Aqueduct Construction

We have been busy this week of Thanksgiving learning about Roman contributions.  We discussed how arches, not native to Rome, were used to produce structures that could hold more weight and produce buildings with huge indoor spaces.

On Monday, we watched the Khan Academy video about the Pantheon.   The students were encouraged to take notes as I stopped it and discussed.  We discussed that a structure like the Pantheon would have been impossible to make with Greek post and lintel construction.  The video can be found here.

On Wednesday, I had the students divide into groups of two or three.  I gave them six cups, a sheet of construction paper, and scissors.  They had the class period to make their "working" aqueduct.  The requirements were the aqueducts had to have arches, no adhesive and a small glue cap had  to run down the aqueduct.  The only grading guidelines I gave had to do with behavior.  If I had to speak to a student about their behavior or redirect a student I would deduct 5 points per discussion.  I only had to take points away from three students.  Overall it was a great lesson!

Here are some pictures:

Here is a video of one of my favorites!

I got this idea from this online lesson.

Happy Teaching!

C

Greek Hoplite Demo

One of my colleagues is quite the military historian.  He invited me, and the other World History teacher, to his room for a hoplite demonstration.  If you are not familiar with a hoplite they were the foot soldier of the Greek city-state army.  For more information click here.

Students drew straws and the short straw drawer was the "winner".  Three of the four winners were from my class!

Here is first period's student in the red tunic, his long Spartan hair and his Corinthian helmet.  

Close up of the helmet. 

Ready for battle!  

Wouldn't want to see the business end of that spear!  

Of course I love talking about history but I double love it when the kids get to participate in an reenactment.  

Happy Teaching!

C

Greek Mythology Advertisements

It has been a while.  I missed a week of school as a result of two grandparent deaths.  My grandmother passed at the end of October and dear husband's grandfather passed a few days later in early November.  

Today's post is the product of our Greek mythology discussion.  The SOL lists 6 Greek mythological gods and goddesses.  We discussed the and took notes.  Then I had the students pick one of the six and come up with a fictional product that somehow correlates to the deity they chose.  In addition to the company the student had to come up with a catch phrase or motto.  

 

Artemis was chosen for this bow and arrow store since she is the goddess of the hunt.  

Zeus was chosen for this towing company because he was known for throwing lightning bolts.  Lightning bolts
are thought to be quick; therefore, the towing company is quick like lightning!    

Hera is the goddess of women and marriage.  This student chose Hera to be the  name for her wedding dress company.  Also, the "dress(es are) fit for a Queen".  Nice!   

Apollo is the god of the sun and was chosen to represent these microwaves.  

Apollo was chosen for this sunscreen.  

Aphrodite is the goddess of love.  This student chose Aphrodite and made up an online dating site.

There were many other examples.  They were so good about a third of the advertisements earned spots in the hallway beside my door!  

Happy Teaching!

C 

CPS Clickers

I love my CPS clickers and I want to tell you why.  

First, each student has one and they stay in my room.  Each student has a clicker that corresponds to their number in the gradebook.

My class set of CPS Clickers.

Second, I love the data and information CPS gives me.

Third, I use them most test reviews.  I read questions and if students answer with 100% accuracy they get a piece of candy.

"What do you know?"

Fourth, I use them for quizzes.  My county changed their grading policy.  Grades fall into two categories: summative and formative.  Summative means the students demonstrate what they know.  The clickers come in super handy here.  The CPS program allows me to type questions for the students and I give them the summative assignment (and it's paperless!).  After the questions the students put their clickers back and then we go over the answers.  I run a quick report and then the kids have a summative grade.  I call these "What do you know?".

I ordered a large calculator caddy and the clickers fit perfectly in there!

Here is the link for them: http://www.einstruction.com/insight-360-clickers

Did I mention I love my clickers?

Happy Teaching!
C

Ancient China Review

Today was a jumble of emotions.  First, I have to give props to my homebase for being very observant.  My grandmother is on her final journey to her heavenly home.  I went to be with her last night and got home at mid-night (well past my bedtime) and my emotions are a mess.  Before instruction began one of my homebase students noticed that I was off and asked.  I shared my story (without crying).  They were so sweet and understanding.  

According to my lesson, I was going to review using the CPS clickers and award candy for those questions that had 100% correct answers.  However, I was still crying when I got to school this morning.  I knew that my plans had to change.

Here is most of fourth period.  Notice the Fu Manchu moustache.  They were reviewing Taoism.

 I went to my teacher across the hall for a suggestion.  She suggested that I break the chapter into topics and then have them break into that many groups.  Within the group they could create one of many review activities: a skit, riddles, jokes, advertisement, or an interview.  I gave them about 20 minutes and butcher paper, markers, scissors, and tape.  I was so impressed with their output!  I had songs about China's geography, a wrap about Taoism, an interview about Taoism and Confucianism, riddles about the Silk Road and China's geography, maps, advertisements for the Great Wall and a few others.  I was so proud of them!

Here is another group.  Notice the Great Wall behind them?  The Mongols breached the wall and destroyed it.  

This is the Silk Road group decorating their "silk".

I hung the output in the hallway.  

Here are some output from first and second.  By the end of the day I had fourteen or fifteen posters hanging in the hall.

Happy Teaching!

C

Hinduism and Buddhism Double Bubble

The last two days we watched videos and discussed the two religions associated with SOL WHI.4c and d.  If you have access to United Streaming/ Discovery Education, they have a great series on world religions.  I created a worksheet for the students to fill in as they watched.  At the end of each video (they are not all class- about 20 minutes) we discussed.

Today, I had the students brainstorm similarities and differences.  This year the brainstorming occurred on a Monday so I gave them some prompts: What is the country of origin?  Where are the religions practiced now?  What about the founders?  What are the sacred texts?  What are the key beliefs?  They brainstormed for about 8 minutes.

I then created the double bubble  by cold calling students to tell me where to put the information.   At the end of class the students have the completed double bubble for their notes.

Here is our end product:

This is the "old school" version on the board.

This is the one we created with my Chrome Book group.

Happy Teaching!
C

Where in the world?

I was looking through the stash of book and other items in my class.  I came across some very nice maps.  Did I mention they were laminate too!?

The whole display

I was telling the students the other day that the name of the course is technically World History & Geography I.  What a great find!

After mulling over what to do with these lovely maps I decided to keep a record of the places we have studied.

I used some of my gold star stickers to show where the place is on the map.  I then used some cross-stitch floss to lead the space to the place label.

My plan is to change the color of the floss as the 9-weeks changes.

Happy Teaching!
C

The approximate places and their stars.