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.