Grade Subject Topic/unit Recommended number of lessons

VI History Introduction to History 3

Links to prior learning Links to future learning

 Display or distribute a list of historical sites that students have already

visited.
 Ask students to discuss and share what they remember about each site.  Ancient Civilizations: Explore the history of ancient civilizations,
such as Mesopotamia, Greece, or Rome.
 World Religions: Examine the origins and impact of major world
religions.

By the end of this unit, students should be able to:

Understand the importance of studying history and its relevance to the present.
Identify key events and figures from the past.
Explain the purpose and use of historical sources

Key Vocabulary Suggested Homework Assessment Details

 archaeologist: one who  BC: before common  Write a reflection on the Formative:
studies evidence from era importance of studying
the ancient past.  Gregorian calender: history. They should - After the group discussions, have each group present
 remains : (noun) calender starting from explain why learning about a summary of their assigned chapter to the entire class.
objects etc. left over the birth of the the past is valuable and
from an earlier period. prophet Jesus how it can help us - As students present, assess their understanding of the
 Carbon dating:  AH: Anno Hegirae understand the present and main ideas and concepts by using the provided
methods used by ( in islam hazrat future. assessment rubric.
modern researchers to Muhammad SAW
 determine the age of an journey from Makkah  Learn the given definitions
object according to a to Medina is the date in the notebook. - Engage students in a class discussion, encouraging
scientific formula from which the them to ask questions and provide feedback to their
Islamic Era begins )  Complete the given peers.
worksheet
 Learn all the work of chapter
introduction for test
Summative:

End of the chapter test

Lesson Resources Required Warm Up / Starter Suggested activities Plenary

Activities that support the
development of skills &
knowledge
Textbook ,white - Begin the lesson by asking - Divide the students into small Reflect on the importance of
board,multimedia students the following groups. studying history as discussed
questions: in the lesson.
- Provide each group with a - Ask students to consider how
their understanding of history
- Why is it important to study specific chapter from
"Understanding History." can influence their lives and
history? decision-making processes.
- Summarize the main points
Introduction

- Instruct the groups to read and

- How can studying history discuss the chapter together, covered in the lesson and
help us understand the present focusing on the main ideas and provide any additional
and plan for the future? key concepts presented. resources for further
exploration
- Allow students to share their - Encourage students to take notes
ideas and opinions. Write their and ask questions as they read.
responses on the board.
 Grade Subject Topic/unit Recommended number of lessons

VI History Civilization of the Ancient World: Mesopotamia 3

Links to prior learning Links to future learning

 Knowledge of basic world geography and the concept of a  Understanding the ancient civilization of Mesopotamia
civilization. will serve as a foundation for studying other early
 Familarity with the concept of ancient civilizations such as Egypt civilizations like Ancient Greece, Rome, and Egypt.
and the Indus Valley Civilization.

By the end of this unit, students should be able to:

Describe the key characteristics and contributions of the ancient civilization of Mesopotamia.
Analyze the importance of geography and its impact on the development of the Mesopotamian civilization.
Identify and explain the significance of key vocabulary terms related to Mesopotamia.

Key Vocabulary Suggested Homework Assessment Details

 Mesopotamia  Complete Q/A in Formative:

 Tigris and notebook
Euphrates  Read whole - Informal questions and answers during class
rivers chap:mesopotamia discussions to check students' understanding.
for objective test.
 Irrigation
- Students' participation in group activities and
 Sumerians  Learn all the work discussions.
 City-states of chapter
 Cuneiform Mesopotamia for - Observation of students' completion of worksheets
 Ziggurats test. and graphic organizers.
  Hammurabi's
Code
 Empire Summative:

End of the chapter test

Lesson Resources Required Warm Up / Starter Suggested activities Plenary

Activities that support the
development of skills &
knowledge
Textbook ,white Show students a map of the 1. Group Activity - "Mesopotamia  Recap the key
board,multimedia world and ask them to locate Mapping": information learned
Mesopotamia. during the lesson,
- Provide students with a printed highlighting the
map of the region and ask them to importance of
- Initiate a class discussion by label and color-code Mesopotamia, Mesopotamia in the
asking questions such as: the Tigris, and Euphrates rivers.
development of early
civilizations.
- What do you know about - In groups, have students discuss
ancient civilizations? and note down the possible
advantages and disadvantages of the  Conduct a question
location of Mesopotamia. and answer session to
- Have you heard of the reinforce students'
Mesopotamian civilization learning and address
Introduction

before? any remaining doubts

2. Research Task - "Mesopotamia's or misconceptions.
- What do you think are the Contributions":
factors that contribute to the
growth of a civilization? - Assign each student or group a
specific topic related to the
achievements of the Mesopotamian
civilization (e.g., writing, architecture,
 mathematics).

- Students research their assigned

topic and create brief presentations or
posters to showcase their findings.

3. Interactive Demonstration -
"Cuneiform Writing":

- Create a simulated cuneiform

writing activity using clay tablets or
paper and pencils.

- Demonstrate the process of writing

in cuneiform and allow students to
practice writing simple words or
phrases.

Grade Subject Topic/unit Recommended number of lessons

VI History Ancient Egypt of the Pharaohs 3

Links to prior learning Links to future learning

 Knowledge of basic world geography and the concept of a  Understanding the ancient civilization of Mesopotamia
civilization. will serve as a foundation for studying other early
 Familarity with the concept of ancient civilizations civilizations like Ancient Greece, Rome, and Egypt.
By the end of this unit, students should be able to:

Describe the key characteristics and contributions of the ancient civilization of Mesopotamia.
Analyze the importance of geography and its impact on the development of the Mesopotamian civilization.
Identify and explain the significance of key vocabulary terms related to Mesopotamia.

Key Vocabulary Suggested Homework Assessment Details

 Mesopotamia  Complete Q/A in Formative:

 Tigris and notebook
Euphrates  Read whole - Informal questions and answers during class
rivers chap:mesopotamia discussions to check students' understanding.
for objective test.
 Irrigation
- Students' participation in group activities and
 Sumerians  Learn all the work discussions.
 City-states of chapter
 Cuneiform Mesopotamia for - Observation of students' completion of worksheets
 Ziggurats test. and graphic organizers.
 Hammurabi's
Code
 Empire
Summative:

End of the chapter test

Lesson Resources Required Warm Up / Starter Suggested activities Plenary

Activities that support the
development of skills &
knowledge
 Textbook ,white Show students a map of the 1. Group Activity - "Mesopotamia  Recap the key
board,multimedia world and ask them to locate Mapping": information learned
Mesopotamia. during the lesson,
- Provide students with a printed highlighting the
map of the region and ask them to importance of
- Initiate a class discussion by label and color-code Mesopotamia, Mesopotamia in the
asking questions such as: the Tigris, and Euphrates rivers.
development of early
civilizations.
- What do you know about - In groups, have students discuss
ancient civilizations? and note down the possible
advantages and disadvantages of the  Conduct a question
location of Mesopotamia. and answer session to
- Have you heard of the reinforce students'
Mesopotamian civilization learning and address
before? any remaining doubts
2. Research Task - "Mesopotamia's or misconceptions.
- What do you think are the Contributions":
factors that contribute to the
growth of a civilization? - Assign each student or group a
specific topic related to the
achievements of the Mesopotamian
civilization (e.g., writing, architecture,
mathematics).

- Students research their assigned

topic and create brief presentations or
posters to showcase their findings.

3. Interactive Demonstration -
"Cuneiform Writing":
Introduction

- Create a simulated cuneiform

writing activity using clay tablets or
paper and pencils.

- Demonstrate the process of writing

in cuneiform and allow students to
practice writing simple words or
phrases.
Written Task / Worksheets

Topic: introduction
Worksheet 1

1. Primary Source: A primary source is an original source of information or evidence that is created or written during the time period being studied. It provides
firsthand accounts, observations, or direct evidence of an event or topic. Examples of primary sources include diaries, letters, photographs, interviews, speeches,
and artifacts.

2. Secondary Source: A secondary source is a source of information that is created after the time period being studied and provides an analysis or interpretation
of primary sources. It is based on the research and writings of others. Examples of secondary sources include textbooks, biographies, scholarly articles, and
documentaries.

3. Carbon Dating: Carbon dating, also known as radiocarbon dating, is a scientific method used to determine the age of organic materials such as bones, fossils,
and artifacts. It is based on the principle that carbon-14, an isotope of carbon, is present in the atmosphere and incorporated into living organisms. When an
organism dies, the carbon-14 starts to decay. By measuring the amount of remaining carbon-14 in a sample, scientists can estimate its age.

4. Chronological: Chronological refers to the arrangement of events or information in the order in which they occurred in time. It follows a timeline or sequence
starting from the earliest event or period to the most recent. Understanding events in chronological order helps in portraying historical developments accurately
and comprehensively.

Worksheet 2

Read the questions carefully and choose the correct answer from the options below.

1. What is history?
A) The study of the future
B) The study of the past
C) The study of geography

2. Why is it important to study history?

A) It helps us understand our present and shape our future
B) It helps us discover new species of animals
C) It helps us become better at math
3. What skills can be developed by studying history?
A) Critical thinking and analysis
B) Physical fitness
C) Artistic ability

5. What is a primary source?

A) Information that comes from a secondary source
B) Information that comes directly from the time period or event being studied
C) Information that is not relevant to history

6. Which of the following is NOT a secondary source?

A) Diary entries written by someone who experienced the event
B) A textbook written by a historian
C) A newspaper article reporting on an event after it occurred

7. Why should we study history?

A) Because it helps us understand the mistakes and successes of the past
B) Because it's a requirement in the curriculum
C) Because it's an easy subject

Topic 2: Civilization of the Ancient World: Mesopotamia

Worksheet 1

Fill in the blanks

The land between the rivers Tigris and Euphrates is called __________.
The people of Mesopotamia were the first to invent __________.
The Sumerians developed a system of writing called __________.
The famous ruler of Babylon who created a code of laws was __________.
The Hanging Gardens of Babylon were built by __________.
Choose the correct answer:
The land between the Tigris and Euphrates rivers is known as:

a) Indus Valley
b) Mesopotamia
c) Nile Valley
d) Fertile Crescent
The people of Mesopotamia were the first to invent:
a) Wheel
b) Paper
c) Gunpowder
d) Steam engine
The Sumerians developed a system of writing called:

a) Hieroglyphics
b) Cuneiform
c) Alphabet
d) Brahmi
The famous ruler of Babylon who created a code of laws was:

a) Sargon
b) Hammurabi
c) Gilgamesh
d) Nebuchadnezzar
The Hanging Gardens of Babylon were built by:

a) Hammurabi
b) Nebuchadnezzar
c) Sargon
d) Gilgamesh
The Mesopotamians built tall structures called:

a) Pyramids
b) Ziggurats
c) Temples
d) Palaces
The main occupation of the people of Mesopotamia was:

a) Farming
b) Hunting
c) Fishing
d) Trading
Hammurabi's code was a set of:

a) Religious laws
b) Military rules
c. Civil laws
d. Ethical guidelines
The Mesopotamians made significant contributions to the field of:

a) Medicine
b) Mathematics
c) Astronomy
d) All of the above
The Fertile Crescent refers to:

a) A region with rich soil

b) A type of agricultural tool
c) A religious belief
d) A geographical feature

Short Answer Questions

Why was Mesopotamia called the Fertile Crescent?
What were the main occupations of the people of Mesopotamia?
Describe the social structure of Mesopotamian society.
What was the importance of Hammurabi’s code?
What were the achievements of the Mesopotamians in the field of science and mathematics?
Section E: Map Work

On a blank outline map of the world, locate and label the following:

Tigris River
Euphrates River
Mesopotamia
Babylon