Day One (short schedule)
Introduce course syllabus.
Student introductions. “What do you hope to learn from this course?”
Student information note cards.
Discuss historical concepts – change over time.
“Who decides what goes on the timeline?”
Historical Hangman
Central Question: What does “bleeding edge” scientific research tell us about early human migration?
Introduce Website – try to do a walkthrough via LCD projector.
Introduce Textbook.
Handout: Journey of Man.
View Video excerpt – Journey of Man.
Discussion:
Central Question: Same as Day Two
Continue Journey of Man.
Discuss assignment (handout) – Due Friday.
Handout: Packet – Models to Explain Origins of Agriculture.
Homework: Review Models to Explain Origins of Agriculture
Central Question: What social and environmental pressures encouraged some foraging
Groups to put their knowledge to work and start to change their subsistence strategies
And their entire way of life?
Group/Pair Review: Models to Explain Origins of Agriculture.
Students will review the material by groups in assigned sections. Students will
Complete a worksheet to guide their reading. Once finished, one student per group will write
Group findings (on the board) to compare information. Information will be essential for class
Discussion.
Central Question: What is civilization?
Turn in Journey of Man response.
Computer Lab – Web Inquiry
Handout: Web Inquiry
Final Exam Paper Requirements. TOPICS DUE FRIDAY SEPT 12th.
Day One
Central Question: What does the study of Mesopotamia offer the modern student of history?
Lecture: Mesopotamia – Earliest Humans through Akkadians.
Handouts:
Mesopotamia Civ. Packet.
Mesopotamia map
Terms and People List
In-Class Assignments: Map
Homework: Textbook Reading – Ur, pages 81; 95-99
Read Mesopotamia Civ. Packet
Lecture: Mesopotamia – Babylon and Beyond.
Read Frank E. Smitha’s “The Sumerians.”
Discuss: Code of Hammurabi
Homework: TBD
Lecture – New Societies in Ancient Middle East
Read: Frank E. Smitha’s “New Societies in Ancient Middle East”
Essay Quiz
Day One
Central Question: How does the study of Ancient Egypt serve as a "Case Study" for humans' adaptaion to physical geography?
Lecture: Early Egypt
Handout: Egypt map
Terms and People List
AFRICA AND EGYPT TO 1750 BCE (Smitha)
In-Class Assignment: Using the materials provided, create a timeline of Ancient Egypt.
Homework: Map assignment
Read textbook: pages 177-187
FINAL PAPER TOPIC DUE!
Work on Timeline (Mid-Term) Project
Lecture: Egyptian Religion
Finish Egypt Timeline
Finish Egypt Map
Homework: Read textbook: pages 189 - 191
Unit IV – Hittites, Phoenicians, Assyrians, and Israelites
Day One
Central Question: What role did the Hittites, Phoenicians, Assyrians, and Israelites play in establishing civilization in the Middle East?
Handouts: Map
Terms and People List
Reading packet – People of Bible Times
Lecture: Hittites, Phoenicians, Assyrians, and Israelites. (Origins of the Israelites)
Map Assignment: Phoenician Commercial Influence
Textbook Reading: pages 113 – 123
Lecture: Assyria, Neo-Babylon
Handout – Age of Gold for Mighty Babylon
Biographical Case Study – “Who was Nebuchadnezzar?
Assignment TBD
Video / Response
Day One
Central Question: Who were the Persians and why should I know who they were?
Lecture: Persian, Parthian, and Sassanid Empires
Handouts: Map
Terms and People List
Reading packet – Persians, The Generous Conquerors.
Day One
Central Question: Who were the Greeks?
Lecture: Bronze-Age Greece and the Dark Ages
Handouts: Map
Terms and People List
Reading packet – The Athenian Role Model
Video: The Greeks: Crucible of Civilization – Part I
Assignment: Video worksheet
Textbook Reading: pages 31 - 44
Video: The Greeks: Crucible of Civilization – Part I
Assignment: Video worksheet
Reading packet – The Golden Age of Athens
Textbook Reading: pages 31 - 44
Handout: Reading packet – Greek Age of Gold
Assignment: One-page opinion – What similarities exist between modern American culture and ancient Greek culture?
Video: The Odyssey
LMC available for students who need additional time
Video: The Odyssey
Central Question: How did money, manpower, and military superiority contribute to the greatness of the Macedonians?
Day One
Intro – Video: Alexander the Great
Assignment: Historical Head
“I wonder...” one page write-up
Homework: Reading: Frank E. Smitha's "ALEXANDER CHANGES THE WORLD"
Discuss Reading – Frank E. Smitha's Macedonia and Philip II
Discuss The Battle of Gaugamela
20 Minutes
LMC for the remainder of the Block -- Students will work on Timeline Project
Reading – Frank E. Smitha's Macedonia and Philip II
Battle of Gaugamela (continued).
Final Exam Paper Outline DUE!