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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 Page 1 of 8 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 Page 2 of 8 World History Social Studies Unit: 01 Lesson: 02 Materials: • Refer to the Notes for Teacher section for materials. Attachments: • • • • • • • • • • • • • • 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 Page 4 of 8 World History Social Studies Unit: 01 Lesson: 02 Instructional Procedures • • • • • • • 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 Page 5 of 8 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. Page 6 of 8 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. Page 8 of 8