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Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Unit/Chapter Title: Unit 1 - Early Humans, Mesopotamia, and the Fertile Crescent Unit Length: 12 weeks Course/Grade: 6th Grade Social Studies Interdisciplinary Connection(s): ELA/Technology Standards: 6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. 6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an interconnected world. Strands: A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. 1 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly. L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 21st Century Life and Careers Standards 9.1.8.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively 9.1.8.B.1 Use multiple points of view to create alternative solutions. 9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities. 9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects. 9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities. 9.1.8.B.6 Evaluate communication, collaboration, and leadership skills and how they might be further developed in preparation for a future career through involvement in school, home, work, and extracurricular activities. Interdisciplinary Connections: English/Literacy: WHST.6-8.2.A-E Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Computer Technology: CCSS TECHNOLOY 8.1.8.A.1 Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program. 3 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Essential Questions 1.) Why do scholars study the people, events, and ideas of long ago? Enduring Understandings Understand the difference between BC and AC Prehistoric people learn to adapt to their environment to make 2.) How does discovering the tools and early remains of our early ancestors help us to understand ho early humans lived? 3.) How did early humans’ ways of living change as they interacted and adapted? 4.) What lessons from early hominid societies’ interactions with their environment can we relate to society’s present concerns about our environment? simple tools, to use fire, and to use language. The development of agriculture brought great changes to human society. Tools such as oral traditions, artifacts, written language, and others are used by archaeologists to understand history. Learning about a society’s geography can help us understand history. 5.) How did geography influence the development of civilizations? Gradually, our ancestors changed from surviving by hunting and gathering to farming and domesticating animals. 6.) What conditions were necessary for the world’s first civilization to develop in Mesopotamia? The advantage of a steady food supply helped early farming 7.) Why did the Code of Hammurabi play an important role in shaping Mesopotamia? The Valley of the Tigris and Euphrates Rivers was the site of settlements to grow into cities. the first civilizations in Mesopotamia. 8.) How did the beliefs of city states differ and influence The Sumerians developed the first civilization in Mesopotamia. society? How did their religious beliefs influence daily life? The Sumerians made many advances that helped society develop. Modern people can learn about cultures by studying primary 4 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 sources. After the Sumerians, many cultures ruled in the Fertile Crescent. Student Learning Objectives (What students should know and be able to do?) What should students know 6.2.8.A.1.a - Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. 6.2.8.B.1.a - Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies. 6.2.8.B.1.b - Compare and contrast how nomadic and agrarian What students should be able to do Identify the tools used to understand history. Compare and Contrast the social organization of early hunters and gatherers to early agrarian societies. Explain migratory patterns of hunter/gatherers from Africa. Describe the impact of migration of early humans’ lives. Evaluate the impact of the agricultural revolution on population growth and development of civilizations. 5 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 societies used land and natural resources. 6.2.8.C.1.a - Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8.C.1.b – Determine the impact of technological advancements on hunter/gatherer and agrarian societies. 6.2.8.D.1.b - Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures. Investigate how archaeological discoveries are used to understand what happened before written records. Construct timelines of the events occurring during major eras. Explain how major events are related to one another in time. Select and use various geographic representations to compare information about people and places, regions, and environments. Use maps and other documents to explain historical migration of people, expansion and disintegration of empires, and growth of economic and political systems. Summarize the role of trade in the development of civilizations. 6.2.8.D.1.c. - Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. Describe the geography of the Fertile Crescent. Explain the key points of Hammurabi’s Code. Summarize the Epic of Gilgamesh and explain what this story tells us about Sumerian religion. Read Hammurabi’s Code of Laws and determine how he would have handled each situation given. Create a Sumerian ziggurat or an irrigation system, name the Sumerian ziggurat/irrigation system, and explain the roles each played in Sumerian life. Create a poster that will demonstrate and explain how this ancient civilization (Mesopotamia) contributed to our modern world. 6 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Instructional Strategies Modifications/Extensions Assessments Resources/Technology (How will the students reach the learning targets?) (How will I differentiate?) (How will the students demonstrate mastery?) (What resources and materials will students need?) Reading/Writing: Close Reading of Texts Use Cornell notes while reading Use graphic organizer to identify main idea and supporting details Compare and contrast events, groups, or specific individuals using a Venn Diagram Summarize Use context clues to decode words and ideas Take notes while reading Checks for Understanding Exit Tickets Using the RACER method to respond to open-ended questions Student created questions Scaffolds for Learning: Use a main idea organizer to identify the essential and nonessential information. Formative Assessments: Teacher Observation Presentation Text/s: Holt McDougal – World History: Ancient Civilizations Through the Renaissance Use an inference chart while reading a story or a particular event and draw conclusions about what was read. Quizzes/Test Texts: See Appendix D Pose questions Logs, Journal Entries Skim and scan an assigned reading to identify text features and structure. Demonstrations Create labeled illustrations and/or illustrate vocabulary terms. Group Discussion Questions: See Appendix A Create a biographical dictionary for the people describe in this unit. Extensions: Identify and describe the multiple causes and effects of the events described in this unit. Portfolios Group Discussions Constructed Responses Performance Tasks: See Appendix B Summative Assessment: See Appendix C Websites: CCCS http://www.state.nj.us/education/cccs /standards/1/index.html 21st Century Skills and Career Standards http://www.state.nj.us/education/aps/ cccs/career/ Depths of Knowledge Levels http://www.dese.mo.gov/divimprove/ sia/msip/DOK_Chart.pdf http://commoncore.lacoe.edu/resourc es/training_121015/DOK_technology .pdf Student Portfolio Amistad: http://www.theamistadcommission.co 7 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Respond to an open-ended question based on an editorial or any informational text read in class. Complete a journal response or Cornell notes with questions that encourage critical thinking. Then write a brief summary of their questions at the end of each journal response or Cornell notes. m/ Harcourt Online: http:// http://www.eharcourtschool.com Brain Pop: http://wwww.brainpop.com Ancillary Materials Social Studies Notebook Journals Print and Online Graphic Organizers Open-Ended Response Rubric Word Walls Internet Student Portfolios Feedback Worksheets Vocabulary Words/Key Terms: history, culture, archaeology, fossil, artifacts, primary source, secondary source, geography, climate, prehistory, hominid, ancestor, tool, Paleolithic Era, society, hunter-gatherers, migrate, ice ages, land bridge, Mesolithic Era, Neolithic Era, domestication, agriculture, megaliths, Fertile Crescent, silt, irrigation, canals, surplus, division of labor, rural, urban, city-state, Gilgamesh, Sargon, empire, polytheism, priests, social hierarchy, cuneiform, pictographs, scribe, epics, architecture, ziggurat, monarch, Hammurabi’s Code, chariot, Nebuchadnezzar, alphabet 8 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Appendix A Group Discussion Questions Read excerpts from The Epic of Gilgamesh and respond to the following questions citing textual evidence, of course. Once you have responded to the questions and found quotes in the article to support your responses, come to class prepared for a discussion. (http://www.aina.org/books/eog/eog.pdf) 1.) Summarize what happened in the story you read. 2.) What does this story tell us about Sumerian religion—about their gods and beliefs? 3.) Does this sound like another story you may have heard before? Grading: Refer to Open Ended Rubric and the Group Discussion Rubric found under Common Rubrics. 9 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Appendix B Performance Task/s Task1: Read Hammurabi’s Code of Laws and respond to the following situations Hammurabi faced. Decide what you think to be a fair way to deal with the problem. You may choose 4 out of the following 7 problems to discuss for full credit. Once you have responded to the questions, come to class prepared for a discussion. Situations: What should be done to the carpenter who builds a house that falls and kills the owner? What happens if a man is unable to pay his debts? What happens to the wine seller who fails to arrest bad characters gathered at her shop? What should be done about a wife who ignores her duties and belittles her husband? What should be done if a son is adopted and then the birth-parents want him back? What should happen to a boy who slaps his father? when one man brings an accusation against another? Task 2: Build a Ziggurat OR Create an Irrigation System. Student may choose between the following 2 performance tasks. Build a Ziggurat: Students will use the British Museum Website to research the religious significance of the ziggurat to Sumerian city-states. Then, they will create a postcard with a picture of a ziggurat on one side and a description of a ziggurat on the other. The description should be of the ziggurat of Ur, and students will pretend and describe as if they have taken a tour of the ziggurat of Ur. Students can then use drawings to create a 3-D model using paper, scissors, and tape/glue. Students should then name their ziggurat by using the cuneiform alphabet. 10 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Create An Irrigation System: Using the textbook, students read about irrigation systems in Mesopotamia. Then, students will create a replica of an irrigation system, including two canals and a basin stemming from either of the major rivers. Students should also work in groups and create their own division of labor to accomplish this task. The teacher should link back the division of labor the students are using to the division of labor in Mesopotamia. Finally, students should write an explanatory response describing how they divided the labor, how they created the irrigation system, and what they could have done better to be more successful. Grading: Refer to NJ Registered Holistic Scoring Rubric/Open Ended Scoring Rubric found under Common Rubrics. 11 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Appendix C Summative Assessment Unit 1 Title: Early Humans, Mesopotamia, and the Fertile Crescent Subject: Social Studies Grade Level: 6 _________________________________________________________________________________________________________ Instructional Focus: Embark on an exploration of the ‘cradle of civilization’ to understand how Mesopotamia has affected the world we live in. Students will take on different roles that will ask them to search around Mesopotamia and find out important information. They will come away with the knowledge that Mesopotamia has changed or affected our world in some way. Social Studies Standards: 6.2.8.A.1.a, 6.2.8.B.1.a, 6.2.8.B.1.b, 6.2.8.C.1.a, 6.2.8.C.1.b, 6.2.8.D.1.b, 6.2.8.D.1.c. Reading Standards: RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.7, RH.6-8.9, RH.6-8.10 Writing Standards: WHST.6-8.2, WHST.6-8.4, WHST.6-8.6, WHST.6-8.7, WHST.6-8.9, WHST.6-8.10 Speaking and Listening Standards: SL.6.1 Language Standards: L.6.1 12 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 21st Century Life and Careers Standards: 9.1.8.A.1, 9.1.8.B.1, 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.B.6 _________________________________________________________________________________________________________ Essential Questions: 1.) What conditions were necessary for the world’s first civilization to develop in Mesopotamia? 2.) How did the beliefs of city-states differ and influence society? 3.) How did their religious beliefs influence daily life? _________________________________________________________________________________________________________ Student Learning: Students will be able to complete the following: Students will research various topics. Students will respond to a variety of leveled questions by citing strong textual evidence using RACE/RACER. Students will be able to outline their research utilizing a graphic organizer. Students will arrange the information they have gathered to create a poster. Students will create a poster detailing information from various points of view. Students will utilize presentation skills to present their poster to a small group. Students will write notes utilizing an outline/graphic organizer. Students will write a rough draft for their poster information. Students will participate in a presentation. Students will describe a various roles and aspects of life during a specific time period. Students will draw a map. Students will create a timeline. Students will explain the steps it would take to farm in Mesopotamia each year. Students will explain one of the 7 wonders of the ancient world known as the 'Hanging Gardens of Babylon’ Students will illustrate and label 4 inventions from Mesopotamia. __________________________________________________________________________________________________________ Introduction What would life be like if no one ever ventured beyond their neighborhood? What would we know about the world we live in? Well, probably very little! But we don’t have to worry about that, because exploration has played a major role in learning about our Earth for 13 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 centuries. Now it is your turn to go exploring. You will embark on a cyber journey into ancient Mesopotamia. You will explore this ‘cradle of civilization’ to understand how Mesopotamia has affected the world you live in. You will take on different roles that will ask you to search around Mesopotamia and find out important information. You will come away with the knowledge that Mesopotamia has changed or affected your world in some way. Task You will journey back in time to ancient Mesopotamia. You are to discover and bring back information, about this ancient civilization. Your final project (a poster) will demonstrate how this ancient civilization contributed to our modern world. You may be as creative as you like when putting together all of the information you uncover. As part of this Cyber Exploration, you will be asked to take on 4 different roles: Geographer, Historian, Agriculturalist, and Archaeologist. Steps: Step One: To begin, your first job in cyber Mesopotamia you will take on the role of a Geographer. It will be your responsibility to come up with the following information (REMEMBER: When you are answering the following questions, respond using YOUR OWN WORDS!!!!): 1.) Explain where Mesopotamia was located. What are the names of the two rivers where Mesopotamia lay? What does Mesopotamia mean? 2.) Draw a map to illustrate its historical location. 3.) What type of climate is in Mesopotamia? 4.) What present-day country would be the location of Ancient Mesopotamia? 5.) How far is Mesopotamia from our school (approximately)? Step Two: You will now take on the role of a Historian on this Mesopotamia Expedition. It will be your responsibility to come up with the following information (REMEMBER: When you are answering the following questions, respond using YOUR OWN WORDS!!!!): 1.) List the names of the civilizations which made Mesopotamia their home a long time ago. Include a timeline chart that shows the times of at least 4 civilizations. 2.) What are the requirements of a civilization? 3.) Explain the importance of Hammurabi. 4.) Write down any 5 different Hammurabi Laws that you find interesting and include the translation of it from Yale Law 14 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 School. 5.) Explain who Gilgamesh was. Retell his story IN YOUR OWN WORDS! Step Three: You are now going to be an Agriculturalist on this Mesopotamia journey. It will be your responsibility to come up with the following information (REMEMBER: When you are answering the following questions, respond using YOUR OWN WORDS!!!!): 1.) Describe the farming and agriculture of Mesopotamia. 2.) Explain how poisoned fields contributed to the collapse of Mesopotamia. 3.) What did Mesopotamians eat? 4.) Explain why civilizations like those from Mesopotamia, would live close to bodies of water. 5.) Click on the below internet link on Farming in Mesopotamia. Once you have read about the farming year, explain the steps it would take to farm each year in Mesopotamia. (USE YOUR OWN WORDS) (Farming and Agriculture http://mesopotamia.mrdonn.org/agriculture.html) Step Four: You are the Archaeologist on this Mesopotamia Expedition. It will be your responsibility to come up with the following information (REMEMBER: When you are answering the following questions, respond using YOUR OWN WORDS!!!!): 1.) Explain one of the 7 wonders of the ancient world known as the 'Hanging Gardens of Babylon’ 2.) Illustrate and label 4 inventions from Mesopotamia. Explain the importance of one these ancient inventions. 3.) What is cuneiform? Which civilization invented it? Spell your name using Cuneiform. You can draw it or use the printer to print off your name. 4.) What are the different classes of people in ancient Mesopotamia? 5.) What is a Ziggurat? What was its purpose? Include a picture Step Five: Prepare your research and arrange this information in poster form. Your final completed poster will be presented to a small group. Step Six: It is time to present your poster to the class! As a class, we will review the guidelines for grading and practice your presentation a friend, and then you will present your poster to the class in a small group. Step Seven: It is time to reflect and conclude our work! Was your poster informative and accurate? Write a brief summary of all that you learned. Describe the parts of this project you enjoyed the most, and the least. What would you do differently next time you are 15 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 involved in a collaborative project? What would you do the same? Websites: https://drive.google.com Mesopotamia – The British Museum: http://www.mesopotamia.co.uk/ Life in Mesopotamia: http://mesopotamia.lib.uchicago.edu/mesopotamialife/index.php Archaeology: http://mesopotamia.lib.uchicago.edu/interactives/index.html Ancient Mesopotamia for Kids: http://mesopotamia.mrdonn.org/ Fertile Crescent Map: http://www.utexas.edu/courses/classicalarch/images2/mapane.jpg Hammurabi’s Code: http://www.markville.ss.yrdsb.edu.on.ca/history/16th/hammurabicode.html Many Mesopotamian links: http://www.fordham.edu/Halsall/ancient/asbook03.asp Hanging Gardens of Babylon: http://7wonders.mrdonn.org/gardens.html Links for the Geographer: o Map of Mesopotamia: http://www.mesopotamia.co.uk/geography/explore/exp_set.html o Map of Mesopotamia: http://www.fsmitha.com/h1/map01mes.htm o Geography and Climate: http://www.sron.nl/~jheise/akkadian/mesopotamia.html o Distance Calculator: http://www.mapcrow.info/ o The Fertile Crescent and Meaning http://www.mrdowling.com/603mesopotamia.html o Map of Mesopotamia: http://www.wsu.edu/~wldciv/brians_syllabus/maps/maplabels1.html o Modern Map of Mesopotamia: http://www.mainandcentral.org/home/mainand/public_html/iraq032403a1.jpg o Interactive Map of Mesopotamia: http://www.classzone.com/cz/ot/webquest/AC_interactives/AC_02/mesopotamia/AC_03_079_mesopotamia.html Links for the Historian: o Quick History http://www.mesopotamia.co.uk/time/home_set.html o Civilizations: http://www.mnsu.edu/emuseum/prehistory/middle_east/ o Civilizations and 16 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 o o o o o Timeline http://www.aasd.k12.wi.us/staff/hermansenjoel/Ancient%20empires%20of%20the%20fertile%20crescent/me so%20diag_files/frame.htm Requirements of a Civilization http://www.aasd.k12.wi.us/Staff/hermansenjoel/meso_files/frame.htm Hammurabi: http://mesopotamia.mrdonn.org/hammurabi.html Hammurabi and Yale: http://www.phillipmartin.info/hammurabi/hammurabi_codeindex.htm Gilgamesh: http://mesopotamia.mrdonn.org/gilgamesh.html Gilgamesh: http://www.mesopotamia.co.uk/geography/story/sto_set.html Links for the Agriculturalist: o Farming and Agriculture http://mesopotamia.mrdonn.org/agriculture.html o Poisoned fields: http://www.learner.org/interactives/collapse/mesopotamia.html o Mesopotamian Cuisine: http://www.digonsite.com/drdig/neareast/19.html o Civilizations close to water http://www.mrdowling.com/603-civilization.html o Farming in Mespotamia: http://www.mesopotamia.co.uk/geography/challenge/cha_set.html Links for the Archaeologist: o Powerpoint presentation on the Hanging Gardens of Babylon: http://presentations.pppst.com/7wondersgardens.ppt#301,1,The Hanging Gardens o o o o Inventions: http://mesopotamia.mrdonn.org/inventions.html Cuneiform: http://www.upennmuseum.com/cuneiform.cgi Classes of people: http://mesopotamia.mrdonn.org/classes.html Ziggurats: http://mesopotamia.mrdonn.org/ziggurats.html 17 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Rubric(s):Project Rubric: Ziggurat/Irrigation System Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ Criteria 1 2 Points 3 4 Ancient Aspects Three ancient Four ancient characteristics No ancient characteristics present One ancient characteristic characteristics present and present and cuneiform and/or no cuneiform name present and cuneiform name cuneiform name name Modern Aspects No modern characteristics present Description Design Creativity One modern characteristic present No description was included with Only labels, no description is design present with design Two modern characteristics present Three modern characteristics present ____ Description is present, but very short with little explanation Description is complete, clear and thoughtfully expressed ____ Design is clear, clean, carefully created ____ Design incorporates a very creative design, merging modern and ancient ____ Design is very sloppy, messy, like a Design is messy and hard to Design is good, has color rough draft, hard to understand, understand, but has color and is clear, but a bit sloppy no color Design is boring, not creative Design has one or two creative elements ____ Design is fairly creative Total----> ____ 18 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Oral Presentation Rubric: Poster Teacher Name: ______________________________________________________________________ Student Name(s): ______________________________________________________________________ 4 3 2 1 Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word. Volume Volume is loud enough to be heard by all audience members throughout the presentation. Volume is loud enough to be heard by all audience members at least 90% of the time. Volume is loud enough to be heard by all audience members at least 80% of the time. Volume often too soft to be heard by all audience members. Stays on Topic Stays on topic all (100%) of the time. Stays on topic most (99-90%) of Stays on topic some (89%-75%) It was hard to tell what the topic the time. of the time. was. Content Shows a full understanding of the topic. Shows a good understanding of the topic. CATEGORY Posture and Eye Contact Stands up straight, looks relaxed Stands up straight and and confident. Establishes eye contact with everyone in the room during the presentation. Shows a good understanding of parts of the topic. Sometimes stands up straight establishes eye contact with and establishes eye contact. everyone in the room during the presentation. Does not seem to understand the topic very well. Slouches and/or does not look at people during the presentation. 19 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Poster Rubric Teacher Name: ______________________________________________________________________ Student Name: ______________________________________________________________________ CATEGORY 4 3 2 1 Required Elements The poster includes all required elements as well as additional information. All required elements are included on the poster. All but 1 of the required elements are included on the poster. Several required elements were missing. Labels All items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Almost all items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Many items of importance on the poster are clearly labeled with labels that can be read from at least 3 ft. away. Labels are too small to view OR no important items were labeled. Graphics - Relevance All graphics are related to the topic and make it easier to understand. All borrowed graphics have a source citation. All graphics are related to the topic and All graphics relate to the topic. One or most make it easier to understand. two borrowed graphics have a source Some borrowed graphics have a source citation. citation. Attractiveness The poster is exceptionally attractive in The poster is attractive in terms of terms of design, layout, and neatness. design, layout and neatness. The poster is acceptably attractive though it may be a bit messy. The poster is distractingly messy or very poorly designed. It is not attractive. Grammar There are no grammatical/mechanical mistakes on the poster. There are 3-4 grammatical/mechanical mistakes on the poster. There are more than 4 grammatical/mechanical mistakes on the poster. There are 1-2 grammatical/mechanical mistakes on the poster. Graphics do not relate to the topic OR several borrowed graphics do not have a source citation. 20 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Group Discussion-Grade 5 Rubric Student Name: ______________________________________ Objective Teacher Name: __________________________________ Criteria Points 4 Exemplary 3 Accomplished Student is never distracted and stays on task all of the time. Student is rarely distracted and stays on task most of the time. Student is occasionally distracted and stays on task some of the time. Student is always distracted and hardly ever stays on task. ____ Student always has something to contribute to his group discussion by sharing ideas, asking questions, or making plans. Student usually has something to contribute to his group discussion by sharing ideas, asking questions, or making plans. Student rarely has something to contribute to his group discussion by sharing ideas, asking questions, or making plans. Student never has something to contribute to his group discussion by sharing ideas, asking questions, or making plans. ____ Student listens when others talk and incorporates or builds off of the ideas of others. Student listens when others talk. Student does not listen when others talk. Student does not listen when others talk and often interrupts when others speak. ____ Behavior Student almost never displays disruptive behavior during group meetings. Student rarely displays disruptive behavior during group meetings. Student occasionally displays disruptive behavior during group meetings. Student almost always displays disruptive behavior during group meetings. ____ Preparation Student is almost always prepared to meet with group members and ready to share his research and findings to the group. Student is usually prepared to meet with group members and ready to share his research and findings to the group. Student is rarely prepared to meet with group members and ready to share his research and findings to the group. Student is never prepared to meet with group members and ready to share his research and findings to the group ____ Time Management Level Of Engagement In Small Group Discussion Listening Skills 2 Developing 1 Beginning Total----> ____ Comments: 21 Roselle Public Schools Social Studies Curriculum Units of Study Grade 6 Appendix D Text/Articles and or Documents Unit 1 - Early Humans, Mesopotamia, and the Fertile Crescent Title Genre/ Resource/ Page # Hammurabi’s Code of Laws Primary Source The Epic of Gilgamesh Primary Source Gilgamesh the King (The Gilgamesh Trilogy) by Ludmila Zeman Informational Text Gilgamesh the Hero by David Parkins and Geraldine McCaughrean Informational Text The Revenge of Ishtar (The Gilgamesh Trilogy) by Ludmila Zeman Informational Text The Last Quest of Gilgamesh (The Gilgamesh Trilogy) by Ludmila Zeman Informational Text Science in Ancient Mesopotamia by Carol Moss Informational Text Holt McDougal – World History: Ancient Civilizations Through the Renaissance Non-Fiction Text (Chapters 1,2 &3)(Pages 2-81) 22
