HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Susan Hudson
hudsonsusanf@gmail.com
Ancient Civilizations
Unit plan
Grade 7
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
The Students
My practicum is with a grade 7 class which consists of
interest in drama, art, and myths. Group research projects/
presentations and choice (especially when it comes to
sixteen boys and ten girls (twenty-six students in total). The
representing knowledge) were also high on their list of “hopes
school is located in a culturally diverse neighbourhood on the
for Mrs Hudson’s practicum”, so I am keen to embrace their
south-east side of Vancouver, BC, which, at the risk of
enthusiasm and give them as close to what they want as I can!
generalizing, is an area that is mainly inhabited by lowerincome families.
Two students in this class receive some additional
Unit Description
Employing Ancient Civilization centres, which act as a “home
support from a special needs assistant, with two additional
base” for topic specific group research, this unit is designed to
students awaiting designation. As well, some students work
accommodate a jigsaw approach to the study of four to six
with a resource teacher to support both language arts and math.
different Ancient Civilizations. During my practicum, the
Students working with the resource teacher are a mixture of
students and I will be studying six Ancient Civilizations:
level 4 ELL and English FL learners who require additional
Mesopotamia, Egypt, Indus Valley, China, Greece, and Rome.
help. Based on individual student needs, some adaptations will
need to be made to the unit activities, as well as ensuring that
Rationale
assessment criteria is focused on the Social Studies content.
The rationale behind this unit is to allow each group to develop
Many of the class participate in is extra curricular
a deeper understanding of one particular Ancient Civilization,
activities, such as basketball and band, and are active members
share their findings with others, make comparisons with other
of the school community (crossing patrol, playground
Ancient Civilizations, and consider how Ancient Civilizations
assistants, fundraising initiatives, event organizing, school
have influenced modern society. Building on year-long
council/committees etc.). Throughout the year, this class has
commitment to developing group work skills and collaborative
worked on several group project. After recent discussion about
criteria setting, the summative task will also have an element of
my upcoming practicum, many students expressed great
free choice within the “living museum exhibit” theme.
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
The unit approach is to provide a strong, scaffolded framework
- What can we learn from Ancient Civilizations to help us
which supports the construction of knowledge through
today?
independent research.
Summative Tasks
Integration
1. “Living” Ancient Civilization Museum Exhibit, which will
For the purposes of my practicum, I have listed only Social
include information on the following:
Studies PLOs. However, other subject areas are integrated
- Art and Culture (including daily life, clothing, food,
throughout, and implementation could easily be adapted to
shelter etc.)
accommodate assessment of:
- Communication
- Language Arts (can be connected to almost all PLOs)
- Government
- Art
- Religion
- Drama
- Technology
- Social Responsibility
- Trade and commerce
- Physical Environment (map)
Guiding Questions
The unit is designed so that students may represent their
- How are people remembered?
knowledge by:
- What are the similarities/differences between Ancient
Civilizations and our society?
- What are the similarities/differences between people today
and people from Ancient times?
- What are the similarities/differences between Ancient
Civilizations?
- How have Ancient Civilizations shaped the world today?
- presenting their exhibit in the role of people from their
Ancient Civilization
- finding and creating artifacts
- collating centre tasks (written activities)
2. Individual Journal/portfolio
Throughout the unit, students will be asked to respond to a
series of questions and topic starters. As well, students will
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
collate centre activities, individual research, exhibit plans,
questions, sketches and so on, which will form another
assessable component of the journal. The journal acts as
evidence of individual work, as well provide material for
teacher conferencing throughout the unit.
Adaptations and Modifications
- Arrange groupings in order to create supportive work
environments (i.e., different strengths, good peer support
pairings)
- Modify writing activities for ESL and learners who receive
additional support
- Arrange for EA and Resource Teacher to assist with unit
objectives and goal setting
Note: my assessment of this unit will mostly focus on Social
Studies PLOs rather than Language Arts. Students will be
encouraged to demonstrate their knowledge in a variety of
ways, the aim being to engage all types of learner.
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Resources
Each Ancient Civilization centre will start will a collection of resources, including the Social Studies textbook. It is expected that
students will add to their civilization resource collection through a combination of library and computer lab time, as well a creating a
collection of artifacts for their exhibition.
Bowman, Jean (2001). Outlooks 7: Ancient Worlds. Oxford University Press: New York.
The student text and teacher’s resource provide a good overview of several ancient civilizations. The student text will be a
component of each civilization’s “centre”. the teacher’s resource offers practical support in terms of lessons, instructional strategies,
and assessment, and is very user friendly.
Ellsworth, James (2003). Early Civilizations Teaching Resource. Scholastic, Toronto.
Although it has a Language Arts focus and discusses only two Ancient Civilizations, this book provides some great station and
centre ideas for research-based Socials Studies units.
Challen, P, Mehta-Jones, S, Peppas, L, and Richardson, H (2012). Life in the Ancient World Series. Crabtree Publishing Company,
Ontario.
• Trade and Commerce in the Ancient World
• Religion in the Ancient World
• Technology in the Ancient World
• Communication in the Ancient World
• Arts and Culture in the Ancient World
• Government in the Ancient World
This series of books contains information about several Ancient Civilizations. With a good mixture of photographs, illustrations,
and succinct but informative text, each book provides a great starting place for students to begin their research. As the unit
develops, these books can be frequently returned to, especially during the jigsaw sharing of information.
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Notes:
A Language Arts mini-unit that deals with with non-fiction sources will be taught in advance.
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Unit Plan
Section A: Overview
Section A: Overview
Section B: Lesson Development (Lessons 1, 3 and 6)
PLOs
SOCIAL STUDIES
Skills and Processes of Social Studies
A1 apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using analogies,
identifying relationships, summarizing, and drawing conclusions – to a range of problems and issues
A2 use various types of graphs, tables, timelines, and maps to obtain or communicate information
A3 compile a body of information from a range of sources
A4 deliver a formal presentation on a selected issue or inquiry using two or more forms of representation
A5 defend a position on a contemporary or historical issue
Identity, Society, and Culture
B1 analyse the concept of civilization as it applies to selected ancient cultures
B2 analyse social roles within one or more ancient civilizations
B3 identify influences and contributions of ancient societies to present-day cultures
Governance
C2 assess how ancient systems of laws and government have contributed to current Canadian political and legal systems
Economy and Technology
D1 describe various ways ancient peoples exchanged goods and services
D2 assess ways technological innovations enabled ancient peoples to: adapt to and modify their environments; satisfy their
needs; increase exploration and trade; and develop their cultures
D3 compare ancient and modern communications media
Human and Physical Environment
E1 assess how physical environments affected ancient civilizations
E2 identify the impact of human activity on physical environments in ancient civilizations
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Materials
Contemporary artifacts that link to Ancient times [concrete, analogue clock, piece of papyrus, piece of cotton clothing, small
anchor, firework (not live, of course!)]
Boxes for the mystery items
Access to art supplies, including materials for drawing, painting, modelling (clay, paper mache), printing.
Resource “centres” for each Civilization (will require a box or tub for the growing collection of resource materials)
Resource materials (see above)
Klistoff, L (Ed.)(2008). Ancient History Reader’s Theater. Teacher Created Resources, Inc. California.
Time frame and
# of lessons
20 - 25 hours
Less
on #
PL
O/s
Time
(min
s)
1
B3
45
- connect modern
artifacts to Ancient
times
2
A2
B1
45
- discuss elements of
civilization
- create a map to show
what features are
important to settlement
Objective
(SWBAT)
Activity
Materials
Assessment
Unit Hook: Mystery Artifacts
Groups: Modern day artifacts/Ancient times
6 “mystery” boxes/stations (1 for each
civilization)
Class: discussion and brainstorm
“ANCIENT CIVILIZATIONS”
Mystery Artifacts
Class discussion
ANCIENT CIVILIZATION
Class: Brainstorm about what civilizations
need to form.
Class/pairs: Compare maps. “which area
would people settle in and why?”
T-chart “didn’t have” “would need”
Ind: Mind map of what civlizations need
Chart paper
Markers
Class brainstorm
Mind map
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Less
on #
PL
O/s
Time
(min
s)
3
A1
A3
4
A3
5
Objective
(SWBAT)
Activity
Materials
Assessment
90
- make a log of a day in
their life
- compare the way we
record society today
with records of Ancient
times
How do we know about Ancient
Civilizations?
Hook: Mrs H’s day
Ind: “A day in the life of...” poster activity
Class: Discussion about how people will
know about us 100, 1000, 2000 years from
now.
Groups/class: How do we know about
Ancient Civilizations? How are they
remembered?
NOTE: This activity needs to be front-loaded
at least one week prior so students can bring
in artifacts etc.
24 hour story exemplar
Art supplies
Class discussions
Poster presentation
45
- gather relevant
information from a video
- work together to come
a group decision (small
groups
Overview of unit and Ancient Civilizations
Collection of video clips (for each
civilization)
Class: Unit overview (museum exhibit,
groups, journals)
Groups: Assigning Civilizations
Class: Introduction to the resource books
Question sheet for video
clips
Group Civilization
assignment sheet
Video question
Sheet Group
Civilization
assignment sheet
45
- express what it is they
or dislike about different
museum exhibitions
- work together to come
a group decision about
presenting their work
What makes a good museum exhibit?
Class: Brainstorm “What should be in the
exhibit and why?”
Class/groups: PP/video/books of different
museum exhibits, including experiential
exhibits (Yorvik, UK, for example)
Class: Model of working with centres
Chart Paper
Markers
Exhibit question sheets
Class discussion
Exhibit Sheets
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Less
on #
PL
O/s
Time
(min
s)
6
A2
A3
E1
E2
120
- create a map which
shows how physical
geography had an
impact on of Ancient
Civilization settlement
- show respect for the
contributions of others
- comment on the work
of others
Centre Topic 1: Ancient Maps
Hook: “Where do all the people live?”
Group Research centres: research Ancient
maps
Group: create a Map
Class: Map gallery walk
Resource centres
Access to Computer lab/
library Large Map with
key geographical
features
Markers
Large sheets (for
mapping)
Pencil crayons
Tea/coffee grinds (for
aging)
Maps
Gallery walk
observation
30
- work in groups to read
a Reader’s Theatre
script
- work in groups to draft
an oral presentation/
script
Oral presentation/script writing
Hook: Picture book or monologue
Class: Discussion “what should the oral
component of the exhibit include, and how
should we present the information?
Groups/: Ancient History Readers theatre
NOTE: If successful, Reader’s Theatre
rehearsal and script writing will be worked
into the daily school schedule for LA
Ancient History Reader’s
Theater.
(copy of script for each
civilization)
Observations
Draft presentation/
scripts
90
- compare modern and
ancient communication
techniques
Centre Topic 2: Communication
Hook: Crack the code
Group: Research centres
Ind: Create a display that compares ancient
and modern communication (photos,
illustrations etc.)
Class: Gallery walk
Resource centres
Access to Computer lab/
library
Communication
comparison display
7
8
A3
D3
Objective
(SWBAT)
Activity
Materials
Assessment
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Less
on #
PL
O/s
Time
(min
s)
9
D1
D2
10
Objective
(SWBAT)
Activity
Materials
Assessment
90
- recreate a technology/
tool from and Ancient
Civilization
- market the Ancient tool
in modern times
- connect an Ancient
technology to modern
times
Centre Topic 3: Technology
Hook: “What was this tool used for?”
Group: Research centres
Class: Shopping Channel “Sell us an Ancient
Tool”
Resource centres
Access to Computer lab/
library
Art supplies
Shopping channel
advert
A3
D1
90
- describe the goods and
services that Ancient
Civilizations needed in
daily life
- describe monetary
systems of Ancient
times
Centre Topic 4: Trade and Commerce
Hook: Math Problem
Group: Research centres
Groups: creating artifacts for market place
Class: Market place
Resource centres
Access to Computer lab/
library
Market place
observations
Artifacts
11
A3
B2
90
- describe the role that
religion played in the
lives of Ancient peoples
Centre Topic 5: Religion and Ceremonies
Hook:
Group: Research centres
Class: Sharing ceremonies (presentations)
Resource centres
Access to Computer lab/
library
Class discussions
Presentations
12
A3
B2
60
- create artifacts that
demonstrate culture of
Ancient Civilizations
- describe how art can
represent culture in
society
Centre Topic 6: Arts and Culture
Hook: “Ancient” Art Gallery. What does Art
tell us about the Ancient Civilization culture,
religion, communication etc.
Group: Research centres
Resource centres
Access to Computer lab/
library
Art supplies
Art work
Artifacts
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Less
on #
PL
O/s
Time
(min
s)
12a
B2
60
- show respect for the
contributions of others
- comment on the work
of others
Groups/Ind: creating and sharing Arts and
Culture artifacts
Class: Gallery Walk
NOTE: This lesson is the conclusion of
lesson 12
13
A3
A5
B2
C2
120
- connect Ancient
Civilization governance
to modern times
- work as a group to
prepare a position
defense for a debate
Centre Topic 7: Government
Hook: Debate Video
Class: “What makes a good debate?”
Group: Research centres
Group: Prepare for Debate
“My Civilization influenced today’s Canada
the most.”
Class: Debate
Resources centres
Access to Computer lab/
library
Debate content
(notes)
14
90
- work as a group to
decide what other
information they will
include in their exhibit
- independently research
for an appropriate topic
or artifact
Centre Topic 8: Free Choice
Group: Research centres
Group/Ind: writing, scripts, artifacts etc.
Resource centres
Access to Computer lab/
library
Topic, written
work, or artifact
15
90
- work as a group to
prepare a museum
exhibit
Exhibition preparation
Groups: Finish artifacts, work on oral
presentation/script, final planning etc.
Resource centres
Access to Computer lab/
library
Observation
Objective
(SWBAT)
Activity
Materials
Assessment
Gallery Walk
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Less
on #
PL
O/s
Time
(min
s)
Objective
(SWBAT)
16
A4
90 120
- Demonstrate what it
means to be a supportive
classmate.
- Show respect for the
contributions of others.
“Living” Museum Exhibits
Class/Groups: Rotate between exhibits,
Staff their exhibit and present the oral
portion or script.
Tape
Markers
Paper
Tablecloths
Food
(celebration!)
Checklist & Rubric
sheets
(teacher assessment)
Exhibit checklist
Rubric sheets
Oral presentation
notes/scripts
17
A1
B3
6090
- compare elements of
Ancient Civilizations
with each other and
modern day
- Comment on
exhibitions (based on
criteria developed in
class)
Final comparisons and new understandings
(Journal prompts)
Self and peer evaluation sheets
Unit feedback
Transfer exhibit displays to hallway boards!
Self-evaluation sheets
Peer evaluation sheets
Self and peer
evaluation
Journal
Activity
Materials
Assessment
NOTES: There should be regular teacher/group conferencing throughout the course of this unit in order to support the independent
research, aid the museum exhibit preparation, and ensure that students are on task, supportive of one another, and feel supported by the
teacher.
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Section B
Lesson 1: Unit Hook
45 minutes
PLO/s:
B3 identify influences and contributions of ancient societies to present-day cultures
Objective/s
SWBAT:
- connect contemporary artifacts to Ancient times
Materials
Mystery Artifacts
-concrete
-analogue clock
-papyrus
-cotton clothing
-small anchor (or model anchor)
-firework (no gunpowder in it!)
Key Vocabulary
Ancient Civilizations, Mesopotamia, Greece, Rome, Egypt, Chine, Indus Valley
Part 1
15’
Mystery artifacts
In groups, students rotate between artifacts.
Allow about 2 minutes with each artifact.
Guiding Questions
What is the artifact? Is it natural or man-made? Is there any connection between the artifacts? Please make
sure to explain!
Part 2
5’
Bring class together.
Write 9 or 10 countries on the board. Include all the civilizations, add Canada, and then any other countries
you wish.
Hopefully there will be at least one student who points out Mesopotamia for one of many possible reasons. If
not, ask the students if they have heard of all the countries.
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Guiding Questions
How do you think the artifacts connect to the countries on the board?
Part 3
10’
Groups return to the return to the mystery artifacts one more time.
Allow about 1 minute with each artifact.
Guiding Questions
Do you think that the artifacts connect with any of the countries? If yes, to which country or countries are they
connected?
Part 4
10’
Bring the students back together.
Open the discussion by asking for their “new” thoughts.
Giving time for students to turn to partner to share ideas, ask the guiding questions and respond to new
openings.
Students must give explanations for their thinking.
Guiding questions
How do you think that the artifacts connect with the countries on the board? What leads you to your
conclusions? Have any of your initial thoughts about the artifacts changed? Is there more than one connection?
Closing
5’
If Ancient Civilizations has not yet arisen in the discussion, tell students that they will be studying Ancient
Civilizations.
Highlight the civilizations on the board.
Show them each artifact again and, depending on the group, either:
a) share the connection between each artifact and the civilization
b) pose the problem of finding out which artifact connects to which civilization as part of the unit
Adaptations/
Modifications
Prepare groupings in advance in order to create supportive learning partnerships
Extension
If the connection between the artifacts and Ancient Civilizations is made early on, students can use the centre
resources to solve the problem.
Assessment
Class discussion
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Lesson 3: How do we know about Ancient Civilizations?
90 minutes
NOTE: Students require notice in advance for this activity. Given at least one week, students should come to this lesson with
their selected day logged and have sourced artifacts tat can be glued to create their “poster” presentation.
PLO/s:
A1 apply critical thinking skills – including comparing, classifying, inferring, imagining, verifying, using analogies, identifying relationships,
summarizing, and drawing conclusions – to a range of problems and issues
A3 compile a body of information from a range of sources
Objective/s
SWBAT:
- create a log of a day in their life
- compare the way we record society today with records of Ancient times
Materials
Day in the life of... exemplar
Art supplies
Hook
5’
Teacher shares their “day in the life of...” poster presentation
Guiding Questions
What does my presentation tell you about me? How is my day recorded?
Introduction
5’
Introduce the poster presentation activity.
Ask one or two students to share one of the artifacts they brought in, share the day they picked etc.
Activity
Instructions
5’
Deliver activity instructions:
Take a piece of construction paper
Plan out where you want to put your artifacts
Decide how best to show the progression of your day
Glue your poster presentation
Prepare a few sentences to support the sharing of your poster (will be oral)
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Guiding Questions
What does your poster presentation say about you? How do your artifacts support your presentation? Why did
you select that particular day? What do you want people to know?
Activity
30’
Students work on their poster presentations
Sharing
30’
Poster presentation gallery walk OR
Present posters in small groups
Bring class together for activity closing (5’)
Guiding questions
What evidence of our “day” might be left behind 100 years, 1000 years, or even 2000 years from now?
Connection
Link activity to how Ancient Civilizations and the lives of Ancient people have been recorded.
Development
10’
Brain storm activity (build in think, pair, share)
Bring class together.
Consider how the lives of Ancient people have been documented.
Guiding Questions
How do we know so much about Ancient Civilizations? Who left the evidence behind? What can the artifacts
gathered from “everyday” people tell us?
Closing
5’
Bring the two components together to highlight that we will be respectfully studying people lives,
Adaptations/
Modifications
Prepare groupings in advance in order to create supportive learning partnerships
Extension
If students progress through the activity quickly, send them to resource centres to research ways in which we
learn about, record, and display information on Ancient times.
Assessment
Poster presentations
Class discussion
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Lesson 6: Ancient Maps (first lesson with resource centres)
120 minutes (over the course of 2 or 3 days)
PLO/s:
A2 use various types of graphs, tables, timelines, and maps to obtain or communicate information
A3 compile a body of information from a range of sources
E1 assess how physical environments affected ancient civilizations
E2 identify the impact of human activity on physical environments in ancient civilizations
Objective/s
SWBAT:
- create a map which shows how physical geography had an impact on of
Ancient Civilization settlement
- show respect for the contributions of others
- comment on the work of others
Materials
Resource centres
Access to Computer lab/library Large Map with key geographical
features
Markers
Large sheets (for mapping)
Pencil crayons
Tea/coffee grinds (for aging)
Map of BC (one per group)
Hook
5’
Where do all the people live?
Map of BC (groups)
Guiding Questions
Thinking back to earlier lessons, where do you think most people live in BC? What areas might people find it
difficult to live? What happens if you live in an area that is isolated?
Introduction
5’
Introduce the map activity
Guiding Questions
Which features of the map are most important? Which cities should be highlighted? What information would
be important for our museum exhibit?
HUDSON, Susan: EDCP 331(107) Unit Plan, March 2013
Activity
Instructions
5’
Deliver activity instructions:
Go to resource centres
Find maps of your Civilization
Follow the centre activity sheet questions (see guiding questions, which should be made into a sheet)
Activity
90’
Students source maps
Discuss the guiding questions
Map a large version of the map for their exhibit
Age the map
Sharing
10’
Poster presentation gallery walk OR
Present posters in small groups
Bring class together for activity closing (5’)
Closing
5’
Did you notice any similarities between your maps? Do you think the maps help us to understand more about
how these particular civilizations developed and declined? How does Ancient settlement compare to today?
Are the needs the same or different? Why?
Adaptations/
Modifications
Prepare groupings in advance in order to create supportive learning partnerships
Extension
If students progress through the activity quickly, encourage them to find additional maps and information for
their area.
Assessment
Maps
Class discussion