(having trouble with format on this entry...... for complete assessment, request at jennyweaver21@gmail.com)
Grade: Sixth Grade Teacher: Mrs. Weaver
Course: Social Studies, World History
Unit: Chapter 3: Ancient Mesopotamia
Text:
Carnine, Douglas, Cortés, Carlos E., Curtis, Kenneth R., Robinson, Anita, T. (2006) World history: Ancient civilizations. Evanston, IL: McDougal Littell
This exam is to measure student knowledge of material covered in Chapter 3, Ancient Mesopotamia, of the required text World History: Ancient Civilizations for Sixth Grade Social Studies class entitled “World History” at Weaver Hill High School. Six specific learning outcomes introduced at the beginning of the unit are listed below, followed by the table of specifications the exam will assess. During the two-week unit on Ancient Mesopotamia, students will chose an artifact from a given list, and construct the artifact using any medium. This artifact project will be graded as part of the exam for this unit. After the title of each daily lesson, examples and further instruction will be provided for each of the six specific learning outcomes, including the artifact project. Good luck everyone! I can not wait to see what you have created by the end of this unit on Ancient Mesopotamia!
LESSON OUTLINE
Lesson 1: Learning Geography of Ancient Mesopotamia.
Lesson 2: City States of Sumer in Ancient Mesopotamia. Create Bulletin Board Map as a class.
Lesson 3: Understanding Ancient Irrigation Techniques.
Lesson 4: Traits of Civilization and labor/social class division.
Lesson 5: Polytheism and Sumerian gods. (Intro artifact project)
****Break for weekend, be thinking about what artifact to do.****
Lesson 6: Review list of artifacts. Explain project, give examples.
Lesson 7: Discuss written language of ancient Mesopotamia.
Lesson 8: Critique roles of women, slaves, priests in Ancient Mesopotamia.
Lesson 9: Explore Hammurabi’s code and review for test.
Lesson 10: Turn in projects and complete exam.
Specific Learning Outcomes:
SLO 1. Remember: Students will be able to identify and recall geography of Ancient Mesopotamia.
1.1 Identify three bodies of water and two rivers surrounding Mesopotamia.
1.2 Explain ancient irrigation techniques.
1.3 Explain how irrigation affected trade.
1.4 Know geographical terms.
SLO 2. Understand: Students will categorize five traits of early civilization and directly relate to Mesopotamia.
2.1 List traits of civilization.
2.2 Define each trait of civilization.
2.3 Map three city states of Sumer.
2.4 Explain polytheism and four main gods of Mesopotamian city states.
SLO 3. Apply: Students will implement geographical terms and features of Early Mesopotamia on classroom bulletin board.
3.1 List rivers, water bodies, city states, mountains and continent of Mesopotamia.
3.2 Create bulletin sized diagram of land and water of Mesopotamia.
3.3 Create labels and drawings of listed items from 3.1 in small groups.
3.4 Correctly plot labels and drawings created.
SLO 4. Analyze: Students will analyze social/class and labor/trade divisions.
4.1 Know terms and importance of early written language.
4.2 Critique role of women and slaves in Mesopotamian society.
4.3 Differentiate importance of invention of writing verses invention of work tools.
4.4 Categorize inventions into social, technological, or writing categories.
SLO 5. Evaluate: Students will critique Code of Hammurabi.
5.1 Know Hammurabi’s life span and geographical area of control.
5.2 Explain why Hammurabi felt the need for code of law.
5.3 Explain why Hammurabi’s code is known as the “Eye for an Eye” code and provide examples.
5.4 Critique ten of 282 codes and contrast to present day laws.
SLO 6. Create: Students will create an ancient artifact to place around map on bulletin board.
6.1 List types of artifacts from Mesopotamian area.
6.2 Discuss importance of artifacts used.
6.3 Design artifacts listed.
6.4 Each student constructs one artifact to place on bulletin board
Chapter 3 – Ancient Mesopotamia – Table of Specifications
------- Knows ------- Understands ------- Interprets --- | ||||||||
Topic/SLO's | Remember | Understand | Apply | Analyze | Evaluate | Create | ||
Mesopotamian Geography | ||||||||
1.1 Identify water bodies and rivers | 4 | |||||||
1.4 Know geographical terms | 7 | |||||||
2.3 Map city states of Sumer | 5 | |||||||
3.1 List rivers, water bodies, city- | 1 | |||||||
states, mountains and continent | ||||||||
Techniques and Inventions | ||||||||
1.2 Explain irrigation techniques | 4 | |||||||
1.3 Explain how irrigation affected | X | |||||||
trade | ||||||||
4.1 Know terms and importance of | 2 | |||||||
early written language | ||||||||
4.3 Analyze class and labor divisions | 3 | |||||||
4.4 Categorize inventions | 7 | |||||||
6.1 List artifacts | 1 | |||||||
6.3 Construct artifact | X | |||||||
Society and Religion | ||||||||
2.1 List traits of civilization | 1 | |||||||
2.4 Explain Polytheism and 4 gods | 5 | |||||||
4.2 Critique role of women and | X | |||||||
slaves in Mesopotamian society | ||||||||
5.3 Critique Codes | X | |||||||
of Hammurabi | ||||||||
Number of tasks | 10 | 13 | 10 | 5 | 2 | 3 | ||
The Specific learning outcome for Sixth grade Social Studies, Chapter 3: Ancient Mesopotamia is for each student to be able to remember, understand, analyze, evaluate, and create each area and objective taught on Ancient Mesopotamia. Each Bloom’s Taxonomy level is listed for objectives taught which is categorized into three main areas of the chapter. The assessment will consist of 40 multiple choice questions on information throughout all objectives and areas. The two restricted response essay questions will come from objectives 4.2 and 5.. The performance based task will be covered in SLO 6, the unit on artifacts.
Mrs. Weaver 6th Grade Social Studies: World History
Chapter 3: Ancient Mesopotamia Exam
Student Name:______________________________ Date: ___________________________
Class period/group number:______________________________________
Section One: There are 40 multiple choice questions below. Please read each multiple choice question and circle the correct response. You have 1 hour to complete this section.
SLO 1.4: Students will understand geographical terms.
1. A period of time when not enough rain or snow falls is known as a
a. Flood
b. Drought
c. Tsunami
d. Desert Storm
2. The flowing part of a river is known as a
a. Swell
b. Flood
c. Current
d. Whirlpool
3. To increase in size or volume, particularly when describing a river, is to
a. Drought
b. mature
c. Shrink
d. Swell
4. Fine soil deposited between two rivers is called
a. Silt
b. Mud
c. Grassland
d. Marsh
5. Because of it’s geographical location, Mesopotamia is called
a. Land of many fruits
b. Land between two rivers
c. Land of mud and clay
d. Land of mountain ranges
6. Flat land that borders river banks is known as
a. Floodplain
b. Silt
c. Desert
d. Farmland
7. Climates with hot summers and less than 10 inches of rain all year are called
a. Hot
b. Tropical
c. Arid
d. Semiarid
SLO 3.1 Students will list mountains and continent of Mesopotamia.
8. What present day continent is Ancient Mesopotamia on?
a. South America
b. Australia
c. Taiwan
d. Asia
SLO 6.1 Students will list artifacts from Ancient Mesopotamia.
9. Which of the following is not an artifact found in Ancient Mesopotamia?
a. Bronze tools
b. Helmets
c. Swords
d. Horse shoes
SLO 2.1: Students will categorize five traits of early civilization.
10. Which of the following is not a trait of civilization?
a. Record Keeping
b. Complex institutions
c. Neighboring sanctions
d. Specialized workers
SLO 1.1 Students will Identify bodies of water and rivers around Mesopotamia.
11. The river lining the northern boundary of Ancient Mesopotamia is the
a. Tigris River
b. Euphrates River
c. Jordan River
d. Colorado River
12. Bordering southern Mesopotamia and the city of Sumer is the
a. Nile River
b. Aras River
c. Euphrates River
d. Tigris River
13. Tigris and Euphrates Rivers flow in to the
a. Gulf of Mexico
b. Persian Gulf
c. Red Sea
d. Nile River
14. Which major body of water lies northwest of Ancient Mesopotamia?
a. Lake Erie
b. Red Sea
c. Tampa Bay
d. Mediterranean Sea
SLO 1.2: Students can explain irrigation techniques
15. In order to get water to crops, farmers built
a. Stilts
b. Canals
c. Dams
d. Levees
16. To protect crops from flooding, farmers built
a. Stilts
b. Canals
c. Dams
d. Levees
17. What controlled how much water came from the river to the crops?
a. Mules
b. Rainfall
c. Tractors
d. Gates
18. When farmers did well and had more crops than they could eat or sell, it is called a
a. Surplus
b. Famine
c. Drought
d. Dead year
SLO 2.4: Explain Polytheism and their gods.
19. Belief in more than one god is called
a. Polytheism
b. Monotheism
c. Holytheism
d. Multitheism
20. Each _____________ worshiped its own gods.
a. Temple
b. Continent
c. Family
d. City-state
21. How many main gods did Sumerians believe created and ruled the world
a. 1,000
b. 50
c. 4
d. 1
22. In Sumer the temple was called a
a. Holy place
b. Ziggurat
c. Ziggazoo
d. Shrine
23. _______________ controlled the storage of surplus grain.
a. Farmers
b. Families
c. Priests
d. Cows
SLO 2.3: Students will map Sumer City states.
24. Which of the mountain ranges surrounds the Mesopotamian and Sumerian region?
a. Zagros
b. Appalachian
c. Cantabrian
d. Rocky
25. Sumer is in ________________ Mesopatmia.
a. Southern
b. Northern
c. Eastern
d. Middle
26. What is the Southern-most city-state of Sumer?
a. Elba
b. Babylon
c. Ur
d. Bangladesh
27. What is the Northern-most city-state of Sumer?
a. Ebla
b. Ur
c. Nippur
28. Babylon was located on which river?
a. Persian Gulf
b. Tigris River
c. Euphrates River
d. Nile River
SLO 4.3: Students will analyze social/class and labor/trade divisions.
29. A sharpened reed used to make markings into clay for writing purposes is called a
a. Quill
b. Stalk
c. Writing wand
d. Stylus
30. Often, as city-states became more rich, priests’ jobs were taken by rulers called
a. Kings
b. Emperors
c. Presidents
d. Ziggurats
31. Sumerian city-state slaves had some rights. Which was one of them?
a. They could vote.
b. They could own their own slaves to work for them
c. They could buy their freedom.
d. They could challenge slave drivers to a duel.
SLO 4.1: Students will know terms of importance of early written language.
32. Early symbols used to portray written language were known as
a. Pictographs
b. Pictograms
c. Coneform
d. Hieroglyphics
33. People who specialized in writing were called
a. Ziggurats
b. Kings
c. Scribes
d. Authors
SLO 4.4: Categorize inventions
Categorize the next Five items as one of three options given in the left hand column. Write the corresponding letter in the blank next to each item. You may use each choice more than once.
34. A Stylus_____________ A. Writing
35. The wheel___________ B. Religion
36. Bronze hand tools_____ C. Farming/agriculture
37. Votive statues________
38. Smooth clay tablets___
39. Gates for canals_____
40. Plows_____________
Section 2: Restricted Response Items – The allotted time for this section is 40 minutes. Read each item and follow directions to that item.
Question Number 1:
SLO 4.2: Students will analyze social/class and labor/trade divisions.
1. Write an essay that critiques the role of women in ancient Mesopotamian society. Compare roles of women in ancient Mesopotamia to the roles of women in present-day American society. Support your views with at least three examples of women’s expected daily tasks and how they were treated as provided in your textbook. You have 20 minutes to complete your essay.
Excellent 4 | Good 3 | Average 2 | Needs Improvement 1 or 0 |
· Clearly understands relationship between women’s roles and rights in ancient Mesopotamia verses present day American women. · Provided three examples from textbook · No grammatical errors | · Exhibits satisfactory understanding of essay item · Provided two examples from textbook · Few grammatical errors | · Exhibits unsatisfactory understanding of essay item · Provided one example from text · Several grammatical errors | · Shows no proven understanding of essay item · Provided no examples from text · Unsatisfactory grammar |
Question Number 2:
SLO 5.3: Students will critique Code of Hammurabi.
Directions: You have 20 minutes to read the following codes taken from Hammurabi’s Code and respond as directed below.
195. If a son strike his father, his hands shall be hewn off.
196. If a man put out the eye of another man, his eye shall be put out.
197. If a man break another man’s bone, his bone shall be broken.
Using the three examples above, write an essay explaining why Hammurabi’s Code was known as the “Eye for an Eye” code. Use all three examples in your explanation.
Excellent 4 | Good 3 | Average 2 | Needs Improvement 1 or 0 |
· Clearly understands meaning of Hammurabi’s code and its role in ancient Mesopotamia · Included all three examples given · No grammatical errors | · Exhibits satisfactory understanding of essay item · Included two examples from the three given · Few grammatical errors | · Exhibits unsatisfactory understanding of essay item · Included only one example from the three given · Several grammatical errors | · Shows no proven understanding of essay item · Included no examples from the three given · Unsatisfactory grammar |
Section 3: Performance Based task
SLO 6. Create: Students will create an ancient artifact to place around map on bulletin board.
Last week, you were asked to have your artifact completed by today’s test date. If you have not already, please turn in the artifact you constructed as part of the final section of this exam. Your artifact will be graded as the third part of this exam, just as explained in the introduction of this unit. DO NOT FORGET TO PUT YOUR NAME ON THE BOTTOM OF YOUR PROJECT, AND WRITE THE PURPOSE AND REGION OF THIS ARTIFACT ON THE EXAM IN THE AREA BELOW THE GRADING RUBRIC.
Artifact Grading Rubric:
Excellent 4 | Good 3 | Average 2 | Needs Improvement 1 or 0 |
· Student chose artifact form given list, or approved item with teacher · Student labeled artifact · Student wrote purpose and region of artifact on section three of the exam · Student turned in artifact before or on day of exam | · Student chose artifact from list, or approved item with teacher · Student labeled artifact · Student did not write purpose and region of artifact on section three of the exam · Student turned in item on time | · Students did not chose artifact from list or clear with teacher · Student labeled artifact · Student did not write purpose and region of artifact on exam · Student did not turn item in on time | · Artifact not related to Mesopotamian era · Artifact not labeled · No purpose or region labeled on exam · Artifact late or not turned in at all |
Purpose of the artifact you chose:
Region of the artifact you chose:
