Unit 2: Early Civilizations/Earth's Energy/Human Rights

Stage 1 - Desired Results

Establish Goals:

What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?
California Science Standards
Heat (Thermal Energy) (Physical Sciences)
3. Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept:
a. Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects.
b. Students know that when fuel is consumed, most of the energy released becomes heat energy.
c. Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter).
d. Students know heat energy is also transferred between objects by radiation (radiation can travel through space).
Energy in the Earth System
4. Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept:
a. Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle.
b. Students know solar energy reaches Earth through radiation, mostly in the form of visible light.
c. Students know heat from Earth’s interior reaches the surface primarily through convection.
d. Students know convection currents distribute heat in the atmosphere and oceans.
e. Students know differences in pressure, heat, air movement, and humidity result in changes of weather.
California History and Social Science Standards
6.2 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
1. Locate and describe the major river systems and discuss the physical settings that supported permanent settlement and early civilizations.
2. Trace the development of agricultural techniques that permitted the production of economic surplus and the emergence of cities as centers of culture and power.
3. Understand the relationship between religion and the social and political order in Mesopotamia and Egypt.
4. Know the significance of Hammurabi’s Code.
5. Discuss the main features of Egyptian art and architecture.
6. Describe the role of Egyptian trade in the eastern Mediterranean and Nile valley.
7. Understand the significance of Queen Hatshepsut and Ramses the Great.
8. Identify the location of the Kush civilization and describe its political, commercial, and cultural relations with Egypt.
9. Trace the evolution of language and its written forms.
Common Core ELA Standards
Reading Literature/Informational Text
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting (working towards this skill).
Speaking or Listening
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
4. Present claims and findings (e.g., argument, narrative, informative, response to literature presentations), sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
a. Vary sentence patterns for meaning, reader/listener interest, and style.
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Technology will focus on writing online


Students will understand that . . .
  1. The pre-conditions of, and conditions in early civilizations;
  2. Energy comes from somewhere;
  3. Human rights are something we all have and can't be taken away.
• What specific understandings about them are desired?
  1. You need both food surpluses and specialization of work to build a civilization;
  2. Our energy choices make a difference in our planet and our lives.Heat is a form of thermal energy, and can move and change following predictable patterns and rules;
  3. The specific rights for children as outlined in the UN Declaration of the Rights of the Child.
• What misunderstandings are predictable?
1. Civilizations just happen. Those folks in the past are just weird and did weird things!
2. I just have to plug it in!
3, Rights are earned

Essential Questions:

What provocative questions will foster inquiry, understanding, and transfer of learning?
  1. How do societies go from small bands of hunter-gatherers to large civilizations? What are the advantages and disadvantages of that move to higher density living?
  2. Where do we get our energy from? How are heat and energy related? Where should we get it from?
  3. What rights does Esperanza NOT have that she should?

Essential Background:

• What background knowledge and skills will students need to have or be brought up to speed on and how will this be done?
Rights, inalienable

Students will know and do. . .

• Write a research report on the subject of ancient civilization
• Be able to give a short oral presentation
• Students will write lab report

Students will be able to know . . .

Stage 2 – Assessment Evidence

Performance Tasks:

Unit research paper
Weekly written assessments
By what criteria will performances of understanding be judged?

Other Evidence:

Story summaries
Science/Social Study notes
Primary Sources/Reading Comp/Social Studies Connection
Science Labs, natural observations, Food web mobile, and artwork
How will students reflect upon and self-assess their learning?

Question and concept board, radio show, discussions, survey at unit end.

Stage 3 - Learning Plan


Play: "A Family Fest" pp110-113
Read: The Epic of Gilgamesh p140
Watch: Iraq Cradle of Civilization
Video: Out of Egypt Shape of the Gods
Read: A young person’s life in ancient Egypt p198
Learn about the Nilometer and make a rain gauge
Video: Egypt the Habit of Civilization
Play: The Pyramid Builders



Learning Activities:

What learning experiences and instruction will enable students to achieve the desired results?
Social Studies
Literature/Human Rights
Unit 2 Chapter 4 Lesson 1
Mesopotamia pp146-9
Think/Ideas: Why did early
civilizations tend to develop
in river valleys?
Unit 2 Chapter 4 Lesson 2
Sumer pp152-7
Think/Ideas: What are some
of the lasting achievements
of the Sumerians?
Unit 2 Chapter 4 Lesson 3
United Lands pp160-7
Think/Ideas: What caused
Mesopotamian and Sumerian
civilization to rise and fall?
Unit 2 Earth's Energy
Chapter 3 Heat Energy
Lesson 1 Heat Flow
Think/Idea: Heat energy flows from a warmer object to a
cooler object until both are the same temperature.
Read Esperanza Rising p1- 38
What is Esperanza's life like?

What does it mean?
What does it mean for you?
What does it mean for Esperanza?

Unit 2 Chapter 5 Lesson 1
Nile Valley pp174-9
Think/Ideas: Why did
Egyptian civilization
being in the Nile Valley?
Unit 2 Chapter 5 Lesson 2
Egypt's Old Kingdom pp180-3
Think/Ideas: How was
Egyptian society organized?

Open Court:
Unit 2 Lesson 6
Her Majesty King Hatshepsut
Think/Ideas: How does Queen
Hatshepsut have herself declared King?
What was life like for an ancient Egyptian pharaoh?
Unit 2 Earth's Energy
Chapter 3 Heat Energy
Lesson 2 Waves pp174-85
Think/Idea: Energy moves from one place to another by
heat flow or by waves.
Read Esperanza Rising p39-120
What changes happen in Esperanza's life?
Create a Wikipage and develop
a research question
Start PC
Open Court Unit 2 Lesson 5
The Riddle of the
Rosetta Stone
Unit 2 Earth's EnergyChapter 3 Heat Energy
Lesson 3 Fuels: Our Major Energy Source pp186-97
Think/Idea: When a fuel burns, stored chemical energy
changes into heat energy and light energy. Heat energy can
drive engines that do
Read Esperanza Rising p121-138

Re-read UNDRoC
What new things do we see?
Work on research during MacBook time
Unit 2 Chapter 5 Lesson 3
Egyptian Beliefs pp184-7
Think/Ideas: What were
some Egyptian beliefs
about life after death?
Unit 2 Chapter 5 Lesson 4
The Egyptian Empire pp192-9
Think Ideas: Why was the
Middle Kingdom considered
to be a "golden age" of
Egyptian civilization?
Unit 2 Earth's Energy
Chapter 3 Heat Energy
Lesson 4 Heat Transfer in Solids and Fluids pp198-207
Think/Idea: Heat flows in solids
by conduction and in fluids by conduction and convection.
Read Esperanza Rising p139-198
Work on research during MacBook time
Unit 2 Chapter 6 Lesson 1
Geography of Ancient Africa pp204-7
Think Ideas: How did the Nile
River affect early African
Lesson 2 Nubia pp210-3
Think/Ideas: How did the
civilizations of Egypt and
Nubia exist at the same time?
Unit 2 Chapter 6 Lesson 3
Kingdom of Kush pp214-7
Think/Ideas: What led to
the rise and fall of Kush?

Read Esperanza Rising p199-233
Work on research during MacBook time
Sly Park

Unit Review
Research Reports

Read Esperanza Rising p234-262

Look at Preamble and Section 1
of the legalese version of UNDRoC.
Do you recognize the language in section 1?
Why does it have all that language at the beginning?
Work on research during MacBook time