Social Studies 7
Environment: Ancient World Cultures to A.D. 500

Prescribed Learning Outcomes

It is expected that students will:

• construct, interpret, and use graphs, tables, scales, legends, and various types of maps
• locate and describe current and historical events
• evaluate how ancient cultures were influenced by their environment
• analyse ways that people's interactions with their physical environments change over time
• evaluate the impact of natural processes and human-induced changes on communities

To view the prescribed learning outcomes for Environment in other grades click on an icon below.

• Ask each student to locate ancient cultures on a world map and then develop a geographic theory to explain why these cultures developed where they did. Students then flag, label, and locate historical and current events on their maps and present theories about settlement patterns.
• Set up a mock environmental talk show. Have groups of students research and present information on how an ancient culture influenced and was influenced by its natural environment. Encourage students to consider economics, religion, artistic expression, and lifestyles.
• Challenge groups of students to prepare and present simulated tours of archaeological sites of ancient civilizations. Groups use maps, atlases, picture cards, and so on to describe how the locations of major civilizations were altered by human activities.
• Assign students roles as members of a chamber of commerce representing a one-industry town (e.g., plant president, supervisors, workers, members at large, community members). Present the following scenario: "The industry is about to permanently close due to resource shortages. Council must analyse what happened to the resources and present a community plan to resolve this problem." In role, ask students to analyse problems, suggest possible solutions, and consider whether or not this would have been a problem in various ancient cultures. If not, have them consider why not.
• Have groups of students represent members of the United Nations. Ask them, in role, to plan and prepare cases against an ancient culture and a modern culture for overexploitation of their local environment. Students should analyse why overuse occurred and what might have prevented it.

Suggested Assessment Strategies

• As students develop geographic theories and use maps to illustrate settlement patterns, look for evidence that they are able to:
  • locate and represent cultures on a world map
  • follow the conventions of map making (e.g., scale, placement of labels, legends)
  • collect specific, accurate information about settlement patterns
  • create plausible theories based on the information they collect
• After students participate in a mock environmental talk show, have them assess their contributions and their learning by responding to prompts such as:
  • I showed that I understood the issue when I ‚‚‚‚‚‚‚‚‚‚‚ .
  • Two things I learned from others were ----------‚‚‚ .
  • One thing I figured out for myself was ----------‚‚‚ .
  • Something I'm not very clear about is how (why) ‚‚‚‚‚‚‚‚‚‚‚ .
  • I can find out more about this issue from the following resources: ‚‚‚‚‚‚‚‚‚‚‚ .
• Before students role-play representatives of the United Nations dealing with overexploitation of the environment, work with them to develop criteria for their presentations such as:
  • uses accurate historical information to describe the environmental overexploitation issue
  • provides a specified number of examples explaining how the environment was harmed
  • includes reasons for overuse that are based on historical analysis
  • offers plausible courses of action that might have avoided the damage During the role plays, note the extent to which students are able to understand the impact of humans on the environment.