Objectives:
Activities: Independent Learning: Notes/Handouts/Material covered in class:
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Objectives:
Activities: Independent Learning: Notes/Handouts/Material covered in class: Objectives:
-- Describe what it may have been like to write in cuneiform Activities: -- TURN IN ALL MISSING WORK/QUIZ CORRECTIONS! -- Complete cuneiform activity from yesterday -- (Some classes) Learn about Geography Bee -- (Some students) Practice geography skills using interactive tools provided by National Geography Bee and others -- (Some students) Continue working on DCA Independent Learning: -- None Notes/Handouts/Material covered in class: -- See homepage of this website to access links to geography bee practice tools Objectives:
-- Evaluate and justify primary and secondary sources for use in a museum Activities: -- Access "Write Like a Babylonian" website and copy your initials (sounds) in cuneiform -- (Some students) Get "claydough" and "stylus" and create a clay slab onto which you will begin to inscribe cuneiform initials -- (Some students) Continue writing proposal to Museum board of directors using Part B as a guide and submit to Ms. Schaedler via email -- (Some classes) Learn about Geography Bee and resources to practice for it. Independent Learning: -- None, but all missing work and quiz corrections need to be turned in by tomorrow (Wednesday, December 16) at 3:00. Notes/Handouts/Material covered in class: -- See homepage of this website to access links to geography skills practice opportunities Objectives:
-- Evaluate and justify primary and secondary sources for use in a museum Activities: -- Complete writing proposal to Museum board of directors using Part B as a guide. -- Send to Ms. Schaedler via email -- (Some classes) Learn about Geography Bee and resources to practice for it. -- (Some students) When finished with district common assessment, practice geography skills using interactive tools provided by National Geographic Society and others Independent Learning: -- None, but all missing work and quiz corrections need to be turned in by Wednesday, December 16 at 3:00. Notes/Handouts/Material covered in class: -- Be sure to open a Word document to do proposal-writing. Save to desktop and/or to a flashdrive. -- See homepage of this website to access links to geography skills practice opportunities Objectives:
-- Evaluate and justify primary and secondary sources for use in a museum Activities: -- Work on Part B of Mesopotamian Museum project on your own. -- When Parts A & B are both complete, begin writing proposal to Museum board of directors using Part B as a guide. Independent Learning: -- None, but all missing work and quiz corrections need to be turned in by Wednesday, December 16 at 3:00. Notes/Handouts/Material covered in class: -- Be sure to open a Word document to do proposal-writing. Save to desktop and/or to a flashdrive. -- To open Word document, go to "search" icon, type in "word", open application Objectives:
-- Evaluate and justify primary and secondary sources for use in a museum Activities: -- Complete Part A of Mesopotamian Museum project on your own. -- Work on Part B of Mesopotamian Museum project on your own. -- When Parts A & B are both complete, begin writing proposal to Museum board of directors using Part B as a guide. Independent Learning: -- None, but all missing work and quiz corrections need to be turned in by Wednesday, December 16 at 3:00. Notes/Handouts/Material covered in class: -- Be sure to open a Word document to do proposal-writing. Save to desktop and/or to a flashdrive. Objectives:
-- Evaluate primary and secondary sources as to usefulness in a museum Activities: -- Continue working in groups to evaluate and rank the 5 provided primary sources and the 5 provided secondary sources. Independent Learning: -- None, but get all missing work and quiz corrections in by Wed, Dec 16. -- Be sure you have your "Types of Sources" chart. If you can't find it, print another copy out from my website postings for Thurs, Nov 19 or Fri, Nov 20. It will say "sources chart filled out". [Go to "November 2015" under "Archives" to the right --> on this page.] Notes/Handouts/Material covered in class: -- Be sure you have your "Types of Sources" chart (primary sources, secondary sources, oral histories with their descriptions, examples, advantages, and disadvantages). It will really help you in tomorrow's class working on Part B. If you can't find it, print another copy out from my website postings for Thurs, Nov 19 or Fri, Nov 20. It will say "sources chart filled out". [Go to "November 2015" under "Archives" to the right --> on this page.] Objectives: -- Describe what is required for common assessment -- Evaluate primary sources Activities: -- Join Ms. Schaedler's Google Classroom for your class period: Period 1: xrodq3 Period 2: s295lrv Period 6: c5qx8o Period 7: yxgpvf9 Period 8: 90j3f32 -- Go over requirements of common assessment (Parts A & B) -- Go over rubrics -- Go over what I'm looking for in discussion segment (what's on clipboard) -- Go over suggested formats -- (Some classes) Go over the Universals of Culture wksht -- Begin discussing primary sources with group Independent Learning: -- None, but turn in all missing work and quiz corrections by Wednesday, Dec 16 Notes/Handouts/Material covered in class: -- Be sure to insert last name in front of title of assignment (leave everything else the way it is) -- Understand that "documents" is a broad term that can mean any evidence of proof of something; including artifacts, photographs, maps, etc. -- Put answers to document evaluation questions in black
Objectives: -- Describe how writing developed -- (Some classes) Explain the requirements of the common assessment Activities: -- Review notes on Hammurabi -- Read p. 101-103, and p. R37. View graphics on p. 107 and p. 97 -- Fill in notes on writing -- (Some classes) Review Mesopotamian Museum project -- (Some classes) Watch "We're the Mesopotamians" and look for references to what we've learned about Mesopotamia -- (Some classes) Watch "lego" video on Inventions and Discoveries in Ancient Mesopotamia, again, listening for references to the development of civilization in general and Sumer in Mesopotamia specifically Independent Learning: -- None, but make sure all missing work is turned in and all quiz corrections made and turned in by Wednesday, December 16. Notes/Handouts/Material covered in class: Writing p. 101-102 Pictographs: Picture-writing From representing objects to representing ideas to representing sounds The pictures later became symbols (still used today). Cuneiform: wedge-shaped writing Stylus: sharpened reed to press markings into clay tablets Scribe: someone who specializes in writing Examples of what writing was used for: (pick any 4) business (contracts, inventory, receipts), historical records (e.g., wars, flood, kings), IOUs, lists, wills, adoptions, court decisions, land measurements, letters, dictionaries, epics/myths, songs/hymns, school lessons ( “Epic of Gilgamesh”: 1st example of “great” creative literature) The difference between prehistory and history: WRITING !!!!!! Writing makes it easier to pass down knowledge from generation to generation . |
AuthorMs. Schaedler is starting her 29th year of teaching middle school. (She loves it!) Most of her work has been in Social Studies, but she has also designed and implemented a program teaching "lifelong learning skills" to middle school students to enhance their success. Archives
May 2016
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