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6th Grade World History Curriculum Map World History Quarter 1 Benchmark Key Elements and Concepts CHAPTER KEY ELEMENTS / CONCEPTS Chapter 1 : Uncovering the Past Define/Identify: history, primary source, secondary source, culture, physical geography, archaeologist Where would early people settle? Examples of history, primary sources and secondary sources Chapter 2: The Stone Ages and Early Cultures Define/Identify: hominid, land bridge, prehistory, ancestor, homo sapiens, migrate, Stone Age, agriculture, megalith, society How did invention of tools affect early humans? How did ways of life change as people migrated? What did they need to do for survival? How did farming affect people? Why study ancient bones? What was the importance of language development? Chapter 3: Mesopotamia and the Fertile Crescent Define/Identify: Mesopotamia, Tigris River, Euphrates River, scribes, Phoenicians, canals, rivers, irrigation, canals, civilization, physical geography Where was Mesopotamia? What rivers are there? What did this area allow? Sumerians: scribes, religion Phoenicians: What were some accomplishments? How did the accomplishments affect growth and spread? (sea trade, alphabet) Hittites and Assyrians: What were the accomplishments? Babylonians: Who were Hammurabi and Nebuchadnezzar?? Chapter 4: Ancient Egypt and Kush Define/Identify: Nile River, dynasty, religious beliefs of Egyptians, pyramids, pharaoh, afterlife Where is Egypt? Where is the Nile River? What are the regions? Why was civilization able to thrive there? What did the Nile River provide the people of Egypt? Describe the religious beliefs. What is a pyramid and how was it used? What is afterlife and how did this affect the culture? 6th Grade World History Curriculum Map Week #1 Learning Goal: Students will understand why scholars study the people, events, and ideas of long ago. Essential Question: 1. Why do scholars study the people, events, and ideas of long ago? 2. How do historians improve our understanding of world? Benchmarks: SS.6.W.1.2 Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and designations of time periods SS.6.W.1.4 Describe the methods of historical inquiry and how history relates to the other social sciences SS.6.W.1.5 Describe the roles of historians and recognize varying historical interpretations SS.6.W.1.6 Describe how history transmits culture and heritage and provides models of human character Common Core: LACC.68.RH.1.2 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 LACC.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies LACC.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Academic Scale: 0 Even with help, no understanding of the importance of why scholars study the people, events, and ideas of long ago is demonstrated. (I don’t get it. ) 1 With help, a partial understanding of some of the simpler details and processes of why scholars study the people, events, and ideas of long ago is demonstrated. (I kinda- sorta get it. ) 2 No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of why scholars study the people, events, and ideas of long ago is demonstrated. (I get it, but I can’t explain it. ) 3 No major errors or omissions regarding any of the information and/or processes (simple or complex) of why scholars study the people, events, and ideas of long ago are demonstrated. (I get it, and I can explain it to others!) 4 In addition to Score 3. 0, in- depth inferences and applications that go beyond what was taught about why scholars study the people, events, and ideas of long ago is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Content/Text: The Big Idea: Historians use many kinds of clues to understand how people lived in the past. Chapter 1, Uncovering the Past TE pages: Studying History, Chapter 1, Section 1, p. 6-11 BYOD: Essential Vocabulary: terms identifying period of time and dates; history, culture, archaeology, fossil, artifacts, primary source, secondary source Activities During Shared Reading Possible Resources: Before: T.H.I.E.V.E.S, During: Cornell Notes, Online Textbook: eActivities—videos, animations, quizzes Discovery Education: Forensic Detectives: Archaeology at Work (Shang Dynasty, Mummies of Peru, Jerusalem, Case Closed) After: Student Generated Higher Order Questioning Close Reading: “The Discovery of the Tomb of Tutankhamen” Socrative Infuse Learning Discovery Education Techbook: Chapter 1, Section 1 Rise of Humans Other BYOD suggestions are at the end of the map, here. 6th Grade World History Curriculum Map Week #2 Learning Goal: Students will understand why scholars study the people, events, and ideas of long ago. Essential Question: 1. Why do scholars study the people, events, and ideas of long ago? 2. How do physical geography and human geography contribute to the study of history? Benchmarks: SS.6.G.1.1 Use latitude and longitude coordinates to understand the relationship between people and places on the Earth SS.6.G.6.1 Describe the Six Essential Elements of Geography SS.6.G.1.4 Utilize tools geographers use to study the world SS.6.W.1.4 Describe the methods of historical inquiry and how history relates to the other social sciences SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural communities Common Core: LACC.68.RH.1.2 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 LACC.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: 0 Even with help, no understanding of the importance of why scholars study the people, events, and ideas of long ago is demonstrated. (I don’t get it. ) 1 With help, a partial understanding of some of the simpler details and processes of why scholars study the people, events, and ideas of long ago is demonstrated. (I kinda- sorta get it. ) 2 No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of why scholars study the people, events, and ideas of long ago is demonstrated. (I get it, but I can’t explain it. ) 3 No major errors or omissions regarding any of the information and/or processes (simple or complex) of why scholars study the people, events, and ideas of long ago are demonstrated. (I get it, and I can explain it to others!) 4 In addition to Score 3. 0, in- depth inferences and applications that go beyond what was taught about why scholars study the people, events, and ideas of long ago is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Content/Text Chapter 1, Uncovering the Past, Chapter 2, The Stone Ages and Early Cultures The Big Idea: Physical geography and human geography contribute to the study of history. Prehistoric people learned to adapt to their environment, to make simple tools, to use fire, and to use language. TE pages: Studying Geography Chapter 1, Section 2, p. 12-17 (Use FL 36, FL45, as well) The First People, Chapter 2, Section 1, p. 28-35 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 1, Section 1 Rise of Humans Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Activities During Shared Reading Possible Resources: Before: T.H.I.E.V.E.S, Online Textbook: eActivities—videos, animations, quizzes geography, landforms, climate, environment, region, resources, prehistory, hominid, ancestor, tool, Paleolithic Era, society, huntergatherers During: Cornell Notes, After: Student Generated Higher Order Questioning, 3. How did prehistoric people change as time progressed? Week #3 6th Grade World History Curriculum Map Learning Goal: Students will understand humans' ways of living changed as they interacted and adapted. Essential Question: 1. How did humans’ ways of living change as they interacted and adapted? 2. As people migrated around the world, how did they adapt to their environments? Benchmarks: SS.G.2.3 Analyze the relationship of physical geography to the development of ancient river valley civilizations SS.6.G.4.2 Use maps to trace significant migrations, and analyze their results SS.6.G.4.3 Locate sites in Africa and Asia where archaeologists have found evidence of early human societies, and trace their migration patterns to other parts of the world SS.6.W.2.4 Compare the economic, political, social and religious institutions of ancient river civilizations SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural communities SS.6.W.2.2 Describe how the development of agriculture and metallurgy related to settlement, population growth, and the emergence of civilization Common Core: LACC.68.RH.1.2 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 LACC.68.WHST.1.1: Write arguments focused on discipline-specific content. Academic Scale: Content/Text Chapter 2, The Stone Ages and Early Cultures Big Ideas: As people migrated around the world, they learned to adapt to new environments. The development of agriculture brought great changes to human society. TE pages: Early Human Migration, Chapter 2, Section 2, p.36-39 Beginnings of Agriculture, Chapter 2, Section 3, p. 40-43 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 1, Section 2 Early Humans Discovery Education Techbook: Chapter 2, Section 1 Neolithic Revolution Discovery Education Techbook: Chapter 2, Section 2 Early Agricultural Civilizations Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: migrate, ice ages, land bridge, Mesolithic Era, Neolithic Era, domestication, agriculture, megaliths Activities During Shared Reading Possible Resources: Before: T.H.I.E.V.E.S, Online Textbook: eActivities—videos, animations, quizzes During: Cornell Notes, Discovery Education: Early Man-The Beginning of Mankind ; The Earliest Human Migration 3. How did the development of agriculture change human society? After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of humans’ ways of living changed as they interacted and adapted is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of humans’ ways of living changed as they interacted and adapted is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of humans’ ways of living changed as they interacted and adapted is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of humans’ ways of living changed as they interacted and adapted are demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about humans’ ways of living changed as they interacted and adapted is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Close Reading: “The Discovery of Chauvet Cave” Week #4 6th Grade World History Curriculum Map Learning Goal: Students will understand how geography influenced the development of civilization in Southwest Asia. Essential Question: 1. How did geography influence the development of civilization in Southwest Asia? 2. Where were the sites of the world's first civilizations? Why? 3. What are the elements of the first civilization? Benchmarks: SS.6.E.1.1 Identify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth SS.6.G.1.7 Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today SS.6.G.2.1 Explain how major physical characteristics, natural resources, climate and absolute and relative locations have influenced settlement, interactions, and the economies of ancient civilizations of the world SS.6.G.2.2 Differentiate between continents, regions, countries, and cities in order to understand the complexities of regions created by civilizations SS.6.G.3.1 Explain how the physical landscape has affected the development of agriculture and industry in the ancient world SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures SS.6.W.2.3 Identify the characteristics of civilization SS.6.W.2.8 Determine the contributions of key figures from ancient Mesopotamian civilizations Common Core: LACC.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LACC.68.RH.3.7: Integrate visual information with other information in print and digital texts. LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 3, Mesopotamia and the Fertile Crescent Big Ideas: Valleys of the Tigris and Euphrates rivers were the site of world’s first civilizations. The Sumerians developed the first civilization in Mesopotamia. TE pages: Geography of the Fertile Crescent, Section 1, p. 54-57 The Rise of Sumer, Chapter 3, Section 2, p. 60-64 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 3, Section 1 Geography of Mesopotamia Discovery Education Techbook: Chapter 3, Section 2 Mesopotamian Society Discovery Education Techbook: Chapter 3, Section 3 Mesopotamian Innovations and Contributions Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Fertile Crescent, silt, irrigation, canals, surplus, division of labor, rural, urban, city-state, Gilgamesh, Sargon, empire, polytheism, priests, social hierarchy Activities During Shared Reading Possible Resources: Before: T.H.I.E.V.E.S, Online Textbook: eActivities—videos, animations, quizzes During: Cornell Notes, Kids Discover: Mesopotamia After: Student Generated Higher Order Questioning, Discovery Education—Mesopotamia from Nomads to Farmers (Segments 1, 2 and 3 only); Religion and the Ruling Class; Development of the Sumerian City-State; Ancient Mesopotamia 0 1 2 3 4 Even with help, no understanding of the importance of how geography influenced the development of civilization in Southwest Asia is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how geography influenced the development of civilization in Southwest Asia is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of how geography influenced the development of civilization in Southwest Asia is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how geography influenced the development of civilization in Southwest Asia are demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how geography influenced the development of civilization in Southwest Asia is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) (for schools that ordered this title) Week #5 6th Grade World History Curriculum Map Learning Goal: Students will understand how geography influenced the development of civilization in Southwest Asia. Essential Question: 1. How did geography influence the development of civilization in Southwest Asia? 2. What are the advances the Sumerians achieved that helped their society progress and develop? 3. After the Sumerians, what cultures ruled parts of the Fertile Crescent? Benchmarks: SS.6.E.3.2 Categorize products that were traded among civilizations, and give examples of barriers to trade of those products SS.6.G.6.2 Compare maps of the world in ancient times with current political maps SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization SS.6.W.3.1 Analyze the cultural impact the ancient Phoenicians had on the Mediterranean world with regard to colonization (Carthage) exploration, maritime commerce (purple dye, tin) and written communication (alphabet) Common Core: LACC.68.RH.1.2 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 LACC.68.WHST.1.1: Write arguments focused on discipline-specific content. Academic Scale: Content/Text Chapter 3, Mesopotamia and the Fertile Crescent; Chapter 4, Ancient Egypt and Kush Big Ideas: The Sumerians made many advances that helped their society develop. After the Sumerians many cultures ruled parts of the Fertile Crescent. TE pages: Sumerian Achievements, Section 3, p. 65-69 Later Peoples of the Fertile Crescent, Section 4, p. 72-77 Optional: The Epic of Gilgamesh (see DE video below) BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 3, Section 1 Geography of Mesopotamia Discovery Education Techbook: Chapter 3, Section 2 Mesopotamian Society Discovery Education Techbook: Chapter 3, Section 3 Mesopotamian Innovations and Contributions Discovery Education Techbook: Chapter 5, Section 2 Phoenicia’s Geography and Society Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: cuneiform, pictographs, scribe, epics, architecture, ziggurat, menacing, succor, tempest, felled, execration, plunders, monarch, Hammurabi’s Code, chariot, Nebuchadnezzar, alphabet Activities During Shared Reading Possible Resources: Before: T.H.I.E.V.E.S, Online Textbook: eActivities—videos (The Impact of a System of Laws), animations, quizzes During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of how geography influenced the development of civilization in Southwest Asia is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how geography influenced the development of civilization in Southwest Asia is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of how geography influenced the development of civilization in Southwest Asia is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how geography influenced the development of civilization in Southwest Asia are demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how geography influenced the development of civilization in Southwest Asia is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Kids Discover: Mesopotamia (for schools that ordered this title) Discovery Education: Inventions and Innovations; The Epic of Gilgamesh Week #6 6th Grade World History Curriculum Map Learning Goal: Students will understand that the success of the Egyptian civilization was tied to the Nile River. Essential Question: 1. How was the success of the Egyptian civilization tied to the Nile River? 2. Why was the Nile Valley civilization so successful? 3. How did Egyptian government and religion affect the Old Kingdom of Ancient Egypt? Benchmarks: SS.6.E.3.3 Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners SS.6.G.2.4 Explain how the geographical location of ancient civilizations contributed culture and politics of those societies; SS.6.G.2.5 Interpret how geographic boundaries invite or limit interaction with other regions and cultures SS.6.G.2.5 Interpret how geographic boundaries invite or limit interaction with other regions and cultures SS.6.W.2.6 Determine the contributions of key figures from ancient Egypt Common Core: LACC.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies LACC.68.RH.3.7: Integrate visual information with other information in print and digital texts. LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 4, Ancient Egypt and Kush Big Ideas: The water, fertile soils, and protected setting of the Nile Valley allowed a great civilization to arise in Egypt around 3200 B.C. Egyptian government and religion were closely connected during the Old Kingdom. TE pages: Geography and Ancient Egypt, Section 1, p. 86-89 The Old Kingdom, Section 2, p. 90-95 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 4, Section 1 Geography of Egypt Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: cataracts, delta, Menes, pharaoh, dynasty, Old Kingdom, Khufu, nobles, afterlife, mummies, elite, pyramids, engineering Possible Resources: Kids Discover: Mummies (for schools that ordered this title) Kids Discover: Pyramids (for schools that ordered this title) Kids Discover: Ancient Egypt (for schools that ordered this title) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: Journals Through History-- Ancient Egypt—Land of Abundance; Living History—Living in Ancient Egypt Close Reading: “Fall of Meroe” Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of the success of the Egyptian civilization and its connection to the Nile River is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of the Egyptian civilization and its connection to the Nile River is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of the Egyptian civilization and its connection to the Nile River is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of the Egyptian civilization and its connection to the Nile River is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about the Egyptian civilization and its connection to the Nile River is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Week #7 6th Grade World History Curriculum Map Learning Goal: Students will understand that the success of the Egyptian civilization was tied to the Nile River. Essential Question: 1. How was the success of the Egyptian civilization tied to the Nile River? 2. What are the cultural attributes of life during the Middle and New Kingdoms in Ancient Egypt? Benchmarks: SS.6.E.2.1 Evaluate how civilizations through clans, leaders, and family groups make economic decisions for that civilization providing a framework for future city-state or nation development Common Core: LACC.68.RH.1.2 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 LACC.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Academic Scale: Content/Text Chapter 4, Ancient Egypt and Kush Big Ideas: During the Middle and New Kingdoms, order and greatness were restored in Egypt. TE pages: The Middle and New Kingdom, Section 3, p. 96-101 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 4, Section 2 Egyptian Society Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Middle Kingdom, New Kingdom, trade routes, Queen Hatshepsut, Ramses the Great Possible Resources: Activities During Shared Reading 0 1 2 3 4 Even with help, no understanding of the importance of the success of the Egyptian civilization and its connection to the Nile River is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of the Egyptian civilization and its connection to the Nile River is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of the Egyptian civilization and its connection to the Nile River is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of the Egyptian civilization and its connection to the Nile River is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about the Egyptian civilization and its connection to the Nile River is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Before: T.H.I.E.V.E.S, Kids Discover: Mummies (for schools that ordered this title) Kids Discover: Pyramids (for schools that ordered this title) Kids Discover: Ancient Egypt (for schools that ordered this title) During: Cornell Notes, Online Textbook: eActivities—videos, animations, quizzes After: Student Generated Higher Order Questioning, Discovery Education: Ancient Egypt –Constructing Civilization Week #8 6th Grade World History Curriculum Map Learning Goal: Students will understand that the success of the Egyptian civilization was tied to the Nile River. Essential Question: 1. How was the success of the Egyptian civilization tied to the Nile River? 2. What lasting achievements, made by the Egyptians, are still present in our world culture today? Benchmarks: SS.6.W.2.4 Compare the economic, political, social institutions of ancient river civilizations. SS.6.W.2.5 Summarize important achievements of Egyptian civilization. Common Core: LACC.68.RH1.3 Identify key steps in a text’s description of a process related to history/social studies LACC.68.RH.2.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 4, Ancient Egypt and Kush Big Ideas: The Egyptians made lasting achievements in writing, architecture, and art. TE pages: Egyptian Achievement, Section 4, p. 102-106 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 4, Section 3 Egyptian Innovations and Contributions Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: hieroglyphics, papyrus, Rosetta Stone, sphinxes, obelisk, King Tutankhamen Activities During Shared Reading Possible Resources: Before: T.H.I.E.V.E.S, Kids Discover: Mummies (for schools that ordered this title) Kids Discover: Pyramids (for schools that ordered this title) Kids Discover: Ancient Egypt (for schools that ordered this title) During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of the success of the Egyptian civilization and its connection to the Nile River is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of the Egyptian civilization and its connection to the Nile River is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of the Egyptian civilization and its connection to the Nile River is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of the Egyptian civilization and its connection to the Nile River is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about the Egyptian civilization and its connection to the Nile River is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: See previous weeks Week #9 6th Grade World History Curriculum Map Learning Goal: Students will understand that the success of the Egyptian civilization was tied to the Nile River. Essential Question: Benchmarks: SS.6.E.3.3 Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners SS.6.E.3.4 Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade SS.6.G.3.2 Analyze the impact of human populations on the ancient world’s ecosystems SS.6.W.3.18 Describe the rise and the fall of the ancient east African kingdoms of Kush and Axum and Christianity’s development in Ethiopia. Common Core: LACC.68.RH1.3 Identify key steps in a text’s description of a process related to history/social studies LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 4, Ancient Egypt and Kush Big Ideas: The kingdom of Kush, which arose south of Egypt in a land called Nubia, developed an advanced civilization with a large trading network. TE pages: Ancient Kush, Section 5, p. 107-113 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 5, Section 1 Kush Geography and Society Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Piankhi, trade network, merchants, exports, imports, King Ezana Possible Resources: Kids Discover: Mummies (for schools that ordered this title) Kids Discover: Pyramids (for schools that ordered this title) Kids Discover: Ancient Egypt (for schools that ordered this title) Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 1. How was the success of the Egyptian civilization tied to the Nile River? 2. What are the important elements of culture from the Kingdom of Kush? 0 1 2 3 4 Even with help, no understanding of the importance of the success of the Egyptian civilization and its connection to the Nile River is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of the Egyptian civilization and its connection to the Nile River is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of the Egyptian civilization and its connection to the Nile River is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of the Egyptian civilization and its connection to the Nile River is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about the Egyptian civilization and its connection to the Nile River is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: See previous weeks 6th Grade World History Curriculum Map World History Midterm Key Elements and Concepts CHAPTER KEY ELEMENTS / CONCEPTS Chapter 1 : Uncovering the Past Define/Identify: history, primary source, secondary source, culture, physical geography Where would early people settle? Examples of history, primary sources and secondary sources Chapter 2: The Stone Ages and Early Cultures Define/Identify: hominid, land bridge How did invention of tools affect early humans? How did ways of life change as people migrated? What did they need to do for survival? How did farming affect people? Chapter 3: Mesopotamia and the Fertile Crescent Define/Identify: Mesopotamia, Tigris River, Euphrates River, scribes, Phoenicians, canals, rivers Where was Mesopotamia? How were scribes treated? How did trade affect the people? Chapter 4: Ancient Egypt and Kush Define/Identify: Nile River, dynasty, religious beliefs of Egyptians, pyramids, pharaoh, afterlife Where is Egypt? What did the Nile River provide the people of Egypt? Describe the religious beliefs. Chapter 5: Ancient India Define/Identify: Himalayan Mountains, subcontinent, caste system, Hinduism, Buddhism, Siddhartha Gautama, karma Where is India? In Aryan society, how did the caste system work? Who was Siddhartha Gautama and what did he do? Chapter 6: Ancient China Define/Identify: Gobi Desert, Plateau of Tibet, Himalayan Mountains, Daoism, plow, wheelbarrow, Silk Road Where is China? How did Chinese inventions affect life? Chapter 14: China Define/Identify: Confucius, wood blocking, Grand Canal, porcelain, compass, civil service Week #10 6th Grade World History Curriculum Map Learning Goal: Students will understand how India’s rich history and culture affect the world today. Essential Question: Benchmarks: SS.6.G.1.3 Identify natural wonders of the ancient world SS.6.G.4.1 Discuss the significance of Aryan and other tribal migrations on the Indian civilization SS.6.W.4.1 Discuss the significance of Aryan and other tribal migrations on Indian civilization LA.6.1.6.1 Use new vocabulary that is introduced and taught directly LA.6.1.7.3 Determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details Common Core: LACC.68.RH.3.7: Integrate visual information with other information in print and digital texts. LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 5, Ancient India Big Ideas: Indian civilization first developed on the Indus River. TE pages: Geography and Early India, Section 1, p. 124-129 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 6, Section 1 Geography of India Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: subcontinent, monsoons, Sanskrit Possible Resources: Kids Discover: Ancient India (for schools that ordered this title) 1. 2. Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 How do India’s rich history and culture affect the world today? Where did Indian civilization first develop? Why? Even with help, no understanding of the importance of how India’s rich history and culture affect the world today is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how India’s rich history and culture affect the world today is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of how India’s rich history and culture affect the world today is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how India’s rich history and culture affect the world today is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how India’s rich history and culture affect the world today is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Online Textbook: eActivities—videos, animations (Geo Activities), quizzes Close Reading: “Candragupta Maurya” Week #11 6th Grade World History Curriculum Map Learning Goal: Students will understand how India’s rich history and culture affect the world today. Essential Question: 1. How do India’s rich history and culture affect the world today? 2. What is Hinduism and how did it develop? 3. What is Buddhism and where did it develop? Benchmarks: SS.6.G.4.4 Map and analyze the impact of the spread of various belief systems in the ancient world SS.6.W.4.2 Explain the major beliefs and practices associated with Hinduism and the social structure of the caste system in ancient India SS.6.W.4.4 Explain the teaching of Buddha, the importance of Asoka, and how Buddhism spread in India, Ceylon , and other parts of Asia Common Core: LACC.68.RH.2.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 5, Ancient India Big Ideas: Hinduism, the largest religion in India today, developed out of ancient Indian beliefs and practices. Buddhism began in India and became a major religion. BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 6, Section 3 India’s Religions: Origins and Characteristics Other BYOD suggestions are at the end of the map, here. TE pages: 0 1 2 3 4 Even with help, no understanding of the importance of how India’s rich history and culture affect the world today is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how India’s rich history and culture affect the world today is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of how India’s rich history and culture affect the world today is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how India’s rich history and culture affect the world today is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how India’s rich history and culture affect the world today is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Origins of Hinduism, Section 2, p. 130-135 Origins of Buddhism, Section 3, p. 136-141 Essential Vocabulary: caste system, Hinduism, reincarnation, karma, Jainism, nonviolence, Sikhism, fasting, meditation, the Buddha, nirvana, missionaries Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, Possible Resources: Kids Discover: Ancient India (for schools that ordered this title) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: Religions of the World: Hinduism; The Ganges River; The Caste System and Education YouTube: Buddha and Ashoka: Crash Course World History [12:17] Week #12 6th Grade World History Curriculum Map Learning Goal: Students will understand how India’s rich history and culture affect the world today. Essential Question: 1. How do India’s rich history and culture affect the world today? 2. Who built great empires in India? 3. What were some of the great contributions made by the people of India? Benchmarks: SS.6.W.4.3 Recognize the political and cultural achievements of the Mauryan and Gupta Empires SS.6.W.4.5 Summarize the important achievements and contributions of ancient Indian civilization Common Core: LACC.68.RH.1.2: 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. LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Content/Text Chapter 5, Ancient India Big Ideas: The Mauryas and the Guptas built great empires in India. The people of Ancient India made great contributions to the arts and sciences. TE pages: Indian Empires, Section 4, p. 142-146 Indian Achievements, Section 5, p. 147-151 Academic Scale: Essential Vocabulary: Candragupta Maurya, Asoka, Candra Gupta II, metallurgy, alloys, Hindu-Arabic numerals, inoculation, astronomy Possible Resources: Kids Discover: Ancient India (for schools that ordered this title) Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of how India’s rich history and culture affect the world today is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how India’s rich history and culture affect the world today is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of how India’s rich history and culture affect the world today is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how India’s rich history and culture affect the world today is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how India’s rich history and culture affect the world today is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 6, Section 2 India’s Rulers and Society Other BYOD suggestions are at the end of the map, here. Online Textbook: eActivities—videos, animations, quizzes Week #13 6th Grade World History Curriculum Map Learning Goal: Students will understand how the people, events, and ideas that shaped ancient China continue to influence the world. Essential Question: 1. How do the people, events and ideas that shaped ancient China continue to influence the world? 2. Where did Chinese civilization begin? Benchmarks: SS.6.G.5.3 Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations SS.6.W.4.9 Identify key figures from classical and post classical China Common Core: LACC.68.RH.1.3: Identify key steps in a text’s description of a process related to history/social studies LACC.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Academic Scale: Content/Text Chapter 6, Ancient China Big Idea: Chinese civilization began with the Shang dynasty along the Huang He. TE pages: Geography and Early China, Section 1, p. 160-165 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 7, Section 1 Geography of China Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: jade, oracle Possible Resources: Kids Discover: Ancient China (for schools that ordered this title) Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: Elementary Video Adventures: The Yellow River [8:30]; China’s First Dynasty [5:22]; Legacy of the Shang Dynasty [2:19]; The Geography of China [2:50] Close Reading: “Liu Bang” Week #14 6th Grade World History Curriculum Map Learning Goal: Students will understand how the people, events, and ideas that shaped ancient China continue to influence the world. Benchmarks: SS.6.G.5.2 Use geographic terms and tools to explain why ancient civilizations developed networks of highways, waterways, and other transportation linkages SS.6.W.4.6 Describe the concept of the Mandate of Heaven and its connection to the Zhou and later dynasties SS.6.W.4.7 Explain the basic teachings of Laozi, Confucius, and Han Fei Zi SS.6.W.4.9 Identify key figures from classical and post classical China Common Core: LACC.68.RH.1.2: 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. LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Content/Text Chapter 6, Ancient China Big Ideas: The Zhou dynasty brought political stability and new ways to deal with political and social changes in ancient China. The Qin dynasty unified China with a strong government and a system of standardization. TE pages: The Zhou Dynasty and New Ideas, Section 2, p. 166171 The Qin Dynasty, Section 3, p. 172-177 Essential Vocabulary: Activities During Shared Reading lords, peasants, Confucius, ethics, Confucianism, Daoism, Laozi, Before: T.H.I.E.V.E.S, Legalism, Shi Huangdi, Great Wall During: Cornell Notes, After: Student Generated Higher Order Questioning, Essential Question: 1. How do the people, events, and ideas that shaped ancient China continue to influence the world? 2. How did the Zhou dynasty bring political stability and new ways to deal with political and social changes in ancient China? 3. How did the Qin dynasty unify China? Academic Scale: 0 1 2 3 4 Even with help, no understanding of the importance of how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 7, Section 3 Life in the Chinese Dynasties Other BYOD suggestions are at the end of the map, here. Possible Resources: Kids Discover: Ancient China (for schools that ordered this title) Online Textbook: eActivities—videos (Confucius), animations, quizzes Week #15 6th Grade World History Curriculum Map Learning Goal: Students will understand how the people, events, and ideas that shaped ancient China continue to influence the world. Benchmarks: SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another SS.6.G.5.1 Identify the methods used to compensate for the scarcity of resources in the ancient world SS.6.W.4.8 Describe the contributions of classical and post classical China SS.6.W.4.9 Identify key figures from classical and post classical China SS.6.W.4.10 Explain the significance of the silk roads and maritime routes across the Indian Ocean to the movement of goods and ideas among Asia, East Africa, and the Mediterranean Basin. Common Core: LACC.68.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources. LACC.68.WHST.1.1: Write arguments focused on discipline-specific content. Content/Text Chapter 6, Ancient China Big Ideas: The Han dynasty created a new form of government that valued family, art and learning. Trade routes led to the exchange of new products and ideas among China, Rome, and other peoples. TE pages: The Han Dynasty, Section 4, p. 178-183 Han Contacts with Other Cultures, Section 5, p. 186-189 Essential Vocabulary: sundial, Activities During Shared Reading seismograph, acupuncture, silk, Silk Road, diffusion Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, Essential Question: 1. How do the people, events, and ideas that shaped ancient China continue to influence the world? 2. What was the Han dynasty like? 3. How did trade routes affect China, Rome and other peoples? Academic Scale: 0 1 2 3 4 Even with help, no understanding of the importance of how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 7, Section 3 Life in the Chinese Dynasties Discovery Education Techbook: Chapter 7, Section 4 Ancient Chinese Economy Other BYOD suggestions are at the end of the map, here. Possible Resources: Kids Discover: Ancient China (for schools that ordered this title) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: The Qin Dynasty, 221 BC-2-6 BC: The First Emperor and the Great Wall of China; Journals Through History: Ancient China—From Dynasty to Destiny Week #16 6th Grade World History Curriculum Map Learning Goal: Students will understand how China changed after the fall of the Han dynasty. Essential Question: 1. How did China change after the fall of the Han dynasty? 2. What was the Period of Disunion in China and how did the rulers of the Sui, Tang and Song dynasties reunify the country? 3. What were some of the economic, cultural and technological achievements of the Tang and Song dynasties? Benchmarks: SS.6.E.1.2 Describe and identify traditional and command economies as they appear in different civilizations SS.6.W.4.8 Describe the contributions of classical and post classical China SS.6.W.4.9 Identify key figures from classical and post classical China Common Core: LACC.68.RH.1.3: Identify key steps in a text’s description of a process related to history/social studies LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 14, China Big Ideas: The Period of Disunion was followed by reunification by rulers of the Sui, Tang, and Song dynasties. The Tang and Song dynasties were periods of economic, cultural, and technological accomplishments. TE pages: China Reunifies, Section 1, p. 410-413 Tang and Song Achievements, Section 2, p.414-419 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 13, Section 1 China’s Reunification and Development Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Period of Disunion, Grand Canal, Empress Wu, porcelain, woodblock printing, gunpowder, compass Activities During Shared Reading Possible Resources: Before: T.H.I.E.V.E.S, Online Textbook: eActivities—videos, animations, quizzes During: Cornell Notes, Discovery Education: Era of the Sui and Tang Dynasties, 581-907 AD. The Silk road [1:38]; Song Dynasty Innovations [3:24]; Journals Through History: Ancient China—Contributions to the World [16:00] After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of how China changed after the fall of the Han dynasty is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how China changed after the fall of the Han dynasty is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of how China changed after the fall of the Han dynasty is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how China changed after the fall of the Han dynasty is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how China changed after the fall of the Han dynasty is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) YouTube: The Sui Dynasty A Violent Reunification; Empress Wu [6:07]; Crash Course: The Mandate of Heaven and Confucius Week #17 6th Grade World History Curriculum Map Learning Goal: Students will understand how China changed after the fall of the Han dynasty. Essential Question: 1. How did China change after the fall of the Hand dynasty? 2. How did Confucian thought influence the Song government? Benchmarks: SS.6.W.4.7 Explain the basic teaching of Laozi, Confucius, and Han Fei Zi SS.6.W.4.11 Explain the rise and expansion of the Mongol empire and its effects on peoples of Asia and Europe including the achievements of Ghengis and Kublai Khan SS.6.W.4.12 Identify the causes and effects of Chinese isolation and the decision to limit foreign trade in the 15th century Common Core: LACC.68.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources. LACC.68.WHST.1.1: Write arguments focused on discipline-specific content. Academic Scale: Content/Text Chapter 14, China Big Ideas: Confucian thought influenced the Song government. TE pages: Confucianism and Government, Section 3, p. 420-423 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 7, Section 2 China’s Belief Systems Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: bureaucracy, civil service, scholar-official Possible Resources: Kids Discover: Ancient China (for schools that ordered this title) Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of how China changed after the fall of the Han dynasty is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how China changed after the fall of the Han dynasty is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of how China changed after the fall of the Han dynasty is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how China changed after the fall of the Han dynasty is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how China changed after the fall of the Han dynasty is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: China: From Past to Present: The Silk Road, The Great Wall and Changes in Government YouTube: Discovering China-Confucius; Confucious--Words of Wisdom; Crash Course: The Mandate of Heaven and Confucianism Week #18 6th Grade World History Curriculum Map Learning Goal: Students will understand how China changed after the fall of the Han dynasty. Essential Question: 1. How did China change after the fall of the Han dynasty? 2. How did the Chinese throw off foreign rulers during the Yuan dynasty and eventually prosper during the Ming dynasty? Benchmarks: SS.6.W.4.7 Explain the basic teaching of Laozi, Confucius, and Han Fei Zi SS.6.W.4.11 Explain the rise and expansion of the Mongol empire and its effects on peoples of Asia and Europe including the achievements of Ghengis and Kublai Khan SS.6.W.4.12 Identify the causes and effects of Chinese isolation and the decision to limit foreign trade in the 15th century Common Core: LACC.68.RH.1.3: Identify key steps in a text’s description of a process related to history/social studies LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 14, China Big Ideas: The Chinese were ruled by foreigners during the Yuan dynasty but they threw off Mongol rule and prospered during the Ming dynasty. TE pages: The Yuan and Ming Dynasties, Section 4, p. 424-430 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 13,Section 2 The Mongols Discovery Education Techbook: Chapter 13, Section 3The Ming Dynasty Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Genghis Khan, Kublai Khan, Zheng He, isolationism Possible Resources: Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of how China changed after the fall of the Han dynasty is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how China changed after the fall of the Han dynasty is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of how China changed after the fall of the Han dynasty is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how China changed after the fall of the Han dynasty is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how China changed after the fall of the Han dynasty is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: Time Warp Trio: you Can’t But Genghis Khan; China From Past to Present: The Ancient Capital Close Reading: “A Mongol Oath to Genghis Khan “ YouTube: Travelogue HQ History Special Yuan Dynasty [13:20]; Ming Dynasty [13:23]; Mankind-- Genghis Khan; Crash Course-- The Mongols; New Frontier-- The Ming Dynasty [12:38]; Barbarians—The Mongols 6th Grade World History Curriculum Map World History Quarter 3 Key Elements and Concepts CHAPTER KEY ELEMENTS / CONCEPTS Chapter 7: The Hebrews and Judaism Define/Identify: Judaism, monotheism, rabbis, Passover, synagogue, prophets, Exodus, Torah How did Judaism affect later cultures? Chapter 8: Ancient Greece Define/Identify: peninsula, polis, representative democracy, democracy Where is Greece located? How did the Greek civilization affect us? Chapter 9: The Greek World Define/Identify: Spartans, Philip of Macedonia, Alexander the Great, Parthenon Tell about Alexander the Great’s life. How did Alexander the Great affect Greek civilization? Greek achievements and their impact on the Western world. Chapter 10: The Roman Republic Define/Identify: peninsula, Aeneas, Romulus, Remus, Cincinnatus, Twelve Tables, checks and balances, Forum Where is Italy located? Chapter 14: China Define/Identify: Confucius, wood blocking, Grand Canal, porcelain, compass, civil service What are the main principles of Confucius? Week #19 6th Grade World History Curriculum Map Learning Goal: Students will understand how the Hebrews defended themselves and maintained their beliefs. Essential Question: 1. How did the Hebrews defend themselves and maintain their beliefs? 2. How was the kingdom called Israel established? 3. What are the central ideas and laws of Judaism? Benchmarks: SS.6.G.4.4 Map and analyze the impact of the spread of various belief systems in the ancient world SS.6.W.1.3 Interpret primary and secondary sources SS.6.W.2.9 Identify key figures and basic beliefs of the Israelites and determine how these beliefs compared with those of others in the geographic area Common Core: LACC.68.RH.2.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LACC.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Academic Scale: Content/Text Chapter 7, The Hebrews and Judaism Big Ideas: Originally desert nomads, the Hebrews established a great kingdom called Israel. The central ideas and laws of Judaism are contained in sacred texts such as the Torah. TE pages: The Early Hebrews, Section 1, p. 202-207 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 8, Section 1 Culture and Beliefs of the Ancient Hebrews Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: monotheism, Torah, synagogue, prophets, Talmud, Dead Sea Scrolls Activities During Shared Reading Possible Resources: Before: T.H.I.E.V.E.S, Online Textbook: eActivities—videos, animations, quizzes During: Cornell Notes, Discovery Education: Judaism: Sacred Symbols and Rituals; Exodus: The Pharoah and the Plagues [3:46] 0 1 2 3 4 Even with help, no understanding of the importance of how the Hebrews defended themselves and maintained their beliefs is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how the Hebrews defended themselves and maintained their beliefs is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of how the Hebrews defended themselves and maintained their beliefs is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how the Hebrews defended themselves and maintained their beliefs is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how the Hebrews defended themselves and maintained their beliefs world is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Jewish Beliefs and Texts, Section 2, p. 208-213 After: Student Generated Higher Order Questioning, YouTube: The Ten Commandments 2007 dvdrip Week #20 6th Grade World History Curriculum Map Learning Goal: Students will understand how the Hebrews defended themselves and maintained their beliefs. Essential Question: 1. How did the Hebrews defend themselves and maintain their beliefs? 2. What are the central ideas and laws of Judaism? 3. How did the Jews maintain their religion? Benchmarks: SS.6.G.4.4 Map and analyze the impact of the spread of various belief systems in the ancient world SS.6.W.1.3 Interpret primary and secondary sources SS.6.W.2.9 Identify key figures and basic beliefs of the Israelites and determine how these beliefs compared with those of others in the geographic area Common Core: LACC.68.RH.3.9: Analyze the relationship between a primary and secondary source on the same topic. LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 7, The Hebrews and Judaism Big Ideas: The central ideas and laws of Judaism are contained in sacred texts such as the Torah. Although many Jews were forced out of Israel by the Romans, shared beliefs and customs helped Jews maintain their religion. TE pages: Jewish Beliefs and Texts, Section 2, p. 208-213 Judaism Over the Centuries, Section 3, p. 214-219 Essential Vocabulary: Activities During Shared Reading Zealots, rabbis, Passover, High Holy Days Before: T.H.I.E.V.E.S, BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 8, Section 2 Life in Ancient Israel and the Diaspora Other BYOD suggestions are at the end of the map, here. 0 1 2 3 4 Even with help, no understanding of the importance of how the Hebrews defended themselves and maintained their beliefs is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how the Hebrews defended themselves and maintained their beliefs is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of how the Hebrews defended themselves and maintained their beliefs is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how the Hebrews defended themselves and maintained their beliefs is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how the Hebrews defended themselves and maintained their beliefs world is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Possible Resources: Online Textbook: eActivities—videos, animations, quizzes During: Cornell Notes, Discovery Education: Religions of the World: Judaism—The Torah; Let’s Look at World Religions: Judaism After: Student Generated Higher Order Questioning, YouTube: Moses and the Passover Story—The Kids Version; Passover Story—A Must See [6:24] Week #21 6th Grade World History Curriculum Map Learning Goal: Students will understand what factors shaped government in Greece. Benchmarks: SS.6.C.1.1 Identify democratic concepts developed in ancient Greece that served as a foundation for American constitutional democracy SS.6.C.2.1 Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations which are reflected in the American political process today, and discuss their effect on the American political process SS.6.E.3.3 Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners SS.6.W.3.2 Explain the democratic concepts (polis, civic participation and voting rights, legislative bodies, written constitutions, rule of law) developed in ancient Greece SS.6.W.3.6 Determine the impact of key figures from ancient Greece Common Core: LACC.68.RH.2.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LACC.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Content/Text Chapter 8, Ancient Greece Big Ideas: Greece’s geography and its nearness to the sea strongly influenced the development of trade and the growth of the city-states. The people of Athens tried many different forms of government before creating a democracy. The people of TE pages: Geography and the Early Greeks, Section 1, p. 228-233 Government in Athens, Section 2, p.236-241 Essential Vocabulary: polis, classical, Activities During Shared Reading acropolis, democracy, aristocrats, oligarchy, citizens, tyrant, Pericles, Before: T.H.I.E.V.E.S, democracy, aristocrats, oligarchy, citizens, tyrant, Pericles During: Cornell Notes, After: Student Generated Higher Order Questioning, Essential Question: 1. What factors shaped government in Greece? 3. How did Greece’s geography and nearness to the sea influence the development of trade and the growth of city-states? 4. What were the different forms of government tried by the Athenians before creating a democracy? Academic Scale: 0 1 2 3 4 Even with help, no understanding of the importance of the factors that shaped government in Greece is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of the factors that shaped government in Greece is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of the factors that shaped government in Greece is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of the factors that shaped government in Greece are demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about o the factors that shaped government in Greece is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 9, Section 1 Geography of Ancient Greece Other BYOD suggestions are at the end of the map, here. Possible Resources: Online Textbook: eActivities—videos, animations, quizzes Kids Discover: Ancient Greece (for schools that ordered this title) Discovery Education: Discovering Ancient Greece, Part I [25:37]; Ancient Crete: The Minoans [7:47]; Greece: One of Many; Living History: Living in Ancient Greece—Athens the birthplace of democracy Close Reading: “Pericles” YouTube: What is democracy [2:37]; Greece Government, Parts 1-4; Ancient Heroes— Pericles of Athens [8:59]; Once Upon a Time—The Age of Pericles Week #22 6th Grade World History Curriculum Map Learning Goal: Students will understand what factors shaped government in Greece. Essential Question: 1. What factors shaped government in Greece? 2. How did the great myths and works of literature created by the ancient Greeks influence the way we speak and write today? Benchmarks: SS.6.W.3.5 Summarize the important achievements and contributions of ancient Greek civilization. Common Core: LACC.68.RH.3.7: Integrate visual information with other information in print and digital texts. LACC.68.RH.3.8: Distinguish among fact, opinion, and reasoned judgment in a text. LACC.68.RH.3.9: Analyze the relationship between a primary and secondary source on the same topic. LACC.68.WHST.1.1: Write arguments focused on discipline-specific content. Academic Scale: Content/Text Chapter 8, Ancient Greece Big Ideas: The ancient Greeks created great myths and works of literature that influence the way we speak and write today. TE pages: Greek Mythology and Literature, Section 3 p. 242249 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 9, Section 2 Greek Political Systems Discovery Education Techbook: Chapter 9, Section 3 Greek Cultural Achievements Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: democracy, aristocrats, oligarchy, citizens, tyrant, Pericles, mythology, Homer, Sappho, Aesop, fables Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of the factors that shaped government in Greece is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of the factors that shaped government in Greece is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of the factors that shaped government in Greece is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of the factors that shaped government in Greece are demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about o the factors that shaped government in Greece is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Possible Resources: Online Textbook: eActivities—videos, animations, quizzes Kids Discover: Ancient Greece (for schools that ordered this title) Discovery Education: World History: Ancient Civilizations Greek Mythology [7:27]; Mythology: Homer’s Odyssey [7:20]; YouTube: The Creation of the World: Greek Mythology [5:21] Week #23 6th Grade World History Curriculum Map Learning Goal: Students will understand the advances that the Greeks made that still influence the world today. Essential Question: 1. What advances did the Greeks make that still influence the world today? 2. How did the Persians come to rule a large empire and how did this lead to conflict with the Greeks? 3. How did the cultures of Sparta and Athens differ and how did that lead to conflict? Benchmarks: SS.6.W.3.3 Compare life in Athens and Sparta (government and the status of citizens, women and children, foreigners, helots) SS.6.W.3.4 Explain the causes and effects of the Persian and Peloponnesian Wars Common Core: LACC.68.RH.1.3: Identify key steps in a text’s description of a process related to history/social studies LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 9, The Greek World Big Ideas: Over time the Persians came to rule a great empire which eventually brought them into conflict with the Greeks. The two most powerful city-states in Greece, Sparta and Athens, had very different cultures and became bitter enemies in the 400s BC. TE pages: Greece and Persia, Section 1, p.260-265 Sparta and Athens, Section 2, p. 266-271 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 9, Section 2 Greek Political Systems Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Cyrus the Great, cavalry, Darius, Persian Wars, Xerxes, alliance, Peloponnesian War Possible Resources: Kids Discover: Ancient Persia (for schools that ordered this title) Kids Discover: Ancient Greece (for schools that ordered this title) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: Great Books: Plato’s Republic [27:00]; The Security Systems of Activities During Shared Reading Before: T.H.I.E.V.E.S During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of the advances that the Greeks made that still influence the world today is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of the advances that the Greeks made that still influence the world today is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes the advances that the Greeks made that still influence the world today is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of the advances that the Greeks made that still influence the world today is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about the advances that the Greeks made that still influence the world today is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Athens and Sparta [7:21]; World History: Ancient Civilizations—Ancient Greek Philosophy [5:19], Spartan Warrior [4:47]; The Golden Age of Ancient Greece [8:07]; Plato and the Olympics; Philosophy: Socrates and Plato [5:10] Close Reading: “Sparta” Week #24 6th Grade World History Curriculum Map Learning Goal: Students will understand the advances that the Greeks made that still influence the world today. Essential Question: 1. What advances did the Greeks make that still influence the world today? 2. How did Alexander the Great build a huge empire and how did this spread Greek culture? 3. What were the contributions that Ancient Greeks made to the arts, philosophy and science? Benchmarks: SS.6.W.3.5 Summarize the important achievements and contributions of ancient Greek civilization SS.6.W.3.7 Summarize the key achievements, contributions, and figures associated with the Hellenistic Period Common Core: LACC.68.RH.1.3: Identify key steps in a text’s description of a process related to history/social studies LACC.68.WHST.1.1: Write arguments focused on discipline-specific content. Academic Scale: Content/Text Chapter 9, The Greek World Big Ideas: Alexander the Great built a huge empire and helped spread Greek culture into Egypt and Asia. Ancient Greeks made lasting contributions in the arts, philosophy, and science. TE pages: Alexander the Great, Section 3, p.272-276 Greek Achievements, Section 4, p.277-282 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 9, Section 3 Greek Cultural Achievements Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Philip II, phalanx, Alexander the Great, Hellenistic, Socrates, Plato, Hippocrates, Aristotle, reason, Euclid, Possible Resources: Online Textbook: eActivities—videos, animations, quizzes Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of the advances that the Greeks made that still influence the world today is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of the advances that the Greeks made that still influence the world today is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes the advances that the Greeks made that still influence the world today is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of the advances that the Greeks made that still influence the world today is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about the advances that the Greeks made that still influence the world today is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Kids Discover: Ancient Greece (for schools that ordered this title) Discovery Education: Alexander the Great [5:45]; History: Alexander the Great [9:00]; How and Why was the Parthenon Built? [3:34]; Author Profile: Plato [2:28]; The Parthenon: Design and Architecture Close Reading: “Hypatia” YouTube: Optical Tricks of the Parthenon [3:41]; Athens, Greece: Ancient—Acropolis and Agora [4:33]; Plato—Encyclopedia Channel [6:59]; Socrates-Encyclopedia [6:59]; Parthenon and Agora [3:55]; Aristotle Biography [1:56]; Demo 3d “Parthenon” Week #25 6th Grade World History Curriculum Map Learning Goal: Students will understand how Rome became the dominant power in the Mediterranean region. Essential Question: 1. How did Rome become the dominant power in the Mediterranean region? 2. How did Rome’s location and government help it to become a major power in the ancient world? Benchmarks: SS.6.W.1.6-Compare life in the Roman Republic for patricians, plebeians, women, children, and slaves. Describe how history transmits culture and heritage and provides models of human character SS.6.W.3.8-Determine the impact of significant figures associated with ancient Rome Common Core: LACC.68.RH.1.2: 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. LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 10, The Roman Republic Big Ideas: Rome’s location and government helped it become a major power in the ancient world. TE pages: Geography and the Rise of Rome, Section 1, p. 294-299 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 10, Section 1 Geography and Economy of Ancient Rome Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Aeneas, Romulus and Remus, republic, dictators, Cincinnatus, plebeians, patricians Possible Resources: Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of how Rome became the dominant power in the Mediterranean region is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how Rome became the dominant power in the Mediterranean region is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes how Rome became the dominant power in the Mediterranean region is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how Rome became the dominant power in the Mediterranean region is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how Rome became the dominant power in the Mediterranean region is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Kids Discover: Roman Empire (for schools that ordered this title) Kids Discover: Pompeii (for schools that ordered this title) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: Journals Through History: Ancient Rome: The Eternal City; Hidden History of the Roman Empire [26:00]; World Geography: Europe; Romulus and Remus; Roman Life; Legendary Rome [3:37]; Rome: A Democratic Nation [6:18] Close Reading: “Romulus and Remus” Week #26 6th Grade World History Curriculum Map Learning Goal: Students will understand how Rome became the dominant power in the Mediterranean region. Benchmarks: SS.6.C.1.2 Identify how the government of the Roman Republic contributed to the development of democratic principles (separation of powers, rule of law, representative government, civic duty) SS.6.C.2.1 Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations which are reflected in the American political process today, and discuss their effect on the American political process SS.6.E.3.3 Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners SS.6.W.3.9 Explain the impact of the Punic Wars on the development of the Roman Empire SS.6.W.3.10 Describe the government of the Roman Republic and its contribution to the development of democratic principles (separation of powers, rule of law, representative government, civic duty) SS.6.W.3.16 Compare life in the Roman Republic for patricians, plebeians, women, children, and slaves Common Core: LACC.68.RH.2.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Content/Text Chapter 10, The Roman Republic Big Ideas: Rome’s tripartite government and written laws helped create a stable society. TE pages: Government and Society, Section 2, p.302-307 Essential Vocabulary: magistrates, consuls, Roman Senate, veto, Latin, checks and balances, Forum Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, Essential Question: 1. How did Rome become the dominant power in the Mediterranean region? 2. How did Rome’s tripartite government and written laws help create a stable society? Academic Scale: 0 1 2 3 4 Even with help, no understanding of the importance of how Rome became the dominant power in the Mediterranean region is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how Rome became the dominant power in the Mediterranean region is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes how Rome became the dominant power in the Mediterranean region is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how Rome became the dominant power in the Mediterranean region is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how Rome became the dominant power in the Mediterranean region is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 10, Section 2 Roman Origins and Early Political Structures Other BYOD suggestions are at the end of the map, here. Possible Resources: Kids Discover: Roman Empire (for schools that ordered this title) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: Rome: The Early Republic Week #27 6th Grade World History Curriculum Map Learning Goal: Students will understand how Rome became the dominant power in the Mediterranean region. Essential Question: 1. How did Rome become the dominant power in the Mediterranean region? 2. Why did the Roman Empire split and how did this affect Rome? Benchmarks: SS.6.W.3.8 Determine the impact of significant figures associated with ancient Rome. SS.6.W.3.11 Explain the transition from the roman Republic to empire and Imperial Rome, and compare Roman life and culture under each one. Common Core: LACC.68.RH.1.3: Identify key steps in a text’s description of a process related to history/social studies LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 10, The Roman Republic Big Idea: The late republic period saw the growth of the roman Republic was marked by wars of expansion and political crises. TE pages: The Late Republic, Section 3, p. 308-313 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 10, Section 3 From Republic to Empire Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: legions, Punic Wars, Hannibal, Gaius Marius, Lucius Cornelius Sulla, Spartacus Possible Resources: Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of why the Roman Empire fell and its legacy to the world is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of why the Roman Empire fell and its legacy to the world is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes why the Roman Empire fell and its legacy to the world is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of why the Roman Empire fell and its legacy to the world is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about why the Roman Empire fell and its legacy to the world is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Kids Discover: Roman Empire (for schools that ordered this title) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: Civilizations: Expansion and Conquest [12:20]; The First Punic War [3:04]; Rome’s Conquest: Barbarians and Legions; The Roman Legion [3:23] YouTube: Hannibal—Rome’s Worst Nightmare—Part 1 [9:56], Part 2—[9:52] 6th Grade World History Curriculum Map World History Quarter 4 Key Elements and Concepts CHAPTER KEY ELEMENTS / CONCEPTS Chapter 11: Rome and Christianity Define/Identify: Christianity, cement Why did the emperor limit Jewish practices? How does Roman language influence us today? Chapter 12: The Islamic World Define/Identify: nomad, monotheism, janissaries, Five Pillars of Islam Where is Saudi Arabia? Chapter 13: Early African Civlizations Define/Identify: Niger River, Sahara, Sahel, Ghana, Mali, Songhai, Timbuktu, silent barter Where were these empires? Why? Why are they remembered? Chapter 16: The Early Americas Define/Identify: Maya, Aztec, Inca Where were the civilizations located? Why are they remembered? Week #28 6th Grade World History Curriculum Map Learning Goal: Students will understand why the Roman Empire fell and its legacy to the world. Essential Question: 1. Why did the Roman Empire fall, and what is its legacy? 2. How did Rome grow politically and economically after it changed from a republic to an empire? 2. How did Christianity spread and become Rome’s official religion? Benchmarks: SS.6.G.1.2 Analyze the purposes of map projections (political, physical, special purpose) and explain the applications of various types of maps SS.6.W.3.8 Determine the impact of significant figures associated with ancient Rome SS.6.W.3.11 Explain the transition from Roman Republic to empire and Imperial Rome, and compare Roman life and culture under each one SS.6.W.3.12 Explain the causes for the growth and longevity of the Roman Empire SS.6.W.3.14 Describe the key achievements and contributions of Roman civilization SS.6.W.3.17 Explain the spread and influence of the Latin language on Western Civilization Common Core: LACC.68.RH.2.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LACC.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Academic Scale: Content/Text Chapter 11 Rome and Christianity Big Ideas: After changing from a republic to an empire, Rome grew politically and economically, and developed a culture that influenced later civilizations. People in the Roman Empire practiced many religions before Christianity, based on the teachings of Jesus of Nazareth, spread and became Rome’s official religion. TE pages: From Republic to Empire, Section 1, p.322-328 The Roman Empire and Religion, Section 2, p. 332-338 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 10, Section 4 Roman Culture: Life and Legacy Discovery Education Techbook: Chapter 10, Section 5 A Weakening Empire Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Cicero, Julius Caesar, Pompey, Marc Antony, Pax Romana, aqueduct, Romance languages, civil law, Christianity, Jesus of Nazareth, Messiah, crucifixion, Resurrections, Apostles, Paul of Tarsus, Constantine Possible Resources: Kids Discover: Roman Empire (for schools that ordered this title) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: Journals Through History; What the Ancients Knew: The Romans; Engineering the Impossible: Rome—The Roman Aqueduct; Christianity and Chaos; Rise of Christianity Disrupts Rome’s Hierarchy; Civilizations: Fall of Power; Ancient Rome: Fall of an Empire Close Reading: “Marc Antony” Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of why the Roman Empire fell and its legacy to the world is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of why the Roman Empire fell and its legacy to the world is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes why the Roman Empire fell and its legacy to the world is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of why the Roman Empire fell and its legacy to the world is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about why the Roman Empire fell and its legacy to the world is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Week #29 6th Grade World History Curriculum Map Learning Goal: Students will understand why the Roman Empire fell and its legacy to the world. Essential Question: 1. Why did the Roman Empire fall, and what is its legacy? 2. How did Christianity spread and become Rome’s official religion? 3. What were the problems both within and without that caused the Roman Empire to split? Benchmarks: SS.6.W.3.13 Identify key figures and the basic beliefs of early Christianity and how these beliefs impacted the Roman Empire SS.6.W.3.15 Explain the reasons for the gradual decline of the Western Roman Empire after the Pax Romana. Common Core: LACC.68.RH.1.2: 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. LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 11, Rome and Christianity Big Ideas: People in the Roman Empire practiced many religions before Christianity, based on the teachings of Jesus of Nazareth, spread and became Rome’s official religion. TE pages: The Roman Empire and Religion, Section 2, p. 332-338 The End of the Empire, Section 3, p.339-343 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 11, Section 1 Christianity: Origins and Characteristics Discovery Education Techbook: Chapter 11, Section 2 Christianity’s Spread Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Christianity, Jesus of Nazareth, Messiah, crucifixion, Resurrection, Apostles, Paul of Tarsus, Constantine, Diocletian, Attila, corruption, Justinian, Theodora, Byzantine Empire Activities During Shared Reading Possible Resources: Before: T.H.I.E.V.E.S, Online Textbook: eActivities—videos, animations, quizzes During: Cornell Notes, YouTube: Barbarians-The Huns; Emperors of Rome: Diocletian [3:02]; The Roman Empire-The Last Soldiers Emperor; The Tyrant Diocletian [4:36]; Crash Course-The Fall of Rome; Emperor Justinian [15:07]; Byzantine Empire Documentary Part 1 [14:51] After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of why the Roman Empire fell and its legacy to the world is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of why the Roman Empire fell and its legacy to the world is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes why the Roman Empire fell and its legacy to the world is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of why the Roman Empire fell and its legacy to the world is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about why the Roman Empire fell and its legacy to the world is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Week #30 6th Grade World History Curriculum Map Learning Goal: Students will understand how the Muslim leaders were able to spread Islam and create an empire. Essential Question: 1. How were Muslim leaders able to spread Islam and create an empire? 2. What were the roots of Islam and how did it spread? 3. How do the sacred texts of the Qur’an and the Sunnah guide Muslims in their religion, daily life, and laws? Benchmarks: SS.6.G.1.6 Use a map to identify major bodies of water of the world, and explain ways they have impacted the development of civilizations SS.6.W.1.1 Use timelines to identify chronological order of historical events Common Core: LACC.68.RH.1.3: Identify key steps in a text’s description of a process related to history/social studies LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 12, The Islamic World Big Ideas: In harsh desert climate of Arabia, Muhammad, a merchant from Mecca, introduced a major world religion called Islam. Sacred texts called the Qur’an and the Sunnah guide Muslims in their religion, daily life, and laws. TE pages: The Roots of Islam, Section 1, p.354-357 Islamic Beliefs and Practices, Section 2, p.358-361 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 12, Section1 Roots of Islam Discovery Education Techbook: Chapter 12, Section 2 Islamic Expansion Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: oasis, caravan, Muhammad, Islam, Muslim, Qur’an, pilgrimage, mosque, jihad, Sunnah, Five Pillars of Islam Possible Resources: Online Textbook: eActivities—videos, animations, quizzes Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of how the Muslim leaders were able to spread Islam and create an empire is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how the Muslim leaders were able to spread Islam and create an empire is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes how the Muslim leaders were able to spread Islam and create an empire is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how the Muslim leaders were able to spread Islam and create an empire is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how the Muslim leaders were able to spread Islam and create an empire is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Discovery Education: Religions of the World: Islam The Faith and the People [8:45] YouTube: Biography of Prophet Muhammad (SAW) [Six Segments]; Istanbul, Turkey: The Blue Mosque [3:50]; Crash Course: Islam [12:54]; The 5 Pillars of Islam 1st Episode Animated in English [5:39], 2nd episode [8:50] Week #31 6th Grade World History Curriculum Map Learning Goal: Students will understand how the Muslim leaders were able to spread Islam and create an empire. Essential Question: 1. How were Muslim leaders able to spread Islam and create an empire? 2. How did the three large Islamic empires-the Ottoman, Safavid, and Mughal form after the early spread of Islam? 3. What important contributions did Muslim scholars and artists contribute to science, art and literature? Benchmarks: SS.6.E.3.4 Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures SS.6.G.4.4 Map and analyze the impact of the spread of various belief systems in the ancient world Common Core: LACC.68.RH.2.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. LACC.68.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Academic Scale: Content/Text Chapter 12, The Islamic World Big Ideas: After the early spread of Islam, three large Islamic empires formed—the Ottoman, Safavid, and Mughal. Muslim scholars and artists made important contributions to science, art, and literature. TE pages: Islamic Empires, Section 3, p.362-367 Cultural Achievements, Section 4, p.368-371 (optional) BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 12, Section 3 Life in the Islamic Empires Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Abu Bakr, caliph, tolerance, Janissaries, Mehmed II, Suleyman I, Shia, Sunni, Ibn Battutah, Sufism, Omar Khayyam, patrons, minaret, calligraphy Activities During Shared Reading Before: T.H.I.E.V.E.S, Possible Resources: Online Textbook: eActivities—videos, animations, quizzes During: Cornell Notes, Discovery Education: The Spread of Islam [3:53]; Religions of the World: Islam The Faith [4:44]; Time Warp Trio: Harem Scare’em [22:20]; Mystic Lands: Taj Mahal: Heaven on Earth [25:00] After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of how the Muslim leaders were able to spread Islam and create an empire is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of how the Muslim leaders were able to spread Islam and create an empire is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes how the Muslim leaders were able to spread Islam and create an empire is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of how the Muslim leaders were able to spread Islam and create an empire is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how the Muslim leaders were able to spread Islam and create an empire is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) YouTube: Ancient Warriors Janissaries No. 1 [8:29]; 5/8 Sultan Muhammad AlFatih (Mehmet II) [15:00]---three more segments, as well; What are the differences between Sunni and Shia Muslims? [4:28] Week #32 6th Grade World History Curriculum Map Learning Goal: Students will understand what factors shaped early African civilizations. Essential Question: 1. What factors shaped early African civilization? 2. How did geography, resources, culture and trade influence the growth of societies in West Africa? 3. How did the control of the salt and gold trade enable the rulers of Ghana to build an empire? Benchmarks: SS.6.E.1.3 Describe the following economic concepts as they relate to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, entrepreneurship) SS.6.E.3.1 Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for a medium of exchange between trading both inside and among various regions Common Core: LACC.68.RH.1.2: 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. LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: Content/Text Chapter 13, Early African Civilizations Big Ideas: Geography, resources, culture, and trade influenced the growth of societies in West Africa. The rulers of Ghana built an empire by controlling the salt and gold trade. BYOD: 0 1 2 3 4 Even with help, no understanding of the importance of the factors that shaped early African civilizations is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of the factors that shaped early African civilizations is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of the factors that shaped early African civilizations is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of the factors that shaped early African civilizations is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about the factors that shaped early African civilizations is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Socrative Infuse Learning Discovery Education Techbook: Chapter 16, Section 1 Geography of Africa Discovery Education Techbook: Chapter 16, Section 2 Growth of African Empires Other BYOD suggestions are at the end of the map, here. TE pages: Geography and Early Africa, Section 1, p. 380-383 The Empire of Ghana, Section 2, p. 386-389 Essential Vocabulary: rifts, sub-Saharan Africa, Sahel, savannah, rain forests, extended family, animism, silent barter, Tunka Manin Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, Possible Resources: Kids Discover: African Kingdoms (for schools that ordered this title) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: Regions of the World: Africa; Physical Geography: Africa; Elementary Video Adventures: Stories from Africa; Africa: Savannah; Africa: Sahara; Sub-Saharan Empire; World Geography: Africa—Ghana; Geography Basics Understanding Places Close Reading: “Two Descriptions of Emperors of Mali” YouTube: Medieval West Africa Week #33 6th Grade World History Curriculum Map Learning Goal: Students will understand what factors shaped early African civilizations. Essential Question: 1. What factors shaped early African civilizations? 2. How did three great empires-Mali, Songhai, and Great Zimbabwedevelop in Africa? 3. How was the culture of the people West Africa passed down since they did not have a written language? Benchmarks: SS.6.E.3.4 Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade Common Core: LACC.68.RH.1.2: 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. LACC.68.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources. LACC.68.WHST.1.1: Write arguments focused on discipline-specific content. Academic Scale: Content/Text Chapter 13, Early African Civilizations Big Ideas: Between 1000 and 1500, three great kingdoms—Mali, Songhai, and Great Zimbabwe—developed in Africa. Although the people of West Africa did not have a written language, their culture has been passed down through oral history, writings by other people, and the arts. TE pages: Later Empires,Section 3, p.390-394 Historical and Artistic Traditions, Section 4, p.396-399 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 16, Section 2 Growth of African Empires Discovery Education Techbook: Chapter 16, Section 3 Religion and Culture in Africa Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Sundiata, Mansa Musa, Sunni Ali, Askia the Great, oral history, griots, proverbs, kente Possible Resources: Kids Discover: African Kingdoms (for schools that ordered this title) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: Children of Other Lands: Georgina Williams of Ghana; SubSaharan Survey [5:06] YouTube: Story of the Lion and the Legend of Mansa Musa; Crash Course: Mansa Musa; Inside Africa’s Last City of Gold; The Songhai Empire of West Africa [3:11]; The Songhai Empire [5:12]; African Proverbs: Inspirational Proverbs Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, Note: The Japan chapter is not a requirement. 0 1 2 3 4 Even with help, no understanding of the importance of the factors that shaped early African civilizations is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of the factors that shaped early African civilizations is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of the factors that shaped early African civilizations is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of the factors that shaped early African civilizations is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about the factors that shaped early African civilizations is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Week #34 6th Grade World History Curriculum Map Learning Goal: Students will understand what led to the development of complex societies in the Americas. Essential Question: 1. What led to the development of complex societies in the Americas? 2. How did the Mayan civilization develop into an advanced civilization in Mesoamerica? Benchmarks: SS.6.W.2.10 Compare the emergence of advanced civilizations in Meso and South America with the four early river valley civilizations Common Core: LACC.68.RH.1.3: Identify key steps in a text’s description of a process related to history/social studies LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Academic Scale: 0 1 2 3 4 Even with help, no understanding of the importance of what led to the development of complex societies in the Americas is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of what led to the development of complex societies in the Americas is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of what led to the development of complex societies in the Americas is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of what led to the development of complex societies in the Americas is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about what led to the development of complex societies in the Americas is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Content/Text Chapter 16, The Early Americas Big Ideas: The Maya developed an advanced civilization that thrived in Mesoamerica from about 250 until the 900s. TE pages: The Maya,Section 1, p. 468-473 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 15, Section 1 Early North American Cultures and the Maya Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: maize, Pacal, observations Possible Resources: Online Textbook: eActivities—videos, animations, quizzes Discovery Education: The Rise and Fall of the Maya; Time Warp Trio: Me Oh Maya Close Reading: “Account of Cortes’s First Meeting with Moctezuma” YouTube: Mayan Empire Documentary Part 1 [14:58]; Mayan Empire Documentary Part 2 [15:02]; Mayan Art Part 3 Palenque and King Pacal [11;28]; Lost City of the Maya Documentary [23:40] Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, Week #35 6th Grade World History Curriculum Map Learning Goal: Students will understand what led to the development of complex societies in the Americas. Essential Question: 1. What led to the development of complex societies in the Americas? 2. What enabled the Aztecs to build a strong empire in central Mexico? Benchmarks: SS.6.W.2.10 Compare the emergence of advanced civilizations in Meso and South America with the four early river valley civilizations Common Core: LACC.68.RH.1.2: 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. LACC.68.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources. LACC.68.WHST.1.1: Write arguments focused on discipline-specific content. Academic Scale: Content/Text Chapter 16, The Early Americas Big Ideas: The strong Aztec Empire, founded in central Mexico in 1325, lasted until the Spanish conquest in 1521. TE pages: The Aztecs, Section 2, p.474-478 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 15, Section 2 The Aztec Empire Other BYOD suggestions are at the end of the map, here. Essential Vocabulary causeways, conquistadors, Hernan Cortes, Moctezuma II Possible Resources: Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of what led to the development of complex societies in the Americas is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of what led to the development of complex societies in the Americas is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of what led to the development of complex societies in the Americas is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of what led to the development of complex societies in the Americas is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about what led to the development of complex societies in the Americas is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) Online Textbook: eActivities—videos, animations, quizzes Discovery Education: The Rise and Fall of the Aztecs [6:04]; Tenochtitlan, Aztec City [5:27]; The Aztecs Human Sacrifice, and the Conquistadors [6:45]; Exploring the World: The Conquistadors and the Aztecs [15:24]; Conquistadors: Hernan Cortex; The Explorers: Hernan Cortes: Conqueror of Mexico YouTube: BBC Montezuma [59:07]; Engineering an Empire—The Aztecs 44:27] Week #36 6th Grade World History Curriculum Map Learning Goal: Students will understand what led to the development of complex societies in the Americas. Essential Question: 1. What led to the development of complex societies in the Americas? 2. What were the major characteristics of the Incan Empire in South America and how did the Spanish conquer them? Benchmarks: SS.6.G.1.5-Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and ancient maps of the world SS.6.W.2.10-Compare the emergence of advanced civilizations in Meso and South America with the four early river valley civilizations Common Core: LACC.68.RH.1.2: 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. LACC.68.RH.1.1: Cite specific textual evidence to support analysis of primary and secondary sources. LACC.68.WHST.1.1: Write arguments focused on discipline-specific content. Academic Scale: Content/Text Chapter 16, The Early Americas Big Ideas: The Incas controlled a huge empire in South America, but it was conquered by the Spanish. TE pages: The Incas, Section 3, p. 479-483 BYOD: Socrative Infuse Learning Discovery Education Techbook: Chapter 15, Section 3 The Inca Empire Other BYOD suggestions are at the end of the map, here. Essential Vocabulary: Pachacuti, Quechua, masonry, Atahualpa, Francisco Pizarro Possible Resources: Online Textbook: eActivities—videos, animations, quizzes Discovery Education: Mesoamerican Conflict [4:27]; Peru: Conquistadors [3:27]; Legacy of the Conquistadors [3:13]; Conquistadors: Inca Rebellion [49:19]; The Explorers: Francisco Pizarro and the Incas [18:12]; Inca [3:31]; The Geography and Cultures of South America: The Inca [3:21], Andes Mountains [4:36], People of the Andes [3:41]; Spanish Conquest of the Americas YouTube: Inca Masonry Precision [1:25]; Inca: Technical Perfection [1:30]; Atahualpa [1:22] Activities During Shared Reading Before: T.H.I.E.V.E.S, During: Cornell Notes, After: Student Generated Higher Order Questioning, 0 1 2 3 4 Even with help, no understanding of the importance of what led to the development of complex societies in the Americas is demonstrated. (I don’t get it.) With help, a partial understanding of some of the simpler details and processes of what led to the development of complex societies in the Americas is demonstrated. (I kinda-sorta get it.) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes of what led to the development of complex societies in the Americas is demonstrated. (I get it, but I can’t explain it.) No major errors or omissions regarding any of the information and/or processes (simple or complex) of what led to the development of complex societies in the Americas is demonstrated. (I get it, and I can explain it to others!) In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about what led to the development of complex societies in the Americas is demonstrated. (I get it, I can explain it to others, and I can extend my understanding to new situations!) 6th Grade World History Curriculum Map World History FINAL Overview CHAPTER KEY ELEMENTS / CONCEPTS Chapter 1 : Uncovering the Past Define/Identify: history, primary source, secondary source, culture, physical geography Where would early people settle? Examples of history, primary sources and secondary sources Chapter 2: The Stone Ages and Early Cultures Define/Identify: hominid, land bridge How did invention of tools affect early humans? How did ways of life change as people migrated? What did they need to do for survival? How did farming affect people? Chapter 3: Mesopotamia and the Fertile Crescent Define/Identify: Mesopotamia, Tigris River, Euphrates River, scribes, Phoenicians, canals, rivers Where was Mesopotamia? How were scribes treated? How did trade affect the people? Chapter 4: Ancient Egypt and Kush Define/Identify: Nile River, dynasty, religious beliefs of Egyptians, pyramids, pharaoh, afterlife Where is Egypt? What did the Nile River provide the people of Egypt? Describe the religious beliefs. Chapter 5: Ancient India Define/Identify: Himalayan Mountains, subcontinent, caste system, Hinduism, Buddhism, Siddhartha Gautama, karma Where is India? In Aryan society, how did the caste system work? Who was Siddhartha Gautama and what did he do? Chapter 6: Ancient China Define/Identify: Gobi Desert, Plateau of Tibet, Himalayan Mountains, Daoism, plow, wheelbarrow, Silk Road Where is China? How did Chinese inventions affect life? 6th Grade World History Curriculum Map Chapter 7: The Hebrews and Judaism Define/Identify: Judaism, monotheism, rabbis, Passover How did Judaism affect later cultures? Chapter 8: Ancient Greece Define/Identify: peninsula, polis, representative democracy, democracy How did the Greek civilization affect us? Chapter 9: The Greek World Define/Identify: Spartans, Alexander the Great, Parthenon How did Alexander the Great affect Greek civilization? Chapter 10: The Roman Republic Define/Identify: peninsula, Aeneas, Romulus, Remus, Cincinnatus, Twelve Tables, checks and balances, Forum Chapter 11: Rome and Christianity Define/Identify: Christianity, cement Why did the emperor limit Jewish practices? How does Roman language influence us today? Chapter 12: The Islamic World Define/Identify: nomad, monotheism, janissaries, Five Pillars of Islam Where is Saudi Arabia? Chapter 13: Early African Civilizations Define/Identify: Niger River, Sahara, Sahel, Ghana, Mali, Songhai, Timbuktu, silent barter Where were these empires? Why? Why are they remembered? Chapter 14: China Define/Identify: Confucius, wood blocking, Grand Canal, porcelain, compass, civil service Chapter 16: The Early Americas Define/Identify: Maya, Aztec, Inca Where were the civilizations located? Why are they remembered? 6th Grade World History Curriculum Map Interactive Whiteboard App Platform Target Audience Email (teacher) Email (student) Doceri iOS (iPad only) Teacher Yes N/A Description: Doceri is an iPad interactive whiteboard and screencast recorder with built-in remote desktop control. Splashtop iOS, Android Teacher Yes N/A Description: Splashtop Whiteboard allows teachers and students to turn their iPad into an interactive whiteboard. 10.10Content Creation App Platform Target Audience Email (teacher) Email (student) Animoto Web Based Student Yes No Description: Animoto is a video creation service (online and mobile) that allows users to create and share videos using their own pictures, video clips, words and music. Haiku Deck iOS (iPad only) Student No No Description: Haiku Deck, a free iPad app, is a new kind of presentation software designed to create slide shows focused on maximizing imagery and minimizing text. iPad required to Prezi Student Yes Yes create. View on web, mobile & PC. Description: Prezi is presentation software that incorporates movement between key ideas. App 6th Grade World History Curriculum Map Platform Target Audience Email (teacher) Email (student) Aurasma iOS, Android Student No No Description: Aurasma is an augmented reality app that allows users to view and embed everyday objects with additional information and visual overlays. Toontastic iOS Student No No Description: Toontastic allows students to create cartoons using templates and storytelling principles. Students choose from premade templates and insert their own voice and text. iPad required to Showme Both Yes No create. View on web, mobile & PC. Description: Showme allows users to record whiteboard tutorials and share them online. PC required to No Screenr Teacher Yes create. View on web, including iOS. Description: Screenr is screen recording software allowing users to record with voice and share. iPad required to Yes (if creating) Educreations Both Yes create. View on web, mobile & PC. No (if viewing) Description:Educreations allows users to record voice-over whiteboard tutorials and share. Assessment App Platform Target Audience Email (teacher) Email (student) Socrative Web Based Teacher Yes No Description: Socrative is an online student response system. The tool allows for formative or summative assessments. Infuse Learning Web Based Teacher Yes No Description: Infuse Learning is an online student response system. The tool allows for formative or summative assessments, additionally users can submit answers via a ‘shareable’ whiteboard. 6th Grade World History Curriculum Map Classroom Management App Platform Target Audience Email (teacher) Email (student) ClassDOJO iOS, Web Based Teacher Yes No Description: ClassDOJO is a classroom tool that aims to assist teachers to improve classroom behavior by capturing and generating data on behavior. Guided Access iOS Both N/A N/A Description: Guided access limits an iOS device to a single app and lets you control which app features are available. Electronic Textbooks App Platform Target Audience Email (teacher) Email (student) Ck-12 Web Based Teacher No No Description: Ck-12 is a non-profit foundation that creates and aggregates STEM content. Collaboration App Platform Target Audience Email (teacher) Email (student) Padlet Web Based Student Yes No Description: Padlet allows students and teachers create virtual walls where they can post text, images, links, and assorted multimedia content and share the wall with others. Organization App Symbaloo Platform Web Based Target Audience Both Email (teacher) Email (student) Yes Yes (if creating) No (if viewing) Description: Symbaloo is a website that allows users to store URL bookmarks and organizes into a single ‘launchpad’. Users can also share their favorites page with others. 6th Grade World History Curriculum Map Note taking App Evernote Platform iOS, Android, PC Target Audience Both Email (teacher) Email (student) Yes Yes Description: Evernote is a cloud based note-taking app that allows users to create notes and organize information. Penultimate iOS, Works Both Yes Yes w/Evernote Description: Penultimate is a handwriting companion application to Evernote that allows users to enter handwriting into Evernote using a stylus type device.