This document provides study guide questions for Chapter 3 on ancient Mesopotamian civilizations. It includes terms to learn like import, export, city-state, colony, empire, Phoenician trade, and Hammurabi's Code. There are map questions about how Sumer's location aided trade and what geography attracted people to Mesopotamia. Essay questions address why civilizations need laws using Hammurabi's Code as an example, compare geography's role in Sumer and Phoenicia considering resources and trade, and discuss the short and long-term impacts of the Sumerian invention of cuneiform writing. Students are to answer questions using the provided material.
Students will develop a theme for the 2015 yearbook by brainstorming events from the school year and trends from 2014-2015. Individually or in pairs, students will create a Google presentation with inspiration slides displaying designs, words, and a story relating to their theme, along with practical slides on color scheme, fonts, cover design, and section titles. Students will present their theme to the class for feedback and questions. The theme should have a verbal tagline and visual presentation, and test as recognizable, repeatable, relevant, refreshing, and realistic.
Ss book chapter2 beginning of civillizationquesoqueen
The document summarizes key aspects of the Neolithic Era and early agriculture. During this time, around 10,000 years ago, humans transitioned from hunter-gatherers to settled farmers as they learned to domesticate plants and animals. This Neolithic Agricultural Revolution enabled people to rely on farming as a stable food source and allowed communities to grow larger as populations increased. One of the earliest known farming villages from this period was Catalhoyuk in Turkey, where several thousand people lived in privately attached dwellings with evidence of shared religious practices.
Students are asked to develop a theme for the 2014 yearbook that will be chosen through a competition. They are to brainstorm events and topics from the school year and come up with a phrase or topic that represents the year. They then create a Google presentation with inspiration slides showing the theme's visual style and practical design slides about things like color scheme, fonts, and cover design. Students will present their theme to the class and it will be evaluated based on how recognizable, repeatable, relevant, refreshing, and realistic it is.
The poem describes the Walrus and the Carpenter convincing a group of oysters to join them for a walk along the beach. During their conversation on the beach, the Walrus and Carpenter eat all of the oysters. In the end, the Carpenter asks if they should return home, but there is no answer from the oysters because they have all been eaten.
This document provides study guide questions for Chapter 3 on ancient Mesopotamian civilizations. It includes terms to learn like import, export, city-state, colony, empire, Phoenician trade, and Hammurabi's Code. There are map questions about how Sumer's location aided trade and what geography attracted people to Mesopotamia. Essay questions address why civilizations need laws using Hammurabi's Code as an example, compare geography's role in Sumer and Phoenicia considering resources and trade, and discuss the short and long-term impacts of the Sumerian invention of cuneiform writing. Students are to answer questions using the provided material.
Students will develop a theme for the 2015 yearbook by brainstorming events from the school year and trends from 2014-2015. Individually or in pairs, students will create a Google presentation with inspiration slides displaying designs, words, and a story relating to their theme, along with practical slides on color scheme, fonts, cover design, and section titles. Students will present their theme to the class for feedback and questions. The theme should have a verbal tagline and visual presentation, and test as recognizable, repeatable, relevant, refreshing, and realistic.
Ss book chapter2 beginning of civillizationquesoqueen
The document summarizes key aspects of the Neolithic Era and early agriculture. During this time, around 10,000 years ago, humans transitioned from hunter-gatherers to settled farmers as they learned to domesticate plants and animals. This Neolithic Agricultural Revolution enabled people to rely on farming as a stable food source and allowed communities to grow larger as populations increased. One of the earliest known farming villages from this period was Catalhoyuk in Turkey, where several thousand people lived in privately attached dwellings with evidence of shared religious practices.
Students are asked to develop a theme for the 2014 yearbook that will be chosen through a competition. They are to brainstorm events and topics from the school year and come up with a phrase or topic that represents the year. They then create a Google presentation with inspiration slides showing the theme's visual style and practical design slides about things like color scheme, fonts, and cover design. Students will present their theme to the class and it will be evaluated based on how recognizable, repeatable, relevant, refreshing, and realistic it is.
The poem describes the Walrus and the Carpenter convincing a group of oysters to join them for a walk along the beach. During their conversation on the beach, the Walrus and Carpenter eat all of the oysters. In the end, the Carpenter asks if they should return home, but there is no answer from the oysters because they have all been eaten.
This document provides guidelines for writing a one paragraph description of a detective. It instructs the writer to include 5-7 sentences that describe the detective from top to bottom or left to right, including details gathered in prewriting. When revising, the writer should consider how well they have used ideas, organization, voice, word choice, and sentence fluency. They are prompted to ask questions to check if the topic sentence is clear, details are organized by location, the writing sounds interested, specific language is used, and sentences read smoothly. When editing, the writer should check for correct punctuation, capitalization, spelling, and grammar using additional questions provided.
1) The document provides a study guide for the book Stargirl with questions about characters, events, and themes. It includes a list of over 15 major characters and their importance, key events in sequential order, and 6 short answer questions requiring at least 3 sentences each.
2) The short answer questions address how Stargirl's appearance differs from others, how students show they like her, an example of courage from a character, Archie's description of Stargirl crying light, Leo's changing appreciation of life, and what word Archie wrote in the desert.
3) The study guide is designed to test the reader's understanding of the people, plot, and insights from the story Stargirl.
The document provides a color-coded key for major physical features of India and surrounding regions, including mountain ranges, plateaus, seas, rivers, plains and deserts. Labels are presented in black or blue ink on colored backgrounds to represent bodies of water, mountains, deserts, plateaus and other landscape types. The key is intended to be filled in collaboratively.
The document provides instructions for students to write short poems as Valentine's Day tributes to non-living objects that they love. It encourages them to brainstorm objects, then choose one to write about in 3-4 stanzas of rhyming lines or couplets. Examples of tribute poems to jello, cheese, and a wood lathe are included to demonstrate poetic devices like similes, metaphors, personification and rhyme schemes. Steps are outlined for students to plan their poems by listing descriptive words before writing a first draft.
The document summarizes ancient Egyptian civilization. It describes how the Egyptians relied on the Nile River for survival, developing irrigation systems and geometry. Egyptian society was stratified with pharaohs and nobles at the top. The Old Kingdom saw construction of the pyramids, while the Middle Kingdom expanded Egypt's territory. The New Kingdom included female ruler Hatshepsut and military leader Thutmose III, who grew the empire through conquest. Two notable pharaohs were religious reformer Akhenaten and the young King Tut. By the late New Kingdom, Egypt's power declined as it lost control of its empire and territory.
The document summarizes aspects of early Egyptian civilization along the Nile River valley, including:
1) The Egyptians relied heavily on the predictable flooding of the Nile River for agriculture, transport, and water. The river provided fertile land for farming and was the center of life.
2) Egyptian society developed social classes with pharaohs and nobles at the top. Farmers and laborers made up the majority. Women had relative rights compared to other ancient societies.
3) Over time, early village chieftains consolidated power and King Narmer united Upper and Lower Egypt, establishing Egypt's first dynasty and centralized rule from Memphis around 3100 BCE.
The document summarizes aspects of ancient Sumerian civilization, including their stable food supply supported by inventions like irrigation and the plow, a social structure with three classes including slaves and nobles, kings that governed and were responsible for religious rituals, religious beliefs expressed through temples and priests, artisans that created objects like pottery and jewelry, advances in technology/science/math like the wheel and numerals, and a system of writing developed by scribes using wedge-shaped symbols allowing record keeping and administration. The section concludes that Sumer had developed characteristics classifying it as the world's first civilization.
Chapter 1 section 2: What is a Civillization notesquesoqueen
The Sumerians developed a stable food supply through farming inventions like the plow and irrigation canals. They had a social structure with three levels - nobles, commoners, and slaves. The king was responsible for government and religion, while artisans created objects for worship and daily life. The Sumerians advanced science through innovations in math, writing, and the wheel, establishing them as one of early history's first civilizations.
This document defines and describes various landforms and bodies of water. It explains that bays are areas of water bordered by land on three sides, gulfs are larger than bays and partly surrounded by land, and peninsulas are pieces of land surrounded by water on three sides. Rivers are large flowing bodies of water that usually empty into seas or oceans, and waterfalls occur where rivers fall steeply.
The document provides an overview of the plot and characters of William Shakespeare's comedy A Midsummer Night's Dream. It takes place in Athens and the nearby woods. The main characters include the Athenians Theseus, Hippolyta, Egeus, Hermia, Lysander, Helena, and Demetrius, as well as the supernatural characters Oberon, Titania, and Puck. It also introduces the "Mechanicals", a group of tradesmen who perform a play within the play. The themes involve love, friendship, and the idea of illusion versus reality.
This document provides information about Vikings and discusses several common myths and facts regarding aspects of Viking culture. It begins with asking the reader what they already know about Vikings and having them guess whether several statements about Vikings are facts or fiction. It then explains the answers, discussing that Vikings bathed regularly, did not typically wear horned helmets, lived on farms not in towns, did travel to North America, were not unusually bloodthirsty, and created sophisticated weapons. The document also notes Vikings built fast longships for raiding and trade. It concludes by discussing the Viking alphabet of runes and providing a link to convert a name to its Viking runic equivalent.
The document discusses key facts about the ancient Egyptian pyramids, including their purpose, construction methods used to build them, and notable features of specific pyramids. Some key points covered are that the pyramids were built as tombs for pharaohs and to act as a metaphor for creation, workers lived in a necropolis during construction and used tools like levers and ramps to move the heavy stones, and the Great Pyramid at Giza was the world's tallest structure until 1890 and took around 20 years to construct.
This document provides information and guidance for developing a business plan for two potential sites in Newberg, Oregon - a 41-acre site near the Allison Inn and Spa luxury resort, and a downtown site across from City Hall. It includes details on surrounding businesses, proposed uses for each site, and a process for students to brainstorm, select, and present business ideas for the sites through site plans, essays, and presentations.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Geographic Features of Ancient Egypt and Nubiaquesoqueen
The geographic features of ancient Egypt and Nubia had significant effects on the culture, economic activities, and building materials. The dry heat allowed for mummification of the dead. The Nile river provided water for crops, a means of travel, and irrigation for farming while also facilitating trade. Deserts made farming difficult and crossing dangerous, but the heat required stone structures and mud from the Nile was used for bricks.
The geography of Egypt greatly impacted how people lived. The Nile River valley was the only fertile land, forcing people to settle and farm along its banks. The Nile Delta connected Egypt to the sea and trade with other countries, and its yearly floods enriched the soil. Vast deserts on either side isolated Egypt but provided building materials, and the Cataracts interrupted river travel and trade with Nubia to the south.
This document provides a planning sheet for students to fill out as they prepare a book box presentation where they will select 10 items to represent a main character from a novel and use those items to tell the story to the class without notes. The planning sheet requests information about the novel, author, character, theme, setting, and a description of each item and how it represents the character or is important to the story.
This document provides guidelines for writing a one paragraph description of a detective. It instructs the writer to include 5-7 sentences that describe the detective from top to bottom or left to right, including details gathered in prewriting. When revising, the writer should consider how well they have used ideas, organization, voice, word choice, and sentence fluency. They are prompted to ask questions to check if the topic sentence is clear, details are organized by location, the writing sounds interested, specific language is used, and sentences read smoothly. When editing, the writer should check for correct punctuation, capitalization, spelling, and grammar using additional questions provided.
1) The document provides a study guide for the book Stargirl with questions about characters, events, and themes. It includes a list of over 15 major characters and their importance, key events in sequential order, and 6 short answer questions requiring at least 3 sentences each.
2) The short answer questions address how Stargirl's appearance differs from others, how students show they like her, an example of courage from a character, Archie's description of Stargirl crying light, Leo's changing appreciation of life, and what word Archie wrote in the desert.
3) The study guide is designed to test the reader's understanding of the people, plot, and insights from the story Stargirl.
The document provides a color-coded key for major physical features of India and surrounding regions, including mountain ranges, plateaus, seas, rivers, plains and deserts. Labels are presented in black or blue ink on colored backgrounds to represent bodies of water, mountains, deserts, plateaus and other landscape types. The key is intended to be filled in collaboratively.
The document provides instructions for students to write short poems as Valentine's Day tributes to non-living objects that they love. It encourages them to brainstorm objects, then choose one to write about in 3-4 stanzas of rhyming lines or couplets. Examples of tribute poems to jello, cheese, and a wood lathe are included to demonstrate poetic devices like similes, metaphors, personification and rhyme schemes. Steps are outlined for students to plan their poems by listing descriptive words before writing a first draft.
The document summarizes ancient Egyptian civilization. It describes how the Egyptians relied on the Nile River for survival, developing irrigation systems and geometry. Egyptian society was stratified with pharaohs and nobles at the top. The Old Kingdom saw construction of the pyramids, while the Middle Kingdom expanded Egypt's territory. The New Kingdom included female ruler Hatshepsut and military leader Thutmose III, who grew the empire through conquest. Two notable pharaohs were religious reformer Akhenaten and the young King Tut. By the late New Kingdom, Egypt's power declined as it lost control of its empire and territory.
The document summarizes aspects of early Egyptian civilization along the Nile River valley, including:
1) The Egyptians relied heavily on the predictable flooding of the Nile River for agriculture, transport, and water. The river provided fertile land for farming and was the center of life.
2) Egyptian society developed social classes with pharaohs and nobles at the top. Farmers and laborers made up the majority. Women had relative rights compared to other ancient societies.
3) Over time, early village chieftains consolidated power and King Narmer united Upper and Lower Egypt, establishing Egypt's first dynasty and centralized rule from Memphis around 3100 BCE.
The document summarizes aspects of ancient Sumerian civilization, including their stable food supply supported by inventions like irrigation and the plow, a social structure with three classes including slaves and nobles, kings that governed and were responsible for religious rituals, religious beliefs expressed through temples and priests, artisans that created objects like pottery and jewelry, advances in technology/science/math like the wheel and numerals, and a system of writing developed by scribes using wedge-shaped symbols allowing record keeping and administration. The section concludes that Sumer had developed characteristics classifying it as the world's first civilization.
Chapter 1 section 2: What is a Civillization notesquesoqueen
The Sumerians developed a stable food supply through farming inventions like the plow and irrigation canals. They had a social structure with three levels - nobles, commoners, and slaves. The king was responsible for government and religion, while artisans created objects for worship and daily life. The Sumerians advanced science through innovations in math, writing, and the wheel, establishing them as one of early history's first civilizations.
This document defines and describes various landforms and bodies of water. It explains that bays are areas of water bordered by land on three sides, gulfs are larger than bays and partly surrounded by land, and peninsulas are pieces of land surrounded by water on three sides. Rivers are large flowing bodies of water that usually empty into seas or oceans, and waterfalls occur where rivers fall steeply.
The document provides an overview of the plot and characters of William Shakespeare's comedy A Midsummer Night's Dream. It takes place in Athens and the nearby woods. The main characters include the Athenians Theseus, Hippolyta, Egeus, Hermia, Lysander, Helena, and Demetrius, as well as the supernatural characters Oberon, Titania, and Puck. It also introduces the "Mechanicals", a group of tradesmen who perform a play within the play. The themes involve love, friendship, and the idea of illusion versus reality.
This document provides information about Vikings and discusses several common myths and facts regarding aspects of Viking culture. It begins with asking the reader what they already know about Vikings and having them guess whether several statements about Vikings are facts or fiction. It then explains the answers, discussing that Vikings bathed regularly, did not typically wear horned helmets, lived on farms not in towns, did travel to North America, were not unusually bloodthirsty, and created sophisticated weapons. The document also notes Vikings built fast longships for raiding and trade. It concludes by discussing the Viking alphabet of runes and providing a link to convert a name to its Viking runic equivalent.
The document discusses key facts about the ancient Egyptian pyramids, including their purpose, construction methods used to build them, and notable features of specific pyramids. Some key points covered are that the pyramids were built as tombs for pharaohs and to act as a metaphor for creation, workers lived in a necropolis during construction and used tools like levers and ramps to move the heavy stones, and the Great Pyramid at Giza was the world's tallest structure until 1890 and took around 20 years to construct.
This document provides information and guidance for developing a business plan for two potential sites in Newberg, Oregon - a 41-acre site near the Allison Inn and Spa luxury resort, and a downtown site across from City Hall. It includes details on surrounding businesses, proposed uses for each site, and a process for students to brainstorm, select, and present business ideas for the sites through site plans, essays, and presentations.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Geographic Features of Ancient Egypt and Nubiaquesoqueen
The geographic features of ancient Egypt and Nubia had significant effects on the culture, economic activities, and building materials. The dry heat allowed for mummification of the dead. The Nile river provided water for crops, a means of travel, and irrigation for farming while also facilitating trade. Deserts made farming difficult and crossing dangerous, but the heat required stone structures and mud from the Nile was used for bricks.
The geography of Egypt greatly impacted how people lived. The Nile River valley was the only fertile land, forcing people to settle and farm along its banks. The Nile Delta connected Egypt to the sea and trade with other countries, and its yearly floods enriched the soil. Vast deserts on either side isolated Egypt but provided building materials, and the Cataracts interrupted river travel and trade with Nubia to the south.
This document provides a planning sheet for students to fill out as they prepare a book box presentation where they will select 10 items to represent a main character from a novel and use those items to tell the story to the class without notes. The planning sheet requests information about the novel, author, character, theme, setting, and a description of each item and how it represents the character or is important to the story.
Chapter 3 Study Guide: The Fertile Crescent quesoqueen
The document provides a study guide for chapter 3, listing important terms like import, export, city-state, colony, empire, Phoenician trade, and Hammurabi's code. It instructs students to be familiar with how these terms relate and outlines 3 essay questions asking about why civilizations need laws using Hammurabi's Code as an example, comparing how geography influenced the development of Sumerian and Phoenician civilizations, and discussing the short and long-term impacts of the Sumerian invention of cuneiform writing.
This document outlines a three-part assignment for students to create lists and essays about awesome things. For part one, students must create a list of at least 20 awesome things by November 27th. For part two, students must choose three things from their list and write an 8-paragraph essay describing each thing in detail by December 9th. For part three, students will present their essays to the class on December 9th and 10th and take notes on other students' presentations.