This learning module teaches students about the history of Mesopotamia, the first civilization in the ancient world, and its contributions to society today.
Mesopotamia, Innovations, Civilization, Ancient Civilization, Social Studies, 6th Grade
The concept of "new" learning in education has evolved over the centuries to meet the needs of learners, communities, and society at specific points in time. Didactic pedagogy that focused on teacher-centered instruction, lectures, and students' regurgitation of facts on assignments and tests was long considered the "normal" form of education. Later, authentic pedagogy gained popularity, which aimed to increase student choices in exposure to the curriculum, as well as more of an emphasis on collaboration versus the individual. Today, we are in the midst of great change in education, as many teachers and schools strive to implement transformative pedagogy in their classrooms. As a result, there is an increasing shift toward technology-mediated environments, peer-to-peer feedback, and ubiquitous learning that is not confined to the four walls of the traditional classroom. The learning module format attempts to engage learners using a transformative paradigm, as students will create their own interpretations and knowledge on an autonomous level, while contributing to the collective intelligence of the learning community as a whole.
This learning module covers Mesopotamia, which is considered by many historians to be the world's first major civilization. As a middle school social studies teacher, this will be my sixth year teaching the content explored throughout the module. While I have taught this material before, this will mark my first attempt to implement a transformative pedagogical approach and facilitate a learning experience in which students create meaning both individually and collectively. Specifically, students will be exposed to the content through an organized assortment of media resources across six teacher updates, and produce knowledge alongside their classmates through peer-to-peer comment threads within each update.
The format utilized in this learning module is supported by the Learning by Design pedagogy. According to Kalantzis and Cope (2014), "Learning by design needs to be deliberative, purposeful and reflective in order to ensure that goals align with the performance outcomes and aspirations of learners" (p. 110). Ideally, students will be able to create meaning for themselves as the module encourages them to reflect on the historical significance of the topics, interweave new ideas into their previous conceptual framework of historical events, and apply discovered knowledge in creative ways.
As discussed in the previous section, the following learning module provides learners with an overview of Mesopotamian history, as well as a closer look at several of their timeless contributions to humanity today through the lens of multiple social sciences. The target audience for this unit are 6th grade social studies classes that cover Ancient Civilizations. However, this content could be implemented within all middle school grade levels (6-8).
Ideally, this learning module would represent the third unit of an ancient civilizations course at the middle school level. Students should come into this learning module with a foundational understanding of the social sciences (civics, economics, geography, and history), as well as background knowledge of human lifestyles and behavior during prehistoric times, prior to the development of civilizations.
The length of time to complete the module will vary, depending on if the teacher chooses to use the following content exclusively, or provide students with supplemental materials and activities outside the learning module. Students' academic abilities, particularly when it comes to writing frequent comments, will also play a role. Consequently, the schedule could range between 3-4 weeks. Classes will need daily access to laptops or other digitial devices at both school and home in order for all students to fully realize the potential of the learning module. It needs to be considered in advance how students without a reliable Internet connection at home will be able to engage with the material, especially if significant time is not allotted during the school day.
The module hopes to achieve the following outcomes over the course of the unit:
1) Conceptualize civilization and analyze the significance of its various dimensions.
2) Understand a general overview of Mesopotamian history, including its various people and innovations.
3) Analyze the geography of the Fertile Crescent and examine how civilization was able to thrive in Southwest Asia.
4) Trace the development of cuneiform writing and analyze the significance of writing in history.
5) Explain the importance of Hammurabi's Code and evaluate whether his laws promote justice and equity.
6) Conduct independent research and evaluate the significance of Mesopotamian innovations in the modern world.
This module will be using the Illinois Learning Standards for Social Science 6-8. The selection of standards for the entire module are listed below, while those that are specifically aligned with each lesson/update will be identified in the “For the Teacher” column. For more information on the standards as a whole, please see https://www.isbe.net/Documents/ss-stds-6-8-012716.pdf
Please complete the survey before proceeding to Update #1. The survey contains a list of innovations, or inventions, that were either created or pioneered in Ancient Mesopotamia. On a scale of 1 to 5, with 1 being "Strongly Disagree" and 5 being "Strongly Agree", rate the significance of each innovation in modern times. You will reference this survey and its results during your peer review project in Update #6. The survey can be accessed with the link below.
https://cgscholar.com/survdash/cgsurvey/securesurvey/ispreview/5d9142f53331281e96bae767
What do you think of when you hear the word, civilization? You probably envision massive cities with large populations of people. What are the necessary characteristics of a civilization? How does a civilization differ from a general group of people? What might be an example of a civilization in ancient history?
Mesopotamia is probably not the first place that comes to mind when you hear the term "civilization." Other locations such as Egypt, Greece, and Rome typically receive a lot more attention, largely because these places still exist today and many of their artifacts and architecture are accessible to the public (and possibly because of Hollywood movies). However, the significance of Mesopotamia in world history cannot be understated. Many historians consider it to be the world's first example of civilization.
Civilization is a complex concept to define, but it typically consists of the following characteristics:
1) A large population of people living permanently within a specific place as a community.
2) Many members of the community share similar cultural values- language, writing, art, architecture, religion, etc.
3) All people in a civilization are subject to follow the laws of a government, which ideally tries to make decisions that enhance the quality of life of its people.
4) Civilizations usually exist because of a division of labor among the population, where each person has a specialized job or set of skills that are used to benefit the community. For example, farmers worked to create a food surplus that benefitted the entire civilization, while others focused on tasks such as constructing pottery.
The following chart from Teacher's Discovery displays an acronym called GRAPES, which describes the necessary ingredients to civilization- geography, religion, achievements, politics, economics, and social structure. The GRAPES acronym can be used to analyze Mesopotamia, as well as other past and present civilizations, on a more relatable and universal level.
This video from EdYouToo reinforces several traits of civilization mentioned in the GRAPES acronym, as well as some additional characteristics. It shows the relationships between all of these building blocks and how they all contribute to civilization as a whole.
(EdYouToo, 2017)
Comment: Choose one dimension of civilization from the GRAPES acronym and/or the "Traits of Civilization" video. Explain why your chosen dimension is absolutely vital to the success and survival of a civilization. Think about this within the context of your own community today. What would happen if your chosen dimension did not exist?
Responses: After you have completed your comment, respond to at least 3 other students' comments. Discuss why you agree or disagree with your peers' analysis, and offer explanations to support your opinions.
Method: Start the module by having students complete the pre-survey. It will ask them to rank the importance of several inventions developed in Mesopotamia on a scale of 1 to 5, with 1 being extremely unimportant and 5 being extremely important. This should be informational, and not assessed for a grade. The data will be used later in the learning module. Students can then proceed to read Update #1, view the attached videos, answer the comment, and respond to three other students' comments.
Each update will conclude with a comment that either directly reviews the material, or directs students into an entirely different discussion using the update as a reference point. Additionally, all students will be required to respond to three other peers' comments. The teacher can use student comments as a formative assessment, and feedback will be offered either directly to commenters themselves, or on a whole-group level during class discussion prior to the next update. All comments and responses will be posted using the “Post Student Content to a Community” button, so students and the teacher can access each other’s work in one area on the Learning Management System.
Pedagogy:
"Experiencing the Known:" The update begins by referencing civilizations (Egypt, Greece, and Rome) that the students might be more familiar with than Mesopotamia. A nod toward Hollywood is also included.
"Experiencing the New:" The update first attempts to link Mesopotamia in the same category as the other civilizations. Next, the term "civilization" is defined and characterized to link back to Mesopotamia. Finally, the embedded media (acronym image and video) seek to reinforce students' newfound knowledge of civilization. Each step includes new information, but is well within the students' zone of proximal development.
"Conceptualizing by Naming:" The definition of civilization is provided to the students, and is broken down into its subcategories.
"Conceptualizing with Theory:" The GRAPES diagram and the video both show diagrams and visualizations of the conceptual model of civilization.
"Analyzing Functionally:" The Comment asks students to argue which trait of a civilization is absolutely vital to the functioning of society, and describe what would happen to society if that piece was taken out of the entire concept.
"Analyzing Critically:" The Comment requires students not only to think about their own response, as mentioned above, but their answer will likely be challenged by other students in the class, who will identify other facts of civilization that are absolutely essential. This results in a potentially rich dialogue in the comments.
"Applying Appropriately:" The concept of civilization will be used to understand Mesopotamia and its contributions to the world later in the module. The information on the survey will be utilized in the peer review project at the end of the unit.
"Applying Creatively:" Students are coming up with imaginary scenarios in their Comments regarding how life would look if a key aspect of civilization was missing today, which will elicit creative responses.
Standards:
IS4) Gathering & Evaluating Sources
IS5) Developing Claims & Using Evidence
IS6) Communicating Conclusions
IS7) Critiquing Conclusions
CV1 & CV2) Civic & Political Institutions
G2) Human-Environment Interaction: Place, Region, & Culture
G3) Human Population: Spatial Patterns & Movements
G4) Global Interconnections: Changing Spatial Patterns
H1) Change, Continuity, & Context
H4) Causation & Argumentation
As you learned in Update #1, civilization is a complicated idea that requires a collective effort and a sense of community to reach its ultimate potential. Mesopotamia is often called "the cradle of civilization" because its location in Southwest Asia was in the middle of several contemporary river valley settlements, including Ancient Egypt, Ancient India, and Ancient China. While these other places arguably have more name recognition today, Mesopotamia was the first to transition from a purely agrarian society into creating large cities with sizable populations between 4000 BCE-3000 BCE. The following video from National Geographic gives a general overview of the history of Mesopotamia, including many of its innovations that have shaped our world today, including in literacy, law, and mathematics.
(National Geographic, 2018)
As you saw in the previous video, Mesopotamia's history is fairly complex. Unlike other civilizations, Mesopotamia does not represent one group of people, but a place in which many civilizations lived over thousands of years. This video from Khan Academy breaks down the timeline of Mesopotamia, and delves into the history of several civilizations that inhabited the region, including the Sumerians, Babylonians, and Assyrians.
(Khan Academy, 2017)
Comment: Choose two of the Mesopotamian civilizations that were mentioned in the videos. Compare and contrast these civilizations, including their innovations and their contributions to the world today.
Responses: After you have completed your comment, respond to at least 3 other students' comments. Try to interact with peers who have analyzed different sets of civilizations to give yourself a comprehensive overview of Mesopotamia as a whole. Compare and contrast the innovations and contributions of your set of civilizations with your peers' sets of civilizations.
Method: The teacher may want to give an opportunity at the beginning of class for students to have a face-to-face discussion regarding their Comments, and give any students the chance to make or seek clarifications about peer responses on the discussion thread. Additionally, this could also be a time where the teacher responds to any questions from students about the previous update. Finally, students will read Update #2, view the embedded media, answer the comment, and respond to three other students' comments.
Pedagogy:
"Experiencing the Known:" Update #2 references the concept of civilization discussed in Update #1, as well as restates other contemporary civilizations that would be relatable to Mesopotamia.
"Experiencing the New:" The concept of civilization is taken one step further, as Mesopotamia is literally referred to as the cradle of civilization. The module assumes that most learners are coming in with little to no knowledge of Mesopotamia, so it provides two videos that give a general overview of the history of the civilization and its accomplishments. More detailed analysis on aspects of Mesopotamia will be addressed in future updates.
"Conceptualize by Naming:" The learning module defines "the cradle of civilization" for the learners. It also mentions several Mesopotamian people, including the Sumerians and the Babylonians. The videos and Comment intend for students to create their own connections between these groups of people and their timeless innovations.
"Conceptualize with Theory:" The Khan Academy video gives shows students a timeline that allows them to visualize the history of Mesopotamia. Additionally, they can also place important events mentioned in both videos on the timeline in relation to each other.
"Analyzing Functionally:" The Comment requires students to synthesize the material presented in the text and the two videos in order to compare and contrast two civilizations within Mesopotamia.
"Analyzing Critically:" The underlying idea behind the comment thread, and which can be addressed after the completion of the module, is that students will choose to analyze civilizations that they believe have made the most significant contributions to society today. Students have the opportunity to question the importance of different civilizations in the class comment thread.
"Applying Appropriately & Creatively:" The Comment response, in which students are specifically examining innovations in Mesopotamian society, can be utilized as a starting point for the peer review project in Update #6.
Standards:
IS4) Gathering & Evaluating Sources
IS5) Developing Claims & Using Evidence
IS6) Communicating Conclusions
IS7) Critiquing Conclusions
CV3) Participation & Deliberation: Applying Civic Virtues & Democratic Principles
G1) Geographic Representations: Spatial Views of the World
G2) Human-Environment Interaction: Place, Region, & Culture
G3) Human Population: Spatial Patterns & Movements
G4) Global Interconnections: Changing Spatial Patterns
H1) Change, Continuity, & Context
H4) Causation & Argumentation
Neither the Sumerians, Akkadians, Babylonians, or any other groups actually called their homeland Mesopotamia. The name is actually of Greek origin, which translates to "land between the rivers". Specfically, Mesopotamia was located between the Tigris-Euphrates Rivers in modern-day Iraq and Syria. The flooding of the rivers createsd a rich, fertile soil that was excellent for growing crops. Agriculture was first adopted throughout Southwest Asia between 8000 BCE-7000 BCE, which eventually led to the development of civilization around 4000 BCE. This area came to be known as the Fertile Crescent due to its great farming soil, and since it looks like a crescent-shape on a map.
Comment: The Fertile Crescent contains fresh water sources and rich soil, yet it is located in a region that can be extremely hot and gets little percipitation. Research how the Mesopotamians were able to create a food surplus that sustained an entire civilization in a dry climate. Explain the answer, as well as examine if these techniques are still practiced today. Use at least one media source to support your comment.
Responses: After you have completed your comment, respond to at least 3 other students' comments. Analyze the information presented in your peers' media sources and discuss any similarities or discontinuity between these sources and your own.
Method: The teacher may want to give an opportunity at the beginning of class for students to have a face-to-face discussion regarding their Comments, and give any students the chance to make or seek clarifications about peer responses on the discussion thread. Additionally, this could also be a time where the teacher responds to any questions from students about the previous update. Finally, students will read Update #3, view the embedded media, answer the comment, and respond to three other students' comments.
Pedagogy:
"Experiencing the Known & New:" Prior to the update, students have the opportunity to further engage with classmates regarding topics of interests from Update #2 comments. Additionally, this update makes reference to Mesopotamia's orgins as an agricultural society, which was mentioned in the previous update. Different groups of Mesopotamians are also a recurring theme. The zone of proximal development is expanded when students learn about the location of Mesopotamia and why that was important to its development, in addition to knowing the "what happened" that was covered in Update #2.
"Conceptualize by Naming & with Theory:" The learning module defines the terms "Mesopotamia" and "Fertile Crescent". Furthermore, the map image helps learners visualize the definitions of these terms and see them in application.
"Analyzing Functionally & Critically:" The Comment indicates that climate conditions in Mesopotamia were not completely ideal for farming, and thus requires students to do independent research to explain the cause of Mesopotamia's agricultural development. Ultimately, they will need to find out that irrigation and canals helped enable the widespread success of agriculture and the creation of a food surplus. Some students will inevitably draw different conclusions, and students will be able to evaluate and critique these conclusions within the discussion thread.
"Applying Appropriately & Creatively:" The research about farming techniques to create a food surplus will likely lead to other discoveries. For example, students may find out that the Mesopotamians invented the plow. This information may be applied within the peer review project at the end of the learning module.
Standards:
IS2) Ask essential and focusing questions that will lead to independent research.
IS4) Gathering & Evaluating Sources
IS5) Developing Claims & Using Evidence
IS6) Communicating Conclusions
G1) Geographic Representations: Spatial Views of the World
G2) Human-Environment Interaction: Place, Region, & Culture
G3) Human Population: Spatial Patterns & Movements
G4) Global Interconnections: Changing Spatial Patterns
H1) Change, Continuity, & Context
H4) Causation & Argumentation
The Mesopotamians' accomplishments did not end with creating a large civilization in the Fertile Crescent. Did you know that the concept of writing, which is being used to communicate with you in this learning module, was first invented in Mesopotamia? Cuneiform, or the world’s first system of writing, was created around 3000 BCE by the Sumerians. It was a writing system, not a language, that was used like the alphabet. The Sumerians used clay tablets and a reed stylus to write, as opposed to the papers and pencils we use today. Cuneiform initially started as pictographs, or pictures, and later became wedge shapes that could represent abstract ideas, as demonstrated in the image below.
Scribes were the lucky individuals who learned writing for its original purpose- keeping track of records. However, cuneiform would become a tool to record works of history, law, math, grammar, and literature. The evolution that writing underwent to go from tally marks to communicating the first stories is described in the video from Extra Credits below.
(Extra Credits, 2016)
Comment: Discuss how life might be different today if there was no writing. How would we learn? How would we communicate with others?
Responses: After you have completed your comment, respond to at least 1 other student's comment, without using writing to communicate your ideas! Discuss why you agree or disagree with your peers' analysis, and offer explanations to support your opinions.
Method: The teacher may want to give an opportunity at the beginning of class for students to have a face-to-face discussion regarding their Comments, and give any students the chance to make or seek clarifications about peer responses on the discussion thread. Additionally, this could also be a time where the teacher responds to any questions from students about the previous update. Finally, students will read Update #4, view the embedded media, answer the comment, and respond to one other student's comment without using writing!
Pedagogy:
"Experiencing the Known & New:" Technically, students were exposed to cuneiform and the origins of writing in Update #2. Additionally, the module makes comparisons between the writing process in Mesopotamia and the writing process that students use today. For example, the module compares the wedge-shapes of cuneiform to the alphabet today- they are tools for communicating language, but not languages themselves. "The History of Writing" video does an excellent job of helping students think about writing differently, often referencing prior knowledge to help them understand new concepts.
"Conceptualize by Naming & with Theory:" The learning module provides students with a definition of cuneiform and briefly describes its origins. The video provides diagrams that show the gradual evolution of writing from a pictograph-based system into an abstract one, in order to meet changing purposes for writing in Mesopotamia.
"Analyzing Functionally & Critically:" The Comment requires students to imagine a world without writing, which allows them to reason why writing is important in the first place. Logically, students should make the connection that without writing, the learning experience within this module would not be possible. Students can also elaborate upon each other comments and provide new insights about the importance of writing within the discussion thread.
"Applying Appropriately & Creatively:" Cuneiform is a significant invention in Mesopotamia and writing is an important step for humanity as a whole. Many students will likely claim that this topic is one of the three greatest innovations from Mesopotamia, and build on their work here within the context of the peer review project. Furthermore, students have to respond to each other's comments without using writing, which will likely create a frustrating experience that allows students to understand firsthand why writing is such an important component to life today.
Standards:
IS6) Communicating Conclusions
IS7) Critiquing Conclusions
G2) Human-Environment Interaction: Place, Region, & Culture
G3) Human Population: Spatial Patterns & Movements
G4) Global Interconnections: Changing Spatial Patterns
H1) Change, Continuity, & Context
H2) Perspectives
H4) Causation & Argumentation
Cuneiform, and the invention of writing in general, gave Mesopotamians many opportunities that were unavailable to earlier people. One of these opportunities was utilized by Hammurabi, a Babylonian king who ruled over much of Mesopotamia during the 1700s BCE. Hammurabi created one of the oldest written law codes in history, and had it engraved onto stone slabs (called steles) throughout his empire. The code of 282 laws dealt with enforcing justice on a variety of subjects, including family, property, personal injury, agriculture, contracts, and crimes.
The following video from the Federalist Society provides an overview of Hammurabi's Code, including how the law code has influenced our own practices today.
(The Federalist Society, 2019)
The following image contains a selection of Hammurabi's Code. These and other laws gives us an extensive idea about the concepts of fairness and justice in Babylonian society. Pay close attention to how the consequences change based on the status of the accused relative to the victim.
Comment: Create an argument that either defends or challenges the fairness of Hammurabi's Code. Make sure to cite and elaborate upon specific laws, either listed in the learning module or another credible source, to support your answer.
Responses: After you have completed your comment, respond to at least 3 other students' comments. Create a respecful online debate environment by discussing why you agree or disagree with your peers' analysis of Hammurabi's Code. Make sure to offer explanations to challenge the opposition while supporting your own opinions.
Method: The teacher may want to give an opportunity at the beginning of class for students to have a face-to-face discussion regarding their Comments, and give any students the chance to make or seek clarifications about peer responses on the discussion thread. Additionally, this could also be a time where the teacher responds to any questions from students about the previous update. Finally, students will read Update #5, view the embedded media, answer the comment, and respond to three other students' comments.
Pedagogy:
"Experiencing the Known & New:" Students previously learned about the invention of writing in Update #4, and discussed how learning, communication, and other practices would be limited without writing. It is likely that some students made a connection between writing and laws in the discussion thread. The text in Update #5 gives an example in Hammurabi's Code, and gives students further knowledge of how the Mesopotamians were able to apply their invention into practice.
"Conceptualize by Naming & with Theory:" The learning module gives readers basic information on Hammurabi, as well as a description of the law code. Furthermore, several actual laws from the code are listed in an embedded image. The video helps learners understand the rationale behind the construction of the law code, such as the "if this happens, then this happens" structure.
"Analyzing Functionally & Critically:" The Comment asks students to construct an argument that either reasons why Hammurab's Code is just or unjust. Students will likely come to different conclusions, but the teacher should look to see how the students address differences in the consequences for crimes inflicted to people of different social statuses (such as in laws 196-199). Students will need to be able to effectively articulate their reasoning, especially when challenged by other peers in the discussion thread or synchronous communication in class.
"Applying Appropriately & Creatively:" The teacher should anticipate that some students will try to apply ideas of fairness today in their interpretations of Hammurabi's Code. Students should find links between ancient laws and modern laws. Knowledge gained in this update might also be applied to the peer review project in Update #6.
Standards:
IS2) Constructing Supporting Questions
IS4) Gathering & Evaluating Sources
IS5) Developing Claims & Using Evidence
IS6) Communicating Conclusions
IS7) Critiquing Conclusions
CV2) Civic & Political Institutions
CV3) Participation & Deliberation: Applying Civic Virtues & Democratic Principles
CV6) Processes, Rules, & Laws
H1) Change, Continuity, & Context
Comment/Project Instructions: Conduct an independent research project that evaluates the significance of three ideas/innovations that were developed in Mesopotamia. Additionally, compare/contrast the purposes of the inventions to determine which one is the most essential to civilization today. Your project will be peer reviewed and undergo revisions prior to your final submission for a grade and publication to your Scholar profile page. The assignment criteria includes the following:
1) Concepts & Context: The project should provide available historical background information regarding each of the three chosen inventions. Basically, this includes the who, what, where, when, why, and how of each invention. This information should come from researched primary and/or secondary sources.
2) Modern Applications: Discuss how each of the three chosen inventions are relevant to modern times. This should include applications in your own life, as well as in the lives of family/friends/acquaintances, and society as a whole.
3) Evaluation: Create an argument that ranks the modern-day importance of the three chosen innovations. Compare the benefits and drawbacks of these innovations. Consider which invention is the most important to people today by envisioning a world without these inventions at all. How would life look dramatically different? Which invention could we not afford to lose the most?
4) Communication: & Creativity: The project can be presented in a variety of formats (essay, website, movie script, slide show, video, podcast, etc.) Regardless of format, the project should be logically organized and easy to follow for the reader/viewer. There is no required length- the goal of the assignment is to clearly and effectively communicate all criteria in the rubric.
5) Sourcing: Multiple sources should be utilized in the project. Use at least nine sources total, including three for each innovation. Sources may be any combination of websites, articles, or media. All information should be clearly quoted and/or cited throughout the project.
Method: The teacher may want to give an opportunity at the beginning of class for students to have a face-to-face discussion regarding their Comments, and give any students the chance to make or seek clarifications about peer responses on the discussion thread. Additionally, this could also be a time where the teacher responds to any questions from students about the previous update.
Teachers will want to remind students about the pre-survey that they completed prior to the start of the learning module. Students should review their answers. The teacher might ask students if their opinions stayed the same, or if there are any changes. Students might have an additional face-to-face discussion here. Finally, students will read Update #6 and complete the cumulative peer review project.
Students will complete the Mesopotamian Innovations Project as a summative assessment of the material in Updates #1-5. Students will submit a first draft, which will undergo a peer review by other students in the class. Afterword, students can use peer feedback to make revisions before submitting their final drafts for a grade and publication to their Scholar profile pages.
Pedagogy:
"Experiencing the Known & New:" The peer review project asks students to take the knowledge that they have learned about the innovations of Mesopotamia throughout the learning module and create a project that evaluates the significance of these innovations. Students get to choose three innovations that are of interest to them in their project, as well as the format of the project itself. Moreover, students will need to do additional research, in conjunction with their previous knowledge, to create the final project.
"Conceptualize by Naming & with Theory:" The key concepts have been defined throughout the learning module, and learners can use these concepts to research potential leads to new information. The peer review rubric helps students to conceptualize the components required for the final project.
"Analyzing Functionally & Critically:" The premise of the project is built around making a case for the importance of the chosen innovations in modern-day life, as well as showing the resulting effects on society if any of these innovations were eliminated. Students must inevitably critique their own ideas as part of the project, since they must rank their top three innovations in order of importance. The peer review process also allows students to comment on peers' work, and make recommendations for improving it.
"Applying Appropriately & Creatively:" The learning module anticipates that students will be able to make connections between Mesopotamian inventions and the relevance of these inventions in their own lives. Students can put a creative twist on this project by sharing the information in a variety of formats, from the traditional essay to more unconventional modes such as a podcast.
Standards:
IS2) Constructing Supporting Questions
IS3) Determining Helpful Sources
IS4) Gathering & Evaluating Sources
IS5) Developing Claims & Using Evidence
IS6) Communicating Conclusions
IS7) Critiquing Conclusions
G2) Human-Environment Interaction: Place, Region, & Culture
EC2) Exchange & Markets
H1) Change, Continuity, & Context
H2) Perspectives
H4) Causation & Argumentation
EdYouToo. (2017, May 13). Traits of Civilization [Video file]. Retrieved from https://www.youtube.com/watch?v=J2exRx5QMRU&t=63s
Extra Credits. (2016, June 4). The History of Writing- Where the Story Begins- Extra History [Video file]. Retrieved from https://www.youtube.com/watch?v=HyjLt_RGEww
Kalantzis, Mary and Bill Cope. 2014. "‘Education Is the New Philosophy’, to Make a Metadisciplinary Claim for the Learning Sciences." Pp. 101-15 in Companion to Research in Education, edited by A. D. Reid, E. P. Hart and M. A. Peters. Dordrecht: Springer.
Khan Academy. (2017, January 20). Ancient Mesopotamia | Early Civilizations | World History | Khan Academy [Video file]. Retrieved from https://www.youtube.com/watch?v=9GQdh2eGP-Y&t=1s
King, L.W. (Ed.). (2019). Ancient History Sourcebook: Code of Hammurabi, c. 1780 BCE. Retrieved from https://sourcebooks.fordham.edu/ancient/hamcode.asp (Original work published 1998).
Nafsadh. (2011, May 22). Map of Fertile Crescent [SVG file]. Retrieved from https://commons.wikimedia.org/wiki/File:Map_of_fertile_crescent.svg
National Geographic. (2018, November 4). Ancient Mesopotamia 101 | National Geographic [Video file]. Retrieved from https://www.youtube.com/watch?v=xVf5kZA0HtQ
Teacher's Discovery. (2017). Every Civilization Has GRAPES: 6 Factors to Analyze World Civilizations and Cultures. [JPEG file]. Retrieved from https://www.teachersdiscovery.com/product/grapes-strategy-skinny-poster/social-studies
The Federalist Society. (2019, June 18). The Code of Hammurabi & The Rule of Law: Why Written Law Matters [No. 86] [Video file]. Retrieved from https://www.youtube.com/watch?v=_rC5V5vEprs
Tørrissen, B.C. (2009, August 7). Xerxes Cuneiform Van [JPEG file]. Retrieved from https://commons.wikimedia.org/wiki/File:Xerxes_Cuneiform_Van.JPG