Hartsville Middle School Social Studies Lesson Plan Format Teacher’s Name/Grade: Raegan Smothers Week of: Sept.24-28 Standard: 6-1: The student will demonstrate an understanding of the development of the cradles of civilization as people moved from a nomadic existence to a settled life. Indicators Addressed: 6-1.2: Explain the emergence of agriculture and its effect on early human communities, including the domestication of plants and animals, the impact of irrigation techniques, and subsequent food surpluses. 6-1.3: Compare the river valley civilizations of the Tigris and Euphrates (Mesopotamia), the Nile (Egypt), the Indus (India), and the Huang He (China), including the evolution of written language, government, trade systems, architecture, and forms of social order. Daily Routine: *Foxes Focus – Class reads and answers spiral review questions and teacher uses popsicle sticks to get answers from students *Agenda – Teacher informs class of what today’s lesson will encounter *Homework – tell & give students time to copy down *MSC (Making Student Connection) – Teacher relates “Life Experience” in order to make connections from the past to present *Objective – Read It, Read It Together, Discuss It: Have students to look at important words in the Obj./ EQ/Focus Statement Daily Resources: Daily Assessment: *Docu-Cam *CFU *Computer *Teacher Observation *Internet *Class Participation * PowerPoint Notes * Foxes Focus Early Finishers: *Work One/Pick One *Read Book from Classroom Library Indicator(s) Essential Question/ Focus Statement (Objective) Additional Resources Monday 6-1.2 & 6-1.3 How did written language, government, trade, architecture, and social order evolve in the river valley of Mesopotamia? Tuesday 6-1.2 & 6-1.3 What have I learned about Mesopotamia’s evolution of written language, government, trade, architecture, and social order? *Vocabulary Words *Graphic Organizer *Mesopotamia Assessment Wednesday 6-1.2 & 6-1.3 The people of Egypt settled near the Nile River and formed a civilization centered around flooding. **Today’s lesson gives background information pertinent to students learning new information. *Graphic Organizer *United Streaming: Land Thursday 6-1.2 & 6-1.3 What did Egypt’s architecture and social order reveal about its religious beliefs? Friday 6-1.2 & 6-1.3 Without government, Egypt would not have been such a successful early river valley civilization. *Graphic Organizer comparing *Foxes Focus Quiz *Video Questions *Fertile Crescent Article Student Relevance Have students reflect on some of the Mesopotamian achievements and discuss how our lives would be had they not developed these things (written language, coined money, wheel, etc.) Connections Prior Learning Remind students that today is a review day for them to share the knowledge they’ve learned about Mesopotamia as they prepare for tomorrow’s test. Academic Vocabulary Instructional Methods/Strategies Differentiating Instruction/ Modifications *United Streaming Video to introduce new river valley civilization Learning about the Mesopotamians helps us to gain an appreciation for these early river valleys and certainly appreciate all we have today. Do your best to show what you’ve learned to earn a good test grade today NA of Abundance/ with Questions Mesopotamian & Egyptian architecture Have students share their favorite type of weather.. rainy, sunny, snow, etc. With the good, sometimes comes the bad..ex: snow may bring no snow, but days may be made up during Spring Break. The Nile River was so important in Egypt & also provided positives and negatives for this early river valley, like weather does for us today. Like the Tigris and Euphrates Rivers’ flooding provided Mesopotamia with fertile soil, so did the Nile River to Egypt. Ask how many students enjoyed playing with Legos as a child or building models of things or sketching out designs. Explain to them that they may be interested in architecture… the design of a building. Imagine the shape our country would be in without a strong democratic government. Allow students to share their thoughts on how our government helps us in being a strong nation. Even though the Egyptians were not a democracy, their government created order and help them succeed. We already know that the Have students share what architecture in they learned about the Mesopotamia taught us Mesopotamian that the people were government and predict polytheistic because of what kind of government the ziggurats… today the Egyptians had. we’ll learn about Egyptian architecture and how it relates to its religious beliefs as well. Hieroglyphics, Calligraphy, Cuneiform, Sanskrit, Scribe, Hierarchy, Caravan, Monarchy, Surplus, City-state, Ziggurat, Barter, Middleman, Caste, Agriculture, Polytheism, Domesticate, Irrigation, Architecture , Economy Graphic Organizer: Graphic Organizer: Graphic Organizer: Graphic Organizer: Graphic Organizer: *Mesopotamia section of *Egypt KWL Chart *Venn Diagram *Chart with illustrations NA 4 River Valley comparing Nile to and purpose to compare Civilizations Comparison Tigris/Euphrates Mesopotamia and Chart Egyptian architecture Tigris/Euphrates Nile Mesopotamia Egyptian Illustration Purpose Text Feature: *Inferring & Understanding *Article on the Fertile Crescent Text Feature: Understanding Text Feature: Comparing, Understanding Text Feature: Understanding, Comparing Text Feature: Understanding Inferring Teacher Modeling (I do) *Teacher will use article on the Fertile Crescent to review making inferences through informational texts *Teacher will model #1 *Teacher will begin completing the Mesopotamia section of the 4 River Valleys Chart and model the “Written Language” and “Government” sections using think-alouds, etc. Teacher Modeling (I do) *Teacher will remind students of test taking expectations and skills *Teacher will show video as a tool to introduce our next mini unit on Egypt *Teacher will do a thinkaloud on what she know about Egypt and have students share what they’d like to know about Egypt Teacher Modeling (I do) *Teacher will talk students through notes, explaining new terms and ideas, modeling think-a-louds, etc. *PowerPoint Notes & Discussion: *Nile River *Calendar & Flooding *Teacher will begin Venn diagram by filling in a characteristic for each section of graphic organizer Teacher Modeling (I do) *Teacher will talk students through notes, explaining new terms and ideas, modeling think a louds, etc. *PowerPoint Notes & Discussion: *Architecture *Source of Religion *Hierarchy *Teacher will begin comparison chart of architecture in Mesopotamia and Egypt by modeling the illustration for Mesopotamia Teacher Modeling (I do) *Teacher will give * Foxes Focus Quiz *Teacher will talk students through notes, explaining new terms and ideas, modeling think a louds, etc. *PowerPoint Notes & Discussion: *Government *Teacher will remind students of video expectations and model question #1 for class Guided Practice (we do) *Foxes Focus *Teacher will have students to work in groups to complete #2 on the Fertile Crescent *Teacher will allow students to work with their shoulder partner to complete the “Trade Systems” and “Architecture” portions of the Mesopotamia Guided Practice (we do) * Foxes Focus *Students as a class will fill in what they want to learn about Egypt *Teacher and students will work on inference questions while viewing video *Teacher will CFU through inference questions during the video and after video Guided Practice (we do) *Foxes Focus *Students will participate in note discussion and underline key words and information in their notes *CFU activities between Notes by either using white boards, partner share, etc discussion *Class will add in 2 extra characteristics in each Guided Practice (we do) *Foxes Focus *Students will participate in note discussion and underline key words and information in their notes *CFU activities between Notes by either using white boards, partner share, etc discussion *Class will complete Mesopotamia’s purpose Guided Practice (we do) *Foxes Focus Quiz *Students will participate in note discussion and underline key words and information in their notes *CFU activities between Notes by either using white boards, partner share, etc discussion *Students will view United Streaming video Closure Independent Practice (Any IP not finished in class will added as homework) Additional Assessment Homework section of River Valley graphic organizer *Teacher will CFU throughout by circulating through classroom and asking questions and giving suggestions through discussion *United Streaming Video: Into the Past TOD: Tell how one of the major components evolved in Mesopotamia (written language, government, trade, architecture, social classes) TOD: Have students list 4 facts they’ll remember about Mesopotamia, relating them to its written language, government, trade, architecture, and social order *Complete Inference questions on United Streaming video *Mesopotamia Assessment *Students will independently answer #3 on the Fertile Crescent *Have students to independently complete the “Social Order” portion of Mesopotamia graphic organizer *Fertile Crescent answers *Mesopotamia section of chart *Study Foxes Focus *Study for tomorrow’s test!! *Mesopotamia Assessment *KWL Chart *Inference Questions *Study Foxes Focus section of Venn diagram *Teacher will CFU through inference questions during the video and after video through discussion *United Streaming Video: Land of Abundance TOD: List 2 reasons that Egyptians wanted to settle near the Nile and 1 reason that they were hesitant to do so. in the comparison chart *Fill in remaining characteristics of Venn diagram and complete video questions *Students will independently complete the Egyptian illustration and purpose on the comparison chart *Students will independently complete question #4 *Venn diagram *Video questions *Graphic Organizer *Foxes Focus Quiz *Video questioning *Study Foxes Focus *Study Class notes and make study cards *Study Foxes Focus *Study Class notes and make study cards *Study Class notes and make study cards TOD: Tell how Egyptian architecture or social order revealed they were a polytheistic civilization. and work on questions throughout TOD: List 2 positive outcomes that came from the evolvement of Egypt’s government.