Assignment: Mesopotamia and Sumer

Transcription

1 Mon, Sep 24, Gain information on the geography of Mesopotamia and Sumer. 2. Decide as a group which unit challenge they will complete and begin to gather information for their final project. Divide the class into two groups. Students will receive the unit challenge worksheet and given the choice to give an oral presentation and/or written statements in response to the challenge. I will read the challenges out loud and make sure that all terms and concepts are understood. Groups will be asked to complete Part One of their worksheets (Getting Started). They should discuss and write down their thoughts, based on their current knowledge for how they might respond to the selected challenge. Mesopotamia and Sumer SmartBoard: Mesopotamia and Sumer Mesopotamia and Sumer Challenge worksheet 4 index cards green marker red marker Input- SmartBoard Presentation: Mesopotamia and Sumer; short videos Students will make selections to trivia questions on Mesopotamia and Sumer and explain why they chose the answer they chose. Students will particpiate by selecting answers as a team of three to trivia questions and defend their reasoning for the selections. Students will respond to the answer after it is revealed. Remind students to take notes on the challenge activity they chose as they hear the information. 1. Why did you select that answer? 2. Were you surprised by the answer? Why or why not? 3. What does Mesopotamia mean? Monitor students orally as a group for understanding. Remind students to take interesting notes to add to their unit challenge. 1. Ask students to read a loud some of the notes they recorded during the presentation. 2. Remind students to keep their unit challenge papers in their folders in the classroom to use each day that we are exploring the Mesopotamia and Sumer Civilizations. Remembering; Understanding

2 Tue, Sep 25, Gain information on the development of the wheel, its purpose, and its uses today. 2. Identify where and when the wheel was invented. Inventors of the Wheel Inventors of the Wheel worksheet Input- Video: Mesopotamia: Nomads to Farmers Students will take notes during the video on facts of the Mesopotamia and Sumerian civilizations for their unit challenge. Students will work is groups of 2-3 to read an information page on the inventors of the wheel and how it improved daily life. 1. What were some of the ways that having the wheel helped the Mesopotamian society? 2. What are some other inventions by the Mesopotamian civilizations? Monitor students individually as they work in groups of 2-3 to complete their worksheet. Remembering; Understanding; Analyzing

3 Wed, Sep 26, Identify the key geographic features of Mesopotamia. 2. Understand and identify the geographic and cultural factors that led to the development of the Mesopotamian civilization. 3. Identify the region known as the "Fertile Crescent" on a map. 4. Gather information for unit challenge. On a sheet of paper, list three interesting facts about ancient Mesopotamia. Mesopotamia and Sumer SmartBoard: Mesopotamia and Sumer Ancient Mesopotamia Map worksheet Answer cards (ABCD) Input- SmartBoard Presentation: Mesopotamia and Sumer; short videos Students will make selections to trivia questions on Mesopotamia and Sumer and explain why they chose the answer they chose. 1. Students will particpiate by selecting answers as a team of three to trivia questions and defend their reasoning for the selections. 2. Students will respond to the answer after it is revealed. 3. Review the information that students recorded while listening to the presentations. 1. Why did you select that answer? 2. Were you surprised by the answer? Why or why not? 3. What does Mesopotamia mean? 4. Why would you want to live in or visit Mesopotamia? 5. What is the most important or most interesting part of Mesopotamia? Monitor students individually as they complete the map of ancient Mesopotamia. On a sheet of paper list one way that you would convince people to visit or want to live in ancient Mesopotamia.

4 Thu, Sep 27, SL.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively RH.7 - Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 1. Create an advertisement that convinces people to visit or want to live in Mesopotamia. Advertisement brochures. Unit Challenge Mesopotamia worksheet and any other notes the students recorded throughout the week. Input- Review key points of Mesopotamia and Sumer to facilitate student confidence in putting the information together to create an advertisement for poeple to move to or visit ancient Mesopotamia. 1. Demonstrate how to begin to organize the notes that they have taken throughout the week to apply to their unit challenge. 2. Demonstrate how to narrow down the information and select what they feel is the most important point to present in their advertisement. Review the information that students recorded while listening to the presentations. 1. What does Mesopotamia mean? 2. Why would you want to live in or visit Mesopotamia? 3. What is the most important or most interesting part of Mesopotamia? 4. How can you organize your information into an advertisement to encourage people to come visit or live in Mesopotamia? Monitor students groups as they organize their information and begin to brainstorm how to proceed with their advertisement (create a poster, a commercial, a brochure, etc.) Now that you have gathered your information and narrowed down the most important point, tomorrow you will work in your groups to create an advertisement that will encourage people to visit or want to live in Mesopotamia.

5 Powered by TCPDF ( Fri, Sep 28, SL.1 - Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively RH.7 - Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. 1. Create an advertisement that convinces people to visit or want to live in Mesopotamia. Advertisement brochures. Unit Challenge Mesopotamia worksheet and any other notes the students recorded throughout the week. Input- Review key points of Mesopotamia and Sumer to facilitate student confidence in putting the information together to create an advertisement for poeple to move to or visit ancient Mesopotamia. Demonstrate how to their project after they have selected the most important point to attract visitors or encourage people to live in ancient Mesopotamia. Monitor students as they work in their groups to complete their advertisement. 1. What does Mesopotamia mean? 2. Why would you want to live in or visit Mesopotamia? 3. What is the most important or most interesting part of Mesopotamia? 4. How can you organize your information into an advertisement to encourage people to come visit or live in Mesopotamia? Monitor students groups as they finalize their advertisement (create a poster, a commercial, a brochure, etc.) After reviewing your advertisment, is Mesopotamia a place that you would like to visit or live? Why or why not?