Ancient Egypt - Alligators, Hippopotamuses, & Mummies, Oh My!

I hope you are enjoying learning about Ancient Egypt. By this point, you should have some good background in the subject. Don't forget to count Mummies, Tombs, and Treasure by Lila Perl on your Reading List as a nonfiction (informational) book. You should have read about 1/2 of Chapter 4 (pgs 86-113).

If you need the Egypt Book Instructions, click here.
If you need the Egypt Book Glossary page, click here.
If you need the Egypt Book Pages, click here.
If you need the Egypt Book Rubric, click here.
If you need a copy of the Egypt map, click here.
If you need a copy of the Egyptian hieroglyphics, click here.
If you need pages for the cover or any inside decorations, click here.

I will update the links on the right to help you find Egypt information.

May your life be long and Ma'at judge your heart lighter than a feather...

Meso(between)Potamia(rivers)

We're on to Mesopotamia, also known as the Fertile Crescent! These people would not have called themselves that...it is a Greek word (see ROOTS above) that means "between the rivers". I have updated the links to the right for websites that have interesting or helpful information on the G.R.A.P.E.S. of Mesopotamia...

Thoughts for the new school year...

Geography is how we "understand" our location. There are 2 ways to look at it: 1) absolute - which is precisely where you are, including GPS latitude and longitude, and 2) relative - yep, what it's like or next to, just like your family. How are you like your family members? How does that describe you? Think about Utah...we could say it's bigger than Missouri and smaller than New Mexico. But does that tell you everything you need to know? You might be older than your sister but younger than your brother. We could say it's east of Nevada and west of Colorado...you might live between your two best friends. How do those things define who we are?

Museum...title soon coming

Period 2 is working on our museum. For an example of what your process paper might look like, click here. It's unfinished, but it gives you an idea of what I'm looking for.
Good luck! I think that the Graphics group and the Publicity group need to get together early next week to combine ideas, as do the Floor Design and Logistics groups.

Museum for Period 2

2nd period...please read over this post and give some thought to our museum. You may comment to this post.
Exibition Theme

• Change over time
• Revolution
• How did we get here?
• My favorite invention
• My favorite time period
• My favorite historical figure
• Heroes or Villains?
• Greatest Victory or Greatest Blunder?
• 
  

from 1500 - 1950 ? no Greece, Rome, Egypt...

? must include: ?

timeline

short essay/process paper

physical artifacts/reproductions

photographs/pictures/

primary sources

secondary sources

original material

artistic/scientific connection

Displays

Publicity

Links:

http://www.24hourmuseum.org.uk/downloads/mclass.pdf

http://www.teachgreece.org/Study_Guides/Classroom_Museum/index.htm

http://www.smithsonianeducation.org/educators/lesson_plans/collect/crecla/crecla02.htm

http://www.joshualawrence.com/wp/?p=27

http://tahwindows.com/classroom_museum_2009.pdf

http://edubuzz.org/museums/making-a-classroom-museum/

http://www.metmuseum.org/learn/for-educators

Black Death Period 6

Read the World History Book, (online) pages 540 - 545. Complete the map assignment (both sides), using maps on pages 531, 544, and the map link listed in Period 2's post.  Turn in the map when you are finished, and you can find more information on the Black Death in the Period 2 post.

Black Death Period 2

In order for history not to repeat itself, we need to understand the causes and effects of certain turning points. The Black Death (or Black Plague, or Bubonic Plague) was one of those turning points for Middle Ages Europe. Please use the following websites to research about the plague, as well as the packet that you received. You must complete the map in the packet to be turned in. Additionally, you should comment on this blog and answer these questions:

1) Imagine that you are a doctor during the Black Plague...what advice would you give to your patients?

2) Imagine you are a victim of the Black Plague...would you rather survive or die of the disease? Why?

If you go to the Brain Pop movie, you will have to sign in...

http://www.brainpop.com/socialstudies/worldhistory/blackdeath/

http://www.eyewitnesstohistory.com/plague.htm

http://www.themiddleages.net/plague.html

http://www.medicinenet.com/plague/article.htm

http://web.cn.edu/kwheeler/documents/Black_Plague.pdf

http://www.historyforkids.org/learn/science/medicine/plague.htm

http://science.nationalgeographic.com/science/health-and-human-body/human-diseases/plague-article/

http://www.schoolhistory.co.uk/games/fling/plague/index.shtml

http://www.bbc.co.uk/history/british/middle_ages/black_01.shtml

The Middle Ages

The Middle Ages is one of the most exciting units we learn all year! There is way more information than we could ever manage in class...feel free to spend some time looking around with the Online Resources to the right. Have some fun learning!

Run!!!! The Vikings are here....

For today, I'd like you to click here. You will use this site as a starting point for some additional Viking Research. At the end of our class period today, you will be required to turn in:
1) One complete thought (in sentence form) that explains an additional fact you learned through today's research. For example: "Vikings were known for their round shields, which they used as a defensive and offensive weapon.  They had a center metal "cup" which protected the hand, and at least one metal bar across the back to use for a hand-hold."

2) A cite for that source:
Viking Age Arms and Armor Viking Shields (name of page)
 http://www.hurstwic.org/history/articles/manufacturing/text/viking_shields.htm (web address)

You may write this by hand, or type it onto a Word document.

Roman Unit

We begin our Rome unit on 1/17 with a pretest on Chapters 10 & 11. We will do a variety of activities with this unit, and it will take 3-4 weeks to complete. Students are encouraged to preview the chapters and "test out", earning the ability to design their own study of Rome.