Title of Unit: Subject/Course:

The Rise and Fall of Great Civilizations Grade 9 – Global History

Topic: Designer:
Golden Ages Eileen Mann
Stage 1- Desired Results
Established Goal(s):
Social Studies:
1. Establish timeframes, explore different periods, examine themes across time and within cultures,
and focus on important turning points in world history.
2. Analyze evidence critically and demonstrate an understanding of how circumstances of time and
place influence perspective.
3. Investigate key events, developments, and major turning points in world history to identify the
factors that brought about change and the long-term effects of these changes.
AASL 21st Century Learner:
1. Inquire, think critically, and gain knowledge
2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new
Knowledge
Enduring Understandings: Essential Questions:
Students will understand that…
- key events and factors create major turning 1. What key elements contributed to the downfall
points in world history of these great civilizations?
- critical analysis is necessary to draw 2. How did these civilizations contribute to the
conclusions from gathered evidence cultural and intellectual life of humanity?
- using various unbiased resources when 3. Do you see any similarities in comparison to our
conducting historical research helps us better own society?
understand past civilizations as well as our
own

Students will know… Students will be able to…

- the characteristics of a Golden Age
- what caused the collapse of the culture
- the steps of inquiry/research process
- how to organize notes
- how to use group work to create a finished,
original product
- identify and use differentiated resources
- find and share pertinent information with their
peers in a group setting
- create a clear and concise graphic organizer
- use web tools to present their findings to their
classmates

Stage 2 – Assessment Evidence

Performance Task(s):
Each student group will research one of the five Golden Ages they discussed in Global History. Each
member of the group will be responsible for their individual notes which will be gathered in a
graphic organizer. The students will share their notes with the group members and create a timeline
representing their civilization’s Golden Age. They will design a slideshow that tells the story of their
civilization. They will then convert the slideshow into an ebook using Scribd, which they will present
to the class.
Other evidence:
- Participation in group and independent assignments
- Self-assessment and group assessment reflection
- Journal entry on final question – Real World Connection
Template adapted from “The Big Ideas of UbD” by Grant Wiggins and Jay McTighe, 2004.
 Stage 3 – Learning Plan
Learning Activities:
- Students will be placed in heterogeneous groups of 4-5 members. Each group will be
Responsible for one of the five Golden Ages discussed in class: Abbasid Dynasty, Gupta
Dynasty, Pax Romana, Hellenistic Period, and Song/Tang Dynasty.
- The students will spend at least two days researching their civilization using both circulating
and reference books, the library’s databases, and the websites provided in WebPath Express
(available through the library catalog). Some students may need extra time to research. A
third visit can be scheduled to allow everyone adequate time, or students can come back on
their free periods to continue with their research. Staff will be available to assist them.
- The global teacher will review the elements of a Golden Age: prosperity, art/literature,
architecture, technological advances, and peace.
- Each group member will be responsible for researching a specific element. Students will
receive a graphic organizer in which they will record their findings. They will share their
research with their group. (At this point each student will assess their independent work in a
journal entry.)
- The groups will use the gathered notes to build a timeline for their civilization’s Golden Age,
which will help structure their final project.
- The groups will then use their notes and timelines to collaboratively design a slideshow.
Their focus will be: Tell the story of your Golden Age civilization to a group of people who
have never heard of them. They must discuss each element and the decline or fall of the
civilization.
- They will then convert their group’s slideshow into an ebook on Scribd. (Again they will
write a journal entry – this time their focus will be on their contributions to the group project
and their ability to work cooperatively in a group.)
- Students will return to the library classroom to share their ebooks with the class on the large
LCD screen.
- Students will write a final journal entry that synthesizes the class’s research on Golden Age
civilizations with our present day civilization: How does our society compare to these
cultures? What are the similarities, and what are the differences?

Template adapted from “The Big Ideas of UbD” by Grant Wiggins and Jay McTighe, 2004.