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Heritage and Identity: Early Societies, 3000 BCE - 1500 CE

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Brooke Marion

on 4 November 2014

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Transcript of Heritage and Identity: Early Societies, 3000 BCE - 1500 CE

For entire unit
specific expectations covered for entire unit

Heritage and Identity: Early Societies, 3000 BCE - 1500 CE
Chloe, Brooke and Justine
When in the World!?
Who are the Aztecs?
Comic Strip Time Machine
Modern Medicine in the Making
Day in the Life of an Aztec
Field Trip
Culminating Task
Unit Breakdown
RAFT research project:
how the different early societies influenced the present day.

Topic Choice:
Inca, Iroquois, Mayan, Olmec, Egypt, or Greece

Students are given the option of:

Creating a poster board
Creating a scrapbook
Writing a short story
Write a speech


Culminating Task
I know I have succeeded if I have:

identified the area I am researching (where it was in the Americas)
identified what society lived there and in what time period
identified what society lives there now
included ways in which history is still living in that society today
included environmental factors that influenced the development of your society as well as how/if these factors have changed

Reflection question:
How is your society similar and/or different from the other societies in the class? Why? (what factors influenced these differences)

CT Checklist/Success Criteria
When in the World!?
Learning Goals
: Today I will learn...
When 'Early Societies' existed
Where some early societies were located
How and if these early societies co-existed or interacted
Who Are the Aztecs?
Minds on: Students will watch a video on the Aztecs.

Action: Class will be split in half. Half will brainstorm 6 key points about daily routine of an Aztec other the half the daily routine of a Canadian.

Consolidation: Students will then create a Venn diagram to show similarities and differences between Aztecs and present day Canadians.
A Day in the Life of an Aztec

Town Hall
Student Will be assigned roles (eg. Aztec warrior or Young Canadian girl) and teacher will give the topic of fighting disease, that they will then use the role they are given to argue ways they might prevent disease.
Learning Goals:
1. Identify key similarities and differences between Aztecs and Canadians.
2. Gain an understanding of social organization present in Aztec society.
Comic Strip Time Machine
Minds-on: What did you do yesterday?
Modern Medicine in the Making
Comic Strip #1
Students create a comic strip of an average day in their life
Consolidation
The comic strips overlap!
Students pair-up with other students that were given the same society
Students use a Venn diagram to compare their ancient society to life today with a focus on environmental influences
Comic Strip #2
Students are randomly handed-out an Ancient Society information packages (E.g. Ancient Egypt, Mayans, First Nations, Inca, Iroquois, Aztecs, Indus Valley).
Students create a comic strip of an average day in the life of a person in the society they have been assigned.
Follow-up Activity
Students can write a letter to their comic strip character.
What would it say?
What might you warn them?
Criteria Checklist
At least 3 environmental features (natural or human-made).
At least 2 ways humans affect or change the environment
4 pictures per comic strip
In groups, students will be given a large print map of the Americas with only the dates/time period labeled.
They will also be given an information package that includes information on several different societies (when/where they existed), as well as crops and medicine that grew in these areas during these time periods.
They will also be given small cut-outs of different types of medicines we use today.



Requirements: Map Checklist
Students will be required to label:

What society occupied each labeled area
What types of plants/crops were grown in each area
Where each type of medicine originated from
Consolidation Discussion
Why were certain plants and crops able to grow in only select areas?
How did the environment affect past societies?
In what ways has the past influenced the present?
A1.3- Describe some of the ways in which their daily life differs from the lives of young people from different backgrounds (e.g., wealthy, poor, slave, urban, rural, nomadic) in two or more early societies (e.g., with reference to family life, education, leisure time and recreation, responsibilities, work).
A1.2 compare aspects of the daily lives of different groups in an early society
A1.1 compare social organization & A1.2 compare aspects of the daily lives of different
groups in an early society
Specific Expectations
A3.1 - Identify the location of some different early societies on a globe or on print, digital, and/or interactive maps, and demonstrate the ability to extract information on early societies' relationship with the environment from thematic maps (Focus on Significance)
A3.2 - Demonstrate the ability to extract information on daily life in early societies from visual evidence
Success Criteria
Identify and compare some aspects of the environment, daily life, and accomplishments of 2 early societies
Explain how early societies differ from one another
Use personal experiences and gathered information to reflect on how early societies have influenced present-day societies
Specific Expectations
A2.1 - formulate questions to guide investigations into ways of life and relationships with the environment in early societies, with an emphasis on aspects of the interrelationship between the environment and life in those societies
A2.2 - gather and organize information on ways of life and relationships with the environment in early societies, using a variety of primary and secondary sources in both print and electronic formats
A2.5 - evaluate evidence and draw conclusions about ways of life and relationships with the environment in early societies, with an emphasis on aspects of the interrelationship between the environment and life in those societies
Culminating Task Portfolio
Students will be given choice from a range of early societies
Inca
Iroquois
Mayan
Olmec
Egypt
Greece
This society will be their focus for the Culminating Task, and many of the Lessons
We want students
Like This...
Not This!
Because...
Where?
Investigate:

Where certain societies lived and find them on maps.
What society is there now?
What are some features of that area?
When?
Students explore:

When did certain societies exist?
How long ago was this?
RAFT
RAFT stands for
Role, Audience, Format,
and
Topic.


ROLE AUDIENCE FORMAT TOPIC

Author: Grade 4 Social
Studies students Short story
Author/
Artist: Your peers Bristle board

Environ-
mentalist: Everyday people Speech

Artist: Your peers Scrapbook


Specific Expectations
Minds-On
students will create a short timeline as a class
Consolidation
Regroup
Share
Compare
Framing Questions
How were early societies affected by the environment that they existed in?

How were early societies different from each other?

Have early societies influenced current-day societies?
aka: Learning Goals!
I can ...
Big Ideas
By studying the past, we can better understand the present.
The environment had a major impact on daily life in early societies.
Not all early societies were the same.
Full transcript