table of contents

Unit 6 - Topic 3: Overview.............................................................................................................................................................1

Unit 4 - Topic 1: Goal, GLE's & Description..................................................................................................................................2

• Essential Content - GLEs

• Ancillary Content - GLEs

Homework: What Did You Learn in Unit 3 - Topic 5...................................................................................................................3

Student Strategies.........................................................................................................................................................................4

• Caterpillar Writing

• Thinking Like a Historian

• R.A.C.E. Strategy of Reading

• C.E.R. Strategy for Reading and Stating Claims (Claim, Evidence, Reasoning)

Lesson Activity: Vocabulary Words - Homework.......................................................................................................................5

Lesson Activity: Developing a Claim/Formative Assessment - Introducing Cultural Diversity...........................................6

Lesson Activity: Developing a Claim/Formative Assessment - Human Characteristics.......................................................7

Lesson Activity: Building Context - Cultural Universals and Family.......................................................................................8

Lesson Activity: Developing a Claim/Formative Assessment - Cultural Universals..............................................................9

Lesson Activity: Summative Assessment...................................................................................................................................10

Unit 4 Description: Students explore the role of trade in the advancement of civilization by examining the development of civilizations in Asia and Africa. Students investigate the role of trade in the advancement of societies and how trade is responsible for the exchange of more than just goods.

Topic 1: Goal

Students will be able to write a paragraph explaining how individual human societies are different and how all humans are essentially the same culturally.

Topic (GLEs) for the unit & pacing:

Unit 6: Approximately 7 weeks

Topic 3: Approximately 2 class periods

6.2.2 Examine how the achievements of early humans led to the development of civilization.

• Identify the characteristics of civilizations (large population centers, monumental architecture, and unique art, writing and record keeping, complex institutions, specialization/complex division of labor, and social classes/structures).

• Explain how different civilizations, including those today, are similar and diverse.

6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by completing the following tasks:

• Options to address 6.1.1 in Unit 4 - Topic 1

  • Compare and contrast present world societies

  • Compare and contrast past civilizations to present-day civilizations

  • Produce written claims on how humans are similar and diverse.

Ancillary Content not addressed in the textbook at this time. Teachers should include Ancillary Content with the Topic.

Ancillary Content intentionally skipped for now. Teachers will include in their lesson. (Teachers, please see curriculum content for ancillary GLEs.)

In the previous three units, we have examined hunter-gathers, the river civilizations, and the ancient Greek and Roman civilizations. In this task, we will begin to understand how each is tied to one another through culture.

Although it may seem that different cultures have little in common, researchers have identified more than seventy common cultural traits. These cultural universals are traits that exist in all cultures/societies. The most common cultural universals are language, government/institution, art/technology, economic system, religion/belief system, social class, and kinship. Because all societies have these cultural universals, they are more similar than you think.

Cultural universals are not always carried out in the same way. In fact, different cultures/societies have developed quite different ways to express universals. For example, one cultural universal is kinship. Kinship deals with caring and participating in the family. In the United States, women have traditionally worked within the home caring for children, and men have worked outside the home. (Although this is changing, women in this country are still largely responsible for child care.) Among the Manus of New Guinea, in contrast, the man is completely in charge of the child-rearing. Another example is in the United States, in most cases, when a child is born, they are given the father's last name. The United States is called a patrilineal (father's line) society. In contrast, the Minangkabau society, located in West Sumatra, Indonesia, is the largest matrilineal (mother's line) society in the world. Families take their names from their mothers. The father is considered a guest in the family. In West Sumatra, women have rights and power because they control the economy.

The make-up of family varies from culture/society to culture/society. In most of the Western world, a family consists of one or both parents and their children. Some other societies have families that are made of three generations of people where grandparents may be included.

In some parts of the world, a family may include a man, his several wives, and their children. While the structure of a family may be different, the existence and purpose of the families compose a cultural universal.

we have reached yet another end to a wonderful topic in ancient history. Let's go to unit 4 Topic 2.