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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.