De La Salle Santiago Zobel School

High School Social Studies Unit

AY 2014-2015
CURRICULUM MAP

Enduring
Understanding
Essential
Question

Lasallian
Guiding
Principles

Transfer Goal

Assessments
(Evaluations)
FOR (Formative)
SUM (Summative)

Activities/Strategies
Best Practices

Resources

Performance Task

Term 1

Skills

Performance
Standards

Competencies

Content
Standards
Unit Topic and
Content

Month

Term
Number

SUBJECT: World Economics: Early Civilizations to the Rise of Capitalism

GRADE LEVEL: Grade 9
TEACHERS: Mr. Reynaldo D. Belen, Jr. and Ms. Nina Belle P. Gavan
STRAND: Term 1

Economic
Developments in
Early Civilizations
A. Development of
Agricultural
Economics in the
Beginnings of

Textbook:
CS:
The students
show
understanding
of the
interaction
between
people and its
environment

EU:
Students will
understand
that ...
the contributions
of the early
civilizations
helped promote
the conservation

At the Level of
Knowledge:

FOR Pretest

A.1. Enumerate in
writing the
economic life of
the people in the
early civilization.

A.1. FOR Exit Card

(Evaluation:
Teachers
Feedback)

A.1. Double-entry
Journal
(Evaluation: Teachers
Feedback)

A.
Soriano, C. et. al.
Kayamanan:
Batayang
Kagamitang
Pampagtuturo.

(13 weeks)June 23 - September 5, 2014

Civilization
B. Early Trading
Traditions of the
People in the
Ancient Near
East and other
Ancient
Civilizations
C. Greeks Early
Rationale on
Early Economic
Theories
D. Early Economic
Theories and the
People Behind
These

that paved the

way to the
emergence of
early
civilizations
that
contributed to
the
development
of life.
PS:
The students
suggest
projects or
programs that
empower
them to
promote the
conservation
of world
heritage
contributed by
the early
civilizations.
LGPs
1) Challenge
learners to
realize
their full
potential by
promoting

of world heritage.
EQ: Students will

find the answer to

the question
How did the
contributions of
the early
civilization
promote the
conservation of
world heritage?
Transfer Goal:
Students will
independently
use their learning
to promote and
engage in
advocacies that
involve
conservation of
world heritage.

A.2. Characterize
the types of
economic activities
of the people
during the new
stone age.

A.2. FOR Slogan

Making
(Evaluation: 5-point
rubric)

A.2. Picture Parade

(Evaluation: Teachers
Feedback)

Quezon City: Rex

Printing Company,
Inc., K-12 Ed. 2014.

A.3. Explain orally

and in writing the
geographical
condition and
physical
environment that
led to the
settlement of the
early people

A.3. FOR
Commitment
Statement
(Evaluation:
Teachers
Feedback)

A.3. Rotational Learning

Centers Group Activity
(Evaluation: Teachers
Feedback)

A.
Perry, M. A History
of the World.
Houghton Mifflin
Harcourt. 1989.
Revised Ed. Cacho
Hermanos, Inc.

A.4. Identify the

influence of
physical
geography in the
development of
the economic life
of early people

A.4. FOR Thumbsup Activity

(Evaluation:
Teachers
Feedback)

A.4. Group Activity

Think Dots
(Evaluation: 4-point
rubric)

B.1. Show
knowledge and
understanding in
the environment
and events that
affect the
economic life of
the Sumerians and

B.1. FOR
Newspaper
Headline
(Evaluation:
Teachers
Feedback)

Websites:
B.1. Panel Discussion
Group Activity
(Evaluation: 5-point
rubric)

B.
www.historyguide.o
rg/ancient/lecture3b
.htm
www.emayzine.com
/lectures/egyptciv.ht
ml-

critical and
creative
thinking,
selfknowledge
and selfmastery.
2) Impel
learners to
translate
their
knowledge
into actual
practice for
the
betterment
of society.

Mesopotamians
B.2. Differentiate
in writing
Mesopotamian
economy and
society

B.2. FOR Fact

Storming Web
(Evaluation:
Teachers
Feedback)

B.2. Roving Reporting

Individual Activity
(Evaluation: Teachers
Feedback)

B.3. Explain orally

the difference
between Egyptian
society and culture

B.3. FOR Yes/No

Card
(Evaluation:
Teachers
Feedback)

B.3. Timeline
Individual Activity
(Evaluation: Teachers
and Students Feedback)

B.4. Explain orally

the economic life
of other Near
Eastern people
and their
contributions to
civilizations

B.4. FOR
Observation / Q and
A
(Evaluation:
Teachers
Feedback)

C.1. Identify the

different factors
that led to the
economic
development of
Greek city-states

C.1. FOR BuddyBuddy

(Evaluation:
Teachers
Feedback)

C.2. Identify the

differences in the
economic life of

C.2. FOR
Drawing/Illustration
(Evaluation: 5-point

www.allabouthistory
.org/ancientmesopo
tamia.htm

B.4. Mock Fieldtrip

Individual Activity
(Evaluation: Teachers
Feedback)

C.1. Map Reading and

Circle Relationship
Individual Activity
(Evaluation: Teachers
Feedback)
C.2. Six Hats
Individual Activity
(Evaluation: 5-point
rubric)

C.
www.diffen.com/diffr
ence/Athens_vs_Sp
arta
www.romanempire.net/children/
index.html

Athens, Sparta
and other Greek
city-states

rubric)

D.1. Enumerate
the different Greek
philosophers who
developed
economic theories
during the Greek
civilization

D.1. FOR Fill in the

Blank Activity
(Evaluation:
Teachers
Feedback)

D.2. Characterize
the ideas made by
Cicero, Vergil and
Varro in relation to
the significance of
economics and
agriculture in the
Roman world
through writing

D.2. FOR Postermaking

(Evaluation: 5-point
rubric)

A.1 A.4 SUM 10item True or False

Assessment #1
(Evaluation: 1 point
per item)
C.1 C.2 SUM 3point Essay
Assessment #3
(Evaluation: 3 points
per item)

http://www.slideshar
e.net/reyzter
D.1. Chart and Yes/No
Card Individual Activity
(Evaluation: Teachers
Feedback)

D.2. Matrix and

Travelogue
(Evaluation: Teachers
Feedback)

D.
Soriano, C. et. al.
Kayamanan:
Batayang
Kagamitang
Pampagtuturo.
Quezon City: Rex
Printing Company,
Inc., K-12 Ed. 2014.
Perry, M. A History
of the World.
Houghton Mifflin
Harcourt. 1989.
Revised Ed. Cacho
Hermanos, Inc.

At the Level of
Process:
A.1. Review and
explain in writing
the economic life
of the early people
in the world
A.2. Explain in
writing the
influence of
physical
geography in the
emergence and
development of
economic life of
the early people

A.1. and A.2. FOR

321 Analysis
(Evaluation:
Teachers
Feedback)

A.1. Story Pyramid

Activity
(Evaluation: Teachers
Feedback)

A.2. FOR
Connecting Ideas
(Evaluation:
Teachers
Feedback)

A.2. Triad
(Evaluation: 4-point
rubric)

A.3. FOR DiscoveryA.3. Research and Deductive Strategy

put into writing
(Evaluation:
how ideas on trade Teachers
and private
Feedback)
property
developed among
early people
B.1. Analyze in
writing the
influence of

B.1. B.4. FOR

Free Writing Activity
(Evaluation:
Teachers

A.3. Topic Talk Pair

Activity
(Evaluation: Teachers
Feedback)

B.1. B.4. Think-PairShare

(Evaluation: Teachers
Feedback)

physical
geography in the
development and
improvement of
economic life of
the ancient people
of Sumer,
Mesopotamia,
Egypt and NearEast

Feedback)

B.2. Explain
through
investigatory
research the ways
and mechanism
implemented by
the ancient
civilization of
Sumer,
Mesopotamia,
Egypt and Neareast as an
adaptation in their
physical
geography in the
development and
improvement of
their economic life

B.2 B.4 FOR

Hierarchal
Summaries
(Evaluation:
Teachers
Feedback)

C.1.Analyze and
C.1 FOR Group
evaluate the
Collage
important events in (Evaluation: 5-point

B.2 Travelogue
(Evaluation: Teachers
Feedback)

C.1 Thinking Hat

(Evaluation: 5-point
rubric)

ancient Greece
that contributed to
the economic
development of
Greek city-states

rubric)

C.2. Compare and

contrast the
economic activities
of the different
Greek city-states

C.2 B.4 FOR Venn

Diagram
(Evaluation: 4-point
rubric)

D.1. Research and

put into writing
important events in
ancient Europe
that contributed to
the spread and
development and
worldwide
awareness of new
economic ideas

D.1 B.4 FOR

D.1 Story Chain
Interactive Notebook (Evaluation: Teachers
(Evaluation:
Feedback)
Teachers
Feedback)

D.2. Compare and

contrast the ideas
of Cicero, Vergil
and Varro in
relation to the
significance of
economics and
agriculture

D.2 FOR KWL Chart

(Evaluation:
Teachers
Feedback)

C.2 Three-Minute Pause

Activity
(Evaluation: Teachers
Feedback)

D.2 Sixty-Second
Debate
(Evaluation: 4-point
rubric)

A.1 A.4 SUM 3item Essay

Assessment #1
(Evaluation: 3 points
per item)
D.1 D.2 SUM 2item Essay
Assessment #4
(Evaluation: 3 points
per item)
At the Level of
Understanding:
A.1. Explain orally
and in writing the
importance of
physical
geography in the
emergence and
development of
ancient civilization
(economically)

A.1. FOR Learning

Log
(Evaluation:
Teachers
Feedback)

A.1 A.4. Roundtable

Discussion
(Evaluation: Teachers
Feedback)

A.2. Explain and

analyze the
relationship
between
geography and
history in the
development of

A.2 FOR (LINK List,

Inquire, Note, Know)
(Evaluation:
Teachers
Feedback)

A.2 Scenario Building

(Evaluation: Teachers
Feedback)

economic life of
the ancient people

B.1. Discuss orally

the different
economic activities
of Sumerians,
Mesopotamians,
Egyptians and
other Near-east
people

B.1 FOR Map Trek

(Evaluation:
Teachers
Feedback)

B.1 Rotational Learning

Centers
(Evaluation: Teachers
Feedback)

C.1. Explain orally

and in writing how
Greek city-sates
developed

C.1 FOR Openended Statements

Evaluation:
Teachers Feedback

C.1 Role-Playing
Evaluation: 5 point rubric

C.2. Explain the

differences in the
life of being
Athenians
compared to being
Spartans

C.2 FOR Venn

Diagram
Evaluation: 4 point
rubric

C.2 Public Interview/Film

Showing
Evaluation: Teachers
Feedback

D.1. Analyse and

evaluate the
important
contributions of
Greek

D.1 FOR PMI (Plus,

Minus, Intriguing)
Activity
Evaluation:
Teachers Feedback

D.1 Pair-Share Reading

Evaluation: Teachers
Feedback

Philosophers in
the development
of Economic
Theories that
spread awareness
to the ancient
world up to
present
D.2. Show
appreciation in
writing to the
contributions of
Greek and Roman
philosophers in the
development of
Economic ideas
and philosophies
in the development
of worldwide
awareness

C.1 C.2 SUM

Essay
Assessment #3
(Evaluation: 4
points)
D.2 FOR Quick
Write Activity
(Evaluation:
Teachers
Feedback)

D.1 D.2 SUM

Essay
Assessment #4
(Evaluation: 4
points)
SUM Post-Test

D.2 Open-Ended
Statements
(Evaluation: Teachers
Feedback)

At the Level of
Product or
Performance:
Create a resolution
that promote in the
conservation of the
world heritage
contributed by the
early civilizations

Directed Prompt:
Essay on sharing of
existing ordinances
in the community
(Evaluation: rubric)
Open Prompt:
Situation Analysis
(Evaluation: rubric)
Guided Transfer:
Economic Analysis
of RA 7942 and RA
6657
(Evaluation: rubric)
Performance Task:
Making of House
Resolution
(Evaluation: rubric)
GRASPS Narrative:
Inadequate
knowledge and lack
of love in ones
heritage led to its
destruction and
bigger world
problems. You are a

city representative
planning to submit a
resolution to
promote the
preservation of
heritage sites in
your district. Your
house resolution is
presented to your
constituents and is
assessed using the
following criteria:
Quality of Content,
Relevance to
Society and Extent
of Implementation.