Unit/Topic Date Range Teacher Grade Unit2: (approx. 7 weeks) Factors of Civilization and 6 River and Mediterranean Civilizations Learning Goals Describe the factors associated with the development of early civilizations Describe the emergence of early river (Nile, Tigris-Euphrates, Indus, Huang Rivers), Egyptian, and Mediterranean civilizations Essential Questions: How are the lifestyles of hunter-gatherers with those of settlers of early agricultural communities? How did the development of agriculture influence civilization? What are the characteristics of civilization? ************************* What are the characteristics of civilization? What are the Similarities and differences of the economic, political, social, and religious institutions of ancient river civilizations? What are important achievements of Egyptian civilization? What are some of the contributions of key figures from ancient Egypt? What are some the important achievements of Mesopotamian civilization? Unit Objectives: Students will be able to evaluate the emergence of the early civilizations by a. comparing the lifestyles of hunter-gatherers to settlers of the early agricultural communities. b. examining the effect of agriculture and metallurgy on the development of civilization. c. dissecting the characteristics of civilization. as measured by their ability to demonstrate this knowledge through formative and summative assessments. ******************** d. formulating an understanding of the economic, political, social, and religious makeup of these early civilization. e. evaluating the achievements of the Egyptian and Mesopotamia civilizations, to include the contributions of key figures. f. distinguishing the key figures and basic beliefs of the Israelites and determining how these beliefs compared with those of others in the geographic area Standards/Benchmarks: SS.6.W.2.1 SS.6.W.2.2 SS.6.W.2.3 SS.6.W.2.3 SS.6.W.2.4 SS.6.W.2.5 SS.6.W.2.6 SS.6.W.2.7
g. measuring the early river civilizations to those found in Meso and South America. as measured by their ability to demonstrate this knowledge through formative and summative assessments. Key Vocabulary: Hunter-Gathers - Early humans that lived by hunting small animals and gathering plants. Agricultural - Planting, growing, and harvesting for consumption. Metallurgy - Science that deals with extracting metal from ore and using it to create useful objects. Civilization - Complex society that has cities, a wellorganized government, and workers with specialized job skills. Technology - the methods and tools that a society has developed in order to facilitate the solution of its practical problems. ***************************** Mesopotamian - an ancient region in W Asia between the Tigris and Euphrates rivers: now part of Iraq. Urbanization - the act or fact of urbanizing, or taking on the characteristics of a city. Hieroglyphic Writing - a system that employs characters in the form of pictures. These individual signs, called hieroglyphs, may be read either as pictures, as symbols for pictures, or as symbols for sounds. Cuneiform - relating to, or denoting the wedge-shaped characters employed in the writing of several ancient languages of Mesopotamia and Persia. Polytheism the belief in more than one god Monotheism the belief in one god Essential Content & Understanding: W.2.3 (Examples are urbanization, specialized labor, advanced technology, government and religious institutions, social classes.) W.2.4 (Examples are Nile, Tigris- Euphrates, Indus, Huang He) W.2.5 (Examples are agriculture, calendar, pyramids, art and and record-keeping, literature such as The Book of the Dead, mummification.) W.2.6 (Examples are Narmer, Imhotep, Hatshepsut, Ramses the Great, Akhenaten, Tutankhamun.) W.2.7 (Examples are cuneiform writing, epic literature such as Gilgamesh, art and architecture, technology such as the wheel, sail, and plow.) W.2.8 (Examples are Abraham, Hammurabi, architecture, hieroglyphic writing Stage 2 Assessment Evidence Performance Tasks/ Student Products: Thinking Maps, Worksheets, Quizzes, Tests, Projects, DBQ (Hammurabi s Code: Was it Just?) Stage 3 Learning Plan Instructional Strategies & Extra Resources: Group Work, Discussions, Cornell Notes,
Daily Lessons: Early people Hunter Gatherers Early Agriculture Cities and Civilizations ***************** The Civilization of Sumer The First Empires The Assyrian and Persian Empires The Phoenicians Egypt Under the Pharaohs Art, Architecture, and Learning in Egypt Egypt and Nubia The Origins of Judaism The Teachings of Judaism The Jewish People Higher Order Thinking Questions & Writing Tasks: How did the development of agriculture influence civilization? Essay Questions, Open ended questions, Stage 4 Remediation or Enrichment
MTSS RTI Interventions for Remediation: Test Retakes or Corrections Data Chats Alternate or extra remediation assignments with different expectations for struggling students Additional or re-teaching on standards that are not met for struggling students with extension and enrichment for students who have met the standards. Phone calls home with emails to grade level administrator and counselor for students with attendance issues. Use of pre-test and post-test with mini assessments throughout unit to assess understanding of individual standards. Problem-based instruction in class with small group activities throughout unit. Lessons developed on Florida standards. After-school tutoring and remediation for more individualized instruction as needed. Use of LBA Baseline and Midyear tests with EOC at the end to check student data. Ensure at least 80% of students are meeting standards in each unit. a method to ensure that students receive early intervention and assistance before falling too far behind their peers. Enhancing RTI: How to Ensure Success with Effective Classroom Instruction & Intervention, Douglas Fisher/Nancy Frey. Enrichment Activities: Check Vertical Progression on blueprints for where these topics will be seen again to push curriculum. Find real-world contextual problems to engage the students in higher level problems. Teacher will follow all accommodations on IEP and 504 plans.
Unit/Topic Date Range Teacher Grade Unit 2: River and Mediterranean Civilizations Locuson, Howell 6 Learning Goal: Describe the emergence of early river (Nile, Tigris-Euphrates, Indus, Huang Rivers), Egyptian, and Mediterranean civilizations Essential Questions: What are the characteristics of civilization? What are the Similarities and differences of the economic, political, social, and religious institutions of ancient river civilizations? What are important achievements of Egyptian civilization? What are some of the contributions of key figures from ancient Egypt? What are some the important achievements of Mesopotamian civilization? Unit Objectives: Students will be able to evaluate the emergence of the early civilizations by a. formulating an understanding of the economic, political, social, and religious makeup of these early civilization. b. evaluating the achievements of the Egyptian and Mesopotamia civilizations, to include the contributions of key figures. c. distinguishing the key figures and basic beliefs of the Israelites and determining how these beliefs compared with those of others in the geographic area d. measuring the early river civilizations to those found in Meso and South America. as measured by their ability to demonstrate this knowledge through formative and summative assessments. Key Vocabulary: Mesopotamian - an ancient region in W Asia between the Tigris and Euphrates rivers: now part of Iraq. Urbanization - the act or fact of urbanizing, or taking on the characteristics of a city. Hieroglyphic Writing - a system that employs characters in the form of pictures. These individual signs, called hieroglyphs, may be read either as pictures, as symbols for pictures, or as symbols for sounds. Standards/Benchmarks: SS.6.W.2.3 SS.6.W.2.4 SS.6.W.2.5 SS.6.W.2.6 SS.6.W.2.7 Essential Content & Understanding: W.2.3 (Examples are urbanization, specialized labor, advanced technology, government and religious institutions, social classes.) W.2.4 (Examples are Nile, Tigris- Euphrates, Indus, Huang He) W.2.5 (Examples are agriculture, calendar, pyramids, art and
Cuneiform - relating to, or denoting the wedge-shaped characters employed in the writing of several ancient languages of Mesopotamia and Persia. Polytheism the belief in more than one god Monotheism the belief in one god architecture, hieroglyphic writing and record-keeping, literature such as The Book of the Dead, mummification.) W.2.6 (Examples are Narmer, Imhotep, Hatshepsut, Ramses the Great, Akhenaten, Tutankhamun.) W.2.7 (Examples are cuneiform writing, epic literature such as Gilgamesh, art and architecture, technology such as the wheel, sail, and plow.) W.2.8 (Examples are Abraham, Hammurabi, Stage 2 Assessment Evidence Performance Tasks/ Student Products: Thinking Maps, Worksheets, Quizzes, Tests, Projects, DBQ (Hammurabi s Code: Was it Just?) Stage 3 Learning Plan Instructional Strategies & Extra Resources: Group Work, Discussions, Cornell Notes, Daily Lessons: The Civilization of Sumer The First Empires The Assyrian and Persian Empires The Phoenicians Egypt Under the Pharaohs Art, Architecture, and Learning in Egypt Egypt and Nubia The Origins of Judaism The Teachings of Judaism The Jewish People Higher Order Thinking Questions & Writing Tasks: How did the development of agriculture influence civilization? Essay Questions, Open ended questions, Stage 4 Remediation or Enrichment
MTSS RTI Interventions for Remediation: Test Retakes or Corrections Data Chats Alternate or extra remediation assignments with different expectations for struggling students Additional or re-teaching on standards that are not met for struggling students with extension and enrichment for students who have met the standards. Phone calls home with emails to grade level administrator and counselor for students with attendance issues. Use of pre-test and post-test with mini assessments throughout unit to assess understanding of individual standards. Problem-based instruction in class with small group activities throughout unit. Lessons developed on Florida standards. After-school tutoring and remediation for more individualized instruction as needed. Use of LBA Baseline and Midyear tests with EOC at the end to check student data. Ensure at least 80% of students are meeting standards in each unit. a method to ensure that students receive early intervention and assistance before falling too far behind their peers. Enhancing RTI: How to Ensure Success with Effective Classroom Instruction & Intervention, Douglas Fisher/Nancy Frey. Enrichment Activities: Check Vertical Progression on blueprints for where these topics will be seen again to push curriculum. Find real-world contextual problems to engage the students in higher level problems. Teacher will follow all accommodations on IEP and 504 plans.