UNIT
Mesopotamia
LESSON TITLE
Innovations and contributions
DURATION
75 minutes
LESSON OVERVIEW: (What will be taught, summary of the tasks, length of lesson, scope and
sequence, central focus, to whom will it be taught, context for learning, class demographics,
special circumstances.)
[ Students will learn about contributions of Mesopotamian Civilization.
]
STANDARDS: State Content Standards, Common Core, Competency Standards (include
number and text of the appropriate standards)
[
6.12 – Explain the effects of how irrigation, metal smithing, slavery, the domestication of animals
and inventions such as the wheel, the sail, and the plow on the growth of Mesopotamian
civilizations.
6.10 Trace the development of agricultural techniques that permitted economic surpus and the
emergence of cities as centers of culture and power.
]
OBJECTIVES/LEARNING TARGETS/ASSESMENTS: Clear, specific, measurable, aligned to
content standards, student-friendly language, “I Can” statements (not activities),
formative/summative assessments that match lesson objectives.
Objective
Learning Target
Assessment
I can explain how the
development of agricultural
techniques and new technology
allowed for the growth in
Mesopotamia
I can expand on my knowledge
of the empires of Mesopotamia
Create infographic for
agriculture and technology in
Mesopotamia
Formative notebook check
Review map for city states and
discuss the main god for each
Exit ticket
ACTIVATING STRATEGY: Set, hook, advance organizer, multiple ways to engage students,
motivator, essential question, connection to prior knowledge, promotes curiosity
[]
INSTRUCTION: Strategies, learning tasks, big ideas, procedures, sequence, higher-order
questioning, differentiation, active student participation, guided and independent practice,
descriptive academic feedback, academic language, modeling, problem solving, based on data
and teacher knowledge of students
[Have students read CIT page 6, Farming and Other Jobs. Introduce video segment,
saying:We will hear more about the life of a girl in Sumer named Nisaba. Before you begin,
remind or inform students that Sumer was the earliest civilization in Mesopotamia.
Have students open to a page in their notebook and tell them to create a two-column
chart. In one column, they will note the jobs they hear. In the other column, they will
note what people with those jobs do.
Play the video segment Development of the Sumerian City-State.
Stop at 0:30 and ask, Why could some Sumerians stop farming? (Use Equity Sticks
for responses.)
Stop at 1:45 and ask, How did a person’s job affect where he or she lived in ancient
●
Nippur? Why do you think these groups lived where they lived? (Have students respond in a
Think-Pair-Share. Then use Equity Sticks for responses.)
Stop at 2:35 and ask, How is work divided in the narrator’s house? (Use Equity
●
Sticks for responses.)
Finish the segment and ask, If you lived in ancient Mesopotamia, which job would you
●
want to have and why? (Have students respond in a Think-Pair-Share. Then use Equity
Sticks for responses.)
●
Pass out random images of technology, have students move to group with their like picture.
Students will complete graphic organizer as a group on their technology. One member will
present their findings to the class. Class will complete in notebook list of contributions and their
effect on society.]
MODIFICATIONS: Accommodations, modifications, support for diverse student learning needs,
interventions, extensions, ELL, IEP, 504, differentiation, teacher knowledge of students
[Information presented in multiple ways, students will work in mixed ability groups, teacher will
facilitate small group and allow the text to be read to them. ]
GROUPING: Explain how grouping students assists in reaching lesson objectives
[Students will work in pairs to discuss ideas, in small groups, mixed ability with students of
different talents to create bigger picture. ]
MATERIALS / RESOURCES / TECHNOLOGY: Key instructional resources and materials to
engage students in learning, aligned with lesson objectives and standards, how materials will
support differentiation
[ Copy of page 6, highlighters, video,
CLOSURE: Review, final check for understanding, renaming objectives and learning targets,
student reflection, students assess their own performance.
[]
Homework: Word Search; Bring research project.
REFLECTON
[ ]