ASSESSMENTS LESSON ONE:

Do Now (Entry Slip):

Students will see a map of Ancient Mesopotamia on the board. They will be asked to go up to the
board and jot down any physical attributes they see. Students will be allowed to use markers to
draw arrows, circles, stars etc.. to highlight their findings. They will then be given 2 minutes to
share their findings with a partner..
- What do you see? Do this map remind you of anything? How do you think rivers,
mountains, and deserts are connected? How can they affect a civilization?
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Guided Practice:
Students will watch an Ancient Mesopotamia geography video that will recap what they have
learned. Students will answer the follow questions as they watch:

Name:
Date:

1. How does the speaker connect geography and civilization? What were some examples he
gave?
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2. What were some important points the speaker made? Do you agree with him? Why/Why
not?
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EXIT SLIP
Directions: You will reflect on class today. Students will complete an exit slip on how river
valley civilizations are shaped by their surrounding geography.

Name and date​​: ________________________________________________

1. What are the benefits of the Tigris and Euphrates Rivers?

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2​. ​What are the downfalls of the Tigris and Euphrates Rivers?
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3. What do mountains and deserts provide?

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4. What is the Fertile Crescent and what purposes does it serve?

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5. Would you consider settling along side the Tigris and Euphrates Rivers? Why/Why
not?
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 ASSESSMENT LESSON TWO

Do Now (Entry Slip):

● Students will see pictures of ziggurats and cuneiform on the board. They will take notes
on what they observe and share their findings with a partner.
○ What do you see? Do these pictures remind you of anything? How do you think
they are connected?
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Guided Practice:
Students will watch a “Ted Talk” on Language and Culture and will answer the follow questions
as they watch:

Name:
Date:

1. How is language connected to culture? What are some examples Lera Boroditsky gives?
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2. Do you agree with Lera Boroditsky argument(s)? Why/Why not?

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Independent Practice:

Name: _______________________________

Date: ________________________________

1. What is cuneiform?
a. wedge-shaped characters used in the ancient writing systems of Mesopotamia on
clay tablets
b. an ancient language in which the Hindu scriptures and classical Indian epic poems
are written
c. a system that employs characters in the form of pictures
d. a tactile writing system used by people who are visually impaired

2. What is agriculture?
a. an amount of something left over when requirements have been met; an excess of
production or supply over demand
b. a structure carrying a road, path, railroad, or canal across a river, ravine, road,
railroad,​ or other obstacle
c. the cultivation of land and breeding of animals and plants to provide food and
other products to sustain and enhance life.
d. hunting, fishing, and harvesting wild food

3. What does having “surplus” mean?

a. a period of excessively hot weather, which may be accompanied by high humidity
b. a prolonged period of abnormally low rainfall; a shortage of water resulting from
this.
c. Having tension with a friend
d. an amount of something left over when requirements have been met; an excess of
production or supply over demand.

4. What is a ziggurat?
a. a building used for public Christian worship.
b. a Muslim place of worship.
c. a part of a city, especially a slum area, occupied by a minority group or groups
d. An ancient temple tower consisting of a lofty pyramidal structure built in
successive stages with outside staircases and a shrine at the top

5. ** BONUS ** What is silt?

 a. a substance, such as mud or dust, that soils someone or something.
b. a loose granular substance, typically pale yellowish brown
c. fine sand, clay, or other material carried by running water and deposited as a
sediment, especially in a channel or harbor.
d. a loose aggregation of rock fragments

6. ** BONUS** What is Miss. Cokinos’ middle name?

a. Sophia
b. Maria
c. She doesn’t have one
d. Christine

ASSESSMENTS LESSON THREE

Guided Practice:
Students will watch a video from this History Channel on the birth of farming and will answer
the follow questions as they watch:

Name:
Date:

1. How did farming start? What were some examples / situations that were talked about?
What were some strategies/tools that were used?
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2. Do you agree with the speaker? Why/Why not?

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Independent Practice:
Students will complete a t-chart comparing hunter/gatherers and farmers.
Hunter Gatherers Farmers
SUMMATIVE ASSESSMENT:
You are a farmer in Ancient Mesopotamia with a family. You need to compose a convincing
proposal to the local government as to why settling down near the Tigris River will be
beneficial or detrimental for Ancient Mesopotamian society / civilization. A decision must
be made in 3 days, you must have 3 separate arguments in favor of your situation. Your
proposal must include specific details and examples, as well as state your argument and
acknowledge the counter argument. You are to convince fellow farmers, merchants,
craftsmen
and other peers of your argument as well. It is important that you do well because the local
government is looking for a well written proposal with an enticing and detailed argument as
to why settlement alongside the Tigris River can be beneficial or detrimental. You should
include outside quotes, academic wording, and proper spelling and grammar. This is a do or
die situation - so impress your audience!
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G-​​ Create a proposal for or against settling along side the Tigris River
R-​​ A farmer
A-​​ The local government, fellow farmers, merchants, craftsmen and other peers.
S-​​ You need to compose a convincing proposal to the local government as to why settling down
near the Tigris river could beneficial or detrimental to Ancient Mesopotamian society /
civilization. A decision must be made in 3 days, you must have 3 separate arguments in favor of
your situation.
P-​​ Be as detailed and creative as possible so you can convince the local government of your
argument. Explain why even though there are upsides/downsides, that your position holds water.
S- ​Convincing and detailed proposal with 3 seperate arguments.You should
 include outside quotes, academic wording, and proper spelling and grammar.
EVALUATIVE CRITERIA LESSON ONE

I. Entry Slip (Observation Notes)

A. Not Graded

II. Guided Practice Evaluative Criteria

A. Not Graded

III. Exit Slip Evaluative Criteria

3 Points = Full Credit includes:

1. Addresses the connection between geography and civilization
2. Uses correct punctuation in analysis.
3. Essentially gives a summation of what was learned
2 Points = Partial Credit includes:
1. Only addresses geography or civilization
2. Leaving answers vague and without clarity/detail
1 Point = Minimal Credit includes:
1. Questions are unanswered
2. No detail nor analysis of what was learned

EVALUATIVE CRITERIA LESSON TWO

I. Entry Slip (Observation Notes)

A. Not Graded
II. Guided Practice Evaluative Criteria
A. Not Graded

II. ​Quiz Evaluative Criteria:

3 Points = Full Credit includes:

1. Answers all the questions, correctly
2 Points = Partial Credit includes:
1. Answers some of the questions correctly
1 Point = Minimal Credit includes:
1. Quiz is incomplete
 EVALUATIVE CRITERIA LESSON THREE:

I. Guided Practice Evaluative Criteria

A. Not Graded

II. T - Chart Evaluative Criteria

3 Points = Full Credit includes:
1. Makes a distinct comparison between hunter gatherer and farmer.
2. Using correct punctuation, grammar and appropriate verbiage.
3. There are 3 points on each side of the t-chart
2 Points = Partial Credit includes:
1. Showing some understanding of river-valley civilizations in Mesopotamia. Some details,
vocabulary and themes are present.
2. A couple of grammar, spelling, and punctuation errors.
3. There are 2 or fewer points on each side
1 Point = Minimal Credit includes:
1. Assignment is incomplete

EVALUATIVE CRITERIA SUMMATIVE ASSESSMENT:

3 Points = Full Credit includes:

1. Sharing knowledge and full understanding of river-valley civilizations in
Mesopotamia by using details, vocabulary, and themes learned.
2. Using correct punctuation, grammar and appropriate verbiage in analysis.
2 Points = Partial Credit includes:
1. Showing some understanding of river-valley civilizations in Mesopotamia. Some
details, vocabulary and themes are present.
2. A couple of grammar, spelling, and punctuation errors.
1 Point = Minimal Credit includes:
1. Showing little understanding of river-valley civilizations in Mesopotamia. Details,
vocabulary and themes are completely disregarded.
2. Only answering one part of the question
3. Using improper grammar and spelling in many areas of reflection.
II. Summative Assessment Rubric:

Category Effective(3 Points) Developing(2 Points) Ineffective(1 Point)

Argumentative Essay The essay explicitly The essay conveys an The essay is not clear /
states an argument argument has no argument
AND BUT OR
Explains in detail what The explanation There is no argument.
the pros or cons are to disregards detail
settling down along the ____________
Tigris River.
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Form Students compose their Students compose their Students lack

essay in a creative and essay using creativity organization or clear
organized way with an BUT outlining and creativity
introduction, thesis Lacks organization or OR
statement, supporting clear outlining, and Students do not
evidence, and a rarely touch upon the acknowledge the
conclusion. opposing argument. opposing argument
AND
Students acknowledge
the opposing argument
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Grammar and Vocab There are no spelling The essay has a few The essay exhibits
mistakes spelling mistakes many spelling mistakes.
AND AND OR
Punctuation is precise Punctuation is The essay has many
throughout the essay inconsistent throughout punctuation errors.
AND the essay OR
Academic words as AND There are a
well as vocabulary Academic words as minimal/rarely any
words from class well as vocabulary academic
lectures and the words from class words/vocabulary
textbook are lectures and the words from class
implemented into the textbook are vaguely lectures and the
essay. implemented into the textbook
essay.
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