6-1.3: Compare the river valley civilizations of the Tigris and Euphrates (Mesopotamia), the Nile (Egypt), the Indus (India), and the Huang He (China), including the evolution of written language, government, trade systems, architecture, and forms of social order.
The Bronze Age is a period characterized by the use of bronze, proto-writing, and other early features of urban civilization.
The Bronze Age is the second principal period of the three-age Stone-Bronze-Iron system, as proposed in modern times by Christian Jürgensen Thomsen, for classifying and studying ancient societies.
The Bronze Age is a period characterized by the use of bronze, proto-writing, and other early features of urban civilization.
The Bronze Age is the second principal period of the three-age Stone-Bronze-Iron system, as proposed in modern times by Christian Jürgensen Thomsen, for classifying and studying ancient societies.
There may be no greater tribute to a society's ingenuity and vision than Egypt's Great Pyramid of Giza. Originally standing 481 feet (147 meters) tall, the Great Pyramid towers over monuments like the Statue of Liberty and Big Ben [source: PBS]. Of course, the pyramids are only part of ancient Egypt's legacy.
Read here: http://science.howstuffworks.com/innovation/inventions/5-amazing-ancient-egyptian-inventions.htm#page=0
There may be no greater tribute to a society's ingenuity and vision than Egypt's Great Pyramid of Giza. Originally standing 481 feet (147 meters) tall, the Great Pyramid towers over monuments like the Statue of Liberty and Big Ben [source: PBS]. Of course, the pyramids are only part of ancient Egypt's legacy.
Read here: http://science.howstuffworks.com/innovation/inventions/5-amazing-ancient-egyptian-inventions.htm#page=0
South Carolina Social Studies Standard
6-1.3: Compare the river valley civilizations of the Tigris and Euphrates (Mesopotamia), the Nile (Egypt), the Indus
(India), and the Huang He (China), including the evolution of written language, government, trade systems, architecture, and forms of social order.
Athenian democracy democracy in athens notesThomas McMahon
6-2.1: Describe the development of ancient Greek culture (the Hellenic period), including the concept of citizenship and
the early forms of democracy in Athens.
6-2.2: Analyze the role of Alexander the Great (Hellenistic period), Socrates, Plato, Archimedes, Aristotle, and others
in the creation and spread of Greek governance, literature, philosophy, the arts, math and science.
South Carolina Standards 6-2.1: Describe the development of ancient Greek culture (the Hellenic period), including the concept of citizenship and
the early forms of democracy in Athens.
6-2.2: Analyze the role of Alexander the Great (Hellenistic period), Socrates, Plato, Archimedes, Aristotle, and others
in the creation and spread of Greek governance, literature, philosophy, the arts, math and science.
South Carolina Social Studies Academic Standard 6-1.4: Explain the origins, fundamental beliefs, and spread of Eastern religions, including Hinduism (India), Judaism (Mesopotamia), Buddhism (India), and Confucianism and Taoism (China).
South Carolina 6th Grade Education Standards
6-1.1: Explain the characteristics of hunter-gatherer groups and their relationship to the natural environment
6-1.2: Explain the emergence of agriculture and its effect on early human communities, including the domestication of plants and animals, the impact of irrigation techniques, and subsequent food surpluses.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. ANCIENT EGYPT
6-1.3: Compare the river valley civilizations of the Tigris and Euphrates
(Mesopotamia), the Nile (Egypt), the Indus (India), and the Huang He (China),
including the evolution of written language, government, trade systems,
architecture, and forms of social order.
2. I. ANCIENT EGYPT - BRIEF HISTORY
A. Hunter-Gatherer groups moved into the Nile
River valley more than 12,000 years ago.
B. They learned the science of agriculture and
built permanent settlements such small villages and
cities.
C. The Nile River provided them with an
abundance of food.
3. II. GEOGRAPHY
A. Nile River - The MOST important physical feature of the
region.
1. "Gift of the Nile" - Egypt is called this since the Nile River
gives life to the desert.
2. The Nile River also brought food including fish, ducks, and
geese.
B. Delta - the triangular or fan-shaped piece of land made by
deposits of mud and sand at the mouth of a river.
1. The soil of a delta is ideal for agriculture. Two-thirds, 2/3
(66%), of all of Egypt's agriculture is located in the Delta.
4. II. GEOGRAPHY CONTINUED
C. The Nile River had a predictable flood. The floods
determined when farmers planted their crops, and the floods
brought silt.
1. Silt - A mixture of fertile soil and tiny rocks that can
make land ideal for farming brought from the rivers when they
flooded.
D. Protection of the Egyptian people due to its geography.
1.To the North was the large Mediterranean Sea, to the
east was the Red Sea, and the rest of Egypt was surrounded
by desert.
2. Cataracts - strong, steep rapids and
waterfalls. These cataracts made it difficult to navigate and
sail the Nile.
5. III. GROUPS OF PEOPLE WHO LIVED NEAR EGYPT
A. Kush - People settled to the south of Egypt in
an area called Nubia. The Egyptians called these
people the Kush.
1. In the beginning, they lived in peace and
traded with the Egyptians.
2. Many years later, the Kushites defeated the
Egyptians and their leaders called themselves
pharaohs.
6. IV. WRITTEN LANGUAGE
A. Hieroglyphics - A form of writing using pictures and
symbols instead of letters and words.
B. Papyrus - a paper-like material made from papyrus
reeds that grew along the Nile River.
1. Papyrus was rolled into scrolls which made it easy to
move.
7. IV. WRITTEN LANGUAGE CONTINUED…
C. Record Keeping - With hieroglyphics and papyrus,
Egyptians were able to keep business records and record
history.
D. Rosetta Stone - a stone slab inscribed with
hieroglyphics, Greek, and a later form of the Egyptian
language. Historians were able to translate Hieroglyphics
using the Rosetta Stone.
8. V. GOVERNMENT
V. Government - Someone or some people gain authority
over others, laws are created.
A. Pharaoh - Was the ruler of Egypt and considered to
be a living god.
1. The Pharaoh is the Egyptian god Horus in life.
B. Egypt was similar to Monarchies - A government
ruled by a king or queen but it was ruled by a pharaoh.
C. Dynasty - A series of rulers from the same family.
9. VI. TRADE SYSTEMS
A. With agriculture and Specialization of
Labor (Worker has a specific task or job to do), people
were free to do other jobs including make tools, lead
religions, and government.
B. Larger jobs such as construction allowed
for division of labor - Division of work into a number of
separate tasks to be performed by different workers.
Example - One worker pours the concrete, another builds
the frame, and another builds the roof.
10. VI. TRADE SYSTEMS CONTINUED…
C. Trade brought a lot of wealth to Egypt.
1. Trade Route - Paths followed by traders.
2. Egyptians traded with people along the Red Sea, Nile
River, Mesopotamia, Greece, Romans, and the eastern
Mediterranean Sea.
3. They traded art, gold, ivory, slaves, and stone.
11. VII. RELIGION
A. People of Egypt practiced polythesism - the belief in
more than one god.
B. They believed these gods and goddesses had a lot of
power and could bring floods, harvests, illnesses, health,
wealth, etc. Pleasing the gods was important.
C. Priests, people who performed religious ceremonies,
were to win the gods' favor.
12. VII. RELIGION CONTINUED…
D. Afterlife - Life after death.
1. To fill a person's needs in the afterlife, they filled their tombs
with objects from their current life (furniture, clothing, jewelry, tools,
weapons).
2. Mummification - bodies were embalmed (preserved) and
wrapped in cloth so they would not decay.
3. Peasant families buried their dead in the dry desert.
4. Pyramid - huge stone tombs with four triangle-shaped walls
that met in a point at the top. These were the burial sites of pharaohs.
13. VII. RELIGION CONTINUED…
E. Prominent Egyptian gods.
1. Horus - god of the pharaohs, the pharaoh alive on
Earth, a sky god
2. Osiris - god of the underworld - Judged the souls of
the dead.
3. Re or Amon-Re - the sun god.
4. Isis - goddess of magic
14. VIII. ARCHITECTURE
A. sphinx - imaginary creature with the body of a lion and
the head of other animals or a human.
B. obelisk - a tall, four-sided pillar that is pointed on top.
*Washington Monument"
C. Temples - Egyptians built massive temples; believed
they were the homes of the gods.
15. VIII. ARCHITECTURE CONTINUED…
D. irrigation - A way of supplying water to an area of land
using canals, dams, and waterwheels. Helped them to better
control the Nile River.
E. Pyramids - huge stone tombs with four triangle-shaped
walls that met in a point at the top. These were the burial sites
of pharaohs.
16. IX. SOCIAL ORDER
A. Social Hierarchy - The division of society by rank or
class.
1. Pharaoh was at the top.
2. Upper Class - Priests, Key Government Officials, and
Nobles (rich and powerful families)
3. Middle Class - Lower government officials, scribes,
craftspeople, and merchants
4. Farmers
5. Slaves and servants were at the bottom of the Social
Hierarchy.