SMS Unit of Study
Course:
Unit Title:
Early World History
Mesopotamia and the Fertile Crescent
Standards Set—What standards will I explicitly teach and intentionally
Teacher(s):
Unit Length:
Hay and Brandenburg
12
Unit Overview
assess? (Include standard number and complete standard).
SS-07-2.1.1
Students will explain how elements of culture (e.g., language,
the arts, customs, beliefs, literature) defined specific groups in
the early civilizations prior to 1500 A.D. and resulted in
unique perspectives.
DOK 2
SS-07-2.3.1
Students will explain how conflict and competition (e.g.,
political, economic, religious, ethnic) occurred among
individuals and groups in early civilizations prior to 1500 A.D.
DOK 2
SS-07-4.1.2
Students will describe how different factors (e.g., rivers,
mountains, plains) affected where human activities were
located in early civilizations prior to 1500 A.D.
SS-07-4.3.1
Students will describe patterns of human settlement in early
civilizations prior to 1500 A.D. and explain how these
patterns were influenced by human needs.
DOK 2
SS-07-4.3.2
Students will explain why and give examples of how human
populations changed and/or migrated because of factors such
Summative Assessment—How will I assess my students after explicitly teaching the
standards set? (Describe type of assessment).
Summative Assessment will include 30 multiple choice, 6 matching, 5
sequencing questions, and 1 map .
SMS Unit of Study
as war, disease, economic opportunity and technology in early
civilizations prior to 1500 A.D.
DOK 3
SS-07-4.4.1
Students will explain how technology in early civilizations
prior to 1500 A.D. assisted human modification (e.g.,
irrigation, clearing land, building roads) of the physical
environment.
DOK 2
SS-07-4.4.2
Students will describe ways in which the physical
environment (e.g., natural resources, physical geography,
natural disasters) both promoted and limited human
activities (e.g., exploration, migration, trade, settlement,
development) in early civilizations prior to 1500 A.D.
DOK 2
SS-07-4.4.3
Students will explain how the natural resources of a place or
region impact its political, social and economic development
in early civilizations prior to 1500 A.D.
SS-07-3.1.1
Students will explain and give examples of how scarcity
required individuals, groups and governments in early
civilizations prior to 1500 A.D. to make decisions about how
productive resources (natural resources, human resources,
capital goods) were used.
DOK 2
SS-07-5.3.3
Students will describe the rise of non-Western cultures (e.g.,
SMS Unit of Study
Egyptian, Chinese, Indian, Persian) and explain ways in which
these cultures influenced government, philosophy, art, drama
and literature in the present day.
DOK 3
Program Review, FAL, & LDC Connections—How will I integrate
writing and/or arts & humanities or PLCS in this unit? What FAL or LDC Module is
included in this unit?
Students will take daily formative quizzes which include short
answer questions and multiple choice
Vocabulary—What content vocabulary words (Tier 3) are essential?
Instructional Sequence
Standard #
All
All
SS-07-4.1.2
Students will describe how
different factors (e.g.,
rivers, mountains, plains)
affected where human
activities were located in
early civilizations prior to
1500 A.D.
SS-07-4.4.2
Students will describe
ways in which the physical
environment (e.g., natural
resources, physical
Daily Learning Target
All
All
Instructional Activity
Students will complete the You Try It activity on page 53 of
their text book. Then, students will define each of the 28 key
terms and people from page 53 of their text book.
Students will be given test retakes from the previous unit. We
will go over grades. Students will watch From Nomads to
Farmers on United Streaming. Video will preview the entire
unit for students.
Formative
Assessment
Geography
I can explain the geography of the Fertile
Crescent.
Bellringer- Students will complete practice map work. Ask 3-4
questions about maps in the back of their text book.
Students will take notes over slides 1-12 of the Mesopotamia
powerpoint.
Maps, verbal
questioning
Geography
I can explain the geography of the Fertile
Crescent.
Bellringer – what body of water do the Tigris and Euphrates
empy into? Name the large mountain range north of
Mesopotamia. List six modern day countries located within the
Fertile Crescent.
Students will take a 5 questions quiz on slide 13 of the
Short answer
questions
SMS Unit of Study
geography, natural
disasters) both promoted
and limited human
activities (e.g., exploration,
migration, trade,
settlement, development)
in early civilizations prior
to 1500 A.D.
DOK 2
SS-07-4.3.1
Students will describe
patterns of human
settlement in early
civilizations prior to 1500
A.D. and explain how these
patterns were influenced
by human needs.
DOK 2
SS-07-4.3.2
Students will explain why
and give examples of how
human populations
changed and/or migrated
because of factors such as
war, disease, economic
opportunity and
technology in early
civilizations prior to 1500
A.D.
DOK 3
SS-07-4.4.1
Students will explain how
technology in early
civilizations prior to 1500
A.D. assisted human
modification (e.g.,
irrigation, clearing land,
building roads) of the
physical environment.
DOK 2
SS-07-2.1.1
powerpoint. 75% of the students should earn a 4/5 or better
to move on. If they do not, read chapter 3, section 1 out of the
book. Discuss areas of concern with class and go over answer
to questions at the end of the section. If class does well, go on
to slides 14-23 of powerpoint.
Geography
I can explain the geography of the Fertile
Crescent.
Culture
I can explain the rise of Sumerian
civilization.
I can explain the Sumerian social hierarchy.
I can explain religion of the role it played in
ancient Sumer.
Take notes over slides 14-23 of powerpoint.
Verbal questioning
Culture
Students will take notes over Mesopotamia powerpoint slides
Short answer
SMS Unit of Study
Students will explain how
elements of culture (e.g.,
language, the arts,
customs, beliefs,
literature) defined specific
groups in the early
civilizations prior to 1500
A.D. and resulted in unique
perspectives.
DOK 2
SS-07-4.3.2
Students will explain why
and give examples of how
human populations
changed and/or migrated
because of factors such as
war, disease, economic
opportunity and
technology in early
civilizations prior to 1500
A.D.
DOK 3
SS-07-4.4.1
Students will explain how
technology in early
civilizations prior to 1500
A.D. assisted human
modification (e.g.,
irrigation, clearing land,
building roads) of the
physical environment.
DOK 2
SS-07-5.3.3
Students will describe the
rise of non-Western
cultures (e.g., Egyptian,
Chinese, Indian, Persian)
and explain ways in which
these cultures influenced
government, philosophy,
I can explain religion of the role it played in
ancient Sumer.
24-26. Students will complete formative assessment on slide
27.
questions
Historical Perspective
I can explain how technology changed the
way of life for Sumerians.
I can explain the lasting impacts of Sumerian
Achievements.
Watch Mesopotamia and the Development of Written
Language on unitedstreaming.com Students will take notes
over powerpoint slides 28-33. Students will complete
formative quiz on slide 34.
Short answer
questions
SMS Unit of Study
art, drama and literature in
the present day.
DOK 3
SS-07-5.3.3
Students will describe the
rise of non-Western
cultures (e.g., Egyptian,
Chinese, Indian, Persian)
and explain ways in which
these cultures influenced
government, philosophy,
art, drama and literature in
the present day.
DOK 3
SS-07-3.1.1
Students will explain and
give examples of how
scarcity required
individuals, groups and
governments in early
civilizations prior to 1500
A.D. to make decisions
about how productive
resources (natural
resources, human
resources, capital goods)
were used.
DOK 2
SS-07-5.3.3
Students will describe the
rise of non-Western
cultures (e.g., Egyptian,
Chinese, Indian, Persian)
and explain ways in which
these cultures influenced
government, philosophy,
art, drama and literature in
the present day.
DOK 3
All
Historical Perspective
I can explain the lasting impacts of Sumerian
Achievements.
Economics
I can explain the trade of natural resources
found in the Fertile Crescent.
Bellringer- About how many miles is it between the
Mediterranean Sea and the Persian Gulf? Name the oceans that
border Asia. What mountain ranger separates Europe and Asia
in the North? Name three Asian countries that border the Bay
of Bengal.
Students will cover slides 35-38 of Mesopotamia powerpoint.
Have students will complete quiz on slide 39. Talk to students
about checkers being invented in Ur and other games and their
importance to the Mesopotamians. Play a game of checkers
against a student from the class. If the student wins, the class
will be rewarded the following day.
Verbal questioning,
short answer
Historical Perspective
I can explain the historical significance of
people and achievements of the Fertile
Crescent.
Bellringer – What is cuneiform? What were two early uses of
the wheel? Why do you think writing is one of history’s most
important cultural advances? What current leader would you
write and epic about and why?
Class will read through section 4, chapter 3 over Later People
of the Fertile Crescent. Students will complete a graphic
organizer over the later groups. An example is shown on page
72 of their text book.
Graphic organizer,
short answer
All
Unit Study Guide
Short answer
SMS Unit of Study
All
All
All
All
Review Game
Summative Assessment
questions, maps
Verbal questioning