How do elements within Pompeii depend on each other? (physical & human) People and animals within the region depend on the environment for food, etc. Environment depends on people to care for it. Element 4 Human Systems How did people in Pompeii shape the earth? Cut trees, farmed, cleared land, built houses bridges, roads What movement is evident in Pompeii? Movement of the earth- eruption. Movement of the people- fleeing the city. Element 5 Environment and Society How did the environment affect the people in Pompeii? Provided food, materials for building, water, etc The eruption of the volcano destroyed much of what the people had built and took many lives. Element 6 The Uses of Geography What did I learn about the relationships between people, places, and environments from this reading? That they are all interdependent. How does this help me understand the past? Answers will vary How can knowing about Pompeii help people prepare for the future? Caution when choosing places to live. Making emergency plans Attachment C Teacher’s Name: Employee Number: School: SOCIAL STUDIES LESSON PLAN SIXTH GRADE- WORLD HISTORY Title: Map Projections- How to Put a Round Earth on a Flat Map
all people would know their rights and responsibilities. It contains some ideas that are still found in laws today. These laws dealt with crimes, farming, business, marriage, and the family and they were the first set of laws that made clear exactly what actions were crimes. The code listed a punishment for each crime and became known as “an eye for an eye, and a tooth for a tooth.” This means that a punishment for a crime should match the seriousness of the crime. It protected the less powerful such as wives and influenced later codes by Greece and Rome. Attachment B: Rubric for writing a letter to the editor Grading Criteria Excellent Acceptable t. Minimal Unacceptable . Content Takes a strong, well-defined position; presents appropriate reasons, supporting details, and facts. Takes a clear position; presents some reasons and details, but does not fully develop argument. Position not clearly stated; gives unrelated, unsupported, general statements, reasons, and details; minimal facts used. Does not take a clear position; ideas are undeveloped; no facts or details support position
Organization Arguments are sequenced effectively; has strong introduction and conclusion; body is well developed; paragraphs are logically structured; overall structure is very effective. Arguments are sequenced some- what effectively; includes introduction and conclusion; paragraphs are well structured, but may have minor flaws; structure is generally effective. Arguments are not well sequenced; introduction or conclusion is unclear or lacking; organization of paragraphs is flawed. Structure is largely unclear, inappropriate, or lacking; introduction or conclusion is missing; there are significant flaws in the organization of paragraphs. Mechanics Flawless spelling, punctuation, and grammar; varied sentence structure. Some minor spelling, punctuation, or grammar errors; somewhat varied sentence structure. Careless spelling, punctuation, or grammar errors; repetitive sentence structure. Significant spelling, punctuation, or grammar errors; poor sentence structure. Presentation Neatly typed; proper letter format used. Neatly presented; letter format used. Legibly presented; may not include some elements of proper letter format. Difficult to read; is not in proper letter format. Teacher’s Name: Employee Number: School: SOCIAL STUDIES LESSON PLAN SIXTH GRADE- WORLD HISTORY