Plan
| Week 1 |
Day 1
|
Day 2
|
Day 3
|
Day 4
|
|---|---|---|---|---|
| Activities |
Project Launch: Trade and Culture Exchange Fair - Students participate in a dynamic fair, setting up booths to represent different ancient civilizations of the Fertile Crescent, role-playing to trade replica goods and exchange ideas about trade routes and cultural diffusion. (45 min)
|
Introduction to Mesopotamian Civilizations - Students explore the myWorld Interactive World History textbook, focusing on Mesopotamian civilizations, geographic influences, and key innovations. (20 min)
Reflective Journaling: Historical Perspective - Students write a journal entry from the perspective of a historical figure from Mesopotamia, reflecting on socio-emotional experiences and the impact of laws and governance. (25 min)
|
Research on Assyrian and Persian Empires - Students conduct research on the governance systems and societal impacts of the Assyrian and Persian Empires, using online resources and textbooks. (20 min)
Collaborative Discussion: Geographic Influence - Students engage in group discussions to analyze how geographic features influenced the development and interactions of ancient civilizations. (25 min)
|
Cultural Exchange Exploration: The Phoenicians - Students investigate the role of trade and cultural exchange among the Phoenicians, discussing how these contributed to the spread of ideas and technology. (20 min)
Reflection and Group Timeline Creation - Students begin creating a collaborative timeline project documenting key innovations and contributions of Mesopotamian civilizations, discussing their impacts on today's world. (25 min)
|
| Deliverables |
1. A completed role-play activity during the 'Trade and Culture Exchange Fair' where each student participates in representing a civilization.
2. Annotated notes from textbook research on the geographic features of the Fertile Crescent and their influence on civilizations. 3. Reflective journal entries from the perspective of historical figures, focusing on socio-emotional experiences and governance impacts. 4. Initial entries on the collaborative timeline, documenting key Mesopotamian innovations and their historical significance. |
|||
| Preparation |
1. Gather materials for the 'Trade and Culture Exchange Fair,' such as booth supplies, replica goods, and informational cards about each civilization.
2. Prepare myWorld Interactive World History textbooks and supplementary resources for student research. 3. Create journal prompts for the reflective writing activity and provide examples of historical figures students can choose to write from. 4. Set up a digital or physical timeline tool where students can collaboratively add their research findings. |
|||
| Week 2 |
Day 5
|
Day 6
|
Day 7
|
Day 8
|
|---|---|---|---|---|
| Activities |
Analyzing Mesopotamian Innovations - Students use textbooks and online resources to identify key innovations of Mesopotamian civilizations, discussing their historical significance and modern impact. (20 min)
Interactive Timeline Workshop - Students collaborate in groups to refine their timeline projects, focusing on integrating the historical innovations and contributions of Mesopotamian civilizations. (25 min)
|
Debating Assyrian and Persian Governance - Students engage in structured debates, taking roles as historical figures from the Assyrian and Persian Empires to argue for or against specific laws and governance systems. (20 min)
Peer Feedback Session - Students present their debate arguments to peers, receiving feedback on historical accuracy and persuasive techniques, and revising their arguments accordingly. (25 min)
|
Exploring Phoenician Trade Networks - Students investigate the Phoenicians' trade routes and cultural exchanges, using maps and historical texts to understand their influence on neighboring civilizations. (20 min)
Role-Playing Simulation: Phoenician Traders - Students participate in a simulation as Phoenician traders, negotiating with neighboring civilizations and reflecting on the cultural and technological exchanges that occurred. (25 min)
|
Collaborative Exhibit Design - Students begin designing interactive exhibits for the 'Civilizations Fair,' focusing on demonstrating their understanding of the interconnectedness of the Fertile Crescent civilizations. (25 min)
Reflective Journaling: Societal Impacts - Students write reflective journal entries from the perspective of a citizen in the Fertile Crescent, considering the impact of trade, religion, and governance on their daily life. (20 min)
|
| Deliverables |
1. Revised multimedia project drafts based on peer feedback.
2. Reflective journal entries from the perspective of historical figures. 3. Documented feedback and action plan from the mid-project critique session. |
|||
| Preparation |
1. Gather materials for role-playing simulation (e.g., role cards, scenario descriptions).
2. Set up a virtual platform or classroom space for peer review sessions. 3. Prepare reflective journal prompts and guidelines for students. 4. Organize a panel of peers and teachers for the mid-project critique session. 5. Ensure access to resources needed for multimedia project revisions. |
|||
| Week 3 |
Day 9
|
Day 10
|
Day 11
|
Day 12
|
|---|---|---|---|---|
| Activities |
Final Exhibit Preparation - Students finalize their interactive exhibits for the 'Civilizations Fair,' ensuring their displays effectively demonstrate the interconnectedness of Fertile Crescent civilizations. (25 min)
Peer Review and Feedback - Students exchange exhibits with peers, offering and receiving constructive feedback on content clarity and presentation effectiveness, making necessary adjustments. (20 min)
|
Skits and Role-Playing Rehearsal - Students rehearse their skits depicting a day in the life of an ancient civilization citizen, focusing on integrating aspects of religion, trade, and innovations. (25 min)
Reflective Journaling: Insights and Learning - Students write journal entries reflecting on the insights gained from preparing their skits, considering the cultural and societal impacts of their civilization. (20 min)
|
Multimedia Project Finalization - Students complete their multimedia projects exploring the interconnectedness of civilizations, ensuring the inclusion of geographic influences, trade, and cultural exchanges. (30 min)
Self-Assessment and Goal Setting - Students self-assess their projects using a rubric and set personal goals for any final adjustments needed before presentations. (15 min)
|
Ancient Leaders' Summit - Students perform skits and participate in debates as historical figures, discussing laws, governance, and societal impacts, followed by a panel discussion with invited history experts. (45 min)
Cultural Connections Expo - Students present their interactive exhibits, engaging with peers and guests in live Q&A sessions to discuss the interconnectedness of civilizations through trade, religion, and technology. (45 min)
|
| Deliverables |
1. Finalized multimedia projects demonstrating the interconnectedness of Fertile Crescent civilizations.
2. Skits and debates performed at the 'Ancient Leaders' Summit', showcasing historical accuracy and engagement. 3. Exhibits and artifacts presented at the 'Cultural Connections Expo', reflecting the significance of Mesopotamian innovations. 4. Reflective journal entries from the perspective of historical figures, assessing socio-emotional experiences and impacts of laws. 5. Self-assessment rubrics completed, with personal learning goals set for future exploration. |
|||
| Preparation |
1. Arrange for history experts and global history podcasters to participate in the 'Ancient Leaders' Summit' and 'Cultural Connections Expo'.
2. Ensure all materials for skit performances and multimedia presentations are readily available, including costumes, props, and technological equipment. 3. Prepare exhibit space for the 'Cultural Connections Expo', including tables, display boards, and digital projectors. 4. Create rubrics for self-assessment activities and reflective journaling prompts. 5. Set up virtual platforms for live Q&A sessions with global podcasters, ensuring all students have access. |
|||