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South Hackensack School District Middle School Curriculum Content Area: Social Studies Course Title: Ancient Civilizations Early Humans and Mesopotamia Civilizations in Africa Asian Civilizations Ancient and Classical Greece Expansion and Fall of Rome Date Revised: July 2015 Board Approved on: August 20, 2015 Grade Level: 6th 21-25 days 32-36 days 40-48 days 30-34 days 37-40 days SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM Content Area: Social Studies Unit Title: UNIT 1 - Early Humans and Mesopotamia Target Course/Grade Level: Ancient Civilizations / 6th grade Projected Target: 20-25 days Unit Summary – Students will explore early human societies. They will discover how culture was created and how the first villages were formed. Additionally, they will understand how the agricultural revolution has impacted our life today. Students will learn that Mesopotamia was the sight of great achievement in early human history, including the development of the world’s first civilization. Primary interdisciplinary connections: Language Arts, Math, Computers, Art, Science 21st Century Themes: Global Awareness Use 21st century skills to understand and address global issues. Learn from and work collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts. 21st Century Skills 9.1.8.A1 – Develop strategies to reinforce positive attitudes and productive behaviors that import critical thinking and problem solving Technology: 8.1 Educational Technology – All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Learning Targets Common Core Standards RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific Procedures, experiments, or technical processes. WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research. WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Content Statements • The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. • Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. • Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. • Archaeology provides historical and scientific explanations for how ancient people lived. CPI # 6.2.8.A.1.a Cumulative Progress Indicator (CPI) Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. 6.2.8.C.1.a Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8.A.2.c Determine the role of slavery in the economic and social structures of ancient river valley civilizations. 6.2.8.B.1.b Compare and contrast how nomadic and agrarian societies used land and natural resources. 6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. 6.2.8.C.1.a Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8.C.1.b Determine the impact of technological advancements on hunter/gatherer and agrarian societies 6.2.8.D.1.c Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. 6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.2.8.D.2.c Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. 6.2.8.D.2.d Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Unit Essential Questions Describe some ways humans adapted to their physical environments. What kind of cultures did early humans create? How and why did farming villages develop? How did life in villages become more complex? What affect did the agricultural revolution have on early humans? How did the geography of ancient Mesopotamia help agriculture develop? How did the civilization develop in the region of Sumer? What were the social classes that made up the Sumerian society? Unit Enduring Understandings Hunters/gatherers set the stage for the development of communities. Early humans created language, religion, and art. The nomadic way of life was no longer efficient after the agricultural revolution. Food surpluses and specialization led to a social structure, including government and specialized social classes. Mesopotamia was the site of the world’s first civilization. The empires in the fertile crescent of Mesopotamia brought about important developments in the growth of civilization. Unit Learning Targets Students will ... Describe the way of life of the hunter-gatherer. Trace the evolution of the earliest types of tools used by prehistoric peoples. Summarize the development of key cultural features among prehistoric peoples. Explain the development and spread of agriculture amongst humans. Trace the impact of farming on the development of settlements among early peoples. Describe the processes by which the first significant communities in human history emerged. Analyze how the geography of Mesopotamia influenced life in the region. Learn about the development of the first civilization in Sumer. Key Vocabulary Hunter-gatherer Nomad Migration Technology Religion Domesticate Irrigation Silt Surplus Civilization City-state Polytheism Ziggurat City-state Pictograph Cuneiform scribe floodplain specialization government Writing Activities Daily “Do Now’s” Descriptive writing assignment: “Imagine you are going to make a documentary film about the hunter of the Alps that we read about in the story on pages 48-49. Write a description of the film.” Graphic Organizer: Detail facts regarding hunter-gatherers. Persuasive Writing: Convince your friend why they should move to your complex village. Expository Writing: What can you invent to make farming easier? Differentiation At Risk RAFT Assignments and Vocabulary Word Maps Students will understand the development of agriculture by planting fast growing seeds in 3 different types of conditions and discover the ideal conditions for growing plants. (page 63) Graphic Organizer: The students will create a table of major Sumerian science and technology developments. Create instructional objectives with realistic connections that are helpful to all students. Provide private space. Special Education Extended time for testing Allow pass/fail grade Provide copy of notes Open book assessment Preferential seating Provide word bank Enrichment Students will create a plan for producing a useful tool in today’s society. The plan should explain the purpose of the tool, what materials are needed to make it, and how it’s constructed. Create a board game regarding Mesopotamian Inventions. ELL Make Summary Sentences – Students will pair up and review two paragraphs about huntergatherers on page 57. Students write a one-sentence summary of each paragraph, and then “turn and talk” to their partner, sharing the summaries. Evidence of Learning Summative Assessment Quarterlies Unit and Chapter Tests The students will create a diagram that shows the progression in Sumerian society from leadership by priest to leadership by kings. The diagram should show what the roles of the priest were, how and why they changed and how the kings emerged as leaders. Students will receive poster board and markers to create a poster individually or collaboratively. The poster will reflect all three ways of life (hunter-gatherer, simple village, complex village). Students may use words and pictures to demonstrate their ideas and knowledge of early societies. Upon completion groups/individuals will share final products with the class. Equipment needed: LCD Projector Poster board/Markers/White board Textbooks Computer/speakers Teacher Resources: McDougall Littell: World History Ancient Civilizations Douglas Carnine, Carlos Cortes, Kenneth Curtis, Anita Robinson. World History: Ancient Civilizations Don Blattner. Amazing Facts in World History Various Authors: Junior Scholastic Magazine Charles C. Mann, Before Columbus: The Americas of 1491 Formative Assessments Exit Tickets Do Now’s Lesson Quizzes Notebook Checks Lesson Plans Lesson Chapter 2 Lesson 1 Hunters and Gatherers Chapter 2 Lesson 2 Learning to Farm and Raise Animals Chapter 3 Lesson 1 Geography of Mesopotamia Chapter 3 Lesson 2 The First Civilization Teacher Notes: Timeframe 5-6 days 5-6 days 5-6 days 6-7 days Curriculum Development Resources Past Curriculum Guides Textbook McDougall Littell: World History Ancient Civilizations Teacher’s Edition Internet Resources Common Core/NJCCCS SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM Content Area: Social Studies Unit Title: UNIT 2 - Civilizations in Africa Target Course/Grade Level: 6th grade Projected Target: 32-36 days Unit Summary: In this unit, students will learn that the development of agriculture along the Nile River permitted the growth of other occupations and the ancient Egyptian civilization. Primary interdisciplinary connections: Language Arts, Math, Computers, Art 21st Century Themes: Global Awareness Use 21st century skills to understand and address global issues. Learn from and work collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts. Understanding other nations and cultures, including the use of non- English Languages Environmental Literacy Demonstrate a knowledge and understanding of society's impact on the natural world. st 21 Century Skills 9.1.8.B.1 – Use Multiple points of view to create alternative solutions. Technology: 8.1 Educational Technology – All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Learning Targets Common Core Standards RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research. WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Content Statements • The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. • Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. • Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations CPI # 6.2.8.C.1.a Cumulative Progress Indicator (CPI) Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8.C.1.b Determine the impact of technological advancements on hunter/gatherer and agrarian societies. 6.2.8.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.2.c Determine the role of slavery in the economic and social structures of ancient river valley civilizations. 6.2.8.B.2.a Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. 6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. 6.2.8.C.2.a Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. 6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.2.8.D.2.c Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. 6.2.8.D.2.d Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Unit Essential Questions Unit Enduring Understandings The development of agriculture along the Nile Why was the Nile River important? River allowed the growth of Ancient Egypt What economic activities developed in Egypt? civilization. How did work and social roles affect people in The Nile provided most of what the Egyptians Ancient Egypt? needed, so they generally had a positive outlook on What were the levels of Egyptian society? life and the afterlife as well. What advances in learning did the Egyptians make? What kind of government rules Egypt after it was united? Why did the pharoahs build pyramids? Unit Learning Targets Students will ... Explain how the flooding of the Nile River benefited the Ancient Egyptians Identify jobs and social roles of Ancient Egyptians Describe Egyptian advances in calendar, geometry, medicine and writing Explain how government and religion were linked in Egypt Identify how the great pyramid of Giza was built and what it contains Describe and identify achievements of Egyptian rulers Key Vocabulary cataract delta fertile linen scribe hieroglyph papyrus afterlife embalm mummy dynasty succession pharaoh pyramid Khufu Obelisk Writing Activities Daily Do Now’s Expository/Descriptive Writing: Write a diary entry about a day spent on the Nile River. (page 153) Graphic Organizer: Organize facts about Egyptian Culture (Religion, Work and family, Learning) Persuasive/Expository Assignment: Create a brochure for visiting Egyptian landmarks Historical Fiction Writing: Describe the scene surrounding the funeral of Ramses II. Differentiation At Risk RAFT Assignments and Vocabulary Word Maps Crossword Puzzle Project Role Playing Activity: Egyptian Traders and Customers (page 152) Create instructional objectives with realistic connections that are helpful to all students Special Education Extended time for testing Errorless learning i.e. test correction opportunities Provide copy of notes Preferential seating Provide word bank In‐class support Enrichment Students will create Ancient Water Clocks. Using household items, students will create a device that will be able to show a specific amount of time consistently by how fast the water clock empties. Students will understand the art and architecture of ancient Egypt by creating a pyramid and decorating its walls. (page 171) ELL Reading Study Guides/word banks Decoding Compound Words in Chapter 5 Lesson 2 Evidence of Learning Summative Assessment Quarterlies Unit and Chapter Tests Use the Internet or the library to research and compare Egyptian pyramids with those of MesoAmerica. Include maps that show where pyramids are located in Egypt and Meso-America. Provide documentation of sources. Equipment needed: LCD Projector Textbooks Computer/speakers Teacher Resources: McDougall Littell: World History Ancient Civilizations Primary Source Activity: Rosetta Stone (page 41) YouTube Documentary: Egypt’s Ten Greatest Discoveries Douglas Carnine, Carlos Cortes, Kenneth Curtis, Anita Robinson. World History: Ancient Civilizations Don Blattner. Amazing Facts in World History Various Authors: Junior Scholastic Magazine Formative Assessments Exit Tickets Do Now’s Lesson Quizzes Notebook Checks Lesson Plans Lesson Chapter 5 Lesson 1 Gift of the Nile Chapter 5 Lesson 2 Life in Ancient Egypt Chapter 5 Lesson 3 The Pyramid Builders Chapter 5 Lesson 4 The New Kingdom Teacher Notes: Timeframe 6-7 days 10-11 days 10-11 days 6-7 days Curriculum Development Resources Past Curriculum Guides Textbook McDougall Littell: World History Ancient Civilizations Teacher’s Edition Internet Resources Common Core/NJCCCS SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM Content Area: Social Studies Unit Title: UNIT 3 - Asian Civilizations Target Course/Grade Level: 6th grade Project Target: 40-48 days Unit Summary: In this unit, students will learn how China’s geography affected the development of civilization and how distinctive philosophies shaped ancient China. They will explore the development of its Qin and Han Dynasties and study its cultural legacy of ancient China. Students will also learn that India’s history was shaped by invasions, beliefs systems, and political, economic and social structures. Primary interdisciplinary connections: Language Arts, Math, Economics, Computers, Art 21st Century Themes: Global Awareness Use 21st century skills to understand and address global issues. Learn from and work collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts. Understanding other nations and cultures, including the use of non- English Languages 21st Century Skills: 9.1.8.D.5 – Justify the need for greater cross-cultural understanding due to globalization Technology: 8.1 Educational Technology – All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Learning Targets Common Core Standards RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., Mandate of Heaven/Dynastic cycle) RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research. WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Content Statements • The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. • Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. • Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. • Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. • Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations CPI # Cumulative Progress Indicator (CPI) 6.2.8.C.1.a Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8.C.1.b Determine the impact of technological advancements on hunter/gatherer and agrarian societies. 6.2.8.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.2.c Determine the role of slavery in the economic and social structures of ancient river valley civilizations. 6.2.8.B.2.a Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. 6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. 6.2.8.C.2.a Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. 6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.2.8.D.2.c Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. Unit Essential Questions Unit Enduring Understandings Why was the earliest Indian civilization located Ancient China was influenced by geography, near the Indus River? unique philosophies and powerful dynasties. How was Harappan civilization similar to other Invasions, belief systems, political, economic and ancient civilizations? social structures helped shaped the history of India. Who were the Aryans? What is the caste system? What are the main teachings of the religion of Buddhism? Who were the Guptas and when did they rule India? What affects did the physical features of china have on its early development How did the Shang develop writing? How were the Zhou able to conquer Shang’s lands? How did Legalism suggest that society be controlled? What did the Daoists believe about society? How did the Qin dynasty unify China? How did the Han rule China? What kind of goods moved along the silk roads? Unit Learning Targets Students will ... Investigate the development of early Indian cities Analyze the Harappan civilization Describe the significance of the Aryan migrations to India Analyze the social structure of the caste system Describe the life and teachings of Buddha and the spread of Buddhism Describe the contributions of the ancient Indians to art and mathematics Summarize the development of the earliest Chinese civilization Analyze the philosophy of Legalism, what is was and how it came about Describe details of the life of Confucius and his teachings Explore the political contributions of the Han dynasty Explore the contributions and impact of the silk roads on Chinese culture and history Key Vocabulary subcontinent monsoon Aryan caste reincarnation karma nirvana dharma nirvana oracle bone dynastic cycle philosophy filial piety bureaucracy Silk roads Cultural diffusion Writing Activities Daily Do Now’s Graphic organizer and Tolerance lesson: The students will make a chart on the caste system divided into the different classes and what their jobs were. Students will compare this class system to the “class” system in America today and will discuss whether or not race, gender, or age are factors in America’s “class” system. Comparison writing: Examine Confucius’ “Five Relationships” and whether there are parallels for these in modern society. Expository Writing: Diary entry of experiences on the Silk Road. Differentiation At Risk RAFT Assignments and Vocabulary Word Maps Provide choices and private space Role Playing Activity: Silk Road Traders and Customers (page 152) Compare and Contrast Chinese emperors. Draw diagrams of the pits containing the Qin Shinhuang’s Terra Cotta army. Special Education Extended time for testing Errorless learning i.e. test correction opportunities Provide copy of notes Open book assessment Preferential seating Provide word bank In‐class support Enrichment The students will create a poster that compares and contrast the civilizations of Harappa to those of Sumer or Egypt. The poster should use words and images to identify ways in which cultures were similar and ways in which they differed. Use the library or internet to create a biographical sketch of a Shang or Zhou ruler. ELL Reading Study Guides Make a design plan for a city that mirrors the cities of the Indus Valley Students will “turn and talk” about India’s caste system and whether or not they would like having the same occupation as one of their parents. Evidence of Learning Summative Assessment Quarterlies Unit and Chapter Tests The students will create a chart comparing the similarities and differences between legalism, Confucianism and Daoism. Equipment needed: LCD Projector Textbooks Computer/speakers Teacher Resources: McDougall Littell: World History Ancient Civilizations History Channel Film: Mankind (terra cotta soldier episode) Michelle Breyer, M.A. Thematic Unit: Ancient China Formative Assessments Exit Tickets Do Now’s Lesson Quizzes Notebook Checks Lesson Plans Lesson Chapter 7 Lesson 1 Geography and Indian Life Chapter 7 Lesson 2 The Origins of Hinduism Chapter 7 Lesson 3 Buddhism and India’s Golden Age Chapter 7 Lesson 4 The Legacy of India Chapter 8 Lesson 1 Geography Shapes Life in Ancient China Chapter 8 Lesson 2 China’s Ancient Philosophies Chapter 8 Lesson 3 The Qin and the Han Chapter 8 Lesson 4 The Legacy of Ancient China Teacher Notes: Timeframe 5-6 days 5-6 days 5-6 days 5-6 days 5-6 days 5-6 days 5-6 days 5-6 days Curriculum Development Resources Past Curriculum Guides McDougall Littell: World History Ancient Civilizations Teacher’s Edition Internet Resources Common Core/NJCCCS SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM Content Area: Social Studies Unit Title: UNIT 4 - Ancient and Classical Greece Target Course/Grade Level: 6th grade Projected Target: 30-34 days Unit Summary: In this unit, students will analyze the geography of Greece and the early days of its civilization. They will explore Greek gods, myths and early Greek literature. They will study the history of the Greek government and compare and contrast city states Athens and Sparta and how they were affected by the Persian wars. Primary interdisciplinary connections: Language Arts, Math, Economics, Computers, Art 21st Century Themes: Global Awareness Use 21st century skills to understand and address global issues. Learn from and work collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts. Understanding other nations and cultures, including the use of non- English Languages 21st Century Themes: 9.1.8.F.2 – Explain how rules, laws, and safety practices protect individual rights in the global workplace. Technology: 8.1 Educational Technology – All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Technology: 8.1 Educational Technology – All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Learning Targets Common Core Standards RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., Mandate of Heaven/Dynastic cycle) RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research. WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Content Statements • Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. • Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. • Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations CPI # Cumulative Progress Indicator (CPI) 6.2.8.A.3.b Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations. 6.2.8.A.3.c Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution. 6.2.8.A.3.d Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United States citizens today, and evaluate how citizens perceived the principles of liberty and equality then and now. 6.2.8.B.3.b Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise. 6.2.8.C.3.a Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. 6.2.8.D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 6.2.8.D.3.d Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies. 6.2.8.D.3.f Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. Unit Essential Questions Unit Enduring Understandings What were the main features of the geography of Geography, culture, and trade helped develop Greece? Ancient Greek civilization. How did the sea affect Greek life? how did trade influence Greek culture? What was Greek religion like? How were Greek myths and religion connected? How was Greece organized politically? How did limited democracy develop in Athens? What did Spartan society emphasize the most? What was the government of Athens like? What happened when Persia invaded Greece? Unit Learning Targets Students will ... Summarize the effect of mountains on Greek life Explain how the sea unified Greece and brought new ideas Explain how the Greeks viewed interaction with the gods and how they honored them Describe Greek political organization Trace the evolution of Greek government from kingdom to democracy Describe the Spartan government and its militaristic society Outline Athenian society and its politically active citizens Explain how the Persian wars led to Greek unifications Key Vocabulary peninsula isthmus Phoenician myth epic poem fable Olympics polis aristocracy oligarchy tyrant citizen democracy helot barracks Marathon Athens Sparta Writing Activities Daily Do Now’s Graphic organizer: Venn Diagram comparing Ancient Greek Olympics to Modern Olympics Persuasive Writing: Write a letter to the Athenian government supporting either going to war with Sparta or democracy. Expository Writing: Write a journal entry as a boy growing up in Sparta. Differentiation At Risk RAFT Assignments and Vocabulary Word Maps Provide choices and private space Role Playing Activity: Read “Atalanta’s Last Race” in Reader’s Theatre Activity Athens vs. Sparta T-Chart. Picture biographies of Greek mythical figures. Enrichment Research Greek myths, gods, and goddesses. Read Greek fables and compare them to relevant cartoon episodes they may have seen that show the same story/lesson. Special Education Extended time for testing and preferential seating Errorless learning i.e. test correction opportunities Provide copy of notes and word bank Open book assessment and in class support ELL Reading Study Guides Categorize different vocabulary that falls under the different types of government learned within the lesson (Monarchy, Aristocracy, Oligarchy, Democracy) Making Vocabulary Cards Activity (page 377) Create a mural illustrating differences in Sparta and Athens. Evidence of Learning Summative Assessment Quarterlies Unit and Chapter Test Greek Gods and Goddesses Jeopardy Game Equipment needed: LCD Projector Textbooks Computer/speakers Teacher Resources: McDougall Littell: World History Ancient Civilizations History Channel Film: Mankind (Sparta Warrior episode) David Jefferies. Thematic Unit: Ancient Greece Lady Hestia Evans. Mythology: The Gods, Heroes, and Monsters of Ancient Greece Formative Assessments Exit Tickets Do Now’s Lesson Quizzes Notebook Checks Lesson Plans Lesson Chapter 11 Lesson 1 The Geography of Greece Chapter 11 Lesson 2 Beliefs and Customs Chapter 11 Lesson 3 The City-State and Democracy Chapter 11 Lesson 4 Sparta and Athens Teacher Notes: Timeframe 5-6 days 5-6 days 10-11 days 10-11 days Curriculum Development Resources Past Curriculum Guides McDougall Littell: World History Ancient Civilizations Teacher’s Edition Internet Resources Common Core/NJCCCS SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM Content Area: Social Studies Unit Title: UNIT 5 - Expansion and Fall of Rome Target Course/Grade Level: 6th grade Projected Target: 37-40 days Unit Summary: The Romans built a large and powerful empire. They held their empire together with military force and a highly organized government. After Rome’s fall, the Byzantines created a long lasting empire. Primary interdisciplinary connections: Language Arts, Math, Science, Computers, Art 21st Century Themes: Global Awareness Use 21st century skills to understand and address global issues. Learn from and work collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts. Understanding other nations and cultures, including the use of non- English Languages Demonstrate a knowledge and understanding of society's impact on the natural world. st 21 Century Skills: 9.1.8.A.2 – Implement problem – solving strategies to solve a problem in school and community Technology: 8.1 Educational Technology – All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively to create and communicate knowledge. 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of tasks and to solve problems. Learning Targets Common Core Standards RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., Mandate of Heaven/Dynastic cycle) RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research. WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Content Statements • Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. • Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. • Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations CPI # Cumulative Progress Indicator (CPI) 6.2.8.A.3.c 6.2.8.D.3.c 6.2.8.D.3.f 6.2.8.B.4.e 6.2.8.B.4.g 6.2.8.D.4.h Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution. Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China. Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges. Explain why the strategic location and economic importance of Constantinople and the Mediterranean Sea were a source of conflict between civilizations. Determine the extent to which the Byzantine Empire influenced the Islamic world and western Europe. Unit Essential Questions How did centralized government lead to the expansions of empires? What led to the decline of civilizations? Unit Enduring Understandings Romans built a great empire and forged a culture that influenced many aspects of later societies. Unit Learning Targets Students will ... Describe the stages that Roman civilization went through from kingdom to empire. List the causes for the causes and the eventual decline of Rome. Describe how the Roman legacy was continued with the Byzantine Empire. Trace the impact the Roman impact on architecture, engineering and culture on later societies. Summarize Roman and Byzantine influence in securing Christianity as a major world religion. Key Vocabulary legend republic peninsula patrician plebian Senate consul civil war Pax Romana aqueduct Colosseum gladiator mercenary absolute ruler barbarian nomad plunder mosaic epic bas-relief oratory vault Writing Activities Daily Do Now’s Expository Writing: Newspaper article on the burning of Rome Expository Writing: Letter to Julius Caesar warning him of the assassination plot Descriptive Writing: Report on Roman building materials (concrete, etc.) Differentiation At Risk RAFT Assignments Vocabulary Word Maps Provide choices and private space Enrichment Design a map showing each phase of the Roman Civilization Compare the decline of the Roman Empire with the decline of the Chinese Han Empire Special Education Extended time for testing and Errorless learning i.e. test correction opportunities Provide copy of notes and Open book assessment Preferential seating and Provide word bank ELL Reading Study Guides Connect to Today: Roman Influences (page 521) Description of Gladiator Battle Evidence of Learning Summative Assessment Quarterlies Unit and Chapter Tests Graphic Organizer Assessment: Weaker West vs. Wealthy East Equipment needed: LCD Projector Textbooks Computer/speakers Teacher Resources: McDougall Littell: World History Ancient Civilizations Film: Gladiator Mike Shepard, Thematic Unit: Ancient Rome Various Authors: Junior Scholastic Magazine Formative Assessments Exit Tickets Do Now’s Lesson Quizzes Notebook Checks Lesson Plans Lesson Chapter 13 Lesson 1 The Geography of Ancient Rome Chapter 13 Lesson 2 The Roman Republic Chapter 13 Lesson 3 Rome Becomes an Empire Chapter 13 Lesson 4 The Daily Life of Romans Chapter 15 Lesson 1 An Empire in Decline Chapter 15 Lesson 2 The Fall of the Roman Empire Chapter 15 Lesson 3 The Byzantine Empire Chapter 15 Lesson 4 The Legacy of Rome Teacher Notes: Timeframe 4-5 days 5 days 5 days 5 days 4-5 days 5 days 4-5 days 5 days Curriculum Development Resources Past Curriculum Guides McDougall Littell: World History Ancient Civilizations Teacher’s Edition Internet Resources Common Core/NJCCCS Technical Terms *All terms should be taught in context rather than in isolation. These terms should be addressed after conceptual understanding. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Know and apply grade-level phonics and word analysis skills in decoding words. Identify word meanings through context clues and through the use of resources (glossary, dictionary, or other technological resources). Use letter-sound knowledge when decoding words; Divide into syllables; Determine words parts, including roots, prefixes, and suffixes. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. *Listed above are the teaching strategies to be utilized in conjunction with any and all vocabulary in various genres, themes, and writing assignments. Curriculum Revised: July, 2015 Curriculum Adopted: August 20, 2015 CCR (Career/College Readiness)/Interdisciplinary Connections CRP1. Act as a responsible and contributing citizen. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP5. Consider the environmental, social and economic impacts of decisions. CRP6. Demonstrate creativity and innovation. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP10. Plan education and career paths aligned to personal goals. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence.