Short Description:
Written by Sophocles and first performed around 429 BC, Oedipus Rex, also known by its Greek title, Oedipus Tyrannus, or Oedipus the King, is an Athenian tragedy. Originally, to the ancient Greeks, the title was simply Oedipus, as it is referred to by Aristotle in Poetics. Of the three Theban plays, Oedipus Rex is the first in order of the events depicted in the plays, but was the second to be written. The reading order of the Theban plays is: Oedipus Rex, followed by Oedipus at Colonus and ending with Antigone.

Long Description:
Written by Sophocles and first performed around 429 BC, Oedipus Rex, also known by its Greek title, Oedipus Tyrannus, or Oedipus the King, is an Athenian tragedy. Originally, to the ancient Greeks, the title was simply Oedipus, as it is referred to by Aristotle in Poetics. Of the three Theban plays, Oedipus Rex is the first in order of the events depicted in the plays, but was the second to be written. The reading order of the Theban plays is: Oedipus Rex, followed by Oedipus at Colonus and ending with Antigone.

Word Count: 13604

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

Short Description:
Written shortly before Sophocles's death in 406 BC and produced by his grandson (also called Sophocles) at the Festival of Dionysus in 401 BC, Oedipus at Colonus (also known as Oedipus Coloneus) is one of the three Theban plays. Of the three Theban plays, Oedipus at Colonus is the second in order of the events depicted in the plays, but was the last to be written. The reading order of the Theban plays is: Oedipus Rex, followed by Oedipus at Colonus and ending with Antigone.

Long Description:
Written shortly before Sophocles’s death in 406 BC and produced by his grandson (also called Sophocles) at the Festival of Dionysus in 401 BC, Oedipus at Colonus (also known as Oedipus Coloneus) is one of the three Theban plays. Of the three Theban plays, Oedipus at Colonus is the second in order of the events depicted in the plays, but was the last to be written. The reading order of the Theban plays is: Oedipus Rex, followed by Oedipus at Colonus and ending with Antigone.

Word Count: 14987

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

A book-length resource for teachers and students to explore multiple facets of ancient Maya culture, history, science, and more. Over 300 pages of teacher resources (including rubrics and answers) and student pages provide a greater depth and breadth to Maya studies than any other resource for middle and secondary students. Many pages are also translated into Spanish. Individual components are uploaded separately in both English and Spanish for easier reference. This work is modular; each section can be used in isolation if desired to support instruction in Social Studies, math, English, or other topics.

This presentation provides a very brief overview of the periods of Ancient Egypt. It covers some of the achievements and changes made during each period. 

Over the course of the three week block, students will research and create a replica of an ancient building using three bibliographic citations for sources on appearance, daily use and cultural significance of their chosen structure. Students will present their model to the class as a capstone project. 

Did the advent of the railroad positively shape Nebraska? This lesson plan helps students understand the mixed impact of the railroad in Nebraska, encouraging critical thinking about both the positive developments and the challenges that arose.  Resource created by Ann Marie Weber, Omaha Public Schools, as part of the Nebraska ESUCC Social Studies Special Projects 2024 - Inquiry Design Model (IDM).

This sourcebook offers a carefully-honed selection of Latin authors, predominately from classical antiquity, and supplemented by texts from later periods. The sourcebook purposefully includes both prose and poetry, and a range of genres, including epic, epigram, history, oratory, the letter, and the philosophical essay. Most of the core texts include supplemental notes that will elucidate key grammatical and cultural information for intermediate-level Latin students, as well as provide questions to guide their reading and contextualizing essays on the authors, texts, and ideas with which students are engaging. The book will also include a range of pedagogical resources for students at this level that have been developed and tested through over 15 years of educational practice.

The Roman emperor had key relationships with several differing groups within the Roman empire, including the senate, the populace of Rome, the army and the provinces. This unit will focus on exploring the emperor's relationship with the provinces and will show you how this relationship was represented and mediated, manifesting the culture of the empire in the figure of the emperor.

Secondary educators across Lebanon County, Pennsylvania developed lesson plans to integrate the Pennsylvania Career Education and Work Standards with the content they teach. This work was made possible through a partnership between the South Central PA Workforce Investment Board (SCPa Works) and Lancaster-Lebanon Intermediate Unit 13 (IU13) and was funded by a Teacher in the Workplace Grant Award from the Pennsylvania Department of Labor and Industry. This lesson plan was developed by one of the talented educators who participated in this project during the 2018-2019 school year.

This is a simple text regarding the writings on the walls of Pompeii.

Overview: Royal History is an educational hub. We'll study British history, starting with the monarchy and moving forward to the twenty-first century.
From the monarch, we shall expand to include every century's hero and villain. in addition to each and every decade's worth of imperial and political scandals.
We intend to build our centre gradually over a number of years, beginning with the fourth cemetery.
We will also study each nation in turn as we investigate world history.

Additional: We will also examine international history by taking a turn researching each nation.

Attribution link: Royalhistory.site

                                                                                                                                                                                           students study following things from this chapter :-                   1. Student understands the use of the stone tools ,2. Student explores the areas were human fossils were found.    3. Student  apprehends about the life style of stoneage people4. Student  learns the reasons behinde the use of stone tools                                                                                                             

Explore the physics and material science of making stone tools. Educator Nate Salzman walks us through the surprisingly complex science of flintknapping, or the process of turning stone into blades, arrowheads, spear points, axes, jewelry and more. Making tools from stone may be thousands of years old, but required people to think about the properties of the material they were using and the physics of striking the stone to shape it just right.

Consider using this resource to support classroom learning about the relationship between microscopic and macroscopic properties and how forces are transmitted. Animations derived from this video have been published separately as "Animations - The Science of Knapping."

This resource is part of Jefferson Patterson Park and Museum’s open educational resources project to provide history, ecology, archaeology, and conservation resources related to our 560 acre public park. More of our content can be found on YouTube and SketchFab. JPPM is a part of the Maryland Historical Trust under the Maryland Department of Planning.

Director of the Maryland Archaeological Conservation Laboratory (MAC Lab), Dr. Patricia Samford, presents and demonstrates an activity for students to learn about archaeobotany, or the study of botanical finds in archaeological contexts. Using tweezers and magnifying glasses, students search for seeds mixed in sand or gravel, and use a type collection to identify their finds. What do the finds say about the archaeological environment and uses of plants at a site? Search OER Commons for "Search for Seeds - Resources" for related seed id cards and a type collection for the activity. Use to support Maryland/NGSS for Grades K and 2, or Maryland Social Studies Framework for Grade 1. For K-ESS2-2, have students perform the activity then discuss what the seeds tell them about people who would have used the plants and seeds or write a short vignette about the people at this site using the seeds and their uses as evidence. For Grade 1 Content Topic "Life in the Past," have students perform the activity and similar discussion, then compare those plants and their uses to their uses today or plants that have replaced them. For 2-LS2-1, have students perform the activity along with the planting extension. Students can plant multiples of each type of seed and try growing them in conditions with different light; students can also note how much water they give the seeds. Once sprouted, have students record and discuss their findings as to which did better with more/less sunlight/water. If you evaluate or use this resource, please respond to this short (4 question) survey at bit.ly/3Ep57BP

Students will learn about the process of making pre-Columbian ceramics and the history surrounding the collection that this lesson plan is based on. Students will also create their ceramics which will bridge the gap between basic understanding while incorporating a hands-on activity. The purpose of this lesson is to teach the students about a different culture that they would have otherwise not been exposed to at a young age. By examining pre-Columbian ceramics and creating their own ceramics, students will develop skills on how to appreciate and better understand the traditions of cultures besides their own while learning about fields of study that may be of interest to them in the future.

A Sourcebook

Short Description:
This is a collection of primary sources on Roman games and spectacles in their various forms, created for a second-year undergraduate class on spectacles in Greece and Rome at the University of British Columbia. This book is intended for use in upper-level academic studies. Content Warning: The content of this book contains animal cruelty and animal death, blood, classism, death, sexual assault, violence, and other mature subject matter and potentially distressing material.

Long Description:
This is an anthology of primary sources on Roman games and spectacles in some of their various forms, created for a second-year undergraduate class on spectacles in Greece and Rome (CLST 260; this book covers the Roman section of that course) at the University of British Columbia.

The sources are grouped thematically, although there is overlap between the sections. The sources come from a wide range of periods, genres, and individuals and not all are equally reliable, in that many report on things they haven’t seen or are (like some of the Christian authors) deeply hostile to because they were often connected with the worship of various pagan deities. But taken together, along with the images and other information provided, they will give some picture of the importance and complexity of spectacle for the Romans and many of the peoples they conquered or interacted with. Footnotes are used to provide information and context for those that know little about either Rome or the ancient Mediterranean.

Word Count: 87566

ISBN: 978-0-88865-459-5

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This inquiry asked students to answer the compelling question: What does the terra cotta army teach us about Qin culture? In order to answer the compelling questions students will analyze China's terra cotta warriors. Students will first formulate their own definitions of the terms: culture, artifact, afterlife, primary source, and secondary source. Once a working definition is found students will conduct an analysis of the terra cotta warriors. While analyzing the warriors and other sources, students will to question what was important to the Chinese during the Qin dynasty, what skills they valued, and what beliefs they had. While students work, they will also question the sources. Who wrote/made the source, why was it create, who is was/is the audience of the source, and if the source is biased. This mixture of looking over artifacts, reading texts, and questioning source material are all things good historians do.  

The most comprehensive atlas of world history online!

A free atlas of world history with over 1,000 maps and articles to connect the history world into one navigable resources. Use it to navigate maps and summaries of world nations throughout their histories; see what was happening around the world at a specific point of history; or understand the connections between places and events. The TimeMap comes with teaching activities and lesson plans.

It also contains background essays on regions, time periods and civilizations, making it a great resources to understand the context of history.