6th Grade Accelerated and Enrichment Program Social Studies

Social Studies AEP Grade 6 Pacing Chart UNIT/ GENRE INSTRUCTIONAL LITERATURE

HOLT TEXTBOOK READING &

WRITING STRATEGIES

TECHNOLOGY SUGGESTED ACTIVITIES/PROJECT-BASED LEARNING

UNIT ONE

1. The Ancient

World: Civilizations and

Culture

Archaeology, Geography, and

Early Man

River Valley Civilization

2. Classical Civilizations

Greece, Rome,

China (Han Dynasty) and

Africa

LA Genre: Narrative (Personal Narrative)

First Marking

Period September 2012 – November 2012

Quality instruction in the gifted classroom must:

• Differentiate, adapt or modify grade-level classroom curricula and instruction to meet the unique needs of gifted learners • Provide a means for demonstrating proficiency in required curriculum and provide subsequent challenging educational opportunities • Consist of a continuum of differentiated curricular options, instructional approaches and resource materials • Provide flexible instructional arrangements, i.e., compacting, acceleration, independent study and research projects • Be designed to broaden and deepen the learning of high-ability learners

Essential Questions: Part 1. The Ancient World: Civilizations and Cultures Why do scholars study the people, events, and ideas of long ago? How are primary and secondary sources different? What are the two main branches of geography? Why can present day people live in places that lack resources valued by early humans? How do you think physical geography has affected your community? How did early humans/way of living change as they interacted and adapted? How did geography influence the development of civilization in southwest Asia? How was the success of the Egyptian civilization tied to the Nile River? Part 2. Classical Civilizations What factors shaped government in Greece? How did Rome become the dominant power in the Mediterranean region? How do the people, events, and ideas that shaped ancient China continue to influence the world? The Big Idea: Part 1. The Ancient World: Civilizations and Cultures Historians use many kinds of clues to understand how people lived in the past. Physical geography and human geography contribute to the study of history. Prehistoric people learned to adapt to their environment, to make simple tools, to use fire, and to use language. As people migrated around the world they learned to adapt to new environments. The development of agriculture brought great changes to human society. The valleys of the Tigris and Euphrates rivers were the site of the world’s first civilizations. The Sumerians developed the first civilization in Mesopotamia and made many advances to help their society develop. After the Sumerians, many cultures ruled parts of the Fertile Crescent.

Social Studies AEP Grade 6 Pacing Chart

The water, fertile soils, and protected setting of the Nile Valley allowed a great civilization to arise in Egypt around 3200 B.C. The Egyptians made lasting achievements in writing, architecture, and art. The kingdom of Kush, the land called Nubia, developed an advanced civilization with a large trading network Part 2. Classical Civilizations Greece’s geography and its nearness to the sea strongly influenced the development of trade and growth of city-states. The people of Athens tried many different forms of government before creating a democracy. The ancient Greeks created great myths and works of literature that influenced the way we speak and write today. Rome’s location and government helped it become a major power in the ancient world. Rome’s tripartite government and written laws helped create a stable society. The later period of the Roman Republic was marked by wars of expansion and political crisis. The Han Dynasty created a new form of government that valued family, art, and learning. Trade routes led to the exchange of new products and ideas among China, Rome, and other peoples. Standards: New Jersey Social Studies Content Standards: 6.2.8.A.1.a Compare and contrast the social organization of early hunters/gathers and those who lived in early agrarian societies. 6.2.8.B.1.a Explain the various migratory patterns of hunters/gathers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies. 6.2.8.C.1.a Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations. 6.2.8.D.1.a Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. 6.2.8.D.1.b Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures. 6.2.8.D.1.c Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. 6.2.8.A.2.a Explain why different ancient river valley civilizations developed similar forms of government. 6.2.8.A.2.b Explain how codifying laws met the needs of ancient river valley societies. 6.2.8.A.2.c Determine the role of slavery in the economic and social structures of ancient river valley civilizations. 6.2.8.B.2.a Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. 6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. 6.2.8.C.2.a Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. 6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 6.2.8.D.2.c Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline. 6.2.8.D.2.d Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. 6.2.8.A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems) used by


the rulers of Rome, China, and India to control and unify their expanding empires. 6.2.8.A.3.b Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners in the political, economic, and social structures of classical civilizations. 6.2.8.A.3.c Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States Constitution. 6.2.8.A.3.d Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United States citizens today, and evaluate how citizens perceived the principles of liberty and equality then and now. 6.2.8.A.3.e Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the current legal system. 6.2.8.B.3.a Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion. 6.2.8.B.3.b Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise. 6.2.8.C.3.a Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. 6.2.8.C.3.b Explain how the development of a uniform system of exchange facilitated trade in classical civilizations. 6.2.8.C.3.c Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. 6.2.8.D.3.c Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China. 6.2.8.D.3.d Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies. 6.2.8.B.4.c Determine how Africa’s physical geography and natural resources posed challenges and opportunities for trade and development. 6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia. 6.2.8.C.4.d Analyze the relationship between trade routes and the development of powerful city-states and kingdoms in Africa. 6.2.8.D.4.i Explain how and why Islam spread in Africa, the significance of Timbuktu to the development and spread of learning, and the impact Islam continues to have on African society.

Common Core Standards: Key Ideas and Details

RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources.

RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Craft and Structure

RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, causally).


RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas

RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

RH.6-8.8. Distinguish among fact, opinion, and reasoned judgment in a text.

RH.6-8.9. Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity

RH.6-8.10. By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently. Text Types and Purposes

WHST.6-8.1. Write arguments focused on discipline-specific content.

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the argument presented.

WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Establish and maintain a formal style and objective tone.

Provide a concluding statement or section that follows from and supports the information or explanation presented.

WHST.6-8.3. (See note; not applicable as a separate requirement)


The Ancient World:

Civilizations and Culture

Archaeology,

Geography, and Early Man

River Valley Civilization

Time Frame: September to

October

Production and Distribution of Writing

WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge

WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

WHST.6-8.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.

Range of Writing

WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

INSTRUCTIONAL LITERATURE 1. Uncovering the Past Online Social Studies Holt textbook Document-Based Questions

• Ancient Mesopotamia • Ancient Egypt

Enrichment Activities

• Who Cares About Great-Uncle Edgar?

• The Discovery of the Tomb of Tutankhamen

• Photographs of King Tutankhamen’s Tomb

Skill Development Activities

• Human Communities

HOLT TEXTBOOK

Uncovering The Past

Studying History

Reading Check: How are the fields of history and archaeology similar? Analyzing Primary Sources: p. 9 What words does the author use to make history sound interesting? (RH.6-8.2)

Reading Strategies

• Summarize • Predict • Questioning • Making Inferences • Making Connections • Drawing

Conclusions • Analyze author’s purpose • Understand Cause &

Effect

Writing Strategies (W.7.2)

• Brainstorm subject • Think About

Audience • List Details

TECHNOLOGY

• Do Now: www.polleverywhere.com

• Student Created Wiki on Ancient and Classical Civilizations

• Student Blog: To

develop writing to an audience, grammar, mechanics, and historical content

• Google Docs: For

Writing Workshop

SUGGESTED ACTIVITIES/ PROJECT-BASED LEARNING

Early Humans and Societies Searching for Roots (W.7.6) SWAT: • Explore their community’s heritage and

connection to the natural world through the use of stories and photographs

• Explore the lives of their community’s residents and the migration of people to the community

• Collect information from both primary and secondary sources

• Use the information collected to create an illustrated or digital report that


2. Classical Civilizations

Greece, Rome,

China (Han Dynasty) and

Africa

• Personal Convictions and Bias

• Writing- Job Description 2. The Stone Ages and Early Cultures Online Social Studies Holt textbook Enrichment Activities

• Boy of the Painted Cave • The Discovery of Chauvet

Cave • Objects from Catal Huyuk

Skills Development Activities

• Agriculture and Animals • Identifying Central Issues • Writing- A Storyboard

3. Mesopotamia and the Fertile Crescent Online Social Studies Holt textbook Enrichment Activities

• The Epic of Gilgamesh p. 70 • The Code of Hammurabi • The Sumerian Flood Story • Descriptions of the

Phoenicians

Skills Development Activities • A Fertile Land • Interpreting Physical Maps • Writing- A Poster

4. Roman Civilization Online Social Studies Holt textbook Document Based Activities

• Ancient Rome

Summarizing: What are some benefits of studying history? (RH.6-8.2) Contrasting: p. 11 How are primary and secondary sources different? Studying Geography Reading Check: What are the two main branches of geography? Categorizing: p.15 What are some types of features that can identify a region? ((RH.6-8.3) Analyzing Primary Sources: p. 15 Why does this writer think that geography is important? (RH.6-8.2) Summarizing: In what ways has geography shaped human history? (RH.6-8.2) Social Studies Skill: Critical Thinking Recognizing Bias p. 20

• Use Descriptive Language

• Make a story map • Writing Process • Personal Narrative • Short Story • Persuasive Writing

Writing Workshop #1

(W.7.2)

Comparing and Contrasting Societies

• Page 47 • Write a paper

comparing and contrasting two early human societies.

Writing Workshop #2

(W.7.2)

A Description of a Historical Place

• Page 117 • Write a description

of a place- a city, village, building or monument- in ancient Mesopotamia, Egypt, or Fertile Crescent

Activity on pg. 47

• Podcast: Have students create podcasts on the different river valley civilizations covering the themes of social studies

Websites

Ancient & Classical Cultures http://tiny.cc/erpzgw http://tiny.cc/1lpzgw http://tiny.cc/dopzgw

Games and Animation

http://tiny.cc/pppzgw

describes the heritage of the students’ community and its connection to the natural world

Time Frame: 3- 45 minutes periods Group Size: 3-4 students Procedure

1. Explain to students that we benefit from studying history—what happened in the past. Historians and archaeologists use a variety of clues to help them understand past events. Tell students that in this activity they will have a chance to learn about past events in their own community going back at least 25 to 50 years and maybe more.

2. Explain to students that their challenge is to explore the lives of the community’s older residents—not their lives today, but when these older residents were the students’ age. By interviewing senior citizens, students will learn more about the lives of those residents, including their memories of school, work, family members, and other daily events, when they were children. Students should include whether their community was urban or rural, where older residents went to school, and what they did each day before and after school.

3. Have students explore the migration of people to the community. Students may ask older residents what part of the country their family came from, if they know where ancestors further back came from (e.g., from Europe, Canada,


Time Frame: October to November


• Romulus and Remus • The Story of Spartacus • The Aeneid p. 300


• The Punic Wars • Interpreting Culture Maps • Writing- A Legend

5. Greek Civilization Online Social Studies Holt textbook Enrichment Activities

• The Epic Poetry of Homer p. 250

• Midas • Aristotle’s Athenian

Constitution • Sappho’s Poety

Skill Development Activities • Greek City-States and

Colonization • Analyzing Costs and Benefits • Writing- A Myth

6. China- Han Dynasty Online Social Studies Holt textbook Document-Based Question

• Han Dynasty

Enrichment Activities • The Book of Songs • The Teachings of Confucius

and Laozi • The Shiji p. 184


• Conducting Internet

Stone Ages and Early Cultures

Drawing Inferences: p. 29 What can ancient bones tell us about human ancestors? Contrasting: p. 30 How was Homo erectus different from Homo habilis? Summarizing: How did tools improve during the Old Stone Age? (RH.6-8.2) Analyzing Information: p. 33 How do you think modern obsidian blades are different from the Stone Age ones? (RH.6-8.2) Analyzing: p. 34 What was one possible reason for the development of language? (RH.6-8.2)

Early Human Migration

Analyzing: p.37 How did the ice age influence human migration? (RH.6-8.2) Point of View: p. 38 Why might a scientist change his or her mind about a long-held belied? (RH.6-8.6)

Writing Workshop #3 (W.7.2)

Why Things Happen

• Page 195 • Write an expository

essay explaining one of these topics: 1. Why the

Aryans developed the caste system

2. Why Confucius is considered the most influential teacher in Chinese history


A Social Studies Report

• Page 287 • Collect information

and write an informative report on a topic related to the Hebrews or ancient Greeks

Mexico), how or when the family arrived in the community, and similar questions about how the family ended up in the community. Students can also research the origins of the community’s first residents at the local library or historical society. Ask them to find out if descendants of those first families still live in town and what impact they have made on their community.

4. In groups, students can visit senior centers, talk to older neighbors, or visit their community’s historical society. Students can also visit the Web site of their local historical society to gather information and pictures of their community then and now.

5. Students should ask older residents to describe how the world has changed since they were young. Students should consider asking questions such as these: How has the community changed over the years? How have farming, industry, and commerce affected the land and the community? How were people employed when the family first moved to town? What roles did people play in changing the landscape?

6. Once students have compiled their information, they should create posters or time lines that illustrate the lives of their community’s older residents and the history of their community.

7. Students must include in their reports at least one primary source

Social Studies AEP Grade 6 Pacing Chart Research

• Writing- Oral Presentation

7. African Civilization Online Social Studies Holt textbook Enrichment Activities

• The Singing Man • Two Descriptions of

Emperors of Mali

Skill Development Activities • The Geography of Africa • Interpreting Political Maps:

Expansion of Empires • Writing- A Journal Entry

Finding the Main Idea: p. 39 What were two ways people adapted to new environments? (RH.6-8.2) Social Studies Skill: Analysis (RH.6-8.2)

Identifying Central

Issues p. 44

Mesopotamia and the Fertile Crescent

Summarizing: What made civilization possible in Mesopotamia? (RH.6-8.2) Analyzing: p. 64 How did trade affect Sumerian society? (RH.6-8.2) Sumerian Achievements: Pages 65-9

Fertile Crescent

Analyzing: p. 73 What was Hammurabi’s most important accomplishment? (RH.6-8.2)


Historical Problems

and Solutions

• Page 347 • Write about a

problem the Romans faced and what their solution was or what you think the solution should be.


A Summary of a History

Lesson

• Page 403 • Write a summary of

one section in a chapter you read in Unit 6

and one secondary source of information. For instance, students may want to include photographs of their community or of older residents. Students may also want to use an encyclopedia to help illustrate and make comparisons of how the land of their community has changed or remained the same. What types of natural events (such as tornadoes, earthquakes, and hurricanes) have taken place in those areas?

8. When students are done, have the groups share their reports with their classmates and tell what they learned about their community’s history.

Hieroglyphics in Architecture SWAT:

• Communicate a story or event using symbols rather than words

• Observe characteristics of Egyptian artwork

• Explain how ancient Egyptians artifacts help us understand the culture

• Make inferences about the work and play in ancient Egypt, based on figures in the artwork

Time Frame: 1- 45 minute period Procedure:

1. Lead the class in a discussion of ancient Egyptian buildings as they are pictured in the text, in other classroom resources, or on the Internet. Be sure everyone understands that the huge columns that supported the roofs in many

Social Studies AEP Grade 6 Pacing Chart Analyzing Primary Sources: p. 73 How do you think Hammurabi’s code of laws affected citizens of that time? (RH.6-8.2) Sequencing: List in order the peoples who ruled Mesopotamia. (RH.6-8.3) Finding the Main Idea: p. 77 What were the main achievements of the Phoenicians? (RH.6-8.2) Social Studies Skills:

Analysis

Interpreting Physical Maps p. 78 (RH.6-8.7)

Ancient Egypt

Summarizing: Why was Egypt called the gift of the Nile? (RH.6-8.2) What attracted early settlers to the Nile Valley? Drawing Inferences: p. 89 Why do you think Menes wanted to rule both kingdoms of Egypt?

buildings were ornamented with colorful hieroglyphs and pictures. You may want to have students open their texts to the first page of Unit 2 to examine the picture there. Ask what animals, people, and objects can be identified in the decorations on the columns, and invite students to speculate about the events or ideas that may be recorded there.

2. Draw attention to the various figures. Point out that on many of the figures, the head and legs are shown in a side view, while the shoulders and upper torso are shown from the front. Ask students to find examples of figures that are pictured at a standstill, those that appear to be engaged in sports or games, and those that appear to be performing some type of work. Ask if anyone can find figures of different mythological creatures, for example, a figure with the head of an animal but the torso of a person. Comment that Egyptian hieroglyphics could be written from left to right or right to left, and lead students to observe that most of the stories seem to be presented in rows, each row underlined to separate it from the one below.

3. Distribute copies of Handout 1: Buildings that Tell Stories. Call on a volunteer to read the handout (Go to online resources and click on Unit 2, Interdisciplinary Project- Hieroglyphics in Architecture) aloud as students follow silently. When students have decided on a story to tell, they may want to make a sketch or rough draft first, just to

Social Studies AEP Grade 6 Pacing Chart Generalizing: How was society structured in the Old Kingdom? Identifying Points of View: Why were pyramids so important to the people of ancient Egypt? (RH.6-8.6) Comparing: How is our writing similar to hieroglyphics? Social Studies Skills:

Analysis (RH.6-8.2)

Assessing Primary

and Secondary Sources p. 114

China- Han Dynasty

Analyzing: p. 179 How was the Han government based on the ideas of Confucius? (RH.6-8.2) Identifying Cause and Effect: p. 181 Why did the family take on such importance during the Han dynasty? Categorizing: p. 183 What advances did the Chinese make during the Han period?

be sure that their symbols will fit comfortably into the available space. Suggest that students begin by creating symbols of their own as mentioned on the handout. They may also refer to the text and use some of the hieroglyphics presented there.

4. Distribute the plain paper and the cardboard tubes. Give assistance as needed as students create the ornamentation on the paper. Encourage students to use bright colors and any other touches, such as glitter, that will help tell the story.

5. Help students attach their story paper to the tube so that the figures and symbols in each row line up together.

Classical Civilizations

Contributions of the Early Greeks

SWAT:

• Identify the various contributions of the early Greeks that have made an impact on people’s lives today

Time Frame: 2- 45 minute periods

Procedure:

1. Distribute copies of Handout 1: The Impact on Today

2. Have students discuss how each of the contributions contributed to the lives of the Greeks.

Social Studies AEP Grade 6 Pacing Chart Ancient Greece

Drawing Conclusions: How did mountains affect the location of Greek settlements? Finding the Main Idea: p. 231 What regions did Minoan and Mycenaean traders travel? (RH.6-8.2) Analyzing: Why did the Greeks develop city-states? (RH.6-8.2) Summarizing: How were citizens involved in the government of Athens? (RH.6-8.2) Identifying Cause and Effect: p. 271 What happened to Greece after the Peloponnesian War? Sequencing: p. 275 What steps did Alexander the Great take to create his empire? (RH.6-8.3) Greek Achievements: p. 277 Social Studies Skills:

Study

Interpreting Charts and Tables p. 284

(RH.6-8.7)

3. In their groups, have students choose one contribution listed on the sheet or that they have found from another source (such as within the chapter) on which they wish to focus.

4. Explain to students that they will work in their groups to create a poster board project that depicts the contribution and its impact on society in Ancient Greece as well as on society today. Each member of the group will conduct research to gather information about the selected contribution. Then each group will select images, write descriptions, and arrange information to create one or more posters describing this contribution.

5. On a piece of chart paper or on the chalkboard, write the following project requirements for groups to follow:

• contribution that was made

• who, if known, made the contribution

• description of the contribution

• how contribution was used

• influence of contribution on today’s society and throughout the world


Ancient Rome

Drawing conclusions: p. 297 Why did early Romans want to get rid of the monarchy? Finding the Main Idea: p. 305 What were the three parts of the Roman government? (RH.6-8.2) Drawing Inferences: p. 305 Why did many people want a written law code? Analyzing Primary Sources: p. 305 How are these laws similar to and different from out laws today? (RH.6-8.2) Social Studies Skills:

Analysis

Interpreting Culture Maps p. 314 (RH.6-8.7)

Sequencing: p. 324 How did Caesar gain power in Rome? Find the Main Idea: p. 328 How did Roman literature and language influence later societies? (RH.6-8.2)

Using Roman Numerals

SWAT:

• Observe Roman numerals as used today

• Describe how the position of each item in the numeral indicates its value

Time Frame: 1- 45 minute period Procedure:

1. Share with students that although we use the Arabic number system today for most mathematical purposes, we still use Roman numerals in some special ways. For instance, dates in many important documents are given in Roman numerals. Ask if anyone has seen a large building with Roman numerals carved into the cornerstone or over a doorway. If possible, point out Roman numerals within the classroom, perhaps the numerals on the face of a clock or the copyright date and preliminary pages of a book. Mention that all of us frequently use words that have been developed from the Roman numbering system. For instance, our words cent, century, and centennial have all come from the Roman word for 100, which is represented by the letter C in the Roman number system.

2. Distribute copies of Handout 1: Calculating with Roman Numerals. Point out the conver- sion table on the right-hand side of the page. Comment that the Roman

Social Studies AEP Grade 6 Pacing Chart African Civilizations

Finding the Main Idea: p. 382 what are some of West Africa’s major resources? (RH.6-8.2) Analyzing: How did religion in West Africa reflect the importance of family? (RH.6-8.2) Generalizing: p. 387 How did trade help Ghana develop? Sequencing: p. 392 What steps did Sundiata take to turn Mali into an empire? (RH.6-8.3) Evaluating: p. 393 What do you think was Askia’s greatest accomplishments? Social Studies Skills:

Analysis

Interpreting Political Maps p. 400 (RH.6-8.7)

number system uses letters, rather than figures, to represent different numbers. Ask students to find the letters I, V, D, C, and M in the table. Emphasize which number each of the letters represents. Ask students: How many windows do we have in this room? How many fingers am I holding up? How many hours have we been in school today? Then help students locate the Roman numerals in the chart on the handout.

3. Call attention to the Roman numeral IV. Explain that the I to the left of the V indicates that the I should be subtracted from the V. Since 5 minus 1 equals 4, the numeral IV stands for 4. Then call attention to the Roman numeral VI and explain that the I placed to the right of the V indicates that I should be added to V. Therefore, VI stands for the number 6. Lead students to extrapolate that, in the same way, IX stands for 9, while XI stands for 11. Call on volunteers to explain how XC stands for 90, and CM represents 900. Explain that the Roman number system does not have a symbol for zero.

4. Give students time to complete the questions on the handout individually, or work through the questions as a class, answering and discussing each in turn. Answers are given below:

Social Studies AEP Grade 6 Pacing Chart 1. XIII 6. C

2. XIX 7. XV

3. VIII 8. II

4. XII 9. MM represents 2000

5. XX 10. Answers will vary


UNIT TWO

1. Belief Systems

Judaism, Christianity,

Islam, Hinduism, and Buddhism

2. Medieval

Europe

Renaissance and Reformation

LA Genre:

Time Frame:

November-January

Essential Questions: Part 1: Belief Systems How did the Hebrews defend themselves and maintain their beliefs? How were Muslim leaders able t spread Islam and create an empire? How do Indian’s rich history and culture affect the world today? Part 2: Medieval Europe: Renaissance and Reformation How did religion affect Europe’s political and social life during the Middle Ages? What political and economic changes led to the Renaissance? The Big Idea: Part 1: Belief Systems Originally desert nomads, the Hebrews established a great kingdom called Israel. The central ideas and laws of Judaism are contained in sacred texts such as the Torah. Although many Jews were forced out of Israel by the Romans, shared beliefs and customs helps Jews maintain their religion. People in the Roman Empire practiced many religions before Christianity, based on the teachings of Jesus of Nazareth, spread and became Rome’s official religion. In the harsh desert climate of Arabia, Muhammad, a merchant from Mecca, introduced a major world religion called Islam. Sacred texts called the Qua’an and the Sunnah guide Muslims in their religion, daily life, and laws. After the early spread of Islam, three large Islamic empires formed- the Ottoman, Safavid, and Mughai. Muslim scholars and artists made important contributions to science, art, and literature. Hinduism, the largest religion in Indian today, developed out of ancient Indian beliefs and practices. Buddhism began in India and became a major religion. The Mauryans and the Guptas built great empires in India. The people of ancient India made great contributions to the arts and sciences. Part 2: Medieval Europe: Renaissance and Reformation Popes and kings dominated European society in the Middle Ages. The Christian Church was central to life in the Middle Ages. Europe’s political and social systems underwent great changes in the late Middle Ages. The growth of wealthy trading cities in Italy led to a rebirth of the arts and learning called the Renaissance. The Renaissance spread far beyond Italy, and as it spread, it changed. Efforts to reform the Catholic Church led to changes in society and the creation of new churches.


Standards: New Jersey Social Studies Content Standards: 6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8.D.3.e Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. 6.2.8.D.3.f Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. 6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations. 6.2.8.D.4.b Analyze how religion both unified and divided people. 6.2.8.D.4.c Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. 6.2.8.D.4.d Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders. 6.2.8.D.4.i Explain how and why Islam spread in Africa, the significance of Timbuktu to the development and spread of learning, and the impact Islam continues to have on African society. 6.2.8.D.4.c Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. Common Core Standards: Key Ideas and Details




Craft and Structure





Belief Systems

Judaism,

Christianity, Islam, Hinduism,

and Buddhism











Range of Writing

WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. INSTRUCTIONAL LITERATURE 1. Belief Systems: Judaism Online Social Studies Holt textbook Enrichment Activities

• The Creation Story from the Torah

• Excerpts from the Book of Exodus

Skills Development Activities • Jewish Migration After AD

HOLT TEXTBOOK

Judaism

Identifying Cause and Effect: p. 204 Why did Abraham leave Mesopotamia? Finding the Main Idea: p. 205 Why did the Israelites unite under a king? (RH.6-8.2)

Reading Strategies

• Summarize

• Predict

• Clarify

• Questioning

• Making Inferences

• Drawing

Conclusions

• Understand Cause

TECHNOLOGY

Judaism Websites

http://www.aish.com/

Ask Moses: www.askmoses.com

Judaism 101:

www.jewfaq.org

My Jewish Learning: www.myjewishlearning.com


Economics and History: Muslim Trade- Spreading Islam (Unit 6) Renewal in Europe: Personal Economics SWAT:

• Analyze potential purchases to determine level of need

• Infer basic needs for the day: food, beverage, warmth, transportation, and home


70 • Historical Interpretation:

Short and Long-term Effects • Writing- A Website

2. Belief Systems: Christianity Online Social Studies Holt textbook Enrichment Activities

• Tales from the ovid • The Amores • Mosaic Panels


• The Spread of Christianity • Interpreting Timelines • Writing- Note Cards for a

Screenplay 3. Belief Systems: Islam Online Social Studies Holt textbook Enrichment Activities

• The Qur’an • Jahangir Presenting a Book

to Sufi • Jeweled Canteen


• Arabia, AD 570 • Determining the Context of

Statements • Writing- Designing a Website

4. Belief Systems: Hinduism and Buddhism Online Social Studies Holt textbook

Generalizing: p. 207 What was life like for most Israelite women? Generalizing: p. 210 What are the most important beliefs of Judaism? Analyzing: p. 212 What texts do Jews consider sacred? (RH.6-8.2) Finding the Main Idea: p. 213 What did the Dead Sea Scrolls contain? (RH.6-8.2) Summarizing: How have Jewish ideas helped shape modern laws? (RH.6-8.2) Identifying Cause and Effect: p. 216 Why did the Romans force Jews out of Jerusalem? Analyzing Information. P. 218 How does the Passover seder reflect the importance of the Exodus in Jewish history? (RH.6-8.2) Summarizing: What were the two main Jewish cultural traditions? (RH.6-8.2)

and Effect


• Writing Process • Persuasive Essay

Readers Workshop

Romeo and Juliet pg. 576-577 Writing Workshop #1

(W.7.2)

A Historical Narrative, pg. 581 Write a fictional historical narrative set in Europe during the Middle Ages.

Orion Center for the Study of

the Dad Sea Scrolls and Associated Literature: orion.mscc.huji.ac.il

A Page of Talmud:

www.ucalgary.ca/~elsegal/TalmudPage.html

The Ten Sefirot of the

Kabbalah: http://www.ucalgary.ca/~elseg

al/Sefirot/Sefirot.html

Christianity

http://www.allaboutreligion.org/history-of-

christianity.htm

http://www.patheos.com/Library/Christian

ity.html

http://www.religionfacts.com/christianity/h

istory.htm

http://history-world.org/christianity

.htm

Islamic Websites

http://www.islamicplayground.com/Scripts/

default.asp

http://www.islamicsit

• Evaluate benefits of various choice Time Frame: 1- 45 minute period Procedure:

1. Begin by asking students to imagine a world with absolutely no shopping malls, no e-mail catalogs, not even a nearby convenience market. Emphasize that in such a world people needed to be self-reliant—each family producing food, clothing, shoes, and whatever else was needed for survival. Help the class recall what they have read about annual trade fairs in medieval villages: Some—but not all—villages held fairs on very special occasions. At a fair, merchants usually offered items that could not be made at home. Sometimes these items had been made in faraway lands (for example, silk fabric or spices from the Far East). Other items might be offered that could be produced only by people with specialized skills or materials. People often did not have much money to spend, but they could come to the fair just to have a good time.

2. Invite students to imagine that they are young people going to a village fair in medieval Europe. Explain that the fair will offer quite a variety of attractive things to see and do, more than any one person can possibly enjoy all in one day. They will need to choose carefully in order to get the items that are most important. They probably will be hungry and thirsty about lunchtime, so they will need to provide for food and beverages. Since the fair will


Medieval Europe

Renaissance and Reformation


• Comparing Buddhist and Hindu Literature

• The Story of Savitri from India’s Mahabharata

• Mohandas Gandhi’s Autobiography


• The Indus River Valley • Interpreting Diagrams • Writing- An Illustrated

Poster

5. The Renaissance Online Social Studies Holt textbook Document-Based Questions

• The Renaissance Enrichment Activities

• Biography: Johann Gutenberg

• Portrait of Giuliano de’ Medici

• Letter to the Grand Duchess Christina of Tuscany


• Major Trading Cities in Italy • Writing- The Book Jacket

Finding the Main Idea: p. 219 What name is given to the two most important Jewish holy days? (RH.6-8.2) Social Studies Skills:

Analysis

Identifying Short and Long-term Effects p.

220

Christianity

Drawing Conclusions: p. 334 Why did the Romans consider Judaism a threat? Analyzing Information: p. 335 Why do you think Christians celebrate events in Jesus’ life? (RH.6-8.2) Summarizing: What do Christians believe happened after Jesus died? (RH.6-8.2) Identifying Cause and Effect: p. 338 How did Paul’s ideas help to spread Christianity? Drawing Conclusions: p. 343 Why did Justinian reorganize Roman law?

es.20m.com/

http://www.muslimkidsville.com/

Lesson Plans

http://www.yemenlinks.com/theme/hs_isla

mic

Hinduism

http://www.religionfacts.com/hinduism/hist

ory.htm

http://www.allaboutreligion.org/history-of-

hinduism-faq.htm

Buddhism

http://www.historyworld.net/wrldhis/PlainTextHistories.asp?his

toryid=ab77

http://www.aboutbuddhism.org/history-of-

buddhism.htm/

last after darkness falls, they may want to have a candle or lantern. They may need certain warm articles of clothing offered at the fair. Nevertheless, they may also find that some entertainments and luxuries are equally important to them.

3. Distribute copies of Handout 1: Come to the Fair (Unit 8- Interdisciplinary Project). Call on a volunteer to read the handout. Then direct students to look at the list of goods and entertainments that are offered. Comment that the real challenge will be for each student to decide which items will be the very best choice for him or her. Students will need to make careful choices to include every- thing that they really need and those that they really want to have. The prices are low, but the limit is low as well: Each student must make choices that add up to $1.00 or less. Allow time for students to read the different choices and evaluate the benefits of each. Then, as directed in the handout, students will make a list of their choices, adding up the amount to make sure the total is less than $1.00.

4. When everyone has finished, call on volunteers to explain what choices they made and to tell why they felt those were the best choices for them.

Social Studies AEP Grade 6 Pacing Chart 6. The Reformation Online Social Studies Holt textbook Enrichment Activities

• Protestant Hymns by Martin Luther


• Understanding Graphs

Islam

Categorizing: p. 355 What two ways of life were common in Arabia? (RH.6-8.3) Summarizing: How did Islam spread in Arabia? (RH.6-8.2) Analyzing: p. 359 Why is the Qur’an important to Muslims? (RH.6-8.2) Analyzing Visuals: p. 360 Which of the five pillars shows how Muslims are supposed to treat other people? (RH.6-8.7) Generalizing: p. 361 What do Muslims learn from the Sunnah? Finding the Main Idea: p. 361 What is the purpose of Islamic law? (RH.6-8.2) Analyzing: p. 363 What role did armies play in spreading Islam? (RH.6-8.2) Find the Main Idea: p. 364 How did trade affect the spread of Islam? (RH.6-8.2)

Social Studies AEP Grade 6 Pacing Chart Drawing Conclusions: p. 369 How did Muslims influence the fields of science and medicine? Generalizing: p. 371 Most mosques include which two architectural elements? Social Studies Skills:

Analysis (RH.6-8.2)

Understanding

Historical Context p. 372

Hinduism

Drawing Inferences: p. 131 How did a person become a member of a caste? Finding the Main Idea: p. 132 What are the Vedic texts? (RH.6-8.2) Summarizing: What determines how a person would be reborn? (RH.6-8.2) Finding the Main Idea: p. 135 What are two religions that developed out of Hinduism? (RH.6-8.2)

Social Studies AEP Grade 6 Pacing Chart Buddhism

Summarizing: p. 137 What did the Buddha conclude about the cause of suffering? (RH.6-8.2) Comparing: p. 139 how did Buddha’s teachings agree with Hinduism? Sequencing: p. 141 How did Buddhism spread from India to other parts of Asia? (RH.6-8.3) Social Studies Skills:

Study

Interpreting Diagrams p. 152

(RH.6-8.7)

The Renaissance

Summarizing: How did trade lead to the Renaissance in Italy? (RH.6-8.2) Analyzing Primary Sources: p. 562 Do you think that Machiavelli gave good advice in this passage? Why or why not? (RH.6-8.2)

Social Studies AEP Grade 6 Pacing Chart Summarizing: Who were some of the great Renaissance writers and artists? (RH.6-8.2) Summarizing: P. 566 What fields of study advanced during the Renaissance? (RH.6-8.2) Analyzing: p. 568 How did travel and marriage spread Renaissance ideas? (RH.6-8.2)

The Reformation

Analyzing Primary Sources: p. 571 Why did Martin Luther argue against the sale of indulgences? (RH.6-8.2) Summarizing: p. 572 What were Martin Luther’s main religious teachings? (RH.6-8.2) Finding the Main Idea: p. 573 What were the goals of Catholic Reformation leaders? (RH.6-8.2) Analyzing: p. 575 How did Europe change after the Thirty Years’ War? (RH.6-8.2)


UNIT THREE

Early

Mesoamerican Civilizations

Mayans,

Aztecs, and Incas

LA Genre:

Essential Questions: What led to the development of complex societies in the Americas? Who were the Maya? Why did their society rise and fall? Who were the Aztecs? How did geography shape their society? Who were the Inca? How did geography shape their society? What similarities and differences existed among the Mayan, Aztec, and Incan civilizations? How did the pre-modern societies of the Americas compare to those of other regions of the world, for example Africa, Asia, or the Middle East? Does geography influence social-cultural, political, and economic development? What constitutes an advanced civilization? Does learning about the past benefit the present? The Big Idea: The Mayans developed an advanced civilization from about 250 until the 900s. The strong Aztec Empire, founded in central Mexico in 1325, lasted until the Spanish conquest in 1521. The Incas controlled a huge empire in South America, but it was conquered by the Spanish. Analyze and explain how Mayan civilization developed from an agricultural society to an urban one, including the influence of the environment. Prioritize the locations of Mayan geography by identifying major Mayan city-states, road systems, and sea routes. Analyze and describe important features of Mayan society, including social structure, economy, ideas, diet, and daily life. Analyze and interpret Mayan art to draw conclusions about Mayan life, including those with elite status. Examine the organization of Mayan government and classify social classes into a pyramid Describe Mayan religion and ceremonial games Identify and explain the structure and purposes of Mayan pyramids Predict, prove and explain reasons for the decline of Mayan society Visualize and locate the area controlled by the Triple Alliance, the capital city of Tenochtitlan, and the smaller cities of Texcoco and Tlacopan. Analyze and describe Triple Alliance religious beliefs and evaluate the role of human sacrifices. Describe the economy and government of the Aztec Triple Alliance Define and identify Aztec society from different perspectives (nobles, warriors, priests, serfs, etc.) Identify and interpret the Mesoamerican Calendar and its significance in society Identify and explain key examples of urban planning at Tenochtitlan. Locate the Incan empire and the city of Cuzco and explain the relationship between geography and the development of Andean civilization Organize and comprehend the structure of Incan government Compare and contrast Incan economic features to those of the Aztecs and Maya. Describe the structure of Incan society, the features of everyday life, and understand it from different perspectives. Describe Inca religious beliefs and analyze their political and social significance Locate key Andean cities and identify key examples of urban planning.


Standards: New Jersey Social Studies Content Standards: 6.2.8.B.4.h Explain how the locations, land forms, and climates of Mexico, Central America, and South America affected the development of Mayan, Aztec, and Incan societies, cultures, and economies. 6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization. 6.2.8.C.4.b Analyze how trade, technology, the availability of natural resources, and contact with other civilizations affected the development of empires in the Americas. 6.2.8.D.4.c Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people. Common Core Standards: Key Ideas and Details




Craft and Structure



























WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have


Early Mesoamerican Civilizations

Mayans,

Aztecs, and Incas

been addressed.






Range of Writing

WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. INSTRUCTIONAL LITERATURE

1. The Maya Online Social Studies Holt textbook Skill Development Activities

• Accepting Social Responsibility

• Writing- A Travel Brochure 2. The Aztecs Enrichment Activities:

• Biography: Moctezuma I • Biography: Tlacaelel • Aztec Poetry • Account of Cortes’s first

meeting with Montezuma Skill Development Activities:

• The Aztec Empire

HOLT TEXTBOOK

Mayans

Finding the Main Idea: p. 468 How did the early Maya make use of their physical environment? (RH.6-8.2) Interpreting Maps: p. 469 What are some natural features that Maya trade routes followed? What two resources were mostly found in the lowland region of Maya territory? (RH.6-8.7)

Reading Strategies • Setting • Conflict • Characters • Rising Action • Climax • Falling Action • Resolution • Summarizing • Making inferences • Cause and Effect • Predicting

Writing Strategies

(W.7.2)

Writing Process Prewriting Drafting Editing Revising Publishing

TECHNOLOGY

Maya, Inca, Aztec Slideshow

http://www.slideshare.net/ThompsonFreepo

rt/maya-aztec-and-inca

http://www.slideshare

.net/vault415/early-american-

civilizations-mayans-incas-aztecs

http://mayaincaaztec.

com/

http://library.thinkquest.org/C006206F/

http://www.kn.pacbel


Students should keep a folder for each civilization that they study to help them retain and organize information, and in preparation for the culminating assessment activity. There are good materials and a great comprehensive project for part one at the following website. Students create a news report. http://school.discovery.com/lessonplans/programs/mayanewsreport/ There is a fun website full of images and lesson ideas called Maya Adventure. It includes a good science lesson on dissolving, and photos of sinkholes in the Yukatan. See: http://www.smm.org/sln/ma/map.html


3. The Incas Enrichment Activities

• Interactive Map: The Inca Empire

• Page 480 • hmhsocialstudies.com

Analyzing: p. 470 Why is Maya civilization not considered an empire? (RH.6-8.2) Categorizing: p. 472 What groups made up the different classes in Maya society? Summarizing: What factors may have caused the end of Maya civilizations? (RH.6-8.2) Making Inferences: How did trade strengthen the Maya civilization?

Aztecs

Finding the Main Idea: p. 475 How did the Aztecs rise to power? (RH.6-8.2) Interpreting Maps: p. 475 What bodies of water bordered the Aztec Empire? Which cities were located on Lake Texcoco? (RH.6-8.7) Identifying Cause and Effect: p. 477 How did their religious practices influence Aztec warfare?


• Page 489 • Write an essay

stating your opinion on this topic or another historical topic of your choice. All great empires are likely to end in the same way the Maya and Aztec empires did.

l.com/wired/fil/pages/listmayansms1.html/

Webquest

http://www.zunal.com/process.php?w=69

140

http://teacherweb.com/VA/OldDominionUniversity/MayasAztecsIncasWQ/ap6.aspx

http://fg.ed.pacificu.edu/sweb/crop/webqueststudentmesoameric

a.html

Students can use physical maps of Central America to make predictions about where agriculture might develop and lead to cities, where roads and sea routes might exist to connect them. (**Math**) Mayan math is a great opportunity for kids to explore a different mathematical system. There is a good board game for the 6th grade level called “Maya Madness.” There are also versions online. (**Language Arts**) Read a Mayan Myth; identify the elements of the story, inc. characterization, setting, plot, theme, and point of view. Interpret these to understand aspects of Mayan society. Read descriptions of Mayan society and take notes in an organized format (these vary). (**Language Arts**) Write a narrative children’s story set in a Mayan city-state, using at least five details of Mayan society. Extension: ask students to prepare notes in small groups based on a reading. Jigsaw their presentations and have students take notes and ask questions of each other. Teachers may consider setting up learning stations and having students rotate through various activities touching on art, religion, society, government, and architecture. View examples of Mayan art and make interpretations about the role and status of the elite. Do one example together, and then do a jigsaw with groups viewing different drawings and discussing/taking notes. Then view all images together, with each group taking the lead, but then opening the interpretation up to all. Mini assessment: In a learning center, ask students to build a Mayan pyramid on a

Social Studies AEP Grade 6 Pacing Chart Summarizing: What factors helped the Spanish defeat the Aztecs? (RH.6-8.2) Predict: The Aztecs outnumbered the conquistadors. If the Aztecs had first viewed Cortes as a threat rather than a god, how might history have changed?

Incas

Summarizing: p. 480 How did the Incas control their empire? (RH.6-8.2) Drawing Inferences: p. 480 Why do you suppose Pachacuti wanted an official religion for the empire? Contrasting: p. 482 How did daily life differ for upper and lower class Incas? Identifying Cause and Effect: p. 483 What events ended the Inca Empire? Identifying Bias: p. 483 How do you thing the Spanish viewed non-Christians?

ceremonial games day. Create figures representing people from four different segments of society and write a caption bubble for each. Compare the threats to our society to those of the Maya. Are they similar, different? Discuss. Assessment. A day in the life of a Mayan city-state. Students must write a “diary” entry that describes one day in the life of a Mayan. It must include certain elements, tailored to your coverage, including references to the person’s social status, religious beliefs, daily life, etc. Students can add the Aztec Triple Alliance, Texcoco, Tlacopan, Tenochtitlán to their maps. Examine the placement of Tenochtitlán on a physical map, and discuss the pros and cons of building a city there. What other cities are built on islands? Look at an artist’s rendition of Tenochtitlan. See: http://geoimages.berkeley.edu/geoimages /Alonso_Map/NaviAlonso/alonso.html Or see, http://en.wikipedia.org/ wiki/Tenochtitlan What features can you see? How does it compare to the historical cities we have studied in Asia and Africa? Make a Venn Diagram comparing the Mexica religion to one other religion that you know well. In a class discussion, perhaps in conjunction with a free-write, ask students their opinions on capital punishment, or on the treatment of prisoners or war. Compare and contrast

Social Studies AEP Grade 6 Pacing Chart Identifying Bias: p. 493 If Pizarro had not found the Inca Empire, what do you think might have happened? Making Inferences: How might the Inca road system have helped strengthen the empire? Evaluate: Do you think the mita system was a good government policy? Why or why not? Social Studies Skills:

Economics

Analyzing Economic Effects p. 486

our society’s practice with that of the Triple Alliance. There is an excellent resource on Aztec religion at: www.yale.edu/ynhti/curriculum/units /1994/3/94.03.03.x.html (**language arts**) Ask students to read examples of Mexica (or “Aztec”) myths, and in groups, to identify elements of the story, and then interpret the values of the society and the religion. (**science**) free journal write. Why might the human heart play such an important role in the rituals of the Aztecs? What makes this organ so important, especially to a warrior society? The economy of the Triple Alliance was very similar to that of the Maya. Ask students why they think that might be? Do we pay tribute today? How was it used then? How is it used now? Is there a difference? Ask students to free write in a journal. Redesign your school as if it were a Mexican school during the Triple Alliance. What would the daily schedule look like? What would the extras be? Or, describe what it would be like for a girl to be learning at home instead of going to school. What kinds of things would she do during the day? This activity could work as a journal entry or as a more formal exercise. May also include a drawing.

Social Studies AEP Grade 6 Pacing Chart Make a chart depicting the social organization of the Triple Alliance. A pyramid works very well. In a learning station, have students use each calendar to determine the day. www.azteccalendar.com also has resources for using the calendars. The Yale Peabody Museum offers a wonderful collection of class resources and lesson plans online for the Incan Empire. Go to: www.peabody.yale.edu/education/ed_curric.html Build on prior knowledge. This time, as a contest, ask students in pairs to Use a physical map of the Andean region. Attempt to place three dots on locations for major cities and defend their answers. Then look at actual placement of actual cities. Explain why these seemingly impossible locations were possible. View the PBS documentary, The Incas, esp. the first 15 minutes and the last six minutes. Ask students to report examples of how geography shaped Andean society. Try “Making a Relief Map” from the Yale Peabody Museum www.peabody.yale.edu/education/ed_curric.html What is an Empire? Compare the Incan Empire to the Chinese Empire that we studied in Unit 1. The teacher should make a comparison chart including such issues as time-span, size, population, official language, method of taxation, economic system, and military.

Social Studies AEP Grade 6 Pacing Chart Design an organizational flow chart of the government of the Incan government. How does it compare to the Aztec? To the Maya? Think, Pair, Share. What are the strengths and weaknesses of the Inca system of government? Brainstorm as a class. In a pair, write a persuasive paragraph about which government was more effective, the Inca or the Aztec. The Incan Empire offers a great chance for you to teach your kids about economic systems. It also raises questions about the costs and benefits of economic “freedom.” In a class discussion, compare how the Incan Government would handle a crisis, like a hurricane, and compare it to how the Aztecs and how the U.S. government today would handle it. Irrigation and terracing were very important to the Incan economy. Research the role of irrigation in today’s economy in the world today. Do people still terrace farm? Do they still irrigate? Report back to the class. Try “The Vertical Economy” from the Yale Peabody Museum. www.peabody.yale.edu/education/ed_curric.html Try “The Mita System,” from the Yale Peabody Museum. www.peabody.yale.edu/education/ed_curric.html Try “Inca Children at Work and Play,” a lesson using primary source documents, from the Yale Peabody museum:

Social Studies AEP Grade 6 Pacing Chart www.peabody.yale.edu/education/ed_curric.html (**Math**) Try “Making a Quipu” from the Yale Peabody Museum. www.peabody.yale.edu/education/ed_curric.html (**language arts**) review letter writing by having kids write to a “pen pal” in the Aztec empire as if they were a kid living in the Inca Empire. How would they describe their lives? Their hopes? Their fears? Discuss in small groups. How is Incan religion similar to, and different from that of the Mexica? In what ways was it similar to other religions elsewhere? Why these similarities? Pose the question for pair and share. How did the Inca use religion to make the government more powerful? Do leaders do that today? Discuss. Try “Solving the Mystery of Machu Picchu,” from the Yale Peabody Museum. Since the class will not be taking a field trip, you will need to modify the handouts slightly, but not much. Examine photos and pictures of Inca architecture at Machu Picchu, and compare it to that of Mesoamerica. How was it similar? How was it different? (**science**) Try the science lessons on Machu Picchu from the Yale Peabody Museum. They include real archeological problems associated with urban planning, including a good one on

Social Studies AEP Grade 6 Pacing Chart water supply. (Inca assessment activity and **science**) Compare the Incan civilization to the human body. Pick 3 body systems (including organs) and use them to explain how the Incan civilization worked. This should include a drawing with a title and a paragraph explaining the metaphor. As an extension, students could use a cell as their metaphor instead.


UNIT FOUR

Exploration: Many Worlds Meets/Slavery

LA Genre:

Essential Questions: Exploration/Slavery How did new ideas lead to exploration and cultural and economic changes? The Big Idea: Exploration/Slavery European explorers made discoveries that brought knowledge, wealth, and influence to their countries. Exchanges between the Old World and the New World influenced the development of new economic systems: mercantilism and capitalism.

Standards: New Jersey Social Studies Content Standards: 6.1.8.A.1.a Compare and contrast forms of governance, belief systems, and family structures among African, European, and Native American groups. 6.1.8.B.1.a Describe migration and settlement patterns of Native American groups, and explain how these patterns affected interactions in different regions of the Western Hemisphere. 6.1.8.B.1.b Analyze the world in spatial terms, using historical maps to determine what led to the exploration of new water and land routes. 6.1.8.C.1.a Evaluate the impact of science, religion, and technology innovations on European exploration. 6.1.8.C.1.b Explain why individuals and societies trade, how trade functions, and the role of trade during this period. 6.1.8.D.1.a Compare and contrast gender roles, religion, values, cultural practices, and political systems of Native American groups. 6.1.8.D.1.b Explain how interactions among African, European, and Native American groups began a cultural transformation. 6.1.8.D.1.c Evaluate the impact of the Colombian Exchange on ecology, agriculture, and culture from different perspectives. Common Core Standards: Key Ideas and Details




Craft and Structure

RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to


domains related to history/social studies.

















Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and


examples.














Range of Writing

WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Social Studies AEP Grade 6 Pacing Chart INSTRUCTIONAL LITERATURE Online Social Studies Holt textbook Document-Based Questions

• Age of Exploration Enrichment Activities

• Primary Source: The Journal of Christopher Columbus

• Biography: Henry Hudson • Primary Source: Slave

Spirituals “Swing Low, Sweet Chariot” and “Go Down, Moses”


• Ch 1 Searching for the Northwest Passage

• Framing Historical Questions

• Writing- Writing a Letter

HOLT TEXTBOOK

Finding the Main Idea: p. 594 What advances in technology aided exportation? (RH.6-8.2) Interpreting Maps: p. 595 What continent did all of these explorers come from? Which explorers’ expeditions went all the way around the world? (RH.6-8.7) Identifying Point of View: p. 595 Why do you think European explorers called the Americas the “New World”? (RH.6-8.6) Generalizing: p. 596 Why did France and England send explorers to America? Explain: What motivated Europeans to explore the world in the 1400s and 1500s? Identifying Cause and Effect: p. 598 What caused the Columbian Exchange?

Reading Strategies

• Summarize

• Predict

• Clarify

• Questioning

• Making Inferences

• Drawing

Conclusions

• Analyze author’s

purpose

• Understand Cause

& Effect


Writing Process Prewriting Drafting Editing Revising Publishing

TECHNOLOGY

Multimedia Connection

Ponce de Leon: p. 607 http://www.harlingen.isd.tenet.edu/coakhist/

explor.html

http://www.mrdowling.com/704-

exploration.html

http://www.elizabethan-

era.org.uk/european-explorers.htm

http://digital.library.okstate.edu/encyclopedia/entries/E/EU002.ht

ml

Why Explorers Explored

http://library.thinkquest.org/J002678F/why.

htm


Methods of Navigation: Maritime Museum Presentation (W.7.2) SWAT:

• Explore methods of navigation: maps, stars, and navigational instruments, such as the compass, the astrolabe, and the quadrant

• Research the history of navigation during the Age of Exploration

• Create a presentation to demonstrate how the European explorers used maps, the starts, and/or navigational instruments to navigate the seas.

Time Frame: 3- 45 minute periods Procedure:

1. Ask students how sailors know where they are going. Discuss the concepts of navigation and navigational methods.

2. Ask students what changed in the 1400s that made it possible for sailors to travel greater distances. Lead a discussion about the early European explorers and inventions that made it possible for navigators to travel longer distances and look for new sea routes. Ask students to identify the instruments used by navigators.

3. Discuss other ways the European

Social Studies AEP Grade 6 Pacing Chart Interpreting Maps: p. 598 Name three item (RH.6-8.7)

explorers were able to tell where they were while at sea. Explore the role of the stars and maps in navigation.

4. Ask students to imagine that they are experts on maritime navigation. Tell students that they will be giving a presentation at a maritime museum that demonstrates how the European explorers were able to navigate the oceans.

5. Provide students access to the Internet and/or library resources. (To help students find resources, see the Holt Online project site, listed above under “Resources,” for a list of Web sites and books that provide information about navigation during the Age of Exploration. These resources include Web sites that provide instructions on how to build navigational instruments.)

6. Provide students time to complete the project outside of class as needed.

7. Provide classroom time for students to display and share their exhibits.

Classroom Activity

The year is 1493 and you have just finished reading a printing version of Christopher Columbus’ letter to the king and queen of Spain. His dramatic description of the Indies has sparked your interest in joining his next expedition. Be sure to state your reasons for wanting to join his crew and explain what advantages you might bring to the expedition.

Social Studies AEP Grade 6 Pacing Chart 1. Review the letter with the class. Ask students what skills and knowledge would have been necessary for Christopher Columbus and his crew to successfully complete their journey. Point out to students that navigational and cartography skills would have been necessary.

2. Instruct students to write a letter to Christopher Columbus from the perspective of a potential crew members asking that they be included on his next voyage. Remind students to highlight their qualifications for the position.

Enrichment

Have students use a map of the Caribbean and the description provided in Columbus’ letter to make an educated guess about where Columbus and his crew explored on their first voyage.

6th Grade Accelerated and Enrichment Program Social Studies

Documents

Transcript of 6th Grade Accelerated and Enrichment Program Social Studies