World Civilizations. Stage 1 Desired Results. [Implement start year ( )] Unit #2: River Valley Civilizations

Transcription

1 World Civilizations [Implement start year ( )] Michelle Kaighn x8553], Erich Wiltsee x8921], Ryan Walsh x8822], Jim Baker x8319] Unit #2: River Valley Civilizations Stage 1 Desired Results Established Goals 2009 NJCCC Standard(s), Strand(s)/CPI # ( Common Core Curriculum Standards for Math and English ( A.2.a Explain why different ancient river valley civilizations developed similar forms of government A.2.b Explain how codifying laws met the needs of ancient river valley societies A.2.c Determine the role of slavery in the economic and social structures of ancient river valley civilizations B.2.a Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now C.2.a Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class _x_ Global Awareness _x Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy _x_environmental Literacy Learning and Innovation Skills: _x Creativity and Innovation _x_critical Thinking and Problem Solving Communication and Collaboration Information, Media and Technology Skills: _x Information Literacy Media Literacy ICT (Information, Communications and Technology) Literacy Life and Career Skills: _x Flexibility and Adaptability Initiative and Self- Direction Social and Cross- Cultural Skills _x Productivity and Accountability _x_leadership and Responsibility 21 st Century Themes ( ) 21 st Century Skills

2 system in ancient river valley civilizations D.2.a Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations D.2.b Explain how the development of written language transformed all aspects of life in ancient river valley civilizations D.2.c Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline D.2.d Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Common Core Standards for Literacy in Social Studies ( RH Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. RH Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. RH Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. RH Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. RH Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and

3 emphasize in their respective accounts. RH Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text. RH Assess the extent to which the reasoning and evidence in a text support the author s claims. RH Compare and contrast treatments of the same topic in several primary and secondary sources. RH By the end of grade 10, read and comprehend history/social studies texts in the grades 9 10 text complexity band independently and proficiently. Enduring Understandings: Students will understand that... EU 1 Complex institutions reflect a society s need to maintain order EU 2 Social classes are established by the economic, political and cultural distinctions among people EU 3 Access to resources impacts political, economic, and social development EU 4 Technology has impacted society in both helpful and harmful ways. Essential Questions: EU 1 Does religion impact government or does government impact religion? How do institutions impact society? EU 2 How are social classes created? EU 3 How has geography played a major role in the development of civilization? How do societies adapt to the environment around them? EU 4 Is technology a good or bad thing for the development and sustainability of a civilization?

4 Knowledge: Students will know... EU 1 The impact of Hammurabi s Code on Mesopotamia The reasons why theocracies developed as the earliest political institutions EU 2 Economic, political and cultural distinctions among people The conflict of power of ancient China EU 3 The geographic properties necessary for civilization to develop The significance of the geographic location of Egypt and its influence on ancient Egyptian society and history Physical makeup and location of each of the early river valley civilizations The explanations for the lack of weapons discovered in the Indus River Valley The medical advancements of ancient Egypt Skills: Students will be able to... EU1, EU2, EU3, EU4 Analyze complex institutions effect on society (EU 1) Map the River Valley civilizations (EU 3) Construct an ideal geography to start a civilization (EU 3) Explain why the development of civilization correlated with the emergence of social classes (EU 2) Draw connections between the achievement of each civilization with the geography they occupied (EU 3, EU 4) Explain why religion was an important factor in early politics (EU 1) Read and analyze primary source documents to determine different points of view Compare and contrast the credibility of differing ideas, elements, or accounts Test the validity of the information, using criteria as source, objectivity, technical correctness, and currency Develop arguments that use evidence to support opinions EU 4 Changes brought on by technology in river valley civilizations

5 Stage 2 Assessment Evidence Recommended Performance Tasks: Each unit must have at least 1 Performance Task. Consider the GRASPS form. EU 1, EU 2, EU 3, EU 4 In an essay format, you will construct your own unique civilization, in 1900 B.C.E., based off of a geographic terrain assigned to you. You will have several detailed pictures of your terrain, a description of its climate, and a world map with your terrain s location pinned on it. Your job is to create a civilization that functions and is sustainable. The teacher s rubric for the civilization will check for the inclusion of the five key traits of civilization and the elements of the Universal Culture Pattern. You have to apply your knowledge of geography and early civilization when you construct your society. As you explain each aspect of your civilization, you must provide evidence of past civilizations to support your creation. Each student will write an essay reflecting on the questions below, What types of complex institution will develop in your civilization? Why? How will geography effect your complex institutions? How will your economy develop in relation to your geography? Why? What type of jobs and specialize workers exist in your civilization? What social classes will arise in your civilization? Why? How will the social classes reflect the politics and economy of your civilization? How will your civilization interact with the surrounding areas? Will your civilization be able to contact other cultural in a positive or negative way? Other Recommended Evidence: Tests, Quizzes, Prompts, Self-assessment, Observations, Dialogues, etc. Essays DBQ Tests (standard and Authentic) Presentations Research Projects Debates

6 Stage 3 Learning Plan Suggested Learning Activities to Include Differentiated Instruction and Interdisciplinary Connections: Consider the WHERETO elements. Each learning activity listed must be accompanied by a learning goal of A= Acquiring basic knowledge and skills, M= Making meaning and/or a T= Transfer. Carousel Brainstorm Activity: 5 sheets including the key traits of civilization (Cities with Trade, Writing, Technology, Religion & Government, Specialization of Labor). Have the students write how each helped a society function. (A, M) Draw a graphic organizer connecting complex institutions of the River Valley Civilizations to their respective societal problems (A, M) Write a diary entry of an early city resident in one of the early River Valley Civilizations. (M) Apply knowledge of geography to predict current global economic problems. (M,T) Create a vacation pamphlet showing the major aspects of the Indus Valley. (A) Design a Venn Diagram comparing the Indus plumbing system to contemporary technological achievements. (A, M) Draw a map of Egypt, including the Nile River, labeling significant cities as well as Upper and Lower Egypt. (A) Create a class calendar encompassing a year of life in ancient Egypt. Include flooding, planting, and harvesting. (A, M) Perform a skit with all the characters necessary for the process of mummification. Mummify a student. (A,M) Create a Venn Diagram comparing the causes for social classes in the River Valley Civilizations and contemporary high school culture. (A, M) Draw a picture of a burial chamber in the Valley of the Kings and label the significance of each item within. (A) Identify the resources for successful economy and predict resources necessary for future success. (T) Construct a graphic organizer connecting social classes with their River Valley Civilizations. (A) Write an imaginary blog from Howard Carter. Discuss his discovery of Tutankhamen s tomb and its significance. (A, M,) Draw a map showing the Aryan invasion routes into the Indus River Valley. (A) Create a cause / effect chart of the Aryan Invasion for the people of the Indus River Valley. (A, M) Develop a class timeline of the ancient Chinese Dynasties. (A) Construct a step-by-step instruction manual for silk production. (A) Write student names in Ancient Chinese Script. Explain why a pictographic writing system is advantageous for some societies, including Ancient China. (A, M) Participate in River Valley Civilization Survivor. Your team has to prove why your dynasty is more advanced than your opponents teams. This is a head to head competition in which, the other teams (not actively debating) will vote to decide who won the debate. The rules for debate are as follows: Each dynasty has 7 minutes to write an opening statement. One representative from each group will read the statement. Each group then has 5 minutes to refute their opposing groups statement. A new representative will read the team s statement. Each group has 5 minutes to make closing remarks. A final and new representative will read this statement. (T)