Westwood Regional School District
Social Studies Curriculum
World History, Part I (7th grade)
i
Westwood Regional School District
Table of Contents
1. Introduction ......................................................................................................................1
2. District Mission, Vision, and Belief Statements ..............................................................3
3. Departmental Philosophy .................................................................................................4
4. Course Summary and Course/Grade-level Goals ............................................................5
5. Unit Plans .........................................................................................................................6
i
Westwood Regional School District
Introduction
The most precious resource teachers have is time. Regardless of how much time a course
is scheduled for, it is never enough to accomplish all that one would like. Therefore, it is
imperative that teachers utilize the time they have wisely in order to maximize the
potential for all students to achieve the desired learning.
High quality educational programs are characterized by clearly stated goals for student
learning, teachers who are well-informed and skilled in enabling students to reach those
goals, program designs that allow for continuous growth over the span of years of
instruction, and ways of measuring whether students are achieving program goals.
The Westwood Regional School District Curriculum Format
The Westwood Regional School District will be using a curriculum format that
incorporates aspects of several different curriculum development models. When
reviewing curriculum documents and the district’s curriculum format, aspects of the
“backward-design” model will be found in the way in which unit objectives, assessments,
and instructional activities are designed.
The curriculum design process involves three interrelated stages for developing an entire
curriculum or a single unit of instruction. The relationship from planning to curriculum
design, development, and implementation hinges upon the integration of the following
three stages.
Stage I – Identifying Desired Results: Course goals based upon knowledge and skills
need to be woven into curriculum publications, documents, standards, and scope and
sequence materials. Course goals highlight the big ideas that students will grapple with
during the course of the unit. Unit objectives are more granular and should be reflective
of best practices, containing the following components:
 Specific performance (e.g. to write, to name, to compare and contrast, to
debate, to decide, etc.)
 Learning Outcome or Product (e.g. a statement, an essay, a poster, a journal
entry, etc.)
 Conditions (during a cooperative learning activity, after reading the story
______________)
 Criterion or Standard (e.g. correct to the nearest mile, four out of five correct,
list three examples, state two differences, etc.)
1
Westwood Regional School District
The Westwood Regional School District Curriculum Format (con’t)
Stage II – Determining Acceptable Evidence: Varied types of evidence are specified to
ensure that students demonstrate attainment of desired results. While discrete knowledge
assessments (e.g.: multiple choice, fill-in-the-blank, short answer, etc.) will be utilized
during an instructional unit, the overall unit assessment should be performance-based and
asks students to demonstrate that they have mastered the desired understandings. Ideally,
these culminating (summative) assessments are authentic tasks that students would likely
encounter in the real-world after they leave school. They allow students to demonstrate
all that they have learned and can do. To demonstrate their understandings students can
explain, interpret, apply, provide critical and insightful points of view, show empathy
and/or evidence self-knowledge. Models of student performance and clearly defined
criteria (i.e. rubrics) are provided to all students in advance of starting work on the unit
task.
Stage III – Designing Learning Activities: Instructional tasks, activities, and experiences
are aligned with stages one and two so that the desired results are obtained based on the
identified evidence or assessment tasks. Instructional activities and strategies are
considered only once stages one and two have been clearly designed. Therefore,
congruence among all three stages can be ensured and teachers can make wise
instructional choices.
At the curricular level, these three stages are best realized as a fusion of research, best
practices, shared and sustained inquiry, consensus building, and initiative that involves all
stakeholders. In this design, administrators are instructional leaders who enable the
alignment between the curriculum and other key initiatives in their district or schools.
These leaders demonstrate a clear purpose and direction for the curriculum within their
school or district by providing support for implementation, opportunities for revision
through sustained and consistent professional development, initiating action research
activities, and collecting and evaluating materials to ensure alignment with the desired
results. Intrinsic to the success of curriculum is to show how it aligns with the
overarching goals of the district, how the document relates to district, state, or national
standards, what a high quality educational program looks like, and what excellent
teaching and learning looks like. Within education, success of the educational program is
realized through this blend of commitment and organizational direction.
2
Westwood Regional School District
MOTTO
“Excellence in Education”
MISSION STATEMENT
To provide excellence in education through rich and diverse learning opportunities,
enabling students to exercise intelligent control of their future.
VISION STATEMENT
The vision of the Westwood Regional School District, serving the diverse communities
of the Borough of Westwood and the Township of Washington, is to provide a sound and
comprehensive education. This education process will ensure that our students have the
knowledge, skills, and experiences which will enable them to make future life choices. It
is our long-term goal that each student will use this knowledge, these skills and these
experiences to reach his/her potential and thus become an actively contributing,
productive member of the global community.
BELIEF STATEMENTS
Westwood Regional School District Staff believe that:
1. Children are our community’s most valuable asset and we value each
individual child.
2. All students have the right to a safe, positive, learning environment where
diversity and individuality are respected and appreciated.
3. Each student’s individual learning styles and needs shall be addressed.
4. Students shall be empowered to be productive, organized, responsible, and
self-directed individuals.
5. Our school shall inspire pride, accomplishment, and growth in all students.
6. Physical and mental well-being contribute to student success.
7. Students shall be encouraged to become life-long learners.
8. A sound and comprehensive education produces literate individuals who are
effective problem solvers, critical thinkers, and users of technology.
9. Our school has a responsibility to instill an awareness and appreciation of the
global community and environment.
10. Education is the shared responsibility of the students, faculty, staff, Board of
Education, family, community, and government.
3
Westwood Regional School District
Departmental Philosophy
It is the philosophy of the Social Studies department of the Westwood Regional School District
to build a community that is civic-minded, globally conscious, and socially responsible. The
study of Social Studies focuses on a deep understanding of concepts that enable students to think
critically and systematically about local, regional, national and international issues. We believe
in authentic learning experiences that enable students to apply content knowledge, value
diversity, and promote cultural awareness. We help develop the technological skills students
need to be successful in the 21st century. The goals and objectives of the Social Studies
curriculum lends to a deeper analysis of the overarching themes that enable students to better
comprehend how the past connects to the present.
The middle school experience places emphasis on civic education, responsibility and diversity
with instruction on more specific historical topics/themes such as the ancient river valley cultures
of Mesopotamia, Egypt, Kush, India and China, ancient civilizations, such as the Greeks and the
Romans and cultural, political, and social aspects of each civilization. Interdisciplinary
collaboration with the Language Arts department regularly occurs; technology, presentations,
and project-based learning are central components of Social Studies teaching and learning.
4
Westwood Regional School District
Course Summary
In World History, Part I, seventh grade students at Westwood Regional Middle School will
examine historical developments that have shaped the modern world. This Social Studies
curriculum, informed by the New Jersey Core Curriculum Content Standards, offers students a
comprehensive overview of topics such as early ancient civilizations that include the
development of Early Man, the river valley civilizations of Mesopotamia, Egypt, Kush, India,
and China. This course also will introduce classical civilizations that include ancient Greece and
Rome. World religions and philosophies covered in this curriculum include Judaism, Hinduism,
Buddhism, Daoism, Confucianism, Islam, Christianity, and various polytheistic faiths. From the
historical content, students will examine and dissect issues that have impacted societies across
the Earth. Students will engage in a wide variety of learning experiences and differentiated
instruction, designed to encourage academic growth and assess mastery of the course content.
Students demonstrate understanding through the use of literacy skills, research, note-taking,
reading to comprehend and understand, and writing to explain and persuade. Demonstration and
application of student learning through critical thinking, analysis and application of
understanding as independent learners is stressed throughout the entire course of study.
Course/Grade-level Goals
The students will be able to acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues
across time and cultures. Such knowledge and skills enable students to make informed decisions
as socially and ethically responsible world citizens in the 21st century.
The students will be able to acquire the skills needed to be active, informed citizens who value
diversity and promote cultural understanding by working collaboratively to address the
challenges that are inherent in living in an interconnected world.
The students will be able to gain the knowledge and skill set to think analytically about how
interactions of people, cultures, and the environment have helped to shape various civilizations,
from ancient times through today.
5
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 1: Paleolithic and Neolithic Ages
Suggested Time Allotment: Chapters 1-3 = 15 days
Questions and Objectives
1) Explain the various
migratory patterns of
hunters/gatherers who
moved from Africa to
Eurasia, Australia, and
the Americas, and
describe the impact of
migration on their lives
and on the shaping of
societies
2) Explain how
archaeological
discoveries are used to
develop and enhance
understanding of life
prior to written records
3) Compare and contrast
how nomadic and
agrarian societies used
land and natural
resources
4) Compare and contrast the
social organization of
early hunters/gatherers
and those who lived in
early agrarian societies
Suggested Instructional
Activities and
Modifications
Activities
Do Now Prompts
Worksheets: using timelines
(Prehistoric, history, BC and AD,
BCE, CE)
Timeline Poster: visual
representation of Paleolithic and
Neolithic Periods – relative
lengths
TCI Cave Exploration
Simulation: students interpret
cave drawings and artifacts in
dark “desk caves” with flashlights
Archaeologist for a Day:
students brainstorm/hypothesize
the uses and meanings of
unknown “artifacts” (obscure
kitchen and sewing tools)
Applicable CPI
1)
2)
3)
4)
5)
6)
7)
8)
NJCCCS
6.2.8.B.1.a
6.2.8.D.1.c
6.2.8.B.1.b
6.2.8.A.1.a
6.2.8.D.1.a
6.2.8.C.1.a
6.2.8.C.1.b
6.2.8.D.1.b
1)
2)
3)
4)
5)
6)
7)
8)
9)
CCSS
6-8.RH.5
6-8.RH.10
6-8.RH.6
6-8.RH.9
6-8.RH.1
6-8.RH.2
6-8.RH.8
6-8.RH.7
6-8.RH.4
Hominid Act-It-Outs:
pantomime the activities of a
particular hominid group-
6
Resources and Materials
Assessments
Poster Cartoons – Before
and After: showing lifestyle
changes between Paleolithic
and Neolithic ages, and how
Internet Resources:
http://www.becominghuman.o surplus led to civilization
rg/documentary
OR
Cave Drawings vs. Writing:
http://www.pbs.org/wgbh/nov demonstrate typical cave
a/evolution/little-peopledepictions, versus how
flores.html
precise written language and
numbers can be and how
Unearthing the Facts [3:11]
necessary they are to
and The First Tools (2:42)
complex societies
Just the Facts: Early Man:
The Beginning of Mankind.
Five Paragraph Essay:
Prod. Cerebellum.
(Persuasive) 3 features of
Cerebellum, 2001. Discovery civilization you feel are the
Education. Web. 28 August
most important to human
2011. <http://www.discoverye beings and why
ducation.com/>.
Multiple-choice and short
Pojer, Susan. "Origins of
answer test
Man." PowerPoint Palooza.
N.p., n.d. Web. 20 Aug. 2011.
http://www.pptpalooza.net/
Books:
Textbook
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 1: Paleolithic and Neolithic Ages
Suggested Time Allotment: Chapters 1-3 = 15 days
Questions and Objectives
5) Demonstrate an
understanding of preagricultural and postagricultural periods in
terms of relative length
of time
6) Relate the agricultural
revolution (including the
impact of food surplus
from farming) to
population growth and
the subsequent
development of
civilizations
7) Determine the impact of
technological
advancements on
hunter/gatherer and
agrarian societies
8) Relate the development
of language and forms of
writing to the expression
of ideas, creation of
cultural identity, and
development of more
complex social structures
Suggested Instructional
Activities and
Modifications
Applicable CPI
respond to questions about
location, best capability, physical
changes
Scientific Investigation: Who
Was the Iceman? (3:20) Prod.
Discovery Education.
Discovery Education, 2004.
Discovery Education. Web. 24
September
2011. http://www.discoveryed
ucation.com/
Guided Notes, T-charts, Venn
Diagrams
TCI Challenge Review










Resources and Materials
YouTube: Historyteachers
Video: “Prehistoric”
http://www.youtube.com/watc
h?v=vD4CQ5ppm_A&list=PL
289C243F41E06711&index=
1&feature=plpp_video
Modifications
Guided notes/exchange
notes
Modified tests
Preferential seating
Visuals with lectures
Post PowerPoints on
website for review at home
Technology
Document Camera
LCD Projector
Streaming video
Laptops
SMART Board
7
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 2: Ancient River Valley Civilizations – Mesopotamia
Suggested Time Allotment: Chapters 4-6 = 14 days
Questions and Objectives
2) Determine the extent to
which geography
influenced settlement, the
development of trade
networks, technological
innovations, and the
sustainability of ancient
river valley civilizations.
3) Compare and contrast
physical and political
maps of ancient river
valley civilizations and
their modern counterparts
(i.e., Mesopotamia and
Iraq; Ancient Egypt and
Modern Egypt; Indus
River Valley and Modern
Pakistan/India; Ancient
China and Modern
China), and determine
the geopolitical impact of
these civilizations, then
and now.
4) Explain how
technological
advancements led to
Suggested Instructional
Activities and
Modifications
Activities
Do Now Prompts
Mapping: Middle East – then
and now
TCI Interactive Student
Notebook Categories Game:
place terms into categories; create
a category name for a group of
facts or terms
Guided Notes, T-charts, Venn
Diagrams
 T-chart: Iraq
Today/Mesopotamia Then
 Pros and Cons of River
Valley Life
DBQ’s and Primary Sources:
Hammurabi’s Code – write your
own laws and consequences
Applicable CPI
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)
NJCCCS
6.2.8.B.2.a
6.2.8.B.2.b
6.2.8.C.2.a
6.2.8.A.2.c
6.2.8.A.2.b
6.2.8.A.2.a
6.2.8.D.2.a
6.2.8.D.2.b
6.2.8.D.2.c
6.2.8.D.2.d
1)
2)
3)
4)
5)
6)
7)
CCSS
6-8.RH.5
6-8.RH.10
6-8.RH.2
6-8.RH.4
6-8.RH.9
6-8.RH.1
6.8.RH.7
Excerpt from Graphic Novel:
“You Wouldn’t Want to be a
Sumerian Slave”
Resources and Materials
Assessments
Books:
Build-a-Project:
Model of Ziggurat,
working model of a shadouf,
models showing
development of coins from
earliest tokens
Textbook
Rand McNally Classroom
Atlas
Supplemental Reading: “The
Legend of Sargon of Akkadê,
c. 2300 BCE, Ancient History
Source Book, Fordham
University.ii”
The Destruction of
Sennacherib, Lord Byronii
Internet Resources:
Agriculture and the
Development Civilization.
(1:48) Prod. American Society
of Plant Biologists. Discovery
Education, 2002. Discovery
Education. Web. 1 October
2011. http://www.discoveryed
ucation.com/
The Epic of Gilgamesh.
8
Map Test: students will
identify the major land and
water features of the
Mesopotamia Region; also
modern map of current
nations in region
Multiple choice and short
answer test
Real Estate Advertisement
Poster: Ad to show the
Positives of living in the
“Land Between the Rivers”
Debate or Comparative
Essay: Hammurabi’s Code
vs. Today’s Prison System
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 2: Ancient River Valley Civilizations – Mesopotamia
Suggested Time Allotment: Chapters 4-6 = 14 days
Questions and Objectives
5)
6)
7)
8)
9)
greater economic
specialization, improved
weaponry, trade, and the
development of a class
system in ancient river
valley civilizations.
Determine the role of
slavery in the economic
and social structures of
ancient river valley
civilizations.
Explain how codifying
laws met the needs of
ancient river valley
societies.
Explain why different
ancient river valley
civilizations developed
similar forms of
government.
Analyze the impact of
religion on daily life,
government, and culture
in various ancient river
valley civilizations.
Explain how the
development of written
language transformed all
Suggested Instructional
Activities and
Modifications
Applicable CPI
Stations Review for test:
Station 1 – check study guide
answers
Station 2 – map completion
Station 3 – charades
Station 4 – laptops; Quia Games
or TCI Reading Challenge










Resources and Materials
Assessments
(5:42) Prod. Discovery
Education. Discovery
Education, 2005. Discovery
Education. Web. 8 October
2011. <http://www.discoverye
ducation.com/>.
Movie Poster: “Gilgamesh
– The Movie”- cast the stars,
describe characters and
advertise the film; create own
trailer for movie
Mesopotamia. The British
Museum
http://www.mesopotamia.co.u
k/menu.html
Modifications
Guided notes/exchange
notes
Modified tests
Preferential seating
Visuals with lectures
Post PowerPoints on
website for review at home
“Gilgamesh”
Mesopotamia: The
Development of Written
Language.
Discovery Education, 2005.
Full Video.
17 January
2011. <http://www.discoverye
ducation.com/
Technology
Document Camera
LCD Projector
Streaming video
Laptops
SMART Board
Mesopotamia: From Nomads
to Farmers. Prod. Discovery
Education. Discovery
Education, 2005. Discovery
Education. Web. 8 October
2011. <http://www.discoverye
9
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 2: Ancient River Valley Civilizations – Mesopotamia
Suggested Time Allotment: Chapters 4-6 = 14 days
Questions and Objectives
Suggested Instructional
Activities and
Modifications
Applicable CPI
aspects of life in ancient
river valley civilizations.
10) Analyze the factors that
led to the rise and fall of
various ancient river
valley civilizations and
determine whether there
was a common pattern of
growth and decline.
11) Justify which of the
major achievements of
the ancient river valley
civilizations represent the
most enduring legacies.
Resources and Materials
ducation.com/>.
Inventions and Innovations
(5:29)
Social Hierarchy Within
Nippur (1:33)
Religion and the Ruling
Class(3:33)
http://novaonline.nvcc.edu/eli/
eng251/gilgameshstudy.htm
Time Warp Trio: The Seven
Blunders of the World. Prod.
WGBH/Soup2Nuts.
WGBH/Soup2Nuts, 2005.
Discovery Education. Web. 16
October
2011. <http://www.discoverye
ducation.com/>.
King Nebuchadnezzar II and
Ancient Babylon (7:03)
Hanging Gardens of Babylon
(6:05)
10
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 3: Ancient River Valley Civilizations – Egypt and Kush
Suggested Time Allotment: Chapters 7-12 = 29 days
Questions and Objectives
12) Determine the extent to
which geography
influenced settlement, the
development of trade
networks, technological
innovations, and the
sustainability of ancient
river valley civilizations.
13) Compare and contrast
physical and political
maps of ancient river
valley civilizations and
their modern counterparts
(i.e., Mesopotamia and
Iraq; Ancient Egypt and
Modern Egypt; Indus
River Valley and Modern
Pakistan/India; Ancient
China and Modern
China), and determine
the geopolitical impact of
these civilizations, then
and now.
14) Explain how
technological
advancements led to
Suggested Instructional
Activities and
Modifications
Activities
Do Now Prompts
Mapping: ancient and modern
day region of Egypt
Guided Notes, T-charts, Venn
Diagrams
Mummy Wrap: students wrap
each other according to Egyptian
burial tradition including relevant
tokens/scarabs







Modifications
Guided notes/exchange
notes
Modified tests
Preferential seating
Visuals with lectures
Post PowerPoints on
website for review at home
Applicable CPI
19)
20)
21)
22)
23)
24)
25)
26)
27)
28)
NJCCCS
6.2.8.B.2.a
6.2.8.B.2.b
6.2.8.C.2.a
6.2.8.A.2.c
6.2.8.A.2.b
6.2.8.A.2.a
6.2.8.D.2.a
6.2.8.D.2.b
6.2.8.D.2.c
6.2.8.D.2.d
10)
11)
12)
13)
14)
15)
16)
17)
CCSS
6-8.RH.5
6-8.RH.10
6-8.RH.4
6-8.RH.9
6-8.RH.1
6-8.RH.2
6-8.RH.7
6-8.RH.8
Resources and Materials
Assessments
Books:
PowerPoint Presentations:
Extension of information on
various topics pertaining to
Egypt. (Presented to
classmates as a “carousel” of
.ppts to be viewed during
class or put on webpage as
HW assignment.)
Textbook
Internet Resources:
Judaism Timelinehttp://www.pbs.org/wnet/herit
age/timeline.html
City of the Deadhttp://lexicorient.com/egypt/m Map Quiz
inya01.htm
Multiple-choice and short
answer test
Frimpong the Bear in Egypthttp://www.pbase.com/frimpo
Dunkin Dialogue: write
ng/cairo
script for casual meeting of
gods and goddesses
British Museum- Gods and
regarding their powers,
Goddesses
http://www.ancientegypt.co.uk responsibilities, and personal
relations over coffee
/gods/explore/main.html
Mummification Process
http://oi.uchicago.edu/OI/MU
S/ED/mummy.html
Technology
Document Camera
LCD Projector
11
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 3: Ancient River Valley Civilizations – Egypt and Kush
Suggested Time Allotment: Chapters 7-12 = 29 days
Questions and Objectives
15)
16)
17)
18)
19)
greater economic
specialization, improved
weaponry, trade, and the
development of a class
system in ancient river
valley civilizations.
Determine the role of
slavery in the economic
and social structures of
ancient river valley
civilizations.
Explain how codifying
laws met the needs of
ancient river valley
societies.
Explain why different
ancient river valley
civilizations developed
similar forms of
government.
Analyze the impact of
religion on daily life,
government, and culture
in various ancient river
valley civilizations.
Explain how the
development of written
language transformed all
Suggested Instructional
Activities and
Modifications



Applicable CPI
Streaming video
Laptops
SMART Board
12
Resources and Materials
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 3: Ancient River Valley Civilizations – Egypt and Kush
Suggested Time Allotment: Chapters 7-12 = 29 days
Questions and Objectives
Suggested Instructional
Activities and
Modifications
Applicable CPI
aspects of life in ancient
river valley civilizations.
20) Analyze the factors that
led to the rise and fall of
various ancient river
valley civilizations and
determine whether there
was a common pattern of
growth and decline.
21) Justify which of the
major achievements of
the ancient river valley
civilizations represent the
most enduring legacies.
13
Resources and Materials
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 4: Ancient River Valley Civilizations – Ancient India
Suggested Time Allotment: Chapters 13-18 = 29 days
Questions and Objectives
22) Determine the extent to
which geography
influenced settlement, the
development of trade
networks, technological
innovations, and the
sustainability of ancient
river valley civilizations.
23) Compare and contrast
physical and political
maps of ancient river
valley civilizations and
their modern counterparts
(i.e., Mesopotamia and
Iraq; Ancient Egypt and
Modern Egypt; Indus
River Valley and Modern
Pakistan/India; Ancient
China and Modern
China), and determine
the geopolitical impact of
these civilizations, then
and now.
24) Explain how
technological
advancements led to
Suggested Instructional
Activities and
Modifications
Activities
Do Now Prompts
Mapping: ancient and modern
day region of India
Guided Notes, T-charts, Venn
Diagrams
City Planning: Compare layout
of Mohenjo-Daro with suburban
communities
Caste System Simulation:
students have an academic task to
complete that involves
completing work in each of
several stations, but they are
separated into groups of each
major caste and may always
bump a lower caste from the
station and may not work
together; Untouchables (Dalit)
must wear bells and other must
interrupt their work to do ritual
cleansing if they come into
Applicable CPI
29)
30)
31)
32)
33)
34)
35)
36)
37)
38)
NJCCCS
6.2.8.B.2.a
6.2.8.B.2.b
6.2.8.C.2.a
6.2.8.A.2.c
6.2.8.A.2.b
6.2.8.A.2.a
6.2.8.D.2.a
6.2.8.D.2.b
6.2.8.D.2.c
6.2.8.D.2.d
18)
19)
20)
21)
22)
23)
24)
25)
CCSS
6-8.RH.5
6-8.RH.10
6-8.RH.9
6-8.RH.1
6-8.RH.2
6-8.RH.4
6-8.RH.7
6-8.RH.8
14
Resources and Materials
Assessments
Books:
Cross Curricular
Comparative Essay: Racial
segregation and
discrimination in USA versus
the caste system in India.
(In conjunction with
Language Arts reading of
Warriors Don't Cry)
Textbook
Internet Resources:
PowerPoints
http://pptpalooza.net/
“Mohenjo-Daro, Harrappa”,
Susan M. Pojer, Horace
Greeley High School,
Chappaqua, NY
(5:13) China's First Dynasty.
Prod. Discovery Education.
Discovery Education, 2004.
Discovery Education. Web. 10
March 2012.
<http://www.discoveryeducati
on.com/>.
Multiple-choice and short
answer test
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 4: Ancient River Valley Civilizations – Ancient India
Suggested Time Allotment: Chapters 13-18 = 29 days
Questions and Objectives
25)
26)
27)
28)
29)
greater economic
specialization, improved
weaponry, trade, and the
development of a class
system in ancient river
valley civilizations.
Determine the role of
slavery in the economic
and social structures of
ancient river valley
civilizations.
Explain how codifying
laws met the needs of
ancient river valley
societies.
Explain why different
ancient river valley
civilizations developed
similar forms of
government.
Analyze the impact of
religion on daily life,
government, and culture
in various ancient river
valley civilizations.
Explain how the
development of written
language transformed all
Suggested Instructional
Activities and
Modifications
Applicable CPI
proximity of dalits
A Day in My Life: diary entry
of member of particular caste and
their plans for the future;
discuss their experience and how
it encourages bullying










Modifications
Guided notes/exchange
notes
Modified tests
Preferential seating
Visuals with lectures
Post PowerPoints on
website for review at home
Technology
Document Camera
LCD Projector
Streaming video
Laptops
SMART Board
15
Resources and Materials
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 4: Ancient River Valley Civilizations – Ancient India
Suggested Time Allotment: Chapters 13-18 = 29 days
Questions and Objectives
Suggested Instructional
Activities and
Modifications
Applicable CPI
aspects of life in ancient
river valley civilizations.
30) Analyze the factors that
led to the rise and fall of
various ancient river
valley civilizations and
determine whether there
was a common pattern of
growth and decline.
31) Justify which of the
major achievements of
the ancient river valley
civilizations represent the
most enduring legacies.
16
Resources and Materials
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 5: Ancient River Valley Civilizations – China
Suggested Time Allotment: Chapters 19-24 = 29 days
Questions and Objectives
32) Determine the extent to
which geography
influenced settlement, the
development of trade
networks, technological
innovations, and the
sustainability of ancient
river valley civilizations.
33) Compare and contrast
physical and political
maps of ancient river
valley civilizations and
their modern counterparts
(i.e., Mesopotamia and
Iraq; Ancient Egypt and
Modern Egypt; Indus
River Valley and Modern
Pakistan/India; Ancient
China and Modern
China), and determine
the geopolitical impact of
these civilizations, then
and now.
34) Explain how
technological
advancements led to
Suggested Instructional
Activities and
Modifications
Activities
Do Now Prompts
Mapping: ancient and modern
day region of China (relief map
with geographic details – climate,
topography, vegetation, physical
features)
Museum exhibit: design an
exhibit displaying artifacts from
the Shang dynasty
Chinese classrooms: students
experience classroom
environments from each of the
three (3) major schools of
Chinese philosophies –
Confucianism, Daoism, Legalism
Applicable CPI
39)
40)
41)
42)
43)
44)
45)
46)
47)
48)
NJCCCS
6.2.8.B.2.a
6.2.8.B.2.b
6.2.8.C.2.a
6.2.8.A.2.c
6.2.8.A.2.b
6.2.8.A.2.a
6.2.8.D.2.a
6.2.8.D.2.b
6.2.8.D.2.c
6.2.8.D.2.d
1)
2)
3)
4)
5)
6)
7)
CCSS
6-8.RH.5
6-8.RH.10
6-8.RH.2
6-8.RH.1
6-8.RH.7
6-8.RH.8
6-8.RH.9
Guided Notes, T-charts, Venn
Diagrams

Resources and Materials
Assessments
Books:
Map Quiz: features of
China and surrounding water
bodies
Textbook
“The Danger Zone- Avoid
Working on the Great Wall of
China” Morley, J. Salariya
Books, UK.
Internet Resources:
(5:13) China's First Dynasty.
Prod. Discovery Education.
Discovery Education, 2004.
Discovery Education. Web. 10
March 2012.
http://www.discoveryeducatio
n.com/
http://www.yourdiscovery.co
m/ancient_china/index.shtml?
cc=US
(14:00) Animated World
Faiths: Life of Confucius.
Youtube.com.
Modifications
Guided notes/exchange
notes
Silk:
17
Multiple-choice and short
answer test: Geography,
Shang and Zhou Dynasties,
Confucianism, Daoism,
Legalism
Multiple-choice and short
answer test: Qin and Hang
Dynasties, contributions and
spread of Buddhism
Sayings of Confucius
Cartoons (Mini project):
Cartoons with 2 cells
illustrating the truth of the
analects of Confucius
A Day in the Life: Written
diary entries or videotaped
readings by practitioners of
Buddhism, Daoism,
Confucianism, and Legalism
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 5: Ancient River Valley Civilizations – China
Suggested Time Allotment: Chapters 19-24 = 29 days
Questions and Objectives
35)
36)
37)
38)
39)
greater economic
specialization, improved
weaponry, trade, and the
development of a class
system in ancient river
valley civilizations.
Determine the role of
slavery in the economic
and social structures of
ancient river valley
civilizations.
Explain how codifying
laws met the needs of
ancient river valley
societies.
Explain why different
ancient river valley
civilizations developed
similar forms of
government.
Analyze the impact of
religion on daily life,
government, and culture
in various ancient river
valley civilizations.
Explain how the
development of written
language transformed all
Suggested Instructional
Activities and
Modifications









Applicable CPI
Modified tests
Preferential seating
Visuals with lectures
Post PowerPoints on
website for review at home
Resources and Materials
Assessments
http://www.historyforkids.org/
learn/clothing/silk.htm
Dynastic Cycle Board
Game: Create board game
where ruler attempts to avoid
Silk Road Today:
http://www.pbase.com/frimpo a rebellion and the fall of the
ng/the_silk_road
Dynasty
Technology
Document Camera
LCD Projector
Streaming video
Laptops
SMART Board
PowerPoint or Picture
Book of Trader’s Travel
Along Silk Road: Story
from Yellow River Valley to
the first trading post
18
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 5: Ancient River Valley Civilizations – China
Suggested Time Allotment: Chapters 19-24 = 29 days
Questions and Objectives
Suggested Instructional
Activities and
Modifications
Applicable CPI
aspects of life in ancient
river valley civilizations.
40) Analyze the factors that
led to the rise and fall of
various ancient river
valley civilizations and
determine whether there
was a common pattern of
growth and decline.
41) Justify which of the
major achievements of
the ancient river valley
civilizations represent the
most enduring legacies.
19
Resources and Materials
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 6: The Classical Civilizations of the Mediterranean World, India, and China – Greece
Suggested Time Allotment: Chapters 25-31 = 32 days
Questions and Objectives
42) Explain how geography
and the availability of
natural resources led to
both the development of
Greek city-states and to
their demise.
43) Determine how
geography and the
availability of natural
resources influenced the
development of the
political, economic, and
cultural systems of each
of the classical
civilizations and
provided motivation for
expansion.
44) Explain how classical
civilizations used
technology and
innovation to enhance
agricultural/manufacturin
g output and commerce,
to expand military
capabilities, to improve
life in urban areas, and to
Suggested Instructional
Activities and
Modifications
Activities
Do Now Prompts
Mapping: Greece and
surrounding lands/water bodies
Guided Notes, T-charts, Venn
Diagram
"Build-a-City-State": Create a
model of a Greek city-state layout
using materials in students'
backpacks. Label with post-its:
acropolis, agora, fortifications,
major temple, theatre, farmland





Modifications
Guided notes/exchange
notes
Modified tests
Preferential seating
Visuals with lectures
Post PowerPoints on
website for review at home
Technology
Applicable CPI
49)
50)
51)
52)
53)
54)
55)
56)
57)
58)
59)
60)
61)
62)
63)
64)
NJCCCS
6.2.8.B.3.b
6.2.8.B.3.a
6.2.8.C.3.c
6.2.8.C.3.b
6.2.8.C.3.a
6.2.8.A.3.a
6.2.8.A.3.b
6.2.8.A.3.d
6.2.8.A.3.c
6.2.8.A.3.e
6.2.8.D.3.a
6.2.8.D.3.f
6.2.8.D.3.e
6.2.8.D.3.d
6.2.8.D.3.b
6.2.8.D.3.c
26)
27)
28)
29)
30)
31)
32)
CCSS
6-8.RH.10
6-8.RH.5
6-8.RH.1
6-8.RH.2
6-8.RH.4
6-8.RH.9
6-8.RH.7
20
Resources and Materials
Books:
Textbook
Audio/Visual Resources
DVD: The Greeks: Crucible
of Civilization, PBS Home
Video
Assessments
Map Quiz: Greece and
Surrounding Water Bodies
Multiple-choice and short
answer test with open ended
questions
Facebook Template: create
DVD (clip): The Early Greeksa “Fakebook” page for a
Section Spotlight Videos. Journey Greek God or Goddess
Across Time. McGraw Hill/
Glencoe
Internet Resources
Discovery Streaming
Videos:
(1:13) Crete: The Minoan
Civilization. Prod. Fabian-Baber.
CLEARVUE & SVE, 1998.
Discovery Education. Web. 15
April 2012.
<http://www.discoveryeducation.
com/>.
(2:55) Mycenae. Prod. Ancient
Lights. Ancient Lights, 1995.
Discovery Education. Web. 15
April 2012.
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 6: The Classical Civilizations of the Mediterranean World, India, and China – Greece
Suggested Time Allotment: Chapters 25-31 = 32 days
Questions and Objectives
45)
46)
47)
48)
allow for greater division
of labor.
Explain how the
development of a
uniform system of
exchange facilitated trade
in classical civilizations.
Analyze the impact of
expanding land and sea
trade routes through the
Mediterranean Basin,
India, and China.
Compare and contrast the
methods (i.e., autocratic
rule, philosophies, and
bureaucratic structures;
communication and
transportation systems)
used by the rulers of
Rome, China, and India
to control and unify their
expanding empires.
Compare and contrast the
rights and responsibilities
of free men, women,
slaves, and foreigners in
the political, economic,
and social structures of
Suggested Instructional
Activities and
Modifications





Document Camera
LCD Projector
Streaming video
Laptops
SMART Board
Applicable CPI
33)
6-8.RH.8
Resources and Materials
<http://www.discoveryeducation.
com/>.
Video: (7:20) The Security
Systems of Athens and Sparta.
Prod. TV Ontario. TV Ontario,
1992. Discovery Education. Web.
29 April 2012.
<http://www.discoveryeducation.
com/>.
(24:59) Alexander the Great.
Prod. Discovery Education.
Discovery Education, 2004.
Discovery Education. Web. 13
May 2012.
<http://www.discoveryeducation.
com/>.
YouTube Video:
Topic: Alexander the Great
(2:42)
Macedonia ("My Sharona" by the
Knack)
21
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 6: The Classical Civilizations of the Mediterranean World, India, and China – Greece
Suggested Time Allotment: Chapters 25-31 = 32 days
Questions and Objectives
Suggested Instructional
Activities and
Modifications
Applicable CPI
classical civilizations.
49) Compare and contrast the
roles and responsibilities
of citizens in Athens and
Sparta to those of United
States citizens today, and
evaluate how citizens
perceived the principles
of liberty and equality
then and now.
50) Determine the
foundational concepts
and principles of
Athenian democracy and
the Roman Republic that
later influenced the
development of the
United States
Constitution.
51) Compare and contrast the
American legal system
and the legal systems of
classical civilizations,
and determine the extent
to which the early
systems influenced the
current legal system.
52) Compare and contrast
22
Resources and Materials
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 6: The Classical Civilizations of the Mediterranean World, India, and China – Greece
Suggested Time Allotment: Chapters 25-31 = 32 days
Questions and Objectives
Suggested Instructional
Activities and
Modifications
Applicable CPI
social hierarchies in
classical civilizations as
they relate to power,
wealth, and equality.
53) Determine the extent to
which religions,
mythologies, and other
belief systems shaped the
values of classical
societies.
54) Compare and contrast the
tenets of various world
religions that developed
in or around this time
period (i.e., Buddhism,
Christianity,
Confucianism, Islam,
Judaism, Sikhism, and
Taoism), their patterns of
expansion, and their
responses to the current
challenges of
globalization.
55) Compare the golden ages
of Greece, Rome, India,
and China, and justify
major achievements that
represent world legacies.
23
Resources and Materials
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 6: The Classical Civilizations of the Mediterranean World, India, and China – Greece
Suggested Time Allotment: Chapters 25-31 = 32 days
Questions and Objectives
Suggested Instructional
Activities and
Modifications
Applicable CPI
56) Relate the Chinese
dynastic system to the
longevity of authoritarian
rule in China.
57) Determine common
factors that contributed to
the decline and fall of the
Roman Empire, Gupta
India, and Han China.
24
Resources and Materials
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 7: The Classical Civilizations of the Mediterranean World, India, and China – Rome
Suggested Time Allotment: Chapters 32-38 = 28 days
Questions and Objectives
58) Explain how geography
and the availability of
natural resources led to
both the development of
Greek city-states and to
their demise.
59) Determine how
geography and the
availability of natural
resources influenced the
development of the
political, economic, and
cultural systems of each
of the classical
civilizations and
provided motivation for
expansion.
60) Explain how classical
civilizations used
technology and
innovation to enhance
agricultural/manufacturin
g output and commerce,
to expand military
capabilities, to improve
life in urban areas, and to
Suggested Instructional
Activities and
Modifications
Activities
Do Now Prompts
Mapping: Italian peninsula and
surrounding Mediterranean lands
and waters
Play-Doh arches: students
create and learn how keystone
holds structure together










Modifications
Guided notes/exchange
notes
Modified tests
Preferential seating
Visuals with lectures
Post PowerPoints on
website for review at home
Technology
Document Camera
LCD Projector
Streaming video
Laptops
SMART Board
Applicable CPI
65)
66)
67)
68)
69)
70)
71)
72)
73)
74)
75)
76)
77)
78)
79)
80)
NJCCCS
6.2.8.B.3.b
6.2.8.B.3.a
6.2.8.C.3.c
6.2.8.C.3.b
6.2.8.C.3.a
6.2.8.A.3.a
6.2.8.A.3.b
6.2.8.A.3.d
6.2.8.A.3.c
6.2.8.A.3.e
6.2.8.D.3.a
6.2.8.D.3.f
6.2.8.D.3.e
6.2.8.D.3.d
6.2.8.D.3.b
6.2.8.D.3.c
34)
35)
36)
37)
38)
39)
40)
CCSS
6-8.RH.10
6-8.RH.5
6-8.RH.1
6-8.RH.2
6-8.RH.4
6-8.RH.9
6-8.RH.7
25
Resources and Materials
Books:
Assessments
Map Quiz
Textbook
Internet Resources:
YouTube : Historyteachers,
Viva Roma #5, Julius Caesar
(Besame Mucho)
Discovery Streaming Video:
(6:54) Romulus and Remus.
Prod. Colman
Communications. Colman
Communications, 1995.
Discovery Education. Web. 13
May 2012.
<http://www.discoveryeducati
on.com/>.
Discovery Streaming Video:
Battle Time (14:20)
Ancient Rome: Expansion and
Conquest Discovery
Education, 2004 . Full Video.
Discovery Education. Web. 21
February 2013.
Multiple-choice and short
answer test
Acrostic Poems
Comparative Timelines:
Rights in Rome vs. Rights in
United States
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 7: The Classical Civilizations of the Mediterranean World, India, and China – Rome
Suggested Time Allotment: Chapters 32-38 = 28 days
Questions and Objectives
61)
62)
63)
64)
allow for greater division
of labor.
Explain how the
development of a
uniform system of
exchange facilitated trade
in classical civilizations.
Analyze the impact of
expanding land and sea
trade routes through the
Mediterranean Basin,
India, and China.
Compare and contrast the
methods (i.e., autocratic
rule, philosophies, and
bureaucratic structures;
communication and
transportation systems)
used by the rulers of
Rome, China, and India
to control and unify their
expanding empires.
Compare and contrast the
rights and responsibilities
of free men, women,
slaves, and foreigners in
the political, economic,
and social structures of
Suggested Instructional
Activities and
Modifications
Applicable CPI
41)
6-8.RH.8
Resources and Materials
<http://www.discoveryeducati
on.com/>.
Discovery Steaming Video:
Living History: Living in the
Roman Empire Ancient
(18:20) Lights, 2000 . Full
Video.
Discovery Education. Web. 21
February 2013.
<http://www.discoveryeducati
on.com/>.
26
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 7: The Classical Civilizations of the Mediterranean World, India, and China – Rome
Suggested Time Allotment: Chapters 32-38 = 28 days
Questions and Objectives
Suggested Instructional
Activities and
Modifications
Applicable CPI
classical civilizations.
65) Compare and contrast the
roles and responsibilities
of citizens in Athens and
Sparta to those of United
States citizens today, and
evaluate how citizens
perceived the principles
of liberty and equality
then and now.
66) Determine the
foundational concepts
and principles of
Athenian democracy and
the Roman Republic that
later influenced the
development of the
United States
Constitution.
67) Compare and contrast the
American legal system
and the legal systems of
classical civilizations,
and determine the extent
to which the early
systems influenced the
current legal system.
68) Compare and contrast
27
Resources and Materials
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 7: The Classical Civilizations of the Mediterranean World, India, and China – Rome
Suggested Time Allotment: Chapters 32-38 = 28 days
Questions and Objectives
Suggested Instructional
Activities and
Modifications
Applicable CPI
social hierarchies in
classical civilizations as
they relate to power,
wealth, and equality.
69) Determine the extent to
which religions,
mythologies, and other
belief systems shaped the
values of classical
societies.
70) Compare and contrast the
tenets of various world
religions that developed
in or around this time
period (i.e., Buddhism,
Christianity,
Confucianism, Islam,
Judaism, Sikhism, and
Taoism), their patterns of
expansion, and their
responses to the current
challenges of
globalization.
71) Compare the golden ages
of Greece, Rome, India,
and China, and justify
major achievements that
represent world legacies.
28
Resources and Materials
Assessments
Westwood Regional School District
Social Studies Curricular Unit Plan
Course: World History, Part I
Unit # and Title: 7: The Classical Civilizations of the Mediterranean World, India, and China – Rome
Suggested Time Allotment: Chapters 32-38 = 28 days
Questions and Objectives
Suggested Instructional
Activities and
Modifications
Applicable CPI
72) Relate the Chinese
dynastic system to the
longevity of authoritarian
rule in China.
73) Determine common
factors that contributed to
the decline and fall of the
Roman Empire, Gupta
India, and Han China.
29
Resources and Materials
Assessments
Westwood Regional School District
i
Ancient History Sourcebook:
The Legend of Sargon of Akkadê, c. 2300 BCE
1. Sargon, the mighty king, king of Akkadê am I,
2. My mother was lowly; my father I did not know;
3. The brother of my father dwelt in the mountain.
4. My city is Azupiranu, which is situated on the bank of the Purattu [Euphrates],
5. My lowly mother conceived me, in secret she brought me forth.
6. She placed me in a basket of reeds, she closed my entrance with bitumen,
7. She cast me upon the rivers which did not overflow me.
8. The river carried me, it brought me to Akki, the irrigator.
9. Akki, the irrigator, in the goodness of his heart lifted me out,
10. Akki, the irrigator, as his own son brought me up;
11. Akki, the irrigator, as his gardener appointed me.
12. When I was a gardener the goddess Ishtar loved me,
30
Westwood Regional School District
13. And for four years I ruled the kingdom.
14. The black-headed peoples I ruled, I governed;
15. Mighty mountains with axes of bronze I destroyed (?).
16. I ascended the upper mountains;
17. I burst through the lower mountains.
18. The country of the sea I besieged three times;
19. Dilmun I captured (?).
20. Unto the great Dur-ilu I went up, I . . . . . . . . .
21 . . . . . . . . . .I altered. . . . . . . . . . . . . . .
22. Whatsoever king shall be exalted after me,
23. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24. Let him rule, let him govern the black-headed peoples;
25. Mighty mountains with axes of bronze let him destroy;
26. Let him ascend the upper mountains,
31
Westwood Regional School District
27. Let him break through the lower mountains;
28. The country of the sea let him besiege three times;
29. Dilmun let him capture;
30. To great Dur-ilu let him go up.
Source:
From: George A. Barton, Archaeology and The Bible, 3rd Ed., (Philadelphia: American Sunday-School Union,
1920), p. 310.
Scanned by: J. S. Arkenberg, Dept. of History, Cal. State Fullerton. Prof. Arkenberg has modernized the text.
This text is part of the Internet Ancient History Sourcebook. The Sourcebook is a collection of public domain and
copy-permitted texts related to medieval and Byzantine history.
Unless otherwise indicated the specific electronic form of the document is copyright. Permission is granted for
electronic copying, distribution in print form for educational purposes and personal use. No representation is made
about texts which are linked off-site, although in most cases these are also public domain. If you do reduplicate
the document, indicate the source. No permission is granted for commercial use.
© Paul Halsall, January 1999
halsall@murray.fordham.edu
The Destruction of Sennacherib (c. 700 BC) - Lord Byron
32
Westwood Regional School District
The Assyrian came down like the wolf on the fold,
And his cohorts were gleaming in purple and gold;
And the sheen of their spears was like stars on the sea,
When the blue wave rolls nightly on the Galilee.
5
10
Like the leaves of the forest when summer is green,
That host with their banners at sunset were seen:
Like the leaves of the forest when autumn hath blown,
That host on the morrow lay withered and strown.
For the Angel of Death spread his wings on the blast,
And breathed in the face of the foe as he passed;
And the eyes of the sleepers waxed deadly and chill,
And their hearts but once heaved, and forever grew still!
And there lay the steed with his nostril all wide,
But through it there rolled not the breath of his pride;
15
And the foam of his gasping lay white on the turf,
And cold as the spray of the rock-beating surf.
And there lay the rider distorted and pale,
With the dew on his brow, and the rust on his mail:
And the tents were all silent, the banners alone,
20 The lances unlifted, the trumpets unblown.
And the widows of Ashur are load in their wail,
And the idols are broke in the temple of Baal;
And the might of the Gentile, unsmote by the sword,
Hath melted like snow in the glance of the Lord!
ii
33