Download Unit Template - Lonoke School District

Title: Digging Up The Past
UNIT OF STUDY
Unit 2/1st 9 week period
Subject/Course: Social Studies
Topic: First Civilizations
Ancient Egypt
Ancient Israelites
Grade: 7th
Unit 2
Length: 5 weeks
Designer: Sandra Tester
UNIT GOALS AND EXPECTATIONS
IMPORTANT CONCEPTS:
ESSENTIAL QUESTIONS:
Farming had a huge impact on the development of early
civilizations.
What do you view as the greatest human achievement?
People who lived along Africa’s Nile River formed rich
and powerful civilizations.
Are you on good terms with your neighbors?
Israelites developed societies based on ideas of justice
and strict law.
Where do your ideas about right and wrong come from?
STUDENT LEARNING EXPECTATIONS:
G.1.7.2: Compare the influences of geographic
locations on early civilizations
G.1.7.3: Analyze the importance of the following river
systems on the emergence of early civilization
(Tigris/Euphrates and the Nile River)
G.1.7.9: Examine the influence of Earth’s physical
features on the development of regions of early
civilizations
G.2.7.2: Compare and contrast the contributions of
people of various racial, ethnic, and religious groups in
the development of early civilizations
G.3.7.1: Discuss push-pull factors that influenced the
growth of population centers
G.3.7.2: Investigate the infrastructure of population
centers
G.3.7.3: Analyze ways people have: adapted to the
physical environment/altered the physical environment
C.5.7.1: Examine the concept of codified law:
Hammurabi’s Code
C.5.7.2: Investigate the significance of icons, artifacts,
and symbols of civilizations using primary and
secondary sources
H.6.7.3: Investigate characteristics of civilizations
H.6.7.4: Analyze achievements of the early river
civilizations
H.6.7.5: Examine the development of ancient nonEuropean civilizations: Africa/Asia
H.6.7.21: Illustrate the development of early civilizations
using a historical map
H.6.7.28: Contrast characteristics of the Paleolithic and
Neolithic Ages
H.6.7.29: Examine the development of Monotheism
H.6.7.31: Examine the historical development and the
basic tenets of world belief system
E.7.7.1: Discuss economic wants and needs of people
over time
E.7.7.2: Investigate choices made by early civilizations
that had long-range economic consequences
E.8.7.1: Describe ways advancement of technologies in
division of labor and specialization helped the
development of civilization and economies
E.8.7.4: Analyze ways distribution of natural resources
determined settlement patterns
E.9.7.4: Discuss advantages and disadvantages of trade
among early civilizations
E.9.7.6: Describe roles ancient cities played in the
crossroads of trade
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SPECIFIC DECLARATIVE KNOWLEDGE-What I know
SPECIFIC PROCEDURAL KNOWLEDGE-What I need to do
Explain how learning to farm changed the way early
peoples lived
Compare/contrast: Paleolithic and Neolithic
Assyrians and Chaldeans Empires
Identify why the first major civilizations developed in the
Mesopotamia’s river valleys
Analyze /create a graphic organizer
Write short paragraph
Describe the rise and fall of the Assyrian and Chaldean
Empires
Explain how the Nile River influenced Egyptian
civilization and the reasons a united government arose
along its banks
Recognize and interpret Primary Sources
Review the Sumerian technologies that changed the world
Analyze the importance of river systems
Explain the government and kind of religion during the
Old Kingdom
Compare/contrast Hammurabi laws as being fair or cruel
Analyze the accomplishments of the Middle and New
Kingdoms
Identify the Nubian kingdom south of Egypt
Determine the what the Israelites’ beliefs where and
their early history
Identify the history of the kingdom of Israel
Describe Judaism during the period when Jew were
ruled by other people
Explain Vocabulary words: historian, archaeologist,
nomad, domesticate, civilization, city-state, artisan,
cuneiform, scribe, empire, province, cataract, delta,
papyrus, hieroglyphics, dynasty, pharaoh, pyramid,
tribute, monotheism, tribe, empire, prophet, proverb,
exile, and messiah
Recognize the push-pull factor (population)
Examine the physical features of the Earth and how this
influenced the development of the early civilizations
UNIT ASSESSMENTS
(Include tasks related to Dimensions 3 and 4 and Bloom’s Taxonomy)
1.
2.
3.
4.
5.
6.
7.
Analyze and color and label a historical map of Ancient Egypt
In a written summary, compare and contrast the Paleolithic and Neolithic ( use T-Chart)
Construct a Foldable to organize key events & ideas from ancient Egypt/Kush
Create timeline of the movement of the Israelites (Use your sequence chart)
Culminating Activity – building a story pyramids
Design your own civilization: Location/social classes/laws/religion/ruler (Performance Task)
Write a writing prompt about being locked up in an ancient pyramid using 4 of 5 senses (Performance Task)
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Traditional Assessments:
Other Evidence of Learning:
Quizzes
Tests
Completion of graphic organizers
Bellringers
Oral questioning
Daily reflection
ACTIVITIES AND LEARNING EXPERIENCES
Resources
Unit Information:
This is a 5 week unit of instruction, in which the students will learn the impact of
farming on the development of early civilizations; analyze the development of Egypt’s
empire; and be able to describe important events in the history of Israel
KWL Sheet
1. Students will build background knowledge about ancient civilizations
• KWL chart
2. Introduce chapter by using Anchor pieces from text for each topic.
• Ancient Mesopotamia
3. Students will complete a 4-step vocabulary sheet on new vocabulary on all topics.
• 4-step vocabulary sheet
4. Students will explain how learning to farm changed the way early peoples lived.
• Cause/Effect graphic organizer
5. Students will describe how Paleolithic people adapted to their environment and
invented many tools to help them survive.
• T-Chart
6. Students will explain how people in the Neolithic Age started farming, building
communities, producing goods, and trading.
• T-Chart
7. Students will Compare/Contrast the Paleolithic and Neolithic People by writing a
summary, using criteria from rubric.
• Summary
8. Students will identify the important contributions that the people of Sumer made to
later peoples.
• Foldable
9. Students will explain how the Sumerian city-states gave way to empires, such as
the Babylonian Empire.
• Give One – Get One
10. Students will be assessed over the development of early civilizations.
• Quizzes
• Test
11. Introduce chapter by using Anchor pieces from text for each topic.
• The Ancient Kushites
• The Ancient Egyptians
12. Students will create a historical map of Ancient Egypt.
• Create a historical map/Rubric
13. Students will make a foldable to help them organize the key events and ideas
from ancient Egypt and Kush
• Foldable
14. Students will make a prediction about what is coming next, model for students
making predictions
• Skim Questions on pgs. 74-75 in Chap. Assess./Act. Choose 3 questions and
predict what the answers will be/check your answers after reading
15. Students will organize thoughts throughout chapter to help them think visually
about Egypt.
Anchor Books:
Ancient Mesopotamia by
Virginia Schomp
4-Step Voc. Sheet
Preteaching Vocabulary,
TWE, p. 16
Cause/Effects TWE, p. 8
www.go.grolier.com
T-chart
Summary Rubric
JAT GH7-107
Foldable
Section quizzes
Benchmark Assess.
Venn Diagram
The Ancient Egyptians by
Lila Perl
The Ancient Kushites by Liz
Sonneborn
Historical Map/Rubric
Foldable
JAT GH 36-37
Story Pyramid
JAT GH34D TWE
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• Building a Story Pyramid/culminating act.
16. Students will analyze ancient Egyptian writing as pictures meaning words.
• Write name in hieroglyphics
17. Design your own civilization: Location/social classes/laws/religion/ruler
• Poster design of your civilization/rubric
18. Student will write a Writing Prompt about being lost in an ancient pyramid using
4/5 senses (science)
• Writing Prompt/Rubric
19. Students will be assessed over the development of Ancient Egypt.
• Quizzes
• Test
20. Students will describe the Israelites’ beliefs and their early history.
• Sequence Chart tracing movement of Israelites
21. Students will discuss the history of the kingdom of Israel.
• Read primary source on proverbs
• Writing Activity/Proverbs
22. Students will describe Judaism during the period when Jews were ruled by other
people.
• Bellringer
• Graphic organizer-The Jewish way of Life
• Writing Act. – Summarize the typical daily life of a young Jewish boy or girl
living during a time when others ruled them
23. Students will develop timeline on movement of Israelites using sequencing chart
• Timeline/Rubric
24. Students will be assessed over the development of Ancient Israelites.
• Quizzes
• Test
25. Students will be assessed over Unit 1 and Unit 2.
• 1st 9 weeks
JAT GH 38-73
www.unitedstreaming.com
“Hieroglyphics”
Writing Prompt/Rubric
Section quizzes
Benchmark Assess.
Sequence Chart
Primary Source Reading
“Proverbs”
Writing Activity
Writing Activity
www.jat.glencoe.com
Timeline/Rubric
Section quizzes
Benchmark Assess.
1st 9 weeks test
Career Connections
Careers that involve being a museum orator, map maker, city planner, historian, archaeologist, farmer, writing
expert, astronomer, funeral home director, rabbi, and a priest
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