HS SOCIAL STUDIES DEPARTMENTACADEMIC YEAR 2014-2015 LASALLIAN LEARNING MODULE Teachers: Mr. Rey Belen / Ms. Nina Belle Gavan Year/Level: Grade 9 Subject: World Economics Term Module: 1 Title: Economic Development in Early Civilizations Time Frame: 14 weeks CONTENT STANDARD The students will…. show understanding in the interaction between people and its environment that paved way to the emergence of early civilization that contributes to the development of life in present generation. PERFORMANCE STANDARD The students will…. suggest project/program that will empower and promote in conservation and prevention of the world heritage contributed by the early civilizations to present and to future generations. RELATED LASALLIAN GUIDING PRINCIPLES Lasallian educational experiences are dynamic processes that: 1. Challenge learners to realize their full potential by promoting critical and creative thinking, self-knowledge and selfmastery; and 2. Encourage synergy, collaboration and dialogue in an environment that is fraternal, hospitable and laden with mutual respect. CONTENT and COMPETENCIES 1 | Page HS SOCIAL STUDIES DEPARTMENT ACADEMIC YEAR 2014-2015 Content 1 - Understanding and Analysis of the Development of Agricultural Economics in the Beginnings of Civilization 1. Stone Age Hunters and Gatherers 2. Farming and Herding During New Stone Age 3. Settlement and Development of Farmers in the Villages. 4. Development of Ideas on Trade and Private Property Competency 1 - Enumerate in writing the economic life of the people in the early civilization. Competency 2 - Characterize the types of economic activities of the people during the new stone age. Competency 3 - .Explain orally and in writing the geographical condition and physical environment that led to the settlement of the early people). Competency 4 - Identify the influence of physical geography in the development of the economic life of early people. Competency 5 - Review and explain in writing the economic life of the early people in the world. Competency 6 - Explain in writing the influence of physical geography in the emergence and development of economic life of the early people. Competency 7 - Research and put into writing how ideas on trade and private property developed among early people Competency 8 - Explain orally and in writing the importance of physical geography in the emergence and development of ancient civilization (economically) Competency 9 - Explain and analyse the relationship between geography and history in the development of economic life of the ancient people. B. Content 2 - Discuss and Explain the Early Trading Traditions of the People in the Ancient Near East and other Ancient Civilizations 1. The Economic Life of the Sumerians 2. Mesopotamian Economy and Society 3. The Growth of Egyptian Society and Culture 4. Other Near Eastern People and their Economic Contributions. Competency 1- Show knowledge and understanding in the environment and events that affect the economic life of the Sumerians and Mesopotamians through Panel Discussions Competency 2 - Differentiate orally and in writing Mesopotamian economy and society. Competency 3 - Differentiate orally Egyptian society and culture. Competency 4 - Explain orally the economic life of other Near Eastern people and their contributions to civilizations. Competency 5 - Analyze visually and in writing the influence of physical geography in the development and improvement of economic life of the ancient people of Sumer, Mesopotamia, Egypt and Near-east. Competency 6 - Explain through investigatory research the ways and mechanism implemented by the ancient civilization of Sumer, Mesopotamia, Egypt and Near-east as an adaptation in their physical geography in the A. 2 | Page HS SOCIAL STUDIES DEPARTMENT ACADEMIC YEAR 2014-2015 development and improvement of their economic life. C. Content 3 - Understanding the Greeks Early Rational on Early Economic Theories 1. The Development of Greek City-States 2. Economic Life in Athens, Sparta and Other Greek City-States Competency 1 - Identify the different factors that led to the economic development of Greek City-states Competency 2 - Identify the differences in the economic life of Athens, Sparta and other Greek City-states Competency 3 - Analyze and evaluate important events in ancient Greece that contributes to the economic development of Greek City-states. Competency 4 - Compare and contrast the economic activities of the different Greek City-states (Athens, Sparta, etc.) Competency 5 - Explain orally and in writing how Greek city-sates developed. Competency 6 - Explain the differences in the life of being an Athenian compare to being a Spartan. D. Content 4 - Enumerate and Explain Early Economic Theories and the People Who Developed these Theories. 1. The Development of Greek Scientific Thought and Philosophy a. Plato b. Aristotle c. Socrates 2. Roman Writers on the Significance of Economics and Agriculture a. Cicero b. Vergil c. Varro Competency 1 - Enumerate the different Greek philosophers who developed economic theories during the Greek civilization. Competency 2 - Characterize the ideas made by Cicero, Vergil and Varro in relation to the significance of economics and agriculture in the Roman world. Competency 3 - Research and put into writing important events in ancient Europe that contributes to the spread and development and worldwide awareness of new economic ideas. Competency 4 - Compare and contrast the ideas of Cicero, Vergil and Varro in relation to the significance of economics and agriculture. Competency 5 - Analyze and evaluate the important contributions of Greek Philosophers in the development of Economic Theories that spread awareness to the ancient world up to present. Competency 6 - Show appreciation, through writing, to the contributions of Greek and Roman philosophers in the development of Economic ideas and philosophies in the development of worldwide awareness. 3 | Page HS SOCIAL STUDIES DEPARTMENT ACADEMIC YEAR 2014-2015 REFERENCES/ SOURCES Textbook: Soriano, C. et. al. Kayamanan: Batayang Kagamitang Pampagtuturo. Quezon City: Rex Printing Company, Inc., K-12 Ed. 2014. Perry, M. A History of the World. Houghton Mifflin Harcourt. 1989. Revised Ed. Cacho Hermanos, Inc. Websites: www.historyguide.org/ancient/lecture3b.htm www.emayzine.com/lectures/egyptciv.htmlwww.allabouthistory.org/ancientmesopotamia.htm www.diffen.com/diffrence/Athens_vs_Sparta www.roman-empire.net/children/index.html http://www.slideshare.net/reyzter 4 | Page HS SOCIAL STUDIES DEPARTMENT ACADEMIC YEAR 2014-2015 BLENDED TOOLS Face-to-Face eLearning Team World Webbing Double-entry Journal (F) Picture Parade (F) Rotational Learning Centers (F) – Group Activity Group Activity – Think Dots (F) Panel Discussion(F) – Group Activity Roving Reporting (F) – Individual Activity Timeline (F) – Individual Activity Mock Fieldtrip (F) – Individual Activity Map Reading and Circle Relationship (F) – Individual Activity Six Hats (F) – Individual Activity Chart and Yes/No Card (F) – Individual Activity Matrix and Travelogue (F) Class Discussion Web research Use of apps (e.g., productivity, assessment, presentation) Use of Edmodo (formative and summative assessmensts) eBook reading, writing and annotation (for PEARL) Use of app for PT (website) STAGE 1: ESTABLISHING DESIRED RESULTS TRANSFER GOAL(S): (from Unpacking the Standards) Students will independently use their learning to promote and engage in advocacies that involved conservation of world heritage. BIG IDEA/ENDURING UNDERSTANDING (EU): EU: Students will understand that the contributions of the early civilizations helped promote the conservation of world heritage. ESSENTIAL QUESTION(S): EQ: Students will find the answers to the question: How did the contribution of the early civilization promote the conservation of world heritage? 5 | Page HS SOCIAL STUDIES DEPARTMENT ACADEMIC YEAR 2014-2015 STAGE 2: DETERMINING VALID EVIDENCE/ASSESSMENT PRODUCT OR PERFORMANCE SHOWING EVIDENCE OF UNDERSTANDING IN GRASPS FORMAT Inadequate knowledge and lack of love in one’s heritage led to its destruction and bigger world problem. You are a Congressman or a Congresswoman that will submit a resolution in the house, which later be implemented as a law, for each and every citizen of your country to show unity in the preservation and of the famous world heritage of your country despite of innovative changes and new technologies that causes problems in the country and the entire world. This will be presented to the people in your community, government officials, students and teachers. Your expected product is a copy of a House Resolution and will be assess using in the following criteria: Title, Content, Quality of Information, Neatness and Promptness. ASSESSMENT TOOLS (taken from your Curriculum Map) Knowledge Pre-assessment Pre-test/Post-test Formative assessment Double-entry Journal Picture Parade Timeline Map Reading Chart and Yes/No Card Matrix Process Class Discussions Rotational Learning Centers Group Activity – Think Dots Roving Reporting – Individual Activity Travelogue Understanding Panel Discussion – Group Activity Mock Fieldtrip – Individual Activity Circle Relationship– Individual Activity Six Hats – Individual Activity Performance/ Product Directed Prompt – Sharing of existing ordinances in the community. Open Prompt – Situation Analysis Sheet Guided Transfer – Analysis of Economic Analysis – RA 7942 and RA 6657 Performance Task Making of House Resolution 6 | Page HS SOCIAL STUDIES DEPARTMENT Summative assessment Assessment 1 Assessment 2 CUA ACADEMIC YEAR 2014-2015 Assessment 1 Assessment 3 CUA Assessment 2 Assessment 3 CUA \ RELATED FACET(S) OF UNDERSTANDING: EXPLANATION Students explain the importance geography in the development of civilization. INTERPRETATION Students draw or illustrate a certain event or phenomenon that happened in ancient times. APPLICATION Student suggest solutions on a particular problem or issue in the ancient times. PERSPECTIVE Student make an analysis regarding a particular event or person in ancient times through investigatory research. EMPATHY Students speak their minds regarding a particular issue related to transformation of society. SELF-KNOWLEDGE Student write a personal reflection on effects of ancient civilizations to the present time. 7 | Page HS SOCIAL STUDIES DEPARTMENT ACADEMIC YEAR 2014-2015 STAGE 3: LEARNING PLAN FLOW LESSON PROPER Week 1-2: I. INTRODUCTION OF ESSENTIAL QUESTION To introduce to the students the unit, overarching key understanding, overarching key questions and performance activities. Activities: Team World Webbing on the importance of Geography and History FGD and Class Discussion Open-ended statement: I got interested about ___________________ 8 | Page HS SOCIAL STUDIES DEPARTMENT ACADEMIC YEAR 2014-2015 I want to learn more about _______________ Agreement Look for publications, headlines, pictures or issues concerning the world today. Prepare for class sharing. II. INTERACTION Weeks 3-5: Objective: 1. Understand and analyze the development of agricultural economics in the beginnings of civilization. Activity/ies: A. Group Activity – Double-Entry Journal Divide the class into four and answer the journal. Note taking Making Meaning • Students are expected to list down different activities done by the people in the early times. • Point to the map the different areas of settlements of farmers/people in different locations. • Students should identify the possible economic life of the people in the early times. • Give meaning to the development or advancement made by the in the early times. • Answer: What are the benefits of today’s generation to the achievements of the people in the early times? • Explain the relationship of artifacts to the culture or life of the people. B. Picture Parade Show pictures of the different economic activities of the people in the ancient times. Ask several students to group them base on its existence or development. Ask the student/s to explain the output of their work. C. Rotational Learning Center (Group Activity) Activity 1 9 | Page Activity 2 Activity 3 HS SOCIAL STUDIES DEPARTMENT Create a mind map that explains the different economic development. It is important to show the possible relationship of geography in the life of the early people. ACADEMIC YEAR 2014-2015 Create a resolution on how to improve the life of the people in each development. Make a comparison through a venn diagram. Prove that the people today are indebted to the people in the early times. Show appreciation to the contributions made by the people in the early times through a song, a poem or a slogan. D. Think Dots The class will be group into six (6). The teacher will roll the dice and the students will do the listed activity base on the outcome of the rolled dice. 1. Make a chart that will answer the following questions: a. What is trade? b. What is private property? Support your answers. 2. Show pictures or illustrations (using your iPads or search the net) that will answer the following questions: a. What is Agricultural Revolution? b. Why it was historians called this era as Agricultural Revolution? 3. Show an interview (through iPad research) that will answer the following questions: a. Why trading is important during the early times? b. How early trading does changed the society and economic life of early people? 4. 5. 6. a. Make a Venn diagram that will compare agriculture during the early times to present b. Answer: In your own opinion, how does interdependency among people manifest in relation to agriculture? a. Make a Graffiti Wall that will explain the problems faced by the people at present regarding the use of new technology in agriculture. a. Make song the will explain your thoughts on how can we more improve and enrich agriculture in the country E. Class Discussions F. Formative Assessments (Exit Card, Slogan Making, Commitment Statement Making, Thumbs-up Activity) 10 | Page HS SOCIAL STUDIES DEPARTMENT ACADEMIC YEAR 2014-2015 G. Summative Assessment 1 (K and P) Weeks 6-7: Objective: 1. Discuss and explain the early trading traditions of the people in the ancient Near-east and other Ancient Civilizations. Activity/ies: A. Panel Discussion Through the help of a group that will serve as panelists and reactors, the class will discuss the environment and events that affects the economic life of the Sumerians and the Mesopotamians. The group will focus on the question: What is the relationship of Sumer’s and Mesopotamian’s physical geography in the development of economic of its people? A. Roving Reporting In a mock Roving Reporting the class will discuss the early trading traditions of the people in the ancient Near-East focusing on Mesopotamian economy and society. B. Timeline Making Through the help of a timeline, explain the growth of Egyptian society and culture. Give emphasis on the leaders that brought progress to the place. List down the economic contributions of Egyptian civilization to present. C. Mock Field Trip The class will hold a mock field trip on other near-eastern civilizations. Students will list down its economic life and their contributions to civilizations using the format below: 11 | Page HS SOCIAL STUDIES DEPARTMENT Date:_________________ ACADEMIC YEAR 2014-2015 Place: ________________________________ Objectives of the Field Trip 1. ___________________________________________________________________________________________ 2. ___________________________________________________________________________________________ Things that I want to see during the trip 1. _________________________________________________________________________________________ 2. _________________________________________________________________________________________ Things that I need to see during the trip 1. _______________________________________________________________________________________ 2. _______________________________________________________________________________________ Recap 1. _______________________________________________________________________________________ 2. _______________________________________________________________________________________ D. Class Discussions E. Formative Assessments (Newspaper Headline, Fact Storming Web, Yes/No Card, Observation/Q and A) F. Summative Assessment 2 (K and U) Weeks 8-9: Objective: 1. Understand the Greek early rational on early economic theories. Activity/ies: A. Map Reading 12 | Page HS SOCIAL STUDIES DEPARTMENT ACADEMIC YEAR 2014-2015 Through the help of map of Greece, identify the different factors that led to the economic development of Greek City-states. Answer the following guide questions: a. How the Greeks mountainous regions does helped in the economic development of Greek City-states? b. What is the geographical importance of Greece being located near the sea? c. How will you compare Greece to Philippines in terms of economic development and geographical features? B. Circle Relationship Describe the economic and political structure of Greece. Explain your work. C. Six Thinking Hats Discuss the differences in the economic life of Athens and Sparta and other Greek City-states. What are the data or ideas about Sparta and Athens? What are the economic advantage of Athens from Sparta and vice versa? Why Sparta is military in all aspects? Why there is a need for Athens to conquer other territories? Is it rational for Sparta and Athens to envy one another? What is your prediction to the tension between Athens and Sparta? 13 | Page HS SOCIAL STUDIES DEPARTMENT ACADEMIC YEAR 2014-2015 What do you think should both city-states do being part of one peninsula? D. Class Discussions E. Formative Assessments (Buddy-buddy, Drawing/Illustrations) F. Summative Assessment 3 (P and U) Weeks 10-11: Objective: 1. Enumerate and explain early economic theories and the people who developed these theories. Activity/ies: A. Chart of Philosophers Make a chart that identifies the three (3) Greek well-known philosophers, its famous work and famous lines or phrases. Philosophers Famous Works Famous Lines or Phrases 1. 2. 3. B. Yes/No Card The students will raise a card with a yes or no in relation to statement that will flash or projected on the screen. Student representative from the class will explain his or her answer. C. Data Retrieval Chart 14 | Page HS SOCIAL STUDIES DEPARTMENT ACADEMIC YEAR 2014-2015 Students will make a matrix of Roman philosophers and their famous works/contribution in the significance of economics and agriculture. Roman Philosophers Famous Works Significance D. Travelogue The students will identify the contributions of Roman Philosophers through the use of pictures or illustrations. E. Class Discussions F. Formative Assessments (Fill in the blanks to complete the phrase, Poster-making) G. Summative Assessment 4 (P and U) Weeks 12: Objective: 1. Review and End Term Assessment III. (Week 13-14) Objective: 1. Performance Task Making a. Directed Prompt – PT Sharing of existing ordinances in the community. (Essay) i. Evaluation: 15 points rubric b. Open Prompt – PT Situation Analysis Sheet i. Evaluation: 20 points rubric c. Guided Transfer – PT Analysis of Economic Analysis – RA 7942 and RA 6657 i. Evaluation: 25 points rubric d. Performance Task – PT Making of House Resolution 15 | Page HS SOCIAL STUDIES DEPARTMENT i. Evaluation: 40 points rubric 16 | Page ACADEMIC YEAR 2014-2015