday (periods 1, 3, 4, and 6).

Finally, I hope to have a test next week regarding Prehistory.  The test will include all of the vocabulary terms and the key concepts we have discussed in class.

More on Prehistory

Last week we took a look at the migration patterns of early humans and began to study maps.  Students were also introduced to five vocabulary words (three of which were review).  Those words were:

1. Geography:  The study of the Earth's surfaces and the processes that shape it.
2. History:  Written and other recorded events of history.
3. Prehistory:  The time before writing was invented.
4. Oral Traditions:  Stories passed down by word of mouth.
5. Archaeologist:  A scientist who examine objects to learn about the human past.

My honors classes had three additional terms which will be employed in the upcoming debates:

1. Proposition:  A proposition is a statement which is contested in a debate.
2. Affirmation:  The affirmation agrees, and seeks to prove valid, the proposition in debate.
3. Opposition:  The opposition disagrees, and seeks to disprove the proposition in debate.

The proposition topics, for my honors classes, are:

1. Prehistory is irrelevant.
2. Geography is the most important field of social studies.
3. Social Classes are necessary in the United States today.
4. The United States should not be involved in solving conflict abroad.
5. The government shut-down is good for America.

In the upcoming week, we will continue to focus on the study of prehistory. Students will be introduced to the Stone Age and the beginnings of civilization. It looks like we will be ready for a test in approximately two weeks, but we will have a vocabulary quiz in the upcoming week (probably Thursday). Students in the honors class will have some time to prepare during the week (in class) but will also be assigned reading for homework. The debates will be held on Friday. General classes should prepare for the current events assignment which is due Friday.

Upcoming vocabulary words for all classes include:  irrigation, surplus, artisan, civilization, hominid, Stone Age, nomad, domesticate and social classes. I will define them, on the blog, as they are introduced.

Prehistory: An Introduction

Week in Review:  On Friday, students in all classes were given a test on the five components of civilization. I must admit, I am very impressed with the results. Those scores are all online and ready to view. Last week students completed a timeline and an extended writing activity. The graded timelines can be viewed in the online grade book, but I am only half way through grading the writing.

Upcoming:  This week, after reviewing the test from last week, we will begin to take a look at Prehistory. We will get a glimpse of the subject by watching a short video about the Ice Man. Also, we will begin to analyse the relationship between geography and history. Students will have a few new vocabulary words and I will post them next week. Typically, I will post information (like vocabulary) after we have reviewed it in class. I can give you a hint, though, the first vocabulary term will be PREHISTORY.

See you next week!

Wrapping up Civilization

Over the last week, we explored the five components of civilization.  Students created their own civilizations, in small groups, which were comprised of those components.  As they worked through it, most students demonstrated that they understood all of the areas.  The one part that seemed to give them the most trouble was:  Art, Architecture, and Infrastructure.  It was the 'infrastructure' that got them!  At any rate, I am going to take the time to define each area in my post this week.

1. Centralized Government:  This is the governing system which is concerned with the areas that affect the entire nation including defense, international relations, taxation and trade.  In the United States, we tend to think of the three branches of government which work together to make and enforce laws as well as keep us safe.
2. Organized Religion:  This is a belief  in a higher power (like a god) which is a common thread among the civilization.  In the United States, we are free to practice whichever religion we choose (or none at all).
3. Art, Architecture, and Infrastructure:  Art and Architecture are both means of expression.  Art refers to the way the people of a civilization express themselves and is closely related to architecture. Architecture refers to the design of, and creation of, structures and space used for a multitude of purposes. Infrastructure is the framework on which the civilization is built.  It can be used to describe communication, transportation, and other forms of public works (power plants, water treatment facilities, schools, etc.).  All of these are evident in the United States.
4. Job Specialization and Social Classes:  Job specialization refers to the need for skilled workers and is very closely related to social classes.  Typically, skilled workers make more money than unskilled and therefore find themselves in different social classes.  Social classes are basically groups of people who are put together for one reason or another.  In the United States, we tend to think we have a three class system where people are divided in to upper, middle, and lower classes. However, social classes do not have to be related to money.  People can be divided by gender, race, geographic location, skills, education, or anything else for that matter.
5. Written Language:  Written language is the way in which a civilization keeps records (history) and communicates among it self and with others.

My morning classes also prepared and presented their first current events assignment of the year.  For the most part, they were well done.  Remember that national or international stories work better for this assignment.  These assignments are important because they help us to think about modern issues and they reinforce the concept of civilization.  For those in my afternoon class (six and eight) the assignment is due on Monday.

We will continue to review the above-mentioned areas this week, but our focus will shift toward timelines and geography.  There will be a test on Friday regarding the components of civilization.

As always, if you have any questions you can post them on the blog or ask me in class.

Civilization

This week, we began to discuss the various components of civilization. I will define them next week in my post.

1. Centralized Government
2. Written Language
3. Art / Architecture / Infrastructure
4. Job Specialization / Social Classes
5. Organized Religion

Students are currently working in small groups as they create their own civilizations. They will demonstrate their understanding of the above-mentioned components by incorporating by incorporating them in their design. We also wrapped up our discussion regarding the fields of social studies by taking a quiz on Friday. Most of the scores have been entered and can be viewed online; however, period one cannot be viewed until sometime Monday.

In each class, we discussed the procedure for current event reviews (which will be assigned once or twice a month). For periods 1, 2, 3, and 4, their first review is due on Friday, September 27. Periods 6 and 7 will have their first review due on Monday, September 30 due to the half day schedule. The format for the current event review is listed on my teacher page for review at any time.

Next week, we will continue to explore civilization and we will be on track to begin the prehistory unit in the beginning of October.

***I highly suggest that all students and parents sign up for Remind 101.  I will use that service to send mass text messages regarding upcoming assignments, due dates, and other important information.  Click on Remind 101 (above) to be directed to the information page.

Themes of Social Studies

Last week our major focus was understanding the fields of social studies. Students were divided in to small groups (3 to 5 depending on class size) and each group was assigned one of the five fields:

1. History:  The study of past events.
2. Geography:  The study of the earth's surfaces and the processes which shape it.
3. Political Science:  The study of government, types of government, and their processes.
4. Economics:  The study of consumption, production, and the transfer of wealth.
5. Behavioral Science:  B.H. was broken in to the three sub-fields below.

• Anthropology:  The study of humankind (physically and behaviorally).
• Psychology:  The scientific study of the mind and its functions.
• Sociology:  The study of the development, structuring, and functioning of society.

Each group was given between 20-25 minutes to find a definition of their field, come up with examples to further define their field, and create a mini-presentation. The topics were presented on Friday, but there are still a few groups who will present on Monday. There will be a short quiz which will be administered sometime this week (probably Wednesday).

This week we will be completing our discussion regarding the five fields of social studies and begin to look at the five components of civilization.  These 'fields' and 'components' will be the fundamental building blocks of this course.

Note:  For the first few weeks of school, there are no real differences between honors and general sections of my classes.  Once we begin the next unit (Prehistory), the real differentiation will begin.

Perspective

According to vocabulary.com, a perspective is a way of regarding situations or topics. When we think about a particular culture, perspective often comes in to play. Sometimes, things don't seem to make sense until you step in to the shoes of another and see the world through their eyes. We all have a perspective, and it is important that we keep that in mind while judging the ways in which other people live. What may seem 'weird' or 'unusual' to one person may be 'normal' to someone else. Thus, we must be cautious of judging others; instead, we should try to appreciate why they live and act the way that they do. This was a major topic of discussion in class on Friday when we read about the Nacirema, American spelled backward, who seem very strange at first glance. The Nacirema live as we do, but seem very odd when looked at from the perspective of a foreigner.

Studying Culture

When studying culture, it is important that we understand the difference between observations and assumptions. When we observe something, we make note of exactly what we see. For instance, we may observe (or see) that there are ten people in a photograph in which two of them are sitting down. When we assume that they are sitting down for one reason or another, we are making an assumption; making assumptions can be okay at times, but they may also be misleading or incorrect. We discussed these concepts in class today as we began our exploration of culture.

School Year 2013/2014

Welcome to a new year, and welcome to my social studies class. I am excited about trying some new teaching techniques and working with students to become better students overall. This year is the first year that I have been assigned to teach two 'honors' classes which will cover the same curriculum while digging deeper and reaching further than the other classes. I will be focusing on writing in all of my classes this year so there will be an emphasis on that type of expression. As in past years, I will continue to incorporate current events in to my lessons whenever applicable to help students see the relevance of world history today. This year I administered a pretest which measured the background knowledge of each student as well as 30 minute writing assignment. The scores for these assessments are irrelevant in the sense that they will not 'count' toward the grade of a student but very relevant in terms of helping me plan for the year. Both assessments were given in class within the first week of school. I will end the year with a post-test which will be exactly the same as the pretest. I hope to see growth in each and every student. I am confident that I will. I hope that this year is a great one and I will post updates from time to time as the year goes on.