The Geography of Ancient Egypt 11/29

1 – Read pages 144 through 145 M.W.H. and look at the map The Nile River Valley on page 145 MWH.
2 – Using the map on page 580 MWH name the Location, continent and countries that are now in this area.  HINT: use longitude and latitude.
3 - After reading the above section and looking at the maps, list and describe the geography and climate.
4- Name the type of government of Egypt of pg. 147 and the resources that enabled a civilization to form in ancient Egypt.

The review power-point of the answers is Here

Ancient Egypt and Land of Abundance Video 11/28

Welcome Back!

Question of the Day: What were the conditions, political systems, and lives of ancient Egyptians?

Bellwork

1) Define these terms: Delta( P. 115), Cataracts( P.114), Desert- A dry and barren area of land, usually covered with sand, water less and without vegetation.

2) On a seperate sheet of paper copy this format down and leave space to answer

3) Finish Summary and turn the summary sheet after watching the video (Subtitles file)

Lets have a great week!

 

Video for Friday 11/18

In class we watched a video titled: Dear America Journey to the New World: The Story of Remember Patience Whipple, Plymouth Massachusetts, 1620  

We completed these questions on a separate sheet of paper.

Turned it in at the end of class when done.

Hope everyone will have  a Happy Thanksgiving

Thesis Redo and Starting Process Paper

Here is the two examples of good thesis:

Example #1

The Soviet ballet dancers took a huge risk when standing up for their rights because their careers were at stake. The Soviet ballet dancers were mad that the Soviet Union did not treat them fairly. They wouldn’t let them leave the county and didn’t give them respect. The ballet dancers took action by refusing to go on with the group or they defected to other countries outside of the Soviet Union.

What is the argument is that person trying to make? 

NHD projects should do more than just tell a story. Every exhibit, performance, documentary, paper and website should make a point about its topic. To do this, you must develop your own argument of the historical impact of the person, event, pattern or idea you are studying. The point you make is called a thesis statement. A thesis statement is not the same as a topic. Your thesis statement explains what you believe to be the impact and significance of your topic in history. 

Example # 2:

 The battle of Gettysburg was a major turning point of the Civil War. It turned the tide of the war from the South to the North, pushing back Lee’s army that would never fight again on Northern soil and bringing confidence to the Union army.

What is the argument is that person trying to make? 

Also with revising your thesis statements you all should be starting your process papers. Links on examples of a Process Paper are HERE 

Click on the orange exhibit button and there are examples after you scroll down.

I will ask for a revised thesis when we get back from break! 

Test Review for 11/17

Here is the test review below for the test that will be on Thursday the 17th. This review, if turned in completed on the test day, will be 10% added to the test grade. Below are the questions for the review and the page numbers in the M.W.H Textbook that correspond with the questions on the review.

Paleolithic, Neolithic, and Mesopotamia   STUDY GUIDE

1 -  What is Paleolithic?

2 – What is Neolithic?

3 – Which group did the Paleolithic people belong to?

4 -  What was the biggest change from the Paleolithic Era to the Neolithic Era?

5 – People who constantly move from place to place and have no permanent home are called?

6 – Training a horse to pull a plow is an example of?

7 – One of the results of successful agriculture is?

8 – What do human fossils contain?

9 – What is an artifact?

10 – What is an example of technology used by stone age people?

11 – What happens during a revolution?

12 – What can you do with domesticated animals?

13 – Specialization includes people who

14 – What made the first civilizations possible?

15 – Which is NOT a feature of civilization?

16 – An example of Phoenician cultural diffusion is

17 – The geography and location of Mesopotamia, Fertile Crescent, and Sumer

18 – Why Sumerians used irrigation

19 – Define empire

20 – describe cuneiform

21 – monotheism/polytheism

22- describe the “out of Africa” theory

23- Human migration evidence

24- define city-state

25- define ziggurat

26- eight features of civilization

27- what Hammurabi was known for

28- What Nebuchadnezzar was known for

29- locations of all the continents

30- primary/secondary sources

Hunter- Gatherers Pg. 64-67, 68-75 

Agriculture Pg. 82-89

Mesopotamian/ Sumer Geography 110-112

Mesopotamian Empires 118-131

Eight Features of Civilization   Workbook pg. 39

Hanging Gardens of Babylon Mini Poster

Using the information from page 130 MWH (textbook) about The Hanging Gardens of Babylon create a mini poster to advertise the features of the Hanging Gardens.  The poster should include:
• An interesting title
• Illustration(s) with caption(s)
• Words and phrases that would make someone want to go to see the Hanging Gardens
Steps:
1 - Create a rough draft sketch.
2 – Present your rough draft sketch to your teacher
3 – After your teacher approves your work you can begin on the final copy.  Be sure to completely color your poster.
4 – Explain if your resources were primary or secondary  sources.  Do this on the back.

Sumerian Social Classes

1- Read the section called Social Classes on page 113 in M.W.H Textbook

2- Create a two column chart to show the different Sumerian social classes. Label the left column Social Classes and label the right column Who is included.

3-  After filling in the two column chart showing the social classes and who is included in them answer these questions:

 4- Explain who had the most power of the three social classes.

5- Explain how the social class order was maintained.

6- Why do you think Sumerians had social classes?

7- Explain if you think social classes are fair? If not, explain what alternative you would propose.  

Cuneiform and Our Alphabet Foldable 11/3-11/4

Before comparing and contrasting Cuneiform and our Alphabet the foldable needs to be made. The instructions on the foldable that we will be making is here.
After Labeling the two outside tabs( Cuneiform and Alphabet), label the inside middle tab Same.

Using the foldable that is like a Venn Diagram compare Cuneiform to the Alphabet using M.W.H( textbook) p. 115  and the pieces below:

• Written on clay tablet
• Spread by Phoenician merchants
• Developed in Mesopotamia 
• Used for communication
• Uses 26 letters
• Written on paper and by using electronic devices
• Thousands of symbols
• Used for literature
• Triangles and lines
•  Represents words, concepts, or sounds
• Lines and curves
• Written with a reed stylus
• Latin for wedge shaped
• Developed around 1800 B.C
• Used for trade
• Used to record history
• Represents sounds
• Written with a pen, pencil, or many other methods
• Developed around 3400 B.C.

Cuniform and Our Alphabet

Instructions for classwork: 11/1- 11/3

1. Write down a sentence or more that describes your day yesterday. 

2. Now on a separate piece of paper Translate your sentence(s) into cuneiform using this worksheet

3. Finally, Trade Papers with a partner. You try to translate their cuneiform on their paper and they do the same with your cuneiform.

4. After trading papers write:

• Three things you learned about cuneiform
• Answer: How does cuneiform compare to our Alphabet? 

All of the above is written in your notebook.