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Mrs. Natalia Jansen-6th Grade

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May 7-11, 2012

6th grade has begun our final unit in Social Studies: Ancient Greece.
After reading first 2 sections in chapter 7, we are begining our final Simulation project.

Students have been divided into five Greek City-States called Poleis and as loyal members of their city-state they have chosen a Greek name and are now responsible for creating an authentic Greek costume to wear in class.

Due by tomorrow, Tuesday - May 8, 2012
Each member of the Greek Polis needs to follow instructions on the Greek CLothing Essay and created their own Greek outfit.

Each polis that will have all members dressed in costume tomorrow will receive 100 Hellaspoints toward their simulation.

Individula research and creativity - of authentic accessories or additional types of Greek clothing will be rewarded with extra Hellaspoints that will help the overall competition among the Greek Poleis.

Good luck and I look forward to seeing your Greek clothes.

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April 16-30, 2012

Students are exploring the ancient civilization of China.
Students are reading Chapter 6, sections 1-3 on Ancient Chinese
geography, daily life, Shang and Zhou Dynasties.
We are exploring the accomplishments of the First Emperor - Qin Shi Hunag Di
and his lasting legacy: The great Wall of China and his enormous Tomb guarded by the Terracotta Army.

We are watching a movie Engineering and Empire: China
Students are responsible for answering the questions about the movie by
Monday, April 30, 2012.
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March 26-27, 2012

We have finished our chapter on Ancient India and are preapring for a final test
on Chapter 5.
Students should use their extensive notes we took in class, as well as the interactive review available on www.classzone.com in our Online textbook to study and prepare for the chapter test.

Ancient India Test - will be on Tuesday, April 3, 2012.

Final in-class review will be in Monday, April 2, 2012.

Alternative Test Options:

a) 5-paragraph essay - responding to the Essential Questions:

How does rich history and culture of India affect the world today?

b) Creative at-home project
Go to the link below:
http://www.indolink.com/kidz/mythology.html
Choose one of the Indian Myths
Read the story and create a) story board of 8 pictures telling the story of the myth
                                    b) comic strip of 8 pictures - re-telling the myth
                                    c) write a poem or compose a song about this myth


Students - feel free to contact me by email this week, is you have any questions or need a copy of the notes emailed to you.
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March 19, 2012

We have completed tthe section 2 in chapter 5 on Origins of Hinduism.
We are exploring the British Musuem Website - Ancient India -Early Hinduism exhibit, which offers a variety of articles, stories and interractive games to help students reinforce their learning and explore the topic further.

HOMEWORK
Please review your notes from section 2, and prepare for a short quiz.

Be ready fort he quiz on Wednesday, March 21, 2012.

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MARCH 13, 2012

We have started to explore an ancient civilizations of the Indus River Valley.
We are reading and taking notes on chapter 5, section 1: Geography and Indian Life pg. 112-119

HOMEWORK:

Students must finish reading the rest of section 1 at home online at www.classzone.com. Each student has his/her own member id and password. Those who don't, please share a friend's password and member id.

Log-in to Classzone and find the Chapter 5, section 1 - read the rest of section 1 - up to page. 119.  Continue with your Cornell Notes.

Be ready to share what you have read with class on Wednesday, March 14, 2012.




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MARCH 5, 2012

FINAL ESSAY ON ANCIENT EGYPT.
DUE DATE: TUESDAY, MARCH 13, 2012

B’H

INSTRUCTIONS:
In our study of Ancient Egyptian Civilization, you have learned about Egyptian daily life, their art, numbers and hieroglyphs, their religious beliefs and mummification processes, their engineering and architectural achievements and powerful pharaohs.

Using

 

 

identify three most interesting topics you want to discuss in your five paragraph final essay.

Use the T chart to plan your essay.

Introduction –             needs an attention grabber,
                                       some basic facts about geography of Egypt
                                       and your thesis statement naming your three evidences

Body # 1 -                   Evidence 1 and supporting statements (at least 3)

Body # 2-                    Evidence 2 and supporting statements (at least 3)

Body # 3-                    Evidence 3 and supporting statements (at least 3)

 Conclusion                  Restate your thesis 
                                    Connect to attention grabber
                                    Final thoughts on Ancient Egyptian Civilization

The essay is going to be graded according to the attached rubric.
It is a test grade in your class and 1000 miles (points) for Egypt simulation.
ESSAY IS DUE    
TUESDAY, MARCH 13th, 2012

 







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February 21, 2012

In the next week, we will be wrapping up our simulation on Ancient Egypt and
proceed to our final assessment which will be essay mentioned at the end of January. Students will be able to choose any topic to write about in their essay that we covered in our study of Ancient Egyptian civilization. We will work on the essay in class and they will finish it at home and turn in the final copy for a test grade. Rubric and writing prompt suggestions will be posted later in the week.

Below, see the picture of the "EGYPTIANS" at Hillel :-)



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                 THE NOMES OF ANCIENT EGYPTIAN EMPIRE

The Nomes of Thebes:





The Nomes of Bubastis:





The Nomes of Abydos:





The Nomes of Memphis:





The Nomes of Hermopolis/Akhenaton






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FEBRUARY 13, 2012

ANCIENT EGYPTIAN TIMELINE ASSIGNMENT DUE DATE:
FEBRUARY 29, 2012

Each nome is responsible for specific section of the timeline - each member needs to research major events, take-notes and record them on the NILE RIVER TIMELINE.

TIME LINE CHART:
MEMPHIS - Predynastic Period: circa 5000-3100 B C
                Archaic period: circa 3100-2890 B C I Menes (Narmer)
                                     circa 2890-2686 B C II
                Old K ingdom: circa 2686-2181 B C III Zoser (Djoser); Huni
                                                               IV Sneferu; Khufu (Cheops);
                                                               V Khafra (Chephren)
                                                               VI Pepy I; Pepy II

ABYDOS: First Intermediate Period: circa 2181-1991 B C VII (Memphite)
                                                                             VIII (Memphite)
                                                                            IX (Heracleopolitan)
                                                                             X (Theban)
                                                                             XI (Theban)
        Middle K ingdom: circa 1991-1786 B C XII Amenemmes (Amenemhet) I,II,III;
                                                                Sesostris (Senusret) I,II,III
           Second Intermediate Period: circa 1786-1567 B C XIII
                                                                              XIV
                                                                              XV (Hyksos)
                                                                              XVI (Hyksos)
                                                                              XVII (Theban)

HERMOPOLIS/AKHENATON:
New K ingdom: circa 1567-1085 B C XVIII Thutmose I; H atshepsut;
                                                Akhenaten; Tutankhamon; Horemheb
                                                XIX Ramses II
                                                XX

BUBASTIS: Early Period: circa 1085-525 B C XXI
                                                             XXII
                                                             XXIII
                                                             XXIV
                                                           XXV Piankhy (Piye); Shabaka; Taharqa
                                                           XXVI
            First Persian Period: circa 525-404 B C XXVII Darius I; Xerxes
            Late Period: circa 404-343 B C XXVIII
                                                        XXIX
                                                        XXX
THEBES:
Conquest circa 332 Alexander the Great
Ptolemaic Period circa 332-30 B C Ptolemy I; Cleopatra
Conquest by R omans circa 30 B C Octavius

Additional pictures from the construction of the Egyptian necklaces (MENETS)
and UREUS or NEKHBETS (Headbands with COBRA or VULTURE).













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FEBRUARY 6, 2012

Sixth Grade is in the midst of the 6th Cataract of the Egypt Simulation Project
- Each student is a member of a nome (district) in ancient Egypt
- Each nome has a specific patron deity they worship
- All clothing, art work, standards and jewelry is adorned with the symbols, colors and colors of the patron deity of a particular nome.


Egypt Simulation

Egypt Simulation



















Egypt Simulation


Egypt Simulation






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JANUARY 30, 2012

This week, in anticipation of the Chief Rabbi Lord Sack's visit to Hillel, the students have been learning the following:

Enduring Understanding:

The students will understand that there are Jewish people  worldwide who integtrate into society and are respected by both the Jewish community and secular community, alike. 

Essential Questions:

How does one become a Chief Rabbi?  What are the criteria?

What does it mean to be the Rabbi of the Queen?

Do the two hats he wears ever pose a problem for him (to be answered through Judaic studies)?

How does he balance his two jobs?

Which other countries have Chief Rabbi's?

Objectives:

  • -Define the role of a Chief Rabbi as well as know the historical context of the position
  • -Differentiate between the make-up of the British govt. from the make-up of the American government
  • -Know the difference between the House of Commons and House of Lords
  • -Understand the difference between a life peer and hereditary peer
  • -Consider the life of R. Sacks as a Jewish figure as well as a figure outside of the Jewish community
  • -Discuss why America does not have a Chief Rabbi and England does

 

 

Websites and videos presented in support of the objectives:

Interview with Rabbi Sacks about the Office of Chief Rabbi:

Rabbi Sacks - saying a Prayer
Its at the start of the video
Rabbi Sacks being sworn into the House of Lords
 
Power-points presentations on British Government
 
 
Additional Research Material


BIOGRAPHY OF THE CHIEF RABBI LORD SACKS:

http://www.chiefrabbi.org/Articles.aspx?id=1849 


History of the Chief Rabbinate:
http://www.chiefrabbi.org/CR_History.aspx 

Selecting a new British chief rabbi: (From the Jerusalem Post)
http://www.jpost.com/Opinion/Columnists/Article.aspx?ID=251926&;R=R1

What is a Chief Rabbi?

From Wikipedia, the free encyclopedia

Chief Rabbi is a title given in several countries to the recognized religious leader of that country's Jewish community, or to a rabbinic leader appointed by the local secular authorities. Since 1911, through a capitulation by RabbiUziel, Israel has had two chief rabbis, one Ashkenazi and one Sephardi.[1]

Cities with large Jewish communities may also have their own chief rabbis; this is especially the case in Israel but has also been past practice in major Jewish centers in Europe prior to the Holocaust. North American cities have rarely had chief rabbis, although some do have them: Montreal, in fact, has two—one for the Ashkenazi community, the other for the Sephardi.

The Chief Rabbi's name is often followed by ABD, which stands for Av Beth Din.[citation needed]



http://www.parliament.uk/

How do you become a Member of the House of Lords?




Two events have changed the way Members of the House of Lords are appointed: the 1999 House of Lords Act, which ended hereditary Peers' right to pass membership down through family, and the introduction of the House of Lords Appointments Commission. There are now a number of routes to becoming a Member of the House of Lords.

House of Lords Appointments Commission

Set up in May 2000, this independent, public body recommends individuals for appointment as non-party-political life peers and vets nominations for life peers to ensure the highest standards of propriety.

 

 

 

 

 





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JANUARY 20, 2012

I would like to wish you all a restful winter break. When we return, we have some exciting lessons coming up.
1) Chief Rabbi of England visit - February 3-5.
         -Students will be learning about the role and responsibilities of Chief Rabbi, 
         -Basics of the structure of British Government
         -Knighthood and Serving in the House of Lords

2) Essay about Ancient Egypt
         - Using the notes from the documentary films "Egypt Beyond the Pyramids"
         - exploring British Museum Website - Egypt Exhibit
         - each student will select a topic and write an essay about Ancient Egypt
         - Each step in the writing process will be a lesson in class
         - students will be able to work in class and at home
         - final draft will be graded according to a rubric

3) EGYPT SIMULATION
         - Each NOME is working on their portion of the Egyptian Timeline
         - after completing the STANDARDS and MENETS, the Egyptians will continue with their assignments and tasks exploring the rich history of Ancient Egyptian Civilization.



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JANUARY 17, 2012

CLASS UPDATE
We have begun our EGYPT SIMULATION. It is an exciting project based learning experience in cooperative groups. All students have been divided into NOMES (districts) in Ancient Egypt and as members of their NOME they are proud Egyptians and citizens of their capital city.
Each city has a specific main god that is worshipped there. With the god - there are animals symbols, hieroglyphics and colors which will reflect the NOME STANDARDS as well as the MENETS (Necklaces) that each member is creating as our first project.


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DECEMBER 27, 2011
HOMEWORK ASSIGNMENT DUE  TUESDAY, JANUARY 3, 2012

Choose 1 of the following prompts and write an essay summarizing
your expperience of the EMPIRES simulation we have worked on for the
past three weeks.

Prompt #1

Your civilization has had the opportunity to purchase many public works projects
throughout the simulation.
How has the addition of Ziggurats, irrigation systems, city walls, and warehouses
benefited your civilization?
Why do you think that both ancient and modern civilizations use so much of their
tax revenue on such projects?

Prompt #2
Civilizations attempt to build Empires for many reasons. They include:
• They conquer to get land to accommodate growing populations.
• They conquer to control vital resources.
• They conquer their neighboring civilizations to ensure their security and survival.
• They conquer out of the quest for glory and power.
Your civilization has tried to expand during this simulation.
1. Which of the reasons above motivated your clan to do so (it could have been all four).
Why?
2. Did you have any motivations not listed above?
3. Describe the motivations of your group as you attempted to build an Empire.
4. Do you think any of the reasons listed above still cause conflicts between civilizations?

Explain.

Prompt #3

Your clan completed many Tasks based on the five key elements of civilization:

 

 

 

 

 

 

Centralized Government; Organized Religion; Specialized Jobs; Arts, Architecture, a
nd Public Works;and Writing.

• Describe a Civilization Task that you completed for each of these categories and
explain what you learned from it.



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DECEMBER 21, 2011
6th grade students are completing their first Interact Simulation: EMPIRES.
The last day of hands on project about the ancient civilizations of the Fertile Crescent is next Tuesday, December 27th.

Students had an opportunity to work in cooperative groups and explore through experience the concept of the five elements of civilization:
1)Centralized government
2) Organized religion
3) Arts and Architecture
4) Job specialization
5) Writing.

Our next chapter will explore the long history of the Ancient Egyptian Civilization. 

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