Mesopotamia Unit
Target Skills
I Can Statements…
Standards
7.3.2
Locate specific places on the
earth’s surface
7.3.4
Give examples and describe
the formation of important
river deltas, mountains and
bodies of water in Asia.
7.1.1 Identify and explain the
rise of early river valley
civilizations and evaluate how
the achievements in art,
architecture, written language,
and religion of those
civilizations influenced their
respective forms of government
and social hierarchies.
Students will be able to
find major cities and
physical features on a
map of Ancient
Mesopotamia
DOK 1
Students will be able to
describe the formation
of physical features of
the Fertile Crescent (i.e.
silt, rich farmland, &
delta)
DOK 2
Students will be able to
compare and contrast
an ancient map against
a present day map of
the same area
DOK 2
Through an oral/and
visual story students
will have an
understanding of why
civilizations formed in
river valleys
DOK 1
Mini-Lessons
I can find major cities
and physical features on
a map of Ancient
Mesopotamia
On a large map have students
identify where many major
cities are located (i.e. river
valleys)
I can describe the
formation of physical
features of the Fertile
Crescent
Take notes on formation of
physical features of the
Fertile Crescent
I can name and locate
on a map two land
features of ancient
Mesopotamia &
modern day Iraq
Label a map of Ancient
Mesopotamia &
compare/contrast the map
with a map of modern day
Iraq
I can list a reason(s)
why Mesopotamian
civilizations arose in the
Tigris and Euphrates
River Valleys
Students will read p.117-118
in textbook, take notes, &
discuss.
Using a teacher created story
students will orally use cause
& effect to discuss how
civilizations developed
around water.
-Students will define
Mesopotamia vocabulary
using the textbook.
Students will
understand that it is
difficult to convey a
feeling or thought using
pictures, (pictographs),
instead of using a
written language.
DOK 1
7.1.15 Create and compare
timelines that identify major
people and events and
developments in the history of
Mesopotamia
Students will be able to
create and compare
timelines identifying
major people and
I can describe the
world’s first system of
writing invented by the
Sumerians
I can define and explain
the importance of a
scribe
I can create a timeline
identifying and
comparing major people
and events in
Mesopotamia
-Have students brainstorm
with a partner why they
would want to be a scribe?
On Promethean board show
an actual picture of a stylus
and clay tablet.
-Using Think pads students will create a
timeline comparing people and events in
Mesopotamia.
Students will also learn
what the role of a scribe
was and we still use the
word scribe today to
represent record
keepers
DOK 2
-Students must create 10
pictographs for everyday
objects or ideas. Students are
to write the English
translation next to each
pictograph. Students are to
simplify a thought or idea into
a sentence. Students are to
exchange papers to try and
decode their partner’s
cuneiform.
-
Students will trace the
development of our
present day alphabet
and make a connection
to the Ancient
Phoenicians
DOK 1
I can explain why the
Phoenician alphabet is
similar to other
languages, including
English
Using the internet students
will locate what present day
country is located where the
Phoenicians lived. What
language is spoken there
today? Is there a connection
with the modern day
language vs. the Ancient
Phoenician alphabet
Students will have a
better understanding of
polytheism vs
monotheism
DOK 1
I can define polytheism
-Students will read p. 122-126
in textbook, take notes &
discuss.
Students will be able to
develop (their choice) a
Graphic Organizer &
Compare & Contrast
Sumerian Society vs.
Modern Day Society
DOK 2 & 3
I can categorize the
social hierarchy of
Ancient Sumer
-Students will set up a graphic
organizer on “The Rise of
Sumer”. The organizer
includes, Government,
Religion & Society. Using
textbook and/or internet
compare & contrast Sumerian
society with our society
today.
I can compare &
contrast Ancient
Sumerian society with
our present day society
-Students will read p. 128-129
in textbook, take notes, and
discuss.
Students will make a
connection to the
advancements
developed by Ancient
Sumerians to how
those inventions still
are used in present day
society
DOK 2
I can name at least two
inventions or
advancements of the
Sumerians
Students will
understand how
Hammurabi’s Code was
a precursor to today’s
laws.
DOK 2
I can compare &
contrast Hammurabi’s
Code with modern day
laws
Students will
synthesize and
understand primary
source information
about Hammurabi’s
Code.
7.1.5 Explain the importance of
early trade routes in eastern
Mediterranean
DOK4
Students will be able to
recall the difference
between export and
import
DOK 1
-Have an open discussion of
the inventions of the
Sumerians. Ask students how
their inventions and ideas
have affected our world.
-Ask students to imagine a
world in which there are no
written laws. Students are to
brainstorm with a partner
(write down at least 5 facts).
What would our present day
society be like without laws?
Students are to read “The
Code of Hammurabi.”
Students are to think about
why some of these laws were
especially important to the
many farmers living along the
rivers of Mesopotamia.
Students are to answer
questions based on their
reading.
-Students will examine
Hammurabi’s Code of Laws
and compare and contrast
Ancient law with modern law.
I can synthesize and
evaluate primary source
information about
Hammurabi’s Code.
I can list at least two
Phoenician exports
-Students will synthesize and
evaluate evidence from
historical primary sources of
Hammurabi’s Code.
-Tell students that a nation’s
exports are goods and
products it sells to other
nations.
Students will be able to
trace the sea trade
routes of the
Phoenicians. Students
will begin to build on
their understanding of
why countries trade
with one another
(wants and needs)
DOK 2
events in the history of
Mesopotamia.
DOK 3
I can identify at least
one body of water the
Phoenicians traveled
I can explain the
importance of trade
between countries
-To help students identify the
exports of the Phoenicians
students will set up a graphic
organizer (see teachers
p.T136). Students will copy
and complete the organizer
as the class completes section
4.