Ohio Standards Connections:

7^th Grade World History

Benchmarks:

1. Describe the political and social characteristics of early civilizations and their enduring impact on later civilizations.

2. Compare cultural practices, products and perspectives of past civilizations in order to understand commonality and diversity of cultures.

3. Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government.

4. Explain reasons that people, products and ideas move from place to place and the effects of that movement on geographic patterns.

5. Compare the defining characteristics of democracies, monarchies, and dictatorships.

6. Present a position and support it with evidence and citation of sources.

7. Work effectively in a group.

Lesson Summary:

Students were assigned groups (4 per group) and then chose one of six ancient civilizations. Following the selection of their topic, students then had to split up responsibilities in their group (Ex. Government, Religion, Scientific and Cultural Contributions, Slavery and Systems of Labor, and Leisure Activities). After deciding their responsibilities, students then researched in their textbooks and on www.beyondbooks.com to develop their argument as to why their civilizations were the greatest. Also, students had to look at the other civilizations to find the negative aspects that will help support their claim about their own civilization as well. Students had deadlines to meet with their research throughout the process to ensure that they were on task (the sheet to monitor this part is an attachment).

Estimated Duration:

Ten school days

Commentary:

Pre-Assessment:

I looked at the curriculum that the sixth graders were supposed to have learned the previous year, and asked them (orally) some basic questions to see what they had and had not studied. I also asked them some questions from previous test that I had given to see how much they knew going into the project. We also did the mock debate to show the students how the research process was going to work.

Scoring Guidelines:

There were not any scoring guidelines as far as the issuing of grades, but I did get an idea of how much the students knew at the outset of the project. The mock debate was not scored either, but as I mentioned in the first lesson, it was clear whether or not the students worked as a group and took a position and supported it because each student had to present their argument.

Post-Assessment:

We had a class debate to allow the students to use their research and argue why their civilizations were the greatest (and to also use their research to explain why other civilizations were not).

Scoring Guidelines:

Students were given the rubric that I was going to use to score their debate at the beginning of the project (*The rubric is an attachment).

Instructional Procedures:

· Students were put into groups of four

· Students chose a topic

· Students chose individual responsibilities within their group

· Students had to find five main points about their individual responsibility in not only their own civilization, but every other civilization as well (the negative points about other civilizations).

· Students were given a sheet that monitored their progress that I checked at each deadline

· Students were also given the rubric for their debate and informer-stimulator piece.

· Students were also given a sheet that cited some important subtopics under their own individual topic that would help guide their research (sheet is attached).

· I showed the students how to “surf” around www.beyondbooks.com to find information about their topics.

· Students went to the computer lab to research, and also used their textbooks as well.

· Students had to either copy and paste or take notes from www.beyondbooks.com or their textbook, and were not allowed to print unless I gave them permission.

· Students were told to keep all research papers in the Project Section of their class notebook.

Differentiated Instructional Support

The number of main points that I had my Inclusion students research was fewer than the rest of the students (three instead of five).

Extension

I encourage the students to keep their eyes open for History Channel and Discovery Channel programs that provide extended interesting content to supplement our classroom studies. For example, I know that some of my students recently watched some of the programming on the Roman Gladiators.

Homework Options and Home Connections

Students were free to research outside of class to stay ahead and meet important deadlines. For students that did not have computers at home, the class time and media tech time that Mrs. Porter allowed the students to have was sufficient for the project.

Interdisciplinary Connections

The research component of the project could extend into about any subject area. For example, students could take various authors in Reading class and try to prove which author has had the greatest impact on the literary world.

Materials and Resources:

For teachers	Textbook- Human Heritage, www.beyondbooks.com, rubric for debate and informer-stimulator piece, Research Deadline Sheet
For students	Textbook- Human Heritage, www.beyondbooks.com, rubric for debate and informer-stimulator piece, Research Deadline Sheet, research that covers five main points about their civilization and the other remaining

Key Vocabulary

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Research Connections

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General Tips

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Attachments

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