Ancient Civilizations Essays (Examples)
Study Document
6th Grade History Instructional Unit
… spatial organization, and location of some of the major regions in the world. Sixth grade students are given the opportunity to study some ancient civilizations. This instructional unit seeks to provide social studies instruction as a component of world history in relation to district instructional goals and common … social studies.
Discipline of Study
Given the focus of the instructional unit, the discipline of study is 6th grade World History, Geography and ancient Civilization. This is an important discipline of study since a deeper understanding of historical issues helps to develop a deeper understanding of social … of social justice standards and issues facing African American/minority community. In this regard, students will make connections on the role and impact of ancient civilizations on the development and growth of African American/minority community. These connections help to create a suitable foundation for development and understanding social studies … in the module……
References
References
Archdiocese of Santa Fe. (2011). Social Studies Curriculum. Retrieved April 27, 2020, from https://asfcatholicschools.org/documents/2016/1/Social%20Studies%206th.pdf
This publication provides an overview of world history and geography as part of social studies curriculum for 6th grade students. It provides an outline of learning outcomes and assessments/strategies that can be employed in a 6th grade history class. These strategies, assessments, and learning outcomes are developed in line with common standards and based on what students at this grade level should achieve by the end of the unit. It was utilized to determine suitable strategies, assessments and learning outcomes to incorporate for the success of this unit.
Blake, C. (2020). Teaching Social Justice in Theory and Practice. Retrieved April 27, 2020, from https://resilienteducator.com/classroom-resources/teaching-social-justice/
This article examines the process of teaching social justice in relation to existing theory and best practices. The author examines how classrooms are designed to be avenues for social change by promoting learning of new ideas. This article was used to identify a contemporary educational theme in diversity and social justice. The identified theme was utilized to shape the unit content and teaching strategies.
California Department of Education. (2000). History – Social Science Content Standards for California Public Schools: Kindergarten Through Grade Twelve. Retrieved from California Department of Education website: https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
The publication provides an overview of standards relating to the study of history and social science from kindergarten to grade twelve. Standards are used as the premise for shaping learning content, expectations, and outcomes for students in different grades. Insights from this publication was used to shape learning content, expectation, outcomes, and strategies for this instructional unit.
edCount. (2014). World History and Geography: Mesopotamia, Ancient Egypt, and Ancient Israel. Retrieved from Tennessee State Government website: https://www.tn.gov/content/dam/tn/education/tcap/TCAP_ALT_SS_module_grade6_module1_wld_hist_geo_meso_egypt_israel.pdf
The article examines grade 6 topic on world history and geography in relation to common standards. The author reviews different subject areas relating to this topic including ancient Egypt, Mesopotamia and ancient Israel. Through this review, the publication seeks to enhance knowledge of grade-appropriate social studies concepts, skills, and knowledge. The publication was used to identify relevant knowledge, skills and social studies concepts relating to this instructional unit.
Study Document
The Epic Of Gilgamesh Analysis
Analysis of The Epic of Gilgamesh
Introduction
The Epic of Gilgamesh is one of the few great literatures that survived the ruin of ancient civilizations, more particularly the ancient Mesopotamia. It is a poem that tells the story of two great heroes, friendship, adventure, and the gods. Comprised of twelves tablets, each … heroes “Gilgamesh and Enkidu”, their relationship, the actions of the gods, and the overall significance of this Epic—as regarding its depiction of the ancient Mesopotamian civilization.
Gilgamesh and Enkidu
Gilgamesh was the first character, of the two, to be introduced. In the introduction, Gilgamesh was described as … In the introduction, Gilgamesh was described as one who had exceptional qualities that transcends that of mere men. He had esoteric wisdom of ancient things (Abusch 615), the strength of many men, and the pomposity that is often common in men of extreme capacity. It is also … even……
References
Works Cited
Abusch, T. \\\\\\\\\\\\"The Development and Meaning of the Epic of Gilgamesh: An Interpretive Essay.\\\\\\\\\\\\" Journal of the American Oriental Society, vol. 121, 2001, pp. 614-622, doi:10.2307/606502. Retrieved from: https://sci-hub.tw/https://doi.org/10.2307%2F606502
Al-Rawi. F. N. H., and A. R. George. \\\\\\\\\\\\"Back to The Cedar Forest: The Beginning and End of Tablet V of The Standard Babylonian Epic of Gilgameš.\\\\\\\\\\\\" Journal of Cuneiform Studies, vol. 66, 2014, pp. 69-90, doi:10.5615/jcunestud.66.2014.0069. Retrieved from: https://sci-hub.tw/https://doi.org/10.5615%2Fjcunestud.66.2014.0069
Christman, J. \\\\\\\\\\\\"The Gilgamesh Complex: The Quest for Death Transcendence and the Killing of Animals.\\\\\\\\\\\\" Society & Animals, vol. 16, 2008, pp. 297-315, doi:10.1163/156853008x357649. Retrieved from: sci-hub.tw/10.1163/156853008X357649
Dickson, Keith. “Looking at the Other in ‘Gilgamesh.’” Journal of the American Oriental Society, vol. 127, no. 2, 2007, pp. 171–182. JSTOR, www.jstor.org/stable/20297248.
George, Andrew R. \\\\\\\\\\\\"The Mayfly on the River: Individual and collective destiny in the Epic of Gilgamesh.\\\\\\\\\\\\" KASKAL: Rivista di storia, ambienti e culture del Vicino Oriente Antico, vol. 9, 2012, pp. 227-242. Retrieved from: https://eprints.soas.ac.uk/15817/1/Kaskal_9%20227-242%20George.pdf
Khan, Anika. “Gilgamesh and medicine’s quest to conquer death.” Hektoen international: A Journal of Medical Humanities, vol. 11, no.4, June 2019, Highlighted in Frontispiece pp. 1-3.
Kline, J. \\\\\\\\\\\\"The Oldest Story, the Oldest Fear, the Oldest Fool: The Religious Dimension ofThe Epic of Gilgamesh.\\\\\\\\\\\\" Jung Journal, vol. 10, no.2, 2016, 24 – 36, doi:10.1080/19342039.2016.1157411. Retrieved from: https://sci-hub.tw/https://doi.org/10.1080/19342039.2016.1157411
Study Document
Followership In The Army A Servant Leadership
… your essay become more organized and easy to read.
I. Introduction
A. The concept of servant leadership can actually be traced back to ancient China but the term “servant leadership” was coined by Robert Greenleaf in 1970 (Wesson, 2017).
B. Servant leadership refers to placing the needs … rise to a number of theories that have informed subsequent organizational behavior. Several of the prevailing theories of leadership trace their roots to ancient civilizations and their models of governance. For example, the concept of servant leadership can actually be traced back to ancient China even though the term “servant leadership” was coined by Robert Greenleaf in 1970 (Wesson, 2017). Servant leadership refers to placing the needs ……
References
References
Citroen, L. (n.d.). What is servant leadership? military.com. Retrieved from: https://www.military.com/hiring-veterans/resources/understanding-military-servant-leadership-for-civilian-employers.html
“Followership,” (n.d.). Citadel. Retrieved from: http://www.citadel.edu/root/images/commandant/followership%20presentation%20%20recognition%20day.pdf
Jenkins, M.A. (n.d.). Compare and contrast servant leadership with followership. Retrieved from: https://get2fiu.com/compare-and-contrast-servant-leadership-and-followership-spc-jenkins/
Wesson, C. (2017). The NCO. Army University Press. Retrieved from: https://www.armyupress.army.mil/Journals/NCO-Journal/Archives/2017/March/THE-NCO-ARMY-LEADER/
Study Document
Myth In Anthropology Study Religion
...Ancient civilizations One of the most ubiquitous features of human culture, myth relies on storytelling as its primary vehicles. As a type of storytelling, myth depends on symbolism, which is why the substantive nature of a myth remains the same even when the details of the story may change or assume new meaning when it is applied to another society or historical epoch. The cross-cultural study of myths may explore similarities and differences between the overarching narratives told in different societies. Or, focusing on one society, an anthropologist might demonstrate how myth functions as a means of perpetuating the norms and values that bind together members of the community. Moreover, anthropologists study the way myth embeds itself into dimensions of culture such as art, music, language, or politics. Myth embodies meaning, adding tremendous weight to the differentiation between the sacred and profane aspects of life. Ultimately, myth is integral to the construction……
References
Bibliography
Eliade Mircea. “Myth.”
Eller, Jack David. “Studying Religion Anthropologically.”
Lee, Dorothy. “Religious Perspectives in Anthropology.”
Lewis, M. “The Anthropologists’ Encounter with the Supernatural.”
Malinowski, Bronislaw. “Rational Mastery by Man of His Surroundings\\\\"
Nash, June. \\\\"Devils, Witches and Sudden Death\\\\"
Turner, Victor W. “Religious Specialists.”
Study Document
Pro Death Penalty
… assumes a pro death penalty stance. The arguments in favor of the death penalty include the following. First, the death penalty stems from ancient traditions that define American culture and society. Second, the death penalty encourages respect for the law and possibly prevents some crimes from being … echoed in the Bible, which is why the principle of retributive justice seems embedded into the fabric of American culture and consciousness.
Its ancient roots are not a sufficient reason to retain the death penalty. Many modern countries have in fact abolished the death penalty on various ……
References
References
ACLU (n.d.). The case against the death penalty. Retrieved from: https://www.aclu.org/other/case-against-death-penalty
The Code of Hammurabi. Trans. By L.W. King. Retrieved from: https://avalon.law.yale.edu/ancient/hamframe.asp
“Top 10 Pro & Con Arguments,” (2016). ProCon. Retrieved from: https://deathpenalty.procon.org/view.resource.php?resourceID=002000
World Population Review (2019). Countries with death penalty 2019. Retrieved from: http://worldpopulationreview.com/countries/countries-with-death-penalty/
Study Document
Malala Yousafzai
… could contribute to influencing people for centuries. The classic example of this is Socrates, who was put to death for his ideas in ancient Athens. His ideas live on to this day, and continue to have influence. This shows the value of words as a powerful source ……
Study Document
Reforming The High School System
… schools need to be reformed by focusing on character education, and the way to do that is to use the methods of the ancient—Aristotle and Plato—to help students learn more both about themselves and about their roles and duties in the world. This paper will show that … literature that nourished generations of Westerners for hundreds of years. They are not being taught the noble ideas or the philosophy of the ancient. They are not permitted to ask questions, to be inquisitive, to challenge ideas or the establishment ideologies that are so obviously oppressive. And ……
References
Works Cited
Adorno, Theodor and Max Horkheimer. The culture industry: Enlightenment as mass deception. Stardom and celebrity: A reader, 34, 2007.
DoSomething.org. “11 Facts about High School Dropout Rates.” https://www.dosomething.org/us/facts/11-facts-about-high-school-dropout-rates#fn1
Freire, Paulo. Pedagogy of the oppressed. Bloomsbury Publishing USA, 2018.
Kristjánsson, Kristján. \\\\\\\\\\\\"There is Something About Aristotle: The Pros and Cons of Aristotelianism in Contemporary Moral Education.\\\\\\\\\\\\" Journal of philosophy of education 48.1 (2014): 48-68.
Lickona, Thomas. \\\\\\\\\\\\"The return of character education.\\\\\\\\\\\\" Educational leadership 51.3 (1993): 6-11.
Micheletti, Gabrielle. “Re-Envisioning Paulo Freire\\\\\\\\\\\\'s “Banking Concept of Education’.” Inquiries Journal 2.2 (2010): 1. http://www.inquiriesjournal.com/articles/171/re-envisioning-paulo-freires-banking-concept-of-education
Plato. Allegory of the Cave. https://web.stanford.edu/class/ihum40/cave.pdf
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