Teacher Work Sample Curriculum Map | EDUC-675

Name: Isaac Casto Date: 09/11/13 09/24/13

Grade: 9th Length of class/unit: Thirteen 51-Minute Periods Subject: Social Studies Topic: Ancient Middle East & Egypt
Background knowledge for purpose of this course: Neolithic Revolution, Effects of Agriculture, Rise of Civilizations
Title of Your Unit Plan: Ancient Middle East & Egypt
Brief synopsis of plan: Students will take notes, participate in class discussion, fill out maps, complete various reading activities, and complete a Code of Hammurabi research
project to learn about ancient Middle East and Egypt.

Driving Question(s):
Where is the Fertile Crescent?
What are the characteristics of the worlds first civilization?
How did various strong rulers unite the lands of the Fertile Crescent into well-organized empires?
How did the Nile influence the rise of the powerful civilization of Egypt?
How did religion and learning play important roles in ancient Egyptian civilization?
WV Next Generation Standards: Identified Learning Targets Evidence of Student Mastery of Learning Targets
SS.9.C.1 - describe the roles of citizens and their
responsibilities (e.g., prehistoric societies; river
civilizations, classical civilizations, feudal systems,
developing nation states and neo-feudal systems).
SS.9.C.2 - analyze and connect the status, roles, and
responsibilities of free men, women, children, slaves
and foreigners across time in various civilizations.
SS.9.C.4 - analyze and evaluate various ways of
organizing systems of government in order to
illustrate the continuity and change in the role of
government over time (e.g., Hammurabis Code, the
Twelve Tables of Rome, Justinian Code, Magna
Carta, English Bill of Rights, Articles of Confederation
and the United States Constitution).
SS.9.G.2 - explain how altering the environment has
brought prosperity to some places and created
environmental dilemmas for others.
SS.9.G.6 - use maps, charts, and graphs to analyze
the world to account for consequences of
human/environment interaction, and to depict the
geographic implications of world events.
SS.9.H.CL2.1 - compare and contrast the causes and
effects of the rise and decline of ancient river valley
civilizations
SS.9.H.CL2.2 - investigate the various components of
culture and civilization including customs, norms,
describe the roles of citizens and their
responsibilities in river civilizations


analyze and connect the status, roles, and
responsibilities of free men, women, children, slaves
and foreigners in river civilizations
analyze and evaluate various ways of organizing
systems of government in order to illustrate the
continuity and change in the role of government
over time (Hammurabis Code)



explain how altering the environment has brought
prosperity to some places and created
environmental dilemmas for others.
use maps to analyze the world to account for
consequences of human/environment interaction,


compare and contrast the causes and effects of the
rise and decline of ancient river valley civilizations

investigate the various components of culture and
civilization including customs, norms, values,
Students will complete an outline map of the
Ancient Middle East. Students completed maps will
be assessed for completeness and accuracy.
Students must score 6 out of 10 to demonstrate
mastery.
Students will complete a carousel reading activity in
which they read sections of Chapter 2 Section 1 and
answer questions posted around the classroom.
Students work during the in-class activity will be
assessed through direct observation. Students
notes will be included in the 1
st
Quarter Binder and
be assessed for completeness and accuracy.
Students will create Codes of law for civilization.
Students will present their Codes to the class.
Students must score 45 out of 68 on their projects
(scored by the project rubric) to demonstrate
mastery.
Students will read Chapter 2 Section 2 and complete
the Note Taking Graphic Organizer. Students
knowledge will be assessed informally via direct
observation and questioning. Students notes will be
included in the 1
st
Quarter Binder and be assessed
for completeness and accuracy.
Students will take notes and participate in class
discussion during direct instruction of Chapter 2
Section 3. Students knowledge will be assessed
Teacher Work Sample Curriculum Map | EDUC-675

values, traditions, political systems, economic
systems, religious beliefs and philosophies in ancient
river civilizations.
SS.9-10.L.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.
SS.9-10.L.12 - write informative/explanatory texts,
including the narration of historical events, scientific
procedures/ experiments, or technical processes.
SS.9-10.L.13 - produce clear and coherent writing in
which the development, organization, and style are
appropriate to task, purpose and audience.
SS.9-10.L.16 - conduct short as well as more
sustained research projects to answer a question
(including a self-generated question) or solve a
problem and narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the
subject, demonstrating understanding of the subject
under investigation.
traditions, political systems, economic systems,
religious beliefs and philosophies in ancient river
civilizations.
determine the central ideas or information of a
secondary source; provide an accurate summary of
how key events or ideas develop over the course of
the text.
write explanatory texts


produce clear and coherent writing in which the
development, organization, and style are
appropriate to task, purpose and audience.
conduct short research projects to solve a problem
informally via direct observation and questioning.
Students notes will be included in the 1
st
Quarter
Binder and be assessed for completeness and
accuracy.
Students Ancient Egypt Outline map will be
assessed for completeness and accuracy. Students
must score 7 out of 11 to demonstrate mastery.
After completing the jigsaw/peer teaching activity,
students will complete the Chapter 2 Section 4 quiz.
Students must score 60% to demonstrate mastery.
Students will participate in a Jeopardy-like review
game. Students knowledge of Chapter 2 content
will be assessed via direct observation and
questioning.
Students will complete the Chapter 2 assessment.
Students must score 46 out of 70 to demonstrate
mastery.
21
st
Century Learning Skills and Tools Identified Learning Targets Evidence of Student Mastery of Learning Targets
21C.O.9-12.1.LS.3 - Student creates information
using advanced skills of analysis, synthesis and
evaluation and shares this information through a
variety of oral, written and multimedia
communications that target academic, professional
and technical audiences and purposes.
21C.O.9-12.1.TT.10 - Student implements various
Internet search techniques (e.g., Boolean searches,
meta-searches, web bots) to gather information;
student evaluates the information for validity,
appropriateness, content, bias, currency, and
usefulness.
21C.O.9-12.2.LS.1 - Student engages in a critical
thinking process that supports synthesis and
conducts evaluation using complex criteria.
21C.O.9-12.2.TT.2 - Student collaborates with peers,
experts and others to contribute to a content-
related knowledge base by using technology to
compile, synthesize, produce, and disseminate
information, models, and other creative works.
Student creates information using advanced skills of
analysis, synthesis and evaluation and shares this
information through a variety of oral, written and
multimedia communications that target academic
audiences

Student implements various Internet search
techniques to gather information; student evaluates
the information for validity, appropriateness,
content, bias, currency, and usefulness


Student engages in a critical thinking process


Student collaborates with peers to contribute to a
content-related knowledge base



Students will complete an outline map of the
Ancient Middle East. Students completed maps will
be assessed for completeness and accuracy.
Students must score 6 out of 10 to demonstrate
mastery.
Students will complete a carousel reading activity in
which they read sections of Chapter 2 Section 1 and
answer questions posted around the classroom.
Students work during the in-class activity will be
assessed through direct observation. Students
notes will be included in the 1
st
Quarter Binder and
be assessed for completeness and accuracy.
Students will create Codes of law for civilization.
Students will present their Codes to the class in
approximately one week. Students must score 45
out of 68 on their projects (scored by the project
rubric) to demonstrate mastery.
Students will read Chapter 2 Section 2 and complete
the Note Taking Graphic Organizer. Students
knowledge will be assessed informally via direct
Teacher Work Sample Curriculum Map | EDUC-675

21C.O.9-12.2.TT.3 - Student uses multiple electronic
sources of information and multiple technology
tools and resources tools (e.g., digital cameras,
graphing calculators, probes, mp3 players, handheld
devices, other emerging technologies, simulations,
models, browsers, word processing, authoring tools,
spreadsheets, databases) to collaborate with others,
to formulate a hypothesis, to solve problems, make
decisions, and present and justify the solutions.
21C.O.9-12.3.LS.1 - Student remains composed and
focused, even under stress, willingly aligns his/her
personal goals to the goals of others when
appropriate, approaches conflict from win-win
perspective, and derives personal satisfaction from
achieving group goals.
Student uses multiple electronic sources of
information and multiple technology tools and
resources tools to collaborate with others






Student remains composed and focused, even under
stress
observation and questioning. Students notes will be
included in the 1
st
Quarter Binder and be assessed
for completeness and accuracy.
Students will take notes and participate in class
discussion during direct instruction of Chapter 2
Section 3. Students knowledge will be assessed
informally via direct observation and questioning.
Students notes will be included in the 1
st
Quarter
Binder and be assessed for completeness and
accuracy.
Students Ancient Egypt Outline map will be
assessed for completeness and accuracy. Students
must score 7 out of 11 to demonstrate mastery.
After completing the jigsaw/peer teaching activity,
students will complete the Chapter 2 Section 4 quiz.
Students must score 60% to demonstrate mastery.
Students will participate in a Jeopardy-like review
game. Students knowledge of Chapter 2 content
will be assessed via direct observation and
questioning.
Students will complete the Chapter 2 assessment.
Students must score 46 out of 70 to demonstrate
mastery.
Performance Objectives:
Day 1 After completing the Ancient Middle East Outline Map, students will be able to locate 6 out of the 10 major features of the Ancient Middle East.
Day 2 & 3 After completing the carousel brainstorm activity, students will be able to discuss 3 of the 4 main characteristics of Sumerian society.
Day 4 After learning about the Code of Hammurabi and the establishment of civilization, students will be able to create their own list of 20 laws they feel should guide society.
Day 5 & 6 After completing the reading/notetaking activity, students will be able to summarize the rise and fall of the 4 early Mesopotamian empires with 65% accuracy.
Day 7 After receiving direct instruction & participating in class discussion, students will be able to analyze the success of the Old, Middle, and New Kingdoms in Ancient Egypt
with 70% accuracy.
Day 8 & 9 After learning about the Code of Hammurabi and the establishment of civilization, students will be able to create their own list of 20 laws they feel should guide
society.
Day 10 & 11 After completing the jigsaw/peer-teaching activity, students will be able to explain 3 of the 5 aspects of Egyptian culture.
Day 12 After completing the lessons regarding the Ancient Middle East & Egypt, students will be able to recall information from Chapter 2 with 65% accuracy.
Day 13 After completing the lessons regarding the Ancient Middle East & Egypt, students will be able to correctly answer 46 of 70 questions on the Chapter 2 assessment.
Know: geographic features of Ancient Middle East & Egypt; main features of Sumerian civilization; Code of Hammurabi; emperors of Mesopotamia; three kingdoms of Ancient
Egypt; Egyptian civilization
Understand: spatial relations of ancient Middle East & Egypt; legacy of Sumer; how geography influenced the development of civilization; importance of laws; how conquests
shaped empires; Ancient Egyptian culture
Do: complete maps of ancient Middle East & Egypt, carousel reading, read/notetaking, class discussion, jigsaw/peer-teaching, Code of Hammurabi Project, review, Chapter 2
assessment
Teacher Work Sample Curriculum Map | EDUC-675

Hook/Launch: The teacher will begin the unit by reviewing the basic features of civilizations (review of Chapter 1 Section 3).

Content Standards
& Objectives
Objectives

Activities Resources Assessment Differentiated Instruction
Day 1
Middle East Map
SS.9.G.6

After completing
the Ancient Middle
East Outline Map,
students will be
able to locate 6 out
of the 10 major
features of the
Ancient Middle
East.
The following bellringer will
be written on the whiteboard:
Why did the first civilizations
develop in river valleys?
Students will work individually
to complete the Ancient
Middle East outline map.
At the end of the period, the
teacher will lead a review of
the major feature of Ancient
Middle East using the teacher-
created Ancient Middle East
Map PowerPoint. Students
will be asked to locate the
features on the projected
map.
Whiteboard, Dry Erase
Marker & Eraser
Copies of Ancient Middle
East Outline Map
Textbooks
Color Pencils, Writing
Utensils, Notebook Paper
Teacher-created Ancient
Middle East Map
PowerPoint
Computer, Projector
Students maps will be
assessed for
completeness &
accuracy. Students
must score out of 6 out
of 10 to demonstrate
mastery.
The teacher may provide
maps that already
include boundaries for
the different empires in
the region.
Day 2 & 3
Ch. 2 Section 1
SS.9.H.CL2.2
SS.9-10.L.2
After completing
the carousel
brainstorm activity,
students will be
able to discuss 3 of
the 4 main
characteristics of
Sumerian society.
The following bellringer will
be written on the whiteboard:
Where is Mesopotamia?
Students will be broken into 5
groups to complete a carousel
reading activity. Questions
will be posted around the
classroom. After answering
the question for a particular
section, students will rotate
around the classroom. This
will continue until all groups
have read/answered all
sections.
The teacher will review the
brainstorm sheets by
summarizing important
information on the
whiteboard.
o Students will be
expected to take notes
Whiteboard, Dry Erase
Marker & Eraser
Notebook Paper, Writing
Utensils
Textbook
Copies of brainstorm
reading questions
Students work during
the brainstorm reading
activity will be assessed
via direct observation
and questioning.
Students notes will be
included in their 1
st

Quarter Binder and be
assessed for
completeness and
accuracy.
The teacher may
preselect groups to
ensure students are
staying on-task and to
prevent behavior issues.
The teacher will review
important information
from the reading by
summarizing
information on the
whiteboard.
Teacher Work Sample Curriculum Map | EDUC-675

and participate in class
discussion
Day 4
Code Project
SS.9.C.1
SS.9.C.2
SS.9.C.4
SS.9.H.CL2.2
SS.9-10.L.2
SS.9-10.L.12
SS.9-10.L.13
SS.9-10.L.16
After learning
about the Code of
Hammurabi and
the establishment
of civilization,
students will be
able to create their
own list of 20 laws
they feel should
guide society.
The following bellringer will
be written on the whiteboard:
Why was Hammurabis code
important?
The teacher will distribute and
review the Code of
Hammurabi project outline.
Working in pairs, students will
begin working on their project
by brainstorming potential
laws.
Whiteboard, Dry Erase
Marker & Eraser
Notebook Paper, Writing
Utensils
Textbook
Smartphones with
Internet access
Students will present
their Codes to the
class in approximately
one week. Students
must score 45 out of 68
on their projects
(scored by the project
rubric) to demonstrate
mastery.
The teacher may
preselect groups to
ensure students are
staying on-task and to
prevent behavior issues.
Students will be
permitted to use a word
processing program to
complete their projects.
Day 5 & 6
Ch. 2 Section 2
SS.9.C.4
SS.9.H.CL2.2
SS.9-10.L.2
After completing
the reading/
notetaking activity,
students will be
able to summarize
the rise and fall of
the 4 early
Mesopotamian
empires with 65%
accuracy.
The following bellringer will
be written on the whiteboard:
Where was Ancient Sumer
located?
Students will read Chapter 2
Section 2 and complete the
Note Taking Graphic
Organizer.
The teacher will review the
reading by leading direct
instruction using the teacher-
created Invaders, Traders, &
Empire Builders PowerPoint
presentation.
o Students will be
expected to take notes
and participate in class
discussion
Whiteboard, Dry Erase
Marker & Eraser
Notebook Paper, Writing
Utensils
Textbook
Copies of the Chapter 2
Section 2 Note Taking
Graphic Organizer
Teacher-created Invaders,
Traders, & Empire
Builders PowerPoint
presentation
Computer, Projector
Students knowledge
will be assessed
informally via direct
observation and
questioning.
Students notes will be
included in their 1
st

Quarter Binders.
Students notes will be
assessed for
completeness and
accuracy.
The teacher may provide
partially completed
graphic organizers to
scaffold instruction.
The teacher may provide
copies of the
PowerPoint
presentation to aid
student notetaking.
Day 7
Ch. 2 Section 3
SS.9.H.CL2.1
SS.9.H.CL2.2
After receiving
direct instruction &
participating in
class discussion,
students will be
able to analyze the
success of the Old,
Middle, and New
Kingdoms in
Ancient Egypt with
The following bellringer will
be written on the whiteboard:
What natural feature most
affected the development of
civilization in Egypt?
The teacher will lead direct
instruction of Chapter 2
Section 3 using the teacher-
created Kingdom on the Nile
PowerPoint presentation.
Whiteboard, Dry Erase
Marker & Eraser
Notebook Paper, Writing
Utensils
Teacher-created Kingdom
on the Nile PowerPoint
presentation
Computer, Projector
Students knowledge
will be assessed
informally via direct
observation and
questioning.
Students notes will be
included in the 1st
Quarter Binder and be
assessed for
completeness and
The teacher may provide
copies of the
PowerPoint
presentation to aid
student notetaking.
Teacher Work Sample Curriculum Map | EDUC-675

70% accuracy. o Students will be expected
to take notes and
participate in class
discussion
accuracy.
Day 8 & 9
Code Presentations
SS.9.C.1
SS.9.C.2
SS.9.C.4
SS.9.G.6
SS.9.H.CL2.2
SS.9-10.L.2
SS.9-10.L.12
SS.9-10.L.13
SS.9.H.CL2.2
After learning
about the Code of
Hammurabi and
the establishment
of civilization,
students will be
able to create their
own list of 20 laws
they feel should
guide society.
Students will present their
Code of Hammurabi Project
laws for the class.
o Students will take notes
during other students
presentations.
If presentations end early,
students will complete the
Ancient Egypt Outline map
Students will write a short
project reflection: What was
your favorite law? Why? and
If you had to change one
thing about your laws, what
would it be? Why?
Whiteboard, Dry Erase
Marker & Eraser
Notebook Paper, Writing
Utensils, Color Pencils
Textbooks
Computer, Projector
Copies of the Ancient
Egypt Outline map
Students will present
their Codes to the
class. Students must
score 45 out of 68 on
their projects (scored
by the project rubric) to
demonstrate mastery.
Students reflections
will be assessed for
completeness. Students
must score 5 out of 10
to demonstrate
mastery.
Students Ancient Egypt
Outline map will be
assessed for
completeness and
accuracy. Students
must score 7 out of 11
to demonstrate
mastery.
The teacher may
preselect groups to
ensure students are
staying on-task and to
prevent behavior issues.
Students will be
permitted to use a word
processing program to
complete their projects.
Day 10 & 11
Ch. 2 Section 4
SS.9.C.2
SS.9.C.4
SS.9.G.2
SS.9-10.L.2
After completing
the jigsaw/peer-
teaching activity,
students will be
able to explain 3 of
the 5 aspects of
Egyptian culture.

The following bellringer will
be written on the whiteboard:
How did the Nile influence
Egyptian civilization?
The teacher will break the
students into 5 groups. Each
group will be assigned a
section of Section 4. Students
will read the section and
compile summary notes.
Students will be regrouped
into 4 groups so that each
group has a member who
represents each section of
Section 4. Students will teach
their section to the rest of the
Whiteboard, Dry Erase
Marker & Eraser
Notebook Paper, Writing
Utensils
Textbook
Copies of the Chapter 2
Section 4 quiz
Students will complete
the Chapter 2 Section 4
quiz. Students must
score 60% to
demonstrate mastery.
The teacher may provide
graphic organizers
and/or focusing
questions to guide
student reading
comprehension during
the jigsaw activity.
Teacher Work Sample Curriculum Map | EDUC-675

group.
Students will complete the
Chapter 2 Section 4 quiz.
Day 12
Ch. 2 Review
SS.9.C.1
SS.9.C.2
SS.9.C.4
SS.9.G.2
SS.9.G.6
SS.9.H.CL2.1
SS.9.H.CL2.2

After completing
the lessons
regarding the
Ancient Middle
East & Egypt,
students will be
able to recall
information from
Chapter 2 with
65% accuracy.
The following bellringer will
be written on the whiteboard:
What have you learned
about ancient Middle East &
Egypt.
o Students will be given
time to reflect on the
unit and write a brief
summary of the content.
The class will be divided into
two groups. Groups will
compete against each other in
a teacher-created Chapter 2
Jeopardy review game
(PowerPoint presentation).
Whiteboard, Dry Erase
Marker & Eraser
Notebook Paper, Writing
Utensils
Teacher-created Chapter
2 Jeopardy PowerPoint
presentation
Computer, Projector
Students knowledge of
Chapter 2 content will
be assessed via direct
observation and
questioning.
The teacher may permit
students to copy
questions and answers
from the review game to
aid studying.
Day 13
Ch. 2 Assessment
SS.9.C.1
SS.9.C.2
SS.9.C.4
SS.9.G.2
SS.9.G.6
SS.9.H.CL2.1
SS.9.H.CL2.2
After completing
the lessons
regarding the
Ancient Middle
East & Egypt,
students will be
able to correctly
answer 46 of 70
questions on the
Chapter 2
assessment.
Students will work individually
to complete the Chapter 2
Assessment.
Copies of the Chapter 2
Assessment
Notebook Paper, Writing
Utensils
Students must score 46
out of 70 on the
assessment to
demonstrate mastery.
The teacher may provide
a modified assessment
(reduced distractors,
grouped matching,
extended time, test
read).
Teacher Work Sample Curriculum Map | EDUC-675

REFERENCES
Ellis, E. G., & Esler, A. (2014). World history. (Teacher's Edition, pp. 28-64). Upper Saddle River, NJ: Pearson Education Inc.