topic 1
INFLUENCES ON CIVILIZATION
HUNTER-GATHERS AND EARLY FARMERS
Survival & Settlement
Embedded Files
Unit 1: Topic 1 Curriculum guide
Unit 1: Topic 1 Curriculum guide
TAble of Contents
TAble of Contents
Topic 1 Overview..................................................................................................................................................................... 1
Unit 1 - Topic 1: Goal, GLE's & Description........................................................................................................................... 2
Essential Content - GLEs
Ancillary Content - GLEs
Student Strategies................................................................................................................................................................... 3
Thinking Like a Historian
Venn Diagram
R.A.C.E. Stgrategy for Reading
12 Powerful Words & Video
Video on 12 Powerful Words
Why We Study Social Studies................................................................................................................................................ 4
Video
Lesson Activity: The Last Ice Age.......................................................................................................................................... 5
Lesson Activity: Timeline...................................................................................................................................................... 6
Lesson Activity: Vocabulary Words...................................................................................................................................... 7
Lesson Activity: Defining Civilization................................................................................................................................... 8
Definition of Civilization 1 with Video
Definition of Civilization 2 with Video
Lesson Activity: Characteristics of Civilization Form........................................................................................................ 9
Lesson Activity: Geographic Factors That Affect the Development of a Civilization.................................................. 10
Video on Geographical Features
Geographic Terms
Lesson Activity: Why Civilizations Survive or Collapse....................................................................................................11
What Factors Influence a Civilization's Success Video
Why Do Civilizations Survive or Collapse Video
Lesson Activity: Article 1, Why do Civilizations Collapse................................................................................................12
Lesson Activity: Article 2, Geographic Factors Affect Civilization.................................................................................13
Lesson Activity: Questions.................................................................................................................................................14
Lesson Activity: Complete - Geographic Factors That Influence a Civilization Graphic Organizer...........................15
Lesson Activity: Factors of Civilization T-Chart...............................................................................................................16
Lesson Activity: Write Your Response to the Unit Claim...............................................................................................17
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Unit 1 - Topic 1: Overview
Unit 1 - Topic 1: Overview
Page 1
Topic 1 Description: Students will learn how environmental changes and geography impact human settlement, early humans, and eventually the development of the first settlements.
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Unit 1 Description: The most important lesson for students to learn in this unit and all units after this one is the survival or downfall of civilizations. Civilization is the underlying theme of Ancient History. Where did we, as humans, come from, how did we get here, how did our ancestors survive and thrive in ancient times. We will investigate how scientists explore and research the past and how geography and climate play a major role in where humans settle. Students will develop an understanding of the hunter-gatherer societies of the Paleolithic Age and how their inventions led to the development of permanent settlements and the foundations for civilization. Primary and secondary sources will be used to analyze how hunter-gatherers used these tools to help them in their daily lives.
Unit 1 - Topic 1: Goals, GLE's, & Descriptions
Unit 1 - Topic 1: Goals, GLE's, & Descriptions
Page 2
Topic 1: GOAL
For students to write a multi-paragraph essay to answer the unit claim: Students will explain how environmental changes impact human life and settlements.
Topics (GLEs) for the unit & pacing: Approximately 4 Weeks
Topic 1: Approximately 4 class Periods
Connections to the Unit Claim
You will explore the factors that influence civilizations including climate, physical geography, and availability of natural resources.
To Explore These Key Questions
What are the basic characteristics shared by civilizations?
How are civilizations changed by various factors?
Students will successfully complete each standard in Topic 1. (This means you will complete the following lists of things) GLE’s are listed below:
Essential Content
Essential Content
6.2.1 - Analyze the relationship between geographical features and early settlement patterns using maps and globes
Use maps and globes to compare geographical features, early human migration routes, and areas of settlement to draw conclusions about the relationship between settlement patterns and geographical features.
6.4.1 - Identify and describe physical features and climate conditions that contributed to early human settlement in regions of the world
Describe the changes in climate conditions from the Ice Age through the Bronze Age, including ways the Ice Age affected early humans.
Describe the characteristics of different climate zones and explain how physical features, the environment, and climate conditions affected early human migration, settlement, and developing civilizations.
Explain how early humans and developing civilizations adapted to their environment, such as Otzi the Iceman, Catalhoyuk, or Jarmo.
Explain the relationship between geography and the development of agriculture in early settlements.
Explain how different physical features and climate conditions were beneficial and detrimental to early humans, and how they contributed to the success or failure of early human groups and developing civilizations.
6.4.3 Explain the connection between physical geography and its influence on the development of civilization.
Explain how geography influences human settlement and the rise of civilization.
Explain which geographical features are beneficial and which are detrimental to civilization (use factors such as stability, climate, location, and resources including proximity to water).
Ancillary Content
Ancillary Content
6.1.1 - Produce clear and coherent writing for a range of tasks, purposes, and audiences by completing the following tasks:
Conducting historical research
Evaluating a broad variety of primary and secondary sources
Comparing and contrasting varied points of view
Determining the meaning of words and phrases from historical texts
Using technology to research, produce, or publish a written product
Options to address 6.1.1 in Unit 1:
Use technology to conduct research on early human settlements.
Analyze artifacts from early humans of the Paleolithic age through the development of civilizations.
Compare and contrast early human life in the Paleolithic (Old Stone Age), Mesolithic, Neolithic (New Stone Age), and Bronze Age.
Produce written claims on how geography and environmental changes impacted human life and settlement.
Student Strategies
Student Strategies
Page 3
Thinking Like a Historian
Thinking Like a Historian
Mandell, Nikki, and Bobbie Malone. Thinking Like a Historian Rethinking History Instruction. Wisconsin Historical Society Press, 2013.
How Do We Know?
How Do We Know?
A framework to enhance and improve teaching and learning.
What matters? Why does it matter?
How can we find out? How do we evaluate the evidence?
What questions do we ask of the past? How? What? Where? When? Why? and Who?
Think about these questions to help you get to the answers.
Mandell, Nikki, and Bobbie Malone. Thinking Like a Historian Rethinking History Instruction. Wisconsin Historical Society Press, 2013.
"History is a discipline: a way of thinking that encourages students to analyze historical evidence, evaluate it, and then demonstrate their understanding of that evidence. Teaching and learning history requires repeated practice with these essential elements of the discipline."
Secondary Sources: information or explanations produced after the event.
Primary Sources: information or explanations produced at the time of the event.
Mandell, Nikki, and Bobbie Malone. Thinking Like a Historian Rethinking History Instruction. Wisconsin Historical Society Press, 2013.View the Video (BELOW) about Primary and Secondary Sources
Learn what they are
Primary and Secondary Sources in History Explained.mp4
Venn Diagram
Venn Diagram
Introducing A Reading Strategy
Venn Diagrams are a great way to Compare and Contrast two topics or ideas. When you complete a Venn Diagram you will better understand the information you are covering. Please understand that you are, comparing "apples" to "apples," and not "apples" to "oranges." Look at the example shown below for a better understanding of how to complete your Venn Diagram.
There are many reasons for students to learn this skill. This is a skill that will be used every day for the rest of your lives in some form or fashion. We have to make decisions about things in our lives that require us to think about how we will chose. Compare and contrast questions help students to develop higher-order thinking skills, help students to focus on the details in a text, improve comprehension skills, retention of details, organization of information, and better writing skills.
Students understand that when you are looking for similarities/differences in two topics, it is important you find information on the same point, as our example shows. Questions: How do these two animals breath? I have to write about how both breath. How do these animals have offspring? Some students tend to write, "One has live births and the other one does not." This is not comparing and contrasting.
R.A.C.E. Strategy for Reading
R.A.C.E. Strategy for Reading
Sentence starters for CITE the evidence:
The text states, "_____."
According to the author, "_____."
On page ____, it says, "______."
Sentence starters to EXPLAIN how your evidence supports your answer.
This shows,
Therefore the reader knows/infers,
For example,
To expand on this,
Based on this fact,
12 Powerful Words
12 Powerful Words
Click on the Video Below to Learn
Click on the Video Below to Learn
12 Powerful Words.mp4
The 12 Powerful Words are very important for students to learn. You will use these words in all you do in school. There is a song and video that goes along with the words. In order to learn these words, click on the video to the left under the crayon.
The 12 Powerful Words are very important for students to learn. You will use these words in all you do in school. There is a song and video that goes along with the words. In order to learn these words, click on the video to the left under the crayon.
Why We Study Social Studies
Why We Study Social Studies
Page 4
Why We Need to Study Social Studies
Why We Need to Study Social Studies
You know, I am always asked by students, “Why do we need to study history anyway.” Please let me explain why history is important to all of us. The foundation of civilization is identity. Who are we and what do we stand for? Students have a need to know why it is important. It is the foundation of our world.
Basically, all civilizations around the world are built using the same building blocks. We all need shelter, to be warm/cool, protection from the changes in weather, food and water, organized religion, a government or ruling body, what type of animals will they have and what crops they will grow.
Understand that history is constantly changing. Why you may ask is that? Well, archaeologists and anthropologists are constantly finding new artifacts that may change what we once thought to be true.
When you think about ancient history and the people of those times, they are much like the people of today. They had goals they wanted to achieve, hopes, and plans for their futures, just like you.
History tells us where we have come from, how we got to where we are, and where we could go. If you do not know your history, you are doomed to repeat it. If we know what worked and what did not, we will always move forward.
Watch this powerful video about Why you should study history. It answers all of your questions. The video is found to the right of this passage, at the Top. Go to your NOTEBOOK to complete a short task.
Watch the Video Below
Why Study History.mp4
Lesson Activity: The Last Ice Age
Lesson Activity: The Last Ice Age
18,000 B.C.E. - 10,000 B.C.E.
Page 5
The Last Ice Age
Our Earth has been a cold place for much of our history. We call these very cold times ICE AGES. An Ice Age is when the temperatures drop and slow moving masses of ice called glaciers form. The last Ice Age began more than two million years ago. That Ice Age reached its height in 18,000 BCE when glaciers covered large parts of the world. Around 12,000 BCE the overall temperature of Earth had started to warm and much of the ice had melted. Around 10,000 BCE, our ancestor's world started to look much like it looks today with climates much like today. Because of the movement of glaciers, bodies of water and landforms were created that still make up Earth's physical characteristics, the lay of the land, or the landscape. All of these terms mean the same thing.
Directions:
Read this paragraph and summarize it. Write your summary in your NOTEBOOK. You will also find a question to answer about the passage, so don't forget to answer that as well. Your summary should not be more than the passage.
The Last Ice Age 120,000 years ago
Lesson Activity: Timeline
Lesson Activity: Timeline
Page 6
Lesson Activity: Vocabulary Words
Lesson Activity: Vocabulary Words
Page 7
settlement climate
civilization culture
geography society
geographic features surplus
agriculture
Directions: Go to your NOTEBOOK to complete the vocabulary work.
Lesson Activity: Defining Civilization
Lesson Activity: Defining Civilization
Page 8
Directions: Read the two definitions of Civilization on Page 8. You will need this to complete work in your NOTEBOOK later in this Topic. After reading both meanings, watch the Discovery Education video and then The Traits of Civilization video. To open your notebook, use your side-by-side screen and put it next to your textbook, take notes while you watch the videos. If you do not know how to have 2 screens open at one time, please ask for help. You learned this skill in your computer class.
Go to your NOTEBOOK in order to complete this work.
Civilization - Definition 1
Civilization - Definition 1
Let's talk about civilization. What does civilization mean? The following is one interpretation of civilization.
The stage of human social development and organization that is considered most advanced.
The process by which society or place reaches an advanced stage of social development and organization.
The society, culture, and way of life of a particular area.
The comfort and convenience of modern life, regarded as available only in towns and cities.
Watch the Discovery Education Below to Learn More About Civilization.
Watch the Discovery Education Below to Learn More About Civilization.
Copy of Civilization 2020.mp4
Civilization - Definition 2
Civilization - Definition 2
Civilization is the opposite of barbarism and chaos. Civilization is an advanced stage of human society, where people live with a reasonable degree of organization and comfort and can think about things like art and education.
Civilization covers a wide range of human achievement -- from the ancient Egyptians, to Mayan and Chinese civilizations, Western civilization, and everything in between. You can use the word more generally -- when you are lost in the woods, you'll be looking for signs of civilization -- lights in the distance and smoke rising from chimneys. Civilization comes from Latin civis, "citizen." If you've got citizens, then you've got government and you're moving right along on the path of human advancement. Primary meanings of civilization:
society in an advanced state of social development (e.g., with complex legal and political and religious organizations)
the quality of excellence in thought and manners and taste
Here is a second video about Civilization, a different view for the pleasure of you learning.
Traits of Civilization-J2exRx5QMRU.mp4
Think/Answer the following questions in your NOTEBOOK:
What do the above definitions have in common? (Meaning: How they are alike) According to many of these definitions, civilization is defined by advancement. Let's consider the definition: "the society, culture, and way of life of a particular area." What is different about this definition from the other definitions you've read? Answer in your notebook.
This year we will explore the factors that influence the development, advancement, and decline (collapse) of civilizations. As we learn about the development and evolution of civilizations across world history, we will analyze the different factors that allowed each civilization to flourish and what factors led to their decline.
Go to your NOTEBOOK to complete this task.
Lesson Activity: Characteristics of Civilization Form
Lesson Activity: Characteristics of Civilization Form
Page 9
AFTER READING THE DEFINITIONS OF CIVILIZATION AND WATCHING THE VIDEOS, YOU WILL COMPLETE THIS FORM IN YOUR NOTEBOOK. YOUR TEACHER MAY GRADE THIS.
Before we start thinking more about the factors that change or impact a civilization, please review the table below. This table shows you some of the "Characteristics" of a civilization. Without these components (means parts) we do not have a civilization. Please use your video notes, vocabulary, or Google to define these characteristics. You will also need to give modern day (from TODAY's times) examples of those characteristics. You have been provided one example of this.
Go to your NOTEBOOK to complete this task
Lesson Activity: Geographic Factors That Affect the Development of a Civilization
Lesson Activity: Geographic Factors That Affect the Development of a Civilization
Page 10
Geographical Factors that Affect the Development of Civilizations
Geographical Factors that Affect the Development of Civilizations
DIRECTIONS: You will read the following articles and watch the videos. You will record notes in your NOTEBOOK about the passages and videos. Some things to think about before you start. Watch the video on this page about Geographical Features.
Geography: Is the study of Earth and its people. Geography is split into two main parts that help us to better understand it. They are physical geography and human geography. Features of physical geography are: continents, oceans, mountains, deserts, rivers, mounds, climate, ecosystems, and many more elements. Physical geography is about Earth's seasons, climate, atmosphere, soil, streams, landforms, and oceans.
Human geography refers to the human affect or human activities (the ways humans live) that change the Earth. It covers the interactions between people, place, and environment across and between places. Some examples of human geography are cities and urban processes, economic, cultural, political, social, and population of the present and the past.
Watch the Video Below. Go to your NOTEBOOK and complete Task
Geographic Features-sulQQym09-Q.mp4 Geographic Terms
Geographic Terms
Geographic Terms-The Landscape-The lay of the land-Physical Features--------------------------------
This information will be used throughout the units. It is important for you to know so that you can decide if the land area where people choose to live will help them to survive and thrive. How do these features help or hurt them?
This information will be used throughout the units. It is important for you to know so that you can decide if the land area where people choose to live will help them to survive and thrive. How do these features help or hurt them?
Watch the video below about Geographic Terms
Rivers & Mountains
Let's Talk Geography 55 Geographical Terms Kids Need to Know.mp4Video on Geographic Terms
Open your NOTEBOOK and work on the assigned task.
Geographical Features.mp4Types of Landscapes
Geographic Factors that Affect the Development of a Civilization
Geographic Factors that Affect the Development of a Civilization
"As we study civilizations of the world throughout the year, we will first examine the geographic factors that supported the development of each civilization. We will also examine what contributed to the decline of each civilization that we encounter."
The word geographic feature is one of your vocabulary words, go check out the meaning. Remember you can find the words in Quizlet.
Video: Geographical factors that influence Development of a Civilization.
Introduction to Geography Disc Ed.mp4DIRECTIONS
Watch the video on Geographic Factors. You can open a dual screen and pull up your NOTEBOOK so that you can take notes on the video.
Lesson Activity: Why Civilizations Survive or Collapse with Video
Lesson Activity: Why Civilizations Survive or Collapse with Video
Page 11
what factors influence a civilization's success?
what factors influence a civilization's success?
Why Civilizations Develop-XLhpEbNjJDE.mp4Watch the Above Video
Watch the Above Video
DIRECTIONS
Watch the video on factors that influence a civilization's success. You can open a dual screen and pull up your NOTEBOOK so that you can take notes on the video.
DIRECTIONS: Watch the video on survival or fall of civilizations. You can open a dual screen and pull up your NOTEBOOK so that you can take notes on the video.
Watch the Above Video
Watch the Above Video
why do civilizations survive or collapse?
why do civilizations survive or collapse?
Lesson Activity: Article 1, Why Do Civilizations Collapse?
Lesson Activity: Article 1, Why Do Civilizations Collapse?
Page 12
Directions: You will complete this task in your NOTEBOOK in order to underline, highlight, make notes, and annotate because you can not do it in your on-line textbook.
Example of annotating your articles. You should underline and/or highlight the information that helps you answer your questions or writing prompts. You may write notes in the margins (like the example below), vocabulary words that you do not know or understand, and any notes that help you find important information when you return to the article. (The notes below have been color-coded with symbols around them so that they stand out to you, the student.)
Go to your NOTEBOOK to complete this task.
Hunter-Gatherers
Mesopotamia Writing
City States of Sumer
Religion
Lesson Activity: Article 2, Geographic Factors That Affect Civilization
Lesson Activity: Article 2, Geographic Factors That Affect Civilization
Page 13
Lesson Activity: Questions to Help You Develop Your Claim
Lesson Activity: Questions to Help You Develop Your Claim
Page 14
Directions:
Please go to your NOTEBOOK to answer these questions. Your teacher may take a grade for this.
Lesson Activity: Complete - Geographic Factors that Influence a Civilization Graphic Organizer
Lesson Activity: Complete - Geographic Factors that Influence a Civilization Graphic Organizer
Page 15
Directions:
Please go to your NOTEBOOK to complete this form. Your teacher may take a grade on this.
Lesson Activity: Factors of Civilization T-Chart
Lesson Activity: Factors of Civilization T-Chart
Page 16
Directions:
Please go to your NOTEBOOK to complete this form. Your teacher may take a grade for this.
Lesson Activity: Write Your Response to the Unit Claim
Lesson Activity: Write Your Response to the Unit Claim
Page 17
Consider what we have read or discussed about how civilizations develop. You have made a list of the factors that must be present for civilizations to develop in the left column of the Factors of Civilization T-Chart as well as factors that contribute to the decline in the right column. Use this T-Chart for reference as you brainstorm. For example, students should consider the factors that contribute to a community having surplus food. To have surplus food, a civilization should have the right climate and geography. Think about, natural resources, tools, technology, community organization and people working together.
Students will write their response to the following question, keeping in mind the information above, in their NOTEBOOK. Your teacher may use this task for a grade.
What is the relationship between the factors that contribute to the development of civilization and the factors that contribute to the decline of civilizations?
Go to your NOTEBOOK to complete this task.
You have reached the end of this Topic.
You have reached the end of this Topic.
On to the next.
On to the next.
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