2016-2017 instructional unit planning guide · create a chart with information about how climate...

2016-2017 Instructional Unit Planning Guide

Grade: 6

th Course: World History Term: 1 Weeks: 1-3

Unit Title: Geography-Tools of Social Studies

MDE Content Standards:

4a. Analyze information using social studies tools (e.g., timelines, time

zones, maps, globes, graphs, political cartoons, tables, technology, etc.).

(DOK 3)

4b. Analyze relationships among people, places, and the environment by

mapping information including trade patterns, governmental alliances, and

immigration patterns. (DOK 3)

8a. Identify and describe the hemispheres using the five themes of

geography (e.g., location, place, human/environmental interaction,

movement, and region). (DOK 1)

Mississippi College and Career-Ready Standards:

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; provide an accurate summary of the source distinct from

prior knowledge or opinions.

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


RH.6.5 Describe how a text presents information (e.g., sequentially,

comparatively, and causally).

RH.6.6. 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).

RH.6.7 Integrate visual information (e.g., in charts, graphs,

photographs, videos, or maps) with other information in print and

digital text.

WHST 6.1 Write an argument focused on a discipline-specific content

that introduce, supports and conclude a claim about a topic of issue,

acknowledging and distinguish the claim from alternate or opposing

claim, and organize the reasons and evidence logically.


WHST 6.2 a-f Write an informative text including the narration of

historical events which introduce, supports, and concludes a topic

clearly, with relevant, well-chosen facts, definitions, concrete details,

quotation, or other information and examples while using appropriate

and varied transitions to create cohesion with precise language to

maintain a specific formal style.

Big Idea(s):

Differences among perspective, experience, and culture reflect different environments.

Throughout history humans have adapted their lives and environment to improve their own quality of life.

Geographers use different tools to convey knowledge of different locations and demonstrate how that region is unique.

In defining the geography of a location, one must consider its location as well as its political, economic, social, cultural, and environmental

characteristics.

Essential Question(s):

What are the consequences of technology?

How do physical and human geography affect people, places and regions?

How are the concepts of time and place vital to the understanding of history and geography?


Performance Task(s):

You have been will be given the responsibility of designing a building project (park, college, concert venue, airport, etc.) for the city of Jackson.

You must decide where in Jackson it will be, explain why location was chosen, and how it will be built. Use the five themes of geography to justify

and analyze the project and its effects on Jackson. Imagine the Jackson City Council will listen to and look over their proposals and decide who will

be given a permit to build.

Write a written proposal to explain your project. Present a visual proposal to address the five themes of geography. The visual proposal can

be a poster, pamphlet, or PowerPoint presentation, and must answer the following:

Where is it located? Include map with absolute location and directions providing a relative location.

What is the area like? Why did you choose the area for your project?

How will your project affect the region Jackson is located in?

Why is the project appropriate for the region Jackson is located in? Why did you choose this specific region within Jackson?

How will people get there? Is it easily accessible? How does the building project reflect the movement of cultures, ideas, and people into

Jackson? How might the building project change the culture of Jackson?

How would the project affect the relationship humans have with the environment? Will your project be environmentally conscious?

Resources:

National Geographic- http://www.mywonderfulworld.org/toolsforadventure/educators/index.html

Geography- http://www.geoknow.net/

Geography Lesson Plans- http://lessonplancentral.com/lessons/Geography/World_Culture/

http://www.mywonderfulworld.org/toolsforadventure/educators/index.html

http://www.geoknow.net/

http://lessonplancentral.com/lessons/Geography/World_Culture/


Resources (continued):

Excerpts from The Inuit: People of the Arctic by: Jennifer Fleischner (Text used for ELA connection-Found on JPS Curriculum Site)

Current Events Links: www.newsela.com

www.cnnstudentnews.com

Instructional Strategies:

https://drive.google.com/folderview?id=0B9RJKuHisjgtNmF1LTZILWV0Y1U&usp=drive_web&usp=drive_web&urp=https://drive.google.com/fol

derview?id%3D0B9RJKuHisj&tid=0B1UHp6ciKPPDfnBBLXQyeGxxTjZnQmowQ19nSVhmLVF2V0N5emNueS1teGZQWjdTQTE3dUk

http://www.newsela.com/

http://www.cnnstudentnews.com/

https://drive.google.com/folderview?id=0B9RJKuHisjgtNmF1LTZILWV0Y1U&usp=drive_web&usp=drive_web&urp=https://drive.google.com/folderview?id%3D0B9RJKuHisj&tid=0B1UHp6ciKPPDfnBBLXQyeGxxTjZnQmowQ19nSVhmLVF2V0N5emNueS1teGZQWjdTQTE3dUk



Grade: 6

th Course: World History Term: 1 Weeks 4-6

Unit Title: Early Humans and Societies


1c. Identify current and past theories regarding the processes by which

human groups populated the major world regions (DOK1).

1d. Discuss possible social, cultural, and/or religious meanings inferred from

late Palaeolithic cave paintings. (DOK 2)

2b. Investigate the approximate chronology and sequence of early hominid

evolution in Africa from the Australopithecines to Homo erectus. (DOK 2)

7a. Explain and analyze the technological advances of early man, such as

irrigation, farming, and domestication of animals that led man from

prehistory to civilization. (DOK 3)


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; provide an accurate summary of the source distinct from




digital text.

RH.6.8 Distinguish among fact, opinion, and reasoned judgment in

text.

WHST.6.1Write an argument focused on a discipline-specific content

that introduce, supports and conclude a claim about a topic of issue,

acknowledging and distinguish the claim from alternate or opposing

claim, and organize the reasons and evidence logically.

WHST.6.2d Write an informative text, including historical events that

uses precise language and specific vocabulary to inform about a topic.


Big Ideas:

The needs of mankind result in the development of technology to make life easier.

Landforms, climate, the availability or scarcity of resources, and environmental factors affect the migration and settlement of people.

The climatic changes, human evolution, and technological advances of their physical environment gave rise to the domestication of plants and

animals and the increase in the growth of civilizations.

Essential Questions:

How does technological change affect people, places, and regions?

How does archaeology provide knowledge of early human life and its changes?

How did life in the Neolithic period compare to life in the Paleolithic period?

How does the availability or scarcity of resources affect migration and settlement of people?



Create a chart with information about how climate change and improved tools contributed to the development of agriculture. Students can

reference the following sources found on the curriculum site for assistance:

o Source A: Timeline of the Neolithic Revolution

o Source B: Historical temperature data

o Source C: Image bank: Neolithic farming tools

Write an essay explaining how various factors contributed to farming, citing evidence from all sources. Include information relevant to time

and change.

You are an archaeologist researching the Neolithic Era. You have been hired to convince a team of historians that humans benefitted from

agriculture during that time. Construct an argument that addresses the compelling question, “Was the development of agriculture good for

humans?” using specific claims and relevant evidence from historical sources while acknowledging competing views. Cite evidence from

sources.

You are an artist working for one of country’s most famous museums. You must draw and write a detailed description on prehistoric

humanoid within the three eras of prehistory to appear in a section of the museum. Write a detailed description of a tool of survival for each

era. Include a synopsis describing the humanoid, and give details of their daily lives for display. There should be a description as to why that

tool was made in that era and how it was used.


Resources:

Origins of Humankind: http://www.pbs.org/wgbh/evolution/humans/humankind/

Lascaux Visual: http://www.lascaux.culture.fr/#/en/02_00.xml

The Cradle of Humankind: http://www.cradleofhumankind.co.za/theme/cradle.html

Bridging World History: http://www.learner.org/channel/courses/worldhistory/units.html

World History for Us All: http://worldhistoryforusall.sdsu.edu/dev/default.htm

Document-Based Activities: http://yourhistorysite.com/6th%20grade%20curriculum/DBQ%20river%20valley%20civilizations.pdf.

Geographic Articles: http://ngm.nationalgeographic.com/ngm/0205/feature1/online_extra.html

Pearson Textbook Software- http://www.successnetplus.com

Resources Found on the Curriculum site:

Timeline of Neolithic Age

Images from the Paleolithic and Neolithic Ages

https://drive.google.com/drive/folders/0B9RJKuHisjgtflhZMUFSRUpJTC1fWllneEtmVzJzSVVKeVphQTNBakxvOEV5Ry1DSlBrU3c




http://www.pbs.org/wgbh/evolution/humans/humankind/

http://www.lascaux.culture.fr/#/en/02_00.xml

http://www.cradleofhumankind.co.za/theme/cradle.html

http://www.learner.org/channel/courses/worldhistory/units.html

http://worldhistoryforusall.sdsu.edu/dev/default.htm

http://yourhistorysite.com/6th%20grade%20curriculum/DBQ%20river%20valley%20civilizations.pdf

http://ngm.nationalgeographic.com/ngm/0205/feature1/online_extra.html

http://www.successnetplus.com/

https://drive.google.com/drive/folders/0B9RJKuHisjgtflhZMUFSRUpJTC1fWllneEtmVzJzSVVKeVphQTNBakxvOEV5Ry1DSlBrU3c




Grade: 6


Unit Title: Early River Civilizations –Mesopotamia/Egypt


2b. Analyze the concept of "civilization" (e.g., the various criteria used to

define "civilization"; fundamental differences between civilizations and

other forms of social organization, such as hunter-gatherer bands, Neolithic

agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro

meets criteria for defining civilization). (DOK3)

3b. Explain the emergence of civilizations in Southwest Asia, the Nile

valley, India, China, and the Eastern Mediterranean and how they

represented a decisive transformation in human history. (DOK 2)

7a. Explain and analyze the technological advances of early man, such as

irrigation, farming, and domestication of animals that led man from

prehistory to civilization. (DOK 3)

Mississippi College and Career-Ready Standards

RH.6.1 Cite specific textual evidence to support analysis of

primary and secondary sources.

RH.6.4 Determine the meaning of words and phrases as they are used



RH.6.5 Describe how a text presents information (e.g., sequentially,


RH6.6. 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).



digital text.

WHST 6.2a Write informative texts, including the narration of

historical events introducing a topic clearly while organizing

information into broader categories as appropriate to achieving purpose

including formatting, graphics, and multimedia to aid in

comprehension.


uses precise language and specific vocabulary to inform about a topic

WHST.6.1e Write an argument focused on a discipline-specific content

that provides a concluding statement that follows from and supports the

argument presented.


Big Ideas:

Civilizations that endure time develop into complex social systems.

Religious and philosophical differences continue to impact interactions among peoples of different cultures.

Civilizations began around rivers and natural resources that allowed for the advancement in government, military, trade, and culture.


Why do people need laws?

How do physical and human geography affect people, places and regions?

What were the social, political, and economic characteristics of early civilizations?

Activities and Performance Task(s):

You are a resident of the Fertile Crescent who just read Hammurabi’s Code. You would like to express your feelings on the laws. Write a

letter to Hammurabi endorsing or rebutting his new laws. Determine if consequences are fair, unfair, cruel, or necessary. Use examples from

modern day laws to support your argument.

You are a citizen of one of the major river valley civilizations. This citizen must help their civilization survive and thrive. Design how this

civilization would look and what key elements would be needed. The city should include the eight parts of a civilization which will be

represented by buildings and landmarks such as religion, government, and culture. Write a detailed constitution that explains how the

civilization will be governed.

Create a newspaper from Ancient Mesopotamia that includes: a feature story that highlights a key person, place or event from this unit, a real

estate ad that promotes positive attributes of Mesopotamia’s geographic location and features, and a letter to the editor that expresses your

opinion supporting or opposing the Code of Hammurabi (with examples from the code to support your opinion).


Resources:

Rosetta Stone’s site: http://www.clemusart.com/archive/pharaoh/rosetta.htm

Early River Civilizations Links: http://www.rivervalleycivilizations.com/

http://www.ancient.eu/Mesopotamia/

Primary Source Documents:

http://www.wdl.org/en/

http://loudoun.k12.va.us/cms/lib4/VA01000195/Centricity/Domain/3514/2013%20Summer%20Assignment%20source%20activity.pdf.

http://yourhistorysite.com/6th%20grade%20curriculum/DBQ%20river%20valley%20civilizations.pdf.

http://www.docsteach.org

Resources Found on the Curriculum site:

Excerpts from “Epic of Gilgamesh”- http://www.ancienttexts.org/library/mesopotamian/gilgamesh/

Excerpts from “Hammurabi’s Code”- http://www.constitution.org/ime/hammurabi.pdf

Image- “The Stele of Hammurabi”

Lesson Ideas-http://edsitement.neh.gov/lesson-plan/hammurabis-code-what-does-it-tell-us-about-old-babylonia#section-16406

https://drive.google.com/a/jpsms.org/file/d/0B9RJKuHisjgtMDA5SUFJS29WcE0/view



derview?id%3D0B9RJKuHisj&tid=0B1UHp6ciKPPDfnBBLXQyeGxxTjZnQmowQ19nSVhmLVF2V0N5emNueS1teGZQWjdTQTE3dU

http://www.clemusart.com/archive/pharaoh/rosetta.htm

http://www.rivervalleycivilizations.com/

http://www.ancient.eu/Mesopotamia/


http://loudoun.k12.va.us/cms/lib4/VA01000195/Centricity/Domain/3514/2013%20Summer%20Assignment%20source%20activity.pdf

http://yourhistorysite.com/6th%20grade%20curriculum/DBQ%20river%20valley%20civilizations.pdf

http://www.ancienttexts.org/library/mesopotamian/gilgamesh/

http://www.constitution.org/ime/hammurabi.pdf

http://edsitement.neh.gov/lesson-plan/hammurabis-code-what-does-it-tell-us-about-old-babylonia#section-16406

https://drive.google.com/a/jpsms.org/file/d/0B9RJKuHisjgtMDA5SUFJS29WcE0/view

https://drive.google.com/folderview?id=0B9RJKuHisjgtNmF1LTZILWV0Y1U&usp=drive_web&usp=drive_web&urp=https://drive.google.com/folderview?id%3D0B9RJKuHisj&tid=0B1UHp6ciKPPDfnBBLXQyeGxxTjZnQmowQ19nSVhmLVF2V0N5emNueS1teGZQWjdTQTE3dU



Grade: 6th

Course: World History Term 2 Weeks 1-3

Unit Title: Ancient India and China


3a. Examine the significant events, actors, and trends among early

Egyptian, Mycenaean, and Aryan cultures. (DOK 1)




3c. Investigate and summarize how the introduction of technology

affected the relationship between civilizations (e.g., Egyptians and the

Hittites, etc.). (DOK 2)

5a. Cite evidence of human social relations as to the cause of the fall of

civilizations of Asia, Europe and Africa. (DOK 2)

6a. Analyze how local conditions affect agricultural, settlement, exchange

and migration patterns in various regions of the world. (DOK 3)

8a. Analyze the significance of various archaeological and anthropological

findings and historical sites (e.g., Champollion‘s discovery of Rosetta

stone, Pompeii, Akrotiri, etc.). (DOK 3)


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 or opinions.

RH.6.7. Integrate visual information (e.g., in charts, graphs,

photographs, videos, or maps) with other information in print and digital

text.

RH.6.8 Distinguish among fact, opinion, and reasoned judgment in text.

RH.6.9. Analyze the relationship between a primary and secondary

source on the same topic.

WHST.6.1a/b/e Write an argument focused on a discipline-specific

content that introduce, supports and conclude a claim about a topic of

issue, acknowledging and distinguish the claim from alternate or

opposing claim, and organize the reasons and evidence logically.

WHST.6.1c/d Write an argument focused on a discipline-specific

content that use words and phrases to create cohesion and clarify

relationships among claim and counterclaims and establish and maintain

a specific style and format.

Big Ideas:


People develop systems to manage conflict and create order.

Geographic features enabled early civilizations to develop, while the need to expand empires caused many to fall.

Many ancient civilizations shared aspects of religion, government, and communication. However, each civilization had its own unique

cultural and social identifiers.

Technological inventions, particularly in agriculture, have impacted the way in which civilizations survive and traded with other civilizations.


What should the governments do?

After it falls, what impact does a civilization have on history?


Activities and Performance Task(s):

Imagine a person from the civilization you studied is teleported to the present day. Write a report describing how he or she would interact

with the modern world. The report should include specific details about culture and human-environment interaction. Information from

primary source documents and images to should be used to support analysis, citing evidence.

You are an advocate for an agency like the United Nations. Develop an appealing argument why one civilization was more successful than

the other (China or India) to present to a committee. Research four aspects of the civilization and write a report about the success for each

aspect (government, religion, trade, technology). Research and plan an argument for the civilization, and attempt to dissuade the vote for the

other civilization. The debate must be directly related to the textual evidence used in report.


Resources:

Timeline of Ancient China: http://www.ancientchina.co.uk/time/explore/exp_set.html

Links related to China: http://www.china.mrdonn.org/

http://china.mrdonn.org/lessonplans.html

https://sites.google.com/site/1ancientcivilizationsforkids/ancient-india

http://www.kidsdiscover.com/shop/issues/ancient-india-for-kids/

Current Events: http://hmcurrentevents.com/

Primary Sources: http://www.wdl.org/en/

Excerpts from “The Analects” (Can be found on Curriculum site)-http://classics.mit.edu/Confucius/analects.html




http://www.ancientchina.co.uk/time/explore/exp_set.html

http://www.china.mrdonn.org/

http://china.mrdonn.org/lessonplans.html

https://sites.google.com/site/1ancientcivilizationsforkids/ancient-india

http://www.kidsdiscover.com/shop/issues/ancient-india-for-kids/

http://hmcurrentevents.com/


http://classics.mit.edu/Confucius/analects.html




Grade: 6


Unit Title: Ancient Civilizations: Greece


3a. Examine the significant events, actors, and trends among early

Egyptian, Mycenaean, and Aryan cultures. (DOK 1)







5a. Cite evidence of human social relations as to the cause of the fall of

civilizations of Asia, Europe and Africa. (DOK 2)



8a. Analyze the significance of various archaeological and

anthropological findings and historical sites (e.g., Champollion‘s

discovery of Rosetta stone, Pompeii, Akrotiri, etc.). (DOK 3)


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



RH 6.7. Integrate visual information (e.g., in charts, graphs,


text.



RH 6.8 Distinguish among fact, opinion, and reasoned judgment in text.

WHST.6.1a/b/e Write an argument focused on a discipline-specific




WHST.6.1c/d Write an argument focused on a discipline-specific





Big Ideas:

Many ancient civilizations shared aspects of religion, government, and communication. However, each civilization had its own unique

cultural and social identifiers.

Geographic features enabled early civilizations to develop, while the need to expand empires caused many to fall.

Technological inventions, particularly in agriculture, have impacted the way in which civilizations survive and traded with other civilizations.


How should we handle conflict?

What is power? Who should have it?


What are examples of contributions of Greek ideas in our lives?


You just discovered your own city-state. As a product of Greece, you have decided to add the best of your chosen culture into your new city.

Using the eight parts of a civilization, write about this glorious city into a booklet or guide to the city. Make sure to include visual examples

of all parts of your city (e.g. buildings, physical features, and people) in your guide. Then describe in detail what each part looks like and its

main role in this new civilization. Booklets should be based on Greek culture and evidence from at least three sources.

Compose a 5 paragraph essay explaining the conflict between Athens and Sparta. Students should include the causes and events leading up to

the war, the conflict itself, and the results of the war. Students should cite textual evidence from a primary and secondary source.


Resources:

Internet Links:

Greek Information: http://www.historyforkids.org/learn/greeks/

Links to Primary Sources: http://www.cybraryman.com/ancient.html

Lesson Plans: http://www.discoveryeducation.com/teacher s/free-lesson-plans/ancient-rome.cfm

Primary Source Links/Greek & Rome http://www.pbslearningmedia.org/search/?q=ancient+greek+life&selected_facets

Lesson Plans & Activities :http://www.pbs.org/empires/romans/educators/

Links on Ancient Rome: http://besthistorysites.net/ancient-biblical-history/rome/




http://www.historyforkids.org/learn/greeks/

http://www.cybraryman.com/ancient.html

http://www.discoveryeducation.com/teacher%20s/free-lesson-plans/ancient-rome.cfm

http://www.pbslearningmedia.org/search/?q=ancient+greek+life&selected_facets

http://www.pbs.org/empires/romans/educators/

http://besthistorysites.net/ancient-biblical-history/rome/




Grade: 6


Unit Title: Ancient Civilizations: Rome:


2a. Identify and describe the following governmental forms: democracy,

aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism,

monarchy and republic. (DOK 1) 4a. Identify the significant individuals

and achievements of ancient Roman, Chinese, and India society. (DOK 1)

2b. Analyze the concept of "civilization" (e.g., the various criteria used to

define "civilization"; fundamental differences between civilizations and

other forms of social organization, such as hunter-gatherer bands, Neolithic

agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro

meets criteria for defining civilization). (DOK3)

4b. Analyze the influence of the economic and political framework of

Roman society on global expansion of civilization (e.g., how Roman unity

contributed to the growth of trade among lands of the Mediterranean basin;

the importance of Roman commercial connections with Sub-Saharan

Africa, India, and East Asia; the history of the Punic Wars and the

consequences of the wars for Rome; the major phases of Roman expansion,

including the Roman occupation of Britain). (DOK 3)

5b. Describe the relationship among various groups of people (e.g.,

peasants and aristocracy, dictators and common people, monarchs and

subjects, men and women, Christians and Muslims, etc.) and how it may

have characterized the societies in various regions in of Europe, Asia, and

Africa from the fall of the Roman Empire through the Middle Ages. (DOK

2)

5c. Analyze the evolution of human rights throughout the history of

various civilizations (e.g., Hammurabi‘s Code, Plebeians of Rome, Magna

Carta, etc.). (DOK 3)







facts).



WHST.6.1a Write an argument focused on a discipline-specific content

that introduce a claim about a topic of issue, acknowledging and

distinguish the claim from alternate or opposing claim, and organize

the reasons and evidence logically.

WHST.6.1b Write an argument focused on a discipline-specific content

that support claim with logical reasoning and relevant, accurate data

and evidence that demonstrates an understanding of the topic or text,

using credible sources.

WHST.6.1e Write an argument focused on a discipline-specific content

that provides a concluding statement that follows from and supports the

argument presented.


Big Ideas:

Throughout history, people have recognized the need for a system for exercising authority and control in their society. The Greeks and

Romans strived to change the way people had been governed.

The ideas of political systems, architecture, economy, and others were profoundly influenced by the Greeks and Romans. These ideas are the

foundation that modern civilizations have built upon for generations.


What should governments do?

What are examples of contributions of Roman ideas in our lives?


You are an emperor in ancient Rome. Write a plan of government for your empire to distribute to citizens. Include leaders and their roles, laws,

consequences, rights of citizens, and standards that citizens should uphold. Include information during the time period of the republic, as well as our

government today. Explain to citizens why this plan is needed and how they can be active citizens in the government. Provide examples to assist

readers with understanding the plan.

Resources::

Links to Primary Sources http://www.cybraryman.com/ancient.html

Lesson Plans http://www.discoveryeducation.com/teacher s/free-lesson-plans/ancient-rome.cfm

Primary Source Links/Greek & Rome http://www.pbslearningmedia.org/search/?q=ancient+greek+life&selected_facets

Lesson Plans & Activities http://www.pbs.org/empires/romans/educators/

http://www.cybraryman.com/ancient.html

http://www.discoveryeducation.com/teacher%20s/free-lesson-plans/ancient-rome.cfm

http://www.pbslearningmedia.org/search/?q=ancient+greek+life&selected_facets

http://www.pbs.org/empires/romans/educators/



Links on Ancient Rome http://besthistorysites.net/ancient-biblical-history/rome/

Links on Ancient Rome http://besthistorysites.net/ancient-biblical-history/rome/









Grade: 6


Unit Title: Byzantine and Muslim Civilizations


2c. Apply the five themes of geography (e.g., location, place,

human/environmental interaction, movement, and region) to describe

various civilizations in Asia, Europe and Africa. (DOK 3)

3c. Investigate and summarize how the introduction of technology affected

the relationship between civilizations (e.g., Egyptians and the Hittites, etc.).

(DOK 2)



7b. Analyze the effects of technology on trade at different times throughout

history. (DOK 3) 8b. Compare and contrast the religions of Judaism,

Christianity, Islam, etc. (DOK 2)

8d. Evaluate the effects of contact among cultures of Europe, Asia, and

Africa (e.g., Crusades, explorations, trade, communication, technology, etc.).

(DOK 3)


RH.6.1 Cite specific textual evidence to support analysis of primary


RH.6.2. Determine the central ideas or information of a primary or





RH.6.4. Determine the meaning of words and phrases as they are

used in a text, including vocabulary specific to domains related to


WHST.6.2b Write an informative text including the narration of

historical events, developing the topic with relevant, well-chosen

facts, definition, concrete details, quotations, or other information and

examples.

WHST.6.2e Write an informative text establishing and maintaining a

formal style and objective tone.


Big Ideas:

Culture helps people to understand themselves as both individuals and members of various groups. Multiple perspectives derive from their

differences.

Religion and cultures are integrated through people’s understanding of societies, nations, and history. Understanding the connection allows

people to fully appreciate each other’s perspective, and practice tolerance.


You are a part of a team of investigative reporters for the History Channel responsible for presenting information for an upcoming documentary

called The Ideas and Religions of the Ancients. The director of the documentary has no idea what is important about these civilizations and has asked

you to provide her with an easy to understand chart about the key cultural aspects of one of these civilizations (Byzantine, Islam, Asia, or America)

along with concepts that can be related to life in the modern world. Your investigative team will research an assigned civilization as seen in the

standards, identify important ideas along with the development of religions, analyze how ideas and beliefs impacted the lives of the people in the

civilizations improving their quality of life, culture, and development of government. Your group will construct an illustrated chart of your findings

from research and display the chart in the classroom.

The chart should include the following information:

1. Identification of important ideas that influenced the development of culture in the ancient civilization

2. Identification of the religions that impacted the development of the civilization.

3. Analyze the development of a culture as it interacts with ideas and beliefs.

4. Show how this civilization belief is illustrated in American culture today, applying the same principles of analysis of these ideas.

Resources:

Islam Lesson Plans http://www.pbs.org/empires/islam/lesson2.html

Byzantine and Islam Activities http://www.mrdonn.org/religions.html

Primary Source http://chnm.gmu.edu/wwh/p/208.html

http://www.pbs.org/empires/islam/lesson2.html

http://www.mrdonn.org/religions.html

http://chnm.gmu.edu/wwh/p/208.html



Justinian Information http://en.wikipedia.org/wiki/Justinian_I

Byzantine Lesson Plan http://www.discoveryeducation.com/teacher s/free-lesson-plans/byzantium.cfm

Pearson Textbook Resources

CNN Students News




http://en.wikipedia.org/wiki/Justinian_I

http://www.discoveryeducation.com/teacher%20s/free-lesson-plans/byzantium.cfm




Grade: 6


Unit Title: Europe in The Middle Ages




monarchy and republic. (DOK 1)






(DOK 2)


history. (DOK 3)


Africa (e.g., Crusades, explorations, trade, communication, technology,

etc.). (DOK 3)


RH.6.1. Cite specific textual evidence to support analysis of primary








RH.6.5 Describe how a text presents information (e.g. sequentially,

comparatively, causally)



facts).

WHST.6.2 c Write an informative text, including historical events that

uses appropriate and varied transition to create cohesion and clarify the

relationships among ideas and concepts.




Big Ideas:

When citizens’ rights and privileges are solely granted by the status in society that they are held, social hierarchy becomes the primary

influence in government, trade, and culture.

The competition for governmental power and freedom of religion leads to conflict that eventually evolves into war and persecution.

The establishment of new laws can depict a harsh unequal social system and divisions between people of different social standing.


How does the decline in leadership cause conflict?

How would social status have influenced rights and privileges of citizens?

What caused the emergence of the feudal system and the effects it had on the equality of society?



Each student is to assume a personality from Middle Ages. These assumed roles may be those of citizen, serf, priest, ruler or nobleman. Research

what life would have been like for his or her assumed character. After having researched the role, each student should include: A written description

and a visual representation

This description should include details about their assumed:

1. Society they are a part of

2. Location and why that matters

3. Social rank

4. Gender

5. Occupation

6. Housing

7. Other aspects of daily

Textual evidence from at least three sources should be included in report.

Resources:

Middle Ages Lesson Plans http://medievaleurope.mrdonn.org/lessonplans.html

Middle Ages Activities http://mrmoore.net/

Middle Ages Events http://edsitement.neh.gov/lesson-plan/path-black-death

Primary Sources and Literary Works http://www.fordham.edu/halsall/sbook2.html




http://medievaleurope.mrdonn.org/lessonplans.html

http://mrmoore.net/

http://edsitement.neh.gov/lesson-plan/path-black-death

http://www.fordham.edu/halsall/sbook2.html




Grade: 6


Unit Title: Europe in The Middle Ages

The Crusades




monarchy and republic. (DOK 1)






(DOK 2)


history. (DOK 3)



etc.). (DOK 3)


RH.6.1. Cite specific textual evidence to support analysis of primary








RH.6.5 Describe how a text presents information (e.g. sequentially,

comparatively, causally)

WHST.6.2 c Write an informative text, including historical events that

uses appropriate and varied transition to create cohesion and clarify the

relationships among ideas and concepts.



WHST.6.2e Write informative texts, including historical events that

establish and maintain a formal style.


Big Ideas:

The competition for power often leads to conflict.

Culture often blossoms in an atmosphere of tolerance.

New forms of government may evolve from power struggles.

Efforts to dictate religious beliefs often lead to war and persecution.

Society often reform or replace old ideas and values in response to abuse of power through change in one’s belief system.


How should we handle conflict?

How does a shift in value cause a change in society?


You are writing a newspaper article about the Crusades for people in a small town in Europe. Your boss has requested that you interview at least two

Christians, Jews, and Muslims, and that you record your notes on the causes, details, and effects of the Crusades. After gaining multiple perspectives,

you must publish your findings and quote information from your interviews in the newspaper. Your article should be informative and include the

time period, significance, causes, effects, key people and places, and relevance of the Crusades.


Resources:

Middle Ages Lesson Plans http://medievaleurope.mrdonn.org/lessonplans.html

Middle Ages Activities http://mrmoore.net/

Middle Ages Events http://edsitement.neh.gov/lesson-plan/path-black-death

Primary Sources and Literary Works http://www.fordham.edu/halsall/sbook2.html




http://medievaleurope.mrdonn.org/lessonplans.html

http://mrmoore.net/

http://edsitement.neh.gov/lesson-plan/path-black-death

http://www.fordham.edu/halsall/sbook2.html




Grade: 6


Unit Title: The Renaissance





6a. Analyze how local conditions affect agricultural, settlement,

exchange and migration patterns in various regions of the world. (DOK

3)

7b. Analyze the effects of technology on trade at different times

throughout history. (DOK 3)

8c. Explain how political and economic changes during the Middle Ages

led to the Renaissance. (DOK 2)



etc.). (DOK 3)



secondary sources.






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.6.5. Describe how a text presents information (e.g., sequentially,


RH.6.6. 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).

RH.6.7. Integrate visual information (e.g., in charts, graphs, photographs,

videos, or maps) with other information in print and digital text.

WHST 6.2. a/c Write informative/explanatory texts, including the

narration of historical events that develop a relevant topic clearly,

organize ideas, concepts, and information into appropriate categories.

Making sure to use appropriate and varied transition to create cohesion

and clarify relationship among ideas and concepts.


Big Ideas:

Society often reform or replace old ideas and values in response to abuse of power through change in one’s belief system.

The quest for knowledge and the emphasis on reason helped bring about modern culture.

Innovations in technology and the exposure to new ideas brought about a period of cultural and artistic creativity that changed politics,

economics, and everyday life.


How does the decline in leadership cause conflict?

How would social status have influenced rights and privileges of citizens?

What caused the emergence of the feudal system and the effects it had on the equality of society?


You are a reporter for Invention Magazine. You will trace an idea/innovation- technological, political, or religious from the Middle Ages, and see

how it has changed from that time through today. You will research your idea/innovation to determine if it had worldwide influence. Develop a 5-

minute presentation to submit to the editor and Editor’s Award committee for “Invention of the Year.” A few questions you will need to answer in

preparing for the presentation include:

How has this idea/innovation had an impact on the times?

Did the idea/innovation have a greater impact on a certain region (how and why)?

What were some positive or negative consequences of the idea/innovation?

Your presentation must be accompanied by a 5-paragraph report about the development of the idea/innovation and its impact on today’s world.


Resources:

Renaissance Timeline : http://www.pbs.org/empires/medici/timeline/turning_fla.html

Renaissance Videos : http://www.history.com/topics/renaissance-art/videos

Renaissance Lesson Plans : http://www.funstuffonly.com/renaissance_learning/teachers.htm

Primary Source Documents : http://lts.brandeis.edu/research/archives-speccoll/collections/speccoll/bkhour.html

http://researchguides.library.tufts.edu/content.php?pid=296748&sid=2436376

General Information for the Reformation: http://www.history.com/topics/reformation

Reformation and Christianity: http://www.christianitytoday.com/ch/1989/issue21/2106.html




http://www.pbs.org/empires/medici/timeline/turning_fla.html

http://www.history.com/topics/renaissance-art/videos

http://www.funstuffonly.com/renaissance_learning/teachers.htm

http://lts.brandeis.edu/research/archives-speccoll/collections/speccoll/bkhour.html


http://www.history.com/topics/reformation

http://www.christianitytoday.com/ch/1989/issue21/2106.html




Grade: 6


Unit Title: The Reformation





6a. Analyze how local conditions affect agricultural, settlement,

exchange and migration patterns in various regions of the world. (DOK

3)



8c. Explain how political and economic changes during the Middle

Ages led to the Renaissance. (DOK 2)



etc.). (DOK 3)



secondary sources.


secondary source; provide an accurate summary of the source distinct from




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.6.5. Describe how a text presents information (e.g., sequentially,


RH.6.6. 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).

RH.6.7. Integrate visual information (e.g., in charts, graphs, photographs,

videos, or maps) with other information in print and digital text.


WHST 7.2. a/c Write informative/explanatory texts, including the

narration of historical events that develop a relevant topic clearly, organize

ideas, concepts, and information into appropriate categories. Making sure

to use appropriate and varied transition to create cohesion and clarify

relationship among ideas and concepts.

Big Ideas:

In response to abuse of power, people often reform or replace old institutions.

During periods of rapid change, some people embrace new ideas while others try to restore the old ways.

Religious and cultural differences can contribute to political and military conflicts.



How do we handle conflict?

To what extent can individuals impact culture and society?

How does access to technology impact acquisition of power?

How do interactions between different people influence changes in society and culture?


You are living in Europe during the Renaissance witnessing the changes brought about by the Reformation. Write four personal journal entries that

reflect on your life and the happenings in the church during your time. Include your thoughts on how the events of the era have affected you

personally, as well as how they have affected the church as a whole. Use information from primary and secondary sources for your journal entries.

Resources:

Renaissance Timeline : http://www.pbs.org/empires/medici/timeline/turning_fla.html

Renaissance Videos : http://www.history.com/topics/renaissance-art/videos

Renaissance Lesson Plans : http://www.funstuffonly.com/renaissance_learning/teachers.htm

http://www.pbs.org/empires/medici/timeline/turning_fla.html

http://www.history.com/topics/renaissance-art/videos

http://www.funstuffonly.com/renaissance_learning/teachers.htm


Resources (continued) :

Primary Source Documents : http://lts.brandeis.edu/research/archives-speccoll/collections/speccoll/bkhour.html


General Information for the Reformation http://www.history.com/topics/reformation

Reformation and Christianity http://www.christianitytoday.com/ch/1989/issue21/2106.html




http://lts.brandeis.edu/research/archives-speccoll/collections/speccoll/bkhour.html


http://www.history.com/topics/reformation

http://www.christianitytoday.com/ch/1989/issue21/2106.html




Grade: 6


Unit Title: The Age of Exploration









etc.). (DOK 3)


RH.6.7. Integrate visual information (e.g., in charts, graphs,


text.

RH.6.8. Distinguish among fact, opinion, and reasoned judgment in text.



WHST 6.1a/b/e Write an argument focused on a discipline-specific




WHST 6.1c/d Write an argument focused on a discipline-specific




Big Ideas:

The movement or migration of peoples and ideas affects all societies involved.

Technological inventions have led to individuals and groups to explore the world around them.

The actions of individuals, groups, and/or institutions affect society through intended and unintended consequences.



How does location impact the development of their society?

What were the effects of new technologies on societies during the Age of Exploration?


You recently returned from an expedition one of the following explorers from the period of exploration: Vasco da Gama, Christopher

Columbus, Ferdinand Magellan, or Samuel de Champlain. You are now working on an up-and-coming exploration. Your goal is to seek

crewmembers to join the expedition west across the Atlantic Ocean. Though you want as many good people to join, you also want to be

honest about the realities faced on the voyages across the ocean. In a 5-minute speech, you must describe the life at sea. Make sure to

include past experiences, people you have met, cultures that you encountered, and write about the positive and negative parts of

exploration. Use evidence from primary source documents.

Resources:

Explorers: http://www.kidinfo.com/American_History/Explorers.html

Age of Exploration: http://www.historycentral.com/explorers/Index.html

The Age of Exploration Exercises: info.teachtci.com/resources/ha/AgeofExploration.pdf

Exploration Timeline: http://www.bruceruiz.net/PanamaHistory/age_of_exploration_time_line.htm

Primary Sources : http://www.wdl.org/en/item/2828/

http://www.wdl.org/en/item/90/ (Excerpts from letters by Christopher Columbus can be found on Curriculum site.)

Excerpts from “Prince Henry the Navigator”- http://www.teachingushistory.org/lessons/age_of_exploration.html

Excerpts from “Searching for the Northwest Passage”- http://www.teachingushistory.org/lessons/age_of_exploration.html

http://www.kidinfo.com/American_History/Explorers.html

http://www.historycentral.com/explorers/Index.html

http://www.bruceruiz.net/PanamaHistory/age_of_exploration_time_line.htm

http://www.wdl.org/en/item/2828/

http://www.wdl.org/en/item/90/

http://www.teachingushistory.org/lessons/age_of_exploration.html

http://www.teachingushistory.org/lessons/age_of_exploration.html