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One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the World History Course. World History Unit 2– “First Civilizations: Social Complexity and the Need for Order” Elaborated Unit Focus This unit is designed to examine the rise of early civilizations and the emerging social complexity of populous societies. Students will investigate how the need for structures within society to provide order and stability emerged. Activities will focus on relating how and where civilizations developed through the religious, cultural, economic, and political facets of society. Students will compare the development of civilizations in the Eastern Mediterranean, China, Africa, Central and South America, and India as solutions emerged for their growing populations’ needs and their interactions with other societies. By the end of the unit students should demonstrate that they are comfortable with the enduring understandings and can apply them to world situations. Standards/Elements SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE. a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political facets of society, with attention to Hammurabi’s law code. b. Describe the relationship of religion and political authority in Ancient Egypt. c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and Zoroastrianism. d. Identify early trading networks and writing systems existent in the Eastern Mediterranean, including those of the Phoenicians. e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician alphabet. SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE. a. Describe the development of Indian civilization; include the rise and fall of the Mauryan Empire, the “Golden Age” under Gupta, and the emperor Ashoka. Georgia Department of Education Kathy Cox, State Superintendent of Schools WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order APPROVED 7/23/2007 Page 1 of 8 Copyright 2007 © All Rights Reserved One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the World History Course. SSWH6 The student will describe the diverse characteristics of early African societies before 1800. a. Identify the Bantu migration patterns and contribution to settled agriculture. SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America. a. Explain the rise and fall of the Olmec, Mayan, Aztec, and Inca empires. b. Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans, Aztecs, and Incas. Enduring understandings/Essential Questions The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society. What are the building blocks of culture? How did early cultures develop? How do unique cultures emerge from common elements? What was the impact of religion on the development of early societies? The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases. How did the earliest societies create civilizations? In what ways did the interactions of early civilizations contribute to the greater complexity of their societies? What was the role of the earliest governments? How did the role of governments expand over time? In what ways were early governments similar or different? Why did more complex societies develop a need for writing? The student will understand that location affects a society’s economy, culture, and development. How did the physical features of a region affect the development of the beliefs, customs and traditions of that society? How did the physical features of a region and limited natural resources necessitate trade between societies? What was government’s role in protecting and expanding the economy of early civilizations? Georgia Department of Education Kathy Cox, State Superintendent of Schools WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order APPROVED 7/23/2007 Page 2 of 8 Copyright 2007 © All Rights Reserved One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the World History Course. The student will understand that the movement or migration of people and ideas affects all societies involved. How did migration and movement lead to cultural diffusion? What changes are brought about by migrations of people? *NOTE: The balanced assessment plan included in this unit is presented as a series of suggested activities. It is not expected that the teacher complete all assessments for a successful unit. Balanced Assessment Plan Description of Assessment Standard/ Type of Assessment Element 1a *Constructed Response, *Dialogue and Discussion After students read portions of Hammurabi’s law code, they will determine what was important to Mesopotamian culture as observed in the laws. Areas of importance will include: agriculture, religion, social class and property rights. Students will create a graphic organizer that shows the categories discussed and the laws that Hammurabi included in each. Students discuss what they have observed as important in that society and the punishments imposed by it. Students will compare and contrast Hebrew and Zoroastrian 1a, 1b, monotheism with Egyptian and Mesopotamian polytheism. 1c Students create a chart showing the categories: type of gods, role of gods in society and government, and connections with the development of writing. Students will discuss differences between monotheistic and polytheistic religions. Students will complete a map of the Mediterranean trade 1d, 1e routes and colonies of the Phoenicians. Students will write a statement about the importance of record keeping for long distance trade and the eventual development and spread of the Phoenician alphabet. *Constructed Response, *Dialogue and Discussion *Constructed response Georgia Department of Education Kathy Cox, State Superintendent of Schools WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order APPROVED 7/23/2007 Page 3 of 8 Copyright 2007 © All Rights Reserved One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the World History Course. On a map of Africa students will create a pattern of Bantu 6a migration. They should indicate on the map the impact on agriculture in each region. Small groups should discuss how this pattern may have developed. Students will work in small groups to create a chart on the 8a,b government, economy, religion and arts of one of the societies in Central and South America; Olmec, Mayan, Aztec and Inca. From the chart, groups will present the information to the class. On a map students will identify the locations of early river 1a, 2a valley civilizations. Students will compare the Indus and Mesopotamian societies to identify similarities and differences. Class discussion will examine why early civilizations developed along rivers. *Constructed response *Dialogue and discussion *Observation *Constructed response *Discussion and dialogue *Observation *Constructed response *Discussion and dialogue *Observation Sample Performance Task Enduring Understanding: The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society. Enduring Understanding: The student will understand that location affects a society’s economy, culture, and development. For this task, each student is to assume a personality from ancient Mesopotamia, Egypt, Phoenicia or India. These assumed roles may be those of citizen, servant, priest, ruler or farmer. Each student should research what life would have been like for his or her assumed character. After having researched the role, each student should : Include in either the written description or the visual representation o A comparison of the similarities and differences between life back then and life today focusing on how culture is a product of religion, beliefs, etc. o An explanation of why and how the changes that took place did. Prepare a written description of exactly who they are in society. o This description should include details about their assumed Society they are part of Location and why that matters Social rank Gender Occupation Georgia Department of Education Kathy Cox, State Superintendent of Schools WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order APPROVED 7/23/2007 Page 4 of 8 Copyright 2007 © All Rights Reserved One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the World History Course. Job Housing Other aspects of daily life o This written description should Be typed Double spaced Use 12-Times New Roman font Be free of mechanical errors or misspellings Include a title page with the following Name Title of description Date Prepare a visual representation of that character’s life o This visual could include but is not limited to PowerPoint Poster Slide show Tri-fold board o This visual should include detailed examples of Architecture of that society Technology of that society Physical features of that society Writing of that society Art of that society Religion of that society Government of that society Map of that society Map and Globe Skills: Information Processing Skills: 4, 6, 7, 8, 1, 3, 6, Georgia Department of Education Kathy Cox, State Superintendent of Schools WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order APPROVED 7/23/2007 Page 5 of 8 Copyright 2007 © All Rights Reserved One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the World History Course. *Note concerning rubrics: Each performance task is accompanied by two rubrics: a content rubric and a product rubric. The content rubric (with bolded borders) is designed to measure how well a student can use the standards to demonstrate the enduring understanding(s). The second rubric focuses on the product of the performance task. This is where students are scored on items involving grammar, punctuation, spelling, creativity, presentation, etc. It is intended that the CONTENT rubric is weighed more heavily when assigning a grade to the students. Content Rubric Scale 1 2 3 4 Below Standard Needs Improvement Meets Standard Exceeds Standard In addition to everything in 3 (meets standard): discusses problems/issues with those ancient social structures and interactions. What problems would exist trying to implement them today? In addition to everything in 3 (meets standard): discusses problems/issues with those ancient aspects of culture. What problems would exist trying to implement this culture today? Criteria The student explains the structures and interactions of complex societies from 3500 BCE to 500 BCE. Provides only minimal facts with only some degree of accuracy; deals only briefly and vaguely with characteristics. Provides accurate detail about the character. Detail represents how daily life was affected. Provides a variety of facts to describe the character’s life. Details describe not just his/her life but how he/she fits into the social ranking with others. The student describes the culture of the society in its religion, beliefs, customs, traditions, and government of that society. Various aspects of culture are mentioned, but there is no explanation of how they affect the character’s life. Several aspects of culture are mentioned, and some explanation of their impact of society is given. Many aspects of culture are mentioned, and detail is provided that explains how these aspects of culture affect daily life. The student examines how location affects a society’s economy, culture, and development. A map of the area is included, but no other link to location is made. A map is used to show location and some explanation is given to show how location affects culture. A map is used to show location and detail is given to explain thoroughly how location affects the culture. The student analyzes similarities and differences between character’s life and modern life. Some similarities and differences are mentioned, but they are vague and limited in scope. Several, varied similarities and differences are mentioned. Details are provided to help explain the differences. Deals with all significant issues and provides many details examining both the similarities and differences. In addition to everything in 3 (meets standard): information is given about how the life would be different in another location. In addition to everything in 3 (meets standard): discussion of why one of the changes that took place did so is provided. Georgia Department of Education Kathy Cox, State Superintendent of Schools WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order APPROVED 7/23/2007 Page 6 of 8 Copyright 2007 © All Rights Reserved One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the World History Course. Product Rubric Scale 1 2 3 4 Below Expectation Needs Improvement Meets Expectation Exceeds Expectation Use of font, color, graphics, effects, etc., but these often distract from the presentation of content. There was no clear or logical organizational structure, just lots of facts. Makes use of font, color, graphics, effects, etc., but occasionally these detract from the presentation of content. Content is logically organized for the most part. Makes good use of font, color, graphics, effects etc. to enhance the presentation. Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation. More than 4 errors are spelling or grammar. Four misspellings and/or grammatical errors. Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed. Three or fewer misspellings and/or grammatical errors. Content is well organized using headings or bulleted lists to group related material. No misspellings or grammatical errors. Criteria Students produce a product that is attractive. Students produce a product that is organized. Students produce a product that exhibits proper mechanics. Resources for Unit 2 Code of Justinian http://www.fordham.edu/halsall/basis/535institutes.html http://www.eduplace.com/ss/hmss/7/unit/act1.1.html http://ias.berkeley.edu/orias/summer2004/summer2004JustinianCode.htm Code of Hammurabi http://www.yale.edu/lawweb/avalon/medieval/hammenu.htm http://www.wsu.edu/~dee/MESO/CODE.HTM see also: http://www.teachtci.com/products/suppl/wh6_program.aspx?partSection=ALL is the link to the ancient world table to contents for History Alive! There are several activities that would be appropriate for this unit. The activities are not at this link, just a brief description. http://phoenicia.org/pagan.html information about the Phoenician religion is available Georgia Department of Education Kathy Cox, State Superintendent of Schools WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order APPROVED 7/23/2007 Page 7 of 8 Copyright 2007 © All Rights Reserved One Stop Shop For Educators The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the World History Course. at this site. http://www.mnsu.edu/emuseum/prehistory/middle_east/sumer_religion.html information about Sumerian religion is available at this site. http://www.jewfaq.org/index.htm This website is a basic everything-you-wanted-toknow-about-Judaism-but-were-afraid-to-ask site. Teachers and students might find it helpful. http://www.religioustolerance.org/zoroastr.htm This website provides additional information about Zoroastrianism. Michael C. Carlos Museum at Emory University: The Carlos Museum hosts field trips for students to view the ancient art collections. There are also online activities relating to the permanent collections. For more information visit www.carlos.emory.edu The British Museum Ancient Civilizations Site offers interactive student activities on ancient civilizations including timeline, artifacts, and maps. http://www.ancientcivilizations.co.uk/home_set.html History of Writing Provides background information on the history of several early forms of writing. http://www.historian.net/hxwrite.htm *This unit was created by Martha Battle, Mary Ann King, and Alphus Spears with additional input from Dr. Bill Cranshaw, Chris Cannon, and Marlo Mong. It was reviewed and approved by the Social Studies Advisory Council 7/06/07. Georgia Department of Education Kathy Cox, State Superintendent of Schools WORLD HISTORY FRAMEWORK UNIT 2: First Civilizations and the Need for Order APPROVED 7/23/2007 Page 8 of 8 Copyright 2007 © All Rights Reserved