Download Career Ready Practices - Paterson Public Schools

Social Studies Curriculum
Grade 6
1
Course Description
The goal for 6th grade World History I students is to refresh their knowledge and understanding of fundamental geography concepts.
Students will also need to acquire the core analytical skills necessary to apply the methods of historical inquiry using primary and
secondary sources. With these fundamentals in place students will study the political, economic, cultural, religious, and technological
changes that occurred in the ancient world. Units will include: prehistory and early man through the Neolithic Era, Ancient
Mesopotamia and Egypt who are considered to be amongst the world’s earliest river civilizations, and lastly Ancient Greece and the
Roman Empire who are thought to have greatly influenced Western civilization.
2
Grade 6 Social Studies
PACING CHART
Unit
Topic
Duration
Unit 1
World Geography and Human
Origins
7-9 Weeks
Unit 2
Mesopotamia and the Fertile
Crescent
7-9 Weeks
Unit 3
Ancient Egypt, Kush and
Phoenicia
7-9 Weeks
Unit 4
Ancient Greece
7-9 Weeks
Unit 5
Ancient Rome Republic
7-9 Weeks
Educational Technology Standards
8.1.8.A.1, 8.1.8.A.2, 8.1.8.A.3, 8.1.8.B.2, 8.1.8.C.1, 8.1.8.D.1,8.1.8.D.2, 8.1.8.D.3, 8.1.8.D.4, 8.1.8.D.5, 8.1.8.E.1, 8.1.8.F.1

Technology Operations and Concepts
 Demonstrate knowledge of a real world problem using digital tools.
 Create a document using one or more digital applications to be critiqued by professionals for usability.
 Use and/or develop a simulation that provides an environment to solve a real world problem or theory.
 Creativity and Innovation
 Synthesize and publish information about a local or global issue or event.
 Communication and Collaboration
 Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from
other countries.
 Digital Citizenship
 Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber
ethics including appropriate use of social media.
 Demonstrate the application of appropriate citations to digital content.
 Demonstrate an understanding of fair use and Creative Commons to intellectual property.
 Assess the credibility and accuracy of digital content.
 Understand appropriate uses for social media and the negative consequences of misuse.
 Research and Information Literacy
 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world
problem.
 Critical Thinking, Problem Solving, Decision Making
 Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed
decision.
Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.
They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and
reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a
student advances through a program of study.
CRP1. Act as a responsible and contributing citizen and employee
Career-ready individuals understand the obligations and responsibilities of being a member of a community,
and they demonstrate this understanding every day through their interactions with others. They are
conscientious of the impacts of their decisions on others and the environment around them. They think about
the near-term and long-term consequences of their actions and seek to act in ways that contribute to the
betterment of their teams, families, community and workplace. They are reliable and consistent in going
beyond the minimum expectation and in participating in activities that serve the greater good.
CRP2. Apply appropriate academic and technical skills.
Career-ready individuals readily access and use the knowledge and skills acquired through experience and
education to be more productive. They make connections between abstract concepts with real-world
applications, and they make correct insights about when it is appropriate to apply the use of an academic skill
in a workplace situation
CRP3. Attend to personal health and financial well-being.
Career-ready individuals understand the relationship between personal health, workplace performance and
personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental
health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,
understanding that personal financial security provides the peace of mind required to contribute more
fully to their own career success.
Career Ready Practices
CRP4. Communicate clearly and effectively and with reason.
Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,
verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make
maximum use of their own and others’ time. They are excellent writers; they master conventions, word
choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at
interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals
think about the audience for their communication and prepare accordingly to ensure the desired outcome.
CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that
positively impact and/or mitigate negative impact on other people, organization, and the environment. They
are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting
the nature of their work as it relates to the impact on the social condition, the environment and the
profitability of the organization.
CRP6. Demonstrate creativity and innovation.
Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they
contribute those ideas in a useful and productive manner to improve their organization. They can consider
unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas
and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources
and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to
bring innovation to an organization.
CRP7. Employ valid and reliable research strategies.
Career-ready individuals are discerning in accepting and using new information to make decisions, change
practices or inform strategies. They use reliable research process to search for new information. They evaluate
the validity of sources when considering the use and adoption of external information or practices in their
workplace situation.
Career Ready Practices
CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.
Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,
and devise effective plans to solve the problem. They are aware of problems when they occur and take action
quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to
introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed
upon, they follow through to ensure the problem is solved, whether through their own actions or the actions
of others.
CRP9. Model integrity, ethical leadership and effective management.
Career-ready individuals consistently act in ways that align personal and community-held ideals and principles
while employing strategies to positively influence others in the workplace. They have a clear understanding of
integrity and act on this understanding in every decision. They use a variety of means to positively impact the
directions and actions of a team or organization, and they apply insights into human behavior to change
others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that
management’s actions and attitudes can have on productivity, morals and organizational culture.
CRP10. Plan education and career paths aligned to personal goals.
Career-ready individuals take personal ownership of their own education and career goals, and they regularly
act on a plan to attain these goals. They understand their own career interests, preferences, goals, and
requirements. They have perspective regarding the pathways available to them and the time, effort,
experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the
value of each step in the education and experiential process, and they recognize that nearly all career paths
require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the
planning and execution of career and personal goals.
CRP11. Use technology to enhance productivity.
Career-ready individuals find and maximize the productive value of existing and new technology to accomplish
workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.
They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and
organizational-of technology applications, and they take actions to prevent or mitigate these risks.
Career Ready Practices
CRP12. Work productively in teams while using cultural global competence.
Career-ready individuals positively contribute to every team, whether formal or informal. They apply an
awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to
increase the engagement and contribution of all team members. They plan and facilitate effective team
meetings.
Differentiated Instruction
Accommodate Based on Students Individual Needs: Strategies
•
•
•
•
•
Time/General
Extra time for assigned
tasks
Adjust length of assignment
Timeline with due dates for
reports and projects
Communication system
between home and school
Provide lecture
notes/outline
•
•
•
•
•
•
•
•
•
•
Assistive Technology
Computer/whiteboard
Tape recorder
Spell-checker
Audio-taped books
•
•
•
•
Processing
Extra Response time
Have students verbalize
steps
Repeat, clarify or reword
directions
Mini-breaks between tasks
Provide a warning for
transitions
Reading partners
Tests/Quizzes/Grading
Extended time
Study guides
Shortened tests
Read directions aloud
•
•
•
•
•
•
Comprehension
Precise step-by-step
directions
Short manageable tasks
Brief and concrete
directions
Provide immediate
feedback
Small group instruction
Emphasize multi-sensory
learning
Behavior/Attention
• Consistent daily
structured routine
• Simple and clear
classroom rules
• Frequent feedback
•
Recall
Teacher-made checklist
Use visual graphic
organizers
Reference resources to
promote independence
Visual and verbal
reminders
Graphic organizers
•
•
•
•
Organization
Individual daily planner
Display a written agenda
Note-taking assistance
Color code materials
•
•
•
•
5
Enrichment
Accommodate Based on Students Individual Needs: Strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
Adaption of Material and Requirements
Evaluate Vocabulary
Elevated Text Complexity
Additional Projects
Independent Student Options
Projects completed individual or with Partners
Self-Selection of Research
Tiered/Multilevel Activities
Learning Centers
Individual Response Board
Independent Book Studies
Open-ended activities
Community/Subject expert mentorships
6
Assessments
Suggested Formative/Summative Classroom Assessments
• Timelines, Maps, Charts, Graphic Organizers
• Unit Assessments, Chapter Assessments, Quizzes
• DBQ, Essays, Short Answer
• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
• Projects, Portfolio, Presentations, Prezi, Gallery Walks
• Homework
• Concept Mapping
• Primary and Secondary Source analysis
• Photo, Video, Political Cartoon, Radio, Song Analysis
• Create an Original Song, Film, or Poem
• Glogster to make Electronic Posters
• Tumblr to create a Blog
7
New Jersey Core Curriculum Content Standards 5-8
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about
how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills
enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
A. Civics, Government, and Human Rights
6.2.8.A.1.a: Compare and contrast the social organization of early hunters/gatherers and those who lived in early
agrarian societies.
B. Geography, People, and the Environment
6.2.8.B.1.a: Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia,
and the Americas, and describe the impact of migration on their lives and on the shaping of societies
6.2.8.B.1.b: Compare and contrast how nomadic and agrarian societies used land and natural resources.
6.2.8.B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks,
technological innovations, and the sustainability of ancient river valley civilizations.
6.2.8.B.2.b: Compare and contrast physical and political maps of ancient river valley civilizations and their modern
counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern
Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then
and now.
C. Economics, Innovation, and Technology
6.2.8.C.1.a: Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and
the subsequent development of civilizations.
6.2.8.C.1.b: Determine the impact of technological advancements on hunter/gatherer and agrarian societies.
D. History, Culture, and Perspectives
6.2.8.D.1.a: Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time.
6.2.8.D.1.b: Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity,
and development of more complex social structures.
6.2.8.D.1.c: Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written
records.
8
English Language Arts & History/Social Studies Grades 6-8 Common Core Standards
Key Ideas and Details:
RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.
Craft and Structure:
RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains
related to history/social studies.
RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally).
Integration of Knowledge and Ideas:
RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print
and digital texts.
Range of Reading and Level of Text Complexity:
RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band
independently and proficiently.
English Language Arts Standards » Writing » Grade 6-8
Text Types and Purposes:
WHST.6-8.1: Write arguments focused on discipline-specific content.
WHST.6-8.2 a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
Production and Distribution of Writing:
WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.
9
WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas clearly and efficiently.
Research to Build and Present Knowledge:
WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several
sources and generating additional related, focused questions that allow for multiple avenues of exploration.
WHST.6-8.8: Gather relevant information from multiple print and digital sources, using terms search terms effectively; assess
the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism and following a standard format for citation.
WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.
10
Grade: 6
Unit: I
Weeks 1-9
Topic: World Geography and Human Origins
Unit one focuses on refreshing fundamental geography concepts
and how they are closely related to the study of world history.
Basic map skills and the five themes of geography are highlighted.
Students will then explore why and how historians learn about
prehistoric societies. Lastly, students will investigate the origins of
humans and how they improved their lives through the Neolithic
Era and the dawn of civilizations.
Skills learned in this unit will be utilized throughout the year in
subsequent units of study.
NJCCCS: 6.2.8.A.1.a, 6.2.8.B.1.a, 6.2.8.B.1.b, 6.2.8.B.2.a, 6.2.8.B.2.b, 6.2.8.C.1.a, 6.2.8.1.b, 6.2.8.D.1.a, 6.2.8.D.1.b, 6.2.8.D.1.c
Standards: CCSS: RH.6-8.1, RH.6-8.4, RH.6-8.5, RH.6-8.7, RH.6-8.10, WHST.6-8.1, WHST.6-8.2a-f, WHST.6-8.4, WHST.6-8.5,
WHST.6-8.6, WHST.6-8.7, WHST.6-8.8, WHST.6-8.9
NJDOE Student
Learning Objectives
Define geography and
analyze importance of
geographers and the tools
they use.
Standard:
NJCCCS:
6.2.8.B.1.a
6.2.8.B.1.b
6.2.8.B.2a
6.2.8.B.2.b
Essential Question
What is geography?
Who are geographers?
What tools are used to study
geography?
Why is it important to study
geography?
What are the major features
of maps?
Sample Activities
Discussion Questions:
Use PowerPoint Student
notes handout What is
Geography?
Teacher Notes (Link)
Understanding Parts of Map
Group Activity-Using a NJ
map students will learn the
parts of a map.
Resources
Interdisciplinary
Connections
Discovery Education
Techbook World
Geography and Cultures:
Chapter 1
Section 1.1 The World in
Spatial Terms – Includes
leveled readings, video
clips, graphic organizers,
and activities.
http://www.discoveryeducati
on.com/
ELA- Biography-Mercator
the Mapmaker from
Discovery Education
Techbook World Geo and
Cultures: Chapter 1
Section 1.1 – Go to Explore
tab 7, reading passage that
includes comprehension
questions and open-ended.
CCSS:
RH.6-8.1
11
NJDOE Student
Learning Objectives
Essential Question
Sample Activities
RH.6-8.2
RH.6-8.5
RH.6-8.7
WHST.6-8.1
Resources
Interdisciplinary
Connections
Teacher Notes (Link)
Teacher Notes-What is
Geography? PowerPoint.
Student Notes -What is
Geography? PowerPoint.
BrainPOP lesson on Map
Skills
BrainPOP: Username =
ppslib or after-hours
ppslib_teacher, Password =
lib
http://www.brainpop.com/so
cialstudies/geography/maps
kills/
Evaluate how maps, charts,
and graphs are used to
represent physical and
human features of
geography
.
Standard:
NJCCCS:
6.2.8.B.1.a
6.2.8.B.1.b
6.2.8.B.2a
6.2.8.B.2.b
How do maps represent
physical and human features
in the world?
What is the importance of
using maps to illustrate
physical and human features
in the world?
Teacher Notes (Link)
Lesson Plan-Finding
Absolute Locations of
Latitude & Longitude in
Canada Group ActivityUsing Canada map students
will work in groups to find
absolute locations in
Canada.
Student Handout- Finding
Absolute Locations in
Canada.
BrainPOP lesson on
Continents of the World
http://www.brainpop.com/so
cialstudies/geography/contin
entsoftheworld/
BrainPOP lesson on
Latitude and Longitude
http://www.brainpop.com/so
cialstudies/geography/contin
entsoftheworld/
ELA-Evolution of
Geography from Discovery
Education Techbook World
Geo and Cultures: Chapter
1 Section 1.1-Go to Explore
tab 1, reading passage that
includes comprehension
questions and open-ended.
CCSS:
RH.6-8.1
RH.6-8.2
RH.6-8.7
12
NJDOE Student
Learning Objectives
Essential Question
Sample Activities
Resources
Interdisciplinary
Connections
RH.6-8.10
WHST.6-8.1
Examine the five themes of
geography.
What are the five themes of
Geography?
Standard:
How does geography’s five
themes influence the way
people live and adapt to a
particular region?
NJCCCS:
6.2.8.B.1.a
6.2.8.B.1.b
6.2.8.B.2a
6.2.8.B.2.b
CCSS:
RH.6-8.1
RH.6-8.4
RH.6-8.7
WHST.6-8.1
Examine and identify
primary and secondary
sources to make informed
conclusions.
CCSS:
RH.6-8.1
BrainPop 5 Themes of
Geography: Companion
activities with lesson
How can geography’s five
themes help us to
understand various cultures?
Teacher Notes (Link)
Teacher Notes-5 Themes of
Geography PowerPoint
Student Notes-5 Themes of
Geography PowerPoint
BrainPOP lesson on
Geography Themes
http://www.brainpop.com/so
cialstudies/geography/geogr
aphythemes/
How can geography’s five
themes help us to identify
and think critically about
challenges people face?
What are primary sources?
Why do historians use
primary sources?
Standard:
NJCCS:
6.2.8.D.1.c
Discussion Questions:
Use Student Notes 5
Themes of Geography
PowerPoint handout.
What are secondary
sources?
Why do historians use
secondary sources?
Interactive Web Activity:
History on the Net interactive
lesson on Primary and
Secondary Sources. Can be
done as whole class using
whiteboards to record
answers.
http://www.historyonthenet.c
om/Lessons/sources/source
smain.htm
The Method of Historical
Inquiry-Why Study
History? PowerPoint to
stimulate interest.
Why Study History.ppt
Discovery Education
World Geography and
Cultures Techbook:
Evaluating and Using
Sources
Go to Section 1.1 The World
ELA Writing Extension:
History on the Net Primary
and Secondary Source
extension: When did you last
see your father?
http://www.historyonthenet.co
m/Lessons/sources/whendidy
oulast.htm
13
NJDOE Student
Learning Objectives
RH.6-8.2
RH.6-8.4
RH.6-8.5
RH.6-8.7
Essential Question
What is the difference
between a primary and
secondary source?
Sample Activities
Teacher Notes (Link)
Student Handout Primary
vs Secondary Source
History on the Net lesson
Resources
Interdisciplinary
Connections
in Spatial Terms: Explore
Tab 4 The Relevance of
Geography to the Past and
the Future
What are historical sources?
DOL for Primary and
Secondary Source lesson
Explain the processes used
by archaeologists to
understand ancient history.
Standard:
NJCCCS:
6.2.8.D.1.c
6.3.8.3
CCSS:
RH.6-8.1
RH.6-8.2
RH.6-8.3
RH.6-8.4
RH.6-8.5
RH.6-8.7
RH.6-8.10
WHST.6-8.1
WHST.6-8.6
WHST.6-8.9
WHST.6-8.10
How do archaeologists learn
about prehistoric societies?
How has the study of ancient
humans changed over time?
How do archaeologists
examine a site?
What tools do archaeologists
use to examine a site?
What processes do
archaeologists use to learn
from these artifacts?
What conclusions can
archaeologists draw from
artifacts?
Teacher Notes (Link)
Lesson Plan-Tools of
Archaeologist Activity-SW
correctly predict and identify
common tools used by
archaeologists and their
purpose
Activity-Tools of
Archaeologist PowerPoint
Student Handout-Tools
Archaeologist activity
What is Archaeology?
Video Clip
http://www.youtube.com/wat
ch?v=Vj-Oq8vk3N4
Discovery Education
World History (Prehistory1800) : Chapter 1 Section
1.1 – See Model Lesson,
then go to Engage tab,
Explore tab 1
Archaeologists as
Detectives, 2 Tools of the
Craft
ELA- Biography-Howard
Carter: The Real Indiana
Jones from Discovery
Education Techbook World
History (Prehistory-1800):
Chapter 1 Section 1.1 –Go
to Explore tab 1, reading
passage that includes
comprehension questions
and open-ended.
DOL for Tools of
Archaeologist – Fossil or
Artifact
Small Group Activity
Discovery Education Section
1.1 – Go to Explain Tab
Activities: Archaeological
Investigation – List at least
six important steps in
process of archaeological
investigation and create
storyboard to represent each
14
NJDOE Student
Learning Objectives
Essential Question
Sample Activities
Resources
Interdisciplinary
Connections
Discovery Education
World History (Prehistory1800) : Chapter 1 Section
1.1 – Go to Explore tab #3
Early Human Life, #4
Hominid Prehistory and
Hominids, #5 Hominid
Habitats
ELA Prehistoric Analogies
EC opportunity: baby :
walking :: Australopithecus :
bipedal
step after reading Explore
tab 2 – Tools of the Craft.
Analyze the development of
hominids in Africa.
Standard:
Where did we come from?
NJCCCS:
6.2.8.D.1.a
6.2.8.D.1.c
What have archaeologists
discovered about prehistory?
CCSS:
RH.6-8.1
RH.6-8.2
RH.6-8.4
RH.6-8.7
RH.6-8.10
WHST.6-8.1
WHST.6-8.9
WHST.6-8.10
What makes us human?
What is the difference
between history and
prehistory?
Where did hominids settle?
Jigsaw Activity: Discovery
Education Techbook
Chapter 1 Section 1.1 – Go
to Model Lesson for
instructions under Session 3
and correspond to Explore
tabs 3-5.
BrainPOP Human
Evolution: Companion
activities with lesson.
Becoming Human
Interactive Documentary:
Journey through story of
human evolution.
http://www.becominghuman.
org/
PBS NOVA Becoming
Human Part 1 and 2:
Examines what latest
scientific research reveals
about hominid relatives.
http://www.pbs.org/wgbh/no
va/evolution/becominghuman.html#becominghuman
ELA-Daily Life for Homo
Erectus from Discovery
Education Techbook World
History (Prehistory-1800):
Chapter 1 Section 1.1 Go to
Explore tab 3, reading
passage that includes
comprehension questions
and open-ended.
ELA-Connection to Current
Times-Where Humans Live
from Discovery Education
Techbook World History
(Prehistory-1800): Chapter
1 Section 1.1 Go to Explore
tab 5, reading passage that
includes comprehension
questions and open-ended.
BrainPOP lesson on
Human Evolution:
http://www.brainpop.com/sci
ence/ecologyandbehavior/h
15
NJDOE Student
Learning Objectives
Essential Question
Sample Activities
Resources
Interdisciplinary
Connections
umanevolution/
Explain the migration
patterns of early humans
from Africa to various world
regions.
Standard:
NJCCS:
6.2.8.B.1.a
6.2.8.B.1.b
6.2.8.D.1.a
CCSS:
RH.6-8.1
RH.6-8.2
RH.6-8.3
RH.6-8.4
RH.6-8.7
RH.6-8.10
WHST.6-8.1
WHST.6-8.9
WHSt.6-8.10
How did human populations
spread?
What reasons might early
humans have had for
migrating from Africa?
What challenges may have
been faced along the way?
What might have been the
impact of them moving into
new regions?
Discovery Techbook
Chapter 1 Section 1.2
Timeline Map the First
Migrations: Go to Elaborate
tab for whole class or small
group interactive
investigation activity where
students explore: The
natural forces that drove
early humans to migrate
throughout the world and the
cultural developments that
came with that migration.
Discovery Education
World History (Prehistory1800) : Chapter 1 Section
1.2 -See Model Lesson,
then go to Engage tab,
Explore tab #1From Africa
to SW Asia, Europe and
Further into Asia, #2
Crossing the Ancient Seas
ELA-Open-Ended:
What do you think was the
most important cultural
development that enabled
early humans to spread
throughout the world?
Explain your answer using
specific details from the
information provided.
History Channel Video
Clip: Early human migration
out of Africa
http://www.history.com/sho
ws/mankind-the-story-of-allof-us/videos/mankind-thestory-of-all-of-us-theearliest-humans
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NJDOE Student
Learning Objectives
Identify and analyze the
impact of early cultural
developments on huntergatherer societies.
Standard:
NJCCS:
6.2.8.A.1.a
6.2.8.B.1.b
6.2.8.D.1.a
6.2.8.D.1.b
CCSS:
RH.6-8.1
RH.6-8.2
RH.6-8.4
RH.6-8.7
RH.6-8.10
WHST.6-8.1
WHST.6-8.9
WHST.6-8.10
Essential Question
Sample Activities
Resources
Interdisciplinary
Connections
How did the formation of
societies improve the lives of
early humans?
Discovery Techbook
Chapter 1 Section 1.2: Go
to Explore tab 3 Early
Humans: Categorization
Chart – Students will record
information about early
human government, religion,
economics, art and
architecture, social and
cultural values as reading.
Discovery Education
World History (Prehistory1800) : Chapter 1 Section
1.2 - Go to Explore tab #3
The Birth of Society, #6
Language, #7 The
Beginnings of Art
ELA-The Art of Lascaux
from Discovery Education
Techbook Chapter 1
Section 1.2:
Go to Explore tab 3, reading
passage that includes
comprehension questions
and open-ended.
What effect did the
development of speech and
language have on human
society?
What purpose did art serve
in early human society?
History Channel Video
Clip: Adapting during the
last Ice Age.
http://www.history.com/sho
ws/mankind-the-story-of-allof-us/videos/mankind-thestory-of-all-of-us-the-ice-age
ELA-Speak Up! from
Discovery Education
Techbook Chapter 1
Section 1.2: Go to Explore
tab 6, reading passage that
includes comprehension and
open-ended.
Art: Create a cave painting
mimicking techniques of the
first cave painters.
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NJDOE Student
Learning Objectives
Identify and analyze the
impact of early technological
developments on huntergatherer societies.
Standard:
NJCCS:
6.2.8.B.1.b
6.2.8.C.1.b
6.2.8.D.1.a
CCSS:
RH.6-8.1
RH.6-8.2
RH.6-8.4
RH.6-8.7
RH.6-8.10
WHST.6-8.1
WHST. 6-8.2
WHST.6-8.6
WHST.6-8.9
WHST.6-8.10
Essential Question
How did living in groups
improve early humans’
ability to hunt?
What improvements did
early humans make to their
tools as they migrated?
Sample Activities
Resources
Discovery Techbook
Chapter 1 Section 1.2: Go
to Explain tab Early Humans
Advertisement Activity –
Students will complete
graphic organizer explaining
how early human tool
revolutionized society and
create advertisement to sell
tool.
Discovery Education
World History (Prehistory1800) : Chapter 1 Section
1.2 Go to Explore tab 4 Hunting
in Groups, 5 Making Tools
History Channel Video
Clip: Harnessing the power
of fire.
http://www.history.com/sho
ws/mankind-the-story-of-allof-us/videos/mankind-thestory-of-all-of-us-fire
Interdisciplinary
Connections
ELA-What’s So Great
About Fire? from
Discovery Education
Techbook Chapter 1
Section 1.2: Go to Explore
tab 4, reading passage
includes comprehension
questions and open-ended.
History Channel Video
Clip: Modern dog descends
from the domestication of
wolves during the Ice Age.
http://www.history.com/sho
ws/mankind-the-story-of-allof-us/videos/mankind-thestory-of-all-of-us-mans-bestfriend
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NJDOE Student
Learning Objectives
Analyze the impact of the
Neolithic Revolution.
Standard:
6.2.8.A.1.a
6.2.8.B.1.b
6.2.8.C.1.a
6.2.8.C.1.b
6.2.8.D.1.a
CCSS:
RH.6-8.1
RH.6-8.2
RH.6-8.3
RH.6-8.4
RH.6-8.5
RH.6-8.7
RH.6-8.10
WHST.6-8.1
WHST. 6-8.2
WHST.6-8.9
WHST.6-8.10
Essential Question
Sample Activities
In what ways did Agricultural
Revolution change human’s
way of life?
Discovery Techbook
Chapter 2 Section 2.1
Cause and Effect Jigsaw
Activity: Go to Explore tab 1
Why, Where, When? Identify
causes, events, and effects
associated with the Neolithic
Revolution in jigsaw activity
Explore tabs 2-4.
What is the definition of
revolution?
How did farming develop
during the Neolithic
Revolution?
How did domestication of
animals change society?
What tools did Neolithic
people use?
How did cities form?
How did farming spread?
Compare and Contrast:
Life as a hunter-gatherer to
life in an early agricultural
village.
Resources
Discovery Techbook
Chapter 2 Section 2.1
Neolithic Revolution
See Model Lesson
History Channel Video
Clip: The discovery of
farming.
http://www.history.com/sho
ws/mankind-the-story-of-allof-us/videos/mankind-thestory-of-all-of-us-farming
BrainPOP lesson on the
Agricultural Revolution:
http://www.brainpop.com/so
cialstudies/worldhistory/agri
culturalrevolution/
Interdisciplinary
Connections
ELA-Domesticating
Animals from Discovery
Education Techbook
Chapter 2 Section 2.1: Go
to Explore tab 3, reading
passage includes
comprehension questions
and open-ended.
ELA-Technology, Then and
Now from Discovery
Education Techbook
Chapter 2 Section 2.1:
Go to Explore tab 4, reading
passage includes
comprehension questions
and open-ended.
YouTube Catal Huyuk
Video Clip:
http://www.youtube.com/wat
ch?v=kfBSB9iol3w
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NJDOE Student
Learning Objectives
Identify the characteristics of
civilizations and connect
these characteristics to the
needs of settled society.
Standard:
NJCCCS:
6.2.8.C.1.a
6.2.8.C.1.b
6.2.8.D.1.b
CCSS:
RH.6-8.1
RH.6-8.2
RH.6-8.4
RH.6-8.5
RH.6-8.7
RH.6-8.10
WHST.6-8.1
WHST. 6-8.4
WHST.6-8.6
WHST.6-8.9
WHST.6-8.10
Essential Question
Why do humans form
civilizations?
Why was agriculture an
essential step in the
development of civilization?
What is the importance of
specialization of labor in a
civilization?
How did the specialization of
labor impact society?
What are the roles of cities
and central governments in
civilization?
What role did art and
architecture play in the
culture of early civilizations?
What role did religion and
written language play in the
culture of early civilizations?
What did civilizations
exchange as they
interacted?
How did geography affect
the establishment and
spread of early civilizations?
Sample Activities
Discovery Techbook
Chapter 2 Section 2.2
Graphic Organizer Jigsaw
Activity:
Go to Explore tab 1 and use
Categorization Chart: Feed
the People to break up and
organize material on Explore
tabs 1-6.
Discovery Techbook
Chapter 2 Section 2.2 Main
Idea Web Diagram: Go to
Explore tab 7 The
Importance of Geography
complete Main Idea Web
Diagram with information
about the geography of and
interactions among early
civilizations (tabs 7 and 8).
Discovery Techbook
Chapter 2 Section 2.2
Create a Movie Trailer: Go
to Explain Activities tabStudents will create movie
trailer for The Civilization
describing benefits and
elements of a civilization.
Students will use information
to support from Explore tabs
1-8.
Resources
Discovery Techbook
Chapter 2 Section 2.2
Early Agricultural
Civilizations
See Model Lesson, and
then go to Engage and
Explore tabs 1-6.
Interdisciplinary
Connections
ELA-The Caveman Diet
from Discovery Education
Techbook Chapter 2
Section 2.2:
Go to Explore tab 1, reading
passage includes
comprehension questions
and open-ended.
ELA-This is “Culture” from
Discovery Education
Techbook Chapter 2
Section 2.2:
Go to Explore tab 3, reading
passage includes
comprehension questions
and open-ended.
ELA-Maslow’s Hierarchy of
Needs from Discovery
Education Techbook
Chapter 2 Section 2.2:
Go to Explore tab 8, reading
passage includes
comprehension questions
and open-ended.
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Amistad Additional Resources
The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.
http://www.njamistadcurriculum.net/
All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found
on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and
password.
The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive
Curriculum units contain the following topics:
1. Social Studies Skills
2. Indigenous Civilization (1000-1600)
3. Ancient Africa (3000-1492)
4. The emerging Atlantic World (1200-1700)
5. Establishment of a New Nation and Independence to Republic (1600-1800)
6. The Constitution and Continental Congress (1775-1800)
7. The Evolution of a New Nation State (1801-1860)
8. The Civil War and Reconstruction (1861-1877)
9. Post Reconstruction and the origins of the Progressive Era
10. America Confronts the 20th Century and the emergent of Modern America (1901-1920)
11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization
and Global Conflict (1921-1945)
12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA
of reform. (1946-1970)
13. National and Global Debates, Conflicts, and Developments & America Faces in the 21 st Century (1970-Present)
The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the
topics covered:
1. Intro
2. Activities
3. Assessments
4. Essentials
5. Gallery
6. Gallery
11. Tools
7. Griot
8. Library
9. Links
10. Rubrics
All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.
Unit 1 Vocabulary
Vocabulary:
Australopithecus
absolute location
agriculture
ancestor
archaeology
architecture
artifact
bipedal
cardinal direction
chronological
civilization
climate
compass rose
culture
Cro-Magnon man
dig site
DNA
domestication
environment
equator
evolution
excavate
fertile
fossil
geography
history
hominid
homo erectus
homo habilis
homo sapiens
hunter-gatherers
Ice ages
intermediate direction
key
land bridge
landform
latitude
longitude
Mesolithic Era
migrate
Neanderthal man
Neolithic Era
Neolithic Revolution
nomad
Paleolithic Era
parallel
political map
prehistory
primary source
relative location
religion
resources
scientific method
secondary source
society
specialization
surplus
tool
Choose 1
Unit Project 1 (Suggested)
Unit Project 1 (Suggested)
Suggested Unit 1Project:
Suggested Project 2:
5 Themes of Geography Collage Project (see PPS resources for project
guidelines and rubric).
• Students will create a collage that represents their family in
each of the 5 themes of geography.
Hominids Evolve Research Project (see PPS resources for project
guidelines and rubric)
• Group project where students will be assigned to research a
hominid or early human. Each member will be responsible for
one sub-topic of the hominid/early human research.
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