"6, 16" (2A.i, ii, iii;.ii, iii) (e) Closure/review - review, religion, Epics, makeup and construction of cities. "10" day five: first week review fifth day/ review. Complete any unfinished tasks from the previous days lessons. The four lessons above should take five days to complete. If there is extra time, use it for vocabulary games, or map skills. I use a lesson on paraphrasing here. For a worksheet on paraphrasing, see this site: ml Student Outcome: Mesopotamia 5 The Student will be able to: Use organization skills to clean out, and set up their notebooks.
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Question: Nomadic people, who live by eating whatever they can find, are called what? (a) daily Drill (b) Motivation - show students pictures/overheads of Pyramids, ziggurats, mayan Temples. Ask why they think ancient peoples built these huge structures. "20" (3.ii, viii) (c) have students read aloud text section on Sumerian disorder religion. Discuss with students similarities in Sumerian religion with activities in students daily life. "4, 16" (3.II;.III) (d) Define Epic, myth, legend. Introduce the epic of Gilgamesh. Have students read sections aloud. Compare to comic book heroes. Show how Sumerians used these tales to entertain.
"10" (3.II;.ii, v). Example: cause effect people developed agriculture a steady supply of food was available a steady supply of food was available development of permanent housing development of permanent housing Beginnings of government This should be taken directly from their readings and could include, domestication of animals. Have students pair up and compare their chains. (this work may be collected and checked). (d) Directed reading with writings questions from text. "3" (2A.i, ii, iii;. I, ii, iii, ix) (e) review/closure: discuss with students the start of cities and the development of agriculture. "10" day four: religion epics fourth day/ Cities of Mesopotamia, religion and Epics. Student Outcome: Mesopotamia 4 The Student will be able to: evaluate the discovery of agriculture, and its effect on civilization.
Have students list the advantages and disadvantages of agriculture. "8" (II;.II) (e) From textbook/readings, have students describe the climate of Mesopotamia, list on blackboard/transparency (terms should include: dry, dusty, hot, spring rains, flooding). Have students read how the people of Mesopotamia overcame these hardships (the development of irrigation) "1, 4, 9" (2A.i, ii, iii) (f) Closure/review: review daily objective. Discuss with students agriculture and irrigation. "10" (3.II) day three: cause effect third day/Cause and Effect Student Outcome: Mesopotamia 3 The Student will be able to: evaluate the discovery book of agriculture, and its effect on civilization. (a) Drill, students will complete daily drill. (1A.III) (b) Motivation, discuss quickly cause and effect in students daily life. "20" (1A.I;.i, ii, iii) (c) Use cause and effect worksheets, have students develop a three resumes step cause and effect chain starting from: people developed agriculture.
Then ask students to figure out where each item came from (i.e. Toast from bread, bread from grain, eggs, butter, yeast) Then have students list where each of these items are found (i.e. Wheat farms, dairy farms). "4" (2A.II;.III) (c) Classroom discussion what would they have for breakfast if there were no farms. Explain vocabulary terms hunter-gatherer, nomadic/nomad, agriculture. Tie in to native americans, before the advent of Europeans, and other societies in Africa and south America that still lead a hunter-gatherer existence. "16" (II;.i, ii, iii) (d) have students list advantages, and disadvantages of the hunter gatherer lifestyle.
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"9" (1B.II) (c) Students will be given a paragraph blank map of the middle east and asked to locate various places on it using either a textbook map or Atlas (if available) place names will include mesopotamia, tigris and Euphrates rivers, zagros mountains, syrian desert, persian. (students may work either singly of in pairs). "1, 9" (1B.ii, iii;. I, ii) (d) Selected students (those who you have seen are working correctly) are then asked to come up to the large map and show where these areas are located. "1, 5, 9" (1A.i, ii;.II) (e) If time permits, discuss why being surrounded by mountains and desert was an asset in developing civilization. "20" (3.V) (f) Closure, review the daily objective, ensure all students have a basic understanding of the location of Mesopotamia.
"9" (1A.III;.III) day two: agriculture second day/ drill, motivation, development of agriculture Student Outcome: Mesopotamia 2 The Student will be able to: Use and understand an atlas. Evaluate the discovery of agriculture, and its effect on civilization. (a) review location of Mesopotamia, continue (or start) discussion of how the geography allowed civilization to develop. "1,9, 14" (1A.III;.III) (b) Ask students what they had for breakfast (list on an overhead). This may be done in small groups.
Each skill will be numbered and this number will be listed at the end of each days subject matter outline. This listing of skills is taken from the dimensions of learning handout given by the Anne Arundel county public Schools, Office of Staff development, Instructional leadership. Positive attitudes and Perceptions:. Ability/Resources to perform tasks iii. Acquiring and Integrating. Extending and Refining.
Directed teaching of Thinking skills. Meaningful Use of Knowledge. Directed teaching of Dimension 4 Mental Processes. Productive habits of the mind:. Creative thinking daily Activities/Lessons: For each lesson and activity, the objectives from Section tswbat major list of objectives will be in"s the dimension of learning outcome will be in parens. Day one: geography first day/ Introduction, knowledge assessment, geography. Student Outcome: The Student will be able to: Clean out notebook use and understand an atlas Drill question: What is an illustrated dictionary? (a) Students will be introduced to the term Mesopotamia (Greek for land between the rivers) and asked if they know of anyplace that is between rivers (short class discussion) "9" (1A.i, ii, iii) (b) A pretest on geography skills, and vocabulary will be given.(at this.
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The students will be graded mostly on effort and attempt to answer. A directed writing database activity will be assigned. The students will be graded on writing skills, and the appropriateness, and content of their work. A quiz on the chapter will be given. Quiz will be T/F, multiple choice, essay. Samples: Sample unit test questions. Subject Matter/Skills Outline,. Following is a list of essential thinking skills and related concepts that will be related to each days activities.supermarket
Tswbat demonstrate presentation skills. Tswbat describe items using proper terminology. Tswbat compare and desk contrast differing views about a subject. Tswbat demonstrate, understand, and use maps, charts and graphs. Tswbat discuss the interdependence of peoples. Tswbat give personal judgments and express values concerning world events. Tswbat broaden their personal horizons through role playing and panel work. Ways to evaluate: The student's participation in classroom discussions, debates, completion of assigned homework, activities, and an end of unit test, will demonstrate the students understanding of the lessons. The students are given a daily drill question to answer.
State, and. It is designed to increase students map skills by giving them the opportunity to see how geography affects people and history. Objectives (c cognitive, a affective, p psychomotor). The Student will be able to (tswbat) use map skills to locate mesopotamia, tigris and Euphrates rivers, zagros mountains, syrian desert, and the persian gulf. Tswbat discuss and support either side of an argument in a debate given an appropriate subject. Tswbat demonstrate writing skills. Tswbat demonstrate research skills.
I used several textbooks to create this unit. For assignments with page numbers, substitute with appropriate material. Tswbat (The student presentation will be able.). Overview and Rationale,. Scope and major concepts. This unit covers the history of Ancient Mesopotamia. This unit will include lessons on: (a) The key role of geography in the development of civilization (b) Mesopotamia peoples, work, food, shelter (c) The rule of law, and development of government (d) The development of written language (e) The concepts of Religion, myths, legends. This unit will concentrate on geographic and language arts skills. The Unit will focus on student personal discovery and challenge to student to express their own ideas and beliefs concerning world events.
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Donn, corkran Middle School, maryland, usa. This unit was created during my first year as a teacher many years ago! I left it online because it has some ideas I still use. For new teachers, tswbat means "the student will be able to". Have a great year! Subject: Ancient civilizations,. Grade ability level: 6th Grade; all paper levels of Students. Unit Title: Mesopotamia,. Time Frame: 10 - 12 days.