Montgomery County Schools

Transcription

1 (Daily Learning ) SS different factors (e.g., rivers, mountains, plains) affected where human activities were located in early SS different factors (e.g., rivers, mountains, plains) affected where human activities were located in early 1 LT1: I can identify the concepts of. 2 LT2: I can analyze the geographical region of the Fertile Crescent. Unit 2 on Pre-test Fertile Crescent, Asia minor, irrigation, surplus, division of labor, silt, canals, civilization Pre-test (Holt World History CD Unit Test) Discussion Class Introduction to the geographical area. Student score Teacher Observation Pre-test Map of Fertile Crescent 8/18/ of 11

2 (Daily Learning ) SS different factors (e.g., rivers, mountains, plains) affected where human activities were located in early 3 LT 3: I can understand the development of the Sumerian civilization. Urban, rural, citystate, Sargon, Gilgamesh, Akkadian, Polytheism, priests, social hierarchy, empire, 3 column graphic organizer for government, religion, and society Exit slip Holt Pg. 62 TE S new knowledge, technology/tools and specialization increased productivity in A.D. 4-5 LT4: I can describe the advances that helped Sumerian society develop. Cuneiform, pictographs, scribe, epics, architecture, ziggurat Class discussion of Section 3 Chapter 3 Read Epic of Gilgamesh Chart of Sumerian achievements Holt Pg /18/ of 11

3 (Daily Learning ) SS explain how the natural resources of a place or region impact its political, social and economic development in A.D. 6 LT5: I can identify the cultures present in the Fertile Crescent following the Sumerians. Monarch, Hammurabi s Code, chariot, Nebuchadnezzar, alphabet, Hittites, assites, Assyrians, Chaldeans, Phoenicians Class discussion Fertile Crescent Empire Web Organizer Thumb It ASC SS explain why and give examples of how human populations changed and/or migrated because of factors such as war, disease, economic 7 LT6: I can explain the importance of the cultures present in the Fertile Crescent following the Sumerians. R Monarch, Hammurabi s Code, chariot, Nebuchadnezzar, alphabet, Hittites, assites, Assyrians, Chaldeans, Phoenicians Quiz Think, Pair, Share Quiz Grade 8/18/ of 11

4 (Daily Learning ) opportunity and technology in A.D. different factors (e.g., rivers, mountains, plains) affected where human activities were located in early to 1500 A.D SS compare purposes and sources of power in the most common forms of government (monarchy, 8 LT: I can describe the geographical features of ancient Egypt. 7 LT: I can compare how the social structure affects religion and government in Egypt. R Cataracts, delta, Menes, Lower Egypt, Upper Egypt, Nubia, pharaoh, dynasty, Old ingdom, nobles, hufu, pharaoh, scribes, afterlife, mummies, elite, pyramids, engineering Graphic Organizer to show growth of ancient Egypt. Illustrate a pyramid of Egyptian society. Brain Pop Turn & Talk Pair/Share Review Quiz ASC Internet-Brain Pop 8/18/ of 11

5 (Daily Learning ) democracy, republic, dictatorship) in A.D. SS explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the A.D. and resulted in unique perspectives. 8-9 LT: I can explain the importance of the pyramids to the Egyptian culture.,s, P Pyramids, engineering United Streaming/pyramids Journal Response/On- Demand 8/18/ of 11

6 (Daily Learning ) SS compare how cultures (early ) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior LT: I can infer the changes which were brought about during the Middle and New ingdoms of Egypt. LT: I can describe the trade routes on ancient Egypt. LT : I can categorize the political and military facts that led to the rise and fall of the Middle and New ingdoms. R R,S Middle ingdom, New ingdom, trade routes, Queen Hatshepsut, Ramses the Great Graphic Organizer (Pg. 96) Map-Plot Egyptian Trade Routes (TE pg. 97) Pyramid Graphic Organizer TE Pg. 100 Teacher observation Backyard Neighbor Talk Exit Slip ASC SS explain how elements of culture (e.g., language, the arts, customs, beliefs, LT: I can identify the achievements made by the ancient Egyptians. LT: I can explain the impact of the achievements made by the ancient Egyptians. Hieroglyphics, papyrus, Rosetta Stone, sphinxes, obelisk, ing Tutankhamen, arnak Graphic Organizer for class discussion Response Log Comparison Chart I Learned Statements ASC 8/18/ of 11

7 (Daily Learning ) literature) defined specific groups in the A.D. and resulted in unique perspectives. SS explain how elements of culture (e.g., language, the arts, customs, beliefs, literature) defined specific groups in the A.D. and resulted in unique perspectives. LT: I can interpret ancient hieroglyphics. LT: I can produce a selected product. 16 LT: I can produce a selected product. P P Hieroglyphics Decoding hieroglyphics Mesopotamia/Ancient Egypt Tic-Tac-Toe introduction Mesopotamia/Ancient Egypt Tic-Tac-Toe Hieroglyphic Code Thumb It Teacher observation Hieroglyphic alphabet ASC Tic-Tac-Toe Library/ Internet resources 8/18/ of 11

8 (Daily Learning ) SS explain how conflict and competition (e.g., political, economic, religious, ethnic) occurred among individuals and groups in early SS use a variety of tools (e.g. primary and secondary sources) to describe and explain historical events and conditions and to analyze the perspectives of LT: I can summarize the relationship of ush with Egypt. LT: I can explain the relationship between ancient ush and Egypt. 20 LT: I can practice and apply the skills of assessing primary and secondary sources. S P S Piankhi, trade network, merchants, exports, imports, Queen Shanakhdakheto, ing Ezana Primary Source, Secondary Source Cause & Effect Chart TE pg. 113 Billboard TE pg. 107 Poster creation TE pg. 114 Turn & Talk Teacher Grade Garbage Pile or Turn and Talk ASC Holt Pg. 107 Materials: Crayons, markers, construction paper ASC Primary/Secon dary sources from internet 8/18/ of 11

9 (Daily Learning ) different individuals and groups (e.g., gender, race, region, ethnic group, age, economic status, religion, political group) in early SS different factors (e.g., rivers, mountains, plains) affected where human activities were located in early LT: I can conclude the concepts of early civilization. S Review of unit vocabulary Days 1-20 Unit Review Quiz TE pg. 117 United streaming Note Review/ Text Review(pg. 79, 80, 115, 116) Quiz Grade Teacher Observation Holt Internet Resource Internet 8/18/ of 11

10 (Daily Learning ) SS compare how cultures (early ) developed social institutions (family, religion, education, government, economy) to respond to human needs, structure society and influence behavior. SS explain how elements of culture (e.g., language, the arts, customs, beliefs, 23 LT: I can exhibit my knowledge of the River Valley Civilizations of the Mediterranean LT: I can produce a selected product S.P Unit Unit Summative Unit Test 2 P Share product with class Teacher Rubric 8/18/ of 11

11 (Daily Learning ) literature) defined specific groups in the A.D. and resulted in unique perspectives. 8/18/ of 11