Rigorous Curriculum Design
WS/FCS
Unit Planning Organizer
|Subject(s) |Social Studies |Conceptual Lenses |
|Grade/Course |9th Grade |Civilization |
| | |Resources |
| | |Technology |
|Unit of Study |Ancient Civilizations (2.1, 2.2, 2.3, 2.8, 2.9) | |
|Unit Title |Unit 2: Sun rise, Sun set | |
|Pacing |6 days (block) | |
|Unit Overview |
| |
|Points of focus in this unit include the influence of geography on early civilizations, settlement patterns, trade networks, systems of government and law and |
|societal structure and gender roles. Students will develop a understanding of: |
|Geography shapes settlement patterns: early civilizations develop along river valleys |
|The Need to control resources: leads to increased government, religion and social systems |
|Economic organization: sedentary agriculture leads to division of labor, specialization, trade and rise of cities |
|Advanced technology: metal working, water control and engineering |
|Unit Enduring Understanding(s) |Unit Essential Question(s) |
| | |
|Civilizations often emerge along river valleys which supports agriculture |How did geography shape settlement patterns? |
|Institutions often form to manage resources and people |How did the rise of institutions impact society? |
|Civilizations often develop their own patterns of exchange and social structure. |What patterns of exchange and social structure did civilizations develop? |
|Societies often create and implement tools to manage the environment |How did new technology like metal working, water control and engineering impact |
| |society? |
|Essential State Standards |
|Priority Objectives |Supporting Objectives |
| | |
|WH.H.2.1 Compare how different geographic issues of the ancient period influenced | |
|settlement trading networks and the sustainability of various ancient | |
|civilizations (e.g., flooding, fertile crescent, confluence, limited fertile | |
|lands, etc.). | |
| | |
|WH.H.2.2 Analyze the governments of ancient civilizations in terms of their | |
|development, structure and function within various societies (e.g., theocracy, | |
|democracy, oligarchy, tyranny, aristocracy, etc.). | |
| | |
|WH.H.2.3 Explain how codifying laws met the needs of ancient societies (e.g., | |
|Hammurabi, Draco, Justinian, Theodosius, etc.). | |
| | |
|WH.H.2.8 Compare the conditions, racial composition, and status of social classes,| |
|castes, and slaves in ancient societies and analyze changes in those elements. | |
| | |
|WH.H.2.9 Evaluate the achievements of ancient civilizations in terms of their | |
|enduring cultural impact. | |
|“Unpacked” Concepts |“Unpacked” Skills |COGNITION |
|(students need to know) |(students need to be able to do) |(RBT Level) |
|WH.H.2.1 |WH.H.2.1 |WH.H.2.1 |
|different geographic issues |Compare (the influence) |Understand |
|settlement trading networks | | |
|sustainability of various ancient civilizations | | |
| | | |
|WH.H.2.2 |WH.H.2.2 |WH.H.2.2 |
|the government of ancient civilizations |Analyze (development, structure and |Analyze |
| |function) | |
| | | |
| | | |
|WH.H.2.3 |WH.H.2.3 |WH.H.2.3 |
|codifying laws |Explain (meets needs) |Understand |
| | | |
|WH.H.2.8 |WH.H.2.8 |WH.H.2.8 |
|societal conditions |Compare (elements) |Understand |
|racial composition |Analyze (changes) | |
|status of social classes, castes | | |
|changes in those elements. | | |
| | | |
|WH.H.2.9 |WH.H.2.9 |WH.H.2.9 |
|achievements of ancient civilizations |Evaluate (impact) |Evaluate |
|enduring cultural impact. | | |
| | | | | | | | |
|Unit “Chunking” & Enduring Understandings |Essential Factual Content |Suggested Lesson Essential |H |G |C & G |E |C |
| | |Questions | | | | | |
|Rise of complex institutions |Organization |How did the rise of complex| | |X | |X |
| |Hierarchy control |institutions impact | | | | | |
|Political and religious institutions often emerge from |Theocracy |society? | | | | | |
|the need to control resources |Polytheism | | | | | | |
| |Political | | | | | | |
| |Religion | | | | | | |
| |Laws | | | | | | |
|Economic organization |Trade |How did economic | | | |X | |
| |Market |organization drive work and| | | | | |
|Population increases often impact the need for |Barter |trade? | | | | | |
|additional resources from distant regions. | | | | | | | |
|Sub Concepts | |
|HISTORY |
| |
|Key Vocabulary LO: SWBAT define and explain the terms laws, culture, religion, society, class, hierarchy, and trade. |
|Language Functions LO: SWBAT explain how political and religious institutions often emerge from the need to control resources |
| |
|Language Skills LO: SWBAT read a passage about social hierarchy and identify the cause and effects of the social caste system. (Reading passages should be |
|chosen/modified in accordance with the LEP students’ zone of proximal development). |
| |
|Grammar and Language LO: SWBAT use comparatives in writing assignments (more than, less than, greater, shorter, longer, etc.) by comparing the quality of life for|
|each group in the caste system. |
|Lesson Tasks LO: SWBAT read and summarize a passage about the caste system and explain this summary to a group. |
|Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer analyzing and identifying the causes and effects of the caste system. (The |
|linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other supplement to complete this activity using this |
|strategy). |
| |
| |
|Historical Thinking and Geography Skill Resources |
|○ “Straight Ahead” □“Uphill” ∆“Mountainous” |
|Historical Thinking |Geography Skills |
| | |
| | |
| | |
| | |
| | |
| |. |
|General Unit Resources |
|SAS Curriculum Pathways |
|#173 Ancient Egypt: King Tut’s Tomb |
|#581 Ancient India: Mohenjo Daro |
|#174 Ancient Middle East: Mesopotamia |
|Learn 360 |
|Mojenjo Daro |
|Bridging World History Bridging World History |
|Unit 4: Agricultural and Urban Revolutions |
|Unit 6: Order and Early Societies |
|World History For Us All World History for Us All |
|Unit 4: Expanding Networks of exchange and Encounter |
|Comparison Charts (PERSIA) |
|World History Source book at Fordham |
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