Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.

. 

Students Can:

Describe the rise of the Empire in Rome. 

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.

Students Can:

Explain the spread of Christianity  and the change of Rome’s policy overtime with the religion.  

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.

Students Can:

Analyze the fall of Rome. 

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.

Students Can:

Describe the Roman Empire and the impact the Romans had politically, Economically, Socially, and Religiously. 

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.

Students Can:

Describe the Roman Empire and the impact the Romans had politically, Economically, Socially, and Religiously. 

Agenda:

Nearpod on the Roman Empire.

Students will take guided notes on the chunks of information from the Nearpod.  

Assessment:

Nearpod Results 

Agenda:

Bell-Ringer- Section 2 reading from the Textbook. 

Complete a chart on the teachings of Christianity and Rome’s policy. 

Assessment:

Chart. 

Agenda:

DBQ articles on the fall of Rome.

Students will work in groups at stations with each article. 

Assessment:

DBQ analysis. 

Agenda:

Review for test. 

Assessment:

Review Results 

Agenda: 

Test on Rome. 

Assessment:

Test.

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Explain geographical, political and economic elements of Rome. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Explain geographical, political and economic elements of Rome.

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.

9. Describe the rise of the Byzantine Empire, its institutions, and its legacy, including the influence of the Emperors Constantine and Justinian and the effect of the Byzantine Empire on art, religion, architecture, and law. 

Students Can:

Explain terms/people/events associated with this unit.  

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.

9. Describe the rise of the Byzantine Empire, its institutions, and its legacy, including the influence of the Emperors Constantine and Justinian and the effect of the Byzantine Empire on art, religion, architecture, and law. 

Students Can:

Explain the Causes and Effects of the fall of the Roman republic. 

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

7. Describe the widespread impact of the Roman Empire

7A- Tracing important aspects of the diffusion of Christianity, including its relationship to Judaism, missionary impulse, organizational development, transition from persecution to acceptance in the Roman Empire, and church doctrine 

7B- Explaining the role of economics, societal changes, Christianity, political and military problems, external factors, and the size and diversity of the Roman Empire in its decline and fall.

9. Describe the rise of the Byzantine Empire, its institutions, and its legacy, including the influence of the Emperors Constantine and Justinian and the effect of the Byzantine Empire on art, religion, architecture, and law. 

Students Can:

Examine the rise of the Roman Empire. 

Agenda:

We will discuss different aspects of our test. 

We will then play Gimkit to help review for the test. 

If we have time we will do quizlet live. 

Assessment:

Gimkit results  

Agenda:

Students will have 10-15  mins to study. 

We will then take the test. 

Students will complete a short reading to prepare for the next Unit. 

Assessment:

Test 

Agenda:

Students will read a ducksters article on Rome.

We will then define terms/people/events that go with this unit. 

Assessment:

Terms list. 

Agenda:

We will read a chunk of reading from the text book. 

We will then complete a graphic organizer on the causes and effects of the fall of the Republic. 

Class discussion on the graphic organizer. 

Assessment:

Graphic organizer 

Agenda: 

We will complete an analysis of a DBQ article on the rise of the Empire. 

Assessment:

Analysis sheet. 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Analyze the development of Rome’s republic. Explain the challenges to the republic. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Compare and contrast the political system of Rome and the United States. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Explain the importance of the Roman Forum and the Law of 12 tables. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Describe the expansion of the Roman republic and the crisis that struck it. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Explain key geographic, political, economic, and social aspects of the Roman Republic. 

Agenda:

Bell-Ringer- Chunk of Reading from textbook. 

Complete the Challenges to Republic graphic organizer. 

Copy the Society chart from textbook. 

Assessment:

Challenges to Roman republic graphic organizer. 

Agenda:

Bell-Ringer- Ducksters article on the Roman Republic. 

We will then complete a graphic organizer comparing and contrasting the republic in Rome and U.S. 

Assessment:

Graphic organizer

Agenda:

Bell-Ringer- Read chunk of reading from textbook. 

We will analyze the primary document from the textbook on the law of 12 tables. 

We will then discuss the Roman Forum. (Virtual Nearpod to the Roman Forum) 

Assessment:

 Primary document analyzing sheet/NEarpod results. 

Agenda:

Students can trace the expansion of the Roman republic. 

We will look at the causes and effects of the expansion. 

We will then complete a graphic organizer on the crisis that struck Rome. 

Assessment:

Cause and effect sheet/Crisis graphic organizer

Agenda: 

Students will complete an ESPN chart on the Roman republic.   

Assessment:

ESPN chart. 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

5. Describe the role of Alexander the Great in the Hellenistic world.

Students Can:

Describe the cultural contributions by Ancient Greeks and the Role of Alexander the Great. 

Standard: 

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

5. Describe the role of Alexander the Great in the Hellenistic world.

Students Can:

Describe the cultural contributions by Ancient Greeks and the Role of Alexander the Great. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Define terms associated with Ancient Rome to better understand the unit. 

Standard: 

6. Trace the expansion of the Roman Republic and its transformation into an  empire, including key geographic, political, and economic elements.

6A- Interpreting spatial distributions and patterns of the Roman Republic using geographic tools and technologies

Students Can:

Analyze the Geographical features of Rome. 

Agenda:

Review for test. 

Assessment:

Review

Agenda:

Take our test. 

Assessment:

 Test 

Agenda:

We will list and define terms used for this unit. 

Assessment:

Terms list in for Notebook Check.

Agenda: 

 We will look at and list geographical features of Rome. We will then trace the expansion of Rome outside of its beginnings.  

Assessment:

Geography Chart. 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

1b. Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

Students Can:

Analyze and describe the education within a Greek city-state. 

Standard: 

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

Students Can:

 Explain the religious beliefs of the Ancient Greeks. 

Standard: 

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

Students Can:

Analyze the achievements of the Ancient Greeks.

Standard: 

1b. Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

Students Can:

Describe the philosophies of different philosophers in Ancient Greece. 

Standard: 

1b. Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

Students Can:

Analyze important landmarks from Ancient Greece. 

Agenda: 

Bell-Ringer - background essay on spartan education.  

DBQ Article analysis on education in Sparta. 

Assessment:

Article analysis sheet.

Agenda:

Bell-Ringer-

Ducksters article on Mythology.

Biography of Greek God. 

Assessment:

Biography. 

Agenda:

Bell-Ringer- Read a passage from the book. 

Students will complete an achievement chart. 

Assessment:

Chart. 

Agenda:

Nearpod on the Three Greek philosophers.

Assessment:

Nearpod Results. 

Agenda: 

Nearpod virtual tour of different monuments in Ancient Greece. 

Assessment:

Notes/question sheet from Nearpod. 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods

• 3a. Identifying cultural contributions of early world religions and philosophies

Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods, Phoenicians (alphabet)

Students Can:

Explain the development of Judaism and it’s philosophies and Key tenets. 

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods

• 3a. Identifying cultural contributions of early world religions and philosophies

Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods, Phoenicians (alphabet)

Students Can:

Explain the development of Judaism and it’s philosophies and Key tenets. 

Standard:

1,2,3 

Students Can:

Standard: 

1b. Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

Students Can:

Explain and understand terms associated with Greece. 

Standard: 

1b. Identifying the birth of Christ as the basis of the Gregorian calendar used in the United States since its beginning and in most countries of the world today, signified by B.C. and A.D.

4. Identify cultural contributions of Classical Greece, including politics, intellectual life, arts, literature, architecture, and science.

Students Can:

Agenda: 

Review for Test on Judaism. 

Assessment:

Quizlet/Kahoot. 

Agenda:

Test on Judaism. 

Assessment:

Test 

Agenda:

Take Quick-check (Benchmark) test. 

Assessment:

Benchmark Results. 

Agenda:

Students will list and define terms associated with Standard 4.   Play Quizletlive on those terms.

Assessment:

List of definitions. 

Agenda: 

Nearpod on Greece. 

Nearpod will be overview of Greece. 

Assessment:

Nearpod results. 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Explain the achievements of Ancient Egyptians. 

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Describe the importance of different aspects of the study of Ancient Egypt. 

Standard:

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Describe characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

Standard: 

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys Examples: natural environment, urban development, social hierarchy, written language, ethical and religious belief systems, government and military institutions, economic systems

• 2b.  Identifying on a map locations of cultural hearths of early civilizations Examples: Mesopotamia, Nile River Valley

Students Can:

Describe characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

Standard: 

3. Compare the development of early world religions and philosophies and their key tenets.

Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods

• 3a. Identifying cultural contributions of early world religions and philosophies

Examples: Judaism, Hinduism, Confucianism, Taoism, Christianity, Buddhism, Islam, Greek and Roman gods, Phoenicians (alphabet)

Students Can:

Explain the meaning of terms associated with Early World religions. 

Agenda: 

Bell-ringer- Short reading from the textbook. 

My life as____….Egyptian Achievement card.  

Present Egyptian Achievement card.

Assessment:

Egyptian Achievement card.  

Agenda:

Bell-Ringer- Ducksters article. 

$5 summary on a topic chosen by the students from Ancient Egypt.  

Quizlet live.  

Assessment:

$5 Summary 

Agenda:

Review for test on Ancient Egypt. 

Assessment:

Review game results. 

Agenda:

Test on Ancient Egypt

Assessment:

Test. 

Agenda: 

 Students will define terms associated with Early World religions. 

Group discussion on the terms. 

Assessment:

Students  list of terms. 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Explain the legacy of Ancient Egypt, including the pyramids, mummification process, and hieroglyphics. 

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Analyze how the Nile river shaped Ancient Egypt. 

Standard:

Students Can:

Virtual Day 

Standard: 

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys Examples: natural environment, urban development, social hierarchy, written language, ethical and religious belief systems, government and military institutions, economic systems

• 2b.  Identifying on a map locations of cultural hearths of early civilizations Examples: Mesopotamia, Nile River Valley

Students Can:

Describe the Economic, Society, Political, and Environment features of Ancient Egypt. 

Standard: 

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys Examples: natural environment, urban development, social hierarchy, written language, ethical and religious belief systems, government and military institutions, economic systems

• 2b.  Identifying on a map locations of cultural hearths of early civilizations Examples: Mesopotamia, Nile River Valley

Students Can:

Explain the three kingdoms of Ancient Egypt. 

Agenda: 

Nearpod on the legacy of Ancient Egypt. 

Assessment:

Nearpod quiz results. 

Agenda:

DBQ article. 

Read background essay on how the Nile shaped Egypt. 

Group work analyzing documents on the Nile River. 

Assessment:

Document sheets. 

Agenda:

Assessment:

Agenda:

Bell-Ringer Ducksters article. 

ESPN chart on Ancient Egypt.

Assessment:

Ducksters quiz/Espn Chart. 

Agenda: 

 Bell-ringer 

Short reading from textbook. 

Chart the three kingdoms of Ancient Egypt. Students will compare and contrast the three kingdoms. 

Quizlet live to finish class. 

Assessment:

Chart on the three kingdoms. 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Describe early characteristics of early civilizations. 

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Describe early characteristics of early civilizations.

Standard:

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys Examples: natural environment, urban development, social hierarchy, written language, ethical and religious belief systems, government and military institutions, economic systems

• 2b.  Identifying on a map locations of cultural hearths of early civilizations Examples: Mesopotamia, Nile River Valley

Students Can:

Explain the meaning of terms associated with the study of Egypt.

Standard: 

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys Examples: natural environment, urban development, social hierarchy, written language, ethical and religious belief systems, government and military institutions, economic systems

• 2b.  Identifying on a map locations of cultural hearths of early civilizations Examples: Mesopotamia, Nile River Valley

Students Can:

Locate and describe the rise of civilizations along the Nile river. 

Standard: 

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys Examples: natural environment, urban development, social hierarchy, written language, ethical and religious belief systems, government and military institutions, economic systems

• 2b.  Identifying on a map locations of cultural hearths of early civilizations Examples: Mesopotamia, Nile River Valley

Students Can:

Analyze civilizations along the Nile River. 

Agenda: 

Review for test on Mesopotamia. 

Assessment:

Review 

Agenda:

Take test on Mesopotamia. 

Assessment:

Test

Agenda:

Students will list and define terms associated with Egypt. 

Assessment:

Check their list of terms. 

Agenda:

Bell-Ringer-

Short reading from the textbook on Egypt. 

Use google maps to locate the Nile River. 

Graphic organizer on civilizations 

Assessment:

Graphic Organizer

Agenda: 

Nearpod on the civilizations along the Nile River. 

Assessment:

Nearpod results. 

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

Students Can:

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Describe key aspects of the first civilization and early components of river valley civilizations. 

Standard:

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Analyze the significant achievements made by those in Mesopotamia. 

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Analyzing the significance of the worlds first law code. Describe the impact Hammurabi’s code. 

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys systems

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Describe the economical, social, political, and Geographical features of Mesopotamia.

Agenda: 

. 

Assessment:

Agenda:

Complete a packet on the Rise of the World’s first civilization. 

Assessment:

Packet

Agenda:

Bell-Ringer- Ducksters article on Mesopotamia. 

Achievement Chart.

*If time group skit on new technology.

Assessment:

Achievement chart.

Agenda:

DBQ article. 

Station work on the analysis of Hammurabi’s code. 

Assessment:

Article analysis

Agenda: 

ESPN chart on Mesopotamia. 

Google Slide presentation on Mesopotamia. 

Assessment:

ESPN Chart

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Explain the meaning of terms associated with the study early river valley civilizations.

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Explain the importance of the geography for river valley civilizations. 

Standard:

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Describe the rise of the world’s first civilization. 

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys 

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Analyze the importance geography had on the rise of the world’s first civilization. 

Standard: 

1d.  Identifying terms used to describe characteristics of early societies and family structures Examples: monogamous, polygamous, nomadic *monotheistic, polytheistic

2. Analyze characteristics of early civilizations in respect to technology, division of labor*, government, calendar, and writings.

• 2a.  Comparing significant features of civilizations that developed in the Tigris-Euphrates, Nile, Indus, and Huang He River Valleys systems

• 2b.  Identifying on a map locations of cultural hearths of early civilizations 

Students Can:

Explain the Achievements of the world’s first civilization. 

Agenda: 

Students will list and define the terms associated with early river valley civilizations. 

Assessment:

List of terms completed. 

Agenda:

Bell-Ringer-

Chunk of reading from the text book. 

Group Discussion on reading. 

Use a graphic organizer to explain the importance of the fertile crescent. 

Assessment:

Graphic Organizer

Agenda:

Bell-Ringer- 

Chunk of reading from ducksters.

Group discussion on the reading. 

Chart the rise of Government, Religion, and society. 

Complete a social hierarchy chart for the world’s first civilization.

Assessment:

Chart that will be completed. 

Agenda:

Read the first two sections of Chapter 3.

Students will complete the section reviews for Section 1 and 2 of Chapter 3. 

Assessment:

Chapter 3 section reviews. 

Agenda: 

Read the last two sections of Chapter 3. 

Students will complete the section reviews for Section 3 and 

4 from the textbook.

Assessment:

Chapter 3 sections reviews.

Monday

Tuesday

Wednesday

Thursday

Friday

Standard: 

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Trace the beginning of civilizations and the culture of hunter-gatherer societies. 

Standard: 

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Explain the adaptations of early humans to new environments. 

Standard:

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Analyze the importance of the Agricultural revolution. 

Standard: 

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Explain prehistoric people and their lifestyles. 

Standard: 

1. Explain how artifacts and other archaeological findings provide evidence of the nature and movement of prehistoric groups of people.

Examples: cave paintings, Ice Man, Lucy, fossils, pottery

Students Can:

Explain prehistoric people and their lifestyles. 

Agenda: 

Bell-Ringer 

-Read pages 30-31

Nearpod on the Stone Age. 

Assessment:

Nearpod Quiz 

Agenda:

Bell-Ringer

-Short article on Otzie the Ice man.

Google slide presentation on the advancements made during the Stone Age.  

$5 summary on the life of people living in the Stone Ages. 

Assessment:

$5 Summary 

Agenda:

Article analysis on an article debating nomadic and sedentary lifestyles. 

Open group discussion on if we as a group would be better off without the Agricultural revolution. 

Quizlet live

Assessment:

Article Analysis sheet. 

Agenda:

Review for test on Standard 1. 

Assessment:

Review Game

Agenda: 

Take test on Standard 1. 

Assessment:

Test on Standard 1.