Instructional Unit Caleb Goodson December 9, 2011 MTE/539: Curriculum Constructs and Assessment: Secondary Methods Prof.

Torres

Ancient Eastern Mediterranean Unit Mr. Goodson Appropriate for World History Grade Levels 9-12

Table of Contents

1. Overview 2. Unit Goals 3. Lesson Plans 4. Unit Handouts 5. Unit Assessments 6. Rubrics

Overview The purpose of this instructional unit is to teach high school students about the history of the ancient eastern Mediterranean, in accordance with Georgia State Standards. This unit is intended to last for one week, with a test to be given on either the final day of the week, or the corresponding Monday, depending upon how quickly the students manage to get through the material covered in class. The unit is created with the knowledge that most world history courses last only one year, requiring the teacher to try to teach his or her students the entire history of the world in a limited amount of time. Therefore, the unit is designed to be done quickly, efficiently, and with a set goal (as spelled out by the state standards) in mind. Each lesson plan is conducted in the same manner so that students become used to the structure of the class and the lessons, knowing exactly what to do and how to do it. There will be no surprises, and no getting off-task, as the entire lesson consists of activities revolving around answering the questions presented to the students in the beginning of each class session. The questions answered in class will be the students notes and study guide for all quizzes and exams. This forces the students to go over the same material multiple times, each time refreshing the content in their minds. This process also increases the chances of retention due to the creation of linking memories. As for accommodation, each lesson can be easily modified for students with special needs. The lesson plans already address English Language Learners, so that part is covered. For students with sensory problems, notes will be provided to students with auditory problems, and recorded versions of the lesson will be provided to students with vision problems. Students that have trouble focusing will be kept busy by the constant activity of the classroom. Also, further

modification will be done according the guidelines spelled out in any of the individual lesson plans any special needs student may have. If there is a need to get parents involved, the instructor will follow a process similar to the one spelled out by the Center for Comprehensive School Reform and Improvement. This organization provides useful guidelines for any teacher wishing to get parents involved in the education of their children.1 The advice found here is a good start for any teacher unfamiliar with the subject of parental involvement. All maps were taken from the University of Michigans history website. Dr. Ian Mladjov provides an excellent set of maps detailing regions from all over the world for all time periods from 2250 BC to 1532 AD.2 The writer highly recommends this excellent resource. Tests and quizzes are either short answer or essay. This is the ultimate test of a teachers effectiveness. With this kind of test, either the students have learned the material and the teacher is a success, or they have not and the teacher has failed and needs to reevaluate his or her teaching style. This type of unit has been personally proven by the writer to be very effective in quickly, efficiently, and effectively teaching students about history, but it requires a very active and engaging speaker to be able to make use of this type of unit to its fullest potential. If the teacher using the unit is not an effective verbal communicator, then this unit and selection of lesson plans will not be for him or her.

Unit Goals
Goal 1: Students will be able to understand and discuss all goals as outlined in the state standard each lesson plan was constructed to fulfill.

Goal 2: Students will fill out the individual section of their questionnaires while listening to the lecture.

Goal 3: Students will break into groups and answer the group questions by discussing them with each other and using their textbooks as a reference.

Goal 4: Students will use the questionnaire activities as their in-class notes and study guides for the major assessment to be given at the end of the unit.

Goal 5: All tests and quizzes are either in short answer or essay format. This forces students to think about their answers and practice their writing skills. Also, this allows the teacher to become familiar with each students individual writing style, giving the teacher a greater advantage in cracking down on potential cheating or plagiarism.

Lesson Plans

SIOP LESSON PLAN

Date: 12-92011

Grade/Class/Subject:

9-12/World History/Ancient History

Unit/Theme:

Ancient Eastern Mediterranean

Standards: GA Standards for World History, High School Level

3

The student will learn and be able to discuss Sumerian civilization. Mastery level will be covered in the rubric. (Please see rubric at the end of the lesson plans.)
Content Objective(s): Language Objective(s): The students will understand the key vocabulary and how it relates to Sumerian civilization. Key Vocabulary levee, irrigation, city-state, ziggurat, empire, stylus, scribe Supplementary Materials Textbook, Overhead Pictures, Maps, Questionnaires

SIOP Features
Preparation Adaptation of Content Have pictures ready for vocabulary and terms. Translated versions of questionnaires provided for ELs. Links to Background Point out current civilization, and its link to the origins of civilization in Mesopotamia. Scaffolding Modeling Group class and assessments. Grouping Options Whole class During the lecture and questionnaire portion, the class will be addressed as a whole group. Small groups During the group question section, the class will break off into small groups based both upon English proficiency and student skill level. Good students will be placed with struggling students. The grouping will help struggling students, and it will ensure that those students will be able to communicate on the same level. Partners NA

Guided practice Lecture with supplementary material

Links to Past Learning Ask if class is familiar with

Independent practice Questionnaire to be filled

region, pointing it out on a map, then inform them of this is the birthplace of civilization. Strategies incorporated Questioning

out during lecture.

Comprehensible input Translated questionnaire to aid ELs. Application Hands-on Pictures and models of vocabulary terms. Meaningful Discussion of the origins of time. Linked to objectives Questionnaire and oral questions are all linked to objectives. Promotes engagement Ask students questions about content.

Independent - NA

Integration of Processes Reading Questionnaire Handout read during lecture. Writing Questionnaire Handout, filled out while listening Speaking Asking and Answering Questions after Lecture. Listening Lecture

Assessment Individual Notes Group Test

Written - Notes

Oral Question and Answer

MOTIVATION: (Building background)

Write vocabulary and goals (as described in the rubric under mastered) on the board. Read vocabulary and goals to class. Have class read the vocabulary and goals with teacher. Goal: Learn about and discuss Sumerian civilization. Pass out questionnaires and read instructions to students. Students will be expected to listen to the lecture, and answer the questions as they hear them being answered in the lecture. ELs will be provided with an English version of the questionnaire and a translated version in their native languages, but will be expected to complete the English version. Students will also be informed that the questionnaire will be the study guide for the exam. Everything they need to know will be covered in class, and will be in the exact same order as in the textbook.

PRESENTATION: (Support language and content objectives, comprehensible input, strategies, interaction, feedback)
Read vocabulary and goals to class. Have class read the vocabulary and goals with teacher. Goal: Learn about and discuss Sumerian civilization. Lecture, supported with pictures, large maps, and defining the vocabulary as it covered on the board. ELs will be provided with translated vocabulary definitions in their native languages.

PRACTICE/APPLICATION: (Meaningful activities, interaction, strategies, practice/application, feedback)

After the lecture is completed, the teacher will read vocabulary and goals to class. Then the students will read the vocabulary and goals with teacher. Goals: Learn about and discuss Sumerian civilization. After this, oral questions

are asked about the content covered. Students are then split into groups and given a question to answer. After a few minutes, each group will present the answers to their questions to the class. . Why was Mesopotamia such a good place for early civilizations? How did the Sumerians manage to grow crops in places with little water? Why was education important to the Sumerians? How did the priest-kings make their authority legitimate? What happens in the Epic of Gligamesh that is very similar to a story you may have heard? Why build an empire? Why do you think Sargon I wanted an empire? What made Hammurabis rule such a golden age? Is law important to a civilization? Why?

REVIEW/ASSESSMENT: (Review objectives and vocabulary, assess learning)

Questionnaires will be checked to ensure students have completed them correctly. If this is done correctly, the students will have everything they need to be successful in the class, as this will both their in-class notes and study guide. Oral responses to questions will also be assessed by the teacher to ensure the students are properly absorbing the material covered in class.

SIOP LESSON PLAN

Date: 12-92011

Grade/Class/Subject:

9-12/World History/Ancient History

Unit/Theme:

Ancient Eastern Mediterranean

Standards: GA Standards for World History, High School Level

4

The student will learn about and be able to discuss Ancient Egypt. Mastery level will be covered in the rubric. (Please see rubric at the end of the lesson plans.)
Content Objective(s): Language Objective(s): The students will be able to understand and describe the key vocabulary and how it relates to Ancient Egypt. Key Vocabulary afterlife, embalm, mourner, pyramid, sarcophagus, tomb, mummy Supplementary Materials Textbook, Overhead Pictures, Maps, Questionnaires

SIOP Features
Preparation Adaptation of Content Have pictures ready for vocabulary and terms. Translated versions of questionnaires provided for ELs. Links to Background Ask class: Have you ever thought about what happens when you die? After response, inform the class that this is a society that revolved around that question. Scaffolding Modeling Group class and assessments. Grouping Options Whole class During the lecture and questionnaire portion, the class will be addressed as a whole group. Small groups During the group question section, the class will break off into small groups based both upon English proficiency and student skill level. Good students will be placed with struggling students. The grouping will help struggling students, and it will ensure that those students will be able to communicate on the same level. Partners NA

Guided practice Lecture with supplementary material.

Links to Past Learning Mention yesterdays lesson,

Independent practice Questionnaire to be filled

and how important religion was to the Sumerians, introduce Ancient Egypt, another society where religion and state were closely tied together. Strategies incorporated Questioning

out during lecture.

Comprehensible input Translated questionnaire to aid ELs. Application Hands-on Pictures and models of vocabulary terms. Meaningful Linked to objectives Questionnaire and oral questions are all linked to objectives. Promotes engagement Ask students questions about content.

Independent - NA

Integration of Processes Reading Questionnaire Handout read during lecture. Writing Questionnaire Handout, filled out while listening Speaking Asking and Answering Questions after Lecture. Listening Lecture

Assessment Individual Notes Group Test

Written - Notes

Oral Question and Answer

MOTIVATION: (Building background)

Write vocabulary and goals (as described in the rubric under mastered) on the board. Read vocabulary and goals to class. Have class read the vocabulary and goals with teacher. Goal: Learn about and discuss Ancient Egypt. Pass out questionnaires and read instructions to students. Students will be expected to listen to the lecture, and answer the questions as they hear them being answered in the lecture. ELs will be provided with an English version of the questionnaire and a translated version in their native languages, but will be expected to complete the English version. Students will also be informed that the questionnaire will be the study guide for the exam. Everything they need to know will be covered in class, and will be in the exact same order as in the textbook.

PRESENTATION: (Support language and content objectives, comprehensible input, strategies, interaction, feedback)
Read vocabulary and goals to class. Have class read the vocabulary and goals with teacher. Goal: Learn about and discuss Ancient Egypt. Lecture, supported with pictures, large maps, and defining the vocabulary as it covered on the board. ELs will be provided with translated vocabulary definitions in their native languages.

PRACTICE/APPLICATION: (Meaningful activities, interaction, strategies, practice/application, feedback)

After the lecture is completed, the teacher will read vocabulary and goals to class. Then the students will read the vocabulary and goals with teacher. Goals: Learn about and discuss Ancient Egypt. After this, oral questions are

asked about the content covered. Students are then split into groups and given a question to answer. After a few minutes, each group will present the answers to their questions to the class. Students are asked the following questions to encourage critical thinking. Why was the pharaoh officially part of the gods of Ancient Egypt? How do you think the pyramids were built? Why is Upper Egypt in the south, but Lower Egypt in the north? What do you think made this happen, as this is very unusual? Why was the afterlife so important to the Ancient Egyptians? Ancient religion often reflects the society and values it originates in. What do you think Ancient Egyptian society was like, based upon its religion? Seeing how important religion was in Ancient Egypt, what do you think the relationship with the pharaoh and the priesthood was like?

REVIEW/ASSESSMENT: (Review objectives and vocabulary, assess learning)

Questionnaires will be checked to ensure students have completed them correctly. If this is done correctly, the students will have everything they need to be successful in the class, as this will both their in-class notes and study guide. Oral responses to questions will also be assessed by the teacher to ensure the students are properly absorbing the material covered in class.

SIOP LESSON PLAN

Date: 12-92011

Grade/Class/Subject:

9-12/World History/Ancient History

Unit/Theme:

Ancient Eastern Mediterranean

Standards: GA Standards for World History, High School Level

5

The student will learn about and be able to discuss the development of monotheism. Mastery level will be covered in the rubric. (Please see rubric at the end of the lesson plans.)
Content Objective(s): Language Objective(s): The students will be able to understand and describe the key vocabulary and how it relates to the development of monotheism. Key Vocabulary monotheism, animism, pantheism, dualism, Judaism, Zoroastrianism Supplementary Materials Textbook, Overhead Pictures, Maps, Questionnaires

SIOP Features
Preparation Adaptation of Content Have pictures ready for vocabulary and terms. Translated versions of questionnaires provided for ELs. Links to Background Ask class how many religions have only one god. Ask again, how many have several. Then ask where did the concept of one god come from. Why was it important, and how did this idea have such a profound effect on world history. Scaffolding Modeling Group class and assessments. Grouping Options Whole class During the lecture and questionnaire portion, the class will be addressed as a whole group. Small groups During the group question section, the class will break off into small groups based both upon English proficiency and student skill level. Good students will be placed with struggling students. The grouping will help struggling students, and it will ensure that those students will be able to communicate on the same level. Partners NA

Guided practice Lecture with supplementary material

Links to Past Learning

Independent practice -

Talk about how Sumerian and Ancient Egyptian civilizations were both pantheistic, many gods, and how the concept of one god unified many ancient societies. Strategies incorporated Questioning

Questionnaire to be filled out during lecture.

Comprehensible input Translated questionnaire to aid ELs. Application Hands-on Pictures and models of vocabulary terms. Meaningful Discussion of the origins of time. Linked to objectives Questionnaire and oral questions are all linked to objectives. Promotes engagement Ask students questions about content.

Independent - NA

Integration of Processes Reading Questionnaire Handout read during lecture. Writing Questionnaire Handout, filled out while listening Speaking Asking and Answering Questions after Lecture. Listening Lecture

Assessment Individual Notes Group Test

Written - Notes

Oral Question and Answer

MOTIVATION: (Building background)

Write vocabulary and goals (as described in the rubric under mastered) on the board. Read vocabulary and goals to class. Have class read the vocabulary and goals with teacher. Goals: Learn about and discuss monotheism. Pass out questionnaires and read instructions to students. Students will be expected to listen to the lecture, and answer the questions as they hear them being answered in the lecture. ELs will be provided with an English version of the questionnaire and a translated version in their native languages, but will be expected to complete the English version. Students will also be informed that the questionnaire will be the study guide for the exam. Everything they need to know will be covered in class, and will be in the exact same order as in the textbook.

PRESENTATION: (Support language and content objectives, comprehensible input, strategies, interaction, feedback)
Read vocabulary and goals to class. Have class read the vocabulary and goals with teacher. Goals: Learn about and discuss monotheism. Lecture, supported with pictures, large maps, and defining the vocabulary as it covered on the board. ELs will be provided with translated vocabulary definitions in their native languages.

PRACTICE/APPLICATION: (Meaningful activities, interaction, strategies, practice/application, feedback)

After the lecture is completed, the teacher will read vocabulary and goals to class. Then the students will read the vocabulary and goals with teacher. Goals: Learn about and discuss monotheism. After this, oral questions are asked about the content covered. Students are then split into groups and given a question to answer. After a few minutes, each group will present the answers to their questions to the class. Students are asked the following questions to encourage critical thinking. What was so unique about Judaism in the ancient world? What concepts does Zoroastrianism have that are similar to Judaism? Dualism is an important concept that has greatly influenced the development of monotheism. Why do you think this happened? Do you think the world would be different if monotheism had not eventually become the dominant religious concept? Why?

REVIEW/ASSESSMENT: (Review objectives and vocabulary, assess learning)

Questionnaires will be checked to ensure students have completed them correctly. If this is done correctly, the students will have everything they need to be successful in the class, as this will both their in-class notes and study guide. Oral responses to questions will also be assessed by the teacher to ensure the students are properly absorbing the material covered in class.

SIOP LESSON PLAN

Date: 12-92011

Grade/Class/Subject:

9-12/World History/Ancient History

Unit/Theme:

Ancient Eastern Mediterranean

Standards: GA Standards for World History, High School Level

6

The student will learn about and be able to discuss the development of early trade networks and their importance. Mastery level will be covered in the rubric. (Please see rubric at the end of the lesson plans.)
Content Objective(s): Language Objective(s): The students will be able to understand and describe the key vocabulary and how it relates to the development of early trade networks. Key Vocabulary Phoenicians, trade, economy, barter, money Supplementary Materials Textbook, Overhead Pictures, Maps, Questionnaires

SIOP Features
Preparation Adaptation of Content Have pictures ready for vocabulary and terms. Translated versions of questionnaires provided for ELs. Links to Background Ask class how many countries engage in trade. Answer: All of them. Briefly discuss modern trade networks, and then begin talking about ancient trade networks. Scaffolding Modeling Group class and assessments. Grouping Options Whole class During the lecture and questionnaire portion, the class will be addressed as a whole group. Small groups During the group question section, the class will break off into small groups based both upon English proficiency and student skill level. Good students will be placed with struggling students. The grouping will help struggling students, and it will ensure that those students will be able to communicate on the same level. Partners NA

Guided practice Lecture with supplementary material

Links to Past Learning

Independent practice -

Talk about how the ancient societies discussed so far all engaged in some form of trade. Strategies incorporated Questioning

Questionnaire to be filled out during lecture. Comprehensible input Translated questionnaire to aid ELs. Application Hands-on Pictures and models of vocabulary terms. Meaningful Discussion of the origins of time. Linked to objectives Questionnaire and oral questions are all linked to objectives. Promotes engagement Ask students questions about content.

Independent - NA

Integration of Processes Reading Questionnaire Handout read during lecture. Writing Questionnaire Handout, filled out while listening Speaking Asking and Answering Questions after Lecture. Listening Lecture

Assessment Individual Notes Group Test

Written - Notes

Oral Question and Answer

MOTIVATION: (Building background)

Write vocabulary and goals (as described in the rubric under mastered) on the board. Read vocabulary and goals to class. Have class read the vocabulary and goals with teacher. Goals: Learn about and discuss monotheism. Pass out questionnaires and read instructions to students. Students will be expected to listen to the lecture, and answer the questions as they hear them being answered in the lecture. ELs will be provided with an English version of the questionnaire and a translated version in their native languages, but will be expected to complete the English version. Students will also be informed that the questionnaire will be the study guide for the exam. Everything they need to know will be covered in class, and will be in the exact same order as in the textbook.

PRESENTATION: (Support language and content objectives, comprehensible input, strategies, interaction, feedback)
Read vocabulary and goals to class. Have class read the vocabulary and goals with teacher. Goals: Learn about and discuss early trade networks. Lecture, supported with pictures, large maps, and defining the vocabulary as it covered on the board. ELs will be provided with translated vocabulary definitions in their native languages.

PRACTICE/APPLICATION: (Meaningful activities, interaction, strategies, practice/application, feedback)

After the lecture is completed, the teacher will read vocabulary and goals to class. Then the students will read the vocabulary and goals with teacher. Goals: Learn about and discuss early trade networks. After this, oral questions

are asked about the content covered. Students are then split into groups and given a question to answer. After a few minutes, each group will present the answers to their questions to the class. Students are asked the following questions to encourage critical thinking. Why do societies engage in trade? What was being traded in the Ancient World? Most trade between ancient societies was conducted along the coast. Why do you think trade originated this way? Why did the Phoenicians become the premiere traders?

REVIEW/ASSESSMENT: (Review objectives and vocabulary, assess learning)

Questionnaires will be checked to ensure students have completed them correctly. If this is done correctly, the students will have everything they need to be successful in the class, as this will both their in-class notes and study guide. Oral responses to questions will also be assessed by the teacher to ensure the students are properly absorbing the material covered in class.

SIOP LESSON PLAN

Date: 12-92011

Grade/Class/Subject:

9-12/World History/Ancient History

Unit/Theme:

Ancient Eastern Mediterranean

Standards: GA Standards for World History, High School Level

7

The student will learn about and be able to discuss the development and importance of writing. Mastery level will be covered in the rubric. (Please see rubric at the end of the lesson plans.)
Content Objective(s): Language Objective(s): The students will be able to understand and describe the key vocabulary and how it relates to the development and importance of writing. Key Vocabulary Phoenician alphabet, cuneiform, hieroglyphics, pictographs, ideograms Supplementary Materials Textbook, Overhead Pictures, Maps, Questionnaires

SIOP Features
Preparation Adaptation of Content Have pictures ready for vocabulary and terms. Translated versions of questionnaires provided for ELs. Links to Background Ask class how many people can read and write in our country. After responses, ask them what the world would be like if almost no one could write. Describe how complicated the world would be without the written word. Scaffolding Modeling Group class and assessments. Grouping Options Whole class During the lecture and questionnaire portion, the class will be addressed as a whole group. Small groups During the group question section, the class will break off into small groups based both upon English proficiency and student skill level. Good students will be placed with struggling students. The grouping will help struggling students, and it will ensure that those students will be able to communicate on the same

Guided practice Lecture with supplementary material

Links to Past Learning Talk about the Phoenicians and how their alphabet forms the basis for our own. Strategies incorporated Questioning

Independent practice Questionnaire to be filled out during lecture. Comprehensible input Translated questionnaire to aid ELs. Application Hands-on Pictures and models of vocabulary terms. Meaningful Discussion of the origins of time. Linked to objectives Questionnaire and oral questions are all linked to objectives. Promotes engagement Ask students questions about content.

level. Partners NA

Independent - NA

Integration of Processes Reading Questionnaire Handout read during lecture. Writing Questionnaire Handout, filled out while listening Speaking Asking and Answering Questions after Lecture. Listening Lecture

Assessment Individual Notes Group Test

Written - Notes

Oral Question and Answer

MOTIVATION: (Building background)

Write vocabulary and goals (as described in the rubric under mastered) on the board. Read vocabulary and goals to class. Have class read the vocabulary and goals with teacher. Goals: Learn about and discuss the emergence of writing. Pass out questionnaires and read instructions to students. Students will be expected to listen to the lecture, and answer the questions as they hear them being answered in the lecture. ELs will be provided with an English version of the questionnaire and a translated version in their native languages, but will be expected to complete the English version. Students will also be informed that the questionnaire will be the study guide for the exam. Everything they need to know will be covered in class, and will be in the exact same order as in the textbook.

PRESENTATION: (Support language and content objectives, comprehensible input, strategies, interaction, feedback)
Read vocabulary and goals to class. Have class read the vocabulary and goals with teacher. Goals: Learn about and discuss monotheism. Lecture, supported with pictures, large maps, and defining the vocabulary as it covered on the board. ELs will be provided with translated vocabulary definitions in their native languages.

PRACTICE/APPLICATION: (Meaningful activities, interaction, strategies, practice/application, feedback)

After the lecture is completed, the teacher will read vocabulary and goals to class. Then the students will read the vocabulary and goals with teacher. Goals: Learn about and discuss monotheism. After this, oral questions are asked about the content covered. Students are then split into groups and given a question to answer. After a few minutes, each group will present the answers to their questions to the class. Students are asked the following questions to encourage critical thinking. Why is writing important? Why was the development of letters based on sounds such a breakthrough? Would it be easier or harder for a society to have an alphabet developed on ideas rather than sounds? Why do you think our alphabet ended up being based on the Phoenician alphabet?

REVIEW/ASSESSMENT: (Review objectives and vocabulary, assess learning)

Questionnaires will be checked to ensure students have completed them correctly. If this is done correctly, the students will have everything they need to be successful in the class, as this will both their in-class notes and study guide. Oral responses to questions will also be assessed by the teacher to ensure the students are properly absorbing the material covered in class.

Unit Handouts

Questionnaire on Sumerian Civilization Individual Questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. What is the importance of the Tigrus and Euphrates rivers? What is a city-state? What is a ziggurat? What is a stylus? What is irrigation? What is an empire? What is a scribe? What is a levee? Who was Sargon I?

10. Who was Hammurabi? 11. What was the Code of Hammurabi? 12. Why is it important? 13. Was religion a part of the state in Sumerian civilization? 14. Which god did Sumerian kings claim authority from? 15. What is the Epic of Gilgamesh? Group Questions: 16. Why was Mesopotamia such a good place for early civilizations? 17. How did the Sumerians manage to grow crops in places with little water? 18. Why was education important to the Sumerians? 19. How did the priest-kings make their authority legitimate? 20. What happens in the Epic of Gligamesh that is very similar to a story you may have heard? 21. Why build an empire? 22. Why do you think Sargon I wanted an empire? 23. What made Hammurabis rule such a golden age? Is law important to a civilization? Why?

Questionnaire on Ancient Egypt Individual Questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. What is the afterlife? What is the afterlife like, according to the Ancient Egyptians? What is it to embalm? What is a mourner? What is a pyramid? What is a sarcophagus? What is a tomb? What is a mummy? Who were some of the gods worshipped by the Ancient Egyptians?

Group Questions: 10. Why was the pharaoh officially part of the gods of Ancient Egypt? 11. How do you think the pyramids were built? 12. Why is Upper Egypt in the south, but Lower Egypt in the north? What do you think made this happen, as this is very unusual? 13. Why was the afterlife so important to the Ancient Egyptians? 14. Ancient religion often reflects the society and values it originates in. What do you think Ancient Egyptian society was like, based upon its religion? 15. Seeing how important religion was in Ancient Egypt, what do you think the relationship with the pharaoh and the priesthood was like?

Questionnaire on Monotheism Individual Questions: 1. 2. 3. 4. 5. 6. 7. 8. 9. What is monotheism? What is animism? What is pantheism? What is dualism? What is Judaism? What is Zoroastrianism? Who is Moses? Who is Zoroaster? Who is Yaweh?

10. Who is Ahura Mazda? 11. Who is Ahriman? Group Questions: 12. What was so unique about Judaism in the ancient world? 13. What concepts does Zoroastrianism have that are similar to Judaism? 14. Dualism is an important concept that has greatly influenced the development of monotheism. Why do you think this happened? 15. Do you think the world would be different if monotheism had not eventually become the dominant religious concept? Why?

Questionnaire on Early Trade Networks Individual Questions: 1. 2. 3. 4. 5. 6. 7. Who were the Phoenicians? What is trade? What is an economy? What is barter? What is money? Where did trade occur in the Ancient Eastern Mediterranean? What were some popular commodities in the Ancient Eastern Mediterranean?

Group Questions: 8. 9. Why do societies engage in trade? Why do you think what was being traded in the Ancient World was being traded in the first place?

10. Most trade between ancient societies was conducted along the coast. Why do you think trade originated this way? 11. Why did the Phoenicians become the premiere traders?

Questionnaire on Early Writing Individual Questions: 1. 2. 3. 4. 5. 6. 7. 8. What is the importance of the Phoenician alphabet? What is an alphabet? What is cuneiform? What are hieroglyphics? What are pictographs? What are ideograms? Why was writing developed? Who helped develop writing?

Group Questions: 9. Why is writing important?

10. Why was the development of letters based on sounds such a breakthrough? 11. Would it be easier or harder for a society to have an alphabet developed on ideas rather than sounds? 12. Why do you think our alphabet ended up being based on the Phoenician alphabet? 13. What advantages would literate societies have over those that are not?

All maps are to be used with projectors. If none are available, the maps will be printed out and given to each student invdividually.

Sumerian City-States and Ancient Egypt

Migration and Trade Routes of the Ancient Eastern Mediterranean

Examples of Writing Forms: Egyptian Hieroglyphics

Sumerian Cuneiform

Phoenician Alphabet with Comparisons to Other Alphabets

Unit Assessments

Name:

Quiz

1. Name one historical figure discussed in class, and describe his importance.

2. Name one of the religions discussed in class, and describe if it is: monotheistic or polytheistic, also state the major god(s) of the religion.

3. Name one of the ancient civilizations covered in class, and describe its importance.

Name:

Unit Test: Ancient Eastern Mediterranean History

Essay: Write at least three paragraphs about each topic. There will be points taken off for errors in grammar. Just write what you know. 1. Describe the rise of monotheism.

2. Discuss the importance of writing.

3. Describe Ancient Egyptian civilization.

4. Describe Ancient Sumerian civilization.

5. Describe what early trade was like in the Ancient Eastern Mediterranean.

Rubric for All World History Lessons

Criteria

1: Beginning Description of characteristics that display basic levels of performance Student displays minimal or no understanding of the material covered in class.

2: Developing Description of characteristics that show more development and skill Student can name a few key concepts or the overall idea, but is not familiar with the majority of the content and cannot explain them in detail. Student understands only one or two of the words and can use them in a sentence. Student completes half of the questionnaires adequately. Student passes half the tests.

3: Accomplished Description of characteristics that display mastery of skills with few errors Student can name most of the key concepts and the overall idea, is familiar with the majority of the content, and can explain them in detail. Student understands the majority of the words, and can use them in a sentence. Student completes the majority of the questionnaires adequately. Student passes the majority of the tests.

State objective or performance

Learning the Material

Language

Student is not familiar with the key vocabulary at all.

Assignments

Overall

Student either does not complete any questionnaire, or only adequately (gets everything correct) completes one or two of them. Student passes one or two tests. Student cannot describe anything covered in class after the lesson is complete, or only one or two aspects of the lesson.

Student can describe a few aspects of the lesson.

Student can describe the majority of the lesson.

Bibliography
1

http://www.centerforcsri.org/index.php?Itemid=5&id=130&option=com_content&task=view http://sitemaker.umich.edu/mladjov/maps&

https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/World_History_20092010_8-14-08%5B09-15-09%5D.pdf
4

https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/World_History_20092010_8-14-08%5B09-15-09%5D.pdf
5

https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/World_History_20092010_8-14-08%5B09-15-09%5D.pdf
6

https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/World_History_20092010_8-14-08%5B09-15-09%5D.pdf
7

https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/World_History_20092010_8-14-08%5B09-15-09%5D.pdf