Curriculum Map

World History
Unit 1 – Ancient Civilizations

Enduring Themes Conflict and Change

Time, Change, and Continuity
Governance and the Rule of Law
Movement / Migration
Production, Distribution, Consumption
Culture
Location
Human Environmental Interaction
Distribution of Power

Time Frame 17 Days

Unit Standards SSWH1

SSWH2
SSWH8

Unit Resources Unit 1 Student Content Map : Unit and lesson EQs for each concept that can be assigned to
students to fulfill many of the “Be Able To Do” requirements for the unit.

Unit 1 Vocabulary PowerPoint: Vocabulary for the unit that can be used for index cards for
reference, studying, etc.

https://quizlet.com/44942576/sswh01-flash-cards/
https://quizlet.com/44951616/sswh02-flash-cards/
https://quizlet.com/64009160/sswh08-flash-cards/

Unit 1 Sample Assessment Items

Unit 1: Ancient Civilizations

Concept 1 Concept 2 Concept 3 Concept 4 Concept 5
Development of Ancient Egypt Ancient Middle East Development of Ancient
Mesopotamian Writing Mediterranean
Societies Review
Concept 6 Concept 7 Concept 8
Ancient India Ancient China Early Latin American
Civilizations
(Mesoamerica)
Concept 1: Development of Mesopotamian societies
Standard:
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE
a. Describe the development of Mesopotamian societies; include the religious, cultural, economic, and political
facets of society, with attention to Hammurabi’s law code

Lesson EQ: What were the origins, structures, and interactions of complex societies in the ancient Eastern
Mediterranean?
Know Understand Be Able To Do (DOK 2)
 Tigris  The Mesopotamian societies  Describe the role of religion
 Euphrates developed in the fertile land in the development of
 Fertile Crescent between the Tigris and Euphrates Mesopotamian societies.
 Mesopotamia rivers.
 Describe the role of culture in
 Sumer  Mesopotamian societies were
the development of
 Ziggurats polytheistic.
Mesopotamian societies
 polytheism  The ziggurats (temples) built by
the Sumerians demonstrate the  Describe the economic facets
 City-state
complexity of their society of Mesopotamian societies
 Hammurabi
 Agriculture replaced hunting and  Describe the political facets
gathering and societies of Mesopotamian societies
 Large numbers of people began  Describe how Hammurabi’s
to live together forming societies law code impacted the
and social classes development of
 Sumerians created the first city- Mesopotamian societies
states
 Hammurabi’s Code was a uniform
law for his empire that
established the idea that it was
the government’s job to look
after it’s people
Resources
I Do (Teacher Point) We Do (Guided/Differentiated You Do (Independent Practice)
Instruction)
*Ancient Eastern Mediterranean Mesopotamian Visual Discovery Group Hammurabi’s Guided Reading and
Power Point Handout Independent Practice

Development of Written Law Mesopotamian Visual Discovery

Handout| Teacher Key Primary Sources Hammurabi’s Code Lesson Plan
Hammurabi’s Code Tiered Reading
*Rise of Cities Handout with Teacher Mesopotamian Visual Discovery
Key Teacher Notes

Hammurabi’s Code PowerPoint

Prezi with student notes for this

concept:
https://prezi.com/x9m2gqymsgef/mes
opotamian-societies/

*These resources cover material for

Ancient Egypt, as well. Stop at that
point and come back to it in lesson for
Concept 2.
Concept 2: Ancient Egypt
Standard:
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE
b. Describe the relationship of religion and political authority in Ancient Egypt
Lesson EQ: How were religion and political authority related in Ancient Egypt?
Know
 The worship of gods,
goddesses, and Pharaohs in
Ancient Egypt
I Do (Teacher Point)
*Ancient Eastern Mediterranean
Power Point
*Rise of Cities Handout with Teacher
Key
*These documents are a continuation
from Concept 1.
https://prezi.com/x9m2gqymsgef/mes
opotamian-societies/
(This Prezi from Concept 1 also
contains information on Ancient
Egypt)
Understand Be Able To Do (DOK 2)
 How religion impacted life in Describe the relationship between
ancient Mesopotamia religion and political authority in
 How religion impacted Ancient Egypt.
Egyptian politics (the
pharaohs were considered to
be god-kings and were both
religious and political leaders)
 Egyptian society was
organized like a pyramid, with
the pharaoh at the top.
Resources
We Do (Guided/Differentiated You Do (Independent Practice)
Instruction)
The Pharaohs Guided Reading Ancient Eastern Mediterranean
Religion Comparison Chart
(You can have students work on this (Note: At this point, you can have
individually then discuss answers with students complete just the Sumerian
a partner or group or work on it with a and Egyptian portions to review or
partner and discuss the answers summarize what they’ve learned thus
whole group, etc.) far)
Concept 3: Ancient Middle East

Standard:
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE
c. Explain the development of monotheism; include the concepts developed by the ancient Hebrews, and
Zoroastrianism

Lesson EQ: How did monotheism develop in the ancient Eastern Mediterranean?
Know
 Monotheism
 Hebrews
 Zoroastrianism
I Do (Teacher Point)
Ancient Eastern Mediterranean Power Judaism and Zoroastrianism Research
Point (This is the same PPT from
previous concepts; Ancient Middle
East begins on slide 44).
Ancient Middle East Student Handout
Understand
 Monotheism means belief in
one god.
 As Mesopotamian and
Egyptian civilizations declined,
smaller states emerged. The
Israelites were a Semitic
people who lived in Palestine.
 The Hebrews, or Israelites,
worshipped one god, Yahweh.
The covenant, law, and
prophets were three aspects
of Jewish religion.
 Zoroastrianism developed in
Persia. Their god was called
Ahura Mazda; they also
believed in angels and Satan.
Resources
We Do (Guided/Differentiated
Instruction)
Exchange Venn Diagram
Judaism and Zoroastrianism Research
Exchange Directions
Be Able To Do (DOK 2)
Explain how monotheism developed
in the ancient Eastern Mediterranean.
Explain the beliefs of the ancient
Hebrews and how they contributed to
the development of monotheism.
Explain the beliefs of Zoroastrianism
and how the Persians contributed to
the development of monotheism.
You Do (Independent Practice)
Ancient Eastern Mediterranean
Religion Comparison Chart
(This is the same chart that students
could have begun in the previous
concept; at this point students should
be able to complete the entire chart)
Concept 4: Development of Writing

Standard:
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE
d. Describe early trading networks in the Eastern Mediterranean; include the impact Phoenicians had on the
Mediterranean world
e. Explain the development and importance of writing; include cuneiform, hieroglyphics, and the Phoenician
alphabet

Lesson EQ: How did writing develop and impact Ancient Eastern Mediterranean societies?
Know
 Cuneiform
 Hieroglyphics
 Phoenician alphabet
 Trading networks
I Do (Teacher Point)
Ancient Eastern Mediterranean Power
Point (This is the same PPT from
previous concepts; Development of
Writing begins on slide 74).
Phoenicians Student Handout
Development of Writing Student
Handout
https://prezi.com/x9m2gqymsgef/mes a group so that you can circulate
opotamian-societies/
(This Prezi from Concept 1 also contains than others to help them complete
information on Ancient Egypt)
Understand Be Able To Do (DOK 2)
 Cuneiform was a form of  Identify which societies
pictograph created by the developed cuneiform,
Sumerians. It was used to hieroglyphics, and the first
keep records and to pass on alphabet. (DOK 1)
knowledge and allowed  Explain the development and
people to communicate in importance of writing (DOK 2)
new ways
 Hieroglyphics were
pictographs used by the
Egyptians for business and
trade and general use for
everyday life
 The Phoenicians created an
alphabet and introduced
writing systems to trading
partners
Resources
We Do (Guided/Differentiated You Do (Independent Practice)
Instruction)
Development of Written Language Constructed Response Summarizer:
Research Activity
How did the development of writing
(Have students use the links impact Sumerian, Egyptian and
provided on the page following the Phoenician societies?
graphic organizer to record
information about writing in
Sumeria, Egypt and Phoenicia. This
would be a good lesson to allow
students to work with partners or in
and help groups who need you more
the assignment)
Concept 5: Ancient Mediterranean Review (DIFFERENTIATED LESSON)

Standard:
SSWH1 The student will analyze the origins, structures, and interactions of complex societies in the ancient Eastern
Mediterranean from 3500 BCE to 500 BCE

Lesson EQ: How did the origins, structures, and interactions of the complex societies in the ancient Eastern
Mediterranean impact the development of those societies?
Know Understand Be Able To Do
See all items in “Know” column in See all items in “Understand” column See all items in “Be Able to Do”
Concepts 1-4 in Concepts 1-4 column in Concepts 1-4

Resources
I Do (Teacher Point) We Do (Guided/Differentiated You Do (Independent Practice)
Instruction)
Differentiated Lesson Plan_SSWH1 Differentiated Lesson Plan_SSWH1 Differentiated Lesson Plan_SSWH1

Facilitate Activator in Lesson Plan to
capture students’ interest and review
the importance of the development
of writing from previous lesson.
Ancient Eastern Mediterranean
Power Point
*Use Summary Questions from Power
Point to review with students
Ancient Eastern Mediterranean Student Content Map
Formative Assessment
(NOTE: This Formative Assessment
should be given to students
individually PRIOR to differentiated
instruction to help identify the needs
of the student)
(Tiered Assignments)
Unit 1 Vocabulary
https://quizlet.com/44942576/sswh01-
flash-cards/

Ancient Civilizations Primary Source

Documents with Questions

Choice Board
Concept 6: Ancient India
Standard:
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE
a. Describe the development on Indian Civilization; include the rise and fall of the Maurya Empire, the “Golden
Age” under Gupta, and the emperor Ashoka
b. Explain the development and impact on Hinduism and Buddhism on India and subsequent diffusion of
Buddhism.
e. explain how the geography of the Indian Subcontinent contributed to the movement of people and ideas
Lesson EQ: What were the major achievements of Indian societies from 1100 BCE to 500 CE?
Know Understand Be Able To Do (DOK 2)
 Maurya Empire  Geography:  Describe the rise and fall of
 “Golden Age” o Mountains in India the Maurya Empire
 Gupta protected the Indus Valley  Describe the “Golden Age”
 Emperor Ashoka from invasion under Gupta
 Hinduism o Rivers connected the  Describe the Emperor
 Buddhism interior of the Subcontinent Ashoka
 Geography of Indian to the sea and the silt from  Explain the development
Subcontinent rivers produced fertile land of Hinduism
for agriculture  Explain the impact of
 Aryans created the caste system Hinduism on India
 Ashoka was a great emperor of the  Explain the development
Mauryan empire; he converted to of Buddhism
and spread Buddhism; India became  Explain the impact of
an important crossroads on Silk Buddhism on India
Road  Explain how geography
 Gupta Empire considered the contributed to the
“Golden Age” because of movement of people and
advancements in art, architecture, ideas in Ancient India
trade, medicine and science and
math
 Hinduism developed out of Aryan
religious beliefs; Hindus are
Henotheistic (believe in many gods,
with one supreme god); they also
believe in reincarnation and karma.
 Buddhism was founded by
Siddhartha Gautama (Buddha);
believe in nirvana and
reincarnation; reject caste system
Resources
I Do (Teacher Point) We Do (Guided/Differentiated Instruction) You Do (Independent Practice)
Caste System Activator India Map Indian Subcontinent Flowchart
India Student Handout
Religions of India Student Handout Prezi identifying the geographic features of Caste System Reading
Ancient Asian Civilizations the Indian Subcontinent:
Powerpoint https://prezi.com/n3cvrovd3jim/geography-
(through slide 77) of-india/

Hinduism and Buddhism Indian Empires Outline

PowerPoint (T-chart notes)
Indian Empires PowerPoint (goes along with
Indian Empires Outline)
Concept 7: Ancient China

Standard:
SSWH2 The student will identify the major achievements of Chinese and Indian societies from 1100 BCE to 500 CE
c. Describe the development of Chinese civilization under the Zhou and Qin
d. Explain the impact of Confucianism on Chinese culture; include the examination system, the Mandate of
Heaven, the status of peasants, the status of merchants, and the patriarchal family, and explain diffusion to
Southeast Asia, Japan, and Korea

Lesson EQ: What were the major achievements of Chinese societies from 1100 BCE to 500 CE?
Know
 Zhou dynasty
 Qin dynasty
 Confucianism
 Examination system
 Mandate of Heaven
 Status of peasants,
merchants
 Patriarchal family
 Diffusion (spread) of
Confucianism
I Do (Teacher Point)
Chinese Societies Handout
Confucianism Handout
Understand Be Able To Do (DOK 2)
 Zhou dynasty overthrew Shang  Describe how the Zhou
dynasty and established feudalism dynasty developed
in China and Mandate of Heaven  Describe how the Qin
(laws of nature/heaven kept in dynasty developed
order on earth by the king; helps  Explain the impact of
support dynastic cycle) Confucianism on Chinese
 Qin dynasty unified the Chinese culture
world and built Great Wall of China
(some of the original remains)
 Confucius was a Chinese
philosopher who developed a code
of ethical conduct
o Importance of family and
right relationships
o Patriarchal family (father =
head)
o Examination system: led to
bureaucracy, civil servants
must pass tests
o Divide between ruler and
subjects (Mandate of
Heaven)
o Peasants above merchants
(wealth did not define social
status necessarily)
o Diffusion of Confucianism
by moral example, did not
believe in war/conquest;
spread to Korea, Vietnam,
Japan
Resources
We Do (Guided/Differentiated Instruction) You Do (Independent Practice)
Confucius Quotes Analysis Ancient China Constructed
Response Summarizer

Ancient Asian civilizations

PowerPoint (begins on Slide 78)

Early Chinese Civilizations PPT

Early Chinese Civilizations Outline
Concept 8 : Early Latin America (Mesoamerica)
Standard:
SSWH8 The student will demonstrate an understanding of the development of societies in Central and South America
a. Explain the rise and fall of the Olmec, Mayan, Aztec and Inca empires
b. Compare the culture of the Americas; include government, economy, religion, and the arts of the Mayans,
Aztecs, and Incas
Lesson EQ: How did the early societies in Central and South America develop?
Know
 Olmec empire
 Mayan empire
 Aztec empire
 Inca empire
 Government, economy,
religion and arts of the
Mayans
 Government, economy,
religion and arts of the
Aztecs
 Government, economy,
religion and arts of the
Incas
I Do (Teacher Point)
Mesoamerica Activator (Human
Sacrifice Attention Grabber)
Mesoamerica PowerPoint
Mesoamerica Handout
Mesoamerica Comparison Chart
Understand Be Able To Do
 Olmec empire (1200 – 400 BC) was  Explain how the Olmec
farming society on the coast that empire rose and fell
built large cities that were centers (DOK1)
of religious rituals; the reason for  Explain how the Mayan
the fall of this empire is unknown empire rose and fell
 Mayan (300-900 AD) city-states (DOK1)
located on Yucatan peninsula; cities  Explain how the Aztec
were mysteriously abandoned empire rose and fell
around 800AD. Possible causes: (DOK1)
warfare, disruption of trade, over  Explain how the Inca
farming, population growth, empire rose and fell
disease, famine (DOK1)
 Aztec’s rose to power by taking  Compare the culture of the
neighbor’s land; flourished from Mayans, Aztecs, and Incas
1200-1500s AD; established the (DOK 3)
capital city of Tenochtitlan. Fell to
Spanish forces led by Cortes around
1520.
 Incas flourished in South America in
the 1400s; Spanish arrive in 1530s,
led by Pizzaro, led to smallpox
outbreaks and Spanish conquest
that resulted in the fall of the Incas.
 Understand cultural differences
between Mayans, Aztecs and Incas
(see key with student handout for
details)
Resources
We Do (Guided/Differentiated Instruction) You Do (Independent Practice)
Mesoamerican Empire Report Card Mesoamerica Constructed
Olmec Reading Response Summarizer
Mayan Reading
Aztec Reading Mesoamerica Summarizer (Ticket
Inca Reading out the Door)
(all of the “Reading” documents go along
with the Report Card group activity)
Mesoamerica Carousel
Mesoamerica Carousel Student Handout
(Note: Carousel could replace Mesoamerica
PowerPoint and Handout to provide an
activity that is more student-centered for
delivery of material.)