Sample 6: Grade 7

Topic:

Prescribed Learning Outcomes:

Applications of Social Studies

• gather and record a body of information from primary archaeological and historical evidence and secondary print, non-print, and electronic sources.
• organize information into a formal presentation using several forms of representation

Society and Culture: Ancient World Cultures to A.D. 500

• compare how various cultures meet common needs
• demonstrate understanding of the concept of civilization
• analyse effects and consequences of contact and conflict between ancient cultures

Politics and Law: Ancient World Cultures to A.D. 500

• outline the evolution and purpose of rules, laws, and government
• compare ways in which ancient governments acquired and used power and authority

Economy and Technology: Ancient World Cultures to A.D. 500

• describe various ways ancient peoples exchanged goods and services
• assess how settlement patterns, economies, and occupations of ancient peoples were influenced by their physical environments

Environment: Ancient World Cultures to A.D. 500

• evaluate how ancient cultures were influenced by their environment

Overview

• case studies of Mesopotamia
• definitions and examples of components of a civilization
• profiles of empires
• models of empires
• simulation activities
• essays on historic leaders

Planning for Assessment and Evaluation

• To begin the unit, the teacher explained that students would participate in an empire-building simulation in groups of five or six. Each group would research and use the curriculum organizers (society and culture, politics and law, economy and technology, and the environment) as components to develop a civilization. Each individual in the group would become an "expert," responsible for researching and facilitating one of the components as they establish the empire.
• Using Mesopotamia as a case study, the teacher provided examples for each of the components of a civilization. Students used charts to record and illustrate notes comparing and contrasting the civilizations (Sumeria, Babylonia, and Assyria) in terms of each component. Students then discussed and informally debated which civilization might be considered most advanced.
• Students began working in groups. In order to gain a more in-depth understanding of each of the components, students participated in a jigsaw activity. Group members then presented, to their empires, definitions of their components. Each component was printed and illustrated on one side of a manila flag (15 cm x 25 cm), with four contemporary examples of the component on the other side.
• Group members collaborated to design and present profiles outlining the specific components for their own empires. For example, one empire decided to build their economy around silver jewellery. Because they lived in the mountains, they herded sheep and goats and built all structures out of stone. Their government was made up of experts who took turns being the leader for a period of time, and each person in the empire was given a code of laws to post in her or his home. Groups presented the profiles of their empires in a variety of forms (e.g., posters, role plays, video scenes, poems, graphs, debates, dances, food samples, prose).
• Through comparing and contrasting the profiles presented by each empire, the teacher compiled the key attributes of a civilization into a master list. This became the criteria students used to assess the attributes of their own empires.
• Groups then constructed models of key buildings in their empires, using fridge and freezer boxes (their desks had to be contained within the structures). Technological, cultural, economic, and environmental considerations were seriously considered prior to design. To spark ideas, the teacher also showed a series of slides and pictures of well-known edifices that represented the essence of various ancient cultures.
• Throughout the building process, group experts were encouraged to meet with those from other empires to trade and exchange ideas and goods. When a deal was struck, a treaty was established that outlined the conditions and costs of the exchange.
• Once the structures were completed, students added the flags they had created. Then the teacher outlined a series of scenarios designed to involve each empire in resolving problems and organizing presentations. For each topic, the empires drew a card to determine which scenario they would resolve and present as a simulation. For example:

  Your empire has been struck by a natural disaster. What is the damage? How will the various components of your civilization be affected? Research one of the following natural disasters and design a presentation that shows how you will handle the crisis:
  

  • volcanic eruption
  • locusts
  • tsunami
  • plague
  • drought
  • earthquake

• After the simulations, the teacher presented several lessons on gathering information from a variety of sources, organizing it into an outline, and writing thesis statements. Each student then selected a well-known historic leader (e.g., Hammurabi, Queen Hatshepsut, Julius Caesar) and prepared to write an essay. In each essay, the student described and critiqued the characteristics and accomplishments of the chosen leader and provided a summary of the outstanding attributes of that particular civilization.

Defining the Criteria

Case Study of Mesopotamia (Individual Charts)

• demonstrate an understanding of each component used to define a civilization
• provide accurate and concise examples from each of the three sample civilizations
• support ideas with informative illustrations
• compare and contrast how each civilization met its needs, used power and authority, adapted to its environment, and was affected through contact

Components of a Civilization

• demonstrate a thorough understanding of the component
• point out why the component is important to the development of the civilization
• include four examples that reflect an ability to cite a current application of the component
• create a flag that is colourful and easy to read
• write in complete sentences using appropriate terms and vocabulary

Profile of an Empire

• provide accurate descriptions and demonstrations of:
  • culture­food, shelter, language, celebrations, beliefs, lifestyles, gender roles
  • the system of government­appointments, responsibilities, hierarchy of power
  • laws­policing, crime, punishment
  • the economy­trade, money, resources, careers, occupations, division of labour
  • technology­buildings, transportation, defence, ingenuity
  • the environment­water, soil, wood, metals, climate, natural hazards, settlement
• represent appropriate ideas and information in an interesting presentation

Model of an Empire

• a unique architectural style
• environmental adaptation
• use of technology
• attributes of the culture
• artistry and craftsmanship
• contact with other empires

Simulations

• consider the effect of each scenario on each of the components of its civilization
• elaborate on and embellish each scenario
• design and organize creative and informative presentations

Essay on a Historic Leader

• collect information from a variety of sources
• organize information into an outline with headings, topics, and supporting details
• write an introduction with an overview of the contents and a thesis statement
• provide an accurate historical summary of the civilization and biographical information about the leader
• introduce each paragraph with a topic sentence containing a key idea
• maintain a clear focus that supports the thesis statement throughout the essay
• write an effective concluding paragraph that refers to the thesis
• include in the essay: maps, diagrams, a title page, and magazine photos

Assessing and Evaluating Student Performance

Profile of an Empire

Other Work

For the models of empires, each group drew cards to determine whose structure they would evaluate. The rating was determined according to each empire's ability to meet the suggested criteria.

Key: 4­Examples are accurate and informative and reflect a thorough understanding of the component.
     3­Examples are clear and reflect a good understanding of the component.
     3­Examples and reference to the component are brief.
     2­A minimal understanding of the component is evident.

Key: 4­Outstanding
     3­Good
     2­Satisfactory
     1­Minimally Acceptable

Key: 4­Outstanding
     3­Good
     2­Satisfactory
     1­Minimally Acceptable

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