Curriculum Map
World History
Unit
1 – Ancient Civilizations
Enduring Themes
Conflict and Change
Time, Change, and Continuity
Governance and the Rule of Law
Movement / Migration
Production, Distribution, Consumption
Culture
Location
Human Environmental Interaction
Distribution of Power
Time Frame
8/10/15 – 9/1/15
Unit Standards
SSWH1
SSWH2
SSWH8
Unit Resources
Unit 1 Student Content Map : Unit and lesson EQs for each concept that can be assigned to
students to fulfill many of the “Be Able To Do” requirements for the unit.
Unit 1 Vocabulary PowerPoint: Vocabulary for the unit that can be used for index cards for
reference, studying, etc.
https://quizlet.com/44942576/sswh01-flash-cards/
https://quizlet.com/44951616/sswh02-flash-cards/
https://quizlet.com/64009160/sswh08-flash-cards/
Concept 1
Development of
Mesopotamian
Societies
Concept 6
Ancient India
Concept 2
Ancient Egypt
Concept 7
Ancient China
Unit 1: Ancient Civilizations
Concept 3
Concept 4
Ancient Middle East
Development of
Writing
Concept 8
Early Latin American
Civilizations
(Mesoamerica)
Concept 5
Ancient
Mediterranean
Review
Concept 1: Development of Mesopotamian societies
Standard:
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE
a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political
facets of society, with attention to Hammurabi’s law code
Lesson EQ: What were the origins, structures, and interactions of complex societies in the ancient Eastern
Mediterranean?
Know
Understand
Be Able To Do (DOK 2)
 Tigris
 The Mesopotamian societies
 Describe the role of religion
developed in the fertile land
 Euphrates
in the development of
between the Tigris and Euphrates
 Fertile Crescent
Mesopotamian societies.
rivers.
 Mesopotamia
 Describe the role of culture in
 Mesopotamian societies were
 Sumer
the development of
polytheistic.
 Ziggurats
Mesopotamian societies
 The ziggurats (temples) built by
 polytheism
 Describe the economic facets
the Sumerians demonstrate the
 City-state
of Mesopotamian societies
complexity of their society
 Hammurabi

Describe the political facets
 Agriculture replaced hunting and
of Mesopotamian societies
gathering and societies
 Large numbers of people began
 Describe how Hammurabi’s
to live together forming societies
law code impacted the
and social classes
development of
 Sumerians created the first cityMesopotamian societies

states
Hammurabi’s Code was a uniform
law for his empire that
established the idea that it was
the government’s job to look
after it’s people
*Ancient Eastern Mediterranean
Power Point
Resources
We Do (Guided/Differentiated
You Do (Independent Practice)
Instruction)
Mesopotamian Visual Discovery Group Hammurabi’s Guided Reading and
Handout
Independent Practice
Development of Written Law
Handout| Teacher Key
Mesopotamian Visual Discovery
Primary Sources
*Rise of Cities Handout with Teacher
Key
Mesopotamian Visual Discovery
Teacher Notes
I Do (Teacher Point)
Hammurabi’s Code PowerPoint
Prezi with student notes for this
concept:
https://prezi.com/x9m2gqymsgef/mes
opotamian-societies/
*These resources cover material for
Ancient Egypt, as well. Stop at that
point and come back to it in lesson for
Concept 2.
Hammurabi’s Code Lesson Plan
Hammurabi’s Code Tiered Reading
Concept 2: Ancient Egypt
Standard:
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE
b. Describe the relationship of religion and political authority in Ancient Egypt
Lesson EQ: How were religion and political authority related in Ancient Egypt?
Know
Understand
 The worship of gods,
 How religion impacted life in
goddesses, and Pharaohs in
ancient Mesopotamia
Ancient Egypt
 How religion impacted
Egyptian politics (the
pharaohs were considered to
be god-kings and were both
religious and political leaders)
 Egyptian society was
organized like a pyramid, with
the pharaoh at the top.
I Do (Teacher Point)
*Ancient Eastern Mediterranean
Power Point
*Rise of Cities Handout with Teacher
Key
*These documents are a continuation
from Concept 1.
https://prezi.com/x9m2gqymsgef/mes
opotamian-societies/
(This Prezi from Concept 1 also
contains information on Ancient
Egypt)
Resources
We Do (Guided/Differentiated
Instruction)
The Pharaohs Guided Reading
(You can have students work on this
individually then discuss answers with
a partner or group or work on it with a
partner and discuss the answers
whole group, etc.)
Be Able To Do (DOK 2)
Describe the relationship between
religion and political authority in
Ancient Egypt.
You Do (Independent Practice)
Ancient Eastern Mediterranean
Religion Comparison Chart
(Note: At this point, you can have
students complete just the Sumerian
and Egyptian portions to review or
summarize what they’ve learned thus
far)
Concept 3: Ancient Middle East
Standard:
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and
Zoroastrianism
Lesson EQ: How did monotheism develop in the ancient Eastern Mediterranean?
Know
Understand
 Monotheism
 Monotheism means belief in
one god.
 Hebrews
 As Mesopotamian and
 Zoroastrianism
Egyptian civilizations declined,
smaller states emerged. The
Israelites were a Semitic
people who lived in Palestine.
 The Hebrews, or Israelites,
worshipped one god, Yahweh.
The covenant, law, and
prophets were three aspects
of Jewish religion.
 Zoroastrianism developed in
Persia. Their god was called
Ahura Mazda; they also
believed in angels and Satan.
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated
Instruction)
Ancient Eastern Mediterranean Power Judaism and Zoroastrianism Research
Point (This is the same PPT from
Exchange Venn Diagram
previous concepts; Ancient Middle
East begins on slide 44).
Judaism and Zoroastrianism Research
Exchange Directions
Ancient Middle East Student Handout
Be Able To Do (DOK 2)
Explain how monotheism developed
in the ancient Eastern Mediterranean.
Explain the beliefs of the ancient
Hebrews and how they contributed to
the development of monotheism.
Explain the beliefs of Zoroastrianism
and how the Persians contributed to
the development of monotheism.
You Do (Independent Practice)
Ancient Eastern Mediterranean
Religion Comparison Chart
(This is the same chart that students
could have begun in the previous
concept; at this point students should
be able to complete the entire chart)
Concept 4: Development of Writing
Standard:
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE
d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the
Mediterranean world
e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician
alphabet
Lesson EQ: How did writing develop and impact Ancient Eastern Mediterranean societies?
Know
Understand
Be Able To Do (DOK 2)
 Cuneiform
 Cuneiform was a form of
 Identify which societies
pictograph created by the
developed cuneiform,
 Hieroglyphics
Sumerians. It was used to
hieroglyphics, and the first
 Phoenician alphabet
keep records and to pass on
alphabet. (DOK 1)
 Trading networks
knowledge and allowed
 Explain the development and
people to communicate in
importance of writing (DOK 2)
new ways
 Hieroglyphics were
pictographs used by the
Egyptians for business and
trade and general use for
everyday life
 The Phoenicians created an
alphabet and introduced
writing systems to trading
partners
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated
You Do (Independent Practice)
Instruction)
Ancient Eastern Mediterranean Power
Development of Written Language
Constructed Response Summarizer:
Point (This is the same PPT from
Research Activity
previous concepts; Development of
How did the development of writing
Writing begins on slide 74).
(Have students use the links
impact Sumerian, Egyptian and
provided on the page following the
Phoenician societies?
Phoenicians Student Handout
graphic organizer to record
information about writing in
Development of Writing Student
Sumeria, Egypt and Phoenicia. This
Handout
would be a good lesson to allow
students to work with partners or in
https://prezi.com/x9m2gqymsgef/mes a group so that you can circulate
opotamian-societies/
and help groups who need you more
(This Prezi from Concept 1 also contains than others to help them complete
information on Ancient Egypt)
the assignment)
Concept 5: Ancient Mediterranean Review (DIFFERENTIATED LESSON)
Standard:
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE
Lesson EQ: How did the origins, structures, and interactions of the complex societies in the ancient Eastern
Mediterranean impact the development of those societies?
Know
Understand
Be Able To Do
See all items in “Know” column in
See all items in “Understand” column
See all items in “Be Able to Do”
Concepts 1-4
in Concepts 1-4
column in Concepts 1-4
I Do (Teacher Point)
Differentiated Lesson Plan_SSWH1
Facilitate Activator in Lesson Plan to
capture students’ interest and review
the importance of the development
of writing from previous lesson.
Ancient Eastern Mediterranean
Power Point
*Use Summary Questions from Power
Point to review with students
Resources
We Do (Guided/Differentiated
Instruction)
Differentiated Lesson Plan_SSWH1
Ancient Eastern Mediterranean
Formative Assessment
(NOTE: This Formative Assessment
should be given to students
individually PRIOR to differentiated
instruction to help identify the needs
of the student)
(Tiered Assignments)
Unit 1 Vocabulary
https://quizlet.com/44942576/sswh01flash-cards/
Ancient Civilizations Primary Source
Documents with Questions
Choice Board
You Do (Independent Practice)
Differentiated Lesson Plan_SSWH1
Student Content Map
Concept 6: Ancient India
Standard:
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE
a. Describe the development on Indian Civilization; include the rise and fall of the Maurya Empire, the “Golden
Age” under Gupta, and the emperor Ashoka
b. Explain the development and impact on Hinduism and Buddhism on India and subsequent diffusion of
Buddhism.
e. explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas
Lesson EQ: What were the major achievements of Indian societies from 1100 BCE to 500 CE?
Know
Understand
Be Able To Do (DOK 2)
 Maurya Empire
 Geography:
 Describe the rise and fall of
o Mountains in India
the Maurya Empire
 “Golden Age”
protected the Indus Valley
 Describe the “Golden Age”
 Gupta
from invasion
under Gupta
 Emperor Ashoka
o Rivers connected the
 Describe the Emperor
 Hinduism
interior
of
the
Subcontinent
Ashoka
 Buddhism
to
the
sea
and
the
silt
from
 Explain the development
 Geography of Indian
rivers
produced
fertile
land
of Hinduism
Subcontinent
for agriculture
 Explain the impact of
 Aryans created the caste system
Hinduism on India
 Ashoka was a great emperor of the
 Explain the development
Mauryan empire; he converted to
of Buddhism
and spread Buddhism; India became
 Explain the impact of
an important crossroads on Silk
Buddhism on India
Road
 Explain how geography
 Gupta Empire considered the
contributed to the
“Golden Age” because of
movement of people and
advancements in art, architecture,
ideas in Ancient India
trade, medicine and science and
math
 Hinduism developed out of Aryan
religious beliefs; Hindus are
Henotheistic (believe in many gods,
with one supreme god); they also
believe in reincarnation and karma.
 Buddhism was founded by
Siddhartha Gautama (Buddha);
believe in nirvana and
reincarnation; reject caste system
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated Instruction) You Do (Independent Practice)
Caste System Activator
India Map
Indian Subcontinent Flowchart
India Student Handout
Religions of India Student Handout Prezi identifying the geographic features of
Caste System Reading
Ancient Asian Civilizations
the Indian Subcontinent:
Powerpoint
https://prezi.com/n3cvrovd3jim/geography(through slide 77)
of-india/
Hinduism and Buddhism
PowerPoint (T-chart notes)
Indian Empires Outline
Indian Empires PowerPoint (goes along with
Indian Empires Outline)
Concept 7: Ancient China
Standard:
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE
c. Describe the development of Chinese civilization under the Zhou and Qin
d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of
Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to
Southeast Asia, Japan, and Korea
Lesson EQ: What were the major achievements of Chinese societies from 1100 BCE to 500 CE?
Know
Understand
Be Able To Do (DOK 2)
 Zhou dynasty
 Zhou dynasty overthrew Shang
 Describe how the Zhou
dynasty and established feudalism
dynasty developed
 Qin dynasty
in
China
and
Mandate
of
Heaven

Describe how the Qin
 Confucianism
(laws of nature/heaven kept in
dynasty developed
 Examination system
order
on
earth
by
the
king;
helps

Explain the impact of
 Mandate of Heaven
support
dynastic
cycle)
Confucianism on Chinese
 Status of peasants,
 Qin dynasty unified the Chinese
culture
merchants
world
and
built
Great
Wall
of
China
 Patriarchal family
(some of the original remains)
 Diffusion (spread) of

Confucius was a Chinese
Confucianism
philosopher who developed a code
of ethical conduct
o Importance of family and
right relationships
o Patriarchal family (father =
head)
o Examination system: led to
bureaucracy, civil servants
must pass tests
o Divide between ruler and
subjects (Mandate of
Heaven)
o Peasants above merchants
(wealth did not define social
status necessarily)
o Diffusion of Confucianism
by moral example, did not
believe in war/conquest;
spread to Korea, Vietnam,
Japan
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated Instruction) You Do (Independent Practice)
Chinese Societies Handout
Confucius Quotes Analysis
Ancient China Constructed
Response Summarizer
Confucianism Handout
Ancient Asian civilizations
PowerPoint (begins on Slide 78)
Early Chinese Civilizations PPT
Early Chinese Civilizations Outline
Concept 8 : Early Latin America (Mesoamerica)
Standard:
SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America
a. Explain the rise and fall of the Olmec, Mayan, Aztec and Inca empires
b. Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans,
Aztecs, and Incas
Lesson EQ: How did the early societies in Central and South America develop?
Know
Understand
Be Able To Do
 Olmec empire
 Olmec empire (1200 – 400 BC) was
 Explain how the Olmec
farming society on the coast that
empire rose and fell
 Mayan empire
built large cities that were centers
(DOK1)
 Aztec empire
of religious rituals; the reason for
 Explain how the Mayan
 Inca empire
the fall of this empire is unknown
empire rose and fell
 Government, economy,
 Mayan (300-900 AD) city-states
(DOK1)
religion and arts of the
located
on
Yucatan
peninsula;
cities

Explain how the Aztec
Mayans
were
mysteriously
abandoned
empire rose and fell
 Government, economy,
around 800AD. Possible causes:
(DOK1)
religion and arts of the
warfare,
disruption
of
trade,
over

Explain how the Inca
Aztecs
farming, population growth,
empire rose and fell
 Government, economy,
disease,
famine
(DOK1)
religion and arts of the

Aztec’s
rose
to
power
by
taking
 Compare the culture of the
Incas
neighbor’s land; flourished from
Mayans, Aztecs, and Incas
1200-1500s AD; established the
(DOK 3)
capital city of Tenochtitlan. Fell to
Spanish forces led by Cortes around
1520.
 Incas flourished in South America in
the 1400s; Spanish arrive in 1530s,
led by Pizzaro, led to smallpox
outbreaks and Spanish conquest
that resulted in the fall of the Incas.
 Understand cultural differences
between Mayans, Aztecs and Incas
(see key with student handout for
details)
Resources
I Do (Teacher Point)
We Do (Guided/Differentiated Instruction) You Do (Independent Practice)
Mesoamerica Activator (Human
Mesoamerican Empire Report Card
Mesoamerica Constructed
Sacrifice Attention Grabber)
Olmec Reading
Response Summarizer
Mayan Reading
Mesoamerica PowerPoint
Aztec Reading
Mesoamerica Summarizer (Ticket
Mesoamerica Handout
Inca Reading
out the Door)
Mesoamerica Comparison Chart
(all of the “Reading” documents go along
with the Report Card group activity)
Mesoamerica Carousel
Mesoamerica Carousel Student Handout
(Note: Carousel could replace Mesoamerica
PowerPoint and Handout to provide an
activity that is more student-centered for
delivery of material.)