DAYS

ASSIGNMENTS

1

ü Introduce yourself to ancient Mesopotamia’s geography by reading the following website.

ü When you are finish reading, complete the following Venn diagram in which you compare the geography of Mesopotamia with the geography of Egypt.

2

ü Learn about ancient Mesopotamia’s history by reading the following website.

ü When you are finish, you will create a flipbook in which you describe the history of ancient Mesopotamia. Use the following as topic labels on your flipbook pages:

o   Sumerians (nomads)

o   Sumerians (farmers)

o   Sumerian’s city states

o   Sumerians’ religion

ü You will only need four flipbook pages.

3

ü Read about the importance of trade in ancient Mesopotamia on this website.

ü At the end of the webpage, select story and choose one of the three merchants. After traveling and trading with your merchant, write a letter to your mother that describes ancient Mesopotamia’s economy (trade). Your letter should include a heading, a body with a minimal of two paragraphs, and a closing.

4

ü As a class, discuss King Hammurabi and his famous code of laws. To learn more about him, go to this website.

ü For your final project, your group will need to go to this website and select one of King Hammurabi’s laws to portray in a storybook or a dramatic skit. Please select a law from #1- 16.

ü As a group (no more than 3 people), discuss how you plan on portraying this law.

o   Will you create a storybook with illustrations to read to the class?

OR

o   Will you create a skit with props and perform it?

ü Refer to the project’s rubric before starting.

5

ü Continue to work on your final project with your group.

ü Each person in the group must have a specific responsibility.

6

ü Finalize your group’s project by practicing your presentation.

7

ü Presentation Day

8

ü Presentation Day

Attempted

18 points

Developing

19-22 points

Proficient

23-24 points

Exemplary

25 points

Venn Diagram

ü  3 comparisons from the website

ü  Includes title and labels

ü  4 or 5 comparisons from the website

ü  Includes title and labels

ü  6 or 7 comparisons from the website

ü  Includes title and labels

ü  8 or more comparisons from the website

ü  Includes title and labels

Flip Chart

ü  Flip chart has 4 labeled pages.

ü  Each page contains 1 sentence summarizing the info on the website.

ü  Flip chart has 4 labeled pages.

ü  Each page contains 2 sentences summarizing the info on the website.

ü  Flip chart has 4 labeled pages.

ü  Each page contains 3 sentences summarizing the info on the website.

ü  Flip chart has 4 labeled pages.

ü  Each page contains 4 or more sentences summarizing the info on the website.

Letter

ü  Zero examples from website.

ü  Difficult to read because of errors.

ü  Incomplete

ü  1 example from the website.

ü  Choppy writing with several errors.

ü  Missing component such as heading.

ü  2-3 examples from the website.

ü  Few errors with nice transitions.

ü  One paragraph in body.

ü  4 or more examples from the website.

ü  Smooth writing with zero errors.

ü  Includes heading, 2 paragraphs and closing.

Presentation

ü  Your skit or storybook is loosely based on one of Hammurabi’s laws.

ü  It lacks creativity.

ü  You were not prepared to present.

ü  Your skit or storybook is based on one of Hammurabi’s laws.

ü  It lacks creativity.

ü  You were not prepared to present.

ü  Your skit or storybook is based on one of Hammurabi’s laws.

ü  It is creative with props or colored pictures.

ü  It is organized.

ü  Your skit or storybook is based on one of Hammurabi’s laws.

ü  It is creative and original with props or colored pictures.

ü  It is organized.

7.1.1

Identify and compare the rise of early agricultural river valley civilizations in Africa and Asia.

7.1.3

Trace steps in the development of written language, including the evolution of Sumerian cuneiform, Egyptian hieroglyphics and Chinese calligraphy.

7.2

Students will trace the development of different forms of government in different historical eras and compare various contemporary political structures in Africa, Asia, and the Southwest Pacific in terms of power, approach to human rights, and roles of citizens.

7.3.3

Identify and describe major physical characteristics of regions in Africa, Asia, and the Southwest Pacific.

7.3.10

Describe the limitations that climate and land forms place on land or people in regions of Africa, Asia and the Southwest Pacific.

7.3.11

Identify and explain the importance of the early cultural hearths in the Nile River Valley, Mesopotamia, the Indus River Valley and the Huang River Valley.

7.4.4

Trace the development and change over time of the economic systems (traditional, command, market and mixed) of various cultures, societies or nations in Africa, Asia and the Southwest Pacific.

7.2.2

Locate information by using a variety of consumer and public documents.

7.4.1

Organization and Focus: Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing

7.4.7

a computer to create documents by using word-processing skills and publishing programs; develop simple databases and spreadsheets

7.5.5

Write summaries of reading materials that:

•          Include the main ideas and most significant details.

•          Use the student's own words, except for quotations.

•          Reflect underlying meaning, not just the superficial details.

7.5.7

Write for different purposes and to a specific audience or person, adjusting style and tone as necessary to manage information and prepare reports.

7.7.3

Organization and Delivery of Oral Communication: Organize information to achieve particular purposes and to appeal to the background and interests of the audience.

1. Creativity and Innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Students:

a. apply existing knowledge to generate new ideas, products, or processes.

b. create original works as a means of personal or group expression.

c. use models and simulations to explore complex systems and issues.

d. identify trends and forecast possibilities.

2. Communication and Collaboration

Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.

Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats.

c. develop cultural understanding and global awareness by engaging with learners of other cultures.

d. contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency

Students apply digital tools to gather, evaluate, and use information.

Students:

a. plan strategies to guide inquiry.

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks.

d. process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Students:

a. identify and define authentic problems and significant questions for investigation.

b. plan and manage activities to develop a solution or complete a project.

c. collect and analyze data to identify solutions and/or make informed decisions.

d. use multiple processes and diverse perspectives to explore alternative solutions.