Download Pottsgrove School District Unit Planning Organizer Subjects Social

Pottsgrove School District
Unit Planning Organizer
Subjects
Social Studies
Grade / Course 6th
Unit of Study
Ancient India
Unit Type(s)
Topical
Pacing
Dominant Focus: Geography, Culture, Contributions
Skills-based
Thematic
Weeks: 3
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8.4.6.B – Identify and Explain the importance of historical documents, artifacts, and sites which are critical to world history.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)
7.1.6.B
Places and Regions as Defined by Physical Features
- Subcontinent
- Mountains (e.g. Himalayas, Hindu Kush)
- Plains & Plateaus (Deccan, Western and Eastern Ghats)
- Desert (e.g. Thar, Great Indian Desert)
- Rivers (e.g. Ganges, Indus)
Bloom’s II
Taxonomy
Ex: 4 - Analyzing
DESCRIBE (places and regions as defined
by physical and human features)
2 - Understanding
LOCATE (places and regions as defined
by physical and human features)
Places and Regions as Defined by Human Features
- Agriculture (Western and Eastern Ghats)
- Cities (Harappa, Mohenjo Daro)
8.4.6.A
Contributions of Individuals and Groups to World History
(e.g. Harappa, Aryans, Mauryan & Guptas Empires, Huns,
Siddhartha, Asoka)
- social
- political
- cultural
- economic
8.4.6.C
Impacts of Continuity
belief systems & religions / social organizations (SOCIAL)
(e.g. four Vedas, Sanskrit, four Varnas, temples)
- impacts (then)
- impacts (today)
EXPLAIN (social, political, cultural, and
economic contributions of individuals and
groups to world history)
2 - Understanding
EXPLAIN (impacts of continuity)
2 - Understanding
commerce & industry / technology (ECONOMIC)
(e.g. inoculation, astronomy, metallurgy, numerals, writing
system, cotton/pottery/ivory, surgery, Iron Pillar)
- impacts (then)
- impacts (today)
politics & government (POLITICAL)
(e.g. Caste System)
- impacts (then)
- impacts (today)
physical & human geography (GEOGRAPHY)
(e.g. subcontinent, monsoons, irrigation)
- impacts (then)
- impacts (today)
EXPLAIN (impacts of change)
Impacts of Change
belief systems & religions / social organizations (SOCIAL)
(e.g. Harappans to Aryan, Brahmanism to Hinduism and
Jainism)
- impacts (then)
- impacts (today)
politics & government (POLITICAL)
(e.g. Raja)
- impacts (then)
- impacts (today)
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 India impact this civilization?
1. As in Mesopotamia and Egypt, the flooding left behind a layer of
fertile silt and allowed their civilization to grow. The northern
mountains of the Himalayas and the Hindu Kush helped protect
them from invasion.
2. Describe the predominant religion practiced. How did religion
impact the development of India?
2. Hinduism
Jainism
Buddhism
3. How did the contributions of India impact its social political,
economic and/or political development?
3. Some of the contributions of the Indian civilization include:
Hindu-arabic numerals, inoculations, discovery of seven of the
planets, Iron ore, Caste system. This led to mathematical and
scientific advancements. The caste system socially segregated the
Indians.
4. How do the contributions of India impact your life or society
today?
4. This impacted our world because the numbers & planets are
known world wide, new and stronger metals were created, and the
caste system is still practiced in India today. Inoculations are still
used widely today around the world to protect children and adults
from deadly diseases.
Plan for Instruction
Make connections between learning experiences and teaching strategies.
Engaging Learning Experiences
(Authentic Performance Tasks)
Researched-based Effective Teaching Strategies
 Video of student sharing Indian culture
 cooperative learning groups
 Caste system project
 graphic organizer for religions
 Choice Board
 reading summaries
 Eight-Fold Path & Four Noble Truths
presentation
 main ideas, supporting details
 Student & Parent sharing video & live
presentation
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
text features
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 #5
Pre Assessment: CFA #5
Informal Progress Monitoring Checks: exit slips, journal entries
Unit Vocabulary
Tier 3
Tier 2
Literary Terms
 monsoons
 sanskrit
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 subcontinent
 caste system
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 karma
 Hinduism
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 nonviolence
 Jainism
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 reincarnation
 The Buddha
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 fasting
 Buddhism
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 mediation
 Hindu-Arabic numerals
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 missionaries
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 nirvana
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 metallurgy
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 alloy
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 inoculation
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 astronomy
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Instructional Resources and Materials
Technology
Program / Text
Teacher Created
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