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Viewpoints Official Publication of the Indiana Council for the Social Studies September 2013 www.wiltonlibrary.org Commons.wikimedia.org Teaching Social Studies Through The http://classicalschoolmusic.weebly.com/uploads/1/5/0/8/15089244/8590526.png?1 Indiana Council for the Social Studies 2013-14 Susan Tomlinson President, Term Expires 2014 Franklin Central High School 6215 S. Franklin Rd. Indianapolis, IN 46259 C: 317 341-1565 [email protected] Michael Boucher Past President, Term Expires 2014 416 North New Jersey St. #D Indianapolis, IN 46204 C: 612 636-1889 [email protected] Eric Heagy President-Elect, Term Expires 2014 Shortridge Law & Public Policy Magnet H. S. C: 317 752-4779 [email protected] Ellie James Vice President Term Expires 2014 Franklin Central High School 6215 S. Franklin Road Indianapolis, IN 46259 W: 317 803-8355 M: 317 696-6087 [email protected] Mary Nine Secretary, Term Expires 2014 Thompson Crossing School Thompson Road Indianapolis, IN 46239 W: 317 803-5024 C: 317 698-7826 [email protected] Janet Brown Treasurer, Term Expires 2015 13937 Nansemond Dr. Carmel, IN 46032 317-439-6680 [email protected] Erin Benak AP USH SIG Coordinator Terms Expires 2014 17225 Shadoan Way Westfield, IN 46074 W: 317 867-1990 C: 317 777-2732 [email protected] Robert Brady ICSS Director of Communications Term Expires 2015 2412 West 17th St. Indianapolis, IN 46222 W: 317 319-1021 [email protected] James E. Calabro Term Expires 2015 West Lafayette Jr.-Sr. H. S. 1105 N. Grant Street West Lafayette, IN 47906-2400 H: 765-480-3927; W: 765-746-0400 [email protected] Matt Durrett Term Expires 2014 Indiana Historical Society 450 West Ohio St. Indianapolis, IN 46202 C: (317) 450-6724 W: (317) 233-9559 [email protected] Don Fortner Term Expires 2014 Munster High School 8808 Columbia Ave. Munster, IN 46321 W: 219 972-0262 [email protected] Jane Henson Term Expires 2015 Office of Teacher Education School of Education, Rm. 1057 201 North Rose Ave. Indiana University Bloomington, IN 47405 W: 812-856-8035 [email protected] Glenn P. Lauzon Terms Expires 2015 Indiana University Northwest, 343 Hawthorn Hall, 3400 Broadway, Gary, IN 46410 H: 219 682-6030 W: 219 981-56877 E-mail address: [email protected] Benjamin Lawson Term Expires 2014 1219 Donington Ct. Bloomington, IN 47401 C: 812 340-0693 [email protected] Matt McMichael Term Expires 2014 Zionsville Middle School 900 N. Ford Rd. Zionsville, IN 40677 W: 317 873-2426 x130815 H: 317-501-6261 [email protected] [email protected] Mark Norris Term Expires 2015 Grace College Winona Lake, Indiana 46590 W: 574 372-5011 ext. 6256 C: 574 268-8380 [email protected] ICSS Office Indiana Council for the Social Studies Center for Social Studies and International Education 1900 East 10th Street, Room 1038 Bloomington, IN 47406-7512 812 855-0447 Fax: 812 855-0455 [email protected] June 1, 2013 Liaisons Bruce Blomberg Indiana Department of Education 151 W. Ohio Street Indianapolis, IN 46204 W 317 232-9167 [email protected] Karen Burgard NCSS Board of Directors Liaison Franklin College 101 Branigin Boulevard Franklin, IN 46131 W: 317 738-8767 C: 816 820-0708 [email protected] [email protected] Kathy Kozenski Nancy Wolfe Geography Educators Network of Indiana (GENI) IUPUI - CA 121 Geography 425 University Blvd. Indianapolis IN 46202-5140 Phone: (317)274-8879 Fax: (317) 278-5220 [email protected] Alexandra Strang Pre-Service Teacher Liaison [email protected] Mary Fortney The Children’s Museum of Indianapolis 3000 N. Meridian St. Indianapolis, IN 46206 W: 317 334-3256 H: 317 283-7249 [email protected] Robert J. Helfenbein University Liaison Indiana University-Indianapolis 902 W. New York St., ES 3126 Indianapolis, IN 46202 W: 317.278.1408 [email protected] Andrew Homan We the People/Indiana Bar Foundation [email protected] Michael Hutchison ICSS Listserv Lincoln High School 1545 South Hart Street Road Vincennes, Indiana, 47591 W: 812 882-8480 W: [email protected] H: [email protected] June 1, 2013 Thank You To Pearson Education for providing the funding for Lee Hamilton as one of our keynote speakers at the 2013 Conference. President’s Letter Greetings, ICSS Members, I am writing this as I have just finished my first week of the new school year. The first day of school is full of “new.” New students, new ideas, new faculty and staff, new technology, new clothes, new friends. It also includes new requirements, new expectations, new evaluation systems, new opportunities and new horizons. For me it is always exciting as well as a bit scary. You are going to walk into your classroom that first day and meet the individuals with whom you begin an educational journey. It is never boring, and I am always learning from my students. For me it is a great vocation! This issue of Viewpoints is intended to provide you with new ideas. It is also a way to make new connections. The Indiana Council for the Social Studies is an evolving, thriving organization that serves as a vehicle to promote the social studies in Indiana. What that really means is that our organization wants to help you be a wellinformed, highly effective social studies teacher. Each issue of Viewpoints provides you with new ideas and opportunities. Robert Brady is devoted to putting together a variety of articles from new sources that you can use to make your lessons “sing.” I appreciate his hard work on this publication. I also appreciate his frequent posts on the ICSS Facebook page. If you have not “liked” us on Facebook, I exhort you to do so. Rarely is something posted on our FB page that I have already seen. It’s a great source of new information and inspiration. The ICSS is taking new steps to become a better advocate for the social studies in Indiana. ICSS Past President Michael Boucher and ICSS National Council for the Social Studies Liaison Karen Burgard attended the NCSS Summer Leadership Institute in Washington D.C. in July. Workshops focused on how to work at the state and national level to promote and support the social studies. They were able to meet with Senate and Representative staffers and even met briefly with Senator Joe Donnelly. They will be sharing this information in a presentation at our conference in November. As social studies teachers we KNOW that our votes and our voices count. What Michael and Karen have to share can help us be more effective in promoting the importance of the social studies. I encourage you to get involved with the Indiana Council for the Social Studies, and I hope that you will join us on November 8th at our conference in Indianapolis at the Crowne Plaza at Historic Union Station. You can register online at www.indianasocialstudies.net or via mail or email. The registration form is included in this issue. I attended my first ICSS conference many years ago as a relatively new teacher. I am happy to say that my activities during this summer break included getting together on several occasions with friends who I first met through ICSS. Teaching is hard work. We need to play together, too. As we connect and share ideas, I hope you can make new friends through ICSS. Best wishes for a great start to your school year! Susan Tomlinson ICSS President President Elect’s Letter Dear ICSS Members and Supporters, As schools now begin their fall semesters we are all reminded what kind of great commitment we make to our profession and just how many students and families depend on us to provide guidance and encouragement through a long and challenging academic year. We know, as social studies educators, that our subjects are not only interesting and compelling, but are a great conduit between other non-social studies subjects, bringing them together in fresh focus and context. Hence, I would like to renew my call for all of you to join us at this year’s ICSS conference “The Social Studies: Connecting Our World” at the Crowne Plaza at Historic Union Station on November 8th. Presentations have been submitted and are as diverse as they are original and exciting. In keeping with our theme, each will touch upon making connections between the rich content areas in our discipline and many will highlight the broader pedagogical approach now encouraged under Common Core. Individual presentations and workshops will have applications for both elementary and secondary social studies classrooms. And expect to find some unique and very applicable digital tools to be showcased. Let’s discover and connect with colleagues through the ideas and methods that are working in our classrooms and share how we engage our communities in what we do. Another wonderful benefit of attending will be the opportunity to hear two highly regarded, insightful speakers all on the same day! Immediately after our early round of special interest “breakfast club” sessions, we will kick off the conference with the venerable statesman, Lee Hamilton, discussing “The Role of Citizenship in Representative Democracy.” Then, after lunch, Indiana Superintendent of Public Instruction, Glenda Ritz, will offer her keynote speech on the vital role of social studies in Indiana education. It is surely a conference not to miss! Please be sure register and join us for this important occasion. You can now register online at Indiana Council for the Social Studies under “Conference Central.”http://www.indianasocialstudies.net I’ll look forward to seeing you there! Eric Heagy President-Elect ICSS Director of Communications Letter A new school year and a new group of students are now before us. That new group of students represents a new challenge. In so many ways they will be unlike their predecessors. They have lived a large portion of their lives in the Great Recession and through the ongoing, slow recovery. They have had a lifetime of experience with electronics and digital media. They are living in a time in which social mobility in the United States is less likely for those in lower socio-economic status than it is for a similarly placed Briton. They are living in a United States with a new ethnic mixture. One might suspect they are living the famous curse: “many you live in interesting times.” As teachers, we are living in equally new times. We are expected to do more, much more, with less: less financing, fewer classroom resources, less time to prepare, less time to give individual attention to each student, less time to think and reflect, less personal freedom to instruct in the classroom. The obvers is that more is demanded of each of us: more tests for students that determine how well we are doing, more schoolwide initiatives to prevent bullying and acts of discrimination, more forms of accountability, more demands for personal tutoring and after hour teacher time for students struggling, more individualized and diversified instruction for larger class sizes, more outside experts telling us what to do in our classrooms, more curriculum mandates telling us what to teach and often when to teach it, more people telling us they “personally object” to the “nature of the content” we teach whether it be the origins of man in world history, the meaning of secession during the Civil War, the role of religion in the writing of the Constitution, the nature or indeed the existence of separation of church and state, or what American Exceptionalism means. Education has always been a politicized institution. Today, teachers find it more so than they have ever experienced. The concept of teacher professionalism is being challenged. Some in legislatures, political action committees, “think tanks”, “grass roots movements”, and associations of dissatisfied citizens are proposing that teaching is more akin to a skilled trade like plumbing or tool and die maker than it is to a profession such as law or medicine. There is a “Jacksonian” view that anyone with sufficient life experience can fill the role of teacher. The result is that we work in an environment continually in flux, which discounts, even disparages teachers. There are those who want to destroy the environment even the institution of education as part of the market-centered process of creative destruction. Down and out with the old so we can make way for the new. There are also those who want to destroy the current institution of education because it conflicts with their libertarian ideas of what the state’s role in education should be. For them, the only meaning of public education is that the state provides the funds for family who use them to educate as they individually see fit. Those of us in any school can only hope to meet the needs of a small group of these independent minded individuals. Diversity of schools is the only answer for them. All of this amounts to one thing for the classroom teacher: PRESSURE, LOTS AND LOTS OF PRESSURE. Like a diver at great depth, we may begin to suffer disorienting narcosis. We experience too much agenda driven “nitrogen” swirling in our brains. How does one deal with all of these pressures? Some choose to go it alone, to double down on the American characteristics of rugged frontier individualism. Others look for institutions that can help them navigate the turbulent times and changing profession. The Indiana Council for the Social Studies is one such institution. ICSS is THE professional organization for Indiana Social Studies teachers. ICSS is THE umbrella organization for the social studies in Indiana. ICSS is the champion of citizenship education and promoting the study of democracy in Indiana’s curriculum. Social studies is the glue that holds together the humanities, and ICSS is the glue that holds together social studies in Indiana. Join us this fall, 8 November 2013 at the Crowne Plaza Union Station in downtown Indianapolis for the ICSS state conference. Workshops and breakout sessions that will meet the needs of the 2013 Indiana social studies teacher will be available. So will PGPs for your time involved in this professional development event. Bring someone new to ICSS into the organization and with you to the conference. Help build ICSS and promote social studies education. And right now, join us for our look at the role of the humanities, especially the fine arts, in teaching social studies. The articles that follow provide a wide introduction to this topic. H. Robert Brady Director of Communications Indiana Council for the Social Studies Celebrating 75 Years Indiana Council for the Social Studies Annual Conference The Social Studies: Connecting Our World Friday, November 8, 2013 Crowne Plaza at Historic Union Station, Indianapolis www.indianasocialstudies.net Keynote Speaker The Honorable Lee Hamilton U.S. House of Representatives Director, Center on Congress Luncheon Speaker Glenda Ritz Superintendent of Public Instruction Indiana Department of Education Celebrating 75 Years Indiana Council for the Social Studies Annual Conference Bruce Blomburg, Social Studies Specialist IDOE Updates Vendors and Exhibitors Networking opportunities Performance Growth Points Breakout Sessions to include AP, ISTEP Prep, Common Core State Standards, U.S. History, World History, Government, Economics, Geography and more for elementary, middle school, high school, pre-‐service teacher training. Awards ceremony will include the recognition of outstanding teachers and pre-‐service teachers. Grants of $300 will be awarded for special projects. For more information about awards and grants, visit the ICSS website. We have a great line up of vendors and exhibitors that include: Pearson Education Glencoe-McGraw Hill Scholastic Hoosier Chapter of the Japanese American Citizens’ League National Geographic Learning, Carla Westphal and Associates The Center on Congress Indianapolis Jewish Community Relations Council Geography Educators’ Network of Indiana IU Bloomington International Outreach Council McGraw Hill Education, Elementary K – 6 The DBQ Project Indianapolis Children’s Museum Indiana Council for Economic Education Make time in your conference schedule to visit the many vendor tables that will be available. Exciting opportunities, new materials, and vendor ideas for your classroom are available from our vendors. We join a small break for ale at Ben Franklin's print shop where some founders are chatting... Oh! Look guys. It's the notice for the annual Indiana Council for the Social Studies Conference. They have great conventions. Got any notepad on sale Ben? I'll want to take a lot of notes at the breakout sessions. Sure do dude. Aisle 5 of the outer shop. Toss me that envelope. I want to make a note. Says here the convention is on 8 November 2013 at the Crowne Plaza Union Station in Indianapolis, Indiana. Make sure you're there by 7:30 am to get signed in. 8:00 am is breakfast with the Special interest groups my favorite get together. Well add to your note the fact you can register online at the ICSS website. It's www.indianasocialstudies.net Let me use your laptop Ben. Our breakout sessions include: Global Perspectives National History Day Online Geography Tutorials Indianapolis: A City of Immigrants Common Core/Reading/Elementary Social Studies Literacy Skill Building and Children’s Books The Japanese American Experience and Insights into the Sikh- Arab- and Muslim American experience Using Technology and Pop Culture Reality Stars to Bring Historical Figures to Life Advocating for the Social Studies DBQs Elementary and Middle School Economics Civil Rights Historical Disasters and the Social and Geographical Perspectives Art and the social Studies Curriculum Using Primary Sources Center for Civic Education Historical Resources and Common Core Principles Go to www.indianasocialstudies.net and register online for the 2013 ICSS Conference. Hello! I'm Vice President Thomas Hendricks. I wanted to take a moment and remind all Hoosier social studies teachers about the Indiana Council for the Social Studies Conference on 8 November 2013 at the Crowne Plaza Union Station in Indianapolis. V.P. Thomas Hendricks, famous Hoosier politician. The Agenda is packed. The keynotes are great: former representative Lee Hamilton from the Center on Congress and Indiana Superintendent of Public Instruction Glenda Ritz. Sure will be more exciting than presiding over the Senate! And the breakout sessions/ workshops. I'm still vacillating on which one's I'll be attending. Too many great choices. Register for the conference today. Go to www.indianasocialstudies.net and do it online. It's quick, effective, and oh so easy. Friday, November 8, Crowne Plaza at Union Station, Indianapolis 7:30 Vendors and Registration and Continental Breakfast Open 8:00 - 8:30 Special Interest Groups** Breakfast (An opportunity to meet informally and network with others in your area of interest) 8:40 - 9:25 Breakout Session 1 9:35 - 10:20 Breakout Session 2 10:30 - 11:15 Lee Hamilton 11:30 - 1:00 Lunch, Awards, Glenda Ritz 1:10 - 1:55 Breakout Session 3 2:05 - 2:50 Breakout Session 4 3:00 – 3:45 General Meeting and Raffle **University Professors, Pre-service Teachers/University Students, Advanced Placement U.S. History, Elementary and ISTEP, Update from the IDOE and the Common Core, K – 3& Children’s Literature AWARDS GUIDELINES AND DESCRIPTIONS, 2013 JANE LOWRIE BACON TEACHER GRANT INFORMATION SHEET DEADLINE: OCTOBER 1 Jane Lowrie Bacon was the Indiana State Social Studies Consultant from 1976 until 1981, as well as a former ICSS president. During the 1970s she oversaw the development of one of the first Social Studies Curriculum Guides in Indiana. This guide was considered by many to be one of the most comprehensive and useful up to that time. She also worked with James Becker of Indiana University on a groundbreaking global education project. After marrying geographer and textbook author Phil Bacon, whom she met at an NCSS conference, they moved to New Mexico and together continued to be active in their state social studies councils and geography alliance. In Jane Lowrie Bacon’s honor, the Indiana Council for the Social Studies (ICSS) funds two grants of $300 each for use as seed money for teacher created or teacher developed classroom projects or research in the social studies. Grants will be awarded to individuals on the basis of the program's/research’s potential to improve social studies education in Indiana. All grant applications are judged by the ICSS Awards and Grants Committee and submitted for approval to the ICSS Board of Directors. Half of the grant money is awarded at the ICSS State Convention. The remainder of the funds are awarded upon completion of the project/research. Proof of completion must be furnished to the ICSS Awards and Grants Committee. To be considered for the teacher grants, individuals must: Be a member of the Indiana Council for the Social Studies Be present at the ICSS convention to accept the award. Provide tangible output to the ICSS Awards and Grants committee within one year of receipt of the grant (e.g. article, conference presentation). 4. Complete the Teacher Grant Application form, and 5. Submit a brief letter of support from the applicant's supervisor, principal, or department chairperson. 1. 2. 3. Grant application packets must be received by OCTOBER 1. Send packets to: Jane Lowrie Bacon Teacher Grant Applications Indiana Council for the Social Studies Center for Social Studies and International Education 1900 East Tenth Street, Room 1038 Bloomington, IN 47406-7512 JANE LOWRIE BACON TEACHER GRANT APPLICATION DEADLINE: OCTOBER 1 Name_________________________________________________________________ Home Address____________________________________________________________ City/State/Zip__________________________________________________________ School Address___________________________________________________________ City/State/Zip__________________________________________________________ Home Tel.______________________ School Tel.__________________________ Email_________________________________________________________________ Subject(s) and grade level(s):_____________________________________________ A. Please give a brief description of the proposed project/program/research: B. Indicate the objectives and rationale of the project/program/research: C. Indicate the anticipated tangible results: D. List means of dissemination to ICSS membership: an article in Viewpoints or the International Journal of Social Education, a presentation at the ICSS annual convention, other. E. Additionally, candidates must include a brief letter of support from their supervisor, principal, or department chairperson. Use additional sheets if necessary. STAN HARRIS CITIZEN'S AWARD NOMINATION FORM DEADLINE: OCTOBER 1 The Stan Harris Citizen's Award is made to groups or individuals in Indiana in recognition of service promoting social studies principles. Nominees are judged on the following criteria: The outstanding service rendered by the nominee must focus on the promotion of social studies principles in a local community, region, or the state of Indiana. The spectrum of social studies principles implemented by the nominee can range from principles pertaining to tradition to principles pertaining to contemporary issues. There must be some tangible evidence that the efforts of service of the nominee have had or are having an impact upon, or are effecting a change within, a local community, region, or the state of Indiana. There must be evidence that the service rendered by the nominee is distinguished for its excellence and inherent qualities. The nominee must have demonstrated consistent outstanding service in the promotion of social studies principles. Nomination must: - include the individual's or group's name, address, occupation, title, and the name, address and phone number of the person making the nomination. -describe the outstanding service in promoting social studies education in Indiana (local, regional, or statewide), -give tangible evidence of the impact upon the change within the local community, region, or state (e.g. newspaper accounts, testimonials), -provide evidence that the service is distinguished for its excellence and its inherent qualities, and include examples of the consistency of outstanding service. Additional supportive data may be included. Send nomination packets by OCTOBER 1st to: Awards and Grants Committees Indiana Council for the Social Studies Center for Social Studies and International Education 1900 East Tenth Street, Room 1038 Bloomington, IN 47406-7512 SPECIAL SERVICE NOMINATION FORM DEADLINE: OCTOBER 1 The Special Service Award is presented to ICSS members for service to social studies education. Nominees are judged by the ICSS Board of Directors on the following criteria: There must be tangible evidence that exceptional contribution by the nominee toward social studies development are characterized by: a. consistency of contributions, b. the distinctive excellence and quality of contributions, and c. the impact and effect that the contributions have had or are having upon social studies development 2. Nominees must be distinguished by their length of service to ICSS and their contributions toward the implementation of ICSS goals. 3. Nominations must include: 1. . nominee’s name address, phone number, email address, length of service through ICSS, and the name, address, phone number, and email address of the person making the nomination. 4. Nominations must indicate: a. b. c. d. e. f. . a. the exceptional contributions of the nominee toward social studies development, b. the consistency of exceptional contributions c. evidence of distinctive excellence and quality, and d. evidence of the impact and effect on social studies development. 5. Additional supportive data may also be included. Send nominations by OCTOBER 1 to: Awards and Grants Committee Chair Indiana Council for the Social Studies Center for Social Studies and International Education 1900 East Tenth Street, Room 1038 Bloomington, IN 47406-7512 The Indiana Council for the Social Studies' Distinguished Teacher Award will be presented at the State conference. This honor will be given to two educators who have demonstrated exceptional teaching abilities in the field of social studies, elementary or secondary. Each honoree will be awarded a plaque and $100. Anyone may nominate a teacher using the criteria set forth below. This is an opportunity to show appreciation for the many wonderful people who influence Indiana’s children. ICSS DISTINGUISHED TEACHER AWARD REQUIREMENTS FOR APPLICATION DEADLINE: OCTOBER 1 1. 2. 3. 4. 5. The nominee must be a full-time teacher in Indiana. The nominee must be a member of the Indiana Council for the Social Studies. The nominee must submit the required forms and supporting documents postmarked by October 1st. The nominee must have a current teaching license and be teaching that licensure area In 250 words or less, the nominee must submit a reflective statement about his/her teaching experience. Letters of recommendation from colleagues, supervisors, parents, or students should be submitted with the nominee's application. In letters of recommendation, evidence should be provided of the teacher's strong command of the social studies and the ability to communicate this knowledge in ways that contribute to students' understanding and intellectual skills. The letters may address the following concerning the nominee: 1. 2. 3. 4. Exceptional teaching abilities Contributions and impact of nominee to student learning Evidence of outstanding teaching and classroom quality Evidence of contribution and dedication to improvement of social studies learning in the classroom. Each letter of recommendation should be limited to two typed pages. In addition to letters of recommendation, supporting documentation of up to ten pages may be submitted. NO MATERIALS WILL BE RETURNED. Send an application by OCTOBER 1 to: ICSS Distinguished Teacher Award Indiana Council for the Social Studies Center for Social Studies and International Education 1900 East Tenth Street, Room 1038 Bloomington, IN 47406-7512 Telephone: 812-855-3838, Fax: 812-855-0455 INDIANA COUNCIL FOR THE SOCIAL STUDIES DISTINGUISHED TEACHER AWARD Name of Nominator (optional) _____________________________________________ NAME________________________________________________________________ HOME ADDRESS____________________________________________________________ ______________________________________________________________________ TELEPHONE Home_____________________ Work _________________________ E-mail_________________________________________________________________ POSITION____________________________________________________________ YEARS OF TEACHING EXPERIENCE__________________________________________________________ SCHOOL CORPORATION________________________________________________________ School at which you are currently teaching: Name_________________________________________________________________ Street_________________________________________________________________ City/State/Zip___________________________________________________________ Type of School: ____elementary ____high school _____middle/junior high _____college/university Please include: Colleges/Universities Attended Teaching License(s): Teaching Experience: Location Dates Field of Degree The Heart of the Matter By H. Robert Brady Ozymandias I met a traveller from an antique land Who said: `Two vast and trunkless legs of stone Stand in the desert. Near them, on the sand, Half sunk, a shattered visage lies, whose frown, And wrinkled lip, and sneer of cold command, Tell that its sculptor well those passions read Which yet survive, stamped on these lifeless things, The hand that mocked them and the heart that fed. And on the pedestal these words appear -"My name is Ozymandias, king of kings: Look on my works, ye Mighty, and despair!" Nothing beside remains. Round the decay Of that colossal wreck, boundless and bare The lone and level sands stretch far away.' Percy Bysshe Shelley When I first read the 12 plus volume A Study of History by Arnold Joseph Toynbee, the British historian/historiographer, I suddenly understood the importance of the fine arts in history. The German, Spangler and the Briton, Toynbee made very clear why I, as a historian, should be concerned with the arts and humanities. They are artifacts for historians. They are the artifacts that lead the historian to understand the heart and soul of a civilization or a culture. At times, we see cultures that have demonstrated stagnation in their arts. Those times almost inevitably coincide with the times that these cultures have become sterile, unimaginative, and non-innovative. They are soulless cultures in which people stagger from one activity to another all in the name of survival or the accumulation of more and more goods and wealth. I think it is safe to say in many ways our teaching of social studies has become one of those soulless, sterile, activities. No wonder students persistently say social studies is their least tolerable subject, the one they would trash first if they had any control of the curriculum. Why do we fear something with heart and soul so much today? Why do we concentrate on the mechanics of democracy while exorcising the spirit of democracy like a poltergeist? Why do we sterilize everything social of philosophy, emotion, and aesthetic qualities? Why do we ignore these important historical artifacts? Why do we ignore the need of humans to communicate to others of their time and beyond? The Shelly poem, “Ozymandais”, tells us much about the need to incorporate the fine arts into our teaching of social studies. In deed, it tells us that we cannot really teach the Enduring Understanding of social studies without often doing it through the arts. What would have remained of Ozymandais’ culture were it not for the arts? What do we know about Ozymandais from the art that survived? What great and enduring understanding do we gain from the inscription on the art? What cultural sin do we learn about from the scene and it’s ironic inscription? What do we learn about the Romantic Movement and its view of mankind from the poem? What is Shelly saying is the rhythm of history? Is his view sustained by the facts we know about mega-history? What about Egyptian history? Chinese history? What does that mean for American history? How did the Romantic view of mankind and history influence life and policy in Britain, the most powerful nation on the Earth at that time? Did the Romantic Revolution fuel the British political revolution of the 1800s through positive or negative ways? What does it mean that a Romantic Revolution in the arts, music, and literature could be underway in the heart of world industrialization, yet we see a dearth of art, fine music, and literature in the “new postindustrial America?” Anyone who has watched Ken Burn’s Civil War series has forever tied the woeful sound of a single violin and its tune to the heartbreakingly tragic nature of that fratricidal conflict. The music is the “soul” of the presentation. It communicates the tragedy in a way even Mathew Brady’s civil war photographs of carnage cannot. primary lens through which individuals see and experience their world. Children, students, cannot connect to something that is heartless. They cannot engage with something that is soulless. Our techno-society has forgotten this need to communicate and be communicated to in an endless search forever increasing profits and a more materially abundant style of living. Yet every time we look at a Michelangelo sculpture or painting we cannot help but feel our heart move and our minds wander to life as it was in his time. We cannot help but feel the inexplicable wonder of creation Christians of the Renaissance felt and the perdition of hell that sinners faced. We cannot help but experience the single-handed heroism of David or know the wonder of nature as expressed in the physique of a powerful horse in motion. By neglecting the arts in our social studies instruction we are dramatically shortchanging our students. Western Christian civilization is both a derivative of and stands in opposition to Hellenistic Civilization and many other civilizations around the world. We really don’t understand ourselves if we do not know what we stand in opposition to and what we are a derivative of. We do not know ourselves if we do not know how Hellenistic people thought and acted and how that thought and action has been modified as it was filtered through centuries of Western Christian civilization. We do not know ourselves if we do not know the influence of the Silk Road on Western Christian civilization. These feeling and perceptions flow into and out of our core concept of religion, life, society, the individual and his place in the universe. They constitute the worldview that we like to call the Ensuring an important role for the fine arts in social studies instruction is not just the “right thing to do”, it is a necessity if we are to pursue the concept of knowing ourselves. Teaching many of the core concepts of social studies through the arts is essential to achieving the disciplinary goals of teaching social studies. We must embrace the fine arts as part of our domain for they are the purest expression of our human and our civic natures. The mathematician Jacob Bronowski pioneered the TV genre of the BBC intellectual series with his Ascent of Man. While it followed the scientific history of the human race, it was nevertheless infused with the fine arts. When Bronowski writes about science and the Enlightenment, he references the Frenchman Beaumachais’ play, The Marriage of Figaro drawn for Mozart’s famous opera of the same name. Describing the change in society writ by the Enlightenment, Bronowski quotes: “Count, little count. You may go dancing, but I’ll call the tune.” Nothing catches the shift for an aristocratic dominated society to an emerging society of professionalism, science, and the middle class as what Bronowski quotes. E.D. Hirsch, of core knowledge fame may have simplified much, but he is right about one thing, cultural literacy is the key to inclusion in high functioning society. Cultural allusions are used as shortcuts for whole stories in conversations: she has the blood stained hands of Lady Macbeth, the equivocation of Hamlet, the rejection of “get thee to a nunnery,” the complicated experience seen again and again and symbolized by Romeo and Juliet. Likewise the scenes of creation and damnation seen on the ceiling and walls of the Sistine Chapel encapsulated the word view of the Christian West in that era, while David’s The Oath of the Horatii captures the last moments of the Renaissance as it evolves into the era of Romanticism seen in later works by David such as his French revolutionary paintings like Napoleon Crossing the Alps. Then we see Romanticism in full bloom in Delacroix. The same change is true of Beethoven’s music which transitions from the classical to the romantic during his career. These artifacts help us see and understand the conversion of the Renaissance mind through the romanticism of the French Revolution and the Romantic Era of early British Industrialization into the Liberal Western mind of the nineteenth century. It helps students understand the difference between the American Revolution a postRenaissance endeavor dominated by the classical mind, where the Classical World is the engine of thought and the French Revolution dominated by the Romantic Movement that saw in nature antidotes to the evils and failures of aristocratically structured societies. (Think Locke vs. Rousseau.) These different minds are why the American Founders saw the American Republic as a never ending great task to achieve a Republic of liberty while the French Revolutionaries saw their revolution as the pursuit of a dream, a dream of Republican Perfection. We owe it to our students to help them understand the minds behind the Ascent of Man. As Bronowski demonstrated, we cannot do that without the fine arts. They are a critical part of our ascent. Shakespeare was a Great Historian, Too!: Reflections on CoTeaching a World Studies Course By Eric Heagy My students seem to enjoy my world history class the most when I am telling them a story. I often ask them to do the same: take on a role from the past and create their own informed historical account. The artistic license sometimes means some off-the-wall historical fiction, but we would always have fun clearing up inaccuracies and considering “what ifs…?” Approaching history as a story is also a great way to talk about “who” really writes history and the multiple voices behind even a single historical event. Students are engaged and like the notion of more than one history – it took pressure off of having to be “right.” Hence, when I was asked to help create a cross-curricular course, blending literature and world history, I jumped at the chance! The course was named World Studies, and it combined ninth-grade English with World History. But where did the history end and the English literature begin? Students were often so socialized into compartmentalizing information and ideas that they were truly puzzled when two teachers were co-teaching one subject. How could that happen? (Yes, I believe I taught them specialization is a hallmark of complex society in the unit on river civilizations!) However, making knowledge holistic in the classroom also made learning qualitatively different. Wasn’t this way the world revealed itself to us? Mood is intertwined with historical cause and effect. Suspense is a function of historical action and intent. And the author and her text is certainly a part of the flow of history that we think on. Literature was placed in deeper context, and history with greater feeling, imagination and agency. Perhaps the most rewarding thing about this was the experience of working closely with talented colleagues. We can learn so much about our craft by co-teaching. In this case, Jon Burroughs, a veteran English teacher of many years in the Indianapolis Public School system, showed me the ropes. We developed much of our own content – something that is often a necessity to make lessons authentic and effective in this kind of course – through an online curriculum mapping program. Jon never failed to bring together readings of high interest and historical insight – his deep experience in his field was an advantage. But Jon’s wonderful sense of humor pervaded his material and entertained students, too. One of his excellent activities (repeated multiple times throughout the year) was a “Meeting of the Minds.” These were performance-based assessments that asked students to choose their favorite writer or historical figure they had read and in through that persona’s ideas and worldview engage in a round table discussion on several big issues. Jon at first scripted these out, then gradually released students to write more and more of their parts (questions provided ahead of time). Enlightenment thinkers, Confucius, Peter the Great, and Attila can make amicable dinner guests if you can find the right topic! I felt I was best as the stage manager in these activities, making sure our historical design and backdrop were authentic as possible (we often asked students to write an essay or take a unit test on the world history side to keep them honest). From a practical standpoint, the history content anchored the overall framework for the course. But the selections of literature was more than supplemental material to a history textbook or primary document, they were the bridge to students -- connecting them with the past characters and places. As a proponent of reading apprenticeship and teaching students to think about their reading by making it visible, I felt the carefully selected literary selections from certain periods of world history always sparked more enthusiasm for comments than a “conventional” textbook. A textbook may help students know basic historical fact, but well matched literature helped them imagine how the history unfolded. I look back on that partnership and I feel lucky to have had the colleagues and administrative support that made it work. It is still possible to return to that design, and many school programs do embrace this approach. Courses like world studies lend themselves naturally to the Common Core framework, now being adopted by more and more states. With its emphasis on integrating skills and knowledge, versus separating and segmenting understanding, students will be taught and assessed on their ability to create connections and understand relationships that are reflected in the world around us. What can be more authentic than that? Perhaps with the will for schools and teaching professionals to look at the skills and ideas that bind us together, we can create a learning experience that is a whole lot more than just the sum of its parts. Exploring World Heritage Sites: Researching Sites, Making Proposals Several years ago I attended a conference at Ohrid, a World Heritage Site in Macedonia. Ohrid is recognized as one of the earliest human settlements in Europe and also as an educational and cultural hub of Slavonic culture from the 7th through 19th centuries. It is home to the oldest Slav monastery and has one the most important collections of icons in the world. Rich in culture and history, our Macedonian hosts were very proud of the designation of this region as a World Heritage Site. This was my introduction to the World Heritage Site program. Further examination of this United Nations-sponsored program provided rich resources for classroom use. The Convention concerning the protection of the World Cultural and Natural Heritage, adopted by the United Nations Education, Scientific and Cultural Organization (UNESCO) in 1972 “seeks to encourage the identification, protection and preservation of cultural and natural heritage around the world considered to be of outstanding value to humanity.” Since then 981 sites have received World Heritage Site designation. Of these, 193 are natural sites (e.g. The Dolomites, Mammoth Cave, and Kilimanjaro National Park). The remaining cultural or mixed cultural and natural sites provide an extensive global list for student research. (For the complete list visit: http://whc.unesco.org/en/interactive-map/) Examples of these include Taos Pueblo Culture, Monticello and the University of Virginia in Charlottesville, Virginia, Independence Hall and the Statue of Liberty in the United States. International sites include the Cologne Cathedral, the Great Zimbabwe National Monument, Alhambra, and Historic Areas of Istanbul. Many of these sites are directly related to World History and Geography and History of the World Academic Standards. However, there can be many connections in other courses as well. In addition to using the World Heritage Site list as a resource for potential research topics, the criteria for WHS designation can itself guide the development of student activities. One activity for the teachers at the Ohrid conference I attended tasked small groups to identify and propose areas from their home state or home country for consideration as a World Heritage Site. The criteria are listed below. Student objectives could include the identification of local or state sites that meet one or more of the criteria and crafting an oral and visual defense of their choice. World Heritage Site Selection Criteria i. to represent a masterpiece of human creative genius; ii. to exhibit an important interchange of human values, over a span of time or within a cultural area of the world, on developments in architecture or technology, monumental arts, town-planning or landscape design; iii. to bear a unique or at least exceptional testimony to a cultural tradition or to a civilization which is living or which has disappeared; iv. to be an outstanding example of a type of building, architectural or technological ensemble or landscape which illustrates (a) significant stage(s) in human history; v. to be an outstanding example of a traditional human settlement, land-use, or seause which is representative of a culture (or cultures), or human interaction with the environment especially when it has become vulnerable under the impact of irreversible change; vi. to be directly or tangibly associated with events or living traditions, with ideas, or with beliefs, with artistic and literary works of outstanding universal significance. (The Committee considers that this criterion should preferably be used in conjunction with other criteria); vii. to contain superlative natural phenomena or areas of exceptional natural beauty and aesthetic importance; viii. to be outstanding examples representing major stages of earth's history, including the record of life, significant on-going geological processes in the development of landforms, or significant geomorphic or physiographic features; ix. to be outstanding examples representing significant on-going ecological and biological processes in the evolution and development of terrestrial, fresh water, coastal and marine ecosystems and communities of plants and animals; x. to contain the most important and significant natural habitats for in-situ conservation of biological diversity, including those containing threatened species of outstanding universal value from the point of view of science or conservation. http://whc.unesco.org/en/criteria/ The list below provides a few examples for students to research and defend. Students could also be challenged to identify and propose sites within their own city or county. •Amish Acres (former Old Order Amish farm) •Angel Mounds State Historic Site, Evansville (Mississippian Indian town) •Columbus, Indiana (ranked 6th in the nation for architectural innovation and design) •George Rogers Clark National Historical Park, Vincennes •Indiana War Memorials Museums (second only to Washington D.C. in terms of number of memorials) •New Harmony (utopian communities) •West Baden Springs and French Lick Springs Resort (National Historic Landmark) The World Heritage Site list is a valuable resource for teachers and students for broadening knowledge of culturally significant sites on a global scale. Proposing and defending a local or new site requires the further development of synthesis and evaluation skills we strive to hone in our students. Resources: http://whc.unesco.org http://whc.unesco.org/en/criteria/ http://whc.unesco.org/en/list/ www.indianalandmarks.org www.indianamuseum.org Susan Tomlinson Franklin Central High School Indianapolis, Indiana The Eye of Napoleon The Frazier History Museum in Louisville, Kentucky is proud to present a new and magnificent exhibition. The Eye of Napoleon, featuring the personal art collection of Napoleon Bonaparte, opens at the Frazier on October 19, 2013 and runs through February 9, 2013. It is both fitting and ironic that The Eye of Napoleon will be showcased in Louisville, the city named after King Louis XVI. It was his younger brother, King Louis XVIII, hardly a chip off the old block, who possessed enough ambition to begin unraveling Napoleon’s reign, both as a conqueror and a connoisseur. With over 200 works of Napoleon Bonaparte’s paintings, sculpture, jewels, books, furniture and vintage clothing, The Eye of Napoleon is living proof the infamous and ruthless Emperor of France was a complex man. With royal palaces to furnish, and lavish gifts to amass for multiple wives, lovers and family members, Napoleon’s great taste was a powerful asset personally and politically. The French Revolution sowed the seeds that brought Napoleon Bonaparte to power in March of 1804. In an effort to boost national morale, the Emperor made it clear early on that French artists were underrated and under his rule, they would receive the deserved glory granted to artists out of the classical civilizations of Rome and Athens. With that declaration, Napoleon pledged he would set an example as the nation’s art patron, par excellence. And the Emperor delivered. Napoleon led the expansion of the worldrenowned Louvre Museum (briefly renamed Musee Napoleon) and donated hundreds pieces plundered during his brutal conquests in Italy. But it was the French artists of the period whose masterpieces received preferential placement. Napoleon’s favorite paintings and drawings were done by Gerard, Prud’hon, David and Percier et. Fontaine. His A-list of sculptors included Houdon, Canova and Chaudet. All had a place in Napoleon’s private collection as well. Bonaparte Crossing the Alps, 1807, Jean-Baptiste Mauzaisse with or after Jacques-Louis David For students, there will be a guided program, Sculpture Colossal Bust of Napoleon, ca. 1810, Antonio Canova Bust of Napoleon, 1809, Antoine Mouton Clothing The Emperor’s Hat, summer model, ca. 1805, worn by Napoleon in the 1809 Battle of Essling Ceremonial Dress Coat, 1804, worn to Napoleon’s coronation by his Minister of the Interior All visitors to The Eye of Napoleon, produced by Exhibits Development Group in Washington, D.C., will see many fascinating and famous works of art and craft. These include the following and a few hundred more: Paintings First Consul Bonaparte, ca. 1802, Baron AntoineJean Gros Military Artifacts Napoleon’s Collapsible Campaign Bed and Traveling Box, ca. 1808 Napoleon’s Map of the French Empire in 1812 Sword of the Chief of Heralds, proclaiming Napoleon Emperor, 1804 ABOUT THE FRAZIER HISTORY MUSEUM The Frazier History Museum, located AT 829 West Main Street, on Louisville, Kentucky’s downtown “Museum Row,” has the distinction of being the only place in the world outside Great Britain to permanently house and display Royal Armouries artifacts. This world-class museum provides a journey through more than 1,000 years of world and American history with everchanging and interactive special exhibitions, daily performances by costumed interpreters and engaging special events and programs. The Frazier History Museum is open MondaySaturday, 9:00 a.m. to 5:00 p.m. and Sunday Noon to 5:00 p.m. For more information, visit www.fraziermuseum.org. ABOUT EXHIBITS DEVELOPMENT GROUP EDG EDG was established to assist national and international museums and exhibition organizers with the placement of traveling exhibitions and the enhancement of their exhibition programs. In 2008, EDG expanded its development activities when it opened offices in the historic Georgetown district of Washington, D.C., where the firm creates, develops, and coordinates traveling exhibitions. For more information, visit www.exhibitsdevelopment.com. Read more about social studies New Program Helps Teachers Bring History of World War I to Life http://blogs.edweek.org/edweek/curriculum/2 013/09/new_collaboration_helps_teache.html Introducing AHA Communities: An Online Hub for Historians http://blog.historians.org/2013/09/introducing -aha-communities-online-hub-for-historians/ John Thompson: Why Did Race to the Top Ignore Social Science? http://dianeravitch.net/2013/09/25/johnthompson-why-did-race-to-the-top-ignoresocial-science/ Bring Back Social Studies http://www.theatlantic.com/education/archive /2013/09/bring-back-social-studies/279891/ “American History Handbook” Is A Useful Resource http://larryferlazzo.edublogs.org/2013/09/25/ american-history-handbook-is-a-usefulresource/ Changing the Classroom Curriculum in History: Recapturing How I Taught a HalfCentury Ago (Part 2) http://larrycuban.wordpress.com/2013/09/23/ changing-the-classroom-curriculum-in-historyrecapturing-how-i-taught-a-half-century-agopart-2/ The 5 Best Free Tools for Publishing Student Work http://elearningindustry.com/the-5-best-freetools-for-publishing-student-work Transition from Thomas.gov to Congress.gov http://blogs.loc.gov/law/2013/09/thetransition-from-thomas-gov-to-congressgov/ British Museum and Ancient Egyptian WebQuest http://worldhistoryeducatorsblog.blogspot.c om/2013/09/ancient-egypt-web-quest.html A True Map of Africa http://www.collectiveevolution.com/2013/07/01/the-true-size-ofafrica-have-our-maps-been-misleading-forover-500-years/#_ CourseWorld Curates Repository of Free Arts and Humanities Media http://thejournal.com/articles/2013/09/24/co urseworld-launches-free-liberal-arts-videoplatform.aspx Revealed: the violent, thuggish world of the young JS Bach http://www.theguardian.com/music/2013/sep/ 21/secret-bach-teenagethug?INTCMP=ILCNETTXT3487 The Flipped Classroom Guide for Teachers http://elearningindustry.com/the-flippedclassroom-guide-for-teachers Ben Franklin's Thoughts About the Constitution on the Day It Was Signed http://mentalfloss.com/article/12551/benfranklins-thoughts-about-constitution-day-itwas-signed Ths is How to Create Maps Using Google Maps Engine http://www.educatorstechnology.com/2013/09 /ths-is-how-to-create-maps-using-google.html Fulbright Awards The Fulbright Distinguished Awards in Teaching provides elementary and secondary educators with an opportunity for a semester of independent study and professional development in Chile, Finland, India, Israel, Mexico, Morocco, the Palestinian Territories, Singapore and the United Kingdom (additional countries may be added in the near future-watch the program website<http://www.fulbrightteacherexchange.org/> for updates). Based at university schools of education in the host country, participants take course, complete a capstone project focused on Global Best Practices or Developing Global Competence, and lead master classes and seminars for teachers and students at the university and local schools. Please visit the website http://www.fulbrightteacherexchange.org/ for more information and to access the online application. Please share this with your colleagues and networks. Thank you, -- Betsy Devlin-Foltz Elizabeth (Betsy) Devlin-Foltz * Program Officer * Teacher Exchange Branch * Bureau of Educational and Cultural Affairs 2200 C Street NW - 4th Fl| Washington, DC 20522-0504 | U.S. Department of State | Washington, DC | *: 202.632.6334| 7: 202.632.9479| *: [email protected] Congratulations to our 2013 Dennis Beadles Pre-Service Teacher Award Winners! Their professors nominated these students as exceptional pre-service teachers. We look forward to seeing excel as they transition into their own classrooms. These individuals will be recognized at our annual conference awards program on Friday, November 8th at the Kevin Banich Ball State University Crowne Plaza Hotel at Union Station in Indianapolis. Asuncion Casillas IU Northwest Jacob C. Cauhorn University of St. Francis Amanda Hall Taylor University Kimberley A. Kovacic IU Northwest Benjamin Rogge Merriman Grace College N o m in a t e T ea c h er s fo r IC SS A w ar d s. Now is the time to consider making nominations for ICSS awards which include the Outstanding Teacher Award, Stan Harris Citizens Award or the Special Service Award. Jane Lowrie Bacon grants provide awardees with $300 of seed money for a social studies project. Information and applications for these awards and grants are available on the ICSS website. G eo -Fest Geo-Fest - Geography Educators Network of Indiana (GENI) October 18th - 19th Spring Mill State Park Oct. 1st registration deadline Sessions this year include: > interacting with Kelsey Timmerman, author of Where Am I Wearing? and Where Am I Eating? (just released). Kelsey wants to discuss possible classroom applications from the books, and he wants to share a book (autographed) with each participant! > 2013 National Geography Awareness Week theme: Geography and The New Age of Exploration > Geography of racing: automotive and equine > Insects > Chinese culture and your school > an Indiana Supreme Court slavery case > social activities > out-of-door activities You will receive: •educational materials •new ideas •fresh perspectives •sharing with colleagues •Friday night lodging •Saturday breakfast, lunch, and snacks •Professional Growth Points (if needed) Cost to participate in GeoFest: existing GENI paid Members = $50.00 new to GENI = $65.00 (which includes a membership) Local educators no lodging/breakfast = $20.00 (GENI members) Local educators no lodging/breakfast = $30.00 (new to GENI) Preservice students = $40.00 (which includes a membership) Preservice students no lodging/breakfast = $15.00 Guests = $65.00 Check room availableity for Saturday night. IF you are interested in staying Saturday night -- at your own expense, please, let us know. http://www.iupui.edu/~geni 2013 GIS Day for Grades 6-12 by Bruce Blomberg Geospatial Data is Everywhere! 2013 Purdue GIS Day for Grades 6-12 Thursday, November 7 Discovery Learning Research Center Purdue University, West Lafayette, Indiana This annual event promotes an educational framework that works to enrich spatial learning and data engagement between post-secondary education and grades 6-12. New this year, we will offer Educator professional development (Professional Growth Points available) AND an introduction to a variety of spatial data resources -within learning activities -- for middle school and high school students by faculty researchers, staff and students at Purdue University. This year’s program will be hosted at the Purdue’s Discovery Learning Research Center at its building with information available at http://stemedhub.org/groups/2013gisday. November 7, 2013 - 9 a.m. to 5 p.m. - Educator Professional Development November 7, 2013 - 9 a.m. to 2 p.m. – Grades 612 Student Engagement A Five-ton, 26-foot Tall Statue of Ancient Egyptian God Will Soon Stand Guard over Cars at The Children’s Museum of Indianapolis Monday, September 9, 2013 You won’t believe what just rolled in to the world’s largest children’s museum – it has no head and no feet (yet) and it is still huge! The jackal-headed god Anubis, believed to be the guide and protector of the dead in ancient Egypt, is being lowered into its new home in the Illinois Street parking garage adjacent to The Children’s Museum today (Monday, September 9, 2013). The world’s largest children’s museum is wellknown for its larger-than-life icons such as North America’s Largest Water Clock, Chihuly’s Fireworks of Glass, Bumblebee from the original Transformer movie. And now the five-ton, 26-ft. tall Anubis statue will greet families and children who park in the garage before they go to visit the museum. “Iconic objects have a memorable quality that inspires those who see them,” said Dr. Jeffrey H. Patchen, president and CEO, The Children’s Museum of Indianapolis. “We hope these icons initiate interesting conversation and learning moments between parents and their children and serve as wonderful family photo opportunities for years to come.” You may recall seeing a giant statue of Anubis here before, when The Children’s Museum opened Take Me There: Egypt® and hosted King Tut in 2009. Anubis statues have traveled the world and served as the protector of King Tut’s treasures in Dallas, Atlanta, Vienna and London. He has traded in his passport and will make his permanent home right here in Indianapolis. Anubis is associated with mummification and the protection of the dead for their journey into the afterlife in ancient Egyptian religion. His name is based on his funerary role, such as He who is upon his mountain, which underscores his importance as a protector of the deceased and their tombs. Take Me There: Egypt® will close September 15, 2013 as The Children’s Museum prepares a new exhibit, Take Me There: China®, which will open May 10, 2014. The Children's Museum of Indianapolis is a nonprofit institution committed to creating extraordinary learning experiences across the arts, sciences, and humanities that have the power to transform the lives of children and families. For more information about The Children's Museum, visit www.childrensmuseum.org, follow us on Twitter @TCMIndy, Facebook.com/childrensmuseum and YouTube. Geography Awareness Week Celebrate Geography and The New Age of Exploration this year from November 17th through the 23rd in 2013. Celebrated in conjunction with the National Geographic Society’s 125th Birthday the week's theme focuses on how geography enables us all to be intrepid explorers in our own way. Check out the newly created archive of past Geography Awareness Week materials, a new suite of resources all about Geography as a field and discipline, and even more tips and tools to plan your own GeoWeek celebrations! Use the follow resources to help set up your at home Congressional Visits! Steps to follow when setting up an at home visit:* http://www.ncssleaders.org/Main/A Example of a meeting request letter:* http://www.ncssleaders.org/Main/Meeti ngRequest-SampleLetter Example of at home meeting talking points:* http://www.ncssleaders.org/Main/Congr essionalVisitTalkingPoints-Example Useful Links: To determine who your Representative is, enter your zip code at the prompts provided at:* http://www.house.gov A listing of all Representatives can be found at:* http://www.house.gov/house/MemberW WW_by_State.shtml To determine who your Senators are, follow the database prompts available at:* http://www.senate.gov/general/contact_ information/senators_cfm.cfm District and State Work Period Calendars: To determine current year “District Work Periods” when your Representative will be available at the District Office see the calendar at: http://www.house.gov/house/House_Cal endar.shtml. To determine current year “State Work Periods” when your Senator will be at the home state office see the calendar at: http://www.senate.gov/pagelayout/legis lative/one_item_and_teasers/2010_s... Korea Teaching Resources Offered Carol Kirsch, Westview Jr.-Sr. High social studies teacher, recently attended the Korea Academy for Educators (KAFE) summer seminar in Los Angeles. Topics included the history and culture of Korea as well as the Korean-American experience. The weeklong teacher workshop is funded in part by the Korea Foundation, the Korean Studies Institute of USC, and the Korean Cultural Center. KAFE produced a CD with many PowerPoints and readings on a diverse array of subjects about Korea. If you would like to have a free copy of the CD, contact Carol at [email protected]. Better yet, check out KAFE’s website at www.koreaacademy.org to see what they have available and apply for next summer’s KAFE program. http://b.vimeocdn.com/ts/911/119/91111910_295.jpg Next Viewpoint Theme Global Learning/Education will be the theme for the next issue of Viewpoints. If you have a lesson plan, an article, or web resources you would like to have included in the upcoming edition, please send it to Robert Brady at [email protected] and we will add it to the materials accumulated to construction the new issue. The U.S. Department of State announces scholarships for American high school students to study abroad The National Security Language Initiative for Youth (NSLI-Y) offers merit-based scholarships to U. S. high-school aged students for overseas study of seven critical foreign languages: Arabic, Chinese (Mandarin), Hindi, Korean, Persian (Tajiki), Russian and Turkish. The NSLI-Y program is designed to immerse participants in the cultural life of the host country, giving them invaluable formal and informal language practice and sparking a lifetime interest in foreign languages and cultures. Applications for summer 2014 and academic year 2014-2015 programs are due November 5, 2013. Visit www.nsliforyouth.org for more information. The Kennedy-Lugar Youth Exchange and Study (YES) Abroad Program offers scholarships to American high school students to spend the 2014-15 academic year in countries that may include Bosnia & Herzegovina, Egypt, Ghana, India, Indonesia, Malaysia, Mali (semester), Morocco, Oman, South Africa, Thailand, Tunisia, and Turkey. This post 9/11 program focuses on increasing understanding between people in the U.S. and countries with significant Muslim populations. Visit http://www.yesprograms.org/yesabroad for more information. The Congress-Bundestag Youth Exchange Program (CBYX) was established in 1983 to celebrate German-American friendship based on common values of democracy. Secondary school students, ages 15-18, live with host families, attend local schools, and participate in community life in Germany. Young professionals (undergraduates) and high school graduates of vocational studies, ages 18-24, study and participate in practical training. Scholarships are now available for academic year 2014-15. For more information and application deadlines, visit the organization in charge of recruitment for your state at http://www.usagermanyscholarship.org/ The American Youth Leadership Program offers opportunities for American high students and educators to travel abroad on a three- to four-week-long exchange program to gain firsthand knowledge of foreign cultures and to collaborate on solving global issues. Several different organizations implement this program, and each has organized an academic and experiential educational exchange focused on dialogue and debate, leadership development, and community service. Recruitment areas and application deadlines vary, so please check the http://exchanges.state.gov/us/program/youthleadership-programs website for more information. For more information on exchanges sponsored by the Bureau of Educational and Cultural Affairs, please visit www.exchanges.state.gov View news and information from ICSS online. Visit our website for the latest from ICSS including resources for the classroom created by ICSS. www.indianasocialstu dies.net We use our Facebook group to post links to resources. We also post notices of PD and other social studies opportunities here, much of it time sensitive information. https://www.faceboo k.com/groups/24165 379843/1015187964 2804844/?notif_t=gro up_activity Mini Read 6-‐101: Greek City-‐States The geography of Greece is rugged. It makes it hard to get from one part of Greece to another. People live in localized communities. These local communities are called city-‐ states. Each city-‐state has a major city. It also has a lot of farmland around it. It might also have many fishing villages as part of the city-‐state. The farming and the fishing help supply the city with food. The city has artisans. Artisans make things. They might make tools. They might make armor. They might make pottery. They might make jewelry. Farmers exchanged part of what they grow for tools and pots. Some also have to buy armor. They need it to serve as foot soldiers. They are the men on the front line of the city-‐state’s army. The city also has merchants. These are the men who buy and sell goods. They buy from locals and sell to locals sometimes. They also buy from foreigners and sell to locals. Finally, merchants take things made in their city and sell them to other merchants in other cities. Merchants are an important part of each city’s economy. The city was also the safe haven for the people. In times of war, the villagers are taken into the city. There they will be safe behind the city’s huge, thick walls. The invading armies might destroy their village homes. They might steal their crops. But the farmers and villagers of the city-‐state can stay safe behind the city walls. Food they grew is stockpiled within the city. As long as the food holds out, everyone is usually safe. Being a Greek means you speak the Greek language. It means you believe in the Greek gods and goddesses. It means you follow a set of rules for living: a type of joint good manners. All Greeks held the same type of funerals. All Greeks were required to provide hospitality to guests. That is what being Greek means to the ancient Greeks. If you ask one of them who they were, they would name their city-‐state. I am an Athenian, a citizen of Athens. I am a Spartan, a citizen of Sparta. I am a Theban, a citizen of Thebes. I am a Corinthian, a citizen of Corinth. Those are how Greeks would answer you question about who were they. Ancient Greeks identify with their city-‐state. It is the city-‐state that shape much of their everyday lives. In Athens, citizens all take part in making government decisions. In Sparta, a small group of Spartan citizens make the government decisions. Some city-‐states have kings. The rich of the city rule some city-‐states. Some city-‐states eat fish and some farm crops. Other city-‐states have only what they can raise on their farms. The city-‐state works well for the Greeks most of the time. However, there are times it is a problem. When the Persians invade Greece, all the armies of all the city-‐states are needed to defeat the Persians. The Greeks have trouble working together. Even when it is most important, they often bickered. This would be their downfall. The Macedonians will eventually conquer Greece. They will conquer it one city-‐state at a time. Robert Brady for the Indiana Council for the Social Studies Mini Read 6-‐102: Athens and democracy Athens is one of the most important city-‐states of ancient Greece. It has a wonderful harbor. Athenians take to the seas. They also try to become an important power in Greece. Athens has a special life of its own. The Athenians become tired of kings. They become tired of one man telling everyone what to do. They become tired of one-‐man rulers being cruel and corrupt. Athenians decide every man who is a citizen should have a say in government. Not everyone in Athens is a citizen. Women are not citizens. Slaves are not citizens. Foreigners are not citizens. Men without some real wealth are not citizens. Only about one out of every three men in Athens is a citizen. Being a citizen is important. It gives you the right to say what Athens’ government should do. It also gives you a vote in what the Athenian government should do. Citizens meet in an important, public location in Athens. It is called the Acropolis. There they heard speeches. Any citizen can give a speech. The speeches describe what the speaker thought the Athenian government should do. Perhaps the government should make a law. Perhaps the government should treat another city-‐ state as an enemy or a friend. Perhaps more money should be gathered in taxes. Perhaps more money should be spent on the Athenian navy. At some moment in time, the talking stops. Citizens are asked to vote. They put a black rock into a pot if they vote no. They put a white rock into that same pot if they vote yes. Then the votes are counted. The side with the largest number of votes is the winner. Citizens are also chosen for juries. These citizens listen to trials. Each side is given an amount of time to tell its side of the case. Then the citizens vote. Black rock means guilty while a white rock means innocent. This system of government was called democracy. Demo means people in ancient Greek. Cracy means rule in ancient Greek. Rule by the people is the Athenian idea of government. Countries in Europe and the Americas still think about the Athenian idea of democracy. The idea that the people as a whole should make decisions is important to the European and American forms of government. The Athenians find it hard to keep democracy going. There is always someone who wants to be the one-‐man ruler. Europeans and Americans have learned from Athenian history. They know democracy must be protected all the time. People must be involved in their government. They must learn about issues. They must listen to others and speak their minds. They must show up when it is time to vote. Robert Brady for the Indiana Council for the Social Studies Mini Read 6-‐103: Sparta and Its Military The Spartans are one group of Greeks. They invade the area that becomes the Spartan city-‐state. There are people living at that location when the Spartans arrive. They defeat these people. They do not kill off the locals. Instead, they keep them as enslaved workers. These people, the hoplites, will be required to do all the hard, dirty work. They grow the food on the farms. They build the walls of Sparta. They dig the wells and carry the water. They even cook the Spartans food most of the time. What do the Spartans do? Do they lay back and enjoy the “good life”? No. The Spartans are scared of their hoplites. They fear the hoplites may rebel. Late some night the hoplites might rise up and try to slit the throats of the Spartan citizens. They need to keep the hoplites in check. The Spartans decide they must one and all become soldiers. They must spend all their time training. They train for combat. They train to be tough. They must be the strongest, smartest, most skilled soldiers in Greece. They decide that is the only way Sparta can survive. It is the only way they can scare and control the hoplites. When a boy is old enough to leave his mother, his military training begins. He spends his time running, wrestling, throwing, swimming, and learning to live from the land. To make sure he does his best, he is beaten. Too slow; you get a beating. Do not throw the javelin far enough; you get a beating. And sometimes you are just beaten to make you tough and resistant. Your final exam involves you being taken blindfolded out into the country. It is often land owned by another city-‐state. You are given nothing. You must find your way home to Sparta. You must steal what you need. You must hide from others. You must sneak your way home with out being caught. Spartans do not have homes. They do not have much beyond their clothes, their armor, their weapons, and their cloak. The men all house together in a dormitory. They eat together in a mess hall. The women do the same. Boys lived with their mothers until they are six years old. Then, they are off to military training. Girls live with their mothers until they are married. Women like men live in dormitories. The Spartan armies are always very successful for hundreds of years. Their success makes Sparta’s name in Greece. Three hundred Spartans hold off the entire Persian Army of thousands in a narrow pass. They fight until the last of the 300 is killed. This gives the rest of Greece enough time to march, meet, and defeat the Persians. The Spartans and their allies defeat the Athenians and their allies in the Peloponnesian War. It is the height of Spartan power. They become proud and arrogant. Soon the army of Thebes roundly defeats the great Spartan Army. Robert Brady for the Indiana Council for the Social Studies Mini Read 6-‐104: The Persian Wars The Greeks are at the southern end of the Greek peninsula. It is a small amount of territory. The Greek people are small in number. In Asia, the Medes and the Persians create a huge empire: The Persian Empire is also called the Archimedean Empire. The empire covers a large amount of land. It includes a large number of people. The Persian Army is huge. The Persian king, Cyrus the Great, uses his massive army to conquer the cities of the Ionian Greeks in Anatolia. Cyrus places Persian nobles in charge of the Greek Ionian cities. The Ionian Greeks are connected to Athens. The Ionians do not take well to Persian tyrants as rulers. Put off by their cruelty, the Ionians revolt. They free their cities. They attack and burn nearby Persian cities. Cyrus is determined to punish them. The huge Persian Army returns and defeats the Ionians who are being helped by the Athenians. Athens’ involvement angers the Persian king. Before anything further can be done, Cyrus dies. His son, Darius the Great, decides to invade Greece. He will teach the pesky Athenians a lesson. Athens is small. The Archimedean Empire is large. The Persians are sure they will quickly crush Athens. They will not even need the entire Persian Army to do the job. The Persians invade Greece. They march toward Athens. The Athenians send their Army to meet the Persians. They come together on the plains of Marathon. The armies do battle. The Athenians out flank the Persians and roundly defeat them. What is left of the Persian force withdraws to Anatolia. A runner is sent the 26 miles to Athens to announce the Athenian victory. Modern marathon races recreate this 26-‐mile run. Darius the Great’s son, Xerxes I, decides on a full invasion of Greece. He will bring the entire Persian army and navy. The Persians cross into Europe and down into Greece. The Spartans rush forward to try and slow them down. Three hundred Spartan warriors block the Persian advance. They stop it at a narrow pass called Thermopylae. The Persians cannot advance until they learn of a pathway around the pass. Using it, they attack The Three Hundred from the front and rear. The Spartans fight to the last man. The Persians continue south. They reach Athens and burn it. But the Athenians still have their powerful navy. It stayed at sea. At Salamis, the Persian and Athenian navies meet. The Athenians are great sailors. Their ships are smaller than the Persian ships. They move more quickly. They are easier to control. Using these advantages, the Athenian destroy the Persian fleet. The Spartan Army that is watching from the shoreline kills any Persian sailors that survive and swim to shore. Without ships to supply it, the Persian Army must withdraw. The great Persian invasion is a failure. The Persians and Greeks will fight on for years, but in Anatolia. Robert Brady for the Indiana Council for the Social Studies Mini Read 6-‐105: The Peloponnesian War The Greek city-‐states prosper. Life becomes better in each of them. Athens does especially well. Its port allows for foreign trade. Its democracy allows for the growth of the city. Athens begins to create new cities around the Mediterranean. Athens also begins to do deals with many city-‐states around the Mediterranean. Athens is building an empire. The Athenian Empire makes the city-‐state of Athens rich and powerful. The Athenians enjoy their wealth and power. They become arrogant. They become pushy. They begin to try and boss the other city-‐states. Greek city-‐states prize their independence. They resent the actions of the Athenians. The irritated city-‐states band together under the leadership of Sparta. Sparta is the great rival of Athens. The Spartans want to take the Athenians down several pegs. They open warfare against Athens. The wars started as skirmishes in Southern Italy. Greek city-‐states had colonies in Italy. The Athenians try to control Southern Italy. They suffer a great military defeat there at Syracuse. Now, the Spartans bring the war home to Greece. The Spartans and their allies attack the city-‐state of Athens. Year after year armies invade Athenian lands. The Athenians are forced to retreat behind the walls of Athens. The port of Athens ensures the city’s survival. Athenians can use their ships and their navy to supply the city with much needed food. The Spartans are stalled at the Athenian city walls. The war lasts almost 30 years. It is slowly destroying the economy of Athens. Then something unexpected happens. A deadly disease breaks out in Athens. It kills many Athenians. It kills the leader of Athens, Pericles. It also kills important Athenian military leaders. Many of the most important Athenian soldiers die from the disease. Athens is weakened. Athens is shaken. Eventually, Athenians realize they have no choice but to surrender to the Spartans. The Spartans occupy Athens. They tear down the city walls. They want to have Athens defenseless in the future. The Spartans are proud of their victory over Athens. They quickly become like the Athenians had been: pushy, arrogant, demanding. Sparta’s allies didn’t spend 30 years of war to replace the pushy Athenians with pushy Spartans. Sparta’s allies join Athens’ old allies and make war on Sparta. An army from Thebes roundly defeats the Spartans. Spartan military power is crushed. The city-‐state of Sparta slips into decline. The Greek city-‐state still cannot live in peace with each other. Little wars between city-‐ states plague Greece. This constant fighting makes it possible for the King of Macedonia to invade and conqueror all of Greece. Athens turns away from military power. It does not try to rebuild a powerful army and navy. It does not try to create a new Athenian Empire. Instead, it puts its energy into becoming the center of learning in the Mediterranean. Some historians say today that Athens built an Empire of the Mind. Robert Brady for the Indiana Council for the Social Studies Mini Read 6-‐106: Athens and Learning Athens is a center for learning in Ancient Greece. Athens is named for Athena, the Greek goddess of wisdom and battle. The Athenians follow the lead of their patroness goddess. Athenian boys are schooled. At first schooling is totally oral learning. They learn to recite the Iliad and the Odyssey. They learn basic Greek ideas. When the Greek’s create an alphabet, they have a written language. Athenian boys learn to read and write. They learn to debate. They become skilled arguing one side or another of an issue. Soon, Athenians are asking questions. They are asking all types of questions. Some have to do with philosophy. What is the good life, they ask. Why are people here? Where did we come from? What rules should guide how people treat each other? How do we know what is true? Socrates, Plato, and Aristotle are the three most famous Athenian philosophers. There were many more. Each philosopher had his own answers to the many questions of life that arose in Athens. Other Athenians become interested in math. That interest soon leads to an interest in science. Aristotle writes a whole “book” about biology. In fact, Aristotle invents the science of biology. Writing leads to another type of learning. Athenians begin writing plays. They develop the theater. Actors perform the plays of Athens’ leading playwrights. The plays have political and philosophical themes. Today we still read Athenian plays like The Clouds or The Frogs. Plays like Oedipus Rex have moral themes. They tell a story that helps people determine right from wrong. Learning in Athens becomes even more important after the Peloponnesian War. Sparta and its allies defeat Athens. Athenians put their energy into learning. They stay away from another attempt to be the major power of Greece. Giving up their military ventures for learning is profitable for Athens. The city prospers. People across the Mediterranean world come to Athens to learn. They bring money. They also bring together the best brains in the Mediterranean world. Athens regains it stature as the most important Greek city. This time it is because of Athenian knowledge rather than Athenian armies and navies. Athenian philosopher Aristotle is hired by the King of Macedonia to teach his young son Alexander. This is the Alexander who will later finish the invasion of Greece his father begins. He will then invade Anatolia, defeat the Persians, and create the great Macedonian Empire. This is the Alexander the world will call Alexander the Great. Athenian learning became the core thinking in Alexander’s far-‐flung empire. Robert Brady for the Indiana Council for the Social Studies Mini Read 6-‐107: Macedonia Invades Greece Macedonia is the mountainous land north of Greece. A tribal Macedonian people live there. They are not Greeks. They do not consider themselves Greeks. They live a much more rough and tumble life than the Greeks. However, the Macedonians do adopt some of the Greek customs. They worship the same gods as the Greeks. Nobles in Macedonia often speak Greek in addition to Macedonian. The Macedonians are war-‐ like. They develop a new military strategy. They create the long-‐spear phalanx. In this formation, soldiers stand side-‐by-‐side. They lock their shields together. This makes one big mobile, metal wall. They thrust long spears out over the locked shields. Now they are like a huge armored porcupine. The long spears keep other warriors too far away to use their swords on the Macedonian soldiers. The Macedonian phalanx is the key to Macedonian military success. The Macedonian King, Philip II, uses his new military strategy to undertake an invasion of Greece. He has decided to intervene. He, the Macedonian King, will put an end to the constant Greek bickering and fighting. The invasion goes well. His armies are successful. However, Philip is assassinated in his capital city. Murder and assassination are part of Macedonian politics. Philip’s son, Alexander, inherits a strong kingdom. He inherits a powerful army. Alexander and Philip never got along well. Alexander is determined to outshine his father. It is his form of retribution against Philip for how he treated Alexander. Alexander takes the Macedonian army back into the field. He finishes the conquest of Greece. The young Alexander has qualities his father lacked. Alexander makes a great impression on everyone he meets. People naturally like Alexander. His soldiers love him. After defeating the Greeks, Alexander charms them. He pays careful attention to each of the local customs of each city-‐state. He’s eager to unify the Greeks rather than create anti-‐Macedonian hatred among them. Alexander has plans, big plans. He wants to invade Anatolia, confront the Persian Empire and destroy it. For this, he will need the assistance of all the Greeks. He sells it as a Greek undertaking for which all Greeks must pull together. In this way, Alexander brings unity to Greece at last. Robert Brady for the Indiana Council for the Social Studies Mini Read 6-‐108: Alexander the Great Alexander is the son of Macedonian King Philip II. His mother, Olympia, is the daughter of a powerful noble. Her father marries Olympia to Phillip. It is a political marriage. Neither Philip nor Olympia has any say in the marriage. Both Philip and Olympia hate each other. This hatred is the first of Alexander’s problems as a boy. He is caught in the middle. Before long, King Philip has taken to treating his son cruelly. Eventually, he comes to despise the boy. However, he is stuck with Alexander as his heir. Alexander bonds with his half-‐brothers and some sons of the most important nobles. Philip decides Alexander will have the best education in the world. He hires the Athenian, Aristotle, to be Alexander’s tutor. Alexander needs companions so the sons of the major nobles get to go to school with him. Alexander learns a great deal from Aristotle. However, Alexander believes he has a special destiny. He sees himself as the heir to Hercules. He believes that because of the date of his birthday. This belief gives Alexander great self-‐confidence during his entire life. Alexander is also impatient. Once he tells Aristotle he can end an argument they are having. “How,” asks Aristotle? “I can pull my sword and kill you,” Alexander replies. Just before he is to invade Anatolia, Alexander is said to have confronted the Gordian Knot. It was said; he who undoes the Gordian Knot will conquer the world. Alexander struggles with the knot, but it will not come undone. Then Alexander pulls his sword and slashes through the knot. Now he knows he is destined to conqueror the world. Confidence is something Alexander always has in abundance. Alexander also knows how to deal with people. When Alexander conquers the Persian Empire, he appears in Persia dressed as a Persian. The people love it. His Macedonian generals hate it. Unlike them, Alexander understands the importance of respecting people’s culture and their customs if you wish to gain their cooperation. Each time he conquered a new people such as the Egyptians or Afghans, he adopts their dress and customs while with them. In this way, Alexander is as much a political genius and a cultural genius as he is a military genius. He is genuinely a likeable person. He is loyal to his friends. He respects his generals. He treats his half-‐brothers well and trusts them not to rebel. He spreads the spoils of conquest among his followers including his foot soldiers. He takes care to see that the needs of his foot soldiers are taken care of. A great general, he plans battles to spare his own soldiers as many deaths as possible. And very importantly, Alexander rides into battle on his great horse fighting right along side his foot soldiers. The Macedonian soldiers adore him. Alexander’s ambitions are unlimited. He constantly presses eastward with his army. Beloved as he is, he goes so far his army becomes fearful. A vast Indian army in upper India eventually defeats him. The local Indian ruler allows him to depart when the Indian could have destroyed Alexander’s army. Alexander is also severely injured in that battle. It marks the end of Alexander’s conquests. He returns to Babylon. There he becomes ill. It is now believed Alexander drank contaminated water. It leads to cholera, and that leads to Alexander’s death. When he died, his child by his Afghan wife Roxanne had not been born. The generals debate what to do with his empire. Eventually, it is divided among the senior generals. Alexander’s half-‐brother, Ptolemy, becomes the ruler of Egypt. Alexander’s baby, a son, Alexander IV, becomes king of Macedonia with a group of generals ruling in his name. Robert Brady for the Indiana Council for the Social Studies Mini Read 6-‐110: Hellenistic Civilization Alexander the Great decides to respect the cultures of the people in his Empire. He dresses like the locals of each place he was. He follows many of their customs. He acts according to their set of manners and etiquette. He tries to be as much one of the locals as possible while still being Alexander. Alexander’s example becomes policy in the Macedonian Empire. It has a great impact throughout the empire. Under Macedonian leadership, the Hellenic Greek civilization begins to blend with Egyptian, Persian, and other civilizations. Important people become bilingual – they speak two languages in daily life. They speak their local language when in the family, with friends, and socially in the community. They speak Greek for government, business, and much of education. Greek becomes the universal language of the empire. It allows those in many different cultures to speak with one another. Because Greek is the universal language of the empire, learning is changed. Greek knowledge is mixed with Persian knowledge and Egyptian knowledge. Greek-‐ speaking Hellenistic scholars make new discoveries in science and math by combining the knowledge of various prior civilizations. Robert Brady for the Indiana Council for the Social Studies The new Hellenistic Civilization unites the Mediterranean world and the Ancient Middle East. Alexander’s tolerance of cultures allows many religions to flourish. At the same time the Hellenistic Civilization creates a common cultural strand. This allows the many people to work, live, and learn together and from one another. The Hellenistic Civilization is responsible for much of the unity of the Roman Empire that follows the Macedonian Empire. Much of what we know about the Greeks comes from this time period. Most, but not all, of Ancient Greek writing comes from the Hellenistic Period. It made its way to us because it was spread across the Hellenistic world. When Rome falls, the Hellenistic texts become translated into local languages. Scholars of later civilizations also preserve the ancient Greek texts. Robert Brady for the Indiana Council for the Social Studies Mini Read 6-‐111: Ptolemaic Egypt Alexander the Great’s empire is divided up after his death. The major generals each take a part of the empire. Alexander’s half brother Ptolemy gets Egypt. Under Ptolemy and his descendants, Egypt has its last dynasty. The Hellenistic Ptolemy dynasty adopts Egyptian culture. Greek civilization blends with Egyptian civilization. Hellenistic Egypt is the last stand of ancient Egypt. Egypt is prosperous under Ptolemy rule. Egypt is a prize site in the ancient world. There are the wonders of Ancient Egypt. More important, Egypt because of the gift of the Nile produces more food than other regions. The Ptolemy dynasty goes to great expense to preserve Greek literature and learning. It also enriches Greek learning by contributing to the Hellenistic version of science. Egyptian math and geometry are important foundations for the development of the Greek’s systems of geometry. The Ptolemy dynasty will rule Egypt for a long time. It maintains peace in Egypt and peace with Egypt’s increasingly aggressive neighbors. By the time of Julius Caesar, Egypt is being controlled from outside by the Romans. A Ptolemy still rules, but is forced to follow Roman policy to prevent a full on invasion. The Ptolemy ruler, Cleopatra VII, decides to join with Roman Marcus Antonius in a Roman civil war. It is a dangerous move. If Marcus Antonius wins, Egypt will increase its independence. If Cleopatra and Marcus Antonius loose, Egypt will fall under direct Roman control. The military forces of Marcus Antonius and Cleopatra are defeated at the Battle of Actium. Marcus Antonius commits suicide in Egypt. Invading Roman armies capture Cleopatra VII. She dies while being detained by conquering Octavian. Her death ends the Ptolemy rule of Egypt. Egypt now becomes a province of the Roman Empire. It is under the direct control of the Roman Emperor. For centuries to come, Roman emperors use Egypt to provide the food needed for the large population of Rome. The Hellenistic Civilization continued in Egypt after the Ptolemy Dynasty collapses. The Romans are part of the Hellenistic Civilization. Roman culture has merged with ancient Greek civilization. Romans share the same gods and goddesses with the Ancient Greeks. They share some of the same customs. People in Egypt under the Romans are tri-‐lingual – they spoke, and possibly write three languages. The Roman officials controlling the province use Latin. Greek is spoken when conducting business or involved in education. Egyptian is spoken in homes, socially, and to preform Egyptian religious ceremonies. When the Roman Empire divides in two, the Eastern Empire speaks Greek. Egypt remains part of the Eastern Empire for centuries. Robert Brady for the Indiana Council for the Social Studies Mini Read 6-‐201: The Latin People The Romans come from a tribe of people in Italy. It is a small tribe called the Latins. The Latins have their own language, Latin. Some Latins build a city on a bend in the Tiber River. They call it Rome. Geography plays a role in Rome’s success. It is place just right to control trade between North Italy and South Italy. Their more neighbors to the north rule the Latins, including those in Rome. These people are called the Etruscans. They are powerful. They are rich. They can also be a little cruel to other peoples. The Romans in the city of Rome resent their Etruscan kings. Fed up with Etruscan rule, the Romans stage a rebellion. They chase the Etruscans out of Rome. They establish their own Roman government. It is called the Roman Republic. The republic does not have a king. During its early years, the Roman Republic is in danger. Its neighbors would like to conquer Rome. Like the Etruscans, others would like to rule Rome. Rome depends on it hearty farmers to create a strong army. When war comes, Roman farmers left their fields. They collected together. They become the foot soldiers of the Roman legions. These hard working Roman farmers were hearty guys. They were used to a lot of hard work. As soldiers, they could march long distances and then go on and fight a battle right after arriving. This made them very effective. Usually, they could out fight armies of other tribes in Italy. Slowly, the Roman’s defeat one after another of their neighbors. When war comes, the Romans offer enemies a chance. They can refuse to fight. Then they will become Roman citizens. If they do decide to fight, they will pay dearly for defying Rome. In this way, the Romans peacefully incorporated many other Italian tribes into their expanding Roman lands. The Romans use this strategy to avoid many wars. They punish all who resist as a lesson to others in the future. The Romans move north. They fight and defeat the Etruscans. Since the Etruscans will not give in to the rising power of Rome, their civilization is destroyed. We do not know that much about the Etruscans. Much of what we know comes from the Romans. The Romans did not like the Etruscans. Romans had little good to say about Etruscans as a people. However, they did have a lot of bad things to say about Etruscans. The Romans also move south. At first, they battle other local tribes. Eventually, they start to move into Southern Italy. It has some Greek colonial cities. It also has colonies of another very powerful city-‐state, Carthage. Soon the Romans are engaged in wars with Carthage. These are different from all previous Roman wars. Carthage is immensely powerful. It controls about one-‐third of the Mediterranean World. The Carthaginians see the Romans as a military threat. Carthage sets out to destroy Rome. Carthage wants to add all of Italy to the lands it controls. Rome soon finds itself in a set of wars where it is fighting for its survival. Eventually, Rome defeats Carthage. Like it did with the Etruscans, the Romans burn the City of Carthage and destroy the Carthaginian people and their culture. With Carthage gone, there is only the Macedonians left to challenge Roman military power. The Romans invade Greece. They defeat the Macedonian army. Now Rome has control of the entire Mediterranean world. The Romans have established their vast Roman Empire. Robert Brady for the Indiana Council for the Social Studies Mini Read 6-‐208: Constantine the Great Establishes Christianity as the Religion of the Roman Empire During the time Augustus rules the Roman Empire, a young boy is born in Judea. Augustus orders a census to see how many people live in the empire. He will use the census to assign and gather taxes. Joseph and Mary go to Bethlehem, Joseph’s ancestral home, to register for the census. There the boy Jesus is born. As a young man, Jesus is a carpenter by trade. He joins a segment of the Jewish religion that criticizes the current religious establishment. Jesus proclaims himself the Jewish messiah the one God will send to save the Jewish people. This is viewed a religious rebellion by Jewish authorities. It is viewed as a political problem by the Roman authorities. Jesus is executed. He is crucified the standard method of Roman execution. According to Christian teaching, Jesus returns from the dead on the third day after his execution. His crucifixion and resurrection complete his Godly mission. He has created a route for salvation. All humans are sinners. If any human accepts that Jesus is the Son of God, that he died for their sins, that he rose from the dead and that he returned to God the Father in heaven, that person is saved. Jesus teaches a form of equality. Socially people may be forced to accept differences. God sees no difference between one human and another. All are equally important to him. Jesus’ teachings mildly criticize the wealthy, aristocratic establishment. He tells people it will be harder for a rich man to enter heaven than for a camel to pass through the eye of a needle. He tells another man to go give away all his wealth gained through tax collection. These ideas make his teachings appealing to the slaves and the poor in places across the Roman Empire. These ideas also make his teaching treason during the days of the early Imperial government. Christians will only acknowledge the Trinity as God. They will not worship a deified person such as the Divine Augustus nor any of the Roman gods. As the Roman Empire continues, the number of Christians grows. Problems in the empire also increase. Each time an emperor dies a war erupts. The generals fight one another to see who will become emperor. In one such case, a general named Constantine is fighting to become emperor. Before a major battle, he believes he sees a sign in the sky. It is a cross and the words “in this conqueror.” He believes he will win if he becomes a Christian. He converts. Constantine becomes emperor. He makes many changes. He creates a new imperial capital, Constantinople. That city is today called Istanbul. Constantine also makes Christianity the official religion of the Roman Empire. He holds the Conference of Nicaea. It formalizes the idea of the Trinity: Father, Son and Holy Spirit as an official core belief of Christianity. Jesus is God who has taken the form of a man to be crucified and rise again from the dead to abolish sin. Those who do not accept this decision are heretics. They are hunted down and killed by the emperor’s forces. The nature of Roman Imperial Christianity is thus formed. Robert Brady for the Indiana Council for the Social Studies IBOOKS TEXT ROMAN ACCOMPLISHMENTS Social Studies This is a teacher-made ibook text using teacher created text and audio combined with assets from the Internet. Written and assembled by H. Robert Brady Director of Communication Indiana Council for the social Studies C HAP- Engineering The Romans are very skilled engineers. They know how to build. Many of the things they built still exist. We can study them. We can see just how they built them. Today we use many of the techniques of Roman construction to build. S ECTION 1 Concrete How do you make you own rock? That is an important question for Roman engineers. It is at Mt. Etna they find the answer. The Romans learn how to make concrete and they put it to good use. 2 Roman engineer Quintius explains how Romans made concrete. opus caementicium Formula: binder + water = concrete + The best binder is volcanic ash. It makes concrete more resistant to sea water. Today’s Portland cement is like Roman concrete make from volcanic ash. S ECTION 2 Roads One of the great achievements of the Romans was their roads. They created a huge network of roads. The roads connected the various parts of the empire with Rome. Messengers, legions, and goods could travel quickly along these wellbuilt roads. 5 The Romans are different from the Greeks. The Greeks are always asking why. The Romans are always asking how. The Greeks concentrate on philosophy, science, and math. The Romans concentrate on engineering. The Romans are practical. Their question is how do you build a road that will last for centuries? Their answer was to build it in layers. Look at the diagram above left. Then look at the crosssection of a Roman road directly above. See if you can understand the way the Romans built the road. Roman engineer Quintius explains how to build a road. Type to enter text Now, here is a way to investigate the roads and travel in the Roman Empire. We will use Stanford University’s ORBIS. It will allow you to plan you trip effectively using our wonderful road system. Open ORBIS S ECTION 3 Structures Buildings and monuments are a big part of Roman life. Some buildings are practical like those that store grain. Others are to display the power and glory of Rome. Roman building depend on a new idea: the arch. 9 No doubt, the Romans see the arch in nature. It looks nice. It has possibilities. To the Romans, the first question that comes to mind is: How do you build an arch? Roman engineer Quintius explains how to build an arch. Visit V. Ryan’s site on how to build an arch. The Arch as Monument A free-standing decorated arch is often built. There are many of these in Rome. Each arch is build to celebrate some commander’s military victory Constantine’s Arch built by Emperor Constantine to celebrate his great victory in 312 CE. Romans know what people eat will eventually come out. It is a problem that must be taken care of in a tightly packed city. The Romans engineer a sewage system to handle this problem. Again they use the arch . Ancient Rome is a very large city. It has many buildings. It has a huge population for the time. It has many urban problems. Feeding all the people of the city is a major task. Much of Rome’s food is grain grown in Egypt. The farms around Rome have become giant pig farms. Romans eat a lot of pork. Public restrooms are provided across the city. The government did the work. Why? To prevent the spread of disease. People packed together like those in Rome can quickly spread disease. Unfortunately, the sewage water has to go somewhere. Downhill means into the Tiber. If the local water supply is polluted, Rome has another major need: safe, fresh water. Roman engineers work to solve that problem. They must bring clean water from miles north of Rome into the city. Again, they use the arch to create a solution. The system uses the inverted syphon to “pump” water and an inclined bridge system to channel the water across the landscape. Arches on arches on arches on arches make up the aqueduct channel bridges. Water flows “downhill” along these long channels and into Rome. The engineering questions is: How do you create an artificial river over all types of land? The solution is the aqueduct system. Rome is dotted with fountains that show the success of the water system and make water available to the public. Augustus starts a project to rebuild the center of Rome. All new stone buildings, many marble. The arch is at the center of the new Roman public buildings. Using it, they get bigger building and new designs. The strength of this type of construction makes sure the building will last for thousands of years. The Colosseum is Rome’s major sporting center. It is a huge building, the mega sports stadium of its day. The games include the gladiator fights, fights between animals, and the Colosseum could be flooded for naval battles. On “sporting days” the crowds pours in and the emperor usually attends officiating the games. The Colosseum has arches everywhere. Below, take a quick walking tour of the Colosseum today. Above, watch how the layered structures of the Colosseum were put in place. Roman engineer Quintius explains how Romans create a dome. Domes are arches placed right next to each other until they create a circular room with a half-ball roof. Roman engineer Quintius explains the wonders of the Pantheon. C HAP- Government The Romans put a great deal of effort into their government. When they chase out the Etruscans, the Romans develop the Republic. Roman citizens elect the officials of the government. These elected representatives make the laws, do the budgets, set the taxes, declare war, and make peace. The Roman Senate is tasked with making public policy. Its elected senators debate and vote on what will be public policy S ECTION 1 For the Senate and the People of Rome Representative government and the Republic are major Roman political ideas. The United States is a republic. The Founders looked to the Roman Republic for guidance in designing American government under the Constitution. 24 Senator Marcus Plutonius talks Senate politics Early in the Republic, the Senate is where most of the political action takes place. Senators come from the rich families of Rome. The Senate is first make up of those who lead the rebellion against the Etruscans. It is now a group of elected representatives who are to voice the ideas and concerns of citizens. View the insides of the Roman Senate House as it is today. The First General Strike Secessio plebis Between 495 and 493 BCE, the plebeians leave Rome and live on the Sacred Hill. They are angry at the Senate. Only the rich patricians vote for senators and only the rich patricians are senators. In addition, the debt of plebeians has become crushing. The rich soon find themselves trying to live their “good life” without any local workers. The Senate has to concede. The Senate creates the new office of Tribune. Tribunes are plebeians elected by the plebeians. Each tribune has the power to block any law passed by the Senate. This is the tribune’s power of veto. This gives the plebeians some protection. Attacking a tribune means death. Tribunes or no, the Senate remains the major power in the Roman government. But the government is complex. The Republic operates in this way for centuries. In time, the super-rich begin to dominate the government. Crassus, Pompey, and Caesar form a triumvirate of the most super-rich to control Rome. Caesar eventually eliminates the other two. Senators are fearful he will become a permeant dictator. Some members of the Senate take action. They assassinate Caesar on the steps of the Senate in 44 BCE The assassination of Caesar is intended to save the Senate and the Republic. It does the opposite. It spells the end of the Republic. The Senate becomes a rubber stamp in the new imperial government. Caesar’s nephew and adopted son, Octavian, takes control of Rome. He is emperor in everything but name. His successor, Tiberius will take the title of emperor. S ECTION 2 Roman Law Another great achievement of the Romans is in the law. The Roman law system becomes the most advanced of its era. Roman law is the basis for the system of law in many European countries today. 30 The plebeians have another fight with the patricians. The plebeians, AKA plebes, feel they are being cheated in the law courts. They know they never win cases in the law courts. Today the law is this. Tomorrow the law is that. It seems to change. It never changes in their favor. They know the judges are changing the law to ensure the plebes loose their law cases. The plebs demand changes. They demand the laws be written out. They want the written laws posted so all Romans can see and read them. Judges will be required to apply the written laws in court. This will ensure the law is the same for everyone: patrician and plebeian. Themis the Roman Goddess of Justice. The patricians reject the idea. The plebes stage the second sucessio plebes. For the second time the plebes go on strike. They more out of Rome again. The patricians are now forced to written laws everyone can see and read. Senator Marcus Plutonius discusses the 12 tablets of the law The basic laws of Rome are written on twelve brass tablets. The tablets are posted in the middle of the Roman forum, the public center of Rome. The Romans create more and more laws. There were many more than those on the twelve tablets. The Romans continue to write down their laws. But the whole thing becomes messy when the number of laws means searching through scroll after scroll to find the required law. The Romans devise a way to organize their law. This organization is called codification. The entire collection of laws is the Roman Law Code. The French and Indian War Eight Grade American History Mr. Bruce MacAllister, Mr. Eric Heagy, & Robert Brady C HAP- The French and Indian War The French and Indian War is the last in a series of colonial wars. The British government fights the French and Spanish in the Americas. The object: control the large areas of land, especially in North America. It is just one part of a greater war. In Europe it was called the Seven Years War. Britain and Prussia fight France, Spain and the Austria. The British fight the French in India. Both countries are struggling to gain control over the riches of the Indian subcontinent. The winner will become a wealthy nation. Image Credit: http://upload.wikimedia.org/wikipedia/commons/d/d1/The_Vic tory_of_Montcalms_Troops_at_Carillon_by_Henry_Alexander_ Ogden.JPG S ECTION 1 The colonies, Britain and the French and Indian War Empires are expensive. They can also bring great profits. Competition between countries is intense. Between 1689 and 1763, the European powers fight. They fight over colonial possessions. Each of the wars in Europe has a companion war in the colonies. These are world wars. They are fought across the globe. The Seven Years War in Europe, called the French and Indian War in the Americas, is the last of these wars. Britain and France go at each other. They fight over control of all the possessions in their two empires. Image Credit: http://hotchkissfamily.lbbhost.com/images/French-Indian-War.jpg 2 Colonist have their own problems For the European countries, these wars are wars for wealth and profit. Britain was fighting to build up its economy. For the British colonists in America, things are very different. Since 1650, they have been supplying England with materials to carry on its wars: lumber, pine tar, copper, and iron among other things. These items MUST be shipped to London. There they are taxed to raise more money. Then they are resold around the world. This process also make sure the French do not get their hands on these supplies. The map shows the greatest concern of the British colonists in North America. They felt surrounded. They were surrounded. They were surrounded by colonial lands belonging to other European powers. These powers were no friends of Britain. These powers were also Roman Catholic countries. Britain was a Protestant country. The British colonists outside of those in Maryland, are Protestant. The northern frontier, western frontier, and southern frontier offer opportunities for the Roman Catholic powers. They can invade the British colonies from three sides. Only the coastline is secure. The British navy is powerful. It controls the seas. There are few chances the coastline will be attacked. The frontiers also have large numbers of Native American Indians. The Native American Indians and the British settlers frequently clash. The British are here to OWN land. The Native American Indians do not believe in the idea of a human owning the land. The Native American Indians believe humans are just allowed to use the land, not own it. British colonists want one thing: PROTECTION. They want total protection from the French and the Spanish, and they want it now! Britain has an empire spread across the world. It has the home isles to protect. It has colonies in India to protect. It has sugar islands in the Caribbean to protect. It has colonies in Africa to protect. The North American colonists are only one of its far flung concerns. Image credit: http://missarevolution.weebly.com/uploads/1/0/9/3/1093890 6/7815319_orig.jpg?197http://missarevolution.weebly.com/upl For the British, the wars in America are a part of a clash with other powerful European powers. For the British colonialists, the wars in America are about the national security of British colonies: the safety of their homes and businesses. Being just a part of a grand British policy is not satisfactory with the American colonists. They suggest that they be allowed to create their own military to protect the colonies. King George II looks at the proposal and says a quick NO! George II does not trust his British colonists in North America. They go their own way too often. George tells the colonists Britain will provide the protection. It will provide the troops. The colonist will provide their lodgings, their food, their clothing, their drink, their gun powder. “We’ll protect you,” says George II, “you just fork over the cash and the goods.” Colonists are insulted. Their men who volunteer for military service are told they are incompetent and useless. They are often dressed down by British offices and sent home. People on the frontier felt the did not receive the amount of protection they deserved. British colonist had the right to protection from the Indians and the French. Their government had the obligation to provide that protection. The British in London were to focused on profits. They wanted to make money off the work of their colonist. They did not want to pay the expenses to provide the protection their colonists needed. Colonial merchants saw the lack of protection as a violation of Locke’s social contract. Frontiersmen saw the lack of protection as just plain unfair. The greedy people in London had treated them unfairly before they came to the colonies. Now they were trying to do the same to them as colonists. Coming to the colonies was supposed to give a person a new start. It was looking like it might be more of the same ill treatment at the hands of the rich and powerful. Colonists would have settled for being allowed to deal with the problem themselves, but London would not allow that. The French fortress of Louisbourg was a great irritant to the British colonists. It was designed to provide protection from an assault from the sea. Its existence prevented total British control of the Atlantic coast of North America down to Spanish Florida. In 1745, the British colonists in America captured the fort. The colonists thought that would be the end of the French at Louisbourg. To their horror, the British government gave it back to the French at the end of the war. The British exchanged it for several sugar islands owned by the French in the Caribbean. “What,” demanded the New England colonists, “did we fight and die for at Louisbourg? So some wealthy British could have additional sugar plantations and become even wealthier? Don’t think so. We were sold out by London merchants.” Now the British colonists want only one result: the French gone for good. Question 1 of 3 Colonists’ frontier problems were A. lack of boundary lines B. lack of protection from the French C. Lack of protection from Indians D. All of the above Check Answer
