Writing High School
Concept-Based Curriculum Units
A Framework for Raising Achievement in
Social Studies
A project led by the
High School Social Studies Section of the
6-12 Division of Curriculum & Instruction
“A mental
construct
that frames
a set
of
What
examples
sharing
common
attributes.”
- H. Lynn
Erickson
is a concept?
A Concept is:
•
•
•
•
Timeless
Universal
Abstract and Broad
Examples Share
Common Attributes
• Represented by 1-2
words
What is concept-based curriculum and instruction?
Concept-Based Instruction is teaching using “big idea”
frameworks which share common attributes that
integrate thinking so students can see patterns and
connections between facts and related ideas that transfer
through time and across many situations.
Lynn Erickson, Ed.D.
At the End of the Day…?
http://www.gamespot.com/users/bloody1f
4knight/video_player?id=JSFnlDSs5bgM
uTXf
Too many social studies teachers and
Let’s use students
what we
observed
in where
the video
have
too many days
they feelalike
pulling theirconnection.
hair out
to help make
practical
therefore, what we are recommending
with the implementation of CBI is a
paradigm shift.
Conceptual teaching helps the student…
To Teaching
Teaching learned information
integrate new & From
previously
Conceptually
Topically
make connections between facts
transfer learning for deeper understanding
Macro and Micro Concepts
Macro Concepts
provide BREADTH of
understanding
(interdisciplinary)
Micro Concepts
provide DEPTH of
understanding
(discipline specific)
Micro
Concepts
Identifying Concepts
A.
Macro
B. Micro
C. Topic
Identifying Concepts
A.
Macro
B. Micro
Movement
C. Topic
Identifying Concepts
A.
Macro
B. Micro
Manifest Destiny
C. Topic
Identifying Concepts
A.
Macro
B. Micro
American Civil War
C. Topic
Identifying Concepts
A.
Macro
B. Micro
Civil War
C. Topic
Identifying Concepts
A.
Macro
B. Micro
Great Depression
C. Topic
Identifying Concepts
A.
Macro
B. Micro
Change
C. Topic
Identifying Concepts
A.
Macro
B. Micro
Progressivism
C. Topic
Identifying Concepts
A.
Macro
B. Micro
Supply and Demand
C. Topic
Identifying Concepts
A.
Macro
B. Micro
Economic Systems
C. Topic
Identifying Concepts
A.
Macro
B. Micro
Systems
C. Topic
Unit Design
Becoming familiar with CBI terminology
•
•
•
•
•
•
•
•
Concept(s)
Conceptual Lens
Macro Concept(s)
Micro Concept(s)
Topic(s)
Fact(s)
Generalization(s)
Enduring
Understanding(s)
• Essential Question(s)
• Guiding Question(s)
•
•
•
•
•
•
Unit
Lesson
Performance Task(s)
Learning Experiences
Critical Content
Skills
The Big Picture…
Start with the big picture (big idea), the
broad concepts, such as “change”,
“system”, “conflict” or “movement”:
But, then focus on the more specific
facts and related ideas that connect
and support such as “reconstruction,”
“supply and demand,” “Civil War” or
“trail of tears.”
What are the components of
concept-based instruction?
–
–
–
–
–
–
–
–
Unit theme/title
Conceptual Lens (Broad integrating “big ideas”)
Concepts and subconcepts (macro/micro)
Generalizations (Enduring Understandings)
Guiding Questions (Essential Questions)
Critical Content
Skills
Culminating Performance Assessment Tasks (what students must
know, understand and be able to do in the Unit)
– Learning experiences (the activities and performances supported
by the lesson plans that prepare students for success with the
performance tasks)
The Three Non-Negotiable Unit Components
1. Students will know… (facts/terms/information)

Factual knowledge, Memorized knowledge

Critical factual knowledge for understanding the unit
generalization(s).

Critical factual knowledge for competency with the unit topics.

Non-transferable—locked in time, place or situation
CONCEPT CONCEPT
2. Students will understand … (lasting, transferable understanding)

Transferable Generalizations/Enduring Understandings
3. Students will be able to do… (skills)
TOPIC
F F F F
A A A A
C C C C
T T T T

Taken (often verbatim) from the State Skill Standards

Transfer across applications

Not tied to a specific topic (attaching a skill to a specific topic makes it
an activity or a performance.)
F
A
C
T
26
F F
A A
C C
T T
GENERALIZATIONS
CONCEPT
CONCEPT
TOPIC
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
Steps involved in writing CBI units
1.
2.
3.
4.
5.
6.
7.
Determine unit topic/focus (Current Unit-Past Unit-Next Unit)
Determine the “big picture”/conceptual lens
for the entire experience
Decide on the objectives that you want to use and place them under the
correct strand. (History, Geography, Government, Culture, Politics, Economics)
Objectives usually fit under several strands.
Decide on the Make a list of the concepts that fit under these areas of
study (History, Geography, Government, Culture, Politics, Economics).
Determine the critical content. This can take the visual form of a unit
map that provides a visual of the written unit overview.
Develop a written overview of the unit and/or Come up with
generalizations
–
8.
9.
10.
11.
12.
13.
8-12 generalizations per unit – maybe repeat definition – based on concepts/subconcepts you
have outlined on you unit web
Develop guiding questions
Confirm the critical content
Identify the skills that should be used and reinforced
Come up with performance tasks for the students
Design rubrics that will assess how the student will be evaluated
Create learning experiences and lessons that will help students
complete the performance tasks
14. List unit resources and teacher notes
Current Unit
Previous Unit
Next Unit
(The Big Picture)/Conceptual Lens:
Unit Map:
Unit Overview:
(Name of the current unit) is about (name the concept(s)).
History Strand
SCOS Objectives:
Geography
Strand
SCOS
Objectives:
Political/
Government
Strand
SCOS
Objectives:
Economic
Strand
SCOS
Objectives:
Concepts
Concepts
Concepts
Concepts
Topics
Topics
Topics
Topics
Concept
Social/
Culture Strand
SCOS Objectives:
Global Connections
SCOS
Objectives:
Concepts
Concepts
Topics
Topics
Unit Plan Template
History
Generalizations:
Essential Questions:
Geography
Generalizations:
Essential Questions:
Government/Politics
Generalizations:
Essential Questions:
Economics
Generalizations:
Essential Questions:
Social/Culture
Generalizations:
Essential Questions:
Global Connections
Generalizations:
Essential Questions:
Critical Content and Skills:
Students will know…
AC = Assessment Code:
AC
AC
1. the biological and cultural processes
that shaped the earliest human
communities.
2. the early physical and cultural
development of humankind from the
Paleolithic era to the agricultural
revolution and the fact that knowledge
of these societies is based on
archaeological methods.
3. how early civilizations developed
through interactions with their
environment.
Key skills...
Q - Quizzes
P - Prompts
T - Tests
O - Observations
WS - Work Samples D - Dialogues
SA - Student Self-Assessment
4. how the development of agriculture and
trade changed the way ancient peoples lived.
5. that the earliest peoples banded together to
provide for their basic needs, and created
the first civilizations.
AC
AC
1. Read and translate maps into appropriate graphics to display geographic
information.
4. Compare geographic information
presented at different scales.
2. Examine and draw conclusions
from artifacts.
5. Hypothesize about the influences
of the past on present culture.
3. Answer geographic questions
regarding major physical and
human characteristics.
Step 1:
Task Planner
What: Investigate prehistoric cultures
Why: in order to understand that innovations and
technology cause cultures to progress.
How: (Engaging Scenario-Performance)
You are an archaeologist preparing a presentation
on the development of prehistoric cultures for an archaeology
class. Chart the information you research on a map and
create a colorful and appealing graphic organizer to display
the development of prehistoric cultures. Present your
information to the class stressing the innovations and
technologies that caused the prehistoric societies to progress.
Scoring Guide: (Rubric)
Task:
Presentation on the Development of Prehistoric Cultures
Scoring Criteria
Content:
Thorough presentation of developing prehistoric cultures:
* Includes at least 3 innovations that led to cultural change
* Accurate representation of the development of prehistoric
cultures.
Accurate depiction of information related to developing cultures
on map. Effective use of map symbols or icons.
S
t
a
Process:
n Evidence of thorough research on prehistoric cultures.
d
- at least 3sources of information
a
r
d
Colorful and appealing presentation of data on graphic organizer.
Scoring Key
A=
B=
C=
I=
100
Suggested Learning Experiences
1. Guide students to complete a KWL
2.
3.
chart for the unit (Know/Want to Know/Learned).
Encourage students to brainstorm what they
“Want to Know” after presenting a brief and
engaging summary of the ancient period.
Locate prehistoric communities on maps of
different scale and identify the geographical
features that they had in common. Present
archaeological evidence and theories related
to ancient sea travel and trade between
prehistoric communities. Create a fictional
journal on an ancient trader making
the sea journey from Harrapa to Upper Egypt,
or the land trek across the Asian Steppes to
Mesopotamia. Encourage students to generate
their own theories about trade and interaction
between ancient cultures using available
archeological and geographical evidence.
Construct a graphic organizer identifying
factors leading to change from hunter/
gatherer to agricultural societies.
1,3,6
2
3
5,7
1,3,4,5
1,2,3,4
4
4,5
1
Unit Resources
Cradle of civilization Series. (1997).
Millbrook Press.
Dickinson, P. (1995). A bone from dry sea.
Laurel Leaf. (Fiction)
Journey into civilization Series. (1994).
Chelsea House.
Lindsay, W. (1994). Eyewitness:
Prehistoric Life. Knopf pub.
McCord, A. (1995). Eyewitness
visual dictionary: Prehistoric life.
Dorling Kindersley.
Teacher Notes
Let’s look at identifying and
pulling out concepts.
Tools we need to begin?
SCOS
Identifying Concepts
Unit Title/Focus:
NCSCOS Objectives:
Geography
History
Government
Economics
Culture
History
Government
Economics
Culture
Concepts:
Geography
Charting the Process of Identifying Concepts
Unit Title/Focus:
Great Depression and World War II
NCSCOS: NC History - Goal 6 The learner will analyze the immediate and long-term effects of the Great Depression
and World War II on North Carolina.
6.01 Identify the causes and effects of the Great Depression and analyze the impact of New Deal policies on Depression Era
life in North Carolina.
6.02 Describe the significance of major events and military engagements associated with World War II and evaluate the impact of the war on
North Carolina.
6.03 Examine the significance of key ideas and individuals associated with World War II.
6.04 Assess the impact of World War II on the economic, political, social, and military roles of different groups in North Carolina including
women and minorities.
Geography
Region
Rural
Urban
Geographical
locations
Natural Processes
History
Conflict
Cooperation
Change and
continuity
Invasion
Conquest
Government
Communism
Socialism
Imperialism
War
Censorship
Domestic Policy
Foreign Policy
Economics
Scarcity
Market economy
Culture
Adaptation
Voluntarism
Conflict
Cooperation
Concepts: Change and Survival
Geography
6.02, 6.04
History
6.01, 6.02,
6.03, 6.04
Government
6.01, 6.03,
6.04
Economics
6.01, 6.04
Culture
6.01, 6.04
Now let’s look at coming up
with generalizations.
War
Resources
GENERALIZATION=
Enduring Understanding
Two or more concepts in a
relationship...
Concept
Concept
• CONCEPTUAL IDEAS THAT TRANSFER
• DEVELOP “DEEP UNDERSTANDING’
Generalizations*
Full sentence statements, describing what, specifically, students
should understand about the critical concepts in the lesson
Generalization Guidelines:
1. No proper or personal nouns or pronouns
2. Use a present tense verb
3. Show a relationship between at least two concepts
4. Transferable idea that is supported by the factual
content
5. Uses a qualifier (often, can, may)
* Referred to as “Enduring Understandings” in Understanding by Design (Wiggins and McTighe)
Sample Generalizations
Social Studies
• Culture exhibits both change and
continuity through time.
• Social, economic and political systems
structure a society.
• Changes in laws and rules reflect
changes in power relationships.
Sample Generalizations
Social Studies
• Culture exhibits both change and
continuity through time.
• Social, economic and political systems
structure a society.
• Changes in laws and rules reflect
changes in power relationships.
Sample Generalizations
Social Studies
• Culture exhibits both change and
continuity through time.
• Social, economic and political
systems structure a society.
• Changes in laws and rules reflect
changes in power relationships.
Sample Generalizations
Social Studies
• Culture exhibits both change and
continuity through time.
• Social, economic and political
systems structure a society.
• Changes in laws and rules reflect
changes in power relationships.
Two or more concepts in a
relationship...
War
Resources
War decreases availability of resources.
Two or more concepts in a
relationship...
Economic
Systems
Government
Government decisions influence a nation’s economy.
Two or more concepts in a
relationship...
Human
Environment/
Interaction
Geographic
conditions
Movement
Geographic conditions may lead to movement of people, goods,
and ideas and cultural diffusion.
Two or more concepts in a
relationship…
Environment
Nationalism
Nationalism may cause a change in physical and
political boundaries.
Two or more concepts in a
relationship...
Change
Culture
Continuity
Culture exhibits both change and continuity through time.
Two or more concepts in a
relationship…
Market
Economy
An unequal distribution of
wealth may lead to economic recession.
Wealth
Are these two or more concepts in
a relationship?
Market
Economy
Supply &
Demand
To Be or NoT To Be…
In the following slides, select whether each
statement is a generalization or not. If the
statement is a generalization, select “A;” but
if not, select “B”
Concepts: change, environment, scarcity,
movement, conflict
1. How does the environment
change over time and what are
the reasons for this change?
A. Generalization
B. Not a Generalization
2. Wartime bombing decreases resource
availability.
A. Generalization
B. Not a Generalization
3. Great Britain’s implementation of
naval and aeronautic technology
changed the course of World War Two
in favor of the Allies.
A. Generalization
B. Not a Generalization
4. The physical environment of a
region may be altered due to limited
resources and human environment
interaction.
A. Generalization
B. Not a Generalization
Writing Generalizations
Begin with Level 1:
Combine two or more concepts in a sentence to
establish a relationship using the following verbs:
Level 1 Verbs
affects
impacts
influence
is/are/have.
GENERALIZATIONS
CONCEPT
CONCEPT
TOPIC
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
F
A
C
T
The Structure of Knowledge
The student understands that ....
the availability of natural resources
affects the development of a region’s
economy and its settlement.
Economy
Natural Resources
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F F F F F
A A A A A
C C C C C
T T T T T
S S S S S
Physical Environment
Settlement Patterns
Environmental impact on
the US Economy
3
2
1
The student understands
that …
3
2
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F F F F F
A A A A A
C C C C C
T T T T T
S S S S S
1
Use one of the following verbs:
affects, impacts, influences, is/are/have
The Structure of Knowledge
The student understands
that …
3
2
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
F
A
C
T
S
1
F
A
C
T
S
Use one of the following verbs:
affects, impacts, influences, is/are/have
Writing Generalizations
Unit Title/Focus:
Concepts:
Geography
History
Government
Economics
Generalizations & Essential Questions
Geography
History
Government
Economics
Culture
Culture
Level II Generalizations
To scaffold a Level 1 generalization to Level 2 as
“how?” or “why?”
• Level 1
– Government policies are influenced by
societal norms.
• Why do governmental policies reflect
societal norms?
• Level 2
– Governmental policies differ based on time,
place, values, and beliefs.
Three Non-Negotiable Unit Components
1.
Students will understand that…

Transferable Generalizations/Enduring Understandings
Examples: “Systems are interdependent.” (macro-level)
“Organisms adapt to changing environments.”
(micro-level)
“Rational numbers, including whole numbers,
fractions and decimals can be expressed
in equivalent forms of standard notation
or scientific notation.” (micro-level)
73
2. Students will know…
 Factual knowledge, Memorized knowledge
 Critical factual knowledge for understanding the unit
generalization(s).
 Critical factual knowledge for competency with the
unit topics.
 Non-transferable—locked in time, place or situation
3. Students will be able to do…(skills)
 Taken (often verbatim) from the State Skill Standards
 Transfer across applications
 Not tied to a specific topic (attaching a skill to a
specific topic makes it an activity or a performance.)
Critical Content/Concept Web
Draft 2/28/03
Prehistoric Society: Survival
Unit Title:______________________
Change
Conceptual Lens:__________________
6.4A1-2
Culture
 Artifacts
 Paleolithic (Old Stone Age)
 Neolithic (New Stone Age)
6.4A2
Unit Title
History
 History before
written language
(prehistory)
 Pictographs (drawn)
 Petroglyphs (chiseled)
 Timeline
Prehistoric
Society: Survival
6.4A3 Geography
6.l7B1 Economics
6.8E6  Human-environmental
 Division of labor
interaction – available
 Revolution of
resources; uses
6.2B1 Government
agriculture
 Movement of people
 Tribes
(hunter-gatherers
 Clans
follow the food supply)
 Family unit
 Small farms
Designer(s):________________________________
Unit Overview
How would you have liked living in
prehistoric times?
Imagine what it would have been
like to rely on your inventiveness
just to survive!
In this unit we will see how
prehistoric people discovered and
used fire to meet their needs; how
they developed language to
communicate; and how they used the
environment to create tools. We will
learn how prehistoric people
advanced from food gatherers to
food producers; and how
specialization, government and
religion shaped early societies.
Grade Level: _______
Essential Understandings
Guiding Questions
(generalizations)
Culture:
1. Societies develop technologies to meet their needs.
1.
2. Advancing technologies change cultures.
2.
3. Artifacts reflect cultural and technological changes.
3.
a. What is “culture?”
b. What kinds of tools were developed in prehistoric societies?
How were these tools/artifacts used?
a. How did the development of early tools/artifacts change
prehistoric societies? Is change always beneficial? Is change
inevitable?
a. How do artifacts reflect time, pl.ace and the human
condition? Describe an artifact that has changed over time.
Economics
4. A change from a food gathering society to an
agricultural society leads to a division of labor.
4.
. Competition for resources and land can lead to
5
conflict and movement of peoples.
6. People may form groups to provide for basic needs
or for protection.
Geography
7. The resources of a region determine the types
of food, clothing, shelter and tools.
8. The search for resources to meet basic needs
influences migration patterns.
Government/Civics
9. Political systems organize society to maintain
order and achieve goals.
10. Civilizations progress socially, economically and
politically.
5.
6.
7.
8.
9.
a. Why did prehistoric societies change from food
gatherers to food producers? Why did agriculture require a
division of labor?
b. How did farming impact the lives of prehistoric peoples?
c. Why was the domestication of animals significant to
early peoples?
a. Why does competition for natural resources lead to
conflict?
b. How does conflict over natural resources lead to the
alteration of land boundaries?
a. Why did people form groups in prehistoric times?
b. How do groups organize to meet their basic needs?
a. What natural resources were available to prehistoric
societies?
b. How was the first farming done? What tools were used?
a. Why do groups of people move from one place to
another? How does geography affect migration patterns
a. Why do societies create political systems and why do
these systems differ across cultures and through time?
10. a. What is the difference between Paleolithic and Neolithic
man? How did the Neolithic society develop?
Critical Content/Concept Web
Draft 2/28/03
Prehistoric Society: Survival
Unit Title:______________________
Change
Conceptual Lens:__________________
6.4A1-2
Culture
 Artifacts
 Paleolithic (Old Stone Age)
 Neolithic (New Stone Age)
6.4A2
Unit Title
History
 History before
written language
(prehistory)
 Pictographs (drawn)
 Petroglyphs (chiseled)
 Timeline
Prehistoric
Society: Survival
6.4A3 Geography
6.l7B1 Economics
6.8E6  Human-environmental
 Division of labor
interaction – available
 Revolution of
resources; uses
6.2B1 Government
agriculture
 Movement of people
 Tribes
(hunter-gatherers
 Clans
follow the food supply)
 Family unit
 Small farms
Designer(s):________________________________
Unit Overview
How would you have liked living in
prehistoric times?
Imagine what it would have been
like to rely on your inventiveness
just to survive!
In this unit we will see how
prehistoric people discovered and
used fire to meet their needs; how
they developed language to
communicate; and how they used the
environment to create tools. We will
learn how prehistoric people
advanced from food gatherers to
food producers; and how
specialization, government and
religion shaped early societies.
Grade Level: _______
Essential Understandings
Guiding Questions
(generalizations)
Culture:
1. Societies develop technologies to meet their needs.
1.
2. Advancing technologies change cultures.
2.
3. Artifacts reflect cultural and technological changes.
3.
a. What is “culture?”
b. What kinds of tools were developed in prehistoric societies?
How were these tools/artifacts used?
a. How did the development of early tools/artifacts change
prehistoric societies? Is change always beneficial? Is change
inevitable?
a. How do artifacts reflect time, pl.ace and the human
condition? Describe an artifact that has changed over time.
Economics
4. A change from a food gathering society to an
agricultural society leads to a division of labor.
4.
. Competition for resources and land can lead to
5
conflict and movement of peoples.
6. People may form groups to provide for basic needs
or for protection.
Geography
7. The resources of a region determine the types
of food, clothing, shelter and tools.
8. The search for resources to meet basic needs
influences migration patterns.
Government/Civics
9. Political systems organize society to maintain
order and achieve goals.
10. Civilizations progress socially, economically and
politically.
5.
6.
7.
8.
9.
a. Why did prehistoric societies change from food
gatherers to food producers? Why did agriculture require a
division of labor?
b. How did farming impact the lives of prehistoric peoples?
c. Why was the domestication of animals significant to
early peoples?
a. Why does competition for natural resources lead to
conflict?
b. How does conflict over natural resources lead to the
alteration of land boundaries?
a. Why did people form groups in prehistoric times?
b. How do groups organize to meet their basic needs?
a. What natural resources were available to prehistoric
societies?
b. How was the first farming done? What tools were used?
a. Why do groups of people move from one place to
another? How does geography affect migration patterns
a. Why do societies create political systems and why do
these systems differ across cultures and through time?
10. a. What is the difference between Paleolithic and Neolithic
man? How did the Neolithic society develop?
Critical Content and Skills:
Students will know…
AC = Assessment Code:
AC
AC
1. the biological and cultural processes
that shaped the earliest human
communities.
2. the early physical and cultural
development of humankind from the
Paleolithic era to the agricultural
revolution and the fact that knowledge
of these societies is based on
archaeological methods.
3. how early civilizations developed
through interactions with their
environment.
Key skills...
Q - Quizzes
P - Prompts
T - Tests
O - Observations
WS - Work Samples D - Dialogues
SA - Student Self-Assessment
4. how the development of agriculture and
trade changed the way ancient peoples lived.
5. that the earliest peoples banded together to
provide for their basic needs, and created
the first civilizations.
AC
AC
1. Read and translate maps into appropriate graphics to display geographic
information.
4. Compare geographic information
presented at different scales.
2. Examine and draw conclusions
from artifacts.
5. Hypothesize about the influences
of the past on present culture.
3. Answer geographic questions
regarding major physical and
human characteristics.
Step 1:
Task Planner
What: Investigate prehistoric cultures
Why: in order to understand that innovations and
technology cause cultures to progress.
How: (Engaging Scenario-Performance)
You are an archaeologist preparing a presentation
on the development of prehistoric cultures for an archaeology
class. Chart the information you research on a map and
create a colorful and appealing graphic organizer to display
the development of prehistoric cultures. Present your
information to the class stressing the innovations and
technologies that caused the prehistoric societies to progress.
Scoring Guide: (Rubric)
Task:
Presentation on the Development of Prehistoric Cultures
Scoring Criteria
Content:
Thorough presentation of developing prehistoric cultures:
* Includes at least 3 innovations that led to cultural change
* Accurate representation of the development of prehistoric
cultures.
Accurate depiction of information related to developing cultures
on map. Effective use of map symbols or icons.
S
t
a
Process:
n Evidence of thorough research on prehistoric cultures.
d
- at least 3sources of information
a
r
d
Colorful and appealing presentation of data on graphic organizer.
Scoring Key
A=
B=
C=
I=
100
Suggested Learning Experiences
1. Guide students to complete a KWL
2.
3.
chart for the unit (Know/Want to Know/Learned).
Encourage students to brainstorm what they
“Want to Know” after presenting a brief and
engaging summary of the ancient period.
Locate prehistoric communities on maps of
different scale and identify the geographical
features that they had in common. Present
archaeological evidence and theories related
to ancient sea travel and trade between
prehistoric communities. Create a fictional
journal on an ancient trader making
the sea journey from Harrapa to Upper Egypt,
or the land trek across the Asian Steppes to
Mesopotamia. Encourage students to generate
their own theories about trade and interaction
between ancient cultures using available
archeological and geographical evidence.
Construct a graphic organizer identifying
factors leading to change from hunter/
gatherer to agricultural societies.
1,3,6
2
3
5,7
1,3,4,5
1,2,3,4
4
4,5
1
Unit Resources
Cradle of civilization Series. (1997).
Millbrook Press.
Dickinson, P. (1995). A bone from dry sea.
Laurel Leaf. (Fiction)
Journey into civilization Series. (1994).
Chelsea House.
Lindsay, W. (1994). Eyewitness:
Prehistoric Life. Knopf pub.
McCord, A. (1995). Eyewitness
visual dictionary: Prehistoric life.
Dorling Kindersley.
Teacher Notes
2. Students will know…
 Factual knowledge, Memorized knowledge
 Critical factual knowledge for understanding the unit
generalization(s).
 Critical factual knowledge for competency with the
unit topics.
 Non-transferable—locked in time, place or situation
Examples: …Newton’s Laws
…Key Vocabulary
…the causes of the American Revolution
…the names and contributions of
historical
figures in our community
…the formulas for finding the area of
quadrilaterals
3. Students will be able to do…(skills)
 Taken (often verbatim) from the State Skill Standards
 Transfer across applications
 Not tied to a specific topic (attaching a skill to a
specific topic makes it an activity or a performance.)
Examples:
display
Create tables, graphs and charts to
scientific data.
Analyze primary and secondary source
documents
to evaluate historical
information.
Analyze the use of connotative and
denotative
language in text.
Use context clues in reading to determine
meaning.