Early Civilization Team Teach Unit Plan

Unit Theme: Early Civilizations

Grade level: ​11th Grade

Timeline (quarter/semester): ​3 weeks

Team Alesia Prince Subject 1

Members Hannah Davis Subject 2

Subjects World History

Subject 1-Prehistory,hunter gather,agriculture, and Ancient
Religions
Subject 2-Ancient Greece, Rome, and China

1. Essential Question: ​How have changing patterns of cultural advancements, innovations, and
contributions between humans affected human life throughout the ages?

2. Prior Knowledge Activity/Assignment:

Subject 1 ​Using a circle design, students will be introduced to me and my

teaching philosophy, UPO I, and create rules for the class. The class will begin
with a community building exercise called ball toss. The section should take 20
minutes with relationship building as the focus.

Subject 2​​ Using the worksheet, students will be given a list of 10 modern Worksheet link:
inventions. They will be asked who they think invented them. After completing Inventions
that, they will research who invented them, and write them on the worksheet. Worksheet
This will be followed by a brief discussion.

3. Subject 1 TEXT Subject 2 TEXT Subject 1:​​ /​Article

Voyages in World History -Article: Invention or Adaption: What did the -Controversy of
Romans really do for us? Origin
-Voyages in World History Textbook Subject 2:
Invention or
Adaptation: What
did the Romans
really do for us?

4. Lecture/Slideshow/Guided Notes based on the text

Subject 1: PO1 Lesson Plan link:

Hunter Gatherer
 Hunter Gatherer to
sedentary/agricultu
re development

Subject 2 ​PO3-4 is divided into two seperate lectures. The Lesson Plan link:
first lecture covers PO3, a general overview Ancient Greece Lesson Plan
and Rome. There is a “Think-Pair-Share” activity. The Ancient Greece
second lecture, the following day, covers a general overview and Rome:
of the Chinese Empires. There is a “JigSaw” activity. Guided Ancient Greece
notes will be used for both lectures. and Rome
Powerpoint
Ancient China:
Ancient China
Powerpoint

5. Close reading assignment using appropriate selections of text (where the students read and
re-read the text using a guide of questions/activity).

Subject 1: Hunter Gatherers discovered the Fertile Crescent between the Tigris Lesson Plan link
and Euphrates Rivers. They settled down and developed agriculture and trade Agriculture/Sede
Students will read the textbook for homework. Using the KWL process in class ntary
an graphic organizer will be completed. Students will journal about the Civilizations
process..

Subject 2: The students will read “Invention or Adaption: What did the Romans Lesson Plan link:
really do for us?” and answer a QtA question guide. Invention or
Adaptation: What
did Romans
really do for us?"

6. Kahoot/Quizlet for Subject 1 Kahoot/Quizlet for Subject 2 link:

link: Kahoot!
Quizlet

7. ​Writing assignment using a graphic organizer (could be combined subject matter and work with #8)

Subject 1: Using the KWL procedure students will take notes from the lecture Voyages in the
on religions. The lecture will deal first with polytheism and monotheism World History
religions. A KWL organizer will be modeled in class using polytheism,
monotheism, Zoroastrianism and Judaism. A summary of the process will be
journaled: one paragraph, 5-6 sentences.
 Subject 2: Using Popplet, students will create a graphic organizer for their Lesson Plan
vocabulary words from the textbook. After, students will write a 2-3 paragraph link:​Lesson Plan
story using at least ten of their vocabulary words.
Group
For homework for the next day, students will conduct research for their small Discussion
group discussion. Students will pick their favorite empire (whether Greece, Lesson Plan
Rome, and China), and will have to defend it in a small group discussion. The
lesson plan for “Small Group Discussion” Day is attached.

8. ​Final project/assessment that combines the two subjects -needs rubric

Students will create their own Empire. Students will be put into groups of four by Shared lesson
the teachers. The project includes the following: plan link:
Assessment
1) Students will create a brochure of the Empire’s: name, location, Lesson Plan
members, type of government, and characteristics. (created by both
2) Students will make a poster timeline of their Empire starting the dawn of teachers)
man to Roman/Greece era.
3) Students will create either a: drawing, movie, 3D representation, or Rubric: ​"Create
poster to create a map of their Empire. an Empire"
4) “Day in the Life” Diary Entry Rubric
5) Students will present Empire to their peers

Students will individually write a 2-3 paper of how their Empire

developed

9. ​Identify the State Standards being met for each subject (search reading, writing, speaking, listening as
key words): ​http://www.azed.gov/standards-practices/​ Aim to have 5-7 each subject.

PO. 1 A study of The 11-12.R 11-12. 11-12.RH. People of

Subject 1 Describe the World geographi H.1. Cite RH.3. 7. different
development History is c, political, specific Evaluat Integrate regions
of early integral for economic textual e and developed
prehistoric students to and evidence various evaluate unique
people, their analyze the cultural to explan multiple civilization
agriculture, human characteri support ations sources of s and
and experience stics of analysis for informatio cultural
 settlements. through early of actions n identities
time, to civilization primary or presented characteri
recognize s and events in diverse zed by
the significantl secondar and formats increased
relationship y y determi and media interaction
s of events influenced sources, ne (e.g., , societal
and people, the connecti which visually, complexity
and to developm ng explan quantitativ and
interpret ent of later insights ation ely, as competitio
significant civilization gained best well as in n.
patterns, s. from accord words) in
themes, specific s with order to
ideas, details to textual address a
beliefs, and an evidenc question
turning understa e, or solve a
points in nding of acknow problem.
American the text ledging
and world as a where
history. whole the text
Students leaves
should be matters
able to uncerta
apply the in
lessons of
World
History to
their lives
as citizens
of the
United
States and
members of
the world
community

HS.SP3.3 HS.SP3.8 HS.H1.7 HS.H4.2 HS.H1. HS.SP3.4 HS.SP2.1

Analyze the Present Analyze Explain 2 Evaluate Analyze
Subject 2 relationship arguments how how Explain the how
between and technologi artistic, and credibility contexts
primary explanation cal philosop compar of a shaped
sources and s that innovation hical, e how source by and
the feature and trade and social, examining continue
secondary ideas and has scientific cultural how to shape
interpretation perspective affected ideas , and experts people’s
s made from s on issues economic have environ value the perspectiv
them and topics developm develope mental source. es.
including to reach a ent and d and factors
possible range of transforme shaped influenc
limitations in audiences d society ed
various kinds and venues societies. and state-b
of evidence using print, institutio uilding,
and differing oral, and ns. expansi
secondary digital on, and
 interpretation technologie dissolut
s. s. ion

10​​. Unit Calendar

Subject 1 and Calendar has a day-by-day breakdown of the unit. It is ​Calendar

Subject 2 broken up by teacher and lists the activities for the day. A
key is provided.