River Valley Civilizations: The Board Game Design Challenge
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River Valley Civilizations: The Board Game Design Challenge

Grade 6Social Studies17 days
In this project, 6th-grade students design a board game that simulates the complexities of ancient River Valley Civilizations, focusing on Mesopotamia. Students research government, religion, geography, and economy to create game mechanics, challenges, and resources. The goal is to understand how these civilizations addressed challenges in community development and sustainability, and how historical lessons can inform modern solutions.
River Valley CivilizationsMesopotamiaBoard Game DesignAncient HistorySocial StudiesEconomic Systems
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as informed citizens, use the lessons from ancient River Valley Civilizations to address modern challenges in community development and sustainability?

Essential Questions

Supporting questions that break down major concepts.
  • How does geography continue to shape human societies and their development?
  • In what ways do technological advancements and economic systems impact societal structures and interactions?
  • What is the role of governance, ethics, and cultural values in shaping a sustainable and equitable society?
  • How can understanding historical challenges and solutions inform our approaches to contemporary problems?
  • How do cooperation and conflict influence the trajectory of civilizations, both past and present?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to explain the impact of geography on the development of Mesopotamian civilizations.
  • Students will be able to describe the key features of Mesopotamian government, religion, and law.
  • Students will be able to analyze the economic systems of Mesopotamian civilizations, including trade and specialization.
  • Students will be able to evaluate the challenges faced by Mesopotamians and their solutions.
  • Students will be able to design a board game that accurately reflects the complexities of Mesopotamian society.

Teacher Standards

6.C.CP.1
Primary
Explain the origins, functions and structures of governments in River Valley Civilizations between 3500 BCE-600 CE.Reason: The game requires students to understand and represent the governmental structures of the civilizations.
6.C.CP.2
Primary
Explain connections between government and religion in River Valley Civilizations between 3500 BCE-600 CE.Reason: The game requires students to understand and represent the relationship between government and religion.
6.C.CV.1
Primary
Analyze how historical, economic, geographic and cultural characteristics influence social and government structures in River Valley Civilizations between 3500 BCE-600 CE.Reason: The game requires students to understand and represent the various factors that influenced social and governmental structures.
6.C.PR.1
Primary
Analyze the purposes and effects of laws in River Valley Civilizations between 3500 BCE-600 CE.Reason: The game requires students to understand and represent the legal systems of the civilizations.
6.E.MI.1
Secondary
Trace the chain of supply for a needed product.Reason: Resource management in the game can align with understanding supply chains.
6.E.MA.1
Secondary
Describe how civilizations used bartering to establish mediums of exchange to meet their wants.Reason: Economic systems within the game can incorporate bartering.
6.E.ST.2
Secondary
Examine how new knowledge, technology and specialization increase productivity.Reason: The game can demonstrate how technology and specialization increase productivity.
6.E.IC.1
Primary
Analyze the economic choices of individuals, societies and governments.Reason: Players make economic choices throughout the game that reflects the choices of the civilization.
6.G.HE.1
Primary
Analyze how physical environments shaped the development of River Valley Civilizations between 3500 BCE-600 CE.Reason: The game requires students to understand and represent the impact of geography on the civilization.
6.G.GR.1
Primary
Use maps and other geographic representations, geospatial technologies, and spatial thinking to determine similarities and differences among River Valley Civilizations between 3500 BCE-600 CE.Reason: The game board itself will be a geographic representation of the area.
6.H.CE.1
Primary
Analyze the causes and effects of the rise of River Valley Civilizations.Reason: The core of the game revolves around the rise of the civilization.
6.I.CC.5
Secondary
Describe a specific problem from the development of civilizations using each of the social studies disciplines.Reason: Game challenges can be designed to highlight problems from different disciplinary perspectives.

Entry Events

Events that will be used to introduce the project to students

The Lost City

Students receive a mysterious package containing artifacts (replicas) from ancient Mesopotamia and a letter from a fictional archaeologist. The letter details a newly discovered city and tasks the students with recreating its society through a board game, prompting initial research and discussion.
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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

Mesopotamia Fact File

Students research different aspects of Mesopotamian life (government, religion, geography, economy) and create individual reference cards that will later be used to inform their board game design.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Divide students into groups, each focusing on one key aspect of Mesopotamian civilization (e.g., government, religion, geography, economy).
2. Each group researches their assigned topic using provided resources (textbooks, articles, websites).
3. Students create individual reference cards summarizing their research findings, including key terms, concepts, and examples.
4. Groups share their reference cards with the class, creating a comprehensive resource for all students.

Final Product

What students will submit as the final product of the activityA set of detailed reference cards covering key aspects of Mesopotamian civilization.

Alignment

How this activity aligns with the learning objectives & standardsCovers 6.C.CP.1 (origins, functions, and structures of government), 6.G.GR.1 (geographic representation), and 6.H.CE.1 (causes and effects of the rise).
Activity 2

Challenge Card Creator

Students brainstorm challenges faced by Mesopotamian society and propose solutions based on their research. They then design event cards for their board game that reflect these challenges and solutions.

Steps

Here is some basic scaffolding to help students complete the activity.
1. As a class, brainstorm a list of challenges faced by Mesopotamian society (e.g., flooding, invasion, resource scarcity).
2. In groups, students choose a challenge and research how Mesopotamians addressed it.
3. Students design an event card that presents the challenge and offers players choices on how to respond, based on historical solutions.
4. Each event card should include an explanation of the potential consequences of each choice, linking back to the historical outcomes.

Final Product

What students will submit as the final product of the activityA set of event cards for the board game that present challenges and opportunities based on Mesopotamian history.

Alignment

How this activity aligns with the learning objectives & standardsCovers 6.C.CP.2 (connections between government and religion), 6.C.PR.1 (purposes and effects of laws), and 6.I.CC.5 (describing problems from social studies perspectives).
Activity 3

Barter & Boom: Economic Engine Design

Students design the economic system for their board game, including resources, trade, and specialization. They create resource cards and rules for bartering and trade.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Discuss the economic foundations of Mesopotamian society, including agriculture, trade, and specialization.
2. Students design resource cards representing key Mesopotamian resources (e.g., water, grain, clay, metal).
3. Develop rules for bartering and trade between players, reflecting the economic practices of Mesopotamian civilizations.
4. Incorporate specialization by allowing players to focus on producing certain resources or goods, increasing their efficiency but also making them dependent on trade.

Final Product

What students will submit as the final product of the activityA detailed economic system for the board game, including resource cards, rules for trade, and specialization options.

Alignment

How this activity aligns with the learning objectives & standardsCovers 6.E.MA.1 (bartering), 6.E.ST.2 (technology and specialization), and 6.E.IC.1 (economic choices).
Activity 4

The Cradle of Civilization Game

Students combine all of their research and design elements to create a playable board game that accurately reflects the complexities of Mesopotamian society.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Students create a game board representing the geographic landscape of Mesopotamia, including key features like rivers, mountains, and cities.
2. Integrate the reference cards, event cards, and economic system into the game mechanics.
3. Develop rules for player movement, resource management, and conflict resolution.
4. Playtest the game and make adjustments based on feedback.

Final Product

What students will submit as the final product of the activityA fully designed and playable board game that simulates the rise and challenges of a Mesopotamian civilization.

Alignment

How this activity aligns with the learning objectives & standardsCovers 6.C.CV.1 (influence of characteristics on structures), 6.G.HE.1 (how environments shaped development), and all learning goals.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

River Valley Civilizations Board Game Rubric

Category 1

Research Quality

Focuses on the accuracy, clarity, and depth of research related to Mesopotamian civilization, as presented on the reference cards.
Criterion 1

Factual Accuracy

Accuracy of Factual Information: Assesses the correctness and depth of historical details presented on the reference cards.

Exemplary
4 Points

Demonstrates exceptional accuracy and depth in the factual information presented. Reference cards include comprehensive details and nuanced understanding of Mesopotamian civilization.

Proficient
3 Points

Demonstrates accurate factual information with good depth. Reference cards include relevant details and a clear understanding of Mesopotamian civilization.

Developing
2 Points

Presents factual information with some inaccuracies and limited depth. Reference cards include basic details but may lack clarity or completeness.

Beginning
1 Points

Presents inaccurate factual information with minimal depth. Reference cards lack essential details and demonstrate a poor understanding of Mesopotamian civilization.

Criterion 2

Clarity & Organization

Clarity and Organization: Assesses how clearly and logically the information is presented on the reference cards.

Exemplary
4 Points

Presents information with exceptional clarity and organization, making it easy to understand and use. Reference cards are visually appealing and well-structured.

Proficient
3 Points

Presents information with good clarity and organization, making it easy to understand and use. Reference cards are well-structured and visually organized.

Developing
2 Points

Presents information with some clarity and organization, but may be difficult to understand or use. Reference cards may lack structure or visual appeal.

Beginning
1 Points

Presents information with poor clarity and organization, making it difficult to understand or use. Reference cards lack structure and visual appeal.

Criterion 3

Concept Integration

Integration of Key Concepts: Assesses how well the reference cards integrate and explain key concepts related to Mesopotamian civilization.

Exemplary
4 Points

Masterfully integrates and explains key concepts, demonstrating a sophisticated understanding of their significance and interrelationships within Mesopotamian civilization.

Proficient
3 Points

Effectively integrates and explains key concepts, demonstrating a solid understanding of their significance and interrelationships within Mesopotamian civilization.

Developing
2 Points

Partially integrates and explains key concepts, demonstrating a basic understanding of their significance and interrelationships within Mesopotamian civilization.

Beginning
1 Points

Fails to integrate and explain key concepts, demonstrating a limited understanding of their significance and interrelationships within Mesopotamian civilization.

Category 2

Challenge Design

Focuses on the accuracy, relevance, and clarity of the challenges and solutions presented on the event cards.
Criterion 1

Challenge Accuracy

Historical Accuracy of Challenges: Assesses the accuracy and realism of the challenges presented on the event cards, based on historical context.

Exemplary
4 Points

Presents challenges with exceptional historical accuracy and realism, reflecting a deep understanding of the difficulties faced by Mesopotamian society.

Proficient
3 Points

Presents challenges with good historical accuracy and realism, reflecting a solid understanding of the difficulties faced by Mesopotamian society.

Developing
2 Points

Presents challenges with some historical accuracy and realism, but may include inaccuracies or oversimplifications.

Beginning
1 Points

Presents challenges with poor historical accuracy and realism, demonstrating a limited understanding of the difficulties faced by Mesopotamian society.

Criterion 2

Solution Relevance

Relevance and Feasibility of Solutions: Assesses the appropriateness and practicality of the solutions proposed on the event cards, considering the historical context.

Exemplary
4 Points

Proposes solutions that are exceptionally relevant, feasible, and well-justified based on historical precedents and logical reasoning.

Proficient
3 Points

Proposes solutions that are relevant, feasible, and well-justified based on historical precedents and logical reasoning.

Developing
2 Points

Proposes solutions that are somewhat relevant and feasible, but may lack justification or historical grounding.

Beginning
1 Points

Proposes solutions that are irrelevant, infeasible, or poorly justified, demonstrating a lack of understanding of the historical context.

Criterion 3

Consequence Clarity

Clarity of Consequences: Assesses how clearly the potential consequences of each choice are explained on the event cards, linking them back to historical outcomes.

Exemplary
4 Points

Explains the potential consequences of each choice with exceptional clarity and detail, providing comprehensive insights into the historical outcomes and their broader implications.

Proficient
3 Points

Explains the potential consequences of each choice with good clarity and detail, providing clear insights into the historical outcomes and their broader implications.

Developing
2 Points

Explains the potential consequences of each choice with some clarity, but may lack detail or connection to historical outcomes.

Beginning
1 Points

Fails to explain the potential consequences of each choice clearly, demonstrating a limited understanding of the historical outcomes.

Category 3

Economic Design

Focuses on the realism, balance, and integration of the economic system designed for the board game.
Criterion 1

Economic Realism

Realism of Economic Model: Assesses how realistically the economic system reflects the practices and challenges of Mesopotamian civilizations, including bartering, trade, and specialization.

Exemplary
4 Points

Creates an economic system that realistically simulates the practices and challenges of Mesopotamian civilizations, demonstrating a deep understanding of bartering, trade, and specialization.

Proficient
3 Points

Creates an economic system that accurately reflects the practices and challenges of Mesopotamian civilizations, demonstrating a solid understanding of bartering, trade, and specialization.

Developing
2 Points

Creates an economic system that partially reflects the practices and challenges of Mesopotamian civilizations, but may include inaccuracies or oversimplifications.

Beginning
1 Points

Creates an economic system that poorly reflects the practices and challenges of Mesopotamian civilizations, demonstrating a limited understanding of bartering, trade, and specialization.

Criterion 2

Economic Balance

Balance and Fairness: Assesses the balance and fairness of the economic system, ensuring that all players have equal opportunities for success and that no single strategy dominates the game.

Exemplary
4 Points

Creates a balanced and fair economic system, ensuring that all players have equal opportunities for success and that no single strategy dominates the game.

Proficient
3 Points

Creates a mostly balanced and fair economic system, with minor adjustments needed to ensure equal opportunities for success.

Developing
2 Points

Creates an economic system with some imbalances or unfairness, requiring significant adjustments to ensure equal opportunities for success.

Beginning
1 Points

Creates an economic system that is unbalanced and unfair, giving certain players or strategies a significant advantage over others.

Criterion 3

Economic Integration

Integration with Game Mechanics: Assesses how well the economic system is integrated with the other game mechanics, creating a cohesive and engaging gameplay experience.

Exemplary
4 Points

Integrates the economic system seamlessly with the other game mechanics, creating a cohesive and engaging gameplay experience that enhances the overall simulation of Mesopotamian civilization.

Proficient
3 Points

Integrates the economic system effectively with the other game mechanics, creating a functional and engaging gameplay experience.

Developing
2 Points

Integrates the economic system partially with the other game mechanics, but may result in disjointed or confusing gameplay.

Beginning
1 Points

Fails to integrate the economic system with the other game mechanics, resulting in a fragmented and unenjoyable gameplay experience.

Category 4

Game Design

Focuses on the overall design and playability of the board game, including its geographic representation, integration of game elements, and level of engagement.
Criterion 1

Geographic Accuracy

Geographic Representation: Assesses the accuracy and detail of the game board's representation of the Mesopotamian landscape, including key geographic features.

Exemplary
4 Points

Creates a game board that accurately and detailedly represents the Mesopotamian landscape, including all key geographic features and their historical significance.

Proficient
3 Points

Creates a game board that accurately represents the Mesopotamian landscape, including most key geographic features.

Developing
2 Points

Creates a game board that partially represents the Mesopotamian landscape, but may omit or misrepresent some key geographic features.

Beginning
1 Points

Creates a game board that poorly represents the Mesopotamian landscape, demonstrating a limited understanding of its geography.

Criterion 2

Element Integration

Integration of Game Elements: Assesses how effectively the reference cards, event cards, and economic system are integrated into the game mechanics, creating a cohesive and engaging experience.

Exemplary
4 Points

Integrates all game elements seamlessly, creating a cohesive and engaging experience that accurately simulates the complexities of Mesopotamian society.

Proficient
3 Points

Integrates most game elements effectively, creating a functional and engaging gaming experience.

Developing
2 Points

Integrates some game elements, but may result in disjointed or confusing gameplay.

Beginning
1 Points

Fails to integrate game elements effectively, resulting in a fragmented and unenjoyable gameplay experience.

Criterion 3

Game Engagement

Playability and Engagement: Assesses the overall playability and engagement of the board game, including the clarity of the rules, the balance of the gameplay, and the level of player interaction.

Exemplary
4 Points

Creates a highly playable and engaging board game with clear rules, balanced gameplay, and high levels of player interaction.

Proficient
3 Points

Creates a playable and engaging board game with clear rules, balanced gameplay, and good levels of player interaction.

Developing
2 Points

Creates a board game that is somewhat playable and engaging, but may suffer from unclear rules, unbalanced gameplay, or limited player interaction.

Beginning
1 Points

Creates a board game that is unplayable and unengaging, due to unclear rules, unbalanced gameplay, and lack of player interaction.

Reflection Prompts

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

How did creating this board game enhance your understanding of the challenges and opportunities faced by people in ancient River Valley Civilizations?

Text
Required
Question 2

To what extent do you agree that the game effectively simulates the complexities of Mesopotamian society?

Scale
Required
Question 3

Which aspect of Mesopotamian civilization (government, religion, economy, geography) did you find most challenging to represent in the game, and why?

Multiple choice
Required
Options
Government
Religion
Economy
Geography