[HUMS: INTEGRATED UNIT]

Size: px
Start display at page:

Download "[HUMS: INTEGRATED UNIT]"

Transcription

1 2013 Teaching Humanities 1 (AEG 5211) Henrik Steenberg [HUMS: INTEGRATED UNIT] This integrated unit is developed for the Year 7 Level AusVELS History domain and integrates standards from the AusVELS Civics and Citizenship and the AusVELS Information Communications Technology (ICT) domains.

2 AusVELS Integrated Unit AusVELS Learning Focus The Ancient Greece integrated unit of study is developed for the Year 7 Level AusVELS History domain and integrates standards from the AusVELS Civics and Citizenship and the AusVELS Information Communications Technology (ICT) domains. History The Ancient World, depth study: The Mediterranean World - Ancient Greece: The physical features of ancient Greece (such as its mountainous landscape) and how they inf luenced the civilisation that developed there (ACDSEH003) Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), incl uding the influence of law and religion (ACDSEH035) The significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSE H036) Contacts and conflicts within and/or with other societies, resulting in developments such as t he expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (A CDSEH037) The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDS EH130) AusVELS Level 7 Civics and Citizenship As students work towards the achievement of Level 8 standards in Civics and Citizenship, they study the origins of democracy and various other types of government in an historical context. They learn about how past societies such as Ancient Greece or Rome have influenced modern democracies. AusVELS Level 7 Information Communication Technology As students work towards the achievement of Level 8 standards in Information and Communications Technology, they learn to use a variety of ICT tools and techniques to assist with filtering, classifying, representing, describing and organising ideas, concepts and issues. AusVELS Level 7 [Type text] Page 1

3 AusVELS Domain, Dimension, Depth Study, Content Description and Key Elements of Achivement Standards The table below outlines how the Ancient Greece unit of study can be used to assess a number of AusVELS achievement standards. Domain Dimension Depth study Content description History Historical Knowledge and Understanding Depth Study 2: Greece The physical features of ancient Greece (such as its mountainous landscape) and how they influenced the civilisation that developed there (ACDSEH003) Roles of key groups in Athenian and/or Spartan society (such as citizens, women, slaves), including the influence of law and religion (ACDSEH035) The significant beliefs, values and practices of the ancient Greeks, with a particular emphasis on ONE of the following areas: everyday life, warfare, or death and funerary customs (ACDSEH036) Key elements of achievement standards Students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways. Contacts and conflicts within and/or with other [Type text] Page 2

4 societies, resulting in developments such as the expansion of trade, colonisation and war (such as the Peloponnesian and Persian wars) (ACDSEH037) The role of a significant individual in ancient Greek history such as Leonidas or Pericles (ACDSEH130) Historical Skills Chronology, terms and concepts Historical questions and research Analysis and use of sources Sequence historical events, developments and periods (ACHHS205) Use historical terms and concepts (ACHHS206) Identify a range of questions about the past to inform an historical inquiry (ACHHS207) Identify and locate relevant sources, using ICT and other methods (ACHHS208) Identify the origin and purpose of primary Students sequence events and developments within a chronological framework, using dating conventions to represent and measure time. When researching, students develop questions to frame an historical inquiry. They identify and select a range of sources and locate, compare and use information to answer inquiry questions. They examine sources to explain points of view. When interpreting [Type text] Page 3

5 Perspectives and interpretations Explanation and communication and secondary sources (ACHHS209) Locate, compare, select and use information from a range of sources as evidence (ACHHS210) Draw conclusions about the usefulness of sources (ACHHS211) Identify and describe points of view, attitudes and values in primary and secondary sources (ACHHS212) Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged (ACHHS213) sources, they identify their origin and purpose. Students develop texts, particularly descriptions and explanations. In developing these texts and organising and presenting their findings, they use historical terms and concepts, incorporate relevant sources, and acknowledge their sources of information. Civics and Citizenship Civic knowledge and understanding Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS214) As students work towards the achievement of Level 8 standards in Civics and [Type text] Page 4

6 Information Communications Technology ICT for visualising thinking ICT for creating ICT for communicating Citizenship, they study the origins of democracy and various other types of government in an historical context. They learn about how past societies such as Ancient Greece and Rome have influenced modern democracies. They use ICT to visualise their thinking in order to make sense of ideas, concepts and issues from all domains, and to reflect on their learning. Students use a wide range of ICT tools, techniques and functions to support their thinking processes, to model systems, to solve problems and to create information products for a variety of purposes. Students use Internet research tools to locate and download information from a range of sources, and they judge the quality of information, based on set criteria. At level 7, students work towards Level 8 standards: Students select and apply ICT tools and editing functions that support filtering, classifying, representing, describing and organising of concepts, issues and ideas. Students independently apply a range of processing skills, functions and equipment to solve problems and create products which contain minimal functional, typographical, formatting and readability errors. Students select the most appropriate search engines to [Type text] Page 5

7 locate information on websites. Synopsis This unit will introduce students to the AusVELS level 7 standards for the History, Civics and Citizenship and ICT domains through the topic of Ancient Greece. Students will engage in self-guided investigations of ancient Greece including: How the landscape affected the type of societies that developed in ancient Greece. The development of democracy and its legacy on the Australian political system. The similarities and differences between ancient Greek societies and the role of key groups. Students will use ICT to investigate and present their learnings. Students will use a range of primary and secondary sources and will be introduced to techniques that will enable them to think critically when evaluating the type of questions specific types of sources can help answer. Focus Questions A framework for developing students historical knowledge, understanding and skills is provided by inquiry questions through the use and interpretation of sources. The key inquiry questions at level 7 are: How do we know about the ancient past? Why and where did the earliest societies develop? What emerged as the defining characteristics of ancient societies? What have been the legacies of ancient societies? Inquiry Process The Ancient Greece unit of work will offer students with the opportunity to actively engage in student centred learning activities both individually and in groups. Students will participate in identifying information needs, formulate questions to direct inquiry, plan their inquiry process, research and evaluate relevant information and present their findings in various modes and media. The inquiry process will assist the students develop critical thinking skills and enhance their research, problem solving and communication skills through independent and collaborative learning experiences to foster deeper learning. Inclusive Curriculum The Ancient Greece unit of study is developed with an understanding that the learning process within a group of students is not homogenous but must cater for differences in learning styles and [Type text] Page 6

8 multiple intelligences. The unit includes a wide range of learning activities aimed to include all students, such as verbal/linguistic intelligence (individually writing a persuasive text), interpersonal intelligence (group work and discussions), visual/spatial intelligence (interpreting images and creating graphic posters), naturalist intelligence (interpreting the Greek landscape s impact on development of city states) and bodily/kinaesthetic intelligence (acting, participating in reenactment of ancient Greek games). Assessment The Ancient Greece unit of study includes several methods of assessment designed to comprehend student s learning progress and understanding. During the unit student progress and engagement will be informally assessed by checking work during class, engagement in groups and class discussion and formally assessed with students engaged in essay writing, creating posters and completing question/answer sheets. Whenever formal assessment techniques are involved a rubric will be presented. [Type text] Page 7

9 Activities Activity 1: Introduction to Ancient Greece Introduction to Ancient Greece Think/Pair/Share Brainstorm Mindmap Student are introduced to the unit Ancient Greece and advised that they will be investigating how the physical features of Greece influenced the types of society that developed; the roles of key groups in society (citizens, women, slaves); how beliefs, values and practises influenced everyday life; the contacts and conflicts (trade, colonization, war); and the role of the significant individual. Students will be divided into permanent groups of four for the duration of the unit. The following activity will take place in a group setting. Individually, students are asked to think about two to three things they already know about Greece and write these on sticky notes before sharing with the group. The group is to discuss any similarities or differences. As a way to assess the student s prior knowledge, the students will share their ideas by collating the sticky notes on a poster under the heading: Greece. Next, the students are handed images relating to ancient Greece and, as a group, asked to brainstorm their understanding/interpretation of the images (on sticky notes). They must also record questions that arise from discussing the images; what are the things that they would like to know about ancient Greece? The class will construct a mind map ( and list the groups brainstorm ideas and questions under the following categories: 1. Physical features of Greece 2. Roles of key groups 3. Beliefs, values and practises 4. Contacts and conflicts 5. The significant individual The mind map will inform the inquiry process for the reminder of the unit. In addition, students are introduced to the topic of Ancient Greece by presenting them with a chronological overview of the important features of the period from human migration out of Africa, approximately BCE, to the early Greek civilizations of the Minoans and Mycenaeans. How did the landscape affect the type of societies that developed in ancient Greece? (Link to Cross- Curriculum: Sustainability (past social and economic systems, and access to the Earth s resources, the emergence of farming and settled communities) [Type text] Page 8

10 Activity 1: Handout - Brainstorm Each image (including title) will be laminated and distributed to the groups to assist their brainstorm. Temple of Olympian Zeus, Athens Amphitheater at Epidaurus Acroplis in Athens Pericles [Type text] Page 9

11 Hoplite Olympic Games Assembly after the death of Pericles Ancient Athenian warship Map of ancient Greece (1500 BC) [Type text] Page 10

12 Activity 2: Text Reading and Questions Throughout the Ancient Greece unit, students will be required to read chapter 6 in History Alive 7 for the Australian Curriculum : Depth Study 2: The Mediterranean World: Ancient Greece. Chapter 6 on Ancient Greece covers: 6.1 How do we know about ancient Greece? 6.2 The Minoans and Mycenaeans 6.3 The rise of the Greek city-states 6.4 Government in Athens and Sparta 6.5 The Spartans 6.6 Athens wonder of the ancient world 6.7 SkillBuilder: Using ancient Greek primary sources 6.8 Myths, gods and oracles 6.9 The Olympic Games 6.10 Greeks, Persians and Alexander the Great 6.11 The heritage of ancient Greece Prior to each lesson, students will be required to read a sub-chapter (such as 6.8 Myths, gods and oracles ) and, working in groups, they will complete the questions on handouts. Students work will be assessed while they are completing the task and feedback will be provided verbally. Example of handout (for 6.8 Myths, gods and oracles ) is provided below. [Type text] Page 11

13 Activity 2: Handout Text Reading Ancient Greece: Myths, gods and oracles Use your textbook (chapter 6) to complete the activities: Explain the following terms: Entrails Immortals Metope Mythology Omens Explain 1. Make a list of things that the people of the Greek city-states had in common. 2. How do you think these things would have contributed to a Greek sense of identity? 3. Write a short paragraph explaining why the Greeks consulted oracles? 4. What similar kinds of fortune-telling still happen in our time? Give examples. [Type text] Page 12

14 Activity 3: Ancient Greek primary sources - Excursion to the Hellenic Museum, Melbourne Students are advised that they will complete a study of ancient Greek primary sources during an excursion to the Hellenic Museum, Melbourne. The excursion will examine ancient Greek antiquities and statues. The students will observe historical artefacts and complete a question sheet. Prior to the excursion they will read chapter 6.7: SkillBuilder Using ancient Greek primary sources. The students will in their groups choose 4 museum exhibits (primary sources) in the form of pottery, coins, statues etc. for study. For each of the items they will complete five questions: 1. Who created it? 2. Why was it created? 3. What does it say or show? 4. What does it tell us about the ancient Greeks? 5. What conclusion can we draw from it about ancient Greek society? The students are also asked to take a picture of the item (if permitted) or draw a picture. [Type text] Page 13

15 Activity 3: Handout Ancient Greek Primary Sources In your groups, use your knowledge from chapter 6.7: SkillBuilder Using ancient Greek primary sources to complete the question sheet below. You are to study 4 different items from the following categories: pottery, coins, tools, weapons, and statues. You must maximum include two pieces from each category. ITEM 1 Who created it? Why was it created? What is its purpose? What does it show? What does it tell us about the ancient Greeks? What conclusions can you draw from it about the ancient Greek society? ITEM 2 Who created it? Why was it created? What is its purpose? What does it show? What does it tell us about the ancient Greeks? What conclusions can you draw from it about the ancient Greek society? [Type text] Page 14

16 ITEM 3 Who created it? Why was it created? What is its purpose? What does it show? What does it tell us about the ancient Greeks? What conclusions can you draw from it about the ancient Greek society? ITEM 4 Who created it? Why was it created? What is its purpose? What does it show? What does it tell us about the ancient Greeks? What conclusions can you draw from it about the ancient Greek society? [Type text] Page 15

17 Activity 4: Online Research Greek myths In their groups, students are to use internet resources to research a Greek myth of choice: The Iliad The Odyssey Students are encouraged to use online resources and will be given a list of online sites to consult in their research. We will also review approaches to guide their evaluation of the webpages: URL o o o Personal page Publisher reliable, original source Domain type Perimeter of page o Author o Date (is information current?) o About Us, Background etc. to inform of reliability Indicators of quality o Links do they work? o Are sources documented and reliable? What do others say? o Who links to the page (Search Google: link:url)? o What do others say about the author? Purpose of page o Inform o Persuade o Entertain Students can choose to present their findings in written form (essay, poster or presentation) or as a role play. [Type text] Page 16

18 Activity 4: Handout Greek Myths In your group, you are required to research a Greek myth using a range of online sources. You can choose to research either: The Iliad The Odyssey For your group presentation to class, choose either option 1 or option 2: 1. In option 1 the group is required to present the myth in written form. This can be in the form of a presentation. The presentation must include the following slides: a. Title b slides summary of the myth c. A list of the main characters (humans and gods) with brief explanation d. A reference slide 2. In option 2 the group is required to prepare a role play of the myth and act out in front of the class. The play is to last 5-10 minutes. List of useful online resources: The Iliad The Odyssey [Type text] Page 17

19 Activity 5: Greek City-States and Governments Students will read chapter 6.4: Government in Athens and Sparta before embarking on an investigation of the types of government that existed in ancient Greece. The investigation will include a discussion of Athenian democracy and its legacy on the Australian political system. A list of online sources and books will be suggested for the inquiry. Students are to create a Venn diagram to illustrate the similarities and difficulties between the two types of government that developed in Athens and Sparta. They can choose to create the Venn diagram using Microsoft Word or online: The Venn diagram should include references to geographical, political, educational, cultural, economic, legislative and civic topics. Emphasise that students include and discuss the geographical features of Greece, the rights of the key groups in society; i.e. which groups had the right to participate in decision making process, can vote; and which groups were excluded. Students are required to add references to sources (websites, text books and video) Democracy in Australia As part of the activity the class will compare their findings with the democratic system in Australia today and how democratic rights (the right to vote) have changed for various groups in Australian society over time. Discus who can vote and include comparisons with the history of voting rights in Australia, particular women s right to vote and indigenous citizens rights (Cross-Curriculum Priority: Aboriginal and Torres Strait Islander histories and cultures) In the process, students will Pair & Share discussing the three questions below before engaging in a whole class discussion: 1. When did women in Australia get the vote? 2. What happened with the right to vote in 1946? 3. What happened with the right to vote in 1967? This activity could be extended with role play. Divide the students into groups (citizen, women, slaves) for a lesson, day or week to experience the exclusion created by removing their right to participate in decision making process regarding the decisions of how to complete tasks. [Type text] Page 18

20 Activity 5: Handout - Greek City-States and Governments You are required to read chapter 6.4: Government in Athens and Sparta before embarking on an investigation of the types of government that existed in ancient Greece. A list of online sources and books is suggested below. In your groups, create a Venn diagram to illustrate the similarities and difficulties between the two types of government that developed in Athens and Sparta. You can use the Venn Diagram feature in Microsoft Word or The Venn diagram should include references to geographical, political, educational, cultural, economic, legislative and civic topics. Write a summary of the similarities and differences discovered when you created the Venn diagram (400 words). Make sure you include and discuss the geographical features of Greece, the rights of the key groups in society; i.e. which groups had the right to participate in decision making process, can vote; and which groups were excluded. You are required to references your sources (websites, text books and video). Class discussion: Democracy in Australia Suggested reading Books Ellis, John E., History as evidence. Ancient Greece, 1992, London Clare, John D. (ed.), Living History. Ancient Greece, 1993, Great Britain Pearson, Anne, Eyewitness. Ancient Greece, 2002, Great Britain Gorton, Julia (ed.), See through History. Ancient Greece, 1992, London Simpson, Judith, Discoveries. Ancient Greece, 1997, St. Leonards, Australia Websites History of Ancient Greece, Education Portal: Ancient Greece, A History of the World, BBC: Ancient Greece, The British Museum: Ancient Greece, University Press Inc.: Timemaps: Ancient Greece: [Type text] Page 19

21 Activity 6: Letter to the editor Students are to choose the identity of a young adolescent living in either Athens or Sparta. Their task is to write a persuasive letter to the editor of the local newspaper ( Athens Times OR Sparta Morning Herald ). Students are to role play a character from one of the key groups in society: Citizen Woman Slave Their letter should include a brief description of their character s daily routine. This activity includes elements of the Literacy domain. [Type text] Page 20

22 Activity 6: Letter to the editor The situation: You are a person living in ancient Greece. You can choose to live in either Athens OR Sparta. You must also choose one of the following roles: Citizen Woman Slave Your task: You are to write a persuasive letter to the local newspaper ( Athens Times OR Sparta Morning Herald ) on the question: Should women and slaves be allowed to vote? Your letter should include a brief introduction of your daily routine and include reference to research. Your letter should be structured using the Persuasive Planner: Topic : Argument Order Series of reasons to support your opinion Introduction State your topic and your opinion - are you FOR or AGAINST your topic? Remember, you are trying to put forward your points of view and opinions to change other people s attitudes or points of view about your issue/topic. First Reason (to support your opinion) WHY? (asks the question about this reason) WHY/WHAT? (try and think a bit deeper about your WHY) WHY/WHAT? (is there more information & ideas to your reason) Second Reason Third Reason Fourth Reason Conclusion [Type text] Page 21

23 Once you have completed your planner you must set out your piece in the style of a letter: Date Greeting Introduction and opening paragraph your topic, opinion and daily routine o Opening sentence write, why you are writing this letter. o Write your daily routine. Use words that show time relationships, such as First I, After that, etc. State your reasons and support statements as individual paragraphs - one paragraph per reason and support statement Conclusion summarise your reasons and your opinion Signature Remember to use Present tense you are writing about something happening now. Formal language no contractions or slang [Type text] Page 22

24 Activity 7: Incursion Sports and Status Students are advised that they will participate in an active session that focus on role of sports games in ancient Greece and the origins of the Olympic Games. Students will be made aware that physical training was part of the basic education in ancient Greece, but certain sports related to class and status. The activity compares peasant games with the more serious military sports of the elites, and involves the students in a detailed discussion of the origins and uses of the Olympic Games. The activity will involve the students participation in the games, and will be kept interesting by having the groups compete. The overall discussion is focused on the concept of class in the ancient Greece, with an emphasis on the functional roles of each class, and the origins of Democracy. The activity requires an open activity room. Following the activity, the groups are to create a poster that: Explain the historical background of the Olympic Games (types of games, role in society, ceremonies etc.) Recognise the modern day Olympics as a legacy from Ancient Greece Includes pictures taken during the activity Each group will present their poster to the class. The activity links elements of the Civics and Citizenships and the PE domains. [Type text] Page 23

25 Activity 7: Sports and status In your groups, you are to participate in a series of ancient Greek games as they would have been played out during the ancient Olympic Games. Your group is to takes notes and photos during the activities so that you, following the activity, will be able to create a poster that: Explain the historical background of the Olympic Games (types of games, role in society, ceremonies etc.) Recognise the modern day Olympics as a legacy from Ancient Greece Includes pictures taken during the activity Each group will present their poster to the class for peer review. [Type text] Page 24

26 Assessment Rubrics Assessment rubric: Activity 3: Ancient Greek Primary sources excursion to the Hellenic Museum Criteria Marks Comments Includes a broad variety of /5 primary sources Answered all 5 questions /5 for each item Includes pictures or /5 drawings Individual assessment: Student was observed engaged in the team activity /5 Teacher: Group: Date: Mark: /20 Assessment rubric: Activity 5: Greek city-states and governments Criteria Marks Comments Venn Diagram includes /10 references to geographical, political, educational, cultural, economic, legislative and civic topics Summary includes /10 discussion of geographical features and the rights of key groups in society Use of appropriate ICT tools (Microsoft Word) /5 Teacher: Group: Date: Mark: /25 Assessment rubric: Activity 6 - Letter to the editor Criteria Marks Comments Introduction Includes clear statement of standpoint and description /5 [Type text] Page 25

27 of role in society and daily routine Reasons Includes a logical flow of reasons and support statements Conclusion Summarise reasons and put forward a persuasive argument Style The piece follow the style of a letter /10 /10 /5 Teacher: Group: Date: Mark: /39 Assessment rubric: Activity 7 Incursion Sports and Status Criteria Marks Comments Includes historical /5 background of the Olympic Games Recognise legacy from /5 Ancient Greece in modern day Olympics Includes pictures /5 All team members engaged in presentation /5 Teacher: Group: Date: Mark: /20 [Type text] Page 26

28 Curriculum Resources and References Books JacarandaPlus History Alive 7 for the Australian Curriculum 2012, Milton, Australia Ellis, John E., History as evidence. Ancient Greece, 1992, London Clare, John D. (ed.), Living History. Ancient Greece, 1993, Great Britain Pearson, Anne, Eyewitness. Ancient Greece, 2002, Great Britain Gorton, Julia (ed.), See through History. Ancient Greece, 1992, London Simpson, Judith, Discoveries. Ancient Greece, 1997, St. Leonards, Australia Online Internet Ancient History Sourcebook: Greece, Fordham University: Greece History of Ancient Greece, Education Portal: Ancient Greece, A History of the World, BBC: Ancient Greece, The British Museum: Ancient Greece, University Press Inc.: Excursions and incursion Medieval Education, Melbourne: Hellenic Museum, Melbourne: [Type text] Page 27

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels

5th Grade Unit Plan Social Studies Comparing the Colonies. Created by: Kylie Daniels 5th Grade Unit Plan Social Studies Comparing the Colonies Created by: Kylie Daniels 1 Table of Contents Unit Overview pp. 3 7 Lesson Plan 1 pp. 8 11 Lesson Plan 2 pp. 12 15 Lesson Plan 3 pp. 16 19 Lesson

More information

eportfolio Guide Missouri State University

eportfolio Guide Missouri State University Social Studies eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned

More information

Extended Common Core Social Studies Lesson Plan Template

Extended Common Core Social Studies Lesson Plan Template Extended Common Core Social Studies Lesson Plan Template Lesson Title: Slavery and the Culture of Colonial America Author Name: Stacy Drum Contact Information: sdrum@washoeschools.net Appropriate for Grade

More information

Essential Learnings Assessing Guide ESSENTIAL LEARNINGS

Essential Learnings Assessing Guide ESSENTIAL LEARNINGS Essential Learnings Assessing Guide ESSENTIAL LEARNINGS DEPARTMENT of EDUCATION Essential Learnings Assessing Guide Essential Learnings Assessing Guide Department of Education, Tasmania 2005 Department

More information

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government

Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government The Constitution and Me This unit is based on a Social Studies Government topic. Students are introduced to the basic components of the U.S. Constitution, including the way the U.S. government was started

More information

Episode 2 Lesson Plan: Steel the Great Conqueror

Episode 2 Lesson Plan: Steel the Great Conqueror Episode 2 Lesson Plan: Steel the Great Conqueror This lesson is designed for students studying world history, geography, and economics in grades 6-12. Lesson Objectives Relevant National Standards Estimated

More information

Bergen Community College School of Arts, Humanities, & Wellness Department of History & Geography. Course Syllabus

Bergen Community College School of Arts, Humanities, & Wellness Department of History & Geography. Course Syllabus Basic Information about Course and Instructor Bergen Community College School of Arts, Humanities, & Wellness Department of History & Geography Course Syllabus HIS101-Western Civilization to the Reformation

More information

Athens: City And Empire Students Book (Cambridge School Classics Project) By Cambridge School Classics Project

Athens: City And Empire Students Book (Cambridge School Classics Project) By Cambridge School Classics Project Athens: City And Empire Students Book (Cambridge School Classics Project) By Cambridge School Classics Project If you are searching for a book by Cambridge School Classics Project Athens: City and Empire

More information

Writing for the AP U.S. History Exam

Writing for the AP U.S. History Exam Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith This page is intentionally blank. Two Types of Argumentative Writing

More information

My Identity, Your Identity: Historical Landmarks/Famous Places

My Identity, Your Identity: Historical Landmarks/Famous Places Project Name My Identity, Your Identity: Historical Landmarks/Famous Places Global Project Theme Grade/Age Level Length of Unit Heritage, Identity, & Tradition Grade 5-12 /Ages 10-19 5 weeks Unit Content

More information

Professional Experience - Mentor Information

Professional Experience - Mentor Information Professional Experience - Mentor Information EDU40006 Ready to Teach Early Childhood: Practicum 5E Required days: 20 days full time. Any missed days must be made up. Required setting: Preschool Early Childhood

More information

Politics and Society Curriculum Specification

Politics and Society Curriculum Specification Leaving Certificate Politics and Society Curriculum Specification Ordinary and Higher Level 1 September 2015 2 Contents Senior cycle 5 The experience of senior cycle 6 Politics and Society 9 Introduction

More information

Authentically embedding Aboriginal & Torres Strait Islander peoples, cultures and histories in learning programs.

Authentically embedding Aboriginal & Torres Strait Islander peoples, cultures and histories in learning programs. Authentically embedding Aboriginal & Torres Strait Islander peoples, cultures and histories in learning programs. Learning Intention What is the purpose of this learning session? Teaching and learning

More information

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills.

Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Create A City: An Urban Planning Exercise Students learn the process of planning a community, while reinforcing their writing and speaking skills. Author Gale Ekiss Grade Level 4-8 Duration 3 class periods

More information

Topic 3: Roman Religion

Topic 3: Roman Religion Topic 3: Roman Religion Stards: 1. s will be able to identify most of the defining attributes of several aspects of Roman culture. 2. s will be able to explain how the characteristics of one culture are

More information

It s News to Me! Teaching with Colorado s Historic Newspaper Collection Model Lesson Format

It s News to Me! Teaching with Colorado s Historic Newspaper Collection Model Lesson Format It s News to Me! Teaching with Colorado s Historic Newspaper Collection Model Lesson Format Lesson Title: Colorado Irrigation Methods and Water Rights Disputes in the Late 1800s and Early 1900s Subject(s)

More information

FACULTY OF ARTS & EDUCATION

FACULTY OF ARTS & EDUCATION FACULTY OF ARTS & EDUCATION GUIDE TO PROFESSIONAL EXPERIENCE PLACEMENT EPT326: EARLY CHILDHOOD PROFESSIONAL PRACTICE This Guide applies to students completing EPT326 within the course Bachelor of Education

More information

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1

Common Core Exemplar for English Language Arts and Social Studies: GRADE 1 The Common Core State Standards and the Social Studies: Preparing Young Students for College, Career, and Citizenship Common Core Exemplar for English Language Arts and Social Studies: Why We Need Rules

More information

Content Teaching Methods: Social Studies. Dr. Melinda Butler

Content Teaching Methods: Social Studies. Dr. Melinda Butler Content Teaching Methods: Social Studies ED 456 P60 2 Credits Dr. Melinda Butler (208) 292-1288 office (208) 666-6712 fax (208) 771-3703 cell Email: mkbutler@lcsc.edu or butlerm2@mac.com Course Description:

More information

Gonzaga-in-Florence. HIST 390 -ANCIENT ROME Spring 2017 M. & W. 2:00 P.M. - 3:25 P.M. COURSE DESCRIPTION

Gonzaga-in-Florence. HIST 390 -ANCIENT ROME Spring 2017 M. & W. 2:00 P.M. - 3:25 P.M. COURSE DESCRIPTION Gonzaga-in-Florence HIST 390 -ANCIENT ROME Spring 2017 M. & W. 2:00 P.M. - 3:25 P.M. Prof. Giulia Péttena giulia.pettena@gmail.com, pettena@gonzaga.edu Office hours: by appointment only Prerequisites:

More information

Assessment Pack HABC Level 3 Award in Education and Training (QCF)

Assessment Pack HABC Level 3 Award in Education and Training (QCF) www.highfieldabc.com Assessment Pack HABC Level 3 Award in Education and Training (QCF) Version 1: December 2013 Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet 6 Declaration

More information

Regions Of Georgia For 2nd Grade

Regions Of Georgia For 2nd Grade Regions Of Georgia For 2nd Grade Free PDF ebook Download: Regions Of Georgia For 2nd Grade Download or Read Online ebook regions of georgia for 2nd grade in PDF Format From The Best User Guide Database

More information

National Literacy and Numeracy Framework for years 3/4

National Literacy and Numeracy Framework for years 3/4 1. Oracy National Literacy and Numeracy Framework for years 3/4 Speaking Listening Collaboration and discussion Year 3 - Explain information and ideas using relevant vocabulary - Organise what they say

More information

Becoming Herodotus. Objectives: Task Description: Background or Instructional Context/Curriculum Connections: Time:

Becoming Herodotus. Objectives: Task Description: Background or Instructional Context/Curriculum Connections: Time: Becoming Herodotus Content Area: : Visual Arts Grades: 9-12 Advanced Task Description: Students are to be introduced to the life and histories of Herodotus, giving specific attention to his recollections

More information

Biome I Can Statements

Biome I Can Statements Biome I Can Statements I can recognize the meanings of abbreviations. I can use dictionaries, thesauruses, glossaries, textual features (footnotes, sidebars, etc.) and technology to define and pronounce

More information

Ancient History 2012 HIGHER SCHOOL CERTIFICATE EXAMINATION. Centre Number. Student Number. Total marks 100

Ancient History 2012 HIGHER SCHOOL CERTIFICATE EXAMINATION. Centre Number. Student Number. Total marks 100 3020 15020 4612310175 Centre Number Student Number 2012 HIGHER SCHOOL CERTIFICATE EXAMINATION Ancient History Total marks 100 Section I Pages 2 6 marks This section has two parts, Part A and Part B Allow

More information

EQuIP Review Feedback

EQuIP Review Feedback EQuIP Review Feedback Lesson/Unit Name: On the Rainy River and The Red Convertible (Module 4, Unit 1) Content Area: English language arts Grade Level: 11 Dimension I Alignment to the Depth of the CCSS

More information

Literature and the Language Arts Experiencing Literature

Literature and the Language Arts Experiencing Literature Correlation of Literature and the Language Arts Experiencing Literature Grade 9 2 nd edition to the Nebraska Reading/Writing Standards EMC/Paradigm Publishing 875 Montreal Way St. Paul, Minnesota 55102

More information

THIRD YEAR ENROLMENT FORM Bachelor of Arts in the Liberal Arts

THIRD YEAR ENROLMENT FORM Bachelor of Arts in the Liberal Arts THIRD YEAR ENROLMENT FORM Bachelor of Arts in the Liberal Arts *Please return this completed form to the College Office by the date in your Offer Letter.* In order to comply with Commonwealth and reporting

More information

Exhibition Techniques

Exhibition Techniques The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

use different techniques and equipment with guidance

use different techniques and equipment with guidance Stage 3: Course outline / OVERALL Technology SCHEME MYP 1, 2, 3 Sharing interim objectives Term 1 MYP 1 MYP 2 MYP 3 Unit topic Inventing & Inventors Everyday Inventions Design Technology: Product Design

More information

22264VIC Graduate Certificate in Bereavement Counselling and Intervention. Student Application & Agreement Form

22264VIC Graduate Certificate in Bereavement Counselling and Intervention. Student Application & Agreement Form Graduate Certificate in Bereavement Counselling and Intervention Student Application & Agreement Form Graduate Certificate In Bereavement Student Application & Agreement Form PLEASE PRINT CLEARLY OR TYPE

More information

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda

Content Language Objectives (CLOs) August 2012, H. Butts & G. De Anda Content Language Objectives (CLOs) Outcomes Identify the evolution of the CLO Identify the components of the CLO Understand how the CLO helps provide all students the opportunity to access the rigor of

More information

Indiana Bonus #2. Prentice Hall Grades 6 & 7 Free Teacher Print Resources Per classroom teacher with a minimum purchase of 50 Student Editions

Indiana Bonus #2. Prentice Hall Grades 6 & 7 Free Teacher Print Resources Per classroom teacher with a minimum purchase of 50 Student Editions Grades 6 & 7 Free Teacher Print Resources Indiana Bonus #2 Core Support Print Resources Indiana Teacher s Edition Teaching Resources Lesson Planner Reading and Vocabulary Study Guide Teacher s Guide, English

More information

Lower and Upper Secondary

Lower and Upper Secondary Lower and Upper Secondary Type of Course Age Group Content Duration Target General English Lower secondary Grammar work, reading and comprehension skills, speech and drama. Using Multi-Media CD - Rom 7

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Correlated to Nebraska Reading/Writing Standards (Grade 10) Prentice Hall Literature: Timeless Voices, Timeless Themes, Platinum 2000 Nebraska Reading/Writing Standards (Grade 10) 12.1 Reading The standards for grade 1 presume that basic skills in reading have

More information

Concept Formation Learning Plan

Concept Formation Learning Plan 2007WM Concept Formation Learning Plan Social Contract Racquel Parra [Pick the date] [Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.

More information

COVER SHEET. This is the author version of article published as:

COVER SHEET. This is the author version of article published as: COVER SHEET This is the author version of article published as: Sivapalan, Siva and Cregan, Peter (2005) Value of online resources for learning by distance education. CAL-laborate 14:pp. 23-27. Copyright

More information

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None

Grade 11 Language Arts (2 Semester Course) CURRICULUM. Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Grade 11 Language Arts (2 Semester Course) CURRICULUM Course Description ENGLISH 11 (2 Semester Course) Duration: 2 Semesters Prerequisite: None Through the integrated study of literature, composition,

More information

Grade 6: Module 1: Unit 2: Lesson 5 Building Vocabulary: Working with Words about the Key Elements of Mythology

Grade 6: Module 1: Unit 2: Lesson 5 Building Vocabulary: Working with Words about the Key Elements of Mythology Grade 6: Module 1: Unit 2: Lesson 5 about the Key Elements of Mythology This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content

More information

Blank Table Of Contents Template Interactive Notebook

Blank Table Of Contents Template Interactive Notebook Blank Template Free PDF ebook Download: Blank Template Download or Read Online ebook blank table of contents template interactive notebook in PDF Format From The Best User Guide Database Table of Contents

More information

Course Syllabus Art History I ARTS 1303

Course Syllabus Art History I ARTS 1303 Course Syllabus Art History I ARTS 1303 Semester with Course Reference Number (CRN) Instructor contact information (phone number and email address) Spring 2011, CRN 76084 Kristi Wilson Office Location

More information

Multiple Intelligence Teaching Strategy Response Groups

Multiple Intelligence Teaching Strategy Response Groups Multiple Intelligence Teaching Strategy Response Groups Steps at a Glance 1 2 3 4 5 Create and move students into Response Groups. Give students resources that inspire critical thinking. Ask provocative

More information

ARSENAL OF DEMOCRACY

ARSENAL OF DEMOCRACY ARSENAL OF DEMOCRACY Preview of Main Idea Between 1910 and 1930, Detroit became a major industrial center of the United States, indeed, the world. The ability of the automobile industry to produce an extraordinarily

More information

Maintaining Resilience in Teaching: Navigating Common Core and More Site-based Participant Syllabus

Maintaining Resilience in Teaching: Navigating Common Core and More Site-based Participant Syllabus Course Description This course is designed to help K-12 teachers navigate the ever-growing complexities of the education profession while simultaneously helping them to balance their lives and careers.

More information

Asia s Global Influence. The focus of this lesson plan is on the sites and attractions of Hong Kong.

Asia s Global Influence. The focus of this lesson plan is on the sites and attractions of Hong Kong. Asia s Global Influence The focus of this lesson plan is on the sites and attractions of Hong Kong. Subject Geography Grade level 6-8 Duration Three class periods Objectives Students will review the geography

More information

Graduate Diploma in Sustainability and Climate Policy

Graduate Diploma in Sustainability and Climate Policy Graduate Diploma in Sustainability and Climate Policy - 2014 Provided by POSTGRADUATE Graduate Diploma in Sustainability and Climate Policy About this course With the demand for sustainability consultants

More information

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering

Document number: 2013/ Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Document number: 2013/0006139 Programs Committee 6/2014 (July) Agenda Item 42.0 Bachelor of Engineering with Honours in Software Engineering Program Learning Outcomes Threshold Learning Outcomes for Engineering

More information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that

More information

Lesson M4. page 1 of 2

Lesson M4. page 1 of 2 Lesson M4 page 1 of 2 Miniature Gulf Coast Project Math TEKS Objectives 111.22 6b.1 (A) apply mathematics to problems arising in everyday life, society, and the workplace; 6b.1 (C) select tools, including

More information

Multiple Intelligences 1

Multiple Intelligences 1 Multiple Intelligences 1 Reflections on an ASCD Multiple Intelligences Online Course Bo Green Plymouth State University ED 5500 Multiple Intelligences: Strengthening Your Teaching July 2010 Multiple Intelligences

More information

AHS 105 INTRODUCTION TO ART HISTORY: PREHISTORY-MEDIEVAL

AHS 105 INTRODUCTION TO ART HISTORY: PREHISTORY-MEDIEVAL Paulsen,!1 AHS 105 INTRODUCTION TO ART HISTORY: PREHISTORY-MEDIEVAL Dr. Mieke Paulsen mbahmer@rutgers.edu Office: Voorhees Hall 008-D Office Hours: by appointment Paulsen,!2 Course Description This course

More information

Syllabus Education Department Lincoln University EDU 311 Social Studies Methods

Syllabus Education Department Lincoln University EDU 311 Social Studies Methods Syllabus Education Department Lincoln University EDU 311 Social Studies Methods Instructor: Prof. Kenneth Parker Credits: 3 Room: Time: Office/Phone/Ext: Dickey Hall Room 330/ Extension 7603 E-mail: Kparker@lincoln.edu

More information

MYP Language A Course Outline Year 3

MYP Language A Course Outline Year 3 Course Description: The fundamental piece to learning, thinking, communicating, and reflecting is language. Language A seeks to further develop six key skill areas: listening, speaking, reading, writing,

More information

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses

Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses Heritage Korean Stage 6 Syllabus Preliminary and HSC Courses 2010 Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales This document contains Material prepared by

More information

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths.

Comprehension Recognize plot features of fairy tales, folk tales, fables, and myths. 4 th Grade Language Arts Scope and Sequence 1 st Nine Weeks Instructional Units Reading Unit 1 & 2 Language Arts Unit 1& 2 Assessments Placement Test Running Records DIBELS Reading Unit 1 Language Arts

More information

Textbook: American Literature Vol. 1 William E. Cain /Pearson Ed. Inc. 2004

Textbook: American Literature Vol. 1 William E. Cain /Pearson Ed. Inc. 2004 Master Syllabus American Literature I Professor: M. Harsh, J. Johnson Prerequisites: English 102 or consent of instructor Office: Office hrs: Phone Number: E-mail: FAX: Course Description: This course

More information

Sectionalism Prior to the Civil War

Sectionalism Prior to the Civil War Sectionalism Prior to the Civil War GRADE 7 This sample task contains a set of primary and authentic sources about how the differences between the North and South deepened the feelings of sectionalism

More information

Nelson Mandela at 90 A Guide for Local Authorities

Nelson Mandela at 90 A Guide for Local Authorities Nelson Mandela at 90 A Guide for Local Authorities Nelson Mandela at 90 Guide for councils in the UK Introduction On Friday 18 July 2008 millions of people throughout the world will celebrate Nelson Mandela

More information

FIRST-YEAR CONVERSATION PROGRAMS AND LEARNING COMMUNITIES

FIRST-YEAR CONVERSATION PROGRAMS AND LEARNING COMMUNITIES FIRST-YEAR CONVERSATION PROGRAMS AND LEARNING COMMUNITIES THE ART OF CONVERSATION Conversation and interdisciplinary inquiry are at the heart of a St. Olaf education. We want students to develop the ability

More information

Course # 1 EDCS 431 Collaborative Language and Learning (WI/OC*) "Effective use of communication in a cross-cultural setting -- Seville, Spain"

Course # 1 EDCS 431 Collaborative Language and Learning (WI/OC*) Effective use of communication in a cross-cultural setting -- Seville, Spain Course # 1 EDCS 431 Collaborative Language and Learning (WI/OC*) "Effective use of communication in a cross-cultural setting -- Seville, Spain" Class Meeting Times TBA Fall 2017 Paul D. Deering, Ph.D.

More information

MINISTRY OF EDUCATION

MINISTRY OF EDUCATION Republic of Namibia MINISTRY OF EDUCATION SENIOR PRIMARY PHASE SOCIAL STUDIES SYLLABUS GRADE 4-7 For implementation in 2016 Ministry of Education National Institute for Educational Development (NIED) Private

More information

teaching issues 4 Fact sheet Generic skills Context The nature of generic skills

teaching issues 4 Fact sheet Generic skills Context The nature of generic skills Fact sheet Generic skills teaching issues 4 These fact sheets have been developed by the AMEP Research Centre to provide AMEP teachers with information on areas of professional concern. They provide a

More information

re An Interactive web based tool for sorting textbook images prior to adaptation to accessible format: Year 1 Final Report

re An Interactive web based tool for sorting textbook images prior to adaptation to accessible format: Year 1 Final Report to Anh Bui, DIAGRAM Center from Steve Landau, Touch Graphics, Inc. re An Interactive web based tool for sorting textbook images prior to adaptation to accessible format: Year 1 Final Report date 8 May

More information

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9)

Prentice Hall Literature: Timeless Voices, Timeless Themes Gold 2000 Correlated to Nebraska Reading/Writing Standards, (Grade 9) Nebraska Reading/Writing Standards, (Grade 9) 12.1 Reading The standards for grade 1 presume that basic skills in reading have been taught before grade 4 and that students are independent readers. For

More information

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

1. Locate and describe major physical features and analyze how they influenced cultures/civilizations studied. Unit Plan 8th Grade Geography Ciara Timothy SOST 450- Professor Johnson 2.22.2012 Contents: 1. Student Handout 2. Day to Day Outline 3. MN Graduation Standards and Benchmarks 4. Differentiated for Content,

More information

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s))

PAGE(S) WHERE TAUGHT If sub mission ins not a book, cite appropriate location(s)) Ohio Academic Content Standards Grade Level Indicators (Grade 11) A. ACQUISITION OF VOCABULARY Students acquire vocabulary through exposure to language-rich situations, such as reading books and other

More information

Technical Skills for Journalism

Technical Skills for Journalism The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act,

More information

2015 Annual Report to the School Community

2015 Annual Report to the School Community 2015 Annual Report to the School Community Narre Warren South P-12 College School Number: 8839 Name of School Principal: Rob Duncan Name of School Council President: Greg Bailey Date of Endorsement: 23/03/2016

More information

Spanish IV Textbook Correlation Matrices Level IV Standards of Learning Publisher: Pearson Prentice Hall

Spanish IV Textbook Correlation Matrices Level IV Standards of Learning Publisher: Pearson Prentice Hall Person-to-Person Communication SIV.1 The student will exchange a wide variety of information orally and in writing in Spanish on various topics related to contemporary and historical events and issues.

More information

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier.

Scoring Guide for Candidates For retake candidates who began the Certification process in and earlier. Adolescence and Young Adulthood SOCIAL STUDIES HISTORY For retake candidates who began the Certification process in 2013-14 and earlier. Part 1 provides you with the tools to understand and interpret your

More information

TUCSON CAMPUS SCHOOL OF BUSINESS SYLLABUS

TUCSON CAMPUS SCHOOL OF BUSINESS SYLLABUS TUCSON CAMPUS SCHOOL OF BUSINESS SYLLABUS 1. Mission Statement: Wayland Baptist University exists to educate students in an academically challenging, learningfocused and distinctively Christian environment

More information

Informational Text For 6th Grade Ancient Egypt

Informational Text For 6th Grade Ancient Egypt For 6th Grade Free PDF ebook Download: For 6th Grade Download or Read Online ebook informational text for 6th grade ancient egypt in PDF Format From The Best User Guide Database text features to locate,

More information

Writing a composition

Writing a composition A good composition has three elements: Writing a composition an introduction: A topic sentence which contains the main idea of the paragraph. a body : Supporting sentences that develop the main idea. a

More information

MBA6941, Managing Project Teams Course Syllabus. Course Description. Prerequisites. Course Textbook. Course Learning Objectives.

MBA6941, Managing Project Teams Course Syllabus. Course Description. Prerequisites. Course Textbook. Course Learning Objectives. MBA6941, Managing Project Teams Course Syllabus Course Description Analysis and discussion of the diverse sectors of project management leadership and team activity, as well as a wide range of organizations

More information

THE APPROVED LIST OF HUMANITIES-SOCIAL SCIENCES COURSES FOR ENGINEERING DEGREES

THE APPROVED LIST OF HUMANITIES-SOCIAL SCIENCES COURSES FOR ENGINEERING DEGREES THE APPROVED LIST OF HUMANITIES-SOCIAL SCIENCES COURSES FOR ENGINEERING DEGREES Each student program of study must contain a minimum of 21 credit hours of course work in general education and must be chosen

More information

Oklahoma History. The 1930s. Reconstructing Memory. How did the Great Depression define Oklahoma? Project Writers Donna Moore Dalton Savage

Oklahoma History. The 1930s. Reconstructing Memory. How did the Great Depression define Oklahoma? Project Writers Donna Moore Dalton Savage Oklahoma History The 1930s Reconstructing Memory How did the Great Depression define Oklahoma? Project Writers Donna Moore Dalton Savage Date May 13, 2016 Education is not the filling of a pail, but the

More information

Council of the European Union Brussels, 4 November 2015 (OR. en)

Council of the European Union Brussels, 4 November 2015 (OR. en) Council of the European Union Brussels, 4 November 2015 (OR. en) 13631/15 NOTE From: To: General Secretariat of the Council JEUN 96 EDUC 285 SOC 633 EMPL 416 CULT 73 SAN 356 Permanent Representatives Committee/Council

More information

Teacher Action Research Multiple Intelligence Theory in the Foreign Language Classroom. By Melissa S. Ferro George Mason University

Teacher Action Research Multiple Intelligence Theory in the Foreign Language Classroom. By Melissa S. Ferro George Mason University Teacher Action Research Multiple Intelligence Theory in the Foreign Language Classroom By Melissa S. Ferro George Mason University mferro@gmu.edu Melissa S. Ferro mferro@gmu.edu I am a doctoral student

More information

BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016

BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 BENGKEL 21ST CENTURY LEARNING DESIGN PERINGKAT DAERAH KUNAK, 2016 NAMA : CIK DIANA ALUI DANIEL CIK NORAFIFAH BINTI TAMRIN SEKOLAH : SMK KUNAK, KUNAK Page 1 21 st CLD Learning Activity Cover Sheet 1. Title

More information

ANCIENT GREEK HISTORY MWF 8:30-9:20 Main 326. Frances B. Titchener Main 310 (435)

ANCIENT GREEK HISTORY MWF 8:30-9:20 Main 326. Frances B. Titchener Main 310 (435) ANCIENT GREEK HISTORY MWF 8:30-9:20 Main 326 Frances B. Titchener Main 310 (435) 797-1298 frances.titchener@usu.edu Class Description: HIST 3130 examines the events, history, and legacy of ancient Greece

More information

Syllabus: Introduction to Philosophy

Syllabus: Introduction to Philosophy Syllabus: Introduction to Philosophy Course number: PHI 2010 Meeting Times: Tuesdays and Thursdays days from 11:30-2:50 p.m. Location: Building 1, Room 115 Instructor: William Butchard, Ph.D. Email: Please

More information

Full text of O L O W Science As Inquiry conference. Science as Inquiry

Full text of O L O W Science As Inquiry conference. Science as Inquiry Page 1 of 5 Full text of O L O W Science As Inquiry conference Reception Meeting Room Resources Oceanside Unifying Concepts and Processes Science As Inquiry Physical Science Life Science Earth & Space

More information

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL

Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL Coimisiún na Scrúduithe Stáit State Examinations Commission LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL LEAVING CERTIFICATE 2008 MARKING SCHEME GEOGRAPHY HIGHER LEVEL PART ONE: SHORT-ANSWER

More information

FOR TEACHERS ONLY RATING GUIDE BOOKLET 1 OBJECTIVE AND CONSTRUCTED RESPONSE JUNE 1 2, 2005

FOR TEACHERS ONLY RATING GUIDE BOOKLET 1 OBJECTIVE AND CONSTRUCTED RESPONSE JUNE 1 2, 2005 FOR TEACHERS ONLY THE UNIVERSITY OF THE STATE OF NEW YORK GRADE 8 INTERMEDIATE-LEVEL TEST SOCIAL STUDIES RATING GUIDE BOOKLET 1 OBJECTIVE AND CONSTRUCTED RESPONSE JUNE 1 2, 2005 Updated information regarding

More information

Hist 1210, World History 1 Fall 2014

Hist 1210, World History 1 Fall 2014 Hist 1210, World History 1 Fall 2014 Elizabeth Dachowski edachowski@tnstate.edu 615-963-5507 413D Crouch Hall (Grad Bldg) Office hours: MW 1:30-3:30; T-Th 9:15-9:30; 11:15-12:15; 1:30-2:30, 4:15-4:30 Course

More information

Mini Lesson Ideas for Expository Writing

Mini Lesson Ideas for Expository Writing Mini LessonIdeasforExpositoryWriting Expository WheredoIbegin? (From3 5Writing:FocusingonOrganizationandProgressiontoMoveWriters, ContinuousImprovementConference2016) ManylessonideastakenfromB oxesandbullets,personalandpersuasiveessaysbylucycalkins

More information

MASTER SYLLABUS. Course Title: History of American Art Course Number: 1045

MASTER SYLLABUS. Course Title: History of American Art Course Number: 1045 MASTER SYLLABUS Course Title: History of American Art Course Number: 1045 Credit Hours: Three Prerequisites: None Course Description: This course is a comprehensive study of the social history and cultural

More information

Ruggiero, V. R. (2015). The art of thinking: A guide to critical and creative thought (11th ed.). New York, NY: Longman.

Ruggiero, V. R. (2015). The art of thinking: A guide to critical and creative thought (11th ed.). New York, NY: Longman. BSL 4080, Creative Thinking and Problem Solving Course Syllabus Course Description An in-depth study of creative thinking and problem solving techniques that are essential for organizational leaders. Causal,

More information

21st CENTURY SKILLS IN 21-MINUTE LESSONS. Using Technology, Information, and Media

21st CENTURY SKILLS IN 21-MINUTE LESSONS. Using Technology, Information, and Media 21st CENTURY SKILLS IN 21-MINUTE LESSONS Using Technology, Information, and Media T Copyright 2011 by Saddleback Educational Publishing. All rights reserved. No part of this book may be reproduced in any

More information

Ahimsa Center K-12 Lesson Plan. The Satyagraha Training of Social Activists in the Classroom

Ahimsa Center K-12 Lesson Plan. The Satyagraha Training of Social Activists in the Classroom Ahimsa Center K-12 Lesson Plan The Satyagraha Training of Social Activists in the Classroom Ryan Harvey Cascade Heights Public Charter School Milwaukie, OR Grade Level/ Subject Areas: Middle School History/Humanities

More information

Organising ROSE (The Relevance of Science Education) survey in Finland

Organising ROSE (The Relevance of Science Education) survey in Finland 25.02.2004 1 Organising ROSE (The Relevance of Science Education) survey in Finland Researchers and support The Survey was organised by the following researchers at the Department of Teacher Education,

More information

Graphic Organizer For Movie Notes

Graphic Organizer For Movie Notes For Movie Notes Free PDF ebook Download: For Movie Notes Download or Read Online ebook graphic organizer for movie notes in PDF Format From The Best User Guide Database. Use this graphic organizer to take

More information

REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2012 HISTORY

REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2012 HISTORY CARIBBEAN EXAMINATIONS COUNCIL REPORT ON CANDIDATES WORK IN THE CARIBBEAN ADVANCED PROFICIENCY EXAMINATION MAY/JUNE 2012 HISTORY Copyright 2012 Caribbean Examinations Council St Michael, Barbados All rights

More information

OVERVIEW Getty Center Richard Meier Robert Irwin J. Paul Getty Museum Getty Research Institute Getty Conservation Institute Getty Foundation

OVERVIEW Getty Center Richard Meier Robert Irwin J. Paul Getty Museum Getty Research Institute Getty Conservation Institute Getty Foundation OVERVIEW LOS ANGELES Since opening its doors in 1997, the Getty Center has welcomed over 15 million visitors and become a cultural destination that has played a key role in helping Los Angeles become an

More information

WebQuest - Student Web Page

WebQuest - Student Web Page WebQuest - Student Web Page On the Home Front WW2 A WebQuest for Grade 9 American History Allyson Ayres - May 15, 2014 Children pointing at movie poster for Uncle Sam at Work at the Auditorium Theater

More information

Irene Middle School. Pilot 1 MobilED Pilot 2

Irene Middle School. Pilot 1 MobilED Pilot 2 Irene Middle School Pilot 1 MobilED Pilot 2 Irene Middle School HIV/AIDS Learn ing Event Introduction The Irene HIV/AIDS learning even is designed to be a one-week learning project with 3 lessons for 14-16

More information

Mercer County Schools

Mercer County Schools Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Fourth Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed

More information

HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT 2. GRADES/MARKS SCHEDULE

HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT 2. GRADES/MARKS SCHEDULE HISTORY COURSE WORK GUIDE 1. LECTURES, TUTORIALS AND ASSESSMENT Lectures and Tutorials Students studying History learn by reading, listening, thinking, discussing and writing. Undergraduate courses normally

More information

Lesson Plan. Preparation

Lesson Plan. Preparation General Housekeeping: Forms Practicum in Fashion Design Lesson Plan Performance Objective Upon completion of this lesson, each student will demonstrate the characteristics necessary to be a successful

More information