Name and Grade Level: Caitlin Sweeney | Grade 6 | Social Studies

Title: Lesson 4 | BREAKout Arts and Achievements

Common Core Standards:

CCSS.ELA-Literacy/RH.6-6-8.7: Integrate visual information with other information in print and digital texts
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.

A. Gathering, Interpreting and Using Evidence

1. Develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere
that can be answered by gathering, interpreting, and using evidence.

B. Chronological Reasoning
1. Identify ways that events are related chronologically to one another in time. 2. Employ mathematical skills to
measure time by years, decades, centuries, and

Pedagogy:
 Students will uncover the arts and achievements of the Mesopotamian Civilization

Assessment Plan: Check off which apply/notes on how

_____X_____: Informal ____X______: Formative

__________: Formal __________: Summative

Notes:

- Students will be informally assessed through a break out Edu game.

Technology for Learners Being Used: Technology for Teacher Being Used:
- Ipads - SMARTboard
- Weebly - Googleslides
- Flashdrive - breakoutedu

What 21st Century Skills are Students Using?

Critical Thinking
-Students will discuss how people communicated and recorded before writing was invented and
discuss why they think Cuneiform was invented the way it was

Communication
Students will work in collaborative groups to convey ideas to each other as well as present to whole
class using the interactive pear deck.

Creating
- Students will create Cuneiform math problems using clay and a paperclip

Collaboration:
-Students will work in diverse teams to accomplish a common goal

Essential Vocabulary Materials

-Ziggurat - 1:1 iPads
-Cuneiform - Smartboard
-city-state - Guided Notes

Introduction/Engagement:

Students will be given a promot from someone in the past, asking them to help solve the mystery of
Mesopotamia.

“ I can’t take it anymore… excavation after excavation dig after dig, more discoveries than anyone
else, and yet nothing! No credit, no glory, no fam to add to my credentialed name! Archaeologist have
been steaking my thunder for far too long and its my name…

Lesson: (Teacher input, Guided, Independent Activities etc)

Independent Activities:
- Students will work in teams to uncover the secrets of the Mesopotamia Society.
Puzzles
1) Players will find and identify Hammurabi’s 8th, 6th, and 3rd code and use that to open the lock
2) Players will find a link to a website and a riddle within the lock box about Mesopotamia
agriculture (FLOOD)
 3) Students will find the combined volume of cube units within the ziggurat models mention in the
two letters
4) Students will decode the cuneiform letters and write a new message
5) Players will follow the QR code and find interesting information about Mesopotamian
mathematics
6) Students will find word wheels and find the two words that go together (SCRIBES & TABLETS)

Modifications: Enrichment:
- Students will work in cooperative learning - Students will make an additional puzzle about
groups to scaffold the demands Mesopotamian achievement

https://platform.breakoutedu.com/game/timekeeper