Download Unit 2 - First Civilizations: Social Complexity and the Need for Order

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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