Post on 05-Jul-2020
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6.H.1.2 Summarize the literal meaning of historical documents in order to establish context.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