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Students have finished comparing the geography of Mesopotamia and Egypt. They analyzed how they were similar (e.g. desert regions, river civilizations, annual floods) and different (e.g. one river vs. two, natural defenses for Egypt vs. flat plains of Mesopotamia). We … Continue reading →

The Brunswick Projects are finished, and the students have put a great deal of effort into telling the story of a historic place in our town. Whittier Field, the Chamberlain House, the Children’s Strike at the Cabot Mill, and Underground … Continue reading →

This year we are very fortunate to have Mrs. Morin c0-teaching in a couple of class sections. She and I have already planned lessons together to help your child become even more proficient readers and writers of informational text. On … Continue reading →

What do a coffee can and a piece of paper have in common with the ancient world? Well, our Mesopotamian, Egyptian, Aztec, Inca and Maya friends all were amazing engineers–think Inca walls, mud brick ziggurats, floating gardens and pyramids. In … Continue reading →

What is a Bellringer? Today I introduced the Bellringer to students, which is our daily opening activity. “Yet, what is it?” you may wonder, and I’m glad that you’ve asked. Most of our Bellringers will involve historic artifacts, and students … Continue reading →

This week and next, your child will be working on a short research project about different rulers of our five ancient civilizations. Students will work either in groups or individually to research a particular leader. Once they have read at … Continue reading →

Mesopotamia Paragraphs Here are a couple of examples of well-organized, detailed paragraphs about why people were attracted to Mesopotamia 5,000 years ago. People need food, water and shelter to survive. Mesopotamia has all of these things.The word Mesopotamia is Greek … Continue reading →