unit iv: evolution - fc.mtlakes.orgfc.mtlakes.org/curriculum_resources/fav2-00102e27/fo… · web...

Grade 7 Social Studies

Course Description and Philosophy

What does it mean to be “human?” Have humans changed over the centuries? Or, have our values, activities, cultures and desires remained essentially the same over the millions of years of human existence? If humans have changed, has it been for the better? What does “being human” mean for us today?

The 7th grade social studies curriculum allows students to explore the early human history to begin to answer some of these larger questions. This curriculum concentrates on the evolution of Western civilization and the cultural heritage derived from the ancient civilizations of the West and Near East. Students will analyze the cultural achievements of ancient peoples and draw conclusions as to the key elements of what it means to be “human.”

In addition to the cultural, political, religious and economic analysis, students will develop critical social studies skills such as research, evaluation of historical sources, determination of cause and effect, map analysis and historical interpretation.

Students will be evaluated based on their performance on map assignments, quizzes, tests, individual practice and collaborative assignments. For each unit, students will complete an individual, authentic learning project which the teacher will differentiate based on student readiness and interest level.

Text Reference: Armento, Beverly, J. A Message of Ancient Days, 1994; Houghton Mifflin Company, Boston, MA.

An extensive classroom and web library exist to compliment the text.

Revised 2007

1

Unit I: Tools for studying human history.

Essential Question: What tools are needed to study humans and their history?

Objectives: Students will be able to: Explain how archeologists use evidence to describe early civilizations. Define and apply the elements of “culture”. Read, interpret and create a variety of maps. Read, interpret and create a timeline. Define and evaluate different historical sources; including primary and secondary sources. Describe how innovation is fostered through cultural diffusion and independent invention. Describe how people adapt or move based on the environment in which they live. Work with other students in a cooperative environment. Develop skills for reading, interpreting and analyzing non-fiction writing.

Topic/Content Skills Assessment Resources Instructional Method Tech Infusion NJCCCS

Topic 1: What is history? Connection to the past Historical periods Timelines

Topic 2: Defining Culture Families Values Innovations Impact of environment on culture

Topic 3: Map Skills Latitude and longitude Regions of the world Different kinds of maps Reading and interpreting maps

(using a legend, scale, etc) Creating maps

Topic 4: Historical Sources Kinds of sources Interpreting and evaluating sources

Topic 5: Archeological techniques

Quizzes Homework Individual work Final

performance task

Unit test

Textbook In-class library Online

resources

Full-class discussion Small group

discussion Individual practice Pairs work Small group

instruction Individual reading

Smart Board enhanced lecture

Internet research (i.e. Google Maps)

Word processing

PowerPoint (if chosen by the children to present final project)

6.1.8A1, A2, A3, A7, A11

6.6.8A (all)B (all)

2

Excavation Dating techniques

Differentiated Learning ActivitiesThere will be pretests accompanied by leveled assignments for specific knowledge and skills, particularly map skills. The rubric for the performance task will allow students to choose to attempt more challenging work if they so desire. The performance task allows the students to choose how they present their final product. Students will have freedom to complete assignments in the order they find most comfortable.

Ethical Decision Making/Character EducationDuring this unit, students will be stepping back and taking a look at their own culture and civilization through the eyes of a historian from the future. They will be asked to evaluate what the people in the future will think of their life---can conclusions be drawn from the artifacts, sources and information from their lives? Students will get a rare glimpse into their life as a whole.

Task Statement: In 1950, two Danish workers digging in a bog found the well-preserved remains of a man. He looked almost perfect…despite being almost 2000 years old! Historians were puzzled--Who was he? Why was he there in that bog? How did he die? What was his life like?

There were MANY mysteries surrounding “Tollund Man”--mysteries that still remain to this day. Archeologists and historians have done their very best to piece together many clues to try and figure out Tollund Man’s life and values. What was it like to be human when Tollund Man was alive?

Let’s fast forward to 2000 years from TODAY. If historians of the future looked, would there be clues as to who YOU are? Or…could you end up as “Laker Man” or “Laker Woman”?

Thankfully, we here in the 20th century are MUCH more advanced than Tollund Man…we know the methods and resources used by historians for solving historical mysteries. We have the ability to leave “clues” for the people of the future to let them know what humans are like today and eliminate some of the guesswork.

You will put together a “Historians Kit” for a historian of the future that will give a clear picture as to who YOU are and what being “human” here in Mt. Lakes, NJ in the 21st century is all about!

More complex than a mere “time capsule”, this kit must include an annotated timeline as well as all of the sources and information a historian would need to get a complete picture of human experience during this era.

3

Unit II: The Earliest People

Essential Question: How did the earliest humans become “civilized”?

Objectives: Students will be able to: Identify how human beings have evolved physically over time. Describe how tools were employed by early man to aid in survival. Characterize how glaciers impacted the migration patterns of early humans. Discuss how language is related to the development of culture. Compare and contrast Neanderthals and Cro-Magnons. Identify the provinces of a culture. Discuss the elements that constitute a “civilization” Read and interpret a timeline. Explain periods of history and list examples. Formulate a reasonable hypothesis on what qualities constitute being “human”. Generalize the reasons that humans live in groups and explain how the needs of the individual and group are kept in balance. List and explain the various roles of people in early settlements. Describe the conditions that must exist in order for a city to flourish. Create a timeline featuring the accomplishments and discoveries that served as a catalyst for human development.


Topic 1: Very early humans fossils/archeological evidence homo habilis homo erectus stone tools

Topic 2: Cultural developments Ice Age Tool making Neanderthals Cro Magnon

Topic 3: Hunters and gatherers Using Fire Terra Amata Community building Cave painting and earliest art

Topic 4: Farming Development Surplus and food storage


performance task

Unit test


resources Video

resources





Internet research (i.e. Google Maps)

Word processing

PowerPoint (if chosen by the children to present final project)

Inspiration for planning final task

6.1.8A4, A 6, A7, A11

6.3.8A1, A2, A3

6.5.8A8, B1, B4

6.6.8C (all)D1, D2, D4, D5, D6, D8, E1, E2, E5

4

Domestication of animals and plants

Development of agriculture—evaluation of impact

Neolithic Era Catal HuyukTopic 5: Early cities and the development of “civilization” Ur Role of environment and irrigation

on city development Elements of civilization

Differentiated Learning ActivitiesThe supplemental readings that will be assigned to students have been selected to challenge readers at a variety of levels. The rubric for the performance task will allow students to choose to attempt more challenging work if they so desire. The performance task allows the students to choose how they present their final product. Students will have freedom to complete assignments in the order they find most comfortable.

Ethical Decision Making/Character EducationThroughout this unit, students will be required to analyze the judgments made by historians and archeologists regarding the value of “advancements” in culture. They will be able to clarify their own values as to the impact of human development on the environment, relationships, etc.

Task StatementPicture this: It is a beautiful Saturday morning and your parents say: “Let’s go to the museum today!” Are you excited at the prospect of learning something new and seeing really cool stuff? Or do you groan—figuring your day will be spent looking at boring old stuff?

Professional museum exhibit designers at Ralph Applebaum Associates (RAA) (http://www.raany.com/index.html) understand this and have begun to create really cool exhibits that kids really like…though currently the firm’s online portfolio does not include an exhibit on the early history of humans.

Who can blame them for not tackling that challenge? A museum exhibit on the earliest humans and the development of civilization could be a REALLY boring and confusing exhibit for kids---though where humans came from is a really important thing to understand.

You will use YOUR perspective as kids to design a totally cool, totally fun exhibit on this important topic.

You will need to learn about the earliest humans and how they developed from hunters and gatherers to farmers and city-dwellers. You will need to determine what the most important lessons from the time period are, as well as the key contributions. Then you will design an exhibit for kids to experience all that important information!

When your designs are complete (including visuals and written explanations) we will send them to RAA. Who knows…maybe they will like our kid-friendly designs and use them in an actual museum! Unit III: Ancient Mesopotamia

Essential Question: Can the history of the people of Mesopotamia deepen our understanding of the current conflict there?5

http://www.raany.com/index.html

Objectives: Students will be able to: Read, interpret, and construct maps Analyze the link between the environment and cultural development Analyze how ecological problems may result from human use of the natural environment Demonstrate a sense of logical relationships; specifically cause and effect or effort and results Define important economic terms such as supply and demand, law of diminishing returns, division of labor Assess the role of language in the development of cultures Make reasonable deductions about a culture based on its art, artifacts and literature. Determine the influence of geography on the political, economic and cultural destiny of a culture Identify and evaluate the major accomplishments of the Sumerian, Assyrian and Babylonian cultures. Evaluate the law code of Hammurabi and apply to modern-day examples. Describe the written languages that were used in ancient river valley civilizations Compare and contrast the ancient civilization to the current people living in the region. Create a timeline featuring the accomplishments and discoveries that served as a catalyst for human development.


Topic 1: Sumer geographical elements city-states socio-political divisions

Topic 2: The Contributions of the Sumerians

Epic of Gilgamesh The first kings Religious beliefs Development of writing

Topic 3: The First Empires Assyria and Babylon Hammurabi’s Code

Topic 4: Current-day Mesopotamia Description and causes of the conflict in Iraq Comparison/contrast ancient with current

situation in the region

Quizzes Homework Individual

work Final

performance task

Unit test

Textbook In-class

library Online

resources Video

resources





Internet research Advanced word

processing (i.e. creation of pamphlets)

Inspiration for planning writing assignments

6.1.8A1, A2, A4, A5, A7, A11

6.2.8A1

6.3.8A3

6.5.8A8, B3, B4

6.6.8E1, E2, E5

6

Differentiated Learning ActivitiesThe supplemental readings that will be assigned to students have been selected to challenge readers at a variety of levels. The rubric for the performance task will allow students to choose to attempt more challenging work if they so desire. Students will have freedom to complete assignments in the order they find most comfortable.

Ethical Decision Making/Character EducationThe conflict between the United States and Iraq has been a part of our history since the early 1990s. This unit will give children an understanding of the history of the region as well as the current situation—therefore allowing them to determine their own opinions about the conflict with Iraq based on their own research as well as their own values.

Task Statement: We live in a democracy---and it is important that those people who vote know what is going on in the world. This is even more important when our country is in the middle of a foreign conflict like the current war in Iraq. But how much does the public really know about this region of the world…especially its long and rich history?

It’s up to us to educate the public! We will become expert on the region known as Mesopotamia, particularly its ancient history. We will also learn about the current conflict there. Who are the people that live there? What are the values, events, and culture that make up its history? How have we already been impacted by the many advancements that took place there?

As experts, we will construct an informational pamphlet about the region designed to help voters understand Iraq and its history. We will give the pamphlets to the League of Women Voters—an organization dedicated to educating voters and helping them make informed decisions when they vote—for distribution.

Unit IV: Ancient Egypt

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Essential Question: Are the modern perceptions about Ancient Egypt accurate?

Objectives: Students will be able to: Analyze the link between the environment and cultural development Compare and contrast Egyptian culture with current depictions in the media and culture. Assess the role of language in the development of cultures Make reasonable deductions about a culture based on its art, artifacts and literature. Determine the influence of geography on the political, economic and cultural destiny of a culture Identify and evaluate the major accomplishments of the Egyptian culture. Describe the written languages that were used in ancient river valley civilizations Understand and analyze the Egyptian religious belief system. Create a timeline featuring the accomplishments and discoveries that served as a catalyst for human development.


Topic 1: Geography The Nile Upper and Lower Egypt Old, Middle and New Kingdoms

Topic 2: Life in Ancient Egypt Egyptian religion Burial rituals Writing System Social Structure

Topic 3: The New Kingdom Pharaohs Hatshepsut Cultural achievements

Topic 4: Egypt and Kush Conflict and domination Capitals of Kush


performance task

Unit test


resources Video

resources





Internet research

Word Processing

Inspiration for outlining writing assignment

6.1.8A2, A5, A8, A10, A11

6.3.8A3

6.5.8B3, B4

6.6.8A6, A7, C5, D3, D5, D6, D7, E1, E2

Differentiated Learning ActivitiesThe supplemental readings that will be assigned to students have been selected to challenge readers at a variety of levels. The rubric for the performance task will allow students to choose to attempt more challenging work if they so desire. Students will be able to choose what book on Ancient Egypt they will read and create a reading schedule that fits their own pace. Students will have freedom to complete assignments in the order they find most comfortable.

Ethical Decision Making/Character EducationMuch of our society’s values can be seen in our entertainment and media—our movies, books, TV shows, etc. This unit analyzes how Ancient Egypt is depicted in the media—allowing the students to clearly see how certain characteristics of Egypt (it’s violence, it’s preoccupation with death) may have been exaggerated in order to align with our culture’s preferences. It will give students a new lens to look at media—one of discernment and caution, rather than blind acceptance.

8

Task Statement: Americans today LOVE Ancient Egypt. It seems to capture our imagination like almost no other era in history. There are tons of TV shows, movies and books that focus on Ancient Egypt. Sure, they are entertaining…but are they accurate? Do they include the most important contributions of the Egyptian culture?

We will attempt to analyze the way Ancient Egypt has been represented in our world today. As a class we will evaluate the accuracy of movies and TV shows about Egypt.

Individually, you will choose and evaluate a fictional book about Ancient Egypt from our extensive classroom library. Many of these books are “untested”…so we will be depending on you to decide if they are accurate enough to be included in our classroom library as we move forward. Your final report will compare and contrast the book you read with the historical facts and help us create a library that is historically valid!

9

Unit V: Ancient IsraelEssential Question: Are the ethics and values of Ancient Israel relevant today? Objectives: Students will be able to: Define and explain monotheism, Judaism, Exodus, and covenant. Explain the role that the Bible plays in history and faith. Describe the relationship between the ancient river valley civilizations and Israel. Retell some of the stories in the Torah and how they shape Judaism Explain the relevance of the contributions made by the Israelites during the Reign of David and Solomon. Explain the teachings of Jesus Christ and the major tenets of Christianity. Retell the major events in the life of Jesus Christ. Chart how Judaism and Christianity evolved and changed over time Establish a connection between the Roman Empire and Christianity Apply many of the ethical lessons of Judaism and Christianity to today. Create a timeline featuring the accomplishments and discoveries that served as a catalyst for human development.

Topic/Content Skills Assessment Resources Instructional Method

Tech Infusion NJCCCS

Topic 1: The Israelites Beliefs (monotheism, covenant) Abraham Moses and the Exodus

Topic 2: Kings, Prophets and Priests Major kings: David, Solomon Two kingdoms Prophets and their message Priestly leadership in exile Revolt of the Maccabees

Topic 3: Christianity The teachings of Jesus The life of Jesus The death of Jesus and Christian beliefs

Topic 4: Judaism and Christianity develop Relationship with the Romans Jewish and Christian legacy


work Final

performance task

Unit test

Textbook In-class

library Online

resources Video

resources

Full-class discussion

Small group discussion

Individual practice

Pairs work Small group

instruction Individual

reading


Internet research

Word Processing


PowerPoint

6.1.8A1, A4, A11

6.3.8A1

Differentiated Learning Activities

10

The supplemental readings that will be assigned to students have been selected to challenge readers at a variety of levels. The rubric for the performance task will allow students to choose to attempt more challenging work if they so desire. Students will have freedom to complete assignments in the order they find most comfortable.

Ethical Decision Making/Character EducationThis unit centers on evaluating the ethical lessons of the religions of Ancient Israel and applying them today. Students will learn a variety of Judeo-Christian ethics, evaluate them, and choose the ones they find most compelling. We will apply many of these ethics to modern-day situations.

Task Statement: As a kid, lots of times you probably don’t feel like you have very many choices. However, each day you actually make dozens of choices—what you will say, what you will do, how you will act. Many people say that we are defined by the choices we make—that they help determine the people we will become.

Are we teaching kids to make good choices?

Let’s do our part to help kids become the people they can be by creating a series “Choose Your own Adventure” books for kids in elementary school.

“Choose Your Own Adventure” books allow the reader to make choices during the story---with different outcomes depending on the decisions made. A great way for kids to practice making smart, ethical choices!

We will learn about the people of Ancient Israel, and the variety of beliefs and values that existed during that time. We will study and evaluate the teachings and writings of that period and pick some key ethical lessons or stories that we think kids today could benefit from knowing and using in their lives.

Then, we will turn those messages into “Choose Your Own Adventure” books that not only accurately reflect the ethics and thought of Ancient Israel, but also are fun and interesting enough for kids to read and enjoy!

11

Unit VI: Greece

Essential Question: Are the ideas, contributions and values of the Ancient Greeks still important today?

Objectives: Students will be able to: Inter-relate the influence of geographic divisions and barriers with the development of Greece. Compare and Analyze Athenian and Spartan cultures Determine the influence of Greek philosophy on western political thought. Examine the role of Alexander the Great in the spread of Greek culture Recognize and describe the artistic and literary achievements of the ancient Greeks Recognize the role of mythology in Greek culture and provide specific examples that illustrate its role. Apply knowledge of the Greek culture and thought to a modern-day example. Create a timeline featuring the accomplishments and discoveries that served as a catalyst for human development.


Topic 1: Geography of Greece Aegean Sea, Peloponnesus Impact of sea and mountains Farming

Topic 2: Early Civilizations Minoans Mycenaeans The Dark Age Rise of city-states

Topic 3: Tale of Two City-States Comparison of government, education and economy

of Athens and Sparta Allies against Persia

Topic 4: Greek Culture Mythology and religion Greek drama Topic 5: The Golden Age of Athens Age of Pericles Daily Life: citizens and non-citizens Peloponnesian War Death of Socrates


work Final

performance task

Unit test

Textbook In-class library Online resources Video resources



Individual practice Pairs work Small group



Internet research

Word Processing


PowerPoint

6:1.8A2, A4, A5, A11

6.2.8E1, E2

6:3.8 B2, B3, B4, B5

6.5.8A8, B3, B4

6.6.8A5, A6, A7, B3, C5, D5, D7, E2

12



Topic 6: Alexander the Great Rise of Macedonia Alexander’s Conquests Spread of Greek Culture

Topic 7: The Contributions of the Greeks Art and architecture Literature Philosophy Science


performance task Unit test


resources Video

resources



Individual practice



reading


Internet research

Word Processing



Ethical Decision Making/Character EducationThis unit will allow students to evaluate the different elements of Greek culture and determine if they are valuable and appropriate for a modern context (Briarcliff Middle School.) This process will require students to decide what they value individually, and what the school as a whole should value as well.

Task Statement:

As our administration, Mrs. Sakala and Mrs. Mucci are always looking for ways to improve the school. The other day, while browsing through the bookstore, these ladies noticed that there were quite a few books that centered on leaders applying ancient wisdom to today’s world—particularly Ancient Greece. Just a couple of examples:

The Wisdom of Alexander the Great: Enduring Leadership Lessons from the Man Who Created an EmpireWisdom from the Ancients: Enduring Business Lessons from Alexander the Great, Julius Caesar, and the Illustrious Leaders of Ancient Greece and Rome

Mrs. Sakala and Mrs. Mucci wondered if there might be something to this Ancient connection….so they have contacted us—their experts on all things Ancient!

They have asked us to learn all we can about Ancient Greece and to let her know if there is any wisdom, ideas, inspiration that can be applied to Briarcliff Middle School. We can make suggestions about anything---school government, artistic expression, philosophy of learning---we can even suggest mascot options based on Greek mythology!

We will write business letters presenting our findings to Mrs. Sakala and Mrs. Mucci when we are complete with our investigation. You can help make our school even better!

13

Unit VII: Rome

Essential Question: What can Ancient Rome teach us today about the benefits—and dangers—of great power?

Objectives: Students will be able to:Describe how the Etruscans were able to spread their culture throughout RomeExplain the structure of Roman law and its contributions to the modern western legal systemExplain why and how politics leads to abuse of governmental power and how such abuse may be preventedDefine the branches of government and explain their rolesCompare the idea of a clan struggle or clan war as evidenced in the Roman republic with other cultures studiedIdentify the ideas that the Romans adopted from the GreeksOffer a plausible explanation for the rise of the Roman RepublicList and describe the various social classes of ancient RomeProvide the historical context for the Punic WarsAnalyze the problems regarding governing the Roman Empire as it expandedList the most accomplished of the Roman emperors and their accomplishmentsExplain the role religion and rituals maintained in Roman societyIdentify the economic supports of the Roman EmpireEvaluate the impact of the different governments in Ancient Rome—what are the benefits and drawbacks of power? Create a timeline featuring the accomplishments and discoveries that served as a catalyst for human development.



Topic 1: The Birth of Rome Early Kings and Etruscans Latium

Topic 2: The Rise of the Republic Patricians and Plebeians 12 Tables and government Early Expansion The Punic Wars

Topic 3: The Fall of the Republic Problems at home Julius Caesar Augustus Pax Romana Dynasties Ruling the empire: provinces


performance task

Unit test

Textbook In-class

library Online

resources Video

resources



Individual practice



reading


Internet research

Word Processing


6.1.8A1, A2, A4, A8, A11

6.2.8E1, E2

6.3.8B6, B7, B8, B9

6.5.8A8, B3, B4

6.6.8A4, A6, B4, B6, C5, D1, D2, D3, D5, D6, D7, E2


14

Topic 4: Life in the Roman Empire Social Classes and their importance Daily Life Religion Economy and trade Influence of Greece

Topic 5: Christianity and the Fall of Rome Christianity in the Roman empire Rome’s persecution The Decline of Rome Barbarian invasions Growth of the Christian church

Quizzes Homework Individual work Final performance

task Unit test

Textbook In-class

library Online

resources Video

resources






Internet research Word Processing PowerPoint

Differentiated Learning ActivitiesThe supplemental readings that will be assigned to students have been selected to challenge readers at a variety of levels. The rubric for the performance task will allow students to choose to attempt more challenging work if they so desire. Students can also choose the format of their final task performance. Students will have freedom to complete assignments in the order they find most comfortable.

Ethical Decision Making/Character EducationAncient Rome is a perfect context to discuss the complex issue of governmental power—particularly its dangers and its benefits. Through a study of each phase of Ancient Roman history, the children will be able to evaluate what they feel the role of a “good” government is. The conflict between freedom, order and equality found during this time period will help students clarify their own values.

Task Statement: Obi Wan Kenobi. Yoda. Luke Skywalker. Have you heard these names before? Your answer is probably “Of course!” They are key characters in the Star Wars series—one of the most famous stories of all time. The battle between the evil, power-hungry Empire and the brave, freedom-loving rebels has captured many imaginations.

Though the movies say that the story takes place “…long ago in a galaxy far, far, away”, the fact is, a similar story took place here on Earth about 2000 years ago in Ancient Rome! Empires and senates…emperors and slaves…battles and rebellions...yes, Ancient Rome has many of the same elements as the Star Wars series---with many of the same lessons about power, responsibility, and justice.

It can get frustrating for history teachers like myself when kids can remember EVERY character in the Star Wars saga—but yet have NO knowledge about the key figures and events of Ancient Rome. Rome’s history is also an exciting story with much to teach us! So we need your help. Kids love to play with the Star Wars figures and Star Wars trading cards. We think that can work for Ancient Rome as well! You will create a series of either action figures or trading cards focusing on Ancient Rome.

To do this, you will have to undergo an intensive study of Ancient Rome—thorough enough to determine the key players, decide who the villains and heroes are, and analyze the overarching “story” of the time period. Then, you will choose people, events, and locations that really capture the history, contributions and key ideas of the period—and the lessons we should learn from it. The cards and action figures you create will be used in social studies classrooms to help kids get excited about the great story that is Ancient Rome!!!

15

Unit VIII: Summary

Essential Question: What conclusions can we draw about “being human” from our study of the past and our knowledge of the present?

Objectives: Students will be able to:Analyze the characteristics of each of the time periods studied and determine what each period contributed to the human condition. Identify any changes in human nature over time. Define what it means to be “human”. Evaluate the values, activities, contributions of humanity in the ancient world and today. Apply what they have learned about the good and bad characteristics of humanity to their lives and their choices.


Topic 1: Review of Ancient Cultures What does each time period tell us about being

human?

Topic 2: Today’s world What can we learn about being human from the

important people in our world today?

Topic 3: Defining “human” Determining a definition Evaluating humans in the past, and today

Topic 4: Your Life How will what we have learned impact how YOU

are human? What are the values that you will follow?


work Final

performance task

Unit test

Textbook In-class

library Online

resources Video

resources






Internet research

Word Processing

6.1.8A1, A2, A4, A9, A11

6.5.8B7


Ethical Decision Making/Character EducationThis final unit is designed to focus children on their own character---their own humanity. As they evaluate the good and evil in being “human”, they will be asked to make some determinations about themselves. Do they value the same things as humans of the past? Have they learned any lessons from the past? Will they break free of some of the destructive patterns that humans have followed?

Task Statement: What does it mean to be “human?”

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You have spent a year learning the answer to exactly that question, and it is time for us to make sure what we have learned goes with us as we leave 7 th grade.

We will be holding a “Conference on Humanity” to discuss these issues as a group.

There are a few purposes to this conference:

1) You will define what it means to be “human” by combining what we have learned this year with modern examples from today.

2) We will evaluate humanity. Are people becoming “better”? Are we developing? Or have we not changed at all?

3) As the younger generation, you will create a “Covenant for the Future.” This covenant will lay out your promises as the next generation of humankind. What will you do to make the world better? What lessons have you learned from the past? What values will you defend?

You will prepare for this Conference in advance in a small group, and then present your findings to the entire Conference. The Covenant will be written and voted on at the Conference. Each of you will have a copy of the Covenant as you leave 7 th grade, and a copy will be kept on file here at Briarcliff. A reminder of this Covenant will be given to you upon your high school graduation to remind you of your promise to be the best “human” you can be!

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unit iv: evolution - fc.mtlakes.orgfc.mtlakes.org/curriculum_resources/fav2-00102e27/fo… · web...

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