Students will be able to locate different regions of the world in physical and political maps.
Students will be able to identify regions of the world, their ecosystems, and climates.
Students will learn how people form different regions of the world trying to deal with environmental limitations make decisions to increase production and economic opportunity.
Students will collect geographical, political, social, and economic data from diverse research sources (Internet, Atlas, Encyclopedia) and they will present it visually, orally and in writing designing a website.
Students will be able to identify the different characteristics of the early civilizations: settled life, farming, long distance trade, population growth, accumulation of wealth, emergence of social class divisions due to labor specialization, political and bureaucratic structures, different belief systems, and advances in sciences, arts and technology.
Students will individually read, interpret, analyze, and summarize information from different sources in order to understand the origins of different civilizations.
Students will listen to and read from different sources in English in order to gather, organize, and discuss information with their peers in the development of their collaborative projects.
Students will apply learning strategies to visualize, examine, predict, analyze, synthesize, and evaluate a variety of materials. Such strategies include using prior knowledge, context cues, predicting, and critical thinking skills.
Students will share information about the topic with their peers and they will summarize, organize, and present the basic information of their project using a variety of technological resources such as google web maker, Power Point, and Picassa.
Students will note the importance of individual responsibility for the progress of the whole group.
STANDARD 2: World History Performance Indicators: Commencement, 2 : Establishing time frames, exploring different periods, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations. Commencement, 3 : Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. Social Studies Standards
STANDARD 3 : Students will listen, speak, read, and write in English for critical analysis and evaluation. Performance Indicator 4: Students will evaluate students’ own and others’ work, individually and collaboratively, on the basis of a variety of criteria, and recognize how chosen criteria affect evaluation. Criteria include visual presentation; clarity of ideas; logic; originality; comprehensiveness; and use of English vocabulary, grammar, and register. (L, S, R, W) STANDARD 4: Students will listen, speak, read, and write in English for classroom and social interaction. Performance Indicator 6: Students will understand and use a variety of context-specific oral communication strategies in American English for a range of personal and academic purposes. Such strategies include making confirmation checks, clarifying or requesting clarification, paraphrasing, and repairing miscommunication. (L, S) ESL Standards
The teacher introduces the Unit about Ancient Civilizations through the blog, using the map of Ancient Civilizations.As a Diagnostic Assessment, the teacher can use a KLW chart to elicit students' previous knowledge of Ancient Civilizations.
2. GUIDED PRACTICE:
Individually, students will watch a short video about early civilizations and they will answer questions about it.
Students share their answers with their group and they report it to the rest of the class.
4. HOMEWORK/FOLLOW UP:
Students will design a time line for homework that includes the basic dates included in the video about Ancient Civilizations.
Students spend the first part of the class working in groups to present their projects.
2. GUIDED PRACTICE:
Each group presents their project while the rest of the class takes notes about each others presentations.
Students write a three paragraph free-write about one of the civilizations that they have not prepared summarizing the content and their impressions of the project. Students will send these reflections by e-mail to the members of other groups.
Students complete their assessments about their experiences. Working in groups.
4. HOMEWORK/FOLLOW UP:
Students will use www.SurveyMonkey.com to prepare a questionnaire of the 10 most important points of their civilization that will be used as a final assessment of this project.