Enduring Understandings - important ideas that students should carry with them years beyond the instruction received this year.

• Societies are diverse and change over time.
• Physical and human characteristics of places define regions.
• Religious beliefs and philosophical ideas change societies.
• Knowledge of geography increases understanding of past and present.
• Different forms of government have been developed, practiced, and changed throughout history.
• Societies have been affected by religions and philosophies.

Essential Questions - most important “big picture” questions students should be able to answer after completing learning activities.

• Which civilization studied was the most advanced, and why?  How did early farming villages grow into cities?  How did trade impact the development of cities?
• How did the physical characteristics of regions influence human characteristics?
• How did writing develop in Mesopotamia?  Why was Hammurabi’s Code a major step forward for humankind?
• What impact did the Phoenicians have on the Mediterranean world?  What were the major events in the history of the Israelites?
• How were the Israelites’ religious beliefs different from those of other people in the ancient world?  Why were special religious laws and traditions important to the Jews? How is Judaism similar to Christianity and Islam?
• How did human characteristics help to shape a region?
• How were ancient civilizations governed?
• What role did religion play in ancient Egypt?  How did the Egyptians manage to build the pyramids without knowledge of the wheel?
• What contributions did the Egyptians make? Which civilization studied was the most advanced, and why?
• In what ways did the Nubians and Egyptians benefit from each other?   What were the cultural and technological achievements of the Kerma, Napata, and Meroe kingdoms?   Which civilization studied was the most advanced, and why?

Standards and Benchmarks
History 3: Students understand that societies are diverse and change over time.
Benchmark B: Students understand the history of social organization in various societies.
History  5: Students understand political institutions and theories that developed and changed over time.
Benchmark A: Students understand political institutions and theories that developed and changed over time.
History  6: Students know that religious and philosophical ideas have been powerful forces throughout history.
Benchmark A: Students know the historical development of religions and philosophies.
Benchmark  B: Students know how societies have been affected by religions and philosophies. 
Geography 2: Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Benchmark 2 A: Students know the physical and human characteristics of places.
Benchmark B: Students know how and why people define regions.
Benchmark C: Students know how culture and experience influence people's perceptions of places and regions.

Middle School D-11 Social Studies Indicators 
History
3. Diverse and Changing Societies: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
5. Political Institutions and Theories: Describe forms of government, then give examples of societies that practiced and changed them over time (democracy, monarchy, oligarchy, clan/tribal, and autocracy).
6. Religious and Philosophical Ideas: Describe religious beliefs and philosophical ideas, and how they changed societies.
Geography
2. Characteristics of Place and Region: Define and identify regions by describing physical and human characteristics of places.

Lessons 1-3:  The Beginnings of Civilizations

Duration:   3 days
Standards/Indicator: History 3: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Enduring Understanding:  Societies are diverse and change over time.
Essential Questions:  Which civilization studied was the most advanced, and why?  How did early farming villages grow into cities?  How did trade impact the development of cities?
Assessment: Respond orally or in writing:  How did early farming villages grow into cities?  How did trade impact the development of cities? Complete the Chapter assessment for The Ancient World on page 30.

Activities

1. Discuss how today, in this country, there is usually a surplus of food clothing and other supplies. Grocery stores, department stores, discount stores supply what we need. What is surplus? Why did a “surplus” have such an impact on people of the ancient world? Farming villages were able to have food year around, allowing for a surplus. An effect of a surplus is a growing population. Use the text to find others.

2. Read The Ancient World pages 24-28 and take notes on the how early cities developed and the role of trade.

3. Make a graphic organizer and write "Civilization" in the center. Write the six features of a civilization.
   Watch video clip on Trade Between Cultures of the Ancient World (2:58) and take notes. Compare information from the video with that in the text.

4. Complete “Writing the Learn” Activity on page 28. The persuasive speech needs to be at least one page long.

5. Go to the Encarta Online Encyclopedia and scroll down to “A Prehistoric Agriculture”.  Read article and describe how farming villages developed. Include the tools the farmers used.

Differentiation
Support: Read The Ancient World page 28 on the social classes.  Draw a large triangle and divide it into 4 parts with horizontal lines.  Fill in with the social classes.  Draw pictures in each section to illustrate the different social classes.
Extension: Make a poster showing the development of civilization from hunter-gatherers to early farming villages, to small cities, and gradually to large cities.  Include the development of trade and social classes.  Use markers or crayons.  Use the Ancient Egypt Website.

Lessons 4-5:  Land Between Two Rivers
   
Duration:  2 days
Standards/Indicator: Geography 2: Define and identify regions by describing physical and human characteristics of places.
Enduring Understanding: Physical and human characteristics of places define regions.
Essential Question: How did the physical characteristics of regions influence human characteristics?
Assessment: Respond orally or in writing to the Essential Question: How did physical characteristics of regions influence human characteristics? 
 
Activities

1. Look at a map of the United States on pages 252-253 in textbook.  Where are the largest cities located in relationship to bodies of water? Give some examples. Why are these cities located near bodies of water?  Look at the map on page 33 in The Ancient World.  Where is Mesopotamia?  What rivers are found in Mesopotamia? Why would cities be located near these rivers?

2.  Watch video clip, Mesopotamia Geography and Sumerian Society. (1:08)  Take notes on the effect the geography had on Sumer.

3. Read pages 34-39 in The Ancient World to find out why these rivers were important to  to people and about the first cities. Make a graphic organizer of the seven civilizations in the chapter (Sumerians, Babylonians, Assyrians, Chaldeans, Phoenicians, Israelites, and Persians. Add columns with the following headings: "Where They Lived,", "Their Challenges or Problems," "Their Lasting Achievements," and "Cultural/Social Activities".  Complete for the Sumerians in this lesson.

4. Watch video clip, Religion and the Ruling Class of the Ancient Sumerians (3:03). Take notes on how religion affected the life of Sumerians.

5. Go to Social Studies for Kids and read through the pages and take notes on Sumer in the graphic organizer.

6. Using The Physical and Human Characteristics of Place, identify the characteristics that impacted Mesopotamia. The Ancient World, pages 32-39. An Introduction to the Ancient Middle East

Differentiation
Support: Read The Ancient World page 37, "A Brief Tour of a Sumerian City".  Draw a picture of a busy Sumerian city.  Be sure to include the public square and describe the human activities that take place in the square.
Using a list of physical and human characteristics, draw a map locating these features.
Extensions: Watch the complete video Mesopotamia: From Nomads to Farmers (20:00).
Go to History Alive: The Ancient World. Read essay and choose one of the activities to complete. Permission granted to use this material by Teacher Curriculum Institute, June 2008]
Go to the Passport to the World and register. Then choose Egypt and learn about the history of this part of Africa. There is an online journal to keep notes you take on your discoveries. If you earn 300 points on the Customs Quiz, you will get your World Passport stamped for Egypt.

Lessons 6-7: Fertile Crescent Empires
     
Duration:  2 days
Standards/Indicator:  Geography 2:  Define and identify regions by describing physical and human characteristics of places.
Enduring Understanding: Physical and human characteristics of places define regions.
Essential Question: How did the physical characteristics of regions influence human characteristics?
Materials: The Ancient World  and Introduction to the Ancient Middle East Website 
Assessment: Respond orally or in writing: How did physical characteristics of regions influence human characteristics? Which Mesopotamian was the most advanced and why?

Activities

1. Read pages 42-46 in The Ancient World and take notes on the graphic organizer from the previous lesson on Babylonians, Assyrians, and Chaldeans, and Persians. Compare and contrast the groups. How were they similar? Different? Which was the most advanced and why?

2. Complete "Writing Activity" page 46.

3. Go to the Introduction to the Ancient Middle East. Read through the pages and take notes in the graphic organizer on the civilizations.

Differentiation
Support:  Reread "Assyria's Contributions" page 44 in The Ancient World.  Draw the different weapons that the Assyrians used in battle.  Label each weapon.
Extensions:  Go to the History Alive! The Ancient World  Investigating Literature website. Read the essay and choose one of the activities to complete. 
Go to the Passport to the World and register. Then choose Egypt and learn about the history of this part of Africa. There is an online journal to keep notes you take on your discoveries. If you earn 300 points on the Customs Quiz, you will get your World Passport stamped for Egypt.

Lessons 8-10: The Legacy of Mesopotamia 
    
Duration:  3 days
Standards/Indicator: History 3: Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Enduring Understanding:  Societies are diverse and change over time.
Essential Questions: How did writing develop in Mesopotamia?   Why was Hammurabi’s Code a major step forward for humankind?
Materials: The Ancient World pages 47-51; History Alive! The Ancient World Investigating Primary Sources
Assessment:  Use the essential questions.

Activities

1. Discuss with your classmates how different our lives would be if we did not have a form of writing. How would we know about the achievements and mistakes of people in history? How would we communicate over long distances, keep records, and have laws?

2. Watch video clip, Development of a Written Language in Ancient Sumer (1:41).
3. Describe cuneiform.   
4. Copy the chart on page 47 of the textbook and complete it while reading pages 47-51. 
5. Complete "Writing Activity" page 51.
6. Go to the Cuneiform Museum and discover how to write your name in this ancient form. Copy your name in cuneiform in your notebook.  

Differentiation
Support: Draw a picture that depicts a typical day of a scribe.  Write 2-3 sentences describing your drawing.
Extensions: Describe a typical day in the life of a scribe in Sumer.  Write 10-12 sentences.
Hammurabi's Code Activity: Go to History Alive! The Ancient World Investigating Primary Sources and read the selection "What is Justice?  A View From the Code of Hammurabi." Answer questions in complete sentences.
Go to the Passport to the World and register. Then choose Egypt and learn about the history of this part of Africa. There is an online journal to keep notes you take on your discoveries. If you earn 300 points on the Customs Quiz, you will get your World Passport stamped for Egypt.

Lessons 11-13: Mediterranean Civilizations
    
Duration:  3 days
Standards/Indicator:  History 3:  Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Enduring Understanding:  Societies are diverse and change over time.
Essential Questions: What impact did the Phoenicians have on the Mediterranean world?  What were the major events in the history of the Israelites?
Assessment: Use appropriate questions from the Chapter Test.

Activities

1. How do we know about ancient civilizations? Much of what we have learned has come to us through Archeologists. A career in archeology allows a person to explore and speculate about how people lived in ancient times. Read the Interview With Fredrik Hiebert, one of the world's top archeologists. Explain to students how ancient history has reached us. Stories have been told and retold from one generation to the next, changing each time. Once writing was invented, stories were written down and became permanent records.

2. Watch video clip, The Phoenicians and Hebrews: The First Alphabet (1:07). Take 2-3 notes on the video clip.

3. Read The Ancient World pages 52-57, taking notes in the graphic organizer from lesson 8 on the Phoenicians and Israelites.

4. Complete questions and "Writing Activity" on page 57.

5. Go to the Primary Source Activity. Read the selection. Draw a timeline of the Israelites, place 3 migrations of the Jews on the timeline, using textbook pages. Draw a symbol to represent each migration.

Differentiation
Support: Have students draw a picture of life on the open sea at the time of the Phoenicians.  Write a short paragraph that describes the drawing.
Extensions: Discuss new forms of communication in the 21^st century and how these compare to the systems of the Phoenicians and Israelites.

Lessons 14-15: Judaism
     
Duration: 2 days
Standards/Indicator: History 6:  Describe religious beliefs and philosophical ideas, and how they changed societies.
Enduring Understanding:  Religious beliefs and philosophical ideas change societies.
Essential Questions:  How were the Israelites’ religious beliefs different from those of other people in the ancient world?  Why were special religious laws and traditions important to the Jews? How is Judaism similar to Christianity and Islam?
Materials:  The Ancient World pages 60-65
Assessment:  Which of the Israelites’ religious beliefs were probably most easily accepted by other peoples of the ancient world?  Which of their beliefs was probably the least acceptable to others?  Explain the choices made.

Activities

1. Discuss how shared values help shape people's lives. What happens when some people ignore the values accepted by most of a group? What are the consequences for people who ignore the values?

2. Copy the concept web on page 60 in The Ancient World, and then read pages 60-65 to complete the web. Work with a partner to discuss the ideas and beliefs you included.

3. Using these notes, write a summary of the ideas and beliefs of Judaism. Be sure to include at least one idea that was included in a classmate’s web but not in yours.

4. Literature Activity: Read the selection The Power of Friendship: The Lives of Naomi and Ruth and complete the assignment. [Permission granted to use this material on the Link2Learn website by Teacher Curriculum Institute, June 2008]

Differentiation
Support: Provide students with a CLOZE exercise that includes the key beliefs of Judaism.
Extensions: What is a Diaspora?  Research the word “Diaspora”.  Write the origin of the word and explain the impact of Diaspora in the world.  How did the Jews end up in many different parts of the world? Study the map on page 55 in The Ancient World.  What role do you think the Mediterranean Sea played in the Diaspora? Use the Encarta Website as a resource.

Lessons 16-17: The Geography of the Nile
   
Duration:  2 days 
Standards/Indicator:  Geography 2:  Define and identify regions by describing physical and human characteristics of places
Enduring Understanding:  Knowledge of geography increases understanding of past and present.
Essential Question: How did human characteristics help to shape a region?
Assessment:  The Nile is a physical feature. How did it influence human activity in the region. List and explain 4 ways.
 

Activities

• Ask student why a river might overflow its banks.  What happens to snow on mountains?  How does this affect mountain streams that flow into rivers?  How does water affect the way people live?
• Discuss “Egypt is the gift of the Nile”.  Draw a picture map of the Nile River through Upper and Lower Egypt and Nubia, using the map on page 69.  What bodies of water are near the Nile?  What body of water does the Nile flow into?  Which direction does the Nile River flow?
• Watch video clip, Gift of the Nile (3:33).
•  Read The Ancient World pages 70-75, taking notes on the geography along the Nile River.  What do you see?
• Watch video clip, Seasons of the Nile (2:40) and take notes about the seasons.
• Complete “Writing to Learn” activity on page 75 of the text, using your notes to describe a journey down the Nile River.  Draw a picture to accompany the entry.
• Go to History Alive! The Ancient World Enrichment Essay. Read the selection and complete the assignment. [Permission granted to use this material on the Link2Learn website by Teacher Curriculum Institute, June 2008]

Differentiation
Support: What are the Gifts of the Nile?  Use The Ancient World page 63, and draw a picture that shows the Gifts of the Nile?  Write 2 sentences describing the picture.
Extensions:  Examine current events issues applying to the Nile River, like the Aswan Dam.  Research the Effects of the Aswan Dam on communities along the river.  
Go to the Passport to the World and register. Then choose Egypt and learn about the history of this part of Africa. There is an online journal to keep notes you take on your discoveries. If you earn 300 points on the Customs Quiz, you will get your World Passport stamped for Egypt.

Lessons 18-20:  Egypt’s Powerful Kings and Queens
    
Duration: 2 days
Standards/Indicator: History 5:  Describe forms of government, then give examples of societies that practiced and changed them over time (democracy, monarchy, oligarchy, clan/tribal, and autocracy
Enduring Understanding:  Different forms of government have been developed, practiced, and changed throughout history.
Essential Question:  How were ancient civilizations governed?
Assessment:  Use the information in the diagrams to compare the 3 Egyptian rulers:  How were they alike? How were they different?

Activities

1. Print a copy of the KWL Chart to complete, or share with classmates what you know about Egyptian rulers and write their ideas on white board/overhead. List things you would like to learn about the ancient civilizations.

2. Make three diagrams like the one on page 76 of the text. In the center of each, write these rulers: Hatshepsut, Menes, and Thutmose III. Read The Ancient World pages 76-81, and take notes on events during the lives of these three rulers.
   Watch video clip, Hatshepsut-The Queen Who Became King (5:41), and take notes. Compare the information with that in the textbook and on the diagram.

3. Use the “Writing to Learn” Activity and Questions on page 81.

4. Go to History Alive! The Ancient World Enrichment Essay and read the selection and complete the chart at the end of the selection. [Permission granted to use this material on the Link2Learn website by Teacher Curriculum Institute, June 2008]

5. Go to The Staff of Hatshepsut: An Adventure Game Based on Stories of Ancient Egypt. Read through the scenario and complete activities about Queen Hatshepsut.
6. Explore Cleopatra's Palace Simulation. Literacy Connection: Learn About Cleopatra through Informational Texts Video
7. Explore the National Geographic Interactive Game: Search for the Unknown Mummy the Ancient Egypt Virtual Museum, or the Mystery of the Tatooed Mummy. Share what you learned with your classmates.

Differentiation
Support: Read “All-Powerful Pharaohs” on page 77-78. Explain absolute power and describe the power of a pharaoh.  Draw a picture the shows the absolute power of a pharaoh.
Extensions

1. Research one of the pharaohs discussed in this lesson or choose one of the following: Akhenaton, Cleopatra, Khufu, Ramses II, Ptolemy I, or Seti I.  Write the ruler’s strengths and weaknesses and his or her contribution to Egyptian life and culture.
2. Compare Ancient Egypt to the Ancient Civilizations you studied last quarter in Mexico. How were they alike, and how did they differ in architecture, city planning, government, industry, and religion? Use a Triple Venn Diagram for each of the comparisons. Find pictures from the Internet that support your observations. Finally, make your own hypothesis (guess) as to why these cultures, located on separate sides of the planet could evolve with so many similarities.

Lessons 21-23:  Egyptian Religion
     
Duration:  2-3 days
Standards/Indicator: History 6:  Describe religious beliefs and philosophical ideas, and how they changed societies.
Enduring Understanding:  Societies have been affected by religions and philosophies.
Essential Questions: What role did religion play in ancient Egypt?  How did the Egyptians manage to build the pyramids without knowledge of the wheel?
Materials: The Ancient World  pages 82-87
Assessment: What role did religion play in ancient Egypt?  How did the Egyptians manage to build the pyramids without knowledge of the wheel?

Activities

1. What do you know about Egyptian gods and mummies? Why were the pyramids built? How were the pyramids built? Watch video clip, Mummification and Tomb Building (3:25) to learn more about the responses to these questions.

2. Copy the graphic organizer on page 82, then read pages 82-87 and take notes.

3. Complete page 78 Questions and “Writing to Learn” Activity. The journal entry needs to be one page long.

4. Read orally and discuss pages 88-89 about the pyramid builders. Assign the questions on page 89.

5. Go to the Encarta Website and read about the different gods, Anubis, Bast, Horus, and Isis.  Write 5 facts about each god.

Differentiation
Support: Use the steps in building a pyramid and put them on tag board. Give each student one, then have them stand to place in the correct sequence.
Extensions: Complete the Webquest on Ancient Egyptian Religion. 

Lessons 24-25: Ancient Egyptian Culture
         
Duration:  2-3 days
Standards/Indicator: History 3:  Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Enduring Understanding: Societies are diverse and change over time.
Essential Questions:  What contributions did the Egyptians make? Which civilization studied was the most advanced, and why?
Materials: The Ancient World pages 90-95; oblong piece of tagboard or cardboard, markers or paint for cartouche (See Extension activity)
Assessment:  How does the Egyptian civilization compare to those built in Mesopotamia?

Activities 

1. Look at the pictures in the lesson, and describe the Egyptian way of life.  Write down 3-4 notes about the pictures.  Discuss the pictures.  Describe Egyptian life from the pictures.  What kinds of work did they do?  Explain the writing system the Egyptians used from examples on pages 82-83. 
2. Copy the graphic organizer on page 90.  Read, discuss, and take notes on pages 90-95.
3. Watch video clip, Paper, Writing, and Numbers (3:01). Take notes on their writing system and compare to text information.
4. Complete Questions and Writing Activity on page 95.
5. Complete "Using Route Maps" pages 96-97.
6. Read the Satire of Trades and complete the assignment. [Permission granted to use this material by Teacher Curriculum Institute, June 2008]
7. Read and discuss the Rise and Fall of Egypt.

Differentiation
Support: Reread "Social Classes" The Ancient World page 91. Draw a large triangle, and label the social classes of ancient Egypt. In each class, write and draw the social class, starting with the most powerful social class at the top.
Extensions:  Using the Egyptian hieroglyphic alphabet, the student can write his/her name. Then make a personal cartouche (a cartouche is an oblong frame containing a name.)  Use markers or paint to decorate the name. 
Go to the Passport to the World and register. Then choose Egypt and learn about the history of this part of Africa. There is an online journal to keep notes you take on your discoveries. If you earn 300 points on the Customs Quiz, you will get your World Passport stamped for Egypt.

Lessons 26-28:  The Cultures of Nubia
       
Duration:  3 days
Standards/Indicator:  History 3:  Describe basic cultural elements (traditions, customs, religion, language, government), compare and contrast societies, and explain how they changed over time.
Enduring Understanding: Societies are diverse and change over time.
Essential Question:  In what ways did the Nubians and Egyptians benefit from each other?   What were the cultural and technological achievements of the Kerma, Napata, and Meroe kingdoms?   Which civilization studied was the most advanced, and why?
Materials: The Ancient World pages 98-102, 256; poster board and markers for the advertisement (see Extensions)
Assessment:  Students respond to one or more of the Essential Questions; use appropriate unit end activities on textbook page 104.

Activities 

1. Locate ancient Nubia on page 100 in The Ancient World, and follow the course of the Nile River through Nubia.  Then locate the region on the modern map on page 256 in The Ancient World, following the Nile River from Khartoum in Sudan to northern Sudan, near the border of Egypt.  A quarter of its territory was located in ancient Egypt.  Explain how the location of Nubia between Central Africa to Egypt gave it a great advantage in bringing the products of Central Africa to Egypt, Mesopotamia, and the Greek Islands of the Aegean Sea.
2. Copy the table on page 98.  Read orally pages 98-102 and complete the columns.  Take notes on the relationship between Nubia and Egypt. How did they help one another? 
3. Complete questions and Writing Activity page 102.
4. Read about Ancient Nubia and take notes on the culture of Nubia.
   Read about the Kingdom of Meroe and describe the kingdom in a paragraph.
5. Discuss the Essential Questions for this Unit as a class, then write your own summary paragraph answering each questions that your teacher chooses to use. Use the Four Point Rubric as a guide so you know how your response will be graded.

Differentiation
Support: Iron was mined in Nubia, and the people made iron weapons and tools. Draw pictures of these tools and explain their uses. The Ancient World page 102
Extensions: Choose one of the kingdoms and make an advertisement of all the objects/products it made to see. Be sure to put the name of the kingdom on the poster.  Make the poster colorful and attractive. Use the following resources:  ThinkQuest: Ancient Nubia

Parent Resources