NCSS Theme # 2 Lesson Plan: Time, Continuity and Change

Lesson Title: City states, states and empires of Mesopotamia

Lesson Author: Robert Atkinson, Ansis Nudiens

Key Curriculum Words: history, kings, dynasty, state, Tigris and Euphrates River
valley, civilization, conquests, religion

Grade Level: 9
th
grade World history.

Time Allotted: 90 minutes

Purpose
The purpose of this lesson is to focus students attention on overall history of
Mesopotamia. This lesson is planned as one of the last in the unit on Ancient River valley
civilization. During this class students will construct chronology of ancient city states
and empires of Mesopotamia and timeline of the most important events and people
trough the history of Mesopotamia.
Background/Context
This lesson will be aimed to address the SOL requirements for WHI 1, section b, d
and e, as well WH. It was designed for a 9 grade World history class.
Key Concepts:
Civilization;
City - State;
Empire;
King;
Dynasty;
River valley civilizations;
Slavery;
Polytheism;

SOL Objective (Essential Knowledge and Skills)
WHI.1 The student will improve skills in historical research and geographical analysis
by:
b) Using maps, globes, artifacts, and pictures to analyze the physical and cultural
landscapes of the world and interpret the past to 1500 A.D. (C.E.);
d) Identifying and comparing political boundaries with the locations of
civilizations, empires, and kingdoms from 4000 B.C. (B.C.E.) to 1500 A.D.
(C.E.);
e) Analyzing trends in human migration and cultural interaction from prehistory
to 1500 A.D. (C.E.);
WHI.3 The student will demonstrate knowledge of ancient river valley civilizations,
including those of Mesopotamia, Egypt, the Indus River Valley, and China and the
civilizations of the Hebrews, Phoenicians, and Nubians, by:
a) Locating these civilizations in time and place.
b) Describing the development of social, political, and economic patterns,
including slavery.
NCSS Theme
The lesson will be focused on NCSS Standard number 2, which is Time, Continuity and
Change
NCSS Indicators
have learners apply key concepts from the study of history such as time,
chronology, causality, change, conflict, and complexity to explain, analyze, and
show connections among the patterns of historical change and continuity;

ask learners to identify and describe significant historical periods and patterns of
change within and across cultures, such as the development of ancient cultures
and civilizations, the rise of nation-states, and social, economic, and political
revolutions;
guide learners as they systematically employ processes of critical historical
inquiry to reconstruct and reinterpret the past, such as using a variety of sources
and checking their credibility, validating and weighing evidence for claims, and
searching for causality;

Guiding Questions
Which is the very first state in the region of Ancient Mesopotamia (Tigris and
Euphrates river valley)?

Which empire or political situation last the longest period of time in the history of
Mesopotamia (before the age of Hellenism)?

Which are the most important persons in the history of Mesopotamia? Why?

Which are the most important events that have drastic influence and changed the
history of Mesopotamia?


The Days Big Question
What in your opinion is the most significant events and persons in the history of Ancient
Mesopotamia?

Lesson Objectives
1. Students will construct a chronological timeline of history of Mesopotamia, using
textbooks, notebooks and the knowledge they has acquired in previous lessons during this
unit.
2. Students will create significance cards on history of Ancient Mesopotamia and will be
able to explain their choice of choosing certain events and persons for their significance
cards.
Assessments
Using notebooks and textbooks students will create timeline and significance cards of
history of Mesopotamia. These products will determine students ability to process
information, draw conclusions and see coherence between events in course of history. At
the end of the class students will fill out and hand in as they go an exit slips which will be
assessed formative.

Materials
Textbooks.
Notes, notebooks.
Maps
White board
Poster sheets
Projector
Just Do It! (10 minutes)
Students will fill out blank map of Ancient Egypt an Mesopotamia (appendix 2a). Map
=> http://my-ecoach.com/online/resources/5/mesopotamia-blank2.jpg They will
indicate in this map: a) rivers of Nile, Tigris and Euphrates; b) major cities in Ancient
Egypt an Mesopotamia; c) the fertile crescent d) color in different colors territories of
Egypt and Mesopotamia. After individual work with blank maps students will compare
their maps with already filled map projected on White (or Smart) board (appendix 2b).
Map => http://web.cocc.edu/cagatucci/classes/hum213/Maps/M6_1.jpg

Activities (70 minutes)
Timeline (25 min.)
1. Students will use their notebooks and textbooks.
2. Students will work in pairs.
3. On a poster sheet each pair draw their timeline of Mesopotamias history
timeline should cover time period since the emergence of the first civilization until the
beginning of the Hellenism age (~ 323 B.C.) On this timeline should be depicted a) City
states, States and Empires (showing the period of existence of each state); b) basic
information CAPITAL CITY, SIGNIFICANT PERSONS, ACHIEVMENTS,
IMPORTANCE IN OVERALL HISTORY (see an example appendix 2c)
4. At the end of this activity students share their timelines by drawing one
common on the white board, with assistance of teacher.
Significance cards (45 min.)

1. Using their notebooks and textbooks students individually fill out significance
cards (10 events, 10 persons) from history of Mesopotamia (since the emergence of the
first civilization until the beginning of the Hellenism age (~ 323 B.C.) appendix 2d)

2. Students join in the groups of 3. Within each group students compare their
choices and pick 10 events and 10 persons. Each group should evaluate each card
following such directions: 1) why this event/ person is important; 2) what changes this
event/ person caused in the history; 3) is this event/ person important in history of
Mesopotamia or it has great significance in overall history.

3. Each group will choose three events and three persons from history of
Mesopotamia which had great influence in the development of humankind (for example
Hammurapi and his rules)

4. At the end of this activity each group share their answers and with an assistance
of teacher draw conclusions on most important events/ persons in the history of
Mesopotamia, which have influenced the course of worlds history.

Closure (10 minutes)
Students will fill out an exit slip (Appendix 2e), where they indicate their understanding
on connectivity in the world history and how certain events in history impact another.
The exit slip assessment is designed show student understanding of the SOL standard
WHI. 1 b, d and e, as well WHI 3 a and b and the lesson objectives, which are
also based on this SOL standard.

Diverse Learner Accommodations
Students will start by learning the basic information on their own and it will build
toward more complex thinking and understanding. This will help slow learners
We will be discussing everything the individual students do as a group, so
everybody is on the same page
Both audial and visual learners will be helped, because there are charts that help
put things into context for visual learners, and discussion to help visual learners
IEPs that require students to get extra time on assignments will not be necessary,
as these assignments are not for grades, and it is expected that some students will
not finish. The discussion at the end of each section will allow for these students
to learn the required information, regardless of whether or not they have finished.







JUST DO IT



Indicate in this map:
a) Rivers of Nile, Tigris and Euphrates;
b) Major cities in Ancient Egypt and Mesopotamia;
c) The Fertile Crescent;
d) Color in different colors Egypt and Mesopotamia.





Map Legend
Ancient Egypt
Ancient Mesopotamia
The Fertile Crescent
Major Cities
MAP














EXAMPLE

















SIGNIFICANCE CARDS
Top 10 Mesopotamia
Events
____________________
Name of
Event/Movement etc
____________________
Date(s) (circa/era)
Rationale:
Your Name

Top 10 Mesopotamia
Figures
______________________
Name of Figure
______________________
Date(s) (circa/era)
Rationale:
Your Name






EXIT SLIP

Please answer following questions
Is there any coherence in history between certain events? Please explain your
answer (use one example).



Is it possible that one civilization or culture can change the development of
humankind? How? Explain your answer (use one example).



Is it possible that one person can change the development of humankind? How?
Explain your answer (use one example).



Please give three examples from history of Mesopotamia (events, achievements),
which have great influence in further development of humankind.


1)

2)

3)