Map: Minisink Valley- World History Type: Consensus Grade Level: 6 School Year:

Transcription

1 Map: Minisink Valley- World History Type: Consensus Grade Level: 6 School Year: Author: Nicole Ey District/Building: Minisink Valley CSD/Middle School Created: 11/06/2007 Last Updated: 11/06/2007 This map copied from: Minisink Valley- World History by Nicole Ey

2 What are the five fundamental themes that geographers use to study the Earth? What are physical and cultural regions? A. Geographical Themes * Location * Place * Human/Environment Interactions * Region * Movement B. Physical Regions A1. Identified features of geography. A2. Explained how geography influences people's way of life. A3. Read and understood maps, tables, graphs, charts, diagrams, and computer generated models. A4. Understood the functions and applications of maps and globes. A1. - A4. Individually completed worksheets. A1. A4 Created an original map using latitude and longitude coordinates which included specific geographic features. A2. B1. - B3. Wrote a paragraph about the region where each student lives. Described the major landforms, its climate, features of our culture. SS3-K1-1A SS3-K1-1B SS3-K1-1C SS3-K1-1D ELA3-6.W.1 ELA3-6.W.2 ELA3-6.W.4 ELA3-6.W.5 * landforms * climate Cultural Regions * language * religion A4 Used latitude and longitude to find map locations. B1. Explained the difference between culture and customs. B2. Analized the role that religion and values play in a culture. B3. Compared different cultural regions. B3. Completed a Venn diagram comparing and contrasting our cultural region with a cultural region from another country. Used this information to write a letter to someone in that country describing these similarities and differences. No formal assessment at this time * ethnic hertage Resources: Various teacher created WS McGraw Hill World p. G2 - p.21 What tools do historians use to study and record history? Who is the Iceman and why are his remains important to our understanding of prehistory? How did technology influence the Old Stone Age? A. Definition of history B. Tools 1. Oral History A.1. Defined history B. 1.Understood the sources that historians use, the way they interpret these sources, and their points of view, form the way the past is remembered. B.1. Interviewed an older person and shared that interview with the class. B.2,3. Used various artifacts from a classroom display and formed conclusions about each one. B Iceman reasearch and project SS2-K1-1B SS2-K1-1A SS2-K1-1C SS3-K1-1B SS3-K1-1D ELA1-6.R.2 ELA1-6.R.3 ELA1-6.R.13 ELA1-6.R.15 ELA1-6.R.18

3 What revolution occured during the New Stone Age? 2. Primary Sources 3. Secondary Sources 4. Archaeology C.1. Formulated conclusions of life in the Stone Age based on the discoveries made about the Iceman found in the Alps. C. Compared and Contrasted the old and New Stone Age. Iceman Jeopardy Chapter 2 Test Chapter 3 Test C. Iceman C.2. Explained the steps an archaeologist would take to investigate the discovery of a mummified body. D. Old Stone Age 1. Technology 2. Art 3. Religion C.3. Reconstructed the life of the Iceman as he might have lived 5,000 years ago based on the artifacts found at the site where he died. E. New Stone Age 1. Agriculture D.1. Compared and contrasted the Old and New Stone Age. 2. Surplus 3. Specialization 4. Trade Resources: Mcgraw-Hill World pp teacher created worksheets Videos: The Iceman Mystery of the Iceman What building blocks are necessary for a civilization to develop? A. Nile River * land of drought and flood * system of agriculture A.1 Understood the natural progression of the development of civilization. A.1. - D.1. Individually completed a computerized Egyptian scavanger hunt. A.1. - D.1. Individually completed worksheets. (10 in total) SS2-K1-1A SS2-K1-1B SS2-K1-1C SS3-K1-1A SS3-K1-1B SS3-K1-1D ELA1-6.R.2

4 How did the Egyptian belief in life after death influence their culture? Why is the development of writing an important element to the development of civilazation? What was the importance of Tutankhammun's tomb? * farming communities * travel B. Government Under the Pharaohs * Lower Egypt * Upper Egypt * Unification C. Life in the Old A.2 Explained how Egyptians interacted with the Nile to develop a rich agriculture and culture. B.1. Explained the significance of the unification of Egypt. B.2. Analized the important role of the pharaoh to the development of Egypt's government, economy and religion. Mummification Dissection Process Make paper mache mummie Project Sheet A.1 - D.1. Chapter 4 test. ELA1-6.R.3 ELA1-6.R.11 ELA1-6.R.14 ELA1-6.R.15 * Government * Religion C.1.D.1 Understood the importance of hieroglyphics. * Economy * Education * Architecture C2.D.2 Analyzed the Egyptian economy. * Technology D. Life in the New KIngdom C.3. Summarized the impact of the Age of Pyramids on Egyptian society. * Expansion and trade * Interaction D.3. Understood that trade and war broadened Egypt's culture. * Medicine * Math, Science, and Technology * Social Pyramid D.4. Recognized the impact of the social pyramid on Egyptian society. D.5. Identified the achievements of the Middle and New Kingdoms. Mcgraw-Hill textbook D.6. Understood the importance of the discovery of Tutankhamun's tomb. pp teacher created materials Videos: Ancient Egypt

5 Pyramid King Tut's tomb Continuation of November- Egypt What effects did the Tigris and Euphrates Rivers have on the development of Mesopotamian civilization? How did Sumerian values shape Mesopotamian culture? How do you know that Mesopotamia was a developed civilization? A. Fertile Crescent * drought and flooding * agriculture * flood control B. Sumer A.1. Evaluated the effects of the floods from the Tigris and Euphrates rivers. A.2. Explained how Mesopotamian farmers controlled the floods. B.1. Explained how cunieform developed and how it affected Mesopotamia. A1 Individually created detailed map of the Fertile Crescent. A1 -D1 Individually completed worksheets A1 - D1 Chapter 5 test SS2-K1-1A SS2-K1-1B SS2-K1-1C SS3-K1-1A SS3-K1-1B SS3-K1-1D ELA1-6.R.7 ELA1-6.R.13 ELA1-6.R.17 ELA1-6.R.15 ELA1-6.W.2 ELA1-6.W.4 ELA1-6.W.12 *cunieform *city-state B.2. Compared the Sumerian city-state government to the Egyptian rule of the pharaoh. *polytheism * Sargon *unification B.3. Analyzed how Mesopotamian cultural values shaped local life. C. Babylon *Hammurabi B.4. Understood the implications of unification to Sumer. * Code of Law * New Babylonia * Technology C.1. Explained Hammurabi's rise to power. D. Judaism *Abraham C.2. Discussed how the Code of Law protected the people of Babylon.

6 *Moses *monotheism *diaspora C.3. Analyzed ways that trade and human movement linked the cities of the Fertile Crescent. pp C.4. Explained the development of Judiasm and how monotheism affected Hebrew culture. Video - Ancient Mesopotamia C.5. Understood the idea of a diaspora and its implications throughout history. teacher created materials computer generated Webquest What effects did the rugged terrain and the sea have on life in ancient Greece? How did life in the city-states of Athens and Sparta show two distinct sides to Greek culture? What were the achievemants of Athens during itsa Golden age? How did the idea of democracy develop in ancient Greece? What did Alexander the Great do to spread legacies of Greek civilization? How does the breakup of Alexander's empire suggest a repeated theme in history? A. Geography B. Athens and Sparta C. Development of democracy D. Golden Age Rise Decline E. Alexander the Great F. Legacies of Greece A.1 Analyzed how the rough terrain challenged the people of Greeceand lead to the development of trade throughout the Mediterrean Sea. B.1 Compared and contrasted daily life in Athens and Sparta. C.1 Described how each of these forms of government differed: monarchy, oligarchy, and democracy. C.2 Explained the development of democray in ancient Greece. D.1 Understood that the way of life in ancient Athens nurtured the Golden Age. A.1 - F.1 Individually completed worksheets (14 in total) A.1 Created a detailed map of ancient Greece. B.1 Created a Venn diagram comparing the cultural aspects of Athens and Sparta. Students then used their diagram to write an essay persauding someone to move to either Athens or Sparta. Two teams compete in the Olympic Games Students wrote a letter to Alexander the Great, telling him how he is remembered and what they admire about him. Chapter 8 test SS2-K1-1A SS2-K1-1B SS3-K1-1D SS4-K1-1A SS4-K1-1D SS5-K1-1A ELA1-6.R.13 ELA1-6.R.14 ELA1-6.R.18 ELA1-6.S.2 ELA1-6.S.3 ELA1-6.S.4 D.2 Related the impact of the Peloponnesian Wars to the decline of Athens

7 Resources: McGraw-Hill World pp Teacher created materials D.3 Understood how Pericles contributed to the rise of democracy in Athens by extending rights to the poor. E.1 Understood why and how Alexander the Great spread Greek culture with his expanding empire. Videos: Ancient Greece Greece Schools in ancient F.1 Discussed how the legacies of ancient Greece have influenced today's education, government,philosophy, sports, drama, and architecture. Continuation of February- Greece In what ways did Rome's geography enable it to become the center of an empire? What was the Roman Republic and how did it evolve? Why were the Punic Wars important to the growth of the Roman empire? A. Geography B. Legend of Romulus and Remus C. Roman Republic * Growth * Plebeian rebellion A.1 Described the geography of the Italian peninsula. A.2 Explained why Rome was an ideal location to become the center of an empire. B.1 Researched the legend of the founding of Rome. A.1 Individually completed map of the Roman empire at its peak. B.1 Students wrote their own version of the Legend of Romulus and Remus adding facts of their own to various versions of the original legend. C.1 Completed a Venn diagram comparing the Roman republic to Greek democracy. SS2-K1-1A SS2-K1-1B SS2-K1-1C ELA1-6.R.3 ELA1-6.R.5 ELA1-6.R.7 ELA1-6.R.7 ELA1-6.R.12 ELA1-6.R.13 ELA1-6.R.15 ELA1-6.R.13 ELA1-6.R.16 ELA1-6.R.16 ELA1-6.R.18 * Organization * Change to a dictatorship C.1 Understood the meaning of Republic and its evolution in Rome. E.1 Completed a time line highlighting the key events in the life of Julius Caesar. A.1 - E.1 Individually completed worksheets D. Punic Wars C.2 Explained how the branches of Rome"s republic

8 E. Julius Caesar worked. Resources: D.1 Analized the causes and effects of the Punic Wars. Mcgraw-Hill World pp E.1 Explained that the conquest and managemant of Julius Caesar established the beginning of the Roman empire. teacher created worksheets Videos: Videostream Roman Myths and Legends E.2 Understood the important changes that Julius Caesra made to the government of Rome. Rise of the Roman Republic Who Killed Julius Caesar? Continuation of April What events led to the Pax Romana? Why was the Pax Romana important? How did Christianity develop and spread throughout the Roman empire? What contributed to the decline of the Roman empire? How did the Romans use ideas from other cultures to develop their own long lasting legacies? What Roman legacies sstill affect our life today? How did the collaspe of the Roman empire lead to the Dark Ages? A. Pax Romana B. Augustus Caesar D. Roman daily life E. Development of Christianity F. Decline of the Roman Empire * Abuses of government * Division of empire * Barbarian invasions * Fall of Rome G. Effects of the collaspe of Rome to Europe A.1 Understood why the Pax Romana was a 200 year period of peace, properity, and trade. B.1 Explained the role of Augustus Caesar in creating the Pax Romana. E.1 Explained the events that led to the growth of Christianity in the Roman world. F.1 -G1 Identified cause and effect relationships in the decline of the Roman empire. H.1 Explained the impact of ancient Roman legacies in the areas of government, language, and architecture. Worksheets A1 - H-1 Chapter 9 test

9 H. Roman legacies I.1. Understood how the geography of Europe affected life in the Middle Ages. I. Geography of Europe Resources: McGraw-Hill pp teacher created materials Review for final exam All material cover throughout the year Review games- jeopardy Final Exam Practice Worksheets Reading Comprehensions Key to Standards used in this Map SS2-K1-1A [5 occurrences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1A - know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations. [Intermediate] SS2-K1-1B [5 occurrences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1B - know some important historic events and developments of past civilizations. [Intermediate] SS2-K1-1C [4 occurrences] - SS Standard 2 - Key Idea 1 [World History i] - Performance Indicator 1C - interpret and analyze documents and artifacts related to significant developments and events in world history. [Intermediate] SS3-K1-1A [3 occurrences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1A - map information about people, places, and environments. [Intermediate] SS3-K1-1B [4 occurrences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1B - understand the characteristics, functions and applications of maps, globes, aerial and other photographs, satellite-produced images, and models. [Intermediate] SS3-K1-1C [1 occurrence] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1C - investigate why people and places are located where they are located and what patterns can be perceived in these locations. [Intermediate] SS3-K1-1D [5 occurrences] - SS Standard 3 - Key Idea 1 [Geography i] - Performance Indicator 1D - describe the relationships between people and environments and the connections between people and places. [Intermediate] SS4-K1-1A [1 occurrence] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1A - explain how societies and nations attempt to satisfy their basic needs and wants by utilizing scarce capital, natural, and human resources. [Intermediate] SS4-K1-1D [1 occurrence] - SS Standard 4 - Key Idea 1 [Economics i] - Performance Indicator 1D - understand how people in the United States and throughout the world are both producers and consumers of goods and services. [Intermediate] SS5-K1-1A [1 occurrence] - SS Standard 5 - Key Idea 1 [Civics, Citizenship, and Government i] - Performance Indicator 1A - explain the probable consequences of the absence of government and rules. [Intermediate] ELA1-6.R.2 [2 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.02 - use the table of contents and indexes to locate information [Grade 6] ELA1-6.R.3 [3 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.03 - read to collect and interpret data, facts, and ideas from multiple sources [Grade 6]

10 ELA1-6.R.5 [1 occurrence] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.05 - skim material to gain an overview of content or locate specific information [Grade 6] ELA1-6.R.7 [3 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.07 - recognize organizational formats to assist in comprehension of informational texts [Grade 6] ELA1-6.R.11 [1 occurrence] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.11 - compare and contrast information about one topic from multiple sources [Grade 6] ELA1-6.R.12 [1 occurrence] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.12 - recognize how new information is related to prior knowledge or experience [Grade 6] ELA1-6.R.13 [5 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.13 - identify main ideas and supporting details in informational texts to distinguish relevant and irrelevant information [Grade 6] ELA1-6.R.14 [2 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.14 - apply thinking skills, such as define, classify, and infer, to interpret data, facts, and ideas from informational texts, with assistance [Grade 6] ELA1-6.R.15 [4 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.15 - use knowledge of structure, content, and vocabulary to understand informational texts, with assistance [Grade 6] ELA1-6.R.16 [2 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.16 - condense, combine, or categorize new information from one or more sources, with assistance [Grade 6] ELA1-6.R.17 [1 occurrence] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.17 - draw conclusions and make inferences on the basis of explicit and implied information, with assistance [Grade 6] ELA1-6.R.18 [3 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.18 - make, confirm, or revise predictions, with assistance [Grade 6] ELA1-6.W.2 [1 occurrence] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.02 - take notes to record and organize relevant data, facts, and ideas [Grade 6] ELA1-6.W.4 [1 occurrence] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.04 - compare and contrast ideas and information from two or three sources [Grade 6] ELA1-6.W.12 [1 occurrence] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.12 - answer questions about informational material and write accurate and complete responses, with assistance [Grade 6] ELA3-6.W.1 [1 occurrence] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.01 - use strategies, such as note taking, semantic webbing or mapping, and outlining, to plan and organize writing [Grade 6] ELA3-6.W.2 [1 occurrence] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.02 - use supporting evidence from text to evaluate ideas, information, themes, or experiences [Grade 6] ELA3-6.W.4 [1 occurrence] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.04 - use information and ideas from other subject areas and personal experiences to form and express opinions and judgments [Grade 6] ELA3-6.W.5 [1 occurrence] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.05 - adopt an organizational format (e.g., compare/contrast) appropriate for critical analysis and evaluation [Grade 6] ELA1-6.S.2 [1 occurrence] - ELA Standard 1 - Speaking Strand - Performance Indicator 6.S.02 - make connections between sources of information [Grade 6] ELA1-6.S.3 [1 occurrence] - ELA Standard 1 - Speaking Strand - Performance Indicator 6.S.03 - present reports of five to seven minutes for teachers and peers on topics related to any school subject [Grade 6] ELA1-6.S.4 [1 occurrence] - ELA Standard 1 - Speaking Strand - Performance Indicator 6.S.04 - summarize main points as part of the conclusion [Grade 6]