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Unit 6 Week 19: Civilization Project. WHAT MAKES A CIVILIZATION?. Environment that allows for farming and domestication. Cultural identity. Created or borrowed advanced technology. Food Surpluses. Good location for trade. Large Population. Strong rulers System of government and law.
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Unit 6 Week 19: Civilization Project
WHAT MAKES A CIVILIZATION? Environment that allows for farming and domestication Cultural identity Created or borrowed advanced technology Food Surpluses Good location for trade Large Population Strong rulers System of government and law Large, organized, well-trained army Specialization and skilled workers Organized society and social structure
Who can create the GREATEST civilization! • Walk around the classroom and find your group. • In groups of four your challenge is to create a civilization that is GREATER than those created by the other groups. • To create the greatest civilization, you must think carefully about the characteristics of a great civilization and add them to your graphic organizer. • Add your names to the poster and give your civilization a name.
Classroom Exercise Break into groups (prearranged) and develop both an outline for a civilization (as discussed above) and a code (must be at least 5 laws/rules created in the spirit of Hammurabi's code. The punishment must fit the crime).
Specific Guidelines for the Civilization Project Each group will be given 1 poster board to complete their project. I recommend that you do whatever drawing you want to add including the graphic organizer in pencil first because neatness does count. Sloppy work will result in a lower grade. You will have 3 complete class periods to complete your work which is more than sufficient if you stay on task and apply yourself.
Supplies Provided I will supply each group with the following materials: • 1 poster board. Any group requiring more than the 1 poster board must supply the additional boards I will not do so. • Glue sticks • Colored pencils and what few colored sharpies I have
Time Allocation • Students will be provided with 3 class periods to complete the project. Students are expected to work together (at least 4 students per group) and all students will do their share of the work. Students who do not apply themselves will receive 1 warning and then I will deduct participation points from their grade (not the groups). STUDENTS MUST PARTICIPATE. • Research and any graphics must be completed and supplied by the student.
Creation Myth/ Religion • Student’s may choose an ancient religion (pre-Christ) or create one of their own. Students who create their own must also create the creation myth on why they are the chosen of their god/gods • Students who pick an existing religion must research the creation myth and the religion. Provide specific aspects of the religion that makes it unique.
Traditions • Students should create traditions that tie into the civilization’s religion, government, natural resources, trade and other areas of life • Once again students who are using an existing or prior existing civilization must research culture specific traditions. Students creating their own should have a logical tie into their civilization
Skilled Workers • Students will describe what type of skilled workers exists in their civilization and describe what type of natural resources they have available that allow these skilled workers to be successful.
Government Type • Students will describe the type of government they have in their civilization and why this type of government is successful. Students need to limit themselves to the type of governments we have talked about in class which are: - City-States - Theocracies (government based on religion) - King/Queen rule (divine rule) - Rule by Council The description of this government needs to be specific and researched. Explain both the benefits and the faults of the government you have chosen
Technology Students will describe what technology they have as a civilization that makes them unique. For example: The Sumerians developed both agriculture and writing, the Babylonians under Hammurabi had strong laws, the Acadians developed weapons of war and the Phoenicians developed specialized dye and the first Alphabet that contained vowels.
Type of Army Students will describe what type of army defends their civilization. Do they use a standing army (professional army) or a citizens army where all citizens have a role both in maintaining the civilization and defending the civilization (like our National Guard)
Social Classes Students will describe how their civilization is split into social classes (they must include how a citizen is designated as low class, middle class and high class) and if citizens can gain a higher social class then the one they are born into.
How is food obtained and distributed? Students must describe what type of food they have available, how is this food obtained and how is it distributed to the citizens. Do they use a barter system (trading other items and their specialized skills to obtain items they wish) or is each citizen allowed a specific amount based on their station or position in the civilization (ties into social class)
Code or Laws • Students will be provided with 3 class periods to complete the project. Students are expected to work together (at least 4 students per group) and all students will do their share of the work. Students who do not apply themselves will receive 1 warning and then I will deduct participation points from their grade (not the groups). STUDENTS MUST PARTICIPATE. • Research and any graphics must be completed and supplied by the student.
Map Students will either research and present a map of a common city in their chosen civilization and point out specific unique features found in cities of this civilization or they must draw a map of the capital city of their civilization if they are creating their own civilization.
