1. Content Standards- 1)History – 2.b, 2.c, 2.d 2) Geography – 1.a, 1.b, 2.d 3) Economics – 2.f 4) Civics – 1.a, 1.c, 1.e, 2.a, 2.b, 2.c, 2.e CCSS- Reading 1, 2, 3, 4, 5, 9 Writing 2, 3, 4, 7, 9, 10 1)How the definition of a citizen can change. 2)Government has shifted to meet the needs of many. 3)Early democracy evolved into modern democracy. 4)All governments have weaknesses. 5)Society shapes laws. 6)All governments have evolved from previous governments. 1)How governments are created. 2)How culture influences law. 3)How laws evolve. 4)How laws have modified borders. 5)How human rights shape law. 6)Government processes through the ages. “How has written law influenced democracy in nation building?” NATION PLEBIAN STATE PATRICIAN LAW SOCIAL CLASS CULTURE COMMUNISM GOVERNMENT REVOLUTION CITIZEN DEMOKRATIA CONCERNED CITIZEN MONARCHEY HUMAN RIGHTS DICTATORSHIP TOCQUEVILLE EMPIRE CONSTITUTION CONGRESS HAMMURABI Stage 1- (Desired Results) Established Goals (standards): Knowledge (students will know/ key vocabulary): Big ideas: Essential Question: Understandings (students will understand): Students will know:Students will be able to: What early government looked like. Identify the civilization and leader of the first written law. Democracy in Greece and Rome.Compare and contrast the two. How the Magna Carta came to be. Identify why it was necessary, who made it, and how it was different from earlier law. When modern democracies developed. Identify early French theorist. Explain both advantages and disadvantages.

2. Stage 2- (Desired Results- How do you know they know? Collecting Data) Stage One History 2.b Students will review and discuss the essential question, review the class timeline. Hand out and discuss essential materials. Students will determine and explain historical similarities of Greek and Roman governments in the ancient era. 1) Discuss as a class what a law is and who makes them. 1) HW: Webquest on Greece. 3) Class compare/contrast on Rome and Greece. 2) Create the class vocabulary chart. 2) Read/reflect on Roman Empire. 4) Hook: Roman expansion. StandardConcepts and SkillsData Template Task/ Performance Task Using the information learned during the unit, students will write a letter to congress proposing three amendments either added to, or removed from, the constitution. Students must explain why this will benefit the United States by citing and explaining at least one law which was used in a civilization covered. Students may add or remove amendments, as long as the total is equal to three. A law from each civilization must be used. G- Propose/Remove Amendment R- Concerned Citizen A- Congress S- Role of Law P- Letter S- Rubric

3. DateDay Learning Target(s): Students will understand how ancient Sumerians lived. Standard(s) Do Now 1) Read through a section of Hammurabi's Code. 2) Circle all laws which seem similar to laws we have now. Learning Activities What I am doing? What the students are doing?What data am I collecting? Circulating the room.The Do Now.Attendance, gauging prior knowledge. Guiding discussion about the code. Revealing their circled laws and stating why they’re similar. Can they make connections between the past and present? How much understanding do they have about current laws? Video about life in ancient Summaria. Circulating the room. Watching the video and listing things which they have learned; taking general notes; paying attention. Can they describe daily life? Can they locate where Sumeria was in the world? Are they able to spot key ideas? Guiding creation of the class “cause and effect” chart. Cause and effect: Why some laws they have never heard of make sense for the time period. Why do the students believe these laws existed? What is their current understanding of Sumeria? Key Vocabulary LAW, HAMMURABI’S CODE, NEOLITHIC PERIOD, SUMERIA Ticket out the Door Which law do you want to know more about, and why? Texts used: http://eawc.evansville.edu/anthology/hammurabi.htm Video Clips: http://www.youtube.com/watch?v=QRQ4ucxQzvQ Stage 3- (Daily Instruction)