Unit Plan Template

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Unit Author

First and Last Name

Gregory Bosma

School District

One of God’s many Districts

School Name

Dakota Christian School

School City, State

Platte, SD

Unit Overview

Unit Title

Ancient Civilizations

Unit Summary

Understanding of the roots of earth’s history and what the earliest civilizations did that qualified them to be a civilization rather than tribe and hunter gatherer.

Subject Area

World History

Grade Level

10^th (Sophomore)

Approximate Time Needed

Five days of 49 minute classes

Unit Foundation

Targeted Content Standards and Benchmarks

Technology Standards

Indicator 1: Students understand the history and progression of technology in relation to the development and design of future technology

Standard, Supporting Skills, and Examples

(Evaluation) 9-12.NC.1.1 Compare and contrast how societal changes mirror innovations and emerging technologies.

• Example: Emerging technology effect on future legal issues

• Example: How downloading music has affected the music industry

• Example: Matching the appropriate technology to a situation or need.

Indicator 3: Students analyze the relationships and the connections between technologies in different fields of study and how they apply to communities.

(Synthesis) 9-12.NC.3.2 Integrate technology into school, home and community.

Example: Incorporate academic knowledge into a Technology project

Example: Incorporate financial information into a Community Action program

Example: Consumer Reports information embedded in a home buying decision

Ninth-Twelfth Grade Nature, Concepts and Systems (systems thinking, interactions, and design) Performance Descriptors

Advanced

9-12th grade students performing at the advanced level:

• Predict how the evolution of technology will influence the development of future technology

• Analyze how changes in inputs and process produce different output

• Evaluate an example of an intended and unintended impact in a changed system

• Defend and Justify a technological solution using a decision making method

Proficient

• 9-12th grade students performing at the proficient level:

• Compare and contrast how an emerging technology changes society

• Relate how the convergence of technologies affect industries/businesses

• Analyze technology systems and how the parts of the system work together

• Analyze an example of an intended and unintended impact in a system

Basic

9-12th grade students performing at the basic level:

• Identify an example of an intended and unintended impact in a system

• Incorporate knowledge from a subject into a technology project

• Compare external sources needed for additional knowledge to complete a technology project

• Formulate a solution given a specific problem-solving and decision-making model

Indicator 2: Students investigate the advantages and disadvantages of technology.

(Evaluation) 9-12.S.2.2 compare and contrast society’s influence on technology and

technology’s influence on society –

• Informational technology vs production technology

• Identify Cultural factors: age, religion, sex, political

Example: Ads on identify theft

Example: Training for businesses, workplaces

Example: Discuss the emergence of new “11” numbers as a result of influence of technology, i.e. 211,511,411

Ninth-Twelfth Grade Social Interactions

Performance Descriptors

Advanced

9-12th grade students performing at the advanced level:

• Design an appropriate and legal AUP

• Advocate the ethical use of technology in home, school, and community

• Predict how technology could transform business processes and relationships

Proficient

9-12th grade students performing at the proficient level:

• Critique and evaluate an AUP

• Model ethical use of technology at home, in school, and in the community

• Outline the process to establish legal ownership of personal work.

• Analyze and evaluate technological developments that have changed the way humans do their work

• Evaluate the advantages and disadvantages of reliance of technology in the workplace and in society

Basic

9-12th grade students performing at the basic level:

• Explain the legal consequences of breaking acceptable use policies

(Hacking, sniffing)

• Recognize the ethical use of technology (Licensing, copyright, plagiarism, ownership, security, responsibility privacy issues,

(CIPA))

• Identify the effects of unethical use of technology

• still function as a human being when the power goes out & they lose their Internet connection

• describe how technology has changed social mores including attitudes toward work, family, school, and other cultures

• describe the impact of technology on the skills needed in the workplace

• describe an advantage and a disadvantage of the reliance on technology in the workplace and in society

Ninth-Twelfth Grade Information and Communication Tools

Grade Standards, Supporting Skills, and Examples

Indicator 1: Students recognize and demonstrate skills in operating technological systems.

Standard, Supporting Skills, and Examples

(Synthesis) 9-12.CT.1.1 Incorporate knowledge and enhanced usage skills to create a product. –

Indicator 2: Students use technology to enhance learning, extend capability, and promote creativity.

Standard, Supporting Skills, and Examples

(Application) 9-12.CT.2.1 utilize a virtual learning environment as a strategy to build 21st century learning skills

• critical thinking skills

• collaboration

• information and literacy skills

• decision making

(application) 9-12.CT. 2.2 Investigate to apply expert systems, intelligent agents, and simulations in real-world situations

(Application) 9-12.CT.2.3 Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.

Indicator 3: Students evaluate and select information tools based on the appropriateness to specific tasks.

Standard, Supporting Skills, and Examples

(Application) 9-12.CT.3.1 Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning

(Analysis) 9-12.CT.3.2 Organize and manage personal/professional information using technology tools. (e.g., finances, schedules, addresses, purchases, correspondence).

Ninth-Twelfth Grade Information and Communication Tools Performance Descriptors

Advanced

9-12th grade students performing at the advanced level:

• Recommend strategies in order to assist others in solving technical issues.

• Create a virtual environment to build 21st century learning skills.

• Investigate and apply expert systems, intelligent agents, and simulations in real-world situations

• Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.

• Develop a plan for completing industry certifications

Proficient

9-12th grade students performing at the proficient level:

• Incorporate knowledge and enhanced usage skills to create a product,

• Apply strategies for identifying and solving routine hardware and software issues,

• Utilize a virtual learning environment as a strategy to build 21^st century learning skills.

• Investigate and apply expert systems, intelligent agents, and simulations in real-world situations

• Utilize online information resources routinely and efficiently to meet needs for collaboration, research, publication, communication, and productivity.

• Select and apply technology tools for research, information analysis, problem solving, and decision making in content learning

• Organize and manage personal/professional information using multiple technology tools. (spreadsheets, databases, calendars)

Basic

9-12th grade students performing at the basic level:

• Recognize a problem and request help in solving the issue.

• Incorporate knowledge and enhanced usage skills to create a product with assistance.

• utilize a virtual environment with assistance.

• Organize and manage personal/professional information using a technology tool.

Ninth-Twelfth Grade Information and Communication Processes Grade Standards, Supporting Skills, and Examples

Indicator 1: Students understand the purpose of information technologies to communicate with a variety of collaborators.

Standard, Supporting Skills, and Examples

(Synthesis) 9-12.CP.1.1 collaborate with external peers, experts, and others by using technology to compile, synthesize, produce, and disseminate information, models, and other creative works.

Examples: Think quest, online project, Course ware, wiki space

Indicator 2: Students use a variety of technologies to exchange information and ideas for an identified purpose.

Standard, Supporting Skills, and Examples

(Application) 9-12.CP.2.1 Utilize technology tools for communicating information.

Examples:. WebCT, Blackboard, Wiki, Blog, Share drives/Share

Points, Tracking changes in documents, Create a Flash movie to

teach about Internet safety

Ninth-Twelfth Grade Information and Communication Processes Performance Descriptors

Advanced

9-12th grade students performing at the advanced level:

• Teach others how to use a collaborative workspace

• Consider several methods and choose the best for building group collaboration in research, communication and presentation among

students in physically separated locations

• Teach others to use technology tools for communicating information.

Proficient

9-12th grade students performing at the proficient level:

• Collaborate to create a product to disseminate information by utilizing a collaborate workspace (such as WebCT)

• Contribute digitized material (e.g., video interviews, scanned pictures, text, and graphic information) to a project archive and

create links to resource material

• Utilize three or more technology tools for communicating information.

Basic

9-12th grade students performing at the basic level:

• Recognize the value of collaboration

• Utilize one or two technology tools for communicating information.

13 5

Ninth-Twelfth Grade Information Literacy and Decision Making

Grade Standards, Supporting Skills, and Examples

Indicator 1: Students use technology to locate and acquire information.

Bloom’s Taxonomy

Level

Standard, Supporting Skills, and Examples

(Synthesis) 9-12.IL.1.1 design a research project using a variety of technologies to find information to solve a real-world problem

Indicator 2: Students determine the reliability and relevancy of information.

(Evaluation) 9-12.IL.2.1 evaluates the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.

• Defend the choice of sources in their bibliography (in any assigned project or paper).

Ninth-Twelfth Grade Information Literacy and Decision Making Performance Descriptors

Advanced

9-12th grade students performing at the advanced level:

• Critique the methods used to find information to solve real-world

problems.

• Recommend digital sources for a research project.

Proficient

9-12th grade students performing at the proficient level:

• Design a research project using a variety of technologies to find information to solve a real-world problem.

• Defend the choice of sources used for a research project.

Basic

9-12th grade students performing at the basic level:

• Compare technologies used to find information to solve an identified problem.

• Cite the sources used for a research project.

Social Studies Standards

9-12.US.1.2. Students are able to relate previously learned information of these time periods to the context of succeeding time periods.

Examples: American Revolution, Westward Movement, Civil War/Reconstruction

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Application)

9-12.G.1.1. Students are able to use resources, data services, and geographic tools that generate and interpret information.

Use geographic tools to represent and interpret the Earth’s physical and human characteristics.
Use maps, globes, and other geographic tools to acquire, process, and report information.
Given verbal or written geographical cues, use a mental map to solve a problem.

Select and interpret map projections and other representations to analyze geographic problems.

(Application)

9-12.G.1.2. Students are able to interpret geographic representations when given information about places and events.

Bar graph, circle graph, line graph, pictographs

Indicator 2: Analyze the relationships among the natural environment, the movement of peoples, and the development of societies.

Bloom’s Taxonomy Level	Standard, Supporting Skills, and Examples
(Analysis)	9-12.G.2.1. Students are able to identify and explain the impact of the natural environment on human settlement patterns. · The characteristics, location, distribution, and migration of human populations Examples: reasons for variation in population distribution, reasons for human migration and its effects on places Examples: trends and effects of world population and patterns Examples: causes and effects of urbanization
(Comprehension)	9-12.G.2.2. Students are able to explain how humans interact with their environment. · Human actions depend upon, adapt to, and modify the physical environment. · Ways in which technology has expanded human capacity to modify the physical environment · The impact of physical geography on human interaction · How place characteristics have affected locations Examples: land usage (New Orleans being below sea level); staple diets (Japanese-fish, Irish-potatoes); man-made accommodations (Great Wall of China, Netherlands polders, canals) · Identify viewpoints that influence the management of Earth’s resources. Example: Greenpeace, OPEC, Sierra Club versus Lumber industry, PETA
(Analysis)	9-12.G.2.3. Students are able to explain how human migration impacts local and global politics, environment, economies, societies, and regions. · The differing characteristics in developing and developed countries · How cooperation and conflict among people influence the division and control of the Earth’s resources Examples: nations of Western Europe joined together in the European Union; cartels. · Know the geographic factors that affect economic interdependence. Examples: transportation routes, movement patterns, market areas
(Knowledge)	9-12.G.2.4. Students are able to identify the main characteristics of cultural geography. Examples: spatial distribution, cultural diffusion, acculturation, institutions, language, religions

Core High School Geography

Performance Descriptors

Advanced

High school students performing at the advanced level:

evaluate the use and limitations of map projections;
evaluate and select resources, data services, and geographic tools to generate, manipulate, and interpret information;
analyze and explain the fundamental role that place characteristics and environments have played in history;
compare and contrast how humans interact with their environment;
analyze how past and present trends of human migration impacts politics, environment, economies and societies;
articulate the impact of cultural geography on societies and regions.

Proficient

High school students performing at the proficient level:

· use resources, data services, and geographic tools that generate and interpret information;

· explain how humans depend on, modify, and interact with their environment;

· explain how human migration impacts local and global politics, environment, economies, societies and regions;

· identify the main characteristics of cultural geography.

Basic

High school students performing at the basic level:

given a map, identify location, direction, scale, key and type of map;
given verbal or written geographical cues, use a mental map to solve a problem;
given a list of cultural geography characteristics, match terms to characteristics;
list three ways people interact with their environment.

Indicator 1: Analyze the economic impact of the availability and utilization of various resources on societies.

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Analysis)

9-12.E.1.1. Students are able to compare the characteristics of the world’s traditional, command, market, and mixed economies. [U.S. History, World History, Geography, Civics (Government)]

· Identify contributors of modern economics.

Examples: Adam Smith and Karl Marx

· Explain the transition of the former Soviet bloc nations to market economies.

· Explain the fundamentals of the market system.

Examples: Identify the factors of production; identify the role of competition; compare methods of ownership: sole proprietorships, partnerships, corporations, cooperatives, conglomerates, franchises, monopolies, and oligopolies; describe the structure and functions of financial markets: stocks and bonds.

· Explain the costs and benefits of entrepreneurial decisions.

(Analysis)

9-12.E.1.2. Students are able to explain how scarcity and surplus affect the basic questions of what, how, how much, and for whom to produce. [Geography, Civics (Government)]

· Identify negative and positive aspects of economic growth.

· Differentiate between wants versus needs.

Indicator 1: Analyze historical eras of world history to determine connections and cause/effect relationships in reference to chronology.

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Evaluation)

9-12.W.1.1A. Students are able to relate the causes and consequences of historical events to subsequent events and their legacy in current conditions.

· Provide evidence to explain the cause-effect relationships of historical events from the Renaissance to the present.

Examples: Reformation, Commercial Revolution, Scientific Revolution, Industrial Revolution

· Critique a leader’s actions during a significant historical event from the perspective of the leader.

Examples: French Revolution, WWII, Glorious Revolution

· Critique government policies and actions related to significant historical events.

Examples: Marshall Plan, European Economic Union, Warsaw Pact, United Nations, NATO

Indicator 2: Evaluate the interactions of world cultures, civilizations, philosophies, and religions.

Bloom’s Taxonomy Level

Standard, Supporting Skills, and Examples

(Analysis)

9-12.W.2.1A. Students are able to describe the emergence, rise, impact, and role of significant cultural, economic, and political events and philosophies.

· Mercantilism and imperialism in European exploration and colonization in the sixteenth century

· Rise of absolutism and constitutionalism and their impact on European nations

· Nationalism and imperialism as forces of global transformation

· Nationalism, militarism, civil war, and terrorism in today’s world

· Democracies and dictatorships from the late twentieth century to the present

WORLD HISTORY STANDARDS

9-12

Indicator 1: Analyze historical eras of world history to determine connections and cause/effect relationships in reference to chronology.

Core HS Standards

9-12.W.1.1. (Analysis) Explain the cause-effect relationships and legacy that distinguish significant historical periods from the Renaissance to the present.

Advanced HS Standards

9-12.W.1.1.A. (Evaluation) Relate the causes and consequences of historical events to subsequent events and their legacy in current conditions.

Indicator 2: Evaluate the interactions of world cultures, civilizations, philosophies, and religions.

Core HS Standards

9-12.W.2.1. (Comprehension) Define the key distinguishing features of significant cultural, economic, and political philosophies in relation to the other.

Advanced HS Standards

9-12.W.2.1A. (Analysis) Describe the emergence, rise, impact, and role of significant cultural, economic, and political events and philosophies.

GEOGRAPHY STANDARDS

9-12

Indicator 1: Analyze information from geographic representation, tools, and technology to define location, place, and region.

Core HS Standards

9-12.G.1.1. (Application) Use resources, data services, and geographic tools that generate and interpret information.

9-12.G.1.2. (Application) Interpret geographic representations when given information about places and events.

Advanced HS Standards

9-12.G.1.1A. (Evaluation) Evaluate and select resources, data services, and geographic tools that generate and interpret information.

9-12.G.1.2A. (Synthesis) Construct geographic representations when given information about places and events

Indicator 2: Analyze the relationships among the natural environment, the movement of peoples, and the development of societies.

Core HS Standards

9-12.G.2.1. (Analysis) Identify and explain the impact of the natural environment on human settlement patterns.

9-12.G.2.2. (Comprehension) Explain how humans interact with their environment.

9-12.G.2.3. (Analysis) Explain how human migration impacts local and global politics, environment, economies, societies, and regions.

9-12.G.2.4. (Knowledge) Identify the main characteristics of cultural geography.

Advanced HS Standard

9-12.G.2.1A. (Analysis) Analyze and articulate the fundamental role that place characteristics and environments have played in history.

9-12.G.2.2A. (Evaluation) Evaluate how humans interact with their environment.

9-12.G.2.3A. (Synthesis) Investigate how past and present trends of human migration impact both local and global politics, environment, economies, and societies.

9-12.G.2.4A. (Analysis) Compare and contrast the differing characteristics in developing and developed countries.

Student Objectives/Learning Outcomes

Students will be able to

Lesson 1 – assimilate knowledge from the movie and make connections to modern applications in life and scripture

Lesson 2 –express connections to the video and share their inspired ideas in a modern sharing environment (blog and wiki). Students will become more and more fluent to expressing their own ideas and see worldwide ideas. Hopefully this will create a collaboration with classmates which allows them to feel a connection socially as well as mentally to each other and their Christian’s history.

Lesson 3 –experience the opportunity to take an online quiz over their reading assignments and prove their knowledge –after they are finish the quiz they can investigate other relevant online knowledge based activities and then expand into learning about their field after they have completed their tasks.

Lesson 4 –PowerPoint emphasizing the critical areas of content in chapter three in addition to chapters one and two. Links to popular and relevant sites would be viewed by students and they would find inspiration to investigate further

Lesson 5 –with the assembly of a historic map using the paint program and online resources students will learn the ability to search out relevant and accurate information and avoid unethical content

Lesson 6 –construct a slide tour of an ancient historical location (city, battle sight, old factory)

Curriculum-Framing Questions

Essential Question

The History of the world is vast and impacts the traditions of our time today.

Unit Questions

What are the major Ancient cultures founded the earliest accomplishments of Civilization?

Content Questions

Lesson 1 –What happens when people start to doubt the “truth” of the past? What are some modern examples of this happening with scripture? Where can I learn the truth?

Lesson 2 –What do my classmates think about my ideas and what do I think about my classmates interpretations? What does God suggest and tell me about my thoughts and ideas?

Lesson 3 –What is the most important content for these chapters? Why is this information important and how can I apply it to my life?

Lesson 4 –what will be critical to understand and apply in future times of our lives so that we can prosper and learn?

Lesson 5 –what are the locations of the places where major events occurred in ancient history? (cities, battles, birthplaces, places of worship, burial grounds, etc…)

Lesson 6 –What place interests me and how can I describe it best through the tools of bubble share

Assessment Plan

Assessment Timeline


Before project work begins		Students work on projects and complete tasks		After project work is completed


· Students will need a general understanding of how to type, search the Web, operate software, and begin to learn on their own with the aid of technology	· The video and the discussion will establish a working knowledge of students familiarity with, attitude about, skills in, & mistaken information regarding the subject	· The work involving technology will show their aptitude in manipulating programs on and off the web. The online quiz will show their ability to follow directions with regard to steps to navigate to the quizzing location and the process of taking the quiz.	· The quiz and in class PowerPoint lecture will allow the teacher to assess and question students directly through interaction and assess their understanding of the topic. The students will also be able to express their ideas and collaborate with each other and the teacher to understand content and areas of emphasis. Students will also be able to claim the knowledge for their own	· Students will show their ability to manipulate information, software, and instruction through the quality, quantity, and time spent on their work. Students will understand that their content is for the world to see and desire to produce quality work which will be key to showing their ability.	· Students will have a competent ability to express their knowledge through quiz, projects, and a final examination. Students will also be assessed during class discussion to show the effort of the students who struggle with traditional methods of proving knowledge.

Assessment Summary

Through the entire classroom, “homework,” and computer lab experience students will be given opportunities to show their understanding of how “civilization” developed in the past. Technology gave them the ability to create a society

Unit Details

Prerequisite Skills

Some basic web searching ability, typing proficiency, understanding general locations of menus and toolbars, etc…

Some basic knowledge that early people did not have a great deal of understanding but for position in time they broke the ground for new and better advancements in all areas of life.

Instructional Procedures

Lesson 1:

Describe purpose of video and show video clips
Hand out questions and begin discussion of what they might mean and different ways someone might express their answer
Assign students to come back with Biblical references and applications of the video content

Lesson 2:

Spend time in the computer lab blogging about the content and references they found to be compelling
Wiki their scriptures and ideas and each student needs to post on three of their classmates verses

Lesson 3:

Start the instruction with expected behavior in the lab and what they can do after they have finished their quiz

Lesson 4:

PowerPoint notes and instruction about some of the bigger picture points (technology impacts in past and today on “civilization”)

Lesson 5:

Start the instruction with expected behavior in the lab and what they can do after they have finished their map projects and the number of days they will be working on it

Help some students to transpose or direct them to a classmate who can transpose the information from other resources onto their own map creation

Lesson 6:

Start the instruction with expected behavior in the lab and what they can do after they have finished their bubbleshare

Instruct them on the importance of order and clarity of their projects before going to the lab

Accommodations for Differentiated Instruction

Resource Student

Students who do not quiz or test well in the traditional classroom may go to the resource room with computers and take tests with audio and content help from the aid who is present.

Non-Native English Speaker

Not Applicable

Gifted Student

Students who possess an exceptional ability to understand knowledge and manipulate the content will be able to show their God given abilities through the quality and detail of their special projects.

Materials and Resources Required For Unit

Printed Materials	Lesson 1 –questions for students to answer after viewing the content Lesson 2 –Instructions on blogging and Wiki Lesson 3 –N/A Lesson 4 - N/A Lesson 5 – Map requirements Lesson 6 –slideshow requirements –a few points about paint
Supplies	Lesson 1 –video projector Lesson 2 –computer lab Lesson 3 -computer lab Lesson 4 –PowerPoint Projector Lesson 5 – computer lab Lesson 6 - computer lab
Internet Resources	Lesson 1 - N/A Lesson 2 –blog & wiki Lesson 3 –quiz and links for activities after quiz Lesson 4 –links incorporated into the content of the Power Point Lesson 5 – N/A Lesson 6 -bubbleshare
Other Resources	Lesson 1 –video projector for movie Lesson 2 - N/A Lesson 3 - N/A Lesson 4 –projector and presentation assembled Lesson 5 – N/A Lesson 6 - N/A

Unit Plan Template

Technology – Hardware (Click boxes of all equipment needed)