World History/Grades 9-12 - Unit 2 Ancient Civilizations

World History Frameworks for the Georgia Standards of Excellence in Social Studies

The following instructional plan is part of a GaDOE collection of Unit Frameworks, Performance Tasks, examples of Student Work, and Teacher Commentary for the World History Social Studies Course.

World History/Grades 9-12 - Unit 2 Ancient Civilizations

Elaborated Unit Focus

Connection to Connecting Theme/Enduing Understandings

GSE for Social Studies (standards and elements)

Connection to Literacy Standards for Social Studies (reading and/or writing)

This unit is designed to examine the rise of early civilizations and the emerging social complexity of populous societies. Students will investigate how the need for structures within society to provide order and stability emerged. Activities will focus on relating how and where civilizations developed through the religious, cultural, economic, and political facets of society. Students will compare the development of civilizations in the Eastern Mediterranean, China, Africa, Central and South America, and India as solutions emerged for their growing populations' needs and their interactions with other societies. By the end of the unit students should demonstrate that they are comfortable with the enduring understandings and can apply them to world situations.

1. The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society.

2. The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases.

3. The student will understand that location affects a society's economy, culture, and development. SSWH1 Analyze the origins, structures, and interactions of societies in the ancient world from 3500 BCE/BC to 500 BCE/BC. a. Compare and contrast Mesopotamian and Egyptian societies, include: religion, culture, economics, politics, and technology. b. Describe the societies of India and China, include: religion, culture, economics, politics, and technology. c. Explain the development of monotheism, include: the concepts developed by the ancient Hebrews. d. Identify the Bantu migration patterns and contribution to settled agriculture. e. Explain the rise of the Olmecs. SSWH2 Identify the major achievements of Chinese and Indian societies to 500 CE/AD. a. Describe the development of Indian civilization, include: the rise and fall of the Maurya and Gupta Empires. b. Describe the development of Chinese civilization under Zhou, Qin, and Han. c. Explain the development and impact of Hinduism and Buddhism on India, and Confucianism on China. d. Explain how geography contributed to the movement of people and ideas, include: Silk Roads and Indian Ocean Trade. L9-10RH1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. L9-10RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. L9-10RH9: Compare and contrast treatments of the same topic in several primary and secondary sources. L9-10WHST1: Write arguments focused on discipline-specific content. L9-10WHST2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. L9-10WHST4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. L9-10WHST7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. L9-10WHST10: 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.

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World History Frameworks for the Georgia Standards of Excellence in Social Studies

Connection to Social Studies Matrices (information processing and/or map and globe skills)

Map and Globe Skills: 4. compare and contrast the categories of natural, cultural, and political features found on maps 6. use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps 7. use a map to explain impact of geography on historical and current events 8. draw conclusions and make generalizations based on information from maps Information Processing Skills: 1. compare similarities and differences 3. identify issues and/or problems and alternative solutions 6. identify and use primary and secondary sources

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World History Frameworks for the Georgia Standards of Excellence in Social Studies

Essential Questions and Related Supporting/Guiding Questions

Enduring Understanding 1

The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society. Essential Question: What are the ingredients of culture? Supporting Questions: How can a change in the "recipe" change a culture? How can societies have the same cultural ingredients but different cultures? Can we predict a societies culture based on its cultural ingredients? (give examples)

Enduring Understanding 2

The student will understand that as a society increases in complexity and interacts with other societies, the complexity of the government also increases. Essential Question: How could the interaction of societies act as an antecedent to the structure of government? Supporting Questions: What was the role of the earliest governments? How did the role of governments expand over time? In what ways were early governments similar or different?

Enduring Understanding 3

The student will understand that location affects a society's economy, culture, and development. Essential Question: "Location, Location, Location" (A common saying when buying or selling real estate) ? How does this statement reflect the development of a society? Supporting Questions: How do the physical features of a region affect the development of the beliefs, customs and traditions of that society? How do the physical features of a region and limited natural resources necessitate trade between societies? What was government's role in protecting and expanding the economy of early civilizations?

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World History Frameworks for the Georgia Standards of Excellence in Social Studies

Sample Instructional Activities/Assessments

Classifying Evidence

Activity: Tree Map ? Classifying evidence. Students will create a tree map with five categories (religion, culture, economics, politics, and technology) for both Mesopotamia and Egypt. They will select evidence from the articles chosen and classify them into one or more of the five categories.

Possible Articles to Use: (this is not a comprehensive list and other articles may be substituted or added to the list)

? "The World's Oldest Writing." Archaeology . Or podcast

? Hammurabi

? Dendy, Christina. "EGYPT AND ENVIRONS: "A Hymn Of Praise To Ra When He Riseth." Defining Documents: Ancient World (2015): 83-86. History Reference Center. Web. 26 Nov. 2016.

? Malek, Jaromir. "Primary Sources of the Old Kingdom." BBC. BBC, 17 Feb. 2011. Web. .

? Dendy, Christina. "EGYPT AND ENVIRONS: "Hymn To Osiris," From The Egyptian Book Of The Dead." Defining Documents: Ancient World (2015): 87-90. History Reference Center. Web. 26 Nov. 2016.

GSE Standards and Elements

Literacy Standards Social Studies Matrices Enduring Understanding(s)

SSWH1 Analyze the origins, structures, and interactions of societies in the ancient world from 3500 BCE/BC to 500 BCE/BC.

a. Compare and contrast Mesopotamian and Egyptian societies, include: religion, culture, economics, politics, and technology.

Literacy Standards: L9-10RH2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. L9-10RH9: Compare and contrast treatments of the same topic in several primary and secondary sources. L9-10WHST10: 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. Social Studies Matrices: Information Processing Skills: 1. compare similarities and differences 6. identify and use primary and secondary sources Enduring Understanding: The student will understand that the culture of a society is the product of the religion, beliefs, customs, traditions, and government of that society. Essential Question: What are the ingredients of culture?

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World History Frameworks for the Georgia Standards of Excellence in Social Studies

Example of Tree Map Layout

Rubric for Formative Assessment

Evidence Identified

3

Student can identify 2 or more pieces of evidence for each category.

2

Student can identify at least

one piece of evidence for each category.

1

Student can identify at least

one piece of evidence for four of the categories.

0

Student can identify at least

one piece of evidence for three or less of the categories.

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