Download World History Unit 1-Development of River Valley Civilizations

World History Unit 1-Development of River Valley Civilizations
Learning Plan
Title of Unit
Approximate time
Enduring Understanding
(Big Idea)
Essential Questions
Purpose/Relevance
Measurable Outcome(s)
Development of River Valley Civilizations (8000 BC – 500BC)
3 Weeks


One event has a ripple effect on other events.
Geography and History are interdependent.
 How does where you live affect how you live?
Students will be able to independently use their learning to …
 Analyze information by comparing and contrasting
How does this relate to the real-world?
 Achievements of past civilizations continue to influence our lives.
What life experiences do students bring to connect to these learning experiences?
 FOOD!
The student will know:
The student will be able to:
 Traditional historical points of reference in world
 Identify the major causes and effects of the development of
history, including the development of agriculture
agriculture
and the development of the river valley civilizations
 Identify the major causes and effects of the development of the
river valley civilizations

How civilizations developed from 8000 BC to 500 BC




How to use geographic skills and tools to collect,
analyze, and interpret data



The impact of geographic factors on the
development of agriculture and river valley
civilizations



Summarize the impact of the development of farming (Neolithic
Revolution) on the creation of river valley civilizations
Identify the characteristics of civilization
Explain how major river valley civilizations influenced the
development of the classical civilizations
Create and interpret thematic maps, graphs, and charts to
demonstrate the relationship between geography and the
historical development of river valley civilizations
Analyze and compare geographic distributions and patterns in
world history from 8000 BC – 500 BC
Locate places and regions of historical significance directly related
to development of agriculture and river valley civilizations
Analyze the influence of human and physical geographic factors on
the development of river valley civilizations
Interpret maps, charts, and graphs to explain the development of
farming (Neolithic Revolution) and the creation of river valley
Page 1 of 5
World History Unit 1-Development of River Valley Civilizations
Learning Plan

The impact of the Neolithic Revolution on humanity







The characteristics of monarchies and theocracies
as forms of governments from 8000 BC to 500 BC

Identify the characteristics of monarchies and theocracies as forms
of government from 8000 BC to 500 BC
How contemporary political systems have
developed from earlier systems of government

Identify the impact of political and legal ideas contained in
Hammurabi's Code
The history and relevance of major religious and
philosophical traditions of 8000 BC to 500 BC

Identify examples of religious influence on various events between
8000 BC to 500 BC
How major scientific and mathematical discoveries
and technological innovations affected societies
from 8000 BC to 500 BC

Identify the origin and diffusion of major ideas in mathematics,
science, and technology that occurred in river valley civilizations
How to apply critical-thinking skills to organize and
use information acquired from a variety of valid
sources, including electronic technology

Identify methods used by archaeologists, anthropologists,
historians, and geographers to analyze evidence
Use appropriate reading and mathematical skills to interpret social
studies information such as maps and graphs
Analyze information by identifying cause-and-effect relationships,
comparing, contrasting, and developing connections between
historical events over time



TEKS
Resources and Materials
civilizations
Identify important changes in human life caused by the Neolithic
Revolution
Summarize the role of economics in driving political changes as
related to the Neolithic Revolution
How to communicate in written, oral, and visual
forms


Use social studies terminology correctly
Use standard grammar, spelling, sentence structure, and
punctuation
Content: 1A, 2A,B,C, 15A,B, 16A,B,C, 17A,B, 19A, 20B, 23B, 27A Process Skills: 29A,F,H, 30A,B
Paleolithic-Neolithic Activity sheets for each student, prepared Aspect of Life folders for group work, World History:
Patterns of Interaction, Mastering the TEKS in World History,
Page 2 of 5
World History Unit 1-Development of River Valley Civilizations
Learning Plan
Learning Experiences
Engage: (Day 1, approximately 10 minutes)
Teacher projects picture of hamburger. Teacher then asks students to work with a partner to answer the following
question: If there were no McDonalds, grocery stores, etc. . . how can you have a hamburger to eat tonight? Create a
brainstorming list on a sheet of paper (or in notebook) for 2 -3 minutes. Teacher asks for volunteers to share.
Teacher is looking for answers such as: growing food, producing ingredients ourselves. Next question to ask: If you
don’t know how to farm or grow ingredients, what do you do? (students brainstorm 2-3 minutes on the same piece of
paper with their partner). (Possible answers: hunting and gathering, cooperating with neighbors, stealing…..)
Teacher will explain that before there were supermarkets, people had to find and/or grow their own food. Teacher
will then introduce Paleolithic and Neolithic eras.
Explore: (Day 1, approximately 50 minutes)
Before activity begins, teachers will have six folders, one for each aspect of life, of the readings students will need for
this activity spaced around the room. (Teacher will pass out the Paleolithic-Neolithic Activity sheet to each student.
As a class, teacher will help students define Neolithic Revolution (from Hunter-gatherer to farmer). Teacher will then
divide students into of groups of six. Each person in the group will number 1-6 (these numbers will correspond to one
of the aspects of life on the activity sheet). Then, all number 1’s for example will regroup and read and complete
section of chart assigned to them. The same for #2’s, 3’s, etc. . . Each group will have approximately 10 minutes to
complete this task. Once finished, students return to original group of six and share their findings with each other.
Students will need to complete their charts for all aspects of life during this time. (Teacher will monitor to make sure
each student is “teaching and explaining” their aspect and not just letting each member copy their paper.)
Explain: (Day 1, approximately 15 minutes)
When groups are finished, teacher will have students share out their findings on each aspect of life, making sure
everyone has sufficient information.
Evaluate: (Day 1, approximately 15 minutes)
Students will answer the question at the bottom of the activity sheet, “How did life change from the Paleolithic Age to
the Neolithic Age? The answer should be in a paragraph approximately 7-10 minutes and include at least 3 pieces of
evidence from their exploration.
Page 3 of 5
World History Unit 1-Development of River Valley Civilizations
Learning Plan
Explore: (Day 2, approximately 10 minutes)
Teacher will ask students to draw a picture of what they think a civilization is in their notebooks or on paper. The
drawing should also include an explanation of why their drawing represents a civilization.
Explain: (Day 2, approximately 50 minutes)
Teacher will explain to students that they will be looking for what defines a civilization. Students will read pp. 18-19,
What is a civilization? in World History: Patterns of Interaction in partners or individually. Each students will take
notes (list and define) the five characteristics (advanced cities, specialized workers, complex institutions, record
keeping, advanced technologies). Together with a partner, students will then go back to their pictures and label any
characteristic of civilizations on their drawings they included. Teacher will be walking around monitoring student
understanding of each of the characteristics as they work. (Some students may not have all of those characteristics.)
In a class discussion, teacher will ask several students to share out their work. Teacher will ask questions like: “How
does this drawing represent the characteristic, or Now that you know the characteristics, what might you add to your
drawing in order to include more of the characteristics?”
Extend/Elaborate: (Day 2, approximately 15 minutes)
With the same partner, students will take out their list from the previous day’s Hamburger activity. Teacher asks,
“Where do you see the characteristics of civilization in the making of the hamburger?” Have students write down one
example from each characteristic in their notebooks or on paper. (Sample responses: specialized jobs=farmer, baker,
fry guy, restaurant owner; technology=grill, spatula; complex institution=FDA) Teacher asks for a couple of examples
for each in a quick discussion.
Evaluate: (Day 2, approximately 15 minutes)
Students will individually respond in writing to the following question: How is Denton a civilization? Students will
need to provide evidence/examples on each of the characteristics.
Engage: (Day 3, approximately 5 minutes)
Teacher will project slides of four images of different geographic areas. Teacher will lead discussion on which area
students would most want to live. Teacher will explain best choice would be near river because of reliable food and
water source. Explain early civilizations began around water sources. However, each of these civilizations developed
Page 4 of 5
World History Unit 1-Development of River Valley Civilizations
Learning Plan
their own unique characteristics.
Explore: (Day 3, approximately 10 minutes)
Students will label the four River Valley Civilizations on the provided map. Use map from pages 24-25 of World
History: Patterns of Interaction.
Explore: (Day 3, approximately 75 minutes)
In order to organize information regarding early civilizations, teacher will introduce graphic organizer showing location
of early civilizations, characteristics, and lasting achievements. Students will use Jarrett book, Mastering the TEKS in
World History, to read about the four River Valley Civilizations, pp. 48-53. Students will complete graphic organizer
for each of them.
Explore/Explain: (Day 4, approximately 25 minutes)
Teacher introduces activity by stating that students will be analyzing one of the contributions from one of these
societies. Students work on Hammurabi’s Code activity. Teacher will debrief and discuss impact on today’s society.
Extend: (Day 4, approximately 10 minutes)
Students will take hamburger list from prior classwork. With a partner, discuss how the contributions of early
civilizations led to the development of the hamburger. (possible answers: transportation= the wheel, tools=metal,
laws, calendar etc. . . ) Teacher will then lead discussion based on students’ interpretations.
Elaborate: (Day 4, approximately 55 minutes)
Students will complete Unit 1 Performance Task. This activity will help prepare students for the Unit 1 Common
Assessment that will be administered the following class.
Evaluate: (Day 5, approximately 45 minutes)
Students will complete Unit 1 Common Assessment
Page 5 of 5