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Week 6/ September 11 to September 15

September 13 2017 

Essential Question: 

What shaped Indian religions?  What was the influence of the Silk Road?

Standards: 

c. Explain the development and impact of Hinduism and Buddhism on India, and 

Confucianism on China. 

 

Activator: 

Students will be told to write down what they did on the project. 

Teaching Strategies: 

Classnotes- 

Early in Indian history a belief system known as Brahmanism developed. Brahmanism revolved around the study of sacred texts known as the Vedas and the gods discussed in these text. A major focus was karma, or the belief that one action’s in life influenced ones reincarnation. One will keep reincarnating until union with Brahman is achieved. This belief system developed into modern Hinduism. The belief system was supported by the strict caste system. Another major Indian religion was Buddhism, developed by Siddhartha Gautama. Buddhism is similar to Brahmanism in its belief in reincarnation and eventually reaching nirvana, but it rejected the caste system. Buddhism is adopted by an Indian leader known as Asoka, who was part of the Mauryan Empire. 

 

The Silk Road and other trade routes helped spread Buddhism into China and other countries in Southeast Asia. As Buddhism spread it changed. Buddhism over time declined in India, and Hinduism rose to prominence during the Gupta Era. Buddhism’s rejection of caste doomed it in India, as the caste system protected the ruling class. Over time the Buddha himself will be worshiped as divine (or like a god) by many Buddhist. 

 

Students will continue working on project. Today is the last day that they will be provided to work on project. 

 

Summarizer: 

Students will submit work. Instructions will be provided on how video and transcript will be provided. A written transcript is best, as no late grades will be provided on videos if transcript is provided on time. 

Differentiation: 

Same as previous project day. 

 

 

September 14 2017

Essential Question: 

What influence did Confucianism have on Chinese society?

Standards: 

c. Explain the development and impact of Hinduism and Buddhism on India, and 

Confucianism on China. 

 

Activator: 

Students will take an independent Socrative that covers content we have discussed on the last few days.

Teaching Strategies: 

Classnotes- 

China had a male based society (patriarchy or patriarchal society). This was influenced by Confucianism, a belief system in China, which focused on respect for elders The creator of Confucianism was Confucius. He taught the importance of family, respect for elders, and reverence for your ancestors. Confucius wanted to end the political troubles of the time period. It did not discuss gods, or religious ideas. It focused on the political problems in Chinese society & how moral and ethical leadership could solve these problems. It used a system of exams, that were established during the Han dynasty, to test candidates for jobs. A civil service system is a system that runs the everyday business of the government. Originally government officials recommended people for civil service positions. These tests were put in place to select the best people for the jobs. The Han dynasty also established the imperial university to train people for government positions. Usually only the wealthiest people could afford to train at the university. In China landowners were at the top. Peasants (who made up 90% of society) rank just below landowners, not at bottom as in most societies. Merchants, shopkeepers, and traders were the lower class. Movement between classes was not prohibited, but it did not happen often. 

 

Students will then be asked to make a ranking of Society.  In other words who is the most important, and who is the least important.  This should not be individual people, but groups.  This should be ten groups.  One of these groups must be an animal.  One of these groups must be a superhero.  One of these groups must be a cartoon.  One of the groups must be an athlete.  One of these groups must be a car.  It is OK to have an individual for these, for instance, you may say one Athlete's name.  For each in the list they must say why it belongs there.  The other five may be any groups, but should not be an individual.  Groups include, men, women, young, old, etc...  Students must also create a name for the system they create.

For instance if they say Chevrolet is the highest in their rankings, they could say because its cars are the fastest.

Summarizer: 

Students will share their creation.

Differentiation: 

Student creation of content in notes

 

September 15 2017 

Essential Question: 

Standards: 

d. Explain how geography contributed to the movement of people and ideas, include: Silk 

Roads and Indian Ocean Trade. 

Activator: 

We will have a general discussion of trade.

Teaching Strategies: 

Classnotes- 

The Silk Road was a major East West trade route between China in the East and Europe in the West. Silk and other fine goods from China were in high demand in the West. Initially the trade occurred between China and the Roman Empire, and most of the trade was overland. Over time traders mastered the monsoon winds over the Indian Ocean. This allowed goods to be transported over the Ocean as well, vastly expanding trade through the Middle East and the Arabian Peninsula Although people did not travel the entire Silk Road, this trade did make Romans and then Europeans curious about civilizations to the East, most importantly China. Goods were not the only thing that transported along the Silk Road, ideas such as Buddhism and Christianity spread and well. 

 

The class will participate in term based review. This will be done for extra credit on the test. 

OR....

Students will work independently on their study guides.

Students will be provided with a study guide that covers all content that will be on the test. 

Study Guide CLICK HERE 

Summarizer: 

Questions on the test 

Differentiation: 

None 

 

 

BELOW MOVED DUE TO HURRICANE

 

September 14 2017 

Essential Question: 

All for Standards 1 and 2 Apply, Test Review Day

Standards: 

All for Standards 1 and 2 Apply, Test Review Day

Activator: 

Students will be asked to submit on Socrative 1 topic they would like to discuss.

Teaching Strategies: 

The first half of the class will be devoted to individual work time a study guide.

The second half of the class will be devoted to a class wide review.

Summarizer: 

Final questions before test tomorrow?

Differentiation: 

None, Test Review Day

 

 

September 15 2017 

Essential Question: 

All for Standards 1 and 2 Apply, Test Day

Standards: 

All for Standards 1 and 2 Apply, Test Day

Activator: 

Final Questions?

Teaching Strategies: 

Students will take test on Standards 1 and 2. 

Summarizer: 

None, Test Day

Differentiation:

None, Test Day

Contact Us
Polk School District 612 South College St.
Cedartown, GA 30125
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