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 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 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 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 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, 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 settlements? 2. How was the Nile created? 3.What was 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 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, 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 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 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: 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,
6A Ancient Rome Ancient History 6.7 1.What influences did the Greek and Etruscan have on the Roman civilization? 2.How did the 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 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. paragraph essay describing how Roman empire grew through four main periods of expansion. -Student Interactive Notebook pg. 240: Make a sketch of a Roman teenager. Then add to your drawing at least five things a Roman teenager might need or want in daily life to be happy. -Write a narrative describing your day as a Roman teenager. What would you wear, where would you go? What chores would you do? Where would you live? Empire, expansion, civil war, punic wars, stylus, villa,