WHAT MAKES A CIVILIZATION?Environment that allows for farming and domestication

Food Surpluses

Large Population

Specialization and skilled workers

Created or borrowed advanced technology

Good location for trade

Strong rulersSystem of government and law

Large, organized, well-trained army

Organized society and social structure

Cultural identity

Who can create the GREATEST civilization!

• Walk around the classroom and find your group.• In groups of four your challenge is to create a

civilization that is GREATER than those created by the other groups.

• To create the greatest civilization, you must think carefully about the characteristics of a great civilization and add them to your graphic organizer.

• Add your names to the poster and give your civilization a name.

Break into groups (prearranged) and develop both an outline for a civilization (as discussed above) and a code (must be at least 5 laws/rules created in the spirit of  Hammurabi's code.  The punishment must fit the crime).

Each group will be given 1 poster board to complete their project. I recommend that you do whatever drawing you want to add including the graphic organizer in pencil first because neatness does count. Sloppy work will result in a lower grade. You will have 3 complete class periods to complete your work which is more than sufficient if you stay on task and apply yourself.

I will supply each group with the following materials:

• 1 poster board. Any group requiring more than the 1 poster board must supply the additional boards I will not do so.

• Glue sticks

• Colored pencils and what few colored sharpies I have

• Students will be provided with 3 class periods to complete the project. Students are expected to work together (at least 4 students per group) and all students will do their share of the work. Students who do not apply themselves will receive 1 warning and then I will deduct participation points from their grade (not the groups). STUDENTS MUST PARTICIPATE.

• Research and any graphics must be completed and supplied by the student.

Map of acity

Creation myth/Religion

Traditions

Skilled Workers Government Type

Specialized Technology

Type of Army

Social Classes

How do they obtainfood?

Name of Civilization

• Student’s may choose an ancient religion (pre-Christ) or create one of their own. Students who create their own must also create the creation myth on why they are the chosen of their god/gods

• Students who pick an existing religion must research the creation myth and the religion. Provide specific aspects of the religion that makes it unique.

• Students should create traditions that tie into the civilization’s religion, government, natural resources, trade and other areas of life

• Once again students who are using an existing or prior existing civilization must research culture specific traditions. Students creating their own should have a logical tie into their civilization

• Students will describe what type of skilled workers exists in their civilization and describe what type of natural resources they have available that allow these skilled workers to be successful.

• Students will describe the type of government they have in their civilization and why this type of government is successful. Students need to limit themselves to the type of governments we have talked about in class which are:- City-States- Theocracies (government based on religion)- King/Queen rule (divine rule)- Rule by Council

The description of this government needs to be specific and researched. Explain both the benefits and the faults of the government you have chosen

Students will describe what technology they have as a civilization that makes them unique. For example: The Sumerians developed both agriculture and writing, the Babylonians under Hammurabi had strong laws, the Acadians developed weapons of war and the Phoenicians developed specialized dye and the first Alphabet that contained vowels.

Students will describe what type of army defends their civilization. Do they use a standing army (professional army) or a citizens army where all citizens have a role both in maintaining the civilization and defending the civilization (like our National Guard)

Students will describe how their civilization is split into social classes (they must include how a citizen is designated as low class, middle class and high class) and if citizens can gain a higher social class then the one they are born into.

Students must describe what type of food they have available, how is this food obtained and how is it distributed to the citizens. Do they use a barter system (trading other items and their specialized skills to obtain items they wish) or is each citizen allowed a specific amount based on their station or position in the civilization (ties into social class)

• Students will be provided with 3 class periods to complete the project. Students are expected to work together (at least 4 students per group) and all students will do their share of the work. Students who do not apply themselves will receive 1 warning and then I will deduct participation points from their grade (not the groups). STUDENTS MUST PARTICIPATE.

• Research and any graphics must be completed and supplied by the student.

Students will either research and present a map of a common city in their chosen civilization and point out specific unique features found in cities of this civilization or they must draw a map of the capital city of their civilization if they are creating their own civilization.

PROJECT GROUPS Period 1

Group Number Student 1 Student 2 Student 3 Student 4

Group 1 Ardis, Madison Fountain, Jimmie Prasek, Trenton Watson, Karell

Group 2 Conway, Kayla Hunt, Lea Kovacs, Samuel Roberts, Samuel

Group 3 Halstead, Tori Baltzell, Jake Dunegan, Riley Moran, Sophia

Group 4 Taylor, Logan Traweek, Cooper Talley, Logan Ronnlof, Phillip

Group 5 Finley, Talbot Mayon, Kyra McArthur, Dezten Piazza, Samuel

Group 6 Kondrat'yev, Julia Fulton, Shayla Miles, Isaiah Wiseman, Haylee

PROJECT GROUPS Period 2

Group Number Student 1 Student 2 Student 3 Student 4

Group 1 Baxter, Taylor Lett, Shawniquia Bush, Alanna McArthur, Lauren

Group 2 Brown, Brahm Cooper, Faith Mosley, Nicholas Willhelm, Sarah

Group 3 Haniford-Pace, Sophie

Johnson, Christopher Fiveash, Jesse Plenkers, Ronnie

Group 4 Rogers, Lauren Scott, Aiden Roberson, Lavondria Witchtendahl, Brian

Morales-Torres, Madison

Civilization Project

Civilization NamedNo name0 points

Named but the name is not taken serious

1-3

Named, the name has significant meaning to the

area4-5

Creation Myth No creation myth or very weak no development

0 - 1 points

Creation myth is provided but it does not answer the basic question on how their race came to be and

why they were chosen2-4 points

Creation myth is detailed and explains how their race was created and is linked to their

religion5 points

Traditions No traditions or silly traditions that have no

meaning0-1 points

Contains 2 or more traditions but the traditions do not have a bearing

on culture2-4 points

Contains 2 or more traditions. Traditions are well thought out and reflect the culture of the

civilizations (linked to religion, government or social class)

5 points

Types of Skilled Workers

Does not list workers or lists them in a vague

manner0-1 point

Contains various different skilled works but no description of their

skills2-3 points

Contains various different skilled workers with detailed

descriptions of their skills and describes the type of

resources they need to do their work4-5 points

Government Typeand laws

Government not mentioned or barely described no laws

provided0-1 point

Government described but very few details provided on how the

government helps the civilizationLess than 5 laws listed and poorly

created2-3 points

Government described in great detail. Identifies the

type of government, who is in charge, how laws are created

and enforced. At least 5 detailed well thought out laws.

4-5 points

What type of Army Army not mentioned0 points

Army listed but not described (standing army, citizen army, etc)

1-3 points

Army listed detailed description provided on the type of army

including who is in charge and rank system

4-5 points

Religion No religion mentioned0 points

Religion mentioned but does not make sense.

1-2 points

Religion mentioned, identified as monotheistic or polytheistic, rituals,

and beliefs are described3-5

Social Classes No social classes mentioned

0 points

Social class is mentioned but not described1-2 points

Social class mentioned and described in detail. Explains the

requirements for lower/middle and upper social classes

Farming/AgricultureHerding

No mention of farming or food supply

0 points

Food supply mentioned but not how it is produced or gathered

1-2 points

Food supply mentioned and described in detail through the use of text and pictures. Describes how

it is grown, processed and distributed to the population.

3-5 points

Map and Presentation/Artistic

Value Project

Sloppy with no organization.

No map provided0 - 1 points

Readable but unorganized. Contains the proper web to display their civilization. No drawings or

artistic attempts made Map is crude and sloppy2-3 points

Readable, neat, organized and easy to follow. Contains the proper

web to display their civilization. Drawings are meaningful and neat.

Map is detailed and correctly portrays a typical city.

4-5 points

Sub Total

Total