Boundless Learning Project Builder  
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Grade Levels: Middle School
Challenge Question: What were the similarities in the geographic conditions of Mesopotamia, Egypt, Indus Valley, and Huang He Valley that allowed these ancient civilizations to develop and flourish?
Overview: As the hunter-gatherers of the ancient world began to settle down, domesticate plants and animals, and become proficient agriculturalists, the world’s first civilizations emerged. Each of these first civilizations—Egypt, Mesopotamia, Indus Valley and Huang He Valley—shared key geographic locations. Working in teams, students will be required to identify and explain the geographic characteristics that distinguish these ancient civilizations. Working individually, students will explore one specific geographic factor that influenced the development of these civilizations.
State Indicators/Outcomes
Indicator Outcome
In the context of world history through the Middle Ages, and in contemporary world geography, at the end of grade 8, students know and are able to do everything required at earlier grades and are able to: 3.2.8.1 analyze the criteria anthropologists and archeologists use to define civilizations, such as social hierarchy, government, writing systems, and long distance trade. 3.2.8.2 compare the geographic locations of Mesopotamia, Egypt, Indus River Valley, Northern China, and Nubia/Kush civilizations 3.2 Students demonstrate understanding of how civilizations emerged in Mesopotamia, Africa, China, and the Indus River Valley.
NA NA
NA NA
NA NA

Categories and Links
Category Sub-Category Links
Mesopotamia  
  • Geography (http://www.penncharter.com/Student/meso/geo/index.html)
    This site describes the rivers, cities, modern day countries and has a map of ancient Mesopotamia.
  • Geography Explore (http://www.mesopotamia.co.uk/geography/explore/exp_set.html)
    This site provides a map of the ancient cities of Mesopotamia
  • Mesopotamia (http://www.penncharter.com/Student/meso/culture/index.html)
    This site explains the culture of the people who lived in Mesopotamia.
  • Geography (http://www.mesopotamia.co.uk/geography/home_set.html)
    This site describes the rivers flowing through Mesopotamia and the surrounding land.
  River
  • Ancient Mesopotamia (http://www.ed.psu.edu/k-12/edpgs/su96/meso/mesopotamia.html#geography)
    This site provides information on many aspects of life in Mesopotamia, but has specifically been chosen for its key information on the rivers in Mesopotamia.
  • Collapse-Mesopotamia (http://www.learner.org/exhibits/collapse/mesopotamia.html)
    This site provides information on the river’s role in collapse of the Mesopotamian civilization.
  Climate
  • Mesopotamia (http://saturn.sron.nl/~jheise/akkadian/mesopotamia.html)
    This site provides information on the rivers, climate, trade and various other characteristics of Mesopotamia.
  • Ancient Mesopotamia (http://www.ci.shrewsbury.ma.us/Sps/Schools/Central/Curriculum/ELEMENTARY/SOCIALSTUDIES/Mesopotamia%20html/ancient_mesopotamia.htm#geography)
    This site succinctly describes the climate in Mesopotamia.
  Trade
  • Ancient Mesopotamia (http://www.ci.shrewsbury.ma.us/Sps/Schools/Central/Curriculum/ELEMENTARY/SOCIALSTUDIES/Mesopotamia%20html/ancient_mesopotamia.htm#geography)
    This site provides information about the role of agriculture and trade in Mesopotamia.
  • Industry (http://www.penncharter.com/Student/meso/ind/index.html)
    This site describes what the Sumerians of Mesopotamia traded with their neighbors.
  Technology
  • Mesopotamia (http://saturn.sron.nl/~jheise/akkadian)
    This site describes the use of irrigation in Mesopotamian agriculture.
Egypt  
  • Egypt (http://killeenroos.com/1/EGPNOTES.htm)
    This site provides a few key facts on ancient Egypt and papyrus.
  • Geography (http://www.ancientegypt.co.uk/geography/home.html)
    This site provides information on the Nile River and the soil on the banks of the Nile River.
  • Egypt: Geography (http://www2.sptimes.com/Egypt/EgyptCredit.4.1.html)
    This site provides key facts on the geographic features of ancient Egypt.
  • Geography (http://www.ancientegypt.co.uk/geography/explore/pol.html)
    This site provides a political map of what was once ancient Egypt.
  River
  • Ancient Egypt-Culture: Dependence on the Nile (http://carbon.cudenver.edu/stc-link/AE/culture.html)
    The site describes the Egyptian peoples’ connection to the river.
  • Geography & Agriculture (http://emuseum.mnsu.edu/prehistory/egypt/dailylife/geographyandagriculture.html)
    This site describes the role of the Nile River in Egyptian agriculture.
  Climate
  Trade
  • Rediscover Ancient Egypt-International Trade (http://www.egypt-tehuti.org/articles/intl-trade.html)
    This site describes the trade Egyptians engaged in with other cultures.
  • Egypt and the Assyrians (http://emuseum.mnsu.edu/prehistory/egypt/othercultures/assyrians.html)
    This site describes trade between the Egyptians and the Assyrians.
  Technology
  • Ancient Egypt-Technical: Tools and Techniques (http://carbon.cudenver.edu/stc-link/AE/technical.html)
    This site describes the various forms of technology used along the Nile River
  • Garment Making (http://emuseum.mnsu.edu/prehistory/egypt/dailylife/garmentmaking.html)
    This site describes the technology Egyptians had for making clothes.
Indus Valley  
  • The Indus Valley Civilizations (http://ragz-international.com/indus_valley.htm)
    This site describes the culture and unique characteristics of the Indus Valley.
  • Ancient Indus Tour (http://www.harappa.com/indus/industext.html)
    This site provides an in-depth summary of the history of the Indus Valley.
  • Harappa Introduction 1 (http://www.harappa.com/har/har1.html)
    This site provides information on the geography and influence of the Indus Valley.
  • Indus Civilization (http://www.anthro.mankato.msus.edu/prehistory/india/indus/geography.html)
    This site provides information on the geography and the people of the Indus Valley.
  River
  • India-Geography (http://www.penncharter.com/Student/india/geo/index.html)
    This site provides information on the geography, climate and role of the Indus River in farming.
  • Indus River Valley Civilization (http://www.eapen.com/jacob/report/indus.html)
    This site provides information on the role of the Indus River on the life of people in the Indus Valley.
  Climate
  • India-Geography (http://www.penncharter.com/Student/india/geo/index.html)
    This site provides information on the geography, climate and role of the Indus River in farming.
  Trade
  • Indus Civilization (http://www.anthro.mankato.msus.edu/prehistory/india/indus/arts.html)
    This site describes the technology and trade of the Indus Valley.
  • Ancient Indus Tour (http://www.harappa.com/indus/indus8.html)
    This site describes the various trade routes people from the Indus Valley.
  Technology
  • Indus River Valley Civilization (http://www.eapen.com/jacob/report/indus.html)
    This site provides information on the role of the Indus River on the life of people in the Indus Valley.
  • Indus Civilization (http://www.anthro.mankato.msus.edu/prehistory/india/indus/arts.html)
    This site describes the technology and trade of the Indus Valley.
Huang He Valley  
  • Geography of Ancient China (http://www.central.k12.ca.us/akers/geography.html)
    This site discusses the geography and major rivers of Ancient China.
  • China Webquest (http://www.central.k12.ca.us/akers/china_webquest.html)
    This site briefly summarizes historical and geographic information about Ancient China.
  • Ancient China: The Yellow River Culture (http://www.wsu.edu:8080/~dee/ANCCHINA/YELLOW.HTM)
    This site provides information on the culture and geography of the Huang He or Yellow River Valley.
  • Ancient China (http://home.cfl.rr.com/crossland/AncientCivilizations/Ancient_China/ancient_china.html)
    This site provides a picture of the Huang He or Yellow River and brief information on the river.
  River
  • Origins of Chinese Civilization (http://www.central.k12.ca.us/akers/civilization_origin.html)
    The site describes the river’s effect on the civilization
  • Geofo/geogren.html (http://www.cis.umassd.edu/~gleung/geofo/geogren.html)
    This site provides information on the geography and history of the Huang He or Yellow River.
  Climate
  • History (http://www.geocities.com/Tokyo/Island/7602/history.htm)
    This site provides information on overall history of the Huang He Valley. Including information on the river, climate, and technology.
  • Untitled Document (http://www.yellowriver.gov.cn/hyzl/hhgjlt/ss/ze_1.htm)
    This site provides detailed, scientific data on the climate of the Huang He or Yellow River.
  Trade
  • Silk Road (http://www.central.k12.ca.us/akers/silk_road.html)
    This site describes the role of the Silk Road in China’s ability to trade.
  • Untitled Document (http://www.huataisilk.com/English/silk/silkprovent.asp)
    This site provides information about the silk trade in ancient China.
  Technology
  • Daily Life of Ancient Chinese (http://www.central.k12.ca.us/akers/dailylife.html)
    This site describes the agricultural technology used by Chinese farmers.
  • History (http://www.geocities.com/Tokyo/Island/7602/history.htm)
    This site provides information on overall history of the Huang He Valley. Including information on the river, climate, and technology.
Nubia/Kush  
 

Team Products:  Concept Map

Team Key Questions and Product Rubric
On what continent was this civilization located?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.

What river/s flowed through this civilization?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.

What are some of the cities that developed in this ancient civilization?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.

What modern day countries are located where this ancient civilization existed?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.

What is one major achievement of this civilization?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.

What other interesting facts did you learn about this civilization?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.

Team Presentation Rubric
  • Uses a voice that is loud and clear
  • Appears to be well rehearsed
  • Speaks in complete sentences
  • Makes eye contact with the audience
  • Exhibits proper posture and stance
  • Utilizes appropriate technology to assist with presentation
  • Conducts an organized presentation
  • Participation is equal among all members of the team.
  • Shows full understanding of topic

Individual Products: 
  • Poster presenting research

Individual Key Questions and Product Rubric
How did this factor affect daily life for the people of this civilization?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.

How did this factor affect this civilization’s agriculture?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.

What were the advantages and disadvantages of this factor for this civilization?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.

What are two other interesting facts you learned about this aspect of geography?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.

Individual Presentation Rubric
  • Uses a voice that is loud and clear
  • Appears to be well rehearsed
  • Speaks in complete sentences
  • Makes eye contact with the audience
  • Exhibits proper posture and stance
  • Uses props creatively that add to the quality of the presentation
  • Conducts an organized presentation
  • Shows full understanding of topic
  • Meets the identified time limits
  • Is able to accurately answer almost all questions posed by classmates about the topic
LESSON PLAN
Title: Civilization Starters
Theme/Topic of Lesson: River Valley Civilizations
Time: 5 Days
Subject Areas: Social Studies;
Grade Levels: Middle School;
Lesson Challenge Question: What were the similarities in the geographic conditions of Mesopotamia, Egypt, Indus Valley, and Huang He Valley that allowed these ancient civilizations to develop and flourish?
Overview: As the hunter-gatherers of the ancient world began to settle down, domesticate plants and animals, and become proficient agriculturalists, the world’s first civilizations emerged. Each of these first civilizations—Egypt, Mesopotamia, Indus Valley and Huang He Valley—shared key geographic locations. Working in teams, students will be required to identify and explain the geographic characteristics that distinguish these ancient civilizations. Working individually, students will explore one specific geographic factor that influenced the development of these civilizations.

Outcomes/State indicators
Indicator Outcome
In the context of world history through the Middle Ages, and in contemporary world geography, at the end of grade 8, students know and are able to do everything required at earlier grades and are able to: 3.2.8.1 analyze the criteria anthropologists and archeologists use to define civilizations, such as social hierarchy, government, writing systems, and long distance trade. 3.2.8.2 compare the geographic locations of Mesopotamia, Egypt, Indus River Valley, Northern China, and Nubia/Kush civilizations 3.2 Students demonstrate understanding of how civilizations emerged in Mesopotamia, Africa, China, and the Indus River Valley.
NA NA
NA NA
NA NA

Technology indicators
Indicator Outcome
4. Use content-specific tools, software, and simulations (e.g., environmental probes, graphing, calculators, exploratory environments, Web tools) to support learning and research. (3,5) 5. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3,6) Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. (4,5,6) Technology Grade 6-8: http://cnets.iste.org/profiles.htm

Team Key Questions and Product Rubric
On what continent was this civilization located?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

 Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

 Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

 Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

 Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.
What river/s flowed through this civilization?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

 Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

 Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

 Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

 Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.
What are some of the cities that developed in this ancient civilization?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

 Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

 Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

 Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

 Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.
What modern day countries are located where this ancient civilization existed?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

 Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

 Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

 Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

 Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.
What is one major achievement of this civilization?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

 Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

 Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

 Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

 Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.
What other interesting facts did you learn about this civilization?
Superior

Topic is covered in depth with superior detail and explanation. There is evidence of excellent knowledge of subject. Content is highly organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with no mechanical or grammatical errors.

 Very Good

Topic is covered in depth with very good detail and explanation. There is evidence of much knowledge of subject. Content is organized and relates directly to the Key and Challenge Questions. Product shows creative and original thought. Information is accurate with very few mechanical or grammatical errors.

 Good

Topic is covered with some detail and explanation. There is evidence of knowledge of the subject. Content is organized and there is some reference to the Key and Challenge Questions. Product shows original thought. Information is accurate with few mechanical or grammatical errors.

 Fair

Topic is covered with little detail or explanation. There is little evidence of knowledge of the subject. Content lacks organization and/or reference to the Key and Challenge Questions. Product shows little original thought. Information is mostly accurate with several mechanical and/or grammatical errors.

 Poor

Topic is covered with no detail or explanation. There is little or no evidence of understanding of the subject. Content lacks organization and does not relate to the Key and Challenge Questions. Product shows little effort. Information is inaccurate with many mechanical and/or grammatical errors.

Assessment Team will be assessed on the concept map that is produced using the provided Team Concept Map Rubric. Team presentations of the concept map will be assessed using the provided Concept Map Presentation Rubric. Individual students will be assessed on the poster they create using the Research Report Rubric and the Research Report Presentation Rubric.

Teacher Background Information Sites
Internet Site URL Description
NA NA NA
NA NA NA

Student Background Information Sites
Internet Site URL Description
NA NA NA
NA NA NA

Videos NA

Software Inspiration Software; Word;

Other Technology LCD Projector, Overhead Projector, Minimum one computer with internect access.

Recommended Print Materials
Print Material File
Sixth grade student text: A Message of Ancient Days no file loaded
NA no file loaded

Materials Per Student
Item File
One Nystrom World Atlas no file loaded
Features of a Civilization Pre-Test Pre-Test.doc
Features of a Civilization Post-Test Features of a Civ. Post Test.doc
Features of a Civilization Teacher Created Handout Features of a Civilization.doc
Poster board no file loaded
15 Post-it notes no file loaded

Materials Per Team/Group
Item File
Computer with internet access no file loaded
Markers, construction paper, scissors no file loaded
no file loaded

Materials Per Class
Item File
LCD Projector no file loaded
Computer connected to the LCD Projector no file loaded
Overhead projector with overhead transparency no file loaded

Vocabulary
Glossary Term Definition
Surplus An extra amount; more than is needed
Environment All the living and nonliving things in a person’s surroundings
Domesticate To train or adapt an animal to live in a human environment, making it more useful to humans
Agriculture The science, art, and business of raising animals and plants to supply food for humans; farming
Irrigation The act of supplying dry lands with water by means of canals, ditches, pipes, and streams
Famine A widespread shortage of food that threatens death from starvation
Civilization A complex society with a stable food supply, specialization of labor, a government, and a highly developed culture.

Lesson
Day 1
Title:  Features of a civilization
Objective:  Students will learn and know how to: 1.Identify the four features of a city by reading for information and presenting main ideas to the class. 2.Assess their prior knowledge on the features of a civilization by completing a pre and post test. 3.Explain the four features of a civilization and identify each component in their own society.
Daily Challenge
Question: 		 What are the four components of a civilization?
Get Ready:  Set-Up: The teacher will set up the computer with the LCD projector, prepare the graphic organizer (Web) of the features of a city, the pre and post test and provide the vocabulary words and definitions on a MS Word document that can be displayed with the LCD projector.
L: Teacher Presentation & Motivation
Title
Duration 1 minute
Description Using the LCD projector, the teacher will review the following vocabulary On the board or overhead the teacher will place the following drill question “How would you describe a city to someone who has never lived in or visited a city?” The students will have four minutes to respond to the drill question and copy down that night’s homework in their planner. The teacher will then call on student volunteers to share their responses to the drill. The teacher will review the terms and their definitions with the students from the previous day’s class work (surplus, environment, domesticate, agriculture, famine, irrigation). The students will have time to place the word and definition of each vocabulary term on an index card to add to their vocabulary Word Rings. The teacher will then instruct the students to turn open their student text books to page 136. The teacher will pass out and teacher created handout with the questions, “How did early farmers prevent famine?” and a web that shows the four features of a city. The students will first be instructed to scan the first section of the reading to locate the answer to the questions, “How did early farmers prevent famine?” The teacher will instruct the students to write their answer to the question and then the students will share their responses. As the class discusses the question and its response, the teacher will direct the students’ attention to the meaning and significance of the vocabulary terms, famine and irrigation.
O: Team Activity
Title Jigsaw Reading
Duration 1 minute
Description The teacher will then jigsaw the reading from the text, Features of a City. Each team is responsible for reading their assigned section and summarizing the key points of the reading to present to the rest of the class. (Team 1: Leadership and Planning; Team 2: Specialized Workers; Team 3: Richer and Poorer; Team 3: Trade Near and Far) As each team presents the key points of their assigned section, the other students will be required to copy the notes onto their graphic organizer.
O: Team Activity
Title
Duration 1 minute
Description
B: Individual Activity
Title Pre-Test
Duration 1 minute
Description The teacher will then pass out the Pre-Test on the features of a civilization for the student to complete.
B: Individual Activity
Title I-Read
Duration 1 minute
Description Each student will then receive a teacher created handout with a series of questions and tasks for the students to individually complete about the features of a civilization. 1. Define the term civilization. 2. Read pages 140-141 in your text. 3. Look at the map on page 141. What is the title of the map? 4. What were the first four early river civilizations and what year did these civilizations develop? 5. For each feature of a civilization give two to three examples of how this feature is represented in modern society. (Hint: Draw a web or make a chart) The class will then debrief/review the students’ responses to the #5 on the handout.
E Wrap-up:  The students will complete the Post-Test on the features of a civilization. The class will then recap the five features of a civilization.
Homework:  Not recorded.
Day 2
Title:  Ancient River Valley Civilizations
Objective:  Students will learn and know how to use the TechTour and traditional print sources to gather and summarize information in order to generate a concept map about one of the four ancient river valley civilizations.
Daily Challenge
Question: 		 What are the general geographic characteristics of the four ancient river valley civilizations?
Get Ready:  Set-Up: The teacher should set up the LCD projector to display the TechTour-“Civilization Starters.” The teacher should bookmark the TechTour website on the student computers that will be used. The teacher should also make sure that each computer being used is equipped with the Inspiration software. The teacher may also want to provide a hard copy of the TechTour team questions for each team. The teacher should also copy the supplementary print materials (readings and Nystrom World Atlas) that the teams will need to gather their information. Prior to instruction, the teacher should also assign each team to one of the four team categories based, if possible, on the team’s preference. (Suggestion: hand out a preference sheet for the teams to complete)
L: Teacher Presentation & Motivation
Title
Duration 1 minute
Description On the board the teacher will place the drill question, “Which of the five features of a civilization do you think is the most important and why?” The students will have four minutes to individually respond to the drill question. The teacher will then call on student volunteers to respond to the drill question. The class will take approximately five minutes to discuss this question. The teacher will announce to the teams the team category that they will be working on. The teacher will then demonstrate to the students the correct way to use the website and model what a high scoring concept web looks like contrasted to a low scoring concept web. The teacher will discuss any questions the students may have, handout a hardcopy of the questions to each team and instruct the students to begin their research.
O: Team Activity
Title TechTour
Duration 1 minute
Description Each team will navigate the websites provided on the TechTour to answer each of the key questions. The teams will then be instructed to read aloud in a round robin formation, the Team Concept Map Rubric. The teams will then work together to construct their concept map. The team will plan for the presentation of their concept map.
O: Team Activity
Title
Duration 1 minute
Description
B: Individual Activity
Title Personal Reflection
Duration 1 minute
Description The students will practice their individual part of the team presentation that will occur the following instructional day. The students will then respond to three personal reflection questions. 1. What did like about the way your team worked together? 2. In what ways do you think your team could work together better?
B: Individual Activity
Title
Duration 1 minute
Description
E Wrap-up:  The teacher will pass out index cards and ask the students to respond to the following task on their index card: “Write two facts that you learned today about the geography of the ancient civilization that you researched.”
Homework:  Not recorded.
Day 3
Title:  Ancient River Valley Civilizations
Objective:  Students will learn and know how to use the Inspiration software to create and present their team’s concept map.
Daily Challenge
Question: 		 What are the general geographic characteristics of the four ancient river valley civilizations?
Get Ready:  Set-Up: The teacher should set up the LCD projector to display the each team’s concept map using the Inspiration software. The teacher should also download the Team Concept Map Presentation Rubric to display on the LCD projector. The teacher should also have the overhead projector ready with a T-Chart created on an overhead transparency.
L: Teacher Presentation & Motivation
Title
Duration 1 minute
Description On the board the teacher will place the drill question, “What do you think a student needs to do to make an excellent presentation?” The students will have four minutes to individually respond to the drill question. The teacher will then call on student volunteers to respond to the drill question. The class will take approximately five minutes to discuss this question. The teacher will then instruct the students to create a T-Chart. On the left hand side the students will write “An excellent presentation” and on right hand side the students will write “A poor presentation.” The teacher will ask student volunteers to raise their hands and share what they think should go on the excellent presentation half and what should go on the poor presentation half. The class will discuss students’ responses for clarification and specificity. The teacher will then project the Team Concept Map Presentation Rubric on the LCD project and review the expectations with the students.
O: Team Activity
Title Presentations
Duration 1 minute
Description Each team will have approximately five minutes to work together to finalize their presentation of the concept map. Each team will have 8-10 minutes to present their concept maps.
O: Team Activity
Title
Duration 1 minute
Description
B: Individual Activity
Title Note Taking
Duration 1 minute
Description While each team is making their presentation, the other students will be responsible for completing notes on the presentation. The teacher will provide each student with a handout that outlines the key questions that will be answered by the team’s presentation. After all the presentations are completed, the teacher will ask student volunteers to share one thing that they learned from a team’s presentation.
B: Individual Activity
Title
Duration 1 minute
Description
E Wrap-up:  The teacher will draw the students’ attention to the daily challenge question that will be typed on a half-sheet of paper for the students to read. The teacher will then instruct the students to respond to the question, considering both their own presentation and the presentations of the other teams. The teacher will then ask each student to order the individual categories (river, climate, trade, technology) from their first choice to their last choice on their own piece of paper with their name and their team’s name and team category.
Homework:  Not recorded.
Day 4
Title:  Ancient River Valley Civilizations
Objective:  Students will learn and know how to use the TechTour and traditional print sources to gather and summarize information in order to compose written summary of the four key questions regarding one of the four geographic factors—river, climate, trade, technology.
Daily Challenge
Question: 		 What geographic factors affected the development of Mesopotamia, Egypt, Indus Valley and Huang He Valley?
Get Ready:  Set-Up: The teacher should set up the LCD projector to display the TechTour-“Civilization Starters.” The teacher may also want to provide a hard copy of the TechTour individual questions for each student. The teacher should also copy the supplementary print materials (readings and Nystrom World Atlas) that the students will need to gather their information. Prior to instruction, the teacher should also assign each student to one of the four team categories based, if possible, on the team’s preference. The teacher will also need to cut full size poster board in half and gather markers, construction paper, and scissors.
L: Teacher Presentation & Motivation
Title
Duration 1 minute
Description On the board the teacher will place the drill question, “Rank the following categories, river, climate, trade and technology, from most important to least important according to the development of a civilization. Be prepared to explain your rankings.” The students will have four minutes to individually respond to the drill question. The teacher will then call on student volunteers to respond to the drill question. The class will take approximately five minutes to discuss this question. The teacher will announce to the individual categories that each student will be working on. The teacher will then review to the students the correct way to use the website and model what a high scoring poster looks like. The teacher will then discuss any questions the students may have, handout a hardcopy of the questions to each student and instruct the students to begin their research.
O: Team Activity
Title Peer Review Process
Duration 1 minute
Description Once the students have complete their individual research and composed the first draft of their written responses to the individual questions, the students will work with a partner from their team to peer edit. The students will use a teacher created peer review/editing sheet to edit their partner’s responses.
O: Team Activity
Title NA
Duration 1 minute
Description
B: Individual Activity
Title TechTour
Duration 1 minute
Description Each student will work through the Individual aspect of the TechTour and compose their written responses to each individual question. Poster Product Creation After students have completed the peer review process they will begin to plan for the construction of their poster. The teacher will provide poster board, markers, construction paper, and scissors for each student.
B: Individual Activity
Title NA
Duration 1 minute
Description
E Wrap-up:  The teacher will draw the students’ attention to the daily challenge question and ask for student volunteers to share what they have learned from their individual research that will answer the question. The students will have time to share their responses with the class.
Homework:  Not recorded.
Day 5
Title:  Ancient River Valley Civilizations
Objective:  Students will learn and know how to complete a formal presentation of a written summary of the four key questions regarding one of the four geographic factors—river, climate, trade, technology.
Daily Challenge
Question: 		 What were the similarities in the geographic conditions of Mesopotamia, Egypt, Indus Valley, and Huang He Valley that allowed these ancient civilizations to develop and flourish?
Get Ready:  Set-Up: The teacher should set up the LCD projector to display the TechTour-“Civilization Starters.” The teacher may also want to provide a hard copy of the Individual Presentation Rubric. The teacher should also divide 15 post-it notes for each student.
L: Teacher Presentation & Motivation
Title
Duration 1 minute
Description On the board the teacher will place the drill question, “What was the role of the rivers in each of the ancient civilizations we have been researching?” The students will have four minutes to individually respond to the drill question. The teacher will then call on student volunteers to respond to the drill question. The class will take approximately five minutes to discuss this question. Using the LCD projector, the teacher will display the Individual Presentation Rubric and review key points with the class.
O: Team Activity
Title Peer Review of Presentations
Duration 1 minute
Description The teacher will handout a stack of 15 post-it notes to each student. For each presentation that the students listen to, they will be required to write the presenter’s name and either one thing they learned from the presentation or one thing that they liked about the presentation.
O: Team Activity
Title
Duration 1 minute
Description
B: Individual Activity
Title Presentations
Duration 1 minute
Description The students will present their posters to the class, summarizing all written information.
B: Individual Activity
Title NA
Duration 1 minute
Description
E Wrap-up:  The students will display their posters around that room and each student will take their post-it notes and place them on the poster. After every student has placed their post-it notes on the posters, the students will have 3-4 minutes to read the post-it notes that were placed on their own poster. The teacher will pass out a half-sheet piece of paper with the challenge questions printed on it. The teacher will call on a student to read the question aloud and then give the students five minutes to write a response to the challenge question. The class will then spend five to ten minutes discussing the students’ responses to the challenge question.
Homework:  Not recorded.

Enrichment Options
Community Connections
Parent-Home Connections Parents may be invited to class during team or individual presentations.
Field Experiences
Guest Speaker Someone who has traveled to this region of the world and can share pictures, artifacts or experience with the culture.

Cross-Curricular Extensions
Extension Subject Description
Extension 1 Language Arts; Book reading assignment

Reflection
After completing this project, I have come to realize that more time is needed for the students to effectively create their individual products. In order to create a poster that thoughtfully displays the students' researched responses to the individual questions, students need time to find or reproduce maps of ancient civilization, gather images to place on their poster that represent their ancient civilization, and to ensure that the students' responses are thorough, in-depth, and well written. In retrospect, I might also consider two individual product options to allow students to chose the product that most interests them and/or addresses their academic strengths.

Teacher Sarah Sandoval
School BCPSS, Teach For America
County Baltimore City

 

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