Just heard about a great activity for students working on ancient Egypt, from the Denver Museum of Nature & Science. Using a model for a human skull stuff the brain with 2 to 3 inch pieces of tarn, give students paper clips or similarly pliable wire and have students attempt to remove the brain through the nose. I can't wait to try it!
Thursday, October 18, 2012
Mummy Brainz!
Just heard about a great activity for students working on ancient Egypt, from the Denver Museum of Nature & Science. Using a model for a human skull stuff the brain with 2 to 3 inch pieces of tarn, give students paper clips or similarly pliable wire and have students attempt to remove the brain through the nose. I can't wait to try it!
Wednesday, October 17, 2012
Ancient Civilizations Learning Outcomes
Cognitive Level: Comprehension
Learning Outcomes: Students will be able to in
there own words define 6 of the 7 forms of government discussed in class.
> City state
> Democracy
> Republic
> Monarchy
> Theocracy
> Feudalism
> Dictatorship
Test
Item:
Fill in the blanks.
1. Ancient
city-states only controlled the areas directly ___________ the city.
2. In a theocracy
the government is controlled by ______________ officials.
3. In a republic
individuals vote for ______________ who will make decisions for them.
Essay
Item:
Write a one half
page essay comparing ancient Athens, Sparta and Memphis and answer the
following questions. What type of government did each state use? What
historical evidence to we have that proves this?
Cognitive Level: Analysis
Learning Outcomes: Students will be able to
differentiate between the facts and opinions of a secondary source and explain
their position.
> Selected
National Geographic Article
Test
Item:
Read the following
statements and circle either (T) if you think the statement is True or (F) if
you think the statement is False.
1. T
F When the authors of "The
Stolen Marbles" stated that the refusal of the British Government to
return the marbles to Greece is a "travesty" they were stating a
fact.
2. T
F When the authors of "Lost
Mayan Gold" stated that the carbon dating of material found at the site
"conclusively dated the site to between 1300 and 1400 CE" they were
stating a fact.
3. T
F The authors of "The Roads
of Rome" stated their opinions when they called Rome the most
"influential of all ancient empires."
Essay
Item:
Consider how the
creator used both facts and opinions in the video "Profiting from
Pillage." Explain the difference between the two and provide no less than two examples of each
from the video. Length: 1 page.
Cognitive Level: Evaluation
Learning Outcomes: Students will be able to
compare 3 of the 4 ancient river valley civilizations in terms of their
architecture, agriculture and military and explain which they believe to be the
most successful.
> Egypt
> Mesopotamia
> Yellow
> Indus
Test
Item:
Choose the answer
that best to the following questions.
1. Which two river
valley civilizations architecture most benefited from their river access.?
a.
Egypt and Mesopotamia river valley civilizations
b.
Egypt and Yellow river valley civilizations
c.
Indus and Yellow river valley civilizations
d.
Indus and Mesopotamia river valley civilizations
2. Ancient Egypt is
to agricultural practices as the ancient Indus river valley civilization is to
a.
politics
b.
navigation
c.
military
d.
architecture
3. Which of the
ancient river valley civilizations was able to successfully store the greatest
amount of water from their annual floods?
1.
Egypt
2.
Mesopotamia
3.
Yellow
4.
Indus
Essay
Item:
Consider the
military power of both ancient Egypt and Mesopotamia at their respective
heights and predict what would have happened had two fought in Egyptian
territory compared to Mesopotamian territory. Explain your prediction in
between 1 to 2 pages.
Tuesday, October 16, 2012
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