S1+Herrell,+Ethan

=Stage 1 - Identify Desired Results= Standard Label: E.History Standard E1. Historical knowledge, concepts, themes and patterns. Grade Level Span: 6-8. Students understand major eras, major enduring themes and historical influences in the history of Maine, the United States and various regions of the world. Expansion and Interaction of Civilizations 600 A.D.-1450 A.D. Performance Indicators: A and B. ||
 * **Establish Goals (MLR or CCSS):** **(G)** ||
 * MLR-Social Studies

//What understandings are desired?//
• ecological, social, and political shifts changed ancient peoples' lives • there was significant continuity even across eras and political boundaries. ||
 * **//Students will understand that://** **(U)** ||
 * • the ancient/medieval people saw the world in a way that is fundamentally from our own view.

//What essential questions will be considered?//
• How did ecological, social and political shifts changed peoples' lives? • Why were there such continuities across great spans of time and political boundaries? ||
 * **Essential Questions:** **(Q)** ||
 * • How did the ancient/medieval people see the world and how was that view different from ours?

//What key knowledge and skills will students acquire as a result of this unit?//
• Key Facts: No modern devices to keep track of time, calenders rare or only for the clergy, no modern medicine so people lived in constant pain, violence was frequent and unremarkable, no concept of human rights • Sequence and timeline: 600 A.D. : Western Rome Empire has fallen. 600 A.D.-1450 A.D.: Feudalism in Europe and empires in the Middle East. The rise of the Aztecs in the 14th century and the rise of the Incas in 1200s, the collapse of Mayan Civilization in 900 A.D., and then the invasion of the Americas by the Spaniards beginning in the 1492. || • describe ancient/medieval individuals worldview • make sense of ecological factors shaping society • design a situation of a government affecting a person's life in the time period • role-Play as an ancient/medieval person • contrast how ecology effects ancient and modern people differently • recognize how much slower change came in the ancient/medieval world. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * • vocabulary: tribes, monarchy, farming, migration, violence, resources, religion, patriarchy, law, human rights, ideology


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**