Ancient Civilizations

Today we will continue with your projects.  If you are having trouble you might look at the following:

go here

Ancient World Civilization

Learning Goal: Students will understand that history is a narrative told in many voices and expresses various perspectives of historical experience.

Today we will our projects.  But first let us review what you've learned.

Ancient Civilizations

Today we will watch a short video on Mesopotamia.  Then in groups read and take notes on your groups ancient civilization.

Here are the outlines for your group project:


Ancient Civilization Projects:

Your group is responsible for teaching the class about your civilization.  In order to do this you will need to do the following:

1) Read the chapter on your civilization and take notes.  You will give these notes out to the other students during your presentation.
2) Create a PowerPoint or Video containing the following things:
A) A map of your civilization that includes the region and major cities
B) Summary of the highlights of your civilization
C) Three important inventions that your civilization created and how these influenced other civilizations
D) Hierarchal structure – list of (3) important leaders (who they were/what they did/why we should remember them – with photos); religion (list of important gods – with photos); government (politics); army
E) Cities – name at least two; images – how they looked, shape of buildings, important features (like THE GREAT BATH), etc.
F) A timeline
G) What the daily life of a person in this culture looked like
H) A paragraph on what you learned and why people should remember your civilization


Grades – PART 1 should contain at least twelve things and is worth 24 points.
               PART 2 is worth 50 points.  All subcategories are worth 5 expect D which is worth 20 points.
               Neatness is 11 points.

Total Points: 90 points.

Today, you will present your timelines/posters and then look at chapter 2 section 2.  In group you will answer the study questions.  Remember - we are still working on the same learning goal:



Learning Goal:  

Students will be able to discuss the life styles of the earliest humans, and how some of their choices led to the development of cities.  

Prehistoric Man

Learning Goal:  

Students will be able to discuss the life styles of the earliest humans, and how some of their choices led to the development of cities.  

Today we need to finish your drawings and timelines that we started yesterday and begin to read Chapter 2 Section 2.   

First, let us go over some of the things we've already learned.

Prehistoric Man

Monday:

We will finish reading and recording information from Friday's question.

Then as a group will will create a drawing of a lifestyle of the earliest human (what might they be doing?)  The idea should come for the text (what you read).  You will also need to create a timeline at the bottom of the drawing.  The timeline should include the development of prehistoric man up to the invention of writing.

Grades:  5 points for an accurate drawing of a lifestyle of prehistoric man
5 points for the description of the lifestyle and why the lifestyle was important (what did it lead to?)
5 points for the timeline
5 points for neatness

If you need help on the timeline either look in your book at page 32 and look at the link here

You can also look at the following video

Prehistoric People

Here are some things we discussed today or did in the classroom:

World History

Learning Goal:  

Students will be able to discuss the life styles of the earliest humans, and how some of their choices led to the development of cities.  

Scale (assessment): 

There will be a quiz on this information sometime next week.  (Don't worry we will review this information before the test).

The class, in their groups, began to read (chapter 2 section 1) and record the following information:

Chapter 2: Prehistoric People

What is the definition of “prehistory”?  When did prehistory end?

What is the definition of civilization? 

How did Paleolithic people live?  How old did they live to be?

List five things that people made or sought that led towards civilization.

Compare and Contrast the similarities and differences between the Neanderthals and the Cro-Magnons.

go here for a picture of Lucy 

Homework

I want you to watch the following youtube video, think about it, and come prepared to discuss it tomorrow in class.

Course Description

WORLD HISTORY
Blog: http://skagwayworldhistory.blogspot.com
Instructor: Mr. Kent FIelding
Phone: 907-983-3604   Email: fieldingkent@hotmail.com

“History,” according to J.M. Roberts, “is the story of mankind, of what it has done, suffered, or enjoyed.  When historians write about a natural process beyond human control, such as the ups and downs of climate, or the spread of disease, they do so only because it helps us to understand why men and women have lived (and died) in some ways rather than others.”  World History will explore the development of human cultures from prehistory – the moment man steps out of the shadows – through the ancient world, the middle ages, down to the 20th century.  We will look at what gave rise to cities, how and why man was able to stop chasing his food source and begin to control and shape his environment; we’ll look the great inventions of specific civilizations and time, and discuss why they happen, how they changed people and how they influenced the future.  This class is less concerned with mote memorization, but more in looking at the story of mankind, the plotline of our ancestors, and how certain events shape and influence other events.   History is not a vacuum, and luckily for us man is a social being with the ability to communicate, and the tools to record, complex thoughts and records.  According to Jared Diamond writing, phonetic writing, was invented only once and then borrow, adapted, or stolen by every civilization that came in contact with it.  This along with the knowledge of fire, and how to create fire, and the cultivation of crops, are among the greatest achievements of mankind (why?).

 The first semester will deal with Ancient Civilizations through the Middle Ages.  We’ll look at Sumer, the Babylonian Empire, Egypt, Greece, Rome, the Vikings and the Crusades, among other things.  During this time we will read The Epic of Gilgamesh (the first known literary epic).   Students will keep blogs of reflections and classwork.  The class will develop projects, give presentations, take tests, and watch episodes of Crash Course: World History and The Great Courses: World History.

The second semester will deal with The Renaissance, the Industrial Revolution, the Rise of Imperialism, World War I and II, and the Cold War.  Again, students will keep blogs of reflections and classwork, develop projects, give presentations and take test.  We will also be reading one book that corresponds with the time period.

Grades will be weighted according to the following:

Blog writing = 20%
Homework/Daily work = 10%
Tests = 30%
Projects = 30%
Quizzes = 10%

If you ever need to get ahold of me you can email me at fieldingkent@hotmail.com.  I check my email every night.

Welcome

Welcome to World History!