Durham Public Schools 2012-2013 s6

DURHAM PUBLIC SCHOOLS 2012-2013 UNIT 3 PLAN FOR 6TH GRADE CONTENT AREA Instructional Time:30 days/6 weeks (approximately) Quarter MACROBUTTON HTMLDirect One x Two Course/Grade Level: Social Studies – 6th grade MACROBUTTON HTMLDirect Three MACROBUTTON HTMLDirect Four Unit Theme: Religious Transitions Revised Bloom’s Taxonomy: remembering, understanding, applying, analyzing Unit Summary: Students will explore the development of people’s religious beliefs beginning with polytheism and the gradual move to monotheism. Their study will begin with the stone ages and continue through ancient world civilizations such as the Greek, Egyptian, Norse, Mayan, Aztec, Incan, West African. Students will finally examine the origins and beliefs of the following major religions: Judaism, Christianity, Islam, Hinduism, and Buddhism.

North Carolina Informational Technology Essential Standards: 6.TT.1 Select appropriate technology tools to gather data and information 6.SE.1 Apply ethical behavior when using resources

NC Essential Standards 6.H.1 Use historical thinking to understand the emergence, expansion and decline of civilizations, societies and regions over time -6.H.1.1 Construct charts, graphs, and historical narratives to explain particular events or issues over time -6.H.1.2 Summarize the literal meaning of historical documents in order to establish context -6.H.1.3 Use primary and secondary sources to interpret various historical perspectives 6.H.2 Understand the political economic and/or social significance of historical events, issues, individuals and cultural groups -6.H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies, and regions -6.H.2.3 Explain how innovation and /or technology transformed civilizations, societies and regions over time -6.H.2.4 Explain the role that key historical figures and cultural groups had in transforming society 6.G.1 Understand geographic factors that influenced the emergence, expansion and decline of civilizations, societies and regions over Time -6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and Regions 6.G.2 Apply the tools of a geographer to understand the emergence, expansion and decline of civilizations, societies and regions -6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion And decline of civilizations, societies and regions 6.C&G.1 Understand the development of government in various civilizations, societies and regions -6.C&G.1.1 Explain the origins and structures of various governmental systems -6.C&G.1.2 Summarize the ideas that shaped political thought in various civilizations, societies and regions -6.C&G.1.3 Compare the requirements for and responsibilities of citizenship under various governments -6.C&G.1.4 Compare the role and evolution of laws and legal systems in various civilizations, societies and regions 6.C.1 Explain how the behaviors and practices of individuals and groups influenced societies, civilizations and regions -6.C.1.1 Analyze how cultural expressions reflected the values of civilizations, societies and regions -6.C.1.2 Explain how religion transformed various societies, civilizations and regions -6.C.1.3 Summarize systems of social structure within various civilizations and societies over time

Essential Question(s): Why was religion important in the development of cultures? What are the origins/beliefs of some of the major religions?

Enduring Understanding(s): resource - NCDPI UNPACKING DOCUMENT

Studying the development of religion can help us understand how/why people in different cultures believe/d as they do/did Studying the origins/beliefs of some of the major religions allows us to better understand people with different belief systems Studying the origins/beliefs of some of the major religions allows us to better understand how religious beliefs influence the development of civilizations in the ancient world (includes government, art, literature, etc) I Can Statement(s):

I can explain the difference between polytheism and monotheism I can identify the gods/goddesses of ______civilization I can compare/contrast the gods/goddesses of one civilization to that of another civilization I can explain how religion impacted peoples’ daily lives in the ancient world I can explain how religion impacted how people looked upon their leaders/government. I can explain how Judaism originated as well as what some of the major beliefs are. I can explain how Christianity originated as well as what some of the major beliefs are. I can explain how Islam originated as well as what some of the major beliefs are. I can explain how Hinduism originated as well as what some of the major beliefs are. I can explain how Buddhism originated as well as what some of the major beliefs are. I can identify some of the symbols of the major religions. I can use my knowledge of the major religions to better understand/communicate with people with different belief systems.

Vocabulary: General polytheism monotheism Mummy/mummification deity gods/goddess Temple Ziggurat Pyramid Priest Afterlife Prophet missionary

Judaism Christianity Islam Hinduism Buddhism

Canaan Messiah Arabian Peninsula Aryan society Siddhartha Covenant Jesus Arab Varnas Gautama Commandments Bible Muhammad Vedas Himalayas Abraham Christian Mecca Ramayana Enlightenment Moses Crucifixion Muslim Bhagavad Gita Meditation David Resurrection Qur’an (Koran) Mahabarata Buddha Solomon Disciples Medina Brahmins Four Noble Truths Diaspora Bethlehem Mosque Kshatriyas Nirvana The Exodus Parable Allah Vaisyas The Eightfold Path Israel Salvation Hadith Sudras Theravada Judah Apostle Sunnah Caste system Mahayana Yaweh/Jehovah Gospel Jihad Brahmanism Asoka Jew Paul Five Pillars of Islam Hindu Torah Trinity Mosque gods/goddesses Star of David Saint Shariah such as: Rabbi Church Hajj Brahma Hannukkah Caliph Brahman Passover Baghdad Vishnu Yom Kippur Cordoba Siva Rosh Hashanah Istanbul Ganesh Temple Safavid Empire Puja (prayer) Masada Sunni Ganges River Dead Sea Scrolls Shia reincarnation Mughal Empire Karma Persia Dharma Minaret Jainism Ramadan Mahariva Eid-ul-fitr Holi (festival of colors) Diwali (festival of Lights)

Reading and Writing for Literacy and Interdisciplinary Connections RH.6.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from Prior knowledge RH.6.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social Studies RH.6.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts RH.6.9 Analyze the relationship between a primary and secondary source on the same topic WHIST 6.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical Processes WHIST 6.9 Draw evidence from informational texts to support analysis reflection, and research

Evidence of Learning (Formative Assessments): Summative Assessment(s): Warm Up Journal (daily or weekly) Teacher made test Teacher observation during classroom activities Projects Exit slips Unit Implementation: Homework RESOURCES for this unit: Daily checks for understanding Week 1 and 2: The Beginning of Religious Beliefs: (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.C&G 1.1, 6.C&G 1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3)

Students will start their study with the development of religious beliefs during prehistoric times and then continue looking at the development of polytheism in one or more of the ancient civilizations. Teachers will choose a civilization to focus in on such as the: Norse, Egyptian, Greek, Roman, Mayan, Aztec, Inca, Ancient West Africa and use that particular civilization as a case study. Students can then compare/contrast that civilization’s religious beliefs with that of another civilization (s). An activity students may do is to examine the myths of a one or more civilization and then write their own myth which would include the creation of their own gods/goddesses

Resources for this week: PH Ancient World Chapter 3 Section 3 pgs 73-78 lwww.wingedsandals.com http://www.historyforkids.org/learn/religion/ http://mayas.mrdonn.org/religion.html http://library.thinkquest.org/27981/

Week 3 and 4 : Judaism and Christianity: (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.2.1, 6.C&G 1.1, 6.C&G 1.2, 6.C&G.1.3, 6.C&G 1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3) For weeks 3, 4, and 5 students will study the impact of the major monotheistic religions: Judaism, Christianity, and Islam. First, Students will look at the origins/beliefs of Judaism which will include a brief history of Ancient Israel. From this, students will then learn how, when, and where Christianity emerged, what the beliefs are and how the spread of Christianity impacted the ancient world. An activity students can do is a point of view writing of a well known person from Judaism and/or Christianity.

Resources for this week: Holt Eastern World Chapter 6 PH Ancient World Chapter 2 Section 4 pgs 48-50; Section 5 pgs 51-55; Chapter 7 pgs 208-212 http://www.woodlands-junior.kent.sch.uk/Homework/Religion.html http://www.earlychristianhistory.net/church.html http://religions.mrdonn.org/judaism.html http://religions.mrdonn.org/christianity.html

Week 5: Islam: (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.2.1, 6.C&G 1.1, 6.C&G 1.2, 6.C&G.1.3, 6.C&G 1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3)

Students will take a look at how, when, and where Islam started. Students will also study what the beliefs of Islam are and how the spread of Islam impacted the ancient world. An activity that can be done at this point is a Venn diagram to compare/contrast the 3 major monotheistic religions: Islam, Judaism and Christianity. Another activity students may do is Compare/contrast the Ten Commandments with the 5 Pillars of Islam.

Resources for this week: Holt Eastern World chapter 7 PH Medieval Times Chapter 1 Sections 1,2,3 (pgs 15-33) http://www.woodlands-junior.kent.sch.uk/Homework/Religion.html http://religions.mrdonn.org/islam.html

Week 6: Hinduism and Buddhism: (6.H.1.1, 6.H.1.2, 6.H.1.3, 6.H.2.1, 6.H.2.3, 6.H.2.4, 6.G.1.1, 6.G.2.1, 6.C&G 1.1, 6.C&G 1.2, 6.C&G.1.3, 6.C&G 1.4, 6.C.1.1, 6.C.1.2, 6.C.1.3)

Students will take a look at how, when, and where Hinduism and Buddhism started. Students will also study what the beliefs of Hinduism and Buddhism are and how the spread of each religion impacted the ancient world. Students can then create a venn diagram comparing Hinduism and Islam. Another activity students can do is to create a Haiku using the information they learned about Buddhism.

Resources for this week: Holt Eastern World Chapter 19 Section 2 pgs 478-483; Section 3 pgs 484-489 PH Ancient World Chapter 4 Section 2 and Section 3 (pgs 101-110 http://religions.mrdonn.org/buddhism.html http://www.woodlands-junior.kent.sch.uk/Homework/Religion.html http://religions.mrdonn.org/hinduism.html

At the conclusion of the unit, students will bring together the ideas of polytheism and the development of world religions. Ideas for this project are: An ABC’s book illustrating at least 2 religions; A board game; interviews of 5 famous religious figures – one from each religion.

Supportive Unit Resources: (Please note that these are resources that can be used to supplement instruction before or during a lesson.) Scaffolding Option 1: Scaffolding Option 2: Scaffolding Option 3: Intervention Maintenance Extension Instructi 6.H.2.4 6.C.1.2 6.H.2.4 6.C.1.2 6.H.2.4 6.C.1.2 onal Activity: Monotheistic Religions Comparison Chart Activities : Activity: Timeline Title of Activity: Your Own Pilgrimage Students create a chart comparing the following Topics: Sacred Text, Holidays, Important people, Students can create a time of the important A pilgrimage has been done by people Place of Worship, Religious leader, Day of worship, events that throughout the ages for many reasons – Name of followers, symbol - for Judaism, Christianity, took place for one or more religions. including religious ones. and Islam Students can write about their own pilgrimage and include the following in their writing: where would you go?; why? What would be required of you?

Technology Integration: (Please note that these are resources that can be used to supplement instruction before or during a lesson.)

Multimed 6.H.2.4 6.C.1.2 6.H.2.4 6.C.1.2 6.H.2.4 6.C.1.2 ia Activities Activity: Mythological Mad Libs : Greek Mythology Web quest Activity: Indus Valley Webquest http://www.stutzfamily.com/mrstutz/indus/Indus (note: this web quest focuses on Ancient India Webquest04.htm http://nlutie.com/kgreen/learning_experience/WebQues but does include a section on Hinduism and t_GMtemplate.htm Buddhism) Activity: World Religions: Students may http://www.stutzfamily.com/mrstutz/indus/Indus choose one of the following world religions and Webquest04.htm learn more about them. Students will need to scroll down to activities for kids ( teacher information is first). http://religions.mrdonn.org/buddhism.html http://religions.mrdonn.org/islam.html http://religions.mrdonn.org/hinduism.html http://religions.mrdonn.org/judaism.html http://religions.mrdonn.org/christianity.html