Download Ancient History - socialsciences dadeschools net - Miami

Ancient History
Grade 6
Lesson Plans to Support Instruction
First Nine Weeks
Miami-Dade County Public Schools
Curriculum and Instruction
Division of Social Sciences
Introduction
The lessons in this packet are designed to address the Content and Skills
Benchmarks found in the Sixth Grade World History course as outlined in Florida’s Next
Generation Sunshine State Standards for Social Studies. Additionally, the lessons are
correlated and sequenced to the 6th Grade NGSS-SS Pacing Guide (1st Nine Weeks)
created by the Division of Social Sciences. The Pacing Guide may be found on the
Division of Social Sciences’ web page at: http://socialsciences.dadeschools.net/
Lessons have been developed for each of the topics introduced in the 1st Nine
Weeks pacing guide. The lessons include technology links as well as interdisciplinary
correlations, where appropriate, to facilitate interdisciplinary planning and instruction.
The lessons are intended as a resource for teachers. Teachers are strongly
encouraged to adapt the lessons to match the needs of their students and develop
creative lessons of their own.
Table Of Contents
Pages
Why Study History?
1-5
Map Skills
6-12
Pompeii and the Six Essential Elements of Geography
13-20
Map Projections- How to Put a Round Earth on a Flat Map
21-28
Maps, Maps, Maps!! (Exploring Different Types of Maps)
29-42
Natural Wonders of the Ancient World
43-46
Displaying Data on Graphs and Charts
47- 56
Digging Up the Past
57-63
The Stone Age
64-69
The Beginnings of Civilization
70-77
Ancient Mesopotamia
78-84
The Assyrian and Chaldean Empires
85-89
What If The Nile Changed Its Course?
90-94
Pharaoh of the Year
95-97
Globebook, Inc
98-101
Lesson Correlations with Florida’s Next Generation Sunshine State
Standards: Sixth Grade World History
Lesson
Page
Why Study History?
1-5
NGSS-SS 6th Grade Benchmarks Addressed by Lesson
Content Benchmarks: SS.6.W.1.2; SS.6.W.1.3; SS.6.W.1.4;
SS.6.W.1.5; SS.6.W.1.6
Skills Benchmarks: SS.6.W.1.1; LA.6.1.6.1; LA.6.1.6.3;
LA.6.1.6.7; LA.6.1.7.3
Content Benchmarks: SS.6.G.1.1; SS.6.G.1.5
Map Skills
6-12
Skills Benchmarks: SS.6.G.1.4; LA.6.1.6.1
Content Benchmarks: SS.6.G.6.1; SS.6.G.5.3
Pompeii and the Six
Essential Elements
of Geography
13-20
Map ProjectionsHow to Put a Round
Earth on a Flat Map
21-28
Skills Benchmarks: SS.6.G.1.1; SS.6.G.1.4; SS.6.G.1.5;
SS.6.G.1.7; LA.6.1.6.1; LA.6.1.6.2; LA.6.1.7.1; LA.6.1.7.3
Content Benchmarks: SS.6.G.1.2
Skills Benchmarks: SS.6.G.1.1; SS.6.G.1.4; LA.6.1.6.1;
LA.6.1.6.2; LA.6.1.7.1
Content Benchmarks: SS.6.G.1.2; SS.6.G.2.2; SS.6.G.2.5;
Maps, Maps, Maps!!
(Exploring Different
Types of Maps)
29-42
Natural Wonders of
the Ancient World
43-46
Displaying Data on
Graphs and Charts
47-56
Digging Up the Past
57-63
The Stone Age
64-69
The Beginnings of
Civilization
70-77
SS.6.G.2.6; SS.6.G.6.2
Skills Benchmarks: SS.6.G.1.4; SS.6.G.1.5; SS.6.G.1.6;
SS.6.E.3.4
Content Benchmarks: SS.6.G.1.3, SS.6.G.1.6; SS.6.G.2.1;
SS.6.G.2.3
Skills Benchmarks: SS.6.G.1.4; SS.6.G.1.5; SS.6.W.1.1;
LA.6.1.6.1; LA.6.1.6.3
Content Benchmarks: SS.6.G.1.4
Skills Benchmarks: LA.6.1.6.1; LA.6.1.6.3; LA.6.1.7.1;
MA.6.A.2.2; MA.6.A.3.1
Content Benchmarks: SS.6.W.1.3; SS.6.W.1.4;
SS.6.W.1.5; SS.6.W.1.6
Skills Benchmarks: SS.6.G.4.3; SS.6.G.6.2; LA.6.1.6.1;
LA.6.1.7.1
Content Benchmarks: SS.6.G.4.1 SS.6.E.2.1 SS.6.W.2.1;
SS.6.W.2.2
Skills Benchmarks: SS.6.W.1.1; LA.6.1.6.2; LA.6.1.7.1
Content Benchmarks: SS.6.W.2.2; SS.6.W.2.3;
SS.6.W.2.4; SS.6.W.2.7; SS.6.E.1.2; SS.6.E.2.1
Skills Benchmarks: SS.6.G.1.4; SS.6.G.2.1; SS.6.G.2.3;
SS.6.G.3.1; SS.6.G.3.2; SS.6.G.4.2; LA.6.1.6.3
Content Benchmarks: SS.6.W.1.3; SS.6.W.2.4;
Ancient
Mesopotamia
78-84
The Assyrian and
Chaldean Empires
85-89
What If The Nile
Changed Its
Course?
90-94
Pharaoh of the Year
95-97
Globebook, Inc
98101
SS.6.W.2.7; SS.6.W.2.8; SS.6.G.2.1; SS.6.G.2.2;
SS.6.G.2.3; SS.6.G.5.2
Skills Benchmarks: SS.6.G.1.7; SS.6.G.4.4; LA.6.1.6.1;
LA.6.1.7.1
Content Benchmarks: SS.6.W.2.2; SS.6.W.2.4; SS.6.E.1.2;
SS.6.E.1.3; SS.6.E.3.4; SS.6.G.2.1; SS.6.G.2.2;
SS.6.G.2.3; SS.6.G.4.1; SS.6.G.5.1; SS.6.G.5.2
Skills Benchmarks: SS.6.W.2.7; SS.6.W.2.8; SS.6.G.1.3;
SS.6.G.1.4; SS.6.G.1.7; LA.6.1.6.1; LA.6.1.7.1
Content Benchmarks: SS.6.G.1.7; SS.6.G.2.1; SS.6.G.2.3;
SS.6.G.2.4; SS.6.G.2.7;
Skills Benchmarks: SS.6.G.1.4
Content Benchmarks: SS.6.W.2.6
Skills Benchmarks: LA.6.1.6.1; LA.6.1.6.2; LA.6.1.6.3
Content Benchmarks: SS.6.W.2.5
Skills Benchmarks: SS.6.G.1.4, SS.6.W.1.1, LA.6.1.7.3
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
1.
Title: Why Study History?
2.
Lesson Objectives:
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
•
SS.6.W.1.2: Identify terms (decade, century, epoch, era, millennium,
BC/BCE, AD/CE) and designations of time periods.
•
SS.6.W.1.3 Interpret primary and secondary sources.
•
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 (historiography).
•
SS.6.W.1.6: Describe how history transmits culture and heritage and
provides models of human character.
Sixth Grade NGSSS-SS Skills Benchmark/s:
•
•
1
SS.6.W.1.1 Use timelines to identify chronological order of historical
events.
LA.6.1.6.1 The student will use new vocabulary that is introduced and
taught directly.
3.
•
LA.6.1.6.3
•
LA.6.1.6.7
•
LA.6.1.7.3
The student will use context clues to determine meanings of
unfamiliar words.
The student will identify and understand the meaning of
conceptually advanced prefixes, suffixes, and root words.
The student will determine the main idea or essential
message in grade-level text through inferring, paraphrasing,
summarizing, and identifying relevant details.
Key Vocabulary:
Decade, century, millennium, epoch, era, prehistory, calendar, B.C., A.D.,
B.C.E., C.E., timeline, period, prehistory, Ancient History, Middle Ages,
Modern History
4.
Materials Needed:
Attachment A: Teacher Background Information Page
Construction paper
Pencils
Paper
Colored pencils
5.
Steps to Deliver the Lesson:
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
a. Lesson opening: Explain to students that as they study history, they will
be learning about the past. People who study history are called historians.
They will start by thinking about what history is and why it is important.
Learning about the past helps us understand the present and make
decisions about the future. To understand the people and places of the past,
historians study clues and evidence. Understanding the past can help people
better understand the present and plan for the future. Have students think
about events in their lives and how these events have affected them until the
present day. Use Social Studies task cards as a reference and have
students create a timeline of their lives including important dates and events
placed in chronological order and labeled. They should include events
before and after their birth. The timeline should be illustrated with drawings
or personal pictures from their life.
2
b. Introduce the lesson using the following website video: History of the World
in Seven Minutes http://worldhistoryforusall.sdsu.edu/. Organize students
into groups of four and give them a placemat made from construction paper.
They will draw an oval in the middle of the paper and 4 lines that extend to
the corners of the paper. In the center oval, they will write: Why do people
study history? Then, each group member will write answers to the question
on their section of the paper. The team will compare their answers and circle
or highlight any answers they have in common. Finally, each group should
share their ideas with the class as a whole.
c. To study the past, historians must measure and label time correctly. The
teacher will explain the key vocabulary for measuring time: decade, century,
millennium, epoch, era, and calendar. Use Attachment A: Teacher
Background Information Page:
1. Explain how history is divided into eras (a long period of time marked
by great events, developments, or figures) The eras are known as
a. Prehistory (the time before writing was developed up to 3500 B.C.),
b. Ancient History 3500B.C.-circa A.D. 500,
c. Middle Ages A.D. 500- A.D. 1400,
d. Modern History A.D. 1400-present day.
2.
Instruct students to create timelines of the various eras learned today
and the major accomplishments within each era, (invention of
cuneiform writing in Mesopotamia, creation of fire, the invention of the
wheel, etc.) Timelines will be displayed around the classroom and
important historical information will be added throughout the school
year.
d. Lesson Closure: Review concepts covered and have students come up
with appropriate names to describe the last century. Students may refer to
current events and important events of the last 100 years.
6.
Technology Integration:
•
•
•
3
Students will work in teams and use the Internet to investigate an event
from the ancient world. They will gather information as reporters and
synthesize their findings into individual newspaper articles. Each team will
then compile its news stories into a front page edition of the Ancient Times
to share with classmates.
www.britishmuseum.org : A History of the World Through Objects.
Have students use the following website to review the importance of
history. Ancient Civilizations Lesson Ideas
•
•
•
7.
Extension Activities:
•
8.
Have the students use the following website to access the Timelines &
Time Periods - FREE presentations in PowerPoint ...
http://www.timemaps.com/history
Living time line activity:
http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSS_LP_S01_BA_L
06_I02_01.pdf
Have students pretend that they have traveled back in time approximately
35,000 years. Have them write a letter to a family member or friend who
lives today. Describe to this person what kind of experiences they are
having. Be as factual as possible, but be creative and use good
descriptive words, including sounds, sights, smells, etc.
Assessment Strategy:
Complete a graphic organizer to list the important details about studying history.
Reasons to Study History
4
Measuring Historical
Time
People who Study Time
Teacher Background Information
The Julian calendar was developed by Julius Caesar and started counting years
at the founding of Rome but it was losing time. Therefore, in A.D. 1582 Pope
Gregory XIII started the Gregorian calendar counting from the birth of Jesus. Today,
most of the world uses this calendar and it is based on the movement of the Earth
around the sun.
To date events correctly, historians use the terms: B.C. (Before Christ), A.D.
(anno domini which is Latin for in the year of the Lord), to avoid religious reference in
dating, many historians use B.C.E. (before the Common Era), and C.E. (Common
Era). These initials do not change the numbering of the years. There is no year “0.”
A.D. 1 is the birth of Jesus. To date events before the birth of Jesus, or B.C.,
historians count backwards. The year before A.D. 1 is 1 B.C. A.D. is written before
the date and B.C. is written after the date.
Timelines track the passage of time. They show the order of events within a
period of time and the time between events. Timelines can be a single line or
multilevel time lines stacked on top of each other.
5
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
1.
Title:
Map Skills
2.
Lesson Objectives:
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
•
SS.6.G.1.1
Use latitude and longitude coordinates to understand the
relationship between people and places on the Earth.
•
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.
Sixth Grade NGSSS-SS Skills Benchmark/s:
3.
•
SS.6.G.1.4
Utilize tools geographers use to study the world.
•
LA.6.1.6.1.
The student will use new vocabulary that is introduced and
taught directly.
Key Vocabulary:
cardinal direction, compass rose, direction, distance, equator, geography,
globe, hemisphere, intermediate direction, international date line, latitude,
longitude, map, prime meridian, scale, spatial, sphere,
4.
Materials Needed:
Attachment A:
Attachment B:
Attachment C:
6
World Map?
World Map? Pre-Test
World Map- The Real Thing
Globe
5.
Steps to Deliver the Lesson
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
a. Lesson Opening:
Explain to students that this year they will be studying
Ancient History in your class. But, before beginning, you would like to review
geography as it will help them better understand the earth and its history.
b. Show students a globe and explain that it is a model, or representation of the
earth. Ask students the following questions:
•
•
•
•
What is the shape of the earth? (If students answer “round,” introduce
the term sphere)
What do the two major colors on the globe represent? (land, water)
What is the purpose of a globe?
How is spatial information organized on a globe?
c. Next, explain that we often need a representation of the earth for various
purposes, but it would be very inconvenient to carry globes with us wherever
we go. Ask- what do we use in place of a globe? (Students should answer
“maps.”) Ask students if they have used maps in the past, and, if so, for what
reason.
d. Explain that you are going to give students a pre-test to evaluate their current
knowledge of map skills. They will also be given a map to use in answering
the questions.
e. Distribute Attachment B- “World Map?? Pre-Test” (before distributing
Attachment A). Answer any questions regarding the pre-test and explain that
students will not receive a grade for this activity. It is merely a tool to assess
their prior knowledge. Also explain that once they receive the map they will
have 5 minutes to complete the pre-test. Once the tests are distributed, no
questions may be asked until the 5 minute time period is over. Allow for any
final questions before distributing the map.
f. Distribute Attachment A- World Map??? Instruct students to keep the maps
“face down” on their desks until the timing begins. Remind them that there is
to be no talking during the test and that no questions may be asked/answered
until the five minutes have elapsed.
7
g. Monitor students as they are completing the task. At the end of the 5 minute
period (or sooner if they are getting restless), announce that the time is up
and pencils should be put down.
h. Ask the following questions:
• How many of you think you did well on the pre-test?
• Did you have any problems? If so, what?
• What do you think was needed to complete the task?
• Did you think this was a good map? Why or why not?
• What was missing from the map?
i. Students might note that everything on the map was in the wrong place. They
should also note that there was not enough information on the map to
complete the task. There was no compass rose, scale, latitude/longitude
lines, etc. Go over each of these items. Discuss their importance and
usefulness with the class. Review basic map skills, including all vocabulary
listed for this lesson (# 3 above).
j.
Distribute Attachment C: “The World,” and provide time for students to
complete the pre-test. Review and discuss as a group.
k. For additional practice and application of map skills, get individual copies of
Hurricane Maps (available free of charge from many local merchants) and
have students track storms using coordinates. A simulation activity with
lesson plan is available in the M-DCPS curriculum packet “Creative Lessons
for 6th Grade Geography.” The lesson, “Hurricane Warning,” can be found on
p. 8:
http://socialsciences.dadeschools.net/pdf/Creative%20Lessons%20for%206
%20grade%20Geography.pdf
l. If time permits, complete the included extension activities to reinforce this
lesson.
m. Closure: Have students begin an ongoing geography journal in which they
record significant geographical information as they read the textbook. Have
students use the geographical information to answer reflection questions and
write about the relationship between geography and history.
6.
Technology Integration:
•
8
A variety of World Political Maps, Physical Maps and Satellite Images (with
country links) may be accessed at: http://geology.com/world/
7.
8.
•
Visit the United States Geological Survey website for a list of teaching resources
(with links) for map skills instruction:
http://education.usgs.gov/secondary.html#mapteaching
•
For a lesson plan with complete background information, activities and
technology connections from National Geographic, access the lesson “Latitude,
Longitude, and Map Making” at:
http://www.nationalgeographic.com/xpeditions/lessons/01/g68/mapmaking.html
•
At National Geographic’s “Map Maker-1” site, students may create, download,
print and share maps:
http://education.nationalgeographic.com/education/mapping/outline-map/?ar_a=1
•
To access free presentations on map skills in power-point format:
http://geography.mrdonn.org/powerpoints/mapskills.html
Extension Activities:
•
Select one of the ancient river valley civilizations that will be studied in the
early part of the year. Have students, working in groups, create a map of
the region. Make sure that maps include the elements discussed in this
lesson.
•
Using the above student-created map (or a historical map of the region if
you did not complete the above activity), have students plan a journey
through the region. Then have students map the journey using scale,
distance, and map coordinates.
Assessment Strategy:
Assign individual or group grades to the “World Map” worksheet, or other linkedlesson activities. You may also evaluate extension activity maps or give a map
skills quiz similar to the pre-test used in the lesson.
9
10
Attachment B
Map Skills Pre-Test
Name___________________________________
Use the map provided to answer the following questions:
1.
Which continent is northwest of Australia?
__________________________________________________________________
2.
Which two continents are found entirely in the Southern Hemisphere?
__________________________________________________________________
3.
Through which continents does the Prime Meridian (0° longitude) pass?
__________________________________________________________________
4.
Which continent is south of Australia?
__________________________________________________________________
5.
Which continent is found entirely north of 30°North latitude?
__________________________________________________________________
6.
Which continent can be found at 30° south and 60° west?
__________________________________________________________________
7.
Which continent is southeast of Asia?
__________________________________________________________________
8.
What is the approximate distance across South America at its widest point?
__________________________________________________________________
9.
Which continent is located at 60° North and 90° East?
__________________________________________________________________
10. Through which continents does the 60° South latitude line pass?
__________________________________________________________________
11
12
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
1.
Title:
Pompeii and The Six Essential Elements of Geography
2.
Lesson Objectives:
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
•
SS.6.G.6.1
Describe the Six Essential Elements of Geography (The
World in Spatial Terms, Places and Regions, Physical
Systems, Human Systems, Environment, The Uses of
Geography) as the organizing framework for understanding
the world and its people.
•
SS.6.G.5.3
Use geographic tools and terms to analyze how famine,
drought, and natural disasters plagued many ancient
civilizations, such as flooding of the Nile, drought in Africa,
volcanoes in the Mediterranean region, and famine in Asia.
Sixth Grade NGSSS-SS Skills Benchmark/s:
13
•
SS.6.G.1.1
Use latitude and longitude coordinates to understand the
relationship between people and places on the Earth.
•
SS.6.G.1.4
Utilize tools geographers use to study the world.
•
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.G.1.7
Use maps to identify characteristics and boundaries of
ancient civilizations that have shaped the world today,
•
LA.6.1.6.1
The student will use new vocabulary that is introduced and
taught directly.
3.
•
LA.6.1.6.2
The student will listen to, read, and discuss familiar and
conceptually challenging text
•
LA.6.1.7.1
The student will use background knowledge of subject and
related content areas, prereading strategies, graphic
representations, and knowledge of text structure to make
and confirm complex predictions of content, purpose, and
organization of a reading selection.
•
LA.6.1.7.3
The student will determine the main idea or essential
message in grade-level text through inferring, paraphrasing,
summarizing, and identifying relevant details.
Key Vocabulary:
absolute location, complexity, ecosystem, environment, geography,
geographic representations, human system, interpret, location, physical
system, place, Pompeii, region, relative location, society, spatial,
4.
Materials Needed:
Attachment A:
Attachment B
Attachment C
5.
The Six Essential Elements of Geography
Pompeii
Pompeii- Answer Sheet
Major Volcanoes of Italy
Steps to Deliver the Lesson
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
14
a.
Lesson opening: Ask students “What is geography?” Record their
responses on the board and discuss the topic. Explain that as the year
progresses and the class studies “Ancient History,” it will be important to
think geographically. To think geographically, remember that everything
happens in a certain place (spatial perspective). As an organizer,
geographers have devised the Six Essential Elements of Geography.
b.
Have students define the highlighted vocabulary associated with the
lesson.
6.
c.
Distribute Attachment A- The Six Essential Elements of Geography. Use
effective reading strategies appropriate for your class to read and discuss
the background information contained in the attachment.
d.
Ask students what they think a mental map might be. After a brief
discussion, have students close their eyes and think of their mental map of
the classroom. (You might want to use the school, their route to school,
etc) On the back of Attachment A , have students make a brief quick
sketch of their mental map. Explain that, as each area of history is studied
throughout the year, students should always make their own “mental map”
of the area.
e.
Distribute Attachment B- Pompeii. Have students read the article on
Pompeii. Explain that even though the article contains only 4 sentences,
by thinking geographically, all Six Essential Elements of Geography can
be found. After reading the article, have students complete the graphic
organizer.
f.
Review and discuss organizer and Pompeii story. Ask students if they
were surprised that they were able to find so much information from only 4
sentences. Explain that this is a part of thinking geographically.
g.
Lesson Closure: Now that students have a better understanding of the Six
Essential Elements and how to think geographically, assign the task of
finding(or writing) a brief news article. Have students share their articles
with the class and identify the Six Essential Elements in each article.
Technology Integration:
•
•
•
•
7.
Extension Activities:
•
15
Why Geography? Information on the Six Essential Elements from Mapsgps info.com : http://www.maps-gps-info.com/ygphy.html
Lesson on the Six Essential Elements of Geography with photo analysis
from the University of South Florida: http://etc.usf.edu/lplanner/view/195/
Background Information and eyewitness accounts on the eruptions of Mt.
Vesuvius from National Geographic:
http://ngm.nationalgeographic.com/2007/09/vesuvius/vesuvius-learn
Pompeii and Mt. Vesuvius- Article with images. M-DCPS Virtual Library
http://www.worldbookonline.com/student/article?id=ar584260#top
For additional practice, you may wish to use the Lesson Plan on the Six
Essential Elements of Geography from National Geographic- “Be a
Geography Detective:”
http://www.nationalgeographic.com/xpeditions/lessons/02/g35/detective.ht
ml
8.
•
To find out more about Pompeii and reinforce working with primary
sources, have students read the “Eyewitness account of Pliny the
Younger” at: http://www.eyewitnesstohistory.com/pompeii.htm
•
Ask students look at Attachment C- Major Volcanoes of Italy. Have
students analyze the location of the volcanoes and their effect on plant,
animal, and human environments in ancient times as well as today.
Students may create graphic organizers based on their interpretations.
Assessment Strategy:
Student worksheets may be evaluated for accuracy. Individual presentations
may be evaluated by teacher or student generated assessment models. Written
samples may be placed in portfolios.
16
Attachment A
Element 1
•
•
•
•
Element 2
•
•
•
•
Element 3
•
•
Element 4
•
•
•
•
Element 5
•
•
•
•
Element 6
•
•
17
The Six Essential Elements of Geography
The World in Spatial Terms
How do I create a mental map?
Where is a place located?
What is its absolute location? (use latitude and longitude)
What is its relative location? (What is it near?)
Places and Regions
Place- what is it like?
What are the physical characteristics (landforms, climate, vegetation,
animal life) of this place?
What are the human characteristics (people, language, buildings, culture)
of this place?
Region- how is this place grouped with other places by common
characteristics? (natural, cultural)
Physical Systems
How have physical systems (weather, climate, volcanoes, tornadoes,
hurricanes, glaciers, continental drift) shaped the earth?
How do plants and animals within an ecosystem depend on one another?
(How do they affect the ecosystem?)
Human Systems
How have people shaped the earth?
Why do people settle in certain places and not in others?
Why and how do people make boundaries (countries, states, etc)?
Movement- How do people, ideas, goods, culture move from place to
place?
Environment and Society
What is the relationship between people and their natural surroundings?
How do people use the environment?
How does the environment affect the way people live?
How do people affect the environment?
The Uses of Geography
How can geography help me understand the relationships between
people, places, and environments?
How can geography help me understand the past, present, and future?
Pompeii
Attachment B
A.D. 79- Pompeii- Fire and leaping flames could be seen as Mount Vesuvius erupted
near Pompeii close to the southwestern coast of the Italian Peninsula. Pliny the
Younger reported that thousands were fleeing the area as the city was covered with
layers of burning ash. Temples, houses, bridges, and roads were destroyed. It is
thought that as many as 20,000 people have died.
Six Essential Elements of Geography
Element 1
The World in Spatial Terms
Where is Pompeii Located? (absolute and
Relative location)
Element 2
Places and Regions
What is Pompeii like? (brief description)
What are the physical characteristics of
Pompeii?
What are the human characteristics of Pompeii?
In what region is Pompeii found?
Element 3
Physical Systems
How have physical systems shaped Pompeii?
How do elements within Pompeii depend on
each other? (physical & human)
Element 4
Human Systems
How did people in Pompeii shape the earth?
What movement is evident in Pompeii?
Element 5
Environment and Society
How did the environment affect the people in
Pompeii?
Element 6 The Uses of Geography
What did I learn about the relationships
between people, places, and environments
from this reading?
How does this help me understand the past?
How can knowing about Pompeii help
people prepare for the future?
18
Possible Answers for Attachment B
Six Essential Elements of Geography
Element 1
The World in Spatial Terms
Where is Pompeii Located? (absolute and
Relative location)
Element 2
Answers may include the following:
Relative location-Near the southwestern
coast of the Italian Peninsula.
Absolute location- 45.5°N, 14.3°E
Places and Regions
What is Pompeii like? (brief description)
What are the physical characteristics of
Pompeii?
An ancient city with more than 20,000
people. It is near a volcano and also near the
coast.
A coastal city, near Mt. Vesuvius
People have built Temples, houses,
What are the human characteristics of Pompeii?
bridges, and roads
In what region is Pompeii found?
Coastal region
Southwestern region of Italy
Element 3
Physical Systems
How have physical systems shaped Pompeii?
How do elements within Pompeii depend on
each other? (physical & human)
Element 4
Human Systems
How did people in Pompeii shape the earth?
What movement is evident in Pompeii?
Element 5
Coastal Climate. Mountain area- brings
mountain vegetation, Volcano- issues
People and animals within the region depend
on the environment for food, etc.
Environment depends on people to care for
it.
Cut trees, farmed, cleared land, built houses
bridges, roads
Movement of the earth- eruption. Movement
of the people- fleeing the city.
Environment and Society
How did the environment affect the people in
Pompeii?
Element 6 The Uses of Geography
What did I learn about the relationships
between people, places, and environments
from this reading?
Provided food, materials for building, water,
etc
The eruption of the volcano destroyed much
of what the people had built and took many
lives.
That they are all interdependent.
How does this help me understand the past? Answers will vary
How can knowing about Pompeii help
people prepare for the future?
19
Caution when choosing places to live.
Making emergency plans
Attachment C
20
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
1.
Title:
Map Projections- How to Put a Round Earth on a Flat Map
2.
Lesson Objectives:
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
•
SS.6.G.1.2
Analyze the purposes of map projections (political, physical,
and special purpose) and explain the applications of various
types of maps.
Sixth Grade NGSSS-SS Skills Benchmark/s:
21
•
SS.6.G.1.1
•
•
SS.6.G.1.4
LA.6.1.6.1.
•
LA.6.1.6.2
•
LA.6.1.7.1
Use latitude and longitude coordinates to understand the
relationship between people and places on the Earth.
Utilize tools geographers use to study the world.
The student will use new vocabulary that is introduced and
taught directly.
The student will listen to, read, and discuss familiar and
conceptually challenging text
The student will use background knowledge of subject and
related content areas, prereading strategies, graphic
representations, and knowledge of text structure to make
and confirm complex predictions of content, purpose, and
organization of a reading selection.
3.
Key Vocabulary:
Cartographer, cartography, distort, globe, map, map projection, political borders,
population density, representation, spherical
4.
Materials Needed:
Round object- grapefruit, orange, old tennis ball, beach ball etc (to be cut)
Sharpie- or other marking pen
Attachment A:
Reading- Map Projections
Attachment B:
Graphic Organizer Comparing Maps and Globes
Attachment C:
Looking at Map Projections
Attachment D:
Analyzing Map Projections
5.
Steps to Deliver the Lesson
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
a. Lesson opening: Ask students: “What is a map?” Record and discuss
answers. They should agree on something close to - a representation of the
earth (or earth’s surface). Next ask: “What is the shape of the earth?”
Answers should be “round” or “spherical.” Then ask- “What is the most
accurate representation of the earth?” The answer should be “a globe.”
Discuss why a globe is the most accurate representation of the earth.
b. Ask students to think of a time they have used a globe. When and how was it
used? Next ask students to think of times they have used maps. Why did
they use a map instead of a globe? Have students list the differences
between maps and globes.
c. Next, pose the problem- How do you represent a round (spherical) earth on a
flat map? Show the students the round object you have brought to class. With
the marking pen, mark the north and south poles. Then draw a line around
the center approximating the equator. Explain. Make a rough sketch of the
continents on your object. Pierce your “globe” and peel it open with your
fingers. Ask students for suggestions as to how to flatten your “globe” into a
map. (Alternately- you may wish to divide your class into groups, giving each
group a round object to complete this activity. If you choose to do this, the
teacher should complete the piercing/cutting rather than the students)
d. Discuss the problems faced when trying to flatten a round object and explain
that this is the same problems cartographers face when creating maps.
22
e. Reading: Distribute reading (Attachment A): Map Projections. Use jump in
reading or other effective reading strategies appropriate for your class to read
the background information contained in the article.
f. Have students define the highlighted vocabulary associated with the lesson.
g. Distribute and discuss the graphic organizer (Attachment B): Comparing
Maps and Globes. Work with students to complete the graphic organizer.
h. Distribute, read and discuss Attachment C- Looking at Map projections.
i. Distribute and discuss Attachment D: Analyzing Map Projections. You may
wish to assign this attachment as home learning.
j.
6.
Closure: Have a follow-up discussion re: Attachment D. Provide time for
students to share their answers and opinions. Review ideas from the lesson
and reinforce main concepts.
Technology Integration:
•
Have students access this interactive site to view world through different
map projections: http://www.btinternet.com/~se16/js/earthtopogproj.htm
•
Everything you need to know about map projections from USGS:
http://nationalatlas.gov/articles/mapping/a_projections.html
•
Map projection information & overview, Peter Dana
http://www.colorado.edu/geography/gcraft/notes/mapproj/mapproj_f.html
•
7.
Extension Activities:
•
23
Map projection lesson plan from National Geographic
http://www.nationalgeographic.com/xpeditions/lessons/01/g912/projection
s.html
Have students cover a round object with a piece of paper and create their
own map projection.
•
8.
Have students research different map projections (other than the four
presented in this lesson.
Assessment Strategy:
Teacher observation and questioning strategies throughout the lesson are
effective methods of assessing progress. Student worksheets may be evaluated
for accuracy.
24
Attachment A
Map Projections
A globe is the best representation of the Earth. It shows the sizes of the
continents, shapes of the land masses and bodies of water. Globes also show true
distance and direction.
Globes have their limitations. A globe is not as easy to carry as a map. Maps are
flat drawings of all or part of the Earth’s surface. Maps can show small areas in great
detail. Maps can show many things- political borders, population densities, or even
voting results. Plus, maps can be folded and carried in a pocket or placed in a car.
Maps, however, cannot chow true size, shape, distance, and direction at the same
time. The reason for this is that they are flat drawings of a round object, the Earth.
Globes and maps have some features in common. Both are marked with imaginary
lines (latitude and longitude lines) that geographers use to locate places on Earth’s
surface.
When the curves of a globe become straight lines on a map, the size, shape,
distance, or area can change. As you saw in the demonstration, when you flatten a
round object, you must either cut it or distort, or stretch parts of it.
Cartographers, or mapmakers, face a similar problem in showing the surface of the
Earth on a map. Using mathematics, they have created different types of map
projections, or ways to show the Earth on a flat sheet of paper. Each kind of
projection show’s the Earth’s surface in a slightly different way.
Information above from: Core Text Book: Discovering Our Past: A History of the World- Early Ages,
2013/1st Edition; Chapter 2
25
Maps and Globes
Attachment B
Maps
Globes
How are they alike?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
_
How are they different?
Maps
26
Globes
Attachment C
Looking at Map Projections
When you take an image of the
Earth and flatten it, big gaps open
up, big gaps open up. To fill in the
gaps, mapmakers stretch parts of
the earth. This often causes
distortion in the maps. They
show either the correct shapes of
places, or their correct sizes. It is
impossible to show both.
Goode’s Interrupted Equal Area Projection
(Realistic representation of continent’s size, shape)
As a result, cartographers use different map projections depending on their goals.
Robinson Projection
(More realistic picture of land size &
shape- North and South Poles distorted)
Mercator Projection
(Land size & distance distorted)
Winkel Tripel Projection
(Land areas most closely resemble globe model)
27
Attachment D
Analyzing Map Projections
Look carefully at the four map projections on Attachment C to answer the following
questions:
How does the shape of Greenland differ in the four projections?
______________________________________________________________________
______________________________________________________________________
How does the size of Greenland differ in the four projections?
______________________________________________________________________
______________________________________________________________________
How does Africa differ in the four projections? Australia?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Why do you think the continents have different sizes, shapes and positions in
the different projections?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What other differences do you see on the different projections?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
What is the main difference you see between the Robinson Projection and the Winkel
Triple Projection?
______________________________________________________________________
______________________________________________________________________
Which projection do you think is the most accurate? Why?
______________________________________________________________________
______________________________________________________________________
28
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
1.
Title:
Maps, Maps, Maps (Different Kinds of Maps!)
2.
Lesson Objectives:
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
•
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.G.2.2
Differentiate between continents, regions, countries, and
cities in order to understand the complexities of regions
created by civilizations.
•
SS.6.G.2.5
Interpret how geographic boundaries invite or limit
interaction with other regions and cultures.
•
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.6.2
Compare maps of the world in ancient times with current
political maps.
Sixth Grade NGSSS-SS Skills Benchmark/s:
•
29
SS.6.G.1.4
Utilize tools geographers use to study the world.
•
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.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.E.3.4
Describe the relationship among civilizations that engage in
trade, including the benefits and drawbacks of voluntary
trade.
3.
Key Vocabulary:
agriculture, altiplano (high grassland) atlas, elevation, falls (waterfalls) gulf,
highlands, lake, maps, physical map, pampas (grassland)plateau, political map,
population, river, special purpose map, strait, trade
4.
Materials Needed:
Attachment A:
Attachment B:
Attachment C:
Attachment D:
Attachment E:
Attachment F:
Attachment G:
Attachment H:
Attachment I:
Attachment J
5.
Physical Map of South America
Political Map of South America
Venn Diagram Comparing Physical and Political Maps
Population Map: Asia
Languages in Europe
Asia Secondary School Enrollment
Afghanistan Land Use Map
Voyages of the Polos in Asia
Minoan Trade, 1570 BCE
Activity Sheet and Infomercial Overview
Steps to Deliver the Lesson
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
a.
30
Ask students the following questions- list answers on the whiteboard and
discuss:
What is a map?
How many of you have used a map?
What was the reason you used the map?
How did it help you?
b. Explain that there are many different types of maps. Different kinds of
maps are often collected in a book of maps called an atlas. Explain that
maps are often grouped into 3 categories- physical maps, political
maps, and special purpose maps. (see pp. 34-35 core textbook for
reading on types of maps)
c. Review key vocabulary with students.
d. Ask students to look at a physical and political map of South America.
These are included as Attachment A and Attachment B. (They may also
be found in the Reference Atlas of your textbook- RA 10 & RA- 11)
Discuss the differences students see between the two maps.
e. Explain that a physical map shows the natural features (land, water) of an
area. Physical maps also show elevation. Ask students to identify water
and landforms on the Physical Map of South America. They should
mention: ocean, gulf, lake, pampas (grassland)river, falls, plateau,
mountain, altiplano (high grassland)
f. Next, have students look at the political map of South America. Explain
that Political maps show the names and borders of countries as well as
the location of cities. Political maps show the human made features.
(They may also show natural features). Discuss the differences between
the two types of maps. A Venn Diagram (Attachment C) is included in
case you wish to have students complete a Venn Diagram comparison of
the two maps.
g. Ask student is they have seen or used other types of maps than physical
and political. If so- what types of maps? What were they used for?
Students might list weather maps, hurricane maps, road maps, etc.
Explain that there are many different types of maps used for many
different purposes. These are called Special Purpose Maps. Discuss
Special Purpose maps.
h. Divide the class into 6 groups. Explain that you will be giving each group
a different Special Purpose map. Each group is to examine and analyze
their map. Distribute 1 map (Attachment D-I) to each group.
i. Distribute Attachment J to each group. Explain that students should first
answer the questions that will help guide them to completing their
assignment. Each group must develop an “Infomercial” about their
particular map following the guidelines on the activity sheet.
j.
31
Circulate the classroom to monitor progress and provide assistance.
Allow time for students to complete the project.
k. Closure: Provide time for groups to present their infomercials and a brief
question and answer discussion following the presentations.
6.
Technology Integration:
•
Visit the Library of Congress website to access the Lesson: Waldseemuller’s
Waldseemüller’s Map: World 1507 (Grades 3-8) Students investigate this historic
map by looking closely at the details of each section of the map and then draw
conclusions on the revelation of this new and unusual world to the people of
1507. http://www.loc.gov/teachers/classroommaterials/lessons/waldseemuller/
•
Library of Congress –Lesson Plan Collection- for Geography & Map Study
http://www.loc.gov/teachers/classroommaterials/themes/geography/lessonplans.html
•
Maps and Geography Classroom Activities and Lesson Plans from
Geology.com http://geology.com/teacher/map.shtml
•
Map-it Simple Form-based Map Generator from USGS. This form takes
longitude/latitude pairs as input and plots them on a Mercator projection map
along with land/sea and political boundaries. http://woodshole.er.usgs.gov/mapit/
•
For Maps Skills Lesson- Exploring Maps- Location from United States Geological
Survey- Complete lesson plans with interdisciplinary mathematics component
http://egsc.usgs.gov/isb/pubs/teachers-packets/exploringmaps/location.pdf
Teaching Guide: http://egsc.usgs.gov/isb/pubs/teacherspackets/exploringmaps/teacher.pdf
7.
Extension Activities:
8.
Have students look through their textbooks and identify and list all of the
different types of maps presented.
• Have students visit websites above listing different types of map
(topographic, climate, historical, etc.)
• Collect a variety of maps and create a class “Map Fair.” Students may
visit stations with different maps. You may invite other classes to visit
your map fair.
• Have an “Unusual Map Contest” challenging students to find the most
unusual map.
Assessment Strategy:
•
Teacher observation and questioning strategies throughout the lesson are effective
methods of assessing progress. Student worksheets may be evaluated for accuracy.
Individual presentations may be evaluated by teacher or student generated assessment
models.
32
Attachment A
Map from: Core Textbook- Discovering Our Past: A History of the World- Early Ages, 2013/1st Edition
33
Attachment B
Map from: Core Textbook- Discovering Our Past: A History of the World- Early Ages, 2013/1st Edition
34
Attachment C :
Venn Diagram
Comparing Physical and Political Maps of South America
Physical Map Features
Political Map Features
Shared
features
35
Attachment D: From M-DCPS Virtual Library
36
http://online.infobaselearning.com/Default.aspx
Attachment E:
37
From M-DCPS Virtual Library http://online.infobaselearning.com/Default.aspx
Attachment F:
38
From M-DCPS Virtual Library http://online.infobaselearning.com/Default.aspx
Attachment G:
M-DCPS online database: "Afghanistan: Land Use and Agriculture." World Geography and
Culture Online. Facts On File, Inc. Web. 9 Aug.
2012.http://www.fofweb.com/activelink2.asp?ItemID=WE39&p=Details.aspx&iPin=map0267&SingleR
ecord=True
39
Attachment H:
40
From: M-DCPS Virtual Library http://www.fofweb.com/History/image-window.asp?ImgName=ammap052&jpglocation=/Electronic_Images/Maps/DEMAOIO-e.gif
Attachment I:
M-DCPS Virtual Library: http://www.fofweb.com/NuHistory/default.asp?ItemID=WE49
41
Attachment: J
What is the name of your map?
What geographical region is depicted in your map?
What information is shown by your map?
Does it have a legend (key)? If so, how is it helpful?
How could the information in this map be used?
Who would be most likely to use this map?
Does your map display an unusual bit of information?
What is this information?
How do you explain this information?
Why is your map important?
Prepare a 1-2 minute infomercial about your map. Remember that you are presenting
this map to the public for the first time. Tell people about the map. Describe the
geographic region shown in your map and transmit the information presented by your
map. Tell your audience about the unique features of your map and give them an
interesting point made by your map that they might not know. Be creative! You will
present your Infomercial to the class. The idea is to let everyone know how special your
map is. Make everyone want a map just like yours!!
42
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
1.
Title:
Natural Wonders of the Ancient World
2.
Lesson Objectives:
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
•
SS.6.G.1.3
Identify natural wonders of the ancient world.
•
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.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.2.3
Analyze the relationship of physical geography to the
development of ancient river valley civilizations.
Sixth Grade NGSSS-SS Skills Benchmark/s:
Sixth Grade NGSSS-SS Skills Benchmark/s:
•
43
SS.6.G.1.4
Utilize tools geographers use to study the world.
•
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.1.1 Use timelines to identify chronological order of historical
events.
LA.6.1.6.1 The student will use new vocabulary that is introduced and
taught directly.
•
•
LA.6.1.6.3
The student will use context clues to determine meanings of
unfamiliar words.
3.
Key Vocabulary:
canyon, falls (waterfalls), natural wonder, rift, rift valley, river, valley,
4.
Materials Needed:
Textbook: Discovering Our Past: A History of the World- Early Ages, 2013/1st Edition pp.26-27
OR
Attachment A- Natural Wonders of the Ancient World- Map
Research Materials- Computer or media center time for research
Paper and markers for poster
5.
Steps to Deliver the Lesson
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
a. Lesson opening: Have students look at the map on pages 26-27 (or use
Attachment A – Reproduction of the Natural Wonders Map). You may also
project the map on the whiteboard and use the interactive features to identify
the Natural Wonders of the Ancient World. …. Etc. (ending with Lesson
Closure)
b. Explain that major geographic features such as large bodies of water,
mountains, waterfalls, rivers, and deserts can affect the way civilizations and
cultures develop. Using the “Natural Wonders Map,” find and discuss each
natural wonder. Then ask students to explain ways each feature might have
impacted the people around it and the development of civilizations.
44
c. Point out that some of the features provide resources. Ask students which
features these might be. (Possible answers might include: rivers-water; riversfish; valleys-good farmland; waterfalls- power)
d. Point out that some of the features might serve as a barrier or create
problems for a developing civilization. Ask students which features these
might be. (Possible answers might include: mountains, canyons, rivers,
desert- might create barriers for people to interact and trade with one another)
e. Divide the class into small groups (3-4 depending upon your class size). You
will need 11 groups. Assign each group a different ancient wonder (or let groups
draw from a hat). Have each group design a travel poster their assigned ancient
wonder of the world. Tell students to design their travel poster to attract tourists to
visit. They must research their “Ancient Wonder” and include information and
illustrations on their posters. Students may want to include a world map with the
location of their assigned ancient wonder.
f. Provide time for students to complete their travel posters.
g. Closure: Have student groups present their travel posters and discuss each
ancient wonder. Display the travel posters in class (especially for Parent /
Open House – usually held in the beginning of the school year).
6.
Technology Integration:
• Text link to wonders of ancient world- interactive map
http://connected.mcgrawhill.com/media/repository/protected_content/COMPOUND/50000068/45/92/DOPW_SC_C2
_CO_mi/DOPW_SC_C2_CO_mi.html
•
•
Log on to textbook resources with your provided username/password at:
http://connected.mcgraw-hill.com
Discovery Education- Wonders of the Ancient World lesson plan:
http://www.discoveryeducation.com/teachers/free-lesson-plans/wonders-of-the-world.cfm
•
7.
45
Student Thinkquest- Natural Wonders of the Ancient World:
http://library.thinkquest.org/J002388/ancientwonder.html
Extension Activities:
•
Have students write an essay exploring the relationship between
geography and history? Give specific examples and details.
•
Have students write a reflection piece in their geography journals
referencing the Natural Wonders of the Ancient World and the relationship
between geography developing civilizations.
Attachment A
MapFrom: Core Textbook: Discovering Our Past- A History of the World Early Ages
46
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
1.
Title:
2.
Lesson Objectives:
Displaying Data on Graphs and Charts
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
•
SS.6.G.1.4
Utilize tools geographers use to study the world.
Sixth Grade NGSSS-SS Skills Benchmark/s:
47
•
LA.6.1.6.1
The student will use new vocabulary that is introduced and
taught directly.
•
LA.6.1.6.3
The student will use context clues to determine meanings of
unfamiliar words.
•
LA.6.1.7.1
The student will use background knowledge of subject and
related content areas, prereading strategies, graphic
representations, and knowledge of text structure to make
and confirm complex predictions of content, purpose, and
organization of a reading selection.
•
MA.6.A.2.2
Interpret and compare ratios and rates.
•
MA.6.A.3.1
Write and evaluate mathematical expressions that
correspond to given situations.
3.
Key Vocabulary:
Association, bar graph, chart, circle (pie) graph, climograph, line graph,
pigments, precipitation, symbols, symbolism, temperature, textiles
4.
Materials Needed:
Attachment A:
Attachment B:
Attachment C:
Attachment D:
5.
Ancient Egypt: Colors and Their Symbolism
Reading: Graphs and Charts
Graphic Organizer: Note Taking
Climograph
Steps to Deliver the Lesson
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
a. Ask Students if they have ever used a graph or chart. If the answer is yes,
ask them to give examples. List on the whiteboard.
b. Explain that one of the early civilizations that will be studied this year is
that of Ancient Egypt. In Ancient Egypt colors were very important to the
Egyptians and had great symbolism.
c. Explain that they are going to take a few minutes to look at a chart
covering this topic. Either project attachment A on the whiteboard or
distribute to students. Review the highlighted vocabulary words.
d. Provide students a few minutes to review the chart. Ask student questions
about the chart- fact recall and higher level questions. Then ask and
discuss the following questions:
Do you think this chart helped you understand color symbolism in Ancient
Egypt?
What generalizations can you make about the Ancient Egyptians based on
this chart?
Was the information on the chart easy to understand?
Clearly presented?
Well organized?
Can you think of other ways to present this information?
What are the benefits of presenting information in chart form?
What other information might you present in chart form?
e. Explain that there are many other ways to present data. One way is
through graphs. Note that in a few minutes they will be looking at data
48
presented on five different types of graphs. Review vocabulary and use
appropriate reading strategies to read Attachment B: Understanding
Graphs
f. Distribute Attachment C: Graphic Organizer- Note Taking. Review ideas
with students and provide time for completion of the note taking activity.
g. Explain to students that another important type of graph that geographers
use is the climograph. A climograph shows monthly average
temperature and precipitation for a specific location. It gives geographers
a picture of the climate for that location.
h. Distribute Attachment D: Climograph. Review with students. Provide time
for students to answer the questions on the Climograph Attachment.
i. Closure: Go over Climograph activity. Discuss answers. Have students
get out their world map and find India. Let students know that the
climograph was Calcutta, India. If they answered “Northern Hemisphere,
they were correct
6.
Technology Integration:
•
•
•
7.
•
•
49
Climograph Lesson Plan from National Geographic:
http://www.nationalgeographic.com/xpeditions/lessons/15/g912/pgafrica4.
html
Extension Activities:
•
8.
Site for online graph creation:
http://nces.ed.gov/nceskids/createagraph/default.aspx
Have students develop a list of topics that could be presented in chart or
graph form. Let students choose a topic, gather the data and create a
chart or graph on their selected topic.
Have students create their own online graphs at:
http://nces.ed.gov/nceskids/createagraph/default.aspx
Have students research climate data and make their own climograph.
Assessment Strategy:
Teacher observation and questioning strategies throughout the lesson may
be used to assess progress. Student note taking sheets and climograph
worksheets may be evaluated for accuracy.
Attachment A
Ancient Egypt: Colors and Their Symbolism
This chart shows the Egyptian name, symbolism, and source of the colors white, black,
red, blue, green, and yellow. From the earliest period, Egyptians used color to decorate
pottery, textiles, jewelry, statues, and wall paintings. They also manufactured other
colors not listed here, such as brown and gray. The symbolism column lists both what a
particular color might be used to represent in a painting, such as yellow for a woman's
skin color, and also what symbolic associations a color might have. Prompted by the
well-preserved wall paintings of the New Kingdom tombs at Thebes, whose colors retain
much of their original vibrancy, scholars began to study how the Egyptians made their
pigments. The materials used to manufacture the main colors are shown in the third
column.
Color
Symbolism
Source
White (hedj)
Used to represent limestone, sandstone, silver, milk, fat,
honey, vegetables, teeth, bones, moonlight, some crowns.
Symbolized baboon (associated with Thoth), the crown of
Upper Egypt, joy, luxury and white bread
Made from powdered
limestone.
Black (kem)
Used to represent ebony, emmer wheat, cattle, hair, eyes,
Nubians. In tombs used to represent mascara. Symbolized
the underworld, the dead, Osiris, fertility (from the Nile
mud), the heart, Anubis and the ibis.
Made from carbonized
materials, such as
lampblack, burnt wood,
Red (desher)
Blood-red
(yenes)
Blue-red
(tjemes)
Used to represent male skin color, fruits, woods, animals,
blood, fire, the red crown of Lower Egypt, hair, baboons,
foreigners, some clothing and sometimes the dead.
Anything bad in the calendars or bad days were written in
red at times.
Made from anhydritic
iron oxide.
Blue
(khesbedj)
Skin color of the solar gods, wigs and beards of the gods.
Made from powdered
azurite, lapis or copper
carbonate.
Green (wadj)
Associated with Wadjet, the cobra goddess. Name (wadj)
means healthy, flourishing, etc. Green represented the
fertile fields, the resurrected Osiris. Heart scarabs were
made out of green nephrite. Green was popular color for
amulets
Made from malachite.
Yellow (ketj)
Represented vegetal matter, some foods and the skin color
of females. Gold represented sunlight, the disc, the rays of
the sun and metal.
Made from hydrated
iron oxide.
Adapted from: M-DCPS Virtual Library "Ancient Egypt: Colors and Their Symbolism." Ancient
and Medieval History Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp?
ItemID=WE49&iPin=egy005&SingleRecord=True (accessed August 14, 2012).
50
Attachment B: Reading
Understanding Graphs
Bar graphs are a good way to compare increases and decreases in quantity over a
period of time. This horizontal bar graph shows the number of pupils present on these
dates.
The illustration below is a vertical bar graph that shows the number of pupils present on
these dates.
51
Line graphs are the simplest type of graph. They are also one of the easiest ways to
compare numbers. Line graphs are made using a grid. The vertical axis (scale) indicates
frequency, and the horizontal axis shows the categories being considered. For example, the
frequency could be the number of pupils present, and the categories could be dates. Points
on such a graph would indicate how many pupils were present on each date.
Picture graphs convey information through symbols instead of lines or bars. The pictorial
form of these graphs helps readers understand the meaning of data without having to
examine lists of figures. Picture graphs are most often used in magazines and newspapers.
This type of graph originated in the pictographs used by primitive people and was the
earliest form of writing. In this illustration, each symbol represents the presence of four
pupils
52
Circle graphs show the relation of parts to the whole. For example, suppose the cost of
education in a country was $2 billion and this sum was divided as follows: general control,
3.4 percent; instruction, 61.9 percent; operation, maintenance, and auxiliary agencies, 19.1
percent; capital outlay, 8.8 percent; interest, 6.8 percent. If a circle graph is constructed,
these percentages appear as wedges that look like pieces of pie. For this reason, such
graphs are often called pie charts.
From: M-DSPC Virtual Library - World Book Student
http://www.worldbookonline.com/student/article?id=ar232980&st=bar+graph&sc=0#top
53
Attachment C
Questions/ Keywords/Cues
Summary
54
Note Taking
Notes
AttachmentD:
Climograph
1.
If 30°C is 86°Fahrenheit- how would you characterize the yearly temperature in
this location?_______________________________________
2.
What are the warmest months of the year? _________________________
3.
What is the coldest month of the year?____________________________
4.
Which month has the least amount of precipitation?______________________
5.
Do you think it snows in this location?______
Why or why not?_____________________________
9.
How would you characterize the climate in this location?____________________
10.
Is this location in the Northern or Southern hemisphere?__________________
11.
How do you know?__________________________________________
55
Possible Answers- Attachment D
1.
If 30°C is 86°Fahrenheit- how would you characterize the yearly temperature in
this location?____warm- hot____________________
2.
What are the warmest months of the year? _April,May,June (July-Sept might be
cooler because of the rain ________________________
3.
What is the coldest month of the year?_______December-January__________
4.
Which month has the least amount of precipitation?____December__________
5.
Do you think it snows in this location?____no__
Why or why not?__too warm- average temperature doesn’t go below 20°C
(68_°F)_____
12.
How would you characterize the climate in this location?__warm, wet- tropical__
13.
Is this location in the Northern or Southern
hemisphere?____Northern______________
14.
How do you know?_Warmest months) are in April- October- this would be
reversed in the Southern hemisphere
56
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
1.
Title: Digging Up the Past
2.
Lesson Objectives:
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
•
SS.6.W.1.3
Interpret primary and secondary sources.
•
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 (historiography).
•
SS.6.W.1.6: Describe how history transmits culture and heritage and
provides models of human character.
Sixth Grade NGSSS-SS Skills Benchmark/s:
57
•
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.G.6.2
Compare maps of the world in ancient times with current
political maps.
•
LA.6.1.6.1
The student will use new vocabulary that is introduced and
taught directly.
•
LA.6.1.6.7
The student will identify and understand the meaning of
conceptually advanced prefixes, suffixes, and root words.
3.
Key Vocabulary:
archaeology, artifacts, paleontology, fossils, anthropology, species, Homo
sapiens, evidence, primary source, secondary source, point of view, bias,
conclusion, scholarly.
4.
Materials Needed:
Attachment A: Teacher Background Information
Attachment B: Archaeologist Discovery Report
Various modern day artifacts, examples of primary and secondary sources
5.
Steps to Deliver the Lesson:
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
a. Lesson Opening: Bring in a variety of present-day artifacts such as
newspapers, cell phones, magazines, photos, microwave popcorn etc., items
that students currently own which could be considered artifacts for future
generations. Have students imagine that they are historians who are living in
the year 3000 writing about young people of the early 2000’s. Ask students
how their generation should be remembered with regard to food, clothing
education and entertainment. Have students imagine that they are social
scientists. Have them create a two-column chart listing: “What do I Own,” and
“What Does it Say about Me?” In addition, what will it say about me 20,000
years from now? Have students write a paragraph and describe what this
object will tell future scientists about American civilization in the 21st century.
Students should reflect upon the following questions: What do these objects
reflect about our culture? What do they reveal about the people of this
culture? Have students share work with their peers.
b. Since there are no written records, historians who study prehistory use
science to learn about this era. Show the following descriptions of social
scientists and have students explain how each historian is similar and
different from the other.
1. Archaeology is the study of the past by looking at artifacts (objects
made by people) that have been left behind. They use these artifacts:
tools, pottery, weapons, and jewelry to learn what life was like in the
past.
58
2. Paleontology is the study of fossils (the remains of plant and animal
life that have been preserved from an earlier time).
3. Anthropology is the study of human culture and how it develops over
time. They study artifacts, fossils and they look for clues about what
people valued and believed. Use Attachment A: Teacher information
page, to teach the students the important background information while
the students take notes in their binders.
c. Divide the class into small groups that will research and report on one ancient
site uncovered by archaeologists. The goal is for the class to gain an
appreciation for the similarities and differences among ancient cultures and to
understand how social scientists' study ancient cultures.
d. Assign one of the following archaeological sites to each of your groups:
Easter Island
Knossos
Machu Picchu
Mesa Verde cliff dwellings
Nineveh
Pompeii
Tel el Amarna (also spelled Tall al 'Amarinah)
Tiahuanaco
Troy (Hissarlik, Turkey)
Ur (Mesopotamia)
As a class, come up with a series of questions that might be asked about any
prior civilization and that students should be able to answer through research
into the work of archaeologists. Questions might include the following:
• Who lived here, and when?
• What kinds of structures did these people leave behind?
• What else did these people leave behind?
• What practices or customs did these people follow?
• What happened to the people who lived here?
e. Lesson Closure: Have the students pretend they are archaeologists. During
a trip to Africa, they discover a rock painting created by prehistoric humans.
They must use their detective skills to write an archaeologist discovery report
including date of discovery, location, colors, shapes and materials used in the
artwork. What emotions does the artwork communicate to them and what
hypothesis can they make about prehistoric humans based on the artwork.
Teacher displays Attachment: B and students complete the report
questions.
6. Technology Integration:
59
•
Have students use the following website to access an interactive tool
which may be helpful for their homelearning assignments.
ArchaeOLogy: Clues from the Past ArchaeOLogy: Clues from the
Past
•
Have students use the following website to review important concepts
taught in this lesson. World History For Kids - By KidsPast.com
7. Extension Activities:
● What Goes in the Time Capsule?
Divide the class into groups, and have each group select 10 objects to
put in a time capsule not to be opened until the year 3000. The students
should try to explain 21st-century teenagers to people of the future.
What 10 objects will give future people the most complete picture of
teenagers today? Use the internet as a resource tool.
●
Write a mini report on Lucy, including drawings on who, what, when,
where, why, and how?
8. Assessment Strategy:
Review with students the lesson vocabulary and the relationship among the social
sciences and how they are used to study ancient history. Ask students to write a
one paragraph summary of each branch of social science and compare and contrast
their important roles in the study of ancient history.
60
Attachment A: Teacher Background Information
Mary Leakey and her husband Louis were archaeologists who found bones that
were more than 1.5 million years old, in East Africa in 1959. She believed they
belonged to an early hominid, an early ancestor of humans. Explain to the students that
a species is a class of individuals with similar physical characteristics. In 1974, a team
led by paleontologist Donald Johanson discovered a partial skeleton of a human
ancestor in Ethiopia, they named her Lucy and tests showed that she lived more than 3
million years ago. She is part of the Australopithicus afarensis species, one of the
earliest ancestors of humans. She lived long before Homo sapiens evolved.
Early Hominids were human-like animals that walked upright. It is believed that the
earliest hominids lived around 4.4 million years ago in the humid forests of eastern and
southern Africa.
1. These animals, known as Australopithecus, are believed to have been
around three to five feet tall and probably fed on leaves, fruits, and the
remains of dead animals. There is no evidence that Australopithecus
made their own tools. There is, however, strong evidence that they
used sticks and bones to help them dig and defend themselves.
2. Hominid Types
Scientists such as anthropologists divide hominids into three different
types based on their body shapes and lifestyles. The first type of
hominids are referred to as Homo habilis, which means “person with
abilities.” It is believed that Homo habilis lived until about 1.5 million
years ago.
3. The second type of early human living on the Earth was Homo erectus,
which means “person who walks upright.” Homo erectus lived on the
Earth until about 150,000 years ago.
4. The final type of hominid living on the Earth is Homo sapien. All
humans living on the Earth today are Homo sapiens. The term Homo
sapiens means” wise man.” Scientists believe Homo sapiens
developed about 150,000 to 195,000 years ago. They formed words
developing a complex language, could organize a hunt, warn each
other of danger, and pass knowledge and skills to their children.
5. Radiocarbon Dating: One method that scientists use to date ancient
fossils and artifacts is called radiocarbon dating. All living things on
Earth are made up of a high percentage of an element called carbon.
Carbon combines with other elements in complex ways to form the
molecules that make up our bodies. Most carbon on Earth is not
radioactive, but a very small percentage is. Thus, as living things take
in carbon, they inevitably will take up a small amount of radioactive
carbon into their bodies.
61
Historians look for clues about the past in primary and secondary sources. Primary
sources are firsthand pieces of evidence they were written or created by the people who
experienced the event. Examples include: maps, letters, diaries, government records,
and artwork including prehistoric cave paintings. Secondary sources are created after
an event by people who did not participate in the historical event. Examples include:
biographies, encyclopedias, history books and textbooks. Some examples are the Lewis
and Clark expedition journal, with hand drawn maps, from the explorations of the
Louisiana Territory, photographs and first- hand accounts as primary sources and
books, documentaries, online articles, and modern maps of the journey as secondary
sources.
62
Attachment B
Archaeologist Discovery Report
Name of Social Scientist:________________________________________________
Date of Discovery:______________________________________________________
Location of Discovery:__________________________________________________
What colors, shapes, and materials are used in this artwork?__________________
What emotion does this artwork communicate to you?_______________________
______________________________________________________________________
From your study of the artwork, what hypothesis can you make about prehistoric
humans?_____________________________________________________________
Label details in the image that support your hypothesis. Explain how these
details support your hypothesis?_________________________________________
______________________________________________________________________
From your study of the artwork, what questions do you have about prehistoric
humans?______________________________________________________________
63
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
Please Note: Instructional time to implement this lesson and complete activities
described in this lesson plan will vary according to the ability level of students.
1.
Title:
2.
Lesson Objectives:
The Stone Age
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
•
SS.6.G.4.1
Explain how family and ethnic relationships influenced
ancient cultures.
•
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.
•
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 developments of agriculture and
metallurgy related to settlement, population growth, and the
emergence of civilization.
Sixth Grade NGSSS-SS Skills Benchmark/s:
64
•
SS.6.W.1.1 Use timelines to identify chronological order of historical
events.
•
LA.6.1.6.2
The student will listen to, read, and discuss familiar and
conceptually challenging text.
•
LA.6.1.7.1
The student will use background knowledge of subject and
related content areas, pre-reading strategies, graphic
representations, and knowledge of text structure to make
and confirm complex predictions of content, purpose, and
organization of a reading selection.
3.
4.
Key Vocabulary:
Bronze Age, domesticate, hunters and gatherers, Ice Age, Neolithic Age,
nomads, Paleolithic Age, specialization, systematic agriculture, technology
Materials Needed:
Attachment A: Teacher Background Information
Construction paper, colored pencils, binders, pencil, paper
5.
Steps to Deliver the Lesson:
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
65
a.
Lesson Opening: Use the websites below and Attachment A: Teacher
Background Information, to introduce the students to prehistoric cave
paintings near Lascaux, France and near Altamira, Spain. Show students
various cave paintings.
http://www.culture.fr/culture/arcnat/lascaux/en/,
http://earlyhumans.mrdonn.org/caveart.html
b.
Ask the students:
1. Why did people who lived many years ago make art?
2. Does art tell a story/ communicate ideas?
3. Have the students look at one of the images and label three details
in the image that may offer clues about why the painting was
created. Write a hypothesis stating why the artist created the
painting. Why do archaeologists think this painting was created?
c.
Ask students to imagine life without roads, farms, or villages. The teacher
explains different characteristics of the Prehistoric eras using Attachment
A: teacher background information, and various educational websites.
Students take notes in their binders.
d.
Add information to the class timeline showing the times of the Paleolithic,
Ice, and Neolithic Ages. Have students add information to their own
timelines. Historians call this early period the Stone Age because people
used stone to make tools and weapons. Take the students on a virtual
fieldtrip through these ages. An excellent lesson on early people and
stone tools, including reading, follow-up activities, vocabulary, and
pictures may be found using the following websites:
http://www.becominghuman.org/
http://www.mnh.si.edu/anthro/humanorigins/)
http://www.pbs.org/wgbh/nova/clovis/tool-nf.html prehistoric stone tools
and weapons
e.
Have students create a Journal entry in their Earliest Explorer’s Journal
about the Paleolithic, Ice, and Neolithic Ages and their unique
characteristics. Specifically, the students should list (by words or pictures)
three facts that they have learned about each of the periods. Students
share their entries with the class.
f.
Ask students the following questions to check for comprehension of the
material that has been covered:
What is a hunter-gatherer society?
What did ancient people gather?
Why did hunter-gatherer societies often have to move?
What technological and agricultural advancements caused these
early people to be able to stay in one place?
How did the land bridge, which surfaced during the Ice Age, lead to
the migration of early people from Asia to North and South
America?
How did the agriculture revolution, the growing of crops and
domestication of animals, change the lives of the Neolithic people?
g.
Have students create a two-column chart of Paleolithic and Neolithic
characteristics including lifestyles, social, cultural, technological, and
physical characteristics.
h.
Lesson Closure: Have students create a Venn diagram and write
Paleolithic Age in one oval and Neolithic Age in the other oval and both in
the center where both ovals intersect. Students use the information they
learned to recall the unique characteristics of both ages and the ones they
have in common.
6. Technology Integration:
66
•
http://www.culture.fr/culture/arcnat/lascaux/en/,
•
http://earlyhumans.mrdonn.org/caveart.html
•
http://www.npr.org/2012/06/15/155009945/famous-cave-paintingsmight-not-be-from-humans?ft=1&f=1025
•
Cave of Forgotten Dreams a film by director Werner Herzog about the
Chauvet Cave in southern France and its cave paintings from 20,000
years ago.
•
Watch the movie “Ice Man” or read the article “Otzi the Iceman” available
at http://www.pbs.org/wgbh/nova/icemummies/iceman.html . Take two
column notes while watching the movie or reading the article.
A documentary on the evolutionary process, the latest reports from field
researchers, articles from experts, an extensive glossary, and links to
other sites:
http://www.becominghuman.org/
Smithsonian site featuring human evolution:
http://www.mnh.si.edu/anthro/humanorigins/)
http://wps.pearsoncustom.com/wps/media/objects/2427/2486120/chap_as
sets/documents/doc1_6.html Excellent article on the discovery of the
Iceman
Lesson plans, activities and modules covering Early man:
http://earlyhumans.mrdonn.org/lessonplans.html
http://archaeology.mrdonn.org/lessonplans.html
•
•
•
•
7.
Extension Activities:
•
•
•
•
•
8.
67
Students create their own cave paintings using the information studied.
Develop maps depicting the spread of farming in the Neolithic Era.
The development of early writing systems marked the beginning of the
information revolution. How is the modern information revolution similar
and different to the first?
Write an article describing the invention of tools by people in the
Paleolithic era and which of these tools most helped the people to become
more efficient hunters and why?
Have students create a cartoon strip about life in the past, before the
invention of the computer and life today. How has this invention changed
the lives of people today? Students will draw pictures and captions to
illustrate their work.
Assessment Strategy:
Research a nomadic group of people that still exists Today (Brazilian Native
Indians, Australia’s Aborigines, African nomads) and develop a presentation
to describe a day in the life of one of these groups.
Attachment A: Teacher Background Information
Cave paintings are the most famous examples of Paleolithic art, one of the most
important signs of a complex culture. They were created 17,000 to 15,000 years ago
during the time of the last Ice Age. The cave in Lascaux, France, has 600 painted and
drawn animals. Cave paintings have been discovered all around the world. Early
painters used crushed yellow, black, and red rocks and combined them with animal fat
to make their paints. They used little branches and their fingers to apply these paints to
the rock walls. Later they developed brushes made from animal hairs. Few humans
appear in these paintings. Historians believe early people thought these paintings of
animals would bring hunters good luck or to help record the group’s history, or just for
enjoyment. Today, they believe these paintings could have been drawn by
Neanderthals, the first Homo sapiens to appear on the Earth about 100,000 years ago.
Archaeologists, historians, and geographers who study prehistoric history face a
unique challenge because there is very little evidence from prehistoric times. There are
huge gaps of time for which there is no evidence at all. This means that scientists can
look at the same evidence and come up with different answers, or theories, about how
humans came to be.
Archaeologists, people who study artifacts from very distant past, divide the
Stone Age into periods. The first is the Paleolithic Age, or Old Stone Age. It began
about 2.5 million years ago and lasted until around 8000 B.C. This is about 4,500 years
earlier than recorded time which starts about 5,500 years ago. During this time, men
usually hunted buffalo, bison, wild goats, and reindeer. They also fished. Women
gathered wild nuts, berries, fruits, wild grains, and plants and helped in taking care of
the children. The people were nomads who moved around in search of food. Known as
hunters and gatherers, they traveled in groups of 20 or 30 members. They lived much of
their lives out in the open and rarely stayed in one place for long.
The Stone Ages get their name from the tools people made out of stone. At first,
they used clubs and then developed tools and weapons to help them hunt. Over time,
toolmakers became more sophisticated making thinner and sharper stone blades. There
were no houses and people took shelter in caves and rock overhangs. More often, they
built temporary huts out of branches or tents from animal skins.
Technology is the use of new ideas and tools to do work. It was first used by
Paleolithic people to help them survive and grow. They started using a hard stone
called flint (a hard stone with sharp edges) to create tools and weapons such as sharp
knives and ax heads. Over time, they made more complex tools such as bows and
arrows and spears that helped them hunt larger animals.
When Paleolithic people learned to make fire and tools, life became less difficult
for them. This helped the people survive environmental changes. With fire, people
could have light at night and they could cook meat and plants. Fire also made it
possible for hunter-gatherers to live in places where it would have been too cold to
survive. Another advancement was the development of a spoken language. In
pasttimes, they spoke through sounds and physical gestures and expressed themselves
through art.
68
The ice ages were long periods of extreme cold that affected all the Earth. There
were four ice ages. The most recent ice age began 100,000 years ago. Thick sheets of
ice moved across large parts of Europe, Asia, and North America. As the glaciers grew
larger, the water level of the oceans lowered and exposed dry land with a land bridge
connecting the continents of Asia and North America. This allowed the Paleolithic
people to settle in different regions by walking from Asia to the Americas. Ice Age
conditions posed a threat to human life. The Paleolithic people learned to survive by
adapting and eating more fatty animals, building thicker shelters, making warm clothing
using animal furs, and using fire to stay warm.
By about 8000 B.C. - 4000 B.C., some groups of people had learned how to raise
animals and crops for food. With this discovery, the Neolithic Age, or New Stone Age,
began. The Neolithic Age began with the invention of agriculture. For the first time,
people had a stable food supply. This change led to the development of large, complex
societies, called civilizations.
For the first time, people settled down to live in one place. The shift from being
hunter-gatherers to farmers is one of the most important advances people have ever
made. The Neolithic Age (new stone) began when the last Ice Age ended about 10,000
years ago. The Neolithic Age ended when people learned to make tools out of metal
instead of stone. Temperatures rose and the nomads began settling in areas with a mild
climate and fertile land. They began to stay in one place and grow grains and
vegetables. Gradually, farming and growing food on a regular basis (Systematic
agriculture) started replacing hunting and gathering as the main source of food. This
Agriculture Revolution was one of the most important events in human history. The
Neolithic people began domesticating animals and using them to transport goods and
provide meat, milk and wool. Farming developed in many areas of the world, including
parts of Europe, Africa, Asia, and the Americas. Population started growing at a faster
rate once these early people learned how to grow crops. Communities began to be
settled.
Farming caused the early people to settle in villages near fields and rivers.
These Neolithic farming villages developed throughout Europe, India, Egypt, China, and
Mexico. The biggest and earliest known community was Jericho in Southwest Asia. It
developed in an area between present day Israel and Jordan called the West Bank with
sun dried brick houses. Other settlements were Catal Hoyuk and Jarmo. These people
concentrated on building permanent settlements and forming larger communities.
Settled life gave better security for the people and healthier, growing populations.
People began trading food for supplies they could not produce themselves. Because an
abundant amount of food was produced, Neolithic people began specializing in different
jobs according to their skills. They started making pottery, baskets, jewelry, and woven
cloth. During the late Neolithic Age, toolmakers created better farming tools including
hoes for digging soil, sickles for cutting grain, and millstones for grinding flour.
Craftspeople in western Asia began working with copper and tin forming bronze which
was stronger than copper. 3000-1200B.C. is known as the Bronze Age.
69
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
1.
Title: The Beginnings of Civilization
2.
Lesson Objectives:
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
70
•
SS.6.W.2.2 Describe how the developments of agriculture and metallurgy
related to settlement, population growth, and the emergence of civilization.
•
SS.6.W.2.3 Identify the characteristics of civilization.
•
SS.6.W.2.4 Compare the economic, political, social, and religious
institutions of ancient river civilizations.
•
SS.6.W. 2.7 Summarize the important achievements of Mesopotamian
civilization
•
SS.6.E.1.2 Describe and identify traditional and command economies as
they appear in different civilizations.
•
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.
•
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.2.3 Analyze the relationship of physical geography to the
development of ancient river valley 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.3.2 Analyze the impact of human populations on the ancient
world's ecosystems
Sixth Grade NGSSS-SS Skills Benchmark/s:
•
SS.6.G.1.4 Utilize tools geographers use to study the world.
•
SS.6.G.4.2
results.
•
LA.6.1.6.3 The student will use context clues to determine meanings of
unfamiliar words.
Use maps to trace significant migrations, and analyze their
3.
Key Vocabulary: fertile crescent, civilization, silt, irrigation, surplus, city-state,
monotheism, polytheism, ziggurat, cuneiform, scribe, epic
4.
Materials Needed:
Attachment A: Teacher Background Information,
Attachment B: Map of Fertile Crescent region
Paper, pencil, binders
5.
Steps to Deliver the Lesson:
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
71
a. Lesson opening: Show the students a map of the Fertile Crescent region
where the first river valley civilizations came about in Mesopotamia near
the Tigris and Euphrates rivers. What makes the area unique, what are
some sights and activities they could see happening? Why would the
earliest civilizations have arisen in this area? Use Introduction to
Ancient Culture link to take the students on a virtual tour of
Mesopotamia.
b. Using Attachment A: Ask the students what they think makes a
civilization. Write their ideas on the whiteboard. Teacher explains how
civilizations developed and the characteristics that all civilizations have in
common. Teacher uses the following website
http://www.fsmitha.com/h1/ch01.htm to help the students gain a deeper
understanding of the Sumerian civilization.
c. Next, tell students they are going to learn more about the ancient
Sumerians. Divide the class into small groups and assign each group one
of the following aspects of Sumerian culture:
1. farming
2. architecture and buildings
3. transportation
4. religion and temples
5. trade
6. science, learning, inventions
7. materials and tools
8. writing
9. occupations
10. Politics and social classes
d. Have students work in their groups to develop a short presentation about
Sumerian life and accomplishments related to their assigned topic. They
may use the classroom or teacher computer for further research. Teacher
should circulate and help students as needed to ensure that students
remain focused and on task. Ask students to have one member from
each group share their findings with the class.
e. Ask students to write their own description of the Sumerians, answering
the following questions: What were the Sumerians’ greatest
accomplishments? Did they meet the requirements of a civilization
discussed in the beginning of this lesson? Do you agree that the
Sumerians were the “first great civilization”? Why or why not? Evaluate
students based on participation in the group activities for today. A three
point rubric may be used if needed.
72
f. Lesson Closure: Have students write an essay explaining which
Sumerian contribution they believe has been the most significant and
why?
6.
Technology Integration:
•
•
•
•
•
•
•
7.
Extension Activities:
•
•
8.
Mr Dowling's Electronic Passport: Mesopotamia
Odyssey Online
History Links 101: Ancient Mesopotamia
Introduction to Ancient Culture virtual tour of Mesopotamia
Video -- Mesopotamia -- National Geographic
http://video.nationalgeographic.com/video/kids/people-placeskids/iraq-mesopotamia-kids/
History for Kids: The Sumerians
http://www.historyforkids.org/learn/westasia/history/sumerians.htm
Have students use clay to create their own messages using cuneiform.
Students should share and try to decode the other students’ messages.
Have students create a two column chart that summarizes the features of
early civilizations.
Assessment Strategy:
Have students answer the following short essays:
1. Is the U.S. a civilization according to the eight characteristics explained
in class? Provide examples for each characteristic.
2. Does a civilization, in your opinion, need to have all of the characteristics
mentioned? Why or why not?
73
Attachment A: Teacher Background Knowledge
Humans continued to develop more complex cultures and around 3000 B.C.
civilizations, a group of people who have a high level of culture and order, began to
arise. Four of the great river valley civilizations: Mesopotamia, Egypt, India, and China
emerged around 3000 B.C. All of these civilizations share common characteristics:
1. Developed cities—fertile land made it easy to grow crops; rivers provided fish
and water and encouraged trade. The cities became the centers for the
civilization.
2. Formed Government—to protect themselves and their food supplies. The first
governments were monarchies led by a queen or king
3. Religions—developed to help the people explain their lives
4. Social Class Structure—people were organized into groups defined by the type
of work they did and the amount of wealth or power they had. Usually rulers,
priests, government officials and warriors made up the high social class which
set the rules and made the important decisions. Below this was free people
composed of farmers, artisans, and craftspeople. The lowest class consisted of
enslaved people captured from enemies during war and criminals.
5. Writing—used to pass on information and used symbols in place of letters and
words. People used writing to keep accurate records and preserve stories.
6. Art—created for enjoyment and they created paintings and sculptures portraying
gods and forces of nature. They designed buildings for worship and burial tombs
for kings.
7. Agriculture—stable food supply
8. Technology-Developed for use by the civilization
Mesopotamia (the land between the rivers) is the earliest known civilization. It has
been called the cradle of civilization—it was the beginning of organized human society.
It began in the plain between the Tigris and Euphrates rivers. It was located in the
eastern part of the Fertile Crescent that extends from the Mediterranean Sea to the
Persian Gulf. It includes parts of the modern countries of Turkey, Syria, Iraq, Lebanon,
Israel, and Jordan. Historians believed it was first settled around 7000 B.C.
74
By about 4000 B.C., farming villages were built along the two rivers. They used the
river to help water the fields but in the summer the river was often low. During the
spring harvest, rains and melting snow caused rivers to overflow their banks. This
caused flooding in the plains sweeping away crops, homes and livestock. The flooded
rivers were filled with silt (small particles of soil) that was good for farming. People in
Mesopotamia learned to build dams to control the floods and dug canals to water their
fields for irrigation in areas that would otherwise be dry and not suitable for farming.
Irrigation led to surpluses of food to store for later use. With extra food supplies, some
people became artisans and skilled workers artisans made more goods and people
began to live together in places that favored trade. Small farming villages grew into
cities and by 3000B.C. several cities developed in Sumer, a region in southern
Mesopotamia.
Sumer’s people were known as Sumerians. They built the first cities in SW Asia
including Ur, Uruk, and Eridu. These cities became independent and raised their own
crops and made their own goods. In turn they gained political and economic control over
the lands around them forming city-states. Each city state had its own government.
They worshipped many gods (known as polytheism) and honored the god that helped
their activity. Every city-state chose one god and honored it by building a large temple
called a ziggurat. Later these city-states became monarchies and power became
hereditary.
The family was the basic unit of society. Men were the head of the home. Boys went
to school and women ran the home and cared for children. Women had few civil rights.
Sumerian contributions:
1. Writing—considered the most important Sumerian contribution. They developed
the earliest known writing system in the world called cuneiform. It was made up
of 1,200 different characters by cutting wedge-shaped marks into damp clay
(they did not have paper) with a sharp reed called a stylus. Only a few privileged
boys from wealthy families learned how to read and write cuneiform. They
became scribes and wrote documents including court records, marriage
contracts, business dealings and important events. Sumerians told stories orally
75
for centuries and with cuneiform they were able to write these stories down.
Their tales praised the gods and warriors for doing great deeds. The world’s
oldest known story is from Sumer called the Epic of Gilgamesh, an epic is a
long poem that tells the story of a hero.
2. They were the first people to use the wheel and built the first carts pulled by
donkeys.
3. Developed the chariot and sailboat
4. Wooden plow
5. Potter’s wheel
6. Used bronze to craft stronger tools, weapons, and jewelry
7. Studied mathematics and used geometry and created the place-value
system of numbers based on 60, devised tables for calculating division
and multiplication, the 60 minute hour, 60 second minute and 360 degree
circle.
8. They studied astronomy and watched the position of the stars to help
find the best time to plant crops and to hold religious ceremonies.
made a 12 month calendar based on the cycles of the moon.
9. First laws
10. Construction of the ziggurat
11. Organized armies
12. Music
13. Medicine
14. Irrigation techniques
15. Games
16. Devotional statues
17. Arches
18. Development of city-states with kings as leaders
76
them
They also
Attachment B: Map of Fertile Crescent Region
77
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
1
Title: Ancient Mesopotamia
2.
Lesson Objectives:
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
78
•
SS.6.W.1.3 Interpret primary and secondary sources
•
SS.6.W.2.4 Compare the economic, political, social, and religious
institutions of ancient river civilizations.
•
SS.6.W.2.7 Summarize the important achievements of Mesopotamian
civilization.
•
SS.6.W.2.8 Determine the impact of key figures from ancient
Mesopotamian civilizations
•
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.2.3 Analyze the relationship of physical geography to the
development of ancient river valley civilizations.
•
SS.6.G.5.2 Use geographic terms and tools to explain why ancient
civilizations developed networks of highways, waterways, and other
transportation linkages and analyze their results.
Sixth Grade NGSSS-SS Skills Benchmark/s:
•
SS.6.G.1.7 Use maps to identify characteristics and boundaries of ancient
civilizations that have shaped the world today.
•
SS.6.G.4.4 Map and analyze the impact of the spread of various belief
systems in the ancient world
•
LA.6.1.6.1 The student will use new vocabulary that is introduced and
taught directly.
•
LA.6.1.7.1 The student will use background knowledge of subject and
related content areas, pre-reading strategies, graphic representations, and
knowledge of text structure to make and confirm complex predictions of
content, purpose, and organization of a reading selection.
3.
Key Vocabulary: Empire, province, code, theocracy, epic, stele
4.
Materials Needed: Map of region, Epic of Gilgamesh copies, Code of
Hammurabi copies, paper, pencil, binders
Attachment A: Teacher Background Information
Attachment B: Rubric for writing a letter to the editor
5.
Steps to Deliver the Lesson:
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
a. Lesson opening: Use the website below to read excerpts from the
primary source document The Epic of Gilgamesh and Attachment A:
Teacher Background Information to teach the important concepts for the
lesson. Have a student volunteer to show the location of Uruk on the map.
Explain that there was a historical king called Gilgamesh, but there is no
historical evidence that he accomplished the deeds described in the epic.
An epic is a long poem that tells the story of a hero. Explain to students
79
the meaning of heroism and discuss examples of modern day heroes.
Compare Gilgamesh to a modern day hero. What similarities or
differences do they see?
http://www.ancienttexts.org/library/mesopotamian/gilgamesh/
b. Continue teaching about the first empires using Attachment A and the
educational websites referenced below. Students add to their timelines
while teacher adds to the classroom timeline the dates and important
contributions of Sargon the Great and his first empire, the Akkadians, as
well as the Babylonian Empire and its rulers and significant achievements.
c. In cooperative groups have students review copies of different laws from
Hammurabi’s Code and rewrite the codes in modern English. Ask
students to think of some modern crimes such as identity theft, computer
hacking and have students write laws that deal with these crimes in the
style of Hammurabi’s code. They should be able to compare
Hammurabi’s code to present-day American laws listing similarities and
differences. Compare the punishments for breaking laws in Hammurabi’s
Code to the punishments for breaking laws in the United States. Use the
following website for an excellent lesson on Hammurabi’s Code including
background information, pictures, and other relevant activities:
http://www.phillipmartin.info/hammurabi/homepage.htm
d. Have students create a Venn Diagram to compare and contrast Sargon and
Hammurabi’s rule and the shared aspects of both.
e. Lesson Closure: Write a letter to the editor of The Babylonian Times
newspaper and give a clear opinion about one of Hammurabi's laws.
Debate the pros and cons of whether they would stop crime today. Also,
show students current verdicts made by judges in which the punishments
fit the crimes. One example is Judge Sacco in Fort Lupton, Colorado. In
2009, he ordered a group of teenagers, who played loud music at all
hours, to listen to Barry Manilow music on Friday night as a punishment
for several repeated offences instead of continuing to charge their parents
fines. Use rubric attached for grading the letters.
6.
Technology Integration:
•
•
•
80
Research the region and time to create a Power Point presentation on
ancient Mesopotamia. Include pages that deal with religion, daily life,
government, art and literature, technology, and reasons for decline.
http://www.ancienttexts.org/library/mesopotamian/gilgamesh/
http://www.phillipmartin.info/hammurabi/homepage.htm
7.
Extension Activities:
•
8.
81
Have students write their own epic about an imaginary hero based on The
Epic of Gilgamesh.
Assessment Strategy:
Have students outline and summarize the key aspects of civilization for the
Mesopotamian empires in their Content Journals.
Attachment A: Teacher Background Knowledge
The Epic of Gilgamesh is the oldest written story on Earth. It comes from Ancient
Sumeria, and was originally carved in cuneiform script on 12 clay tablets about 2000
B.C. The tablets were kept in the Royal Library. It is about the adventures of the
historical King of Uruk (somewhere between 2750 and 2500 BCE) who did heroic deeds
and fought against evil beings. In this story, Gilgamesh and his friend Enkidu seek to
slay the monster, Humbaba, keeper of a distant forest. Humbaba possesses seven
powers which Gilgamesh hopes to claim for himself.
Remind students of the exact location being discussed by displaying a map of the
Fertile Crescent region with cities and empires. By 2400B.C., Sumer’s city-states had
weakened considerably and Sargon, the leader of the kingdom of Akkad started
conquering the remaining Sumerian city-states one by one. He formed the first empire
(group of many different lands under one ruler) uniting Sumer and Akkad. The
Akkadians developed their own language and artists carved sculptures on stones. He
eventually extended his empire to include all the peoples of Mesopotamia. (2300-2100
B.C.) This empire lasted more than 200 years before invaders conquered it. A series of
kings invaded the region and adopted the Sumerian achievements.
The Amorites were a people who lived in the region west of Mesopotamia. In the
1800’s they conquered Mesopotamia and built their own cities. Babylon was the largest
of these cities; it was located on the eastern bank of the Euphrates River in present-day
Iraq. Around 1792 B.C., the king of Babylon, who was a brilliant war leader,
Hammurabi, began conquering cities controlled by the Amorites and created the
Babylonian Empire which stretched from the Persian Gulf, through the Tigris-Euphrates
valley and west to the Mediterranean Sea. (1792-1595 B.C.) Babylon became the most
important city in Mesopotamia and agriculture and trade thrived under his rule.
One of the problems facing early civilizations was setting up laws to govern
themselves once people started living in communities instead of hunting, gathering, and
roaming for food. Hammurabi, who ruled for 42 years, created a set of 282 laws for his
82
empire known as the Code of Hammurabi written in cuneiform on a stele (an upright
slab of stone inscribed with letters and pictures to depict important events) in this way
all people would know their rights and responsibilities. It contains some ideas that are
still found in laws today.
http://www.phillipmartin.info/hammurabi/hammurabi_codeindex.htm
These laws dealt with crimes, farming, business, marriage, and the family and they
were the first set of laws that made clear exactly what actions were crimes. The code
listed a punishment for each crime and became known as “an eye for an eye, and a
tooth for a tooth.” This means that a punishment for a crime should match the
seriousness of the crime. It protected the less powerful such as wives and influenced
later codes by Greece and Rome.
83
Attachment B: Rubric for writing a letter to the editor
Grading Criteria
Excellent
Acceptable
Minimal
Unacceptable
Content
Takes a strong,
well-defined
position; presents
appropriate
reasons,
supporting details,
and facts.
Takes a clear
position; presents
some reasons and
details, but does
not fully develop
argument.
Position not clearly
stated; gives
unrelated,
unsupported,
general
statements,
reasons, and
details; minimal
facts used.
Does not take a
clear position;
ideas are
undeveloped; no
facts or details
support position
Organization
Arguments are
sequenced
effectively; has
strong introduction
and conclusion;
body is well
developed;
paragraphs are
logically structured;
overall structure is
very effective.
Arguments are
sequenced somewhat effectively;
includes
introduction and
conclusion;
paragraphs are
well structured, but
may have minor
flaws; structure is
generally effective.
Arguments are not
well sequenced;
introduction or
conclusion is
unclear or lacking;
organization of
paragraphs is
flawed.
Structure is largely
unclear,
inappropriate, or
lacking;
introduction or
conclusion is
missing; there are
significant flaws in
the organization of
paragraphs.
Mechanics
Flawless spelling,
punctuation, and
grammar; varied
sentence
structure.
Some minor
spelling,
punctuation, or
grammar errors;
somewhat varied
sentence
structure.
Careless spelling,
punctuation, or
grammar errors;
repetitive sentence
structure.
Significant
spelling,
punctuation, or
grammar errors;
poor sentence
structure.
Neatly presented;
letter format used.
Legibly presented;
may not include
some elements of
proper letter
format.
Difficult to read; is
not in proper letter
format.
Presentation
84
Neatly typed;
proper letter
format used.
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
1.
Title: The Assyrian and Chaldean Empires
2.
Lesson Objectives:
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
•
•
85
SS.6.W.2.2 Describe how the developments of agriculture and
metallurgy related to settlement, population growth, and the
emergence of civilization.
SS.6.W.2.4 Compare the economic, political, social, and religious
institutions of ancient river civilizations.
•
SS.6.E.1.2
Describe and identify traditional and command economies
as they appear in different civilizations.
•
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.
•
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.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.
Analyze the relationship of physical geography to the
development of ancient river valley civilizations.
•
SS.6.G.2.3
•
SS.6.G.4.1
Explain how family and ethnic relationships influenced
ancient cultures.
•
SS.6.G.5.1
Identify the methods used to compensate for the scarcity of
resources in the ancient world
•
SS.6.G.5.2
Use geographic terms and tools to explain why ancient
civilizations developed networks of highways, waterways,
and other transportation linkages.
Sixth Grade NGSSS-SS Skills Benchmark/s:
86
•
SS.6.W.2.7 Summarize the important achievements of Mesopotamian
civilization.
•
SS.6.W.2.8 Determine the impact of key figures from ancient
Mesopotamian civilizations.
•
SS.6.G.1.3
Identify natural wonders of the ancient world.
•
SS.6.G.1.4
Utilize tools geographers use to study the world.
•
SS.6.G.1.7
Use maps to identify characteristics and boundaries of
ancient civilizations that have shaped the world today.
•
LA.6.1.6.1
The student will use new vocabulary that is introduced and
taught directly.
•
LA.6.1.7.1
The student will use background knowledge of subject and
related content areas, pre-reading strategies, graphic
representations, and knowledge of text structure to make
and confirm complex predictions of content, purpose, and
organization of a reading selection.
3.
Key Vocabulary:
Aqueducts, astronomers, caravans, complex, conquered, culture,
descendants, empire, irrigation, military, political districts, provinces,
region, revolt , sculptures, sundial, tribute, ziggurat
4.
Materials Needed:
Paper, pencils, colored markers,
Outline maps
Attachment A: The Assyrian and Chaldean Empires
5.
Steps to Deliver the Lesson:
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
a. Lesson opening: Use the following website: http://flocabulary.com/fertilecrescent-civilizations/ to hear a modern-day Hip-Hop song about the
Fertile Crescent and its various empires and their contributions. Ask
students what they learned from the song and record their responses on
the whiteboard.
b. Use Attachment A: The Assyrian and Chaldean Empires as either a
reading for students or as a Teacher Background Sheet to teach the
background of the early empire civilizations. If you chose to use as a class
reading, use appropriate reading strategies to complete. Have students
take notes on the information presented. Add the important dates of each
civilization to the class timeline displayed on the wall.
c. Help students create an Empire Booklet listing the four Mesopotamian
empire civilizations (Akkadian, Babylonian, Assyrian, and Chaldean or
Neo-Babylonian). Students should label their time periods, locations,
rulers, military, political, economic, and cultural achievements. Also, note
which events led to the decline of each empire.
d. Lesson Closure: Use a note-taking diagram to list the names of each of
the empires, the dates they existed, and one advance and achievement
made by each.
6.
Technology Integration:
•
87
http://flocabulary.com/fertile-crescent-civilizations/ Fertile Crescent
Hip-Hop Song
•
•
7.
Extension Activities:
•
•
8.
88
How did the rulers of the Mesopotamian empires use technology to
expand and unite their empires? Have students record their answers in
their student content journals.
On the internet, find and print out a political map of Southwest Asia and fill
in the names of the modern countries. Then find historical maps showing
Sumer, Akkadia, Babylon, Assyria, and the Chaldean Empires. Use
different colors to mark the location of each ancient civilization.
Tell the students they are visiting Babylon around 565 B.C. They will
complete a report that describes Babylon, how the cities were organized,
and give opinions about the city from the perspective of a person who is
visiting the city for the very first time.
If you were making a list of the Seven Wonders of the Modern World, what
places would you put on it?
Assessment Strategy: Students should be able to complete a time line with the
four Mesopotamian empires and the dates they existed including their rulers
and major accomplishments. Also, their empire booklet should be checked
for thorough content and completion for a grade.
Attachment A
The Assyrian and Chaldean Empires
The Assyrian empire arose about 1,000 years after the empire of Hammurabi. It
extended from the Persian Gulf in the east to the Nile River in the west. (900-612 B.C.)
The Assyrians honored their powerful kings by building beautiful palaces and huge
sculptures. They also built some of the earliest aqueducts. The capital was called
Nineveh, along the Tigris River. Assyria was a large empire and it extended into 4
present-day countries: Turkey, Syria, Iran, and Iraq. Around 900 B.C. , the Assyrians
developed a large and powerful military that fought with slingshots, bows and arrows,
swords and spears. Iron weapons they adopted from the Hittites, was a key factors to
their success. They robbed people, set crops on fire, and destroyed towns and dams.
They ruled for 300 years and divided their empire into provinces and political districts.
The kings chose officials to govern, collect taxes, and carry out the laws in each
province. An ancient Assyrian king, Ashurbanipal, built one of the world’s first libraries
in Nineveh. Farming and trade were both important to the Assyrians.
In 627B.C. the Chaldeans, under the rule of Nabopolassar, led a revolt against the
Assyrians and was crowned king of Babylonia. The Medes joined the Chaldeans and in
612 B.C. they captured Nineveh and burned it to the ground. Nabopolassar and his son
Nebuchadnezzar, created a new empire sometimes called the new Babylonian Empire
or Neo-Babylonian Empire, (605-539 B.C.), since most of the Chaldeans were
descendants of the Babylonians. Babylon became the largest and richest city in the
world with huge brick walls, grand palaces, temples and a huge ziggurat. The king’s
palace had a giant staircase of greenery known as the Hanging Gardens; which was
considered one of the Seven Wonders of the Ancient World. A complex irrigation
system brought water from the Euphrates River. They built new canals and collected
very high taxes and tributes, and forced payments from conquered peoples. The major
trade route between the Persian Sea and the Mediterranean Sea passed through
Babylon. Babylon grew wealthy from trading. Chaldean astronomers mapped the
stars, the planets, and the phases of the moon. They invented one of the first sundials
to measure time and they were the first to follow a seven-day week. After
Nebuchadnezzar died, the Persians captured Babylon in 539 B.C. and made it part of
their empire but allowed it to keep its distinct culture.
89
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
1.
Title:
2.
Lesson Objectives:
What if the Nile Changed its Course?
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
•
SS.6.G.1.7
•
SS.6.G.2.1
•
SS.6.G.2.3
•
SS.6.G.2.4
•
SS.6.G.2.7
Use maps to identify characteristics and boundaries of
ancient civilizations that have shaped the world today.
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.
Analyze the relationship of physical geography to the
development of ancient river valley civilizations.
Explain how the geographical location of ancient
civilizations contributed to the culture and politics of those
societies.
Interpret choropleths or dot-density maps to explain the
distribution of population in the ancient world.
Sixth Grade NGSSS-SS Skills Benchmark/s:
•
3.
90
SS.6.G.1.4
Utilize tools geographers use to study the world
Key Vocabulary:
Choropleth, population, population density,
4.
5.
Materials Needed:
Attachment A:
Choropleth – Egypt: Population Density
Steps to Deliver the Lesson
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
a.
Lesson opening: After reading Lesson 1: The Nile River in the text (pp 100107), discuss the importance of the Nile to the development of civilization in
Ancient Egypt. Ask students why Egypt is sometimes referred to as The
Gift of the Nile.
b.
Explain to students that they are going to look at a special purpose map
today called a Choropleth. A Choropleth uses color to show differences in a
region, such as population density. Distribute Attachment A- ChoroplethEgypt: Population Density.(The map is also available in your textbook, page
37) Discuss related vocabulary.
c.
Looking at the map, ask students the following questions:
What is north of Egypt? (Mediterranean)
Where is most of the population of Egypt concentrated. (In a narrow region
running N/S through the country)
What is in the center of the population strip? (The Nile River)
What is to the east of the Nile? (desert, Red Sea)
What is to the west of the Nile? (Sahara)
What is the reason that people live mostly in the Nile River Valley? (The
conditions are better for habitation- the restof the country is mostly desertnot good for living)
91
d.
Review with students all of the things that the Nile provides- food, drink,
transportation, animals, clothing, etc. List items on the whiteboard as
students name them.
e.
Ask students to imagine what would happen if the Nile suddenly stopped
flowing through Egypt. Working individually, or in small groups, have
students list all of the things that would happen to the Nile River Valley if the
river disappeared.
f.
Remind students to list the geographical, cultural, and economic
consequences. Share ideas and discuss. Have students explain why (or
why not) they think Gift of the Nile is an appropriate name for Egypt.
6.
g.
Review the physical characteristics of the Sahara Desert.
h.
Ask the class to imagine all of the things that would happen if the Nile began
to flow across the Sahara.
i.
Individually, or in small groups, have students list the impact the river would
have on the desert; e.g., grass begins to grow, insects begin to live in the
grass, new farm land is created, etc.. Continue to the point where people
move to the area and civilization begins to develop.
j.
As students construct their new Saharan scenario, remind them to structure
a physical, social, and political environment as well. Challenge students to
create a perfect civilization.
k.
Lesson Closure: Have students share their new civilizations with the class.
Review.
Technology Integration:
•
•
•
•
•
7.
92
Floating Along the Nile Graphic Novel http://connected.mcgrawhill.com/media/repository/private_data/DOC/50000094/84/35.pdf
Ancient Egypt Lesson Plan from Discovery Education:
http://www.discoveryeducation.com/teachers/free-lesson-plans/ancientegypt.cfm
Protecting Egypt’s Past from Scholastic Online:
http://www.scholastic.com/browse/article.jsp?id=3756179
Scholastic Online- list of articles on Ancient Egypt with summaries and
links to articles:
http://www.scholastic.com/browse/search/teacher?VT=2&channelOnly=tru
e&Ntx=mode+matchallpartial&_N=fff&Ntk=SCHL30_SI&query=ancient+eg
ypt&N=0&Ntt=ancient+egypt&fq=sm_search_channels%3A%5Eteacher%
5E&fq=Grade%3A%5EGrades+6-8%5E&spellcheck=false
Egypt’s Golden Empire-Lesson from PBS:
http://www.pbs.org/empires/egypt/pdf/lesson2.pdf
Extension Activities:
•
Have students create a travel brochure advertising the “New Sahara”
•
Music: Compose a song or National Anthem for your civilization
•
8.
93
Create a timeline for your civilization. Calculate the amount of time
needed for each stage of development.
Assessment Strategy:
Teacher observation during the questioning process is an effective method of
assessing progress. Evaluation of the New Sahara Civilizations provides a more
formal assessment. The extension activities may also be evaluated.
Attacment A
Choropleth – Egypt: Population Density
Map From: Core Textbook: Discovering Our Past- A History of the World Early Ages
94
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
3.
Title:
Pharaoh of the Year
4.
Lesson Objectives:
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
•
96
Determine the contributions of key figures from ancient
Egypt.
Sixth Grade NGSSS-SS Skills Benchmark/s:
•
LA.6.1.6.1
The student will use new vocabulary that is introduced and
taught directly.
•
LA.6.1.6.2
The student will listen to, read, and discuss familiar and
conceptually challenging text.
•
LA.6.1.6.3
The student will use context clues to determine meanings of
unfamiliar words.
3.
Key Vocabulary:
Dynasty, empire, kingdom, pharaoh, pyramid
4.
Materials Needed:
Paper
Pens or pencils
95
5.
Steps to Deliver the Lesson
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
a. Lesson opening: After completing the reading on Egypt in Chapter 5 of the
textbook (pp 100-126), ask student to think about the Pharaohs of Ancient
Egypt? Ask the following questions and record student answers on the
whiteboard.
Who were the Pharaohs of Egypt? (list)
What were some of their accomplishments?
b. When the lists are completed, tell students that they are going to chose
one of the Pharaohs to nominate for the “Pharaoh of the Year” contest.
c. Individually, or in small groups, students will write speeches. Each speech
should state who the Pharaoh is; what his/her accomplishments were, and
why he/she should be voted as the Pharaoh of the year. Students will
make an oral presentation of their speeches as well as turning in a written
copy for evaluation. Remind students to be creative!
d. Provide time for oral presentations.
e. Lesson Closure: Have students vote to select the Pharaoh of the Year.
6.
7.
Technology Integration:
•
Biographies of the Pharaohs of Ancient Egypt:
http://www.kingtutone.com/pharaohs/
•
Articles on the Ancient Egyptian Pharaohs from Egypt Online:
http://www.ancient-egypt-online.com/ancient-egyptian-pharaohs.html
•
Lesson Plan from PBS- Egypt’s Golden Era:
http://www.pbs.org/empires/egypt/educators/lesson4.html
Extension Activities:
•
96
Have students create a timeline of the Pharaohs of Ancient Egypt.
•
8.
97
Have students create a campaign poster for their “Pharaoh of the Year”
candidate.
Assessment Strategy:
Student written speeches may be evaluated for composition and content.
Individual presentations may be evaluated by teacher or student generated
assessment models. Written samples may be placed in portfolios.
Teacher’s Name:
Employee Number:
School:
SOCIAL STUDIES LESSON PLAN
SIXTH GRADE- WORLD HISTORY
1.
Title:
Globebook, Inc
2.
Lesson Objectives:
Standards- Next Generation Sunshine State Standards for Social Studies
Sixth Grade NGSSS-SS Content Benchmark/s:
•
SS.6.W.2.5 Summarize important achievements of Egyptian civilization.
Sixth Grade NGSSS-SS Skills Benchmark/s:
•
SS.6.G.1.4
Utilize tools geographers use to study the world.
•
SS.6.W.1.1 Use timelines to identify chronological order of historical
events.
•
LA.6.1.7.3
The student will determine the main idea or essential
message in grade-level text through inferring, paraphrasing,
summarizing, and identifying relevant
3.
Key Vocabulary:
Construction, embalming, hieroglyphics, incense, medical science, papyrus,
pyramids, shadoof,
4.
Materials Needed:
Textbook
Attachment A:
Paper
Pencils
98
Globebook, Inc
5.
Colored pencils or markers
Steps to Deliver the Lesson
A detailed, step by step description of how to deliver the lesson and achieve the
lesson plan objectives.
a. Lesson opening: After reading and discussing the reading on Egypt in Chapter
5 of the textbook (pp 100-126), discuss the achievements of the Ancient
Egyptian Civilization.
b. Divide the class into cooperative learning groups.
c. Review vocabulary.
d. Distribute Attachment A: Globebook, Inc (cooperative learning worksheet).
Read and discuss the worksheet, brainstorm as to creative applications.
e. Provide access to textbooks and time to complete the activity.
f. Monitor and guide students in their research and cooperative learning activities.
g. Lesson Closure :Provide time for oral group presentations and follow up
discussion.
6.
7.
Technology Integration:
•
Achievements and Inventions of Ancient Egypt:
http://egypt.mrdonn.org/achievements.html
•
Academic Kids article on the achievements of Ancient Egypt:
http://academickids.com/encyclopedia/index.php/Ancient_Egypt
•
Ancient Egyptian Achievements and Contributions:
http://www.ancientegyptianfacts.com/ancient-egyptian-achievements-andcontributions.html
Extension Activities:
•
99
Compile all encyclopedia articles developed into a class portfolio or
“Global Encyclopedia.” Allow students to “check out” the encyclopedia to
take home and share with their family. Ask your media-center specialist to
display your encyclopedia for schoolwide use.
8.
100
Assessment Strategy:
Encyclopedia articles may be evaluated by the teacher, or by groups. You may
want to have students assess the production process within their group or
evaluate the presentations of other groups.
Attachment A
“ Globebook, Inc”
“The Encyclopedia That Brings You the World”
Dear Students,
The executives of “Globebook, Inc” are in the process of creating a new and exciting
encyclopedia for middle and high school students. We are developing global
encyclopedia “for the students” that will be created “by the students.” You have been
selected to be one of our contributors.
Your assignment is to carefully research Ancient Egypt and its achievements. Then,
working in cooperative groups, write an article about the civilization and its
achievements for “Globebook, Inc.” Please make your article interesting and attractive.
Be sure to include information about the civilization and details on the accomplishments.
Include a timeline of important events. Pleas also illustrate your article and include a
map of the region.
To guide your writing, divide the following roles among the members of your group:
Text Authors: write the text of the article
Cartographers: make an attractive map of the region
Timeline developer: create an accurate timeline for the important
developments/ historical events in the civilization
Illustrator: create illustrations related to the text and/or timeline for the article
When each member of your group has completed his or her assigned task, work
together in compiling your finished product, Prepare a brief presentation to share your
article with your class.
Thank you for your cooperation in this matter. The staff of “Globebook, Inc” will be
eternally grateful to you for your efforts.
Sincerely,
Rich Moneybags
CEO
“Globebook, Inc”
101