UNIT TEMPLATE

Unit Title: The Ancient Israelites

Content Area/Grade Level(s): Social Studies/7th Grade
Implementation Time Frame: 11 Days
Stage 1 Desired Results
Established Goals:
RH 6-8.2; RH 6-8.4-7 and 10
Enduring Understandings
Students will understand that
Freedom is a precious
commodity.
They should not take their right
to practice their religion freely
for granted.
Right from wrong is in the eye
of the beholder.

Essential Questions
What is freedom?
How does the suppression of
religion affect the world?
How do we know what is right and
what is wrong?
How do types of leaders control
civilizations?

Students will be able to.

Describe the journey of the Ancient Israelites.
Explain how different leaders affected their location and freedoms.
Understand how centuries have passed, but through current events people
are still fighting over the same land and for the same reason (a religious
state).
Express themselves creatively through projects instead of testing.
Stage 2 Assessment Evidence
Performance Task(s):
Other Evidence
Graphic Novel
Graphic Organizers
Timeline Map
Exit Slips
Journal Entries
Double Entry Journals
Reading Guides
Self-Assessment
Chalk Talk
Circle of Viewpoints
See Think Wonder
Teacher Observation
Peer Assessment
Stage 3 Learning Plan

Date

Learning Activities:

01/04/
1601/18/
16

Day 1:

1. 5 minutes. Warm up- Where do your ideas of right and wrong come
from? Please explain your answers with supporting evidence.
2. 15 minutes. See Think Wonder- The teacher will have students
take 2 minutes during each phase of See Think Wonder to write
down their thoughts. They will preview a picture of Ancient Israel
and make observations that pertain to the exercise. This will serve
as a Hook in order to entice learners to get involved in the chapter.
( Image located in the Supplemental Materials #1)
3. 10 minutes. Prediction- Students will be given the subheadings
that are involved in Chapter 3 Section 1, and will be asked to
predict what will happen in a paragraph format. This will be
written in their Journals and will be used as a self-reflection as they
read the section and make corrections to their original story.
Several students will share their stories with the entire class. The
following headings are to be written or projected on the Smart
Board
a. The Early Israelites
b. Canaan
c. Monotheism
d. Abraham
e. Tribes
f. From Slavery to Freedom
g. Moses
h. The Ten Commandments
i. The Promised Land
j. The Fighting Judges
4. 20 minutes. Students will then read pages 81-85. Students will be
asked to fill out a sequence chart (Supplemental materials #2)
as they read to help trace the movement of the Israelites. The
chart will be provided by the teacher. After they are finished
reading, they will share the differences in their prediction and the
textbook with a whole class discussion. They will also review the
sequence chart with the entire class to ensure that all students
understand the chronological order.
Day 2:

1. 5-10 minutes. Warm up- Enslaved African Americans often spoke

of getting to the Promised Land. What is the meaning this

expression might have had for enslaved Africans? Why was it
particularly appropriate? How did their condition compare to that
of the Israelites in Egypt? Use the example of Harriet Tubman
being called Moses with students.
2. 15 minutes. Students will watch a Review Video:

https://www.youtube.com/watch?v=dUr9KKziF_Y This video

reflects the book and will also be provided on their Edmodo class
page for later viewing. This may help those that struggle with
reading comprehension, in order to better explain the details with
images and voice over.
3. 30 minutes. Students will be given the Guided Reading Activity
3-1 (supplemental materials #3) in order to organize their
thoughts. They may work in pairs in order to complete the packet.
This will be reviewed as a whole class discussion.
Day 3:

1. Warm up: Has your family ever had to make a long journey?

What was it like? What was hard about it? What was easy? If they
have not had to make a journey, tell me what you think it would be
like if they had.
2. Graphic Novel Contest: Students will be asked to create a Graphic
Novel. The Novel is to portray the story of Early Israelites
according to their textbook Chapter 3 Section 1. They are to
include colored pictures and text bubbles in order to depict their
story. They will be given the entire class to work on this
assignment. It should be fun and colorful! This will act as
homework. Students will be given a Story Board (supplemental
materials #4) to draw their pictures in.
3. Teacher Note: The teacher will travel around the room to ensure
that students are on task, and help if there is any confusion.
Day 4:
1. Warm up: On a scale of 1-10 (1=very little, 10=worked hard) how
would you rate the level of effort you put into your Graphic Novel?
Explain why you gave yourself the rating you did.
2. Students will display their Graphic Novel around the room in a
gallery style walk. Each Graphic Novel will be displayed with a
Suggestions/Compliments sheet. Students will travel from novel to
novel leaving notes about what they liked and what needs
improvement at each novel. They will be given 1 minute at each
station.
3. Students will then return to their work/desk. They will then be
asked to reflect on their own work in order to analyze how they
could improve their novels. They will then turn in their Graphic
Novel to the teacher for further assessment.
4. Students will then fill out an Exit Slip describing what they liked
about their Graphic Novel, and what they thought they could
improve upon.
Day 5:

1. 5 minutes. Warm up: What difference can a good leader make to

a team or group?

2. 15 minutes. Students will be put into 6 tables and asked to read

Chapter 3 Section 2 pages 87, 89, 90, 91, and 92 in the text book.
When each table finishes the reading they are to raise their green
flag on the table. This is my way of knowing which groups still
need more time before giving the next set of instructions. I will
instruct each group individually of the next activity to keep the
class moving and motivated. Also, this works as differentiated
instruction allowing others more time, while moving the faster
readers forward.
3. 15 minutes. After reading all the pages together, students will be
asked to create a Graphic Organizer (template will be located in
Supplemental Materials #5) for a specific section. This will be
treated like a Jigsaw. Each group will be responsible for a
particular sections graphic organizer. This organizer is to help
students identify the main idea of each reading section, as well as
the supporting details that are given in each paragraph. The
following topics are to be used
a. The Rule of King Saul
b. David and Solomon (accelerated group)
c. The Rule of King Solomon (accelerated group)
d. Who were the Prophets
e. What Caused the Fall of Israel?
f. Why did Judah Fall?
4. 15 minutes. They will present each graphic organizer to the class.
Students will be given copies of what each group came up with to
put in their binders provided by the teacher.
Day 6:

1. 5 minutes. Warm up: What kinds of things do I feel proud about?

2. 5 minutes. One of the reasons David chose Jerusalem as the

capital of the new united kingdom was its central location. Neither
the Israelites in the north nor the Judeans in the south would
object. Start a class discussion with the following prompts:
a. How was Jerusalems central location and acceptance by both
countries in Davids time is similar to and different from its
position TODAY in the Middle East? The city is a major source of
conflict, claimed by both Israelis and Palestinians)
b. What do they know about the Middle East and conflicts today?
3. 20 minutes. Students will then watch a current events video
describing the historical conflict in Jerusalem. It is important that
students can connect the past/culture/location/events with the
present. Understanding historical perspective is of utmost
importance.
a. 10 minutes. Israel and Palestine Explained Skip 6:56-7:50
https://www.youtube.com/watch?v=4r1EmEni2Rw
b. Both Perspective
c. 3:30 minutes. U.S. Support https://www.youtube.com/watch?

v=gl8sWCxyPJw
d. 1:30 minutes. Both Perspectives

https://www.youtube.com/watch?v=TC9BUbUYkAE
e. Show first 4:30 minutes. Palestinian Perspectivehttps://www.youtube.com/watch?v=zZxhaPDS66s
4. Circle of Viewpoints. Students will be asked, what are some
different perspectives (points of view) that may reflect the problem
in Jerusalem? List these on the board surrounding the issue
(concept map like). Answers may include, but are not limited to
a. Israeli
b. Palestinian
c. Jerusalem
d. God
e. A Child
f. The United States
5. Next, have students divide into groups by perspective. Have
students imagine that they are the character. Have them discuss
and write down questions to the following prompts:
a. What does this character/object think about the topic from this
new perspective? What does this person think about the event
or situation? What is their take? Why do they think of this?
b. What is a question I have from this viewpoint? Imagine what
this person or thing might be puzzled or curious about and
create a question from this viewpoint, as if the person or thing
was asking this question aloud.
c. Share the Thinking. Ask each person to introduce her or his
viewpoint, state her or his thinking from that viewpoint and her
or his questions. Document the main threads that permeate
the discussion, particularly noting the differences in viewpoints.
Day 7:

1. 5 minutes. Warm up: Did you ever have a moment where you

disagreed with someone? Explain. Did you have to agree to

disagree in order to get along?
2. 5-10 minutes. Next, have students divide into groups so that there
is at least 1 of each perspective in each group. This will be treated
as a combination of Circle of Viewpoints and a Micro-lab. Each
students will be given a minutes to discuss their perspective with
the group. They will explain what they think about the situation in
Jerusalem, they may use their notes, but it is preferred that they
do not just recite their notes. Others in the group are to remain
silent and listen. Once that student is finished speaking for 1
minute, the rest are to write any notes and thoughts in the
Graphic Organizer provided for them after the speaking is
finished. Each student will get their turn then
3. 10 minutes. Share the Thinking/debating. Students will then take
turns and speak about each perspective and the notes they came
up with. These are statements such as I disagree with you

because They will proceed in the following order spending at

least 3 minutes discussing each.
a. Israeli
b. Palestinian
c. United States
4. 10 minutes. Next, Teacher and Students will document the main
threads that permeated their discussions, particularly noting the
differences in viewpoints. They will use both graphic organizers
from the past two days to guide this conversation.
a. What is each perspectives stance on the subject?
b. Why do they disagree or agree?
c. They will discuss ways they thought to resolve the conflict
that they thought would work. They will also talk about who
they think is right or wrong? Why?
d. How does their perspective make them feel about the topic?
How do they choose sides if they can?
e. All sides will be shown the article that each group read to
see if any change their mind.
5. Students will end by writing reflectively on how they felt about the
situation after hearing all sides. Explain in detail. What did they
like about the activity, and what did they dislike? What do they
think they could do to improve next time?
Day 8:

1. 5 minutes. Warm up: How do you show loyalty to friends and

family?
2. 10 minutes. Students will be given a T-Chart about King David
and King Solomon (located in the supplemental materials #7).
They will be asked to compare the accomplishments of the two
kings. They may use their textbooks and notes to complete this
exercise.
3. 35 minutes. Next Students will read 94-102 Chapter 3 Section 3
The Growth of Judaism. Here they will be given a Double Entry
Journal (Located in the Supplemental Materials #8) to fill out as
they read. The teacher will model what a good Double Entry
Journal should look like, in order to help students gage their work.
They will begin by working alone, but will then get to turn and talk
with a partner to check their answers and bounce ideas off of each
other.
4. These sheets will be turned in for a Homework Grade at the end of
the hour.
Day 9, 10, and 11:

1. Warm up: Do you consider freedom worth fighting for? Explain with
supporting detail why or why not?
2. Timeline: Students will begin their Performance Task. Students will

be asked to create a timeline that encapsulates all of Chapter 3

The Ancient Israelites. This will allow them to use their creative
side, as well as display their knowledge of where, when, and what
happened during this time. They will be given a rubric to follow
(located in the supplemental materials #9). They will have several
days to work on this, including one in the library in order to print
off any pictures they may want to include.
3. Day one:
a. Students will be given directions and expectations for the
Ancient Israelite Timeline. They will be told that they need to
include all major events, political leaders and figures, peoples,
and locations. They may want to make this on a map showing
when and where the Israelites moved or a more traditional
timeline. They may also use technology if they find a useful
site that helps create timelines. This is up to them.
b. Students are to create a rough timeline on a sheet of paper.
This should list the order of important events, the year the
event occurred, the people involved, and the location of each
event. This will act as students rough draft. They may also
put notes where they think pictures are needed. They will use
the textbooks in order to complete these timelines.
4. Day 2:
a. Students will be permitted to go to the library. Here they will
be able to use the computers in order to print off any
interesting pictures they may want to include in their project
timeline.
b. Next, students will use the round discussion tables to begin
constructing their timelines. They will be given a poster board,
scissors, glue, and markers in order to complete this task.
However, if any students want to create a digital timeline, they
may do so and stay seated at the computer. However, they will
be advised that if they do not have a computer at home they
should not pursue this method. This is due to the fact that they
will only have one class period to use the library and
computers.
5. Day 3:
a. Students will display their timelines around the classroom.
They will then participate in a gallery style walk, giving incites
and comments to each timeline. Other teachers and the
Principal will be invited to see the students work.