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Have students watch the video and then answer questions on what their goals and dreams are in life.

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Definition of Human Nature

When you look in the mirror, you are checking how you appear, what you seem to be, and whether it matches how you feel inside. Thinking about human nature is the equivalent of our whole species looking in the mirror to check its identity. Just as we all react differently to our own reflections in the mirror, the reflection we call human nature is also often disputed.

By definition, human nature includes the core characteristics (feelings, psychology, behaviors) shared by all people. We all have different experiences of the humans in our life, and this is where the disputes begin. Some people will tell you humans are 'good' or 'bad', or 'predators' or 'capable of great kindness.' These views are colored by the influence of the people we know and what our culture and subcultures tell us. The group you are born into will pass on its particular ideas about what makes humans 'human.'

How We Talk About Our Nature

Philosophers and scholars tend to talk human nature based on major schools of thought from human history. Some religion scholars argue that spiritual or religious natures are the key trait in human nature. For example, Judeo-Christian belief presents humans as creations of God that have free will, which provides them both dignity and ethical dangers. Buddhists think that to be human is to be aware (conscious) and to desire.

More broadly, in Western cultures, the discussions usually begin with Plato and Aristotle in classical Greece. Plato thought that humans were rational, social animals, and he connected our nature with our souls and ability to reason rather than our bodies. Aristotle differed primarily in his belief that both body and soul contributed to our human identity. These theories are not mutually exclusive, but have been built upon each other and adapted over time.

Other ideas about human nature have been discussed by historically important figures including Rene Descartes, Charles Darwin, Karl Marx, and Sigmund Freud. The following items represent changes in theories from the 1500s to the 20th century.

Descartes (1596-1650) expanded Plato's ideas, describing people as thinking spirits. He was later critiqued by Gilbert Ryle, who, like Aristotle, could not completely separate human mental processes from physical ones. By way of example, Aristotle and Ryle would agree that the action of hammering a nail when building a house inherently weaves mind and body together.

According to Darwin (1809-1882) and the logic of evolution, humans are described as another form of primate. Human life, like any animal's, is experienced as a series of problems to be addressed and resolved. Darwinian thinkers do not raise humans above other animals, but recognize that human characteristics are a product of nature, developed through circumstance and physical characteristics that affect behavior.

Marx (1818-1883) believed that human nature is revealed through the natural progression of history. He believed that history's natural progress could lead humans to true freedom as they recognized the cultural and social factors that alienated them from their natural identity. Like Darwin, Marx took the stance that humans are characterized by their species' traits more than divine influence or a spiritual character.

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theories & examples - video & lesson transcript | study.com

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What is Human Nature? - Definition, Theories & Examples - Video & Lesson Transcript | Study.com

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When you look in the mirror, you are checking how you appear, what you seem to be, and whether it matches how you feel inside. Thinking about human nature is the equivalent of our whole species looking in the mirror to check its identity.

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Have students write a journal entry as if they were living is ancient Mesoamerica. They may write as an Aztec, Mayan, or Incan. This must be handwritten however, a translator can be used.

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Have students go outside and collect items from nature. Then make an art project or a poster with what was collected. Research more onto the certain plants and natural item they find. Relate it to the ancient civilizations

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Have students watch a video on the culture of Mesoamerica, and relate it to your own culture and way of life. Students must then present the cultural similarities and differences by making either a power point presentation, or a poster board.

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Tlaxcala Texcoco Huexotzinga Coixtlahuaca Zapotec Cholula

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La Conquista del Imperio Incaico LA Verdadera Historia

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Golden Empires of the Sun  ( Aztec, Maya,  Inca, conquistadores, and others)

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Celebrating the great Measoamerican empires of the Aztec, Maya and Inca and others artwork by Angus MacBride Latino - Inca music by Nazca Aguas Claras - Choque Gutierrez Grand civilizations Mesoamerica America Inca Maya Aztec archeology gold blood empire sun jaguar serpent south Machu Picchu Tenochtitlan Tikal pyramid calendar mountain

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Students will work cooperatively to conduct in-depth research on five Mesoamerican cultures. They will create graphic organizers, maps, and multimedia presentations to exhibit their findings.

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Create ancient american instruments such as rain sticks, maracas, or panpipes with straws. Then create a song, beat or rhythm as a class.

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The Aztec - ( Mesoamerica ) - Pre-Columbian Style Music.

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Pre-Columbian Style Flute & Drums, Shamanic Music. Video is a mix of '' Ancient Warriors - The Aztec .'' Written, Directed & Produced by Phil Grabsky. The Learning Channel. And '' La Otra Conquista ''. Written & Directed by Salvador Carrasco. Carrasco & Domingo Films. http://www.imdb.com/title/tt0175996/ Additional Footage from '' Los Aztecas Capitulo II, La Tierra de Prometida ''.

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Students work in groups to create a set of questions for their classmates to complete using a given map or maps (e.g., physical features, population density, economic activity, political, climate).

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2023 MrNussbaum.com is a copyright of the Nussbaum Education Network,LLC.

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Over 2,000 original geography games, interactive maps, quizzes, and printables for grades K-8.

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Use a chart/graphic organizer to compare the unique characteristics of the four civilizations including governments, social structures, religion, technologies, and agriculture practices and product. Identify and discuss similarities and differences between characteristics of civilizations.

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Have students create a human timeline. Distribute event cards with dates and instruct students to organize themselves chronologically.