7th Grade Early World History

Flipped Classroom Lesson Plan

Teacher(s): Ms. Frances Robinson, Sarah Sykes, Amy Thiele, and Shelley Singh
Week: Monday, June 26 through Friday, June 30 , 2023

Q2/Wk19 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Exceptional Accommodations, adjustments, modifications, or services are always made on a case-by-case basis and individualized. Additional
Ed./504 assistance with individual students or in small groups as needed. The goal is to assist each student to achieve his or her highest level of
learning.
Accommodations
/ Modifications

Remediation Remedial instruction with aims to improve a skill or ability in each and every student who requires additional support in their education
journey. Students will benefit from additional practice or explanation, repeating information and devoting more time to working on the
skills are a few of the various techniques used to guide each student through the educational process.

Bell Assignment/ Listen to the Teacher: Listen to the Teacher: Listen to the Teacher: Listen to the Teacher: Brainstorm Worksheet:
Ancient Egypt (MP3 Ancient Greece (MP3 Ancient Rome (MP3 Ancient Imperial China
(5-10 mins.) If you could create a
recording) recording) recording) (MP3 recording)
civilization, what would
it look like? Use your
imagination and answer
the essential questions.

Standard Standards: Early World History

7C.1 Early World History: Examine the Development of ancient civilizations: (Egypt, Greece, Rome, and Imperial China)
7C1.1 Evaluate how geographic features of each region impacted the development of each civilization.
7C1.2 Analyze the influence of religion on each civilization.
7C1.3 Describe the cultures of each civilizations.
7C1.4 Explain the governing power structure of each civilization.
7C1.5 Trace the influence of trade on the development of each civilization
7C1.6 Explore the significance of each ancient civilization to modern life in the same region and across the globe.
 Student SWBAT:
Objectives

● Identify the geographic locations of each ancient civilization.

● Locate important geographic features and recognize important monuments of the ancient world.
● Distinguish the cultures of each civilization including cuisine, writing/recorded information, travel, religion, and government
structure.
● Evaluate how trade contributed to the globalization (the spread of ideas/religion/goods) of the ancient world.
● Appraise the role science, technology, engineering, and mathematics (STEM) played a role in the development of ancient
civilizations.

Essential ● How does geography determine how people live? or How does geography shape settlement patterns? (usually near a river or
Question water source)

● What are the reasons ancient civilizations rise and fall? (typically internal change, external pressures, or environmental collapse)

● What are the three things all civilizations must have? (strong government leadership, reliable food sources, specialized work,
etc.)

● List five characteristics that make each ancient civilization unique?

**Answer the essential questions for each civilization listed.

Opener/
Anticipatory Set
(3-5 mins.)

“Teacher Do” Monday–

Input/Modeling
● Watch National Geographic video (Ancient Egypt 101) for 6 minutes
(10 mins) https://education.nationalgeographic.org/resource/ancient-egypt-101/

● Google slide presentation on Ancient Egypt (Slides 2-5)

Water Source: The Nile River

Government: The government of ancient Egypt was a theocratic monarchy as the king ruled by a mandate
from the gods. They were seen as an intermediary between human beings and the divine, and were
supposed to represent the gods’ will through the laws passed and policies approved.

Reliable Food Source: The land around the Nile was rich in wildlife, and the wealthy ancient Egyptians
hunted and ate a variety of fish from the Nile. The Nile provided rich soil for growing crops.

Specialized Work: Jobs in ancient Egypt include: bakers, priests, noblemen, soldiers, farmers, merchants,
fishermen, hunters, craftsmen, artists, and scribes. There were many professions in ancient Egypt, most of
which were inherited.

Rise and Fall of the Civilization: Egyptian civilization developed along the Nile River in large part because
the river’s annual flooding ensured reliable, rich soil for growing crops. Repeated struggles for political
control of Egypt showed the importance of the region’s agricultural production and economic resources.

Ancient Egypt was slowly brought to its knees by a centuries long drought, economic crises, and
opportunistic foreign invaders.

Unique Features of Ancient Egypt: Engineering the pyramids (mathematics and right angles), women had
rights, kings were called pharaohs, mummification of the dead, and hieroglyphics (pictograph/writing).

Tuesday–

● https://mpb.pbslearningmedia.org/resource/nvmm-math-mathmusic/ancient-math-music/

● Google slide presentation on Ancient Greece (Slides 6-9)

Water Source: Athenians needed many aqueducts to bring water from the mountain or rainwater harvesting
systems. Aqueduct is a watercourse constructed to carry water from a source to a distribution point far
away. In modern engineering, the term aqueduct is used for any system of pipes, diches, canals, tunnels,
and other structures used to move water from one place to another. Most of the sewage flowed into streams
or rivers so the cities made public fountains with water piped from outside the city. Limited water supply
required the city to be very efficient with their water supply.

Government: Democracy- rule by the citizens (male members) of the city-state.

Reliable Food Source: Athenins ate lettuce, cucumber, tomatoes, olives, made cheese, wine, fish, and
occasional beef. They ate bread dipped in olive oil. See Duckster.com for more details.

Specialized Work: Some of the specialized professions of ancient Greece: farmer, fisherman, soldier,
teacher, government worker, craftsman (sculptors and artists), doctors, religious experts, philosophers, and
poets.

Rise and Fall of the Civilization: Greece was divided into city states. Constant warring between the city
states weakened Greece and made it difficult to untie against a common enemy like Rome. The poorer
classes in Greece began to rebel against the aristocracy and the wealthy.

Unique Features of Ancient Greece: sophisticated architecture, art sculptures, Greek mythology (religion),
democracy, and aqueducts. Athenians or Greek people spoke Greek *Romans spoke Latin. In Greece,
women were considered property.

Wednesday–

● A Glimpse of Teenage Life in Ancient Rome https://youtu.be/juWYhMoDTN0

● Google slide presentation on Ancient Rome (Slides 10-13)

Water Source: Rome also had aqueducts. Rome had public fountains that carried drinking water for all
citizens to use. Only the wealthy had private access to water in their homes.

Reliable Food Source: The mild climate enabled Romans to grow wheat, grapes, and olives. The abundance
of food supported the citizens and allowed Romans to prosper. The climate made year-long agriculture
possible. Rome also had the advantage of being near water for trade.

Specialized Work: Rome’s specialized jobs include farmers, doctors, engineers, architects, teachers,
shopkeepers, craftsmen, soldiers, sailors, fishermen, writers, poets, musicians, etc.

Government: Rome was ruled under an Autocracy- which means only one person had power, which was the
Emperor . Rome also had a Senate but.. the Senate didn’t have any real political power because they didn’t
make any real government decisions.

Rise and Fall of the Civilization: In the beginning, Rome built their civilization because they conquered and
integrated dozens of cultures (city-states). Political turmoil, cultural changes, disease, and socioeconomic
instability contributed to the unrest as well as war and invasions led to the demise of Roman civilization.

Unique Features of Ancient Rome: Romans spoke Latin and had a slightly different view of mythology
from the Greek, Romans believed they could become gods in the afterlife if they were good on earth. Rome
is an inland city-state and protected from invaders because of the Alps mountains. The Alps mountains also
provided clean water for the aqueduct system. Using science and technology, Romans (although not the
exact first to use) but were the first to redevelop concrete using lime and volcanic rock to make mortar.
Romans conquered many cities and kingdoms, and they also created intricate roads that connected the
Roman empire to the city of Rome. In Rome, women were NOT considered property, had few rights, but
were not considered citizens.

Thursday–

● How the Shanag Invented Writing: https://mpb.pbslearningmedia.org/resource/how-shang-

invented-story-of-china/how-shang-invented-story-of-china/

● The Terra Cotta Warriors: https://youtu.be/mP5p4QbvPtc

● History of the Great Wall https://youtu.be/23oHqNEqRyo

● Google slide presentation on ancient Imperial China (Slides 14-17)

Water Source: China’s water supply primarily comes from surface water (lakes and rivers. China has
numerous rivers, among them are the Yangtze river, Yellow river, Huai river, Hai River, and the Pearl
River. Well water was also available and was one of the best water sources.

Reliable Food Source: Families ate millet, rice, fish, wild game (animals in the forest) and fowl (domestic
and wild birds), vegetables include soybeans, yams, turnips, and spring onion.

Specialized Work: Artisans and Craftsmen, scholars (doctors and warriors), merchants, and farmers.

Rise and Fall of the Civilization: Xia King was said to have repaired the community after a disastrous flood
early in China’s history giving him the Mandate of Heaven (means the right to rule) and later passed the
position of king to his son. Later in the Qin dynasty (221–206 B.C.E.) and the first Qin leader, Qin Shin
Huang, mark the first use of the term “emperor” regarding the dynastic leader. While this imperial reign
lasted for only two emperors and 15 years, it began some of the most influential programs across the
ancient world. The Qin empire marked a period of Chinese unification, where surrounding territories were
brought under the rule of the emperor.

Government: Authoritarian- when the ruler or emperor requires his/her subjects to strictly obey the
emperor’s authority. Consequences were upheld when subjects did not obey. Qin Shin Huang embarked on
an authoritarian government augmented with significant infrastructural development, and began work on
what would become the Great Wall of China. Imperial China fell due to bad harvests, warfare, rebellions
(Taiping and Boxer), overpopulation, economic disasters, and foreign imperialism contributed to the
dynasty's collapse. With the death of empress Dowager Cixi and the rise of a child emperor Pu Yi (only 2
 years and 10 months when he was named emperor) https://www.historyhit.com/puyi-last-emperor-of-china/
Pu Yi growing up http://oac.cdlib.org/ark:/13030/kt4w1018h1/?brand=oac4 Royal Court

Unique Features of Ancient China: China is a country with a very long and rich history. Imperial China
began in 221 BC and ended in 1912. During the ancient Imperial China period, the Chinese have been
credited with developing the compass, the first to create alcohol (beer), iron casting, gun powder, and
fireworks. Other contributions include Confucianism, standardized testing, standardized weights, and
counting systems, trade routes (the Silk Road), paper, ink, and Chinese characters.

https://chinacurrent.com/story/22794/the-origin-and-journey-of-fireworks History of fireworks

Friday–

● Review article from National Geographic: “Key Components of Civilization”

https://education.nationalgeographic.org/resource/key-components-civilization/

● Globalization via the Silk Road https://youtu.be/vn3e37VWc0k

● Show a visual example of an original-teacher made (fictitious) creative civilization google slide.
Give instructions for collaborative assignments.

“Teacher/ Monday– Students have listened to the MP3 recording, watched the National Geographic video, and
Student Do” reviewed information in google slide presentation. Students will now discuss the essential questions for this
lesson. In a google document, students will record notes and save them under the title “Ancient
Guided Practice/
Group Work civilizations.” Students may google or search for the answers using their web browser. Submit on Google
Classroom.
(10 mins.)

Tuesday– Students will have an opportunity to discuss the information presented in the MP3 recording,
PBS video, and teacher made slide presentation. Students will open the ancient civilizations google
document on their tablet and answer the essential questions. Submit on Google Classroom.

Wednesday– Students will have an opportunity to discuss the information presented in the MP3 recording,
TedEd video, and teacher made slide presentation. Students will open the ancient civilization Google Doc
on their tablet and answer the essential questions. Submit on Google Classroom.
 Thursday– Students will have an opportunity to discuss the information presented in the MP3 recording,
PBS video, and teacher made slide presentation. Students will open the ancient civilization Google Doc on
their tablet and answer the essential questions. Submit on Google Classroom.

Friday– Students will create their own civilization in a group of four. Students will submit their completed
assignment via Google Classroom for an assessment grade before the end of class. Each student in the
group will have a different task to complete for the assignment:

● Time Manager - main responsibility is to make sure the assignment is completed in time.

● Researcher/Information Specialist - responsible for looking up information for the group.

● Graphic Designer - responsible for making sure the assignment is visually appealing.

● Writer/Recorder- responsible for writing/typing information for the group.

“Student Do” Log into Kahoot

Independent Play Test Your Interactive Assignment Interactive Assignment Interactive Assignment Student groups of four
Practice Ancient Egyptian will create a (fictitious)
(10 mins.) Knowledge on civilization. Students
Kahoot for 5 minutes. https://nearpod.com/t/ https://nearpod.com/t/ https://nearpod.com/t/ must determine:
Class code will be social-studies/6th/ social-studies/7th/the-fall- social-studies/8th/ancient-
ancient-greece- 1.Where their civilization
posted on the smart of-rome-712-L105976274 china-L36554340
geography-and-culture- is located?
board.
https://education.nati 68-L100735816
2. How will your people
onalgeographic.org/re . If time permits: Watch obtain drinking water?
source/test-your-
ancient-egyptian- 3. What will your people
knowledge/ eat?
The Terra Cotta Warriors
https://youtu.be/mP5p4Qbv 4. Which religion or
Ptc beliefs will they follow?
Interactive
Assignment 5. How will you rule your
subject? What type of
https://
 mpb.pbslearningmedi government will you use?
a.org/resource/
midlit11.soc.splegypt 6. What occupations are
/building-the- available in your
pyramids-of-ancient- civilization?
egypt/
7. How is your
civilization different from
other civilizations?

Assessment Summative Assessment– Submission of daily notes to the Google Classroom.

Formative Assessment– Friday, June 30, students will create their own civilization in a group of four. Students will submit their
completed assignment via Google Classroom for an assessment grade. Each student in the group will have a task to complete for the
assignment .(time manager, researcher (information specialist), graphic designer and writer/recorder).

Closure

Homework Students should review their Google Doc notes every evening. Any assignment that has not been completed in class must be submitted
the next school day to obtain full credit. Students must spend at least 30 minutes each day reading a book of their choice.

Students are also required to complete two Accelerated Reader books and test on the second and fourth Friday of each month.

Lesson
Resources
National Geographic Society Education
Ducksters.com
https://mpb.pbslearningmedia.org/
https://ed.ted.com/educator
https://nearpod.com/library/
“Those who cannot learn from history, are doomed to repeat it” – George Santayana