Download Unit Plan Design Template - South Plainfield Public Schools

South Plainfield Public Schools
Social Studies
Grade 6
Authors:
Rebecca Gross
Dana Hauck
Supervisor:
Kedra Gamble
Curriculum Coordinator:
Paul C. Rafalowski
Board Approved on: August 29, 2012
1
Table of Contents
South Plainfield Public Schools Board of Education Members
and Administration
Page: 3
Recognitions
Page: 4
District Mission Statement
Page: 5
Index of Courses
Page: 6
Curriculum Guide
Page: 7-43
2
Members of the Board of Education
Jim Giannakis, President
Sharon Miller, Vice President
Carol Byrne
John T. Farinella, Jr.
Christopher Hubner
William Seesselberg
Joseph Sorrentino
Gary Stevenson
Central Office Administration
Dr. Stephen Genco, Superintendent of Schools
Dr. Frank Cocchiola, Interim Assistant Superintendent of Schools
Mr. James Olobardi, Board Secretary/ BA
Mr. Frank Esposito, Director of Special Services
Ms. Kedra Gamble, Supervisor of Language Arts Literacy and Social Studies
Mr. Vincent Parisi, Supervisor of Math and Science
Mrs. Marlene Steele, Supervisor of Transportation
Mrs. Annemarie Stoeckel, Supervisor of Technology
Ms. Elaine Gallo, Director of Guidance
Mr. Al Czech, Director of Athletics
Mr. Paul Rafalowski, Curriculum Coordinator
3
Recognitions
The following individuals are recognized for their support in developing this Curriculum Guide:
Grade/Course
Writer(s)
Kindergarten:
Joy Czaplinski and Patricia Publik
Grade 1:
Mary Beth Boschen and Laura Mottley
Grade 2:
Cate Bonanno and Maria Sottiriou
Grade 3:
Angela Raimondo-Hajduk and Teresa Luck
Grade 4:
Susan Fenning and Laura McCreesh
Grade 5:
Rebecca Gross and Dana Hauck
Grade 6:
Rebecca Gross and Dana Hauck
Grade 7:
Joe Blondo and Melody Haggerty
Grade 8:
Joe Bennett and Barbara Pinelli
World History
Miten Shah and Ken Skillman
United States History 1
Frances Flannery and Miten Shah
United States History 2
Brandon Crosby and Frances Flannery
Government
Brandon Crosby
Law
Brandon Crosby
Sociology
Brandon Crosby
Genocide Studies
Frances Flannery
International Relations
Miten Shah
Supervisors:
Supervisor of LAL and Social Studies:
Ms. Kedra Gamble
Supervisor of Mathematics and Science:
Mr. Vince Parisi
Curriculum Coordinator:
Mr. Paul C. Rafalowski
Supervisor of Technology:
Ms. Annemarie Stoeckel
4
South Plainfield Public Schools
District Mission Statement
To ensure that all pupils are equipped with essential skills necessary to acquire a common body
of knowledge and understanding;
To instill the desire to question and look for truth in order that pupils may become critical
thinkers, life-long learners, and contributing members of society in an environment of mutual
respect and consideration.
It is the expectation of this school district that all pupils achieve the New Jersey Core
Curriculum Content Standards at all grade levels.
Adopted September, 2008
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Index of Social Studies Courses
Elementary Schools
(Franklin, Kennedy, Riley, Roosevelt)
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
Grant School
Grade 5
Grade 6
Middle School
Grade 7
Grade 8
High School
World History
Academic World History
Honors World History
United States History 1
Academic United States History 1
Honors United States History 1
United States History 2
Academic United States History 2
Honors United States History 2
Advanced Placement United States History
Genocide Studies
Sociology
Government
Law
International Relations
Economics and Financial Literacy
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South Plainfield Public Schools Curriculum Guide
Content Area: Social Studies
Grade Level: 6th Grade
Course Title: Grade 6 Social Studies
Unit 1: The Study of the Past
2 Weeks
Unit 2: Early Humans and Societies
3 Weeks
Unit 3: Mesopotamia, Egypt, and Kush
8 Weeks
Unit 4: Foundation of Western Ideas
7 Weeks
Unit 5: The Roman World
8 Weeks
Unit 6: Early Medieval Europe
4 Weeks
Board Approved on:
August 29, 2012
7
South Plainfield Public Schools Curriculum Guide
Content Area: Social Studies
Grade Level: 6th Grade
Course Title: Grade 6 Social Studies
4 Weeks
Unit 7: Early Japan
Board Approved on:
August 29, 2012
8
Unit 1
Content Area – Social Studies
Unit Title – The Study of the Past
Target Course/Grade Level – Grade 6 Social Studies
Unit Summary/Rationale – During this unit, students will explore how the work of historians,
geographers, and archeologists helps to paint a picture of the lives of the people of the past. Archeology is
especially important when studying pre-history, the time before writing, and the ancient world.
Interdisciplinary Connections – ELA, Art, Math, Science
Technology Integration – Smart Board, Laptops, iPad, projector
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, Health Literacy and
Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills
Learning Targets
Standard(s) – 6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how past
interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge
and skills enable students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
Era: The Beginnings of Human Society
Strand(s) – D. History, Culture, and Perspectives
Content Statement(s) –
 Hunter/gatherers adapted to their physical environments using resources, the natural world, and
technological advancements.
 The agricultural revolution led to an increase in population, specialization of labor, new forms of social
organization, and the beginning of societies.
 Archaeology provides historical and scientific explanations for how ancient people lived.
Cumulative Progress Indicator(s) (CPI) –
6.2.8. D.1.c: Explain how archaeological discoveries are used to develop and enhance understanding of life
prior to written records.
Reading Standards for Literacy:
Key Ideas and Details
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a
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bill becomes law, how interest rates are raised or lowered).
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text
complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
Provide a concluding statement or section that follows from and supports the argument presented.
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into
broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
-Use precise language and domain-specific vocabulary to inform about or explain the topic.
-Establish and maintain a formal style and objective tone.
-Provide a concluding statement or section that follows from and supports the information or explanation
presented.
Production and Distribution of Writing
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed.
WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
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conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Unit Essential Questions
 How is the use of primary sources essential to
examining past events.
 How does physical environment play a role in
people’s behavior?
 What steps do historians take as they answer
historical questions?
Unit Enduring Understandings

Actions from the past influence the present and
the future.
 Where we live influences how we live.
 The manner in which history is presented is
determined by the evidence available and the way
it’s interpreted.
Terminology: history, culture, archaeology, fossil, artifacts, primary source, secondary source, geography,
landforms, climate, environment, region, resources
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Some activities may include:
Define history and
archaeology and describe
how both are used to
study the past.
Differentiate between
primary and secondary
sources.
Identify and describe the
two branches of
geography.
Label a political world
map with the continents
and oceans.
Describe the connection
between geography and
the study of history.
Students will be assigned groups. Each group
will be given a primary source. The handout
given to each group will have questions
designed to help evaluate the source they were
given. The groups will share what they learned
with the rest of the class towards the end of the
period.
Students will design a brief help wanted ad for
an archeologist. They will include a summary
of what the job entails and a description of the
ideal candidate.
Students will bring an example of a primary
source from home. When presenting his/her
primary source to the class students will have
to answer a series of questions including what
types of questions historians may be able to
answer using their specific source.
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Chapter Test
Vocabulary Quiz
Primary/Secondary Source
Quiz
Map Quiz
Rubric Based Assessment
Students will work in pairs and compare four
maps of California (road, political, physical,
population). They will have to identify what
type of map each on is and if it’s something
used in human or physical geography. They
will also compare information from the maps to
answer a series of questions. Example: How
would a historian use information from these
maps?
Students will work on laptops/iPads and visit
www.smm.org/catal. They will focus on the
processes portion of the website, which gives
information on the tools used by archaeologists
when excavating a site.
Students will watch a video clip from the series
“Treasure Wars” from
www.nationalgeographic.com concerning the
controversy about the Rosetta Stone. Prior to
watching the video the class will be asked the
question Can history be owned? Students will
have to answer the question again following the
video and discuss their reaction to the argument
over the Rosetta Stone. This activity should
follow students defining the studies of history
and archaeology.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Textbook: World History , www.brainpop.com , www.smm.org/catal/, World History DVD,
maps.nationalgeographic.com/maps
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Unit 2
Content Area – Social Studies
Unit Title – Early Humans and Societies
Target Course/Grade Level – Grade 6 Social Studies
Unit Summary/Rationale – During this unit, the lives and technology of early humans will be examined
along with how environmental changes played a key role in the evolution of their lives. The work of
archeologists and anthropologists will also be discussed since it plays such a significant role in studying
pre-history.
Interdisciplinary Connections - Language Arts, Science, Math
Technology Integration – Smart Board, Laptops, iPad
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, Health Literacy and
Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills
Learning Targets
Standard(s) – 6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how past
interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge
and skills enable students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
Era: The Beginnings of Human Society
Strand(s) –
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
Content Statement(s) –
 Hunter/gatherers adapted to their physical environments using resources, the natural world, and
technological advancements.
 The agricultural revolution led to an increase in population, specialization of labor, new forms of social
organization, and the beginning of societies.
 Archaeology provides historical and scientific explanations for how ancient people lived.
Content Statement(s) –
6.2.8. A.1.a: Compare and contrast the social organization of early hunters/gatherers and those who lived in
early agrarian societies.
6.2.8.B.1.a: Explain the various migratory patterns of hunters/gatherers who moved from Africa to
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Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping
of societies.
6.2.8. B.1.b: Compare and contrast how nomadic and agrarian societies used land and natural resources.
6.2.8. C.1.a: Relate the agricultural revolution (including the impact of food surplus from farming) to
population growth and the subsequent development of civilizations.
6.2.8. C.1.b: Determine the impact of technological advancements on hunter/gatherer and agrarian
societies.
6.2.8. D.1a: Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of
relative length of time.
6.2.8. D.1.b: Relate the development of language and forms of writing to the expression of ideas, creation
of cultural identity, and development of more complex social structures.
6.2.8. D.1.c: Explain how archaeological discoveries are used to develop and enhance understanding of life
prior to written records.
Reading Standards for Literacy:
Key Ideas and Details
RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a
bill becomes law, how interest rates are raised or lowered).
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text
complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into
broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
14
concepts.
-Use precise language and domain-specific vocabulary to inform about or explain the topic.
-Establish and maintain a formal style and objective tone.
-Provide a concluding statement or section that follows from and supports the information or explanation
presented.
Production and Distribution of Writing
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed.
WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Unit Essential Questions
 How can a major ecological event, such as the
ice ages, influence early people’s behavior?
 How important is communication in the
construction and organization of communities?
 What changes did the agricultural revolution
cause in the lives of early humans?
Unit Enduring Understandings
 Early Human migration re-populated the globe,
subsequently changing people and their
environments.
Terminology: prehistory, hominid, ancestor, tool, Paleolithic Era, society, hunter-gatherers
migrate, ice ages, land bridge, Mesolithic Era, Neolithic Era, domestication, agriculture, megaliths
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Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Some activities may include:
Compare and contrast the
characteristics of the
Paleolithic, Mesolithic,
and Neolithic era.
Describe the cause and
effect of human migration
during the stone ages.
Analyze the significance
of the agricultural
revolution and identify its
effects.
Students will be given laptops and earphones
(they may use their own) to watch a portion of
an interactive documentary from
becominghuman.org. They will take part in the
prologue, evidence, and anatomy portions of
the documentary. Students will be required to
answer a series of questions from watching the
video and examining the related exhibits
portion of the video.
Chapter Test
Vocabulary Quiz
Content Quiz
Rubric Based Activity
Students will work in pairs when visiting the
website www.smm.org/catal. The students will
directed to specific portions of the site to learn
more about the people from the village/time
period.
Students will produce their own cave painting.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Textbook: World History , www.brainpop.com, becominghuman.org, www.smm.org/catal/
World History DVD,
16
Unit 3
Content Area – Social Studies
Unit Title – Mesopotamia, Egypt, and Kush
Target Course/Grade Level – Grade 6 Social Studies
Unit Summary/Rationale – During this unit, students will explore how the first civilizations grew in the
river valleys of Asia and Africa. Students will learn how essential natural resources such as fresh water and
fertile soil allowed early people to settle in the area and thrive. The societies that developed along the
Tigris and Euphrates Rivers and the Nile River were successful in areas such as trade, engineering, and
science. These advancements influenced their neighbors and people of the modern world.
Learning
Interdisciplinary Connections - ELA, Art, Math, Science
Technology Integration – Smart Board, Laptops, iPad
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, Health Literacy and
Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills
Learning Targets
Standard(s) – 6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how past
interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge
and skills enable students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
Era: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE)
Strand(s) –
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
Content Statement(s) –
2. Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations
Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and
northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic
conditions. They created centralized systems of government and advanced societies.
Cumulative Progress Indicator(s) (CPI) –
6.2.8.A.2.a: Explain why different ancient river valley civilizations developed similar forms of
government
6.2.8. A.2.b: Explain how codifying laws met the needs of ancient river valley societies.
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6.2.8. A.2.c: Determine the role of slavery in the economic and social structures of ancient river valley
civilizations.
6.2.8. B.2.a: Determine the role of slavery in the economic and social structures of ancient river valley
civilizations.
6.2.8. B.2.b: Compare and contrast physical and political maps of ancient river valley civilizations and their
modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley
and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of
these civilizations, then and now.
6.2.8. C.2.a: Explain how technological advancements led to greater economic specialization, improved
weaponry, trade, and the development of a class system in ancient river valley civilizations.
6.2.8. D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river
valley civilizations.
6.2.8. D.2.b: Explain how the development of written language transformed all aspects of life in ancient
river valley civilizations.
6.2.8. D.2.c: Analyze the factors that led to the rise and fall of various ancient river valley civilizations and
determine whether there was a common pattern of growth and decline.
6.2.8. D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the
most enduring legacies.
Reading Standards for Literacy:
Key Ideas and Details
RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a
bill becomes law, how interest rates are raised or lowered).
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text
complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.6-8.1. Write arguments focused on discipline-specific content.
-Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
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-Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
-Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
-Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into
broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples
-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
-Use precise language and domain-specific vocabulary to inform about or explain the topic.
-Establish and maintain a formal style and objective tone.
-Provide a concluding statement or section that follows from and supports the information or explanation
presented.
Production and Distribution of Writing
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed.
WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
19
Unit Essential Questions
 Why were laws in Babylon first recorded, and
what aspects of society do they address?
 How did inventions created in the Fertile
Crescent affect the people in the region and
beyond?
 How was the significance of the Nile River
reflected in the religion and construction of
ancient Egypt?
Unit Enduring Understandings
 Laws will reflect the cultural characteristics and
time period of the people who practice them.
 Physical geography plays a significant role in how
a society develops.
 Limited natural resources may lead to armed
conflict over land.
Terminology:
Mesopotamia:
Fertile Crescent, silt, irrigation, canals, surplus, division of labor, rural, urban, city-state
Gilgamesh, Sargon, empire, polytheism, priests, social hierarchy, cuneiform, pictographs, scribe, epics
architecture, ziggurat, monarch, Hammurabi’s Code, chariot, Nebuchadnezzar, alphabet
Egypt:
cataracts, delta, Menes, pharaoh, dynasty, Old Kingdom, Khufu, nobles, afterlife, mummies, elite, pyramids
engineering, Middle Kingdom, New Kingdom, trade routes, Queen Hathepsut, Ramses the Great, papyrus
hieroglyphics, Rosetta Stone, sphinxes, obelisk, King Tutankhamen
Kush:
Piankhi, trade network, merchants, exports, imports, Queen Shanakhdakheto, King Ezana
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Some activities may include:
Describe how integral
the Tigris and Euphrates
were in the development
of Mesopotamian
societies.
Discuss the influence
Sumerian technology had
on the people of
Mesopotamia and
ancient/later cultures.
Define Hammurabi’s
Code of laws and
examine the role social
hierarchy played in its
development and
enforcement.
Following reading an excerpt from the Epic of
Gilgamesh, about the monster Humbaba,
students will work collaboratively (pairs) to
write an alternate ending to the story. They will
be given parameters to follow so that all stories
include the same characters, start at the same
place, and stay true to the time period.
Students will work individually to create their
own cuneiform tablet using modeling clay and a
stylus. They will be given a handout with
cuneiform symbols as a reference. There will
be a debriefing following the activity
concerning the student’s experience. Example:
What was the difference between writing using
symbols vs. letters?
Students will visit mesopotamia.co.uk from the
20
Chapter Test
Vocabulary Quiz
Content Quiz
Rubric Bases Assessment
Name and describe the
various empires of the
Fertile Crescent and their
characteristics, then
examine their long term
influence.
Describe the
significance of the Nile
River in relation to the
development of ancient
Egypt.
Summarize the
characteristics and
achievements of the
ancient Egyptians during
the Old, Middle, and
New Kingdom.
Use ancient Egyptian
burial practices to
illustrate the significance
of religion in Egypt.
Compare and Contrast
Mesopotamia and Egypt.
Identify the kingdom of
Kush and describe its
importance as a kingdom
separate from Egypt.
British Museum to examine the geography, and
timeline of events in Mesopotamia.-the students
will be directed as to what to focus on using
teacher produced questions.
Students will be given a list of laws from
Hammurabi’s Code and examine them. They
will have to evaluate the laws with and research
and site laws of similar purpose in the United
States.
Students will be given the choice to produce a
model of a pyramid, ziggurat, obelisk, or
sphinx. Each model must include an index card
with a paragraph of information on the model
and citations.
The British Museum Website,
ancientegpt.co.uk, will be used to examine the
famous achievements of the Egyptians (i.e.
pyramids and hieroglyphics)
Students will be placed in groups. Each group
will be given a (different) textbook and asked to
find the chapter on Kush. They will then have
to compare the number of pages on Kush to the
number of pages dedicated to ancient Egypt.
After comparing their findings the students will
be asked possible reasons for this significant
difference- This is used to illustrate the role
prejudice can play in the study of history and
how time and perception will change the
manner in which historians approach a subject.
The activity should be used prior to reading the
article Kush-The Nubian Kingdom, and
revisited at the end of the chapter.
Journal: Students may write as Menes,
Hatshepsut, or Howard Carter. They should be
given direction as to what topics to discuss and
to stay true to the time period.
21
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources Textbook: World History
www.brainpop.com
ancientegypt.co.uk
mesopotamia.co.uk
22
Unit 4
Content Area – Social Studies
Unit Title – Foundations of Western Ideas
Target Course/Grade Level – Grade 6 Social Studies
Unit Summary/Rationale – During this unit, students will be how analyzing the history of the early
Hebrew and Greek people will give students the background knowledge necessary to better understand the
history of their government, the arts, and many other aspects of modern western civilization.nin
Interdisciplinary Connections - ELA, Art, Math, Science
Technology Integration – Smart Board, Laptops, iPad
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, Health Literacy and
Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills
Learning Targets
Standard(s) – 6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how past
interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge
and skills enable students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
Era: The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE)
Strand(s) –
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
Content Statement(s) –
 Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of
unprecedented size and diversity by creating centralized governments and promoting commerce, a
common culture, and social values.
 Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during
the era of classical civilizations.
 Classical civilizations declined as a result of internal weaknesses and external invasions, but they left
lasting legacies for future civilizations.
Cumulative Progress Indicator(s) (CPI) –
6.2.8. A.3.b: Compare and contrast the rights and responsibilities of free men, women, slaves, and
foreigners in the political, economic, and social structures of classical civilizations.
23
6.2.8.A.3.c: Determine the foundational concepts and principles of Athenian democracy and the
Roman Republic that later influenced the development of the United States Constitution.
6.2.8. A.3.d: Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of
United States citizens today, and evaluate how citizens perceived the principles of liberty and equality then
and now.
6.2.8. A.3.e: Compare and contrast the American legal system and the legal systems of classical
civilizations, and determine the extent to which the early systems influenced the current legal system.
6.2.8. B.3.a: Determine how geography and the availability of natural resources influenced the development
of the political, economic, and cultural systems of each of the classical civilizations and provided
motivation for expansion.
6.2.8. B.3.b: Explain how geography and the availability of natural resources led to both the development
of Greek city-states and to their demise.
6.2.8. C.3.a: Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin,
India, and China.
6.2.8. D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power,
wealth, and equality.
6.2.8. D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the
values of classical societies.
Reading Standards for Literacy:
Key Ideas and Details
RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a
bill becomes law, how interest rates are raised or lowered).
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text
complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.6-8.1. Write arguments focused on discipline-specific content.
-Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
24
-Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
-Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
-Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into
broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
-Use precise language and domain-specific vocabulary to inform about or explain the topic.
-Establish and maintain a formal style and objective tone.
-Provide a concluding statement or section that follows from and supports the information or explanation
presented.
Production and Distribution of Writing
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed.
WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
25
Unit Essential Questions
 Why does government change and how much
influence do people have on changes in
government?
 Why is there political and social conflict?
 How much influence do individuals have in
changing history?
Unit Enduring Understandings
 Physical geography plays a significant role in how
a society develops.
 Limited natural resources and cultural differences
may lead to armed conflict.
 The construction and eventual fall of empires has
long lasting effects on the economic, political, and
social structure on future societies that develop.
Terminology:
Early Hebrew People:
Judaism, Abraham, Moses, Exodus, Ten Commandments, David, Solomon, Diaspora
monotheism, Torah, synagogue, prophets, Talmud, Dead Sea Scrolls, Zealots
rabbis, Passover, High Holy Days
Greece:
citizens, polis, classical, acropolis, democracy, aristocrats, oligarchy, tyrant, Pericles
mythology, Homer, Sappho, Aesop, fables
Cyrus the Great , cavalry, Darius I , Persian Wars, Xerxes I, alliance, Peloponnesian War
Philip II, phalanx, Alexander the Great, Hellenistic, Socrates , Plato, Aristotle, reason, Euclid
Hippocrates
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Some activities may include:
Define Judaism and
describe its primary
characteristics.
List significant events in
Hebrew history and
describe the cause and
effect of each.
Describe how the
physical terrain of Greece
acted as a factor in the
development of its
economy and the citystate.
Students will visit ancientgreece.co.uk when
researching the cultural differences between
Athens and Sparta and the influence of
important figures (i.e. Pericles).
Students will work in groups to create a
presentation on the influence the ancient
Greeks have had on modern day civilization.
They may do so by creating a power point
presentation, poster, etc.
Create a comic strip detailing the life (or part of
the life) of Alexander the Great.
Compare and contrast the
Minoan and Mycenaean
26
Chapter Test
Vocabulary Quiz
Content Quiz
Rubric Based Activity
civilizations and describe
their influence on the
ancient Greeks.
Define oligarchy and
tyrannany and compare
them to democracy.
Examine the extent social
discontent played in the
creation of democracy in
Athens and the role of the
upper class in Athenian
government.
Compare and contrast
direct democracy of
ancient Athens to
representative democracy
of the United States.
Describe the cultural
differences between
Athens and Sparta and the
factors that contributed to
these differences.
Summarize the cultural
achievements of the
ancient Greeks and the
influence on western
civilization.
Examine the actions of
Alexander the Great and
the short and long term
effects of his empire.
27
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources Textbook: World History
www.brainpop.com
ancientgreece.co.uk
28
Unit 5
Content Area – Social Studies
Unit Title – The Roman World
Target Course/Grade Level – Grade 6 Social Studies
Unit Summary/Rationale – During this unit, students will obtain the background knowledge necessary to
better understand the history of their government, the arts, and many other aspects of modern western
civilization after examining the world of the ancient Romans. This will include early Rome and end with
the fall of the Roman Empire.
Interdisciplinary Connections - ELA, Art, Math, Science
Technology Integration – Smart Board, Laptops, iPad
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, Health Literacy and
Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills
Learning Targets
Standard(s) – 6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how past
interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge
and skills enable students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
Era: The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE)
Strand(s) –
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
Content Statement(s) –
 Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of
unprecedented size and diversity by creating centralized governments and promoting commerce, a
common culture, and social values.
 Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during
the era of classical civilizations.
 Classical civilizations declined as a result of internal weaknesses and external invasions, but they left
lasting legacies for future civilizations.
29
Cumulative Progress Indicator(s) (CPI) –
6.2.8. A.3.b: Compare and contrast the rights and responsibilities of free men, women, slaves, and
foreigners in the political, economic, and social structures of classical civilizations.
6.2.8.A.3.c: Determine the foundational concepts and principles of Athenian democracy and the
Roman Republic that later influenced the development of the United States Constitution.
6.2.8. A.3.d: Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those
of United States citizens today, and evaluate how citizens perceived the principles of liberty and equality
then and now.
6.2.8. A.3.e: Compare and contrast the American legal system and the legal systems of classical
civilizations, and determine the extent to which the early systems influenced the current legal system.
6.2.8. B.3.a: Determine how geography and the availability of natural resources influenced the
development of the political, economic, and cultural systems of each of the classical civilizations and
provided motivation for expansion.
6.2.8. B.3.b: Explain how geography and the availability of natural resources led to both the development
of Greek city-states and to their demise.
6.2.8. C.3.a: Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin,
India, and China.
6.2.8. D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power,
wealth, and equality.
6.2.8. D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the
values of classical societies.
Era: Expanding Exchanges and Encounters (500 CE-1450 CE)
Content Statement(s) –



The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of
interregional trade, cultural exchanges, new technologies, urbanization, and centralized political
organization.
The rise and spread of new belief systems unified societies, but they also became a major source of
tension and conflict.
While commercial and agricultural improvements created new wealth and opportunities for the empires,
most people’s daily lives remained unchanged.
Cumulative Progress Indicator(s) (CPI) –
6.2.8. D.3.d: Compare the golden ages of Greece, Rome, India, and China, and justify major achievements
that represent world legacies.
6.2.8. D.3.e: Compare and contrast the tenets of various world religions that developed in or around this
time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their
patterns of expansion, and their responses to the current challenges of globalization.
Reading Standards for Literacy:
Key Ideas and Details
RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a
30
bill becomes law, how interest rates are raised or lowered).
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text
complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.6-8.1. Write arguments focused on discipline-specific content.
-Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
-Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
-Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
-Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into
broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
-Use precise language and domain-specific vocabulary to inform about or explain the topic.
-Establish and maintain a formal style and objective tone.
-Provide a concluding statement or section that follows from and supports the information or explanation
presented.
Production and Distribution of Writing
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose
31
and audience have been addressed.
WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Unit Essential Questions:
 Why does government change and how much
influence do people have on changes in
government?
 How much of an influence did the Roman
Republic have on the Republic of the United
States?
 Why is there political and social conflict?
Unit Enduring Understandings
 The construction and eventual fall of empires has
long lasting effects on the economic, political, and
social structure of people.
 There are numerous factors that contribute to
changes in government; this includes internal
conflict amongst the powerful.
Terminology:
Early Rome and the Roman Republic:
Aeneas, Romulus and Remus, republic, dictators, Cincinnatus, plebeians, patricians
magistrates, consuls, Roman Senate, veto, Latin, checks and balances, Forum
legions, Punic Wars, Hannibal, Gaius Marius, Lucius Cornelius Sulla, Spartacus
Roman Empire:
Cicero, Julius Caesar, Pompey, Augustus, currency, Pax Romana, aqueduct, Romance languages
civil law, Christianity, Jesus of Nazareth, Bible, crucifixion, Resurrection, disciples, Paul
Constantine, Diocletian, Attila, corruption, Justinian, Theodora, Byzantine Empire
32
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Some activities may include:
Examine the reasons for
the Romans developing a
republic.
Mock Interview- Students will create a mock
interview with an individual of their choice
(taken from a list). Example: Julius Caesar.
Explain how the people of
Rome influenced changes
to the early republic and
list examples of changes
in government caused by
public influence.
Power point presentation on the similarities and
differences between the Roman and U.S.
Republic.
Describe the structure of
the Roman Republic.
Roman Newscast- Students will be divided into
groups to create a newscast on life in Rome. It
will feature four sections: news, sports, special
reports, and editorial segments. Student groups
will be given time to work on this project at
various intervals during this unit.
Compare the Roman
Republic to the Republic
of the United States.
Examine the factors that
contributed to the fall of
the republic and led to
civil war in Rome
Define Christianity and
discuss its growth in
Rome.
Summarize the cultural
achievements of the
ancient Romans and its
influence on western
civilization.
Describe the
characteristics of the
Roman Empire and the
effects of its influence.
33
Chapter Test
Vocabulary Quizzes
Content Quizzes
Rubric Based Assessment
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources Textbook: World History
www.brainpop.com
34
Unit 6
Content Area – Social Studies
Unit Title – Early Medieval Europe
Target Course/Grade Level – Grade 6 Social Studies
Unit Summary/Rationale – During this unit, students will explore how, following the fall of the Roman
Empire, Europe was in a state of disorder. It is during this time that new leadership emerges, Christianity
spreads, and feudalism is developed. All of which had a long lasting effect on the people of the region for
many years to come.
Interdisciplinary Connections – ELA, Science, Math
Technology Integration –
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, Health Literacy and
Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills
Learning Targets
Standard(s) – 6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how past
interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge
and skills enable students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
Era: Expanding Exchanges and Encounters (500 CE-1450 CE)
Strand(s) –
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. D. History, Culture, and Perspectives
Content Statement(s) –
The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of
interregional trade, cultural exchanges, new technologies, urbanization, and centralized political
organization.
The rise and spread of new belief systems unified societies, but they also became a major source of tension
and conflict.
While commercial and agricultural improvements created new wealth and opportunities for the empires,
most people’s daily lives remained unchanged.
35
Cumulative Progress Indicator(s) (CPI) –
6.2.8. A.4.a: Analyze the role of religion and other means rulers used to unify and centrally govern
expanding territories with diverse populations.
6.2.8. B.4.a: Explain how geography influenced the development of the political, economic, and cultural
centers of each empire and well as the empires’ relationships with other parts of the world.
6.2.8. D.4.b: Analyze how religion both unified and divided people.
6.2.8. D.4.c: Analyze the role of religion and economics in shaping each empire’s social hierarchy, and
evaluate the impact these hierarchical structures had on the lives of various groups of people.
6.2.8. D.4.f: Determine which events led to the rise and eventual decline of European feudalism.
Reading Standards for Literacy:
Key Ideas and Details
RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a
bill becomes law, how interest rates are raised or lowered).
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text
complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.6-8.1. Write arguments focused on discipline-specific content.
-Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
-Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
-Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
-Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
36
-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into
broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
-Use precise language and domain-specific vocabulary to inform about or explain the topic.
-Establish and maintain a formal style and objective tone.
-Provide a concluding statement or section that follows from and supports the information or explanation
presented.
Production and Distribution of Writing
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed.
WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
Unit Essential Questions
 What challenges did people face after the
collapse of the Roman Empire?
 Was feudalism created to address economic,
social, or political needs in Europe?
 What role did monks and missionaries play in
the spread of Christianity and how significant
where they in medieval society?
Unit Enduring Understandings
 The existence of social class may organize a society,
but it controls it as well.
 Religion can play a significant role in the social and
political order of societies.
Terminology:
Middle Ages, medieval, Patrick, monks, monasteries, Benedict, Charlemagne, knights, vassal, feudalism,
William the Conqueror, manor, serfs, Eleanor of Aquitaine
37
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Some activities may include:
Describe Europe after the
fall of Rome and
summarize events that
may have led to the
development of
feudalism.
Examine the role
Christianity played in the
lives of the people of
Medieval Europe and
how it spread through the
continent.
Students will be split into groups and assigned
a role in feudal society; lords, peasants, etc.
They will design and create a brochure meant
to give information on how the assigned
individual contributes to medieval Europe and
what their daily life may be like.
Chapter Test
Vocabulary Quizzes
Content Quizzes
Rubric Based Assessment
Power point presentation on the rise of
feudalism in Europe.
Students will analyze photographs of medieval
art and use them to learn more about the time
period (i.e. religion). A handout with
Name and define the roles evaluative questions will be given to the
of the members of Feudal students to use as a guide.
society and compare its
structure to social class
systems that have been
previously studied.
Summarize the structure
of the manor system and
explain its purpose.
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Textbook: World History, www.brainpop.com, World History DVD
38
Unit 7
Content Area – Social Studies
Unit Title – Early Japan
Target Course/Grade Level – Grade 6 Social Studies
Unit Summary/Rationale – During this unit, students will explore how Geography and the cultural
influence of its neighbors played a role in the development in Japan. Students will examine this along with
the individual cultural characteristics of the Japanese. The development of Feudalism and its impact on
Japanese culture will also be examined.
Interdisciplinary Connections - ELA, Math, Science
Technology Integration – Smart Board, Laptops, iPad, Projector
21st Century Themes –
Global Awareness, Financial, Economic,
Business and Entrepreneurial Literacy,
Civic Literacy, Health Literacy and
Environmental Literacy
21st Century Skills –
Creativity/Innovation, Critical Thinking/Problem Solving,
Communication and Collaboration, Life & Career Skills,
Technology, Media and Technology Skills
Learning Targets
Standard(s) – 6.2 World History/Global Studies:
All students will acquire the knowledge and skills to think analytically and systematically about how past
interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge
and skills enable students to make informed decisions as socially and ethically responsible world citizens in
the 21st century.
Era: Expanding Exchanges and Encounters (500 CE-1450 CE)
Strand(s) –
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
Content Statement(s) –
The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of
interregional trade, cultural exchanges, new technologies, urbanization, and centralized political
organization.
The rise and spread of new belief systems unified societies, but they also became a major source of tension
and conflict.
While commercial and agricultural improvements created new wealth and opportunities for the empires,
most people’s daily lives remained unchanged.
39
Cumulative Progress Indicator(s) (CPI) –
6.2.8. A.4.a: Analyze the role of religion and other means rulers used to unify and centrally govern
expanding territories with diverse populations.
6.2.8. A.4.b: Compare and contrast the Japanese and European systems of feudalism and the effectiveness
of each in promoting social, economic, and political order.
6.2.8. B.4.a: Explain how geography influenced the development of the political, economic, and cultural
centers of each empire and well as the empires’ relationships with other parts of the world.
6.2.8. B.4.f: Explain how the geographies of China and Japan influenced their development and their
relationship with one another.
6.2.8. C.4.b: Analyze how trade, technology, the availability of natural resources, and contact with other
civilizations affected the development of empires in Eurasia and the Americas.
6.2.8. D.4.b: Analyze how religion both unified and divided people.
6.2.8. D.4.c: Analyze the role of religion and economics in shaping each empire’s social hierarchy, and
evaluate the impact these hierarchical structures had on the lives of various groups of people.
6.2.8. D.4.f: Determine which events led to the rise and eventual decline of European feudalism.
6.2.8. D.4.j: Compare the major technological innovations and cultural contributions of the civilizations of
this period and justify which represent enduring legacies.
Reading Standards for Literacy:
Key Ideas and Details
RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a
bill becomes law, how interest rates are raised or lowered).
Craft and Structure
RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language,
inclusion or avoidance of particular facts).
Integration of Knowledge and Ideas
RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.
RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity
RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text
complexity band independently and proficiently.
Writing Standards for Literacy:
Text Types and Purposes
WHST.6-8.1. Write arguments focused on discipline-specific content.
-Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or
opposing claims, and organize the reasons and evidence logically.
40
-Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an
understanding of the topic or text, using credible sources.
-Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s),
counterclaims, reasons, and evidence.
-Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the argument presented.
WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific
procedures/ experiments, or technical processes.
-Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into
broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g.,
charts, tables), and multimedia when useful to aiding comprehension.
-Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other
information and examples.
-Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and
concepts.
-Use precise language and domain-specific vocabulary to inform about or explain the topic.
-Establish and maintain a formal style and objective tone.
-Provide a concluding statement or section that follows from and supports the information or explanation
presented.
Production and Distribution of Writing
WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose
and audience have been addressed.
WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
Research to Build and Present Knowledge
WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question),
drawing on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms
effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and following a standard format for citation.
WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.
Range of Writing
WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter
time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and
audiences.
41
Unit Essential Questions
 How did the Japanese adapt cultural influences
from China and Korea and make it their own?
 How did feudalism develop in Japan and how
did it change Japanese society?
Unit Enduring Understandings
 Physical geography plays a significant role in how a
society develops.
 The existence of social class may organize a society,
but it controls it as well.
Terminology:
Clans, Shinto, Prince Shoktoku, regent, court, Lady Murasaki Shikibu, Zen, daimyo, samurai, figurehead,
shogun
Goals/Objectives
Students will be able to -
Learning Activities/Instructional Strategies
Evidence of Learning
(Formative & Summative)
Some activities may include:
Explain how the physical
geography of Japan
played a role in its
development and
relationship with its
neighbors.
Examine the influence
China and Korea had on
Japan and describe how
the Japanese adapted
those cultural influences
to fit their own needs.
Power point presentation comparing
feudalism in Europe to feudalism in Japan
Students will be organized into groups so that
they may produce a Samurai Brochure.
Information in the brochure will include the
definition of samurai, rules of behavior, method
of payment; etc The design of the brochure
should be informative and should also attract
people to want to be samurai.
Divide the class into groups of four to six
students. Each group will develop a code of
rules similar to the samurai code of Bushido, it
should apply to the present. There should be
10 rules and they should address general
behavior in society.
Determine why feudalism
developed in Japan and
describe its influence on
Japanese society, and also
compare its influence to
other social class systems
previously studied.
Describe the role of the
samurai in Japan and the
influence of the samurai
on Japanese culture up to
the present day.
42
Chapter Test
Vocabulary Quizzes
Content Quizzes
Rubric Based Assessment
Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are
not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous
groups, depending on the learning objectives and the number of students who need further support and
scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as
they relate to the special needs of students in accordance with their Individualized Education Programs
(IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to,
extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or
suggestions from special education or ELL teachers.
Resources - Textbook: World History, www.brainpop.com, World History DVD
43