Download durham public schools 2012-2013

DURHAM PUBLIC SCHOOLS 2012-2013
UNIT 1 PLAN FOR 6TH GRADE CONTENT AREA
Unit Overview:
Instructional Time: 5 weeks/25 days (approximately)
Quarter X One
Three
Two
Four
Course/Grade Level: 6th grade social studies
Unit Theme: Introduction to Geography & First Human Societies
Revised Bloom’s Taxonomy:
Remembering, Understanding, Applying, Analyzing, Evaluating,
Creating
Unit Summary:
Students will begin their 6th grade year with an introduction to geography which will give them a foundation for later units. Students will develop
their map skills while also defining and applying the five themes of geography. Students will next examine the migration patterns of the earliest
humans and the nomadic societies that emerged in the Paleolithic era. Lastly, they will look at the start of agrarian communities that emerged in
the Neolithic era.
North Carolina Informational Technology Essential Standards:
*6.SI.1.1 – Analyze resources in terms of their reliability
*6.TT.1.1 – Select appropriate technology tools to gather data and information
*6.SE.1 – Apply ethical behavior when using 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.1.3 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
*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.C&G.1 Understand the development of government in various civilizations, societies and regions.
-6.C&G.1.1 Explain the origins and structures of various governmental systems.
-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.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g. oral traditions, art,
dance, music, literature, and architecture).
-6.C.1.3 Summarize systems of social structure within various civilizations and societies over time.
Essential Question(s):
Why is learning geography an important part of understanding our world?
How has the culture of ancient civilizations impacted future civilizations?
Concepts:
1) 5 themes of Geography
2) Migration & Population Shifts
-Nomadic People & Start of Agrarian Communities
Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT
Understanding and being able to apply the five themes of geography will allow us to access and manipulate (i.e. identify, analyze, predict) local,
regional, and global information.
Civilization/human society has evolved and changed over time.
Understanding how the first human societies emerged allows us to gain deeper insight into our own society as we can compare and contrast.
I Can Statement(s):
*I can use maps to get information.
*I can differentiate between a physical and political map.
*I can identify the four parts of a map (title, key, compass, scale).
*I can create a map to give information.
*I can name and locate the seven continents, four oceans, prime meridian, and equator.
*I can define and apply the five themes of geography (location, place, human-environment interaction, movement, and region.)
*I can analyze the theories surrounding the origins of modern humans (Out of Africa.)
*I can think like a paleoanthropologist.
*I can define key vocabulary
*I can describe and illustrate characteristics of the Neolithic and Paleolithic periods.
*I can compare and contrast the Neolithic Age and Paleolithic Age.
*I can investigate and draw conclusions about Otzi the Iceman, citing evidence.
*I can use the evidence about Otzi the Iceman to gain a deeper understanding of the Paleolithic Era.
Vocabulary:
Geography -
First Human
Societies -
Physical Map
Key/Legend
Globe/Map
Culture (invisible/visible)
Atlas
Mountains
Political Map
Seven Continents
Location (Absolute &
Relative)
Longitude
Valleys
Title
Four Oceans
Place (Physical &
Migration
Anthropologists
Artwork
Stone Ages
Fertile
Necessities
Otzi
Population
BC/BCE
Fossil
Neolithic
Domesticate
Self-sufficient
Scale
Equator
Compass (Rose) (north/south/east/west)
Human Characteristics)
Human-Environment
Interaction
Latitude
Plains
Cartography
Islands/Peninsulas
Prime Meridian
Region
Movement
Hemisphere
History
AD/CE
Oral Traditions
Paleolithic
Mesolithic
Economy
Prehistory
Written Source
Technology
Nomad
Tribes
Olduvai Gorge
Archaeologists
Artifact
Government
Agrarian
Surplus
Lucy/Ardi
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 or opinions.
*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.6.1 - Write arguments focused on discipline-specific content.
*WHIST.6. 2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes.
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
Unit Implementation:
Week 1: Welcome to 6th Grade & Map Skills (6.G.2.1, 6.G.2.2)
The first few days of the school year may need to be used to introduce students to class and school procedures. This unit will begin with map skills.
Students will explore maps (either in an atlas or the textbook) and their tools (i.e. index, key, etc.) They will also discuss the different types of maps (i.e.
physical, political, climate, population, etc) and their purposes. Students should identify the four main parts of a map (title, key, scale, compass) and may
create their own maps (i.e. amusement park, own kingdom) to show mastery of the skills.
Resources for this week: Holt Eastern or Western World Atlas/H2-H11/Chapter 1, Maps.com - http://www.maps.com/FunFacts.aspx or PerryCastañeda Library Map Collection - http://www.lib.utexas.edu/maps/
Week 2: Five Themes of Geography (6.G.1.1, 6.G.1.2, 6.G.1.4)
This week we will continue our study of the geography. Students will locate and label the seven continents, four oceans, equator, and prime meridian. This
is foundational information which they will use in our global study throughout the year. Then students will study each of the five themes of geography,
defining the terms and then applying them. For example, students may use absolute location (longitude and latitude) to locate points on a map while using a
school map and relative location for the same end goal. After a literacy passage (type “country profile” into cbbc site below and choose) about a certain
region, they may differentiate between the physical and human (cultural) characteristics of a place in a t-chart. This is a great opportunity to also mention
key vocabulary about specific landforms (i.e. peninsula, island, etc.) while discussing physical characteristics. Movement can be addressed discussing how
people, goods, and ideas spread throughout the globe. Human-Environment interaction may be illustrated with a comparison of a section of land 100 years
ago and that of today. Region may be studied using the four corners of the room as different regions that students may go to depending on the topic (i.e.
birth city, favorite sport, etc). The Education World website has multiple activity suggestions that will allow students to apply the five themes.
Resources for this week: Holt Eastern or Western World Chapter 1, Education World Five Times Five: Five Activities for Teaching Geography’s
Five Themes - http://www.educationworld.com/a_lesson/lesson/lesson071.shtml, CBBC Newsround - http://www.bbc.co.uk/newsround/
Week 3: Conclusion of Geography & Start of First Human Societies (6.H.2.1, 6.H.2.2, 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.C.1.3)
During the start of this week, teachers will conclude and assess the geography unit. Then students will begin their study of the beginning of human societies.
It will aid students in their understanding if key vocabulary words (i.e. migration, archaeologists, artifacts, etc.) are discussed at this time. Students should
examine the mass migration of humans. Students will begin by reading about the discoveries at Olduvai Gorge
(http://www.pbs.org/wgbh/aso/databank/entries/do59le.html) and then watch a quick film about the discovery of Lucy
(http://www.historyforkids.org/learn/africa/history/index.htm). They can then look further into the discovery of Ardi as well, using the National Geographic:
Oldest Skeleton article. Students will then examine the discoveries of the earliest humans from the perspectives of a paleoanthropologist. Using the
National Geographic Outpost: In Search of Human Origins, students will delve into the work of Lee Berger, renowned paleoanthropologist. While exploring
the site, they should use a graphic organizer to comment on the experiences (using the five senses and emotion) of a paleoanthropologist. Students will
then write a journal entry as a fictitious paleoanthropologist discovering the remains of the first humans.
Resources for this week: Mr. Donn’s Lesson Plans - http://earlyhumans.mrdonn.org/index.html, PBS: A Science Odyssey http://www.pbs.org/wgbh/aso/databank/entries/do59le.html, Kidipede: African History for Kids http://www.historyforkids.org/learn/africa/history/index.htm, Origins of Modern Humans http://www.actionbioscience.org/evolution/johanson.html, National Geographic: Oldest Skeleton… http://news.nationalgeographic.com/news/2009/10/091001-oldest-human-skeleton-ardi-missing-link-chimps-ardipithecus-ramidus.html, National
Geographic Outpost: In Search of Human Origins - http://www.nationalgeographic.com/features/outpost/, Best of History Websites http://www.besthistorysites.net/index.php/prehistory
Week 4: The Neolithic Period and Paleolithic Period (6.H.2.1, 6.H.2.2, 6.H.2.3, 6.G.1.1, 6.G.1.2, 6.G.1.4, 6.G.2.1, 6.C&G.1.1, 6.C&G.1.4, 6.C.1.1)
This section will begin with a study of the Neolithic period. Students will describe characteristics of the nomadic lifestyle of the Neolithic Era and explain why
people lived in this style. They will examine the techniques, technology, and development of society that fit with this way of life. Then students will move on
to the emergence of agrarian societies in the Paleolithic Era. They will examine the techniques, technology, and development of society that fit with this way
of life during the Paleolithic Age. At the end of the week, students should be able to compare and contrast the Neolithic and Paleolithic Eras.
Resources for this week: Prentice Hall Ancient World Chapter 1 sec 2 & 3, PBS Stone Age Toolkit & other links http://www.pbs.org/wgbh/nova/stoneage/, Best of History Websites - http://www.besthistorysites.net/index.php/prehistory, Big Era 3 http://worldhistoryforusall.sdsu.edu/eras/era3.php
Week 5: Otzi the Iceman (6.H.1.3, 6.H.2.2, 6.H.2.4, 6.C.1.1)
The final week of the first unit will allow students to explore Otzi the Iceman, the preserved mummy of the man that lived over 5300 years ago during the
Stone Ages. As students study the items left with Otzi and his story, they should be able to analyze the artifacts and evidence to come up with their own
theory on Otzi’s demise. Students will also be able to explain why Otzi and his belongings are artifacts of the Stone Ages and draw conclusions from this
evidence.
Resources for this week: Digging for the Truth: The Iceman Cometh video, South Tyrol Museum of Archaeology - http://www.iceman.it/en/oetzithe-iceman, Otzi: Iceman of the Alps - http://www.mummytombs.com/main.otzi.htm, Last Hours of the Iceman -
http://ngm.nationalgeographic.com/2007/07/iceman/hall-text, Otzi the Iceman: Photoscan (3D website) - http://iceman.eurac.edu/
**At the conclusion of this unit, students will complete projects. This is an opportunity to have students link the concepts of the first unit and
have students show how the five themes of geography were shown during the Stone Ages. They will present a booklet (either on paper or
through a powerpoint presentation) with each page focusing on how one of the five themes of geography was manifested during the Stone Ages.
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:
(6.G.2.1,
6.G.1.4)
Title of Activity: The One Border Challenge – In order to familiarize
themselves with maps, students will use a globe or map to find
countries that have a certain number of bordering countries –
see http://www.education.com/activity/article/geographychallenges-border/
Title of Activity: Otzi the Iceman Now Online – View pictures of Otzi
– see http://www.dogonews.com/2009/3/9/otzi-the-iceman-nowonline
Scaffolding Option 2:
Maintenance
Scaffolding Option 3:
Extension
(6.H.2.3)
(6.C.1)
Title of Activity: Wilderness Survival
– Have students create a lost of
things they would need to survive in
the wilderness. Then have them
compare the lists to those people
would have needed in the Stone
Ages.
Title of Activity: Artifact Creation – Students will create an artifact
from the Stone Ages, complete with a written description by the
archaeologists who found it later in time.
Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)
Multimedia
Activities:
(6.G.2.1,
6.H.2)
Title of Activity: Geography Games –
http://www.softschools.com/social_studies/geography/
Title of Activity: Iceman Photoscan and Otzi’s Face Revealed –
Using the original photos of Otzi, have students draw or describe
how they think he may have looked and then compare it to the
scientific image – see http://iceman.eurac.edu/ and
http://news.nationalgeographic.com/news/2011/02/pictures/110225otzi-iceman-new-face-science-mummy-oetzi/
(6.G.2,
6.H.2)
(6.G.2.1,
6.H.2)
Title of Activity: Know the 5 Themes
of Geohttp://www.quia.com/pop/4680.html
Title of Activity: National Geographic Geography Games http://kids.nationalgeographic.com/kids/games/geographygames/
Title of Activity: Illustrated Prehistory
Timeline – using information from
http://www.chiddingstone.kent.sch.uk
/homework/timeline.html#Prehistoric
to create an illustrated timeline
Title: Why is the Olduvai Gorge important to the study of human
origins and prehistory? – HS activity from SAS – use
http://www.sascurriculumpathways.com/portal/ as guide and
then web search
Title of the Activity: Digging for the
Truth: The Iceman Cometh video