Study Design Unit 1: Ancient Mesopotamia

Outcome: Students should be able to explain the development of civilisation in Mesopotamia. Also to draw on key
knowledge and key skills outlined in Area of Study 1.
Wee
k

Key
Knowledge

1 The features of

civilisation as
understood by
historians and
archaeologists,
and the

significance of the
concept
The physical
environment of
Mesopotamia
with particular

reference to
topography
(including the
rivers Tigris and
Euphrates) and

climate and its

relationship to the
growth of urban
settlements
(including the
need to construct
canals)

Key Skills

Content
(Identify
key
concepts
)

Pedagogies (Identify
higher order thinking
skills)

Ask questions
about civilisation
in Mesopotamia
to inform
historical inquiry
Consider the
historical
significance of
the
establishment of
cities
Explain the causes
and
consequences of
the development
of cities
Explain continuity
and change in
the development
of the
Mesopotamian
civilisation
Explain the beliefs,
values and

What is the
difference
between
historical
sources:
written text
and
archaeology
sources?

Class lecture and activities to instruct

the students on how to use sources as
evidence by using the terms:
Who, when, where, what, why and
how while viewing a selection of
primary written sources and object
sources.
Question the purpose, accuracy
and reliability of the sources.
The students will also fill out a 6cs
worksheets so they can access the
information for future reference.
Understand Archaeology - PowerPoint
and worksheet:
Students will have a better
understanding of what archaeology
is, how it is helpful in recreating the
past, who are involved, what is
involved in the dig, how finds are
dated and what can be found.
Analyse sources in groups:
Students will be given a selection
of primary sources and question
sheets in groups to practice the

Resources

Assessm
ent

Assessment:
Primary source
work sheets.
This will assist
the students
when
analysing
primary
sources in and
out of the
classroom.

attitudes of
Scientific methods
people in Ancient
used by
Mesopotamia as
archaeologist to
reflected in
determine the age
primary sources
of objects, as well
Compare the
as relative and
absolute dating
perspectives of
theories about the
people in Ancient
development of
Mesopotamia on
agriculture
kinship
The consequences Compare historical
of the invention of
interpretations of
agriculture,
the development
including its
of civilisation in
2
impact on the (re)
Mesopotamia
distribution of
Construct
resources and the
arguments about
ensuring rise of
the development
societies with
of civilisation in
complex
Mesopotamia
hierarchies
using primary
The development of
sources and
writing, its in
historical
trade and
interpretations
management
as evidence
revenue, and the
importance of
written sources to
historical inquiry
The social, political
and cultural
features of
Ancient
Mesopotamia as

Can you
reconstruct
the past using
written and
archaeological
primary
sources?

analysis of primary sources using a

6cs worksheet.
Followed by a class discussion
Timeline
Students will create a timeline of
this era 3500BC to 2004BC to be
displayed in the classroom so it can
added to and reviewed during this
unit
Students will also learn about the
concept of BC and BCE and the
movement of time (it goes
backwards)
Students will create and ongoing
glossary of terms through out the
unit, for example:
Civilisation, agriculture,
domestication, social stratification
assembly, priest-kings and any
other terms, which the students
may need to further, understand.
Students will create a mind map from
view original sources:
The Mesopotamia area from a brief
lecture from teacher, research
online while using their source
analysis skills already practiced
and information collected so far.
Students will then create a pictorial
map of the region, highlighting the
different features of Mesopotamia: rivers,
buildings, agriculture and terrain. To

How to create a
pictorial map:
http://www.geograp
hy.org.uk/projects/ks
4ict/idea18

Assessment:
Produce a
pictorial map
of
Mesopotamia
with a
worksheet for
the students
to make sure
they collect

reflected in the
material record
and The Epic of
Gilgamesh
Political institutions
and developments
during the period,
including the
reign of Sargonof
Akkad (his rise to
power, the
establishment and
growth of the
Akkadian Empire,
and his later
reign) and the
Third dynasty of
Ur
3
The representation
of Sargonin
ancient sources,
including The
Epic of the King of
Battle and the
Chronicle of Kings
Key terms:
civilisation,
agriculture,
domestication,
social
stratification,
specialisation,
city-state,
assembly and
priest-kings

accomplish this students will use

archaeological findings and other primary
sources.

the correct
information
before stating
the map. This
help the
students have
a visual
reference of
Mesopotamia.
Also complete
a flow chart on
climate, urban
growth and
water supply.

Research and create flow chart:

Students will collect and analyse
data on the climate and how it
affects the growth of a settlement
and why construct canals.

How did the

first cities of
southern
Mesopotamia
grow: writing,
agriculture
and trade?

Class activity:
Brainstorm ideas on what a
civilisation would need to flourish
Students will analyse website from
British museum on the origins of writing
by filling out a worksheet and completing
online activity.
Compare and contrast the different
theories about the invention and
development of agriculture by using a
Venn Diagram from different countries (for
example India) with Mesopotamia.
Analyse the consequences of
agriculture to society
Mind mapping activity

http://stormboard.co
m/

Writing Mesopotamia
http://www.mesopot
amia.co.uk/writing/i
ndex.html
Assyrian Agriculture
Technology
https://gatesofninev
eh.wordpress.com/2
012/02/15/assyrianagriculturaltechnology/

Assessment:
500-word
paragraph on
which theory
is most
convincing
that
agriculture
was successful
in

What was
their belief
system?

Historical significance activity:

From The Big Six Historical
Thinking Concepts: Sketching
significance by Seixas and Morton
In relation to the consequences of
the invention of agriculture
Class discussion about the students
theories
Examine ethical dimensions of history
by using primary sources:
In groups students will find
evidence of the Mesopotamian
gods and priests, what part they
played in the society
Also research the roles these gods
and priest played in religion in that
area
How to construct and argument in a piece
of writing activity
Belief system comparison:
In groups and using a Venn
diagram compare a selection of
Egyptian and Mesopotamian gods
and their religious system
Evidence, continuity and change:
Student will analyse selected
sections of the book In
Mesopotamia by Martin Swayne.
Free copy online originally printed
in 1923 of his time in Mesopotamia

Mesopotamia.
This will help
the student to
practice their
writing an
argument.

Learning about
Mesopotamia
religion and culture:
http://www.smsprom
otions.org/mesopota
mian-religion.html
https://www.kibin.co
m/essay-writingblog/argumentativeessay-outline/
Opposing view of
Mesopotamian and
Egypt religion:
http://people.opposi
ngviews.com/didmesopotamianegyptian-religioussystems-differ5595.html
Online free copy of
Mesopotamia:
http://www.gutenber

Assessment:
Practice
writing an
argument in a
piece of
writing.
One topic
could be: Was
the role of
Gods
beneficial or of
a detriment to
the people of
Mesopotamia?

Why the
leadership of
Mesopotamia
(priests, priest
kings, military
leaders and
dynastic
kingship)
changed over
time?

(reprinted in 2008)
Students will then compare text
with a selection of primary sources
to document how life in
Mesopotamia has changed or not
changed.
Also explore the historical
perspective of the author of the
book.

Students to catch up on work not

completed and spend time in class to
assist in the completion of Formative
assessment
Students will ask historical questions:
What was the causes and
consequences with the
development of the leadership in
Mesopotamia
Student will research and create a
flow chart on how the
government/leadership developed
and changed over time and also
develop questions about (for
example):

why Mesopotamia have the

different leaders they had

how it affected the region

and its people

when, what etc.

Students will work in groups and as
individuals and finish up with a
discussion on their findings

g.org/ebooks/24893.
mobile

Formative
assessment:
See appendix
A
Assessment:
Each student
will have
completed the
flow chart and
write a 500
word
paragraph on
one of the
leaderships
and their
impact on the
community.
This will help
the students
to focus their
interest into
one area so
they can
develop their
research skills.

Analyse The
Epic of
Gilgamesh

Why and how

did Akkad
(Babylonia)
take control of
Mesopotamia?

Establish historical significance:

Students will analyse sections of
the epic and analyse the
importance of the document in
understanding the past and how
new discoveries can give or change
how we understand something
from the past
http://www.sparknotes.com/lit/gilga
mesh/context.html
http://www.ancient.eu/gilgamesh/
http://www.ancientorigins.net/news-historyarchaeology/previously-unknownlines-epic-gilgamesh-discoveredstolen-cuneiform-tablet-020553
http://www.zmescience.com/scienc
e/archaeology/passage-gilgamesh8972845/
Students will be put into groups
and given sections of the epic to
analyse using a character chart.
Also the students will locate social,
political and cultural features of
Mesopotamia of the time
When they have done this they will
present their findings to the class.
The Epic of the King of Battle and The
Chronicle of Kings Examine ethical
dimensions of history by researching the
following themes:
What is an empire
Who was Sargon of Akkad the man
Who was Sargon of Akkad the ruler

English version of
the Epic of
Gilgamesh:
http://www.aina.org/
books/eog/eog.pdf
Animated version of
the Epic of
Gilgamesh:
https://www.youtube
.com/watch?
v=qOrfrHys8g8

https://www.facinghi
story.org/foreducators/educatorresources/teachingstrategy/charactercharts

Chronicle of the
early kings
http://www.livius.org
/cgcm/chronicles/abc20
/kings.html

Assessment:
research and
locate primary
sources, which
support the
epic of
Gilgamesh and
the social,
political and
cultural
features of
Mesopotamia
of the that
time and
present to
class.

Assessment:
1000 word
brief of whom
Sargon was
and why you
think he did
these things in

10

Resources

How did Ur
Nammu
influence the
laws of the
land?

Who was Sargon the warrior

Class lecture on who Ur-Nammu was and

how he initiated the Sumerian
Renaissance
Students will analyse cause and
consequence with the introduction of the
very first law code. Using primary sources
students will research:
Life for the people before the law
code was introduced compared
with
Life after the law code was
introduced
Also what were the laws
implemented by Ur-Nammu
Students to catch up on work not
completed and spend time in class to
assist in the completion of
Summative assessment

Ur-Nammue
http://www.ancient.e
u/Ur-Nammu/

his life
supported by
original
sources.
Assessment:
Students are
to present a
written
argument on
the benefits or
disadvantages
the
introduction of
the law code
was by UrNammu

Summative
assessment:
See appendix
B

Seixas, P. (1999). Beyond content and pedagogy: in search of a way to talk about history education,
Journal of Curriculum Studies, 31 (3), pp. 317-337
Seixas, P. & Morton, T. (2013). The big six: Historical thinking concepts. Toronto: Nelson Education.
Top secrets 2015: Mesopotamia the Sumerians. Retrieved from https://www.youtube.com/watch?
v=kl3I83Bb3Ck
VCAA. (2015). Ancient history units 1-4 2016-2020: Resources. Retrieved from
http://www.vcaa.vic.edu.au/Pages/index.aspx
VCAA. (2015). Victorian certificate of education history: Ancient history advice for teachers.
Melbourne: Victorian curriculum and Assessment Authority.
VCAA. (2.15). Victorian certificate of education history: study design 2016-2020. Retrieved from
http://www.vcaa.vic.edu.au/Documents/vce/history/HistorySD-2016.pdf

Appendix A
Source Analysis Presentation

Due

___________
Your presentation will be for 10 minutes long in pairs
using PowerPoint.
Step 1:
You are to work in pairs hence you can choose your own
partner and inform your teacher who it is.
Step 2:
In pairs you are to investigate one city-state from
Southern Mesopotamia. Choose from one of the following
cities, which will be the focus of your presentation:
Ur

Uruk Kish Lagas Nippu Eridu Lars

h
r
a

Umm
a

Shurupp
ak

You are to report to your teacher the city-state you are

going to focus your presentation on.
Step 3:
Use the accompanying form to help you organise the
workload between you. This must also be submitted to
your teacher.
Steps 1, 2 and 3 must be completed before moving
onto step 4.
Step 4:
What to include in your presentation:
Use primary sources both material record and written
sources
Discuss the differences between the material records
and written sources
Discuss the timeframe in which the city-state was
excavated and how this affects the material record
and written sources
Using material remains by archaeologists and written
texts by historians, report on the political structure

and economy of your city-state you have chosen for

your presentation
What you are going to say does not have to be
word for word must be added to the note section of
each slide
Include a bibliography at the end of your
presentation with no less than 5 references

Step 5:
Presentation:
Both people in your group must share the time when
presenting your presentation to the class
Do not read off the presentation, have cue cards to
prompt you in what to say next
Practice to make sure you stay in the time limit
Presentation must be emailed to the teacher after the
presentation on the same day of the presentation
If you have any issues with either working in pairs
or locating content for your presentation please see
your teacher early so he/she can help you.

RUBRIC for History Ancient Mesopotamia presentation

name: _______________
Criteria
Content
Primary sources:
The use of
material
record and
written
sources
Primary sources:
Compare and
contrast
primary
sources

Not at standard-NS

Below standard-BS

At standard-S

Student

Above standard-AB

Excel standard-ES

No primary sources
are uses in the
presentation, spoken
of or visually shown

Limited use of both

material and written
primary sources using
5 or less sources

Satisfactory use of
both material and
written primary
sources using 5 to 8
sources

Advanced use of both

material and written
primary sources using
8 to 10 sources

Excelled use of both

material and written
primary sources using
10 to 12 sources

No primary sources
were compare and
contrasted

Limited explanation of
compare and contrast
with primary sources

Satisfactory
explanation of
compare and contrast
with primary sources
using your own words

Advanced explanation
of compare and
contrast with primary
sources using your
own words and a
historians reference to
the same primary
source

Excelled explanation
of compare and
contrast with primary
sources using your
own words and linking
to a historian
reference to the same
primary source which
leads onto the next
primary source

Time frame in
relation to sources

No reference to the
time frame in relation
to the presentation
topic

Limited reference to
the time period by just
mentioning the time
frame of the
presentation

Political structure of
chosen state

No reference to the
political structure of
chosen state

Limited explanation of
the chosen states
political structure with
none or limited

Satisfactory reference
to the time period by
referring to the time
frame of the
presentation and
random dates through
out the presentation
Satisfactory
explanation of the
chosen states political
structure with brief

Advanced reference to
the time period by
linking the time frame
of the presentation
with the primary
sources and events in
a chronological order
Advanced explanation
of the chosen states
political structure with
explanations, people

Excelled explanation
of the chosen states
political structure with
detailed explanations,

explanations on how it
is represented in
material remains and
written sources

explanations also with

reference to material
remains and written
sources

(leaders) involved with

reference to material
remains and written
sources
Advanced explanation
of the chosen states
economic structure
with detailed
explanations also with
reference to material
remains and written
sources

Economic structure
of chosen state

No reference to the
economic structure of
chosen state

Limited explanation of
the chosen states
economic structure
with none or limited
explanations on how it
is represented in
material remains and
written sources

Satisfactory
explanation of the
chosen states
economic structure
with brief explanations
also with reference to
material remains and
written sources

Bibliography

No bibliography
attached to
presentation

Only 5 valid
references or less are
attached to the
presentation

5 or more valid
references are
included in the
presentation

Only one student

speak for the whole of
the presentation
Both students are
reading off notes or
PowerPoint slides

One student is
speaking longer than
the other student
One or both students
are reading off notes
or PowerPoint slides

Presentation goes over

or under by 7 minutes

Presentation goes over

or under 5 minutes

Both students are

equally sharing the
speaking time
Both students are
using cue cards to
prompt them in what
to say next
Presentation goes over
or under 11 minutes of
the 10 minute
presentation

Presentation
Both students
present their
presentation
Evidence the
students know the
content of their
presentation
Students stay within
the time frame

Comments:

Both students dont

need cue cards or
notes to present their
presentation

people (leaders)
involved and with
reference to material
remains and written
sources
Excelled explanation
of the chosen states
political structure with
detailed explanations,
people (leaders)
involved and with
reference to material
remains and written
sources

Appendix B

ESSAY QUESTION
Write a convincing argument in essay form.
1500 words
_____________

Due:

The essay question is:

Analyse the economic and political state of (name of your
chosen state).
ALSO
Construct an argument about what your feelings are with
the benefits and negatives of that economic and political
state which would support the social structure of (name of
your chosen state same as above) and why.
You must also include in your essay analyses of
both:
Material remains by archaeologists original sources
Written texts by historians original and secondary
sources
In relation to the essay question

RUBRIC History Argumentative Essay

__________________

Student name:

Criteria
Introduction

Not at standard-NS
Essay topic is vague and
unclear. Random collection
of information, unclear or not
related to topic

Below standard-BS
Introduction states the thesis
but does not adequately
explain the background of
the problem. The problem is
stated, but lacks detail

At standard-S
Introductory paragraph
contains background
information and states the
problem, but does not
explain using details. States
the thesis of the paper

Above standard-AB
Well developed introductory
paragraph contains detailed
background, a clear
explanation or definition of
the problem, and a thesis
statement

Analysis of political
and economic state

There is not clear analysis of

the political and economic
state

The analysis of the political

and economic state is
unclear lacking facts and
vague in description

The analysis of the political

and economic state is clear
and supported by sound
facts and relates to the
essay as a whole

The analysis of the political

and economic state is clear
and supported by sound
facts and is supported by the
sources provided in the
essay

Essay organisation

Arrangement of essay is
unclear and illogical. The
writing lacks a clear sense of
direction. Ideas, details or
events seem strung together
in a loose or random fashion;
there is no identifiable
internal structure and
readers have trouble
following the writers line of
thought. Few, forced
transitions in the essay or no
transitions are present.
Less than three main points,
with poor development of

Progression of ideas in essay

is awkward, yet moves the
reader through the text
without too much confusion.
The writer sometimes lunges
ahead too quickly or spends
too much time on details
that do not matter.
Transitions appear
sporadically, but not equally
throughout the essay

Overall, the paper is logically

developed. Progression of
ideas in essay makes sense
and moves the reader easily
through the text. Strong
transitions exist throughout
and add to the essays
coherence

Logical, compelling
progression of ideas in essay
and clear structure, which
enhances and showcases the
central idea or theme and
moves the reader through
the text. Organization flows
so smoothly the reader
hardly thinks about it.
Effective, mature, graceful
transitions exist throughout
the essay.

Three or more main points,

but all lack development,

Three or more main points

are present and argument

Three or more main points

are well developed with

Argument

ideas, argument missing

argument paragraph(s)
vague

paragraph(s) acknowledges
the opposing view

Primary sources

No reference is made to
primary sources

A selection of sources of
material remains and written
texts are used but not
adequately referred to in the
essay

A variety of material
remains and written texts
are referred to during the
essay and relates to the
content of the essay

Conclusion

Does not adequately

summarize the main points
of the analysis and
argument. No suggestions
for opinions are included

Conclusion summarizes main

topics, but is repetitive. No
suggestions for opinions are
included

Conclusion summarizes main

topics and suggestions for
change are evident

Bibliography

No bibliography included

Source material is used, and

all sources are accurately
documented, but many are
not in the desired format or
lack credibility

Source material is used and

all sources are accurately
documented

Sentence structure
and
punctuation/capitali
zation

Work contains multiple

incorrect sentence
structures. There are four or
more errors in punctuation
and/or capitalization

Sentence structure is
generally correct. Some
awkward sentences do
appear. There are one or two
errors in punctuation and/or
capitalization.

Sentence structure is correct.

Punctuation and
capitalization are correct.

supporting details and

argument paragraph(s)
acknowledges the opposing
view and summarizes their
main points

Conclusion summarizes the

main topics without
repeating previous
sentences; writers opinions
and suggestions for why are
logical and well thought out

Adapted from http://www.thestemnet.com/sites/default/files/resources/Argumentative%20essay

%20rubric.pdf

Comments: