Ancient Civilizations: Early Civilizations and Egypt, China and India, Greece and Rome, Slides of Ancient history

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Social Studies Core Units

Course Title: Ancient Civilizations Unit Title: Early Civilizations and Egypt Length of Unit: 7 days

Grade Level: 9th grade

Standards & Benchmarks

Essential Questions, Learning Targets & “I can” Statements

Key Vocabulary Suggested Assessment Possible Resources

F1- World Historical and Geographical "Habits of Mind" and Central Concepts

F2- Systems of Human Organizations

F4- Regional Interactions

*I can correctly use A.D. and B.C. when identifying and discussing events in history. *I can contrast the lifestyle of a nomad with my lifestyle. *I can use the six characteristics of civilizations to evaluate Egypt's claim as the first civilization in history. *I can contrast and identify pictogram and phonetic languages. *I can identify major events and societal changes in the Old, Middle, and New Kingdoms of Egypt.

A.D., B.C.,

history, Great Revolution, nomadic, civilization, domestication, job specialization, polytheistic, pictograms, phonetic, Nile River, irrigation, Rosetta Stone, papyrus, pharaoh, pyramid, vizier, mummification

*Evaluation of Egypt: Determine if Egypt was the world's first civilization. Did it might the criteria laid out in the six categories? *Group creation of a written language. Other groups then identify is it is pictogram or phonetic. *Group pre and post challenge of matching historical events and changes in each kingdom of Egypt's history. *Discussion post: Agree or disagree with this statement and defend your answer. "American burial rituals are very similar to ancient Egyptian burial rituals." *Group assignment and class discussion: Using the document, choose which area is best for a settlement and be ready to defend your answer.

*Great Revolution notes *Backpacking gear to illustrate nomadic lifestyle *What is a Civilization notes *Egyptian history and culture worksheet *Egyptian history chart *Website detailing mummification process http://www.ancientegypt.co.uk/mum mies/home.html *Pictures of mummies, Rosetta Stone, pyramids *Egyptian Society and Religion notes *Annotation strategies handout *DBQ introduction packet

*I can compare and/or contrast ancient Egyptian burial rituals with those in modern America. *I can use documents as evidence to defend my view and answer.

*Unit One Test

Social Studies Core Units

Course Title: Ancient Civilizations Unit Title: Ancient Middle East Length of Unit: 6 days

Grade Level: 9th grade

Standards & Benchmarks

Essential Questions, Learning Targets & “I can” Statements

Key Vocabulary Suggested Assessment

Possible Resources

F1- World Historical and Geographical "Habits of Mind" and Central Concepts

F2- Systems of Human Organizations

F4- Regional Interactions

*I can compare and contrast the geography of Egypt and the Ancient Middle East. *I can identify and evaluate the importance of achievements made by civilizations in the Ancient Middle East. *I can compare and contrast the Law Code of Hammurabi with current civil and criminal laws. *I can analyze the methods of maintaining control of empires (Persians: tolerance, Assyrians: brutality) and the benefits

Fertile Crescent, Mesopotamia, Tigris River, Euphrates River, ziggurat, city-state, stylus, cuneiform, bazaar, law code, common law, ironmaking, Hanging Gardens, alphabet

*Group and class discussion of geography of Egypt and the Ancient Middle East *Individual definition of key terms, then Pictionary with terms *Group charades of the various achievements made in the Ancient Middle East *Writing assignment: Choose one achievement made in the Ancient Middle East and argue

*Key Terms in Ancient Middle East worksheet *Achievements of Ancient Middle East worksheet *Website providing examples of Hammurabi's laws: http://avalon.law.yale.edu/ancient/hamframe.asp *Website providing some examples of modern laws: http://www.criminaldefenselawyer.com/topics/michiga n-crimes-laws-penalties

and drawbacks of each.

why it was the most important and significant. *Group chart comparing and contrasting Hammurabi's law code with laws of today *Discussion board: Analyze either the Persians' or Assyrians' style of governance. Include positives and negatives. *Unit Two Test

Social Studies Core Units

Course Title: Ancient Civilizations Unit Title: China and India Length of Unit: 13 days

Grade Level: 9th grade

Standards & Benchmarks

Essential Questions, Learning Targets & “I can” Statements

Key Vocabulary Suggested Assessment Possible Resources

F1- World Historical and Geographical "Habits of Mind" and Central Concepts

F2- Systems of Human Organizations

F3- Growth and Development of World Religions

F4- Regional Interactions

4.1.3 Trade Networks and Contacts

*I can describe the earliest Indus River civilization and some reasons for why it disappeared. *I can evaluate different methods of communication used throughout history. *I can compare and contrast the caste system of India with the social mobility of modern America. *I can evaluate the leadership qualities of kings in ancient India. *I can explain, through cause and effect, how global trade impacted the Maurya and Gupta Empires in India.

*Indus River, Ganges River, monsoon, plateau, oral tradition, rajahs, caste system, social mobility, untouchables, base 10, vaccinations, secret police, global trade, Mandate of Heaven, feudalism, clan, ancestor worship, monopoly, Silk road, ancestor worship, Confucianism, filial piety, collective, civil

*Create your own adventure story, written by groups, using the features of and disasters that ended the Indus River civilization *Telephone activity with both spoken, written, and texted communication *Written response: Evaluate how communication has changed throughout history and defend whether communication has gotten better or worse as time has gone by. *Discussion: contrast the caste system of ancient India with the social system of modern America. *Considering the quote provided, provide examples from history that help you prove whether Chandragupta or Asoka was the better king.

*India's history and caste system worksheet *Website about the caste system: http://www.mrdowling.com/612-ca ste.html *Website about the untouchables in India: http://ngm.nationalgeographic.com /ngm/0306/feature1/ *Notes over Gupta and Maurya empires *Primary source document from the Ramayana *One Child Policy article *Primary source from The Analects of Confucius *Chart about Shang and Zhou dynasties *Chart about Han dynasty *Notes over Hinduism and Buddhism *Video clips from Groundhog Day to illustrate Eastern religions

*I can explain what the One Child policy is, why has been implemented, and its effects on China. *I can find and explain the reasons for geographic similarities among all of the early civilizations of the world. *I can explain how an economic monopoly happens and identify some modern day ones. *I can describe the Chinese language and the difficulties in learning it. *I can contrast the cultural effects that Confucius had on Chinese culture with the values of American culture. *I can evaluate the effect of advancements made during the Han dynasty and find connect those achievements to today. *I can compare and contrast the religions of Hinduism and Buddhism.

service exam, suspension bridge, anesthetics, acupuncture, moksha, reincarnation, meditation, nirvana, dharma, karma

*Group creation of an illustration or cartoon, with dialogue, that shows the cause and effect nature of trade on Maurya and Gupta India. *Class discussion: Why has China implemented the One Child policy? How has it affected their society, values, etc.? *Map that needs to be labeled for all of south and eastern Asia. *Group creation of a business model to create and control a monopoly, defending the ways and reasons for that particular monopoly. *Group video showing contrasting cultural values between Confucian ideals and typical American ideals. *Written response: Choose two of the achievements made by the Han dynasty and evaluate their impact on all of history. *Essay: Compare and contrast the religions of Hinduism and Buddhism. *Unit Three Test

*Pictures of Great Wall, China, and India

Social Studies Core Units

Course Title: Ancient Civilizations Unit Title: Africa and the Americas Length of Unit: 8 days

Grade Level: 9th grade

Standards & Benchmarks Essential Questions, Learning Targets & “I can” Statements

Key Vocabulary Suggested Assessment Possible Resources

F1- World Historical and Geographical "Habits of Mind" and Central Concepts

F3- Growth and Development of World Religions

4.1.2- World Religions

4.1.3- Trade Networks and Contacts

4.2.1- Growth of Islam

4.3.1- Africa to 1500

4.3.2- The Americas to 1500

5.2.2- Trans-African and Trans-Atlantic Slave Systems

*I can summarize key points in a passage. *I can identify similarities and differences between civilizations that formed in Asia and those in the Americas. *I can describe physical features of camels and how they impacted the development of Africa. *I can describe the conditions that existed in the African slave trade. *I can explain the Triangular trade and connect it to modern trade practices. *I can describe African civilization and detail challenges that it faced *I can describe and explain the major beliefs of Islam. *I can compare and contrast the religion of Islam with Buddhism and Hinduism.

Land bridge, tribute, road network, quipu, terraces, savanna, jungle, slave trade, Triangular Trade, colonialism, the Koran, the Five Pillars, Ramadan, mosque, the Hajj,

*Group then individual work on summarization of passages from textbook. *Group task: We have learned that all civilizations share six major features, however each is unique. Create a list of ways that the civilizations of Asia and the Americas were similar and different. Come to a conclusion and defend it as to whether they were more similar or more different. *Written response: Defend or attack the following statement with evidence and facts. The camel has been the most influential and useful animal in history. *Group discussion and reading over the slave trade and its origins. *Drawing of a map that label and explains the triangular

*Worksheet over history of Middle America *Pictures of Indian civilizations in America *Worksheet detailing empire of the Incas *Notes about West African civilization *Article detailing features and uses of camels in history *Primary source describing the African slave trade *Article explaining the Islamic dress code *Notes about Islam

trade with another map depicting a modern triangular trade included as well. *Written response: Explain several challenges that African civilization has experienced. What are some challenges that you see America needing to overcome in order to remain powerful and important? *Picture album: find pictures and give them captions that will describe and explain the Five Pillars of Islam. *Group discussion: What are some similarities and differences between the religions of Islam and Buddhism and Hinduism? *Unit Four Test

Social Studies Core Units

Course Title: Ancient Civilizations Unit Title: Greece and Rome Length of Unit 14 days

Grade Level: 9th grade

Standards & Benchmarks Essential Questions, Learning Targets & “I can” Statements

Key Vocabulary Suggested Assessment Possible Resources

F1- World Historical and Geographical "Habits of Mind" and Central Concepts

F2- Systems of Human Organization

F3- Growth and Development of World Religions

F4- Regional Interactions

4.1.1- Crisis in the Classical World

4.1.3- Trade Networks and Contacts

*I can evaluate different forms of governments. *I can describe the society of Sparta and its overarching purpose. *I can describe the dangers of democracy seen in Athens and how the Athenians sought to protect their democracy. *I can compare and contrast the societies, governments, and values of Sparta and Athens. *I can identify key aspects of Greek culture and religion in the movie Troy *I can compare and contrast the Greek

Polis, monarchy, oligarchy, aristocracy, democracy, phalanx, helot, barracks, tyrant, ostracism, tragedy, drama, Olympics, underworld, honor, philosophy, Socratic method, the Golden Mean, republic, Senate, consul, tribune, patrician, plebeian, dictator, Pax Romana, aqueduct, bread and circuses, Colosseum, crucifixion, the Bible, the Pope, monotheistic, the Ten Commandments, Messiah

*Evaluate the four types of governments in ancient Greece. Which do you think is the best and which is the worst. Defend your choice with reasons and examples. *Role play: choose either Athens or Sparta and create a skit describing it's society, government, or values. *Class discussion after the skits to compare and contrast the differences and determine which city America is more like today. *Record a movie review with a script that includes details about the movie, characters, and

*Notes about types of governments *Notes about Sparta *Notes about Athens *Worksheet about the society of Sparta *YouTube clips showing the training and military formation that made Sparta great *Worksheet over Greek theater and Olympic Games *Movie Troy *Notes about Greek philosophy *Worksheet over Alexander the Great *Pictures of Greece

Olympic games with the modern Olympics. *I can evaluate the usefulness of Greek philosophy. *I can compare the government of ancient Rome to the government of America. *I can describe problems the Roman empire experienced, solutions attempted, and the fall of the empire. *I can evaluate problems Rome experienced and connect them to potential problems America is facing. *I can compare and contrast the religions of Christianity and Judaism with the others we have studied.

connection to Greek culture and religion. *Essay: compare and contrast the Greek and modern Olympic games. *Discussion: Do you think that Socrates' quote or Aristotle's Golden Mean is more useful and applicable to your life today? Defend with details and examples. *Written response: Show your understanding of how Roman government combines Greek forms of government and how it is similar to the system of government in use in modern America. *Group work: Choose two issues mentioned in class that both Rome and America share. Research how Rome attempted to solve the issue and evaluate America's possible solutions and present your findings and recommendations to the class. *Class discussion: What are some detailed comparisons and contrasts between all of the major

*Notes about Roman government *Notes about the fall of the Roman empire *Video showing Roman architecture and science *Pictures of ancient Rome *Clip from movie Gladiator *Notes about Christianity *Notes about Judaism

religions that we have studied? *Unit Five Test