Wednesday, August 23, 2017

Walking with Lucy


 Today's Learning Objective  Learn about the physical and social development of early humans through archaeological discoveries.


Archaeology in Action: Discovering 'Lucy' Read about archaeologist Donald Johanson's remarkable discovery of 'Lucy,' one of our earliest human ancestors, below, and then watch the video as Johanson himself explains the significance of this discovery.



Video: Walking with Cavemen  Today we are going to learn more about 'Lucy,' whose scientific name is australopithecus afarensis. As we watch the beginning of the series Walking with Cavemen, you will take notes about what you learn about this early hominid (human-like) species using the document Walking with Cavemen (Part 1) - Study Guide which you can find in your Social Studies Google Classroom


Becoming Human - An Interactive Documentary Experience  If time permits you may spend more time learning about the origins of humankind by exploring the amazing website 'Becoming Human.' Click the link here and join fossil hunter and the discoverer of 'Lucy,' Donald Johanson, as he guides you through four millions years of human evolution.

http://www.becominghuman.org/node/interactive-documentary

Monday, August 21, 2017

Studying the Distant Past (Day 2)


Video: What is Archaeology?  To begin today let's learn more about the job of an archaeologist by watching the short video below. Then let's read "Clues to the Past" to learn about what archaeologists study to learn about the past. 




Guided Reading: Studying the Distant Past  Next, we are going to read excerpts from your text book related to how archaeologists study the origins of humankind. As we read together and in small groups, I would like you to recognize the text features that the textbook utilizes to organize information and help you find what you need. Notice, for example, how the textbook uses boldface blue type to point out new words, as well as larger type to show titles. Additionally, special information appears alongside the main text.  


Homework  Remember to complete and 'turn in' your Studying the Distant Past - Cognitive Content Dictionary by this Friday, August 25 in order to receive full credit. 

Friday, August 18, 2017

Studying the Distant Past and the Week in Rap



Group Discussion: How do we know what happened in the distant past?  The time before written records is called prehistory. If no one wrote things down long ago, how do we know what happened in the distant past? What sort of things might historians and scientists examine in order to understand what happened in ancient history?  Discuss your ideas with the members of your group and be prepared to share with the class.  

Is there anything that fictional archaeologist Indiana Jones can teach us about how we study and understand the distant past? 



Studying the Distant Past: Vocabulary Study  Today we are going to learn some of the key vocabulary and concepts related to the study of the distant past by using a vocabulary study guide called a Cognitive Content Dictionary (CCD). You will use pages 6 - 11 of your Ancient Civilizations textbook to help complete the assignment Studying the Distant Past - Cognitive Content Dictionary.

Using your CCD you will think about what you already know about the word, include a definition and image, and finally use the word in a sentence.

Flocabulary: The Week in Rap  Not only is it important to understand the past, but it's also critical to make connections to what is happening right now. Many important news events took place this around the world this week. Let's review some of them with our friends at Flocabulary.



Homework  Complete and turn in your Studying the Distant Past - Cognitive Content Dictionary by this Friday, August 25 in order to receive full credit. 

Thursday, August 17, 2017

Rights and Responsibilities and Why We Study History



Student Rights and Responsibilities  As citizens and as members of this classroom community we have both rights and responsibilities. For example, we have the right to learn but we also have a responsibility to work hard. What do you you think some of our classroom rights and responsibilities should be? Today we will brainstorm together and add to the list of rights and responsibilities below. 

We the students have 

  • the right to learn.
  • the right to feel safe.
  • the right to be treated with dignity and respect.
  • the right to have our voices heard. 
We the students have a responsibility 
  • to be ready to learn.
  • to do our best work. 
  • to treat each other and our teachers with mutual respect. 
  • to listen attentively.
  • to work together cooperatively. 

Why Study History?  In our Social Studies course this year part of our focus will be on studying early human history and ancient civilizations. But why? Why should we care about happened thousands or even millions of years ago? Why does what happened in the past matter to us now? Why do we study history in general and why should we care? Turn to the members of your table group and have a discussion about why you think it is important to study and understand what happened in the distant past. Discuss why you think learning and appreciating history is worth our time. 

Next, let's watch a couple of videos that will help us further understand why knowing history is important.


Wednesday, August 16, 2017

Classroom Procedures and Community Building



Classroom Procedures and Expectations  Let's talk a little bit today about some of my classroom procedures and expectations. 




Back-To-School Scavenger Hunt  Let's continue to get to know each other. For each question on the Scavenger Hunt worksheet find someone in class who shares that attribute and have them sign the answer blank for that question, as well as provide additional information. Don't have the same person sign for each question. Avoid talking to people you already know. Be brave and meet new people! We are all in this together!

Monday, June 5, 2017

The Roman Games


Guided Reading: "The Roman Games" Today we are going to learn about some of the forms of ancient Roman entertainment by reading the informative article "The Roman Games" from the Bridges to Literature textbook. You can find "Roman Games" on pg. 306. Before reading, let's preview the 'Key to the Article' below. 


After reading the section 'Chariot Racing,' watch an excerpt of the chariot racing scene from the movie Ben Hur in order to better imagine what this event may have been like. 


After completing the article as a whole, complete the assignment The Roman Games: Think It Through, which can be accessed from your Google Classroom

Video: Colosseum: A Gladiator's Story After completing our work we will begin watching the documentary film Colosseum: A Gladiator's Story As you watch, consider what modern sport/athlete is most like gladiators? How are the two similar?  How are the two different? 

Wednesday, May 31, 2017

Welcome to Ancient Rome



 Today's Learning Objective  Identify the location and describe the rise of the Roman Republic, including the importance of such mythical and historical figures as Aeneas, Romulus and Remus, Cincinnatus, Julius Caesar, and Cicero. 


Warm-Up  Welcome to Ancient Rome. Romulus and Remus are the legendary twin brothers who according to myth founded the city of Rome. Read about Romulus and Remus here and then take the quiz here. Next, we will watch the Romulus and Remus video below.  

  

Introduction to Ancient Rome: Digital Guided Reading Read along with Mr. Dowling as he introduces you to the new rising power of the ancient world - Rome. After reading, complete the Ancient Rome: A New Power Rises (Reading and Fill-in-the-Blank) worksheet that accompanies the text.


The Geography of Ancient Rome: Map Exploration If time permits, check out the site here and using a set of digital maps explore how the geography of Rome changes over time.