The Development of Civilizations

student construction of a civilization using features of ancient world civilizations
by David Chadwell

The Civilization Project

When asked the question "What is history?", middle school students frequently respond, "A bunch of dead guys." My challenge was to reveal the importance of ancient civilizations to my students. I create The Civilization Project as a response. The basic assumption of the project is: students would be more interested in learning about the civilizations we studied if they could experience creating their own civilization. I developed a year-long project which requires each student to develop his or her own unique civilization built from student selected features of the civilizations we study. Students become active participants, using knowledge and creating something personal and meaningful. However the project is more than a collective portfolio. The created civilizations evolve into dynamic centers as students make decisions creating a government, developing an economy, and fostering a culture. The overall goal is for students to create a thriving well-balanced civilization.

I structured my class around a project, year-long that is directly tied to the standards. In fact, it is built upon the South Carolina Social Studies Standards for Sixth Grade. Each student creates his/her own civilization from the civilizations we study including the Mesopotamians, Egyptians, Ancient Indians, Chinese, Greeks, Romans, African Kingdoms, Mayans, Aztecs, Incans and eras of Middle Ages, Renaissance, and Reformation. Imagine a portfolio containing selected features from each civilization. Then, use that collection to survive disasters, conduct trade with other civilizations, and join alliances. The civilization is inhabited by people, located on land, and functions with currency. In fact, it is the ever present opportunity to gain population, land, and money that is the motivational link for the project. Students gain population only through the on-time completion of related assignments.

The South Carolina Social Studies Standards lists specific process skills and content in the strands of History, Geography, Government, and Economics. The Civilization Project is based upon and incorporates these strands.

• First (History), the content for the students' civilization is drawn from the civilizations, cultures, and eras listed on the standards.
• Second (Geography), students are located in a specific place in the world and need to work with the resources in that region as they develop their civilization and address specific geographic obstacles.
• Third (Government), students adopt a form of government and are able to modify and change their government depending on new knowledge.
• Fourth (Economics), students distribute their population among different and changing jobs and use their natural resources to develop products for trade and sale.

Table 1 describes activities and questions used within the Civilization Project as connected to the State Standards.

General Overview of the Civilization Project

There are many components to the Civilization Project. The Civilization Project can be implemented to different depths. Some teachers may want to only complete the Required Features; others may want to dive in and do all possible parts. There is no limit to how the project evolves, it is truly in the hands and minds of the students and teacher. In fact, as students complete the Civilization Project, new parts are always added. Students get ideas as they compare the ancient world to the modern world and want to create something within their own civilization. Teacher and student work together to create the format for bringing in the new part.

Each item listed below is explained in the appropriate section. Samples of each item are provided in the Sample Section.

REQUIRED FEATURES OF THE CIVILIZATION PROJECT
All of these features should be implemented to establish to project.

1. Land (Location, Geography Form, and Civilization Map)
2. Features of Civilizations (Contribution Chart, Development Sheets & Table of Contents)
3. Population (Labor Chart)
4. Money (Uses of CIEM & Taxation)

UNIT SPECIFIC CHALLENGES
Any of these challenges can be incorporated into the specified unit.

• Farming Map (Sumer & Egypt)
• Government Disaster (Greece & Rome)
• Military Disaster (Greece & Rome)
• Food Disaster (African Kingdoms)
• The Plague (Middle Ages)
• Leading a Crusades (Middle Ages)
• Patron Project (Renaissance)
• Civil Unrest (Reformation)

ENRICHMENT OPPORTUNITIES
Any of these opportunities can be used at any time to enhance the project.

• Attack a Historical Civilization
• Binder Organization
• Culture Disaster
• Culture Project
• Declaration of War
• Develop an Ambassador
• Disasters
• Economic Questions
• Establish a Colony
• Establish an Alliance
• Flag
• Government Worksheet
• Log
• Market Day
• Newspaper Front Page
• Taxation Adjustment

Required Features of the Civilization Project

Students create a name for their civilization, making sure that it is not the name of the modern country. The modern country is only used for determining location and geographic information. All assignments should allow students to earn or lose land, population, money, or development sheets.

LAND (LOCATION, GEOGRAPHY FORM, AND CIVILIZATION MAP)

1. Location. Civilizations exist within the northeast quadrant of the world map (the majority of the ancient civilizations existed within the northeast quadrant and there is the greatest quantity of land available.) Early within the project, each student select two numbers which places him/her within the northeast quadrant, between 0 - 70 for latitude and 0 - 180 for longitude. If a student "lands" within the water, I move them to the nearest piece of land.

2. Geography Form. Students use the modern country within which they were placed to find the nearest fresh water source, natural resources, and general weather conditions. This information is gathered from textbooks, almanacs, atlases, encyclopedias, and the Internet. Students spend some time in the library doing research. Students can research in groups, by country. Students use this information throughout the year as they complete related assignments. After describing their geography, the modern country becomes irrelevant. The Modern country is only used to research geography. This needs to be made clear to students.

3. Students earn land for their civilization. In the beginning, all students receive a designated portion of land. Throughout the project, the teacher will designate certain assignments to be worth specific blocks of land (10 blocks, 20 blocks, etc.)

4. Civilization Map. A map is created describing the land use of each civilization. Land is used for homes, crops/herds, and features of the civilization. Students must designate at least two blocks of homes for each 1000 people and at least two blocks of crops/herds for each 1000 people. Furthermore, each and every feature brought into a civilization must also have a place on the map. The minimum size of a feature is one block. Features should be relative in size; for example, a Ziggurat is larger than a merchant's shop. Once a feature is brought into a civilization it can be placed on the map as many times as desired and the location may be changed throughout the year. The map is updated regularly.

FEATURES OF CIVILIZATIONS (CONTRIBUTION CHARTS, DEVELOPMENT SHEETS & TABLE OF CONTENTS)

1. During and after the study of a civilization, students learn about the different features of the specific civilization. Frequently, these features are learned in the context of how they were "contributions" to the world.

2. Contribution Charts. Features are categorized into three areas: Government, Economics, and Culture. Categorization can be completed by the teacher, as a class activity (individually, small group or large group), or as a homework activity. Options include: brainstorming features as a review at the end of the unit, students keeping a list during the unit, students brainstorming individually, then sharing with a partner, then constructing a single list for the class.

3. Students select one or two features of the studied civilization to "bring in" and become a part of their own civilization. I require one and give them the option of selecting a second.

4. Selection of features can occur in several ways: students make their choices, students make a Wish List and rank their options with explanations of first and last choices, asking "How can you make your civilization better in Government, Economics, and Culture" as a preview or review.

5. Development Sheets. Development Sheets are completed by students in order to bring the feature into the civilization. Development Sheets include a title, colored and bordered illustration, a description of the feature as it existed in the original civilization, uses of the feature as it will be used in the student's civilization, and benefits of the feature for the student's civilization.

6. Table of Contents. Students complete a Table of Contents of the features brought into his/her civilization. The Table of Contents is updated throughout the project.

POPULATION (LABOR CHART)

1. Students earn population for completed assignments. Assignments can be "civilization" related (i.e. Development Sheets) or other assignments. Population can be earn in any amount. I frequently use 1000 people for each completed Development Sheet. Students do not earn population for late assignments. Students can receive partial population for incomplete assignments, but this is certainly teacher discretion.

2. Labor Chart. Regularly, students complete a Labor Chart. Students distribute their total population across the three areas: Government, Economics, and Culture. (Teachers may want students to include specific jobs within each area civilization, such as: military, merchants, farmers, religious persons, etc.) Students calculate the percentage of their total population for each area and then complete a graph showing the different percentages. Students write a statement interpreting the graph and evaluating their civilization. Overtime, using these graphs and statements illustrates the changes and progress of the student's civilization.

MONEY (TAXATION & USES OF CIEM)

1. With the study of the Lydians (the first to coin money), students receive money. Students design coins for their own civilization explaining the raw material for the coin, ideas for preventing counterfeiting, and any symbolism on the coin. Money is called CIEM, standing for China, India, Egypt, and Mesopotamia. These are the first four ancient civilizations.

2. Taxation. Students receive money for their civilization through the taxes collected from their population. Students receive money in the amount of 1% of the population. While this does not take into account the money earned by the people of the civilization (I have not tackled that issue yet), I assume that the population is fully employed (see Labor Chart) and earning money. Essentially, this introduces students to the concept of taxation and eventually spending money.

3. Uses of CIEM. Students can use money to improve their own civilization by buying additional Development Sheets, buying land, and joining Alliances. Students also have the opportunity to spend their money for personal benefit ranging from buying a one day late pass for an assignment, a piece of candy, or a returning to their locker.

Unit Specific Challenges

Unit Specific Challenges are situations that affect the student's civilization and which the student must use content specific material to respond to the situation. In all cases, civilizations face the potential of losing people, land, resources, and/or money based upon the quality and thoroughness of their responses. Thoroughness is determined through assignment directions, rubrics, and teacher discretion. Quantity of lose should be determined prior to giving the assignment. I frequently have students lose a certain amount (i.e. 10 CIEM, 100 people, or 1 block of land) based upon their grade. For example, students would lose "X" amount for each point they are under the minimum grade expectation (i.e. 100). Thus if each point from 100 was worth 100 people and a student earned an 83, he/she would lose 1700 people.

FARMING DISASTER (SUMER & EGYPT)

Students face the problem of floods and droughts. Students use the resources within their civilization and the advancements of the Sumerians and Egyptians to create their own Farming Map (including irrigation technologies of canals, ponds, dikes, and dams.) Students may also create a calendar to plan their farming cycle. In addition to the map, students must explain, in writing, how they provide water for their crops and prepare for problems of floods and droughts.

GOVERNMENT DISASTER (GREECE & ROME)

Students find that some of their government advisors have been embezzling. In response, students must decide how they will distribute power among their people and provide for representation within their civilization (drawing from the Athenian and Roman Republic models.) Students articulate the qualifications for being in government, the process of getting into government, specific groups in the government, and areas of control of those governmental groups.

MILITARY DISASTER (GREECE & ROME)

Students are attacked by the Greek or Roman civilization. Students gather information about as many features of their attacker as possible, including: weapons, strategies, health, organization of troops, warfare at sea, leaders, etc. Students elaborate these same features as it pertains to their own civilization. Students compare their strength with their attacker and develop a defense plan.

FOOD DISASTER (AFRICAN KINGDOMS)

Students are faced with the disaster of rotting meat. Using the textbook, students scan to determine the natural resource used by the West African Kingdoms to preserve their food (salt.) This is used as an introduction to the unit.

THE PLAGUE (MIDDLE AGES)

Populations are devastated as students arrive in the classroom. Populations continue to decline during each segment of time (i.e. 10 minutes) until the assignment is completed to a prearranged level of mastery. Students receive a list of questions and requirements to complete in order to stop the spread The Plague.

LEADING A CRUSADE (MIDDLE AGES)

Students select a leader for a Crusade. Four possible leaders varying in ages, roles, and experience are provided. Students determine general qualities of being a leader, compare the strengths and weaknesses for each of the possible leaders, select a leader, and develop a resume for their leader. Strong leaders will bring wealth and development sheets to the student's civilization and weak leaders will result in a loss of money and population. An alternative is for students to select four possible leaders from their own civilization using their development sheets and labor charts.

PATRON PROJECT (RENAISSANCE)

Students are exposed to different influential people of the Italian Renaissance. Students are charged with the task of selecting one person to invite to their civilization to live and work. Having this person within the civilization would bring honor, reputation, and wealth. However, there is only one of each influential person available to each class. For example, there is only one Michelangelo and one Da Vinci for each class period. Students describe the area in which they want to improve their civilization (i.e. architecture, art, science, etc.), complete preliminary research on three people of that area, and make a selection of one specific person. Students write a proposal to the person inviting the person to the civilization. Proposals often include pay, housing, specific services or gifts (i.e. naming a street or holiday in honor of the person), and benefits for living and working in the civilization. Proposals are read anonymously and the winner is determined by a majority vote of students.

CIVIL UNREST (REFORMATION)

Students face the issue of civil war caused by the belief in different religions. Students must complete background research on the Protestant Reformation, a Christian religion other than Catholicism, and write a speech offering a peaceful resolution and convincing their people to stay as one civilization. The speech can support either religion, both or neither.

Enrichment Opportunities

Enrichment Opportunities are designed to expand knowledge and skills within social studies while further developing one's civilization. These opportunities can occur at any time during the project. Students are often excited by the choices and challenges. Below, I provide a basic description of the opportunity, but teachers have the prerogative to add or eliminate any aspect. Of course, population, land, and money can be allocated for assignments as desired.

ATTACK A HISTORICAL CIVILIZATION

Students attack a previously studied civilization in order to gain benefits. Students research the military features of the civilization and evaluate their potential for success.

BINDER ORGANIZATION

Students organize their binder into the following sections: General Description, Development Sheets, Challenges, and Logs. Binders are evaluated periodically. Students must have binders organized and up-to-date in order to complete other Enrichment Opportunities (i.e. War.)

CULTURE DISASTER

In an effort to have students realize the impact of culture, students respond to prompts within language, health, recreation, religion, and education. If the civilization is missing the cultural area then there is a negative impact upon the civilization.

CULTURE PROJECT

Students select a minimum of one area of culture (religion, homes, sports, food, etc.) and research that area as it is exemplified by any two ancient civilizations. Students find five facts for each area within each civilization. Upon completion, students can select features from either of the civilizations to add to their own civilization. Presentation of this project can include illustrations, reports, posters, or Power Point.

DECLARATION OF WAR

A student may attack another student's civilization by completing a Declaration of War sheet, having an up-to-date binder, and paying 200 CIEM. To launch a war students describe their military including troops, weapons, transportation and other relevant information. Students also have to complete several descriptions including: the situation, movement, mission, organization, leaders and communication, strategy, safety and health, and other relevant information. After making a declaration, the defender completes a similar sheet in writing or orally. The winner is determined based on quantity of resources and quality of their descriptions.

DEVELOP AN AMBASSADOR

Students may send ambassadors to other civilizations (as per Ancient China.) Students need to explain how the ambassador will travel, communicate, and establish a relationship with the civilization visited. Students also need to evaluate the possible risks.

DISASTERS

Periodically, civilizations experience a disaster. Disasters include: infestations, attack by nomads, theft, rebellion, illness, damaged products, lost merchants, and greedy officials. Students receive a paragraph describing the situation and must respond to the situation using their resources, development sheets, and creativity. Students write a plan describing their action steps. Plans can be in the format of a chart, flow chart, or other organized format.

ECONOMIC QUESTIONS

Students analyze their economy as it relates to natural resources, labor, and products. Students reflect on the number of products they can create (as per Market Day), the number of people working within economics (as per Labor Chart), the affect on their labor if it took 500 people to create and market a single product.

ESTABLISH A COLONY

Students may establish a colony (based upon the Phoenician model.) Students explain the purpose of the colony, description of the location, means of communication and transportation, and an agreement (including government) between the main civilization and the people of origin where the colony would be located. Students also list and evaluate the possible risks.

ESTABLISH AN ALLIANCE

Students may enter into an alliance with other civilizations. They sign an agreement that describes the benefits for members, risks involved, and consequences for breaking the alliance. A map is included showing the location of the civilizations and students explain how they will travel to and communicate with member civilizations. Alliances cost CIEM to form.

FLAG

Students design a flag for their civilization with a written explanation of their design, including symbols and colors. Frequently, flags represent principals, values, and ideals of a civilization.

GOVERNMENT WORKSHEET

Students define different types of governments, identify the governments of different civilizations, and describe the accomplishments of specific rulers of ancient civilizations. Students compare the government of their civilization to alternatives and describe its strengths and weaknesses.

LOG

Students keep a written log reflecting on their goals for the civilization, decisions they make, and results from the decisions. Logs help students develop their civilization in a meaningful way, learn from experiences which were not beneficial (i.e. disasters), and highlight accomplishments. Logs can also specifically focus on the standards in a personally relevant manner.

MARKET DAY

Market Day is an opportunity for students to purchase products from other civilizations. Students select three products to create within their civilization that are a part of the Standard of Living. From these three products, they select one that they will market to other civilizations. Students create an advertisement with the price for this product. On Market Day, students circulate around the room purchasing products for their civilization to complete the Standard of Living. Students lose population for each area of the Basic Level not met, maintain population if they are within the Normal Level, and gain population for each item acquired within the Luxury Level. Further, students receive profit from the sales of their products. There are variations and progressions for Market Days. In the first Market Day, students make the product without cost for their civilization and receive a percentage of their sales for profit. In later Market Days, students must pay for the production of the product through their own CIEM account, but receive all of the money from their sales during Market Day. The teacher can also incorporate travel restrictions based on transportation resources, trade routes, and tariffs. An additional idea is writing a guarantee and warranty for products as related to the guilds of the Middle Ages.

NEWSPAPER FRONT PAGE

Students write a front page to an imaginary newspaper describing government, economic, and cultural events within their civilization. Additional pages (business, sports, weekend, etc.) could be written to further describe the civilization.

TAXATION ADJUSTMENT

Students have the opportunity to adjust their taxes. Students provide a reason for raising taxes and how it will benefit the civilization. They specifically describe how the money will be spent. They also explain an alternative to raising taxes. The teacher check to make sure that the funds have been used in the described way or the population will rebel against the leaders. This can affect the civilization in any way designated by the teacher, such as: loss of taxation revenue, loss of population, loss of land, or loss of development sheet.

Table 1: Civilization Project Connections with the South Carolina Social Studies Standards