Unit 1 Pre-History, River Civilizations



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UNIT 1 Pre-History, River Civilizations




Bremen School District 228

Social Studies Department

Course: World Civilization

Unit Title: River Civilizations

Grade Level: Sophomore

Topic Areas: Egypt & the Fertile Crescent

Time Frame: 2 Weeks

Date Created: spring 2014

Date Modified: 2013-14

Unit Designers:







    

Link to State Standards:

15.A.2a - Explain how economic systems decide what goods and services are produced, how they are produced and who consumes them.

15.B - Understand that scarcity necessitates choices by consumers.

15.C - Understand that scarcity necessitates choices by producers.

15.D - Understand trade as an exchange of goods or services.

15.E - Understand the impact of government policies and decisions on production and consumption in the economy.

17.A.1a - Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).

17.A.2a - Compare the physical characteristics of places including soils, land forms, vegetation, wildlife, climate, natural hazards.

17.A.3a - Explain how people use geographic markers and boundaries to analyze and navigate the Earth (e.g., hemispheres, meridians, continents, bodies of water).

17.B.2a - Describe how physical and human processes shape spatial patterns including erosion, agriculture and settlement.

17.B.2b - Explain how physical and living components interact in a variety of ecosystems including desert, prairie, flood plain, forest, tundra.

17.B.3a - Explain how physical processes including climate, plate tectonics, erosion, soil formation, water cycle, and circulation patterns in the ocean shape patterns in the environment and influence availability and quality of natural resources.

17.B.4b - Analyze trends in world demographics as they relate to physical systems.

17.C.1a - Identify ways people depend on and interact with the physical environment (e.g., farming, fishing, hydroelectric power).

17.C.1b - Identify opportunities and constraints of the physical environment.

17.C.2a - Describe how natural events in the physical environment affect human activities.

17.C.2b - Describe the relationships among location of resources, population distribution and economic activities (e.g., transportation, trade, communications).

17.C.3a - Explain how human activity is affected by geographic factors.

17.C.3c - Analyze how human processes influence settlement patterns including migration and population growth.

17.C.4c - Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban).

17.C.5a - Compare resource management methods and policies in different regions of the world.

17.C.5c - Describe geographic factors that affect cooperation and conflict among societies.

17.D - Understand the historical significance of geography.

18.A - Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

18.B.1a - Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer).

18.B.1b - Identify major social institutions in the community.

18.B.2b - Describe the ways in which institutions meet the needs of society.

18.A.3b - Explain how social institutions contribute to the development and transmission of culture.

18.C.1 - Describe how individuals interacted within groups to make choices regarding food, clothing and shelter.

18.C.2 - Describe how changes in production (e.g., hunting and gathering, agricultural, industrial) and population caused changes in social systems.

18.C.4a - Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades).     



     



Link to Common Core Standards:
CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.


Summary of Unit:


This unit will focus on the role geography plays in the development of civilizations.

Resources: SS Web Site



Key Words

location of major early civilizations

how writing developed

monotheism

polytheism

nomad


Sumerians

Egypt


Pharaoh

pyramids


laws

Mesopotamia

Bronze Age

Old, Middle, New Kingdoms of Egypt

Theocracy

cuneiform

mummification

Ur

Barter System



Babylon

irrigation

domestication

dynasty


divine right theory

empire


Indus-Ganges

Yangtze-Huang He

Tigris-Euphrates

Hammurabi

Trade




STAGE 1: IDENTIFY DESIRED RESULTS





Meaning




Enduring Understandings




Students will understand that...

(What specifically do you want students to understand? What inferences should they make?)






Students will understand that the development of civilizations is influenced by their geography.

Students will understand that the River Civilizations provided the foundation for organization and order.



Essential Questions

Students will keep considering...

(What thought-provoking questions will foster inquiry, meaning-making, and transfer?)







Application:

What lasting contributions of ancient religions have affected the modern world of today?

Interpretation:

How did natural boundaries aid or detract from the growth or defense of ancient civilizations?

Perspective:

Describe the role played by rivers in support of early civilizations?

Empathy:

How did early governments look from the point of view of: Rulers, religious leaders, slaves, common citizens?

Interpretation:

How does Geography affect my world view related to my experiences in the south suburbs of Chicago?

Self-Knowledge:

Provide two reasons as to why early civilizatiosn settled near water.



STAGE 1: IDENTIFY DESIRED RESULTS


Acquisition

Knowledge

Students will know...

(What facts and basic concepts should students know and be able to recall?)



  • how writing developed

  • monotheism

  • polytheism

  • nomad

  • Sumerians

  • Egypt

  • Pharaoh

  • pyramids

  • Mesopotamia

  • Bronze Age

  • Old, Middle, New Kingdoms of Egypt

  • Theocracy

  • cuneiform

  • Ur

  • Barter System

  • Babylon

  • irrigation

  • domestication

  • dynasty

  • divine right theory

  • empire

  • Tigris-Euphrates

  • Hammurabi

  • Trade



Skills

Students will be able to...

(What discrete skills and processes should students be able to use?)



  • explain why we need laws.

  • explain why these places flourished.

  • identify the fertile crescent and origins of this name.

  • locate the Nile river and explain the importance it holds for Egypt.

  • explain what makes a civilization.

  • show the how Hammurabi's code works.

  • explain the major religions of this area.

  • explain how food production improvements impacted the development of civilization.

  • explain the caste system.




Misconceptions

(What are potential rough spots and student misunderstandings?)



  • Students may struggle to grasp ideas pertianing to time periods in “pre-history”.


STAGE 3: LEARNING PLAN

What sequence of teaching and learning experiences will equip students


to develop and demonstrate the desired understandings?


W

How will you ensure that all students know where they are headed in the unit, why they are headed there, and how they will be evaluated?

H

How will you hook students at the beginning of the unit?

E

What events will help students experience and explore the big idea and questions in the unit? How will you equip them with needed skills and knowledge?

R

How will you cause students to reflect and rethink? How will you guide them in rehearsing, revising, and refining their work?

E

How will you help students to exhibit and self-evaluate their growing skills, knowledge, and understanding throughout the unit?

T

How will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the unit?

O

How will you organize and sequence the learning activities to optimize the engagement and achievement of ALL students?




Pre-Assessment

What pre-assessments will you use to check student's prior knowledge, skill levels, and potential misconceptions?


Progress Monitoring

How are you addressing misconceptions? How will students get feedback?

How are you addressing transition components? (SpEd)


Have students understand where the birthplace of human civilization began and how humans populated the world.

Then focus on how the Egyptians built a lasting civilization.


Unit 1 River Civilizations Stanford Reading Like a Historian “Did slaves build the Great Pyramid at Giza?”


Learning Events

Student success at transfer, meaning, and acquisition depends upon...

-Use context/background information to draw more meaning from document

-Infer historical context from documents

-Recognize that document reflects one moment in changing past

-Understand that words must be understood in a larger context
Unit 1 River Civilizations Stanford Reading Like a Historian “Did slaves build the Great Pyramid at Giza?”




).



Student Performance Task
Unit: Rivier Civilization Course: World Civilizations

Task: Egyptian Pyramids Time Frame: 1 Week


Enduring Understanding:





  • Students will understand that although the Pyramids are considered magnificent and one of the wonders of the ancient world, they were not constructed with the work of slaves.

  • CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.

Essential Question:




  • How were the Pyramids built?

Vignette:


Students will analyze five documents searching for historical and documentary evidence in order to address the question of, “Did slaves build the Great Pyramid at Giza?”

Standard: You will be graded on the following scale/rubric:





ELEMENTS WORLD HISTORY DBQ ESSAY

Advanced

4

Proficient

3




Emerging

2

Not Yet

1

Missing

0

Introduction and claim 9-10.2(a)















Provides effective analysis and argument using documents.

Develops the topic somewhat thoroughly by selecting arguments from documents.




Limited analysis, mostly describes.

Weak or inappropriate analysis and argument using documents.

Inappropriate or wrong analysis and argument made.



No analysis or argument


· CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.

Performance Task Blueprint

Unit:River Civilizations




Type:
















Topic Area: Egypt




Time Frame: 1-2 days










Goal


Look at how five different documents from ancient Egypt and try to understand how the Ancient Pyramids were constructed.






Role



Historian




Audience


Historical Journal






Situation

“What do you know about the Egyptian pyramids?”

Review background information on the Egyptian pyramids. There are 138 known Egyptian pyramids. They were constructed between approximately 2700 BCE and 600 BCE. Most were built as tombs for Pharaohs and their families. The most famous pyramids are those at Giza, which include three pyramids and the Great Sphinx. The pyramid of Khufu at Giza is the largest pyramid ever built. For centuries, historians and archeologists have debated how the pyramids were built. Remember, these pyramids were some of the largest structures in the world and were built several thousand years before modern technology. Although historians and archeologists still study the construction of the pyramids, they agree that this process involved tens of thousands of workers working across two to three decades on each. Construction involved cutting, moving, and setting large stones with chisels, ropes, oxen, and ramps. Another question debated by historians and archeologists is whether or not slaves built the pyramids. This is the question that we are going to explore today. Did slaves build the Great Pyramid at Giza?





Product or Performance


Final Claim Written Paragraph:


After reading all five documents, answer the question “Did slaves build the Great Pyramid at Giza?” Make sure to use historical evidence to support your

argument. What other types of evidence might you consult to further investigate this

question?
Complete Graphic Organizer questions from four different historians. Have students include the definition of words and phrases as they are used in the documents. Include vocabulary describing political, social, or economic aspects of history/social science.

Differentiated Version: Students with greater ability should read the full length version of Doc A and Doc B (see below).



Standards


CCSS.ELA-Literacy.RH.9-10.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.










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