Fair Government: Ancient Civilizations
Created byKatherine Hardison
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Fair Government: Ancient Civilizations

Grade 6Social Studies20 days
This project delves into the governmental systems of River Valley Civilizations and Classical Empires (3500 BCE-600 CE) to evaluate their 'fairness'. Students explore the influence of geography, culture, religion, and laws on these systems, analyzing different forms of government like monarchy, democracy, and theocracy. The project culminates in a debate where students argue whether their assigned civilization's government was 'fair' to its citizens, using evidence from their research to support their claims and reflecting on the challenges of defining fairness in ancient societies.
Ancient CivilizationsGovernmentFairnessCitizenshipRiver Valley CivilizationsClassical EmpiresLaws
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How did the interplay of geography, culture, religion, and laws shape the diverse systems of government and citizenship in River Valley Civilizations and Classical Empires, and to what extent were these systems considered 'fair' by their citizens?

Essential Questions

Supporting questions that break down major concepts.
  • How did geography and culture shape the governments of River Valley Civilizations and Classical Empires?
  • What role did religion play in ancient governments?
  • What are the different types of government that emerged in River Valley Civilizations and Classical Empires?
  • What rights and responsibilities did citizens have in ancient societies like Greece and Rome?
  • How did laws impact the lives of people in River Valley Civilizations and Classical Empires?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to describe the origins, functions, and structures of governments in River Valley Civilizations and Classical Empires.
  • Students will be able to explain the connection between government and religion in ancient civilizations.
  • Students will be able to differentiate between various forms of government (monarchy, democracy, republic, empire, theocracy).
  • Students will be able to evaluate the rights, roles, and responsibilities of citizens in Classical Greece and Rome.
  • Students will be able to analyze the influence of historical, economic, geographic, and cultural factors on social and government structures.
  • Students will be able to analyze the purposes and effects of laws in River Valley Civilizations and Classical Empires.
  • Students will be able to evaluate the 'fairness' of ancient government systems from the perspective of their citizens.

Teacher Specified Standards

6.C.CP.1
Primary
Explain the origins, functions and structures of governments in River Valley Civilizations and Classical Empires between 3500 BCE-600 CE.Reason: Directly relevant to understanding governmental systems.
6.C.CP.2
Primary
Explain connections between government and religion in River Valley Civilizations and Classical Empires between 3500 BCE-600 CE.Reason: Addresses the role of religion in government.
6.C.CP.3
Primary
Describe the political institutions of monarchy, democracy, republic, empire and theocracy in River Valley Civilizations and Classical Empires between 3500 BCE-600 CE.Reason: Focuses on types of government.
6.C.RR.1
Primary
Evaluate the rights, roles, responsibilities and limitations of the concept of citizen in Classical Greece and Rome.Reason: Addresses citizenship and its limitations.
6.C.CV.1
Primary
Analyze how historical, economic, geographic and cultural characteristics influence social and government structures in River Valley Civilizations and Classical Empires between3500 BCE-600CEReason: Explores influences on social and government structures.
6.C.PR.1
Primary
Analyze the purposes and effects of laws in River Valley Civilizations and Classical Empires between 3500 BCE-600 CEReason: Focuses on laws and their effects.

Entry Events

Events that will be used to introduce the project to students

The Mysterious Decree

A cryptic decree from a fictional ancient civilization is delivered to the class. Students must decipher the decree's purpose and implications for the society, sparking debate about fairness and the role of government.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Civilization Starter Pack: Geography and Governance

Students will begin by investigating how geography influenced the development of early governments. This activity sets the stage for understanding more complex political systems by grounding them in tangible environmental factors.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide students into groups, each assigned a specific River Valley Civilization (e.g., Mesopotamia, Egypt, Indus Valley, China) or Classical Empire (e.g., Greece, Rome).
2. Each group researches the geography of their assigned civilization, focusing on factors like rivers, mountains, deserts, and access to resources.
3. Groups brainstorm how these geographical factors might have influenced the development of their civilization's government. (e.g., Did the need for irrigation lead to a centralized authority? Did natural barriers encourage independent city-states?)
4. Each group creates a presentation (poster, short skit, digital presentation) summarizing their findings.

Final Product

What students will submit as the final product of the activityA group presentation explaining the relationship between geography and government in their assigned civilization.

Alignment

How this activity aligns with the learning objectives & standardsAddresses 6.C.CV.1 by analyzing how geographic characteristics influence government structures in River Valley Civilizations and Classical Empires. It also touches on 6.C.CP.1 by examining the origins of these governments.
Activity 2

Divine Decree: Religion's Role in Rulers' Rule

This activity examines how religion was intertwined with government in ancient civilizations, providing legitimacy and influencing laws and social structures. Students will explore specific examples of this relationship.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students stay in their previous groups and research the religious beliefs and practices of their assigned civilization.
2. Groups identify specific ways in which religion influenced the government. (e.g., Did rulers claim divine right? Were religious leaders also political leaders? Did religious laws influence civil laws?)
3. Each group prepares a short essay or presentation outlining the connections between government and religion in their civilization, providing specific examples.

Final Product

What students will submit as the final product of the activityAn essay or presentation detailing the relationship between religion and government in the assigned civilization, with specific examples.

Alignment

How this activity aligns with the learning objectives & standardsDirectly addresses 6.C.CP.2 by explaining the connections between government and religion in River Valley Civilizations and Classical Empires.
Activity 3

Governmental Galaxy: Mapping Political Systems

Students will delve into different forms of government that emerged in ancient civilizations. This activity allows students to classify and compare various political institutions, enhancing their understanding of political diversity.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Introduce the different types of government: monarchy, democracy, republic, empire, and theocracy.
2. Each group analyzes their assigned civilization and determines which type(s) of government best describe it. Some civilizations may have transitioned through multiple forms of government.
3. Groups create a visual representation (e.g., a chart, a timeline, an infographic) showing the type(s) of government that existed in their civilization and explaining why they classified it that way.

Final Product

What students will submit as the final product of the activityA visual representation (chart, timeline, infographic) classifying the type(s) of government in their assigned civilization with justifications.

Alignment

How this activity aligns with the learning objectives & standardsFocuses on 6.C.CP.3 by describing the political institutions of monarchy, democracy, republic, empire, and theocracy in River Valley Civilizations and Classical Empires.
Activity 4

Citizen's Soapbox: Rights, Roles, and Responsibilities

This activity focuses on the concept of citizenship in Classical Greece and Rome, exploring the rights, roles, responsibilities, and limitations of citizens. Students will analyze primary and secondary sources to understand the citizen experience.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Focus shifts to Classical Greece and Rome. Provide students with primary and secondary source excerpts about citizenship in these societies (e.g., excerpts from Plato, Aristotle, Roman law).
2. In groups, students analyze the sources to identify the rights, roles, responsibilities, and limitations of citizens in Greece and Rome.
3. Each group prepares a short presentation or skit depicting a day in the life of a citizen in either Greece or Rome, highlighting their rights, roles, responsibilities, and limitations.

Final Product

What students will submit as the final product of the activityA presentation or skit depicting a day in the life of a citizen in Classical Greece or Rome, illustrating their rights, roles, responsibilities, and limitations.

Alignment

How this activity aligns with the learning objectives & standardsAddresses 6.C.RR.1 by evaluating the rights, roles, responsibilities, and limitations of the concept of citizen in Classical Greece and Rome.
Activity 5

Law & Order: Ancient Edition

Students will investigate the purposes and effects of laws in River Valley Civilizations and Classical Empires, analyzing specific laws and their impact on society.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Each group researches specific laws from their assigned civilization (e.g., Hammurabi's Code, Roman law, Egyptian decrees).
2. Groups analyze the purpose of these laws and their effects on different groups within society (e.g., rich vs. poor, men vs. women, slaves vs. free citizens).
3. Each group creates a 'law book' containing the laws they researched, along with explanations of their purpose and effects.

Final Product

What students will submit as the final product of the activityA 'law book' containing researched laws from their assigned civilization, with explanations of their purpose and effects on society.

Alignment

How this activity aligns with the learning objectives & standardsAddresses 6.C.PR.1 by analyzing the purposes and effects of laws in River Valley Civilizations and Classical Empires.
Activity 6

Fairness Face-Off: Debating Ancient Governments

This culminating activity challenges students to evaluate the 'fairness' of ancient government systems from the perspective of their citizens, using the knowledge they've gained throughout the project. This encourages critical thinking and empathy.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Each group prepares a debate arguing whether their assigned civilization's government was 'fair' to its citizens, considering the rights, roles, responsibilities, and limitations of different groups within society.
2. Groups present their arguments in a class debate, using evidence from their previous research to support their claims.
3. After the debates, the class reflects on the different perspectives presented and discusses the challenges of defining 'fairness' in the context of ancient societies.

Final Product

What students will submit as the final product of the activityParticipation in a class debate evaluating the 'fairness' of their assigned civilization's government, supported by evidence from previous research.

Alignment

How this activity aligns with the learning objectives & standardsThis activity integrates all the standards, 6.C.CP.1, 6.C.CP.2, 6.C.CP.3, 6.C.RR.1, 6.C.CV.1, and 6.C.PR.1, as students must draw upon their understanding of governmental structures, religion, citizenship, cultural influences, and laws to evaluate the fairness of ancient systems.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Ancient Civilizations Government Analysis Rubric

Category 1

Research & Information Gathering

Demonstrates the ability to gather, organize, and synthesize information from various sources to understand the assigned civilization's government.
Criterion 1

Source Variety & Credibility

Effectively uses a variety of credible sources to gather information about the civilization's government, religion, citizenship, and laws.

Exemplary
4 Points

Uses a wide range of primary and secondary sources, demonstrating careful evaluation of source credibility and bias.

Proficient
3 Points

Uses a variety of relevant sources, with some attention to source credibility.

Developing
2 Points

Uses a limited range of sources, with minimal attention to source credibility.

Beginning
1 Points

Relies on a single or unreliable source, demonstrating little to no understanding of source credibility.

Criterion 2

Information Synthesis

Demonstrates the ability to synthesize information from multiple sources to create a cohesive understanding of the civilization’s government.

Exemplary
4 Points

Synthesizes information seamlessly, creating a nuanced and insightful understanding of the civilization's governmental system and its complexities.

Proficient
3 Points

Synthesizes information effectively, creating a clear understanding of the civilization's government.

Developing
2 Points

Synthesizes information with some difficulty, resulting in a partially coherent understanding of the civilization's government.

Beginning
1 Points

Struggles to synthesize information, resulting in a fragmented or inaccurate understanding of the civilization's government.

Category 2

Analysis & Interpretation

Demonstrates the ability to analyze the interplay of geography, culture, religion, and laws in shaping government and citizenship and to interpret the 'fairness' of these systems.
Criterion 1

Contextual Analysis

Analyzes how historical, economic, geographic, and cultural characteristics influenced social and government structures.

Exemplary
4 Points

Provides a comprehensive and insightful analysis of the complex interplay of historical, economic, geographic, and cultural factors shaping government structures.

Proficient
3 Points

Provides a thorough analysis of how historical, economic, geographic, and cultural characteristics influenced government structures.

Developing
2 Points

Provides a basic analysis, identifying some connections between contextual factors and government structures.

Beginning
1 Points

Struggles to identify connections between contextual factors and government structures.

Criterion 2

Fairness Evaluation

Evaluates the 'fairness' of the civilization's government from the perspective of its citizens, considering the rights, roles, responsibilities, and limitations of different groups.

Exemplary
4 Points

Offers a nuanced and well-supported evaluation of fairness, considering diverse perspectives and the complexities of the civilization's social structure.

Proficient
3 Points

Evaluates the fairness of the government, considering the rights, roles, responsibilities, and limitations of different groups.

Developing
2 Points

Offers a limited evaluation of fairness, with some consideration of different groups within society.

Beginning
1 Points

Provides a superficial or biased evaluation of fairness, with little consideration of different groups.

Category 3

Communication & Presentation

Effectively communicates findings and arguments through presentations, debates, and visual representations.
Criterion 1

Clarity & Organization

Presents information in a clear, logical, and organized manner, making it easy for the audience to understand the key points.

Exemplary
4 Points

Presents information with exceptional clarity and organization, using compelling visuals and engaging delivery to captivate the audience.

Proficient
3 Points

Presents information clearly and logically, with effective organization and supporting visuals.

Developing
2 Points

Presents information with some clarity but lacks consistent organization, making it difficult to follow at times.

Beginning
1 Points

Presents information in a disorganized and confusing manner, making it difficult for the audience to understand the main points.

Criterion 2

Evidence & Support

Supports claims and arguments with specific evidence from research and analysis.

Exemplary
4 Points

Substantiates all claims with compelling and relevant evidence, demonstrating a deep understanding of the civilization and its government.

Proficient
3 Points

Supports claims with relevant evidence from research and analysis.

Developing
2 Points

Provides some evidence, but it is not always relevant or sufficient to support claims.

Beginning
1 Points

Provides little to no evidence to support claims, relying on generalizations or unsubstantiated opinions.

Category 4

Collaboration & Participation

Actively participates in group activities, contributing constructively to the research, analysis, and presentation of findings.
Criterion 1

Constructive Contribution

Contributes meaningfully to group discussions and activities, offering valuable insights and supporting the work of others.

Exemplary
4 Points

Demonstrates leadership and initiative, fostering a collaborative environment and significantly enhancing the group's understanding and outcomes.

Proficient
3 Points

Contributes actively and constructively to group discussions and activities.

Developing
2 Points

Participates in group activities but contribution is inconsistent or limited.

Beginning
1 Points

Rarely participates in group activities or contributes in a non-constructive manner.

Criterion 2

Respectful Interaction

Listens respectfully to others' ideas and perspectives, engaging in constructive dialogue and avoiding disrespectful behavior.

Exemplary
4 Points

Actively promotes respectful interaction, creating an inclusive environment where all voices are valued and heard.

Proficient
3 Points

Listens respectfully to others and engages in constructive dialogue.

Developing
2 Points

Generally listens respectfully but may occasionally interrupt or dismiss others' ideas.

Beginning
1 Points

Demonstrates disrespectful behavior, interrupting others or dismissing their ideas.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflecting on your exploration of ancient civilizations, what is your current definition of a 'fair' system of government?

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Question 2

To what extent do you think the government of your assigned civilization was considered 'fair' by its citizens? (1-Not at all fair, 5-Very fair)

Scale
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Question 3

What was the most surprising thing you learned about the relationship between geography, culture, religion, and government in ancient civilizations?

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Question 4

Which of the following best describes your perspective on the challenges of defining 'fairness' in the context of ancient societies?

Multiple choice
Required
Options
Fairness is a universal concept that applies across all time periods.
Fairness is relative and depends on the values and beliefs of each society.
It is impossible to determine what is 'fair' in ancient societies because we cannot know the perspectives of people who lived then.
Fairness is determined by those in power.
Question 5

How has your understanding of citizenship changed as a result of this project?

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Question 6

If you could implement one change to make your assigned civilization's government 'fairer', what would it be and why?

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