DPS Unit Map
World History Unit 1: Historical Thinking and Ancient Civ.
3 Weeks/6 Weeks
Stage 1: Examine and Unpack Standards
These unpacked standards are expected in every Durham Public Schools classroom.
UNIT STANDARDS
Social Studies
WH.2 – Analyze ancient civilizations and empires in
terms of their development, growth and lasting
impact.
WH.2.1 Compare how different geographic issues of
the ancient period influenced settlement, trading
networks, and the sustainability of various ancient
civilizations.
WH.2.2 Analyze the governments of ancient
civilizations in terms of their development, structure
and function within various societies.
WH.2.3 Explain how codifying laws met the needs of
ancient societies.
WH.2.4: Analyze the rise and spread of various
empires in terms of influence, achievements and
lasting impact.
WH.2.7: Analyze the relationship between trade routes
and the development and decline of major empires.
WH.2.8 Compare the conditions, racial composition,
and status of social classes, castes, and slaves in
ancient societies and analyze changes in those
elements.
WH.2.9 Evaluate the achievements of ancient
civilizations in terms of their enduring cultural impact.
Common Core/Literacy
RH.9-10.1 - Cite specific textual evidence to support
analysis of primary and secondary sources, attending
to such features as the date and origin of the
information.
RH.9-10.2 - Determine the central ideas or information
of a primary or secondary source; provide an accurate
summary of how key events develop over the course
of the text.
Curriculum, Instruction and Assessment
Transfer
Students will be able to independently use their learning to…
 Understand the lasting impact of ancient civilizations.
Making Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
1. How does location impact a society’s
1. Location affects a society’s economic
development?
development.
2. How do laws and legal systems reflect a
2. Unifying laws into a written “code” can be a
society’s values?
unifying factor for a society while reflecting also
3.
Why do hierarchies exist in society and
duties and obligations of those in the society.
how do they influence the development
3. The hierarchal structure of society influences the
of civilizations?
development of civilizations.
4.
How did the various achievements of
4. The achievements of a society often contribute to
ancient empires impact future societies?
its economic and political expansion as well as its
cultural influence on those outside the society.
Acquisition
KNOWLEDGE
SKILLS
Students will know…
Students will be able to…
1. Various settlement patterns that result in the rise
1. Demonstrate an understanding of the
of early river valley civilizations.
lasting impact of ancient civilizations.
2. The structure of government in major ancient
2. Use textual evidence to support analysis
civilizations around the globe.
of primary sources.
3. Ancient and classical civilizations declined as a
3. Identify the central ideas of a primary
result of internal weaknesses and external
source.
invasions, but they left lasting legacies for future
4. Summarize the relationships of various
civilizations.
ideas in a primary source.
4. How and why the emergence of empires in Asia,
Africa, Europe and the Americas resulted from the
promotion of interregional trade, cultural
exchanges, new technologies, urbanization, and
centralized political organization.
5. How ancient and classical societies address social
imbalances and inequalities.
Page 1 of 4
DPS Unit Map
World History Unit 1: Historical Thinking and Ancient Civ.
3 Weeks/6 Weeks
Key Vocabulary
Tier 3 Vocabulary Words
Sumerian, Greek and Roman culture, Neolithic revolution, Code of Hammurabi, polytheistic, monotheistic, cuneiform, ziggurat
Tier 2 Vocabulary Words
irrigation, mathematics, codify, democracy, astronomy, hierarchy, bureaucracy
Stage 2: Calibrate Rigor and Design Assessment
Evaluative Criteria for Assessment District Provided Assessment Tasks
Rubric Performance Task (Option 1)
Criteria
1
2
3 Part I – Individual
The
The
-The museum of THEN and NOW has hired you to create an interactive module on how
The
presentation
presentation
technology from the ancient world has influenced present day. Your task is to research
presentation
does not
partially
three important technologies of ancient civilizations to show how past technologies
Addressing
addresses the
address the
addresses the
influence the present. You will create a backwards timeline starting in modern day
the prompt
goal of the
goal of the
goal of the
society and ending in an ancient civilization. You must have a minimum of four stops in
performance
performance
performance
time supported with evidence to make connections between the ancient society and
task.
task.
task.
today. Each student will then select and justify their best invention timeline.
The requested Part II - Group
Cite Evidence
Examples are
There is no
number of Groups of like invention timelines will come together to discuss, analyze, and create a
(from text –
provided that
evidence to
examples are “new” timeline that includes at least six points and represents the collective evidence
primary or
loosely
support the
provided that from the group’s work. Groups will present the new timelines to the class. Students will
secondary
support the
answer.
fully support listen to each presentation and provide feedback using the ACES rubric.
sources)
answer.
the answer. A final reflection will require that students pick one of these inventions and extend the
timeline by predicting how this invention will continue to evolve in the future (200-1000
The attempts
No attempts to
to explain how
The years from now).
explain how
the evidence explanation of
the evidence
Explain
addresses the the evidence is Option B: A Day in the Life
addresses the
prompt are
clear and This activity would show a mastery of understanding ancient social hierarchies. Using
prompt have
unclear or
insightful. either Egypt or India, students will be assigned one of the social classes and create a
been made.
character based on the class they are assigned. After research, the student will then
insufficient.
create a journal or diary written in the voice of their character. The journal should
Some
Many
emphasize the day to day activities that someone in that social class would engage in.
grammatical
grammatical
No Lesson Plan for Egypt: http://www.pbs.org/empires/egypt/educators/lesson6.html
errors exist,
Conventions
errors exist
grammatical Resources for India: http://www.historyteacher.net/GlobalStudies/Readings/readingbut do not
that obscure
errors exist. castesystem.pdf
obscure
meaning.
A follow up or culminating activity for this assessment could be an analysis of American
meaning.
culture and the creation of a perceived social hierarchy model for modern America.
Curriculum, Instruction and Assessment
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DPS Unit Map
World History Unit 1: Historical Thinking and Ancient Civ.
3 Weeks/6 Weeks
Option C: Create a Civilization
This assessment would focus on the creation of a fictional civilization that would show
all the characteristics of civilization including:
 Geography
 Government
 Religion
 Social Hierarchy
 Writing system
 Public Works
 Specialization of Labor (could include technology)
Options can include creating a Prezi, diorama, written report, or any combination
thereof. As a culminating evaluation, students should specifically articulate how modern
societies address how both ancient and modern civilizations addressed these
characteristics. For example, does geography have the same impact on modern
civilizations as it had on ancient civilizations? Or, how are social hierarchies both similar
and different in the two time periods? Have the types of public works changed over
time? What were public priorities in ancient times as opposed to today?
Other Evidence – Embedded Stage 3 Learning Events
Teacher designed
Teacher designed
DPS 6-8 RACER & ACES + C Rubric
PLC designed
Minute by Minute Assessments
Speech, Debate or Socratic Seminar
Text-Dependent Constructed Response Questions
PLC-Created Text or Concept Specific Common Formative Assessments
Stage 3: Plan and Deliver Instruction
This instructional pacing and sequencing represents one best practice option.
Professional Resources
Instructional Resources
Resources for Unit Concepts:
Teachers to Watch:
1
# of Days
2.5/5
Summary of Key Learning Events, Opportunities, and Instruction
Focus of Lesson
Standard(s)
Support
Historical thinking and the geographic
WH.2,
Review/Reinforcement: Crash Course videos
development of ancient civilizations
WH.2.1
Mesopotamia: https://www.youtube.com/watch?v=sohXPx_XZ6Y
Egypt: https://www.youtube.com/watch?v=Z3Wvw6BivVI
Indus: https://www.youtube.com/watch?v=n7ndRwqJYDM
China: https://www.youtube.com/watch?v=ylWORyToTo4
Curriculum, Instruction and Assessment
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DPS Unit Map
World History Unit 1: Historical Thinking and Ancient Civ.
3 Weeks/6 Weeks
Mapping: Mapping activities for the early river civilizations:
http://cartocraze.com/ancient-civilizations
2
2.5/5
Early governments and the
codification of laws
WH.2.2,
WH.2.3
Simulation: What Would Hammurabi do?
1. Students are selected to be a jury. They are given selections from the Code of
Hammurabi.
2. Students draw infractions/scenarios out of a hat. After announcing what they have
been accused of, the jury must search through the codes to find out the appropriate
punishment or consequence.
For an alternate assignment utilizing Hammurabi’s Code:
http://www.learnnc.org/lp/editions/careerstart-grade7/4442
Or, for an ongoing lesson: http://edsitement.neh.gov/lesson-plan/hammurabis-code-whatdoes-it-tell-us-about-old-babylonia#sect-thelesson
3
2.5/5
Trade and social classes in ancient and
classical civilizations
WH.2.7,
WH.2.8
Journaling:
1. Students create a character in the form of a trader along the Silk Road
2. Create a journal in character which covers your journey from one end of the Silk
Road to the other
Support materials for commodities and traders along the Silk Road:
http://www.indiana.edu/~iaunrc/content/journeys-along-silk-road-unit-1-middle-high-school
4
2.5/5
Cultural diffusion in ancient and
classical civilizations
WH.2.8,
WH.2.9
5
2.5/5
Lasting achievements of ancient and
classical civilizations, review and
assessment
All
Project/Analysis/Relevance: Analyze cultural diffusion of modern American popular culture
utilizing this lesson plan from the New York Times. This will create relevance for students
linking ancient civilizations to the modern world.
http://learning.blogs.nytimes.com/2002/06/12/love-american-style/?_r=0
In order to establish relevance: How does modern cultural diffusion resemble ancient cultural
diffusion? How is it different? How will cultural diffusion continue to impact our world?
Complete Performance Task listed above
Curriculum, Instruction and Assessment
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