The Nile Exit Slip

ELO #1 - I can analyze how the geography of the area shaped the early development of Mesopotamia.

Today. students worked as a class to solve the lateral thinking puzzle below.  Next, we reviewed the answers to the article questions about the Nile.  The brain break students participated in was pencil flipping.  Students transitioned to working on a map analysis document related to the Nile.  Finally, students completed an exit slip to review information from the week (exit slip questions are below)



Thinking puzzle: Anthony and Cleopatra are lying dead on the floor of a villa in Egypt. Nearby is a broken bowl. There is no mark on either of their bodies and they were not poisoned. How did they die?

Exit Slip: 1. Which direction does the Nile river flow?

2. Why was the Nile so important to Ancient Egyptians?

3. Red : Desert :: Black : ____________
4.  Missouri river : Mississippi river :: _____________ : Nile River
5. ___________ : Ancient Egypt :: Money : United States

The Nile

ElO#1 - I can analyze how the geography of the area shaped the development Ancient Egypt.

Today, students will finish analyzing and discussing the best location for a fictional civilization.  This will help students develop a better understanding of the Egyptian civilization.  Next, students read an article on the Nile and answered questions.  Every Thursday, students take part in a 10 minute open discussion on world events or interesting topics.

Reminder: Projects are due on Monday
- Any students that has not completed their project will stay after for Club Ed.

Nile and The Development of Civilizations

Egypt ELO#1 - I can analyze how the geography of the area shaped early development of Egypt.

Today, students analyzed a population map of Egypt to understand the density of people near the Nile river.  Next, students participated in a brain break called guns and roses.  Finally, students analyzed five sites on a map to decide the best spot to start a civilization.  

Mesopotamia Projects are now due on Monday!

Last Project Workday and Egypt Activities

ELO #4 - I recognize the contributions of Mesopotamia as they relate to technology, written language, art and culture.

Today, students will finish up their written part of the project in class.  Some students have work to complete outside of class whether it is the written part or creative part of the project.  Students that are finished will use computers to complete activities related to Egypt because it will be our next unit.  

Project Workday #4 and Weekend Discussion

ELO#4 - I can recognize the contributions of Mesopotamia as they relate to technology, written language, art and culture.  

Today, students discussed their weekend and the flood of 2016.  Next, students used class time to work on their paragraphs for the project and some students started on their creative part.  We discussed issues with the paper such as plagiarism, lack of details and simple editing mistakes. 

Test retakes and Project work time

ELO#4 - I can recognize the contributions of Mesopotamia as they relate to technology, written language, art and culture

Today, students received their test scores and some students were able to do retakes in class.  Scores are available on PowerSchool and are broken down by learning goal. Students that did not receive a 3 will retake next week. An email will be sent home to students that need to retake and a day has been scheduled for those students.  For the most part I am pleased with the outcome!

Reminder - projects due on Friday, Sep.30

Project Work Day 2

ELO#4 - I can recognize the contributions of Mesopotamia as they relate to technology, written language, art and culture

Today, students worked individually to research their project topic.  Below is the project handout with options.  Some students began typing their paragraphs for the project.  When they are finished with the paragraph, they will start on their creative part of the project.  Tuesday will be the last in-class work day for the project.  Test grades will be released on Friday.  

Reminder: Project due on Friday, Sept. 30

Mesopotamia Project - Technology, Written Language and Culture

ELO#4 - I can recognize the contributions of Mesopotamia as they relate to technology, written language, art and culture.  

Today, I was out of the building receiving training on PBIS to help improve the school environment.  Students started their research for the project. They were able to use computers to look up information on one of the seven options for the project.  I will include the handout on the blog tomorrow.  Students earned a good report from the sub and I am excited to see what information they have found. Test grades will be imputed by Friday.

Mesopotamia Test Day!!!

ELOs #1,2, and 3

Test today! Students will have the opportunity to retake if they did not receive a 3 on any of the learning goals. Missing students will finish on Thursday in class.  Project research starts tomorrow in class.

Mesopotamia - Kahoot Review

ELOs #1, 2, 3


Today, students competed in a Kahoot review game twice to prepare for the test tomorrow.  After the review game, students worked with a partner to complete and quiz each other on the assessment review sheet.  You can help by quizzing your student on the following concepts.

How did Mesopotamian improve their food and water supply to create a stable food supply for their civilization?

List ways religion impacted their lives.

Describe Hammurabi’s law code.

Project Introduction and Test review sheet

ELO #4 - I can recognize the contribution of Mesopotamia as they relate to technology, written language, art, and culture.

Today, students had five minutes to sculpt a piece of technology from Mesopotamia.  After the sculptures were shared, I introduced students to the project choices for ELO #4.  A copy of the choices is below.  Student picked a project option today, we will begin work on Wednesday.  The project is due Friday, Sept. 30th.  We will have multiple days in class to type the written part of the project.  Finally, students had time to work on their assessment review and prepare for the test.  

Reminder - Mesopotamia Test on Tuesday, Sept. 20

Comparing Hammurabi's Laws to the US Laws and Open Discussion

ELO #2 - I can explain the role the social classes and government played in Mesopotamian society.

Today, students began class with a matching activity to think about the roles of the social classes in Mesopotamia.  Next, students were given 10 minutes of open discussion to ask questions about the world.  Finally, we analyzed the laws and compared them to the United States.  For example, Law 199: If he has knocked out the eye of a slave... he shall pay half his value.  Slaves did not have much value in Ancient Mesopotamia. Tomorrow will include time to work on the assessment review. 


Reminder - Mesopotamia Test on Tuesday, Sept. 20th

Analyzing the Law Code and Assessment review

ELO #2 - I can explain the role the government and different social classes played in Mesopotamian society

Today, students were challenged to solve two think puzzles on the board before class.  Next, I passed out the review sheets for the test on Tuesday, Sept. 20th.  Students should try to fill out their review sheet by Monday.  Finally, students worked in groups to analyze the laws created by Hammurabi and decide if they are just.  For example, If a surgeon has operated with a bronze lancet on the body of a free man... and saves the man's life, he shall receive 10 shekels of silver.  However, if a surgeon causes his death,...his hands shall be cut off.  Copies of the review sheet are available below.

Religion Formative Assessment and Laws

ELO #3 - I can interpret the impact religion had on daily life in Mesopotamia

Today, students started class with a short quiz on the religion of Mesopotamia. Most students did very well on the quiz, below are the questions and answers.  Next, students checked that Hammurabi article worksheet.  We solved a thinking puzzle for a brain break.  Finally, students analyzed family law of Mesopotamia and compared it to laws in the U.S. today.

True/False –

1.Ancient Mesopotamians believed in the afterlife. True

2.Scribes and Priests were some of the only people that could read and write. True

3. A city’s ziggurat was dedicated to

A. a master craftsman  B. a god

C. a war hero  D.  the king

4. Who were the only people allowed in a city’s ziggurat? 

A. kings  B. government officials

C. priests  D. farmers

5. How did the religion have control over the people? (two reasons)

- priests are the only people that can read and write

- Ziggurat was the largest building

- people had to offer food to the gods

- gods were related to everything in life

King Hammurabi and the Social Classes

ELO #2 - I can explain the role the government and different social classes played in the Mesopotamian society. 

ELO #3 - I can interpret the impact of the religion on daily life in Mesopotamia.


Today, students began class with a group challenge to put the Mesopotamia social structure in the correct order.  Winning team received four signatures!  Next, students checked their study guides with the class.  This led to a thumb wrestling brainbreak.  Finally, we read an article about King Hammurabi and his law code for Babylon.  Students will receive the assessment review on Wednesday.  


Mesopotamia Assessent on Tuesday, Sept. 20th

The "Ordeal" and Study Guide

ELO #2 - I can explain the role the government and different social classes had on Mesopotamian society

ELO #3 - I can interpret the impact of the religion on the daily lives of people in Mesopotamia.






Today, students had an entrance ticket with three questions related to the learning goals above. 

1.Give an example of Hammurabi’s Law Code.

2.Name two of the four city-states in Mesopotamia.

3. Name three ways that priests had power over the people.

Mod 7 was the winning class because they came up with 17 reasons for question 3.  Next, students watched a video about an Ancient Mesopotamian ordeal to judge if someone was guilty. It involves licking a large iron spoon.  It can be viewed at the 20:00 mark of this video.  Finally, students had work time complete their study guide, due on Monday.

Playdough Ziggurats, Packet and Study Guides

ELO #2 - I can explain the role of the government and different social classes in Mesopotamian society.

ELO #3 - I can interpret the impact the religion had on daily life in Mesopotamia.

Today, students had five minutes to create a Ziggurat out of playdough.  The winning student received PBIS signatures as voted on by their classmates.  Next, students completed their Mesopotamia PowerPoint packets, which will be an excellent studying resource.  Finally, students were timed to see how fast they could get papers and books for their groups to work on a study guide related to the three learning goals.

- First citizenship grades will be released on Friday, Sept. 16
- Mesopotamia Assessment on Sept. 20

Making Mud Bricks and Mespotamia PowerPoint

ELO #1 - I can analyze how the geography of the area shaped early development of Mesopotamia.

Today,  students will watch two short videos showing how people make mud bricks in the Middle East and Africa.  This is a basic building resource that has lasted for 10,000 years.  Next, students added more information to their Mesopotamia packet.  Students participated in three different challenge brain breaks, for example spinning your foot clockwise and trying to draw a six with your right hand.  

Mesopotamia Assessment is set for Tuesday, Sept. 20

Map Review and Mesopotamia of PowerPoint

EL0#1 - I can analyze how the geography of the shaped early development of Mesopotamia.

Today, students started class by reviewing the location of the Tigris and Euphrates rivers, Mesopotamia and the Fertile Crescent.  The presentation covered geography, religion, and government of Mesopotamia.  We will add to this resource throughout the week.  It will be a great way for students to study.

Mesopotamia Geography Video and Map

ELO#1 - I can analyze how the geography of the area shaped early development in Mesopotamia.

Today, students started class by taking notes on a short video about the impact of the geography on Mesopotamia.  This concept will be important to understand for the test.   Students created a set of notes from the video to use as a resource.  *BrainBreak* Next, students had time to complete the ancient part of their Mesopotamia map, which is due on Tuesday.   All students completed three questions as an exit slip at the end of class.  

1.What two rivers irrigated Mesopotamia?

Tigris and Euphrates

2.Mesopotamia is located in what present-day country?

Iraq

3.Why do you think Nomads settled in Mesopotamia? Provide two reasons.

Fertile soil

Wheat

Animals

Map of Mesopotamia

ELO #1 - I can analyze how the geography of the area shaped early development of Mesopotamia.

Today, students started with a question of the day.  What is a nomad? a group of people that travel from place to place following their food source.  We also review the seven characteristics of a civilization: government, stable food supply, religion, writing, advances in technology, culture, and social structure.  Next, students participated in a brain break that challenges their brain hemispheres.  Finally, students received directions on how to complete a map of the Middle East and Mesopotamia. This map will be completed tomorrow (Friday) in class.