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Teacher:
Mr. Lynch
Subject:
World History
DAY
1/4/2011
STANDARDS
SSWH1 The student will
analyze the origins,
structure, and interactions
of complex societies in the
ancient eastern
Mediterranean from 3500
BCE – 500 BCE.
A. Describe the
development of
Mesopotamian societies;
include the religious,
cultural, economic, and
political facets of society
with attention to
Hammurabi’s law code.
Date: From 1/4/2011 to 1/25/2011
TOPIC: Unit 1
ESSENTIAL
QUESTION (S)
How do we measure
time?
What are the 5
characteristics of
civilization?
Objectives:
Students will be able to
form a general timeline
of important events in
their life.
Students will define 5
characteristics of
civilization by providing
modern examples.
Students will use
appropriate vocabulary
in notes.
TEACHING ACTIVITIES
Warm Up: Syllabus, Introduction
SSWH1 (SEE ABOVE)
A. Describe the
development of
Mesopotamian societies;
include the religious,
cultural, economic, and
political facets of society
with attention to
Hammurabi’s law code.
Why was Mesopotamia
called the fertile
crescent?
What possibly lead
people in Sumer to
develop civilization?
Objectives:
Students will
What will go in the
gradebook?
Activities/Assignments:
Create a timeline of important events in your life.
VARK activity, Graphic
Organizer  Graphic
organizer used on
collage for
characteristics of
civilization.
Graphic organizer with 5 characteristics of civilization – students
provide 2 modern day examples of each.
How will students’
mastery be measured?
Sumer as an example of a civilization – students fill in a graphic
representation providing examples of how Sumer fulfills its
classification as a civilization.
Informal, formative
assessment:
“What type of learner are you?” activity – VARK. Short introduction
to World History through PowerPoint with emphasis on Timelines and
Civilizations with accompanying graphic organizer.
Students complete
graphic organizer,
questions and answer in
lecture, warm up.
Vocabulary:
Civilization
Specialization
Institution
Record (noun)
Technology
Society
1/5/2011
ASSESSMENT
Formal, summative
assessment:
On next day’s activity Students must be able to
portray 5 characteristics
of civilization through 2
written examples and 2-3
visual examples with
80% accuracy.
Warm up: What are the 5 characteristics of civilization? Provide
a modern example of each.
What will go in the
gradebook?
Activities/Assignments:
Collage
Graphic Organizer
Students will create a collage of the 5 characteristics of civilization
using poster board or large paper. Students are required to provide at
least 2 written examples per each characteristic and 2-3 visuals per
each characteristic that accurately portray the characteristic with 80%
How will students’
mastery be measured?
demonstrate
understanding of 5
characteristics of
civilization by creating a
collage of modern
pictures that accurately
match each characteristic
Students will explain
why Mesopotamia was
called the fertile
crescent.
Students will propose
solutions to problems
facing civilizations in
river valleys.
Students will record
significant facts into
graphic organizer.
1/67/2011
SSWH1(See section 1)
A. Describe the
development of
Mesopotamian societies;
include the religious,
cultural, economic, and
political facets of society
with attention to
Hammurabi’s law code.
Vocabulary:
Fertile Crescent
Polytheism
Cuneiform
Hammurabi’s Code
Silt
Alluvial plain
Fertile
Crescent
City-state
Class system
Dynasty
Why do people need
laws?
What is the importance
of Hammurabi’s law
code to world history?
Objective:
Students will work
cooperatively to explain
the importance of laws
within society.
Students will create an
accurate timeline of
important events within
world history as part of a
group.
Students will learn to use
success.
Lecture to introduce Mesopotamian society with accompanying
graphic organizer. Students will take notes filling in as they go along.
Informal, formative
assessment:
Students completed
graphic organizer.
Within lecture: Students will work in pairs to develop answers to
certain questions posed within lecture.
Formal, summative
assessment:
Students must be able to
portray 5 characteristics
of civilization through 2
written examples and 2-3
visual examples with
80% accuracy.
Warm-up:
What will go in the
gradebook?
Why is it important for a society to have laws?
Could a society exist without law?
Activities/Assignments:
Hammurabi situation activity. Students will move in groups to 8
different stations. Each station describes a given situation and students
are expected to determine what punishment would best fit the “crime”
or events described in the situation. Students will share their responses
as a class. Teacher will tell students the punishments based on
Hammurabi’s actual law code.
Students will begin work on a timeline of important events within
World History. Teacher will provide students with 8 important events
in World History. Students will search in the textbook for 7-12 more
events to include in their timeline. Students will continue work on the
Hammurabi
Activity/Graphic
Organizer
Timeline
How will student
mastery be measured?
Informal, formative
assessment: discussion
on importance of laws.
Formal, summative
textbook to find
information – in this
case, related to important
events in World History.
1/18/2011
1/18/2011
SSWH1(See section 1)
B. Describe the
relationship of religion and
political authority in
Ancient Egypt.
E. Explain the
development and
importance of writing;
include cuneiform,
hieroglyphics, and the
Phoenician alphabet.
SSWH 1 (See above)
D. Describe early trading
networks in the Eastern
Mediterranean; include the
impact Phoenicians had on
the Mediterranean World.
E. Explain the
development and
importance of writing;
include cuneiform,
hieroglyphics, and the
Phoenician alphabet.
Vocabulary:
No new vocab.
How were religion and
political authority
connected in Ancient
Egypt?
Objectives:
Recall river living
Students will record
facts into a graphic
organizer while listening
Students will explain
class system of Ancient
Egypt by providing
examples from their own
life
Vocabulary:
Theocracy
Pharaoh
Delta
Hieroglyphics
Monotheism
Pyramid
In what ways did trade
networks in the Eastern
Mediterranean promote
cultural diffusion?
Why did ancient
societies have a need for
writing?
Objective:
Students will be able to
explain the development
of writing in ancient
societies.
Students will be able to
locate important
geographic features on a
map.
following day.
Warm up:
Using page 35 in your book explain how Egyptian society was
different from Mesopotamian society. Egypt was unified into a single
kingdom very early on, making civilization united, stable, and
powerful.
Activities/Assignments:
Lecture to introduce Egyptian society with accompanying graphic
organizer.
Students will read about Egypt and answer guiding questions from Mr.
Dowling’s Passport to Ancient Egypt.
assessment: Students
will create an accurate,
neat, chronological
timeline with 15-20
important events in
World History with 80%
accuracy.
What will go in the
gradebook?
Mr. Dowling answer
sheet
How will student
mastery be measured?
Informal, formative
assessment: discussion,
teacher walking around
looking at student work
on Dowling.
Successfully answer
80% of Dowling Egypt
guided reading.
Warm up:
Why did a need for writing develop in ancient societies?
People recognized a need to keep records as government, religion, and
the economy became more complex (tax collection, debts, laws,
calendars (holidays), rituals, etc.)
What will go in the
grade book?
Presentation:
Short visual tour of the Mediterranean including maps and
explanations of importance of Minoan and Phoenician peoples and
empires.
Phoenician’s Purple
Passion answer sheet
Activities/Assignments:
Students will read “Phoenician’s Purple Passion” and answer questions
related to the text. Students will analyze why Phoenicians were so
powerful within the Mediterranean based upon the example of their
monopoly on purple dyes and the impact the Phoenician alphabet had
upon the development of the Greek and, eventually, Latin alphabet.
Informal, summative
assessment:
How will student
mastery be measured?
Students will answer
with the correct response
with 80% accuracy on
the day’s activity.
Students will locate
information about
cultural diffusion in a
text.
1/19/11
SSWH2 The student will
identify major
achievements of Chinese
and Indian societies from
1100 BCE to 500 CE.
A. Describe the
development of Indian
civilization; include the
rise and fall of the Maurya
Empire, the “Golden Age”
under Gupta, and the
emperor Ashoka.
B. Explain the
development and impact of
Hinduism and Buddhism
on India and subsequent
diffusion of Buddhism.
E. Explain how the
geography of the Indian
Subcontinent contributed
to the movement of people
and ideas.
SSWH1 C. Explain the
development of
monotheism; include the
concepts developed by the
ancient Hebrews and
Zoroastrianism
Vocabulary:
Minoans
Phoenicians
Phoenicians Alphabet
City-state
Cultural diffusion
Trade
Network
Diffuse
How did the leadership
of ancient India change
over time?
What were the major
beliefs and practices of
Hinduism and
Buddhism?
What impact did the
region of India have
upon civilizations there?
Objectives:
Students will explain
how India’s geography
provided a natural
defense against invasion.
Students will identify
major differences
between India’s ancient
rulers.
Students will collaborate
with peers to locate
major similarities and
differences between
Hinduism and
Buddhism.
Vocabulary:
Buddhism
Hinduism
Reincarnation
Karma
Enlightenment
Nirvana
Invasion
Warm up:
Look at the map of the Indian subcontinent. What natural land and
water forms may have helped protect Indian civilizations from outside
invasion?
Presentation:
Explanation of Indian Subcontinent’s geographic features that lead to
isolation from outside invaders for a number of years.
Explore the religious, cultural, economic, and political facets of
Harappan culture; including the dynasties of Maurya, Ashoka, and
Gupta.
Brief overview of Hindu and Buddhist beginnings and beliefs.
What will go in the
gradebook?
Informal, summative
assessments:
Graphic organizer for
India notes.
Venn diagram Buddhism
and Hinduism
How will student
mastery be measured?
Power point covering the ancient Hebrews and Zoroastrianism.
Activities/Assignments:
Students will compare and contrast Hinduism or Buddhism with a
monotheistic religion through a Venn diagram (graphic organizer).
Internet and class texts.
Students will provide at
least 5 differences and 5
similarities between
Hinduism or Buddhism
and a monotheistic
religion in their Venn
diagram with 80%
success.
1/2021/2011
1/24/2011
1/25/2011
1/26/2011
SSWH 2 (see above)
C. Describe the
development of Chinese
civilization under the Zhou
and Qin.
D. Explain the impact of
Confucianism on Chinese
culture; include the
examination system, the
Mandate of Heaven, the
status of peasants, the
status of merchants, and
the patriarchal family, and
explain diffusion to
Southeast Asia, Japan, and
Korea.
SSWH1 A-E
SSWH2 A-E
Continent
Plain
Citadel
Caste system
Bureaucracy
What were the major
contributions of ancient
Chinese dynasties?
How did Confucius
influence Chinese
culture?
Objectives:
Students will record
important facts about
Chinese dynasties and
philosophies.
Students will use guided
readings to develop
critical reading skills.
Vocabulary:
Mandate of Heaven
Confucianism
Feudalism
Legalism
Peasant
Lord
Tribute
Merit
Review and Unit 1 Exam
Warm up:
What was the caste system? Why did people living in the Indian
subcontinent not accept Buddhism?
Presentation:
Map of China and Chinese dynasties song (Frere Jacques)
Activities/Assignments:
Students will work with textbook and use guided reading to answer
questions pertaining to various Chinese geographical features,
dynasties, philosophies, and other important information.
What will go in the
grade book?
Informal, summative
assessment: Chinese
dynasties and
philosophies guided
readings.
How will student
mastery be measured?
Students will create a timeline of Chinese dynasties with major
contributions (philosophical, inventions, etc) and maps of land ruled.
Students will correctly
respond to questions on
guided readings with
80% accuracy.
Students will create
timeline of major
Chinese dynasties with
contributions and maps
depicting area ruled with
80% accuracy.
Review 1/24-25/2011
Unit 1 Exam 1/26/2011
What will go into the
gradebook?
Review sheet
Unit 1 Exam
How will student
mastery be measured?
Students will correctly
respond to multiple
choice, short answer, and
an essay question with
80% accuracy on topics
covered in Unit 1.