Unit Plan Design Template
|Introduction |
|This template is the product of an initiative led by the New Jersey Department of Education, Office of Academic Standards, in partnership with |
|the New Jersey Association for Supervision and Curriculum Development (NJASCD) and the New Jersey Principals and Supervisors Association |
|(NJPSA). |
|The Unit is designed to summarize the content and objectives for the unit, outline lessons and assessments that support the unit, and provide |
|links to documents that facilitate delivery of the unit, such as student materials, background information, resources, and performance rubrics.|
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|Each unit is aligned with the 2009 Core Curriculum Content Standards and that assist in achieving the goal of engaging students, fostering |
|achievement, and cultivating 21st century global skills. The units stress the integration of 21st century themes and skills, global |
|perspectives, technology, and cross-curricular connections. |
|It is important to note that the Jersey City School District allots the instruction of Social Studies a total of 135 minutes per week. Social |
|Studies schedules are different in each school; some have 45 or 90 minute periods, or a combination of both. This should be taken into |
|consideration when planning teacher instruction. The lesson plans attached to each unit are suggested lessons for the teachers. They are |
|aligned to prepare the students for the quarterly, midterm, and final assessments. |
|One addition to the new Social Studies curriculum is the integration of diagnostic assessments where students will take two quarterly |
|assessments, a midterm, and a final. |
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|Social Studies Skills |
|Comprehension Skills |
|• making connections
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|• comparing and contrasting ideas
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|• identifying cause and effect
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|• drawing inferences and making conclusions
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|• paraphrasing; evaluating content
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|• distinguishing fact and opinion
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|• finding and solving multiple-step problems
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|• decision making
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|• handling/understanding different interpretations |
|Research and Writing Skills |
|• getting information; using various note-taking strategies
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|• organizing information
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|• identifying and using primary and secondary sources
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|• reading and understanding textbooks; looking for patterns |
|• interpreting information |
|• applying, analyzing and synthesizing information
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|• supporting a position with relevant facts and documents |
|• understanding importance
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|• creating a bibliography |
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|Interpersonal and Group Relation Skills |
|• defining terms; identifying basic assumptions
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|• identifying values conflicts
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|• recognizing and avoiding stereotypes
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|• recognizing different points of view; developing empathy and understanding |
|• participating in group planning and discussion |
|• cooperating to accomplish goals |
|• assuming responsibility for carrying out tasks |
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|Sequencing and Chronology Skills |
|• using the vocabulary of time and chronology
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|• placing events in chronological order
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|• sequencing major events on a timeline; reading timelines
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|• creating timelines; researching time and chronology
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|• understanding the concepts of time, continuity, and change |
|• using sequence and order to plan and accomplish tasks |
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|Map and Globe Skills |
|• reading maps, legends, symbols, and scales
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|• using a compass rose, grids, time zones; using mapping tools
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|• comparing maps and making inferences; understanding distance
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|• interpreting and analyzing different kinds of maps; creating maps |
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|Graph and Image |
|• decoding images (graphs, cartoons, paintings, photographs) |
|• interpreting charts and graphs |
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|Analysis Skills |
|• interpreting graphs and other images
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|• drawing conclusions and making predictions |
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• creating self-directed projects and participating in exhibitions |
|• presenting a persuasive argument |
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|Unit Overview Template |
|Content Area: Social Studies |
|Unit Title: Unit 1: The Ancient World: Civilizations and Culture |
|Target Course/Grade Level: 6th |
|Unit Summary |
|Overview: |
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|Unit 1: The Ancient World: Civilizations and Culture, allows students to understand that history is the study of the past. The people of |
|ancient civilizations did remarkable things, such as building huge temples, inventing writing, and discovering planets. We are who we are |
|today because of people and their discoveries from the past. Out development in technology, science, education, literature, and other fields |
|is because of ancient civilizations and their discoveries. |
|Unit Rationale |
|Goal: |
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|The Goal of Unit I, Ancient World: Civilizations and Culture, is for students to understand that history is the study of the past, and the |
|people who study history are called historians. Historians try to learn what life was like for people long ago in places around the world. To|
|understand the people and places of the past, historians study clues and evidence. Some historians study the earliest humans. Early people |
|hunted animals, gathered plants, and learned how to make stone tools. Eventually, people learned to grow food, cultivate, and raise animals |
|for themselves. The purpose of this unit is for students to learn about the subject of history and about the world’s earliest civilizations |
|and cultures. |
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|The purpose of the following outline is to provide a synopsis of the essential content for students and teachers. Our curriculum is based and |
|aligned with the new changes in the NJCCCS in social studies. In addition, a list of student centered Driving Questions has been provided, |
|including objectives, content subject matter, basic questions, suggested time line, and suggested activities. Each part includes a list of |
|student-centered driving questions, as well as objectives, subject matter, a suggested time line, and suggested activities. The curriculum is |
|not a traditional textbook-driven one, but a standards-driven one that utilizes a variety of teaching techniques and strategies to meet the |
|various learning styles of our students. Moreover, activities are in alignment with language arts target writing tasks and, where possible, |
|content. Teachers are to use a variety of assessments techniques such as: tests, quizzes, book reports, oral reports, group work, Power Point |
|Presentations, role playing, portfolio assessments, and writing tasks. Teachers should, whenever possible, develop an interdisciplinary |
|approach to their teaching. Cross-content planning and cooperation are essential in developing our students to succeed at the state mandated |
|tests that await them. A mandatory culminating activity is to be included in each unit as well to serve as an overall assessment of the |
|content learned. All students in grade eight will take a midterm and final assessment both that is diagnostic and content knowledge driven. |
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|College and Career Readiness Anchor Standards for Reading in History/Social Studies |
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|Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and Career ready |
|reading in social studies requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in |
|history; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate |
|arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history, students need to be able to |
|analyze, evaluate, and differentiate primary and secondary sources. The goal is for students to be able to read complex informational texts |
|in these fields with confidence and in a sophisticated manner. |
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|College and Career Readiness Anchor Standards for Writing in History/Social Studies |
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|Writing in Social Studies/History is a key means of asserting and defending claims, by showing what students know about a subject, and |
|conveying what they have experienced, imagined, thought, and felt. Students, who are College and Career ready writers, must take task, purpose,|
|and audience into careful consideration, choosing words, information, structures, and formats deliberately. Students should use technology |
|strategically when creating, refining, and collaborating on writing in history. Students should be adept at gathering information. |
|Learning Targets |
|Standards |
|Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and |
|present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make |
|informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global |
|communities. |
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|Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about |
|how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable |
|students to make informed decisions as socially and ethically responsible world citizens in the 21st century. |
|Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value |
|diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected |
|world. |
|CPI # | Cumulative Progress Indicator (CPI) |
|6.2.8.A.1.a |Compare and contrast the social organization of early hunters/gathers and those who lived in early agrarian|
| |societies. |
|6.2.8.B.1.a |Explain the various migratory patterns of hunters/gathers who moved from Africa to Eurasia, Australia, and |
| |the Americas, and describe the impact of migration on their lives and on the shaping of societies. |
|6.2.8.C.1.a |Relate the agricultural revolution (including the impact of food surplus from farming) to population growth|
| |and the subsequent development of civilizations. |
|6.2.8.D.1.a |Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length |
| |of time. |
|6.2.8.D.1.b |Relate the development of language and forms of writing to the expression of ideas, creation of cultural |
| |identity, and development of more complex social structures. |
|6.2.8.D.1.c |Explain how archaeological discoveries are used to develop and enhance understanding of life prior to |
| |written records. |
|6.2.8.A.2.a |Explain why different ancient river valley civilizations developed similar forms of government. |
|6.2.8.A.2.b |Explain how codifying laws met the needs of ancient river valley societies. |
|6.2.8.A.2.c |Determine the role of slavery in the economic and social structures of ancient river valley civilizations. |
|6.2.8.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. |
|6.2.8.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. |
|6.2.8.C.2.a |Explain how technological advancements led to greater economic specialization, improved weaponry, trade, |
| |and the development of a class system in ancient river valley civilizations. |
|6.2.8.D.2.a |Analyze the impact of religion on daily life, government, and culture in various ancient river valley |
| |civilizations. |
|6.2.8.D.2.b |Explain how the development of written language transformed all aspects of life in ancient river valley |
| |civilizations. |
|Core Standards: (CCR- College and |Common Core Standards History/Social Studies Grades 6-8 |
|Career Readiness) |Reading in History |
|Standards for Literacy in | |
|History/Social Studies 6-8 |Key Ideas and Details |
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| |RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. |
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| |RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate |
| |summary of the source distinct from prior knowledge or opinions. |
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| |RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., |
| |how a bill becomes a law, how interest rates are raised or lowered). |
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| |Craft and Structure |
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| |RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary |
| |specific to domains related to history/social studies. |
| |RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, casually) |
| |RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded |
| |language, inclusion or avoidance of particular facts). |
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| |Integration of Knowledge and Ideas |
| |RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other |
| |information in print and digital texts. |
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| |RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. |
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| |RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. |
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| |Range of Reading and Level of Complexity |
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| |RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text |
| |complexity band independently and proficiently. |
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| |Writing in History |
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| |Texts and Purposes |
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| |WHST.6-8.1. Write arguments focused on discipline-specific content. |
| |Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or |
| |opposing claims, and organize the reasons and evidence logically. |
| |Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an |
| |understanding of the topic or text, using credible sources. |
| |Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), |
| |counterclaims, reasons, and evidence. |
| |Establish and maintain a formal style. |
| |Provide a concluding statement or section that follows from and supports the argument presented. |
| |WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific |
| |procedures/ experiments, or technical processes. |
| |Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into |
| |broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics |
| |(e.g., charts, tables), and multimedia when useful to aiding comprehension. |
| |Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other |
| |information and examples. |
| |Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and |
| |concepts. |
| |Use precise language and domain-specific vocabulary to inform about or explain the topic. |
| |Establish and maintain a formal style and objective tone. |
| |Provide a concluding statement or section that follows from and supports the information or explanation |
| |presented. |
| |WHST.6-8.3. (See note; not applicable as a separate requirement) |
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| |Production and Distribution of Writing |
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| |WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are |
| |appropriate to task, purpose, and audience. |
| |WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed |
| |by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and |
| |audience have been addressed. |
| |WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the |
| |relationships between information and ideas clearly and efficiently. |
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| |Research to Build and Present Knowledge |
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| |WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), |
| |drawing on several sources and generating additional related, focused questions that allow for multiple |
| |avenues of exploration. |
| |WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms |
| |effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and |
| |conclusions of others while avoiding plagiarism and following a standard format for citation. |
| |WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. |
| |Range of Writing |
| |WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time |
| |frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and |
| |audiences. |
|Unit Essential Questions |Unit Enduring Understandings |
|The Role of Essential Questions | |
|Key essential questions reoccur throughout the study of history. |1. Historians use many kinds of clues to understand how people lived in |
|They provoke inquiry and lead to deeper understanding of the big |the past. |
|ideas that enable students to better comprehend how the past | |
|connects to the present. The essential questions created for |2. Physical geography and human geography contribute to the study of |
|Westward Expansion and Reform were used to frame content goals and |history. |
|to inform the development of the cumulative progress indicators. | |
| |3. Prehistoric people learned to adapt to their environment, to make |
|Essential Questions For This Unit: |simple tools, to use fire, and to use language. |
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|1. Why do scholars study the people, events, and ideas of long |4. As people migrated around the world they learned to adapt to new |
|ago? |environments. |
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|2. How are primary and secondary sources different? |5. The development of agriculture brought great changes to human society. |
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|3. What are the two main branches of geography? |6. The valleys of the Tigris and Euphrates rivers were the site of the |
| |world’s first civilizations. |
|4. Why can present day people live in places that lack resources | |
|valued by early humans? |7. The Sumerians developed the first civilization in Mesopotamia and made |
| |many advances to help their society develop. |
|5. How do you think physical geography has affected your | |
|community? |8. After the Sumerians, many cultures ruled parts of the Fertile Crescent.|
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|6. How did early humans/way of living change as they interacted | |
|and adapted? |9. The water, fertile soils, and protected setting of the Nile Valley |
| |allowed a great civilization to arise in Egypt around 3200 B.C. |
|7. How did geography influence the development of civilization in | |
|southwest Asia? |10. The Egyptians made lasting achievements in writing, architecture, and |
| |art. |
|8. How was the success of the Egyptian civilization tied to the | |
|Nile River? |11. The kingdom of Kush, the land called Nubia, developed an advanced |
| |civilization with a large trading network |
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|Learning Targets | |
|Analyze how Paleolithic humans adapted to their environment for | |
|survival. | |
|Evaluate how advances during the Paleolithic Age made it possible | |
|for humans to survive the Ice Ages. | |
|Assess why people created permanent settlements when they began to | |
|farm. | |
|Evaluate how tools and roles changes as a result of permanent | |
|communities. | |
|Evaluate the development of new skills hunters and gatherers used | |
|to survive. | |
|Discuss why people settled in Mesopotamia. | |
|Compare and contrast how Gilgamesh relates to modern-day | |
|literature. | |
|Assess how the Sumerian ideas and inventions have been passed on to| |
|other civilizations. | |
|Evaluate the themes found in epic poem genres. | |
|Assess how civilizations developed in Mesopotamia. | |
|Evaluate why the Nile River was important to the ancient Egyptians.| |
|Compare and contrasts characteristics of ancient Egyptian religion | |
|and society to other civilizations. | |
|Analyze how Kush and Egypt influenced each other. | |
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|Unit Vocabulary: | |
|3.1.8.C&F- Decoding and Word Recognition & Vocabulary Development | |
|*Explicit vocabulary development through content vocabulary | |
|should be made visible in the classroom as an interactive word | |
|wall. An interactive word wall should be tangible where students | |
|can pull words for the wall to use at their seats and/or |Fossil |
|stations/hubs. It is recommended the teacher provide a visual of |Artifacts |
|the word as well as the part of speech. The terms should be clear,|Culture |
|visible, and student friendly. The definition should be included |Archaeology |
|on the other side of the vocabulary display. |Primary source |
|Home erectus |Secondary source |
|Home sapiens |Geography |
|Fertile Crescent |Landforms |
|Silt |Environment |
|Irrigation |Features |
|Canals |Region |
|City-state |Resources |
|Gilgamesh |Prehistory |
|Sargon |Hominid |
|Mesopotamia |Ancestor |
|Polytheism |Paleolithic Era |
|Scribe |Society |
|Epics |Hunter-gatherers |
|Ziggurat |Migrate |
|Monarch |Ice Age |
|Hammurabi’s Code |Mesolithic Era |
|Chariot |Neolithic Age |
|Nebuchadnezzer |Domestication |
|Tigris and Euphrates River |Agriculture |
|Nile River |Megaliths |
|Sumerian |Australopithecus |
|Cuneiform |Homo habilis |
|Pictographs |Menes |
|Pheonicans |Pharaoh |
|Cataracts |Dynasty |
|Delta |Khufu |
| |Afterlife |
| |Mummies |
| |Elite |
| |Queen Hatshepsut |
| |Ramses the Great |
| |Hieroglyphics |
| |Papyrus |
| |Rosetta Stone |
| |Sphines |
| |Obelisk |
| |King Tutankhamen |
| |Piankhi |
| |Queen Shanakhdakheto |
| |King Ezana |
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|Ancient Civilizations |
|Midterm and Final Assessment |
|As of September of 2012 |
|Sixth grade students throughout Jersey City will partake in four diagnostic assessments tied to the historical era of Ancient Civilizations. |
|These four assessments consist of: quarterly assessment 1 covering everything covered from the 1st marking period, a midterm covering |
|everything from marking periods 1 & 2, quarterly assessment 3 covering content from the 3rd marking period, and the final at the end of marking|
|period four covering everything from marking periods 3 & 4. The Jersey City School District will issue test dates for all sixth grade |
|students to take these district-wide assessments. The test cannot be altered and must be given as is. These assessments are developed off the|
|pacing of the curriculum. The assessments are broken into a diagnostic section as well as historical content knowledge. Students in sixth |
|grade will be responsible to recall each section of this curriculum so that they may successfully complete the Ancient Civilizations quarterly |
|assessments, midterm, and final. The mid-term and final breaks down into four parts: Part I. Multiple Choice, Part II. Constructed-Response,|
|Part III. Document-Based Questions, and Part IV. Analyzing Data. The assessments are based off the curriculum; teachers are encouraged to add|
|activities that are innovative, educational, and engaging, while covering the topics listed in this curriculum. The assessment at the end of |
|this curriculum will serve as the Pre and Post-test for the first MP and in preparation for the quarterly assessments, midterm, and final. |
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|Summative Assessment (Culminating Activity) (Begin Week One; Due Week Nine) |
|Evidence of Learning |
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|Grade 6 Unit One Social Studies & Language Arts |
|Travel Brochure of an River Valley Civilization |
|Project Based Learning |
|This project requires students to examine a variety of travel brochures to assist them with the layout and the information, which is included |
|in these types of brochures. Students should be permitted to analyze travel brochure to get ideas for their own brochures. If students have |
|access to technology, Microsoft Publisher can be used to organize their travel brochure. Teachers should assign group roles/responsibilities |
|and select the topics/headings to be included in the brochure. This assignment requires students to take good notes and research Mesopotamia’s |
|or Egypt’s past and present. Students are required to organize their information/observation handouts and other materials in preparation for |
|categorizing their brochures. Students need to select several images or illustrations, which can be included. Students are responsible for |
|creating all aspect of the travel brochure. |
|Essential Question: How is information about a country used to develop a purposeful brochure? |
|Working in small groups, students will create a realistic travel brochure of Mesopotamia or Egypt. Students select ten important facts to |
|include in the brochure. Some possible facts which can be included: |
| detailed map of Ancient Mesopotamia or Egypt |
| list of major cities |
| list of landmarks with visual images |
| information about language(s) spoken |
| facts about the government |
| information about the culture of Ancient Mesopotamia or Egypt |
| types of transportation a visitor might see and use |
|how natural geography played an important role in the lives of people |
| performing arts venues and performances |
| museums |
| restaurants, ethnic foods |
| recreation and outdoor activities |
| national and local parks |
|maps |
| weather during all seasons, average high and low temperatures, rainy and
dry seasons |
| tourism agency locations and phone numbers |
|passport and visa information |
|hieroglyphic message to be decoded using a hieroglyphic decoder such as
The Hieroglyphic Alphabet or Hieroglyphic Decoder. |
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|Objectives: |
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|Social Studies: |
|SWAT: Analyze a travel brochure to gain an understanding of how this type of informational brochure is organized. |
|SWAT: Understand the elements of a good travel brochure and use this information to develop their own River Valley Civilization brochure. |
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|Procedure: |
|Teacher asks students to share their experiences while traveling. Use the
following guiding questions. Where did they go? How did their |
|families decide to go to these places? What kinds of brochures, travel guides, books, and/or advertisements did their families explore before |
|traveling? Students share what they know about travel guides and travel brochures. |
|Display travel brochures and inform students that they will create their own travel brochure for a River Valley Civilizations. |
|As a whole group, analyze a travel brochure using the following guiding questions: |
|Are there maps? |
|Photos? |
|Diagrams? |
|Language and Vocabulary? |
|How is the text in the brochure is presented? |
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|After the students have had some time to look through the brochures, ask
them to share more about what they saw in the brochures. |
|Students brainstorm what information/topic the travel brochures contain.
Teacher record their responses on the board or on chart paper. Then |
|inform students that their travel brochure would need to contain this specific information: Brief summary of the setting, with highlights of |
|important places, location, including a map, Geography, Major cities, Well-known places, Historic Sites and Landmarks, Recreation and Outdoor |
|Activities-parks, sports, water, Entertainment, Climate and overall weather conditions, Transportation, Arts and Culture, including museums, |
|theaters, places to visit, Languages and Local Dialect, Food that the area is known for and Pictures/Graphics. |
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|Travel Brochure Websites:
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|These sites provide information on sample travel brochures and travel information on an array of countries. |
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|travel. |
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|maps.mapmachine |
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|travel- |
|travel |
|yahoo. |
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|wtg- |
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|Analyzing a Travel Brochure |
|1. What is the first thing you notice about the travel brochure? Explain the design of the cover. |
|2. What is the layout of the brochure? Is it easy to follow or confusing? Why? |
|3. Does the brochure make you want to travel to that destination? |
|4. Make a list of specific information that you find in the brochure. |
|5. Do you think the brochure is missing any information that would be important to a traveler? List the information. |
|6. How would you improve this travel brochure to make it more informative or helpful to a traveler? |
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|River Valley Civilization Travel Brochure Rubric |
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|Category |
|Distinguished |
|Proficient |
|Partially Proficient |
|Below Proficient |
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|Headlines Layout & Captions |
|Headlines are relevant and immediately engage the reader. Travel brochure is organized into neat, typed columns. |
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|Headlines are relevant and attempt to engage the reader. Travel brochure is organized into neat, typed columns. |
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|Headlines are relevant and Travel brochure is organized into neat, typed columns. |
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|Headlines are irrelevant. Travel brochure is not typed or organized appropriately. |
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|Conventions |
|Travel brochure is clearly organized with few or no errors in grammar, spelling, and punctuation. |
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|Travel brochure is well organized with minor errors in grammar, spelling, and punctuation. |
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|Travel brochure shows some organization. Some rules of grammar, spelling, and punctuation are followed. |
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|Travel brochure contains many errors in grammar, spelling, and punctuation. Confuses the reader. |
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|Graphics & Creativity |
|Attractive graphics support the text by providing visual reinforcement of ideas and information. All graphics have captions that accurately |
|describe the visual. |
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|Graphics support the text by providing visual reinforcement of ideas and information. All graphics have captions that somewhat describe the |
|visual. |
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|Some graphics support the text. Most graphics have captions that describe the visual. |
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|Graphics do not support the text. Many captions are missing. |
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|Use of Primary Sources |
|At least 10 primary sources are used and all are accurately documented in the desired format. |
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|At least 10 primary sources are used and most are accurately documented in the desired format. |
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|At least 7 primary sources are used and most are accurately documented in the desired format. |
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|Few primary sources are used and are not accurately documented. |
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|Historical Accuracy |
|Information demonstrates a solid understanding of events and issues surrounding Egypt past and present. |
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|Mostly demonstrate a satisfactory understanding of events and issues surrounding |
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|Some demonstration an understanding of events and issues surrounding the River Valleys past and present |
|Does not demonstrate an understanding of the events and issues surrounding River Valley Civilizations of the past and present |
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|Content |
|Includes many interesting, unique, and accurate facts and details about River Valley Civilizations. |
|Includes some interesting, unique, and accurate facts and details about River Valley Civilizations |
|Includes facts and details about River Valley Civilizations |
|Includes very few facts and details about River Valley Civilizations |
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|Research |
|Brochure is well researched in that it uses a large variety of sources |
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|Brochure is researched using a variety of sources |
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|Brochure uses few sources |
|Articles shows very little research |
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|Formative Assessments |
|Student conferences (Check for student’s pace of |Electronic Survey ( and Google Forms is free) |
|Culminating activity, assignments, understanding |Ancient Civilizations- Student created subpages based on a topic |
|of historical content, summarizing skills) |involving Early Man, Mesopotamia, Egypt, the Nile River, and the |
|Exit Slips/ |Fertile Crescent. |
|Socrative allows teachers to collected quantitative data, students enter a|Edmodo- Social networking site where students can discuss class |
|response through Socrative and an Excel spreadsheet is generated for the |assignments and projects. Teacher, students and parents can all |
|teacher’s review. |post comments and reflections. |
|Do Now Activities | |
|Poll everywhere is a free response system (similar to clickers) where |Skills to Build Upon for Diagnostic Assessments (Midterm/Final) |
|students post open-ended responses to questions (Do Nows) or participate | |
|in a survey like review for an exam. |Using Special- Purpose Maps |
|Running blog to discuss Ancient Civilizations and ( is |Documents-Based Questions |
|free) |Analyzing Graphic Data |
|Photo or Political Cartoon analysis (A tip sheet on how to analyze |Analyzing Political Cartoons |
|political cartoons is attached in the Resource section of this |Identifying Main Ideas/Summarizing |
|curriculum). |Sequencing |
|Webquest: A web quest is meant to guide students through a process of |Identifying Cause and Effect/Make Predictions |
|inquiry through a set of assigned tasks that lead them to a conclusion, or|Drawing Inferences and Conclusions |
|that results in a product. |Making Valid Generalizations |
|Examples: |Distinguishing Fact and Opinion |
|Ancient Civilizations Webquest |Comparing and Contrasting |
| |Analyzing Primary Sources |
| |Identifying Frame of Reference and Point of View |
| |Using Secondary Sources |
| |Analyzing Diagrams and Charts |
| |Constructed Reponses and Open-Ended |
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|Suggested Lessons |
|Lessons |Timeframe |
|Lesson 1 | |
|The Study of Mesopotamia |4 class periods |
|Lesson 2 | |
|A Description of a Historical Place |5 class periods |
|Lesson 3 | |
|Hieroglyphics in Architecture |1 class period |
|Curriculum Development Resources |
|Click the links below to access additional resources used to design this unit: |
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|New Jersey Core Curriculum Content Standards |
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|Technology in the Social Studies Classroom |
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|Technology Core Curriculum Content Standards |
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|National Educational Technology Standards (NETS•T) and Performance Indicators for Teacher |
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|Common Core State Standards |
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|Technology Resources for Software that students will use: |
|on-line.htm (Variety of Programs) |
|pp/ (PowerPoint) |
|staff/MicrosoftOffice.htm (Microsoft Tutorials) |
|start/t4t/ (Microsoft Products Tutorials) |
| Blog platform |
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|Content Resources |
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|Early Humans |
|Provides information on different stages of early humans including; Home Habilis, Homo Erectus, and Homo Sapiens. |
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|Lesson Plans and Activities for Teachers on Early Humans |
|Teachers can go to this site for lesson plans, unit activities, online simulations and more relating to Early Humans. |
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|The Stone Age |
|Visitors can find information on the Paleolithic Period and review the study of fossils and artifacts to uncover history of ancient |
|civilizations. |
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|The Cave of Chauvet- Pont- d’Arc |
|Visitors can visit and explore the Chauvet cave in France online, conduct research, and tour the inside. |
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|The History of Archaeology in the Balearics |
|Take a look at the archaeological finds on the Mediterranean island of Mallorca as an exploring archaeologist. |
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|Stone Sites |
|Visit various stone structures around the world believed to be from the Stone Age. |
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|Pictographic Writing: Cuneiform |
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|Sumerian Writing: Pictographs and Cuneiform |
|Research and complete activities like a Sumerian in ancient Mesopotamia. |
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|Houses of Eternity |
|Visit this website to learn how, when, and why the pyramids were built in Egypt. |
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|Pyramids- The Inside Story |
|Learn more about the pyramids of Egypt through this online simulation as a virtual tour as they are built then explore inside. |
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|Hieroglyphics |
|Research the creation of Egyptian Hieroglyphics and view over 2,000 characters. |
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|Egyptian Hieroglyphics |
|Review documents that were discovered thousands of years ago of Egyptians who documented their lives during history. |
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|Read Like a Historian and |
|This websites provides teachers with a guide to better assist students with reading historical texts from both primary and secondary sources. |
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|Document Analysis Worksheets |
|The following document analysis worksheets were designed and developed by the Education Staff of the National Archives and Records |
|Administration. You may find these worksheets useful as you introduce students to various documents. Thousands of documents are available |
|throughout sections of the National Archives website, including: Teaching With Documents, Online Exhibits, and the ARC Online Catalog. |
|Written Document |
|Photograph |
|Cartoon |
|Poster |
|Map |
|Artifact |
|Motion Picture |
|Sound Recording |
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|How to Analyze Written Sources |
|View this PDF on how to analyze primary and secondary sources in history. |
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|Teacher Notes |
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|Part I. Early Humans and the Agricultural Revolution |
|Time Frame: 5 class periods |
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|SWAT: Analyze how people adapted to their environment. |
|SWAT: Evaluate how advances during the Paleolithic Age made it possible for humans to survive the Ice Age. |
|SWAT: Assess why people created permanent settlements when they began to farm. |
|SWAT: Analyze how tools and roles changed as a result of permanent communities. |
|SWAT: Write a descriptive paragraph on how trial and error helped humans survive. |
|SWAT: Draw conclusions about why the Agricultural Revolution was a revolution. |
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|Studying the Past |
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|Anthropology is the study of how human beings behave, how they act together, where they came from, and what makes one group of people different|
|from another. Archaeologists study human life from the past by examining the things people left behind. To learn about the earliest humans, |
|archaeologists depend on fossils, which are hardened remains or imprints of livings things that existed. As archaeologists dig up sites of |
|ancient civilizations, they look for artifacts such as tools pottery, or weapons. |
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|1. The Paleolithic Age |
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|Historians call the early period of human history the Stone Age because it was during this time that humans used stones to make tools and |
|weapons. The Paleolithic Age was the earliest part of this period. It began around 2.5 million years ago and lasted until around 800 B.C. |
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|Survival: |
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|Paleolithic people were called nomads because they constantly had to move around in search of food. They traveled in groups, or bands, of |
|about 20 to 30 people. |
|Paleolithic people survived by hunting and gathering, the search for food was their main activity. They hunted buffalo, bison, wild goats, |
|reindeer, and other animals depending on where they lived. Along coastal areas they would also fish. These early people also gathered wild |
|nuts, berries, fruits, wild grains, and green plants. |
|Climate affected how Paleolithic people lived. Those who lived in cold areas made clothes from animal skins to stay warm. They sought |
|protection in available natural shelters like saves and rock overhangs. Over time, humans learned to make shelter as tents using animal skin, |
|brush, and wood. In cold climate, some made shelter from ice and snow. People living in warmer climates needed shelter for safety from large |
|animals. |
|Fire was discovered during the Paleolithic Age and used for light, warmth, and to cook food. |
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|Invention of Tools |
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|Technology- tools and methods to perform tasks, was first used by Paleolithic people. Before this time, sticks, stones, and tree branches |
|served as tools. Later, people made devices from a hard stone called flint. |
|Over time people made more complex tools such as spears, bows, and arrows making it easier to hunt and kill larger animals. |
|Language and Arts |
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|One major development during this age was spoken language. Up until this time people communicated with sound and gestures. Ancient people |
|started to express themselves in words for the same reasons we do today. Early people expressed themselves through art. Paleolithic cave art |
|have been found all over the world. They used crushed yellow, black, and red rocks, and combined them with animals fat to make paint. They |
|used twigs and their fingertips to paint on the rock walls. Later, they used animal hair in the form of a brush. Early people created scenes |
|of lions, oxen, panthers, and other animals on the cave walls. |
|The Ice Age |
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|The Ice Age was a long period of ice and cold that affected all of Earth around 10,000 years ago. Thick sheets of ice moved across large parts|
|of Europe, Asia, and North America. The low sea levels exposed a strip of dry land connecting the continents of Asia and North America called |
|a land bridge. It acted as a highway allowing people to move across from Asia to North America. From there, Paleolithic people moved |
|southwest to settle in different regions. |
|Survival during the Ice age was difficult. To survive cold temperatures, humans had to adapt to change many areas where they lived. One way |
|they adapted is by changing their diets by eating meals with more fat. They built stronger shelters to protect themselves from the cold. |
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|2. The Neolithic Age |
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|After the Stone and Ice Ages, people began staying in one place to grow grains and vegetables. Farming replaced hunting and gathering as the |
|main source of food. People began to domesticate or tame, animals for human use. Animals transported goods and provided meat, milk, and |
|wool. The Neolithic Age began around 8000 B.C. and last for 4,000 years. The real change between the Paleolithic Age to the Neolithic Age was|
|the shift from hunting and gathering to systematic agriculture allowing food to grow on a regular basis. By the end of the Neolithic Age, |
|people made more technological advances. Toolmakers created better farming tools as the need for those arose including, hoes for digging soil,|
|sickles for cutting grain, and millstones for grinding flour. In some areas, people began to work with metals, including copper. Craftspeople|
|in western Asia discovered that mixing copper and tin formed bronze which was stronger than copper. |
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|Farming |
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|People started growing wheat and barley around 8000 B.C. in southwest Asia. They domesticated goats, pigs, cows, and sheep. By 4000 B.C., |
|farming was an established economic activity in Europe. Around the same time, people in the Nile Valley in Egypt started to grow wheat and |
|barley. Farming soon spread to other regions including Africa where they grew yams and bananas. In India, they grew wheat and barley. By |
|6000 B.C. people in northern China were growing millet, and were domesticating dogs and pigs and grew rice. In the Western Hemisphere, people |
|in Mexico and Central America were growing corn, squash, and potatoes and domesticated chickens and dogs. |
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|Life in the Neolithic Age |
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|People mainly settled in villages where they build permanent homes. They located villages near fields so people could plant, grow, and harvest|
|their crops and well as around rivers for water. Neolithic farming villages developed hroughout Europe, India, Egypt, China, and Mexico. One |
|of the oldest communities was called Jericho in southwest Asia known as present day Israel and Jordan called the West Bank. Another well known|
|Neolithic community was Catalhuyuk in present-day Turkey. The people lived in simple mud-brick houses that were built close together where |
|people entered their homes using ladders to enter through the rooftop. Special places called shrines, served as holy places and were decorated|
|with images of gods and goddesses. Farmers grew fruits, nuts, and grains, and raised sheep, goats, and cattle to provide them with milk and |
|meat. They ate fish and bird eggs as well. |
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|The Benefits of a Settled Life |
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|A settled life provided for greater security and stead food supplies created healthier growing populations. As populations increased, more |
|workers became available and those individuals could grow more crops. As villages produced more food, people began to trade their food for |
|other supplies they could not produce themselves. People started to take up specific jobs as their talents allowed for the first time. Some |
|people were artisans or skilled workers. They made weapons and jewelry that they traded with neighboring communities. Pottery was made from |
|clay to store grain and food. They used plant fibers to weave cloth. The roles of men and women changed when people moved to settlements. |
|Men worked in the fields to farm and herd the animals. They gradually became more responsible for growing food and protecting the village. |
|Women bore the children and stayed in the villages. Women managed the food supply and performed other tasks. |
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|3. Civilizations Emerge |
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|Humans began to develop in more complex cultures. Four greater river valley civilizations emerged: Mesopotamia, Egypt, India, and China. |
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|Cities and Government |
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|The first civilizations developed in river valleys, where fertile land made it easy to grow crops and feed large numbers of people and it also |
|provided fish and water. It also encouraged trade, which allowed for the exchange of both goods and ideas. The cities that developed these |
|valleys became the centers of civilizations. |
|People formed governments to protect themselves and their food supplies. The first governments were monarchies led by a king and queen. |
|Monarchs created armies to defend against enemies and made laws to keep order. They also appointed government officials who managed food |
|supplies and building projects. |
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|Religions |
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|Emerged to help people explain their lives. It helped to explain the forces of nature and the role of humans in the world. Early people |
|believed that gods were responsible for a community’s survival. Priests performed religious ceremonies to try to win the support of gods. |
|Rulers claimed that their own power was based on the approval of gods. |
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|Social Structures |
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|Early civilizations had social class structures. People in society were organized into groups defined by the type of work they did and the |
|amount of wealth or power they had. Rulers and priests, government officials, and warriors made up the highest social class. They set the |
|rules and made the important decisions. Below this class was a large group of free people, including farmers, artisan, and craftspeople. At |
|the bottom of the class structure were enslaved people, most of whom were captured enemies during war. |
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|Writing and Art |
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|To pass on information, writing was invented. Symbols were used in place of letters and words. Writing became an important feature of these |
|new civilizations. People use writing to keep accurate records and to preserve stories. Artists created paintings and sculptures for |
|enjoyment portraying gods and forces of nature. People designed massive buildings that served as places of worship or burial toms for kings. |
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|Part II. Mesopotamia and the Fertile Crescent |
|Time Frame: 10 class periods |
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|SWAT: Analyze why people settled in Mesopotamia. |
|SWAT: Compare and contrast how Gilgamesh relates to modern-day literature pieces. |
|SWAT: Analyze the Sumerian ideas and inventions that have been passed on to other civilizations. |
|SWAT: Discuss how civilization developed in Mesopotamia. |
|SWAT: Evaluate the contributions the Assyrians made to Southwest Asia. |
|SWAT: Analyze why Babylon was an important city in the ancient world. |
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|The world’s first civilizations developed on Asia and Africa after people learned how to farm. These civilizations began in river valleys, |
|which were perfect places for people to grow crops and trade. People built the first towns and cities and invented government, writing, and |
|the wheel. They also crated huge buildings and temples and produced incredible art. |
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|1. Geography |
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|Rivers Support the Growth of Civilization |
|Early people settled where crops would grow and they usually grew well near rivers where water was available and regular floods made the soil |
|rich. |
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|2. Mesopotamia “The land between two rivers” |
|The Tigris and Euphrates Rivers are the most important physical features of the region known as Mesopotamia. It means “between the rivers” in |
|Greek. This region is part of a larger area called the Fertile Crescent, a large arc of rich, or fertile, farmland. It extends from the |
|Persian Gulf to the Mediterranean Sea. The Tigris and Euphrates Rivers flow down this region from the hills in the north to the low-lying |
|plains in the south. |
|Hunter-gatherer groups first settled in Mesopotamia ore than 12,000 years ago. They learned how to plant crops and grown their own food. |
|Every year the Tigris and Euphrates Rivers would flood and brought silt, a mixture of rich soil and tiny rocks, to the land. The fertile silt |
|made it ideal for farming. Farmers grew wheat, barley, and other grains. Livestock, birds, and fish were also good sources of food. |
|Plentiful food led to population growth, and villages formed. These early villages developed the world’s first civilization. |
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|3. Farming and Cities |
|Although there was fertile soil, it didn’t rain much. This means that the water levels in the Tigris and Euphrates Rivers depended on how much|
|rain fell in eastern Asia Minor where the two rivers began. When the water levels got too high, flooding destroyed the crops, killed |
|livestock, and washed away homes. Farmers needed a way to control the rivers’ flow. |
|Mesopotamians used irrigation, a way of supplying water to an area of land. They dug out large storage basins to hold water supplies. Then |
|they dug canals that connected these basins to a network of ditches which brought water to the fields. To protect these fields from flooding, |
|farmers built up banks on the Tigris and Euphrates which help back floodwaters when river levels were too high. |
|Irrigation increased the amount of food farmers were able to grow allowing the farmers to become more productive and fewer people to farm. As |
|a result, new occupations evolved. This type of arrangement in which each workers specializes in a particular task or job is called division |
|of labor. |
|Mesopotamian settlements grew in size and complexity. Society was still based on agriculture where most people worked in farming jobs. Cities|
|started to become important places where people traded goods and cities provided leaders with power bases. They were political, religious, |
|cultural, and economic centers of civilization. |
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|Part III. The Rise of Sumer and its Achievements |
|Time Frame: 10 class periods |
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|SWAT: Analyze Sumer as the world’s first civilization. |
|SWAT: Evaluate Sumer’s achievements and its effect on other civilizations. |
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|1. City-States |
|Sumer is located in southern Mesopotamia and the Sumerians are known in history to have developed the world’s first civilization there. |
|Most people in Sumer were farmers where they lived mainly in rural or countryside areas. The centers of Sumerian society were the cities. As |
|a result, the basic political unit of Sumer combined the two parts called a city-state. A city-state consisted of a city and all the |
|countryside around it. The amount of countryside controlled by each city-state depended on its military strength. Stronger city-states |
|controlled larger areas. Sumerians built strong, thick walls around their cities for protection. The city-states of Uruk and Ur fought for |
|dominance and land. Once of Uruk’s kings, Gilgamesh, became a legendary figure in Sumerian literature. |
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|2. Akkadian Empire |
|The Akkadians created another city along the Tigris and Euphrates Rivers just north of the Sumerians. Peace between the Akkadians and the |
|Sumerians broken when Sargon sought to extend Akkadian territory. He built a new capital Akkad on the Euphrates River, near what is present |
|day Baghdad. Sargon’s soldiers conquered northern Mesopotamia bringing the entire region to his rule. He established the world’s first empire|
|under a single rule. The Akkadian Empire stretched from the Persian Gulf to the Mediterranean Sea. Eventually, Ur, the Sumerian city-state, |
|rebuilt its strength and conquered the rest of Mesopotamia and once again became the most powerful civilization in the region. |
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|3. Religion |
|Sumerians practiced polytheism, which is the worship of many gods. Enlil- Lord of the Air, Enki- God of Wisdom, and Inanna- Goddess of Love |
|and War. Utu and Nanna- Gods that represented the sun and moon. Each city-state had one god to be its protector. The Sumerians believed |
|their gods has enormous powers that could bring good a good harvest or a disastrous flood. They could bring illness, good health and wealth. |
|The Sumerians believed that success in every area of life depended on pleasing the gods and they each had a service and duty to serve and |
|worship the gods. |
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|4. Social Order |
|Priests occupied a high level in Sumer’s social hierarchy, the division of society by rank or class. Priests were just below kings. The kings|
|of Sumer claimed that they had been chosen by the gods to rule. Below the priests were skilled craftspeople, merchants and traders. Below |
|traders were farmers and laborers who made up the large working class. Slaves were at the bottom of the social order. Men and women had |
|different roles. Men held political power and made laws, women took care of the home and children. Education was usually for men, but some |
|upper class women were educated as well. |
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|5. Achievements |
|Invention of Writing: Cuneiform, Pictographs, and Scribe |
|Technical Advances: The Wheel- for carts and vehicles, The Plow- for planting, Sewers- for under city streets, Bronze- to make stronger tools |
|and weapons, Makeup and Glass jewelry. |
|Math and Science: Math- Developed a system based on the number 60 dividing the year into 12 months. Science- Recorded their studied on |
|tablets for studies on animals, plants, and minerals. |
|Medicine: Used ingredients from animals , plants, and minerals to produce healing drugs. |
|Art: Skilled in art, metal work, and architecture where they designed a ziggurat, a pyramid shaped temple tower. |
|Music: Played reed pipes, drums, tambourines, and stringed instruments called lyres. |
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|6. The Rise of Babylon |
|Babylon was a city located on the Euphrates River near present day Baghdad, Iraq and had once been a Sumerian town. By 1800 B.C., it was home |
|to a very powerful government whose king was Hammurabi and would become the city’s greatest monarch. He was a brilliant leader who armies |
|fought battles to expand his power. He brought all of Mesopotamia into his empire, called the Babylonian Empire after his capital. He was a |
|able ruler who could govern a huge empire, oversaw many buildings and irrigation projects and improved Babylon’s tax collection system to help |
|pay for them. |
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|7. Hammurabi’s Code “Eye for an Eye” |
|A set of 282 laws that dealt with almost every part of daily life. There were laws on everything from trade, loans, and theft to marriage, |
|injury, and murder. It contained some ideas that are still found in laws today. Specific crimes brought specific penalties but social class |
|did matter. Injuring a rich man brought a great penalty than injuring a poor man. |
|This code was important not only for how thorough it was but also because it was written down for all to see. People all over the empire could|
|read exactly what the law was. |
|Hammurabi ruled for 42 years allowing Babylon to become the most important city in Mesopotamia but declined after his death. |
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|8. Hittites |
|Several other civilizations started to develop in and around the Fertile Crescent. The Hittites built a strong kingdom in Asia Minor in |
|present day Turkey. Their success came from two military advantages: 1. Among the first people to master ironworking and could produce strong|
|weapons for war, and 2. Skillfully used the chariot, a wheeled, horse-drawn cart used in battle allowing the soldier sot move quickly. |
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|9. The Assyrians |
|From northern Mesopotamia, briefly gained control of Babylon but was soon overrun by invaders. The Assyrians began to conquer the Fertile |
|Crescent around 900 B.C. and took over parts of Asia Minor and Egypt. The keys to their success was their strong army. They used iron weapons|
|and chariots, and had a well organized army. They were fierce in battle. After conquering the Fertile Crescent, the Assyrians ruled from |
|Nineveh where they demanded heavy taxes from across the empire. |
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|10. The Chaldeans |
|A group from the Syrian Desert led other people in an attack on the Assyrians in 612 B.C. and destroyed the Neneveh and the Assyrian Empire. |
|Chaldeans set up a new empire, Nebuchadnessar who was the empire’s king, rebuilt Babylon into a beautiful city. Trees and flowers grew on its |
|terraces and roods. The Chaldeans admired Sumerian culture and studied their language and built temples for their gods. |
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|11. The Pheonicians |
|Located on the western end of the Fertile Crescent where they created wealthy trading society. Present day Lebanon occupies what once |
|Phoenicia. It was rich with cedar trees and was important for timer, a valuable trade item. Their most famous invention was the alphabet. |
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|Part IV. Ancient Egypt |
|Time Frame: 10 class periods |
|Essential Questions: |
|How was the success of the Egyptian civilization tied to the Nile River? |
|How do natural resources affect the development of a society?
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|Throughout history, how have people used technology to adapt to their natural environment? |
|What is the purpose of preservation / mummification?
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|How does climate change affect people over time? |
|How does religion influence the development of a government?
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|What role do myths and folktales serve in societies? |
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|SWAT: Analyze Egypt’s geography helped shape its civilizations and farming methods. |
|SWAT: Evaluate why the Nile River was important to the ancient Egyptians. |
|SWAT: Discuss the characteristics of ancient Egyptian religion and society. |
|SWAT: Compare information on populations of the Fertile Crescent and Nile River Valley. |
|SWAT: Analyze how belief in the afterlife influenced ancient Egyptian life. |
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|1. The Gift of the Nile |
|Geography played a role in the development of Egyptian civilization. The Nile River was important to the region that the Greek historian |
|Herodotus called Egypt the gift of the Nile. |
|The Nile is the lonest river in the world beginning in central Africa and runs 4,000 miles north to the Mediterranean Sea. |
|Ancient Egypt has two regions: southern region called Upper Egypt and the northern region called the Lower Egypt. It was named so because the |
|Nile flows from south to north. The Nile cuts through the desert of Upper Egypt and creates a fertile river valley about 13 miles wide. |
|Each year rain falls south of Egypt in the highlands of east Africa allowing the Nile to flood. The Nile floods were easier to predict than |
|those of the Tigris and Euphrates Rivers. Almost every year, the Nile flooded Upper Egypt in midsummer and Lower Egypt in the fall with very |
|rich silt. The silt made the soil ideal for farming. When it flooded, the silt made the land a dark black color. Egyptians believed the |
|floods were miracles. |
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|2. Civilization |
|Hunter-gatherer groups moved into the Nile Valley more than 12,000 years ago, finding plants, wild animals, and fish to eat. The Nile provided|
|early Egyptian farmers with an abundance of food, in addition to the wheat, barley, fruits, and vegetables they grew as well as tamed cattle |
|and sheep. The Nile had additional advantages including natural barriers making it hard to invade Egypt. |
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|3. Government |
|The king of Lower Egypt ruled Pe. He wore a red crown to symbolize his authority. |
|Nekhen was the capital city of Upper Egypt, the king wore a cone-shaped white crown. |
|Menes called king of Upper Egypt in 3100 B.C. who wanted to unify Upper and Lower Egypt. His armies of Menes invaded and took control of Lower|
|Egypt. He wore both the white crown of Upper Egypt and the red crown of Lower Egypt to symbolize his leadership over two kingdoms. |
|Menes was Egypt’s first pharaoh- ruler of Egypt as well as founded the first dynasty. Mene built a capital at the southern tip of the Nile |
|Delta, which was called Memphis which was the center of politics and culture. |
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|4. Social Structure |
|The Egyptians believed that Egypt belonged to the Gods and that the pharaoh came to earth to manage Egypt for the rest of the gods. He had |
|absolute power over all the land and people. The pharaoh carried many responsibilities. |
|Pharaoh: Ruled Egypt as a god |
|Nobles: Officials and priests helped run the government and temples |
|Scribes and Craftspeople: Scribes wrote and craftspeople produced goods |
|Farmers, Servants, and Slaves: Most Egyptians were farmers, below them were servants and slaves. |
| |
|5. Religion and Egyptian Life |
|Ancient Egypt has strong religious beliefs, worshipping the gods was part of a Egyptians everyday life. |
|The Gods: Polytheism: Belief in many gods, everyone was expected to worship the same gods. They built temples to the gods all over the |
|kingdom where it collected payments from both the government and worshippers. The payments allowed the temples to grow. Memphis was a center |
|of worship where people prayed to Ptah, the creator of the world. Egyptians have a god for almost everything. |
|Gods: |
|Re, or Amon-Re: Sun God |
|Osiris: God of the underworld |
|Isis: Goddesses of magic |
|Horus: Sky god, god of the pharaohs |
|The Afterlife: Egyptians focused on the afterlife, life after death and that it was a happy place. The belief in the afterlife comes from |
|their idea of ka (KAH) or a person’s life force. When a person dies, his or her ka leaves the body and becomes a spirit. To fulfill the ka’s |
|needs, people fill tombs with objects for the afterlife such as tools, clothing, and weapons. |
|Burial Practices: A body for the afterlife needs to be prepared and preserved. If the body decayed, its spirit could not recognize it and |
|would break the link between body and spirit. To preserve the body, a method called embalming allows the body t be preserved for many years as|
|well as mummification where bodies are wrapped in cloth for preservation. |
| |
|6. The Pyramids |
|Egyptians believed burial sites were important and built pyramids to bury their rulers showing the ability to engineer large buildings. Burial|
|in a pyramid demonstrated a pharaoh’s importance and the size was a symbol of the pharaoh’s greatness. The point at the top of the pyramid |
|symbolized the pharaoh’s jounry to the afterlife. |
| |
| |
|7. Work and Daily Life |
|Scribes: Honored and worked for the government and for temples. They kept records and accounts for the state, write and copied religious |
|texts, and did not have to pay taxes. |
|Artisans: Sculptors, builders, carpenters, jewelers, metal workers, and leather workers. They worked for the government or for temples making|
|furniture, pottery, footwear and more. |
|Architects: Designed temples and royal tombs allowing them to rise to become high officials. |
|Soldiers: Being in the military offered a chance to rise in status. They received land as payment. |
|Farmers and Peasants: Bottom of the social scale and made up most of Egypt’s population. Prepared the land for farming and helped the farmers|
|with seeding. Farmers would give crops to the pharaoh as tax. |
|Slaves: Bottom of the social scale, worked on farms, on building projects, and in households. |
| |
|8. Egyptian Achievements |
|Writing: Hieroglyphics- one of the world’s first writing systems |
|Papyrus: Paper material made from reeds |
|Rosette Stone: Stone slab inscribed with hieroglyphics |
|Texts: Because of papyrus, historians can read the notes and records the Egyptians wrote including: science texts, historical records, |
|stories, poems, and mythological tales. |
|Temples, Tombs, and Art: Temples were the homes of the gods and people visited them to worship and offer the gods gifts and ask for favors. |
|Rows of sphinxes, imaginary creatures with the bodies of lions and heads of animals or humans, lined the entrance into the temples. |
| |
|Part IV. Culminating Activity |
| |
|Travel Brochure |
| |
| |
| |
| Suggested Lesson Plan #1 |
|Content Area: Social Studies |
|Lesson Title: Study of Mesopotamia |Timeframe: 4 class periods |
|Lesson Components |
|21st Century Themes |
|X |
|X |Creativity and Innovation |X |Critical Thinking and Problem |X |Communication and Collaboration |
| | | |Solving | | |
|Interdisciplinary Connections: Language Arts, Mathematics, Geography, Technology |
|Integration of Technology: |
|Equipment needed: Internet, LCD Projector, Digital Devices, Google DocsHolt |
|Goals/Objectives |Learning Activities/Instructional Strategies |Formative Assessment Tasks |
|Swat: |Lesson Sequence |Formative Assessment #1 |
| | | |
|Analyze Sumerian achievements and |Day 1: Agriculture and Irrigation |Use maps to show the spread of |
|influences of today | |empires. Arcadian, Babylonian, |
|Evaluate the discovery of agriculture|Do Now: How does geography allow civilization to develop? |Hittite, Assyrian, Persian. |
|and its effect on civilization | |Then, have students construct a time |
|Discuss and support either side of an|1. Review the location of Mesopotamia, and discussion of how the|line to show the various empires. |
|argument in a debate |geography allowed civilization to develop. | |
|Demonstrate writing, research, and |2. Ask students what they had for breakfast (list on an overhead|Formative Assessment #2 |
|presentation skills |or board). This may be done in small groups. Then ask students to|Holt Online Resources: Enrichment |
|Demonstrate, understand, and use |figure out where each item came from (i.e. toast from bread, |Activities- Economics and History: |
|maps, charts, and graphs |bread from grain, eggs, butter, yeast) Then have students list |The First Coins |
|Evaluate the interdependence of |where each of these items are found (i.e. wheat farms, dairy | |
|people |farms). |Formative Assessment #3 |
|Compare and contrast the governments |3. Classroom discussion on what would they have for breakfast |Holt Online Resources: Enrichment |
|of Mesopotamia to our own in the |if there were no farms. Explain vocabulary terms |Activities- From Wheel to Gear |
|United States. |“hunter-gatherer”, “nomadic/nomad”, “agriculture”. Tie in to | |
| |Native Americans, before the advent of Europeans, and other | |
| |societies in Africa and South America that still lead a | |
|NJCCCS: |hunter-gatherer existence. | |
|CPI # |4. Independently, have students list advantages, and | |
| |disadvantages of the hunter-gatherer lifestyle. Have students |Formative Assessment #4 |
|6.2.8.A.1.a Compare and contrast the|list the advantages and disadvantages of agriculture. Then |Holt Online Resources: Enrichment |
|social organization of early |discuss lists in small groups. |Activities- Economics and History: |
|hunters/gathers and those who lived |5. Have students brainstorm in their small groups how the people |The First Coins |
|in early agrarian societies. |of Mesopotamia overcame these hardships (the development of | |
| |irrigation). Then in their groups, have groups use the cause and|Formative Assessment #5 |
|6.2.8.A.2.a Explain why different |effect worksheet to develop a three step cause and effect chain | |
|ancient river ally civilizations |starting from: people developed agriculture. This should be taken|Holt Online Resources: Literature |
|developed similar forms of |directly from their readings and could include, domestication of |Activities- Chapter 3 The Epic of |
|government. |animals, construction of irrigation ditches, development of |Gilgamesh, Retold by Anita Feagles |
| |religion, and many others. (See chart after this lesson plan) | |
|6.2.8.A.2.c Determine the role o |6. Call upon groups to share their charts then close activity | |
|slavery in economic and social |with a brief discussion reviewing the start of city-states and | |
|structures in ancient river valley |the development of agriculture. | |
|civilizations. |Day 2: Religion and Epics | |
| |Do Now: Describe the life of a nomad. | |
|6.2.8.B.2.a Determine the extent to |1. Show students pictures/overheads of Pyramids, Ziggurats, | |
|which geography influenced |Mayan Temples. Ask why they think ancient peoples built these | |
|settlement, the development of trade |huge structures. | |
|networks, technological innovations, |2. Have students read in small groups information on Sumerian | |
|and the sustainability of ancient |religion. Have students discuss within their groups similarities| |
|river valley civilizations. |in Sumerian religion with activities in students daily life. | |
| |Then discuss and list as a whole class. | |
|6.2.8.C.2.a Explain how |3. Define “Epic, Myth, Legend”. Introduce the epic of Gilgamesh.| |
|technological advancements led to |Have students read sections aloud. Compare to Comic book heroes. | |
|greater economic specialization, |Show how Sumerians used these tales to entertain. Here is a link| |
|improved weaponry, trade, and the |to the full version of the Epic of Gilgamesh | |
|development of a class system in | For a shorter version, go | |
|ancient river valley civilizations. |to pg. 70 in the Holt textbook. | |
| |4. After the class reads Gilgamesh as a whole, have students | |
| |break back into their small groups to discuss the following | |
| |questions based on the story. | |
| |What human emotion seems the seize Gilgamesh here? How can you | |
| |tell? | |
| |What stops Humbaba in his tracks? What line supports this? | |
| |What effect does Humbaba hope his words will have on Gilgamesh? | |
| |What details of the story support your answer? | |
| |In Sumerian culture, the gods’ powers were thought to be | |
| |enormous. According to the story, what roles do gods play in | |
| |people’s lives? | |
| |Violence was common in Sumerian society. How does the character | |
| |of Gilgamesh suggest that Sumerian society could be violent? | |
| |5. Discuss the answers as a class. | |
| |Day 3: Cuneiform | |
| |Make or purchase clay tablets with pictograph writing on them. | |
| |Divide your identifications of pictographs into 4 or 5 different | |
| |sources (ensuring that there are enough sources for each group to| |
| |have one of each.) | |
| |Define/give translations through your sources for about 1/2 the | |
| |pictographs. | |
| |Run copies of a Cuneiform activity worksheet. One per student. | |
| |Worksheet Preparation: | |
| |A) Back of Worksheet: | |
| |Draw 5-6 pictographs and assign each a one word definition. | |
| |Example: * = star | |
| |Do the same with the letters of the alphabet A-Z. Assign each a | |
| |"cuneiform" value. Example: A = a triangle. B = two sideways | |
| |triangles. C = 2 sideways, 2 upright triangles. D = // | |
| |These do not need to be historically correct, but should use | |
| |consistent shapes; ie: triangles in various arrangements. If you| |
| |have a source, great. If not, simply make them up. | |
| | | |
| |B) Front of Worksheet: | |
| |1. Name these pictographs (pick 4 from your list) | |
| |2. What does this cuneiform say? (using the "letters" you made | |
| |up, create 3-4 words in cuneiform, such as HELLO, SUMER, | |
| |MESOPOTAMIA.) | |
| |3. Write your name in Cuneiform. | |
| |Day 4: Government- Hammurabi’s Code | |
| | | |
| |1. Ask students if they think they will (or have) voted in | |
| |School elections, or if any of them have or will run for student | |
| |government. | |
| |2. Ask students how they would punish people who broke the law | |
| |(be specific i.e. stole, hit their parents, hurt someone else) | |
| |Write down answers on overhead. | |
| |3. Distribute copies of Hammurabi’s code. Have students read | |
| |aloud as a whole group. View here online | |
| | | |
| |4. In small groups, have students reread code 7. Have groups | |
| |jot down their feelings and reactions to code 7. As a group, | |
| |have students compare students answers about punishment under the| |
| |law with Hammurabi’s code "7". | |
| |5. Have students write “Which of these codes do you find more | |
| |fair. Why?” "2, 3, or 7". First independently then share in | |
| |their small groups. | |
| |6. To close activity, discuss with students the idea of a | |
| |written code of law for 7 and 14 as a whole group. | |
| | | |
| |Teacher Notes: Scope and Sequence | |
| | | |
| |This lesson will includes: | |
| | | |
| |Mesopotamia peoples, work, food, shelter | |
| | | |
| |The rule of law, and development of government | |
| | | |
| |The development of written language | |
| | | |
| |The concepts of Religion, myths, legends, epics | |
| | | |
| | | |
|Differentiation |
| |
|Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, |
|even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the |
|essential content, but provide multiple options for taking in this information. |
| |
|Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the |
|follow is recommended for differentiation. |
|Resources Provided |
| |
|The British Museum: Mesopotamia |
|Site includes images, simulations, and other resources to make the study of Ancient Mesopotamia enticing for students. |
| |
|Internet Ancient History Sourcebook: Mesopotamia |
|Provides collections of public domains and copy-permitted historical texts relating to Mesopotamia. |
| |
|ABZU |
|Scholarly guide to the Ancient Near East on the study of ancient Mesopotamia including news, publications, research, archives, and maps. |
| |
|Electronic Passport to Mesopotamia |
|Mr. Dowling’s electronic passport helps students browse Mesopotamia as well as access to activities, games, and assessments. |
| |
|Lessons Plans on Mesopotamia and Egypt |
|Teachers can find lesson plans, unit, curriculums, and assessment relating to Mesopotamia and Egypt. |
| |
|Ancient History Page: Mesopotamia |
|Mr. Donn’s website provides teachers with various resources relating to Mesopotamia. |
| |
|Your Be The Judge: Hammurabi’s Code |
|Using Hammuarbi’s Code, you decide the proper punishment for shoddy workmen, straying wives, and abusive landlords. |
| |
|Teaching Mesopotamia |
|Website provides a complete lesson relating to life and culture in Mesopotamia. |
| |
|Hammurabi's Code
|
|Odyssey Online - graphics, info, games from the Michael C. Carlos Museum at Emory University |
|
|
|Mesopotamia from Wikipedia
|
|Exploring Ancient World Cultures - Near East from Indiana
|
|Mesopotamia
|HistoryCh2/WldHistoryCh2EarlyCivilizations.htm |
|Ancient Sumer from Vilanova College in Brisbane, AU
|
|Mr. Dowling's Electronic Passport - Mesopotamia
|
| |
|History for Kids - The Sumerians, Babylonians, Assyrians, Hittites
|
|Mesopotamia (Assyria, Babylonia, Sumer) from the British Museum
|
|Mesopotamia from Fordham
|
|The Sumerians
|
|Ancient Mesopotamia
|
|Sumerians
|
| |
|Web lessons: : The code is WL0100 |
|user name: first initial and last name password: last name |
| |
Cause and Effect Worksheet
|CAUSE |EFFECT |
|People developed agriculture |A steady supply of food was available |
|A steady supply of food was available |Development of permanent housing |
|Development of permanent housing |Beginnings of government |
Classroom Model for a 45-Minute Social Studies Period, Gr. 6- 8
|Suggested Lesson #2 |
|Content Area: Social Studies |
|Lesson Title: A Description of a Historical Place |Timeframe: 5 class periods |
|Lesson Components |
|21st Century Themes |
|X |
|X |Creativity and Innovation |X |Critical Thinking and Problem |X |Communication and Collaboration |
| | | |Solving | | |
|Interdisciplinary Connections: Language Arts, Social Studies, Geography |
|Integration of Technology: Students will use Google Docs as they write their descriptive piece on a historical place in ancient history using |
|the writing price |
|Equipment needed: Internet, computers, netbooks |
|Goals/Objectives |Learning Activities/Instructional Strategies |Formative Assessment Tasks |
|SWAT: |Lesson Sequence |Formative Assessment #1 |
|Use the writing process to write a |Do Now: Using the writing assignment description, brainstorm a |Have students list the different Stone|
|description of a place- a city, |place you might want to write about for your descriptive piece. |Age achievements. Have them |
|village, building, or monument, in | |brainstorm ways they will them include|
|ancient Mesopotamia, Egypt, or the |Have students pair-share with another student their brainstorm |on their storyboard? How will their |
|Fertile Crescent |list. |illustrate them? Have students create |
| | |a comic of the different achievements |
|NJCCCS: |Bring class back together to discuss lists as a whole group. |from the Stone Age. |
|CPI # |This allows students who are struggling with this activity to get| |
| |a better idea or possible ideas for their own writing. | |
|6.2.8.B.2.b Compare and contrast | |Formative Assessment #2 |
|physical and political maps of |Once the students select their place to write about for their |Write arguments to support claims in |
|ancient river valley civilizations |descriptive piece, review the writing process. |an analysis of substantive topics or |
|and their modern counterparts (i.e., | |texts using valid reasoning and |
|Mesopotamia and Iraq; Ancient Egypt |1. Prewrite |relevant and sufficient evidence. |
|and Modern Egypt; Indus River Valley |Picking a Subject and a Main Idea | |
|and Modern Pakistan/India; Ancient |Think about the civilizations of ancient Mesopotamia, Egypt, and | |
|China and Modern China), and |the Fertile Crescent. Which civilization seems most interesting | |
|determine the geopolitical impact of |to you? What villages, cities, or buildings do they recall that | |
|these civilizations, then and now. |seem interesting to write about? Select one place and use the | |
| |Internet, supplemental books, and library to gather information. | |
| | | |
|Common Core |Decide on your point of view for your subject. For ex. Was this| |
| |place scary, exciting, or overwhelming? | |
|W.6.1. Write arguments to support | | |
|claims with clear reasons and |Choosing Details | |
|relevant evidence. |As students conduct their research, advise them to look for | |
| |details to show their readers what it would have been like to | |
|W.6.4. Produce clear and coherent |actually be in that place. | |
|writing in which the development, |Sensory Details: What colors do you associate with your subject? | |
|organization, and style are |What shapes or sounds would you see or hear if you were there? | |
|appropriate to task, purpose, and |What could you touch- rough walls, dry grass, a smooth, polished | |
|audience. |stoned? | |
| |Factual Details: How bid is this place? Where is it located? | |
|SL.6.4. Present claims and findings, |When did it exist? If people were there, what would they do? | |
|sequencing ideas logically and using |The students choose their details for their descriptive writing | |
|pertinent descriptions, facts, and |piece; have them think about the point of view of this place. If| |
|details to accentuate main ideas or |it was exciting, choose details that will help them show that. | |
|themes; use appropriate eye contact, | | |
|adequate volume, and clear |2. Write | |
|pronunciation. |Review the framework described in the teacher Notes section of | |
|SL.6.5. Include multimedia components|this lesson, to help the students use their notes to write a | |
|(e.g., graphics, images, music, |first draft. | |
|sound) and visual displays in | | |
|presentations to clarify information.|3. Evaluate and Revise | |
|SL.6.6. Adapt speech to a variety of |Evaluating | |
|contexts and tasks, demonstrating |Use the following questions to discover ways to improve each | |
|command of formal English when |draft. | |
|indicated or appropriate. | | |
| |Evaluation Questions for a Description of a Place | |
| |Do you immediately catch the reader’s interest? | |
| |Do you use sensory and factual details that work together to | |
| |create a vivid picture of your subject? | |
| |Do you clearly state your point of view or most important idea? | |
| |Is the information organized clearly? | |
| |Do you end the description by summarizing the most important | |
| |details? | |
| |Revising | |
| |Have students type their revised draft into Google Docs and have | |
| |them share it with 1 two other students using their email | |
| |addresses to peer edit. | |
| |Peers are required to edit and leave comments and suggestions to | |
| |improve the writing of the paper. | |
| |After two students peer edit, have the student fix the | |
| |suggestions and make a clean digital copy. | |
| | | |
| |4. Proofread and Public | |
| |Before adding the teacher’s email to the Google Doc, proof read | |
| |one more time. | |
| |Use the rubric the teacher provided to help with your proof | |
| |reading. | |
| |Make sure the use of commas is correctly listed with details. | |
| |Ex. 67 feet high, 35 feet wide, and 40 feet deep. | |
| |Check for grammatical and mechanical errors. | |
| |Add teacher’s email to your Google Doc once you believe it is | |
| |perfect. This is the teacher edit stage. | |
| |Once the teacher edits your work, fix any suggestions, make a | |
| |clean copy, and print if for publication. | |
| |Attached the rubric with your final copy as well as all your | |
| |previous drafts. | |
| | | |
| |Teacher Notes: | |
| |To assist your students with the writing process and developing a| |
| |sound writing piece, it is important to review the framework of | |
| |writing. | |
| | | |
| |1. Introduction: | |
| |Identify your subject and your point of view on it | |
| |Give your readers any background information that they might | |
| |need. | |
| |2. Body: | |
| |Describe your subject, using sensory and factual details | |
| |Follow a consistent and logical order | |
| |3. Conclusion: | |
| |Briefly summarize the most important details about the place | |
| |Reveal your point of view about the place | |
|Differentiation: |
|Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, |
|even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the |
|essential content, but provide multiple options for taking in this information. |
| |
|Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the |
|follow is recommended for differentiation. For differentiation, it is recommend the teacher pair students up so students who are excelling |
|and/or understand the content may assist students who are struggling with content/level. |
| |
|Reading and Vocabulary Instruction: Teachers should incorporate reading and vocabulary instructional strategies into the content lessons to |
|help them understand informational text. For this lesson, it is recommended the teacher provide a before, during, and after reading activity. |
| |
|Before Strategies: |
|Visual Preview |
|Prereading |
|Reading Readiness |
|K-W-L Chart |
|Introduce Vocabulary |
|During Strategies: |
|Passage Reading |
|Oral Cloze |
|Choral Reading |
|Structured Silent Reading |
|Guided Reading |
|Summarizing |
|Discussion |
|After Strategies: |
|Structured Discussion |
|Think-Pair-Share |
|Socrative |
| |
|Comprehension Strategies: Teachers can increase access by incorporating strategies to improve student comprehension by using research-based |
|strategies. |
| |
|Modifying Instruction: Teachers can foster differentiated instruction by modifying instruction to meet individual needs. Instruction for |
|special needs should incorporate adaptations and modifications. Advanced learners can explore topics in-depth. |
| |
| |
|Resources Provided: |
| |
|Read Like a Historian and |
|This websites provides teachers with a guide to better assist students with reading historical texts from both primary and secondary sources. |
| |
|Document Analysis Worksheets |
|The following document analysis worksheets were designed and developed by the Education Staff of the National Archives and Records |
|Administration. You may find these worksheets useful as you introduce students to various documents. Thousands of documents are available |
|throughout sections of the National Archives website, including: Teaching With Documents, Online Exhibits, and the ARC Online Catalog. |
|Written Document |
|Photograph |
|Cartoon |
|Poster |
|Map |
|Artifact |
|Motion Picture |
|Sound Recording |
| |
|How to Analyze Written Sources |
|View this PDF on how to analyze primary and secondary sources in history. |
| |
| Suggested Lesson #3 |
|Content Area: Social Studies |
|Lesson Title: Hieroglyphics in Architecture |Timeframe: 1- 45 minute class |
|Lesson Components |
|21st Century Themes |
|X |
|X |Creativity and Innovation |X |Critical Thinking and Problem |X |Communication and Collaboration |
| | | |Solving | | |
|Interdisciplinary Connections: Language Arts, Social Studies, Technology, Art |
|Integration of Technology: Students will use the Internet to research Egyptian hieroglypics |
|Equipment needed: Internet, printer, computers |
|Goals/Objectives |Learning Activities/Instructional Strategies |Formative Assessment Tasks |
|SWAT: |Lesson Sequence |Formative Assessment #1 |
|Communicate a story or event using | |Listen to and
read Egyptian
myths |
|symbols rather than words |Lead the class in a discussion of ancient Egyptian buildings as | |
|Observe characteristics of Egyptian |they are pictured in the text, in other classroom resources, or |Formative Assessment #2 |
|artwork |on the Internet. Be sure everyone understands that the huge |Read about mythological archetypes |
|Define the word hieroglyphics and |columns that supported the roofs in many buildings were | |
|describe how Egyptians used this type|ornamented with colorful hieroglyphs and pictures. You may want | |
|of writing |to have students open their texts to the first page of Unit 2 to |Formative Assessment #3 |
|Make inferences about work and play |examine the picture there. Ask what animals, people, and objects |Compare and Contrast the role women |
|in ancient Egypt based on figures in |can be identified in the decorations on the columns, and invite |play in Egyptian folktales with the |
|the artwork |students to speculate about the events or ideas that may be |real stories of modern Bedouin women |
| |recorded there. |living in Egypt. |
| |Draw attention to the various figures. Point out that on many of | |
| |the figures, the head and legs are shown in a side view, while | |
| |the shoulders and upper torso are shown from the front. Ask |Formative Assessment #4 |
| |students to find examples of figures that are pictured at a |Analyze and interpret how climatic |
| |standstill, those that appear to be engaged in sports or games, |factors affect civilizations |
|NJCCCS: |and those that appear to be performing some type of work. Ask if | |
|CPI # |anyone can find figures of different mythological creatures, for | |
| |example, a figure with the head of an animal but the torso of a |Formative Assessment #5 |
|6.2.8.D.1.b |person. Comment that Egyptian hieroglyphics could be written from|Construct a topographic map of Egypt |
|Relate the development of language |left to right or right to left, and lead students to observe that| |
|and forms of writing to the |most of the stories seem to be presented in rows, each row | |
|expression of ideas, creation of |underlined to separate it from the one below. |Formative Assessment #6 |
|cultural identity, and development of|Distribute copies of Handout 1: Buildings that Tell Stories. |Develop a map that represents |
|more complex social structures. |(Attached at the end of this lesson). Call on a volunteer to |Egyptians tombs and temples |
| |read the handout aloud as students follow silently. When students| |
| |have decided on a story to tell, they may want to make a sketch | |
| |or rough draft first, just to be sure that their symbols will fit|Formative Assessment #7 |
| |comfortably into the available space. Suggest that students begin|Organize a chart of the Egyptian |
|6.2.8.D.2.b Explain how the |by creating symbols of their own as mentioned on the handout. |social structure/government |
|development of written language |They may also refer to the text and use some of the hieroglyphics| |
|transformed all aspects of life in |presented there. | |
|ancient river valley civilizations. |Distribute the plain paper and the cardboard tubes. Give |Formative Assessment #8 |
| |assistance as needed as students create the ornamentation on the |Develop a magazine comparing and |
|Common Core |paper. Encourage students to use bright colors and any other |contrasting Egyptian culture though |
| |touches, such as glitter, that will help tell the story. |time |
|W.6.6. Use technology, including the |Help students attach their story paper to the tube so that the | |
|Internet, to produce and publish |figures and symbols in each row line up together. | |
|writing as well as to interact and |Exhibit students work in a class museum. |Formative Assessment #9 |
|collaborate with others; demonstrate |Teacher Notes |Select a favorite god and write about |
|sufficient command of keyboarding | |their importance/contribution in |
|skills to type a minimum of three |Students will create models of the elaborately decorated columns |Egyptian society |
|pages in a single sitting. |that were found in many Egyptian temples. Using their own system | |
| |of symbols and pictures, students will tell a story or depict an | |
|W.6.7. Conduct short research |event that has special significance for them. | |
|projects to answer a question, |Materials | |
|drawing on several sources and |• arts-and-crafts supplies
| |
|refocusing the inquiry when |• paper towel roll tube for each student
| |
|appropriate. |• piece of plain paper, sized to cover the tube, for each student| |
|W.6.8. Gather relevant information | | |
|from multiple print and digital |• Student Handout 1: “Buildings that Tell Stories” (attached at | |
|sources; assess the credibility of |the end of the lesson) | |
|each source; and quote or paraphrase |Review for assistance: | |
|the data and conclusions of others |Ancient Egypt Reveled by: Peter Chrisp, 2002. | |
|while avoiding plagiarism and | | |
|providing basic bibliographic | | |
|information for sources. | | |
|Differentiation: |
| |
|Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, |
|even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the |
|essential content, but provide multiple options for taking in this information. |
| |
|Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the |
|follow is recommended for differentiation. |
|For differentiation, it is recommend the teacher pair students up so students who are excelling and/or understand the content may assist |
|students who are struggling with content/level while working in groups to complete the Webquest. |
| |
|Reading and Vocabulary Instruction: Teachers should incorporate reading and vocabulary instructional strategies into the content lessons to |
|help them understand informational text. For this lesson, it is recommended the teacher provide a before, during, and after reading activity. |
| |
|Before Strategies: |
|Visual Preview |
|Prereading |
|Reading Readiness |
|K-W-L Chart |
|Introduce Vocabulary |
|During Strategies: |
|Passage Reading |
|Oral Cloze |
|Choral Reading |
|Structured Silent Reading |
|Guided Reading |
|Summarizing |
|Discussion |
|After Strategies: |
|Structured Discussion |
|Think-Pair-Share |
|Socrative |
| |
|Comprehension Strategies: Teachers can increase access by incorporating strategies to improve student comprehension by using research-based |
|strategies. |
| |
|Modifying Instruction: Teachers can foster differentiated instruction by modifying instruction to meet individual needs. Instruction for |
|special needs should incorporate adaptations and modifications. Advanced learners can explore topics in-depth. |
|Resources Provided |
| |
|Egyptian Civilization Websites |
|Mark Millmore's Ancient Egypt - excellent graphics and text
|
|Exploring Ancient Cultures- Egypt from Indiana site
|
|Daily Life in Ancient Egypt from Mr. Donn's site
|
|Egyptian Mythology |
|
|page/Egyptian+Mythology
|
|Egyptian Mummies -
|
|Egyptian Art Lessons -
|
|Egypt: A Learning Module
|
|Egypt: Daily Life
|
|King Tutankhamun - Was It Murder? Webquest
|
| |
| |
| |
| |
| |
| |
| |
| |
Buildings that Tell Stories
Have you ever tried to tell a story without using any words? The ancient Egyptians told stories and gave information through carvings and paintings on the walls and columns of some important buildings. You can tell a story that way, too, by using symbols, stick figures, and simple sketches that stand for different people, animals, or places, and by using hieroglyphics, pictures that stand for sounds.
(1) First, decide on a story. It may be about a sport or game, a picnic, or about just staying at home and having fun with a friend or with a pet. Make up a picture or symbol for each person, thing, or place that is important in the story.
(2) Draw a rough draft of your story on scrap paper. Show each event as it happened in the story. When you have decided exactly how to tell your story, you can make a final copy on the plain paper given to you. Just as Egyptian columns present their symbols in rows, you may want to draw a line under each row of symbols or pictures. Be sure to add a special colorful border at the top and bottom.
(3) When your story is finished, paste the story paper around the cardboard tube so that it looks like a column from an Egyptian temple. Be ready to show your artifact to classmates and to help them read the story.
• Create a symbol that stands for your own name. try to make it east to draw and easy to remember.
• Make up a symbol that stands for a sport, game, or activity that you enjoy. You many want to use different colors in this symbol.
• Make up a symbol that stands for one of your friends or relatives or a special pet. You may want to label this symbol so that you will be sure to remember it.
Ancient Civilization Assessment
All 8th grade students in Jersey City must take this test prior to studying Ancient Civilization. This qualitative data will be used to show growth of learning over the marking period.
This assessment is in preparation for the Quarterly Assessment, Midterm, and Final.
Part I. Multiple Choice (3pts each)
1. The Sumerians wrote on
a. paper
b. clay tablets
c. stone
d. wood
e. papyrus
2. The most important people in Sumer were
a. slaves
b. scribes
c. farmers
d. priests
3. To sign their names, the Sumerians used a
a. cylinder seal
b. pen
c. signet rings
d. stamps and ink pads
e. thumbprint
4. One of the surviving Sumerian legends concerns
a. Hercules
b. Enlil
c. Hammurabi
d. Gilgamesh
e. Darius
5. Prior to the city states of Mesopotamia, people were
a. urban dwellers
b. non-existent
c. hunter-gatherers
d. pastoral
6. If a country wanted to make a better government, what
would be the best piece of information to use to start?
a. fossils from the country
b. documents from leaders of the country in the past
c. maps about the country from 200 years ago
d. artifacts from the country that show different cultures
7. Hammurabi and Nebuchadnezzar both
a. built beautiful palaces
b. used chariots in battle
c. captured Phoenicia
d. built up Babylon
8. Which of the following best describes how Egyptian civilization developed?
a. Villages replaced towns
b. Farms grew into villages
and then cities
c. Cities broke off into
scattered farms
d. Farms replaced cities and
then pyramids
9. Which two land features gave Mesopotamia its name?
a. the Fertile Crescent and the Mediterranean Sea
b. the Persian Gulf and the Mediterranean Sea
c. the northern plateau and the southern plateau
d. the Tigris River and the Euphrates River
10. Which is an inference about why city-states fought each other for farmland?
a. Each city-state owned
crops that had been destroyed by natural causes
b. Each city-state had only one skill, which was farming
c. Each city-state wanted to build walls around its farms
d. Each city-state wanted to have enough farmland to grow food
11. What did Sargon’s empire have in common with other Mesopotamian city-states?
a. It extended over a greater
territory than anyone had
ever conquered before
b. It fought with
surrounding city-states
c. It covered an area from the Mediterranean Sea to the
Persian Gulf
d. It had a professional army
12. Who served a role between the Sumerians and the gods?
a. farmers
b. priests
c. war chiefs
d. political leaders
13. Which is the best explanation for why Mesopotamians built
canals?
a. They needed a way to
control the river’s flow.
b. They needed a way to
control flooding.
c. They needed a way to
control low water levels.
d. They needed a way to
control the surplus.
14. What was most likely the rea- son that ziggurats were tall?
a. to honor the gods
b. so they could easily be
found
c. so architects could display
their work
d. to mark the center of
the city
15. What was the relationship between trade and the spread of the Phoenician alphabet?
a. Phoenicians traded
knowledge of their alphabet for goods and services they needed
b. Trade increased in places where the Phoenician alphabet was not used
c. The Phoenician alphabet spread along their trade routes
d. Phoenicians would only trade with people who could write in Phoenician
16. The resource for which Phoenicia was well known was
a. iron ore
b. cedar wood
c. fertile soil
d. gold and silver
17. What technology did the Hittites and Assyrians use in battle?
a. fire and chariots
b. bows and arrows
c. iron weapons and chariots
d. battleships and iron weapons
18. The political order of Egypt around 3200 BC was based on
a. merchants who helped
build trade routes
b. priests who helped build
the temples
c. wealthy farmers who
emerged as leaders
d. wealthy fishermen who
emerged as leaders
19. How was Egypt able to build pyramids and temples?
a. The pharaohs’ families paid the costs
b. It collected taxes from the people
c. It collected payments from Sumer
d. The priests held religious festivals
20. Why were tombs filled with art, jewelry, and other treasures?
a. The tombs served as museums
b. The tombs were the private storage rooms of the pharaoh.
c. Egyptians believed tombs to be the safest places in the kingdom
d. Egyptians believed the dead enjoyed such materials in the afterlife
Part II. Constructed Response (10 pts each)
Directions: Choose one of the two questions and answer them the best you could based on your knowledge of Ancient Civilizations.
1. Describe the Sumerian invention that you think is most important and then give your reasons why using at least two examples of how that invention changed peoples lives.
2. Compare the Code of Hammurabi with the laws of the United States today. Answer the following questions in paragraph/sentence form.
Part III. Document- Based Questions (10 pts)
Theme: Mesopotamia
Directions: Write an essay about ancient Mesopotamia. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using all three of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject.
Historical Context
For hundreds of thousands of years, hunter-gatherers lived off the land and moved around in search of food. Then, in Mesopotamia, something remarkable happened; humans learned how to farm. The very first civilization was established.
Task:
Using information from the documents and your knowledge of social studies, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B. essay in which you will be asked:
| |
|Mesopotamia eventually developed into an advanced civilization. Identify and discuss three characteristics of Mesopotamian society that prove |
|their civilization was advanced. |
Part A. Short-Answer Questions
Directions: Analyze the documents, and answer the short-answer questions that follow.
Document 1
[pic]
1a. Why did the Tigris and Euphrates rivers flood each year?
1b. Within which large arc of rich, fertile farmland was Mesopotamia located?
Document 2: Before You Read: The following words in the document below may be new to you: hath, subjection, entrusted, sceptre, bringeth, thereof, garnered, procured. You may want to look them up in a dictionary. Marduk, Anu, and Bel were Babylonian gods.
|Hammurabi, the mighty king, the king of Babylon, the king who hath brought to subjection the four quarters of the world, who hath brought |
|about the triumph of Marduk, . . . am I. |
|When Anu and Bel gave me the land of Sumer and Akkad to rule and entrusted their sceptre to my hands, I dug out the Hammurabi- canal, which |
|bringeth abundance of water unto the land of Sumer and Akkad. Both the banks thereof I changed to fields for cultivation, and I garnered piles|
|of grain, and I procured unfailing water for the land of Sumer and Akkad. |
|—from a monument |
1a. What is Hammurabi so proud of?
1b. Why were canals so important to Mesopotamia?
Document 3: Comparing Art and Inventions
[pic] [pic]
- The standard of Ur, c. 2600 B.C. - Assyrian wall carving, c. 630 B.C.
1a. What new invention in transportation had the Mesopotamians made by 2600 BC?
1b. Two thousand years later, how had the Mesopotamians improved their invention?
Part B: Essay
Directions: Write an essay about ancient Mesopotamia. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using all three of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject.
Historical Context
For hundreds of thousands of years, hunter-gatherers lived off the land and moved around in search of food. Then, in Mesopotamia, something remarkable happened; humans learned how to farm. The very first civilization was established.
Task:
| |
|Mesopotamia eventually developed into an advanced civilization. Identify and discuss three characteristics of Mesopotamian society |
|that prove their civilization was advanced. |
GUIDELINES
• Provide a thorough response to the Task. Be sure to cover all parts of the assignment.
• Use all three of the sources in Part A and include specific information from them in your essay.
• Take advantage of relevant information you remember from your textbook and class work.
• Organize your essay in a clear and logical way.
• Support your statements with facts and information that address the topic.
• Write a conclusion that sums up your ideas.
NOTE: Do not simply restate the Task or Historical Context. Your essay should include much more information.
DBQ Essay Outline Guide
Working Title
Paragraph #1
From Thesis to Essay Writing
Grabber – Something to get the reader’s attention.
Background – Summarize important background information on your topic.
Stating the question and key terms defined.
Thesis and roadmap – State your point, and the 2 or 3 key principles of how you will make that point clear to the reader.
Paragraph #2
Evidence: supporting detail from the documents with document citation
Argument: connecting your evidence to your thesis.
Paragraph #3
Evidence: supporting detail from the documents with document citation
Argument: connecting your evidence to your thesis.
Paragraph #4
Evidence: supporting detail from the documents with document citation
Argument: connecting your evidence to your thesis.
Paragraph #5
Conclusion: Restatement of the main idea along with your personal insight or a “creative wrinkle”.
Evidence: supporting detail from the documents with document citation.
Argument: connecting your evidence to your thesis
Part IV. Analyzing Data
[pic]
1. Which group helped run the government and temples? Explain their roles to support your answer.
|Unit Overview Template |
|Content Area: Social Studies |
|Unit Title: Unit 2: Classical Civilizations- Greece, Rome, China, and Africa |
|Target Course/Grade Level: 6th |
|Unit Summary |
|Overview: |
| |
|The civilizations of Greece, Rome, China, and Africa was full of cultural richness and their effect on world history. Their institutions and |
|values reverberated in the later histories of the Middle East and Europe and Europe’s colonies around the world. The study of classical |
|civilization is complicated because it includes political, social, and economic institutions, which were sometimes shared but often unique. |
|Unit Rationale |
|Goal: |
| |
|The Goal of Unit 2, Classical Civilizations, is for students to understand that history is the study of the past. The people of ancient |
|civilizations did remarkable things, such as building huge temples, inventing writing, and discovering planets. We are who we are today |
|because of people and their discoveries from the past. Out development in technology, science, education, literature, and other fields is |
|because of ancient civilizations and their discoveries. |
| |
|The purpose of the following outline is to provide a synopsis of the essential content for students and teachers. Our curriculum is based and |
|aligned with the new changes in the NJCCCS in social studies. In addition, a list of student centered Driving Questions has been provided, |
|including objectives, content subject matter, basic questions, suggested time line, and suggested activities. Each part includes a list of |
|student-centered driving questions, as well as objectives, subject matter, a suggested time line, and suggested activities. The curriculum is |
|not a traditional textbook-driven one, but a standards-driven one that utilizes a variety of teaching techniques and strategies to meet the |
|various learning styles of our students. Moreover, activities are in alignment with language arts target writing tasks and, where possible, |
|content. Teachers are to use a variety of assessments techniques such as: tests, quizzes, book reports, oral reports, group work, Power Point |
|Presentations, role playing, portfolio assessments, and writing tasks. Teachers should, whenever possible, develop an interdisciplinary |
|approach to their teaching. Cross-content planning and cooperation are essential in developing our students to succeed at the state mandated |
|tests that await them. A mandatory culminating activity is to be included in each unit as well to serve as an overall assessment of the |
|content learned. All students in grade eight will take a midterm and final assessment both that is diagnostic and content knowledge driven. |
| |
| |
| |
| |
| |
| |
| |
| |
|College and Career Readiness Anchor Standards for Reading in History/Social Studies |
| |
|Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and Career ready |
|reading in social studies requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in |
|history; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate |
|arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history, students need to be able to |
|analyze, evaluate, and differentiate primary and secondary sources. The goal is for students to be able to read complex informational texts |
|in these fields with confidence and in a sophisticated manner. |
| |
|College and Career Readiness Anchor Standards for Writing in History/Social Studies |
| |
|Writing in Social Studies/History is a key means of asserting and defending claims, by showing what students know about a subject, and |
|conveying what they have experienced, imagined, thought, and felt. Students, who are College and Career ready writers, must take task, purpose,|
|and audience into careful consideration, choosing words, information, structures, and formats deliberately. Students should use technology |
|strategically when creating, refining, and collaborating on writing in history. Students should be adept at gathering information. |
|Learning Targets |
|Standards |
|Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and |
|present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make |
|informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global |
|communities. |
| |
|Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about |
|how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable |
|students to make informed decisions as socially and ethically responsible world citizens in the 21st century. |
|Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value |
|diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected |
|world. |
|CPI # | Cumulative Progress Indicator (CPI) |
|6.2.8.A.3.a |Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; |
| |communication and transportation systems) used by the rulers of Rome, China, and India to control and unify|
| |their expanding empires. |
|6.2.8.A.3.b |Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the |
| |political, economic, and social structures of classical civilizations. |
|6.2.8.A.3.c |Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later |
| |influenced the development of the United States Constitution. |
|6.2.8.A.3.d |Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United |
| |States citizens today, and evaluate how citizens perceived the principles of liberty and equality then and |
| |now. |
|6.2.8.A.3.e |Compare and contrast the American legal system and the legal systems of classical civilizations, and |
| |determine the extent to which the early systems influenced the current legal system. |
|6.2.8.B.3.a |Determine how geography and the availability of natural resources influenced the development of the |
| |political, economic, and cultural systems of each of the classical civilizations and provided motivation |
| |for expansion. |
|6.2.8.B.3.b |Explain how geography and the availability of natural resources led to both the development of Greek |
| |city-states and to their demise. |
|6.2.8.C.3.a |Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and |
| |China. |
|6.2.8.C.3.b |Explain how the development of a uniform system of exchange facilitated trade in classical civilizations. |
|6.2.8.C.3.c |Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing |
| |output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for |
| |greater division of labor. |
|6.2.8.D.3.a |Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and |
| |equality. |
|6.2.8.D.3.c |Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han|
| |China. |
|6.2.8.D.3.d |Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent |
| |world legacies. |
|6.2.8.B.4.b |Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted |
| |urbanization, transportation, communication, and the development of international trade centers. |
| | |
|6.2.8.B.4.c |Determine how Africa’s physical geography and natural resources posed challenges and opportunities for |
| |trade and development. |
|6.2.8.B.4.d |Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian |
| |trade and fostered the spread of Islam into Africa, Europe, and Asia. |
|Core Standards: (CCR- College and |Common Core Standards History/Social Studies Grades 6-8 |
|Career Readiness) |Reading in History |
|Standards for Literacy in | |
|History/Social Studies 6-8 |Key Ideas and Details |
| | |
| |RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. |
| | |
| |RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate |
| |summary of the source distinct from prior knowledge or opinions. |
| | |
| |RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., |
| |how a bill becomes a law, how interest rates are raised or lowered). |
| | |
| |Craft and Structure |
| | |
| |RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary |
| |specific to domains related to history/social studies. |
| |RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, casually) |
| |RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded |
| |language, inclusion or avoidance of particular facts). |
| | |
| |Integration of Knowledge and Ideas |
| |RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other |
| |information in print and digital texts. |
| | |
| |RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. |
| | |
| |RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. |
| | |
| |Range of Reading and Level of Complexity |
| | |
| |RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text |
| |complexity band independently and proficiently. |
| | |
| |Writing in History |
| | |
| |Texts and Purposes |
| | |
| |WHST.6-8.1. Write arguments focused on discipline-specific content. |
| |Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or |
| |opposing claims, and organize the reasons and evidence logically. |
| |Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an |
| |understanding of the topic or text, using credible sources. |
| |Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), |
| |counterclaims, reasons, and evidence. |
| |Establish and maintain a formal style. |
| |Provide a concluding statement or section that follows from and supports the argument presented. |
| |WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific |
| |procedures/ experiments, or technical processes. |
| |Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into |
| |broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics |
| |(e.g., charts, tables), and multimedia when useful to aiding comprehension. |
| |Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other |
| |information and examples. |
| |Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and |
| |concepts. |
| |Use precise language and domain-specific vocabulary to inform about or explain the topic. |
| |Establish and maintain a formal style and objective tone. |
| |Provide a concluding statement or section that follows from and supports the information or explanation |
| |presented. |
| |WHST.6-8.3. (See note; not applicable as a separate requirement) |
| | |
| |Production and Distribution of Writing |
| | |
| |WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are |
| |appropriate to task, purpose, and audience. |
| |WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed |
| |by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and |
| |audience have been addressed. |
| |WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the |
| |relationships between information and ideas clearly and efficiently. |
| | |
| |Research to Build and Present Knowledge |
| | |
| |WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), |
| |drawing on several sources and generating additional related, focused questions that allow for multiple |
| |avenues of exploration. |
| |WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms |
| |effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and |
| |conclusions of others while avoiding plagiarism and following a standard format for citation. |
| |WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. |
| |Range of Writing |
| |WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time |
| |frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and |
| |audiences. |
|Unit Essential Questions |Unit Enduring Understandings |
|The Role of Essential Questions | |
|Key essential questions reoccur throughout the study of history. |Cultures are help together by shared beliefs and common practices and |
|They provoke inquiry and lead to deeper understanding of the big |values. |
|ideas that enable students to better comprehend how the past |People, places, and ideas change over time. |
|connects to the present. The essential questions created for |Greece’s geography and its nearness to the sea strongly influenced the |
|Westward Expansion and Reform were used to frame content goals and |development of trade and the growth of city-states. |
|to inform the development of the cumulative progress indicators. |The people of Athens tried many different forms of government before |
| |creating a democracy. |
|Essential Questions For This Unit: |The ancient Greeks created great myths and works of literature that |
| |influenced the way we speak and write today. |
|1. How did geography affect the early Greeks? |Over time, the Persians came to rule a great empire, which eventually |
| |brought them into conflict with the Greeks. |
|2. What contributed to the development of the Minoan |The two most powerful city-states in Greece, Sparta and Athens, had very |
|civilizations? |different cultures and became enemies in the 400s B.C. |
| |Alexander the Great built a huge empire and helped spread Greek culture |
|3. How did Greek culture spread to other parts of the world? |into Egypt and Asia. |
| |Ancient Greeks made lasting contributions in the arts, philosophy, and |
|4. What different types of government developed among the Greek |science. |
|city-states? |Rome’s location and government helped it become a major power in the |
| |ancient world. |
|5. How does culture refer to the socially transmitted behaviors, |Rome’s tripartite government and written laws helped create a stable |
|beliefs, values, traditions, institutions, and ways of living for a|society. |
|group of people? |The later period of the Roman Republic was marked by wars of expansion and |
| |political crises. |
|6. What ideas did the Greeks develop to explain the world around |After changing from a republic to an empire, Rome grew politically and |
|them? |economically, and developed a culture that influenced later civilizations. |
| | |
|7. How were the approaches of history of Herodotus and Thucydides |Problems from both inside and outside caused the Roman Empire to split into|
|similar, and how were they different? |a western half, which collapsed, and an eastern half that prospered for |
| |hundreds of years. |
|8. How were the sculptures of human figures different from those |Chinese civilization began with the Shang dynasty along the Huange He. |
|in the Golden Age of Greece? |Confucius and other philosophers taught ways to deal with political and |
| |social problems in ancient China. |
|9. What ideas and discoveries emerged during the Hellenistic Era? |The Han Dynasty created a new form of government that valued family, art, |
| |and learning. |
|10. How did the Greeks influence Roman religion, science, art, |Trade routes led to the exchange of new products and ideas among China, |
|architecture and literature. |Rome, and other lands. |
| |Geography, resources, culture, and trade influenced the growth of societies|
|11. How did geography affect the rise of Rome? |in West Africa. |
| |The rulers of Ghana built an empire by controlling the salt and gold trade.|
|12. How did Rome gain control of the Mediterranean region? |Between 1000 and 1500 three kingdoms- Mali, Songhai, and Great Zimbabwe |
| |developed in Africa. |
|13. What conflicts between Rome’s social classes led to change in |Although the people of West Africa did not have a written language, their |
|its government? |culture has been passed down through oral history, writings by other |
| |people, and the arts. |
|14. What events enabled Rome to become an empire? | |
| |Unit Vocabulary: |
|15. What events caused the Roman Empire to prosper? |3.1.8.C&F- Decoding and Word Recognition & Vocabulary Development |
| |*Explicit vocabulary development through content vocabulary should be |
|16. Who were the Plebeians and Patricians and how were their two |made visible in the classroom as an interactive word wall. An interactive |
|systems similar and different? |word wall should be tangible where students can pull words for the wall to |
| |use at their seats and/or stations/hubs. It is recommended the teacher |
|17. What problems can cause the decline or instability of a |provide a visual of the word as well as the part of speech. The terms |
|government or nation? |should be clear, visible, and student friendly. The definition should be |
| |included on the other side of the vocabulary display. |
|18. How did the Byzantine Empire become powerful? | |
| |polis |
|19. How has geography shaped the development of China’s |classical |
|civilization? |acropolis |
| |democracy |
|20. In what ways were society and government influenced by Chinese|aristocrats |
|thinkers? |oligarcy |
| |tyrant |
|21. How did life improve in ancient China under the Han rulers? |pericles |
| |mythology |
|22. How did China and the rest of the world benefit from the Silk |Homer |
|Road? |Sappho |
| |Aesop |
|23. How has Africa’s geography influenced trade in the region and |fables |
|what types of trade occurred? |Cyrus the Great |
| |cavalry |
|24. To what degree did African’s economy dependent on trading? |Darius I |
| |Persian Wars |
|25. How was Africa’s arts and music influenced today’s popular |Xerxes I |
|culture? |alliance |
| |Peloponnesian War |
|26. What economic reasons were behind the slave trade? |Phillip II |
| |phalanx |
|27. How did Ghana’s location help it become a powerful trading |Alexander the Great |
|empire? |Hellenistic |
| |Socrates |
|28. how did trade affect the development of East African kingdoms?|Plato |
| |Aristotle |
|29. How did African rulers govern their territories? |Euclid |
| |Hippocrates |
|30. How did the slave trade affect Africans? |The Parthenon |
| |Aeneas |
|31. Why were art forms important to Africans? |Romulus |
| |Remus |
|Learning Targets |republic |
| |dictators |
|Identify similarities and differences between the rights and |Cincinnatus |
|responsibilities of ancient Greek citizens and U.S. citizens today.|plebeians |
|Discuss how the ancient Greeks honored gods and goddesses. |patricians |
|Evaluate the ideas that the ancient Greeks expressed in their |magistrates |
|literature, drama, art, and architecture. |consuls |
|Assess ancient Greek beliefs about history and science. |Roman Senate |
|Evaluate how successful Alexander the Great was in achieving his |legions |
|goals. |Punic Wars |
|Compare and contrast Socrates, Plato, and Aristotle. |Hannibal |
|Compare and contrast the qualities of a great military leaders and |Gaius Marius |
|an effective ruler. |Lucius Cornelius |
|Analyze images of culture from the Hellenistic Era. |Spartacus |
|Compare ancient and modern Greek beliefs. |Cicero |
| |Julius Caesar |
|Explain how geographic features contributed to the settlement and |Pompey |
|growth of Rome. |Augustus |
|Analyze the perspective of a member of a Roman-conquered community.|Pax Romana |
|Discuss the perspective of Roman social classes. |aqueduct |
|Explain how conflict was resolved between patricians and plebeians.|Byzantine Empire |
|Discuss how conflict between Rome and Carthage led to the Punic |oracle |
|Wars. |dynaty |
|Determine the impact of Julius Caesar. |Confucius |
|Identify the events and people that led to the establishment of the|Daoism |
|Roman Empire. |Laozi |
|Determine the impact of Augustus. |seismograph |
|Compare and contrast information about Roman women and women today.|silk |
|Analyze a primary source document about the Oppian law. |Silk Road |
|Identify and evaluate Rome’s contribution to our society and |Han Dynasty |
|government today. |sub-Saharan Africa |
|Make predications about why an empire might collapse. |Sahel |
|Analyze how the economy influenced the fall of the Roman Empire. |savannah |
|Make connections with trading cities in the United States today and|animism |
|Rome. |Sundiata |
|Analyze a map of the Byzantine Empire’s trade routes. |Mansa Musa |
|Compare and contrast the Huange He Valley civilizations with other |Sunni Ali |
|river valley civilization, including those along the Tigris and |Askia the Great |
|Euphrates, Nile, and Indus Rivers. |griots |
|Identify Confucius, Laozi, and Hanfeizi and how their philosophies |proverbs |
|affected society and government. |kente |
|Describe Confucianism, Daoism, and legalism. | |
|Apply the concepts of monopoly and competition to the economies of | |
|trade along the Silk Road. | |
|Analyze how trade affected Africa’s development. | |
|Read a map on the exchange of ideas with Africa’s through trade. | |
|Compare and contrast primary source quotes on the slave trade. | |
| |
|Ancient Civilizations |
|Midterm and Final Assessment |
|As of September of 2012 |
|Sixth grade students throughout Jersey City will partake in four diagnostic assessments tied to the historical era of Classical Civilizations. |
|These four assessments consist of: quarterly assessment 1 covering everything covered from the 1st marking period, a midterm covering |
|everything from marking periods 1 & 2, quarterly assessment 3 covering content from the 3rd marking period, and the final at the end of marking|
|period four covering everything from marking periods 3 & 4. The Jersey City School District will issue test dates for all sixth grade |
|students to take this district-wide assessments. The test cannot be altered and must be given as is. These assessments are developed off the |
|pacing of the curriculum. The assessments are broken into a diagnostic section as well as historical content knowledge. Students in sixth |
|grade will be responsible to recall each section of this curriculum so that they may successfully complete the Classical Civilizations |
|quarterly assessments, midterm, and final. The mid-term and final breaks down into four parts: Part I. Multiple Choice, Part II. |
|Constructed-Response, Part III. Document-Based Questions, and Part IV. Analyzing Data. The assessments are based off the curriculum, teachers|
|are encouraged to add activities that are innovative, educational, and engaging, while covering the topics listed in this curriculum. The |
|assessment at the end of this curriculum will serve as the Pre and Post-test for the second MP. |
| |
|Summative Assessment (Culminating Activity) (Begin Week One; Due Week Nine) |
|Evidence of Learning |
| |
|Grade 6 Unit Two Social Studies & Language Arts |
|The Daily Athenian |
|A Greek Newspaper Project |
|Project Based Learning |
|When the government of Athens became a democracy in 507 BC, it set in motion a chain of events that would revolutionize not just the city, but |
|the entire Greek world. Inspired by the freedom and openness of Athenian society, people from all over the known world traveled here to |
|discover more about the city and its people.
Working in small groups, students will work produce sections of an historical newspaper or |
|journal for publication in democratic Athens. Using the resources of this Web site ( ) pick an approximate date and |
|research stories for your newspaper. This section has been tailored for a newspaper about Athens during the time of Pericles. |
| |
|Objectives: |
|Social Studies: |
|1. SWAT: Use the resources of the Internet to research news or feature stories. |
|2. SWAT: Analyze, research and prioritize information. |
|3. SWAT: Gain an insight into some of the processes involved in producing a newspaper or magazine. |
|4. SWAT: Discover more about the everyday lives of the ancient Greeks and the similarities and differences they share with the lifestyles of |
|people today. |
|5. SWAT: Students will gain an understanding of key events in the development of democracy in Athens as well as gain an understanding of the |
|culture in which those events occurred. |
| |
| |
|Teaching Strategy
|
|Ask students to look at a selection of newspapers and list the main sections or features common to all (or most).
Small groups of students |
|should then be assigned topics from the list below (example stories are given in brackets).
|
|News and Current Affairs (e.g. Pericles Dies - Popular Assembly in Uproar!) |
|Editorial Section and Letters to the Editor (e.g. letters for and against Pericles) |
|Entertainment & Arts Section (e.g. a review of a famous/prize-winning tragedy) |
|Sports Section (e.g. report from the most recent Olympics) |
|Advertisements (e.g. pottery, seafood, shipwrights, masons, etc.) |
|Weather Report (e.g. Zeus causes yet another terrible storm!) |
|Gossip Column (e.g. Who will succeed Pericles as leader of Athens?) |
|Astrology Column (e.g. latest prophesies from the Oracle of Delphi) |
|Obituaries (e.g. invent an obituary for a hoplite infantryman who excelled at the Battle of Marathon). |
| |
|Students should use Google Docs to collaborate with their group members on their specific topic. |
| |
|Assessment Recommendations |
|Greek Newspaper Grading Criteria
News Story |
| |
|Answers basic information questions "what-where-when-why-who-how?" |
|Interviewed eye-witness |
|Background information given |
|Accurate, well researched, and sourced in MLA format |
|In the style of a news reporter Editorial & Letter to the Editor |
|Gives two distinct points of view |
|Gives reasons for point of view and has convincing arguments |
|Related to the main news article Entertainment Review |
|Accurate according to the time |
|Describes event with good detail |
|Gives a point of view/opinion in the style of a critic. Sports Report |
|Accurate according to the time |
|Describes event with good detail |
|In the style of a reporter Want Ads / Advertisements |
|Identifies objects for sale appropriate to that time |
|Describes object/gives qualities |
|Uses techniques of persuasion Other Articles
Appearance / Neatness
General Writing Skills: |
|Spelling |
|Capital letters |
|Punctuation (periods, commas quotations) |
|Paragraphing |
| |
| |
|Formative Assessments |
|Student conferences (Check for student’s pace of |Electronic Survey ( and Google Forms is free) |
|Culminating activity, assignments, understanding |Classical Civilizations- Student created subpages based on a topic |
|of historical content, summarizing skills) |involving Greece, Rome, China, and Africa. |
|Exit Slips/ |Edmodo- Social networking site where students can discuss class |
|Socrative allows teachers to collected quantitative data, students |assignments and projects. Teacher, students and parents can all post |
|enter a response through Socrative and an Excel spreadsheet is |comments and reflections. |
|generated for the teacher’s review. | |
|Do Now Activities | |
|Poll everywhere is a free response system (similar to clickers) | |
|where students post open-ended responses to questions (Do Nows) or | |
|participate in a survey like review for an exam. | |
|Running blog to discuss Classical Civilizations and (| |
|is free) | |
|Photo or Political Cartoon analysis (A tip sheet on how to analyze | |
|political cartoons is attached in the Resource section of this | |
|curriculum). | |
|Webquest: A web quest is meant to guide students through a process | |
|of inquiry through a set of assigned tasks that lead them to a | |
|conclusion, or that results in a product. | |
| | |
|Skills to Build Upon for Diagnostic Assessments (Midterm/Final) | |
| | |
|Using Special- Purpose Maps | |
|Documents-Based Questions | |
|Analyzing Graphic Data | |
|Analyzing Political Cartoons | |
|Identifying Main Ideas/Summarizing | |
|Sequencing | |
|Identifying Cause and Effect/Make Predictions | |
|Drawing Inferences and Conclusions | |
|Making Valid Generalizations | |
|Distinguishing Fact and Opinion | |
|Comparing and Contrasting | |
|Analyzing Primary Sources | |
|Identifying Frame of Reference and Point of View | |
|Using Secondary Sources | |
|Analyzing Diagrams and Charts | |
|Constructed Reponses and Open-Ended | |
| | |
| | |
| | |
| | |
| | |
| | |
|Suggested Lessons |
|Lessons |Timeframe |
|Lesson 1 | |
|Reflections of Ancient Greece |2-3 class periods |
|Lesson 2 | |
|Myths, Gods, and Goddesses |2 class periods |
|Lesson 3 | |
|Oral Traditions- Griots of Ancient Mali |4 class periods |
|Curriculum Development Resources |
|Click the links below to access additional resources used to design this unit: |
| |
|New Jersey Core Curriculum Content Standards |
| |
|Technology in the Social Studies Classroom |
| |
|Technology Core Curriculum Content Standards |
| |
|National Educational Technology Standards (NETS•T) and Performance Indicators for Teacher |
| |
|Common Core State Standards |
| |
|Technology Resources for Software that students will use: |
|on-line.htm (Variety of Programs) |
|pp/ (PowerPoint) |
|staff/MicrosoftOffice.htm (Microsoft Tutorials) |
|start/t4t/ (Microsoft Products Tutorials) |
| Blog platform |
| |
|Content Resources |
| |
|Ancient Greece
|
|Exploring Ancient World Cultures from Evansville
|
|Daily Life in Ancient Greece from Mr. Donn
|
| History for Kids - Ancient Greece
|
|The Greeks : Crucible of Civilization from PBS
|
|Mr. Dowling's Electronic Passport - Ancient Greece
|
|Ancient Greece
|
|World History Ancient Greece - links to numerous sites and topics
|
|The Ancient Greek World
|
|Ancient Greece - Mythology, Activities, and Lesson Plans from Susan Seagraves
|
|Ancient and Modern Olympic Sports
|
|Greek Architecture
|
|Greek Reliefs
|
|Greek Art
|
|Alexander the Great - maps, text, links
|
|The Ancient Greeks
|
|Sparta
|
|Athens
|
|Greek Mythology Quiz from S. Seagraves
|
|Gods and Goddesses Quiz from S. Seagraves
|
|Rome |
|
History for Kids - Ancient Rome
|
|Ancient Rome
|
|The Romans from the BBC in England - very kid-friendly
|
|Daily Life in Ancient Rome from Mr. Donn
|
|Ancient Rome from Social Studies for Kids
|
|Ancient Rome
|
|Mr. Dowling's Electronic Passport - Ancient Rome
|
|The World History of Rome - links
|
|Julius Caesar
|
|Ancient Rome timeline
|
|All Roads Lead to Rome Webquest - |
|China |
|Exploring Ancient World Cultures from Evansville, Indiana
|
|Daily Life in Ancient China from Mr. Donn
|
|Mr. Dowling's Electronic Passport
|
|Web Links on China and the Great Wall
|
|The World History of China
|
|Ancient China
|
|China from Wikipedia
|
|Africa |
|Ancient Ghana |
| |
|Ancient Mali |
|Ancient Songhai |
|Mansa Musa |
| |
| |
|Teacher Notes |
| |
|Part I. Ancient Greece |
|Time Frame: 10 days |
| |
|Essential Questions: |
|What factors shaped government in Greece? |
|What advances did the Greeks make that still influence the world today? |
| |
|SWAT: Analyze how Greece’s geography and its nearness to the sea strongly influenced the development of trade and the growth of city-states. |
|SWAT: Evaluate how the people of Athens tried many different forms of government before creating a democracy. |
|SWAT: Discuss how ancient Greeks created great myths and works of literature that influenced the way we speak and write today. |
|SWAT: Assess how over time the Persians came to rule a great empire, which brought them into conflict with the Greeks. |
|SWAT: Compare and contrast Sparta and Athens, the two most powerful city-states in Greece. |
|SWAT: Analyze how Alexander the Great built a huge empire that helped shaped Greek culture into Egypt and Asia. |
|SWAT: Evaluate the last contributions the ancient Greeks made in the arts, literature, philosophy, and science. |
| |
|1. Geography |
|Rocky, mountainous lands surrounded by water, shaped as a peninsula with a rugged coastline. |
|Because mountains cover much of Greece, there are few flatlands for farming therefore most people settled along the coast and in river valleys.|
|Due to the rugged land, communities were isolated and as a result, the people created their own governments and way of life seeing themselves |
|as separate countries. |
|Greece has the Mediterranean Sea to the south, the Ionian Sea to the west, and the Aegean Sea to the east. Many Greeks became shipbuilders and|
|sailors due to its geography allowing them to trade culture, ideas, and food. |
| |
|2. Trade |
|The Minoans |
|Settled on the island of Crete, south of the Aegean Sea in the eastern Mediterranean. |
|Among the best shipbuilders due to the location of their settlement. Their ships carried goods such as wood, olive oil, and pottery. They |
|traded these goods for copper, gold, silver, and jewels. |
|Because the Minoans did not speak Greek, historians do not consider them to be the first Greek civilization. |
|The Mycenaeans |
|Settled on the Greek mainland. |
|Considered to be the first civilization of Greece. |
|They build fortresses all over, creating the largest and most powerful fortress Mycenae. The Mycenaeans took over Crete once the Minoan |
|society declined. They set up colonies in northern Greece and Italy where they shipped goods around the Mediterranean and Black seas. They |
|traded with force and often attacked other kingdoms. Historically, they are believed to have attacked Troy starting the legendary Trojan War. |
|Around 1200 B.C., Mycenaean society declined sliding Greece into a period of disorder and warfare called the Dark Ages. |
| |
|3. City-States |
|Independent city-states started to form all over Greece in order to pull the country out of the Dark ages. A polis is another word for |
|city-state. The creation of city-states marked the beginning of what is known as Greece’s classical age, one that was marked by great |
|achievements. |
|City-states were built to last. A large fortress called the acropolis sat on a high hill. The town around the acropolis were surrounded by |
|walls for protection. |
|Life inside the walls consisted of marketplaces, also called an agora. Farmers lived outside the walls of the city-state walls bringing their |
|crops inside to the market for trade made by the craftsmen in town. Markets places also served as political and religious meeting areas. |
|The city-state became the foundation of Greek civilization where people considered themselves residents of a city where people were expected to|
|participate in the city’s affairs, economy, and government. |
|Groups from city-states around Greece began to set up colonies in distant lands as independent sectors. Colonies were set up around the |
|Mediterranean and Black seas, Turkey, France, and Italy. Colonies would trade metals such as copper and iron back to the mainland where they |
|received wine and olive oil. |
| |
|4. Government |
|Greece is the birthplace of democracy a type of government in which people rule themselves. |
|Aristocrats: |
|In early Athens, kings ruled the city-states. Rich landowners called aristocrats soon took power, a government in which only a few people have|
|power is called an oligarchy. Aristocrats served as generals and judges, as they were the richest men in town who dominated Athenian society. |
| |
| |
|Tyrants: |
|Peisistratus, a noble from Athens, over threw the oligarchy and became a tyrant ruler of Athens. Tyrants today are known as leaders who ruled |
|with force. In Greece, tyrants were good leaders and were able to stay in power because they had strong armies and because the people |
|supported them. He brought peace and prosperity to the city and developed new policies to unity the city. |
| |
|Democracy: |
|Around 500 B.C., Cleisthenes gained power in Athens. Under his rule, Athens developed the world’s first democracy and is known as the father |
|of democracy. All citizens had the right to participate in the assembly that created the city’s laws. Every citizen had the right to speak |
|his opinions and participating in voting on important issues. |
|After 170 years of democracy in Athens, an elected leader Pericles who led from 460 B.C. until 429 B.C. He believed that people participating |
|in government was important and encouraged people to participate in government and would pay for people to serve the public and introduce |
|democracy to other parts of Greece. |
|Direct Democracy: |
|All people in Athens could participate directly in government and each person’s decision directly affect the outcome of a vote. |
|Representative Democracy: |
|The form of government in the United States. Our founding fathers were influenced by democracy formed in Athens. |
| |
|5. Greek Mythology and Literature |
|Ancient Greeks believed in many Gods who were at the centered of Greek mythology, a body of stories about gods and heroes that try to explain |
|how the world works. The ancient Greek believed their gods caused these events to happen, and they created myths to explain the gods’ actions.|
| |
|Greek gods: |
|Zeus, king of the gods |
|Hera, queen of the gods |
|Poseidon, god of the sea |
|Hades, god of the underworld |
|Demeter, goddess of agriculture |
|Hestia, goddess of health |
|Athena, goddess of the health |
|Apollo, god of the sun |
|Artemis, goddess of the moon |
|Ares, god of war |
|Aphrodite, goddess of love |
|Hephaestus, god of metalworking |
|Dionysus, god of celebration |
|Hermes, the messenger of god |
|The Greeks saw their gods in all things. To thank their gods, the Greeks built temples to honor them all around Greece. |
|Literature: |
|Early Greek writers produced long epic poems, romantic poetry, and some of the world’s most famous stories. |
|Greek poet, Homer, created two great epic poems, Illiad and the Odyssey to describe the deeds of great heroes who fought in the Trojan War. |
|Lyric poetry were often set to music. During a performance, performers would play a stringed instrument called a lyre, while reading a poem. |
|Most poets were men, but the most famous was a woman, Sappho where she wrote poems about love and relationships. |
|Fables were stories to teach people lessons. Aesop was famous for his fables, short stories that teach the reader lessons about life or give |
|advice on how to live. Most fables were about animals who talked like humans. |
|The works of ancient Greek writers such as Homer, Sappho, and Aesop are read today and have influenced modern language, literature, and art. |
|Greek myths have inspired artists who have used gods and heroes as the subjects of their works. |
| |
|6. Persia and Cyrus the Great |
|Cyrus the Great led a successful Persian revolt against the Medes in 550 B.C. and won independence for Persia. This victory started the |
|beginning of the Persian Empire. Cyrus conquered most of Southwest Asia during his rule. Cyrus let the people he conquered keep their own |
|customs and hoped this would make them less likely to rebel. |
|Political Organization: |
|Darius, a young prince, claimed the throne once Cyrus and his sons died. He organized the empire by dividing it into 20 provinces and chose a |
|governor called satraps to rule with him. They collected taxes, served as judges, and put down rebellions within their territories. |
|Persian Society: |
|Darius improved society by building roads to connect various parts of the empire. He also built a capital called Persepolis to reflect the |
|glory of his empire and filled it with beautiful works of art. Religion rose during his rule, called Zoroastrianism, which taught that two |
|forces were fighting for control of the universe. One force was good and the other was evil. |
|Darius invaded Greece, which began the beginning of a series of wars between Persia and Greece called the Persians Wars. The Greeks won |
|several battles due to their better weapons and clever leaders. Xerxes I, Darius’ son, tried to conquer Greece again with the Persian army. |
|Sparta, a powerful Greek city, joined with Athens. Sparta had the strongest army and Athens had the strongest army. The Persians were |
|defeated but their empire remained strong for more than a century after the war. |
| |
| |
| |
|7. Sparta and Athens |
|Sparta: |
|Spartan society was dominated by the military. They believed hat military power was the way to provide security and protection for their city.|
| |
|When a boy was born, the government officials of Sparta came to look after him where they trained him at an early age as a soldier. They |
|taught them to deal with hardships by taking away their shoes and clothes during the winter. Soldiers between the ages of 20 and 30 lived in |
|army barracks and stayed in the army until they were 60. The Spartans believed that the most important qualities of good soldiers were |
|self-discipline and obedience |
|Girls and women had more rights than other Greek women. They own land and ran their households when their husbands were gone. Women received |
|physical training like men and learned how to run, jump, wrestle, and throw javelins. Spartans believed this training would produce healthier |
|children. |
|Sparta’s government was set up to control the city’s helots, or slaves who grew all the city’s crops and other jobs. |
|Athens: |
|After the Persian Wars ended in 480 B.C., many city-states formed alliances and wanted to punished the Persians for attacking Greece. The |
|Peloponnesian War was between Athens and Sparta that threatened to tear Greece apart. With the defeat of Athens, Sparta became the most |
|powerful city-state in Greece. |
| |
|8. Alexander the Great |
|Alexander the Great was son to Philip II, king of Macedonia in 359 B.C. When king Philip II died, Alexander became leader at 20 years old and |
|immediately wen south to end the revolt in Thebes. Within a year, Alexander destroyed Thebes and enslaved the Theban people and used them as |
|an example to the other Greeks what would happen if they rebelled as well. In 334 B.C. he attacked the Persians and was successful. |
|Alexander’s empire was the largest the world had ever seen stretching from west India to Egypt. He worked to spread Greek influence throughout|
|his empire by founding cities in the lands he conquered. He built temples and theaters like those in Greece all over his empire. As the Greek|
|culture spread, several people kept their own customs and traditions. As a result, a new blended culture developed in Alexander’s empire. It |
|combined elements of Persian, Egyptian, Syrian, and other cultures with Greek ideas. |
| |
|9. Greek Achievements |
|The Arts |
|Statues and Paintings: The ancient Greeks were master artists. Their paintings and statues have been admired for hundreds of years. Greek |
|statues were admired because the sculptors wanted them to look perfect and realistic. Sculptors studied the body and carved marble and stone |
|for their works of art. Greek painting is admired for it realism and detail. Greek artists painted scenes on vases, pots, and other vessels |
|showing scenes from myths or athletic competitions. |
|Architecture: The Greeks took great care in designing their buildings especially their temples. Ancient Greek designers took such care of |
|their designs because they wanted their buildings to reflect the greatness of their cities. The most impressive of all ancient Greek buildings|
|is the Parthenon in Athens built in 400 B.C. on the Athenian acropolis. |
|Writing: The Greeks created new forms of writing forms including drama and history. The Greeks created drama, or plays, as part of their |
|religious ceremonies. Actors and singers performed scenes in honor of gods and heroes. These plays became a popular form of entertainment. |
|Philosophy: The ancient Greeks worshipped gods and goddess who actions explained many of the mysteries of the world. Philosophers believed in|
|the power of the human mind to think, explain, and understand life. |
|Socrates: He believed that people must never stop looking for knowledge. He was a teacher as well as a thinker. He taught by asking |
|questions about human qualities such as love and courage. Socrates wanted to make people think and question their own beliefs. This made |
|people frightened and angry and people accused him for questioning the gods. He was arrested and condemned to death. |
|Plato: Was a student of Socrates and was a teacher as well as a student. Plato created a school, the Academy, to which students, |
|philosophers, and scientists could come to discuss ideas. His most famous book was The Republic where is describes his idea of an ideal |
|society. He believed society should be run by philosophers. |
|Aristotle: One of the greatest Greek thinker who was Plato’s student. Aristotle taught that people should live lives of moderation or |
|balance. He believed that moderation was based on reason and thought that people should use reason to govern their lives. Aristotle made |
|great advances in the field of logic, the process of making inferences. He argued that you could use facts you knew to figure out new facts. |
|Aristotle’s ideas about logic helped inspire many later Greeks scientists. |
|Science and Mathematics: Euclid was a Greek mathematician who was interested in geometry, the study of lines, angles, and shapes. Many of the|
|geometry rules studied in school today come from Euclid’s writings. Another Greek mathematician was Hypatia who used math to accurately |
|calculate the size of the earth. |
|Medicine and Engineering: Greek doctors studied the human body to understand how it worked. The greatest Greek doctor was Hippocrates who |
|figured out what caused diseases so he could better treat them. |
| |
|Part II. Ancient Rome |
|Time Frame: 10 days |
| |
|Essential Question: |
|How did Rome become the dominant power in the Mediterranean region? |
|Why did the Roman Empire fall and what is its legacy? |
| |
|SWAT: Analyze how Rome’s location and government helped it become a major power in the ancient world. |
|SWAT: Evaluate how Rome’s tripartite government and written laws helped create a stable society. |
|SWAT: Track how Rome’s Republic was marked by wars of expansion and political crisis. |
|SWAT: Assess how Rome grew politically and economically and developed a culture that influenced later civilizations. |
| |
|1. Geography |
|Rome’s location and climate helped it become a major world power. Rome became one of the greatest civilizations of the ancient world. Italy |
|has two major mountain ranges in the north, The Alps, Europe’s highest mountains and another range the Apennines, runs the length of the |
|Italian Peninsula. Most of the land is covered with hills which people from history used for defense. Several rivers flow out of Italy’s |
|mountains as a source of fresh water. |
|3. Roman Society |
|The Romans believed their history could be traced back to a great Trojan hero named Aeneas. When the Greeks destroyed Troy in the Trojan War, |
|Aeneas fled with his followers. The story of his trip is told in the Aeneid, an epic poem written by ancient poet Vigil around 20 B.C. |
|Among the descendants of Aeneas were the founders of Rome, twin brothers Romulus and Remus. Modern histories believe that Rome’s last three |
|kings were Etruscans, members of a people who lived in north Rome. They were influenced by Greek colonists in Italy lived in Italy before Rome|
|was founded. The Etruscan kings made great contributions to Roman society. They built huge temples and Rome’s first sewer. Many historians |
|think that the Romans learned their alphabet and numbers from the Etruscans. |
| |
|4. Government |
|In 509 B.C., Roman nobles overthrew the monarchy and established a new form of government, called a republic. Rome’s representative government|
|and sophisticated systems of laws established many legal traditions we have today. |
|Challenges: |
|Roman society was divided into two groups; plebeians or common people, who wanted more of a say in how the city was run, and the patricians or |
|nobles, who were the only ones who could be elected into office so they held all the political power. The plebeians were peasants, traders, |
|and other workers. In 494 B.B., the plebeians formed a council and elected their own officials, an act that frightening many patricians. They|
|feared that Rome would fall apart if the two groups couldn’t cooperate. |
|Patricians: Wealthy, powerful, citizens, nobles, small minority of the population, once controlled all aspects of government, After 218 BC, |
|not allowed to participate in trade or commerce |
|Plebeians: Common people, peasants, craftspeople, traders, other workers, majority of the population, gained right to participate in |
|government, and only Romans who could be traders, so many became wealthy |
|To calm the angry plebeians, the patricians made changes to Rome’s government by creating new offices that could only be held by plebeians. |
|The people who held these offices protected the plebeians’ rights and interests. As a result, Rome developed into a tripartite. To fulfill |
|its duties, each part of the government had its own powers, rights, and privileges. |
|Magistrates: Elected officials, the two most important were called consuls who were elected each year to run the city and lead the army. |
|Below the consuls were the magistrates who were elected for one year and had its own duties and powers. Some were judges and some managed |
|Rome’s finances and organized gams and festivals. |
|Senate: The Roman Senate was a council of wealthy and powerful Romans that advised the city’s leaders who were created to advise Rome’s kings.|
|Senate held their position for life and was made up of 300 members. |
|Assemblies and Tribunes: Protected the common people. Both patricians and plebeians took part in these assemblies whose primary job was to |
|elect the magistrates who ran the city of Rome. Tribunes were elected by the plebeians who had the ability to veto or prohibit actions by |
|other officials. Trubines only rained in office one year. |
|Law of the Twelve Tables: The Law of the Twelve Tables governed many parts of Roman life. Some laws were written to protect the rights of all|
|Romans. Other only protected the patricians. |
|Checks and Balances: In order to limit terms of office and control power in Rome, the Romans put other restrictions on their leaders’ powers. |
|Checks and balances kept any one part of government from becoming stronger or more influential than the others. |
|The Roman Forum: The Forum was the center of life in ancient Rome. The city’s most important temples and government buildings were located |
|there, and Romans met there to talk about the issues of the day. |
|5. Trade |
|Roman territory grew mainly in response to outside threats. As the republic grew, many people left their farms from Rome. In place of these |
|small farms, wealthy Romans built large farms in the countryside. These farms worked by slaves who grew one or two crops. Roman trade |
|expanded as the republic grew. Due to the increasing population, Rome’s farmers couldn’t grow enough food so merchants brought food to other |
|parts of the Mediterranean. They brought metal goods and slaves to Rome made coins out of copper, silver, and other metals in return. |
| |
|6. Punic Wars |
|As Rome’s power grew, other countries came to see the Romans as a threat to their own power. The fiercest of the wars were the Punic Wars, a |
|series of wars against Carthage, a city in northern Africa. Rome and Carthage went to war three times between 264 and 146 B.C. After 20 years|
|of fighting, the Romans forced their enemies out and took control over Sicily. |
|During the Punic Wars, Rome took control of Sicily, Corsica, Spain, and North Africa. As a result, Rome controlled most of the western |
|Mediterranean region. In 120s Rome also conquered Greece and parts of Asia. |
|As the Romans’ territory grew, problems arose in the republic. Among the leaders to address Rome’s problems were brothers Tiberius and Gaius |
|Gracchus. Tiberius wanted to create farms for poor Romans in order to create happy civilians and prevent rebellions. The public opposed and |
|the wealthy opposed which led to riots in the city which killed Tiberius. A few years later Gaius created farms and also began to sell food |
|cheaply to Rome’s poor citizens which angered many powerful Romans and was killed for his ideas. The people of the Roman empire saw violence |
|as a form of power and as a political weapon. |
|Spartacus: Roman gladiator who rose up and demanded freedom. Spartacus and his followers defeated an army sent to stop them and took over |
|much of southern Italy. Spartacus was killed in battle and the revolt fell apart. |
| |
|7. Era of Caesar |
|In the 70s B.C., Rome was a dangerous place where politicians and generals went to war to increase their power even as political order broke |
|out in Rome. Some Romans tried to stop the chaos in Rome’s government. Cicero , a philosopher and gifted orator called on upper-class Romans|
|to work together to make Roma a better place. He wanted to limit the power of generals and wanted the Romans to give more support to the |
|Senate and to restore checks and balances on government but the government didn’t want change. |
|Julius Caesar: was a powerful general working to take over the government. Romans admired him for his bravery and skill in battle. His |
|soldiers respected him for treating them well. His military success made him a key figure in Roman politics. He was an exceptional leader and|
|speaker. Before he went to Gaul, he made an alliance with two of Rome’s most influential men, Pompey and Crassus. The partnership lasted 10 |
|years but after his conquests in Gaul, his allies became jealous of his power and popularity that his allies turned against him. Caesar was |
|ordered to give up his command but he refused and sent his troops back to Rome. A group of Senators attacked Caesar in the Senate and stabbed |
|him to death. After Caesar’s assassination, two great generals emerged, Marc Antony and Caesar’s adopted son Octavian later called Augustus. |
| |
|8. Augustus |
|Top priority for Antony and Octavian was punishing the men who killed Caesar. They set out an army to try to avenge Caesar’s death near |
|Philippi in northern Greece in 42 B.C. After the battle of Philippi, Octavian returned to Italy and Antony went east to fight Rome’s enemies. |
|Octavian became Rome’s sole ruler and almost gained nearly limitless power. In 27 B.C., Octavian announced that he was giving up his power to |
|the Senate but in reality he kept all his power where Senate gave him the name Augustus which means, “revered one.” |
|9. Roman Achievements |
|Rome was full of sophisticated and beautiful art and architecture. Artists and engineers were respected individuals in Roman society. The |
|Roman world was remarkable for valuing literacy, culture, and a society based on law. |
|Science and Engineering: The Romans took a practical approach to their study of science and engineering. They studied the stars to produce a |
|calendar, studied plants, and animals to learn how to obtain better crops and meat. To improve health, Roman doctors studied the works of |
|Greeks. Romans were also great builders and developed many new materials to help their structures last. They Romans made cement by mixing |
|lime with volcanic rock and ash. The Romans created lasting structures by using arches, the round shape supported more weight than other |
|shapes. The Romans also used arches in their aqueducts which is a raised channel used to carry water from mountains into cities. |
|Architecture and Art: Roman architecture also copied some older Greek designs using columns to make their public buildings look impressive. |
|They also used marble to cover their buildings with marble. Their engineering techniques allowed the Romans to make new architectural advances|
|like the vault which let them build huge structures like the Colosseum in Rome. Roman artists are known for their mosaics and paintings, which|
|were used to decorate Roman buildings. |
|Literature and Language: Rich in art and architecture, Rome was also home to many of the greatest authors in the ancient world. One such |
|author was Virgil, who wrote about the great epic about the founding of Rome, the Aeneid and Ovid who wrote poems about Roman mythology. |
|Law: Roman law inspired a system called civil law, a legal system based on a written code of laws. |
| |
|Part III. Ancient China |
|Time Frame: 10 days |
| |
|Essential Question: |
|How do the people, events, and ideas that shaped ancient China continue to influence the world? |
| |
|SWAT: Analyze how the Han dynasty created a form of government that valued family, art, and learning. |
|SWAT: Analyze how trade routes led to the exchange of new products and ideas among China, Rome, and other people. |
| |
| |
|1. Geography |
|Geography played a major role in the development of Chinese civilization. China covers an area of nearly 4 million square miles. One of the |
|physical barriers that separates China from its neighbors is a harsh desert, the Gobi which is spread over much of China’s north. East of the |
|Gobi are low-lying plains which cover most of eastern China forms once of the country’s largest farming regions. More than 2,000 mile to the |
|west, rigged mountains make up the western frontier, in the southwest the plateau of Tibet. The Qinling Shandi range separates northern China |
|from southern China. |
|Two great rivers flow from west to east in China, the Huang He or the Yellow River and the Chang Jiang or the Yangzi River |
| |
|2. First Dynasties |
|Like other ancient peoples, people in China first settled along rivers where they farmed, built villages, and formed a civilization. Farming |
|in China started along the Huang He and Chang Jiang rivers. When they flooded, fertile silt deposits made the land ideal for growing crops. |
|Farmers grew rice, millet, and wheat. Chinese people fished and hunted with bows and arrows, and domesticated sheep and pigs. |
|Some of the villages along the Huang He grew into large towns where walls surrounded these towns to defend them against floods and hostile |
|neighbors. Separate cultures developed in southern and northeastern China. These included the Sanxingdui and Hongshan peoples. |
|The Xia Dynasty: |
|Around 2200 B.C., Yu the Great is said to have founded the Xia dynasty where there were terrible floods. |
|The Shang Dynasty: |
|The first clear dynasty is the Shang, which was established in 1500 B.C. The king was at the center of Shang political and religious life. |
|Nobles served the king as advisors and helped him rule. |
|The social order became more organized under the Shang. The royal family and the nobles were at the highest level. The nobles owned land, and|
|passed their wealth and power to their sons. Most people in the Shang ruling class lived in large homes in cities. Artisans settled outside |
|the city walls, living in groups based on what they made for a living and made weapons, pottery, tools, and clothing. |
|The Shang made many advances, including China’s first writing system, which used more than 2,000 symbols to express words or ideas. Artisans |
|made beautiful bronze containers for cooking and religious ceremonies. They made axes, knives, and ornaments from jade. The military |
|developed war chariots, powerful bows, and bronze body armor. |
| |
|3. New Ideas |
|Confucius: During the Zhou period, Confucius became the most influential teacher in Chinese history. He felt that China was overrun with rude|
|and dishonest people and he was upset by the disorder and people’s lack of decency. He believed people needed to return to ethics, or moral |
|values. The ideas of Confucius are known as Confucianism. Because Confucianism focuses on morality, family, society, and government people |
|often think of it as a philosophy. It is a unique teaching that is both philosophical and religious. It has been a guiding force in human |
|behavior and religious understand in China. |
|Daoism: Stresses living in harmony with the Dao, the guiding force for all reality. In Daoist teachings, the Dao gave birth to the universe |
|and all things in it. They believed they wanted the government to stay out of people’s lives. Daoists people believed that people should |
|avoid interring with nature or each other. They are taught that the universe is a balance of opposites, female and male. Laozi was the most |
|famous Daoist teacher. He taught people that they should not gain wealth, nor should they seek power. |
|Legalism: The belief that people were bad by nature and needed to be controlled. Legalism was a political philosophy without religious |
|concerns. It dealt with only government and social control. Legalists felt that society needed strict laws to keep people in line and that |
|punishments should fit crimes. Unity and efficiency were also important to Legalists. |
| |
|4. Han Dynasty |
|Liu Bang, a peasant, became the first emperor of the Han dynasty. This dynasty lasted for more than 400 years. He was the first common person|
|to become emperor. He earned the people’s loyalty and trust and was well liked by both soldiers and peasants, which helped him maintain |
|control. Liu Bang’s rule was based on wanting people free from harsh government policies. He lowered taxes for farmers and made punishments |
|less sever. He gave large blocks of land to his supporters. He also changed the way government worked. He set up a government structure |
|built on the foundation begun by the Qin. |
|In, 140 B.C., Emperor Wudi took the throne. He wanted to create a strong central government. He did this by taking land from the lords, |
|raised taxes, and placed the supply of grain under the control of the government. Confucianism became China’s official government philosophy. |
|Government officials were expected to practice and Wudi even began a university to teach Confucian ideas. |
|Family Life: The family once again became important within Chinese society in the Han dynasty. Social classes were divided into four classes.|
|The upper class was made up of the emperor, his court, and scholars who help government positions. The second class, the largest, was made up |
|of peasants. Next were artisans who produce items for daily life and some luxury goods. Merchants occupied the lowest class because they did |
|not produce anything. They only bought and sold what others made. The military was not an official class in the Confucian system. |
|The revival of family grew during Wudi’s reign. Confucian teachings about the family were honored, children were taught from birth to respect |
|their elders, disobeying one’s parents was a crime. The father was the head of the family and held absolute power. The women’s duty was to |
|obey her husband, and children had to obey their father. Han officials believed that if the family was strong and people obeyed the father, |
|then people would obey the emperor too. |
|Children were encouraged to serve their parents and they were expected to honor dead parents with ceremonies and offerings. |
|Chinese parents valued boys more highly than girls. This was because sons carried on the family lines and took care of their parents when they|
|were old. |
| |
| |
|5. Chinese Achievements |
|Art and Literature |
|Artists became experts at figure paintings, a style of painting that includes portraits of people. Portraits were usually religious figures |
|and Confucian scholars. Ha artists also painted realistic scenes from everyday life and their creations covered the walls of palaces and |
|tombs. |
|In literature, Han China is known for its poetry. Poets developed new styles of verse. Fu poets combined prose and poetry to create long |
|works of literature. Another styled called shi, featured short lines of verse that could be sung. |
|Inventions and Advances |
|The Han Chinese invented paper, they made it grinding plant fibers, such as mulberry, bark, and hemp, into paste. In science, they created the|
|sundial used to position shadows cast by the sun to tell the time of day and a seismograph used to measure the strength of an earthquake. |
|Acupuncture is the practice of inserting fine needles through the skin at specific points to cure disease or relieve pain. |
| |
|Part IV. Ancient Africa |
|Time Frame: 10 Days |
| |
|Essential Question: What factors shaped early African civilizations? |
| |
|SWAT: Analyze how the rulers of Ghana built an empire by controlling the salt and gold trade. |
|SWAT: Discuss the three great kingdoms, Mali, Songhai, and Great Zimbabwe that developed in Africa between 1000 and 1500 BC. |
|SWAT: Analyze how West Africa’s culture has passed down through oral history, writings by other people, and the arts. |
| |
|1. Geography |
|Africa is the earth’s second largest continent. The Sahara desert stretched across most of North Africa. Along the northwestern edge of the |
|Sahara, lie the Atlas Mountains, in the southeast, the Drakensberg Mountains, in eastern Africa, mountains extend alongside great rifts. These|
|rifts are long, deep, valleys formed by the movement of the earth’s crust. The plains of the sub-Saharan Africa are crossed by mighty rivers |
|including the Congo, the Zambezi, and the Niger. |
|West Africa: The Niger River provided a source of food, water, and transportation to its people. Four different regions make up the area |
|surrounding the Niger River which run east to west like broad bands. The northern band is the southern part of the Sahara. Rain is very rare |
|there. Sahel is the next band, which is a strip of land with little rainfall. Farther south is the savannah, open grassland with scattered |
|trees. The fourth band is near the equator, which gets heavy rain and is made up of rain forests and densely wooded areas. |
|West Africa’s land is one of the region’s many resources. With its many climates, the land can produce many different crops like dates, kola |
|nuts, and grains. Other resources were minerals, gold, and salt. |
|Family included an extended family, father, mother, children, and close relatives in once household. People were expected to be loyal to his |
|or her family, where men born within the same two or three years formed special bonds. Loyalty to family and age-sets helped the people of a |
|village to work together. The men hunted, farmed, and raised livestock. Women farmed, collected firewood, ground grain, carried water, and |
|cared for children. |
|Religions was important and West Africans felt their ancestor’s spirits stayed nearby. Animism was the belief in West Africa where bodies of |
|water, animals, trees, and other natural objects have spirits. |
|As the people of West Africa became more productive, villages had more than they needed to survive. They began to trade the area’s resources |
|with buyers who lived thousands of mile away. West Africa’s gold and salt became a source of great wealth. Traders used camels to cross the |
|Sahara where they took gold, salt, cloth, slaves, and other items to North Africa and the Islamic work. |
| |
|2. Empire of Ghana |
|Soninke, the earliest people from Ghana located in West Africa, lived in small groups and farmed the land along the Niger River who banded |
|together for protection against nomadic herders who wanted to move into the area. |
|The Soninke learned to work together with iron and how to use iron tools for farming. They herded cattle for meat and milk. Ghana is located |
|between the Sahara to the north and forests in the south. The location puts them at a great advantage of trading in the region’s two main |
|resources- gold and salt. Ghana salt traders left slabs of salt on a riverbank. In exchange, miners left what they though was a fair amount |
|of gold. Silent bartering was a method made sure that trade was done peacefully. |
|Ghana’s rulers gained power as trade in salt and gold increased. They built armies equipped with iron weapons. Over time, Ghana took over |
|control of trade from the North African merchants. Wheat, honey, leather, and cloth were also traded in Ghana. |
|By 800 B.C., Ghana was in control of West Africa’s trade routes. With some much trading passing through Ghana, rulers looked for ways to |
|profit. One was to force every trader to pay a special tax on the good he carried and tax the trader took with him when he left. The people |
|of Ghana also paid taxes. |
|Ghana’s gold mines brought wealth into the area. Ghana’s kings also kept huge stores of the precious metal for themselves. |
|This wealth allowed Ghana to grow and support a powerful army who were used to conquer neighboring areas. Ghana’s kings kept order by allowing|
|conquered rulers to retain much of their power where local rulers acted as governors of their territories who answered to the king, Tunka |
|Manin. |
|Three major factors contributed to Ghana’s decline, invasions, overgrazing, and internal rebellion. |
| |
|3. Empire of Mali |
|Located along the upper Niger River with fertile soil. The Niger River helped people trade resulting in a rich and powerful empire under the |
|ruler Sundiata. |
|Sundiata conquered Ghana and took over the salt and gold trade. He worked to improve agriculture in Mali, had new farmlands cleared for beans,|
|onions, rice and other crops. He even introduced another crop- cotton. From cotton fibers, people made clothing that was comfortable. |
|Sundiata took away power from local leaders. The local leaders had the title mansa a title Sundiata now took for himself. When he died in |
|1255, rulers of Mali took the title mansa where most of them were Muslims. |
|Mansa Musa: Mali’s most famous ruler allowed it to reach the height of its wealth, power, and fame in the 1300s. Because of Mansa Musa’a |
|influence, Islam spread through a large part of West Africa. He ruled for about 25 years where he added many important trade cities to its |
|empire including Timbuktu. He supported education and hired architects to build mosques throughout his empire. |
| |
|4. Empire of Songhai |
|Mali’s rival was Songhai, whose capital was Gao. The Songhai leaders were Muslims as well as many of the North African Berbers who traded in |
|West Africa. The Berbers were willing to trade with Songhai because of their shared religion. As the Songhai gained wealth, they expanded |
|their territory and built an empire led by Sunni Ali. He worked to unify, strengthen , and enlarge his empire. He encouraged everyone in his |
|empire to work together to build religious harmony by participating in both Muslim and local religions bringing stability to Songhai. |
|Askia The Great: |
|When Sunni Ali died, his son Sunni Baru took over. The Songhai people feared that is he took over they would lose their trade with Muslim |
|lands because Sunni Baru was not Muslim so they rebelled against him. The leader of the rebellion was Muhammad Ture. After overthrowing Sunni|
|Baru, he chose the title askia, a title of high military rank and became known as Askia the Great. |
|Askia supported education and learning. Under is rule, Timbuktu flourished drawing thousands to its universities, schools, libraries, and |
|mosques. Most of Songhai’s traders were Muslim, and as they gained influence in the empire so did Islam. |
|To help maintain order, Askia set up five provinces within Songhai. He removed local leaders and appointed new governors who were loyal to |
|him. He created a professional army and specialized departments to oversee specific tasks. |
|Songhai fell when northern rival Morocco wanted to gain control of Songhai’s salt mines so Morocco sent an army to Songhai in 1591 to overthrow|
|it. Timbuktu and Gao were destroyed and changes in trade patterns completed Songhai’s fall. |
| |
|5. Historical and Artistic Traditions |
|Griots: Storytellers of early West Africa who were highly respected in their communities. Griots helped keep this history alive of the |
|ancestors for new generations. Their stories were both entertaining and informative. They told important past events and of the |
|accomplishments of distant ancestors. In addition, griots recited proverbs, or short stories of wisdom or truth. |
|Epics: Some of the griot poems are epics, long poems about kingdoms and heroes. Many of these epic poems are collected in the Dausi and the |
|Sundiata. |
|Art: Sculpture is the most known in West Africa where they made ornate statues and carvings out of wood, brass, clay, ivory, stone, and other |
|materials. Most statues from West Africa are of people, often the sculptor’s ancestors and usually made for religious rituals to ask for the |
|ancestor’s blessings. |
|Masks and Clothing: Made of wood, these masks bore the faces of animals such as hyenas, lions, monkeys, and antelopes. People wore masks |
|during rituals as they danced around fires. Many African societies were famous for the cloth they wore; the most famous of these cloths is |
|called a kente. It is a hand woven, brightly colored fabric. Kings and Queens in West Africa wore garments made of kente for special |
|occasions. |
|Music and Dance: In many West African societies, music and dance were as important as the visual arts. Singing, drumming, and dancing were |
|great entertainment, but they also helped people honor their history and mark special occasions. Dance has long been a central part of African|
|society, usually used to celebrate specific events or ceremonies. |
| |
| Suggested Lesson Plan #1 |
|Content Area: Social Studies |
|Lesson Title: Reflections of Ancient Greece |Timeframe: 2-3 class periods |
|Lesson Components |
|21st Century Themes |
|X |
|X |Creativity and Innovation |X |Critical Thinking and Problem |X |Communication and Collaboration |
| | | |Solving | | |
|Interdisciplinary Connections: Language Arts, Science, Art, Physical Education, Mathematics, Social Studies |
|Integration of Technology: Students will use the Internet to conduct research on their assigned topic relating to Greek influences. |
|Equipment needed: LCD Projector, computers, Internet |
|Goals/Objectives |Learning Activities/Instructional Strategies |Formative Assessment Tasks |
|Swat: |Lesson Sequence |Formative Assessment #1 |
|Evaluate about key elements of |1. Ask students what they know about ancient Greece. Have them |To show understanding of the strength |
|ancient Greek civilizations, |brainstorm ideas, and write their suggestions on the board. To |and weaknesses of Athens, Sparta, and |
|including government, mythology, |spark conversation, you may want to show them a picture of the |Persia and how they contributed to |
|philosophy, sports, art, and |Lincoln Memorial. If students are familiar with this structure, |conflicts among their governments, |
|architecture. |explain that it was built to honor Abraham Lincoln, the 16th |students will create maps that show |
|Analyze how influence of ancient |president of the United States. Ask students what this structure |how each army could conquer another. |
|Greece in the world today. |has to do with ancient Greece. (Its style first appeared in | |
| |ancient Greece.) |Formative Assessment #2 |
| | |Students will participate in a class |
|NJCCCS: |2. Review facts about ancient Greece. Have students locate |debate about conflicts between |
|CPI # |Greece on a world map. Explain that a great civilization thrived |government or cultures. |
| |there between 500 and 323 B.C., during a time in history called | |
|6.2.8.A.3.b Compare and contrast the|the classical Greek period. The ancient Greeks developed new |Formative Assessment #3 |
|rights and responsibilities of free |ideas for government, science, philosophy, religion, and art. The|Create and complete a Venn Diagram of |
|men, women, slaves and foreigners in |center of ancient Greek culture was the city-state of Athens. |Minoans and Mycenaeans comparing and |
|the political, economic, and social |Although wars between Athens and the city-state Sparta would |contrasting the two cultures of |
|structures of classical |eventually weaken Greek civilization, its influence is visible |ancient Greece. |
|civilizations. |today. | |
| | |Formative Assessment #4 |
|6.2.8.A.3.c Determine the | |Sequencing: Have students place key |
|foundational concepts and principles |3. Explain that in this activity, students will be researching |events in Greek history in the proper |
|of Athenian democracy and the Roman |the following aspects of ancient Greek life: |order. |
|Republic that later influenced the |Art and architecture | |
|development of the United States |Government | |
|Constitution. |Mythology |Formative Assessment #5 |
| |Philosophy |Students will compare and rights |
|6.2.8.A.3.d Compare and contrast the|Sports |associated with citizenship in ancient|
|roles and responsibilities of |Divide students into five research groups, and assign each group |Greece with those in the United States|
|citizens in Athens and Sparta to |one aspect of Greek life to study. |and decide which are more inclusive. |
|those of United States citizens | | |
|today, and evaluate how citizens |4. Students should use print and online resources. The final |Formative Assessment #6 |
|perceived the principles of liberty |task is to find examples of ancient Greek influence in modern |Have students work in pairs to create |
|and equality then and now. |culture. |a postcard that illustrates the |
| | |conflict between Greece and Persia. |
|6.2.8.B.3.b Explain how geography |5. When each group has completed its sheet, have it create a | |
|and the availability of natural |collage of modern-day examples of ancient Greek culture using |Formative Assessment #7 |
|resources led to both the development|magazines, newspapers, or pictures from the Internet. |Have students work in small groups to |
|of Greek city-states and to their | |create a cause and effect chart that |
|demise. |6. Invite groups to present their collages to the class and |illustrates the fall of Athenian |
| |explain how the examples reflect ancient Greek culture. Have |power. |
| |groups hang their collages in the classroom. | |
| | | |
| |Teacher Notes: | |
| | | |
| |Discussion Questions: | |
| |1. What do you think are the more important contributions the | |
| |ancient Greeks made to the world today? | |
| | | |
| |2. What are some subjects that interested the Greek | |
| |philosophers? What ideas did they develop? | |
| | | |
| |3. Was everyone eligible for citizenship in ancient Greece? If | |
| |not, who was excluded? Would ancient Greece still be considered a| |
| |democracy today? Why or why not? | |
| | | |
| |4. Compare the myths of ancient Greece with other fables, | |
| |folktales, or tall tales that you have studied. What are some | |
| |common themes? How are Greek myths different? | |
| | | |
| |5. Compare the modern Olympics to the Olympics in ancient | |
| |Greece. | |
| | | |
| |6. Find two buildings in your community, one in classical Greek | |
| |style and another in a modern style. If such buildings are not | |
| |available where you live, use those in your state capital or in | |
| |Washington, D.C. Discuss and explain differences in style, | |
| |structure, and appearance. | |
| | | |
| |Evaluation | |
| | | |
| |You can evaluate students' work using the following three-point | |
| |rubric: | |
| | | |
| |Three points: actively participated in group project, researching| |
| |important facts and working collaboratively with others; | |
| |thoroughly completed activity sheet; presented information in a | |
| |clear manner; demonstrated an understanding of the material | |
| |researched. | |
| | | |
| |Two points: participated in group project, researching facts and | |
| |working with others; completed most of the activity sheet; | |
| |presented information in a fairly clear manner; demonstrated an | |
| |understanding of the material researched. | |
| | | |
| | | |
| |One point: took part in the group project, researching some facts| |
| |and working with others; submitted an incomplete activity sheet; | |
| |presented little or no information in group presentation; | |
| |demonstrated little understanding of the material researched. | |
| | | |
|Differentiation |
| |
|Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, |
|even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the |
|essential content, but provide multiple options for taking in this information. |
| |
|Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the |
|follow is recommended for differentiation. |
| |
|Working in pairs, students can choose one of the five aspects of Greek life to research. Pairs will use their activity sheets to choose a |
|specific area of interest to research further; for example, they may focus on the role of women in ancient Greek society, literature and drama,|
|education, warfare, philosophers, the Parthenon, and so on. (Students in pairs should choose separate topics.) Have pairs create a list of |
|little-known facts about their topics to share with the class. Individually, students can use their research to write essays on how ancient |
|Greek life compares with, or has influenced, modern society. |
|Resources Provided |
| |
|Exploring Ancient World Cultures from Evansville
|
|Daily Life in Ancient Greece from Mr. Donn
|
| History for Kids - Ancient Greece
|
|The Greeks : Crucible of Civilization from PBS
|
|Mr. Dowling's Electronic Passport - Ancient Greece
|
|Ancient Greece
|
|World History Ancient Greece - links to numerous sites and topics
|
|The Ancient Greek World
|
|Ancient Greece - Mythology, Activities, and Lesson Plans from Susan Seagraves
|
|Ancient and Modern Olympic Sports
|
|Greek Architecture
|
|Greek Reliefs
|
|Greek Art
|
|Alexander the Great - maps, text, links
|
|The Ancient Greeks
|
|Sparta
|
|Athens
|
|Greek Mythology Quiz from S. Seagraves
|
|Gods and Goddesses Quiz from S. Seagraves
|
| |
|Web lessons: : The code is WL0100 |
|user name: first initial and last name password: last name |
| |
Classroom Model for a 45-Minute Social Studies Period, Gr. 6- 8
|Suggested Lesson #2 |
|Content Area: Social Studies |
|Lesson Title: Myths, Gods, and Goddesses |Timeframe: 2 class periods |
|Lesson Components |
|21st Century Themes |
|X |
|X |Creativity and Innovation |X |Critical Thinking and Problem |X |Communication and Collaboration |
| | | |Solving | | |
|Interdisciplinary Connections: Language Arts, Science, Social Studies, Technology |
|Integration of Technology: Students will use the Internet to research Greek mythologies for their assignment. |
|Equipment needed: LCD Projector, Internet, Computer |
|Goals/Objectives |Learning Activities/Instructional Strategies |Formative Assessment Tasks |
|SWAT: |Lesson Sequence |Formative Assessment #1 |
|Research and use organizational |Student Activities |When you think of the word myth what |
|features of electronic texts to |Locate a Greek myth to read. |images come to your mind? Jot down |
|locate information. |Record the title, author, and cite your source of information. |some words, phrases or pictures |
|Clarify an understanding of texts by |Keep a list of unfamiliar words or terms. |associated with the word myth. Compare|
|creating outlines, notes, summaries, |Answer the questions on the Student Activity Page (attached at |your answers with a partner. |
|or reports. |the end of lesson). | |
|Analyze the geographic, political, | |Formative Assessment #2 |
|religious, and social structures of |Teacher Notes: |Given a map of Greece, students will |
|the early civilization in Greece, in | |answer the question: Why is Greece |
|terms of the significance of Greek |Myths are part of every culture. Myths explained "how" and "why" |often considered the “cradle of |
|mythology and how Greek literature |things came to be for people in earlier civilizations. Myths were|civilization?” |
|continue to permeate our literature |closely aligned with religious or spiritual beliefs. | |
|and language today. | |Formative Assessment #3 |
| |Students will research and read a Greek myth. They will also |List the characters in the story |
| |learn about some of the gods and goddesses, problems they faced, |leaving about 5 lines after each name |
| |how they used their special powers to overcome difficulties, and |for annotated entries. Use your |
| |how people honored them. Students will need to be able to visit |list of characters to answer the |
| |websites to help them gather information about the ancient Greek |following questions: Who they are, how|
| |civilization. When they are finished with their research, they |do they behave, what do they say, what|
| |will create a project to share with their classmates, which will |do they do, how do they react and what|
|NJCCCS: |show what you've learned. |is their relationship to other |
|CPI # |1. After reading a Greek myth, students will identify the god or|characters. Include a personal |
| |goddess and write a short summary about the myth. |judgment about whether you think they |
|6.2.8.D.3.f Determine the extent to| |are good, evil, powerful, or |
|which religions, mythologies, and |2. Students will select a god or goddess to research using |powerless. Provide evidence from the |
|other belief systems shaped the |electronic media, books, encyclopedias, etc. |text to support your answer. |
|values of classical societies. | | |
| |3. Students will produce a product which will include the name |Formative Assessment #4 |
| |of the god in Greek and Roman, symbols, domain, family, special |Identify at least three problems faced|
| |powers, problems and solutions, and a short summary of the myth |by Persephone in the story. |
| |read. | |
| | |Formative Assessment #5 |
| |4. Students will be able to write, edit and revise their |Review each literary genre covered |
| |information using correct grammar, spelling and punctuation. |this year. Share some of the dominant |
| | |characteristics of each. In detail |
| | |review the literary characteristics of|
| | |myths, legends, folktales and |
| | |fairytales. Provide rich examples of |
| | |each. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
|Differentiation: |
|Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, |
|even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the |
|essential content, but provide multiple options for taking in this information. |
| |
|Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the |
|follow is recommended for differentiation. For differentiation, it is recommend the teacher pair students up so students who are excelling |
|and/or understand the content may assist students who are struggling with content/level. |
| |
|Reading and Vocabulary Instruction: Teachers should incorporate reading and vocabulary instructional strategies into the content lessons to |
|help them understand informational text. For this lesson, it is recommended the teacher provide a before, during, and after reading activity. |
| |
|Before Strategies: |
|Visual Preview |
|Prereading |
|Reading Readiness |
|K-W-L Chart |
|Introduce Vocabulary |
|During Strategies: |
|Passage Reading |
|Oral Cloze |
|Choral Reading |
|Structured Silent Reading |
|Guided Reading |
|Summarizing |
|Discussion |
|After Strategies: |
|Structured Discussion |
|Think-Pair-Share |
|Socrative |
| |
|Comprehension Strategies: Teachers can increase access by incorporating strategies to improve student comprehension by using research-based |
|strategies. |
| |
|Modifying Instruction: Teachers can foster differentiated instruction by modifying instruction to meet individual needs. Instruction for |
|special needs should incorporate adaptations and modifications. Advanced learners can explore topics in-depth. |
| |
|Resources Provided: |
| |
|Ancient Greece - Mythology, Activities, and Lesson Plans from Susan Seagraves
|
|Greek Mythology |
| |
| |
| |
| |
| |
| |
| |
|List of Greek Mythological Figures |
| |
Student Activity Page
1. Select at least one (1) Greek myth to read.
2. Record the title, author, and cite your source of information.
3. Keep a list of unfamiliar words or places to look up later on.
4. Who was the god or goddess in the myth?
5. State three (3) or more facts about him or her.
6. What special qualities or powers did he or she have?
7. What was the major problem or conflict in the myth?
8. Was the problem or conflict resolved?
9. How did the god or goddess use his or her special abilities in the myth to assist in solving the problem?
What other sources of information are you going to use to learn more about your god or goddess? Have you visited any of the websites?
What are you going to do for your project and presentation?
(See me if you want to talk about it first or you think you need some help.)
| Suggested Lesson #3 |
|Content Area: Social Studies |
|Lesson Title: Oral Traditions- Griots of Ancient Mali |Timeframe: 4 class periods |
|Lesson Components |
|21st Century Themes |
|X |
|X |Creativity and Innovation |X |Critical Thinking and Problem |X |Communication and Collaboration |
| | | |Solving | | |
|Interdisciplinary Connections: Language Arts, Social Studies, Science, Technology |
|Integration of Technology: View examples of Griots online. Students will then create their own music to the griots using Garageband. |
|Equipment needed: Computers, Garageband (download link below), headphones, microphones |
|Goals/Objectives |Learning Activities/Instructional Strategies |Formative Assessment Tasks |
|SWAT: |Lesson Sequence |Formative Assessment #1 |
|The students will study early West | |Review African Proverbs |
|African empire of Mali by describing |Review the Ancient Empire of Mali located in West Africa: its | |
|its oral tradition (storytelling) and|environment and adaptations. | |
|government (kings). |Ask the students to compare the governments of the ancient |Formative Assessment #2 |
|The students will explain how |civilizations of Greece and Rome to Mali. (You can also compare |Research rituals and ceremonies |
|contributions from ancient |is to Egypt and China.) |conduct by ancient Africans. |
|civilizations affect how we live and |The students should already know that Greece and Rome are | |
|study history today. |democracies (people rule) and Mali is an empire (king rules). | |
|The students will use their writing |Ask the students to give their ideas on how we know that kings |Formative Assessment #3 |
|skills by writing a history and set |ruled in Mali. You may want to lead the discussion away from |Trace trade routes of salt and gold |
|it to music. |written history because not everyone had a written language like |throughout the Sahara. |
| |we do (i.e. cave | |
| |drawings, no written histories from long, long, long ago). | |
| |Ask the students how they think we know about ancient history |Formative Assessment #4 |
| |when the people did not have a written language. Take the |Design African masks for festivals and|
| |students’ suggestions and discuss them. |ceremonies. |
| |Then tell the students: ‘I have a clue that might help us find | |
| |out about ancient Mali and its history.’ | |
|NJCCCS: |Get ready to play the griots’ work. | |
|CPI # | |
| |.html |Formative Assessment #5 |
|6.2.8.C.4.e Determine the extent to |Tell the students to listen carefully and try to figure out what |Compare and contrast the three main |
|which interaction between the Islamic|it is. |empires of African- Ghana, Mali, and |
|world and medieval Europe increased |Begin playing the griots’ work. You may want to play it a couple |Songhai. |
|trade, enhanced technology |of times. | |
|innovation, and impacted scientific |Ask the students what they think this is. Remind them that this | |
|thought and the arts. |the same type of thing people did in ancient Mali. | |
| | | |
|6.2.8.D.4.b Analyze how |You may get answers such as music, songs, etc. This gives you the| |
|religion both unified and divided |opportunity to talk about contributions and how it affects how we| |
|people. |live today. You may get that it is a different language but this | |
| |is great. It gives you the opportunity to talk about people | |
|6.2.8.D.4.j Compare the |having different languages and how languages can change over | |
|major technological innovations and |time. You may want to lead the discussion towards how people | |
|cultural contributions of the |portray ideas in different ways: writing, drawing, singing, | |
|civilizations of this period and |dancing, playing music, and telling stories. | |
|justify which represent enduring | | |
|legacies. |Talking about the music, singing, and expressing ideas; talk to | |
| |the students about how what they have just heard was a part of | |
| |the history of Mali. | |
| |Many people of ancient times did not have a written language or | |
| |books to write in even if they had a written language so the | |
| |things we know today were passed down to us by telling stories. | |
| |Discuss traditions with children. If we ‘pass things down’ to | |
| |future generations it is called a tradition. You may want to | |
| |discuss different traditions the students have or even share | |
| |(i.e. like at Thanksgiving or Christmas). If stories are passed | |
| |down through word of mouth it is called ‘oral tradition’. (Oral | |
| |means mouth – hint: Oral-B Toothbrush, etc.) | |
| |Ancient Mali did not have a written language so they passed down | |
| |their history by oral tradition. | |
| |Discuss with students: | |
| |If the stories rhyme, do you think you could remember it better? | |
| |Of | |
| |course, that is how we remember nursery rhymes. | |
| |If we set the rhymes to music do you think that would help? Of | |
| |course, we sing songs all the time and the songs from the radio | |
| |always get stuck in our heads. | |
| |In Mali it was the same way. They came up with stories and set | |
| |them to music to let future generations know about their history.| |
| |These storytellers are called griots. | |
| |Griots sometimes trained their whole lives to learn to become a | |
| |griot. They play their own instruments and sing the history of | |
| |Mali. Many of the songs of Ancient Mali were about their great, | |
| |wealthy, and powerful kings. Many times, the griots not only sung| |
| |about the kings but also became their advisors (give them | |
| |advice). | |
| |Post the following terms and their definition for the students to| |
| |refer back to. Oral Tradition – tradition passed down by word of | |
| |mouth (storytelling). Griot – a storyteller of Mali (uses oral | |
| |tradition to pass down Mali’s history to future generations) | |
| |Play the griot’s work again and have a class discussion on how | |
| |this song could tell us about their history. You may want to talk| |
| |about how the music and words makes them feel. | |
| | | |
| |Assignment: | |
| |Each student should have a piece of paper and a pencil. | |
| |Each student is to think of themselves as a griot. | |
| |Each student writes a short story about him/herself or family | |
| |that they would like future generations to know. | |
| |The student can begin thinking of ideas and encourage them to ask| |
| |their parents/guardians tell them some great family stories that | |
| |may help them. | |
| |Ask the students to keep it short because we are going to do | |
| |something special with it later. (I would recommend no more than | |
| |2 or 3 paragraphs. You can assign more or less, depending on each| |
| |student’s capability.) | |
| |Assign the short story for homework. | |
| |(Option: You can give them an extra day to write the short | |
| |story.) | |
| | | |
| |Day 2 Part 2: | |
| |Have the students take out their short story about history. | |
| |(Option: Pair up the students for them to check the other’s rough| |
| |draft and give suggestions.) | |
| |With the stories of history ready, tell the students that we can | |
| |now tell it like a griot. Explain to them that they are going to | |
| |set their history to music using GarageBand. (GarageBand can be | |
| |downloaded from the internet. It is a program that let’s the | |
| |student record his/her own voice and add music and/or sound to it| |
| |as well.) If the students have not used it before, then it may | |
| |take a little more time to explain and help them but it is | |
| |user-friendly and it is worth it. (You can also want to pair up | |
| |the students so they can help each other.) | |
| |Using their headsets and microphones, the students can record | |
| |their reading (or singing) of their history story. Then they can | |
| |choose the music they want to accompany it. (GarageBand has music| |
| |and sound options already in the program.) They can listen to it | |
| |and change it to whatever suits them. | |
| |When the students finish, burn them a copy of their own. (I would| |
| |recommend a CD-RW so you can add to it when you do other stuff on| |
| |the computer.) | |
| |Give each student (griot) an opportunity to share their work with| |
| |the class. | |
| | | |
| |Teacher Resources | |
| | | |
| |Optional/Enrichment Activities: | |
| |The student can also write a short story about something they | |
| |have learned in history class and set it to music. | |
| |The student may want to make (maybe an instrument similar to what| |
| |they would have used in Mali) or bring his/her own instrument to | |
| |use for their work. This will also work with GarageBand because | |
| |the student can record the music like he/she recorded the voice | |
| |and mix them together with the program. | |
| |The student can choreograph a dance to go with their girot’s | |
| |work. | |
| |The student can do illustrations to enhance their griot’s work. | |
|Differentiation: |
| |
|Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, |
|even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the |
|essential content, but provide multiple options for taking in this information. |
| |
|Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the |
|follow is recommended for differentiation. |
|For differentiation, it is recommend the teacher pair students up so students who are excelling and/or understand the content may assist |
|students who are struggling with content/level while working in groups to complete the Webquest. |
| |
| |
|Resources Provided |
| |
|Examples of Griots |
| |
| |
|Download Garageband for PC |
| |
Ancient Civilization Assessment
All 8th grade students in Jersey City must take this test prior to studying Ancient Civilization. This qualitative data will be used to show growth of learning over the marking period.
This assessment is in preparation for the Quarterly Assessment, Midterm, and Final.
Part I. Multiple Choice
1. Because traveling by land in Greece was difficult, the Greeks
a. became expert
shipbuilders.
b. learned how to climb
mountains.
c. gave up trying to travel.
d. took up farming.
2. Which of the following best describes a representative democracy?
a. Citizens elect officials to make the laws.
b. All citizens help make the laws.
c. All men, women, and children can vote.
d. Citizens act as judges and
lawmakers.
3. Which of the following best defines a lyric poem?
a. a poem set to music
a
b. poem about Greek heroes
c. a poem that teaches life’s lessons
d. a poem that explains natural events
4. Which of the following shows that Greeks strongly influenced our language?
a. English words are spelled
using the Greek rules of
spelling.
b. The English language is
based on the letters of the
Greek alphabet.
c. The English language was
first spoken in ancient
Greece.
d. Many English words and
expressions come from Greek mythology.
5. In Athens, most of the boys from poor families
a. learned how to sing and
play musical instruments.
b. studied warfare and were
placed in the army.
c. became farmers and grew
food for the wealthy.
d. were taught astronomy,
geometry, and science.
6. What caused the Peloponnesian War to begin?
a. Sparta refused to join Athens in the Delian League.
b. Athens quit the Peloponnesian League.
c. Greek cities feared Athens
would control Greece.
d. Athens joined forces with
the Persians.
7. Alexander worked to spread Greek culture throughout his empire. What conclusion can
you draw from this?
a. Alexander thought that all
other cultures were weak.
b. Alexander was trying to
build a friendship with the
Greeks.
c. Alexander was trying to
make the Persian Empire
angry.
d. Alexander admired and
enjoyed Greek culture and ideas.
8. What can you infer about the ancient Greeks based upon their achievements?
a. The ancient Greeks most valued warfare and battle.
b. The ancient Greeks valued philosophy and art.
c. The ancient Greeks were most interested in farming.
d. The ancient Greeks felt that literature was pointless.
9. Greek philosophers believed that one thing was more important than anything else in life. What was it?
a. using the human mind to
think and understand
b. helping others to be happy
and comfortable
c. encouraging people to
worship the gods
d. understanding how the
human body works
10. In geographic terms, Italy is
a. an island.
b. a peninsula.
c. a mountain range.
d. a continent.
11. One reason the Roman trade network grew was that Romans
a. needed to bring in food
from other parts of the
Mediterranean.
b. were becoming wealthier
and had more money to
spend.
c. wanted to get metal goods
and slaves from other
areas.
d. produced more food than
they could consume.
12. The center of life in ancient Rome was the
a. Palatine Hill.
b. Forum.
c. temple.
d. Capitoline Hill.
13. The Roman Empire fell for all of the following reasons except
a. disease.
b. lack of leadership.
c. increased taxes.
d. corruption.
The government of the Roman Republic was one of its greatest strengths. When the founders of the United States sat down to plan our government, they copied many elements of the Roman system. Like the Romans, we elect our leaders. Our government also has three branches—the president, Congress, and the federal court system. The powers of these branches are set forth in our Constitution, just like the Roman officials’ powers were. Our government also has a system of checks and balances to prevent any one branch from becoming too strong. For example, Congress can refuse to give the president money to pay for programs. Like the Romans, Americans have a civic duty to participate in the government to help keep it as strong as it can be.
14. What role does the system of checks and balances play in the United States government?
a. It is a kind of constitution.
b. It controls the banking system.
c. It guarantees that everyone gets to vote.
d. It prevents each branch from overpowering the others.
15. Which landform separates China from its neighbors to the north?
a. the Pacific Ocean
b. the Plateau of Tibet
c. the Gobi Desert
d. the Himalayan Mountains
16. Confucius stated that moral leadership, not laws, would bring order to China. What does this mean?
a. Leaders should act decently and always try to do the right thing.
b. Laws should be made that require people to behave correctly.
c. People who become leaders should disregard the laws of China.
d. Government workers should act the same as farmers and artisans.
17. During the Han dynasty, Chinese painters became experts at
a. drawing shapes.
b. making paper.
c. painting figures.
d. sketching buildings.
18. In what way did the social order of the Han dynasty differ from the social order of the Shang dynasty?
a. Peasants had a higher rank
during the Han dynasty than during the Shang dynasty.
b. Nobles had a higher rank during the Shang dynasty than during the Han dynasty.
c. Merchants had a higher rank during the Han dynasty than during the Shang dynasty.
d. Scholars had a higher rank during the Shang dynasty than during the Han dynasty.
[pic]
19. About how far did early Buddhist missionaries have to travel to reach Ceylon?
a. about 250 miles
b. about 500 miles
c. about 750 miles
d. about 1000 miles
20. In what way is the Qur’an similar to holy books of other religions?
a. It describes guidelines for moral behavior.
b. It states that Islam is the true religion.
c. It prohibits owning slaves.
d. It describes the life of Muhammad.
21. In West Africa, what do the different regions running east and west have in common?
a. They are all warm.
b. They are all on a desert plateau.
c. They are all covered with grasslands.
d. They all extend to the Mediterranean Sea.
22. Which two factors contributed most to the survival of early West African villages?
a. rulers and geography
b. religion and culture
c. work and family
d. technology and natural
resources
23. Which of the following
was not a way Mansa Musa spread Islam and education
throughout Mali?
a. He hired artists and
architects to build
mosques in Mali.
b. He sent scholars to study
in Morocco and then to
set up schools in Mali.
c. He stressed the
importance of reading and writing in Arabic, the language of the Qur’an.
d. He outlawed all religions except Islam
24. Which of the following
best illustrates a similarity between the development of the Ghana and Mali empires?
a. Both empires took advantage of large gold mines within their empires to fund their armies.
b. Both empires lay along the upper Niger River, where fertile soil made food plentiful.
c. Both empires were helped by outsiders.
d. Both empires were formed as democracies.
[pic]
25. What can you infer about the journey from Ctesiphon to Medina?
a. It was slower than a journey from Ctesiphon to Mecca.
b. People who made the trip were very wealthy.
c. It was a difficult journey through a harsh climate.
d. People did not take this route because it was too dangerous.
Part II. Constructed Response
Directions: Answer each question that follows the written quote using the space provided. Base your answers to questions 1a and 1b below based on the quotes and on your knowledge of Ancient Civilizations.
The West inherits its traditions from the Romans and the Greeks, while China inherits from the Han.
—Liu Qingzhu, director of the Institute of Archaeology in Beijing
The dynasty arose 2,200 years ago and lasted more than four cen- turies. Today, ethnic Chinese still call themselves Han—an echo of a golden age in art, politics, and technology when China rivaled the Roman Empire in power and prestige . . . It bequeathed a template of ideal rule—a united China and a self-perpetuating government—that became the goal of all subsequent dynasties . . . In the Han legacy, too, are spiritual and ethical dynamics that guide millions of Asians. One is Confucianism.
—Mike Edwards, National Geographic Magazine, February 2004.
1a. What two civilizations are compared with the Han in these quotes?
1b. How did the Han dynasty influence the goals of later dynasties?
Part III. Document- Based Questions
Theme:
Examine the following texts and pictures. Underline keywords and make notes in the margin if you wish. Then use the documents and what you have learned in your textbook to answer the questions. Your answers will help you write an essay about ancient Rome’s accomplishments.
Historical Context: Sometime before the mid-700s BC, a group of people called the Latins moved to the hills near the Tiber River. There they formed what would eventually become the center of Roman civilization. This civilization would grow to become one of the most influential in history.
Task:
Using information from the documents and your knowledge of social studies, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B. essay in which you will be asked:
| |
|Discuss three ways in which the civilization of ancient Rome influences our world today. |
GUIDELINES
• Provide a thorough response to the Task. Be sure to cover all parts of the assignment.
• Use at least four of the sources in Part A and include specific information from them in your essay.
• Take advantage of relevant information you remember from your textbook and class work.
• Organize your essay in a clear and logical way.
• Support your statements with facts and information that address the topic.
• Write a conclusion that sums up your ideas.
Part A. Short-Answer Questions
Directions: Analyze the documents, and answer the short-answer questions that follow.
Document 1: Advances
• written laws
• aqueducts
• cement • widespread use of arch • roads
• calendar
[pic]
1a. Which Roman accomplishment was most important? Explain your answer.
1b. The Roman aqueduct seen here, the Pont du Gard, stands today. It is considered an amazing engineering achievement. Explain how Roman accomplishments made building this aqueduct possible.
Document 2:
Remember, Roman, where your skills lie: It is your task to rule the peoples by your power, to add civilization to peace, to spare the defeated and to beat down the proud in war.
—–Virgil, The Aeneid
2a. According to Virgil, what task should the Romans use their skills to accomplish?
2b. How does the author think Romans should feel about their society?
Document 3: The Twelve Tables
|Tables I & II |Courts and trials |
|Table III |Debts |
|Table IV |Rights of fathers over the family |
|Table V |Legal guardianship and inheritance |
|Table VI |Buying and owning things |
|Table VII |Rights to land |
|Table VIII |Laws about injuring others (Torts) |
|Table IX |Public laws |
|Table X |Sacred laws |
|Table XI & XII |Supplements I & II |
|VIII, 23. Whoever is convicted of speaking false witness shall be flung from the Tarpeian Rock. |
|IX, 3. The penalty shall be capital punishment for a judge . . . who has been found guilty of receiving a bribe. |
|IX, 6. Putting to death . . . any man who has not been convicted . . . is forbidden. |
|XII, 5. Whatever the People has last ordained shall be held as binding by law. |
3a. How do the Twelve Tables reflect the importance of law, order, and fairness in ancient Rome?
3b. In what ways are the Roman laws shown above similar to our laws today?
Part B: Essay
Directions: Write an essay about the civilization of ancient Rome. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using the three of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject.
| |
|Discuss three ways in which the civilization of ancient Rome influences our world today. |
DBQ Essay Outline Guide
Working Title
Paragraph #1
From Thesis to Essay Writing
Grabber – Something to get the reader’s attention.
Background – Summarize important background information on your topic.
Stating the question and key terms defined.
Thesis and roadmap – State your point, and the 2 or 3 key principles of how you will make that point clear to the reader.
Paragraph #2
Evidence: supporting detail from the documents with document citation
Argument: connecting your evidence to your thesis.
Paragraph #3
Evidence: supporting detail from the documents with document citation
Argument: connecting your evidence to your thesis.
Paragraph #4
Evidence: supporting detail from the documents with document citation
Argument: connecting your evidence to your thesis.
Paragraph #5
Conclusion: Restatement of the main idea along with your personal insight or a “creative wrinkle”.
Evidence: supporting detail from the documents with document citation.
Argument: connecting your evidence to your thesis
Part IV. Analyzing Data
The Economy of the Hellenistic Era
[pic]
This map shows the major trade routes and trade goods during the Hellenistic period. Note that there were two main economic spheres: that of the Ptolemies in Egypt, and that of Seleucids. Luxury goods were imported from India, Africa, and Arabia primarily by caravan, while basic goods like grain, raw materials, and manufactured goods were shipped by sea. Slaves were a key part of Hellenistic trade. The old Greek states, the new Hellenistic kingdoms, and Rome all sought to buy slaves.
Directions:
Using the map key, develop your own mathematical formula for each good that was traded. Then create a chart listing the traded goods and the amount traded over the Hellenistic Era.
|Unit Overview Template |
|Content Area: Social Studies |
|Unit Title: Unit 3: Belief Systems |
|Target Course/Grade Level: 6th |
|Unit Summary |
|Overview: |
| |
|All of the world's great religions have spread far and wide from their origins. In the pre-modern era, this process was one of world history's |
|most important stories, as religions helped establish connections between many societies. Buddhism emerged in south Asia in the sixth century |
|BCE. Around the same time, Confucius began his ethical teachings in China and the Greek philosophers imagined a new way of ordering society. By|
|200 BCE Buddhism had spread to China, and in the next several centuries it spread by maritime routes to Southeast Asia. As Buddhism was linking|
|Southeast Asia to China, Christianity was beginning to spread in the Mediterranean. By 600 CE, Christianity had spread through western Europe |
|and Africa, just as Islam was emerging and beginning to spread across the Arabian Peninsula. |
| |
|In this unit students will gain a basic understanding of world religions in terms of origin, beliefs, practices and the covenants, which guided|
|their devotion achieving spiritual redemption. Each student will have the opportunity to make comparisons between world religions and explore |
|the impact religions have had on societies. World religions have helped to shape societies throughout history while developing standards of |
|ethics as well as culture. This unit will allow the student to explore a geographical understanding of location for the practice of major |
|religions. |
| |
|Unit Rationale |
|Goal: |
| |
|The purpose of the following outline is to provide a synopsis of the essential content for students and teachers. Our curriculum is based and |
|aligned with the new changes in the NJCCCS in social studies. In addition, a list of student centered Driving Questions has been provided, |
|including objectives, content subject matter, basic questions, suggested time line, and suggested activities. Each part includes a list of |
|student-centered driving questions, as well as objectives, subject matter, a suggested time line, and suggested activities. The curriculum is |
|not a traditional textbook-driven one, but a standards-driven one that utilizes a variety of teaching techniques and strategies to meet the |
|various learning styles of our students. Moreover, activities are in alignment with language arts target writing tasks and, where possible, |
|content. Teachers are to use a variety of assessments techniques such as: tests, quizzes, book reports, oral reports, group work, Power Point |
|Presentations, role playing, portfolio assessments, and writing tasks. Teachers should, whenever possible, develop an interdisciplinary |
|approach to their teaching. Cross-content planning and cooperation are essential in developing our students to succeed at the state mandated |
|tests that await them. A mandatory culminating activity is to be included in each unit as well to serve as an overall assessment of the |
|content learned. All students in grade eight will take a midterm and final assessment both that is diagnostic and content knowledge driven. |
| |
| |
| |
| |
| |
| |
| |
| |
|College and Career Readiness Anchor Standards for Reading in History/Social Studies |
| |
|Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and Career ready |
|reading in social studies requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in |
|history; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate |
|arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history, students need to be able to |
|analyze, evaluate, and differentiate primary and secondary sources. The goal is for students to be able to read complex informational texts |
|in these fields with confidence and in a sophisticated manner. |
| |
|College and Career Readiness Anchor Standards for Writing in History/Social Studies |
| |
|Writing in Social Studies/History is a key means of asserting and defending claims, by showing what students know about a subject, and |
|conveying what they have experienced, imagined, thought, and felt. Students, who are College and Career ready writers, must take task, purpose,|
|and audience into careful consideration, choosing words, information, structures, and formats deliberately. Students should use technology |
|strategically when creating, refining, and collaborating on writing in history. Students should be adept at gathering information. |
|Learning Targets |
|Standards |
|Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and |
|present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make |
|informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global |
|communities. |
| |
|Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about |
|how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable |
|students to make informed decisions as socially and ethically responsible world citizens in the 21st century. |
|Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value |
|diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected |
|world. |
|CPI # | Cumulative Progress Indicator (CPI) |
|6.2.8.A.4.a |Analyze the role of religion and other means rulers used to unify and centrally govern expanding |
| |territories with diverse populations. |
|6.2.8.D.3.a |Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and |
| |equality. |
|6.2.8.D.3.e |Compare and contrast the tenets of various world religions that developed in or around this time period |
| |(i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of |
| |expansion, and their responses to the current challenges of globalization. |
|6.2.8.D.4.b |Analyze how religion both unified and divided people. |
|6.2.8.D.4.c |Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the |
| |impact these hierarchical structures had on the lives of various groups of people. |
|6.2.8.D.2.a |Analyze the impact of religion on daily life, government, and culture in various ancient river valley |
| |civilizations. |
|6.2.8.D.3.f |Determine the extent to which religions, mythologies, and other belief systems shaped the values of |
| |classical societies. |
|6.2.8.CD.4.i |Explain how and why Islam spread in Africa, the significance of Timbuktu to the development and spread of |
| |learning, and the impact Islam continues to have on African society. |
|Core Standards: (CCR- College and |Common Core Standards History/Social Studies Grades 6-8 |
|Career Readiness) |Reading in History |
|Standards for Literacy in | |
|History/Social Studies 6-8 |Key Ideas and Details |
| | |
| |RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. |
| | |
| |RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate |
| |summary of the source distinct from prior knowledge or opinions. |
| | |
| |RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., |
| |how a bill becomes a law, how interest rates are raised or lowered). |
| | |
| |Craft and Structure |
| | |
| |RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary |
| |specific to domains related to history/social studies. |
| |RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, casually) |
| |RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded |
| |language, inclusion or avoidance of particular facts). |
| | |
| |Integration of Knowledge and Ideas |
| |RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other |
| |information in print and digital texts. |
| | |
| |RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. |
| | |
| |RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. |
| | |
| |Range of Reading and Level of Complexity |
| | |
| |RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text |
| |complexity band independently and proficiently. |
| | |
| |Writing in History |
| | |
| |Texts and Purposes |
| | |
| |WHST.6-8.1. Write arguments focused on discipline-specific content. |
| |Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or |
| |opposing claims, and organize the reasons and evidence logically. |
| |Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an |
| |understanding of the topic or text, using credible sources. |
| |Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), |
| |counterclaims, reasons, and evidence. |
| |Establish and maintain a formal style. |
| |Provide a concluding statement or section that follows from and supports the argument presented. |
| |WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific |
| |procedures/ experiments, or technical processes. |
| |Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into |
| |broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics |
| |(e.g., charts, tables), and multimedia when useful to aiding comprehension. |
| |Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other |
| |information and examples. |
| |Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and |
| |concepts. |
| |Use precise language and domain-specific vocabulary to inform about or explain the topic. |
| |Establish and maintain a formal style and objective tone. |
| |Provide a concluding statement or section that follows from and supports the information or explanation |
| |presented. |
| |WHST.6-8.3. (See note; not applicable as a separate requirement) |
| | |
| |Production and Distribution of Writing |
| | |
| |WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are |
| |appropriate to task, purpose, and audience. |
| |WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed |
| |by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and |
| |audience have been addressed. |
| |WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the |
| |relationships between information and ideas clearly and efficiently. |
| | |
| |Research to Build and Present Knowledge |
| | |
| |WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), |
| |drawing on several sources and generating additional related, focused questions that allow for multiple |
| |avenues of exploration. |
| |WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms |
| |effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and |
| |conclusions of others while avoiding plagiarism and following a standard format for citation. |
| |WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. |
| |Range of Writing |
| |WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time |
| |frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and |
| |audiences. |
|Unit Essential Questions |Unit Enduring Understandings |
|The Role of Essential Questions | |
|Key essential questions reoccur throughout the study of history. |1. Religion is at the core of the belief system of a civilization, shaping|
|They provoke inquiry and lead to deeper understanding of the big |how people interact with one another, dress, and eat. |
|ideas that enable students to better comprehend how the past | |
|connects to the present. The essential questions created for |2. The diffusion of religion throughout the world has been caused by a |
|Westward Expansion and Reform were used to frame content goals and |variety of factors including: war, trade, missionary work, and migration. |
|to inform the development of the cumulative progress indicators. | |
| |3. Close contact and differences in beliefs has resulted in conflict |
|Essential Questions For This Unit: |between religious groups. |
| | |
|How do religions play a role in developing values and beliefs? |4. World religions emerged and spread throughout Europe, Africa, and Asia |
| |during the era of classical civilizations. |
|Why do religious values and beliefs change over time? | |
| |5. Differences in opinions and beliefs between the three major religions |
|Why is there persecution due to religious beliefs and practice? |(Islam, Christianity, and Judaism), and geographic locations ignited |
| |conflicts that led to the Crusades. |
|What is the difference between polytheism and monotheism? | |
| |6. Cultural exchange and diffusion dramatically increased, and enduring |
|Should there be a relationship between religion and government? |world religions emerged, during the era of classical civilizations. |
| | |
|To what extent does religion impact people’s daily lives? |7. Hinduism spread across and to Southeast Asia and has had a lasting |
| |impact on those regions. |
|How have the beliefs systems of societies and individuals come into| |
|conflict? |8. The Reformation led to the fracturing of Christianity in Europe and to |
| |the reform of the Catholic Church. |
|Where did the expansion of religion into neighboring lands create | |
|trade tensions? | |
| |Unit Vocabulary: |
|How have the beliefs systems of societies and individuals come into|3.1.8.C&F- Decoding and Word Recognition & Vocabulary Development |
|conflict? |*Explicit vocabulary development through content vocabulary should be |
| |made visible in the classroom as an interactive word wall. An interactive |
|Where did the expansion of religion into neighboring lands create |word wall should be tangible where students can pull words for the wall to |
|trade tensions? |use at their seats and/or stations/hubs. It is recommended the teacher |
| |provide a visual of the word as well as the part of speech. The terms |
|How have the beliefs systems of societies and individuals come into|should be clear, visible, and student friendly. The definition should be |
|conflict? |included on the other side of the vocabulary display. |
| | |
|Where did the expansion of religion into neighboring lands create |polis |
|trade tensions? |classical |
| |acropolis |
|How did Hammurabi’s Code give order to society, and how does that |democracy |
|system compare to others civilizations? |aristocrats |
| |oligarcy |
|How do Moses and the Ten Commandments change the structure of |tyrant |
|societal worship? |pericles |
| |mythology |
|How was the spread of Christianity a dividing factor in Europe and |Homer |
|Asia Minor? |Sappho |
| |Aesop |
|Who was Muhammad and what was his role in the development of Islam?|fables |
| |Cyrus the Great |
|What are the basic tenets of Islam and how did the religion spread?|cavalry |
| |Darius I |
|How did religious reform lead to conflict? |Persian Wars |
| |Xerxes I |
|How does the teaching of Siddhartha Gautama influence the lifestyle|alliance |
|of the Far eastern countries? |Peloponnesian War |
| |Phillip II |
|In what way did the evolution of Brahmanism develop into what came |phalanx |
|to be known as Hinduism? |Alexander the Great |
| |Hellenistic |
|What role has religion played in human development from ancient |Socrates |
|times to modern? |Plato |
| |Aristotle |
|Identify key tenets of the major world religions (i.e. Buddhism, |Euclid |
|Christianity, Hinduism, Islam, and Judaism. |Hippocrates |
| |The Parthenon |
|Analyze how religious ideas influence current issues. |Aeneas |
| |Romulus |
|How did the Reformation transform European Christianity? |Remus |
| |republic |
|How did the Protestant Reformation and Catholic Counter Reformation|dictators |
|impact modern day Christianity? |Cincinnatus |
| |plebeians |
|What impact did the Protestant Reformation have on political and |patricians |
|social aspects of European life? |magistrates |
| |consuls |
| |Roman Senate |
| |legions |
| |Punic Wars |
| |Hannibal |
| |Gaius Marius |
| |Lucius Cornelius |
| |Spartacus |
| |Cicero |
| |Julius Caesar |
| |Pompey |
| |Augustus |
| |Pax Romana |
| |aqueduct |
| |Byzantine Empire |
| |oracle |
| |dynaty |
| |Confucius |
| |Daoism |
| |Laozi |
| |seismograph |
| |silk |
| |Silk Road |
| |Han Dynasty |
| |sub-Saharan Africa |
| |Sahel |
| |savannah |
| |animism |
| |Sundiata |
| |Mansa Musa |
| |Sunni Ali |
| |Askia the Great |
| |griots |
| |proverbs |
| |kente |
| |
|Ancient Civilizations |
|Midterm and Final Assessment |
|As of September of 2012 |
| |
|Sixth grade students throughout Jersey City will partake in four diagnostic assessments tied to Belief Systems. These four assessments |
|consist of: quarterly assessment 1 covering everything covered from the 1st marking period, a midterm covering everything from marking periods |
|1 & 2, quarterly assessment 3 covering content from the 3rd marking period, and the final at the end of marking period four covering everything|
|from marking periods 3 & 4. The Jersey City School District will issue test dates for all sixth grade students to take these district-wide |
|assessments. The test cannot be altered and must be given as is. These assessments are developed off the pacing of the curriculum. The |
|assessments are broken into a diagnostic section as well as historical content knowledge. Students in sixth grade will be responsible to |
|recall each section of this curriculum so that they may successfully complete the Belief Systems quarterly assessments, midterm, and final. |
|The mid-term and final breaks down into four parts: Part I. Multiple Choice, Part II. Constructed-Response, Part III. Document-Based |
|Questions, and Part IV. Analyzing Data. The assessments are based off the curriculum; teachers are encouraged to add activities that are |
|innovative, educational, and engaging, while covering the topics listed in this curriculum. The assessment at the end of this curriculum will |
|serve as the Pre and Post-test for the third MP and in preparation for the quarterly assessments, midterm, and final. |
| |
|Summative Assessment (Culminating Activity) (Begin Week One; Due Week Nine) |
|Evidence of Learning |
| |
|Grade 6 Unit Three Social Studies & Language Arts |
|Option #1 |
|Project Based Learning |
|This summative activity will be presented at the end of the marking period as a quarterly assessment project, using the rubric in the teacher |
|resources. The Culminating Activity will be a collaborative effort between the Social Studies and Language Arts Teachers. |
| |
|Objectives: |
|Social Studies: |
|SWAT: Introduce a topic |
|SWAT: Organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; |
|include formatting (e.g., headings), graphics (e.g., charts, tables), by using multimedia and presentation in aiding comprehension. |
|SWAT: Create a platform an analysis of the structure of a world religion by technologically presenting the tenets of a religion of choice, and|
|analyzing the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. |
| |
|Teaching Strategy
|
|As the global community becomes more interdependent, it is extremely important for people to become aware of the spiritual heritage of one |
|another. Many religions teach their religious beliefs through folktales, myths, and sacred writings. Your assignment is to construct a |
|heritage story in a narrative format that illustrates the fundamental beliefs of a major world religion. |
| |
|Working in groups of three (3), choose one of the religions covered in the unit. You will create a PowerPoint slide presentation to be |
|presented orally and visually to the class following the criteria listed here: |
| |
|Minimum ten (10) slides, plus a title slide and a bibliography |
|Founder (monotheistic or polytheistic) |
|Country/continent of origin |
| |
|Sacred book, places, taboos |
|Ceremonies and life-cycle rituals |
|Culture related to behaviors |
|Religious influence on political structure |
|Symbols, art work, artifacts |
|You made add a sound or sound track |
| |
|The project will be assessed on research, oral presentation, visual design, and technological mechanics. |
| |
|Extension: Create a short question and answer quiz to be completed by the class at the end of the presentation. |
| |
|Group Rubric for students’ Guiding/ Grading |
| |
| |
| |
|QUARTERLY ASSESSMENT PROJECT 2 |
| |
|World Cultures – World News Report Buddhism, Christianity and Islam each had an impact on particular regions of the world. The effects of |
|these belief systems on the world stage have had long lasting implications for mankind. Your news team has been put on assignment to research |
|the impact of one religion on the culture of a particular region in the world. You must research the religion’s impact on a particular region |
|of the world, report your findings, and design or present an artistic impression symbolizing its significance. In addition, each member of your|
|news team must write an editorial piece (persuasive essay) responding to the community issue listed below. You will be expected to work in both|
|individual and group setting in order to complete the project to the best of your ability. |
|The Requirements: |
|1. News Correspondents -Research the Impact of the Religion on a Particular Region. Teacher will assign religion and region. Student group will|
|research region and take notes on the impact of the religion on the culture of the region. Notes will also include a map of that region. |
|Student groups will present their findings as news correspondents from the news show “World News Report.” |
|2. Oral. Each group will share their findings in front of a supportive audience. Alternatively groups may videotape their news presentation and|
|then play recording for the class. |
|3. Visual Designs or Artistic Expression. Student groups will create an artistic impression of the assigned religion, symbolizing its |
|significance on the assigned region of the world. For example, students may recreate a religious costume, create an illustration or display, |
|write and perform a song, etc. |
|4. Editorial - Persuasive Paragraphs. (Individual assignment) Each “news correspondent” will write an editorial (persuasive essay) on the |
|following community issue: |
|The First Amendment to the United States Constitution enforces the “separation of church and state.” A local school in Jersey City, as a public|
|school, is part of the “state.” However, the First Amendment of the United States Constitution also protects the right to freedom of religion |
|and freedom of expression from government interference. At this local student an unidentified student practices your assigned religion. Your |
|religion is very important to you. It is part of your culture, and therefore part of who you are as a person. You want 15 minutes of the school|
|day, every day, to practice your religion. Should the school allow you to practice your religion during the school day? If so, what should be |
|allowed? Write a paragraph outlining the details and providing evidence to support your opinion. |
|The Rubric |
|As a class, with teacher support, define, and design the rubric for each assignment. Post. |
|Each assignment will be graded according to the rubrics created. Project will be graded by Social Studies and English Language Arts teacher, as|
|appropriate. |
|Extension: Response Journal -- How does this project relate to the unit theme of Cultural Identity? |
| |
|Formative Assessments |
|Student conferences (Check for student’s pace of |Electronic Survey ( and Google Forms is free) |
|Culminating activity, assignments, understanding |Belief Systems- Student created subpages based on a topic involving |
|of historical content, summarizing skills) |Judaism, Islam, and Christianity |
|Exit Slips/ |Edmodo- Social networking site where students can discuss class |
|Socrative allows teachers to collected quantitative data, students |assignments and projects. Teacher, students, and parents can all post |
|enter a response through Socrative and an Excel spreadsheet is |comments and reflections. |
|generated for the teacher’s review. | |
|Do Now Activities |Skills to Build Upon for Diagnostic Assessments (Midterm/Final) |
|Poll everywhere is a free response system (similar to clickers) | |
|where students post open-ended responses to questions (Do Nows) or |Using Special- Purpose Maps |
|participate in a survey like review for an exam. |Documents-Based Questions |
|Running blog to discuss Belief Systems and ( is free)|Analyzing Graphic Data |
|Photo or Political Cartoon analysis (A tip sheet on how to analyze |Analyzing Political Cartoons |
|political cartoons is attached in the Resource section of this |Identifying Main Ideas/Summarizing |
|curriculum). |Sequencing |
|Webquest: A web quest is meant to guide students through a process |Identifying Cause and Effect/Make Predictions |
|of inquiry through a set of assigned tasks that lead them to a |Drawing Inferences and Conclusions |
|conclusion, or that results in a product. |Making Valid Generalizations |
| |Distinguishing Fact and Opinion |
| |Comparing and Contrasting |
| |Analyzing Primary Sources |
| |Identifying Frame of Reference and Point of View |
| |Using Secondary Sources |
| |Analyzing Diagrams and Charts |
| |Constructed Reponses and Open-Ended |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
|Suggested Lessons |
|Lessons |Timeframe |
|Lesson 1 | |
|World Religions and Belief Systems |5-90 minute blocks |
|Judaism ,Christianity, and Islam |Or 9-45 Minute Class Periods |
|The Children of Abraham | |
|Lesson 2 | |
|Protestant Reformation |5-90 minute blocks |
| |Or 9- 45 Minute Class Periods |
|Lesson 3 | |
|Islam |5-90 minute blocks |
| |Or 9- 45 Minute Class Periods |
|Lesson 4 |5-90 Minute blocks |
|Buddhism, Hinduism, and Shintoism |Or 9-45 Minute Class Periods |
|Curriculum Development Resources |
|Click the links below to access additional resources used to design this unit: |
| |
|New Jersey Core Curriculum Content Standards |
| |
|Technology in the Social Studies Classroom |
| |
|Technology Core Curriculum Content Standards |
| |
|National Educational Technology Standards (NETS•T) and Performance Indicators for Teacher |
| |
|Common Core State Standards |
| |
|Technology Resources for Software that students will use: |
|on-line.htm (Variety of Programs) |
|pp/ (PowerPoint) |
|staff/MicrosoftOffice.htm (Microsoft Tutorials) |
|start/t4t/ (Microsoft Products Tutorials) |
| Blog platform |
| |
|Content Resources |
| |
|Read Like a Historian and |
|This websites provides teachers with a guide to better assist students with reading historical texts from both primary and secondary sources. |
| |
|Document Analysis Worksheets |
|The following document analysis worksheets were designed and developed by the Education Staff of the National Archives and Records |
|Administration. You may find these worksheets useful as you introduce students to various documents. Thousands of documents are available |
|throughout sections of the National Archives website, including: Teaching With Documents, Online Exhibits, and the ARC Online Catalog. |
|Written Document |
|Photograph |
|Cartoon |
|Poster |
|Map |
|Artifact |
|Motion Picture |
|Sound Recording |
| |
|How to Analyze Written Sources |
|View this PDF on how to analyze primary and secondary sources in history. |
| |
|Technology Resources for Software that students will use: |
|on-line.htm (Variety of Programs) |
|pp/ (PowerPoint) |
|staff/MicrosoftOffice.htm (Microsoft Tutorials) |
|start/t4t/ (Microsoft Products Tutorials) |
| Blog platform |
| |
|Content Resources |
| This site takes you back to the earlier civilizations of the Assyrians |
|where polytheism had strong documentation in writings. |
| |
| You can find a variety of links to tools, web resources, scholarly books, e-books, legal |
|opinions, etc. on many religions. |
| |
| This is an animated slide presentation on the story of the ancient gods and goddesses, how |
|they came to be, and their ruling domains. |
| |
| Good visuals on the Bible and other sacred books. |
| |
| Offer links to a Jewish library, Dead Sea Scrolls, Jewish culture, Artifacts, etc. |
| Using the search, you can view archived articles on sacred texts and places |
|where Christianity first spread. |
| |
| This is a 5 part video on the story of Jesus of Nazareth |
| |
| Contains pictures of Islamic artifacts, an overview of the Qua’ran, and foundations of |
|the Muslim culture. |
| |
| This site offers a modern look on the fastest growing religion in|
|the world. |
| |
| This is a 6 part short video on the life story of|
|the prophet Mohammad on whom Islam is based. |
|()Includes a table from god and worship in the universe to earliest discoveries of scripts that |
|guide this belief |
|() Defines how Hinduism is unique from other religions. |
|() Gives an early history and evolution from the Persian civilization and on. |
|() Hinduism and its ethical affects on society |
|() The modern evolution and adaptation of Hinduism |
|() A site that allows children to compare world religions |
|(). Contains a table of information including God, the Afterlife, Moral and Values, and |
|religious leaders |
|(). A complete story of the development of this religion from the life of Siddhartha to its |
|modern day practices. |
|() Greats visuals of monks in worship and tells of how children prepare to become a Buddhist. |
|() Lists the codes by which a Buddhist must guide his life. |
|() Contains an interactive section where students can read and answer |
|questions. |
|(). Discusses the merger of Buddhism into the culture of what was previously Shinto only. |
|() Provides a Shinto overview from early history to modern day including the texts on which practices|
|and beliefs are based. |
|() Provides an overview and offers a section for student activities such as word games and crossword |
|puzzles related to the religion selected to study. |
|( Offers pictures of the festivals of celebration in Japanese culture as well as historical view|
|of this religion |
|() This site offers links to many other sites and focuses on the survival of the Shinto |
|traditions under many changes in the ruling families of Japan. |
| |
| |
| |
| |
| |
|Teacher Notes |
| |
|Lesson Notes: Teachers should note that students may not have a “belief system” associated with any particular religion or belief in a |
|supernatural power. Every student is entitled to his or her own beliefs and should be free to express these beliefs, including disbelief. |
|Teachers should also note that in learning about religious viewpoints, students must not be required to engage in religious practices. Finally,|
|many religious texts are accompanied by commentary that can be highly controversial. Teachers should be careful to recognize the difference |
|between primary and secondary sources as authoritative, and should also be clear with students that many religious texts are translations |
|and/or have multiple versions and meanings |
| |
|SWAT: |
|Distinguish what is described as a religion from a belief system. |
|Analyze the different religions that are practiced around the world. |
|Describe the ancient civilizations that worshiped many gods and idols. |
|Investigate the global locations where polytheism was in practice |
|Examine the cultural changes which came with monotheism |
|Discuss the teachings of Judaism |
|Uncover the sacred books of Judaism and the root of Jewish traditions |
| |
|The ancient civilizations usually shared a set of beliefs that supernatural powers created and ruled the world. The major events in their |
|lives were based on the happiness of the gods and goddesses. As a result, offerings and sacrifices were regular rituals. Priests and other |
|clerics, therefore, held a place of esteem and power and were connected with the ruling body of the people. |
| |
|The Babylonian Empire followed a set of laws called the “Code of Hammurabi” which was a series of almost 300 laws, supposedly received by |
|Hammurabi through SHAMASH, the god of justice. |
|The Egyptians, too, followed polytheism believing that life, death, and the afterlife we under the watchful eye of Ra, the sun god and many |
|others. |
| |
|Judaism first developed as a religion more that 3,000 years ago in the Fertile Crescent. It is the world’s religion based on one God who set |
|down laws about rights and wrong. Judaism has helped shape the religions of Christianity and Islam, as well as modern ideas about aw and human|
|rights. |
| |
|The TORAH consists of five books of the Hebrew Bible. |
|The Torah states that God made a covenant with Abraham promising his people the land of Canaan, known as “The Promised Land”. |
|The book now as Exodus describes the hardships faced by the Israelites as they moved out to Egypt to their new land. |
|During their journey God called to Moses and gave him the “The Ten Commandments” which are laws to guide society to follow the ethical |
|teachings of the Torah by showing their duty to God. |
|The Scriptures are sacred writings found in the Hebrew Bible known as the Tanakh. |
|The Talmud is a book of religious teachings for oral commentaries used for discussion by Rabbis. |
|The six key teachings in Judaism are: |
|Ethical monotheism, Observance of law, Love for others, Weekly day of rest, Commitment to study and prayer, Connection to the Land of Israel. |
|The next section of the Jewish Bible called the Prophets describes those believe to be messengers of God to deliver reminders to serve God. |
| |
| |
| |
|Teacher Notes |
| |
|The ancient civilizations usually shared a set of beliefs that supernatural powers created and ruled the world. The major events in their |
|lives were based on the happiness of the gods and goddesses. As a result, offerings and sacrifices were regular rituals. Priests and other |
|clerics, therefore, held a place of esteem and power and were connected with the ruling body of the people. |
| |
|The Babylonian Empire followed a set of laws called the “Code of Hammurabi” which was a series of almost 300 laws, supposedly received by |
|Hammurabi through SHAMASH, the god of justice. |
|The Egyptians, too, followed polytheism believing that life, death, and the afterlife we under the watchful eye of Ra, the sun god and many |
|others. |
| |
|Judaism first developed as a religion more that 3,000 years ago in the Fertile Crescent. It is the world’s religion based on one God who set |
|down laws about rights and wrong. Judaism has helped shape the religions of Christianity and Islam, as well as modern ideas about aw and human|
|rights. |
| |
|The TORAH consists of five books of the Hebrew Bible. |
|The Torah states that God made a covenant with Abraham promising his people the land of Canaan, known as “The Promised Land”. |
|The book now as Exodus describes the hardships faced by the Israelites as they moved out to Egypt to their new land. |
|During their journey God called to Moses and gave him the “The Ten Commandments” which are laws to guide society to follow the ethical |
|teachings of the Torah by showing their duty to God. |
|The Scriptures are sacred writings found in the Hebrew Bible known as the Tanakh. |
|The Talmud is a book of religious teachings for oral commentaries used for discussion by Rabbis. |
|The six key teachings is Judaism are: |
|Ethical monotheism, Observance of law, Love for others, Weekly day of rest, Commitment to study and prayer, Connection to the Land of Israel. |
|The next section of the Jewish Bible called the Prophets describes those believe to be messengers of God to deliver reminders to serve God. |
| |
| |
|The kingdom of Israel divided around 900B.C. and the descendants of the Israelites became known as Jews. |
| |
|SWAT: |
|Explain the events, which led to Jesus of Nazareth to be called the “Messiah”. |
|Describe the Code of Theodosian that designates Christianity as the religion of the Roman Empire |
|Discuss the is meant by the Great Schism which divided Christianity into Roman Catholic and Eastern Orthodox |
|Identify iconoclasts are image breakers who furthered the division in the Christian organization. |
|Compare the rituals, rules, and beliefs which separated Christianity into denominations. |
| |
|Teacher Notes |
| |
|The northern European humanists laid the foundation for the Reformation, a religious movement that changed the thinkers in the society of the |
|day. An important leader of the movement was a German monk called Martin Luther. |
|Corruption was rampant in the Catholic Church with priests, monks, and nuns often breaking their vows; many church leaders lived in extreme |
|luxury and in ways contrary to Christian teachings. A system of repentance where one could by redemption was called Indulgences. An indulgence |
|was a release from punishment for one’s sins. (Catholics believed that people are punished after they die for bad things they do while living.)|
|The church sold indulgences for money, so that people could use wealth, and not good behavior, to escape trouble in the afterlife. |
| |
|Martin Luther was a German monk who also sought to reform the church. Through studying the Bible, he concluded that Church teachings were |
|corrupt and false to the meaning of Christianity. He argued that people could avoid punishment in the afterlife not by doing good works (and |
|certainly not by purchasing indulgences) but through strong belief, or “faith.” Luther began his own religion (although he saw it as a return |
|to a more pure Christianity), translated the bible into German, developed a mass, and even got married. His ideas started a religious |
|revolution across Europe in which people challenged the power of the Church. |
|Lutheranism: People perform good works to obey God, not to earn a reward in the afterlife. Faith leads to reward in the afterlife, and going to|
|heaven is God’s gift, not something that can be earned. The Bible is the source of authority on Christian beliefs. People get together in |
|churches and celebrate masses (very similar to Catholic ones), where they participate Holy Communion, and baptism, but none of the other |
|Catholic sacraments, arguing that these were the only two sacraments mentioned in the Bible. Masses also include bible readings, and singing. |
|Mass is in German, or whatever the native language is. Priests can marry. |
|Calvinism: Founded on the beliefs of John Calvin, a French humanist. Calvinists believe that God chooses an “elect” group of people to go to |
|Heaven. Everyone else is doomed to an eternity in hell no matter what they do. God knows in advance who will end up where…a belief called |
|“predestination.” We know the elect by their good works, but they are not doing the works to earn salvation, they are doing them through the |
|grace of God (a potentially confusing distinction…it makes sense if you start with Luther’s attack on works.) Calvinism has a strict code of |
|personal conduct; no singing, dancing, card playing, strong drink or fancy clothes. The Bible is the source of all authority, and the state |
|needs to reflect Biblical law in its laws. |
|Anglicanism. Founded when Henry VIII broke away from Rome to marry Anne Boleyn. In some ways, Henry simply took the existing Catholic Church in|
|England and replaced it with a homegrown leader, keeping the hierarchical structure of church leadership and, of course, the buildings. Like |
|Catholics, Anglicans believe that Baptism erases original sin, but like Protestants they believe that people need to have faith, and do not |
|have to do good works. Anglicans also believe in each family making choices about its private religious life. While they believe that the Bible|
|is the ultimate authority, they also believe that the monarch and the Archbishop of Canterbury, the leading religious figure, are in charge of |
|interpreting it. |
| |
|COUNTER REFORMATION |
| |
|The Counter-Reformation sought to reform the Church and bring back some credibility that it had lost in the attacks by reformers and |
|Protestants. Beginning with the Council of Trent, in 1545, the Church initiated a series of reforms and clarifications of its policies. It |
|rejected Protestant beliefs like predestination, translating the Bible into new languages, or the right of anyone but the Catholic Church to |
|interpret it. But it also reformed. It increased the educational requirements for priests, and urged them to spend more time preaching. |
| |
|Finally, the Church went to war, in a spiritual and political sense against Protestantism. The Church revived the Inquisition to punish |
|heretics; it banned books, and encouraged political leaders to make war against Protestants. The conflicts were long and brutal. All sides |
|committed atrocities. Protestants and Catholics both showed intolerance and hatred. In France, over a million people were killed between 1562 |
|and 1598. |
| |
|In Germany, the Thirty Years’ War (1618-1648) led to similar atrocities, and ended with the Peace of Westphalia, which set boundaries for |
|Catholic and Protestant nations in Europe, some of which still exist today. |
| |
|Many Jews opposed Roman law in Judea and hoped God would send a Messiah. During a time of upheaval against Roman rule, a man named Jesus of |
|Nazareth spoke to large crowds, always attracting large followings. He began teaching the Hebrew scriptures, telling people that God would soon|
|come to establish his kingdom. Out of fear of opposition to Roman law, he was arrested, beaten, and executed by crucifixion. According to the |
|writings of his followers, known as Gospels, Jesus was not found in his tomb three days after his death. This rising from the death was enough|
|to name him the “Messiah” or in Greek the “Christ.” The followers of Christ spread Christianity through Rome, Greece, Spain, Asia Minor and |
|further. |
| |
|The New Testament is the collection of writings on which Christianity is based. They contain four books known as Gospels as well as parables, |
|and epistles or formal letters. The last book is known as Revelation and makes predictions about future events. Christianity is monotheistic |
|but believes in the Trinity; God existing as three forms. |
| |
|As Christianity spread, disagreement over organization, the use of icons, and who Jesus was began to divide the religion. The division |
|manifested itself in Greece where an Eastern Orthodox Christianity split and became known as the “Great Schism” with patriarchs controlling the|
|affairs of the Orthodox church. |
| |
| |
|SWAT: |
|Discuss the spread of Islam in Southeast Asia, the Mediterranean region, and Northern Africa and the influence of Islamic ideas and practices |
|on other cultures and social behavior. |
|The origin and development of Islamic law. |
|Identify the significance of the Quran and the Five Pillars of Islam. |
|Trace the origins of Islam and Mohammed’s life |
|Examine the important beliefs of Islam |
|Analyze how the schisms in Islam have affected the religion |
|Identify the sacred book and places in the Muslim religion |
| |
|The founder of Islam was Muhammad (c.570AD-632AD). He was born in present day Saudi Arabia and orphaned at a young age. Muhammad was raised by|
|a Bedouin uncle in Mecca where the sacred rock, the Ka’aba, was. He became a traveling merchant and traveled to Syria and met with early |
|Christians and to Palestine where he met Jews. These monotheists greatly influenced his religious beliefs. Muhammad returned to Mecca 625AD |
|and began his teachings of monotheists tot the polytheists of Mecca. The wealthy establishment of Mecca rejected his teachings and Muhammad |
|left in 622AD, with his supporters, for Medina. (This date marks the beginning of the Islamic calendar.) With followers numbering 10,000 |
|Muhammad returns to Mecca in 632AD and takes the city with his army. |
|Muhammad taught a strict monotheism. The word Islam means “I submit”. Muhammad is seen by Moslems as the last prophet, some preceding |
|prophets were Abraham, Moses and Jesus. The Koran (Quran) is the sacred book of Islam and recounts the teaching of Mohammad. In it the basic |
|tenets of the religion, The Five Pillars, are explained as: |
|Faith: “I believe there is no God but Allah and Muhammad is His Prophet”. |
|Prayer: Muslims are required by the Koran to pray five times a day while kneeling and bowing towards Mecca. |
|Alms: Charity is a central commandment of Islam |
|Fasting: There are strict dietary laws, (similar to Judaism, (the consumption of pork is forbidden) and during the month of Ramadan Muslims |
|must fast between sunrise and sunset. |
|Pilgrimage (Hajj): Once in their lifetime a Muslim is expected to travel to the holy city of Mecca and pray at the Ka’aba. |
| |
| Suggested Lesson Plan #1 |
|Content Area: Social Studies |
|Lesson Title: World Religion and Belief Systems: Judaism, Christianity, and the Protestant |Timeframe: 2 – 90 minute periods |
|Reformation | |
|Lesson Components |
|21st Century Themes |
| |
| |Creativity and Innovation |X |Critical Thinking and Problem |X |Communication and Collaboration |
| | | |Solving | | |
|Interdisciplinary Connections: Social Studies, Technology, Language Arts, Mathematics |
|Integration of Technology: Interactive White Boards/Promethium Board Internet display sacred books and places |
|Equipment needed: Class blog ( is free),computers or laptops |
|Goals/Objectives |Learning Activities/Instructional Strategies |Formative Assessment Tasks |
|Swat: |Lesson Sequence | |
|Define a belief system and discuss | |Critical Thinking |
|the students’ beliefs and traditions.| | |
|(This will serve as a baseline to |Do semantic mapping with the term religion. Use it to elicit |Students will consider and write the |
|contrast with belief system that will|some of their own religious beliefs compared to other religions |advantages/disadvantages of having |
|be discussed throughout the course.) |through the course. |many gods responsible for their world |
| |What kinds of questions do religions ask or seek to answer. Why |around them. |
|What are some of the major issues |might this course use the word “belief system” as opposed to | |
|which concerns religions or belief |“religion.” |KWL |
|systems? e.g. The nature of God, |Brainstorm the elements of a belief system/ religion together, |Ask students to divide a piece of |
|Creation, After Life, Moral Codes, |and come up with a list of characteristics. Compare this list |paper into four columns listing the 6 |
|Stages of Life. |with the list that this course uses: identity, core beliefs, |religions of this unit down column |
| |religious texts, cycle of life ceremonies, and festivals. Give |left side. Write as much as you KNOW,|
|Identify the different religions that|examples of each. |WANT TO KNOW, and leave the LEARN |
|were practiced around the world. |Ask students to interview each other, using the list above to |column empty until the unit is |
|Discuss how the ceremonies and the |generate interview questions. This is to be used as a basis for |complete. This will be submitted for |
|life practices are in the various |future analysis and comparison/contrast with the belief systems |a grade. |
|stages of life similar to and |through-out the course. | |
|different from your own religious | | |
|practices. | | |
| | | |
|Discuss the impotence of the Holy |Map of world religions: | |
|Land. | |RESEARCH |
| | | |
|Explain the difference s between | |Have each student investigate one |
|Western covenant based religions such|For homework, ask students to interview an adult in their family |Jewish ritual or holiday of their |
|as: Judaism, Christianity, and Islam;|to determine their belief systems, using the same interview |choosing. Include how the time is |
|as opposed to Eastern religions such |questions. |celebrated in their place of worship |
|as: Buddhism, Hinduism. | |as well as any foods, or other customs|
| | are remembered from an ancient |
|Discuss the origins of monotheism and|# |event. |
|the covenant of Judaism, | | |
|Christianity, and Islam. |JUDAISM | |
| | |COMPARE AND CONTRAST |
|Describe the teachings of Judaism. |Discuss covenant here | |
| |Quote from Bible |Ask students to create a two column |
|Identify the sacred books of Judaism |Examine from both sides Genesis 12:1 |chart comparing the Roman Catholic |
|and the roots of Jewish traditions. | |Church to the Orthodox Church. |
| |From the internet, post a map on the interactive | |
| |white board of the Land of the Hebrews. ooo.exodus.map.large.jpg |Questions: |
|Discuss the link between Abraham’s |or obtain a poster sized or printed copy map of the same area. |Who was the church’s leader? |
|covenant and the Ten Commandments | |Priests and marriage. |
|given by God on Mt. Sinai. |Introduce Judaism as the crossover to monotheism in their belief |Language used in rituals |
| |of one God. Distribute copies of this map to the students and |Highest Officials |
|Discuss the significance of the Ten |have them trace the path of exodus from Egypt to Israel. |Division in which countries |
|Commandments on modern society. | |Icons and symbols |
|Discuss the events that led to the |Notebooks should contain a list of the unit vocabulary of Judaism| |
|destruction of the second temple in |including : | |
|70 AD and Diaspora | |CHALLENGE |
| |Vocabulary Terms: Torah, covenant, commandments, patriarchs, | |
| |Moses, Abraham, Promised Land, Scriptures, prophets, Talmud, |Have students create comic strip style|
| |rabbi and synagogue. |storyboards comparing differences |
| | |between the two churches, such as |
| | |rituals, holidays, iconic figures, |
| |*See Appendices for a variety of worksheets on religions |etc. |
| |Introduce the Ten Commandments by asking youngsters what they | |
|Evaluate to what degree the |think God would ask the Jewish people to do in return for his | |
|destruction of the second temple by |delivering them from bondage in Egypt. Remind them the concept of| |
|Romans was the fulfillment of |covenant is “a two way street.” Then introduce the Ten | |
|Jeremiah’s prophecy |Commandments | |
|Explain how the essence of Judaism |The 10 Commandments - God's Revelation in the Old Testament | |
|was transformed as a result of the |The 10 Commandments are found in the Bible's Old Testament at | |
|destruction of the second temple. |Exodus, Chapter 20. They were given directly by God to the people| |
| |of Israel at Mount Sinai after He had delivered them from slavery| |
|Discuss how Jewish festivals reflect |in Egypt: | |
|the teachings of Judaism and compare | | |
|and contrast the festivals of own |"And God spoke all these words, saying: 'I am the LORD your God… | |
|religions. | | |
|Discuss how Jewish festivals reflect |ONE: 'You shall have no other gods before Me.' | |
|the teachings of Judaism and compare | | |
|and contrast the festivals of own |TWO: 'You shall not make for yourself a carved image--any | |
|religions. |likeness of anything that is in heaven above, or that is in the | |
|Discuss varying viewpoints: What it |earth beneath, or that is in the water under the earth.' | |
|means to be a Christian? | | |
|Explain how the concept of Jesus, the|THREE: 'You shall not take the name of the LORD your God in | |
|Messiah is rooted in the prophecies |vain.' | |
|of Judaism. | | |
|Explain the circumstances of the |FOUR: 'Remember the Sabbath day, to keep it holy.' | |
|birth of Jesus to Mary (Virgin Mary) | | |
|and Joseph (Carpenter). |FIVE: 'Honor your father and your mother.' | |
|Explain the significance of the | | |
|Crucifixion and resurrection as core |SIX: 'You shall not murder.' | |
|beliefs of Christianity. | | |
|Explain the events which led to Jesus|SEVEN: 'You shall not commit adultery.' | |
|of Nazareth to be called the |EIGHT: 'You shall not steal.' | |
|“Messiah”. | | |
|Discuss the reasons for popularity of|NINE: 'You shall not bear false witness against your neighbor.' | |
|Christianity in the centuries | | |
|following the Crucifixion of Jesus |TEN: 'You shall not covet your neighbor's house; you shall not | |
|Explain why Christians Jews and |covet your neighbor's wife, nor his male servant, nor his female | |
|Moslems are called “ The Children Of |servant, nor his ox, nor his donkey, nor anything that is your | |
|Abraham” |neighbor's.' | |
|Discuss the Nicene Creed affects on | | |
|the role of Christianity. | | |
|Explain how the church was the glue | | |
|that held Medieval Europe together. |Have students write a newspaper article describing the | |
|Essential Question: Why do people |destruction of the Jerusalem. | |
|have faith? |How would the Prophet Jeremiah explain the destruction of the | |
| |Temple? (Covenant) | |
|Essential Questions: What does it |Destruction of Jerusalem | |
|mean to be a good person? To what | | |
|degree do belief systems promote or |[pic] | |
|retard the development of civil |The kingdom of Israel divided around 900B.C. and the descendants | |
|societies? |of the Israelites became known as Jews. | |
| |What happened to the Abraham’s people? Consider the following | |
| |lyrics: | |
| | | |
|NJCCCS: |When Israel was in Egypt’s land, | |
|CPI # |Let My people go! | |
| |Oppressed so hard they could not stand, | |
|6.1.8. A.4.a Explain the changes in |Let My people go! | |
|America’s relationships with other |Refrain: | |
|nations by analyzing policies, |Go down, Moses, | |
|treaties, tariffs, and agreements. |Way down in Egypt’s land; | |
| |Tell old Pharaoh | |
|6.1.8. C.4.a Analyze the debates |To let My people go! | |
|involving the National Bank, uniform |No more shall they in bondage toil, | |
|currency, and tariffs, and determine |Let My people go! | |
|the extent to which each of these |Let them come out with Egypt’s spoil, | |
|economics tools met the economics |Let My people go! | |
|challenges facing the new nation. |Oh, let us all from bondage flee, | |
| |Let My people go! | |
| |And let us all in Christ be free, | |
| |Let My people go! | |
| |You need not always weep and mourn, | |
| |Let My people go! | |
| |And wear these slav’ry chains forlorn, | |
| |Let My people go! | |
| |Your foes shall not before you stand, | |
| |Let My people go! | |
| |And you’ll possess fair Canaan’s land, | |
| | | |
| |Let My people go! | |
| |Sing this song with the students. Ask the student to answer the | |
| |follow questions: | |
| |According to the song, what happened to the Jewish people after | |
| |Abraham died? Who is the pharaoh” mentioned in the song? What is | |
| |the song asking the pharaoh to do? What is Canaan mentioned in | |
| |the poem? How does this song reflect the promises made in the | |
| |covenant between God and Abraham? What do you think happens next?| |
| |Have any students heard this song before? Discuss with students | |
| |why this song might have been popular at other points in history,| |
| |with people who are not Jewish? Who might want to sing it and | |
| |why? | |
| | | |
| |Ask the students to paraphrase in the own words what they mean. | |
| |Ask them to explain which of the commandments are most important | |
| |to them. Ask them to go back to the section in genius that about | |
| |God covenant with the Jewish people in the time of Abraham. Ask | |
| |them how the commandments are in some way related to that | |
| |covenant. | |
| |Discuss the relationship between the Ten Commandments and modern | |
| |society’s laws which of these commandments are still enforced by | |
| |modern laws which should and shouldn’t be. | |
| |Extension: compare different versions of the Ten Commandments. | |
| |What role does interpretation/translation play in the meaning of | |
| |the scriptures. | |
| | | |
| | | |
| |Divide the class into five groups and have them describe the | |
| |difference and practices of the festivals of each of the five | |
| |major festivals. Students should be able to explain how each of | |
| |these festivals is rooted in the teachings of Judaism expressed | |
| |in the texts discussed in from previous lessons. They should | |
| |discuss how these festivals are similar to and different than | |
| |their own celebrations within their own beliefs. Descriptions may| |
| |be found at the University of Wyoming Website, | |
| | | |
| | | |
| |Christianity | |
| | | |
| |Interview with Christian community member (e.g. Pastor, Priest, | |
| |Neighbor, and Family member). Use the following questions. Please| |
| |do not interview the same person you interviewed at the start of | |
| |Unit 1. | |
| | | |
| |What does it mean to be a Christian? | |
| |How does Christianity affect all aspects of your life? | |
| |What are your obligations as a Christian? | |
| |What are your obligations to God? | |
| |What are God’s obligations to humanity? | |
| | | |
| | | |
| |Teacher will provide the following questions to students to | |
| |answer. | |
| |The concept of the Messiah: | |
| |What is a Messiah? | |
| |What role does he play in Judaism/Christianity? | |
| |Define the purpose of the Messiah? | |
| |What are your ideas on the Messiah? | |
| |After students answer the questions, they should have a | |
| |think-pair-share. Following the student understanding of those | |
| |questions, the students should answer in an essay the following | |
| |question: Why do people still look forward to the coming or the | |
| |second coming of the Messiah? | |
| | | |
| |The students should read Luke 2. Then compare and contrast the | |
| |biblical account of Jesus’ birth with that described in the song,| |
| |“Mary’s Boy Child”. Have the students sing the song to remember | |
| |the lyrics. | |
| |marysboychild.htm | |
| | | |
| |Discuss with the class the line in the song, that states the | |
| |following “And man shall live forever more because of Christmas | |
| |day.” | |
| | | |
| |Finally the teacher should have the students retell the story of | |
| |Christmas in their own words using both the biblical version and | |
| |the song discussed above. | |
| |Students should use the following link to Luke 2, from Bible | |
| |Gateway | |
| | | |
| | | |
| | | |
| |Then the students will answer the question: Are the guidelines | |
| |established by Jesus reasonable to live by? | |
| | | |
| |Then give the student the Lord’s Prayer to read. | |
| | | |
| |As a class, discuss the meaning of the following quotation: “Thy | |
| |kingdom come, thy will be done, on Earth as it is in heaven.” | |
| | | |
| |From what you read, is the Sermon on the Mount a fulfillment of | |
| |the Old Testament or a departure from the Old Testament? | |
| | | |
| |Finally, have the student write a newspaper article as if they | |
| |were from Jerusalem during the era of Jesus’ life. Then have them| |
| |write an editorial on the Sermon on the Mount from a Jewish | |
| |perspective. | |
| | | |
| | | |
| |Students should draw a balance sheet listing reasons for becoming| |
| |a Christian and reasons to stay with mainstream religion | |
| | | |
| |Read acts 4 - | |
| | | |
| |How does Peter explain to the judges why Christianity attracts | |
| |people despite official persecution? | |
| | | |
| |Using the pbs website “From Jesus to Christ,” Consider the | |
| |following points with your students: | |
| |Why did the Emperor Constantine adopt Christianity during the | |
| |Battle of Rome? | |
| |Why was his conversion important to Christianity? | |
| |What important steps did the Emperor take in introducing his new | |
| |religion to the Roman World? (Transition) | |
| |How did he take into account the pagan religions of the Empire? | |
| |How do historians differ in their ways of explaining the early | |
| |development of Christianity? | |
| | | |
| | | |
| |Teacher should have students draw a map that highlights the | |
| |spread of Christianity throughout the Roman Empire. (again, | |
| |consider the PBS website at | |
| |Students should create a timeline that highlights major events | |
| |that led to the spread of Christianity throughout the Roman | |
| |World. | |
| |Students should also point out which were the Christian | |
| |ideological centers within the Roman Empire. | |
| |Why did Peter deny Jesus Christ before he was crucified? | |
| |What is the significance of his denial? | |
| |If Peter denied Jesus why did He [Jesus] chose Peter to lead the | |
| |Church? | |
| |What does the phrase, “…upon this rock I build my church…” ? | |
| |Students should write a short paragraph on how religious | |
| |institutions play a role in their lives. Follow the ideas beyond| |
| |religious functions., i.e. Hudson Catholic High School, United | |
| |Jewish Appeal, CYO, YMCA, Southern Christian Leadership council, | |
| |Christ Hospital, St. Anthony’s High School. Discuss various | |
| |functions of these institutions. | |
| | | |
| |Students will create and complete a graphic organizer to compare | |
| |the role of the church during the middle ages to the modern era. | |
| |Assign each student a function of the church in the following | |
| |capacities: agriculture, education, medicine, Each student will | |
| |complete a report explaining the role of those various functions.| |
| | | |
| |Have the students answer the following question to complete their| |
| |report: How did the role of the church changed from the middle | |
| |ages to the modern era? | |
| | | |
| | | |
| |Discuss the following: | |
| | | |
| |Why is Lent the most solemn period of Christian calendar? | |
| |Ask Christian students, “how their lifestyle changes during the | |
| |period of Lent? | |
| |Discuss the significance of the following days of Holy Week: Palm| |
| |Sunday, Good Friday, and Easter Sunday. Why is Christmas | |
| |important to some Christian denominations and not to others? | |
| |Discuss why bumper stickers sometimes say “Christmas is the | |
| |birthday of Jesus not Santa Claus.” | |
| |Divide the student into groups, one for each holiday in the | |
| |Christian calendar. Each group is to prepare a report on how a | |
| |Christian family celebrates the event, explaining the kind of | |
| |food eaten, songs sung, costumes worn, etc… | |
| | | |
| |Ask the student to draw a diagram explaining the life cycles of | |
| |Christianity from birth to death. Extra Credit: find the biblical| |
| |foundation for each of these ceremonies. Teacher will ask the | |
| |following questions: | |
| |What are some of the sacraments that are discussed in | |
| |Christianity? (Baptism, Holy Communion, Matrimony, etc.) | |
| |Why are sacraments an essential part of the religious practices | |
| |of some Christians but not others? (Catholics vs. Evangelicals | |
| |Protestants) | |
| |How do sacraments influence daily life among Christian | |
| |denominations? | |
| |Explain the idea of original sin. | |
| |To what extent are these sacraments related to the teachings of | |
| |Jesus Christ? | |
| |Why do some Christians believe in infant baptism while others | |
| |practice adult baptism? | |
| |What is the significance of communion for Catholics and some | |
| |Protestants? | |
| | | |
|Differentiation |
| |
|Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, |
|even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the |
|essential content, but provide multiple options for taking in this information. |
| |
|Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the |
|follow is recommended for differentiation. |
| |
|Working in pairs, students can choose one of the five aspects of Greek life to research. Pairs will use their activity sheets to choose a |
|specific area of interest to research further; for example, they may focus on the role of women in ancient Greek society, literature and drama,|
|education, warfare, philosophers, the Parthenon, and so on. (Students in pairs should choose separate topics.) Have pairs create a list of |
|little-known facts about their topics to share with the class. Individually, students can use their research to write essays on how ancient |
|Greek life compares with, or has influenced, modern society. |
Classroom Model for a 45-Minute Social Studies Period, Gr. 6- 8
|Suggested Lesson #2 |
|Content Area: Social Studies |
|Lesson Title: Reformation and Conflict |Timeframe: 5- 90 Minute Blocks/9 -45 Minute |
| |Class periods |
|Lesson Components |
|21st Century Themes |
|X |
|X |Creativity and Innovation |X |Critical Thinking and Problem |X |Communication and Collaboration |
| | | |Solving | | |
|Interdisciplinary Connections: Language Arts, Science, Social Studies, |
|Integration of Technology: Use of interactive white board media if available, computers with internet access to Microsoft Word |
|Equipment needed: Internet, computers, interactive white boards |
|Goals/Objectives |Learning Activities/Instructional Strategies |Formative Assessment Tasks |
|SWAT: |Lesson Sequence |PANEL DISCUSSION |
| | | |
|Discuss why Luther rebelled against |The teacher should compare Martin Luther to Martin Luther King, |Ask groups to research the work of |
|the teachings of the Catholic Church.|Jr. The teacher should have the student compare the protest |major Catholic reformers and leaders |
|Explain the attraction of Evangelical|movements of the Civil Rights Movement of the 1950s and 1960s to |of the Renaissance. Invite a |
|Christianity to many 21st believers. |the Protestant Reformation in the middle ages. |representative from each group to sit |
|“Born Again Christians” |Teacher should mention the fact that Martin Luther King, Jr. had |on a “panel of experts” in the center |
|Discuss how Christian festivals |been changed from Michael King because of his father admiration |of the class, and ask them all to |
|reflect the teachings of |from Martin Luther. |comment on various questions, such as:|
|Christianity. | |“what’s wrong with the church?” “What |
|Discuss how the ceremonies and life |Suggested Activity: Teacher should being the discuss asking the |should be done?” Every five minutes, |
|cycle practices of Christianity |question: “Do you think Martin Luther King Jr., was a great |ask students to “tag in” to seats, |
|reflect the core values of various |leader?” Did his role of a pastor of a church help him in his |replacing the other representatives. |
|Christian denominations |ability to be an effective leader? | |
|Describe how Judeo- Christian and |Have student read the following article: | |
|Moslem teaching is reflected in |Then ask students to go back to the original question. In a | |
|modern day culture. |Think-Pair-share activity, decide if Dr. King was a great protest| |
| |movement leader? Ask students to decide whether the civil rights | |
| |movement under Dr. King and other leadership was a successful | |
|Essential Question: How do life cycle|protest movement? What were its goals? Did it achieve its goals?| |
|ceremonies and festivals |Discuss the four criteria from the teacher’s notes. |Critical Thinking |
| |Then have students read the following article: | |
|Essential Question: To what degree do| |Sequence the chronological events by |
|belief systems promote or retard |Have students compare the early life of Martin Luther and Dr. |date order of the main legal decisions|
|achievements of civil societies? |King. Discuss the reason why both of them challenge the norms of |and treaties that contributed to the |
| |their respective societies. Like in the case of Dr. King |spread of Protestantism. |
| |students should answer the following questions: What segment of | |
|NJCCCS: |society did Luther get | |
|CPI # | |Timeline of Reformation |
| | | |
|6.2.8.D.3.f Determine the extent to|Suggested Activity: Teacher should being the discuss asking the |Students will make a timeline that |
|which religions, mythologies, and |question: “Do you think Martin Luther King Jr., was a great |shows significant events that show the|
|other belief systems shaped the |leader?” Did his role of a pastor of a church help him in his |strengthening of the Protestant and |
|values of classical societies. |ability to be an effective leader? |Catholic Reformations. |
| |Have student read the following article: |Include: 93 theses, Anglican Church |
| |Then ask students to go back to the original question. In a |formation, John Calvin, Ulrich |
| |Think-Pair-share activity, decide if Dr. King was a great protest|Zwingli, Council of Trent, Peace of |
| |movement leader? Ask students to decide whether the civil rights |Augsburg, Johann Tetzel, The Jesuits |
| |movement under Dr. King and other leadership was a successful | |
| |protest movement? What were its goals? Did it achieve its goals?| |
| |Discuss the four criteria from the teacher’s notes. | |
| |Then have students read the following article: | |
| | | |
| |Have students compare the early life of Martin Luther and Dr. | |
| |King. Discuss the reason why both of them challenge the norms of | |
| |their respective societies. Like in the case of Dr. King | |
| |students should answer the following questions: What segment of | |
| |society did Luther get | |
| | | |
| | | |
| |Activity: Start the class with discussing the some of the major | |
| |aspects of evangelical Christianity as contained in the articles.| |
| |Have the students create a Venn diagram comparing and contrasting| |
| |evangelical to mainstream Christianity such as Roman Catholicism | |
| |and Lutheranism. | |
| | | |
| |Use the following website from the University of Wyoming: | |
| |Discuss the following: | |
| |Why is Lent the most solemn period of Christian calendar? | |
| |Ask Christian students, “how their lifestyle changes during the | |
| |period of Lent? | |
| |Discuss the significance of the following days of Holy Week: Palm| |
| |Sunday, Good Friday, | |
| | | |
| | | |
| | | |
| |Teacher will define and discuss the definition of sacraments from| |
| |the University of Wyoming website: | |
| | | |
| |Ask the student to draw a diagram explaining the life cycles of | |
| |Christianity from birth to death. Extra Credit: find the biblical| |
| |foundation for each of these ceremonies. Teacher will ask the | |
| |following questions: | |
| |What are some of the sacraments that are discussed in | |
| |Christianity? (Baptism, Holy Communion, Matrimony, etc.) | |
| |Why are sacraments an essential part of the religious practices | |
| |of some Christians but not others? (Catholics vs. Evangelicals | |
| |Protestants) | |
| |How do sacraments influence daily life among Christian | |
| |denominations? | |
| |Explain the idea of original sin. | |
| |To what extent are these sacraments related to the teachings of | |
| |Jesus Christ? | |
| |Why do some Christians believe in infant baptism while others | |
| |practice adult baptism? | |
| |What is the significance of communion for Catholics and some | |
| |Protestants? | |
| | | |
| |Students should read landmark court cases that limit the role of | |
| |religion in public places (10 Commandments in Court Buildings, | |
| |the "I pledge of Allegiance,”). Teacher should also highlight | |
| |how political Christian groups have formed to influence | |
| |government and politicians throughout the course of American | |
| |History. Discuss the question: When is it appropriate for kids to| |
| |learn about religion in a public school? When is it not | |
| |appropriate? | |
| | | |
| | | |
| |Luther Starts Reformation | |
| | | |
| |Introduce unit vocabulary into their notebooks: | |
| | | |
| |Indulgence, reformation, salvation, corruption, predestination | |
| |Explain the criticisms of the church by a Monk named Martin | |
| |Luther. (Salvation based on good works, the role of priests, and | |
| |the authority of the pope. *Salvation can be BOUGHT –Indulgences | |
| | | |
| |Students will fold their notebook page to make four columns- | |
| |TITLE: Cause and Effect of Reform | |
| |England-Parliament passes the Act of supremacy giving the monarch| |
| |rule of the land | |
| |France-Huguenots, French Protestants were given freedom to | |
| |worship | |
| |Spain-set up the inquisition to try to convert Jews, | |
| |Muslims and Protestants to Christianity. | |
| |Netherlands-Many Dutch had converted to Calvinism and receive | |
| |support from Elizabeth I against the Spanish. | |
| | | |
| |Visit the site below which display percentages of religions | |
| |throughout the world. Discuss the percentage today compared with| |
| |those of the Reformation period. Using EXCEL to create a spread | |
| |sheet and graph your results. If available students may attempt | |
| |this task individually using laptops. | |
| | | |
| | | |
| | | |
| |Legacy of Reformation | |
| | | |
| |Do Now | |
| |Have students write for five minutes in their journal books in | |
| |response to this prompt on the board: | |
| |How does equality lead to freedom? How does literacy lead to | |
| |progress? | |
| | | |
| |Discuss how the religious wars and Reformation led to individual | |
| |governments develop with stronger authority over each country’s | |
| |peoples. | |
| | | |
| |On the board, write a template showing students the parts of a | |
| |personal letter; include the heading, the greeting, the body, the| |
| |closing, and the signature. | |
| |Students will write a letter to Martin Luther or any figure of | |
| |the Reformation, describing the effect that the Reformation still| |
| |has on Europe today. | |
| |Information can be found at: | |
| | and | |
| | | |
| | | |
| |A variety of activities/power points on the Reformation | |
| | | |
| | |
| |(Lesson plan) | |
| |Use the above site to read about the causes of the Reformation. | |
| |Write a comparison of a scenario that has a similar plot to one | |
| |of the causes of the Reformation. | |
| |Objective-Students will be able to communicate their opinions on | |
| |social issues. Use the site below to complete. (Adjust to your | |
| |class) | |
|Differentiation: |
|Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, |
|even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the |
|essential content, but provide multiple options for taking in this information. |
| |
|Provide access to a variety of materials, which target different learning preferences and reading abilities. |
|Break assignments into smaller, more manageable parts that include structured directions for each part. |
|Develop activities that target auditory, visual, and kinesthetic learners. |
|Establish stations for inquiry-based, independent learning activities. |
|Use a variety of assessment strategies, including performance-based and open-ended assessments. |
| |
| Suggested Lesson #3 |
|Content Area: Social Studies |
|Lesson Title: Islam |Timeframe: 2- 90 minute periods |
|Lesson Components |
|21st Century Themes |
|X |
|X |Creativity and Innovation |X |Critical Thinking and Problem |X |Communication and Collaboration |
| | | |Solving | | |
|Interdisciplinary Connections: Social Studies, Geography, Language Arts, Mathematics |
|Integration of Technology: Use of Interactive white board during instruction if available, overhead projector. |
|Equipment needed: Internet, projector, journal notebooks, posters, drawings |
|Goals/Objectives |Learning Activities/Instructional Strategies |Formative Assessment Tasks |
|SWAT: |Lesson Sequence | |
|Discuss varying viewpoints: What it | |COMPARE AND CONTRAST |
|means to be a Muslim? |ISLAM | |
|Discuss how Muhammad’s early life | | |
|prepared him for his mission as a |Comparison and contrast should be made with similar learning |VENN DIAGRAM |
|Prophet |activities in the Units on Judaism and Christianity. It is |Students will create a Venn Diagram of|
|Discuss the spread of Islam in |important to point out that the word Allah is the Arabic |Sunni and Shiites factions on poster |
|Southeast Asia, the Mediterranean |translation of God. If you have Muslim students and/or staff |board. |
|region, and Northern Africa and the |members that are willing to speak to your class this would be an |Critical Thinking |
|influence of Islamic ideas and |excellent follow-up to the written interview. | |
|practices on other cultures and | |According to Muslim teaching, how is |
|social behavior. |Interview with Muslim community member (e.g. Imam, Neighbor, and |Islam similar to Judaism and |
|Explain the origin and development of|Family member) |Christianity? |
|Islamic law relating to the covenant | | |
|of Judaism, Christianity, and Islam. |What does it mean to be a Muslim? | |
| |How does Islam affect all aspects of your life? | |
| |What are your obligations as a Muslim? | |
|Identify the significance of the |What are your obligations to Allah? | |
|Quran and the Five Pillars of Islam. |What are Allah’s obligations to humanity? | |
|Trace the origins of Islam and | | |
|Mohammed’s life. |Students can use the following readings to appreciate what it is | |
|Examine the important beliefs of |like to be a member of the Islamic community. | |
|Islam. |hassan | |
|Analyze how the schisms in Islam have| | |
|affected the religion. |Read the autobiography of Malcolm X describing his visit to | |
|Take a position as to whether the |Mecca. |THE PILLARS OF ISLAM |
|teachings of Muhammad as expressed in|speeches-letter-from-mecca.html |GROUP ACTIVITY |
|the Qur’an and the Hadith (Sayings | | |
|and accounts of the prophet |Ask students paraphrase Malcolm’s experience in Mecca the Holy |Students will write and illustrate a |
|Muhammad). |City of the Islamic faith. Ask them to describe from Malcolm’s |children’s book about the Pillars of |
|Identify the sacred book and places |point of view, what are the reasons why after his visit to Mecca |Islam. |
|in the Muslim religion. |(hajj) his Islamic faith was strengthened? Have them underline | |
|Discuss to what degree Muhammad was |and phrases in the passage that best describe the depth and |Sequence: |
|following in the footsteps of Abraham|profundity of his experience. |1. In groups of five, each student |
|and Jesus. (Covenant) | |will select one of the Pillars, 2. |
|Discuss the effect of the five |Teacher should make comparisons between Muhammad’s early life and|Gather information, and 3. Illustrate|
|pillars on daily life of Muslims and |those of Abraham and Jesus. Discuss why these particular |the duty of that Pillar as someone is |
|compare and contrast the five pillars|individuals were chosen as messengers of Allah/God. |performing it. 4. Then write a brief|
|with similar cornerstones in Judaism | |text that will appear with the |
|and Christianity. |Have students research and take notes from the following sources |information. One volunteer will |
|Explain the factors that led to the |and then write short biography of Mohammed the Prophet. |illustrate a cover. |
|widespread popularity of Islam. | | |
|Discuss how the following reflect on | | |
|Islam’s basic religious beliefs: | | |
|Religious festivals and life cycle |Review the components of biography with students: Birth, | |
|ceremonies. Muslim religious |hometown, childhood, religious training and environment, | |
|festivals and life reflect the |marriage, occupation. Discuss to what extent his life prepared | |
|religion’s basic beliefs |him to be God’s messenger and a Prophet. | |
|Compare the rituals, rules, and | | |
|beliefs which separated Christianity |Identify the geographical, religious, & cultural conditions upon | |
|into denominations. |which Islam was founded. Teacher should highlight Medina and | |
| |Mecca as the centers of the Muslim World. (The Arabian | |
|Explain the origin and development of|Peninsula.) | |
|Islamic law relating to the covenant | | |
|of Judaism, Christianity, and Islam. | | |
| | | |
|Explain the effect of Islam on the | | |
|world and current events. | | |
|Discuss why Muslims, Christians, and | | |
|Jews are all called the children n of|Have students compare and contrast the lives of Abraham, Jesus | |
|Abraham. |and Muhammad. After they complete the chart, ask students to | |
| |write the following response: Using the common experiences of | |
| |Abraham, Jesus, and Muhammad as examples. Imagine a modern-day | |
|Essential Question: Why do people |prophet. In at least one page, describe his/her life. | |
|have faith? | | |
| | | |
|Essential Question : | | |
|What makes the Holy Land holy to | | |
|Christians, Jews, and Muslems? Are | | |
|all religions, at their core, the | | |
|same? |Use graphic organizer to compare Mohammed with Abraham and Jesus | |
| | | |
|Essential Question: Are all | | |
|religions, at their core, the same? |Birth | |
| |Family Life | |
| |Education | |
| |Marriage | |
| |Adult Life | |
|NJCCCS: | | |
|CPI # |Abraham | |
| | | |
|6.2.8.C.4.e Determine the extent to | | |
|which interaction between the Islamic| | |
|world and medieval Europe increased | | |
|trade, enhanced technology | | |
|innovation, and impacted scientific | | |
|thought and the arts. |Jesus | |
| | | |
|6.2.8.D.4.b Analyze how | | |
|religion both unified and divided | | |
|people. | | |
| | | |
|6.2.8.D.4.j Compare the | | |
|major technological innovations and |Muhammad | |
|cultural contributions of the | | |
|civilizations of this period and | | |
|justify which represent enduring | | |
|legacies. | | |
| | | |
| | | |
| | | |
| | | |
| |Begin with a discussion with question, “According to Old and New | |
| |Testament in ancient days, How did God communicate what he wanted| |
| |to those who he chose to spread his word?” [e.g. Moses’ Burning | |
| |Bush] | |
| | | |
| |According to Koran, How did Allah make his will known to | |
| |Mohammed? | |
| | (Wikipedia) | |
| |For a more advanced reading, see: | |
| | (witness-) | |
| |Based on this passage and those cited in the teachers notes, | |
| |discuss the following questions with students | |
| |Teacher will provide the following questions to students to | |
| |answer. | |
| |The concept of the Prophet: | |
| |What is a Prophet? | |
| |What role does he play in Islam? | |
| |Define the purpose of the Prophet? | |
| | | |
| |After students answer the questions, students should have a | |
| |think-pair-share. Following the student understanding of those | |
| |questions, the students should answer in an essay the following | |
| |question: Why do Muslims revere the role of the Prophet Muhammad | |
| |in Islam? | |
| |If it is available, students will view “ISLAM: Empire of Faith” | |
| |and answer discussion questions regarding Muhammad’s revelation. | |
| |Have students read | |
| |Discuss the obstacles faced by Muhammad in establishing the | |
| |Kingdom of Allah on earth .Discuss how and why Mohammed was | |
| |triumphant. | |
| |How were these methods similar to different than those of the | |
| |early Christians and the Hebrews? | |
| |Students will create a timeline which traces the struggle and | |
| |eventual; triumph of Mohammed >CF Kings 11:5-7; 1 Kings 14:24; 2 | |
| |Kings 16: | |
| | | |
| | | |
| |Without revealing the source, Introduce the five pillars of | |
| |Islam: | |
| | | |
| |Use the above site to study the Five Pillars. | |
| |Belief in one God and prophets that have spread his word | |
| |Daily Prayer | |
| |Charity | |
| |Pilgrimage to Holy sites | |
| |Fasting as means of repentance and purification | |
| | | |
| |Are these facets of the belief systems that we studied? | |
| |Are they part of your own belief system? | |
| |Analyze these points one by one. | |
| |Introduce document and explanation of the Five Pillars. | |
| | | |
| | | |
| |Students will recount the information gathered between the three | |
| |major western religions. By completing a graphic organizer, the | |
| |students should use their notes and past documents to organize | |
| |side by side similar information. | |
| | | |
| | | |
| |Judaism | |
| |Christianity | |
| |Islam Islam | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Explain the role of God/Allah and his profits? | |
| | | |
| | | |
| | | |
| | | |
| |What literature is used in the religion and how is it used? | |
| | | |
| | | |
| | | |
| | | |
| |List 5 basic teachings of religion and its importance. | |
| | | |
| | | |
| | | |
| | | |
| |Discuss three major festivals and their significance. | |
| | | |
| | | |
| | | |
| | | |
| |List the phases of life recognized by the religion and explain | |
| |their importance. | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Have students create a three circle Venn diagram comparing and | |
| |contrasting the three faiths | |
| |Have students write essay summarizing Venn | |
| |Throughout their experience, students will create a journal | |
| |(develop questions) for their simulated experience completing the| |
| |five pillars: | |
| |Shahada | |
| |Salat | |
| |Zakat | |
| |Sawm | |
| |Hajj | |
| | | |
| |Students will go to the Hajj Intro for People of Other Faith | |
| |website to read about the development of the hajj, the rituals it| |
| |comprises, and its symbolic value for Muslims. Students will | |
| |answer four questions about what they have read. They will then | |
| |compose a diary entry from the perspective of a Muslim | |
| |participant in the hajj during the ninth century reign of Harun | |
| |al-Rashid. The activity is an opportunity for students to | |
| |visualize the hajj in detail, but also to imagine what life was | |
| |like during the golden age of the Abbasid caliphate. | |
| |Student Web Activity Answers | |
| |According to the Quran, Makkah was the site where Hagar found | |
| |water for herself and her young son Ishmael. When Ishmael was | |
| |about thirteen years old, Abraham and Ishmael built the Kaaba | |
| |(Kasbah) there. | |
| |The hajj commemorates the trials of Abraham and his family in | |
| |Makah, including Abraham's willingness to sacrifice his son in | |
| |response to God's command. | |
| |A tawaf is a counter- clockwise procession around the Kaaba | |
| |performed as one of the hajj rituals. | |
| |During the hajj, Muslims remove their worldly clothing and don | |
| |the simple, white attire of pilgrims. This symbolizes a state of | |
| |human equality and unity before God. | |
| |Students' diary entries should contain detail about the | |
| |prosperity of Islamic civilization during this period. The | |
| |entries should reflect the diversity of pilgrims in Makah and an | |
| |understanding of the hajj rituals and their meanings. | |
| |Map the development of Islam around the world | |
| | | |
| |Utilizing the Mapping our World Map Kits, students in pairs | |
| |should be able to trace and define the major development of the | |
| |Islamic Empire. Important eras/empires to include: | |
| |Muhammad | |
| |Caliphate | |
| |Abbasids | |
| |Umayyad | |
| |Mughal (India), Safavid (Persia), & Ottoman (Turkey) Empires | |
| |Muslim Heritage website: | |
| |Cyberistan website: | |
| | | |
| |Students will research important contributions to society by | |
| |Muslims throughout the Islamic Empires (mathematics, medicine, | |
| |astronomy, etc.). After completing research, students will | |
| |present in groups those important contributions and how they | |
| |affect our lives today. | |
| | | |
| |[pic] | |
| | | |
| |[pic] | |
| | | |
| |Students will research important contributions to society by | |
| |Muslims throughout the Islamic Empires (mathematics, medicine, | |
| |astronomy, etc.). After completing research, students will | |
| |present in groups those important contributions and how they | |
| |affect our lives today. | |
| |Read primary sources depicting several examples of great Islamic | |
| |based civilizations during the Golden Age | |
| | | |
| | | |
| | | |
| |Ask students to create graphic organizer listing the criteria | |
| |that students agreed constitute an advanced or valuable | |
| |civilization | |
| | | |
| |Using the primary source documents complete the graphic organizer| |
| |with quotes from the documents. | |
| | | |
| |-Ask them to conclude whether each of the civilizations depicted | |
| |were great civilizations. | |
| |If there is time include Moorish Spain in this learning activity.| |
| | | |
| | | |
| |Students will read a set of Islamic Laws and compare it to their | |
| |own moral beliefs. | |
| | | |
| |Food and Drink- | |
| |Fasting - | |
| |Wearing a Beard- | |
| |Congressional Prayer - | |
| | | |
| |Students should answer the following questions: | |
| |1. Do you agree with this particular law? Why or Why not? | |
| |2. Does this law lend itself to being religious in nature or | |
| |political in nature? | |
| |3. How does this law compare to a law passed politically (law of | |
| |the state/country)? | |
| |4. Does this law change depending on your location? | |
| |5. How do these laws compare to rules established in other | |
| |religions you’ve studied? | |
| | | |
| |Once the students finish reading and answering the questions for | |
| |each law, there should be a class discussion about how these laws| |
| |affect the lives of practicing Muslims. | |
| | | |
| |Students will write an persuasive essay explaining the following:| |
| | | |
| |Explain how events tied to Islamic culture have changed the | |
| |perception of the faith. | |
| | | |
| |Students will research an event in recent history, i.e. 9/11 | |
| |attacks, and explain how some extremist groups have justified | |
| |their actions related to their faith. Students should make | |
| |connections to these intra-faith groups and determine whether the| |
| |state of Islam is stronger or weaker in recent history. | |
| | | |
| |Students should be put into four groups. Each group will be | |
| |assigned a festival to present. Using Microsoft Power Point the| |
| |student should give a 10 minutes presentation answering the | |
| |following questions as a guide: | |
| | | |
| |1. Describe why people are celebrating this festival? | |
| |2. What traditions are performed in honor of this celebration? | |
| |3. What connections exist between the rituals/ceremonies and | |
| |purpose of faith? | |
| |4. How are these rituals/ceremonies similar to western religions?| |
| |5. How are these rituals/ceremonies different from western | |
| |religions? | |
| | | |
| |While students present, the other groups should take notes. | |
| |Students should read the article pertaining to religious life | |
| |practices. Have the students get into five groups and research | |
| |one rite of passage per group. Then have the students answer the | |
| |following their research: | |
| |1. What does this stage signify within the Islamic religious | |
| |world? | |
| |2. What requirements are needed to reach this life stage? | |
| |3. How is this a rite of passage, similar to ones of the Judaism | |
| |and Christian religions? | |
| |4. How are they different? | |
| |Once the group completes their research, have the group jigsaw | |
| |and get into mixed groups one from each life practice. Student | |
| |should complete a chart depicting all the life stages. | |
| | | |
| |Finally the class as a whole, discuss the solutions to the | |
| |questions for each life practice. | |
| |Students will recount the information gathered between the three | |
| |major western religions. By completing a graphic organizer, the | |
| |students should use their notes and past documents to organize | |
| |side- by-side similar information. | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Judaism | |
| |Christianity | |
| |Islam | |
| | | |
| |Explain the role of God/Allah and his profits? | |
| | | |
| | | |
| | | |
| | | |
| |What literature is used in the religion and how is it used? | |
| | | |
| | | |
| | | |
| | | |
| |List 5 basic teachings of religion and its importance. | |
| | | |
| | | |
| | | |
| | | |
| |Discuss three major festivals and their significance. | |
| | | |
| | | |
| | | |
| | | |
| |List the phases of life recognized by the religion and explain | |
| |their importance | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Origins of Islam | |
| | | |
| |Do Now | |
| |Students will respond by writing for 5 minutes in response to a | |
| |prompt on the board: | |
| | | |
| |What kind of climate and landforms (topography) would you find in| |
| |the countries around the Arabian peninsula? | |
| |Trace the origins of Islam and the life and teachings of | |
| |Muhammad, including Islamic teachings on the connection with | |
| |Judaism and Christianity by drawing a timeline on the board. | |
| |Have students do the same in their notebooks. Mark the years of | |
| |earlier religions studied. | |
| |*See Appendices for a variety of worksheets on religions | |
| |View the History Channel’s biographical study of The Prophet | |
| |Muhammad at: | |
| | | |
| |Students should record 8 facts of interest in their journals | |
| |after viewing. Create a fact board to remain posted in the | |
| |classroom until the end of the unit. | |
| |*Define in notebook: | |
| |Qua’ran, Islam, Mecca, Ramadan, Ka’aba, Nomad, Hajj. | |
| |Identify in notebook: Muhammad, Khadija, and Allah. | |
| |Interpret why Muslim’s core beliefs are called pillars and how | |
| |they think the 5 pillars help to build a strong community. | |
| |Create a “pillar” template for each student. | |
| |Play an audiotape of Muslim daily prayer. | |
| |Describe the sequence of Muslim daily prayer. Identify the | |
| |signal words that reveal this sequence | |
| |Teacher Notes: Goes with notes | |
| |Many Jews opposed Roman law in Judea and hoped God would send a | |
| |Messiah. During a time of upheaval against Roman rule, a man | |
| |named Jesus of Nazareth spoke to large crowds, always attracting | |
| |large followings. He began teaching the Hebrew scriptures, | |
| |telling people that God would soon come to establish his kingdom.| |
| |Out of fear of opposition to Roman law, he was arrested, beaten, | |
| |and executed by crucifixion. According to the writings of his | |
| |followers, known as Gospels, Jesus was not found in his tomb | |
| |three days after his death. This rising from the death was | |
| |enough to name him the “Messiah” or in Greek the “Christ.” The | |
| |followers of Christ spread Christianity through Rome, Greece, | |
| |Spain, Asia Minor and further. | |
| | | |
| |The New Testament is the collection of writings on which | |
| |Christianity is based. They contain four books known as Gospels | |
| |as well as parables, and epistles or formal letters. The last | |
| |book is known as Revelation and makes predictions about future | |
| |events. Christianity is monotheistic but believes in the | |
| |Trinity; God existing as three forms. | |
| | | |
| |As Christianity spread, disagreement over organization, the use | |
| |of icons, and who Jesus was began to divide the religion. The | |
| |division manifested itself in Greece where an Eastern Orthodox | |
| |Christianity split and became known as the “Great Schism” with | |
| |patriarchs controlling the affairs of the Orthodox church. | |
| |Muhammad taught a strict monotheism. The word Islam means “I | |
| |submit”. Muhammad is seen by Moslems as the last prophet, some | |
| |preceding prophets were Abraham, Moses and Jesus. The Koran | |
| |(Quran) is the sacred book of Islam and recounts the teaching of | |
| |Mohammad. In it the basic tenets of the religion, The Five | |
| |Pillars, are explained as: | |
| |Faith: “I believe there is no God but Allah and Muhammad is His | |
| |Prophet”. | |
| |Prayer: Muslims are required by the Koran to pray five times a | |
| |day while kneeling and bowing towards Mecca. | |
| |Alms: Charity is a central commandment of Islam | |
| |Fasting: There are strict dietary laws, (similar to Judaism, (the| |
| |consumption of pork is forbidden) and during the month of Ramadan| |
| |Muslims must fast between sunrise and sunset. | |
| |Pilgrimage (Hajj): Once in their lifetime a Muslim is expected | |
| |to travel to the holy city of Mecca and pray at the Ka’aba. | |
|Differentiation: |
| |
|Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, |
|even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the |
|essential content, but provide multiple options for taking in this information. |
| |
|Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the |
|follow is recommended for differentiation. |
|For differentiation, it is recommend the teacher pair students up so students who are excelling and/or understand the content may assist |
|students who are struggling with content/level while working in groups to complete the Webquest. |
|Suggested Lesson #4 |
|Content Area: Social Studies |
|Lesson Title: Hinduism, and Buddhism |Timeframe: 2 90 minute periods |
|Lesson Components |
|21st Century Themes |
|X |
|X |Creativity and Innovation |X |Critical Thinking and Problem |X |Communication and Collaboration |
| | | |Solving | | |
|Interdisciplinary Connections: Social Studies, Technology, Language Arts |
|Integration of Technology: |
|Use of interactive media if available, computers with internet access to Microsoft Word |
|Equipment needed: Internet, computers |
|Goals/Objectives |Learning Activities/Instructional Strategies |Formative Assessment Tasks |
| | |MAP SKILLS |
|1. SWAT: Explain what it means to be|Hinduism | |
|a Hindu. |Have students read following websites about Hinduism: |In which direction did Hinduism expand|
| | (religious tolerance website... caution |between 1 A.D. and 1800? |
| |students that there are advertisements on this page.) and | |
|Essential Questions: Why do people | |Based on the map, did they expansion |
|have faith? |Discuss: 1. Is Hinduism a “creed” or a culture and way of life? |occur mainly by land or mainly by sea?|
| |Is it both? 2. Examine the "Nine Beliefs of Hinduism" from | |
| |Himalayan Academy website: . 3. 4. Have |In which countries did Hinduism not |
|2. SWAT: explain and apply the |students create a four column graphic organizer (Create one here |get a good following? |
|concepts of Dharma and Karma. |please) 5. Use to examine each of the nine beliefs -In column one| |
| |state belief, in column two paraphrase beliefs, in column explain|RESEARCH |
|Essential Questions: Why do people |if that belief is one with which you agree and in column four | |
|have faith? What does it mean to be a|discuss if that belief is found in any or all of the three |Divide a blank piece of printer paper |
|good person? |western religions you have already studied. 6. Have students read|into three columns, illustrate three |
| |the following article about Karma Do they |of the rituals that takes place during|
| |see this concept as being consistent with Judeo-Christian |one of the Hindu festivals and add |
|3. SWAT: Delineate the relationship |beliefs? Why/why not? |text explaining which holidays they |
|between reincarnation, and the | |represent. Include the deity honored. |
|concepts of Dharma and Karma. |Have students underline terms or phrases in reading that help | |
| |define what Karma means. Discuss if they believe that good |VISUAL ASSESSMENT |
|Essential Question: What happens |brings good and evil produces evil. Ask students to write short | |
|after we die? |biographical essays defending their point of view on the issue of|Create a two sided chart. On one |
| |Karma. Ask students to read story of the Elephant King |side, list the four goals of Hinduism |
|4. SWAT: Compare and contrast Hindu | Ask students to summarize story. Discuss: |and on the other side list the three |
|beliefs of after life with those of |What is moral of story. How does the story illustrate the concept|paths to Moksha. |
|Christianity. |of Karma? Is this story a parable that might be taught in Sunday |In a paragraph compare these rules to |
| |schools in the United States? |a set of rules we have studied in |
|Essential Question: What happens | |another religion. |
|after we die? | | |
| |Ask students to read #5 selection on |CRITICAL THINKING |
|5. SWAT: Explain whether Hinduism is|reincarnation. Students will summarize the article and explain if| |
|a monotheistic or a polytheistic |the belief in reincarnation is at variance with their own beliefs|In a paragraph, explain what you think|
|faith. |about an afterlife and the tenets of western religions such as |the Buddha meant when he stated: “To |
| |Christianity. |keep the body in good health is a |
|6. SWAT: Discuss how the writings of |Divide students into groups and have them each report on one of |duty. For otherwise we shall not be |
|Sri Ramakrishna reflect some of the |the manifestations of God in Hinduism. Discuss how the God’s |able to keep our mind strong and |
|essential teachings of Hinduism? |roles are complimentary to each other. Review the concept of the |clear”. |
| |Trinity in Roman Catholicism. Discuss whether the Brahma, Vishnu |SELF ASSESMENT |
|Essential Question: Are all |and Shiva are a Trinity and how according to Hinduism they work | |
|religions, at their core, the same? |during the life cycle. |Create a multiple choice quiz of five |
| | |questions and four possible answers of|
|6. SWAT: Compare and contrast Hindu | |facts that you learned in this unit. |
|and Western religion concepts about | |You will exchange them with another |
|the afterlife. |Have students read an article about Sri Ramakrishna, a revered |student in class. |
| |Hindu teacher. How do you compare his life | |
|Essential Questions: What happens |on earth with that of Jesus? Discuss whether his vision of God is| |
|after we die? |similar or different than the vision of God in the Old Testament?| |
| |What does he mean when he says that the clearest sight of God is |COMPARE AND CONTRAST |
|7. SWAT: Are all religions, at their |men and woman? Do you see his comments as a reflection of Jesus | |
|core, the same? |it the Sermon on the Mount? Sri Ramakrishna faithfully practiced |Using Microsoft Word if available, |
| |the spiritual disciplines of different religions and came believe|create a two table chart titled the |
|8. SWAT: Discuss the similarities and|that all of them lead to the same goal. Thus he declared, "As |Similarities and Differences of |
|differences of Hindu religious rites |many faiths, so many paths." Sri Ramakrishna faithfully |Hinduism and Buddhism. Include: |
|of passage to those of western |practiced the spiritual disciplines of different religions and |Cycle of life and death |
|religions. |came to the realization that all of them lead to the same goal. |Number of gods |
| |Thus he declared, "As many faiths, so many paths." Ask students |Founder |
|Essential Questions: Are all |to summarize his beliefs expressed in short passage - Do they |Meditation or prayer |
|religions, at their core, the same? |agree with some, all, or none of his philosophy. Ask students to |Goals for well being |
| |find writings in other religions that are similar, cite chapter |The idea of a soul |
| |and verse. |Pleasure or rewards for being “good” |
| | | |
| | |EXPLORE |
| | | |
| |The comic of Ramayana: |Explore the different sects that arose|
| | |from the spread of Buddhism across |
| |Have students read the comic of Ramayana and summarize the first |Japan and Korea. |
|SWAT: How do life cycle ceremonies, |20 pages. |Shignon, Zen (Chan in China) Pure Land|
|holidays and ceremonies reflect the | |and Shinto merge. |
|core teachings of a belief system? |Then ask the students the following questions: |Create a poster board display by |
| |Who is the hero? |dividing the board into four quadrants|
|10. SWAT: Discuss the similarities |What values of society are reflected in the story? |giving each a visual and text box. |
|and differences of Hindu religious |Compare this story to different stories in the Bible? (For | |
|rites of passage to those of western |example, Samson & Delilah.) | |
|religions. |How does this story from the perspective the India concepts of | |
| |Dharma and Karma get reflected in the story? | |
|Essential Questions: Are all | | |
|religions, at their core, the same? | | |
|11. SWAT: How do life cycle | | |
|ceremonies, holidays and ceremonies |For this lesson, see: | |
|reflect the core teachings of a | | |
|belief system? | | |
| | | |
| |Divide students into groups and have them each report on one of | |
| |the manifestations of God in Hinduism. Discuss how the God’s | |
|12. SWAT: Describe aspects of Hindu |roles are complimentary to each other. Review the concept of the | |
|life in contemporary American |Trinity in Roman Catholicism. Discuss whether the Brahma, Vishnu | |
|society. |and Shiva are a Trinity and how according to Hinduism they work | |
| |during the life cycle. | |
|Essential Question: To what degree do| | |
|belief systems promote or retard | | |
|achievements of civil societies? |Ask students to read the article about reincarnation and write a | |
| |brief summary of its ideas | |
|11. SWAT: Discuss how Hindu festivals|1. Discuss what is meant by the tern soul from student’s | |
|and life cycle ceremonies reflect its|perspective and from the Hindu point of view? | |
|core beliefs. |Is the meaning of these terms similar or different in the two | |
| |traditions? | |
| |2. Discuss what is meant by the term ”jiva” why is it compared to| |
|12. SWAT: Explain how Hindu served as|the “ego”? | |
|the glue to traditional Indian |3. How is the Hindu concept of heaven similar and /or different | |
|society, and the role it plays in |than the western concept? | |
|India’s modernization. |4. The Bible says that man was created in God’s image would | |
| |Hindu’s agree? | |
| |5, In what way is reincarnation an evolutionary process? | |
| |6. Does Hinduism provide more or less incentive to lead a good | |
| |life as compared to western religions? | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Students should use the following websites answer these | |
| |questions: | |
| |Kumbha Mela- | |
| |Holi: | |
| |Divali: | |
| | | |
| | | |
| | | |
| |Students should create a graphic organizer looking like the one | |
| |below: | |
| | | |
| |Question #1 | |
| |Question #2 | |
| |Question #3 | |
| |Question #4 | |
| |Question | |
| |#5 | |
| | | |
| |Kunmbha Mela | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Holi | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |Divali | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |1. Describe why people are celebrating this festival? | |
| |2. What traditions are performed in honor of this celebration? | |
| |3. What connections exist between the rituals/ceremonies and | |
| |purpose of faith? | |
| |4. How are these rituals/ceremonies similar to western religions?| |
| |5. How are these rituals/ceremonies different to western | |
| |religions? | |
| |Once the students finish completing the chart, the teacher should| |
| |a class discussion on the answers. | |
| | | |
| |Begin class by asking the class about Social Class. Does America | |
| |have social classes? If so, what are they? Do they have rules? | |
| |Pick one of the readings on the left and ask students to answer | |
| |these same questions for India. Discuss the breakdown of social | |
| |class in India from the traditional Hindu caste system to the | |
| |modern secular, legally classless society. Do they see | |
| |connections between caste in India and caste in American History?| |
| |Now move to Hinduism. How does Hindu religious teaching reinforce| |
| |the idea of social caste? How might it be a vehicle for breaking | |
| |down caste? | |
| |Watch the video clips on the following website and analyze each | |
| |speaker’s opinion of the role of Hindu in the breakdown of caste | |
| |in India. | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |For background reading, see the following websites: | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |There is a strong tension in modern Hinduism between the | |
| |traditional role of the religion in justifying the caste system | |
| |on the Indian subcontinent and a potentially transformative role | |
| |of Hinduism in helping to overcome or transcend the caste system | |
| |through its openness to new ideas and diversity | |
| | | |
| |Begin class by asking the class about Social Class. Does America | |
| |have social classes? If so, what are they? Do they have rules? | |
| |Pick one of the readings on the left and ask students to answer | |
| |these same questions for India. Discuss the breakdown of social | |
| |class in India from the traditional Hindu caste system to the | |
| |modern secular, legally classless society. Do they see | |
| |connections between caste in India and caste in American History?| |
| |Now move to Hinduism. How does Hindu religious teaching reinforce| |
| |the idea of social caste? How might it be a vehicle for breaking | |
| |down caste? | |
| |Watch the video clips on the following website and analyze each | |
| |speaker’s opinion of the role of Hindu in the breakdown of caste | |
| |in India. | |
| | | |
| | | |
| | | |
| |Extension: Now that caste discrimination is illegal, would you | |
| |marry outside of your caste? What would the arguments be for or | |
| |against such a decision? How might the principles of Hinduism | |
| |guide your decision? | |
| | | |
| | | |
| |PART A.HINDUISM | |
| | | |
| |DO NOW | |
| |Students will write in their journals for 5 minutes in response | |
| |the a post on the board: | |
| | | |
| |Using the Interactive Board, post a picture of the Aryan god | |
| |BRAHMA. | |
| |If available, or use a text resource, poster, drawing, etc. | |
| | anonymous responses. | |
| | | |
| |Explain that the Hindu religion is based on an earlier religion | |
| |called Brahmanism. The earliest texts written were called “Vedas”| |
| |but are hard for the people to understand. Two epic poems have | |
| |been written to help in this matter. | |
| | | |
| |Read a summary of the Mahabharata, the most famous of the epics | |
| |of Hinduism. | |
| | | |
| |Illustrated Mahabharata for Children, by Indian Epic and Chandu, | |
| |Copyright 2009, or other available text | |
| | | |
| | | |
| |Vocabulary: | |
| |Karma, dharma, Moksha, Shiva, Parvati, Upanishads, soul | |
| | |
| |tml ( Go to Buddhism and teachers) | |
| | | |
| |Use the above site to complete a chart on the Eightfold Path. | |
| | | |
| | | |
| | | |
| |*See Appendices for a variety of worksheets on religions | |
| | | |
| | | |
| | | |
| |Post a map of South Asia on board; pass out copies to students. | |
| |Have students map a timeline of the spread of Hinduism throughout| |
| |the continent. | |
| | | |
| |Shiva is recognized as one of the greatest Hindu deities and has | |
| |had an impact in culture. He known as Lord of the Dance and may | |
| |dances have been created in his honor. | |
| |Contact the Theater Arts supervisor for a visit to a performance | |
| |to the SURATI performing arts dance company located in Jersey | |
| |City. | |
| | | |
| | |
| |tml | |
| |Have the students use the above site to complete a variety of | |
| |worksheets on the various aspects of Hinduism. You could also | |
| |have the students complete a KWL before completing this activity.| |
| | | |
| | | |
| | | |
| |PART B.BUDDHISM | |
| |In an oral reading, have students volunteer to read the slides in| |
| |the power point presentation on the Life of The Buddha. | |
| | | |
| |or use a book reference such as | |
| |“Becoming Buddha” by Whitney Stewart, | |
| |or create a visual storyboard for students to follow | |
| | | |
| | | |
|1. SWAT: Explain what it means to be|Use the above site to compare and contrast the major religions. | |
|a Buddhist? | | |
| | | |
|Essential Question: Why do people |Vocabulary list for this section to be written in their | |
|have faith? |notebooks: | |
| | | |
| |Nirvana, Siddhartha, monasteries, meditation, dharma, karma, | |
| |enlightenment, mantra | |
| | | |
| |Students should summarize the Steps of the Eightfold Path. | |
| |Organize students into groups of eight and each one is assigned | |
| |one step. Each group will plan a skit to demonstrate their | |
| |assigned step. Props, costumes, and scenery may be added for | |
| |special effects. This can be performed in week 2 of the unit. | |
| | | |
| |Distribute a template of a Venn Diagram and have students title | |
| |it “The Two Schools of Buddhism”. One circle should be “Little | |
| |Raft” Theravada, and the other “Big Raft” Mahayana. Have | |
| |students place the different schools of thought from each sect. | |
| | | |
| | | |
| |PART C. SHINTO | |
| | | |
| |DO NOW | |
| | | |
| |Post on the board for students to do a 5 minute write in their | |
| |journals the following question: If a religion has no founder, | |
| |no scripture and no set of gods can it have a foundation? | |
| |Explain. | |
| | | |
| |Read anonymously four or five responses. Discuss how a belief | |
| |system may be based on stories of the history of their country | |
| |Japan. | |
|2. SWAT: Discuss the biography of |. | |
|Buddha and how and why he became a |Vocabulary list words for student notebook: | |
|world force. |Jinja, harai, kami, kamidana, shintai, Torii, miki, | |
| |miko | |
|Essential Question: Are all |Connect the power of the Emperor with that of a God as believed | |
|religions, at their core, the same? |by the people. | |
| | | |
| |Shinto Shrines as places of worship, guarded by a large gate | |
| |called a Torii. Followers leave prayer cards and wishes called | |
|3. SWAT: Explain the concept of |EMA at the shrines. | |
|dukkha and why Buddhists seek | | |
|enlightenment through eightfold path.|Pass out index cards. Students can compose a prayer or wish that| |
| |they would ask of a god to be posted on a bulletin board. | |
| | | |
| |Japanese and Korea followers of Shinto practice side by side with| |
|Essential Question: What does it mean|Buddhists, with many clans merging the two. | |
|to be a good person? | | |
| | | |
| | | |
| | | |
| | | |
|SWAT: discuss how the values of the | | |
|Buddhist Five Precepts compare to the| | |
|Ten Commandments of the Bible. | | |
| |Buddhism | |
|Essential Questions: What does it |Students should get an understanding of what this individual | |
|mean to be a good person? |(Mark Unno) believes in the Buddhist religion. They should see | |
|Are all religions, at their core, the|how an individual view the overarching concepts of the religion. | |
|same? | | |
| |Look deeply: I arrive in every second | |
| |to be a bud on a spring branch | |
| |to be a tiny bird, with wings still fragile, learning to sing in | |
| |my new nest, | |
| |to be a caterpillar in the heart of a flower, | |
| |to be a jewel hiding itself in a stone. | |
| | | |
| |I still arrive, in order to laugh and to cry, in order to fear | |
| |and to hope, | |
| |the rhythm of my heart is the birth and death of all that is | |
| |alive.... | |
|SWAT: compare and contrast Buddhist | | |
|beliefs of after life with those of |I am the 12-year-old girl, refugee on a small boat, | |
|Hinduism. |who throws herself into the ocean after being raped by a sea | |
| |pirate, | |
|Essential Question: Are all |and I am the pirate, my heart not yet capable of seeing and | |
|religions, at their core, the same? |loving.... | |
| | | |
| |Please call me by my true names, so I can wake up | |
| |and so the door of my heart can be left open, | |
| |the door of compassion. | |
| | | |
| |Have students read following poem about Buddhism: | |
| | | |
| | | |
| |Ask students to summarize explain if they agree with idea of poem| |
| | | |
| |Student will try to answer the same questions that Mark Unno is | |
| |attempting to answer. | |
| | | |
| |How do they feel about the answers the Mark gives to the concepts| |
| |he describes? | |
| |How would you answer them differently? | |
| |How do these ideas conflict or harmonize with your own beliefs? | |
|SWAT: Discuss how the writings of |Do you think his take on the religion is wrong or right? Why? | |
|Siddhartha Gautama reflect some of | | |
|the essential teachings of Buddhism. | | |
| | | |
|Essential Question: Why do people | | |
|have faith? |Refer to the following: | |
| | | |
| |Have students read the following article depicting the life of | |
| |Siddhartha Gautama (the Buddha). | |
| |Have students answer the following questions: | |
| | | |
| |Compare the birth of Siddhartha to that of Jesus and Mohammed. | |
| |Consider the following as you compose graphic organizer | |
| |1. Circumstances of Birth | |
| |2. Early life | |
| |3. The Life changing moment | |
| |4. The spreading of the word | |
| |5. The following | |
| |6. Death | |
| |7. Influence | |
| | | |
| |Are there any similar characteristics or relationships you can | |
| |draw from this article that you already learned about in this | |
| |course? | |
| |Explain why Siddhartha emerged when he did and how does this | |
|SWAT: Compare and contrast Buddhism |compare and differ from western religions? | |
|and Western religion concepts about | | |
|the afterlife. | | |
|Essential Question: What happens | | |
|after we die? | | |
|Are all religions, at their core, the| | |
|same? |Use this article from the University of Wyoming website to answer| |
| |the first SWAT of the lesson: | |
| |Students are going to jigsaw the path to enlightenment. Each | |
| |group will read an article pertaining to one of the concepts of | |
| |eightfold path. The genius of this jigsaw is the concepts do not | |
| |need to be achieved in a particular order. The idea of balance | |
| |amongst them all will have the same effect in achieving | |
| |enlightenment. | |
| |The teacher will need to make multiple copies of the sections of | |
| |the eightfold path to disperse to members of the group. | |
| | | |
| | | |
| | | |
| | | |
| | | |
|SWAT: Discuss the similarities and | | |
|differences of Buddhist religious | | |
|rites of passage to western | | |
|religions. |Start the class asking the following question: | |
| |What do the Four Noble Truths mean? | |
|Essential Questions: How do life |Truth #1. All is suffering (dukkha). | |
|cycle ceremonies, holidays and |Truth #2. Suffering comes from desire. | |
|ceremonies reflect the core teachings|Truth #3. If a person stops desiring, then they stop suffering. | |
|of a belief system? |Truth #4. Desiring can be stopped by following the Noble | |
|Are all religions, at their core, the|Eightfold Path. | |
|same? | | |
| |Have students apply the eight fold path to real situations by | |
| |using movie plots: the young man in Gran Torino, Older man in | |
| |same situation., Sophie’s choice, Schindler’ List etc | |
| |As a class discuss the answer. | |
| |Then break the class into 8 groups; one for each concept. Have | |
| |the presentation format to the rest of the class: | |
| |What is this concept attempting the individual to do? | |
| |What needs to be done to achieve this concept? | |
| |What does this concept mean in the magnified view of Dukkha? | |
| |Have student categorized each response in their notes. | |
| |As a class, discuss how all of these concepts work together | |
| |toward enlightenment. | |
| | | |
| |Have students read the wiki article to learn about the Five | |
|SWAT: Discuss how Buddhist festivals |Precepts. | |
|reflect its core beliefs. |Have students answer the following questions: | |
| |1. Side by side compare the fundamental guidelines of both | |
|Essential Question: How do life cycle|Buddhism and Judeo-Christian beliefs. | |
|ceremonies, holidays and ceremonies |2. Explain what the consequences are for not following the | |
|reflect the core teachings of a |guidelines. | |
|belief system? |3. What is the origin of the rules assigned to the believers? | |
| |4. Do these laws or precepts/commandments apply to people | |
| |equally? If not, why not? | |
| |Next, have the class debate whether the fundamental concepts for | |
| |both religions still apply today. If not, how should they change | |
| |based upon a modern point of view. | |
| | | |
| | | |
| |Students should use their notes from the previous lesson and from| |
| |the Hindu unit to complete this diagram. | |
| | | |
| |Students will create a Venn diagram comparing the afterlife | |
| |beliefs of Buddhism to Hinduism. | |
| |Once the diagram is complete the students should answer the | |
| |following questions: | |
| | | |
| |How does cycle differ from each religion? | |
| |What is the goal or achievement in the afterlife of each | |
| |religion? | |
| |How does this goal get achieved? | |
| | | |
| |Students should answer the following questions in a 1 page essay:| |
| | | |
| |Explain why each religion seeks liberation from Karma. | |
| | | |
| |There are no dominant teachers or prophets in Buddhism that | |
| |compare to Jesus. Instead there have been great teachers | |
| |throughout the ages. Work with students in reading his writings | |
| |to give them greater insight into the teachings of Buddhism. | |
| | | |
| |Have students read an article about Siddhartha Gautama, a revered| |
| |Buddhist teacher. | |
| |How do you compare his life on earth with that of Jesus? Discuss | |
| |whether his vision of God is similar or different than the vision| |
| |of God in the Old Testament. What does he mean when he says that | |
| |the clearest sight of God is men and woman? Do you see his | |
| |comments as a reflection of Jesus it the Sermon on the Mount? | |
| |Siddhartha Gautama faithfully practiced the spiritual disciplines| |
| |of different religions and came to the realization that all of | |
| |them lead to the same goal. Thus he declared, "As many faiths, so| |
| |many paths." Siddhartha Gautama faithfully practiced the | |
| |spiritual disciplines of different religions and came to the | |
| |realization that all of them lead to the same goal. Thus he | |
| |declared, "As many faiths, so many paths." Ask students to | |
| |summarize his beliefs expressed in short passage - Do they agree | |
| |with some all or none of his philosophy. Ask students to find | |
| |writings in other religions that are similar, citing chapter and | |
| |verse. | |
| | | |
| | | |
| | | |
| |Use the sites in this activity to compare and contrast beliefs | |
| |about life after death between western and Hindu traditions. | |
| |Explain that reincarnation is often misunderstood by westerners. | |
| | | |
| | | |
| | | |
| | | |
| |Ask students to read the article about reincarnation and write a | |
| |brief summary of its ideas | |
| |1. Discuss what is meant by the term “soul” from the students’ | |
| |perspectives and from the Buddhist point of view. Is the meaning | |
| |of this term similar or different in the two traditions? | |
| |2. Discuss what is meant by the term “jiva.” Why is it compared | |
| |to the “ego”? | |
| |3. How is the Buddhist concept of heaven similar and /or | |
| |different than the western concept? | |
| |4. The Bible says that man was created in God’s image would | |
| |Buddhist’s agree? | |
| |5, In what way is reincarnation an evolutionary process? | |
| |Does Buddhism provide more or less incentive to lead a good life | |
| |as compared to western religions | |
| | | |
| |For the articles, refer to: | |
| | | |
| | | |
| |Students should read the article pertaining to religious rights | |
| |of passage. Have the students get into groups of four and | |
| |research one right of passage per group. Then have the students | |
| |answer the following questions while they complete their | |
| |research: | |
| |1. What does this stage signify within the Buddhist religious | |
| |world? | |
| |2. What requirements are needed to reach this life stage? | |
| |3. How is this rite of passage similar to ones of the western | |
| |religions? | |
| |4. How are they different? | |
| |Once the group completes their research, have the groups present | |
| |to the rest of the class in a 5 minute presentation. Students not| |
| |presenting should be checking to see if the other groups answered| |
| |the same questions they answered for their life cycle. | |
| |Encourage students to ask questions of the group presenting to | |
| |ensure all the questions required are answered. | |
| | | |
| |Students should use the following websites answer these | |
| |questions: | |
| |Visakah Puja- | |
| |Magha Puja Day: | |
| |Loy Krathong: | |
| | | |
| |
| |
|Differentiation: |
|Provide access to a variety of materials, which target different learning preferences and reading abilities. |
|Break assignments into smaller, more manageable parts that include structured directions for each part. |
|Develop activities that target auditory, visual, and kinesthetic learners. |
|Establish stations for inquiry-based, independent learning activities. |
|Use a variety of assessment strategies, including performance-based and open-ended assessment |
|Resources Provided |
|()Includes a table from god and worship in the universe to earliest discoveries of scripts that |
|guide this belief |
|()Defines how Hinduism is unique from other religions. |
|() Gives an early history and evolution from the Persian civilization and on. |
|() Hinduism and its ethical affects on society |
|() The modern evolution and adaptation of Hinduism |
|() A site that allows children to compare world religions |
|(). Contains a table of information including God, the Afterlife, Moral and Values, and |
|religious leaders |
|(). A complete story of the development of this religion from the life of Siddhartha to its |
|modern day practices. |
|() Greats visuals of monks in worship and tells of how children prepare to become a Buddhist. |
|() Lists the codes by which a Buddhist must guide his life. |
|() Contains an interactive section where students can read and answer |
|questions. |
|(). Discusses the merger of Buddhism into the culture of what was previously Shinto only. |
|() Provides a Shinto overview from early history to modern day including the texts on which practices|
|and beliefs are based. |
|() Provides an overview and offers a section for student activities such as word games and crossword |
|puzzles related to the religion selected to study. |
|( Offers pictures of the festivals of celebration in Japanese culture as well as historical view|
|of this religion |
|() This site offers links to many other sites and focuses on the survival of the Shinto |
|traditions under many changes in the ruling families of Japan |
|Unit Overview Template |
|Content Area: Social Studies |
|Unit Title: Unit 4: Medieval Europe Through The Renaissance |
|Target Course/Grade Level: 6th |
|Unit Summary |
|Overview: |
| |
|This unit examines the development of European society during the Middle Ages and the Renaissance. Is asks students to examine the effects of |
|the decline of the Roman Empire on Europe during the middle of the first millennium. The exploration will lead the student to examine society,|
|culture, religion, politics and economics during the High Middle Ages, a period from approximately 1000-1300AD. It finishes by examining the |
|forces of change that paved the way for the Renaissance and Enlightenment. These include: the Magna Carta, the Hundred Years War, and the |
|Black Death. In the second half of the unit, students will examine the political structure of city-states, the existence of a merchant class, |
|and the presence of literary and artistic artifacts from the pre-Christian era. This humanistic view looks closely at important figures all |
|over Europe in art, politics, letters, and science. In the final section, students learn about the Reformation and Counter-Reformation. This |
|will allow them to differentiate among the major Protestant sects that emerged as a result of this movement, and learn about the ways that |
|Roman Catholic leaders reformed many of the abuses and corruption of the Medieval Period. The unit concludes with a look at the scientific |
|revolution of the Renaissance period, including the work of Copernicus, Kepler, Galileo, and Newton. |
|Unit Rationale |
|Goal: |
| |
|The purpose of the following outline is to provide a synopsis of the essential content for students and teachers. Our curriculum is based and |
|aligned with the new changes in the NJCCCS in social studies. In addition, a list of student centered Driving Questions has been provided, |
|including objectives, content subject matter, basic questions, suggested time line, and suggested activities. Each part includes a list of |
|student-centered driving questions, as well as objectives, subject matter, a suggested time line, and suggested activities. The curriculum is |
|not a traditional textbook-driven one, but a standards-driven one that utilizes a variety of teaching techniques and strategies to meet the |
|various learning styles of our students. Moreover, activities are in alignment with language arts target writing tasks and, where possible, |
|content. Teachers are to use a variety of assessments techniques such as: tests, quizzes, book reports, oral reports, group work, Power Point |
|Presentations, role playing, portfolio assessments, and writing tasks. Teachers should, whenever possible, develop an interdisciplinary |
|approach to their teaching. Cross-content planning and cooperation are essential in developing our students to succeed at the state mandated |
|tests that await them. A mandatory culminating activity is to be included in each unit as well to serve as an overall assessment of the |
|content learned based on a collaborative art effort between the Social Studies Teacher and the Language Arts Teacher. All students in grade |
|eight will take a midterm and final assessment both that is diagnostic and content knowledge driven. |
| |
| |
| |
| |
|College and Career Readiness Anchor Standards for Reading in History/Social Studies |
| |
|Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and Career ready |
|reading in social studies requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in |
|history; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate |
|arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history, students need to be able to |
|analyze, evaluate, and differentiate primary and secondary sources. The goal is for students to be able to read complex informational texts n|
|these fields with confidence and in a sophisticated manner. |
| |
|College and Career Readiness Anchor Standards for Writing in History/Social Studies |
| |
|Writing in Social Studies/History is a key means of asserting and defending claims, by showing what students know about a subject, and |
|conveying what they have experienced, imagined, thought, and felt. Students, who are College and Career ready writers, must take task, purpose,|
|and audience into careful consideration, choosing words, information, structures, and formats deliberately. Students should use technology |
|strategically when creating, refining, and collaborating on writing in history. Students should be adept at gathering information, evaluating|
|sources, and citing materials, including figures and tables, accurately using APA and MLA formats. |
|Learning Targets |
|SOCIAL STUDIES STANDARDS |
|WORLD HISTORY/GLOBAL STUDIES |
| |
|Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and |
|present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make |
|informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global |
|communities. |
|Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about |
|how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable |
|students to make informed decisions as socially and ethically responsible world citizens in the 21st century. |
|Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value |
|diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected |
|world. |
|CPI # |Cumulative Progress Indicator (CPI) |
|6.2.8.A.4.A |Analyze the role of religion and other means rulers used to unify and centrally govern expanding |
| |territories with diverse populations. |
|6.2.8.A.4.c | Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, |
| |parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought|
| |and institutions. |
|6.2.8.B.4.a |Explain how geography influenced the development of the political, economic, and cultural centers of each |
| |empire and well as the empires’ relationships with other parts of the world. |
|6.2.8.C.4.c |Explain how the development of new business practices and banking systems impacted global trade and the |
| |development of a merchant class. |
|6.2.8.D.4.C |Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the |
| |impact these hierarchical structures had on the lives of various groups of people. |
|6.2.8.C.4.e |. Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, |
| |enhanced technology innovation, and impacted scientific thought and the arts. |
|6.2.8.D.4.d |Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of |
| |European political and religious leaders, the crusaders, Jews, Muslims, and traders |
|6.2.8.D.4.f |Determine which events led to the rise and eventual decline of European feudalism. |
| | |
|6.2.8.D.4.j |Compare the major technological innovations and cultural contributions of the civilizations of this period |
| |and justify which represent enduring legacies. |
|Core Standards:(CCR- College and |Common Core Standards History/Social Studies Grades 6-8 |
|Career Readiness) | |
|Standards for Literacy in |Reading in History |
|History/Social Studies 6-8 | |
| |Key Ideas and Details |
| | |
| |RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. |
| | |
| |RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate |
| |summary of the source distinct from prior knowledge or opinions. |
| | |
| |RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., |
| |how a bill becomes a law, how interest rates are raised or lowered). |
| | |
| |Craft and Structure |
| | |
| |RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary |
| |specific to domains related to history/social studies. |
| |RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, casually) |
| |RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded |
| |language, inclusion or avoidance of particular facts). |
| | |
| |Integration of Knowledge and Ideas |
| |RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other |
| |information in print and digital texts. |
| | |
| |RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. |
| | |
| |RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. |
| | |
| |Range of Reading and Level of Complexity |
| | |
| |RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text |
| |complexity band independently and proficiently. |
| | |
| |Writing in History |
| | |
| |Texts and Purposes |
| | |
| |WHST.6-8.1. Write arguments focused on discipline-specific content. |
| |Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or |
| |opposing claims, and organize the reasons and evidence logically. |
| |Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an |
| |understanding of the topic or text, using credible sources. |
| |Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), |
| |counterclaims, reasons, and evidence. |
| |Establish and maintain a formal style. |
| |Provide a concluding statement or section that follows from and supports the argument presented. |
| |WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific |
| |procedures/ experiments, or technical processes. |
| |Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into |
| |broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics |
| |(e.g., charts, tables), and multimedia when useful to aiding comprehension. |
| |Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other |
| |information and examples. |
| |Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and |
| |concepts. |
| |Use precise language and domain-specific vocabulary to inform about or explain the topic. |
| |Establish and maintain a formal style and objective tone. |
| |Provide a concluding statement or section that follows from and supports the information or explanation |
| |presented. |
| |WHST.6-8.3. (See note; not applicable as a separate requirement) |
| | |
| |Production and Distribution of Writing |
| | |
| |WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are |
| |appropriate to task, purpose, and audience. |
| |WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed |
| |by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and |
| |audience have been addressed. |
| |WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the |
| |relationships between information and ideas clearly and efficiently. |
| | |
| |Research to Build and Present Knowledge |
| | |
| |WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), |
| |drawing on several sources and generating additional related, focused questions that allow for multiple |
| |avenues of exploration. |
| |WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms |
| |effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and |
| |conclusions of others while avoiding plagiarism and following a standard format for citation. |
| |WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. |
| |Range of Writing |
| |WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time |
| |frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and |
| |audiences. |
|Unit Essential Questions |Unit Enduring Understandings |
|The Role of Essential Questions | |
|Key essential questions reoccur throughout the study of history. | |
|They provoke inquiry and lead to deeper understanding of the big |1. A system called feudalism brought social and political order to Europe |
|ideas that enable students to better comprehend how the past |until conflicts arose between popes and monarchs |
|connects to the present. The essential questions created for | |
|Medieval Europe and the Renaissance were used to frame content |2. Life and society during the High Middle Ages was organized around a |
|goals and to inform the development of the cumulative progress |highly stratified military system called feudalism, with Kings and feudal |
|indicators. |lords at the top of society, peasants and serfs, at the bottom. |
| | |
|What key events and trends led to the development of feudal Europe,|3. The Roman Catholic Church dominated all aspects of life and society |
|and the High Middle Ages? |during the Middle Ages. |
|How do people organize their lives in the absence of government? | |
|How is life in feudal society organized? |4. Major forces for changes during the Middle Ages, which set the stage |
|How did the economic system of manoralism of the Middle Ages |for the Renaissance, included political reform in England under the Magna |
|reflect the lack of strong central government? |Carta, the changes in military technology and tactics seen in the Hundred |
|How did the struggle between emerging monarchies and feudal lords |Years war, and the Black Death. |
|lead to economic and social change? Eg. Magna Carta | |
|To what extent did the Bubonic plague lead to changes to the |5. The Magna Carta limited the monarch’s power and helped establish rights|
|political and economic systems during the Middle Ages? |that Americans enjoy today. |
|How have disease and epidemics affecedt the course of history? | |
|What were the factors that lead to the growth of towns and cities |6. Europeans launched the Crusades to free the Holy Land from Muslim |
|toward the end of the Middle Ages? |control and doing so had lasting effects on economic and cultural values. |
|What political, social, and economic forces led to the decline of | |
|feudalism and the rise of the Renaissance? |7. The High Middle Ages saw great improvements in agriculture, trade, and |
|How does a monastic lifestyle affect the culture of a medieval |banking with guild systems forming in crafts and goods production. |
|society? | |
|How did the Medici family of Florence influence the art of the |8. Starvation, warfare, and the Black Death spread throughout Europe and |
|renaissance? |helped destroy social order. |
|Who were the Italians who developed great works of art and | |
|literature during the renaissance? |9. The cultural revival known as the Renaissance began in the Italian |
|How did Martin Luther’s protest against corruption in the Catholic |city-states bringing economic and social changes which broke down feudal |
|Church set off the Protestant Reformations? |order. |
|What political, biological, and economic forces led to the decline | |
|of feudalism and the rise of the Renaissance? |10. Renaissance thinkers looked to classical learning for a deeper |
|How did the great works of literature inspire the invention of the |understanding of human life, through humanistic and secular thought, which |
|printing press? |was evident in the arts. |
|How was the stability of medieval society shaken by starvation, | |
|disease and warfare? | |
|How was humanistic thought essential for the period known as the | |
|renaissance? | |
|What were the altering effects of secularism, individualism, and | |
|the new sense of realism during the period of new birth? | |
|MEDIEVAL EUROPE THROUGH RENAISSANCE |
|Midterm and Final Assessment |
|As of September of 2012 |
|Sixth grade students throughout Jersey City will partake in four diagnostic assessments tied to the historical era of Medieval Europe. These |
|four assessments consist of: quarterly assessment 1 covering everything covered from the 1st marking period, a midterm covering everything from|
|marking periods 1 & 2, quarterly assessment 3 covering content from the 3rd marking period, and the final at the end of marking period four |
|covering everything from marking periods 3 & 4. The Jersey City School District will issue test dates for all sixth grade students to take |
|these district-wide assessments. The test cannot be altered and must be given as is. These assessments are developed off the pacing of the |
|curriculum. The assessments are broken into a diagnostic section as well as historical content knowledge. Students in sixth grade will be |
|responsible to recall each section of this curriculum so that they may successfully complete the Medieval Europe quarterly assessments, |
|midterm, and final. The mid-term and final breaks down into four parts: Part I. Multiple Choice, Part II. Constructed-Response, Part III. |
|Document-Based Questions, and Part IV. Analyzing Data. The assessments are based off the curriculum; teachers are encouraged to add activities|
|that are innovative, educational, and engaging, while covering the topics listed in this curriculum. The assessment at the end of this |
|curriculum will serve as the Pre and Post-test for the fourth MP and in preparation for the quarterly assessments, midterm, and final. |
| |
|Summative Assessment(Culminating Activity) (Begin Week One; Due Week Nine) |
|Grade 6 Unit Four Social Studies & Language Arts |
|QUARTERLY ASSESMENT PROJECT 1 |
|Project Based Learning |
|Medieval Europe-Relationships |
| |
|The Lost Journal of X |
| |
|This culminating activity for our unit on Medieval Europe will challenge you to use your research skills, imagination, and creativity as you |
|pretend you are a person from the Middle Ages. The objective is for you to apply their knowledge from the unit to design a medieval journal, |
|using narrative, expository and descriptive writing. |
| |
|Part I: Making Parchment-Paper for the Journal |
| |
|Take a sheet of 8x11 white paper, soak it in water, and crumble it up into a ball. Then, carefully unfold it. Leave it to dry. When it |
|dries, it is covered in fine wrinkles that make it look aged. You may want to carefully tear the edges of the paper, to make it look even more|
|tattered. |
|To give the paper the right color, stain it with tea. Use a cotton ball to apply the tea unevenly across the paper. Apply more tea to the |
|edges of the paper, so that it gets darker near the edges and lighter near the center. When you begin to write, it is suggested that students |
|use a black sharp felt pen or a calligraphy pen. |
| |
|Part II: Journal Entry Planning Sheet |
| |
|Use blank white paper for the first draft. |
|Create a medieval person. You will develop this person’s personality, his or her name au. You will decide on his or her occupation or role. |
|For example- a Knight, Priest, Child, Housewife, Serf, Peasant, etc. You will describe his or her daily life, including the ups and downs. |
|You must create a family for yourself as well and describe their roles. You need to provide background information, which is based in |
|historical truth. You must describe where you live and the time period. Certainly you will need to include any hardships you had to endure. |
| |
|Part III: Format |
| |
|This project is to be written in the first person. In other words, you must become the character you are writing about. You must write this |
|in the form of a journal or diary. You must have eight entries. Each entry must be dated. You may include illustrations. |
| |
|Part IV: Oral Presentation |
| |
|Each student will explain to the class the role they have chosen, and why they selected that role. Students will also read at least two |
|entries from their diary to the class. |
| |
|Extension: Response Journal -- How does this project relate to the unit theme of Relationships? |
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|Grade 6 Unit Four Social Studies & Language Arts Project Based Learning |
|(Begin Week One; Due Week Nine) CHOICE-2 |
| |
|The Living Renaissance Museum- Part One Theme for Unit Turning Points |
| |
|The Living Renaissance Museum integrates the science, math, language arts, and social studies curriculum. The goal of this project is to help |
|students build and demonstrate understanding of Unit Four of Social Studies by providing them with access to a wide variety of resources and |
|new materials which include, but are not limited to, the 100 Book Challenge, resource novels, videos, web sites, and History Alive activities. |
|The students will choose an important figure that lived during the Renaissance and they will create an in-depth presentation about this person.|
|The important figure can be a musician, sculptor, scientist, architect, politician, scholar, patron, artist, or a mathematician. Students will |
|write a persuasive essay to accompany their project. |
| |
|Part I: Persuasive Essay |
|Your assignment, in addition to creating a visual replica or representation of the person you select (See part II), is to persuade your |
|classmates that your important figure has had a big impact on history. Review the great individuals, inventions, works of art and ideas |
|discussed throughout this unit and select one important figure. Write a persuasive essay that convinces readers why the person you have |
|selected is significant. (See part II for choices of important figures that you may choose from and ideas for your presentation.) |
|The first step in writing a persuasive essay is to research the topic. Here are some ways to start this research. |
|• Review your Social Studies texts. Take notes about each outstanding individual's area of influence, accomplishments, and impact. When you |
|have finished, review your notes and choose a great individual to write about. |
|• Identify facts, examples, and reasons to prove that this individual had the biggest impact. Also, consider which individuals others might |
|choose. Prepare to argue against their choice. |
|• Use the Internet or the library to find more information about your individual/invention/idea. Use note cards or a computer to record facts |
|and examples. |
|• Organize your notes into categories, such as major works, important actions, and innovative ideas, etc. |
|• Use the sample persuasive essay as a model for your writing. |
|The essay emphasizes the district target writing genre, and will be supported by Language Arts and Social Studies together. |
|Rubric for Essay |
|1) Is interesting, neat, and has been proofread for grammar and spelling. |
|2) Has a clear argument and is persuasive. |
|3) Uses specific examples to back general points |
|4) Contains an appropriate level of information |
|5) Has paragraphs that are distinctive and coherent |
|6) Has an introduction and a conclusion |
| |
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|Formative Assessments |
|Student conferences (Check for student’s pace of |Electronic Survey (and Google Forms is free) |
|Culminating activity, assignments, understanding |Edmodo- Social networking site where students can discuss class |
|of historical content, summarizing skills) |assignments and projects. Teacher, students and parents can all post |
|Exit Slips/ |comments and reflections. |
|Socrative allows teachers to collected quantitative data, students | |
|enter a response through Socrative and an Excel spreadsheet is | |
|generated for the teacher’s review. | |
|Do Now Activities | |
|Poll everywhere is a free response system (similar to clickers) | |
|where students post open-ended responses to questions (Do Now) or | |
|participate in a survey like review for an exam. | |
|Photo or Political Cartoon analysis (A tip sheet on how to analyze | |
|political cartoons is attached in the Resource section of this | |
|curriculum). | |
|Webquest: A web quest is meant to guide students through a process | |
|of inquiry through a set of assigned tasks that lead them to a | |
|conclusion, or that results in a product. Example | |
| | |
|Skills to Build Upon for Diagnostic Assessments (Midterm/Final) | |
| | |
|Using Special- Purpose Maps | |
|Documents-Based Questions | |
|Analyzing Graphic Data | |
|Analyzing Political Cartoons | |
|Identifying Main Ideas/Summarizing | |
|Sequencing | |
|Identifying Cause and Effect/Make Predictions | |
|Drawing Inferences and Conclusions | |
|Making Valid Generalizations | |
|Distinguishing Fact and Opinion | |
|Comparing and Contrasting | |
|Analyzing Primary Sources | |
|Identifying Frame of Reference and Point of View | |
|Using Secondary Sources | |
|Analyzing Diagrams and Charts | |
|Constructed Reponses and Open-Ended | |
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|Suggested Lessons |
|Lessons |Timeframe |
|Lesson 1 | |
|Foundations of Feudal Europe |3 WEEKS |
|Lesson 2 | |
|The Crusades to The Renaissance |3 WEEKS |
|Lesson 3 | |
|Rebirth Spreads Throughout Europe |3 WEEKS |
|Curriculum Development Resources |
|Click the links below to access additional resources used to design this unit: |
| |
|New Jersey Core Curriculum Content Standards |
| |
|Technology in the Social Studies Classroom |
| |
|Technology Core Curriculum Content Standards |
| |
|National Educational Technology Standards (NETS•T) and Performance Indicators for Teacher |
| |
|Common Core State Standards |
| |
|Read Like a Historian and |
|This websites provides teachers with a guide to better assist students with reading historical texts from both primary and secondary sources. |
| |
|Document Analysis Worksheets |
|The following document analysis worksheets were designed and developed by the Education Staff of the National Archives and Records |
|Administration. You may find these worksheets useful as you introduce students to various documents. Thousands of documents are available |
|throughout sections of the National Archives website, including: Teaching With Documents, Online Exhibits, and the ARC Online Catalog. |
|Written Document |
|Photograph |
|Cartoon |
|Poster |
|Map |
|Artifact |
|Motion Picture |
|Sound Recording |
| |
|How to Analyze Written Sources |
|View this PDF on how to analyze primary and secondary sources in history. |
| |
|Technology Resources for Software that students will use: |
|on-line.htm (Variety of Programs) |
|pp/ (PowerPoint) |
|staff/MicrosoftOffice.htm (Microsoft Tutorials) |
|start/t4t/ (Microsoft Products Tutorials) |
| Blog platform |
| |
|Content Resources |
| interesting collection of holidays, feast, foods and recipes, dances, musical instruments and |
|other forms of entertainment of the day. |
| the history of alchemy throughout the world and other scientific practices over time. |
| |
|Fantastic paintings of Peter Breughel of medieval towns and the lifestyle of the day. |
| |
| -Many maps are available designating places of battle, invasion, and the three stages of the crusades. |
| |
| video from the biography channel on the life of Joan of Arc from her march into battle until her sainthood. |
| |
| Contains a wide collection of Renaissance art, architecture, and literature from a variety of countries in Europe from |
|Medieval times to Reformation period. |
| |
|-Prentice Hall text series map sites with codes for specific areas throughout Europe. |
| |
| -Wikipedia list of notable figure during the rise of Europe including works of art and literature. |
| History A free decision making game involving key Renaissance artists. Excellent |
|for students to utilize technology. Downloadable worksheets available. |
| Media Offers great overview of the Renaissance period as well as |
|informational links to specific topics such as Exploration and Trade and Printing and Thinking |
| of Renaissance artists such as Cosimo Medici and Michelangelo |
| Modems Offers a view into Elizabethan England. Includes both specific and general links to the Medieval |
|Era. |
| Guide Virtual tour of Florence |
| |
| Songs A listing of madrigal lyrics by John Wilbye of London. |
| Gallery of Art A tour of artwork from the Florentine Renaissance |
| which includes an interactive virtual tour of Florence and the Medici |
|family. |
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|Teacher Notes |
| |
|Charlemagne, or Charles the Great, was one of the great leaders of the early middle ages. He was a Frankish king who ruled for over 40 years, |
|from 768 until 814. Working together with Pope Leo III, he built a vast European empire. He set the stage for feudalism by rewarding lords and |
|knights with the land and privileges in return for military service and set standards for uniform coinage. |
|There were three main groups putting pressure on Europe were Muslims from the near East and Spain, Magyars, a Central Asian people, and Vikings|
|from the north. Viking expansion during the early Middle Ages was vast and included settlements in Normandy, England, Scotland, Ireland |
|Iceland Greenland, and even, briefly, North America. Constant pressure from these groups encouraged Western European leaders to develop |
|feudalism through a constant need for military obligation and unity, in exchange for protection and stability. |
|Feudalism was a military system of government by which kings and lords exchanged titles and land rights for pledges of loyalty and military |
|assistance in times of war. Feudalism was based on a series of obligations in a strict hierarchy. Kings were absolute rulers responsible for |
|the lives and safety of all the people in their control. Below (or beside) them were lords, who controlled large amounts of land, often |
|castles and fortresses, and who commanded large groups of knights. Below the lords were their vassals--lesser nobles and knights who were |
|expected to fight when called. Knights and lords were expected to protect the people in their care, called peasants, and were granted the |
|right to the land they worked, called a fief. The peasants did most of the work, comprised most of the population, and were forced to pay |
|nights and lords in goods and services. The system of feudalism perpetuated three core values. First, military strength was considered a |
|social good because it provided peace and protection. Second, personal loyalty was the most important ingredient in the social order. And |
|third, society was necessarily hierarchical all the way up to heaven. |
|Most people were peasants. Their lives were hard and brief. Some peasants were free, which meant that they had to pay rent to work their |
|land, but no more. Other peasants, called serfs, were tied to the land and could not leave the estate. In return for their labor, serfs were |
|given a small plot of land which they could use for their own farming in their spare time. Most peasants were farmers, but a few worked as |
|carpenters, shoemakers, metal workers, or in other professions required in the manor. Peasants lived in small one-, or two-room huts made of |
|wood, straw, and mud. |
|Castles are the best known legacy of medieval architecture. They were built as fortresses, with walls thick enough to withstand artillery |
|attacks as well as long sieges. |
|There was no separation of church and state in medieval Europe. Most of the population was Christian and the Catholic Church encouraged war |
|against Muslims, and persecution against Jews. |
| |
|Monasteries were important centers of learning and scholarship and the medieval period. The women and men who lived in convents and |
|monasteries dedicated themselves to austere lifestyles in the name of religion. |
|Towns emerged along important trade routes, outside of castles, forts, and monasteries. Some specialized in particular industries, such as |
|glass making or textiles. Towns became centers for the spread of technology, ideas, people, and disease. Guilds were organizations that |
|merchants and craftspeople used to protect their trade, and also enhance the quality of their work. Guilds made sure that no one engaged in |
|their particular trade without permission--in fact, without being a member of the guild. Guilds also punished their own members, who tried to |
|cheat customers or whose work was shoddy. |
|In medieval times, people believed that all matter was made up of four elements, earth, air, water, and fire. Alchemy was what we would today |
|call chemistry, though it lacked the scientific method. The two primary pursuits of alchemy were attempts to discover how to make gold and how |
|to develop a panacea, a potion that would cure all diseases, including aging. Alchemists believed that a fifth element, called the Philosophers|
|Stone, governed the other four elements and could be used to create gold, the panacea, or even life itself. |
|The Magna Carta was significant because it was the first example of a set of written rules limiting the power of the King and listing their |
|rights of his subjects. By 1295, the council of nobles had developed into what was called the Model Parliament,” which included members of the |
|clergy and the aristocracy, as well as representatives from the various counties and boroughs. This type of constitutional monarchy became the|
|foundation for the government of the United States. |
|The first major plague swept through Europe in 1347, starting in Asia Minor and spreading north through Europe over the next five to six years.|
|Within five years, almost one third of Europe's population was dead. The bubonic plague, and other plagues, continued to cycle through the |
|European population until modern times. The Black Death profoundly changed medieval society. Towns and cities stopped trading with one |
|another. |
|Lastly, Feudalism was, at its core, a military system that rested on the need for a highly trained, armored cavalry. Changes in military |
|technology, however, began to undermine the significance of cavalry, and thus of knights, by the end of the High Middle Ages. Between 1337 and|
|1453, England and France fought a series of wars, known as the Hundred Years’ War. This series of battles was a turning point in medieval |
|warfare. At the Battle of Crecy in 1346, a strongly outnumbered English army defeated a far superior French army with a new technology: the |
|longbow. |
|Teacher Notes |
| |
|Crusades |
| |
|During the 11th century, the Muslim Empire continued its spread across the Middle East, and, by then end of the century, had captured key |
|cities in the Holy Land and were within 100 miles of Constantinople, the seat of the Eastern Orthodox Church. The Crusades began in the year |
|1095, when Pope Urban II responded to a call for help, announcing a Crusade to push back an expanding Muslim empire in the holy land. |
|Europeans launched a series of Crusades, but only three are significant. The first from 1096 until 1099 led to the capture of major cities, |
|including Antioch and Jerusalem. The Crusaders considered this crusade of victory, and many headed home. By 1044, Muslim armies began to |
|retake captured territory and Europeans launched the Second Crusade, which lasted from 1146 to 1148. This crusade was a failure, and by 1187, |
|the Muslim army had captured Jerusalem. Europeans launched a third Crusade under the leadership of King Richard the Lionhearted of England. |
|This crusade also failed, but did lead to a truce and an uneasy agreement of toleration. |
| |
|The Crusades began in the year 1095, when Pope Urban II responded to a call for help, announcing a Crusade to push back an expanding Muslim |
|empire in the holy land. For nearly 200 years, Europeans launched a series of Crusades, but only three are significant. The first from 1096 |
|until 1099 led to the capture of major cities, including Antioch and Jerusalem. The Crusaders considered this crusade of victory, and many |
|headed home. By 1044, Muslim armies began to retake captured territory and Europeans launched the Second Crusade, which lasted from 1146 to |
|1148. This crusade was a failure, and by 1187, the Muslim army had captured Jerusalem. Europeans launched a third Crusade under the leadership|
|of King Richard the Lionhearted of England. This crusade also failed, but did lead to a truce and an uneasy agreement of toleration. Muslims |
|would allow Christians into Jerusalem, and the Crusaders maintained control of a few cities. By 1291, however, Muslims recaptured these cities|
|as well. Overall, the Crusades were brutal for both sides. |
| |
|Teacher Notes |
| |
|Because Italy was a trading center, Italian ideas and art spread across Europe. Many people came to study in Florence, Venice, and other |
|centers and brought the ideas and techniques home to universities and art schools. One invention hastened this process: the invention of the |
|printing press. In about 1450, Johannes Gutenberg invented a printing press that used moveable type, made from durable, metal pieces. His |
|invention caused a revolution in publishing and the spreading of ideas. Books could be made in a matter of days, not months, while short |
|pamphlets could be produced en masse, cheaply and quickly. More reading materials led more people to learn to read, and decreased the power of |
|the Church and the State over the spread of information. |
| |
|Nicholas Copernicus had several findings which he tried to publish to the scientific community but were stopped by the church. Night and day |
|were caused by the Earth rotating on its axis was one of them. Although Copernicus was a religious person and dedicated his book to the Pope, |
|the Catholic Church condemned his book as heresy, because it contradicted the church’s belief that the Earth was the center of the universe. |
| |
| |
|In Spain, Queen Isabella I was such a devout Catholic that she feared that anyone who was not would threaten the existence of the church. |
|She also weakened the feudal organization of society by reducing the power of lords and local leaders in order to enhance her own. Her support |
|of Columbus’s expedition would lead to the vast enrichment of Spain with the wealth of the New World. From other perspectives Isabella was a |
|terrible queen. Her “reconquista” or re-conquest of Spain led to the expulsion of Jews who would not convert to Christianity in 1492, and of |
|Muslims in 1500. Her support of Columbus led to the genocide of Native Americans in the New World. Her actions toward Jews and Muslims made her|
|a favorite of the Catholic Church, which labeled her and her husband, Ferdinand, as “The Catholic Kings |
| |
| |
|Music of the Renaissance. The development of music did not move at the same revolutionary pace as it did for other arts. The problem was that |
|musicians had no ancient models to draw on, and so music developed much more slowly from Medieval roots, and did not completely escape them. |
|The most notable musical genre to emerge was the madrigal. Although the madrigal had first emerged in the 14th century as a short poem for two |
|voices set to music, it came bask in the 16th in a freer form with four to five voices. Renaissance musicians also invented new instruments, |
|including the harpsichord and the violin. |
| |
| |
|William Shakespeare-. Like other renaissance figures, he often drew on ancient sources—borrowing plots, themes, and characters from ancient |
|Roman and Greek stories and plays. Over the years since his death, his plays have become so popular that they have left a lasting impression on|
|the English language—including many sayings, phrases, and, of course, stories and characters that are used every day. |
| |
|Niccolo Machiavelli’s name is usually invoked when people speak derisively of the “end justifying the means.” He was an extremely influential |
|thinker for other reasons, too. He urged rulers to be practical and realistic, to look forward, not backward, and he made the observation, |
|often cited by later political writers including John Adams and Thomas Jefferson, that power corrupts. His ruler should be motivated by love of|
|his country, and not by strict Christian ethics. |
|Renaissance” means rebirth. The Renaissance was a “rebirth” of ideas and knowledge from classical times. The word emphasizes the role that |
|classicism played in shaping Renaissance thinking in politics, art, architecture, writing, and science. The idea of “humanism” was central to |
|the Renaissance. In Medieval times, people were encouraged to be passive and meek, and to accept life as an inevitable series of supernatural |
|events. Humanism emphasized the importance of human action, the authority of one’s own observations and reason over religious teaching and |
|tradition. Not surprisingly, the Roman Catholic Church saw humanism as heresy. |
|Italy was a key center for European trades in the Mediterranean, as well a center for Crusaders traveling to and from the Holy Land. Because it|
|was such an important center for trade, Italy had a dense population, and a wealthy merchant class that could support the arts. |
|Florence was ideally located in northern Italy, at the intersection of key trade routes. In addition, Florence was an independent city-state |
|with a republican form of government, but virtually ruled by a single, extremely wealthy family called the Medici’s. The Medici’s were patrons |
|of the arts. They encouraged the development of skilled painters, architects, and sculptors, but they also hosted philosophers, writers, and |
|poets. Florence became a hub of humanism as aspiring thinkers and artists flocked there to learn from, and compete with, each other. |
|Renaissance painting: The contrast between medieval and Renaissance painting is striking. Studying the art of classical Greece and Rome, and |
|developing new methods of their own, Renaissance painters developed images that were more accurate, lifelike, and emotionally evocative. The |
|major innovations of the period included the use of perspective, shading, oil-based paints, and realistic body positions and movement. |
| Renaissance sculptors emulated the classical models—using nudes, and making their art emotionally evocative and anatomically realistic. One of|
|the first was Florence native Donatello, whose, “David” was widely regarded as being miraculously lifelike. Florence native Michelangelo’s |
|subsequent David was even more renowned, and may still be seen in Florence. |
|In the Renaissance, literature became more personal. Florence native Dante Alighieri wrote the Divine Comedy in the early 1300s, in a manner |
|more personal and emotionally evocative than anything that had been written in the medieval period. It was also written in the “vernacular” or,|
|the language of the common people—in this case, Italian. The Divine Comedy is an epic poem that consciously imitates classical Roman epics. |
|Virgil, the Roman poet, leads the main character, Dante, on a tour through the afterlife, including purgatory, hell, and heaven. Although the |
|Divine Comedy was technically written in the medieval period, it is considered the last great medieval text and the first great piece of the |
|Renaissance. |
|For a short period, from 1494 to 1512, the Medici’s were exiled in a political coup, but they returned. It was during that period that a |
|Florentine statesman named Niccolo Machiavelli became an important diplomat and leader for the city. When the Medici returned, he was |
|imprisoned and tortured for allegedly being a part of the coups, but he maintained his innocence and was later released into exile. He drew on |
|his political experience to write a number of books, his most famous being The Prince. In it, he offers a frank, and some say cynical, view of |
|government. Generally, Machiavelli’s name is usually invoked when people speak derisively of the “end justifying the means.” |
|One key feature of the Renaissance, epitomized in Florence, was a money economy. In Florence, people could engage in more than one occupation |
|or business. Bankers could make loans or change currency to encourage business. The city leaders encouraged trade and even built a special |
|marketplace, called the Mercato Nuovo, where cloth merchants and bankers could engage in trade without the presence of weapons or food, which |
|were banned from the area. The money of Florence, Florins, was the most widely respected currency in Europe. A money economy required a class |
|of literate clerks to record transactions. |
|Because Italy was a trading center, Italian ideas and art spread across Europe. Many people came to study in Florence, Venice, and other |
|centers and brought the ideas and techniques home to universities and art schools. One invention hastened this process: the invention of the |
|printing press. In about 1450, Johannes Gutenberg invented a printing press that used moveable type, made from durable, metal pieces. His |
|invention caused a revolution in publishing and the spreading of ideas. Books could be made in a matter of days, not months, while short |
|pamphlets could be produced en masse, cheaply and quickly. |
| |
| |
|NOTABLES OF THE RENAISSANCE THROUGHOUT EUROPE: |
| |
|Michelangelo (1475-1564). Florentine painter and sculptor. Friend of the Medici family. Considered one of the greatest artists in the |
|Renaissance. Is best-known for his statues of David and Moses, and for his painting of the ceiling of the Sistine Chapel in Rome. |
| |
|Titian (1488-90 to 1576). Prolific Italian painter centered in Venice. His work was known for its precision, color, and ability to add |
|personality to figures. Titian worked for royalty, and won the favor of Holy Roman Emperor Charles V, who made him the court painter of Italy |
|and even a knight. |
|books which, thanks to Gutenberg, were emerging as a major new form of popular expression. |
|l. |
|Leonardo da Vinci (1452-1519). Born in Italy, apprenticed in Florence. The true Renaissance man, da Vinci was a painter, scientist, inventor, |
|engineer, sculptor, and architect. His most famous paintings include the Mona Lisa and The Last Supper. Like other figures of the Renaissance, |
|Leonardo believed in close observation and study. |
| |
| |
| |
| |
| |
| |
|Suggested Lesson #! |
|Content Area: Social Studies |
|Lesson Title: Structure of the Medieval World |Timeframe: 3 WEEKS |
|Lesson Components |
|21st Century Themes |
|X |
|X |Creativity and Innovation |X |Critical Thinking and Problem |X |Communication and Collaboration |
| | | |Solving | | |
|Interdisciplinary Connections: Social Studies, Technology, Language Arts, Mathematics |
|Integration of Technology: Interactive white boards, Internet, display sacred books and places |
|Equipment needed: Internet access, Journal notebooks |
|Computers |
|Interactive white boards if available, text resources, posters or drawings of maps |
|Goals/Objectives |Learning Activities/Instructional Strategies |Formative Assessment Tasks |
|SWAT: |Do Now | |
| |Is the US a great nation? If so, ask the students to list the |Creative Writing |
|Evaluate and analyze what causes |characteristics of a great nation. | |
|great empires to fall. | |Charlemagne’s epitaph. Ask |
|Analyze causes for the fall of the |Are there other nations or civilizations today that you would consider to |students to compose an epitaph|
|Roman Empire |be great? Explain |for Charlemagne’s grave that |
| | |lists his three most |
|Discuss the transition from the fall |Discuss what is a time capsule |significant contributions to |
|of Rome to the emergence of a stable |Suppose we were placing a time capsule in the cornerstone or foundation of|posterity (give them |
|feudal system in Europe in the High |the New World Trade Center What would you put in the Time capsule to |gravestone shaped papers). |
|Middle Age. |represent American Civilization in the 21st Century? |After individual students have|
| |Elicit the components of a Great Civilization |completed this task, discuss |
|Describe the social obligations, | |as a class having students |
|economics, and daily life of members |Ask a thousand years from now will the US still be a great civilization? |defend their choices, and vote|
|of each level of feudal | |on the three most important. |
|society: serf, free peasant, soldier,|Are there other nations that you consider great nations? Explain | |
|noble, and monarch. | | |
| | |Visual Interpretation |
|Differentiate between feudalism and |Anarchy |View the Bayeux Tapestry and |
|the manoralism system. |Discuss the fall of governmental power in Somalia, referencing the |interpret its meaning. Pay |
| |Ethiopian military invasion of Mogadishu. |special attention to the |
| | |dominant form of warfare in |
|Describe the life of a serf on a | |the Battle of Hastings. Who is|
|medieval manor. |Have students write a response to this prompt: |winning? Why? Is the winner |
| |Suppose you were living in Somalia. |likely to encourage feudalism |
|Why were the nobles, and feudal |-You were a clerk in the capital city of Mogadishu, married with two small|in England? Why? |
|lords, the cornerstone of medieval |children but because if the violence described above you could not go to | |
|life? |work | |
| |Gangs ruled the streets they came by your neighborhood denuding money or | |
|Explain the importance of the reign |your service in the gangs. |Write a persuasive letter of |
|Charlemagne of in the development of |You were not a man of violence; you learned in school and Church that |recommendation for young man |
|governmental institutions. |violence was evil. |you know to become a page. |
| |However your food is running out. Your children are in danger. |Address it to the lady of the |
|Chart the organization of feudal |Create a decision chart discuss in pair and share and decide what you will|manor, and be sure that you |
|society. |do. |mention all the qualities that|
| | |you think would help someone |
|Explain the importance of the reign | be a good knight. |
|Charlemagne of in the development of |l_society.htm | |
|governmental institutions | | |
| |Use the above site to go over the Oath of Toul, to discuss society after |Flow Chart |
|Discuss the roots or the origins, and|the fall of Rome. How was feudal society organized. What type of oath or |Chart the organization of the |
|the significance of the Magna Carta |contract did people have to take? This is a good way to have the students |Roman Catholic Church and |
| |see the purpose of contracts, and to develop one of their own. |compare it to your chart of |
|Discuss the role of the church in the| |feudal society. How are they |
|Middle Ages |Compare this event to the fall of the Roman Empire collapse. |similar? |
| | | |
|Provide examples of the relationship | |Model a local obituary and |
|between church and state in medieval |The students will create a group timeline of the reasons for the fall of |then have the students write |
|Europe, and compare it to the United |the Roman Empire by group research of the causes. Divide the class into 6|an obituary on Charlemagne. |
|States today. |groups. Assign each a cause: |In addition have the tsuents |
| |Taxes |answer the following question:|
|Explain the causes of conflict |Slave labor vs. free enterprise |Why were Charlemagne’s |
|between the monarchs and the Papalacy|Persecution of Christians |successors not able to |
|and who won those disputes. |Extreme power of the Nobles |maintain the power of the Holy|
|Discuss the role of the church in the|Extended power of the military |Roman Empire and the monarchy?|
|Middle Ages |Constantine the Great | |
| | | |
|Provide examples of the relationship |Students can piece together a “Fall of Rome” sequence of events for | |
|between church and state in medieval |display in class. View a timeline of many more events with the class at: | |
|Europe, and compare it to the United | | |
|States today. | |Write a brief, illustrated |
| | |children’s book that tells the|
|Explain the causes of conflict | |story of the “birth of the |
|between the monarchs and the Papalacy|An attempt was made to restore the Roman Empire after its fall through the|middle ages.” Include a list |
|and who won those disputes. |Holy Roman Empire whose greatest emperor was Charlemagne. Look at this |of required elements (such as |
| |site and explain how Charlemagne attempted to restore the power and glory |Charlemagne, feudalism, the |
|Compare and contrast the causes and |of the Roman Empire. As a concluding essay ask the students to evaluate |fall of the Roman Empire, |
|effects of the bubonic plague |whether he was successful in establishing a new or Holy Roman Empire and |Vikings). |
|beginning in the 14th century with |explain the reasons for his success or failure. | |
|those of aids epidemic of the 20th | | |
|and 21st centuries. | | |
| | | |
|Explain the origins and causes of the| | |
|Bubonic Plague |Review the area of invasion at: | |
| | | |
|Discuss the immediate and possible |WEB CODE lgp-8521 or any other map reference. | |
|long term effects of the Bubonic | | |
|plague. Asks the students to project |Years later as the King’s power began to increase, the feudal lords | |
|how the devastation of the plague |struggled to limit the monarch’s power. In 1215 after a civil war, the | |
|might affect the feudal institutions |barons forced King John to relinquish his power in a document : the Magna | |
|in previous learning activities. |Carter | |
| | | |
|Explain the origins and foundations | | |
|of cities and towns during the Middle| | |
|Ages |Vocabulary in Notebook: | |
| |Middle Ages, feudalism, manor, serfs, clergy, monasteries | |
| | |Write a postcard from the Holy|
| |Have students read the attached document |Land back home to your manor. |
| |*See appendix (C4) If you were a farmer in the conditions described; what |What is it like compared to |
| |would you do to protect your family? If you were a soldier, or a noblemen;|Europe? What are you doing? |
| |what would you do to protect your family? |How do you feel? What is the |
| | |picture of on the opposite |
| | |side of the postcard? |
| |Describe the distribution of power in the feudal system. Have students | |
| |create flash cards in pairs of two, to identify the roles of each person |Make a Venn Diagram comparing |
| |in the feudal system. One side of the card with the title of the person |medieval cities to Jersey City|
| |the other with their role and duties. |today. |
| |Roles of: | |
| |Serfs | |
| |Peasants | |
| |Knights | |
| |Lords | |
| | | |
| |Should use map of Manor from Appendix do tour of Manor) | |
| | | |
| |Take a guided tour of the manor. | |
| |Worksheet: C9,10 | |
| |Have students read C 11; a converstation between a lord and a serf. Then | |
| |have students complete the attached worksheet. |Pair Activity |
| | |In pairs, students should |
| |; |write a dialogue between a |
| | |medieval scholar and a modern |
| |Use the above website to develop the lesson on Feudal structure. It’s a NJ|scientist about the main topic|
| |lesson. (Excellent site) |they are studying in science, |
| | earth systems and |
| |l_society.htm |geology. They should try to |
| | |explain how the world works to|
| | |each other. |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | |Compare and Contrast |
| |Introduce Charlemagne, or Charles the Great, as one of the great leaders |What are the pros and cons of |
| |of the early Middle Ages. He was a Frankish king who ruled for over 40 |the separation of church and |
| |years, from 768 until 814. Working together with Pope Leo III, he built a |state in America? In Jersey |
| |vast European empire. He set the stage for feudalism by rewarding lords |City, should everyone have to |
| |and knights with the land and privileges in return for military service |pay a special tax that the |
| |and set standards for uniform coinage. He spread Christianity, and the |city then gives to one church?|
| |power of the Roman Catholic Church, throughout his empire. |To all religious |
| | |organizations? |
| | | |
| | | |
| | | |
|. | |Why was the Magna Carta |
| | |important? Why was the Model |
| | |of Parliament important? |
| | | |
| | | |
| | | |
| |Explain the lifestyle on the medieval manor, discussing which types of | |
| |goods were produced on manor estates. Culminating celebrations and | |
| |feasts were entertainment for the people. Visit this site to explore: | |
| | |Read and Write |
| | |Ask students to read different|
| |Use excerpts from the film and the below primary source to write diaries |versions of the Robin Hood |
| |or accounts of the lives of serfs and peasants in medieval England |story and identify those |
| | |elements of the story that are|
| | |common to all, those that are |
| | |different, those that are |
| |Discuss how and why feudal relationships were necessary to ensure the |historically accurate, |
| |stability of society during the middle ages |unknown, and inaccurate. Ask |
| | |students to imagine a |
| |What was the symbiotic relationship between the nobles and peasants? |revisionist story that recasts|
| | |King John, Robin Hood, and |
| | |King Richard. In groups, ask |
| | |them to write brief |
| | |revisionist versions of Robin |
| | |Hood and his gang of |
| | |vigilantes. |
| |Introduce Charlemagne, or Charles the Great, as one of the great leaders | |
| |of the early Middle Ages. He was a Frankish king who ruled for over 40 | |
| |years, from 768 until 814. Working together with Pope Leo III, he built a | |
| |vast European empire. He set the stage for feudalism by rewarding lords | |
| |and knights with the land and privileges in return for military service | |
| |and set standards for uniform coinage. He spread Christianity, and the | |
| |power of the Roman Catholic Church, throughout his empire. | |
| | | |
| | | |
| |The plague by weakening feudal institutions added both to the power of the| |
| |king and the towns; however, the conflict between the kings and the feudal| |
| |lords was a struggle which permeated the entire period of the middle ages,| |
| |even before the onset of the plague. One important chapter of this |Military Evolution |
| |struggle was the quarrel between King John of England and the nobles; |How has military strategy |
| |which culminated in the agreement which we know as the Magna Carta. As it |changed? Discuss what is |
| |turned out is an important milestone in representative government. |similar? (infantry, |
| | |cavalry…tanks…) and what is |
| | |different? (air power, |
| | |explosives, guns, little |
| | |hand-to-hand combat. |
| | | |
| | | |
| |Use the following podcast to introduce the Magna Carta. | |
| | | |
| | | |
| | | |
| | | |
| |As the students listen to the podcast have the students answer the | |
| |following questions: | |
| |Discuss the following quote: “Today it’s the vote that counts. In the | |
| |Middle Ages it was the counts that voted”. | |
| |How did the kings before King John attempt to consolidate royal power at | |
| |the expense of the nobles? | |
| |If you were a village person like Christina, would you have favored the | |
| |king or the nobles? | |
| |What were the specific grievances that the nobles had against King John? | |
| |How did the Magma Carta attempt to resolve those grievances? | |
| |What is the importance of the Magma Carta for the Middle Ages and for | |
| |today? | |
| | | |
| | | |
| | | |
| | |
| |dged737.pdf | |
| | | |
| |Everyone is entitled to a fair trial by his peers, or equals. | |
| |No man including President Obama is above the law. | |
| |No person shall be deprived of rights or property without a trial. | |
| |People should be able when they die to pass on their assets to their | |
| |heirs. | |
| |If the ruler violates these rules the people have the right to chose a new| |
| |ruler | |
| | | |
| | | |
| | | |
| |Ask students to prioritize the above statements. Using the above website, | |
| |ask students to match the statements in the previous learning activity | |
| |with the corresponding statements in the Magma Carta and discuss other | |
| |rights that the Magna Carta granted. Discuss how the Magna Carta affected | |
| |the three classes in feudal society. | |
| | |Imagine if a plague, such as |
| |Have the students discuss the role of church in their own lives. |the bird flu, hit Jersey City |
| |(Parochial schools, Catholic organizations, religious hospitals.) What if |and killed or sickened 1/3 of |
| |there were no public schools or hospitals? |the people. How would life |
| |Compare and contrast the church today in Jersey City with the role of the |change? |
| |church in Medieval England according to the article. Would they like to | |
| |see the church have the same power that they had in medieval England. | |
| | | |
| | | |
| | | |
| |*See worksheet C16c: Answer questions | |
| | | |
| | (A variety of videos on the | |
| |middle ages) | |
| | | |
| |Worksheet C-16C: The Medieval Church in Everyday Life | |
| |The church influenced areas such as economics much more in the Middle Ages| |
| |than today. Read worksheet: 16D | |
| | | |
| |The power of the kings often came in conflict with the power of the | |
| |church. Read worksheet C 16A. Ask the students from reading the | |
| |illustrations to determine what issues the kings and the popes argued | |
| |about, and which of the two usually won the argument, or dispute. | |
| | | |
| |How do disease and epidemics affect the course of history? Discuss how a | |
| |major world epidemic affects the way people live today? | |
| | | |
| |Discussion of AIDS to connect the past with the present and provide the | |
| |hook for the lesson. | |
| | |
| |0Web.pdf | |
| |(Excellent site on the Bubonic Plague, and a great way to integrate | |
| |language arts, and science with social studies.) | |
| | | |
| |Use the lesson on the Bubonic Plague, an interdisciplinary lesson. As you | |
| |complete this lesson plan, make comparisons between the Bubonic Plague and| |
| |Aids, through the use of a Venn diagram; which will serve as a lesson | |
| |summary. | |
| |On the Diagram include the following topics: | |
| |1. Causes | |
| |2. Symptoms | |
| |3. How the diseases are spread | |
| |4. Prevention | |
| |5. Effects on the victims and others. | |
| | | |
| |In addition to the activities in the lesson plan, discuss the following: | |
| |1. What do we know about the causes of the plague today that we didn’t | |
| |know in the 14th century? | |
| |2. Discuss to what extent this “new” knowledge helps as fight recurring | |
| |outbreaks of the plague and the Aids epidemic. | |
| | | |
| | | |
| | | |
| | | |
| |Read the article above about aids in South Africa and discuss how this | |
| |epidemic has affected the people who contract aids and their families, and| |
| |how it affects people in South Africa who neither have the disease, nor | |
| |family, who have contracted the disease. | |
| | | |
| |Use the website above to trace the path of the Black Death to assess how | |
| |it affected : | |
| |The people who contracted the disease and their families and those who | |
| |were not directly affected by the disease. | |
| |Discuss what segments of society were most affected, and least affected. | |
| |Explain which groups after the plague had passed actually benefitted from | |
| |the high mortality rates. | |
| |Compare and contrast causes and effects of the Bubonic plague with those | |
| |of the Aids epidemic. | |
| | | |
| | | |
| | | |
| |Have the students complete the lesson on the old nursery rhyme, “Ring | |
| |around the Roses”. Have students read the document below and write a short| |
| |paragraph about what the nursery rhyme really means. | |
| | | |
| | | |
| | |
| |c.htm | |
| | | |
| |Use the above website to conduct a role play on the causes and symptoms of| |
| |the Bubonic plague. Ask the students to compare and contrast the causes | |
| |and symptoms with the Aids epidemic which they read earlier. Discuss how | |
| |people treated the Bubonic plague in the 14th century and how modern | |
| |doctors treat the few isolated cases of Bubonic plague today. (Integration| |
| |of science and social studies.) | |
| | | |
| | | |
| | | |
| |For more information on the Plague, use the above site. | |
| | | |
| | | |
| |TOWNS AND FEUDAL ECONOMY | |
| | | |
| |Do Now | |
| |Students write in their journals in response to this prompt. New York | |
| |City is devoted to many sections of different businesses. What do you | |
| |think is the business of Wall Street? | |
| | | |
| |Read a few responses. Explain how guild systems in the growing middle | |
| |class cities allowed for business of one type to work together. | |
| | | |
| |Vocabulary: guild, craftsmen, apprentice, chivalry, Black Death | |
| | | |
| |Towns emerged along important trade routes, outside of castles, forts, and| |
| |monasteries. Some specialized in particular industries, such as glass | |
| |making or textiles. They were surrounded by defensive walls with gates and| |
| |guardhouses. Towns were filthy, foul-smelling, and disease-prone. Central | |
| |squares provided open space for trade and entertainment. Some towns were | |
| |the domain of feudal lords while others won royal charters that granted | |
| |them freedom to govern themselves. The emergence of towns encouraged the | |
| |growth of a tiny but significant class of merchants and skilled workers, | |
| |who enjoyed more freedom and wealth than the peasantry, but who were also | |
| |free from the obligations of vassals. Towns became centers for the spread| |
| |of technology, ideas, people, and disease. The Black Death, also known as| |
| |Bubonic Plague, spread by fleas that were carried on the rats who roamed | |
| |freely. | |
| | | |
| |Might want to use as a summary or assessment exercise with modifications | |
| | | |
| | |
| |gueBlackDeathSoDevestatingtoEuropeanSociety.pdf | |
| | | |
| | | |
| | | |
| |Utilize the various videos on this website to describe the life of the | |
| |average person in medieval England. Show the film Christina: A Medieval | |
| |Life. | |
| | |
| |search_type= | |
| | | |
| | | |
| | | |
| |Have the students consider the following questions: | |
| | | |
| |How would compare and contrast life in the village described in the film | |
| |with urban life in Jersey City today. | |
| |How does obligation play an important role in the lives of people in | |
| |Christina’s life? | |
| |What caused the periodic famines discussed in the film? | |
| |What would be the major problem you would face as a town’s person in | |
| |Christina’s village? | |
| |If you had a time machine would you like to go back in live Christina’s | |
| |village? Explain | |
| | | |
| |As a homework assignment have the students write a diary: “A Day in the | |
| |Life of Christina”. | |
| | | |
| |Piers the Plowman | |
| | | |
| | | |
| |Use the above site to have students write diaries in life in the Middle | |
| |Ages. | |
| | | |
| | | |
| | | |
| |As an introduction to the activity research the establishmentof Jersey | |
| |City. From the study of Jersey City, have students address the following | |
| |questions: | |
| |How do each of the following factors influence where towns and cities are | |
| |established. | |
| |Climate | |
| |Nearness to water (lakes, rivers, oceans, etc.) | |
| |Other geographic factors such as : mountains, deserts | |
| |Proximity to trade routes. | |
| |Natural resources. | |
| |Political and economic regions in the country and region. | |
| |Epidemics or disease | |
| |
|Differentiation |
| |
|Provide access to a variety of materials which target different learning preferences and reading abilities. |
|Break assignments into smaller, more manageable parts that include structured directions for each part. |
|Develop activities that target auditory, visual, and kinesthetic learners. |
|Establish stations for inquiry-based, independent learning activities. |
|Use a variety of assessment strategies, including performance-based and open-ended assessment |
|Resources Provided |
| interesting collection of holidays, feast, foods and recipes, dances, musical instruments and |
|other forms of entertainment of the day. |
| the history of alchemy throughout the world and other scientific practices over time |
| paintings of Peter Breughel of medieval towns and the lifestyle of the day. |
| |
| -Many maps are available designating places of battle, invasion, and the three stages of the crusades. |
| video from the biography channel on the life of Joan of Arc from her march into battle until her sainthood. |
| Explains the development of this document and its contribution to the |
|political structure of the period. |
| |
| Large collection of documents and worksheet activities |
|on King John and the Magna Carta. |
| |
| Podcast on the Magna Carta |
| |
| Many resources on the spread of the epidemic, the causes, |
|symptoms, and casualties. |
| |
| Identifies the connection between the “Ring Around the Rosie” nursery rhyme and the |
|bubonic plague. |
| |
| Teacher activities to help teach about black death. |
| |
| A variety of videos on the middle ages. |
| |
| Explains the political situation of the medieval church of England. |
| |
| Video on the medieval activities that centered around the manor. |
| |
|; NJ site used to develop lessons about the feudal structure. |
| |
| Offers an organizational charge to explain the events from Charlemagne to the fall of the |
|Roman Empire |
| Media account of the invasion of Ethiopia by militant forces in 2007. |
| |
| |
| Teacher activities to help facilitate the sequence of events and changes that led to the |
|fall of the Great Roman Empire. |
| |
|klWeb lessons: : The code is WL0100 |
|user name: first initial and last name password: last name |
| |
Classroom Model for a 45-Minute Social Studies Period, Gr. 6- 8
|Suggested Lesson #2 |
|Content Area: Social Studies |
|Lesson Title: The Crusades to the Renaissance |Timeframe: 3 WEEKS |
|Lesson Components |
|21st Century Themes |
|X |
|X |Creativity and Innovation |X |Critical Thinking and Problem |X |Communication and Collaboration |
| | | |Solving | | |
|Interdisciplinary Connections: Social Studies, Geography, Language Arts, Mathematics |
|Integration of Technology: Use of Interactive Promethium Board during instruction if available, overhead projector. |
|Equipment needed: Internet, projector, journal notebooks, posters, drawings |
|Goals/Objectives |Learning Activities/Instructional Strategies |Formative Assessment Tasks |
|SWAT: |The Crusades began in the year 1095, when Pope Urban II responded to a |Write a recruiting poster for |
| |call for help, announcing a Crusade to push back an expanding Muslim |the crusades (on 8.5x11 paper).|
|Trace the origins and significance of|empire in the holy land. For nearly 200 years, Europeans launched a |Because most people are |
|the Crusades, and explain its effect |series of Crusades, but only three are significant. The first from 1096|illiterate you must rely on |
|on the institutions of the Middle |until 1099 led to the capture of major cities, including Antioch and |images, and may use only three |
|Ages. |Jerusalem. The Crusaders considered this crusade of victory, and many |words in the poster. Half the |
| |headed home. By 1044, Muslim armies began to retake captured territory |class can do recruiting posters|
|Describe the Mideastern civilization |and Europeans launched the Second Crusade, which lasted from 1146 to |for Christians, half for |
|encountered by European soldiers as |1148. This crusade was a failure, and by 1187, the Muslim army had |Muslims. Students must include |
|they invaded the Middleast. |captured Jerusalem. Europeans launched a third Crusade under the |specific historical facts or |
| |leadership of King Richard the Lionhearted of England. This crusade |images and must write a |
|Discuss the period of “rebirth” |also failed, but did lead to a truce and an uneasy agreement of |separate paragraph explaining |
|throughout Italy. |toleration. Muslims would allow Christians into Jerusalem, and the |their choices. |
| |Crusaders maintained control of a few cities. By 1291, however, Muslims| |
|Compare the trends of humanism, |recaptured these cities as well. Overall, the Crusades were brutal for | |
|secularism, and individualism. |both sides. | |
| | | |
| | | |
|Describe the printing revolution and |Have the students reenact the calling of the Crusades. Accompany the | |
|the expansion of literacy. |dramatization with a map showing Western Europe and the Mideast in 1095 | |
| |when Poper Urban issued his challenge to the knights of Western Europe | |
|Explain how the Medici family |in the Declaration of Claremont. | |
|encouraged the development of | | |
|Renaissance Art. | | |
| | | |
|Trace how in the Renaissance era |How would you respond to his call if you were a: | |
|Florence became an economic center of|Serf | |
|Europe. |Lord | |
| |Knight | |
|Describe the politics of Florence and|King | |
|the political writings of Niccolo | | |
|Machiavelli | | |
| | | |
|Describe the changes that the |Read the above website Pope Urban’s declaration to the knights. Ask the | |
|Renaissance brought to European |students to answer the following questions: |COMPARE AND CONTRAST |
|music. |What did Pope Urban ask the soldiers of Europe to do? | |
| |Why is it called a Crusade? |Compare the flowing economy of |
|Identify and explain the historical |Hint: Cruz means cross in Spanish |Florence to a city in the |
|significance major figures in the |How would have reacted to this call if you were a noblemen, or a peasant|United States? What are the |
|Renaissance. |priest ? |features that make it so? Which|
| | |products fuel the economy |
| | |there? |
| | | |
| |Based on the above website ask the students to create a recruiting | |
| |poster for the Crusades. Have them list beneath the poster why they | |
| |should join the Crusades. Divide the class into three group: | |
| |1. Nobles | |
| |2. Peasants | |
| |3.Clergy | |
| | | |
| |Customize the poster to represent each of the three groups. |Write a 1-2 page letter to the |
| | |Medici’s in which you propose |
| | |an artistic work. Convince them|
| | |to pay you for it. What |
| | |arguments can you muster in |
| |Use the reading “Bagdad in the Late Ninth Century”: See appendix: See |support of the arts? |
| |worksheet C-18 | |
| |Answer: | |
| |Describe the Islamic civilization that the Crusaders encountered when | |
| |they arrived in the Middle East. | |
| |What aspects of Islamic civilization might they bring back when the | |
| |Crusades were over? | |
| |How would you compare the civilization of the Islamic world to that of | |
| |Europe in the Middle Ages. | |
| | | |
| | |Draw your version of a |
| | |“geography of hell” according |
| |Describe the post crusade change in England. |to Dante’s Inferno. If students|
| |Have students compare the Great Council with the Modern Parliamentary |were to have their own nine |
| |system. |layers of hell, what would each|
| |Use a Venn Diagram model to visualize the structure of both. |one be like? |
| | | |
| |Personal Profile: Joan of Arc | |
| |Show a biographical presentation of this legendary figure of the 100 | |
| |Years War at: | |
| | | |
| | | |
| | | |
| |Renaissance: The Beginning |Banking and money exchange |
| | |continue to be crucial to the |
| |Explain to students that Renaissance” means rebirth. A rebirth of |world economy. Using the |
| |interest in classical literature and art began in the city states of |internet, ask students to |
| |Italy and soon spread to the other cities in Europe. Some of the factors|explore exchange rates. Using |
| |already studied that led to this rebirth or culture included the |Yahoo, they should be able to |
| |weakening of feudal ties, brought about by the Plague; which created a |observe changing exchange rates|
| |demand for labor, the power of the kings who lent their support to the |over time. |
| |growing of new towns and cities. The Crusades, by increasing trade with | |
| |the East also led to the growth of markets and towns. The Renaissance | |
| |was a “rebirth” of ideas and knowledge from classical times. The word | |
| |emphasizes the role that classicism played in shaping Renaissance | |
| |thinking in politics, art, architecture, writing, and science. | |
| | | |
| |Introduce the Renaissnace with an Art auction use the paintings in | |
| |worksheets H5 and H6 see appendix |Use a graphic organizer, such |
| |Students should be in groups of four each should get 100 They can pool |as a chart, to group the |
| |their money to make one purchase |contributions of various |
| |They can use form on work sheet H6 to record decision |figures in the Renaissance into|
| |Teacher should find reproduction s of these works to post on walls of |various areas…politics, |
| |classroom Before the auction begins there should be a gallery showing |economics, fine arts, etc. Then|
| |of these works and any other you wish to add to auction |ask students to write a |
| |Choose works with a similar theme one from the Renaissance , or one from|persuasive essay in which they |
| |an earlier period. |answer the question: Who should|
| | |have the title, “Greatest |
| | |Person of the Renaissance,” and|
| | |why? |
| | |
| | | |
| |Can follow up with an exercise on contrasting architectural styles see | |
| |sheet H4 for examples.` | |
| | | |
| |Present a map of Italy. Have students mark the trade ports of Venice and| |
| |Florence where wealthy merchants based great fortunes of trade. |DEBATE TEAM |
| |Map- | |
| |WEB CODE mud-1510 |Set up volunteers into two |
| | |teams for a debate topic: Who |
| |Students will create a brochure of the goods that they are trading. |was the most influential figure|
| |Explore which fabrics, metals, pottery, spices, and other items |to emerge from the renaissance?|
| |imported/exported. |Expand the topic to include all|
| |Include the city-state address for customers to contact. |of Europe. Conduct a class |
| | |vote and graph your results. |
| |Introduce the change in political way of thinking in which the ends | |
| |justified the means by statesman Niccolo Machiavelli and his books on | |
| |crime and punishment. | |
| | |PERSUASIVE ESSAY |
| |Machiavelli is difficult reading for this age group, and should be | |
| |limited to a few paragraphs. You may find The Prince in its entirety (it|As a form of assessment, have |
| |is not long) at: |students write a persuasive |
| |history2copy. |letter to their parents or |
| |htm#THE%20PRINCE |guardians proposing a vacation |
| | |in Florence. Why should the |
| |Pick several different paragraphs that highlight what Machiavelli is |family go there? What’s so |
| |after, and assign small groups to look at different ones. Give students |special about Florence? |
| |a few guiding questions for discussion, and then ask them to report the | |
| |ideas they encounter to the class. As a whole group, begin by discussing| |
| |the ideas in terms of today. Then see if students can apply them to the | |
| |historical context of Machiavelli’s day. | |
| | | |
| |Art and Literature |REVIEW OF CONCEPTS |
| | | |
| |Artists began to focus on nature and the human form in painting, |Using 10 key terms or names |
| |sculpture, and the written word. |from the unit create a |
| |Using resources available (internet or library students will research |crossword to share with |
| |and present a work of art as part of a renaissance bulletin board |classmates; include an answer |
| |display. |key. |
| |Cut an index card in half, placing the name of a “Notable Renaissance | |
| |Figure” on each. Have students randomly draw a name from a hat. Include| |
| |both Northern and Include contributors. | |
| |They must include a visual of the research to show to the class with an | |
| |opinion and description of that work. If it is a written work, a small | |
| |passage in English to be read out loud with a visual of the cover of the| |
| |work. Famous figures can be found at: | |
| | | |
| | | |
| | | |
| | | |
| | |
| |rame.htm | |
| |A variety of lesson plan and activities on the Renaissance. | |
| | | |
| | | |
| | | |
| | | |
| |Introduce by using the Prince CF worksheet H 11 | |
| |Provide some excerpts from the Prince for the students to use in groups.| |
| |Activity: | |
| |Substitute president for Prince. Explain to class that a new President | |
| |is elected in 2016. This a copy of the secret memo sent to him by his | |
| |closest aid. Ask them if the advice is wise advice Helpful to the | |
| |President who will face political challenges as he tries to enact | |
| |his/her program. Then explain that it is from the Prince by Machievelli | |
| |written 500 years ago. What does this tell you about Florence the city | |
| |in which the author lived during the Renaissance. | |
| | | |
| |Include other excerpts as well perhaps sections from Erasmus in Praise | |
| |of Folly utopia by Moore | |
| | | |
| | | |
| | | |
| |Follow the above lesson plans | |
| | | |
| | | |
| |Use the above site to discuss the following questions: | |
| |As used as a common non what does the word Utopia mean? | |
| |Based on the reading above would you have liked to live in More’s | |
| |Utopia? | |
| |Why does More’s Utopia to many characterize the spirit of the | |
| |Renaissance. | |
| | | |
| | | |
| | | |
| |Humanism and Secularism | |
| | | |
| |DO NOW | |
| | | |
| |Students will write for 5 minutes in their journals in response to a | |
| |prompt on the board: How important are you in your family? In your | |
| |class? In your school? In your community? | |
| | | |
| |Read 3 or four anonymous responses. | |
| | | |
| |Vocabulary in Notebooks: Vernacular, secularism, humanism, classical | |
| | | |
| |Explain that the idea of “humanism” was central to the Renaissance. | |
| |Humanism emphasized the importance of human action, the authority of | |
| |one’s own observations and reason over religious teaching and tradition.| |
| | | |
| |Create a 6 column chart for a comparative display. | |
| |Label the top 3 columns-Medieval art, architecture, literature and the | |
| |bottom 3-Renaissance art, architecture and literature. | |
| |Students will identify the change in perspective from religious | |
| |influence to secular in descriptions of various works. | |
| | | |
|Differentiation: |
|Provide access to a variety of materials which target different learning preferences and reading abilities. |
|Break assignments into smaller, more manageable parts that include structured directions for each part. |
|Develop activities that target auditory, visual, and kinesthetic learners. |
|Establish stations for inquiry-based, independent learning activities. |
|Use a variety of assessment strategies, including performance-based and open-ended assessments. |
|Resources Provided: |
| Contains a wide collection of Renaissance art, architecture, and literature from a variety of countries in Europe from |
|Medieval times to Reformation period. |
| |
|-Prentice Hall text series map sites with codes for specific areas throughout Europe. |
| |
| -Wikipedia list of notable figure during the rise of Europe including works of art and literature |
|. |
| This site offers an account of Pope Urban’s declaration to the knights. |
|Suggested Lesson #3 |
|Content Area: Social Studies |
|Lesson Title: Rebirth Spreads Throughout Europe |Timeframe: 3 WEEKS |
|Lesson Components |
|21st Century Themes |
|X |
|X |Creativity and Innovation |X |Critical Thinking and Problem |X |Communication and Collaboration |
| | | |Solving | | |
|Interdisciplinary Connections: Social Studies, Geography, Language Arts, Mathematics |
|Integration of Technology: Use of Interactive Promethium Board during instruction if available, overhead projector. |
|Equipment needed: Internet, projector, journal notebooks, posters, drawings |
|Goals/Objectives |Learning Activities/Instructional Strategies |Formative Assessment Tasks |
| |POLITICAL CHANGE |OPEN ENDED WRITING RESPONSE |
|Describe the politics of Florence and| | |
|the political writings of Niccolo |Introduce to students that it was during this period that a |See if students can apply the |
|Machiavelli. |Florentine statesman named Niccolo Machiavelli became an |historical context of Machiavelli’s |
| |important diplomat and leader for the city. He drew on his |day to the laws of today by |
|Explore the ways in which the |political experience to write a number of books, his most famous |constructing a two tabled comparison |
|Renaissance spread from Italy to the |being The Prince. In it, he offers a frank, and some say cynical,|chart. |
|rest of Europe. |view of government. | |
| | | |
|Explain the significance of | | |
|Gutenberg’s invention of the printing| | |
|press. |See earlier activity Handout H11 | |
| | | |
|Describe the changes that the | | |
|Renaissance brought to European music| |WILLIAM SHAKESPEARE |
| |Pick several different paragraphs that highlight what Machiavelli|Shakespeare! Read a sonnet by |
|Discuss the class of the population |is after, and assign small groups to look at different ones. Give|Shakespeare and discuss how it |
|who were not affected by the |students a few guiding questions for discussion, and then ask |reflects humanism. |
|Renaissance |them to report the ideas they encounter to the class. As a whole | |
| |group, begin by discussing the ideas in terms of today. Find it | |
|Identify the notable figures of |at the site below. | |
|throughout Europe who emerged at this| |GROUP ACTIVITY |
|time | | |
| | |The students will be asked to |
| | |brainstorm together for 8 minutes and |
| | |come up with inventions of the 20th or|
| |Technology |21st century that they think has had |
| | |an impact on the spread of knowledge |
| |In about 1450, Johannes Gutenberg invented a printing press that |that is most similar in scope to that |
| |used moveable type, made from durable, metal pieces. |of the printing press. |
| |Have students compare modern day innovations such as computers, | |
| |internet, cell phones, and ipads. How does this change global | |
| |access to information? | |
| |What are the advantages of moving the written word more rapidly? | |
| |Disadvantages? |NAME THAT TUNE |
| | |Listen to a madrigal. How do the words|
| |Music |and music interact? What modern genre |
| | |does it most resemble? Pop? Rap? Rock?|
| |Introduce students to the changes in musical style. |Folk? Why? Discuss. Or discuss this: |
| |The most notable musical genre to emerge was the madrigal. |How does the madrigal represent the |
| |Although the madrigal had first emerged in the 14th century as a |ideas of humanism? |
| |short poem for two voices set to music, it came bask in the 16th | |
| |in a freer form with four to five voices. Renaissance musicians | |
| |also invented new instruments, including the harpsichord and the | |
| |violin. | |
| | | |
| | | |
| |Europe’s Notable Renaissance Figures | |
| | | |
| |Introduce the historical figures who emerged from other European | |
| |countries during this era. | |
| | | |
| |Nicholas Copernicus (1473-1543). Born and raised in Poland, he | |
| |went to Italy to study medicine and church law when he fell in | |
| |love with astronomy. He made the discovery that the universe did | |
| |not rotate around the earth, but that the earth and other planets| |
| |traveled around the sun. Night and day were caused by the Earth | |
| |rotating on its axis. Although Copernicus was a religious person |Visit: |
| |and dedicated his book to the Pope, the Catholic Church condemned|
| |his book as heresy, because it contradicted the church’s belief |/elizabeth1/eliz1main.htm |
| |that the Earth was the center of the universe. |Explain why Queen Elizabeth I had |
| |Have students model the Heliocentric Universe which Copernicus |portraits of herself painted |
| |proposed. Why would the church be opposed to this model? Isn’t |regularly. Report these findings back |
| |a progress when a new discovery is made? |to you class. |
| | | |
| | |CRITICAL THINKING |
| |Introduce the book of human anatomy written by Vesalius and found|If you were an advisor to each |
| |at the above address. |monarch, Isabella and Ferdinand, what |
| | |advice would you give that might have |
| |BELGIUM- Andreas Vesalius (1514-1564). A Belgian Scientist and |helped prolong the empire? |
| |doctor. Vesalius challenged the long-held theories of the Ancient| |
| |Greek anatomist Galen. By doing careful dissections and drawings,| |
| |he managed to revolutionize how people understood the workings of| |
| |the human body. His book was the first step on the road to modern| |
| |medicine, because it relied on careful observation, not | |
| |superstition or tradition. | |
| |Have students sketch the human body indicating as many different | |
| |bones that they can. | |
| | | |
| |ENGLAND | |
| | | |
| |Elizabeth I (1533-1603) ruled 1558-1603. Daughter of Henry VIII | |
| |by Anne Boleyn, Elizabeth was literally the daughter of English | |
| |Protestantism, as her mother and father’s marriage was the cause | |
| |for England’s split from the Roman Catholic Church. Like | |
| |Isabella, Elisabeth was intelligent and strong. She supported | |
| |educations for all and was a patron of the arts. Her defeat of | |
| |the Spanish Armada is said to be the greatest in the navel | |
| |history of the country. | |
| |Show students the movie Elizabeth: The Golden Age which gives a | |
| |good account of the changes which were introduced by this | |
| |monarch. | |
| | | |
| |William Shakespeare (1564-1616). An English playwright and poet, | |
| |perhaps the most famous playwright in the world today. | |
| |Shakespeare’s plays, and to a lesser extent, his sonnets, | |
| |expressed a strong humanism in their emphasis on emotion and | |
| |human behavior, and his plays do not deal explicitly with | |
| |religious themes, but with secular ones. | |
| | | |
| |Introduce students to Shakespeare’s book of sonnets by reading | |
| |one to the class. Ask for volunteers to read one. Discussion: | |
| |How is the language different from the English that we use? | |
| | | |
| | | |
| |SPAIN | |
| | | |
| |Isabella I. (1451-1504), ruled 1474-1504. A strong, intelligent | |
| |queen of Spain who is credited unifying Spain under a single | |
| |religion (Catholicism), and supporting the arts and education. | |
| |She also weakened the feudal organization of society by reducing | |
| |the power of lords and local leaders in order to enhance her own.| |
| | | |
| | | |
| | | |
| |Miguel Cervantes (1547-1616). Spanish writer, author of Don | |
| |Quixote, the most famous satire of the Renaissance, and one of | |
| |the most famous in Western literature. This wonderful story has| |
| |been immortalized in the play and film titled “The Man of La | |
| |Mancha” which you can view free at: | |
| | | |
| | |
| |11d196d | |
| | | |
| | | |
| |GERMANY | |
| | | |
| |Albrecht Durer (1471-1528). German Artist. Durer was a painter, | |
| |draftsman, print maker, and art theorist. He painted portraits, | |
| |nature scenes, and most famously, woodcuts. Durer is significant | |
| |for bringing the ideas of the great Italian masters to Northern | |
| |Europe, and for bringing the art of woodcuts to a new level. | |
| |Woodcuts were important for illustrating books, which, thanks to | |
| |Gutenberg, were emerging as a major new form of popular | |
| |expression. | |
| |His complete works can be viewed for discussion at: | |
| | | |
|Differentiation: |
|Provide access to a variety of materials which target different learning preferences and reading abilities. |
|Break assignments into smaller, more manageable parts that include structured directions for each part. |
|Develop activities that target auditory, visual, and kinesthetic learners. |
|Establish stations for inquiry-based, independent learning activities. |
|Use a variety of assessment strategies, including performance-based and open-ended assessments. |
|Resources Provided: |
| Students can her period music being sung and accompanied by musical instruments of that era. |
| |
| Authentic works of Durer with captions explaining most of the detail work in each. |
| |
| This site offers free viewing of the movie made in 1972 that |
|immortalizes the character of Don Quixote |
| |
| This site provides an overview of the drawings and findings of the human anatomy as |
|studies by Andreas Vesalius |
| |
| Unusual biographical information found here on Elizabeth I and the development|
|of power and the love of her people. |
| |
| Machiavelli’s book The Prince can be accessed here for excerpt reading. |
| |
|Social Studies: World History |
| | |
| |
| |Unit I | |Pacing Guide | |
| |The Ancient World: Civilizations and Culture | |40 Days | |
| |
| |Unit II | |Pacing Guide | |
| |Classical Civilizations | |40 Days | |
| |
| |Unit III | |Pacing Guide | |
| |Belief Systems | |40 Days | |
| |
| |Unit IV | |Pacing Guide | |
| |Medieval Europe and | |40 Days | |
| |Renaissance | | | |
| |
| |
|Dated Created: June, 2012 | |
|Board Approved On: | |
-----------------------
Do Now (5 min.)
• Independent Hook Activity that introduces the day’s objective/lesson
Wrap Up (5 min.)
• Teacher brings closure to the workshop by revisiting focus of mini-lesson.
Exit boards/slip)
Guided and Independent Inquiry (20-25 min.)
• Students work independently, in a small cooperative group, or in a teacher-directed group, according to a schedule developed and posted by the teachers.
• Rotate daily into new stations. All stations are tied to the day/week’s objective
• Student-Centered/Leveled Student
Guided Inquiry/Centers/Stations/Hubs
• Small-group, teacher-directed
• Varied media (reading, writing, technology, discussion, geography, content enrichment)
• Addresses content knowledge and/or research skills
• Teachers conduct individual conferences focused primarily on students’ acquisition of key concepts.
• Stations: Teacher led, Reading, Writing, PBL, Computers, History Alive, Geography Skills, (Examples below)
• Stations are flexible to fit lesson/objective
•
Independent Reading
Independent
Writing
Cooperative
Learning
- PBL
Computer-
Assisted
Research
Direct Instruction (10 min.)
• Whole group
• Social studies content-rich
• Guided by district curriculum documents/NJCCCS
• Introduce Objective
Do Now (5 min.)
• Independent Hook Activity that introduces the day’s objective/lesson
Wrap Up (5 min.)
• Teacher brings closure to the workshop by revisiting focus of mini-lesson.
Exit boards/slip)
Guided and Independent Inquiry (20-25 min.)
• Students work independently, in a small cooperative group, or in a teacher-directed group, according to a schedule developed and posted by the teachers.
• Rotate daily into new stations. All stations are tied to the day/week’s objective
• Student-Centered/Leveled Student
Guided Inquiry/Centers/Stations/Hubs
• Small-group, teacher-directed
• Varied media (reading, writing, technology, discussion, geography, content enrichment)
• Addresses content knowledge and/or research skills
• Teachers conduct individual conferences focused primarily on students’ acquisition of key concepts.
• Stations: Teacher led, Reading, Writing, PBL, Computers, History Alive, Geography Skills, (Examples below)
• Stations are flexible to fit lesson/objective
•
Independent Reading
Independent
Writing
Cooperative
Learning
- PBL
Computer-
Assisted
Research
Direct Instruction (10 min.)
• Whole group
• Social studies content-rich
• Guided by district curriculum documents/NJCCCS
• Introduce Objective
Do Now (5 min.)
• Independent Hook Activity that introduces the day’s objective/lesson
Wrap Up (5 min.)
• Teacher brings closure to the workshop by revisiting focus of mini-lesson.
Exit boards/slip)
Guided and Independent Inquiry (20-25 min.)
• Students work independently, in a small cooperative group, or in a teacher-directed group, according to a schedule developed and posted by the teachers.
• Rotate daily into new stations. All stations are tied to the day/week’s objective
• Student-Centered/Leveled Student
Guided Inquiry/Centers/Stations/Hubs
• Small-group, teacher-directed
• Varied media (reading, writing, technology, discussion, geography, content enrichment)
• Addresses content knowledge and/or research skills
• Teachers conduct individual conferences focused primarily on students’ acquisition of key concepts.
• Stations: Teacher led, Reading, Writing, PBL, Computers, History Alive, Geography Skills, (Examples below)
• Stations are flexible to fit lesson/objective
•
Independent Reading
Independent
Writing
Cooperative
Learning
- PBL
Computer-
Assisted
Research
Direct Instruction (10 min.)
• Whole group
• Social studies content-rich
• Guided by district curriculum documents/NJCCCS
• Introduce Objective
Do Now(5 min.)
• Independent Hook Activity that introduces the day’s objective/lesson
Wrap Up (5 min.)
• Teacher brings closure to the workshop by revisiting focus of mini-lesson.
Exit boards/slip)
Guided and Independent Inquiry (20-25 min.)
• Students work independently, in a small cooperative group, or in a teacher-directed group, according to a schedule developed and posted by the teachers.
• Rotate daily into new stations. All stations are tied to the day/week’s objective
• Student-Centered/Leveled Student
Guided Inquiry/Centers/Stations/Hubs
• Small-group, teacher-directed
• Varied media (reading, writing, technology, discussion, geography, content enrichment)
• Addresses content knowledge and/or research skills
• Teachers conduct individual conferences focused primarily on students’ acquisition of
•
• key concepts.
• SPTP™PšPíPîPïPðPñPòPóPôPõPöP÷PøPùPúPûPüPýPë×Ç×Stations: Teacher led, Reading, Writing, PBL, Computers, History Alive, Geography Skills, (Examples below)
• Stations are flexible to fit lesson/objective
•
Independent Reading
Independent
Writing
Cooperative
Learning
- PBL
Computer-
Assisted
Research
Direct Instruction (10 min.)
• Whole group
• Social studies content-rich
• Guided by district curriculum documents/NJCCCS
• Introduce Objective
................
................
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