Wednesday, August 21, 2013

Economics Presentation, Strayer University, 22 August 2013


Beyond the Sound Bites:

Paul Krugman States that the US Economy Is Not Strong And The Statistics Do Not Look Good

Comments, questions, reactions?

Chapter 3

Business Organizations, p. 60

Section 1 Forms of Business Organization, p. 61

Most businesses operate in search of profits. Others are organized and operate like a business, although profits are not their primary concern. There are three main forms of business organization. The first is the sole proprietorship, which is a business owned and operated by one person. The second is the partnership, which is a business jointly owned by two or more persons. The third is the corporation, which is recognized as a separate entity having all the rights of an individual. The proprietorship is the most common and most profitable form of business organization. The corporation is the largest and most visible.

One is a sole proprietorship which one individual, the sole proprietor, exercises complete control over the business. Another is a partnership in which two or more individuals combine their efforts and share the profits of the business. Under both business forms, the business is an asset owned by the owner or owner, it has no existence separate from them, and any financial or legal problems encountered by the business are their responsibility. All of the owners’ assets, even those not involved in the business, are at risk. Liability is unlimited.


Main types of business

Types reviewed and advantages and disadvantages

From your reading Homework on incorporation:

In-class assignment: what are the benefits of incorporation for the founder and for the shareholder?



Sole Proprietorship, p. 62


Partnerships


Forming a Partnership, p. 65

In-class assignment: notice how partnerships are formed by entrepreneurs and investors.

We will divide the class into small groups. You have two tasks: one, do you think the "sharks" will want to partner with the entrepreneur? If so, which one? Two, would you want to partner with the entrepreneur? Why or why not?

We will discuss as a class and students can offer their assessments.

1st Episode

Shark Tank - Episode 1 (Season 1)

1. Billionaire Mark Cuban, Owner & chairman of AXS TV & owner of Dallas Mavericks; 2. Real estate mogul Barbara Corcoran. 3. Queen of QVC" Lori Greiner 4. Technology innovator Robert Herjavec 5. Fashion and branding expert Daymond John 6. Venture Capitalist Kevin O'Leary.

Mr. Tod's Pie Factory

In the exciting conclusion we see the response of the two remaining sharks:

Barbara and Daymond

S1 E01 Part 2/5

The sole proprietor is confronted with cold reality. Would you give up a substantial part of your business? How much?

Advantages

Disadvantages, p. 66

Reading Check

Contrasting

What are the differences between a general partnership and a limited partnership?

Corporations, p. 67

Corporations & Stocks Overview In a Nutshell

Corporations are everywhere. You probably deal with thousands of them every day They're such a critical part of the American economy that you probably don't even notice or think about it.

But this wasn't always the case. When the United States was born, corporate charters were rarely granted. The benefits gained through incorporation were considered so great, they were offered only to businesses that served a broad public interest. A ferry company might receive a corporate charter, but an ordinary factory would not. If you proposed to build a canal that would link towns and expand trade, the state might grant you charter. But if you sought to incorporate your flour mill, you would probably be turned away.

Long story short: you could only incorporate if your business was going to do something very special to serve the public interest.

By the middle of the nineteenth century, however, these views had changed. Policymakers came to realize that the corporate form served all Americans by facilitating economic growth. For business owners, the corporation offered a way to increase both their capital and the stability of their businesses. For investors, the corporation offered a relatively risk-free way of taking part in emerging commercial opportunities.

Today, corporations bring in more than 80% of all dollars earned in America. Savvy stock investors participate in a global exchange worth more than $100 trillion. Corporations are here to stay, and they provide many of the best opportunities for individuals to get ahead in the world. Yet many people are left behind simply because they do not understand how to read a financial website. Are you one of them? Read on, and you won't be.

Why Should I Care?

Lots of people think corporations are defined by their size. They assume that they are gargantuan megabusinesses with thousands of employees and millions, maybe billions, in profits. But individuals can form corporations—your neighbor the accountant, your aunt the dentist, and your couldn’t-get-a-real job “life-coach” cousin Fred could all be incorporated. A corporation is just a type of business organization with specific legal and structural characteristics. Many corporations are among America’s largest businesses, but size is not a defining feature of the corporation.

So what are the defining features of the corporation? And what benefits do business people gain by incorporating? Perhaps most important—what’s in it for you? Read on and find out.



Corporations and Stocks game

Cf. http://www.shmoop.com/corporations-stocks/game.html

In regards to corporations, many people think that the financial websites that track the stock market are a confusing batch of secret codes. They are intimidated by the jumble of numbers and symbols clearly meant for only the most sophisticated analysts. But most of these numbers are little more than price tags—today's price tags compared with old price tags—so that you can see how the market has changed. The stock market is complex, and money can be lost—but it’s not too complex for most savvy consumers to understand what's going on... and perhaps to profit.

So what do all those numbers about the stock market really mean? And what does all the jargon—margin, short, put call—really mean? Read on and find out.


Main Idea


In-class assignment:

What is a corporation? What is it composed of? What sort of positions and functions are characteristic of a typical corporation?

Corporate Structure

http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p68.swf

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p68.swf


Forming a Corporation
A corporation is a very different type of business organization. Most significantly, a corporation is a business entity legally separated from its owners. When business owners decide to incorporate they secure a charter from the state government. This charter is like a birth certificate, establishing the existence of a new and separate legal entity. Once incorporated, the corporation can buy and sell property, enter into contracts, sue, and be sued... just like a living, breathing person.

In fact, that's what a corporation is: a legal "person." (The word "incorporate" shares the same root as "corpse"; it means something like "to give it a body.") The idea is that the corporation is a fictitious person, with many of the same rights under the law as a real person.

For the sole proprietor turned corporation, there are several benefits. Most importantly, his personal assets (home, car, boat, iPod) are no longer at risk should the corporation have problems. If the corporation is sued, only its assets are at risk. If the corporation goes broke, its creditors can only go after the corporation’s assets. As there is a legal barrier separating the corporation and its owners, the owners enjoy limited liability.

There are other benefits as well. To finance expansion, corporations may sell stock. Most corporations, in fact, do not sell stock to the public; all of the stock is privately owned. But if a company decides to expand its capital base by “going public” it issues an initial public offering or IPO. People buying the stock acquire partial ownership in the corporation. And the more shares they buy, the larger percentage of the corporation they own. Of course, this also means that the original owners also have to share profits. These may be distributed to the shareholders quarterly in the form of dividends.

Corporations may also raise money by selling corporate bonds. Like governments, corporations may issue bonds that promise repayment over a specified period at a certain interest rate.

Another benefit of turning a sole proprietorship or partnership into a corporation is that the business becomes more durable—that is, it is no longer so tied to the health of the founder. If the founder dies, the corporation lives on. Similarly, a corporation is less dependent on the talents of its founders. As corporations grow, they are governed by a board of directors elected by the shareholders. This board selects a president or CEO (chief executive officer) to manage the corporation. A sole proprietorship may have a technically brilliant but, from a business point of view, inept founder. He may turn the business over to his even more incompetent children. But the governing structure of corporations allows management to be handed over to professionally trained executives.

Summary and review


Proprietorship - owned and run by a single person.

Partnership - jointly owned by two or more persons.

Corporation - business organization recognized by law as a separate legal entity with all the rights of an individual.

Resources and HW

Thursday HW
1. p. 66, Reading Check, Contrasting, What are the differences between a general partnership and a limited partnership?
2. p. 67, What is the relationship between a dividend and a stockholder?
3. p. 67, How does common stock differ from preferred stock?

Barrett Strong - Money (That's What I Want) (with lyrics), 2:39

Barrett Strong recorded this in 1959 for Motown records, it reached number 2 on the R&B charts and 23rd on the US Pop charts making it Motown's first hit. Barrett Strong later went on to become one of Motown's most famous song writers.

Beatles, You Never Give Me Your Money, 3:26



Monday, August 19, 2013

Fall 2011: Government for Everybody, Jantzen; Street Law

Government Workbook:
http://www.ecampus.com/shoppingcart.asp?action=add&newused=P&item=77824&x=36&y=18&r=1&c=

Street law:
http://www.glencoe.com/sec/socialstudies/street_law/index.php

Tuesday, January 08, 2013

6 days notice, emailed parents/students with Quiz Prep info/5 multiple-choice questions


Quiz Ch. 8 Section 2 Industrial Revolution
Number of Grades 29
Range of Grades (20% - 100%)
Mean 76.6%
Median 80%
Mode 80%

Grade Distribution by Grouping
 
%  
0 - 9   
10 - 19   
20 - 29  1 Assessment(s) (1)
30 - 39   
40 - 49  2 Assessment(s) (2)
50 - 59   
60 - 69  5 Assessment(s) (5)
70 - 79   
80 - 89  14 Assessment(s) (14)
90 - 99   
100+  7 Assessment(s) (7)

Grade Distribution of each Grade
 
%  
20  1 Assessment(s) (1)
21   
22   
23   
24   
25   
26   
27   
28   
29   
30   
31   
32   
33   
34   
35   
36   
37   
38   
39   
40  2 Assessment(s) (2)
41   
42   
43   
44   
45   
46   
47   
48   
49   
50   
51   
52   
53   
54   
55   
56   
57   
58   
59   
60  5 Assessment(s) (5)
61   
62   
63   
64   
65   
66   
67   
68   
69   
70   
71   
72   
73   
74   
75   
76   
77   
78   
79   
80  14 Assessment(s) (14)
81   
82   
83   
84   
85   
86   
87   
88   
89   
90   
91   
92   
93   
94   
95   
96   
97   
98   
99   
100  7 Assessment(s) (7)           


Quiz Ch. 8 Section 2 Industrial Revolution
Number of Grades 32
Range of Grades (20% - 100%)
Mean 68.1%
Median 80%
Mode 80%

Grade Distribution by Grouping
 
%  
0 - 9   
10 - 19   
20 - 29  2 Assessment(s) (2)
30 - 39   
40 - 49  3 Assessment(s) (3)
50 - 59   
60 - 69  10 Assessment(s) (10)
70 - 79   
80 - 89  14 Assessment(s) (14)
90 - 99   
100+  3 Assessment(s) (3)

Grade Distribution of each Grade
 
%  
20  2 Assessment(s) (2)
21   
22   
23   
24   
25   
26   
27   
28   
29   
30   
31   
32   
33   
34   
35   
36   
37   
38   
39   
40  3 Assessment(s) (3)
41   
42   
43   
44   
45   
46   
47   
48   
49   
50   
51   
52   
53   
54   
55   
56   
57   
58   
59   
60  10 Assessment(s) (10)
61   
62   
63   
64   
65   
66   
67   
68   
69   
70   
71   
72   
73   
74   
75   
76   
77   
78   
79   
80  14 Assessment(s) (14)
81   
82   
83   
84   
85   
86   
87   
88   
89   
90   
91   
92   
93   
94   
95   
96   
97   
98   
99   
100  3 Assessment(s) (3)            


Quiz Ch. 8 Section 2 Industrial Revolution
Number of Grades 29
Range of Grades (60% - 100%)
Mean 79.3%
Median 80%
Mode 80%

Grade Distribution by Grouping
 
%  
0 - 9   
10 - 19   
20 - 29   
30 - 39   
40 - 49   
50 - 59   
60 - 69  4 Assessment(s) (4)
70 - 79   
80 - 89  22 Assessment(s) (22)
90 - 99   
100+  3 Assessment(s) (3)

Grade Distribution of each Grade
 
%  
60  4 Assessment(s) (4)
61   
62   
63   
64   
65   
66   
67   
68   
69   
70   
71   
72   
73   
74   
75   
76   
77   
78   
79   
80  22 Assessment(s) (22)
81   
82   
83   
84   
85   
86   
87   
88   
89   
90   
91   
92   
93   
94   
95   
96   
97   
98   
99   
100  3 Assessment(s) (3)            

Sunday, September 09, 2012

Week of 10 September 2012, Modern American History

The Battle Over Reconstruction (3 Lessons)

Cf. http://edsitement.neh.gov/curriculum-unit/battle-over-reconstruction

Lesson Activities

Activity 1. The Conditions in the South at the End of the War

Lesson 1: The Battle Over Reconstruction: The Aftermath of War

This lesson covers two essential aspects of Reconstruction: the condition of the southern states at the close of the war and Lincoln’s plan for restoring them to the Union. In examining the conditions of the southern states, students consider both the physical conditions (i.e., the impact of the devastation of war) and the political condition of these states (i.e., what was the proper relationship between southern states and the Union upon their surrender at Appomattox?)

Students will consider the economic and material impact of the Confederacy’s defeat with the assistance of an interactive map that combines statistics and data with the thoughts and ideas of the people living through this difficult period.

Cf. http://civclients.com/nehint/recon/

Activity 2. Attitudes at the End of the War

The following documents are the testimony of persons who either made Reconstruction policy, or who were affected by Reconstruction policy. Divide the class into six small groups (recommended size for groups is 3-5, but can be more or less depending on class size). Each group will be assigned one of the following documents, all from the EDSITEment-reviewed sites Digital History and the Freedmen and Southern Society Project.

Wednesday, September 05, 2012

Do You Have Digital Native Fluency?

Freshman should log in with a new password that they will remember.

- Log on with student number and an empty password After attempting to long on with student number, and an empty password, they still could not.

Students tried to log in to "ACADEMIC" but the system would not let them log on.

- Once logged in, have the student press ctrl alt del - There will be a 'change password' option on the left side - leave 'old password' blank and put in your new password - Press OK

Do You Have Digital Native Fluency?

https://docs.google.com/present/view?id=dc79b7fj_641c799znfs

Friday, August 24, 2012

World History 2: Lesson Plans

Link to textbook

http://vihmh.impelsys.com/holt_world_history_legacy/index.php

EDSITEment!

Galileo and the Inevitability of Ideas

http://edsitement.neh.gov/lesson-plan/galileo-and-inevitability-ideas

Galileo's Dialogue

The Scientific Revolution: Lesson Plans

6 lessons on The Scientific Revolution: sample below

Heretic or Hero?

The third part of the lesson plan should help students understand why the Catholic Church voiced opposition to the discoveries of the Scientific Revolution.  How did the Copernican model challenge basic teachings of the Church?  Have students also consider the ramifications of the Scientific Revolution following on the heels of the Protestant Reformation.

Questions to be answered:  Why was there serious opposition to their discoveries?  On what grounds was their work criticized?  How did the scientists answer these critiques? How did the Church try to stop ideas from being disseminated and how successful were they?

a.  Start this section of the lesson by splitting students into two groups: (1) Church leaders, (2) Galileo and his supporters.  Based on the documents listed below, have each group summarize the basic arguments of their position.

b. Hold a mock trial of Galileo, assigning students within each group to certain roles.  For example: within the group of Church leaders, several can take on the task of inquisitors, while those within the Galileo group can adopt the persona of various members of the scientific community.

The texts of several documents pertinent to the issue of tensions between scientists and the Catholic Church can be found on the following website.  This site includes the Dedication of Copernicus' Declaration of Revolutions of Heavenly Bodies, Galileo's Letter to the Grand Duchess, a Critique of Galileo offered by Cardinal Bellarmine and the text of the 1633 Indictment of Galileo. All can be found at the Fordham Unvirsity Internet History Sourcebook: The Scientific Revolution .

Follow-Up Activities

As the course continues, make references back to the worldview proposed by the Scientific Revolution, and emphasize when additional scientific discoveries call it into question, i.e. Einstein and Heisenberg.  Also, emphasize the connections between the willingness of the scientists to challenge traditional ideas and beliefs and the Enlightenment.

Slideshare: The Scientific Revolution

Resources for History Teachers: The Scientific Revolution

The Enlightenment

Enlightenment Radio Talk Show

Four Enlightenment Thinkers

The Enlightenment Lesson Plans

The Impact of the Enlightenment: Music, Enlightened Despots

Bach, Handel, Haydn, and Mozart represent music. The Enlightenment interested the absolutist rulers of Europe: Joseph II of Austria, Catherine the Great of Russia, and Frederick the Great of Prussia.

Suggestions

Colonial Empires and the American Revolution

Empire and Identity in the American Colonies

The American War for Independence (3 Lessons)

Salon Fishbowl: Philosophes on the Eve of the French Revolution

Best of History Web sites

Scientific Revolution, Enlightenment & French Revolution

Lesson Plans For History & Social Studies Classes

Modern American History & Culture

Topics:

Reconstruction, Industrialization, capitalism, big business, reform, Depression, civil rights, government, foreign policy

Ideals and Realities of Reconstruction, 1865 - 1876

Lesson Plans

Reconstruction

EDSITEment!

The Battle Over Reconstruction (3 Lessons)

Background for understanding Reconstruction

Putting Succession and the Civil War into a Modern Perspective

Patriot's, The Copperheads

Modern American History Lesson Plans and activities
Lesson Plans, Activities, Games
Reconstruction, Carpetbaggers & Scalawags
Reconstructing a Nation
Teaching American History

Lesson Plans & Activities, Industrial Revolution

Woodrow Wilson and Foreign Policy (4 Lessons)

From Neutrality to War: The United States and Europe, 1921-1941 (4 Lessons)

The United States in World War II: "The Proper Application of Overwhelming Force" (4 Lessons)

The Origins of the Cold War, 1945-1949 (3 Lessons)

The Cuban Missile Crisis, 1962: The Missiles of October

Competing Voices of the Civil Rights Movement (2 Lessons)

Best of History Web sites

American History

Lesson Plans For History & Social Studies Classes



Wednesday, July 25, 2012

World History I: Chapter 6 Section 1: The Rise of Islam

Section 1 The Rise of Islam

For centuries the Arabian Peninsula was inhabited by loosely connected tribes. The tribes were polytheistic, but they placed special emphasis on a supreme god named Allah. Muhammad, who grew up in Makkah, believed that he received revelations from god. Out of these revelations came the Quran, the holy book of Islam. Islam is a monotheistic religion with an ethical code based in part on the Five Pillars of Islam. Muhammad started preaching and forming the first communities of Muslims. He and his followers were persecuted in Makkah and moved north to Madinah. There Muhammad became both a religious and a political leader. After eight years in Madinah, he led a military force that easily conquered Makkah.

World History I: Chapter 4: Ancient Greece Section 5: Alexander and the Hellenistic Era

World History I: Chapter 4: Ancient Greece Section 5: Alexander and the Hellenistic Era

Tuesday, July 24, 2012

World History I: Chapter 4: Ancient Greece, Section 4: The Culture of Classical Greece

World History I: Chapter 4: Ancient Greece, Section 3: Classical Greece

World History I: Chapter 4: Ancient Greece, Section 2: The Greek City-States

World History I: Chapter 4: Ancient Greece, Religion in Ancient Greece

World History I: Chapter 4: Ancient Greece, Architecture in Ancient Greece

World History I: Chapter 4: Ancient Greece, Music In Ancient Greece

World History I: Chapter 4: Ancient Greece, Theater of Ancient Greece

World History I: Chapter 4: Ancient Greece, Minoan to Hellenistic

World History I: Chapter 4: Ancient Greece

Chapter Overviews
Early Greek civilization consisted of many small, independent city-states. Trade led to Greek colonies, and Greek civilization gradually spread throughout the Mediterranean world.

Section 1 Early Civilizations in Greece
The Minoan civilization flourished on the island of Crete from 2700 B.C. to 1450 B.C. Most historians believe it was destroyed by the Mycenaeans from the Greek mainland. The Mycenaean civilization consisted of powerful monarchies that flourished between 1600 B.C. and 1100 B.C. After the collapse of this civilization, Greece entered a period known as the Dark Age. Food production decreased, and the population declined. At the same time, Greeks sailed extensively on the Aegean Sea and settled on islands and in Asia Minor. Iron replaced bronze in the making of tools and weapons. During the eighth century, the Greeks adopted the Phoenician alphabet, and Homer wrote his famous epic poems, the Iliad and the Odyssey, chronicling the Trojan War.

Section 2 The Greek City-States
By 750 B.C. independent city-states became the focus of Greek life. Trade and the search for new farmland led to colonies throughout the western Mediterranean and the spread of Greek culture. Trade also produced a new group of wealthy individuals who resented the power of the aristocrats. The new rich, along with many peasants, supported the rise of tyrants who seized power from the aristocrats. When the rule of tyrants declined, some city-states became oligarchies. In Sparta, a military state, a small group of men decided what issues to place before adult male voters. In Athens, aristocratic rule dissolved into political strife between peasants and aristocrats. Leadership shifted between reform-minded aristocrats and tyrants, until land reform and an assembly served as the foundations of Athenian democracy.

Section 3 Classical Greece
As the Greeks spread throughout the Mediterranean, they came into conflict with the Persians. Although Athens itself was partly destroyed in a war, Greece emerged victorious, and Athens became the center of power of a Greek empire. Pericles was the dominant figure in Athens and undertook the rebuilding of the city. During the Age of Pericles, the Greek empire expanded. At home, a direct democracy flourished, in which all adult male citizens could vote. A woman's primary role was to be a good wife, mother, and manager of the household. Distrust between Athens and Sparta led to the Great Peloponnesian War. After Athens was badly defeated, Sparta, Athens, and Thebes struggled to dominate Greek affairs.

Section 4 The Culture of Classical Greece
Religion was central to daily life in Greece. The Greek religion focused on performing rituals to gain the favor of the Greek gods. To learn the will of the gods, Greeks made use of oracles. Greek drama developed during this period. Classical Greek philosophers, such as Socrates, Plato, and Aristotle, devoted themselves to rational thought as a means of understanding the nature of the universe. Aristotle also created the foundations of Western science. Herodotus and Thucydides wrote the first histories in Western civilization with their lengthy works on the Persian and Peloponnesian wars respectively. Classical Greek art, which sought to express eternal ideals, is reflected in temples and sculptures.

Section 5 Alexander and the Hellenistic Era
In 359 B.C., Philip II came to the throne in Macedonia and built a powerful army. He longed to unite Greece and Macedonia. Fearful of Philip's intentions, the Greeks formed a defensive alliance, but they were defeated. Philip's son Alexander, who became known as Alexander the Great, within a few years defeated the Persian Empire and expanded his empire as far east as modern Pakistan. Although Alexander's empire was short-lived, it was successful in spreading Greek culture in the region. During the Hellenistic Era, Greek colonies thrived in Southwest Asia, and important works of science, philosophy, art, and architecture were produced throughout the Hellenistic world.

Student Web Activity Lesson Plans Alexander the Great
Introduction
Alexander conquered a large amount of territory in a remarkably short time. Despite his many invasions and conquests, he gained the respect of many of those he conquered by showing respect for local cultures and rulers. Although his empire was short-lived, it left an enduring Greek cultural imprint on the civilizations that had been conquered. In this activity students will learn more about Alexander's life and conquests.

Lesson Description Students will explore a Web site about Alexander the Great to read about Alexander's conquests of Persia and India. They will answer four questions about what they have read and will then write a fictional Indian or Persian newspaper article reporting on local reactions to Alexander's conquest.

Instructional Objectives
The learner will be able to sequence Alexander’s conquests and successes in Persia and Egypt.
The learner will be able to analyze the complexities of Alexander's motivations as a leader.


Alexander the Great

Introduction
Alexander conquered a large amount of territory in a remarkably short time. Despite his many invasions and conquests, he gained the respect of many of those he conquered by showing respect for local cultures. Although his empire was short-lived, it left an enduring Greek influence on the civilizations he conquered. In this activity you will learn more about Alexander's life and conquests.

Destination Title: Alexander the Great

http://faq.macedonia.org/history/alexander.the.great.html

Directions

Scroll through the Website and read the information.
Take notes as you scan the text.
Use the information you found to answer the following questions.

1. What is the legend of the Gordian knot?


2. Give an example of Alexander's attempts to blend Greek and Persian cultures.


3. What did Alexander do when he found the Persian King Darius, his main opponent, dead? Analyze the reasons for his actions.

4. How did Alexander treat important local rulers, such as Porus, a powerful Indian leader?


5. Write a short newspaper article from an Indian or Persian perspective reporting on local reactions to Alexander's conquest. As you "report," take into account as many consequences of the invasion as you can identify from your reading.

Suggested Answers


Student Web Activity Answers

1. Legend had it that the person who could untie the Gordian Knot would rule the world. Alexander is said to have slashed the Gordian Knot, unraveling it.


2. Alexander married a Persian woman. He also established programs to teach the Persians about Greek and Macedonian cultures, and he encouraged marriage between his officers and Persian women.


3. When the emperor Darius was killed by his own men, Alexander executed the men and gave Darius a royal funeral. Alexander’s actions show respect toward the Persian ruler, but they also suggest that Alexander wanted to win over the support of the Persians.

4. Alexander treated many of his defeated enemies with great respect. Following the capture of Porus, Alexander allowed Porus to continue to govern. Alexander even granted Porus an additional province.

5. Students' newspaper articles will vary but should include details on Alexander's conquests mentioned on the Web site.


In-class
Reading Strategy
Compare and Contrast
Use the diagram to help you study for the Minoan and Mycenaean civilizations.




Section Spotlight Video
Early Civilizations in Greece
http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078745256&VIDEO=3967&CHAPTER=4&MODE=2
Section Spotlight Video Transcript
Early Civilizations in Greece
Male Speaker: Now if there was a Trojan war, we would look to the layer six, which is the fortification wall which you can see over there. Narrator: A very different Troy emerged from that layer. With physical features that seem to match some of Homer’s descriptions. Here seemed to be his fine towers…his wide streets and lofty gates. The city was indeed well walled, as the myth described. The city that emerged seemed to be drawn from the pages of Homer. Here was a royal citadel, robustly defended, with imposing watch towers dominating the land as Homer described, but there was one feature that just didn’t fit the myth. The city of legend had been mighty enough to withstand a siege for 10 years. Male Speaker: The city is probably too small, that it doesn’t fit what Homer describes. Yes, it is wealthy, yes may be powerful, may be some trade, but there aren’t enough people there. It is simply too small. Narrator: Once again, doubters suggested that there might be nothing to the myth at all, that perhaps Homer’s Troy never existed. *****



Chapter
4

Ancient Greece : 1750 B.C.–133 B.C.

Witness History
The Highest Good


The independent sovereignty of the city-state was the basic political structure of ancient Greece. Although the governments that ruled the city-states were varied and numerous, the goals these communities strived to attain were similar as described in Politics by the great philosopher Aristotle.

“Every State is a community of some kind, and every community is established with a view to some good; for mankind always act in order to obtain that which they think good. But, if all communities aim at some good, the state or political community, which is the highest of all, and which embraces all the rest, aims at good in a greater degree than any other, and at the highest good.”

Listen to the Witness History audio to hear more about Greek government and philosophy.



Men voting under the watchful eye of the Greek goddess Athena

Chapter Preview

Learn
Chapter Focus Question
What enduring traditions and institutions did Greek culture extend to most of the Western world?

Early People of the Aegean

The Rise of Greek City-States

Conflict in the Greek World

The Glory That Was Greece

Alexander and the Hellenistic Age



The Greek philosopher Aristotle



Sixth century B.C. bronze helmet



Relief tile depicting Plato and his student Aristotle


For: Note Taking and Concept Connector worksheets
Web Code: nad-0401

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In-class
Review
Summarize

References



Interactive Maps
Classical Greece and the Mediterranean basin, 800-500 B.C.E.
http://glencoe.mcgraw-hill.com/sites/dl/free/0078799813/195015/map09.html



Tuesday, July 17, 2012

World History I: Roman Emperors, Writers, Enemies and Rebels, Social Order, Religion, Life in Roman Times

World History I: Punic Wars

World History I: Roman Gladiators and Chariots

Roman Gladiators and Chariots

World History I: Roman Army

Roman Army Reenacment

World History I: First 10 Emperors of Rome

World History I: Rome, Leaders, Society, Political, Architectural

World History I: Rome, Concepts

World History I: Ancient Rome, Survey

World History I: Ancient Rome, Survey of History and Society