Friday, Jan. 30
Bellringer: Look over your week 2 self-assessment. Write down any questions you have.
Today we finished talking about the Punic Wars, and students completed their Punic War outlines. We discussed how Rome was able to win the war with victories in Iberia (Spain) and Sicily, which caused Carthage to call Hannibal home from Italy. We talked about the major effects of the war- that Rome emerged as a superpower in the Mediterranean, and enjoyed the fruits of conquest. We also went through a brief powerpoint on the rise of Julius Caesar as Dictator for life, and the end of the Roman republic. Students turned in their bellringers for the week, and took their Rome quiz 2.
Today we finished talking about the Punic Wars, and students completed their Punic War outlines. We discussed how Rome was able to win the war with victories in Iberia (Spain) and Sicily, which caused Carthage to call Hannibal home from Italy. We talked about the major effects of the war- that Rome emerged as a superpower in the Mediterranean, and enjoyed the fruits of conquest. We also went through a brief powerpoint on the rise of Julius Caesar as Dictator for life, and the end of the Roman republic. Students turned in their bellringers for the week, and took their Rome quiz 2.
punic_wars_outline.pdf | |
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republic_to_empire_overview.pptx | |
File Size: | 2955 kb |
File Type: | pptx |
Thursday, Jan. 29
Bellringer: How did the choices of individuals affect the Punic War? How did the institution of the Roman republic (or the structure of its government) affect the Punic War?
Today we finished our "which way" Punic Wars adventure. Students watched short video clips (edited) from Extra History on the Second Punic War.
Today we finished our "which way" Punic Wars adventure. Students watched short video clips (edited) from Extra History on the Second Punic War.
Wednesday, Jan. 28
Bellringer: Describe the First Punic War. Who was involved? What happened? Why
was it important?
Today we continued with our "Which way" Punic Wars adventure (posted yesterday). We watched a second clip from Extra History on the second Punic War (edited) and a short clip on the use of elephants in war. Students were able to see how the actions of one (Hannibal's wily strategies, or Sempronius' and Flaminius' eagerness to engage in conflict) affected the outcome of certain battles. We also saw how the institutional structure of Rome (frequent change in military leadership by consuls, the necessity of following the commands of the Senate) were a factor in the war.
Today we continued with our "Which way" Punic Wars adventure (posted yesterday). We watched a second clip from Extra History on the second Punic War (edited) and a short clip on the use of elephants in war. Students were able to see how the actions of one (Hannibal's wily strategies, or Sempronius' and Flaminius' eagerness to engage in conflict) affected the outcome of certain battles. We also saw how the institutional structure of Rome (frequent change in military leadership by consuls, the necessity of following the commands of the Senate) were a factor in the war.
Tuesday, Jan. 27
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:
We then did a "which way" simulation in class in which students assumed the role of either Hannibal or the Roman republic and had the opportunity to face the choices Hannibal and Rome had to make along the way.
Moday, Jan. 26
Bellringer: Define the following: Consul, Senate, Plebeian assembly.
Today students received their Week 2 Rome self-assessment page. We had a review of the structure of the Roman republic which students took notes on using the powerpoint below. Students completed an activity to compare the governments of Rome and Athens. This Cradle of Democracy worksheet will be due in class tomorrow.
Today students received their Week 2 Rome self-assessment page. We had a review of the structure of the Roman republic which students took notes on using the powerpoint below. Students completed an activity to compare the governments of Rome and Athens. This Cradle of Democracy worksheet will be due in class tomorrow.
rome_week_2_self-assess_001.jpg | |
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roman_republic.pptx | |
File Size: | 1021 kb |
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cradle_of_democracy.pdf | |
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Friday, Jan. 23
Bellringer: Take out your self-assessment sheet and review. Have you achieved a “got it” on every topic? Write down any questions you may still have. Today we spent some time going over any questions students had using the week 1 Rome self-assessment (posted on Jan. 20). Students turned in their bellringers for the week. We took our Rome quiz 1, corrected and turned in. Then students had a few minutes to finish their Twelve Tables- You Be the Judge worksheet from yesterday which was due today.
Thursday, Jan. 22
Bellringer: Why does a society have laws?
Today students watched a brief clip on the rise of the Roman republic. (It cannot be posted as it is available through copyrighted access.) The film brought out Rome's disgust for kings after the Tarquin's rule, and their desire to never put political power in the hands of only one man. The Romans instituted a republic that divided power between branches of government- the executive power was placed in two consuls, the legislative power was placed in the hands of the patrician senate and the plebian assembly, and the judicial power was wielded by patrician officials. They also established the Twelve Tables- written laws that were posted for all to see, and that government officials were bound to follow them, unless changing them through the proper channels of authority. Students did an activity where they practiced applying the twelve tables to actual scenarios using the worksheet below.
twelve_tables.pdf | |
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Wednesday, Jan. 21
Bellringer: Describe the early inhabitants of Rome (you may refer to your Founding of Rome reading page from yesterday)
Today we revisited the mythical founding of Rome stories briefly, then discussed what history has to tell us about the three groups of early inhabitants in Rome using the powerpoint below. You may also refer to the reading for more information.
Today we revisited the mythical founding of Rome stories briefly, then discussed what history has to tell us about the three groups of early inhabitants in Rome using the powerpoint below. You may also refer to the reading for more information.
early_inhabitants.pptx | |
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early_inhabitants_reading_001.jpg | |
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Tuesday, Jan. 20
Bellringer: Describe the city of Rome’s location in the world.
Today students finished and turned in their Rome maps (posted yesterday). They received a self-assessment checklist for week one, so that they know what information they need to learn by the end of the week for our first Rome quiz (below). Students did a brief reading on the founding of Rome, and answered questions(posted below). We went through a powerpoint slideshow on the geography of Rome, and students filled in the Does Geography Matter? worksheet below.
Today students finished and turned in their Rome maps (posted yesterday). They received a self-assessment checklist for week one, so that they know what information they need to learn by the end of the week for our first Rome quiz (below). Students did a brief reading on the founding of Rome, and answered questions(posted below). We went through a powerpoint slideshow on the geography of Rome, and students filled in the Does Geography Matter? worksheet below.
self-assessment_checklist_week_1.docx | |
File Size: | 78 kb |
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founding_of_rome_article__questions_1_1.pdf | |
File Size: | 282 kb |
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rome_geography.ppt | |
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geography_matters_chart.pdf | |
File Size: | 190 kb |
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Thursday, Jan. 15
Bellringer: Watch the clip below on Romulus and Remus, then answer these questions: Why did the Romans tell this story? What might they value? (Think about why king Amulius is evil, but Romulus is admired.)
Today after our video and class discussion, students received a map of Rome to label. This map will be due on Tuesday next week. The places can be found in the Our World social studies maps pages 219, 226, 235, and 248. (or you can google a map!)
Today after our video and class discussion, students received a map of Rome to label. This map will be due on Tuesday next week. The places can be found in the Our World social studies maps pages 219, 226, 235, and 248. (or you can google a map!)
romemapactivity.pdf | |
File Size: | 519 kb |
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Wednesday, Jan. 14
Welcome to a new social studies class! Today we made introductions and spent time going through the class syllabus and expectations for this quarter. The syllabus for class is posted below, as well as under the class info tab.
hisotory_syllabus_quarter_3.doc | |
File Size: | 104 kb |
File Type: | doc |
Tuesday, Jan. 13
No bellringer. Today the students presented their Greek plays. We had a short discussion about drama in ancient Greece using the powerpoint below. Tomorrow marks the start of a new quarter.
greek_theater.ppt | |
File Size: | 4392 kb |
File Type: | ppt |
Monday, Jan. 12
No bellringer. Today students received their grades as of this morning. They were able to have time to redo their Greece tests and work on other missing assignments, or spent the class reading Greek myths that will be presented as plays to the class tomorrow. Tuesday will be the last day of the quarter and the last day for any missing or redone work to be submitted.
Friday, Jan. 9
No bellringer. Today students took turned in their bellringers for the week and took their Ancient Greece test. All missing work needs to be turned in on Monday, and the quarter ends Tuesday.
Thursday, Jan. 8
Bellringer: What were the effects of the Persian Wars?
Today we went over the geography essay question from yesterday. We played a brief Greek Olympics game to help students review information for their test. The Greece test is TOMORROW.
Today we went over the geography essay question from yesterday. We played a brief Greek Olympics game to help students review information for their test. The Greece test is TOMORROW.
Wednesday, Jan. 7
Bellringer: Get out your Lay of the Land chart and review information about Greece’s geography. Define climate and terrain.
Today we did a quick wrap-up of the Peloponnesian Wars and the rise of Alexander the Great's empire using the powerpoint below. I handed back the student's scored essays from yesterday on democracy in Athens compared to democracy in the U.S. Students wrote their second essay question: "What were the effects of Greece's geography on its civilization, particularly in the development of Greece's economy and government? Be sure to describe the geography using the words climate and terrain in your answer."
Today we did a quick wrap-up of the Peloponnesian Wars and the rise of Alexander the Great's empire using the powerpoint below. I handed back the student's scored essays from yesterday on democracy in Athens compared to democracy in the U.S. Students wrote their second essay question: "What were the effects of Greece's geography on its civilization, particularly in the development of Greece's economy and government? Be sure to describe the geography using the words climate and terrain in your answer."
Tuesday, Jan. 6
Bellringer: What are some contributions to society that the Greeks have given us?
Today students turned in their "Super Greeks" worksheet and their Greece Vocab page (posted yesterday). We spent time preparing for the essay portion of our test (2 questions) on Friday. Students will respond to the questions: "Which is more democratic- ancient Athens or the United States today? Defend your answer with specific details about each system. Use the words direct democracy and representative democracy in your answer." and "What were the effects of Greece's geography on its civilization, particularly in the development of Greece's economy and government? Be sure to describe the geography using the words climate and terrain in your answer."
Today students turned in their "Super Greeks" worksheet and their Greece Vocab page (posted yesterday). We spent time preparing for the essay portion of our test (2 questions) on Friday. Students will respond to the questions: "Which is more democratic- ancient Athens or the United States today? Defend your answer with specific details about each system. Use the words direct democracy and representative democracy in your answer." and "What were the effects of Greece's geography on its civilization, particularly in the development of Greece's economy and government? Be sure to describe the geography using the words climate and terrain in your answer."
Monday, Jan. 5
Bellringer: none
Today we breezed through our Greece vocabulary sheets to quickly review and finished adding definitions for our last 7 terms or so. This vocabulary page is due tomorrow. Students received the vocab page at the beginning of the unit, but it is posted again below. We also talked about the many contributions of Greek thinkers, reading about four of them. Students then rated these "Greek heroes" and wrote a sentence describing why they rated each as more important or less important than others. This "Super Greeks" worksheet is due tomorrow as well. Please note that as the quarter is coming to an end, all missing work, late work, or redos must be turned in by Mon. Jan. 12 for the final quarter 2 grade.
Today we breezed through our Greece vocabulary sheets to quickly review and finished adding definitions for our last 7 terms or so. This vocabulary page is due tomorrow. Students received the vocab page at the beginning of the unit, but it is posted again below. We also talked about the many contributions of Greek thinkers, reading about four of them. Students then rated these "Greek heroes" and wrote a sentence describing why they rated each as more important or less important than others. This "Super Greeks" worksheet is due tomorrow as well. Please note that as the quarter is coming to an end, all missing work, late work, or redos must be turned in by Mon. Jan. 12 for the final quarter 2 grade.
greece_vocab.docx | |
File Size: | 10 kb |
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final_greece_vocab_powerpoint.pptx | |
File Size: | 6700 kb |
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greek_heroes.docx | |
File Size: | 2155 kb |
File Type: | docx |