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This lesson shows how the Inca communicated across the vast stretches of their mountain realm, the largest empire of the pre-industrial world. The lesson explains how couriers carried messages along mountain-ridge roads, up and down stone steps, and over chasm-spanning footbridges. It states that couriers could pass a message from Quito (Ecuador) to Cuzco (Peru) in 10 days, about the same time as it takes today's postal service to deliver a letter between these two cities. The lesson plan: provides an introduction; cites subject areas, time required, and skills developed; poses a guiding question; informs teachers about preparing to teach the lesson; offers four suggested classroom activities and an activity to extend the lesson; lists selected Websites; and addresses standards alignment. (NKA)

Beginning in 2003, there will be no standardized or norm-referenced test in history-social science for California students. That test is being replaced by assessments at grades 8, 10, and 11 based on California History-Social Science (H-SS) Content Standards. The H-SS standards tests at grades 10 and 11 count for 20% of the Academic Performance Index (API) for those grades. These blueprints are formatted with the test question percentages, represented by topic, in the far right column of the main standard. Questions may be drawn from any of the sub-standards under that main standard where a check mark is shown. At least 25% of all questions are critical thinking questions based on the historical and social science analysis skills for either grades 6-8 or 9-12. The H-SS standards test for grade 8 consists of 75 questions and needs approximately 90 minutes of administration time. Grades 10 and 11 have a total of 60 standards aligned questions based on the 2003 blueprints. (BT)

In this lesson plan, students (grades 11-12) examine photographs of the Nubian environment and the Nubian people. Students critically examine artifacts of ancient Nubia and write a two page essay outlining the Nubian environment, describing the Nubia people, and explaining how they adapted physically, materially, politically, and intellectually to their environment. The lesson plan contains a unit topic; states an objective; notes materials needed for the lesson; offers drills; suggests motivation techniques; and cites the relevant Maryland Social Studies Standard (geography). It provides a detailed five day classroom implementation plan; addresses assessment activities; gives a summary/closing; suggests homework assignments; and offers an enrichment field trip. A question sheet and an archaeology questionnaire are attached. (BT)

Ancient times comes to life when a student can hold in his/her hand or read about an artifact, such as a coin of the Greek or Roman era. Students are familiar with coins, and this commonality helps them understand the similarities and differences between their lives and times in ancient Greece or Rome. Many symbols on the ancient coins can be found on U.S. coins. Students study the history and myths of the ancient periods, and relate them to modern people and places. This unit of study incorporates all curricular subject areas. The unit consists of four lesson plans: (1) "Symbols on Coins: U.S. Coins Evolved from Ancient Times"; (2) "All Coins Lead to Rome: Roman Symbols That Can Be Found on U.S. Coins"; (3) "Ancient Myths Retold"; and (4) "Ancient Story Problems." The unit provides a description of the unit, keywords, appropriate grade level, subject areas, a question or problem, a unit introduction, and a culminating activity. Each lesson presents subject areas, duration of lesson, keywords, brief description, national standards, learning objectives, materials list, procedures, assessment/evaluation, and differentiated learning options. (BT)

This integrated unit, intended for use with sixth or seventh graders, introduces students to the trading networks and geographic factors that influenced the maritime spice trade from southeast Asia to the Roman Empire and Han China during the period 100 B.C. to 100 A.D. The unit is designed so that students work in cooperative groups in a series of activities to learn how the ancient world was unified by this sea trade. The unit would be most effective if taught at the end of a year-long study of ancient world history or as an introductory unit to the Age of Exploration. It is organized into the following sections: Overview and Contents; "Artifacts"; "Primary Sources"; "Regional Grid Map"; "Historic Maps"; "Background Poster Activity"; "Trade Simulation"; "Imports/Exports";"Extensions"; "Vocabulary"; and "References/Links." It provides a focus question, California's world history standards, educational objectives, lessons for introducing the topic and for developing the topic, and other activities, including culminating and assessment activities. (Contains a 33-item bibliography, a five-item student bibliography, and a list of seven Web sites.) (BT)

In this Web-based interdisciplinary lesson (involving social studies, geography, history, and language arts) students take a virtual field trip to the ruins of Pompeii to learn about everyday life in Roman times, then create a travelogue to attract visitors to the site and write an account of their field trip modeled on a description of Pompeii written by Mark Twain. Major learning objectives include: to learn about the history of Pompeii and its destruction; to gain insight into the past through archaeological interpretation; and to synthesize historical information through imaginative writing. The lesson plan (which may take 2-3 class periods) begins with a guiding question: "What can we learn about life in Roman times from the ruins of Pompeii?" Seven specific learning activities explore that question. They include material from numerous online resources and Web sites which students use to explore the lesson. Suggestions for extending the lesson are also included. The lesson plan: provides detailed information and ideas for teaching each lesson; cites learning objectives; gives appropriate grade levels and time required for each lesson; and outlines national standards for English language arts, social studies, and geography covered in the lesson. Contains extensive lists of Web sites and other resources. (SR)

Banpo is a village that existed 6,000 years ago near Xi'an in the Shaanxi Province of China. Artifacts unearthed from the Banpo site are all that remains of this prehistoric clan-based community. Five excavations conducted from 1953 to 1957 revealed the remains of 45 houses, 200-odd storage pits, six kilns, 250 tombs, and more than 10,000 stone tools and everyday articles. These artifacts have provided solid evidence for the existence of settled communities in prehistoric China. The Banpo community existed during the neolithic era of human history, which represents the final phase of the Stone Age. This sixth grade activity asks students to be part of a six member team of scholars whose task is to plan a trip to China and prepare for a scholarly competition, "Banpo Village: Scholars Battle or the Key to a Prehistoric Culture." The activity delineates a four step process to follow; lists resources; gives learning advice; discusses evaluation; and addresses the conclusion and reflection. The teachers notes section suggests grade level/unit; states lesson purpose; lists resources in print; addresses California state content standards, historical and social science analysis skills, and information literacy skills; discusses length of lesson; cites materials needed; and addresses interdisciplinary connections and adaptations for special needs students. (Author/BT)

The lessons in the teacher's guide about the Bible's Old Testament are based on historic and scientific scholarship and, to avoid a sectarian point of view, focus on the factual data generated by academic research. The lessons are based on what is known about the nature of oral tradition, recent archaeological findings, and the academic biblical research that has been ongoing for almost two centuries. The teacher's guide is divided into four sections: (1) "Introduction" (Religious Belief and Scientifically-Oriented Scholarship; Teaching and Religious Bias; Parents and Local Religious Leaders; Personal Student Beliefs; Dealing with Miraculous Happenings and Abhorrent Practices); (2) "Thoughts on Methods of Instruction" (Pictures and Preparation; Repetition, Memorization and Drill; Evaluating Student Work; Conclusion); (3) "Lecture/Discussion Materials" (Understanding the Origin of a Supernatural Story; Religion of Zoroaster; Religious Change: Judaism and the Babylonian Captivity; Ancient and Modern World Views; Comparing Western (Abrahamic) Religions with South Asian Faiths (Hinduism and Buddhism); Golden Rule); and (4) "Quizzes, Timelines, and Maps." The student lesson plan series on the Old Testament is designed to provide students with an understanding of how, from a scholar's perspective, the Bible came into existence. The lessons seek to provide students with simple but authoritative answers to questions about the characteristics of oral history upon which much of the Bible is based, when various parts of it were written, how its translation into Greek changed its meaning, and when it became finalized for Jews and for Christians. The first segment, "To the Student and Teacher: Setting the Stage," is followed by 13 chapters: (1) "Geographic World of the Bible"; (2) "Dating Bible Stories and Oral Tradition"; (3) "Israelites Before 1000 BCE"; (4) "Before Israel and Judah 1000 to 900 BCE"; (5) "Israel and Judah 900 to 600 BCE"; (6) "Hebrews, Babylonians, Persians 600-500 BCE"; (7) "Jews and Persians 500 to 300 BCE"; (8) "Jews, Greeks and Hasmonaeans 300 to 50 BCE"; (9) "Jews, Romans and the World From 50 BCE On"; (10) "Old Testament and Christianity"; (11) "Jewish and Christian Canons"; (12) "Old Testament and the Koran"; and (13) "Summary and Conclusion." Each chapter includes notes. An appendix lists Bible books (when composed and material type/historical setting). (Contains 28 references.) (BT)

The historical Gilgamesh was a Sumarian king of Uruk around 2700 B.C. Sumarian fragments of the legend that grew up around him have been found dating back to about 2000 B.C. These lesson plans on Gilgamesh were developed during the Office of Resources for International and Area Studies (ORIAS) summer institute on history through literature, in which 6th and 7th grade teachers shared resources and sketched plans for introducing epic heroes and villains from the ancient and medieval worlds. A bibliography of basic books on the Ancient Near East was supplied for the lessons by Dr. John Hayes. The first lesson, "Gilgamesh Lives" (Deborah Petranek), was developed for the sixth grade and needs three to four weeks for completion. The lesson plan sets out a procedure, suggests a project extension, lists materials needed, gives student activities, outlines assignments, and furnishes a 10-step project development process. The second lesson, "Gilgamesh the Hero" (Johanna Rauhala), lists materials needed, presents 11 activities, and gives some extension activities. The third lesson, "Gilgamesh the Hero" (Sheryl Hott), lists materials needed, suggests 11 activities, offers follow-up activities, and cites three Web resources. (BT)

In this interdisciplinary grade 6 world history and language arts unit, students examine the fall of Rome (Italy). Working in teams to research the causes of Rome's demise, participants develop a theory explaining why Rome fell. The student guide provides detailed instructions on how to complete the activity, a list of resources, and includes Internet sites. The teacher's guide ties the unit to California state standards, provides adaptations for special needs students, and provides suggestions on how to conduct and evaluate the unit. (RJC)

This unit of study on ancient India is geared to last about four weeks or 20 school days and is appropriate for secondary school students. The unit provides a day-by-day program, beginning with an introduction to the material on the first day which opens with an Indian poem, "Six Blind Men and the Elephant," and a slide presentation. Days 2-4 consider the Indus Valley Civilization Learning Centers; Day 5 ("Early Civilization in India) includes student preparation of a visual organizer. The topic on Day 6 is "Origins of Hinduism: Indus Valley Civilization and Aryan Invasion and the Vedas," while Day 7's topic is "Origins of Hinduism: Ascetics and the Upanishads. Days 8-9 are centered on an "Introduction to Hindu Mythology," while Days 10-11 concern the "Ramayana." Days 12-13 focus on the "6th Century B.C. Indian Movements: Jainism and Buddhism"; Day 14 features the "Caste System." Day 15 considers "Asoka: A Great Buddhist Ruler," while Day 16 considers "The Golden Age of India." Days 17-20 are concerned with "Closure." A 14-item bibliography is included, as are many illustrations and copies of the readings. (BT)

This curriculum project focuses on ancient civilizations, especially the various cultures that have inhabited the territory that is now Jerusalem, Israel. The project gives objectives for students to aim for and outlines the following 4-part procedure: (1) Background and Preparation; (2) Archaeology; (3) Group Research Project; and (4) Jerusalem Dig. The project suggests homework assignments, debriefing exercises, and notebook writing exercises. It gives evaluation assignments, lists materials needed, and furnishes extra credit extensions and applications. Attached are sample sheets for researching a culture and for discovering a culture, as well as an artifact record sheet. (BT)

This paper presents an introductory lesson for elementary learners to construct ideas about how print began and about the media upon which it was recorded. In the lesson's introduction, students examine the present state and constant flow of print to which people are exposed, focusing primarily on the technology of the computer. Students examine the print and writing of ancient civilizations, exploring the Egyptians and their hieroglyphs and the Persians and their early cuneiform text. A variety of print media used during the subsequent historical periods is presented to the students. The children are given autonomy to choose ideas for research and to create peer learning centers that focus on print as an ever changing technology. The lesson meets four National Council for the Social Studies standards for social studies; lists six educational objectives; provides additional information; and gives detailed procedures and assessment methods. The unit also suggests related topics and pertinent issues about the evolution of printed information. (BT)

This book is about finding the evidence to help pupils discover the Romans, especially in Britain. The Romans changed the culture and landscape of Britain and left a wide range of evidence to be investigated today. Pupils need to be presented this range of evidence and the interpretations put on them. The evidence presented is both archaeological evidence and documentary evidence. The chapter titles include: (1) "Historical Background"; (2) "Roman Sites"; (3) "Documentary Sources"; (4) "Educational Approaches"; and (5) "Roman Sites across the Curriculum." A bibliography and resources section are also part of the text. (EH)

This teacher's guide provides materials and suggestions for including archaeology in the classroom as a way to develop interdisciplinary lessons and excite curiosity in students. Archaeology can be used to build knowledge and skills in a number of subject areas. The booklet is divided into the following sections: (1) Introduction; (2) "What is Archaeology?"; (3) "More than Meets the Eye"; (4) "Tracing the Foot Steps of an Archaeologist"; (5) Suggested Readings; (6) Resource Material; (7) Speakers Directory; and (8) Share Your Activity Ideas. Activities deal with archival research, survey, chronology, artifacts, observation and inference, and preservation. (EH)

A team-taught course on Greek civilization was designed to reach a broad audience of majors and non-majors at the University of New Mexico and has changed in response to faculty and student responses. The first version of the course covered Greek and Roman culture and presented a variety of guest lecturers, but student comments indicated that too much material was covered. The course was cut in half and transformed into an interdisciplinary Greek civilization course taught by two professors. The course was advertised through a widespread cross-listing to appeal to as many students as possible. Distributing flyers was effective in recruiting 140 to 170 students each time the course was offered every spring for 4 years. The current version of the course is divided into Archaic, Classical, and Hellenistic Greece, with a heavy emphasis on the first two. The instructors rely mainly on primary sources to accompany the lectures every week. The instructors have tried a variety of strategies to provide small groups of students with access to instructors, since the department does not have enough money to hire discussion section leaders. The exams follow the tried-and-true essay format. Students unanimously agree on the effectiveness of using slides to accompany lectures. The success of the course has led to the petitioning of the university to add a new interdisciplinary major and minor in Classical Civilization. (The syllabus is attached.) (RS)

This packet of materials was created to accompany the exhibit "The Sphinx and the Pyramids: 100 Years of American Archaeology at Giza" at the Semitic Museum of Harvard University. The lessons and teacher's guide focus on the following: (1) "The Mystery of the Secret Tomb" where students take on the role of an archaeologist by attempting to solve a real mystery; (2) "Keeping a Record" where students learn what an artifact is; (3) "Working with George Reisner" where students become familiar with the work and life of George Reisner; (4) "Draw the Sphinx" where students draw what they think the sphinx might look like; (5) "Archaeology Puzzle" where students will understand the condition of artifacts when archaeologists find them; (6) "Reisner's Artifacts" where students complete a"lot sheet" similar to those used by archaeologists today; (7) "Create Your Own Cartouche" where students will be able to identify a cartouche and its purpose; and (8) "Working for the Pharaoh" where students will understand the significance of the work of the scribe. (EH)

Among the many contributions made by Ancient Greeks and Romans to contemporary life, are those which influence art, architecture, literature, philosophy, mathematics and science, theater, athletics, religion, and the founding of democracy. The Tampa Museum of Art's classical collection offers a unique opportunity to learn about Ancient Greeks and Romans through primary source artifacts. This booklet, which contains information and activities related to the museum collection, may be adapted for independent use with middle school level students. Suggested activities and activity worksheets are organized in 8 sections: (1) "The Classical World: Antiquities from Greece and Rome"; (2) "Life in Ancient Times: An Introduction"; (3) "Understanding the Ancient Greeks"; (4) "All About Greek Vases"; (5) "Understanding the Ancient Italians"; (6) "Mythology"; (7) "Yesterday to Today: Classical Reference"; and (8) "Some Related Activities." The resource concludes with a Glossary, References, Bibliography, and Notes. (MM)

This activity unit tells the story of Prince Rama from the Hindu legend, "Ramayana." The story is retold in language appropriate to grades 5-7. Accompanying activities include: (1) "Reviewing Familiar Myths"; (2) "Developing Skills Through Literature", which includes activities on character and symbolism, values and themes, and protagonist vs. antagonist; and (3) "Developing Skills Through Theme Projects," including a project on "Bringing India to Life" and one called "Create a Comic Book Hero." (EH)

This guide, a revision of the 1985 manual, Archeology Is More than a Dig, is designed to help teachers use archaeology in the classroom and can be used with several disciplines to integrate learning in the elementary classroom. Designed for fifth-grade students, the lessons can be adapted to fit the appropriate skill level of students. Divided into eight sections, section 1, "Archaeology and Archaeologists," discusses the discipline of archaeology and how and why people become archaeologists. Section 2, "Doing Archaeology," explains how archaeology is done, from survey to excavation to analysis and interpretation. Section 3, "Cultures of the Past," is a summary of the prehistoric and historic cultures in southern Arizona. Section 4, "Teaching Archaeology," discusses concepts that can be emphasized in the classroom. Section 5, " Protecting Our Heritage," discusses the responsibilities of all citizens in protecting the past. Section 6, "Resources," includes an annotated list of suggested reading and audiovisual materials, as well as references used in preparing the text. Section 7, "Glossary," defines archaeological terms. Section 8, "Activities," includes instructions for activities that can be used in the classroom and answers to questions on illustrations for sections 1 and 2. (EH)

This Manitoba (Canada) curriculum guide includes the grade 8 overview, unit overviews and topics, focusing questions, specific objectives, and outline maps needed for the course. The teaching of the identified objectives is mandatory in Manitoba. Manitoba curriculum guides are produced in three different formats referred to as Level I, II, or III. This is considered a Level II document to be used in conjunction with the Level I social studies overview and the teacher's guide to the textbook, "People through the Ages." The teaching strategies and learning activities found in the teacher's guide have been developed from the topic objectives and the focusing questions of this guide. Each strategy or activity should satisfy one or more of these categories of objectives: (1) knowledge, (2) thinking and/or research, (3) attitude and value, and (4) social participation. This course focuses on ways of life and the changes that have evolved from very early times to the present. It is designed to help students explore the ways that people lived within certain societies of the past and to realize that life today is related closely to developments that have occurred through the ages. Students should be made aware that all societies have not developed or changed at the same rate or to the same degree. The intent is to encourage students to compare a wide variety of ways of life of the past and present in order to be able to examine contemporary life against a range of alternative possibilities. The study is divided into four units with suggested time frames for each unit: (1) life during very early and early historic times; (2) civilizations of the past; (3) life in early modern Europe; and (4) life in the modern world. (DK)

The guide contains classroom activities and instructional techniques to be used in implementing the first-year core Latin language curriculum for Georgia's public schools. Activities are correlated with goals and objectives specified in the state curriculum. Each provides information and directions for teachers and/or students and includes suggestions for evaluation. Introductory sections discuss the philosophy of foreign language education, the planning process for learner-centered foreign language instruction, and suggestions for promoting students' cognitive awareness in the classroom. A series of classroom activity units follows. Each unit contains a brief text on the topic, ideas for class activities, a list of resources, and a brief bibliography. Topics, all related to Roman civilization, include architecture, entertainment, clothing, family, the Roman Forum, Roman history, housing, and religion. A bibliography of print, nonprint, and computer resources for instruction is included. (MSE)

This teaching packet, designed for students in grades 6 through 9, explores the role of rulers in ancient Mesopotamian society and examines the depiction of those rulers in Mesopotamian art. Students are encouraged to compare present-day political leaders with ancient Mesopotamian rulers. The guide includes: (1) background information for teachers; (2) introductory activities for students; (3) descriptions and discussions for each of six "Slides" included with the packet; (4) follow-up activities for students; (5) an annotated bibliography; (6) a glossary; and (7) a chronology of Mesopotamian dynasties. (MM)

The focus of this teacher's packet is the bronze vessels made for the kings and great families of the early Chinese dynasties between 1700 B.C. and 200 A.D. The materials in the guide are intended for use by teachers and students visiting the exhibition, "The Arts of China," at the Arthur M. Sackler Gallery of the Smithsonian Institution in Washington, D.C. The packet, however, is also designed to be used independent of the exhibition and by those not visiting the museum. Using ancient Chinese bronzes as examples, these materials address the relationship between art history and archeology, and two major themes: objects as historical documents and artistic choices. The packet contains the following sections: map, background information for teachers, pre-visit activities for students, looking at slides, gallery activities, post-visit activities, selected bibliography, selected films and videos, glossary and pronunciation guide, and chronology. (DB)

This guide describes archaeology activities appropriate for middle school students, but some activities can be used in intermediate and primary grades or high school and college classes. The activities range in length from less than one hour to 15 hours. A sequence of activities may be used together as a unit on archaeology, or individual activities may be used alone. The activities generally are arranged in the guide in order of increasing complexity. The guide is divided into five parts: (1) "Resources"; (2) "Short Activities"; (3) "Games"; (4) "Record a Site"; and (5) "Analyze a Site." (EH)

This curriculum guide is designed to provide high school teachers of English, social studies, and Latin with the necessary background and investigative methods for teaching Roman culture through Roman literature and teaching Roman literature in its cultural context. The family is used as the focus of the guide because it is believed that an examination of its organization and interactions provides access to Roman politics, behavior and values. The 16 teaching units that are included in the guide are organized into three sections: introductory units, history and social studies (taught through literature), and literature (taught through culture). Each unit contains the following information for teachers: time line, rationale and setting, teaching objectives, classroom procedures and activities, classroom materials, resource materials for teachers, learning outcomes, and enrichment/extension. Numerous sample lesson plans are included within each teaching unit. Bibliographies containing materials on Roman family and culture and on teaching methods also are included. (DB)

The 20 items included in this document were prepared by teachers from the United States who traveled to Egypt in 1990 to participate in a seminar. The items are as follows: "Egypt and the Demographic Transition" (J. Bannister); "The Educational System: The Situation and the Challenge" (R. Bush); "Teaching Naguib Mahfouz''Midag Alley'" (J. Eret); "Islamic Art" (T. Ferraro); "Ancient Egypt: The Five Fundamental Themes" (E. Fletcher); "Agriculture in Egypt: Lessons for the Middle School" (N. Haberhauer); "The Book Publishing Industry in Egypt: An Informal Study" (R. Johnston); "Understanding Egyptian Culture" (S. Knight; G. Brogoitti); "Egyptian Painting and Relief" (L. Kreft); "French in Egypt, On-Site Research in Cairo: Suggestive of the Current Status of French Language Instruction in Egypt" (C. Leggett); "A Lesson Plan for Discussing the Problem of Housing: An Egyptian Example" (J. Manzo); "Views on Egyptian Women in Arab and Islamic Culture" (G. Nolan; L. Louis, L. Prior); "U.S. Policy in the Middle East: Some Possible Implications for Egypt" (G. Olson); "A Teaching Unit on Islam: A Teacher's Question-And-Answer Guide" (K. Penick); "A Lesson on Arab Society and Culture" (P. Petrianos); "Egyptian Journalism: An Overview" (J. Piro); "Contemporary Egypt: Peace without Prosperity" (B. Predmore); "Suggested Sources: A History of the Modern Middle East" (F. Sakon); "Cairo as the Center of the World of Trade and Commerce During the Middle Ages" (E. Santora); and "Factors Related to Employee Productivity in Egypt: A Case Study" (J. Smith). (DB)