007 - How do we compare?

Conceptual Questions

What components (human and physical) help to make a city-state successful?

Key Terminology

  • Component - in this case we are looking at different natural and human factors that we have focused on in previous lessons which have helped to make each city-state successful such as specialisations, use of water and innovations.



Activity One - Question
As part of the 'Living Museum' you will be given time to go and visit another civilisation of your choice. While you are there you will be asked to complete the question sheet below. This will help you to do the final assignment for this unit in which you will be asked to compare and contrast the strengths and weaknesses of two city states.

2018 Year 7 Bronze Age Cities Living Museum Questions

Living Museum - Bronze Age Cities - Comparison Questions



Activity Two - Extended Written Task

You are now going to develop an extended piece of writing to discuss what the similarities and differences were between the two city-states that you have now investigated. You are also going to suggest what types of innovations and specialisms are needed within a city-state for it to be successful. But don't panic as we are going to work together to structure the essay and suggest what content should be included within it. 

Extended Writing Title


'What innovations and specialisms are needed to make a city-state successful?'

Stage One - Mind Mapping

      • Collect a piece of A4 paper from the trolley and a set of coloured pens. 
      • You will be using one coloured pen to record the similarities between the two city-states.
      • Chose a second coloured pen to record the differences between the two city-states.
      •  Chose a third coloured pen to record the innovations or specialisations that made the city-states successful or powerful.

Stage Two - Formal Plan

You have now written down your thoughts about the two-city states that you have investigated and your next task is to rearrange those ideas into a plan. A plan is essential when written extended pieces as it will help you to organise your thoughts. Open up a new Googledoc in your Year 7 Individuals and Societies folder. Give that Googledoc a sensible title - 2018 - Year 7 - Bronze Age Cities Comparison Report - Your Name. Then make a copy of the table below and paste it into your Googledoc.


 Section

 
What should I include?
 
How can I start my sentences?


 Introduction
  • Which two city-states have you investigated?
  • Where are the city-states located?
  • What is this extended piece of writing going to focus on?
  • Why is that focus important to study?
  • The city-states that I have investigated are ...
  • They are located in ....
  • This essay is going to focus on ... 
  • How Ancient city-states specialise and innovate are important to study because ...


 Main Body - Paragraph One
  • Name one similarity between the city-states such as how they irrigated their land.
  • Describe the similarity.
  • Suggest why that similarity helped to benefit the city-state.
  • The first similarity that will be explored between (city-state's name) and (city-state's name) is ...
  • The specialisation did ....
  • (specialisation) helped to develop/benefit (city-state's name) by ...
  

Main Body - Paragraph Two
  • Name a second similarity between the city-states such as their beliefs.
  • Describe the similarity.
  • Suggest why that similarity helped to benefit the city-state.
  • The second similarity that will be explored between (city-state's name) and (city-state's name) is ...
  • The specialisation was interesting because ...
  • This was an important specialisation because .... 



 Main Body - Paragraph Three
  • Name a third similarity between the city-states such as how they fought wars or protected themselves from invasion.
  • Describe the similarity.
  • Suggest why that similarity helped to benefit the city-state.
  • The final similarity to be explored between the two focus city-states is ...
  • The specialisation is important to include because ...
  

Main Body - Paragraph Four
  • Name one difference between the city-states such as how they traded their land.
  • Describe the difference.
  • Suggest why that difference helped to benefit each city-state. 
  • While it may seem that the city-states are similar they also had different specialisations such as ...
  • This first difference did ...
  • The (specialisation) was important to (city-state) because ...
  

Main Body - Paragraph Five
  • Name one difference between the city-states such as how they communicated.
  • Describe the difference.
  • Suggest why that difference helped to benefit each city-state. 
  • Another difference is ...
  • This difference did ...
  • This difference helped to ...
 

Conclusion
  •  Using the evidence in the main body of your writing, what are the most important factors needed for a city to succeed. Explain at least two.
  • Looking at the examples above it is clear that the specialisations that were the most important were ...
  • These specialisations helped to ...
  • Evidence of this ...

Formal Presentation

It is important to also consider how you extended piece of writing looks. Follow the instructions below to make your essay look formal:


        1. Insert a header and write the following in the top right - Your Name - Year - Bronze Age
        2. Insert Page Numbers - bottom right
        3. Header (this is the research question) - Size 14 and bold 
        4. Font Type - Tahoma, Verdana, Lato, Arial
        5. Font Size - 12
        6. Alignment - Justify
        7. Bibliography


How will I be assessed?

You will be assessed using criterion A - Knowing and Understanding, C - Communicating and D - Thinking Critically.

How will I be assessed?

Criterion A: Knowing and Understanding

Achievement Level

Level Descriptor

0

The student does not reach a standard described by any of the descriptors below.


1 - 2

i.   recognizes some vocabulary

ii.  demonstrates basic knowledge and understanding of content and concepts through limited descriptions and/or examples.


3 - 4

i.   uses some vocabulary

ii.  demonstrates satisfactory knowledge and understanding of content and concepts through simple descriptions, explanations and/or examples.


5 - 6

i.   uses considerable relevant vocabulary, often accurately

ii.  demonstrates substantial knowledge and understanding of content and concepts through descriptions and/or examples.


7 - 8

i.   consistently uses relevant vocabulary accurately

ii.  demonstrates excellent knowledge and understanding of content and concepts through detailed descriptions and/or examples.


Criterion C: Communicating

Achievement Level

Level Descriptor

0

The student does not reach a standard described by any of the descriptors below.


1 - 2

i.   communicates information and ideas in a style that is not always clear

ii.  organizes information and ideas in a limited way

iii. inconsistently lists sources, not following the task instructions.


3 - 4

i.   communicates information and ideas in a way that is somewhat clear

ii.  somewhat organizes information and ideas

iii. lists sources in a way that sometimes follows the task instructions.


5 - 6

i.   communicates information and ideas in a way that is mostly clear

ii.  mostly organises information and ideas

iii. lists sources in a way that often follows the task instructions.


7 - 8

i.   communicates information and ideas in a way that is completely clear

ii.  completely organises information and ideas effectively

iii. lists sources in a way that always follows the task instructions.


Criterion D: Thinking Critically

Achievement Level

Level Descriptor

0

The student does not reach a standard described by any of the descriptors below.


1 - 2

i.   identifies the main points, events, visual representation or arguments to a limited extent

ii.  uses information to give limited opinions


3 - 4

i.   identifies some main points, events, visual representation or arguments

ii.  uses information to give adequate opinions


5 - 6

i.   identifies the main points, events, visual representation or arguments

ii.  uses information to give substantial opinions


7 - 8

i.   identifies in detail the main points, events, visual representation or arguments

ii.  uses information to give detailed opinions