zilongwang/ReadingBank huggingface dataset:
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Revise Think ARMS Edit CUPS Add Sentences or Remove Unneeded sentences Unneeded words Move Sentences and words around to make more sense Substitute Blend words for spicy words Capitalization Titles Any proper nouns Usage Match nouns and verbs Punctuation Periods Quotes Question Marks Exclamation Marks Commas Spelling Check all words
Project Assignments: Research - answers to four or more sections in the guideline Include five appropriate graphics (with detailed but point form explanations) Your two ancient civilizations Map try to show entire civilization with surrounding countries) Drawing Conclusions – 2/3 paragraphs comparing/contrasting the two civilizations and their accomplishments and contributions. Bibliography (end of project) So….your presentation should include the following: 1 page – Ancient Civilization #1 1 page – Ancient Civilization #2 1 page – paragraph comparing the two civilizations
Name: __________________________________________________________________ Period: ______________ Where did you locate your civilization? next to an ocean in the mountains on an island in the rainforest next to a river in the desert Why did you locate your civilization there? How did you spend your 20 Resource Points on animals? _______ camels _______ cats _______ chickens _______ cows _______ dogs _______ fish _______ horses _______ llamas Why did you choose animals?
My civilization is called _________________________________________ My civilization is located… (circle one) next to an ocean in the mountains on an island in the rainforest next to a river in the desert My civilization raises… (circle two) horses chickens camels llamas cows cats dogs fish My civilization grows… (circle two) corn wheat potatoes beans oranges pine trees roses My civilization also has… (pick two) gold iron stone silk bronze Each turn, you will fill in one row on the scoresheet below based on the random events, trades and wars that take place during that turn. Encounters with other civilizations (trades and wars go here) What happened within my civilization this year? (random events go here) Population at the end of the year Year Zero None (phew!) New civilization +100 100 citizens Year One None (phew!) Year Two I traded with ________________________ and received ________________________ in exchange for ______________________ Year Three I went to war and lost ___________________ soldiers Year Four I traded with ________________________ and received ________________________ in exchange for ______________________ Year Five I went to war and lost ___________________ soldiers Final score:
New technologies from an ocean voyage Ocean or island +20 New technologies from an ocean voyage Ocean or island +20 Drought-resistant seeds Desert +10 Rich soil River +30 Rich soil River +30 Rich soil River +30 Rich soil River +30 Horse labor Horses +20 Horse labor Horses +20 Horse labor Horses +20
Horse labor Horses +20 Horse labor Horses +20 Camel transportation Camels +10 Camel transportation Camels +10 Gold trade Gold +10 Silk Silk +10 Upgraded shelters Pine trees +20 Upgraded shelters Pine trees +20 Upgraded shelters Pine trees +20 Upgraded shelters Pine trees +20
Ancient Civilizations “Smackdown” Your group will be assigned ONE of the following civilizations (or pairs of civilizations) to research and present to the class: Ch. 2: Mesopotamia (incl. Sumer, Akkad, Babylon & Assyria) Ch. 3: Egypt & Nubia Ch. 4: Ancient India (including Harappan and Aryan) Ch. 5: Ancient China (Xia, Shang, & Zhou) Ch. 6: Olmec & early Maya Ch. 6: Austronesian Part 1: Research & Presentation Your task is to research your assigned civilization(s) and present the following information to the class. You will have roughly 7 minutes to present: -Dates of civilization’s “rise” & “fall”, + any other major dates (of invasion or change) -Location & geographic characteristics of civilization (see map provided) -“PIRATES” characteristics of your civilization (see chart provided) -One primary source excerpt, analyzed (using SOAPSTone) -One image of an artifact (or ruins) that illustrates an important characteristic or contribution of your civilization -A map and other visuals as appropriate, to support your presentation Part 2: Map & Chart—to be completed during group research and presentations Part 3: Comparisons/Venn Diagram each group has presented, you must choose 3 of the civilizations from the chart you have completed to compare side-by-side in a Venn Diagram. Your Venn Diagram must include at least 20 significant facts and a combination of both similarities and differences. Part 4: The “Smackdown”! After presenting the basic information of your civilization to the class, you will engage in an debate, in which your task is to prove that your assigned civilization was the most significant in the development of world history. Below are some questions you might consider when preparing for this debate: How did the people of your civilization adapt to their environment? How long did your civilization survive? How did they achieve longevity? What challenges and/or adversaries did your civilization overcome in its efforts to preserve itself? What specific contributions to history were made by your civilization? Are any of these contributions significant still today? How so? How do the strengths and contributions of your civilization up” to the others (your competition)? Name: ________________________________
Mesopotamia 3000 BC(BCE) - 539 BC(BCE) Royal Standard of Ur, Stele of Hammurabi’s law code Ancient Egypt c. 3000 BC(BCE) - 450 BC(BCE) Tutankhamen’s death mask, Viscera coffin of Tutankhamen, Rosetta Stone Minoan Crete c. 2600 BC(BCE) - 1100 BC(BCE) Bull leaping bronze statue, Bull leaping fresco Mycenaean Greece c. 1900 BC(BCE) - 1100 BC(BCE) Death mask of Agamemnon Ancient Greece c. 1450 BC(BCE) - 100 BC(BCE) an ancient Athenian coin showing the head of Athena or sculptured frieze from the Parthenon Ancient Rome c. 800 BC(BCE) - 500 AD(CE) Augustus Prima Porta statue, Dog mosaic from Pompeii Ancient China c. 1500 BC(BCE) - 500 AD(CE) Terracotta Warriors Indus Valley civilisation c. 3300 BC(BCE) - 1900 BC(BCE) Indus seals Research Notes - Archaeological Report You should summarise notes and put them into your own words. Do not copy directly from source. Context or Origins of the Artefact
Name of Artefact: Date of Discovery: Discovered by: (name and nationality) Location of Discovery: Ancient Civilisation: Period of History: Method of Discovery: Method of Excavation: Problems (if any) with the excavation Evidence found at the site (artefacts etc.) Nature (characteristics) of the Artefact Description of artefact: Materials used in its Purpose of the Artefact
Name of Artefact: Date of Discovery: Discovered by: (name and nationality) Location of Discovery: Ancient Civilisation: Period of History: Method of Discovery: Method of Excavation: Problems (if any) with the excavation Evidence found at the site (artefacts etc.) Nature (characteristics) of the Artefact Description of artefact: Materials used in its Purpose of the Artefact
Ancient River Valleys Political: Who controls what? What type of government is there? Anything to do with laws or war. Economical: What type of economy? How do people make a living? Geography: Where is it? Is land mountainous? Desert? Ocean? Advances Socially: Religious, intellectual, artistic Ancient Mesopotamia Sumer, Babylon, Assyria, and Persia Code of Hammurabi Traditional economy of trade and farming Traded with Egypt and Indus Valley --- later with China on the Silk Road -Fertile Crescent -Tigris and Euphrates Rivers - Few natural barriers -present day: Iraq -capital: UR -cuneiform -ziggurats -Hanging Gardens -Tower of Babel -wheel, plow, sailboat, number system based on 60 -Polytheism Ancient Egypt Pharaohs (priest kings) Most famous pharaoh: King Tut Divided into the Lower and Upper Traditional economy based on trade and farming Traded with Nubia -Nile River (Blue Nile and White Nile Rivers) -Deserts – natural barriers -mountains, rivers, cataracts -fertile soil -hieroglyphics -pyramids --- Great Sphinx -mummies -> afterlife -papyrus -polytheism Ancient India Little is known of ancient India because they can’t translate their writing dynasty Traditional economy based on trade and farming -modern day: Pakistan -Indus River which floods -monsoons - mts., deserts, plateau, etc -brick walls for protection against flooding -artifacts -invented 0 and its symbol, Algebra, number system 1-9, iron plow, cow is sacred -sanskitt – written language -polytheism -Hinduism and Buddhism Ancient China Dynasties Overthrow bad rulers Traditional economy based on trade and farming Invented silk Terrace farming -Yellow River (Huang symbolized “centrality” as China is the center of the world -mts, deserts -- natural barriers -achievements: astronomy, bronze work, making silk, created developed a complex system of writing -Great Wall of China -Chinese language – pictographs/ideographs -Chinese Thinkers -polytheism
From north to south, the Sahara is between 800 and 1,200 miles wide; it stretches over 3,000 miles from east to west. The total area of the Sahara is more than 3,500,000 square miles. It's the world's biggest sandbox. And, as if there weren't enough sand in the Sahara, east of the Nile are other deserts. Although sand had limited uses, deserts presented one tremendous strategic advantage: few invaders could ever cross the sands to attack Egypt — the deserts proved too great a natural barrier. After learning to take advantage of the Nile's floods — and not having to fear foreign attacks — the Egyptians concentrated on improving farming techniques. As the years passed, Egyptians discovered that wheat could be baked into bread, that barley could be turned into soup (or even beer), and that cotton could be spun into clothing. With many of life's necessities provided, the Egyptians started thinking about other things, such as art, government, religion, and philosophy — some of the basics needed to create a civilization. Eventually, pyramids, mummies, Cleopatra, and the Sphinx of Giza became touchstones of this flourishing culture. Egyptian Social Structure Egyptian society was structured like a pyramid. At the top were the gods, such as Ra, Osiris, and Isis. Egyptians believed that the gods controlled the universe. Therefore, it was important to keep them happy. They could make the Nile overflow, cause famine, or even bring death. In the social pyramid of ancient Egypt the pharaoh and those associated with divinity were at the top, and servants and slaves made up the bottom. The Egyptians also elevated some beings to gods. Their leaders, called pharaohs, were believed to be gods in human form. They had absolute power over their subjects. After pharaohs died, huge stone pyramids were built as their tombs. Pharaohs were buried in chambers within the pyramids. Because the people of Egypt believed that their pharaohs were gods, they entrusted their rulers with many responsibilities. Protection was at the top of the list. The pharaoh directed the army in case of a foreign threat or an
order, and balance Min (Minu, Menu) bull god of fertility, protector of the eastern mines Neith (Neit) two crossed arrows behind a shield goddess of northern Egypt, hunting, warfare Nekhbet (Nekhebet, Nechbet) vulture goddess of Upper Egypt, protector of the king Nephthys royal palace, kite goddess of the dead Nut (Neuth, Nuit) sky Osiris (Usire) man wrapped in the linens of mummification god of the dead, underworld, agriculture Ptah bull ancient creator-god of Memphis, patron of craftsmen and artisans Re (Ra) sun king of the gods Renenutet (Ernutet, Renenet) witness at births Sakhmet (Sachmet) "the powerful one," lioness goddess of war, protector of the people Seth (Set, Setekh, Setesh, Seti, Sutekh, Setech, Sutech) oryx, boar, crocodile, hippopotamus god of the desert, chaos, and storm Shu (Su) male wearing an ostrich feather god of air and light
Name: ________________________________ Date: __________________________ Fill in the following Venn diagram by explaining the difference between trade in Ancient Greece and in modern-day Canada. Record any points of similarity in the middle section.
Description Accurately identifies an artefact which has been deemed a fake or forgery, or one that is questionable in terms of authenticity or dating 1 Total 1 Answer could include, but is not limited to: Piltdown Man Turin Shroud Priam’s treasure Explain the evidence the artefact identified in (a) was intended to provide. Description Marks Provides an accurate and detailed explanation of the evidence the artefact was supposed to provide Uses relevant examples to support answer 4 Provides an explanation of the evidence the artefact was supposed to provide Uses some examples to support answer 3 Attempts to explain the evidence the artefact was supposed to provide Uses limited examples to support answer 2 States some of the evidence the artefact was supposed to provide 1 4 Note: The specific points made in the responses will depend on the artefact being discussed and what has been taught in the classroom. Discuss the difficulties associated with authenticating such artefacts. Description Identifies a number of the difficulties associated with authenticating certain artefacts and provides a detailed discussion of difficulties 4 Identifies a few of the difficulties associated with authenticating certain artefacts and provides a limited discussion of these difficulties 3 Identifies one or two of the difficulties associated with authenticating certain artefacts and provides a brief description of these difficulties 2 Identifies a difficulty associated with authenticating certain artefacts and provides a limited description of the difficulty 1 Total 4 Note: The specific points made in the responses will depend on the artefact being discussed and what has been taught in the classroom. Sample assessment task Ancient History – ATAR Year 11 Task 9 – Unit 2 Assessment type: Source analysis Conditions Time for the task: 45 minutes under standard test conditions The task is based on two sources presenting different perspectives of the Second Punic War or Hannibal. At least one source is ancient.
Dr. ANASTACIA M. SCHULHOFF Department of Sociology Appalachian University Boone, NC 28607 Email: Schulhoffam@appstate.edu EDUCATION 2017 Ph.D. Sociology. University of Missouri-Columbia. Dissertation: “Living and Dying Lakota: An Ethnography of a Tribal Nursing Home.” Dissertation Committee: Jaber Gubrium (Chair), Tola Pearce, Wayne Brekhus, and Elaine Lawless. 2010 M.A. Sociology. University of Florida. Thesis: “More than Bows and Arrows: Subversion and Double Consciousness in Native American Storytelling.” Thesis Committee: Laurel Graham (Chair), Jennifer Friedman, and Cheryl Ellerbrock. 2008 B.A., Sociology and Human Services (majors), Psychology (minor). Black Hills State University, Spearfish, South Dakota. 2004 AAS Degree, Paralegal/Legal Assistant, Western Dakota Technical Institute, Rapid City, South Dakota. PROFESSIONAL POSITIONS Appalachian State University, Assistant Professor of Sociology 2017- current Texas A&M, Central Texas – Adjunct Instructor 2016 - 2017 University of Missouri-Columbia – Graduate Instructor 2011 - 2017 University of South Florida - Teaching Associate 2008 - 2010 Hillsborough Community College – Adjunct Instructor 2009 - 2010 CERTIFICATES AND MINORS 2014 UM System Graduate Student Leadership Development Program Certificate. 2014 University of Missouri-Columbia Certificate in Preparing Future Faculty. 2011 Graduate Certificate in College Teaching, 21st Century Center for Teaching Excellence, University of South Florida.
Sample assessment outline Ancient History – General Year 11 Unit 1 – Ancient civilisations and cultures (elective: Late Bronze Age Greece and Troy c. 1500–c. 1050 BC) Unit 2 – Power in the ancient world (elective: Hatshepsut, Egypt, regnal years c. 1473–c. 1458 BC and elective: Alexander the Great, Macedonia 356–323 BC) Assessment type (from syllabus) Assessment type weighting (from syllabus) task weighting When/start and submission date Assessment task Historical inquiry 30% (Authority weighting 20–30%) 15% Semester 1 Week 11–15 Task 4a: Topic: Investigation of an ancient civilisation or culture Task 4b: Class presentation of inquiry findings 15% Semester 2 Week 9–12 Task 7a: Topic: Alexander the Great Task 7b: Class presentation of inquiry findings Explanation 20% (Authority weighting 20–30%) 10% Semester 1 Week 8 Task 2: An in-class scaffolded essay or extended answer Topic: The Mycenaean decline 10% Semester 2 Week 15 Task 8: An in-class scaffolded essay or extended answer Topic: Representations of Alexander the Great Source analysis 30% (Authority weighting 20–30%) 15% Semester 1 Week 10 Task 3: Teacher-generated source analysis based on two sources Topic: Representations of Late Bronze Age Greek civilisation 15% Semester 2 Week 7 Task 6: Teacher-generated source analysis based on two sources Topic: Representations of Hatshepsut Test 20% (Authority weighting 20–30%) 10% Semester 1 Week 5 Task 1: An in-class test comprising short and extended answers and closed and open questions Topic: Features of the civilisation of Late Bronze Age Greece (social, political, legal and military structures, and economic activities) 10% Semester 2 Week 4 Task 5: An in-class test comprising short and extended answers and closed and open questions Topic: Elements of Egyptian society at the beginning of the New Kingdom and the background and career of Hatshepsut Total 100% 100%
Identify and explain two other changes that occurred in this ancient society during the period of the Late Roman Republic. (4 marks) Total = 20 marks _______________________________________________________________________________ _______________________________________________________________________________
Features of Ancient Societies Students: explore key features of the ancient society Historical Concepts and Skills – Historical interpretation Students: identify historical and representations describe different historical and representations compare different historical ideas and representations Historical Concepts and Skills – Explanation and communication select and use a range of methods to communicate about the ancient past What do we already know about Ancient Rome? Show students a range of images of people, buildings and artefacts from ancient societies such as Egypt, Greece, China and Rome. Ask students to identify images from Ancient Rome. Encourage students to explain why they have made this choice, making connections with things they have already learnt or experienced, for example ‘I’ve read about gladiators and know they come from Ancient Rome’. A film or documentary may be used to deepen students’ understanding of Ancient Rome. While viewing, discuss with the students elements from the film that indicate it is set in the past. View a particular scene from the film more closely, or a collection of images, to focus on how the people and/or environment of Ancient Rome are different to today. After viewing, have the students create a visual and/or verbal account of what Ancient Rome looked like. Possible products include hand drawn illustrations, clip art compilations, models, selected images from array of choice, iMovie, verbal recording. Gladiator (2000) directed by Ridley Scott Ben Hur (2016) directed by Timur Bekmambetov Ben Hur (1959) directed by William Wyler The Investigation of Ancient Sites and Sources Students: recognise different types of sources, for example primary and secondary sources, print and digital sources, written and non-written sources recognise that sources can be used to answer questions about the past, for example: how people lived why people may have lived that way Finding out Ancient Rome Lead the class in an investigation of recent finds of Ancient Roman artefacts. Examples include: a ship found in Caesarea (items of art, sculptures and more) a barracks unearthed during metro dig (mosaic floors, architecture). When investigating sources on the finds, draw student attention to the artistic and architectural features. Ask questions such as: What artworks were found? What was their purpose? How were the buildings and artworks constructed? What do they tell us about how the Romans lived. Israel Antiquities Authority – Divers Discovered a Spectacular, Ancient and Important Cargo of a Shipwreck ABC News – Israeli Divers Discover 1,600-year-old marine cargo in the Mediterranean Sea BBC News – Unearths Huge Roman Barracks During Rome Metro Dig
Year of the Four Emperors: Galba, Otho, Vitellius, Vespasian The empire, including: expansion and consolidation of the empire (ACHAH357) the relationship of the princeps and the army administration of the empire: development of the imperial bureaucracy; role of freedmen, Pallas and Narcissus development of the imperial cult throughout the empire
Sample Assessment Schedule Ancient History – Year 11 Sample for implementation for Year 11 from 2018 Component Task 1 Task 2 Task 3 Weighting % Archaeological report Investigating Ancient History Essay Features of Ancient Societies Source analysis and presentation Historical Investigation Term 1, Week 8 Term 2, Week 7 Term 3, Week 9 Outcomes assessed AH11-6 AH11-9 AH11-10 Outcomes assessed AH11-1 AH11-2 AH11-4 AH11-5 AH11-6 AH11-9 Outcomes assessed AH11-3 AH11-6 AH11-7 AH11-8 AH11-9 Knowledge and understanding of course content 20 20 40 Historical skills in the analysis and evaluation of sources and interpretations 10 10 20 Historical inquiry and research 5 5 10 20 Communication of historical understanding in appropriate forms 10 5 5 20 Total % 35 40 25 100
Sample Assessment Schedule Ancient History – Year 11 Sample for implementation for Year 11 from 2018 Component Task 1 Task 2 Task 3 Weighting % Source analysis Investigating Ancient History Research and essay Historical Investigation Yearly Examination Term 1, Week 8 Term 2, Week 7 Term 3, Week 9 Outcomes assessed AH11-6 AH11-7 AH11-9 AH11-10 Outcomes assessed AH11-3 AH11-4 AH11-5 AH11-6 AH11-8 AH11-9 Outcomes assessed AH11-1 AH11-2 AH11-6 AH11-7 AH11-9 Knowledge and understanding of course content 20 20 40 Historical skills in the analysis and evaluation of sources and interpretations 5 5 10 20 Historical inquiry and research 10 10 20 Communication of historical understanding in appropriate forms 5 5 10 20 Total % 40 20 40 100
Sample Assessment Schedule Ancient History – Year 11 Sample for implementation for Year 11 from 2018 Component Task 1 Task 2 Task 3 Weighting % Source analysis Investigating Ancient History Research and Historical Investigation Oral presentation Features of Ancient Societies Term 1, Week 9 Term 2, Week 9 Term 3, Week 7 Outcomes assessed AH11-3 AH11-4 AH11-6 AH11-7 AH11-9 Outcomes assessed AH11-2 AH11-4 AH11-5 AH11-6 AH11-8 AH11-9 Outcomes assessed AH11-1 AH11-3 AH11-6 AH11-7 AH11-10 Knowledge and understanding of course content 10 10 20 40 Historical skills in the analysis and evaluation of sources and interpretations 10 5 5 20 Historical inquiry and research 5 5 10 20 Communication of historical understanding in appropriate 5 10 5 20 Total % 30 30 40 100
Sample Assessment Schedule Ancient History – Year 12 Sample for implementation for Year 12 from Term 4, 2018 Component Task 1 Task 2 Task 3 Task 4 Weighting % Research and presentation Cities of Vesuvius: Pompeii and Herculaneum Half-Yearly Examination Oral presentation Personalities in Times Historical analysis Historical Periods Term 4, Week 8 Term 1, Week 8 Term 2, Week 8 Term 3, Week 5 Outcomes assessed AH12-5 AH12-6 AH12-7 AH12-10 Outcomes assessed AH12-2 AH12-4 AH12-6 AH12-7 AH12-8 AH12-9 Outcomes assessed AH12-1 AH12-5 AH12-6 AH12-7 AH12-9 Outcomes assessed AH12-3 AH12-6 AH12-7 AH12-8 AH12-9 Knowledge and understanding of course content 5 15 5 15 40 Historical skills in the analysis and evaluation of sources and interpretations 5 5 5 5 20 Historical inquiry and research 10 5 5 20 Communication of historical understanding in appropriate forms 5 10 5 20 Total % 20 25 25 30 100
Sample Scope and Sequence: Ancient History – Year 12 (A) Sample for implementation for Year 12 from Term 4, 2018 The following model includes an Egypt emphasis and illustrates: Core Study: Cities of Vesuvius – Pompeii and Herculaneum – 30 hours Ancient Societies – 30 hours Historical Periods – 30 hours Personalities in their Times – 30 hours. The Historical concepts and skills content is integrated throughout the course. Term 4 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Core Cities of Vesuvius – Pompeii and Herculaneum Historical concepts and skills AH12-1, AH12-2, AH12-3, AH12-4, AH12-5, AH12-6, AH12-7, AH12-8, AH12-9, AH12-10 Term 1 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Ancient Societies: Bronze Age – Minoan Crete Historical concepts and skills AH12-1, AH12-2, AH12-3, AH12-4, AH12-5, AH12-6, AH12-7, AH12-8, AH12-9 Term 2 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Historical Periods: New Kingdom Egypt to the death of Thutmose IV Historical concepts and skills AH12-1, AH12-2, AH12-3, AH12-4, AH12-5, AH12-6, AH12-7, AH12-8, AH12-9 Term 3 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Personalities in their Times: Egypt – Hatshepsut Historical concepts and skills AH12-1, AH12-2, AH12-3, AH12-4, AH12-5, AH12-6, AH12-7, AH12-8, AH12-9
The Indus Valley Civilization Civilization began in India around 2500 B.C., about 1000 years after the start of civilization in Sumer. The first Indian civilization arose on the northern plain in the valley of the Indus River. Historians call that civilization the Indus Valley, civilization. Civilization developed in the Indus Valley much as it had in Sumer and Egypt. Thousands of years ago nomads moved into the valley. The rich soil and plentiful supply of water made the valley a good place to live. The nomads settled into villages and began to plant crops, such as wheat and barley. In time, their tiny farm villages grew into towns and cities. Indus Valley Cities The Valley civilization had two chief cities: Harappa and Mohenjo‐Daro. Both cities were planned. Both welaid out in blocks like a modern cy. The streets of the cities were wide, straight, and paved. Indus Valley built their cities out of mud bricks. They learned to bake the bricks in ovens. Those bricks were almost as hard as stone. Valley people also built sewer systems for their cities. They laid large sewer pipes under their streets. Each house was connected to the sewer by drain pipes. The pipes carried waste water away from the houses. Indus Valley Achievements The Indus Valley civilization lasted over 1000 years. Like the peoples of the ancient Middle East, Indus Valley people developed their own systems of writing and counting. They also developed a system of weights and measures. Valley people were skilled crafts workers. They made jewelry and' other objects of gold, bronze, and copper. Weavers wove cotton thread into cloth. (Indus Valley people were probably the first people to grow cotton.) Sailors from the Indus Valley crossed the Arabian Sea to trade cotton cloth and other goods with Mesopotamia. Sailors took crows with them on their ships. If the sailors lost sight of land, they set a crow free and followed it. They knew that a crow always flies toward land. Indus Valley civilization began to decline about 1800 B.C. No one knows why. Floods may have forced people to leave the valley. Or invaders may have destroyed towns and cities. By 1500 B.C the Indus Valley civilization had disappeared. Looking Back . Where did civilization begin in India? 2. How did Indus Valley people build their cities? 3. What were some achievements of the Indus Valley people?
China Map Activity Use the following instructions to create a map of ancient China. For reference use pages 276-277 of your world history textbook or a world history atlas to find the information needed to complete the map. Colored pencils and black ink work best on the map. Color China - yellow Mongolia - red Korea - orange Japan - purple All other land - green or tan All water - blue Label Landforms Gobi Desert Himalayas Taiwan Plateau of Tibet India Label Bodies of Water Huang He (Yellow) River Yangzi (Chang) River Sea of Japan Yellow Sea East China Sea South China Sea Finish Include a key defining what the different colors show Include a compass rose
CATEGORY 4 3 2 1 Mark /4 Information At least 7 accurate facts are displayed on the poster. 5-6 accurate facts are displayed on the poster. 3-4 accurate facts are displayed on the poster. Less than 3 accurate facts are displayed on the poster. Clarity Graphics are all in focus and the content easily viewed and identified from 6 ft. away. Most graphics are in focus and the content easily viewed and identified from 6 ft. away. Most graphics are in focus and the content is easily viewed and identified from 4 ft. away. Many graphics are not clear or are too small. Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and most make it easier to understand. All borrowed graphics have a source citation. All graphics relate to the topic. Most borrowed graphics have a source citation. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. Originality Several of the graphics used on the poster reflect a exceptional degree of student creativity in their creation and/or display. One or two of the graphics used on the poster reflect student creativity in their creation and/or display. The graphics are made by the student, but are based on the designs or ideas of others. No graphics made by the student are included. Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing. /20 Ancient Egyptian Gods Poster Assignment
Assignment: Students will be given one work period to produce a poster celebrating an Ancient Egyptian god. Each poster should include the following: At least one picture of your god An explanation of your god’s importance The story of your god’s creation and how their story fits into the story of the gods Information of any temples dedicated to your god and a description of how they are to be worshipped The poster should be on a page of Bristol board Pay attention to the rubric that accompanies this handout. Make sure your poster is informative, relevant, clear, creative, and fulfills all the requirements. The assignment will be marked out of 20 marks. Students will be to present their poster to the class at the date assigned but this presentation will not be marked The following is a list of the Ancient Egyptian gods. Amaunet Amon Antaios Anuket Apis Aton Atum Hathor Horus Isis Khnum Khonsu Min Mut Nut Osiris Ptah Re Serapis Sekhmet Seth Shu Sobek Thoth Check the Egyptian God’s reference sheet to get started!
Ancient Egypt, Part One: Early Egypt to the Old Kingdom By History.com, adapted by Newsela staff on 02.02.17 Word Count 513 The Sphinx of Giza at the Giza Necropolis, Egypt. Photo by: DeAgostini/Getty Images The first in a two-part series For almost 30 centuries, ancient was the leading civilization in the Mediterranean world. From the great pyramids of the Old Kingdom through the military conquests of the New Kingdom, Egypt has entranced archaeologists and historians. It even has its own field of study, Egyptology. We learn about ancient Egypt from the monuments, objects and artifacts found at archaeological sites, covered with hieroglyphs that have only recently been deciphered. These pieces of history show a culture rich in art, architecture and religious traditions. Predynastic Period (5000-3100 B.C.) Few written records or artifacts have been found from the period before dynasties, or family lines that ruled Egypt. The period included at least 2,000 years of development of the Egyptian civilization. Late Stone Age communities in northeastern Africa exchanged hunting for agriculture. The change allowed the development of Egyptian arts and crafts, technology, politics and religion. Around 3400 B.C., two kingdoms were established: the Red Kingdom to the north and the White Kingdom in the south. A southern king, Scorpion, made the first attempts to conquer the northern kingdom around 3200 B.C. A century later, King Menes subdued the north and united the country, becoming the first king of the first dynasty. Archaic (Early Dynastic) Period (3100-2686 B.C.) King Menes founded the capital of ancient Egypt at what would become Memphis, in the north. The period saw the development of the foundations of Egyptian society, including the ideology of kingship. To the Egyptians, the king was a godlike being, closely identified with the all-powerful god Horus. The earliest known hieroglyphic writing also dates to this time.
Ancient India Unit Homework B day Students Due 1/26/2018 Discovery Ed Assignments Assigned Due Check when done and record score for quizzes (Reading 1) 01/05/2018 01/26/2018 (Quiz 1) 01/05/2018 01/26/2018 (Reading 2) 01/05/2018 01/26/2018 (Quiz 2) 01/05/2018 01/26/2018 (Reading 3) 01/05/2018 01/26/2018 (Quiz 3) 01/05/2018 01/26/2018 (Unit Quiz) 01/05/2018 01/26/2018 Ancient India Study Guide is in Canvas. It is must be completed by 1/26. Students may take it multiple times with the highest score recorded. Students are provided a hard copy to utilize during class and then when taking on-line version. Extra Credit Opportunity (6 points added to final test grade) Complete and turn-in pages 53-68 from your social studies workbook by 1/26. **These pages can also be printed from Ed (Rapididentity). Make sure you click on “World Civilizations” textbook. Module 5 (Student ebook) This is located in Rapididenity and is a great resource. You can print workbook pages. Make sure World Civ textbook selected. Ancient India Unit Homework B day Students Due 1/26/2018 Discovery Ed Assignments Assigned Due Check when done and record score for quizzes (Reading 1) 01/05/2018 01/26/2018 (Quiz 1) 01/05/2018 01/26/2018 (Reading 2) 01/05/2018 01/26/2018 (Quiz 2) 01/05/2018 01/26/2018 (Reading 3) 01/05/2018 01/26/2018
Criteria for Assessment Not Shown Very Low 1 Low 2 Medium 3 High 4 Very High 5 1. Religious and Spiritual ideas of ancient religions and the aspects of religious traditions Religious and spiritual ideas have not been addressed. A religious and spiritual idea has been explained in a limited manner. A religious and spiritual idea has been explained in a basic manner including reference to aspects of religious traditions. Two religious and spiritual ideas have been explained satisfactorily showing their links to aspects of religious traditions. A number of religious and spiritual ideas have been explained in some detail showing their links to aspects of religious traditions. Many religious and spiritual ideas have been explained comprehensively showing many links to aspects of religious traditions. 2. The roles of religion in ancient societies. (political, social and economic) The roles of religion in ancient societies has not been addressed. The role of religion in its ancient society is analysed through one example The role of religion in its ancient society is analysed using one more detailed example The role of religion in its ancient society is analysed using two examples The role of religion in its ancient society is analysed using two more detailed examples The role of religion in its ancient society is analysed through at least three more detailed examples 3. The evolution of ideas and movements. The evolution of religious ideas and movements have not been addressed. The evolution of religious ideas and movements is analysed through one example The evolution of religious ideas and movements is analysed using one more detailed example The evolution of religious ideas and movements is analysed using two examples The evolution of religious ideas and movements is analysed using two more detailed examples The evolution of religious ideas and movements is analysed through at least three more detailed examples 4. Maps, diagrams and images Maps, diagrams and images not evident in student’s work. At one map, diagram or images is used accurately enhance student’s work. At least two maps, diagrams or images are used accurately enhance student’s work. At least three maps, diagrams or images are used accurately enhance student’s work. At least four maps, diagrams or images are used accurately enhance student’s work. At least five maps, diagrams or images are used accurately enhance student’s work. 5. Accurate and detailed bibliography No Bibliography At least two references sited accurately At least three references sited accurately At least three references sited accurately in alphabetical order At least four references sited accurately in alphabetical order At least five references sited accurately in alphabetical order
Year 7 Ancient Rome Humanities Research Page Name: Source (this will turn into your bibliography) Facts that I have learnt (write in dot points) Observations & Interpretations that I made from the facts Source (this will turn into your bibliography) Facts that I have learnt (write in dot points) Observations & Interpretations that I made from the
11. If the proposed investigation involves use of stored specimens from a primary MTN study, have the following been completed? All primary-study endpoints ascertained and confirmed by the SDMC and LC All protocol-specified testing involving the stored specimens proposed to be used in the Ancillary Study completed Not applicable — no stored biological specimens to be used Yes (Attach documentation.) No, primary study not yet completed No (Explain.)
Cultural differences in perceptions, attitudes, and behaviors related to nutrition and weight HL084700 (Closed) Tiffany L. Gary, PhD Obesity, inflammation, and thrombosis R01-HL090514-01 (Closed) 05/01/2007 – 04/30/2012 Christie Ballantyne, MD G protein-coupled receptor variants as genetic determinants of obesity R01 DK072497 (Closed) Alan S. MD; Gordon Huggins, MD Effects of social determinants of health on diabetes self-care and subsequent health outcomes 5 U01-DK057177-10 (Ongoing-manuscript writing but no longer collecting data) Gina PhD; John Foreyt, PhD; Rebecca Reeves, DrPH Intentional weight reduction and physical and cognitive function R01 AG033087 (9/30/09-8/31/14; Data Analysis complete. Field operations complete.) Stephen B. Kritchevsky, PhD Genetic and behavioral effects on high-density lipoprotein cholesterol: The Look Study 5 R01 DK090043-02 (Closed) Jeanne McCaffery, PhD BNP determinants of brain natriuretic peptide in diabetes R21HL089686 (Closed) Alain Bertoni, MD The Look Brain Study 5R01DK092237-04 (Funding has ended; data analysis and publication activities continue) Mark Espeland, PhD Gene behavioral interactions and weight loss 3 U01 DK056992-14S1 (Closed) Jeanne McCaffery, PhD Genetics of diabetic nephropathy DiaComp Pilot and Feasibility Award #25034-34 (Closed) Jeanne McCaffery, PhD Diabetes inflammatory markers and urinary incontinence in NIDDK/DiaCOMP U24; DK076169 (Subcontract PI; PI: McIndoe, R); 09/01/2013 - 08/30/2014 Analyses ongoing (in the queue to be done at the DCC). Funding completed. Leslee Subak, MD Understanding Racial and Ethnic Differences in Weight Loss Maintenance and Regain 1R03DK101795-01 (Ongoing) Gareth R. Dutton, PhD
Contents Introduction - 3 Practice Director - 3 The Partners - 4 Salaried GPs - 4 Doctor’s clinic Times – Ashby Road - 5 Doctor’s Clinic Times – Detuyll Street - 6 Practice Staff - 7 Services provided - 9 Surgery Information - 13 Minor Ailments Scheme - 19 Care Quality Commission - 21 RCGP Practice Accreditation - 21 Attached to the surgery - 22 Self-treatment of Common illnesses and accidents - 23 General Medical Services - 27
The Partners Dr Girgis Abdel Shahid Henalla (Male) MB, BCh. Registered as a Medical Practitioner in 1975 at Cairo. Dr Eugene Paul Mary Ryan (Male) MB, BCh, DCH. Registered as a Medical Practitioner in 1983 at Dublin. Dr James Taylor (Male) MBBS, DFFP. Registered as a Medical Practitioner in 1981 at London. Dr Krishna Pandeya (Male) MBBS, MS, FRCS, DIP Palliative Care. Registered as a Medical Practitioner in 1980 at Patna, India. Dr Deepa Mary Joy (Female) MBBS, MRCP, MRCGP. Registered as a Medical Practitioner in 1996 in India. Dr Mubark M A Jajja (Male) MBBS, MRCS, MRCGP, DFSRH. Registered as a Medical Practitioner in Pakistan. Dr Tehmina Mubarika (Female) B.Sc, MBBS, DRCOG, DFFP. Registered as a Medical Practitioner in Pakistan. Dr Aliza Siddiqui (Female) MBBS 2008, MRCGP 2013, DIP Palliative Care Dr Krystyna Ciuraj (Female) MBChB (2005) RCGP Certificate in Substance Misuse, Minor Surgery Salaried GPs: Dr Martin G Clausen (Male) MRCOG. Registered as a Medical Practitioner in 1994 in Berlin. Dr Sohail Malik (Male) MBBS. Registered as a Medical Practitioner in 1979 in Pakistan.
A child diagnosed as at risk of anaphylaxis is served and consumes their food in a location considered to be at low risk of cross-contamination by allergens from another child’s food. Ensure this location is not separate from all children and allows social inclusion at meal times. Staff Children are regularly reminded of the importance of not sharing food. Staff Children are closely supervised during eating. Staff Party or celebration Give parents/guardians adequate notice of the Approved Provider, Nominated Supervisor and educators Parents/Guardians provide a plate of safe food for the child diagnosed as at risk of anaphylaxis, to consume at the party. Parents/Guardians. Parents/Guardians are asked to attend parties as an extra form of supervision. Parents/Guardians Ensure the child diagnosed as at risk of anaphylaxis only eats food approved by his/her parents/guardians. Staff Specify a range of foods that all parents/guardians may send for the party and note particular foods and ingredients that should not be sent. Approved Provider and Nominated Supervisor Protection from insect bite allergies Specify play areas that are lowest risk to the child diagnosed as at risk and encourage him/her and peers to play in that area. Educators Decrease the number of plants that attract bees or other biting insects. Approved Provider Ensure the child diagnosed as at risk of anaphylaxis wears shoes at all times they are outdoors. Educators Respond promptly to any instance of insect infestation. It may be appropriate to request exclusion of the child diagnosed as at risk during the period required to eradicate the insects. Approved Provider/Nominated Supervisor Latex allergies Avoid the use of party balloons or latex gloves. Staff Cooking with children Ensure parents/guardians of the child diagnosed as at risk of anaphylaxis are advised well in advance and included in the planning process. Approved Provider, Nominated Supervisor and educators
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Demand driven, annual program with increasing numbers of NGOs entering the ANCP in a restricted resource context – both budgetary and staffing Funding policy includes protections for existing NGOs in the program to minimise funding fluctuations Maintain current staffing levels Medium Breadth and scale of program model means limited overview of project details and management of associated risks (incl.fraud, child protection and terrorism financing) Ongoing accreditation - upfront due diligence and good practice check of NGOs Engagement with for high risk countries/projects Support Post to undertake monitoring and engagement activities Modified reporting requirements to collect more in-depth project risk information Clarified risk management responsibilities in annual grant agreements Continue to strengthen engagement with Posts/Desks Continue to provide support to Posts to undertake monitoring and engagement activities Medium Program data quality and management – limited capacity to assess and analyse quality and consistency of ANCP data Ongoing accreditation – upfront due diligence to asses ANCP NGOs capacity to generate credible data Use of ANCP online to record all project aspects Re-establish a MEL reference group to work on data- validation exercise Medium Closing space in civil society in partner countries impacting on development outcomes NVB maintained close contact with bilateral programs to ensure consistent messaging and issues management Clarified risk management responsibilities in annual grant agreements Through Posts, Australia will continue to advocate for the benefit of an inclusive, open society and the promotion of space for civil society to operate Continue to strengthen engagement with Posts/Desks around changes in operating environments on a case by case basis Continue to provide support to Posts to undertake monitoring and engagement activities Medium Programming in high-risk locations
C - List of program prioritised evaluations planned for the next 12 months Evaluation title Investment number and name (if applicable) Date – planned commencement (month/year) Date – planned completion (month/year) Purpose of evaluation Evaluation type Data validation – 13B270 June 2017 June 2018 Address recommendation 4 of ODE review Joint (in collaboration with the ANCP MEL Reference Group) Annex D - Aid Quality Check ratings AQC ratings AQC investment performance over the previous 12 months and where available last year’s AQC ratings are included. Approved budget and duration year on year Relevance Effectiveness Efficiency Monitoring and Evaluation Sustainability Gender equality Risks and Safeguards 127.3 m (2016-17) 2017 AQC 5 5 5 4 5 5 5 127.3m (2015-16) 2016 AQC 5 5 5 5 5 5 5 E – Performance Assessment Framework
Art – 7th Grade 1 MJH Kylan Duncan 2 FJH Sam French 3 FJH Misti Arnold 4 HJH Blakeli Duckworth 5 HJH Noah Albright 6 HJH Gabby Molina Calculator – 7th 1 NRJH Kyle Tsai 2 NRJH Brianna Phan-Tran 3 MJH Syniah Smith 4 HJH Cameron Ptak 5 RPJH John Bucu 6 AJH Connor Hughes – 7th Grade 1 NRJH Kyle Tsai 2 HJH Jeffery Padgett 3 HJH Brian Towne 4 MJH Cole Phillips 5 NRJH Josh Augustin 5 AJH Pete Martinez Dictionary Skills – 7th Grade 1 NRJH Ella Hestand 2 NRJH Daniella Jacob 3 NRJH Lauren Bautista 3 MJH Syniah 5 HJH Gabby Molina 6 HJH Cameron Ptak Editorial Writing – 7th Grade 1 NRJH Jenna Zamil 2 NRJH Nathanael Mathew 3 RPJH Brooklyn Bush 4 HJH Kya Peterson 5 HJH Noah Albright 6 NRJH Christine Rong Impromptu Speaking – 7th Grade 1 NRJH Aditya Udaygiri 2 NRJH Samah Haidar 3 HJH Brian Towne 4 HJH Sage Barmettler 5 MJH Mariah Engrum 6 AJH Emily Saenz
Listening – 7th 1 NRJH Austin lee 2 AJH Eden Haneline 3 NRJH Sam Liaw 4 HJH Gabby Molina 5 HJH Ruth Turner 6 HJH Blakeli Duckworth Maps, Graphs, Charts – 7th Grade 1 MJH Kylan Duncan 2 NRJH Isaiah Walker 3 HJH Blakeli Duckworth 4 FJH Sam French 5 HJH JP Moreno 6 AJH Justin Thompson Mathematics – 7th 1 HJH JP Moreno 2 NRJH Savindu Wimalasooriya 3 AJH L.A. DeBerry 3 NRJH Saumya Jhaveri 5 FJH Sam French 6 AJH Mirabelle Blankley Modern Oratory – 7th 1 NRJH Dian Varughese 2 NRJH Saumya Jhaveri 3 MJH Madison Green 4 AJH Dore Number – 7th Grade 1 NRJH Kyle Tsai 2 NRJH Austin Teng 3 HJH Noah Albright 4 NRJH Saumya Jhaveri 5 MJH Kylan Duncan 6 FJH Samuel French Oral Reading– 7th Grade 1 NRJH Ella Hestand 2 NRJH Samah Haidar 3 NRJH Nicholas Mathew 4 FJH Skylar Pennington 5 FJH Karmin Gonzalez