History Alive Lesson Guide
Unit 1: Early Humans and the Rise of Civilization 1. Investigating the Past Essential Question: How do social scientists interpret the past? In a Social Studies Skill Builder, students learn how social scientists reconstruct the lives of prehistoric humans by examining images of cave paintings and other artifacts. Early Hominins Essential Question: What capabilities helped hominins survive? In a Visual Discovery activity, students analyze images of various hominid groups and explore how physical and cultural adaptations gave later hominid groups advantages over earlier groups. From Hunter Gatherers to Farmers Essential Question: How did the development of agriculture change daily life in the Neolithic Age?
Lesson plans and resources for your SMART Board - SMART Exchange. History Alive: Westward Expansion [PDF]. Monroe Doctrine. Search terms: history, History Alive, American revolution. History [SMART Notebook Math Tools lesson].
In a Writing for Understanding activity, students learn how the Neolithic development of agriculture led to a stable food supply, permanent shelters, larger communities, specialized jobs, and trade. The Rise of Sumerian City-States Essential Question: How did geographic challenges lead to the rise of city-states in Mesopotamia? In a Response Group activity, students learn how responses to geographic challenges resulted in the formation of complex Sumerian city-states 5.
Ancient Sumer Essential Question: How did geographic challenges lead to the rise of city-states in Mesopotamia? In a Response Group activity, students learn how responses to geographic challenges resulted in the formation of complex Sumerian city-states 6. Exploring Four Empires of Mesopotamia Essential Question: What were the most important achievements of the Mesopotamian empires? Students work in small groups in a Problem Solving Groupwork activity to create “mechanical dioramas” that illustrate major achievements of the Akkadian, Babylonian, Assyrian, and Neo-Babylonian empires that ruled Mesopotamia from approximately 2300 to 539 B.C.E. Unit 2: Ancient Egypt and the Middle East 7. Geography and the Early Settlement of Egypt, Kush, and Canaan Essential Question: How did geography affect early settlement in Egypt, Kush, and Canaan? In an Experiential Exercise, students use their bodies to recreate the physical geography of ancient Egypt, Kush, and Canaan to learn about how environmental factors influenced early settlement in these areas.
The Ancient Egyptian Pharaohs Essential Question: What did the pharaohs of ancient Egypt accomplish, and how did they do it? In a Writing for Understanding activity, students board an Egyptian sailing boat and “visit” monuments along the Nile River, to learn about four ancient Egyptian pharaohs and their important accomplishments. Daily Life in Ancient Egypt Essential Question: How did social class affect daily life in ancient Egypt? Students create and perform interactive dramatizations in a Problem Solving Groupwork activity to learn about the social structure of ancient Egypt and its effect on daily life for members of each social class. The Kingdom of Kush Essential Question: How did location influence the history of Kush? In a Visual Discovery activity, students analyze images of significant events and leaders from four periods in the history of ancient Kush to learn about the development of the independent kingdom of Kush and its changing relationship with ancient Egypt. The Origins of Judaism Essential Question: How did Judaism originate and develop?
In a Writing for Understanding activity, students identify key historical leaders of the ancient Israelites and explain their role in the development of Judaism. Learning about World Religions: Judaism Essential Question: What are the central teachings of Judaism, and why did they survive to modern day? In an Experiential Exercise, students identify the central teachings of Judaism as they explore ways in which these traditions have survived throughout history.
Unit 3: Ancient India 13. Geography and the Early Settlement of India Essential Question: How did geography affect early settlement in India? In a Response Group activity, students identify physical features of the Indian subcontinent and explain how geography influenced the location of early settlement in India. Unlocking the Secrets of Mohenjodaro Essential Question: What can artifacts tell us about daily life in Mohenjodaro? Students act as archaeologists in an Experiential Exercise and examine artifacts from Mohenjodaro to learn about daily life in the Indus valley civilization.
Learning about World Religions: Hinduism Essential Question: What are the origins and beliefs of Hinduism? In a Response group activity, students analyze images representing important beliefs in Hinduism to discover the religion’s origins in ancient traditions and discuss how these beliefs affect life in ancient India and today.
Learning about World Religions: Buddhism Essential Question: What are the main beliefs and teachings of Buddhism? In a Visual Discovery activity, students analyze images to learn about the life of Siddhartha Gautama and how his teachings became the basis of Buddhism. The Unification of India Essential Question: How did Ashoka unify the Mauryan Empire and spread Buddhist values?
Students work in pairs in a Social Studies Skill Builder to interpret excerpts from King Ashoka’s edicts to analyze how he unified the Mauryan Empire during his rule. The Achievements of the Gupta Empire Essential Question: Why is the period during the Gupta Empire known as the “golden age”? In a Writing for Understanding activity, students “visit” seven sites around the Gupta Empire that highlight important cultural and intellectual achievements and explain in writing why this period was a “golden age” in ancient India. Unit 4: Ancient China 19. Geography and the Early Settlement of China Essential Question: How did geography affect life in ancient China? In a Problem Solving Groupwork activity, students create a relief map and a geographic poster of China’s five regions and support hypotheses about the influence of geography on settlement and ways of life in ancient China. The Shang Dynasty Essential Question: What do Shang artifacts reveal about this civilization?
Students work in pairs in a Social Studies Skill Builder to “excavate” a tomb to learn about the government, social structure, religion, writing, art, and technology of the Shang dynasty. Three Chinese Philosophies Essential Question: How did Confucianism, Daoism, and Legalism influence political rule in ancient China?
In an Experiential Exercise, students learn about Confucianism, Daoism, and Legalism under classroom conditions that reflect the main beliefs of each philosophy. The First Emperor of China Essential Question: Was the Emperor of Qin an effective leader? In a Visual Discovery activity, students analyze and bring to life images about Qin Shihuangdi’s political and cultural unification of China, his efforts to protect China’s northern boundaries, and his dispute with Confucian scholars. The Han Dynasty Essential Question: In what ways did the Han dynasty improve government and daily life in China? Students work in pairs in a Social Studies Skill Builder and visit seven stations to learn about Han achievements in the fields of warfare, government, agriculture, industry, art, medicine, and science. The Silk Road Essential Question: How did the Silk Road promote an exchange of goods and ideas? Students travel along a simulated Silk Road in an Experiential Exercise to learn about facing obstacles, trading products, and absorbing cultural exchanges that occurred along the Silk Road during the Han dynasty.
Unit 5: Ancient Greece 25. Geography and the Early Settlement of Greece Essential Question: How did geography influence settlement and way of life in ancient Greece? Students examine and analyze thematic maps in a Visual Discovery activity to learn about the physical geography of ancient Greece and how it influenced the development of Greek civilization. The Rise of Democracy Essential Question: How did democracy develop in ancient Greece? In an Experiential Exercise, students use the principles of monarchy, oligarchy, tyranny, and democracy to select and play music for the class, as a way to examine the various forms of government in ancient Greece that led to the development of democracy. Life in Two City-States: Athens and Sparta Essential Question: What were the major differences between Athens and Sparta? In a Social Studies Skill Builder, students examine the major differences between Athens and Sparta by working in pairs to create placards with illustrations and challenge questions about each city-state.
Fighting the Persian Wars Essential Question: What factors influenced the outcome of the Persian wars? In a Response Group activity, students learn about the wars between the Greek city-states and the Persian Empire by dramatizing key events and debating which factors contributed to the eventual outcome of the wars.
The Golden Age of Athens Essential Question: What were the major cultural achievements of Athens? In a Response Group activity, students learn about the wars between the Greek city-states and the Persian Empire by dramatizing key events and debating which factors contributed to the eventual outcome of the wars. Alexander the Great and His Empire Essential Question: How did Alexander build his empire? In a Response Group activity, students learn about the rise of Macedonia after the Peloponnesian War and debate the degree of success Alexander the Great had in uniting the diverse peoples of his empire. The Legacy of Ancient Greece Essential Question: How did ancient Greece contribute to the modern world? In a Social Studies Skill Builder, students learn about the enduring contributions of the ancient Greeks by matching descriptions of modern life to images of Greek achievements in language, literature, government, the arts, the sciences, and sports. Unit 6: Ancient Rome 32.
Geography and the Early Development of Rome Essential Question: How did the Etruscans and Greeks influence the development of Rome? In a Response Group Activity, students learn about the founding of Rome, and examine images to identify evidence of Etruscan and Greek influences on Rome.
The Rise of the Roman Republic Essential Question: What were the characteristics of the Roman Republic and how did they change over time? In an Experiential Exercise, students assume the roles of patricians and plebeians to learn how the struggle between these two groups led to a more democratic government in the Roman Republic. From Republic to Empire Essential Question: Did the benefits of Roman expansion outweigh the costs? In a Problem Solving Groupwork activity, students explore and record events leading to the expansion of Roman territory and the creation of the empire. Daily Life in the Roman Empire Essential Question: How did wealth affect daily life in the Roman Empire? In a Social Studies Skill Builder, students work in pairs and read about eight aspects of ancient Roman life—such as education and family life—and explore how a teenager might have experienced each.
The Origins and Spread of Christianity Essential Question: How did Christianity originate and spread? In a Social Studies Skill Builder, students learn about the development and spread of Christianity in the Roman Empire, and analyze parables to understand the teachings of Jesus. Learning about World Religions: Christianity Essential Question: How do the beliefs and practices of Christianity shape Christians’ lives? In a Visual Discovery activity, students analyze images of Christian sacraments, worship, and holidays to learn about the key beliefs and practices of Christianity. The Legacy of Rome in the Modern World Essential Question: To what extent does ancient Rome influence us today? In a Response Group activity, students play the “Rome to Home” game to discover how aspects of Roman culture, such as art and language, influence modern life. Unit 1: The Geographer’s World 1.
The Tools of Geography Essential Question: How do geographers show information on maps? In a Social Studies Skill Builder, students develop map-reading skills such as the difference between absolute and relative location and measuring distance using scale. A Spatial Way of Thinking Essential Question: Why do geographers use a variety of maps to represent the world? In a Visual Discovery activity, students learn to read and analyze six types of thematic maps that geographers use to represent the world. Unit 2: Canada and the United States 3. Settlement Patterns and Ways of Life in Canada Essential Question: How does where you live influence how you live?
In a Social Studies Skill Builder, students explore how location influences ways of life by looking at population, climate, language, buildings, and economic activity in the five regions of Canada. The Great Lakes: The U.S. And Canada’s Freshwater Treasures Essential Question: How can people best use and protect Earth’s freshwater ecosystems? Students analyze data about the state of the Great Lakes today and apply what they learn about the lakes’ current status and future prospects in a Writing for Understanding activity.
Urban Sprawl in North America: Where Will It End? Essential Question: How does urban sprawl affect people and the planet? In an Experiential Exercise, students work in policy-planning groups to debate and recommend possible policies for how to best address growth and urban sprawl in the cities of Portland, Toronto, and Atlanta. National Parks: Saving the Natural Heritage of the U.S. And Canada Essential Question: What features make national parks special and worth preserving? In a Response Group activity, students plan adventure tours to learn about the topography and characteristics of North American national parks as well as challenges to their preservation. Consumption Patterns in the United States: The Impact of Living Well Essential Question: How do American consumption patterns affect people and the planet?
In a Response Group activity, students analyze a series of cartograms depicting global consumption patterns and gross domestic product and identify reasons for those patterns. Migration to the United States: The Impact on People and Place Essential Question: How does migration affect the lives of people and the character of places? In an Experiential Exercise, students conduct interviews to learn about the push and pull factors that cause people to migrate to the United States. Unit 3: Latin America 9. Spatial Inequality in Mexico City: From Cardboard to Castles Essential Question: Why does spatial inequality exist in urban areas? In a Writing for Understanding activity, students assume the role of exchange students and “travel” to four neighborhoods to survey people from four social classes about their experiences living in Mexico City. Indigenous Cultures: The Survival of the Maya of Mesoamerica Essential Question: How do indigenous peoples preserve their traditional culture while adapting to modern life?
In a Problem Solving Groupwork activity, students create and perform dramatizations about five aspects of life in a highland Maya village to learn how they have preserved their traditional ways of life while adapting to modern society. Dealing with Extreme Weather: Hurricanes in the Caribbean 12. Land Use Conflict in the Amazon Rainforest Essential Question: How should the resources of rainforests be used and preserved?
In a Response Group activity, students create and present news reports about groups with competing interests in how to preserve and use the resources of the Amazon rainforest. Life in the Central Andes: Adapting to a Mountainous Region Essential Question: How do people adapt to living in a mountainous region? In a Social Studies Skill Builder, students assume the role of magazine editors organizing a feature article on life in the central Andes to learn how people have adapted to living in the varied environments of the Andes Mountains. Unit 4: Europe and Russia 14. Supranational Cooperation in the European Union Essential Question: What forces work for and against supranational cooperation among nations? In an Experiential Exercise, students “travel” in Europe to explore the economic, political, and cultural forces that work for and against supranational cooperation in the EU. Population Dilemmas in Europe Essential Question: How do population trends affect a country’s future?
In a Response Group activity, students explore the effects of population trends by creating and analyzing population pyramids for three countries with different levels of growth. Invisible Borders: Transboundary Pollution in Europe Essential Question: How can one country’s pollution become another country’s problem In a Visual Discovery activity, students analyze images and maps to understand the causes and results of radioactive pollution from Chernobyl, acid rain from the “Black Triangle” region, and water pollution in the Tisza and Danube rivers. Russia’s Varied Landscape: Physical Processes at Work Essential Question: How do physical processes shape Earth’s landscape? In a Social Studies Skill Builder, students learn about four major physical processes then use their knowledge to try to identify which physical processes are pictured in various images. New Nation-States from the Old Soviet Empire: Will They Succeed? Essential Question: What factors contribute to the success or failure of new nation-states?
In a Writing for Understanding activity, students gather information from maps, charts, and their reading to determine which of the nation-states formed after the breakup of the Soviet Union are most likely to be politically and economically successful. Unit 5: Africa 19.
The Nile River: A Journey from Source to Mouth Essential Question: How do rivers change as they flow across Earth’s surface? In a Social Studies Skill Builder, students examine photographs of important features along the Nile River that show how the river changes in its journey from source to mouth. Life in the Sahara and the Sahel: Adapting to a Desert Region Essential Question: How do people adapt to living in a desert region? In a response Group activity, students investigate three environments of the Saharan region and make predictions about how people have adapted to life in each. Micro-entrepreneurs: Women’s Role in the Development of Africa Essential Question: How are women micro-entrepreneurs in developing countries changing their communities?
In a Writing for Understanding activity, students study three women micro-entrepreneurs to learn how they are changing the human characteristics of their African communities. Nigeria: A Country of Many Cultures Essential Question: How can dividing a diverse country into regions make it easier to understand? In a Social Studies Skill Builder, students explore the regional differences within Nigeria by designing an educational Web page about the country’s three distinct regions.
Resources and Power in Post-apartheid South Africa Essential Question: How might ethnic group differences affect who controls resources and power in a society? In a Visual Discovery activity, students examine photographs of the new South Africa and evaluate how much progress South Africa has made toward achieving racial equality since the end of apartheid. Unit 6: Southwest and Central Asia 24. Oil in Southwest Asia: How “Black Gold” Has Shaped a Region Essential Question: How might having a valuable natural resource affect a region?
In a Response Group activity, students analyze geographic data to answer a series of critical thinking questions about how oil has affected ten countries in Southwest Asia. Istanbul: A Primate City Throughout History Essential Question: Where are primate cities located, and why are they important? In an Experiential Exercise, students play a game in which they discover the best trading location among several designated areas in the room and then compare and contrast their experience with aspects of Istanbul. The Aral Sea: Central Asia’s Shrinking Water Source Essential Question: How are humans affected by changes they make to their physical environment? In a Problem Solving Groupwork activity, students prepare and present “documentaries” on how a particular group of people has been affected by the changes to the Aral Sea. Unit 7: Monsoon Asia 27. Waiting for the Rains: The Effects of Monsoons in South Asia Essential Question: How does climate influence human activity in a region?
In a Social Studies Skill Builder, students work in pairs to complete puzzles by correctly matching a climagraph, a climate map, a photograph, and a list of effects of and adaptations to that climate for four cities in South Asia. Tech Workers and Time Zones: India’s Comparative Advantage Essential Question: What factors give some countries a comparative advantage in the global IT revolution? In a Writing for Understanding activity, students participate in simulated Internet searches and online meetings with three people from Bangalore, India and then write a feature article about the impact of the IT revolution on India.
Mount Everest: Climbing the World’s Tallest Physical Feature Essential Question: How can people both experience and protect the world’s special places? In an Experiential Exercise, teams of students assume the role of climbers on Mount Everest, discovering some of the challenges presented by this physical feature as they “ascend” the mountain.
China: The World’s Most Populous Country Essential Question: How does a country meet the challenges created by a large and growing population? In a Response Group activity, students assume the roles of demographers attending a conference on population as they learn about and analyze three plans to meet the challenges presented by China’s growing population. Population Density in Japan: Life in a Crowded Country Essential Question: How does a country meet the challenges created by a large and growing population? In an Experiential Exercise, students use their bodies and varying amounts of floor space to simulate the population densities of Australia, the United States, and Japan.
The Global Sneaker: From Asia to Everywhere Essential Question: What is globalization, and how does it affect people and places? In a Visual Discovery activity, students analyze images that represent key stages in the production of a sneaker: designing, location materials, manufacturing, and distributing. Unit 8: Oceania and Antarctica 33. Relative and Absolute Location: What Makes Australia Unique? Essential Question: How does a country’s location shape life within its borders In a Social Studies Skill Builder, students learn how six aspects of life in Australia have been affected by its absolute or relative location.
The Pacific Islands: Adapting to Life Surrounded by Ocean Essential Question: How do people adapt to life in an island region? In a Problem Solving Groupwork activity, students create illustrated maps of one of three island types: continental islands, volcanic islands, and atolls. Antarctica: Researching Climate Change at the Coldest Place on Earth Essential Question: How might global warming affect the environment in the world’s coldest places? In a Writing for Understanding activity, students explore how Antarctica is affected by world climate changes and why this unique land is ideal for the study of global warming. Mapping Labs Canada and the United States In this Mapping Lab, students work in pairs to complete a series of geography challenges that spiral in difficulty. They learn about the region’s physical and human geography and discover and implement the steps in the geographic inquiry process (GIP).
History Alive Medieval World Lesson Guide 1
Latin America In this Mapping Lab, students work in pairs to complete a series of geography challenges that spiral in difficulty. They learn about the region’s physical and human geography and discover and implement the steps in the geographic inquiry process (GIP). Europe and Russia In this Mapping Lab, students work in pairs to complete a series of geography challenges that spiral in difficulty. They learn about the region’s physical and human geography and discover and implement the steps in the geographic inquiry process (GIP). Africa In this Mapping Lab, students work in pairs to complete a series of geography challenges that spiral in difficulty. They learn about the region’s physical and human geography and discover and implement the steps in the geographic inquiry process (GIP). Southwest and Central Asia In this Mapping Lab, students work in pairs to complete a series of geography challenges that spiral in difficulty.
They learn about the region’s physical and human geography and discover and implement the steps in the geographic inquiry process (GIP). Monsoon Asia In this Mapping Lab, students work in pairs to complete a series of geography challenges that spiral in difficulty. They learn about the region’s physical and human geography and discover and implement the steps in the geographic inquiry process (GIP). Oceania and Antarctica In this Mapping Lab, students work in pairs to complete a series of geography challenges that spiral in difficulty. They learn about the region’s physical and human geography and discover and implement the steps in the geographic inquiry process (GIP).
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Guide History Alive Lesson 18 8th
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