Denton Independent School District



Title of UnitDevelopment of River Valley Civilizations (8000 BC – 500BC)Approximate time3 WeeksEnduring Understanding (Big Idea) One event has a ripple effect on other events.Geography and History are interdependent.Essential Questions How does where you live affect how you live?Purpose/Relevance Students will be able to independently use their learning to … Analyze information by comparing and contrasting How does this relate to the real-world? Achievements of past civilizations continue to influence our lives. What life experiences do students bring to connect to these learning experiences?FOOD!Measurable Outcome(s)The student will know: Traditional historical points of reference in world history, including the development of agriculture and the development of the river valley civilizationsHow civilizations developed from 8000 BC to 500 BCHow to use geographic skills and tools to collect, analyze, and interpret dataThe impact of geographic factors on the development of agriculture and river valley civilizationsThe impact of the Neolithic Revolution on humanityThe characteristics of monarchies and theocracies as forms of governments from 8000 BC to 500 BCHow contemporary political systems have developed from earlier systems of governmentThe history and relevance of major religious and philosophical traditions of 8000 BC to 500 BCHow major scientific and mathematical discoveries and technological innovations affected societies from 8000 BC to 500 BCHow to apply critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technologyHow to communicate in written, oral, and visual formsThe student will be able to:Identify the major causes and effects of the development of agricultureIdentify the major causes and effects of the development of the river valley civilizationsSummarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizationsIdentify the characteristics of civilizationExplain how major river valley civilizations influenced the development of the classical civilizationsCreate and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of river valley civilizationsAnalyze and compare geographic distributions and patterns in world history from 8000 BC – 500 BCLocate places and regions of historical significance directly related to development of agriculture and river valley civilizationsAnalyze the influence of human and physical geographic factors on the development of river valley civilizationsInterpret maps, charts, and graphs to explain the development of farming (Neolithic Revolution) and the creation of river valley civilizationsIdentify important changes in human life caused by the Neolithic Revolution Summarize the role of economics in driving political changes as related to the Neolithic Revolution Identify the characteristics of monarchies and theocracies as forms of government from 8000 BC to 500 BCIdentify the impact of political and legal ideas contained in Hammurabi's CodeIdentify examples of religious influence on various events between 8000 BC to 500 BCIdentify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizationsIdentify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidenceUse appropriate reading and mathematical skills to interpret social studies information such as maps and graphsAnalyze information by identifying cause-and-effect relationships, comparing, contrasting, and developing connections between historical events over timeUse social studies terminology correctlyUse standard grammar, spelling, sentence structure, and punctuationTEKSContent: 1A, 2A,B,C, 15A,B, 16A,B,C, 17A,B, 19A, 20B, 23B, 27A Process Skills: 29A,F,H, 30A,BResources and MaterialsPaleolithic-Neolithic Activity sheets for each student, prepared Aspect of Life folders for group work, World History: Patterns of Interaction, Mastering the TEKS in World History,Learning ExperiencesEngage: (Day 1, approximately 10 minutes) Teacher projects picture of hamburger. Teacher then asks students to work with a partner to answer the following question: If there were no McDonalds, grocery stores, etc. . . how can you have a hamburger to eat tonight? Create a brainstorming list on a sheet of paper (or in notebook) for 2 -3 minutes. Teacher asks for volunteers to share. Teacher is looking for answers such as: growing food, producing ingredients ourselves. Next question to ask: If you don’t know how to farm or grow ingredients, what do you do? (students brainstorm 2-3 minutes on the same piece of paper with their partner). (Possible answers: hunting and gathering, cooperating with neighbors, stealing…..) Teacher will explain that before there were supermarkets, people had to find and/or grow their own food. Teacher will then introduce Paleolithic and Neolithic eras. Explore: (Day 1, approximately 50 minutes)Before activity begins, teachers will have six folders, one for each aspect of life, of the readings students will need for this activity spaced around the room. (Teacher will pass out the Paleolithic-Neolithic Activity sheet to each student. As a class, teacher will help students define Neolithic Revolution (from Hunter-gatherer to farmer). Teacher will then divide students into of groups of six. Each person in the group will number 1-6 (these numbers will correspond to one of the aspects of life on the activity sheet). Then, all number 1’s for example will regroup and read and complete section of chart assigned to them. The same for #2’s, 3’s, etc. . . Each group will have approximately 10 minutes to complete this task. Once finished, students return to original group of six and share their findings with each other. Students will need to complete their charts for all aspects of life during this time. (Teacher will monitor to make sure each student is “teaching and explaining” their aspect and not just letting each member copy their paper.) Explain: (Day 1, approximately 15 minutes) When groups are finished, teacher will have students share out their findings on each aspect of life, making sure everyone has sufficient information. Evaluate: (Day 1, approximately 15 minutes) Students will answer the question at the bottom of the activity sheet, “How did life change from the Paleolithic Age to the Neolithic Age? The answer should be in a paragraph approximately 7-10 minutes and include at least 3 pieces of evidence from their exploration.Explore: (Day 2, approximately 10 minutes)Teacher will ask students to draw a picture of what they think a civilization is in their notebooks or on paper. The drawing should also include an explanation of why their drawing represents a civilization. Explain: (Day 2, approximately 50 minutes)Teacher will explain to students that they will be looking for what defines a civilization. Students will read pp. 18-19, What is a civilization? in World History: Patterns of Interaction in partners or individually. Each students will take notes (list and define) the five characteristics (advanced cities, specialized workers, complex institutions, record keeping, advanced technologies). Together with a partner, students will then go back to their pictures and label any characteristic of civilizations on their drawings they included. Teacher will be walking around monitoring student understanding of each of the characteristics as they work. (Some students may not have all of those characteristics.) In a class discussion, teacher will ask several students to share out their work. Teacher will ask questions like: “How does this drawing represent the characteristic, or Now that you know the characteristics, what might you add to your drawing in order to include more of the characteristics?” Extend/Elaborate: (Day 2, approximately 15 minutes)With the same partner, students will take out their list from the previous day’s Hamburger activity. Teacher asks, “Where do you see the characteristics of civilization in the making of the hamburger?” Have students write down one example from each characteristic in their notebooks or on paper. (Sample responses: specialized jobs=farmer, baker, fry guy, restaurant owner; technology=grill, spatula; complex institution=FDA) Teacher asks for a couple of examples for each in a quick discussion. Evaluate: (Day 2, approximately 15 minutes)Students will individually respond in writing to the following question: How is Denton a civilization? Students will need to provide evidence/examples on each of the characteristics. Engage: (Day 3, approximately 5 minutes)Teacher will project slides of four images of different geographic areas. Teacher will lead discussion on which area students would most want to live. Teacher will explain best choice would be near river because of reliable food and water source. Explain early civilizations began around water sources. However, each of these civilizations developed their own unique characteristics.Explore: (Day 3, approximately 10 minutes)Students will label the four River Valley Civilizations on the provided map. Use map from pages 24-25 of World History: Patterns of Interaction. Explore: (Day 3, approximately 75 minutes)In order to organize information regarding early civilizations, teacher will introduce graphic organizer showing location of early civilizations, characteristics, and lasting achievements. Students will use Jarrett book, Mastering the TEKS in World History, to read about the four River Valley Civilizations, pp. 48-53. Students will complete graphic organizer for each of them.Explore/Explain: (Day 4, approximately 25 minutes)Teacher introduces activity by stating that students will be analyzing one of the contributions from one of these societies. Students work on Hammurabi’s Code activity. Teacher will debrief and discuss impact on today’s society. Extend: (Day 4, approximately 10 minutes)Students will take hamburger list from prior classwork. With a partner, discuss how the contributions of early civilizations led to the development of the hamburger. (possible answers: transportation= the wheel, tools=metal, laws, calendar etc. . . ) Teacher will then lead discussion based on students’ interpretations.Elaborate: (Day 4, approximately 55 minutes)Students will complete Unit 1 Performance Task. This activity will help prepare students for the Unit 1 Common Assessment that will be administered the following class.Evaluate: (Day 5, approximately 45 minutes) Students will complete Unit 1 Common Assessment ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download