Download Unit 3

Tangipahoa Parish School System
Social Studies Implementation Guide
Grade 6
Unit 3: People and Ideas on the Move (1000 B.C.-300 A.D.)
Time Frame: 3 Weeks
Suggested
Time
Comprehensive
Curriculum
Activity
Week
12
Activity 1
Activity 2
Grade Level Expectations
5, 14, 29
5. Explain reasons for different patterns of
migration among early peoples (G-1C-M4)
14. Use economic concepts (e.g., supply and
demand, interdependence, push and pull
factors) to describe the
economic motivations for expanding trade and
territorial domination in world history
(E-1A-M9)
29. Describe how early river civilizations
influenced the development of other cultures
through trade and cultural diffusion (H-1C-M4)
Week
13
Activity 3
Activity 4
5, 17, 19, 21, 29, 31, 32, 34
5. Explain reasons for different patterns of
migration among early peoples (G-1C-M4)
17. Describe the defining characteristics of
world civilizations from political, social, and
economic perspectives (H-1A-M2)
19. Use multiple primary and secondary
sources to describe world civilizations (H-
Harcourt
Teacher
Edition Pages
Recommended
Assessments
Textbook
Resources
Other
Resources
U1, Ch. 1,
L4
Student Created
Travel Log
Skills
Transparencies 1-5,
2-3, 3-3, 4-2
Google Search of Migration After Hurricane (i.e.
Katrina)
U2, Ch. 3,
L2
Teacher
Observation of
Class
Discussions
U3, Ch. 6,
L2
U4, Ch. 8,
L1
http://ancienthistory.mrdonn.org/Mesopotamia.html#CUNEIFORM
Vocabulary Cards
Activity Book
Related Pages, pp.
28-29, p. 56, p. 71,
p. 12-13
http://www.foodtimeline.org
http://extension.usu.edu/aitc/teachers/pdf/lesson/winter07_grain.pdf
www.unitedstreaming.com
www.harcourtschool.com
http://www.tangischools.org/Tech/taillon/Resources.htm
http://www.tangischools.org/CC/GLE/Sixth%20Grade.htm
http://www.tangischools.org/eciweb/COMPREHENSIVE_CURRICULUM.html
U1, Ch. 1,
L4
U2, Ch. 3,
L2
U3, Ch. 6,
L2
Circle Map of 4
River
Civilizations
Skills
Transparencies 1-5,
2-3, 3-3, 4-2
Complete Word
Splashes based
on each
civilization
Vocabulary Cards
CCG BLM, p. 16, Technology Worksheet
www.teach-nology.com
www.mr.donn.org
Activity Book pp.
28-29, 56, 71
http://ancienthistory.mrdonn.org/Mesopotamia.html#CUNEIFORM
http://www.foodtimeline.org
http://extension.usu.edu/aitc/teachers/pdf/lesson/winter07_grain.pdf
www.unitedstreaming.com
1AM4)
21. Conduct historical research using a variety
of resources to answer historical questions
related to world civilizations (H-1A-M6)
U4, Ch. 8,
L1
Continue
Student Travel
Log
www.harcourtschool.com
http://www.tangischools.org/Tech/taillon/Resources.htm
http://www.tangischools.org/CC/GLE/Sixth%20Grade.htm
Venn Diagram
(CCG/ pg. 30)
“Reasons for
Ancient
Civilizations
29. Describe how early river civilizations
influenced the development of other cultures
through trade and cultural diffusion (H-1C-M4)
31. Identify the effects of migration and
militarization on the politics and social fabric
of
Europe and Asia (H-1C-M5)
http://www.tangischools.org/eciweb/COMPREHENSIVE_CURRICULUM.html
32. Analyze the origins and influence of the
Hittite, Minoan, and Mycenaean civilizations
(H-1C-M5)
34. Explain the significance of Phoenician
trade in the Mediterranean basin (H-1C-M6)
Week
14
Activity 5
Activity 6
Activity 7
7, 14, 29, 30, 31, 34
7. Describe the economic interdependence
among various ancient civilizations (G-1CM6)
14. Use economic concepts (e.g., supply and
demand, interdependence) to describe the
economic motivations for expanding trade and
territorial domination in world history
(E-1A-M9)
29. Describe how early river civilizations
influenced the development of other cultures
through trade and cultural diffusion (H-1C-M4)
30. Describe the development of agricultural
societies and individual communities in
Southwest Asia, the Mediterranean basin, and
temperate Europe, including the role of
U1, C2, L2
Make a poster of
trade routes
Skills
Transparencies 1-8
CCG, Act. 7
BLM, pp. 17-20
Trade Rubric
Vocabulary Cards
CCG/ BLM, p. 19, Sketch a Model; Current Events
on world conflicts
www.teach-nology.com
http://www.historyforkids.org/learn/economy/plow.htm
http://www.historyforkids.org/learn/westasia/history/phoenicians.htm
Continue
Student Created
Travel Log
Group Project:
Research and
create a model
of a farm of
ancient
http://ancienthistory.mrdonn.org/Mesopotamia.html#CUNEIFORM
http://www.foodtimeline.org
http://extension.usu.edu/aitc/teachers/pdf/lesson/winter07_grain.pdf
www.unitedstreaming.com
www.harcourtschool.com
http://www.tangischools.org/Tech/taillon/Resources.htm
plow technology (H-1C-M4)
31. Identify the effects of migration and
militarization on the politics and social fabric
of
Europe and Asia (H-1C-M5)
34. Explain the significance of Phoenician
trade in the Mediterranean basin (H-1C-M6)
technology and
share with the
class (Plow
Technology)
i-Leap
Formatted Test
http://www.tangischools.org/CC/GLE/Sixth%20Grade.htm
http://www.tangischools.org/eciweb/COMPREHENSIVE_CURRICULUM.html