Download Pottsgrove School District Unit Planning Organizer Subjects Social

Pottsgrove School District
Unit Planning Organizer
Subjects
Social Studies
Grade / Course 6th
Unit of Study
Unit Type(s)
Pacing
Dominant Focus: Geography, Culture, Contributions
Ancient Greece
Topical
Skills-based
Thematic
Weeks: 5 weeks
Current Priority State Standards and/or Common Core Standards
List the priority standards (written out in bold) that will be taught during this unit of study.
CAPITALIZE the SKILLS and underline the important concepts for all priority standards addressed in this unit.
7.1.6.B - DESCRIBE and LOCATE places and regions as defined by physical and human features.
8.4.6.A – EXPLAIN the social, political, cultural, and economic contributions of individuals and groups to world history.
8.4.6.C - EXPLAIN how continuity and change have impacted world history.
- Belief systems and religions
- Commerce and industry
- Technology
- Politics and government
- Physical and human geography
- Social organizations
Current Supporting State Standards and/or Common Core Standards
List the supporting standards (written out in non-bold) that will be taught during this unit of study. Supporting standards should not be unwrapped.
8.4.6.B – Identify and Explain the importance of historical documents, artifacts, and sites which are critical to world history.
8.4.6.D – Compare conflict and cooperation among groups and organizations which have impacted history and development of the world.
Priority
Standar
ds
“Unwrapped” Concepts
“Unwrapped” Skills
(Students need to know)
(Students need to be able to do)
Ex:
8.12.U.D
May also include concepts in unit but not specified in standard
Ex: Verb (concept)
Places and Regions
(e.g. Pindos Mountains, Island of Crete, Mediterranean and Aegean
Seas)
DESCRIBE (places and regions as defined
by physical and human features)
7.1.6.B
Places and Regions as Defined by Physical Features
(e.g. Crete, coastline, peninsula)
8.4.6.A
8.4.6.C
Contributions of Individuals and Groups to World History
(e.g. Spartans, Athenians, Alexander the Great, Cyrus the Great,
Socrates, Plato, Aristotle, Euclid, Hippocrates, Aesop, Homer,
Pericles)
- social
- political
- cultural
- economic
Impacts of Continuity
belief systems & religions / social organizations (SOCIAL)
(e.g. Homer’s Poem The Illiad and The Odyssey, Greek
Mythology)
- impacts (then)
- impacts (today)
commerce & industry / technology (ECONOMIC)
(e.g. seafaring)
- imp acts (then)
Bloom’s II
Taxonomy
Ex: 4 - Analyzing
2 - Understanding
LOCATE (places and regions as defined
by physical and human features)
EXPLAIN (social, political, cultural, and
economic contributions of individuals and
groups to world history)
2 - Understanding
EXPLAIN (impacts of continuity)
2 - Understanding
- impacts (today)
politics & government (POLITICAL)
(e.g. Democracy, Oligarchy, debates)
- impacts (then)
- impacts (today)
Impacts of Change
politics & government (POLITICAL)
(e.g. direct and elected representatives, voting rights, three
branches of government)
- impacts (then)
- impacts (today)
EXPLAIN (impacts of change)
Essential Questions
Corresponding Big Ideas
Essential Questions are engaging, open-ended questions that educators use to spark
initial student interest in learning the content of the unit about to commence.
Big ideas are what you want your students to discover on their own as a result of
instruction and learning activities.
Identify the Essential Questions that will be used throughout this unit to focus your
instruction and assessment. For consideration, ask yourself the following about each
essential question:
Identify the Big Ideas for each corresponding essential question.
1.
2.
3.
4.
Is this question written in student friendly language?
Can this question be answered with one of the Big Ideas?
Does the question lead the students to discovery of the Big Ideas?
Does the question go beyond who, what, where, when and ask the students to
explain how and why?
The goal is for students to effectively be able to respond to the teacher’s essential
questions with the big ideas, stated in their
1. How did the geography of Ancient Greece impact this
civilization?
1. The rugged and mountainous geography of Greece limited their
travel and trade to only those on the coast. It also separated the citystates from one another and limited contact so they developed
different lifestyles.
2. Describe the predominant religion practiced. How did religion
impact the development of Ancient Greece?
2. The predominant religion based on Greek mythology and was
polytheistic. The gods were believed to have domain over the
temples. The myths (actions of gods and goddesses) were used to
explain how the world works.
3. How did the contributions of Ancient Greece impact its social,
economic and/or political development?
3. The literature of Aesop, Homer, Socrates, Euclid, Plato, and
Aristotle created the stories, the myths and the philosophies of this
age, which is referred to as the Classical Period. The thought
processes developed through philosophy increased citizen
awareness and participation in self-government. Open-air debates
were prevalent.
4. How do the contributions of Ancient Greece impact your life or
society today?
4. Many current stories have their foundations in Greek mythology.
Democracy is considered Greece’s greatest gift to the world (POV).
The idea of electing officials to represent citizens developed from
the Greek idea of direct democracy.
Plan for Instruction
Make connections between learning experiences and teaching strategies.
Engaging Learning Experiences
(Authentic Performance Tasks)
 Elgin Marbles Writing Prompt (Argumentative)
Researched-based Effective Teaching Strategies
 graphic organizers
 Mini-projects on important people, events,
places
 compare/contrast

 summaries

 main ideas, supporting details


journal prompts

citing references

primary source documents – talk to text
Common Assessments
Note to Curriculum Designers:
Review grade-or course-specific state standardized assessments for the types of questions directly related to the “unwrapped” Priority Standards' concepts and skills in
focus for this unit of study.
2. Identify the vocabulary used and frequency of these questions.
3. Compare/contrast this information with the “unwrapped” concepts and skills listed above to determine how closely the two are aligned.
4. Create the Post Assessment using the Common Formative Assessment Template (Appendix A).
5. Create the Pre Assessment. Decide whether the pre-assessment will be aligned (directly matched to post-assessment but with fewer questions) or mirrored (exact
number and type of questions as post-assessment.
Create Informal Progress Monitoring Checks. Create short, ungraded “checks for student understanding” for the educator to administer throughout the unit of study that are
directly aligned to the post-assessment questions (selected-, short-, extended-response, and/or performance-based) and that coincide with learning progressions—the “building
block chunks” of instruction.
1.
Post Assessment: CFA #7
Pre Assessment: CFA #7
Informal Progress Monitoring Checks: exit slip, journal entries
Unit Vocabulary
Tier 3
Tier 2
Literary Terms
 prevalent
 Sappho
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 Socrates
 polis
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 Hippocrates
 acropolis
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 Aesop
 Cyrus the Great
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 Homer
 Darius I

 classical
 Persian Wars

 democracy
 Xerxes I
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 artistocrats
 Peloponnesian War
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 oligarchy
 Philip II
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 citizens
 Hellenistic
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 tyrant
 phlanax
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 Pericles
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 mythology
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 fables
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 influence
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 calvary
 Alexander the Great
 Alliance
 Reason
 strategy
Instructional Resources and Materials
Technology
Program / Text
Teacher Created
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