Study!

Today students took a geography quiz on the countries of southern Africa. Although I have not had time to finish grading them yet, the results look mixed. Remember: If you don't study, it will be reflected in your grade. Students should spend 15 minutes a day studying for geography quizzes in the days (maybe a week) leading up to the quiz. Since I do not assign any homework, that should NOT be a problem. Make sure that you use your 9th period and study hall time appropriately and you will see results!

Tomorrow is the second (and final) part of the Egypt assessment. Check the wiki if you are not sure what will be on the assessment as all terms have been identified and questions answered!

The Three Kingdoms

Today we discussed the three Egyptian kingdoms (Old, Middle, and New) and how they were so different. Students have already completed a graphic organizer regarding this topic and the lesson today should have clarified the most important points.

The Old Kingdom was very much focused on trading with others (in Nubia and across the Mediterranean Sea) and peace.

The Middle Kingdom was one of great expansion in terms of infrastructure. During this period, a lot of Egypt's wealth was spent on building up the kingdom.

The New Kingdom was determined to build a great military (for protection) as well as dedicated to territorial expansion.

If you have any questions or comments, feel free to post!

Egyptian Writing and Contributions

Update: Students will be taking the quiz on the southern portion of Africa on Wednesday of this week and the second part of the unit three assessment on Thursday.

After class today, students should be able to describe the similarities between hieroglyphics and the written languages of the fertile crescent (Sumerian Cuneiform and Phoenician alphabet).

Students should also be able to describe several contributions of the ancient Egyptians, including: basic mathematics, geometry, medicine (from plants), medical surgery, and the contemporary calendar with 365 days in a year (as determined by their understanding of astronomy).

Feel free to post any questions or comments and don't forget to add to the wiki!

Egyptian Afterlife

On Thursday, we discussed the importance of the Egyptian afterlife. The afterlife is what the Egyptians thought came after death. They believed that heavenly boats took the spirits of the dead to a place where they could socialize with their friends and family who have previously died as well as eat and drink.

In order to keep the spirits happy, it was important that they spirit was able to return to the 'real world' to enjoy all of the things they loved during their life. For that reason, Egyptians (who had the funds to do so) mummified their bodies after death. The mummification process preserved their bodies so that the spirits could find it when they wanted.

Lost spirits, or spirits of people who did not live a good life, would be banished to the desert to roam in mystery.

Feel free to post any comments or questions and remember to check out class wiki to help develop answers to the essay questions!

Egyptian Gods and Goddesses

To we talked about Egyptian gods and goddesses...

I expected students to take some notes which would help them to answer the essential question pertaining to this topic.

Students should know that the Egyptians were polytheistic and worshiped a variety of gods who were considered principal (gods that they all believed in) or regional. They worshiped them at temples which were built in their honor and gave them gifts such as food, material goods, and prayers. They believed that the gods controlled all of the 'workings of nature' and were basically responsible for everything that happened on Earth.

Feel free to post any questions regarding this topic or bring them up in class.

Remember, your opportunity to earn extra credit for the 2nd marking period will expire at the conclusion of this unit!

Finishing the Egypt Unit

In class today, we talked about ending the Egypt Unit. I think we will be able to accomplish that by the end of next week. There are five 'essential questions' that we need to discuss, and I plan on introducing one each day for the next five days. The format of my class will be as follows: 1. We will begin with the QOD; 2. I will introduce an essential question and give you whatever information that you will need to apply the concept(s); 3. I will take some time to discuss key terms and review the map of the southern portion of Africa; 4. I will provide students with time to work in their groups to complete the assignments given.

Be aware of the following due-dates and assessments:
Vocabulary Sheets 3.2, 3.3, and 3.4 will be collected on January 6th (Thursday)
The Three Egyptian Kingdoms Graphic Organizer will be collected on January 7th (Friday)
There will be a quiz on the countries of the southern portion of Africa on January 11th (Tuesday)
The 2nd Egypt Assessment will probably take place on January 13th or 14th (Thursday/Friday)

Mummification Experiment

Today we concluded the ongoing mummification experiment. Students cleaned off their apples and weighed them using a triple-beam balance in grams. They compared the weights from today with those they recorded before submerging their apples in the solution they made in class. All groups found that their apples weighed less after siting in the solution for more than eleven days.

Students had to add a conclusion to their 'lab reports' as well as calculate the total percentage of weight change. All in all, the experiment was a success.

Tomorrow we will continue the Egypt unit as we move forward toward ancient Greece!

See you tomorrow!