Secret Civilization

(Secret Civilization)
Developed by: Barbara B. Ducote
Spring 98

Summary:
A process in cooperative learning, and problem solving.

Connection to the Curriculum:
In-groups, students will research, design and create realistic societies.

Time:
Two weeks

Season:
Any time

Materials:

• Research materials
• Graph papers
• Drawing paper
• Markers/map pencils

TEKS:

Social Studies:

(6.5) Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies.

The student is expected to:

1. explain factors such as location, physical features, transportation corridors and barriers, and distribution of natuources that influence the economic development and foreign polices of societies
2. Identify geographic factors that influence a society's ability to control territory and that shapes the domestic and foreign policies of the society.

(6.6) Geography. The student understands the impact of interactions between people and the physical environment on the development of places and regions.

The student is expected to:

1. identify and analyze ways people have adapted to the physical environment in selected places and regions
2. identify and analyze ways people have modified the physical environments
3. Describe ways in which technology influences human capacity to modify the physical environment.

(6.9) Economics. The student understands the role factors of production play in a society's economy.

The student is expect to:

1. describe ways in which factories of production (natural resources, labor, capital, and entrepreneurs) influence the economies of selected contemporary societies

(6.12) Government. The student understands alternative ways organizing governments.

The student is expect to:

1. identify alternative ways oforgaizing governments such as rule by one, few or many
2. identify examples of governments with rule by one, few or many

(6.15) Culture. The student understands the similarities and differences within and among cultures in different societies.

The student is expected to:

1. define the concepts of culture and culture region
2. describe some traits that define cultures.

(6.16) Culture. The student understands that certain institutions are basic to all societies, but characteristics of these institutions may very from one society to another.

The students is expected to:

1. identify institutions basic to all societies, including government, economic, educational, and religious institutions

(6.22) Social Studies skills: The student communicates in written, oral, and visual forms.

The student is expected to:

1. use social studies terminology correctly
2. incorporate main and supporting ideas in verbal and written communications
3. express ideas orally based on research and experience
4. create written and visual materials such as journal entries, reports, graphic organizers, outlines, and bibliographies; and
5. Use standard grammar, spelling, sentence structure, and punctuation.

(6.23) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

The student is expected to:

1. Use a problem-solving process to identify and problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution
2. Use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

Objectives:
After having studies various ancient civilizations, students will create a new civilization. Students will develop:

1. Geographical location - include factors that impact the development of society, i.e. climate, terrain, wildlife, etc.
2. A secret language in written form
3. A system of government. Students will be explain the rules of government, how government is established, how it stays in power, and punishment imposed on society.
4. Develop a monetary system and explain its bases.
5. Develop an educational system.

Procedures:
Divide the class into groups of four. Each group will have an artist/designer, recorder/typist, and two researchers.

1. After studying various ancient civilizations, groups will research language, government, and culture of a civilization of their choice.
2. Groups will create a geographical location for their civilization. Groups will design a graph physical location of civilization. Students will represent natural resources and geological boundaries.
3. Transfer graph to a color map drawing of civilization.
4. Groups will create a brochure for visitors to their society explain their society, language, monetary system, customs, etc. (The brochures will be written the language the student developed. Each will have a key for the language and an English translation)
5. Groups will meet with each other and try to discover what another groups civilization is based on, its language, its government, economy, etc.
6. Each group will present its civilization to attract visitors to their civilization.

Evaluation:
Students will be evaluated using a rubric in each of the following areas:

• Graph design of geographic location
• Map of geographic location
• Class presentation
• Brochure
• Group work/research

Rubric: Graph and Map

Rubric: Group Work and Research

Expanding the Lesson:
Having students create artifacts of their civilizations could expand his lesson. Artifacts could by excavated in Tell Boxes are in an archaeological dig.

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Revised: December 22, 1999