Download Rariden_M_IX_lp

SOCIAL STUDIES
Lesson Plan Format – MSSE 570/470/571/471
modified by Dr. Cude & Dr. Stern 8/08
Name: Michelle Rariden Date: 12-2-08
Original / Revision # 104382468
Subject/Class: World History I Grade Level: 9 Topic: Ancient Languages
NCSS Strand # IX : Global Connections
Substrands: # a : explain how language, art, music, belief systems, and other cultural elements can
facilitate global understanding or cause misunderstanding; # c : analyze and evaluate the effects of
changing technologies on the global community
Sub-themes: I, II, III, IV, VIII
Essential Questions/Big Ideas:
How were the earliest languages developed?
General Objective[s]:
WHI.3e
The student will demonstrate knowledge of ancient river valley civilizations including, Mesopotamia,
Eqypt, the Indus River Valley, and China and the civilizations of the Hebrews, Phoenicians, and
Nubians, by:
e) explaining the development and writing and language
Learning Outcomes:
Students will understand…
1. How languages and writing in ancient civilizations developed
Students will know…
1. The four earliest languages and their origin including pictograms, hieroglyphics from
Egypt, cuneiform from Sumer, and the alphabet from Phoenicians
Students will be able to do…
1. Identify the characteristics that distinguish each language from the other
2. Describe where each language/writing originated from
3. Compare/contrast the languages with each other
4. Analyze which language was the most sophisticated of the time
Students should value…
1. Working with peers
Assessment: Methods of Evaluating Student Progress/Performance:
The students do not need to be pre-assessed before this lesson because they do not need a lot of prior
knowledge of the topic. The formative assessment that will let the teacher track understanding will be a
product made at the end of the lesson. The students will have to create a product that reflects their
understanding of the four different languages/writings in ancient civilizations.
Content Outline:
Pictograms- the earliest writing made of simple drawings that looked like the objects they represented
-Over time symbols were added that might stand for sounds of words for ideas that could not be
expressed easily in pictures
-As writing grew more complex, only specially trained people called scribes learned to read
and write
Hieroglyphics- form of picture writing developed by the Egyptians.
- Used to keep important records, which priests and scribes used to carve into stone
- Early hieroglyphics were pictograms that depicted objects but more advances language
developed
- Ideograms were pictures that symbolized an idea or action
- Demotic is a simpler form of writing for everyday use that did not involve the time as
hieroglyphics took carving into stones
Cuneiform- by 3200 b.c.e. the Sumerians invented the “earliest” from of writing
- The words came from the Latin word cuneus for “wedge” because it involved using a reed
pen to make wedge-shaped marks on clay tablets
- Grew out of a system of pictographs that priests used to record goods brought to temple
storehouses
- As writing evolved the Sumerians were able to use it to record not only grains harvests but
also myths, prayers, laws, treaties, and business contracts
- This writing developed into the Babylonian language in 500 b.c.e.
Alphabet- developed by the Phoenicians, which was unique because it had letters that represented
spoken sounds
- Developed due to their need for a flexible form of writing to record business deals
- 22 symbols for consonant sounds
- Greeks later adapted the alphabet adding symbols for the vowel sounds
DEAN CHART
vocab.
D=define
word
E=examples
A=attributes N=nonexamples
Pictograms
Language/writing
developed by
those in ancient
civilizations
Symbol
alphabet
Hieroglyphics
Language/writing
developed by
Egyptians
Symbols
Cuneiform
Cuneiform
Language/writing
developed
bySumerians
Symbols
alphabet
Alphabet
Language/writing
developed by the
Phoenicians
Letter
representing
sound
pictograms
Student and Teacher Activities with Estimated Time Blocks:
Teacher
Student
Distribute Entrance Card
Fill out Entrance Card
Talk about what students wrote
Discuss
down on entrance card
“We are going to be looking at
Listen and group
the four earliest types of ancient
language/writing.” Students can
work in pairs to retrieve
information but all must make a
foldable
“The resources you will be using Work on assignment
are the library books from the
cart, your textbook and the listed
websites. After you have
gathered the information, use the
paper, colored pencils, and
markers to make your final
product. These need to be
finished by the end of class.”
Facilitate the classroom and help
students when needed.
If time permits, have student
share their findings with another
student.
Time Block
5 minutes
5 minutes
5 minutes
1 hour- 1 hr 15 min.
Materials Needed for the Lesson:
Books from the Library on the ancient forms of writing or the civilizations
Paper for foldable
Markers, colored pencils, crayons
Bibliography/Resources Used:
World History: Connections to Today. (2003). Prentice Hall, Upper Saddle River, NJ.
Differentiation:
ELL/struggling
readers
ADHD
Gifted
This assignment allows ELL’s and struggling readers to use visuals to
express their understanding of the material.
A student with ADHD can get up and move around during this class
period.
Ask gifted students to write on the back of the foldable which is the most
sophisticated of the languages and why?
Subject Matter Integration/Extension:
This lesson would be taught in a World History I class, during the unit on Ancient Civilizations. This
lesson was made for a block period but could be adapted to almost any amount of class time.
Reflections on Lesson Plan
This lesson reflects my personal teaching philosophy because it allows student to work in groups, and
process the information in their own way, using whatever resources they choose. They are allowed to
show me their understanding of the content in a creative way, but a way that also reflects the material.