Unit II: PYRAMIDS, PROPHETS, AND POWER: ANCIENT EGYPT AND ISRAEL
In the previous unit, students explored the origins of civilization, concluding with information about Hammurabi’s Code and the early forms of law and justice. Students will continue to explore the phenomenon of civilization by exploring the inquiry arc question – Where does power come from? In the Egypt Cornerstone, students examine political and social structures in Egypt and how they shaped the power dynamic among the different classes of people. Students will compare these political and social structures to other North African societies of Nubia (Kush). Continuing to an examination of the beliefs and behaviors of Judaism and the early history of the Hebrews, students will focus on how societies and religion operate in reciprocal relationships. Students deepen their comparative analysis skills by creating a presentation on how in each society studied, power ended up concentrated at the top of society or maintained by the people, depending on where the society drew its power from.
BIG Ideas
- Mesopotamia, commonly believed to be one of the first civilizations, was known as early innovators of written language, government, and religion.
- The Hebrews were a monotheistic group who had been enslaved in Egypt. During the exodus, Israelites left Egypt to reclaim their holy land.
- Israelites fought to regain control of their Holy land anchoring themselves in their religious beliefs to overcome and resist invasions and clashes with neighbors.
Questions That Need To Be Answered
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HOW CIVILIZATIONS WERE CIVILIZED - POWER, SOCIAL, HIERARCHY, SOCIAL CLASS
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TEXT TO HELP ANSWER THE LEARNING EXPECTATIONS
PRESENTATIONS
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FOLDER NOTES
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FOLDER HOMEWORK
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If you want to download the powerpoint click here or go to WH additional resources
| How to Take Cornell Notes |
Overarching Question: Why are some aspects of world civilizations, such as religion, social structure, and artistic achievements so long lasting and influential?
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Disciplinary Concept & Tools-I
How can I use historical thinking to understand the world in which I live? |
Disciplinary Concept & Tools-II
Are historical events ever inevitable? |
Social Studies Content Standards:
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
EXPECTATION: Using historical thinking and processing skills, have students demonstrate an understanding of the political, social, and cultural aspects of Africa Eurasia and American empires and societies as well as the impact of the interaction between cultures prior to 1300.
Indicators and Objectives: 1.A.1 (a-d); 1.B.1 (a-e); 1.C.1 (a-c); 1.C.2 (a-c); 1.D.1 (a-c); 1.D.2 (a-b); 1.E.1 (a-e)
1.A.1 Describe the reasons to study history and the importance of keeping an active, inquiring, multi-perspective attitude.
1.B.1 Describe the beliefs of and impacts of select world religions on world history prior to 1300.
Historical Thinking Skills:
• Draw comparisons across eras and regions in order to define enduring issues as well as large-scale or long-term developments that transcend regional and temporal boundaries. (U1LC, U1LD), R7
• Use timelines, bar graphs, pie graphs, charts, and historical maps to evaluate historical data and recognize historical trends. (U1LB, U1LE), R25 R26, R27 R28
• Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge. (U1LE), R11
• Use geographic tools to locate places and describe the human and physical characteristics in the region. (U1LE), R31, xxvi-xxxiii.
MCCR Standards:
RH.9-10.1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.7: Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
DC Content Power Standards
7.2: Describe how the development of agriculture related to village settlement, population growth, and the emergence of civilization (e.g., prehistoric art of the cave of Lascaux, the megalithic ruin of Stonehenge, the Stone City of Great Zimbabwe).
7.3.4: Understand the significance of Hammurabi’s Code and the basic principle of justice contained within the code.
7.2: Describe how the development of agriculture related to village settlement, population growth, and the emergence of civilization (e.g., prehistoric art of the cave of Lascaux, the megalithic ruin of Stonehenge, the Stone City of Great Zimbabwe).
7.3.4: Understand the significance of Hammurabi’s Code and the basic principle of justice contained within the code.
C3 Framework Indicators and Common Core Literacy Standards
D1.2: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
D1.3: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
D2.His.2: Classify series of historical events and developments as examples of change and/or continuity.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D3.2: Evaluate the credibility of a source by determining its relevance and intended use. (RH.6)
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
D4.5: Critique the structure of explanations.
WH.1.A: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
WH.1.B: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
D1.2: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
D1.3: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
D2.His.2: Classify series of historical events and developments as examples of change and/or continuity.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D3.2: Evaluate the credibility of a source by determining its relevance and intended use. (RH.6)
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations.
D4.5: Critique the structure of explanations.
WH.1.A: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
WH.1.B: Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
DC Content Supporting Standards
CQ 1 FORMATIVE ASSESSMENT7.3.5: Describe the relationship between religion (polytheism) and the social and political order in Mesopotamia and Egypt.
D2.Rel.5: Explain how religious identities shape and are shaped by the beliefs people hold, the behaviors they exhibit, and the ways people experience membership in intersecting communities.
D2.Rel.8: Interpret how beliefs, behaviors, and experiences of belonging to various communities affect and are affected by other social, political, and cultural forces.
D1.2: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
D1.3: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D3.3: Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations. (RH.1, RH.9)
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations. (WH2)
D4.5: Critique the structure of explanations.
D4.7: Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
CQ 2 FORMATIVE ASSESSMENT
7.3.5: Describe the relationship between religion (polytheism) and the social and political order in Mesopotamia and Egypt.
D2.Rel.5: Explain how religious identities shape and are shaped by the beliefs people hold, the behaviors they exhibit, and the ways people experience membership in intersecting communities.
D2.Rel.8: Interpret how beliefs, behaviors, and experiences of belonging to various communities affect and are affected by other social, political, and cultural forces.
D1.2: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
D1.3: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D3.3: Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations. (RH.1, RH.9)
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations. (WH2)
D4.5: Critique the structure of explanations.
D4.7: Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CQ3 FORMATIVE ASSESSMENT
7.7.3: Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God; emphasis on individual worth; personal responsibility; the rule of law; observance of law; practice of the concepts of righteousness and justice; and importance of study.
D2.Rel.7: Analyze how beliefs, behaviors, and experiences of belonging to communities change over time.
D2.Rel.8: Interpret how beliefs, behaviors, and experiences of belonging to various communities affect and are affected by other social, political, and cultural forces.
CQ 4 FORMATIVE ASSESSMENT
7.7.2: Describe the settlements and movements of Hebrew peoples, including the exodus and their movement to and from Egypt, and the significance of the exodus to the Jewish and other peoples.
D2.Rel.2: Describe and analyze examples of how religions are internally diverse at both macro levels (sects and divisions within traditions) and micro levels (differences within specific religious communities).
D2.Rel.8: Interpret how beliefs, behaviors, and experiences of belonging to various communities affect and are affected by other social, political, and cultural forces.
UNIT PERFORMING TASK
All DC Content Power Standards, C3 Indicators, and Common Core standards referenced in this unit, including the following spiraling standards present in each unit in 7th Grade Ancient History:
D1.1: Explain how a question represents key ideas in the field.
D1.4: Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.
D2.Civ.7: Apply civic virtues and democratic principles in school and community settings.
D3.1: Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. (RH.1,2,6)
D4.3: Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). (WH.4,8, SL.1)
D4.6: Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem. (WH.9)
RH.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
WH.10:Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
CQ 1 FORMATIVE ASSESSMENT7.3.5: Describe the relationship between religion (polytheism) and the social and political order in Mesopotamia and Egypt.
D2.Rel.5: Explain how religious identities shape and are shaped by the beliefs people hold, the behaviors they exhibit, and the ways people experience membership in intersecting communities.
D2.Rel.8: Interpret how beliefs, behaviors, and experiences of belonging to various communities affect and are affected by other social, political, and cultural forces.
D1.2: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
D1.3: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D3.3: Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations. (RH.1, RH.9)
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations. (WH2)
D4.5: Critique the structure of explanations.
D4.7: Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
CQ 2 FORMATIVE ASSESSMENT
7.3.5: Describe the relationship between religion (polytheism) and the social and political order in Mesopotamia and Egypt.
D2.Rel.5: Explain how religious identities shape and are shaped by the beliefs people hold, the behaviors they exhibit, and the ways people experience membership in intersecting communities.
D2.Rel.8: Interpret how beliefs, behaviors, and experiences of belonging to various communities affect and are affected by other social, political, and cultural forces.
D1.2: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question.
D1.3: Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a supporting question.
D2.Geo.8: Analyze how relationships between humans and environments extend or contract spatial patterns of settlement and movement.
D3.3: Identify evidence that draws information from multiple sources to support claims, noting evidentiary limitations. (RH.1, RH.9)
D4.2: Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations. (WH2)
D4.5: Critique the structure of explanations.
D4.7: Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
WH.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
CQ3 FORMATIVE ASSESSMENT
7.7.3: Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God; emphasis on individual worth; personal responsibility; the rule of law; observance of law; practice of the concepts of righteousness and justice; and importance of study.
D2.Rel.7: Analyze how beliefs, behaviors, and experiences of belonging to communities change over time.
D2.Rel.8: Interpret how beliefs, behaviors, and experiences of belonging to various communities affect and are affected by other social, political, and cultural forces.
CQ 4 FORMATIVE ASSESSMENT
7.7.2: Describe the settlements and movements of Hebrew peoples, including the exodus and their movement to and from Egypt, and the significance of the exodus to the Jewish and other peoples.
D2.Rel.2: Describe and analyze examples of how religions are internally diverse at both macro levels (sects and divisions within traditions) and micro levels (differences within specific religious communities).
D2.Rel.8: Interpret how beliefs, behaviors, and experiences of belonging to various communities affect and are affected by other social, political, and cultural forces.
UNIT PERFORMING TASK
All DC Content Power Standards, C3 Indicators, and Common Core standards referenced in this unit, including the following spiraling standards present in each unit in 7th Grade Ancient History:
D1.1: Explain how a question represents key ideas in the field.
D1.4: Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.
D2.Civ.7: Apply civic virtues and democratic principles in school and community settings.
D3.1: Gather relevant information from multiple sources while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. (RH.1,2,6)
D4.3: Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). (WH.4,8, SL.1)
D4.6: Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem. (WH.9)
RH.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
RH.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.
WH.10:Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
