Upload
others
View
1
Download
0
Embed Size (px)
Citation preview
Alexander County Schools 2012-2013
Unit: The Beginnings of Human Society Giving Shape to World History
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture). 6.G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments (e.g., invention of tools, domestication of plants and animals, farming techniques and creation of dwellings). 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g., agricultural technology, weaponry, transportation and communication). 6.E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks). 6.C&G.1.3 Compare the requirements for (e.g., age, gender and status) and responsibilities of (e.g., paying taxes and military service) citizenship under various governments.
Transfer: Students will be able to independently use their learning to…
Understand that physical features and resources drive migration
Understand that technology develops societies
Meaning
Understandings: Students will understand that…
Innovation and/or technology can cause social and cultural change, political change, and economic change
Physical features and human characteristics may influence the emergence, expansion, and decline of civilizations, societies and regions
Essential Question(s): How does technology and innovation influence migration?
People depend on the physical environment for survival
Competition over natural resources, such as oil, water, wood and minerals often causes conflict
Citizens have certain roles and responsibilities in a society
Acquisition
Students will know:
Innovation and technology includes more than just inventions. Innovations can include thoughts, processes, and procedures
Physical features of a place may include: climate, landforms, soils, and vegetation
Human characteristics of a place may include: language, religion, political systems, economic systems, population distribution, and quality of life
Natural resources can be renewable and non-renewable
The expectation for citizens and the meaning of citizenship varies depending on the form and structure of one’s government
Students will be skilled at:
Create their own charts, graphs, and historical narratives to explain events or issues
Establish a theme or point of a historical document by determining the word for word, nonfigurative meaning
Use different sources of information from multiple perspectives to understand a particular event or issue
Essential Vocabulary:
Innovation and technology, movement, human-environmental interaction, economic development, government
IT Standards: IT Strategies:
Unit Title: The Beginnings of Human Society Giving Shape to World History Grade: 6th Subject: Social Studies
STAGE 2
Understandings:
Innovation and/or technology can cause societal and cultural change, political change, and economic change
Physical features and human characteristics may influence the emergence, expansion, and decline of civilizations, societies, and regions
People depend on the physical environment for survival
Natural resources can be renewable and nonrenewable
The expectation for citizens and the meaning of citizenship varies depending on the form and structure of one’s government
Essential Questions: How does technology and innovation influence migration?
Revised Blooms
Creating:
Can the student
create new product or point of
view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student justify a stand or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish
between the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student use the
information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas
or concepts?
classify, describe,
discuss, explain, identify, locate,
recognize, report,
select, translate & paraphrase
Remembering:
Can the student recall or
remember the information?
define, duplicate, list,
memorize, recall, repeat, reproduce & state
Formative Assessments (Evidences)
Class discussions Verbal questioning
Quiz
Debate
Journal entry
Projects
Role play
Front page news
Maps
Graphical organizers
Literacy strategies
Think Pair share
Jigsaw
Illustrations
Simulation
Power Points
Summative Assessment
Test What Social Studies Themes of the Beginnings of Human Society Giving Shape to World History (Religion, government, geography, culture, history, and economic and financial literacy) Why To interpret the early civilizations as way to understand how history, civilizations, and societies progress. How Create a short answer or essay that compares the different civilizations while using the social studies themes.
Project: Examining Civilizations What A project going in depth to examine a particular civilization from this time period Why To interpret a beginning civilization or society as way to understand how history, civilizations, and societies progress. How Create a power point or other project that analyzes a civilization from its inception to its decline while using the social studies themes as an outline.
Unit Title: The Beginnings of Human Society Giving Shape to World History Grade: 6th Subject: Social Studies
Stage 3
Approximate number of days spent on unit: 7 WEEKS
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self-Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Primary Source Documents Secondary Sources: NC Journeys, LearnNC Digital Text, Creating America Text Multimedia: Discovery Education Videos Textbook Internet
Strategies:
Direct Instruction Collaborative learning Exploratory Activities Historical Centers Peer Tutoring Internet Webquest Teacher and student directed research
Alexander County Schools 2012-2013
Unit: You and the World 6th Grade Social Studies
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture and religions). 6.G.1.2 Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade). 6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions. 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture).
Transfer: Students will be able to independently use their learning to…
Create their own charts, graphs, and historical narratives to explain events or issues
Establish a theme or point of a historical document by determining the word for word, nonfigurative meaning
Use different sources of information from multiple perspectives to understand a particular event or issue
Meaning
Understandings: Students will understand …
Geographic factors that influenced the emergence, expansion, and decline of civilizations, societies and regions over time
The physical environment and human interaction affected the economic activities of various civilizations, societies and regions
The behaviors and practices of individuals and groups influenced societies, civilizations and regions
Essential Question(s): How does your life connect to the rest of the world?
Acquisition
Students will know:
Physical features of a place may include: climate, landforms, soils, and vegetation
Human characteristics of a place may include: language, religion, political systems, economic systems, population distribution, and quality of life
Factors that motivate the movement of people, goods, and Ideas
Quality of life can be measured by social and economic Indicators
Students will be skilled at:
Creating their own charts, graphs, and historical narratives to explain events or issues
Establishing a theme or point of a historical document by determining the word for word, nonfigurative meaning
Using different sources of information from multiple perspectives to understand a particular event or issue
Essential Vocabulary: Place, location, movement, human-environmental interaction, region (5 Themes of Geography), economic development, quality of life, rights and responsibilities, cultural expression
IT Standards: 6.TT.1 Use technology and other resources for the purpose of accessing, organizing, and sharing information. 6.RP.1 Apply a research process for collaborative or individual research.
IT Strategies:
6.TT.1.2 Select appropriate technology tools to organize data and information (e.g., word processor, database, spreadsheet, graphic organizer, audio and visual recording, online collaboration tools, etc.). 6.RP.1.1 Implement a research process collaboratively. 6.RP.1.2 Implement a research process independently.
Unit Title: You and the World Grade: 6th
Subject: Social Studies Stage 2
Understandings:
Geographic factors that influenced the emergence, expansion, and decline of civilizations, societies and regions over time The physical environment and human interaction affected the economic activities of various civilizations, societies, and regions The development of government in various civilizations, societies, and regions The behaviors and practices of individuals and groups influenced societies, civilizations, and regions
Essential Questions:
How does your life connect to the rest of the world?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student justify a stand or decision?
appraise, argue, defend, judge, select, support,
value & evaluate
Analyzing:
Can the student
distinguish between the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine,
experiment, question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret, operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate & paraphrase
Remembering:
Can the student
recall or remember the information?
define, duplicate, list,
memorize, recall, repeat, reproduce & state
Formative Assessments (Evidences)
Class discussions Verbal questioning Handprint Quiz Debate Journal entry for definitions Cultural Collage Foldable for Five themes Maps for five themes and daily geography Graphical organizers Literacy strategies Think Pair Share Illustrations Google Earth discussion groups
Summative Assessment
Five themes Test Prezi presentations for five themes of Geography
Unit Title: You and the World Grade: 6th
Subject: Social Studies
Approximate number of days spent on unit: 2 WEEKS
W - Where are we going? Why? What is expected?
H - How will we Hook and Hold students?
E - How will we Equip students to Explore and Experience?
R - How will we help students Rethink, Rehearse, Revise, and Refine?
E - How will student self-Evaluate and reflect on learning?
T - How will we Tailor learning to vary needs, interests, and styles?
O - How will we Organize and sequence the learning?
Resources:
Five themes flipcharts
Handprint quiz for five themes
Daily Geography for Grade 6
Multimedia: Discovery Education Videos and Youtube, TeacherTube
The Geography of the School worksheet (McDonald Publishing Co.)
Google Earth
Word Wall
Unit 1 vocabulary word document
Maps
Strategies:
Flipchart Presentations/ journal notetaking
Cooperative grouping for projects
Direct instruction for map skills
Key Vocabulary instruction
Interactive learning activities, to include “The Geography of the School”
Use of interactive maps on activeboard
Teacher modeling for understanding
Surveying students and staff about movement and plotting information on maps and graphs
Teaching compare and contrast of Cultures
Teacher and student directed research using online tools such as Google Earth
Alexander County Schools 2012-2013
Unit: Early Civilization and the Emergence of Pastoral People (Unit #3)
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time. 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g., agricultural technology, weaponry, transportation and communication). 6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture). 6.G.1.2 Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade). 6.G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments (e.g., invention of tools, domestication of plants and animals, farming techniques and creation of dwellings). 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions. 6.E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks). 6.E.1.2 Explain how quality of life is impacted by economic choices of
Transfer: Students will be able to independently use their learning to…
Explain how physical features and resources create civilizations
Analyze how different factors influence societies
civilizations, societies and regions. 6.C&G.1.4 Compare the role (e.g., maintain order and enforce societal values and beliefs) and evolution of laws and legal systems (e.g., need for and changing nature of codified system of laws and punishment) in various civilizations, societies and regions. 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture).
Meaning
Understandings: Students will understand that…
Invasions, conquests, and migrations may have political consequences, economic consequences, social consequences, and technological consequences.
Innovation and/or technology can cause social and cultural change, political change, and economic change.
Physical features and human characteristics may influence the emergence, expansion and decline of civilizations, societies and regions.
Human characteristics of a place contribute to the order and stability of a society or civilization.
The movement of people, goods and ideas can affect a society or region, culturally, politically, and economically.
Both desire for wealth and scarcity of resources can often be motivating factors in influencing the movement of people, goods and ideas.
The emergence, expansion and decline of a society or region may be influenced by movement.
People depend on the physical environment for survival.
Essential Question(s):
How do physical features influence civilizations?
How does technology change civilizations over time?
Civilizations and societies adapt to the environment in order to meet needs.
People modify the environment in order to meet human needs.
Maps, charts, graphs, geographic data, and available technology tools can be used to organize information around the five themes of geography.
Conflict over the availability of natural, human and capital resources impacts economic development.
Trading networks can influence economic development both negatively and positively.
The role of law and legal systems within a society evolves in response to political, economic and social factors.
Cultural expressions can reveal the values of a civilization, society or region.
Acquisition
Students will know:
Innovation and technology includes more than just inventions. Innovation can include thoughts, processes, and procedures.
Physical features of a place may include climate, landforms, soils, and vegetation. Human characteristics of a place may include language, religion, political systems, economic systems, population distribution and quality of life.
Factors that motivate the movement of people, goods, and ideas
Modifications of the environments can include irrigation systems, terracing, and the building of dams. Humans may adapt their behavior as their environment changes
A civilization, society or region has various types of resources (natural, human, and capital)
How the development of trading networks impacted citizens’ opportunities to engage in commercial activities and access to new products
Structures and functions of legal systems in various civilizations, societies, and regions
Students will be skilled at:
Create their own charts, graphs, and historical narratives to explain events or issues
Establish a theme or point of a historical document by determining the word for word, nonfigurative meaning
Interpret and draw conclusions from maps, charts, graphs, and geographic data, as well as available technology tools
Essential Vocabulary:
Historical thinking, conflict, migration, continuity and change, innovation and technology, place, location, movement, human environment interaction and region, geographic tools, expansion and decline, conflict and compromise, economic development, quality of life, government, rights and responsibilities, citizenship, political thought, cultural expression, religion, and social structure
IT Standards: IT Strategies:
Unit Title: Unit #3 Early Civilizations and the Emergence of Pastoral People Grade: 6th
Grade Subject: Social Studies
STAGE 2
Understandings:
Invasions, conquests, migrations,
and technology may cause a
civilization to change.
Physical features and resources
influence the migration,
progression, and survival of a
civilization.
The movement of people, goods,
and ideas can positively and
negatively affect a society or region
culturally, politically, and
economically.
Conflict over the availability of
natural, human, and capital
resources impacts economic
development.
Cultural expressions can reveal the
values of a civilization, society, and
region.
Essential Questions:
How do physical features influence
civilizations?
How does technology change
civilizations over time?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Class discussions
Verbal questioning
Quiz
Debate
Journal entry
Projects
Role play
Front page news
Maps
Graphic organizers
Literacy strategies
Think, pair, share
Jigsaw
Illustrations
Simulations
Power points
Summative Assessment
Test
What-Social Studies themes of the
early civilizations and the early
peoples (religion, government,
geography, culture, history, and
economic and financial literacy)
Why-To interpret the early
civilizations as a way to understand
how history, civilizations, and
societies progress.
How-Create a short answer or essay
that compares the different
civilizations while using the social
studies themes.
Project: Examining Civilizations
What-A project going in depth to
examine a particular civilization from
this time period.
Why-To interpret an early civilization
as a way to understand how history,
civilizations, and societies progress.
How-Create a Power Point or other
project that analyzes a civilization
from its inception to its decline while
using the social studies themes as an
outline.
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Primary Source Documents
Secondary Sources: NC Journeys, LearnNC Digital
Text, Learning Enrichment, Smithsonian, National
Geographic
Multimedia: Discovery Education Videos
Textbooks
Internet
Strategies:
Direct Instruction Collaborative Learning Exploratory Activities Historical Centers Peer Tutoring Internet Webquests Teacher and student directed research
Alexander County Schools 2012-2013
Unit: Classical Traditions, Major Religions, and Giant Empires (Unit 4)
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 6.H.1 Use historical thinking to understand the emergence, expansion, and decline of civilizations, societies and regions over time. 6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups. 6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions over time (i.e. Africa, Asia, Europe, and the Americas). 6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions. 6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies and regions. 6.C&G.1 Understand the development of government in various civilizations, societies and regions. 6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions. 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture).
Transfer: Students will be able to independently use their learning to…
6.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
6.H.1.3 Use primary and secondary sources to interpret various historical perspectives
6.H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions (e.g., Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great).
6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g., agricultural technology, weaponry, transportation and communication).
6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society (e.g., Mansa Musa, Confucius, Charlemagne and Qin Shi Huangdi).
6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions (e.g., location near rivers and natural barriers, trading practices and spread of culture).
6.G.1.2 Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade).
6.G.1.3 Compare distinguishing characteristics of various world regions (e.g., physical features, culture, political organization and ethnic make-up).
6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions.
6.E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources (natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks).
6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions.
6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and constitutional monarchy).
6.C&G.1.2 Summarize the ideas that shaped political thought in various
civilizations, societies and regions (e.g., divine right, equality, liberty,
citizen participation and integration of religious principles). 6.C.1.1 Analyze how cultural expressions reflected the values of
civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture).
6.C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam, and Judaism).
6.C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class structure, Indian caste system
and feudal, matrilineal and patrilineal societies).
Meaning
Understandings: Students will understand that…
Invasions, conquests, and migrations may have political, economic, social, and technological consequences.
Innovations and/or technology can cause social, cultural, political, and economic changes that are temporary or long-lasting as well as positive and negative consequences
Historical figures and cultural groups can have cultural, political, economic, and military influences
Human characteristics of a place contribute to the order and stability of a society or civilization
The movement of people, goods and ideas can affect a society or region culturally, politically, and economically
Regions develop differently because of their distinctive characteristics
People modify the environment in order to meet human needs
Maps, charts, graphs, geographic data, and available technology tools can be used to organize information around the five themes of geography
Conflict, compromise, and negotiation over the availability of natural, human, and capital resources impact economic development
Leaders make economic choices that impact citizens’ quality of life
Trading networks can influence economic development, both negatively and positively
Functions of government may be altered in response to social and economic changes
Political thought is often influenced by cultural and economic factors
Cultural expressions can reveal the values of a civilization, society, or region
The spread of religious beliefs can influence or alter societies, civilizations, and regions
Systems of social structure have positive and negative impacts on society
Essential Question(s):
How do physical features influence civilizations?
How does technology change civilizations over time?
Acquisition
Students will know:
The difference between a primary and secondary source
Various invasions, conquests and migrations and their implications
Innovation and technology includes more than just inventions
The lasting impact of the contributions of various historical figures and groups
Human characteristics of a place may include language, religion, political systems, economic systems, population distribution, and quality of life
Factors that motivate the movement of people, goods, and ideas
A region is defined by unifying characteristics, such as physical, human or economic
A civilization, society, or region has various types of resources
Quality of life can be measured by social and economic indicators The basic organizational structures of various governmental systems
The origins of political thought in various civilizations, societies, and regions
The basic tenets of major world religions
The difference between class and caste systems
Students will be skilled at:
Create their own charts, graphs, and historical narratives to explain events or issues
Establish a theme or point of a historical document by determining the word for word, nonfigurative meaning
Use different sources of information from multiple perspectives
Draw conclusions from maps, charts, graphs, geographic data and available technology tools
Essential Vocabulary:
Historical thinking, conflict, migration, continuity and change, innovation and technology, place, location, movement, human environment interaction and region, geographic tools, expansion and decline, conflict and compromise, economic development, quality of life, government, rights and responsibilities, citizenship, political thought, cultural expression, religion, and social structure
IT Standards: IT Strategies:
Unit Title: Classical Traditions, Major Religions, and Giant Empires (Unit #4) Grade: 6th
Grade Subject: Social Studies
STAGE 2
Understandings:
Invasions, conquests, and
migrations may have political,
economic, social, and
technological consequences
Historical figures and cultural groups can have cultural, political, economic, and military influences
Human characteristics of a place contribute to the order and stability of a society or civilization
People modify the environment in order to meet human needs
Conflict, compromise, and negotiation over the availability of natural, human, and capital resources impact economic development
The spread of religious beliefs
can influence or alter societies,
civilizations, and regions.
Essential Questions:
How do physical features influence civilizations?
How does technology change civilizations over time?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Class Discussions
Verbal Questioning
Quiz
Debate
Journal Entries
Projects
Role Play
Front Page News
Maps
Graphic Organizers
Literacy Strategies
Think-Pair-Share
Jigsaw
Illustrations
Simulations
Power Points
Summative Assessment
Test
What: Social Studies themes,
such as religion, government,
geography, culture, history,
and economic and financial
literacy
Why: To interpret the early
civilizations as a way to
understand how history,
civilizations, and societies
progress
How: Create a short answer
or essay that compares the
different civilizations while
using the social studies
themes.
STAGE 3
Approximate number of days spent on unit:
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Primary Source Documents
Secondary Sources: NC Journeys, LearnNC Digital
Text, Learning Enrichment, Smithsonian, National
Geographic
Multimedia: Discovery Education Videos
Textbooks
Internet
Strategies:
Direct Instruction Collaborative Learning Exploratory Activities Historical Centers Peer Tutoring Internet Webquests Teacher and student directed research
Alexander County Schools 2012-2013
Unit: Emergence of the Civilization and Societies in the Mediterranean Region (Unit #5)
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards:
6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time. 6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups. 6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions (i.e. Africa, Asia, Europe, and the Americas) over time. 6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions. 6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies and regions. 6.C&G.1 Understand the development of government in various civilizations, societies and regions. 6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions.
Transfer: Students will be able to independently use their learning to… 6.H.1.1 Construct charts, graphs and historical narratives to explain particular events or issues over time. 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 6.H.2.1 Explain how invasions, conquests and migrations affected various civilizations, societies and regions (e.g., Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great). 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time (e.g., agricultural technology, weaponry, transportation and communication). 6.G.1.2 Explain the factors that influenced the movement of people, goods and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade). 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions. 6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions. 6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and constitutional monarchy). 6.C&G.1.2 Summarize the ideas that shaped political thought in various civilizations, societies and regions (e.g., divine right, equality, liberty, citizen
participation and integration of religious principles). 6.C&G.1.3 Compare the requirements for (e.g., age, gender and status) and responsibilities of (e.g., paying taxes and military service) citizenship under various governments. 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture). 6.C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam and Judaism). 6.C.1.3 Summarize systems of social structure within various civilizations and societies over time (e.g., Roman class structure, Indian caste system and feudal, matrilineal and patrilineal societies).
Meaning
Understandings: Students will understand that…
Invasions, conquests, and migrations may have political, economic, social, and technological consequences.
Innovation and/or technology can cause social, cultural, political, and economic changes.
The movement of people, goods, and ideas can affect a society or region culturally, politically, and economically.
Maps, charts, graphs, geographic data and available technology tools can be used to organize information around the five themes of geography.
Trading networks can influence economic development both negatively and positively.
Forms and functions of government may be altered or evolve in response to social and economic changes over time.
Political though is often influenced by cultural and economic factors
Governmental structure shapes citizens’ roles and responsibilities in a society
Government has certain obligations to citizens
Cultural expressions can reveal the values of a civilization, society, or region, i.e art, literature, or architecture
Religion is a belief system that humans use to explain their ideas
Essential Question(s):
How did the ancient societies of Greece and Rome contribute to our modern society politically and culturally?
about human nature and the universe
Stratified systems of social structure have both positive and negative impacts on society and can impact how people interact socially and economically.
Acquisition
Students will know:
Various invasions, conquests and migrations and their implications
Innovations and technology includes more than just inventions; innovations can include thoughts, process, and procedures
Factors that motivate the movement of people, goods, and ideas
Quality of life can be measured by social and economic indicators
The basic organizational structures of various governmental systems
The origins of political thought in various civilizations, societies, and regions
The expectations for citizens (who is a citizen) vary depending on the form and structure of one’s government
The basic tenets of major world religions
How hierarchy affects social systems
Students will be skilled at:
Create their own charts, graphs, and historical narratives to explain events or issues.
Establish a theme or point of a historical document by determining the word for word, nonfigurative meaning
Interpret maps, charts, graphs, and geographic data
Draw conclusions from maps, charts, graphs, geographic data and available technology tools
Essential Vocabulary:
Historical thinking, conflict, migration, continuity and change, innovation and technology, expansion and decline, conflict, compromise, citizenship, political thought, religion, and social structure
IT Standards: 6.TT.1 Use technology and other resources for the purpose of accessing, organizing, and sharing information
IT Strategies: 6.TT.1.1 Select appropriate technology tools to gather data and information (e.g. Web-based resources, e-books, online communication tools, etc.)
Unit Title: Grade: Subject:
STAGE 2
Understandings:
Invasions, conquests, and migrations may have political, economic, social, and technological consequences.
Innovation and/or technology can cause social, cultural, political, and economic changes.
The movement of people, goods, and ideas can affect a society or region culturally, politically, and economically.
Maps, charts, graphs, geographic data and available technology tools can be used to organize information around the five themes of geography.
Trading networks can influence economic development both negatively and positively.
Forms and functions of government may be altered or evolve in response to social and economic changes over time.
Essential Questions:
How did the ancient societies of Greece and Rome contribute to our modern society politically and culturally?
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Class discussions
Verbal questioning
Quiz
Debate
Journal Entries
Projects
Role Play
Front-Page news
Maps
Graphic Organizers
Literacy Strategies
Think-Pair-Share
Jigsaw
Illustrations
Simulations
Power Points
Summative Assessment
Test
What: Social Studies
themes, such as religion,
government. Geography,
culture, history, and
economic and financial
literacy
Why: To interpret the early
civilizations as a way to
understand how history,
civilizations, and societies
progress
How: Create a short
answer or essay that
compares the different
civilizations while using the
social studies themes
STAGE 3
Approximate number of days spent on unit: 45 days (9 Weeks)
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Primary Source Documents Secondary Sources: NC Journeys, LearnNC Digital Text, Learning Enrichment, Smithsonian, National Geographic Multimedia: Discovery Education Videos Textbooks Internet
Strategies:
Direct Instruction Collaborative Learning Exploratory Activities Historical Centers Peer Tutoring Internet Web-Quests Teacher and student directed research
Alexander County Schools 2012-2013
Unit: Centers of Growth (Europe and the Americas) [Unit #6]
Q1 Q2 Q3 Q4
Common Core and/or Essential Standards: 6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time. 6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups. 6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions (i.e. Africa, Asia, Europe, and the Americas) over time. 6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions. 6.E.1 Understand how the physical environment and human interaction affected the economic activities of various civilizations, societies and regions. 6.C&G.1 Understand the development of government in various civilizations, societies and regions. 6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions.
Transfer: Students will be able to independently use their learning to… 6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 6.H.1.3 Use primary and secondary sources to interpret various historical perspectives. 6.H.2.1 Explain how invasions, conquests and migrations affected various civilizations, societies and regions (e.g., Mongol invasion, The Crusades, the Peopling of the Americas and Alexander the Great). 6.H.2.2 Compare historical and contemporary events and issues to understand continuity and change. 6.G.1.2 Explain the factors that influenced the movement of people, goods and ideas and the effects of that movement on societies and regions over time (e.g., scarcity of resources, conquests, desire for wealth, disease and trade). 6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions. 6.E.1.1Explain how conflict, compromise and negotiation over the availability of resources (i.e. natural, human and capital) impacted the economic development of various civilizations, societies and regions (e.g., competition for scarce resources, unequal distribution of wealth and the emergence of powerful trading networks). 6.E.1.2 Explain how quality of life is impacted by economic choices of civilizations, societies and regions. 6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and constitutional monarchy). 6.C.1.1 Analyze how cultural expressions reflected the values of civilizations,
societies and regions (e.g., oral traditions, art, dance, music, literature, and architecture). 6.C.1.2 Explain how religion transformed various societies, civilizations and regions (e.g., beliefs, practices and spread of Buddhism, Christianity, Confucianism, Hinduism, Islam and Judaism).
Meaning
Understandings: Students will understand that…
Invasions, conquests, and migrations may have political, economic, social, and technological consequences
Repeated issues and events do not necessarily result in the same outcomes
Historical issues and events are often mirrored in contemporary issues and events
Both desire for wealth and scarcity of resources can often be motivating factors in influencing the movement of people, goods, and ideas
The emergence, expansion and decline of a society or region may be influenced by movement
Maps, charts, graphs, geographic data, and available technology tools can be used to organize information around the five themes of geography
Conflict over the availability of natural, human and capital resources impact economic development
Compromise and negotiation over the availability of natural, human and capital resources impacts economic development
Trading networks can influence economic development both negatively and positively
Leaders make economic choices that impact citizens’ quality of life
Functions of government may be altered in response to social and economic changes
Culture is often expressed through the art, dance, music, literature and architecture of a society or civilization
The spread of religious beliefs can influence or alter societies,
Essential Question(s):
How does trade influence civilizations and societies both positively and negatively?
civilizations and regions
Acquisition
Students will know:
The difference between a primary and secondary source
Important current issues and events
Factors that motivate the movement of people, goods, and ideas
A civilization, society or region has various types of resources
Human resources include people who are used for labor and ideas
How the development of trading networks impacted citizens’ opportunities to engage in commercial activities and access to new products
Quality of life can be measured by social and economic indicators
The basic organizational structures of various governmental systems
The basic tenets of major world religions
Students will be skilled at:
Establish a theme or point of a historical document by determining the word for word, nonfigurative meaning
Use different sources of information from multiple perspectives to understand a particular event or issue
Interpret and draw conclusions from maps, charts, graphs, geographic data and available technology tools
Essential Vocabulary: Historical thinking, conflict, migration, continuity and change, innovation and technology, expansion and decline, conflict, compromise, citizenship, political thought, religion, and social structure
IT Standards: 6.SI.1 Analyze resources to determine their reliability, point of view, bias, and relevance for particular topics and purposes
IT Strategies: 6.SI.1.2 Analyze content for relevance for the assigned task 6.SI.1.3 Analyze resources for point of view, bias, values, or intent of information
Unit Title: Centers of Growth (Europe and South America) Grade: 6th Subject: Social Studies
STAGE 2
Understandings:
Essential Questions:
Revised Blooms
Creating:
Can the student
create new product or point of view?
assemble, construct,
create, design, develop,
formulate & write.
Evaluating:
Can the student
justify a stand
or decision?
appraise, argue, defend,
judge, select, support,
value & evaluate
Analyzing:
Can the student distinguish between
the different parts?
appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment,
question & test.
Applying:
Can the student
use the information in a new way?
choose, demonstrate,
dramatize, employ, illustrate, interpret,
operate, schedule,
sketch, solve, use & write.
Understanding:
Can the student explain ideas or
concepts?
classify, describe, discuss, explain,
identify, locate,
recognize, report,
select, translate
& paraphrase
Remembering:
Can the student recall or remember
the information?
define, duplicate, list,
memorize, recall, repeat,
reproduce & state
Formative Assessments
(Evidences)
Class discussions
Verbal questioning
Quiz
Debate
Journal Entries
Projects
Role Play
Front-Page news
Maps
Graphic Organizers
Literacy Strategies
Think-Pair-Share
Jigsaw
Illustrations
Simulations
Power Points
Summative Assessment
Test
What: Social Studies
themes, such as religion,
government. Geography,
culture, history, and
economic and financial
literacy
Why: To interpret the early
civilizations as a way to
understand how history,
civilizations, and societies
progress
How: Create a short answer or essay that compares the different civilizations while using the social studies themes
STAGE 3
Approximate number of days spent on unit: 45 days (9 Weeks)
W – Where are we going? Why? What is expected?
H – How will we Hook and Hold students?
E – How will we Equip students to Explore and Experience?
R – How will we help students Rethink, Rehearse, Revise, and Refine?
E – How will student self -Evaluate and reflect on learning?
T – How will we Tailor learning to vary needs, interests, and styles?
O – How will we Organize and sequence the learning?
Resources:
Primary Source Documents Secondary Sources: NC Journeys, LearnNC Digital Text, Learning Enrichment, Smithsonian, National Geographic Multimedia: Discovery Education Videos Textbooks Internet
Strategies:
Direct Instruction Collaborative Learning Exploratory Activities Historical Centers Peer Tutoring Internet Web-Quests Teacher and student directed research