Journal 1st six weeks

Photo by Wanda Wilson

Write in your World History Journal1. Write your name and class period on the

cardboard back of the spiral notebook. 2. Make a cover page on the first sheet with

your name and class period.3. Use a whole page for each day’s journal:

a. Journal entryb. 3-5 Vocabulary terms. Write short (4-6 word)

definitions for each term. c. A graphic organizer, timeline, or drawing as

instructed.

Journal entries

For each journal entry: 1. Write the date in the top right corner of the entry. 2. Write the topic of the day. 3. If indicated, write assignment due dates or exam

dates. 4. Answer the journal question in complete

sentences, explaining your answers. 5. Write your own answers. You can discuss the

topic, but do not copy others’ work.

Today’s Lesson 8/24 & 8/25

• Journal Warm-up: Technology– Today’s Topic: Neolithic Era

• Eras of my life assignment• Today’s vocabulary terms– Artifact– Culture– Technology

• Graphic organizer: marking a timeline.

Warm-up August 24 & 25

• TEKS (27) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies

Image source: http://www.unil.ch

Read “Learning About our Past.” Answer the prompts in sentences:• How are these tools

technology? • What modern day tools do

these resemble?

to make a spear

Today’s Lesson 8/26 & 8/27

• Journal Entry– Today’s topic: Agriculture

• Graphic organizer activity: Social Rank in early civilizations. (next slide)

• Vocabulary: • Domesticate• Animism• Polytheistic• Pictographs• Scribes

• Otzi the Ice Man

Social Rank in Early Civilizations

Lesson Summary p.5

Warm-up August 26/27

Learning Objectives: • Identify major causes of the development of agriculture• Summarize the impact of farming (Neolithic Revolution) on the creation

of river valley civilizations.

• PROMPT: (Write in complete sentences.)

• Before agriculture developed, how did people get food?

• How would life be different if agriculture never developed?

Today’s lesson August 29 (B)/ 31 (A)

• Today’s topic: Mesopotamia– Journal Prompt Hammurabi’s code

• Drawing: A ziggurat• Vocabulary terms– Ziggurat– Cuneiform– Civil laws– Bureaucracy– Money economy

Epic of Gilgamesh

Warm-up August 29 (B)/ 31 (A)

Learning ObjectiveWH (20) Government • Identify the impact of political

and legal ideas contained in documents including Hammurabi’s Code.

• Hammurabi made decisions on these which became laws and part of Hammurabi’s Code.

• Based on you idea of “fairness” and modern day laws, explain what you think should happen in each case.

Prompt: What should be done to the carpenter who builds a house that falls and kills the owner?

Ancient Mesopotamian carving of a carpenter at work.

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Today’s Lessons 9/1 (B) 9/2 (A)

Journal prompt: Money economy• Today’s Vocabulary • Empire(p.6)• Colony (p.11)• Alphabet (p.11)

Drawing: Write your full name (first and last) in the Phoenician alphabet. Use the chart copy.– Write from right to left .– For missing letters, exchange another letter or use

a dot .

Journal prompt:9/1 (B) 9/2 (A)

Journal Prompt: Answer both questions. • What advantages does a

money economy offer over a barter economy?

• Give an example of a modern transaction made easier by money instead of barter.

(17) Economics. The student understands the impact of the Neolithic revolution on humanity.

Rise of the Persian Empire

Analyze Maps Study the locations of the Persian capitals. Were they well placed for rule over the entire empire?

Today’s Lessons 9/3 (B) 9/4 (A)

Topic: HebrewsJournal prompt: Ten CommandmentsMap lessonToday’s vocabulary: – Monotheistic– Covenant– Patriarchal– Ethics– Diaspora

Graphic Organizer: “Sequence It”

The Hebrew Bible

The Hebrew Bible:

“I am the LORD thy God, who brought thee out of the land of Egypt, out of the house of bondage. Thou shalt have no other gods before Me.” —Exodus 20:2-3

• What does this quotation from the Hebrew Bible say that God did for the ancient Israelites? What does God demand in return?

• What idea in this quotation refers to a belief that is different from most other cultures in the Fertile Crescent that you have read about in earlier lessons?

Journal Prompt: 9/3 (B) 9/4 (A) WH (3) Describe the major political , religious/ philosophical, and cultural influences of … Israel, including the development of monotheism, Judaism, and Christianity. WH (20) Identify the impact of the legal ideas in the Jewish Ten Commandments.

Read the chart of the Ten Commandments. Prompt: Write a specific example of the impact of the Ten Commandments on today’s society.

Origins of Judaism Put these key historical events and beliefs from the Jewish tradition into the correct chronological order, from earliest to latest.

King Solomon completed Jerusalem’s temple.

Moses brought the Israelites to Canaan.

King Saul united the tribes of Israel into a nation.

Abraham made a covenant with God.

Many Jews from Judah were forced into exile during the Disapora.

Write 2–3 sentences describing the central ideas of Judaism on a separate sheet of paper.

Torah

Torah in Hebrew means “teaching” or “guidance”. The Torah includes the first five books of the Hebrew Bible: Genesis, Exodus, Leviticus, Numbers, and Deuteronomy.

The Ancient Israelites’ Unique Belief System

Analyze Maps What factors may have led to Canaan's becoming a crossroads in the ancient Middle East?

Today’s Lesson

Topic: Ancient EgyptJournal prompt: Sphinx Vocabulary: (beginning on p. 50) • Dynasty• Pharaoh• Vizier• Tutankhamen “King Tut” (p.55)Graphic Organizer: Timeline of Egyptian KingdomsHandouts: Reading:Tutankhamen; Chart of Egyptian Kingdoms

Journal Prompt 9/8 (B); 9/9 (A)

Shown above, this statue of a sphinx—a mythological creature having the body of a lion and the head of a man, ram, or hawk—is made of black granite. It represents Amenemhet III, a pharaoh who ruled in the Twelfth Dynasty of the Middle Kingdom.

Compare the Sphinx of Amenemhet III to a statue honoring an important person in today’s society. • How are these

monuments similar?

• How are they different?

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Today’s Lessons 9/10 B; 9/11 A

Topic: Ancient Egyptian CultureJournal prompt: HatshepsutVocabulary• Mummification• Hieroglyphics• Papyrus• Rosetta StoneGraphic organizer: Egyptian social hierarchy

LIBRARY

Journal prompt 9/10 B; 9/11 AWH (24) Culture. The student understands the roles of women, children, and families in different historical cultures.

• What about Hatshepsut was unprecedented in Egyptian history?

• What does Hatshepsut's story reveal about the dangers of over-generalizing about history?

Image source: Metropolitan Museum of Art at http://metmuseum.org/exhibitions/listings/2006/hatshepsut

Egyptian Social Hierarchy p. 56

• mummy maker• Rosetta Stone

• Image source: bbc.co.uk

Egyptian Learning Advances

Analyze Information In 332 B.C., the Greek ruler Alexander the Great conquered Egypt. According to the information on the chart, how was Egyptian knowledge passed along to other cultures?