Goals & Objectives - Ancient Mesopotamia - Home



Ancient Mesopotamia ‖ The Pros and Cons of Civilized LifeGoals & ObjectivesGoalsStudents will be able to identify the major elements that contribute to our conception of civilizationStudents will understand and analyze the pros and cons of civilization.ObjectivesStudents will defend one of two propositions:1. Humans are better off with civilization2. Humans would be better off without civilizationCalifornia State Content Standards 6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. 6.1.2. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and mon Core Literacy StandardsW.6.1 Write arguments to support claims with clear reasons and relevant evidence.a. Introduce claim(s) and organize the reasons and evidence clearly.b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from the argument presented.Driving Historical QuestionHas the process of civilization improved life for humans or made life worse?Is our current way of life sustainable?Lesson Introduction (Anticipatory Set/Hook/Accessing Prior Knowledge) ‖ Time: 10 min.The teacher will begin the lesson by presenting a chart on the overhead. The teacher will explain that this chart shows the "percentage of deaths in war" during specific time periods and places in history. After a brief introduction of the chart, the teacher will draw students attention to the red bar on the right of the chart. "This single bar", he will say, "averages out the deaths by war in several pre-historic communities throughout the world. This single statistic gives us some idea about how violent pre-civilized societies were." Next, the teacher will point out the small blue bar just to the right of the red bar. "This bar", the teacher will say, " averages the amount of violent deaths by war in Europe and the U.S. during the 20th century. Together, these two bars tell us a story that violence (in war) has decreased since the advent of civilization."After this statement the teacher will write two questions on the board (below). The teacher will then begin a quick class discussion about these two questions.What reasons could explain the drop in violence during these two time periods?What other things might have got better with the advent of civilization?Vocabulary (Content Language Development) ‖ Time: CivilizationSurplusSpecializationBarbariansContent Delivery (Method of Instruction) ‖ Time: 20 min.This lesson will follow the previous lesson which illustrated the various elements of early civilization. The teacher will begin by dividing the class into two groups. One group will defend the position that civilization has been good for the human race and the other group with defend the position that civilization is not good and has not been good for the human race. The teacher will then pass out guided charts to every student. This chart will help students focus on their position and how they will defend it. The students will be instructed to only fill out the sections of the chart that correspond with the position they will defend. Then the teacher will begin a short video by Johnathan Greene, that discusses the pros and cons of civilization on the human race. Students will be encouraged to fill out their guided charts during the video presentation. However, once the video is finished students will be given time to complete their section of the chart with information from notes from the previous lesson.Student Engagement (Critical Thinking & Student Activities) ‖ Time: 20 minStudents will pay close attention to the video and focus on the points made that support the postilion that has been assigned to them. After the video, students will take several minutes to find support for their position in their notes and textbook. Once students have finished compiling evidence and reasons for their position, the teacher will ask students to pair up and discuss and debate their position. While one student is presenting their position, the other student will write down their points on the portion of the chart that they did not complete. Each side will get five minutes to present their argument and evidence. After, students will be asked to try and come to an agreement about how civilization has affected human being in the past and present. The agreement or consensus will require students to agree and empathize with the other person’s position. Lesson Closure ‖ Time: 10 minOnce this is completed, the student pairs will be asked to present their agreement or consensus on the issue of civilization. Each students will be expected to talk and give specific reasons why they came to their conclusion.Assessments (Formative & Summative)Formative: The teacher will assess students during the video presentation. The teacher will roam the classroom making sure students are writing in their chart and paying close attention to the video. Since the video is fast paced, it is important that students remain quiet and attentive. The teacher will swiftly address any students not paying close attention. The teacher will also assess students during their partner discussions. The teacher will be looking for student engagement and good reasoning for their position. Summative: The teacher will also assess students during their final presentation to the class. The teacher will look for good reasoning for their position and participation by both students.Accommodations for English Learners, Striving Readers and Students with Special NeedsStudents with leaning difficulties and ELs will find the video to be a refreshing change of instruction. The video presentation presents the material with both verbal language and cartoon reenactments. The host also adds in jokes and images that will grab students attention and entertain them as well. The worksheet and instructions allow ELs and other students to zero in on their task. Instead of trying to understand each and every point made in the video, the students are instructed to listen for information that relates only to the position they will take. This along with the worksheet helps scaffold the assignment and gives students a clear purpose during the viewing. Since students will be presenting differing views, the teacher can pair them with students of similar academic abilities. This will ensure that one students does not overwhelm the other.Resources (Books, Websites, Handouts, Materials)Internet connection on projectorHandout- Civilization pro and con ................
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