Social Studies Curriculum Planning Guide Dallas Independent School District
Gr. 10 World History Overview of the 1st 6-weeks Class Constitution, Geo-literacy, Analysis of P.E.G.S. and Changes in Human Life during Neolithic Period Major Concepts
Processes
Explore the impact of people changing their environment by analyzing the changes in human life and settlement that produced the Neolithic Revolution and early river valley civilizations.
Identify and categorize visual information on the “before” and “after” the Neolithic Revolution. Locate civilizations on historical maps and illustrate how agricultural surplus led to increased population and division of labor.
Examine how ancient settlements developed near fertile river valleys, accessible coastlines, & major transportation/trade routes and influenced the development of complex societies and political empires.
Use texts, maps, and visuals to compare and contrast characteristics of the four early river valley civilizations, summarize the impact of geography on their way of life, and analyze each according to the PEGS.
Analyze the major political, religious/philosophical, and cultural influences of Classical Civilizations. Examine the rise of the Roman Republic and its development into an empire. Identify the origins and spread of Christianity in the Roman Empire. Compare the factors leading to the fall of Rome and the Han Dynasty in China.
Interpret tests, maps, and visuals to analyze and compare classical achievements and evaluate political systems.
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Use texts, maps, charts, and visuals to create a response to a historical scenario using problem solving skills
Social Studies Curriculum Planning Guide Dallas Independent School District Written Curriculum TEKS/SEs WH.16 Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. P WH.31 Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to: (A) use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution. NA (B) use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision. NA
Gr. 10 World History
Taught Curriculum Instructional Considerations Use the first two classes to establish classroom expectations and procedures (developing your government and classroom constitution). Emphasize rights, duties and actions that all agree to follow. Explain how a written constitution is an example of the rule of law. Emphasize that the United States has a written plan of government called the U.S. Constitution that protects individual rights and describes the powers of the government. See the linked example of a Make a Constitution and the Criteria Chart students can use to create their own criteria for their constitution. Essential Vocabulary: Geography, History, Eras, Political, Economic, Social, Region, Constitution, Government, Individual Rights, Protection of Rights, Rule of Law (Introduce the vocabulary words through conversation and short written sentences so that the students hear the words in context. Then use vocabulary acquisition strategies such as Sematic Map or Concept Ladder from the Instructional Strategies Handbook so that students organize the essential vocabulary in their notes.)
Assess students’ readiness to interpret and analyze maps: Use Geo-literacy Activities. Students use multiple types of maps, such as physical, climate, land use, or population density maps, to demonstrate use of compass rose, keys and legends, scale for distances, elevation, land and water forms, political boundaries, and interpretation of map data. Use the linked exemplars, Can We Read a Map? and Can We Analyze Maps?, as guides. Students complete questions and graphic organizers that accompany each exercise.
Tested Curriculum Instructional Resources Instructional Strategies Handbook, pages 9-15 The Principles of Learning: Academic Rigor
Clear Expectations
Accountable Talk
Socializing Intelligence
Self-Management of Learning
The SIOP Model for Teaching History-Social Studies to English Learners. Boston: Pearson, 2011. By Deborah Short, MaryEllen Vogt, and Jana Echevarria.
Student Tasks and Products Students brainstorm to generate a list of rules and principles, then sort and categorize into one common classroom set of norms. Students use consensus method to agree upon and ratify the articles of the Classroom Constitution.
Formative Assessment Students explain different rules and procedures in their lives and describe how these rules are similar and different to the U.S. Constitution. Students orally describe the information contained on physical maps, political maps, and historical maps.
Intervention/Extension Curriculum Extensions Students research the history of constitutions and create a timeline that summarizes their findings. This may be done electronically using sites like timeglider.com or using the graphic drawing functions in Word or PowerPoint. Interventions Tier 1-During core program/core instructional time. Students work with a team to brainstorm to
generate a list of rules and principles, then sort and categorize into one common classroom set of norms. Students use a consensus method to agree upon and ratify the articles of the Classroom Constitution. Differentiation Tier 2-In addition to the core program/during the school day.
Students will create an illustrated timeline of major events that have occurred in their lives in the last five years. Tier 3 –Establish before/after and Saturday school programs.
Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via profiling. Page 1 of 9
Gr. 10 World History – 1st Six-Weeks
Social Studies Curriculum Planning Guide Dallas Independent School District
Class Constitution, Geo-literacy, Analysis of P.E.G.S. and Changes in Human Life during Neolithic Period (continued) Written Curriculum
Taught Curriculum
TEKS/SEs
Instructional Considerations
WH.1 History. The student understands traditional historical points of reference in world history. The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations. S WH.2 History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (A) summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations. S WH.16 Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (A) locate places and regions of historical significance directly related to major eras and turning points in world history. S (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals. R (C) interpret maps, charts, and graphs to explain how geography has influenced people and events in the past. P WH.17 Economics. The student understands the impact of the Neolithic and Industrial revolutions and globalization on humanity. The student is expected to: (A) identify important changes in human life caused by the Neolithic Revolution and the Industrial Revolution. R (B) summarize the role of economics in driving political changes as related to the Neolithic Revolution and the Industrial Revolution. S
Hook: WHY IS STUDYING HISTORY IMPORTANT? In groups, students brainstorm on a large sheet of paper the reasons they think studying history is important. Post the group’s list and conduct a gallery walk. Using the Accountable Talk format and the lists, students discuss their reasons for studying history. Personalize the P.E.G.S. The teacher invites each student to identify how he/she is currently involved with the P.E.G.S. in daily life. Push student’s thinking to include issues such as: What physical features are near your home? Do you pay sales tax or other taxes? Do you need records and receipts? Who keeps those records? What kinds of activities are education, church groups, part-time jobs? What values have you learned from elders in the community? After writing the personalized list of P.E.G.S., pair students together or in cooperative group to compare notes and discuss their lists. Assign students to extend their discussion and list P.E.G.S. for the state and the nation. After discussion in teams, assign each student to report their lists in a graphic organizer that contains three horizontal columns and the P.E.G.S. under each column. Title each horizontal column as Personal/State/Nation. Let students orally point out similarities and differences among the personal, state, and nation P.E.G.S. identified. Hook: Use the linked visual, Age To Age, for the students to discuss, identify, and describe changes in actions and tools indicated on the “before” and “after” visual. Vocabulary: hunter-gatherers, artifacts, domestication of animals, agriculture, Neolithic Revolution, culture, civilization, natural resources, division of labor, permanent settlement (Introduce the vocabulary words through conversation and short written passages so that the students hear the words in context. Then use vocabulary acquisition strategies such as Sematic Map or Concept Ladder from the Instructional Strategies Handbook so that students organize the essential vocabulary in their notes.) See Instructional Strategies Handbook.
Tested Curriculum Instructional Resources Culture Grams: http://online.culturegrams.com Username = dallasisd Password = dallasisd
www.worldbookonline.com/wb/ Home Username: dallas PW: schools World History Shorts Nystrom Atlas of World History and/or World Atlas LIBRARY OF CONGRESS http://www.loc.gov/index.html
Student Tasks and Products
Formative Assessment
Students describe orally and Students design a three in writing specific examples of column graphic organizer the P.E.G.S. for both local that categorizes examples of and national levels. P.E.G.S. on the Personal, Visual-Text Match: Use the State, and National levels. Mix-Match-Freeze strategy for students to demonstrate Design a storyboard or understanding of the major digital presentation on the concepts, vocabulary, and important changes in human facts from this time period. life resulting from the Use linked template, Mix Neolithic Revolution. Neolithic.
Intervention/Extension Curriculum Extensions Students research Neolithic sites such as Çatalhöyük in Turkey and identify the kinds of evidence that archaeologist and historians use to describe the political, economic, and social structures of ancient people. Students present reports in PowerPoint or storyboard formats. Interventions Tier 1-During core program/core instructional time. Students work in Learning Teams to design
a three column graphic organizer that categorizes examples of P.E.G.S. on the Personal, State, and National levels. Design a storyboard or digital presentation on the important changes in human life resulting from the Neolithic Revolution.
History Day Link http://www.nhd.org
Differentiation Tier 2-In addition to the core program/during the school day.
ABC-Clio http://ancienthistory.abcclio.com/ Username: dallasisd PW: dallasisd
Provide visuals from the notes or online sources. Students create a visual-phrase booklet that shows the major changes of the Neolithic Revolution.
CIA World Factbook https://www.cia.gov/library/publi cations/the-world-factbook/
The SIOP Model for Teaching History-Social Studies to Teachers use the linked file, Neolithic BEFORE after to examine pictures of English Learners. Boston: artifacts of human activities and products before Neolithic settlements and Pearson, 2011. By Deborah after Neolithic settlements. Model for the students how to identify and evaluate Short, MaryEllen Vogt, and the differences in the “before” and “after” sections of the slides. (Tip: Project Jana Echevarria. the slides from the notes using the PDF file.) Assign students to write descriptions of the “before” and “after” sections on each visual.
Tier 3 –Establish before/after and Saturday school programs.
Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via profiling.
Students investigate the economic effects on populations, economic effects on labor and production, economic effects on leadership, and economic effects on social organization that the Neolithic Revolution brought about. Students document their research in written notes and citations of sources used. (Students can use the lined notes, Neolithic Notes, for sample sources.)
Page 2 of 9
Gr. 10 World History – 1st Six-Weeks
Social Studies Curriculum Planning Guide Dallas Independent School District
The Ancient World (Early River Valley Civilizations) Major Concepts
Processes
Four ancient civilizations – Mesopotamia, Egypt, Indus, and Chinese developed around river valleys. Explore how settlements develop near fertile river valleys, accessible coastlines, & major transportation/trade routes, and develop as a result of migrations, technology, and economic partnerships. Examine the use of technology, development of culture and religion, formation complex societies and political empires in river valley civilizations. Written Curriculum TEKS/SEs
WH.2 History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (A) summarize the impact of the development of farming (Neolithic Revolution) on the creation of river valley civilizations. S (B) identify the characteristics of civilization. S (C) explain how major river valley civilizations influenced the development of the classical civilizations. S WH.16 Geography. The student understands the impact of geographic factors on major historic events and processes. The student is expected to: (B) analyze the influence of human and physical geographic factors on major events in world history, including the development of river valley civilizations, trade in the Indian Ocean, and the opening of the Panama and Suez canals. R WH.19 Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations. S (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. R WH.20 Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian’s Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen. S
Locate civilizations on historical maps. Examine how agricultural surplus led increased population and division of labor. Explain how economic development led to complex political and social organizations. Compare and contrast characteristics of the four early river valley civilizations and summarize the impact of geography on their way of life.\ Interpret sources and create presentations to illustrate how the different characteristics of civilization developed in selected locations. Formulate generalizations on the impact of geography on people’s way of life based on information about the early river valley civilizations. Categorize activities according to P.E.G.S.
Taught Curriculum Instructional Considerations Hook: Use linked activity Just the Spot Map that allows students to use prior knowledge and a fictional map to determine where to locate a settlement. Students work in pairs to complete this activity. At the end of the activity, the pairs report out their locations and explain their choices. Vocabulary: migration, cultural diffusion, theocracy, ziggurat, cuneiform, monarchy, city-state, Sumerians, Mesopotamia, rule of law, Hammurabi (Introduce the vocabulary words through conversation and short written passages so that the students hear the words in context. Also use vocabulary acquisition strategies such as Sematic Map or Concept Ladder from the Instructional Strategies Handbook so that students organize terms in notes.) Explore Sources and Create Interpretations Teachers use linked River Valley Civ to provide primary and secondary sources to examine historical developments in the Tigris-Euphrates river valleys. Model for students how to identify types of government, social structures, technological inventions, and system of laws. (Tip: Project the slides from the notes using the PDF file.) Using sources in RiverValleyCiv, students work in groups to read short passages of primary and secondary sources, examine visuals, and interpret maps that document civilizations in Mesopotamia. Students collaborate to find evidence of political organizations, social organizations, economic activities, and use of technology. Groups report their findings using oral and short written responses. (For directions on establishing cooperative groups or teams, use the linked file, SL Teams Dir, that illustrates roles, criteria charts, student performance and management of learning guides.) Critical Thinking Assign students to synthesize information from sources, explore topics, and write responses to issues such as: -Why were river valley Kings also religious leaders? - In what ways could Hammurabi’s accomplishments be called an evolution in government? - Archaeologists have discovered that copies of Hammurabi’s Code were carved on stone and placed at the boundaries of his territory. What significance (importance) could you infer about this fact?
Tested Curriculum Instructional Resources Instructional Strategies Handbook
http://online.culturegrams.com Username = dallasisd Password = dallasisd
www.worldbookonline.com/wb/ Home Username: dallas PW: schools World History Shorts Nystrom Atlas of World History and/or World Atlas
ABC-Clio http://ancienthistory.abcclio.com/ Username: dallasisd PW: dallasisd
Student Task and Products Students organize a pictorial and written essay identifying the inventions and innovations of settlements in the Tigris-Euphrates Valley that had impact on political, social, and economic life.
Formative Assessment Visual-Text Match: Use the Mix-Match-Freeze strategy for students to demonstrate their grasp of major concepts, vocabulary, and facts from this time period. After matching, students use a variation of the “You and I” interview to explain the concepts and content on the cards to partners. Use linked template, Mix RV1.
Intervention/Extension Curriculum Extensions Students collaborate together to research data showing how historically people have settled near fertile river valleys, accessible coastlines, and along trade/transportation routes. Students label maps and collect visuals on each settlement or city labeled on the map. Interventions Tier 1-During core program/core instructional time. Students work in Learning Teams to
organize an argumentative pictorial and written essay identifying the inventions and innovations of settlements in the Tigris-Euphrates Valley that had impact on political, social, and economic life. Differentiation Tier 2-In addition to the core program/during the school day.
Students use short readings and graphics such as RiverValleyCiv and list five facts about the Sumerians. Tier 3 –Establish before/after and Saturday school programs.
Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via profiling.
CIA World Factbook https://www.cia.gov/library/publi cations/the-world-factbook/ The SIOP Model for Teaching History-Social Studies to English Learners. Boston: Pearson, 2011. By Deborah Short, MaryEllen Vogt, and Jana Echevarria.
Page 3 of 9
Gr. 10 World History – 1st Six-Weeks
Social Studies Curriculum Planning Guide Dallas Independent School District
The Ancient World (Early River Valley Civilizations) (continued) Written Curriculum TEKS/SEs WH.19 Government. The student understands the characteristics of major political systems throughout history. The student is expected to: (A) identify the characteristics of monarchies and theocracies as forms of government in early civilizations. S (B) identify the characteristics of the following political systems: theocracy, absolute monarchy, democracy, republic, oligarchy, limited monarchy, and totalitarianism. R WH.20 Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian’s Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen. S WH.22 Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (A) summarize the development of the rule of law from ancient to modern times. S WH.29 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence. NA (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time. P
Taught Curriculum Instructional Considerations Hook: Use the map and first two slides in River Religion as for students to answer: Why is the discovery of Ta-Seti important to archaeologists and to people from various cultures? Vocabulary: pyramid, theocracy, pharaoh, hieroglyphics, natural law, Maat, Ten Commandments, Judaism, Moses (Introduce the vocabulary words in context. Vocabulary acquisition strategies such as Sematic Map or Concept Ladder from the Instructional Strategies Handbook can be used for students to organize terms in their notebooks.)
Tested Curriculum Instructional Resources www.worldbookonline.com/wb/ Home Username: dallas PW: schools Nystrom Atlas of World History and/or World Atlas
Teachers use the linked file, River Religion, to introduce primary and secondary sources regarding the Nile River Valley Civilizations. Model for students how to change information on maps and charts to narrative explanations of historical information. (Tip: Project the slides from the notes using the PDF file.)
ABC-Clio http://ancienthistory.abcclio.com/ Username: dallasisd PW: dallasisd
Students form cooperative groups or teams and and use sources in River Religion to identify and write descriptions of the characteristics of theocracy in Egypt, the impact of predictable flooding of the Nile for economic and social life in Egypt, and Egyptian innovations. Students identify in writing historical evidence of the formation of Judaism and characteristics of the empire of Kush.
CIA World Factbook https://www.cia.gov/library/publi cations/the-world-factbook/
Students explore the development of the rule of law including the Confession to Maat and the Ten Commandments. Students write a comparison and contrast of these sources and present their reflections orally.
The SIOP Model for Teaching History-Social Studies to English Learners. Boston: Pearson, 2011. By Deborah Short, MaryEllen Vogt, and Jana Echevarria.
Student Tasks and Products Expository Journal and Interview: Students write a historical fiction expository journal (they can use digital media for their writing and make it a visual, text journal). Students choose a location in Mesopotamia, Egypt, or Nubia and a station in life (a job and role in the society). Explain what a day in the life of this person is like. Answer: How do the laws of your community influence you and other members of your society? What are the scientific or technological innovations that are most useful to you? After completing the historical fiction, students prepare to present using an interview format. Each student pairs up with another student and takes turns being the interviewer and the interviewee.
Formative Assessment Visual-Text Match: Use MixMatch-Freeze strategy to review major concepts, vocabulary, and facts from this time period. After matching, students use a variation of the “You and I” interview to orally present the concepts and content on the cards. Use linked template, MixRV2.
Intervention/Extension Curriculum Extensions Students work in Learning Teams and extend their study of the ancient Tigris-Euphrates valley and the Nile River valley. Topics for research include: 1) contemporary population density maps for modern countries located in the same regions as the Tigris-Euphrates and Nile River valleys (RiverVallyeCiv and RiverReligion) and a visual and written illustration that correlates ancient and modern settlements, 2) investigate contemporary political issues and conflicts in the same modern regions, 3) investigate key economic issues currently affecting the regions, and, 4) investigate social issues impacting the people of those regions today. Reports are to include information from the CIA World Fact Book as a minimum. Other sources used are to be cited. Each Learning Team member documents research in digital reports (PowerPoint, multi-media, web page, blog, etc.). The digital report includes maps, visuals, and written descriptions of topics.
Interventions Tier 1-During core program/core instructional time. Expository Journal and Interview:
Students write a historical fiction expository journal (they can use digital media for their writing and make it a visual, text journal). Students choose a location in Mesopotamia, Egypt, or Nubia and a station in life (a job and role in the society). Explain what a day in the life of this person is like. Answer: How do the laws of your community influence you and other members of your society? What are the scientific or technological innovations that are most useful to you? After completing the historical fiction, students prepare to present using an interview format. Each student pairs up with another student and takes turns being the interviewer and the interviewee. Differentiation Tier 2-In addition to the core program/during the school day.
Students identify and list information on Nubia and Egypt from teacher notes that refer to laws and beliefs. Tier 3 –Establish before/after and Saturday school programs.
Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via profiling.
Page 4 of 9
Gr. 10 World History – 1st Six-Weeks
Social Studies Curriculum Planning Guide Dallas Independent School District
The Ancient World (Early River Valley Civilizations) (continued) Written Curriculum TEKS/SEs WH.15 Geography. The student uses geographic skills and tools to collect, analyze, and interpret data. The student is expected to: (A) create and interpret thematic maps, graphs, and charts to demonstrate the relationship between geography and the historical development of a region or nation. P (B) analyze and compare geographic distributions and patterns in world history shown on maps, graphs, charts, and models. P WH.20 Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (B) identify the impact of political and legal ideas contained in the following documents: Hammurabi's Code, the Jewish Ten Commandments, Justinian’s Code of Laws, Magna Carta, the English Bill of Rights, the Declaration of Independence, the U.S. Constitution, and the Declaration of the Rights of Man and of the Citizen. S WH.22 Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (A) summarize the development of the rule of law from ancient to modern times. S WH.29 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) identify methods used by archaeologists, anthropologists, historians, and geographers to analyze evidence. NA (F) analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections between historical events over time. P
Taught Curriculum Instructional Considerations Hook: Ask students to brainstorm answers to the following questions: What might happen if a city had no zoning laws or city planning? What would life be like without indoor plumbing? Vocabulary: characteristics of civilization, grid system, urban planning, sewage system, pictograph, oracle bones, Mahenjo-Daro, Harappa, Indus, Huang He (Introduce the vocabulary words in context. Vocabulary acquisition strategies such as Sematic Map or Concept Ladder from the Instructional Strategies Handbook can be used for students to organize terms in their notebooks.) The teacher uses primary and secondary sources in short readings, visuals, and maps. Model for the students how to use the diagrams to explain the grid system of city planning and how it was used in the Indus River Valley. Students form cooperative groups. Each group researches one of the following topics: innovations in city life in Mahenjo-Daro and Harappa; what were the major accomplishments of the Shang Dynasty; and how Chinese writing developed from pictographs on oracle bones. Groups organize their research into slides or a storyboard of at least three slides to present to the class. Slides must contain the following: a short reading; visuals that show the topic; and questions to assess how the audience grasps the material. During the presentation, one member of the team reads the short reading, Another member explains the visuals on the slide. A third member answers the questions that accompany the slide. Another member summarizes the three most important pieces of evidence on the slide. This procedure is followed for all three slides in the presentation. (For example sources on Indus and China use linked file, River Valley Civ3.) P.E.G.S. Analysis and Map Review Hook: As students enter the class, give them one of the following note cards: Pittsburgh, Amazon River, or Colorado River. Students form three large groups according to the rivers represented on the cards and discuss how each river region developed differently. Use the following lesson, Apply: Down by the River, to further explore the early river valley civilizations using the P.E.G.S. categories.
Tested Curriculum Instructional Resources www.worldbookonline.com/wb/ Home Username: dallas PW: schools Nystrom Atlas of World History and/or World Atlas
Student Projects
Students create their own pictograph symbols and tell the story of either the Indus Civilization or the Shang Dynasty. Step 1 Create a list of pictographs (one drawing for each idea).
ABC-Clio http://ancienthistory.abcclio.com/ Username: dallasisd PW: dallasisd CIA World Factbook https://www.cia.gov/library/publi cations/the-world-factbook/
The SIOP Model for Teaching History-Social Studies to English Learners. Boston: Pearson, 2011. By Deborah Short, MaryEllen Vogt, and Jana Echevarria.
Step 2 Select the information that you want to depict. Step 3 Create a background for the story. Arrange the pictographs so that they tell the story about the people you selected. Present your narrative to the class or your Learning Team by: explaining your pictographs, letting other students try to interpret your story, and, then, reviewing the details that your pictographs tell.
Formative Assessment
Visual-Text Match: Use MixMatch-Freeze strategy to review major concepts, vocabulary, and facts from this time period. After matching, students use a variation of the “You and I” interview to orally present the concepts and content on the cards. Use linked template, MixRV3.
Students recognize historical maps from the TigrisEuphrates, Nile, Indus, and Huang He river valleys and accurately place them in their historical sequence.
Intervention/Extension Curriculum Extensions Students research what a career in urban planning is like. Find college programs in urban planning and describe them, Find three examples of projects designed and executed by urban planners in the last 50 years. Organize your research and present it as a PowerPoint or other digital media. Interventions Tier 1-During core program/core instructional time. Students in Learning Teams create their
own narrative using pictographs following these directions: “Create your own pictograph symbols and tell the story of either the Indus Civilization or the Shang Dynasty. Step 1 Create a list of your pictographs (do one drawing for each idea). Step 2 Choose the Indus or the Shang and select the information that you want to depict. Step 3 Create a background for your story. Then arrange your pictographs so that they tell your story that has accurate information about the people you selected. Present your narrative to the class or another Learning Team by: explaining your pictographs, letting other students try to interpret your story, and, then, reviewing the details that your pictographs tell.” Differentiation Tier 2-In addition to the core program/during the school day.
Students use the characteristics of civilization notes and match information about the Indus People and the Shang Dynasty to a civilization characteristic. Tier 3 –Establish before/after and Saturday school programs.
Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via profiling.
Page 5 of 9
Gr. 10 World History – 1st Six-Weeks
Social Studies Curriculum Planning Guide Dallas Independent School District
Classical Civilizations, Rome, Christianity, and the fall of Empires Major Concepts Processes Compare and contrast characteristics of the four early river valley civilizations and summarize the impact of geography on their way of life. Explore how Classical Civilizations in the west and east developed out of river valley civilizations. Use river valley civilizations as a pattern for examining Classical Civilizations. Examine the major political, religious/philosophical, and cultural influences of Classical Civilizations, including tribute Identify and explain origins of world religions and diverse cultural developments that influenced history in the west and systems, monetary economic systems, political bureaucracy, democracy, rights and due process, classical architecture, east. international trade, and major world religions. Describe diverse developments of political systems, including the rule of law and the beginnings of democracy. Examine the rise of the Roman Republic and its development into an empire. Identify the origins and spread of Christianity in the Roman Empire. Compare the factors leading to the fall of Rome and the Han Dynasty in China Written Curriculum TEKS/SEs
WH.2 History. The student understands how early civilizations developed from 8000 BC to 500 BC. The student is expected to: (B) identify the characteristics of civilization. S (C) explain how major river valley civilizations influenced the development of the classical civilizations. S WH.3 History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: (A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity. R
Taught Curriculum Instructional Considerations Hook: Students examine the actions of three rappers to identify patterns of behaviors. Use linked activity, 3That Rap.
WH.20 Government. The student understands how contemporary political systems have developed from earlier systems of government. The student is expected to: (A) explain the development of democratic-republican government from its beginnings in the JudeoChristian legal tradition and classical Greece and Rome through the English Civil War and the Enlightenment. R
Instructional Resources
Culture Grams: http://online.culturegrams.com Username = dallasisd Password = dallasisd
The teacher uses examples of primary and secondary sources, such as in the linked file Classical CIV1, on Classical Persia and Greece. Using a think-aloud to show how the River Valley Civilizations had a pattern of development that lets historians identify characteristics of civilizations. See page 1 of ClassicalCIV1 as an example of characteristics—defined culture, system of government, organized religion, developed cities, divisions of labor, social structure, system of writing and technology.
www.worldbookonline.com/wb/ Home Username: dallas PW: schools
Students evaluate the types of governments of Persia and Greece from the notes on Classical Civilization #1 using Abraham Lincoln’s statement about government as the measuring stick. (Use the directions and criteria listed in the notes.) Include the examples of absolute monarchy, democracy, limited monarchy, and oligarchy. Students demonstrate their evaluations in writing and on an illustrative chart showing which governments were closer or further away from Lincoln’s description.
Student Tasks and Products
Nystrom Atlas World History
Vocabulary: money economy, tribute, Royal Road, delegated power, polytheism, Polis, Acropolis, Democracy, Parthenon, Oligarchy (Introduce the vocabulary words in context. Vocabulary acquisition strategies such as Sematic Map or Concept Ladder from the Instructional Strategies Handbook can be used for students to organize terms in their notebooks.)
The teacher assigns each group specific topics from ClassicalCiv1 and/or additional research. Topics to assign: 1) Achievements of the Persian Empire and conflicts with Greece (pp. 2-4). 2) What bound the separate Greek city-states together and what events WH.26 Culture. The student understands eventually weakened them? (pp. 4-7 and 9). the relationship between the arts and the times during which they were created. The 3) Major scientific and philosophical achievements of the Greeks (pp. 8-9). student is expected to: 4) The achievements of Alexander the Great and Hellenistic Culture. (pp. 10(A) identify significant examples of art and 11). architecture that demonstrate an artistic ideal Groups explore their topics using information in the notes and online research. or visual principle from selected cultures. S Each group creates a historical exhibit documenting their interpretation of the (B) analyze examples of how art, architecture, literature, music, and drama topic with visual and written evidence for each statement made in their reports. reflect the history of the cultures in which After completion, members of other groups visit the exhibits like a Gallery they are produced. S Walk. At each exhibit students outline the historical points illustrated on the (C) identify examples of art, music, and literature that transcend the cultures in which exhibit and describe the kind of evidence used for support. they were created and convey universal themes. NA
Tested Curriculum
https://www.cia.gov/library/publi cations/the-world-factbook World History Shorts Nystrom Atlas of World History and/or World Atlas ABC-Clio http://ancienthistory.abcclio.com/ Username: dallasisd PW: dallasisd CIA World Factbook https://www.cia.gov/library/publi cations/the-world-factbook/
Students make exhibits showing historical evidence that answers specific questions on Classical Persia and Greece based on information from ClassicalCiv!. Students visit one another’s exhibits and document in writing the basic information learned and the types of evidence found on the exhibit.
Formative Assessment Visual-Text Match and Switch: Use linked template, Mix Switch Classical1. Use Mix-Match-Report-Switch strategy to present major concepts, vocabulary, and facts from this time period. After matching, students use a variation of the “You and I” interview to orally present the concepts and content on the cards and switch cards to present to another partner.
Intervention/Extension Curriculum Extensions Students research the contemporary societies in southwestern Asia and North Africa to see what those societies think about Hellenistic Culture. Present your research in digital format and come to a conclusion of what historical examples of cultural diffusion means to those modern areas from “their” points of view. Interventions Tier 1-During core program/core instructional time. Students work in Learning Teams to make
exhibits showing historical evidence that answers specific questions on Classical Persia and Greece. Students visit one another’s exhibits and document in writing the basic information learned and the types of evidence found on the exhibit. Differentiation Tier 2-In addition to the core program/during the school day.
Students identify descriptions of different kinds of government using teacher notes such as ClassicalCiv1. Students answer regarding each example: Who has the power? What is the role of the people? Tier 3 –Establish before/after and Saturday school programs.
Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via profiling.
The SIOP Model for Teaching History-Social Studies to English Learners. Boston: Pearson, 2011. By Deborah Short, MaryEllen Vogt, and Jana Echevarria.
Page 6 of 9
Gr. 10 World History – 1st Six-Weeks
Social Studies Curriculum Planning Guide Dallas Independent School District
Classical Civilizations, Rome, Christianity, and the fall of Empires (continued) Written Curriculum TEKS/SEs WH.3 History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to:
(A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity. R
Taught Curriculum Instructional Considerations DL Activity: Use the linked DL Activity, DL-Tale of Two Cities Athens and Sparta-1st6wks so that students may apply the habits of thinking that historians use. Students use evidence from sources to create an interpretation of history. Hook: Examine samples of Greek, Indian, and modern graffiti art for students to analyze and point out similarities and differences using Eye Of Artist.
Vocabulary: Caste System, Hinduism, Buddhism, Mandate of Heaven, Confucianism, Daoism, Great Wall of China, Silk Road, trade network, civil WH.23 Culture. The student understands service the history and relevance of major religious and philosophical traditions. The (Introduce the vocabulary words in context. Vocabulary acquisition strategies student is expected to: such as Sematic Map or Concept Ladder from the Instructional Strategies (A) describe the historical origins, Handbook can be used for students to organize terms in their notebooks.) central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism. R (B) Identify examples of religious influence on various events referenced in the major eras of world history. S
The teacher uses primary and secondary sources in the linked file, ClassicalCIV2INDIA and ClassicalCIV2CHINA. Model for students how to use the maps and short readings to identify the historical development of the Hindu Caste System. Refer to the chart and do a think aloud to compare and contrast the Hindu cast system with the social structures of Persia and Greece. (Tip: Project the slides from the notes using the PDF file.)
(A) summarize the fundamental ideas and institutions of Eastern civilizations that originated in China and India. S (B) summarize the fundamental ideas and institutions of Western civilizations that originated in Greece and Rome. S
Have the students form cooperative groups or teams. Each group is assigned at least two slides from ClassicalCIV2INDIA and CHINA to present to the class. One member of the team reads the short reading, Another member explains the visuals on the slide. A third member answers the questions that accompany the slide. Another member summarizes the three most important pieces of evidence on the slide. Students from other groups repeat the process on the next sections to examine Indian Empires and key leaders, a comparison and contrast of Hinduism and Buddhism, how China became an empire, and the influence of Confucius on the Han Dynasty.
WG.27 Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to:
Critical Thinking Great Debaters Have students argue both sides to the following topic:
WH.25 Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to:
(A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties. S (E) identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. S
Should only one religious group influence the politics and government of a nation?
Tested Curriculum Instructional Resources
www.worldbookonline.com/wb/ Home Username: dallas PW: schools
Nystrom Atlas of World History and/or World Atlas
ABC-Clio http://ancienthistory.abcclio.com/ Username: dallasisd PW: dallasisd CIA World Factbook https://www.cia.gov/library/publi cations/the-world-factbook/
The SIOP Model for Teaching History-Social Studies to English Learners. Boston: Pearson, 2011. By Deborah Short, MaryEllen Vogt, and Jana Echevarria.
Intervention/Extension Curriculum
Student Projects
Formative Assessment
Extensions
Students construct an Argumentative Report on the following: “Show whether or not the religious and philosophical ideas from India or China were factors that had the most important impact on the development of their societies.” (What are the arguments for this topic and against this topic?)
Students explain orally and in writing the basic tenants of Hinduism, Buddhism, and Confucianism. Students demonstrate their explanation in charts, discussions with students, and written paragraphs.
Students research the impact of Confucianism in modern China and other parts of Asia. Gather information on how Confucianism influences family life, businesses, and social obligations. Present your research in a digital report.
Visual-Text Match (option): Use Mix-Match-Freeze strategy to review major Requirements: concepts, vocabulary, and facts from this time period. -clear thesis statement -analytical elements: analyze Use linked template, Mix facts and information from Classical2. different periods in India and China -evaluative elements: relate facts and information in new ways -argue and demonstrate thesis with specific evidence supporting your point of view -show how possible arguments from the opposing point of view can be overcome by your evidence -must include five carefully written paragraphs Visuals or digital media may be included.
Interventions Tier 1-During core program/core instructional time. Students work in Learning Teams to create
an Argumentative Report on the following: “Show whether or not the religious and philosophical ideas from India or China were factors that had the most important impact on the development of their societies.” (What are the arguments for this topic and against this topic?) Requirements: -clear thesis statement -analytical elements: analyze facts and information from different periods in India or China -evaluative elements: relate facts and information in new ways -argue and demonstrate thesis with specific evidence supporting your point of view -show how possible arguments from the opposing point of view can be overcome by your evidence -must include five carefully written paragraphs Visuals or digital media may be included. Differentiation Tier 2-In addition to the core program/during the school day.
Students make a Venn Diagram comparing and contrasting the philosophical/religious ideas of India and China. Tier 3 –Establish before/after and Saturday school programs.
Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via profiling.
Page 7 of 9
Gr. 10 World History – 1st Six-Weeks
Social Studies Curriculum Planning Guide Dallas Independent School District
Classical Civilizations, Rome, Christianity, and the fall of Empires (continued) Written Curriculum TEKS/SEs WH.23 Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:
(A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism. R (B) Identify examples of religious influence on various events referenced in the major eras of world history. S WG.27 Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations affected societies prior to 1750. The student is expected to: (A) identify the origin and diffusion of major ideas in mathematics, science, and technology that occurred in river valley civilizations, classical Greece and Rome, classical India, and the Islamic caliphates between 700 and 1200 and in China from the Tang to Ming dynasties. S (E) identify the contributions of significant scientists such as Archimedes, Copernicus, Eratosthenes, Galileo, Pythagoras, Isaac Newton, and Robert Boyle. S WH.1 History. The student understands traditional historical points of reference in world history. The student is expected to: (A) identify major causes and describe the major effects of the following events from 8000 BC to 500 BC: the development of agriculture and the development of the river valley civilizations. S (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions. S (C) identify major causes and describe the major effects of the following important turning points in world history from 600 to 1450: the spread of Christianity; the decline of Rome and the formation of medieval Europe; the development of Islamic caliphates and their impact on Asia, Africa, and Europe; the Mongol invasions and their impact on Europe, China, India, and Southwest Asia. S
Taught Curriculum
Tested Curriculum
Instructional Considerations
Instructional Resources
Hook: To let students verbalize the importance of significant accomplishments of the past and their continued importance, introduce the idea of “What If” (historical imagination) history. Ask students to think of “What If” examples as they relate to the reading passages. Use the linked hook, What If-What Now?
www.worldbookonline.com/wb/ Home Username: dallas PW: schools
Vocabulary: agricultural surplus, trade centers, terracing, papyrus, hieroglyphics, cuneiform, cultural diffusion, technology, number system, astronomy
Nystrom Atlas of World History and/or World Atlas
(Introduce the vocabulary words through conversation and short written sentences so that the students hear the words in context. Then use vocabulary acquisition strategies such as Sematic Map or Concept Ladder from the Instructional Strategies Handbook so that students organize the essential vocabulary in their notes.) Independent Practice Using the following linked activity, the students examine readings, discuss, explain and describe technologies used during the Ancient World, More Batteries Not Included. Students work in Structured Learning Teams to process sources, categorize, and explain information regarding the development and use of technology in the ancient world. Students create reports to document their analysis and evaluation using digital media or storyboards. NewReflection1 The reflection activities are designed to “reflect” on major historical causes and effects that were examined during the six-weeks. Important concepts and interpretations of visual information related to time periods are emphasized in a format to assist students to organize their learning.
ABC-Clio http://ancienthistory.abcclio.com/ Username: dallasisd PW: dallasisd CIA World Factbook https://www.cia.gov/library/publi cations/the-world-factbook/
The SIOP Model for Teaching History-Social Studies to English Learners. Boston: Pearson, 2011. By Deborah Short, MaryEllen Vogt, and Jana Echevarria.
Student Projects
Formative Assessment
Students create a digital collage, or hard copy, with pictures and text that displays each technological and scientific achievement studied so far. The pictures and text portray: -the location where the invention or innovation took place, -how it affected the economy and society of the time, -and the legacy of the invention or innovation by showing how it affects life today.
Students highlight their understanding of the Neolithic Revolution, river valley civilizations, and how river valley civilizations influenced the development of classical civilizations by answering short answer review questions generated by students working together with a partner.
Intervention/Extension Curriculum Extensions Students research the current use of technology in Africa and Asia to identify where technology is mostly used and areas in which people do not have access to technology. Students analyze the “gap” between the “have the technology” and the “the don’t have the technology.” Students assess why there is such a gap and propose at least two realistic solutions that could be used to get technology to places in need. Present results of research in a digital media presentation. Interventions Tier 1-During core program/core instructional time. Students work in Learning Teams to create
a digital collage, or hard copy, with pictures and text that displays each technological and scientific achievement studied so far. The pictures and text portray: -the location where the invention or innovation took place, -how it affected the economy and society of the time, -and the legacy of the invention or innovation by showing how it affects life today. Differentiation Tier 2-In addition to the core program/during the school day.
Students make a visual booklet showing the major inventions of the ancient and classical worlds and write brief descriptions of each. Tier 3 –Establish before/after and Saturday school programs.
Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via profiling.
Page 8 of 9
Gr. 10 World History – 1st Six Weeks
Social Studies Curriculum Planning Guide Dallas Independent School District
Classical Civilizations, Rome, Christianity, and the fall of Empires (continued)
Written Curriculum TEKS/SEs WH.3 History. The student understands the contributions and influence of classical civilizations from 500 BC to AD 600 on subsequent civilizations. The student is expected to: (A) describe the major political, religious/philosophical, and cultural influences of Persia, India, China, Israel, Greece, and Rome, including the development of monotheism, Judaism, and Christianity. R (B) explain the impact of the fall of Rome on Western Europe. S (C) compare the factors that led to the collapse of Rome and Han China. S WH.21 Citizenship. The student understands the significance of political choices and decisions made by individuals, groups, and nations throughout history. The student is expected to: (A) describe how people have participated in supporting or changing their governments. S (B) describe the rights and responsibilities of citizens and noncitizens in civic participation throughout history. R WH.22 Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (A) summarize the development of the rule of law from ancient to modern times. S (B) identify the influence of ideas regarding the right to a "trial by a jury of your peers" and the concepts of "innocent until proven guilty" and "equality before the law.” S WH.23 Culture. The student understands the history and relevance of major religious and philosophical traditions. The student is expected to:
(A) describe the historical origins, central ideas, and spread of major religious and philosophical traditions, including Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and the development of monotheism. R WH.24 Culture. The student understands the roles of women, children, and families in different historical cultures. The student is expected to: (A) describe the changing roles of women, children, and families during major eras of world history. S
Taught Curriculum Instructional Considerations Hook: Compare photos and reference to Roman Law. Use the linked hook, There To Here. Have students describe the similarities in Roman buildings and buildings in America. Discuss the ideas from Roman Law mentioned and have students identify phrases that are familiar to them. Essential Vocabulary: republic, patricians, plebeians, Twelve Tables, Carthage, Julius Caesar, Augustus Caesar, Pax Romana, aqueduct, mosaics, Constantine (Introduce the vocabulary words through conversation and short written sentences so that the students hear the words in context. Using vocabulary acquisition strategies such as Sematic Map or Concept Ladder from the Instructional Strategies Handbook have students organize the essential vocabulary in their notes.)
Teachers should use primary and secondary sources on Rome such as suggested in the linked Classical Civ3 or research from ABC-Clio. Teachers should introduce the development of the Roman Republic. Explain the social structure based on the patrician and plebeian classes and describe actions that individuals did to make the government more representative. Students should work in Structured Learning Teams to analyze excerpts from the Twelve Tables of Roman Laws and compare and contrast these laws with basic laws in the United States. Teams produce a chart comparing laws that are familiar and identifying Roman Laws that seem strange to them. Use resource such as, ClassicalCiv3, pages 1 and 2, and/or let students identify topics to research. Teachers should use materials on the growth of the Roman Republic and its development into an empire, such as found in ClassicalCiv3. Model for students how to interpret the map showing Rome’s domination of the Mediterranean world. Identify the information on the map and use the thinkaloud strategy to restate that information into a narrative story. Have the students write their own narrative of the information on the map after your think-aloud. Encourage students to work in cooperative groups to using hands-on resources (maps, short readings, and visuals). (Refer to Learning Teams Dir for directions on cooperative groups.) Use the samples of Learning Team Evaluation Form and Individual Student Self-evaluation Form included. Assign groups to use notes and do additional research on one of the following topics to present to the class: How Julius Caesar rose to power and how his death led to the Roman Empire under Augustus Caesar; Compare and contrast Julius Caesar and Augustus Caesar; Roman achievements in engineering, building and art; Role of women in Roman society; The spread of Christianity; The weakening and fall of the Roman Empire; Compare and contrast the fall of Rome with the fall of the Han Dynasty in China. (Refer to ClassicalCiv3, pages 3-8 as an example and have students do research using written and online resources.) During the presentations every member of the team actively presents sections of their topic.
Tested Curriculum Instructional Resources www.worldbookonline.com/wb/ Home Username: dallas PW: schools
Nystrom Atlas of World History and/or World Atlas
ABC-Clio http://ancienthistory.abcclio.com/
Student Tasks and Products Core Knowledge Student Work Products:
Students design a mind map (concept map) that illustrates how Roman government developed from monarchy, oligarchy, to republic, the changes made that affected common people and improved laws. Students respond to the following scenario using realistic possibilities suitable to this time period.
World History Shorts
The SIOP Model for Teaching History-Social Studies to English Learners. Boston: Pearson, 2011. By Deborah Short, MaryEllen Vogt, and Jana Echevarria.
You are a Roman tribune around 450 AD. You are called upon by the Roman Senate to come up with a plan to save Rome. Design your plan and present it to the Senate. Your plan must include: Ways to save the economy Strategy for dealing with the barbarian tribes and secure the safety of Rome Ways to strengthen the morality and morale of the people Format for the presentations can be digital slideshow with speech or storyboard with speech.
Intervention/Extension Curriculum
Formative Assessment
Extensions Research Hannibal, the General from Carthage, Students describe orally and and do a text and visual presentation on why in writing specific examples of Hannibal was a threat to Rome. Analyze Roman laws that protect Hannibal’s accomplishments and contributions to individual rights. military history. Students orally and in writing identify a Roman accomplishment in each of the following areas: law, engineering, government structure.
Interventions Tier 1-During core program/core instructional time. Students design a mind map (concept map)
that illustrates how Roman government developed from monarchy, oligarchy, to republic, the changes made that affected common people and improved laws. Students respond to the following scenario using realistic possibilities suitable to this time period. You are a Roman tribune around 450 AD. You are called upon by the Roman Senate to come up with a plan to save Rome. Design your plan and present it to the Senate. Your plan must include: Ways to save the economy Strategy for dealing with the barbarian tribes and secure the safety of Rome Ways to strengthen the morality and morale of the people Format for the presentations can be digital slideshow with speech or storyboard with speech. Differentiation Tier 2-In addition to the core program/during the school day.
Students work with a partner and complete a visual-word collage on the accomplishments of Rome. Tier 3 –Establish before/after and Saturday school programs.
Content and attendance are determined by specific student needs and based on performance as indicated by data gathered via profiling.
Page 9 of 9
