Download Unit 1 Curriculum Guide

Unit 1 Curriculum Guide
Unit Overview: Foundations of History Students will understand why scholars study the people, events, and ideas of long ago. Students will identify the means in which (tools, processes) historians study people, events and ideas of the past. Focus Standards SS.6.W.1.1 Use timelines to identify chronological order of historical events SS.6.W.1.2 Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and designations of time periods SS.6.W.1.3 Interpret primary and secondary sources SS.6.W.1.4 Describe the methods of historical inquiry and how history relates to the other social sciences SS.6.W.1.5 Describe the roles of historians and recognize varying historical interpretations SS.6.W.1.6 Describe how history transmits culture and heritage and provides models of human character Embedded Standards SS.6.G.1.1 Use latitude and longitude coordinates to understand the relationship between people and places on the Earth SS.6.G.6.1 Describe the Six Essential Elements of Geography SS.6.G.1.4 Utilize tools geographers use to study the world Ongoing Standards RH.6-­‐8. 9: Analyze the relationship between a primary and secondary source on the same topic. 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-­‐8.6: Identify aspects of a text that reveal an author’s point of view or purpose 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. Enduring Understanding “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. The study of geography and history provide the basis for understanding the development of human civilizations that have led to the current institutions of today’s world. Know Do Declarative knowledge: Facts, vocab., information Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts. Students will know among other terms: decade, century, epoch, era, millennium, BC/BCE, AD/CE, primary source, secondary source, artifacts, auditory sources, written sources, archaeology, geography, political science, economics. 1. Why do we study history? 2. How do geographers and historians study the past? 3.What are the benefits and limitations of the tools used by historians and geographers?
4. How do physical geography and human geography contribute to the study of history?
Level 1 (Retrieval) List the tools used to study the past Define Primary and Secondary Source Identify the meaning of words related to the study of time (decade, century, epoch, era and millennium) Level 2 (Comprehension) Organize historical events correctly on a given timeline Distinguish between primary and secondary sources Summarize the different tools and methods used to study the past. Level 3 (Analysis) Compare and critique primary and secondary sources Construct a timeline of historical events Explain the benefits and limitations of tools used by historians and geographers Level 4 (Knowledge Utilization) Design a timeline of historical events including research and analysis of a specific event and synthesis of primary and secondary sources that explain the researched event. Unit Resources Instructional Resource Correlations Pearson:myWorldHistory Core Concepts Handbook TCI: History Alive Unit 1 Chapter 1 http://www.superteachertools.com/files/dig.htm http://research.history.org/Archaeological_Research/KidsPage/ArchaeoLessons.cfm Unit 1 Curriculum Guide Cont.
Standard(s): Learning Progression In addition to score 3.0 performance, I can demonstrate in-­‐depth inferences and applications that go beyond what was 4.0 taught (for example, create something original, teach someone, or use the skill beyond the classroom.)** 3.5 3.0 Target Sample Assessment Tasks Find and evaluate multiple primary and secondary sources on the same event identifying areas of bias. I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. I can Interpret primary and secondary sources. Compare and contrast primary and secondary source on the same event. (Standard) 2.5 I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. 2.0 Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. 1.5 I can do some things at a 2.0 with some success. 1.0 I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself on exactly what I need help with to move forward in my learning. Looking at a variety of sources identify each one as primary or secondary and answer scaffolding questions based on the source. Define and give examples of primary and secondary sources. **Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant, and authentic application for the students. Unit 2 Curriculum Guide
Unit Overview: Early Humans and the Rise of Civilization Focus Standards This unit will focus on an understanding that agriculture and metallurgy were the two key technological inventions that transitioned human beings from hunter-­‐gatherers to farmers, which over time led to the rise of early civilization. SS.6.W.2.1: Compare the lifestyles of hunter-­‐gatherers with those of settlers of early agricultural communities. SS.6.W.2.2: Describe how the developments of agriculture and metallurgy related to settlement, population growth, and the emergence of civilization. SS.6.W.2.3: Identify the characteristics of civilization. Embedded Standards SS.6.G.4.3: Locate sites in Africa and Asia where archaeologists have found evidence of early human societies, and trace their migration patterns to other parts of the world. SS.6.6.4.1: Explain how family and ethnic relationships influenced ancient cultures. SS.6.G.5.1: Identify the methods used to compensate for the scarcity of resources in the ancient world. SS.6.G.3.1: Explain how the physical landscape has affected the development of agriculture and industry in the ancient world. Ongoing Standards RH.6-­‐8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). 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. Enduring Understanding “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. Early human society from the Paleolithic age to the agricultural revolution led to the development of civilization. Know Declarative knowledge: Facts, vocab., information Students will know among other terms: technology, metallurgy, hominid, anthropologist, migrate, biped, hunter-­‐gatherer, scarcity, Neolithic, Paleolithic, agriculture, civilization, surplus, specialized labor, social class. Students will also know: 1.
The development of tools and agriculture led to the transition from hunter-­‐gatherers to
farmers. 2.
Early civilizations developed as a result of successful agriculture. 3.
Civilizations are complex societies with specific characteristics.
Do Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts. Level 1 (Retrieval) Identify tools, technology and capabilities that helped hominids survive. Identify the characteristics of a civilization. Level 2 (Comprehension) Describe the impact that the discovery of agriculture and metallurgy had on human society. Identify and describe the characteristics of a civilization. Level 3 (Analysis) Compare the lifestyles of hunter-­‐gatherers with those of settlers or early agricultural communities. Cite evidence that modern America had all of the characteristics of a civilization. Level 4 (Knowledge Utilization) Evaluate the se of technology that caused the transition from Hunter and gatherer to settled agricultural communities. Create a civilization based on the required characteristics of a civilization. Unit Resources Instructional Resource Correlations: Person my World HISTORY chapter 1 sections 1,2 &3/ chapter sections 1&2 TCI History Alive: The Ancient World Unit 1 chapters2&3 http://www.pbs.org/wgbh/nova/ancient/iceman-­‐murder-­‐mystery.html Brain Pop: “Agricultural Revolution” Discovery Education: “World History: Pre-­‐history” Unit 2 Curriculum Guide Cont.
Standard(s): Learning Progression In addition to score 3.0 performance, I can demonstrate in-­‐depth inferences and applications that go beyond what was 4.0 taught (for example, create something original, teach someone, or use the skill beyond the classroom.)** 3.5 3.0 Target Sample Assessment Tasks Create a presentation that shows what life would have been like if agricultural communities were never established. I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. I can compare the lifestyles of hunter-­‐gatherers with those of settlers of early agricultural communities. (Standard) 2.5 I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. 2.0 Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. 1.5 I can do some things at a 2.0 with some success. 1.0 I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself on exactly what I need help with to move forward in my learning. In writing answer the question, How did the development of agriculture change daily life in the Neolithic Age? Compare and contrast how people got their food, where they lived, and the skills they developed in the Paleolithic Age and Neolithic Age. Complete a Venn Diagram comparing and contrasting the lifestyle of hunter-­‐gatherers with those of early farmers. List the tools and technology used by hunter-­‐
gatherers and those used by farmers. **Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant, and authentic application for the students. Unit 3 Curriculum Guide
Unit 3 Overview: Ancient Sumer/ Mesopotamia Focus Standards This unit will focus on ancient Sumer as the first civilization to embody all characteristics of a civilization and left a legacy seen today. SS.6.W.2.3: Identify the characteristics of a civilization. SS.6.W.2.4: Compare the economic, political, social and religious institutions of ancient river civilizations. SS.6.W.2.7: Summarize the important achievements of Mesopotamian civilization. SS.6.W.2.8: Determine the impact of key figures from ancient Mesopotamian civilizations. SS.6.W.3.1: Analyze the cultural impact of the Phoenicians had on the Mediterranean world with regard to colonization (Carthage), exploration, maritime commerce (purple dye, tin) and written communication (alphabet). Embedded Standards SS.6.G.2.1: Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have influenced settlement, interactions, and the economies of ancient civilizations of the world. SS.6.G.2.3: Analyze the relationships of physical geography to the development of ancient river valley civilizations. SS.6.G.1.7: Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today. SS.6.E.3.1: Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for a medium of exchange between trading both inside and among various regions. SS.6.E.3.4: Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade. Ongoing Standards RH.6-­‐8.6: Identify aspects of a text that reveal an author’s point of view or purpose RH.6-­‐8.8: Distinguish among fact, opinion, and reasoned judgment in a text. WHST.6-­‐8.1: Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use precise language and domain-­‐specific vocabulary to inform about or explain the topic. Provide a concluding statement or section that follows from and supports the information or explanation presented. Enduring Understanding “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. River valleys were the Cradles of Civilization. Ancient Sumer was an early civilization that made major contributions to social, political, and economic progress of our world. Know Declarative knowledge: Facts, vocab., information Students will know among other terms: cuneiform, city-­‐state, irrigation systems, levees, chariot, scribe, ziggurat, polytheism, monotheism, empire, code of Hammurabi, stele, cavalry, import, export, cultural diffusion Students will also know: 1.
The Tigris and Euphrates rivers were ideal for settlement because they were the only water supply in this desert region. 2.
The Mesopotamian civilization made many accomplishments still seen in the world today. 3.
The key figures from Mesopotamian civilization made an impact politically, socially and
economically.
4.
The Phoenicians made an impact in the areas of commerce, exploration and written
communication.
Do Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts. Level 1 (Retrieval) Identify the rivers that facilitated the growth of civilization in this region. List the accomplishments made by the Mesopotamian civilization. Recognize the key figures from Mesopotamian civilization. Define import, export and cultural diffusion. Level 2 (Comprehension) Describe the physical geography of the region. Summarize the important achievements and key figures of Mesopotamian civilization. Explain the accomplishments of the Phoenicians. Level 3 (Analysis) Explain how the physical geography impacted the development of settlements in the region. Develop a logical argument for or against the code of law created in this region. Level 4 (Knowledge Utilization) Analyze and critique the social, political and economic progress made by the ancient Sumerians / Mesopotamian civilization. Unit Resources Instructional Resource Correlations: Pearson: my World HISTORY chapter 3 sections 1-­‐4 TCI: History Alive: The Ancient World Unit 1 Chapters 4-­‐6 DBQ: Hammurabi’s Code: Was it Just? Discovery Education: “Mesopotamia: From Nomads to Farmers” Brain Pop: “Sumerians” Unit 3 Curriculum Guide Cont.
Standard(s): Learning Progression 4.0 In addition to score 3.0 performance, I can demonstrate in-­‐depth inferences and applications that go beyond what was taught (for example, create something original, teach someone, or use the skill beyond the classroom.)** 3.5 I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. 3.0 Target I can summarize the important achievements of Mesopotamian civilization. Sample Assessment Tasks Compare Hammurabi’s ancient code of law to a set of laws in the corresponding modern day region of the world. Complete Mini Q’ “ Hammurabi’s Code: Was it Just?” Complete Documents, bucketing and essay. (Standard) 2.5 I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. 2.0 Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. 1.5 I can do some things at a 2.0 with some success. 1.0 I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself on exactly what I need help with to move forward in my learning. Read excerpts from Hammurabi’s Code of law and answer scaffolding questions. Write a paragraph explaining if you think the code was fair giving textual support. Explain who Hammurabi was and what his main accomplishment was. **Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant, and authentic application for the students. Unit 4 Curriculum Guide
Unit 4 Overview: Ancient Egypt and the Near East This unit will focus on the area of North Africa and the Near East with the students having an understanding of their legacies. Focus Standards SS.6.W.2.4: Compare the economic, political, social and religious institutions of ancient river civilizations. SS.6.W.2.5: Summarize the important achievements of Egyptian civilization. SS.6.W.2.6: Determine the contributions of key figures from ancient Egypt. SS.6.W.2.9: Identify key figures and basic beliefs of the Israelites and determine how these beliefs compared with those of others in the geographic area. Embedded Standards SS.6.G.2.1: Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have influenced settlement, interactions, and the economies of ancient civilizations of the world. SS.6.G.2.3: Analyze the relationship of physical geography to the development of ancient river valley civilizations. SS.6.G.2.4: Explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies. SS.6.G.5.3: Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations. SS.6.G.1.3: Identify natural wonders of the ancient world. SS.6.E.3.3: Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners. SS.6.E.3.1: Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for medium of exchange between trading both inside and among various regions. SS.6.G.4.4: Map and analyze the impact of the spread of various belief systems in the ancient world. Ongoing Standards RH.6-­‐8.1: Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-­‐8.9: Analyze the relationship between a primary and secondary source on the same topic WHST.6-­‐8.2a: Introduce a topic clearly, previewing what is to follow with logical organization. Enduring Understanding “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. North Africa and the Near East were home to one of the world’s greatest ancient civilizations. Know Do Declarative knowledge: Facts, vocab., information Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts. Students will know among other terms: delta, papyrus, cataract, pharaoh, artisan, hieroglyphics, Level 1 (Retrieval) Book of the dead, pyramids, mummification, dynasty, interdependence, Judaism, Torah, Identify the geographic features of the region. monotheism, Exodus, commandment, scripture, synagogue, prophet List the levels of the Egyptian social pyramid. Students will also know: List the accomplishments of Egyptian pharaohs. 1.
What are the environmental factors that influenced the settlement of Egypt, Kush and
Name the beliefs of Judaism Israel? Level 2 (Comprehension) 2.
What did the Egyptian pharaohs accomplish in the old, middle and new kingdoms?
Explain the significance of the Nile River to ancient Egyptian life. 3.
What were the levels and responsibilities associated with Egypt’s social pyramid?
Determine the accomplishments made by Egyptian pharaohs. 4.
How did Egypt and Kush influence each other?
Identify and describe the levels of the Egyptian social pyramid. 5.
What were the key beliefs of the Israelites?
Level 3 (Analysis) Evaluate the success of the different Egyptian pharaohs. Trace the history of Judaism. Compare the Egyptian social pyramid to another ancient or modern society. Level 4 (Knowledge Utilization) Prove that the ancient Egyptian accomplishments have influence on our modern world. Analyze the social, economic and political impact that this ancient civilization had on the world. Unit Resources Instructional Resource Correlations: Pearson: my World HISTORY Chapter 4 sections 1-­‐3/ Chapter 5 sections 1-­‐2 TCI: History Alive: The Ancient World Unit 2 chapter 7-­‐12 Video: “Religions of the world: Judaism” Brain Pop: “Mummies,” “Egyptian Pharaohs,” “Cleopatra” Discovery Education: “Journals Through History: Ancient Egypt: Land of Abundance” “ Journals Through History: Ancient Egypt: Constructing Civilization”
DBQ: How did the Nile River Shape Ancient Egypt? http://www.history.com/topics/ancient-­‐egypt
Unit 4 Curriculum Guide Cont.
Standard(s): Learning Progression In addition to score 3.0 performance, I can demonstrate in-­‐depth inferences and applications that go beyond what was taught (for example, create something original, teach someone, or use the skill beyond the classroom.)** 4.0 3.5 3.0 Target (Standar
d) Sample Assessment Tasks Research a modern world leader. Then through a chosen medium (presentation: digital or written) compare the economic, political and social accomplishments/policy of that ruler to one Egyptian pharaoh. I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. I can determine the contributions of key figures from ancient Egypt. 2.5 I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. 2.0 Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. 1.5 I can do some things at a 2.0 with some success. 1.0 I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself on exactly what I need help with to move forward in my learning. Through a chosen medium (presentation: digital or written) answer the following: What did the pharaohs of ancient Egypt accomplish, and how did they do it? Support your answer with specific examples of great accomplishments of at least three pharaohs. Choose two Egyptian pharaohs and describe the accomplishments they made while ruling Egypt. Match given Egyptian pharaohs to their accomplishments. **Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant, and authentic application for the students. Unit 5 Curriculum Guide
Unit Overview: Ancient India Focus Standards This unit will focus on students being able to demonstrate knowledge of the civilization of Ancient India in terms of history, geography, social structures, government, economy, religion, and contributions to later civilizations. SS.6.W.4.1: Discuss the significance of Aryan and other tribal migrations on Indian civilization. SS.6.W.4.2: Explain the major beliefs and practices associated with Hinduism and the social structure of the caste system in ancient India. SS.6.W.4.3: Recognize the political and cultural achievements of the Mauryan and Gupta empires. SS.6.W.4.4: Explain the teachings of Buddha, the importance of Asoka, and how Buddhism spread in India, Ceylon, and other parts of Asia. SS.6.W.4.5: Summarize the important achievements and contributions of ancient Indian civilization. Embedded Standards SS.6.G.2.2: Analyze the relationship of physical geography to the development of ancient river valley civilizations. SS.6.G.2.4: Explain how the geographic location of ancient civilizations contributed to the culture and politics of those societies. SS.6.G.4.2: Use maps to trace significant migrations, and analyze their results. Ongoing 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-­‐8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. WHST.6-­‐8.1b: Draw conclusions and write a claim using relevant, accurate data and evidence showing an understanding of the topic, use credible sources. Enduring Understanding “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. The classical Indian culture made significant contributions to world civilization. Know Declarative knowledge: Facts, vocab., information Students will know among other terms: subcontinent, monsoon, Sanskrit, Aryan, Brahmin, Sudra, Veda, Kshatriya, Vaishya, caste, dharma, samsara, reincarnation, karma, nirvana, enlightenment Students will also know: 1.
How did the Aryan migrations influence the development of Indian civilization?
2.
What are the major beliefs of Hinduism and Buddhism?
3.
How does the Indian caste system impact the development of society? 4.
What were the political and cultural achievements of the Mauryan and Gupta empires?
5.
What major contributions did the ancient Indian civilization make towards our world?
Instructional Resource Correlations: Pearson: my World HISTORY chapter 12 &13 TCI: History Alive: The Ancient World. Unit 3:Chapter 13-­‐18 DBQ: Asoka: Ruthless Conqueror or Enlightened Ruler? Do Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts. Level 1 (Retrieval) Identify Hinduism and Buddhism as the two major belief systems of the region. List the levels of the Caste System. Name the two major empires of ancient India. Level 2 (Comprehension) Describe the major beliefs and practices associated with Hinduism and Buddhism. Identify and describe the levels of the Caste System. Describe the contributions of the Mauryan and Gupta Empires. Level 3 (Analysis) Compare and contrast the teachings of Hinduism and Buddhism. Evaluate the political and cultural accomplishments of the Mauryan and Gupta Empire. Summarize the important achievements and contributions of ancient Indian civilization. Level 4 (Knowledge Utilization) Analyze the social, economic and political impact that this ancient civilization had on the world. Unit Resources Video: “Religions of the World: Hinduism” http://www.himalayanacademy.com/readlearn/basics/nine-­‐beliefs http://www.pbs.org/edens/thailand/buddhism.htm http://www.mtholyoke.edu/~epandit/page2.html Unit 5 Curriculum Guide Cont.
Standard(s): Learning Progression In addition to score 3.0 performance, I can demonstrate in-­‐depth inferences and applications that go beyond what was taught (for example, create something original, teach someone, or use the skill beyond the classroom.)** 4.0 3.5 3.0 Target (Standard) 2.5 2.0 Sample Assessment Tasks Conduct a mock interview with the Buddha. Your questions should relate to beliefs of Buddhism. For each question, write a response that reflects what the Buddha might say. I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. I can explain the teachings of Buddha, the importance of Asoka, and how Buddhism spread in India, Ceylon, and other parts of Asia. Draw a simple illustration of the Four Noble Truths. Write a brief caption to explain what the drawing shows. Draw a simple illustration that represents the way that the Buddha thought people should take in order to end suffering. Write a brief caption to explain what the drawing shows. I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. 1.5 I can do some things at a 2.0 with some success. 1.0 I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself on exactly what I need help with to move forward in my learning. Create a path of Buddha’s life including the events leading up to his enlightenment. List the major beliefs of ancient Buddhism. **Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant, and authentic application for the students. Unit 6 Curriculum Guide
Unit Overview: Ancient China Focus Standards Students will understand that ancient China was a culture known for important inventions and a unique perspective on government and family life that still influences the world today. SS.6.W.2.4: Compare the economic, political, social and religious institutions of ancient river civilizations. SS.6.W.4.6: Describe the concept of the Mandate of Heaven and its connection to the Zhou and later dynasties. SS.6.W.4.7: Explain the basic teachings of Laozi, Confucius, and Han Fei Zi. SS.6.W.4.8: Describe the contributions of classical and post classical China. SS.6.W.4.9: Identify key figures from classical and post classical China. SS.6.W.4.10: Explain the significance of the silk roads and maritime routes across the Indian Ocean to the movement of goods and ideas among Asia, East Africa, and the Mediterranean Basin. SS.6.W.4.11: Explain the rise and expansion of the Mongol empire and its effects on peoples of Asia and Europe including the achievements of Ghengis and Kublai Kahn. th
SS.6.W.4.12: Identify the causes and effects of Chinese isolation and the decisions to limit foreign trade in the 15 century. Embedded Standards SS.6.G.2.5: Interpret how geographic boundaries invite or limit interaction with other regions and cultures. SS.6.G.5.3: Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations. SS.6.E.2.1: Evaluate how civilizations through clans, leaders, and family groups make economic decisions for that civilization providing a framework for future city-­‐state or nation development. SS.6.G.5.2: Use geographic terms and tools to explain why ancient civilizations developed networks of highways, waterways, and other transportation linkages. SS.6.G.4.1: Explain how family and ethnic relationships influenced ancient cultures. SS.6.E.3.2: Categorize products that were traded among civilizations, and give examples of barriers to trade of those products. SS.6.E.3.4: Describe the relationship among civilizations that engage in trade, including the SS.6.E.4.10: Explain the significance of the silk roads and maritime routes across the Indian Ocean to the movement of goods and ideas among Asia, East Africa, and the Mediterranean Basin. Ongoing Standards RH.6-­‐8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-­‐8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). 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. WHST.6-­‐8.1 Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use precise language and domain-­‐specific vocabulary to inform about or explain the topic. Provide a concluding statement or section that follows from and supports the information or explanation presented. Enduring Understanding “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. Achievements developed throughout ancient Chinese civilization have had an economic, political and social impact on our world. Know Do Declarative knowledge: Facts, vocab., information Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts. Students will know among other terms: dynasty, pictograph, oracle bones, Mandate of Heaven, warlord, philosophy, yin yang, filial piety, kinship, Confucianism, Daoism, Legalism, analects, civil service, silk road, isolationism Students will also know: 1.
How did the geographic features keep China isolated for many centuries?
2.
Why did the Chinese emperors believe they had the divine right to rule China?
3.
How did ancient Chinese philosophy influence both the government and family life in
China?
4.
How did innovation and inventions lead to the economic expansion of the Chinese
empire?
5.
How did the Silk Road facilitate the movement of goods and ideas across Asia to East
Africa and the Mediterranean?
6.
Why did China decide to isolate itself from foreign interactions?
Level 1 (Retrieval) Identify the key physical features that helped to shape ancient Chinese civilization. Define the concept of the mandate of heaven Name the 3 Chinese philosophies Level 2 (Comprehension) Describe how geography isolated China. Explain the basic teachings of Laozi, Confucius, and Hanfeizi Summarize how the trade of goods and ideas occurred on the Silk Road. Level 3 (Analysis) Explain the effect of geographic features on the history and development of China. Describe the concept of the Mandate of Heaven and its connection to the Zhou dynasty. Evaluate the three Chinese philosophies and their recommendations on how to rule. Explain how innovation and inventions led to economic expansion in China. Level 4 (Knowledge Utilization) Report through the synthesis of multiple sources, how the achievements developed throughout ancient Chinese civilization have had an economic, political and social impact on our world. Unit Resources Instructional Resource Correlations Pearson: my World HISTORY chapter 14-­‐16 &13 TCI: History Alive: The Ancient World. Unit 4:Chapter 19-­‐22 1.
2.
DBQ: The Silk Road: Recording the Journey. DBQ: The Great Wall of Ancient China: Did the Benefits
Outweigh the costs? Brain Pop: “Silk Rd”, “ Great Wall of China” Discovery Education: “Journals through History: Ancient China: Contributions to the World.” “Journals through History: Ancient China: From Dynasty to Destiny” http://www.china.mrdonn.org/ http://www.fcps.edu/KingsParkES/technology/ancient/china.htm Unit 6 Curriculum Guide Cont.
Standard(s): Learning Progression In addition to score 3.0 performance, I can demonstrate in-­‐depth inferences and applications that go beyond what was taught (for example, create something original, teach someone, or use the skill beyond the classroom.)** 4.0 3.5 3.0 Target (Standard) 2.5 I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. Explain the significance of the silk roads and maritime routes across the Indian Ocean to the movement of goods and ideas among Asia, East Africa, and the Mediterranean Basin. 2.0 1.0 Explain how the Silk Road influenced Chinese culture. Explain the significance of the Silk Road for the movement of goods and ideas among Asia and neighboring areas. Determine, through the use of document based questions what the journey along the Silk Road would have been like. I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. I can partially list and describe some of the goods and ideas that moved along the Silk Road. 1.5 Sample Assessment Tasks Write about how the world would be different if the Silk Road trade network never existed. Apply the knowledge learned about the Silk Road by making connections to examples of cultural diffusion in the world today. Decide if the effects of the Silk Road were Political, Economic, Geographic, or Social. Trace the Silk Road on a map. Name one good and one idea brought to China along the Silk Road Define envoy, cuisine, export, caravan I can do some things at a 2.0 with some success. I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself on exactly what I need help with to move forward in my learning. Describe what the Silk Road was. **Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant, and authentic application for the students. Unit 7 Curriculum Guide
Unit Overview: Ancient Greece Focus Standards SS.6.W.3.2: Explain the democratic concepts (polis, civic participation and voting rights, legislative bodies, written constitutions, rule of law developed in ancient Greece. SS.6.W.3.3: Compare life in Athens and Sparta (government and the status of citizens, women and children, foreigners, helots) SS.6.W.3.4: Explain the causes and effects of the Persian and Peloponnesian Wars. SS.6.W.3.5: Summarize the important achievements and contributions of ancient Greek civilization. SS.6.W.3.6: Determine the key impact of key figures from ancient Greece. SS.6.W.3.7: Summarize the key achievements, contributions, and figures associated with the Hellenistic Period. Embedded Standards SS.6.G.2.5: Interpret how geographic boundaries invite or limit interaction with other regions and culture. SS.6.G.2.1: Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, interactions, and the economies of ancient civilizations of the world. SS.6.G.2.4: Explain how the geographic location of ancient civilizations contributed to the culture and politics of those societies. SS.6.E.3.3: Describe traditional economies (Egypt, Greece, Rome and Kush) and elements of those economies that led to the rise of a merchant class and trading partners. SS.6.C.1.1: Identify democratic concepts developed in ancient Greece that served as a foundation for American constitutional democracy. SS.6.C.2.1: Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations, which are reflected in the American political process today, and discuss their effect on the American political process. Ongoing 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. 9: Analyze the relationship between a primary and secondary source on the same topic. WHST.6-­‐8.1 Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use precise language and domain-­‐specific vocabulary to inform about or explain the topic. Provide a concluding statement or section that follows from and supports the information or explanation presented. Enduring Understanding “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. The civilization of Ancient Greece had a long lasting impact on the economic, political and social development of the modern world. Do Know Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts. Students will understand that ancient Greece’s development of government along with their multiple cultural accomplishments has had a significant influence on the foundation of western civilization. Declarative knowledge: Facts, vocab., information Students will know among other terms: city-­‐states, peninsula, polis, monarchy, oligarchy, tyranny, democracy, assembly, agora, helots, allies, cavalry, Hellenistic, philosophy. Students will also know: 1. What major forms of government developed in the city-­‐states of ancient Greece?
2. How did life in Sparta differ from life in Athens?
3. What were the causes and effects of the Persian and Peloponnesian Wars?
4. What were the important achievements and contributions of ancient Greek civilization?
5. What impact was made by the key figures from ancient Greece?
6. What were the achievements and contributions of the Hellenistic period?
Level 1 (Retrieval) Define Monarchy, Oligarchy, Tyranny, and Democracy. List the developments and accomplishments that arose during the Golden Age of Athens. Level 2 (Comprehension) Summarize the key features of the democratic system established in ancient Greece. Construct a timeline of Alexander the Greats accomplishments during the Hellenistic Age. Identify the causes and effects of the Persian and Peloponnesian Wars. Level 3 (Analysis) Compare and contrast the four forms of government that developed in ancient Greece. Compare and contrast life in the city-­‐states of Athens and Sparta. Analyze the contributions the ancient Greeks made to our modern world. Level 4 (Knowledge Utilization) Evaluate the four forms of government developed in ancient Greece as they exist in the world today. Report with evidence on how the civilization of ancient Greece had a long lasting impact on the economic, political and social development of the modern world. Unit Resources Instructional Resource Correlations Pearson: my World HISTORY chapter 8 & 9 TCI: History Alive: The Ancient World. Unit 5:Chapter 25-­‐31 DBQ: Education in Sparta: Did the Strengths Outweigh the Weaknesses? DBQ: How great was Alexander the Great?
Brain Pop: “Olympics,” “Greek Gods” Discovery Education: “Living History: Living in Ancient Greece”
http://www.ancientgreece.com/s/Main_Page/ http://www.ancient-­‐greece.org/ http://www.history.com/topics/ancient-­‐greece Unit 7 Curriculum Guide Cont.
Standard(s): Learning Progression In addition to score 3.0 performance, I can demonstrate in-­‐depth inferences and applications that go beyond what was taught (for example, create something original, teach someone, or use the skill beyond the classroom.)** 4.0 3.5 3.0 Target (Standard) 2.5 2.0 1.5 1.0 Sample Assessment Tasks Through research compare and contrast the accomplishments of Alexander the Great with a modern world leader. Predict what would have happened in the modern world if the ancient Greeks had not achieved their accomplishments. I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. I can summarize the key achievements, contributions, and figures associated with the Hellenistic Period. Explain how Alexander the great spread Greek ideas and culture through his vast empire. List and explain the accomplishment and contributions that the ancient Greeks made to the modern world. I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. List some Greek accomplishments developed during the Hellenistic Period.. Describe some Greek ideas that spread across the empire. I can do some things at a 2.0 with some success. I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself on exactly what I need help with to move forward in my learning. Explain who Alexander the Great was. **Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant, and authentic application for the students. Unit 8 Curriculum Guide
Unit Overview: Ancient Rome Focus Standards This unit will focus on Roman civilization, from the time of the republic through the rise and fall of the empire. There will be analysis if the legacy that still influences the world. SS.6.W.3.8: Determine the impact of significant figures associated with ancient Rome. SS.6.W.3.9: Explain the impact of the Punic Wars on the development of the Roman SS.6.W.3.10: Describe the government of the Roman Republic and its contribution to the development of democratic principles (separation of powers, rule of law, representative government, civic duty). SS.6.W.3.11: Explain the transition from Roman Republic to empire and Imperial Rome, and Roman life and culture under each one. SS.6.W.3.12: Explain the causes for the growth and longevity of the Roman Empire. SS.6.W.3.13: Identify key figures and the basic beliefs of early Christianity and how these beliefs impacted the Roman empire. SS.6.W.3.14: Describe the key achievements and contributions of Roman civilization. SS.6.W.3.15: Explain the reasons for the gradual decline of the Western Roman Empire after the Pax Romana. SS.6.W.3.16: Compare life in the Roman Republic for patricians, plebeians, women, children, and slaves. SS.6.W.3.17: Explain the spread and influence of the Latin language on Western civilization. SS.6.W.3.18: Describe the rise and fall of the ancient east African kingdoms of Kush and Axum and Christianity’s development in Ethiopia. Embedded Standards SS.6.G.2.4: Explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies. SS.6.G.2.6: Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another. SS.6.C.1.2: Identify how the government of the Roman Republic contributed to the development of democratic principles (separation of powers, rule of law, representative government, civic duty). SS.6.C.2.1: Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations, which are reflected in the American political process today, and discuss their effect on the American political process. SS.6.G.1.7: Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today. SS.6.E.3.3: Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners. SS.6.G.4.4: Map and analyze the impact of spread of various belief systems in the ancient world. SS.6.G.4.2: Use maps to trace significant migrations, and analyze their results. Ongoing Standards RH.6-­‐8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). 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. 9: Analyze the relationship between a primary and secondary source on the same topic. Enduring Understanding “Essential understandings,” or generalizations, represent ideas that are transferable to other contexts. Ancient Rome has a legacy that still influences the economic, political and social development of our world. Know Do Declarative knowledge: Facts, vocab., information Procedural knowledge: Skills, strategies and processes that are transferrable to other contexts. Students will know among other terms: gladiator, Etruscan, republic, patrician, plebeian, consul, veto, tribune, rule of law, senate, constitution, empire, civil war, Pax Romana, aqueduct, Students will also know: 1.
How did the groups that went before them influence the Romans? (Greeks and
Etruscans) 2.
How were leadership and law established in the Roman Republic?
3.
What was life like for citizens of the Roman Empire?
4.
How did the religion of Christianity spread throughout the Roman Empire and continue
to influence other areas of the world?
5.
What influences of the Romans are still seen throughout the world today?
Level 1 (Retrieval) Name the main groups that influenced the development of Rome. Define republic, patrician, plebeian, consul, senate List the leaders who ruled during the Roman Empire. Level 2 (Comprehension) Identify how the Greeks and Etruscans influenced the development of Rome. Explain how the Romans created a republic. Explain what daily life was like for people living during the Roman Empire. Level 3 (Analysis) Analyze the political conflicts that caused Rome to grow from a small republic to a mighty empire. Compare and contrast the life of citizens in Rome based on their economic status. Trace the spread of Christianity throughout the Roman Empire Level 4 (Knowledge Utilization) Investigate the economic, political and cultural influences of the ancient Romans on the world today. Unit Resources Instructional Resource Correlations Pearson:myWorldHistory Core Concepts Handbook TCI: History Alive Unit 1 Chapter 1 http://www.superteachertools.com/files/dig.htm http://research.history.org/Archaeological_Research/KidsPage/ArchaeoLessons.cfm Unit 8 Curriculum Guide Cont.
Standard(s): Learning Progression In addition to score 3.0 performance, I can demonstrate in-­‐depth inferences and applications that go beyond what was taught (for example, create something original, teach someone, or use the skill beyond the classroom.)** 4.0 3.5 3.0 Target (Standa
rd) 2.5 Sample Assessment Tasks To what extent do Roman achievements affect your community today—not at all, barely, moderately, or greatly? Write a strong thesis statement answering this question. Then list at least three pieces of evidence that support your thesis statement. I can do everything at a 3.0, and I can demonstrate partial success at score 4.0. I can successfully describe the key achievements and contributions of Roman civilization Identify areas where the evidence of Roman achievements can be seen in the modern world. I can do everything at a 2.0, and I can demonstrate partial success at score 3.0. 2.0 Part of the task is accomplished, but there is lack of evidence of understanding or evidence of not understanding. 1.5 I can do some things at a 2.0 with some success. 1.0 I need prompting and/or support to complete 2.0 tasks, but I will advocate for myself on exactly what I need help with to move forward in my learning. Describe with detail one of the major achievements/contributions of Roman civilization. List the key achievements of the Roman civilization. **Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant, and authentic application for the students.