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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