Unit 1 Mesopotamia: Early River Valley Civilizations
Embedded Files
August through mid-September
Overview: Why do humans form civilizations?
In this unit, students will explore the characteristics of civilization by investigating early river civilizations in Mesopotamia and Egypt. They will engage with a variety of primary and secondary sources to uncover the challenges faced by these civilizations in terms of scarcity. Students will examine how these communities collaborated to address these challenges and develop solutions. Through their studies, students will evaluate these societies based on the criteria for civilization, including a stable food supply, social structure, government, religion, arts, technology, and writing. They will also utilize geographic tools to infer the reasons behind the formation of these early civilizations in specific locations and make predictions about other regions and societies around the world. Additionally, students will analyze the development of trade between communities through the lens of supply and demand. Finally, they will compare the early legal principles found in Hammurabi's Code with the basic rights and responsibilities of citizens outlined in the U.S. Constitution. Throughout the unit, students will develop a comprehensive understanding of the characteristics of civilization and how they were manifested in early river civilizations. They will gain insights into the challenges faced by these societies and how they collaborated to overcome them. By examining the geographic and economic aspects of these civilizations, students will deepen their understanding of the factors that contribute to the formation and development of early civilizations. Finally, through the comparison of legal principles, students will analyze the evolution of governance and the protection of rights from ancient times to the present day.
The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.
Students Can (Evidence Outcomes):
Analyze primary and secondary sources to explain the interdependence and uniqueness among peoples in the Eastern Hemisphere, including their influence on modern society. (1.1.a)
Examine primary and secondary sources from multiple and diverse perspectives to identify point of view using art, eyewitness accounts, letters and diaries, artifacts, historical sites, charts, graphs, diagrams, and written texts. (1.1.b)
Investigate and evaluate the social, political, cultural, and technological development of regions in the Eastern Hemisphere. For example: The river valley civilizations, Hammurabi’s Code, Greek democracy, the Roman Republic, the Chinese inventions of gunpowder and the compass, and the printing press. (1.2.b)
Use maps and geographic tools to find patterns in human systems and/or physical features to investigate and propose a solution to geographic problems. (2.1.a)
Collect, classify, and analyze data to make geographic inferences and predictions. (2.1.b)
Examine the geographic location and distribution of resources within a region to determine the economic and social impact on its people. For example: Middle Eastern water rights, the acceptance of refugees from other countries, and the Salt Trade. (2.2.b)
Describe how economic systems in the Eastern Hemisphere (such as traditional, command, market, and mixed) were developed. (3.1.a)
Explain how trade supply and demand affect the production of goods and services in different regions. (3.1.c)
Describe civic virtues and principles that guide governments and societies. For example: Citizenship, civic participation, and rule of law. (4.1.a)
Prepared Graduates
Prepared Graduates
Apply the process of inquiry to examine and analyze how historical knowledge is viewed, constructed, and interpreted.
Analyze historical time periods and patterns of continuity and change, through multiple perspectives, within and among cultures and societies.
Apply geographic representations and perspectives to analyze human movement, spatial patterns, systems, and the connections and relationships among them.
Examine the characteristics of places and regions, and the changing nature among geographic and human interactions.
Evaluate how scarce resources are allocated in societies through the analysis of individual choice, market interaction, and public policy.
Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.
Grade Level Expectation(s)
Grade Level Expectation(s)
Analyze and interpret a variety of primary and secondary sources from multiple perspectives in the Eastern Hemisphere to formulate an appropriate thesis supported by relevant evidence. (1.1)
Apply an understanding of the historical context of significant current events, individuals, groups, ideas, and themes within regions of the Eastern Hemisphere and their relationships with one another, to draw conclusions, and solve problems. (1.2)
Use geographic tools and resources to research topics in the Eastern Hemisphere to make geographic inferences and predictions (2.1)
Evaluate regional differences and perspectives in the Eastern Hemisphere impact human and environmental interactions (2.2)
Describe how economic systems in the Eastern Hemisphere developed based on access to resources, societal values, and human experiences in order to address the problem of scarcity. (3.1)
Investigate similarities and differences of civic participation within different governmental systems of the Eastern Hemisphere. (4.1)
Essential Skills & Nature of Skills
Essential Skills & Nature of Skills
Utilize primary and secondary sources to examine how individuals interpret messages differently, how values and points of view are included or excluded, and how media can influence beliefs and behaviors (Media Literacy, Digital Literacy, Data Literacy).
Examine different historical perspectives expressed in primary and secondary sources (Adaptability and Flexibility).
Historical thinkers construct an understanding of history through the gathering and analysis of historical sources.
Historical thinkers differentiate between primary and secondary sources and apply this understanding to deepen analysis.
Historical thinkers analyze sources deeply by applying understanding of analysis techniques. For example: Sourcing, contextualization, corroboration, and close reading.
Inquiry Questions
Inquiry Questions
How can various primary and secondary perspectives in history be beneficial in understanding past and current issues?
Why is it advantageous to identify historical roots of change?
How can an artifact be utilized to interpret history?
How has technology shaped the development of civilizations?
What key ideas from ancient Eastern Hemisphere eras continue to demonstrate importance in modern times?
How can a location be in different regions at the same time?
Disciplinary, Informational, and Media Literacy
Disciplinary, Informational, and Media Literacy
Determine the main idea(s) or relevant information of a primary or secondary source.
Analyze multiple points of view to establish a comparative approach to interpretation.
Utilize valid reasoning to develop a supported position on a historic matter.
Cite specific textual evidence to support analysis of primary and secondary sources.
Academic Vocabulary and Language Expectations
Academic Vocabulary and Language Expectations
Review terms: Climate, resources, population, population density, supply and demand, geographic feature, environment, economy, culture, trade patterns, market, government, religion
Essential new terms: Agriculture, irrigation, artisan, merchant, civilization, technology, primary/secondary source, history
Instructional Resources
Instructional Resources
TCI Chapter: 5, 7, and 9, 10, 11 (if time permits)
Supplemental Resources
First Civilizations: Ancient Mesopotamia Mini Unit: Created by the Massachusetts Department of Education
Hammurabi’s Code Lesson Plan: from Stanford’s Reading Like a Historian including PowerPoint
Student Inquiry: Was the development of agriculture good for humans?
Read.Inquire.Write.: What was important to King Hammurabi? Primary source analysis and writing lesson.
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