Date: December 29, 2009
Teacher: Mr. Cavanaugh
Subject: 6th World History
Ancient Mesopotamia
Chap 3, Lesson 3: Life in Sumer

Standards:
Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia
and China and explain the importance of their contributions to later civilizations, to include:
• significance of river valleys
• early irrigation and its impact on agriculture
• forms of government (e.g., the theocracies in Egypt, dynasties in China)
• effect on world economies and trade
• key historical figures
• religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids

What we will learn (objectives):
Compile a list of accomplishments of the peoples of ancient Mesopotamia
Compose and type a paragraph that explains which of the Mesopotamian accomplishments has had the greatest impact on our world today
Draw a picture of a major Mesopotamian accomplishment
Create (or label and color) a map of the Middle East
Produce a circle graph that illustrates the religions of the Middle East

What we will read or study (content):
Text book
Teacher-created information packets
Middle East Information Network

How we will study it (process):
General education teacher will have students explore this chapter using different methods: such as vocabulary words, ACE+ practice, guided notes, 2-column notes and group work. Gifted ed teacher will support the teacher and monitor and coach the students, as needed.

As a culminating activity, the students will be asked to bring in an empty cereal box. Additional cereal boxes could be used as extra-credit points. Students will complete a list of 6 items for the project, starting with the paragraph, and then moving on to the next activities as completed. Gifted ed teacher will show a completed box and explain that over the next several days, students will be completing activities for their own display box. We will do a gallery walk in class, and students will score their peers.

Day 1:
Start with a challenge question:
What are the major cultural, political and economic achievements of the peoples of the Tigris and Euphrates River Valley?

Students will start by working in cooperative groups to compile information regarding the accomplishments, and the importance of said accomplishments, of the people of Mesopotamia. This information can be found in the text book, the internet, and/or teacher-made information packets. Students will create individual lists.

General ed and Gifted ed teachers will monitor and assist as needed.


Day 2:
Today’s challenge question: What are the major achievements of the peoples of the Tigris and Euphrates River Valley?

Review the accomplishments. Each student should have their own list, written neatly or typed.

The students will then use this information to construct meaning by composing a paragraph that shares what they think the most important accomplishment is and how it impacts the world today. This must be written neatly or typed.

Students will also begin work mapping the Middle East. The students will use atlases, text book and/or teacher-made packet to either create their own map or use the Map Worksheet. The map should include at least 15 labeled countries, a compass rose, legend and be neatly colored.

As the paragraph and map are completed, the students will cut them out and glue them to their individual cereal display boards.

Have several students share their display boards.

General ed and Gifted ed teachers will monitor and assist as needed.

Day 3:
Today’s challenge question: How do the innovations of ancient Mesopotamia affect the world today?

Have several students share display boards. Remind students that they will have today (and tomorrow, if needed) to complete their display boards.

Today students will be working on their circle graphs for the religions of the Middle East. Students will use teacher-made packets to complete their research. The circle graphs must include how many religions there are and what percentage of each in the region. Students will use available resources to create the graph – protractors, rulers, plastic lids, etc. The graphs must be labeled and colored neatly.

Students will also draw a picture to illustrate and connect the ideas on their display boards.

General ed and Gifted ed teachers will monitor and assist as needed.


Day 4 (if needed):
This is a work day to complete all final work. If students have completed their boards, they may do the extension activity for the “Help Wanted” lesson.

Day 4/5:
Students will be given an opportunity to make final adjustments to their boards (15 minutes), and then score themselves using the General Rubric (5 min). Students will then participate in a gallery walk. Each board will be assigned a number. Students will choose a number and using the General Rubric, score the number they have chosen (15 min). All students will have a chance to see all the completed projects. Rubrics will be turned in when finished scoring.

Students will share out their answers to the first challenge question: What are the major cultural, political and economic achievements of the peoples of the Tigris and Euphrates River Valley?

Completed boards will be displayed in GATE room.


How we will know we learned something (product):
Mesopotamia Display Board Project

Who will score/grade what?:
General ed teacher will score quiz
Gifted ed teacher will score and calculate Board project

How will we differentiate content/process/product (if applicable):
Content: Mesopotamia teacher-made packets

Process: Students will work to complete the Mesopotamia Display Board Project in class, as well as at home

Product: Cereal display board project


Homework:
Student choice, if they want to finish part of the project. The majority of the work will be done in class. If students are not finished on the final day, they will receive a grade based on incomplete work.

What will we do at our next meeting?
Discuss how the students did, the timeline and the quality of the work.