Holistic Pacing Map Jackson Public Schools World History ...€¦ · RH.6.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6.2 Determine the

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SCHOOL YEAR: 2017 - 2018

First Nine Weeks

Second Nine Weeks

Third Nine Weeks

Fourth Nine Weeks

Unit: Geography: Social

Studies Tools Unit: Ancient Civilizations: India

and China Unit: The Byzantine and

Muslim Empires

Unit: The Renaissance

•! 1a •! 2c •! 3a •! 5b •! 6a •! 8a

No. of Days

10

•! 2b •! 2c •! 3a •! 3b •! 3c •! 4a •! 4c •! 4d •! 5a •! 6a •! 8a

No. of Days

20

•! 2c •! 3b •! 4b •! 5b •! 5c •! 6a •! 7b •! 8b

No. of Days

15

•! 2a •! 4b •! 5b •! 5c •! 7b •! 8c •! 8b

No. of Days

15

Holistic Pacing Map

Jackson Public Schools World History: The Early Ages

Grade 6 World History Sample Unit

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Unit: Early Humans and Societies

Unit: Ancient Greece Unit: Europe in the Middle Ages

Unit: The Age of Exploration

•! 1a •! 1b •! 1c •! 1d •! 2b •! 3b •! 5c •! 7a •! 8a

No. of Days

10

•! 2a •! 2c •! 3b •! 5c •! 6a •! 8a

No. of Days

10

•! 2a •! 2c •! 4b •! 5b •! 5c •! 6a •! 8c

No. of Days

10

•! 2a •! 4b •! 5b •! 5c •! 7b •! 8c •! 8b

No. of Days

20


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Unit: Early River Civilizations- Mesopotamia

and Egypt

Unit : Ancient Rome Unit : The Crusades

•! 1d •! 2b •! 3a •! 3b •! 5c •! 6a •! 8a

No. of Days

20

•! 2a •! 2c •! 4a •! 5b •! 5c •! 6b •! 8b

No. of Days

10

•! 2a •! 2c •! 4b •! 5b •! 5c •! 6a •! 7b •! 8d

No. of Days

15


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MDE Content Strands, Competencies, and Objectives CONTENT STRANDS Domestic Affairs Global Affairs Civil Rights/Human Rights Economics Culture

STRANDS

The different content strands in social studies combine to give a clear picture of the past and present. Strands also give depth to the social studies curriculum, enabling students to grasp the complexity of events from the past and present and help them acquire critical thinking skills to make informed choices in the future. The 2011 Mississippi Social Studies Framework is comprised of five (5) essential content

strands: DOMESTIC AFFAIRS, GLOBAL AFFAIRS, CIVIL RIGHTS/HUMAN RIGHTS, ECONOMICS, and CULTURE.


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MDE Competencies and Objectives

COMPETENCIES AND OBJECTIVES

Content Strand: Domestic Affairs

1. Understand the biological and cultural processes that shaped the earliest human communities.

a. Examine a variety of scientific methods used by archaeologists, geologists, and anthropologists to determine the dates of early human communities. (DOK 2)

b. Investigate the approximate chronology and sequence of early hominid evolution in Africa from the Australopithecines to Homo erectus. (DOK 2)

c. Identify current and past theories regarding the processes by which human groups populated the major world regions. (DOK 1)

d. Discuss possible social, cultural, and/or religious meanings inferred from late Paleolithic cave paintings. (DOK 2)

2. Understand unique features of Asian, European and African civilizations and how they have impacted the development of those civilizations.

a. Identify and describe the following governmental forms: democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and republic. (DOK 1)

b. Analyze the concept of "civilization" (e.g., the various criteria used to define "civilization"; fundamental differences between civilizations and other forms of social organization, such as hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro meets criteria for defining civilization). (DOK 3)


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c. Apply the five themes of geography (e.g., location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe and Africa. (DOK 3)

Content Strand: Global Affairs 3. Understand the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE. a. Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1)

b. Explain the emergence of civilizations in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean and how they

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

c. Investigate and summarize how the introduction of technology affected the relationship between civilizations (e.g., Egyptians and the

Hittites, etc.). (DOK 2)

4. Understand how large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE. a. Identify the significant individuals and achievements of ancient Roman, Chinese, and India society. (DOK 1) b. Analyze the influence of the economic and political framework of Roman society on global expansion of civilization (e.g., how Roman

unity contributed to the growth of trade among lands of the Mediterranean basin; the importance of Roman commercial connections with

Sub-Saharan Africa, India, and East Asia; the history of the Punic Wars and the consequences of the wars for Rome; the major phases of

Roman expansion, including the Roman occupation of Britain) (DOK 3)

c. Explain the fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties. (DOK 2)

d. Explain the major religious beliefs and social framework in India during the Gangetic states and the Mauryan Empire. (DOK 2)


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Content Strand: Civil Rights/Human Rights 5. Understand the civil and human development of various civilizations of Asia, Europe, and Africa from rise to fall. a. Cite evidence of human social relations as to the cause of the fall of civilizations of Asia, Europe and Africa. (DOK 2)

b. Describe the relationship among various groups of people (e.g., peasants and aristocracy, dictators and common people, monarchs and

subjects, men and women, Christians and Muslims, etc.) and how it may have characterized the societies in various regions in of Europe,

Asia, and Africa from the fall of the Roman Empire through the Middle Ages. (DOK 2)

c. Analyze the evolution of human rights throughout the history of various civilizations (e.g., Hammurabi‘s Code, Plebeians of Rome,

Magna Carta, etc.). (DOK 3)

Content Strand: Economics 6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe and Africa. a. Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3)

b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were

influenced by the economic development of those regions. (DOK 2)

7. Understand how technological advances affected the economic development of civilizations of Asia, Europe and Africa. a. Explain and analyze the technological advances of early man, such as irrigation, farming, and domestication of animals that led man

from prehistory to civilization. (DOK 3)

b. Analyze the effects of technology on trade at different times throughout history. (DOK 3)


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Content Strand: Culture 8a. Analyze the significance of various archaeological and anthropological findings and historical sites (e.g., Champollion‘s discovery of Rosetta stone, Pompeii, Akrotiri, etc.). (DOK 3)


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Unit Title: Geography: Tools of Social Studies

Course: World History Grade: 6th

MDE Content Objectives: Mississippi College and Career Readiness Standards: 1a. Examine a variety of scientific methods used by archaeologists, geologists, and anthropologists to determine the dates of early human communities. (DOK 2)

2c. Apply the five themes of geography (e.g., location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe and Africa. (DOK 3)

3a. Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1)

5b. Describe the relationship among various groups of people (e.g., peasants and aristocracy, dictators and common people, monarchs and subjects, men and women, Christians and Muslims, etc.) and how it may have characterized the societies in various regions in of Europe, Asia, and Africa from the fall of the Roman Empire through the Middle Ages. (DOK 2) 8a. Analyze the significance of various archaeological and anthropological findings and historical sites (e.g., Champollion‘s discovery of Rosetta stone, Pompeii, Akrotiri, etc.). (DOK 3)

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

RH.6.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.6.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

RH.6.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

RH.6.5 Describe how a text presents information (e.g., sequentially, comparatively, causally, etc.).

RH.6.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

RH.6.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.


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

RH.6.9 Analyze the relationship between a primary and secondary source on the same topic.

WHST.6.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Big Ideas:

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

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

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

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

environmental characteristics.

•! The topography, climate, and natural resources of a region influence the culture, economy, and lifestyle of its inhabitants.


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Essential Questions:

•! What makes a place unique and different?

•! What are the consequences of technology?

•! How can we use social studies tools to study the earth?

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

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

Instructional Strategies: GRAPES: When we study and analyze societies and civilizations, we can categorize their features into six significant categories:

Geography, Religion, Achievements, Politics, Economics, and Social Structure Students complete a graphic organizer with the acronym GRAPES written vertically. Explain to students that when we study and analyze societies and civilizations, we can use the six significant categories to reinforce the content strands. Have students to work in small groups to complete their definition with a simple image that helps reinforce the concept of geography. Then, generate some specific examples of things that might fall under “Geography.” Continue with the remaining terms (Religion, Achievements, Politics, Economics, and Social Structures).

*Assist students with relating and finding examples of the content strands- (Domestic Affairs, Global Issues, Culture, Civil/Human Rights, and Economics) in each unit.


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Map Analysis Strategy –TODALSIG acronym: T – title O – orientation [compass rose] D – date A – author L – legend/key including scale S – scale [reminder] and surrounding places I – insets/index when present G – grid system [alpha-numeric; latitude/longitude]

Search for maps of a city, state, region, or country from different time periods. Compile a list of changes over time and other differences and similarities between the maps.

SPRITES organizational chart - organizes information about a

region/country/area.

Setting – Where is this place?

Politics – What is the type of government?

Religion – What is/are the dominant religious practices?

Innovations/Ideas – What contributions [including arts and music] has this

group made to our lives?

Technology – What tools or inventions have they contributed?

Economics – What is the economic system? What jobs do people here do?

Social (Society) – What is the social structure? What are customs and traditions?

MR HELP reviews the Five Themes of Geography and can be useful at the beginning of each unit to help students understand geography.

•! Movement - Help your students understand how all people, including them, are dependent on other cultures, regions, and people in the world. Have your students look around the classroom and see how many products they can find that were manufactured in the United States and how many were manufactured elsewhere. Discuss ways to travel from one place to another (you can get into abstract ideas like music and literature). Students can answer the following while studying movement: How can visitors get to and from this place (airports, highways, train stations)? How do goods or ideas from this place affect people in other places?

•! Regions - Compares and defines characteristics that make places similar to or different from other places

Students can answer the following while studying regions:

What foods, activities, or special interest is this region known for? How are the people here similar to or different from other people in nearby places?


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•! Human-Environment Interaction – includes descriptions of how humans adapt to and/or change the physical environment, including industries and agriculture, to improve lifestyle or survival.

Students can answer the following while studying HEI:

How can visitors take care of the environment here? What should visitors know about the environment here?

•! Location - Includes determining both absolute location [latitude, longitude; address] and relative location [in relation to a fixed point; cardinal/intermediate directions]

Students can study location by answering the following:

In what state or country is this place? What are its latitude and longitude? What other interesting places are near?

•! Place - Identifies and distinguishes the physical and human characteristics of a given place including climate, population, vegetation, water, and landforms; natural resources.

Students can study place by answering the following:

Who lives here? What kinds of businesses or activities can people visit? What kinds of clothes do people need for the land or climate?


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Debate-Debate is a structured form of argumentation that requires participants to engage in research, develop listening and oratory skills, and think critically. Debating can be employed as an instructional strategy wherever the learning material and circumstances are open to opposing points of view

(Suggested) Format:

•! Affirmative- (For) presents case� •! Negative- (Against) presents case� •! Affirmative and negative respond to one another •! Affirmative summarize and concludes� •! Negative summarizes and concludes

Gallery Walk:

1.! Create four questions or prompts about the current topic of study, and write each one on a piece of chart paper or on a white board. Hang or place the questions or prompts in various places around the classroom to create 4 stations. Images, documents, problems, or quotes may also be used.

2.! Group students into teams (depending on the size of the class). Each group should start at a different station.

3.! At their first station, groups will read posted information and write the group’s responses on the chart paper or white board. Hold all students accountable for contributing.

4.! After three to five minutes, have the groups rotate to the next station. Students read and discuss the previous group’s response and add content of their own. Repeat until all groups have visited each station. (It is important to monitor the stations while the students participate. You may also need to clarify if students don’t understand or misinterpret what is posted at their station.)

5.! Bring the class back together to discuss what was learned and make final conclusions about what they saw and discussed. Clarify misconceptions.


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Close Reading: Guide students’ investigation of a piece of text. Guide students’ investigation of a piece of text (a complex passage), with multiple readings and annotations.

Common annotations include: •! Underlining major points •! Vertical lines in the margin to denote longer statements that are too long to be underlined •! Star, asterisk, or other doodad in the margin to be used sparingly to emphasize the ten or dozen most important statements •! Numbers in the margin to indicate a sequence of points made the author in development of an argument. •! Numbers of other pages in the margin to indicate where else in the book the author makes the same points •! Circling of key words or phrases •! Writing in the margin, or at the top or bottom of the page, to record questions (and perhaps answers) a passage raises in your mind

Get the Gist (Who, What, When, Where, Why, How, Summarize)

Anticipation Guide:

•! Select statements for the anticipation guide. The most effective statements relate to universal themes and are phrased in ways that make sense when applied to events in the unit of study and to situations in students’ lives.

•! Prepare a handout or graphic organizer that structure students’ responses by asking them to decide if they strongly agree, agree, disagree or strongly disagree with the statement, and then explain why.

•! Have students to reflect and review their anticipation guides after completing a text, noting how their experience with new material might have changed their thinking. Reflections can be in writing and/or through discussion.


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OPTIC

•! O- Conduct a brief OVERVIEW of the visual or graphic. This should be in the form of a brief paraphrase or summary. •! P- Parts: Key in on the PARTS of the image by reading the visual as a text, looking for literary techniques such as imagery, simile,

metaphor, symbol, and irony. •! T-Title: Read the TITLE or caption of the visual (if one is present) so that you are clear on the subject it is covering. •! I-Interrelationships: Use the title as your theory and parts of the visual as your clues to detect and specify the

INTERRELATIONSHIPS in the graphic. •! Conclusion: Draw a CONCLUSION about the visual as a whole by stating its theme or the argument its making.

Jigsaw Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic (for example, one

group studies the theme of Place, another group studies the theme of Regions). Students meet with members from other groups who are assigned

the same aspect, and after mastering the material, return to the "home" group and teach the material to their group members.


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SOAPStone- To analyze any piece of writing, it is essential to know the subject of the piece, the occasion for its being written, the audience for whom it is written, the purpose of the piece, and the actual speaker (may differ from the author). The SOAPS strategy can be useful when analyzing primary sources. Who is the Speaker?

•!Who is the speaker? Identification of the person (or group of people) that wrote this text: what is the speaker’s age, gender, class, or education?

•!Identify the main voice within the text. •!What can you tell or what do you know about this person’s role in the text?

What is the Occasion?

•!Identify the time and place of the text. What is the current situation? •!Is it a personal event, a celebration, an observation, a critique, or…? •!Identify the context of the text.

Who is the Audience?

•!The readers to whom this text is directed. •!The audience may be one person, a small group, or a large group. •!Does the speaker specify an audience? •!What assumptions exist in the text about the intended audience of this text?

What is the Purpose?

•!What is the purpose for the passage/text? •!What is the message? •!Why did the author write it? What is the author’s goal? How does the speaker convey the message?

What is the Subject?

•!The topic, content, and ideas included in the text. •!Can you identify and state the subject in a few words? •!Is there one or more than one subject? •!How does the author present the subject? Does s/he introduce it immediately or not? Is the subject explicit or implicit?

AUTHOR’S TONE

•! Clarify the author’s attitude toward the topic/subject. •! Is the author emotional, objective, or biased about this topic/subject?


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•! What types of details, language, and sentence structure “tell” the author’s feelings about the topic/subject? •! If you were the author and were to read the passage aloud, describe the tone of his/her voice.

Vocabulary Strategies:

Marzano Strategy: (Example included in this unit plan)

•! Provide a description, explanation, or example of the new term

•! Ask students to restate the description, explanation, or example in their own words

•! Ask students to construct a picture, symbol, or graphic representing the word

•! Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks

•! Periodically ask students to discuss the terms with one another

Academic Vocabulary:

Geography, latitude, longitude, scale, map, key, place, location, human-environment, region, movement, absolute location, relative location, compass rose, hemisphere, map projection, time zones, equator, prime meridian, cardinal directions, Five Themes of Geography, scale


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Vocabulary Strategies:

List-Group-Label

After selecting a main concept in a reading passage:

1.! List: Have students brainstorm all the words they think relate to the topic. Visually display student responses.

2.! Group: Divide your class into small groups. Each group will work to cluster the class list of words into subcategories. As groups of words emerge, challenge your students to explain their reasoning for placing words together or discarding them.

3.! Label: Invite students to suggest a title or label for the groups of words they have formed. These labels should relate to their reasoning for the grouping.


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Formative Assessment Strategies:

!! Analogy Prompt- Present students with an analogy prompt: (A designated concept, principle, or process) is like

___________because_________________.

!! Exit card- Exit cards are written student responses to questions posed at the end of a class or learning activity or at the end of the day.

!! Self-Assessment- A process in which students collect information about their own learning, analyze what it reveals about their progress

toward the intended learning goals and plan the next steps in their learning (with teacher guidance). Students can also complete Student

Data Notebooks-A tool for students to track their learning: Where am I going? Where am I now? How will I get there?

!! Journal Entry- Students record in a journal their understanding of the topic, concept, or lesson taught. The teacher reviews the entry to

see if the student has gained an understanding of the topic, lesson, or concept.

!! Quick Write- Learners respond in 2-10 minutes to an open-ended question or prompt posed by the teacher before, during, or after

reading


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Performance Task

Students will have the task of designing a building project (park, college, concert venue, airport, etc.) requested in the city of Jackson). They must decide where in Jackson it will be, explain why location was chosen, and how it will be built. They will use the Five Themes of Geography to justify and analyze the project and its effects on Jackson. Imagine the Jackson City Council will listen to and look over their proposals and decide who will be given a permit to build. Each group will write a written proposal to explain their project. They will also present a visual proposal to address the five themes of geography. The visual proposal can be a poster, pamphlet, or PowerPoint presentation, and must answer the following:

"! Where is it located? —Include map with absolute location and directions providing a relative location

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

"! How will your project affect the region Jackson is located?

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

"! How will people get there? Is it easily accessible? How does the building project reflect the movement of cultures, ideas, and people into Jackson? How might the building project change the culture of Jackson?

"! How would the project affect the relationship humans have with the environment? How will your project be environmentally conscious?

*See specific GRASPS components on next page.


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G-The goal is for students to write a proposal for a project or landmark needed in Jackson.

R- Students will assume the role of a city planner. A- The audience will be members of the Jackson City Council and various citizens. S- Students will act as if they are trying to get a project proposed to add to beautifying the city and making it attractive, more entertaining, and interesting for citizens and tourists. P-Students write a proposal and create a visual illustration to promote the proposal that includes how the project will benefit the city and its people applying the 5 Themes of Geography to describe.

Standards and Objectives: Addressed: 1a, 2c, 3a, 5b, 8a, RH.6.1, RH.6.2 *See Performance Task Rubric for assistance with scoring


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Instructional Plan:

Day One/Two:

MDE Objectives: 1a, 2c, 8a

MS CCR Standards: RH.6.1, RH.6.2

Anticipatory Set/Introduction to the Lesson:

(Class Starter/Do Now) Provide students with a map of the world and a KWL+ evidence chart. Ask students what comes to mind when they think about geography and their community. Have students to complete the K section by writing what they already know about geography and the 5 Themes of Geography. Have students to complete the W with what they wonder about geography and the 5 Themes of Geography.

Show students a video on the 5 Themes of Geography (Link can be found under the Resources section of this document).

Teacher Input/Modeling:

Understanding the Lesson Purpose-The teacher will lead a brief discussion based on students’ inferences and responses. Review the Big Ideas, Essential Questions, Lesson Purpose, Learning Targets/Goals, and Performance Task with students.

The teacher will provide direct vocabulary instruction (Marzano strategy) by providing students with vocabulary words, definitions, and visual representations. (Students will complete the chart with their own definition and visual representation.)

The teacher will provide background information using an article about on geography and the 5 Themes of Geography. The teacher will relate information from the video and model how students are to complete the Jigsaw and Gist activity (to determine the central ideas) during the guided practice phase.


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Guided Practice: Activity-Jigsaw

In small groups, assign students a reading selection on the 5 Themes of Geography. Allow students to select the article they would like to read of various places to expand their theme. Have each group member to specialize in one aspect of the 5 Themes of Geography (for example, one group member studies the theme of Place, another group member studies the theme of Regions). Have students meet with members from other groups who have been assigned the same aspect, and after mastering the material, return to the "home" group and teach the material to their group members. Students can use the Gist handout to help organize content, cite textual evidence, and determine the central idea.

Closure/Reflection: Have each student to report what they “taught” their group members. The teacher will clarify any misconceptions.

Give each student one of the five themes of geography. Have them to use their 3-2-1 exit ticket to write:

•! 3 ways they can use this theme to study the earth •! 2 things they learned about the theme •! 1 question they still have

Independent Practice: Have students to complete the “Evidence” section of their KWL chart.


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Gist Template Example:

Name!______________________________________________________!!Title!!!!______________________________________________________!!Source!_____________________________________________________!1.! !Read!the!article!or!section!of!text.!!

2.! !Fill!in!the!5!Ws!and!H.!Who:!!What:!!When:!!Where:!!Why:!!How:!!

3.!Write!a!20Cword!GIST!summary.!!!


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!Term!

!!

!Definition!

!Non-Linguistic!Representation!

!Student!Definition!

!Student!Non-Linguistic!

Representation!!!geography!

!The!study!of!the!physical!features!of!the!earth!and!its!atmosphere,!and!of!human!activity!as!it!affects!and!is!affected!by!these,!including!the!distribution!of!populations!and!resources,!land!use,!and!industries!!

!!

!

! !

Example of Marzano chart


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KWL Plus K W L Plus (Evidence)


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The Five Themes of Geography (Article)

Geography is more than memorizing names and places. Geographers organize space in much the same way that historians organize time. To help organize space, geographers are concerned with asking three important questions about things in the world:

• Where is it? • Why is it there? • What are the consequences of its being there?

The five themes of geography help answer these questions: • Location: Where is it located? • Place: What's it like there? • Human/Environment Interaction: What is the relationship between humans and their environment

• Movement: How and why are places connected with one another? • Regions: How and why is one area similar to another?

No one theme can be understood without the others. The themes are connected with one another, as are all components of our world. No part of our world can be understood in isolation.

I. Location: Position on Earth's Surface Absolute and relative location are two ways of describing the positions and

distribution of people and places on the earth's surface.

Absolute location answers the questions: Where is it?

Absolute location is nothing more than a simple dot--often identified as a grid coordinate on the surface of the earth. Latitude and longitude can be used to pinpoint a location. For example, the absolute location of New Orleans, Louisiana, is 30 degrees north, 90 degrees west. Finding absolute location is the starting point for geographic research.


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Relative location is the relationship of a place to other places.

For example, New Orleans is located at the place where the Mississippi River empties into the Gulf of Mexico, which gives it easy access to ocean and river shipping. Your home has a relative location. Where is it located in relation to schools, stores, and convenient transportation?

Location is only one piece of the framework of geography, yet it is an important theme because it helps us know and express where things are.

Discuss answers to these questions about your location: • What are the latitude and longitude coordinates of your absolute location. • What is your relative location and the relationship of your location to other

locations? • How does the importance of your location change over time?

II. Place: Physical and Human Characteristics

The theme of place addresses this question: What's it like there? This theme considers the characteristics that make one place different from all other places on earth. Geographers describe a place by two kinds of characteristics; physical and human.

The physical characteristics of a place make up its natural environment and are derived from geological, hydrological, atmospheric, and biological processes. They include land forms, bodies of water, climate, soils, natural vegetation, and animal life.

The human characteristics of a place come from human ideas and actions. They include bridges houses, and parks. Human characteristics of place also include land use, density of population, language patterns, religion, architecture, and political systems.


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The theme of place helps flesh out information about location. Taken together, the themes of location and place provide a basis for observation in geography. These themes can be used to help answer the first two questions of geography: Where is it? and Why is it there? With a sense of physical and human place, we can read the landscape around us and make observations about what we see. we'll explore more about physical and human places when we look at the theme of region.

Discuss answers to these questions about your place: • How would you describe where you live physically? Is your place flat or hilly, hot or cold, wet or dry? What natural resources are found there? • What are some of the human characteristics that describe your place? For example, what types of houses are there? Are patterns of land use different from those in other parts of the country? What types of industry are found, and how might they be different from industries in other parts of the country?

III. Human/Environment Interaction: Shaping the Landscape

The physical and human characteristics of a place provide keys to understanding the interrelationships between people and their environments. This geographic theme addresses this question: What is the relationship between humans and the environment? Three key concepts underlie human/environment relationships:

• Humans depend on the environment: The natural environment is made up of living things and non living things. Humans depend on the natural environment for their basic needs; food, shelter, and clothing. • Humans modify the environment: People modify the natural environment to meet their needs. For example, they build dams, plow and irrigate fields, and dig mines. They build houses, schools, and shopping centers on land.

• Humans adapt to the environment: Humans have settled in virtually every corner of the world by successfully adapting to various natural settings. For example, people who live in the northeastern United States use heating units to keep their homes warm in winter People in the southern part of the country use air conditioning much of the year to stay cool in the heat. The ways people choose to adapt to their settings reflect their economic and political circumstances and their technological abilities. Studying geography furthers appreciation of our natural environment and of our cultural differences.


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Discuss answers to these questions about the human/environment interaction where you live:

• What examples of human/environment interaction do you see in your area? • Do you see evidence of exploited resources?

Do you see changes in the landscape in animal habitats? Are there changes in the air, water, and soil?

IV. Movement: Humans Interacting on the Earth

The theme movement addresses this question: How and why are places connected with one another? Relationships between people in different places are shaped by the constant movement of people, ideas, materials, and physical systems such as wind. Our world is in constant motion, constantly changing. Like blood flowing through our bodies, movement brings life to a place.

Discuss answers to these questions about movement where you live: • What examples of movement of people, goods, or ideas do you see in your area? • Has immigration had an impact on your area? If so, what has happened? • What are the transportation routes in your area?


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V. Regions: How they Form and Change

A region is a basic unit of geographic study. It is defined as an area that has unifying characteristics. The study of regions helps us answer these questions: How and why is one area similar to another? How do the areas differ? Most regions differ significantly from adjoining areas.

Some regions are distinguished by physical characteristics. Physical characteristics include land forms, climate, soil, and natural vegetation. For example, the peaks and valleys of the Rocky Mountains form a physical region.

Some regions are distinguished by human characteristics. These may include economic, social, political, and cultural characteristics. The highly urbanized Northeast Corridor between Boston and Washington, D.C. can be considered a human region. Other regions are combinations of physical and human characteristics, for example, the South, Scandinavia, and the Midwest.

Boundaries between regions can be vague. Regions are generally thought of as large areas, such as the Corn Belt in the mid-western United States or sub-Saharan Africa. Overhead transparencies will help the teacher demonstrate that a region can be as small as a classroom learning center, a neighborhood, an industrial park, or a recreational area.

Discuss answers to these questions about regions where you live: • How many different regions can you identify within your area? • How many larger regions does your area belong to?


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Jigsaw (Example)

Jigsaw is a cooperative learning strategy that enables each student of a "home" group to specialize in one aspect of a topic (for example, one

group studies the theme of Place, another group studies the theme of Regions). Students meet with members from other groups who are assigned

the same aspect, and after mastering the material, return to the "home" group and teach the material to their group members.


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Accountable Talk Response Stems (Example)

I disagree with that, because __________________.

I agree with ___________, because _____________.

Based on my evidence, I think ________________.

I still have questions about ____________.


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Day Three/Four:

MDE Objectives: 1a, 2c, 3a, 6b, 8a



Give students a list of professional football teams and a map of the United States. Have students to locate the cities on a map (as well as locate Jackson on a map). Then give students a map of the world to locate places in the Eastern Hemisphere.


Review previous information learned on the Five Themes of Geography (from previous lesson). Using the Smart Board, LCD projector or white board (hold U.S. map up), lead a discussion on the theme of location and how model how to plot location using longitude and latitude. Show students an image from Jackson (included in this unit plan). Explain the various parts of the map to students using the TOTALSIG strategy. Model what students are to do in each group/station. Students will use the 5 Themes of Geography to study Jackson. Students can move to various stations or you can move the labeled themes.

Guided Practice: Station Activity

Station 1- Location- At this station, students will plot the absolute and relative location of Jackson.

Region- At this station, students will write how the theme of region applies to Jackson.

Station 2- Place- At this station, students will explain how the theme of Place can be used to study Jackson, and provide examples.


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Station 3- Movement- At this station, students will study a map of Jackson and the theme of movement. Have students to write about how the

road system affects the movement of people, goods, and ideas from one place to another.

Station 4- Human-Environment Interaction- At this station, have students to read about the physical features of Jackson and write how those

features affect people who live in Jackson.

Closure: Have students to choose a place of interest to demonstrate mastery of applying three of the Five Themes of Geography. Example: Students can write the absolute location of Paris (Location), explain the physical features that make Paris unique (Place), and explain how goods, ideas, and people affect life in Paris (Movement).

Independent Practice: Students can create “Where Am I” booklets. The booklet should provide examples on a particular place and give clues on the location, the specific unique physical/political features of the place, how various factors influence life in that area, which region the place is a part of, and how goods, ideas, and people have been factors to the chosen place.


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Map Analysis Strategy –TODALSIG acronym: T – title O – orientation [compass rose] D – date A – author L – legend/key including scale S – scale [reminder] and surrounding places I – insets/index when present G – grid system [alpha-numeric; latitude/longitude]

Search for maps of a city, state, region, or country from different time periods. Compile a list of changes over time and other differences and similarities between the maps.

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Day Five/Six:

MDE Objectives: 1a, 2c, 3a, 8a



Have students to respond to the following: “How far is it from your desk to the teacher’s desk? How can I get to the teacher’s desk from the hall door?” Have students to create written directions for two places in the classroom and draw a map to go with the written directions. Have students to work with a partner to read and discuss each other’s directions and comment on their clarity.


The teacher will provide background information using a power point presentation on reading and using physical, political maps, and historical maps. The teacher will show students an example of each map and model how the map is used. The teacher will relate the use of maps to using the Five Themes of Geography.

The teacher will model how to create a historical map by completing a map about a recent day with major events that occurred. The teacher will include all required parts of the map such as the title, key, compass rose, scale, symbols and colors to show movement, locations of people, resources, trade patterns, etc. with a think aloud.


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Guided Practice: Historical Map Activity

Students will work in small groups to create a historical map outlining places they have been or major events that have been a part of their lives. Assist students with the frame and the content in their maps to ensure all information is relevant and appropriate. Also, ensure that students have included the required parts of a map. Students will share their maps with their group members. Require students to use academic vocabulary in their discussions and presentation.

Closure: Students will participate in a “Whip Around” to share what they learned about maps or one of the 5 Themes of Geography. Be sure to get a response from each student to check for mastery and clarify misconceptions, if any.

Independent Practice: Give students a quiz on applying the Five Themes of Geography, parts of a map, and essential vocabulary.

*For Homework, allow students to select articles they would like to read that shows how the 5 Themes of Geography are relevant in our lives. Model writing expectations, and assign students prompts to respond to citing textual evidence from their selected articles.


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Whip Around

To implement the Wraparound strategy, you pose a question or prompt to the class and then have each student share aloud their quick response. This strategy provides an efficient way for all students in a classroom to share their ideas about a question, topic, or text, revealing common themes and ideas in students’ thinking. Wraparound activities can also be provocative discussion starters.


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Day Seven/Eight:

MDE Objectives: 1a, 2c, 3a, 8a



Provide students with a copy of an anticipation guide with read life scenarios in which students will write if the scenario discusses a primary or secondary source. (Give students about 5 minutes.) Have students to read each scenario and write if it is a primary or secondary source.


The teacher will provide background information on primary and secondary sources using a handout. The handout will include examples of both documents. The teacher will lead a discussion on the purpose and uses of primary and secondary sources, establish relevance of both sources to studying social studies, and explain how historians and archaeologists work as “detectives.”

The teacher will use a passage about the Sumerians to model the AP-PARTS strategy to assist students with analyzing and sourcing documents. The teacher will also model to students how to annotate reading passages using the Close Reading annotation strategy (included in this unit plan).

Guided Practice: Sourcing Activity

Students will work in small groups using chart paper to source (using the AP-PARTS strategy) and annotate assigned primary and secondary source reading selections. Reading selections will vary from articles by students about their school experiences, images from various eras in history, journals, letters, and historical passages.


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Closure: Students will give an overview of what they read, explain what type of source it is, and cite textual evidence from initial article that supports it being a primary or secondary source.

Independent Practice: Students will complete a writing assignment about how geographers and historians use various tools such as maps, globes, timelines, primary and secondary sources, the Five Themes of Geography, and artifacts to study the earth. (see rubric in Attachments for assistance with scoring)


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APPARTS

AUTHOR Who created the source? What do you know about the author? What is the author’s point of view?

PLACE AND TIME Where and when was the source produced? How might this affect the meaning of the source?

PRIOR KNOWLEDGE Beyond information about the author and the context of its creation, what do you know that would help you further understand the primary source? For example, do you recognize any symbols and recall what they represent?

AUDIENCE For whom was the source created and how might this affect the reliability of the source?

REASON Why was this source created at the time it was produced?

THE MAIN IDEA What point is the source trying to convey?

SIGNIFICANCE Why is this source important? What inferences can you draw from this document? Ask yourself, “So what?” in relation to the question asked.


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APPARTS (Handout)

Document/Source: _____________________________________________

Author: ______________________________________________________

Place and Time: ________________________________________________ _____________________________________________________________ _____________________________________________________________

Prior Knowledge: ______________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Audience: ____________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Reason: ______________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________


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The Main Idea: ________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________

Significance: __________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________


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Day Nine/Ten:

MDE Objectives: 1a, 2c, 3a, 5b, 8a



On colorful index cards, have students to complete an Admit Ticket writing at least four geographic tools they could use to study the world and explain how they would use each.

Have students to use the Possible Sentences strategies to predict what they will be reading about related to geography and Ancient Egypt. (See the Possible Sentences example included in this unit plan.)


Use an interactive board or an LCD projector to show students the articles from News ELA (Link in the Resources section). Lead a brief discussion on how the article includes information on how the Five Themes of Geography are relevant. Explain to students how they can use take notes using the Double Entry Journal strategy (students can use a glue stick to tape the article to the left side of their paper and write notes about the article on the right side).

Model for students how to glue their map of Africa and the article on the left side of their paper and what specific notes to take on the right side. Notes should include the Five Themes of Geography been used to study Egypt.


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Guided Practice: Double Entry Activity

Study will read, take notes, and pose questions about Egypt in their journals. Students should cite evidence from the map of Egypt and the article to support their notes. Teacher and students will review all information for the week by playing a game.


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Closure: Students will complete an Analogy Prompt in which they will have to compare one of the tools of geographers to something else and explain their reasoning.

Independent Practice: Students will take a test on the unit.


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Differentiation

Reaching All Learners

For students who perform or read below the grade level:

•! Provide sentence starters to frame their writing •! Provide a partially filled graphic organizer or handout for the Gist activity •! Provide a closed activity (paragraph) for students whose language is extremely limited for Quick Writes •! Supply a word bank and definitions when students are reading texts •! Give a model or exemplar of how the finished product should look

Students who are ELL:

•! Give students many opportunities to have extended interaction (such as doing ‘jigsaw’-type activities) with peers of varying English proficiency levels, who can provide ELLs with a range of models for how to use English words or structures appropriately.

•! Provide ELLs with strategic types of scaffolding, such as graphic organizers, visual aids, peer help, or home language help, and removing these supports as students’ skills develop

•! Provide them with relevant background knowledge about a topic to be discussed in class, or activate their existing knowledge of a topic •! Assist ELLs with learning new vocabulary through extended discussion with their classmates after reading or between multiple readings


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For students who are advanced learners:

•! Have students to make text to text and text to world connections to their articles •! Provide students with a challenge question or problem to investigate using multiple texts •! Give students scenarios to consider and respond to, citing evidence •! Pose a challenge question or task that requires students to think beyond abstract ideas and new use of the information.


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Resources:

!•! Outline Maps •! Timelines •! Timelines Creator •! Ancient Egypt Article- (News ELA) •! Video of the 5 Themes of Geography •! SuccessfulNetPlus.com-(Pearson online textbook) •! My World History textbook (Pearson) •! Maps, Globe, Charts, Graphs •! Current Events/News (CNN) •! History of Our World (The Early Ages) textbook

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

•! Geography- http://www.geoknow.net/

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

•! Culture -http://lessonplans.mrdonn.org/worldcultures.html

Documents

Holistic Pacing Map Jackson Public Schools World History ...€¦ · RH.6.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6.2 Determine the