Yertle and Nelson

SILENCE!  We're discussing governments.  I think we have the concept of power and absolute power down.  So, next week we'll get into limited and unlimited governments.

We read the story of Yertle the Turtle in class today.  If the adult you're reading the blog with hasn't yet read the book, explain it to them.

We discussed it as well, but we've barely scratched the surface.  Yertle will be the subject of Monday's bellwork.

I'm sure many of you heard of Nelson Mandela's death last night.  We usually don't study his life and influence and Apartheid South Africa until later in the year, but I didn't feel right about going through the day without mentioning him - so we put off going in depth about governments until later.

Here are the clips we watched today, if you're interested.  ...27 years...







If you want the credit for reading and discussing this blog with an adult... well... as always, you have to read it and discuss it with them.  When you're done, write the following quote on a scrap piece of paper: "I know, up on top you are seeing great sights, but down at the bottom we, too, should have rights.  We turtles can't stand it.  Our shells will all crack!  Besides, we need food.  We are starving!" groaned Mack."


Make sure your name's on it.  Put it in the extra credit tray on Monday.  Have a great weekend.  ...Two weeks?  For real?  That's nuts.

Authority/Power/Control

Bellwork question of the day:  "Should students have the same amount of authority as teachers?  Why or why not?  What would happen if students and teachers had the same amount of authority?  Answer in complete sentences."

So, we introduced the concept of government.  While they were working on the bellwork, I played a video from youtube:




The class was pretty well split, slightly favoring the teachers maintaining their authority.  (It's nice to know my job is safe.)  (...For now...)

The students don't know it yet, but I've introduced the political concept of rule of law, and limited and unlimited government.  We talked about the people who have the most power in our government - and whether or not that meant they got to do whatever they want...

But it was just an introduction.

We spent the rest of the time reviewing the ancient civilizations and filling in our Venn Diagrams.  (If you need one, click on the link - if you want to know what goes in them, check out yesterday's post.)

I also passed out the REVIEW GUIDE.  It'd probably be a good idea to study.  The test is a week away.

If you want extra credit for reading and discussing the blog with an adult, you've got to read and discuss it with them.  Tell them what you think about the student/teacher authority question.  Maybe study for the test for a couple minutes.

When you're done, find a scrap of paper and write the following quote:  "I!!!  HAVE!!!  THE POWER!!!"  Then, have the adult you read the blog with sign the paper.  Turn it in tomorrow.


Did we also watch this clip?  ...Yes... Yes we did.

Ancient Civilizations Venn Diagram... And Cuneiform

We're almost finished with ancient civilizations - and we're having a test over them next Thursday.  ...Not tomorrow, mind you, but Thursday the 12th - and we may extend it to the 13th.

So, we worked on a Venn Diagram today.  Students took it home, but they didn't actually have to do it for homework.  The diagram will be handy when it comes to studying for the test.  In fact, it's the first part of the review guide.  They'll receive the second one tomorrow or Friday.

I made some pictures to help you with the diagram.  And to help you study.

Ancient Egypt

Ancient Indus River Valley Civilization

Ancient Mesopotamia

Click on the pictures to enlarge them.  ...Yes, these are basically the answers.  Again, this would be one of the posts to come to if you want to study.  I'll tag it as "Study 2013" that way if you type that in to the search bar in the upper left of the webpage, it will bring you right to this post.  (Also, if I missed anything important for any of the civilizations, let me know either in class or in the comments.)

If you want the extra credit for reading and discussing this blog with an adult, have the adult quiz you over the various civilizations for about 3-5 minutes.  Have them ask you what each item on the list means.  Have them ask you which language goes with which civilization - NO PEEKING!  Etc...

When you're done, write down the word "architecture" and then write a quick definition for that word.  (If you don't know the definition, look it up.  If you don't have a dictionary, google it.  The adult can tell you, if that's easier - but you have to be the one to write it.)  Then, write down an example of architecture for each of the 3 ancient civilizations.  Have the adult you read the blog with sign the paper, and turn it in tomorrow.

We also wrote in cuneiform (SUMERIANS!) today.  So, if you want to check out some pictures (and maybe a video) from that, feel free to keep scrolling.  ...You might be in here.  

Graded Some Maps

I'll keep this blog post short today.  Yay!  Free time!

We graded maps, which is why the post will be short.  ...Your free time = my time entering those grades.  They should be up by 4:30.

We also messed around with Google Earth today.  Although we're studying ancient Egypt, and the 1860s hardly qualify as "ancient,"  the Suez Canal was on the map.  So we looked at its purpose.  Students were also having some trouble with scale, so most classes zoomed in on a baseball diamond.  And we looked at how different it looked the farther away we got from it.  ...How different everything looked.  How small we are from outer space.

I told you I'd keep the post short, so in keeping with promises... If you read and discussed today's post with an adult, go check your current grades in all your classes.  Write down your grades.  If you're missing any assignments, write them down.  If you're missing anything for me - get them and complete them.  (Other than bellwork, of course.)  Once you have the list, have the adult you read and discussed the blog with sign it.  Turn it in tomorrow.

(If you're doing all your assignments, this should be really easy.)

Ancient Egypt

The first half of class today, we worked on our Ancient Egypt maps.  You can download it HERE.  You can do most of it without the book.  In fact, to help you out I'll post a map here where you can get most of the information:

Now, that won't get you everything - but it will get you started.  If you don't know where to go from there, CLICK ON THIS LINK.

...Seriously, people...  ...Yes you'll have to do the work of clicking the "images" icon at the top...

We'll finish it up during the bellwork time tomorrow, and then we'll grade it.  It should be done by then.

We also watched the Egypt Crash Course - or most of it at least.  I should add that John Green pushes the envelope in these - so when he uses a substitute word for donkey to keep the attention of the students, I turn it down.  If the kids aren't allowed to say it, he shouldn't be either.

Of course, you won't be able to turn it down at home, so watch at your own risk.

If you want extra credit you're supposed to read and discuss the blog with an adult.  If you did this, find a scrap of paper and write down one similarity between Ancient Egypt and Ancient Mesopotamia.  Then, write down one difference.  When you're finished, have the adult you read with sign the paper.  Make sure your name is on it, and turn it in tomorrow.