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BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Origins of Culture and Civilizations Essential Question(s): How did people manage to survive and thrive tens of thousands of years ago. What factors contributed to the development of civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.1.a 6.2.8.B.1.a 6.2.8.C.1.a 6.2.8.C.1.b 6.2.8.D.1.a 6.2.8.D.1.b 6.2.8.D.1.c SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 1/Section 1.1 Discovering Prehistory. Objective(s) Swbat- Learn what scientists have uncovered about our history. Lesson Title Chapter 1/Section 1.2 The Elements of Culture. Objective(s) Swbat- Identify culture elements of Homo sapiens in the Paleolithic Age. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 12-13 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard. Student Text pgs. 14-15 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard. ASSESSMENTS Review and Assess pg. -13Reading Check, Determine Word Meaning, Make Inferences. Review and Assess-pg-15Reading Check, Summarize, Draw Conclusion. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Origins of Culture and Civilizations Essential Question(s): How did people manage to survive and thrive tens of thousands of years ago. What factors contributed to the development of civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.1.a 6.2.8.B.1.a 6.2.8.C.1.a 6.2.8.C.1.b 6.2.8.D.1.a 6.2.8.D.1.b 6.2.8.D.1.c SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 1/Section 1.3 Changing Environments. Objective(s) Swbat- Discuss the impact of climate change and the challenge of new environments on Paleolithic people. Lesson Title Chapter 1/Section 1.4 Moving into New Environments Objective(s) Swbat-.Identify where Paleolithic people migrated and some of the food they found there. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 16-17 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard. Student Text pgs. 18-19 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard. ASSESSMENTS . Review and Assess- pg. 17-Reading Check, Determine Word Meaning, Make Inferences. Review and Assess-pg-19Reading Check, Interpret Maps, Form Opinions. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Origins of Culture and Civilizations Essential Question(s): How did people manage to survive and thrive tens of thousands of years ago. What factors contributed to the development of civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.1.a 6.2.8.B.1.a 6.2.8.C.1.a 6.2.8.C.1.b 6.2.8.D.1.a 6.2.8.D.1.b 6.2.8.D.1.c SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 1/Section 1.6 Cave Art Objective(s) Swbat-.Learn what cave art reveals about the lives and culture of Paleolithic people. Lesson Title Chapter 1/Section 2.1 Nomadic Hunter-Gatherers Objective(s) Swbat-.Learn how Paleolithic people moved with the seasons and followed herds of animals to hunt and gather food. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 22-23 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard. Student Text pgs. 24-25 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard. ASSESSMENTS Review and Assess-pg-23Reading Check, Integrate Visual, Compare and Contrast. Review and Assess- pg-25Reading Check, Integrate Visuals, Analyze Cause and Effect. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Origins of Culture and Civilizations Essential Question(s): How did people manage to survive and thrive tens of thousands of years ago. What factors contributed to the development of civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.1.a 6.2.8.B.1.a 6.2.8.C.1.a 6.2.8.C.1.b 6.2.8.D.1.a 6.2.8.D.1.b 6.2.8.D.1.c SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 1/Section 2.2 The Beginning of Domestication Objective(s) Swbat- Discover how early humans took control of their environment by raising plants and taming animals. Lesson Title Chapter 1/Section 2.3 The Agricultural Revolution Objective(s) Swbat-Describe how humans settled down and farmed along river valleys and developed new farm tools and methods. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 26-27 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard. Student Text pgs. 28-29 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard. ASSESSMENTS Review and Assess- pg-27Reading Check, Analyze Cause and Effect, Form Opinions. Review and Assess-pg-29Reading Check, Interpret Maps, Draw Conclusion. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Origins of Culture and Civilizations Essential Question(s): How did people manage to survive and thrive tens of thousands of years ago. What factors contributed to the development of civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.1.a 6.2.8.B.1.a 6.2.8.C.1.a 6.2.8.C.1.b 6.2.8.D.1.a 6.2.8.D.1.b 6.2.8.D.1.c SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 1/Section 2.4 Studying the Past Objective(s) Swbat- Describe how archaeologists, historians, and other specialists gather and study scientific data and historical sources. Lesson Title Review and Assessment Chapter 1. Objective(s) Swbat- Demonstrate their knowledge of material covered in Ch. 1 TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 30-31 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard. Student Text pgs. 32-33 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard. ASSESSMENTS Review and Assess-pg-33Reading Check, Analyze Language Use, Compare and Contrast. Digital Resources-Formal Assessment- Chapter Test A (on-level) B(Below-Level) BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Origins of Culture and Civilizations Essential Question(s): How did people manage to survive and thrive tens of thousands of years ago. What factors contributed to the development of civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.1.a 6.2.8.B.1.a 6.2.8.C.1.a 6.2.8.C.1.b 6.2.8.D.1.a 6.2.8.D.1.b 6.2.8.D.1.c SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 2/Section 2.1 Paths to Civilizations Objective(s) Swbat- Explore how cultures follow different paths as they develop into civilizations. Lesson Title Chapter 2/Section 2.2 Traits of Civilizations Objective(s) Swbat- Analyze the characteristics of civilizations TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 46-47 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 48-49 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg-47Reading Check, Identify Main Ideas and Details, Integrate Visuals. Review and Assess-pg-49Reading Check, Draw Conclusions, Analyze Cause and Effect. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Origins of Culture and Civilizations Essential Question(s): How did people manage to survive and thrive tens of thousands of years ago. What factors contributed to the development of civilization? TIMELINE 1 Day 1 Day TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS NJSLS SKILLS/ CONTENT OBJECTIVES: 6.2.8.A.1.a 6.2.8.B.1.a 6.2.8.C.1.a 6.2.8.C.1.b 6.2.8.D.1.a 6.2.8.D.1.b 6.2.8.D.1.c Lesson Title Chapter 2/Section 2.3 History Through Objects: New Technology Objective(s) Swbat- Identify the new technology that emerged from culture hearths. Student Text pgs. 51 Lesson Title Review and Assessment Chapter 2. Student Text pgs. 52 Objective(s) Swbat- Demonstrate their knowledge of material covered in Ch. 2 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Pg. 51 –TE History Through Objects, Guided Discussion, Analyze Visuals, Active Options. Digital Resources-Formal Assessment- Chapter Test A (on-level) B(Below-Level) BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS NJSLS SKILLS/ CONTENT OBJECTIVES: 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e Lesson Title Chapter 3/Section 1.1 The Geography of Ancient Mesopotamia Objective(s) Swbat- Analyze how the geography of Mesopotamia helped create the conditions for civilizations to emerge. Student Text pgs. 66-67 Lesson Title Chapter 3/Section 1.2 City-States Develop Objective(s) Swbat Describe how the city-states of Sumer formed Southwest Asia’s first civilization. Student Text pgs. 68-69 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg67- Reading Check, Interpret Maps, Identify Main Ideas. Review and Assess-pg69- Reading Check, Integrate Visuals, Analyze Cause and Effect. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS NJSLS SKILLS/ CONTENT OBJECTIVES: 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e Lesson Title Chapter 3/Section 1.3 Religion of Sumer Objective(s) Swbat- Summarize how important religion was to Sumerians and describe the monumental structures they built to please their gods. Student Text pgs. 70-71 Lesson Title Chapter 3/Section 1.4 Document-Based Question – Sumerian Writing Objective(s) Swbat Synthesize information about how the evolution from pictograph symbols to cuneiform marked the beginning of the written word. Student Text pgs. 72-73 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg71- Reading Check, Determine Word Meanings, Make Inferences. Synthesize and Write pg. -73- Review, Recall, Construct, Write BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Lesson Title Chapter 3/Section 1.5 Sargon Conquers Mesopotamia Objective(s) Swbat Identify how Sargon conquered Sumer and other lands in Mesopotamia to create the world’s first empire. Student Text pgs. 74-75 Lesson Title Chapter 3/Section 2.1 Hammurabi’s Code of Laws Objective(s) Swbat Summarize how Hammurabi’s changed civilization by organizing and displaying laws. Student Text pgs. 76-77 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg75- Reading Check, Interpret Maps, Draw Conclusions. Review and Assess-pg77- Reading Check, Identify Main Ideas and Details, Make Inferences. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS NJSLS SKILLS/ CONTENT OBJECTIVES: 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e Lesson Title Chapter 3/Section 2.2 The Assyrians and Chaldeans Objective(s) Swbat Identify how the Assyrians and then the Chaldeans conquered Mesopotamia. Student Text pgs. 78-79 Lesson Title Chapter 3/Section 2.3 The Phoenicians Objective(s) Swbat Describe how the Phoenicians spread different cultures throughout the Mediterranean and beyond. Student Text pgs. 80-81 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg79- Reading Check, Make Inferences, Analyze Language Use. Review and Assess-pg81- Reading Check, Analyze Visuals, Make Inferences. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Lesson Title Chapter 3/Section 2.4 Persian Leaders Objective(s) Swbat Analyze how Cyrus and Darius I unified different people and cultures of the Persian Empire. Student Text pgs. 82-83 Lesson Title Chapter 3/Section 2.5 The Legacy of Mesopotamia Objective(s) Swbat Identify how Mesopotamia civilizations were responsible for major cultural and technological developments. Student Text pgs. 84-85 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg83- Reading Check, Contrast, Sequence Events, Review and Assess-pg85- Reading Check, Integrate Visuals, Form Opinions. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS SKILLS/ CONTENT OBJECTIVES: 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e Lesson Title Review and Assessment Chapter 3. Objective(s) Swbat- Demonstrate their knowledge of material covered in Ch. 3 Lesson Title Chapter 4/Section 1.1 The Geography of Ancient Egypt Objective(s) Swbat Identify the Nile River as the source of life in Egypt’s dry deserts. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 86-87 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 90-91 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Digital Resources-Formal Assessment- Chapter Test A (on-level) B(BelowLevel) Review and Assess-pg91- Reading Check, Analyze Cause and Effect, Compare and Contrast. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Lesson Title Chapter 4/Section 1.2 Agriculture Develops Objective(s) Swbat Explain how agriculture encouraged the development of communities and kingdoms in Egypt. Student Text pgs. 92-93 Lesson Title Chapter 4/Section 1.3 Egypt Unites Objective(s) Swbat Explain how strong kings united Egypt and ruled with the authority of gods. Student Text pgs. 94-95 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg93- Reading Check, Describe, Interpret Maps. Review and Assess-pg95- Reading Check, Draw Conclusions, Analyze Language. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS NJSLS SKILLS/ CONTENT OBJECTIVES: 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e Lesson Title Chapter 4/Section 2.1 The Old Kingdom Objective(s) Swbat Explain how Old Kingdom pharaohs demonstrated their power by building monumental pyramids. Student Text pgs. 98-99 Lesson Title Chapter 4/Section 2.2 Daily Life and Religion Objective(s) Swbat Explain how the strong beliefs the Egyptians has about religion and burial affected all social classes. Student Text pgs. 100-101 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg99- Reading Check, Describe, Draw Conclusions. Review and Assess-pg101- Reading Check, Compare, Draw Conclusions. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS NJSLS SKILLS/ CONTENT OBJECTIVES: 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e Lesson Title Chapter 4/Section 2.3 Document-Based Question: Life, Death, and Religion. Objective(s) Swbat Synthesize information about life, death, and religion in ancient Egypt from primary source documents. Student Text pgs. 102-103 Lesson Title Chapter 4/Section 2.4 The Middle Kingdom Objective(s) Swbat Describe the Middle Kingdom as strong and peaceful between periods of weakness and foreign rule. Student Text pgs. 104-105 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg103- Synthesize and Write: Review, Recall, Construct, and Write. Review and Assess-pg105- Reading Check, Analyze Cause and Effect, Sequence Events. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Lesson Title Chapter 4/Section 3.1 Hatshepsut Expands Trade Objective(s) Swbat Explain how Egypt grew wealthy through conquest and trade under a female pharaoh. Student Text pgs. 106-107 Lesson Title Chapter 4/Section 3.2 Biography: Ramses II Student Text pgs. 109-109 Objective(s) Swbat Explain how Ramses II was one of the most powerful pharaohs in Egypt. Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg107- Reading Check, Draw Conclusions, Form and Support Opinions. Review and Assess-pg109- Reading Check, Make Inferences, Compare and Contrast. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 4/Section 3.3 History Through Objects: Tut’s Treasures Objective(s) Swbat Identify some of the treasures found in the tomb of the pharaoh Tutankhamen. Lesson Title Chapter 4/Section 3.4 The Rise of Kush Objective(s) Swbat Explain how the Nubian kingdom of Kush followed Egypt as a center of power, culture, and trade. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 111 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 111-113 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Pg. 111 –TE History Through Objects, Guided Discussion, Analyze Visuals, Active Options. Review and Assess-pg113- Reading Check, Make Inference, Interpret Maps. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 4/Section 4.1 Hieroglyphs and Papyrus Objective(s) Swbat Explain that the Egyptians valued and wrote for many purposes. Lesson Title Chapter 4/Section 4.2 Medicine, Science, and Mathematics Objective(s) Swbat Explain how Egyptians put their advanced knowledge of medicine, science, and mathematics to practical use. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 114-115 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 116-117 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg115- Reading Check, Identify Main Ideas and Details, Make Inferences. Review and Assess-pg117- Reading Check, Make Connections, Synthesize. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 4/Section 4.3 Art and Architecture Objective(s) Swbat Explain how ancient Egyptians created distinctive art and architecture. Lesson Title Review and Assessment Chapter 4. Objective(s) Swbat- Demonstrate their knowledge of material covered in Ch. 4 TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 118-119 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 120-121 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg119- Reading Check, Draw Conclusion, Determine Word Meanings. Digital Resources-Formal Assessment- Chapter Test A (on-level) B(BelowLevel) BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 2 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Benchmark Review and Assessment # 1 TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS ASSESSMENTS Teacher Created Review for Benchmark. Teacher will administer Benchmark Assessment #1 via EdConnect. Student Text pgs. 124-125 Review and Assess-pg125- Reading Check, Interpret Maps, Compare and Contrast. Objective(s) Swbat- Demonstrate their knowledge of material covered in first four chapters. Lesson Title Chapter 5/Section 1.1 Abraham and Moses Objective(s) Swbat Explain why Abraham and Moses were important leaders of Judaism. Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 5/Section 1.2 A Distinct Culture Objective(s) Swbat Identify how the religious beliefs and practices of the Israelites set them apart from the Canaanites. Lesson Title Chapter 5/Section 1.3 Beliefs and Texts of Judaism Objective(s) Swbat Describe the religious teachings written down in the religious books of the Israelites. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 126-127 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 128-129 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg127- Reading Check, Interpret Maps, Compare and Contrast. Review and Assess-pg129- Reading Check, Make Generalizations, Draw Conclusions. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 5/Section 1.4 Document-Based Question: Writing from the Hebrew Bible Objective(s) Swbat Synthesize information about the Hebrew Bible from primary source documents. Lesson Title Chapter 5/Section 2.1 Israel and Judah Objective(s) Swbat Explain why the Israelites, at first united underline of kings, later became divided and defeated by external powers. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 130-131 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 132-133 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Synthesize and Write pg. -131- Review, Recall, Construct, Write Review and Assess-pg133- Reading Check, Identify Problems, Make Inferences. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 5/Section 2.2 Exile and Return Objective(s) Swbat Explain how the Jews maintained, developed, and strengthened their identity and religion while in Babylon. Lesson Title Chapter 5/Section 2.3 The Diaspora Objective(s) Swbat Explain why Syrians and the Romans failed I their attempts to destroy Judaism. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 134-135 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 136-137 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg135- Reading Check, Identify, Details, Make Inferences. Review and Assess-pg137- Reading Check, Interpret Maps, Draw Conclusions. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS SKILLS/ CONTENT OBJECTIVES: 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e Lesson Title Review and Assessment Chapter 5. Objective(s) Swbat- Demonstrate their knowledge of material covered in Ch. 5 Lesson Title Chapter 6/Section 1.1 The Geography of Ancient India Objective(s) Swbat Explain how South Asia’s physical geography affected the development of Indus Valley civilizations. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 140-141 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 144-145 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Digital Resources-Formal Assessment- Chapter Test A (on-level) B(BelowLevel) Review and Assess-pg145- Reading Check, Interpret Maps, Make Inferences. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 6/Section 1.2 Harappan Civilization Objective(s) Swbat Explain how one of the world’s earliest and most advanced civilizations emerged in ancient India’s Indus River Valley. Lesson Title Chapter 6/Section 1.3 Aryan Migrations Objective(s) Swbat Identify how, after the Harappan civilizations declined, The Aryan immigrants forged a new Indian civilizations. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 146-147 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 148-149 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg147- Reading Check, Integrate Visuals, Make Inferences. Review and Assess-pg149- Reading Check, Interpret Maps, Determine Word Meanings. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 6/Section 1.4 Hindu Beliefs and Practices Objective(s) Swbat Explain how, over 5000 years, Hinduism absorbed and integrated many beliefs found throughout South Asia. Lesson Title Chapter 6/ Section 1.5 Document-Based Questions: Hindu Sacred Texts Objective(s) Swbat Synthesize information about Hindu sacred texts from primary and secondary source document. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 150-151 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 152-153 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg151- Reading Check, Make Inferences, Analyze Language Use. Synthesize and Write pg. -153- Review, Recall, Construct, Write BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 6/ Section 1.6 Siddhartha and Buddhism Objective(s) Swbat Explain how Buddhism emerged in India around 500 B.C. Lesson Title Chapter 6/ Section 2.1 The Maurya Empire Objective(s) Swbat how the Maurya Empire united much of India under a single ruler. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 154-155 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 156-157 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg155- Reading Check, Draw Conclusions, Make Inferences. Review and Assess-pg157- Reading Check, Interpret Maps, Analyze Cause and Effect. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 6 /Section 2.2 The Gupta Empire Objective(s) Swbat Describe how the Gupta Empire brought 200 years of peace and prosperity to India. Lesson Title Chapter 6 /Section 2.3 The Legacy of Ancient India Objective(s) Swbat Describe how the achievements of ancient India have influenced much of the world. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 158-159 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 160-161 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg159- Reading Check, Interpret Maps, Form and Support Opinions. Review and Assess-pg161- Reading Check, Sequence Events, Make Connection. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS SKILLS/ CONTENT OBJECTIVES: 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e Lesson Title Review and Assessment Chapter 6. Objective(s) Swbat- Demonstrate their knowledge of material covered in Ch. 6 Lesson Title Chapter 7/Section 1.1 The Geography of Ancient China Objective(s) Swbat Analyze how China’s deserts, mountains, and rivers helped shape its civilizations. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 162-163 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 166-167 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Digital Resources-Formal Assessment- Chapter Test A (on-level) B(BelowLevel) Review and Assess-pg167- Reading Check, Interpret Maps, Make Inferences. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 7/Section 1.2 Shang and Zhou Dynasties Objective(s) Swbat Identify the cultural behaviors and beliefs developed during the Shang and Zhou dynasties that have become part of Chinese civilizations. Lesson Title Chapter 7/Section 1.3 Chinese Philosophies Objective(s) Swbat Examine the beliefs and philosophies that developed in Chinese civilization. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 168-169 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 170-171 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg169- Reading Check, Integrate Visuals, Draw Conclusions. Review and Assess-pg171- Reading Check, Analyze Language Use, Compare and Contrast. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 7/Section 1.4 Document-Based Question : Contrasting Belief Systems Objective(s) Swbat Synthesize the different ideas presented by three Chinese philosophies. Lesson Title Chapter 7/Section 2.1 Biography: Shi Huangdi Objective(s) Swbat Explain how Shi Huangdi ruled his people and untied his empire. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 172-173 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 174-175 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Synthesize and Write pg. -173- Review, Recall, Construct, Write Review and Assess-pg175- Reading Check, Draw Conclusion, Form Opinions. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 7/Section 2.2 The Great Wall Objective(s) Swbat Describe and explain the purpose of the Great Wall. Lesson Title Chapter 7/Section 2.3 Moments in History: Terra Cotta Warriors Objective(s) Swbat Describe the terra cotta warriors Shi Huangdi had created and placed around his tomb. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 176-177 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 178-179 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg177- Reading Check, Integrate Visuals, Determine Word Meanings. Introduce and Engage, Teach-Guided Discussion. Active Options. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 7/Section 2.4 The Han Dynasty Objective(s) Swbat Discuss the ways in which Han dynasty rulers reformed the government, expanded the empire, and brought prosperity to China. Lesson Title Chapter 7/Section 2.5 The Legacy of Ancient Chia Objective(s) Swbat Discuss the lasting legacy of early Chinese achievements. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 180-181 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 182-183 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg181- Reading Check, Interpret Maps, Compare and Contrast. Review and Assess-pg183- Reading Check, Analyze Cause and Effect, Form Opinions. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 7/Section 3.1 The Silk Roads Objective(s) Swbat Describe the routes and journey involved on the Silk Roads. Lesson Title Chapter 7/Section 3.2 Trade on the Skill Road Objective(s) Swbat Describe the goods and ideas that were traded on the Silk Road. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 184-185 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 186-187 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg185- Reading Check, Interpret Maps, Make Inferences. Review and Assess-pg187- Reading Check, Draw Conclusion, Make Inferences. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Early Civilizations Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest continuous civilization? TIMELINE 1 Day 1 Day NJSLS SKILLS/ CONTENT OBJECTIVES: 6.2.8.A.2.b,6.2.8.B.2.a, 6.2.8.B.2.b,6.2.8.C.2.a, 6.2.8.D.2.a,6.2.8.D.2.b, 6.2.8.D.2.c,6.2.8.D.2.d, 6.2.8.A.3.a,6.2.8.A.3.b, 6.2.8.A.3.c,6.2.8.A.3.d, 6.2.8.A.3.e,6.2.8.B.3.a, 6.2.8.B.3.b,6.2.8.C.3.a, 6.2.8.C.3.b,6.2.8.D.3.a, 6.2.8.D.3.b, 6.2.8.D.3.c 6.2.8.D.3.d, 6.2.8.D.3.e Lesson Title Chapter 7/Section 3.3 History Through Objects: Goods from the Silk Road Objective(s) Swbat Identify some of the goods traded on the Silk Road. Lesson Title Review and Assessment Chapter 7. Objective(s) Swbat- Demonstrate their knowledge of material covered in Ch. 7 TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 189 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 192-193 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Pg. 189 –TE History Through Objects, Guided Discussion, Analyze Visuals, Active Options. Digital Resources-Formal Assessment- Chapter Test A (on-level) B(BelowLevel) BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Greek Civilization Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek culture have on the modern the world? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 8/Section 1.1 Mysterious Minoans Objective(s) Swbat Identify the origins of ancient Greek civilization. Lesson Title Chapter 8/Section 1.2 Mycenaean Civilization Objective(s) Swbat Determine the influence of the Mycenaeans in ancient Greek civilization. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 208-209 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 210-211 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg209- Reading Check, Draw Conclusions, Analyze Cause and Effect. Review and Assess-pg211- Reading Check, Compare and Contrast, Interpret Maps. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Greek Civilization Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek culture have on the modern the world? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 8/Section 1.3 The Age of Heroes Objective(s) Swbat Understand the role of the epic hero in ancient Greek culture. Lesson Title Chapter 8/Section 1.4 City-States Objective(s) Swbat Learn about the formation and importance of citystate. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 212-213 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 214-215 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg213- Reading Check, Identify Main Idea and Details, Form and Support Opinions. Review and Assess-pg215- Reading Check, Determine Word Meaning, Analyze Cause and Effect. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Greek Civilization Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek culture have on the modern the world? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 8/Section 1.5 Colonization and Trade Objective(s) Swbat Explore the impact of colonization and trade in ancient Greece. Lesson Title Chapter 8/Section 2.1 Sparta’s Military Objective(s) Swbat Learn about Spartan society in ancient Greece. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 216-217 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 218-219 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg217- Reading Check, Analyze Cause and Effect, Interpret Maps. Review and Assess-pg219- Reading Check, Summarize, Analyze Cause and Effect. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Greek Civilization Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek culture have on the modern the world? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 8/Section 2.2 Athens’s Democratic Objective(s) Swbat Explore the culture and society of ancient Athens. Lesson Title Chapter 8/Section 2.3 Uniting Against the Persians Objective(s) Swbat Learn about military victories by the ancient Greeks. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 220-221 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 222-223 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg221- Reading Check, Analyze Cause and Effect, Integrate Visuals. Review and Assess-pg223- Reading Check, Compare and Contrast, Analyze Visuals. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Greek Civilization Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek culture have on the modern the world? TIMELINE 1 Day 1 Day NJSLS SKILLS/ CONTENT OBJECTIVES: 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e Lesson Title Chapter 8/Section 2.4 Moments in History: The Battle of Thermopylae Objective(s) Swbat Explore the drama of the Battle of Thermopylae Lesson Title Review and Assessment Chapter 8. Objective(s) Swbat- Demonstrate their knowledge of material covered in Ch. 8 TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 224-225 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 226-227 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Introduce and Engage, Teach-Guided Discussion. Active Options. Digital Resources-Formal Assessment- Chapter Test A (on-level) B(BelowLevel) BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Greek Civilization Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek culture have on the modern the world? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Benchmark Review and Assessment # 2 TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS ASSESSMENTS Teacher Created Review for Benchmark. Teacher will administer Benchmark Assessment #2 via EdConnect. Student Text pgs. 230-231 Review and Assess-pg231- Reading Check, Compare and Contrast, Make Inferences. Objective(s) Swbat- Demonstrate their knowledge of material covered in chapters 4-8. Lesson Title Chapter 9/Section 1.1 Pericles and Democracy Objective(s) Swbat Identify the process by which Athens became a democracy. Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Greek Civilization Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek culture have on the modern the world? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 9/Section 1.2 The Athenian Empire Objective(s) Swbat Understand Athens’s transformation into a powerful empire. Lesson Title Chapter 9/Section 1.3 Religion and the Gods Objective(s) Swbat Understand religious beliefs of the ancient Greeks. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 232-233 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 234-235 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg233- Reading Check, Analyze Cause and Effect, Integrate Visuals. Review and Assess-pg235- Reading Check, Make Inferences, Draw Conclusions. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Greek Civilization Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek culture have on the modern the world? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 9/Section 2.1 War Breaks Out Objective(s) Swbat understand the factors that led to war between Athens and Sparta. Lesson Title Chapter 9/Section 2.2 The Defeat of Athens Objective(s) Swbat Examine the consequence of the Peloponnesian War and their effect on ancient Greece. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 236-237 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 238-239 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg237- Reading Check, Compare and Contrast, Interpret Maps. Review and Assess-pg239- Reading Check, Determine Word Meaning, Analyze Cause and Effect. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Greek Civilization Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek culture have on the modern the world? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 9/Section 2.3 Document-Based Question: Athenian Democracy Objective(s) Swbat Synthesize information about Athenian democracy from two primary source. Lesson Title Chapter 9/Section 3.1 Philip of Macedonia Objective(s) Swbat Learn about the fate of Greek city-states after they were conquered by Macedonia. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 240-241 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 242-243 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Synthesize and Write pg. -241- Review, Recall, Construct, Write Review and Assess-pg243- Reading Check, Analyze Cause and Effect, Identify Main Ideas and Details. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Greek Civilization Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek culture have on the modern the world? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 9/Section 3.2 Biography: Alexander the Great Objective(s) Swbat Examine the growth of the Macedonian empire under the reign of Alexander the Great. Lesson Title Chapter 9/Section 3.3 The Spread of Hellenistic Culture Objective(s) Swbat Identify traits of Hellenistic culture. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 244-245 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 246-247 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg245- Reading Check, Compare and Contrast, Interpret Maps. Review and Assess-pg247- Reading Check, Draw Conclusions, Identify Main Ideas and Details. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Greek Civilization Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek culture have on the modern the world? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 9/Section 4.1 Philosophy and Literature Objective(s) Swbat Understand how ancient Greek achievements in philosophy and literature influenced the ancient and modern worlds. Lesson Title Chapter 9/Section 4.2 Arts and Architecture Objective(s) Swbat Explain how classical Greek achievements in the arts and architecture influenced the ancient and modern worlds. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 248-249 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 250-251 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg249- Reading Check, Draw Conclusions, Analyze Cause and Effect. Review and Assess-pg251- Reading Check, Compare and Contrast, Identify Main Ideas and Details. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Greek Civilization Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek culture have on the modern the world? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 9/Section 4.3 Moments in History: The Parthenon Objective(s) Swbat Identify the cultural ideas that found expression in Greek architecture’s most stunning example: the Parthenon. Lesson Title Chapter 9/Section 4.4 Democracy and Law Objective(s) Swbat Learn about the influence of Greek ideas in the government of the United States. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 252-253 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 254-255 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Introduce and Engage, Teach-Guided Discussion. Active Options. Review and Assess-pg255- Reading Check, Analyze Cause and Effect, Compare and Contrast. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Greek Civilization Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek culture have on the modern the world? TIMELINE 1 Day NJSLS SKILLS/ CONTENT OBJECTIVES: 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e Lesson Title Review and Assessment Chapter 9. Objective(s) Swbat- Demonstrate their knowledge of material covered in Ch. 9 TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 256-257 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Digital Resources-Formal Assessment- Chapter Test A (on-level) B(BelowLevel) BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 10/Section 1.1 The Geography of Ancient Rome Objective(s) Swbat Identify the geographic advantages that help ancient Rome become a powerful civilization. Lesson Title Chapter 10/Section 1.2 The Founding of Rome Objective(s) Swbat Identify how Rome grew from village to a large city. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 270-271 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 272-273 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg271- Reading Check, Find Main Ideas and Details, Interpret Maps. Review and Assess-pg273- Reading Check, Identify Main Idea and Details. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 10/Section 1.3 Republican Government Objective(s) Swbat Describe the government of the Roman Republic and explain how it protected citizens. Lesson Title Chapter 10/Section 1.4 The Roman Forum Objective(s) Swbat Analyze the purpose of the Roman Forum in the Roman Republic. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 274-275 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 276-277 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg275- Reading Check, Compare and Contrast, Draw Conclusions. Review and Assess-pg277- Reading Check, Identify Main Ideas and Details, Make Inferences. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 10/Section 2.1 Men and Women Objective(s) Swbat Explain the different roles of men and women in Roman society. Lesson Title Chapter 10/Section 2.2 Rich and Poor Objective(s) Swbat Compare life in the Roman Republic for people of different social class. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 278-279 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 280-281 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg279- Reading Check, Determine Word Meaning, Compare and Contrast. Review and Assess-pg281- Reading Check, Integrate Visuals, Make Inferences. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 10/Section 2.3 Gods and Beliefs Objective(s) Swbat Explain the roles of religion and values in Roman culture. Lesson Title Chapter 10/Section 3.1 The Roman Army Objective(s) Swbat Explain how the organization and training of Roman soldiers led to Rome’s military success. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 282-283 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 284-285 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg283- Reading Check, Summarize, Draw Conclusion. Review and Assess-pg285- Reading Check, Identify Main Ideas and Details, Summarize. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 10/Section 3.2 History Through Object: Roman Armor Objective(s) Swbat Identify the equipment used to keep Roman soldiers safe and successful on and off the battlefield. Lesson Title Chapter 10/Section 3.3 Hannibal and the Punic Wars Objective(s) Swbat Explain the causes and impact of the First and Second Punic Wars on the Roman Republic. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 287 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 288-289 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Pg. 287 –TE History Through Objects , Guided Discussion, Analyze Visuals, Active Options Review and Assess-pg289- Reading Check, Compare and Contrast, Draw Conclusions. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 10/Section 3.5 Rome Expands Objective(s) Swbat Explain the causes and impact of the Third Punic War and the Macedonian Wars on the Roman Republic. Lesson Title Chapter 10/Section 4.1 The Republic in Crisis Objective(s) Swbat Explain the factors that weakened the Roman Republic during the transition from republic to empire. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 292-293 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 294-295 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg293- Reading Check, Interpret Maps, Analyze Language Use. Review and Assess-pg295- Reading Check, Identify Main Ideas and Details, Form Opinions. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 10/Section 4.2 Biography: Gaius Julius Caesar Objective(s) Swbat Analyze the impact that Julius Caesar had on the Roman Republic and summarize his key achievements. Lesson Title Chapter 10/Section 4.3 Document-Based Question: The Assassination of Julius Caesar Objective(s) Swbat Synthesize information about the assassination of Julius Caesar from primary and secondary source documents. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 296-297 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 298-299 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg297- Reading Check, Summarize, Compare and Contrast. Synthesize and Write pg. -299- Review, Recall, Construct, Write BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 10/Section 4.4 Moments in History : The Ides of March Objective(s) Swbat Determine the impact of Julius Caesar’s assassination on the Roman Republic. Lesson Title Review and Assessment Chapter 10. Objective(s) Swbat- Demonstrate their knowledge of material covered in Ch. 10 TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 300-301 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 302-303 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Introduce and Engage, Teach-Guided Discussion. Active Options. Digital Resources-Formal Assessment- Chapter Test A (on-level) B(BelowLevel) BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 2 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Benchmark Review and Assessment # 3 TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS ASSESSMENTS Teacher Created Review for Benchmark. Teacher will administer Benchmark Assessment #3 via EdConnect. Student Text pgs. 306-307 Review and Assess-pg307- Reading Check, Identify Main Ideas and Details, Make Inferences. Objective(s) Swbat- Demonstrate their knowledge of material covered in chapters 9-10 Lesson Title Chapter 11/Section 1.1 Augustus and the Pax Romana Objective(s) Swbat Identify how Augustus secured and solidified his leadership of the Roman Empire and Rome’s lasting legacy. Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 11/Section 1.2 Growth and Trade Objective(s) Swbat Describe how trade contributed to Rome’s strength and ability to endure over time. Lesson Title Chapter 11/Section 1.3 Roman Engineering Objective(s) Swbat Identify Roman contributions to structural engineering. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 308-309 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 310-311 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg309- Reading Check, Interpret Maps, Analyze Cause and Effect. Review and Assess-pg311- Reading Check, Summarize, Make Inferences. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 11/Section 1.4 The Colosseum Objective(s) Swbat Understand the role of the Colosseum in Rome and its lasting legacy. Lesson Title Chapter 11/Section 1.5 Villas and Frescoes Objective(s) Swbat Recognize what can be learned about Romans through their art and architecture. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 312-313 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 314-315 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg313- Reading Check, Make Connections, Make Inferences. Review and Assess-pg315- Reading Check, Monitor Comprehension, Synthesize. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 11/Section 1.6 Pompeii Objective(s) Swbat Analyze how the clues found at Pompeii can help us understand daily life in the Roman Empire. Lesson Title Chapter 11/Section 2.1 The Origins of Christianity Objective(s) Swbat Describe the origins of Christianity and the history and teachings of Jesus. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 316-317 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 318-319 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg317- Reading Check, Sequence Events, Analyze Cause and Effect. Review and Assess-pg319- Reading Check, Sequence Events, Make Inferences. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 11/Section 2.2 Christianity Spreads Objective(s) Swbat Analyze how and why Christianity spread across the Roman world. Lesson Title Chapter 11/Section 2.3 Document-Based Question: New Testament Literature Objective(s) Swbat Synthesize information about the New Testament from primary source documents. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 320-321 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 322-323 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg321- Reading Check, Interpret Maps, Make Inferences. Synthesize and Write pg. -323- Review, Recall, Construct, Write BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 11/Section 2.4 The Early Christian Church Objective(s) Swbat Understand the development and formation of the early Christian church. Lesson Title Chapter 11/Section 3.1 The Third Century Crisis Objective(s) Swbat Analyze the issues that led to a crisis for the Roman Empire in the third century. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 324-325 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 326-327 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg325- Reading Check, Describe, Draw Conclusion, Review and Assess-pg327- Reading Check, Analyze Cause and Effect, Draw Conclusion. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 11/Section 3.2 Eastern and Western Roman Empires Objective(s) Swbat Explain how and why the Roman Empire was divided and administered. Lesson Title Chapter 11/Section 3.3 End of the Western Roman Empire Objective(s) Swbat Identify the forces that ultimately brought an end to the Western Roman Empire. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 328-329 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 330-331 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg329- Reading Check, Interpret Maps, Identify Problems and Solutions. Review and Assess-pg331- Reading Check, Sequence Events, Draw Conclusion. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 11/Section 4.1 Latin and Literature Objective(s) Swbat Understand the lasting legacy of Rome in Language and literature. Lesson Title Chapter 11/Section 4.2 Art, Architecture, and Law Objective(s) Swbat Understand the lasting legacy of Rome in modern-day art, architecture. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 332-333 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 334-335 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg333- Reading Check, Sequence Events, Make Inferences. Review and Assess-pg335- Reading Check, Make Connections. Compare and Contrast. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: The Worlds of the Romans Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of the Roman Empire? TIMELINE 1 Day 1 Day NJSLS 6.2.8.A.3.c 6.2.8.A.3.d 6.2.8.A.3.e 6.2.8.B.3.a 6.2.8.B.3.b 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.b 6.2.8.D.3.c 6.2.8.D.3.d 6.2.8.D.3.e SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 11/Section 4.3 Moments in History: The Roman Aqueduct Objective(s) Swbat Understand why aqueducts themselves were important, but also why they are powerful reminders of a once mighty Roman Empire. Lesson Title Review and Assessment Chapter 11. Objective(s) Swbat- Demonstrate their knowledge of material covered in Ch. 11 TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 337 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 338-339 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Introduce and Engage, Teach-Guided Discussion. Active Options. Digital Resources-Formal Assessment- Chapter Test A (on-level) B(BelowLevel) BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Byzantine and Islamic Civilizations Essential Question(s): How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire? What major contributions did medieval Muslim leaders and scholars make to world civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.d 6.2.8.D.3.e 6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.B.4.e 6.2.8.B.4.f 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.D.4.a 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d 6.2.8.D.4.e 6.2.8.D.4.f 6.2.8.D.4.g SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 12/Section 1.1 The Geography of the Byzantine Empire Objective(s) Swbat- Identify the geographic features of the Byzantine Empire. Lesson Title Chapter 12/Section 1.2 Justinian and Theodora Objective(s) Swbat Identify key characteristics and events of the reign of Justinian and Theodora. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 352-353 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 354-355 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg353- Reading Check, Analyze Cause and Effect, Interpret Maps. Review and Assess-pg355- Reading Check, Identify Main Idea and Details, Analyze Visuals. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Byzantine and Islamic Civilizations Essential Question(s): How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire? What major contributions did medieval Muslim leaders and scholars make to world civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.d 6.2.8.D.3.e 6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.B.4.e 6.2.8.B.4.f 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.D.4.a 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d 6.2.8.D.4.e 6.2.8.D.4.f 6.2.8.D.4.g SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 12/Section 1.3 Moments in History: The Hagia Sophia Objective(s) Swbat Identify the importance of the Hagia Sophia to the Byzantine Empire. Lesson Title Chapter 12/Section 1.4 Life in Constantinople Objective(s) Swbat Describe the ways in which Constantinople was modeled on ancient Rome. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 356-357 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 358-359 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Introduce and Engage, Teach-Guided Discussion. Active Options. Review and Assess-pg359- Reading Check, Make Inferences, Interpret Maps. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Byzantine and Islamic Civilizations Essential Question(s): How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire? What major contributions did medieval Muslim leaders and scholars make to world civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.d 6.2.8.D.3.e 6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.B.4.e 6.2.8.B.4.f 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.D.4.a 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d 6.2.8.D.4.e 6.2.8.D.4.f 6.2.8.D.4.g SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 12/Section 2.1 The Church Divides Objective(s) Swbat Explain how differences in the development of Christianity in the East and the West led to a spilt in the church. Lesson Title Chapter 12/Section 2.2 History Through Objects: Byzantine Mosaics Objective(s) Swbat Describe the distinctive Byzantine style of mosaic art. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 360-361 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 363 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg361- Reading Check, Determine Word Meaning, Interpret Maps. Pg. 363 –TE History Through Objects, Guided Discussion, Analyze Visuals, Active Options. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Byzantine and Islamic Civilizations Essential Question(s): How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire? What major contributions did medieval Muslim leaders and scholars make to world civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.d 6.2.8.D.3.e 6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.B.4.e 6.2.8.B.4.f 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.D.4.a 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d 6.2.8.D.4.e 6.2.8.D.4.f 6.2.8.D.4.g SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 12/Section 2.3 The End of an Empire Objective(s) Swbat Explain the factors that weakened the Byzantine Empire and ultimately destroyed it. Lesson Title Review and Assessment Chapter 12. Objective(s) Swbat- Demonstrate their knowledge of material covered in Ch. 12 TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 364-365 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 366-367 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg365- Reading Check, Analyze Cause and Effect, Sequence Events. Digital Resources-Formal Assessment- Chapter Test A (on-level) B(BelowLevel) BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Byzantine and Islamic Civilizations Essential Question(s): How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire? What major contributions did medieval Muslim leaders and scholars make to world civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.d 6.2.8.D.3.e 6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.B.4.e 6.2.8.B.4.f 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.D.4.a 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d 6.2.8.D.4.e 6.2.8.D.4.f 6.2.8.D.4.g SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 13/Section 1.1 Trading Crossroads Objective(s) Swbat Explain how the Arabian Peninsula became an important crossroads for trade among the continents of Asia, Africa, and Europe by the early 600’s. Lesson Title Chapter 13/Section 1.2 The Prophet of Islam Objective(s) Swbat Discuss Muhammad as a great religious, political, and military leader who preached the religion of Islam and unified much of Arabia. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 370-371 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 372-373 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg371- Reading Check, Analyze Cause and Effect, Interpret Maps. Review and Assess-pg373- Reading Check, Analyze Cause and Effect, Identify Details. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Byzantine and Islamic Civilizations Essential Question(s): How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire? What major contributions did medieval Muslim leaders and scholars make to world civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.d 6.2.8.D.3.e 6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.B.4.e 6.2.8.B.4.f 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.D.4.a 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d 6.2.8.D.4.e 6.2.8.D.4.f 6.2.8.D.4.g SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 13/Section 1.3 Beliefs and Laws Objective(s) Swbat Describe how Islamic religious practices are based on Islam’s holy book and the life of Muhammad. Lesson Title Chapter 13/Section 1.4 Document-Based Question: The Qurán and Hadith Objective(s) Swbat Synthesize information about the Qurán and hadith from primary source documents, TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 374-375 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 376-377 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg375- Reading Check, Synthesize, Make Generalizations. Synthesize and Write pg. -377- Review, Recall, Construct, Write BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Byzantine and Islamic Civilizations Essential Question(s): How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire? What major contributions did medieval Muslim leaders and scholars make to world civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.d 6.2.8.D.3.e 6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.B.4.e 6.2.8.B.4.f 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.D.4.a 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d 6.2.8.D.4.e 6.2.8.D.4.f 6.2.8.D.4.g SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 13/Section 1.5 After Muhammad Objective(s) Swbat Explain how the Muslim state recovered from a period of disorder after Muhammad’s death and expanded to form a powerful empire. Lesson Title Chapter 13/Section 2.1 The Umayyads and the Abbasids Objective(s) Swbat Identify opposing groups that competed for power in the Muslim empire and explain how a major split developed in Islam in the late 600’s. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 378-379 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 380-381 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg379- Reading Check, Analyze Cause and Effect, Make Generalizations. Review and Assess-pg381- Reading Check, Identify Main Ideas and Details, Evaluate. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Byzantine and Islamic Civilizations Essential Question(s): How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire? What major contributions did medieval Muslim leaders and scholars make to world civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.d 6.2.8.D.3.e 6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.B.4.e 6.2.8.B.4.f 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.D.4.a 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d 6.2.8.D.4.e 6.2.8.D.4.f 6.2.8.D.4.g SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 13/Section 2.2 Muslim Spain Objective(s) Swbat Explain how the Umayyads transformed Muslim Spain into a center of power, learning, and culture between 756 and 1031. Lesson Title Chapter 13/Section 2.3 Moments in History: The Alhambra Objective(s) Swbat Explain the significance of the Alhambra to both Muslim and Christian rulers. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 382-383 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 384-385 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg383- Reading Check, Draw Conclusions, Sequence Events. Introduce and Engage, Teach-Guided Discussion. Active Options. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Byzantine and Islamic Civilizations Essential Question(s): How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire? What major contributions did medieval Muslim leaders and scholars make to world civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.d 6.2.8.D.3.e 6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.B.4.e 6.2.8.B.4.f 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.D.4.a 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d 6.2.8.D.4.e 6.2.8.D.4.f 6.2.8.D.4.g SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 13/Section 2.4 The Ottoman Empire Objective(s) Swbat Explain how a Muslim state known as the Ottoman Empire became the largest empire in the world in the 1500’s. Lesson Title Chapter 13/Section 2.5 The Safavid and Mughal Empires Objective(s) Swbat Identify rival Muslim empires that arose in Persia and India during the time of the Ottoman Empire. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 386-387 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 388-389 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg387- Reading Check, Make Inferences, Interpret Maps. Review and Assess-pg389- Reading Check, Compare and Contrast, Identify Problems and Solutions. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Byzantine and Islamic Civilizations Essential Question(s): How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire? What major contributions did medieval Muslim leaders and scholars make to world civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.d 6.2.8.D.3.e 6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.B.4.e 6.2.8.B.4.f 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.D.4.a 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d 6.2.8.D.4.e 6.2.8.D.4.f 6.2.8.D.4.g SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 13/Section 3.1 Science and Philosophy Objective(s) Swbat Describe how, under the leadership of Muslim dynasties, science and philosophy made important advances that spread across the world. Lesson Title Chapter 13/Section 3.3 Architecture, the Arts, and Literature Objective(s) Swbat Describe how medieval Muslim dynasties produced distinctive forms of architecture, art and writing that are highly admired today. TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 390-391 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 394-395 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Review and Assess-pg391- Reading Check, Make Generalizations, Make Connections. Review and Assess-pg395- Reading Check, Draw Conclusions, Evaluate. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Byzantine and Islamic Civilizations Essential Question(s): How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire? What major contributions did medieval Muslim leaders and scholars make to world civilization? TIMELINE 1 Day 1 Day NJSLS 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.d 6.2.8.D.3.e 6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.B.4.e 6.2.8.B.4.f 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.D.4.a 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d 6.2.8.D.4.e 6.2.8.D.4.f 6.2.8.D.4.g SKILLS/ CONTENT OBJECTIVES: Lesson Title Chapter 13/Section 3.4 History Through Objects: Islamic Art Objective(s) Swbat Identify different examples of art from medieval Muslim civilization. Lesson Title Review and Assessment Chapter 12. Objective(s) Swbat- Demonstrate their knowledge of material covered in Ch. 12 TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Student Text pgs. 397 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard Student Text pgs. 398-399 Digital Resources (Social Studies Skills Lessons- Reading: Compare and Contrast. Writing: Write and Explanation. Reading and Note – Taking Resource, Vocabulary Practice. Biography. Active History: Interactive Whiteboard ASSESSMENTS Pg. 397 –TE History Through Objects, Guided Discussion, Analyze Visuals, Active Options. Digital Resources-Formal Assessment- Chapter Test A (on-level) B(BelowLevel) BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6 Unit Title: Byzantine and Islamic Civilizations Essential Question(s): How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire? What major contributions did medieval Muslim leaders and scholars make to world civilization? TIMELINE 2 Day NJSLS 6.2.8.C.3.a 6.2.8.C.3.b 6.2.8.D.3.a 6.2.8.D.3.d 6.2.8.D.3.e 6.2.8.A.4.a 6.2.8.B.4.a 6.2.8.B.4.b 6.2.8.B.4.c 6.2.8.B.4.d 6.2.8.B.4.e 6.2.8.B.4.f 6.2.8.C.4.a 6.2.8.C.4.b 6.2.8.D.4.a 6.2.8.D.4.b 6.2.8.D.4.c 6.2.8.D.4.d 6.2.8.D.4.e 6.2.8.D.4.f 6.2.8.D.4.g SKILLS/ CONTENT OBJECTIVES: Lesson Title Benchmark Review and Assessment # 4 Objective(s) Swbat- Demonstrate their knowledge of material covered in chapters 11-13 TEACHER’S GUIDE/SUPPLEMENTAL MATERIALS Teacher Created Review for Benchmark. ASSESSMENTS Teacher will administer Benchmark Assessment #4 via EdConnect. BRIDGETON PUBLIC SCHOOLS Social Studies/World History: Grade 6
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