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http://www.choices.edu/resources/twtn/twtn-syria-fall-2013.php- GREAT link for Syria
Unit 2: The Middle East/Mesopotamia
Grade Level:7th Subject: World Cultures Prepared by: Price, Slobodnik, & Thompson
Course Transfer Goal:
Students in 7th grade will learn what makes a successful civilization and how to change or
influence their own civilization.
Unit Transfer Goal: What you want students to be able to do at the end of the unit. (No
content)
Based on the physical, structural, economic and cultural elements of a successful
civilization, students will create a solution to help solve issues for a current country in
turmoil (2013-2014 Syria)
Evidence: People who can do the transfer goal can do these things.
Assessment(s): How you will assess that students have grasped your transfer goal.
Write a persuasive letter to President Obama about whether the United States should get
involved in the conflict in Syria.
-Proposal can pull from one of the G.R.A.P.E.S.
Understandings: What students have to
understand in order to complete the TG.
Essential Questions: Questions students
must be able to answer in order to
achieve the transfer goal.
1. characteristics of a successful civilizationlaw, written language, trade and
transportation, natural resources (fertile/arid),
careers, GRAPES
2.Geography of Middle East/Mesopotamia
3. Laws- Hammurabi's Code and Cuneiform,
rule of law
4. Social Structures, Trade, Jobs
5. Art- cuneiform, Epic of Gilgamesh, written
language
1. What are the essential characteristics
of a successful civilization?
2. How does geography affect the
development of a successful civilization?
3. How does written laws affect the
development of a successful civilization?
4. How does the structure of society affect
the development of a successful
civilization?
5. How does art impact a successful
6.Current Issues in Country in turmoil
(Syria)- what they are, what caused them,
what could be done about them,
7. How to write a persuasive letter
civilization?
6. What does a successful modern
civilization in the Middle East look like?
7. How do you write a persuasive letter?
Acquisition: What content students must know in order to achieve the TG. (Force fed
facts)
1. Mesopotamia= land between two rivers
2. Fertile= farmland with good soil and lots of water
3. Arid= hot, dry climate (ex: Syria)
4. City-State= a city that acts as its own state (ex: government, religion, laws, military)
5. Hammurabi= a ruler of Mesopotamia that created the first set of written laws
6. Hammurabi’s Code= a set of 282 laws that were set in place for EVERYONE in the
empire
7. ”Eye for an Eye”= punishment should be similar to the crime committed
Learning Tasks: Activities in your lesson
Writing a 7-Sentence Paragraph
Writing a Proposal (3-4 paragraphs)
Modification Key
Price (Intensive)
Slobodnik (Honors)
Thompson (Co-Taught and ESOL)
Lesson Plans
Lesson 1.1: Introduction to the Middle East
**Slobodnik Doing because Day ahead. Do NOT have to do**
Essential Question: (take from above)
Curriculum Standards:
1.What is the Middle East?
2. How does geography affect the Middle
Eastern Culture?
PGCPS: 3.A.1. Use geographic tools to
locate places and describe the human and
physical characteristics in the
contemporary world
a. Use maps to compare geographic
locations of places and regions
3.B.1. Analyze interrelationships among
physical and human characteristics that
shape the identity of places and regions
around the world
b. Explain how physical and human
characteristics of a region such as
vegetation, climate, minerals,
population density and religion,
affect its economic growth and the
way people make a living
Objective: (Specify skills/information that will be learned.)
Students will analyze the location of Syria in order to explain how it’s culture is affected
by its geographical location.
Materials Needed:
Modern Map of Middle East
Bizarre Foods: Syria (iTunes-Slobodnik’s account)
Assessments: (Checking for Understanding)
Formative: KWL Chart on the Middle East
Summative: Paragraph on
Syria (Exit Ticket)
Entrance Ticket:
1. What is the “Middle East?”
2. What CONTINENT(s) do you think the Middle East is
located on?
3. What do you know about the Middle East?
4. Name some countries that are part of the Middle East.
Procedures: (Include Direct Instruction & Activities here)
1. Students complete Entrance Ticket and set-up Cornell Notes
2. KWL Chart on the Middle East
-Have students draw a KWL Chart on the RIGHT side of their Cornell Notes
-As a class, fill in the K and W parts of the chart.
-have students pull responses from their Entrance Ticket to fill in the chart
3. Map of Middle East
-Pass out Map of the Middle East and have the students put in INB on the LEFT
Side
-have students share what they see, what countries look familiar, what countries
they have never heard of, etc.
-add a few things to the L side of the KWL chart after looking at the Map
4. Bizarre Foods Syria
-Inform students that they will be watching Bizarre Foods: Syria
-Have them find, and circle/underline Syria on their map
-As they watch, have them pay attention to Syria’s culture (food, jobs, religion,
traditions. etc.)
-Think about how their location/geography affects their culture, namely the food
they eat
5. Discuss and add things to the L part of the Chart
-Briefly discuss what the students saw
-have them add 4 things to the L side of the Chart independently
6. Exit Ticket
-have them respond to it on the bottom of Cornell Notes pg.
Exit Ticket: (reference essential question)
Write a paragraph that explains how Syria’s culture is affected by its geography. Think
about the what you saw (food, jobs, what the country looked like, traditions, etc) and use
them to support your answer.
Homework:
Pay attention to News on Syria/The Middle East
Lesson One: Geography of Mesopotamia
(G: Geography)
Essential Question: (take from above)
Curriculum Standards:
How does geography of the Fertile
Crescent affect the development of
Mesopotamia?
Common Core Standards:
RH.6-8.4- Determine the meaning of words
and phrases as they are used in a text,
including vocabulary specific domains
related to history/social studies
RH.6-8.7- Integrate visual information (eg.
in charts, graphs, photographs, videos, or
maps) with other information in print and
digital texts
PCGPS: 3.A.1. Use geographic tools to
locate places and describe the human and
physical characteristics in the contemporary
world
a. Use maps to compare geographic
locations of places and regions
3.B.1. Analyze interrelationships among
physical and human characteristics that
shape the identity of places and regions
around the world
b. Explain how physical and human
characteristics of a region such as
vegetation, climate, minerals,
population density and religion,
affect its economic growth and the
way people make a living
6.A.1.Use appropriate strategies and
opportunities to increase understandings of
social studies vocabulary
d. Use new vocabulary in speaking
and writing to gain and extend
content knowledge and clarify
expression
Objective: (Specify skills/information that will be learned.)
Today students will label a map and identify key vocabulary terms in order to explain
why civilization began in the fertile crescent.
Materials Needed:
powerpoint
printed blank maps
writing utensil
INBs
Coloring Tools/Highlighters (blue and yellow)
HOW TExtbook (Orange)
Assessments: (Checking for Understanding)
Formative: Labeled Map and What you thought vs. What you
learned Chart
Summative: Exit Ticket
Entrance Ticket:
Teachers will display a Map of Mesopotamia and students will
have to answer the following questions:
1. What do you think Fertile Crescent means?
2. Make a list of the geographic features that you see (ex:
mountains, rivers, desert, etc.)
3. What surrounding countries do you see?
Intensive
1. What do you notice about the maps?
2. What are the countries that you see?
Procedures: (Include Direct Instruction & Activities here)
1. Students complete Entrance Ticket
2. Map of Mesopotamia
-Pass out blank map to students and have them put it in INB
-Display a word bank of the geographic features and the parts of a map
-Using pg. 29 in HOW (orange textbook) label the map with their elbow buddy
● Label Parts of a Map
○ Title- Map of Mesopotamia
○ Compass Rose
○ Key- (box out a space for the key that we will fill in later)
● Label Geographic Features: Tigris River, Euphrates River, Syrian
Desert, Zagros Mts., Egypt, Nile River, Mediterranean Sea, Red
Sea, Persian Gulf, Mesopotamia
-Go over as a class and make sure they labeled it correctly
-discuss geographic features that we see on the map and the impact they may
have
-have students make an educated guess as to where they think the civilization
began on this map by putting a question mark on the map where they think it
began
-Turn and Talk with elbow buddy for 2 minutes as to why they chose that location
(skip for intensive)
-Have students share some ideas with class (skip for intensive)
3. Cornell Notes
-Mesopotamia= land between two rivers
-Fertile= farmland with good soil and lots of water
-Arid= hot, dry climate (ex: Syria)
-City-State= a city that acts as its own state (ex: government, religion, laws,
military)
- on left side of cornell notes, students to draw picture of the definition
4. Labeling Mesopotamian City-States
-Now that we know what City-State means, lets go back and label the city-states
on the map on the Left side of your INB
-teachers will display map with Mesopotamian City-States and have students
label in notebook
● Sumer
● Babylon
-Turn and talk for 1 minute discussing the placement of your ? vs. the actual
location of the City-states
-Turn and talk for 1 minute and discuss why the city-states are located where they
are
5. Fill in Key (Slobodnik Skipped for Gen-Ed because not enough time)
-dot= fertile crescent, carrots= mts, blue=water, ?= educated guess, star= citystate
-students can color/highlight rivers, fertile crescent
-collect tools
6. Students Complete Exit Ticket
Exit Ticket: (reference essential question)
In a paragraph, answer the following question: How do geographic features determine
where a civilization begins? (SLO Data)
***CANNOT be in INB
Homework:
Study Map of Mesopotamia
Lesson Two: Nomads to Farmers
(G: Geography)
Essential Question: (take from above)
Curriculum Standards:
How did farming lead to the development
of civilization?
PGCPS: 1.A.1. Analyze the characteristics
and structure of various systems of
government around the world
2.A.1. Analyze characteristics that are used
to organize people into cultures
a. Apply understandings of the
elements of culture to the studies of
modern world regions, such as art,
music, religion, government, social
structure, education, values, beliefs
and customs
Objective: (Specify skills/information that will be learned.)
Students will compare and contrast in order to explain the difference between a Nomad
to a Farmer.
Materials Needed:
Discovery of Education Video: Nomads to Farmer
Video Quiz
Compare/Contrast HW
Assessments: (Checking for Understanding)
Formative: Video Questions
Entrance Ticket:
Teachers will display a picture and students will answer the
following questions:
1. What do you think this is a picture of?
2. WHY?!? Use evidence from the picture.
3. Where do you think this is located?
Thompson will not do #3
Procedures: (Include Direct Instruction & Activities here)
Summative: Compare and
Contrast Exit Ticket
1. Students complete Entrance Ticket
2. Cornell Notes
-Nomad= a person with no permanent home who moves from place to place
-Irrigation= a method of supplying land with water (ex: sprinklers)
3. Nomads to Farmers Video
-Video from DiscoveryEducation.com
-as they watch a video the students need to look out for, and answer, the
following things
● Domestication=
● Leeves=
● List of Inventions (at least 2)
● stylus=
● cuneiform=
● ziggurat=
● scribe=
● what is the purpose of taxes (then AND now)
-assign the vocabulary words to a student. When they hear the definition of that
vocabulary word they are supposed to raise the hand to signal for the video to be
stopped.
● they are then responsible for repeating the definition to the class
3. During the video have students complete the Nomads to Farmers video questions:
1. Why did the ancient Sumerians look for new ways to produce their food?
2. How did growing crops and domesticating animals like sheep and goats allow the
Sumerians to build cities and live in one place all year long?
3. What does the word “Mesopotamia” mean?
4. Why did the soil of the Mesopotamia region of Sumer grow such good crops?
5. What problem at first made farming difficult there and how did the Sumerians
solve it?
6. In what other way did the Sumerians control the rivers?
7. What important farming tool did the Sumerians invent?
8. What else did the Sumerians invent?
9. What do we call their system of writing?
10. What tools did the Mesopotamians use for writing?
11. What did the Sumerians put into writing before any other society?
12. What was the name of the temple where Sumerians believed their gods lived?
13. Of what material were the houses in Sumerian cities made?
14. What are some similarities between the nomads and farmers?
4. Exit Ticket: Video Quiz
-if extra time, go over multiple choice using Four Corners OR let them begin HW
-Thompson, Price will not do this
Exit Ticket: (reference essential question)
Video Quiz
Thompson- hand in Nomads to Farmers Video Worksheet and pick up homework sheet
Homework:
Compare/Contrast Nomad to a Farmer Worksheet
Compare and Contrast Mesopotamia to today worksheet (NomadsToFarmers Word
Document)
Price to do this assignment in class the following day - added lesson on Original Thought
(See below)
Lesson Two (B): Original Thought
Essential Question: (take from above)
Curriculum Standards:
How did farming lead to the development
of civilization?
PGCPS: 1.A.1. Analyze the characteristics
and structure of various systems of
government around the world
2.A.1. Analyze characteristics that are used
to organize people into cultures
a. Apply understandings of the
elements of culture to the studies of
modern world regions, such as art,
music, religion, government, social
structure, education, values, beliefs
and customs
Objective: (Specify skills/information that will be learned.)
Students will analyze a map of Mesopotamia in order to answer the question “How do
the geographic features determine where a civilization will begin.
Materials Needed:
INB
Textbook
Worksheet
cornell notes
Assessments: (Checking for Understanding)
Formative:
Summative: How do
geographic features
determine where a civilization
begins?
Entrance Ticket:
1. What are 3 activities of daily life in Mesopotamia? 2. What
are 3 activities of daily life today?
Procedures: (Include Direct Instruction & Activities here)
1. Warm Up
2. Cornell Notes - What is Orginal Thought
3. Answer Guiding Question using Orginal Thought
Guiding Question: How do Geographic features determine where a civilization begins?
geographic features: landforms and bodies of water, civilization: advanced culture with
cities and technology
Orginial Thought Worksheet, Map page 670 in the book
Complete Chart as a class then create topic and concluding sentence together.
Details: Rivers, Fertile Crescent, Babylon, Ur
4. Use filled in graphic organizer to write a paragraph as a class.
Exit Ticket: (reference essential question)
Show paragraph with proper punctuation.
Homework:
Comparing Mesopotamia and Today HW
Lesson Three:Hammurabi’s Code
(P: Political)
Essential Question: (take from above)
Curriculum Standards:
How did written laws affect the
development of Mesopotamia?
PGCPS: 1.A.1. Analyze the characteristics
and structure of various systems of
government around the world
2.A.1. Analyze characteristics that are used
to organize people into cultures
a. Apply understandings of the
elements of culture to the studies of
modern world regions, such as art,
music, religion, government, social
structure, education, values, beliefs
and customs
Objective: (Specify skills/information that will be learned.)
Students will read and interpret Hammurabi’s code in order to create their own modern
day law and explain if the laws are fair or cruel
Materials Needed:
website: http://www.phillipmartin.info/hammurabi/hammurabi_situation_index.htm
Excerpts of Hammurabi’s Code
Create Your Own Code WKST
Assessments: (Checking for Understanding)
Formative: Modern Day interpretation of Hammurabi’s Code
and T-Chart/Discussion on Fair vs. Cruel
Summative: Exit Ticket- Fair
or Cruel Paragraph
Entrance Ticket:
1. What is a Law?
2. What are some examples of laws that we have in place
now? List AT LEAST 3.
3. Why do you think we have laws?
Procedures: (Include Direct Instruction & Activities here)
1. Students complete Entrance Ticket
2. Cornell Notes
-Hammurabi= a ruler of Mesopotamia that created the first set of written laws
-Hammurabi’s Code= a set of 282 laws that were set in place for EVERYONE in
the empire
-Based on the belief in “an eye for an eye”
-”Eye for an Eye”= punishment should be similar to the crime committed
3. Turn and Talk: Hammurabi’s Code in Action
-As a class, we are going to look at some of Hammurabi’s code in action
-display the following website:
http://www.phillipmartin.info/hammurabi/hammurabi_situation_index.htm
-Read off one of the scenarios
-Turn and Talk for 1 minute to discuss what you think a FAIR
consequence/punishment should be
-Click on the scenario to see what Hammurabi decided and discuss
student thoughts vs, Hammurabi’s
-do AT LEAST 3 scenarios
4. Create Your Own Code
-Pass out “Create your own Code” worksheet and have students put it in
the LEFT side of their INB
- Each student will get a part of the code to read, copy, and interpret
● need to copy it and then interpret it on WKST
-Decide if the consequence is FAIR and explain why or why not?
● need to write decision and explanation on WKST
-Re-write the code into a law for a Modern-Day civilization like the U.S. on
the WKST
-10-15 minutes time limit
5. Fair or Cruel?
-after looking at some of Hammurabi’s Codes, lets discuss if they were fair
or cruel?
-have students draw a T-chart on the LEFT side of their INB underneath
their new code.
-Label one side Fair, one side Cruel.
-As a class, fill in some ideas as to why the laws are both Fair and Cruel
6. Exit Ticket
Exit Ticket: (reference essential question)
Write a paragraph to answer the following questions: Overall, do you think
Hammurabi’s laws are Fair or Cruel? Explain your answer and provide details to
support it.
Homework:
Finish Your Code
Lesson Four: Trade and Jobs in Mesopotamia
(E: Economics)
Essential Question: (take from above)
Curriculum Standards:
How does the structure of society affect the Common Coredevelopment of a successful civilization?
PGCPS: 2.A.1 Analyze characteristics that
are used to organize people into cultures
a. Apply understandings of the
elements of culture to the studies of
modern world regions, such as art,
music, religion, government, social
structure, education, values, beliefs
and customs
Objective: (Specify skills/information that will be learned.)
Today students will compare jobs in Ancient Mesopotamia to the Jobs that exist today in
order to explain how social structure affects both the division of jobs and the
development of a successful civilization
Materials Needed: How do trade and these jobs contribute to a successful civilization.
Video (discoveryeducation.com)
Mesopotamia Jobs WKST
Original Thought HW
Assessments: (Checking for Understanding)
Formative: Social Structure Pyramid
Entrance Ticket:
1.What is a job?
2.What job would you like when you are grown up? Why?
3.What type of jobs do you think existed in Mesopotamia?
Summative: Homework:
Answering the EQ using
Original thought
(think back to the Nomad vs. Farmers video)
4. What are the three Social Classes that we have in society?
(Price will not do)
Procedures: (Include Direct Instruction & Activities here)
1. Students complete Entrance Ticket
2. Video: Trades Routes and Transportation (Mesopotamia)
-Discoveryeducation.com
-while watching video, students complete questions
-Briefly go over questions and then collect them
3. Jobs in Ancient Mesopotamia
-Pass out Jobs in Ancient Mesopotamia WRKST
-Have students look it over and have students write down 5 jobs that are done in
ancient Mesopotamia that are still being done today AND 3 jobs that you
don’t recognize and never heard of
-Turn and Talk: turn to your elbow buddy and discuss what you wrote
down. 2 minutes (1 minute per partner)
4. Jobs and Social Structure
-Have students draw a Social Structure pyramid on the LEFT side of INB.
-Review the 3 social classes: upper, middle, lower and have them label
each level
-reference Nomad to Farmers video where people lived in one vs. two
story homes based on jobs and have the students add that on the outside
for each level of the pyramid
● Upper: 2 story homes and lived closest to the ziggurat
● middle: 1 story homes and lived near the ziggurat
● lower: 1 story homes and lived farthest away from the
ziggurat
-Using the list of jobs, have students work with their elbow buddy to place
jobs in the correct level of the pyramid
● may want to put a certain number per level
● remind students to think about the jobs that “rich” people
have vs. “poor” people as they work
-15-20 minutes
5. Exit Ticket
-Going over the pyramid as a class and teacher checking responses
Exit Ticket: (reference essential question)
Reviewing the Social Structure pyramid as a class
Homework:
Answer the EQ using original thought WKST
Lesson Five: Epic of Gilgamesh (Price will not do)
(A: Art)
Essential Question: (take from above)
Curriculum Standards:
How did the creation of writing affect the
development of Mesopotamian society?
PGCPS: 2.A.1 Analyze characteristics that
are used to organize people into cultures
6.A.1. Use appropriate strategies and
opportunities to increase understandings of
social studies vocabulary
a. Apply understandings of the
elements of culture to the studies of
modern world regions, such as art,
music, religion, government, social
structure, education, values, beliefs
and customs
6.A.2. Use strategies to prepare for reading
(before reading)
b. Preview the text by examining
features, such as the title, pictures,
maps, illustrations, photographs,
charts, timelines, graphs, and icons
e. Make connections to the text
using prior knowledge and
experiences
6.A.3. Use strategies to monitor
understanding and derive meaning from
text and portions of text (during reading)
c. Make connections to the text
using prior knowledge and
experiences
f. Periodically summarize or
paraphrase important ideas while
reading
6.A.4. Use strategies to demonstrate
understanding of the text (after reading)
Objective: (Specify skills/information that will be learned.)
Today students will read the Epic of Gilgamesh and answer questions in order to create
their own epics.
Materials Needed:
Epic of Gilgamesh
Assessments: (Checking for Understanding)
Formative: Comprehension Questions on Epic of Gilgamesh
Summative: Create your own
Epic
Entrance Ticket:
1. What was the style of writing called in Mesopotamia?
2. What tools did they use to write with?
3. What would life be like if they could not read or write?
Thompson will do #3 as an exit ticket
Procedures: (Include Direct Instruction & Activities here)
1. Complete and go over Entrance Ticket
2. Epic of Gilgamesh
-Review Cuneiform, scribe, and explain what an epic is
-Introduce Epic of Gilgamesh (give a brief background- one of the first
epics/stories written down)
-Pass out the Epic to all students
-Teacher begins reading the epic outloud exaggerating the dramatic parts of the
story in order to get student by in.
-Students complete comprehension questions during reading.
● assign each question to a different student and have them raise
their hand when they hear the correct answer to the question
● have a board writer write down the answers on the board so
everyone can get them down
-Students hand in for grade.
3. After reading
-students complete the parts of an epic chart (characters, setting, problem,
solution, and moral) with the Epic of Gilgamesh.
-Thompson: students will do “After Reading” during reading instead of the
Comprehension questions
4. Create your Own Epic
-Go over rubric with the class
-Let the students begin drafting
Exit Ticket: (reference essential question)
Show progress of draft
Homework:
Finish “Create Your Own Epic”
Lesson Six: Mesopotamian Review/Unit Test
Essential Question: (take from above)
Curriculum Standards:
1. What are the Legacies of Mesopotamia?
2. Why was Mesopotamia a successful
civilization?
PGCPS: 6.A.1. Use appropriate strategies
and opportunities to increase
understandings of social studies vocabulary
d. Use new vocabulary in speaking
and writing to gain and extend
content knowledge and clarify
expression
Objective: (Specify skills/information that will be learned.)
Students will be take a test in order to assess their knowledge on Mesopotamia
Materials Needed:
Mesopotamia Test
United Nations Video:http://www.youtube.com/watch?v=bHmXZXsABm0
http://www.youtube.com/watch?v=QoIafzc0k74
http://www.youtube.com/watch?v=oh3BbLk5UIQ
Assessments: (Checking for Understanding)
Formative: Review Packet
Summative: Unit Test
Entrance Ticket:
1. Take out Review packet and STUDY (5 minutes)
2. Have questions ready to ask your teacher
3. take out a piece of paper and set it up: Name, Date, Mod
Procedures: (Include Direct Instruction & Activities here)
1. Students Complete Entrance Ticket
-during this time, teacher cycles around and checks review packet for completion
2. Go over Review Packet
-as a class go over the information
-collect review packet
3. Test on Mesopotamia
-pass out test
-go over testing procedures
4. United Nations Day
-Show a video on the U.N.
-Discuss what it is/the purpose of it
-Discuss the assembly on Oct. 24th
Exit Ticket: (reference essential question)
Discussion on U.N.
Homework:
Pay attention to the News on SYRIA
Lesson Seven: Introduction to the Issues in Syria
(10 Questions about Syria)
Essential Question: (take from above)
Curriculum Standards:
What is Syria and why are they having
problems?
PGCPS: 1.A.1. Analyze the characteristics
and structure of various systems of
government around the world
2.A.1. Apply understandings of the
elements of culture to the studies of modern
world regions, such as art, music, religion,
government, social structure, education,
values, beliefs and customs
2.C.1. Analyze major sources of tension,
cooperation, and conflict in the world and
the efforts that have been made to address
them
a Evaluate causes of conflict in the
global community, such as
Apartheid, the acquisition of natural
resources, the decline of
communism, ethnic persecution,
and domestic and international
terrorism
5.B.1 Analyze the growth and the
development of nations in the contemporary
world
Objective: (Specify skills/information that will be learned.)
Students will be introduced to the the situation in Syria through a Gallery Walk in order to
understand what is going on and why the U.S. is talking about getting involved
Students will accurately read, analyze, and annotate articles on the crisis in Syria. (new
format for objectives)-Thompson
Materials Needed:
Poster Board Paper (10 per class)
Markers
Groups 1-10 Worksheet
Syrian Questions Worksheet (?) Thompson did this- SPED/ESOL Accommodations
Assessments: (Checking for Understanding)
Formative: Poster
Entrance Ticket:
1. Set-up Cornell Notes on pg.___
Summative: 10 questions
2. Copy the Displayed questions
-You NEED to skip lines in between each questions
-You CAN use BOTH sides of your notebook (right
and left)
1. Set-up Cornell Notes on pg.
2. Where is the Middle East?
3. What do you know about it?
Slobodnik- Gen. Ed (B-Day)
1. Syria is a Country located where?
2. What is the CLIMATE like in Syria (think back to vocab
from test)
3. What is going on in Syria now? (hint: think back to the
news)
4. Why?!? If you don’t know take a guess...
Procedures: (Include Direct Instruction & Activities here)
1. Students Complete Entrance Ticket
2. 10 questions you were too afraid to ask about Syria (Price will not do)
-Split students into 10 groups (2-3 students per group)
-Each groups get a poster paper and some markers (at least 2 per group)
-Students are to READ and mark-up the text/information about their question (510 minutes)
-then they are to write their question/title on the poster
-Write down the number of their group/questions
-then using the information from the text, they are to answer the questions and
display the information on the poster for the rest of the class
-they are to use information, and facts from the text to create their poster
-their poster will be presented to the class so it needs to be NEAT and
COLORFUL
-15-20 minutes
-Give double sided handouts with the reading on one side and a list of ALL
questions on the other. (helps with SPED scribe requirements)
3. Gallery Walk
-Remind students what behavior is expected when they go to a MUSEUM and
that they should act that way now as your room is now a museum and their
posters are the pieces of art on display
-Students are going to cycle around the room and ANSWER the questions using
the posters
-they are expected to answer ALL the questions and get ALL the information. This
is their notes.
-At each poster students are required to write down the poster number and all of
its content. (number corresponds to the question number on their handout)
4. Exit Ticket
Slobodnik Modification for Gen-Ed
1. Students Complete Entrance Ticket
2. Arab Spring
-Cornell notes for definitions:
● Arab Spring
● Protests
● Revolution
● Civil War
-Video on Arab Spring and Timeline of Arab Spring
● discuss the “domino effect” and how one thing sparked it in the
WHOLE region of the Middle East
3. Country Profile: Syria
-Discuss how what started in 2011 is STILL going on TODAY!
-Discuss how Syria’s revolution is the bloodiest of all the revolutions of the Arab
Spring
-Video on Syria before the Civil War to give background
-Video on what is going on now in Syria
-As students watch, have them write down Facts in LEFT side of INB (2 facts per
so 4 facts total)
4. Gallery Walk: 10 Questions about Syria you were too afraid to ask
-Pass out Syrian Questions to the students
-Using the posters around the room, have them circle around the room and
answer the questions
● Use posters from Honors/A-Day classes
-15 to 20 minutes (took remainder of class and MOST students did not finish)
-Collect Worksheets as Exit Ticket if no time
5. Exit Ticket
-Summary OR Worksheets depending on Time
Price
1. Entrance Ticket - Map of Syria - 1. What do you notice about the map of Syria? 2.
Where is Syria located? 3. What do you know about Syria? (Class 734 only)
2. Videos
-Video on Syria before the Civil War to give background
-Video on what is going on now in Syria
-As students watch, have them write down Facts in LEFT side of INB (2 facts per
so 4 facts total)
3. Gallery Walk
4. Exit Ticket: Summary in Cornell Notes
Exit Ticket: (reference essential question)
Complete in summary section of Cornell Notes: Based on what you learned in class
today about Syria, SUMMARIZE what is happening in Syria right now. (2-3 Sentences)
Slobodnik
Collect Worksheets to Pass back out next class
Homework:
Bring your HEADPHONES to next class
Lesson Eight: Syrian WebQuest (Price not doing)
Slobodnik- Will take TWO DAYS to Complete (Honors: Computer Lab, Gen-Ed: In-Class)
Essential Question: (take from above)
Curriculum Standards:
What started the conflict in Syria and why
is it still going on?
PGCPS: 1.A.1. Analyze the characteristics
and structure of various systems of
government around the world
2.A.1. Apply understandings of the
elements of culture to the studies of modern
world regions, such as art, music, religion,
government, social structure, education,
values, beliefs and customs
2.C.1. Analyze major sources of tension,
cooperation, and conflict in the world and
the efforts that have been made to address
them
a Evaluate causes of conflict in the
global community, such as
Apartheid, the acquisition of natural
resources, the decline of
communism, ethnic persecution,
and domestic and international
terrorism
5.B.1 Analyze the growth and the
development of nations in the contemporary
world
Maryland Technology Literacy
Standards for Social Studies: Standard
1.0 – Technology Systems: Develop
foundations in the understanding and uses
of technology systems
Standard 3.0 – Technology for Learning
and Collaboration: Use a variety of
technologies for
learning and collaboration
Standard 4.0 – Technology for
Communication and Expression: Use
technology to communicate
information and express ideas using
various media formats
Standard 5.0 – Technology for Information
Use and Management: Use technology to
locate, evaluate, gather, and organize
information and data.
Common Core:
Objective: (Specify skills/information that will be learned.)
Students will explore the multi-media story behind the conflict in Syria in order to explain
how protests led to civil war
Materials Needed:
picture: http://resources2.news.com.au/images/2013/08/27/1226705/154974-8eea38740ed7-11e3-92bf-1ac22055d80e.jpg
iPad/Computer Lab/Teacher Laptop
Syria: Guide to Conflict Website: http://www.bbc.co.uk/news/world-middle-east-19331551
Syrian WebQuest Worksheet
Assessments: (Checking for Understanding)
Formative: Syrian WebQuest Worksheet
Entrance Ticket:
Summative: Summary
Questions
Slobodnik: Day 1
Teacher will display picture and have students answer the
following questions:
1. What do you see? Describe the picture.
2. What do you think caused the big hole in the wall? Why?
3. Where do you think this picture is from?
4. WHY?!? Use details from the picture to support your
answer.
Slobodnik: Day 2- COMPUTER LAB
1. Find paper in Pile
2. Find a computer, log on, and go to Website
3. Wait for further instruction
Slobodnik: Day 2- IN CLASS
Imagine the United States broke out into civil war tomorrow…
1. Describe what life would be like for you.
● Use what you learned about the people in
Syria and those in Refugee camps as
examples
● Think back to the Civil War in America- use
what you remember to help you
2. Would you fight in the Civil War?
3. Who would you fight for- the Government or the Rebels?
4. WHY?!? Explain.
Procedures: (Include Direct Instruction & Activities here)
1. Students complete Entrance Ticket
2. Gallery Walk Part Two
-Pass back worksheets with 10 Questions about Syria
-Give Students 10 minutes to circle around and FINISH
● honors will finish in Cornell Notes
2. Cornell Notes
-Protest
-Revolution
-Refugee
-Rebel/Opposition
● Honors will do Arab Spring Notes/Video that Gen-Ed kids did
previous day AND look at Syria before Civil War (DAY TWO)
3. WebQuest
-Explain what a webquest is and what the students will be working on today
-Go over how to Log-In on the Computers
-display the Website on the board and have all students go to the website on their
computer http://www.bbc.co.uk/news/world-middle-east-19331551
-Model the first set of questions with the class and watch the video as a
class/discuss
-have students move onto the next session and complete the remainder of the
Webquest on their own
-students are expected to complete the worksheet as they go through the
WebQuest
-as students work, cycle around to make sure they stay on task and help students
● Honors: Will use Computer Lab and Split between TWO Days and
Expectation is that they finish AT LEAST Part Two on own (Part 1
will be done as a class)
● Gen-Ed: Split between TWO days but will do IN CLASS and use
Teacher LapTop
● Be sure to COLLECT worksheet so that it can passed back out
NEXT class to ensure that it will not be lost
4. Discussion
-What did you see?
-What did you learn?
-Summarize: how did the protests lead to civil war?
Exit Ticket: (reference essential question)
Slobodnik will use as Exit Ticket for DAY TWO of Webquest
Complete in summary section of Cornell Notes: Based on what you learned in class
today about Syria, SUMMARIZE what is happening in Syria right now. (2-3 Sentences)
Day 1: Collect WebQuest Papers to hold for next class
Homework:
Day 1
Any Make-Up work DUE NEXT CLASS!
Day 2
1. After this webquest, do you think there will be an end to the conflict in Syria? Why or
Why not?
2. What do you think should happen in Syria? Why?
3. What would you do if you were the GOVERNMENT (the people in control)
4. What would you do if you were the REBELS (the people fighting the government)
Lesson Nine: How to Write a Paragraph (Focus on U.N and Syria)
Essential Question: (take from above)
Curriculum Standards:
How do we write a paragraph using
evidence from the text?
Common Core: WHST.6-8.4- Produce
clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose, and audience
WHST.6-8.1b- Support claims with logical
reasoning and relevant, accurate data and
evidence that demonstrate an
understanding of the topic of the text, using
credible sources.
Objective: (Specify skills/information that will be learned.)
Today students will write a paragraph using supporting evidence from the text.
Materials Needed:
powerpoint
reading
student handout
INBs
writing utensil
Slobodnik: Article
http://www.voanews.com/articleprintview/1735312.html?displayOptions=2
Assessments: (Checking for Understanding)
Formative: practice paragraphs
Entrance Ticket:
1. What are the required parts of a paragraph? (can have
them give examples of each if need more to do here)
Slobodnik
1.What are chemical weapons
2. list some examples of chemical weapons
Summative: Final
argumentative letters
3. What are some human rights that all people have, just
because you are human?
4. Are the use of chemical weapons a “crime against
humanity” (humans)?
5. Explain WHY or WHY NOT!
Procedures: (Include Direct Instruction & Activities here)
1. Students complete and go over entrance ticket
● write down all of students answers on board even if incorrect- Do not correct them
yet (will come back to this later)
2. Notes
● Show Hamburger Powerpoint
● Students will copy down notes into their INBs
3. Sentence Activity
● Split students up into groups of 2 or 3
● Hand out cut up sample paragraph and paragraph template handout
● Have students organize the strips into the correct order and write them down on
their templates
● Go over answers as a class
4. Wrap Up
● go back to their entrance ticket answers and have them correct themselves based
on their new knowledge
5. If time left have students create their own paragraphs on the back of the template
using the “Should Boys and Girls Be Taught Separately?” article (if not enough time have
them complete it for homework)
Slobodnik Modification
1. Students Complete Entrance Ticket
2. Brainstorm: Required parts of a Paragraph
-write down all of students answers on board even if incorrect- Do not correct
them yet (will come back to this later)
3. Notes
Show Hamburger Powerpoint
Students will copy down notes into their INB
4. Sentence Activity
Split students up into groups of 2 or 3
Hand out cut up sample paragraph and paragraph template handout
Have students organize the strips into the correct order and write them down on
their templates
Go over answers as a class
5. Wrap-Up
go back to their brainstorm answers and have them correct themselves based on
their new knowledge
6. Write Your Own Paragraph
-Have students create their own paragraph using a template with the article UN:
Chemical Weapons in Syria would be Crime Against Humanity” on back
-Show progress as exit ticket
-Finish for homework
Exit Ticket: (reference essential question)
wrap up activity
Show Progress of paragraph
Homework:
finish paragraphs based on reading
Lesson Nine (pt. 2): 20 Reasons FOR and AGAINST U.S. Intervention
(A-Day doing with Sub due to Long-Term Planning)
Essential Question: (take from above)
Curriculum Standards:
Should the U.S. get involved with the
conflict in Syria?
PGCPS: 1.A.1. Analyze the characteristics
and structure of various systems of
government around the world
2.A.1. Apply understandings of the
elements of culture to the studies of modern
world regions, such as art, music, religion,
government, social structure, education,
values, beliefs and customs
2.C.1. Analyze major sources of tension,
cooperation, and conflict in the world and
the efforts that have been made to address
them
a Evaluate causes of conflict in the
global community, such as
Apartheid, the acquisition of natural
resources, the decline of
communism, ethnic persecution,
and domestic and international
terrorism
5.B.1 Analyze the growth and the
development of nations in the contemporary
world
Common Core: WHST.6-8.1b- Support
claims with logical reasoning and relevant,
accurate data and evidence that
demonstrate an understanding of the topic
of the text, using credible sources.
Objective: (Specify skills/information that will be learned.)
Students will distinguish between arguments for and against U.S. intervention in Syria
and develop their own opinion on the matter
Materials Needed:
20 Reasons Reading
20 Reasons Worksheet
Poster Paper
Videos:
Assessments: (Checking for Understanding)
Formative: 20 Questions worksheet and Gallery Walk
Summative: Paragraph on
their opinion to the EQ
Entrance Ticket:
Write a 6-sentence Paragraph on whether or not you think the
U.S. should get involved with the conflict in Syria
Procedures: (Include Direct Instruction & Activities here)
1. Students will complete Entrance ticket
2. Syria Debate
-Teacher will show a video clip on a US member of Congress that argues their
point FOR getting involved in the Syrian Conflict.
-Discuss as a class
-Teacher will then show a video clip of a US member of Congress that argues
AGAINST getting involved in the Syrian Conflict
-Discuss as a class
3. 20 Reasons FOR and AGAINST US Intervention
-Pass out Student Handout
-Display the FIRST FIVE reasons to do as class
● have a student read the argument.
● Discuss/decide whether it is for or against
● have students find two facts from the argument to support their
claim and have them write it down on their handout.
● Do this for the first five arguments
-Gallery Walk (20-30 minutes)
● For the remaining 15 arguments, students will complete a Gallery
Walk
● At each poster they have to decide if the argument is FOR or
AGAINST and then write down two facts from the argument that
support their claim
4. Discussion/Wrap-Up
-Ask students do they think if the US should intervene in Syria or not and have
them share some reasons why from the activity
5. Exit Ticket (if not enough time, assign as homework)
Exit Ticket: (reference essential question)
Write a 6-sentence Paragraph on whether or not you think the U.S. should get involved
with the conflict in Syria. Use details/evidence from the arguments you read to support
your answer.
Homework:
If not enough time, complete Exit Ticket for Homework
Lesson Ten: How to Write a Persuasive Letter (Focus on Syria)
Essential Question: (take from above)
Curriculum Standards:
How do you write a persuasive letter?
Objective: (Specify skills/information that will be learned.)
Students will learn what a persuasive letter is and how to write one.
Materials Needed:
All previous materials on Syria
Business Letter Notes
Persuasive Letter Rubric
Persuasive letter graphic organizer
Assessments: (Checking for Understanding)
Formative:
Summative: Write a
Persuasive Letter to
President Obama about
whether the United States
should get involved in the
conflict in Syria.
Entrance Ticket:
1. Do you think that the United States should get involved in
the conflict in Syria? 2. Why or Why not?
1. What is a persuasive letter?
2. What is the purpose of a persuasive letter?
3. List AT LEAST 3 things that make up a good persuasive
letter.
Procedures: (Include Direct Instruction & Activities here)
1. Entrance Ticket
2. Cornell Notes: How to Write a Persuasive Letter
-What is a persuasive Letter?
● A letter your write to an important person asking them to do
something.
-You must consider:
● Audience - who are you writing for
● purpose - why are you writing to them (what is the problem?
● position - what you would like them to do
● support - reasons you would like them to do what you ask
● conclusion - summarize purpose, position, and support, provide a
strong “ask Statement” where you tell your audience exactly what
you would like them to do
-What makes a letter persuasive?
1. Clearly state the problem - why does this problem exist? Why should
this problem be solved?
2. Provide Details about your solution (5 W’s)
a. Who should solve this problem?
b. What should they do to solve the problem?
c. When should they begin?
d. Where should they work?
e. Why should they help?
f. How should they get involved?
3. Paste the following into INB and explain how to use
● Business letter format
● Transition Words and Phrases Sheet
● Slobodnik will not do
4. Pass out sample persuasive letter, have students in pairs, underline and label the
different parts of the letter (Heading, salutation, body, purpose, position, etc)
-Slobodnik will also have them answer questions on the back
5. Brainstorming Sheet
6. Exit Ticket
Exit Ticket: (reference essential question)
Was the sample letter persuasive? Why or Why not? What could the author have done to
make it more persuasive?
Show Brainstorming/Draft of Letter
Homework:
Start drafting letter
Lesson Eleven: Draft Proposal/Peer Editing
Essential Question: (take from above)
Curriculum Standards:
How do you write a persuasive letter?
Objective: (Specify skills/information that will be learned.)
Students will write a persuasive letter to president Obama about whether the United
States should get involved in the conflict in Syria.
Materials Needed:
Information on Syria
graphic organizer (Persuasive Letter Checklist)
peer editing sheets
Assessments: (Checking for Understanding)
Formative: Entrance Ticket and Peer Edit check
Summative: Write a
Persuasive Letter to
President Obama about
whether the United States
should get involved in the
conflict in Syria.
Entrance Ticket:
1. What is your position on whether the United States should
get involved in Syria? 2. Who is your intended audience for
your letter? 3. Why is that a good person to write your letter
to?
Students will complete edit sample Paragraph:
Circle, underline, or use editing marks to correct errors in
spelling, punctuation, or grammar on the paragraph
Procedures: (Include Direct Instruction & Activities here)
1. Entrance ticket
2. Peer Editing PPT
3. Students will edit their own work, then have one other student review their work.
5. Students will have teacher sign off on edits
6. Start Final Draft
7. Exit Ticket
Slobodnik Modifications
1. Students Complete Entrance Ticket
-go over and check editing as a class
2. Pass out and Go Over Template for Letter
3. Peer Editing Checklist
1.Complete the Persuasive Letter Checklist and make any Additions/Corrections
on it
2.As you Edit your paper, complete the Self-Edit
–On the back of the Checklist
3.Swap papers and PEER EDIT
4.Get it checked off by Ms. S
5.Start final Copy!
–Use the Template given to you
4. Exit Ticket
Exit Ticket: (reference essential question)
Which part of your letter was the most challenging? Why?
Show Progress of Final/Peer Edit
Homework:
Final Draft Due next class