Horizontal Curriculum Map by 2-Week Block COURSE: 6Th Grade History 2014-15
Horizontal Curriculum Map by 2-Week Block COURSE: 6th Grade History 2014-15
(Each block section equals two weeks)
Block / Common Core Standard(s) / Topic(s)/Essential Question(s) / Content/Materials / Assessments / Academic Vocabulary
1A Early Humans and the Rise of Civilization / Ancient World 6.1 / 1.How do social scientist study artifacts of early humans?
2.What are the differences and similarities amongst hominids?
3. How did early hominids grow from hunters and gatherers to famers? / -Ancient World Textbook (Chap. 1-3)
-Workbook
-Geography notebook
-butcher paper and art supplies / 1)Pg. 12 (student interactive workbook) Create a “cave painting” that represents the most important aspects of your life. You must use the style of early hominids drawings, only charcoal, red-brown paint, or pencil. Show at least vie different objects in your painting. This will be graded by rubric given to students ahead of time.
2) Creating a timeline that compares and contracts all five different hominids. Students will work in small groups and work must be neat, creative and detailed. Graded by rubric which will be given to students before project.
3) Working in partners students must create an artistic and written component describing the transfer of hominids from hunters and gatherers to farmers. And the effects that occurred due to this change. Three paragraph essay is expected with a creative component such as a comic strip, graphic novel, timeline, movie clip etc. Rubrics will be given ahead of time for students to use with their partners.
4)Tests on geographical locations of early Neolithic settlements and Paleolithic times. / -Hominids
-Capabilities
-Anthropologists
-remains
-biped
-migrate
-land bridges
-Hunter and gatherer
-Early farmers
-Social scientists
-Homosapiens
-Stone Age
-Paleolithic Age
-Neolithic Age
-domesticate
-Agriculture
-trade
-ore
1B Early Humans and the Rise of Civilization / Ancient World 6.1 / 1. How did Neolithic farming villages evolve into Summerian city-states?
2.Was ancient Sumer a Civilazation?
3.What happened to the Summarians? / Ancient World Textbook (Chap. 4-6)
Workbook
Geography textbook / -Page 30 (student interactive notebook) Lesson 40Processing. Create a real-estate advertisement to encourage people to move to one of the Sumerians city-states. Mandatory criteria for the advertisement will be included in the rubric.
-Geography: Create a map outlining the canals that ran through farms and the Sumerian city-states. Rubrics will be given prior to assignment.
- Pg 36 (student interactive notebook) Identify and label the characteristics of a civilization. Provide evidence in detail for each characteristic in regards to Sumer meeting each requirement.
- Pg. 44 (Student-Interactive notebook) processing. “Pretend you are a world-famous historian. You have been asked to present a report at an important historical conference on this topic Which Mesopotamian empire accomplished the most?” Your criterias for your four paragraph essay will be given in a rubrics form. / Mesopotamia, Sumer, city-states, irrigation system, Sumerians, levees, stele, culture, civilization, social structure, technology, status, chariots, scribes, ziggurats, arch, cuneiform, pictographs, empire, Akkaian Empire, Babylonian Empire, Assyrian Empire, Neo-Babylonian Empire, capital, tribute, siege, aqueduct, bas-reliefs, astronomy,
2A Ancient Egypt and the Near East / Ancient World 6.2, 6.3 / 1.How do environmental factors affect human settlements?
2. How was the Nile created?
3.What was daily life like in ancient Egypt?
4.What was the relationship between Kush and Eygypt? / Ancient World Textbook (chap. 7-12)
Workbook
Geography notebook / -Geography Challenge pg. 51 (mapping out Abraham’s route to Canaan and beyond.
- Pg. 58 in student interactive notebook- Draw a single map of the state in which you live which includes symbols and labels of physical features and identifying human settlements. Adding a writing component with the question, “Why would human settlements likely be located in the places you selected?”
- Writing quiz on how environmental factors affected early human settlements.
- Page. 68 Student Interactive notebook. “Identify the social classes of ancient Egypt and compare them to our modern societal groups.”
- Create a comic strip of what life was like for two of the identified classes. Grade will be based on rubric given prior to the assignment. / Egyptian, Kush, Hebrew civilizations, environmental factors, geography, topography, vegetation, delta, fertilization, papyrus, nomads, social class, social pyramid, artisan, peasant, vizier, alliance, embalm, sarcophagus, hieroglyphs, census, famine
2B Ancient Egypt and the Near East / Ancient World 6.2, 6.3 / 1. How was Judaism developed?
2. What are the central beliefs of Judaism?
3. How are traditions successfully passed on through generations? / Ancient World Textbook (chap. 7-12)
Workbook
Geography notebook
Ancient Egypt and the Near East Timeline / - Describe the four central beliefs or teaching of Judaism in detailed written format with a creative component visual.
- Writing commentaries on the Torah
- With a partner create a timeline and visuals representing the changing rulers of the Jews. Graded on rubric.
- Write a one page response to the question, “How did Judaism survive? “ / Hebrews, Judaism, Torah, covenant, descendant, sacrifice, prophet, plague, Exodus, Ten commandments, Sabbath, Ark of the Covenant, Jewish Diaspora, Jewish beliefs,monotheism, rabbi, Talmud, execute, gentile, synagogue,
3A Ancient Greece / Ancient History 6.4 / 1.How did geography influence the way ancient Greeks lived?
2.What were the forms of government that developed in the Greek city-states?
3.What were the differences between Athens and Sparta? / Ancient World Textbook Chapters 25-27
Workbook
Geography Notebook / - Geography: Draw the route of Alexander the Great on a map. Graded on rubric and completion of map.
- Geography: Label the routes used by Ancient Greek Traders, about 500 BCE and label specifically what was traded.
- With a partner, write a five paragraph essay describing how trade, travel, farming, colonization affected life in ancient Greece. Rubric will be used to grade your partnered essay.
- Notebook pg. 174: A pictograph is a drawing that uses the letters in a word to symbolize the word’s meaning. Create a pictoword for each form of government that was practiced in ancient Greece: monarchy, oligarchy, tyranny and democracy. Must be creative and detailed.
- Using a Venn Diagram compare the lives of Athen and Sparta citizens. Using the diagram you will create a short story of an Athen’s child, slave or girl, in comparison to a Sparta child (slave, girl). Rubric will be used to grade. / Geography, isolated communities, colonies, trade, settlements, shelter, colonists, merchants, city-states, monarchy, oligarchy, tyranny, democracy, monarch, aristocrats, oligarchs, tyrants, assembly, government, economy, education, Peloponnesus, priestesses,
3B Ancient Greece / Ancient History 6.4 / 1.What caused rival cities, Athens and Sparta, to come together?
2.What was Athens like during its Golden Age? / Ancient World Textbook Chapters 28,29
Workbook
Geography Notebook / - Student Interactive Notebook pg. 187: Use your knowledge of the Persian Wars to write a headline for each picture.
- In a small group you are to write and present a detailed account of one of the great Persian battles and present it as a newscaster; Battle of Marathon, The Battle of Thermopylae, The Battle of Salamis, The Battle of Plataea. You will be graded by rubric. You are to present your information in a written report, using visuals and in a television news format.
- You and a partner own a tour guide company and you are creating a Travel brochure for visitors to navigate their visit to Athens during its Golden Age. Your travel brochure will highlight what visitors can do or see in regards to religion, architecture, art, drama, philosophy and sports. Your grade will be based on a rubrics. / Persian Empire, Persian Wars, allies, cavalry, Hellespont, golden age, Greek culture, acropolis, Parthenon, myth, architecture, sculpture, drama, philosophy,
3C Ancient Greece / Ancient History 6.4 / 1.Who was Alexander the Great?
2.What were Greek contributions in language, government, medicine, mathematics, science, architecture, entertainment and sports? / Ancient World Textbook Chapters 30,31
Workbook
Geography Notebook
Ancient Greece Timeline / -pg. 212 Interactive Notebook: Pretend that the US postal Service has decided to issue a series of stamps celebrating the contributions of the ancient Greeks to our modern world. Create stamps to show as many contributions as you like. The stamps should have pictures to represent each contribution and a word that describes the contribution. Below the stamps, write a brief explanation of the importance of the contributions you have included.
-Create a book of contributions based on what the Greeks have given us that we still use today. You are to write it as an illustrated storybook for kindergarteners (we will submit it to OCS Chatsworth elementary kindergarten class) A Rubric will be used to grade your illustrated book.
-Test on Ancient Greece Timeline / Peloponnesian War, Macedonia, Alexander the Great, empire, allies, appoint, Greek contributions, geometry, longitude and latitude,
4A Ancient India / Ancient History 6.5 / 1.How have the physical features of India affected its settlements?
2.What did archeologists discover in the ruins of Mohenjodaro? / Ancient World Textbook Chapters 13,14,
Workbook
Geography Notebook / -Interactive Student Notebook pg. 96: With a partner design a real estate advertisement to convince people to settle near one of the eight physical key features of India. Include things in your advertisement; 1) a catchy slogan 2) three great reasons to settle in this place 3) an illustration of the location. It must be a creative, neat advertisement. Graded on a rubric.
-Geography Test : mapping out India’s key physical features and describing why each of the eight key physical features led to civilization.
-Interactive Student Notebook pg. 102: Create a cover for an issue of Dig It! Magazine that highlights the archeological discoveries made at Monhenjodaro. You will be graded on 1)imaginative subtitle 2) attractive visuals of three artifacts 3)brie captions that explain what each artifact reveals about daily life in Mohenjodaro.
-In a three paragraph essay written from an archeologist point of view describe the life of the Indus-Sarasvati civilization. Graded on rubric. / Subcontinent, physical features, monsoon, plateau, glaciers, Mohenjodaro, Insus-Sarasvati civilization, citadel, granary, sewer system,
4B Ancient India / Ancient History 6.5 / 1. How did Hindu beliefs shape ancient Indian society?
2.What is the story of Buddahism in India? / Ancient World Textbook Chapters 15,16
Workbook
Geography Notebook
Ancient India Timeline / -Student Interactive notebook pg. 106, Create an acrostic for the word Hinduism. It should include three ways Hinduism has affected life in India.
-Compare the caste system of ancient India to America’s class system. Your project must include visual components and definition of each level of the system. Rubric used for grading.
- In a small group, student will create a visual brochure that describes the five basic beliefs of Hinduism and how these beliefs helped to shape ancient Indian society. The brochure must be detailed, accurate, creative and colorful.
-Interactive Student Notebook pg. 112: What do you think the Buddha would say is the secret to happiness? Answer this question by filling in a thought bubble with words and simple illustrations. You must use these words in your response- wealth, suffering, craving, nirvana.
-Summarize the Buddha’s teachings into a graphic organizer.
-With a partner create a mini newscaster report describing the role Buddhism played in ancient India and today. Grade based on rubric. / Vedas, Sanskrit, Brahmanism, caste, reincarnation, pilgrimage, Buddahism, Buddha, ascetic, alms, nirvana,
4C Ancient India / Ancient History 6.5 / 1.How did the Mauryan family unite India?
2.What were the achievements of the Gupta Empire? / Ancient World Textbook Chapters 17,18
Workbook
Geography Notebook
Ancient India Timeline / -interactive student notebook page 118: Create a web page celebrating Ahoka and the Mauryan Empire. Graded on rubric.
-In a three paragraph essay, students partnered up, need to describe how India was unified under the Mauryan Empire. Graded on rubric.
-Creating a “palm leaf book” describe he seven achievements that came out of the Golden Age period and how they continue to affect the world today. Graded on rubric. / Monk, edict, province, monastery, scroll, mural
5A Ancient China / Ancient History 6.6 / 1.How did geography affect where the first Chinese settled?
2.What did the Shang dynasty contribute in government, religion, social structure, art, writing and technology? / Ancient World Textbook Chapters 19,20
Workbook
Geography Notebook
Ancient China Timeline / -Student interactive notebook pg. 134: The Chinese often drew pictures of the landscape on scrolls. Choose two of China’s geographic regions and illustrate the geography and way of life in each region. Your scroll will need to show physical features, climate and vegetation, clothing, food and shelter of people living in that region. Graded on rubric.
-With a partner create a graphic organizer comparing the five geographic regions in China. Your organizer will need to compare the climate, physical features and vegetation of each region. Graded on rubric.
-Test on details and differences of geographic regions. A short response on how the regions affected the flow of civilization.
-Student interactive notebook pg. 138. In a small group, create a small exhibit displaying artifacts from the Shang tomb. Each artifact should reveal information about two or more characteristics of the Shang dynasty. Each artifact must have a paragraph explaining what each tells us about the Shang dynasty.
-test on China’s earliest dynasty, the Shang. On their spiritual beliefs, six social classes, worship practices, writing and craftsmanship. / Oasis,silt,tributary, maiz, mutton, millet, human sacrifice, clan, ancestor worship, logograph, economy
5B Ancient China / Ancient History 6.6 / 1.How did Confuciansim, Daoism and Legalism affect the Zhou dynasty?
2. What were the contributions of the first emperor of China? / Ancient World Textbook Chapters 21,22
Workbook
Geography Notebook
Ancient China Timeline / -In an essay compare and contrast Confucianism, Daoism and Legalism. You are expected to write a three paragraph essay with detailed comparisons.
-Geography: Label the Zhou Empire, about 800 BCD
-student interactive notebook pg. 150: Decide whether Quin Shihuanghi was an effective or an effective ruler. If you believe he was an effective ruler, design a commemorative plaque. If you believe he was an ineffective ruler design a “wanted” sign. Grading based on rubric.
-Geography: map out The Qin Empire, about 221 BBC. / Mandate of heaven, feudalism, civil servant, yin, yang, standardize, exile, immortal,
5C Ancient China / Ancient History 6.6 / 1.What did the Han Dynasty contribute to China?
2.Where and what was the Silk Road? / Ancient World Textbook Chapters 23,24
Workbook
Geography Notebook
Ancient China Timeline / -Student Interactive Notebook pg. 156: If you were living in China at the time of the Han dynasty, which of the achievements you learned about would you believe had the greatest effect on people’s lives? Write a short paragraph that explains why you chose the achievement you did.
- In a small group, create a small exhibit displaying artifacts from the Han dynasty. Each artifact should reveal information about two or more characteristics of the Han dynasty. Each artifact must have a paragraph explaining what each tells us about the Han dynasty.
-Student Interactive p. 160: Create a game board of the Silk Road. Your game should include the dangers that traders faced on the Silk Road and what items they sold on the road and it’s importance. / Warfare, government, agriculture, industry, art, medicine, science, Han dynasty, bureaucracy, calligraphy, anesthetic, seismograph, compass, lodestone, trade routes, Silk Road, toga, mirage, caravan,
6A Ancient Rome / Ancient History 6.7 / 1.What influences did the Greek and Etruscan have on the Roman civilization?
2.How did the Roman’s form a Republic? / Ancient World Textbook Chapters 32,33
Workbook
Geography Notebook
Ancient Rome Timeline / -Student Interactive Notebook pg. 224: Create two coins to commemorate Etruscan and Greek influences on Roman life. Graded on rubrics.
- Test on the influences of early roman life. Specifically what contributions and how the Romans modified it to become theirs.
-as news reporters your group is reporting Breaking News on the overthrow of the Etruscans by the Romans and how the Romans created their republic. Must be detailed and presented well. Graded on rubric.
-In a three paragraph essay describe the differences/similarities between patricians and plebeians and how this allowed the republic to become a mighty empire. / Myth, Latins, Palatine, cuniculus, gladiator, senate, consul, veto, tribune
6B Ancient Rome / Ancient History 6.7 / 1.How did Rome grow from a Republic to an Empire?
2.What was the daily life of a Roman Empire teenager? / Ancient World Textbook Chapters 34,35
Workbook
Geography Notebook
Ancient Rome Timeline / -Student Interactive Notebook pg. 234: Pretend you have been commissioned to write a poem praising the growth of the Roman Empire. Requirements and graded on rubrics.