Tag Archives: questioning/inquiry

If you’ve been following along from top to bottom, you’ll know that this is the eleventh (twenty-second if you count the interstitial quotes) and final post of an eleven-lesson global studies unit on the ancient world. Just to remind you, the first lesson in this run is “The First of Two Lessons on Sumer.”

So, now let’s move on to the last, which is this lesson on Alexander the Great and Hellenism. I think this is another two-day lesson, so I include two context clues worksheets, the first on the verb dominate (it’s used both intransitively and transitively), and the the second on the noun dominion.

Here is the reading on Alexander the Great and its accompanying vocabulary-building and comprehension worksheet that are the primary work of this lesson. If you have English language learners or emergent readers in your class, this differentiated version of the work for this lesson might be more appropriate for you use. The reading is a bit shorter and I’ve edited it to include more familiar words for students.

OK! That’s it. Eleven global studies lessons on the ancient world. I hope they serve you well.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Moving right along, here is a lesson plan on Periclean Athens. Because, like many of the lessons in this run of posts, I anticipated this going into a second day, I included two context clues worksheets with this lesson, the first on the noun architecture and the second on the noun legacy. Here is the worksheet with a reading and comprehension questions that stands as the work central to this lesson.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.