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Mesopotamia The Ancient World By Megan Foster & Carolyn DiSalvatore The purpose of this unit plan is to introduce students to the civilizations of Mesopotamia. This will include the geography and how it effects human settlement and development; civilization and how artifacts can lead to conclusions about history of a civilization; and empires and how and why different accomplishments lead to the rise and fall of empires. Students will be introduced to the content through a variety of primary source analysis, both visual and written documents. Students will be asked to think critically about the information they are presented with. At the conclusion of the unit, student groups will create ABC books about Mesopotamia. It is assumed heading into this unit that students will be knowledgeable about emerging societies of people in the ancient world, as well as the themes of geography. This unit is designed to provide students with the framework for understanding the most essential aspects of Mesopotamia. Stage 1 Desired Results ESTABLISHED GOALS Transfer Goals Students will be able to independently use their learning to… History Frameworks: G 7.6 Identify the characteristics of civilizations. (H,G,E) The presence of geographic boundaries and political institutions An economy that produces food surpluses A concentration of a population in distinct areas or cities The existence of social classes Developed systems of religion, learning, art, and architecture A system of record keeping Identify polytheism as the religious belief of the people in Mesopotamian civilizations. (H) 7.7 On a historical map, locate the Tigris and Euphrates Rivers and identify Sumer, Babylon, and Assyria as successive civilizations and empires in this region, and explain why the region is sometimes called “the Fertile Crescent.” On a modern map of western Asia, identify the modern countries in the region (Iraq, Iran, and Turkey). (H, G, E) Understand how recurring patterns in history can inform judgments about current events and other issues. Understand how physical and human geography can inform responsible interactions with environment. Critically appraise historical and contemporary claims/decisions. T Meaning UNDERSTANDINGS Students will understand that… U U1…people must solve geographic challenges in their environment to live there successfully. ESSENTIAL QUESTIONS Q E1. How would you solve the geographic challenges faces by the Sumerians? How would farming be different if irrigation systems were not developed? E2. Why are these characteristics necessary for a society to be considered a U2…a society is considered a civilization civilization? Must all the characteristics be when a complex set of characteristics exist present in a society for it to be called a in the community. civilization? Can one be missing? U3…strong political and military forces will allow for the rise of empires, however, E3. Which achievement was the most important to the rise and success of empires? What is the most important cause for the failure of empires? 7.9 Describe how irrigation, metalsmithing, slavery, the domestication of animals, and inventions such as the wheel, the sail, and the plow contributed to the growth of Mesopotamian civilizations. (H,E) 7.10 Describe important Mesopotamian achievements. (H,C,E) Its system of writing (and its importance in the record keeping and tax collection) Monumental architecture (the ziggurat) Art (large relief sculptures, mosaics, and cylinder seals) 7.11 Describe who Hammurabi was and explain the basic principle of justice in Hammurabi’s Code (“an eye for an eye”). (H, C, E) problems within often lead to the fall of these empires. Students will know… E4. Why has Mesopotamia changed from the cradle of civilization to a war torn country? How has farming, government, culture, writing, technology effected the civilization? Acquisition K Students will be skilled at… K1. Key Terms: Mesopotamia, Tigris River, Euphrates River, Sumer, irrigation, levee, silt, city-state, complex, maintain, culture, civilization, social structure, technology, status, chariot, scribe, ziggurat, lyre , Standard of Ur, polytheism, arch, cuneiform, pictograph, empire, Akkadian Empire, Babylonian Empire, Assyrian Empire, Neo-Babylonian Empire, capital, tribute, stele, Hammurabi’s Code of Laws, economy, siege, strategy, aqueduct, basrelief, invader, unify S Map Skill: interpret maps to explain relationships between landforms, water features, climatic characteristics, and historical events. Critical Thinking: analyzing geographic problems ancient Mesopotamians and evaluating potential solutions. Primary Source Analysis: examine artifacts to discover the history of a civilization; write hypotheses and support opinions with detailed evidence. K2. Mesopotamia was located between Note Taking Skills: determine main idea the Tigris and Euphrates River. and supporting details in describing the W. 1. Write arguments to support claims with Mesopotamians faced and solved a variety history of an empire. of geographic challenges as they clear reasons and relevant evidence. developed into city-states. Compare and Contrast: identify the SL. 1. Engage effectively in a range of collaborative discussions with diverse partners K3. Sumer had the seven characteristics of similarities and differences between each empires success and failures. on grade 7 topics, texts and issues, building on a civilization present: stable food supply, others’ ideas and expressing their own clearly. social structure, government, religion, Vocabulary: use content based vocabulary ELA & Literacy Frameworks: R. 1. Cite specific textual evidence to support analysis of primary and secondary sources. culture, technology, and writing. in order to communicate understanding of key concepts. K4. Mesopotamia had a variety of political, military and cultural achievements during the height of these empires: Akkadian Empire, Babylonian Empire, Assyrian Empire, and Neo-Babylonian Empire. Stage 2 – Evidence Evaluative Criteria Historically Accurate Well Crafted Revealing and informative Good Detail Mechanically sound Historically Accurate Well Crafted Revealing and informative Assessment Evidence CURRICULUM EMBEDED PERFOMANCE ASSESSMENT (PERFORMANCE TASKS) PT You will be part of a group authoring an ABC book on Mesopotamia for young readers. Your group will assign jobs to all members: historian, artistic director, editor, and publisher (everyone will contribute to each part of the book, but each role holds responsibility that work for each part is completed). Content (Historian)- Your group must first come up with a word or phrase for each letter of the alphabet that represents the geography and history of Mesopotamia. The historian must verify all information is accurate. (If you are stuck on a letter {q, x, etc} use adjectives to describe something else) Visuals (Artistic Director)- Each page or letter of your ABC book(including the cover) must be accompanied by a colorful picture. Artistic director must decide if pictures are appropriate for letter/word and audience. Pictures can be hand drawn or printed. Review (Editor)- All pages must be in alphabetical order, appropriate for audience, and free of any errors (spelling, grammar, accuracy). Editor should complete a review before final drafts are completed. Print (Publisher)- Group’s book should be ready to “print” with a cover followed by pages covering 26 letters of Mesopotamia and bound with yarn or staples. Publisher should ensure all pages are neat and well presented. OTHER EVIDENCE: OE Create a map of a Sumerian city-state Analyze the Standard of Ur in an “I See it Means” Good Detail Mechanically sound Analysis and ranking of empires in “Empire Report Card” Chapter Tests Stage 3 – Learning Plan Summary of Key Learning Events and Instruction Lesson 1: Introduction and Preview to Mesopotamia- In this lesson, students will preview the geography of Mesopotamia and the major themes of the unit. Map: History Alive! Geography Challenge: Interactive Notebook pg 4-7 Vocabulary Preview: Mesopotamia Wordle Lesson 2: Geography & Development of Mesopotamia- In this lesson, students will analyze problems faced by early Sumerians and evaluate possible solutions. Critical Thinking: Analysis of four geography based problems in Mesopotamia and student created solutions (History Alive Chapter 4 lesson) Map Skill: Create a map of a Sumerian city-state that labels and details the “solutions” to geographic problems. Lesson 3: Characteristics of a Civilization- In this lesson, students will identify civilization and decide if Sumerian city-states qualify as a civilization. Vocabulary: Frayer Model- civilization, city-state Primary Source Analysis: Analysis of Sumerian artifacts to determine whether Sumerian city-states had the characteristics of a civilization. Visual Analysis: I See, It Means- Standard of Ur Lesson 4: Empires of Mesopotamia- In this lesson, students will identify empire and be able to describe and detail the four empires of Mesopotamia. Vocabulary: Frayer Model- empire Content/ Response Notes: identify the accomplishments(details) of the Akkadian Empire, Babylonian Empire, Assyrian Empire and NeoBabylonian Empire, accompanied by a summary of the empire (main idea). Lesson 5: Empires of Mesopotamia II- In this lesson, students will analyze and rank the accomplishments of the empires. Primary Source Analysis: Hammurabi’s Code Compare & Contrast: Rank the accomplishments of each empire using an Empire Report Card. Critical Thinking: Discussion of empires and what causes empires to rise and fall, also introduce the effects. Lesson 6: ABC of Mesopotamia- In this lesson, students will work in groups of four to write a children’s book on Mesopotamia in an ABC format.