History and Our Contemporary Period

History and Our Contemporary Period Sixth Grade Unit: 4 Lesson: 2 Duration: 5 days Lesson Synopsis: Africa is referred to as the cradle of all mankind. The "pharaoh," divine kings with great powers, ruled over Egypt for the period of 3100 B.C. to 332. B.C. and were grouped into thirty dynasties. During the 15 th and 16 th centuries, European countries began exploring and seeking land and resources for their own wealth and power. The focus of the lesson is to form an historical perspective of past conflicts and conquests among various societies both within and outside regions of North Africa. European colonization in North Africa caused cultural division and forced millions of Africans to leave their homeland. Through education, the expansion of nationalism, and World War II, colonialism came to an end and the other remaining North Africa countries followed Egypt in achieving independence. TEKS: 6.1 History. The student understands that historical events influence contemporary events. The student is expected to: 6.1A Describe characteristics of selected contemporary societies such as Bosnia and Northern Ireland that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; 6.1B Analyze the historical background of selected contemporary societies to evaluate relationships between past conflicts and current conditions. 6.2 History. The student understands the contributions of individuals and groups from VARIOUS cultures to selected historical and contemporary societies. The student is expected to: 6.2A Specific individuals and groups will be identified within the context of each instructional focus. 6.2B Describe the influence of individual and group achievement on selected historical or contemporary societies. Process TEKS: 6.21 Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. The student is expected to: 6.21A Differentiate between, locate, and use primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about selected world cultures; 6.21B Analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions; 6.21C Organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps; 6.21D Identify different points of view about an issue or topic; GETTING READY FOR INSTRUCTION Performance Indicator(s): Create an annotated timeline representing a North African country during the era 1945 to the present. Write a journal or diary entry about one of the events on your timeline and describe how it affected the current conditions for the cultural region. (6.1B; 6.2A, 6.2B). 1C; 4J; 5B Key Understandings and Guiding Questions: Cultural influences, historical events and past conflicts form contemporary societies. How has the exchange of ideas and traditions with other nations affected North Africa? What effect did the Europeans conquests have on North Africa? How do some North African countries feel about their independence after many years of struggle with foreign control? Vocabulary of Instruction: colonization civilization dynasty pharaoh surplus Alexander the Great mummy domesticate Berbers Re Ptolemy pyramid Horus Phoenicians nomad nationalism Persian empire Menes 2010, TESCCC 11/17/10 page 1 of 18

B.C.; A.D.; C.E.; B.C.E. Gregorian calendar timeline telescoping timeline 6 th Grade Unit: 04 Lesson: 02 Materials: paper/pen theme paper for notes chart paper/tablet updated World almanacs textbook computers/internet student atlases wall maps journal or diary book/notebook Resources: Handouts: Digging Into the Past Handout: Note Cards Handout: What Can We Learn Today, About North Africa s History? Handout: Remembering My Past for the Present-Day Handout: North Africa Timeline: Post World War II Rubric Handout: Rubrics: My Journal/Diary Entry on North Africa Rubric Websites available: Dated: August, 2009 https://www.cia.gov/library/publications/the-world-factbook The CIA World Fact book 2009 http://web.worldbank.org/wbsite/external/countries/menaext/0,,menupk:247603~pagepk:158889 ~pipk:146815~thesitepk:256299,00.html Middle East and North Africa- The World Bank Advance Preparation: 1. Teachers will need to become familiar with questions that will be asked of the students and teaching strategies that will be utilized. 2. Display vocabulary words on word wall to be seen visibly and used as an instructional tool during the explanation. 3. Contact your school librarian for reference materials such as current world almanacs and other resources for research; Review any relevant Discovery Education Streaming video, when applicable. 4. Contact your computer lab teacher and/or assistance to connect your classroom /lab computer(s) with internet connectivity for research. 5. Use the textbook, internet/computer, and teacher resource materials as a resource for additional information and pictures (you may want to bookmark pictures from textbooks and previewed websites to use for the lesson. 6. Print out activities and handouts and have the materials prepared before class. 7. Put the class into groups in advance. 8. Group desks or tables for each group to gather and work on activities. 9. All handouts will need to be printed. 10. Preview all suggested websites, according to your instructional strategies and internet connectivity. 11. Optional: Projection of Google Earth to the class. Background Information: When comparing Africa to all of the other continents, Africa provides the longest, deepest record of human past. Africa is referred to as the cradle of all mankind. Prehistoric records extend far beyond written historical records or oral traditions which shaped the ethnic identity of modern African people. It is said that King Narmer - or Menes - unified the two kingdoms of Upper and Lower Egypt establishing the first dynasty around 3100 B.C. The 3000 year long civilization of Egypt became the most enduring in Africa-- and in all human history. The "pharaoh," divine kings with great powers, ruled over a period of 3100 B.C. to 332. B.C. and were grouped into thirty dynasties. The main source of economic activity was farming. Today, we appreciate Egypt s contributions in different areas such as in the use of hieroglyphics and advances in mathematics, astronomy, architecture, art, medicine and religion. During the 1990s old archaeological sites were dug up again after 100 years and new discoveries and advance technologies are helping us have a better understanding about the past. European colonization in North Africa over raw materials and the desire to control African slaves for the purpose 2010, TESCCC 11/17/10 page 2 of 18

of competing in the world markets brought division among the natives and their ethnic cultures. After World War II, colonialism came to end. The other remaining North Africa countries followed Egypt in achieving independence. GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT 6 th Grade Instructors are encouraged to supplement, and substitute resources, materials, and activities to differentiate instruction to address the needs of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the Instructional Focus Document for this unit. A Microsoft Word template for this planning document is located at www.cscope.us/sup_plan_temp.doc. If a supplement is created electronically, users are encouraged to upload the document to their Lesson Plans as a Lesson Plan Resource in your district Curriculum Developer site for future reference. INSTRUCTIONAL PROCEDURES Instructional Procedures ENGAGE What do you call a person who systematically recovers and examines material evidence, such as graves, buildings, tools, and pottery, remaining from past human life? (Archaeologist) Archaeologists and a team of geographers, anthropologists, and other volunteers continue to find and study artifacts and other types of historical evidence about where and how human and animal life lived many years ago. Do you suppose an archaeologist, someday will dig around your neighborhood and find something from the past? (Answers will vary) Have you visited a historical museum? Where? When? (Answers will vary) If you have visited a history museum, what was the most interesting thing you saw in display? (Answers will vary) Was there information about its origin? (Answers will vary) Do you suppose this artifact has influenced an innovating idea for us to use or have in our modern day life? (Answers will vary) Imagine a thousand years from now, an archaeologist and a team other professionals (e.g., scientist, anthropologist, geographers) and volunteers study some items in your house such as a computer, MP3 player, a map of your city or town and a refrigerator, a television, a DVD, a microwave, to name of few. What do you think that the archaeologist and other scientists and professionals might learn about you and your family by studying these items? (Answers will vary) I want you to think about events or things that happened a long time ago or things you used or had when you were younger and you only remember it because your parents or other family members told you about it, showing you pictures or family videos. Thinking about your past, I want you to complete the handout: Remembering My Past for the Present Day by filling in information about three important facts or events or three items that relate to you, when you were younger. Then, on the next column, write down if it applies today. In other words, do you still have the item in your possession? After all of the years gone by, are the items still in existence or similar to those items, in your present-day life? Will there be evidence of your culture and history when you are gone? Do you think that items and events that happened in the past influence today s society? Why? In this lesson, we will study how things and events from the past have influenced Northern Africa still today. Notes for Teacher NOTE: 1 Day = 50 minutes Suggested time: 1/2 Day Guide students with pictures of an archaeologist (see pictures at the end of the lesson) Handouts: Digging Into the Past In advance, you may find out with your local community library or historical foundation organizations if they have there are artifacts in display, as a result from archaeology findings. Remind students to think about events or things that happened along time ago and they were too young to remember. Other places such as a school, a classroom; a church; or where people gather, may be considered as another option to the type of setting. Handout: Remembering My Past for the Present Day 2010, TESCCC 11/17/10 page 3 of 18

Instructional Procedures EXPLORE You will be divided in pairs. You and your partner will answer the following questions. You will have about five minutes and you may use your textbook or other resources. One of you will be the recorder (person responsible for writing the answers on a paper) and the other person will be the reporter (person responsible for orally presenting the findings with examples). What is the difference between a timeline and telescoping timeline? (The telescoping timeline help you take a closer look at a specific event or time with more details. It differs from a regular timeline by its time span). Have you ever come across timelines that have A.D. and/or B.C.? What does A.D. mean? (A.D. stands for Anno Domini, which is Latin for the year of the Lord. The year one marks the start of years since the birth of Jesus Christ. It is estimated about 2000 years ago. For example, 100 A.D. means 1000 years ago). What does B.C. mean? (B.C. stands for Before Christ, and it means the number of years before Christ. So if this was 2000 years ago, then 333 B.C. means 2333 years ago). B.C. Dates Year 1 A.D. Dates 300 BC 200 BC 100 BC Birth of 100 AD 200 AD 300 AD Jesus Christ A time line is a visual tool that shows events in the order in which they occurred. It is easier when you see things in a sequence and how the events are related. EXPLAIN Now that you have learned about the difference between a time line and a telescoping timeline you will construct a part of a telescoping timeline of the past six months of your life. Be sure to use only events or experiences that you want to share with the whole class. Use the time spans of months and mark the number line with small vertical lines to name the last six months of the current year. (e.g., October, September, August, July, June, May) Notes for Teacher 6 th Grade Suggested time: 1/2 Day Post the questions on the board or overhead. Allow time for students to discuss among their peers, research the questions, and write their responses on a paper. Call on volunteers to provide the meaning of the letters and to demonstrate a sample of a timeline illustrating the B.C. and A.D. letters with years Show samples of a timeline in history and a telescoping timeline with specific details and a shorter time spans. For example, show time spans of a thousand years and those of 20 years spans using telescoping timeline formats. Students will need a variety of resources from which to collect the information needed to complete this assignment. In addition to textbooks, the enclosed handouts, and books, use internet access relevant to the lesson. (see suggested web links under Resources) Suggested time: ½ Day Make copies of the handout: My Telescoping Timeline and give it to each student. Allow time for students to review their notes and other sources from their textbook, teacher created notes for students or other ancillary resources. Be sure to include at least three events in the telescoping section with a color-filled dot to show the approximate date or day of the event in the month What term or code would you use for your lifetime? B.C. or A.D. You might use C.E. also (Unanimously all students should respond as A.D.) C.E., which stands for Common Era or Current Era. These are used to avoid Christian references. The Gregorian calendar was introduced by Pope Gregory XIII in Europe in 1582 A.D. It was an improvement from the Julian calendar because the average length of the calendar year was more aligned to the seasons. One difference between the two After student complete the timeline, call on volunteers to share their exciting or eventful experience. Reinforce the similarities and differences between a timeline and a telescoping timeline. 2010, TESCCC 11/17/10 page 4 of 18

Instructional Procedures calendars is that the Gregorian calendar contains a leap year. The legal code of the United States does not indicate an official national calendar. The United States uses the Gregorian calendar as a result from an Act of Parliament of the United Kingdom in 1751. The widespread use of the Gregorian calendar and the use of BC and AD throughout the world came about thanks to the colonization practices of Europe and economic pressures of a world-wide economy led by Europe and the United States. Today, many educational writers rather use the Common Era (C.E.) than the A.D. EXPLORE You will be divided into groups of four. Each group will be responsible to research and answer the questions. (See Handouts: What Can We Learn Today, About North Africa s History? Each group will also construct a timeline based on their research. Notes for Teacher 6 th Grade Through the readings of North Africa, students may refer back to their textbook or other resources to help them find information about the questions being asked. Suggested time: 1 Day Distribute Handouts: What Can We Learn Today, About North Africa s History? Teacher s Key is enclosed. Each question is weighted on 10 pts. to accumulate 100 possible point. EXPLAIN Post the questions on the board and have the groups share their answers and timelines. Write the answers on the board. Do you think that all of these different people and groups had an impact on North Africa today? How and why? ELABORATE What effect did the Europeans conquests have on North Africa? (Many of the laws and legal traditions can be traced back to the Europeans when they conquered North Africa s countries.) How has the study of ancient North Africa, such as the country of Egypt helped you understand the region better? (Learning about the culture of the ancient people provides us with a better understanding about their way of life.) Why do you suppose that Europe is North Africa s biggest trading partner? (They not only are very close to each other geographically, but also because of their earlier history of colonialism.) EVALUATE As a group, you will research and study the events from the past to the present day, particularly post World War II in Northern Africa. Create an annotated timeline representing a North African country Another suggestion: As an in-class activity, add or make changes with the questions and answers What Can We Learn Today, About North Africa s History? and create them as note-cards and randomly distribute two questions to five groups of students; Reproduce the note cards with the possible answer choices to the specified questions and see if the students can match the question to the answer and present it to the class. Suggested time: ½ Day Suggested time: ½ Day Post the three questions on the board and allow time for students to research and answer the questions using their textbooks, internet websites, or other related reference materials. Then, call on students to share their answers as a whole class discussion. It is important for students to use prior knowledge and apply it to new knowledge, based on text based evidence. Suggested time: 1 ½ Days Facilitate the groups by distributing various resources for students to research the important events beginning in the 20 th century. Supporting details 2010, TESCCC 11/17/10 page 5 of 18

Instructional Procedures during the era 1945 to the present. Write a journal or diary entry about one of the events on your timeline and describe how it affected the current conditions for the cultural region. 6 th Grade Notes for Teacher based on text evidence is part of the process. Students may refer to their notes. Each student will need their journal or diary books to write about the one event on the timeline or telescoping timeline and how the event affected the current conditions for the cultural region. Inform students about the rubrics for The timeline and Journal/Diary: Handouts: North Africa Timeline: Post World War II Rubric My Journal/Diary Entry on North Africa Rubric 2010, TESCCC 11/17/10 page 6 of 18

What Can We Learn Today About North Africa s History? Answer Key Accept additional possible answers. 1. Who was the first Pharaoh or Kingsman to rule Egypt during the First Dynasty? What was the primary role of the Pharaoh? According to ancient Egyptian stories, Menes was the Egyptian pharaoh who united Upper and Lower Egypt into one kingdom. He lived ca 3100 B.C. to 3000. The pharaoh was both a commander-in-chief and chief religious figure, whom Egyptians believed that the pharaoh was the living son god, Re and associated with Horus, the sky god. 2. How did the ancient Egyptians come to believe in afterlife? (The Egyptians believed that seeing birth and death in nature, like the sun rising each morning and setting each night, that they too would have an afterlife and would need to preserve their bodies through mummification). 3. What role did the Nile River have on the early development of civilization? (The Nile River was the very important to the ancient Egyptians between 4000 B.C. and 2000 B.C. Farming the land along side of the Nile has been for thousands of years. It is during this time period that they also build bricks made out of mud and help people during the time when the huge pyramids were built. The Nile was known for its flooding seasons which left deposits of silt. This was very good for the soil to help plants grow. In the 20 century, the flooding has been controlled by the he Aswan Dam). 4. What does history say about the Persian Empire, Alexander the Great and Ptolemy? (In 525 B.C. the Persians conquered Egypt for 200 years. Then, Alexander the Great, also known as Alexander III, was Macedon s king and a military commander. He took over the Egypt until he died 323 B.C. His successor was Ptolemy and his descendents ruled for another 300 years, which affected North Africa. The Persian Empire has become what we know today as Persia or more generally known as Iran). 5. Who were the Phoenicians? (In 1100 B.C. the Phoenicians, who had created a major naval and trading power of the region built colonies along Africa s Mediterranean coast. Today, the city of Carthage is known as Tunisia). 6. Who were the early people that lived, in present day, Morocco, Libya, Algeria, and Tunisia? (The Berbers were the early inhabitants to occupy these regions. However, the Berbers always moved around from place to place between the desert and mountain regions in North Africa because they knew where to find grazing places for their animals). 7. Why was Carthage, in what is today Tunisia, enemies with the Roman Empire? Carthage was a very wellknown trading center along the Mediterranean Sea and lost many wars with the Romans. The Romans controlled Carthage around 146 B.C.). 8. Who were the Arab Muslims? (In 643 A.D., Arab Muslims invaded North Africa. They spread their religion throughout the northernmost regions of North Africa. Through resistance from the Berbers, it took along time for Arab culture to mix in with the Berber society. Moroccan Arabic is the official language of Morocco). 9. What role did Great Britain, France, Belgium, and Portugal have in North Africa? (Starting with exploration by people such as Prince Henry, Dias, de Gama, Magellan, Cabot, Europeans were looking for trade routes. Many of these European countries colonized Africa for its natural resources as way to get rich and claim the land for themselves. They also transported African slaves across the Atlantic Ocean to work on the plantations and mines of North America and South America. Today, it continues to create conflict in Africa because the Europeans divided ethnic groups and separated families). 10. What effects did World War II have in North Africa, towards independence? (Africans realized that they were fighting for democracy and independence in other distant lands that they believed should be the same for their own people). 2010, TESCCC 11/17/10 page 7 of 18

What Can We Learn Today About North Africa s History? 1. Who was the first Pharaoh or Kingsman to rule Egypt during the First Dynasty? What was the primary role of the Pharaoh? 2. How did the ancient Egyptians come to believe in afterlife? 3. What role did the Nile River have on the early development of civilization? 4. What does history say about the Persian Empire, Alexander the Great and Ptolemy? 5. Who were the Phoenicians? 2010, TESCCC 11/17/10 page 8 of 18

6. Who were the early people that lived, in present day, Morocco, Libya, Algeria, and Tunisia? 7. Why was Carthage, in what is today Tunisia, enemies with the Roman Empire? 8. Who were the Arab Muslims? 9. What role did Great Britain, France, Belgium, and Portugal have in North Africa? 10. What effects did World War II have in North Africa, towards independence? Page 2 of 2 2010, TESCCC 11/17/10 page 9 of 18

Digging into the Past 6 th Grade Microsoft Clip Art Digging into the Past 2010, TESCCC 11/17/10 page 10 of 18

Microsoft Clip Art 2010, TESCCC 11/17/10 page 11 of 18

Remembering My Past for the Present-Day IN THE PAST IN THE PRESENT 2010, TESCCC 11/17/10 page 12 of 18

Note Cards According to ancient Egyptian stories, Menes was the Egyptian pharaoh who united Upper and Lower Egypt into one kingdom. He lived around 3100 B.C. to 3000. The pharaoh was both a commander-in-chief and the chief religious figure. Egyptians believed that the pharaoh was the living son god, Re and associated with Horus, the sky god. The Egyptians believed that seeing birth and death in nature, like the sun rising each morning and setting each night, that they too would have an afterlife and would need to preserve their bodies through mummification. The Nile River was the very important to the ancient Egyptians between 4000 B.C. and 2000 B.C. Farming the land along side of the Nile has been for thousands of years. It is during this time period that they also build bricks made out of mud and help people during the time when the huge pyramids were built. The Nile was known for its flooding seasons which left deposits of silt. This was very good for the soil to help plants grow. In the 20 century, the flooding has been controlled by the Aswan Dam. 2010, TESCCC 11/17/10 page 13 of 18

In 525 B.C. the Persians conquered Egypt for 200 years. Then, Alexander the Great, also known as Alexander III, was Macedon s king and a military commander. He took over the Egypt until he died 323 B.C. His successor was Ptolemy and his descendents ruled for another 300 years which affected North Africa. The Persian Empire has become what we know today as Persia or more generally, Iran. In 1100 B.C. the Phoenicians, who had created a major naval and trading power of the region built colonies along Africa s Mediterranean coast. Today, the city of Carthage is known as Tunisia. The Berbers were the earliest inhabitants to occupy these regions. However, the Berbers always moved around from place to place between the desert and mountain regions in North Africa because they knew where to find grazing places for their animals. 2010, TESCCC 11/17/10 page 14 of 18

Carthage was a very well-known trading center along the Mediterranean Sea and lost many wars with the Romans. The Romans controlled Carthage around 146 B.C. In 643 A.D., Arab Muslims invaded North Africa. They spread their religion throughout the northernmost regions of North Africa. Through resistance from the Berbers, it took a long time for Arab culture to mix in with the Berber society. Moroccan Arabic is the official language of Morocco. Many of these European countries colonized Africa for its natural resources as way to get rich and claim the land for themselves. They also transported African slaves across the Atlantic Ocean to work on the plantations and mines of North America and South America. Today, it continues to create conflict in Africa because the Europeans divided ethnic groups and separated families. Africans realized that they were fighting for democracy and independence in other distant lands that they believed should be the same for their own people. 2010, TESCCC 11/17/10 page 15 of 18

My Telescoping Time Line Create a telescoping timeline about an interesting event over the last six months including. Use the time spans of months and mark the number line with small vertical lines. Be sure to include at least three events in the telescoping section with a color-filled dot 2010, TESCCC 11/17/10 page 16 of 18

North Africa Timeline: Post World War II Rubric Student/Group Name: CATEGORY 4 3 2 1 Spelling and Capitalization Spelling and capitalization were checked by another student and are correct throughout. Spelling and capitalization were checked by another student and were mostly correct. Spelling and capitalization were mostly correct, but were not checked by another student. There were many spelling and capitalization errors. Content/Facts Facts were accurate for all events reported on the timeline. Facts were accurate for almost all events reported on the timeline. Facts were accurate for most (~75%) of the events reported on the timeline. Facts were often inaccurate for events reported on the timeline. Readability The overall appearance of the timeline is pleasing and easy to read. The overall appearance of the timeline is somewhat pleasing and easy to read. The timeline is relatively readable. The timeline is difficult to read. Title The timeline has a creative title that accurately describes the material and is easy to locate. The timeline has an effective title that accurately describes the material and is easy to locate. The timeline has a title that is easy to locate. The title is missing or difficult to locate. Dates An accurate, complete date has been included for each event. An accurate, complete date has been included for almost every event. An accurate date has been included for almost every event. Dates are inaccurate and/or missing for several events. Time Use Classroom time was used to work on the project. Conversations were not disruptive and focused on the work. Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work. Classroom time was used to work on the project the majority of the time, but conversations often were disruptive or did not focus on the work. Student did not use classroom time to work on the project and/or was highly disruptive. Resources The timeline contained at least 6-7 events related to the topic being studied. The timeline contained at least 5 events related to the topic being studied. The timeline contained at least 3-5 events related to the topic being studied. The timeline contained fewer than 3 events. 2010, TESCCC 11/17/10 page 17 of 18

Organization My Journal/Diary Entry on North Africa Rubric Student Name: CATEGORY 4 3 2 1 Information is very organized with wellconstructed paragraphs and subheadings. Information is organized with well-constructed paragraphs. Information is organized, but paragraphs are not well-constructed. The information appears to be disorganized. 8) Quality of Information Information clearly relates to the main topic. It includes several supporting details and/or examples. Information clearly relates to the main topic. It provides 1-2 supporting details and/or examples. Information clearly relates to the main topic. No details and/or examples are given. Information has little or nothing to do with the main topic. Mechanics No grammatical, spelling or punctuation errors. Almost no grammatical, spelling or punctuation errors A few grammatical spelling or punctuation errors. Many grammatical, spelling, or punctuation errors. Journal Construction All paragraphs include introductory sentence, explanations or details, and concluding sentence. Most paragraphs include introductory sentence, explanations or details, and concluding sentence. Paragraphs included related information but were typically not constructed well. Paragraphing structure was not clear and sentences were not typically related within the paragraphs. 2010, TESCCC 11/17/10 page 18 of 18