- Continue with/complete the web search activity sheets. The society that began in that region of the world still is influenced by the original civilization established there.
- Once you’ve finished the pages, though, you want to start preparing to Sell us on the Value of your Invention from Mesopotamia. Convince us yours is the better achievement than the others. The list of achievements and each student assigned to them is posted below – you’ll each try to convince the class your invention is the most valuable to today’s global cultures; that it has helped mankind more than the competing invention.
- Here is the description of each of the inventions to remind you of what it is you’re trying convince others is such an important achievement.
- Remember you’ll be trying to win over votes against an opponent – against another invention. In your planning, you can try including reasons why the competing invention isn’t as helpful as yours is in the world.
People are still discovering artifacts from the past, like a 900 year old Crusader sword found in shallow waters off the coast of Isreal. You might wonder:
- how can they know which group of people the sword belonged to?
- how can they estimate how many years old the sword is?
- what are the ways they can use to measure the age of it and how accurate can they be?
Links to support our research/question sheet:
- Q2a Timeline of the earth – pdf showing the evolution of species over 4.6 billion years (National Geographic)
- Q2a Travel Deep Through Time – interactive images showing eras of earth’s history (warmth ranges etc)
- Q2a Interactive globe EarthViewer – Student Challenge – see if you can navigate this website to see what information it has to give you.
- Q2d evolution of humans – embedded video
- Q2f Explaining the difference between BCE/BC/AD/CE
- Ancient History Timeline – Interactive
- Three Historic Structures – lots of questions left to answer
- Stonehenge in Britain
- Statues on Easter Island
- Nazca Lines in Peru
- Three Historic Structures – lots of questions left to answer
- Recently, you worked in groups to read portions of a text that summarized the influences on Indigenous Worldviews in Canada. Each group developed a 3-point summary for each section, linked here. Student Section Summaries – Indig Worldview text 2021
- social structure
- education and influence of Elders
- Next, we’re going to consider for ourselves how we’ve been taught lessons in our families and culture. Then we’ll read about Oral Storytelling from Indigenous experiences
- Socrative Open Question Responses – stories used for teaching
- Text Reading: oral_tradition text – pg 38-
- Then you’ll do a Scoot Activity with a partner – answers will be given to you and you’ll have to identify what the question is for each.
- Rules for Respecting Elders: being prepared to listen
- Examples of Oral Storytelling – teachings
- Creation Stories – from many backgrounds – English recordings + pdf
After viewing question: What were the stories you heard from your older relatives – grandparents or even parents – about their experiences in childhood?
We’ve studied the ways scientists discover and learn about the past, through Archeology and many other fields of science. Today, we transition from discussing the methods of archeology and inference thinking to mapping out the areas of the world where the Ancient Civilizations existed along with the locations of current/recent archeological digs and findings. We’re focusing on the point that we’re never “done” looking into and understanding past civilizations.
The class is working in three teams towards a shared goal:
- Group A is identifying on the map the locations of the previous civilizations.
- Group B is posting recent archeological finds (article titles and QR codes to the report) on the map where the current sites are.
- Group C is researching to identify other current locations for archeological developments and news. They are creating new QR Codes that will be added to the map.
Ancient Civilizations Mapping:
Ancient Mesopotamia and Ancient Egypt
Ancient Japan Map
Personal Response Activity:
Considering your part in the mapping and inquiry searching we’ve been doing in class, write a personal reflection discussing some of the following points:
- What have you learned about the Archaeological studies continuing around the world?
- What observations can you make based on the areas on the map the civilizations were established around?
- What commonalities do you notice about the articles and findings being reported? (You can skim the article titles or skim through a few of the articles themselves.)
- What questions do you have about the civilizations and continued findings around the world? Develop four thoughtful questions.
- How important is this work, do you think, in the day-to-day lives of individuals around the world? Is it relevant to our lives now?
- How important do you think it is to preserve evidence of these ancient civilizations? Should we continue to spend money on preserving these artifacts over spending money on the societies that live in those areas of the world?
- Identify one personal realization you’ve had about archaeology or the people of the past.
Write up your personal reflection and submit by email with a proper email Subject Line and File label.
We live in a great time in human development, with all the modern advancements and inventions of our time. We receive messages to our watches and can tell a device to turn off the lights and put a movie on for us. We live in awesome times!
But every advancement we’ve made has only been a further development of the discoveries and inventions made before us by previous civilizations from around the world. Luxuries we take for granted every day, including the wheel, running water or indoor toilets, literature, schools, and even democracy and voting, all these came from other societies of the past. And we’re very grateful for them all!
This is what Social 9 is about – investigating what previous civilizations learn and understood as they adapted to survive in their environment or against territorial advancement. Ancient peoples
such as the Mesopotamians, Egyptians, Chinese Dynasties or Mongolians, the Greeks and Romans as well as the Mayans and Incas. All these groups contributed something to modern living – this is the focus of study in this class.
To begin, let’s look at how archeologists, researchers studying past artifacts and peoples, study findings today. With our continued advancements in technology, we’re finding newer and safer ways to learn without possibly disturbing what’s left from the past. Example: The image above is of a skeleton pair found many years ago. By testing their bones, it’s only recently been discovered that they are not a male and female, as previously assumed by their posing, but instead are two males. There’s what is inferred about the past and what can be proven about it!
While you watch, take notes about the types of Modern (newer inventions) used to study evidence from the past. We’ll share/discuss your list after watching.
After Watching Websearch: What are the original tools and methods of archeology?
Dig around online to discover and make a list of traditional tools archeologists rely on. We’ll share/discuss when you’ve finished.
Sample website to start with – Tools used by Archeologists
The Basics – some details we need to understand before we press on.
02 Basics of Studying the Past (Handout) You’ll work either independently or in small groups to research and understand each of the following concepts. We’ll collaborate as we go to share what you’ve learned and confirm understanding of the following topics:
- What is History?
- Timeline overview – how old is the earth, is mankind, how does carbon dating happen?
- Understanding eras of time: BCE and CE and how the numbers are calculated
- Practice locating events on a timeline using BCE and CE.
- Skimming to understand the areas of study involved in researching about the past, including human history, climate history and such, including Archeology, Paleoclimatologists, Dendroclimatology, and Paleoceanography.
We’ve reviewed the tools and methods, old and new, for researchers to learn from the artifacts they uncover. You’ll watch a video about what scientists believe the evidence from Stonehenge in the UK means. Then you’ll watch a 7 minute video about a similar rock structure and formation on the other side of the world and under water, in Canada!
Video 1: Stonehenge
While you watch, look for and make notes on the following:
- What specific artifacts and pieces of evidence have been gathered and observed from the Stonehenge site?
- What do researchers know about the people that constructed this structure based on the discoveries from those artifacts?
- What kinds of problems have hindered or gotten in the way of them learning more about the people from the build of this site?
- What kinds of findings have helped or benefitted the researchers so that they could know so much about the people from Stonehenge?
Video 2: Under Water Stonehenge Found in Lake Michigan (7 minutes)
Either as you watch or after, write down the following:
- How this under water rock formation is similar to the U.K. Stonehenge formation.
- How do scientists believe it was constructed, if it’s under water?
- What do they suspect the rock formation was constructed for? What was its purpose?
We’re taking a shorter look at the ancient civilizations of Japan/China and Incas/Mayans/Aztecs. You’ll be able to decide which of these areas you want to explore and learn more about personally.
To understand a bit of the Incas, Mayans, and Aztecs, you’ll watch this documentary. It explores how these civilizations were able to develop such skill and precision in things like understanding the solar calender and season changes to understanding how to grow vegetation on floating islands rather than rely on soil for it.
Take notes as you watch, as usual.
To start our study of ancient civilizations, we begin with two that were very close to each other geographically. Because they were so close, you might assume they were similar in many ways, but were they really?
You’ll study the two civilizations for certain elements of their societies and then develop a project to develop to demonstrate your understanding and judgment of them. Was one civilization superior to the other?
- Remember there are a lot of great videos/documentaries to use for gathering your information.
- 05 Mesopotamia vs Egypt Study PDF Handout
- 21st Century Skills Development: You may uncover a great resource that you want to share with the group. We will compile a list of resources together in a shared Google Doc linked here. It is “shared” with you via your gmail accounts, so make sure you’re logged in to access it.
Which civilization will come out as the most successful one?
You’re using a variety of resources of your choice online to find answers to several questions. It will help you establish a basic understanding of some of the important elements of studying civilizations before we move on in the course. Elements like how eras of time are labeled as B.C. or A.D. or how old the earth is compared to how old humankind is. Below are a few helpful video resources you can watch to help supplement your own research.
You’ve been earning points as Teams, so far, but in this Project you’ll work Individually and be able to earn points yourself. You will still work with your Team and share ideas for research methods, how to take good notes or what format to use to share what you’ve learned with your Teammates. The points you earn, though, will be yours individually.
For your Research Project:
- gather/develop notes, collect maps, images, diagrams etc to help with your explanation of your findings
- make sure you write things out in your own words – cutting and pasting what you don’t understand is a waste of your time
- use dictionaries or Google search words you aren’t familiar with to help you understand
- use a variety of sources for your research:
- the first few sites from a Google search aren’t necessarily the best ones for you
- you can also search through YouTube videos to gather information
- sometimes with your search you can add “PPT”, “PDF”, or “Textbook” and find different sources to help you
As a Team, you will divide up the Six Civilizations to be researched, so that each is covered by a member of your Team. When the research time is finished, you will teach your peers about the Imperialism of your two selected Civilizations and time period.
- Understanding your audience is your own classmates should help you understand how to develop your notes and information
- Civilizations to be studied: one member from your Team must research two of the following civilizations. For the groups with Four Teammates, you will have some overlap, but you will all still do the research and notetaking individually. Example: Team Coke might divide them as follows – Cole (Rome/Spain), Eve (Macedonia/France), Olivia (England/Mongolia), Kaylin (Spain/Macedonia)
- The quality and degree of thoroughness of your collected information and ability to make it understandable to your peers will play a large role in how many points you individually may acquire through this project.
- The Civilizations to select from are:
Research Guiding Questions:
- Define the following terms in a way that you are able to understand them:
- Worldview of a Civilization
- What is the difference between Imperialism and Colonization, or is there a difference?
- With Imperialism examples of the past in general,
- what were the reasons for it?
- what methods were used?
- What are some of the Pros (benefits) and Cons (negatives) you can recognize of Imperialism?
- What is the difference between Assimilation and Paternalism? In your opinion, which was a better method to use when going through Imperialism expansion of territories?
- Research/gather information specifically of two of the civilizations listed above. (Remember that all six civilizations must be covered collectively by your team. You’ll have to discuss and decide who will do which one.)
For each civilization you’ve selected, identify the following:
- What was the Worldview or perspective of that civilization that led to its Imperialism expansion?
- What triggered or led up to the Imperialism? What were the factors that caused it to happen in that civilization and at that time?
- What methods were used for their Imperialism? How did they go about it and how successful were they?
- What were the ultimate results of your civilization’s Imperialism?
- What Pros and Cons can you identify of that civilization’s Imperialism history?
Remember: You’ll each gather information for all five questions for BOTH your Civilizations.