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Grade 6: Unit 2

Social Studies Curriculum

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Course Description

The goal for 6th

grade World History I students is to refresh their knowledge and understanding of fundamental geography concepts.

Students will also need to acquire the core analytical skills necessary to apply the methods of historical inquiry using primary and

secondary sources. With these fundamentals in place students will study the political, economic, cultural, religious, and technological

changes that occurred in the ancient world. Units will include: prehistory and early man through the Neolithic Era, Ancient

Mesopotamia and Egypt, who are considered to be amongst the world’s earliest river civilizations, and lastly Ancient Greece and the

Roman Empire, who are thought to have greatly influenced Western civilization.

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Pacing Guide

Unit Topic Suggested Timing

Unit 1 World Geography and Human Origins 7

Unit 2 Mesopotamia and the Fertile Crescent 7

Unit 3 Ancient Egypt, Kush and Phoenicia 7

Unit 4 Ancient Greece 7

Unit 5 Ancient Roman Republic and Empire 8

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Educational Technology Standards

8.1.8.A.2, 8.1.8.A.3, 8.1.8.B.1, 8.1.8.D.2

Technology Operations and Concepts

Create a document using one or more digital applications to be critiqued by professionals for usability. Example of Use: Using digital tools create a map of the Fertile Crescent.

Use and/or develop a simulation that provides an environment to solve a real world problem or theory. Example of Use: Political and Historical Maps: Use digital maps to label important modern and historical areas in Middle East region.

Creativity and Innovation

Synthesize and publish information about a local or global issue or event. Example of Use: Create an essay on the modern effects of technology developed in Ancient Mesoptamia.

Digital Citizenship

Demonstrate the application of appropriate citations to digital content. Example of Use: Create a bibliography for your essay on Ancient Mesopotamian technology. In the bibliography include citations for websites, videos and other digital content.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or

mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies,

understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social

condition, the environment and the profitability of the organization.

Example of Use: students will analyze the Standard of Ur to learn what is says about daily life of Sumerian people.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a

useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to

issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and

ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how

to bring innovation to an organization.

Example of Use: Create an advertisement to sell a Mesopotamian technology instrumental in the growth of their civilization.

Career Ready Practices

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

Example of Use: Research Mesopotamian Cities, use text and videos to help, list geographic characteristics of

three Mesopotamian cities.

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings

Example of use: You be the Judge Hammurabi’s Code Lesson Phillip Martin website:

Small student groups rotate to 8 situations Hammurabi faced and try to decide how to achieve justice.

Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Assistive Technology

Computer/whiteboard

Tape recorder

Spell-checker

Audio-taped books

Tests/Quizzes/Grading

Extended time

Study guides

Shortened tests

Read directions al

oud

Behavior/Attention

Consistent daily

structured routine

Simple and clear

classroom rules

Frequent feedback

Organization

Individual daily planner

Display a written agenda

Note-taking assistance

Color code materials

Time/General

Extra time for assigned

tasks

Adjust length of assignment

Timeline with due dates for

reports and projects

Communication system

between home and school

Provide lecture

notes/outline

Processing

Extra Response time

Have students verbalize

steps

Repeat, clarify or reword

directions

Mini-breaks between tasks

Provide a warning for

transitions

Reading partners

Comprehension

Precise step-by-step

directions

Short manageable tasks

Brief and concrete

directions

Provide immediate

feedback

Small group instruction

Emphasize multi-sensory

learning

Recall

Teacher-made checklist

Use visual graphic

organizers

Reference resources to

promote independence

Visual and verbal

reminders

Graphic organizers

Differentiated Instruction

Accommodate Based on Students’ Individual Needs:

Leveled Text

Chunking text

Choice Board

Cubing

Socratic Seminar

Tiered Instruction

Small group instruction

Sentence starters/frames

Writing scaffolds

Tangible items/pictures (i.e., to facilitate vocabulary acquisition)

Tiered learning stations

Tiered questioning

Data-driven student partnerships

Enrichment Accommodate Based on Students Individual Needs: Strategies

Adaption of Material and Requirements

Evaluate Vocabulary

Elevated Text Complexity

Additional Projects

Independent Student Options

Projects completed individual or with Partners

Self-Selection of Research

Tiered/Multilevel Activities

Learning Centers

Individual Response Board

Independent Book Studies

Open-ended activities

Community/Subject expert mentorships

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Assessments

Suggested Formative/Summative Classroom Assessments

Timelines, Maps, Charts, Graphic Organizers

Unit Assessments, Chapter Assessments, Quizzes

DBQ, Essays, Short Answer

Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

Projects, Portfolio, Presentations, Prezi, Gallery Walks

Homework

Concept Mapping

Primary and Secondary Source analysis

Photo, Video, Political Cartoon, Radio, Song Analysis

Create an Original Song, Film, or Poem

Glogster to make Electronic Posters

Tumblr to create a Blog

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New Jersey Student Learning Standards By the end of Grade 8

6.2 World History/Global Studies All students will 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.

A.Civics, Government, and Human Rights

6.2.8.A.2.a: Explain why different ancient river valley civilizations developed similar forms of government. 6.2.8.A.2.b: Explain how codifying laws met the needs of ancient river valley societies.

6.2.8.A.2.c: Determine the role of slavery in the economic and social structures of ancient river valley civilizations.

B. Geography, People, and the Environment

6.2.8.B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks,

technological innovations, and the sustainability of ancient river valley civilizations. 6.2.8.B.2.b: 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.

C. Economics, Innovation, and Technology

6.2.8.C.2.a: Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and

the development of a class system in ancient river valley civilizations.

D.History, Culture, and Perspectives

6.2.8.D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations.

6.2.8.D.2.b: Explain how the development of written language transformed all aspects of life in ancient river valley

civilizations.

6.2.8.D.2.c: 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.

6.2.8.D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the most enduring

legacies.

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English Language Arts & History/Social Studies Grades 6-8 Standards

Key Ideas and Details:

RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.

RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the

source distinct from prior knowledge or opinions.

RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a

law, how interest rates are raised or lowered).

Craft and Structure:

RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains

related to history/social studies.

Integration of Knowledge and Ideas:

RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print

and digital texts.

RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity:

RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band

independently and proficiently.

English Language Arts Standards » Writing » Grade 6-8

Text Types and Purposes:

WHST.6-8.1: Write arguments focused on discipline-specific content.

WHST.6-8.2 a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/

experiments, or technical processes.

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Production and Distribution of Writing:

WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,

revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between

information and ideas clearly and efficiently.

Research to Build and Present Knowledge: WHST.6-8.8: Gather relevant information from multiple print and digital sources, using terms search terms effectively; assess

the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding

plagiarism and following a standard format for citation.

WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.

WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single

sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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Grade: 6 Unit: 2

7 Weeks

Topic: Mesopotamia and the Fertile Crescent Unit two will focus on how geography, government, economics, and culture shaped the early societies in Mesopotamia.

NJSLS: 6.2.8.A.2.a, 6.2.8.A.2.b, 6.2.8.A.2.c, 6.2.8.B.2.a, 6.2.8.B.2.b, 6.2.8.c.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

ELA Companion Standards: RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.7, RH.6-8.9, RH.6-8.10, WHST.6-8.1, WHST.6-8.2,

WHST.6-8.5, WHST.6-8.6, WHST.6-8.8, WHST.6-8.9, WHST.6-8.10

Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections Locate ancient Mesopotamia

in the Fertile Crescent and

its important cities, bodies of water, and mountains on a

historical and modern map.

Standard:

6.2.8.B.2.b

RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.7 RH.6-8.9 RH.6-8.10

Where was ancient Mesopotamia?

Where were Mesopotamia’s

major cities, bodies of water, and mountains located?

How did geography impact life in Mesopotamia?

Political and Historical Maps: Use blank maps to

label important modern and

historical areas in Middle

East region.

Teacher Notes (Link) Blank Fertile Crescent Map

Student instructions to

complete blank FC map.

Blank Middle East Map from BYU Geography Department: https://geography.byu.edu/Si teAssets/Pages/Resources/ outlineMaps/Middle%20East .pdf

Main Idea Web Big Cities:

Mesopotamia: reading on Mesopotamia from ABC Clio

Holt World History Textbook Unit 2 Chapter 3

Section 1 Geography of the

Fertile Crescent Owl and Mouse Map

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections Go to Explore tab 2 Big

Cities to use text and videos

to help list geographic

characteristics of three

Mesopotamian cities.

Software: Learn modern

cities and capitals of the ME

playing an interactive timed

map game. http://www.yourchildlearn s.com/mappuzzle/middle- east-puzzle.html

Analyze the importance of How did geography impact Sequencing Chart Link to the geography of ELA-Floods in the Fertile the physical geography of life in Mesopotamia? Mountain Rains: Mesopotamia, stories from Crescent Mesopotamia to the Go to Explore tab 1 for the area, challenges that development of civilization. What was the physical sequencing chart and use farmers face.

geography of Mesopotamia tab 3 for written text and Reading passage Standard: like? Mesopotamian Geography which includes open-ended

and Sumerian Society video comprehension questions What geographic factors led to track how mountain rains NJSLSA.R1

NJSLSA.R2 NJSLSA.W2

6.2.8.B.2.a to the development of helped provide food to 6.2.8.D.2.c civilization in Mesopotamia? Mesopotamia.

http://www.mesopotamia.co.uk/geography/home_set.html

How did the Mesopotamians RH.6-8.1 control river floods? RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.9 WHST.6-8.10

Identify and analyze the

impact of agricultural innovations that led to the

growth of civilization in

Mesopotamia. Standard:

What agricultural innovations came from

Mesopotamia?

What was a problem or challenge that

Problem/Solution Farming in Mesopotamia Graphic Organizer: As students move through

Explore tabs 3-5 students

should read text and view

Agricultural Innovations and farming tools

https://www.ancienthistorylists.com/mesopotamia-history/top-11-inventions-and-discoveries-of-mesopotamia/

ELA-Mesopotamian Farming Tools from Discovery Education Techbook Chapter 3 Section 3.1:

https://www.westada.org/cms/lib8/ID01904074/Centricity/Domain/2825/Mesopotamian_Farming_Tools.pdfGo to

Explore tab 5, reading

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections

6.2.8.B.2.a 6.2.8.D.2.c

RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10

WHST.6-8.1

WHST.6-8.9

WHST.6-8.10

Mesopotamians faced?

What were some things that the Mesopotamians did to

address these challenges?

How did the new

technologies affect life in

Mesopotamia?

videos individually or in pairs

to complete Graphic

Organizer found on Explore

tab 6 Farming and Other Jobs.

Advertisement Activity: Go to Explain tab for activity

information where students

will create an advertisement to sell a Mesopotamian

technology instrumental in

the growth of their civilization.

YouTube DTGProduction’s Channel Inventions and Discoveries in Ancient Mesopotamia Part I video clip: Lego video covering

agricultural innovations in

Mesopotamia. Stop at 4:56

minute mark. http://www.youtube.com/wat ch?v=s2lL20SBiIk

passage includes

comprehension questions

and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

Explain the importance of What was the purpose of Main Idea Web Trade and ELA-The Persian Gulf from trade? Barter: Discovery Education

trade to Mesopotamian Use graphic organizer while Techbook Chapter 3 civilization. How did trade become reading text and viewing Section 3.1:

important in Mesopotamia? video segments on tabs 7 reading Standard: and 8 to record information passage includes

How could trade change a about the purpose of trade comprehension questions society in a positive or and characteristics of and open-ended.

NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

6.2.8.B.2.a negative way? overseas and land trade. British Museum Trade and 6.2.8.D.2.c Transport:

Quick Write Activity – Interactive background Geography of material on trade and RH.6-8.1 Mesopotamia: transport. RH.6-8.2 Under Explain tab students http://www.mesopotamia.co. RH.6-8.4 will use at least 10 words uk/trade/home_set.html RH.6-8.7 from word bank to create a RH.6-8.10 graphic organizer to answer WHST.6-8.1 lesson essential question: WHST.6-8.6 How did geography impact WHST.6-8.9 life in Mesopotamia? WHST.6-8.10

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections Describe the religious beliefs

and practices of ancient Mesopotamia.

Standard:

6.2.8.B.2.a 6.2.8.D.2.c

RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10

WHST.6-8.1

WHST.6-8.6

WHST.6-8.9

WHST.6-8.10

How did religion influence

Mesopotamian society?

What is polytheism?

What were ziggurats and

what purpose did they

serve?

Note Taking-Outline: Work independently or in

pairs to outline Explore tab 1

Religion in Mesopotamia

text.

Main Idea Group Work: Group students to read

Mesopotamian Ziggurats. End of each page choose 1

or 2 important points and

discuss why important. End

of reading students

summarize in writing: How

thoughts about a ziggurat’s

significance and purpose

have changed and What studying ziggurats can teach

about Mesopotamian life.

BrainPOP lesson on Sumerians: Click FYI tab, then In Depth

tab for good explanation of polytheistic http://www.brainpop.com/ socialstudies/worldhistor y/sumerians/fyi/

British Museum Ziggurats: Interactive background

material on ziggurats. http://www.mesopotamia.co. uk/ziggurats/home_set.html

ELA-Mesopotamian Ziggurats from Discovery Education Techbook Chapter 3 Section 3.2: reading passage includes

comprehension questions

and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

Describe the social How was Mesopotamian Mesopotamian Social Discovery Techbook ELA-Gilgamesh from society organized? Pyramid Graphic Chapter 3 Section 3.2 Discovery Education

structure-including gender Organizer: Mesopotamia Society Techbook Chapter 3 divisions-of Mesopotamia Who had power in Go to Explain tab and have Section 3.2: and draw conclusions about Mesopotamian society? students complete while reading its impact on the lives of reading and viewing videos BrainPOP lesson on passage includes Mesopotamians. What was life like for the from Explore tabs 2-5. Sumerians: comprehension questions Standard: lower classes in http://www.brainpop.com/ and open-ended.

NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

Mesopotamia? BrainPOP Sumerians: socialstudies/worldhistor Companion activities with y/sumerians/ ELA-Mesopotamian 6.2.8.A.2.a What status did women lesson. Women from Discovery

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6.2.8.A.2.b have in Mesopotamian Education Techbook NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections 6.2.8.A.2.c 6.2.8.D.2.a

RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10

WHST.6-8.1

WHST.6-8.6

WHST.6-8.9

WHST.6-8.10

society? Standard of Ur interactive Source Analysis: Go to Elaborate tab where

students will analyze the

Standard of Ur to learn what is says about daily life of Sumerian people.

Chapter 3 Section 3.2: Go to Explore tab 5, reading

passage includes

comprehension questions

and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

Describe and map the Why was Mesopotamia a Discovery Techbook cycles of conquest that led prized land? Chapter 3 Section 3.2 to the ascension of varied Mesopotamia Society: civilization in Mesopotamia Who were the first rulers to from 3000-500 BCE. unite Mesopotamia? How

did the rulers differ in their Holt World History Standard: approach? Textbook Unit 2 Chapter 3

Section 1 Rise of Sumer and Section 4 Later Peoples 6.2.8.A.2.a Fertile Crescent 6.2.8.D.2.c YouTube video The RH.6-8.2 Legend of Sargon:

RH.6-8.4 Akkadian poem about RH.6-8.7 Sargon the Great has many RH.6-8.10 similarities to baby Moses WHST.6-8.1 story. WHST.6-8.6 https://www.youtube.com/w WHST.6-8.9 atch?v=IE0ffTx8dyA WHST.6-8.10

YouTube video The Mesopotamians by They Might Be Giants:

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections Catchy song highlighting

Sargon, Hammurabi, Ashurbanipal and

Gilgamesh. https://www.youtube.com/w atch?v=jAMRTGv82Zo

YouTube video Ancient Mesopotamia Song by Mr. Nicky: Rap song covers all Mesopotamian empires. https://www.youtube.com/w atch?v=84y2q4giihY

Sargon of Akkad: http://ancienthistory.abc- clio.com/Search/Display/57 3759?terms=Sargon+II

Nebuchadnezzar II: http://ancienthistory.abc- clio.com/Search/Display/5 73812?terms=Nebuchadn

ezzar+II

Identify and analyze the How did Mesopotamian Main Idea Web Writing Discovery Techbook Mesopotamian Haiku- impact of cultural and technological and cultural Graphic Organizer: Chapter 3 Section 3.3 Teacher Notes (Link): technical innovations of the innovations influence future The Mesopotamian Using unit knowledge Mesopotamians. civilizations? Development of Written Innovations and students create original haiku

Language. Read text and Contributions poems. NJSLSA.W3

Standard: Why was the development view videos to complete: of writing important? Who wrote? How did they write? Why did they write? 6.2.8.C.2.a

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6.2.8.D.2.b

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections 6.2.8.D.2.d

RH.6-8.1 RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.7 RH.6-8.10

WHST.6-8.1

WHST.6-8.9

WHST.6-8.10

What were Ancient Mesopotamian legends

about?

What does the Epic of Gilgamesh tell us about Sumerian culture?

How did Mesopotamian

technological innovations

improve agriculture, trade, and transportation?

Summary Frame Epic of Gilgamesh Graphic Organizer: Read text, view images and

videos and then illustrate six

important events in The Epic

of Gilgamesh.

Cause and Effect Chart: While reading text and

viewing videos list challenges Mesopotamians

faced before development of a specific technology

(cause/problem) and the

effect of new technology.

ABC CLIO Gilgamesh: Background article on the

world’s oldest piece of literature. http://ancienthistory.abc- clio.com/Search/Display/57 4976?terms=Gilgamesh

YouTube DTGProduction’s Channel Inventions and Discoveries in Ancient Mesopotamia Part 1 video clip: Lego video start at 5 minute

mark for invention of the

wheel. http://www.youtube.com/wat ch?v=s2lL20SBiIk

British Museum Mesopotamian Writing: Interactive background

material on cuneiform. http://www.mesopotamia.co. uk/writing/home_set.html

YouTube DTGProduction’s Channel Inventions and Discoveries in Ancient Mesopotamia Part 2 video clip: Lego video discussing

writing (0-3:11 minute) and

mathematics (5:34-end). http://www.youtube.com/wat

Reading passage on Gilgamesh includes

comprehension questions

and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections ch?v=85bdU0VU1j4 Paraphrase portions of Hammurabi’s Code and

draw conclusions about the

importance of codified laws

to a society.

Standard:

6.2.8.A.2.b

RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.6, RH.6-8.7 RH.6-8.8 RH.6-8.9 RH.6-8.10

WHST.6-8.1

WHST.6-8.2

WHST.6-8.4

WHST.6-8.5

WHST.6-8.9

WHST.6-8.10

Why do civilizations need

laws?

How did Hammurabi’s Code

impact life in Mesopotamia?

What laws were contained in

Hammurabi’s Code?

How did the Code of Hammurabi change the idea

of justice?

Main Idea Web Hammurabi’s Code Graphic Organizer: Go to Explore tabs 6-8. Pair students to read text and

complete main idea and

supporting details graphic

organizer.

You be the Judge Hammurabi’s Code Lesson Phillip Martin website: Small student groups rotate

to 8 situations Hammurabi faced and try to decide how

to achieve justice. http://www.phillipmartin.info/ hammurabi/hammurabi_teac herpage.htm

Link to situations Hammurabi faced for activity. http://www.phillipmartin.info/ hammurabi/hammurabi_situ ation_index.htm

Teacher Notes (Link) PowerPoint of situations

Hammurabi faced for activity

followed by corresponding

laws.

Hammurabi’s Code Source

Analysis Investigation:

Discovery Techbook Chapter 3 Section 3.3 Mesopotamian Innovations and Contributions: Go to Explore tabs 6-8.

DTGProduction’s Channel Inventions and Discoveries in Ancient Mesopotamia Part 2 video clip: Lego video discusses

Hammurabi’s Code (3:12- 5:30 minute mark). http://www.youtube.com/wat ch?v=85bdU0VU1j4

ABC CLIO Hammurabi: Background the man. http://ancienthistory.abc- clio.com/Search/Display/57 3798?terms=Hammurabi ABC CLIO Code of Hammurabi (ca. 1790 BCE): Background on the code

and the laws. http://ancienthistory.abc- clio.com/Search/Display/18 04330?terms=Hammurabi

ELA-King Hammurabi from Discovery Education Techbook Chapter 3 Section 3.3: Go to Explore tab 6, reading

passage includes

comprehension questions

and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

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Student Learning

Objectives

Essential Question Sample Activities Resources Interdisciplinary

Connections Go to Elaborate tab. Use

interactive Source Analysis

tool to understand

Hammurabi’s written code of laws.

Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African slave trade,

slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson Public Schools to enact

this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the challenges and contributions made. Lessons

designed are not limited to the following suggested activities, we encourage the infusion of additional instructional activities and resources that will

engage the learners within your classroom.

Topics/People to Study Suggested Activity Resource

Imhotep A dialogue about Imhotep. http://www.njamistadcurriculum.net/history/unit/ancient-

africa/content/4339/7437

Life in Africa In this lesson, students will gain an

understanding of a few of the different

ethnic groups that originated in Africa

before the era of slavery. The students will

create a drawing of what they believed pre-

slavery Africa looked like and the teacher

will lead a discussion based on the students’

drawings and their historical accuracy.

http://www.njamistadcurriculum.net/history/unit/ancient-

africa/lesson_plan/4223/294

A Brief History of North Africa to 1500 A PowerPoint on the History of North

Africa to 1500

http://www.njamistadcurriculum.net/history/unit/ancient-

africa/navigations/3449

Timbuktu: Center of Knowledge A reader on the City of Timbuktu. http://www.njamistadcurriculum.net/history/unit/ancient-

africa/content/4348/7331

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.

http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found

on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and

password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)

3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent of Modern America (1901-1920)

11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970)

13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st

Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the

topics covered:

1. Intro 2. Activities

3. Assessments

4. Essentials

5. Gallery

6. Gallery 11. Tools 7. Griot

8. Library

9. Links

10. Rubrics

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

Holocaust Curriculum In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools.

Topics/People to Study Suggested Activity Resource

Important dates in the Holocaust and Civil Rights Students will plan activities to commemorate

important dates in the history of the Holocaust

or Civil Rights

https://www.nj.gov/education/holocaust/resources/

AnniversaryBooklet.pdf

Prejudice and Jokes

Students will create a plan for dealing with

jokes about prejudice and comments that are

insensitive

https://www.nj.gov/education/holocaust/resources/

ConfrontingIssuesofPrejudice.pdf

Tolerance

Students will create a graphic organizer for

how people treat people who are different

https://www.nj.gov/education

/holocaust/resources/Conversations.pdf

Reducing Prejudice through Learning

Students will create a class code for reducing

prejudice. Students will create rules for

learning to treat other people with respect.

https://www.nj.gov/education/holocaust/resources/

CooperativeLeaningandPrejudiceReduction.pdf

DBQ’s

Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create

an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material

rich in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular

practice with complex text and engage in high level critical thinking.

A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School

District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.

Unit 2 Vocabulary

Vocabulary: Akkadian Empire

architecture

artisan Assyrian Empire

Babylonian Empire

Chaldeans canals

civilization

city-state Code of Hammurabi code of law culture

cuneiform

dam deity

dike division of labor drought

empire

epics Euphrates River Gilgamesh

irrigation levee

Mediterranean

monarch

natural resource Nebuchadnezzar Neo-Babylonian Empire

patriarchal Persian Gulf pictographs

plateau

polytheism

priests

religion rule of law

rural Sargon

scribe

silt social classes

social hierarchy

social pyramid

Sumer stylus Taurus Mountains

Tigris River trade

urban Zagros Mountains

ziggurat

Unit 2 Project (Suggested)- Choose 1 Unit 2 Project (Suggested)

Suggested Project 1: Hammurabi’s Code of Law Art or Acting Project (see Dropbox

resources for project guidelines and rubric)

Art Project-Student will choose one law to artistically represent in its entirety.

Acting Project-Groups of 2-4 students will act out one law per group member.

Suggested Project 2: Students will choose to create a three-dimensional timeline, diorama, or PowerPoint on any area of interest in Mesopotamia (see Dropbox

resources for project guidelines and rubric).

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