Lesson One - Introduction

Description
After reading a picture book, students engage in a dialogue about the necessity of respecting the culture they study, and always remembering they are talking about real people. Students compile a list of guidelines for studying an ancient civilization based on the message of the book. Student museum research groups and research topics are assigned. These remain the same throughout the unit.


Expectations
Students will:
- make connections between some elements of modern life and similar elements from early civilizations
- use graphic organizers and graphs to sort information and make connections (e.g., Venn diagrams comparing governments, subject webs illustrating physical needs, year-round calendar to show agricultural cycles, bar graph for temperature data);
- use a variety of resources and tools to investigate characteristics of a number of early civilizations, including their significant innovations and technological advances;

 
Teaching / Learning
Discussion/Read Aloud:
1. Tell students that they are about to begin learning more about ancient civilizations.
2. Activate prior knowledge by discussing students' past experiences in visiting museums. Ask: "What did you see?" "How did you feel?" "What kinds of questions did you ask?" If students have never been to a museum, share a nonfiction book about museums, or arrange for a film of a museum visit or an actual visit for the class. This sets the context for the story.
3. Read a picture book to the class and discuss from whose point of view the story is being told. (see Resources).
4. Discuss the illustrations and their impact on the reader.
5. Have the students discuss with a partner what they learned about the people and setting of the story. Howdid the people live? What were their needs? What kinds of things did they believe in? Share the informationand compile a list of impressions.
6. Discuss students' ideas about the intent of the author and the intended audience. Invite students to share their personal responses.

Collaborative/Cooperative Learning:
7. In thier museum groups, have students compile a list of guidelines to be followed when studying any society. These should include: respect, appropriate vocabulary, and authentic resources.
8. Summarize the discussions as a class on a chart that is left posted throughout the unit.

 
Adaptations
To accommodate the needs of students identified as gifted, the following accommodations may be incorporated into the lesson plan:
* use Reader’s Theater to get students engaged in the reading of the story;
* invite a speaker from the local museum to share their expertise with the students.

To accommodate the needs of students identified as having learning difficulties, the following accommodations may be incorporated into the lesson plan:
* pair student with a peer who can help him/her read the text.

Assessment
- use the group work checklist to assess student performance in group work

Assessment Strategies
- Observation
- Learning Log

Assessment Strategies
- Checklist
- Rubric


Resources
I am the Mummy Heb-Nefret           Eve Bunting
Duotang                                            
lined paper                                        

 
Notes to Teacher
It is hoped that, through this lesson, students gain an understanding and appreciation for other civilizations.  The story referred to in this subtask is an excellent choice for illustrating the importance of respecting the lives of those we study. History is the story of real people and groups of people, and, as such, should be treated with respect and sensitivity.  Students' perceptions of ancient civilizations are not necessarily reality. Whenever possible, weave this into discussions. Throughout the unit, give examples of common misconceptions and compare to them to the reality of the civilization as we know it.