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Social Studies Curriculum

Grade 6: Unit 2

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Course Description

The goal for 6th grade World History I students is to refresh their knowledge and understanding of fundamental geography concepts. Students will also need to acquire the core analytical skills necessary to apply the methods of historical inquiry using primary and secondary sources. With these fundamentals in place students will study the political, economic, cultural, religious, and technological changes that occurred in the ancient world. Units will include: and early man through the Neolithic Era, Ancient and , who are considered to be amongst the world’s earliest river , and lastly and the Roman , who are thought to have greatly influenced Western . Students will also learn about the history and development of Paterson, New Jersey. Paterson is the home of the first planned industrial city and the legacy of its mills, innovators, and natural resources are still available to study. Students should develop a sense of understanding and pride of where they live and the importance of Paterson to American History.

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Pacing Guide

Unit Topic Suggested Timing

Unit 1 World Geography and Origins/Mesopotamia and the 9

Unit 2 Ancient Egypt, Kush and 9

Unit 3 Ancient Greece 9

Unit 4 Ancient and Empire (5 weeks) Paterson History (4 weeks) 9

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Effective Pedagogical Routines/Instructional Strategies Collaborative problem solving Word Study to learn Flash Cards Making thinking visible Interviews Note-taking Role Playing Rereading & rewriting Diagrams, charts and graphs Establishing text-based norms for discussions & writing Storytelling Establishing metacognitive reflection & articulation as a regular pattern Coaching in learning Reading partners Quick writes Visuals Pair/trio Sharing Reading Aloud Turn and Talk Model (I Do), Guided (We Do), Independent (You Do) Charting Mind Mapping Gallery Walks Trackers Whole class discussions Multiple Response Strategies Modeling Choral reading Reader’s/Writer’s Notebooks Conferencing

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Educational Technology Standards 8.1.8.CS.1, 8.1.8.IC.1, 8.1.8.DA.3, 8.1.8.AP.1

Computing Systems: The study of human–computer interaction can improve the design of devices and extend the abilities of . 8.1.8.CS.1: Recommend improvements to computing devices in order to improve the ways users interact with the devices.

Example: As in any society, Ancient Egypt found ways to improve their living as they formed their culture and civilization. What improvements can we make to our computing devices today in order to improve the ways users interact with the devices?

Create a brochure on the new and improved ways we can interact with our devices today.

The following website provides 14 human computer interaction examples:

https://www.getsmarter.com/blog/market-trends/14-human-computer-interaction-examples/

Impacts of Computing: Advancements in computing technology can change individuals’ behaviors. 8.1.8.IC.1: Compare the trade-offs associated with computing technologies that affect individual’s everyday activities and career options.

Example: In order for Ancient Egyptian civilization to flourish, they made advancements in their way of life by producing agriculture, trading with other regions, choosing rulers, etc.

Think of ways that advancements in computing affect individual’s everyday activities. What are some of the advancements in computing today? How have the advancements in computing affected people’s lives?

Write an for a newspaper discussing the advancements in computing today. Discuss how these advancements have changed individuals’ everyday activities.

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Data & Analysis: Data is organized and accessible based on the application used to store it. 8.1.8.DA.3: Identify the appropriate tool to access data based on its file format.

Example: Computer data is information processed or stored by a computer. This information may be in the form of text documents, images, audio clips, software programs, or other types of data.

Research Egypt’s contributions and innovations to the world. Type a text document with your findings including images and audio clips. Save your research and text document with images and audio clips.

Algorithms & Programming: Individuals design algorithms that are reusable in many situations. 8.1.8.AP.1: Design and illustrate algorithms that solve complex problems using flowcharts and/or pseudocode.

Example: A flowchart is a type of diagram that represents a workflow or process. A flowchart can also be defined as a diagrammatic representation of an algorithm, a step-by-step approach to solving a task. The flowchart shows the steps as boxes of various kinds, and their order by connecting the boxes with arrows. The following website provides examples of a variety of flowcharts:

https://creately.com/diagram/example/hwusi4js/Ancient%20Egyptian%20Civilization

Create a flowchart of Ancient Egyptian Civilization beginning with Ancient Egypt. Be sure to include the following: , scribes, slaves, religion, inventions, and the 3 classes of people.

https://www.nj.gov/education/cccs/2020/2020%20NJSLS-CSDT.pdf

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Career Ready Practices Standards 9.2.8.CAP.2, 9.2.8.CAP.4, 9.2.8.CAP.10, 9.2.8.CAP.12 Career Awareness and Planning: An individual’s strengths, lifestyle goals, choices, and interests affect employment and income. 9.2.8.CAP.2: Develop a plan that includes information about career areas of interest.

Example: Create a pamphlet of all of the careers you are interested in pursuing and what qualifications you need to be prepared for the career of your choice.

Career Awareness and Planning: An individual’s strengths, lifestyle goals, choices, and interests affect employment and income. 9.2.8.CAP.4: Explain how an individual’s online behavior (e.g., social networking, photo exchanges, video postings) may impact opportunities for employment or advancement.

Example: Learning how social media works, and engaging with it in a positive way is essential for future success. Here are examples of appropriate/inappropriate online behavior::

Appropriate examples of online behavior include:

• Think before you post. Ask yourself if your comment is constructive before you post. • Don’t hide behind your profile picture. Social media is not anonymous. Your online reputation will stay with you for a long time. If you wouldn’t say something to someone’s face, don’t say it to them online. • Give yourself a ‘rule’ about who you connect with on social media, and who you do not. For example, if you would stop and say hi to them on the street, you will add them as a Facebook friend. This helps to demonstrate boundaries in the online world. • Demonstrate respectful conversations online. Some people may have different opinions than you. Treat people with the same respect you would give them face-to-face and report troll-like or bullying behavior instead of engaging with it. • Inappropriate examples of online behavior include: • Online bullying • Inappropriate comments

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• Uploading inappropriate material (adult / illegal / anti-social ) • Accessing inappropriate sites (anti-social or illegal behavior / adult content) • What you do online today could affect your employment years from now. Whatever behavior you decide to engage in online now could be retrieved in the future. Data is never really deleted.

Brainstorm appropriate and inappropriate online behavior and create a pamphlet for online users to reference.

Career Awareness and Planning: There are a variety of resources available to help navigate the career planning process. 9.2.8.CAP.10: Evaluate how careers have evolved regionally, nationally, and globally.

Example: After researching how careers have evolved regionally, nationally, and globally, create a PowerPoint presentation highlighting various jobs and how they have evolved. The following websites may be used as a resource for your research:

https://www.weforum.org/agenda/2018/11/the-changing-nature-of-work

https://www.mckinsey.com/featured-insights/employment-and-growth/technology-jobs-and-the-future-of-work

Career Awareness and Planning: There are a variety of resources available to help navigate the career planning process. 9.2.8.CAP.12: Assess personal strengths, talents, values, and interests to appropriate jobs and careers to maximize career potential.

Example: Write a biography of yourself highlighting your personal strengths, talents, values, and interest to appropriate jobs and careers that you may want to pursue.

https://www.nj.gov/education/cccs/2020/2020%20NJSLS-CLKS.pdf

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● Specialized or technical language reflective of the content areas at grade level ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse as required by the specified 6- Reaching grade level ● Oral or written in English comparable to proficient English peers ● Specialized or technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in extended oral or written discourse, including stories, essays or 5- Bridging reports ● Oral or written language approaching comparability to that of proficient English peers when presented with grade level material.

● Specific and some technical language of the content areas ● A variety of sentence lengths of varying linguistic complexity in oral discourse or multiple, related sentences or paragraphs ● Oral or written language with minimal phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written connected discourse, with sensory, graphic or interactive support 4- Expanding

● General and some specific language of the content areas ● Expanded sentences in oral interaction or written paragraphs ● Oral or written language with phonological, syntactic or semantic errors that may impede the communication, but retain much of its meaning, when presented with oral or written, narrative or expository descriptions with sensory, graphic or interactive 3- Developing support

● General language related to the content area ● Phrases or short sentences ● Oral or written language with phonological, syntactic, or semantic errors that often impede of the communication when presented with one to multiple-step commands, directions, or a series of statements with sensory, graphic or interactive support 2- Beginning

● Pictorial or graphic representation of the language of the content areas ● Words, phrases or chunks of language when presented with one-step commands directions, WH-, choice or yes/no questions, or 1- Entering statements with sensory, graphic or interactive support

WIDA Proficiency Levels: At the given level of English language proficiency, English language learners will process, understand, produce or use:

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Culturally Relevant Pedagogy Examples

● Relationships: Learn about your students’ individual cultures. Adapt your teaching to the way your students learn Develop a connection with challenging students Communicate and work with parents/guardians on a regular basis (email distribution, newsletter, phone calls, notes, meetings, etc.)

● Curriculum: Incorporate student- centered stories, vocabulary and examples. Incorporate relatable aspects of students’ lives Create lessons that connect the content to your students’ culture and daily lives. Incorporate instructional materials that relate to a variety of cultures

● Instructional Delivery: Establish an interactive dialogue to engage all students Continuously interact with students and provide frequent feedback Use frequent questioning as a means to keep students involved Intentionally address visual, tactile, and auditory learners Present relatable real world problems

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SEL Competency Examples Content Specific Activity & Approach to SEL Example practices that address Self-Awareness: There are 5 practical strategies for ✔ Self-Awareness incorporating self-awareness activities in Self- • Clearly classroom rules the middle and high school classroom. Social-Awareness • Provide students with specific feedback regarding These 5 strategies include the following Relationship Skills academics and behavior ideas:

Responsible Decision-Making • Offer different ways to demonstrate understanding 1. Use self-awareness assessments • Create opportunities for students to self-advocate • Check for student understanding / feelings about 2. Let students keep personal journals performance • Check for emotional wellbeing 3. Connect content to students’ personal • Facilitate understanding of student strengths and challenges lives

4. Teach mindfulness meditation

5. Have students create autobiographies

Self-Awareness Example practices that address Self-Management: Students should be invited into the ✔ Self-Management process of managing learning in the Social-Awareness • Encourage students to take pride/ownership in work classroom. Here are some tools to Relationship Skills and behavior empower students to self-manage: Responsible Decision-Making • Encourage students to reflect and adapt to classroom situations TASK LISTS: In addition, students may need scaffolds • Assist students with being ready in the classroom to organize their thinking, planning, and • Assist students with managing their own emotional overall work. They can use task lists to states assign tasks to specific team members. Sometimes for teachers, team leaders,

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and others to sign off when tasks are completed. Scrumy is an online tool students can use to organize their work - - it functions as an interactive planning tool. Task lists are also great tools for assessment and conversations on equitable collaboration.

CHECKLISTS AND RUBRICS: Rubrics and checklists are tried-and-true tools for self-management. Assessment tools are great management tools. They promote reflection and goal setting, as well as ownership of the work. Checklists and rubrics are more powerful when they are co-created with students, as students tend to understand and take ownership of expectations. Keep checklists and rubrics available to students and plan intentional time for students to use them to assess themselves and their peers, to help manage projects, and to keep constant momentum in the learning process.

these sheets have places Self- Example practices that address Social-Awareness: It is important to be able to reflect on the Awareness perspective of others. An example of Self-Management • Encourage students to reflect on the perspective of thinking of others is to write a . ✔ Social-Awareness others Relationship Skills Write a letter to someone who could use a 16 | Page

Responsible Decision-Making • Assign appropriate groups bit of encouragement, and increase your • Help students to think about social strengths social awareness at the same time. Writing • Provide specific feedback on social skills to soldiers or to senior citizens can be a • Model positive social awareness through good way to start. metacognition activities Sharing Feelings:

Model feelings and behaviors as you state what you are doing. “I’m so glad to see Mariah I am giving her a high five.” Coach students on expressing their feelings. Encourage students to ask others for feedback or clarification about how they interpret the behavior. Sharing feelings is not usual in some cultures.

As students continue to read about early civilizations, it is important for them to reflect on early civilization and how the early humans used metacognitive skills on a daily basis. It was imperative to their existence to communicate and work together. That is how societies were formed. Early humans planned how to solve problems, monitored their work, self- assessed, evaluated their task, etc. They utilized all of these skills for survival.

When you work in a group, do you reflect on the perspective of others?

Do you utilize any metacognitive skills? If

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so, what skills and how do you use them?

Self-Awareness Example practices that address Relationship Self-Management Skills: Students can practice the following strategy Social-Awareness to learn how to promote active listening: ✔ Relationship Skills • Engage families and community members Responsible Decision-Making Listening Circles: • Model effective questioning and responding to students To begin this activity, separate your class • Plan for project-based learning into groups of four or five students. Have • Assist students with discovering individual students take turns answering a get-to-know strengths you question. If any student interrupts the • Model and promote respecting differences person talking, remind them that everyone gets a turn sharing their • Model and promote active listening answer. • Help students develop communication skills • Demonstrate value for a diversity of opinions Here are a few question ideas:

Where would you travel if you could go anywhere in the world?

What makes you feel happiest?

If you were an , which one would you be?

Who do you look up to the most and

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why?

When you grow up, what do you want to be?

At the end of the activity, come together for a class discussion about what they learned in their groups. To make sure every student feels included, try pairing students up and having them share one thing about their partner after the activity.

Self-Awareness Example practices that address Responsible An example of a practice that addresses Self-Management Decision-Making: responsible decision-making is as follows: Social-Awareness Relationship Skills • Support collaborative decision making for Student Council: ✔ Responsible Decision-Making academics and behavior • Foster student-centered discipline Depending on your needs, you could • Assist students in step-by-step conflict resolution involve your entire class in student council or have them elect representatives. By process bringing your students in to discuss • Foster student independence classroom needs and upcoming events, • Model fair and appropriate decision making student councils can involve your class in • Teach good citizenship the school community while teaching them responsibility.

If you’ve never held a council before, hold a discussion with your class to decide which student council ideas would work best.

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Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies

Time/General Processing Comprehension Recall

● Extra time for assigned tasks ● Extra Response time ● Precise step-by-step directions ● Teacher-made checklist

● Adjust length of assignment ● Have students verbalize steps ● Short manageable tasks ● Use visual graphic organizers

● Timeline with due dates for ● Repeat, clarify or reword ● Brief and directions ● Reference resources to reports and projects directions promote independence ● Provide immediate feedback ● Communication system ● Mini-breaks between tasks ● Visual and verbal reminders between home and school ● Small group instruction ● Provide lecture notes/outline ● Provide a warning for ● Graphic organizers ● Emphasize multi-sensory transitions learning ● Reading partners

Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization

● Computer/whiteboard ● Extended time ● Consistent daily structured ● Individual daily planner routine ● Tape recorder ● Study guides ● Display a written agenda ● Simple and clear classroom ● Spell-checker ● Shortened tests ● Note-taking assistance rules ● Audio-taped ● Read directions aloud ● Color code materials ● Frequent feedback

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Differentiated Instruction Accommodate Based on Students’ Individual Needs:

● Leveled Text ● Chunking text ● Choice Board ● Cubing ● Socratic Seminar ● Tiered Instruction ● Small group instruction ● Sentence starters/frames ● Writing scaffolds ● Tangible items/pictures (i.e., to facilitate vocabulary acquisition) ● Tiered learning stations ● Tiered questioning ● Data-driven student partnerships

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Assessments

Required District/State Assessments Suggested Formative/Summative Classroom Assessments

● Short constructed response questions ● End of Unit Assessment ● Multiple Choice questions (Students with CPL ≥3.5) ● Quizzes ● Journals ● Essays ● ESL Unit Level 1-2 Assessment ● Quick writes (Students with CPL ≤3.4) ● Summative chapter test ● Projects ● W- oral language proficiency test/ ACCESS ● Portfolio ● Exit Slips ● NJSLA ● Graphic Organizers ● Presentations (incorporating Web 2.0 tools) ● For required District/State Assessments, refer to the ● Homework district assessment calendar for the appropriate testing ● Anecdotal Notes window and mandatory assessments required by the ● Student Conferencing district.

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English Language & History/Social Studies Grades 6-8 Grade: 6 Standards

RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

RH.6-8.4 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.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other RH.6-8.7 information in print and digital texts.

By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text RH.6-8.10 complexity band independently and proficiently.

English Language Arts Standards » Writing » Grade 6-8

WHST.6-8. Write arguments focused on discipline-specific content. Write informative/explanatory texts, including the narration of historical events, scientific WHST.6-8.2 a-f procedures/ experiments, or technical processes.

Produce clear and coherent writing in which the development, organization, and style are WHST.6-8.4 appropriate to task, purpose, and audience.

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With some guidance and support from peers and adults, develop and strengthen writing as WHST.6-8.5 needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. Use technology, including the Internet, to produce and publish writing and present the WHST.6-8.6 relationships between information and ideas clearly and efficiently.

Conduct short research projects to answer a question (including a self-generated question), WHST.6-8.7 drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the WHST.6-8.8 data and conclusions of others while avoiding plagiarism and following a standard format for citation.

WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

Write routinely over extended time frames (time for reflection and revision) and shorter time WHST.6.-8.10 frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

6.2 World History/Global Studies by the end of Grade 8

Era 1. The Beginnings of Human Society

Hunter/gatherers adapted to their physical environments 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.

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Relationships between humans and environments impact spatial patterns of settlement and

movement

Compare and contrast the social organization, natural resources, and land use of early 6.2.8.GeoPP.1.a hunters/gatherers and those who lived in early agrarian societies. Use maps to examine the impact of the various migratory patterns of hunters/gatherers that

moved from to Eurasia, Australia and the Americas. 6.2.8.GeoPP.1.

Historical events and developments are shaped by social, political, cultural, technological, and

economic factors

Describe the influence of the agricultural revolution (e.g., the impact of surplus from 6.2.8.HistoryCC.1.a farming) on population growth and the subsequent development of civilizations.

Determine the impact of technological advancements on hunter/gatherer and agrarian 6.2.8.HistoryCC.1.b societies. Describe how the development of both written and unwritten languages impacted human 6.2.8.HistoryCC.1.c understanding, development of culture, and social structure.

Chronological sequencing helps us track events over time as well as events that took place at

the same time Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of 6.2.8.HistoryCC.1.d relative length of time.

Examining historical sources may answer questions, but it may also to questions in a

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spiraling process of inquiry

Explain how archaeological discoveries are used to develop and enhance understanding of life 6.2.8.HistorySE.1.a prior to written records. E2. Early Civilizations and the Emergence of Pastoral Peoples: Early River Valley Civilizations

Early river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern and northwestern India], and, later, River Valley in China) developed due to favorable geographic conditions. They created centralized systems of and advanced societies Political and civil institutions impact all aspects of people’s lives

Explain how/why different early river valley civilizations developed similar forms of 6.2.8.CivicsPI.2.a government and legal structures. Human rights can be protected or abused in various societies

Determine the role of in the economic and social structures of early river valley 6.2.8.CivicsHR.2.a civilizations. Geospatial technologies and representations help us to make sense of the distribution of

people, places and environments, and spatial patterns across Earth’s surface Compare and contrast physical and political maps of early river valley civilizations and their modern counterparts and determine the geopolitical impact of these civilizations, then and now 6.2.8.GeoSV.2.a (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China).

The physical and human characteristics of places and regions are connected to human identities

and cultures

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6.2.8.GeoHE.2.a Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of early river valley civilizations.

Economic interdependence is impacted by increased specialization and trade

Explain how technological advancements led to greater economic specialization, improved 6.2.8.GeoGE.2.a weaponry, trade, and the development of a class system in early river valley civilizations. Chronological sequencing helps us track events over time as well as events that took place at

the same time Evaluate the importance and enduring legacy of the major achievements of the early river 6.2.8.HistoryCC.2.a valley civilizations over time.

Historical events and developments are shaped by social, political, cultural, technological, and

economic factors

Analyze the impact of religion on daily life, government, and culture in various early river 6.2.8.HistoryCC.2.b valley civilizations.

Explain how the development of written language transformed all aspects of life in early river 6.2.8.HistoryCC.2.c valley civilizations.

Historians develop arguments using evidence from multiple relevant historical source

Analyze the factors that led to the rise and fall of various early river valley civilizations and 6.2.8.HistoryCA.2.a determine whether there was a common pattern of growth and decline

Era 3. The Classical Civilizations of the Mediterranean World, India, and China (1000 BCE-600 CE)

Classical civilizations (i.e., Greece, , India and China) developed and expanded into 28 | Page

of unprecedented size and diversity by creating centralized and promoting commerce, a common culture, and social values. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations

Governments have different structures which impact development (expansion) and civic

participation

Compare and contrast the methods (i.e., autocratic rule, , and bureaucratic 6.2.8.CivicsPI.3.a structures) used by the rulers of Rome, China, and India to control and unify their expanding empires. The principles of the United States government are based on political philosophies, ideas, and

experiences of earlier governments Compare and contrast the American legal system with the legal systems of classical civilizations 6.2.8.CivicsDP.3.a: and determine the extent to which these early systems influenced our current legal system.

Use evidence to describe the impact of Athenian democracy and the Roman Republic on the 6.2.8.CivicsDP.3.b development of the United State Constitution.

Cite evidence of the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, parliament, the development of habeas corpus, and an independent judiciary) on 6.2.8.CivicsDP.3.c modern democratic thought and institutions.

Human rights can be protected or abused in various societies

6.2.8.CivicsHR.3.a Compare and contrast the rights and responsibilities of free men, women, slaves, and foreigners

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in the political, economic, and social structures of classical civilizations.

Relationships between humans and environments impact spatial patterns of settlement and

movement Use geographic models to describe how the availability of natural resources influenced the 6.2.8.GeoPP.3.a development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion.

Explain how geography and the availability of natural resources led to both the development of 6.2.8.GeoPP.3.b Greek city-states and to their decline.

Economic decision making involves setting goals, weighing costs and benefits, and identifying the resources available to achieve those goals

Identify the effect of inflation and debt on the American people. Evaluate the policies of state 6.2.8.EconET.3.a and national governments during this time.

People voluntarily exchange goods and services when all parties expect to gain as a result of the

trade

Analyze the impact of expanding land and trade routes as well as a uniform system of 6.2.8.EconEM.3.a exchange in the Mediterranean World and .

Economic interdependence is impacted by increased specialization and trade

Explain how classical civilizations used technology and innovation to enhance agricultural/ 6.2.8.EconGE.3.a manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor.

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Historical events and developments are shaped by social, political, cultural, technological, and

economic factors

Determine the extent to which religion, economic issues, and conflict shaped the values and 6.2.8.HistoryCC.3.a decisions of the classical civilizations.

An individual’s perspective is impacted by their background and experiences

Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, 6.2.8.HistoryUP.3.a and equality.

Perspectives change over time

Compare the status of groups in the Ancient World to those of people today and evaluate how 6.2.8.HistoryUP.3.b individuals perceived the principles of liberty and equality then and now (i.e., political, economic, and social).

Historical contexts and events shaped and continue to shape people’s perspectives

Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, , Confucianism, Hinduism, , , Sikhism, 6.2.8.HistoryUP.3.c and Taoism), their patterns of expansion, and their responses to the current challenges of globalization.

Historians analyze claims within sources for perspective and validity

Evaluate the importance and enduring legacy of the major achievements of Greece, Rome, 6.2.8.HistoryCA.3.a India, and China over time.

Determine common factors that contributed to the decline and fall of the , Gupta D6.2.8.HistoryCA.3.b India, and Han China.

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Era 4. Expanding Exchanges and Encounters (500 CE-1450 CE)

The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, , and centralized political organization. The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict. While commercial and agricultural improvements created new wealth and opportunities for the empires, most people’s daily lives remained unchanged.

Political and civil institutions impact all aspects of people’s lives

Analyze the role of religion and other means rulers used to unify means rulers used to unify 6.2.8.CivicsPI.4.a and centrally govern expanding territories with diverse populations.

The principles of the United States government are based on political philosophies, ideas, and

experiences of earlier governments

Cite evidence of the influence of medieval English legal and constitutional practices on modern 6.2.8.CivicsDP.4.a democratic thought and institutions (i.e., the Magna Carta, parliament, the development of habeas corpus, and an independent judiciary).

Cultural patterns and economic decisions influence environments and the daily

lives of people in both nearby and distant places.

Explain how geography influenced the development of the political, economic, and cultural 6.2.8.GeoHE.4.a: centers of each empire as well as the empires’ relationships with other parts of the world.

The diffusion of ideas and cultural practices are impacted by the movement of people and

advancements in transportation, communication, and technology

6.2.8.GeoHE.4.b Explain why the Arabian Peninsula’s physical features and location made it the epicenter of

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Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.

Assess how maritime and overland trade routes impacted urbanization, transportation, 6.2.8.GeoHE.4.c: communication, and the development of international trade centers (i.e., the African caravan and ).

Use maps to show how the interaction between the Islamic world and medieval Europe 6.2.8.GeoHE.4.d increased trade, enhanced technology innovation and impacted , thought and the arts.

The physical and human characteristics of places and regions are connected to human identities

and cultures

Use geographic models to determine the impact of environmental modifications made by earlier 6.2.8.GeoHE.4.c civilizations on the current day environmental challenges.

Explain how the geographies and climates of Asia, Africa, Europe, and the Americas influenced 6.2.8.GeoHE.4.d their economic development and interaction or isolation with other societies.

The environmental characteristics of places and production of goods influences the spatial

patterns of world trade

Determine how Africa’s physical geography and natural resources presented challenges and 6.2.8.GeoGI.4.a: opportunities for trade, development, and the spread of religion.

Economic interdependence is impacted by increased specialization and trade

Analyze the immediate and long-term impact on China and Europe of the open exchange 6.2.8.GeoSV.4.a between Europe and the Yuan (Mongol) .

The production and consumption of goods and services influence economic growth, well-being

and quality of life

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Compare and contrast the Japanese and European systems of and the effectiveness of 6.2.8.EconNE.4.a each in promoting social, economic, and political order.

Historical events may have single, multiple, direct and indirect causes and effects

6.2.8.HistoryCC.4.a Determine which events led to the rise and eventual decline of European feudalism.

Explain how and why the interrelationships among improved agricultural production, 6.2.8.HistoryCC.4.f population growth, urbanization, and commercialization led to the rise of powerful states and kingdoms (i.e., Europe, Asia, Americas).

Historical events and developments are shaped by social, political, cultural, technological, and

economic factors

Assess the demographic, economic, and religious impact of the plague on Europe. 6.2.8.HistoryCC.4.a

Analyze the causes and outcomes of the Crusades from different perspectives, including the 6.2.8.HistoryCC.4.b perspectives of European political and religious leaders, the crusaders, , Muslims, and traders.

Determine the extent to which the influenced the Islamic world and western 6.2.8.HistoryCC.4.c Europe.

Analyze the role of religion and economics in shaping each empire’s social hierarchy and 6.2.8.HistoryCC.4.d evaluate the impact these hierarchical structures had on the lives of various groups of people.

Evaluate the importance and enduring legacy of the major achievements of the people living 6.2.8.HistoryCC.4.g Asia, Africa (Islam), Europe and the Americas over time.

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Grade: 6 Unit: 2 Topic: Ancient Egypt, Kush and Phoenicia Unit two will focus on the wonders of the ancient Egyptian civilization and its relationship with the Kush 9 Weeks Empire to the south and its neighbor Phoenicia to the north.

Skills learned in this unit will be utilized throughout the year in subsequent units of study. NJSLS: 6.2.8.GeoPP.1.a, 6.2.8.GeoPP.1.b, 6.2.8.HistoryCC.1.a, 6.2.8.HistoryCC.1.b, 6.2.8.HistoryCC.1.c, 6.2.8.HistoryCC.1.d, 6.2.8.HistorySE.1.a, 6.2.8.CivicsPI.2.a, 6.2.8.CivicsHR.2.a, 6.2.8.GeoSV.2.a, 6.2.8.GeoHe.2.a, 6.2.8.HistoryCC.2.a, 6.2.8.HistoryCC.2.b, 6.2.8.HistoryCC.2.c, 6.2.8.HistoryCA.2.a

ELA Companion Standards: RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.6, RH.6-8.7, RH.6-8.8, RH.6-8.9, RH.6-8.10, WHST.6-8.1, WHST.6-8.2, WHST.6-8.4, WHST.6-8.5, WHST.6-8.6, WHST.6-8.7, WHST.6-8.8, WHST.6-8.9, WHST.6-8.10

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Ancient Egypt, Kush and Phoenicia

Student Learning Essential Questions Sample Activities/Resources Interdisciplinary Connections Objectives/Standards Locate ancient Egypt and its Where is Egypt located, and Political and Physical Maps: Create a chart of important cities and rivers on a what are its major cities, rivers, Use blank maps to label evidence/inference compare historical and a modern map. and physical features? important modern and and contrast. Standards: Why is this an important historical areas in Ancient Use a graphic organizer to chart geographic location for both Egypt and Africa. evidence. 6.2.8.GeoSV.2.a historic and modern ? Teacher Notes (Link) Use a double entry journal to RH.6-8.4 chart details and make Blank Ancient Egypt and inferences. RH.6-8.7 Africa Map. Write sentences on the board RH.6-8.10 and have students create as Student instructions to many inferences as they can WHST.6-8.10 complete blank Egypt and share with the class or a partner. Africa map.

Discovery Techbook Chapter 4 Section 4.1 Geography of Egypt: See Model Lesson, then go to Engage tab and Explore tab 1.

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British AncientEgypt Geography:

Interactive background material on Egypt’s geography.

http://www.ancientegypt.co.uk/ geography/home.html

ABC CLIO River: Background information. http://ancienthistory.abc- clio.com/Search/Display/574778? terms=Nile+River

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Ancient Egypt, Kush and Phoenicia

Student Learning Essential Questions Sample Activities/Resources Interdisciplinary Connections Objectives/Standards Geography of Egypt Analyze how the geographical How did Egypt’s location ELA-The Nile: A River of MainIdea Web Graphic location of Egypt led to the influence its development? Life reading passage development of a civilization. Organizer: What are the unique NJSLSA.R1 Go to Explore tab 2.Students Standards: features of the Nile River? NJSLSA.R2 will read text and view videos How did the Nile River and images from Explore tabs NJSLSA.W2 6.2.8.GeoSv.2a influence the growth of 1-3 to identify three major agriculture in ancient Egypt? 6.2.8.GeoHE.2.a geographic features and key ELA-Hymn to the Nile Say details of Egypt. What? 6.2.8.HistoryCA.2.a Egypt and Activity: Students will translate and analyze a 2100 BCE hymn RH.6-8.1 MesopotamiaVenn written by and Egyptian priest. Diagram: NJSLSA.W2 RH.6-8.2 Go to Explain tab where students will compare/contrast the RH.6-8.4 geography of Egypt and Mesopotamia.

RH.6-8.6 Discovery TechbookChapter Section 4.1Geography of Egypt: RH.6-8.7 Go to Explore tabs 1-3

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RH.6-8.9

RH.6-8.10

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WHST.6-8.2

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Ancient Egypt, Kush and Phoenicia

Student Learning Essential Questions Sample Activities/Resources Interdisciplinary Connections Objectives/Standards Explain the importance of trade to How did agriculture influence the Geography of Egypt ELA-Egyptian Trade from the ancient Egyptian economy and growth of civilization in ancient Cause/Effect Graphic Discovery and Culture Egypt? people. Organizer: Education Techbook Chapter 4, Section 4.1: Standards: What goods did Egypt trade with Go to tab 1 for graphic organizer, 6.2.8.GeoSv.2a other regions? then read text and view videos Reading passage includes and images from Explore tabs 1-6 comprehension questions and 6.2.8.GeoHE.2.a What was the impact of trade on to identify how Egypt’s open-ended questions. 6.2.8.HistoryCA.2.a Egyptian civilization? geography and location led to NJSLSA.R1 RH.6-8.1 growth of civilization and development of trade . NJSLSA.R2 RH.6-8.2 Discovery Techbook Chapter 4 NJSLSA.W2 RH.6-8.4 Section 4.1 Geography of RH.6-8.7 Egypt: RH.6-8.10 Go to Explore tabs 4-6 WHST.6-8.1 WHST.6-8.2 Holt World History Textbook: WHST.6-8.9 Unit 2 Chapter 4 Section 3 WHST.6-8.10 The middle and New Kingdoms

Egyptian Trade Map Use blank map of northern Africa and Southwest Asia to create map highlighting Egypt’s trading 40 | Page

partners and products.

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Ancient Egypt, Kush and Phoenicia

Student Learning Essential Questions Sample Activities/Resources Interdisciplinary Connections Objectives/Standards Explain the concept of a dynasty How did ancient Egyptians Timeline Graphic Organizer: ELA Egyptian Society and identify the important choose rulers? Go to Explore tab 2. Using Quick Write: in ancient Egypt. What is a dynasty? material from tabs 1- five Go to Explain Activities tab. Standards: significant events on the 3, plot Student will take perspective of Why did the Egyptians establish timeline and explain importance an Egyptian pharaoh reflecting 6.2.8.CivicsPI.2.a dynasties? of each event. on the significance of pharaoh’s 6.2.8.HistoryCC.2.b accomplishments. 6.2.8.HistoryCA.2.a What are the advantages and disadvantages of a dynasty? Teacher Notes (Link) NJSLSA.W2

RH.6-8.1 Ancient Egypt timeline and How do historians organize Questions Egypt’s history?

How did Egypt’s most powerful Discovery Techbook rulers leave their marks on history? Chapter 4 Section 4.2 Egyptian Society: unify Egypt. https://www.youtube.com/watch? v=oR4yMQJFTrA

ABC CLIO : Background information Egypt’s first pharaoh

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British Museum Ancient Egypt Time: Interactive Ancient Egypt timelines. http://ancientegypt.co.uk/time/ex plore/main-time.html

You Tube Video Clip Reviving : Hatshepsut reconstruction. http://www.youtube.com/watch?v =KuW pEfj6EK8

British Museum Ancient Egypt Pharaohs:

Interactive background material on pharaohs.

http://www.ancientegypt.co.uk/ pharaoh/home.html

ABC CLIO Ramses theGreat:

Background information on Egypt’s second longest reign.

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http://ancienthistory.abc- clio.com/Search/Display/57372 6?terms=Ramses

ABC CLIO : Background information on Khufu and the Great Pyramid of . http://ancienthistory.abc- clio.com/Search/Display/573721? terms=Khufu

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Ancient Egypt, Kush and Phoenicia

Student Learning Essential Questions Sample Activities/Resources Interdisciplinary Connections Objectives/Standards

Analyze the roles and What effects did power and Egyptian Society Comparison ELA-Slavery in Ancient responsibilities of those in the social class have on the lives of Chart Jigsaw Activity: Egypt Egyptian social class hierarchy. ancient Egyptians? Go to Explore tabs 4-8. Divide Go to Explore tab 8, reading Standards: What was life like for ordinary class into groups; assign each passage includes Egyptians? person two social classes. Report comprehension questions and 6.2.8.CivicsPI.2.a back to home group, experts open-ended questions. 6.2.8.CivicsHR.2.a 6.2.8.GeoSv.2.a How did the pharaoh maintain teach each other. https://egypt.mrdonn.org/slaves. control over such a large empire? BrainPOP Pharaohs: html 6.2.8.GeoHE.2.a Companion activities with lesson. NJSLSA.R1 Lesson on Pharaohs NJSLSA.R2 6.2.8.GeoGE.2.a 6.2.8.HistoryCC.2.a https://www.youtube.com/watch? NJSLSA.W2 v=xGr_pyoQP_4 6.2.8.HistoryCC.2.b ELA-Document Based 6.2.8.HistoryCC.2.c Investigation Daily Life in 6.2.8.HistoryCA.2.a You Tube Video Egypt: : Go to Elaborate tab to create a RH.6-8.1 museum exhibit or write an essay why one group on social 45 | Page

RH.6-8.2 https://www.youtube.com/watch? hierarchy was more important v=Avqafc6fZwc than other choices.

RH.6-8.4 NJSLSA.W1

RH.6-8.7

RH.6-8.10

WHST.6-8.1

WHST.6-8.2

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Ancient Egypt, Kush and Phoenicia

Student Learning Essential Questions Sample Activities/Resources Interdisciplinary Connections Objectives/Standards

Explain the religious practices of How did religion influence Egyptian Society and ELA: Egyptian Religion: ancient Egyptians. Egyptian society? Religion Main Idea Web Read about Egyptian Religion in Standards: Why were tombs so important to Graphic Organizer: Use main the following website and write ancient Egyptians? idea graphic organizer while an essay describing 6.2.8.HistoryCC.2.b reading texts and viewing religion. videos and images from RH.6-8.2 Explore tabs 9- 10. https://www.historyforkids.net/eg yptian-religion.html RH.6-8.4 : Companion activities with lesson. RH.6-8.7 University of Interactive Site on RH.6-8.10 Mummification: Help embalm a body. https://www.youtube.com/watc h?v=dKwkH2df0Ps BrainPop lesson on Mummies: https://educators.brainpop.com /bp-topic/mummies/ https://www.brainpop.com/sea 47 | Page

rch/?keyword=mummies YouTube Video from Heritage Key-Dr. : Dr. Hawass explains mummification . https://www.youtube.com/watc h?v=OwiYnzfLUwI

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Ancient Egypt, Kush and Phoenicia Student Learning Essential Questions Sample Activities/Resources Interdisciplinary Connections Objectives/Standards

Connect the technological and What are Egypt’s contributions Problem/Solution Graphic ELA-King Tut and innovations? cultural innovations of Egypt to the Organizer Jigsaw Activity: development of its neighbors and https://www.youtube.com/watch? How did the inn ancient Egypt Go to Explore tab 2 for chart. future civilizations. v=LwXfvfPy6fc impact its neighbors and future Using Explore tabs 2-10 civilizations? students will read text and NJSLSA.R1

Standards: view videos/images of NJSLSA.R2 What do you think are some Egyptian innovations/ lessons that future civilizations NJSLSA.W2 contributions. Use chart to 6.2.8.CivicsPI.2.a learned from the Egyptians? ELA-Advertisement: Go to 6.2.8.CivicsHR.2.a record the problem each innovation solved. Explain tab. After Quick Write activity, create advertisement for 6.2.8.GeoSv.2.a Quick Write/Egyptian innovation or contribution. Innovations: Go to Explain 6.2.8.GeoHE.2.a tab. Activity information on NJSLSA.W1 the Egyptian innovation that 6.2.8.GeoGE.2.a ELA-Ancient Egyptian 6.2.8.HistoryCC.2.a had greatest impact on modern from Discovery 6.2.8.HistoryCC.2.b world. Education Techbook: Chapter 4 6.2.8.HistoryCC.2.c Egyptian Innovations and Section 4.3: reading passage 6.2.8.HistoryCA.2.a Contributions: includes comprehension questions https://discoveringegypt.c and open-ended. RH.6-8.1 om/ancient- NJSLSA.R1 egyptianinventions/ RH.6-8.2 NJSLSA.R2 British Museum Ancient RH.6-8.4 Egypt Writing: NJSLSA.W2

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Interactive background Use a word wall to identify any RH.6-8.7 material on hieroglyphics and words for which students need the Stone. YouTube clarification. RH.6-8.10 Video National Geographic Egypt Wants its Treasures WHST.6-8.1 Back: Dr. Zahi Hawass passionate plea for return of WHST.6-8.2 and other famous Egyptian artifacts. WHST.6-8.5 https://www.youtube.com/watc WHST.6-8.6 h?v=hdnPBsdP5HM

WHST.6-8.7

WHST.6-8.8

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Ancient Egypt, Kush and Phoenicia Student Learning Essential Questions Sample Activities/Resources Interdisciplinary Connections Objectives/Standards

Locate ancient Kush and its Where was Kush located, and Political and Physical Maps: important cities and rivers on both what were its major cities, rivers, Use blank maps to label historical and modern maps. and physical features? important modern and Standards: historical areas in Ancient 6.2.8.GeoSV.2.a Kush. 6.2.8.GeoHE.2.a Teacher Notes (Link) Blank RH.6-8.4 Kush/Phoenicia Africa/Middle

East Map RH.6-8.6 RH.6-8.7 Kush Geography and RH.6-8.8 Society: RH.6-8.10 Tab 1: Kingdoms of Kush https://www.nationalgeographi c.org/media/kingdoms-kush/

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Ancient Egypt, Kush and Phoenicia

Student Learning Essential Questions Sample Activities/Resources Interdisciplinary Connections Objectives/Standards

Analyze the importance of the How did Kush gain power and Kush Geography and Society ELA-Kush Mind Map: location of Kush, including its Main Idea Web: Use text, influence? natural resources and its videos/images to record Go to Explain tab. Use 10+ characteristics regarding Kush’s proximity to Egypt. What resources did ancient words from word bank to Kush have plenty of and what location, physical geography, and answer: How trade helped natural resources. Standards: resources did they lack? change and spread Kush culture.

6.2.8.GeoSV.2.a ABC CLIO The Kingdom of NJSLSA.W1 : Life Along the Upper Nile: 6.2.8.GeoHE.2.a Background information Egypt’s RH.6-8.4 southern neighbor. RH.6-8.6 RH.6-8.7 http://ancienthistory.abc- RH.6-8.8 clio.com/Topics/Display/1185562?ci RH.6-8.10 d=41&terms=The +kingdom+of+Nubia

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Ancient Egypt, Kush and Phoenicia Student Learning Essential Questions Sample Activities/Resources Interdisciplinary Connections Objectives/Standards

Connect the technological and How did Egypt influence Geography Cause/Effect Charts: ELA-Timeline Map Go to Explore tab 3. Use cultural innovations of Kush to Kush? Investigation The Splendor of the development of its neighbors cause/effect chart with tabs 3-5 to record: How events in Egypt Ancient Kush: and future civilizations. How did Kush influence its neighbors? affected ancient Kush society. Go to Elaborate tab and use

Standards: Timeline Map interactive tool to How events in ancient Kush 6.2.8.CivicsHR.2.a influenced its neighbors. analyze how Kush’s culture was 6.2.8.GeoHE.2.a changed by trade. 6.2.8.GeoGE.2.a NJSLSA.R1 6.2.8.HistoryCC.2.a Kush Geography and Society: 6.2.8.HistoryCC.2.b ELA -The Pyramids of Meroe 6.2.8.HistoryCC.2.c https://www.nationalgeographic.org/ https://www.nationalgeographic. media/kingdoms-kush/ RH.6-8.1 com/archaeology-and- history/magazine/2016/11- RH.6-8.2 12/ancient-egypt-nubian- RH.6-8.3 kingdom-pyramids-/ RH.6-8.4 NJSLSA.R1 RH.6-8.7 NJSLSA.R2 RH.6-8.10 NJSLSA.W2 WHST.6-8.1 WHST.6-8.6

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WHST.6-8.9 ELA -Biography – WHST.6-8.10 https://www.britannica.com/ biography/Taharqa NJSLSA. R 1 NJSLSA.R2 NJSLSA.W2

Ancient Egypt, Kush and Phoenicia

Student Learning Essential Questions Sample Activities/Resources Interdisciplinary Connections Objectives/Standards

Explain the connection between the In what ways did the sea shape Main Idea Web Organizer: ELA-Phoenicia Sea-Based location of Phoenicia and its Phoenician society and its impact Trading: importance to sea-based trading. on the outside world? Go to Explore tab 1. Use graphic organizer to identify how Create a brochure with pictures Standards: Where was Phoenicia? Phoenicia’s location, geographic of Phoenicia’s sea-based 6.2.8.HistoryCA.2.a How did Phoenicians come to features, and proximity to the sea trading routes and goods that dominate trade in the benefited Phoenician citizens. they produced. 6.2.8.GenSV.2.a Mediterranean? Summary Frames: 6.2.8.GeoHE.2.a Go to Explore tab 2. Read text 6.2.8.GeoGE.2.a and view video, then summarize 4 to 6 events led to Phoenicians’ dominating trade in the Mediterranean.

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https://ancientcivilizationsworld.c om/phoenicians/

NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

Ancient Egypt, Kush and Phoenicia

Student Learning Essential Questions Sample Activities/Resources Interdisciplinary Connections Objectives/Standards

Analyze the influence of Who ruled Phoenicia? Collaboration activity ELA: Influence of neighboring cultures on political GREASES Categorization Neighboring Cultures on What societies had an impact on Chart: Political Organization and organization and culture in Phoenician culture? Phoenicia. Culture in Phoenicia: Go to Explore tabs 3-6. Split Create a PowerPoint class into groups and assign presentation explaining the Standards: pieces of chart to individual influence of neighboring students to break up material. cultures on political organization and culture in ABC CLIO Phoenicia: 6.2.8.CivicsPI.2.a Phoenicia. Background information. 6.2.8.HistoryCC.2.c http://ancienthistory.abc- https://www.ancient.eu/phoenic clio.com/Search/Display/585999? ia/ terms=Phoenicia

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RH.6-8.4

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Ancient Egypt, Kush and Phoenicia

Student Learning Essential Questions Sample Activities/Resources Interdisciplinary Connections Objectives/Standards

Analyze the advantages of a How did the Phoenician’s impact Collaboration activity ELA-Phoenician Lifefrom GREASES Categorization simple, shared for other cultures DiscoveryEducation Chart: the Phoenicians. How did the Phoenician Techbook: Chapter 5 Section 5.2: lead to our modern day alphabet? Go to Explore tabs 3-6. Split Standards: class into groups and assign Go to Explore tab 5, reading pieces of chart to individual passage includes RH.6-8.1 students to break up material. comprehension and open-ended questions. RH.6-8.2 ABC CLIO Phoenicia: NJSLSA.R1 Background information. RH.6-8.4 NJSLSA.R2 https://ancienthistory.abc- RH.6-8.7 RH.6-8.10 NJSLSA.W2 clio.com/Authentication/LogOn?r Compare/Contrast: WHST.6-8.1 eturnUrl=%2FSearch%2FDisplay %2F588496%3Fterms%3Dphoen Go to Explain tab. WHST.6-8.2 icians Compare/Contrast government/economic systems, WHST.6-8.9 /architecture, and innovations of Phoenicia, Mesopotamia, and WHST.6-8.10 Egypt.

NJSLSA.W1

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Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African slave trade, slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson Public Schools to enact this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the challenges and contributions made. Lessons designed are not limited to the following suggested activities, we encourage the infusion of additional instructional activities and resources that will engage the learners within your classroom. Topics/People to Study Suggested Activity Resource The Need for Geography Students will create a poem about the http://www.njamistadcurriculum.net/history/unit/social- importance of Geography. studies-skills/content/3465/7076 Globalization (The Internet’s Effect on Society) Students will participate in a dialogue about http://www.njamistadcurriculum.net/history/unit/social- Globalization. studies-skills/content/3468/7072 Geography Stations In this lesson, the students will be divided http://www.njamistadcurriculum.net/history/unit/social- into five groups that will visit five stations studies-skills/lesson_plan/4211/289 within the classroom. These stations will allow the students to apply their knowledge of geography through five different activities. World Geography: Land Areas Create a PowerPoint about world geography. http://www.njamistadcurriculum.net/history/unit/social- studies-skills/navigations/3449

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Amistad Additional Resources The state of New Jersey has an Amistad Commission Curriculum for grades K-12. http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found on the homepage of the NJ Amistad Curriculum. All Paterson Public School Social Studies teachers should create a login and password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive Curriculum units contain the following topics:

1.Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800) 2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800) 3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860) 4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era 10. America Confronts the 20th Century and the emergent of Modern America (1901-1920) 11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization and Global Conflict (1921-1945) 12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA of reform. (1946-1970) 13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the topics covered:

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Amistad Resources

1. Intro 6.Griot 2. Activities 7. Library 3. Assessments 8. Links 4. Essentials 9. Rubrics 5. Gallery 10. Tools

All resources on the NJ Amistad Curriculum website are encouraged and approved by the District for use

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Holocaust Curriculum In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education and it subsequently signed into by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools. Topics/People to Study Suggested Activity Resource “It Really Did Happen” an introduction to the Students will read the article “It Really Did https://www.nj.gov/education/holocaust/resources Holocaust for the young reader. Happen” and create a graphic organizer for their /AnIntroductiontotheHolocaustfortheYoungReader.p information df

Hate Groups in the United States Students will analyze the article on hate groups https://www.nj.gov/education/holocaust/res in the United States and complete comprehension ources/ASnapshotofHate.pdf questions. Students then can design a plan to counter hate groups in the United States

Nuremburg Trials Students will create their own justice system for https://www.nj.gov/education/holocaust/resources/A people who discriminate against others TurningPointintheLaw.pdf

Anne Frank Students will read about Anne Frank and create a https://www.nj.gov/education/holocaust/resources/A timeline of Anne Frank’s story nne%20FrankAndThenTheyCameforMe.pdf

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LGBTQ Contributions

In 2019, the legislature signed into law the requirement that curricula shall include instruction on the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculm of middle school and high school students as part of the district’s implementation of the New Jersey Student Learning Standards. The following individuals contributed to our society’s history and culture.

People to Study Suggested Activity Resource Julius Caesar (c. 100 BC - 44 BC / Reigned After reading about Julius Caesar and Roman https://www.ducksters.com/history/ancient_rome/juliu 46-44 BC) was a Roman statesman and history, imagine you are a talk show s_caesar.php military general who played a critical role in interviewing Julius Caesar. Think carefully about Biography of Julius Caesar the events that led to the demise of the Roman the best questions to ask and how to phrase them. https://www.historyforkids.net/timeline-of-ancient- Republic s. and the rise of the Roman Empire. rome.html He was also a and author of Latin Click on the Rome tab on the top of the page and read prose. more about Rome : Conqueror and king of Students will learn key facts about Alexander the https://www.ancient.eu/timeline/Alexander_the_Great/ Macedonia, Alexander the Great was born Great and create a timeline of his rule. Encyclopedia on July 20, 356 B.C., in Pella, in the kingdom of Macedonia. During his leadership, from 336 to 323 B.C., he united the Greek city-states and led the Corinthian League. He was undefeated in battle and is widely considered one of history’s most successful military commanders. Socrates (470-399 BC) was a Greek Socratic questioning was named after Socrates. It https://www.learning-mind.com/socratic-questioning/ philosopher and is considered the father of is based on the practice of disciplined, thoughtful Read the article, Socratic questioning can help you western . Plato (l. c. 428-348 BCE) dialogue. Research socratic questioning and reach a different conclusion to the questions you were was his most famous student and would teach provide a list of socratic questions. asking. This can be useful when dealing with problems Aristotle (l. 384-322 BCE) who would then and insecurities. tutor Alexander the Great.

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Michelangelo (1475-1564) is regarded as one After taking a virtual tour of the sistine chapel, https://www.ducksters.com/biography/artists/michelan of the most famous artists of all time. He was create your own sistine chapel. gelo.php responsible for much of the design of What is the message in the Sistine Chapel Read the biography of Michelangelo. Florence, Italy. He is considered the best artwork? Take a virtual tour of the sistine chapel. painter, architect, and sculptor of his time and https://www.italyguides.it/en/lazio/rome/the- among the best ever. vatican/vatican-/sistene-chapel/the-ceiling Read the Sistine Chapel: The ceiling (virtual tour). George Washington Carver (1861-1943) After reading about George Washington Carver, https://www.history.com/topics/black-history/george- was born into slavery and went on to become explain why he became known as “The Peanut washington-carver one of the most prominent scientists and Man.” Write a newspaper article on his life and Read the article on George Washington Carver inventors of his time, as well as a teacher at accomplishments. the Tuskegee Institute. Carver devised over 100 products using one major crop — the peanut — including dyes, plastics and gasoline. After reading about the holocaust and Gad Beck, https://www.ducksters.com/history/world_war_ii/holo Gad Beck (1923-2012) was a writer and think about how lives can be changed by people caust.php activist who survived as a Jewish man in and events. Think of your own life and how your Read the article on the holocaust decisions affect others. What decisions have you https://encyclopedia.ushmm.org/content/en/id- made that affected others? Was it in a positive or card/gad-beck negative way? If it was in a negative way, how Read about Gad Beck can we change our decisions to help others? Andy Warhol (1928-1987) was a successful Have you ever heard of anyone who would paint https://www.theartstory.org/artist/warhol-andy/ magazine and ad illustrator who became a something you use everyday - something really Read about Andy Warhol and his art leading artist of the 1960s Pop art common and mundane - like a banana? Well, movements. He ventured into a wide variety Andy Warhol was one such person! Andy https://www.tate.org.uk/kids/make/paint-draw/make- of art forms, including performance art, Warhol was an American artist who literally pop-art-warhol filmmaking, video installations and writing, found art in the small joys of daily life. After viewing Andy Warhol’s pop art, create your own and controversially blurred the lines between After reading and viewing some of Andy pop art. and mainstream aesthetics. Warhol’s artistry, draw your own Pop Art.

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DBQ’s

Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material rich in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular practice with complex text and engage in high level critical thinking.

A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.

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Unit 2 Vocabulary Khufu Pharaoh agriculture Kush Phoenicia cataracts Phoenicians dynast Memphis pyramids economy Menes Ramses the Great exports Middle Kingdom Rosetta Stone Hatshepsut mummies scribe hieroglyphics New Kingdom imports Nile River social class Nobles sphinxes Nubia stylus Old Kingdom Thebes III trade routes Tutankhamen

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Unit 2 Project (Suggested) - Choose 1

Suggested Project 1: Suggested Project 2:

Ode to Egypt Project (see Dropbox resources for project guidelines and Ancient Egypt Prezi Research Project (see Dropbox resources for rubric). project guidelines and rubric). ● Students will write an original ode about the Nile River, the Students will conduct independent research project of their choice and present pyramids, or pharaohs. their using the interactive web sitewww.Prezi.com. Project requires students to use figurative language and illustrations to enhance their ode’s meaning.

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Field Trip Ideas LIBERTY SCIENCE CENTER - An interactive science museum and learning center located in Liberty State Park. The center, which first opened in 1993 as New Jersey's first major state science museum, has science exhibits, the largest IMAX Dome theater in the United States, numerous educational resources, and the original Hoberman sphere. http://lsc.org/plan-your-visit/

AMERICAN LABOR MUSEUM (BOTTO ) - The American Labor Museum advances public understanding of the history of work, workers and the labor movement throughout the world, with special attention to the ethnicity and immigrant experience of American workers. http://www.labormuseum.net/

NEWARK MUSEUM - All programs at the Newark Museum are aligned with the New Jersey Core Curriculum Standards and address the goals of the National Common Core Standards initiative. Designed to be fun and engaging, the content-rich programs are based on the renowned art and science collections and engage students in learning that will enhance their academic skills, All of the programs are led by professional educators, using an inquiry based and discussion approach, never lectures. Special services include the state-of-the-art planetarium and portable SKYLAB & Distance Learning videoconferences. http://newarkmuseum.org/

MEADOWLANDS ENVIRONMENT CENTER The MEC offers innovative, hands-on, environmental science programs for Grades K-12 at the NJSEA’s Center for Environmental and Scientific Education (Science Center), an NJSEA facility run by Ramapo College of New Jersey. More than 20,000 students participate in MEC education programs each year. Classes cover a wide array of scientific disciplines including ecology, , , , natural history and astronomy. All programs comply with New Jersey Core Curriculum Content Standards. http://www.njsea.com/njmc/about/meadowlands- environment-center.html

ELLIS ISLAND/ OF LIBERTY - Today the Ellis Island Immigration Museum is part of the Statue of Liberty National and is under the care of the National Parks Service. It is a place where visitors can spend learning about Ellis Island's history before, during, and after its use as America's immigration station. The museum also tells the stories of why so many people immigrated to America and what became of them after they arrived. http://www.statueoflibertytickets.com/Ellis-Island/

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ELL Resources

▪ Learning style quiz for students- http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml ▪ “Word clouds” from text that you provide-http://www.wordle.net/ ▪ Bilingual website for students, parents and educators: http://www.colorincolorado.org/ ▪ Learn a language for FREE-www.Duolingo.com ▪ Time on task for students-http://www.online-stopwatch.com/ ▪ Differentiation activities for students based on their lexile- www.Mobymax.com ▪ WIDA- http://www.wida.us/ ▪ Everything ESL - http://www.everythingESL.net Judy Haynes' s ESL website with a discussion forum, lesson plans, teaching tips, & resources for teachers ▪ ELL Tool Box Suggestion Site http://www.wallwisher.com/wall/elltoolbox best practices for various aspects of an English language classroom ▪ Hope4Education - http://www.hope4education.com Books, online workshops, on-site training and presentations, help meeting the NCLB and state curriculum standards, discussion forums, and tele-chats hosted by Hope Blecher-Sass ▪ Learning the Language http://blogs.edweek.org/edweek/learning-the-language/ Mary Ann Zehr's blog for Education Week - news, controversies, initiatives, research, legislative updates about teaching English language learners ▪ FLENJ (Foreign Language Educators of NJ) 'E-Verse' wiki: http://www.flenj.org/Publications/?page=135 ▪ OELA - http://www.ed.gov/offices/OBEMLA The Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students ▪ New Jersey Department of Education- Bilingual Education information http://www.state.nj.us/education/bilingual/ ▪ Learning Resource Centers (LRC Network) http://www.state.nj.us/education/lrc supported through the NJDOE, Office of Special Education Programs. Click on "Services" and scroll down to the library in your region.

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● 1-Language.com - http://www.1-language.com Activities, exercises, worksheets, forums, chats, articles, and more ● Repeat After Us - http://repeatafterus.com/ The best collection of copyright-free English texts and scripted recordings ● Learning Vocabulary Can Be Fun - http://www.vocabulary.co.il Games and quizzes for practicing vocabulary

Students K-8

● Kindersite - http://www.kindersite.org 1,000s of links to graded English content suitable for 2 to 6 year olds ● Learning Games for Kids - http://www.learninggamesforkids.com Learning games and songs for preschool and elementary children ● SpellingCity.com - http://www.SpellingCity.com Lessons, Games, Tests, over 25,000 words, students can practice teacher-assigned words ● Starfall.com - http://www.starfall.com Phonics lessons, interactive books, and word games ● AAA Math - http://www.aaamatematicas.com over 2500 interactive math lesson pages ● NASA's Space Place - http://spaceplace.nasa.gov NASA's education program; also available in Spanish ● Achieve 3000-http://www.achieve3000.com/

Students K-12

▪ Teaching Reading and Language Arts - http://teachingreadingandla.pbworks.com 69 | Page

Sites and resources for classroom instruction compiled by Keith Schoch ▪ Mrs. Hurley's ESL Pagehttp://www.mrshurleysesl.com Tips, activities, information & links for students and teachers ▪ Children's Web Guide - http://www.ucalgary.ca/~dkbrown/index.html Many Internet resources related to books for children and young adults including lists, reviews, and lesson plans & more ▪ 21st Century Centers http://www.21stcenturycenters.com/21cc/Home.html Implement "Centers" in a high school classroom using the i-pod touch ▪ Windows to the Universe - English: http://www.windows.ucar.edu Spanish: http://www.windows.ucar.edu/spanish A comprehensive science education and reference site spanning a broad range of Earth and Space Science topics and related topics in the humanities ▪ ESL Summer Programs at Colleges in New York State for Kids & Teens 8-18 http://www.summeroncampus.com/main/ActivityProgramsList.asp?CategoryID=25 Search by college or location. Updated annually

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Special Education Resources

● Animoto Animoto provides tools for making videos by using animation to pull together a series of images and combining with audio. Animoto videos or presentations are easy to publish and share. https://animoto.com ● Bookbuilder Use this site to create, share, publish, and read digital books that engage and support diverse learners according to their individual needs, interests, and skills. http://bookbuilder.cast.org/ ● CAST CAST is a non-profit research and development organization dedicated to Universal Design for Learning (UDL). UDL research demonstrates that the challenge of diversity can and must be met by making curriculum flexible and responsive to learner differences. http://www.cast.org ● CoSketch CoSketch is a multi-user online whiteboard designed to give you the ability to quickly visualize and share your ideas as images. http://www.cosketch.com/ ● Crayon The Crayon.net site offers an electronic template for students to create their own newspapers. The site allows you to bring multiple sources together, thus creating an individualized and customized newspaper. http://crayon.net/ ● Education Oasis Education Oasis offers a collection of graphic organizers to help students organize and retain knowledge – cause and effect, character and story, compare and contrast, and more! http://www.educationoasis.com/printables/graphic-organizers/ ● Edutopia A comprehensive website and online community that increases knowledge, sharing, and adoption of what works in K-12 education. We emphasize core strategies: project-based learning, comprehensive assessment, integrated studies, social and emotional learning, educational leadership and teacher development, and technology integration. http://www.edutopia.org/ ● Glogster Glogster allows you to create "interactive posters" to communicate ideas. Students can embedded media links, sound, and video, and then share

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their posters with friends. http://edu.glogster.com/?ref=personal ● Interactives – Elements of a Story This interactive breaks down the important elements of a story. Students go through the series of steps for constructing a story including: Setting, Characters, Sequence, Exposition, Conflict, Climax, and Resolution. http://www.learner.org/interactives/story/index.html ● National Writing Project (NWP) Unique in breadth and scale, the NWP is a network of sites anchored at colleges and universities and serving teachers across disciplines and at all levels, early childhood through university. We provide professional development, develop resources, generate research, and act on knowledge to improve the teaching of writing and learning in schools and communities. http://www.nwp.org ● Pacecar Vocab Ahead offers videos that give an active demonstration of vocabulary with audio repeating the pronunciation, definition, various uses, and synonyms. Students can also go through flash cards which give a written definition and visual representation of the word. http://pacecar.missingmethod.com/ ● Plickers Plickers is a powerfully simple tool that lets teachers collect real-time formative assessment data without the need for student devices. Use Plickers for quick checks for understanding to know whether your students are understanding big concepts and mastering key skills. https://plickers.com/ ● Read Write Think ReadWriteThink provides educators, parents, and afterschool professionals with access to the highest quality practices in reading and language arts instruction by offering the very best in free materials http://www.readwritethink.org ● RubiStar RubiStar is a free tool to help teachers create quality rubrics. http://rubistar.4teachers.org/index.php ● VisuWords Visuwords is an online graphic dictionary and thesaurus that helps develop word knowledge. Word relationships are illustrated by the color and pattern of the link between words. http://www.visuwords.com/ ● Vocab Ahead Vocab Ahead offers videos that give an active demonstration of vocabulary with audio repeating the pronunciation, definition, various uses, and synonyms. Students can also go through flash cards which give a written definition and visual representation of the word. 72 | Page

http://www.vocabahead.com/ ● Voki Voki is text to speech generator that allows the user to create a personal speaking avatar that can be embedded in a website. The site offers a high level of customization ranging from the overall look of the Voki to the sound of its voice. http://www.voki.com/ ● Webspriration Webspiration is an online visual thinking tool with features that assist students in capturing ideas, organizing information, diagramming processes, and creating concise written documents. http://www.mywebspiration.com/ ● Wordle Wordle is a for generating 'word clouds' from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text. You can tweak your clouds with different fonts, layouts, and color schemes. http://www.wordle.net/

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