La Vega High School

2017-2018

Denotes Campus Non-Negotiables*

Unit Title:
Foundations of Civilization / Daily Non-Negotiable:
Power Zone*
Objective/Product Posted*
Small Group Talk*
Positive, Regular Interaction with students *
Teacher(s) / Chris Ward
Subject and grade level / World History
Time frame and duration / 10 Days
Stage 1: Desired Results
Texas Essential Knowledge and Skills/ELPs
WH.1A, WH.2A, WH.2B, WH.16A, WH.16B, WH.16C, WH.17A, WH.17B, WH.19A, WH.19B, WH.20B, WH.23A, WH.27A, WH.29F, WH.30D. ELPS.c.5B, ELPS.c.1C
Understandings (Significant Concepts)
Humans form groups to create institutions in order to survive.
Essential Questions
Is collaboration necessary for human survival?
Content
Content Objective 1- Skills (Do) / Language Objective 2-Knowledge (Word Wall)
Explain the cause and effect of permanent settlements.
Characterized components of civilizations using examples from the river valley civilizations. / Students study about how the development of farming led to the establishment and beginnings of early civilizations including those in river valleys. Additionally, students learn about the creation of societal institutions including forms of governments, laws, origins of major religions and philosophies, and the technological and scientific advances made by early civilizations.
Cultural Patterns, Community, Spatial Patterns, Human Interaction and Distribution, Political Patterns and Government Systems.
periodization – dividing time into historical eras for purposes of analysis
Neolithic Revolution – prehistorical shift in human activity from hunting and gathering to agriculture resulting in human settlements
civilization – a society characterized by established cities, specialized labor, complex institutions, written records, and advanced technology
institution – a long-standing custom, practice, or tradition adopted by a group of people
city-state – an independent political unit made up of a city and surrounding land
dynasty – a series of rulers from a single family
empire – a political unit where large numbers of people and areas of land are controlled by one ruler
Fertile Crescent – land area between the Tigris and Euphrates rivers extending in a crescent shape to the Eastern Mediterranean Sea and noted for agricultural production
pictographic script – form of writing based on the use of symbols, including cuneiform and hieroglyphics
polytheism –belief in multiple gods
Stage 2: Assessment Evidence
What task(s) will allow students the opportunity to respond to the Essential Question?
What will constitute acceptable evidence of understanding?
How will students show what they have understood?
Informal: discussion, exit tickets, summary of Cornell notes, note cards.
Formal: Performance Assessments and Unit Tests
  • Create a flow chart to explain the causes and effects of the development of permanent settlements: Write a statement that summarizes the graphic organizer.
  • Create a Top Ten list of characteristics of civilizations using examples from the river valley civilizations. The list should be ranked from least important being number 10 to most important being number 1.
  • Unit 1 Test
How will formal assessment(s) be evaluated? (Suggestions below)
  • Rubric
  • Percentage correct/Points correct
How are you going to differentiate for different levels, learning styles, interests etc. in your classroom?
  • Visuals
  • Word Wall
  • Class notes
  • Follow IEP
  • Frayer Model
  • Small group interaction
  • Large group discussion
What accommodations will be provided for each special population (ELL, SPED)?
  • Per IEP, 504, or ELL plan
  • May include any or all of the differentiations listed above.

Create a flow chart to explain the causes and effects of the development of permanent settlements: Write a statement that summarizes the graphic organizer.
Dates: 8/23/16 – 9/6/16
Lesson Components and Resources
Lesson Components
Warm Up’s (throughout week)
  • Bellringer Questions
  • Frayer Model vocabulary
  • Spiral Review
Activities with differentiation
  • Activities:
  • Create a Venn Diagram comparing hunting/gathering to farming/agrarian society.
  • Timeline of World History
  • Neolithic Revolution: Guided Notes with critical questioning
  • Performance Assessment #1: see above.
  • Cornell Notes: Four Major River Valley Civilizations
  • Egypt
  • Mesopotamia
  • India
  • China
  • River Valley Comparison Chart
  • Performance Assessment #2: see above.
  • Unit 1 Test
  • Grouping – heterogeneous groups based on ability.
  • Strategies – Describe what tasks the students will perform based on interest, readiness level, or learner profile.
  • Critical Writing*
  • Inquiry Based Learning*
  • Focused Note-taking*
  • Problem Solving*
  • P/PBL *
  • WICOR
  • Products – Describe what the students will produce based upon interest, readiness level, or learner profile
Extension Activities –
  • Related vocabulary
  • Editorial cartoon
  • Short primary source readings
Exit Activity –
  • Exit tickets
  • Word Wall Review
  • Cornell Notes Summaries and Note Card Summaries
Lesson Resources
Technology needed
  • LCD Project and Laptop with PowerPoint
Reading Materials (Suggested materials below)
  • McGraw-Hill World History
  • Article(s) N/A
  • Project/Assignment Instructions
  • Word Wall(s)
  • Review(s)
Supplies for lesson
  • 4 X 6 note cards
  • Printed worksheets
  • Printed Cornell Notes Sheets
Media
  • Crash Course videos on Youtube.com with time permitting.