Curriculum Connections

The Curriculum Connections took a little wiggling on my part. I though Social Studies would be a good place to look, but it was a little harder than I though because the Indiana Standard focus on a certain region/topic each year. However, I do believe I have found some that could work

Grade 7: Social Studies

Historical Knowledge

7.1.2 Describe the achievements of ancient Egypt in art, architecture, religion and government and the development of the concept of theocracy*. (Individuals, Society and Culture)

Connection:

Have students explore hieroglyphics and pottery from ancient Egypt. What kind of forms of tattoos have been found? There are debates on what the tattoos stand for, does looking at the art help at all? What are your opinions on what they mean?

High School – World Geography and History

World Religion

GHW.2.1 Map the spread over time of world religions from their points of origin and identify those that exhibit a high degree of local and/or international concentration. (Origins, Change over Time, Diffusion, Spatial Organization, Spatial Distribution)

GHW.2.2 Differentiate among selected countries in terms of how their identities, cultural and physical environments, and functions and forms of government* are affected by world religions. (Spatial Interaction, Spatial Variation, Change over Time, Cultural Landscape, National Character, Physical Systems)

GHW.2.3 Compare and contrast different religions in terms of perspectives on the environment and attitudes toward resource use, both today and in the past. (Human Environment Interactions, Change over Time, Physical Systems)

Connection: As students study religion, have them see if there are any connections to tattoos. What religions accepted them? What religions did not? Were there any cultures that stopped practicing tattoos because a new religion entered their area?

~ by Drea on September 21, 2008.