Ms. Westgate's CAWS website

Welcome to the Story of Human Existence

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Our first task will be to discuss what features determine whether a society is a civilization through an exploration of how early man developed and moved from kinship groups to societies and then formed civilizations. Because early man did not keep detailed records of their lives, we rely heavily upon the findings of archaeologists and anthropologists for information about early man. Historians work closely with anthropologists and archaeologists when telling the story of civilizations who do not keep a written record or when the record leaves many details about everyday life out. We will learn a great deal about what anthropologists and archaeologists do and how their continuous field work builds upon and sometimes alters what we know about the history of humans.
We are now entering the exploration of ancient civilizations. Our next stop is Ancient Egypt!!

Our Learning

 Below are brief summaries of each days activities with the lesson plans and any other materials we used.

We are going to the ROM!!!

We voted on Wednesday and we are going to the ROM. The new date is Tuesday 14 December 2010. We are going to get a guided tour on Ancient Greece and Rome, spend the middle part of the day touring the museum on our own, and then end the day with a guided tour of the featured exhibit of China's Emporer Terracotta.  To see what we will be doing go to the ROM online!!  WE LEAVE Tuesday 21 December 2010 AT 730 AM and return at 630 PM. I can't wait!!!
The cost of the trip will be $45 each person. We will fundraise this month and December. Any money we raise after the trip will be credited back to students equally.

The last three days before exams January 2011

We learned from each other about civilizations. It was fantastic!! Battles were held on Tuesday and the Emperor was Cody and Sparta became the Empire!! It was heated and impassioned and a close fight between Japan and Sparta. In the end, Sparta's mindset and military might (every citizen was a highly trained soldier) that defeated the fierce Samurai and Ninja.
Wednesday we watched the remainder of kingdom of Heaven and our favourite clips from Monty Python's The Holy Grail and celebrated the birth of the new Empire. Thank you to all who brought food and libations for the feast.
On Monday you were given the exam preparation and two index cards that you can make notes on and bring into the exam to use. Below is a copy of the prep. If you need index cards, please come by the CAWS office and get a couple.
final_exam_prep.docx
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Tuesday 11 January 2011

To begin today we wrote out the words to the children's song and game "Ring around the Rosie" and put them into their historical context. Students were quite horrified that they enjoyed this song and game knowing where it came from. We also discussed briefly the game "London Bridge is Falling Down" and I opened it up for students to find other children's songs, fables or stories and put them into their historical contexts. We then watched parts 7 through11 of The Dark Ages and responded to the corresponding questions. We started going through to make sure everyone had responses down and will continue that on Thursday and then decide what we would call this period in European history.

Monday 10 January 2011

Happy New Year and welcome back!! We started right in on the Dark Ages today. We will watch the first six parts of the History Channel documentary entitled, The Dark Ages and respond to corresponding questions today and finish it tomorrow. There are 11 parts and the link is in the lesson plan below.
monday_january_10_dark_ages_documentary.docx
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the_dark_ages_documentary_questions.docx
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Thursday 23 December 2010

We learned from eachother today. Student groups shared how their civilization celebrated during this winter solstice period. Thank you to all who participated. It was a nice relaxing day. I brought in sheets and we learned how to make Roman togas and a few students paraded the halls in their new attire. . . hahaha. Our unit test on the Mediterranean will be on Wednesday January 12th, 2011. You were given a study guide to help you prepare so I am sure you will all excel. Happy Holidays everyone!!! See you in 2011.

Monday 20 and Wednesday 22 December 2010

Using the text, Echoes From the Past, we explored the Spread of Christianity that was made possible by the Roman Empire. In doing so, we learned about the Jewish diaspora and many times in the history of the Roman Empire alone that Jewish people suffered persecution and ghettos. We learned about some reasons the Roman Empire fell and discussed other possible reasons for the fall of Rome. To reinforce what we read, we watched Engineering an Empire: Rome. Tomorrow we are off to the ROM!!!
monday_20_december_2010.docx
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Friday 17 December 2010

We worked on our culminating tasks in the computer lab today.

Thursday 16 December 2010

We explored the military might of the Roman Empire. Students were to create a list of the armor, weapons, what men of the legions carried while on campaign, duties, and military strategies while watching Ancient Warriors: The Legions of Rome. We shared our lists so that everyone had a complete list. We then rated Rome in terms of political and military organization on our Civilization organizer.
For the remainder of the period we watched some of Engineering an Empire: Rome to get a visual for what we have been learning. Students were to create a list of the innovations and contributions the Romans made to civilizations then and now.

Wednesday 15 December 2010

In groups, students either created a timeline for Gaius Julius Caesar or completed an organizer on Daily Life in the Republic. Students shared and I will copy the information so everyone has all the information. Well done!!
We then read the text and learned about some of Augustus' successors and discussed which emporer was the most successful and why.  Most of the class felt that Trajan was the most successful because he expanded the Empire to its largest and ruled fairly enough that he did not have enemies who assassinated him.
wednesday_15_december_2010.docx
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accomplishments_of_augustus.notebook
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Tuesday 14 December 2010

Due to the horrible weather conditions in and around Barrie, we did not go to the ROM yet again. We will try for next Tuesday. So we learned a little latin via YouTube. Open the file below to access the links and practice on your own!! There countless more which speaks to how much of a language legacy the Ancient Romans left.
tuesday_14_december_2010_latin_lessons.docx
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Monday 13 December 2010

Everyone is excited about the trip tomorrow. Hopefully,  the weather will be in our favour. Listen to the Moose for cancellation news, if any. We watched Ancients Behaving Badly:  Julius Caesar. Some students worked on the text work as they listened.

Friday 10 December 2010

Students completed a self-evaluation of their play performance. We watched a documentary of the Republic of Rome and answered questions.
the_roman_republic_10_december_2010.docx
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blm_2-13.doc
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Thursday 9 December 2010

Students performed their plays The Judgement of Paris and The Trojan War Part I. It was fantastic!! You are getting more comfortable with each other and so the dramatizations were the best yet, overall!! Tomorrow you will evaluate yourself and reflect what these plays taught you about the Roman and Greek worldview.
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Wednesday 8 December 2010

Students worked on a text task which covered the rise of Rome (pp.163-173).
the_romans_text_assigment_pp_163_to_173.docx
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timeline_of_ancient_roman_empire.docx
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Tuesday 7 December 2010

This was supposed to be trip day but the weather prevented that from happening. Thank you for understanding. We rescheduled our trip for next Tuesday. We watched Ancients Behaving Badly: Hannibal of Carthage. He led the Carthaginian army through the Alps to fight the second Punic War with Rome. Although he lost, the numbers of Romans who lost their lives even in a single days battle was a staggering 50 000 or so!!

Friday 3 December 2010

It is a SNOW DAY!! There is a PD DAY on Monday as well so enjoy your LONG weekend!!

Thursday 2 December 2010

We watched an animated depiction of the story of Persephone. This was how the Romans explained the seasons. Students continued practicing their plays today.
thursday_2_december_roman_mythology_and_plays.docx
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Wednesday 1 December 2010

Today we explored Greek Mythology which speaks to their system of beliefs. We looked at the creation myths and the main Gods. Students then looked at the book of mythological plays and groups selected a play that they will practice and perform. We will begin Rome tomorrow with the exploration of the mythology they share with Ancient Greece. This will be done with students having time to practice their plays. Student groups will be required to explain to the class what the message of their play is and we will discuss what each myth tells us about the Greek and Roman worldview.
mythgods.ppt
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the_roman_gods_family_tree.docx
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greek_creation_myths.docx
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ancient_history_sourcebook_religion.docx
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principal_gods_of_greek_mythology.docx
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Tuesday 30 November 2010

We continued our exploration of Ancient Greece. We finished our discussion of the PowerPoint on Alexander the Great and then explored the contributions of the Ancient Greeks to civilization, many of which we still revere today. This was done through a discussion of another presentation.
alexander_the_great.ppt
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ionian_philosophers_science_and_math.ppt
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greeklegacies.ppt
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Monday 29 November 2010

We had our work period today because of the "snow day" on Friday. Tomorrow we will continue with Alexander's contributions and the Hellenistic Age and then explore some of the great contributions the Ancient Greeks make to civilization both in thought and deed.

Friday 26 November 2010

This is a work period in the computer lab room 147 for the ultimate culminating task. Stay  focused and work hard.

Wednesday 24 and Thursday 25 November 2010

We read an excerpt from Herodotus on Persian culture. Through it we learned a lot about the Persians as well as the Greeks because it was written from the perspective of a Greek historian so was rich with comparisons and contrasts. We then began looking at what were the causes of the Peloponnesian War that followed the Persian War and some of the events that took place. War is a misnomer because both those wars were really a series of battles over very long periods of time.  We did a shared read of our text pp. 130 - 133. Students are to read pp. 133 - 136 for tomorrow. We are going to create a timeline for the Peloponnesian War as a class. We will then learn about Alexander the Great of Macedonia, the Classical Moment and what happened to Greece during the Hellenistic Age heralded in by Alexander's death. We will continue this on Thursday.
wednesday_24_november_peloponnesian_war.docx
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Tuesday 23 November 2010

We put the film 300 in historical context today and flushed out the events that it depicted. We also read an article from a paleozoologist. Click on the lesson plan below for all the links to what we saw and learned. I then put forth the question: Can films be used for historical inquiry? Are they a valuable tool for the study of history? We had a great discussion and came to  the conclusion that they provide visual and cultural information that texts cannot and often motivate us to research or learn about a historical event or actor but must always be watched with a critical eye and questioning mind. To see historians critically analyze 300 watch below.
tuesday_23_november_300_and_history_compared.docx
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Monday 22 November 2010

We watched the rest of 300 and then discussed questionable depictions, possible historical inaccuracies and these we need to know more about before we can critically analyze the film for its historical value. I will see out the answers and show you where I got the answers tomorrow using the SmartBoard. Great critical viewing!!

Friday 19 November 2010

I was at a conference while you watched the first half or so of 300. I am sure you enjoyed it. Remember to watch with a critical eye. We will finish the movie and debrief on Monday.

Thursday 18 November 2010

We discussed the Persian Wars (492 - 449 BCE) and talked about thinks to look for when watching 300 tomorrow.

Wednesday 17  November 2010

 Students were given handouts from a great book titled, Traveler's Guide to  the Ancient World: Ancient Greece: Athens and its Environs in the Year 415 BCE by Eric Charles. To practice active listening and note taking from a lecture, I gave a lecture on Athens (Attica) discussing the various aspects of Athenian society and relating it to our criteria for civilizations. I had an outline projected that assisted students in organizing their notes and following the lecture (as well as keep me focused).
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travelers_guide_to_greece_map_color.jpg
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travelers_guide_to_greece_the_gods.jpg
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travelers_guide_to_greece_serving_the_gods.jpg
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travelers_guide_to_greece__acropolis.jpg
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Tuesday 16 November 2010

We shared the information we included in the chart that was homework and then went through the Powerpoint on Minoans and Mycenaeans. We discussed the content as we went and added details to our charts. Students worked independently on the remainder of the questions from yesterday.

Monday 15 November 2010

We finished watching Engineering an Empire:  Greece today and did a shared read of the textbook pp. 101-105 and answered questions about Minaon and Mycenaean societies as part of early Greece. Students were to finish reading to page 110 and complete the graphic organizer describing Minoan and Mycenaean societies. We will go through a PowerPoint on the Minoans andMyecenaeans tomorrrow, work on the remainder of the questions, and make any additions to our organizers that are needed.

Friday 12 November 2010

We watched about 15 minutes of The Rise  of Greek Civilization and took notes of main ideas. We then watched 4 of the 5 parts of Engineering an Empire: Greece and students were to write 5 points of interest down for us to address. We will finish watching this documentary on Monday. HOMEWORK:  Read pp. 101-110 in our textbook.  To watch all parts search on Youtube for Engineering an Empire - Greece.

Thursday 11 November 2010

We went to the Remembrance Day ceremony. It was powerful and tasteful. Thank you to everyone who participated!!

Wednesday 10 November 2010

Mr. Liadis came to class and taught us about Greek writing and language. He will come back again soon to talk about Greek culture.

Tuesday 9 November 2010

We are in the computer lab, room 147, working on the ultimate culminating task.

Monday 8 November 2010

To start the class we did some deep relaxation. Students wrote their unit test on Ancient Egypt. If they finished early, they were to read pages 102 to 110 in our textbook, Echoes From The Past, and take jot notes of the main ideas.

Friday 5 November 2010

Due the stress level of the class because of mid-term exams, I thought it best to learn an Ancient Greek game rather than sit and watch a documentary. We learned about an Ancient Greek game that was played by women, children, military, and elderly called Episkyros. We then played two matches!! We also did a bit of Egyptian belly dancing: we worked on hip isolations and students learned that it was more difficult than it looks and works your abs.
We talked about a task that students will work in groups on during the Mediterranean unit. Students groups will choose a game, they will teach us who played it, when it was played and how it was played. The class will then play their game and give feedback to the teacher team as to whether their instructions and guidance made playing the game easy or not. This will be done during the next couple of weeks. Details will be given next week.
Monday is our unit test on Ancient Egypt.

Thursday 4 November 2010

We finished watching the documentary on Jerusalem and then students recorded on chart paper everything they know about Ancient Greece and the Rome. They  worked in groups and shared their knowledge. It looks like we have some experience with the Mediterranean. Tomorrow we will watch Engineering and Empire: Greece.

Wednesday 3 November 2010

We watched Cradle of Civilizations: Jerusalem - Three Faiths, one God and answered questions. We will finish the last three questions and last 12 minutes of the documentary tomorrow.
jerusalem_documentary_questions.docx
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Monday 1 and Tuesday 2 November 2010

We began test prep today. Our Egypt unit test is Monday 8 November 2010. Below is the test prep information sheet. This will be what is on the test so prepare well and you will be succesful.
ancient_egyptian_civilization_unit_test_study_sheet.docx
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Friday 29 October 2010

It's Film Friday!! We will watch something on the Nubians who became known as the Black Pharaohs called Journeys the the End of the Earth: Nubia - Black Pharaohs of Africa. There are three parts. The videos are provided so that you can see who the Nubians are and were and the monuments that were built there both by the Egyptians when the ruled Nubia and the Nubian kings who adopted Egyptian culture and beliefs and then ruled Egypt when order was desperately needed. Students were given the National Geography article on The Black Pharaohs as well to read over the weekend. Highlight and take note of key points. We will discuss the article on Monday. To read the article online and view the images click National Geographic. We did a shared read of the two pages of the article The Black Pharaohs from National Geographic. Students were given a hard copy to read over the weekend. It contains most of the information required to respond the the questions:
Who were the Black Pharaohs?
When did the rule Egypt?
What did the do for Egyptian civilization?
We will discuss the article on Monday.

Thursday 28 October 2010

To close our dicussion on Egypt, we learned about the Egyptians worldview through their theology and colour symbolism.
To begin, I handed students out a list of heiroglyphics and their meanings. We will take these with use when we go to the ROM and decypher the texts we see!!
ancient_egyptian_symbols.docx
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worldview_of_ancient_egypt.pptx
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Wednesday 27 October 2010

The rest of the plays were performed today. It was great to see students come out of their comfort zone and really work on making their plays entertaining and believable. Students completed a self-evaluation which I read and placed in their portfolios.  Below are all the myths that students turned into plays and performed.

mythology_play_performance_self-eval.doc
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the_story_of_re.docx
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the_doomed_prince.docx
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the_shipwrecked_sailor.docx
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Tuesday 26 October 2010

Students had their final play rehearsal period. We watched The Story of Re and it was very entertaining!! Well done! I can't wait to see the others. Students peer evaluated and will evaluate each play as it is performed. We will do a self-evaluation and reflection on Wednesday. Tomorrow is play performance day!
ancient_egyptian_mythology_dramatization_checklist.docx
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Monday 25 October 2010

We finished Cleopatra: A Portait of a Killer. Students then responded to the following questions and handed them in during class:
              Who was Cleopatra?  What does learning about Cleopatra tell you about the time period when Egyptian civilization was falling and the Roman Empire was rising? 

Friday 22 October 2010

We watched Out of Egypt: Shape of the Gods . Unfortunately, we were only able to see the first 13 minutes so we began watching Cleopatra: A Portrait of A Killer. We will continue watching on Monday and do a summary.  We finished at part 4/6; 9:02 of 10:01. The link for the documentary is  http://press.discovery.com/ekits/out-of-egypt/template.cfm?page=episode-1

Thursday 21 October 2010

We learned from another student teaching team today!! We learned about everyday life and how much religion permeated everything the Ancient Egyptians did.
Students rehearsed their plays. We also voted in our school mock municipal election. May the best candidate win!!
Tomorrow we will be watching Out of Egypt:  Shape of The Gods. Bring snacks!! Students will write a summary of what they learned.  We will rehearse the plays with any remaining time.

Wednesday 20 October 2010

Students went through their plays deciding on roles and dramatization ideas.

Tuesday 19 October 2010

Students are researching mythology of Ancient Egypt and groups are going to choose a myth to dramatize. They are free to create a play any way they want as long as it is the myth. This is an extension of what we did when we dramatized an existing play about Gilgamesh. I am looking forward to seeing the plays!! Let the competition continue. The site we will be using is Ancient Egypt: The Mythology  http://www.egyptianmyths.net/section-myths.htm

Monday 18 October 2010

We did a shared read of the text on Women in Ancient Egyptian society and agriculture. We completed a mind map of all the features of agriculture and then rated Egypt in our organizer for how intensified their agriculture was. We completed an  organizer on how women fit into Egyptian society. We discussed what we read and made excellent inferences to chart women in terms of social roles, status, rights, economic power, political power, and freedoms. We also read and discussed the chart on the major rulers we should know about and also the rules for painting portraits. Many connections were made to all the things we have read and seen so far. I gave out the organizer for the progress from mounds to pyramids. You also have the organizer for burial practices that we will fill out in the future as a review. They are in word format so you can type your added information right on
blm_1-13.doc
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blm_1-19.doc
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blm_1-20.doc
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blm_1-14.doc
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Friday 15 October 2010

We learned from classmates about how Egypt met a specific criteria of a civilization. We learned about merchants and trade and also about specialized occupations. We then rated Egypt in our organizer in terms of those areas.
Monday we will continue learning from our peers!! Students will self evaluate and reflect on their experience in  the teaching role once all the lessons are taught.
how_ancient_egyptians_traded.pptx
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Thursday 14 October 2010

You have a work period with the laptops and resources available in the room. I was at a seminar so there was a supply teacher in the room. I hope you were focused because whether you are ready or not, you teach tomorrow. Just like what we as teachers face every day. Now you are in my shoes and I am in yours.

Remember,  be creative. Think  of the best way you would like to learn the information and then teach it to the class that way. You could use myths, music, art, drama, documentary clips, diagrams, mind maps, role playing, the list goes on. Think of the different ways you have learned information in this class so far this semester!! Remember, you must be prepared to teach on Friday because just like your teacher, something has to be taught each day one way or another.

I look forward to learning from you tomorrow!!

Wednesday 13 October 2010

I modeled a possible way you could teach the class about how Egypt met a specific criteria of a civilization. I used Science as my criteria. Afterward we discussed how it could be improved and brainstormed possible options. You then got in small groups and chose a criteria and began exploring and planning how you were going to teach the class. Thursday will be a work period for this and Friday you will teach!!
scientific_innovations_of_ancient_egypt.pptx
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Tuesday 12 October 2010

We finished watching Engineering and Empire: Egypt and responding to the questions. We will have a simillar format when we view other documentaries. Tomorrow I will model a possible way you  could teach the class about how Egypt met one of the criteria for a civilization. Then you will work in small groups on your own lesson about a specific criteria. Friday, you will teach the class!!

Friday 8 October 2010

We watched Engineering an Empire - Egypt and answered questions.

Thursday 7 October 2010

We went through the and discussed the PowerPoint on Ancient Egypt and completed some of the sections of our graphic organizer on the Timeline of Ancient Egypt. Students will have to complete the timeline for homework using their text book, Echoes From the Past. 
egypt.ppt
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blm_1-12.doc
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Wednesday 6 October 2010

Students worked on the computers planning their civilization ultimate culminating activity. I gave them the assignment and checklist that they will be marked by. You can find them below under Tuesday. Thursday we will learn about the timeline of Ancient Egypt through completing an organizer using our textbook.

Tuesday 5 October 2010

Students completed a self-evaluation of their experiences creating Ancient Egyptian hieroglyphic art. Some students posted their works on the walls. I collected the documentary summaries.
We went through the ultimate culminating task to finalize it. Any changes will be made and the task will be posted in the class and on the website tomorrow. I will provide a list of civilizations which is in no way extensive or complete. We will have computer time this week to explore the possible civilizations so that students can select their groups and sign up for a civilization later this week.
hieroglyphic_art_self_evaluation.docx
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chw3mr_ultimate_culminating_task.docx
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list_of_ancient_civilizations_for_culminating_task.doc
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civilization_ultimate_culminating_task_checklist.docx
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Monday 4 October 2010

Students watched a documentary on the Rosetta Stone. They will hand in a summary of what they learned and any reactions to the documentary (reflection) that they had. This will be collected on Monday for learning skills.

Friday 1 October 2010

While finishing up the hieroglyphics we watched a documentary on Ancient Egypt called Secrets of the Pharaohs.  Students listened and were to write a brief paragraph summary of things they learned that they found interesting. The summary is due on Monday.

Wednesday 29 September 2010

We explored Egyptian hieroglyphic writing and art. Students learned how to write their names in hieroglyphics and created their own hieroglypic poster that included their name and other images of their choice.  I provided all the supplies and students supplied their creativity and skill.  The webites we utilized were: http://www.eyelid.co.uk/hiromenu.htm and the British Museum site for inspiration and further information (http://www.ancientegypt.co.uk/writing/home.html).  
We worked on these on Thursday and Friday. We will do a self-evaluation on Monday.

Tuesday 28 September 2010

In response to some poor classroom etiquette, we discussed the concept of 3 Before Me which is to ask three classmates before looking to me. We also created anchor charts on what active listening is, looks like. sounds like, and feels like when you are on the receiving end. These anchor charts have been posted in the room and improvements have been made already!
We created portfolios today. Students can add to the outside whenever they have a spare moment. We put our first quiz inside and will add activities throughout the course. This will allow you to see how far you have come and how much you have learned!!
As a shared read, we read pp. 55 - 56 in our Echoes From the Past  textbook discussing and recording how geography impacted Ancient Egyptian civilization in their chart. Students identified regions on their own map of Egypt using page 55 on the text. 
blm_1-10.doc
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ways_each_geographic_feature_influenced_egyptian_society.docx
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Monday 27 September 2010

Today we rated Mesopotamia in our graphic organizer using the criteria of a civilization.
We began our exploration of Ancient Egypt with a few videos. We began with the computer generated restoration of Ancient Egypt. We then watched a brief history of Egypt, explored the British Museums site and did some of the activities there. We will use this site throughout our exploration. We ended the class watching a video on the architecture of Egypt as it is now as a way to compare with how it was in it's height. Which is what the first video showed us.
You were able to look at your quizzes. I was very pleased with the results. All your focused study paid off. I will be marking your essays this week. Remember the focus is feedback and citations. This is the first essay and there will be an opportunity to improve.
Do some research using your textbooks, the internet and library on different ancient civilizations so you can start thinking about what civilization you would like to do for your ultimate culminating activity. We will go through the task tomorrow and finalize what we want to do. I will post a civilization sign up sheet later this week so that we will have that finalized by Friday. Think about who you want to work with you and be in your civilization. Try to incorporate people with a variety of skills and abilities.

Friday 24 September 2010

Today is Mesopotamia wrap up day. We will watch the second PowerPoint on Mesopotamia and discuss the pros and cons of each of them to decide which one is best for future use. After that, we will dramatize a play on Gilgamesh in groups and present to each other and play an ancient Mesopotamian board game called Ur.
mesopotamia_modified.ppt
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Thursday 23 September 2010

Unit test day!! Finish scrapbook activity quiet independent work when finished test.

Wednesday 22 September 2010

Today we did some Mesopotamian math as a warm up. While you worked on that , we listened to ancient Babylonian music being played on a replica 3000 year old lyre and viewed images of Ancient Babylonia and Mesopotamia:
http://www.youtube.com/watch?v=jU7wScXYTkM. We watched another video on the Ziggurats made to Metallica: http://www.youtube.com/watch?v=XnWpBwmi6_o&feature=related.
You were given some informative handouts on Mesopotamia and we went through and discussed some of the Hammurabi Laws. We looked at the coneiform writing and noted how the symbols went from simple to more abstract and complex and discussed why that occured - people became more complex thinkers, shows the separation of classes so that only the wealthy well-educated could read them (like the middle ages), and so on.
The rest of the period was a work period for prepping for the test, finishing the scrapbook activity or essay (which is due on Friday). I am confident that everyone will do well on the unit test. Friday will be a Mesopotamia wrap-up and Monday we will begin Ancient Egypt!!

Tuesday 21 September 2010

We watched a slideshow on Mesopotamia (http://www.markville.ss.yrdsb.edu.on.ca:80/history/16th/Mesopotamia_files/frame.htm).  There was a great deal of discussion while we went through it and because of it, I will fill in some gaps and field test another PowerPoint presentation on Thursday after the test or Friday.
I gave you the test to use as a study guide. Those who take the time to go through it will excel in the test. As I mentioned in class, the first and second questions are each worth 5 marks. The map exercise is worth ten with bonus marks for any correct labels beyond that. The fourth question is worth 11 marks and the fifth worth 4 for a grand total of 35 marks. Therefore, bonus marks will be capped at a max of 35/35.

Monday 20 September 2010

We finished watching and discussing the slideshow on Paleolithic and Neolithic societies.
Students were given the option to work on a scrapbook activity using their textbooks and the Civilizations coiled text
 (http://seekonk.sharpschool.com/webquests/ancient_mesopotamia)
**For exploration #2 have them go to http://www.ancientscripts.com/cuneiform.html
Use your text or the Civilizations text for exploration #3 (government)
For exploration #4 on the wheel, draw it on paper.
For the report, you can write a report or a story board following the format in the web quest.
OR
 doing a webquest (http://www.markville.ss.yrdsb.edu.on.ca:80/history/16th/Living_Stone%20Age_files/frame.htm). 
There will be a test on this unit on Thursday.

Friday 17 September 2010

We discussed the PowerPoint presentation on pre-history. We will finish the presentation on Monday. I will give you a graph that will represent the evolution of humans in visual form and we will discuss. We will then begin Mesopotamia.
September 12, 1940 : Lascaux cave paintings discovered
     Near Montignac, France, a collection of prehistoric cave paintings are discovered by four teenagers who stumbled upon the ancient artwork after following their dog down a narrow entrance into a cavern. The 15,000- to 17,000-year-old paintings, consisting mostly of animal representations, are among the finest examples of art from the Upper Paleolithic period.
     First studied by the French archaeologist Henri-Édouard-Prosper Breuil, the Lascaux grotto consists of a main cavern 66 feet wide and 16 feet high. The walls of the cavern are decorated with some 600 painted and drawn animals and symbols and nearly 1,500 engravings. The pictures depict in excellent detail numerous types of animals, including horses, red deer, stags, bovines, felines, and what appear to be mythical creatures. There is only one human figure depicted in the cave: a bird-headed man with an erect phallus. Archaeologists believe that the cave was used over a long period of time as a center for hunting and religious rites.
     The Lascaux grotto was opened to the public in 1948 but was closed in 1963 because artificial lights had faded the vivid colors of the paintings and caused algae to grow over some of them. A replica of the Lascaux cave was opened nearby in 1983 and receives tens of thousands of visitors annually.
Show images: 
http://www.lascaux.culture.fr/index.php?lng=en#/fr/02_00.xml

We went through a chunk of the slideshow (link below). We will finish it on Monday.
Living in the Stone Age slideshow from http://www.markville.ss.yrdsb.edu.on.ca:80/history/16th/Living_Stone%20Age_files/frame.htm
 

Thursday 16 September 2010

We worked on the essays in the computer lab. To make your life easier, here are the citations for the two sources we viewed in class.
For footnotes:

Top Documentary Films, “Ötzi: The Iceman Murder,” Accessed September 10, 2010, http://topdocumentaryfilms.com/otzi-the-iceman-murder/. 

 James H. Dickson, Klaus Oeggl and Linda L. Handley, “The Iceman Reconsidered.” Scientific American, (May 2003): page#.

 For bibliography or Works Cited Page:

Top Documentary Films. Ötzi: The Iceman Murder.” Accessed September 10, 2010. http://topdocumentaryfilms.com/otzi-the-iceman-murder/. 

 Dickson, James H., Klaus Oeggl and Linda L. Handley. “The Iceman Reconsidered.” Scientific American. (May 2003):70-79.

Wednesday 15 September 2010

I gave you the citations guides and we discussed them and fielded questions. We worked on paraphrasing and also what should be cited and what doesn't need to be. Hopefully, that helped. It's a skill that must be practiced. To be safe, cite anyhing you aren't sure of. I will give lots of feedback. This is really an essay for practicing citations above all.

Tuesday 14 September 2010

We had an assembly today. When we returned, we finished reading and highlighting the Civilizations pages on the Neolithic period. We talked a bit more about the essay and citations and took some time to find quotes for the essay.
Monday 13 September 2010
TOPIC: We gathered plants that we believe are edible, searched the internet for their proper and common names and whether we were right. We compared our ability to survive to the neolithic people. Essay topic and acceptable writing formats. The importance of citing everything that was not your idea or your did not know before you began researching. This is the first essay of the course and will respond to the question: Who was Otzi and what happened to him?
CHW3MR Block C First Essay Topic

Respond to this question for their THESIS:  Who was Ötzi and what happened to him 3500 years ago?

Using the information on this reading and the documentary (and any other sources), defend your position. If you are suggesting another theory, provide evidence from the reading and documentary to defend it.

Write a 2 to 3 page essay using either the APA or Chicago Style formats. What I want to see is citing everything that is not your own ideas or words. Give credit to those who you learned from.

If using Chicago style, the format of placing footnotes on the bottom of each page that correspond to the citations or using a page at the end of your paper (before your bibliography) to list your citations in chronological order are both acceptable.
 
Try to incorporate and put in your own words the evidence you are using to make your argument as much as possible. This will make your argument more convincing than if you constantly plug other people’s words into your essay and use big quotes. If you need to use a long quote because they just say it best, in this short essay, I will only accept one. 

Make sure you keep precise records of the quotes you use so that you are not scrambling to find them when it’s time to write your foot or end notes. Cue cards are very effective for this purpose. When you find something that you want to use in your paper, write the phrase down and then write the bibliographic information below it. Put one quote on each card. With this method you can decide what order you want to use them and then write your paragraphs with a strong focus. 

We have computer time in room 147 on Thursday for writing. 

This essay is due on Friday, September 25, 2010.
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Friday 10 September 2010
TOPICS: Viewing a documentary with a focus in mind. We watched the BBC documentary on The Iceman taking notes to gather evidence for our essay. The essay will respond to the question:  Who was Otzi and what happened to him?

We are gathering plant life on Monday and then identifying both it's latin and common name and if they are edible plants. We are comparing our skills at survival to the neolithic people.  Dress for the weather.
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Thursday 9 September 2010
TOPICS: Definition of terms and why they are important to our course (pre-history, history, archaeology, anthropology, civilization, empire, primary and secondary source, society. We worked in groups and then shared our definitions and put our posters on the classroom walls.The characteristics a civilization must possess: agricultural intensification, complex social structure, centralized government, merchants and trade, development of science and writing, state religion or belief system.  We began reading pages 7 through 11 of Civilizations on the "Neolithic revolution." As we read we decided what was important and highlighted those parts of the text.
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Wednesday 8 September 2010
TOPIC:  Could you survive as a hunter-gatherer? (http://www.proprofs.com/quiz-school/story.php?title=could-you-survive-today-as-huntergatherer). Understanding the importance of archaeology to history. Exploring archaeology webquest at http://www.atlantis-webportfolios.com/world/archaeology_webquest.html#top. Students worked in pairs on a webquest. Their cyberslouthing led them to many interesting places and we all learned a great deal from their research.
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