Social Studies 6th Grade Unit 4 Plan

DURHAM PUBLIC SCHOOLS 2012-2013
UNIT 4 PLAN FOR 6TH GRADE SOCIAL STUDIES

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Unit Overview:
Quarter TMLDirect One X Two
X Three TMLDirect Four / Instructional Time: 6 weeks/30 days (approximately)
Course/Grade Level: 6th grade social studies
Unit Theme: Development of Government (Power & Authority) / Revised Bloom’s Taxonomy: Remembering, Understanding, Applying, Analyzing, Evaluating
Unit Summary:
This unit focuses on the development of government in early history. Students will begin the unit by analyzing the importance of government and then move on to examine different examples of power and authority. They will progress from the concept of centralized authoritarian government to the concept of citizen participation by looking at different case studies of ancient civilizations, focusing in on power structures. Then students will evaluate the different types of government they have seen and critique their own governmental system.
North Carolina Informational Technology Essential Standards:
*6.TT.1.1 – Select appropriate technology tools to gather date and information
*6.TT.1.3 – Select appropriate technology tools to present data and information effectively
*6.RP.1.1 – Implement a research process collaboratively
*6.SE.2 – Apply safety precautions when using online resources
NC Essential Standards:
*6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time.
-6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time.
-6.H.1.2 Summarize the literal meaning of historical documents in order to establish context.
-6.H.1.3 Use primary and secondary sources to interpret various historical perspectives.
*6.H.2 Understand the political, economic and/or social significance of historical events, issues, individuals and cultural groups.
-6.H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies and regions
-6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time
-6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society
*6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions over time
-6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions
*6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions.
-6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the 1) emergence, expansion and decline of civilizations, societies and regions.
*6.C&G.1 Understand the development of government in various civilizations, societies and regions.
-6.C&G.1.1 Explain the origins and structures of various governmental systems
-6.C&G.1.2 Summarize the ideas that shaped political thought in various civilizations, societies and regions
-6.C&G.1.3 Compare the requirements for (e.g. age, gender and status) and responsibilities of (e.g. paying taxes and military service) citizenship under various governments.
-6.C&G.1.4 Compare the role (e.g. maintain order and enforce societal values and beliefs) and evolution of laws and legal systems (e.g. need for and changing nature of codified system of laws and punishment) in various civilizations, societies and regions.
*6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions.
-6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions
-6.C.1.2 Explain how religion transformed various societies, civilizations and regions
-6.C.1.3 Summarize systems of social structure within various civilizations and societies over time
Essential Question(s):
How does the framework/theory of a government influence a civilization?
How do the actions/decisions of a government influence a civilization?
How have the rights of citizens evolved over time?
Concepts:
1)  Power and Authority
2)  Centralized Authoritarian Government
3)  Citizen Participation
Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT
·  Government structure depends on a number of factors including, but not limited to: location, leadership, economy, historical influence.
·  Forms of government in a particular region may evolve over time in response to social and economic changes.
·  Political thought is often influenced by cultural and economic factors.
·  Citizens have certain roles and responsibilities in a society.
·  Government has certain obligations to citizens.
·  Governmental structure shapes the role of the citizen.
·  The expectations for citizens vary depending on the form and structure of one’s government.
·  The meaning of citizenship varies depending on the form and structure of one’s government.
·  The role of law and legal systems within a society evolves in response to political, economic and social factors.
I Can Statement(s):
*I can define the term government.
*I can describe different types of governments used in ancient civilizations (e.g. empire, monarchy, oligarchy, tyranny, democracy, republic).
*I can compare and contrast the different types of governments.
*I can evaluate the positive and negative aspects of each type of government.
*I can examine laws used by each of the above governments.
*I can outline the rise of democracy.
*I can outline the rise of the republic.
*I can look at the role/requirement of citizenship in a variety of governmental structures.
*I can evaluate the effectiveness of rulers in ancient times.
*I can compare our current government to those of the past.
Vocabulary:
Government / Authority / Centralized Authoritarian Government / Citizen Participation / Citizens/Citizenship / Dynasty – Zhou, Qin
Mandate of Heaven / Empire / Candragupta Maurya / Asoka / Edicts / Absolute Power
Gupta Dynasty / Caste System / Muslim Empires / Ottoman Empire / Janissaries / Inca Empire
Sapa Inca / Pachacuti / Topa Inca / Alexander the Great / Conquest / Hellenistic
Greek City-State / Athens / Sparta / Monarchy / Oligarchy / Tyranny
(Athenian) Democracy / Slavery / Democracy / Republic / Senate / Forum
Representative / Patrician/ Plebeian / Consuls/Dictator / Roman Empire / Julius Caesar / Augustus
Caligula / Nero / Hadrian / Pax Romana / The Twelve Tables / Confucianism
Ren & Li / Han Dynasty / Liu Bang / Wudi / Bureaucracy / Civil Service
Native Americans / Iroquois Confederacy / Clan / Tribe / Council / Great Peace Law
Khoisan / Bantu / Migrate / Shona Empire / Great Zimbabwe
Reading and Writing for Literacy and Interdisciplinary Connections
*RH.6.1 Cite specific textual evidence to support analysis of primary and secondary sources.
*RH.6.3 Identify key steps in a text’s description of a process related to history/social studies
*RH.6.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
*RH.6.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
*WHST.6.1 Write arguments focused on discipline-specific content.
*WHST.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
*WHST.6.9 Draw evidence from informational texts to support analysis reflection, and research.
Evidence of Learning (Formative Assessments):
*Warm up journal (daily or weekly)
*Teacher observation during classroom activities
*Exit Slips
*Homework
*Daily Checks for Understanding / Summative Assessment(s):
*Teacher made test
*Projects (ideas listed in weekly plan)
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Unit Implementation:
Week 1: Intro to Government/Development of Government in East Asia (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.2.1, 6.C&G.1.1, 6.C&G.1.2, 6.C&G.1.3, 6.C&G.1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3)
This unit will begin with a problem-solving activity that will help students understand the importance of having a government. Students should read descriptions of two different classrooms – one where the teacher makes the majority of decisions and one where students get to vote on different decisions. Students will evaluate the classrooms and determine which one they would prefer to be in, justifying their answers. Students will come to the conclusion that though they may be different, rules are necessary. Then students will work in small groups to plan a government for a new community. Guided questions should help them along. What rules will the community have? Who will make them? How will conflicts be settled? Now that students have the idea of government and politics in mind, they will move onto their study of government in East Asia. First, students should look at the Zhou and Qin dynasties. A graphic organizer will help students look at the rise, main events, and fall of each. As they fill in each section, they should examine the role the government played in each section. Next, students will examine the idea of divine right or mandate from heaven. Students can discuss US elections and how we select our leaders and then contrast it with the people of the Zhou and Qin dynasties. Lastly, students will study the change in government in East Asia as Confucianism influenced those in power. They can deduce the meaning of some of Confucius’ saying. They can create their own list of laws that reflect the principles of ren and li. Ultimately, they will be able to explain how the government progressed from a focus on one individual to a focus on many people.
**Students should be given a map at the beginning of the unit to help them organize the different areas of study.
Resources for this week: Holt Eastern World Chapter 20 sections 1, 2, & 4 , Prentice Hall Ancient World Chapter 5 section 2, Kids Past - http://www.kidspast.com/world-history/0125-civilization-in-china.php, Kidipede - http://www.historyforkids.org/learn/china/government/index.htm, Ducksters – Civil Service - http://www.ducksters.com/history/china/civil_service_government.php, Neok12 - http://www.neok12.com/History-of-China.htm,
Elibrary - http://elibrary.sd71.bc.ca/subject_resources/socials/CHINA.htm#role, Goodreads – Confucius Quotes - http://www.goodreads.com/author/quotes/15321.Confucius, Outline Maps - http://www.eduplace.com/ss/maps/
Week 2: Development of Government in Southeast and Southwest Asia (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.2.1, 6.C&G.1.1, 6.C&G.1.2, 6.C&G.1.3, 6.C&G.1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3)
Students will continue their study of government by examining the development of government in southeast and southwest Asia. They will first label a map, outlining the Mauryan and Gupta Empires. Then as they read about various leaders (e.g. Candragupta Maurya, Asoka, Candra Gupta I, Candra Gupta II), they will list their government styles and accomplishments as well. After reading about the Gupta empire, students will then examine the caste system, completing a web search that focuses on societal organization and power (http://www.mariemontschools.org/parr/india_webquest.htm). At the end of the week, students will compare the early Muslim Empires to the Mauryan and Gupta Empires.
Resources for this week: Holt Eastern World Chapter 19 section 4 & Chapter 7 section 3, Prentice Hall Ancient World Chapter 4 section 4, Experiencing India’s Caste System - http://www.mariemontschools.org/parr/india_webquest.htm, Kidipede - http://www.historyforkids.org/learn/india/history/mauryan.htm, Mr. Donn’s Lesson Plans - http://india.mrdonn.org/gupta.html
Week 3: Development of Government in Europe – Ancient Greece (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.2.1, 6.C&G.1.1, 6.C&G.1.2, 6.C&G.1.3, 6.C&G.1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3)
To begin, students should recall what they learned about Ancient Greece in the previous unit. Now we will expand on that knowledge. First, students will locate and label main points of interest on a map of ancient Greece. Once they have completed the map, they will assess how the geography of the area affected the way the civilization rose and developed. The development of democracy can then be studied via simulation, such as the one from the series History Alive. Students need to make a decision in the classroom (e.g. song choice) using the four types of government in ancient Greece (monarchy, oligarchy, tyranny, democracy). It allows them to explore the types of government and evaluate them. The idea of citizenship should also be discussed as students look at who was considered a citizen at this time. Students will then compare the city-states of Athens and Sparta, taking a careful look at the type of government in each. They should then write about in which city-state they would prefer to live. After looking at individual city-states, students will look at the conquest of Alexander the Great and the spread of Hellenistic culture. Tracing his conquest would be a visual tool to help students understand his impact. Lastly, they will study the achievements and legacies of the ancient Greeks that showed their freedom and choice.
Resources for this week: Holt Western World Chapter 13 section 1, Prentice Hall Ancient World Chapter 6 , History Alive – The Rise of Democracy - http://www.teachtci.com/programs/middle_school/the_ancient_world/, Social Studies for Kids - http://www.socialstudiesforkids.com/subjects/ancientgreece.htm, Interactive Greece - http://www.chiddingstone.kent.sch.uk/homework/greece/interactive.htm, BBC - http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/,
Winged Sandals - http://www.wingedsandals.com/arts/wingedsandals/history/, Mr. Donn’s Lesson Plans - http://ancienthistory.mrdonn.org/AncientGreece.html
Week 4: Development of Government in Europe – Ancient Rome (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.2.1, 6.C&G.1.1, 6.C&G.1.2, 6.C&G.1.3, 6.C&G.1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3)
Students will now move from the idea of democracy to the idea of a republic by looking at the Roman republic. First, students will locate and label main points of interest on a map of ancient Rome. Once they have completed the map, they will assess how the geography of the area affected the way the civilization rose and developed (e.g. proximity to the Mediterranean Sea helped them to expand). Then student will watch or listen to the myth of Rome’s beginnings (http://www.youtube.com/watch?v=wA1D9wd29jI) and move from the Romulus’ power to the creation of the Roman republic. As students examine the formation of a republic, they should compare and contrast it to a democracy. After students may want to create a national anthem that is inspired by the Roman republic. Students should then look further into the written laws of the Romans, or the Twelve Tables. In small groups, students should discuss one or two of the tables, explaining them, and deciding if they are fair or unfair. They should also question if they were appropriate for Roman times and if they are appropriate for modern times. Students can then illustrate the expansion of Rome using the earlier map and see how the growth led to an empire. During the study of the Roman Empire, students will have the opportunity to asses several of the emperors of Ancient Rome. First, have students create a list of qualities that a good leader possesses. Using those guiding principle, they will evaluate the Roman emperors. At the end of the week, students will discuss the fall of Rome and offer recommendations on how they would have prevented the decline had they been the Roman emperor at the time.