Social Studies – Grade 8 · Web view(WH.1A, WH.1B, WH.13B, WH.13B, WH.26A, WH.26B) Complete the...

Social Studies Grade 8

Social Studies World History

Unit of Study: Tools of a Historian

First Grading Period Unit 1CURRICULUM OVERVIEW

Big Idea

Unit Rationale

Enduring Understandings

Historians utilize several different types of tools to understand and report information about different eras in world History.

Knowing how to interpret information of the past will better help us modern issues and events.

Overarching Questions

How do the tools that historians use shape our views of the past?

The study of World History is a fascinating journey into the stories of the people of the past. It is imperative to understand how historians know what they know and how they gather information.

Lessons for this Unit

Lesson 1: The Tools of a Historian

TEKS

TEKS Specificity - Intended Outcome

Concepts

TEKS WH.1 History. The student understands traditional historical points of reference in world history.

WH.1A Identify the major eras in world history and describe their defining characteristics.

WH.1B Identify changes that resulted from important turning points in world history such as the development of farming; the Mongol invasions; the development of cities; the European age of exploration and colonization; the scientific and industrial revolutions; the political revolutions of the 18th, 19th, and 20th centuries; and the world wars of the 20th century.

WH.1C Apply absolute and relative chronology through the sequencing of significant individuals, events, and time periods.

I can understand how historians divide world history into different eras based on turning points. (WH.1A, WH.1B, WH.1C)

Including but not limited to:

Major Eras in World History

Sequencing major eras in World History

Applying absolute and relative chronology

Skills

TEKS WH.25 Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.

WH.25A Identify ways archaeologists, anthropologists, historians, and geographers analyze limited evidence.

WH.25C Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions.

TEKS WH.26 Social Studies Skills.

WH26A Use social studies terminology correctly.

WH26B Use standard grammar, spelling, sentence structure, and punctuation.

WH26C Interprets [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps.

WH26D Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.

I can apply math and critical thinking skills to organize and use information that I received from different types of resources. I can also identify how historians, anthropologist, archaeologists and geographers analyze information. (WH.25a, WH.25b, WH.25l, WH26a, WH.26b, WH.26c, WH.26d)

Including, but not limited to:

Historical data represented by:

Assorted maps

Databases

Charts

Graphs

Comparing and Contrasting

Sequencing

Categorizing

Finding the Main Idea

Evidence of Learning

Given information on the Five Themes of Geography, the student will identify how these themes apply to history with 80% accuracy.

Given information on the uses of charts, graphs and maps, the student will analyze historical information with 80% accuracy.


Lesson 1: The Tools of a Historian

First Grading Period Unit 1CURRICULUM GUIDE

Essential Questions

Essential Pre-requisite Skills

What are the main tools of a historian?

How do historians influence how we look and understand the past?

Understanding the Five Themes of Geography (4-9)

Understanding relative and absolute chronology (1-9)

Understanding how geography influences history. (6-9)

The Teaching and Learning Plan

Instructional Model & Teacher Directions

The teacher will

So students can

Use the textbook and resources from the Social Studies website to conduct the following lesson.

Hook

Put on the board, What is history and what makes events important? (WH25.A)

In the interactive notebook, respond to the prompt in five or more complete sentences. Cite examples of things of historical significance.

Guided Practice

Discuss the overlying theme of the lesson of study. (WH.26A)

Introduce the vocabulary for this lesson either on the board or overhead. (WH.26A, WH26.B)

Define outlined vocabulary terms in their interactive notebook.

Create vocabulary flash cards and/or word wall cards.

Discuss the Five Themes of Geography and how it applies to the study of world history. (WH.25C, WH26.A))

With a partner, complete the Five Themes of Geography strategy.

Discuss how we know about the past through Archeology and Anthropology. (WH.25A)

Create a T-Chart describing the jobs of an Archeologist and an Anthropologist.

For each, describe how these two types of scientists aid us in understanding the past.

Discuss what clues past civilizations leave behind through artifacts. (WH.25A, WH.26A, WH.26B, WH.26C, WH.26D)

With a partner, use the Jackdaw strategy to demonstrate how artifacts can tell your story.

Write a short story of your partner based upon the artifacts that were presented to you.

Relate your partners story to another pair and then have them repeat the story to another group. Repeat this process as time allows.

Have the last group to hear the story to retell it to the original pair and check the story for accuracy.

Discuss with partner why the original story had changed and then reflect in the interactive notebook how this example relates to history.

Discuss how and why historians divide world history into different eras based upon major turning points. (WH.1A, WH.1B, WH.1C)

As a class, do the Eras of History strategy.

Reflect in the interactive notebook what are characteristics of turning points in history and why it is important to understand them.

Discuss how historians use timelines, maps, charts, and graphs to relate historical information. (WH.1C, WH.25C)

With a partner, complete the Looking at the World strategy.

Independent Practice

Conduct the online DBQ The Influence of Geography on History (WH.25A, WH.26A, WH.26B, WH.26C, WH.26D)

See Lesson for Details

Vocabulary:

Geography

Absolute Location

Relative Location

Absolute chronology

Relative chronology

Prehistory

Archeologist

Anthropologist

Historian

Artifact

Resources

Textbook:

Prentice Hall World History: Connections to Today: Chapter 1, Section 1

District Resources

Looking at History

Print Resources

World Almanac

Globe

Internet Resources

TEA - SSC

SAISD Social Studies

Google Earth

Mr. Donns Website

Media Resources

PowerMedia Plus


Differentiation

Interims/TAKS/Benchmarks

College-Readiness

Anticipated Skills for SAT/ACT/College Board

What do you do for students who need further support?

Use the National Geographic strategy Latitude, Longitude, and Mapmaking.

Use any of the sample lessons on chronology.

What do you do for students who master the learning quickly?

Begin formulating a topic for the National History Day project.

Conduct research on the types of jobs that are open to those to studied history at the university level.


Formative Mini Assessment

TAKS Benchmarks

College-Readiness



Unit of Study: The First Civilizations


Big Idea

Unit Rationale


The first civilizations were established during the Neolithic Agricultural Revolution.

The first civilizations are also known as River Valley civilizations due to the locations of where they settled.

The earliest civilizations were individually joined together by common a culture.


What were the ramifications of the Neolithic Agricultural Revolution?

How did the first civilizations emerge and where did they begin?

How can civilizations from the past affect they way we live today?

What commonalities did the early civilizations share and how were they different?

The study the first civilizations allows us to investigate how early people lived and how cultures were formed. This study can also allow us to trace the development of humankind.


Lesson 1: Neolithic Agricultural Revolution

Lesson 2: Civilizations Emerge

TEKS


Concepts

WH.1 History. The student understands traditional historical points of reference in world history.

WH.1A Identify the major eras in world history and describe their defining characteristics.

WH.1B Identify changes that resulted from important turning points in world history such as the development of farming.

WH.6 History. The student understands the major developments of civilizations of sub-Saharan Africa, Mesoamerica, Andean South America, and Asia.

WH.6A Summarize the major political and cultural developments of the civilizations of sub-Saharan Africa.

WH.6C Summarize the major political, economic, and cultural developments of civilizations in China, India, and Japan.

WH.11 Geography. The student uses geographic skills and tools to collect, analyze, and interpret data.

WH.11A create thematic maps, graphs, charts, models, and databases representing various aspects of world history.

WH.11B pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases.

WH.12 Geography. The student understands the impact of geographic factors on major historic events.

WH.12A locate places and regions of historical significance such as the Indus, Nile, Tigris and Euphrates, and Yellow (Huang He) river valleys and describe their physical and human characteristics.

WH.13 Economics. The student understands the impact of the Neolithic agricultural revolution on humanity and the development of the first civilizations.

WH.13A Identify important changes in human life caused by the Neolithic agricultural revolution.

WH.13B Explain economic, social, and geographic factors that led to the development of the first civilizations.

WH.16 Government. The student understands the process by which democratic-republican government evolved.

WH.16B Identify the impact of political and legal ideas contained in significant historic documents, including Hammurabi's Code.

I can identify, locate, compare and contrast the earliest civilizations and analyze their contributions politically, economically and socially. (1A, 1B, 6A, 6C, 11A, 11B, 12A, 13A, 13B, 16B, 18B, 19A, 21A, 21B, 22A, 23A, 23B,)


Geographical locations of the early civilizations and the physical and human characteristics of those civilizations.

Creating thematic maps based upon historical data

Identifying this period of time as a significant era and list its defining characteristics.

Identify changes brought on by the Neolithic Agricultural Revolution including the development of civilizations and innovations.

Examine law in ancient civilizations and determine modern parallels.

Compare and contrast early religions.

WH.18 Citizenship. The student understands the historical development of significant legal and political concepts, including ideas about rights , republicanism, constitutionalism, and democracy.

WH.18B Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world.

WH.19 Culture. The student understands the history and relevance of major religious and philosophical traditions.

WH.19A Compare the historical origins, central ideas, and the spread of major religious and philosophical traditions including Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism.

WH.21 Culture. The student understands the roles of women, children, and families in different historical cultures.

WH.21A Analyze the specific roles of women, children, and families in different historical cultures.

WH.21B Describe the political, economic, and cultural influence of women in different historical cultures.

WH.22 Culture. The student understands how the development of ideas has influenced institutions and societies.

WH.22A Summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India.

WH.23 Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies throughout history.

WH.23A give examples of major mathematical and scientific discoveries and technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations.

WH.23B Identify new ideas in mathematics, science, and technology that occurred during the Greco-Roman, Indian, Islamic, and Chinese civilizations and trace the spread of these ideas to other civilizations.

WH.25 Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.

25C Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions.

25I Use appropriate mathematical skills to interpret social studies information such as maps and graphs.

WH.26 Social Studies Skills.

26A Use social studies terminology correctly.

26B Use standard grammar, spelling, sentence structure, and punctuation.

26C Interprets [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps.

26D Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.

I can use my social skills correctly including terminology, grammar, spelling and punctuation. I can also use my social studies skills in order to: (25c, 25l, 26c, 26d)

Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

Interpret and create databases, research outlines, bibliographies, and visuals including graphs, charts, timelines, and maps.

Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.

Skills


Given information on the Neolithic Agricultural Revolution, the student will analyze its effects on the development of civilizations with 80% accuracy.

Given information on early civilizations, the student will be ale to compare and contrast the political, economic, and social characteristics of these civilizations with 80% accuracy.

Given information on the earl civilizations, the student will evaluate the contributions of each of the civilizations with 80% accuracy.


Lesson 1: The Neolithic Agricultural Revolution


Essential Questions


What were the main causes of the Neolithic Agricultural Revolution?

Why were cultures formed during this period of time?

Knowing how to recognize cause and effect relationships (1-9)

Understanding different causes of migration (4-9)

Recognizing different characteristics of culture (1-9)



The teacher will

So students can

Use the textbook and other resources to conduct the following lesson.

Hook

Use the Pick a Place strategy and map to demonstrate where people settle and the reasons why they settle. (WH.11A, WH.11B, WH.25C)

See Lesson Plan

Guided Practice

Discuss why people live where they live and how geography plays a part. (WH.11B)

Create a webbing diagram demonstrating the geographic essentials needed to settle in a place.

Discuss how people who lived during the Stone Age depended on hunting and gathering for survival. (WH.1A, WH.26A)

Use the Cornell Notes strategy during discussion.

Discuss in Pair-Share the advantages and disadvantages of living as hunters-gatherers

Discuss the changes that occurred when tribes began to develop farming and the domestication of animals. (WH.1A, WH.1B, WH.13B, WH.13B, WH.26A, WH.26B)

Complete the Neolithic Agricultural Revolution cause and effect graphic organizer.


Discuss with students why the Neolithic Agricultural Revolution is considered a turning point in world history. (WH.1A, WH.1B, WH.13B, WH.13B, WH.26A, WH.26B, WH.26C, WH.26D)

On the back of Neolithic Agricultural Revolution cause and effect graphic organizer, predict how life is going to change because of the development of farming and domestication of animals.

Extension

Demonstrate how to conduct basic research on the Internet including using search engines. (WH.1A, WH.1B, WH.13B, WH.13B, WH.26A, WH.26B, WH.26C, WH.26D)

Investigate other Agricultural Revolutions that have occurred since the Neolithic period of time.

Create a timeline demonstrating what was found during the research phase.

Vocabulary:

Nomad

Neolithic Agricultural Revolution

River valley

Civilization

Polytheistic

Pictogram

City-state

Culture

Cultural diffusion

Resources

Textbook:

Prentice Hall: World History: Connections to Today - Chapter 1

District Resources

Print Resources

World Almanac

Globe

Internet Resources

TEA - SSC


Google Earth

Media Resources

PowerMedia Plus


Differentiation


College-Readiness


What do you do for students who need extra support?

Use resources found on Mr. Donns Website.



Conduct research on different Agricultural revolutions and write a research paper on these pivotal events, what was developed, and how these revolutions impacted human geography.



TAKS Benchmarks

College-Readiness



Lesson 2: Civilizations Emerge


Essential Questions


How can civilizations from the past affect they way we live today?

What commonalities did the early civilizations share and how were they different?

Knowing the characteristics of a culture (1-9)

Understand how societies are formed (3-9)

Being able to recognize political, economic and social characteristics of societies (4-9)



The teacher will

So students can


Hook

Review the Agriculture Revolution and students predictions on the possible effects of the Revolution. (WH.1A, WH.1BWH.13A, WH.13B, WH.25C, WH26A)

Discuss with other students the predictions that were made from previous lesson.

Guided Practice

Outline the eight features of a civilization. (WH.25C)

Complete the Rise of Civilizations graphic organizer.

Create a chart demonstrating the eight features of a civilization.

Help generate examples how different civilizations interact with each other and introduce cultural diffusion. (WH.26A)

Use the Cornell Notes strategy during discussion.

Give examples of cultural diffusion of the ancient world.

Discuss the development of monotheistic religions and philosophical beliefs during this period of time. (WH.1A, WH.1B, WH.6A, WH.6C, WH.19A, WH.22A, WH.25C, WH.26A, WH.26B)

Fill out the Development of Religions organizational chart.


Demonstrate how to conduct basic research using written resources such as books. (WH.25C, WH.26A, WH.26B)

Break class into small groups and assign each group a civilization (Egyptian, Sumerian, Assyrian/Persian, Israelite, Indus River, or Chinese) to research.

Conduct the Gallery Walk strategy using the ancient civilization packets. (WH.1A, WH.1B, WH.6A, WH.6C, WH.12A, WH.16B, WH.19A, WH.22A, WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)

In small groups, conduct research on assigned civilization. (Egyptian, Sumerian, Assyrian/Persian, Israelite, Indus River, or Chinese)

Create a display board demonstrating the main features of your groups civilization

Visit other civilizations and fill out the Gallery Walk chart and answer the questions once completed.

Extension

demonstrate how to conduct research using other resources such as the internet. (WH.1A, WH.1B, WH.6A, WH.6C, WH.19A, WH.22A, WH.25C, WH.26A, WH.26B)

demonstrate how to cite online resources using tools such as the Citation Machine. (WH.25C, WH.26A, WH.26B, WH.26C, WH.26D)

Conduct more in depth research on your civilization and create a PowerPoint presentation.

Vocabulary:

Nile River Valley

dynasty

pharaoh

vizier

Old Kingdom

Middle Kingdom

New Kingdom

Hieroglyphics

Rosetta Stone

Mesopotamia (Tigris and Euphrates)

Fertile Crescent

Cuneiform

Code of Hammurabi

Criminal Law

Civil Law

Barter economy

Phoenician Alphabet

Israelites

Torah

Moses

Solomon

Diaspora

Indus Valley / Ganges

Monsoon

Harappa

Aryan

Caste

Huang He / Yangzi

Geographic barriers

Loess

Clans

Calligraphy

feudalism

Resources

Textbook:

Prentice Hall: World History: Connections to Today Chapters 3 and 4

District Resources

Print Resources

World Almanac

Globe

Internet Resources

TEA - SSC


Google Earth

Media Resources

PowerMedia Plus


Differentiation


College-Readiness



Use resources found on Mr. Donns Website.



Conduct research on modern life on the river valleys that were just studied. Create a comparative report demonstrating how these societies have changed over time and how they have remained the same.



TAKS Benchmarks

College-Readiness



Unit of Study: Ancient Greece, Rome and Mesoamerica


Big Idea

Unit Rationale


Both the Grecian and Roman civilizations had a great impact on the Mediterranean area.

Culture, philosophy, government, innovations, and technology during this time would allow civilizations of this period to dominate large areas of territory.

Modern governments can trace their roots to Western civilizations of this era.


How much influence on modern society came from Ancient Greece?

How did the spread of the Roman Empire affect three different continents?

How was the emergence of civilizations in Mesoamerica similar and different from other civilizations?

It is important to not only to understand how civilizations rise and decline in power but to also study their laws, economics, and culture. In this unit, students will have the opportunity to study civilizations that had an enormous impact on not only their time but ours as well.


Lesson 1: Ancient Greece

Lesson 2: Ancient Rome

Lesson 3: Mesoamerican Civilizations

TEKS


Concepts

WH.6 History. The student understands the major developments of civilizations of sub-Saharan Africa, Mesoamerica, Andean South America, and Asia.

WH.6B summarize the major political, economic, and cultural developments of civilizations in Mesoamerica and Andean South America.

WH.11 Geography. The student uses geographic skills and tools to collect, analyze, and interpret data.

WH.11A create thematic maps, graphs, charts, models, and databases representing various aspects of world history.

WH.11B pose and answer questions about geographic distributions and patterns in world history shown on maps, graphs, charts, models, and databases.

WH.16 Government. The student understands the process by which democratic-republican government evolved.

WH.16B-identify the impact of political and legal ideas contained in significant historic documents, including Justinian's Code of Laws.

WH.18 Citizenship. The student understands the historical development of significant legal and political concepts, including ideas about rights , republicanism, constitutionalism, and democracy.

WH.18B Trace the historical development of the rule of law and rights and responsibilities, beginning in the ancient world.

WH.19 Culture. The student understands the history and relevance of major religious and philosophical traditions.

WH.19B Identify examples of religious influence in historic and contemporary world events.

WH.23 Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies throughout history.

WH.23A give examples of major mathematical and scientific discoveries and technological innovations that occurred at different periods in history and describe the changes produced by these discoveries and innovations.

WH.23B Identify new ideas in mathematics, science, and technology that occurred during the Greco-Roman, Indian, Islamic, and Chinese civilizations and trace the spread of these ideas to other civilizations.

I CAN statements highlighted in yellow and italicized should be displayed for students.

I can summarize the political, economical advances and contributions of the Grecian, Roman, and Mesoamerican civilizations. (6b, 11a, 11b, 16b, 18b, 19b, 23,a, 23b)


Creating thematic maps demonstrating different types of historical information.

Summarize the major political, economic and cultural developments of civilizations in Greece, Rome and Mesoamerica.

Tracing the development of democracy in societies such as Greece and Rome.

Identify new ideas in mathematics, technology and science and analyze the effects of these discoveries.

Skills

WH.25 Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology.

25C Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations [and predictions], and drawing inferences and conclusions.

25I Use appropriate mathematical skills to interpret social studies information such as maps and graphs.

WH.26 Social Studies Skills.

26A Use social studies terminology correctly.

26B Use standard grammar, spelling, sentence structure, and punctuation.

26C Interprets [and create databases, research outlines, bibliographies, and] visuals including graphs, charts, timelines, and maps.

26D Transfer information from one medium to another, including written to visual and statistical to written or visual, using computer software as appropriate.

information.

I can use my social studies skills to sequence events, categorize information, compare and contrast different civilizations, find the main idea, draw conclusions, and use appropriate mathematical skills to interpret maps, charts, and graphs. (25c, 25l, 26a, 26b, 26d


Geographical data represented by:

Thematic Maps

Political Maps

Physical Maps

Charts

Graphs

Using graphic organizers to interpret information

Interpreting, analyzing and drawing conclusions


Given information on Ancient Greece, the student will evaluate the influence of Greece on ancient and modern societies with 80% accuracy.

Given information on Ancient Rome, the student will evaluate the influence of the Roman Republic and Roman Empire on ancient and modern societies with 80% accuracy.

Given information on the development of democracy in Greece and Roman, the student will analyze the influence of these two civilizations on modern governments with 80% accuracy.

Given information on ancient Mesoamerican civilizations, the student will analyze the political, economic, and social characteristics of these societies with 80% accuracy.


Lesson 1: Ancient Greece


Essential Questions


How much influence on modern society comes from Ancient Greece?

What political, economic and social developments occurred during this period of time in Greece?

Concept of democracy (3-9)

Characteristics of culture (1-9)

Other forms of government (6-9)

Cultural diffusion (6-9)



The teacher will

So students can


Hook

Read the tale of Persephone. (WH.19B)

Conduct a discussion on what the story of Persephone had to do with explaining occurrences in nature. (WH.19B)

while the story is being read, write down impressions of what the story is really about.

Discuss with partner the main issues of the ancient myth and what makes the story of Persephone important.

Guided Practice

Discuss the geography of Ancient Greece and how geography will play a role in Grecian history. Demonstrate how to determine important geographical features that influence historical events.(WH.11A, WH.11B, WH.25C, WH.25L, WH.26C, WH.26D)

Using a blank outline map, label major geographical features of Greece such as mountains, bodies of water, major islands, and city-states.

With a partner, discuss how geography played a role in Greece such as time to travel, economics, and culture.

On the backside of the map, write a brief summary addressing the role of geography on Greece.

Discuss the characteristics of the Minoan and Mycenaean civilizations. Demonstrate how to use a compare and contrast graphic organizer. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

With a partner, research the Minoan and Mycenaean civilizations using either Section 1 of Chapter 5 or other resources.

While conducting research, begin to fill in the Minoan & Mycenaean Civilizations graphic organizer.

With partner, discuss what were the main features of both civilizations that were important and complete the handout.

Discuss the development of city-states including Athens and Sparta using a compare and contrast chart. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Create an organizational chart listing the characteristics of a city-state

Create a compare-contrast chart showing the similarities between a monarchy, an aristocracy, and an oligarchy.

Discuss and demonstrate how to determine the political, economic, and social characteristics of Greece during this period of time. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Discuss turning points in Grecian history such as the Persian Wars, the Peloponnesian War and the Hellenistic Age. Demonstrate the important features of a good website.(WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Create an informative brochure that outlines the political, economic and social characteristics of Sparta during this time.

Create an informative brochure that outlines the political, economic and social characteristics of Athens during this time.

In small groups, create a simulated travel website (electronic or paper) for Ancient Greece that provides as much information as possible to help a visitor get the most out of his / her travels.


Summarize for students the rise and decline of Grecian Influence in the Mediterranean area and how Ancient Greeces influence can still be found in modern society. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

With a partner, create an organizational chart providing information on the major turning points in Grecian history.

Write summary statements for each turning point analyzing why each event is considered a turning point.

Create a interactive timeline using PowerPoint demonstrating changes politically, socially, and economically over different periods of Grecian History.

Extension

Conduct the DBQ lesson Classical Greece and Han China: How Great Were the Differences? (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

See lesson plan for details

Vocabulary:

polis

acropolis

monarchy

aristocracy

oligarchy

democracy

tyrant

Homer

Sparta

Athens

Jury

Ostracism

Peloponnesian War

Socrates

Plato

Aristotle

Alexander the Great

Resources

Textbook:

Prentice Hall World History: Connections to Today Chapter 5

District Resources

Print Resources

World Almanac

Globe

Internet Resources

TEA - SSC


Google Earth

Media Resources

PowerMedia Plus


Differentiation


College-Readiness



Use any of the lessons from Mr. Donns website.

Create a childrens book on Ancient Greece that can actually be read to an elementary/6th grade student.



Conduct research on Ancient Greece and create an oral/visual presentation on the political, economic, and social structures of Greece during this era of history.



TAKS Benchmarks

College-Readiness



Lesson 2: Ancient Rome

First Grading Period Unit 3 CURRICULUM GUIDE

Essential Questions


How did the spread of the Roman Empire affect three different continents socially, economically and politically?

Concept of democracy (3-9)

Characteristics of culture (1-9)

Other forms of government (6-9)

Cultural diffusion (6-9)


So students can


Hook

Use a map showing the expanse of the Roman Empire and introduce the concept of one city being able to control such a vast territory. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

With a partner create a list of difficulties that are presented when trying to control such a vast amount of land. Take into consideration social, geographical, economic, and political challenges.

Guided Practice

Discuss the geography of Italy and how geography would play a role during the period of the Roman Republic and the Roman Empire. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Using a blank outline map of Rome, label major geographic features such as mountains, bodies of water, major cities, and major islands.

With a partner, discuss how geography plays a role in Rome such as time to travel, economics, and culture.

On the backside of the map, write a brief summary addressing the role of geography on Rome.

Discuss the development of the Roman Republic. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Create a timeline demonstrating the major events that would lead to the development of the Roman Republic.

Discuss society under the Roman Republic. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Create a compare/contrast chart to demonstrate the similarities and differences between Patricians and Plebeians.

Create a How To guide to help someone who wants to live in Rome blend in with society.

Discuss major events in Roman history that would turn the republic into an empire including:

1. Carthaginian War

2. Reforms of the Gracchus brothers

3. The rise and fall of Julius Caesar

4. Rule of Augustus

5. Pax Romana

(WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Create a mini-book outlining each of the turning points and why they were important in Roman history.

Discuss the political, economic, and social characteristics of Rome during the Roman Empire. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Create a graphic organizer demonstrating the political, economic and social characteristics of the Roman Empire.

Write a reflection in the interactive notebook on the similarities and differences between the Republic and the Empire.

Discuss the scientific, mathematical, and technological developments during this period of time and how these developments affected society. (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Create an organizational chart outlining each of the technological developments during this period of time and how each development helped to improve the quality of life for people at that time.

Include a summary of how the developments from this period of time can still be found today and how these developments have changed since then.

Discuss the beginnings and rise of Christianity including the roles of individuals. (WH.1A, WH.1B, WH.18B, WH.19A, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Create an organizational chart demonstrating the founding and spread of Christianity including a map demonstrating the growth.

Discuss the causes of the decline of the Roman Empire. (WH.1A, WH.1B, WH.18B, WH.19A, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Discuss with a partner the reasons for the decline of the Roman Empire.

Create a cause and effect chart demonstrating the decline of the Roman Empire


Highlight the major events that occurred during the Roman Republic and Roman Empire. (WH.1A, WH.1B, WH.18B, WH.19A, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Conduct the lesson Rome: We Were There (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

See Lesson Plan

Extension

Conduct the lesson, Did Rome Fall or was it Punished? (WH.1A, WH.1B, WH.18B, WH.19B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

See lesson plan

Vocabulary:

Republic

Patrician

Consul

Dictator

Plebian

Tribune

Imperialism

Census

Punic Wars

Empire

Julius Caesar

Pax Romana

Aqueduct

Christianity

Pope

Resources

Textbook:

Prentice Hall World History: Connections to Today Chapter 6

District Resources

Print Resources

World Almanac

Globe

Internet Resources

TEA - SSC


Google Earth

Media Resources

PowerMedia Plus


Differentiation


College-Readiness



Conduct the lesson, Can You Save the Roman Republic

Use any of the lessons found on the PBS The Roman Empire area.


Begin researching a topic for the National History Day project.

Conduct research on Ancient Rome and create an oral/visual presentation on the political, economic, and social structures of Rome during this era of history.



TAKS Benchmarks

College-Readiness



Lesson 3: Mesoamerica


Essential Questions


How was the emergence of civilizations in Mesoamerica similar and different from other civilizations?

Understanding Pre-Columbian Civilizations of the Americas (4-9)

Understanding developing technologies (4-9)

Understand human-environment interaction (1-9)



The teacher will

So students can...


Hook

Ask students to think about what they may know about life in the Americas before the Europeans arrived. (WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Use the List Group Label strategy to list the things you know about Pre-Columbian society.

Guided Practice

Discuss the geography of Mesoamerica and how geography will play a role in the development of complex societies. (WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Discuss the locations and development of different complex societies such as the Olmecs, Mayans, Aztecs, and Incans. (WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Complete a map of the Americas showing major geographical features such as bodies of water, mountain ranges, major empires in the Americas before the coming of the Europeans.

Answer the question, How did each of these societies interact with the environment?

Discuss the political, economic and social structures of different Mesoamerican societies such as the Olmecs, Mayans, Aztecs, and Incans. (WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Create a compare and contrast organizational chart demonstrating the similarities and differences between the Olmecs, Mayans, Aztecs, and Incans.

Discuss the scientific, mathematical, and technological developments during this period of time and how these developments affected society. (WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Create an organizational chart outlining each of the technological developments during this period of time and how each development helped to improve the quality of life for people at that time.

Include a summary of how the developments from this period of time can still be found today and how these developments have changed since then.


Conduct the DBQ Project lesson The Aztecs: What Should History Say? (WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

See lesson plan

Extension

Review Greek, Roman, and Pre-Columbian civilizations. (WH.1A, WH.1B, WH.6B, WH.18B, WH23A, WH.23B, WH.25C, WH.25L, WH.26C, WH.26D)

Create a poster demonstrating the similarities and differences between Grecian, Roman and Pre-Columbian civilizations. The focus should be on political, economic, and social structures.

Vocabulary:

Olmec civilization

Mayan

Aztec EMpire

Chinampas

Tribute

Quipu

Incan Empire

Mound Builders

Resources

Textbook:

Prentice Hall World History: Connections to History Chapter 7

District Resources

Print Resources

World Almanac

Globe

Internet Resources

TEA - SSC


Google Earth

Media Resources

PowerMedia Plus


Differentiation


College-Readiness



Use ideas found in the Mesoamerica for Kids website.

Use the lesson found on the Read, Write Think website.



Conduct research on Ancient Mesoamerica and create an oral/visual presentation on the political, economic, and social structures of Mesoamerica during this era of history.



TAKS Benchmarks

College-Readiness


SAISD 2008-09 First Grading Period (Unit 1)Social Studies World History- Initial Release Aug 08, V1Page 3 of 27

Power Standards represent the essential knowledge and skills students need for success in high school and beyond. Power Standards must be mastered to successfully pass the required assessments at each grade level. All TAKS eligible knowledge and skills are identified as Power Standards.

Social Studies – Grade 8 · Web view(WH.1A, WH.1B, WH.13B, WH.13B, WH.26A, WH.26B) Complete the...

Documents

Transcript of Social Studies – Grade 8 · Web view(WH.1A, WH.1B, WH.13B, WH.13B, WH.26A, WH.26B) Complete the...