Celtic culture

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It's our presentation about the Celts ant their culture

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The Celtic languages Celtic art Warfare and Warfare and weapons weapons Celtic Christianity Society Clothing Roman Influence

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Modern archaeology has helped to verify many of the stories that were passed down within Greek culture, and the Cyclades present a logical location for this cultural genesis. From about 1900 until approximately 1375 BCE, the Minoan culture, named for legendary King Minos, thrived on Crete. Minoan culture was known for establishing extensive trade routes to places as geographically removed from the island as Scandinavia and Afghanistan. They imported various precious stones and metals, including the tin that was needed to produce bronze. The culture associated the bull with the virility of men, and the sacrifice of that and other animals was common. The Minoans worshiped female deities, although the specifics of their religion remain under debate. Similarly, the reasons behind the abandonment of the palace at Knossos on Crete in about 1450 BCE also remain unknown. There are several possibilities for the abandonment, but the result was a swift occupation by the Mycenaeans of the Greek Peloponnese. The warlike Mycenaen culture was known for defensive architecture and a feudal political structure. The architecture most associated with this culture was cyclopean masonry. The blocks of rough-hewn stone that were used in the creation of defensive walls and protective citadels were so large that the later Greeks believed that only a member of the mythical race of monsters known as Cyclopes could have built the structures. The Mycenaens' political structure involved allegiances between lords and those protected by the local rulers. Kings influenced not only the cities they controlled, but also the surrounding area through allegiances with the lords. The protection of the lord or the king came at an expense, and a system of taxes ensured the desired level of protection would continue. This also allowed the king to obtain unusual wealth, as confirmed by archaeological excavations of elite burials where gold and silver death masks and other ornate grave goods have been uncovered. About 1100 BCE, the center of this civilization, Mycenae, fell after King Agamemnon began and then lost the Trojan War. By 800 BCE, Greek poleis (city-states) began to develop. The rise of a truly Greek civilization happened as these city-states developed. The people of the early city-states, even the large ones, were mainly agrarian and life was centered on the production of crops. Religious beliefs assigned gods and goddesses to each area of life in which Greek people functioned, and the gods had human qualities, both positive and negative. The poleis were not geographically close to one another, and by the 8th century BCE, sanctuaries arose where people, generally men, from various poleis could gather to share important cultural elements. As city-states vied for status, the construction of ever more impressive temples developed. The early Greek civilization developed its own distinctive forms of architecture, government, art (including performing arts such as theatre, music, ...

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In BC’s nearly-decade-old “new” curriculum, the curricular competencies describe the processes that students are expected to develop in areas of learning such as mathematics. They reflect the “Do” in the “Know-Do-Understand” model. Under the “Communicating” header falls the curricular competency “Explain and justify mathematical ideas and decisions.” Note that it contains two processes: “Explain mathematical ideas” and “Justify mathematical decisions.” I have broken it down into its separate parts in order to understand--or reveal--its meaning. The first part is commonplace in classrooms. By now, BC math teachers—and students—understand that “Explain mathematical ideas” means more than “Show your work.” Teachers consistently ask “What did you do?” and “How do you know?” This process is about retelling, not just of steps but of thinking. The second part happens less frequently. Think back to the last time that you observed a student make—a necessary precursor to justify—a mathematical decision. “Justify” is about defending. Like “explain,” it involves reasoning; unlike “explain,” it also involves opinion and debate. In order to reinterpret the curricular competency “Explain and justify mathematical ideas and decisions,” I will continue to take apart its constituent part “Justify mathematical decisions” and carefully examine the term “mathematical decisions.” What, exactly, is a “mathematical decision”? Below, I will categorize answers to this question. These categories, and the provided examples, may help to suggest new opportunities for students to justify.

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Celtic culture

2. Celtic culture

3. The Celtic languages Celtic art Warfare and Warfare and weapons weapons Celtic Christianity Society Clothing Roman Influence

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Celtic culture

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