Download Lesson Plans – Unit 1

Lesson Plan – Unit 1
World History
Clancey Kilcoyne
Overview and Purpose: Physical – or geographic isolation helped three of the four first river valley
cultures build a strong civilization. When a
civilization is isolated from invasion by other
cultures, such as warfare, it becomes stable enough
to retain its own distinctive identity.
The activities here deal with the civilizations
we have come to call Egypt, China, India and
Mesopotamia. We will place special emphasis on
Egypt and the Nile River as a model of a civilization
whose strength grew out of its geographical
isolation. The story of ancient Egypt, as well as
India and China, describe one people living in one
place for generations. A very different situation
developed in the area of western Asia called the
Fertile Crescent. Here, wave upon wave of invaders
and traders crisscrossed the land. The society
changed with each invasion. Later in
Unit 1, students will explore the cultures of the
Fertile Crescent, which came to be the foundation
for today’s Middle East.
.
Objectives
Vocabulary
World History TEKS
(1) History. The student understands traditional
historical points of reference in World History
(1)(a) History. Identify the major eras in world history
and describe their defining characteristics
(1)(b) History. Identify changes that resulted from
important turning points in world history such as the
development of farming. . .
(11) Geography. The student uses geographical
skills and tools to collect, analyze, and interpret data
(12)(a)Geography. The student understands the
impact of geographic factors on major historic events.
The student is expected to locate places and regions
of historical significance such as the Indus, Nile, Tigris
and Euphrates, and Huang He rivers valleys and
describe their physical and human characteristics.
(13) Economics. The student understands the impact
of the Neolithic agricultural revolution on humanity
and the development of the first civilizations.
(23) Social Studies Skills. The student applies
critical thinking skills to organize and use information
acquired from a variety of sources including electronic
technology.
1. Discuss the changes that occurred during the Neolithic Revolution that made the
development of cities possible
2. Identify the major economic, political and social changes for early humans
brought about by systematic agriculture.
3. Explain how geography affected the civilizations in Mesopotamia.
4. Describe Sumerian city-states and Sumerian forms of communication that affect
our lives today.
5. Specify why the Nile was crucial to the development of Egyptian civilization.
6. Discuss the world religion of Judaism, left by the Israelites and which influenced
the later religions of Christianity and Islam.
7. Compare and contrast the nomadic civilizations of the Phoenicians and the
Hebrews.
8. Describe how India’s earliest cities provided the foundation the Aryans.
9. Identify elements of Indian society, including the caste system, Hinduism and
Buddhism.
10. Summarize the technical and cultural achievements made during the Chinese
dynasties of the Shang, the Qin and the Han dynasties, including the foundation
of a strong central government, the Great Wall, the invention of paper and written
literary classics.
11. Compare and contrast two of the world’s first law codes, Hammurabi’s code and
the Ten Commandments.
- Neolithic Revolution
- rule of law
- ziggurat
- civilization
- theocracy
- empire
- city state
- monotheistic
- cuneiform
- Fertile Crescent
- polytheistic
- hieroglyphics
- law code
- pharaoh
- nomadic
- Rosetta Stone
- papyrus
- Buddhism
- caste
- Hinduism
- due process of law
Teacher Presentation
Student Notebook
(Most of this work
will be completed in
class)
Research Project
(Most of this work
will be completed
outside of class.)
Day 1
Introduction to course, hand out study materials, classroom expectations,
“Getting to Know You” exercise.
Introduction to Course and Classroom Expectations
Introduction to Student Notebook
Introduction to Peer Tutoring and Vocabulary Graphic Organizer
Seminar: Map Rules
Have students begin working on the Four River Valley Civilizations map.
Present directions for “Characteristics of a Civilization” graphic organizer.
Day 2
PowerPoint Presentation: Cities and Civilizations and Activity.
Introduce Hammurabi’s Code Project and create teams.
Student directed work day at end of period. Work on student notebooks activities.
Day 3
Mesopotamia and Egypt video excerpts and activity.
Student directed work day at end of period. Work on student notebooks activities
Day 4
PowerPoint Presentation: Invaders, Traders and Empire Builders and Activity,
Student directed work day at end of period. Work on student notebooks activities
Day 5
China video excerpts and activity.
Student directed work day at end of period. Work on student notebooks activities
Turn in Interactive Student Notebook
Work with partner on Hammurabi’s Code of Laws project.
Day 6
Turn in Interactive Student Notebook
Day 7
Test: Chapters 1-3. Turn in Hammurabi’s Code of Laws project
Cover Sheet/Rubric
Notes: PowerPoint Presentation – Cities and Civilizations and Invaders, Traders and
Empire Builders
Graphic Organizer: “Characteristics of Civilizations”
Venn Diagram: Ten Commandments and Hammurabi’s Code of Laws
ThinkingMapCircle Map: “Rosetta Stone”
ThinkingMap Double Bubble: “Phoenicians and Hebrews.”
Choice Activity for India and China – Choose one of three activities:
 Two Great Leaders Activity. Read page 70. Create either a
Venn Diagram or a Double Bubble Thinking Map comparing and
contrasting The Buddha and Confucius. Illustrate
 Caste System in India. Read pages 75 – 76. Design an illustrated
graphic organizer showing each Indian caste and giving a brief description.
 Ancient Medicine. Read about ancient Chinese medical
practices at the following website.
http://library.thinkquest.org/C004203/science/science04.htm
Create either a Venn Diagram or a Double Bubble Thinking Map
comparing and contrasting both kinds of medical practices. Illustrate.
Hammurabi’s Code of Laws:
Directions: Re-read the selections from the Code of Hammurabi included here
and textbooks pages 41 and 44. Then read with your group the following material.
 The Code of Hammurabi – Historical Background
 The Code of Hammurabi – The Laws
After you have read and discussed the documents with your partner, create a
magazine ad or PowerPoint presentation which answers the questions below.
1. Who was Hammurabi?
2. When and where did he live?
3. Why do we remember him today?
4. What are some of the legal principles on which the Code of
Hammurabi was based?
5. Explain at least three of the laws that were part of the Code.
6. How might our laws about punishment for crimes today be
different if it were not for the Code of Hammurabi?
Assessment –
Hammurabi’s Code
Project and Test over
Chapters 1-3
1. Students will turn in their Hammurabi’s Code of Laws Project.
2. Test: Chapter 1-3
Sequencing: Unit 1 – In the Beginning . . .
Unit Day
Activities Timeline – 6 days
Day 1
1. Warm Up – Find your seat on the seating chart. Read the map rules and input your
calendar into your planner.
2. Introduction to course, hand out study materials, classroom expectations,
“Getting to Know You” exercise and student information sheets
3. Introduce Student Notebook
4. Hand out directions for “Four River Valleys Civilizations” map and the map forms.
5. Seminar: Map Rules. Walk students through map rules.
6. Have students begin working on the Four River Valley Civilizations map.
7. Present directions for “Characteristics of a Civilization” graphic organizer
8. Complete the map and the organizer for the next class.
No Laptops.
Day 2
1. Warm up – Look at the map on page 28 of the textbook World History.
a. Describe on a piece of paper where the earliest farming villages began.
b. Why is this part of the world the logical place for farming to have begun?
c. If you have time remaining, complete your River Valleys Map. This and the
“Characteristics of Civilizations” graphic organizer are due at the end of the
period. You have 8 minutes.
2. Allow students two minutes to discuss their warm up answers with their desk
partners, and then introduce the idea of civilizations and city states. These are the
first two word wall words.
3. Continue with the PowerPoint presentation “Cities and Civilizations.” This is posted
on BlackBoard. Students will take notes as the PowerPoint progresses. The Graphic
Organizer “Characteristics of Civilizations will be used as a tool to complete these
notes during the presentation.
4. Introduce the Hammurabi’s Code project and create students pairs to work together.
5. Once the PowerPoint presentation is complete, students will begin working on
Unit 1 activities. This is a student directed time.
6. Introduce the class to the rules for student directed activities. Violations will result in
loss of ES points and possibly loss of laptop privileges as well. Laptops may be
taken out at this point.
7. Direct students to the following websites and have them write their names and initials
in cuneiform and hieroglyphics. Then use any remaining time to work on your student
notebook. http://www.upennmuseum.com/cuneiform.cgi
http://www.kingtut-treasures.com/hiero.htm
No Laptops
Day 3
1. Warm up – Using the map represented here, make a list on a piece of paper of 5
Mesopotamian city–states and tell which river they are closest to. When you have
completed this warm, take out your PAK and try to complete at least one assignment
there.
2. Discuss the definition of city-state and poll students for the city-states they located.
3. Hand out the graphic organizer: “Video excerpts for Egypt and Mesopotamia.”
4. Have students complete the organizers while they watch the videos.
5. At the end of the videos, discuss the graphic organizers in pairs.
6. Discuss use of Venn Diagrams and ThinkingMaps. Walk students through the
procedure.
7. Student directed work day at end of period. Work on student notebooks activities.
Day 4
1. Warm Up – Define the following
- empire
- monotheistic
- civil law
- rule of law: use your knowledge from the last seminar.
2. In pairs, have students compare their answers. Discuss the definitions in class
3. Continue to complete the graphic organizers as the PowerPoint, Invaders, Traders
and Empire Builders” is presented.
4. The rest of the class time is student directed. Complete the Student Notebook and
work with your partner on the “Hammurabi’s Code Project.”
Use your time wisely.
4. Homework: Continue working on the Student Notebook and with your partner on the
“Hammurabi’s Code Project.”
Day 5
1. Warm Up – Using page 83 in the textbook, answer the following questions on a piece
of paper. Write the question and the answer.
- In a complete sentence, describe the places a merchant following the Silk Road
would cross in order to travel from Changan in China to Antioch.
- What trade goods were produced in China?
- What trade goods came from Arabia?
- How was the Silk Road different from the other trade routes of the ancient world?
2. At the end of the individual warm up time, compare your answers with your desk
partner and discuss with the class.
3. Hand out the graphic organizer: “Video excerpts for Indus River Valley and China.”
4. The remainder of the class period will be student directed. You must complete your
Unit 1 Student Notebook, including the cover sheet; you may study for
the test over Chapters 1 – 3 which will be administered during Day 8 or work on
the “Hammurabi’s Code Project.”
5. Each team will meet with the teacher to discuss your progress.
Day 6
1. Warm up – Complete the Student Notebook rubric and the rubric for the
Hammurabi’s Code Project. Prepare the Unit 1 Student Notebook for turning in,
it is due today.
2. The remainder of the class period will be student directed. You must complete your
Unit 1 Student Notebook, including the cover sheet; you may study for
the test over Chapters 1 – 3 which will be administered during the next class period or
work on the “Hammurabi’s Code Project.”
3. Each student and Project team will meet with Mrs. Bradley to discuss your progress.
Day 7
1. Warm Up – Use the next 10 minutes to complete your Hammurabi’s Code Project
and rubric. You should also study for the test which will be given during the last hour
of the period.
2. Turn in the Project and take the test.