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Great Valley School District 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). Great Valley School District 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? Great Valley School District 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. Great Valley School District 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 Great Valley School District 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 Great Valley School District 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