Download Early Civilizations

World History
Social Studies
Unit: 01
Lesson: 02
Suggested Duration: 6 days
Early Civilizations
Lesson Synopsis:
This lesson provides a greater understanding of early civilizations, their defining characteristics, and their global impact.
Students utilize the PERSIA Model, a scenario and a gallery walk to explore early civilizations.
TEKS:
WH.1
WH.1A
WH.2
WH.2B
WH.15
WH.15A
WH.15B
WH.16
WH.16A
WH.16B
WH.16C
WH.19
WH.19A
WH.20
WH.20B
WH.23
©2012, TESCCC
02/19/13
History. The student understands traditional
historical points of reference in world
history. The student is expected to:
Identify major causes and describe the major
effects of the following events from 8000 BC
to 500 BC: the development of agriculture
and the development of the river valley
civilizations. Supporting Standard
History. The student understands how early
civilizations developed from 8000 BC to 500
BC. The student is expected to:
Identify the characteristics of civilization.
Supporting Standard
Geography. The student uses geographic
skills and tools to collect, analyze, and
interpret data. The student is expected to:
Create and interpret thematic maps, graphs,
and charts to demonstrate the relationship
between geography and the historical
development of a region or nation. Eligible
for Dual-coding on STAAR
Analyze and compare geographic
distributions and patterns in world history
shown on maps, graphs, charts, and models.
Eligible for Dual-coding on STAAR
Geography. The student understands the
impact of geographic factors on major
historic events and processes. The student
is expected to:
Locate places and regions of historical
significance directly related to major eras
and turning points in world history.
Supporting Standard
Analyze the influence of human and physical
geographic factors on major events in world
history, including the development of river
valley civilizations, trade in the Indian Ocean,
and the opening of the Panama and Suez
canals. Readiness Standard
Interpret maps, charts, and graphs to explain
how geography has influenced people and
events in the past. Eligible for Dual-coding
on STAAR
Government. The student understands the
characteristics of major political systems
throughout history. The student is expected
to:
Identify the characteristics of monarchies
and theocracies as forms of government in
early civilizations. Supporting Standard
Government. The student understands how
contemporary political systems have
developed from earlier systems of
government. The student is expected to:
Identify the impact of political and legal ideas
contained in the following documents:
Hammurabi's Code, the Jewish Ten
Commandments, Justinian's Code of Laws,
Magna Carta, the English Bill of Rights, the
Declaration of Independence, the U.S.
Constitution, and the Declaration of the
Rights of Man and of the Citizen. Supporting
Standard
Culture. The student understands the history
and relevance of major religious and
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World History
Social Studies
Unit: 01 Lesson: 02
philosophical traditions. The student is
expected to:
WH.23A
WH.27
WH.27A
Describe the historical origins, central ideas,
and spread of major religious and
philosophical traditions, including Buddhism,
Christianity, Confucianism, Hinduism, Islam,
Judaism, Sikhism, and the development of
monotheism. Readiness Standard
Science, technology, and society. The
student understands how major scientific
and mathematical discoveries and
technological innovations affected societies
prior to 1750. The student is expected to:
Identify the origin and diffusion of major
ideas in mathematics, science, and
technology that occurred in river valley
civilizations, classical Greece and Rome,
classical India, and the Islamic caliphates
between 700 and 1200 and in China from the
Tang to Ming dynasties. Supporting Standard
Social Studies Skills TEKS:
WH.29
WH. 29A
WH.29F
WH.29G
WH.30
WH.30A
Social Studies Skills. The student applies
critical-thinking skills to organize and use
information acquired from a variety of valid
sources, including electronic technology.
The student is expected to:
Identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence.
Analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions,
and developing connections between historical events over time. Eligible for Dual-coding on STAAR
Construct a thesis on a social studies issue or event supported by evidence.
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
Use social studies terminology correctly. Eligible for Dual-coding on STAAR
GETTING READY FOR INSTRUCTION
Performance Indicator(s)
•
Create a matrix with five rows (horizontal) and four columns (vertical). For each of the rows, list a characteristic
of a civilization, and for each of the columns list a river valley civilization. Provide evidence of the characteristics for
each of the civilizations. Include a map that explains how the geography of a region influenced the people. (WH.1A;
WH.2B; WH.16C; WH.29F, WH.29G)
1C
Key Understandings and Guiding Questions:
•
Civilizations share common characteristics.
— What are the characteristics of a civilization?
— How did early civilizations impact other societies?
— What governmental systems were established in early civilizations?
— Which legal ideas can be traced to early civilizations and what was their impact?
— Which religions and philosophies developed in river valley civilizations?
— What are the central ideas for each of these religions?
— What ideas in mathematics, science and technology can be traced to river valley civilizations?
— How were ideas diffused during this time period?
Vocabulary of Instruction:
•
•
city-state
civilization
©2012, TESCCC
•
•
transcend
dynasty
02/19/13
•
•
cultural diffusion
empire
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World History
Social Studies
Unit: 01 Lesson: 02
Materials:
•
Refer to the Notes for Teacher section for materials.
Attachments:
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Handout: Scenario Card: Where Do We Settle? (one per group)
Handout: Tally Sheet: Where Do We Settle? (one per group)
Handout: World Map
Handout: Characteristics of a Civilization Placard (one per group)
Handout: PERSIA Model: Ancient Egypt (1 per student)
Handout: PERSIA Model: Ancient Mesopotamia (1 per student)
Handout: PERSIA Model: Ancient India (1 per student)
Handout: PERSIA Model: Ancient China (1 per student)
Handout: Ancient Egypt and the Nile (1 per group)
Handout: Ancient Mesopotamia and the Tigris-Euphrates (1 per group)
Handout: Ancient India and the Indus (1 per group)
Handout: Ancient China and the Huang He (1 per group)
Handout: My Favorite (1 per student)
Handout: Rank and Justify (1 per student)
Resources and References:
•
None identified
Advance Preparation:
1. Read the rationale in the Instructional Focus Document and become familiar with the specificity provided for each of
2.
3.
4.
5.
6.
7.
the student expectations relevant to this lesson.
Read the Performance Indicator that aligns with the lesson.
Become familiar with the content and procedures for the lesson.
Select appropriate sections from the textbook and alternative resources to supplement the lesson.
Preview materials and websites according to district guidelines.
Access to four laptops or four computer desktops with internet access for research group activity (Explore).
Prepare attachment(s) as necessary.
• Scenario Cards (one per group)
•
Tally sheets (one per student)
Background Information:
Early civilizations were first established along river valleys. Geographically, river valleys provided an ideal environment for
the development of agriculture and the domestication of animals. The development of these civilizations occurred along the
Nile River (Egypt), between the Tigris and Euphrates Rivers (Mesopotamia, also known as Fertile Crescent), the Indus
River (India) and the Huang He River (China). A civilization is a complex society that consists of a government, a method of
writing, organized religion, specialized jobs, social classes and advanced technology. Some examples of systems of
government include monarchies and theocracies. The earliest form of written laws can be traced to this time period. Codes
of law such as Hammurabi’s Code of Laws and the Jewish Ten Commandments helped to establish order in complex
societies. Religions and philosophical teachings that developed during this early period include Buddhism, Confucianism,
Hinduism, and Judaism. The generally accepted order of development is: Hinduism, Judaism, Buddhism, and
Confucianism.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs of learners.
The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus
Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools Tab located at the top of the page.
All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
©2012, TESCCC
02/19/13
Page 3 of 8
World History
Social Studies
Unit: 01 Lesson: 02
Instructional Procedures
ENGAGE – Where Do We Settle? Where Did They Settle?
1.
Introduce the lesson’s topic using words such as:
• Today we are going to focus on the reasoning for where and why
people chose to settle and the characteristics that define a
civilization. The location and an overview of the four major river
valley civilizations will also be discussed.
2.
Assign students to groups of three or four. Provide each group with a
scenario card from the Handout: Scenario: Where Do We Settle?
3.
Each group selects a leader to read the scenario card and the defined
geography terms.
4.
Each group discusses the regions and reaches a consensus as to what
region would be the most likely you would choose to settle with success,
short term and long term.
5.
Each group writes their justifications for their choices.
6.
Tally the votes to see how the class voted as a whole and have a short
discussion on reasons as to why some regions were not selected and why
others were overwhelmingly selected. (Use the Handout: Tally Sheet:
Where Do We Settle? The tally sheet can be projected or drawn on the
board.)
7.
Post the following question on the board (or project on a screen):
•
Where do we settle?
8.
Each student writes a statement based on their findings.
9.
Provide an image (map) of the four main river valley civilizations. (This
image may be projected by using an interactive board or an LCD projector.
Student textbooks are an alternative resource for this map.)
Notes for Teacher
Suggested Day 1 – 10 minutes
Materials:
• map of the four river valley
civilizations
• map of the world
Attachments:
• Handout: Scenario: Where Do We
Settle? (1 per group)
• Handout: Tally Sheet: Where Do
We Settle?
TEKS: WH.15A, WH.16A
Purpose:
Students identify reasons for settlement
along river valleys.
Instructional Note:
The lesson helps students understand
the reasoning for settling along river
valleys. Students also learn the relative
location of each of the river valley
civilizations.
10. Each student sketches a world map labeling the four major river valley
civilizations. The sketch should include the names of the civilizations and
the names of the rivers.
11. The map will serve as a guide for each student to use for the next activity.
12. Students view video clips about a minute long, each based on river valley
civilizations. Images may be substituted for video clips.
13. Exit card: At the conclusion of the class period, students answer the
following question on an exit (index) card:
• Which of the river valley civilizations is the most intriguing to you
and why do you want to learn more about it?
EXPLORE – Who were they and why were they important?
1. Set up learning stations about the river valley civilizations. Each station is
designed for gathering information about the civilization. A total of 8
learning stations should be set up.
• Learning Station One: Ancient Egypt (Handout: Ancient Egypt and
©2012, TESCCC
02/19/13
Suggested Day 2 – 40 minutes
Suggested Day 3 – 40 minutes
Materials:
• information about river valley
civilizations for Stations 1-7
• computer with Internet access to
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World History
Social Studies
Unit: 01 Lesson: 02
Instructional Procedures
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•
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Notes for Teacher
the Nile and any additional campus resources)
Learning Station Two: Ancient Egypt (online research; provide
computer with internet access for online research)
Learning Station Three: Ancient Mesopotamia and the Tigris and
Euphrates (Handout: Ancient Mesopotamia and the TigrisEuphrates)
Learning Station Four: Ancient Mesopotamia (computer with internet
access for online research)
Learning Station Five: Ancient India and the Indus (Handout:
Ancient India and the Indus)
Learning Station Six: Ancient India (online research)
Learning Station Seven: Ancient China and the Huang He (Handout:
Ancient China and the Huang He)
Learning Station Eight: Ancient China (online research)
2. Place copies of the Handout: PERSIA Model: Ancient Egypt; Handout:
PERSIA Model: Ancient Mesopotamia; Handout: PERSIA Model:
Ancient India; Handout: PERSIA Model: Ancient China at each station.
3. Introduce the day’s focus by asking:
• What determines if a society is civilized?
4. Write student responses on the board and facilitate a brief discussion.
5. Provide a list and identification of each of the characteristics of a
civilization.
• Government
•
•
•
•
•
•
•
information about Ancient Egypt
computer with Internet access to
information about Ancient
Mesopotamia and the Tigris and
Euphrates
computer with Internet access to
information about Ancient India
computer with Internet access to
information about Ancient China1
Attachments:
• Handout: Ancient Egypt and the
Nile
• Handout: Ancient Mesopotamia
and the Tigris-Euphrates
• Handout: Ancient India and the
Indus
• Handout: Ancient China and the
Huang He
• Handout: PERSIA Model: Ancient
Egypt
• Handout: PERSIA Model: Ancient
Mesopotamia
• Handout: PERSIA Model: Ancient
India
• Handout: PERSIA Model: Ancient
China
TEKS: WH.1A, WH.15B, WH.16B,
WH.16C, WH.19A, WH.20B, WH.23A,
WH.27A, WH.29F
Social Structure
Organized Religion
Economic Structure
Technology
6. Say:
• You will be learning about four major civilizations that
flourished and made huge contributions to the world. You will
explore each civilization and identify the characteristics of what
makes them a civilization.
Purpose:
This lesson helps students explore the
multiple attributes of each river valley
civilization.
Instructional Note:
PERSIA = Political, Economic,
Religious, Social, Intellectual, and
Area/Geography
7. Divide the class into groups of four.
8. Explain to students that each group will be “traveling” to each of the river
valleys (multiple learning stations) and gathering information about each of
the four major river valley civilizations.
9. Distribute to each group a packet of four graphic organizers for
documenting data and other pertinent information.
10. Groups rotate from station to station using the PERSIA Model graphic
organizer (Political, Economic, Religious, Social, Intellectual, and
Area/Geography) to gather information about each of the river valley
©2012, TESCCC
02/19/13
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World History
Social Studies
Unit: 01 Lesson: 02
Instructional Procedures
Notes for Teacher
civilizations.
11. Allow approximately 10 minutes per station to complete in two days.
12. Facilitate a discussion where students share their learning about the river
valley civilizations. Use the Key Understanding and Guiding Questions to
encourage higher-level thinking.
• Civilizations share common characteristics.
— What are the characteristics of a civilization?
— How did early civilizations impact other societies?
— What governmental systems were established in early
civilizations?
— Which legal ideas can be traced to early civilizations and
what was their impact?
— Which religions and philosophies developed in river
valley civilizations?
— What are the central ideas for each of these religions?
— What ideas in mathematics, science and technology can
be traced to river valley civilizations?
— How were ideas diffused during this time period?
EXPLORE – The Birth of Judaism
Suggested Day 4 – 50 minutes
TEKS: WH.20B; WH.23A
1.
Group students into pairs.
2.
Similar to the sample below, students create a six-column graphic
organizer (or use a folding strategy) with column titles of When?, Where?,
Important People and/or Founder(s)?, Sacred Text(s)?, Central Ideas and
Beliefs?, Major Observances?
3.
Using information from the specificity relevant to the TEKS for this lesson,
the district-adopted textbook and/or other district-approved resources,
student pairs investigate the characteristics and central ideas of Judaism.
As students read about Judaism, they record responses in the appropriate
columns.
4.
After student pairs complete the graphic organizer, facilitate a whole-group
discussion about each of the columns clarifying, verifying, and adding
relevant information as appropriate. Students add new information to the
graphic organizer that is introduced by the discussion.
5.
Student pairs write a paragraph describing the central ideas of Judaism.
©2012, TESCCC
02/19/13
Purpose:
Students investigate the beginning of
the major religion of Judaism.
Instructional Notes:
Consider conducting research on
establishing a safe environment for
discussions about religion in the
classroom. Students create a graphic
organizer or use a folding strategy to
research and organize information on
Judaism.
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World History
Social Studies
Unit: 01 Lesson: 02
Instructional Procedures
Notes for Teacher
EXPLAIN – My Favorite
Suggested Day 5 – 25 minutes
Attachments:
• Handout: My Favorite (optional)
1.
Distribute the Handout: My Favorite (optional) or students may draw their
own organizer.
2.
At the bottom of the organizer, each student writes a reflection piece. “My
favorite civilization is ______________, because ______________.”
3.
Students sketch images on the organizer (bubble map). In the center,
students write the name of their favorite civilization and sketch a picture
representative of the civilization. In the surrounding “bubbles” students
sketch images that represent the civilization’s government, economy, and
social structure.
4.
The completed organizer should include a statement telling why they find
the civilization fascinating and four images:
• Image representing their favorite civilization
• Image representing the civilization’s government
• Image representing the civilization’s economy
• Image representing the civilization’s social structure.
ELABORATE – Rank and Justify
1. Each student creates a four tab folded paper organizer: “Rank and
Justify”.
2. Students rank each civilization from 1 to 4 and justify the ranking.
• Possible criteria may include: The civilization with the greatest
contributions that transcended and are still contributing to
contemporary societies.
3. Share with a partner by comparing the rankings and justifications.
4. Facilitate a class discussion that provides students an opportunity to
solidify their understanding about the civilizations and the characteristics
of civilizations. Revisit the Key Understanding and Guiding Questions.
• Civilizations share common characteristics.
— What are the characteristics of a civilization?
— How did early civilizations impact other societies?
— What governmental systems were established in early
civilizations?
— Which legal ideas can be traced to early civilizations and
what was their impact?
— Which religions and philosophies developed in river
valley civilizations?
— What are the central ideas for each of these religions?
— What ideas in mathematics, science and technology can
be traced to river valley civilizations?
— How were ideas diffused during this time period?
EVALUATE – Performance Indicator
©2012, TESCCC
TEKS: WH.2B
Purpose:
Students justify as to why they selected
a particular civilization over others.
Instructional Notes:
Students may use the bubble map
handout provided or they may sketch
their own.
Suggested Day 5 – 25 minutes
Attachments:
• Handout: Rank and Justify
(optional)
TEKS: WH.2B
Purpose:
This activity allows students to give
independent thought about each of the
civilizations and arrive at conclusions
with justifications for their conclusions.
Instructional Note:
The Handout: Rank and Justify is
provided as an alternate to the studentcreated folded paper organizer.
Suggested Day 6 – 50 minutes
02/19/13
Page 7 of 8
World History
Social Studies
Unit: 01 Lesson: 02
Instructional Procedures
• Create a matrix with five rows (horizontal) and four columns (vertical).
For each of the rows, list a characteristic of a civilization and for each of
the columns list a river valley civilization. Provide evidence of the
characteristics for each of the civilizations. Include a map that explains
how geography of a region influenced the people. (WH.1A; WH.2B;
WH.16C; WH.29F, WH.29G)
©2012, TESCCC
02/19/13
Notes for Teacher
Instructional Note
Answers will vary. One way the matrix
could be formed could include, in the
vertical axis (rows), the characteristics
of government, social structure,
organized religion, economic structure,
and technology (see Day 2 and 3
Explore). The horizontal axis (columns)
would include the River Valley
civilizations being studied: Ancient Egypt
and the Nile, Ancient Mesopotamia and
the Tigris and Euphrates, Ancient Indian
and the Indus, and Ancient China and
the Huang He. Many of the possible
answers will depend on the class
materials used.
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