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GRADE 6 SOCIAL STUDIES INSTRUCTIONAL GUIDE

2018-19

GRADE 6: The World

The grade 6 social studies program emphasizes the interdependence of all

people, keying on the Eastern Hemisphere. Many of the lessons and

activities for this grade level draw on specific examples of nations and

regions in the Eastern Hemisphere chosen by the district. It is highly

recommended that lessons also compare and contrast this specific

information with similar data from the United States, Canada, and Latin

America. The grade 6 program focuses on a social science perspective

emphasizing the interaction of geography and economics. The core

disciplines of geography and economics are used to develop and draw

relationships and understandings about social/cultural, political, and historic

aspects of life in the Eastern Hemisphere. Historical insights are used as a

means of developing a total perspective rather than an organizing

framework. The focus should be on major turning points that segue into the

7th-grade social history of the United States. The units herein are designed

for extending the student’s content examples from cultures other than the

student’s own, and from a variety of geographic, socioeconomic, ethnic, and

racial groups.

Grade 6 BPS Instructional Guide for Social Studies SY 2018-2019

NYS Social Studies Standards

Standard 1: History of the United States and New York Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York. Standard 2: World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over Earth’s surface. Standard 4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the United States and other national economies, and how an economy solves the scarcity problem through market and nonmarket mechanisms. Standard 5: Civics, Citizenship, and Government Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental systems of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.

Unifying Themes of Social Studies

The unifying Social Studies themes represent different lenses to be applied to the teaching and learning of the Key Ideas and Conceptual Understandings within the NYS Framework across all grades, K-12.

1. Individual Development and Cultural Identity 6. Power, Authority, and Governance 2. Development, Movement, and Interaction of Cultures 7. Civic Ideals and Practices 3. Time, Continuity, and Change 8. Creation, Expansion, and Interaction of Economic Systems 4. Geography, Humans, and the Environment 9. Science, Technology, and Innovation 5. Development and Transformation of Social Structures 10. Global Connections and Exchang


NYS Grade 6 Key Ideas KEY IDEAS Key Ideas are aligned to the standards and represent enduring understandings that should be the focus of teaching and learning for each grade. Key Ideas are

designed to address larger social studies perspectives, trends, and issues. Each grade level consists of eight to twelve Key Ideas, so these statements are

intentionally rich and substantial.

PRESENT-DAY EASTERN HEMISPHERE GEOGRAPHY: 6.1 The diverse geography of the Eastern Hemisphere has influenced human culture and settlement patterns in distinct ways. Human communities in the Eastern Hemisphere have adapted to or modified the physical environment. (Standard: 3: Theme: GEO)

THE FIRST HUMANS THROUGH THE NEOLITHIC REVOLUTION IN THE EASTERN HEMISPHERE: 6.2 The first humans modified their physical environment as well as adapted to their environment. (Standards: 2, 3; Themes: MOV, TCC, GEO, ECO, TECH)

EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): 6.3 Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment. (Standards: 2, 3; Themes: ID, TCC, GEO, SOC)

COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E – ca. 630 C.E): 6.4 Major religions and belief systems developed in the Eastern Hemisphere. There were important similarities and differences between these belief systems. (Standard: 2; Themes: ID, SOC)

COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): 6.5 As complex societies and civilizations change over time, their political and economic structures evolve. A golden age may be indicated when there is an extended period of time that is peaceful, prosperous, and demonstrates great cultural achievements. (Standards: 2, 3, 5; Themes: ID, TCC, GEO, SOC, GOV, CIV)

MEDITERRANEAN WORLD: FEUDAL WESTERN EUROPE, THE BYZANTINE EMPIRE, AND THE ISLAMIC CALIPHATES (ca. 600 C.E. – ca. 1450): 6.6 The Mediterranean world was reshaped with the fall of the Roman Empire. Three distinct cultural regions developed: feudal Western Europe, the Byzantine Empire, and the Islamic caliphates. These regions interacted with each other and clashed over control of holy lands. (Standards: 2, 3, 4, 5; MOV, TCC, GOV, CIV, EXCH)

INTERACTIONS ACROSS THE EASTERN HEMISPHERE (ca. 600 C.E. – ca. 1450): 6.7 Trade networks promoted the exchange and diffusion of language, belief systems, tools, intellectual ideas, inventions, and diseases. (Standards: 2, 3, 4; Themes: MOV, TCC, GEO, ECO, TECH, EXCH)


Conceptual Understandings Conceptual Understandings are more specific statements that are designed to support each Key Idea. Each Key Idea consists of approximately two to seven Conceptual Understandings that are designed to support the larger Key Idea. Together, the Key Ideas and Conceptual Understandings represent the body of Social Studies concepts that should be the focus of teaching and learning. Content Specifications Content Specifications, crafted as “Students will…” statements, add further clarity and depth to the Conceptual Understanding by articulating specific content that can be taught to illuminate the Conceptual Understanding. Ultimately, Content Specifications work in tandem with Conceptual Understandings in support of the larger Key Ideas. Social Studies Practices The Social Studies Practices represent the social science and historical thinking skills that students should develop throughout their K-12 education in order to be prepared for civic participation, college, and careers. Similar to the Mathematical Practices within the Common Core Learning Standards, the Social Studies Practices should be infused with the Social Studies content contained within the Key Ideas and Conceptual Understandings.

NYS SS Instructional Shifts (refer to NYS SS Field Guide)

1) Focus on Conceptual Understandings

a. From facts ➢ concepts and content knowledge

b. From breadth ➢ depth

c. From recall ➢ transfer and connections 2) Foster Student Inquiry, Collaboration, and Informed Action

a. From teacher as disseminator ➢ teacher as facilitator of investigation

b. From students learn facts from textbooks ➢ students investigate the social sciences, using multiple sources

c. From students retell interpretations ➢ students construct interpretations and communicate conclusions 3) Integrate Content and Skills Purposefully

a. From students experience an additional nonfiction reading class or textbook-focused instruction ➢ students learn to read, discuss and write like social scientists

b. From students develop literacy skills and social studies practices separately ➢ students develop disciplinary literacy skills and social science practices in tandem

c. From students learn content knowledge ➢ students integrate and apply concepts, skills, and knowledge

https://www.engageny.org/resource/new-york-state-k-12-social-studies-field-guide


September 5 – October 27 Unit 1 Topic: Geography of the Eastern Hemisphere Unit 1 Overview: This unit is an overview of the Eastern Hemisphere's physical and human characteristics. Through this introduction, students should become familiar with the tools and skills of geography that are used throughout the course. All of the unit objectives are incorporated into the remaining units and will allow instruction to be more specific while teaching the various regions of the Eastern Hemisphere.

Compelling Question:

Why is it important to study geography?

Maps and other geographic representations, tools, and technologies such as aerial and other photographs, satellite-produced images, and

computer models can be used to gather, process, and report information about the Eastern Hemisphere today

Supporting Questions:

What are the five themes of geography and how do they relate to the development of the Eastern Hemisphere?

What are the significant physical and human characteristics of the Eastern Hemisphere?

How is the geography of the Eastern Hemisphere different from the geography of the Western Hemisphere? How is it alike?

How have humans used, adapted to, and modified different environments in the Eastern Hemisphere?

Social Studies Practices in this Unit Gathering, Interpreting and Using Evidence (These should not be I can statements)

I can develop and frame questions about topics related to historical events occurring in the Eastern Hemisphere that can be answered by gathering, interpreting, and using evidence.

I can identify, effectively select, and analyze different forms of evidence used to make meaning in social studies (including primary and secondary sources such as art and photographs, artifacts, oral histories, maps, and graphs).

I can identify evidence and explain content, authorship, point of view, purpose, and format; identify bias; explain the role of bias and potential audience.

I can describe the arguments of others.

I can identify implicit ideas and draw inferences, with support.

I can recognize arguments on specific social studies topics and identify evidence to support the arguments. Examine arguments related to a specific social studies topic from multiple perspectives.


Comparison and Contextualization

I can identify a region in the Eastern Hemisphere by describing a characteristic that places within it have in common, and then compare it to other regions.

I can categorize and evaluate divergent perspectives on an individual historical event.

I ca describe and compare multiple events in the history of the Eastern Hemisphere in societies in similar chronological contexts and in various geographical contexts.

I can identify how the relationship between geography, economics, and history helps to define a context for events in the study of the Eastern Hemisphere.

I can describe historical developments in the history of the Eastern Hemisphere, with specific references to circumstances of time and place and to connections to broader regional or global processes.

I can understand the roles that periodization and region play in developing the comparison of historical civilizations. Identify general characteristics that can be employed to conduct comparative analysis of case studies in the Eastern Hemisphere in the same historical period, with teacher support.

Geographic Reasoning

I can use location terms and geographic representations such as maps, photographs, satellite images, and models to describe where places in the Eastern Hemisphere are in relation to each other, to describe connections between places, and to evaluate the benefits of particular places for purposeful activities.

I can distinguish human activities and human-made features from “environments” (natural events or physical features—land, air, and water—that are not directly made by humans) in the Eastern Hemisphere; identify the relationship between human activities and the environment.

I can identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.

I can recognize and explain how characteristics (cultural, economic, and physical-environmental) of regions affect the history of societies in the Eastern Hemisphere.

I can describe how human activities alter places and regions in the Eastern Hemisphere.

I can describe the spatial organization of place, considering the historical, social, political, and economic implication of that organization. Recognize that boundaries and definitions of location are historically constructed.


Conceptual Understandings / Literacy Standards

Content Specifications & Assessments Vocabulary & Resources

6.1a Maps can be used to represent varied climate zones, landforms, bodies of water, and resources of the Eastern Hemisphere.

6.1b The Eastern Hemisphere can be divided into regions. Regions are areas that share common identifiable characteristics, such as physical, political, economic, or cultural features. Regions within the Eastern Hemisphere include: Middle East (North Africa and Southwest

Asia) Sub-Saharan Africa Europe (West, North, South, Central, and

Southeast) Russia and the Independent States (Russia,

Caucasia, Central Asia, the region of Belarus, Moldova, and Ukraine)

East Asia (People’s Republic of China, North Korea, South Korea, Japan, and Taiwan)

Southeast Asia (Vietnam, Cambodia, Laos, Thailand, Myanmar [Burma], Malaysia, Singapore, Indonesia, Brunei, Philippines)

South Asia (Afghanistan, Pakistan, India, Bangladesh, Nepal, Bhutan)

Oceania (Australia, New Zealand, the Pacific)

6.1c The physical environment influences human population distribution, land use, economic activities, and political connections.

6.1c Students will use physical, climate,

and vegetation layers on National Geographic Interactive Mapmaker in combination with population density, land use, and resource distribution maps in order to discern patterns in human settlement, economic activity, and the relationship to scarcity of resources in the present-day Eastern Hemisphere. There are up to 15 layers to use on this interactive map maker.

https://mapmaker.nationalgeographic.org 6.1c To understand scale, students will

work with political, physical and maps at a variety of scales of measurement so they can compare patterns in population density and land use, economic activity, and political connections across the present-day Eastern Hemisphere, within a region of the Eastern Hemisphere, and in a specific country. In doing so, students will examine maps of the hemisphere, the four distinct regions within the present-day Eastern Hemisphere, and one specific country within each region.

6.1d Students will examine current political and environmental issues in a region or country of the Eastern Hemisphere being

Which four distinct regions: Africa, Europe, Middle East and Asia

4 Major countries in each region: Cairo, London, Baghdad and Beijing

http://www.worldatlas.com/webimage/countrys/af.htm

http://www.worldatlas.com/webimage/countrys/eu.htm

http://www.worldatlas.com/webimage/countrys/me.htm

http://www.worldatlas.com/webimage/countrys/as.htm

https://mapmaker.nationalgeographic.org

http://www.worldatlas.com/aatlas/infopage/eastwestco.htm

http://www.worldatlas.com/geoquiz/thelist.htm


Provide resources to address content specifications for those selected regions and countries


http://www.worldatlas.com

https://mapmaker.nationalgeographic.org/

















http://www.worldatlas.com/




6.1d Issues and problems experienced in the regions of the Eastern Hemisphere have roots in the past.

Reading: R.1, R.4 Writing: W.1, W.5 Speaking and Listening: SL.1, SL.6 Language: L.3

studied.

Formative Assessments

Summative Assessments

Textbook Supports

Social Studies: The World (Foresman) Scott

Foresman Social Studies: The World

Geography Skills:

Map Handbook pp H10-H24

Vocabulary: Eastern Hemisphere, equator, prime meridian, latitude, parallel, longitude, meridian, global grid, Tropic of Cancer, Tropic of Capricorn, tropical zone, torrid zone, Arctic Circle, Antarctic Circle frigid zones, polar regions, temperate zones, axis, political map, compass rose, intermediate direction, key, sca

Additional Resources

SUTW Intermediate tools: S1-3a name of tool? S1-11b S1-17a S1-22a S1-23b

S1-29a S1-29c S1-33b S1-34a S2-21a S2-25b S5-1a S5-41h




Additional Multimedia Resources:

Five Themes of Geography http://www.worldatlas.com/the-five-themes-in-geography.html

CIA World Factbook https://www.cia.gov/library/publications/the-world-factbook/

National Geography Bee http://www.nationalgeographic.com/geobee

National Geographic Interactive Map Maker https://mapmaker.nationalgeographic.org

Trade Books:

Resources for Students:

African Landscapes by Warren J. Haliburton

Asia (True Books) by David Petersen, James Taft (editor)

The Atlas of the Medieval World in Europe (IV-XV Century) by Neil Morris, John Malam, Anne McRae

Australia and New Zealand by Elaine Landau

The Blackbirch Kid’s Almanac of Geography by Alice Siegel and Margo McLoone

Children from Australia to Zimbabwe: A Photographic Journey Around the World by

http://www.worldatlas.com/the-five-themes-in-geography.html

http://www.worldatlas.com/the-five-themes-in-geography.html

https://www.cia.gov/library/publications/the-world-factbook/

https://www.cia.gov/library/publications/the-world-factbook/

http://www.nationalgeographic.com/geobee





Maya Ajmera, Anna

Rhesa Versola, Marian Wright Edelman.

The Complete Book of Maps & Geography

Eyewitness: Africa by Yvonne Ayo, Geoff Dann and Ray Moller (photographers)

Eyewitness: Russia by Kathleen Berton Murrell John Woodcock (illustrator), Andy Crawford (photographer)

The Great Wall of China by Leonard Everett Fisher

If the World Were a Village: A Book About the World’s People by David J. Smith, Shelagh Armstrong (illustrator)

India: The Culture by Bobbie Kalman. One of “The Lands, Peoples, and Cultures Series”

India: The Land by Bobbie Kalman. One of “The Lands, Peoples, and Cultures Series”

India: The People. One of “The Lands, Peoples, and Cultures Series”

Indus Valley by Naida Kirkpatrick

The Kalahari by Rose Inserra and Susan Powell Heinemann

Metropolis: Ten Cities/Ten Centuries by Albert Lorenz. One of the “Vanishing Cultures” series

Southeast Asia by Anita Ganeri

Street Through Time by Anne Millard, Steve Noon (illustrator)




Biographies/Autobiographies:

The Land I Lost: Adventures of a Boy in Vietnam by Huynh Quang Nhuong

Water Buffalo Days: Growing Up in Vietnam by Huynh Quang Nhuong

Related Literature for Students:

Stories from the Silk Road by Cherry Gilchrist, Nilesh Mistry (illustrator)

NOTES


October 30 - December 22 Unit 2 Topic: First Humans through the Neolithic Revolution

Compelling Question: In what ways was the Neolithic Revolution a turning point in world history?

Supporting Questions:

1) How did the early peoples of the Eastern Hemisphere interact with their physical environment to meet their needs?

2) What have we learned based on archeological records?

3) What was the Neolithic Revolution and its lasting impact?

4) What were the unique cultural achievements, contributions, and innovations of the early humans in the Eastern Hemisphere?

5) How did early humans of the Paleolithic and Neolithic eras adapt to and modify the physical environment?

Social Studies Practices/Learning Targets: Gathering, Interpreting and Using Evidence







Chronological Reasoning

I can identify ways that events are related chronologically to one another in time.

I can employ mathematical skills to measure time by years, decades, centuries, and millennia; to calculate time from the fixed points of the calendar system (B.C.E. and C.E.); and to interpret the data presented in time lines, with teacher support.

I can identify causes and effects from current events, grade-level content, and historical events.


I can identify and classify the relationship between multiple causes and multiple effects.

I can distinguish between long-term and immediate causes and effects of an event from current events or history.

I can recognize and analyze the dynamics of historical continuity and change over periods of time. Identify the role of turning points as an important dynamic in historical change.

I can compare histories in different places in the Eastern Hemisphere, utilizing time lines. Identify ways that changing periodization affects the historical narrative.

I can identify the relationships of patterns of continuity and change to larger historical processes and themes.

I can understand that historians use periodization to categorize events. Describe general models of periodization in history.



6.2a Human populations that settled along rivers, in rainforests, along coastlines, in deserts, and in mountains made use of the resources and the environment around them in developing distinct ways of life. 6.2b Early peoples in the Eastern Hemisphere are often studied by analyzing artifacts and archaeological features. Archaeologists engage in digs and study artifacts and features in a particular location to gather evidence about a group of people and how they lived at a particular time. 6.2c The Neolithic Revolution was marked by technological advances in agriculture and domestication of animals that allowed people to form semi-sedentary and sedentary settlements. 6.2d Historians use archaeological and other types of evidence to investigate patterns in

6.2c Students will explore early human

migration patterns and settlements through the use of multiple maps and the examination of various forms of archaeological evidence.

6.2c Students will be introduced to pastoral nomadic peoples as a culture type that existed throughout history.

6.2c Students will compare the use of tools and animals, types of dwellings, art, and social organizations of early peoples, and distinguish between the Paleolithic Age and Neolithic Age.

6.2d Students will determine if the Neolithic Revolution is a turning point in world history, using various forms of evidence.

Textbook Supports

Geography Skills: Map Handbook pp 1a-1h

Vocabulary: Paleolithic Age, Neolithic Revolution, Hunter-gatherer, prehistory, archeology, archeologist, artifact, migrated, Clovis, glacier, Beringia, Monte Verde, Skara Brae, technology, domesticate, excavation site, agriculture, surplus, nomad, pastoral, social division, climate, carbon dating, Cave of the Hands, Lascaux, Altamira, Chauvet, culture, anthropology, landform, geography, diverse

Additional Resources

Common Core Companion-Human Origins http://www.socialstudiescms.com/humanorigins Stone Age Habitats http://www.aerobiologicalengineering.com/

http://www.socialstudiescms.com/humanorigins

http://www.socialstudiescms.com/humanorigins

http://www.aerobiologicalengineering.com/wxk116/StoneAge/Habitats/




history and identify turning points. A turning point can be an event, era, and/or development in history that has brought about significant social, cultural, ecological, political, or economic change.

Reading: R.1, R.4 Writing: W.1, W.5 Speaking and Listening: SL.1, SL.6 Language: L.3

Assessment Options:

1) Prehistoric life and conflict RAFT: (see appendix)

Write a series of diary entries (at least 4) from the point of view of an early human. The diary entries must take place over a period of time in which the person experienced a conflict or problem, and describe how he/she overcame it. The conflict must be realistic based on the time period and contain details about how this species of early human really lived (this person could have lived in either the Paleolithic or Neolithic eras). This is fictional (early humans didn’t have written language) but should be rooted in the facts based on the archaeological record.

2) Timeline of human origins:

Create a timeline of human origins. Timeline must display how early humans adapted over the past 3.5 million years from early humans to modern Homo Sapiens? Timeline can be created on paper or on a digital platform at one of these eTimeline sites:

http://www.readwritethink.org/files/resources/

interactives/timeline_2/

https://www.sutori.com/

https://timeline.knightlab.com/#examples

Timeline must include at least 8 dates/time periods in BCE time, including the Paleolithic

wxk116/StoneAge/Habitats/ Ancient Africa Timelines

http://web.cocc.edu/cagatucci/classes/hum211/timelines/htimeline.htm Ancient History Sourcebook https://sourcebooks.fordham.edu/halsall/ancient/asbook02.asp

Ancient History and Archeology http://www.bbc.co.uk/history/ancient/archaeology/ The Story of Africa http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/ Iceman http://news.nationalgeographic.com/news/2003/10/1030_031030_icemanorigins.html Virtual Fieldtrip: Stone Age Tools http://www.pbs.org/wgbh/nova/ancient/stone-age-toolkit.html Virtual Fieldtrip: Stories from the Stone Age https://www.youtube.com/watch?v=-7bqi70B3tE&list=PLn70fvzG3E-dEEbMuJI1vdEG0EqNvT0fR

http://www.readwritethink.org/files/resources/interactives/timeline_2/




http://www.aerobiologicalengineering.com/wxk116/StoneAge/Habitats/

http://web.cocc.edu/cagatucci/classes/hum211/timelines/htimeline.htm

http://web.cocc.edu/cagatucci/classes/hum211/timelines/htimeline.htm

https://sourcebooks.fordham.edu/halsall/ancient/asbook02.asp

https://sourcebooks.fordham.edu/halsall/ancient/asbook02.asp

http://www.bbc.co.uk/history/ancient/archaeology/

http://www.bbc.co.uk/history/ancient/archaeology/

http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/

http://www.bbc.co.uk/worldservice/africa/features/storyofafrica/

http://news.nationalgeographic.com/news/2003/10/1030_031030_icemanorigins.html

http://news.nationalgeographic.com/news/2003/10/1030_031030_icemanorigins.html

http://www.pbs.org/wgbh/nova/ancient/stone-age-toolkit.html

http://www.pbs.org/wgbh/nova/ancient/stone-age-toolkit.html

https://www.youtube.com/watch?v=-7bqi70B3tE&list=PLn70fvzG3E-dEEbMuJI1vdEG0EqNvT0fR






and Neolithic eras. Photos, diagrams and text-based explanations of major events and figures must be included on your timeline.

3) Timeline of archaeological discovery (use above listed sites):

Create a timeline of important modern archaeological discoveries. Timeline may be created on paper or on a digital platform. Timeline must include finds we studied during this unit, but also must include 1-2 other important archaeological discoveries that were made since 1900 CE. Text based explanations of the importance of each find and details about the scientists involved must be included.

4) Act it out:

Write a skit, hold a podcast or a live newscast that clarifies important events in either the timeline of human origins. A text based original theme song must be written and included in your skit. At least 3 key archaeological discoveries or 3 key points in early human history must be presented.

5) Found field guide (ADDITIONAL RAFT OPTION):

Create a diary or field guide that may have been left behind by an archaeologist who studied human origins. This should be based on the work of a real

Mysteries of Catlhoyuk http://www.smm.org/catal/

Prehistoric Art http://www.visual-arts-cork.com/prehistoric-art.htm

National Geographic http://www.nationalgeographic.com/ National Geographic Interactive Map Maker https://mapmaker.nationalgeographic.org MAPS TO PRINT http://d-maps.com/index.php?lang=en National Geography Bee http://www.nationalgeographic.com/geobee Google Earth http://www.google.com/earth/index.html

http://www.smm.org/catal/

http://www.visual-arts-cork.com/prehistoric-art.htm

http://www.visual-arts-cork.com/prehistoric-art.htm

http://www.nationalgeographic.com/


http://d-maps.com/index.php?lang=en

http://www.nationalgeographic.com/geobee

http://www.google.com/earth/index.html




archaeologist/paleoanthropologist who researched and/or excavated the site we studied in Unit 2. Your diary/field guide should include an explanation of the importance of the find, geographical details, and diagrams/photos/sketches

7) DBQ

In what ways was the Neolithic Revolution a

turning point in world history?

Distribute a variety of primary and secondary

sources, photographs, maps, etc. reacted to

the early humans for students to use is

response to the DQG prompt.

Notes:


Unit 2 Topic: Agriculture and Human Civilization-Mesopotamia Compelling Question: Was the development of agriculture good for humans? Supporting Questions:

1. How did environmental changes and new technologies affect the development of agriculture? 2. How did the development of agriculture in Mesopotamia lead to the development of writing? 3. What were the consequences of agriculture for humans?

Social Studies Practices/Learning Targets: Gathering, Using, and Interpreting Evidence







Chronological Reasoning and Causation







I can compare histories in different places in the Eastern Hemisphere, utilizing time lines. Identify ways that changing periodization affects

http://www.c3teachers.org/inquiries/agriculture/


the historical narrative.




Objectives (Content Specifications) & Assessments

Vocabulary and Resources

6.2a Human populations that settled along rivers, in rainforests, along coastlines, in deserts, and in mountains made use of the resources and the environment around them in developing distinct ways of life 6.2b Early peoples in the Eastern Hemisphere are often studied by analyzing artifacts and archaeological features. Archaeologists engage in digs and study artifacts and features in a particular location to gather evidence about a group of people and how they lived at a particular time. 6.2c The Neolithic Revolution was marked by technological advances in agriculture and domestication of animals that allowed people to form semi-sedentary and sedentary settlements. 6.2d Historians use archaeological

6.2c Students will explore early human migration patterns and settlements through the use of multiple maps and the examination of various forms of archaeological evidence.

6.2c Students will be introduced to pastoral nomadic peoples as a culture type that existed throughout history.

6.2c Students will compare the use of tools and animals, types of dwellings, art, and social organizations of early peoples, and distinguish between the Paleolithic Age and Neolithic Age.

6.2d Students will determine if the Neolithic Revolution is a turning point in world history, using various forms of evidence.

6.3b Students will explore at least two river valley societies and civilizations: one in the Middle East (Mesopotamia or Nile river valley), one in South Asia (Indus River valley), or one in East Asia (Yellow River valley) by examining archaeological and historical evidence to compare and contrast characteristics of these complex societies and civilizations.

6.3c Students will explore how the selected complex societies and civilizations adapted to and modified their environment to meet their basic needs of food, clothing, and shelter.

NYS SS Toolkit - Inquiry #1

Scott Foresman Social Studies: The World

Chapter 1: Digging Up the Past

Chapter 2: Early Civilizations

Step Up to Writing Tools: S1-11b name? S1-17a S1-29c S2-21a S2-25b S5-1a-S5-41h

UNIT 1 Vocabulary: (don’t include

definitions)

ard - A simple tool used to break up the

ground for planting crops.

ax - A simple tool used to split and shape

wood.

cuneiform - A system of symbols used in

ancient writing.

domesticate - The process of taming

http://www.c3teachers.org/inquiries/agriculture/





and other types of evidence to investigate patterns in history and identify turning points. A turning point can be an event, era, and/or development in history that has brought about significant social, cultural, ecological, political, or economic change. 6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity to the group.

6.3b Complex societies and civilizations share the common characteristics of religion, job specialization, cities, government, language/record keeping system, technology, and social hierarchy. People in Mesopotamia, the Yellow River valley, the Indus River valley, and the Nile River valley developed complex societies and civilizations. 6.3c Mesopotamia, Yellow River valley, Indus River valley, and Nile River valley complex societies and civilizations adapted to and modified their environment to

6.3d Students will compare and contrast the gender roles,

access to wealth and power, and division of labor within the political and social structures of the selected river valley societies and civilizations.

6.3d Students will examine the unique achievements of

each of the selected complex societies and civilizations that served as lasting contributions.

Required Formative Assessments:

WEEK 1- EVIDENCE CHART- How did climate change and improved

tools contribute to the development of agriculture?

WEEK 2- RAFT(S)- How did writing emerge in Mesopotamia?

WEEK 3- SHORT RESPONSE (0-2 rubric) - Did agriculture have a

range of consequences for human culture?

***Additional daily formative assessments, i.e. exit tickets, CFUs,

etc. should also be used to gauge student understanding and

mastery of daily learning targets.

Required Summative Assessment:

WEEK 4-EXTENDED RESPONSE - Argumentative Essay (0-4 rubric)

Was the development of agriculture good for humans? Construct

an argument that addresses the compelling question using specific

claims and relevant evidence from historical sources while

acknowledging competing views.

animals for use in farming.

famine - A period when food is not

available and people begin to starve.

Gilgamesh

infectious disease - A type of sickness that

can be spread easily to and among a

population.

Mesopotamia- An area in the Middle East

between the Tigris and Euphrates rivers

where the ancient Sumerian civilization

was located.

Neolithic - Period of human history

beginning 12,500 years ago and lasting

until 4,500 years ago. This was a time

when humans began using advanced stone

tools and developed agriculture.

Paleolithic - Period of human history

beginning 2.5 million years ago and lasting

until 12,500 years ago. This was a time

when humans used simple stone tools and

lived as hunters and gathers.

Pandemic - A large outbreak of an

infectious disease that affects many

people over great distances.

Sickle - A simple tool with a handle and





meet the needs of their population. 6.3d Political and social hierarchies influenced the access that groups and individuals had to power, wealth, and jobs and influenced their roles within a society. READING:

CCSS.ELA-LITERACY.CCRA.R.1 Read

closely to determine what the text

says explicitly and to make logical

inferences from it; cite specific

textual evidence when writing or

speaking to support conclusions

drawn from the text.

See Formative Performance Task 3:

Students read a series of graphs in

order to make a claim about the

consequences of agriculture for

humans.

CCSS.ELA-LITERACY.CCRA.R.7

Integrate and evaluate content

presented in diverse media and

formats, including visually and

quantitatively, as well as in words.

curved blade used to harvest crops.

Sumerian - One of the earliest human

civilizations; it dated back 6,000 years and

was centered in the region of Sumer. The

civilization was located in Mesopotamia

between the Tigris and Euphrates rivers.

Tokens - Small objects used by Neolithic

humans to count and calculate.

.





See Formative Performance Tasks

1, 2, and 3: Students examine

images of Neolithic tools in Task 1,

images of Sumerian counting

tokens in Task 2, and images of

Paleolithic and Neolithic

communities in Task 3.

WRITING:

CCSS.ELA-LITERACY.CCRA.W.1

Write arguments to support claims

in an analysis of substantive topics

or texts using valid reasoning and

relevant and sufficient evidence.


Students are working with claims

and evidence.


Develop and strengthen writing as

needed by planning, revising,

editing, rewriting, or trying a new

approach.

See the Summative Performance

Task: Students complete an

Evidence Chart as they plan for

writing their summative argument.





SPEAKING AND LISTENING:

CCSS.ELA-LITERACY.CCRA.SL.1

Prepare for and participate

effectively in a range of

conversations and collaborations

with diverse partners, building on

others' ideas and expressing their

own clearly and persuasively.


Task: Students participate in a

Socratic dialogue on the

compelling question “Was the

development of agriculture good

for humans?”

LANGUAGE:

CCSS.ELA-LITERACY.CCRA.L.3

NOTES


January 2-February 2 Unit 3 Topic: Religious Freedom Compelling Question: Does religious freedom exist? Supporting Questions:

1. What are the major religions of the world?

2. What is religious freedom?

3. How has religious freedom been represented over time?

4. What is the current status of religious freedom around the world?

Social Studies Practices Gathering, Using, and Interpreting Evidence







Chronological Reasoning and Causation








I can compare histories in different places in the Eastern Hemisphere, utilizing time lines. Identify ways that changing periodization affects the historical narrative.



Comparison and Contextualization

I can identify a region in the Eastern Hemisphere by describing a characteristic that places within it have in common, and then compare it to other regions.

I can categorize and evaluate divergent perspectives on an individual historical event.

I can describe and compare multiple events in the history of the Eastern Hemisphere in societies in similar chronological contexts and in various geographical contexts.

I can identify how the relationship between geography, economics, and history helps to define a context for events in the study of the Eastern Hemisphere.

I can describe historical developments in the history of the Eastern Hemisphere, with specific references to circumstances of time and place and to connections to broader regional or global processes.

I can understand the roles that periodization and region play in developing the comparison of historical civilizations. Identify general characteristics that can be employed to conduct comparative analysis of case studies in the Eastern Hemisphere in the same historical period, with teacher support.

Geographic Reasoning

I can use location terms and geographic representations such as maps, photographs, satellite images, and models to describe where places in the Eastern Hemisphere are in relation to each other, to describe connections between places, and to evaluate the benefits of particular places for purposeful activities.

I can distinguish human activities and human-made features from “environments” (natural events or physical features—land, air, and water—that are not directly made by humans) in the Eastern Hemisphere; identify the relationship between human activities and the environment.

I can identify and describe how environments affect human activities and how human activities affect physical environments through the study of cases in the Eastern Hemisphere.

I can recognize and explain how characteristics (cultural, economic, and physical-environmental) of regions affect the history of societies in the Eastern Hemisphere.


I can describe how human activities alter places and regions in the Eastern Hemisphere.

I can describe the spatial organization of place, considering the historical, social, political, and economic implication of that organization. Recognize that boundaries and definitions of location are historically constructed




6.4a Civilizations and complex

societies developed belief systems

and religions that have similar, as

well as different, characteristics.

6.4b Belief systems and religions

are based on sets of mutually held

values.

6.4c Belief systems and religions

often are used to unify groups of

people, and may affect social order

and gender roles.

WRITING:


Write arguments to support claims

in an analysis of substantive topics

or texts using valid reasoning and

relevant and sufficient evidence.


6.4b Students will study the belief systems of Judaism, Christianity, Islam, Buddhism, Hinduism, and Confucianism by looking at where the belief system originated, when it originated, founder(s) if any, and the major tenets, practices, and sacred writings or holy texts for each. (Note: Although not within this historic period, students may also study Sikhism and other major belief systems at this point.)

6.4c Students will be able to identify similarities and

differences across belief systems, including their effect on social order and gender roles.

6.4c Students will explore the influence of various belief systems on contemporary cultures and events.

Required Formative Assessments:

Week 1- TABLE - Create a table that highlights how major world

religions are similar and how are they different.

Week 2- SHORT RESPONSE (0-2 rubric) - What is religious

tolerance/freedom?

Week 3- E-TIMELINE - Create an e-timeline of relevant events in

the history of religious freedom.

Week 4- SHORT RESPONSE - (0-2 rubric) – What is the current

status of religious freedom in the world?

NYS SS TOOLKIT INQUIRY #2

Scott Foresman Social Studies: The World

Judaism - pp. 54-57

Hinduism - pp. 136-139

Buddhism - pp. 140-143

Islam - pp. 330-339

Christianity - pp. 294-297

Step Up to Writing Tools: S1-11b name? S1-17a S1-29c S2-21a S2-25b S5-1a-S5-41h UNIT 2 Vocabulary:

Create and display a selection of the

following vocabulary words on a word

wall:

Judaism (pp. 54-57 Foresman text)

Judaism

http://www.c3teachers.org/inquiries/religious-freedom/





Students are working with claims

and evidence.


Develop and strengthen writing as

needed by planning, revising,

editing, rewriting, or trying a new

approach.


Task: Students complete an

Evidence Chart as they plan for

writing their summative argument.

SPEAKING AND LISTENING:

CCSS.ELA-LITERACY.CCRA.SL.1

Prepare for and participate

effectively in a range of

conversations and collaborations

with diverse partners, building on

others' ideas and expressing their

own clearly and persuasively.


Task: Students participate in a

Socratic dialogue on the

compelling question “Was the

development of agriculture good

for humans?”

***Additional daily formative assessments, i.e. exit tickets, CFUs,

etc. should also be used to gauge student understanding and

mastery of daily learning targets.

Required Summative Assessment:

Week 5- EXTENDED RESPONSE - Argumentative Essay/Presentation

(0-4 rubric)

Construct an argument that addresses the compelling question

using specific claims and relevant evidence from historical sources

while acknowledging competing views. At this point in the inquiry,

students have identified, compared, and contrasted major world

religions; defined religious freedom; explored the history of

religious freedom; and considered the status of religious freedom

in the world today. Students should be able to demonstrate the

breadth of their understandings and their abilities to use evidence

from multiple sources to support their claims. In this task, students

construct an evidence-based argument responding to the

compelling question “Does religious freedom exist?” It is

important to note that students’ arguments could take a variety of

forms, including a detailed outline, poster, or essay.

Torah

Abraham

Moses

David

Canaan

Ten Commandments

covenant

monotheism

synagogue

Hinduism (pp. 136-139 Foresman text)

Hinduism

Rig Veda

Brahman

Ganges River

dharma

reincarnation

caste

Buddhism (pp. 140-143 Foresman text)

Buddhism

The Buddha

Four Noble Truths

Eightfold Path

Bodh Gaya

meditation

enlightenment

Islam (pp. 330-339 Foresman text)





LANGUAGE:

CCSS.ELA-LITERACY.CCRA.L.3

Apply knowledge of language to

understand how language

functions in different contexts, to

make effective choices for

meaning or style, and to

comprehend more

Horizontal Linkages to ELA: ELA Module 1 Title: Myths: Not Just Long Ago Dates: 9/5/17 –10/27/17 Guiding Questions: What is the hero’s journey? What makes a myth? Why do myths matter? Big Ideas: -The hero’s journey is an archetypal storyline used over the course of centuries. -The hero’s journey helps us to better understand characters in literature and their response to

Islam

Quran

Muslim

Mecca

Medina

pilgrimage

caravan

mosque

caliph

Christianity (pp. 294-297 Foresman text)

Christianity

Palestine

Nazareth

Jesus

New Testament

Gospels

Apostle

Messiah

catacomb

synagogue

disciple

persecute

Word wall generator websites:

https://www.edhelper.com/word_walls.ht

m

http://www.schoolexpress.com/wordwalls





challenges. -All stories have universal elements and themes.

/wordwalls.php

***Please use the suggested vocabulary

elaboration activities as described in Unit

1.

Outside Experts/Speakers: International Institute of Buffalo

864 Delaware Avenue • Buffalo, New York

14209

[email protected] • (716) 883-1900

Network of Religious Communities

1272 Delaware Avenue

Buffalo, NY 14209-2496

Fieldwork opportunity:

Buffalo Museum of Science

Artifacts Exhibit

Anthropology is the study of humankind,

past and present. Crossing geographic and

cultural boundaries, anthropologists study

who we are and where we came from. The

objects we use and create are just one of

the tools anthropologists use to answer

these questions, and Artifacts features a

selection of incredible pieces from the





anthropology collections and explores the

similarities across cultures as evidenced by

the objects we create.

Contact:

Phone: (716) 896-5200

Toll Free: (866) 291-6660

Museum Location:

1020 Humboldt Parkway

Buffalo, New York 14211

Hours:

Open 7 Days a Week

Mon-Sun 10am-4pm

NOTES

Appendix:


0-4 Student Friendly Scoring Rubric:

0-2 Student Friendly Scoring Rubric:

Scoring Scale:

Level of Mastery:

Frequency of Correctness:

Student Language:

0.0 no evidence never “I don’t know and can’t do any part of the learning target.”

0.5

1.0 novice rarely “With my teacher’s help, I know and can do some of the learning target.”

1.5

2.0 developing some of the time “I know and can do the easy parts on my own, but need my teacher’s help with the harder parts.”

2.5

3.0 approaching mastery most of the time “I know and can do the entire learning target on my own without making any mistakes.”

3.5

4.0 mastery almost all of the time

“I know how to do the learning target well enough to make some amazing new connections or teach it to one of my classmates.”

SCORE LABEL Teacher Talk Student Talk


NYS 0-2 Short Response Rubric:

0 Not Proficient Student does not know, and

can’t do any part of the learning target.

“I don’t know, and can’t do any part of the learning target.”

1 Partially Proficient With my help, student knows

and can do some of the learning target.

“With my teacher’s help, I know and can do some of the learning

target.”

2 Proficient Student knows and can do most

of the learning target. “I know and can do most of the

learning target.”


NYS 0-4 Extended Response Rubric:

Week 1- TABLE - Create a table that highlights how major world religions are similar and how are they different.

Teacher Version:

Religion: Founded: Founder: Symbol: God(s): Sacred

Text(s):

Major

Branches:

Major

Beliefs:

Views on

Afterlife:

Founding

Location:

Judaism

Buddhism

Hinduism

Islam

Christianity


Week 2- SHORT RESPONSE (0-2 rubrics)


What is religious freedom? Be sure to use two details from our research sources to support your answer.

Week 3- TIMELINE - Create an eTimeline of relevant events in the history of religious freedom.

eTimeline sites:




Week 4- SHORT RESPONSE - (0-2 rubrics)

What is the current status of religious freedom in the world? Be sure to use two details from our research sources to support your answer.

Short Response Scaffold:





Restate the question:

Answer the question:

Support detail #1: PICK ONE:

As the text states,

According to the text,

*Use the SUTW writing transitions guide(Tool S2-25a) to provide additional options.

Support detail #2: PICK ONE:

The text also states,

Concluding sentence: PICK ONE:

Therefore,

In conclusion,


Summative Performance Task:

Week 5- EXTENDED RESPONSE - Argumentative Essay/Presentation (0-4 rubric)

Construct an argument that addresses the compelling question using specific claims and relevant evidence from historical sources while

acknowledging competing views. At this point in the inquiry, you have identified, compared, and contrasted major world religions; defined religious

freedom; explored the history of religious freedom; and considered the status of religious freedom in the world today. You should now be able to

demonstrate the breadth of your understandings and your ability to use evidence from multiple sources to support your claims.

TASK:

Construct an evidence-based argument in response to the compelling question “Does religious freedom exist?”

OPTIONS:

What might be all of the ways to present an argument? Arguments may take a variety of forms, including a detailed outline, poster, essay, or other

options as brainstormed by the class or provided by the teacher.

Please use the Step Up to Writing templates for argumentative essay writing (SUTW Tools S5-1a – S5-41h).

To assess the argumentative essay, please use the Step Up to Writing Argument Essay and Report Scoring Guide (Tool S5-41a)

Step up to Writing resources can be accessed through the district website at http://www.buffaloschools.org/EnglishDept.cfm?subpage=128535 or

via the SUTW website at https://www.stepuptowriting.com

http://www.buffaloschools.org/EnglishDept.cfm?subpage=128535

https://www.stepuptowriting.com/

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