Electronic Lessons (work in progress)

It is hoped that funding for the nonprofit Teachers' Education Institute will avoid the necessity of payment for lessons. Until that time costs are as follows
a) WideHorizon Education Resources has produced a number of electronic social studies lessons that are also language arts based.
b) The first ten lessons are suitable for mainstream students (called mainstream).
c) The next ten lessons are suitable for for ESL or academically challenged students (called basic).
d) Per individual lesson cost is $2.95 (mainstream or basic).
e) Per set of ten lessons cost is $19.95 (mainstream or basic).

a) Ten electronic mainstream social studies/language arts lessons
b) Ten electronic ESL/academically challenged social studies/language arts lessons

a) Ten electronic mainstream social studies/language arts lessons
1. Prehistory: Cro-Magnons and their Cave Paintings
2. Mesopotamia: Gilgamesh, The Earliest Recorded Hero
3. Egypt: Hieroglyphs
4. Kush: A World Power
5. The Maccabees and Their Place in Jewish History
6. Greece: Athenian Family Law and Customs - You Be the Judge
7. Mycenaean Trade in the Mediterranean
8. Ancient Greece: Mythology
9. Ancient China: Zhou Dynasty
10. Ancient Rome: Pompeii

1. Prehistory: Cro-Magnons and their Cave Paintings
Contents
Introduction
Assignment: Readers Theatre
Assignment: Cro-Magnons (to be used for Readers Theatre)
Story: The Lascaux Caves
Assignment: Guided Reading
The Cave Paintings at Altamira
Outline Web
Teacher Notes

The information sheet "Cro-Magnons" (Introduction) and the accompanying assignment Readers Theatre are designed for group participation. It is suggested that a group of around six students carries out a Readers Theatre exercise using the copy of the text "Cro-Magnons" formatted for this purpose.

The text in the information sheet "Cro-Magnons" lends itself to a Readers Theatre exercise. The following notes are provided for those teachers who have not previously used this approach. Readers Theatre is a useful tool in encouraging students to read and reread nonfiction texts. Readers Theatre results in the students having to read and reread the text. It enables them to gain insight into the ideas in the text in order to produce a workable script. In the process they are encouraged to read for meaning, and to analyze and revise.

If the text is to "come alive" students must also concentrate on their oral presentation, speaking clearly and expressively. In addition they need to work in cooperation with other students if a workable script is to be produced. In summary the following skills are addressed: comprehension skills; skills of social participation; listening skills; speaking skills; writing skills.

A story "The Lascaux Caves", that is based on fact, informs the students of how the caves were first discovered. A Guided Reading assignment covers an Outline Web, the Theme, Setting, Characters and Plot of the story, and the use of dialogue in the story. The story is based on two articles published in The Illustrated London News. The first article, Lascaux Discovered (author unknown), was published on February 28, 1942. The second article, The Wall Paintings of the Lascaux Caves by Alan Houghton Brodrick, was published on April 12, 1947.

An internet site gives excellent visuals of the cave paintings as seen through the eyes of the boys. Students are provided with a structure within which students can answer the question, "Why were the paintings created?" Students should be encouraged to use their imagination, and be creative in their suggestions. An Outline Web is provided for this task. The categories provided prompt students to think in terms of the following. Religion, e.g. could the paintings be connected with Cro-Magnons' spiritual beliefs and the occupation of hunting? Art, e.g. could the paintings be explained by Cro-Magnons' need for artistic expression? Education, e.g. is it possible that the paintings were linked with the education of the young people who would eventually take over the hunting for the community? Social, e.g. are they linked to the initiation rights of the group, for either the girls or the boys? Economic, e.g. were they aimed at recording, or perhaps increasing, the wealth of the community from hunting in some way? Teachers may choose not to confine students to these categories; they might suggest that students create their own categories.

The last part of the assignment is about the Altamira Caves in Spain and the students are expected to create a story using the information and techniques they have just learned. Finally, "Teachers Notes and Assignment Answers" covers all these areas in depth.
Top (10 mainstream lessons)

2. Mesopotamia: Gilgamesh, The Earliest Recorded Hero
Contents
The Story of Gilgamesh Part 1
Assignment: The Death of Enkidu
The Story of Gilgamesh Part 2
Play: The Epic of Gilgamesh
Assignment: Writing a Drama
Assignment: Gilgamesh, First Recorded Hero
Map: The Journey of Gilgamesh
Teacher Notes
Assessment Rubric for Student Assignment: The Death of Enkidu

The ancient civilization of Mesopotamia is introduced through "The Story of Gilgamesh Part 1". A student assignment "The Death of Enkidu" covers the effect of the death of Enkidu on Gilgamesh. Students learn the differences between an obituary, a eulogy and an epitaph. "The Story of Gilgamesh Part 2" covers Gilgamesh's quest for immortality and his subsequent adventures. A play, "The Epic of Gilgamesh" involves students in drama followed by creative writing when they write Act 2 of the play.

An assignment, "Gilgamesh, First Recorded Hero" engages the students in a number of language arts activities. Students graphically review the events of Gilgamesh's journey by tracing his journey on a map in the activity "Map: The Journey of Gilgamesh."

Some time is spent discussing the text to ensure that the students understand characterization. Similarly time is spent exploring the characters and qualities of both Gilgamesh and Enkidu in preparation for the "Assignment: The Death of Enkidu." Students are asked to suggest adjectives that might describe various aspects of the characters of both Gilgamesh and Enkidu and discuss the concepts of friendship, loyalty, grief, and so on. The students should understand that the myths of a society reflect the values, beliefs and ideas of that society, and that the ethics and values of Enkidu and Gilgamesh reflect the ethics and values of Mesopotamian society.

"Teachers Notes" covers all these areas in depth. Finally, there is an "Assessment Rubric for Student Assignment: The Death of Enkidu." This enables the students to develop historical, ethical and cultural literacy; language skills (reading, writing, speaking and listening); and basic study skills.
Top (10 mainstream lessons)

3. Egypt: Hieroglyphs
Contents
Introduction to Hieroglyphs
Assignment 1: Review Exercise
Story: Jean-François Champollion
Cartouches
Assignment 2: Report
Assignment 3: Collecting Cartouches
Hieroglyphs
Assignment 4: Write Your Name in Hieroglyphs
Mathematics in Ancient Egypt
Assignment 5: Egyptian Numbers
Assignment 6: Writing Numbers the Egyptian Way
Multiplying the Egyptian Way
Assignment 7: Multiply like an Egyptian
Measuring the Egyptian Way
Assignment 8: Measure like an Egyptian
Teacher Notes

Ancient Egypt is introduced through detailed information describing its history and how the breakthrough came with the Rosetta Stone.A review exercise is provided (Assignment 1: Review Exercise). This could be used simultaneously with "Introduction to Hieroglyphs" as an incentive for students to read the information in detail, or distributed later as a check on whether students have read and absorbed the basic facts about hieroglyphs.

Students read or are told the story of Jean-François Champollion followed by an item on Cartouches. Student complete an exercise"Assignment 2: Report" in which they write a report on the part cartouches played in the deciphering of hieroglyphs. In order to write the report students have to understand the steps that Young and Champollion took in their breakthrough in deciphering hieroglyphs. Assignment 3 "Collecting cartouches" completes the work on cartouches. In this assignment students are required to carry out research, write in the genre of a report, write in the genre of an explanation and present work in an attractive and colorful form. After further reading on hieroglyphs students write their own name in Assignment 4.

The ancient Egyptians, besides having hieroglyphic symbols for sounds and words, also had hieroglyphic symbols for numbers. Before carrying out Assignment 5: Egyptian Numbers; Assignment 6: Writing Numbers the Egyptian Way; Multiplying the Egyptian Way; and Assignment 7: Multiply like an Egyptian, students should spend a little time comparing the two number systems (Arabic and ancient Egyptian). They need to understand the important concept (place value) that separates the two approaches. Through experience they will understand the convenience of a number system that uses place value and conversely how unwieldy is one which does not.

Scribes, in their training, not only had to learn to read and write, but also had to learn all the number symbols and how to carry out mathematical calculations. Students learn about this in "Mathematics in Ancient Egypt". Egyptians used arithmetic that involved only addition and subtraction. They made these do the work, even when they needed to multiply and divide. Students learn how to make calculations using these methods.

Students then learn how the Egyptians measured and their discovery of the "magic 3-4-5 triangle." In Assignment 8 students have to measure in this way. Students in "Comparing the Egyptians and the Greeks", learn how the Egyptians and the Greeks approached the measuring of a right angle differently. Finally,"Teachers Notes" covers all these areas in depth.
Top (10 mainstream lessons)

4. Kush: A World Power
Contents
Kush: A World Power
Assignment 1: Kush a World Power
Assignment 1: Kush a World Power - suggested answers
Story: Expedition to Jebel Barkal
Assignment 2: Jebel Barkal: A Poem
Assignment 3: Guided Reading
Jebel Barkal: Review Exercise
Kush: A World Power: Teacher Notes

The purpose of this lesson is to provide students with an outline of the Napatan period of Kushite history; examine the events that explain Kush's role in ruling Egypt as the 25th Dynasty; learn about the place of religion in the lives of the Ancient Kushites; help students understand the role of religion as one of the influences of historical events of the period; give students a glimpse into the variety of archaeological work that helps us to understand ancient civilizations; and gain an insight into some of the skills required of a modern day archaeologist. Students learn that during a period of Kushite history Kush was a world power and how Kushite kings ruled an empire that stretched north to the mouth of the Nile. They ruled both Egypt and Kush. Also how Kushite kings were pharaohs of Egypt.

In "Assignment 1: Kush a World Power" they review the material by creating a graphic overview. Students should be given time for discussion and to explore various aspects of the events of this period of Kushite history. From inscriptional evidence that has survived, it seems that religion was one of the motivational factors of Kushite rulers when they invaded Egypt. Kushites who had newly adopted the Egyptian gods saw themselves as "upholders of the faith" when Egyptian society began to decline and religion became less important in the lives of the Egyptians.

Discuss with students how the decision on the part of Kushite rulers to invade Egypt would have had a variety of motives. These may have been: political; economic; religious. However, the motives that they would have made public on inscriptions would have been those that placed them in "a good light." Ask students to speculate on why Kush might have invaded Egypt, and encourage them to look for reasons under the different categories described above.

Students learn the importance of the mountain Jebel Barkal and temple complex to the people of Kush. This is done through the story "Expedition to Jebel Barkal." The story deals with two main threads at the same time, the process of archaeology, and the knowledge of Kushite life that can be gleaned from this particular archaeological excavation. Encourage students, through discussion, to recognize these two main concepts.

In the Assignment "Jebel Barkal: A Poem"students write a poem expressing the feelings of a religious Kushite traveler. There follows two assignment both related to Jebel Barkal. The first is a Guided Reading assignment where students have to answer questions before, during and after reading the story. The second is a review exercise where the crossword has been completed and the students have to make up the questions for these answers. Finally,"Teachers Notes" covers all these areas in depth.
Top (10 mainstream lessons)

5. The Maccabees and Their Place in Jewish History
Contents
Students' Page (Introduction, Assignment - Steps 1-5 with activities)
Teacher Notes
Resources
Return to the Promised Land
Judah Maccabee
Different Perspectives
Guided Reading
Festivals and Holidays
Evaluation Rubrics

In 1995 a tomb was discovered believed used by the Maccabees, a tribe of Jewish warriors whose revolt is celebrated in the festival of Hanukkah. The students, working in groups of four, are asked to imagine that they are newspaper reporters that have to prepare an in depth feature for the weekend edition of their newspaper. The feature has to be a balance of text, graphics and captions.

In "Return to the Promised Land" the students are given the information of what happened to the Maccabees and that after about fifty years of exile in Babylon, the Israelites were allowed to return to their own country. How priests took over the leadership of the people and how the laws by which the priests governed were the Holy Scriptures called the Torah. From this time onwards the Jewish faith, based on Holy Scriptures, can be called Judaism, and the Israelites called Jews.

The story "Judah Maccabee" describes how Judah's father Mattathias was a wise and pious man who loved God and his country. How Mattathias and his people reclaimed Jerusalem and how the festival of Hanukkah came into being. The reasons why during the festival of Hanukkah you will see a lighted menorah, symbolizing the Temple lamp that burned for eight days. Students review the material by completing the assignments "Different Perspectives" and "Guided Reading". The last assignment is about Festivals and how they are important to all people. The majority of Jewish festivals commemorate a part of Jewish history. "Teachers Notes" covers all these areas in depth. Finally, there is an "Assessment Rubric for the set Student Assignment (featured newspaper article).
Top (10 mainstream lessons)

6. Greece: Athenian Family Law and Customs - You Be the Judge
Contents
Story, Parrhasius and Helena
Assignment: Story Web
Assignment: Guided Reading
Information about the court of law
Assignment: Simulate an Athenian Court of Law
Simulation: The Trial of Parrhasius
Teacher's Notes
Assessment rubric

Students are introduced to Athenian Family Laws and Customs through the story, "Parrhasius and Helena." The purpose of the story is to extend the students' knowledge of one aspect of Athenian society; explore certain aspects in depth; provide an experience of an ancient civilization through the affective realm; and familiarize students with story content, sentence structures and vocabulary so that, at a later stage, they can more easily read and work independently on the story.

Students should spend some time in discussion, exploring various aspects of the story. This should be done in two stages. In the first stage encourage students to remain in the realm of feeling (sympathizing with Helena, understanding the predicament of Parrhasius, expressing feelings about abandoning the baby). It is important that initially students are engaged in the feeling realm rather than the cognitive. This is because information introduced through the affective tends to be remembered to a greater extent than that which is introduced purely as fact and through the intellect.

Moving into the second stage, the following are discussion ideas for developing cultural understanding; extending students' knowledge; developing reading skills; and developing critical thinking skills. In order to develop historical literacy students are asked to put themselves in the shoes of one of the characters in the story and then to express how society appeared from that viewpoint. In order to develop sociopolitical literacy they talk about the law in Athens and the protection it gave to its citizens and the protection it failed to give. In order to develop ethical literacy they should discuss the ethical issues that surface in the story. Students should be encouraged to see how it is possible to look at the events from both the standpoints of the present day with our own moral and ethical standards, and within an ancient time frame and the traditions, customs and beliefs of that day.

They review the material in the story through the creation of a story web "What I have discovered about ancient Athens". Students review the material by completing a variety of exercises covering different areas of the story in the assignment "Guided Reading." The questions in this assignment cover not only historical knowledge and thinking skills applied to this knowledge, but also cover language skills.

Students read "Information About the Court of Law" before acting out "Simulate an Athenian Court of Law ". They are assisted by "Suggestions on what to include in the speeches". "Teachers Notes" covers all these areas in depth. Finally, there is an "Assessment Rubric for evaluating the students' speeches."
Top (10 mainstream lessons)

7. Mycenaean Trade in the Mediterranean
Contents
Students' Page (Introduction, Assignment - Steps 1-5, Activities 1 & 2)
Teacher Notes
Mycenaeans
Map Ulu Burun
Index Card
Clues
Resources
Evaluation Rubrics

Students learn how the discovery of the the earliest shipwreck known to man enabled us to find out a great deal about Mycenaean trade. Students will examine the research that archaeologists have done on this Late Bronze Age shipwreck in order to work out the nature and extent of trade in the Eastern Mediterranean during this period, with special emphasis on the involvement of the Mycenaeans in this trade. Students analyze the geographic, political, economic, religious, and social structures of the early civilization of Ancient Greece, in terms of the connections between geography and the development of city-states in the region of the Aegean Sea, including patterns of trade and commerce among Greek city-states and within the wider Mediterranean region.

Using information from the cargo that was found from the wrecked ship at Ulu Burun, the students report on a number of different areas. There are five steps to this process before the students are engaged in two activities based on what they have found out about Mycenaean Trade. A number of thinking and analysis skills are addressed. For example, chronological and spatial thinking; students use a variety of maps and documents to identify physical and cultural features of countries to explain the growth of economic systems. Research, Evidence and Point of View where students frame questions that can be answered by historical study and research. Students should be able to distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories. Historical Interpretation where students explain the central issues and problems of the past, placing people and events in a matrix of time and place. Students recognize interpretations of history are subject to change as new information is uncovered.

Language Arts Standards Addressed include r eading comprehension, namely to connect and clarify main ideas, identifying their relationship to other sources and related topics, to clarify understanding of texts by creating outlines, logical notes, summaries, or reports and to make reasonable assertions about text through accurate, supportive citations. Other thinking and analysis skills addressed are writing; research and technology: writing applications (genres and their characteristics): writing research reports: and the organization and the delivery of oral communication.

Students learn how important trade was for the Mycenaeans "" and a map is provided at "Map of the Eastern Mediterranean During the Late Bronze Age." Students  learn about the cargo of the wrecked ship by creating index cards in the assignment " Artifacts from the Shipwreck at Ulu Burun." In "Clues" they have to carry out investigative work to find probable routes of the ship and what she might have loaded and unloaded at different ports.

"Teachers Notes" covers all these areas in depth as well as describing the different standards and skills dealt with in the lesson. Finally, there is an assessment rubric "Evaluation criteria for the final task" for evaluating the extent to which students have read and absorbed the content of the lesson as well as understanding the nature and extent of trade in the Eastern Mediterranean during the Late Bronze Age period.
Top (10 mainstream lessons)

8. Ancient Greece: Mythology
Contents
Students' Page (Introduction, Assignment - Steps 1-6, Extension)
Teacher Notes
Rubric
Trojan War Part 1
Trojan War Part 2
Trojan War Part 3
Myth and Religion
Assignment 1
Assignment 2
Hector's Farewell
Drama

The lesson is about Greek mythology and the part it played in the lives of the ancient Greeks. In particular, it looks at the Trojan War as told in Homer's Iliad. Students have to produce and perform a short drama "Stories from the Iliad." based on the events leading up to the Trojan War, the war itself and the outcome. Students are taken through different stages of preparation (Steps 1-6, Extension).

The story of the Trojan War is divided into three parts. Part 1 deals with the birth and growth of Paris and also the wedding of Peleus and Thetis.It also covers how Paris gave the golden apple to Aphrodite on the understanding that she would lead him to the most beautiful woman in the world, Helen of Sparta.

Part 2 describes how Helen was born and her upbringing, how she was extremely beautiful, talented and charming and how she married Prince Menelaus. Part 2 also covers the homecoming of Paris and how eventually he stole Helen away from King Menelaus. Finally it describes how Achilles was born to Peleus and Thetis but how when he was dipped into the magic river his mother Thetis held on to him by his heel which was the only part of his body untouched by the magic water.

Part 3 describes the war between Troy and Greece. The army of the city of Troy was led by King Priam and Queen Hecuba. The bravest of Tory's warriors was Hector, eldest son of King Priam. It was he who became the mainstay of the Trojan army in the ten-year-long bloody battle that was to come. The bravest of the Greek heroes was Achilles. The story tells of how eventually Hector and Achilles fought in single combat and how Achilles slew Hector and thus revenged the death of his great friend and cousin, Patroclus.

In the last section the story describes how the Greeks devised a plan that proved to be the downfall of Troy. The descriptions of the Wooden Horse follow, how King Priam and all his men were killed, and the women taken as slaves. The Greeks set fire to the city. Troy was destroyed and its people devastated. Hera and Athena finally had their revenge upon Paris and his city. The next part of the lesson covers "Myth and Religion." Descriptions of gods and goddesses are given together with Greek festivals including the Olympic Games. Students review Trojan War Part 1 by completing the three activities in "Assignment 1: Gods and Goddesses." Students in "Assignment 2: Achilles" students define such phrases as "Achilles' heel."

In "Hector's Farewell" students have an experience of original Greek poetry. The sample of verse is taken from the Iliad. The chosen poem brings to students a very moving scene where Hector is taking leave of his wife and child, and in which he expresses a premonition of his fate. Hector's infant son is frightened by his father's appearance in battle dress and we witness Hector's loving response. Students are thus given a sample of the thoughts and emotions that Greeks expressed in their verse.

"In Stories from the Iliad - A Short Drama" the students act out four scenes: Scene 1- The wedding feast for Peleus and Thetis; Scene 2 - The hills outside Troy where Paris minds the sheep; Scene 3 - Outside the walls of the city of Troy; Scene 4 - Outside the tent of Achilles.

10. Ancient Rome: Pompeii
Contents
Pompeii: Town of the Roman Empire
The Eruption of Vesuvius by Pliny the Younger
(a primary source document)
The Work of Haraldur Sigurdsson
Assignment: Using a map of the Bay of Naples to record events
Assignment: Vesuvius
Assignment: Escape Plan
Pompeii Rediscovered
Assignment: History of Pompeii
Guided Reading
Teacher Notes

In the days of the Roman Empire Pompeii was a busy city, port, and a center for trade. Many wealthy Romans visited the town or had large villas there so that they could escape from the noise and dirt of the city of Rome. Pompeii is an ideal town to begin a study of life in the Roman Empire for two reasons. Firstly, it is an excellent example of all that was Roman. The economy was based on agriculture and the produce of vineyards and olive groves. It was also based on manufacturing and trade. It was a thriving port, involved in trade from all over the Mediterranean. The town itself had a large residential area. It had some fine private houses and splendid public buildings.

The second reason for choosing Pompeii is that because of a natural disaster the town remained unchanged from the days of the Roman Empire. In 79 C.E., the volcano Mount Vesuvius erupted and buried the town and inhabitants of Pompeii, and the nearby town of Herculaneum, under a blanket of ash. It remained undisturbed until 1748 C.E. Since then, archaeologists have gradually uncovered the town. Their findings have told us a great deal about Roman society. The people who remained in Pompeii at the time of the eruption did not survive. Many people died inside their houses. Most people would have been poisoned by fumes and choking ash clouds. Others would have been trying to escape out of the city and would have fallen while running away.

Students are able to read an eyewitness account of the destruction of Pompeii due to the writings of Pliny the Younger. Pliny's uncle was commander of the Roman fleet at Misenum. Pliny the Younger and his mother were also living there.

When Mount Vesuvius erupted, Pliny the Younger took one of the ships of the fleet and headed across the bay. However, the ash falling from the sky, and the large pieces of pumice floating on the sea, kept him away from the coastline. He eventually managed to land at Stabiae. Sadly, when returning to his ship he collapsed and died on the beach.

Students have three assignments to complete. The first assignment (Assignment: Using a map of the Bay of Naples to record events) requires students to read the information at the literal level and record the information visually rather than verbally. The second assignment (Assignment: Vesuvius) also requires students to read the information at the literal level but this time to record the information in words in the form of a puzzle. The third assignment (Assignment: Escape Plan) requires that students process all the information carefully and use higher order reading skills and critical thinking skills in order to write imaginatively and creatively. Students will need to have fully understood the events that happened during the destruction of Pompeii in order to create an effective escape plan.

Students study "Pompeii Rediscovered" which covers the history of Pompeii up to the present and introduces the archaeological work of Giuseppe Fiorelli. The students, by completing the assignments in "Guided Reading", review the contents of the lesson. "Teachers Notes" covers all these areas in depth.
Top (10 mainstream lessons)

b) Ten electronic ESL/academically challenged (called basic) social studies/language arts lesson
1. Prehistory: Cro-Magnons and their Cave Paintings
2. Mesopotamia: Gilgamesh, The Earliest Recorded Hero
3. Egypt: Hieroglyphs
4. Kush: A World Power
5. The Maccabees and Their Place in Jewish History
6. Greece: Athenian Family Law and Customs - You Be the Judge
7. Mycenaean Trade in the Mediterranean
8. Ancient Greece: Mythology
9. Ancient China: Zhou Dynasty
10. Ancient Rome: Pompeii

1. Prehistory: Cro-Magnons and their Cave Paintings
Contents
Story: "The Lascaux Caves"
Assignment 1: Learning the glossary words
Assignment 2: Basic literal recall
Assignment 3: Learning about the Cro-Magnons
Assignment 4: Readers Theatre
Assignment 5: Creative Writing
Teacher Notes

2. Mesopotamia: Gilgamesh, The Earliest Recorded Hero
Contents
The Story of Gilgamesh
Assignment 1: Learning the glossary words
Assignment 2: Basic literal recall
Assignment 3: Why study mythology?
Assignment 4: Play - The Epic of Gilgamesh
Assignment 5: Review Exercise - The Journey of Gilgamesh









Top (10 basic lessons)

3. Egypt: Hieroglyphs
Contents
Introduction to Hieroglyphs
Assignment 1: Glossary
Assignment 2: Basic Literal Recall
Assignment 3: Review Exercise
Story: Jean-François Champollion
Cartouches
Hieroglyphs continued
Assignment 4: Write Your Name in Hieroglyphs
Mathematics in Ancient Egypt
Assignment 5: Egyptian Numbers
Assignment 6: Writing Numbers the Egyptian Way
Measuring the Egyptian Way
Assignment 7: Measure like an Egyptian
Comparing the Egyptians and the Greeks
Teacher Notes

4. Kush: A World Power
Contents
Kush: A World Power
Story: Expedition to Jebel Barkal
Assignment 1: Learning the glossary words
Assignment 2: Basic literal recall
Assignment 3: Jebel Barkal - Review Exercise
Assignment 4: Jebel Barkal - A Poem
Teacher Notes





Top (10 basic lessons)

5. The Maccabees and Their Place in Jewish History
Contents
Students' Page
Teacher Notes
Resources
Return to the Promised Land
Judah Maccabee
Different Perspectives
Guided Reading
Festivals and Holidays
Evaluation Rubrics

6. Greece: Athenian Family Law and Customs - You Be the Judge
Contents
Story, Parrhasius and Helena
Assignment: Story Web
Assignment: Guided Reading
Information about the court of law
Assignment: Simulate an Athenian Court of Law
Simulation:The Trial of Parrhasius
Teacher's Notes
Assessment Rubric







Top (10 basic lessons)

7. Mycenaean Trade in the Mediterranean
Contents
Students' Page
Teacher Notes
Mycenaeans
Map Ulu Burun
Index Card
Clues
Resources
Evaluation Rubrics

8. Ancient Greece: Mythology
Contents
Students' Page
Teacher Notes
Rubric
Trojan War Part1
Trojan War Part2
Trojan War Part3
Myth and Religion
Assignment 1
Assignment 2
Hector's Farewell
Drama
Top (10 basic lessons)

9. Ancient China: Zhou Dynasty
Contents
Students' Page
Teacher Notes
Zhou Dynasty
Zhou Government
Feudalism Overview
Legend - Foolish King Yu
Readers Theatre Pages
Readers Theatre Guide
Review Exercise

10. Ancient Rome: Pompeii
Contents
Pompeii: Town of the Roman Empire
The Work of Haraldur Sigurdsson
Assignment 1: Using a map of the Bay of Naples to record events
Assignment 2: Vesuvius
Assignment 3: Escape Plan
Pompeii Rediscovered
Assignment 4: History of Pompeii
Assignment 5: Discovering Pompeii
Teacher Notes
Top (10 basic lessons)