rigorous curriculum design - dekalb county school district

Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Social Studies

Grade and Course

10th Grade World History

Unit of Study Unit 1: Ancient Civilizations

Pacing

Timeframe:

6 weeks traditional

3 weeks block

“Unwrapped” Priority Georgia Standards of Excellence

Skills and Concepts

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 Olmec.

“Unwrapped” Priority Standards

“Unwrapped” Skills

(Students Need to Be Able to Do)

“Unwrapped” Concepts

(Students Need to Know)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

SSWH1 ANALYZE

Origins, Structures, and Interactions of Ancient Societies

4 Analyze 2 Application

SSWH1a COMPARE/

CONTRAST

Components of Egyptian and Mesopotamian Societies




2

SSWH1b DESCRIBE

Components of Chinese and Indian Societies

2 Understand 1 Recall

SSWH1c EXPLAIN Development of Monotheism

2 Understand 3 Strategic Thinking

SSWH1d IDENTIFY

The impact of the Bantu Migration on Agriculture


SSWH1e EXPLAIN Olmec Civilization 2 Understand 2 Application

Supporting Standards

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. SSWH3 Examine the political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE/BC to 400 CE/AD. a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman

Empire. b. Identify the ideas and impact of important individuals, include: Socrates, Plato, Aristotle, Alexander

the Great, Julius Caesar, and Augustus Caesar. c. Analyze the impact of Greek and Roman culture, politics, and technology. d. Describe polytheism in the Greek and Roman world. e. Explain the origins and diffusion of Christianity in the Roman world. f. Analyze the factors that led to the collapse of the Western Roman Empire. 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 10. compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities 11. compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations 12. use geographic technology and software to determine changes, identify trends, and generalize about human activities Information processing skills 1.compare similarities and differences 11. draw conclusion and make generalizations 14. formulates appropriate research questions



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16. check for consistency of information

Essential Questions Corresponding Big Ideas

1. How are hunter-gatherer and nomadic societies different from civilizations?

2. Why are there positive and negative interactions between societies?

3. How individuals are change agents?

1. Early civilizations have many

characteristics in common that distinguish them from hunter-gatherer and nomadic societies; socially, politically, economically, and technologically.

2. Geography, climate, natural resources and religious authority impact societies and interactions between societies in positive and negative ways.

3. An individual’s personality, philosophy, social position, accomplishments and activities can produce cultural, social, and political change.



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Unit Assessments Pre-Assessment Post-Assessment

Student Version:

10_WorldHistory_Unit1_Preassesment_Student

Teacher Version:

10_WorldHistory_Unit1_Preassessment_Teacher

Student Version:

DeKalb County Benchmark Assessment

Teacher Version:

Authentic Performance Assessment

Engaging Scenario

Our school has lost a principal. You have been chosen to select a candidate to fill the position from the following individuals: Hammurabi, Alexander the Great, Pericles, Julius Caesar, Augustus Caesar, Plato, Socrates, Aristotle, Asoka and Shi Huang Di. You will research the candidate you select and give reasons you feel he/she is the right one for the position. You will then write a persuasive letter to the hiring committee recommending your candidate.

Performance Task Synopses

Task 1: SSWH1abcde, SSWH2ab, SSWH3abc, MGS6, IPS1, IPS16. Research: Students will be placed in cooperative groups (2-3 per group) and select/assign/draw one of the candidates for the position. Students will research characteristics/qualifications of their candidate including: personality, philosophy, social position, accomplishments, activities and their impact on society. Task 2: SSWH1abcde, SSWH2ab, SSWH3abc IPS16. Resume: Using their research data, students will create a resume for their candidate. (Suggestions: utilize resume template (Microsoft Word) or incorporate the Business Education teacher) Task 3: SSWH1abcde,SSWH2ab, SSWH3abc. Presentation: Students will develop a visual and oral presentation promoting their candidate incorporating technology tools. Task 4: SSWH1abcde,SSWH2ab, SSWH3abc IPS11, IPS14, IPS16: . Recommendation letter: Students will choose one candidate from the presentations and write an argumentative recommendation letter to Human Resources justifying their choice for the position.



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Performance Task 1 In Detail

Task 1 Student Directions: You will be given an individual to research from the following: Hammurabi, Alexander the Great, Pericles, Julius Caesar, Augustus Caesar, Plato, Socrates, Aristotle, Asoka and Shi Huang Di. Using the graphic organizer given to you, please research the personality, philosophy, social position, accomplishments, activities, and his impact on society. You may use any academic resource available to you (please do not use sources like Wikipedia). Task 1 Teacher Notes: For candidate selection, students can be assigned, allowed to select, or choose through random selection an individual to research. Provide students with a graphic organizer to conduct their research. Also, provide the following primary sources to help guide students: Hammurabi's Code, Compilation of Alexander the Great Sources, Pericles Funeral Oration, Compilation of Aristotle Sources, Edicts of Ashoka, and Sima Qian on Shi Huang Di.

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

Demonstrates advanced proficiency o Accurately

addresses all of the characteristics of their leader.

All “3” criteria plus: o Provides a

minimum of two additional specific examples that address a characteristic

o Provides an additional specific impact on society.

Demonstrates proficiency o Accurately

addresses all of the characteristics of their leader.

o Provides one specific example that addresses a characteristic

o Provides one specific impact on society

Demonstrates partial proficiency

• Student provides a basic description for each of the characteristics of a leader

• Little detail is given for each characteristic

• Students example is basic and lacks sufficient details

Does not meet proficiency

• Student does not address all characteristics of a leader and does not provide any specific examples

https://dcsd.sharepoint.com/sites/socialstudiescurriculumwritingteam/_layouts/15/guestaccess.aspx?guestaccesstoken=7%2b0k%2bDZAL1WByqj4P%2f5yupeq9h6nWCwEw6NPf4H%2f0E4%3d&docid=2_1dc7c28bc958246748d8d783101a0aa02&rev=1

http://avalon.law.yale.edu/ancient/hamframe.asp

https://dcsd.sharepoint.com/sites/socialstudiescurriculumwritingteam/_layouts/15/guestaccess.aspx?guestaccesstoken=ROk3w6I2ruuvtWavr11d%2frxdyzFF83B9GyQu3SKivmw%3d&docid=2_1ad4a9cf2574d4650b61b03c2ded91be9&rev=1


http://hrlibrary.umn.edu/education/thucydides.html

http://www.nlnrac.org/classical/aristotle/primary-source-documents

https://www.cs.colostate.edu/~malaiya/ashoka.html


http://wps.pearsoncustom.com/wps/media/objects/2427/2486120/chap_assets/documents/doc4_5.html



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Task 2 Student Directions:

You will write a resume for your individual based on your research done in task one. Your resume must include all components of a professional resume (contact information, objective, education, prior experience, accomplishments, and skills) properly formatted. For contact information, students should accurately identify the Mesopotamian/Greek/Roman/Indian/Chinese civilization they lived under. The prior experience section must include a description of the society these individuals lived under. For Greek/Roman candidates, students must describe origins and structure of the Greek polis, the Roman Republic, and the Roman Empire as applicable to their candidate. For Shi Huang Di and Asoka students must include the development of Chinese/Indian society. Finally, if Hammurabi was chosen, students must describe characteristics of Mesopotamian society. Task 2 Teacher Notes: Please provide examples of professional resumes to students to include formatting and proper language. Please provide a resume template to students.



Demonstrates advanced proficiency Ex.- o Includes all

components of a professional resume.

o Resume addresses all characteristics listed in task one.

All “3” criteria plus: o Provides one

additional specific example in "accomplishments" and "skills" section of resume.

o Provides multiple specific and accurate details regarding the characteristics of their respective society

o Provides an objective with an appropriate justification.

Demonstrates proficiency Ex.- o Includes all

components of a professional resume.

o Resume addresses all characteristics listed in task one.

o Provides detailed and accurate information regarding the society the individual lived in

o Provides one specific example in "accomplishments" and "skills" section of resume.

Demonstrates partial proficiency Ex.-Student includes all components of a resume but lacks details and accurate information regarding their respective society o

Does not meet proficiency Ex. Student is missing one or more components of the resume and does not include information about their respective society

https://dcsd.sharepoint.com/sites/socialstudiescurriculumwritingteam/_layouts/15/guestaccess.aspx?guestaccesstoken=x0CW%2f%2bJ5Pvoorht8%2bmuH%2fNA110QL0YzXIuZW3CerxdI%3d&docid=2_1a270be985d78418ab82edfbed9855c6d&rev=1



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Task 3 Student Directions: You will create a visual and oral presentation on your assigned individual. Your visual and oral presentation should include all components of your task one research, as well as their impact on the respective society. Students that have chosen Alexander the Great, Pericles, Julius Caesar, Augustus Caesar, Plato, Socrates or Aristotle must describe the impact their candidate had on to 2 of the 3 categories: Greek/Roman culture, politics, and technology as well as imagery related to their research and the 2 categories chosen. Those that chose Asoka and Shi Huang Di must include the impact their candidate had on two of the following in India/China: religion, culture, economics, politics, and technology as well as imagery related to their research and the 2 categories chosen. Finally, if Hammurabi was chosen they must describe his impact on two of the following in Mesopotamia: religion, culture, economics, politics, and technology as well as imagery related to their research and the 2 categories chosen.

You will present your visual to the class with the goal of persuading your audience that your individual is the best candidate for the principal position. Task 3 Teacher Notes: Students may create a visual of their choice, which could include a PPT presentation, Prezi presentation, poster board, skit/raps/songs/monologues/videos accompanied by an explanation that is relevant and supported by research. Provide students with a copy of organizer, and links to the following websites: Prezi, Smore. Canva, PictoChart, Google Slides.



Demonstrates advanced proficiency Ex.- Visual:

• Accurately addresses all components of their task one research.

• Includes three images related to their research on the impact the individual had on their respective society.

• Clarify and re-enforces the oral presentation.

Oral:

• Arguments are developed with sufficient and appropriate detail using key facts from their historical research of their impact on society.

Demonstrates proficiency Ex.- Visual:

• Accurately addresses all components of their task one research.

• Includes three images related to their research on the impact the individual had on their respective society.

• Clarify and re-enforces the oral presentation.

Oral:

• Arguments are developed with sufficient and appropriate detail using key facts from their historical

Demonstrates partial proficiency Ex.- Visual: The visual includes images and written details about each of the 6 components from Task 1 but only includes basic images of their individual Little to no information is given for their impact on society. Oral: Arguments are presented but lack sufficient and appropriate details about their impact on society

Does not meet proficiency Ex. Visual: The visual does not address all 6 components of the research and provide little to no links about their society. Oral: Voice, vocabulary and/or pronunciation are not sufficient and arguments presented have no details. o

https://prezi.com/

https://www.smore.com/

https://www.canva.com/

https://piktochart.com/

https://docs.google.com/presentation/u/0/



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• Speaker uses techniques to engage the audience.

• Speaker uses appropriate voice, vocabulary, and pronunciation.

All “3” criteria plus: o Visual adds impact

and interest to the oral presentation

o Makes clear links and connections between ideas.

o Speaker monitors audience and adapts presentation accordingly.

research of their impact on society.

• Speaker uses techniques to engage the audience.

• Speaker uses appropriate voice, vocabulary, and pronunciation.


Task 4 Student Directions: You will draft a recommendation letter for your preferred candidate based on your research and the presentations of your classmates. The recommendation letter should first include how the individual affected 2 of the following in their region: religion, culture, economics, politics, and technology. Then describe how these historical impacts would make a strong candidate for Principal. Your letter does not have to be for your originally selected candidate, it could be for the candidate that you are convinced is the best fit. Task 4 Teacher Notes: Provide examples of professional recommendation letters to students that include proper formatting and language. Provide a template for the letter of recommendation.



Demonstrates advanced proficiency Ex.- o Includes all

components of a professional letter of recommendation for hire.

o Letter includes two historical examples

Demonstrates proficiency Ex.- o Includes all

components of a professional letter of recommendation for hire.

o Letter includes two historical examples

Demonstrates partial proficiency Ex.- Student includes all components of a recommendation letter and includes only one example of their impact on their region.

Does not meet proficiency Ex. Student addresses some of the components of a recommendation letter and provides no historical examples to support their recommendation

https://www.monster.com/career-advice/article/sample-letter-of-recommendation

https://dcsd.sharepoint.com/sites/socialstudiescurriculumwritingteam/_layouts/15/guestaccess.aspx?guestaccesstoken=7Is78JaUh%2fNv7SzJtuWVU5kXCXjqdPtrJs1HU%2boN3kk%3d&docid=2_1a74ae8651cdb4dbcacc043ceab12d4b4&rev=1



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of the individuals impact in their region

o Letter has introductory paragraph, two justification paragraphs (One using relevant historical evidence from their region and one using evidence for hiring), and closing paragraph.

All “3” criteria plus: o Letter includes a

minimum of three justifications supported by specific, persuasive, and consistent evidence for hiring their individual.

of the individuals impact in their region

o Letter links the historical examples to justification for principal supported by relevant evidence

o Letter has introductory paragraph, two justification paragraphs (One using relevant historical evidence from their region and one using evidence for hiring), and closing paragraph.

o

o

Instructional Strategies


Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other



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Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Intervention Strategies

Intervention Strategies (Tiers 1, 2, 3)

Additional Supports in Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text

sets

Providing additional guided practice

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content process or product

Consistent reward system

Refer to students’ IEP or 504 plan

Assistive technology

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in different media

Pair-share

Modeling

Language scaffolds: eg, sentence frames

Deconstruct complex sentences and texts

L1 support

increased opportunities for

student-student talk

Strategic vocabulary instruction

Additional think time



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Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest, Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts, mathematics, science and/or social studies courses

Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration



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Instructional Resources and Materials

Suggested Resources Suggested Technology Resources

Primary Source Documents: Gilgamesh Greek Historians: Herodotus and Thucydides The Odyssey Twelve Tables Confucius Analects Mandate of Heaven A Dead Sea Scroll Rig Veda (Hinduism) Hammurabi's Code Compilation of Alexander the Great Sources Pericles Funeral Oration Compilation of Aristotle Sources Edicts of Ashoka Sima Qian on Shi Huang Di.

DBQ Project: Mini-Q's in World History

Maps: Eduplace ExploreThemed History of the Indian Ocean Tutorials: Ancient Civilizations Enrichment-Ancient Civilizations Four Noble Truths and Eightfold Path Multimedia: Discovery Education GPB-PBS Fall of Rome-Eight Reasons Spread of World Religions Spread of World Religions w/Empires

Presentations: Smore

Prezi

Canva

PictoChart Google Slides Assistive Technology Resources: Microsoft Assistance ELL Resources: WIDA "Can-Dos" Teaching Channel - ELL Timelines: ReadWriteThink Timeline

http://sourcebooks.fordham.edu/Halsall/ancient/asbook03.asp


http://college.cengage.com/history/primary/odyssey.htm

http://avalon.law.yale.edu/ancient/twelve_tables.asp

http://college.cengage.com/history/world/resources/students/primary/

http://college.cengage.com/history/world/resources/students/primary/

http://college.cengage.com/history/primary/deadseascroll.htm

http://sourcebooks.fordham.edu/india/indiasbook.asp

http://avalon.law.yale.edu/ancient/hamframe.asp


http://hrlibrary.umn.edu/education/thucydides.html

http://www.nlnrac.org/classical/aristotle/primary-source-documents


http://wps.pearsoncustom.com/wps/media/objects/2427/2486120/chap_assets/documents/doc4_5.html

https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/

http://explorethemed.com/Default.asp

http://indianoceanhistory.org/LessonPlan/ClassicalEra.aspx

http://www.historycentral.com/dates/

http://www.mrdowling.com/

http://www.bbc.co.uk/religion/religions/buddhism/beliefs/fournobletruths_1.shtml

http://www.discoveryeducation.com/

http://gpb.pbslearningmedia.org/search/?q=&selected_facets=supplemental_curriculum_hierarchy_nodes%3A5055&selected_facets=

http://www.history.com/news/history-lists/8-reasons-why-rome-fell

https://www.youtube.com/watch?v=AvFl6UBZLv4

https://www.youtube.com/watch?v=99DEwOChuVY&list=PLl5HQULu6k5q2h8SAY8a8WWdbTjgAAH-v&index=35

https://www.smore.com/

https://prezi.com/

https://www.canva.com/

https://piktochart.com/

https://docs.google.com/presentation/u/0/

https://www.microsoft.com/enable/default.aspx

https://www.wida.us/standards/CAN_DOs/

https://www.teachingchannel.org/blog/2014/11/04/english-language-learners-resources/

http://www.readwritethink.org/classroom-resources/student-interactives/timeline-30007.html



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Unit Vocabulary

Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

Compare Contrast Candidate Qualifications Personality Philosophy Social Position Accomplishments Describe Economics Technology Concepts Patterns Impact Analyze Factors Explain Justify Inform Argumentative Research Imagery Origins Structures Interactions Collapse

Culture City-state Dynasty Cultural diffusion Philosophy Religion Monotheism Polytheism Empire Satrap Pharaoh Theocracy Pyramid Hieroglyphics Hinduism Papyrus Steppes Migration Subcontinent Monsoon Caste Reincarnation Karma Buddhism Nirvana Karma Patriarchal Matriarchal Filial piety Bureaucracy Autocracy Confucianism Mandate of Heaven Epic Myth Polis Aristocracy Hellenism Direct Democracy Republic Empire Christianity Senate Consul Plebian

ELAGSE9-10W4 Resume Creation-Task 2: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

ELAGSE9-10SL4 Oral Presentation-Task 3: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

ELAGSE9-10W1 Argumentative Writing- Task 4: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain an appropriate style and objective tone. e. Provide a concluding statement or section that follows from and supports the argument presented.



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Patrician Dictator Legion Triumvirate Aqueduct Bantu migration



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Weekly Planner Course: World History Unit: 1 Ancient Civilizations

Pacing Priority (in bold) and Supporting Standards

Engaging Learning Experiences

Core Instruction (in bold) and additional resources

Formative Assessments

Before Unit All priority standards Pre-Assessment

Week 1 Start date: ______

SSWH1abcde SSWH2ab SSWH3abc MGS6 IPS1 IPS16

Intro: Engaging Scenario

and

Task 1: Research in cooperative groups (2-3).

• Mesopotamia SPRITE Chart

• Egypt SPRITE Chart • Compare

Mesopotamia & Egypt via Venn Diagram

• India SPRITE Chart • China SPRITE Chart • Introduce the Olmecs

via a mini-lecture & map activity.

Discussion of the Essential Questions (throughout unit) Task 1 scoring guide-rubric Suggested informal progress monitoring checks:

• Exit ticket tied to proficiency level elements in the rubric.

• Written response to the essential question.

• Given an answer the student will create a relevant question.

https://dcsd.sharepoint.com/sites/socialstudiescurriculumwritingteam/_layouts/15/guestaccess.aspx?guestaccesstoken=0p1l59vMg42FtgFq%2bBGQd8gNX1lLOlDAaABTCMqTcMQ%3d&docid=2_107e86bb638ed45e1abdc338567215742&rev=1


https://dcsd.sharepoint.com/sites/socialstudiescurriculumwritingteam/Shared%20Documents/World%20History/Unit%201%20(Ancient%20Civilizations)/Unit%201%20Resources/WorksheetWorks_Comparative_Analysis_1.pdf





http://www.crystalinks.com/olmec.html



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Weeks 2


Task 1: Research in cooperative groups (2-3).

• Introduce Primary Sources via Rig Veda (Hinduism), Gilgamesh

• Introduce monotheism via mini-lecture

• Compare monotheism and polytheism via Gilgamesh Flood and Hebrew Flood Stories

• Map activity with Bantu Migration





Week 3


Task 1: Research in cooperative groups (2-3)

• Mini-lecture about Hinduism and the caste system, read & discuss Rig Veda

• Mini-lecture about Buddhism (must include Silk Road), read & discuss Eight Fold Path and Four Noble Truths








https://twowritingteachers.org/2012/05/04/mini-lectures/

https://college.cengage.com/history/west/resources/students/primary/gilgamesh.htm

http://www.octorara.k12.pa.us/cms/lib07/PA01916570/Centricity/Domain/208/Ch%2003-Section%2004-Different%20Perspectives.pdf

https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_06_206_bantu/AC_06_206_bantu.html

https://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_06_206_bantu/AC_06_206_bantu.html








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Week 4

SSWH1abcde SSWH2ab SSWH3abc IPS16

Task 2: Resume

• Maurya & Gupta research case studies, focus on Ashoka (Maurya) and Golden Age (Gupta).

• SPRITE for Zhou, Qin, Han (must include Silk Road) & primary source Analects (Confucius)

• Scavenger hunt with Indian Ocean Trade Map

• Work on Task 2 of engaging scenario





Week 5 SSWH1abcde SSWH2ab SSWH3abc

Task 3: Oral & Visual Presentation

• Citizenship in Athens and Rome, which was the Better System? DBQ Project: Mini-Q (3 Days)

• Student presentations on Task 3 of engaging scenario. (2 Days)


• Check thesis statements from Mini-Q.

• Check Bucketing from Mini-Q

Feedback from Task 3

Week 6

SSWH1abcde SSWH2ab SSWH3abc IPS11 IPS14 IPS16

Task 4: Letter of Recommendation

• Mini-project Greek v. Roman Gods

• Mini-lecture on origins & diffusion of Christianity

• Eight Reasons Rome Fell Reading then justify why Rome fell


• Exit ticket tied to Mini-project

http://www.ancient.eu/Ashoka/

http://www.ancient.eu/Gupta_Empire/

https://dcsd.sharepoint.com/sites/socialstudiescurriculumwritingteam/Shared%20Documents/World%20History/Unit%201%20(Ancient%20Civilizations)/Unit%201%20Resources/Generic%20SPRITE%20Chart.doc

http://college.cengage.com/history/primary/analects.htm



https://dcsd.sharepoint.com/sites/socialstudiescurriculumwritingteam/_layouts/15/guestaccess.aspx?guestaccesstoken=NFlPVNFfHNJ%2bjT5kAMOpt7WihcxpC%2bJ%2feANLHR8aPU0%3d&docid=2_18e5438c58dde41d1afc68209c34560ca&rev=1

https://dcsd.sharepoint.com/sites/socialstudiescurriculumwritingteam/_layouts/15/guestaccess.aspx?guestaccesstoken=NFlPVNFfHNJ%2bjT5kAMOpt7WihcxpC%2bJ%2feANLHR8aPU0%3d&docid=2_18e5438c58dde41d1afc68209c34560ca&rev=1





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(argumentative writing)

• Timeline Activity for world religions, major empires, early civilizations.

• Work on Task 4 of engaging scenario



Post Assessment

http://www.readwritethink.org/classroom-resources/student-interactives/timeline-30007.html