Download Do Now - Nutley Public Schools

10/8: Explain how agriculture led to the elements of Civ!
Do Now:
1. Get out Civ Wheel
2. Turn to pg. 15 in your textbook
3. Use pg. 15, 17 and 18 to answer the objective
10/8: Explain how agriculture led to the elements of Civ!
Directions:
1. Use Civ Wheel to find CAUSES for the development of
each element of civilization on pg. 15-18
2. Once finished, INDIVIDUALLY work on Meso vocab reading
10/8: Explain how agriculture led to the elements of Civ!
Directions:
1. Make quiz read like a paragraph answering the EQ
2. Once finished, INDIVIDUALLY work on Meso vocab reading
10/8: Explain how agriculture led to the elements of Civ!
1. Get out Civ Wheel
2. Turn to pg. 15 in your textbook
3. Use pg. 15, 17 and 18 to answer the objective
10/13: Learn how elements of civ. Developed in Mesopotamia by
using context clues in reading!
Do Now:
1. Get out Civ Wheel
2. TPS – is there a social hierarchy in the U.S.? Why?
10/13: Learn how elements of civ. Developed in Mesopotamia by
using context clues in reading!
Context Clues:
-Which words help show the
meaning of “converged”?
“Near the Persian Gulf, where the
Tigris and Euphrates Rivers
converged to form a floodplain of
exceptional fertility. This bountiful
country was home to the
Sumerians…”
10/13: Learn how elements of civ. Developed in Mesopotamia by
using context clues in reading!
Directions:
1.
2.
3.
4.
Review definitions of each word with group
HIGHLIGHT or underline its context clues
Complete the back of the vocab worksheet
Use reading and text to find Meso examples for civ wheel
pieces
10/14: Use writing skills to explain how Paleolithic society is
different from a civilization
Do Now:
1. Clear your desks
2. TPS – without looking at your Civ Wheel, list all 8 elements
of civilization and define them!
10/14: Use writing skills to explain how Paleolithic society is
different from a civilization
Directions:
1. Put Quiz in PB
2. Get Common Assessment Prewrite materials
3. Read the prompt and rubric
10/14: Use writing skills to explain how Paleolithic society is
different from a civilization
Directions:
1. Get prewrite supplies
2. Read CA prompt and rubric
3. Begin prewriting for CA1
Resources:
1.
2.
3.
4.
5.
Neo Rev activity readings
Leveled Neo Rev readings
Civ wheels
Mesopotamia readings
Textbooks
10/16: Explain whether Mesopotamia has the ingredients for
settlement
Do Now:
1. If you were the leader of a neolithic tribe, what
type of area would you want to settle in?
2. List at least 3 geographical qualities
EQ: How did geography affect settlement in Mesopotamia?
Obj: Explain whether Mesopotamia has the ingredients for settlement
1. Why is it important to learn the geography of a
civilization before learning about that civilization?
EQ: How did geography affect settlement in Mesopotamia?
Obj: Explain whether Mesopotamia has the ingredients for settlement
1. Water Source – Fresh water
– drink and crops
EQ: How did geography affect settlement in Mesopotamia?
Obj: Explain whether Mesopotamia has the ingredients for settlement
2. Natural Barriers – geog
features that protect
civilizations
EQ: How did geography affect settlement in Mesopotamia?
Obj: Explain whether Mesopotamia has the ingredients for settlement
3. Good Climate - Goldilocks
EQ: How did geography affect settlement in Mesopotamia?
Obj: Explain whether Mesopotamia has the ingredients for settlement
3. Natural Resources – natural
materials used to make things
10/16: Explain whether Mesopotamia has the ingredients for
settlement
Directions:
1. 15 mins – Use atlas packets to label map features
2. 15 mins – Read pg. 18-19 to find each ingredient
for settlement
3. Extension – choose your settlement
10/19: Explain how/why social classes were structured
in Mesopotamia
Do Now:
1. Answer individually:
•
•
Why do doctors and lawyers make more $ than cashiers?
What type of job would you like and why?
10/19: Explain how/why social classes were
structured in Mesopotamia
1. Answer
with
group:
• What
Types of job
Do you see
In this
Picture?
•
What
social
classes do
you see?
10/19: Explain how/why the social hierarchy was
structured in Mesopotamia
Social Hierarchy Terms:
• Social classes
• Social structure
• Social ladder
• Class divisions
• Economic status
• Social pyramid
• Socioeconomic Stratification
-Division of a population into levels of lifestyle based on:
• wealth/job, education, gender, ethnicity, birth, etc.
10/19: Explain how/why the social hierarchy was
structured in Mesopotamia
Directions:
1. Read“Social Classes” and Highlight evidence that:
•
•
helps answer objective
shows how different classes lived differently
2. Answer questions on “Jobs in Ancient Mesopotamia”
3. Extension – ancientmesopotamians.com
Highlighting Guidelines
• Is the sentence telling you something NEW or
IMPORTANT?
• What is the MAIN IDEA/ARGUMENT of the
sentence?
• Which words in the sentence are most important to
the main idea?
• When you study this reading, will the highlighted
parts help you understand the main argument of
the paragraph?
10/20: Explain how writing developed and how it was used
• Do Now: NO TALKING:
– Write today’s Objective
– WITHOUT using letters or numbers, write a message to
the person next to you. No noises, gestures, or any
official language that you know. The message could be
anything you want. You have 2 minutes.
10/20: Explain how writing developed and how it was used
10/20: Explain how writing developed and how it was used
• Directions:
– Read “Cuneiform Writing”
– Practice Reading with a lens – what’s your lens?
– Once finished, sign out a laptop and create a
concept web using Mesopotamia.co.uk
10/21: Learn at least 4 technological advancements made by
Mesopotamians and explain their importance
• Do Now:
– What are the three most important inventions or pieces
of technology that we have today?
– How would our lives be different if we didn’t have them?
– How could they have influenced each other’s
development?
10/21: Learn at least 4 technological advancements made by
Mesopotamians and explain their importance
The Sumerian Wheel
The Plow
The Boat
The Arch
10/21: Learn at least 4 technological advancements made by
Mesopotamians and explain their importance
• Directions:
– Choose at least 4 Tech advancements to research
– Use the reading to answer supporting questions
– Use a laptop to create a PPT slide w/ pictures for each
EXTENSION: Research more advancements
10/22: Describe Mesopotamian religious beliefs and practices
• Do now:
1. TPS – what are some religions that you know of?
2. What are some religious practices that you know of?
10/22: Describe Mesopotamian religious beliefs and practices
• Directions:
– Get “Gods and Goddesses” packet
– Read individually
• Highlight main points
• CIRCLE points that help answer the objective
– Answer questions on back
EXT: Google “dl.ket Mesopotamian religion” – 1st link
-record at least 5 facts that answer objective
10/23: List and describe 5 important features of a Meso. City
Do Now (Silent Race! Winner gets +1):
1. Use book pg. 19-20 to find 2 examples of:
•
•
Religious beliefs
Religious practices
2. Connect: How does the element of religion connect to
the element of cities?
10/23: List and describe 5 important features of a Meso. City
Directions:
1. Get “Plan your own Mesopotamian City” Worksheet
2. Get the City of Ur map/diagram
3. Use maps and book to find features and functions
4. Create your own Mesopotamian city on the back!
10/26: Explain the development and responsibilities of Meso. government
Directions:
1. Get “Beginnings of Government”
2. Get out Meso cities
3. Answer (write):
• Do we need a government?
• What does it do?
10/26: Explain the development and responsibilities of Meso. government
Cornell Notes:
-Topic on top
-Big Ideas on left
(or categories)
-Details on right
-Sum up on bottom
10/26: Explain the development and responsibilities of Meso. government
• Directions:
– Read and highlight: “Mesopotamian Government”
– Read Hammurabi Biography on pg. 22; take Cornell notes
– Answer guiding questions and complete Meso. Twitter
Feed
10/26: Explain the development and responsibilities of Meso. government
10/26: Explain the development and responsibilities of Meso. government
10/26: Explain the development and responsibilities of Meso. government
10/26: Explain the development and responsibilities of Meso. government
10/27: Explain the positive and negative effects of Hammurabi’s Code
“An eye for
An eye…”
• Do now:
– Get “Hammurabi’s Code of Laws”
– Answer with group:
• What would life be like without laws?
• Could a civilization survive?
Pd. 3
10/27: Explain the positive and negative effects of Hammurabi’s Code
“An eye for
An eye…”
• Do now:
– Read pg. 22 in text and find 3 responsibilities of
government – write them in DN section
195. If a son strike his father, his hands shall be hewn off.
196. If a man put out the eye of a nobleman, his eye shall be put out.
197. If he break a nobleman's bone, his bone shall be broken.
198. If he put out the eye of a common man, or break the bone of a
common man, he shall pay one gold mina.
199. If he put out the eye of a man's slave, or break the bone of a man's
slave, he shall pay one-half of its value.
28. If a chieftain or a man be caught in the misfortune of a king [killed in
war], if his son is able to enter into possession, then the field and garden
shall be given to him, he shall take over the fee of his father.
29. If his son is still young, and can not take possession, a third of the field
and garden shall be given to his mother, and she shall bring him up.
10/27: Explain the positive and negative effects of Hammurabi’s Code
• Directions:
– Read each case and all laws that apply
– Highlight key points to the case and the laws
– Write rationale and answer questions as a legal team
– Extension: analyze extra law sheets; answer Qs 2-5
128. If a man take a woman to wife, but have no children with her, this woman is no wife to
him.
209. If a man strike an upper-class woman so that she lose her unborn child, he shall pay ten
shekels for her loss.
210. If the woman die, his daughter shall be put to death.
211. If a woman of the middle class lose her child by a blow, he shall pay five
shekels in money.
212. If this woman die, he shall pay half a mina.
213. If he strike the maid-servant of a man, and she lose her child, he shall pay two shekels in
money.
214. If this maid-servant die, he shall pay one-third of a mina.
146. If a man take a wife and she give this man a maid-servant as wife and she bear him
children, and then this maid assume equality with the wife: because she has borne him
children her master shall not sell her for money, but he may keep her as a slave, reckoning her
among the maid-servants.
10/28: List the causes for the rise and fall of Assyrians and Chaldeans
• Do now:
– Put Hammurabi exit ticket in litterbox
– Make a concept web in DN section
• middle is “responsibilities of government”
• Use pg. 22 “Hammurabi” to find examples
10/28: List the causes for the rise and fall of Assyrians and Chaldeans
• Directions:
– Research your empire to find:
• How/why it rose and fell
• What major things it achieved
– Make a Google Docs Presentation to debate tomorrow
10/29: Were the Assyrians and Chaldeans a more successful empire?
• Do now:
– Write today’s objective
– Clear off your desk except for a pencil
– (all this should be done before the bell rings)
10/29: Were the Assyrians and Chaldeans a more successful empire?
• Directions:
– Read ALL exit quicket directions
– Answer the questions thoroughly
– Place in PB when done, then you can sign out a
computer and pull up your presentation
10/29: Were the Assyrians and Chaldeans a more successful empire?
• Directions:
– Take 15 mins to record each other’s points and
debate whose empire was more successful
– Once finished, record answers to questions on
back of worksheet
– EXTENSION: Use atlas to find another empire