BRAIN-TARGETED TEACHING UNIT
Developer: Lindsay Cook
School: Kansas State University
Date: December 2005
Unit Topic/Title: World History: Becoming a Civilization
Grade Level: Grade 6
Time Frame: approximately 3 weeks
Social Studies Standard (as designed by the Kansas State Department of Education for sixth graders at ksde.org): The student uses a working knowledge and understanding of significant individuals, groups, ideas, eras, developments, and turning points in the history of the world from the emergence of human communities to 500BC.
Geography Standard: Students will use geography in their understanding of how location and environment impacted the settlement and culture of ancient civilizations.
Writing Standard: Demonstrate the ability to write comparative essays. Demonstrate the ability to write informational paragraphs.
Reading Standard: Demonstrate the ability to read and comprehend numerous texts. Students will need to be able to interpret the “big picture” of passages as well as pinpoint details.
Art Standard: Demonstrate a creative talent when engaging in the “hands-on” activities. Also, students should understand how these fundamentals were essential to civilization.
 
Brain Target #1 - Emotional Climate

Activities:

  1. On the first day of the unit, greet each student at the door. (In order to create a personal connection between students and the teacher, this should be done everyday). At this time, each student will receive a note card with one of six words on it. Each word is a representation of one of the components of civilization to be discussed throughout the unit. When class has begun, incorporate movement into the day by having students find other classmates with identical cards-these students will sit together for the remainder of the class period. Invite students to discuss how the word on the card affects their life.
     
  2. Connect students to the idea that the transition between a sedentary lifestyle to a civilization was made possible through six primary components. Also, introduce Mesopotamia as the classes' case study on civilization and provide images and stories which relate to the civilization. Ask students to share any knowledge/questions that relate to the topic. The teacher should at this point acknowledge and thank students for expressing/contributing what they knew.
     
  3. Allow students to assess their cognition on civilization in a KWL chart.
     
  4. On the second day of the unit, an additional emotional connection will be created between the students and the topic. As students enter, the teacher will be holding a bucket with different names (each with its own societal rank and occupation) on slips of paper inside. As students enter, they will draw a name out of the bucket. From that class period on, this is their “character” in civilization. This format is created so that students will be able to apply concepts to “themselves” personally, as well as interact with other students within their “societal rank.” (The teacher will be the “lugal,” or king, so as not to make any student feel overly powerful or make others jealous.)
     
  5. Classroom predictability will be established by two types of routine writing. As students enter the classroom, they will be asked to respond to the “The Daily Minute.” This will entail making a personal connection to the word/phrase on the board, which broadcasts the day's topic. (This activity is not meant to stress students but merely activate their brain for the day.) Daily minutes will be kept throughout the unit in a personal journal.
     
  6. The second routine writing will take place approximately twice a week. On these days, students will be given ten minutes to write before class comes to a close. At the end of the week, journals will be collected by the “classroom leader.” (This individual will be assigned at random every day-created to make students feel important/worthwhile in their classroom-and will have a “fun” list of duties to complete throughout the day.) Each journal entry should reflect how the lesson for the day/week would affect their “character.” For this activity, imagination and an understanding of the material is required.
     
  7. Every Monday the teacher will celebrate student success in understanding by displaying three of the most creative journal entries from the previous week. Papers should be displayed on a bulletin board with the heading: “Survivors of the Day.” If students like, they may read their paper out loud to the class. The goal would be that eventually all students will be recognized/rewarded for a job well done. (All other journals will be graded and returned immediately, complete with additional comments made by the teacher.)
     
  8. Throughout the unit, students will display their creativity by engaging in hands-on activities. These activities are also designed to help students connect with daily topics and assess their understanding of them. For example, when we get to writing systems, students will learn about cuneiform. The teacher should bring in books and slide shows containing examples of this writing in order to explain the importance of it. Then, students will be given a clay tablet and a wedge-shaped tool, much like the Mesopotamians used. They will be able to practice writing in cuneiform.
     
  9. In order to empower students, they will occasionally be allowed to give input in deciding future activities for the unit. (The teacher should create a list of possible activities for the following week and have students pick one as a class. On one of the days, weather-permitting, an outside activity should be planned.) All work will be displayed for at least one day.
     
  10. A “Fill Me In” box will be stationed in the classroom everyday. Students will be encouraged to make suggestions about classroom issues, rules, or topics of discussion, as well as make pleasant comments about fellow students. These items may be written and placed in the box at any time of the day. Part of the classroom leader's job will be to empty the box at the end of the day and hand items to the teacher. If the comments made are rewarding or positively directed towards other students, they will be read the following morning to the class. Suggestions made will be taken into consideration and discussed during class.
     
  11. Assistance will be offered to any students with learning difficulties or special needs; many methods of teaching will be used so that learning is optimized for each student.
     
  12. Self-expression and original thinking will be rewarded and praised in class. In addition, discussion and questions will be encouraged throughout the day.

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Brain Target #2 - Physical Environment

Activities:

  1. 1. In order to create novelty in the classroom, the teacher will display posters, maps, photos, and books that are associated with Mesopotamia and the six components involved in its shift to civilization. All displays should be changed periodically throughout the unit.
     
  2. Show video clips that relate to civilization/Mesopotamia.
     
  3. As the unit progresses, students' art work will be displayed. For example, when the class is discussing monumental architecture, students will be allowed to erect one of the buildings discussed in class, or displayed on a poster, with marshmallows and toothpicks. The following day, these “buildings” will be displayed on the front table with a small poster, designed by the teacher, to explain the previous day's concept. Students' names will be posted on a card next to their work.
     
  4. Learning objectives and homework will be posted with varying colors of chalk on the chalkboard every day. In addition, the student who has been designated the day's “classroom leader” will have his/her name posted in the same region of the chalkboard as the previous information. (A list of their duties, along with classroom rules/expectations, will be posted in the same location daily). By doing so, predictability will also be established for students-necessary for Brain Target 1.
     
  5. When students are performing their fun “hands-on” activities, quite background music will be played, which will help activate positive emotions and relax students as the day comes to a close. Hopefully certain music will also spark creative processes in the student. (When students are engaged in complex tasks, doors and windows should be shut and the room should remain quite).
     
  6. Scented oils will be filtered throughout the room, such as peppermint. As the Hardiman text suggests, this scent increases alertness.
     
  7. For this unit, the teacher should arrange desks in groups, so that students will have the ability to pair and share, as well as discuss certain topics/questions.
     
  8. Finally, to create a relaxing and inspirational atmosphere, motivational quotes (which can also be displayed in cuneiform-the method of writing used by ancient civilizations near Mesopotamia-to spark learning) will be displayed throughout the classroom and changed periodically.
     
  9. Lighting should be made to be as natural as possible. If windows are available, students may choose to open the window on a nice day. If there are no windows in the class, teachers should find interesting lamps to assist in better lighting, as well as sooth the harsh fluorescent lights used in most schools.
     
  10. Plants will be located throughout the room to assist in creating a relaxing atmosphere. (It will be the job of the classroom leader to water these plants daily).

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Brain Target #3 - Learning Design

Learning Goals (Objectives): As defined by the State Department of Education, students will demonstrate an understanding of the origin and accomplishments of early river valley civilizations (e.g. Mesopotamia, Tigris and Euphrates). (As a side note, my class will use Mesopotamia as our initial case study) Students will be able to locate these civilizations, and, from previous units, review and recall why/how these areas were settled in the beginning. Students will be able to compare and contrast these early civilizations on the basis of six components defined throughout the unit. With that, students will also be able to research and present a written argument that describes these similarities/differences. Students will research and be able to verbally analyze how these accomplishments still affect our world today.

Activities:

  1. Students will review a concept map containing major themes of the unit. In think-pair-share dyads, students will brainstorm and expand on each concept of the web. Students will also be asked to make inferences on how this relates to the overriding theme/unit. Then, each group will offer their ideas to the class. At this time the teacher should record each group's ideas on the map. (Concept map should be printed and given to each student as well as projected on an overhead to allow students to watch as the teacher adds their ideas). (Click here for concept map.)
     
  2. On the first day, students will create and fill in the first two columns of a KWL chart. Students should record what they know, and want to know, about the components and accomplishments which allowed the city of Mesopotamia to transition from a sedentary village into a civilization.
 

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Brain Target #4 - Teaching for Mastery

Learning Goal (Objective): Review

Activities:

  1. Brainstorm with class: What do you recall about the Neolithic Agricultural Revolution? What do you remember about why certain areas were settled and others were not?
     
  2. Use a map to locate ancient civilizations

Learning Goal (Objective): Students will know the six components/accomplishments necessary for a transition from a settled village into a civilization and be able to display these concepts in group discussions, journal writing, and in an artistically through the creation of physical representations.

Activities:

  1. Students group together and discuss each component of civilization, especially focusing on how it relates to Mesopotamia. The classroom textbook may be used in addition to prior knowledge as students fill out a concept map of their own.
  2. At the end of some classes, students will engage in journal writing. Each entry should reflect how the lesson for the day (which will usually focus on one of the components or expand on a previous day's component) would affect their “character.” (See BT 1: Emotional Connection #6).
  3. Throughout the unit, students will be able to create a physical representation of the component we have covered. For example, when we get to religion, students will personally research religions practiced in Mesopotamia. Then, students will come to class the following day and create a piece of artwork that represents an aspect of that religion. In their research, students should obtain a better understanding of the religion such as the purpose/theme of the religion, when it was started/practiced, and how was it practiced.
  4. Students will be assigned light textbook reading which will cover Mesopotamia's transition.

Learning Goal (Objective): Students will compare and contrast Mesopotamia and an additional ancient civilization (based on the six components defined throughout the unit) and be able to present a written argument that describes these differences.

Activities:

  1. Students will review past concept maps and study materials from the unit to create one third of a Venn diagram. This first third will be filled with information on Mesopotamia-focusing on the six components from the lessons. (If possible, one component should be analyzed per diagram. Students may choose a different data organizer if they wish.)
  2. Students will be provided one day in class to research one of the other ancient civilizations: Tigris and Euphrates, Nile Valley, Indus Valley, Huang He. (Internet, textbook, and other references may be used) With this information, they will need to fill in the remainder of the Venn diagram.
  3. Students will divide into cooperative learning groups and share what information they have found on one of the other civilizations. (Groups will be formed based on the ancient civilization the students chose to research.)
  4. As homework, students will personally create a written argument on how these civilizations are similar/different based on the components we have studied.

Learning Goal (Objective): Students will compare and analyze how the accomplishments made by ancient civilizations during their transition still affect our world today.

Activities:

  1. To engage their brains throughout the unit there will be a question called the “Daily Minute,” which the students will respond to everyday. Each question will focus on how a certain component of ancient civilization still affects us today.
  2. Using ideas from their “Daily Minute” journals, students will pair up and research two or three components of civilization which affected ancient Mesopotamia (or another ancient civilization) and still affects our world today. (This should be done toward the end of the unit)
  3. Students will create a Venn diagram as their outline.
  4. Students will orally present what they have found on the similarities and differences.

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Brain Target #5 - Teaching for Application


Learning Goal (Objective): Students will understand why the six basic components of early civilization were necessary by considering how their personal lives would be affected without them.

Activities:

  1. Students will either find or create photos/images/pictures that represent the six basic components of civilization within their own lives.
  2. Students then will create a poster for these six photos/drawings as well as write one paragraph per picture (can be typed/written and attached to the back of the poster.) The paragraphs should focus on how their lives would be affected if this element did not exist.
  3. Posters will be displayed for others to view.

Learning Goal (Objective): Students will know how the social hierarchy in ancient civilization functioned and why it was necessary and be able to depict this concept through scripting and enacting short plays or skits.

Activities:

  1. Students will be put in groups based on their “character,” which was assigned the first day (see BT 1: Emotional Connection #4). One student per group will be assigned “lugal” or king. (One character representing each level within the social hierarchy should be placed-if possible-in each group. Some may have more than one person per level of “power.”)
  2. Students will be given time to come up with a skit that represents a day in the life of these individuals and how they would interact. (This is for fun and students are encouraged to be creative.)
  3. At the end of the skit, students will discuss with the class how they felt about their position in society and who their character would be compared to in today's society. (For example, their “lugal” could be our president.)
  4. After all skits have been performed, the entire class will discuss why this order in society was necessary. Further, to forecast future units, ideas should be given/discussed as to why/how later movements to distribute power more evenly were foreshadowed even at this time.

Learning Goal (Objective): Students will identify what the conditions of the region encompassing an ancient civilization, other than Mesopotamia and the civilization they previously researched, were (climate, terrain, water sources, and threats, etcetera). They will discuss how this affected certain aspects of civilization (architecture, apparel, religion, etcetera).

Activities:

  1. The class will discuss this question as it pertains to Mesopotamia.
  2. Students will then use maps and other resources (encyclopedias, internet, etcetera) to construct a “fact paragraph.” This paragraph should address what they learned about their new region.
  3. Then, students will get in groups (based on the civilization they chose) and come up with ideas on how this would affect the different aspects of civilization. (For example, a supreme authority is important in a region surrounded by nomadic groups because he/she could organize troops when they are being threatened. Students could also look at how climate affected food sources, overall health, religion, and architecture.)
  4. As homework, students will write a two page paper which compares how this region positively and negatively affected its inhabitants. (In other words, how did the region allow for the success of the civilization; how did the region lead to the demise of civilization.)
  5. For extra credit, students are encouraged to write a similar paper for their own home. They should discuss how that location encouraged settlement and how it affects their life today (as it pertains to the six components of a civilization.) Then, students should compare and contrast how these two locations (an ancient civilization and their own home) are similar/different.

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Brain Target #6 - Evaluating Learning
  1. Students will complete their KWL chart by filling in the last column. These will be used mainly for self-evaluation. They should also be collected in order to assess the teacher's personal achievements in teaching the unit.
     
  2. Teacher will collect concept maps made for each component on civilization (early in unit) and assess how much information the students have already grasped as well as accuracy of facts.
     
  3. Every week, student journals should be collected. Upon returning them the next week, the teacher should have corrected grammar/structure/etcetera as well as create comments/questions that will help students expand on their thinking-stimulate their minds. At the end of the unit, students will create a portfolio and place all journals inside. They should include a reflection on what these journals have taught them about the unit or how they were useful. (Journals will not be “graded” but rather given credit/no credit. Portfolio's will be graded much the same way depending on how complete they are.)
     
  4. Venn diagrams (used for the comparison of two ancient civilizations) will be graded with a scoring key and returned to students-complete with comments-before they start their rough drafts of their argument paper. (Please see attached: Figure One)
     
  5. A rubric (created with the collaboration of teacher and class) will be used to evaluate written arguments. (These rubrics should resemble the one created for the “region response paper.”)
     
  6. Oral presentations on how components of civilization still affect our world today will be graded with a rubric. (Please see attached: Figure Two)
     
  7. Students' posters of how their life is affected by the six components of civilization will be evaluated with a scoring key.
     
  8. The skits and following discussion will be evaluated on effort and credit/no credit for completing the assignment.
     
  9. The final “region response paper” will be graded with a rubric. (Contact the Developer for Figure Three)

Materials: Textbooks, Venn diagrams, concept maps, note cards, quiet background music and player, overhead projector, reference books, internet, KWL charts, art materials (marshmallows, crayons, popsicle sticks, glue, poster board, cardboard, markers, clay, twigs, etcetera) for creating the physical representations of each component of civilization, characters complete with name and social ranking-enough for entire class, any props requested by students for skits, maps, rubrics, scoring keys, posters, relevant magazine clippings for examples.

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