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South Plainfield Public Schools Social Studies Grade 6 Authors: Rebecca Gross Dana Hauck Supervisor: Kedra Gamble Curriculum Coordinator: Paul C. Rafalowski Board Approved on: August 29, 2012 1 Table of Contents South Plainfield Public Schools Board of Education Members and Administration Page: 3 Recognitions Page: 4 District Mission Statement Page: 5 Index of Courses Page: 6 Curriculum Guide Page: 7-43 2 Members of the Board of Education Jim Giannakis, President Sharon Miller, Vice President Carol Byrne John T. Farinella, Jr. Christopher Hubner William Seesselberg Joseph Sorrentino Gary Stevenson Central Office Administration Dr. Stephen Genco, Superintendent of Schools Dr. Frank Cocchiola, Interim Assistant Superintendent of Schools Mr. James Olobardi, Board Secretary/ BA Mr. Frank Esposito, Director of Special Services Ms. Kedra Gamble, Supervisor of Language Arts Literacy and Social Studies Mr. Vincent Parisi, Supervisor of Math and Science Mrs. Marlene Steele, Supervisor of Transportation Mrs. Annemarie Stoeckel, Supervisor of Technology Ms. Elaine Gallo, Director of Guidance Mr. Al Czech, Director of Athletics Mr. Paul Rafalowski, Curriculum Coordinator 3 Recognitions The following individuals are recognized for their support in developing this Curriculum Guide: Grade/Course Writer(s) Kindergarten: Joy Czaplinski and Patricia Publik Grade 1: Mary Beth Boschen and Laura Mottley Grade 2: Cate Bonanno and Maria Sottiriou Grade 3: Angela Raimondo-Hajduk and Teresa Luck Grade 4: Susan Fenning and Laura McCreesh Grade 5: Rebecca Gross and Dana Hauck Grade 6: Rebecca Gross and Dana Hauck Grade 7: Joe Blondo and Melody Haggerty Grade 8: Joe Bennett and Barbara Pinelli World History Miten Shah and Ken Skillman United States History 1 Frances Flannery and Miten Shah United States History 2 Brandon Crosby and Frances Flannery Government Brandon Crosby Law Brandon Crosby Sociology Brandon Crosby Genocide Studies Frances Flannery International Relations Miten Shah Supervisors: Supervisor of LAL and Social Studies: Ms. Kedra Gamble Supervisor of Mathematics and Science: Mr. Vince Parisi Curriculum Coordinator: Mr. Paul C. Rafalowski Supervisor of Technology: Ms. Annemarie Stoeckel 4 South Plainfield Public Schools District Mission Statement To ensure that all pupils are equipped with essential skills necessary to acquire a common body of knowledge and understanding; To instill the desire to question and look for truth in order that pupils may become critical thinkers, life-long learners, and contributing members of society in an environment of mutual respect and consideration. It is the expectation of this school district that all pupils achieve the New Jersey Core Curriculum Content Standards at all grade levels. Adopted September, 2008 5 Index of Social Studies Courses Elementary Schools (Franklin, Kennedy, Riley, Roosevelt) Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grant School Grade 5 Grade 6 Middle School Grade 7 Grade 8 High School World History Academic World History Honors World History United States History 1 Academic United States History 1 Honors United States History 1 United States History 2 Academic United States History 2 Honors United States History 2 Advanced Placement United States History Genocide Studies Sociology Government Law International Relations Economics and Financial Literacy 6 South Plainfield Public Schools Curriculum Guide Content Area: Social Studies Grade Level: 6th Grade Course Title: Grade 6 Social Studies Unit 1: The Study of the Past 2 Weeks Unit 2: Early Humans and Societies 3 Weeks Unit 3: Mesopotamia, Egypt, and Kush 8 Weeks Unit 4: Foundation of Western Ideas 7 Weeks Unit 5: The Roman World 8 Weeks Unit 6: Early Medieval Europe 4 Weeks Board Approved on: August 29, 2012 7 South Plainfield Public Schools Curriculum Guide Content Area: Social Studies Grade Level: 6th Grade Course Title: Grade 6 Social Studies 4 Weeks Unit 7: Early Japan Board Approved on: August 29, 2012 8 Unit 1 Content Area – Social Studies Unit Title – The Study of the Past Target Course/Grade Level – Grade 6 Social Studies Unit Summary/Rationale – During this unit, students will explore how the work of historians, geographers, and archeologists helps to paint a picture of the lives of the people of the past. Archeology is especially important when studying pre-history, the time before writing, and the ancient world. Interdisciplinary Connections – ELA, Art, Math, Science Technology Integration – Smart Board, Laptops, iPad, projector 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy, Health Literacy and Environmental Literacy 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era: The Beginnings of Human Society Strand(s) – D. History, Culture, and Perspectives Content Statement(s) – Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.1.c: Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. Reading Standards for Literacy: Key Ideas and Details RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a 9 bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. -Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. -Establish and maintain a formal style and objective tone. -Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and 10 conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Unit Essential Questions How is the use of primary sources essential to examining past events. How does physical environment play a role in people’s behavior? What steps do historians take as they answer historical questions? Unit Enduring Understandings Actions from the past influence the present and the future. Where we live influences how we live. The manner in which history is presented is determined by the evidence available and the way it’s interpreted. Terminology: history, culture, archaeology, fossil, artifacts, primary source, secondary source, geography, landforms, climate, environment, region, resources Goals/Objectives Students will be able to - Learning Activities/Instructional Strategies Evidence of Learning (Formative & Summative) Some activities may include: Define history and archaeology and describe how both are used to study the past. Differentiate between primary and secondary sources. Identify and describe the two branches of geography. Label a political world map with the continents and oceans. Describe the connection between geography and the study of history. Students will be assigned groups. Each group will be given a primary source. The handout given to each group will have questions designed to help evaluate the source they were given. The groups will share what they learned with the rest of the class towards the end of the period. Students will design a brief help wanted ad for an archeologist. They will include a summary of what the job entails and a description of the ideal candidate. Students will bring an example of a primary source from home. When presenting his/her primary source to the class students will have to answer a series of questions including what types of questions historians may be able to answer using their specific source. 11 Chapter Test Vocabulary Quiz Primary/Secondary Source Quiz Map Quiz Rubric Based Assessment Students will work in pairs and compare four maps of California (road, political, physical, population). They will have to identify what type of map each on is and if it’s something used in human or physical geography. They will also compare information from the maps to answer a series of questions. Example: How would a historian use information from these maps? Students will work on laptops/iPads and visit www.smm.org/catal. They will focus on the processes portion of the website, which gives information on the tools used by archaeologists when excavating a site. Students will watch a video clip from the series “Treasure Wars” from www.nationalgeographic.com concerning the controversy about the Rosetta Stone. Prior to watching the video the class will be asked the question Can history be owned? Students will have to answer the question again following the video and discuss their reaction to the argument over the Rosetta Stone. This activity should follow students defining the studies of history and archaeology. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Textbook: World History , www.brainpop.com , www.smm.org/catal/, World History DVD, maps.nationalgeographic.com/maps 12 Unit 2 Content Area – Social Studies Unit Title – Early Humans and Societies Target Course/Grade Level – Grade 6 Social Studies Unit Summary/Rationale – During this unit, the lives and technology of early humans will be examined along with how environmental changes played a key role in the evolution of their lives. The work of archeologists and anthropologists will also be discussed since it plays such a significant role in studying pre-history. Interdisciplinary Connections - Language Arts, Science, Math Technology Integration – Smart Board, Laptops, iPad 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy, Health Literacy and Environmental Literacy 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era: The Beginnings of Human Society Strand(s) – A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives Content Statement(s) – Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. Content Statement(s) – 6.2.8. A.1.a: Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies. 6.2.8.B.1.a: Explain the various migratory patterns of hunters/gatherers who moved from Africa to 13 Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies. 6.2.8. B.1.b: Compare and contrast how nomadic and agrarian societies used land and natural resources. 6.2.8. C.1.a: Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8. C.1.b: Determine the impact of technological advancements on hunter/gatherer and agrarian societies. 6.2.8. D.1a: Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. 6.2.8. D.1.b: Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures. 6.2.8. D.1.c: Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. Reading Standards for Literacy: Key Ideas and Details RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. -Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and 14 concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. -Establish and maintain a formal style and objective tone. -Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Unit Essential Questions How can a major ecological event, such as the ice ages, influence early people’s behavior? How important is communication in the construction and organization of communities? What changes did the agricultural revolution cause in the lives of early humans? Unit Enduring Understandings Early Human migration re-populated the globe, subsequently changing people and their environments. Terminology: prehistory, hominid, ancestor, tool, Paleolithic Era, society, hunter-gatherers migrate, ice ages, land bridge, Mesolithic Era, Neolithic Era, domestication, agriculture, megaliths 15 Goals/Objectives Students will be able to - Learning Activities/Instructional Strategies Evidence of Learning (Formative & Summative) Some activities may include: Compare and contrast the characteristics of the Paleolithic, Mesolithic, and Neolithic era. Describe the cause and effect of human migration during the stone ages. Analyze the significance of the agricultural revolution and identify its effects. Students will be given laptops and earphones (they may use their own) to watch a portion of an interactive documentary from becominghuman.org. They will take part in the prologue, evidence, and anatomy portions of the documentary. Students will be required to answer a series of questions from watching the video and examining the related exhibits portion of the video. Chapter Test Vocabulary Quiz Content Quiz Rubric Based Activity Students will work in pairs when visiting the website www.smm.org/catal. The students will directed to specific portions of the site to learn more about the people from the village/time period. Students will produce their own cave painting. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Textbook: World History , www.brainpop.com, becominghuman.org, www.smm.org/catal/ World History DVD, 16 Unit 3 Content Area – Social Studies Unit Title – Mesopotamia, Egypt, and Kush Target Course/Grade Level – Grade 6 Social Studies Unit Summary/Rationale – During this unit, students will explore how the first civilizations grew in the river valleys of Asia and Africa. Students will learn how essential natural resources such as fresh water and fertile soil allowed early people to settle in the area and thrive. The societies that developed along the Tigris and Euphrates Rivers and the Nile River were successful in areas such as trade, engineering, and science. These advancements influenced their neighbors and people of the modern world. Learning Interdisciplinary Connections - ELA, Art, Math, Science Technology Integration – Smart Board, Laptops, iPad 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy, Health Literacy and Environmental Literacy 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE) Strand(s) – A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives Content Statement(s) – 2. Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. Cumulative Progress Indicator(s) (CPI) – 6.2.8.A.2.a: Explain why different ancient river valley civilizations developed similar forms of government 6.2.8. A.2.b: Explain how codifying laws met the needs of ancient river valley societies. 17 6.2.8. A.2.c: Determine the role of slavery in the economic and social structures of ancient river valley civilizations. 6.2.8. B.2.a: Determine the role of slavery in the economic and social structures of ancient river valley civilizations. 6.2.8. B.2.b: Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. 6.2.8. C.2.a: Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. 6.2.8. D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8. D.2.b: Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.2.8. D.2.c: Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. 6.2.8. D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. Reading Standards for Literacy: Key Ideas and Details RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes WHST.6-8.1. Write arguments focused on discipline-specific content. -Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. 18 -Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. -Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. -Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. -Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. -Establish and maintain a formal style and objective tone. -Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 19 Unit Essential Questions Why were laws in Babylon first recorded, and what aspects of society do they address? How did inventions created in the Fertile Crescent affect the people in the region and beyond? How was the significance of the Nile River reflected in the religion and construction of ancient Egypt? Unit Enduring Understandings Laws will reflect the cultural characteristics and time period of the people who practice them. Physical geography plays a significant role in how a society develops. Limited natural resources may lead to armed conflict over land. Terminology: Mesopotamia: Fertile Crescent, silt, irrigation, canals, surplus, division of labor, rural, urban, city-state Gilgamesh, Sargon, empire, polytheism, priests, social hierarchy, cuneiform, pictographs, scribe, epics architecture, ziggurat, monarch, Hammurabi’s Code, chariot, Nebuchadnezzar, alphabet Egypt: cataracts, delta, Menes, pharaoh, dynasty, Old Kingdom, Khufu, nobles, afterlife, mummies, elite, pyramids engineering, Middle Kingdom, New Kingdom, trade routes, Queen Hathepsut, Ramses the Great, papyrus hieroglyphics, Rosetta Stone, sphinxes, obelisk, King Tutankhamen Kush: Piankhi, trade network, merchants, exports, imports, Queen Shanakhdakheto, King Ezana Goals/Objectives Students will be able to - Learning Activities/Instructional Strategies Evidence of Learning (Formative & Summative) Some activities may include: Describe how integral the Tigris and Euphrates were in the development of Mesopotamian societies. Discuss the influence Sumerian technology had on the people of Mesopotamia and ancient/later cultures. Define Hammurabi’s Code of laws and examine the role social hierarchy played in its development and enforcement. Following reading an excerpt from the Epic of Gilgamesh, about the monster Humbaba, students will work collaboratively (pairs) to write an alternate ending to the story. They will be given parameters to follow so that all stories include the same characters, start at the same place, and stay true to the time period. Students will work individually to create their own cuneiform tablet using modeling clay and a stylus. They will be given a handout with cuneiform symbols as a reference. There will be a debriefing following the activity concerning the student’s experience. Example: What was the difference between writing using symbols vs. letters? Students will visit mesopotamia.co.uk from the 20 Chapter Test Vocabulary Quiz Content Quiz Rubric Bases Assessment Name and describe the various empires of the Fertile Crescent and their characteristics, then examine their long term influence. Describe the significance of the Nile River in relation to the development of ancient Egypt. Summarize the characteristics and achievements of the ancient Egyptians during the Old, Middle, and New Kingdom. Use ancient Egyptian burial practices to illustrate the significance of religion in Egypt. Compare and Contrast Mesopotamia and Egypt. Identify the kingdom of Kush and describe its importance as a kingdom separate from Egypt. British Museum to examine the geography, and timeline of events in Mesopotamia.-the students will be directed as to what to focus on using teacher produced questions. Students will be given a list of laws from Hammurabi’s Code and examine them. They will have to evaluate the laws with and research and site laws of similar purpose in the United States. Students will be given the choice to produce a model of a pyramid, ziggurat, obelisk, or sphinx. Each model must include an index card with a paragraph of information on the model and citations. The British Museum Website, ancientegpt.co.uk, will be used to examine the famous achievements of the Egyptians (i.e. pyramids and hieroglyphics) Students will be placed in groups. Each group will be given a (different) textbook and asked to find the chapter on Kush. They will then have to compare the number of pages on Kush to the number of pages dedicated to ancient Egypt. After comparing their findings the students will be asked possible reasons for this significant difference- This is used to illustrate the role prejudice can play in the study of history and how time and perception will change the manner in which historians approach a subject. The activity should be used prior to reading the article Kush-The Nubian Kingdom, and revisited at the end of the chapter. Journal: Students may write as Menes, Hatshepsut, or Howard Carter. They should be given direction as to what topics to discuss and to stay true to the time period. 21 Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources Textbook: World History www.brainpop.com ancientegypt.co.uk mesopotamia.co.uk 22 Unit 4 Content Area – Social Studies Unit Title – Foundations of Western Ideas Target Course/Grade Level – Grade 6 Social Studies Unit Summary/Rationale – During this unit, students will be how analyzing the history of the early Hebrew and Greek people will give students the background knowledge necessary to better understand the history of their government, the arts, and many other aspects of modern western civilization.nin Interdisciplinary Connections - ELA, Art, Math, Science Technology Integration – Smart Board, Laptops, iPad 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy, Health Literacy and Environmental Literacy 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era: The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE) Strand(s) – A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives Content Statement(s) – Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.3.b: Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations. 23 6.2.8.A.3.c: Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution. 6.2.8. A.3.d: Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United States citizens today, and evaluate how citizens perceived the principles of liberty and equality then and now. 6.2.8. A.3.e: Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the current legal system. 6.2.8. B.3.a: Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion. 6.2.8. B.3.b: Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise. 6.2.8. C.3.a: Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. 6.2.8. D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 6.2.8. D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. Reading Standards for Literacy: Key Ideas and Details RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes WHST.6-8.1. Write arguments focused on discipline-specific content. -Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. 24 -Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. -Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. -Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. -Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. -Establish and maintain a formal style and objective tone. -Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 25 Unit Essential Questions Why does government change and how much influence do people have on changes in government? Why is there political and social conflict? How much influence do individuals have in changing history? Unit Enduring Understandings Physical geography plays a significant role in how a society develops. Limited natural resources and cultural differences may lead to armed conflict. The construction and eventual fall of empires has long lasting effects on the economic, political, and social structure on future societies that develop. Terminology: Early Hebrew People: Judaism, Abraham, Moses, Exodus, Ten Commandments, David, Solomon, Diaspora monotheism, Torah, synagogue, prophets, Talmud, Dead Sea Scrolls, Zealots rabbis, Passover, High Holy Days Greece: citizens, polis, classical, acropolis, democracy, aristocrats, oligarchy, tyrant, Pericles mythology, Homer, Sappho, Aesop, fables Cyrus the Great , cavalry, Darius I , Persian Wars, Xerxes I, alliance, Peloponnesian War Philip II, phalanx, Alexander the Great, Hellenistic, Socrates , Plato, Aristotle, reason, Euclid Hippocrates Goals/Objectives Students will be able to - Learning Activities/Instructional Strategies Evidence of Learning (Formative & Summative) Some activities may include: Define Judaism and describe its primary characteristics. List significant events in Hebrew history and describe the cause and effect of each. Describe how the physical terrain of Greece acted as a factor in the development of its economy and the citystate. Students will visit ancientgreece.co.uk when researching the cultural differences between Athens and Sparta and the influence of important figures (i.e. Pericles). Students will work in groups to create a presentation on the influence the ancient Greeks have had on modern day civilization. They may do so by creating a power point presentation, poster, etc. Create a comic strip detailing the life (or part of the life) of Alexander the Great. Compare and contrast the Minoan and Mycenaean 26 Chapter Test Vocabulary Quiz Content Quiz Rubric Based Activity civilizations and describe their influence on the ancient Greeks. Define oligarchy and tyrannany and compare them to democracy. Examine the extent social discontent played in the creation of democracy in Athens and the role of the upper class in Athenian government. Compare and contrast direct democracy of ancient Athens to representative democracy of the United States. Describe the cultural differences between Athens and Sparta and the factors that contributed to these differences. Summarize the cultural achievements of the ancient Greeks and the influence on western civilization. Examine the actions of Alexander the Great and the short and long term effects of his empire. 27 Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources Textbook: World History www.brainpop.com ancientgreece.co.uk 28 Unit 5 Content Area – Social Studies Unit Title – The Roman World Target Course/Grade Level – Grade 6 Social Studies Unit Summary/Rationale – During this unit, students will obtain the background knowledge necessary to better understand the history of their government, the arts, and many other aspects of modern western civilization after examining the world of the ancient Romans. This will include early Rome and end with the fall of the Roman Empire. Interdisciplinary Connections - ELA, Art, Math, Science Technology Integration – Smart Board, Laptops, iPad 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy, Health Literacy and Environmental Literacy 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era: The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE) Strand(s) – A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives Content Statement(s) – Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. 29 Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.3.b: Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations. 6.2.8.A.3.c: Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution. 6.2.8. A.3.d: Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United States citizens today, and evaluate how citizens perceived the principles of liberty and equality then and now. 6.2.8. A.3.e: Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the current legal system. 6.2.8. B.3.a: Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion. 6.2.8. B.3.b: Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise. 6.2.8. C.3.a: Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. 6.2.8. D.3.a: Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 6.2.8. D.3.f: Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. Era: Expanding Exchanges and Encounters (500 CE-1450 CE) Content Statement(s) – The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization. The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict. While commercial and agricultural improvements created new wealth and opportunities for the empires, most people’s daily lives remained unchanged. Cumulative Progress Indicator(s) (CPI) – 6.2.8. D.3.d: Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies. 6.2.8. D.3.e: Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. Reading Standards for Literacy: Key Ideas and Details RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a 30 bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes WHST.6-8.1. Write arguments focused on discipline-specific content. -Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. -Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. -Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. -Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. -Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. -Establish and maintain a formal style and objective tone. -Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose 31 and audience have been addressed. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Unit Essential Questions: Why does government change and how much influence do people have on changes in government? How much of an influence did the Roman Republic have on the Republic of the United States? Why is there political and social conflict? Unit Enduring Understandings The construction and eventual fall of empires has long lasting effects on the economic, political, and social structure of people. There are numerous factors that contribute to changes in government; this includes internal conflict amongst the powerful. Terminology: Early Rome and the Roman Republic: Aeneas, Romulus and Remus, republic, dictators, Cincinnatus, plebeians, patricians magistrates, consuls, Roman Senate, veto, Latin, checks and balances, Forum legions, Punic Wars, Hannibal, Gaius Marius, Lucius Cornelius Sulla, Spartacus Roman Empire: Cicero, Julius Caesar, Pompey, Augustus, currency, Pax Romana, aqueduct, Romance languages civil law, Christianity, Jesus of Nazareth, Bible, crucifixion, Resurrection, disciples, Paul Constantine, Diocletian, Attila, corruption, Justinian, Theodora, Byzantine Empire 32 Goals/Objectives Students will be able to - Learning Activities/Instructional Strategies Evidence of Learning (Formative & Summative) Some activities may include: Examine the reasons for the Romans developing a republic. Mock Interview- Students will create a mock interview with an individual of their choice (taken from a list). Example: Julius Caesar. Explain how the people of Rome influenced changes to the early republic and list examples of changes in government caused by public influence. Power point presentation on the similarities and differences between the Roman and U.S. Republic. Describe the structure of the Roman Republic. Roman Newscast- Students will be divided into groups to create a newscast on life in Rome. It will feature four sections: news, sports, special reports, and editorial segments. Student groups will be given time to work on this project at various intervals during this unit. Compare the Roman Republic to the Republic of the United States. Examine the factors that contributed to the fall of the republic and led to civil war in Rome Define Christianity and discuss its growth in Rome. Summarize the cultural achievements of the ancient Romans and its influence on western civilization. Describe the characteristics of the Roman Empire and the effects of its influence. 33 Chapter Test Vocabulary Quizzes Content Quizzes Rubric Based Assessment Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources Textbook: World History www.brainpop.com 34 Unit 6 Content Area – Social Studies Unit Title – Early Medieval Europe Target Course/Grade Level – Grade 6 Social Studies Unit Summary/Rationale – During this unit, students will explore how, following the fall of the Roman Empire, Europe was in a state of disorder. It is during this time that new leadership emerges, Christianity spreads, and feudalism is developed. All of which had a long lasting effect on the people of the region for many years to come. Interdisciplinary Connections – ELA, Science, Math Technology Integration – 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy, Health Literacy and Environmental Literacy 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era: Expanding Exchanges and Encounters (500 CE-1450 CE) Strand(s) – A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. D. History, Culture, and Perspectives Content Statement(s) – The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization. The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict. While commercial and agricultural improvements created new wealth and opportunities for the empires, most people’s daily lives remained unchanged. 35 Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.4.a: Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. 6.2.8. B.4.a: Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world. 6.2.8. D.4.b: Analyze how religion both unified and divided people. 6.2.8. D.4.c: Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. 6.2.8. D.4.f: Determine which events led to the rise and eventual decline of European feudalism. Reading Standards for Literacy: Key Ideas and Details RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes WHST.6-8.1. Write arguments focused on discipline-specific content. -Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. -Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. -Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. -Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 36 -Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. -Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. -Establish and maintain a formal style and objective tone. -Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Unit Essential Questions What challenges did people face after the collapse of the Roman Empire? Was feudalism created to address economic, social, or political needs in Europe? What role did monks and missionaries play in the spread of Christianity and how significant where they in medieval society? Unit Enduring Understandings The existence of social class may organize a society, but it controls it as well. Religion can play a significant role in the social and political order of societies. Terminology: Middle Ages, medieval, Patrick, monks, monasteries, Benedict, Charlemagne, knights, vassal, feudalism, William the Conqueror, manor, serfs, Eleanor of Aquitaine 37 Goals/Objectives Students will be able to - Learning Activities/Instructional Strategies Evidence of Learning (Formative & Summative) Some activities may include: Describe Europe after the fall of Rome and summarize events that may have led to the development of feudalism. Examine the role Christianity played in the lives of the people of Medieval Europe and how it spread through the continent. Students will be split into groups and assigned a role in feudal society; lords, peasants, etc. They will design and create a brochure meant to give information on how the assigned individual contributes to medieval Europe and what their daily life may be like. Chapter Test Vocabulary Quizzes Content Quizzes Rubric Based Assessment Power point presentation on the rise of feudalism in Europe. Students will analyze photographs of medieval art and use them to learn more about the time period (i.e. religion). A handout with Name and define the roles evaluative questions will be given to the of the members of Feudal students to use as a guide. society and compare its structure to social class systems that have been previously studied. Summarize the structure of the manor system and explain its purpose. Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Textbook: World History, www.brainpop.com, World History DVD 38 Unit 7 Content Area – Social Studies Unit Title – Early Japan Target Course/Grade Level – Grade 6 Social Studies Unit Summary/Rationale – During this unit, students will explore how Geography and the cultural influence of its neighbors played a role in the development in Japan. Students will examine this along with the individual cultural characteristics of the Japanese. The development of Feudalism and its impact on Japanese culture will also be examined. Interdisciplinary Connections - ELA, Math, Science Technology Integration – Smart Board, Laptops, iPad, Projector 21st Century Themes – Global Awareness, Financial, Economic, Business and Entrepreneurial Literacy, Civic Literacy, Health Literacy and Environmental Literacy 21st Century Skills – Creativity/Innovation, Critical Thinking/Problem Solving, Communication and Collaboration, Life & Career Skills, Technology, Media and Technology Skills Learning Targets Standard(s) – 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Era: Expanding Exchanges and Encounters (500 CE-1450 CE) Strand(s) – A. Civics, Government, and Human Rights B. Geography, People, and the Environment C. Economics, Innovation, and Technology D. History, Culture, and Perspectives Content Statement(s) – The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization. The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict. While commercial and agricultural improvements created new wealth and opportunities for the empires, most people’s daily lives remained unchanged. 39 Cumulative Progress Indicator(s) (CPI) – 6.2.8. A.4.a: Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. 6.2.8. A.4.b: Compare and contrast the Japanese and European systems of feudalism and the effectiveness of each in promoting social, economic, and political order. 6.2.8. B.4.a: Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of the world. 6.2.8. B.4.f: Explain how the geographies of China and Japan influenced their development and their relationship with one another. 6.2.8. C.4.b: Analyze how trade, technology, the availability of natural resources, and contact with other civilizations affected the development of empires in Eurasia and the Americas. 6.2.8. D.4.b: Analyze how religion both unified and divided people. 6.2.8. D.4.c: Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. 6.2.8. D.4.f: Determine which events led to the rise and eventual decline of European feudalism. 6.2.8. D.4.j: Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies. Reading Standards for Literacy: Key Ideas and Details RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally). RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Text Complexity RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Writing Standards for Literacy: Text Types and Purposes WHST.6-8.1. Write arguments focused on discipline-specific content. -Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. 40 -Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. -Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. -Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. -Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. -Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. -Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. -Use precise language and domain-specific vocabulary to inform about or explain the topic. -Establish and maintain a formal style and objective tone. -Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 41 Unit Essential Questions How did the Japanese adapt cultural influences from China and Korea and make it their own? How did feudalism develop in Japan and how did it change Japanese society? Unit Enduring Understandings Physical geography plays a significant role in how a society develops. The existence of social class may organize a society, but it controls it as well. Terminology: Clans, Shinto, Prince Shoktoku, regent, court, Lady Murasaki Shikibu, Zen, daimyo, samurai, figurehead, shogun Goals/Objectives Students will be able to - Learning Activities/Instructional Strategies Evidence of Learning (Formative & Summative) Some activities may include: Explain how the physical geography of Japan played a role in its development and relationship with its neighbors. Examine the influence China and Korea had on Japan and describe how the Japanese adapted those cultural influences to fit their own needs. Power point presentation comparing feudalism in Europe to feudalism in Japan Students will be organized into groups so that they may produce a Samurai Brochure. Information in the brochure will include the definition of samurai, rules of behavior, method of payment; etc The design of the brochure should be informative and should also attract people to want to be samurai. Divide the class into groups of four to six students. Each group will develop a code of rules similar to the samurai code of Bushido, it should apply to the present. There should be 10 rules and they should address general behavior in society. Determine why feudalism developed in Japan and describe its influence on Japanese society, and also compare its influence to other social class systems previously studied. Describe the role of the samurai in Japan and the influence of the samurai on Japanese culture up to the present day. 42 Chapter Test Vocabulary Quizzes Content Quizzes Rubric Based Assessment Diverse Learners (ELL, Special Ed, Gifted & Talented)- Differentiation strategies may include, but are not limited to, learning centers and cooperative learning activities in either heterogeneous or homogeneous groups, depending on the learning objectives and the number of students who need further support and scaffolding, versus those who need more challenge and enrichment. Modifications may also be made as they relate to the special needs of students in accordance with their Individualized Education Programs (IEPs) or 504 plans, or English Language Learners (ELL). These may include, but are not limited to, extended time, copies of class notes, refocusing strategies, preferred seating, study guides, and/or suggestions from special education or ELL teachers. Resources - Textbook: World History, www.brainpop.com, World History DVD 43