Download Land Between Two Rivers

Land Between Two Rivers
Unit: Agriculture in the Valley for Grades 3-6
Grades
6th Grade
Author
Betsy Messenger
Summary
This two-part lesson may be taught independently or as part of a series. It is ideal for a social
studies class as an extension of a unit on ancient civilizations. In part one, students explore the
importance of water bodies to the development of ancient and modern civilizations. They
compare what they already know about ancient Mesopotamian cities to what they know about
the Hudson River Valley. In part two, students research farming practices in the ancient Nile
River Valley. Then they compare and contrast what they have learned with farming practices
observed at Phillies Bridge Farm Project or another nearby farm. (For details see the Phillies
Bridge Farm lessons in this unit.)
Question
Part I:
1. Is the land where you live flat, hilly or mountainous?
2. Are there any deserts, lakes rivers or cities nearby?
3. What about the geography of the area you live in do you think first attracted people to
settle in your community?
Part II:
1. Why did early settlers choose to settle in the Hudson Valley?
2. Why did Egyptians settle the Nile River area?
3. What are some similarities between the two regions?
Content Understanding(s)
Part I: Students learn that geographic features, such as the Tigris and Euphrates rivers, played
vital roles in the development of the first cities and in farming. Students will learn how the
Hudson Valley was and is important to this regions' agricultural development.
Part II: Every year the Nile would flood depositing silt that was very rich and ideal for farming.
Concept Understanding(s)
Part I: The importance of water sources to the development of civilization. Similarities and
differences between the settlement of the Hudson Valley and settlement of ancient,
Mesopotamian cities.
Part II: The similarities and differences between ancient Egyptian and modern sustainable
farming techniques.
Vocabulary
Part I: Tigris River, Euphrates River, Scribes, Mesopotamia, Sumeria, Silt, Surplus, City-states,
Ziggurat, Polytheism Part II: Silt, Nile River
Suggested Time Frame(s)
Two 50-minute periods.
Narrative
Part I: To investigate and analyze how the Tigris and Euphrates rivers shaped the early
development of civilizations, ask the 'essential questions' listed above and discuss them with the
class. Have small groups read the The Ancient World (see resource list), pages 29-34. Ask
students to brainstorm similarities and differences between the Tigris-Euphrates rivers and the
Hudson River; list their responses on large paper or board. You may also have students make
their own compare/contrast charts and/or illustrations. Part II: Use the essential questions to
encourage a class discussion about how rivers encourage and influence farming. Have students
research farming practices in the ancient and today. If time permits, students can also learn about
agriculture by visiting a farm or you can invite a farm into the classroom. Once students' research
is complete, ask them to create a compare/contrast chart and/or illustrations about the agriculture
in the Tigris-Euphrates region and the Hudson Valley.
What Should Students Know At The End of This Lesson
Part I
Where the Tigris and Euphrates Rivers are located.
The importance of water bodies to the development of ancient and modern civilization.
Part II
The impact of water bodies on the development of agriculture.
Farming practices used by ancient Egyptians in the Nile River Valley and today at Phillies
Bridge or other nearby farms.
How do you assess student learning?
Part I: Students may be asssessed based on their participation in classroom discussion and/or
completion of a compare and contrast chart, comparing the Tigris-Euphrates area to the Hudson
Valley.
Part II: Assess students on classroom participation, the quality of their research, and/or the chart
or illustrations they produce comparing ancient Egyptian farming practices to present daysustainable agriculture techniques.