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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