This week we launched our first “footstep” for the Out of Eden Learn Project. Students watched videos to learn more about Paul Salopek’s journey following the path of human migration. They learned about ‘slow journalism’ and his reasons for taking this trip.G/H block students read Paul’s blog post Sole Brothers. Think about these questions and comment. Our first ‘footstep’ and Part 1 (Get Inspired) is a practice one and it asks you to engage in Paul’s journey and to respond to these questions:
1) What caught your attention or interested you about Paul’s article (Sole Brothers)? Here is an EAL-friendly version.
2) What questions or wonders do you now have (about this article or Paul’s journey)?
Comment below and copy and paste your message to your Out of Eden Learn Google Document (Footstep #1, Part 1) Also, reflect on the beginning of Paul’s story:
“Footwear is a hallmark of modern identity. How best to glimpse an individual’s core values at the start of the 21st century? Look down at their feet—not into their eyes.”
3) What can you learn about someone, or their values from their footwear (see photos of grade 6 footwear)?
In Ethiopia, many people where wear the inexpensive sandals that Paul noticed. Check out the poll question below and vote.
This week we will complete our first ‘footstep’ for Out of Eden Learn. Click on the maps above to see who is in your walking party. I have also created a Google Map showing your party.
B/D Walking Party – United States (Buffalo Grove, Illinois; Miami, Florida; Saco, Maine; Danville, California; Marblehead, Massachusetts), Riyadh, Saudi Arabia; Accra, Ghana; Burlington, Ontario, Canada
G/H Walking Party – United States (West Hartford, Connecticut; Durham, North Carolina; Kamuela, Hawaii; Danville, California; Anchorage, Alaska; Saddle River, New Jersey; Buffalo Grove, Illinois; Marblehead, Massachusetts), Dar Es Salaam, Tanzania, Accra, Ghana
A satellite image released this week by NASA shows the extent of haze currently blanketing much of Southeast Asia. The photo captures plumes of smoke emerging from fires burning in the peatlands of Sumatra and Indonesian Borneo. The smoke blows west into what looks like thick clouds over both islands as well as neighboring Singapore and Malaysia. Choking haze is causing widespread hospitalizations, interfering with transportation, and inflaming political tensions between Indonesia and Singapore.
In class we learned about the slash and burn agriculture. Read this story to see about the modern-day effects on this type of farming in countries that are close to where we live. Here are 5 Things to Know About the Haze.
Rajasthan, India (CNN) The record-breaking drought in California has made the headlines. But in Rajasthan, the driest region of India, water scarcity is a way of life. Women and children walk miles to get water and clean dishes with sand to conserve it. In recent years, the problem has escalated. More than half of Rajasthan’s drinking water does not meet the World Health Organization’s standards due to high levels of fluoride and salt. In some villages, wells have dried up, leaving people dependent on water brought in by tankers.
I saw this story on CNN Heroes this morning and it made me think about what we have been learning in class – the importance of water in the creation of the first villages and civilizations. Watch the video and read the story to learn about Bhagwati Agrawal and the work he has been doing in India for over 12 years. I will tag any news articles with ‘News & Features’ if I find something related to what we are doing in class. Please send me any interesting articles or videos you find, so that we can share with the class.
Watch several of the short video clips on Out of Eden Learn and Out of Eden Walk. Think about:
Who is Paul Salopek?
What is the purpose of his journey?
What is slow journalism?
What is Out of Eden Learn?
What do you think will make Out of Eden Learn interesting?
What questions do you have about Out of Eden Learn?
Share your ideas in the comment section! Due date: Friday, September 25th (G/H) and Saturday, September 26th (B/D). All comments will be moderated and published by Saturday night at 8:00pm.
We are currently learning about Sumer, the first civilization, in southern Mesopotamia. Sumer was made up of several city-states, including Kish, Nippur, and Ur. Our current lesson also focuses on the traits of a civilization.
Get ready for an exciting new project, Out of Eden Learn! We start next week!
This playlist supports what we are learning in the first lesson of Mesopotamia. These videos would be helpful to review. :>)
Mesopotamia is a name for the area of the Tigris–Euphrates river system, corresponding to modern-day Iraq, Kuwait, the northeastern section of Syria, as well as parts of southeastern Turkey and of southwestern Iran.
The official UN International Peace Day is September 21, but AISC will celebrate it on Friday, September 18. The UN created this day to strengthen the ideals of peace. This year’s theme for the day is “Partnerships for Peace – Dignity for All.” There will be a Graffiti Wall on the outside of the High School CIC facing the fountain courtyard. Students, parents, faculty – all community members – can share their thoughts, images, examples of what “Dignity for All” means to them. This wall will be up and ready starting on Tuesday, September 15. Envision a world of peace – what would it look like? How can we work toward achieving this?
The timing of the end of our early humans unit coincides with the news of the discovery of ancient skeletons in Africa. This story is all over the news and social media. I have included some videos from the news and some articles with images. Scientists have discovered a new human-like species in a burial chamber deep in a cave system in South Africa. The discovery of 15 partial skeletons is the largest single discovery of its type in Africa. The researchers claim that the discovery will change ideas about our human ancestors.
Please comment and write about anything interesting you read or heard and/or one wondering or question you might have about this discovery. Here are some articles with further stories and images:
Many students have asked me to share the Otzi documentary we watched in class. Here is the playlist. The documentary is the third video. If you find Otzi, hunter-gatherer, early farming, or other related early human websites or videos, please share the link with me. I am always looking for new resources. Thanks!
In our early human unit, you learned about the agricultural revolution, the name given to the shift or move from food gathering to food raising/growing. Early humans learned how to domesticate plants for food and animals that gave them food and clothing. People made harpoons, needles, and other tools from animal bones. New tools and methods of farming led to the invention of new tools like hoes to loosen soil, sticks to dig holes, and sickles to harvest grain. New communities and villages developed near fresh water sources, like rivers, where people built irrigation canals to move water from rivers to fields.
This playlist features some videos that go along nicely with what you are reading in chapter 2, lesson 2 (pages 58 – 62). How did farming change the way people lived? What farming techniques were part of the agricultural revolution?
We are learning about early human culture and the development of art. There are many examples of ancient cave paintings, particularly in France and Spain. Watch the video clip and also check out website for the Lascaux Cave Paintings in France (also mentioned in pages 6-7 in your textbook). Click ‘visit the cave’ to enter this cool website that features some really amazing early art. Women made most of the oldest-known cave art paintings, suggests a new analysis of ancient handprints. Most scholars had assumed these ancient artists were predominantly men, so the finding overturned decades of beliefs.
Think about: What does this art tell us about early humans?
A civilization is made up of many parts. We will use G.R.A.P.E.S. to remember them. The GRAPES acronym in Social Studies means:
We are currently learning about historical themes (pages xxii – xxiii in your textbook). The themes listed in the book are the same as GRAPES. Click on this link to learn more about GRAPES.