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  • Ancient Civilizations - Curriculum 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. Unit 1: Beginnings of Human Society - Paleolithic and Neolithic Societies Essential Questions 1. How did migratory patterns shape early human societies? 6.2.8.B.1.a 2. How did the lives of early humans change as they shifted from hunter-gatherer to early agrarian societies over time? 6.2.8.A.1.a, 6.2.8.B.1.b, 6.2.8.C.1.a, 6.2.8.C.1.b, 6.2.8.D.1.a, 6.2.8.D.1.b 3. What is the role of archaeology in the study of ancient peoples? 6.2.8.D.1.c Focus Standards A. Civics, Government, and Human Rights 6.2.8.A.1.a- Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. B. Geography, People, and the Environment 6.2.8.B.1.a- Explain the various migratory patterns of hunters/gatherers 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.B.1.b- Compare and contrast how nomadic and agrarian societies used land and natural resources. C. Economics, Innovation, and Technology 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.C.1.b-Determine the impact of technological advancements on hunter/gatherer and agrarian societies. D. History, Culture and Perspectives 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. Required Unit Objectives 1. Using physical maps and selected secondary sources students will identify global migratory patterns of hunter/gatherers analyzing factors impacting their lives. 6.2.8.B.1.a; RH.6-8.2; RH.6-8.7 2. Using selected primary/secondary sources students will analyze the social organization, technology, and use of resources of Early Human societies.

  • 6.2.8.A.1.a, 6.2.8.B.1.b; RH.6-8.1; RH.6-8.2; RH.6-8.4 3. Using required readings, primary/secondary source documents, and a timeline students will analyze Early Human social structures and determine the relative length of time between hunter/gatherer and early agrarian societies. 6.2.8.C.1.a, 6.2.8.C.1.b, 6.2.8.D.1.a, 6.2.8.D.1.b; RH.6-8.1; RH.6-8.2; RH.6-8.7 4. Using an internet virtual tour students will explain how archaeology is used to understand prehistoric life. 6.2.8.D.1.c; RH.6-8.7 Required Resources

    Our Worlds Story (maps and text selections)

    Suggested Resources/Activities

    Activity Book: Our Worlds Story, Harcourt Brace & Company

    The Ancient World, Milliken Publishing Company

    Caves of Lascaux Internet Virtual Tour http://www.lascaux.culture.fr/#/en/00.xml

    Stone Age toolkit (pbs-Nova) http://www.pbs.org/wgbh/nova/stoneage/tool-nf.html

    Stone Age toolkit interactive quiz (pbs-Nova) http://www.pbs.org/wgbh/nova/ancient/stone-age-toolkit.html

    Journey of Life- Peopling of the World (Bradshaw Foundation)

    http://www.bradshawfoundation.com/journey/

    Skara Brae - History of the Orkney Islands http://www.orkneyjar.com/history/skarabrae /

    Early Human Migration, World History Ancient and Early Modern Times, McDougall Littell

    http://www.classzone.com/cz/books/ms_wh_aemt/resources/html/animations/wh01_humanmigration.html

    The Ancient World - Milliken Publishing

    Clearly Social Studies Grade 6, McGraw-Hill Childrens Publishing

    Unit 2. Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations- Mesopotamia Essential Questions 1. How did geography shape and change ancient Mesopotamian civilization and modern Iraq? 6.2.8.B.2.a, 6.2.8.B.2.b 2. How did technological innovation lead to complex civilization in Mesopotamia? 6.2.8.C.2.a 3. How was religion important to the development of civilization in Ancient Mesopotamia? 6.2.8.D.2.a 4. How did government and law impact the lives of ancient Mesopotamians? 6.2.8.A.2.a, 6.2.8.A.2.b 5. What are the most enduring legacies of ancient Mesopotamia? 6.2.8.D.2.b, 6.2.8.D.2.d

    http://www.lascaux.culture.fr/#/en/00.xmlhttp://www.pbs.org/wgbh/nova/stoneage/tool-nf.htmlhttp://www.pbs.org/wgbh/nova/ancient/stone-age-toolkit.htmlhttp://www.bradshawfoundation.com/journey/http://www.orkneyjar.com/history/skarabraehttp://www.classzone.com/cz/books/ms_wh_aemt/resources/html/animations/wh01_humanmigration.html

  • 6. What factors led to the rise and fall of ancient Mesopotamia? 6.2.8.D.2.c Focus Standards A. Civics, Government, and Human Rights 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. B. Geography, People, and the Environment 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. C. Economics, Innovation, and Technology 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. D. History, Culture, and Perspectives 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. 6.2.8.D.2.c-Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. 6.2.8.D.2.d-Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Required Unit Objectives 1. Using maps and selected secondary sources students will identify physical and political changes in the region of Mesopotamia and explain their geopolitical impact. 6.2.8.B.2.a, 6.2.8.B.2.b; RH.6-8.1; RH.6-8.2; RH.6-8.7 2. Using selected primary/secondary sources students will identify four major innovations of Mesopotamia and how these changed society. 6.2.8.C.2.a; RH.6-8.1; RH.6-8.2; RH.6-8.4 3. Using selected primary/secondary sources students will analyze the impact of religion on daily life, government, and culture in Mesopotamia. 6.2.8.D.2.a; RH.6-8.1; RH.6-8.2; RH.6-8.6 4. Using selected primary/secondary sources students will identify the type of government in Mesopotamia. 6.2.8.A.2.a; RH.6-8.1; RH.6-8.2; RH.6-8.4 5. Using primary documents, students will state at least three ways laws met the needs of ancient river valley societies. 6.2.8.A.2.b; RH.6-8.1; RH.6-8.2

  • 6. Using primary/secondary sources explain at least three ways the development of written language impacted life in Mesopotamia. 6.2.8.D.2.b; RH.6-8.1; RH.6-8.2; RH.6-8.4 7. Using secondary sources students will analyze three factors that explain the rise of Mesopotamian civilization and three factors that led to the fall of Mesopotamian civilization. 6.2.8.D.2.c; RH.6-8.1; RH.6-8.2 8. Using primary/secondary sources students will identify at least two of the most important legacies of ancient Mesopotamia. 6.2.8.D.2.d; RH.6-8.1; RH.6-8.2; RH.6-8.4 Required Resources

    Our Worlds Story (maps and text selections)

    Code of Hammurabi, c. 1780 BCE - Ancient History Sourcebook, Fordham University

    http://www.fordham.edu/halsall/ancient/hamcode.asp

    Mesopotamia, British Museum http://www.mesopotamia.co.uk/menu.html

    Suggested Resources/Activities

    Activity Book: Our Worlds Story, Harcourt Brace & Company

    Egypt and the Middle East: Ancient to Present by Patrick Hotle, Ph.D. Mark Twain Media (pages 7-18)

    Ancient History Simulations by Max W. Fischer

    Ancient World History Activity Sampler, History Alive!

    Ancient Mesopotamia, by Linda Armstrong, Milliken Publishing

    Building Skills by Exploring Maps - Ancient Civilizations, Creative Teaching Press

    Thematic Unit: Ancient Middle East by Michelle Breyer, M.A. Teacher Created Materials

    Mesopotamia: Ancient Civilization Series by Vicky Shiotsu, McGraw Hill Childrens Publishing

    Art of the Ancient Near East - A Resource for Educators, Metropolitan Museum of Art

    Mesopotamia, Frank Schaffer Ancient Civilizations Series

    Ancient Mesopotamia in Illustration and Art, MindSparks

    The Ancient World, Milliken Publishing

    Read-Aloud Plays: Ancient World by