Course Contents/TITLE> </HEAD> <BODY> <HR WIDTH=100%> <CENTER><H1>ALEXANDER the GREAT</H1></CENTER><br><HR WIDTH=100%><CENTER><H2> About This Course</H2></CENTER><br><HR WIDTH=100%> <br> <br> <H3>Physical Setting:</H3><br> <indent=right> This course has been designed for a target audience of students who are participating in advanced social studies classes in seventh or eighth grades, high school world history and comparative studies courses, and for students who may choose to work independently within the high school setting.<p> <indent=right> The students who are participating in this course of study would have prior experience in using books, encyclopedias and magazines as their primary sources of information for research projects. They should be familiar with the Web and need to demonstrate their ability to use this technology for their group's purposes. They should be able to turn on the computer, determine that the connection to the modem is operative, choose the program which allows them to log-on, and begin their search. Because many of the sites the students and faculty can access have been preselected, there should be ample opportunities for them to locate information which will bolster their confidence level about using the technology. The site More Information in the Research column provides guides for these procedures and a listing of several good search engines and helpful information about how to conduct a search. <p> <indent=right> The students will collaborate in their efforts by working individually or in co- </indent=right>operative groups and will also experience opportunities to receive direct instruction from faculty, and other media content resources. These methods of learning can easily be adapted to accommodate the usual and customary size of most high school history courses.<p> <indent=right> Computers that can support a modem with a SLIP connection or cable access lines are required. A printer should be available to the students and staff for downloading information they locate and wish to retain in a paper format. There should also be computer disks available to students so they could copy their data and work on it in another environment. It would be important to make the computers available to students during their study halls as well as before and after school is in session. Placing the computers in classrooms and the school library's resource center would support the intent of the course to encourage the students to regard research and the acquisition of information as a continuous and lifelong process. <p> <indent=right> A great deal of the research will also be derived from individual efforts which should be focused toward looking up information on the Web. Using a variety of search engines, visiting various web sites, and using the on-line access to libraries will be a valuable teaching and learning experience. If computers are not available for all students, there would be ample opportunities for students to use more traditional resources and to work in teams to use the available technology sources. <p><br> <H4>Nature of the Class:</H4><br> <indent=right> This course of study, Alexander the Great, is designed to be taught over a period of six weeks of regularly scheduled class time. The course would have been preceded by an introductory unit which established fundamental concepts for the students describing how various populations in this area of the world evolved from hunter gatherers to agrarian lifestyles; eventually, they developed more sophisticated levels of commerce in their own areas and began searching for new markets and goods in nearby locations. <p><br> <H3>Content of Unit:</H3><br> <H4>Overview:</H4><br> <indent=right> Students and high school faculty are assisted by this program in their organization of a substantial amount of information from a variety of media sources. The course provides an overview of the era prior to Alexander's life and attempts to supply information about the individuals, their environment, and the political climate which may have influenced his decisions and actions. Attention is also directed to sources for further exploration by the students regarding the art, architecture, philosophy and literature of the era. A time line has been established to assist students in developing an understanding of the sequence of the events which occurred during the campaigns which Alexander led in the creation of his empire and a variety of maps are offered to enhance these concepts. Information is provided about the political structure and affiliations of the areas which were conquered by Alexander to help students develop broader understandings about politics and to begin to make comparisons about how situations could have been similar and different in Alexander's era and today in the student's own life.<p> <indent=right> Alexander was very close in age to many of our contemporary high school students when he began his reign. The importance of what he had learned, how he was influenced, and how he chose to apply that knowledge is a lesson of particular importance for students today. <p> <indent=right> An important goal of this program should be to create an atmosphere which encourages the students to develop a greater appreciation and passion for learning. By using technology to access information and encouraging the students to seek information from valid world wide resources, we can create an excellent model for skills which can be used for life-long learning. When students and faculty can apply the materials they have accessed and use them creatively to develop their own understandings about the topics, the process of learning and applying new knowledge is greatly advanced. This course model of Alexander the Great was designed to help students and faculty enjoy their journey of discovery about another time and place. Connecting their lives, hopes, and dreams to those of another era provides the opportunity for individuals to appreciate the relevance of studying and the value it can offer them about insight into their very own dreams for today. The organization of these materials seeks to support the goals and objectives for this course of study: <p> <br> <br><center><a href="table.htm">Return to Home Page:Course Guidelines</a> <a href="intro.htm">Introduction</a> <a href="goals.htm">Goals and Objectives</a> <br> <a href="A_P.htm"> Alexander and Philip</a> <a href="week.htm">Daily Activity Plan</a></center><br> </BODY> </HTML>