Download Unit Title: It`s Ancient History Skill: Compare and

Unit Two: River Valley Civilizations or “The hand that rocked the cradle of civilization.”
Unit Title: It’s Ancient History
Skill: Compare and Contrast
Assessment: Geography Thematic Essay
Aim & Objective
Standards
AIM: Why is it necessary to
study history and what type of
social studies fields exist?
Objective: Swbat identify the
major fields of social studies
and the responsibilities
associated with these positions
AIM: How will the Neolithic
Revolution change the way
the face of the world?
Objective: Swbat describe the
Neolithic Revolution and
discuss its impacts.
2,3,4,5: Historians,
anthropologists,
archeologists,
Geographers,
economists, and political
scientists
AIM: What affect does
geography play on the
development of early
civilizations?
Objective: Swbat assess the
role in which geography
influences development
AIM: What are the five
characteristics of civilization?
Objective: SWBAT identify
the five characteristics of
civilization.
2,3: World History and
Geography
AIM: What are the five
characteristics of Ancient
Sumer?
Objective: Swbat apply the
five characteristics of
civilization to ancient sumeria.
2,3,4,5:
World History,
Geography of Sumer,
goods or technology, and
political system coincides
with religion.
2,3: World History and
Geography
Do Now: What was the
world like in the BC
years?
Do Now: How did the
Neolithic Revolution
change the way in which
people lived?
2,3,5: World History,
Geography, and Political
systems
Do Now: What makes
something or someone
civilized?
Do Now: Can you apply
Activities/Plan
Mini Lesson on different styles of
social studies.
*Stations with the style of work
done by social scientists for the
students to gain a sense of what
professionals in this field do.
Mini Lesson:
-The way life was prior to the
Neolithic Revolution
- What is the Neolithic Revolution
- How will it change and influence
life
Resources
Set up stations with mini
group activities: Small
archeological dig, political
science questions/article with
issue, economist chart etc.
Create a story for prior to the
Neolithic Revolution and then
after it. This could be a class
work activity
1
?’s for Assessment:
Weekly Quiz or Unit
Assessment



What to Produce
How to Produce it
Who to produce it for
What social scientist relates best to
the above questions?
The development of organized
societies is most closely associated
with which event?
a. Paleolithic Revolution
b. Neolithic Revolution
c. OldStone Age
Name and describe three
geographic features and their
influence over society
Mini-Lesson on potential
geographic features. Make the
geography come alive, stack desks
to demonstrate mountains and why
they protect societies while
isolating them.
Desks to stack, boundaries to
demonstrate different
geographical features.
Mini-Lesson: the five
characteristics of civilization are
located in the texts, but include
things like political set up, writing
systems, technology, social order
etc. Geography of the territory
should be noted as well.
Chalk board, overhead,
projector. Allow students to
read or discuss the cultural
aspects of civilization.
What are the five characteristics of
civilization?
Mini-Lesson:
-Geography of Sumeria: Rivers
- Religion
-Politics
-Technology
-Advanced cities
-Writing System (Cuneiform)
You can do an activity today
or another day where you
allow students to create
cuneiform writing on clay or
play-dough.
Name and describe the two Rivers
that surrounded Ancient Sumeria.
How did geography influence the
development of Sumer(ia)?
Unit Two: River Valley Civilizations or “The hand that rocked the cradle of civilization.”
2
some of the 5
characteristics of early
civilization to our
civilization today?
Unit Title:
Aim & Objective
Skill:
Standards
Assessment:
Activities/Plan
Resources
?’s for Assessment:
Weekly Quiz or Unit
Assessment
Aim: How will the 5
characteristics of civilization
apply to Egypt?
Objective: Swbat apply the
five characteristics of
civilization to Egypt.
2,3,4,5: world history,
geography, economy
(goods), and political set
up.
Mini-Lesson on Egypt:
- Nile River Predictable
- Sahara Desert
- Religious
practice(pharaoh)
- Papyrus
Projector, Overhead, or board
Pictures of a cataract etc.
What geographical factors
protected Egypt from outside
invasion?
Aim: How does the
geography of ancient Sumer
compare and contrast to
Ancient Egypt
Objective: Swbat compare
and contrast the way in which
geography affects the
development of both Egypt
and Sumeria
Aim: Why did the Ancient
Egyptians mummify their
pharaohs and citizens?
Objective: Swbat identify and
apply their knowledge of
mummification to the activity
2,3: World History and
Geography
Mini-Lesson on how to compare
and contrast using necessary
information
Compare and contrast graphic
organizer. You can make this
as a table in word and fill it in
either on the board or on the
overhead with the students.
How can geographical features
influence the social development of
civilizations and future countries?
Independent writing: Where would
you rather live and why? (support
answers)
2: World History:
Religion and Customs
MUMMIFY A CHICKEN
This takes some arrangement, but
the students seem to enjoy it
Have the students read an article
on the process of mummification
prior to the activity
Working on compare and
contrast skills.
Vaseline: Embalming fluid
Salt: Natron Salt
Rubber Gloves
Styrofoam Cups: Canopic Jars
Foil Roasting Pans: Holds the
activity
3-4 Cleaned Raw Chickens
Unit Two: River Valley Civilizations or “The hand that rocked the cradle of civilization.”
Aim: How will the 5
characteristics of civilization
apply to the Indus River
Valley
Objective: Swbat apply
knowledge of the 5
characteristics of civilization
to the Indus River Valley
Aim: How will Ancient China
fit into the 5 characteristics of
Ancient China
Objective: Swbat apply the 5
characteristics to Ancient
China
Unit Title: It’s Ancient History
3
2,3,4,5: World History,
Geography, Economy,
and Political set up
Mini-Lesson: Apply the 5
characteristics of civilization to the
Indus River valley. Describe their
lifestyle and discuss how they
compare and contrast to Sumeria
and Egypt
Free write activity: Reflect on
this prompt: Ancient
Civilizations have no
application to our modern day
lives and it is not important to
learn them.
What technology came from the
Indus River Valley? Is it still
important for us today?
2,3,4,5
Mini-Lesson on China
-Geography: Rivers etc
-Most isolated and what this means
for them
-Religion and Politics
- Mandate of Heaven/Dynastic
Cycles
Notes/Outline with a mini
lesson. Allow the students to
discuss which civilization they
would want to live in and why?
What is the mandate of heaven and
why can’t you go against it?
Skill: Compare and Contrast
Assessment: Thematic Essay: Geography
Aim & Objective
Standards
Activities/Plan
Aim: How do you write a well
constructed thematic essay?
Objective: Swbat identify the
necessary components of
compare and contrast essay
(QUIZ DAY)
2,3,4,5: Use examples
relating to world history,
geography, etc of the
ancient civilizations.
Restate the theme in the intro and
conclusion
Use the task to create an outline
Perfect body paragraphs should
include who, what, where, when,
why, and how
Discuss transitional sentences
Aim: How do these ancient
civilizations compare and
contrast?
Objective: Swbat evaluate the
relation and differences
between the ancient
civilizations
2,3,4,5
World History,
Geography, Economies,
and Political
arrangement.
Quiz in the later portion of class
Allow the students to do group
work to create a graphic organizer
that compares and contrasts all 4
or the ancient civilizations or guide
them through it is class.
Resources
You can find past Regents
including former thematic
essay prompts at
www.nysed.regents.gov
?’s for Assessment:
Weekly Quiz or Unit
Assessment
QUIZ TODAY: Create the quiz
from the questions in this column
from this week and last week.
Split the period into half
instruction, half quiz. This quiz
will inform your tracking
Discuss which civilization was
the most productive, the most
protected, the most interesting,
the most influential on the
present day.
REGENTS: All civilizations
developed around a what? (rivers
or river valleys)
Why were these rivers so important
(fertile soil)
Unit Two: River Valley Civilizations or “The hand that rocked the cradle of civilization.”
4
Aim: What is Hammurabi’s
code and why is it so
significant?
Objective: Swbat to identify
and describe Hammurabi’s
code and its purpose
2,3,5: World History,
Geography (where is
Hammurabi from?), and
political organization
Mini-Lesson: Where was
Hammurabi from? Who was he
and what did he do? Why were his
actions significant? Why does this
still matter today?
Notes on the board, overhead,
or projector for the students.
Assessment Friday/thematic essay
Aim: How does Hammurabi’s
code apply and affect society?
Objective: Swbat apply
Hammurabi’s code to
themselves as society through
group skits
2,5: World History and
Political organization to
create such a code and
enforce it on society
Create groups for the students and
have them read selected portions
of Hammurabi’s Code. Their
group will then be responsible for
creating a skit for the class that
represents their portion of the
Code.
-Organized Groups
-Copies of Hammurabi’s Code
-Time management to make
sure the students have time to
present their skits.
Thematic Essay tomorrow
Aim: ASSESSMENT
2,3,4,5: All standards can
be applied to the
thematic essay
Restate the theme in the intro and
conclusion
Use the task to create an outline
Perfect body paragraphs should
include who, what, where, when,
why, and how
Discuss transitional sentences
You can find past Regents
including former thematic
essay prompts at
www.nysed.regents.gov
SEE THE ASSESSMENT FOR
THIS UNIT FOR GUIDANCE
AND INSTRUCTION
SUGGESTIONS
Objective: Swbat create a
well organized compare and
contrast thematic essay