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WS/FCS Unit Planning Organizer Subject(s) Grade/Course Unit of Study Unit Title Pacing Social Studies 6th Grade Early Humans & Rise of Civilization “Caves to Cities” 12 days Conceptual Lenses Migration Settlement patterns Resources Rule of law Unit Overview The points of focus in this unit include the evolution of hominids through modern man, the effects of the availability and scarcity of resources on early patterns of migration and settlement, and the role and evolution of laws and legal systems. Hominids to Modern Man: This period of time begins with what is known as “pre-history”, or events that occurred before the invention of writing. Fossils and artifacts are studied by scientists to gain knowledge. The earliest humanlike creatures were called hominids, who learned how to start fires. These hominids were hunters and gatherers for approximately 240,000 years before they developed the ability to farm and herd animals. Farming changed life for these people drastically. No longer did they need to follow herds of animals or search for food. Development of Civilizations: People began to settle into villages and towns. Civilizations developed as these groups of people grew and needed organization. Mesopotamia: Several of these earliest civilizations were located in Mesopotamia, the land between the Tigris and Euphrates Rivers. The geographic features and the availability of necessary resources made this land conducive to settlement. Hammurabi: A king named Hammurabi united the city-states of Mesopotamia into the Babylonian Empire. Hammurabi codified laws and had them recorded in stone. These laws laid the foundation for governments and legal systems that would develop later in history. Unit Enduring Understanding(s) The availability or scarcity of resources may affect the migration and settlement of people. When groups of people live close together, the need for laws and a system for enforcing them often arises. Unit Essential Question(s) How does the availability or scarcity of resources affect migration and settlement of people? Why do people living in large groups or societies need laws and law enforcement? Essential State Standards Priority Objectives Supporting Objectives 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 6.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions. 6.C&G.1.4 Compare the role and evolution of laws and legal systems in various civilizations, societies and regions. “Unpacked” Concepts (students need to know) 6.H.1.2 □ Literal meaning of historical documents □ Establishing context 6.H.1.3 □ Primary & secondary sources □ Historical perspectives 6.G.1.1 □ Physical features □ Human characteristics □ Development of civilizations, societies & regions 6.C&G.1.4 □ Role and evolution of laws and legal systems 6.G.1.3 Compare distinguishing characteristics of various world regions. 6.G.2.1 Use maps, charts, graphs, geographic data and available technology to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions. “Unpacked” Skills (students need to be able to do) 6.H.1.2 □ SUMMARIZE (literal meaning) 6.H.1.3 □ USE (primary & secondary sources) □ INTERPRET (perspectives) 6.G.1.1 □ EXPLAIN (features/characteristics influenced development) 6.C&G.1.4 □ COMPARE (laws/legal systems in various societies) COGNITION (RBT Level) 6.H.1.2 □ Understand 6.H.1.3 □ Apply □ Apply 6.G.1.1 □ Analyze 6.C&G.1.4 □ Analyze H Unit “Chunking” & Enduring Understandings Essential Factual Content Hominids to Evolution of man from Modern Man hominid to The needs of Homo sapiens mankind result in sapiens the development of Progression technology to from make life easier. Paleolithic hunter/gathere rs to herders to farmers (Neolithic Revolution) domestication of animals Development of Civilizations The ability to farm and grow food enabled the creation of permanent settlements. Civilizations share common characteristics Building of dams to control flooding irrigation division of labor Revolution of agriculture Mesopotamia The availability or scarcity of resources may affect the migration and settlement of people. resources need for survival Tigris River Euphrates River Fertile Crescent Mesopotamia - fertile floodplain movement of people city-states development Written language impacts the creation, organization, and G Suggested Lesson Essential Questions C E C & G What are the markers of change over time in the development of prehistoric man? 2.3 How did life in the Neolithic period compare to life in the Paleolithic period? How were tools/artifacts used by Neolithic man more advanced than those used by Paleolithic man? What inventions made it possible for man to farm? How did the invention of agriculture relate to the beginning of civilization? 2.3 2.3 2.3 1.1 1.4 What are the characteristics of a civilization? What resources do people NEED in order to survive? How would the scarcity of resources affect how and where people live? Why was Mesopotamia one of the earliest areas of settlement in world history? How did the city-states of Mesopotamia use written language in the organization of their societies? 1.2 1.1 1.1 1.1 1.2 1.3 1.1 1.1 1.1 interactions of civilizations. Code of Hammurabi When groups of people live close together, often the need for laws and a system for enforcing them arises. of writingcuneiform scribes living in groups beyond family… villages, societies, civilization Sumerians Babylonians Rule of Hammurabi need for military codification of laws “Eye for an eye” Why do groups of people need laws? 1.1 1.4 How do the laws of Hammurabi compare to our laws today? 2.2 1.4 Sub Concepts HISTORY GEOGRAPHY CIVICS & GOVERNMENT ECONOMICS CULTURE Change Movement Resources Civilization Rule of Law Scarcity Resources Needs & Wants Civilizations Language Achievements Essential Vocabulary fertile migration scarcity city-state artifacts empire primary/secondary sources civilization Enrichment Vocabulary archaeologists evolution fossils hominids codify Enrichment Factual Content Sumer ziggurat Ur Epic of Gilgamesh Phoenicians & alphabet Akkadians Hittites Assyrians Nebuchadnezzar II Hanging Gardens of Babylon Language Objective EXAMPLES Key Vocabulary LO: SWBAT define and explain the terms migration, scarcity, empire and artifacts. Language Functions LO: SWBAT explain how environments can influence the development of civilizations. Language Skills LO: SWBAT read two passages about the laws in two different societies and identify the similarities and differences between the two. (Reading passages should be chosen/modified in accordance with the LEP students’ zone of proximal development). Grammar and Language LO: SWBAT use comparatives in writing assignments (more than, less than, greater, shorter, longer, etc.) by comparing the laws of two different societies. Ex. The punishment for stealing in Babylon was much more harsh than it is today in our state. Lesson Tasks LO: SWBAT read and summarize a passage about the laws in a society and explain this summary to a group. Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer analyzing and identifying the causes and effects of particular laws in a society. (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other supplement to complete this activity using this strategy). Historical Thinking and Geography Skill Resources ○ “Straight Ahead” □“Uphill” ∆“Mountainous” Historical Thinking Geography Skills 6.H.1.1 Construct charts, graphs & historical narratives to explain particular events or issues over time. 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and Students can use the information included on regions. this site to create a chart that shows the evolution of hominids to modern man National Geographic article that includes PBS Evolution Printable map of development of agriculture. Maps of Mesopotamia, Babylon, Maps 6.H.1.2 Summarize the literal meaning of historical of Mesopotamia, Babylon 2 documents in order to establish context. Map of Early Human Migration 6.H.1.3 Use primary and secondary sources to interpret various historical perspectives. Virtual tour of the caves at Lascaux. This primary source will allow them the opportunity to interpret details about life during the Paleolithic era. Caves of Lascaux 6.G.2.2 Construct maps, charts and graphs to explain data about geographic phenomena (e.g., migration patterns and population, resource distribution patterns, etc.) These sites contain resources for using Hammurabi’s Code with your students: ○Eduplace □ Hammurabi’s Code, Hammurabi’s Code 2 ∆ Hammurabi’s Code – Primary Source, Hammurabi’s Code – Primary Source 2 . Students can construct their own timeline or map while viewing the Journey of Mankind interactive site General Unit Resources ○ □ ∆ ○ “Straight Ahead” □“Uphill” Mesopotamia overview Mr. Dowling’s Electronic Passport to Mesopotamia ∆ “Mountainous” Life in Mesopotamia Dig into Mesopotamia Lesson Plan ideas for Law in Mesopotamia Collection of Resources for Early History of Man Collection of Resources for Mesopotamia Collapse of Mesopotamia Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight Ahead (less challenging for struggling readers), Uphill (having some challenging words and more complex sentence structure that is appropriate for on-grade level readers), or Mountainous (containing challenging vocabulary, complex sentences, and more abstract ideas). Performance Assessments Item # Formative Assessments Task Description 1 Explain what made Mesopotamia an ideal area for settlement. Students will write a short response to the question “Why was the geographic location of Mesopotamia the perfect place for a civilization to develop?” 2 Summarize literal meaning of Hammurabi’s Code and context in which it was written Students will complete a graphic organizer that highlights several of the laws from the Code of Hammurabi. They will be able to see the direct relationship between the offense and the punishment. Students will also see evidence of social classes within the civilization of Babylon. 3 Understand role of laws and legal system in Mesopotamia in order to make comparisons in future units Students will write a short response to the question “What purpose(s) did the laws of Hammurabi’s Code serve in Babylonian society?” 4 Culminating Task Summative Assessment Apply student learning Students will create a newspaper from Ancient Mesopotamia that includes: a feature story that highlights a key person, place or event from this unit a real estate ad that promotes positive attributes of Mesopotamia’s geographic location and features a police report section that includes a description of three crimes committed and the punishment given for each offense a letter to the editor that expresses your opinion supporting or opposing the Code of Hammurabi with examples from the Code to support your opinion Performance Task #1: Use the images below and your knowledge of social studies to answer the following question: “Why was the geographic location of Mesopotamia the perfect place for a civilization to develop?” Images from: http://www.buhlerschools.org/index.aspx?NID=1497, http://dominiosperu.com/hilary-ancient-mesopotamia-entertainment/, http://www.mitchellteachers.org/WorldHistory/MrMEarlyHumansProject/MrMSumer ianCivilizationAchievements.html ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Scoring Guide for Performance Task #1 “Why was the geographic location of Mesopotamia the perfect place for a civilization to develop?” Advanced Student includes all of the “Proficient” criteria PLUS an example of higher level thinking. For example: Tigris & Euphrates Rivers provided transportation of goods that helped build the economy of Mesopotamia city-states Geographic features surrounding Mesopotamia provided natural protection from invasions that allowed civilization to grow Proficient Student recognizes and explains the need for fresh water for: human survival herds of animals farming Progressing Beginning Student includes 4 of the “Proficient” criteria in written response. Student includes fewer than 4 of the “Proficient” criteria in written response. Student states that the surrounding land is not conducive for settlement by mentioning: Zagros/Taurus Mountains Arabian Desert Makes connection to settlement patterns of the US Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills included in assessed objectives. Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of selfdirected higher level thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding. Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fixup” to their work. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fixup”. Re-teaching needed to correct misconceptions or reach understanding. Performance Task #2: graphic organizer. Please use the following primary source and complete the attached Before this portrait let every man who has a legal dispute come forward, read this text, and heed its precious words. The stone tablet will enlighten him in his trouble, and thus may he find justice and breathe easier in his heart, speaking these words: “Hammurabi is a king who cares for his people like a loving father.” 1 If a man bring an accusation against a man, and charge him with a capital crime, but cannot prove it, he, the accuser, shall be put to death. 22 If anyone is committing a robbery and is caught, then he shall be put to death. 53 If a man neglect to strengthen his dike and do not strengthen it, and a break be made in his dike and the water carry away the farm-land, the man in whose dike the break has been made shall restore the grain which he has damaged. 195 If a son strike his father, they shall cut off his fingers. 196 If a man destroy the eye of another man, they shall destroy his eye. 198 If he put out the eye of a freed man, or break the bone of a freed man, he shall pay one gold mina. 199 If he put out the eye of a man's slave, or break the bone of a man's slave, he shall pay one-half of its value. 218 If a physician operate on a man for a severe wound with a bronze lancet [surgical knife] and cause the man’s death; or open an abscess (in the eye) of a man with a bronze lancet and destroy the man’s eye, they shall cut off his fingers. 229 If a builder build a house for a man and do not make its construction firm, and the house which he has built collapse and cause the death of the owner of the house, that builder shall be put to death. 282 If a slave tries to leave his master, his master will cut off the slave’s ear. I, Hammurabi, who was a perfect king to the Down-trodden people entrusted to me … I gave the people beautiful places, kept all pressing needs far away, and made their lives easier. With the mighty weapons given me by the gods Zababa and Ishtar, with the wisdom granted me by Ea, with the powers I hold from Marduk, I wiped out enemies on every side, put an end to wars, brought prosperity to our land, allowed men to live in peace and let no one fall upon them or harass them. … My righteous shadow has stretched across my city, I have gathered Sumer and Akkada in my arms, that they might thrive under my protection. I shield them in my peace and protect them in my wisdom. That the strong might not oppress the weak, that the widow and orphan might receive their due, here in Babylon . . . have I inscribed my precious words on a memorial stone and erected my statue as King of Justice. from Robert Francis Harper, The Code of Hammurabi, King of Babylon (Chicago: The University of Chicago Press, 1904). Reprinted in Pierre Schwob, ed., Great Documents of the World: Milestones of Human Thought (Maidenhead, England: McGraw Hill, 1977). Performance Task #2: Use the primary source to complete this graphic organizer. Law # 1 22 53 195 196 198 199 218 229 282 Crime Punishment WHO is the law designed to protect and WHY is the law needed? Scoring Guide for Performance Task #2 Interpreting Primary Source: Hammurabi’s Code Advanced Student includes all of the “Proficient” criteria PLUS can accurately analyze WHY the law is needed in society for at least 7 of the 10 laws. Proficient Student correctly identifies 24 of the 30 (80%) crimes, punishments and beneficiaries (WHO) from the primary source. Progressing Student correctly identifies at least 21 of the 30 (70%) crimes, punishments and beneficiaries (WHO) from the primary source. Beginning Student correctly identifies less than 21 of the 30 (70%) crimes, punishments and beneficiaries (WHO) from the primary source. Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills included in assessed objectives. Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of selfdirected higher level thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding. Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fixup” to their work. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fixup”. Re-teaching needed to correct misconceptions or reach understanding. Performance Task #3: Based on what you know about Hammurabi’s Code, please respond to the following question: “What purpose(s) did the laws included in Hammurabi’s Code serve in Babylonian society?” Consider how life in Babylon was changed and who was helped by the laws. Use examples from the Code to support your answer. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Scoring Guide for Performance Task #3 “What purpose(s) did the laws included in Hammurabi’s Code serve in Babylonian society?” Advanced Proficient Student includes all of the “Proficient” criteria PLUS an example of higher level thinking. For example: Student explains the need for laws in society for the following purposes with appropriate examples from the primary source: Predicting what life would be like without the laws Makes connection to laws of the US or NC Explains how the laws support the social class system in Babylon (different punishments for the same crime depending on status of victim) Protection from violent acts/physical harm Protection of property Progressing Beginning Student includes 2 of Student includes the “Proficient” criteria fewer than 2 of the in written response. “Proficient” criteria in written response. Protection of rights/”freedoms” (keeps people from being taken advantage of) Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills included in assessed objectives. Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of selfdirected higher level thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding. Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fixup” to their work. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fixup”. Re-teaching needed to correct misconceptions or reach understanding. Unit 2 Culminating Performance Task: Ancient Mesopotamia News Imagine that you are the editor of the Mesopotamia Record, a newspaper that reports on happenings in ancient Mesopotamia. Your next edition is almost ready to go to press. It needs a few items added before it is ready to roll. Please create a “front page” for the Mesopotamia Record that includes the following items: 1. Nameplate that includes the name of the newspaper and publication date 2. Main story that highlights what you consider to be the most interesting part of this unit. This could be about a key place, key person, key event or any other “news-worthy” information from this unit. You need an image to accompany this story. 3. A real estate advertisement that promotes positive attributes of Mesopotamia’s geographic location and features 4. A “police report” section that includes a description of three crimes that have been committed and the punishment given for each offense. Create characters and details to tell the stories of these crimes. 5. An editorial that expresses your opinion supporting or opposing the Code of Hammurabi with examples from the code to support your position. Has the Code made Babylon a better place to live? Scoring Guide for Culminating Performance Task: Mesopotamia Record Newspaper Advanced Proficient Student includes all of the “Proficient” criteria PLUS an example of higher level thinking. For example: Student submits factually based work for the following required items: Nameplate that includes the name of the newspaper and publication date Main story that highlights what you consider to be the most interesting part of this unit Image related to headline story A real estate advertisement that promotes positive attributes of Mesopotamia’s geographic location and features A “police report” section that includes a description of three crimes and the punishment given for each offense Crime #1 Crime #2 Crime #3 An editorial that expresses your opinion supporting or opposing the Code of Hammurabi with examples from the code to support your position. Advanced level of sophistication and creativity in plot developed for police report scenarios Suggestions for how the Code of Hammurabi could be improved Analysis of how the Code of Hammurabi influenced future law codes and legal systems Student work exhibits the following qualities: Correct spelling and grammar Progressing Student includes 7 of the required “Proficient” items and has only minor issues with the quality criteria in written response. Beginning Student includes fewer than 7of the required “Proficient” items and has multiple issues with the quality criteria in written response. Neatness and attention to detail Unit Reflection What didn’t work well? What worked well? Suggestions for Change