ACKNOWLEDGMENTS. Christine H. Salcito, Director of Curriculum and Instruction Tiffany Lynch, Program Supervisor of Literacy.

Transcription

1 CURRICULUM FOR SOCIAL STUDIES GRADE 6

2 This curriculum is part of the Educational Program of Studies of the Rahway Public Schools. ACKNOWLEDGMENTS Christine H. Salcito, Director of Curriculum and Instruction Tiffany Lynch, Program Supervisor of Literacy The Board acknowledges the following who contributed to the preparation of this curriculum. Gary Mendes Subject/Course Title: Date of Board Adoptions: Social Studies August 30, 2011 Grade 6

3 RAHWAY PUBLIC SCHOOLS CURRICULUM Content Area: Social Studies UNIT OVERVIEW Unit Title: Stone Age (Hunters & Gatherers/Early Farmers) Target Course/Grade Level: Social Studies - Grade 6 Unit Summary: This unit will introduce students to the development of the earliest human societies. Students will understand the ways of life, for the earliest hunter-gatherers, societies, including the development of tools, language, art and religion. They will also explore the development, spread, and impact of agriculture. Students will also describe the emergence of the first significant communities. Approximate Length of Unit: 4 weeks Primary interdisciplinary connections: Language Arts, Mathematics, Science, History LEARNING TARGETS Standards: 6.2 World History/Global Studies All students will acquire the knowledge & skills to think analytically & systematically about how past interactions of people, cultures, and the environment affect issues across time & cultures. Such knowledge & skills enable students to make informed decisions as socially & ethically responsible world citizens in the 21st century A.1.a - Compare & contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies B.1.a - Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives & on the shaping of societies B.1.b - Compare & contrast how nomadic & agrarian societies used land & natural resources C.1.a - Relate the agricultural revolution (including the impact of food surplus from farming) to population growth & subsequent development of civilizations C.1.b - Determine the impact of technological advancements on hunter/gatherer & agrarian societies D.1.a - Demonstrate an understanding of pre-agricultural & post-agricultural periods in terms of relative length of time D.1.b - Relate the development of language & forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structure D.1.c - Explain how archaeological discoveries are used to develop enhance understanding of life prior to written records D.1.c - Explain how archaeological discoveries are used to develop & enhance understanding of life prior to written records C.1.b - Explain why individuals & societies trade, how trade functions, and the role of trade during this period D.2.b - Compare & contrast the voluntary & involuntary migratory experiences of different groups of people, and explain why their experiences differed C.4.a - Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization. 21st Century Life and Career Skills: A.1 - Recognize a problem & brainstorm ways to solve the problem individually or collaboratively A.3 - Determine when the use of technology is appropriate to solve problems A.5 - Apply critically thinking & problem-solving skills in classroom & family settings A.1 - Apply critical thinking & problem-solving strategies during structured learning experiences D.1 - Employ appropriate conflict resolution strategies F.2 - Explain how rules, laws, and safety, practices protect individual rights in the global workplace B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking B.1 - Use multiple points of view to create alternative solutions B.2 - Assess data gathered to solve a problem for which there are varying perspectives (i.e., cross-cultural, gender-specific, generational), and determine how the data can best be used to design multiple solutions C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects C.3 - Model leadership skills during classroom & extra-curricular activities.

4 9.1.4.D.3 - Demonstrate an awareness of one's own culture & other cultures during interactions within & outside of the classroom D.2 - Demonstrate the ability to understand inferences D.5 - Justify the need for greater cross-cultural understanding due to globalization E.1 - Explain how technology has strengthened the role of digital media in the global society F.6 -Relate scientific advances (i.e., advances in medicine) to the creation of new ethical dilemmas. English/Language Arts Common Core Standards: RH Cite specific textual evidence to support analysis of primary & secondary sources. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Identify key steps in a text's description of a process related to history/social studies (i.e., how a bill becomes law, how interest rates are raised or lowered). RH Determine the meaning of words & phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH Describe how a text presents information (i.e., sequentially, comparatively, causally). RH Integrate visual information (i.e., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH Distinguish among fact, opinion, and reasoned judgment in a text. RH Analyze the relationship between a primary & secondary source on the same topic. RH By the end of grade 8, read & comprehend history/social studies texts in grades 6-8 text complexity band independently & proficiently. Unit Understandings: Students will understand that The first humans hunted animals and gathered plants for food. They interacted with each other in order to develop tools & weapons to aid them in these activities. New & more settled ways of living developed as people shared ideas. Early humans adapted to the natural environment. Humans created tools to ensure survival & to improve life. Early humans developed language, religion, and art. New technologies supported an agricultural revolution. Agriculture made a big change in how people lived. Farming developed independently in many areas of the world. Some simple farming villages expanded & developed into more complex villages. A cultural pattern involving early forms of government, specialized workers, and social classes began to develop in complex villages. The way of life in a complex village was different from that in a simple farming village. Unit Essential Questions: Explain the importance of the following: hunter-gatherers, migration, religion, nomad & technology? How did nomadic people use their natural resources available to them for food, housing, & clothing? Where has pre-historic art been found? What is the importance of: domesticate, slash-and-burn, agriculture & irrigation? How did agriculture change the way people lived together? How did the end of the Ice Age affect the way people lived? In what geographical regions did farming develop in Asia, Africa, and the Americas? How was government & religion important to ruling populations? Why was weaving & pottery among the first skills developed? What languages & dialects were spoken first? Why did surpluses lead to the growth of trade? Compare & contrast past physical & human geography of the Middle East, Central, South, Southwest & Pacific Asia. How does its inhabitants way of life indicate that Catal Huyuk was a complex village? How did specialization help to establish social classes? Which animals were domesticated in Asia & South America first? Knowledge of Content: Students will know.. key terms: hunter-gatherer, nomad, migration technology, religion, domesticate, agriculture, slash & burn, irrigation, surplus, specialization, artisan, social class, government, potter key places: Alps Mountains, North America, South America, Asia, Europe, Australia, Africa, Catal Huyuk, That early humans created the first tools and today technology continues to improve our lives & help us survive. That hunter-gatherers were nomads.

5 That fire & tools improved lives. Early humans created language, religion, and art. After the Ice Age, human began to domesticate animals & plant crops. As people learned to be better farmers, farming villages developed. That farming developed independently in many parts of the world. That farming led to a great increase in human population. That today people depend on agriculture for their food. That in many parts of the world people are still mostly farmers who live in villages. That humans desire to explore the world & solve problems. That simple farming villages developed into complex villages & some into cities today. That science today points to Africa and Asia as some of the earliest traces of human habitation in the world. Students will be able to identify on maps the locations & migrations of early people. the purpose & function of Catal Huyuk-use of diagram. the purpose of cave drawings and their significance. how the Ice Age impacted human history and its after effects. identify which species of animals were domesticated first and why. create a time line that will show early human events around the globe. how villages began and why - and how some became the large cities we know today? give examples of how tools & weapons facilitated the lives of early humans and the impact in village growth. recognize the hardships that faced early humans and the consequences they caused. recognize the benefits of a society controlled by religion & government identify what ties a community together then & now. show how fire changed the course of human existence. recognize the roles of males, females, children & the elderly in early human society. identify how global warming caused the end of the Ice Age and its impact on humans. show how surpluses of grain, resources & animals started early trade identify benefits of close human habitation EVIDENCE What evidence will be collected and deemed acceptable to show that students truly understand? quizzes tests word keys & definitions class debate & discussion project (poster: timeline of early human migrations & habitation) unit packet (worksheets/ skill sheets to be graded) NJASK open-ended question(s) Learning Activities: What differentiated learning experiences and instruction will enable all students to achieve the desired results? Venn Diagrams on hunter-gatherers & farmers/nomads & village life Bar & Line graphs outlining population, migration & density patterns in early civilizations Coloring maps/migratory zones Unit packet reflecting various worksheets on early village life, domesticated animals, and life of a hunter-gatherer. Journal entry - suppose you were a member of a hunter-gatherer tribe in the Alps of Europe, describe a winter day on your hunt and its dangers & rewards. K,W,L chart: showing 1,2,3 steps of the learning process thru Unit. What I Know, What I Want to learn, and what I learned. Internet research on life in 7000 B.C in Catal Huyuk. What was it like? What was the purpose of this first village in Turkey, Asia today? Unit/Chapter Reviews at end of units & chapters. the use of an Alternative Assessment Handbook, Rubric 13: Graphic Organizers

6 RESOURCES Teacher Resources: Video/DVD Various on-line pages & activities (i.e., Ice Age: before & after) Various Primary source documents Over head transparencies (maps, charts, graphs) Textbook - World History: Ancient Civilizations Maps & globes (in class) Class Journal Computers (in-class/library) Equipment Needed: Computers TV DVD player Overhead projector Computer projector White Board

7 RAHWAY PUBLIC SCHOOLS CURRICULUM UNIT OVERVIEW Content Area: Social Studies Unit Title: Mesopotamia (Fertile Crescent) Target Course/Grade Level: Social Studies - Grade 6 Unit Summary: This unit will introduce students to the development of human civilization in Mesopotamia, including the civilization of Sumer and the Fertile Crescent. Students will also explore the development of empires in the ancient world and the ways in which government grew to meet the challenges of ruling vast territories. Approximate Length of Unit: 4 weeks Primary interdisciplinary connections: Language Arts, Mathematics, Science, History Standards: LEARNING TARGETS 6.2 World History/Global Studies All students will acquire the knowledge & skills to think analytically & systematically about how past interactions of people, cultures, and the environment affect issues across time & cultures. Such knowledge & skills enable students to make informed decisions as socially & ethically responsible world citizens in the 21st century. Content Strand: A.1.a - Compare & contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies B.1.a - Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives & on the shaping of societies B.1.b - Compare & contrast how nomadic & agrarian societies used land & natural resources C.1.a - Relate the agricultural revolution (including the impact of food surplus from farming) to population growth & subsequent development of civilizations C.1.b - Determine the impact of technological advancements on hunter/gatherer & agrarian societies D.1.a - Demonstrate an understanding of pre-agricultural & post-agricultural periods in terms of relative length of time D.1.b - Relate the development of language & forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structure D.1.c - Explain how archaeological discoveries are used to develop enhance understanding of life prior to written records D.1.c - Explain how archaeological discoveries are used to develop & enhance understanding of life prior to written records B.2.b - Compare & contrast physical & political maps of ancient river valley civilizations & their modern counterparts (i.e., Mesopotamia, Ancient & Modern Egypt/Pakistan/India/Ancient & Modern China) and determine the geopolitical impact of these civilizations, then & now D.2.c - Analyze the factors that led to the rise & fall of various ancient river valley civilizations & determine whether there was a common pattern of growth & decline C.1.b - Explain why individuals & societies trade, how trade functions, and the role of trade during this period D.2.b - Compare & contrast the voluntary & involuntary migratory experiences of different groups of people, and explain why their experiences differed C.4.a - Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization A.2.c - Determine the role of slavery in the economic & social structures of ancient river valley civilizations C.3.a - Analyze the impact of expanding land & sea trade routes through the Mediterranean Basin, India, and China D.2.a - Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations A.2.a - Explain why different ancient river valley civilizations developed similar forms of government A.2.b - Explain how codifying laws met the needs of ancient river valley societies A.3.b - Compare & contrast the rights & responsibilities of free men, women, slaves, & foreigners in the political, economic, & social structures of classical civilizations B.3.a - Determine how geography & the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations & provided motivation for expansion.

8 6.2.8.C.3.c - Explain how classical civilizations used technology & innovation to enhance agricultural/manufacturing output & commerce, to expand military capabilities, to improve life in urban areas, & to allow for greater division of labor D.3.f - Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies D.4.a - Explain how contact between nomadic peoples & sedentary populations had positive & negative political, economic, and cultural consequences D.2.b - Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. 21st Century Life and Career Skills: A.1 - Recognize a problem & brainstorm ways to solve the problem individually or collaboratively A.3 - Determine when the use of technology is appropriate to solve problems A.5 - Apply critically thinking & problem-solving skills in classroom & family settings A.1 - Apply critical thinking & problem-solving strategies during structured learning experiences D.1 - Employ appropriate conflict resolution strategies F.2 - Explain how rules, laws, and safety, practices protect individual rights in the global workplace B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking B.1 - Use multiple points of view to create alternative solutions B.2 - Assess data gathered to solve a problem for which there are varying perspectives (i.e., cross-cultural, gender-specific, generational), and determine how the data can best be used to design multiple solutions C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects C.3 - Model leadership skills during classroom & extra-curricular activities D.3 - Demonstrate an awareness of one's own culture & other cultures during interactions within & outside of the classroom D.2 - Demonstrate the ability to understand inferences D.5 - Justify the need for greater cross-cultural understanding due to globalization E.1 - Explain how technology has strengthened the role of digital media in the global society F.6 -Relate scientific advances (i.e., advances in medicine) to the creation of new ethical dilemmas. English/Language Arts Common Core Standards: RH Cite specific textual evidence to support analysis of primary & secondary sources. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Identify key steps in a text's description of a process related to history/social studies (i.e., how a bill becomes law, how interest rates are raised or lowered). RH Determine the meaning of words & phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH Describe how a text presents information (i.e., sequentially, comparatively, causally). RH Integrate visual information (i.e., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH Distinguish among fact, opinion, and reasoned judgment in a text. RH Analyze the relationship between a primary & secondary source on the same topic. RH By the end of grade 8, read & comprehend history/social studies texts in grades 6-8 text complexity band independently & proficiently. Unit Understandings: Students will understand that the civilizations of Southwest Asia were the world's first great civilizations. many of the advances that make civilization possible, such as written language & complex government, were first developed in these places. the development of social classes continues to happen in societies today. the geographic factors that helped give rise to these great civilizations also help explain the rise of later great civilizations. the land of Mesopotamia, where these civilizations emerged, remains a critical area in world affairs today. new & more settled ways of living developed as people shared ideas. early humans adapted to the natural environment. early humans developed language, religion, and art. new technologies supported an agricultural revolution. agriculture made a big change in how people lived. some simple farming villages expanded & developed into more complex villages. a cultural pattern involving early forms of government, specialized workers, and social classes began to develop in complex villages. the way of life in a complex village was different from that in a simple farming village. Mesopotamians changed their environment to improve their lives. the land between the Tigris & the Euphrates rivers was a good region for agriculture. religion dominated life in Sumer, but in time, powerful men who were not priests became the political rulers. Sumerian society was divided into several classes, with kings at the top slaves at the bottom.

9 Sumerians created a written language called cuneiform that was based on picture writing. Hammurabi created one of the first codes of law. Babylon built a large empire in the Fertile Crescent. Assyria built a military machine that was greatly feared by others in the region. the Chaldeans replaced the Assyrians as the main power in Mesopotamia & other parts of the Fertile Crescent. Cyrus used a policy of toleration to control the Persian Empire Persia's location between Mesopotamia & India was a bridge between eastern & western Asia. Unit Essential Questions: What did the Tigris & Euphrates rivers provide for ancient Mesopotamians? How did Mesopotamian farmers obtain the right amount of water for their crops? How did Mesopotamians create a successful society? How did Mesopotamians change their environment to deal with geographic challenges? Why are food surpluses necessary for civilization to develop? What did people in Sumer think their gods were like? How did warfare change the government in Sumer? Why was the plow such an important tool for farmers? How did writing evolve in Sumer? Why do historians identify the beginning of history with the beginning of writing? Which invention or technology during the rise of Mesopotamia do you think was the most important? Explain why? Explain the importance of Hammurabi's Code of Law. Which empires gained control of the Fertile Crescent? How did the geography of Mesopotamia affect the history of the region? What caused Assyria to improve its methods of government? What tactics did the Assyrians use to defeat their enemies? How did the Assyrians maintain control of their lands? In what ways were the Assyrians and the Chaldeans alike? What common problems did Cyrus & Darius face during their reigns? How did people in early Persian kingdoms earn their living? How did Cyrus treat the Hebrew people in the lands he captured? In what ways did the Royal Road & minted coins help Darius unite the empire? How did specialization help to establish social classes? Knowledge and Skills: Students will know.. key terms: current, swell, clog, steal, semiarid, drought, hometown, foothill, Sumer, city-state, polytheism, ziggurat, king, civilization, desirable, reed, pictograph, cuneiform, scribe, bronze, ambitious, governor, empire, emperor, Fertile Crescent, code of law, justice, Hammurabi, battering ram, treasury, loom, exile, tribute, Hanging Gardens of Babylon, isolate, semiprecious, policy, satraps, toleration key places: Southwest Asia, Europe, Fertile Crescent, Mesopotamia, Persia, Mediterranean Sea, Anatolia which lands are part of the region known as the Fertile Crescent the laws of the Hammurabi Code and their purpose. how empires change the lives of the people who live in them. why Assyrians were able to build such a large empire why conquered people had to pay tribute. how Assyrians treated people of different religions & ways of life. what policies did Cyrus use to keep his empire under control. how Darius expanded his government. that tribute (early taxes) were used to support the empire. that Mesopotamia was divided into smaller units for easier rule. that the Hanging Gardens of Babylon were built by Nebuchadnezzar and were considered one of the Great Wonders of the World. that minted coins help business & the government. royal roads linked the Persian Empire. what purpose served the court of Darius. the tactics the Assyrians used to defeat their enemies. that in 550 B.C. Persia was the largest empire in the world that Sumer had an advanced irrigation system that helped their crops flourish and the empire expand successfully. that Mesopotamia faced many challenges such as floods, drought, and lack of resources. that Sumerians invented the wheel & the plow. that scribes were professional record keepers and helped document Mesopotamia's history. that a new type of government developed in Sumer that included a city & its surrounding lands. Mesopotamia had few resources and people traded surplus crops to get what they needed.

10 that the Tigris & Euphrates rivers made the soil of Mesopotamia good for growing crops. that climate either affected crops in Mesopotamia positively or negatively. that early humans created the first tools and today technology continues to improve our lives & help us survive. Students will be able to identify on maps the locations & migrations of early empires such as Mesopotamia & Persia. the purpose & function of the Court of Darius (diagram). the purpose of scribes, cuneiform and the stylus and their significance. how the Code of Hammurabi impacted early society and its after effects. identify which crops were first domesticated and planted to nourish these early empires. create a time line that will show important events in the history of the early civilizations of southwest Asia. how Mesopotamia began and why - and how it later broke up into smaller units/empires. give examples of how tools, irrigation technology & weapons facilitated the lives of early Mesopotamians. recognize the hardships that faced Mesopotamians and the consequences they caused. recognize the benefits of a society controlled by early religion & early government. recognize the roles of scribes, specialty workers, religious workers, kings and farmers in Mesopotamia identify the causes of climate changes that caused changes in early societies in SW Asia show how surpluses of grain, resources & animals started early trade. identify benefits of close human habitation. why strategic areas of the globe have caused certain societies to rise into great empires. compare & contrast history before written language and after. EVIDENCE OF LEARNING Assessment: What evidence will be collected and deemed acceptable to show that students truly understand? quizzes tests word keys & definitions class debate & discussion project (poster: Hammurabi's Laws & Present-day laws: Compare & Contrast) unit packet (worksheets/ skill sheets to be graded) NJASK open-ended question(s) Learning Activities: What differentiated learning experiences and instruction will enable all students to achieve the desired results? Venn Diagrams on Mesopotamia & Persia - compare & contrast Bar & Line graphs outlining population, migration & density patterns in early Southwest Asian civilizations Coloring maps/migratory zones drawing & diagramming of ancient aquaducts & irrigation systems Unit packet reflecting various worksheets on Mesopotamian life, domesticated crops, and the Hanging Gardens of Babylon. Journal entry - suppose you were a scribe in ancient Mesopotamia; what would a typical day of Mesopotamia be like in peace or war-document. K,W,L chart: showing 1,2,3 steps of the learning process thru Unit. What I Know, What I Want to learn, and what I learned. Internet research on: Life in the Court of Darius. What was it like? What was the purpose of this palace? Unit/Chapter Reviews at end of units & chapters. the use of an Alternative Assessment Handbook: Graphic Organizers Role-play: A day at the court of Darius (plaintiff vs. defendant) RESOURCES Teacher Resources: Video/DVD Various on-line pages & activities (i.e., Hanging Gardens of Babylon/ Hammurabi's Laws) Various Primary source documents

11 Over head transparencies (maps, charts, graphs) Textbook: World History: Ancient Civilizations Maps & globes (in class) Class Journal/Computers (in-class/library) Equipment Needed: Computers TV DVD player Overhead projector Computer projector White Board

12 RAHWAY PUBLIC SCHOOLS CURRICULUM Content Area: Social Studies Unit Title: Ancient Egypt Target Course/Grade Level: Social Studies - Grade 6 UNIT OVERVIEW Unit Summary: This unit will introduce students to the study of Ancient Egypt that developed along the Nile River. The rich farmland along the Nile provided plenty of resources for the Egyptians. The river also became a trading highway. Farming & trade encouraged the development of a great civilization in Egypt. Many other groups of early North African & Asian people gathered in this same geographic region for work & trade. Students will also examine some societies & civilizations in other parts of Africa & Asia during the same time period. Approximate Length of Unit: 8-10 weeks Primary interdisciplinary connections: Language Arts, Mathematics, Science, History LEARNING TARGETS Standards: 6.2 World History/Global Studies All students will acquire the knowledge & skills to think analytically & systematically about how past interactions of people, cultures, and the environment affect issues across time & cultures. Such knowledge & skills enable students to make informed decisions as socially & ethically responsible world citizens in the 21st century B.1.a - Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives & on the shaping of societies C.1.a - Relate the agricultural revolution (including the impact of food surplus from farming) to population growth & subsequent development of civilizations D.1.a - Demonstrate an understanding of pre-agricultural & post-agricultural periods in terms of relative length of time D.1.b - Relate the development of language & forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structure D.1.c - Explain how archaeological discoveries are used to develop enhance understanding of life prior to written records D.1.c - Explain how archaeological discoveries are used to develop & enhance understanding of life prior to written records B.2.b - Compare & contrast physical & political maps of ancient river valley civilizations & their modern counterparts (i.e., Mesopotamia, Ancient & Modern Egypt/Pakistan/India/Ancient & Modern China) and determine the geopolitical impact of these civilizations, then & now D.2.c - Analyze the factors that led to the rise & fall of various ancient river valley civilizations & determine whether there was a common pattern of growth & decline C.1.b - Explain why individuals & societies trade, how trade functions, and the role of trade during this period D.2.b - Compare & contrast the voluntary & involuntary migratory experiences of different groups of people, and explain why their experiences differed C.4.a - Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization A.2.c - Determine the role of slavery in the economic & social structures of ancient river valley civilizations C.3.a - Analyze the impact of expanding land & sea trade routes through the Mediterranean Basin, India, and China D.2.a - Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations A.2.a - Explain why different ancient river valley civilizations developed similar forms of government A.2.b - Explain how codifying laws met the needs of ancient river valley societies A.3.b - Compare & contrast the rights & responsibilities of free men, women, slaves, & foreigners in the political, economic, & social structures of classical civilizations B.3.a - Determine how geography & the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations & provided motivation for expansion C.3.c - Explain how classical civilizations used technology & innovation to enhance agricultural/manufacturing output & commerce, to expand military capabilities, to improve life in urban areas, & to allow for greater division of labor D.3.f - Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies D.4.a - Explain how contact between nomadic peoples & sedentary populations had positive & negative political, economic, and cultural consequences.

13 6.2.8.D.2.b - Explain how the development of written language transformed all aspects of life in ancient river valley civilizations D.2.d - Justify which major achievements of the ancient river valley civilizations represent the most enduring legacies D.3.a - Compare & contrast social hierarchies in classical civilizations as they relate to power, wealth, & equality B.4.c - Determine how Africa's physical geography & natural resources posed challenges and opportunities for trade & development C.4.d - Analyze the relationship between trade routes & the development of powerful city-states & kingdoms in Africa. 21st Century Life and Career Skills: A.1 - Recognize a problem & brainstorm ways to solve the problem individually or collaboratively A.3 - Determine when the use of technology is appropriate to solve problems A.5 - Apply critically thinking & problem-solving skills in classroom & family settings A.1 - Apply critical thinking & problem-solving strategies during structured learning experiences D.1 - Employ appropriate conflict resolution strategies F.2 - Explain how rules, laws, and safety, practices protect individual rights in the global workplace B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking B.1 - Use multiple points of view to create alternative solutions B.2 - Assess data gathered to solve a problem for which there are varying perspectives (i.e., cross-cultural, gender-specific, generational), and determine how the data can best be used to design multiple solutions C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects C.3 - Model leadership skills during classroom & extra-curricular activities D.3 - Demonstrate an awareness of one's own culture & other cultures during interactions within & outside of the classroom D.2 - Demonstrate the ability to understand inferences D.5 - Justify the need for greater cross-cultural understanding due to globalization E.1 - Explain how technology has strengthened the role of digital media in the global society F.6 -Relate scientific advances (i.e., advances in medicine) to the creation of new ethical dilemmas. English/Language Arts Common Core Standards: RH Cite specific textual evidence to support analysis of primary & secondary sources. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Identify key steps in a text's description of a process related to history/social studies (i.e., how a bill becomes law, how interest rates are raised or lowered). RH Determine the meaning of words & phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH Describe how a text presents information (i.e., sequentially, comparatively, causally). RH Integrate visual information (i.e., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH Distinguish among fact, opinion, and reasoned judgment in a text. RH Analyze the relationship between a primary & secondary source on the same topic. RH By the end of grade 8, read & comprehend history/social studies texts in grades 6-8 text complexity band independently & proficiently. Unit Understandings: Students will understand that the Nile River affected ancient Egypt the Nile River basin was the crib for many jobs, technology and beliefs in this part of the ancient world. Ancient Egypt developed along the Nile River rich farmland provided plenty of food for the Egyptians. the river Nile also became the trading highway of all north Africa. farming and trade encouraged the development of a great civilization in Egypt. Egyptians developed a complex society with many different jobs & social roles. Egyptians made advances in calendars, geometry, medicine & other areas. people of other tribes and nationalities were captured as slaves in order to work on fields, rich homes & the great structures of Egypt-such as the pyramids. Egypt united under a central government that ruled for centuries. Pharaoh Khufu built a huge monument to proclaim his glory Egypt was once divided into lower (north) and upper (south) Egypt the Nile River traverses the entire Sahara Desert - from south to north. the Nile River once was home to hippos & crocodiles, but today are extinct in Egypt due to humans. pyramids were used as giant tombs to ancient pharaohs. grave robbers have stolen lots of treasure from pyramids over the centuries. dynasties were families who ruled Egypt for many centuries the Middle Kingdom was a period when the central government of Egypt lost power to the provinces. Queen Hatshepsut ruled as pharaoh & expanded trade during the New Kingdom.

14 Akhenaton tried to change Egyptian religion by replacing the old gods with one god called Aton. Nile River provided silt, water & transportation. the Sahara Desert provided a natural trade barrier to outsiders and robbers. Egyptians developed calendars, astronomy & medicine. Egypt traded with parts of Africa, Arabia, and the Mediterranean countries. Hebrews were looking for land of their own to worship as they pleased, but were often impeded by being conquered by Egyptian military. many of the advances that make civilization possible, such as written language & complex government, were first developed in these places. he development of social classes continues to happen in societies today. the geographic factors that helped give rise to these great civilizations also help explain the rise of later great civilizations. new & more settled ways of living developed as people shared ideas. early humans adapted to the natural environment and changed it to suit their needs. new technologies supported an agricultural revolution. agriculture made a big change in how people lived. some simple farming villages along the Nile River expanded & developed into more complex city-states. Ramses II ( B.C.) was one of the greatest rulers in all of Egypt's history. the Nile River originates from central Africa and merges from two independent rivers (the Blue & White Nile Rivers) and flows northward spilling into the Mediterranean Sea near the ancient Egyptian city of Alexandria. Abraham was the father of the Hebrews. the Hebrews believed in ONE God. Hebrews followed their code of laws - the ten commandments Unit Essential Questions: How did new agricultural techniques make the Egyptians more prosperous? Why did Egypt develop along the Nile? How were captured slaves, such as the Hebrews, treated by the Egyptians and what were there purpose & accomplishments. How did trade along the Nile come about? How did irrigation canals expand farmland in Egypt? How did climate affect the daily lives of Egyptians? Describe life along the Nile River 5,000 years ago. What types of jobs did Egyptians hold? How were hieroglyphs used? What duties did priests have? Why were Egyptian discoveries in astronomy and medicine important? How did the Nile affect the Egyptians' view of the afterlife? What was the purpose of the pyramids? Why wasn't religion & government NOT separated in ancient Egypt? What group was able to conquer Egypt during the Middle Kingdom? Describe the life of a Hebrew slave in ancient Egypt? Why did Akhenaton try to change the way Egyptians worshiped? Why was the government of Egypt stable under Ramses II? Explain the relationship between the animals of the Nile River, Sahara Desert & the Egyptians religion, laws and beliefs. How did Egyptian farmers use the Nile to expand their farmland? What are the characteristics of the hieroglyphic system? Why did Egyptians have such respect & fear of their pharaohs? Why was the reign of Ramses II so successful? How did the geography of Egypt help civilization develop there? Why do you think successful agriculture encourages the development of civilizations? Why are food surpluses necessary for civilization to develop? How did specialization help to establish social classes? Why did Egyptians mummify their noble class? What was the great exodus from Egypt like? What did the 'promised land' mean to Hebrews? Why did the judges lead the Israelites to Canaan? Knowledge and Skills: Students will know.. key terms: empire, golden age, casket, cataract, delta, silt, fertile, noble, barren, linen, scribes, formal, garment, pharaoh, slave, hieroglyphs, papyrus, afterlife, astronomy, embalm, mummy, dynasty, succession, pyramid, Khufu, step pyramid, tomb, obelisk, Ramses II, Hebrew, deed, Abraham, Judaism, exodus, ten commandments, Moses, monotheism, Messiah, prophets

15 key places: Mediterranean Sea, Africa, Nile River, Sahara Desert, Asia, Blue & White Nile Rivers, Saharan Africa that Ancient Egypt developed along the Nile River. that the Nile and other resources influenced Egypt's economy. that wheat, vegetables, fruits & flax were grown along the Nile River's bank. that wheat was used to make bread in Egypt. that floods and droughts regulated all life in the Nile River basin. that Egyptians did not have climate seasons but river seasons (Spring-floods, Summer-planting, Autumn-tending, Winter-harvesting) that the Nile provided life to all humans, plants & animals in Egypt. that some pharaohs were liked and others were not. Egyptians developed a complex society with many different jobs and social roles. that Egyptian society was made into a hierarchy pyramid with nobility at the top and slaves at the bottom. that slaves were often made up of other nationalities & tribes from Hebrews to natives from Central Africa. that the Egyptians believed in the afterlife and had a complex religion. that royal families of Egypt are called dynasties. that pyramids were used as tombs and nobles were mummified and buried with elaborate treasures. that women pharaohs also existed, all the way up to Cleopatra. that Egypt was a very powerful trading kingdom due to its excellent geographic location. that climate either affected crops in Egypt positively or negatively. that early humans created the first tools and today technology continues to improve our lives & help us survive. that Egyptian farmers worked a complex system of irrigation tools & techniques to water their crops. that pharaohs & dynasties kept control, priests served as officials. that various places along the Nile River in Egypt served many purposes to Egyptians (i.e., Valley of the Kings - to bury nobility) that the Assyrians destroyed the kingdom of Israel. Students will be able to identify on maps the locations & migrations of early Egyptian trade routes to other parts of Africa, Europe & Asia. the purpose & function of the Egyptian hierarchy (diagram). the purpose of scribes, priests, nobles & slaves in Egyptian society. how Egyptian raft boats were able to navigate the Nile and carry so much cargo and go so far in distance. identify which crops were first domesticated and planted to nourish the Egyptians. create a time line that will show important events in the history of Egypt. how Egypt began and why - and how it later broke up into lower & upper Egypt & then reunited again. give examples of how tools, irrigation technology & weapons facilitated the lives of Egypt and its people. recognize the hardships that faced Egyptian society and the consequences they caused. recognize the benefits of a society controlled by early religion & early government and by the Egyptian dynasties. recognize the roles of scribes, specialty workers, religious workers, pharaohs and farmers in Egypt identify the causes of climate changes that caused changes in early societies in North Africa. show how surpluses of grain, resources & animals started early trade in Egypt. identify benefits of close human habitation. why strategic areas of the globe have caused certain societies to rise into great empires. compare & contrast history before written language and after. how did the Hebrews cope with their lives as slaves, and how did they gain their freedom? construct a timeline that will show all important historical events in Egyptian history. Assessment: EVIDENCE OF LEARNING What evidence will be collected and deemed acceptable to show that students truly understand? quizzes tests word keys & definitions class debate & discussion project (poster: hieroglyphics: their importance & meaning) unit packet (worksheets/ skill sheets to be graded) NJASK open-ended question(s)

16 Learning Activities: What differentiated learning experiences and instruction will enable all students to achieve the desired results? Venn Diagrams on Upper Egypt & Lower Egypt - compare & contrast Bar & Line graphs outlining population, migration & density patterns in Egypt & early African civilizations Coloring maps/nile River trading zones drawing & diagramming of ancient aquaducts & irrigation systems of the Nile River maps & diagrams of the four river seasons and their importance in Egypt. Unit packet reflecting various worksheets on Egyptian life, domesticated crops & animals, and the pyramids. Journal entry - suppose you were a trader on an Egyptian barge 5,000 years ago; what people & animals would you see & experience along your one week voyage down the Nile River into Africa? What would you trade? Why? K,W,L chart: showing 1,2,3 steps of the learning process thru Unit. What I Know, What I Want to learn, and what I learned. Internet research on life in the Valley of the Kings. What was it like? What was the purpose of this palace & burial grounds? Unit/Chapter Reviews at end of units & chapters. the use of an Alternative Assessment Handbook: Graphic Organizers Role-play: you are assisting in the mummification of a pharaoh (funeral & burial). RESOURCES Teacher Resources: Video/DVD Various on-line pages & activities (i.e., the various Egyptian gods and their purpose in Egyptian society) Various Primary source documents Over head transparencies (maps, charts, graphs) Textbook: World History: Ancient Civilizations Maps & globes (in class) Class Journal Computers (in-class/library) Equipment Needed: Computers TV DVD player Overhead projector Computer projector White Board

17 RAHWAY PUBLIC SCHOOLS CURRICULUM Content Area: Social Studies Unit Title: Africa Target Course/Grade Level: Social Studies - Grade 6 UNIT OVERVIEW Unit Summary: This unit will introduce students to the study of Africa - its people, culture, history & geography. Students will analyze the major civilizations that developed on the African continent and how geography influenced the development of these civilizations and cultures. Approximate Length of Unit: 4 weeks Primary interdisciplinary connections: Language Arts, Mathematics, Science, History LEARNING TARGETS Standards: 6.2 World History/Global Studies All students will acquire the knowledge & skills to think analytically & systematically about how past interactions of people, cultures, and the environment affect issues across time & cultures. Such knowledge & skills enable students to make informed decisions as socially & ethically responsible world citizens in the 21st century C.1.a - Relate the agricultural revolution (including the impact of food surplus from farming) to population growth & subsequent development of civilizations D.1.a - Demonstrate an understanding of pre-agricultural & post-agricultural periods in terms of relative length of time D.1.b - Relate the development of language & forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structure D.1.c - Explain how archaeological discoveries are used to develop enhance understanding of life prior to written records D.1.c - Explain how archaeological discoveries are used to develop & enhance understanding of life prior to written records B.2.b - Compare & contrast physical & political maps of ancient river valley civilizations & their modern counterparts (i.e., Mesopotamia, Ancient & Modern Egypt/Pakistan/India/Ancient & Modern China) and determine the geopolitical impact of these civilizations, then & now D.2.c - Analyze the factors that led to the rise & fall of various ancient river valley civilizations & determine whether there was a common pattern of growth & decline C.1.b - Explain why individuals & societies trade, how trade functions, and the role of trade during this period D.2.b - Compare & contrast the voluntary & involuntary migratory experiences of different groups of people, and explain why their experiences differed C.4.a - Explain the interrelationships among improved agricultural production, population growth, urbanization, and commercialization A.2.c - Determine the role of slavery in the economic & social structures of ancient river valley civilizations D.2.a - Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations A.2.a - Explain why different ancient river valley civilizations developed similar forms of government A.2.b - Explain how codifying laws met the needs of ancient river valley societies A.3.b - Compare & contrast the rights & responsibilities of free men, women, slaves, & foreigners in the political, economic, & social structures of classical civilizations B.3.a - Determine how geography & the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations & provided motivation for expansion C.3.c - Explain how classical civilizations used technology & innovation to enhance agricultural/manufacturing output & commerce, to expand military capabilities, to improve life in urban areas, & to allow for greater division of labor D.3.f - Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies D.4.a - Explain how contact between nomadic peoples & sedentary populations had positive & negative political, economic, and cultural consequences D.2.b - Explain how the development of written language transformed all aspects of life in ancient river valley civilizations D.2.d - Justify which major achievements of the ancient river valley civilizations represent the most enduring legacies D.3.a - Compare & contrast social hierarchies in classical civilizations as they relate to power, wealth, & equality B.4.c - Determine how Africa's physical geography & natural resources posed challenges and opportunities for trade & development C.4.d - Analyze the relationship between trade routes & the development of powerful city-states & kingdoms in Africa.

18 21st Century Life and Career Skills: A.1 - Recognize a problem & brainstorm ways to solve the problem individually or collaboratively A.3 - Determine when the use of technology is appropriate to solve problems A.5 - Apply critically thinking & problem-solving skills in classroom & family settings A.1 - Apply critical thinking & problem-solving strategies during structured learning experiences D.1 - Employ appropriate conflict resolution strategies F.2 - Explain how rules, laws, and safety, practices protect individual rights in the global workplace B.1 - Participate in brainstorming sessions to seek information, ideas, and strategies that foster creative thinking B.1 - Use multiple points of view to create alternative solutions B.2 - Assess data gathered to solve a problem for which there are varying perspectives (i.e., cross-cultural, gender-specific, generational), and determine how the data can best be used to design multiple solutions C.2 - Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks, assignments, and projects C.3 - Model leadership skills during classroom & extra-curricular activities D.3 - Demonstrate an awareness of one's own culture & other cultures during interactions within & outside of the classroom D.2 - Demonstrate the ability to understand inferences D.5 - Justify the need for greater cross-cultural understanding due to globalization E.1 - Explain how technology has strengthened the role of digital media in the global society F.6 -Relate scientific advances (i.e., advances in medicine) to the creation of new ethical dilemmas. English/Language Arts Common Core Standards: RH Cite specific textual evidence to support analysis of primary & secondary sources. RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH Identify key steps in a text's description of a process related to history/social studies (i.e., how a bill becomes law, how interest rates are raised or lowered). RH Determine the meaning of words & phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH Describe how a text presents information (i.e., sequentially, comparatively, causally). RH Integrate visual information (i.e., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH Distinguish among fact, opinion, and reasoned judgment in a text. RH Analyze the relationship between a primary & secondary source on the same topic. RH By the end of grade 8, read & comprehend history/social studies texts in grades 6-8 text complexity band independently & proficiently. Unit Understandings: Students will understand that the Kush civilization was influenced by Egyptian culture. Kush was under the rule of Egypt for hundreds of years. Kush adopted Egyptian customs, religion, hieroglyphics, and architecture. the two cultures influenced each other. the desire to trade in African goods brought visitors to Africa & helped enrich kingdoms there. the movement of people, goods, and ideas helped shape the history of different regions of Africa. African civilizations adopted new technologies & distinctive techniques for building. the region of Nubia had connections with Egypt. a powerful king of Kush conquered Egypt and ruled as pharaoh. Meroe was an important economic center linking Egypt and the interior of Africa. a new power, Askum, rises south of Egypt. Ezana expands Aksum's influence & converts to Christianity Aksum's cultural & technical achievements were long lasting. the people of the west, central, and southern Africa adapted to life in a variety of environments. the Nok people were the first ironworkers of West Africa. migration by the Bantu people from West Africa populated central & southern Africa. Bantu speakers traveled from West Africa to central & southern Africa the kingdom of Askum converted to Christianity Askum's achievements in architecture, language, and farming were long-lasting. many of the advances that make civilization possible, such as written language & complex government, were first developed in these places. the development of social classes continues to happen in societies today. the geographic factors that helped give rise to these great civilizations also help explain the rise of later great civilizations. new & more settled ways of living developed as people shared ideas. early humans adapted to the natural environment and changed it to suit their needs. new technologies supported an agricultural revolution. agriculture made a big change in how people lived.

19 Unit Essential Questions: How did new agricultural techniques make African civilizations more prosperous? How did the civilizations of Nubia, including the kingdom of Kush develop? Describe the rise & fall of Askum on the horn of Africa. Summarize the development of human civilization in west, central, and southern Africa. What climate exists in the eastern part of Africa from the Horn of Africa northward? How do you think a desert climate affects the location of major civilizations in these areas of Africa? What event marked the end of the Kushite kingdom based in Napata? How was the Nile important to the relationship between Nubia & Egypt? What was the most important achievement of Piankhi's rule? Why did the people of Meroe learn to smelt iron? What cultural influences did the Aksum civilization reflect? How did Aksum develop? What were the typical inscriptions on Aksum pillars and what did they mean? What kind of structures were built in Aksum, and what purpose did they serve? In what ways did the adoption of Christianity as the official religion affect the culture of Aksum? Describe the history of the Bantu migrations. In what ways do the people of West Africa support themselves and their families? Why did people living on the plains of central Africa practice herding? Why was the migration of the Bantu speakers so slow? How did the geography of this region make it difficult for African people to travel & communicate? Knowledge and Skills: Students will know.. key terms: Aksum, Nubia, Piankhi, Kush, Meroe, smelting, Horn of Africa, Adulis, Ezana, terrace, ironsmith, herd, animism, griots, Nok, migration, Bantu, boundary, navigate, mine, legend, infant, network, intermarry, animism key places: Mediterranean Sea, Africa, Nubia, Aksum, Kush, Horn of Africa that this area of Africa compromises of desert, savanna & rain forest Nok people made iron tools that the African city of Carthage was destroyed by Rome in 146 B.C. that King Ezana ruled Aksum Napata emerged as an important center of trade because it was located on a part of the Nile River that was not navigable. Kush could not defend itself against the Assyrians more advanced weapons. Piankhi united Egypt & Kush that many minerals were exported from Kush to India & Arabia for luxury goods such as carpets, spices & metal goods. Aksum's unique culture had long-lasting effects. that many Ethiopians today are Christians, the religion of King Ezana. that Great pillars in Kush celebrated achievements & victories, temples & churches were part of worship that many people in Africa practiced animism and still do today. that the iron tools of the Bantu were superior to those of the people living in the regions to which they migrated. that both the Nok and the Bantu people used iron tools & weapons. that the Nile River served as a natural highway linking both Kush & Nubia. that deposits of iron ore in the area led to the production of iron, which in turn led to the production of iron tools & weapons for local use & trade. that the cultural legacy of Ge'ez is that it is used in the Ethiopian church & provided the basis for three modern-day African languages. Students will be able to identify on maps the locations & migrations of early African trade routes to other parts of Arabia, Europe & Asia. identify architecture of Kush & Egypt the purpose of trade in central & eastern Africa to other parts of Africa, Arabia, Asia & Europe explain how Christianity grew in the Horn of Africa give details of every day life in Kush & Egypt give examples of hardships of living & trading in the desert, savanna & rain forest create a time line that will show important events in the history of African civilizations, (rise & fall) give examples of how tools, irrigation technology & weapons facilitated the lives of Africa and its people. recognize the hardships that faced by African society and the consequences they caused. recognize the benefits of a society controlled by early religions & early governments. identify the causes of climate changes that caused changes in early societies in Africa. show how surpluses of grain, resources & animals started early trade in Africa. identify benefits of close human habitation, and the need for trade in Africa. why strategic areas of the globe have caused certain societies to rise into great empires.

20 compare & contrast African history before outside influences impacted African civilizations. construct a timeline that will show all important historical events in African history. Assessment: EVIDENCE OF LEARNING What evidence will be collected and deemed acceptable to show that students truly understand? quizzes tests word keys & definitions class debate & discussion project (poster: trade map of the Empire of Kush & Nubia) unit packet (worksheets/skill sheets to be graded) NJASK open-ended question(s) Learning Activities: What differentiated learning experiences and instruction will enable all students to achieve the desired results? Venn Diagrams on Kush vs. Egypt - compare & contrast Bar & Line graphs outlining population, migration, trade & density patterns in African civilizations Coloring maps/nile River & Kush trading zones. drawing & diagramming of ancient African religions such as Christianity & animism maps & diagrams of the climate zones & physical geography of Africa. Unit packet reflecting various worksheets on early African civilizations and their contributions. Journal entry - suppose you were a trader on a trade route on the Horn of Africa, describe what would you trade and where would you go. K,W,L chart: showing 1,2,3 steps of the learning process thru Unit. What I Know, What I want to learn, and what I learned. Internet research on African Christianity. How did it evolve? How has it survived and changed over the centuries? Unit/Chapter Reviews at end of units & chapters. the use of an Alternative Assessment Handbook: Graphic Organizers Role-play: An African Pilgrimage. RESOURCES Teacher Resources: Video/DVD Various on-line pages & activities (i.e., the kingdom of Aksum & Nubia) Various Primary source documents Over head transparencies (maps, charts, graphs) Textbook: World History: Ancient Civilizations Maps & globes (in class) Class Journal Computers (in-class/library) Equipment Needed: Computers TV DVD player Overhead projector Computer projector White Board