Little Rock School District 6Th Grade Social Studies

Little Rock School District 6th Grade Social Studies

Quarter 1 (Weeks 1-2) Theme 1: Historical Tools/Mindsets Compelling/Essential Question(s): How do we learn about the past? Why is it important to unravel history? Supporting Question #1 Formative Performance Task(s) Featured Source(s) Key Standards/SLEs Resources/Materials Terms/Concepts How do historians unlock Thinking Historically Introductory Video Evidence the past? Primary Source Tools of the Historian: Secondary Source Discuss some of the tools historians use to gain information about the Interactive Whiteboard: Types Point of View past. Have students distinguish the difference between primary and of Evidence (Primary and Bias secondary sources and the types of information they provide. Secondary Sources) TE p.12 Reliability Determine what information can be gained from Primary and Plagiarize Secondary Sources. PowerPoint Primary and Secondary Sources

Discuss the types of sources historians use in their research (i.e. diaries, Investigating the Past letters, documents, artwork, artifacts and objects) Students will identify PowerPoint several primary and secondary sources from their own lives. (Think/Pair/Share) Which sources are most useful in telling the story of their life? Why do you think so?

Introduce oral history and timelines. Examine how historians use timelines and oral history to organize and draw conclusions about the TE pp. 18-21 past. EDSITEment Lesson: What is Construct a timeline based on events from your own lives and family History? Timelines and Oral histories. This will give students a visual representation of the History continuity of time. Discuss how history is made up of many people's OR stories of the past, and begin to explore how we know about events that Reading Like a Historian occurred prior to our own births. Lesson: Snapshot Autobiography It Happened in My Lifetime Whiteboard Activity TE p. 7 Contextualization: Oral Histories—Students will learn about contextualization through interviews of family members about a historical event. Each student Background for Teachers: will interview two family members about the same event, compare the Video two versions, and write or dictate their own version of the story, which What is Contextualization? becomes the "official" account. In this way, they will experience the Contextualization Poster power of both first-hand accounts and historical documentation. (i.e. 1 Revised 2015 Little Rock School District 6th Grade Social Studies

the day you were born; mother and aunt to describe their first day of school). How do the accounts of the same event differ? How could time, place, and circumstances affect each account?

Sourcing/Corroboration: Examine multiple primary and secondary source accounts of a lunchroom fight. Analyze a selected source to determine: 1. Who wrote this document? 2. What is the author’s perspective? Reading Like a Historian 3. When was it written? Lessons: 4. Where was it written? Lunchroom Fight (Sourcing) 5. Why was it written? Lunchroom Fight II 6. Is it reliable? Why? Why not? (Corroboration) 7. Was there collaboration between sources? Corroboration Poster Sourcing Poster

Corroboration: Use the “Reading Like a Historian: Make your Case” lesson to practice Reading like a Historian: the historical thinking skill of corroboration. Students will evaluate and Make Your Case Lesson corroborate different accounts of who vandalized a locker room and who started a fight in a lunchroom. Supporting Question #2 Formative Performance Task(s) Featured Source(s) Key Standards/SLEs Resources/Materials Terms/Concepts How do scientists unlock the Examine the connection between science and history. Create a graphic How Do We Learn About the Artifact past? organizer that compares and contrasts the roles, tools, and questions a Past? Fossil historian / archeologist / anthropologist would use/ask. Textbook: pp 8-9 Archaeology Smithsonian Education “Archeological Thinking”: Identify “artifacts” Anthropology from a contemporary setting. Describe the function of each artifact. Smithsonian Education Identify possible associations between artifacts to draw conclusions “Archeological Thinking” about their owner. Interactive Whiteboard: It Anthropological Thinking: Using your findings from the previous Happened in My Lifetime activity, what can you determine about the values and beliefs of these Interactive Image/Lucy (TE) people? Lesson 2 Uncovering the Past OR Archeologist (Video Clip 4:22 2 Little Rock School District 6th Grade Social Studies

Read an Artifact—Students are given an opportunity to look at a potential artifact and interpret what a future archeologist might think Primary Source Artifact about the past. Have students write about what the coin in the lesson Interactive (TE) might mean to archeologist if found in the future. They should include the sources of information the archeologist would use and identify Read an Artifact: Arizona them as primary or secondary sources. Geography Alliance Lesson Ask students to make a list of 10 things in their room at home that PowerPoint Primary and would be clues about themselves for a future archaeologist. Have them Secondary Sources write a paragraph describing what an archaeologist might infer about Grading Rubric the student. Supporting Question #3 Formative Performance Task(s) Featured Source(s) Key Standards/SLEs Resources/Materials Terms/Concepts How do we learn about GRAPES of Me Project: Create a presentation that demonstrates the Textbook pp. 32-37 Geography civilizations and people connection between individual students and geography, religion, Network Online Resource Religion through the study of politics, economics, and social structure. Publish student work in an Slide Show Tools of a Achievements geography, religion, politics, online forum where others can view and/or comment on student work Geographer Politics economics, and social (i.e. Class Weebly, Prezi). Use technology to produce and publish writing and to GRAPES Poster Economics structure? interact and collaborate with others. (WH.6-8.6) Five Themes of Geography Social Structure You Tube Rap Five Themes of Geography PowerPoint Performance/Summative Assessment Iceman Mystery: In 1991, hikers in the Alps found a body frozen in an icy crevasse. They assumed they’d stumbled onto a mountain climber who had died while hiking; they had no idea they had just discovered at 5000 year old relic! (Choose readings and documents from the lesson to complete either a police report or narrative on Otzi. Reading 1 Reading 2 Reading 3 Iceman Evidence Chart Images of Iceman Activity Theories About His Death

Using the skills and tools of Historians and Scientists, students will conduct an investigation into the life and death of Otzi. This includes: -Meeting with fellow investigators to examine evidence and make inferences about Otzi’s life, death, etc. -Examining multiple primary and secondary sources (Close Reading activity) to produce a police report of the events surrounding the death of Otzi. 3 Revised 2015 Little Rock School District 6th Grade Social Studies

Revisit the compelling/essential questions from this unit: How do we learn about the past? Why is it important to unravel history? After studying the Iceman, students should work in collaborative groups to create a historical narrative that details the life and death of Otzi and answers these questions. Follow up with students by discussing how learning about the past gives us insight into our modern world.

Additional Resources Otzi: Iceman http://topdocumentaryfilms.com/otzi-the-iceman-murder/ Documentary Otzi Investigation http://ngm.nationalgeographic.com/2007/07/iceman/hall-text National Geographic “Last Hours of the Iceman” http://www.geographypods.com/the-ice-man.html Otzi’s Icy Grave Otzi – Human Origins and Early Civilizations: Prehistoric to 1000 B.C. Reading CCSS.RH.6-8.9 Otzi Online TE p. 66 National Geographic Iceman Autopsy Video Online

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject matter under investigation. (WH.6-8.7) Analyze the relationship between primary and secondary sources on the same topic. (RH. 6-8.9) Cite specific textual evidence to support analysis of primary and secondary sources. (RH.6-8.1) Additional Tasks Q 1 “Seven Blind Mice” by Ed Young and “The Blindmen and The Elephant” by John Godfrey Saxe: These stories work well to demonstrate varying points of view towards any historical event. Writing Without Bias: Create a poster that provides students with tips to avoid bias and plagiarism in their writing. Photograph analysis of prehistoric man “Otzi” Excerpt “Otzi the Iceman May Have Been Buried”. Indians Before Europeans—Two Perspectives on the History of Arkansas Indians before Europeans Indians Before Europeans American Indian Perspectives Indians Before Europeans Academic Perspectives Reading Like a Historian: Evaluating Sources Use this activity to discuss the advantages and disadvantages of different sources. Follow up with students by discussing if primary or secondary sources are more likely to be biased. Common Core Standards Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject matter under investigation. (WH.6-8.7) Analyze the relationship between primary and secondary sources on the same topic. (RH. 6-8.9) Cite specific textual evidence to support analysis of primary and secondary sources. (RH.6-8.1) Taking Informed Action/Inquiry What Do You Think? Should Artifacts Be Returned to Their Countries of Origin? TE pp. 16-17 4 Little Rock School District 6th Grade Social Studies

Devise a plan or compromise that might solve the conflict over ownership of artifacts.

Quarter 1 (Weeks 3-4) Theme 2: Adaptations Compelling/Essential Question(s): How do geography, climate, and other natural factors affect human life? How have civilizations evolved? Understanding: Hunter Gathers adapted to their physical environment using resources, the natural world, and technological advancements. The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies. Archaeology provides historical and scientific explanations for how ancient people lived. Supporting Question #1 Formative Performance Task(s) Featured Source(s) Key SLEs Resources/Materials Terms/Concepts What differences exist between Explain what images created by people in pre-history tell us about Investigate the Past: Prehistoric nomad hunter-gatherer and agrarian the people that created them and how they help us understand Artifacts (Pre-Post Reading) technology societies? today what life was like many, many years ago. Investigating the Past Full Text Paleolithic G.10.6.2 Analyze the effects of Investigating the Past Notes Neolithic Students will be examining human cave art and pictures of tools environmental and cultural characteristics Investigating the Past: Prehistoric Ice Age on the distribution and movement of people, used by early people. RH.6-8.1, RH.6-8.7 goods, and ideas in various regions of the Art Recording Technology world using multiple sources of information Observations/Inferences Agrarian (e.g. push-pull factors) G.9.6.3 Analyze ways climate and Cave Art: Discovering Prehistoric environmental characteristics influenced Humans through Pictures where groups lived and how they adjusted to the environment in various civilizations (EDSITEment Lesson) up to 1500 C.E. Stone Age Toolkit H.13.6.1 Compare hunter-gatherer and http://www.pbs.org/wgbh/nova/clov agrarian societies (e.g., tools, shelter, diet, use of fire, cave paintings, artifacts, is/tool-nf.html clothing, rituals, daily life, gender roles) Early Civilization PowerPoint

Early Human PowerPoint Textbook (pp. 54-59) Paleolithic Era Textbook (pp. 62-67) Neolithic Era Use a variety of primary and secondary sources to compare and I-Think World History – Pre-Colonial contrast life in the Paleolithic Era with life in the Neolithic Era. Africa Edition p.31-32 “Life in the Record your findings. (e.g., tools, shelter, diet, use of fire, cave Stone Age” (Comparison Visual) Out with the Old In with the New paintings, artifacts, clothing, rituals, daily life, and gender roles). Networks Online Resources: Examine how environmental factors influenced where hunter- Ch. 3 Lesson 1 gatherer and agrarian societies lived and how they adjusted to the Paleolithic Tools environment in order to survive and meet their daily needs. Image: Cave Paintings RH.6-8.7 Ch. 3 Lesson 2 Neolithic Artifacts Chart 5 Revised 2015 Little Rock School District 6th Grade Social Studies

 How did geography and climate determine the lives of Image Neolithic Farming early humans? Communities  Were agrarian societies better able to meet their basic Map Early Farming needs? Stone Age Video  What evidence from your findings either support that they http://tinyurl.com/q8r2t8q were or were not?

TE p. 71 Thinking Like a Historian The River Valley Civilization Guide: Paleolithic-Neolithic Eras Early Humans for Kids---Fire

Some historians think that the agricultural revolution was the most important event in human history. Others claim that the ability to control fire was the most important. Which development do you think was more important? Support your argument with evidence. Share your claim with a partner. RH.6-8.1, WHST 6-8.9

You are the leader of a hunter-gatherer society. You have seen other bands settle in river valleys begin to farm. Write a speech using evidence from your research to convince your own band to settle and begin farming or continue a nomadic lifestyle. Present your claims and findings. WH.6-8, RH.6-8.1, RH.6-8.7

Supporting Question #2 Formative Performance Task(s) Featured Source(s) Key SLEs Resources/Materials Terms/Concepts How did farming lead to the Given a climate map of the world, students will reflect on most Maps (Physical and Climate domesticate development of human likely areas for early agricultural. Discuss the importance of Textbook (p. 62-67) Neolithic civilization? rainfall and temperature in growing crops. ID most likely places Ch. 3 Lesson 2 Revolution H.13.6.1 Compare hunter-gatherer and on the map for agriculture centers in 7000 BC. Use information Image Neolithic Farming Specialization agrarian societies (e.g., tools, shelter, diet, use of fire, cave paintings, artifacts, from maps to determine what areas of the world would be Communities systematic clothing, rituals, daily life, gender roles) beneficial for crop planting and which ones would not. Support Map Early Farming agriculture E.5.6.1 Analyze ways division of labor and answers with a list of reasons for the conclusions drawn. agrarian 6 Little Rock School District 6th Grade Social Studies specialization affected the development of RH.6-8.1, RH.6-8.7 hunter-gatherer civilizations G.10.6.2 Analyze the effects of pre-history environmental and cultural characteristics physical maps on the distribution and movement of people, Assess an area’s suitability for growth by determining where to Physical Map of Arkansas climate maps goods, and ideas in various regions of the world using multiple sources of information build a farming settlement. After identifying a settlement, develop Climate Map of Arkansas (e.g. push-pull factors) a plan that includes what crops will be grown, division of labor, specialization of jobs, and the risks and benefits associated with settlement. What criteria were used to determine where to build? RH.6-8.2, RH.6-8.7 Supporting Question #3 Formative Performance Task(s) Featured Source(s) Key Resources/Materials Terms/Concepts SLEs What changes did agrarian Draw conclusions about the significance of the farming revolution The Paleolithic Era to Agriculture settlement bring to human using a variety of primary and secondary sources. Using historical Revolution (Virginia Geographic civilizations? evidence in drawings and writings describe the quality of life of Alliance) hunter-gathers and agrarian societies. What do we know about Location/Migration G.10.6.2 Analyze the effects of their lifestyle (Economy/social organization/quality of living)? environmental and cultural characteristics Physical Geography on the distribution and movement of people, How reliable is the information we have? The development of goods, and ideas in various regions of the agricultural led to early cities and more structured societies. Cite Shelter world using multiple sources of information evidence from documents to support this statement. Choose Examples of Settlement (e.g. push-pull factors) H.13.6.1 Compare hunter-gatherer and Strategy One (Gallery Walk) or Strategy Two (Whole Class Technological Advancements agrarian societies (e.g., tools, shelter, diet, Activity) to compare hunter-gathers and agrarian societies using Social Advancements use of fire, cave paintings, artifacts, clothing, rituals, daily life, gender roles) the eight categories of the lesson. Food Acquisition H.13.6.4: Construct arguments about characteristics necessary for a civilization using multiple sources E.5.6.1 Analyze ways division of labor and specialization affected the development of civilizations Was Farming a Good Idea? Identify the point of view of the author in each of the readings. What evidence can you find in the reading to support their Was Farming an Improvement Over viewpoint? Have students create a presentation to capture their Foraging? (Use Text 13 form the position about the degree to which life in agrarian societies was better or worse that life of hunter-gatherer societies. Include Investigation) information on the quality of life for both. Provide evidence  Excerpt from West and the supporting both points of views and reasons for conclusions World: A History of drawn. Civilization by Kevin Reilly (choose other documents 7 Revised 2015 Little Rock School District 6th Grade Social Studies

from this investigation) Inquiry: Was the Development of Agriculture Good for Humans (Additional Readings)

Performance Assessment Pictorial Representation of Neolithic Revolution: Life Before the Neolithic Revolution/What is the Neolithic Revolution/Effect of the Neolithic Revolution.

How did the geography, climate and natural resources influence the lives of early man? What would you consider the most serious obstacles which early man had to overcome in order to survive. Use information you learned to describe how early man adapted to these obstacles. Additional Tasks Q1

Research images of the Lascaux Cave online through google images – Create Wall Art that depicts “A Day in the Life of a Middle School Student” after reviewing the Lascaux Cave (See TE p.59 and online)

Divide the class into two groups (hunter gatherers and agrarians) each group will list resources and daily activities needed to sustain their existence. Have students discuss one archeological tool from this time period. Conduct research on the tool and explain its impact on society. Compare it to a modern day example; make connections between the objects.

Short Essay Prompt: Historians argue that the development of farming is the single greatest event that influenced human life. In your opinion, is farming as essential to life in the modern world as it was to early humans? Address the role of location, specialization, technology, and the overall benefit to society in both the ancient and modern world. Cite evidence that supports your argument. How do geography, climate, and other natural factors affect human life?

Inquiry

Was the Development of Agriculture Good for Humans?

8 Little Rock School District 6th Grade Social Studies

RH.6-8.1, RH.6-8.7, WH.6-8.1, SL.6-8.1

Big History Investigation-Was Farming an Improvement over Foraging

Tools from Hunter-Gathers Society

Tools from Agriculture Society

Hunter-Gathers Shelters

Map and Illustration of Life in Catal Huyuk

Food Consumed During the Paleolithic Era

Mark Nathan Cohen, excerpt from Health and the Rise of Civilization

Richard Lee, excerpt from “What Hunters Do for a Living”

Kevin Reilly, excerpt from the West and the World: A History of Civilization

Paleo vs. Modern Diets – Key Differences – http://lowcarbdiets.about.com/od/paleodietcavemandiet/a/paleodietmodern.htm

Hunter Gathers Societies Neolithic Era Were nomadic, migrating in search of food, water and shelter Developed agriculture Invented the first tools, including simple weapons Domesticate animals Learned how to make and use fire Used advanced tools Developed oral language Made pottery Lived in clans Developed weaving skills Created “cave art”

Early Civilizations PowerPoint

Early Human PowerPoint

9 Revised 2015 Little Rock School District 6th Grade Social Studies

Taking Informed Action/Inquiry Find an example of a modern development (like agriculture that has resulted in a variety of consequences for humans. Determine intended and unintended consequences of the innovation identified. Publish a public service announcement about the intended and unintended consequences of the innovation. Common Core Standards RH.6-8.1 Cite specific evidence to support analysis of primary and secondary sources. RH.6-8.7 Integrate visual information with other information in print and digit texts. WH.6-8.1Write arguments focused on discipline-specific content. WHST 6-8.9 Draw evidence from informational text to support analysis reflection, and research. SL.6-8.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively SL.6-8.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes.

Quarter 1 (Weeks 5-9) Theme 3: Advancement/Evolution of Civilizations Compelling/Essential Question(s): Why were river valley civilizations able to thrive? When modern humans emerged, their intellectual abilities allowed for the gradual adoption of farming which allowed permanent settlements to become possible. In Mesopotamia, Egypt, China, and India, permanent settlements gave rise to the first civilizations among the fertile soils provided by the major rivers of these areas. These first civilizations were different from other settlements and from each other in their use of irrigation, cities, writing, religion, government institutions, and labor forces. China and India went on to create such advanced cultural innovations, historians refer to their later development as “classical civilizations.” Supporting Question #1 Formative Performance Task(s) Featured Source(s) Key SLEs Resources/Materials Terms/Concepts What characteristics do Create an argument for which one of five characteristics of Textbook pp. 68-69 civilizations share? civilizations you think is most important? GRAPES Poster Early Civilization Bell Ringer

Chart of Resources for Each Ancient River Valley Civilization River Valley Background Gather information on four ancient river valley civilizations and recording your findings. Use GRAPES to organize your research. Ancient River Valley Timeline Mesopotamia, Egypt, Indus (India), China (This is a weeklong project that is done to collect information on four early river valley civilizations)

Problem Solving: You are the leader of a farming settlement that is rapidly expanding. You are happy that population is growing quickly, however, with more people come more problems for your settlement.

Consider the risks and benefits of settled life. Identify five potential problems your settlement will face. Determine how the creation of an organized government, communication tools, technology, trade, 11 Revised 2015 Little Rock School District 6th Grade Social Studies

or laws could solve these problems. RH.6-8.2, RH.6-8.8

Supporting Question #2 Formative Performance Task(s) Featured Source(s) Key SLEs Resources/Materials Terms/Concepts How did geography shape the Examine maps of early river valley civilizations to determine why A collection of maps of early silt development and growth of early early people settled in these areas. Map Lab: Examine the key river valley civilizations. irrigation river valley civilizations? components of physical and political maps. Construct and examine Evaluating the Location of hieroglyphics G.8.6.1 Analyze locations of various societies maps of river valley civilizations (Tigris and Euphrates, Nile, Early River Valley pyramids and their cultural and environmental characteristics to 1500 C.E. using a variety of Indus, Ganges, Yangtze, Huang He). Civilizations papyrus geographic representations RH.6-8.2, RH.6-8.7, RH.6-8.9 Climate for Kids subcontinent G.8.6.3: Synthesize information from a variety Create a map demonstrating how physical features, climate, and resources Ancient Civilizations for Kids monsoon of sources to construct maps and other geographic representations to ask and answer determine where people settled. The River Valley Civilization delta compelling questions. Guide cataract G.9.6.1 Analyze effects of human-generated Use structured conversation strategies (academic conversation, 4 changes in the physical environment in various floods places and regions over time up to 1500 C.E. corners, etc.) to argue which location was most ideal for settlement. Ancient River Valley Maps shadow G.10.6.1 Analyze relationships between human Consider how this location supports movement of people, trade, Ancient River Valley Map settlements and movements and the location and utilization of natural resources. and use of natural resources up to 1500 C.E. using models of economic decision SL.6-8.1, SL.6-8.2, SL.6-8.3, SL.6-8.4 making (e.g., nomadic vs. agrarian, invasions, trade) G.11.6.1 Compare ways spatial patterns of Draw conclusions about the ways in which the physical economic activities in a place change over time environmental contributed to the success of these river valley because of interactions with nearby and distant civilizations. RH.6-8.1, RH.6-8.7 places I Think: World History: G.9.6.3 Analyze ways climate and Ancient Egypt environmental characteristics influenced Nile River DBQ Inquiry: Why There? Why Then? where groups lived and how they adjusted to Present an argument to support your position to the question Was the environment in various civilizations up to Starting from Scratch 1500 C.E. the Nile River the Source of Egypt’s Success? RH.6-8.1, RH.6- Hymn of the Nile, c. 2100 8.2, RH.6-8.4, RH.6-8.5, RH.6-8.6, RH.6-8.7, RH.6-8.8, RH.6-8.9, BCE pp 8-11 WH.6-8.1, SL.6-8.1, SL.6-8.4

Mini DBQ Documents—Was the Nile River a Source of Egypt’s Success? Supporting Question #3 Formative Performance Task(s) Featured Source(s) Key SLEs Resources/Materials Terms/Concepts How did religions and Review religion for each early civilization from GRAPES charts. World Religions for Kids Polytheism philosophies affect daily life, Predict and infer the influence of religion on each river valley -I Think World History Ziggurat government and culture in early societies by completing a “T” Chart of evidence and inference. Ancient Asia p. 21, 23-25 Caste river valley civilizations? Completed GRAPES Chart Aristocrat C.2.6.3 Analyze rights, responsibilities, and (Earlier Lesson) Sanskrit privileges of individuals in various societies to Evidence of Influence Inference 12 Little Rock School District 6th Grade Social Studies

1500 C.E. Mesopotamia Vedas H.13.6.5 Compare characteristics, contributions, and achievements of early river Hinduism valley civilizations Brahman H.13.6.10 Examine key concepts and India Reincarnation influences of major belief systems on societies Karma Dharma China Buddhism Nirvana Confucianism Deity Egypt

Supporting Question #4 Formative Performance Task(s) Featured Source(s) Key SLEs Resources/Materials Terms/Concepts How did government and law Construct a visual that compares the different types of government Chart of Resources for Each Empire impact ancient river valley that existed among river valley civilizations (city state, empire, Ancient River Valley City-state civilizations? monarchy). Include how power, rules, rights, and responsibilities Civilization Mandate of Heaven C.1.6.3 Compare structure of government and affected citizens of each river valley civilization. Hereditary functions of civilizations in different times and places (e.g., patriarchal, tribe, city-state, Dynasty nation) Introduce Hammurabi’s Code using Mini Q Hook Exercise: Was It Mini DBQ: Hammurabi’s Bureaucracy C.1.6.4 Compare power, rules, and Just? & Background Essay (from Hammurabi’s Code DBQ) Code: Was It Just” Pharaoh responsibilities of civil societies in different times and places Hook Exercise-What is Justice? C.2.6.3 Analyze rights, responsibilities, and Background Essay privileges of individuals in various societies to 1500 C.E. Three Corners Activity: Students will examine documents C, D, Family Law (C) H.13.6.5 Compare characteristics, and E of the Hammurabi’s Code Mini-Q. At each corner, students Property Law (D) contributions, and achievements of early river should collect evidence that could be used to argue that the code Personal Injury Law (E) valley civilizations H.13.6.6 Identify social and cultural effects of was fair or that the code was unfair. I Think: World History militarization and the emergence of new Ancient Mesopotamia: Stella kingdoms on early civilizations (e.g., chariot pp 41-48 transport, warfare, invaders) Bell Ringer Hammurabi’s Code Supporting Question #5 Formative Performance Task(s) Featured Source(s) Key SLEs Resources/Materials Terms/Concepts What are the most enduring Research the achievements of river valley civilizations to Best Answer Graphic achievement legacies of ancient river determine the characteristics of an achievement. Students will set Organizer legacy civilizations? What contributions to criteria by which they will evaluate the achievements of river DBQ-Achievements of pictograph art, architecture and technology did valley civilizations. Justify which of the major achievements of Ancient Civilizations ideograph 13 Revised 2015 Little Rock School District 6th Grade Social Studies the early civilizations make? How ancient river valleys represent the most enduring legacies. Choose DBQ-Contributions of River unification are achievements examples of a the five greatest achievements from the early river valley Valley Civilizations embalming thriving civilization? civilizations based on the criteria developed. “Pitch It” Activity: I Think: cuneiform Ancient Asia p. 79-83. scribe H.13.6.5 Compare characteristics, Extension: contributions, and achievements of early river valley civilizations Using the same criteria, identify an example of a modern American achievement. Use evidence to justify how this achievement best E.5.6.1 Analyze ways division of labor and meets the criteria. specialization affected the development of civilizations

E.7.6.1 Identify barriers to trade and ways those barriers influence trade among Textbook pp.297-298 civilizations How did the Silk Road promote an exchange of ideas and Silk Road Mini DBQ Doc A, goods? How did it help to overcome barriers? Doc D H.13.6.7 Compare reasons for the rise and Analyze and cite evidence from multiple sources to determine: decline of major empires and civilizations using a variety of sources-China ---Barriers to trade merchants of the Silk Road would have faced. E.6.6.1 Analyze the development of currency as a medium of exchange --How geography influenced trade along the Silk Road. --How trade (the exchange of goods and ideas) benefited E.6.6.2 Examine roles of early financial institutions on economies in various regions China and the surrounding world. worldwide --How the use of currency would have affected the traders of the Silk Road.

Assuming the perspective of a Chinese merchant on the Silk Road, create a narrative journal entry that addresses if the benefits of trade are worth the trouble. Students should incorporate evidence from their previous analysis to support their writing. Performance/Summative Assessment Choose one of the following:

Select one of the Ancient River Valley Civilizations.

Write an article for National Geographic magazine describing the selected civilization as well as how the unique geographic features influenced the development of the civilization.

Be sure to include well-chosen facts, definitions, concrete details, quotations and other examples about how geography shaped the development of civilization. Include information about agriculture, technology, economic systems, government, social structures, and religion. WHST.6.8.2, WHST.6-8.9,

GRAPES Influence Matrix: Create an influence matrix that identifies how each of the GRAPES influenced characteristics of thriving civilizations (the exchange of ideas, conflict, and law and order). Use student responses to facilitate a discussion of why river valley civilizations were able to thrive.

The year is 2500 BCE. You have decided to branch off from your current community to create your own civilization. Using your knowledge of other ancient civilizations, what characteristics would you make important to creating a thriving civilization? Explain what these characteristics look like in your civilization. Which geographic features is part of where your civilization developed? Explain how these features contributed to success of your civilization. Ultimately, you will leave the following artifacts for future generations to study and understand your civilization. o A map of your settlement showing geographic features that influenced where your civilization developed o A written description of least four characteristics of your civilization and explain why each characteristic is important to the success of your civilization o A visual example of one characteristic from your civilization

Civilization Creation

Additional Tasks Q1 Q2 I Think: World History Ancient Egypt---Mapping History: The History pp 15-16 Q3 Examine the image of the Hindu deity Brahman and explain how the image represents the Hindu belief in one universal spirit. Discuss the connection between the concept of Brahman and the daily life of Hindus. Research/create a 4-5 tier foldable pyramid listing most significant Egyptian achievements. Items will be written on outer flap. Description and evaluation of the achievement ranking will be written beneath. (Illustration of this in Theme folder)

Q4 Write a brief report that compares and contrasts the characteristics of the four Chinese Dynasties you have read about. Q5 Epic of Gilgamesh

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Ancient Civ. For Kids – Ancient India Ancient China for Kids Students work in groups of six to create a newscast over life in Egypt with news segments dealing with each part of G.R.A.P.E.S. Each segment must have 3-5 historical facts, reference a person of note, and create a visual to accompany each segment. The original script should be 2-3 paragraphs per segment. Common Core Standards RH.6-8.1 Cite specific evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary and secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.4 Determine the meaning of words and phrases as they are used in text, including vocabulary specific to domains to history/social studies. RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose. RH.6-8.7 Integrate visual information with other information in print and digit texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgement in a text. WH.6-8.1Write arguments focused on discipline-specific content. WH 6-8.9 Draw evidence from informational text to support analysis reflection, and research. SL.6-8.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively SL.6-8. Taking Informed Action/Inquiry Taking Informed Action: Students research the state of antiquities in Iraq and the Middle East as a result of the past decade of war in the area. Write a letter to the UN, or another international organization, asking that protecting ancient artifacts be considered on a global level. Three Rivers Gorge, Yangtze river 'cancerous' with pollution. http://www.chinadaily.com.cn/china/2006-05/30/content_604228.htm Students create a positive/ negative chart regarding the building of the Three Rivers Dam. Students decide if the building of the dam has had more of a positive or negative impact on China. Write a letter to National Geographic asking them to cover the dam in an upcoming issue to address the positive or negative impact of the dam on the people of China.