Grade 6 Student Learning Standards Integrated for English Language Arts & Literacy in History/Social Studies

Transcription

1 Common Core Standards for English Language Arts & Literacy in History/Social Studies Grade 6-8 Grade 6 Student Learning Standards Integrated for English Language Arts & Literacy in History/Social Studies Reading Informational Key Ideas and Details RI.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Craft and Structure RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6.6. Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. Integration of Knowledge and Ideas RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). Range of Reading and Level of Text Complexity RI By the end of the year read and comprehend literary nonfiction at grade level text-complexity or above, with scaffolding as needed. Language Conventions of Standard English L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. A. Ensure that pronouns are in the proper case (subjective, objective, possessive). B. Use intensive pronouns (e.g., myself, ourselves). C. Recognize and correct inappropriate shifts in pronoun number and person. D. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). E. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. A. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. B. Spell correctly. Knowledge of Language L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. A. Vary sentence patterns for meaning (syntax), reader/listener interest, and style/voice. B. Maintain consistency in style and tone. C. Vocabulary Acquisition and Use

2 L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. A. Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in a sentence) as a clue to the meaning of a word or phrase. B. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). C. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. D. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. A. Interpret figures of speech (e.g., personification) in context. B. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. C. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Speaking and Listening Comprehension and Collaboration SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. A. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. C. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. D. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. SL.6.3. Deconstruct a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Presentation of Knowledge and Ideas SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate speaking behaviors (e.g., eye contact, adequate volume, and clear pronunciation). SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Writing Text Types and Purposes W.6.1. Write arguments to support claims with clear reasons and relevant evidence. A. Introduce claim(s) and organize the reasons and evidence clearly. B. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. C. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. D. Establish and maintain a formal/academic style, approach, and form. E. Provide a concluding statement or section that follows from the argument presented. W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A. Introduce a topic and organize ideas, concepts, and information, using text structures (e.g., definition, classification, comparison/contrast, cause/effect, etc.) and text features (e.g., headings, graphics, and multimedia) when useful to aiding comprehension.

3 B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate transitions to clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal/academic style, approach, and form. F. Provide a concluding statement or section that follows from the information or explanation presented. W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. A. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. B. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. C. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. D. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. E. Provide a conclusion that follows from the narrated experiences or events. Production and Distribution of Writing W.6.4. Produce clear and coherent writing in which the development, organization, voice and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W.6.5. 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. W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Research to Build and Present Knowledge W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. A. Apply grade 6 Reading standards to literature (e.g., Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics ). B. Apply grade 6 Reading standards to literary nonfiction (e.g., Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not ). Range of Writing W Write routinely over extended time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

4 Unit 1 (ch 4-6) 3 weeks max September Topic: The Beginnings of Human Society Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. Standards Green: Specific locations within this unit. Red: additional location of instruction in other units. A. Civics, Government, and Human Rights A.2.a Explain why different ancient river valley civilizations developed similar forms of government. (4.5, 4.6, 5.5, Ch6) C. Economics, Innovation, and Technology C.1.a Describe the influence of the agricultural revolution (e.g., the impact of food surplus from farming) on population growth and the subsequent development of civilizations. (Ch4) C.1.b Determine the impact of technological advancements on hunter/gatherer and agrarian societies. (Ch4.5, Ch5, 5.8) D. History, Culture, and Perspectives6.2.8.D.1.a Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. (Ch4, Ch5, Ch6, pg 60: timeline) Essential Questions Unit: What makes a civilization? Note: Ch 1-3 instructed in grade 5 Ch 4 How did geographic challenges lead to the rise of city-states in Mesopotamia? Ch 5 Why do historians classify ancient Sumer as a civilization? Ch 6 What were the most important achievements of the Mesopotamian empires? Learning Activities/ Materials/ Assessment Core Materials: History Alive!-The Ancient World 2004 Supplemental Materials: Social Studies Leveled Reading NewsELA ICivics.org Ch 4 In a Response Group activity, students learn how responses to geographic challenges resulted in the formation of complex Sumerian city-states. Ch 5 Students work in pairs in a Social Studies Skill Builder activity to learn about the characteristics of civilization and analyze artifacts to determine how each characteristic was exhibited in ancient Sumer.

5 Ch 6 Students work in small groups in a Problem Solving Groupwork activity to create "mechanical dioramas" that illustrate major achievements of the Akkadian, Babylonian, Assyrian, and Neo- Babylonian empires that ruled Mesopotamia from approximately 2300 to 539 B.C.E. Formative: Teacher Observations Student class writing pieces Discussion questions Student presentations Summative: Weekly Quizzes Chapter Tests District Benchmark: Unit 1 RST Alternative Assessments: Group projects, Portfolio Assessment

6 Unit 2 (ch 7-12) 8 Weeks max October -December Topic: Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. Standards Green: Specific locations within this unit. Red: additional location of instruction in other units. A. Civics, Government, and Human Rights A.2.a Explain why different ancient river valley civilizations developed similar forms of government. (4.5, 4.6, 5.5, Ch6) A.2.b Determine the role of slavery in the economic and social structures of ancient river valley civilizations. (11.5, 20.4) B. Geography, People, and the Environment 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. (Ch10, 13.7, Ch24) 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. (unit introductory maps, chapter maps) C. Economics, Innovation, and Technology 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. (Ch 3, 5.8, Ch 6, 10.3, *) *Supplemental: Catapult Ask Matt K. D. History, Culture, and Perspectives D.2.a Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. (9.4, Ch11, Ch12, Ch15, 15.5, Ch16, Ch21) D.2.b Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. (9.5, 17.4, 20.6) 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. (10.2,10.3, 10.5, 18.3, 23.1) D.2.d Evaluate the importance and enduring legacy of the major achievements of the ancient river valley civilizations represent the most enduring legacies. (Ch12, Ch 15, Ch 16, Ch21)

7 Essential Questions 7 How did geography affect early settlement in Egypt, Kush, and Canaan? 8 What did the pharaohs of ancient Egypt accomplish, and how did they do it? 9 How did social class affect daily life in ancient Egypt? 10 In what ways did location influence the history of Kush? 11 How did Judaism originate and develop? 12 What are the central teachings of Judaism, and why did they survive to modern day? Learning Activities/ Materials/ Assessment Learning Activities: Ch 7 Geography and Early Settlement -5 days Ch 8 Ancient Pharaohs- 5 days Ch 9 Daily Life in Ancient Egypt-8 days Ch 10 The Kingdom of Kush-4 days Ch 11 Ancient Hebrew-5 days Ch 12 Struggle to Preserve Judiasm-5 days Unit Assessment 7 In an Experiential Exercise, students use their bodies to recreate the physical geography of ancient Egypt, Kush, and Canaan to learn about how environmental factors influenced early settlement in these areas. 8 In a Writing for Understanding activity, students board an Egyptian sailing boat and "visit" monuments along the Nile River, to learn about four ancient Egyptian pharaohs and their important accomplishments. 9 Students create and perform interactive dramatizations in a Problem Solving Groupwork activity to learn about the social structure of ancient Egypt and its effect on daily life for members of each social class. 10 In a Visual Discovery activity, students analyze images of significant events and leaders from four periods in the history of ancient Kush to learn about the development of the independent kingdom of Kush and its changing relationship with ancient Egypt. 11 In a Writing for Understanding activity, students identify key historical leaders of the ancient Israelites and explain their role in the development of Judaism. 12 In an Experiential Exercise, students identify the central teachings of Judaism as they explore ways in which these traditions have survived throughout history. Materials: History Alive!-The Ancient World 2004 Prince of Egypt Formative: Teacher Observations Student class writing pieces Discussion questions Student presentations

8 Summative: Weekly Quizzes Chapter Tests District Benchmark: Unit 2 RST Alternative Assessments: Group projects, Portfolio Assessment

9 Unit 3 (ch13-16, 18) 4 Weeks max Jan- Feb Topic: Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of government and advanced societies. Standards Green: Specific locations within this unit. Red: additional location of instruction in other units. A. Civics, Government, and Human Rights A.2.a Explain why different ancient river valley civilizations developed similar forms of government. (4.5, 4.7, 5.5, Ch6, Ch 10, Ch17) A.2.c Determine the role of slavery in the economic and social structures of ancient river valley civilizations. (10.2) B. Geography, People, and the Environment 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. (Ch4, 5.3, 5.8, Ch 7, 10.2, Ch 13) 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. (Introductory maps for each unit, chapter maps) C. Economics, Innovation, and Technology 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. (5.8, Ch6, 14.3, 18.7, 20.8) D. History, Culture, and Perspectives D.2.a Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. (9.4, Ch 11, Ch12, Ch15, Ch16, Ch21) D.2.b Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. (5.9, 6.4, 9.5) 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. (10.2,10.3, 10.5, 18.3, 23.1) D.2.d Evaluate the importance and enduring legacy of the major achievements of the early river valley civilizations over time. (Ch12, Ch 15, Ch 16, Ch21) Essential Questions 13 How did geography affect early settlement in India? 14 What can artifacts tell us about daily life in Mohenjodaro? Learning Activities/ Materials/ Assessment Learning Activities: Ch 13 Geo of India-1 day Ch 14 Secrets of Mohejodaro-1 day Ch 15 Hindu Beliefs-5days Ch 16 Story of Buddhism-5 days Ch 18 Achievements of the Gupta Empire-5days Unit Assessment

10 15 What are the origins and beliefs of Hinduism? 16 What are the main beliefs and teachings of Buddhism? 18 Why is the period during the Gupta Empire known as a "golden age"? 13 In a Response Group activity, students identify physical features of the Indian subcontinent and explain how geography influenced the location of early settlement in India. 14 Students act as archaeologists in an Experiential Exercise and examine artifacts from Mohenjodaro to learn about daily life in the Indus valley civilization. 15 In a Response group activity, students analyze images representing important beliefs in Hinduism to discover the religion's origins in ancient traditions and discuss how these beliefs affect life in ancient India and today. 16 In a Visual Discovery activity, students analyze images to learn about the life of Siddhartha Gautama and how his teachings became the basis of Buddhism. 18 In a Writing for Understanding activity, students "visit" seven sites around the Gupta Empire that highlight important cultural and intellectual achievements and explain in writing why this period was a "golden age" in ancient India. Core Materials: History Alive!-The Ancient World-2004 Formative: Teacher Observations Student class writing pieces Discussion questions Student presentations Summative: Weekly Quizzes Chapter Tests District Benchmark: Unit 3 RST Alternative Assessments: Group projects, Portfolio Assessment

11 Unit 4 China (19-24) 4 Weeks max March Topic: The Classical Civilizations of the Mediterranean World, India, and China Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. Standards Green: Specific locations within this unit. Red: additional location of instruction in other units. A. Civics, Government, and Human Rights 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. (Ch 16, Ch17, Ch 18, Ch 20, Ch 21, Ch22, Ch23, Ch26, Ch27, Ch 30, Ch 33, 35.3) 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. (20.4, 23.3, 26.5, Ch 33) 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. (Ch 26.5, 31.3, 37.6) A.3.d Compare the status (i.e., political, economic, and social) of groups in the Ancient World to those of people today and evaluate how individuals perceived the principles of liberty and equality then and now. (Ch 27) 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. (Ch31.3, 37.6) B. Geography, People, and the Environment 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. (Ch19, Ch24, Ch25, Ch32) 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. (Ch25, 28.4, 30.9) C. Economics, Innovation, and Technology C.3.a Analyze the impact of expanding land and sea trade routes as well as a uniform system of exchange in the Mediterranean World and Asia. (13.7, 25.5 map pg 250, Ch 24) C.3.b 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. (18.2, Ch24, 27.4, 27.8) 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. (20.8, 23.5, 23.8, 25.3, Ch 31) D. History, Culture, and Perspectives D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. (20.4, 21.5, Ch26, Ch 33)

12 6.2.8.D.3.b Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China. (Ch23) D.3.c Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China D.3.d Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. (Ch18, Ch23, Ch29, Ch 35) D.3.e Determine the extent to which religion, economic issues, and conflict shaped the values and decisions of the classical civilizations. (Ch11, 12, Ch16, Ch21, Ch36) Essential Questions Learning Activities/ Materials/ Assessment 19 How did geography affect life in ancient China? 20 What do Shang artifacts reveal about this civilization? 21 How did Confucianism, Daoism, and Legalism influence political rule in ancient China? 22 Was the Emperor of Qin an effective leader? 23 In what ways did the Han dynasty improve government and daily life in China? 24 How did the Silk Road promote an exchange of goods and ideas? 19 In a Problem Solving Group work activity, students create a relief map and a geographic poster of China's five regions and support hypotheses about the influence of geography on settlement and ways of life in ancient China. 20 Students work in pairs in a Social Studies Skill Builder to "excavate" a tomb to learn about the government, social structure, religion, writing, art, and technology of the Shang dynasty. 21 In an Experiential Exercise, students learn about Confucianism, Daoism, and Legalism under classroom conditions that reflect the main beliefs of each philosophy. 22 In a Visual Discovery activity, students analyze and bring to life images about Qin Shihuangdi's political and cultural unification of China, his efforts to protect China's northern boundaries, and his dispute with Confucian scholars. 23 Students work in pairs in a Social Studies Skill Builder and visit seven stations to learn about Han achievements in the fields of warfare, government, agriculture, industry, art, medicine, and science. 24 Students travel along a simulated Silk Road in an Experiential Exercise to learn about facing obstacles, trading products, and absorbing cultural exchanges that occurred along the Silk Road during the Han dynasty. Core Materials: History Alive!-The Ancient World-2004 Formative: Teacher Observations Student class writing pieces Discussion questions Student presentations

13 Summative: Weekly Quizzes Chapter Tests District Benchmark: Unit 4 RST Alternative Assessments: Group projects, Portfolio Assessment

14 Unit 5 Greece (ch 25-31) 4 Weeks max April Topic: The Classical Civilizations of the Mediterranean World, India, and China Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. Standards Green: Specific locations within this unit. Red: additional location of instruction in other units. A. Civics, Government, and Human Rights 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. (Ch 16, Ch17, Ch 18,Ch 20, Ch 21, Ch22, Ch23, Ch26, Ch27, Ch 30, Ch 33, 35.3) 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. (26.5, Ch 33) 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. (Ch 26.5, 31.3, 37.6) A.3.d Compare the status (i.e., political, economic, and social) of groups in the Ancient World to those of people today and evaluate how individuals perceived the principles of liberty and equality then and now. (Ch 27) 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. (Ch31.3, 37.6) B. Geography, People, and the Environment 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. (Ch25, Ch32) 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. (Ch25, 28.4, 30.9) C. Economics, Innovation, and Technology C.3.a Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. (13.7, 25.5 map pg 250, Ch 24) C.3.b 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. (18.2, 27.4, 27.8) D. History, Culture, and Perspectives D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. (Ch26, Ch 33) D.3.b Relate the Chinese dynastic system to the longevity of authoritarian rule in China. (Ch23) D.3.c Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China D.3.d Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies. (Ch18, Ch23, Ch29, Ch 35)

15 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. (Ch11, 12, Ch16, Ch21, Ch36) D.3.f Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. (Ch 29, 35.4) Essential Questions Learning Activities/ Materials/ Assessment 25 How did geography influence settlement and way of life in ancient Greece? 26 How did democracy develop in ancient Greece? 27 What were the major differences between Athens and Sparta? 28 What factors influenced the outcome of the Persian wars? 29 What were the major cultural achievements of Athens? 30 How did Alexander build his empire? 31 How did ancient Greece contribute to the modern world? 25 Students examine and analyze thematic maps in a Visual Discovery activity to learn about the physical geography of ancient Greece and how it influenced the development of Greek civilization. 26 In an Experiential Exercise, students use the principles of monarchy, oligarchy, tyranny, and democracy to select and play music for the class, as a way to examine the various forms of government in ancient Greece that led to the development of democracy. 27 In a Social Studies Skill Builder, students examine the major differences between Athens and Sparta by working in pairs to create placards with illustrations and challenge questions about each city-state. 28 In a Response Group activity, students learn about the wars between the Greek citystates and the Persian Empire by dramatizing key events and debating which factors contributed to the eventual outcome of the wars. 29 In a Writing for Understanding activity, students take a "walking tour" of Athens, visiting six sites to learn about various aspects of Greek culture. Students then write a speech describing Athens during its Golden Age. 30 In a Response Group activity, students learn about the rise of Macedonia after the Peloponnesian War and debate the degree of success Alexander the Great had in uniting the diverse peoples of his empire. 31 In a Social Studies Skill Builder, students learn about the enduring contributions of the ancient Greeks by matching descriptions of modern life to images of Greek achievements in language, literature, government, the arts, the sciences, and sports. Core Materials: History Alive!-The Ancient World-2004 Formative: Teacher Observations

16 Student class writing pieces Discussion questions Student presentations Summative: Weekly Quizzes Chapter Tests District Benchmark: Unit 5 RST Alternative Assessments: Group projects, Portfolio Assessment

17 Unit 6 Rome Weeks May - June Topic: The Classical Civilizations of the Mediterranean World, India, and China Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations. Standards Green: Specific locations within this unit. Red: additional location of instruction in other units. A. Civics, Government, and Human Rights 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. (Ch 16, Ch17, Ch 18,Ch 20, Ch 21, Ch22, Ch23, Ch26, Ch27, Ch 30, Ch 33, 35.3) 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. (26.5, Ch 33) 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. (Ch 26.5, 31.3, 37.6) 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. (Ch 27) 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. (Ch31.3, 37.6) B. Geography, People, and the Environment 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. (Ch25, Ch32) 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. (Ch25, 28.4, 30.9) C. Economics, Innovation, and Technology C.3.a Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. (13.7, 25.5 map pg 250, Ch 24) C.3.b Explain how the development of a uniform system of exchange facilitated trade in classical civilizations. (18.2, 27.4, 27.8) D. History, Culture, and Perspectives D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. (Ch26, Ch 33) D.3.b Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China. (Ch23) D.3.c Evaluate the importance and enduring legacy of the major achievements of Greece, Rome, India, and China over time. (class discussion reviewing the year)

18 6.2.8.D.3.d Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Hinduism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. (Ch18, Ch23, Ch29, Ch 35) D.3.e Determine the extent to which religion, economic issues, and conflict shaped the values and decisions of the classical civilizations. (Ch11, 12, Ch16, Ch21, Ch36) Essential Questions Learning Activities/ Materials/ Assessment 32 How did the Etruscans and Greeks influence the development of Rome? 33 How did the Etruscans and Greeks influence the development of Rome? 34 Did the benefits of Roman expansion outweigh the costs? 35 How did wealth affect daily life in the Roman Empire? 36 How did Christianity originate and spread? 37 How are Christians' lives shaped by the beliefs and practices of Christianity? 38 To what extent does ancient Rome influence us today? 32 In a Response Group Activity, students learn about the founding of Rome, and examine images to identify evidence of Etruscan and Greek influences on Rome. 33 In an Experiential Exercise, students assume the roles of patricians and plebeians to learn how the struggle between these two groups led to a more democratic government in the Roman Republic. 34 In a Problem Solving Group work activity, students explore and record events leading to the expansion of Roman territory and the creation of the empire. 35 In a Social Studies Skill Builder, students work in pairs and read about eight aspects of ancient Roman life such as education and family life and explore how a teenager might have experienced each. 36 In a Social Studies Skill Builder, students learn about the development and spread of Christianity in the Roman Empire, and analyze parables to understand the teachings of Jesus. 37 In a Visual Discovery activity, students analyze images of Christian sacraments, worship, and holidays to learn about the key beliefs and practices of Christianity. 38 In a Response Group activity, students play the "Rome to Home" game to discover how aspects of Roman culture, such as art and language, influence modern life. Formative: Teacher Observations Student class writing pieces Discussion questions Student presentations Summative: Weekly Quizzes

19 Chapter Tests District Benchmark: Unit 6 RST Alternative Assessments: Group projects, Portfolio Assessment

20 Amistad Resources Indicated below are the most applicable grades for the curriculum units offered: GRADE 4 LESSON 6: A BOAT TOUR OF THE SOUTHEAST (6.1.4.D.9) EXPLAIN THE IMPACT OF TRANS-ATLANTIC SLAVERY GRADES 5, 7, & 8 UNIT 2: INDIGENOUS CIVILIZATIONS OF THE AMERICAS ( ) GRADES 6 & 7 UNIT 3: ANCIENT AFRICA (3000 B.C ) GRADES 5, 7, & 8 UNIT 4: THE EMERGING ATLANTIC WORLD (NATIVE AMERICANS, AFRICANS, EUROPEANS) ( ) GRADES 5 & 8 UNIT 5: ESTABLISHMENT OF A NEW NATION & INDEPENDENCE TO REPUBLIC ( ) GRADES 5 & 8 UNIT 6: THE CONSTITUTION AND THE CONTINENTAL CONGRESS ( ) GRADES 5 & 8 UNIT 7: THE EVOLUTION OF A NEW NATION STATE ( ) GRADE 8 UNIT 8: THE CIVIL WAR AND RECONSTRUCTION ( ) "On August 27, 2002, the Governor of New Jersey signed into law the "Amistad Bill" (A1301), sponsored by Assemblymen William D. Payne and Craig A. Stanley. The bill created an "Amistad Commission" in honor of the enslaved Africans who gained their freedom after overthrowing the crew of the slave ship Amistad in The Commission s mandate was to promote a wider implementation of educational awareness programs regarding the African slave trade, slavery in America, and the many contributions Africans have made to American society." ~

21 GTPS Curriculum Guide: Holocaust and Genocide Education in NJ Grade Specific Holocaust and Genocide Studies 8th US History 1775 to Industrialism: Native American Genocide, slavery, oppression of immigrants, Black Americans Diary of Anne Frank I have Lived a Thousand Years Grade 8 annual trips to Holocaust Center at Stockton Gail Rosenthal, Holocaust and Genocide Center Coordinator, Presentation to all 8 th graders 7 th Medieval Ages: Crusades 6 Ancient Civilizations: Origins of religious factions and conquerors Holocaust survivor speakers 5 US History to 1780: Explorers, Colonialism, Slavery Number the Stars 4 US Regions: Native American Genocide PreK-8 Second Step, PBIS, Anti-Bullying, Cops5

22 GTPS Curriculum Social Studies Grade 6 Ancient Civilizations Social Studies Accommodations and Modifications: IEP Follow IEP Plan which may contain some of the following examples In class/pull out support with Special Ed teacher Newsela/Readworks/Reading A-Z level reading passages Additional time during intervention time Preferred seating Questions read aloud Extended time for completing tasks Graphic organizers Vocabulary support Mnemonic devices Songs/videos to reinforce concepts Limit number of questions Scribe Study Guides Mixed Ability Grouping 504 Follow 504 Plan which may contain some of the following examples In class/pull out support with special ed teacher Newsela/Readworks/Reading A-Z level reading passages Additional time during intervention time Preferred seating Questions read aloud Extended time for completing tasks Graphic organizers Vocabulary support Mnemonic devices Songs/videos to reinforce concepts Limit number of questions Scribe Study Guides ELL Mixed Ability Grouping Translation device/dictionary In class/pull out support with ESL teacher Newsela/Readworks/Reading A-Z level reading passages Additional time during intervention time Preferred seating Questions read aloud Extended time for completing tasks Graphic organizers Vocabulary support Mnemonic devices Songs/videos to reinforce concepts At Risk Students Additional time during intervention time Newsela/Readworks/Reading A-Z level reading passages Questions read aloud Graphic organizers Vocabulary support Mnemonic devices Songs/videos to reinforce concepts Gifted & Talented Independent projects PEP/GEM class Above-Level Reading Materials Page 22 of 23

23 Integration of 21 st Century skills through NJSLS 9 GTPS Curriculum Social Studies Grade 6 Ancient Civilizations CRP1. Act as a responsible and contributing citizen and employee. CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason CRP5. Consider the environmental, social and economic impacts of decisions. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. Integration of Technology through NJSLS E.1 (Internet to explore questions with support) A.1,2,4 (solve problems, word processing, databases, spreadsheets) E.1 (digital tools to research) D.1,2,3,4 (cyber safety, citations, assess credibility of online content) E.1 (research) F.1 (digital told to analyze data to make informed decisions) Page 23 of 23