Download 6 SS Unit 6 - final

DURHAM PUBLIC SCHOOLS 2013-2014
UNIT 6 PLAN FOR 6TH GRADE CONTENT AREA
Unit Overview:
Instructional Time: 30 Days/ 6 weeks (approximately
Quarter
One
Three
Two
X Four
Course/Grade Level: Social Studies – 6th grade
Revised Bloom’s Taxonomy: remembering, understanding, applying,
Analyzing, evaluating, creating
Unit Summary: In this last unit students will study how people throughout the Ancient world communicated and interacted with each other.
Students will begin their study with what life was like for people living in Europe during the Middle Ages and how their view of the world around
them gradually grew and changed as they came into contact with people from other cultures. In addition, students will take a look at what was
happening in Africa and Asia with the rise of Kievan Rus, the influence of Chinese and Japanese cultures on the region and Islamic expansion.
Next, students will study what was happening in the Americas by focusing on the Aztec Empire and how it influenced the people living in the
region. Throughout the study of this unit, students should be able to see and analyze the emergence and growth of global trends as people
throughout Europe, Africa, Asia and the Americas interacted with each other.
Unit Theme: Growth and Globalization
North Carolina Informational Technology Essential Standards:
6.SI.1.1 Analyze resources in terms of their reliability
6.SI.1.3 Analyze resources for point of view, bias, values, or intent of information
6.TT.1 Use technology and other resources for the purpose of accessing, organizing and sharing information
6.RP.1 Apply a research process for collaborative or individual research
6.SE.1 Apply responsible behaviors when using information and technology resources
NC Essential Standards
6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time
6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time
6.H.1.2 Summarize the literal meaning of historical documents in order to establish context
6.H.1.3 Use primary and secondary sources to interpret various historical perspectives
6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups
6.H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions (e.g. Mongol invasion, The
Crusades, the Peopling of the Americas and Alexander the Great)
6.H.2.2 Compare historical and contemporary events and issues to understand continuity and change
6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g. agricultural technology,
weaponry, transportation and communication)
6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g. Mansa Musa, Confucius, Charlemagne
And Qin Shi Huangdi)
6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions over
time (i.e. Africa, Asia, Europe, and the Americas)
6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and
Regions (e.g. location near rivers and natural barriers, trading practices and spread of culture)
6.G.1.2 Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and
Regions over time (e.g. scarcity of resources, conquests, desire for wealth, disease and trade).
6.G.1.3 Compare distinguishing characteristics of various world regions (e.g. physical features, culture, political organization and ethnic make-up)
6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions
6.G.2.1 Use maps charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and
Decline of civilizations, societies, and regions
6.G.2.2 Construct maps, charts and graphs to explain data about geographic phenomena (e.g. migration patterns and population and resource
distribution patterns
6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations,
societies and regions
6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions
6.C&G.1 Understand the development of government in various civilizations, societies and regions
6.C&G.1.4 Compare the role (e.g. maintain order and enforce societal values and beliefs) and evolution of laws and legal systems (e.g. need for
And changing nature of codified system of laws and punishment) in various civilizations, societies and regions
6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions
6.C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g. Roman class structure, Indian caste
system and feudal, matrilineal and patrilineal societies).
Essential Question(s): How do people/cultures grow and change when they interact with other people/cultures around the world?
How do the events and people from the Middle Ages period impact us today?
Enduring Understanding(s): People/cultures grow and change as they come into contact with people/cultures from different regions in
the world.
Growth and change can be brought to a people/culture through both positive and negative means.
How and why a people/culture grows and changes can affect people/cultures today as well as in the future.
I Can Statement(s):
I can compare/contrast the feudal systems in Europe and Japan during the Middle Ages
I can compare/contrast the life of a knight in Europe with that of a Samurai warrior in Japan
I can describe how the crusades caused changes in European society.
I can describe what society was like in ___________________ (China, Ottoman Empire, Safavid Empire, Mughal Empire, Kievan Rus, China,
Japan, Europe) during the Middle Ages.
I can explain why the _________ ( Sui, Tang and Song, Yuan, Ming) Dynasties were/was important in China’s history
I can describe the Mongol influence on ______(China, Kievan Rus)
I can describe the effect Marco Polo’s journey to China had on Europeans.
I can explain how the voyages of Zheng He helped shape ideas about China
I can explain how the ____________ influenced the people around them. (Aztecs, Japanese, Chinese, Ottomans, Safavids, Mughals, Kievan
Rus)
I can describe some of the accomplishments of ______.(China, Ottoman Empire, Safavid Empire, Mughal Empire, Kievan Rus, Japan, Medieval
Europe) and how they influence people around the world.
Vocabulary:
Middle Ages
(Europe)
Middle Ages
(Muslim Expansion)
Middle Ages
(China)
Middle Ages
(Japan)
Middle Ages
Aztecs
Middle Ages
Kievan Rus
Pope
Roman Catholic
Church
Clergy
Isolationism
castle
Crusades
Saladin
Jerusalem
Holy Land
Omar Khayyam
Harun ar-Rashid
Maimonides
Baghdad
Caliph
Tolerance
Patron
Hinduism
Caste system
Sultan
Mongols
Kublai Khan
Sui, Tang, and Song
Dynasties (as a
bridge from early
Dynasties to the
Yuan and Ming
Dynasties)
Woodblock printing
Gun powder
Samurai
Daimyo
Bushido
Feudal system
Heian (Kyoto)
Buddhism
Shogun
Minamoto Yoritomo
Tokugawa Ieyasu
Tenochititlan
Causeways
Aqueducts
Mactezuma
Artisans
Lake Texcoco
Aztec Lunar
Calendar
Aztec Solar
Calendar
Kiev
Byzantine Empire
Eastern Orthodox
Church
Mongols
Grand Prince of
Kiev
Rurik
Varangians
Novgorod
Fief
Knight
Feudal system
Manor system
Noble
Serf
William the
Conqueror
Vassal
Guild
Chivalry
Medical practices
(leeches,
bloodletting, etc)
Black Death
Magna Carta
Parliamentary
system
King John I
Joan of Arc
Hundred Years War
Tamerlane
Babur Akbar
Shah Jahan
Delhi
Taj Mahal
Mughal Empire
Ottoman Empire
Mehmed II
Constantinople
Hagia Sophia
Suleyman I
(Magnificent)
Janissaries
Istanbul
Safavid Empire
Sunni
Shia
Shiism
Esma’il
Shah
Abbas
Esfaha
Muslim Spain
Al-Andalus
Alhambra
Compass
Porcelain
Movable type
Paper money
Yuan Dynasty
Ming Dynasty
Marco Polo
Beijing
Confucianism
Zheng He
Forbidden City
Isolationism
Slash and burn
agriculture
Plaza
temple
Oleg (successor to
Rurik
Vladimir I (also
Known as
Vladimir the Saint)
Yaroslav the Wise
Batu Khan
Golden Horde
Alexander Nevsky
Ivan the Great
(also known as
Grand Duke Ivan
III)
Reading and Writing for Literacy and Interdisciplinary Connections
RH.6.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from
Prior knowledge
RH.6.4 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.6.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts
RH.6.9 Analyze the relationship between a primary and secondary source on the same topic
WHIST 6.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical
Processes
WHIST 6.9 Draw evidence from informational texts to support analysis reflection, and research
Evidence of Learning (Formative Assessment):
Warm Up Journal (daily or weekly)
Teacher observation during classroom activities
Exit slips
Homework
Daily checks for understanding
Summative Assessment:
Teacher made test
Projects
Unit Implementation:
Week 1, 2, and 3: Middle Ages in Europe and Japan (6.H.1.1 6.H.1.2 6.H.1.3 6.H.2.1 6.H.2.2 6.H.2.3 6.H.2.4 6.G.1.1 6.G.1.2 6.G.1.3 6.G.2.1 6.G.2.2 6.E.1.2
6.C&G 1.4 6.C.1.3)
This unit will begin with a study on the Middle Ages in Europe. Students will take a look at why the Middle Ages began, how people lived, the influence of the Roman
Catholic Church, feudal system and manorial system on Medieval life. Next students will examine the crusades and how they changed the Europeans’ view of the world
and finally end with the Black Death and how it, along with the crusades, allowed the Europeans to reconnect with the rest of the world. An activity students can do is a
point of view writing entitled “A day in the life of a ______” (monk, knight, serf, noble, pope, etc). Students will then study how feudalism developed in Japan, what
society was like, the rise of the samurai warrior and finally end
with the isolation of Japan. Students may then do a similar point of view writing for feudal Japan entitled “ A day in the life of a __________ (samurai warrior, shogun,
etc). Students can then use both pieces of writing to compare/contrast how people lived in Medieval Europe and Japan.
Resources for this week: Holt Western World: Chapter 13
Holt Eastern World: Chapter 23, section 2, pgs 597-598
Prentice Hall: Medieval Times to Today: Chapter 5 pgs 104-132 (Europe in the Middle Ages)
Chapter 4, section 2, pgs 89-93 (Feudal Japan)
Websites: http://www.smithlifescience.com/SS24FeudalSociety.htm
http://www.historyonthenet.com/
http://medievaleurope.mrdonn.org/
Week 4 and 5 Kievan Rus/ China’s growth and expansion (6.H.1.1 6.H.1.2 6.H.1.3 6.H.2.1 6.H.2.2 6.H.2.3 6.H.2.4 6.G.1.1 6.G.1.2 6.G.1.3 6.G.2.1 6.G.2.2
6.E.1.2 6.C&G 1.4 6.C.1.3)
Students will study the rise of Kievan Rus, how it was influenced by both the Byzantine Empire and the Mongols and end with how it influenced the founding of Modern
Russia. An activity students may do for Kievan Rus is to write a transcript in which the student interviews a ruler of Kievan Rus and then present it to the class. This
activity may be done individually or with two students in a group. Next, Students will examine the growth and expansion of China during the Middle Ages. This will
include studying the following dynasties and what was accomplished during each dynasty: Sui, Song, Tang, Yuan and Ming. Included in this unit students will look at the
Journey of Marco Polo to China and how his journey influenced the Europeans’ view of the world. An activity for students working in individually or in groups to create a
poster of the accomplishments of one or more of these 5 dynasties. They will need to include how the accomplishments of the dynasty influenced the world.
Resources for this week: Holt Eastern World: Chapter 20, section 3 (pgs 518-523) and Section 5 (pgs 528-534)
Prentice Hall Europe and Russia Chapter 2, section 4 (Early Russia)
Websites: http://www.neva.ru/EXPO96/book/chap1-1.html - Kievan Rus
http://www.shsu.edu/~his_ncp/Kievan.html - Kievan Rus
http://www.smithlifescience.com/SS23EasternSlavs.htm - Kievan Rus
http://worldhistoryforusall.sdsu.edu/units/five/landscape/Era05_landscape5.php - Yuan and Ming Dynasties
http://people.pppst.com/marco-polo.html - Marco Polo
http://ngm.nationalgeographic.com/ngm/data/2001/07/01/sights_n_sounds/media.2.2.html - Marco Polo
Week 5: Conclusion of Medieval China and Muslim Expansion (6.H.1.1 6.H.1.2 6.H.1.3 6.H.2.1 6.H.2.2 6.H.2.3 6.H.2.4 6.G.1.1 6.G.1.2 6.G.1.3 6.G.2.1 6.G.2.2
6.E.1.2 6.C&G 1.4 6.C.1.3)
The students will continue their study of Medieval China. When they finish, they will then study the following Muslim Empires Ottoman Empire, Safavid Empire, and
Mughal Empires. This will allow students to see how these Muslim Empires grew and impacted the people they ruled as well as people outside the empires. Students will
focus on how each empire rose, the accomplishments of each, how people lived, and then the decline of each empire. An activity students can do is a time line for these
Muslim empires.
Resources for this week: Holt Eastern World: Chapter 7, section 3 (pgs 180-185) (Muslim Empires) and Chapter 4, section 4 (pgs 186-189)
Prentice Hall: Medieval Times to Today: Chapter 1, section 4 (pgs 28-33) – Islam’s Golden Age
Chapter 4, section 3 (pgs 94-99) – Mughal Empire
Websites: http://www.isfahan.org.uk/glossary/hist8.html - Safavid Empire
http://www.bbc.co.uk/religion/religions/islam/history/safavidempire_1.shtml - Safavid Empire
http://www.historyforkids.org/learn/westasia/after1500/history/safavid.html - Safavid Empire
http://www.bbc.co.uk/religion/religions/islam/history/mughalempire_1.shtml - Mughal Empire
http://www.bbc.co.uk/religion/religions/islam/history/ottomanempire_1.shtml - Ottoman Empire
http://kids.yahoo.com/directory/Around-the-World/Countries/Turkey--Republic-of/History/Ottoman-Empire - Ottoman
Empire
http://library.thinkquest.org/C006203/cgi-bin/stories.cgi?article=main&section=history/mughals&frame=parent –
Mughal Empire
Week 6: Aztec Empire (6.H.1.1 6.H.1.2 6.H.1.3 6.H.2.1 6.H.2.2 6.H.2.3 6.H.2.4 6.G.1.1 6.G.1.2 6.G.1.3 6.G.2.1 6.G.2.2 6.E.1.2 6.C&G 1.4 6.C.1.3)
This week the students will study the Aztec Empire. Their study will include the taking a look at the geography of the region, society, accomplishments, government,
warfare, etc. The unit will end with the coming of the Europeans. An activity students can do is to compare this empire with one of those in Europe or Asia studied earlier
in the unit by completing a venn diagram.
Resources for this unit: Holt Western World: Chapter 5, section 2 (pgs 124-128)
Prentice Hall: Medieval Times to Today: Chapter 3, section 3 (pgs 58-60; 62-64)
Websites: http://aztecs.mrdonn.org/index.html
http://www.kidskonnect.com/subject-index/16-history/250-ancient-aztec.html
At the conclusion of this unit, students will complete a project bringing together the concepts of growth and globalization. Ideas for this project: create a
storybook explaining the accomplishments of two or more civilizations/empires; a collage representing each civilization/empire; an interview of a famous
person from 4 or more empires;
Create a board game reviewing material studied in at least 2 civilization/empires; creating a newspaper about 1or more of the empires studied.
Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Scaffolding Option 1:
Intervention
Instructio
nal
Activities:
Scaffolding Option 2:
Maintenance
Scaffolding Option 3:
Extension
6.H.2.4
6.H.2.4 6.G.1.2
6.H.2.4
Activity: Famous rulers
Activity: Accomplishments of
Empires
Activity: Empires: Why they succeed and/or fail
Students will research a famous ruler
of one civilization/empire and examine
how their rule affected that civilization/empire
as well as people outside that civilization/empire.
http://www.history-timelines.org.uk/places-timelines/29timeline-of-ancient-japan.htm
http://www.angelfire.com/wv2/rising_sun/culture.html
http://www.travelchinaguide.com/intro/history/yuan/
http://www.travelchinaguide.com/intro/history/ming.htm
http://www.travelchinaguide.com/intro/history/sui/
http://www.travelchinaguide.com/intro/history/tang/
Students will look at the
accomplishments/
I or 2 civilizations/empires and
examine
how they influenced people in
other parts of the world as well
as how they have influenced us
today. They need to include
changes people made as time
went on.
This can be done as a
poster/mural.
Students can take a look at the empires/civilizations studied in
this unit and the characteristics these civilizations had in
common for why they succeeded and
why they failed/ended. Students will need to include why this
information is helpful to people today and in the future.
Students can compare 2 civilizations and create a large-sized
Venn diagram.
http://www.travelchinaguide.com/intro/history/song/
http://www.medieval-life-and-times.info/famousmedieval-people/
http://europeanhistory.about.com/library/readyref/blotto
manrulers.htm
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedi
a
Activities:
6.H.2.4
6.H.2.4
6.H.2.4
Activity: Feudal Japan
Activity: Mughal Empire in
India and its
Accomplishments
http://www.mughalindia.co.uk/ro
om.html
Activity: Medieval China Web quest - Focus on Song and
Tang Dynasties
http://teacherweb.com/CA/ThomasJefferson/MedievalChinaWe
bQuest/h2.aspx
Students will create a power point on life in
Feudal Japan
http://www.mccsc.edu/~rcourtne/Japan.htm