The Importance of Rivers in the Development 
of Early Civilizations

Designed by: Nancy Pierce Little     School: Heyward Gibbes Middle

Grade Level: 6     Subject: Social Studies

Core Curriculum Objectives(s): Examine the ancient civilizations which developed along the Nile, Indus, Huang Ho, and Tigris-Euphrates Rivers

(6WH3-2) Locate each civilization on map(s).

(6WH3-2) Define: the term, civilization, and explain its components: the interaction of communication, cooperation, a form of law or government, and specialization of tasks; the phrase "cradle of civilization"; the term culture.

(6WH3-3) Explain the following aspects of each river civilization: important terms, government, religion(s), economy, inventions and contributions, communication, natural resources, evolution of the civilization, its place within a time reference, primary people...

(Textbook: World, Adventures in Time and Place, McGraw Hill, Unit Two)

Overview: Students will listen to a poem written by Langston Hughes as an introduction to the concept of the importance of rivers in the development of early civilizations. Students will work cooperatively to develop a graphic organizer to depict the many uses of rivers and water. Students will locate the sites of early civilizations.

Focus/Essential Question: Why did early civilizations develop along rivers?

Time Frame: 1 - 45 minute class period

Resources/Materials: 
Copies of the poem, "The Negro Speaks of Rivers'" by Langston Hughes; for background information on Hughes search: (http://www.poets.org) 

butcher paper or other large sized paper (one sheet for each cooperative learning group) 

markers or colored pencils 

tape or thumb tacks 

textbook

Culminating Assessment: Students will create an outline map of the world. They will locate and label the locations of the early major civilizations on their map.

 Map rubric: http://go.hrw.com/ndNSAPI.nd/gohrw_rls1/pKeywordResults?SR9%20Rubrics Students will list on the back of their map how the people of the early civilizations used water and rivers.

Instructional Activities: Divide the class into cooperative learning groups. 

a. The teacher will read the poem, "The Negro Speaks of Rivers." Discuss with the class their impressions of the poem. 

b. Whole class discussion - Answer the following questions: What images did they visualize while listening to the poem? What idea(s) do the students think the author was trying to convey? Which rivers are mentioned in the poem? Where are these rivers located? 

c. Whole class discussion - Answer the following questions: Where did the early civilizations develop? Which of these rivers are mentioned in the poem? Which river(s) are not mentioned? 

d. Students, working in their cooperative learning groups, will brainstorm to create a web graphic organizer on butcher paper to show the uses for water and rivers. (See possible answers at the end of this lesson.) 

e. Each group will share their ideas with the class. Create a class web incorporating the ideas of all the groups on the blackboard or another sheet of large paper.

Lesson Extensions: 

1. Research: Which civilizations developed along the Congo and the Mississippi Rivers? When? 

2. Create a mural to depict how early people used the river. 

3. How are rivers used today? 

4. What are the names of the rivers in and/or near Columbia, SC? How were these rivers important in the early history of Columbia? How are they used today?

The Negro Speaks of Rivers Langston Hughes

I've known rivers: 
I've known rivers ancient as the world and older than the flow of human blood in human veins.

My soul has grown deep like the rivers.

I bathed in the Euphrates when dawns were young. 
I built my hut near the Congo and it lulled me to sleep. 
I looked upon the Nile and raised the pyramids above it. 
I heard the singing of the Mississippi when Abe Lincoln went down to New Orleans, and I've seen its muddy bosom turn all golden in the sunset.

I've known rivers: Ancient, dusky rivers.

My soul has grown deep like the rivers.

THE IMPORTANCE OF RIVERS

These are just some suggestions. I've had classes come up with more than 40 items in their webs!