Unit Title: Civilizations I: The Development and Organization of Civilizations
Grade Level: Grade 5
Number of Instructional Weeks: 6
STAGE 1 – DESIRED RESULTS
Enduring Understandings
Essential Questions
Students will understand that….
History has its main characters, plot, setting,
problems, and a sequence, just like a story.
Historians use a variety of primary and
secondary sources to find out about the past.
Many different connected causes are
responsible for the development and decline of
a civilization.
There are still elements of ancient civilizations
“alive” today in our language, art, architecture,
mathematics, cultures, governmental systems,
etc.
Which questions will engage students in the
inquiry?
How is history like a story?
How do historians find out about the past?
What is a civilization?
What is the role of cause and effect in the
development and decline of a civilization?
Who has the power in the civilization and how are the
needs and wants of individuals met?
What do ancient civilizations have to do with me?
Civilizations have a governmental and societal
structure to deal with the needs and wants of
groups and individuals.
Assessed Standards
What standards will be assessed?
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1a. Understand patterns of change in society (e.g.,
religious rituals, governance, development of
communication systems, etc).
1b. Understand the concept of cause-and-effect and
multiple causation in history.
1c. Identify and use primary and secondary sources
for reconstructing the past (e.g., letters, diaries,
maps, photos, interviews with senior citizens or elders
of the community, newspapers, films).
1d. Know that people in different times and places
view the world differently and why they held these
views.
2a. Explain causes and consequences of conflict and
cooperation among individuals, groups, societies and
nations in the following categories:
Environment
Belief systems (e.g., religion, politics)
Economics
Geography/land
Knowledge and Skills
Only put here what is not already included in selected standards.
Students will know….
Students will be able to….
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Ethnicity/race/gender
Culture
2c. Explain the major ways groups, societies, and
nations interact with one another (e.g., trade, cultural
exchanges, international organizations).
3e. Describe geographic factors that influence human
migration.
3f. Describe and explain various types and patterns of
settlement and land use and reasons why particular
locations are used for certain human activities.
4b. Understand the components of a belief system
(creed, code of behavior, rituals, community).
4c. Identify and compare various belief systems and
their principle tenets.
4h. Understand cultural differences regarding what is
public and private.
4j. Describe the influence of arts, crafts, music, and
language on various cultures.
5c. Describe the various forms of institutions (e.g.,
family, school, church, clubs) and how they influence
the individual.
5e. Understand how social systems (e.g., schools,
media, religions, families) prescribe gendered
identities.
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6b. Describe how governments meet needs and wants
of individuals and society.
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7b. Explain relationships between the locations of
resources and patterns of population distribution.
7e. Explain and compare ways in which people satisfy
their basic needs and wants through the production of
goods and services.
7h. Describe economic causes of human migration.
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8b. Examine ways in which tools and techniques make
certain tasks easier.
8d. Describe instances in which changes in values,
beliefs, and attitudes have resulted from new scientific
knowledge and from technological knowledge
Technology Integration