Monday, February 29
Bellringer: none
Today students worked on their My Civ projects (see yesterday). They also worked on Rome unit test retakes.
Today students worked on their My Civ projects (see yesterday). They also worked on Rome unit test retakes.
Thursday, February 25
Bellringer: none
Today we discussed the features that all civilizations have. We watched the short story below, Weslandia. Students were then introduced to their My Civ project using the powerpoint below which is due on Mon. March 7. The instructions and graded rubric are also posted below. Students will have four in-class days to work on their projects.
Today we discussed the features that all civilizations have. We watched the short story below, Weslandia. Students were then introduced to their My Civ project using the powerpoint below which is due on Mon. March 7. The instructions and graded rubric are also posted below. Students will have four in-class days to work on their projects.
my_civ_project.pptx | |
File Size: | 918 kb |
File Type: | pptx |
my_civ_assignment.pdf | |
File Size: | 156 kb |
File Type: |
Wednesday, February 24
Bellringer: none
Today students took their final Rome unit test.
Today students took their final Rome unit test.
Tuesday, February 23
Bellringer: none
Today we finished up the powerpoint from yesterday on the rise of Christianity. Students had some work time to retake quizzes, finish book questions or other missing assignments and review for their Rome unit test tomorrow. Students should study up tonight. Here are the self-assessments for each section to review. The test will cover the skills of reading a chart, a map, and a text passage as well and writing a RARE paragraph.
Today we finished up the powerpoint from yesterday on the rise of Christianity. Students had some work time to retake quizzes, finish book questions or other missing assignments and review for their Rome unit test tomorrow. Students should study up tonight. Here are the self-assessments for each section to review. The test will cover the skills of reading a chart, a map, and a text passage as well and writing a RARE paragraph.
rome_self_assess_week_1.docx | |
File Size: | 78 kb |
File Type: | docx |
self-assessment_checklist_week_2.docx | |
File Size: | 37 kb |
File Type: | docx |
rome_self_assess_3.pdf | |
File Size: | 169 kb |
File Type: |
rome_self_assess_week_4.docx | |
File Size: | 40 kb |
File Type: | docx |
Monday, February 22
Bellringer: Students completed the reading below on Roman emperors.
Students received their self assessment charts for the week.
We filled out a prediction chart on the impact of religious beliefs in Christianity. Then, students took notes from the powerpoint below (first half) focused on the impacts of Christianity and the growth of the religion after Constantine adopted it as an official religion of the empire. Students had a few minutes to work on the book questions (posted Feb. 18). The book question assignment is due tomorrow.
Students received their self assessment charts for the week.
We filled out a prediction chart on the impact of religious beliefs in Christianity. Then, students took notes from the powerpoint below (first half) focused on the impacts of Christianity and the growth of the religion after Constantine adopted it as an official religion of the empire. Students had a few minutes to work on the book questions (posted Feb. 18). The book question assignment is due tomorrow.
emperors_reading_001.jpg | |
File Size: | 1053 kb |
File Type: | jpg |
rome_self_assess_week_4.pdf | |
File Size: | 59 kb |
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christianity_precdiction_chart_001.jpg | |
File Size: | 675 kb |
File Type: | jpg |
rise_of_christianity.pptx | |
File Size: | 1114 kb |
File Type: | pptx |
Friday, February 19
Bellringer: Students listened to the reading below on Women in Rome. Then they answered the following two questions:
1. What is the central idea of this passage? 2. How were the women of Rome affected by the Oppian Laws?
Today students had some work time to finish their engineering charts from Wednesday (which were turned in today) and work on the book questions from Thursday (posted Feb. 18). We took our Rome quiz 3 and turned in bellringers for the week.
1. What is the central idea of this passage? 2. How were the women of Rome affected by the Oppian Laws?
Today students had some work time to finish their engineering charts from Wednesday (which were turned in today) and work on the book questions from Thursday (posted Feb. 18). We took our Rome quiz 3 and turned in bellringers for the week.
women_in_rome_001.jpg | |
File Size: | 917 kb |
File Type: | jpg |
Thursday, February 18
Bellringer: Students filled out the worksheet below on Latin roots.
I had a substitute today. Students read out of their history textbooks pages 235-239, answering the map skills questions on page 235, the datagraphic questions on page 237, and the review and assess questions # 1, 4, and 5. They also read pages 240-245 and answered the review and assess questions on page 245 #1-5.
I had a substitute today. Students read out of their history textbooks pages 235-239, answering the map skills questions on page 235, the datagraphic questions on page 237, and the review and assess questions # 1, 4, and 5. They also read pages 240-245 and answered the review and assess questions on page 245 #1-5.
latin_001.jpg | |
File Size: | 867 kb |
File Type: | jpg |
book_p235-245.pdf | |
File Size: | 7346 kb |
File Type: |
Wednesday, February 17
Bellringer: Students read the Home in Rome sheet below and answered the question at the end.
Today students continued to learn about daily life in Rome through the powerpoint below. They added to their cornell notes on Rome. Then students did a carousel- moving around the room and reading the information below- on Roman engineering. They completed the Roman engineering chart below that will be due on Thursday.
Today students continued to learn about daily life in Rome through the powerpoint below. They added to their cornell notes on Rome. Then students did a carousel- moving around the room and reading the information below- on Roman engineering. They completed the Roman engineering chart below that will be due on Thursday.
home_in_rome_001.jpg | |
File Size: | 935 kb |
File Type: | jpg |
daily_life_in_rome.pptx | |
File Size: | 3632 kb |
File Type: | pptx |
roman_engineering_chart.pdf | |
File Size: | 183 kb |
File Type: |
roman_engineering_sheets.docx | |
File Size: | 222 kb |
File Type: | docx |
Tuesday, February 16
Bellringer: Please read through your self-assessment chart and mark your learning so far. Then, what do you think a Roman city is like?
Today students received a progress report printout of their current grade in social studies. We then took a virtual "trip" to Rome using a powerpoint and trip notes below. Students completed the Day in the Life worksheet below which is due tomorrow.
Today students received a progress report printout of their current grade in social studies. We then took a virtual "trip" to Rome using a powerpoint and trip notes below. Students completed the Day in the Life worksheet below which is due tomorrow.
rome_self_assess_3.pdf | |
File Size: | 169 kb |
File Type: |
a_day_in_the_life_-_visit_to_rome.doc | |
File Size: | 37 kb |
File Type: | doc |
a_day_in_the_life_-_rome_worksheet.pdf | |
File Size: | 118 kb |
File Type: |
Thursday, February 11
Bellringer: Who was Augustus? What events led to the creation of the Roman Empire?
Today students turned in their Caesar video questions and our world book questions.
We focused on the economy of Rome. Students read the handout below on Roman roads and trade. They then used the chart below to learn about what goods were being produced in different parts of the empire. We then did a simulation with students divided into groups acting as each province. Some would stay in their province to sell/exchange goods and others acted as merchants buying products from other provinces to meet the needs and wants of the people in their regions. Students found that they had to barter and trade goods and that the relative cost of items varied greatly and could be difficult to determine. During the next trading session, each province was given standardized Roman coins to transact their trading. Students learned that it was much easier to trade using coins and easier to determine the cost of goods. Students were taught that Augustus completely reformed the monetary system in Rome, standardizing denominations and coinage throughout the empire. Trade in the empire was even easier because the cost of many goods was also standardized in the empire.
Today students turned in their Caesar video questions and our world book questions.
We focused on the economy of Rome. Students read the handout below on Roman roads and trade. They then used the chart below to learn about what goods were being produced in different parts of the empire. We then did a simulation with students divided into groups acting as each province. Some would stay in their province to sell/exchange goods and others acted as merchants buying products from other provinces to meet the needs and wants of the people in their regions. Students found that they had to barter and trade goods and that the relative cost of items varied greatly and could be difficult to determine. During the next trading session, each province was given standardized Roman coins to transact their trading. Students learned that it was much easier to trade using coins and easier to determine the cost of goods. Students were taught that Augustus completely reformed the monetary system in Rome, standardizing denominations and coinage throughout the empire. Trade in the empire was even easier because the cost of many goods was also standardized in the empire.
roads_of_rome_001.jpg | |
File Size: | 896 kb |
File Type: | jpg |
roman_trade_001.jpg | |
File Size: | 870 kb |
File Type: | jpg |
Wednesday, February 10
Bellringer: Today students completed the reading below on Augustus and answered the questions at the bottom on their bellringer page.
We went through the powerpoint below detailing Octavian Augustus' life and rise to power signaling the end of the Roman Republic and the beginning of the Roman Empire.
We went through the powerpoint below detailing Octavian Augustus' life and rise to power signaling the end of the Roman Republic and the beginning of the Roman Empire.
augustus_reading_001.jpg | |
File Size: | 891 kb |
File Type: | jpg |
rome_becomes_an_empire.pptx | |
File Size: | 6690 kb |
File Type: | pptx |
Tuesday, February 9
Bellringer: What made Julius Caesar an effective military leader? What made him a successful politician?
Today we finished the film clip on Julius Caesar. Students read from their Our World Books pages 233-34. Students had some work time to retake quizzes and turn in missing assignments.
Today we finished the film clip on Julius Caesar. Students read from their Our World Books pages 233-34. Students had some work time to retake quizzes and turn in missing assignments.
our_world_233-34.pdf | |
File Size: | 1372 kb |
File Type: |
Monday, February 8
Bellringer: Students completed the Hail to the Chief reading below, answering the questions at the bottom on their bellringer page.
Today we compared the theoretical situation of Eugene Jones in the bellringer reading to the rise of Julius Caesar. We watched a brief film on Caesar's rise to power which I am unable to post here. Students may come to make up the films during Powerup, or the powerpoint below contains the major points about Caesar's life. Students answered the following questions on their own paper:
1. What family connection helped Caesar?
2. What areas of land did Caesar conquer?
3. What was the first triumvirate?
4. What was the highest office Caesar was given?
5. How did Caesar die?
Today we compared the theoretical situation of Eugene Jones in the bellringer reading to the rise of Julius Caesar. We watched a brief film on Caesar's rise to power which I am unable to post here. Students may come to make up the films during Powerup, or the powerpoint below contains the major points about Caesar's life. Students answered the following questions on their own paper:
1. What family connection helped Caesar?
2. What areas of land did Caesar conquer?
3. What was the first triumvirate?
4. What was the highest office Caesar was given?
5. How did Caesar die?
hail_to_the_chief_001.jpg | |
File Size: | 1066 kb |
File Type: | jpg |
caesar.ppt | |
File Size: | 543 kb |
File Type: | ppt |
Friday, February 5
Bellringer: create a diagram of the structure of the Roman republic. This may take any form that makes sense, but should include the terms patrician, plebian, consul, senate, tribune, assembly, and dictator and show the relationships between them.
Today we wrapped up an overview of the Roman republic and the Punic Wars. Students turned in their Two Viewpoints worksheets (from Wednesday) and their bellringers for the week. We took our Rome quiz 2 which was corrected and turned in during class.
Today we wrapped up an overview of the Roman republic and the Punic Wars. Students turned in their Two Viewpoints worksheets (from Wednesday) and their bellringers for the week. We took our Rome quiz 2 which was corrected and turned in during class.
Thursday, February 4 |
Bellringer: none
Today we finished our which way adventure through the Punic Wars as well as watching a couple of video clips on the Punic Wars. We watched part III from 8:05- the end and part IV posted below. We then wrapped up the conclusion of the Punic Wars. After the end of the second war, Carthage was left with another large set of reparations to pay to Rome and was prohibited from raising an army without the express consent of Rome. This became a problem for the Carthaginians because of their neighbors, the Numidians, who periodically launched border raids on Carthage. After Carthage had paid its war debts to Rome, they felt that the war treaty had been concluded. They sent troops to confront the Numidians, for which Rome found its pretext to attack Carthage and destroy it once and for all. Despite trying to appease Rome by sending three hundred children of well-born Carthaginians were sent as hostages to Rome the Carthaginians would keep the rights to their land and self-government. Even after this was done the allied Punic city of defected to Rome, and a Roman army of 80,000 men gathered there. The then demanded that Carthage hand over all weapons and armor. After those had been handed over, Rome additionally demanded that the Carthaginians move at least 16 kilometers inland, while the city itself was to be burned. When the Carthaginians learned of this they abandoned negotiations and the city was immediately besieged, beginning the Third Punic War.
Today we finished our which way adventure through the Punic Wars as well as watching a couple of video clips on the Punic Wars. We watched part III from 8:05- the end and part IV posted below. We then wrapped up the conclusion of the Punic Wars. After the end of the second war, Carthage was left with another large set of reparations to pay to Rome and was prohibited from raising an army without the express consent of Rome. This became a problem for the Carthaginians because of their neighbors, the Numidians, who periodically launched border raids on Carthage. After Carthage had paid its war debts to Rome, they felt that the war treaty had been concluded. They sent troops to confront the Numidians, for which Rome found its pretext to attack Carthage and destroy it once and for all. Despite trying to appease Rome by sending three hundred children of well-born Carthaginians were sent as hostages to Rome the Carthaginians would keep the rights to their land and self-government. Even after this was done the allied Punic city of defected to Rome, and a Roman army of 80,000 men gathered there. The then demanded that Carthage hand over all weapons and armor. After those had been handed over, Rome additionally demanded that the Carthaginians move at least 16 kilometers inland, while the city itself was to be burned. When the Carthaginians learned of this they abandoned negotiations and the city was immediately besieged, beginning the Third Punic War.
Wednesday, February 3
Bellringer: Students completed the map and summary exercise below.
Today we continued our which way adventure through the Punic Wars (posted Tuesday). Students received the lenses worksheet below where they recorded on one lens instances where the actions of an individual changed the course of the war and on the other lens instances where the structure of the republic (elected consuls, dictators, order of the senate) changed the course of the war.
Today we continued our which way adventure through the Punic Wars (posted Tuesday). Students received the lenses worksheet below where they recorded on one lens instances where the actions of an individual changed the course of the war and on the other lens instances where the structure of the republic (elected consuls, dictators, order of the senate) changed the course of the war.
map_and_summary_001.jpg | |
File Size: | 853 kb |
File Type: | jpg |
two_viewpoints_001.jpg | |
File Size: | 634 kb |
File Type: | jpg |
Tuesday, February 2
Bellringer: What are lenses? What do they do?
Today we talked about how historians use different "lenses" to understand the past. We talked about how we have used the lens of geography to understand how and why Rome developed the way that it did. We could use an economic lens to talk about why the Japanese bombed Pearl Harbor in WWII because their economic resources. We talked about using a cultural or religious lens to understand how Utah was settled by mormon pioneers. In studying the Punic Wars, I asked students to consider an individual actor lens- or how can history be explained by the choices and actions of individuals? Also, they should consider an institutional lens- how did the institutions of Rome (the structure of the Republic) affect how the Punic Wars unfolded?
We watched a brief clip to introduce the Punic Wars:
Today we talked about how historians use different "lenses" to understand the past. We talked about how we have used the lens of geography to understand how and why Rome developed the way that it did. We could use an economic lens to talk about why the Japanese bombed Pearl Harbor in WWII because their economic resources. We talked about using a cultural or religious lens to understand how Utah was settled by mormon pioneers. In studying the Punic Wars, I asked students to consider an individual actor lens- or how can history be explained by the choices and actions of individuals? Also, they should consider an institutional lens- how did the institutions of Rome (the structure of the Republic) affect how the Punic Wars unfolded?
We watched a brief clip to introduce the Punic Wars:
Monday, February 1
Bellringer: What were the two classes of citizens in the Roman republic?
Today students received their week 2 self-assessments with the learning targets for the week. We watched a brief clip on the structure of the Roman republic. Then students added to their Rome cornell notes using the powerpoint on the Roman republic below. We discussed the foundations of the United States' democracy in ancient Athens democracy and the Roman republic. Students were given the Cradle of Democracy worksheet below which is due on Wednesday.
Today students received their week 2 self-assessments with the learning targets for the week. We watched a brief clip on the structure of the Roman republic. Then students added to their Rome cornell notes using the powerpoint on the Roman republic below. We discussed the foundations of the United States' democracy in ancient Athens democracy and the Roman republic. Students were given the Cradle of Democracy worksheet below which is due on Wednesday.
roman_republic.pptx | |
File Size: | 1067 kb |
File Type: | pptx |
cradle_of_democracy__3_.pdf | |
File Size: | 1011 kb |
File Type: |