Download WS/FCS Unit Planning Organizer Subject(s) Social Studies

WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
6th Grade
Early Humans & Rise of Civilization
“Caves to Cities”
12 days




Conceptual Lenses
Migration
Settlement patterns
Resources
Rule of law
Unit Overview
The points of focus in this unit include the evolution of hominids through modern man, the effects of
the availability and scarcity of resources on early patterns of migration and settlement, and the role
and evolution of laws and legal systems.
 Hominids to Modern Man: This period of time begins with what is known as “pre-history”, or
events that occurred before the invention of writing. Fossils and artifacts are studied by
scientists to gain knowledge. The earliest humanlike creatures were called hominids, who
learned how to start fires. These hominids were hunters and gatherers for approximately
240,000 years before they developed the ability to farm and herd animals. Farming changed
life for these people drastically. No longer did they need to follow herds of animals or search
for food.
 Development of Civilizations: People began to settle into villages and towns. Civilizations
developed as these groups of people grew and needed organization.
 Mesopotamia: Several of these earliest civilizations were located in Mesopotamia, the land
between the Tigris and Euphrates Rivers. The geographic features and the availability of
necessary resources made this land conducive to settlement.
 Hammurabi: A king named Hammurabi united the city-states of Mesopotamia into the
Babylonian Empire. Hammurabi codified laws and had them recorded in stone. These laws
laid the foundation for governments and legal systems that would develop later in history.
Unit Enduring Understanding(s)


The availability or scarcity of resources
may affect the migration and settlement of
people.
When groups of people live close together,
the need for laws and a system for
enforcing them often arises.
Unit Essential Question(s)


How does the availability or scarcity of
resources affect migration and settlement
of people?
Why do people living in large groups or
societies need laws and law enforcement?
Essential State Standards
Priority Objectives




Supporting Objectives
6.H.1.2 Summarize the literal meaning of
historical documents in order to establish
context.
6.H.1.3 Use primary and secondary
sources to interpret various historical
perspectives.
6.G.1.1 Explain how the physical
features and human characteristics of a
place influenced the development of
civilizations, societies and regions.
6.C&G.1.4 Compare the role and
evolution of laws and legal systems in
various civilizations, societies and regions.
“Unpacked” Concepts
(students need to know)
6.H.1.2
□ Literal meaning of historical
documents
□ Establishing context
6.H.1.3
□ Primary & secondary sources
□ Historical perspectives
6.G.1.1
□ Physical features
□ Human characteristics
□ Development of civilizations,
societies & regions
6.C&G.1.4
□ Role and evolution of laws and
legal systems


6.G.1.3 Compare distinguishing
characteristics of various world regions.
6.G.2.1 Use maps, charts, graphs,
geographic data and available technology
to draw conclusions about the emergence,
expansion and decline of civilizations,
societies and regions.
“Unpacked” Skills
(students need to be able to do)
6.H.1.2
□ SUMMARIZE (literal meaning)
6.H.1.3
□ USE (primary & secondary
sources)
□ INTERPRET (perspectives)
6.G.1.1
□ EXPLAIN
(features/characteristics
influenced development)
6.C&G.1.4
□ COMPARE (laws/legal
systems in various societies)
COGNITION
(RBT Level)
6.H.1.2
□ Understand
6.H.1.3
□ Apply
□ Apply
6.G.1.1
□ Analyze
6.C&G.1.4
□ Analyze
H
Unit “Chunking”
& Enduring
Understandings
Essential
Factual
Content
Hominids to
 Evolution of
man from
Modern Man
hominid to
The needs of
Homo sapiens
mankind result in
sapiens
the development of
 Progression
technology to
from
make life easier.
Paleolithic
hunter/gathere
rs to herders
to farmers
(Neolithic
Revolution)
 domestication
of animals
Development of
Civilizations
The ability to farm
and grow food
enabled the
creation of
permanent
settlements.
Civilizations share
common
characteristics
 Building of
dams to
control flooding
 irrigation
 division of
labor
 Revolution of
agriculture
Mesopotamia
The availability or
scarcity of
resources may
affect the migration
and settlement of
people.
 resources
need for
survival
 Tigris River
 Euphrates
River
 Fertile
Crescent
 Mesopotamia
- fertile
floodplain
 movement of
people
 city-states
 development
Written language
impacts the
creation,
organization, and
G
Suggested Lesson
Essential Questions
C
E
C
&
G
What are the markers of
change over time in the
development of
prehistoric man?
2.3
How did life in the
Neolithic period
compare to life in the
Paleolithic period?
How were tools/artifacts
used by Neolithic man
more advanced than
those used by
Paleolithic man?
What inventions made it
possible for man to
farm?
How did the invention of
agriculture relate to the
beginning of
civilization?
2.3
2.3
2.3
1.1
1.4
What are the
characteristics of a
civilization?
What resources do
people NEED in order
to survive?
How would the scarcity
of resources affect how
and where people live?
Why was Mesopotamia
one of the earliest areas
of settlement in world
history?
How did the city-states
of Mesopotamia use
written language in the
organization of their
societies?
1.2
1.1
1.1
1.1
1.2
1.3
1.1
1.1
1.1
interactions of
civilizations.
Code of
Hammurabi
When groups of
people live close
together, often the
need for laws and
a system for
enforcing them
arises.
of writingcuneiform
 scribes
 living in
groups
beyond
family…
villages,
societies,
civilization
 Sumerians
 Babylonians
 Rule of
Hammurabi
 need for
military
 codification
of laws
 “Eye for an
eye”
Why do groups of
people need laws?
1.1
1.4
How do the laws of
Hammurabi compare to
our laws today?
2.2
1.4
Sub Concepts
HISTORY
GEOGRAPHY
CIVICS & GOVERNMENT
ECONOMICS
CULTURE
Change
Movement
Resources
Civilization
Rule of Law
Scarcity
Resources
Needs & Wants
Civilizations
Language
Achievements
Essential Vocabulary








fertile
migration
scarcity
city-state
artifacts
empire
primary/secondary sources
civilization





Enrichment Vocabulary
archaeologists
evolution
fossils
hominids
codify
Enrichment Factual Content





Sumer
ziggurat
Ur
Epic of Gilgamesh
Phoenicians & alphabet





Akkadians
Hittites
Assyrians
Nebuchadnezzar II
Hanging Gardens of Babylon
Language Objective EXAMPLES

Key Vocabulary LO: SWBAT define and explain the terms migration, scarcity, empire and
artifacts.

Language Functions LO: SWBAT explain how environments can influence the development
of civilizations.

Language Skills LO: SWBAT read two passages about the laws in two different societies
and identify the similarities and differences between the two. (Reading passages should
be chosen/modified in accordance with the LEP students’ zone of proximal development).

Grammar and Language LO: SWBAT use comparatives in writing assignments (more than,
less than, greater, shorter, longer, etc.) by comparing the laws of two different societies. Ex.
The punishment for stealing in Babylon was much more harsh than it is today in our state.

Lesson Tasks LO: SWBAT read and summarize a passage about the laws in a society and
explain this summary to a group.

Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer
analyzing and identifying the causes and effects of particular laws in a society. (The
linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a
word bank or other supplement to complete this activity using this strategy).
Historical Thinking and Geography Skill Resources
○ “Straight Ahead”
□“Uphill”
∆“Mountainous”
Historical Thinking
Geography Skills
6.H.1.1 Construct charts, graphs & historical
narratives to explain particular events or issues
over time.
6.G.2.1 Use maps, charts, graphs, geographic
data and available technology tools to draw
conclusions about the emergence, expansion
and decline of civilizations, societies and
 Students can use the information included on regions.
this site to create a chart that shows the
evolution of hominids to modern man
 National Geographic article that includes
PBS Evolution Printable
map of development of agriculture.
 Maps of Mesopotamia, Babylon, Maps
6.H.1.2 Summarize the literal meaning of historical
of Mesopotamia, Babylon 2
documents in order to establish context.
 Map of Early Human Migration
6.H.1.3 Use primary and secondary sources to
interpret various historical perspectives.

Virtual tour of the caves at Lascaux. This
primary source will allow them the
opportunity to interpret details about life
during the Paleolithic era.
Caves of Lascaux
6.G.2.2 Construct maps, charts and graphs to
explain data about geographic phenomena
(e.g., migration patterns and population,
resource distribution patterns, etc.)


These sites contain resources for using
Hammurabi’s Code with your students:
○Eduplace
□ Hammurabi’s Code, Hammurabi’s Code 2
∆ Hammurabi’s Code – Primary Source,
Hammurabi’s Code – Primary Source 2
.
Students can construct their own
timeline or map while viewing the
Journey of Mankind interactive site
General Unit Resources
○
□
∆
○ “Straight Ahead”
□“Uphill”
 Mesopotamia overview
 Mr. Dowling’s Electronic Passport to Mesopotamia








∆ “Mountainous”
Life in Mesopotamia
Dig into Mesopotamia
Lesson Plan ideas for Law in Mesopotamia
Collection of Resources for Early History of Man
Collection of Resources for Mesopotamia
Collapse of Mesopotamia
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).
Performance Assessments
Item #
Formative
Assessments
Task Description
1
Explain what made
Mesopotamia an ideal
area for settlement.
Students will write a short response to the question “Why
was the geographic location of Mesopotamia the perfect
place for a civilization to develop?”
2
Summarize literal
meaning of Hammurabi’s
Code and context in
which it was written
Students will complete a graphic organizer that highlights
several of the laws from the Code of Hammurabi. They
will be able to see the direct relationship between the
offense and the punishment. Students will also see
evidence of social classes within the civilization of
Babylon.
3
Understand role of laws
and legal system in
Mesopotamia in order to
make comparisons in
future units
Students will write a short response to the question “What
purpose(s) did the laws of Hammurabi’s Code serve in
Babylonian society?”
4
Culminating
Task
Summative
Assessment
Apply student learning
Students will create a newspaper from Ancient
Mesopotamia that includes:
 a feature story that highlights a key person, place
or event from this unit
 a real estate ad that promotes positive attributes of
Mesopotamia’s geographic location and features
 a police report section that includes a description
of three crimes committed and the punishment
given for each offense
 a letter to the editor that expresses your opinion
supporting or opposing the Code of Hammurabi
with examples from the Code to support your
opinion
Performance Task #1: Use the images below and your knowledge of social studies to answer the
following question: “Why was the geographic location of Mesopotamia the perfect place for a
civilization to develop?”
Images from: http://www.buhlerschools.org/index.aspx?NID=1497,
http://dominiosperu.com/hilary-ancient-mesopotamia-entertainment/,
http://www.mitchellteachers.org/WorldHistory/MrMEarlyHumansProject/MrMSumer
ianCivilizationAchievements.html
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Scoring Guide for Performance Task #1
“Why was the geographic location of Mesopotamia the perfect place for a civilization to
develop?”
Advanced
Student includes all of the
“Proficient” criteria PLUS
an example of higher
level thinking. For
example:
 Tigris & Euphrates
Rivers provided
transportation of
goods that helped
build the economy
of Mesopotamia
city-states
 Geographic
features
surrounding
Mesopotamia
provided natural
protection from
invasions that
allowed civilization
to grow
Proficient
Student recognizes and
explains the need for fresh
water for:

human survival

herds of animals

farming
Progressing
Beginning
Student includes 4 of
the “Proficient”
criteria in written
response.
Student includes
fewer than 4 of the
“Proficient” criteria
in written response.
Student states that the
surrounding land is not
conducive for settlement by
mentioning:
 Zagros/Taurus
Mountains
 Arabian Desert
 Makes connection
to settlement
patterns of the US
Proficient: Student gives a solid, consistent performance and demonstrates competency of
knowledge and skills included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of selfdirected higher level thinking/sophistication. This criteria does not apply to MORE work… it implies a
deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fixup” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fixup”. Re-teaching needed to correct misconceptions or reach understanding.
Performance Task #2:
graphic organizer.
Please use the following primary source and complete the attached
Before this portrait let every man who has a
legal dispute come forward, read this text, and
heed its precious words. The stone tablet will
enlighten him in his trouble, and thus may he
find
justice and breathe easier in his heart,
speaking
these words: “Hammurabi is a king who cares
for
his people like a loving father.”
1
If a man bring an accusation against a man,
and
charge him with a capital crime, but cannot
prove
it, he, the accuser, shall be put to death.
22
If anyone is committing a robbery and is
caught, then he shall be put to death.
53
If a man neglect to strengthen his dike and do
not strengthen it, and a break be made in his
dike
and the water carry away the farm-land, the
man in
whose dike the break has been made shall
restore
the grain which he has damaged.
195
If a son strike his father, they shall cut off his
fingers.
196
If a man destroy the eye of another man, they
shall destroy his eye.
198
If he put out the eye of a freed man, or break
the bone of a
freed man, he shall pay one gold mina.
199
If he put out the eye of a man's slave, or break
the bone of a
man's slave, he shall pay one-half of its value.
218
If a physician operate on a man for a severe
wound with a bronze lancet [surgical knife] and
cause the man’s death; or open an abscess (in
the
eye) of a man with a bronze lancet and destroy
the
man’s eye, they shall cut off his fingers.
229
If a builder build a house for a man and do not
make its construction firm, and the house
which he
has built collapse and cause the death of the
owner
of the house, that builder shall be put to death.
282 If a slave tries to leave his master, his
master will
cut off the slave’s ear.
I, Hammurabi, who was a perfect king to the
Down-trodden people entrusted to me … I
gave the
people beautiful places, kept all pressing
needs far
away, and made their lives easier. With the
mighty
weapons given me by the gods Zababa and
Ishtar,
with the wisdom granted me by Ea, with the
powers
I hold from Marduk, I wiped out enemies on
every side, put an end to wars, brought
prosperity
to our land, allowed men to live in peace and
let no
one fall upon them or harass them. … My
righteous shadow
has stretched across my city, I have gathered
Sumer
and Akkada in my arms, that they might thrive
under my protection. I shield them in my peace
and protect them in my wisdom. That the
strong
might not oppress the weak, that the widow
and
orphan might receive their due, here in
Babylon . . .
have I inscribed my precious words on a
memorial
stone and erected my statue as King of
Justice.
from Robert Francis Harper, The Code
of Hammurabi, King
of Babylon (Chicago: The University of
Chicago Press,
1904). Reprinted in Pierre Schwob, ed.,
Great Documents
of the World: Milestones of Human
Thought (Maidenhead,
England: McGraw Hill, 1977).
Performance Task #2: Use the primary source to complete this graphic organizer.
Law #
1
22
53
195
196
198
199
218
229
282
Crime
Punishment
WHO is the law designed to protect and
WHY is the law needed?
Scoring Guide for Performance Task #2
Interpreting Primary Source: Hammurabi’s Code
Advanced
Student includes all
of the “Proficient”
criteria PLUS can
accurately analyze
WHY the law is
needed in society for
at least 7 of the 10
laws.
Proficient
 Student correctly
identifies 24 of
the 30 (80%)
crimes,
punishments and
beneficiaries
(WHO) from the
primary source.
Progressing
 Student correctly
identifies at least
21 of the 30
(70%) crimes,
punishments and
beneficiaries
(WHO) from the
primary source.
Beginning
 Student correctly
identifies less
than 21 of the 30
(70%) crimes,
punishments and
beneficiaries
(WHO) from the
primary source.
Proficient: Student gives a solid, consistent performance and demonstrates competency of
knowledge and skills included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of selfdirected higher level thinking/sophistication. This criteria does not apply to MORE work… it implies a
deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fixup” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fixup”. Re-teaching needed to correct misconceptions or reach understanding.
Performance Task #3: Based on what you know about Hammurabi’s Code, please respond to the
following question: “What purpose(s) did the laws included in Hammurabi’s Code serve in
Babylonian society?” Consider how life in Babylon was changed and who was helped by the laws.
Use examples from the Code to support your answer.
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Scoring Guide for Performance Task #3
“What purpose(s) did the laws included in Hammurabi’s Code serve in Babylonian society?”
Advanced
Proficient
Student includes all of the
“Proficient” criteria PLUS
an example of higher
level thinking. For
example:
Student explains the
need for laws in society
for the following purposes
with appropriate
examples from the
primary source:
 Predicting what life
would be like
without the laws
 Makes connection
to laws of the US
or NC
 Explains how the
laws support the
social class
system in Babylon
(different
punishments for
the same crime
depending on
status of victim)

Protection from
violent
acts/physical harm

Protection of
property
Progressing
Beginning
Student includes 2 of Student includes
the “Proficient” criteria fewer than 2 of the
in written response.
“Proficient” criteria in
written response.
 Protection of
rights/”freedoms”
(keeps people
from being taken
advantage of)
Proficient: Student gives a solid, consistent performance and demonstrates competency of
knowledge and skills included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of selfdirected higher level thinking/sophistication. This criteria does not apply to MORE work… it implies a
deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fixup” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fixup”. Re-teaching needed to correct misconceptions or reach understanding.
Unit 2 Culminating Performance Task: Ancient Mesopotamia News
Imagine that you are the editor of the Mesopotamia Record, a newspaper that reports on
happenings in ancient Mesopotamia. Your next edition is almost ready to go to press. It needs a few
items added before it is ready to roll.
Please create a “front page” for the Mesopotamia Record that includes the following items:
1. Nameplate that includes the name of the newspaper and publication date
2. Main story that highlights what you consider to be the most interesting part of this unit. This
could be about a key place, key person, key event or any other “news-worthy” information from
this unit. You need an image to accompany this story.
3. A real estate advertisement that promotes positive attributes of Mesopotamia’s geographic
location and features
4. A “police report” section that includes a description of three crimes that have been committed
and the punishment given for each offense. Create characters and details to tell the stories of
these crimes.
5. An editorial that expresses your opinion supporting or opposing the Code of Hammurabi with
examples from the code to support your position. Has the Code made Babylon a better place
to live?
Scoring Guide for Culminating Performance Task:
Mesopotamia Record Newspaper
Advanced
Proficient
Student includes all of the
“Proficient” criteria PLUS
an example of higher level
thinking. For example:
Student submits factually
based work for the following
required items:
 Nameplate that
includes the name of
the newspaper and
publication date
 Main story that
highlights what you
consider to be the
most interesting part
of this unit
 Image related to
headline story
 A real estate
advertisement that
promotes positive
attributes of
Mesopotamia’s
geographic location
and features
 A “police report”
section that includes
a description of
three crimes and the
punishment given for
each offense
 Crime #1
 Crime #2
 Crime #3
 An editorial that
expresses your
opinion supporting or
opposing the Code
of Hammurabi with
examples from the
code to support your
position.
 Advanced level of
sophistication and
creativity in plot
developed for
police report
scenarios
 Suggestions for
how the Code of
Hammurabi could
be improved
 Analysis of how the
Code of
Hammurabi
influenced future
law codes and
legal systems
Student work exhibits the
following qualities:
 Correct spelling and
grammar
Progressing
Student includes 7
of the required
“Proficient” items
and has only minor
issues with the
quality criteria in
written response.
Beginning
Student includes
fewer than 7of the
required
“Proficient” items
and has multiple
issues with the
quality criteria in
written response.
 Neatness and
attention to detail
Unit Reflection
What didn’t work well?
What worked well?
Suggestions for Change