Download 6 SS Unit 5 Plan Revised

Social Studies 6th Grade Unit 5 Plan
DURHAM PUBLIC SCHOOLS 2013-2014
UNIT 5 PLAN FOR 6TH GRADE SOCIAL STUDIES
Unit Overview:
Instructional Time: 7 weeks/35 days (approximately)
Quarter
One
Two
X Three X Four
Course/Grade Level: 6th Grade Social Studies
Revised Bloom’s Taxonomy: Remembering, Understanding, Applying, Analyzing,
Evaluating, Creating
Unit Summary: In this unit students will examine the expanding zones of exchange and encounter in early world history. Beginning with the Incas, students will focus on how
various civilizations spread their culture via travel, trade, and transportation. They will look at these three main concepts as they study the Phoenicians, the Roman Empire, the
Byzantine Empire, the Vikings, the Empire of Ghana, the Empire of Mali, the Songhai Kingdom, the Han Dynasty, and the Mongols. As they study each one, they will investigate
the positive and negative effects of increasing exchange and encounter.
Unit Theme: Exchange and Encounter
North Carolina Informational Technology Essential Standards:
6.SI.1.2 - Analyze content for relevance to the assigned task.
6.TT.1.1 – Select appropriate technology tools to gather date and information
6.TT.1.3 – Select appropriate technology tools to present data and information effectively
6.SE.1.2 - Apply the safety precautions necessary when using online resources
North Carolina Social Studies 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6.H.1.2 Summarize the literal meaning of historical documents in order to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

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

6.H.2.4 Explain the role that key historical figures and cultural groups had in
transforming society
Learning Targets:

I can create my own chart, graph, or historical narrative to explain trade, travel,
or transportation in early world history.

I can identify a theme or point of a historical document related to exchange or
encounter.

I can use primary and secondary sources to understand various perspectives
on trade and transportation in early world history.
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1
I can describe the trade and transportation systems of various ancient
societies.
I can determine the impact the leaders of various societies had on the
exchanges with other civilizations.
I can explain how trade and transportation affected various civilizations.
I can describe the nature of encounters between ancient civilizations.
I can compare the nature of encounters between ancient civilizations and
encounters between contemporary societies.
I can explain how innovation and/or technology transformed trade and
transportation in ancient societies.
Social Studies 6th Grade Unit 5 Plan
**All the above I can statements can be used for all of the civilizations that students will
study: Phoenicians, ancient Romans, the Byzantine Empire, the Vikings, the Incas, the
Empire of Ghana, the Empire of Mali, the Songhai Kingdom, the Han Dynasty, and the
Mongols.

I can identify the trade routes of various ancient societies.

I can explain how the various societies used geography to their advantage.

I can explain how the physical features of various civilizations influenced trade
and transportation.

I can explain the reasons why people, goods, and ideas moved in different
societies over time.

I can explain how and why civilizations have modified their environments for
trade and travel.
**All the above I can statements can be used for all of the civilizations that students will
study: Phoenicians, ancient Romans, the Byzantine Empire, the Vikings, the Incas, the
Empire of Ghana, the Empire of Mali, the Songhai Kingdom, the Han Dynasty, and the
Mongols.

I can use maps, charts, graphs, and technology tools to draw conclusions
about various civilizations.

I can create maps, charts, or graphs to explain geographic data.
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.

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.

6.G.1.4 Explain how and why civilizations, societies and regions have used,
modified and adapted to their environments.
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.
6.E.1 Understand how the physical environment and human interaction affected
the economic activities of various civilizations, societies and regions.

6.E.1.1 Explain how conflict, compromise, and negotiation over the availability
of resources (natural, human and capital) impacted the economic development
of 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.1.1 Analyze how cultural expressions reflected the values of civilizations,
societies and regions (e.g. oral traditions, art, dance, music, literature, and
architecture).

6.C.1.2 Explain how religion transformed various societies, civilizations and
regions

6.C.1.3 Summarize systems of social structure within various civilizations and
societies over time.
Essential Question(s):
What happens when cultures collide?
How are cultures affected by the exchange of ideas and innovations?
How might trade impact a civilization politically, socially, and economically?
What are the pros and cons of independence and interdependence?
How has trade between societies evolved over time?
How has geography impacted the interaction of various societies over time?
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I can list the resources that various societies used to trade and travel.
I can explain how conflict and compromise over resources has impacted the
economic development of various societies.
I can assess the economic effects of trade and travel for various societies.
I can explain how cultural practices were exchanged through trade and travel
in ancient societies.
I can explain how travel and the interaction of various societies impacted
religious beliefs in ancient civilizations.
I can explain how trade influenced social structures in various societies.
Social Studies 6th Grade Unit 5 Plan
Concepts:
1) Travel
2) Trade
3) Transportation
Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT

Invasions, conquests, and migrations may have political consequences, economic consequences, social consequences, and technological consequences.

Innovation and/or technology can have positive and/or negative consequences.

Historical figures and cultural groups can have cultural influence, political influence, economic influence, and military influence.

Physical features and human characteristics may influence the emergence, expansion and decline of civilizations, societies and regions.

The movement of people, goods and ideas can affect a society or region culturally, politically, and economically.

Maps, charts, graphs, geographic data, and available technology tools can be used to organize information around the five themes of geography.

Competition over natural resources such as oil, water, wood and minerals often causes conflict.

Conflict over the availability of natural, human and capital resources impacts economic development.

Compromise and negotiation over the availability of natural, human and capital resources impacts economic development.

Trading networks can influence economic development both negatively and positively.

Leaders make economic choices that impact citizens’ quality of life.

Cultural expressions can reveal the values of a civilization, society or region.

The spread of religious beliefs can influence or alter societies, civilizations and regions.

Stratified systems of social structure can affect the way a society’s people interact economically and socially.
Vocabulary:
Exchange
Encounter
Travel
Trade (Routes)
Transportation
Movement
Incan Empire
Cuzco
Andes Mountains
Pachacuti
Mita
Machu Picchu
Quipus
Oral Tradition
Runners
Phoenicians
Lebanon
Mediterranean Sea
Urban
Harbor
City of Tyre
Fleet
Carthage
Alphabet
Roman Empire
Empire
Augustus
Architecture
Engineering
Colosseum
Aqueducts
Circus Maximus
The Pax Romana
Hadrian
Byzantine Empire
Constantinople
Justinian
Justinian’s Code
Theodora
Byzantine Christianity
Vikings
Scandinavia
Norse
Longship
Raids
Leif Eriksson
Empire of Ghana
Niger River
Senegal River
Sahara Desert
Silent Barter
Merchants
Koumbi Saleh
Tax
Tribute
Tunka Manin
Almoravids
Empire of Mali
Sundiata
Mansa
Mansa Musa
Pilgrimage
Timbuktu
Mosque
Songhai
Gao
Berbers
Sunni Ali
Askia the Great
Djenne
Han Dynasty
The Silk Road
Luxury Goods
Network
Samarqand
Mongols
Invasions
Genghis Khan
Golden Horde
Caravan Trade
Regional (Exchange)
Intercontinental
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Social Studies 6th Grade Unit 5 Plan
(Exchange)
Reading and Writing for Literacy and Interdisciplinary Connections
*RH.6.1 Cite specific textual evidence to support analysis of primary and secondary sources.
*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.6.3 Identify key steps in a text’s description of a process related to history/social studies
*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.
*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 Assessments):
Summative Assessment(s):
*Warm up journal (daily or weekly)
*Teacher made test
*Teacher observation during classroom activities
*Projects (ideas listed in weekly plan)
*Exit Slips
*Homework
*Daily Checks for Understanding
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Unit Implementation:
Social Studies 6th Grade Unit 5 Plan
Week 1: Review of Movement (5 themes of geography)/Exchange and Encounter in the Incan 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.1.4, 6.G.2.1, 6.G.2.2, 6.E.1.1, 6.C.1.1, 6.C.1.3)
This unit will begin with a review of the geographic concept movement, which teachers can then connect to the concept of exchange. Then students will look at world issues or current events
to give examples of how countries interact with each other, which teachers can use as examples of the concepts of encounter. Using one of the most recent content students have studied,
the class will look at the travel, trade, and transportation of the Incan Empire. Students will examine how the Incan emperors interacted with newly conquered peoples. They will also look at
the difficulty of traveling over the Andes Mountains and how the Incas navigated those difficulties to create such amazing sights as Machu Picchu. They will study the resources the Incas had
and how they used them. Lastly, they will study how the empire organized itself in order to keep strong. After looking at this information, students may create a golden medallion representing
the accomplishments of the Incas.
Resources for this week: Holt Western World Chapter 5 section 3, Mr. Donn’s Lesson Plans - http://incas.mrdonn.org/, National Geographic Incan Interactive Map http://ngm.nationalgeographic.com/2011/04/inca-empire/interactive-map
Week 2: Exchange and Encounter in Phoenicia/Exchange and Encounter in Ancient Rome (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.1.4,
6.G.2.1, 6.G.2.2, 6.E.1.1, 6.C.1.1, 6.C.1.3)
This week students will look at the main concepts within the Phoenician civilization. Students will first examine the geography of Phoenicia using a map and then label the map with the
resources the Phoenicians used for trading. They will then use maps to identify the ways the trade networks expanded. Lastly, they will look at the creation of the Phoenician alphabet and its
impact on the exchange of ideas. Students will really enjoy writing a message with the alphabet. They may write a note from a Phoenician sailor trading on the Mediterranean Sea. Students
will then study another civilization that used the Mediterranean Sea to flourish – the Roman Empire. Students should look at the Romans as conquerors as well as traders. They need to
identify the reasons the Roman army was so powerful. They will describe the relationship the Romans had with the (conquered) people of the Empire. Students will study the resources the
Romans and how they used them. They will study how the empire organized itself in order to keep strong. Students will look closely at the creation of the roman road network and its impact
on world exchanges. They may write a mini-play of two Romans meeting each other on a Roman road and their connections to the Empire.
Resources for this week: Holt Eastern World Chapter 5 section 4, Holt Western World Chapter 13 section 2, Prentice Hall Ancient World Chapter 7, Phoenicians – Alphabet http://www.phoenician.org/alphabet.htm, Ancient Civilizations for Kids – Phoenicia - http://www.kathimitchell.com/ancivil.html#Phoenicia:, Who were the Phoenicians? http://ngm.nationalgeographic.com/features/world/asia/lebanon/phoenicians-text.html, Mr. Dowling - http://www.mrdowling.com/609-carthage.html, Mr. Donn’s Lesson Plans http://www.rome.mrdonn.org/, BBC - http://www.bbc.co.uk/schools/primaryhistory/romans/, Neok12 - http://www.neok12.com/Ancient-Rome.htm
Week 3: Exchange and Encounter in the Byzantine 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.1.4, 6.G.2.1, 6.G.2.2, 6.E.1.1, 6.C.1.1,
6.C.1.2, 6.C.1.3)
Students should review the decline of the Roman Empire and move forward to the creation of the Byzantine Empire. They will learn about emperor Justinian and his encounters with the
people of his empire. As they examine the Justinian Code, they will compare the people who supported emperor Justinian and those who rose up against him, discussing how exchanges are
not always positive. They will also recognize the role empress Theodora played in saving the emperor’s throne. It is an excellent opportunity to mention other strong female figures in history
and today. They should also focus on Constantinople and its strategic location. As they study the achievements of the Byzantine Empire, students should determine the effects of outside
influence as well as the effects the Empire had on other places. To bring all the information together, students will create a timeline that illustrates the empire.
Resources for this week: Holt Eastern World Chapter 6 section 3, Student Created Timelines – www.timetoast.com, Byzantine empire – Games and Activities for Kids http://www.wartgames.com/themes/world/byzantineempire.html, Kids Past - http://www.kidspast.com/world-history/0142-byzantine-empire.php, Women’s History - Empress
Theodora - http://womenshistory.about.com/od/medbyzantempress/a/theodora.htm, Theodora Coinage - http://www.wildwinds.com/coins/byz/theodora/i.html
Week 4: Exchange and Encounter in the Viking Civilization (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.1.4, 6.G.2.1, 6.G.2.2, 6.E.1.1, 6.C.1.1,
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Social Studies 6th Grade Unit 5 Plan
6.C.1.3)
The Vikings are a prime example of trade, travel, and transportation. Students will first examine the geography of Scandinavia using a map and determine the reasons Vikings became so
skilled at travel. They should study the techniques the Vikings had at sea. Students should look at the Vikings as conquerors as well as traders. They will describe the relationship the
Vikings had with the people of the area. They may investigate further into the impact of specific Vikings, such as Leif Eriksson or Eric the Red. Teachers may also want to use Hagar the
Horrible cartoons to look at some stereotypes about Vikings and have students then create their own comic strip to display true facts about the Vikings.
Resources for this week: Holt Western World Chapter 18 section 3, BBC Primary History-http://www.bbc.co.uk/schools/primaryhistory/vikings/,
Squidoo – History of the Vikings for Kids - http://www.squidoo.com/historyvikings,The Kids Window -http://www.thekidswindow.co.uk/news/vikings, Create Own Comic Strip http://www.makebeliefscomix.com/, Hagar the Horrible Comic Strips - http://www.hagarthehorrible.net/
Week 5: Exchange and Encounter in the Trading Empires of West Africa (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.1.4, 6.G.2.1, 6.G.2.2, 6.E.1.1,
6.C.1.1, 6.C.1.2, 6.C.1.3)
Students will next study the trading empires of west Africa – the Empire of Ghana, the Empire of Mali, and the Songhai Kingdom. Students will first examine the geography of West Africa
using a map and then label the map with the resources the Empires used for trading. They will then use maps to identify the ways the trade networks expanded. They will also look at the
difficulty of traveling across the Sahara Desert and how the Empires navigated those difficulties to create such an expansive network of trade routes. There may even be a class simulation to
demonstrate the process of silent bartering used by the Empire of Ghana. Students should also explain the use of a tax system as the trade route expanded and compare it to our taxes
today. As students focus on the Songhai Kingdom, they should look at its resources and then examine why the Empire of Mali was able to conquer it. As they concentrate their attention onto
the Empire of Mail, students should examine the role important leaders, such as Sundiata and Mansa Musa, had in the expansion of the empire and its reach. As students research these
leaders, they may compose a eulogy for one that includes specific details. Students should be able to describe the city of Timbuktu and may create a map for someone visiting.
Resources for this week: Holt Eastern World Chapter 13 sections 2 & 3, Saharan Trade - http://library.thinkquest.org/13406/sh/,
West African Empires - http://www.accessgambia.com/information/african-empires.html, Mr. Donn’s - http://africa.mrdonn.org/,
Kids Discover - http://www.kidsdiscover.com/african-history-for-kids
Week 6: Exchange and Encounter in the Han Dynasty (The Silk Road) (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.1.4, 6.G.2.1, 6.G.2.2, 6.E.1.1,
6.C.1.1, 6.C.1.2, 6.C.1.3)
As our final content area, students will look at the exchanges and encounters during the Han Dynasty, specifically those on the Silk Road. Students should identify the Han Dynasty and the
Silk Road on a map. They will examine the geography and discuss the dangers of traveling on such a route. Next, students will look at the goods being traded from east to west and
determine why people were willing to take such a long, perilous journey. They may illustrate the goods on a large map to get a visual representation. Students should study not only the
material goods, but also the spread of ideas, such as Buddhism. The International Dunhuang Project has an excellent website to use as a guide for studying the Silk road. Storyboards can
be used to demonstrate an understanding of life on the Silk Road. Once students have demonstrated the importance of the Silk Road, they should focus on the invasions surrounding it,
particularly by the Mongols.
Resources for this week: Holt Eastern World Chapter 20 section 2 & Chapter 10 section 2, Prentice Hall Ancient World Chapter 5 sections 3 & 4, International Dunhuang Project http://idp.bl.uk/pages/education_students.a4d, Advantour - http://www.advantour.com/index.htm, Ancient Pathway to the Modern World http://www.amnh.org/exhibitions/silkroad/about.php, The Silk Road Project - http://www.silkroadproject.org/tabid/177/defaul.aspx, Mr. Donn http://mongols.mrdonn.org/index.html
Week 7: Exchange and Encounter Review and Assessment (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.1.4, 6.G.2.1, 6.G.2.2, 6.E.1.1, 6.C.1.1,
6
Social Studies 6th Grade Unit 5 Plan
6.C.1.2, 6.C.1.3)
The first part of this week may be used to finish any material from other weeks. The majority of the week should be used to assess students understanding of trade, travel, and transportation
in early history. Students will create a board game, focusing on at least two of the areas studies this unit. There are many different options to create the game and websites are below. An
alternate assignment is to create a large map, illustrating all the trade and travel routes studies. Students will draw the map and then create a collage around each area, highlighting
resources, dangers, goods, ideas, etc.
Resources for this week: Create a Board Game - http://orias.berkeley.edu/visuals/Board_Game_Townsend.html, Homemade Board Games http://heartofthematteronline.com/homemade-board-games/, How to Make a Board Game for a School Project - http://www.ehow.com/how_5435986_make-board-game-schoolproject.html
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
Instructional
Activities:
Scaffolding Option 2:
Maintenance
Scaffolding Option 3:
Extension
(6.E.1.1)
(6.H.2.4)
(6.E.1.1)
Title of Activity: Where Did It Come From? –
Have students explore the classroom or
their homes, looking for items made in
different countries. Then discuss how so
many of our goods are from other areas of
the world and what that means for our world
relationships.
Activity: Compare and contrast the rulers of
different Empires – Pachacuti, Augustus,
Justinian, Sundiata, Mansa Musa, Erik the
Red, Wudi, Genghis Khan
Title of Activity: Classroom Trade Network – Students will break into small
groups and represent one of the trading civilizations we have studied. They
will need to pick one resource and attempt to trade with as many others as
possible. In the end, process what made people trade more (e.g. quality of
product, relationships, rarity of product, etc).
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia
Activities:
(6.E.1.1 )
(6.G.1.1, 6.G.1.2)
6.E.1.1 )
Title of Activity: Earthlings and Their Money
Web Search http://www.zunal.com/webquest.php?w=222
Title of Activity Sahara Gold Trade Expedition
Web Search http://www.zunal.com/webquest.php?w=26325
Title of Activity: Modern International Trade Statistics – looking at a map at
trading in the modern world http://www.wto.org/english/res_e/statis_e/its2010_e/its10_world_maps_e.htm,
evaluate how the areas inhabited by the civilization studied are faring now in
the world of exchange
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