(WHY STUDY HISTORY)
Use the Student pages and the Why Study History video for an
introduction into the relevance and importance of studying
history.
(INTRODUCE THE UNIT)
UNIT 1 Origins of Cultures and CivilizationsOn Location with
Louise Leakey
Watch the Louise Leakey video and discuss.
Time Line
Explore and discuss the UNIT time line.
UNIT Map: The Last Ice Age
Explore and discuss the UNIT map.
(CHAPTER 1, DAY 1)
CHAPTER 1 The Development of Human Societies
TE Options
Introduce the Essential Question
Complete a Roundtable activity to discuss factors of early human
societies.
Introduce the Photograph
Introduce and discuss the photograph of 8,000-year-old rock art
in Algeria.
Share Background
Provide additional information on the rock art.
Key Dates
REVIEW key dates in the development of human societies.
Introduce the Reading Strategy
Begin a Venn Diagram to compare and contrast Paleolithic and
Neolithic people.
Introduce CHAPTER Vocabulary
Complete a Word Wall for Key Vocabulary words.
(LESSON PLANS)
(1 of 8) ( National Geographic Learning, Cengage Learning)
LESSON 1.1 Discovering Prehistory
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Biography: Richard Leakey
On Your Feet: Inside-Outside Circle Critical Viewing: NG CHAPTER
Gallery
TE Options
Background for the Teacher
Present the background information on archaeology.
(CHAPTER 1, DAY 1 continued)
Introduce & Engage
Help students visualize the formation of the Great Rift
Valley.
Guided Discussion
Guide a discussion on geologic techniques and the informational
role of fossils.
Analyze Visuals
Examine and discuss the photograph of the Great Rift Valley.
Active Options
Students ask and answer questions about artifacts and
fossils.
Active Options
NG CHAPTER Gallery: Students perform research on one gallery
image.
Differentiate: English Language Learners
Students REVIEW LESSON content.
Differentiate: Gifted & Talented
Students perform a play.
LESSON 1.2 The Elements of Culture
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
On Your Feet: Four Corners Activity Critical Viewing: NG CHAPTER
Gallery
TE Options
Background for the Teacher
Present the background information on anthropology.
Introduce & Engage
Engage in a class discussion about elements of culture.
Guided Discussion
Guide a discussion on elements of culture and cultural
behavior.
Make Connections
Connect elements of culture in the UNITed States to cultures
around the world.
Active Options
Students find images that reflect elements of culture.
Active Options
NG CHAPTER Gallery: Students compare and contrast two
images.
Differentiate: English Language Learners
Pairs write an outline of the LESSON.
Differentiate: Striving Readers
Students define and REVIEW LESSON vocabulary
(CHAPTER 1, DAY 2)
LESSON 1.3 Changing Environments
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
On Your Feet: Three-Step Interview Critical Viewing: NG CHAPTER
Gallery
TE Options
Background for the Teacher
Present the background information on the Sahara.
Introduce & Engage
Help students understand the broad definition of technology.
Guided Discussion
Guide a discussion about the effects of drought and
human-environment interaction.
Analyze Visuals
Examine and discuss the photographs of early tools.
Active Options
Students discuss daily life for Paleolithic peoples.
Active Options
NG CHAPTER Gallery: Students brainstorm additional gallery
images.
Differentiate: English Language Learners
Students create word charts to REVIEW vocabulary.
Differentiate: Pre-AP
Students write a comparison report on desert formation.
LESSON 1.4 Moving into New Environments
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Active History: Compare Past and Present Land Areas
NG Learning Framework: Research a Critical Species
TE Options
Background for the Teacher
Present the background information on the woolly mammoth.
Introduce & Engage
Engage in a class discussion about weather.
Guided Discussion
Guide a discussion about the Ice Age and Paleolithic
hunting.
(CHAPTER 1, DAY 2 continued)
Interpret Maps
Study the map of early human migration.
Active Options
Active History: Students compare past and present land
areas.
Active Options
NG Learning Framework: Students write an essay on megafauna.
Differentiate: Striving Readers
Students use a TASKS approach to better understand the map.
Differentiate: Inclusion
Students work with a partner to study a time line.
LESSON 1.5 NG Explorer Jeffrey Rose: Tracking Migration Out of
Africa
(4 of 8) ( National Geographic Learning, Cengage Learning)
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
On Your Feet: Rotating Discussion
NG Learning Framework: Write a Biography
TE Options
Background for the Teacher
Present the background information on the Nile Valley.
Introduce & Engage
PREVIEW the map of early human migration out of Africa.
Guided Discussion
Guide a discussion about Jeffery Roses motivations and
discoveries.
Make Inferences
Analyze a quotation from Jeffrey Rose.
Active Options
Students examine Jeffery Roses work.
Active Options
NG Learning Framework: Students write a biography of Jeffrey
Rose.
Differentiate: Striving Readers
Students complete sentence starters to set a purpose for
reading.
Differentiate: English Language Learners
Students use flash cards to study vocabulary.
(CHAPTER 1, DAY 3)
LESSON 1.6 Cave Art
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
On Your Feet: Question and Answer Critical Viewing: NG CHAPTER
Gallery
TE Options
Background for the Teacher
Present the background information on the Lascaux Cave.
Introduce & Engage
Use visuals to engage students with ancient cave art.
Guided Discussion
Guide a discussion about the initial disbelief that cave
paintings were created by Paleolithic peoples and what can be
learned about Paleolithic peoples from their art.
More Information
Present the More Information material on Australia's
Aborigines.
Active Options
Students write and answer True-False questions to REVIEW the
LESSON.
Active Options
NG CHAPTER Gallery: Students create a list of favorite
images.
Differentiate: English Language Learners
Students complete a Main Idea Cluster to enhance
comprehension.
Differentiate: Inclusion
Visually impaired students work with partners to clarify
text.
LESSON 2.1 Nomadic Hunter-Gatherers
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
On Your Feet: Word Chain
NG Learning Framework: Hunting and Gathering
TE Options
Background for the Teacher
Present the background information on the Iceman.
Introduce & Engage
PREVIEW vocabulary to enhance LESSON comprehension.
Guided Discussion
Guide a discussion about nomadic hunting and human
interaction.
(CHAPTER 1, DAY 3 continued)
Analyze Visuals
Study the graphic of the Iceman.
Active Options
Students create a Word Chain to REVIEW vocabulary.
Active Options
NG Learning Framework: Students imagine they are
hunter-gatherers.
Differentiate: Striving Readers
Students use sentence frames to monitor comprehension.
Differentiate: Gifted & Talented
Students create graphics to demonstrate and expand
comprehension.
LESSON 2.2 The Beginnings of Domestication
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
On Your Feet: Turn and Talk on Topic Critical Viewing: NG
CHAPTER Gallery
TE Options
Background for the Teacher
Present the background information on domestication.
Introduce & Engage
Use a K-W-L Chart to connect students with the content.
Guided Discussion
Guide a discussion about land bridges and animal
domestication.
Analyze Visuals
PREVIEW the LESSON content through the LESSON photograph.
Active Options
Students turn and talk about the domestication of plants and
animals.
Active Options
NG CHAPTER Gallery: Students become an expert on one gallery
image.
Differentiate: English Language Learners
Students use a 5Ws Chart to help students pose and answer their
own questions.
Differentiate: Inclusion
Pairs of students answer the LESSON questions.
(CHAPTER 1, DAY 4)
LESSON 2.3 The Agricultural Revolution
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
Biography: Kathleen Kenyon On Your Feet: Numbered Heads
NG Learning Framework: Observe, Exchange, and Discuss
TE Options
Background for the Teacher
Present the background information on clay in the Fertile
Crescent.
Introduce & Engage
Use visuals to engage students with the development of
agriculture.
Guided Discussion
Guide a discussion comparing hunter-gatherers and settled
farmers and the challenges of living in communities.
Interpret Maps
Study the map of the domestication of plants and animals.
Active Options
Students examine how the agricultural revolution changed peoples
lives.
Active Options
NG Learning Framework: Students examine the effects of the
agricultural revolution.
Differentiate: Striving Readers
Students complete Word Squares to study vocabulary.
Differentiate: Pre-AP
Groups report on river valley civilizations.
LESSON 2.4 Studying the Past
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
On Your Feet: Three Corners
Critical Viewing: NG CHAPTER Gallery
TE Options
Background for the Teacher
Present the background information on the Rosetta Stone.
Introduce & Engage
Use an observational skills activity to engage students with the
LESSON.
(CHAPTER 1, DAY 4 continued)
Guided Discussion
Guide a discussion on the connections between archaeologists,
historians, and other sciences.
Analyze Visuals
Examine and discuss the Rosetta Stone.
Active Options
Students discuss different sources of information.
Active Options
NG CHAPTER Gallery: Students choose an image that represents
their understanding of the CHAPTER.
Differentiate: Striving Readers
Students use reciprocal teaching for LESSON REVIEW.
Differentiate: Inclusion
Groups summarize LESSON content.
(CHAPTER 1, DAY 5)
REVIEW
CHAPTER REVIEW
Complete the CHAPTER REVIEW.
(CHAPTER 2, DAY 1)
CHAPTER 2 Origins of Civilization
TE Options
Introduce the Essential Question
Brainstorm characteristics of civilizations.
Introduce the Photograph
Introduce and discuss the photograph of Stonehenge.
Share Background
Provide additional information on Stonehenge.
Key Dates
REVIEW key dates in the development of cultural hearths around
the world.
Introduce the Reading Strategy
Begin a diagram to find main ideas and details about cultural
hearths.
Introduce CHAPTER Vocabulary
Use a Word Sort strategy to categorize Key Vocabulary words.
(1 of 6) ( National Geographic Learning, Cengage Learning)
LESSON 1.1 Centers of New Ideas
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Active History: Analyze an Ancient Calendar
On Your Feet: Four Corners
TE Options
Background for the Teacher
Present the background information on the sickle.
Introduce & Engage
Help students locate the cultural hearths.
Guided Discussion
Guide a discussion of cultural hearths.
Interpret Maps
Examine the map of cultural hearths.
Active Options
Students analyze an ancient calendar.
Active Options
Students ask and answer questions about cultural hearths.
Differentiate: Striving Readers
Students set a purpose for reading.
Differentiate: Gifted & Talented
Students research cultural hearths.
LESSON 1.2 Southwest Asia: atalhyk
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Biography: James Mellaart
On Your Feet: Inside-Outside Circle Critical Viewing: NG CHAPTER
Gallery
(LESSON PLANS) (CHAPTER 2, DAY 1 continued)
TE Options
Background for the Teacher
Present the background information on atalhyk.
Introduce & Engage
Help students brainstorm elements needed for a settlement.
Guided Discussion
Guide a discussion of food and religion in atalhyk.
Analyze Visuals
Examine the diagram of atalhyk.
Active Options
Students ask and answer questions about atalhyk.
Active Options
NG CHAPTER Gallery: Students perform additional research on one
gallery image.
Differentiate: English Language Learners
Students use root words to clarify the meaning of unfamiliar
words.
Differentiate: Striving Readers
Partners read and summarize paragraphs.
(CHAPTER 2, DAY 2)
LESSON 1.3 China: Banpo
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
On Your Feet: Question and Answer
NG Learning Framework: Writing About Craftsmanship
TE Options
Background for the Teacher
Present the background information on the Huang He.
Introduce & Engage
Help students understand the meaning of domesticate.
Guided Discussion
Guide a discussion about the Yangshao culture.
Analyze Location
Have groups describe the Huang He area.
Active Options
Students write true-false questions about the Yangshao culture
and Banpo.
Active Options
NG Learning Framework: Students write about craftsmanship.
Differentiate: Gifted & Talented
Students draw a vessel.
Differentiate: Inclusion
Students complete sentence frames.
(LESSON PLANS) (CHAPTER 2, DAY 2 continued)
LESSON 1.4 Mesoamerica: Oaxaca
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
On Your Feet: Think, Pair, Share Critical Viewing: NG CHAPTER
Gallery
TE Options
Background for the Teacher
Present the background information on teosinte.
Introduce & Engage
Predict LESSON content from visuals.
Guided Discussion
Guide a discussion of plants in Mesoamerica.
Synthesize
Present syntheses about food and life in Oaxaca and
Mesoamerica.
Active Options
Students invent a new food.
Active Options
NG CHAPTER Gallery: Students choose a gallery image and become
an expert on it.
Differentiate: Striving Readers
Students use a Word Web to summarize the LESSON.
Differentiate: Pre-AP
Students investigate wild grains.
LESSON 1.5 North Africa: Faiyum
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
On Your Feet: One-on-One Interviews
NG Learning Framework: Teach Your Methods
TE Options
Background for the Teacher
Present the background information on the Nile River Valley.
Introduce & Engage
Examine the photograph of Faiyum.
Guided Discussion
Guide a discussion about weather and farming in Faiyum.
Build Vocabulary
Learn about cultural diffusion.
Active Options
Students interview each other about their understanding of
Faiyum.
Active Options
NG Learning Framework: Students share their methods for doing an
everyday activity.
Differentiate: Gifted & Talented
Students connect cultural diffusion in the past and present.
Differentiate: English Language Learners
Pairs take notes on main ideas and details.
(CHAPTER 2, DAY 3)
LESSON 2.1 Paths to Civilization: Gbekli Tepe
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
On Your Feet: Living Flow Chart
NG Learning Framework: Rewrite in Your Own Words
TE Options
Background for the Teacher
Present the background information on Gbekli Tepe.
Introduce & Engage
Use visuals to help students PREVIEW the LESSON.
Guided Discussion
Guide a discussion about archaeologists beliefs about Gbekli
Tepe.
Monitor Comprehension
Help students clarify understanding with questions about the
LESSON.
Active Options
Students make a living flow chart based on farmers and
hunter-gatherers.
Active Options
NG Learning Framework: Students write to explain the flow chart
in their own words.
Differentiate: Gifted & Talented
Students build a 3-D model of Gbekli Tepe.
Differentiate: Striving Readers
Students complete two Sequence Chains to understand the flow
chart.
(LESSON PLANS) (CHAPTER 2, DAY 3 continued)
LESSON 2.2 Traits of Civilization
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
On Your Feet: Build a Civilization
NG Learning Framework: Rank the Traits
TE Options
Background for the Teacher
Present the background information on the word civilization.
Introduce & Engage
Identify common characteristics of mammals to understand common
characteristics of civilizations.
Guided Discussion
Guide a discussion of cities and characteristics of
civilizations.
Analyze Visuals
Study the diagram of traits of civilization.
Active Options
Groups present their versions of different traits of
civilizations.
Active Options
NG Learning Framework: Students rank the traits of
civilization.
Differentiate: Inclusion
Students match text with visuals.
Differentiate: Pre-AP
Students present the five characteristics in different
civilizations.
LESSON 2.3 History Through Objects: New Technology
(6 of 6) ( National Geographic Learning, Cengage Learning)
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
On Your Feet: Make a Tool
Critical Viewing: NG Image Gallery
TE Options
Background for the Teacher
Present the background information on bronze.
Introduce & Engage
Have students think about tools they carry.
Guided Discussion
Guide a discussion about tools used in a Neolithic cultural
hearth.
Analyze Visuals
Categorize tools using a Venn Diagram.
Active Options
Groups create and present an original tool.
Active Options
NG Image Gallery: Students create a list of favorite images.
Differentiate: Inclusion
Students use a Three-Column Chart to give details about
tools.
Differentiate: Pre-AP
Students research and orally report on metallurgy.
(CHAPTER 2, DAY 4)
REVIEW
CHAPTER REVIEW
Complete the CHAPTER REVIEW.
(UNIT WRAP-UP)
UNIT 1 Origins of Cultures and CivilizationsOn Location with
Louise Leaky
Learn more about Louise Leakey and her work.
National Geographic Article: Scotlands Stone Age Ruins
Explore and discuss the adapted National Geographic article.
UNIT Inquiry: Create a Cultural Symbol
Complete the UNIT-level project.
(INTRODUCE THE UNIT)
UNIT 2 Early Civilizations
On Location with Christopher Thornton
Watch the Christopher Thornton video and discuss.
Time Line
Explore and discuss the UNIT time line.
UNIT Map: River Valley Civilizations
Explore and discuss the UNIT map.
(CHAPTER 3, DAY 1)
CHAPTER 3 Ancient Mesopotamia
TE Options
Introduce the Essential Question
Complete a Four Corner activity to discuss factors that allowed
civilization to develop in Mesopotamia.
Introduce the Photograph
Introduce and discuss the photograph of the Ishtar Gate.
Share Background
Provide additional information on the Ishtar Gate.
Key Dates
REVIEW key dates in the history of ancient Mesopotamia.
Introduce the Reading Strategy
Begin a chart to make inferences about why civilization
developed in Mesopotamia.
Introduce CHAPTER Vocabulary
Complete a Word Web for Key Vocabulary words.
LESSON 1.1 The Geography of Ancient Mesopotamia
(LESSON PLANS)
(1 of 8) ( National Geographic Learning, Cengage Learning)
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
NG Learning Framework: Create a Map On Your Feet: Inside-Outside
Circle
TE Options
Background for the Teacher
Present the background information on the Tigris and Euphrates
rivers.
Introduce & Engage
Help students interpret the map of ancient Mesopotamia.
Guided Discussion
Guide a discussion about the importance of the Tigris and
Euphrates rivers.
Interpret Maps
Examine and discuss the map of ancient Mesopotamia.
Active Options
NG Learning Framework: Students map Mesopotamia.
Active Options
Students use an Inside-Outside Circle to create questions about
conditions leading to the civilization of ancient Mesopotamia.
Differentiate: English Language Learners
Students identify facts about Mesopotamia.
Differentiate: Gifted & Talented
Students host a talk show about Southwest Asia.
(LESSON PLANS) (CHAPTER 3, DAY 1 continued)
(2 of 8) ( National Geographic Learning, Cengage Learning)
LESSON 1.2 City-States Develop
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
NG Learning Framework: Redesign the City of Ur
On Your Feet: Create Trade Networks
TE Options
Background for the Teacher
Present the background information on farming in
Mesopotamia.
Introduce & Engage
Create a Word Map for the word civilization.
Guided Discussion
Guide a discussion about the city of Ur.
Analyze Visuals
Study the illustration of the city of Ur.
Active Options
NG Learning Framework: Students solve population growth problems
in the city of Ur.
Active Options
Students create trade networks.
Differentiate: Striving Readers
Students complete sentence starters.
Differentiate: Pre-AP
Students write an argument about merchants.
LESSON 1.3 Religion in Sumer
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Three-Step
Interview
(3 of 8) ( National Geographic Learning, Cengage Learning)
TE Options
Background for the Teacher
Present the background information on Sumerian religion.
Introduce & Engage
Complete a K-W-L Chart about religions around the world.
Guided Discussion
Guide a discussion about the calendar and religion in Sumer.
Summarize
Summarize the ritual offering to the Sumerian deity.
Active Options
NG CHAPTER Gallery: Students learn more about one gallery
image.
Active Options
Students interview a partner about the Sumerian temple tax.
Differentiate: English Language Learners
Students complete sentence frames.
Differentiate: Pre-AP
Students write a research paper on an ancient deity.
(CHAPTER 3, DAY 2)
LESSON 1.4 Document-Based Question: Sumerian Writing
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
NG Learning Framework: Compare Two Writing Systems
On Your Feet: Telephone
TE Options
Background for the Teacher
Present the background information on Gilgamesh.
Introduce & Engage
Help students prepare for the document-based question.
Guided Discussion
Guide a discussion on the three documents.
Evaluate
Have students evaluate each others Synthesize and Write
activity.
Active Options
NG Learning Framework: Students explore characteristics of past
and present writing systems.
Active Options
Students play telephone to understand the importance of written
documents.
Differentiate: Inclusion
Students analyze the primary sources.
Differentiate: Pre-AP
Students write epic tales.
(CHAPTER 3, DAY 3)
LESSON 1.5 Sargon Captures Mesopotamia
(LESSON PLANS) (CHAPTER 3, DAY 2 continued)
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Fishbowl
TE Options
Background for the Teacher
Present the background information on Sargon the Great.
Introduce & Engage
Students discuss government power.
Guided Discussion
Guide a discussion about Sargon conquering Sumer.
Interpret Maps
Compare maps of the Akkadian Empire and ancient Mesopotamia.
Active Options
NG CHAPTER Gallery: Students brainstorm additional gallery
images.
Active Options
Students complete a Fishbowl activity in which they discuss the
advantages Mesopotamians had under Sargon.
Differentiate: Inclusion
Students complete a 5Ws Chart about the text.
Differentiate: Striving Readers
Students summarize each paragraph.
LESSON 2.1 Hammurabis Code of Laws
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
Active History: Analyze Primary Sources
On Your Feet: Code of Laws Roundtable
(LESSON PLANS) (CHAPTER 3, DAY 3 continued)
(5 of 8) ( National Geographic Learning, Cengage Learning)
TE Options
Background for the Teacher
Present the background information on Hammurabis Code of
Laws.
Introduce & Engage
Fill out a K-W-L Chart about justice and law.
Guided Discussion
Guide a discussion about Hammurabis Code of Laws.
Analyze Visuals
Students study the photograph of the stela.
Active Options
Active History: Students analyze excerpts from Hammurabis Code
of Laws.
Active Options
Students hold a roundtable discussion on Hammurabis Code of
Laws.
Differentiate: English Language Learners
Students complete either/or statements to confirm an
understanding of the LESSONs main ideas.
Differentiate: Pre-AP
Students write Hammurabis profile.
LESSON 2.2 The Assyrians and the Chaldeans
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Create a Time
Line
TE Options
Background for the Teacher
Present the background information on Nebuchadnezzar II.
Introduce & Engage
Analyze characteristics of successful civilizations.
Guided Discussion
Guide a discussion about the Assyrians.
Active Options
NG CHAPTER Gallery: Students become an expert on one gallery
image.
Active Options
Students create a time line.
Differentiate: Striving Readers
Students pose and answer questions about the LESSON.
Differentiate: Gifted & Talented
Students build a model of the Tower of Babel.
(CHAPTER 3, DAY 4)
LESSON 2.3 The Phoenicians
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
NG Learning Framework: Create Your Own Figurehead
On Your Feet: Three-Step Interview
TE Options
Background for the Teacher
Present the background information on the Phoenicians.
Introduce & Engage
Engage students by using a map and discussing settlements and
trade routes.
Guided Discussion
Guide a discussion about the Phoenicians.
Analyze Visuals
Study the illustration of the Phoenician ship.
Active Options
NG Learning Framework: Students create their own figurehead.
Active Options
Students conduct a three-step interview about the Phoenicians as
artists.
Differentiate: Striving Readers
Students summarize paragraphs of the LESSON.
Differentiate: Gifted & Talented
Students write travel blogs.
LESSON 2.4 Persian Leaders
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
Biography: Darius
NG Learning Framework: Learn More About Persian Leaders
On Your Feet: Create a Living Time Line
(LESSON PLANS) (CHAPTER 3, DAY 4 continued)
(7 of 8) ( National Geographic Learning, Cengage Learning)
TE Options
Background for the Teacher
Present the background information on Cyrus the Great.
Introduce & Engage
Use a Think, Pair, Share activity to talk about rulers.
Guided Discussion
Guide a discussion about running an empire.
Form and Support Opinions
Discuss Cyruss policy of tolerance.
Active Options
NG Learning Framework: Students write a biography of a Persian
leader.
Active Options
Students create a living time line of events in the Persian
Empire.
Differentiate: Striving Readers
Students use reciprocal teaching to understand the LESSON.
Differentiate: English Language Learners
Students make word cards about the Persian Empire.
LESSON 2.5 The Legacy of Mesopotamia
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Hold a
Debate
TE Options
Background for the Teacher
Present the background information on Mesopotamian time
tracking.
Introduce & Engage
Engage students by talking about numbers in calendars, clocks,
and so on.
Guided Discussion
Guide a discussion about the Mesopotamian legacy.
Synthesize
Connect Mesopotamian accomplishments to modern life.
Active Options
NG CHAPTER Gallery: Students choose an image that best
represents the legacy of Mesopotamia.
Active Options
Students debate about Mesopotamian cultural legacies.
Differentiate: Striving Readers
Students create a chart about Mesopotamian inventions.
Differentiate: Gifted & Talented
Students describe their own inventions.
(CHAPTER 3, DAY 5)
REVIEW
CHAPTER REVIEW
Complete the CHAPTER REVIEW.
(CHAPTER 4, DAY 1)
CHAPTER 4 Ancient Egypt
TE Options
Introduce the Essential Question
Complete a Four Corner activity to examine ancient Egypts
success.
Introduce the Photograph
Introduce and discuss the photograph of the temple at Abu
Simbel.
Share Background
Provide additional information on the temple.
Key Dates
REVIEW key dates in the history of ancient Egypt.
Introduce the Reading Strategy
Draw conclusions about ancient Egypts geographic features.
Introduce CHAPTER Vocabulary
Complete a Knowledge-Rating Chart for Key Vocabulary words.
LESSON 1.1 The Geography of Ancient Egypt
(LESSON PLANS)
(10 of 11) ( National Geographic Learning, Cengage Learning)
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Team Up
TE Options
Background for the Teacher
Present the background information on the Sahara and the
Nile.
Introduce & Engage
Brainstorm how climate affects students lives.
Guided Discussion
Guide a discussion about the effects of the Sahara and Nile
River on Egypt.
Analyze Visuals
Examine and discuss the photograph of land along the Nile
River.
Active Options
NG CHAPTER Gallery: Students learn more about a gallery
image.
Active Options
Students team up to compare answers to questions.
Differentiate: Striving Readers
Students agree or disagree with statements in an Anticipation
Guide.
Differentiate: Pre-AP
Students perform a skit about Egyptians.
LESSON 1.2 Agriculture Develops
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
NG Learning Framework: Observe Upper and Lower Egypt
On Your Feet: Card Responses
(LESSON PLANS) (CHAPTER 4, DAY 1 continued)
TE Options
Background for the Teacher
Present the background information on flax and papyrus.
Introduce & Engage
Use a Venn Diagram to compare farming methods in ancient Egypt
and today.
Guided Discussion
Guide a discussion about Egyptian crops and use of the Nile.
Interpret Maps
Analyze the map of Upper Egypt and Lower Egypt.
Active Options
NG Learning Framework: Students use the map to compare Upper and
Lower Egypt.
Active Options
Students write true-false questions and respond using cards.
Differentiate: Inclusion
Students use echo reading for the Main Idea statement.
Differentiate: Gifted & Talented
Students create a travel brochure for Lower Egypt.
(CHAPTER 4, DAY 2)
LESSON 1.3 Egypt UNITes
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet:
Inside-Outside Circle
TE Options
Background for the Teacher
Present the background information on Memphis.
Introduce & Engage
Share ideas about the authority of U.S. elected officials.
(CHAPTER 4, DAY 2 continued)
Guided Discussion
Guide a discussion about the Egyptian pharaohs authority and
ability.
Analyze Visuals
Examine the carving of the double crown of Egypt.
Active Options
NG CHAPTER Gallery: Students create a list of favorite
images.
Active Options
Students ask and answer questions about the pharaohs power and
responsibilities.
Differentiate: Inclusion
Students expand the Main Idea statement.
Differentiate: English Language Learners
Students answer either/or questions about the LESSON
content.
LESSON 1.4 NG Explorer Sarah Parcak: Sensing Under the
Surface
(LESSON PLANS)
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
NG Learning Framework: Learn More About Tanis
On Your Feet: Create a Quiz
TE Options
Background for the Teacher
Present the background information on Sarah Parcak.
Introduce & Engage
Ask and answer questions about ancient Egyptians.
Guided Discussion
Guide a discussion about the modern scientific discovery of the
ancient city of Tanis.
Analyze Visuals
Examine the satellite image of the Great Pyramid.
Active Options
NG Learning Framework: Students research the discovery of
Tanis.
Active Options
Students create a quiz about using satellite imagery for
archaeology.
Differentiate: Striving Readers
Students use a 5Ws Chart to pose questions about the LESSON.
Differentiate: Gifted & Talented
Students write a documentary script about Sarah Parcaks
work.
(CHAPTER 4, DAY 3)
LESSON 2.1 The Old Kingdom
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
NG Learning Framework: Discuss the Importance of Pyramids
On Your Feet: Fishbowl
TE Options
Background for the Teacher
Present the background information on the Great Pyramid.
Introduce & Engage
Activate prior knowledge about pyramids.
Guided Discussion
Guide a discussion about the building of the pyramids at
Giza.
Analyze Visuals
Examine the photograph of the pyramids.
Active Options
NG Learning Framework: Students discuss the importance of the
pyramids.
Active Options
Students discuss the pyramids.
Differentiate: Inclusion
Students build models of the pyramids.
Differentiate: Gifted & Talented
Students create a photo display of artifacts of Egypt.
LESSON 2.2 Daily Life and Religion
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Chart
Relay
TE Options
Background for the Teacher
Present the background information on mummies.
Introduce & Engage
Write questions about aspects of life in ancient Egypt.
Guided Discussion
Guide a discussion about Egyptian women and mummies.
Analyze Visuals
Examine the photograph of Anubis.
(CHAPTER 4, DAY 3 continued)
Active Options
NG CHAPTER Gallery: Students become an expert on one image from
the gallery.
Active Options
Students have a relay activity writing facts about Egyptian
religion and hierarchy.
Differentiate: Striving Readers
Students answer questions on exit slips.
Differentiate: Gifted & Talented
Students write and illustrate a book about an Egyptian god.
(CHAPTER 4, DAY 4)
LESSON 2.3 Document-Based Question: Life, Death, and
Religion
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
NG Learning Framework: REVIEW Information About the Nile
On Your Feet: Three Options
TE Options
Background for the Teacher
Present the background information on the Book of the Dead.
Introduce & Engage
Prepare students for the document-based question.
Guided Discussion
Guide a discussion about the three documents.
Evaluate
Have students evaluate each others Synthesize and Write
activity.
Active Options
NG Learning Framework: Students REVIEW information about the
Nile.
Active Options
Students choose the document that best supported their
understanding or furthered their interest.
Differentiate: Inclusion
Students work with others to read the documents.
Differentiate: Pre-AP
Students hold a panel discussion about the most important
Egyptian contributions.
(CHAPTER 4, DAY 5)
LESSON 2.4 The Middle Kingdom
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
On Your Feet: Turn and Talk on Topic
NG Learning Framework: REVIEW Information About the Middle
Kingdom
TE Options
Background for the Teacher
Present the background information on the Middle Kingdom.
Introduce & Engage
Discuss the importance of changes in the Nile flooding.
Guided Discussion
Guide a discussion about trade and military power in the Middle
Kingdom.
Analyze Visuals
Examine the depiction of Ahmose being purified by the gods.
Active Options
NG Learning Framework: Students examine the actions of King
Mentuhotep and other kings of the Middle Kingdom.
Active Options
Small groups talk on changes in Egypt after the Hyksos came.
Differentiate: English Language Learners
Students complete sentence starters about the LESSON.
Differentiate: Gifted & Talented
Students research and report on Egyptian artifacts, art, and
buildings.
LESSON 3.1 Hatshepsut Expands Trade
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 3 Quiz
Student Activities
Biography: Hatshepsut
Critical Viewing: NG CHAPTER Gallery
On Your Feet: Present a Period of Egyptian History
TE Options
Background for the Teacher
Present the background information on Hatshepsut.
Introduce & Engage
Activate students prior knowledge about trading goods.
(CHAPTER 4, DAY 5 continued)
Guided Discussion
Guide a discussion about how Egypts army and trade made Egypt
rich.
More Information
Present the More Information material on Egypt's female
rulers.
Active Options
NG CHAPTER Gallery: Students compare and contrast two gallery
images.
Active Options
Students make presentations about a period of Egyptian
history.
Differentiate: English Language Learners
Students use the PREP strategy to prepare for reading the
LESSON.
Differentiate: Pre-AP
Students write a newspaper article comparing the reigns of
Hatshepsut and Ahmose.
LESSON 3.2 Biography: Ramses II
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 3 Quiz
Student Activities
NG Learning Framework: Compare the Reigns of Ramses II and
Hatshepsut
On Your Feet: Hold a Panel Discussion
TE Options
Background for the Teacher
Present the background information on Ramses II.
Introduce & Engage
Use the profile of Ramses II to make predictions about LESSON
content.
Guided Discussion
Guide a discussion about Ramses IIs accomplishments.
Analyze Visuals
Discuss the photograph of the statue of Ramses II at the museum
in Memphis, Egypt..
Active Options
NG Learning Framework: Students compare the reigns of Ramses II
and Hatshepsut.
Active Options
Students hold a panel discussion about Ramses greatness.
Differentiate: Striving Readers
Students complete sentence starters about the LESSON.
Differentiate: Pre-AP
Students act out a television interview with Ramses II.
(CHAPTER 4, DAY 6)
LESSON 3.3 History Through Objects: Tuts Treasures
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 3 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Three-Step
Interview
TE Options
Background for the Teacher
Present the background information on Tutankhamen.
Introduce & Engage
Brainstorm a list of what would be in a pharaohs tomb.
Guided Discussion
Guide a discussion about the items in the pharaohs tomb.
Analyze Visuals
Students revise their lists of objects in a pharaohs tomb.
Active Options
NG CHAPTER Gallery: Students brainstorm additional images for
the gallery.
Active Options
Students interview each other about King Tut and his tomb.
Differentiate: Pre-AP
Students make magazine ads about a King Tuts tomb exhibit.
Differentiate: Gifted & Talented
Students act as a talk show host interviewing an expert on King
Tut.
LESSON 3.4 The Rise of Kush
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 3 Quiz
Student Activities
NG Learning Framework: Learn More About Life in Kush
On Your Feet: Create a Concept Web
TE Options
Background for the Teacher
Present the background information on Kush.
Introduce & Engage
Ask questions about the kingdom of Kush.
Guided Discussion
Guide a discussion about the kingdom of Kush.
Create Graphic Organizers
Students chart the sequence of events that led to the rise and
fall of Kush.
Active Options
NG Learning Framework: Students perform research to answer
questions about life in Kush.
Active Options
Students create Concept Webs about the Nubian kingdom of
Kush.
Differentiate: Inclusion
Students study the map of Kush to understand Kushs growth.
Differentiate: Pre-AP
Groups give presentations about life in Kush.
(CHAPTER 4, DAY 7)
(LESSON PLANS) (CHAPTER 4, DAY 6 continued)
LESSON 4.1 Hieroglyphs and Papyrus
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 4 Quiz
Student Activities
Active History: Decipher Egyptian Hieroglyphics
On Your Feet: Talk and Share
TE Options
Background for the Teacher
Present the background information on scribes.
Introduce & Engage
Brainstorm forms of communication.
Guided Discussion
Guide a discussion about hieroglyphs and the Rosetta Stone.
More Information
Present the More Information material on the Rosetta Stone.
Active Options
Active History: Students decipher Egyptian hieroglyphics.
Active Options
Students discuss the importance of finding the Rosetta
Stone.
Differentiate: English Language Learners
Students complete a Word Square for each of the Key Vocabulary
words in the LESSON.
Differentiate: Striving Readers
Students complete a Word Splash to show how terms are
related.
LESSON 4.2 Medicine, Science, and Mathematics
(LESSON PLANS) (CHAPTER 4, DAY 7 continued)
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 4 Quiz
Student Activities
NG Learning Framework: Learn More About Medicine in Ancient
Egypt
On Your Feet: Create a Quiz
TE Options
Background for the Teacher
Present the background information on Egyptian medical
knowledge.
Introduce & Engage
Use a K-W-L Chart to brainstorm ideas about medicine, science,
and math in Egypt.
Guided Discussion
Guide a discussion about ancient Egyptians knowledge of anatomy
and math.
Create Graphic Organizers
Students make a Concept Web about medicine, science, and math in
ancient Egypt..
Active Options
NG Learning Framework: Students research medical practices used
in ancient Egypt.
Active Options
Students ask and answer true-false questions about ancient
Egypt's contributions to medicine, science, and mathematics.
Differentiate: Striving Readers
Students summarize the LESSON using subheadings.
Differentiate: Gifted & Talented
Students research the practice of medicine in ancient Egypt.
LESSON 4.3 Art and Architecture
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 4 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Fishbowl
TE Options
Background for the Teacher
Present the background information on Egyptian artwork.
Introduce & Engage
Create a Word Web about architecture in ancient Egypt.
Guided Discussion
Guide a discussion about how ancient Egyptians designed
architecture and art concerning the human body.
Analyze Visuals
Analyze examples of frontalism in Egyptian art.
Active Options
NG CHAPTER Gallery: Students choose the image that best
represents their understanding of the CHAPTER.
Active Options
Students summarize a discussion of ancient Egyptian art.
Differentiate: Striving Readers
Students find details about Egyptian art and architecture.
Differentiate: Pre-AP
Students write feature articles about ancient Egyptian art and
architecture.
(CHAPTER 4, DAY 8)
REVIEW
CHAPTER REVIEW
Complete the CHAPTER REVIEW.
(CHAPTER 5, DAY 1)
CHAPTER 5 Judaism and the Israelite Kingdoms
TE Options
Introduce the Essential Question
Complete a Roundtable activity to discuss the elements of
culture.
Introduce the Photograph
Introduce and discuss the photograph of the Old City in
Jerusalem.
Share Background
Provide additional information on the Old City.
Key Dates
REVIEW key dates in the history of Judaism and the Israelite
kingdoms.
Introduce the Reading Strategy
Begin a Main Idea Cluster to identify beliefs and practices of
Judaism.
Introduce CHAPTER Vocabulary
Complete a Knowledge-Rating Chart for Key Vocabulary words.
(LESSON PLANS)
(1 of 6) ( National Geographic Learning, Cengage Learning)
LESSON 1.1 Abraham and Moses
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery
NG Learning Framework: A Man Called Moses
TE Options
Background for the Teacher
Present the background information on early Jewish history.
Introduce & Engage
Have students brainstorm a list of strong leaders.
Guided Discussion
Guide a discussion about the Hebrew people and their return to
Canaan.
Interpret Maps
Examine and discuss the map of journeys to the Promised
Land.
Active Options
NG CHAPTER Gallery: Students compare and contrast images.
Active Options
NG Learning Framework: Students make a fact sheet about
Moses.
Differentiate: Striving Readers
Students summarize each paragraph in the LESSON.
Differentiate: English Language Learners
Students write details for the main idea of the LESSON.
LESSON 1.2 A Distinct Culture
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Active History: Investigate Major Religious Holidays
On Your Feet: Create a Concept Web
(LESSON PLANS) (CHAPTER 5, DAY 1 continued)
TE Options
Background for the Teacher
Present the background information on Canaan.
Introduce & Engage
Activate students prior knowledge about tribes.
Guided Discussion
Guide a discussion about Moses code of religious practices and
on how Joshua brought the Israelites to Canaan.
Analyze Visuals
Discuss the photograph of Mount Tabor.
Active Options
Active History: Students investigate major religious
holidays.
Active Options
Students create Concept Webs about the culture of the
Israelites.
Differentiate: English Language Learners
Pairs read and summarize LESSON paragraphs.
Differentiate: Pre-AP
Students research the Twelve Tribes and orally report to the
class.
LESSON 1.3 Beliefs and Texts of Judaism
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet:
Inside-Outside Circle
TE Options
Background for the Teacher
Present the background information on keeping kosher.
Introduce & Engage
Use a Concept Web to have students discuss values.
Guided Discussion
Guide a discussion about the values of Judaism and the
Torah.
More Information
Present the More Information material on the Cervera Bible.
Active Options
NG CHAPTER Gallery: Students research an image.
Active Options
Students use Inside-Outside Circles to discuss the LESSON.
Differentiate: Inclusion
Students fill in sentence frames to support their reading.
Differentiate: Gifted & Talented
Students make their own illuminated manuscripts.
(CHAPTER 5, DAY 2)
LESSON 1.4 Document-Based Question: Writings from the Hebrew
Bible
(3 of 6) ( National Geographic Learning, Cengage Learning)
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Two
Options
TE Options
Background for the Teacher
Present the background information on the Dead Sea Scrolls.
Introduce & Engage
Prepare students for the Document-Based Question.
Guided Discussion
Guide a discussion about the two documents.
Evaluate
Have students evaluate each others Synthesize and Write
activity.
Active Options
NG CHAPTER Gallery: Students become an expert on an image.
Active Options
Students choose which document best supports the Hebrew Bibles
importance.
Differentiate: Inclusion
Students work in pairs to read and understand the documents.
Differentiate: Pre-AP
Students research the Dead Sea Scrolls.
(CHAPTER 5, DAY 3)
(LESSON PLANS)
(4 of 6) ( National Geographic Learning, Cengage Learning)
LESSON 2.1 Israel and Judah
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
Biography: Solomon
NG Learning Framework: Write a Biography
On Your Feet: Tell Me More
TE Options
Background for the Teacher
Present the background information on King Solomon.
Introduce & Engage
Discuss the illustration of Solomons Temple.
Guided Discussion
Guide a discussion about the war between the tribes and the
Assyrians conquering of Judah.
Create Time Lines
Create a time line of events in the LESSON.
Active Options
NG Learning Framework: Students write a biography of someone
living at this time.
Active Options
Groups assemble facts about people and places in the LESSON.
Differentiate: English Language Learners
Students work with sentence strips from the LESSON.
Differentiate: Gifted & Talented
Students create a model of Solomons Temple.
LESSON 2.2 Exile and Return
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Card
Responses
TE Options
Background for the Teacher
Present the background information on Cyrus the Great.
Introduce & Engage
Discuss the meaning of the word exile.
Guided Discussion
Guide a discussion about the Babylonian Captivity and its
effects.
More Information
Present the More Information material on the Western Wall.
Active Options
NG CHAPTER Gallery: Studentfind an additional image.
Active Options
Students write true-false statements about the LESSON.
Differentiate: Striving Readers
Students pREVIEW the LESSON before reading it.
Differentiate: Pre-AP
Students research the life of Cyrus the Great and write a short
biography.
(LESSON PLANS) (CHAPTER 5, DAY 3 continued)
LESSON 2.3 The Diaspora
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: One-on-One
Interviews
TE Options
Background for the Teacher
Present the background information on Zealots.
Introduce & Engage
Have students make connections to people who move to a new
area.
Guided Discussion
Guide a discussion about Jews maintaining their identity and the
Jewish legacy.
Interpret Maps
Discuss the map of the Jewish Diaspora.
Active Options
NG CHAPTER Gallery: Students select a representative image.
Active Options
Pairs interview each other about Syrian and Roman rule of
Judah.
Differentiate: Inclusion
Students pair with well-sighted partners for reading.
Differentiate: Gifted & Talented
Students write journal entries that Jews in the Diaspora might
have written.
LESSON 2.4 National Geographic Explorer Beverly Goodman:
Uncovering the Story of Caesareas Port
(6 of 6) ( National Geographic Learning, Cengage Learning)
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
NG Learning Framework: Learn More About Tsunamis
On Your Feet: Three-Step Interview
TE Options
Background for the Teacher
Present the background information on the harbor at
Caesarea.
Introduce & Engage
Activate students prior knowledge about tsunamis.
Guided Discussion
Guide a discussion about Beverly Goodmans conclusions.
Analyze Visuals
Discuss the photograph of Beverly Goodman.
Active Options
NG Learning Framework: Students research tsunamis.
Active Options
Students interview each other about the work of
geoarchaeologists.
Differentiate: English Language Learners
Students focus on compound words in the LESSON.
Differentiate: Pre-AP
Students prepare an interview with Beverly Goodman about her
work.
(CHAPTER 5, DAY 4)
REVIEW
CHAPTER REVIEW
Complete the CHAPTER REVIEW.
(CHAPTER 6, DAY 1)
CHAPTER 6 Ancient India
TE Options
Introduce the Essential Question
Complete a Think, Pair, Share activity to examine factors that
led to the development of great civilizations in ancient India.
Introduce the Photograph
Introduce and discuss the photograph of schoolgirls offering a
prayer to Shiva.
Share Background
Provide additional information on Hindu worship.
Key Dates
REVIEW key dates in the history of ancient India.
Introduce the Reading Strategy
Begin a Cause and Effect Web to identify effects of the Aryan
migrations.
Introduce CHAPTER Vocabulary
Complete study cards for Key Vocabulary words.
LESSON 1.1 The Geography of Ancient India
(LESSON PLANS)
(1 of 7) ( National Geographic Learning, Cengage Learning)
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
On Your Feet: Fishbowl
Critical Viewing: NG CHAPTER Gallery
TE Options
Background for the Teacher
Present the background information on Mount Everest.
Introduce & Engage
Model for students how the Himalaya was formed by folding
paper.
Guided Discussion
Guide a discussion about the countries of South Asia and the
formation of the Himalaya.
Interpret Maps
Point out features on the map of the Indian subcontinent.
Active Options
Students discuss South Asias geography.
Active Options
NG CHAPTER Gallery: Students find additional images.
Differentiate: Striving Readers
Students pREVIEW the LESSON.
Differentiate: Gifted & Talented
Students create a presentation about monsoons.
LESSON 1.2 Harappan Civilization
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
On Your Feet: Card Responses Critical Viewing: NG CHAPTER
Gallery
(LESSON PLANS) (CHAPTER 6, DAY 1 continued)
TE Options
Background for the Teacher
Present the background information on the Harappan
civilization.
Introduce & Engage
Lead students to pREVIEW and predict the LESSON content.
Guided Discussion
Guide a discussion about Harappan cities and trade.
Analyze Visuals
Analyze the photograph of Mohenjo-Daro.
Active Options
Students write true-false questions about the LESSON.
Active Options
NG CHAPTER Gallery: Students research an image.
Differentiate: English Language Learners
Students ask who? what? where? when? and how? about the
LESSON.
Differentiate: Striving Readers
Students make a Concept Web about the Harappan civilization.
(CHAPTER 6, DAY 2)
LESSON 1.3 Aryan Migrations
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
On Your Feet: Create a Quiz
NG Learning Framework: Research Brahmanism
TE Options
Background for the Teacher
Present the background information on the Aryan caste
system.
Introduce & Engage
Discuss factors that affect a civilization.
Guided Discussion
Guide a discussion about the causes of Harappan decline and the
relationship between Brahmans and kings.
Create Graphic Organizers
Create a visual representation of Indias ancient caste
system.
Active Options
Students write a quiz about Aryan migrations.
Active Options
NG Learning Framework: Students research Brahmanism.
Differentiate: Inclusion
Students pair up to do echo reading.
Differentiate: Pre-AP
Small groups write a report on the caste system.
(LESSON PLANS) (CHAPTER 6, DAY 2 continued)
(3 of 7) ( National Geographic Learning, Cengage Learning)
LESSON 1.4 Hindu Beliefs and Practices
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
On Your Feet: Numbered Heads Critical Viewing: NG Image
Gallery
TE Options
Background for the Teacher
Present the background information on Hinduism.
Introduce & Engage
Elicit questions students have about Hinduism.
Guided Discussion
Guide a discussion about Hinduism.
More Information
Present the More Information material on Hindu rituals.
Active Options
Students compare and contrast Hindu and Aryan beliefs.
Active Options
NG Image Gallery: Students choose two images.
Differentiate: English Language Learners
Students create webs for vocabulary words.
Differentiate: Striving Readers
Students list things they learned about Hinduism.
LESSON 1.5 Document-Based Question: Hindu Sacred Texts
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
On Your Feet: Talk and Share
NG Learning Framework: Study Primary Sources
TE Options
Background for the Teacher
Present the background information on the Bhagavad Gita.
Introduce & Engage
Prepare students for the Document-Based Question.
Guided Discussion
Guide a discussion about the three documents.
Evaluate
Have students evaluate each others Synthesize and Write
activity.
Active Options
Students talk and share ideas about Hindu texts and their
impact.
Active Options
NG Learning Framework: Students write about the documents.
Differentiate: Striving Readers
Students tweet about the documents.
Differentiate: Pre-AP
Students give an oral report about Hindus view of nature.
(CHAPTER 6, DAY 3)
LESSON 1.6 Siddhartha and Buddhism
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Active History: Map the Spread of Buddhism
On Your Feet: One-on-One Interviews
TE Options
Background for the Teacher
Present the background information on Buddhism.
Introduce & Engage
Introduce a K-W-L Chart about religions in ancient India.
Guided Discussion
Guide a discussion about the teachings of the Buddha.
Analyze Visuals
Discuss the photograph of Buddhist monks.
Active Options
Students interview each other about the three religions.
Active Options
Active History: Students map the spread of Buddhism.
Differentiate: Inclusion
Students fill out sentence frames to help comprehension.
Differentiate: Gifted & Talented
Students host a talk show about Siddhartha and his
teachings.
(LESSON PLANS) (CHAPTER 6, DAY 3 continued)
LESSON 2.1 The Maurya Empire
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
Biography: Asoka
On Your Feet: Build a Paragraph Critical Viewing: NG Image
Gallery
TE Options
Background for the Teacher
Present the background information on the Maurya Empire.
Introduce & Engage
Have teams create Word Webs of characteristics of a successful
civilization.
Guided Discussion
Guide a discussion about the reigns of Chandragupta and
Asoka.
Active Options
Students build a paragraph about Asoka.
Active Options
NG Image Gallery: Students compare and contrast images.
Differentiate: English Language Learners
Students answer yes/no questions about the LESSON.
Differentiate: Pre-AP
Students create a travel brochure about India during Asokas
reign.
LESSON 2.2 The Gupta Empire
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
On Your Feet: Present an Empire
NG Learning Framework: Write a Biography
TE Options
Background for the Teacher
Present the background information on the Gupta Empire.
Introduce & Engage
Introduce a K-W-L Chart about the trading of goods and
ideas.
Guided Discussion
Guide a discussion to compare and contrast the Gupta and Maurya
governments.
Analyze Visuals
Discuss the photograph of Dashavatar Temple.
Active Options
Groups make presentations about the Gupta and Maurya
empires.
Active Options
NG Learning Framework: Students write a biography of a LESSON
figure.
Differentiate: Striving Readers
Students write main ideas and details about the Gupta
Empire.
Differentiate: Inclusion
Students fill in cloze statements about the LESSON.
LESSON 2.3 The Legacy of Ancient India
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
On Your Feet: Inside-Outside Circle Critical Viewing: NG CHAPTER
Gallery
TE Options
Background for the Teacher
Present the background information on doctors in ancient
India.
Introduce & Engage
Discuss Hinduism and Buddhism.
Guided Discussion
Guide a discussion about medical and astronomical discoveries in
India.
Active Options
Students use an Inside-Outside Circle to discuss the LESSON.
Active Options
NG CHAPTER Gallery: Students find an additional image.
Differentiate: English Language Learners
Students fill in sentence stems about the LESSONs.
Differentiate: Pre-AP
Students write a feature article about Angkor Wat.
(CHAPTER 6, DAY 4)
REVIEW
CHAPTER REVIEW
Complete the CHAPTER REVIEW.
(CHAPTER 7, DAY 1)
CHAPTER 7 Ancient China
TE Options
Introduce the Essential Question
Complete a Roundtable activity to discuss factors of a
successful civilization.
Introduce the Photograph
Introduce and discuss the photograph of the lions dance.
Share Background
Provide additional information on the lions dance.
Key Dates
REVIEW key dates in the history of ancient China.
Introduce the Reading Strategy
Analyze language used to describe ancient Chinese
philosophies.
Introduce CHAPTER Vocabulary
Complete a Knowledge-Rating Chart for Key Vocabulary words.
LESSON 1.1 The Geography of Ancient China
(LESSON PLANS)
(1 of 10) ( National Geographic Learning, Cengage Learning)
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Fishbowl
TE Options
Background for the Teacher
Present the background information on the Gobi.
Introduce & Engage
Fold paper to imitate landforms in China.
Guided Discussion
Guide a discussion about the rivers and plains of China.
Interpret Maps
Discuss the map of ancient China.
Active Options
NG CHAPTER Gallery: Students research an image.
Active Options
Students discuss the rivers in China.
Differentiate: Striving Readers
Students make cluster diagrams about landforms.
Differentiate: English Language Learners
Students label a map using geographic terms.
LESSON 1.2 Shang and Zhou Dynasties
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Stage a Quiz
Show
(LESSON PLANS) (CHAPTER 7, DAY 1 continued)
TE Options
Background for the Teacher
Present the background information on oracle bones.
Introduce & Engage
Explain and demonstrate a time line.
Guided Discussion
Guide a discussion about the Shang and Zhou dynasties.
Interpret Diagrams
Discuss the diagram of the dynastic cycle.
Active Options
NG CHAPTER Gallery: Students select favorite images.
Active Options
Students stage a quiz show about the LESSON.
Differentiate: Striving Readers
Students fill out T-Charts about the two dynasties.
Differentiate: Pre-AP
Students create an e-zine article about the Zhou dynasty.
LESSON 1.3 Chinese Philosophies
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Biography: Confucius
Critical Viewing: NG CHAPTER Gallery
On Your Feet: Code of Conduct Roundtable
TE Options
Background for the Teacher
Present the background information on Confucius and
Confucianism.
Introduce & Engage
Have students analyze a moral saying of Confucius.
Guided Discussion
Guide a discussion about Chinese society and its influence on
philosophies.
More Information
Present the More Information material on yin and yang.
Active Options
NG CHAPTER Gallery: Students compare and contrast two
images.
Active Options
Students create a code of conduct for the classroom.
Differentiate: English Language Learners
Students find a classmate to answer questions about the
LESSON.
Differentiate: Striving Readers
Students read in pairs and ask each other questions about the
LESSON.
(CHAPTER 7, DAY 2)
LESSON 1.4 Document-Based Question: Contrasting Belief
Systems
(3 of 10) ( National Geographic Learning, Cengage Learning)
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
NG Learning Framework: Learn About Different Chinese
Philosophies
On Your Feet: Use a Jigsaw Strategy
TE Options
Background for the Teacher
Present the background information on Laozi.
Introduce & Engage
Prepare students for the Document-Based Question.
Guided Discussion
Guide a discussion about the three documents.
Evaluate
Have students evaluate each others Synthesize and Write
activity.
Active Options
NG Learning Framework: Students learn more about the three
philosophies.
Active Options
Students use a Jigsaw strategy to study the documents
further.
Differentiate: Striving Readers
Students summarize each document.
Differentiate: Gifted & Talented
Students write a profile of each philosopher.
(CHAPTER 7, DAY 3)
(LESSON PLANS)
(10 of 10) ( National Geographic Learning, Cengage Learning)
LESSON 2.1 Biography: Shi Huangdi
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
NG Learning Framework: Learn About Shi Huangdi
On Your Feet: Hold a Panel Discussion
TE Options
Background for the Teacher
Present the background information on Shi Huangdi.
Introduce & Engage
PREVIEW the profile of Shi Huangdi.
Guided Discussion
Guide a discussion about the decisions Shi Huangdi made during
his rule.
Interpret Visuals
Discuss the digital re-creation of the terra cotta warriors.
Active Options
NG Learning Framework: Students make decisions as Shi
Huangdi.
Active Options
Students have a panel discussion about Shi Huangdis
accomplishments.
Differentiate: Striving Readers
Students use reciprocal teaching to understand the LESSON.
Differentiate: Inclusion
Students use a Concept Cluster to study Shi Huangdi.
LESSON 2.2 The Great Wall
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
NG Learning Framework: Learn About the Great Wall
On Your Feet: Build a Wall
TE Options
Background for the Teacher
Present the background information on the Great Wall.
Introduce & Engage
Present a K-W-L Chart for students about the Great Wall.
Guided Discussion
Guide a discussion about the building of the Great Wall.
Analyze Visuals
Discuss the photograph of the Great Wall.
(CHAPTER 7, DAY 3 continued)
Active Options
NG Learning Framework: Students write letters as workers on the
Great Wall.
Active Options
Students use chairs or blocks to build a wall.
Differentiate: Inclusion
Students summarize the paragraphs in the LESSON.
Differentiate: Gifted & Talented
Students draw the Great Wall.
LESSON 2.3 Moments in History: Terra Cotta Warriors
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
NG Learning Framework: Learn About Shi Huangdis Army
On Your Feet: I See, I Read, And So
TE Options
Background for the Teacher
Present the background information on the terra cotta
warriors.
Introduce & Engage
Activate students prior knowledge about the terra cotta
warriors.
Guided Discussion
Guide a discussion about the warriors shown in the
photograph.
More Information
Present the More Information material on the terra cotta
figures.
Active Options
NG Learning Framework: Students research Shi Huangdis army.
Active Options
Students use a chart to record observations about the terra
cotta warriors.
Differentiate: English Language Learners
Students connect the word terra cotta to Spanish words.
Differentiate: Pre-AP
Students create a Top Ten list of interesting facts about terra
cotta warriors.
(CHAPTER 7, DAY 4)
LESSON 2.4 The Han Dynasty
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Stage a Quiz
Show
TE Options
Background for the Teacher
Present the background information on Empress L.
Introduce & Engage
Activate students prior knowledge about Confucianism.
Guided Discussion
Guide a discussion about the Han dynasty and Confucianism.
Interpret Maps
Discuss the map of the Han dynasty.
Active Options
NG CHAPTER Gallery: Students choose a representative image.
Active Options
Students stage a quiz show about the Han dynasty.
Differentiate: English Language Learners
Students complete a Word Chart about bureaucracy.
Differentiate: Striving Readers
Students answer either/or questions about main ideas.
LESSON 2.5 The Legacy of Ancient China
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 2 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Inventions
and Ideas
TE Options
Background for the Teacher
Present the background information on the early compass.
Introduce & Engage
Lead a discussion about Chinese inventions.
Guided Discussion
Guide a discussion about Chinese techniques for paper and
silk.
Analyze Visuals
Discuss the visual showing the legacy of Chinas early
compass.
(CHAPTER 7, DAY 4 continued)
Active Options
NG CHAPTER Gallery: Students become an expert on an image.
Active Options
Students choose the most significant invention.
Differentiate: Striving Readers
Students make an invention chart.
Differentiate: Gifted & Talented
Students describe their own inventions.
LESSON 3.1 The Silk Roads
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 3 Quiz
Student Activities
NG Learning Framework: Learn About the Silk Roads
On Your Feet: Team Word Webbing
TE Options
Background for the Teacher
Present the background information on the Silk Roads.
Introduce & Engage
Activate students prior knowledge about camels.
Guided Discussion
Guide a discussion about the Silk Roads traders and the global
economy.
Interpret Maps
Discuss the map of the main route of the Silk Roads.
Active Options
NG Learning Framework: Students make a storyboard about a Silk
Roads caravan.
Active Options
Teams make a Word Web about the Silk Roads.
Differentiate: Striving Readers
Students ask and answer questions about the Silk Roads.
Differentiate: Pre-AP
Students give an oral report about maritime routes of the Silk
Roads.
(CHAPTER 7, DAY 5)
LESSON 3.2 Trade on the Silk Roads
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 3 Quiz
Student Activities
Active History: Barter on the Silk Roads
On Your Feet: Inside-Outside Circle
TE Options
Background for the Teacher
Present the background information on silk.
Introduce & Engage
Use an Idea Web to discuss trade items on the Silk Roads.
Guided Discussion
Guide a discussion about bartering and market towns on the Silk
Roads.
More Information
Present the More Information material on Buddhism in East
Asia.
Active Options
Active History: Students barter on the Silk Roads.
Active Options
Students use an Inside-Outside Circle to discuss the LESSON.
Differentiate: Striving Readers
Students practice the concept of bartering.
Differentiate: Gifted & Talented
Students create a skit about a trading encounter on the Silk
Roads.
LESSON 3.3 History Through Objects: Goods from the Silk
Roads
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 3 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Set Up a
Market
TE Options
Background for the Teacher
Present the background information on ivory.
Introduce & Engage
Discuss international trade today.
Guided Discussion
Guide a discussion about the items traded on the Silk Roads.
Analyze Visuals
Students classify the items featured in the LESSON.
(CHAPTER 5, DAY 5 continued)
Active Options
NG CHAPTER Gallery: Students look for additional images.
Active Options
Small groups set up markets to sell items mentioned in the
LESSON.
Differentiate: Inclusion
Well-sighted students pair with visually impaired students to
study the visuals.
Differentiate: Pre-AP
Students research and show images of other goods traded on the
Silk Roads.
LESSON 3.4 National Geographic Explorer Fredrik Hiebert:
Excavating Along the Silk Roads
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 3 Quiz
Student Activities
NG Learning Framework: Learn About Fredrik Hiebert
On Your Feet: Tell Me More
TE Options
Background for the Teacher
Present the background information on the Bactrian Hoard.
Introduce & Engage
Discuss hiding a treasure.
Guided Discussion
Guide a discussion about Fredrik Hieberts discoveries.
Make Inferences
Guide students to discuss Fredrik Hieberts quotation.
Active Options
NG Learning Framework: Students write a short biography of
Fredrik Hiebert.
Active Options
Teams find facts about trade and hidden treasures on the Silk
Roads.
Differentiate: English Language Learners
Students answer true-false questions about trade on the Silk
Roads.
Differentiate: Striving Readers
Students use a 5Ws Chart to clarify their reading.
(CHAPTER 7, DAY 6)
REVIEW
CHAPTER REVIEW
Complete the CHAPTER REVIEW.
(UNIT WRAP-UP)
UNIT 2 Early Civilizations
On Location with Christopher Thornton
Learn more about Christopher Thornton and his work.
National Geographic Article: China's Ancient Lifeline
Explore and discuss the adapted National Geographic article.
UNIT Inquiry: Write a Creation Myth
Complete the UNIT-level project.
(INTRODUCE THE UNIT)
UNIT 3 Greek Civilizations
On Location with William Parkinson
Watch the William Parkinson video and discuss.
Time Line
Explore and discuss the UNIT time line.
UNIT Map: Ancient Greece
Explore and discuss the UNIT map.
(CHAPTER 8, DAY 1)
CHAPTER 8 Ancient Greece
TE Options
Introduce the Essential Question
Complete a Four Corner activity to examine ancient Greek
civilization.
Introduce the Photograph
Introduce and discuss the photograph of the Temple of
Aphaia.
Share Background
Provide additional information on the Temple of Aphaia.
Key Dates
REVIEW key dates in the history of ancient Greece.
Introduce the Reading Strategy
Begin a Y-Notes Chart to compare and contrast Sparta and
Athens.
Introduce CHAPTER Vocabulary
Complete a Knowledge-Rating Chart for Key Vocabulary words.
(1 of 7) ( National Geographic Learning, Cengage Learning)
LESSON 1.1 Mysterious Minoans
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Card
Responses
TE Options
Background for the Teacher
Present the background information on Knossos.
Introduce & Engage
Activate students prior knowledge about the Mediterranean
area.
Guided Discussion
Guide a discussion about King Minos and the Minoan
civilization.
Analyze Visuals
Examine the painting from the palace of Knossos.
Active Options
NG CHAPTER Gallery: Students compare two images.
Active Options
Students write true-false questions about the LESSON.
Differentiate: English Language Learners
Students take notes and summarize the LESSON.
Differentiate: Pre-AP
Students research the myth of the labyrinth of Minos and the
Minotaur and make an oral presentation.
(LESSON PLANS) (CHAPTER 8, DAY 1 continued)
LESSON 1.2 Mycenaean Civilization
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
NG Learning Framework: Learn More About Greek Origins
On Your Feet: Chart Relay
TE Options
Background for the Teacher
Present the background information on Mycenaean
metalworking.
Introduce & Engage
Brainstorm features of a new civilization.
Guided Discussion
Guide a discussion about the Mycenaean civilization.
Interpret Maps
Discuss the map of Mycenaean trade routes.
Active Options
NG Learning Framework: Students write questions about Greek
origins.
Active Options
Students have a race to chart facts from the LESSON.
Differentiate: Striving Readers
Students complete sentence starters about the LESSON.
Differentiate: Gifted & Talented
Students research the Sea Peoples and present their
findings.
LESSON 1.3 The Age of Heroes
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Biography: Homer
NG Learning Framework: Write an Epic Poem
On Your Feet: Conduct Talk Show Interviews
(3 of 7) ( National Geographic Learning, Cengage Learning)
TE Options
Background for the Teacher
Present the background information on Homer.
Introduce & Engage
PREVIEW the art in the LESSON.
Guided Discussion
Guide a discussion about oral and written stories and epic
poetry.
Make Connections
Make modern connections to Homers Trojan Horse.
Active Options
NG Learning Framework: Students write an epic poem.
Active Options
Students act out a talk show with an expert on Homer and epic
poems.
Differentiate: Inclusion
Students describe the Trojan Horse.
Differentiate: Gifted & Talented
Students write an epic poem dealing with a modern story.
(CHAPTER 8, DAY 2)
LESSON 1.4 City-States
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
Critical Viewing: NG CHAPTER Gallery On Your Feet: Tell Me
More
TE Options
Background for the Teacher
Present the background information on ancient Greek cities.
Introduce & Engage
Activate students prior knowledge about cities and states.
(CHAPTER 8, DAY 2 continued)
Guided Discussion
Guide a discussion about citizens of city-states and
aristocracies and oligarchies.
More Information
Present the More Information material on the geography of
Greece.
Active Options
NG CHAPTER Gallery: Students become an expert on an image.
Active Options
Teams gather facts about topics concerning ancient Greece.
Differentiate: Striving Readers
Students chart different forms of government.
Differentiate: Pre-AP
Students research a city-state and have a panel discussion.
(LESSON PLANS)
LESSON 1.5 Colonization and Trade
TEACHER Resources & Assessment
Reading and Note-Taking Vocabulary Practice Section 1 Quiz
Student Activities
NG Learning Framework: Advertise a New Colony
On Your Feet: Create Trade Networks
TE Options
Background for the Teacher
Present the background information on colonization and trade in
the ancient Mediterranean.
Introduce & Engage
PREVIEW LESSON content by using the map.
Guided Discussion
Guide a discussion about population growth and cultural
diffusion in ancient Greece.
Interpret Maps
Discuss the map of Greek trade.
Active Options
NG Learning Framework: Students advertise a new colony by making
a poster.
Active Options
Students advertise and t
