Download Social Studies - Rahway Public Schools

CURRICULUM
FOR
SOCIAL STUDIES
GRADE 6
This curriculum is part of the Educational Program of Studies of the Rahway Public Schools.
ACKNOWLEDGMENTS
Christine H. Salcito, Director of Curriculum and Instruction
Tiffany Lynch, Program Supervisor of Literacy
The Board acknowledges the following who contributed to the preparation of this curriculum.
Gary Mendes
Subject/Course Title:
Social Studies
Grade 6
Date of Board Adoptions:
August 30, 2011
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Stone Age (Hunters & Gatherers/Early Farmers)
Target Course/Grade Level: Social Studies - Grade 6
Unit Summary: This unit will introduce students to the development of the earliest human societies. Students will understand the ways of life,
for the earliest hunter-gatherers, societies, including the development of tools, language, art and religion. They will also explore the
development, spread, and impact of agriculture. Students will also describe the emergence of the first significant communities.
Approximate Length of Unit: 4 weeks
Primary interdisciplinary connections: Language Arts, Mathematics, Science, History
LEARNING TARGETS
Standards:
6.2 World History/Global Studies
All students will acquire the knowledge & skills to think analytically & systematically about how past interactions of people, cultures, and the
environment affect issues across time & cultures. Such knowledge & skills enable students to make informed decisions as socially & ethically
responsible world citizens in the 21st century.
6.2.8.A.1.a - Compare & 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 Eurasia, Australia, and the Americas, and
describe the impact of migration on their lives & on the shaping of societies.
6.2.8.B.1.b - Compare & contrast how nomadic & agrarian societies used land & natural resources.
6.2.8.C.1.a - Relate the agricultural revolution (including the impact of food surplus from farming) to population growth & subsequent
development of civilizations.
6.2.8.C.1.b - Determine the impact of technological advancements on hunter/gatherer & agrarian societies.
6.2.8.D.1.a - Demonstrate an understanding of pre-agricultural & post-agricultural periods in terms of relative length of time.
6.2.8.D.1.b - Relate the development of language & forms of writing to the expression of ideas, creation of cultural identity, and development
of more complex social structure.
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop enhance understanding of life prior to written records
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop & enhance understanding of life prior to written records.
6.1.8.C.1.b - Explain why individuals & societies trade, how trade functions, and the role of trade during this period.
6.1.8.D.2.b - Compare & contrast the voluntary & involuntary migratory experiences of different groups of people, and explain why their
experiences differed.
6.2.8.C.4.a - Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
21st Century Life and Career Skills:
9.1.4.A.1 - Recognize a problem & brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.3 - Determine when the use of technology is appropriate to solve problems.
9.1.4.A.5 - Apply critically thinking & problem-solving skills in classroom & family settings.
9.1.12.A.1 - Apply critical thinking & problem-solving strategies during structured learning experiences.
9.1.8.D.1 - Employ appropriate conflict resolution strategies.
9.1.8.F.2 - Explain how rules, laws, and safety, practices protect individual rights in the global workplace.
9.1.4.B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives (i.e., cross-cultural, gender-specific, generational),
and determine how the data can best be used to design multiple solutions.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments,
and projects.
9.1.8.C.3 - Model leadership skills during classroom & extra-curricular activities.
9.1.4.D.3 - Demonstrate an awareness of one's own culture & other cultures during interactions within & outside of the classroom.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.1 - Explain how technology has strengthened the role of digital media in the global society.
9.1.12.F.6 -Relate scientific advances (i.e., advances in medicine) to the creation of new ethical dilemmas.
English/Language Arts Common Core Standards:
RH.6-8.1. Cite specific textual evidence to support analysis of primary & 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 (i.e., how a bill becomes law, how interest rates
are raised or lowered).
RH.6-8.4. Determine the meaning of words & 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 (i.e., sequentially, comparatively, causally).
RH.6-8.7. Integrate visual information (i.e., 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 & secondary source on the same topic.
RH.6-8.10. By the end of grade 8, read & comprehend history/social studies texts in grades 6 - 8 text complexity band independently &
proficiently.
Unit Understandings:
Students will understand that…
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The first humans hunted animals and gathered plants for food.
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They interacted with each other in order to develop tools & weapons to aid them in these activities.
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New & more settled ways of living developed as people shared ideas.
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Early humans adapted to the natural environment.
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Humans created tools to ensure survival & to improve life.
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Early humans developed language, religion, and art.
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New technologies supported an agricultural revolution.
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Agriculture made a big change in how people lived.
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Farming developed independently in many areas of the world.
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Some simple farming villages expanded & developed into more complex villages.
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A cultural pattern involving early forms of government, specialized workers, and social classes began to develop in
complex villages.
• The way of life in a complex village was different from that in a simple farming village.
Unit Essential Questions:
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Explain the importance of the following: hunter-gatherers, migration, religion, nomad & technology?
How did nomadic people use their natural resources available to them for food, housing, & clothing?
Where has pre-historic art been found?
What is the importance of: domesticate, slash-and-burn, agriculture & irrigation?
How did agriculture change the way people lived together?
How did the end of the Ice Age affect the way people lived?
In what geographical regions did farming develop in Asia, Africa, and the Americas?
How was government & religion important to ruling populations?
Why was weaving & pottery among the first skills developed?
What languages & dialects were spoken first?
Why did surpluses lead to the growth of trade?
Compare & contrast past physical & human geography of the Middle East, Central, South, Southwest & Pacific
Asia.
How does its inhabitants way of life indicate that Catal Huyuk was a complex village?
How did specialization help to establish social classes?
Which animals were domesticated in Asia & South America first?
Knowledge of Content:
Students will know…..
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key terms: hunter-gatherer, nomad, migration technology, religion, domesticate, agriculture, slash & burn,
irrigation, surplus, specialization, artisan, social class, government, potter
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key places: Alps Mountains, North America, South America, Asia, Europe, Australia, Africa, Catal Huyuk,
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That early humans created the first tools and today technology continues to improve our lives & help us survive.
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That hunter-gatherers were nomads.
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That fire & tools improved lives.
Early humans created language, religion, and art.
After the Ice Age, human began to domesticate animals & plant crops.
As people learned to be better farmers, farming villages developed.
That farming developed independently in many parts of the world.
That farming led to a great increase in human population.
That today people depend on agriculture for their food.
That in many parts of the world people are still mostly farmers who live in villages.
That humans desire to explore the world & solve problems.
That simple farming villages developed into complex villages & some into cities today.
That science today points to Africa and Asia as some of the earliest traces of human habitation in the world.
Students will be able to …
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identify on maps the locations & migrations of early people.
the purpose & function of Catal Huyuk-use of diagram.
the purpose of cave drawings and their significance.
how the Ice Age impacted human history and its after effects.
identify which species of animals were domesticated first and why.
create a time line that will show early human events around the globe.
how villages began and why - and how some became the large cities we know today?
give examples of how tools & weapons facilitated the lives of early humans and the impact in village growth.
recognize the hardships that faced early humans and the consequences they caused.
recognize the benefits of a society controlled by religion & government
identify what ties a community together then & now.
show how fire changed the course of human existence.
recognize the roles of males, females, children & the elderly in early human society.
identify how global warming caused the end of the Ice Age and its impact on humans.
show how surpluses of grain, resources & animals started early trade identify benefits of close human habitation
EVIDENCE
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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quizzes
tests
word keys & definitions
class debate & discussion
project (poster: timeline of early human migrations & habitation)
unit packet (worksheets/ skill sheets to be graded)
NJASK open-ended question(s)
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Venn Diagrams on hunter-gatherers & farmers/nomads & village life
Bar & Line graphs outlining population, migration & density patterns in early civilizations
Coloring maps/migratory zones
Unit packet reflecting various worksheets on early village life, domesticated animals, and life of a hunter-gatherer.
Journal entry - suppose you were a member of a hunter-gatherer tribe in the Alps of Europe, describe a winter day
on your hunt and its dangers & rewards.
K,W,L chart: showing 1,2,3 steps of the learning process thru Unit. What I Know, What I Want to learn, and what I learned.
Internet research on life in 7000 B.C in Catal Huyuk. What was it like? What was the purpose of this first village in
Turkey, Asia today?
Unit/Chapter Reviews at end of units & chapters.
the use of an Alternative Assessment Handbook, Rubric 13: Graphic Organizers
RESOURCES
Teacher Resources:
Video/DVD
Various on-line pages & activities (i.e., Ice Age: before & after)
Various Primary source documents
Over head transparencies (maps, charts, graphs)
Textbook - World History: Ancient Civilizations
Maps & globes (in class)
Class Journal
Computers (in-class/library)
Equipment Needed:
Computers
TV
DVD player
Overhead projector
Computer projector
White Board
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Mesopotamia (Fertile Crescent)
Target Course/Grade Level: Social Studies - Grade 6
Unit Summary: This unit will introduce students to the development of human civilization in Mesopotamia, including the civilization of
Sumer and the Fertile Crescent. Students will also explore the development of empires in the ancient world and the ways in which government
grew to meet the challenges of ruling vast territories.
Approximate Length of Unit: 4 weeks
Primary interdisciplinary connections: Language Arts, Mathematics, Science, History
LEARNING TARGETS
Standards:
6.2 World History/Global Studies
All students will acquire the knowledge & skills to think analytically & systematically about how past interactions of people, cultures, and the
environment affect issues across time & cultures. Such knowledge & skills enable students to make informed decisions as socially & ethically
responsible world citizens in the 21st century.
Content Strand:
6.2.8.A.1.a - Compare & 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 Eurasia, Australia, and the Americas, and
describe the impact of migration on their lives & on the shaping of societies.
6.2.8.B.1.b - Compare & contrast how nomadic & agrarian societies used land & natural resources.
6.2.8.C.1.a - Relate the agricultural revolution (including the impact of food surplus from farming) to population growth & subsequent
development of civilizations.
6.2.8.C.1.b - Determine the impact of technological advancements on hunter/gatherer & agrarian societies.
6.2.8.D.1.a - Demonstrate an understanding of pre-agricultural & post-agricultural periods in terms of relative length of time.
6.2.8.D.1.b - Relate the development of language & forms of writing to the expression of ideas, creation of cultural identity, and development
of more complex social structure.
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop enhance understanding of life prior to written records
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop & enhance understanding of life prior to written records.
6.2.8.B.2.b - Compare & contrast physical & political maps of ancient river valley civilizations & their modern counterparts (i.e.,
Mesopotamia, Ancient & Modern Egypt/Pakistan/India/Ancient & Modern China) and determine the geopolitical impact of these
civilizations, then & now.
6.2.8.D.2.c - Analyze the factors that led to the rise & fall of various ancient river valley civilizations & determine whether there was a
common pattern of growth & decline.
6.1.8.C.1.b - Explain why individuals & societies trade, how trade functions, and the role of trade during this period.
6.1.8.D.2.b - Compare & contrast the voluntary & involuntary migratory experiences of different groups of people, and explain why their
experiences differed.
6.2.8.C.4.a - Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
6.2.8.A.2.c - Determine the role of slavery in the economic & social structures of ancient river valley civilizations.
6.2.8.C.3.a - Analyze the impact of expanding land & sea trade routes through the Mediterranean Basin, India, and China.
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.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.
6.2.8.A.3.b - Compare & contrast the rights & responsibilities of free men, women, slaves, & foreigners in the political, economic, & social
structures of classical civilizations.
6.2.8.B.3.a - Determine how geography & the availability of natural resources influenced the development of the political, economic, and
cultural systems of each of the classical civilizations & provided motivation for expansion.
6.2.8.C.3.c - Explain how classical civilizations used technology & innovation to enhance agricultural/manufacturing output & commerce, to
expand military capabilities, to improve life in urban areas, & to allow for greater division of labor.
6.2.8.D.3.f - Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.
6.2.8.D.4.a - Explain how contact between nomadic peoples & sedentary populations had positive & negative political, economic, and cultural
consequences.
6.2.8.D.2.b - Explain how the development of written language transformed all aspects of life in ancient river valley civilizations.
21st Century Life and Career Skills:
9.1.4.A.1 - Recognize a problem & brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.3 - Determine when the use of technology is appropriate to solve problems.
9.1.4.A.5 - Apply critically thinking & problem-solving skills in classroom & family settings.
9.1.12.A.1 - Apply critical thinking & problem-solving strategies during structured learning experiences.
9.1.8.D.1 - Employ appropriate conflict resolution strategies.
9.1.8.F.2 - Explain how rules, laws, and safety, practices protect individual rights in the global workplace.
9.1.4.B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives (i.e., cross-cultural, gender-specific, generational),
and determine how the data can best be used to design multiple solutions.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments,
and projects.
9.1.8.C.3 - Model leadership skills during classroom & extra-curricular activities.
9.1.4.D.3 - Demonstrate an awareness of one's own culture & other cultures during interactions within & outside of the classroom.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.1 - Explain how technology has strengthened the role of digital media in the global society.
9.1.12.F.6 -Relate scientific advances (i.e., advances in medicine) to the creation of new ethical dilemmas.
English/Language Arts Common Core Standards:
RH.6-8.1. Cite specific textual evidence to support analysis of primary & 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 (i.e., how a bill becomes law, how interest rates
are raised or lowered).
RH.6-8.4. Determine the meaning of words & 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 (i.e., sequentially, comparatively, causally).
RH.6-8.7. Integrate visual information (i.e., 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 & secondary source on the same topic.
RH.6-8.10. By the end of grade 8, read & comprehend history/social studies texts in grades 6 - 8 text complexity band independently &
proficiently.
Unit Understandings:
Students will understand that…
• the civilizations of Southwest Asia were the world's first great civilizations.
• many of the advances that make civilization possible, such as written language & complex government, were first
developed in these places.
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the development of social classes continues to happen in societies today.
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the geographic factors that helped give rise to these great civilizations also help explain the rise of later great civilizations.
• the land of Mesopotamia, where these civilizations emerged, remains a critical area in world affairs today.
• new & more settled ways of living developed as people shared ideas.
• early humans adapted to the natural environment.
• early humans developed language, religion, and art.
• new technologies supported an agricultural revolution.
• agriculture made a big change in how people lived.
• some simple farming villages expanded & developed into more complex villages.
• a cultural pattern involving early forms of government, specialized workers, and social classes began to develop in
complex villages.
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the way of life in a complex village was different from that in a simple farming village.
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Mesopotamians changed their environment to improve their lives.
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the land between the Tigris & the Euphrates rivers was a good region for agriculture.
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religion dominated life in Sumer, but in time, powerful men who were not priests became the political rulers.
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Sumerian society was divided into several classes, with kings at the top slaves at the bottom.
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Sumerians created a written language called cuneiform that was based on picture writing.
Hammurabi created one of the first codes of law.
Babylon built a large empire in the Fertile Crescent.
Assyria built a military machine that was greatly feared by others in the region.
the Chaldeans replaced the Assyrians as the main power in Mesopotamia & other parts of the Fertile Crescent.
Cyrus used a policy of toleration to control the Persian Empire
Persia's location between Mesopotamia & India was a bridge between eastern & western Asia.
Unit Essential Questions:
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What did the Tigris & Euphrates rivers provide for ancient Mesopotamians?
How did Mesopotamian farmers obtain the right amount of water for their crops?
How did Mesopotamians create a successful society?
How did Mesopotamians change their environment to deal with geographic challenges?
Why are food surpluses necessary for civilization to develop?
What did people in Sumer think their gods were like?
How did warfare change the government in Sumer?
Why was the plow such an important tool for farmers?
How did writing evolve in Sumer?
Why do historians identify the beginning of history with the beginning of writing?
Which invention or technology during the rise of Mesopotamia do you think was the most important? Explain why?
Explain the importance of Hammurabi's Code of Law.
Which empires gained control of the Fertile Crescent?
How did the geography of Mesopotamia affect the history of the region?
What caused Assyria to improve its methods of government?
What tactics did the Assyrians use to defeat their enemies?
How did the Assyrians maintain control of their lands?
In what ways were the Assyrians and the Chaldeans alike?
What common problems did Cyrus & Darius face during their reigns?
How did people in early Persian kingdoms earn their living?
How did Cyrus treat the Hebrew people in the lands he captured?
In what ways did the Royal Road & minted coins help Darius unite the empire?
How did specialization help to establish social classes?
Knowledge and Skills:
Students will know…..
• key terms: current, swell, clog, steal, semiarid, drought, hometown, foothill, Sumer, city-state, polytheism, ziggurat,
king, civilization, desirable, reed, pictograph, cuneiform, scribe, bronze, ambitious, governor, empire, emperor, Fertile Crescent,
code of law, justice, Hammurabi, battering ram, treasury, loom, exile, tribute, Hanging Gardens of Babylon, isolate, semiprecious,
policy, satraps, toleration
• key places: Southwest Asia, Europe, Fertile Crescent, Mesopotamia, Persia, Mediterranean Sea, Anatolia
• which lands are part of the region known as the Fertile Crescent
• the laws of the Hammurabi Code and their purpose.
• how empires change the lives of the people who live in them.
• why Assyrians were able to build such a large empire
• why conquered people had to pay tribute.
• how Assyrians treated people of different religions & ways of life.
• what policies did Cyrus use to keep his empire under control.
• how Darius expanded his government.
• that tribute (early taxes) were used to support the empire.
• that Mesopotamia was divided into smaller units for easier rule.
• that the Hanging Gardens of Babylon were built by Nebuchadnezzar and were considered one of the Great Wonders of the World.
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that minted coins help business & the government.
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royal roads linked the Persian Empire.
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what purpose served the court of Darius.
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the tactics the Assyrians used to defeat their enemies.
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that in 550 B.C. Persia was the largest empire in the world
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that Sumer had an advanced irrigation system that helped their crops flourish and the empire expand successfully.
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that Mesopotamia faced many challenges such as floods, drought, and lack of resources.
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that Sumerians invented the wheel & the plow.
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that scribes were professional record keepers and helped document Mesopotamia's history.
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that a new type of government developed in Sumer that included a city & its surrounding lands.
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Mesopotamia had few resources and people traded surplus crops to get what they needed.
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that the Tigris & Euphrates rivers made the soil of Mesopotamia good for growing crops.
that climate either affected crops in Mesopotamia positively or negatively.
that early humans created the first tools and today technology continues to improve our lives & help us survive.
Students will be able to …
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identify on maps the locations & migrations of early empires such as Mesopotamia & Persia.
the purpose & function of the Court of Darius (diagram).
the purpose of scribes, cuneiform and the stylus and their significance.
how the Code of Hammurabi impacted early society and its after effects.
identify which crops were first domesticated and planted to nourish these early empires.
create a time line that will show important events in the history of the early civilizations of southwest Asia.
how Mesopotamia began and why - and how it later broke up into smaller units/empires.
give examples of how tools, irrigation technology & weapons facilitated the lives of early Mesopotamians.
recognize the hardships that faced Mesopotamians and the consequences they caused.
recognize the benefits of a society controlled by early religion & early government.
recognize the roles of scribes, specialty workers, religious workers, kings and farmers in Mesopotamia
identify the causes of climate changes that caused changes in early societies in SW Asia
show how surpluses of grain, resources & animals started early trade.
identify benefits of close human habitation.
why strategic areas of the globe have caused certain societies to rise into great empires.
compare & contrast history before written language and after.
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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quizzes
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tests
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word keys & definitions
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class debate & discussion
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project (poster: Hammurabi's Laws & Present-day laws: Compare & Contrast)
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unit packet (worksheets/ skill sheets to be graded)
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NJASK open-ended question(s)
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
• Venn Diagrams on Mesopotamia & Persia - compare & contrast
• Bar & Line graphs outlining population, migration & density patterns in early Southwest Asian civilizations
• Coloring maps/migratory zones
• drawing & diagramming of ancient aquaducts & irrigation systems
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Unit packet reflecting various worksheets on Mesopotamian life, domesticated crops, and the Hanging Gardens of
Babylon.
• Journal entry - suppose you were a scribe in ancient Mesopotamia; what would a typical day of Mesopotamia be
like in peace or war-document.
• K,W,L chart: showing 1,2,3 steps of the learning process thru Unit. What I Know, What I Want to learn, and what I learned.
• Internet research on: Life in the Court of Darius. What was it like? What was the purpose of this palace?
• Unit/Chapter Reviews at end of units & chapters.
• the use of an Alternative Assessment Handbook: Graphic Organizers Role-play: A day at the court of Darius (plaintiff vs. defendant)
RESOURCES
Teacher Resources:
Video/DVD
Various on-line pages & activities (i.e., Hanging Gardens of Babylon/ Hammurabi's Laws)
Various Primary source documents
Over head transparencies (maps, charts, graphs)
Textbook: World History: Ancient Civilizations
Maps & globes (in class)
Class Journal/Computers (in-class/library)
Equipment Needed:
Computers
TV
DVD player
Overhead projector
Computer projector
White Board
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Ancient Egypt
Target Course/Grade Level: Social Studies - Grade 6
Unit Summary: This unit will introduce students to the study of Ancient Egypt that developed along the Nile River. The rich farmland along
the Nile provided plenty of resources for the Egyptians. The river also became a trading highway. Farming & trade encouraged the
development of a great civilization in Egypt. Many other groups of early North African & Asian people gathered in this same geographic
region for work & trade. Students will also examine some societies & civilizations in other parts of Africa & Asia during the same time period.
Approximate Length of Unit: 8-10 weeks
Primary interdisciplinary connections: Language Arts, Mathematics, Science, History
LEARNING TARGETS
Standards:
6.2 World History/Global Studies
All students will acquire the knowledge & skills to think analytically & systematically about how past interactions of people, cultures, and the
environment affect issues across time & cultures. Such knowledge & skills enable students to make informed decisions as socially & ethically
responsible world citizens in the 21st century.
6.2.8.B.1.a - Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and
describe the impact of migration on their lives & on the shaping of societies.
6.2.8.C.1.a - Relate the agricultural revolution (including the impact of food surplus from farming) to population growth & subsequent
development of civilizations.
6.2.8.D.1.a - Demonstrate an understanding of pre-agricultural & post-agricultural periods in terms of relative length of time.
6.2.8.D.1.b - Relate the development of language & forms of writing to the expression of ideas, creation of cultural identity, and development
of more complex social structure.
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop enhance understanding of life prior to written records
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop & enhance understanding of life prior to written records.
6.2.8.B.2.b - Compare & contrast physical & political maps of ancient river valley civilizations & their modern counterparts (i.e.,
Mesopotamia, Ancient & Modern Egypt/Pakistan/India/Ancient & Modern China) and determine the geopolitical impact of these
civilizations, then & now.
6.2.8.D.2.c - Analyze the factors that led to the rise & fall of various ancient river valley civilizations & determine whether there was a
common pattern of growth & decline.
6.1.8.C.1.b - Explain why individuals & societies trade, how trade functions, and the role of trade during this period.
6.1.8.D.2.b - Compare & contrast the voluntary & involuntary migratory experiences of different groups of people, and explain why their
experiences differed.
6.2.8.C.4.a - Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
6.2.8.A.2.c - Determine the role of slavery in the economic & social structures of ancient river valley civilizations.
6.2.8.C.3.a - Analyze the impact of expanding land & sea trade routes through the Mediterranean Basin, India, and China.
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.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.
6.2.8.A.3.b - Compare & contrast the rights & responsibilities of free men, women, slaves, & foreigners in the political, economic, & social
structures of classical civilizations.
6.2.8.B.3.a - Determine how geography & the availability of natural resources influenced the development of the political, economic, and
cultural systems of each of the classical civilizations & provided motivation for expansion.
6.2.8.C.3.c - Explain how classical civilizations used technology & innovation to enhance agricultural/manufacturing output & commerce, to
expand military capabilities, to improve life in urban areas, & to allow for greater division of labor.
6.2.8.D.3.f - Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.
6.2.8.D.4.a - Explain how contact between nomadic peoples & sedentary populations had positive & negative political, economic, and cultural
consequences.
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.d - Justify which major achievements of the ancient river valley civilizations represent the most enduring legacies.
6.2.8.D.3.a - Compare & contrast social hierarchies in classical civilizations as they relate to power, wealth, & equality.
6.2.8.B.4.c - Determine how Africa's physical geography & natural resources posed challenges and opportunities for trade & development.
6.2.8.C.4.d - Analyze the relationship between trade routes & the development of powerful city-states & kingdoms in Africa.
21st Century Life and Career Skills:
9.1.4.A.1 - Recognize a problem & brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.3 - Determine when the use of technology is appropriate to solve problems.
9.1.4.A.5 - Apply critically thinking & problem-solving skills in classroom & family settings.
9.1.12.A.1 - Apply critical thinking & problem-solving strategies during structured learning experiences.
9.1.8.D.1 - Employ appropriate conflict resolution strategies.
9.1.8.F.2 - Explain how rules, laws, and safety, practices protect individual rights in the global workplace.
9.1.4.B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives (i.e., cross-cultural, gender-specific, generational),
and determine how the data can best be used to design multiple solutions.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments,
and projects.
9.1.8.C.3 - Model leadership skills during classroom & extra-curricular activities.
9.1.4.D.3 - Demonstrate an awareness of one's own culture & other cultures during interactions within & outside of the classroom.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.1 - Explain how technology has strengthened the role of digital media in the global society.
9.1.12.F.6 -Relate scientific advances (i.e., advances in medicine) to the creation of new ethical dilemmas.
English/Language Arts Common Core Standards:
RH.6-8.1. Cite specific textual evidence to support analysis of primary & 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 (i.e., how a bill becomes law, how interest rates
are raised or lowered).
RH.6-8.4. Determine the meaning of words & 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 (i.e., sequentially, comparatively, causally).
RH.6-8.7. Integrate visual information (i.e., 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 & secondary source on the same topic.
RH.6-8.10. By the end of grade 8, read & comprehend history/social studies texts in grades 6 - 8 text complexity band independently &
proficiently.
Unit Understandings:
Students will understand that…
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the Nile River affected ancient Egypt
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the Nile River basin was the crib for many jobs, technology and beliefs in this part of the ancient world.
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Ancient Egypt developed along the Nile River
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rich farmland provided plenty of food for the Egyptians.
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the river Nile also became the trading highway of all north Africa.
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farming and trade encouraged the development of a great civilization in Egypt.
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Egyptians developed a complex society with many different jobs & social roles.
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Egyptians made advances in calendars, geometry, medicine & other areas.
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people of other tribes and nationalities were captured as slaves in order to work on fields, rich homes & the great
structures of Egypt-such as the pyramids.
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Egypt united under a central government that ruled for centuries.
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Pharaoh Khufu built a huge monument to proclaim his glory
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Egypt was once divided into lower (north) and upper (south) Egypt
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the Nile River traverses the entire Sahara Desert - from south to north.
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the Nile River once was home to hippos & crocodiles, but today are extinct in Egypt due to humans.
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pyramids were used as giant tombs to ancient pharaohs.
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grave robbers have stolen lots of treasure from pyramids over the centuries.
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dynasties were families who ruled Egypt for many centuries
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the Middle Kingdom was a period when the central government of Egypt lost power to the provinces.
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Queen Hatshepsut ruled as pharaoh & expanded trade during the New Kingdom.
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Akhenaton tried to change Egyptian religion by replacing the old gods with one god called Aton.
Nile River provided silt, water & transportation.
the Sahara Desert provided a natural trade barrier to outsiders and robbers.
Egyptians developed calendars, astronomy & medicine.
Egypt traded with parts of Africa, Arabia, and the Mediterranean countries.
Hebrews were looking for land of their own to worship as they pleased, but were often impeded by being conquered by Egyptian
military.
many of the advances that make civilization possible, such as written language & complex government, were first developed in these
places.
he development of social classes continues to happen in societies today.
the geographic factors that helped give rise to these great civilizations also help explain the rise of later great civilizations.
new & more settled ways of living developed as people shared ideas.
early humans adapted to the natural environment and changed it to suit their needs.
new technologies supported an agricultural revolution.
agriculture made a big change in how people lived.
some simple farming villages along the Nile River expanded & developed into more complex city-states.
Ramses II (1279 - 1213 B.C.) was one of the greatest rulers in all of Egypt's history.
the Nile River originates from central Africa and merges from two independent rivers (the Blue & White Nile Rivers)
and flows northward spilling into the Mediterranean Sea near the ancient Egyptian city of Alexandria.
Abraham was the father of the Hebrews.
the Hebrews believed in ONE God.
Hebrews followed their code of laws - the ten commandments
Unit Essential Questions:
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How did new agricultural techniques make the Egyptians more prosperous?
Why did Egypt develop along the Nile?
How were captured slaves, such as the Hebrews, treated by the Egyptians and what were there purpose & accomplishments.
How did trade along the Nile come about?
How did irrigation canals expand farmland in Egypt?
How did climate affect the daily lives of Egyptians?
Describe life along the Nile River 5,000 years ago.
What types of jobs did Egyptians hold?
How were hieroglyphs used?
What duties did priests have?
Why were Egyptian discoveries in astronomy and medicine important?
How did the Nile affect the Egyptians' view of the afterlife?
What was the purpose of the pyramids?
Why wasn't religion & government NOT separated in ancient Egypt?
What group was able to conquer Egypt during the Middle Kingdom?
Describe the life of a Hebrew slave in ancient Egypt?
Why did Akhenaton try to change the way Egyptians worshiped?
Why was the government of Egypt stable under Ramses II?
Explain the relationship between the animals of the Nile River, Sahara Desert & the Egyptians religion, laws and beliefs.
How did Egyptian farmers use the Nile to expand their farmland?
What are the characteristics of the hieroglyphic system?
Why did Egyptians have such respect & fear of their pharaohs?
Why was the reign of Ramses II so successful?
How did the geography of Egypt help civilization develop there?
Why do you think successful agriculture encourages the development of civilizations?
Why are food surpluses necessary for civilization to develop?
How did specialization help to establish social classes?
Why did Egyptians mummify their noble class?
What was the great exodus from Egypt like?
What did the 'promised land' mean to Hebrews?
Why did the judges lead the Israelites to Canaan?
Knowledge and Skills:
Students will know…..
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key terms: empire, golden age, casket, cataract, delta, silt, fertile, noble, barren, linen, scribes, formal, garment,
pharaoh, slave, hieroglyphs, papyrus, afterlife, astronomy, embalm, mummy, dynasty, succession, pyramid, Khufu,
step pyramid, tomb, obelisk, Ramses II, Hebrew, deed, Abraham, Judaism, exodus, ten commandments, Moses,
monotheism, Messiah, prophets
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key places: Mediterranean Sea, Africa, Nile River, Sahara Desert, Asia, Blue & White Nile Rivers, Saharan Africa
that Ancient Egypt developed along the Nile River.
that the Nile and other resources influenced Egypt's economy.
that wheat, vegetables, fruits & flax were grown along the Nile River's bank.
that wheat was used to make bread in Egypt.
that floods and droughts regulated all life in the Nile River basin.
that Egyptians did not have climate seasons but river seasons (Spring-floods, Summer-planting, Autumn-tending,
Winter-harvesting)
that the Nile provided life to all humans, plants & animals in Egypt.
that some pharaohs were liked and others were not.
Egyptians developed a complex society with many different jobs and social roles.
that Egyptian society was made into a hierarchy pyramid with nobility at the top and slaves at the bottom.
that slaves were often made up of other nationalities & tribes from Hebrews to natives from Central Africa.
that the Egyptians believed in the afterlife and had a complex religion.
that royal families of Egypt are called dynasties.
that pyramids were used as tombs and nobles were mummified and buried with elaborate treasures.
that women pharaohs also existed, all the way up to Cleopatra.
that Egypt was a very powerful trading kingdom due to its excellent geographic location.
that climate either affected crops in Egypt positively or negatively.
that early humans created the first tools and today technology continues to improve our lives & help us survive.
that Egyptian farmers worked a complex system of irrigation tools & techniques to water their crops.
that pharaohs & dynasties kept control, priests served as officials.
that various places along the Nile River in Egypt served many purposes to Egyptians (i.e., Valley of the Kings - to
bury nobility)
that the Assyrians destroyed the kingdom of Israel.
Students will be able to …
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identify on maps the locations & migrations of early Egyptian trade routes to other parts of Africa, Europe & Asia.
the purpose & function of the Egyptian hierarchy (diagram).
the purpose of scribes, priests, nobles & slaves in Egyptian society.
how Egyptian raft boats were able to navigate the Nile and carry so much cargo and go so far in distance.
identify which crops were first domesticated and planted to nourish the Egyptians.
create a time line that will show important events in the history of Egypt.
how Egypt began and why - and how it later broke up into lower & upper Egypt & then reunited again.
give examples of how tools, irrigation technology & weapons facilitated the lives of Egypt and its people.
recognize the hardships that faced Egyptian society and the consequences they caused.
recognize the benefits of a society controlled by early religion & early government and by the Egyptian dynasties.
recognize the roles of scribes, specialty workers, religious workers, pharaohs and farmers in Egypt
identify the causes of climate changes that caused changes in early societies in North Africa.
show how surpluses of grain, resources & animals started early trade in Egypt.
identify benefits of close human habitation.
why strategic areas of the globe have caused certain societies to rise into great empires.
compare & contrast history before written language and after.
how did the Hebrews cope with their lives as slaves, and how did they gain their freedom?
construct a timeline that will show all important historical events in Egyptian history.
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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quizzes
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tests
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word keys & definitions
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class debate & discussion
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project (poster: hieroglyphics: their importance & meaning)
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unit packet (worksheets/ skill sheets to be graded)
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NJASK open-ended question(s)
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Venn Diagrams on Upper Egypt & Lower Egypt - compare & contrast
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Bar & Line graphs outlining population, migration & density patterns in Egypt & early African civilizations
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Coloring maps/Nile River trading zones
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drawing & diagramming of ancient aquaducts & irrigation systems of the Nile River
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maps & diagrams of the four river seasons and their importance in Egypt.
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Unit packet reflecting various worksheets on Egyptian life, domesticated crops & animals, and the pyramids.
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Journal entry - suppose you were a trader on an Egyptian barge 5,000 years ago; what people & animals would
you see & experience along your one week voyage down the Nile
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River into Africa? What would you trade? Why?
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K,W,L chart: showing 1,2,3 steps of the learning process thru Unit. What I Know, What I Want to learn, and what I
learned.
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Internet research on life in the Valley of the Kings. What was it like? What was the purpose of this palace & burial
grounds?
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Unit/Chapter Reviews at end of units & chapters.
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the use of an Alternative Assessment Handbook: Graphic Organizers
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Role-play: you are assisting in the mummification of a pharaoh (funeral & burial).
RESOURCES
Teacher Resources:
Video/DVD
Various on-line pages & activities (i.e., the various Egyptian gods and their purpose in Egyptian society)
Various Primary source documents
Over head transparencies (maps, charts, graphs)
Textbook: World History: Ancient Civilizations
Maps & globes (in class)
Class Journal
Computers (in-class/library)
Equipment Needed:
Computers
TV
DVD player
Overhead projector
Computer projector
White Board
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Africa
Target Course/Grade Level: Social Studies - Grade 6
Unit Summary: This unit will introduce students to the study of Africa - its people, culture, history & geography.
Students will analyze the major civilizations that developed on the African continent and how geography influenced the development of these
civilizations and cultures.
Approximate Length of Unit: 4 weeks
Primary interdisciplinary connections: Language Arts, Mathematics, Science, History
LEARNING TARGETS
Standards:
6.2 World History/Global Studies
All students will acquire the knowledge & skills to think analytically & systematically about how past interactions of people, cultures, and the
environment affect issues across time & cultures. Such knowledge & skills enable students to make informed decisions as socially & ethically
responsible world citizens in the 21st century.
6.2.8.C.1.a - Relate the agricultural revolution (including the impact of food surplus from farming) to population growth & subsequent
development of civilizations.
6.2.8.D.1.a - Demonstrate an understanding of pre-agricultural & post-agricultural periods in terms of relative length of time.
6.2.8.D.1.b - Relate the development of language & forms of writing to the expression of ideas, creation of cultural identity, and development
of more complex social structure.
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop enhance understanding of life prior to written records
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop & enhance understanding of life prior to written records.
6.2.8.B.2.b - Compare & contrast physical & political maps of ancient river valley civilizations & their modern counterparts (i.e.,
Mesopotamia, Ancient & Modern Egypt/Pakistan/India/Ancient & Modern China) and determine the geopolitical impact of these
civilizations, then & now.
6.2.8.D.2.c - Analyze the factors that led to the rise & fall of various ancient river valley civilizations & determine whether there was a
common pattern of growth & decline.
6.1.8.C.1.b - Explain why individuals & societies trade, how trade functions, and the role of trade during this period.
6.1.8.D.2.b - Compare & contrast the voluntary & involuntary migratory experiences of different groups of people, and explain why their
experiences differed.
6.2.8.C.4.a - Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
6.2.8.A.2.c - Determine the role of slavery in the economic & social structures of 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.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.
6.2.8.A.3.b - Compare & contrast the rights & responsibilities of free men, women, slaves, & foreigners in the political, economic, & social
structures of classical civilizations.
6.2.8.B.3.a - Determine how geography & the availability of natural resources influenced the development of the political, economic, and
cultural systems of each of the classical civilizations & provided motivation for expansion.
6.2.8.C.3.c - Explain how classical civilizations used technology & innovation to enhance agricultural/manufacturing output & commerce, to
expand military capabilities, to improve life in urban areas, & to allow for greater division of labor.
6.2.8.D.3.f - Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.
6.2.8.D.4.a - Explain how contact between nomadic peoples & sedentary populations had positive & negative political, economic, and cultural
consequences.
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.d - Justify which major achievements of the ancient river valley civilizations represent the most enduring legacies.
6.2.8.D.3.a - Compare & contrast social hierarchies in classical civilizations as they relate to power, wealth, & equality.
6.2.8.B.4.c - Determine how Africa's physical geography & natural resources posed challenges and opportunities for trade & development.
6.2.8.C.4.d - Analyze the relationship between trade routes & the development of powerful city-states & kingdoms in Africa.
21st Century Life and Career Skills:
9.1.4.A.1 - Recognize a problem & brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.3 - Determine when the use of technology is appropriate to solve problems.
9.1.4.A.5 - Apply critically thinking & problem-solving skills in classroom & family settings.
9.1.12.A.1 - Apply critical thinking & problem-solving strategies during structured learning experiences.
9.1.8.D.1 - Employ appropriate conflict resolution strategies.
9.1.8.F.2 - Explain how rules, laws, and safety, practices protect individual rights in the global workplace.
9.1.4.B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives (i.e., cross-cultural, gender-specific, generational),
and determine how the data can best be used to design multiple solutions.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments,
and projects.
9.1.8.C.3 - Model leadership skills during classroom & extra-curricular activities.
9.1.4.D.3 - Demonstrate an awareness of one's own culture & other cultures during interactions within & outside of the classroom.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.1 - Explain how technology has strengthened the role of digital media in the global society.
9.1.12.F.6 -Relate scientific advances (i.e., advances in medicine) to the creation of new ethical dilemmas.
English/Language Arts Common Core Standards:
RH.6-8.1. Cite specific textual evidence to support analysis of primary & 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 (i.e., how a bill becomes law, how interest rates
are raised or lowered).
RH.6-8.4. Determine the meaning of words & 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 (i.e., sequentially, comparatively, causally).
RH.6-8.7. Integrate visual information (i.e., 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 & secondary source on the same topic.
RH.6-8.10. By the end of grade 8, read & comprehend history/social studies texts in grades 6 - 8 text complexity band independently &
proficiently.
Unit Understandings:
Students will understand that…
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the Kush civilization was influenced by Egyptian culture.
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Kush was under the rule of Egypt for hundreds of years.
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Kush adopted Egyptian customs, religion, hieroglyphics, and architecture.
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the two cultures influenced each other.
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the desire to trade in African goods brought visitors to Africa & helped enrich kingdoms there.
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the movement of people, goods, and ideas helped shape the history of different regions of Africa.
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African civilizations adopted new technologies & distinctive techniques for building.
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the region of Nubia had connections with Egypt.
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a powerful king of Kush conquered Egypt and ruled as pharaoh.
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Meroe was an important economic center linking Egypt and the interior of Africa.
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a new power, Askum, rises south of Egypt.
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Ezana expands Aksum's influence & converts to Christianity
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Aksum's cultural & technical achievements were long lasting.
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the people of the west, central, and southern Africa adapted to life in a variety of environments.
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the Nok people were the first ironworkers of West Africa.
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migration by the Bantu people from West Africa populated central & southern Africa.
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Bantu speakers traveled from West Africa to central & southern Africa the kingdom of Askum converted to Christianity
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Askum's achievements in architecture, language, and farming were long-lasting.
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many of the advances that make civilization possible, such as written language & complex government, were first
developed in these places.
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the development of social classes continues to happen in societies today.
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the geographic factors that helped give rise to these great civilizations also help explain the rise of later great
civilizations.
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new & more settled ways of living developed as people shared ideas.
•
early humans adapted to the natural environment and changed it to suit their needs.
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new technologies supported an agricultural revolution.
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agriculture made a big change in how people lived.
Unit Essential Questions:
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How did new agricultural techniques make African civilizations more prosperous?
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How did the civilizations of Nubia, including the kingdom of Kush develop?
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Describe the rise & fall of Askum on the horn of Africa.
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Summarize the development of human civilization in west, central, and southern Africa.
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What climate exists in the eastern part of Africa from the Horn of Africa northward?
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How do you think a desert climate affects the location of major civilizations in these areas of Africa?
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What event marked the end of the Kushite kingdom based in Napata?
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How was the Nile important to the relationship between Nubia & Egypt?
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What was the most important achievement of Piankhi's rule?
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Why did the people of Meroe learn to smelt iron?
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What cultural influences did the Aksum civilization reflect?
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How did Aksum develop?
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What were the typical inscriptions on Aksum pillars and what did they mean?
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What kind of structures were built in Aksum, and what purpose did they serve?
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In what ways did the adoption of Christianity as the official religion affect the culture of Aksum?
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Describe the history of the Bantu migrations.
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In what ways do the people of West Africa support themselves and their families?
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Why did people living on the plains of central Africa practice herding?
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Why was the migration of the Bantu speakers so slow?
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How did the geography of this region make it difficult for African people to travel & communicate?
Knowledge and Skills:
Students will know…..
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key terms: Aksum, Nubia, Piankhi, Kush, Meroe, smelting, Horn of Africa, Adulis, Ezana, terrace, ironsmith, herd,
animism, griots, Nok, migration, Bantu, boundary, navigate, mine, legend, infant, network, intermarry, animism
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key places: Mediterranean Sea, Africa, Nubia, Aksum, Kush, Horn of Africa
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that this area of Africa compromises of desert, savanna & rain forest
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Nok people made iron tools
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that the African city of Carthage was destroyed by Rome in 146 B.C.
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that King Ezana ruled Aksum
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Napata emerged as an important center of trade because it was located on a part of the Nile River that was not navigable.
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Kush could not defend itself against the Assyrians more advanced weapons.
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Piankhi united Egypt & Kush
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that many minerals were exported from Kush to India & Arabia for luxury goods such as carpets, spices & metal goods.
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Aksum's unique culture had long-lasting effects.
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that many Ethiopians today are Christians, the religion of King Ezana.
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that Great pillars in Kush celebrated achievements & victories, temples & churches were part of worship
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that many people in Africa practiced animism and still do today.
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that the iron tools of the Bantu were superior to those of the people living in the regions to which they migrated.
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that both the Nok and the Bantu people used iron tools & weapons.
•
that the Nile River served as a natural highway linking both Kush & Nubia.
•
that deposits of iron ore in the area led to the production of iron, which in turn led to the production of iron tools &
weapons for local use & trade.
•
that the cultural legacy of Ge'ez is that it is used in the Ethiopian church & provided the basis for three modern-day
African languages.
Students will be able to …
•
identify on maps the locations & migrations of early African trade routes to other parts of Arabia, Europe & Asia.
•
identify architecture of Kush & Egypt
•
the purpose of trade in central & eastern Africa to other parts of Africa, Arabia, Asia & Europe
•
explain how Christianity grew in the Horn of Africa
•
give details of every day life in Kush & Egypt
•
give examples of hardships of living & trading in the desert, savanna & rain forest
•
create a time line that will show important events in the history of African civilizations, (rise & fall)
•
give examples of how tools, irrigation technology & weapons facilitated the lives of Africa and its people.
•
recognize the hardships that faced by African society and the consequences they caused.
•
recognize the benefits of a society controlled by early religions & early governments.
•
identify the causes of climate changes that caused changes in early societies in Africa.
•
show how surpluses of grain, resources & animals started early trade in Africa.
•
identify benefits of close human habitation, and the need for trade in Africa.
•
why strategic areas of the globe have caused certain societies to rise into great empires.
•
•
compare & contrast African history before outside influences impacted African civilizations.
construct a timeline that will show all important historical events in African history.
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
quizzes
•
tests
•
word keys & definitions
•
class debate & discussion
•
project (poster: trade map of the Empire of Kush & Nubia)
•
unit packet (worksheets/skill sheets to be graded)
•
NJASK open-ended question(s)
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
Venn Diagrams on Kush vs. Egypt - compare & contrast
•
Bar & Line graphs outlining population, migration, trade & density patterns in African civilizations
•
Coloring maps/Nile River & Kush trading zones.
•
drawing & diagramming of ancient African religions such as Christianity & animism
•
maps & diagrams of the climate zones & physical geography of Africa.
•
Unit packet reflecting various worksheets on early African civilizations and their contributions.
•
Journal entry - suppose you were a trader on a trade route on the Horn of Africa, describe what would you trade and where would
you go.
•
K,W,L chart: showing 1,2,3 steps of the learning process thru Unit. What I Know, What I want to learn, and what I learned.
•
Internet research on African Christianity. How did it evolve? How has it survived and changed over the centuries?
•
Unit/Chapter Reviews at end of units & chapters.
•
the use of an Alternative Assessment Handbook: Graphic Organizers
•
Role-play: An African Pilgrimage.
RESOURCES
Teacher Resources:
Video/DVD
Various on-line pages & activities (i.e., the kingdom of Aksum & Nubia)
Various Primary source documents
Over head transparencies (maps, charts, graphs)
Textbook: World History: Ancient Civilizations
Maps & globes (in class)
Class Journal
Computers (in-class/library)
Equipment Needed:
Computers
TV
DVD player
Overhead projector
Computer projector
White Board
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Ancient & Classical Greece
Target Course/Grade Level: Social Studies - Grade 6
Unit Summary: This unit will introduce students to the study of Ancient Greece that developed along the Mediterranean & Adriatic Seas.
Students will analyze the geography, trade, beliefs, and culture of ancient Greece and how it influenced the development of its government. In
addition, study of classical Greece on the modern world, including ideas about democracy, architecture, philosophy, and science will also be
closely analyzed.
Approximate Length of Unit: 4 weeks
Primary interdisciplinary connections: Language Arts, Mathematics, Science, History
LEARNING TARGETS
Standards:
6.2 World History/Global Studies
All students will acquire the knowledge & skills to think analytically & systematically about how past interactions of people, cultures, and the
environment affect issues across time & cultures. Such knowledge & skills enable students to make informed decisions as socially & ethically
responsible world citizens in the 21st century.
6.2.8.D.1.b - Relate the development of language & forms of writing to the expression of ideas, creation of cultural identity, and development
of more complex social structure.
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop enhance understanding of life prior to written records
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop & enhance understanding of life prior to written records.
6.1.8.C.1.b - Explain why individuals & societies trade, how trade functions, and the role of trade during this period.
6.1.8.D.2.b - Compare & contrast the voluntary & involuntary migratory experiences of different groups of people, and explain why their
experiences differed.
6.2.8.C.4.a - Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
6.2.8.A.2.c - Determine the role of slavery in the economic & social structures of ancient river valley civilizations.
6.2.8.C.3.a - Analyze the impact of expanding land & sea trade routes through the Mediterranean Basin, India, and China.
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.A.3.b - Compare & contrast the rights & responsibilities of free men, women, slaves, & foreigners in the political, economic, & social
structures of classical civilizations.
6.2.8.B.3.a - Determine how geography & the availability of natural resources influenced the development of the political, economic, and
cultural systems of each of the classical civilizations & provided motivation for expansion.
6.2.8.C.3.c - Explain how classical civilizations used technology & innovation to enhance agricultural/manufacturing output & commerce, to
expand military capabilities, to improve life in urban areas, & to allow for greater division of labor.
6.2.8.D.3.f - Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.
6.2.8.D.3.a - Compare & contrast social hierarchies in classical civilizations as they relate to power, wealth, & equality.
6.2.8.A.3.d - Compare & contrast the roles & responsibilities of citizens in Athens & Sparta to those of the US citizens today, & evaluate how
citizens perceived the principles of liberty and equality then & now.
6.2.8.B.3.b - Explain how geography & the availability of natural resources led to both the development of Greek city-states and to their
demise.
21st Century Life and Career Skills:
9.1.4.A.1 - Recognize a problem & brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.3 - Determine when the use of technology is appropriate to solve problems.
9.1.4.A.5 - Apply critically thinking & problem-solving skills in classroom & family settings.
9.1.12.A.1 - Apply critical thinking & problem-solving strategies during structured learning experiences.
9.1.8.D.1 - Employ appropriate conflict resolution strategies.
9.1.8.F.2 - Explain how rules, laws, and safety, practices protect individual rights in the global workplace.
9.1.4.B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives (i.e., cross-cultural, gender-specific, generational),
and determine how the data can best be used to design multiple solutions.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments,
and projects.
9.1.8.C.3 - Model leadership skills during classroom & extra-curricular activities.
9.1.4.D.3 - Demonstrate an awareness of one's own culture & other cultures during interactions within & outside of the classroom.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.1 - Explain how technology has strengthened the role of digital media in the global society.
9.1.12.F.6 -Relate scientific advances (i.e., advances in medicine) to the creation of new ethical dilemmas.
English/Language Arts Common Core Standards:
RH.6-8.1. Cite specific textual evidence to support analysis of primary & 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 (i.e., how a bill becomes law, how interest rates
are raised or lowered).
RH.6-8.4. Determine the meaning of words & 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 (i.e., sequentially, comparatively, causally).
RH.6-8.7. Integrate visual information (i.e., 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 & secondary source on the same topic.
RH.6-8.10. By the end of grade 8, read & comprehend history/social studies texts in grades 6 - 8 text complexity band independently &
proficiently.
Unit Understandings:
Students will understand that…
•
the mountains of Greece led to sea travel & trade, which brought new learning to the Greeks.
•
Greek mythology & religion shows that the Greeks honored their Gods, and important early Greek literature is still revered today.
•
Greece grew into a democracy quickly after departing from a monarchy, aristocracy and oligarchy.
•
there were stark differences between Athenian government & Spartan governments.
•
Athens and Sparta joined forces to combat the Persian invasion of wars.
•
Pericles expanded democracy, the building of wealth, and the beautification of Athens under his rule.
•
Sparta & Athens continued having conflicts and this weakened the Greek city-states following the Peloponnesian War.
•
the conquests of Alexander the Great spread Greek culture & influence throughout the known world.
•
Greek ideas about architecture, philosophy, and science influenced the development of modern civilizations.
•
over 80% of Greece is covered in mountains & sea making travel & communication very difficult.
•
Greece is made up of hundreds of islands, peninsulas & mountains.
Unit Essential Questions:
•
What effects did the geography of Greece have on settlement patterns?
•
How did the seas affect Greek trade patterns?
•
How did trade with other peoples contribute to Greek civilization?
•
What are some differences between the civilizations of Greece & Mesopotamia?
•
Explain the importance of: Zeus, Mt. Olympus, Olympics, oligarchy, aristocracy, tyrant, democracy, polis, Athens, Sparta, helot,
Marathon, Peloponnesian War, plague, drama, comedy, philosophy, tragedy, ideal
•
Why was mythology important to the lives of ancient Greeks?
•
How are the Iliad & Odyssey connected?
•
How did the geography of Greece lead to the formations of city-states?
•
What made democracy in Athens a limited democracy
•
How did citizenship arise in Athens, and why?
•
How were Sparta & Athens alike and different?
•
What form of government existed in ancient Sparta?
•
What roles did Athens & Sparta have in defeating the Persians?
•
How was the role of women different in Athens & Sparta?
•
What was the role of the Agora in daily Greek life?
•
What roles did slaves play in Sparta & Athens?
•
Why did democracy evolve in Athens & not Sparta?
•
How did Solon's reforms change Athenian society?
•
How did Pericles advance democracy?
•
How was citizenship different in Athens from citizenship in the USA today?
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•
•
•
•
•
•
•
•
•
•
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How was the war strategy of Athens different from Sparta?
Why did smaller city-states resent Athenian control?
Why weren't the Greek city-states cooperative after the Peloponnesian War?
What ideas about the universe did Greek philosophers accept?
What qualities did Greek architects strive for in their work?
What teaching style is identified with Socrates, and what was it like?
What teachings and discoveries about earth, the planets, and the sun came from the scientists of Alexandria?
What was wrong with Ptolemy's theory?
Why did Greek & Chinese philosophers develop ideas of philosophy during times of war & disorder?
How did the conquests of Alexander the Great change Europe, Asia & Africa forever?
What are the basic ideas of Greek philosophy?
How do we view the contributions of the Greeks today in the USA & the world?
Knowledge and Skills:
Students will know…..
•
key terms: peninsula, Peloponnesus, isthmus, Phoenician, alphabet, Zeus, Mt. Olympus, hero, javelin, myths,
Olympics, fable, epic poems, polis, aristocracy, oligarchy, tyrant, democracy, citizen, Athens, Sparta, helots, barracks, Marathon,
Pericles, league, direct democracy, Delian League, Acropolis, Parthenon, plague, truce, Peloponnesian War, catapult, Alexander the
Great, Hellenistic, drama, troupe, sponsor, tragedy, comedy, ideal, philosophy, island
•
key places: Mediterranean Sea, Greece, Persia, Mt Olympus, Athens, Sparta, Adriatic Sea
•
that rugged mountains divided Greece into many regions.
•
that the sea linked the regions of Greece to each other & to foreign regions. Sea trade became common.
•
that trade helped the early Greeks develop a sophisticated culture.
•
like other ancient peoples, the Greeks believed their gods controlled the human & natural worlds.
•
that the Greeks honored their gods by worshiping them and by holding festivals & games in their honor.
•
that early Greek literature included stories taught lessons, and long poems that told of adventures.
•
that instead of being a unified country Greece was organized into separate city-states.
•
that many different political systems evolved in the various Greek city-states. Some governments changed because of conflicts
between rich & poor.
•
the city-state of Athens developed democracy, which is rule by the people.
•
that Sparta built a state in which every part of life was organized around the need to have a strong army.
•
that Athenian citizens were expected to participate actively in government.
•
that a Persian invasion endangered Greece, so some city-states united to fight their enemy.
•
that democracy expanded under the leadership of Pericles.
•
that Pericles expanded the wealth & power of Athens through the Delian League.
•
that Pericles launched a program to make Athens beautiful.
•
that Athens & Sparta and their allies fought a war over Athens' growing power.
•
that Athens lost the Peloponnesian War.
•
that more than 25 years of war weakened all of the Greek city-states.
•
that Philip II of Macedonia conquered Greece.
•
that Alexander the Great built a huge empire that spread across parts of Europe and Asia.
•
that Alexander spread Greek culture & influence throughout his empire.
•
that Greek art & architecture introduced new styles & concepts that set standards for generations of artists around the world.
•
that Greek love of reason & logic influenced the development of Western knowledge.
•
that Hellenistic science provided much of the scientific knowledge of the world until the modern age.
Students will be able to …
•
identify on maps the locations & migrations of early Greek trade routes to other parts of the Mediterranean, Africa,
Europe & Asia.
•
the purpose & function of Greek democracy and its impact.
•
the purpose of citizens & slaves in Greek society.
•
how Greek ships were able to navigate the Mediterranean and carry so much cargo and go so far in distance.
•
identify which city-states were Athenian vs. Spartan.
•
create a time line that will show important events in the history of Greece.
•
how the Greek city-states began and why - and how it later broke up & then reunited again.
•
give examples of how tools, irrigation technology & weapons facilitated the lives of Greece and its people.
•
recognize the hardships that faced Greek society and the consequences they caused.
•
understand the interest in Persia conquering Greece.
•
recognize the benefits of a society ruled by a democratic government.
•
recognize the roles of the slaves, citizens, soldiers and traders of the Greek city-states.
•
identify the causes of difference between Sparta & Athens.
•
identify the contributions in literature, government & architecture to the world by Greece.
•
•
•
•
•
•
•
•
•
show how surpluses of grain, resources & animals started early trade in Greece.
identify benefits of Greek city-state unification in the face of the Persian invasion.
why strategic areas of the globe have caused certain societies to rise into great empires.
compare & contrast history before written language and after.
how did the Hebrews cope with their lives as slaves, and how did they gain their freedom?
construct a timeline that will show all important historical events in Egyptian history.
give examples of a Greek tragedy, drama & comedy.
identify the contributions of science & math by Greece.
understand the importance of Alexander the Great and his contributions to Western civilization.
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
quizzes
•
tests
•
word keys & definitions
•
class debate & discussion
•
project (poster: maps of Alexander the Greats’ conquests and movements throughout Europe & Asia)
•
unit packet (worksheets/ skill sheets to be graded)
•
NJASK open-ended question(s)
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
Venn Diagrams on Athens & Sparta - compare & contrast
•
Bar & Line graphs outlining population, migration & density patterns in Greece & the Mediterranean region
•
Coloring maps/Mediterranean Sea trading zones
•
drawing & diagramming of ancient Greek city-states and their locations
•
maps & diagrams of the Peloponnesian War (431-404 B.C.)
•
Unit packet reflecting various worksheets on Greek life, domesticated crops & animals, and the Agora.
•
Journal entry - suppose you were a worker in the Greek Agora or an athlete at Olympia. What would your life be like. The bad & the
good. Give examples.
•
K,W,L chart: showing 1,2,3 steps of the learning process thru Unit. What I Know, What I Want to learn, and what I learned.
•
Internet research on life in the Greek Agora. What was it like? What was the purpose of this market space?
•
Unit/Chapter Reviews at end of units & chapters.
•
the use of an Alternative Assessment Handbook: Graphic Organizers
•
Role-play: you are an architect about to build the Parthenon at the Acropolis in Athens. Create a good speech in order to go ahead
with the project.
RESOURCES
Teacher Resources:
Video/DVD
Various on-line pages & activities (i.e., life in the Greek Agora)
Various Primary source documents
Over head transparencies (maps, charts, graphs)
Textbook: World History: Ancient Civilizations
Maps & globes (in class)
Class Journal
Computers (in-class/library)
Equipment Needed:
Computers
TV
DVD player
Overhead projector
Computer projector
White Board
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Ancient Rome
Target Course/Grade Level: Social Studies - Grade 6
Unit Summary: This unit will introduce students to the effects of geography & social structure of ancient Rome, the origins & early spread of
the Christian religion, and will also analyze the fall of the Western Roman Empire and its legacy.
Approximate Length of Unit: 7 weeks
Primary interdisciplinary connections: Language Arts, Mathematics, Science, History
LEARNING TARGETS
Standards:
6.2 World History/Global Studies
All students will acquire the knowledge & skills to think analytically & systematically about how past interactions of people, cultures, and the
environment affect issues across time & cultures. Such knowledge & skills enable students to make informed decisions as socially & ethically
responsible world citizens in the 21st century.
6.2.8.D.1.b - Relate the development of language & forms of writing to the expression of ideas, creation of cultural identity, and development
of more complex social structure.
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop enhance understanding of life prior to written records
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop & enhance understanding of life prior to written records.
6.1.8.C.1.b - Explain why individuals & societies trade, how trade functions, and the role of trade during this period.
6.1.8.D.2.b - Compare & contrast the voluntary & involuntary migratory experiences of different groups of people, and explain why their
experiences differed.
6.2.8.C.4.a - Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
6.2.8.C.3.a - Analyze the impact of expanding land & sea trade routes through the Mediterranean Basin, India, and China.
6.2.8.A.3.b - Compare & contrast the rights & responsibilities of free men, women, slaves, & foreigners in the political, economic, & social
structures of classical civilizations.
6.2.8.B.3.a - Determine how geography & the availability of natural resources influenced the development of the political, economic, and
cultural systems of each of the classical civilizations & provided motivation for expansion.
6.2.8.C.3.c - Explain how classical civilizations used technology & innovation to enhance agricultural/manufacturing output & commerce, to
expand military capabilities, to improve life in urban areas, & to allow for greater division of labor.
6.2.8.D.3.f - Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.
6.2.8.D.3.a - Compare & contrast social hierarchies in classical civilizations as they relate to power, wealth, & equality.
6.2.8.A.3.a - Compare & contrast methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation
systems) used by the rulers of Rome, China, and India to control & unify their expanding empires.
6.2.8.D.3.c - Determine the foundational concepts & principles of Athenian democracy & the Roman Republic that later influenced the
development of the US Constitution.
6.2.8.C.3.b - Explain how the development of a uniform system of exchange facilitated trade in classical civilizations.
6.2.8.D.3.c - Determine common factors that contributed to the decline & fall of the Roman Empire, Gupta India, and Han China.
6.2.8.D.3.d - Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies.
21st Century Life and Career Skills:
9.1.4.A.1 - Recognize a problem & brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.3 - Determine when the use of technology is appropriate to solve problems.
9.1.4.A.5 - Apply critically thinking & problem-solving skills in classroom & family settings.
9.1.12.A.1 - Apply critical thinking & problem-solving strategies during structured learning experiences.
9.1.8.D.1 - Employ appropriate conflict resolution strategies.
9.1.8.F.2 - Explain how rules, laws, and safety, practices protect individual rights in the global workplace.
9.1.4.B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives (i.e., cross-cultural, gender-specific, generational),
and determine how the data can best be used to design multiple solutions.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments,
and projects.
9.1.8.C.3 - Model leadership skills during classroom & extra-curricular activities.
9.1.4.D.3 - Demonstrate an awareness of one's own culture & other cultures during interactions within & outside of the classroom.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.1 - Explain how technology has strengthened the role of digital media in the global society.
9.1.12.F.6 -Relate scientific advances (i.e., advances in medicine) to the creation of new ethical dilemmas.
English/Language Arts Common Core Standards:
RH.6-8.1. Cite specific textual evidence to support analysis of primary & 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 (i.e., how a bill becomes law, how interest rates
are raised or lowered).
RH.6-8.4. Determine the meaning of words & 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 (i.e., sequentially, comparatively, causally).
RH.6-8.7. Integrate visual information (i.e., 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 & secondary source on the same topic.
RH.6-8.10. By the end of grade 8, read & comprehend history/social studies texts in grades 6 - 8 text complexity band independently &
proficiently.
Unit Understandings:
Students will understand that…
•
the games at the Roman Colosseum reflected the social structure & values of ancient Rome.
•
Rome's geographic location was favorable & what life was like for early Romans.
•
Roman social life was divided into classes & that government was divided into three parts.
•
there was social unrest in the Roman Republic under Julius Caesar and that the Roman Republic was founded by Augustus after
Julius Caesar's assassination.
•
everyday life was difficult for ancient Romans and that family roles & religious beliefs were complex.
•
stories about the beginnings of Rome are a mix of legend & historical fact.
•
people who settled Rome chose a geographic location that was good for defense, travel, and trade.
•
to survive, Roman farmers relied on discipline & hard work.
•
early Roman society was divided into two unequal classes.
•
the Roman Republic had a government divided into three parts, similar to the U.S. government today.
•
to gain more land and wealth, Rome began to expand by conquering neighboring peoples.
•
angry poor people, power-hungry generals, and ambitious politicians threatened the Roman Republic.
•
Julius Caesar gained absolute control of the republic but did not rule long.
•
after Caesar was assassinated, Augustus founded an empire that enjoyed peace & prosperity for about 200 years.
•
roles in Roman family & society were clearly defined.
•
Roman religious beliefs were influenced by other cultures & linked with government.
•
although they were overcrowded and dirty, Roman cities were also places of interesting innovations & entertainment.
•
Christianity built upon the Jewish belief in one God and the concept of the Messiah.
•
the disciples of Jesus came to believe that he was the Messiah.
•
according to the Gospels, Jesus was executed but rose from the dead. Christians believe that this makes freedom
•
from sin & death possible for everyone.
•
the disciples of Jesus spread his teachings & tried to convince others to believe him.
•
according to the Christian scriptures, after having a vision of Jesus, Paul became a leader of the Christian movement.
•
Paul traveled to many of the great cities of the Roman Empire, seeking to convert people to Christianity.
•
Rome became hostile to Jews & Christians because both groups challenged Roman authority.
•
the Roman emperor Constantine accepted Christianity & ended persecutions.
•
the church developed into a complex institution with many levels of authority.
•
a series of problems, including food shortages, wars, and political conflicts, weakened the Roman Empire.
•
because the empire was so huge, Diocletian divided it into eastern & western regions to make governing more efficient.
•
Emperor Constantine reunited the eastern & western empires & tried to restore the Roman Empire to greatness.
•
the Western Roman Empire was much weaker than the more prosperous Eastern Roman Empire.
•
invading groups of Germanic peoples overran the already weakened Western Empire.
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invading Germanic peoples raided Rome & overthrow the last Roman emperor, ending the Western Empire.
Roman culture continued in the Byzantine Empire for a thousand years after the fall of Rome.
Christianity developed different forms in the western & eastern parts of the former Roman Empire.
the Eastern Orthodox Church & the Roman Catholic Church had different relationships with government.
Roman culture was a unique blend of Roman & Greek ideas.
Roman advances in architecture & engineering have influenced builders throughout history.
the spread of Christianity & the Roman system of law left a lasting legacy for the world today.
that Roman roads were responsible for the empire's expansion.
Unit Essential Questions:
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What is the legend of Rome's founding?
How was Rome's location good for defense?
Why did early Roman's have to work hard?
Why does the legend about Rome's founding tell you about what was important to Roman's?
Compare the role of the Tiber in the development of ancient Rome with that of the Nile in ancient Egypt?
In what ways were the Roman social classes unequal?
What is the legacy of Roman law?
What lands did Rome conquer?
Why do you think the Roman Republican government has influenced the governments of other countries?
What benefits do you think the Romans gained from their treatment of conquered peoples?
How long did Julius Caesar serve as dictator for life?
How did expansion threaten the Roman Republic?
How did Caesar gain power?
How did Roman government change under Augustus?
What events & circumstances brought the Roman Republic to an end?
What factors encouraged economic growth during the Pax Romana?
What architectural innovations improved Roman city life?
Who belonged to the main social classes during the time of the Roman Empire?
What was the relationship of religion to government in ancient Rome?
What was the city of Rome like?
How would worshiping the emperor while he lived affect the Romans' view of their ruler?
How did Rome's urban problems affect the development of cities in later civilizations?
What effects did the geography of Rome have on settlement patterns?
How did the seas affect Roman trade patterns?
How did trade with other peoples contribute to Roman civilization?
What are some differences between the civilizations of Rome & Etruscan civilization?
What actions of Jesus in Jerusalem preceded his arrest?
How do we view the contributions of the Romans today in the USA & the world?
What great power ruled over Judea in the time of Jesus?
How do we know about Jesus' life & about his teachings?
What did accounts of Jesus' resurrection prove to his followers?
How did the Christian church change during Paul's lifetime?
Why were women & slaves particularly eager to become Christians?
What qualifications did Paul possess that made him an effective missionary?
What decision made Christianity appealing to Gentile converts?
How did the Pax Romana contribute to the spread of Christianity?
Why are the Epistles useful sources for learning about Paul's experiences?
What decision made by Theodosius had a big impact on Roman religion?
What effect did the Edict of Milan have?
What effect did Emperor Constantine have on the spread of Christianity?
How do the causes and effects illustrate the decline of the empire?
What reforms did Diocletian introduce to solve the empire's problems?
How did constantly changing emperors affect the strength of the Roman Empire?
What was the most significant event of the empire's downfall?
What pushed the Germanic peoples south & west into Roman territory?
How was the movement of the Huns into Europe related to the fall of Rome? Give reasons.
In what ways did Justinian restore the Eastern Roman Empire?
On what issue did the church in the east & in the west not agree?
In what ways was the Eastern Roman Empire different from the Western Roman Empire?
How did Roman writers blend Greek literary styles with their own ideas?
What are some examples of Roman technology?
How has Roman law influenced & shaped modern law?
•
•
Which language did the Romans speak, and which languages today exist based on Latin?
How were Roman roads, aqueducts, and arenas built?
Knowledge and Skills:
Students will know…..
•
key terms: peninsula, descendant, Romulus, legend, Aeneas, republic, patricians, plebeians, Senate, consuls, Cincinnatus, campaign,
marble, Julius Caesar, civil war, Cicero, Augustus, Pax Romana, shrine, unrest, aqueducts, gladiators, Colosseum, moral, divine,
afterlife, Jesus, Gospels, disciples, parables, crucifixion, charity, debate, Gentiles, Paul, missionary, persecute, Epistles, Christian,
bishops, pope, Catholic, creed, trinity, loyalty, consult, mercenary, Diocletian, absolute ruler, fortified, chieftain, aftermath, Nomads,
barbarian, plunder, Justinian, Muslim, preserve, limit, Justinian Code, Roman Catholic Church, Eastern Orthodox Church, mosaics,
vaults, epic, oratory, bas-relief, arena
•
key places: Mediterranean Sea, Rome, Italy, Europe, Adriatic Sea, Africa, Tiber River, Sicily
•
that rugged mountains divide Italy from Europe (Alps).
•
that the sea linked Africa to Italy to each other & to foreign regions. Sea trade became common.
•
that trade helped the early Romans develop a sophisticated culture.
•
like other ancient peoples, the Romans believed their gods controlled the human & natural worlds.
•
that the Romans honored their gods by worshiping them and by holding festivals & games in their honor.
•
that early Roman literature included stories taught lessons, and long poems that told of adventures.
•
that instead of being a unified country Rome was organized into different controlled regions in Africa, Asia & Europe.
•
that Rome had many enemy states throughout the empire - the biggest was Carthage.
•
that Roman society was divided in three parts (patricians, plebeians & servants/slaves)
•
that hills and the Tiber River helped protect Rome from enemies.
•
that Rome's location in Italy made it easier to reach & conquer other lands.
•
that Roman family life & society were highly structured.
•
that Romans built aqueducts & sanitation systems to ease the problems of city life.
•
that the Roman Republic had a government divided into three parts.
•
that Roman government influenced modern republics.
•
that vigorous trade developed in the Roman Empire.
•
that a common currency united the empire.
•
that Romans worshipped many gods.
•
that Roman religion was linked with government.
•
that Christianity built upon Jewish beliefs.
•
that Jesus' disciples and, later, other apostles like Paul, spread, the teachings of Jesus.
•
that Paul traveled around the eastern Roman Empire trying to convince Gentiles to believe in Jesus.
•
that Jews & Christians challenged the authority of Rome.
•
that Constantine converted to Christianity & made it one of the official religions of the empire.
•
that Rome fell shortly after the Christian conversion circa the 5th century A.D.
•
that the burning of Rome caused many social changes throughout the empire.
•
that the games in the Roman Colosseum reflected the every day struggles of Roman life.
Students will be able to …
•
identify on maps the locations & migrations of early Roman trade routes to other parts of the Mediterranean, Africa,
Europe & Asia.
•
the purpose & function of Roman government & law, and its impact.
•
the purpose of citizens & slaves in Roman society.
•
the purpose of the Roman army and the function of a Roman fort.
•
create a time line that will show important events in the history of Rome.
•
show the various cities & empires that existed in conjunction with the Roman Empire.
•
give examples of how tools, irrigation technology & weapons facilitated the lives of Rome and its people.
•
recognize the hardships that faced Roman society and the consequences they caused.
•
understand the interest in Rome conquering the Mediterranean region .
•
recognize the differences of a society ruled by a democratic government and a dictatorial government.
•
recognize the roles of the slaves, citizens, soldiers and traders of the Roman Empire.
•
identify the causes of difference between Rome & Athens.
•
identify the contributions in literature, government & architecture to the world by Rome.
•
show how surpluses of grain, resources & animals started early trade in Rome.
•
construct a diagram showing the military might of the Roman legions, forts & military.
•
demonstrate why strategic areas of the globe have caused certain societies to rise into great empires.
•
compare & contrast history before written language and after.
•
how did the Gentiles & Christians cope with their lives as slaves, and how did they gain their freedom?
•
construct a timeline that will show all important historical events in Roman history.
•
give examples of a Roman architecture, literature & law.
•
•
identify the contributions of culture & science by Rome.
understand the importance of the Caesars and their contributions to Western civilization.
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
quizzes
•
tests
•
word keys & definitions
•
class debate & discussion
•
project (poster: the Roman Empire & Conquests throughout Europe, Africa & Asia)
•
unit packet (worksheets/ skill sheets to be graded)
•
NJASK open-ended question(s)
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
Venn Diagrams on Athens & Rome - compare & contrast
•
Bar & Line graphs outlining population, migration & density patterns in Rome & the Mediterranean region
•
Coloring maps/Mediterranean Sea trading zones
•
drawing & diagramming of ancient Roman territories and their locations.
•
maps & diagrams of the Roman Wars & conquests
•
Unit packet reflecting various worksheets on Roman life, domesticated crops, animals, and the Roman forum .
•
Journal entry - suppose you were a Roman soldier on the British frontier of Hadrian's Wall/Scotland. What would your life be like.
The bad & the good. Give examples.
•
K,W,L chart: showing 1,2,3 steps of the learning process thru Unit. What I Know, What I Want to learn, and what I learned.
•
Internet research on life in the Roman Forum. What was it like? What was the purpose of this market & social space?
•
Unit/Chapter Reviews at end of units & chapters.
•
the use of an Alternative Assessment Handbook: Graphic Organizers
•
Role-play: you are an architect about to build the Roman Colosseum in Rome, Italy. Draw & diagram your proposed work for the
Senators' approval.
RESOURCES
Teacher Resources:
Video/DVD
Various on-line pages & activities (i.e., life in the Roman Forum)
Various Primary source documents
Over head transparencies (maps, charts, graphs)
Textbook: World History: Ancient Civilizations
Maps & globes (in class)
Class Journal
Computers (in-class/library)
Equipment Needed:
Computers
TV
DVD player
Overhead projector
Computer projector
White Board
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Ancient Americas (Olmecs, Mayas, Aztecs, Incas, Mohenjo-Daro)
Target Course/Grade Level: Social Studies - Grade 6
Unit Summary: This unit will introduce students to the effects of geography & social structure of the ancient Americas. Ancient civilizations
of both North & South America will be analyzed by culture, history and geography. Contributions to both past & present cultures in these
regions will also be explored.
Approximate Length of Unit: 2 weeks
Primary interdisciplinary connections: Language Arts, Mathematics, Science, History
LEARNING TARGETS
Standards:
6.2 World History/Global Studies
All students will acquire the knowledge & skills to think analytically & systematically about how past interactions of people, cultures, and the
environment affect issues across time & cultures. Such knowledge & skills enable students to make informed decisions as socially & ethically
responsible world citizens in the 21st century.
6.1.8.A.1.a - Compare & contrast forms of governance, belief systems and family structures among African, European, and Native American
groups.
6.1.8.B.1.a - Describe migration settlement patterns of Native American groups, and explain how these patterns affected interactions in
different regions of the Western Hemisphere.
6.1.8.D.1.a - Compare & contrast gender roles, religion, values, cultural practices, and political systems of Native American groups.
6.1.8.D.1.b - Explain how interactions among African, European, and Native American groups began a cultural transformation.
6.1.8.B.2.b - Compare & contrast how the search for natural resources resulted in conflict & cooperation among European colonists & Native
American groups in the New World.
6.2.8.B.4.h - Explain how the locations, land forms, and climates of Mexico, Central America & South America, affected the development of
the Mayan, Aztec, and Incan societies, cultures, and economies.
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 & the Americas.
6.2.8.D.1.b - Relate the development of language & forms of writing to the expression of ideas, creation of cultural identity, and development
of more complex social structure.
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop enhance understanding of life prior to written records
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop & enhance understanding of life prior to written records.
6.1.8.C.1.b - Explain why individuals & societies trade, how trade functions, and the role of trade during this period.
6.1.8.D.2.b - Compare & contrast the voluntary & involuntary migratory experiences of different groups of people, and explain why their
experiences differed.
6.2.8.C.4.a - Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization.
6.2.8.A.3.b - Compare & contrast the rights & responsibilities of free men, women, slaves, & foreigners in the political, economic, & social
structures of classical civilizations.
6.2.8.B.3.a - Determine how geography & the availability of natural resources influenced the development of the political, economic, and
cultural systems of each of the classical civilizations & provided motivation for expansion.
6.2.8.C.3.c - Explain how classical civilizations used technology & innovation to enhance agricultural/manufacturing output & commerce, to
expand military capabilities, to improve life in urban areas, & to allow for greater division of labor.
6.2.8.D.3.f - Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.
6.2.8.D.3.a - Compare & contrast social hierarchies in classical civilizations as they relate to power, wealth, & equality.
6.2.8.C.3.b - Explain how the development of a uniform system of exchange facilitated trade in classical civilizations.
21st Century Life and Career Skills:
9.1.4.A.1 - Recognize a problem & brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.3 - Determine when the use of technology is appropriate to solve problems.
9.1.4.A.5 - Apply critically thinking & problem-solving skills in classroom & family settings.
9.1.12.A.1 - Apply critical thinking & problem-solving strategies during structured learning experiences.
9.1.8.D.1 - Employ appropriate conflict resolution strategies.
9.1.8.F.2 - Explain how rules, laws, and safety, practices protect individual rights in the global workplace.
9.1.4.B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative
thinking.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives (i.e., cross-cultural,
gender-specific, generational), and determine how the data can best be used to design multiple solutions.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out
different tasks, assignments, and projects.
9.1.8.C.3 - Model leadership skills during classroom & extra-curricular activities.
9.1.4.D.3 - Demonstrate an awareness of one's own culture & other cultures during interactions within & outside of
the classroom.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.1 - Explain how technology has strengthened the role of digital media in the global society.
9.1.12.F.6 -Relate scientific advances (i.e., advances in medicine) to the creation of new ethical dilemmas.
English/Language Arts Common Core Standards:
RH.6-8.1. Cite specific textual evidence to support analysis of primary & 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 (i.e., how a bill becomes law, how interest rates
are raised or lowered).
RH.6-8.4. Determine the meaning of words & 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 (i.e., sequentially, comparatively, causally).
RH.6-8.7. Integrate visual information (i.e., 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 & secondary source on the same topic.
RH.6-8.10. By the end of grade 8, read & comprehend history/social studies texts in grades 6 - 8 text complexity band independently &
proficiently.
Unit Understandings:
Students will understand that…
•
the physical geographies of North & South America are very different.
•
the Andes Mountains provide a harsh environment for the people who live there.
•
Mesoamerica has a variety of landforms & climates.
•
the art of the Chavin, which featured religious images, influenced other cultures.
•
the Moche created a complex system of agriculture that supported important city structures.
•
the Olmec lived in a fertile land & developed the first civilization in the Americas.
•
the Olmec had a complex civilization with many great accomplishments in art learning.
•
Olmec culture spread to other groups of people in Mesoamerica through trade.
•
Mayan civilization rose in Central America as the Maya adapted to both highlands and lowlands.
•
Mayan society was divided into classes & shaped by religion.
•
the Maya produced beautiful art & made important advances in learning.
•
many great North American native tribes ruled over vast territories like the Mohenjo-Daro
•
the largest & most powerful South American civilization was the Inca and that they controlled a large territory from Central America
to southern South America.
•
that all Ancient American civilizations have made enormous contributions to traditions & cultures in the Americas today.
Unit Essential Questions:
•
•
•
•
•
•
•
How is the geography of the Andes and Mesoamerica similar & different?
Why are the seasons reversed in North & South America?
Why is farming a challenge in the Andes?
Why did the farmers in both the Andes & Mesoamerica develop advanced agricultural techniques?
What might have happened to these Native Americans, had they not adapted to their lands?
How do archaeologists know that the Chavin & the Mohenjo-Daro influence other American cultures?
What are the Nazca lines?
•
•
•
•
•
•
•
•
•
•
Compare & contrast characteristics of the Chavin, Nazca, and Moche civilizations.
How were classes in the Olmec social structure ordered?
What was the effect of the Olmec trade in Mesoamerica?
Why do historians change their minds about how people lived in ancient Mesoamerica?
What happened during the Classic Period in Mayan civilization?
Why did the Maya develop a calendar?
How did the Olmec influence Mayan culture & religion?
How did the Inca manage to rule such a large empire in South America for so many centuries?
What was the importance of discovering ruins in San Lorenzo & La Venta?
Describe the geography of where Mayan civilization rose?
Knowledge and Skills:
Students will know…..
•
key terms: isthmus, tropical, Mesoamerica, Yucatan Peninsula, slash-and-burn, Chavin, Nazca, Moche, textile, aquifer, scholar,
tomb, ton, Olmec, mother culture, plaza, rotted, bark, Maya, maize, stele, glyph, codex
•
key places: North America, South America, Central America, Atlantic Ocean, Pacific Ocean, Caribbean Sea, Andes Mountains
•
that the Andes provided a harsh but agricultural environment for the Chavin, Inca, Nazca & Moche civilizations.
•
that the Olmec & Mayan civilizations lived in fertile land in Mesoamerica.
•
that trade helped spread Olmec culture throughout Mesoamerica.
•
that ancient Americans left behind beautiful carvings, pottery, and textiles.
•
that the Maya built pyramids and temples in their great city-states.
•
that most of these civilizations ruled ruthlessly through religion and authoritarian governments.
•
that the Moche created irrigation systems.
•
that the Maya developed a calendar and the concept of zero.
•
that the Incas ruled from present-day Peru and interacted with the Spanish conquistadors.
•
that European, African & Native Americans would weave the continents' culture forever.
Students will be able to …
•
identify on maps the locations & migrations of early Native American trade routes to other parts of South, North & Central
America.
•
the purpose & function of Native American government & law, and its impact.
•
the pyramid of social hierarchy amongst most major American civilizations.
•
the purpose of slaves in Native American civilizations.
•
create a time line that will show important events in the history of the Americas.
•
show the various cities & empires that existed in conjunction with the Americas' territories.
•
give examples of how tools, irrigation technology & weapons facilitated the lives of Native American tribes/civilizations and its
people.
•
recognize the hardships that faced Native American society and the consequences they caused.
•
understand the interest in Europeans conquering the Americas and the consequences on the local American populace.
•
recognize the diseases and hardships Spanish, English, French, Portuguese & Dutch colonials placed on the populations & land of
the Americas.
•
recognize the roles of the slaves, citizens, soldiers and traders of the American Empires.
•
identify the causes of difference between civilizations of North & South America..
•
identify the contributions in science, medicine, art, math and agriculture by Native American civilizations.
•
show how surpluses of grain, resources & animals started early trade in the Americas.
•
construct a diagram showing the military might of the Incas & Aztecs as they interacted with European Imperialists.
•
demonstrate why strategic areas of the globe have caused certain societies to rise into great empires.
•
compare & contrast history before written language and after.
•
how did Africans cope with their lives as slaves, their contributions and how did they gain their freedom in the Americas?
•
construct a timeline that will show all important historical events in Native American history.
•
give examples of Mayan, Olmec, Aztec & Incan architecture, literature & astronomy.
•
identify the contributions of culture & science by Native American tribes.
•
understand the importance of the temples & their priests to Native American civilization.
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?
•
quizzes
•
tests
•
word keys & definitions
•
class debate & discussion
•
project (poster: Playing the Mayan Ball game)
•
unit packet (worksheets/ skill sheets to be graded)
•
NJASK open-ended question(s)
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
•
Venn Diagrams on various Native American civilizations - compare & contrast
•
Bar & Line graphs outlining population, migration & density patterns in South & North America.
•
Coloring maps/ Mesoamerica trading zones
•
drawing & diagramming of ancient American territories and their locations.
•
maps & diagrams of the American/European battles & conquests
•
Unit packet reflecting various worksheets on Aztec, Inca & Maya life, domesticated crops, animals, and the Native American
temples.
•
Journal entry - suppose you were an athlete playing in the 'ball game'. What would it be like? How would you dress? What would be
the prize for winning-punishment for losing?
•
K,W,L chart: showing 1,2,3 steps of the learning process thru Unit. What I Know, What I want to learn, and what I learned.
•
Internet research on life in the Inca palace in Cuzco. What was it like? What was the purpose of this palace & royal space?
•
Unit/Chapter Reviews at end of units & chapters.
•
the use of an Alternative Assessment Handbook: Graphic Organizers
•
Role-play: you are a soldier in the Aztec army, you are about to do battle against Hernan Cortes, the leader of the Spanish
conquistadors. Describe the moments before the war.
RESOURCES
Teacher Resources:
Video/DVD
Various on-line pages & activities (i.e., the Mayan calendar)
Various Primary source documents
Over head transparencies (maps, charts, graphs)
Textbook: World History: Ancient Civilizations
Maps & globes (in class)
Class Journal
Computers (in-class/library)
Equipment Needed:
Computers
TV
DVD player
Overhead projector
Computer projector
White Board
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: China and India
Target Course/Grade Level: Social Studies - Grade 6
Unit Summary: This unit will introduce students to the geographic, political, economic, religious, and social structures of ancient Indian &
Chinese civilizations. Students will analyze the development of ancient cities, Asian migrations and the legacy of the ancient Indian & Chinese
civilizations. Students will also explore India's & China's impact on globalization and world trade.
Approximate Length of Unit: 3 weeks
Primary interdisciplinary connections: Language Arts, Mathematics, Science, History
LEARNING TARGETS
Standards:
6.2 World History/Global Studies
All students will acquire the knowledge & skills to think analytically & systematically about how past interactions of people, cultures, and the
environment affect issues across time & cultures. Such knowledge & skills enable students to make informed decisions as socially & ethically
responsible world citizens in the 21st century.
6.2.8.D.1.b - Relate the development of language & forms of writing to the expression of ideas, creation of cultural identity, and development
of more complex social structure.
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop enhance understanding of life prior to written records
6.2.8.D.1.c - Explain how archaeological discoveries are used to develop & enhance understanding of life prior to
written records.
6.1.8.C.1.b - Explain why individuals & societies trade, how trade functions, and the role of trade during this period.
6.1.8.D.2.b - Compare & contrast the voluntary & involuntary migratory experiences of different groups of people, and
explain why their experiences differed.
6.2.8.C.4.a - Explain the interrelationships among improved agricultural production, population growth, urbanization,
and commercialization.
6.2.8.C.3.a - Analyze the impact of expanding land & sea trade routes through the Mediterranean Basin, India, and
China.
6.2.8.A.3.b - Compare & contrast the rights & responsibilities of free men, women, slaves, & foreigners in the political,
economic, & social structures of classical civilizations.
6.2.8.B.3.a - Determine how geography & the availability of natural resources influenced the development of the
political, economic, and cultural systems of each of the classical
civilizations & provided motivation for expansion.
6.2.8.C.3.c - Explain how classical civilizations used technology & innovation to enhance agricultural/manufacturing
output & commerce, to expand military capabilities, to improve life in urban areas, & to allow for greater
division of labor.
6.2.8.D.3.f - Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.
6.2.8.D.3.a - Compare & contrast social hierarchies in classical civilizations as they relate to power, wealth, & equality.
6.2.8.A.3.a - Compare & contrast methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation
systems) used by the rulers of Rome, China, and India to control & unify their expanding empires.
6.2.8.C.3.b - Explain how the development of a uniform system of exchange facilitated trade in classical civilizations.
6.2.8.D.3.c - Determine common factors that contributed to the decline & fall of the Roman Empire, Gupta India, and Han China.
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 & 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.
6.2.8.D.4.g - Analyze the immediate & long-term impact on China & Europe of the open exchange between Europe & the Yuan (Mongol)
Dynasty.
21st Century Life and Career Skills:
9.1.4.A.1 - Recognize a problem & brainstorm ways to solve the problem individually or collaboratively.
9.1.4.A.3 - Determine when the use of technology is appropriate to solve problems.
9.1.4.A.5 - Apply critically thinking & problem-solving skills in classroom & family settings.
9.1.12.A.1 - Apply critical thinking & problem-solving strategies during structured learning experiences.
9.1.8.D.1 - Employ appropriate conflict resolution strategies.
9.1.8.F.2 - Explain how rules, laws, and safety, practices protect individual rights in the global workplace.
9.1.4.B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking.
9.1.8.B.1 - Use multiple points of view to create alternative solutions.
9.1.8.B.2 - Assess data gathered to solve a problem for which there are varying perspectives (i.e., cross-cultural, gender-specific, generational),
and determine how the data can best be used to design multiple solutions.
9.1.8.C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments,
and projects.
9.1.8.C.3 - Model leadership skills during classroom & extra-curricular activities.
9.1.4.D.3 - Demonstrate an awareness of one's own culture & other cultures during interactions within & outside of the classroom.
9.1.8.D.2 - Demonstrate the ability to understand inferences.
9.1.8.D.5 - Justify the need for greater cross-cultural understanding due to globalization.
9.1.8.E.1 - Explain how technology has strengthened the role of digital media in the global society.
9.1.12.F.6 -Relate scientific advances (i.e., advances in medicine) to the creation of new ethical dilemmas.
English/Language Arts Common Core Standards:
RH.6-8.1. Cite specific textual evidence to support analysis of primary & 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 (i.e., how a bill becomes law, how interest rates
are raised or lowered).
RH.6-8.4. Determine the meaning of words & 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 (i.e., sequentially, comparatively, causally).
RH.6-8.7. Integrate visual information (i.e., 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 & secondary source on the same topic.
RH.6-8.10. By the end of grade 8, read & comprehend history/social studies texts in grades 6 - 8 text complexity band independently &
proficiently.
Unit Understandings:
Students will understand that…
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in India, mountains & seasonal winds shape the climate & effect agriculture.
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the earliest Indian civilization built well-organized cities near the Indus River.
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Harappan civilization produced writing, a prosperous way of life, and a widely shared culture.
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a group of nomadic people moved into India & took over what was left of Harappan civilization.
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under Aryan rule, Indian society developed a distinct system of social classes that still affects India today.
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over time, the belief of the Aryans developed into the religion of Hinduism.
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a teacher called the Buddha developed a new religion that focused on helping people to escape suffering.
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the Maurya rulers united northern India into the first great Indian empire.
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about 500 years after Asoka's death a new ruler united northern India & began a golden age of culture.
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Hinduism & Buddhism are practiced in countries besides India & have also influenced people of other faiths.
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the artistic styles of ancient India influenced other cultures & continue to be used today.
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the decimal system, numerals, and the concept of the zero transformed the ability to do mathematical calculations.
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natural barriers isolate China's fertile river valleys from other parts of Asia.
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the Shang Dynasty ruled China's earliest civilization, which arose near the Huang He.
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claiming approval from the gods, the Zhou conquered the Shang & took over China.
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legalists believed that the government must control people through strict laws.
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Confucius taught that order would return to China if society was organized around five relationships.
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the followers of Daoism taught that people could find virtue by living in harmony with nature.
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Shi Huangdi conquered the warring states, unified China, and built a strong government.
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life in Han China set a pattern that is still seen today.
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the Silk Road brought cultural & economic changes to China.
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Chinese philosophies such as Confucianism & Daoism had a lasting influence on East Asia.
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during Han times, China made many advances in technology, agriculture, and trade.
Unit Essential Questions:
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What are advantages & disadvantages of having monsoons?
What economic activities allowed Harappan civilization to begin along the Indus & Saraswati rivers?
What are 2 positive & 2 negative effects of India's great rivers?
How did Hinduism grow out of the beliefs of Brahmanism?
What was the social structure of the Aryan caste system?
What changed the long-held theory that Aryans drove out the Harappan people?
How were the Maurya & Gupta empires of India alike?
How did Buddhism influence Asoka as a ruler?
Was Hinduism or Buddhism more similar to ancient Egyptian religion? Why?
Which of India's legacies has made the biggest impact on your life? Explain.
Which ancient Indian arts influenced Southeast Asian culture?
What are three main ways Indian religion, art music, literature, and dance reached the rest of the world?
How did geographic barriers affect Shang & Zhou relations with outside peoples?
How did the Shang develop a Chinese language?
How did the belief in the Mandate of Heaven help the change in government from the Shang to the Zhou?
Which of the Chinese philosophies stressed the importance of family?
What was the purpose of Confucius' five relationships?
How did the Legalists' views of human nature contrast with those of the Confucians?
In what ways were the Qin & Han dynasties similar?
Why was the ruler Wudi important in the achievements of the Han Dynasty?
Why were Shi Huangdi's efforts to unify China important?
What ideas or goods did China give the ancient world?
How did the Silk Roads aid in the spread of Buddhism?
Why were the Silk Roads important to ancient China?
How did Chinese writing develop?
Knowledge and Skills:
Students will know…..
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key terms: range, subcontinent, Himalayas, Harappan civilization, Hindu Kush, monsoons, planned city, Aryan, caste, Brahmanism,
Hinduism, karma, enlightened, spy, ahimsa, Siddhartha Gautama, dharma, Buddhism, nirvana, Asoka, Mohandas Gandhi, HinduArabic numerals, millet, mandate, nomad, oracle bone, dynastic cycle, pictograph,
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Mandate of Heaven, philosophy, legalism, Confucianism, filial piety, Daoism, rival, rebel, martial, Qin, Shi Huangdi, Han Dynasty,
bureaucracy, Silk Roads, trans-Eurasian, cultural diffusion
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key places: China, India, Indian Ocean, Pacific Ocean, Himalayas Mts.
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that by 2500 B.C well planned cities are thriving in the Indus River region.
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that by 1500 B.C Aryans begin to migrate into India.
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Siddhartha Gautama becomes the Buddha in 563 B.C
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Monsoons provide rain water to water crops but also cause destructive floods.
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that the Aryans migrated into India from the west.
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Hindus worship many deities. They believe in reincarnation & karma.
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Aryan society developed a class structure that was based on jobs and is called the caste system.
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the Aryans were herders & warriors, they spoke different languages, they did not build planned cities.
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that a teacher called the Buddha developed a new religion that focused on helping people to escape suffering.
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that the Maurya rulers united northern India into the 1st great Indian empire.
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that about 500 years after Asoka's death, a new ruler united northern India and began a golden age of culture.
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that Hinduism was most like religion in ancient Egypt, because they both had a belief in many deities.
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that Mohandas Gandhi is regarded around the world as a symbol of peace & wisdom.
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that Chandragupta Maurya ruled harshly. He used spies, his army, and many officials.
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that Buddhism teaches people to follow a middle way according to the Eightfold Path.
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that Indians had many inventions including zero, the decimal system & hindu-arabic numerals.
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that in 1776 B.C. the Shang Dynasty was established.
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that in 551 B.C. Confucius was born.
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that to ancient Chinese, jade was not only beautiful, but also magical.
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that the Great Wall of China served many purposes but it was primarily a defense against raiding armies.
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that many Chinese still live in rural farms and rely on agriculture for survival.
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that both China & India are major players in export products such as electronics, cars & house-hold items.
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that both countries have long coast lines and easy access to sea trade & fishing.
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that the Himalaya Mts. serve as a natural barrier and border to cultures, trade, travel & communication.
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that both China & India contain many ancient structures such as the terra cotta soldiers & the Taj Mahal.
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that the Silk Road was an ancient road for ideas, culture, trade & migration.
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that China mastered iron & bronze work.
that paper & silk are invented by the Chinese.
that Daoism promotes learning the way of nature to find harmony.
that British Imperialism impacted India greatly in the 19th century.
Students will be able to …
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identify on maps the locations & migrations of early Chinese & Indian trade routes to other parts of the Mediterranean, Africa,
Europe & Asia (i.e., Silk Road)
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the purpose & function of Chinese & Indian ancient governments & law, and its impact on the local people.
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the purpose of the terra cotta army and the function Chinese rural authority.
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create a time line that will show important events in the history of China & India.
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show the various cities & empires that existed in conjunction with the Chinese & Indian Empires.
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give examples of how tools, irrigation technology & weapons facilitated China & India and its people.
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recognize the hardships that faced Chinese & Indian societies and the consequences they caused.
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understand the function of the Indian caste system.
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understand the interest in Huns conquering the eastern Asian region (China) .
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recognize the differences of a society ruled by a Dynasty & a democratic government.
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recognize the roles of the slaves, citizens, soldiers and traders of the Chinese & Indian Empires.
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identify the causes of difference between China & India & similarities.
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identify the contributions in literature, government & architecture to the world by China & India.
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show how surpluses of grain, resources & animals started early trade in China & India.
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show reasons for the rise of civilizations in the Indus region.
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construct a diagram showing the military might of the ancient Chinese & Indian armies.
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demonstrate why strategic areas of the globe have caused certain societies to rise into great empires.
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compare & contrast history before written language and after.
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consruct a timeline that will show all important historical events in Indian & Chinese history.
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give examples of a Indian & Chinese architecture, literature & law.
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identify the contributions of culture & science by China & India.
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understand the importance of Buddha, Gandhi & Confucius to religion and its followers.
EVIDENCE OF LEARNING
Assessment:
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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quizzes
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tests
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word keys & definitions
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class debate & discussion
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project (poster: the Silk Road - trade & much MORE)
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unit packet (worksheets/ skills sheets to be graded)
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NJASK open-ended question(s)
Learning Activities:
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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Venn Diagrams on China & India - compare & contrast
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Bar & Line graphs outlining population, migration & density patterns in China & India.
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Coloring maps/Pacific & Indian Ocean trading zones
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drawing & diagramming of ancient Indian Chinese territories and their locations.
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maps & diagrams of the Chinese & Indian conquests.
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Unit packet reflecting various worksheets on Indian & Chinese life, domesticated crops, animals, and the caste system.
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Journal entry - suppose you were a Chinese soldier stationed on the Great Wall. What would your life be like? The bad & the good.
Give examples.
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K,W,L chart: showing 1,2,3 steps of the learning process thru Unit. What I Know, What I Want to learn, and what I learned.
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Internet research on life on the Silk Road as a trader. What was it like? What was the purpose of this trade route & its impact in
Europe, Asia and beyond?
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Unit/Chapter Reviews at end of units & chapters.
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the use of an Alternative Assessment Handbook: Graphic Organizers
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Role-play: you are a student of Confucius, or Buddha or Gandhi, what would you learn? Teach a lesson from your teacher to us.
RESOURCES
Teacher Resources:
Video/DVD
Various on-line pages & activities (i.e., the caste system & Indian society)
Various Primary source documents
Over head transparencies (maps, charts, graphs)
Textbook: World History: Ancient Civilizations
Maps & globes (in class)
Class Journal
Computers (in-class/library)
Equipment Needed:
Computers
TV
DVD player
Overhead projector
Computer projector
White Board
RAHWAY PUBLIC SCHOOLS CURRICULUM
UNIT OVERVIEW
Content Area: Social Studies
Unit Title: Research Paper
Target Course/Grade Level: Social Studies- Grade 6
Unit Summary: The purpose of this unit is to reinforce research and writing skills as well as citation format. Students will understand the
importance of choosing a topic and reliable sources in order to develop a thesis statement and investigation. The format in which a research paper
is written will be reviewed and the students’ end product will be a detailed and substantiated paper that is well- written and developed.
Approximate Length of Unit: 2 - 3weeks
Primary interdisciplinary connections: Language Arts, Writing, Media
LEARNING TARGETS
Standards:
English Language Arts Standards: Reading Informational Text:
Content Strand:
Key Ideas and Details
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RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal
opinions or judgments.
RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure
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RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of
the ideas.
RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Integration of Knowledge and Ideas
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RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent
understanding of a topic or issue.
RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that
are not.
RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Range of Reading and Level of Text Complexity
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RI.6.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
Unit Understandings
Students will understand that…
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Ancient civilizations have influenced and advanced human history
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Much of ancient civilizations’ history has been marked by war & trade.
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The Great Wonders of the world today have protection by the United Nations (UNESCO)
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The Great Wonders hold a very special cultural & historical significance to the countries they are located in.
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The difference between natural, ancient, modern & forgotten wonders of the world
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TOPICS: The Colossus of Rhodes, The Great Pyramid, The Hanging Gardens of Babylon, Lighthouse of Alexandria, Statue of Zeus,
Mausoleum at Halicarnassus, Temple of Artemis, Coliseum in Rome, The Gateway Arch in St. Louis, The Golden Gate Bridge,
Great Wall of China, Leaning Tower of Piza, The Parthenon, Stonehenge, Taj Mahal, Eiffel Tower, Hoover Dam, Mount Rushmore,
Statue of Liberty, Sydney Opera House, Angel Falls, Grand Canyon, Great Barrier Reef, Victoria Falls, Mount Everest, Niagara
Falls, Mount Fuji, Panama Canal, Machu Picchu, Empire State Building
Unit Essential Questions
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What functions did these Wonders of the World have to the people who created or lived by them?
What makes the Wonders of the World unique compared to other historical or natural landmarks?
What have these Great Wonders of the World meant to their creators & later civilizations?
What is the importance of proper citation usage?
What is plagiarism?
Knowledge and Skills
Students will know…
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Key terms: ancient, modern, forgotten, natural, civilization, culture, environment, political, natural disaster
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How did & do these Great Wonders impact the economic infrastructure of the countries they are located in – such as tourism &
travel.
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The difference between the ancient, modern, natural and forgotten Wonders of the World.
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How the Great Wonders of the World have impacted civilizations past & present.
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What natural & man-made threats face the Great Wonders today?
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How to cite information correctly.
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How to use Turitin.com and avoid plagiarism.
Students will be able to…
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To analyze information.
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To interpret information.
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To compare and contrast information.
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To demonstrate cause and effect.
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To take a stand on an issue.
EVIDENCE OF LEARNING
Assessment
What evidence will be collected and deemed acceptable to show that students truly “understand”?
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Research paper requirements met via the rubric provided by the department.
Learning Activities
What differentiated learning experiences and instruction will enable all students to achieve the desired results?
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The teacher will model how to use note cards to help enhance their paper.
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Students will learn correct documentation style.
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Students will learn how to citing evidence correctly.
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The teacher will model how to format a bibliography correctly.
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Students will follow a guide sheet.
RESOURCES
Teacher Resources:
Various online pages and activities
Various Primary Source documents
Equipment Needed:
Computers
Research Books