Mr.Guerriero's Blog

Domesticated Dogs

2012-01-27T10:14:00.000-05:00

Here's cool story about animal domestication. It seems that dogs were the very first animals to hang out with humans. This article is from a website called RedOrbit.

Ancient Dog Domestication Happened In Multiple Places, Researchers Claim
January 24, 2012

An ancient canine skull unearthed in the mountains of Siberia suggests that modern domesticated dogs may have originated for multiple ancestors in various geographic locations rather than as the result of a single event in a single culture, a new study published in the journal PLoS One claims.

According to BBC News Science Reporter Hamish Pritchard, a Russian-led team of archaeologists discovered the 33,000 year old specimen in the Altai Mountains. That fossil, combined with dog remains that are roughly the same age that were recovered from a cave in Belgium, suggests that the domestication of dogs did not happen at one single location.

While the skull, which is from just before the peak of the most recent ice age, has a snout similar in size to fully domesticated Greenland dogs from about 1,000 years ago, the large teeth more closely resemble those of the 31,000-year-old wild European wolf, Pritchard added.

“Essentially, wolves have long thin snouts and their teeth are not crowded, and domestication results in this shortening of the snout and widening of the jaws and crowding of the teeth,” Greg Hodgins, a researcher at the University of Arizona’s Accelerator Mass Spectrometry Laboratory and co-author of the study, said in a statement Monday.

“The argument that it is domesticated is pretty solid,” he added. “What’s interesting is that it doesn’t appear to be an ancestor of modern dogs,” and that because the fossil was exceptionally well preserved, the scientists were able to measure the skull, the teeth and the mandibles multiple times.
Evolutionary biologist and study co-author Dr. Susan Crockford elaborated in an interview with Pritchard, saying that the dog was in the first stages of domestication, and that the wolves “were not deliberately domesticated, the process of making a wolf into a dog was a natural process.”

Both the Siberian specimen was dated using radiocarbon dating at the University of Arizona’s Accelerator Mass Spectrometry Laboratory, and the researchers believe that neither that species nor the Belgium one survived the period known as the Last Glacial Maximum (LGM), according to a university press release.

“The two earliest incipient dogs from Western Europe (Goyet, Belguim) and Siberia (Razboinichya), separated by thousands of kilometers, show that dog domestication was multiregional, and thus had no single place of origin (as some DNA data have suggested) and subsequent spread,” the researchers wrote in their study.

Credited as authors on the study were Nikolai D. Ovodov and Yaroslav V. Kuzmin of the Siberian Branch of the Russian Academy of Sciences; Susan J. Crockford of Pacific Identifications, Inc.; Thomas F. G. Higham of the Oxford University Research Laboratory for Archaeology; Gregory W. L. Hodgins of the University of Arizona; and Johannes van der Plicht of the Groningen University Center for Isotope Research.
—

Image 2: A profile of the Siberian dog skull shows the shortened snout and crowded teeth that helped scientists determine this ancient animal was domesticated. Credit: Nikolai D. Ovodov

Image 3: The 33,000-year-old skull of a domesticated dog was extraordinarily well preserved in the Razboinichya cave in the Altai Mountains of Siberia. Credit: Nikolai D. Ovodov

Dress for Success Day is tomorrow

2012-01-26T11:47:00.000-05:00

Look good, look successful!

Update: Mesopotamia Project

2012-01-19T11:30:00.000-05:00

Your Mesopotamia civilization project is due on Tuesday, January 24. Please be sure of the following requirements:

You must have a bibliography (NoodleBib) that includes 4 print and 3 electronic sources. When you are ready to print it, export it to a word document with your NAME, BLOCK, AND THE DATE on top.

You must have your slide show (PowerPoint or Keynote) ready to go. It must be PROOFREAD, ORGANIZED, AND WITH NO ANIMATIONS OR DISTRACTING DESIGNS.

You need NOTE CARDS to help you know what to say during your presentation.

Remember that you MUST TURN IN ALL OF YOUR NOTES to receive full credit. This includes your signed Mesopotamia project packet.

We will work on merging your slide shows into one for your group NEXT WEEK.

You will be working on this OVER THE WEEKEND. Do NOT expect to finish in school only!
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Another reminder: TOMORROW is our Mesopotamia test. You will be responsible for the Ancient Map and the Vocabulary.

You will have to label this map like the one from class.

In Honor of Dr. King...

2012-01-13T10:33:00.006-05:00

This weekend is a long weekend from school, but too many students pause to remember why...

Some resources for finding out more:

The King Center in Atlanta, Georgia
http://www.thekingcenter.org/

Stanford University
http://mlk-kpp01.stanford.edu/

Martin Luther King Jr. Day of Service
http://www.mlkday.gov/

The Mesopotamia Civilization Project

2012-01-12T10:27:00.003-05:00

In class, you have been researching your civilization for the past few days. Our plan is to be in the Media Center for the next week or so. Use this checklist to see if you are on target...

Your group has assigned each person a set of topics to cover in the slide show.

You have notes from each day we were in the Media Center.

You have been recording which books or websites you used to gather information.

On NoodleTools, you have started creating a bibliography with Mrs. Vaccaro's help.

You are thinking about what you'll put on the slides you create for the presentation.

Keep a few things in mind: In order to earn full credit, you need to pass in all your notes, your bibliography, and have your part of the slide show done.

If you would like more information, here are some online resources:

Our classroom textbook World Studies: The Ancient World

Marshall Cavendish
World Book Encyclopedia
Sharpe Online Database
World History in Context (higher reading level)

You can also scroll down on this Blog to the following civilizations:
Sumerians
Assyrians
Babylonians
Israelites
Hittites
Persians
Phoenicians

2012-01-12T10:05:00.002-05:00

An important part of the Mesopotamia project is the bibliography. It is a way of both giving credit to the author, and to show the reliability of your source material. The bibliography should be a separate page with your name, date, and block at the top.

Here is the link to NoodleTools. You should have your ID and password from class.

Please use the scoring card to help you organize your sources. Be sure there is one section for print sources and one for electronic sources. Also, you'll want to alphabetize each section. Check out the examples below to see how to format your list.

Level 4 Created a proper bibliography by keeping track of both print and electronic sources used, and listing them according to the criteria given in class. Included 4 or more print AND 3 or more electronic sources.

Level 3 Created a proper bibliography by keeping track of both print and electronic sources used, and listing them according to the criteria given in class with 3 print, AND 2 electronic sources.

Level 2 Bibliography includes fewer than 3 print and 2 electronic sources OR bibliography listings are missing certain information from the required criteria given in class.

Level 1 Bibliography includes fewer than 3 print and 2 electronic sources OR bibliography listings are missing certain information from the required criteria given in class.

Bibliography Requirements

Print Sources

Title of Book/Magazine
Author’s Name (Last name first)
Publisher
Year of Publication
Article/Entry Name (for magazine or encyclopedia)
Page Number (for direct quotes only)

Examples:

Book: World Studies: The Ancient World

Publisher: Pearson Education Inc.

Year: 2008

Author: Armento, Beverly et al.

Book: A Message of Ancient Days

Publisher: Houghton Mifflin Co.

Year: 1999

Author: Reece, Katherine

Book: The Persians: Warriors of the Ancient World

Publisher: Rourke Publishing

Year: 2005

Author: Robinson, Charles Alexander Jr.

Book: Ancient Mesopotamia and Persia

Publisher: Franklin Watts, Inc.

Year: 1962

Book: Exploring Ancient Civilizations, Volume 2

Publisher: Marshall Cavendish

Year: 2004

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Electronic Sources

Website Name
Sponsoring Institution
Title of Article/Entry
Author
Date of Last Update
URL of Home Page

Examples:

Website: The British Museum: Explore World Cultures

Sponsoring Institution: The British Museum

Title of Article: Sumerians

Author: none given

Date of Last Update: 2010

URL: www.britishmuseum.org

Website: Kidipede

Sponsoring Institution: Portland State University

Title of Article: Phoenicians

Author: Dr. Karen Carr

Date of Last Update: 2009

URL: www.historyforkids.org

Website: National Geographic

Sponsoring Institution: National Geographic Society

Title of Article: What’s Next for Iraq’s Treasures?

Author: Andrew Lawler

Date of Last Update: 2003

URL: www.nationalgeographic.org

Mesopotamia Project: Electronic Resources

2012-01-09T10:31:00.002-05:00

I received the following message from Mrs. Vaccaro, our school librarian, with some useful information.

Thanks for letting me help in your class today. It gives me a better perspective on the research skills these sixth graders use. I put in two good links for Persia on the Mesopotamia website. There are a lot of clicks to get to my website from Google. If the kids are using your blog, you could put a direct link. http://highrock.needham.k12.ma.us/mediacenter/Mesopotamia The link to Marshall Cavendish Ancient Civilizations is http://www.marshallcavendishdigital.com/mcdigitalhome

Many kids were looking for the "daily life" types of questions. One strategy would be to look up terms like "trade" "transportation" "houses and homes" "farming" in the Marshall Cavendish Ancient Civilizations database or books. The daily life of most of these cultures is not wildly different, and all articles mention Mesopotamia and sometimes specific kingdoms.

Elizabeth Vaccaro
Media Specialist
High Rock School

2012-01-04T10:09:00.001-05:00

According to our Social Studies Department's tradition, the couple of days after winter break are used to administer the qualifying rounds of the National Geography Bee sponsored by National Geographic Magazine, and held each year for students in grades 6-12.

Each Cluster at Pollard and High Rock will find a winner, and each grade level will have runoffs to determine a school representative for the regional championships. Eventually, students compete for the state championship, the winner of which will represent Massachusetts at the national competition in Washington, D.C.

The first rounds were held in our cluster today. There are seven rounds, and each student has an opportunity to earn one point for a correct answer in each round. Rounds one through three consisted of a series of questions with the name of a U.S. state as the answer. Rounds five through seven. A couple of blocks even started Round Four, in which all of the answers are one of the seven continents. We'll finish the entire preliminaries by tomorrow, and hopefully have a school-wide winner for High Rock by the end of the week.

If you are interested in knowing more about the Bee, the prizes, and previous years' winners, just check out this link:

http://www.nationalgeographic.com/geobee/

Merry Christmas!

2011-12-24T08:47:00.000-05:00

It's the day before Christmas and we have a tradition in my family of making frosted ricotta cookies for Christmas. Yes, sprinkles are involved. It's a really easy recipe, and the cookies are wicked good!

Some people are unsure when they hear that ricotta is involved, but in Italy ricotta is used in both sweet and savory (not sweet) dishes. One of the best-known ways to use sweetened ricotta is to squeeze it into a cannoli shell. In this recipe, the ricotta is not used to flavor the cookie, but more to give it a light and airy texture.

Here's the recipe for about 12-18 cookies (depending on how big you make them):

Ricotta Cookies

Ingredients:
1 stick butter, softened            2 cups flour
¼ cup ricotta                   ½ tsp baking soda
1 tsp vanilla                      ½ tsp salt
1 cup sugar
1 egg

1. Combine the wet ingredients (butter, ricotta, vanilla, sugar, egg) and mix until there is no yellow of the egg yolk.

2. Combine the dry ingredients (flour, b.soda, salt) in a separate bowl.

3. Slowly add dry ingredients into the wet, a bit at a time. Stir only until there is no dry flour. Do not over mix.

4. Put into rounded teaspoons full on an ungreased cookie sheet.

5. Bake at 350° for about 10 minutes, until bottoms are golden brown.
-------------------
For the icing:

Combine about 2-3 tbs of whole milk to about one cup of confectioner’s sugar in a small bowl until it is the consistency of Elmer’s Glue. If it is too wet, add more sugar. Too dry, add more milk. You can also add lemon or almond extract.

Drizzle icing over cooled cookies. Add sprinkles while icing is still wet.

The Hittites

2011-12-22T10:53:00.002-05:00

Civilizations of the Fertile Crescent: The Hittites

The Hittites were a fierce and mysterious people who lived in the central and eastern part of Anatolia, in the modern country of Turkey. The Hittites created a strong and important empire in the years between 1900 B.C. and 1100 B.C. (3,000 - 4,000 years ago), often battling or trading with the Egyptians, competing with the pharaoh Ramses the Great for domination over Palestine and the area of today's Syria.

The Hittites had their capital city at Hattusa, and were known in the ancient world for their skill in smelting and metal working, particularly using bronze and iron to make weapons.

Some great sources on the Hittites:

Wikipedia Entry
Emory University
The British Museum
Archaeological Site of Hattusa

The Israelites

2011-12-22T10:50:00.003-05:00

Civilizations of the Fertile Crescent: The Israelites (Hebrews)

The Hebrews, also called the Israelites, were unique among ancient civilizations because of their monotheistic religion. Much of the information we have about the earliest history of the Hebrews comes from the Old Testament of the Bible. Modern Jews trace their religion and culture back to this ancient civilization.

Sources of information on the Hebrews/Israelites:
Harvard Semitic Museum
Wikipedia Entry
NYU Library Guide

The Phoenicians

2011-12-22T10:48:00.001-05:00

Civilizations of the Fertile Crescent: The Phoenicians

The Phoenicians were known as the greatest sea traders on the Mediterranean, and left their legacy by creating the alphabet we still use today (with a few changes). From their bases in what is today Lebanon, the Phoenicians traveled the entire length of the Mediterranean, setting up far away colonies in places like Spain and North Africa. Their colony of Carthage actually challenges the powerful Roman Republic for dominance of the region in the third and fourth centuries B.C.

The Phoenicians built much of their wealth on selling a very special purple dye made from the shell of the murex, a snail-like creature. This dye was so valuable that in ancient Rome, only the emperor was allowed to wear all purple, and the noble families of Rome marked their togas with a purple stripe.

Sources for information about the Phoenicians:

Wikipedia Entry (a good starting point)
Ancient History Encyclopedia: Phoenicia
History World: Phoenicians
History for Kids: Phoenicians
http://www.phoenician.org/

The Assyrians

2011-12-22T10:41:00.001-05:00

Civilizations of the Fertile Crescent: The Assyrians

The Assyrians began their civilization in the ancient city-state of Assur over 3,000 years ago, and came to dominate the area of upper Mesopotamia that includes parts of modern day Iraq, Syria, Turkey, Jordan, Egypt, Israel, and Saudi Arabia. The Assyrians were known by the Egyptians for being a fierce warrior race who knew nothing but bloodshed and destruction. Recent archaeology has shown that unlike the image in the Egyptians' propaganda, the Assyrians were actually an advanced civilization who excelled in the arts and the science of astronomy and mathematics.

The Assyrians were rivals of the Babylonians and the Egyptians, and produced strong kings with names like Shamshi-Adad and Tiglath Pileser I. Like the Babylonians, the Assyrians were powerful for a time, then declined, then returned as the "New" Assyrian Empire later. The modern country of Syria traces its name back to the ancient Assyrians.

Here are a few sources on the Assyrians:
New York Metropolitan Museum of Art
History for Kids: Assyrians
About.com: Assyria
Wikipedia Entry
All Empires: Assyrians

The Babylonians

2011-12-22T10:37:00.001-05:00

Civilizations of the Fertile Crescent: The Babylonians

Based in the ancient city-state of Babylon, the Babylonian empire stretched across the entire region of Mesopotamia and beyond at its height, around the year 1770 B.C. under its most famous ruler, Hammurabi. Hammurabi is most known for being a conqueror and a law-giver.

The Code of Hammurabi set out the concept of a punishment fitting the crime. He had his laws carved into stone and set in the center of the towns he ruled, so that all would know the laws. The thinking behind Hammurabi's laws can be summed up in the phrase, "An eye for an eye, a tooth for a tooth." This means that if a man injures another by putting out his eye, then that man's eye will be put out as punishment.

The laws were more symbolic since most people in those days were unable to read and write, but Hammurabi created the concept of the rule of law, and the idea of fairness in the justice system.

The interesting thing about the Babylonian Empire was that it existed for a period around 1770 B.C, and declined, but returned again around 600 B.C. as the "New" Babylonian Empire under King Nebuchadnezzar.

Some useful sources for information about the Babylonians:

LookLex: Babylonia
Babylonian Numbering System
Wikipedia Entry

The Akkadians

2011-12-22T10:36:00.001-05:00

Civilizations of the Fertile Crescent: The Akkadians

From the city of Akkad came one of the first and most respected rulers of the ancient world, Sargon. He built the Akkadian Empire around 1900 B.C. by unifying the Sumerian city-states under his control and by building a strong army to control them.

Some sources of information on Akkad:

History for Kids
Wikipedia Entry
New World Encyclopedia: Akkadian Empire

The Sumerians

2011-12-22T10:26:00.001-05:00

Civilizations of the Fertile Crescent: The Sumerians

The earliest people to grow into a flourishing civilization in the Fertile Crescent (or anywhere) were the Sumerians. Just northwest of the Persian Gulf, between the Tigris and Euphrates Rivers, the Sumerians built a series of city-states that were later incorporated into an empire. Impressively, the Sumerians invented the wheel, irrigation, writing, trade, the sailboat, organized government, and a number system based on 60 (which we still use to measure time).

The Sumerians were a polytheistic society, believing in a few principal gods and thousands of lesser gods and goddesses. The had one well-known creation myth involving a great flood and a hero named Gilgamesh. This story may have been the inspiration for the Noah's Ark chapter of the Bible.

Some great sources for information about the Sumerians:
BrainPOP
The British Museum
Wikipedia Entry
LookLex Encyclopedia
National Geographic Article

Rock Out with Mesopotamians!

2011-12-21T16:40:00.000-05:00

Thanks to Tim for sharing this fun song from They Might Be Giants...

Blank Maps of the Middle East

2011-12-21T10:05:00.001-05:00

Here are copies of the Ancient Middle East map that we finished in class yesterday, and the modern one we completed today. Click on each for a larger version.

On the Ancient Map, locate:
Mediterranean Sea
Black Sea
Caspian Sea
Red Sea
Dead Sea
Persian Gulf

Euphrates River
Tigris River
Nile River
Jordan River

Anatolia
Persia
Mesopotamia
The Fertile Crescent
Egypt

Zagros Mountains
Taurus Mountains
Caucasus Mountains

Syrian Desert
Arabian Desert

On the Modern Map, locate:
Mediterranean Sea
Black Sea
Caspian Sea
Red Sea
Persian Gulf

Euphrates River
Tigris River
Nile River

Egypt
Libya
Niger
Chad
Sudan
Tunisia

Italy
Greece
Turkey

Syria
Jordan
Iraq
Iran
Saudi Arabia
Yemen
Oman

Ancient Map: The Fertile Crescent

2011-12-21T09:53:00.003-05:00

(Click for a larger version)

In class we started mapping the Middle East and Mediterranean regions, where the ancient civilizations we study were located. Here's a copy of our class map provided by the talented Mrs. S!

(Click on the pic for a larger version)

Our focus of study for the Mesopotamia unit is really the entire Fertile Crescent: An area that stretches from the Nile Valley of Egypt in the west, northward to Palestine, westward across the Tigris and Euphrates Rivers, and southward to the Persian Gulf. Surrounded by inhospitable deserts, the Fertile Crescent is an area that has good soil for farming, rivers for water, and is in a strategic location for trade.

Mesopotamia itself comes from the Greek meaning "the Land Between the Rivers" because it is in the area between the southern parts of the Tigris and Euphrates Rivers. There the Sumerians built the very first true civilization and invented farming, the wheel, writing, and the first organized governments.

For more information about this region, check out a really cool website about Mesopotamia from the British Museum, or this one from the University of Chicago.

Want to see a wicked cheezy "school video" on ancient Mesopotamia? I mean it's interesting and all, but there is a very serious "cheez" factor. Enjoy:

Reflecting on Barter Day...

2011-12-16T10:41:00.001-05:00

Tonight's homework is to reflect a little bit on the concepts around Barter Day, and to think about the earliest communities who started trading about 10,000 years ago. You can read more specifically about those first farm towns in previous Blog posts.

In understanding the marketplace and trade, it is important to know some basic economic terms:

Surplus: (noun) an extra supply of something. This could mean extra anything, but in this context we're usually talking about crops, or natural resources like wood or a certain kind of stone. Having a surplus is important to trade because people would never trade materials they needed to survive. It was only when farming produced more food than the village needed that they then traded the extra to other villages for things the people did not have.

Scarcity: (noun) not enough of something. Early farm towns often had scarcities of natural resources depending on where the town was located, such as a scarcity of wood in Egypt, or a scarcity of metal tools in Mesopotamia.

Trading happens when one person, town, or village has a surplus of one product that another person, town or village needs. In exchange, the other town trades a different item or product to get what it needs. Trading only happens if a surplus exists. In early farm towns, the development of agriculture allowed villages to grow more food than the people needed to eat, leaving the extra to either save or trade for other needed supplies. Trade started quite locally, but over time happens over great distances, usually up and down rivers.

The value of a certain product depends on how much there is, and how much people want it. The amount of a product is called the supply, and how badly people want it is called the demand. The more people want something, the more they would be willing to trade for it. If there's way too much of a product, then people would not be willing to give very much for it.

Competition happens when two or more people or villages want the same product. By offering more and more for the product, the value increases and people have to trade more for it.

Here's an example from Neolithic times: The early settlement at Catal Huyuk had a great deal of obsidian it either found nearby or traded for with other villages. Obsidian is a type of black volcanic glass that can be sharpened to make knife blades.

Once the people of Catal Huyuk made the blades they needed to butcher meat and build axes, they still possessed a surplus of the obsidian. Catal Huyuk became a very important trading center because so many surrounding villages needed the obsidian. In return, Catal Huyuk received many important products it needed such as food products, wood, and other natural resources.

Here's an example from the present day: The kingdom of Saudi Arabia has a tremendous amount of oil under its territory. Even after giving free or cheap gas to its population, the Saudi government has a huge surplus of leftover oil which it sells on the world market.

The United States and China both have huge factories, industrial machines, cars and trucks, planes, buses, all leading to a huge demand for the energy provided by burning gasoline. With both the U.S. and China competing to buy the oil, the price increases.

The more the two countries demand the oil, the higher the price goes. In return, the royal family of Saudi Arabia are fantastically wealthy, with several members being billionaires. All of this money can then be traded for palaces, expensive cars, fancy trips, private jets, and nice clothes.

On Barter Day, maybe the same thing will happen with a few pairs of "Kanye Glasses?"

Living in an Early Farm Town

2011-12-15T09:59:00.001-05:00

Tonight's homework involves reading a passage from A Message of Ancient Days, and answering four questions about life in one of the earliest Neolithic (Stone Age farming) communities. In this case, the town is called Çatal Huyuk and it is located in the present day country of Turkey.

After looking at the readings on the early Neolithic period, the text asks you to answer the following questions:

1. What was life like in a Neolithic farming town?

You would live in a mud-brick house and take care of fields of crops outside of the village. Besides growing food, your family would continue to hunt wild animals and gather plants and berries. There would be different jobs for the different people in the town. The town would have a surplus of grain to trade with other people nearby. The people were polytheistic and they worshiped their gods in small shrines.

2. In the area of industry (making and trading stuff), how did the people of Çatal Huyuk differ from hunter-gatherers? What caused this difference?

Çatal Huyuk had a surplus of food, and so not everyone had to hunt and gather food all the time. People of the town were able to take on new and different jobs: tool makers, farmers, builders, traders, basket weavers, pottery-makers, and jewelers. The reason people could choose these different jobs was that the farmers grew more food than the town needed. The farmers had permanent homes, unlike the hunter-gatherers who had to move from place to place.

The farm towns also had a highly developed culture. Culture includes the art, architecture, religion, language, literature, customs, and traditions of the people. They had a system of government and a written language.

3. What is obsidian, and how is it formed? What did the people of Çatal Huyuk do with it?

Obsidian is a dark volcanic glass which forms when lava cools quickly. People used obsidian to make fine tools, jewelry, and blades. Tools made from obsidian include razor blades, arrow heads, spear tips, and polished black mirrors. It could also be traded to other towns.

4. Why do you think the houses of Çatal Huyuk had rooftop entries?

There are several reasons why the people of Çatal Huyuk built mud-brick homes with entrances on the roof, and ladders to come in and out. Write your ideas in a comment, and we'll see what people come up with!

Do your best to answer these questions using the Blog postings here and tomorrow we will be taking notes in class.

Also in class, we'll be looking at a few key questions about these first human settlements. Before getting to the questions, you should check out a couple of really cool websites:

1. How did humans go from hunting and gathering to farming?
Humans learned to save seeds to plant the following year, and captured and domesticated wild animals to make them tame and more useful (for meat, milk, wool, eggs, feathers).

-What changes happened in the way humans lived?
Humans settle down in one place instead of wandering around living as hunter–gatherers. This allows them to build settlements and is the beginning of civilization.

-What are some advantages and disadvantages of farming?An advantage of farming is that you can have a surplus and you don’t have to wander around looking for food. A disadvantage of farming is that you might not have a balanced diet. Plus you are more in danger of losing your crops because of bad weather.

2. What (where) are some of the earliest known settlements?
The earliest settlements in the Middle East were in an area known as the Fertile Crescent.

3. What was life like in an early Neolithic town? (daily life, homes, jobs, food, etc.)
Early farming towns were made out of mud bricks, with homes closely clustered together (for protection), and some had doors on the roof. There were no streets. Most houses had two rooms with one for storing food and the other for living. People were able to have specialized jobs (farmers, priests, tool makers, artisans (makers of things), builders, painters, and administrators).

4. What tools or technology did humans develop at this time?
At the beginning of the Neolithic Era, people developed new tools and technology to help them farm and build cities. People invented new ways to store food, like firing pottery, building underground chambers, and salting meat to preserve it. Farming tools included the plow, rakes, hoes, shovels, and irrigation (moving water to fields).

And, as promised after today's discussion about domesticated animals...

5. What is a surplus? A scarcity? How did farming crops lead to a surplus?
A surplus is an extra supply of something (more than you need). A scarcity of something means you do not have enough. Farming allows people to grow large amounts of crops, and that leads to a surplus

6. How did trading start? Why is a surplus a necessary part of trade?
Trading started when early villages used their surplus crops to purchase goods they needed from other villages. A surplus is a necessary part of trade because it doesn’t make sense to trade away the food you needed to survive.

7. What does it mean for a village to have social classes?
Social classes are the levels of importance that the different people of a city have. A person’s social level is usually determined by their job, wealth, and their family’s social level. Social levels in a village signify an advanced civilization.

8. What makes a civilization?
A civilization is a complex society that includes:

A stable food supply
A specialization of labor (people have different jobs)
A system of government
Social levels
A highly developed culture

Stable Food Supply...Or Soylent Green?

2011-12-14T10:17:00.004-05:00

When we look at a certain civilization, any civilization, the first and most important aspect is its stable food supply. Without a regular and dependable supply of food, a civilization will begin to break down into chaos.

History includes several examples of times and places in which hunger and a desire for food has caused political or social troubles: Russia in 1910 and 1917, the U.S. and Germany in the 1930s, the Soviet Union in the 1980s and 90s, and certain African countries in the 1970s up until the present day (sadly).

About three years ago, the price of wheat worldwide spiked and products such as bread and pasta almost doubled in price. The video below shows a survey of how different countries' news stations covered the crisis. Notice that in the U.S. the story focused on how much more pastries would cost, while in Egypt and Pakistan people were rioting and in a state of panic over the higher price and lower supply of bread:

In movies, there is one great example of what might happen in an earth that is overcrowded and polluted. Without the land to grow food, or clean oceans from which to find seafood, the company goes to drastic measures to provide food.

In Soylent Green, the main character finds out a terrible secret about what the people of New York have been eating. He also solves the mystery of where all of the missing rioters went after being arrested by the police. He tries to warn the others!

The movie ends with the hilarious (and gross) thought that maybe one day the food supply just might be...PEOPLE!!!! The movie is pretty terrible, but the last scene includes one of the most famous lines in movie history.

Speaking of Barter Day...

2011-12-12T19:02:00.003-05:00

Think you can't get anything by bartering but tacky knickknacks? Think again! A Canadan guy named Kyle MacDonald used bartering to go from a small red paperclip to a house. He worked his way across the country trading one thing for another without the use of money. I wonder if anyone will carry Barter Day that far...

Check out an article about him from the BBC News:
Man turns paper clip into house

Here's the timeline of trading followed by Kyle MacDonald:

On July 14, 2005, he went to Vancouver and traded the paperclip for a fish-shaped pen.
He then traded the pen the same day for a hand-sculpted doorknob from Seattle, Washington, which he nicknamed "Knob-T."
He then traveled to Amherst, Massachusetts, with a friend to trade the Knob-T for a Coleman camp stove (with fuel).
He went to San Clemente, California, and traded the camp stove for a Honda generator.
He made a second (and successful) attempt (after having the generator confiscated by the New York City Fire Department) in Maspeth, Queens, to trade the generator for an "instant party."
He traded the "instant party" to Quebec comedian and radio personality Michel Barrette for a Ski-doo snowmobile.
Within a week of that, he traded the snowmobile for a two-person trip to Yahk, British Columbia.
The second person on the trip to Yahk traded Kyle a cube van for the privilege.
He traded the cube van for a recording contract with Metal Works in Toronto.
He traded the recording contract to Jody Gnant for a year's rent in Phoenix, Arizona.
He traded the one year's rent in Phoenix, Arizona, for one afternoon with Alice Cooper.
He traded the one afternoon with Alice Cooper for a KISS motorized snow globe.
He traded the KISS motorized snow globe to Corbin Bernsen for a role in the film Donna on Demand.
On or about July 5, 2006, he traded the movie role for a two-story farmhouse in Kipling, Saskatchewan.

Don't forget your tacky knickknacks on Friday!

Speaking of Barter Day...

2011-12-12T19:01:00.001-05:00

On July 14, 2005, he went to Vancouver and traded the paperclip for a fish-shaped pen.
He then traded the pen the same day for a hand-sculpted doorknob from Seattle, Washington, which he nicknamed "Knob-T."
He then traveled to Amherst, Massachusetts, with a friend to trade the Knob-T for a Coleman camp stove (with fuel).
He went to San Clemente, California, and traded the camp stove for a Honda generator.
He made a second (and successful) attempt (after having the generator confiscated by the New York City Fire Department) in Maspeth, Queens, to trade the generator for an "instant party."
He traded the "instant party" to Quebec comedian and radio personality Michel Barrette for a Ski-doo snowmobile.
Within a week of that, he traded the snowmobile for a two-person trip to Yahk, British Columbia.
The second person on the trip to Yahk traded Kyle a cube van for the privilege.
He traded the cube van for a recording contract with Metal Works in Toronto.
He traded the recording contract to Jody Gnant for a year's rent in Phoenix, Arizona.
He traded the one year's rent in Phoenix, Arizona, for one afternoon with Alice Cooper.
He traded the one afternoon with Alice Cooper for a KISS motorized snow globe.
He traded the KISS motorized snow globe to Corbin Bernsen for a role in the film Donna on Demand.
On or about July 5, 2006, he traded the movie role for a two-story farmhouse in Kipling, Saskatchewan.

Don't forget your tacky knickknacks on Wednesday!

The Agricultural Revolution

2011-12-12T10:20:00.005-05:00

Without a stable food supply, human civilization would not exist. About 7,000-10,000 years ago something special happened: hunter-gatherers learned that they could save and plant seeds instead of continuing to wander around looking for food. This began the agricultural revolution, and the Neolithic Age of human history. Rather than moving from place to place, groups of people settled in small villages permanently.

In class, we've been looking at a few key questions about these first human settlements:
1. How did humans go from hunting and gathering to farming?
-What changes happened in the way humans lived?
-What are some advantages and disadvantages of farming?

2. What (where) are some of the earliest known settlements?

3. What was life like in an early Neolithic town? (daily life, homes, jobs, food, etc.)

4. What tools or technology did humans develop at this time?

5. What is a surplus? A scarcity? How did farming crops lead to a surplus?

6. How did trading start? Why is a surplus a necessary part of trade?

7. What does it mean for a village to have social classes?

8. What makes a civilization?

Barter Day!

2011-12-09T18:30:00.001-05:00

As part of our study of ancient civilizations, students will be learning about the development of the first economies. Key concepts of this unit include surplus-scarcity, supply and demand, and trade; money was not used. To give students a clearer understanding of the concept of trading, or bartering, we will have “Barter Day” on Friday, December 16.

On Barter Day, students will become artisans in a marketplace and trade their “goods” with other students to learn about the challenges (and fun) of bartering. In the process, students learn about the importance of supply and demand and about competition in the marketplace.

To participate on Barter Day, students should look around the house for unwanted tacky knickknacks, trinkets, toys, or other junk treasure. The items that students bring in should be no more than can fit all together on a desk. The things that students bring in are for trading. Students should not bring in anything of value, or anything that is special to them. Some students choose to make “craftsy” items to trade. This is acceptable as long as the materials do not total more than $5.00 in cost.

Please note: Absolutely NO FOOD PRODUCTS.

Students should bring in their goods on Thursday, December 15th to prevent anyone from forgetting and being left out on Barter Day. Students must bring something in order to participate.

Some helpful vocabulary for understanding a barter economy:

Barter: To trade goods or services without the exchange of money

Surplus: An amount, quantity, greater than is needed

Scarcity: Insufficiency of amount or supply; shortage

Trade: The act or process of buying, selling, or exchanging goods within a country or between countries: domestic trade; foreign trade (2.) A purchase or sale; business deal or transaction (3.) An exchange of items, usually without payment of money

Knickknack: an ornamental trinket or gimcrack; a bit of bric-a-brac

Your Iceman Article

2011-12-08T14:56:00.002-05:00

In class, we've been working on creating an article about the Ice Man, including your inferences about his life, death, and the world in which he lived. We will continue working on it in class, and the final report is due next week. Here is the assignment:

Iceman Article

Be a National Geographic Writer!

To write this article, I want you to pretend that you are a National Geographic journalist. Your job is to report all of the important information about our mummified friend, and to educate people on what it all means. You need to connect all the artifacts that I show you and the information you learn from the video, and come up with your own inferences about Iceman’s life and death.

Outline for the Article

Cover (optional)-
You may have an interesting cover for your article (like a National Geographic cover) including:
Heading - Name, date, block
Title

1-2 Paragraph
Explain your inference about Iceman’s life. Use the artifacts as the evidence to prove your inference. Write about each of the artifacts that help support your inference. Remember, with enough support, your ideas are just as useful and important as any other scientist.

Writing Skills _____/ 20
(10 pts)
Voice

Formal voice (uses 3rd person)
No questions

Organization

Opening sentence
Concluding sentence
Indent paragraph

Ideas
(5pts)

Make an inference about Iceman’s life
Use 3-5 details to support your inference

Conventions
(5pts)

Proper punctuation
Proper capitalization
Proper spelling

Note taking _____/ 10
(10 pts)

Notes are neat, legible and make sense
Summarizes important information

Professionalism _____/ 10
(2 pts)

Works well with classmates

(5 pts)

Heading- Name, date, block
Title
Hands the paragraph in on time

(3 pts)

12 point font
Plain text
Double spaced

Pearl Harbor Remembrance Day

2011-12-07T15:08:00.003-05:00

"Yesterday, December 7, 1941 -- a date which will live in infamy -- the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan." This was the first line of President Franklin D. Roosevelt's speech to Congress after the United States was attacked by imperial Japan, and almost 3,000 Americans died.

The attack at Pearl Harbor brought the United States into World War II on the side of the Allies. Four years later, the German and Japanese were defeated, the atomic bombs were dropped on Hiroshima and Nagasaki, and several million people perished in Europe and Asia.

It is so important for us today to keep in mind the significance of Pearl Harbor:

That every day there are men and women in the armed forces who are willing to fight and die for our freedom.
That governments based on fascism, repression, militarism, and racism are dangerous to people who love liberty.
That it is important to stand up to what is wrong, and fight for what is right.
That most of the veterans of Pearl Harbor, and of World War II, have left us and it is so important to remember their experiences.
That the sacrifices of previous generations have allowed us to live in freedom and security today.

The following is the entire text of FDR's speech from that day:

To the Congress of the United States:
Yesterday, December 7, 1941 -- a date which will live in infamy -- the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.

The United States was at peace with that Nation and, at the solicitation of Japan, was still in conversation with its Government and its Emperor looking toward the maintenance of peace in the Pacific. Indeed, one hour after Japanese air squadrons had commenced bombing in Oahu, the Japanese Ambassador to the United States and his colleague delivered to the Secretary of State of form reply to a recent American message. While this reply stated that it seemed useless to continue the existing diplomatic negotiations, it contained no threat or hint of war or armed attack.

It will be recorded that the distance of Hawaii from Japan makes it obvious that the attack was deliberately planned many days or even weeks ago. During the intervening time the Japanese Government had deliberately sought to deceive the United States by false statements and expressions of hope for continued peace.

The attack yesterday on the Hawaiian Islands has caused severe damage to American naval and military forces. Very many American lives have been lost. In addition American ships have been reported torpedoed on the high seas between San Francisco and Honolulu.

Yesterday the Japanese Government also launched an attack against Malaya.

Last night Japanese forces attacked Hong Kong.

Last night Japanese forces attacked Guam.

Last night Japanese forces attacked the Philippine Islands.

Last night the Japanese attacked Midway Island.

Japan has, therefore, undertaken a surprise offensive extending throughout the Pacific area. The facts of yesterday speak for themselves. The people of the United States have already formed their opinions and well understand the implications to the very life and safety of our Nation.

As Commander-in-Chief of the Army and Navy I have directed that all measures be taken for our defense.

Always will we remember the character of the onslaught against us.

No matter how long it may take us to overcome this premeditated invasion, the American people in their righteous might will win through to absolute victory.

I believe I interpret the will of the Congress and of the people when I assert that we will not only defend ourselves to the uttermost but will make very certain that this form of treachery shall never endanger us again.

Hostilities exist. There is no blinking at the fact that our people, our territory, and our interests are in grave danger.

With confidence in our armed forces -- with the unbounded determination of our people -- we will gain the inevitable triumph -- so help us God.

I ask that the Congress declare that since the unprovoked and dastardly attack by Japan on Sunday, December seventh, a state of war has existed between the United States and the Japanese Empire.

Franklin D. Roosevelt
The White House, December 8, 1941

For more information about Pearl Harbor, check here.

More about Otzi the Iceman!

2011-12-06T15:54:00.000-05:00

Here's a series of interesting videos about Otzi the Iceman from the BBC in England. even though the video was made in 1993, only two years after the Iceman was found, it still has some good information. Some of the science has improved, and you'll be interested to see how scientists' conclusions about the Iceman have changed since then. It turns out they were completely WRONG about how he died!

Also, here's a bit more on Otzi's tattoos if you're interested in knowing how he got them.

Iceman Notes

2011-12-05T10:23:00.001-05:00

To help you in your research, here are the notes and evidence about Ice Man that we used in class.

Iceman’s Remains

Missing his hair, fingernails and toenails, and an outer layer of skin, the Iceman is otherwise perfectly preserved (mummified). The one surviving fingernail recovered from his remains suggests that he suffered three episodes of significant disease during the last six months of life. His last meal included venison and bread. He was about 46 years old, five feet two (1.6 meters), 110 pounds (50 kilograms), and infested with whipworm. A sharpened piece of stone, probably flint, had made a half-inch gash in the Iceman's left subclavian artery—a gash in this artery can be deadly. Through C-14 dating they determined that Iceman died 5,300 years ago. They also know he had 57 tattoos at acupuncture points on his back, right knee, calves, and ankles.

Iceman’s Copper Axe

The handle was made of a very strong wood. The blade was made of copper that had been melted and poured into a mold. There was “wheat sheen” on the blade. They originally thought the axe was from 4,000 years ago (the Copper Age) but it’s actually 5,300 years old.

Iceman’s Quiver

The quiver was made from deer fur. The quiver’s strap and supporting strut were broken. The bow that he carried was not finished. The quiver contained 12 arrows, only 2 of them finished. The finished arrows had flint arrowheads, wooden shafts, and feathers of a large brownish bird. The feathers were attached by birch tar and long strings of sheep’s wool.

Iceman’s Belt and Pouch

The Iceman’s belt was made from a 4- to 5 cm-wide strip of calf’s leather. A dagger was found on the belt with a handle of ash wood and a blade of flint, the Iceman's dagger measures five inches (13 centimeters) from top to bottom.

In the pouch were several items, including 2 fungus balls on straps, 3 different sized pieces of flint, and a pencil-like splinter made from goat or sheep bone. There were also a couple of sloe berries in the pouch which grow from a bush that is found below the mountains, and are ready to eat after the first frost.

Iceman’s Clothing

Iceman’s coat was made of the hide of a domestic goat. The hemispherical bearskin cap was found near Iceman’s head. Like nearly all the clothing items, it was made of several hide strips stitched together. The cap, which was worn with the fur side out, was extremely well preserved. The shoes consist of an inner and outer part. The inner shoe is composed of grass netting. Its purpose was to hold hay in place, which served as insulation material. The outer part is made of deerskin. Both parts – the grass netting and the leather upper – are fastened to an oval-shaped sole made of bearskin by means of leather straps.

Ötzi the Iceman!

2011-12-01T18:06:00.025-05:00

One day about 5,300 years ago a man left a small village in the Italian Alps. He might have been selling flint to other Neolithic settlements on the northern side of the mountains, in what is Austria today. However, his journey took a tragic turn when he got caught in a nasty snow drift and died. In 1991 a couple of hikers came across the body sticking out of a melting glacier and called for help. A group of archaeologists took the body back to the University of Innsbruck in Austria, and "Otzi" became an instant celebrity.

After some intensive studies and examination of the Iceman and his belongings, archaeologists have learned a great deal about the Chalcolithic period of European history. Just try busting that word out at a party: Chalcolithic! It's just a smart word to describe the period of time when people were using both stone and copper tools. That's why it is also known as the Copper Age.

The most interesting thing about the Iceman is that he had wonderfully preserved examples of Copper Age tools and equipment with him like a bow and quiver full of arrows, a copper-headed axe, boots and a waterproof cape made of grass, and several kinds of food. In fact, by examining his stomach and intestines, scientists were able to find out that his last couple of meals consisted of meat from a red deer, some fruit, nuts, and grain grown locally in the region of Italy today called Sudtirol.

From his bones and hair, the scientists studying Iceman also learned much about his life. First, he seemed to be about 45 years old and used to climbing and living in the mountainous environment of the Alps. His joints showed the wear and tear of someone living in a pretty high and rugged place. He even had a spot of frostbite on his pinky toe. Iceman's hair showed a large amount of both copper particles and arsenic, a poisonous substance. In making copper tools, Iceman would have ground up a green rock called Malachite, then heated it to 1,100 degrees Celsius to smelt out the copper inside of it. Arsenic comes from the smoke of a copper-smelting operation, and Iceman seems to have been around quite a lot.

Interestingly, the Iceman also had 57 tattoos on various parts of his body. Besides being a decoration, these tattoos were used by prehistoric people to heal sickness and relieve pain.

Further study has shown signs of a more violent death for the Iceman than just dying in a snow drift. There have been findings of stab wounds from an arrow on Otzi's shoulder, a cut on his thumb, and even other people's blood on a couple of his weapons. Lately, there has been evidence that he also suffered a nasty whack on the head. He may have been fighting for his life when he died.

If you're interested in learning more about the Iceman, check some photo scans here.

Or, if you want to take a trip to Italy and see the Iceman up close and in person--check out the South Tyrol Museum of Archaeology in Bolzano.

Or check out a full length movie about the Iceman's life and times here

Here are your questions to think about:

1. What the heck was he doing in the Alps?

2. How did he die? Was it a violent death?

3. What was his daily life like?

4. What did he eat?

5. What were his tools made of?

6. What were some dangers he faced?

7. Why do scientists have different theories about how he died?

Hunters and Gatherers

2011-11-30T15:57:00.001-05:00

Rather than read the passage from A Message of Ancient Days, about you learned about the development of early humans from the time of Homo erectus until the group of people known as Cro-Magnons lived and made cave art. One of the first things you may notice is that the reading talks about Homo heidelbergensis.

The important point to know is that Homo heidelbergensis is just a type of Homo erectus that lived in Europe about 500,000 years ago in what is today Germany, France, and Spain. This type of human ancestor exhibited the first aspects of culture in the human species: living together, making and using tools, making and controlling fire, adapting to colder climates, and hunting in coordinated groups.

A few interesting points of information came out of the reading.

1. First, human culture became more complex from the time of Homo heidelbergensis to the time of Cro Magnons:

Homo heidelbergensis lived in small groups of 20-30 people who traveled over a wide area hunting animals and gathering plants for food. These people had some loose social organization and probably had some type of language to help them coordinate a hunt.
Later, Neanderthals developed a more complex culture than Homo heidelbergensis with a sense of community becoming more important to them. Neanderthals lived in larger groups of 20-50 people and stayed in one place longer. The Neanderthals buried their dead, giving us the earliest examples of funeral ceremonies, and a belief in the afterlife.
Finally, Cro-Magnons have the most advanced culture of the early humans. Cro-Magnons were a type of Homo sapiens that lived in caves in western Europe around 30,000 years ago. The Cro-Magnons lived a life similar to modern hunter-gatherers. They made the most complex tools to that point: fishing nets, spear throwers, and bows and arrows. Cro-Magnons also left very advanced artwork in sculptured objects and cave art.

2. Over time, the image of the Neanderthal has changed a great deal. People used to imagine Neanderthals as stupid, brutish, primitive, and with bad posture. New findings have demonstrated that this image is false. Neanderthals were actually pretty advanced in terms of the early humans. They had a belief in life after death, they cared for the sick and elderly members of their tribe, and they adapted well to the cold environment of Europe in the winter. So the expression, "So easy a caveman can do it!" is actually pretty insulting.

3. Homo erectus first developed the ability to make and control fire. This was really important for several reasons:

Fire kept people warm (and alive!) during the cold climate of the Ice Ages in Europe and Asia.
Fire was used to scare off predators that might try and eat the early humans
Fire was used to cook food--this kills bacteria and makes meat easier to digest

4. Cro-Magnons were the most advanced of the early humans. They were of the species Homo sapiens, just like modern humans. The best evidence of the Cro-Magnons' culture is found in their amazing artwork. Cro-Magnons painted very lifelike designs on the walls and ceilings of thier cave homes, often showing animals and nature scenes. The Cro-Magnons also carved animal bones and wood into detailed depictions of animals. Aside from being a little dirtier and shaggier, a Cro-Magnon would look a lot like a human today.

Check out the location of this amazing prehistoric artwork in Lascaux, France:

Paleolithic Cave Art: Lascaux, France

2011-11-29T10:07:00.006-05:00

In 1940, in southwestern France, a group of school boys stumbled upon an amazing sight--a huge cave complex housing over 600 paintings and over 1500 engravings. The images showed several kinds of animals--birds, as well as cattle, bison, deer, and horses--and hundreds of "signs," shapes, dots, and other patterns. After archaeologists had a chance to study the cave art, they determined that the imagines were left by hunter-gatherers more than 15,000 years ago.

The caves at Lascaux contain some of the earliest known art in human history, dating back to somewhere between 15,000 and as far back as 27,000 years ago. The Paleolithic cave paintings consist mostly of realistic images of large animals. The other common theme of the paintings is a number of human hand prints. Pigments (paints) are made from ingredients such as plants, berries, rust, charcoal and dirt. The paintings demonstrate the advancement of Cro-Magnon humans and their way of life, and actually show the quality of the art and of the materials used getting better over time.

The cave complex at Lascaux is huge, with many rooms and tunnels underground. Such a place would have offered shelter and protection for a band of hunter-gatherers. The evidence shows that groups of humans returned to Lascaux year after year, and added their own paintings to earlier ones.

There is some mystery surrounding the purpose of the cave paintings. Aside from just a human desire to express ideas and artistic visions, the paintings might have also had a religious or spiritual significance. There is some evidence that the Paleolithic people at Lascaux threw spears or shot arrows at pictures of animals to ensure a successful hunt through magic. This had the added benefit of acting as a sort of target practice, making the hunt more likely to be successful anyway.

Because the water vapor and heat from people going to visit the site at Lascaux, along with certain bacteria and fungi, started to damage the paintings, the French government built an exact replica of the caves and closed off the original to the public.

Luckily the official website for the Lascaux caves has a fantastic virtual tour. It is really worth taking a few minutes to check it out.

And, for a little fun...

Early Humans Vocabulary

2011-11-28T10:22:00.002-05:00

GLACIER
A huge sheet of ice that slowly moves across earth’s surface

HOMINID
Any human of any species

EVOLUTION
Slow change of a species over time

LAND BRIDGE
A connection between two landmasses, especially a prehistoric one that allowed humans and animals to colonize new territory

PALEOLITHIC AGE
“Old Stone Age” from the time of Homo Habilis to about 10,000 - 7,000 years ago

NEOLITHIC AGE
“New Stone Age” starts about 10,000 - 7,000 years ago WITH THE INVENTION OF FARMING

HUNTER-GATHERER
Any human that lived by hunting animals and gathering plants to eat

Any just for fun--The Simpson's take on evolution...

Domesticating Animals: Some Fun Videos

2011-11-28T09:59:00.003-05:00

In class, we talked about some of the differences between wild and domesticated animals. Sheep, for example, looked more like mountain goats and lived in the wild. Over time, humans bred them to be dumber, bigger, woolier, and more tame.

In the first video, a farmer in Wales (in Great Britain) demonstrates two domesticated animals working to create quite a light show--the trained shepherd dog that arranges the sheep according to the farmer's whistle commands, and the sheep that are herded around the hill side.

In another funny video, an Australian man sets the world record for speed sheep-shearing!

Learning to Farm

2011-11-28T09:54:00.000-05:00

In class today we examined the development of agriculture and compared hunter-gatherers to early Neolithic farmers. As humans domesticated plants and animals, the plants and animals themselves change over time. Wild sheep and mountain goats get fatter, slower, dumber, and lose their balance. Plants get bigger and more nutritious as farmers choose which seeds to keep and which to throw away.

On the note-taking sheet you received in class, there are a series of charts to fill in to help compare the Paleolithic hunter-gatherers to the Neolithic farmers.

Learning to Farm

From Paleolithic to Neolithic…

7,000 - 10,000 years ago

Hunter-Gatherers
How did hunter-gatherers influence their environment?

How did hunter-gatherers deal with plants?

Harvested wild grain
Gathered berries, nuts and roots
TRIED to save food for times when there was none

How did hunter-gatherers deal with animals?

Followed herds
Hunted wild animals
Protected herds by driving off predators

Neolithic Farmers
How Neolithic farmers influence their environment?

How did Neolithic farmers deal with plants?

Domesticated plants
Selected and sowed (planted) seeds
Changed environment by planting crops (choosing what plants grow)

How did Neolithic farmers deal with animals?

Captured and domesticated wild animals
Physical changes in animals
Forced wild animals off their land
Used land for grazing

Comparing Hunter-Gatherers to Neolithic Farmers:
What were the strengths or weaknesses of farming and hunting-gathering in the areas of life listed?

Feeding People
Farming                                                                  Hunting-Gathering
Can raise more food                                                 Must follow the food supply
Can feed more people                                              Able to store small amounts of food
Creates a surplus

Housing People

Farming                                                                   Hunting-Gathering
People live in one place (community)                    No permanent housing
Permanent/comfortable dwellings                          Live seasonally in caves, huts
Beginning of civilization

Developing Culture
Farming                                                                  Hunting-Gathering
More people live in a smaller area                         Energy spent moving from place to place
Surplus allows for trading                                      Carry everything with them
People can have different jobs
Development of villages

Happy Thanksgiving!

2011-11-23T09:26:00.000-05:00

Enjoy the next couple of days of Thanksgiving break! Eat lots of food, spend time with family, and watch some football (or in my case, hockey)!

Here are some videos to help enjoy the day...

Our Earliest Human Ancestors

2011-11-22T08:25:00.002-05:00

In class, we read about the development of humans from a small ape-like creature that lived in eastern Africa called Australopithecus afarensis to the Homo sapiens hunter-gatherers who survived the Ice Ages.

As our first open response homework assignment, it gives students a chance to learn the proper procedures for this particular kind of work. In order to receive full credit for your homework, a student must hand in three key pieces of work:

an original draft, done on lined paper
notes taken in class as we review the answers
a revised, typed copy with a proper heading

In the blue book, A Message of Ancient Days, students read pages 90-95 and completed questions 1, 2, 3, and 4 on page 95.

The questions and notes from class:

1. What have scientists learned about our earliest ancestors?

That the earliest humans lived between 1 and 4 million years ago
Early humans used simple tools at first, but more complicated ones as time went on
Humans walked on two feet (were bipedal), which is different from modern apes
Humans had smaller brains than modern humans (an australopithecus's brain was 1/3 the size of us)
Humans' appearance (bone structure) changed over time
"Lucy" was only about 3.5 feet tall
Humans began in Africa, but migrated to Europe, Asia, and the Americas
Humans adapted to their new environments (by making fire in cold climates, for example)

2. What method would archaeologists use to date the remains of Cro Magnons?

Archaeologists could radiocarbon date the remains (bones, not fossils) of a Cro Magnon because it is once-living material from a human that lived about 40,000 years ago.
Also, archaeologists could relatively date the remains depending on where they were found, and by analyzing objects that are found nearby.

3. How did conditions during the Ice Age make it possible for human settlement to spread to new areas?

During the Ice Age the sea levels dropped and land bridges formed, allowing humans to travel to new areas like the Americas and Australia.

4. What evidence might scientists have used to discover that Homo erectus was able to make fires?

A scientist might find any of the following evidence located among Homo erectus remains (1.5 million to 200,000 years ago):

burnt wood (charcoal)
fire pit (circle of stones)
ashes (blackened soil)
cooked animal remains
fire-making tools (flint)

In Search of Human Origins: The Lucy Video

2011-11-21T09:46:00.006-05:00

At the beginning of our Human Origins unit, we watched the first part of the NOVA special called In Search of Human Origins from PBS. The video is narrated by famous paleoanthropologist Donald Johanson and recalls the discovery of the oldest, most complete human skeleton found.

The creature was an australopithecus afarensis, and nicknamed "Lucy." For homework tonight, you need to fill in the chart about Lucy's Bones. The notes for the chart are below. If you missed the video, or want to refresh your memory, here it is (in class, we only watched the first 34 minutes):

From the fragments of Lucy’s skeleton, scientists were able to find out a number of facts about her. In class you received a grid to record which skeletal fragments give us certain information. Make sure you have listed each fragment and what anthropologists were able to learn from it.

Pelvic Bones Show…
That Lucy was female
Pelvic bones show the gender of the once living hominid

Leg Bones Show…
That Lucy was about 3.5 feet tall (height)
That she was about 25 years old (age)
An upright walker - (from her knee joint)
She was bipedal

Skull Shows…
Her brain was 1/3 the size of a modern human’s brain (Brain Size)

The Teeth and Jaw Show…
Lucy’s jaw showed that she was an omnivore
(She ate plants AND insects.)
Jaw shows what a certain human or animal ate

Finally, here a couple of cool websites if you're interested in finding out more about our earliest human ancestors:

A Biography of Donald Johanson
ASU Institute of Human Origins

Oh, and if you want to know where Lucy got her name, it's because the scientists were listening to this song after finding her. To really understand, you have to remember that they found her in 1974. People back then thought stuff like this was cool...

The Archaeology Test: Going Over The Answers

2011-11-18T10:40:00.000-05:00

Part of your homework is to get your portfolio signed by Tuesday. One of the items in it is the Archaeology Test. While the scores are important, it is MORE important to think about the following questions:

How well did I do compared to what I expected?
How did I study? What did that look like?
Did I study enough?
Did I study a bit each night or cram the night before?
Did I use all of the resources available to me?
Was I sure to read the directions?
Did I answer all parts of the question?
What did I learn that will help me do a good job on the NEXT TEST?

Archaeology Assessment
November 2011

1. What are some ways that historians learn about the past?
2 points

Written sources
Non-written sources
Archaeology

2. What are three examples of written sources?

3 points

Journals
Diaries
Newspapers
Magazines
Books

3. What are three examples of non-written sources?

3 points

Bones
Artifacts
Ruins
Remains
Fossils

4. What is the difference between a primary and a secondary source?
4 points

A primary source is written at the same time it describes or is an eyewitness account, while a secondary source is produced later (by those studying primary sources).

5. Give an example of a primary source.
1 point

Declaration of Independence
A letter from Abraham Lincoln
Anne Frank’s Diary

6. Give an example of a secondary source.
1 point

A Message of Ancient Days
A history textbook

7. What is cultural diffusion?
2 points

The spreading of ideas from one culture to another

8. Give an example of cultural diffusion.
1 point

A McDonald’s fast food place in Saudi Arabia

9. What is the difference between absolute dating and relative dating?
4 points

Absolute dating finds the exact age of an object in years.
Relative dating is an educated guess about which objects are older or newer than others.

10. What is radiocarbon dating?

2 points

A method of finding the age of an object by measuring carbon decay
It only works on material that was once alive.

11. Give two examples of artifacts that can be radiocarbon dated.

3 points

A wooden table
An ancient Egyptian wig of human hair
A leather pouch
A skeleton from ancient Rome
Bows and arrows made of wood

12. What kind of artifacts could be dated using tree ring dating?

1 point

Artifacts made of wood

13. Could a fossil be dated using radiocarbon dating? Why or why not?

2 points

No! Fossils are imprints in rock.
Fossils are too old anyway; C-14 only works on objects up to 50,000 years old.

Part I: Total up the points you earned on this section of the test.

Can the following items be radiocarbon dated? Why or why not?

For each item, you must say whether the object can or cannot be radiocarbon dated.
You MUST say why it can, or why it cannot.

1. Stone Native American arrowheads
2 points

No
They are made of stone. Stone was never alive.

2. Egyptian leather sandals
2 points

Yes
Leather comes from animal skin. Animal skin comes from creatures that were once alive.

3. Wooden African tribal mask
2 points

Yes
The mask is made of wood which comes from trees. The trees were once alive.

4. A fossil of a fish
2 points

No
The fossil is made of rock. Rock is never alive.

5. Explain how the picture demonstrates cultural diffusion. Define it first.
5 points

The spreading of ideas from one culture to another
Harry Potter is a British book, but the sign is in China
The sign has a mix of English and Chinese writing
There are signs for Nikon and Fuji. Those are Japanese companies, but it is China

Tell which of the following are primary sources and which are secondary sources. Explain why.

You must say primary or secondary.
You must tell WHY.

1. Abraham Lincoln’s Gettysburg Address (1863)
2 points

PRIMARY
Lincoln wrote it, and it is the actual document from 1863.

2. Book about Abraham Lincoln (2005)

2 points

SECONDARY
The book was written way after Lincoln died.

3. The Declaration of Independence (1776)
2 points

PRIMARY
The document was written by Thomas Jefferson and the Continental Congress back during the Revolution.

4. Magic Tree House: American Revolution (2004)
2 points

SECONDARY
The book was written over 200 years after the American Revolution.

Part II: Total up the points you earned on this section of the test.

Early Human Word Cards: Contest

2011-11-17T11:28:00.002-05:00

We'll be having a cluster contest for the best Early Human word card set. Your word cards should be complete, hole-punched and strung together according to the directions. We'll vote on the winners during class next week. If you want to redo your set, all of the information can be found in previous Blog entries. If you're too embarrassed to share your cards with others, maybe they're not as carefully done as they should be.

There are certain criteria for a winning set of word cards:

All of the information is included
The cards are colorful and neat
There are five early humans and a title card with a key
Your name, block, and title are on the top card
The cards are in the following order:

Ardipithecus
Australopithecus
Homo habilis
Homo erectus
Homo sapiens

The winning set of cards will earn one grab at the prize box.

Early Human Ancestors Video

2011-11-16T07:14:00.002-05:00

Check out this video link from the Smithsonian Institute National Museum of Natural History. A scientist from the Smithsonian explains some of the changes the human brain has undergone over time.

It's called Evidence for Human Origins

The link above will bring you to the website and the video. Check around on the website, there are many cool links and informational presentations all about human evolution.

The Hunger Games

2011-11-14T15:52:00.001-05:00

I know this has very little to do with Social Studies, but I had to share the just-released trailer for the new movie based on The Hunger Games book. It's pretty intense. Plus, one source of inspiration for the story comes from the ancient Greek myth of Theseus and the Minotaur.

Early Human Word Cards: The Information

2011-11-14T10:22:00.001-05:00

After reading the instructions for creating a set of Early Human word cards, use the following information to fill out the lined sides of the index cards. Copy accurately and neatly.

Ardipithecus ramidus ("Ardi") is the latest human species found. National Geographic magazine featured an interesting article last year that is worth checking out.

There are five major stages of human development:

What Ardipithecus probably looked like

Ardipithecus ramidus ("Ardi")

Lived about 4.4 million years ago
Walked upright on two feet (bipedal)
Had a grasping toe (for climbing)
About 4 feet tall
Human for of teeth for eating
Found in Ethiopia (Great Rift Valley)

Meet "Lucy" the Australopithecus

Australopithecus afarensis ("Lucy")

Lived over 3 million years ago
Walked on two feet (bipedal)
Human form of teeth
Brain 1/3 the size of a modern human
Found by Donald Johanson in Hadar, Ethiopia
Great Rift Valley

Homo habilis uses simple tools

Homo Habilis ("Handy Human")

Lived between 1.5 and 2.5 million years ago
Walked on two feet (bipedal)
Human form of teeth
Slightly larger brain than "Lucy"
Made simple tools
Found by Mary Leakey in Olduvai Gorge, Tanzania
Great Rift Valley

Homo erectus first leaves Africa

Homo Erectus ("Upright Human")

Lived between 1.8 million and 200,000 years ago
Walked on two feet (bipedal)
Human form of teeth
Even larger brain than Homo Habilis
Made more complex tools
Able to make and control fire
Left Africa for Europe and Asia

Homo sapiens first lived as hunter-gatherers

Homo Sapiens ("Wise Humans")

Live between 300,000 years ago until the present day
Walks on two feet (bipedal)
Human form of teeth
Largest brain of any human species
Makes the most complex tools
Ability to make and control fire
Makes clothing from animal skins
Buries the dead (has spiritual life)
Farms crops
Uses symbols/drawings to communicate (invention of language)
Lives on all continents

Early Human Word Cards: The Instructions

2011-11-14T10:19:00.004-05:00

In class this week we are working on our Early Humans Word Cards. Be sure yours are legible, neat, and all the information is accurate.

-------------------------------------------
Human Origins Study Cards
Professionalism Standard (PROF)

Objective: To show the progression of human evolution from Ardipithecus to Homo sapiens.

Materials: Six 5x8 index cards, colored pencils, crayons, pencil, icon sheet, scissors, glue, yarn, hole-puncher

Procedure: You will use what we have learned about early species of humans to create study cards. Follow these guidelines:

One card is the cover. It has your first and last name, advisory and block. It should have “Early Humans” written in large, colorful letters.

The opposite side of the title card is the key. Cut the key off of the icon sheet. Color it and label it “Key.”

Each human species has its own card. On the blank side, write the name of the human species and glue on the icons for that specific human. For "Ardi," you will need to draw the icons since the discovery of Ardipithecus is so new.

On the opposite side, write the name of the species at the top, followed by a bulleted list of that human’s attributes. Use the information from the Blog entry above (this information is the same as the pink sheets we used in class).

Punch the cards in the TOP, LEFT corner. Use the yarn to tie them all together. (If you don't have yarn or a hole puncher at home, just come into class and we'll do it then)

Check with Mr. Guerriero before you are done.

Use this sheet for the icons and the KEY

Veteran's Day: 11/11/11

2011-11-10T10:52:00.000-05:00

Tomorrow our country observes Veteran's Day. It is meant to be a day to honor and appreciate the men and women who keep our country safe by serving in the armed forces.

Veteran's Day commemorates the day that World War I officially ended on November 11, 1918. It was signed into law by then President Woodrow Wilson as a federal holiday and it is the reason we have a day off tomorrow.

Please do what too many Americans fail to do on Veteran's Day--Thank a veteran for serving our country. If you know anyone in your family or neighborhood who is or has been in the army, navy, air force, marines, or coast guard, then take the opportunity to thank them.

Archaeology Unit Test

2011-11-07T14:13:00.006-05:00

On Wednesday, we will have our archaeology unit assessment. Most of the material on the test comes from the archaeology packet, particularly the first page (Essential Questions), page 27 (Understanding History), the vocabulary, and pages 14-21 (Dating the Information, "How Old Is Old").

Students should be prepared to answer the following questions.
Feel free to answer any one of them in the 'Comments" section below!

1. What kinds of sources do historians use to learn about the past?
   *Give examples of both written and non-written sources.
   *What does B.A.R.R.F. stand for?

2. What is the difference between a primary and secondary source?
   *Give an example of each type of written source.

3. How are the layers (strata) of an archaeological dig set up?
   *Why are the layers set up in this way? (See page 13 in your packet)

4. What is cultural diffusion?
   *How are ideas spread from one culture to another?
   *Give examples of ideas from one culture that have been adopted by another culture.

How do the following pictures show CULTURAL DIFFUSION?

How does this show CULTURAL DIFFUSION?

5. How does an archaeologist determine the age of an artifact, remain, or fossil?
   *What is the difference between absolute and relative dating?
   *Explain the scientific dating methods we studied:
          *Radiocarbon (C-14)
          *Tree Ring (Dendrochronology)
          *Potassium-argon
*Tell which dating methods would be appropriate for a given set of artifacts. This includes relative and cultural dating as well as scientific dating methods!

How would you determine the age of dinosaur FOSSILS?

How would you determine the age of an ANCIENT ROMAN COIN?

How would you determine the age of an AFRICAN MASK made of wood and human hair?

How would you determine the age of a South African MAN'S LEATHER SANDAL?

How would you determine the age of a Hittite SILVER DRINKING GOBLET?

How would you determine the age of an Egyptian PHARAOH'S HEAD SCULPTURE?

How would you determine the age of an ancient GREEK BOWL made of GOLD with writing on the rim?

How would you determine the age of an Egyptian CAT MUMMY (with kitty still inside!)?

Archaeological Dig Report

2011-11-01T16:34:00.001-04:00

Photo Credit: Kathleen Harris

Today was the final day of digging, and it was a good one. Many groups found more today than the previous two days combined. I think that's because we were so close to the bottom of the site. Just to refresh our memories, students are responsible for their dig report/artifact write-up, scientific analysis, and a scientific sketch for at least one artifact per person. The due date is Monday, November 14th.

In science class this week, students are using the triple beam balances, meter tapes, and other measurement tools to complete their scientific analysis. Dig groups work together to complete the project. All notes, rough drafts, and final copies of work will be collected in the group folder next Thursday.

Here are a couple of great examples that show the kind of quality work you are expected to do:
(Click each image for a larger version)

On Site of the Archaeological Dig

2011-10-28T15:46:00.000-04:00

Here are some snapshots of the Cluster 2 Archaeological Dig. We dug for the first time on Tuesday and again today because it rained (and snowed!) yesterday. Tuesday the digging was easier because the dirt was dry, but today it was a bit tougher with the mud being so packed down. Even so, the site offered up several artifacts including a skeletal torso, a skull, and two legs.

We will dig again Monday, so be ready with clothes and shoes you don't mind getting dirty (you know who I mean!).

Inside the Teenage Brain

2011-10-27T16:45:00.000-04:00

In this month's National Geographic magazine, there is a great article all about teenagers and why they act the way they do--something that is usually a mystery to us all! In class we were looking at Nat Geo as an example of well-written nonfictional texts. I only had one copy of this particular issue, but many students expressed interest in reading the article.

Here is the article online from National Geographic's website. There are photos and videos along with it. It really is a fascinating article! Here is the beginning...

Beautiful Brains

Moody. Impulsive. Maddening. Why do teenagers act the way they do? Viewed through the eyes of evolution, their most exasperating traits may be the key to success as adults.

By David Dobbs
Photograph by Kitra Cahana

Although you know your teenager takes some chances, it can be a shock to hear about them.
One fine May morning not long ago my oldest son, 17 at the time, phoned to tell me that he had just spent a couple hours at the state police barracks. Apparently he had been driving "a little fast." What, I asked, was "a little fast"? Turns out this product of my genes and loving care, the boy-man I had swaddled, coddled, cooed at, and then pushed and pulled to the brink of manhood, had been flying down the highway at 113 miles an hour.

"That's more than a little fast," I said.

He agreed. In fact, he sounded somber and contrite. He did not object when I told him he'd have to pay the fines and probably for a lawyer. He did not argue when I pointed out that if anything happens at that speed—a dog in the road, a blown tire, a sneeze—he dies. He was in fact almost irritatingly reasonable. He even proffered that the cop did the right thing in stopping him, for, as he put it, "We can't all go around doing 113."

He did, however, object to one thing. He didn't like it that one of the several citations he received was for reckless driving.

"Well," I huffed, sensing an opportunity to finally yell at him, "what would you call it?"

"It's just not accurate," he said calmly. " 'Reckless' sounds like you're not paying attention. But I was. I made a deliberate point of doing this on an empty stretch of dry interstate, in broad daylight, with good sight lines and no traffic. I mean, I wasn't just gunning the thing. I was driving.

"I guess that's what I want you to know. If it makes you feel any better, I was really focused."

Click here to read the rest>

Dating the Information

2011-10-26T10:49:00.000-04:00

Tonight's homework is to read A Message of Ancient Days pages 66-68. This reading explains the different methods archaeologists use to find out how old an object might be. I have highlighted important parts, and be sure to look at the chart on the top of page 68.

One important note: fossils are NOT bone. They are made of ROCK. Remember that fossils are the remains or imprint of a plant or animal of a past age. And they are the 'F' in B.A.R.R.F.!

Click on the image to see a larger version of each page.

Page 66: Click for a larger image

Page 67: Click for a larger image

Page 68: Click for a larger image

"Digging In" to Archaeology

2011-10-24T10:32:00.001-04:00

Tomorrow we'll be starting our class archaeological dig. Be sure you wear (or bring) clothes and sneakers that you don't might getting dirty. You will use tools like spades, shovels, sifters, rulers, brushes, and magnifying glasses to uncover artifacts.

Your group is responsible for the scientific analysis of the artifacts, scientific sketches, and longer write-ups of what you think the artifact is. All of the expectations and requirements have been handed out. They are attached below as well.

It's really important to take good notes during the dig!

Groups find all kinds of cool artifacts--Some are easier to identify than others.

Be sure to document all scientific measurements, and write the artifact analysis.

Groups that work well often share information and discuss their ideas.

Be sure you stay focused and on task during the dig days--you will do much better on the project that way.

The old dig was at Pollard, but the High Rock one will look very similar.

Keep track of all your group's artifacts as the dig progresses!

Dear Parents,

Next week we will be “digging in” to learn about archaeology. On dig days, students should wear old clothes to school, and wear or bring an old pair of sneakers. Dig days will take place outside (weather permitting) on the following dates:

    Tuesday, October 25
    Thursday, October 27
    Monday, October 31

Students will work with a group to dig, analyze, and write-up their conclusions about the artifacts they find. At the end of the project, each group will hand in their notes, drafts, sketches, and final typed report for evaluation.

During the week of the dig, students will be working on their artifact write-ups and scientific sketches. These reports are considered a unit project, and will be graded accordingly. All written material aside from the scientific sketches must be typed and printed before the due date.

Students receive detailed instructions about this important project, including a rubric, task list, example work, and support in class and after school.

Thanks for your help!

-----------------------------------------------------------
Analyzing Artifacts

1. A scientific sketch for each artifact is appropriately colored

Has a title
Has at least 3 labels to explain what it is
Includes required measurements
Fills the paper/shows the artifact from different angles
Shows what the entire artifact may have been (extrapolation)

RSCH_____ /6

2. A write-up for each artifact giving the physical properties

Length
Width
Height
Mass
Magnetic attraction
Odor (if any)
Texture
Hardness
Material the artifact is made of (an educated guess)
Color/Description
Shape

RSCH____ /11

3. A written explanation of what your group believes the artifact to be

Name/explain what the artifact is
An educated guess about what the entire object used to be
Estimated age of the object
How the object is connected to others at the dig site
How the objected ended up where you found it
How the object is related to the other objects in your group (if at all)
How the object is related to other groups’ objects (if at all)

RSCH____ /14

4. Working collaboratively and staying on task

Communicating with group all members
Sharing work equally
Handling the artifacts carefully
Putting forward your best effort
Staying on the task at hand

PROF____/ 10

5. Meeting or exceeding the requirements of the project

All artifacts have write-ups, sketches, and analysis
A cover sheet includes the group’s names and block
All work is submitted by the assigned due date.

PROF____ /3

A Few More Thompson Island Images...

2011-10-21T11:26:00.001-04:00

Here are a few more images from our Thompson Island trip. I'd love to put pictures in the bulletin boards around our Cluster 2 hallway and I need help. Next week, your advisor will ask if you have any that you'd like to share. Just write your name on the back of each of your pictures so you get them back when we're done.

Only a mile from downtown Boston, but a world away...

Found a crab!

Discussing scienc-ey stuff

Thinking face...

Climbing the Giant's Ladder

Teamwork--Not just a word

Balancing out the "monkey bridge"

Exploring the salt marsh in awesome boots

Participating in the Junior Ranger program of the National Parks Service

Hermit crabs aren't just from pet stores

Face to face with nature

"What do the teachers do while we have fun?" -- Grade papers!

I swear there are stripers swimming around here somewhere!

Back From the Island...

2011-10-20T11:33:00.009-04:00

Here are a few photos that I took while enjoying the great weather and fun times on Thompson Island this week.

The view of Boston from the orchard

Booted up and ready for the salt marsh

One field group stops to chat at the top of a ridge

Looking for crabs, fish, snails, or anything else that goes by

Walking from the monkey bridge to the salt marsh

The giant hand sculptures represent "hands-on" learning

Taking a stroll into a tide pool

Another group works on team-building

Looking across the beach and into the salt marsh

Spotting and coaching

Climbing up the Giant's Ladder

Checking out critters in the tidal area

Thompson Island Preview Videos

2011-10-13T17:24:00.000-04:00

Here are some random videos from the previous couple of years at Thompson Island. Hopefully students can get a sense of the activities, dorms, dining hall, and overall atmosphere of fun and friendship that defines this great experience!

Thompson Island: What's It All About?

2011-10-13T06:59:00.002-04:00

Here are some images that show what Thompson Island is all about...

A view of Boston from the island

Boston as seen from the beach

The teachers are there for the three days

The beach at low tide

The old farmhouse and the marsh pond

The salt marshes

You spend the most time with your group

The old boat houses and the field

I threw it back...

Getting the safety talk before the "Giant's Ladder"

Groups work together to complete challenges

Tons of artifacts wash up on the beaches

A good spot to pose for a pic

The trip is a great time!

Climbing the Giant's Ladder

You wear safety equipment to go up

An activity called the "Whale Watch"

The Giant's Ladder

Mud from the salt marsh is good for the skin!

Looking for Life Under Antarctica

2011-10-11T07:02:00.000-04:00

Here's a cool article from the BBC about a scientist that is using a hot water drill to look for life in a lake that is more than 3km UNDER the ice.

Antarctic lake mission targets life and climate signs
By Richard Black Environment correspondent, BBC News

Weather at the site can be stormy, requiring protection for people and gear

Related Stories
    •    Map tracks Antarctica on the move
    •    Ice loss quickens, raising seas
    •    Clue to ancient Antarctic seaway

A pioneering British expedition to sample a lake under the Antarctic ice hopes to find unknown forms of life and clues to future climate impacts.

The mission will use hot water to melt its way through ice 3km (2 miles) thick to reach Lake Ellsworth, which has been isolated from the outside world for at least 125,000 years - maybe a million.

The team hopes to be the first to sample a sub-glacial Antarctic lake.
An engineering team leaves the UK later this week along with 70 tonnes of gear.

The project, funded to the tune of £7m by the UK's Natural Environment Research Council, aims to obtain samples of the lake water itself and of sediment on the lake floor.

The heavy equipment has to be airlifted in to Antarctica, followed by a long trek over land

"Our project will look for life in Lake Ellsworth, and look for the climate record of the West Antarctic Ice Sheet," said the project's principal investigator Professor Martin Siegert from Edinburgh University.

"If we're successful, we'll make profound discoveries on both the limits to life on Earth and the history of West Antarctica," he told BBC News.

Understanding the West Antarctic Ice Sheet is crucial to forecasting future climate change impacts, as it holds enough ice to raise sea levels globally by at least 3m (10ft) and perhaps 7m (23ft).

Exploring sub-glacial lakes may also help scientists design missions to search for life on other worlds such as Jupiter's moon Europa, which is thought to feature a liquid ocean beneath a thick layer of ice.

Click here to read the rest of the article.

1. A hot water drill will melt through the frozen ice sheet, which is up to 3km (2 miles) thick. After drilling, they will have an estimated 24 hours to collect samples before the borehole re-freezes

2. A probe will be lowered through the borehole to capture water samples

3. A specialised corer will then recover sediment from the floor of the lake through the same borehole

Source: Subglacial Lake Ellsworth Consortium

Antarctica Video

2011-10-05T18:45:00.008-04:00

Here's an interesting video about Antarctica and the Southern Ocean from National Geographic:

And here's a video tour of the South Pole research station!

Additional Information About Antarctica

2011-10-05T10:20:00.035-04:00

Tonight students should be finishing up their rough drafts of their Antarctica articles. See the requirements in the previous Blog entry.

If you still need the sources we used in class, click on any of the links below for a larger image.

Life in the Ocean (left side)

Life in the Ocean (right side)

Antarctica Treaty Page 1

Antarctica Treaty Page 2

Concentration of Sea Ice

Robert Scott's Last Diary Entry

A Cross-Section of Antarctica

The Thickness of the Ice

Taking Ice Core Samples

Antarctica Project

2011-10-03T14:52:00.003-04:00

In class, we started our Antarctica writing project. In this project you will be given information about Antarctica from a variety of sources. Through examination, discussion, analysis and note taking, you will gather information about Antarctica. With the information you record, you will write an article about Antarctica.

Your final, type-written article is due TUESDAY, OCTOBER 11.

Please keep your packet of note-taking sheets with you for every Social Studies class. You will need to turn them in at the end of the project with your article.

Note Taking: It is important that you thoroughly read through and examine the 6 Sources that are shown to you in class. On your note taking sheet, you will record the source and 4 facts that you can learn from that source. You will be working with partners on this so it will be important to have conversations about the Sources.

Writing your Article: The article should be 1-2 paragraphs in length. Your article should be written as an informational article about Antarctica. From the 6 sources you take notes from, you will need to use details from at least 4 different sources in your article. Your article must be typed.

Here is the Grading Rubric for this project:
Antarctica Project Rubric
Organization (Writing) ___/ 8 pts

Correct paragraph structure with ideas and details that fit together logically (4 difference sources)
Correct paragraph structure with ideas and details that fit together logically (3 different sources
Does not have proper paragraph structure throughout; placement of ideas and details is confusing at times (2 different sources)
Lacks paragraph structure; placement of ideas and details is confusing and interferes with the reader’s understanding (1 source)

Ideas (Writing) ___/ 8 pts

Support - specific details, examples, explanations and evidence are relevant and/or accurate, all clearly work to support the main topic
Support - specific details, examples and evidence are relevant and/or accurate, all work to support the main topic
Support - details, examples and evidence may not clearly support the main topic; may not use enough details, or some details may be off-topic or inaccurate
Support - does not use details, examples and evidence to support the main topic

Conventions (Writing) ___/ 4 pts

Spelling, Capitalization, Punctuation (almost no mistakes)
Spelling, Capitalization, Punctuation (a small number of mistakes)
Spelling, Capitalization, Punctuation (several mistakes)
Spelling, Capitalization, Punctuation (mistakes make paragraph difficult to understand)

Student Professionalism ___/ 3 pts

Works appropriately with peers in a collaborative setting
Works inefficiently with peers in a collaborative setting
Works inefficiently with peers in a collaborative setting and needs to work independently

Student Professionalism ___/ 4 pts

Consistently comes to class with all required materials
Comes to class with most required materials
Comes to class with some required materials
Comes to class with few required materials

Student Professionalism ___/ 3 pts

Turns in assignment on time
Does not turn in assignment on time
Does not turn in assignment

Create Your Own Country!

2011-09-20T11:39:00.000-04:00

You will become a cartographer for the next couple of days. Your job is to imagine a country and create a map of the place. As always, you are expected to do your best work and follow the directions.

The map includes the following required items.
(Each item is worth 3 points)

Map Key (Legend)
Colors or Shading
Map Scale
Compass Rose
Symbols
Grid Lines (drawn or folded on)
Title
Labels of Places

Challenge: Your map may include up to 2 additional items.
(Each additional item is worth 2 points)

Chart (population density, etc.)
Relief lines (showing elevation, or how high or low the land is)
Inset map (a smaller map set into the larger one)
Graphics
Border Lines
Captions
Heights/Depths
Other: _________________________

Neatness and professionalism are important as well.
(Each item is worth 1 point)

Student’s name and block are on the back
Student completes a rough draft first
All lines are drawn using a ruler
Coloring is neat and carefully done
Labels are neatly written and spelled correctly
Map is handed in by Friday, September 23.

Total Score: _______/ 38

Using an Online Atlas

2011-09-19T10:23:00.001-04:00

Tonight's homework requires using an atlas to locate places on earth by looking at the latitude and longitude of the place. If you don't have an atlas at home, it might be a great idea to get one (you'll have it all through middle and high school).

But, there are also some online resources to help you too. Here are a few links:

Type in the latitude and longitude, and this site gives the location.

WorldAtlas

GoogleMaps

The World

Latitude and Longitude Skills

2011-09-19T10:22:00.001-04:00

This week in Social Studies class, we're looking at using lines of latitude and longitude to find locations on earth. Using a map to find locations, there are a few points to keep in mind:

LATITUDE lines are HORIZONTAL and measure how far NORTH or SOUTH a place is.

Latitude lines are also called parallels.

LONGITUDE lines are VERTICAL and measure how far EAST or WEST a place is.

Longitude lines are also called meridians.

When you write the coordinates of a specific place the latitude number goes first, followed by the longitude number.

Latitude and longitude points are measured in degrees. This is because our earth is round and there are 360 degrees in a circle!

If you were trying to locate the city of Boston, you would say that it lies at (42°N, 71°W). This means that Boston is 42 degrees north of the equator, and 71 degrees west of the Prime Meridian.

Here's a quick video clip:

Here's a CHEEZ-TASTIC video from the 1970s!

Blank and Filled-in Maps of the Continents and Oceans

2011-09-14T11:44:00.001-04:00

Here is a blank map to be used as a study guide. Click on it to print a larger version.

Here is what a filled-in map should look like:

Geography Unit Vocabulary

2011-09-14T11:27:00.002-04:00

In class today and yesterday, we wrote down the definitions of our Geography Unit vocabulary terms. Your job is to make flash cards to study for the vocab test on 9/28.

geography
The study of the earth, its physical features, and how human activity affects it

cartographer
A person who makes and studies maps

map
A flat representation of a certain area of earth’s surface

globe
A spherical representation of the earth
(extremely accurate)

hemisphere
A half of a sphere--cartographers divide the earth into the Northern, Southern, Eastern, and Western Hemispheres

map scale
A tool that shows the relationship between distances on a map and distances in real life

lines of latitude
Imaginary lines that run horizontally and are used to locate places on earth
(also called parallels)
(measure how far North or South)

lines of longitude
Imaginary lines that run vertically and are used to locate places on earth
(also called meridians)
(measure how far East or West)

equator
The line of latitude at 0 degrees that divides the earth into Northern and Southern Hemispheres

prime meridian
The line of longitude at 0 degrees that divides the earth into Eastern and Western Hemispheres
(starts at Greenwich, England)

North Pole
The northernmost point on earth, located at 90 degrees North latitude

South Pole
The southernmost point on earth, located at 90 degrees South latitude

Continents and Oceans

2011-09-12T10:16:00.003-04:00

On Thursday, September 22nd we'll be having a quick quiz on the continents and oceans. You'll want to complete page 12 in your Geography packet. There are 7 continents, 5 oceans, and 2 special lines to remember:

Continents
Australia
Antarctica

North America
South America
Asia
Africa
Europe

Oceans
Atlantic
Pacific
Indian
Arctic
Southern

Special Lines
equator
Prime Meridian

Try not to get this song stuck in your head!!

Try out these cool websites to help you study!

Online continents and oceans quiz
Another online quiz game

Remembering 9/11

2011-09-11T16:32:00.001-04:00

As you probably have heard, today is the 10th anniversary of the terrible attacks of September 11, 2001. As you hear about the events of that day, please bring any questions, observations, or thoughts you have to your parents or teachers. An adult you trust can give you information, memories, and reactions that may help you understand the meaning of the day.

Brainpop has an informative video you can watch.

Here is a brief summary from a website called "ClassBrain:"

The September 11th Attack on America

On September 11, 2001, there was an attack on America.

There are some men that decided that they didn’t like what America stands for: freedom, liberty, and the rights of men and women of all races, backgrounds, and beliefs. So on the morning of September 11, 2001, they hijacked four planes and attacked America in a terrible way.

Two of the airplanes were crashed into the World Trade Center in New York City. The third plane was crashed into the Pentagon in Washington, D.C. The last plane was going to crash into another building in Washington, D.C., but the passengers stopped the hijackers, and the plane crashed into a field instead.

Thousands of people lost their lives through these attacks. Hundreds of people were on the planes. Thousands died in the buildings that were hit by those planes.

The men that arranged this terrible attack want Americans to feel afraid and disorganized. They want to make people who live in this country do what they say by threatening us. Basically they’re big bullies.

The people of the United States are a strong group of people. Keep faith in who you are and what our country stands for and we will become even stronger than before.

A New School Year Is Coming!

2011-08-30T11:39:00.001-04:00

The summer is almost over, and it's almost time for the new school year!

Dates to Remember:

Wednesday, September 7 - 2:00-2:45 PM Open House for New Sixth Graders

Thursday, September 8 - First Day of School

Good Eats: Ricotta Cookies

2011-07-15T16:29:00.001-04:00

Another good recipe from our class this week is for Italian Ricotta Cookies. Here's how to make them:

Ricotta Cookies

Ingredients:
1 stick butter, softened            2 cups flour
¼ cup ricotta                      ½ tsp baking soda
1 tsp vanilla                   ½ tsp salt
1 cup sugar
1 egg

1. Combine the wet ingredients (butter, ricotta, vanilla, sugar, egg) and mix until there is no yellow of the egg yolk.

2. Combine the dry ingredients (flour, b.soda, salt) in a separate bowl.

3. Slowly add dry ingredients into the wet, a bit at a time. Stir only until there is no dry flour. Do not over-mix.

4. Put into rounded teaspoons full on an ungreased cookie sheet.

5. Bake at 350° for about 10 minutes, until bottoms are golden brown.
---------------------------------------------------------------------------------
Icing:

Combine milk and confectioner’s sugar in a small bowl until it is the consistency of Elmer’s Glue.

If it is too wet, add more sugar. Too dry, add more milk. You can also add lemon or almond extract.

Drizzle icing over cooled cookies. Add sprinkles while icing is still wet.

Good Eats: Ricotta Gnocchi

2011-07-15T16:28:00.004-04:00

In "Good Eats" today we made ricotta gnocchi. We also prepared some potatoes for tomorrow's potato gnocchi. Also tomorrow, we will be making pizza!

Gnocchi are a very common Italian dish and can be made several different ways. Technically, gnocchi are little dumplings of dough that are boiled and served with a sauce. There are potato gnocchi and ricotta gnocchi, each with its own special flavor.

Here is the recipe of today’s ricotta gnocchi:
1½ lb (3 cups) whole milk ricotta
1¾ tsp salt
2 eggs
½ cup parmigiano cheese
½ tsp white pepper
¼ tsp nutmeg (optional)
2 cups flour

In large bowl mix all ingredients except flour until very well blended. Slowly add flour a bit at a time. When dough comes together, but is still sticky, turn out onto a floured board. Remember to put flour on your hands to keep the dough from sticking. Cut the dough into four equal lumps.

One at a time, roll each lump into a “snake” about ½ inch thick. Cut it into pieces about the size of your thumbnail. Take each gnocco and roll down the back of a fork to make grooves.

Boil gnocchi in lots of water just until they float (3-5 minutes). Take out with a slotted spoon and mix with sauce. You can use tomato sauce or just a little melted butter and sage. Buon Appetito!

Vocabulary:
bollire = to boil       forchetta = fork       piatto = plate

sale = salt            pepe = pepper     farina = flour

uovo = egg            acqua = water       cucinare = to cook

cuoco = a cook        patata = potato        girare = to stir

Good Eats: Gnocchi and Pizza

2011-07-15T16:28:00.001-04:00

Today in Good Eats we made pizza dough. The dough will rise tonight in the fridge and we'll cook it tomorrow on pizza stones. Meanwhile, we made and ate the potato gnocchi we prepped yesterday.

For the potato gnocchi, the recipe is simple:

About 2 lbs of russet potatoes, boiled until soft (about 45 minutes), peeled while still hot, and riced (you need a ricer for this).

Spread the riced potatoes onto a cookie sheet and chill in the fridge. Toss it occasionally to keep it fluffy.

When chilled, make a "well" on your counter using the riced potatoes. Put two beaten eggs in the middle, along with salt and pepper to taste (not more than 1/2 tsp). Use your hands to work the dough into a ball. Try not to overwork the dough (it will get gummy if you do), but make sure the egg is evenly distributed.

Make another "well" with the potato mixture. Add one cup of flour and work it in. You might need a second cup, or even a bit more flour. It totally depends on how wet and sticky the dough is. Remember: You can always ADD more flour, but you can't TAKE IT OUT.

Once you have a light dough ball that stays together, roll out and cut the gnocchi exactly like the ricotta ones. Boil 3-4 minutes and add sauce. Enjoy!

For the pizza dough, we look to the MAN:

Ingredients:
1 lb (16oz) of flour
1 envelope of Rapid Rise yeast
1 tbs of malted barley (a sweetener, sold at Whole Foods)
1 tbs kosher salt
2 tbs olive oil
10 fl oz warm water (100-105 degrees F)

Watch the videos for the procedure. Of course, add any topping you want!

Good Eats: Alfredo Sauce

2011-07-13T19:44:00.001-04:00

So this isn't exactly a health food, but it sure tastes good. This is enough for about two pounds of pasta.

Ingredients:
2 sticks of butter
1 quart of heavy cream
2 cups of grated Parmigiano cheese
1 cup of shredded mozzarella
Salt and Pepper to taste
6-10 basil leaves

Melt the butter in a medium-sized pan over medium heat. Add the cream, cheeses, salt, pepper, and stir gently. Keep stirring until all of the cheese is melted and worked in, but don't boil the sauce. Keep stirring on low until it is thickened a bit (about 10 minutes). Turn off the heat and rip the basil leaves into small pieces into the sauce.

Pour over pasta. Enjoy!

Good Eats: Sunday Tomato Sauce

2011-07-13T19:34:00.006-04:00

Every Sunday, my family gets together for a big "Sunday lunch." This means pasta with tomato sauce, meatballs or sausage, salad, dessert, and coffee. This is typical of families from Southern Italy. My family happens to be from a small town called Avellino, just outside of Naples.

For the Sunday tomato sauce, you'll need to start with a large pot and a big wooden spoon.

We make a big sauce and put what is left over in jars to use later in the week. Feel free to cut the recipe down to make a smaller amount.

Ingredients:
piece of beef, pork, and lamb
(all with bone in)
olive oil
salt and pepper
onion (chopped fine)
basil, thyme, bay leaves
6 cans of crushed tomatoes (28oz cans)
1 can of tomato paste

Procedure
First, put the pot on high heat until smoking. Salt and pepper the meat.

Add just enough oil to coat the bottom. Brown the meat on both sides, but do not cook it through. Take the meat out once it has good color, and set aside.

Turn the heat to medium and add the onion. Be sure to scape up all the brown bits from the meat on the bottom of the pan. Cook until translucent.

Once the onions are translucent, add the crushed tomatoes, tomato paste, basil, thyme, about 4-6 bay leaves, salt and pepper to taste. Put the meat back in.

Turn the heat to very low and simmer, stirring occasionally, for 3 hours or so.

Enjoy! And the meat makes a great snack!

Good Eats: Fresh Pasta Dough

2011-07-13T19:25:00.000-04:00

In our "Good Eats" class this summer, we made fresh pasta. The recipe is extremely easy, as long as you have a pasta machine to roll out the dough. In class we made fettuccini, spaghetti, and ravioli. Here's how we did it:

Ingredients
3 cups of flour (with more for sprinkling)
4 eggs
1 tsp olive oil
1/2 tsp kosher salt

**For "green dough," just blend cooked spinach (with all its water squeezed off) with eggs and oil. Add to the flour as before, but you might need more flour)

**For "red dough," substitute half a can of tomato paste in place of one of the eggs)

Procedure
Create a "well" of the flour so that the eggs will fit in the middle. Make sure you're working on a smooth, hard surface that is easy to reach. Add the eggs, oil, and salt directly in the middle.

Slowly work the inside of the flour well into the wet ingredients. If the eggs starts to leak out, keep it close to the pile. Use your hands to squeeze and mash the ingredients together.

Work the (extremely sticky) dough with your hands until it comes together in a ball. It will happen.

Knead the dough for a good 10 minutes. Then, wrap it in plastic and let it rest for at least 30 minutes on the counter.

Cut the dough into 6 equal pieces and roll one piece at a time in the pasta machine. Remember to sprinkle and rub some of the flour on the dough if it gets too sticky, BUT don't add too much flour or the dough will fall apart.

To cook the pasta, use a big pot of boiling water and cook until done. It usually takes 3-6 minutes depending how thick the pasta is. The only way to be sure is to taste it!

I know it's in Italian, but this video might help. Watch how it's done:

Have a Great Summer!!

2011-06-25T16:51:00.000-04:00

To all Cluster 2 students and families--
Have an excellent summer vacation. We've all earned it.

Today Mr Dancy and I finished our 11th (of 12) Insider's Guide to High Rock class for incoming sixth graders. Many students take the class each summer to get an intimate look at some of the great things they can expect upon entering High Rock.

In July, Mr. Dancy and I will be running 4 weeks of Wicked Fun Sports in the mornings and 2 weeks of Good Eats and 2 weeks of Matinee classes in the afternoons. I'll be blogging about these summer classes and other interesting things this summer.

BRUINS WIN THE CUP!!!!!!!!!

2011-06-15T23:45:00.001-04:00

News article from Boston.com...

Bruins captain Zdeno Chara accepted hockey's championship trophy after the Bruins defeated the Canucks 4-0 in Game 7 of the Stanley Cup Final.

By Chad Finn, Boston.com/Globe Staff

VANCOUVER, British Columbia -- Sixteen years to the day the Boston Bruins last hoisted the Stanley Cup and rejoiced, Brad Marchand was born in Halifax, Nova Scotia.

Scratch that. Make it "last hoisted the Stanley Cup" before tonight. Thanks to the two-goal performances of Marchand and linemate Patrice Bergeron, as well as another spectacular performance in net by Tim Thomas (37 saves), the Boston Bruins are at last rejoicing again.

The Bruins defeated the Vancouver Canucks tonight at Rogers Arena, 4-0, becoming the Stanley Cup champions for the first time since the big, bad glory days of Orr and Espo in 1972. The victory ends a 39-year title drought and gives the Bruins a place on the pedestal (or the at least the duck boats) alongside the Celtics (2007), Patriots (2001, '03, '04) and Red Sox (2004, '07) as champions during this unprecendented era of all-around professional sports success in the city.

The victory was the Bruins' first here during the series in three tries here in Vancouver, which had won Games 1, 2, and 5 here despite scoring a total of just five goals on their home ice and eight overall in the series. The Bruins won all three games at the Garden by a 17-3 advantage, but winning in Vancouver was a tall challenge.

Of course, these Bruins, on determined path since blowing a three-game lead in the Eastern Conference semifinals to the Philadelphia Flyers last postseason, have been up for every tall challenge they have faced during this playoff run, beating the rival Montreal Canadiens in seven games in the first round, avenging the previous loss to the Flyers with a sweep, then taking down the talented Tampa Bay Lightning in seven games to reach the Cup Finals against the gifted Canucks.

Tonight's challenge was also one they proved up to almost immediately, with Bergeron flipping a one-timer past beleagured Canucks goalie Roberto Luongo at the 14:37 mark of the first period to give the Bruins the crucial first goal.
The play was set up by the relentless rookie Marchand, who boosted the Bruins lead to 2-0 in the second period with a wraparound goal after beating Luongo to the far post at 12:13 of the second period.

Bergeron got his second of the night a little more than five minutes later on a shorthanded break in in which the puck trickled past Luongo as Bergeron and defenseman Christian Ehrhoff crashed into the net. Marchand iced the cake with an empty-netter at 17:16 of the third period.

The winning effort was typical of these Bruins, with so many players contributing to the clinching victory. Tireless defenseman Dennis Seidenberg had two assists. The fourth line of Daniel Paille, Gregory Campbell and Shawn Thornton was stellar defensively. Mark Recchi, the classy 43-year-old future Hall of Famer, had an assist in the final game of an NHL career than began in November 1988. Andrew Ference . . . David Krejci . . . Milan Lucic . . . Johnny Boychuk . . . and on it goes.

But it will be the 37-year-old Thomas who is remembered the most for what happened tonight. The Conn Smythe award winner as the MVP of the postseason, the affable goalie allowed the Canucks -- the highest scoring team in the NHL this season -- just eight goals in the seven games while setting a record for saves by one goalie in a single postseason. Until this postseason, Gerry Cheevers was the most beloved goalie in franchise history.

Tonight, he has company. And so do the rest of his teammates on those cherished 1970 and '72 champions.

The 2010-11 Boston Bruins have made some history of their own.

Rome: Essential Questions

2011-06-14T10:39:00.001-04:00

1. How did the location, geography, and climate of Rome affect the development of civilization there?

The location of Rome influenced civilization there because Rome was in the center of Italy so domination of the entire peninsula was easy. Rome was in the center of the Mediterranean Sea so they could control trade in the Mediterranean.

15 miles from the sea --> Protection from pirates
Located on the Tiber River --> Water for irrigation
Central Italy, center of the Med. Sea --> Great trading location

The geography of Rome was that the city was surrounded by seven hills so it could be easily defended. Rome was on the Tiber River so the Romans could trade along it, but far enough inland so a naval attack would not be easy.

The climate of Rome was a warm Mediterranean climate with mild winters and hot, dry summers so a small amount of grain could be grown, but Egypt still produced the most grain in the Mediterranean. Like the Greeks, the Romans could grow grapes and olives for wine and oil to trade.

2. How were the Romans influenced by Greek culture and ideas?

The Romans were influenced by Greek culture and ideas by using variations of Greek gods, and the Romans wore clothes that were similar to the Greeks. Wealthy Romans often spoke Greek, and their children were taught by Greek tutors. The Romans also took the idea that all cities should have some of the same buildings like an amphitheater and a forum. The Romans also used the idea that armies should be professional and well paid. The Romans also admired Greek art, architecture, and literature.

3. How was the Roman Republic founded and organized?

The myth of Rome's founding included the story of Romulus and Remus. The reality was that Rome began as a small fishing village which developed into a monarchy. Later, the Etruscans conquer the Romans and rule them.

The Roman Republic was founded after one of the Etruscan kings was especially cruel and the Romans rebelled and threw the Etruscans out of Rome. The Romans did not want one person to take power again so they used a republic where the citizens from rich and poor classes elected leaders who made decisions for the benefit of both classes. There could be a dictator if there was an emergency, but after the emergency passed they went back to the republican system.

The main offices of the Republic included the consuls, senators, tribunes, and the citizens’ assembly.

Julius Caesar

4. Who was Julius Caesar and what effect did he have on the Roman Republic?

Julius Caesar was Roman general who conquered Gaul (France) for Rome. Julius Caesar thought that the republic wasn’t working and he thought that Rome needed a centralized government and that he should be in charge.

Julius Caesar had himself declared a dictator for life. Many Senators thought that Julius Caesar was going to get to much power and be like one of the Etruscan kings, so they assassinated him thinking that it would restore the Roman Republic but after a civil war Octavian Caesar became emperor of Rome. The Republic never came back.

Augustus Caesar

5. Who was Augustus Caesar and what were his major accomplishments?

Augustus Caesar was Julius Caesar’s nephew and adopted son. After Julius Caesar died there was a civil war. During the war Augustus (then called Octavian) defeated all his political rivals and had himself crowned “emperor.” Rome had grown during the civil war: Egypt was now entirely under Roman control.

A few of his accomplishments were that he built roads to connect the empire, and he had a fire department. He built Roman cities in conquered lands to spread Roman culture and change the barbarians into proper Roman citizens. There was a period of 200 years of peace begun by Augustus. Augustus rebuilt many temples, started a police force, and gave out food to the poor.

6. What were some of the successes and failures of the Roman Empire?

Some of the successes of the Roman Empire were they conquered the entire Mediterranean area and spread their culture around a lot of the known world. The Romans also built roads, aqueducts to carry water to cities, and used other people’s ideas to a much bigger purpose like using Etruscan arches and making the Coliseum. The Romans built the strongest army and greatest engineering masterpieces in ancient history.

Some of the failures of the Roman Empire were there were occasionally emperors who were mentally unstable and made very bad decisions for the Roman people. The Romans also persecuted people who didn’t worship Roman gods. There also was a very big difference between rich people and poor people, plus the Romans allowed slavery to exist. The Romans built an empire that became too vast to manage and eventually lost control over most of their territory.

7. How did the Roman Empire come to an end?

The Roman Empire ended when the borders got so long that armies couldn’t stop all the barbarians who wanted to invade Rome. Wave after wave of Gothic and Germanic tribes invaded Roman territory. Civil war also killed a lot of men who could fight the barbarians. Eventually barbarians got to the city of Rome itself and sacked it. Major rebellions broke out against Roman control in most of the foreign territories. Lastly, in 410 A.D. and again in 476 A.D., the Goths sacked the city of Rome itself.

Internally, the Roman Empire had tremendous money problems and eventually went broke. The government could no longer pay foreign soldiers to defend against attack. Bad leaders made the situation worse, and the empire broke apart.

8. What were some of the most important contributions of the Romans?

One of the most important contributions of the Romans was the republican form of government that we use today. We have a senate like the Romans and we elect our leaders.

Another contribution of the Romans was in the area of architectural engineering. We use arches now and columns in our government buildings.

We use the Roman alphabet and most of the words in our language come from Latin, as do all of the Romance languages (French, Italian, Spanish, Portuguese, etc.).

Barbarians at the Gates: The Goths

2011-06-13T10:59:00.000-04:00

In the 5th century A.D., the Roman Empire fell apart. There were two main factors that led to the downfall of the world's mightiest empire: corruption and weakness within the empire, and invasions from several barbarian tribes. In class we looked at the Goths, a tribe from Eastern Europe that began migrating into the Balkan area of what is today Bulgaria, Romania, and the former Yugoslavia.

Some key points of discussion:

The Goths sack the city of Rome in 410 A.D.
The Emperor Valens was killed in a losing battle against the Goths in 378 A.D.
The Roman Empire adopts Christianity as the official religion
The Goths covert to Christianity under their chief Fritigern
The Romans treat the Goths very harshly as they enter the Empire

The Punic Wars

2011-06-07T11:14:00.000-04:00

On page 11 of your packet, take notes on the series of three wars that Rome fights with the city of Carthage in North Africa. Defeating the Carthaginians meant that Rome was well on its way toward creating a vast Mediterranean empire.

Hannibal crosses the Alps with a force of elephants during the Second Punic War

The First Punic War
Roman Commander: Marcus Atilius Regulus
Carthaginian Commander: General Hamilcar
Why did the War Start? Romans and Carthaginians fought for control of the strategic island of Sicily
What Were the Results of the War? Rome wins in 241 B.C.E. and takes possession of Sicily

The Second Punic War
Roman Commander: Scipio Africanus
Carthaginian Commander: Hannibal
Why did the War Start? Carthage attacked a Roman town in Spain called Saguntum
What Were the Results of the War? Rome completely defeated Carthage taking all of its territory, ships, and money

The Third Punic War
Roman Commander: Scipio Aemilianus
Carthaginian Commander: Hasdrubal
Why did the War Start? In 149 B.C.E. the Carthaginians rebel against the Romans
What Were the Results of the War? Rome puts down the Carthaginian rebellion and destroys Carthage, selling the people into slavery and pouring salt into the farmland

Over this period of time, the Romans begin to conquer vast amounts of land across the Mediterranean. Meanwhile, civil war and other trouble was brewing at home in the city of Rome...

What were five reasons that the Roman conquest of the Mediterranean went well?
1. Romans are highly motivated because they are fighting for love of the REPUBLIC
2. Rome makes conquered countries into new allies
3. Rome’s army is the most powerful in the world (highly professional and paid)
4. Romans valued military success and that leads to powerful political roles (like Julius Caesar)
5. The wealth of conquered lands flows into Rome

What were five major domestic problems of the Romans during that time?
1. Food shortage because Carthaginians destroyed farmland during Punic Wars
2. Farmers are forced off their land and their jobs are taken by slaves
3. Farmers move into the cities but even THERE slaves take their jobs
4. In the city of Rome, there is MASSIVE unemployment, overcrowding and all the ingredients for trouble
5. Civil unrest (slave rebellion, farmers rise up) leads to political unrest, brings dictatorship like Julius Caesar

Territory during the First Punic War

D-Day, June 6, 1944

2011-06-06T10:28:00.000-04:00

An aerial view of the invasion

Today is the 57th anniversary of the Allied invasion of Normandy during World War II. Thousands of American, British, and allied troops lost their lives in helping to turn the tide against the advance of Nazism. It was the largest amphibious invasion in history.

General Eisenhower speaks with the troops

Here are some resources if you are interested in learning more. 57 years after the D-Day landings, there are only a few remaining veterans who can tell their stories and so it is more important for young people to remember the sacrifices of soldiers who fought and died to defeat fascism and the evil regime of Hitler.

Websites:
The official U.S. Army D-Day site
PBS special "The American Experience"
The World War II Museum site

A map of the landings at Normandy

Troops approaching the beaches

Just for Fun on Friday

2011-06-03T17:28:00.000-04:00

What's better than a crazy old Greek guy in shades? When that crazy old Greek guy video-bombs an interview with the news by making animal sounds!! Enjoy!

Rome: Engineering an Empire

2011-05-31T13:55:00.000-04:00

In class we watched portions of the History Channel's Engineering and Empire on ancient Rome. Clearly the Romans were great builders and engineers. Some of their fantastic achievements include aqueducts, bridges, temples, and fortifications. The most famous example of Roman engineering is the Coliseum, the huge amphitheater where the Romans went to see gladiators fight to the death.

As you watch each video segment, ask yourself the following questions:

Why was this structure build? What was its purpose?
What were some of the engineering techniques the Romans used?
Is this structure still standing today?

Julius Caesar's Bridge Over the Rhine

Roman Roads

Aqueducts: Bringing Fresh Water

The Coliseum!

Hadrian's Wall

The Baths of Caracalla

Happy Memorial Day!

2011-05-28T12:39:00.000-04:00

This long weekend, many people will be grilling, traveling, spending time with family, or doing all kinds of fun outdoor activities. That's great!

But, I think it's important to take a minute to understand what Memorial Day is all about.

From the History Channel's website:

Memorial Day, which falls on the last Monday of May, commemorates the men and women who died while serving in the American military. Originally known as Decoration Day, it originated in the years following the Civil War and became an official federal holiday in 1971. Many Americans observe Memorial Day by visiting cemeteries or memorials, holding family gatherings and participating in parades. Unofficially, at least, it marks the beginning of summer.

Roman Engineering and Architecture

2011-05-26T15:31:00.002-04:00

As we will discuss in class tomorrow, the Romans copied several aspects of the Greek culture and adapted them to their own. For example, the Greek gods and religious system was the same in Rome, but the gods were assigned different names.

In architecture, the Romans used Greek style and building techniques to create huge structures. This includes the use of columns, pediments, and architraves in the construction of temples.

The following video will give you more information. In class, we'll check out the Rome installment of Engineering an Empire/

MFA Preview: The Giza Archives

2011-05-24T09:56:00.000-04:00

Today Social Studies Blocks 1 and 2 visited the Museum of Fine Arts. The feedback from both chaperones and from the Museum tour guides, the Cluster 2 students were on their best behavior, were knowledgeable, curious, and made the most of this field trip. I was very pleased with how things went, and I'm sure Blocks 3 and 4 will live up to the standard set by the students today.

The Giza Plateau

As a follow-up, or as a preview, students should check out the Giza Archives section of the MFA website. As you may know, the Museum and Harvard University teamed up in the early 1900s to conduct archaeological digs in the area of the Giza Plateau, the location of the Great Pyramids. The MFA was the only American museum allowed to dig there. As a result, the evidence gathered from these digs has been some of the most important information uncovered about Egyptian history.

The Giza Archives have the original documents, photos, and writings of the original archaeologists on the dig. Many of the artifacts in the MFA's Egyptian collection can be seen in these photos as they appeared in situ.

Check it out:

Who was Vercingetorix?

2011-05-23T10:29:00.000-04:00

Vercingetorix was a chief of the tribe known as the Gauls who lived north and west of Italy, in what is today's France. Julius Casear fought and defeated the Gauls around 50 B.C.E., and faced a tremendous challenge in the brutal warrior Vercingetorix.

"Himself a man of boundless energy, he terrorized waverers with the rigours of an iron discipline."

Caesar, Gallic War (VII.1ff)

Look for more information in the following links:
The Wikipedia article (which is actually pretty good!)
Encyclopedia Britannica entry

This passage comes from a University of Chicago web page:

In 53 BC, when Caesar had left for Italy after the summer campaign season, the Gallic tribes rebelled under the leadership of Vercingetorix, who raised an army against the Roman legions still wintering in Gaul. Hearing of the rebellion, Caesar crossed the mountains in the south, digging through snow drifts six feet deep, to rejoin his troops. "The very vigour and speed of his march in such wintry conditions," says Plutarch, "was a sufficient advertisement to the natives that an unconquered and unconquerable army was bearing down upon them" (XXVI.3). To deprive the Romans of food and supplies, Vercingetorix had ordered a scorched-earth policy, and all the neighboring villages and farms were burned, "until fires were visible in all directions." But one tribe, already having torched twenty towns in a single day, refused to destroy its capital at Avaricum (Bourges), "almost the finest in Gaul, the chief defense and pride of their state."

And here is a trailer for a movie about Vercingetorix that was made just a few years ago; clearly people are still interested in learning about this ancient Gallic warrior!