Social Studies is the study of cultures, geography, history, and sociology, among other areas in the humanities. In sixth grade, we will be studying ancient world history and ancient civilizations (my favorite!). How did human societies evolve? Where did our ancestors come from? How was writing developed? What were some ancient forms of technology? How did we express ourselves thousands of years ago? What is archaeology and how does it help us answer ancient mysteries? What civilizations led to our current political and social systems?
Interesting questions, huh? That's what social studies is. It's the study of us, human beings, and the history of the world in which we live. There's nothing like a good story. How could anyone NOT like social studies!!?? Social studies is our story and the story of the world. I dare you to be curious! |
Semester 2
Week 1: Feb. 1-5: BUDDHISM
This week we are learning about Buddhism, comparing it to Hinduism, and we will discuss the movement of Buddhism from India to China and beyond.
Watch the story of how Siddartha Gautama became the Buddha.
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Week 2: Map Testing
This week we are doing MAP Testing--no social studies unless we do an online scavenger hunt/geography on China when students are done with test---to be announced
This week we are doing MAP Testing--no social studies unless we do an online scavenger hunt/geography on China when students are done with test---to be announced
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Week 3-5 Ancient China
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IN the next two weeks we will be reading four sections from Chapter 5 on Ancient China.
About every two days, students will read and fill out a study guide for each section.
There will be a quiz at the END of each chapter.
If students do not stay focused in class during the assigned readings, they may not be able to get the study guides done--Students will need these guides in order to study for the quizzes. Students will be given quiz dates for their planners...
For now the TENTATIVE dates for the QUIZZES are as follows:
Thursday Feb 18 Chapter 1 (after review at end of period)
Tuesday Feb 23 Chapter 2 (after review at end of period)
Friday Feb 26 Chapter 3 (after review at end of period)
Wed. March 2 Chapter 4 (after review at end of period)
About every two days, students will read and fill out a study guide for each section.
There will be a quiz at the END of each chapter.
If students do not stay focused in class during the assigned readings, they may not be able to get the study guides done--Students will need these guides in order to study for the quizzes. Students will be given quiz dates for their planners...
For now the TENTATIVE dates for the QUIZZES are as follows:
Thursday Feb 18 Chapter 1 (after review at end of period)
Tuesday Feb 23 Chapter 2 (after review at end of period)
Friday Feb 26 Chapter 3 (after review at end of period)
Wed. March 2 Chapter 4 (after review at end of period)
Week 7-10: Ancient Greece
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For the next few weeks we will be learning about ancient Greece: Greece's geography, the creation of Athenian democracy, Greek religion/mythology, philosophy, daily life in Ancient Greece, Athens and Sparta, and the spread of Greek culture.
March 14-March 18 We will read chapter 6:1 together. Students will fill out a study guide as we read. Students should study the 6:1 study guide MONDAY and TUESDAY night. Quiz on 6:1 will be on WEDNESDAY. We will also learn about Greek Gods and the Greek creation myth this week. We will read excerpts from Homer's The Iliad, the earliest written account of Greek myth (originally passed down by oral tradition). Please click on the button below for the study guide for 6:1 "The Rise of Greek Civilization" |
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April 4-April 7
Greek Heroes in Mythology
Greek Heroes in Mythology
April 12-15 Tuesday: Chapter 6.3 "Daily Life of the Ancient Greeks" (HW: study 6.3 study guide) Wednesday: Chapter 6.5 "The Spread of Greek Culture" (HW: study 6.3 and 6.5 study guide) Thursday: review for 6.3 and 6.5 quiz on Friday (HW: study 6.3 and 6.5 study guide) Friday: Quiz on 6.3 and 6.5 |
April 18-April 22 |
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Monday: Video: Alexander the Great Assignment: Write 10 or more facts from the video and turn in
Tuesday: Arachne and Athena myth
We will examine an ETIOLOGICAL myth ( the study of causation, or origination. Many myths serve to explain the origin of something. The Arachne and Athena myth explains the origin of the SPIDER.
Tuesday: Arachne and Athena myth
We will examine an ETIOLOGICAL myth ( the study of causation, or origination. Many myths serve to explain the origin of something. The Arachne and Athena myth explains the origin of the SPIDER.
May 2-May 6
Monday: We will finish the video on Ancient Rome and the Etruscans today. Afterwards, we will read 7.1: The Roman Republic out loud together. Finally, we will watch John Green's Crash Course: World History (see video here) in order to wrap up the history of the Roman Republic. Tuesday: Today we will re-visit chapter 7.1 and complete the study guide independently. HW: study 7.1 study guide Wednesday: Today, we will begin reading chapter 7.2 ("The Roman Empire") HW: study 7.1 and 7.2 study guide Thursday: Today we will finish reading 7.2 and complete 7.2 study guide HW: study 7.1 and 7.2 study guide Friday: Brief review and Quiz on 7.1 Weekend HW: Study 7.2 study guide Quiz on Monday!!! Monday 5/9: Quiz on 7.2 |
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BREAD and CIRCUSES: A phrase used by a Roman writer to deplore the declining heroism of Romans after the Roman Republic ceased to exist and the Roman Empire began: “Two things only the people anxiously desire — bread and circuses.” The government kept the Roman populace happy by distributing free food and staging huge spectacles.
This week we will be learning about life in ancient Rome, and most notably, the idea of BREAD and CIRCUSES. This concept is still with us today as governments and elite members of society throughout the world keep the "mob" (or the people) at bay by making sure they are entertained and that they are fed. See the quote up above, and you will get an idea as to why this can be problematic, especially in a democracy today.
When the masses are entertained and when there is adequate food, they are often CONTENT and COMPLACENT about the political and social events happening around them. In other words, they don't care about much else as long as they are having fun and they can snack all day. Meanwhile, the elite of society and other members of governments (not all, but some) get to do nearly anything they want, as the masses (the people) won't likely have a revolution against the corruption of power that often happens while they are DISTRACTED---- by their video games, their reality shows, the Internet and cat videos, their entertainment news and celebrity gossip, their all-you-can-eat buffets, biased news, and all the other events meant to entertain and distract us from actual problems and issues that are affecting us as a society on a deeper level.
In Rome, it was the same. People were so distracted by the chariot races, the violence of the gladiator fights, the bath houses, the markets and salons, the free food from the government, and the festivals and holidays that often lasted for days at a time, that they didn't do much to stop the corruption, crime, foreign invasions, disease, and economic disasters that would eventually lead to the downfall of Rome.
So, rather than pay attention to the deeper issues affecting our society today, do we partake of the bread and circuses and turn a blind eye to our troubles, or can we pay attention to both? What are plebeians to do??
This week's agenda:
Monday: 7.2 Quiz and turn in study guide---read 7.3 chapter ("Life in Rome") outloud together--Define "Bread and Circuses"
Tuesday: Google Chromebooks: Download the assignment below, "Bread and Circuses", read in class, make comments on the document
Wednesday: Finish reading document "Bread and Circuses"; get in groups of 3 and answer the questions at the end of the document--share with Ms. Scott
Thursday: Read more on modern-day bread and circuses
Friday: Write a paragraph explaining A. what the bread and circuses were in Rome B. why they are important to understand
C. explain what our bread and circuses are today in American society
Click below to download or print this week's reading on Bread and Circuses
BREAD and CIRCUSES: A phrase used by a Roman writer to deplore the declining heroism of Romans after the Roman Republic ceased to exist and the Roman Empire began: “Two things only the people anxiously desire — bread and circuses.” The government kept the Roman populace happy by distributing free food and staging huge spectacles.
This week we will be learning about life in ancient Rome, and most notably, the idea of BREAD and CIRCUSES. This concept is still with us today as governments and elite members of society throughout the world keep the "mob" (or the people) at bay by making sure they are entertained and that they are fed. See the quote up above, and you will get an idea as to why this can be problematic, especially in a democracy today.
When the masses are entertained and when there is adequate food, they are often CONTENT and COMPLACENT about the political and social events happening around them. In other words, they don't care about much else as long as they are having fun and they can snack all day. Meanwhile, the elite of society and other members of governments (not all, but some) get to do nearly anything they want, as the masses (the people) won't likely have a revolution against the corruption of power that often happens while they are DISTRACTED---- by their video games, their reality shows, the Internet and cat videos, their entertainment news and celebrity gossip, their all-you-can-eat buffets, biased news, and all the other events meant to entertain and distract us from actual problems and issues that are affecting us as a society on a deeper level.
In Rome, it was the same. People were so distracted by the chariot races, the violence of the gladiator fights, the bath houses, the markets and salons, the free food from the government, and the festivals and holidays that often lasted for days at a time, that they didn't do much to stop the corruption, crime, foreign invasions, disease, and economic disasters that would eventually lead to the downfall of Rome.
So, rather than pay attention to the deeper issues affecting our society today, do we partake of the bread and circuses and turn a blind eye to our troubles, or can we pay attention to both? What are plebeians to do??
This week's agenda:
Monday: 7.2 Quiz and turn in study guide---read 7.3 chapter ("Life in Rome") outloud together--Define "Bread and Circuses"
Tuesday: Google Chromebooks: Download the assignment below, "Bread and Circuses", read in class, make comments on the document
Wednesday: Finish reading document "Bread and Circuses"; get in groups of 3 and answer the questions at the end of the document--share with Ms. Scott
Thursday: Read more on modern-day bread and circuses
Friday: Write a paragraph explaining A. what the bread and circuses were in Rome B. why they are important to understand
C. explain what our bread and circuses are today in American society
Click below to download or print this week's reading on Bread and Circuses
May 24-May 27
The Fall of Rome! |
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All things come to an end. This week we find out how Rome, slowly but surely, declined.
Tues-Wed: Students will read chapter 7.5 and complete the 7.5 study guide Thursday: Review study guide and view documentary on the Fall of Rome Friday: 7.5 Test (and don't forget about the Bread and Circuses!) |
The term "viking" did not represent an ethnic peoples. Instead it was actually a profession. "The runic (an ancient written language) inscriptions suggest that a viking was a man who left his homeland for adventure and profit abroad, with the implication that he planned to return home with his newly won fortune and fame. The word existed in both a noun form (víkingr, the person traveling for adventure) and a verb form (víking, to travel or participate in one of these adventures)." (http://www.hurstwic.org/history/text/history.htm#Notes)
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This week and next week we will take a look at who the vikings were, their mythology, why they raided, the reality behind the famous viking burial practices, as well as look at some of the art that they created.
Make no mistake, when Scandinavians went "viking," they were often brutal and used fear and terrorism to control the peoples they conquered. At home, however, they were farmers, herdsmen, and traders. They valued family and had a social caste system with the chieftain (or king) at the top and his warriors and their families ranked fairly high. Many of the Scandinavians had slaves who were either criminals punished for their crimes according to Scandinavian law, or they were taken from viking raids from wherever they went. Slavery, silver, gold, and livestock, as well as other items, were valuable to the Scandinavians. Yet, one thing was the most valuable of all: land, especially land that could be farmed.
While today we tend to look fondly on vikings for their adventurism, their myths, and their courage, we also need to remember that like many events in history, violence was a way of life. We should not glorify that; however, the viking age is a fascinating chapter in world history and one I personally enjoy learning about because of the drama of their story and their legacy that still survives today.
Make no mistake, when Scandinavians went "viking," they were often brutal and used fear and terrorism to control the peoples they conquered. At home, however, they were farmers, herdsmen, and traders. They valued family and had a social caste system with the chieftain (or king) at the top and his warriors and their families ranked fairly high. Many of the Scandinavians had slaves who were either criminals punished for their crimes according to Scandinavian law, or they were taken from viking raids from wherever they went. Slavery, silver, gold, and livestock, as well as other items, were valuable to the Scandinavians. Yet, one thing was the most valuable of all: land, especially land that could be farmed.
While today we tend to look fondly on vikings for their adventurism, their myths, and their courage, we also need to remember that like many events in history, violence was a way of life. We should not glorify that; however, the viking age is a fascinating chapter in world history and one I personally enjoy learning about because of the drama of their story and their legacy that still survives today.
Everything below is from semester 1: Unless you feel like exploring our own class history, you probably won't find what you need below.
Week 1-2This week we did MAPS testing and we talked about school culture and what it takes to make a positive school culture.
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Week 3This week we are learning geography basics (please see powerpoint and links below if you need to review!) We will review geography terms, create a key to our school map, and talk about the 5 themes of geography. The main questions of Geography are 1) Where is it? 2) Why is it there? 3) What are the consequences of its being there?
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Week 4This week we are continuing our practice with longitude and latitude and we will begin identifying continents, oceans, and European countries. Students should also remember the five themes of geography. There will be a test on the five themes and on the continents and the oceans on Tuesday 9/29.
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The video above explains how BCE and CE of the world's historical timeline work.
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Week 5 This week we are reviewing latitude and longitude, 5 themes of geography, 4 kinds of maps, the continents and the oceans. TEST is on TUESDAY! Week 6 We will also be studying the countries of Europe in preparation for a quiz. Students are to be able to label at least 20 European countries on a map. (They were to study all of week 5 for this--this was to be recorded in their planners). European countries test is on Tuesday 10/6/15. We will learn about how time is measured in history as well. Students will learn about how history is measured in years Before Common Era (BCE) and in years of Common Era (CE). Students will also learn about eons and historical ages. We will also watch some really cool videos on what Big History is. Remember, history was happening WAAAY before humans! |
Week 7: Evidence-based Learning in History
What do you do when you are trying to solve the mystery of history before writing? Many fields of science exist for this very purpose, including but not limited to archaeology, paleontology, physical anthropology, geology, and the practice of radio-carbon dating. As we explore ancient history and ancient civilization before writing, we must look to the sciences for evidence to help us solve some of the most fundamental questions about history.
So, what is pre-history? This is what happened in the world before there was writing. Some define pre-history as the appearance of the first MODERN human before writing, some define it as the time since life first appeared on earth, and others go broader and define it as the history of the universe before writing---that's a long time!
All we know about these pre-historical millenia (a millenium is 1000 years, millenia is multiple periods of 1000 years) is what we have discovered through the sciences--through data collection, through the collective knowledge of this data, and through experimentation and understanding the patterns of the many discoveries combined. Today, we are still collecting data and discovering more objects buried in the earth, including artifacts, and the remains of plants, animals, and hominids. Want to know more about pre-history? Here's a colorful pre-historic timeline from National Geographic.
So, what is pre-history? This is what happened in the world before there was writing. Some define pre-history as the appearance of the first MODERN human before writing, some define it as the time since life first appeared on earth, and others go broader and define it as the history of the universe before writing---that's a long time!
All we know about these pre-historical millenia (a millenium is 1000 years, millenia is multiple periods of 1000 years) is what we have discovered through the sciences--through data collection, through the collective knowledge of this data, and through experimentation and understanding the patterns of the many discoveries combined. Today, we are still collecting data and discovering more objects buried in the earth, including artifacts, and the remains of plants, animals, and hominids. Want to know more about pre-history? Here's a colorful pre-historic timeline from National Geographic.
Terms and ideas we are learning this week:
Prehistory
Objectivity
Bias
Fact vs. opinion
Primary Source
Secondary Source
Artifact
Questions to ask about a source:
Who wrote it?
Is it fact or opinion?
Does it show bias?
Anthropology
Archaeology
Oral Tradition (it's value and importance BEFORE written tradition and its continued value in different societies)
Week 8: Hunter-gatherer Societies
This week we are learning about ancient hunter-gatherer societies. We will be reading from the textbook, taking notes on terms and ideas, and students need to study their notes every night until we have the test on Unit 1 next Tuesday. Students are being told to write in their planners every night from Tues-Monday of next week so that they know to study for this test. Reminder: Students are to have parents sign their planners every night (and look at what they are doing in their classes so they are held accountable for their studying at home!)
This week we are learning about ancient hunter-gatherer societies. We will be reading from the textbook, taking notes on terms and ideas, and students need to study their notes every night until we have the test on Unit 1 next Tuesday. Students are being told to write in their planners every night from Tues-Monday of next week so that they know to study for this test. Reminder: Students are to have parents sign their planners every night (and look at what they are doing in their classes so they are held accountable for their studying at home!)
Week 9: Origins of Agriculture
We took a test on Chapter 1 on Tuesday (reviewed for it on Monday).
On Wednesday we looked at videos of prehistoric cave art and even made our own based on the "cave art" image research we did online.
On Thursday we learned about the first documented sedentary hunter-gatherer societies (15,000-9,000 years ago), The Natufians. We also answered questions about the Natufians from the video below. On Friday we will learn more about the shift from the nomadic lifestyle to one of sedentary stability because of the domestication of plants and animals, and which led to large population growths, the development of political systems, and the flourishing of ancient art and religious practices.
We took a test on Chapter 1 on Tuesday (reviewed for it on Monday).
On Wednesday we looked at videos of prehistoric cave art and even made our own based on the "cave art" image research we did online.
On Thursday we learned about the first documented sedentary hunter-gatherer societies (15,000-9,000 years ago), The Natufians. We also answered questions about the Natufians from the video below. On Friday we will learn more about the shift from the nomadic lifestyle to one of sedentary stability because of the domestication of plants and animals, and which led to large population growths, the development of political systems, and the flourishing of ancient art and religious practices.
Week 10: Textbook Chapter 2, Section 1: Early Agriculture
Week 11: Textbook Chapter 2, Section 2: Cities and Civilzations
We will finish Chapter 2 this week (week 11). We will have a study session on Thursday. All students are expected to study their notes from the Natufians video above, as well as their key terms and study guides from Chapter 2. We will also be working on some geography from the River Valley Civilizations.
Week 11: Textbook Chapter 2, Section 2: Cities and Civilzations
We will finish Chapter 2 this week (week 11). We will have a study session on Thursday. All students are expected to study their notes from the Natufians video above, as well as their key terms and study guides from Chapter 2. We will also be working on some geography from the River Valley Civilizations.
Chapter 2 terms:
diversification sedentary negotiate egalitarian hierarchical Uruk Neolithic "Civis" (from Civilization)
revolution domesticate surplus specialization civilization
economy resource religion social class
diversification sedentary negotiate egalitarian hierarchical Uruk Neolithic "Civis" (from Civilization)
revolution domesticate surplus specialization civilization
economy resource religion social class
Students: Remember to study your notes/study guide every night before a test so the information will "soak up" easier...When you spend more time studying, you spend less time cramming, stressing, and getting frustrated over low grades!
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(this is not on test) The Four River Valley Civilizations were:
The Mesopotamian Civilization along the Tigris and Euphrates Rivers
The Indus valley civilization along the Indus River.
The Egyptian civilization along the Nile River.
The Chinese civilization along the Huang and Chang Rivers.
Can you find which is which on the map to the left?
The Mesopotamian Civilization along the Tigris and Euphrates Rivers
The Indus valley civilization along the Indus River.
The Egyptian civilization along the Nile River.
The Chinese civilization along the Huang and Chang Rivers.
Can you find which is which on the map to the left?
Week 12: Ancient Mesopotamia
This week we will be going further into the ancient civilizations of Mesopotamia. The website below is a great overview regarding the significance of Mesopotamia (why it is important to us, even today) and it gives a timeline of events, description of the technology and medicine it developed (which has brought us to where we are today), as well as a lot of other great information.
Week 14: December 3
This week we begin our unit on Egypt! (One of my favorites!)
Check out the slideshow below (as seen in class) to learn more (and to help study for the future test on Egypt)
This week we begin our unit on Egypt! (One of my favorites!)
Check out the slideshow below (as seen in class) to learn more (and to help study for the future test on Egypt)
Week 19: Jan. 4- Jan. 8
Ancient Egypt (continued), Nubia, and Egyptian Synthesis Project
This week we are reading and answering questions about Egyptian culture and about the Nubians. The reading guides/answer sheets are below if you lose the one I give to you in class. Sheet A is due at the end of the period on Monday. Sheet B is due at the end of the period on Tuesday.
Egyptian SYNTHESIS Project:
To synthesize something means to put it all together. In a sense, this is what this SYNTHESIS project on ancient Egypt is. Students will choose 3-4 themes to cover in their project. (Students will be required to cover 3 themes, but a 4th and 5th theme is EXTRA CREDIT--
This grade will be a SUMMATIVE ASSESSMENT (weighed the heaviest). You will get a chance to RESEARCH, create, design, and inform your audience about what you learned about ANCIENT EGYPT.
You may do one of the following for your project: (Parents: please read this over with your child and talk about timelines, materials, and arrange to check in with your student on a daily basis regarding this project)
- 3-5 posters (you must buy your own posterboard)
- A 5-7 page (or more) "scrapbook" of the themes you are working on---this is where creativity really can come into play--think about a trip to Michaels or the craft section of Walmart for fun scrapbooking materials--no need to spend a lot of money, but be creative and inventive if at all possible. You may use regular blank copy paper or you can get special cardstock paper to use...I'm leaving the creativity up to you.---must have cover page and table of contents...(this is not included in your minimum page requirements)
- A model/diorama of your themes WITH a written report of information for at LEAST three themes: This is for those students who like to create 3-d objects with their hands...This will most definitely require that you do this for homework every night until it is done, as well as in class. I will not have the materials for the actual construction of these in class. However, you will be expected to do the research, writing, and any drawing in class. I will need to approve your idea and communicate with your parents before you do this!!!
- What is a diorama? Click below for ideas and instructions:
- A time-travel tourist "brochure" advertising Ancient Egypt. Perhaps this could be a brochure from a "time-travel" agency...(must be at least 4.5 inches x 5 inches)...Note*** For a small brochure you WILL need at LEAST 8-9 pages, as they may be smaller than a scrapbook project--be creative
The themes you may choose from include the following: (Pick 3-4 themes)
CREATIVITY and ORIGINAL THINKING is HIGHLY ENCOURAGED!!! Balance creativity with information (text).
- Your favorite Egyptian deity (god or goddess)--a drawing with colors and information about that deity--a myth, what they symbolize, why and how people worshipped that deity, or any other info you can find)
- The Pyramids (anything about them--different kinds of pyramids found in Egypt and Nubia, when and how they were built, who they were built for, what is inside them, what they symbolize--be informative and factual--and create your own image of the pyramids)
- Hierarchical structure of Egyptian class system (a graph, pictoral (picture) representation with written explanations of social classes)
- A HAND-DRAWN and colored map of Egypt, Nubia, and the Nile River--neatness and labeling of cities and landmarks is a must--sloppy maps will get a very low grade. The more information and the neater the map=the higher the grade.
- A hand-drawn timeline of the events in Egypt and Nubia that we have learned about in The Ancient World Text. ***Hint: use a ruler, write small, and write neatly. You may type the information you need in 12 point font, print it, and cut it out and paste onto a couple of sheets of paper if you wish--but this is time consuming and you will probably need to be quick about this (and do it at home)
- A graphic representation (created by YOU) of all the dynasties in Egypt with some images for each dynasty. Must be neat. Be creative and make it interesting!
- Information on mummification: Include any of the following: how it was performed, how long it took for each process, why it was done, who was mummified (this changes over the years!), mummified animals, the myths and rituals associated with mummification, the difference between older and newer mummies, etc. etc. Be Creative and Informative!
- Anything about the Egyptian afterlife. What was the Egyptian Book of the Dead? Describe the afterlife. What is the Ka and the Ba? What was the ancient Egyptian belief about the soul and dying?
- Anything on Nubia--either what we learned, or add more information you find online (must be ancient Nubia)
- Anything on ancient Egyptian Art and Architecture (ancient structures--NOT the pyramids though)..Each piece of art or artifact must have information about date made, what the art/structure was for, who it was for, and why it is significant/important. For this theme, you MAY print out CLEAR images and then write information about them IN YOUR OWN WRITING. You may also draw them as well.
- Anything about Hieroglyphs--How they were written, how you read hieroglyphs, what some hieroglyphs look like and what they represent, etc...Copy some down on your own and explain the meaning. Make this very neat and colorful.
- Have other ideas for a theme? Come and see me. I must approve any other themes before you start on them...
For the rest of the semester we will be learning about ancient India. You will understand:
Students will be expected to read from the text and answer comprehension questions and write definitions for the terms below.
The terms you will need to study (you will write definitions in class) are the following:
subcontinent, monsoon, citadel, migrate, caste, reincarnation, dharma, ahisma
- Where India is on a map
- Where the Himalayan and Hindu Kush mountain ranges are
- Where the Indus and Ganges rivers are
- Why the Ganges River is significant to Indian culture and religion
- The significance of the city of Mojendro Daro
- Who the Aryans were and what the Vedas said about them
- How the current Indian caste system originated from the Aryan caste system
- What the Hindu religion believed (Hinduism) and how old it is as an active religion today
- What the belief about reincarnation is and how it is linked to good and bad behavior
- What Jainism and Buddhism are (and how old they are as active religions today)
Students will be expected to read from the text and answer comprehension questions and write definitions for the terms below.
The terms you will need to study (you will write definitions in class) are the following:
subcontinent, monsoon, citadel, migrate, caste, reincarnation, dharma, ahisma
The Ancient Aryan caste system (originally had only three Aryan
castes, but then another added later which were made up of non-Aryans...the Indus and Ganges River Valley peoples of India.) |
Here is the more "modern" Indian caste system--inspired by the Aryan caste system...Here we can see the Indian caste system has also added another level---the "untouchables"--people who were/are poor, degraded, and destitute.
Today's caste system in India is still present--and still a problem, since many people still cannot rise above their caste. The caste system is everything that goes against our idea of equality, civil rights, and fair treatment of people. However, it has been this way for thousands of years. Why do you think it is still present? |
**You will need to know where the Indus River, Ganges River, Himalayas,
Hindu Kush mountains, Arabian Sea, Indian Ocean, and Bay of Bengal are (as well as where India is on a map).
Hindu Kush mountains, Arabian Sea, Indian Ocean, and Bay of Bengal are (as well as where India is on a map).