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continued on with answering the questions on the worksheet and looked at the different type of question responses that exist within the tasks

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Discussion on Chapter 2 Hannibal.
Consider the following perspectives when discussion the actions of the Cartheginians, and Romans during the lead up to, including the Punic Wars, and their aftermath:
Social
Political
Economic

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another relief lesson and continuation on the Hannibal worksheet from the booklet

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relief teacher- went through the Hannibal textbook chapter and started to comprehend and read the text. Looking at the different questions that were also attached and answered those

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started on the Punic wars, and worked through the task sheet and read the pdf given

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Ancient Celts task:
https://docs.google.com/document/d/10gaXvUqFTgdtG_2iEREwt3MfqlTnAES50i7GamMdHDU/edit#
peer reviewed and ready for drafting

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got feedback on my independent inquiry and started to refocus my idea on the psychological and social impact of the militaristic treatment of citizens in Ancient Sparta
- also started to create finalization of the ancient celts task

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after completing the rough copy/idea i further looked into reputable sources I could use for my extended response, displayed above

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worked on the ancient celts task and created a short reflection on my chosen idea. The question I have chosen to investigate was 'How modern Christmas should not exist due to its Celtic origins".

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formulated an idea or an opinion to explore in depth, and used the evidence previously source to collate a new view on an old concept. Here are some of the ideas formulated below.
- what are the true origins of Christmas?
- how have celtic rituals influenced modern Christmas?
- Modern Christmas shouldn't exist

I then wrote a short abstract on my idea and surrounding ideas, as well as included a few different sources

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- started developing an in-depth look for task 3, formulating ideas and opinions on the on the celts, decided to look at an in-depth idea of how the ancient celts influenced modern french cuisine, such as wine. How the trading of resources with the romans, greeks and  Etruscans, influenced french cuisine (preview doc)

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Overview in class; I looked at different ideas and compared notions from one culture to another. Choose 4 topics and created a comparison chart also got some more notes and definitions of different Celtic things
mainly looked at the notion that:
if there is no sacrifice there is no belief system
(only a preview of doc)

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worked together on a collaborative document to gather resources for task 3. Looked at the different existing artefacts and interpreted them in our own ways, coming to conclusions on what they meant.
Looked at how strong and weak that evidence was

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- looked at the ancient Celts again, and the myths, legends and what they were.

- reflected on the video, and added my research and wrote the sources down, for future reference

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looked at the ancient Celts documentary 3, and took notes on them.
what were the sacred groves?
who was worshiped?
why were they worshiped?
how were they worshiped?

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- looked at the ancient celts BBC- in the beginning, looked at how other population influenced the celts, also looked at their traditions, myths and other beliefs

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started to look at the ancient Celts and took notes on them, as well as finished the worksheet above.
Ancient celts

People from ancient Europe (Hallstatt territory) moved west

During the 6th century BCE

looks at the different environmental conditions that make them successful

Resource rich (religious to trees)

The geological side of things

-traveling west

Follow the topography of the rivers

Conflict or trade

Exchange of language and culture

Had some form of time using rocks or something

Ancient celts had a lot of jewellery that had certain times and beliefs. The jewellery worn indicates that the civilisation had an understanding of hierarchy and beliefs and also value and protection since the jewellery needed to be protected when it wasn't used

They also had some sort of system of the time by using calendars and such, giving an indication that they were planning to mean they had formed some sort of routine or ritual that benefits their society.

Had raised villages to protect themselves from natural disasters and conflict

They worshipped trees, passed down from trees?

Ancient welsh stems form ancient celts

Painted themselves blue and got drunk before going into battle to invoke fear into the enemies

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Student Free day- no specific work on day map or google classroom.
I reviewed my own abstract and decided that the topic was not yet attractive enough, although I believe the abstract format was well written, I looked back over my abstract and formulated a new idea.

How were ancient greek soldiers so strong?
I decided to redo the vocabulary list to suit it, there are a total of 50 definitions on the doc (this is a preview version)

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created an independent inquiry abstract (to be changed)

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start developing an independent inquiry question and finalize question, start on the abstract, smaller sample taken of the more important questions I wanted to research further.

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Creating a lotus diagram based on different civilisations and aspects of those civilisations, i can create an inquiry question on. Ths includes diffferent people in those civilisations, time periods, religions, wars fashion and trade

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brainstorm activity- started to come up with ideas for an independent inquiry and collate any evidence or ideas and create a bookmarks bar with all of the relevant references.
Created a plan and wrote notes about the PowerPoint
^ found other sources I can use, by looking at uni Adelaide's books
^https://librarysearch.adelaide.edu.au/discovery/search?vid=61ADELAIDE_INST:UOFA

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annotate stage 2 inquiry exemplar, gave it grade by following the rubric. Looked at the common mistakes made when answering inquiry questions.
- spelling and grammatical errors
- incorrect in-text referencing
- too much background information and not much information on the current topic/ comparison

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developed questions around task 2, following the inquiry process, such as:

Physiological profile of Julius Caesar

Why did human sacrifice benefit the Incan empire

How did piracy affect the British naval systems/ water laws in the 17th century

How far do Germanies atrocities stem back

How did the 1606 events in normandy effect the vikings

How did the qin dynasty effect china

How did mythology effect the morals in ancient greece (social political and econoimc)

How realistic is homers poem, the illiad related to the actuality of ancient greece

The trojan war was the biggest influence of ancient greece

other evidence and information on docs

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editing the script and practice recording of task 1. Downloaded screen cast o matic and found that the run time for our script was approximately 4 minutes, which means there is still chance to add more information and interpretation

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finalized the inquiry questions and started creating a script after finishing the research on the rosetta stone
-created the template for recording and started to add notes to how long each segment should be

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started the inquiry process on the rosetta stone. Looked at where it falls in the code of ethics

-develop argument and counter-argument, develop solution for both parties

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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looked at different things to research for our first assignment, chose the rosetta stone
-include mind map

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developed some questions in relation to ancient DNA and the different projects going on. Developed questions in relation to the titles of the website and adapted the prior knowledge of legislation and laws

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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read through the ancient history and science pdf.
-looked at how technology such as carbon dating and using cad is important when uncovering and sampling ancient DNA

-Looked at the ethics behind sampling dna and specially in forensics

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finished completing the Pantheon marbles analysis, and started to create a checklist for the centre of ancient DNA and the Adelaide museum.

We also graded ourselves against the rubric. We gave ourselves the following grades:
Self-marking our Parthenon analysis:
Knowledge and Understanding
KU1: A
KU2: C
KU3: C
Research and Analysis
RA1: B
RA2: C
Application
A1: C
A2: B
A3: C

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Chloe and Laken - Stage I Source Analysis (1,2,3)

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looked at the legislation, edited and had a look at which questions to choose for the audit. Annotated work and had a deeper look into the meaning of what each policy and or legislation was about.

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preparing for the OLE,
finding questions to ask the DNA scientists about their policies when it comes to heritage and their ownership of pieces that they may be working.
OTHER
-what are the ethics of taking DNA samples and changing/manipulating them in order to gain scientific data.
-Will the samples ever be returned to their original place? Why/why not

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- found out about the Elgin marbles and using a thinking routine answered questions related to ownership and influence

Basic Summary
-They are actually the Parthenon marbles, however, Lord Elgin, the British ambassador for the ottoman empire sold them and transported them from Athens to the British Museum, who currently have 'Ownership' of the piece.
-The piece is from 447-438 BCE created by Phidias and his students
-The marble statues were cut in order to ship them, however the cuts are now also a part of the history of the marble
-there is still demand for the marbles to be returned to the Parthenon, to rejoice with the other statues
(evidence of work, the source analysis sheet attached).

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-Went through ancient studies website
-wrote definitions of terms and thinking routines and styles
- deductive and inductive thinking
7 historical concepts in history

response to questions in history:
What is cultural heritage?
tangible assets of history that have been passed on generationally through societal ideals and events
What is ownership?
legal possession of something (Not always rightfully owned)
What is the role of museums in preserving and exhibiting artefacts of cultural heritage?
The role of museums is to preserve history, no matter how morally good or bad something is. However when dealing with cultural heritage there is an aspect of respect that needs to known otherwise the documentation of history will be seen as stolen or unfair. From years forward there should be common agreeance within the community before staying potentially controversial instillations.

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Performance standards for ancient studies 

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-Basic Overview of history
-What history is and the importance of history
-introduction to all of the assignments throughout the course
-go through the rubric and annotate it (attached)
definitions:
Discerning: having good judgement
Synthesis: combination of elements