Download Unit 1 Historys Beginnings

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Course Title: Ancient Civilizations
Unit 1: History’s Beginnings-The development of
Civilizations in the World (Chapters 1,2, & 3)
Grade Level(s): 6
Time Frame: 7 Weeks
Stage 1: IDENTIFY DESIRED RESULTS
Pennsylvania Content Standards
5.2 6B Explain the relationship between rights and responsibilities
5.2.6C Explain ways citizens resolve conflicts in society and government
6.3 6A Explain how scarcity influences choices and behaviors
6.4 6A Explain the advantages and disadvantages of specialization and division of labor
7.1 6A Describe geographic tools and their uses
7.1 6B Describe and locate places and regions
7.2 6A Describe the physical characteristics of places and regions
7.2 6B Describe the physical processes that shape patterns on Earth’s surface
7.3.6A Describe the human characteristics of places and regions by their population characteristics
7.3.6B Describe the human characteristics of places and regions by their cultural characteristics
7.3.6C Describe the human characteristics of places and regions by their settlement characteristics
7.3.6D Describe the human characteristics of places and regions by their economic activities
7.3.6E Describe the human characteristics of places and regions by their political activities
7.4.6A Describe the impacts of physical systems on people
7.4.6B Describe the impacts of people on physical systems
8.1.6A Understand chronological thinking and distinguish between past, present, and future time.
8.1.6B Explain and analyze historical sources
8.1.6C Explain the fundamentals of historical interpretation
8.1.6D Describe and explain historical research
8.4 6A Identify and explain how individuals and groups made significant political and cultural contributions to
world history
8.4 6B Identify and explain important documents, material artifacts and historic sites in world history
8.4.6C Identify and explain how continuity and change has affected belief systems, commerce and industry,
innovations, settlement patterns, social organizations, transportation and women’s roles in world history
8.4.6D Explain how conflict and cooperation among social groups and organizations affected world history
COMMON CORE STANDARDS:
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill
becomes law, how interest rates are raised or lowered).
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RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific
to domains related to history/social studies.
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts
WHST.6-8.1. Write arguments focused on discipline-specific content.
•Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing
claims, and organize the reasons and evidence logically.
• Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
• Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
• Establish and maintain a formal style.
• Provide a concluding statement or section that follows from and supports the argument presented.
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
Enduring Understandings
1. Basics: Geography is the study of the physical environment and human relationships to that environment.
2. Basics: Culture is the sum total of the learned behavior of any given society.
4. Basics: Economics is the study of human choices regarding the allocation of limited resources including
money, time, goods, services, and raw materials.
6. Dynamics: History is the study of how social, economic, and political events have shaped human
development.
7. Sources and Perspectives: Proper historical research requires the analysis and evaluation of evidence from
a variety of sources.
8. Evolution and Progression: The examination of history from local, national, and global perspectives
reveals a narrative of past periods and events.
9. Interaction: Conflict and cooperation among nations, organizations, and groups influences history at a
local, national, and global level.
12. Citizenship: The rights and responsibilities of citizens in a society vary in response to the influence of
political systems and current events.
Essential Questions
Guiding Questions
1. How did humans’ ways of living change as 1A. Why do people study history and try and learn
they interacted and adapted?
more about the past?
2. How did geography influence the
development of a civilization?
1B. How did early humans adapt to the
environment?
3. Why do groups feel that they need to
physically defend themselves to maintain
their beliefs?
1C. What were the main elements of prehistoric
culture?
1D. How did their experience as hunter-gatherers
help early humans to domesticate plants and
animals?
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1E. How did farming change the way people lived?
1F. How did life in villages become more complex?
2A. How did the land between the Tigris and
Euphrates rivers support farming?
2B. Why was irrigation so important for farmers?
2C. How did Mesopotamians cope with a lack of
resources?
2D.How did civilization develop in the region of
Sumer?
2E.How was the Sumerian society set up in the
city-states?
2F. Which early empires ruled the Fertile
Crescent?
2G. How were these groups able to build empires?
3A.What are the central beliefs of the Hebrews?
3B. What events in the life of the Jews impacted
their people?
3C. How did the Hebrews defend themselves and
maintain their beliefs?
Knowledge/Skills
Students will know (knowledge):
Students will be able to (skills):
1. How archaeological methods have revealed
1. Identify major physical and human
knowledge about past societies.
characteristics based on geography.
2. How early civilizations were shaped by
2. Draw conclusions about how the present culture
interactions with their environment.
has been influenced by the past.
3. How the lives of ancient peoples were changed
by the development of agriculture.
3. Use a timeline to relate historical events.
4. How the earliest societies were formed by
4. Read and interpret various maps.
groups of people banding together to provide
5. Analyze primary and secondary sources.
for their basic needs.
6. Identify events in chronological order.
5. How the chronological similarities and
7. Read and interpret maps, charts, and graphs.
differences of the Fertile Crescent civilizations
8. Research historical information and draw
suggest common patterns of development.
conclusions.
6. How the geography of the Fertile Crescent
9.
Compare and contrast differing concepts.
civilizations affected trade.
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7. How religion created social hierarchies in early
8.
9.
10.
11.
civilizations.
How early law codes of the Fertile Crescent
impacted our modern legal system.
How the Fertile Crescent civilizations made
contributions to other societies.
The origins and beliefs of the Hebrews
How the groups and events that shaped the
beliefs and lives of the Jewish people.
10. Construct timelines including important events,
people, and ideas from various periods in
history.
11. Use a graphic organizer to compare and contrast
cultural elements.
12. Organize and present information in written and
oral forms. Support main ideas with relevant
details.
13. Consider the roles of change, continuity, chance,
and historical perspective when interpreting
historical events.
14. Read and translate information from maps,
charts, graphs, and other printed resources
15. Differentiate between geographic, human, and
environmental characteristics of a region.
Stage 2: DETERMINE ACCEPTABLE EVIDENCE
Summative Assessments:
Formative Assessments:
See attached word document:
“Chapter 1 Summative Assessment”
Learning Plan STAGE 3: DEVELOP LEARNING PLAN
(Learning Targets and Resources Included)
Unit 1 Introduction:
 Preview the topics and essential understandings of Chapters 1-3
 Browse the timelines given for those chapters.
 Examine maps in the text to determine the relative location of subjects in Unit 1.
 Use one of the provided introduction activities from the textbook.
Chapter 1,2, & 3 (individually)
 Use the Power Presentation to introduce the essential questions for each chapter
 Students will record vocabulary terms into their “Teaching & Telling Words Journal.”
o Define terms during the actual interaction with the text.
 Cover all sections of the chapter and use supportive reading strategies, note taking skills, and
graphic organizers to generate class notes.
 Give attention to audio, video, and graphic features in the textbook.
 Monitor student progress through formative and summative assessments.
Unit Vocabulary
Teaching Words:
Chapter 1
 Fertile
 primary source
 secondary source
 migration
 technology
 religion
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 agriculture
 irrigation
 surplus
 specialization
 government
 social classes
Chapter 2
 Civilization
 King
 Justice
 Toleration
Chapter 3
 Observe
 rebel
 unite
 captivity
 descendants
Telling Words:
Chapter 1
 Hunter-gatherers
 Nomads
 Domesticate
 Artisans
Chapter 2
 Mesopotamia
 Floodplain
 Silt
 Arid
 Drought
 City-state
 Ziggurat
 Polytheism
 Pictographs
 Cuneiform
 Scribes
 Empire
 Fertile crescent
 Code of law
 Tribute
 Exile
 Provinces
 Satraps
 Royal Road
 Currents
 Swell
 Emperor
 Governor
 Policy
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 Minted coins

Chapter 3
 Abraham
 Monotheism
 Judaism
 Moses
 Exodus
 Ten Commandments
 David
 Solomon
 Babylonian Captivity
 Messiah
 Prophets
 Zealots
 Masada
 Diaspora
 Rabbis
 Synagogues
 Torah
 Covenant
 Western Civilization
 Sustain