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.
Developed by María Jesús Campos Fernández, teacher of History, Geography and Art in a bilingual section in Alcorcón (Madrid, Spain)
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Without the Nile, the rise of Egypt as one of the oldest civilization would not be possible. Travellers to Egypt would be surprise to find the desert is never very far from the Nile. The predictable cycle of flooding of the Nile was a blessing, a major factor to enable civilization to put down its roots in Egypt. This presentation can only give you a briefest of all introductions. It touches upon the deep rooted origin of the Egyptian civilization, it sketches all the important monuments and marks major turning points in their history for its 3000 years of existence. After centuries later, its people disappeared. It civilization forgotten. Though the ruins of their monument and in particular their writing, we began to rediscover their world again, their people, their culture, their religion and their history. We know a lot about their ancient Egypt, perhaps more than others civilization of the time, because they left us with a lot of records in writing. What we have found are fascinations, a human ascend in our long journey to civilization
This is a brief presentation on early civilizations. This is just an overview and should be used with supplemental materials for each individual civilization.
The cradle of civilization is a term referring to locations where, according to current archaeological data, civilization is understood to have emerged.
Current thinking is that there was no single "cradle", but several civilizations that developed independently; with the Fertile Crescent, Mesopotamia and Egypt, understood to be the earliest.
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.
Developed by María Jesús Campos Fernández, teacher of History, Geography and Art in a bilingual section in Alcorcón (Madrid, Spain)
learningfromhistory.wikispaces.com
learningfromgeography.wikispaces.com
Without the Nile, the rise of Egypt as one of the oldest civilization would not be possible. Travellers to Egypt would be surprise to find the desert is never very far from the Nile. The predictable cycle of flooding of the Nile was a blessing, a major factor to enable civilization to put down its roots in Egypt. This presentation can only give you a briefest of all introductions. It touches upon the deep rooted origin of the Egyptian civilization, it sketches all the important monuments and marks major turning points in their history for its 3000 years of existence. After centuries later, its people disappeared. It civilization forgotten. Though the ruins of their monument and in particular their writing, we began to rediscover their world again, their people, their culture, their religion and their history. We know a lot about their ancient Egypt, perhaps more than others civilization of the time, because they left us with a lot of records in writing. What we have found are fascinations, a human ascend in our long journey to civilization
This is a brief presentation on early civilizations. This is just an overview and should be used with supplemental materials for each individual civilization.
The cradle of civilization is a term referring to locations where, according to current archaeological data, civilization is understood to have emerged.
Current thinking is that there was no single "cradle", but several civilizations that developed independently; with the Fertile Crescent, Mesopotamia and Egypt, understood to be the earliest.
Un palacio-santuario en las vías de comunicación protohistóricas peninsulares...Maira Gil Camarón
En el siguiente artículo hacemos un análisis arqueológico del palacio-santuario de Cancho Roano (Badajoz), situado en una zona estratégica de las vías de comunicación protohistóricas peninsulares.
Helmántica en las rutas de comunicación peninsulares durante época prerromanaMaira Gil Camarón
En este artículo pretendemos demostrar que la Campaña de Aníbal en las ciudades de Helmántica y Arbucala no fue un hecho aislado, sino que puede explicarse por la posible existencia de vías de comunicación entre la Meseta y las zonas costeras del sur peninsular desde época prerromana. Asimismo, intentaremos establecer la ubicación de esas rutas a partir de datos arqueológicos, teniendo en cuenta la complicada orografía del terreno.
La fecha de la fundación de Gadir se nos sigue presentando a día de hoy como un enigma, puesto que las fuentes clásicas no van por el mismo camino que las arqueológicas. Por ese motivo en este artículo intentamos dejar sobre la mesa los diferentes motivos por los que existe la controversia.
Presencia Bárquida en la Península Ibérica y su relación con los pueblos del ...Maira Gil Camarón
En este artículo revisamos los datos que nos hablan acerca de la presencia de la familia Bárquida en el interior de la Península Ibérica y su trato con los pueblos prerromanos, haciendo especial referencia a la existencia de los caminos que llevaban hacia la Meseta Norte Occidental
La Vía de la Plata y los otros caminos que unían el mundo orientalizante y la...Maira Gil Camarón
En el siguiente artículo se hace un estudio de los caminos prerromanos que servían para unir las zonas orientalizantes del sur con la Meseta Norte Occidental.
En la siguiente infografría se hace un breve resumen de la aparición del hierro a partir de la Revolución Industrial y sus primeros pasos como punto de partida para la nueva concepción de la arquitectura, sobre todo durante el siglo XIX , con la gran importancia que en ese siglo tuvieron las Exposiciones Universales.
Los metales de Iberia y su importancia en la colonización fenicia: fuentes y ...Maira Gil Camarón
En el siguiente artículo tratamos de la importancia que tuvieron los metales en Iberia a la hora de hablar de la colonización fenicia, haciendo un análisis a partir de fuentes históricas y datos arqueológicos.
Trashumancia antes de la trashumancia. Existencia de caminos en la protohisto...Maira Gil Camarón
En el siguiente artículo tratamos de demostrar la existencia de caminos protohistóricos frecuentados por pastores trashumantes mucho antes de la existencia real de la Trashumancia tal y como la conocemos hoy.
En el siguiente artículo mostramos los diferentes asentamientos donde se han encontrado contactos fenicios con los habitantes de las costas portuguesas durante época protohistórica.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
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.
8. Atapuerca
Archaeological site near
Burgos that was found
accidentally when a trench
for a mining train was being
built. The most important
discoveries:
Homo Antecessor - The
first European human
being
Elvis – a pelvis that was
discovered in the same site
Excalibur – A biface
surrounded by thirty-three
human skeletons
1.2 million years old
tooth
9.
10.
11.
12.
13.
14. How did people live in the Palaeolithic Age?
The first human beings lived from hunting, fishing and
gathering. They hunted mammoths, bears, elephants, deer,
bison and other animals and used their meat for food and their
skins for clothes
They were nomadic and followed the animals they hunted,
and searched for places where water, food and shelter were
available. They lived outdoors, in caves or in wood huts.
They were organised in small tribes made up of members of
the same family
They made tools and objects of stone, and used them to hunt
and cut animals’ skins and meat
Fire was discovered about half a million years ago. It was an
extremely important discovery. Early human beings used fire
to heat their caves, cook food and drive wild animals away
15. Rites and beliefs
They believed in supernatural forces which helped them in
hunting or when giving birth. They also thought these
divinities caused disease and death. That is why they had
different rites to ask these divinities for help
They buried the dead, but we do not know why. Maybe
they wanted to remember the, or maybe they believed in an
afterlife. They also buried weapons, jewellery and food with
the bodies
16.
17.
18.
19.
20. How people live in the Neolithic Age?
The Neolithic Revolution
Neolithic = new stone it was not just the technology of stone
instruments which was new. There were other important changes
In Neolithic Age, human beings, learned how to domesticate
animals and cultivate plants. The discovery of agriculture took
place about 11,000 years ago: human beings observed that plants
grew when seeds fell on the ground and there is how agriculture
started.
Cereals were cultivated:
Wheat in the Middle East and Europe
Rice in Asia
Corn in America
Goats, sheep, oxen, horses and dogs were domesticated
Animal raising and agriculture made it possible for people to settle in a
particular area when they have enough food, they started to
store it. They became sedentary and built the first villages near
rivers. This series of changes is called Neolithic Revolution
21. Life in the Neolithic Age
Most villages were next to rivers an
encircled by a fenced which protected
them from animals and other humans.
They had animal pens for the animals
and storehouses for grain
They started using polished stone to
make utensils: hoes, sickles, hand mills
They started making textiles using
thread or wool from their animals
They invented pottery. They used clay
vessels to store cereal and bowls to eat and
cook
Work became specialised in the villages
Some people worked the land, other
people raised cattle, and the rest were
artisans
22.
23.
24.
25. How did people live in the Metal Ages?
7,000 years ago, human beings began to make metal objects
the beginning of the Metal Ages
The Copper Age: it began 7,000 years ago in the Fertile
Crescent area. Copper is a soft metal, which is easy to work
into shape
The Bronze Age: it began 5,000 years ago in the Near
East. Bronze is an alloy of copper and tin. This alloy is harder
than copper. It was used to make stronger weapons and tools
The Iron Age: it began 3,200 years ago in Anatolia. Iron is
a harder metal than copper and bronze. It was used to make
stronger and longer-lasting weapons and tools
In this moment we can talk about other important
inventions:
The wheel, the sail and the plough
26. Changes in society
The use of metal objects was a sign of great progress, and caused many
changes
The search for metals created new trade routes. Trade produced
wealth, and villages turned into cities. These cities were surrounded by
walls and had buildings such as shops and workshops as well as houses
New jobs, such as traders, priests and warriors, also appeared.
Wealth was divided unequally, and social divisions were created
27. In 1950, the mummified corpse of an Iron-Age man was discovered,
preserved in a peat bog, in Denmark. The body was so well preserved
that the people who discovered him thought that he had been killed
recently. The man is known as the Tollund Man.