grade 6 credits: abstract 6 credits: abstract ... • writing • rubrics • tests/quizzes •...

APPROVED BY BOARD OF EDUCATION OCTOBER 16, 2012 ELMWOOD PARK SCHOOL DISTRICT

ANCIENT CIVILIZATIONS

GRADE 6

Credits:

ABSTRACT Primary goal of this course is to help students discover the tools, processes, methods, and techniques to think

historically. To achieve this, the following course-long questions were designed to be considered through all units of study.

a) Why is it important to study the history of ancient civilizations? b) How were cultural elements and social institutions reflected in early world civilizations? c) What role did geography play in the development of early world civilizations? d) What is the influence of government and economics on the rise and fall of ancient civilizations?


UNIT: (Title, Month(s), Number of Days)

Unit 1 Prehistoric People,

Mesopotamia, Egypt 12 Weeks

Unit 2 Ancient India

3 Weeks

Unit 3 Ancient China

3 Weeks

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas?

ESTABLISHED GOALS: (NJ CCCS and/or CCS)

CCSS RH.6-8.1-10

WHST.6-8.1-10 Technology 8.1, 8.2 21st Life & Careers

9.1, 9.2, 9.3, 9.4 World Language

7.1, 7.2

CCSS RH.6-8.1-10


9.1, 9.2, 9.3, 9.4 World Language

7.1, 7.2

CCSS RH.6-8.1-10


9.1, 9.2, 9.3, 9.4 World Language

7.1, 7.2 ENDURING UNDERSTANDINGS: (Students will Understand that . . .)

• Students will understand and use of tools to investigate historical events.

• Students will understand chronology.

• Students will understand cause and effect relationships.

• Students will understand impact of significant individuals.

• Students will understand and analyze social, political, and economic characteristics.

• Students will understand












• Students will understand the concept of scarcity and


the concept of scarcity and strategies used by individuals, societies, and governments to address.

• Students will examine the essential roles of government.

the concept of scarcity and strategies used by individuals, societies, and governments to address.


strategies used by individuals, societies, and governments to address


ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

• Why is it important to study the history of Ancient Egypt?

• What role did geography play in the development of the Ancient Egyptian civilization?

• How are cultural elements and social institutions reflected in Ancient Egyptian civilization?

• What is the influence of government and economics on the rise and fall of ancient Egypt?

• Why is it important to student the history of Ancient India?

• What role did geography play in the development of the Ancient Indian civilization?

• How are cultural elements and social institutions reflected in Ancient Indian civilization?

• What is the influence of government and economics on the rise and fall of Ancient India?

• Why is it important to student the history of Ancient China?

• What role did geography play in the development of the Ancient Chinese civilization?

• How are cultural elements and social institutions reflected in Ancient Chines civilization?

• What is the influence of government and economics on the rise and fall of Ancient China?

STAGE 2: ASSESSMENT EVIDENCE

What evidence will be collected to determine whether or not the understandings have been developed, the knowledge and skills attained, and the state standards met? [Anchor the work in performance tasks that involve application, supplemented as needed by prompted work, quizzes,

observations, etc.] PERFORMANCE TASKS: (Through what authentic performance

• Student understands importance of ancient




tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

Egyptian history. • Student understands how

geography influenced and impacted the development of the ancient Egyptian civilization.

• Student understands how cultural elements and social institutions were reflected in ancient Egyptian civilization.

• Student understands the influence of government and economics on the rise and fall of ancient Egypt.

Indian history. • Student understands how

geography influenced and impacted the development of the ancient Indian civilization.

• Student understands how cultural elements and social institutions were reflected in ancient Indian civilization.

• Student understands the influence of government and economics on the rise and fall of ancient India.

Chinese history. • Student understands how

geography influenced and impacted the development of the ancient Chinese civilization.

• Student understands how cultural elements and social institutions were reflected in ancient Chinese civilization.

• Student understands the influence of government and economics on the rise and fall of ancient China.

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Reports • DBQ’s • Debates • Media Analysis • Speech • Writing • Rubrics • Tests/Quizzes • Homework



RESOURCES:

• Various texts • Supplemental materials • Primary Source • www.kingtut.org • www.multcolib.org/home

work/anchsthc.html

• Various texts • Supplemental materials • Primary Source • www.kidspast.com • www.historyforkids.org • www.educationworld.com



• www.kidspast.com • www.educationworld.com • www.historyforkids.org

STAGE 3: LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? Utilize the WHERETO* acronym to consider key design elements.

SKILLS AND TOPICS: (What specific activities will students do and what skills will students know as a result of the unit?)

• Students will understand that culture is influenced by language, literature, arts, beliefs, and behaviors and may result in unique perspectives.

• Students will understand that all cultures develop institutions, customs, unique histories, situations, and perspectives.

• Students will understand that as early hunters and gatherers developed new technologies, they settled into organized civilizations.

• Students will understand the rise of classical civilizations and empires, and the development of




• Students will understand the rise of classical civilizations and empires, and the development of




• Students will understand the rise of classical civilizations and empires, and the development of major regions had lasting impacts on the world in


major regions had lasting impacts on the world in government, philosophy, architecture, art drama, and literature.

Students will complete the following activities: • Through map study and analysis determine the importance of geography in the study of ancient Egyptian civilization. • Create a “Top Ten List” that examines reasons to study history, and illustrate it with a poster that will be displayed in the classroom for other students to see. • Create bulletin boards, collages, or multimedia presentations that illustrates daily life in Ancient Egypt. • Read Egypt Game, King Tut’s Game Board (or other related novels or plays) to analyze the historical impact of Ancient Egypt. • Determine if goods and services produced by civilizations were consumed

major regions had lasting impacts on the world in government, philosophy, architecture, art drama, and literature.

Students will complete the following activities:

• Analyze visual images of India’s geographic features and determine cause/effect relationship between geographic features and the Indus Valley civilization.

• Categorize elements indicating that Harappa and Mohenjo Daro were city cultures.

• Participate in a role-playing simulation of the caste system and respond to an open ended response question related to this issue.

• Examine cultural aspects of India’s civilization.

• Analyze events of Indian history utilizing primary

government, philosophy, architecture, art drama, and literature.


• Identify and label sixteen major physiographic features of China by working in pairs and utilizing atlases to analyze slides and picture cards of such.

• View a presentation by an informed expert on the customs and traditions of Ancient China.

• Assume the role of Emperor Qin Shihuangdi and argue that the wall was worth the sacrifice because the future of the country depended on it.

• Practice writing Chinese characters and explore the pictographic roots of


by members of the group or traded with neighbors by creating models of goods produced and sold at bazaars or shops representative of early civilizations. • Analyze how early civilizations managed conflict among their citizens by reviewing visual and written information about Hammurabi’s Code and focus on the ways in which criminals were punished. They will share findings with wanted posters, indicating the actions that would be taken against those who break the law. • Participate in mini-dramas in which social interactions (e.g., conflict, cooperation, competition) among groups in Ancient Egypt are presented by assuming the role of news reporters and presenting a discussion on the interaction in both positive and negative terms. • Analyze a particular event in Ancient Egyptian history

sources and create a poster, collage, or other multimedia presentation evaluating its impact on early world history.

• Generate images of Indian achievements including those in arts and sciences.

• Organize information and chart the differences and similarities of Hinduism and Buddhism.

the Chinese written language.

• Analyze ancestor worship and respect for the past comparing these values to present day attitudes in America toward elderly people and toward the past.


by using primary sources to select and research events. They will write articles interpreting historical events that may be used as a portfolio piece. • Make a model of the Step-Pyramid of Zoser (ca. 2700 B.C.) to gain a greater understanding of the evolution of Ancient Egyptian pyramids. • Construct a crossword puzzle using at least twenty names, terms, and pieces of information about ancient Egyptian culture. • Demonstrate knowledge and understanding of the system of hieroglyphics by using the picture, rebus, and syllabic structure of hieroglyphics to create their own writing system. They will use this system to write a letter to a friend. • Construct an impression of

an object to enhance the study of paleontology.

• Construct a ziggurat, explore parts and functions


of each room. • Explore the Code of

Hammurabi and debate about the punishments.

• Incorporate current events

CROSS-CURRICULAR / DIFFERENTIATION: (What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

Math • Translate Egyptian

numerals and evaluate simple addition and subtraction problems.

Art • Explore, translate and

create hieroglyphics. • Create a cartouche

representing your own name and symbols.

• Design a picture of an animal god/goddess.

ELA • Create a new animal

god or goddess. Choose a favorite animal and write a legend about it. Explain why it should be a god/goddess, its attributes and its special role or task in the hierarchy of gods/goddesses.

Math • Use Indian number

system to create a timeline.

Art • Create collages and

dioramas. ELA

• Answer open-ended responses.

• Perform a play. • Read literature.

21st Century • Career Study

Technology • Computers • Internet • Wireless laptop

computers • LCD projectors • Document Camera • Multimedia

Presentation • Web Quests

Math • Translate Chinese

characters and evaluate simple math problems.

ELA • Write a letter from a

worker on the Great Wall of China incorporating the nature of the work and conditions under which they are living, and then share the letters in class.

• Write a short story describing a day in the life of a Zhou citizen. They will write the story about one or more of the following: peasant, noble, craft worker, engineer, tax collector, soldier, or wandering scholar.

• Write a paragraph of “Advice from


• Perform an Egyptian play about mummification and the burial process.

• Generate a story about what each sees in the future when each looks in a mirror just like King Tut’s reflective mirror.





Miscellaneous • Illustrations • Timelines • Map Skills • Performing/role

playing • Graphic organizers • Classroom displays


playing • Graphic organizers • Classroom displays • Debate • Tiered activities/work • Extension

activities/work • Anchor activities • Reports

Confucius”: pretending to be Confucius and give advice on a problem they or their friends have. The advice should be based on what they know about Confucius’ idea, quoting a saying of Confucius.

Art • Create posters including

Confucius’ quotes in a decorative script or print style.

• Create posters for the most valuable Chinese invention.

• Create a name tag: write your name in Chinese, draw and label a map, etc.



computers • LCD projectors • Document Camera • Multimedia Presentation


*WHERETO W = Help the students know WHERE the unit is going and WHAT is expected. Help the teacher know WHERE the students are coming from (prior knowledge, interests). H = HOOK all students and HOLD their interest. E = EQUIP students, help them EXPERIENCE the key ideas and EXPLORE the issue. R = Provide opportunities to RETHINK and REVISE their understandings and work. E = Allow students to EVALUATE their work and its implications. T = TAILORED to the different needs, interests, and abilities of learners. O = ORGANIZE to maximize initial and sustained engagement as well as effective learning.

• Debate • Tiered activities/work • Extension


• Web Quests

Miscellaneous • Illustrations • Timelines • Map Skills • Performing/role playing • Graphic organizers • Classroom displays • Debate • Tiered activities/work • Extension



UNIT: (Title, Month(s), Number of Days)

Unit 4 Ancient Phoenicia and Israel

2 Weeks

Unit 5 Military Empires

2 Weeks

Unit 6 Ancient Greece

5 Weeks

STAGE 1: DESIRED RESULTS

What will students understand as a result of the unit? What are the BIG ideas?


CCSS RH.6-8.1-10


9.1, 9.2, 9.3, 9.4 World Language

7.1, 7.2

CCSS RH.6-8.1-10


9.1, 9.2, 9.3, 9.4 World Language

7.1, 7.2

CCSS RH.6-8.1-10


9.1, 9.2, 9.3, 9.4 World Language

7.1, 7.2 ENDURING UNDERSTANDINGS: (Students will Understand that . . .)


















• Students will understand the concept of scarcity and


ENDURING UNDERSTANDINGS: (Students will Understand that . . .)






• Students will understand the concept of scarcity and strategies used by individuals, societies, and governments to address.














• Students will understand the concept of scarcity and strategies used by individuals, societies, and governments to address


ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

• Why is it important to study the history of Ancient Phoenicia and Israel?

• What role did geography play in the development of the Ancient Phoenician and Israelian civilization?

• How are cultural elements and social institutions reflected in Ancient Phoenician and Israelian civilization?

• What is the influence of

• Why is it important to student the history of the empires of the Assyrians, Chaldeans, and Persians?

• What role did geography play in the development of the empires of the Assyrians, Chaldeans, and Persians

• How are cultural elements and social institutions reflected in the empires of the Assyrians, Chaldeans, and Persians?

• Why is it important to student the history of Ancient Greece?

• What role did geography play in the development of the Ancient Greek civilization?

• How are cultural elements and social institutions reflected in Ancient Greek civilization?

• What is the influence of government and economics on the rise and fall of




observations, etc.] PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

• Student understands importance of ancient Phoenicia and Israel history.

• Student understands how geography influenced and impacted the development of the ancient Phoenician and Israelian civilization.

• Student understands how cultural elements and social institutions were reflected in ancient Phoenician and Israelian civilization.

• Student understands the influence of government and economics on the rise and fall of ancient Phoenicia and Israel.

• Student understands importance of empires of the Assyrians, Chaldeans, and Persians.

• Student understands how geography influenced and impacted the development of empires of the Assyrians, Chaldeans, and Persians.

• Student understands how cultural elements and social institutions were reflected in the empires of the Assyrians, Chaldeans, and Persians.

• Student understands the influence of government and economics on the rise and fall of empires of the Assyrians, Chaldeans, and Persians.

• Student understands importance of ancient Greek history.

• Student understands how geography influenced and impacted the development of the ancient Greek civilization.

• Student understands how cultural elements and social institutions were reflected in ancient Greek civilization.

• Student understands the influence of government and economics on the rise and fall of ancient Greece.

OTHER EVIDENCE: (Through what other evidence (e.g.

• Reports • DBQ’s




quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)

• Debates • Media Analysis • Speech • Writing • Rubrics • Tests/Quizzes • Homework



RESOURCES:

• Various texts • Supplemental materials • Primary Source • www.kidspast.com • www.educationworld.com • www.historyforkids.org • orion.mscc.huji.ac.il


• Various texts • Supplemental materials • Primary Source • www.kidspast.com • www.historyforkids.org • www.educationworld.com • www.mythweb.com











that all cultures develop institutions, customs, unique histories, situations, and perspectives.


• Students will understand the rise of classical civilizations and empires, and the development of major regions had lasting impacts on the world in government, philosophy, architecture, art drama, and literature.


• View the Prince of Egypt.

• View The Ten Commandments.

• Make a Venn diagram to compare and contrast Abraham and Moses.





• Create a travel brochure for the Hanging Gardens of Babylon.

• Discuss trade and trade routes.

• Compare and contrast the empires.





• Complete a map study and analysis to determine the importance of geography in the study of Ancient Greek civilization.

• Compare and contrast


• Explore Judaism. • Explore the Dead Sea

Scrolls and the location of its finding.

• Explore ancient Babylon.

• Discuss Phoenician trade products.

life in Athens and Sparta in terms of government, education, military, and trade using charts, posters, or multimedia presentations.

• Develop a list of rights and responsibilities of citizens today as those compared to Ancient Greece.

• Compare the ancient and modern Olympics via a chart, writing piece, or play for class presentation.

• Read various interpretations of Greek mythology, comparing the opinions and points of view of the differing accounts.

• Work in groups to discuss the need for government and governments’ roles. They will study the Greek civilization to determine the origin of democratic ideals and their impact on the lives


of people. Write a Greek constitution taking into account conditions at the time. Reflect democratic principles in the constitution.

• Research to discover the various ways the Ancient Greeks contributed to the arts.


Art • Create a Phoenician

ship. ELA

• Keep a captain’s log for a journey on a Phoenician ship.

• Write a letter to a friend and translate it using Phoenician characters.

21st Century

• Career Study Technology

• Computers • Internet • Wireless laptop

computers • LCD projectors

Art • Create posters for the

empires. ELA







Math • Translate Greek


ELA • Write, create props, and

perform a play based on a myth they have studied.

• Create a Greek God/Goddess and write a poem or story.

Art • Create posters

representing the Greek gods/goddesses.


Technology • Computers



Art • Create a Phoenician

ship. ELA

• Keep a captain’s log for a journey on a Phoenician ship.

• Write a letter to a friend and translate it using Phoenician characters.

21st Century







activities/work • Anchor activities

Art • Create posters for the

empires. ELA










Math • Translate Greek


ELA • Write, create props, and

perform a play based on a myth they have studied.

• Create a Greek God/Goddess and write a poem or story.

Art • Create posters

representing the Greek gods/goddesses.



computers • LCD projectors • Document Camera • Multimedia Presentation • Web Quests

Miscellaneous • Illustrations • Timelines • Map Skills • Performing/role playing • Graphic organizers • Classroom displays • Debate • Tiered activities/work • Extension



CCSS RH.6-8.1-10


9.1, 9.2, 9.3, 9.4 World Language

7.1, 7.2

CCSS RH.6-8.1-10


9.1, 9.2, 9.3, 9.4 World Language

7.1, 7.2

ENDURING UNDERSTANDINGS: (Students will Understand that . . .)







• Students will examine the essential roles of







• Students will examine the essential roles of


government. government. ESSENTIAL QUESTIONS: (What provocative questions will foster inquiry, understanding, and transfer of learning?)

• Why is it important to study the history of Ancient Rome?

• What role did geography play in the development of the Ancient Roman civilization?

• How are cultural elements and social institutions reflected in Ancient Roman civilization?

• What is the influence of government and economics on the rise and fall of ancient Rome?

• Why is it important to student the history of the Middle Ages?

• What role did geography play in the development of the Middle Ages?

• How are cultural elements and social institutions reflected in the Middle Ages?

• What is the influence of government and economics on the rise and fall of the Middle Ages?



observations, etc.] PERFORMANCE TASKS: (Through what authentic performance tasks will students demonstrate the desired understandings?) (By what criteria will performances of understanding be judged?)

• Student understands importance of ancient Roman history.

• Student understands how geography influenced and impacted the development of the ancient Roman civilization.

• Student understands importance of the Middle Ages.

• Student understands how geography influenced and impacted the development of the Middle Ages.

• Student understands how


• Student understands how cultural elements and social institutions were reflected in ancient Roman civilization.

• Student understands the influence of government and economics on the rise and fall of ancient Rome.

cultural elements and social institutions were reflected in the Middle Ages.

• Student understands the influence of government and economics on the Middle Ages.

OTHER EVIDENCE: (Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?) (How will students self-assess their learning?)



RESOURCES:

• Various texts • Supplemental materials • Primary Source • www.kidspast.com • www.educationworld.com • www.historyforkids.org





• Create a map and timeline of various stages of the development of the Roman Empire.

• Create a chart, which compares Greek and Roman gods and goddesses.

• Make a diorama to show a section of the ruins of Pompeii after the eruption of Mount Vesuvius.

• Use computer graphics to draw a diagram to an arch, aqueduct, and a dome.

• Discover the reasons for the fall of the Roman Empire through reading, class discussion, and research.

• Complete a map study and analysis to determine the importance of geography in the study of the Middle Ages.

• View videos about castles, castle life, and knights.

• Create a comparison chart to compare/contrast city life versus life in a manor.

• Make shields, which are divided into quadrants displaying symbols which represent personal characteristics.

• Create a replica of stained glass windows depicting some significant event in their lives.

• Research significance of the Black Plague in Medieval Europe.

CROSS-CURRICULAR / DIFFERENTIATION:

Math • Translate Greeks

Math • Use Roman number


(What cross-curricular (e.g. writing, literacy, math, science, history, 21st century life and careers, technology) learning activities are included in this unit that will help achieve the desired results?) (What type of differentiated instruction will be used for ELL, SP.ED. and G&T students?)

numerals and evaluate simple addition and subtraction problems.

Art • Create a chart or poster

that compares the Roman Republic to that of the United States.

• Make a model of one significant ancient Roman construction such as the Forum, Colosseum, Circus Maximus, Pantheon, or Aqueduct.

ELA • Develop a list of Latin

prefixes, suffixes, and roots. They will give the meaning of each and an English word that contains one of each.

• Respond to the following prompt, “How did the eruption of Mount Vesuvius ‘destroy yet preserve’ Pompeii?”


system to create a timeline.

• Divide into groups of four or five and create a large scale drawing of a castle or cathedral.

Art • Study art and

architecture, tour cathedrals in the area to identify examples of Gothic architecture.

• Write calligraphy invitations to one another on parchment like paper to attend a Medieval feast, using Middle Ages verbiage.

ELA • Create skits in which

they role play various levels of feudal society: lord, vassal, serf, or knight.

• Become familiar with vocabulary unique to the Medieval period in Western Europe.

• Read literature. 21st Century


Infused World Language 6















The middle school social studies program engages students with the concepts that form the bases of human history, culture, and environments. Classes focus on establishing both core subject knowledge and the necessary cognitive proficiencies in such areas as reading; writing; speaking; interpreting maps, globes, charts and graphs; and using various research resources. Basic concepts how people’s environments affect their society, how cultures evolve over time, and how different cultures around the globe are similar and different. While specific content is different at each grade level, all courses are organized around geography, history, economics, politics, sociology, and cultural anthropology. In addition, all courses emphasize an awareness and appreciation of current events and how they reflect key social studies concepts, knowledge, and principles. Lastly, the newly revised social studies curricula will reflect the Common Core State Standards in Literacy in History/Social Studies, Science, and Technical Subjects and the New Jersey Core Curriculum Content Standards in World Language. Grade Six The course studies the development of Western Civilization through an examination of selected historical content drawn from the ancient and medieval world. Through these studies, students are introduced to the human experience and how the past influences the present. Students will learn about how archeology can teach us about early civilizations. An emphasis is placed on skills that will be necessary in later academic work and to prepare students for a rapidly changing world. The study of language development and the creation of numerous languages will also be studied, with a concentration on the most common European languages. World language and culture infused in the social studies curricula will occur in the following ways:

• Student activities will be geared toward their interest level, ability, and experiences • Listening, speaking, reading and comprehension skills will be acquired through social/cultural situations, games, songs, and rhymes • Arts, crafts, movement, media and total physical response will be utilized • Responses to simple statements and commands (e.g. greetings, introductions) • Understanding of popular cultures through experiences with products and practices will occur • Educational, research-based iPad apps, podcasts, and websites can be used to assist in teaching basic World Language application:

o iTranslate – free translater

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