ALEX Learning Activity

  

Discover Hidden Treasures of Ancient Egypt, Greece, and Rome

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

You may save this Learning Activity to your hard drive as an .html file by selecting “File”,then “Save As” from your browser’s pull down menu. The file name extension must be .html.
  This learning activity provided by:  
Author: Michelle Wilson
System:Jefferson County
School:Hueytown Middle School
  General Activity Information  
Activity ID: 1528
Title:
Discover Hidden Treasures of Ancient Egypt, Greece, and Rome
Digital Tool/Resource:
Interactive Website - Birmingham Museum: Ancient Egypt, Greece, Rome and More
Web Address – URL:
Overview:

This is an interactive web tool that allows users to explore various aspects of life in ancient civilizations.

  Associated Standards and Objectives  
Content Standard(s):
Social Studies
SS2010 (2010)
Grade: 8
World History to 1500
1 ) Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

•  Identifying the founding of Rome as the basis of the calendar established by Julius Caesar and used in early Western civilization for over a thousand years
•  Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.
•  Using vocabulary terms other than B.C. and A.D. to describe time
Examples: B.C.E., C.E.

•  Identifying terms used to describe characteristics of early societies and family structures
Examples: monogamous, polygamous, nomadic

Unpacked Content
Strand: Geography, History
Course Title: World History to 1500
Evidence Of Student Attainment:
Students:
  • Explain how artifacts and other archaeological findings provide evidence of the nature, social and family structures, and movements of prehistoric groups of people including prehistoric fossils, human remains such as mummies, human artwork, pottery and other human-made artifacts.
  • Describe the relationship among various methods for describing historical and pre-historical time, including: the Julian calendar, the Gregorian calendar and associated use of B.C. and A.D., use of B.C.E. and C.E.
Teacher Vocabulary:
  • artifacts
  • archaeological findings
  • evidence
  • Gregorian calendar
  • Julian calendar
  • nomadic
  • agrarian
  • monogamous
  • polygamous
  • prehistoric
  • B.C.E.
  • C.E.
  • B.C.
  • A.D.
Knowledge:
Students know:
  • How artifacts and other archaeological findings provide evidence of the nature of movement of prehistoric people.
  • The historical basis for the Julian and Gregorian calendars. Various ways to describe historic and pre-historic time, including use of B.C.E. and C.E.
  • Terms to describe characteristics of early societies and family structures (Ex. monogamous, polygamous, nomadic, agrarian).
Skills:
The students are able to:
  • Describe the difference between artifacts and fossils and how they are used by archeologists and historians.
  • Use examples to explain the ways artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.
  • Describe time through the use of a variety to calendars and methods.
  • Identify terms used to describe characteristics of early societies and family structures.
Understanding:
Students understand that:
  • Archaeologists and historians use evidence left behind by prehistoric people to describe the nature of these people and their movements.
  • The Gregorian and Julian calendars differ and various calendars use different dates as their starting points.
  • There are a variety of ways to identify historical time.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.8.1- Recognize that cave paintings, fossils, and pottery remnants provide evidence of early groups of people; draw logical conclusions about sample artifacts.
SS.AAS.8.1a - Identifying terms B.C. and A.D. used to describe to describe time.


Social Studies
SS2010 (2010)
Grade: 8
World History to 1500
2 ) Analyze characteristics of early civilizations in respect to technology, division of labor, government, calendar, and writings.

•  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys
Examples: natural environment, urban development, social hierarchy, written language, ethical and religious belief systems, government and military institutions, economic systems

•  Identifying on a map locations of cultural hearths of early civilizations
Examples: Mesopotamia, Nile River Valley

Unpacked Content
Strand: Economics, Geography, History, Civics and Government
Course Title: World History to 1500
Evidence Of Student Attainment:
Students:
  • Analyze and compare the characteristics of early civilizations in ancient Mesopotamia, Egypt, China, and India based on their natural environments, urban development, technology, division of labor and social hierarchies, types of government, ethical and religious belief systems, economic systems, calendar, and writings.
  • Locate and describe the cultural hearths of early civilizations including those in Mesopotamia and the Nile Valley.
Teacher Vocabulary:
  • technology
  • early civilizations
  • labor
  • government
  • developed
  • division of labor
  • cultural hearths
  • natural environments
  • urban development
  • social hierarchy
  • types of government
  • ethical and religious belief systems
  • economic systems
Knowledge:
Students know:
  • The characteristics of early civilizations, including natural environments, urban development, technology, division of labor and social hierarchies, types of government, ethical and religious belief systems, economic systems, calendar, and writings the similarities and differences among the civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang-He River valleys.
  • The locations of cultural hearths of early civilizations.
Skills:
The students are able to:
  • Analyze and compare early civilizations using a list of characteristics.
  • Locate places on a map.
Understanding:
Students understand that:
  • There are ways early civilizations developed to meet the demands of their environment and the needs of their people.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.8.2- identify and list characteristics of early civilizations.


Social Studies
SS2010 (2010)
Grade: 8
World History to 1500
4 ) Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

Unpacked Content
Strand: History, Civics and Government
Course Title: World History to 1500
Evidence Of Student Attainment:
Students:
  • Analyze and compare cultural contributions of Classical Greece, including politics, intellectual life, arts, architecture, and science
Teacher Vocabulary:
  • cultural contributions
  • Classical Greece
  • politics
  • intellectual life
  • oligarchy
  • democracy
  • representative democracy
  • direct democracy
  • philosophy
Knowledge:
Students know:
  • The cultural contributions of Classical Greece, including the areas of politics, intellectual life, arts, literature, architecture, and science.
  • The social and political structures of various city-states throughout Greece's Classical Era.
  • The contribution of Greek democracy to the American system of government.
Skills:
Students are able to:
  • Analyze textual evidence of primary and secondary sources.
  • Locate places on a map.
  • Describe how geography influenced Greek culture.
Understanding:
Students understand that:
  • There were many cultural contributions of Classical Greece, in government, politics, arts, history, philosophy, drama, literature, architecture, math, and science.

Alabama Alternate Achievement Standards
AAS Standard:
SS.AAS.8.4- Locate the ancient Greek peninsula on a map; identify at least one significant contribution from ancient Greece in the fields of politics, intellectual life, arts, literature, architecture, or science.


Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate and curate information from digital sources to answer given research questions.
Teacher Vocabulary:
  • curate
Knowledge:
Students know:
  • how to find valid sources to answer a given research topic.
  • how to cite sources.
Skills:
Students are able to:
  • locate valid digital resources to answer given research questions.
Understanding:
Students understand that:
  • a great deal of information is available, so it is important to validate the information and to cite the source of the information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate information from digital sources to answer given research questions.
  • curate information from digital sources to answer given research questions.
Teacher Vocabulary:
  • curate
Knowledge:
Students know:
  • how to find valid sources and cite those sources to answer a given research topic.
Skills:
Students are able to:
  • locate valid digital resources to answer given research questions.
Understanding:
Students understand that:
  • a great deal of information is available.
  • it is important to validate the information and to cite the source of the information.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate and curate information from digital sources to answer given research questions.
Teacher Vocabulary:
  • curate
Knowledge:
Students know:
  • how to find valid sources to answer a given research topic.
  • cite sources.
Skills:
Students are able to:
  • locate valid digital resources to answer given research questions.
Understanding:
Students understand that:
  • a great deal of information is available.
  • it is important to validate information and to cite the source of information.
Learning Objectives:

Students will explore, discuss, and accurately present various aspects of ancient Greek, Roman, and Egyptian life.

  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

1. Group students homogeneously using equity sticks.
2. Assign roles (recorder, time keeper, ambassador, computer navigator)
3. Direct students to the interactive website, with 1 computer per every students.
4. Provide time for each group to explore the site.
5. Instruct them to choose one printable activity to demonstrate what they have learned.
6. After 20 minutes, each group should exchange their printed and completed work (sent with an ambassador from that group) with another group for peer review. 

Assessment Strategies:

Groups can exchange their work with another group and partner review. 


Advanced Preparation:

To make the lengthy URL more accessible, teachers should shorten the link or paste it on teacher web page for students to find/click easily. Equity sticks should already be created, and each computer should have printing capacity. 

Variation Tips (optional):

Advanced groups can move on to completing multiple printable activities. Groups that are struggling can receive assistance from the teacher.

Notes or Recommendations (optional):
 
  Keywords and Search Tags  
Keywords and Search Tags: