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Zoom GroupHMH Module 2, Lesson 3: Beginnings of Agriculture
Objective: Students will examine the great changes to human society due to the development of agriculture. Main Ideas: 1. The first farmers learned to grow plants and raise animals in the New Stone Age. 2. Farming changed societies and the way people lived. Instructions: 1. Login to HMH. 2. Lesson 3 has been assigned to you. We will work through the lesson together. 4. Written Response/Exit Ticket (last page): How did farming contribute to the growth of towns? Key Terms: Neolithic Era: the New Stone Age, which began about 10,000 years ago in Southwest Asia and much later in other places. Domestication: the process of changing plants or animals to make them more useful to humans Agriculture: the development of farming from the domestication of plants. Megaliths: huge stones used as monuments or sites for religious gatherings. |
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Independent GroupHMH Module 2
The Stone Ages and Early Cultures: Document-Based Investigation Objective: Students will analyze three primary sources to identify details about early cultures. Main Ideas: 1. As scientists find more remains and artifacts, the story of human development becomes clearer. 2. New discoveries have challenged beliefs about the first Americans. 3. Many foods have been domesticated by early people. Instructions: 1. Login to HMH 2. Open the following lesson: The Stone Ages and Early Cultures: Document-Based Investigation, Part 1 3. There are three short primary sources for you to analyze. You will be prompted to write about each one. Each response should be at least 3-5 sentences. |
Zoom Group |
Independent Group |
HMH Module 2, Lesson 3: Beginnings of Agriculture
Objective: Students will examine the great changes to human society due to the development of agriculture. Main Ideas: 1. The first farmers learned to grow plants and raise animals in the New Stone Age. 2. Farming changed societies and the way people lived. Instructions: 1. Login to HMH. 2. Lesson 3 has been assigned to you. We will work through the lesson together. 4. Written Response/Exit Ticket (last page): How did farming contribute to the growth of towns? Key Terms: Neolithic Era: the New Stone Age, which began about 10,000 years ago in Southwest Asia and much later in other places. Domestication: the process of changing plants or animals to make them more useful to humans Agriculture: the development of farming from the domestication of plants. Megaliths: huge stones used as monuments or sites for religious gatherings. |
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HMH Module 2
The Stone Ages and Early Cultures: Document-Based Investigation Objective: Students will analyze three primary sources to identify details about early cultures. Main Ideas: 1. As scientists find more remains and artifacts, the story of human development becomes clearer. 2. New discoveries have challenged beliefs about the first Americans. 3. Many foods have been domesticated by early people. Instructions: 1. Login to HMH 2. Open the following lesson: The Stone Ages and Early Cultures: Document-Based Investigation, Part 1 3. There are three short primary sources for you to analyze. You will be prompted to write about each one. Each response should be at least 3-5 sentences. |
Zoom Group |
Independent Group |
Module 3, Lesson 2: The Sumerians
Objective: Students will explore details about the world’s first advanced society, the Sumerians. Main Ideas: 1. The Sumerians created the world’s first advanced society. 2. Religion played a major role in Sumerian society. 3. The Sumerians invented the world’s first writing system. 4. Technical advances and inventions changed Sumerian lives. 5. Many types of art developed in Sumer Instructions: 1. Login to HMH. 2. Lesson 2 has been assigned to you. We will work through the lesson together. 3. Written Response/Exit Ticket (last page): Choose one of the four characteristics of Sumerian civilizations to discuss in at least one paragraph. Use at least 2 facts from the text to support your writing. Key Terms: rural: having to do with the countryside urban: having to do with the city city-state: a political unit consisting of a city and the surrounding countryside empire: land with different territories and peoples under a single rule polytheism: the worship of many gods social hierarchy: a division of society by rank or class cuneiform: world’s first system of writing epics: long poems that tell the stories of heroes |
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Module 3, Lesson 1: Geography of the Fertile Crescent
Objective: Students will explore the geography of the Fertile Crescent and identify that the valleys of the Tigris and Euphrates Rivers were the site of the world’s first civilizations. Main Ideas: 1. The rivers of Southwest Asia supported the growth of civilization. 2. New farming techniques led to the growth of cities Instructions: 1. Login to HMH: at the top of the page click “Assignments” to bring up a list of all your assignments. 2. Open M3,L1: Geography of the Fertile Crescent 3. As you read each page in the lesson, make sure you scroll all the way to the bottom and answer the question at the bottom of each page. 4. IMPORTANT: On the Review Page (this is the last page of the lesson) answer the question in at least 3-5 sentences. You will type your response in the textbox at the bottom of the Review Page. Key Terms: Fertile Crescent: a large arc of rich farmland extending from the Persian Gulf to the Mediterranean Sea silt: a mix of rich soil and small rocks civilization: an organized group of people (society) that live in an area and work to improve their way of life irrigation: a way of supplying water to an area of land canals: human-made water ways surplus: more of something than is needed division of labor: an arrangement in which people specialize in specific tasks |
Zoom Group |
Independent Group |
Module 3, Lesson 2: The Sumerians
Objective: Students will explore details about the world’s first advanced society, the Sumerians. Main Ideas: 1. The Sumerians created the world’s first advanced society. 2. Religion played a major role in Sumerian society. 3. The Sumerians invented the world’s first writing system. 4. Technical advances and inventions changed Sumerian lives. 5. Many types of art developed in Sumer Instructions: 1. Login to HMH. 2. Lesson 2 has been assigned to you. We will work through the lesson together. 3. Written Response/Exit Ticket (last page): Choose one of the four characteristics of Sumerian civilizations to discuss in at least one paragraph. Use at least 2 facts from the text to support your writing. Key Terms: rural: having to do with the countryside urban: having to do with the city city-state: a political unit consisting of a city and the surrounding countryside empire: land with different territories and peoples under a single rule polytheism: the worship of many gods social hierarchy: a division of society by rank or class cuneiform: world’s first system of writing epics: long poems that tell the stories of heroes |
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Module 3, Lesson 1: Geography of the Fertile Crescent
Objective: Students will explore the geography of the Fertile Crescent and identify that the valleys of the Tigris and Euphrates Rivers were the site of the world’s first civilizations. Main Ideas: 1. The rivers of Southwest Asia supported the growth of civilization. 2. New farming techniques led to the growth of cities Instructions: 1. Login to HMH: at the top of the page click “Assignments” to bring up a list of all your assignments. 2. Open M3,L1: Geography of the Fertile Crescent 3. As you read each page in the lesson, make sure you scroll all the way to the bottom and answer the question at the bottom of each page. 4. IMPORTANT: On the Review Page (this is the last page of the lesson) answer the question in at least 3-5 sentences. You will type your response in the textbox at the bottom of the Review Page. Key Terms: Fertile Crescent: a large arc of rich farmland extending from the Persian Gulf to the Mediterranean Sea silt: a mix of rich soil and small rocks civilization: an organized group of people (society) that live in an area and work to improve their way of life irrigation: a way of supplying water to an area of land canals: human-made water ways surplus: more of something than is needed division of labor: an arrangement in which people specialize in specific tasks |