WS/FCS

Unit Planning Organizer

Subject(s) Social Studies Conceptual Lenses

Grade/Course 6th Grade Migration

Settlement patterns

Resources

Rule of law

Unit of Study Early Humans & Rise of Civilization

Unit Title “Caves to Cities”

Pacing 12 days

Unit Overview

The points of focus in this unit include the evolution of hominids through modern man, the effects of the availability and scarcity of resources on early patterns of migration and settlement, and the role and evolution of laws and legal systems.

Hominids to Modern Man: This period of time begins with what is known as “pre-history”, or events that occurred before the invention of writing. Fossils and artifacts are studied by scientists to gain knowledge. The earliest humanlike creatures were called hominids, who learned how to start fires. These hominids were hunters and gatherers for approximately 240,000 years before they developed the ability to farm and herd animals. Farming changed life for these people drastically. No longer did they need to follow herds of animals or search for food.

Development of Civilizations: People began to settle into villages and towns. Civilizations developed as these groups of people grew and needed organization.

Mesopotamia: Several of these earliest civilizations were located in Mesopotamia, the land between the Tigris and Euphrates Rivers. The geographic features and the availability of necessary resources made this land conducive to settlement.

Hammurabi: A king named Hammurabi united the city-states of Mesopotamia into the Babylonian Empire. Hammurabi codified laws and had them recorded in stone. These laws laid the foundation for governments and legal systems that would develop later in history.

Unit Enduring Understanding(s) Unit Essential Question(s)

The availability or scarcity of resources may affect the migration and settlement of people.

When groups of people live close together, the need for laws and a system for enforcing them often arises.

How does the availability or scarcity of resources affect migration and settlement of people?

Why do people living in large groups or societies need laws and law enforcement?

Essential State Standards

Priority Objectives Supporting Objectives

6.H.1.2 Summarize the literal meaning of historical documents in order to establish context.

6.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions.

6.C&G.1.4 Compare the role and evolution of laws and legal systems in various civilizations, societies and regions.

6.G.1.3 Compare distinguishing characteristics of various world regions.

6.G.2.1 Use maps, charts, graphs, geographic data and available technology to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions.

“Unpacked” Concepts (students need to know)

“Unpacked” Skills (students need to be able to do)

COGNITION (RBT Level)

6.H.1.2 □ Literal meaning of historical

documents □ Establishing context

6.H.1.3 □ Primary & secondary sources □ Historical perspectives

6.G.1.1 □ Physical features □ Human characteristics □ Development of civilizations,

societies & regions 6.C&G.1.4

□ Role and evolution of laws and legal systems

6.H.1.2 □ SUMMARIZE (literal meaning)

6.H.1.3

□ USE (primary & secondary sources)

□ INTERPRET (perspectives) 6.G.1.1

□ EXPLAIN (features/characteristics influenced development)

6.C&G.1.4 □ COMPARE (laws/legal

systems in various societies)

6.H.1.2 □ Understand

6.H.1.3 □ Apply □ Apply

6.G.1.1 □ Analyze

6.C&G.1.4 □ Analyze

Unit “Chunking”

& Enduring

Understandings

Essential

Factual

Content

Suggested Lesson

Essential Questions

H G C

&

G

E C

Hominids to

Modern Man

The needs of

mankind result in

the development of

technology to

make life easier.

Evolution of man from hominid to Homo sapiens sapiens

Progression from Paleolithic hunter/gatherers to herders to farmers (Neolithic Revolution)

domestication of animals

What are the markers of change over time in the development of prehistoric man?

2.3

How did life in the Neolithic period compare to life in the Paleolithic period?

2.3

How were tools/artifacts used by Neolithic man more advanced than those used by Paleolithic man?

2.3

What inventions made it possible for man to farm?

2.3

Development of Civilizations The ability to farm and grow food enabled the creation of permanent settlements.

Building of dams to control flooding

irrigation

division of labor

Revolution of agriculture

How did the invention of agriculture relate to the beginning of civilization?

1.1

1.4

1.2

Civilizations share common characteristics

What are the characteristics of a civilization?

1.1 1.1

1.2

1.3

Mesopotamia

The availability or

scarcity of

resources may

affect the migration

and settlement of

people.

resources need for survival

Tigris River

Euphrates River

Fertile Crescent

Mesopotamia- fertile floodplain

movement of people

city-states

development

What resources do people NEED in order to survive?

How would the scarcity of resources affect how and where people live?

1.1 1.1

Why was Mesopotamia one of the earliest areas of settlement in world history?

1.1

Written language

impacts the

creation,

organization, and

How did the city-states of Mesopotamia use written language in the organization of their societies?

1.1

interactions of

civilizations.

of writing- cuneiform

scribes

living in groups beyond family… villages, societies, civilization

Sumerians

Babylonians

Code of

Hammurabi

When groups of

people live close

together, often the

need for laws and

a system for

enforcing them

arises.

Rule of Hammurabi

need for military

codification of laws

“Eye for an eye”

Why do groups of people need laws?

1.1

1.4

How do the laws of Hammurabi compare to our laws today?

2.2 1.4

Sub Concepts

HISTORY

Change

GEOGRAPHY

Movement

Resources

CIVICS & GOVERNMENT

Civilization

Rule of Law

ECONOMICS

Scarcity

Resources

Needs & Wants

CULTURE

Civilizations

Language

Achievements

Essential Vocabulary Enrichment Vocabulary

fertile

migration

scarcity

city-state

artifacts

empire

primary/secondary sources

civilization

archaeologists

evolution

fossils

hominids

codify

Enrichment Factual Content

Sumer

ziggurat

Ur

Epic of Gilgamesh

Phoenicians & alphabet

Akkadians

Hittites

Assyrians

Nebuchadnezzar II

Hanging Gardens of Babylon

Language Objective EXAMPLES

Key Vocabulary LO: SWBAT define and explain the terms migration, scarcity, empire and

artifacts.

Language Functions LO: SWBAT explain how environments can influence the development of civilizations.

Language Skills LO: SWBAT read two passages about the laws in two different societies

and identify the similarities and differences between the two. (Reading passages should

be chosen/modified in accordance with the LEP students’ zone of proximal development).

Grammar and Language LO: SWBAT use comparatives in writing assignments (more than,

less than, greater, shorter, longer, etc.) by comparing the laws of two different societies. Ex.

The punishment for stealing in Babylon was much more harsh than it is today in our state.

Lesson Tasks LO: SWBAT read and summarize a passage about the laws in a society and

explain this summary to a group.

Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer analyzing and identifying the causes and effects of particular laws in a society. (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other supplement to complete this activity using this strategy).

Historical Thinking and Geography Skill Resources ○ “Straight Ahead” □“Uphill” ∆“Mountainous”

Historical Thinking Geography Skills

6.H.1.1 Construct charts, graphs & historical narratives to explain particular events or issues over time.

Students can use the information included on this site to create a chart that shows the evolution of hominids to modern man PBS Evolution Printable

6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 6.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

Virtual tour of the caves at Lascaux. This primary source will allow them the opportunity to interpret details about life during the Paleolithic era. Caves of Lascaux

These sites contain resources for using Hammurabi’s Code with your students:

○Eduplace □ Hammurabi’s Code, Hammurabi’s Code 2 ∆ Hammurabi’s Code – Primary Source, Hammurabi’s Code – Primary Source 2

6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions.

National Geographic article that includes map of development of agriculture.

Maps of Mesopotamia, Babylon, Maps of Mesopotamia, Babylon 2

Map of Early Human Migration

6.G.2.2 Construct maps, charts and graphs to explain data about geographic phenomena (e.g., migration patterns and population, resource distribution patterns, etc.)

Students can construct their own timeline or map while viewing the Journey of Mankind interactive site

.

General Unit Resources

○ “Straight Ahead” □“Uphill” ∆ “Mountainous”

○ Mesopotamia overview

Mr. Dowling’s Electronic Passport to Mesopotamia

□ Life in Mesopotamia

Dig into Mesopotamia

Lesson Plan ideas for Law in Mesopotamia

Collection of Resources for Early History of Man

Collection of Resources for Mesopotamia

∆ Collapse of Mesopotamia

Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight

Ahead (less challenging for struggling readers), Uphill (having some challenging words and more

complex sentence structure that is appropriate for on-grade level readers), or Mountainous

(containing challenging vocabulary, complex sentences, and more abstract ideas).

Performance Assessments

Item # Formative

Assessments

Task Description

1 Explain what made Mesopotamia an ideal area for settlement.

Students will write a short response to the question “Why was the geographic location of Mesopotamia the perfect place for a civilization to develop?”

2 Summarize literal meaning of Hammurabi’s Code and context in which it was written

Students will complete a graphic organizer that highlights several of the laws from the Code of Hammurabi. They will be able to see the direct relationship between the offense and the punishment. Students will also see evidence of social classes within the civilization of Babylon.

3 Understand role of laws and legal system in Mesopotamia in order to make comparisons in future units

Students will write a short response to the question “What purpose(s) did the laws of Hammurabi’s Code serve in Babylonian society?”

Summative Assessment

4 Culminating

Task

Apply student learning Students will create a newspaper from Ancient Mesopotamia that includes:

a feature story that highlights a key person, place or event from this unit

a real estate ad that promotes positive attributes of Mesopotamia’s geographic location and features

a police report section that includes a description of three crimes committed and the punishment given for each offense

a letter to the editor that expresses your opinion supporting or opposing the Code of Hammurabi with examples from the Code to support your opinion

Performance Task #1: Use the images below and your knowledge of social studies to answer the

following question: “Why was the geographic location of Mesopotamia the perfect place for a

civilization to develop?”

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Images from: http://www.buhlerschools.org/index.aspx?NID=1497,

http://dominiosperu.com/hilary-ancient-mesopotamia-entertainment/,

http://www.mitchellteachers.org/WorldHistory/MrMEarlyHumansProject/MrMSumer

ianCivilizationAchievements.html

Scoring Guide for Performance Task #1

“Why was the geographic location of Mesopotamia the perfect place for a civilization to

develop?”

Advanced Proficient Progressing Beginning

Student includes all of the

“Proficient” criteria PLUS

an example of higher

level thinking. For

example:

Tigris & Euphrates

Rivers provided

transportation of

goods that helped

build the economy

of Mesopotamia

city-states

Geographic

features

surrounding

Mesopotamia

provided natural

protection from

invasions that

allowed civilization

to grow

Makes connection

to settlement

patterns of the US

Student recognizes and

explains the need for fresh

water for:

human survival

herds of animals

farming

Student states that the

surrounding land is not

conducive for settlement by

mentioning:

Zagros/Taurus

Mountains

Arabian Desert

Student includes 4 of

the “Proficient”

criteria in written

response.

Student includes

fewer than 4 of the

“Proficient” criteria

in written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of

knowledge and skills included in assessed objectives.

Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-

directed higher level thinking/sophistication. This criteria does not apply to MORE work… it implies a

deeper understanding.

Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-

up” to their work.

Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-

up”. Re-teaching needed to correct misconceptions or reach understanding.

Performance Task #2: Please use the following primary source and complete the attached

graphic organizer.

Before this portrait let every man who has a legal dispute come forward, read this text, and heed its precious words. The stone tablet will enlighten him in his trouble, and thus may he find justice and breathe easier in his heart, speaking these words: “Hammurabi is a king who cares for his people like a loving father.” 1 If a man bring an accusation against a man, and charge him with a capital crime, but cannot prove it, he, the accuser, shall be put to death. 22 If anyone is committing a robbery and is caught, then he shall be put to death. 53 If a man neglect to strengthen his dike and do not strengthen it, and a break be made in his dike and the water carry away the farm-land, the man in whose dike the break has been made shall restore the grain which he has damaged. 195 If a son strike his father, they shall cut off his fingers. 196 If a man destroy the eye of another man, they shall destroy his eye. 198 If he put out the eye of a freed man, or break the bone of a freed man, he shall pay one gold mina. 199 If he put out the eye of a man's slave, or break the bone of a man's slave, he shall pay one-half of its value.

218 If a physician operate on a man for a severe wound with a bronze lancet [surgical knife] and cause the man’s death; or open an abscess (in the eye) of a man with a bronze lancet and destroy the man’s eye, they shall cut off his fingers. 229 If a builder build a house for a man and do not make its construction firm, and the house which he has built collapse and cause the death of the owner of the house, that builder shall be put to death. 282 If a slave tries to leave his master, his master will cut off the slave’s ear. I, Hammurabi, who was a perfect king to the Down-trodden people entrusted to me … I gave the people beautiful places, kept all pressing needs far away, and made their lives easier. With the mighty weapons given me by the gods Zababa and Ishtar, with the wisdom granted me by Ea, with the powers I hold from Marduk, I wiped out enemies on every side, put an end to wars, brought prosperity to our land, allowed men to live in peace and let no one fall upon them or harass them. … My righteous shadow has stretched across my city, I have gathered Sumer and Akkada in my arms, that they might thrive under my protection. I shield them in my peace and protect them in my wisdom. That the strong might not oppress the weak, that the widow and orphan might receive their due, here in Babylon . . .

have I inscribed my precious words on a memorial stone and erected my statue as King of Justice.

from Robert Francis Harper, The Code of Hammurabi, King of Babylon (Chicago: The University of Chicago Press, 1904). Reprinted in Pierre Schwob, ed., Great Documents of the World: Milestones of Human Thought (Maidenhead, England: McGraw Hill, 1977).

Performance Task #2: Use the primary source to complete this graphic organizer.

Law # Crime Punishment WHO is the law designed to protect and

WHY is the law needed?

1

22

53

195

196

198

199

218

229

282

Scoring Guide for Performance Task #2

Interpreting Primary Source: Hammurabi’s Code

Advanced Proficient Progressing Beginning

Student includes all

of the “Proficient”

criteria PLUS can

accurately analyze

WHY the law is

needed in society for

at least 7 of the 10

laws.

Student correctly

identifies 24 of

the 30 (80%)

crimes,

punishments and

beneficiaries

(WHO) from the

primary source.

Student correctly

identifies at least

21 of the 30

(70%) crimes,

punishments and

beneficiaries

(WHO) from the

primary source.

Student correctly

identifies less

than 21 of the 30

(70%) crimes,

punishments and

beneficiaries

(WHO) from the

primary source.

Proficient: Student gives a solid, consistent performance and demonstrates competency of

knowledge and skills included in assessed objectives.

Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-

directed higher level thinking/sophistication. This criteria does not apply to MORE work… it implies a

deeper understanding.

Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-

up” to their work.

Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-

up”. Re-teaching needed to correct misconceptions or reach understanding.

Performance Task #3: Based on what you know about Hammurabi’s Code, please respond to the

following question: “What purpose(s) did the laws included in Hammurabi’s Code serve in

Babylonian society?” Consider how life in Babylon was changed and who was helped by the laws.

Use examples from the Code to support your answer.

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Scoring Guide for Performance Task #3

“What purpose(s) did the laws included in Hammurabi’s Code serve in Babylonian society?”

Advanced Proficient Progressing Beginning

Student includes all of the

“Proficient” criteria PLUS

an example of higher

level thinking. For

example:

Predicting what life

would be like

without the laws

Makes connection

to laws of the US

or NC

Explains how the

laws support the

social class

system in Babylon

(different

punishments for

the same crime

depending on

status of victim)

Student explains the

need for laws in society

for the following purposes

with appropriate

examples from the

primary source:

Protection from

violent

acts/physical harm

Protection of

property

Protection of

rights/”freedoms”

(keeps people

from being taken

advantage of)

Student includes 2 of

the “Proficient” criteria

in written response.

Student includes

fewer than 2 of the

“Proficient” criteria in

written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of

knowledge and skills included in assessed objectives.

Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-

directed higher level thinking/sophistication. This criteria does not apply to MORE work… it implies a

deeper understanding.

Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-

up” to their work.

Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-

up”. Re-teaching needed to correct misconceptions or reach understanding.

Unit 2 Culminating Performance Task: Ancient Mesopotamia News

Imagine that you are the editor of the Mesopotamia Record, a newspaper that reports on

happenings in ancient Mesopotamia. Your next edition is almost ready to go to press. It needs a few

items added before it is ready to roll.

Please create a “front page” for the Mesopotamia Record that includes the following items:

1. Nameplate that includes the name of the newspaper and publication date

2. Main story that highlights what you consider to be the most interesting part of this unit. This

could be about a key place, key person, key event or any other “news-worthy” information from

this unit. You need an image to accompany this story.

3. A real estate advertisement that promotes positive attributes of Mesopotamia’s geographic

location and features

4. A “police report” section that includes a description of three crimes that have been committed

and the punishment given for each offense. Create characters and details to tell the stories of

these crimes.

5. An editorial that expresses your opinion supporting or opposing the Code of Hammurabi with

examples from the code to support your position. Has the Code made Babylon a better place

to live?

Scoring Guide for Culminating Performance Task:

Mesopotamia Record Newspaper

Advanced Proficient Progressing Beginning

Student includes all of the

“Proficient” criteria PLUS

an example of higher level

thinking. For example:

Advanced level of

sophistication and

creativity in plot

developed for

police report

scenarios

Suggestions for

how the Code of

Hammurabi could

be improved

Analysis of how the

Code of

Hammurabi

influenced future

law codes and

legal systems

Student submits factually based work for the following required items:

Nameplate that includes the name of the newspaper and publication date

Main story that highlights what you consider to be the most interesting part of this unit

Image related to headline story

A real estate advertisement that promotes positive attributes of Mesopotamia’s geographic location and features

A “police report” section that includes a description of three crimes and the punishment given for each offense

Crime #1

Crime #2

Crime #3

An editorial that expresses your opinion supporting or opposing the Code of Hammurabi with examples from the code to support your position.

Student work exhibits the following qualities:

Correct spelling and grammar

Student includes 7

of the required

“Proficient” items

and has only minor

issues with the

quality criteria in

written response.

Student includes

fewer than 7of the

required

“Proficient” items

and has multiple

issues with the

quality criteria in

written response.

Neatness and attention to detail

Unit Reflection

What worked well? What didn’t work well?

Suggestions for Change