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Week of Aug. 20th - Aug. 24thAug. 20th- Aug. 21stIndicatorReview Indicators

Winter BreakInstructional Strategies

Winter BreakResources

Winter BreakAssessment

Winter Break

Week of Aug. 20th - Aug. 24thAug. 22th - Aug. 24th Indicator6-1.1 Explain the characteristics of hunter-gatherer groups and their relationship to the natural environment. Instructional Strategies

1. Introduce topic with colored transparencies from Prehistoric Man.2. Have students research the “Old Stone Age” using library resources or Internet. Explain change and

continuity over time. Quadrant B3. View the video clip, “The Mysteries of Cave Art” on the website www.unitedstreaming.com. Quadrant A 4. Use newsprint (available at most newspaper offices for free) for art activity. Have students create “cave art” and

display in classroom. Quadrant C5. Use “Hunting and Gathering” activity #5a, Mapping World History, p. 19 TE. Pass out student editions of

Mapping World History to complete the activity.6. Have students create a “tool” (no weapons) using only natural materials of stone, bone, wood, vines, antlers,

clay, etc. Students should write an explanation of their tool and how it would have helped early hunter-gatherers adapt to their environment. Quadrant D Represent the geographic, social, and cultural characteristics of a hunter-gatherer society using pictures that you find in books and magazines and on the Internet. Quadrant B

7. Use the Power Presentations with video CD-Rom, World History, to review main ideas and details for Chapter 2, section 2, in World History.

8. Make a Venn diagram comparing the Old Stone Age and the New Stone Age. List types of weapons used, types of shelter and tools. Then write a short report using the information.

9. Assign a home collage project where students will make a collage, a digital collage, or a PowerPoint on the shelter, food, clothing, and tools used by hunter-gatherers, including at least four examples of each.

ResourcesText: Holt, World History (32-34; 36-39)

Other Resources: Prehistoric Man; Mapping World History; United Streaming: Ancient Americans Part One video.

Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com ; Daily Analogies for Social Studies; PASS Coach Pg. 28-31Assessment

Benchmark #1 Testing Window: Aug. 22nd - Aug. 31st

http://www.studyisland.com/

http://www.scetv.org/education/streamlinesc/

http://www.toolboxforteachers.com/

http://scde.mrooms.org/index.php?page=14481

http://www.unitedstreaming.com/

Week of Aug. 27th - Aug. 31stAug. 27th - Aug. 29thIndicator6-1.1 Explain the characteristics of hunter-gatherer groups and their relationship to the natural environment. Instructional Strategies

See instructional strategies above.ResourcesSee resources above.Assessment


No formal assessment for 6.1.1 Standard

Week of Aug. 27th - Aug. 31stAug. 30th - Aug. 31stIndicator6-1.2 Explain the emergence of agriculture and its effect on early human communities, including the domestication of plants and animals, the impact of irrigation techniques, and subsequent food surpluses. (old indicators 6-1.2 & 6-1.5)Instructional Strategies

1. Use “Daily Bellringer” Activity to review Chapter 2, section 2 in World History and to preview section 3.

2.Have students create a Venn diagram to compare prehistoric hunter-gatherer cultures with early agricultural cultures. Have them use the information to write a composition comparing the two. Quadrant B

3. Construct a flow chart on the board. Have students discuss the chart and decide which step is crucial for a group to accomplish in order to achieve the “specialization” step. (Students should already have an understanding of each term used on the chart.) Discuss the fact that specialization allowed a group to become more productive and creative. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Quadrant C

4. Brainstorm what life would have been like if agriculture had never been developed. Write a science fiction story about modern life without agriculture.

5.Construct a Venn-diagram to compare the different types of jobs there are today compared to those during early farming communities.

ResourcesText: Holt, World History (pg. 40-43)

Other Resources: Mapping World History, p. 19-20United Streaming: Ancient Civilizations: The Beginning is the End. Segment: Domestication of Animals & Irrigation of Crops

Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; PASS Coach Pg. 32-35Assessment


No Formal Assessment for 6.1.2 Standard.





Week of Sept. 3rd - Sept. 7thSept. 3rd Indicator

Labor Day (Holiday) Labor Day (Holiday)Instructional Strategies

Labor Day (Holiday)Resources

Labor Day (Holiday)Assessment

Labor Day (Holiday)

Sept. 4th - Sept. 7th Indicator6-1.3 Compare the river valley civilizations of the Tigris and Euphrates (Mesopotamia), the Nile (Egypt), the

Indus (India), and the Huang He (China), including the evolution of written language, government, trade systems, architecture, and forms of social order.

Instructional Strategies

1. Create a timeline of Egypt’s history. Mark three major time periods. As the unit unfolds, have students create and illustrate index card summaries of important events. Attach to the timeline and use to review important events. Create and interpret data on time lines.

2. Research religious beliefs. Profile important gods and goddesses. Create a bulletin board.3. Relate religious beliefs to Egyptian view of an afterlife. Choose several members of Egyptian society and

create a shoebox tomb. Place items in the tomb appropriate for person’s social status. (i.e. pharaoh, vizier, scribe, mason, farmer).

4. Divide class into groups. Assign a topic of culture for each group to explore. Groups will make a presentation to class on their findings. Props, illustrations, etc., may be used.

5. Create a large pyramid outline on the board. Randomly pass out cards describing members of society. Have students find their “place” in society.

6. Have students locate the “Fertile Crescent” on textbook map and describe the area within it called Mesopotamia. Label outline map with major cities. Shade areas of Sumer, Akkad, and Babylon. Construct maps, graphs, tables, and diagrams to display social studies information.

7. Write four newspaper articles about ancient Mesopotamia, one each on the following topics: farming, religion, government, and writing. Put the articles together and make a newspaper on Mesopotamia with a name for the newspaper, date, pictures and cuneiform writing.

ResourcesText: Holt, World History (pg. 54 – 129) Other Resources: United Streaming:

Mesopotamia: From Nomads to Farmers. Mesopotamia: Trade Routes and Transportation. Mesopotamia: The Development of Written Language. Ancient Egypt: The Gift of the Nile. Culture and Math: The Indus River. Elementary Video Adventures: Stories from China: Land and Animals.

Web Sites:S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; Daily Analogies for Social Studies; PASS Coach Pg. 40-43Assessment

Week of Sept. 10th - Sept. 14thSept. 10th - Sept. 14th Indicator6-1.3 Compare the river valley civilizations of the Tigris and Euphrates (Mesopotamia), the Nile (Egypt), the







See instructional strategies above.Resources See resources above.Assessment

Week of Sept. 17th - Sept. 21thSept. 17th - Sept. 21st Indicator6-1.3 Compare the river valley civilizations of the Tigris and Euphrates (Mesopotamia), the Nile (Egypt), the




Week of Sept. 24th - Sept. 28thSept. 24th - Sept. 28th Indicator6-1.3 Compare the river valley civilizations of the Tigris and Euphrates (Mesopotamia), the Nile (Egypt), the




Week of Oct. 1st - Oct. 5thOct. 1st - Oct. 5th Indicator6-1.3 Compare the river valley civilizations of the Tigris and Euphrates (Mesopotamia), the Nile (Egypt), the




Week of Oct. 8th - Oct. 12thOct. 8th - Oct. 12th Indicator6-1.3 Compare the river valley civilizations of the Tigris and Euphrates (Mesopotamia), the Nile (Egypt), the




Week of Oct. 15th - Oct. 19thOct. 15th - Oct. 19thIndicator6-1.3 Compare the river valley civilizations of the Tigris and Euphrates (Mesopotamia), the Nile (Egypt), the




Week of Oct. 22nd - Oct. 26thOct. 22nd - Oct. 25th Indicator6-1.3 Compare the river valley civilizations of the Tigris and Euphrates (Mesopotamia), the Nile (Egypt), the



See instructional strategies above.

ResourcesSee resources above.Assessment

Oct. 26th Indicator

Professional Development/Workdays Professional Development/WorkdaysInstructional Strategies

Professional Development/WorkdaysResources

Professional Development/WorkdaysAssessment

Professional Development/Workdays

Week of Oct. 29th - Nov. 2ndOct. 29th - Nov. 2nd Indicator6-1.4 Explain the origins, fundamental beliefs, and spread of Eastern religions, including Hinduism (India),

Judaism (Mesopotamia), Buddhism (India), and Confucianism and Taoism (China).Instructional Strategies

1. Research the lives of one or more of the key people involved in each religion (each group has a different person).2. Create a word web or graphic organizer for each religion. Construct maps, graphs, tables, and diagrams to display social studies information.3. Create a Venn diagram showing common beliefs. Construct maps, graphs, tables, and diagrams to display social studies information.4. Conduct a Paideia seminar on beliefs.5. Play a “Name that Religion” (i.e. “Name That Tune”) Game.6. Recall facts about the different religions (Hinduism, Confucianism, and Buddhism), and play Jeopardy. Students will write a fact or fib about one of the different religions on an index card. If it’s a fib, whoever is called on must turn it into a fact. The game is set up with points ranging from 100-500pts. Students are divided into four groups. The winner is determined by the total number of points in each group. 7. Design a brochure on each religion, including key people, beliefs, maps with place of origin and where each is widespread today (group work).8. Class discussion of Muslim concept of “Holy Wars”, then brainstorm possible sources of conflict this could cause.9. Interview children in the team who may practice these religions.10. Create and code a map showing the origin and spread of each religion. Construct maps, graphs, tables, and diagrams to display social studies information.11. Draw a “tree” on the board or overhead. At the roots write Christianity and Judaism. Start a time line along the side of the tree. At 570 AD, write “Mohammed born in Mecca”, at 612 AD write “Mohammad starts preaching”, at 661 AD draw two branches shooting off in different directions, one labeled Sunni and one labeled Shi’ah. Divide class into groups, assigning each group to research one of the branches. Once research is complete, have students present their findings to complete the tree.12. Use Venn diagrams, tables, or other graphic organizers to compare the basic principles of two major religions. 13. Write a letter to a friend describing a speech given by a religious figure. Students should compare and contrast their religion to other religions.

ResourcesText: Holt, World History:

Judaism & Christianity (pg. 202 – 232) Hinduism (pg. 120 – 135) Buddhism (pg. 136 – 141) Confucianism (pg. 169 – 170) Taoism (pg. 170 – 171)

Other Resources:United Streaming:

Religions of the World: Hinduism. Religions of the World: Buddhism. Religions of the World: Judaism. The Traditional Religions of China.

Brain Pop: Religion.

Web Sites:BrainPOP. Religions: http://www.brainpop.com/socialstudies/culture/religion/; S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.com http://www.toolboxforteachers.com/ETV Streamline SC http://www.scetv.org/education/streamlinesc/; Study Island www.studyisland.comDaily Analogies for Social Studies; PASS Coach Pg.52-57Assessment

Week of Nov. 5th - Nov. 9thNov. 5th Indicator6-1.4 Explain the origins, fundamental beliefs, and spread of Eastern religions, including Hinduism (India),



Benchmark #2 Testing Window: Nov. 5th - Nov. 16th

Nov. 6th Indicator

Election Day (Holiday) Election Day (Holiday)Instructional Strategies

Election Day (Holiday)Resources

Election Day (Holiday)Assessment

Election Day (Holiday)





http://www.brainpop.com/socialstudies/culture/religion/

Week of Nov. 5th - Nov. 9thNov. 7th - Nov. 9th Indicator6-1.4 Explain the origins, fundamental beliefs, and spread of Eastern religions, including Hinduism (India),




Week of Nov. 12th - Nov. 16thNov. 12th - Nov. 14th Indicator6-2.1 Describe the development of ancient Greek culture (the Hellenic period), including the concept of

citizenship and the early forms of democracy in Athens.Instructional Strategies

1. Organize the class into groups. Have some groups role-play residents of Athens such as an Athenian merchant, a member of the Council of Five Hundred, an upper-class woman, a priestess to Athena, or an enslaved person. Have some groups be reporters who will interview the others. The reporters will need to make up questions to ask the residents. All groups will research the residents. This will then be presented to the class. 2. Create a time line depicting historical events of Greece dating from 545BC to 404BC. Create and interpret data on time lines.3. Write a Greek myth which contains several of the gods and goddesses from ancient Greece.4. Write a journal entry that a soldier in Alexander’s army may have written at the end of the day on which Alexander’s army defeated the Persian army.

ResourcesText: Holt, World History, (pg. 228 – 231; 236 – 241; 266 – 271)

Other Resource:Elementary Video Adventure: Ancient Greece.

Web Sites: PBS The Greeks: Crucible of Civilization.http://www.pbs.org/empires/thegreeks/htmlver/; S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.com http://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/; Study Island www.studyisland.comDaily Analogies for Social Studies; PASS Coach Pg. 58-62Assessment






http://www.pbs.org/empires/thegreeks/htmlver/

Week of Nov. 12th - Nov. 16thNov. 15th - Nov. 16th Indicator

6-2.2 Analyze the role of Alexander the Great (Hellenistic period), Socrates, Plato, Archimedes, Aristotle, and others in the creation and spread of Greek governance, literature, philosophy, the arts, math, and science.


1. Students will view a Time Life Movie (Greece) or www.unitedstreaming.com (keyword Ancient Greece). The students will be given specific things to watch for: contributions/differences of the city-states Athens and Sparta; Who was Pericles, Socrates, Plato, Aristotle?; What was the original purpose of the Olympic games?; What is the Parthenon?; What influence did the theater have on Greek culture? Twenty facts will be written in each group. Each group will then present what they have learned from these facts and the facts from all the groups will be combined into a fact sheet. 2. Write a letter introducing themselves to one of the following people: Socrates, Plato, Aristotle or Archimedes. Tell the person why you think he is interesting and ask the person two questions about himself.3. Make a travel poster to attract visitors to Athens during the Golden Age. Posters should promote the city’s building and artwork and include labels. 4.Make a freehand outline of the Mediterranean Sea on a piece of paper. Next, ask them to draw in the Balkan and Asia Minor peninsulas, any major islands, and Palestine. Have them label each area. Use maps to discuss how important the sea was to Greek life. Color maps after discussion.5. Diagram Alexander’s conquests using circles to represent armies and arrows to represent movement. Students will list synonyms for retreat and attack and use these words in sentences about Alexander’s army

ResourcesText: Holt, World History, p. 281-282

Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; Daily Analogies for Social Studies; PASS Coach Pg.. 58-62Books:Athens by Conrad SteinDaily Life in Ancient and Modern Athens by Dawn KotapishThe Ancient City: Life in Classical Athens and Rome by Peter ConnollyThe Lightning Thief by Rick RiordanAssessment







Week of Nov. 19th - Nov. 23rdNov. 19th - Nov. 20th Indicator



See instructional strategies above.ResourcesSee resource above.Assessment

Nov. 21st - Nov. 23rd Indicator

Thanksgiving (Holiday) Thanksgiving (Holiday)Instructional Strategies

Thanksgiving (Holiday)Resources

Thanksgiving (Holiday)Assessment

Thanksgiving (Holiday)

Week of Nov. 26th - Nov. 30thNov. 26th - Nov. 27th Indicator




Week of Nov. 26th - Nov. 30th

Nov. 28th - Nov. 30th Indicator6-2.3 Describe the development of Roman civilization, including language, government, architecture, and

engineering.Instructional Strategies

1. List the things the Roman Empire did to “Romanize” the entire Mediterranean region. (Ex. currency, law, language, roads, aqueducts, etc.)2. The student will write a news article describing a new technological development that was introduced in a specific region.3. Students will work in pairs to create a timeline that shows technological development throughout the Roman civilization.4. Students will use a T-Chart or Venn diagram to compare the technological advances of the Greek and Roman civilizations. Select and design appropriate forms of graphs, diagrams, tables, charts, to organize social studies information.5. Make an idea web with Life in Rome in the center connected to smaller circles labeled School, Toys, Games and Food. Students should add phrases or sentences to the web while gathering information from different sources.

ResourcesText: Holt, World History, (pg. 294 – 313)


Adventures: Life in Rome Journals Through History: Ancient Rome: The Eternal City Journals Through History: Ancient Rome: Building an Empire

Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; Daily Analogies for Social Studies; Ancient Roman Pairs-review gamehttp://www.schoolhistory.co.uk/quizzes/pairs/ancientrome.htm ; PASS Coach Pg. 64-67Assessment

Week of Dec. 3rd - Dec. 7thDec. 3rd Indicator6-2.3 Describe the development of Roman civilization, including language, government, architecture, and

engineering.Instructional Strategies


http://www.schoolhistory.co.uk/quizzes/pairs/ancientrome.htm





Week of Dec. 3rd - Dec. 7thDec. 4th – 7thIndicator6-2.4 Describe the expansion and transition of the Roman government from monarchy to republic to empire,

including the roles of Julius Caesar and Augustus Caesar (Octavius).Instructional Strategies Have students:1. Write a series of diary entries explaining what is happening in the empire during the fall. Make sure that the dates

on the entries correspond with the dates of the invasions.2. Write a newspaper report describing the change of title given to Octavian. Explain what Augustus means and how

he had all the powers of an emperor.3. Write a report as if they were a television reporter sent back in time to cover the assassination of Julius Caesar.

Read the report to the class as if they were on the evening news.4. Draw a diagram that looks like a hill on construction paper. They will recall the highest point of the Roman Empire

from the lesson about the decline of the Roman Empire. They will list their ideas at the top of the hill. On the downside of the hill, they will record events that caused the decline of the empire.

5. Create illustrated time lines, or cause and effect charts to depict the events that happened during the expansion and the decline of the Roman Empire.

6. Map Activity – Have students locate territories added to Roman Empire after each defeat of Carthage in the Punic War Use activity maps from Mapping World History and have students color new territories a different color (use Vis-à-vis markers) for each war. Students should make a colored, dated key. Interpret information obtained from maps, aerial photographs, satellite-produced images, and geographic information systems.

7. Lecture – Interactive (Chase, Rome: Book I) – Introduce Julius Caesar. Create a class list on board after viewing overheads of Julius Caesar’s major accomplishments and reforms. Follow with a discussion of why he was assassinated by members of the Senate. World History, pp. 322-323.



Civilization: Abuse of Power: Augustus the Sacred One. Civilization: Abuse of Power: The Life and Times of Julius Caesar.

Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; Daily Analogies for Social Studies; PASS Coach Pg. 68-71Other Resources: Mapping World History, activity mapsUsborne, World History: Ancient WorldAssessment

Week of Dec. 10th - Dec. 14thDec. 10th - Dec. 14th





Indicator6-2.5 Explain the decline and collapse of the Roman Empire and the impact of the Byzantine Empire, including

the Justinian Code and the preservation of ancient Greek and Roman learning, architecture, and government.

Instructional Strategies 1. Have students research causes of the decline and eventual “fall” of the Roman Empire in the west. Have volunteers

add their ideas to a class list on the board. Involve students in a class discussion concerning ways the Roman emperors might have prevented or solved these problems. Have students share their solutions with the class. If time allows, you might ask students what issues our present day society faces that the Romans did and suggest ways to solve present-day problems. Locate, gather, and process information from a variety of primary and secondary sources including maps. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews.

2. Compare and contrast the Justinian Code with other codes of law such as the Code of Hammurabi.3. Create an atlas focusing on the Byzantine Empire. Students will create a list of facts for their atlas page. Students’

maps should show Constantinople and major waterways.ResourcesText: Holt, World History, (pg. 339 – 343)


World History: The Medieval Era. Segment: The Byzantine Empire. Byzantium.

Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; Daily Analogies for Social Studies; PASS Coach Pg. 72-75Other Resources: Mapping World History, activity mapsUsborne, World History: Ancient WorldAssessment

Week of Dec. 17th - Jan. 4thDec. 17th - Jan. 2nd Indicator

Winter Break Winter BreakInstructional Strategies



Winter Break





Jan. 3rd - Jan. 4th Indicators

6-2.6 Compare the polytheistic belief systems of the Greeks and the Romans with the origins, foundational beliefs, and spread of Christianity.nter B

Instructional Strategies 1. Background Activity

A. Use the Atlas of World History, pp. 38-39. Have students trace the spread of Christianity during the Roman Empire. Explain that Christians in the western part became Roman Catholics and their leader, called the Pope, was in Rome. People in the eastern part became Orthodox Christians and their leader in Constantinople was called the Patriarch. Use maps to observe and interpret geographic information and relationships.

B. Use the map, Atlas of World History, p. 40 to show students the East/West division, reminding them that Christianity has become the official religion in the Empire and the western part is Roman Catholic.

C. Use Atlas of World History, pp. 56-57 to show Germanic invasions of Western Europe. Explain that the Pope sent missionaries to these tribes and converted most to Christianity. Explain using figure “D” that the Franks became closely allied with the Pope and helped to spread Christianity to many new areas.

2. Use the illustration in the Atlas of World History, p. 60 to explain to students that one of the greatest contributions of the Roman Catholic Church during the Middle Ages was preserving the knowledge of ancient Greece and Rome by having monks hand copy the manuscripts. Many of these books were used when the Church started cathedral schools and universities around 1200 A.D. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts.3. Have each student select a god or goddess that was worshipped in Rome but originated in a different civilization. Examples include Isis, Cybele, Mithras, Osiris, and many of the Greek gods and goddesses.4. Have the students use the library, Internet, or other resources to research information regarding the god or goddess they selected.5. Have students write a parable or short story that teaches a lesson. If they have difficulty thinking of a moral, suggest “be nice to your neighbor,” or “don’t be greedy,” or “always be prepared.”6. To help students understand the reasons why Jews rebelled against the Roman empire and what the results of that rebellion were, draw a graphic organizer with three columns (Causes, Event, and Effects) for students to fill out.


Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; Daily Analogies for Social Studies; PASS Coach Pg. 76-79Other Resources: Atlas of World History, p. 38-39; 40; 56-57; 60Winter BreakAssessment

eak

Week of Jan. 7th - Jan. 11thJan. 7th Indicator

6-2.6 Compare the polytheistic belief systems of the Greeks and the Romans with the origins, foundational beliefs, and spread of Christianity.







Week of Jan. 7th - Jan. 11thJan. 8th – Jan. 11thIndicator

6-3.1 Summarize the major contributions of the Chinese civilization from the Qing dynasty through the Ming dynasty, including the golden age of art and literature, the invention of gunpowder and woodblock printing, and the rise of trade via the Silk Road.


1. Have students pretend they are a merchant about to take a trip on the Silk Road. Have them make two lists:a. What they will need to bring along in order to survive the journey.b. A shopping list of what they wish to buy on the trip.

2. Have students trace the various routes along the Silk Road on a map of Europe and Asia.3. Have students select one region along the Silk Road to research. Tell them they must know details about the landscape, climate, and culture of that region. Set up a “Silk Road” in the classroom. The teacher (and visitors if possible) may then “travel” the road with the students presenting their findings at the various “stops”. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews.4. Trace the origins of the Silk Road on a physical map to determine the reasons for its location. Pretend you are a merchant. What do you see? Describe the land. Explain why travelers might have chosen this route for the Silk Road. Sample Classroom Activity. World History, p. 188-189.5. Research information about the Silk Road. Organize students into four groups: Places, People, East to West goods, and West to East goods. The Places group will draw a map that shows the Silk Road and important cities along the route. The People group will create or find images of the people who traveled the route, the animals that carried cargo and the trade caravan. The Goods groups will create or find images of items traded along the route. Have students create a collage of the Silk Road by places images on the map.


Books The Silk Route: 7,000 Miles of History by John S. Major and Stephen Fieser Stories From The Silk Road by Cherry Gilchrist and Nilesh Mistry

Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; Daily Analogies for Social Studies; PASS Coach Pg. 84-87Assessment

Week of Jan. 14th - Jan. 18thJan. 14th - Jan. 17th Indicator





http://www.amazon.com/Stories-Silk-Road-Cherry-Gilchrist/dp/1841488046/ref=sr_1_2?ie=UTF8&s=books&qid=1237247328&sr=1-2

http://www.amazon.com/Silk-Route-000-Miles-History/dp/0064434680/ref=sr_1_1?ie=UTF8&s=books&qid=1237247328&sr=1-1

6-3.2 Summarize the major contributions of the Japanese civilization, including the Japanesefeudal system, the Shinto traditions, and works of art and literature.

Instructional Strategies 1. Create a pyramid that compares the members of the various classes in feudal Japan (e.g., shogun, samurai, and

peasants) with one another. Include the characteristics, privileges, and expectations of each class.2. The students will create a timeline for ancient Japan. Students will annotate their time lines by noting why each

event was important.3. Students will work in small groups (3 or 4) to create a collage that depicts various elements that Japan adapted from

Chinese and Korean culture The students will demonstrate their understanding of cultural borrowing and cultural diffusion through their collage.

4. Divide the class into groups of four to six students. Have each group develop a code of rules similar the samurai code of Bushido but geared to present-day life. Each group should come up with a list of 10 rules for proper behavior. Rules should be about general behavior in society. Break


Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; Daily Analogies for Social Studies; PASS Coach Pg. 88-91Assessment

Winter Break

Jan. 18thIndicator

Professional Development/Workday Professional Development/WorkdayInstructional Strategies

Professional Development/WorkdayResources

Professional Development/WorkdayAssessment

Professional Development/Workday

Week of Jan. 21st - Jan. 25thJan. 21st - Jan. 22ndIndicator

Martin Luther King Jr. Day (Holiday)Professional Development/Workday




ResourcesMartin Luther King Jr. Day (Holiday)Professional Development/Workday

AssessmentMartin Luther King Jr. Day (Holiday)Professional Development/Workday

Jan. 23rd - Jan. 25th Indicator6-3.3 Summarize the major contributions of India, including those of the Gupta dynasty in mathematics,

literature, religion, and science.






1. Students will create a chart comparing Indian civilizations before and after the arrival of the Aryans (using textbooks, encyclopedias and almanacs). Topics you might include:

how people lived where people lived what religions people practiced what the social classes were

Construct maps, graphs, tables, and diagrams to display social studies information. Use a variety of media to develop and organize integrated summaries of social studies information.

2. After reading using Medieval Times to Today, Section 3 or World History, p. 131-135, students will create a class chart on the whiteboard. Next students will create a pyramid of the caste system on white construction paper using the class chart and Medieval Times to Today. Using chart and pyramid, students will write what Hinduism contributed to the culture of India, citing the influence on everyday life because of the caste system. Construct maps, graphs, tables, and diagrams to display social studies information.

3. Using World History, p. 147-151 students will create a graphic organizer to show important Indian contributions to the modern world in literature, the arts, and mathematics. Construct maps, graphs, tables, and diagrams to display social studies information.

4. Have students research the inventions of classical India that are still in use today. Students should find that the system of numbers we use, including decimals, was invented during the time period. Have student list things that the number system is currently used for. Then have them write an essay stating how they think the world would be different without the number system. World History, p. 147-151.

5. Research information about Ancient India. Create three groups: Religious Art, Sanskrit Literature, and Scientific Advances. Each group will make a poster or mural to illustrate the main points of their topic. Divide into four groups. Each group will read, discuss, and summarize the significant features of the classical Indian Civilization, including the caste system and contributions to the modern world in literature, the arts, and mathematics.


Web Sites: National Geographic. India’s Caste System: Untouchables. http://ngm.nationalgeographic.com/ngm/0306/feature1/S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; Daily Analogies for Social Studies; PASS Coach Pg. 92-95Assessment

Week of Jan. 28th - Feb. 1stJan. 28th Indicator6-3.3 Summarize the major contributions of India, including those of the Gupta dynasty in mathematics,

literature, religion, and science.Instructional Strategies


Week of Jan. 28th - Feb. 1stJan. 29th – Feb. 1st Indicator6-3.4 Explain the origin and fundamental beliefs of Islam and the geographic and economic aspects of its

expansion.





http://ngm.nationalgeographic.com/ngm/0306/feature1/


1. Have students create a Venn diagram comparing Muslim beliefs with those of Jews and Christians. Have students write a summary of the information on the diagram. Students should read Medieval Times to Today, pp. 21-23 to find information for the Muslim part of the diagram. Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant B

2. Class discussion of Muslim concept of “Holy Wars”, then brainstorm possible sources of conflict this could cause.

3. Hand out two “sticky notes” (post-its) to each student. Explain that while reading today they are going to take notes by writing the information on the “sticky notes.” Read pages 368-371 in your World History textbook. Jot down the Arab Contributions listed in your reading.

4. Have the students imagine that the Middle Eastern people had not made these contributions. Then, have the students respond in their journals about how different their lives would be. They may also draw this depiction. (Hypothesizing influences from the past.)

5. Have students find out more about Arab contributions to other civilizations, such as the astrolabe, alchemy, optics, calligraphy, mosques, or Islamic literature. Students should choose a topic of interest and then write a report or prepare a demonstration to present to the class. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews.

6. Make a list of the technology used in the Islamic world. Create a collage from magazine photographs that represent some of these technologies, such as stars for astronomy.

7. Make a Venn diagram comparing and contrasting the technology of today to the technology of the Islamic world.8. Divide the class into four groups. Assign each group one of the following categories: science, mathematics,

medicine, and the arts. Each group must research their topic based on how the Arab people contributed to it. After researching, they may present their findings in a report, a PowerPoint presentation, a skit, or in song. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Quadrant C

9. Use Mapping World History, Lesson 22, pp, 90, 99-102. Students will trace the development and spread of Islam from 632 – 1500 A.D. Using the Atlas of World History, pp. 44-45 to gather information for the lesson activities. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts. Quadrant B


Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; Daily Analogies for Social Studies; PASS Coach Pg. 96-99

Other Resources: Mapping World History, p. 90; 99-102Atlas of World History, p. 44-45Assessment

Winter Break





Week of Feb. 4th - Feb. 8thFeb. 4th - Feb. 8th Indicator

6.4.1 Compare the major contributions of the African civilizations of Ghana, Mali, andSonghai, including the impact of Islam on the cultures of these kingdoms.


1. Students will work in Jig Saw groups to gather information on one of the major African civilizations. This information can be presented in various formats (teacher/student choice). Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Quadrant DA. Each group prepares a chapter for a class book on the African kingdoms of Ghana, Mali, and Songhai.B. Create a web page that includes Ghana, Mali and Songhai.C. Present a skit that conveys the information gathered.D. Prepare a PowerPoint presentation for each kingdom.

2. Investigate the spread of the religions of Islam and Christianity through Ghana, Mali, and Songhai. Explain the role that trade played in this process. Quadrant B

3. Create a travel brochure for Timbuktu after the arrival of Muslim scholars. Quadrant D4. Use Mapping World History, Lessons 38a – 38d to explore the spread of Islam and Christianity through Africa.

Students will use pp. 82-83 to gather information to complete these activities. Quadrant BResourcesText: Holt, World History (pg. 380 – 395)


Other Resources: Mapping World History, p. 90; 99-102; Atlas of World History, p. 44-45; Mapping World History: Atlas and Activity Map Program, Lessons 38A – 38D; Lessons 39A – 39D; Atlas of World History, p. 84-85Assessment






6-4.2 Describe the influence of geography on trade in the African kingdoms, including the salt and gold trades.Instructional Strategies

1. Role play the “silent trade” between gold and salt traders that was used in Ghana and Mali. Have students write a paragraph explaining why this kind of trading was done (language barriers, less chance of conflict). Quadrant C2. Use Mapping World History, Lessons 39a – 39d to instruct students about the West African kingdoms and Saharan trade routes. Students will the Atlas of World History, pp. 84-85 to gather information to complete the activities. Quadrant B3. Create a map of West Africa that depicts routes of the trans-Saharan caravan trade. Discuss the dangers that traders encountered along these routes, such as the harsh living conditions.

ResourcesText: Holt, World History (pg. 380 – 395)


Other Resources: Mapping World History, p. 90; 99-102; Atlas of World History, p. 44-45; Mapping World History: Atlas and Activity Map Program, Lessons 38A – 38D; Lessons 39A – 39D; Atlas of World History, p. 84-85Assessment

Winter Break






6-4.3 Compare the contributions and the decline of the Maya, Aztec, and Inca civilizations in Central and South America, including their forms of government and their contributions in mathematics, astronomy, and architecture.


1. Book the computer lab and guide students through the National Geographic interactive site. Have students keep a log of interesting facts. They can use the logs later to write a letter to a friend describing their “visit”. Also have students print a copy of the mask, or print it earlier and make copies yourself. They will use this in the following activity. (Collecting historical data.) Quadrant C

2. Use the mask printed in one of two ways. Color it and cut it out as described on the site, or trace the map outlines onto cardboard and cover with ceramic pieces, construction paper cut into mosaic shapes or other materials.

3. Book the computer lab and have students explore the ThinkQuest site on the Aztec’s. Have the students look for clues to answer this question, “How were so few Spaniard’s able to defeat so many Aztecs?” Students should be able to write an answer and support it with evidence. (Analyzing historical information.)

4. Have students pretend to be explorers who have just encountered the Inca. Tell them they must learn all they can about these people because they must write a letter to the king in Spain to describe the people and their culture. Take students to the Media Center for research. (Hypothesize influences from the past.)

5. Have students gain an understanding of Inca engineering by visiting the Newton’s Apple site and try the activities.

6. Have research teams create displays for each culture along with costumes for a class museum.7. Use Mapping World History, Unit 6, Lessons 34a-36c and have students complete the activities using the Atlas

of World History to gather information on the Maya, Aztec, and Incan civilizations. The students could infer why they think the Aztecs were defeated.



Other Resources: Mapping World History; Atlas of World HistoryAssessment

Week of Feb. 18th - Feb. 22ndFeb. 18thIndicator

President's Day (Holiday) President's Day (Holiday)Instructional Strategies

President's Day (Holiday)Resources

President's Day (Holiday)Assessment

President's Day (Holiday)

Feb. 19th - Feb. 22nd





Indicator6-4.3 Compare the contributions and the decline of the Maya, Aztec, and Inca civilizations in Central and South

America, including their forms of government and their contributions in mathematics, astronomy, and architecture.



Week of Feb. 25th - Mar. 1st

Feb. 25th – Mar. 1st Indicator

6-4.4 Explain the contributions, features, and rise and fall of the North American ancestors of the numerous Native American tribes, including the Adena, Hopewell, Pueblo, and Mississippian cultures.

Instructional Strategies 1. Jigsaw Activity: Have the students split into four groups. Each group will research about one of the four Native North

American tribes: Adena, Hopewell, Pueblo, and Mississippian. The information can be found at History for Kids website. Each group will be given a specific amount of time to learn and record information about their given tribe. Afterward, the students will use their findings to accurately complete a jigsaw activity.

2. Have the students create a venn diagram comparing and contrasting the four Native North American tribes: Adena, Hopewell, Pueblo, Mississippian.

3. Talk about survival for Native Americans. How they hunted, defended themselves, cut wood for fires, etc. Read about different types of weapons and how they were used for hunting and defense. Let students make a sample weapon from construction paper, cardboard, etc., that their assigned tribe was fond of using.

4. Assign each student a North American tribe so as each student may keep notes and research the culture of that tribe through out the unit. Be sure to talk about the different building styles for the different locations or regions and why each would be good for that region. Discuss how each tribe might have gone about building their dwellings. Review on map of tribes the locations of each. Read selections of different types of dwellings and which tribe lived in each. Discuss differences in location and type of dwellings there. Have students in groups and assign a tribe and dwelling to each. Give students instructions on each dwelling and let them build models of each.

ResourcesWeb Sites:History For Kids http://www.historyforkids.org/learn/northamerica/before1500/index.htm; Pueblo Native American PPT.http://www.birdville.k12.tx.us; A Guide to Native Americans Culture.http://coreknowledge.org/mimik/mimik_uploads/lesson_plans/124/A GUIDE TO NORTH AMERICAN INDIAN CULTURE.pdf; The Hopewell Culture. http://www.thenagain.info/WebChron/NorthAmerica/Hopewell.html

Books:DK Eyewitness Books by David S. MurdochThe Adena, Hopewell, and Fort Ancient of Ohio (The Library of Native Americans) by Greg Roza.Mount Builders by Robert SiverbergIndian Mounds of the Middle Ohio Valley: A Guide to Mounds and Earthworks of the Adena, Hopewell, Cole, and Fort Ancient People (Guides to the American Landscape) by Susan L. Woodward.

Assessment

Winter Break

Week of Mar. 4th - Mar. 8th

http://www.thenagain.info/WebChron/NorthAmerica/Hopewell.html

http://coreknowledge.org/mimik/mimik_uploads/lesson_plans/124/A%20GUIDE%20TO%20NORTH%20AMERICAN%20INDIAN%20CULTURE.pdf

http://coreknowledge.org/mimik/mimik_uploads/lesson_plans/124/A%20GUIDE%20TO%20NORTH%20AMERICAN%20INDIAN%20CULTURE.pdf

http://www.birdville.k12.tx.us/

http://www.historyforkids.org/learn/northamerica/before1500/index.htm

Mar. 4th - Mar. 5th Indicator6-5.1 Explain feudalism and its relationship to the development of European monarchies and nation-states,

including feudal relationships, the daily lives of peasants and serfs, and the economy under the manorial system.


1. Organize students into five groups. Assign each group one of the following peoples: the Germans (500s), the Franks (800), the Irish (400s), the Anglo-Saxons (600s), or the Vikings (1000s). Have each group create a newspaper about their people during the given period of times. The newspaper should include headlines, articles, ads, editorials, and an entertainment section.

2. Identify and compare feudal responsibilities of a Lord, Vassal, Knight, and Noblewoman, serf and peasant. Create a chart on the board and record information about each one.

3. Ancestor Hunt – Create a family chart by tracing your ancestry back to the time of the middle Ages. You may also want to read The Great Ancestor Hunt by Lila Perl.

4. Create a coat of arms for your family.5. Work in groups to list the strategies that are necessary for a diverse group of people to cooperate in achieving a

common goal. For example, the United States is now fighting a common enemy i.e. the terrorists. How has this united us? What differences have we put aside? Let each group share.

6. Research the Hundred Years’ War and explain the role of Joan of Arc in uniting the French people as one nation.

7. Write a letter pretending you are a soldier in Joan of Arc’s army. This letter should be written to the king of England in defense or against the charges brought against Joan of Arc. Decorate your letter and envelope with signs of the time.

8. In discussing the rise of cities at the end of the Middle Ages, review the planned communities of earlier civilizations. Have students use a grid to plan a city for a limited amount of land. Include necessary buildings, resources, and services. Decide where each should be placed, using the grid to help determine the most effective use of the land. After construction, the group should analyze and evaluate, making any necessary suggestions for improvement. (Discuss the value of planning ahead and how this impacts zoning disputes today.) Ask geographic questions: Where is it located? Why is it there? What is significant about its location? How is its location related to that of other people, places, and environments? Use tables and graphs to observe and interpret geographic trends and relationships.

9. Discuss the difference between a novice or apprentice and a master. Relate this to neighborhood sports vs. professional sports. Develop the concept that people are willing to pay for something "new" and/or "better".

10. Pretend you are a traveler from a distant country visiting a manor in France during the era of feudalism. Write a letter home describing the feudal system to your family. Include the role of the king, the knights, women, vassals, and serfs. Sample Classroom Activity.


Other Resource:United Streaming: The Age of Constantine and the Germanic Invasions.

Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; Mr. Donn’s Feudalism-information http://medievaleurope.mrdonn.org/feudalism.htmlPowerpoint Presentations on Feudalism-information; http://middleages.pppst.com/feudalism.htmlThe Middle Ages: Feudal Life-information; http://www.learner.org/interactives/middleages/feudal.html ; PASS Coach Pg. 84-87 and 88-91; Daily Analogies for Social StudiesAssessment

Benchmark #3 Testing Window: Mar. 4th - Mar. 15th


http://www.learner.org/interactives/middleages/feudal.html

http://middleages.pppst.com/feudalism.html

http://medievaleurope.mrdonn.org/feudalism.html





Mar. 6th - Mar. 7th Indicator6-5.2 Explain the effects of the Magna Carta on European society, its effect on the feudal system, and its

contribution to the development of representative government in England.Instructional Strategies

1. Guided reading of pp. 540-541 in World History. Cite three limits the Magna Carta placed on the king’s power. Explain how the Magna Carta led to a more democratic government in England. (House of Commons, House of Lords, etc.) 2. Have students examine the illustration on p. 542 of World History. Discuss the emotions that show on the king’s face and his reluctance to sign the Magna Carta. Guide students to the understanding that King John knew that once he signed the document it would become law. This meant that he, and kings who followed him, would be above the law in England. Help students understand that this step was important because it was the beginning of equality under the law. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews.3. Have students research the development of England’s Parliament. The focus of the research should be to understand why the Parliament divided into two houses – the House of Lords and the House of Commons. To help students have a deeper understanding, have them divide into two groups. One group will represent the townspeople (commercial and business interests) and the other will represent the nobles. They will debate the issue of the government placing import taxes on grain. (The townspeople are against it because they can buy cheaper grain from foreign sources. The nobles, who are essentially farmers, want it to protect the market price of their grain.) Students should gain an understanding that the two groups had totally different concerns – one business and commercial interests, and the other, agricultural. Challenge ad hominem and other illogical arguments (e.g., name calling, personal attacks, insinuation and innuendo, circular arguments).4. Imagine that they are nobles in the time of King John. Each group will write its own Magna Carta with 10 demands that students would impose on the king. The demands should be patterned after those of the Magna Carta. Ask students to compare and contrast their lists with the demands in the Magna Carta.



Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; British Library Treasures in Full: Magna Carta-informationhttp://www.bl.uk/treasures/magnacarta/index.html; Magna Carta Powerpoints http://middleages.pppst.com/rise-of-monarchies.html; The Magna Carta-information http://www.archives.gov/exhibits/featured_documents/magna_carta/PASS Coach Pg. 84-87 and 88-91; Daily Analogies for Social StudiesAssessment


http://www.archives.gov/exhibits/featured_documents/magna_carta/

http://middleages.pppst.com/rise-of-monarchies.html

http://middleages.pppst.com/rise-of-monarchies.html

http://www.bl.uk/treasures/magnacarta/index.html





Week of Mar. 4th - Mar. 8thMar. 8th Indicator6-5.3 Summarize the course of the Crusades and explain their effects on feudalism and their role in spreading

Christianity.Instructional Strategies

1. Internet Activity – Use a search engine (Yahoo, Lycos, Altavista, etc.) to find The Crusades [Text and Archives]. Read several first-person accounts of the Crusades and print out two of them. Then, using them as a guide, write your own first-person account as if you had taken part in one of the Crusades. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts.

2. Complete the Third Crusade Activity Program from Lesson 28, Mapping World History Atlas, p. 118, 127-130. Students will use the Atlas of World History, pp. 62-63 to gather information for the activity.

3. Have students recall what they learned about goods that arrived in markets of the Middle East via the Silk Road. Remind them that these goods had not been seen by most western Europeans before the Crusades. Have them pretend to be Crusaders seeing these goods for the first time and write letters to friends back home describing these goods. Follow up by explaining that the desire for these goods by Europeans helped people trade between East and West again.


Other Resource:United Streaming:

- The Age of Constantine and the Germanic Invasions.- Pope Urban II Instigates the First Crusade.

Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; PASS Coach Pg. 92-95, 96-99, and 100-103; Daily Analogies for Social Studies

Other Resources: Nystrom Atlas of the World, p. 62-63; Atlas of World History, p. 38-39; 40; 56-57; 60; Mapping World History, p. 118, 127-130Assessment


Week of Mar. 11th - Mar. 15thMar. 11th Indicator6-5.3 Summarize the course of the Crusades and explain their effects on feudalism and their role in spreading

Christianity.Instructional Strategies See instructional strategies above.ResourcesSee resources above.Assessment






Week of Mar. 11th - Mar. 15thMar. 12th – Mar. 13thIndicator6-5.4 Explain the role and influence of the Roman Catholic Church in medieval Europe.


1. Background Activitya.) Use the Atlas of World History, pp. 38-39. Have students trace the spread of Christianity during the Roman Empire. Explain that Christians in the western part became Roman Catholics and their leader, called the Pope, was in Rome. People in the eastern part became Orthodox Christians and their leader in Constantinople was called the Patriarch. Use maps to observe and interpret geographic information and relationships. b.)Use the map, Atlas of World History, p. 40 to show students the East/West division, reminding them that Christianity has become the official religion in the Empire and the western part is Roman Catholic. c.) Use Atlas of World History, pp. 56-57 to show Germanic invasions of Western Europe. Explain that the Pope sent missionaries to these tribes and converted most to Christianity. Explain using figure “D” that the Franks became closely allied with the Pope and helped to spread Christianity to many new areas.

2. Use the illustration in the Atlas of World History, p. 60 to explain to students that one of the greatest contributions of the Roman Catholic Church during the Middle Ages was preserving the knowledge of ancient Greece and Rome by having monks hand copy the manuscripts. Many of these books were used when the Church started cathedral schools and universities around 1200 A.D. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts.



Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; PASS Coach Pg. 92-95, 96-99, and 100-103: Daily Analogies for Social Studies

Other Resources: Nystrom Atlas of the World, p. 62-63: Atlas of World History, p. 38-39; 40; 56-57; 60: Mapping World History, p. 118, 127-130Assessment






Week of Mar. 11th - Mar. 15thMar. 14th – Mar. 15thIndicator6-5.5 Summarize the origins and impact of the bubonic plague (Black Death) on feudalism.

Instructional Strategies 1. Use Lesson 29 from Mapping World History TE. Students will use student edition of the Atlas of World History to trace a shipment of grain from Asia which caused the Bubonic Plague to spread. Interpret calendars, time lines, maps, charts, tables, graphs, flow charts, diagrams, photographs, paintings, cartoons, architectural drawings, documents, letters, censuses, and other artifacts.2. Have students research the effects of the Bubonic Plague on the population of feudal Europe. Have a class discussion about the “positive” effects of this disaster. (Labor shortage allowed serfs to become wage earners and buy freedom, etc.)3. Research the approximate number of people who died from the bubonic plague in Europe (or the percentage of the population). Compare the numbers to the population of South Carolina and to the entire United States today. Students will discuss the effect that the loss of such a large part of the population would have on the daily lives of individuals and on society as a whole.4. Just a Nursery Rhyme?

a. Explain to students that some historians think that the nursery rhyme Ring Around the Rosie refers to symptoms of the Black Death. Some accounts, however, dispute this claim.b. In advance, locate and duplicate Internet sources that argue both sides of the Ring Around the Rosie question. Make a copy for each student.c. Have students read the articles. Then create a For and Against chart for students to see. Ask students to summarize each side’s arguments. List them in the appropriate columns.d. Call on volunteers to tell why they thought some arguments were more reliable than others. Discuss how the sources of information were related to the reliability of the information.

ResourcesS3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; PASS Coach Pg. 92-95, 96-99, and 100-103; Daily Analogies for Social Studies

Other Resources: Nystrom Atlas of the World, p. 62-63; Atlas of World History, p. 38-39; 40; 56-57; 60; Mapping World History, p. 118, 127-130Assessment


Week of Mar. 18th - Mar. 22ndMar. 18th - Mar. 22nd Indicator6-6.1 Summarize the contributions of the Italian Renaissance, including the importance of Florence, the

influence of humanism and the accomplishments of the Italians in art, music, literature, and architecture.Instructional Strategies

1. Divide class into three groups: Arts, Science, Literature. Each group will research major people, works of art or literature, inventions, theories, etc. during the Italian Renaissance. They must present to the class using a combination of visual/oral media: class will take notes as presentations are made. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C2. Have class develop a Renaissance graphic organizer of the three areas . . . art, literature, science/inventions and the necessary details to explain major accomplishments in each area. Quadrant B3. Play a match game with a person and their contribution(s). Quadrant A4. Create a time line that illustrates major musical accomplishments, musicians, and composers of the Italian Renaissance. Sample Classroom Activity. Quadrant B5. Have students create two lists. The first should be titled “Middle Ages”. It should reflect how others would view the student during the Middle Ages - listing their name, age, and occupation. The second should be titled “Humanism”. It should reflect a humanist view of the student – listing interests, talents, and accomplishments. They may decorate the second list with photos, copies of awards, certificates, etc. Quadrant D6. Obtain copies of paintings from the Middle Ages and the Renaissance. Look at them with students asking them to point out the differences they notice. The teacher should point out that humanist ideas inspired artists to make





their artwork more realistic – paying particular attention to the human form, lighting, and perspective. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant C7. Go to the website www.unitedstreaming.com. Type in Renaissance. Choose the video “Exploring the Renaissance”. Explore changes in art, architecture and science during the Renaissance. You also have the option of printing the blackline masters for activities that go with the film as well as teacher’s guide. You will need to procure an LCD projector to show in the classroom. Check with your media center for this and your school’s password for the website. Quadrant A8. Have students write a front page for a Renaissance newspaper headlining a new technological import (i.e., compass from China) or invention (i.e., Renaissance weapons). Other articles for the front page might include social or political events or human interest stories. Quadrant D9. . Have students create posters of Renaissance inventions and their modern counterparts. All items should be labeled. Quadrant C 10. Make a fact chart to list facts about humanism and it’s revival of classical daily life during the Renaissance, including the effect of humanism on education, art, religion, and government.



- Exploring the Renaissance.- All about the Renaissance: Part 01: Historical Background.- Humanism: The Study of Latin & Greek Texts & Ideas.- Just the Facts: World History: The Renaissance.

Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; PASS Coach Pg. 144-147, 148-151, and156-159; Daily Analogies for Social StudiesAssessmentWinter Break







Mar. 25th - Mar. 28th Indicator6-6.2 Identify key figures of the Renaissance and the Reformation and their contributions (e.g., Leonardo da

Vinci, Michelangelo, Johannes Gutenberg, John Calvin, and Martin Luther).Instructional Strategies

1. Divide students into groups of three or four. Have students research and write biographies of key Renaissance or Reformation figures. Teachers should assign specific figures for each group. Biographies should include early life, training, major works or contributions, and the impact the person had on Renaissance society and the modern world. Allow each group to share their biographies with the class. Quadrant D

2. Have groups create skits or puppet show in which key Renaissance or Reformation characters discuss their contributions to the world with each other. Quadrant C

3. Another option for puppets might be to have students create a puppet of an assigned Renaissance or Reformation character. The puppet would describe his achievements and then ask students to identify him. Quadrant C

4. Read a short biography of one key figure (an inventor, artist, or writer) of the Renaissance. Give a brief oral presentation summarizing the role that this person played during the Renaissance and the long-term impact that the person has had on the world. Sample Classroom Activity. Quadrant C



-All about the Renaissance: Part 02: Science, Invention, Architecture, Exploration, and Religious Reform.

-Just the Facts: World History: The Renaissance.

Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; PBS-Martin Luther-interactive information http://www.pbs.org/empires/martinluther/95 Theses-primary document http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.htmlPASS Coach Pg. 152-155; Daily Analogies for Social Studies

Other Resources: Human Heritage, Glencoe/ McGraw-Hill; Medieval Times to Today, Prentice Hall:

Assessment

Mar. 29thIndicator

Professional Development/Workday Professional Development/WorkdayInstructional Strategies

Professional Development/WorkdayResources

Professional Development/WorkdayAssessment

Professional Development/Workday

Week of Apr. 1st - Apr. 5thApr. 1st - Apr. 5th

http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html

http://www.pbs.org/empires/martinluther/





IndicatorSpring Break (Holiday) Spring Break (Holiday)


Spring Break (Holiday)Resources

Spring Break (Holiday)Assessment

Spring Break (Holiday)

Week of Apr. 8th - Apr. 12thApr. 8th - Apr. 9th Indicator6-6.3 Explain the causes, events, and points of contention and denominational affiliations (of nations) of the

Reformation and the Catholic Reformation (Counter Reformation).Instructional Strategies 1) Have students write their own Nine Theses:

a. Guide students in a discussion of the importance of critical thinking and courage and how those qualities relate to reform.

b. Review with students Martin Luther’s Ninety-Five Theses and their significance.c. Work with students to write Nine These criticizing a modern-day topic. Examples might include popular

culture (television, movies, music, fashion), a school policy, or local government.d. Have students refer to the examples from Martin Luther’s Ninety-Five Theses as a model.e. Have students write their Nine Theses in large print on legal-size sheets of paper and allow students to

“nail” them to the bulletin board with thumbtacks.ResourcesText: Holt, World History, (pg. 569 – 575)


- Just the Facts: World History: The Renaissance.

Website:Protestant Reformation (1517-1565) http://streaming.discoveryeducation.com/; The Reformation Online-informationhttp://www.reformation.org/; PBS-Martin Luther-interactive information http://www.pbs.org/empires/martinluther/95 Theses-primary document http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.htmlAssessment

Week of Apr. 8th - Apr. 12thApr. 10th - Apr. 12th

http://www.iclnet.org/pub/resources/text/wittenberg/luther/web/ninetyfive.html

http://www.pbs.org/empires/martinluther/

http://www.reformation.org/

http://streaming.discoveryeducation.com/

Indicator6-6.4 Compare the economic, political, and religious incentives of the various European countries to explore

and settle new lands.Instructional Strategies

1. Have a class discussion on why many Europeans were willing to face the dangers of an unknown world to settle in America. (New opportunities for wealth, land, freedom and to escape religious persecution.) Bring the discussion to a personal level by asking students how they would feel to leave everything they knew to move to an unknown place. If the future brings exploration of space, etc., would they be willing to go? Why or why not? Quadrant D

2. Have students work in pairs to research the life of a sailor during the age of exploration including the incentives for these sailors. Then role play an interview with a sailor who might have sailed on one of the expeditions discussed in World History, p. 395. Each student must have prepared questions to be asked of the sailor, and take turns role-playing the interviewer and the sailor. Locate, gather, and process information from a variety of primary and secondary sources including maps. Quadrant D

3. Students will work in small groups of 4 – 6 students. They will select an explorer that is discussed in World History, p. 393-395. Students will write five entries in a Ship’s Log then describe the discoveries of these explorers and the difficulties of the journey. As a group, they will share their log and then combine individual logs to make one big log for presentation. Students could be assessed on individual logs and presentation. Quadrant D

4. Have students study the maps on p. 68-69 in Atlas of World History and make a list of goods that might have given Europeans a reason, or incentive, to explore and settle new lands. Then have them add to the list after examining the map on p. 77. Have students write a summary which explains incentives for European exploration. Quadrant B

5. Student’s will compare and contrast Spain and Portugal’s incentives to explore the New World. After reading aloud from Medieval Times to Today, pp. 143 – 149, the class will list Spain’s incentives and Portugal’s incentives on a blank Venn diagram. This will be a teacher led activity. The students will take the information from the diagram and create a paragraph using the details from the diagram. This will be scored according to the District 5 Writing Rubric. Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Quadrant C

6. Students will fold a piece of paper into four quadrants. At the top of each quadrant put the following headings: Portugal’s Achievements, Spain’s Achievements, Magellan: Atlantic, and Magellan: Pacific. Using Medieval Times to Today, pp. 143 – 149, put specific facts in each quadrant. In order to prepare students to write their paragraph using the facts, select one student to state an introductory sentence for their paragraph. Then select another student to state the first fact from the first quadrant in a sentence. For each quadrant, a student will give a fact on which to build a paragraph for the essay. Conclude by choosing a student to state an ending sentence. Students will then write an essay from this activity. Quadrant B

7. The students can have a discussion in class about why do they think that Europeans, even though they were escaping from religion prosecution, tried to impose their religious belief to the Indian in the new lands?




Web Sites: S3 Curriculum Link http://scde.mrooms.org/index.php?page=14481; Toolboxforteachers.comhttp://www.toolboxforteachers.com/; ETV Streamline SC http://www.scetv.org/education/streamlinesc/Study Island www.studyisland.com; PASS Coach Pg. 172-175; Daily Analogies for Social Studies

Other Resources: Atlas of World History, p. 68-69; p. 77Assessment

Winter Break

Week of Apr. 15th - Apr. 19th





Apr. 15th - Apr. 16th Indicator6-6.5 Identify the origin and destinations of the voyages of major European explorers.


1. Introduce the standard by having the students study and discuss Atlas of World History, pp. 68-69. Point out the legend used to identify the explorers’ countries. Quadrant A Have students study the map found in World History, p. 594-595. Ask if there is any additional information included on this map (people are included on this map that are not on the other map). Ask if any information is missing (does not include dates of voyages). Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables, diagrams, texts, photographs, documents, and interviews. Quadrant A

2. Have students study the map found in Medieval Times to Today, pp. 146-147. Ask how it is similar to the other two maps (same people, same routes, color coded). Ask how it is different (no lines of latitude, etc.) Quadrant B

3. Do Unit 5 Lesson 31a, Mapping World History. Have students use Atlas of World History, pp. 96-97 to gather data for lesson activities.

4. Student Learning Activity: Construct maps, graphs, tables, and diagrams to display social studies information. Quadrant CA. Teacher may provide each student with a non-labeled map of the world.B. Student will label all continents with bold all-capital letter printing.C. Decide how many countries sent out explorers and color each country a different color.D. Use colored pencils to draw the routes followed by the explorers and label each one.E. Include dates of voyages, either on the map or in the legend. F. Fold map into cylinder shape and tape it so that it is free standing. Check to be sure that lines of routes that

go around the world match up when the cylinder is taped together.G. Create an accurate legend on another piece of paper. Attach to form the base of the cylinder map.H. Alternative #1: Same as above except that students draw the map.I. Alternative #2: Students use construction paper to cut out the shapes of the continents. Place the shapes

on a piece of blue (ocean) construction paper. Label the continents and exploring countries. Glue different colored yarn on the paper to show the routes of the different explorers. Design a map key.





Other Resources: Atlas of World History, p. 96-97; Mapping World History, Unit 5, Lesson 31aAssessment

Week of Apr. 15th - Apr. 19thApr. 17th - Apr. 19th Indicator6-6.6 Explain the effects of the exchange of plants, animals, diseases, and technology throughout





Europe, Asia, Africa, and the Americas (known as the Columbian Exchange).Instructional Strategies

1. Have students make an “inventory” of foods found in their kitchens at home. Create a class list on the board eliminating duplications. Pair students up and assign items from the list to each pair. Have students work together to research their food items to discover their origins. Have students draw their food items on sticky notes and place the country of origin on a world map. Quadrant C

2. Discuss the term “Columbian Exchange” with students. Have them study the diagram found in Atlas of World History, p. 78. Have students work in small groups and discuss which items exchanged would have had the most positive effects on the receiving groups and which ones would have had the most negative effects. Once the group reaches a consensus, they should write up their choice including explanations of why they chose their particular item. A spokesperson for each group should present their ideas to the class. Quadrant D

3. Create a diagram that depicts the exchange of diseases that occurred during the age of European exploration and resulted in thousands of deaths in both Europe and the New World. Sample Classroom Activity. Quadrant C

4. Have students do researches about the food in Mexico and Central America countries from the Caribbean and South Americas, and which countries or continents influenced in their food?





Other Resources: Atlas of World History, p. 78Assessment

Week of Apr. 22nd - Apr. 26thApr. 22nd - Apr. 26th IndicatorPASS Review








Winter Break

Week of Apr. 29th - May 3rdApr. 29th - May 3rd IndicatorPASS Review




Winter Break

Week of May 6th - May 10thMay 6th - May 10th IndicatorPASS Review




Winter Break

Week of May 13th - May 17thMay 13th - May 17th IndicatorReview Indicators




Winter Break

May 20th - May 24thMay 20th - May 24th IndicatorReview Indicators




Winter Break

Week of May 27th - May 31stMay 27th - May 31st IndicatorReview Indicators




Winter Break

Week of Jun. 3rd - Jun. 7thJun. 3rd - Jun. 6th IndicatorReview Indicators




Winter Break

Jun. 7th Indicator

Teacher Workday Teacher WorkdayInstructional Strategies

Teacher WorkdayResources

Teacher WorkdayAssessment

Teacher Workday

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