High School Ancient History Lesson 13: The Empire and the Rise of Christianity

Note the supreme security that the Roman Empire achieved and within that security the emergence of the philosophy of Christianity.

I. Principate of Augustus
     A. Military Power
     B. Political and Imperial Power
     C. Social and Religious Policy
     D. Literature
     E. Political Succession

Read Res Gestae: The Accomplishments of Agustus, Augustus

II. Successors to Augustus
     A. Tiberius
     B. Caligula
     C. Claudius
     D. Nero

III. The Empire at its Height
     A. The Flavian Emperors
          1. Titus Flavius Vespasian
          2. Domitian
     B. The Five Good Emperors
          1. Nerva
          2. Trajan
          3. Hadrian
          4. Antonius Pius
          5. Marcus Aurelius (Read Meditations, Marcus Aurelius.)
     C. The Roman Empire in the Second Century
          1. Economy
          2. Provincial Government
          3. Roman Law (Read The Laws, Cicero.)

IV. The Beginnings of Christianity (Roman Perspective)
     A. Roman attitudes of gods (Read The Sermon on the Mount.)
     B. Historical Strengths of Christianity
          1. He was human.
          2. He was a demanding leader.
          3. They created support groups.
          4. There was an individual ethic.
     C. Why did Christianity succeed?
          1. Will of God
          2. Leaders of Rome not worried about Christianity

   

High School Ancient History Lesson 12: The Roman Revolution: The Decline of the Republic and the Rise of the Empire

Note the decline of the ideals/constitution of the res publica but the rise of the Empire and the saving of the Roman Empire.

I. Growing Problems within the Republic
     A. Large landed estates (Latifundias)
     B. Tiberius Gracchus
     C. Gaius Gracchus
     D. Gaius Marius
     E. Lucius Cornelius Sulla
     F. Pompey, Crassus and Caesar -First Triumvirate
     G. Marcus Tullius Cicero
     H. The Ides of March

II. Roman Empire
     A. Mark Anthony and Octavian
     B. The Augustan Settlement

High School Ancient History Lesson 11: The Grandeur That was Rome

Note that security is again the major goal of the Romans -security achieved with the ideals/constitution of the Roman res publica.

Complete the following outline using your notes.

I. Origins of Rome
     A. Dorians
     B. Etruscans
     C. Brutus the Liberator
     D. Res Publica
     E. The Roman Senate
     F. Consuls, "The history of Rome is the history of the ruling class."
     G. Plebians

II. Territorial Expansion
           A. Punic Wars

Hands-on Algebra: Polynomials

Just as we used tiles and cubes to learn basic math, we can use them for more advanced math.

For this lesson, you will need to have three sizes of tiles in two colors to represent tiles and their opposites. 

Notice that these are not perfect or measured exactly. How neat and perfect they are does not matter for older students. They get the idea. All you need is two colors of paper and it will just take a few minutes to cut out what you need. You do not need to spend anything on this as you can use whatever you have around the house and hands-on math should not take you much time to prepare.

Now here are the rules to this game:

• Each tile has an opposite. For this post, white is positive and yellow is negative. It doesn't matter what colors you use, just so it is clear which is which. 
• A zero-pair is formed by pairing one tile with its opposite. 
• You can remove or add zero-pairs without changing the value of the polynomial. 
• Like terms are represented by tiles that are the same shape and size.

Demonstrate how to use the tiles to show each monomial or polynomial.

 Start with 3x to the second power (sorry I don't have any superscript).

 Then demonstrate x to the second power - 2d.

Your student should now be able to do 

2x to the second power + x - 2.

Now use algebra tiles to simplify 2x to the second power + x to the second power + 2x.

Now combine like terms. In its simplest form, 2x to the second power = x to the second power= 2x = 3x to the second power + 2x.

Now use algebra tiles to simplify 3x + 2 - 5x +1. Rearrange the tiles so that like terms are next to each other.

Form zero-pairs, and then remove all zero-pairs.

In its simplest form, 3x + 2 - 5x +1 = 2x + 3.

Math Journal Activities

Now your student should be able to model and simplify any monomial or polynomial that you give him. He can even make up his own problems to solve in his math journal. For some of them, have him sketch a drawing to show how he got his answer. He could also include in his journal a sentence or two to explain how subtracting polynomials is related to adding polynomials.

Hands-on Algebra: Solving Multi-Step Equations

Just as we used cups and counters to solve one-step equations, they can also be used to solve equations with a variable on each side.

For the demonstration problem, 2x + 2 = -4, place 2 cups and two positive counters on one side of the mat. Place 4 negative counters on the other side of the mat. Notice it is not possible to remove the same kind of counters from each side. 

Add 2 negative counters to each side.

Group the counters to form zero-pairs and remove all zero-pairs. Separate the remaining counters into 2 equal groups to correspond to the 2 cups.

Each cup is matched with 3 negative counters. Therefore, x = -3.

Next, demonstrate solving w - 3 = 2w -1 with a cup and counters. Place 1 cup and 3 negative counters on one side of the mat. Place 2 cups and 1 negative counter on the other side of the mat. 

Remove 1 negative counter from each side of the mat.

Just as you can remove the same kind of counter from each side of the mat, you can remove cups from each side of the mat. In this case, you can remove 1 cup from each side.

The cup on the right, or the unknown, is matched with 2 negative counters. Therefore, the answer to the equation is w= -2.

Food and Culture; Lesson 12: South Asians

Lesson 12: South Asians

List the countries that comprise South Asia.

List and briefly describe at least four religions practiced in this region. What are the similarities and differences in regard to religion between Pakistan and India?

A Southern Indian Vegetarian Dinner

Aviyal

Sambar

Steamed Rice

Pineapple Pachadi

Pappadams

Water

Mango Lassi or Chai Tea

Describe the vegetarian diet of the Hindus.  What are the staples of the diet? Which animal foods are allowed and which are not consumed? How would the Hindu diet differ from that of the Sikhs and Muslims?

Pakistani Midday Meal

Lamb Korma

Sambals: Imli Chutney, Rayta, Cholag

Naan

Tea

Are there regional differences in the staples used in India and Pakistan?

Describe at least three types of bread consumed in India.

What are masalas and when are they used in South Asian cooking? What is Curry?

Describe the regional variations in South Asian cuisine.

What is a metabolic syndrome? How does it affect Asian Indians and how may their diet contribute to its development?

High School Ancient History: Exam 1,

Essay

Pick one to write a thorough, well written and analytical essay. You will be evaluated on factual content (literally how much historical information is provided) (40 pts.), on grammar) (10 pts.), and analysis (evaluating the significance of the material, themes and learning objectives covered in the question) (20 pts.).

1. There has been considerable controversy concerning what constitutes a civilization and when civilization first began. What do you feel makes up a civilization and when and why did it begin?
2. In the Ancient Near East, religion is seen as the overwhelmingly dominant influence over all aspects of life. In light of this, focus on the Egyptian civilization and describe their religious philosophies that influenced both their life and their concept of the afterlife.
3. With both Antigone and Socrates, the conflict between the state and the individual is easily seen. How did this conflict arise? Which, state or individual, do you think was right? In your analysis, relate such conflicts to our society. What do you think Socrates and Antigone represent, especially to a society like our own?
4. Beginning with Achilles, and going to Alexander, it has been said that Greek individualism has gone full circle. Explain and illustrate.

Short Answer

Pick three and identify what or who the short question is, in two or three sentences. Make sure you also relate the answer to the theme or learning objectives of the applicable section. This should take an additional two or three sentences. Each short answer is worth a possible 10 points each.

Pericles

Maat

Osiris

Berit

Satrapy

Hyksos

Code of Hammurabi

Ten Commandments

Hymn to the Nile

Lycurgus

Hebrews.

Hellenization

Homer

Acropolis

Sophocles

Zeno

Neolithic Revolution

Pyramids

Yahweh

High School Ancient History, Map Quiz 1

• Complete map activities found here.
• Using the blank map, take the map quiz. Your teacher will pick 10 among the following to label:
• Label Macedonia 
• Label Greece 
• Label Persia 
• Label Arabia 
• Label India 
• Label the Mediterranean Sea
• Label the Red Sea.
• Label the Aral Sea 
• Label the Black Sea 
• Label the Nile River 
• Label the Caspian Sea 
• Label the Euphrates River 
• Label the Persian Gulf  
• Label the Tigris River 
• Label the Arabian Sea 

Food and Culture: Lesson 11: People of the Balkans and the Middle East

 Lesson 11: People of the Balkans and the Middle East

A Greek Mezze

Olives and Cheeses

Hummus

Tzatziki

Pita Bread

Spanokopita

Baklava

Ouzo or Wine

What countries make up the Balkans and the Middle East? Pick either the Balkans or the Middle East and map the religions found in that region.

An Arab Sampler

Baba Ganoush with Pita Bread

Kofta in Yogurt Sauce

Tabouli

Olive and Orange Salad

Stuffed Dates

Arabic Coffee or Mint Tea

Pick one of the religions that is on your map and describe a food that is eaten for a holiday of that religion and explain how the recipe reflects the ingredients of the region.

A Persian Lunch

Olives and Pistachios

Khoresg-e-Fesenuan

Cucumber, Tomato and Onion Salad

Feta Cheese and Lavash

Saffron Pudding

Tea

What food flavors and food ingredients are associated with the Balkans and the Middle Eastern countries? Why might they be similar? Describe two recipes, one from the Balkans and one from the Middle East that both contain Fill or Phylo dough.

Describe the etiquette practiced throughout the Balkans and the Middle East.

Hands-on Algebra: Solving One-step Equations

Just as we have used cups and beans or chips to learn earlier math concepts, we can use these materials to teach students how to solve one-step algebra equations.

For the purposes of this lesson, a cup represents the variable, white counters represents positive integers and black represents negative integers. After representing the problem with the cup and counters, the goal is to get the cup by itself on one side of the mat by using the following rules:

• A zero-pair is formed by pairing one positive identical counter with one negative counter.
• You can remove or add the same number of identical counters to each side of the equation mat.
• You can remove or add zero-pairs to either side of the equation mat without changing the equation.

For our first teaching problem, we will use the equation x + (-3) = -5.  Place 1 cup and 3 negative counters on one side of the mat. Place 5 negative counters on the other side of the mat. 

Remove 3 negative counters from each side to get the cup by itself.

The cup on the left side is matched with 2 negative counters. Therefore, x = -2.

Now, let us solve the problem, 2p = -6.

Place 2 cups on one side of the mat. Place 6 negative counters on the other side of the mat.

Separate the counters into 2 equal groups to correspond to the 2 cups.

Each cup on the left is matched with 3 negative counters. Therefore, p = -3.

Lastly, let's solve the equation r - 2 = 3.

Let's change the equation to r + (-2) = 3. Place 1 cup and 2 negative counters on one side. Place 3 positive counters on the other side.

Notice that it is not possible to remove the same kind of counters from each side. Add 2 positive counters to each side.

Group the counters to form zero-pairs. Then, remove all zero-pairs.

The cup on the left is matched with 5 positive counters. Therefore, r = 5.

Students can now use what they have learned to solve equations you give them or they can write their own. They can justify their answer with a sketch in their math journals. As a quiz, they can write a paragraph explaining why zero-pairs can be used to solve an equation such as m + 5 = -8.

Hands-on Algebra: Adding and Subtracting Integers

Just as we have used counters to help our students learn addition and subtraction, we can use counters to help them understand addition and subtraction of integers. You will need counters of two different colors, one for positive integers and one for negative integers. We chose green blocks for our positive integers counters and black blocks for our negative integers counters.

The rules for this "game" are as follows:

A zero-pair is formed by pairing one positive counter with one negative counter.

Students can remove or add zero-pair to a set because removing or adding zero does not change the value of the set.

Using these rules, show your student how to use counters to find the sum -3 + (-2).

Place 3 negative counters and 2 negative counters on the mat to symbolize the equation.

Since there are 5 negative counters on the mat, the sum is -5. Therefore, -3 + (-2) = -5. That problem is pretty easy for students to see.

Now, use counters to find the sum -2 + 3.

Place 2 negative counters and 3 positive counters on the mat. Remind your students that it is possible to remove 2 zero-pairs.

Since 1 positive counter remains, the sum is 1. Therefore, -2 + 3 = 1.

Use the counters to find the difference between -4 - (-1).

Place 4 negative counters on the mat. Remove 1 negative counter.

Since 3 negative counters remain, the difference is -3. Therefore, -4 - (-1) = -3.

Use the counters to find the difference between 3 - (-2).

Place 3 positive counters on the mat. There are no negative counters, so you can't remove 2 negatives. 

Add 2 zero-pairs to the mat. Remember, adding zero-pairs does not change the value of the set. Now you can remove 2 negative counters.

Since 5 positive counters remain, the difference is 5. Therefore, 3 - (-2) = 5.

At this point, you can give your student a variety of simple problems that involve adding and subtracting integers, or he can make up some problems of his own. He can solve them using blocks, he can illustrate them in his journal or he can write about how he solved the problems in his math journal.

Hands-on Algebra: The Distributive Property

We have used rectangle tiles to model multiplication. They can also be used to show the Distributive Property of Algebra. 

Use a tile that is about 1 square unit. I am using about a 1-inch square of cardstock. 

Next make an "x" tile by making a unit that is 1 unit wide and as long as you wish. For our purposes, we made it about three or four times as long, but remember that it is "x" units long.

We begin by using the tiles to find the product of 2 (x + 2). The rectangle has a width of 2 units and a length of x + 2 units. We can use our area tiles to mark off the dimensions on a mat, or in this case, a dry-erase board, that will show us the product. Using the marks as a guide, we make the rectangle with the algebra tiles.

The rectangle has 2 x-tiles and 4 1-tiles. The area of the rectangle is x + 1 + 1 + x + 1 + 1 or 2x + 4. Thus, 2(x + 2) = 2x + 4

Now you just need to give your student some practice problems, (or he can even make up some of his own, if he's like.) He can use the tiles and a dry erase board and write the answers in his math journal or he could also solve problems in this way by sketching similar drawings in their math journals.

As a quiz, you could have your student write a paragraph explaining how to find the proof of such problems.