sign in sign up
<<
Home , Ancient Egypt

Social Studies Curriculum

Grade 6: Unit 3

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 .

Pacing Guide

Unit Topic Suggested Timing

Unit 1 World Geography and Origins 7

Unit 2 Mesopotamia and the 7

Unit 3 Ancient Egypt, Kush and 7

Unit 4 Ancient Greece 7

Unit 5 Ancient and Empire 8

Educational Technology Standards

8.1.8.A.2, 8.1.8.A.3, 8.1.8..1, 8.1.8.D.2

 Technology Operations and Concepts  Create a document using one or more digital applications to be critiqued by professionals for usability. Example of Use: Using digital tools create a map of Ancient Egypt.  Use and/or develop a simulation that provides an environment to solve a real world problem or theory. Example of Use: Political and Historical Maps: Use digital maps to label important modern and historical areas in Ancient Egypt.

 Creativity and Innovation  Synthesize and publish information about a local or global issue or event. Example of Use: Create an essay on the modern effects of technology developed in Ancient Egypt.

 Digital Citizenship  Demonstrate the application of appropriate citations to digital content. Example of Use: Create a bibliography for your essay on Ancient Egyptian technology. In the bibliography include citations for websites, videos and other digital content.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study.

CRP5. Consider the environmental, social and economic impacts of decisions. Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. Example of Use: Egyptian Society Comparison Chart Jigsaw Activity: Divide class into groups; assign each person two social classes. Report back to home group, experts teach other.

CRP7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. Example of Use: Students will read text and view videos and images to identify three major geographic features and key details of Egypt.

Career Ready Practices

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. Example of Use: Use a graphic organizer to Compare/Contrast /economic systems, /, and innovations of Phoenicia, Mesopotamia, and Egypt.

CRP9. Model integrity, ethical leadership and effective . Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture. Example of Use: Student will take perspective of an Egyptian reflecting on the significance of pharaoh’s accomplishments.

Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies Time/General Processing Comprehension Recall  Extra time for assigned  Extra Response time  Precise step-by-step  Teacher-made checklist tasks  Have students verbalize directions  Use visual graphic  Adjust length of assignment steps  Short manageable tasks organizers  Timeline with due dates for  Repeat, clarify or reword  Brief and  Reference resources to reports and projects directions directions promote independence  system between home and school  Mini-breaks between tasks  Provide immediate  Visual and verbal  Provide lecture  Provide a warning for feedback reminders notes/outline transitions  Small group instruction  Graphic organizers  Reading partners  Emphasize multi-sensory learning

Assistive Technology Tests/Quizzes/Grading Behavior/Attention Organization  Computer/whiteboard  Extended time  Consistent daily  Individual daily planner  Tape recorder  Study guides structured routine  Display a written agenda  Spell-checker  Shortened tests  Simple and clear  Note-taking assistance  Audio-taped  Read directions al classroom rules  Color code materials   Frequent feedback

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  scaffolds  Tangible items/pictures (i.e., to facilitate vocabulary acquisition)  Tiered learning stations  Tiered questioning  Data-driven student partnerships

Enrichment Accommodate Based on Students Individual Needs: Strategies

 Adaption of Material and Requirements  Evaluate Vocabulary  Elevated Text Complexity  Additional Projects  Independent Student Options  Projects completed individual or with Partners  Self-Selection of Research  Tiered/Multilevel Activities  Learning Centers  Individual Response Board  Independent Studies  Open-ended activities  Community/Subject expert mentorships

Assessments Suggested Formative/Summative Classroom Assessments

 Timelines, Maps, Charts, Graphic Organizers

 Unit Assessments, Chapter Assessments, Quizzes

 DBQ, Essays, Short Answer

 Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

 Projects, Portfolio, Presentations, Prezi, Gallery Walks

 Homework

 Concept Mapping

 Primary and Secondary Source analysis

 Photo, Video, Political Cartoon, Radio, Song Analysis

 Create an Original Song, Film, or Poem

 Glogster to make Electronic Posters

 Tumblr to create a Blog

New Jersey Student Learning Standards By the end of Grade 8

6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

A.Civics, Government, and Human Rights  6.2.8.A.2.a: Explain why different ancient river valley civilizations developed similar forms of government.  6.2.8.A.2.b: Explain how codifying met the needs of ancient river valley societies.  6.2.8.A.2.c: Determine the role of in the economic and social structures of ancient river valley civilizations.

B. Geography, People, and the Environment  6.2.8.B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations.  6.2.8.B.2.b: Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern /India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. C. Economics, Innovation, and Technology  6.2.8.C.2.a: Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations.

D.History, Culture, and Perspectives  6.2.8.D.2.a: Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations.  6.2.8.D.2.b: Explain how the development of written language transformed all aspects of life in ancient river valley civilizations.  6.2.8.D.2.c: Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a common pattern of growth and decline.  6.2.8.D.2.d: Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies.

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

Key Ideas and Details:  RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources.  RH.6-8.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.  RH.6-8.3: Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes a , how interest rates are raised or lowered).

Craft and Structure:  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.6-8.6: Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas:  RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.  RH.6-8.8: Distinguish among fact, opinion, and reasoned judgment in a text.  RH.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.

Range of Reading and Level of Text Complexity:  RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

English Language Arts Standards » Writing » Grade 6-8

Text Types and Purposes:  WHST.6-8.1: Write arguments focused on discipline-specific content.  WHST.6-8.2 a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

Production and Distribution of Writing:  WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.  WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.  WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge:  WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.  WHST.6-8.8: Gather relevant information from multiple print and digital sources, using terms search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the 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.  WHST.6-8.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Grade: 6 Unit: 3 Topic: Ancient Egypt, Kush and Phoenicia 7 Week Unit three will focus on the wonders of the ancient Egyptian civilization and its relationship with the Kush Empire to the south and its neighbor Phoenicia to the north. NJSLS: 6.2.8.A.2.a, 6.2.8.A.2.b, 6.2.8.A.2.c, 6.2.8.B.2.a, 6.2.8.B.2.b, 6.2.8.c.2.a, 6.2.8.D.2.a, 6.2.8.D.2.b, 6.2.8.D.2.c, 6.2.8.D.2.d

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

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections Locate ancient Egypt and its Where is Egypt located, and Political and Physical https://egypt.mrdonn.org/geo important cities and rivers on what are its major cities, Maps: Use blank maps to graphy.html a historical and a modern rivers, and physical label important modern and map. features? historical areas in Ancient British Ancient Standard: Egypt and . Egypt Geography: Why is this an important Interactive background 6.2.8.B.2.b geographic location for both Teacher Notes (Link) material on Egypt’s historic and modern Blank Ancient Egypt and geography. RH.6-8.4 ? Africa Map http://www.ancientegypt.co. RH.6-8.7 uk/geography/home.html RH.6-8.10 Student instructions to WHST.6-8.10 complete blank Egypt and ABC CLIO River: Africa map. Background information. http://ancienthistory.abc- clio.com/Search/Display/574 778?terms=Nile+River

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections Analyze how the How did Egypt’s location Geography of Egypt Main https://egypt.mrdonn.org/geo ELA-The Nile: A River of geographical location of influence its development? Idea Web Graphic graphy.html Life Egypt led to the Organizer: reading passage development of a civilization. What are the unique Go to Explore tab 2. NJSLSA.R1 features of the Nile River? Students will read text and NJSLSA.R2 Standard: view videos and images NJSLSA.W2 6.2.8.B.2.b How did the Nile River from Explore tabs 1-3 to 6.2.8.D.2.c influence the growth of identify three major ELA-Hymn to the Nile Say agriculture in ancient Egypt? geographic features and key What? Activity: RH.6-8.1 details of Egypt. Students will translate and RH.6-8.2 analyze a 2100 BCE hymn RH.6-8.4 Egypt and Mesopotamia written by and Egyptian RH.6-8.6 Venn Diagram: priest. RH.6-8.7 Go to Explain tab where NJSLSA.W2 RH.6-8.9 students will RH.6-8.10 compare/contrast the WHST.6-8.1 geography of Egypt and WHST.6-8.2 Mesopotamia. WHST.6-8.4 WHST.6-8.5 WHST.6-8.9 WHST.6-8.10

Explain the importance of How did agriculture influence Geography of Egypt ELA-Egyptian Culture and trade to the ancient Egyptian the growth of civilization in Cause/Effect Graphic Trade from Discovery economy and people. ancient Egypt? Organizer: Education Techbook Chapter 4 Section 4.1: Standard: What goods did Egypt trade Read text and reading with other regions? view videos and images Holt World History passage includes to Textbook: comprehension questions 6.2.8.B.2.b What was the impact of identify how Egypt’s Unit 2 Chapter 4 Section 3 and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2 6.2.8.D.2.c trade on Egyptian geography and location led The Middle and New civilization? to growth of civilization and Kingdoms development of trade. RH.6-8.1

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections RH.6-8.2 Egyptian Trade Map RH.6-8.4 Use blank map of northern RH.6-8.7 Africa and Southwest to RH.6-8.10 create map highlighting WHST.6-8.1 Egypt’s trading partners and WHST.6-8.2 products. WHST.6-8.9 WHST.6-8.10

Explain the concept of a How did ancient Egyptians Timeline Graphic Discovery Techbook and identify the choose rulers? Organizer: Chapter 4 Section 4.2 important in Go to Explore tab 2. Using Egyptian Society: ancient Egypt. What is a dynasty? material from tabs 1-3, plot Unify Egypt five significant events on the Standard: Why did the Egyptians timeline and explain establish dynasties? importance of each event. ABC CLIO : 6.2.8.A.2.a What are the advantages Teacher Notes (Link) Background information

6.2.8.A.2.b and disadvantages of a Ancient Egypt timeline and Egypt’s first pharaoh. 6.2.8.D.2.c dynasty? questions http://ancienthistory.abc- ELA-Egyptian Society clio.com/Search/Display/573 Quick Write: How do organize 807?terms=Menes Go to Explain Activities tab. RH.6-8.1 Egypt’s history? Student will take perspective RH.6-8.3 Ancient of an Egyptian pharaoh RH.6-8.4 How did Egypt’s most Egypt Time: reflecting on the significance RH.6-8.6 powerful rulers leave their Interactive Ancient Egypt of pharaoh’s RH.6-8.7 marks on history? timelines. accomplishments. RH.6-8.8 http://www.ancientegypt.co. NJSLSA.W2 RH.6-8.10 uk/time/explore/main- WHST.6-8.1 time.html WHST.6-8.2 WHST.6-8.7 YouTube Video Clip WHST.6-8.9 Reviving : WHST.6-8.10 Hatshepsut reconstruction. http://www.youtube.com/wat ch?v=KuW pEfj6EK8

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections British Museum Ancient Egypt Pharaohs: Interactive background material on pharaohs. http://www.ancientegypt.co. uk/pharaoh/home.html

ABC CLIO Ramses the Great: Background information on Egypt’s second longest reign. http://ancienthistory.abc- clio.com/Search/Display/573 726?terms=Ramses

ABC CLIO : Background information on Khufu and the Great Pyramid of . http://ancienthistory.abc- clio.com/Search/Display/573 721?terms=Khufu Analyze the roles and What effects did power and Egyptian Society https://www.khanacademy.or ELA-Slavery in Ancient responsibilities of those in social class have on the Comparison Chart Jigsaw g/humanities/world - Egypt social class lives of ancient Egyptians? Activity: https://egypt.mrdonn.org/sla history/world -history- hierarchy. Go to Explore tabs 4-8. ves.html beginnings/ancient-egypt- What was life like for Divide class into groups; Go to Explore tab 8, reading Standard: ordinary Egyptians? assign each person two /a/egyptBrainPOP lesson- on passage includes social classes. Report back Pharaohs: comprehension questions How did the pharaoh to home group, experts http://www.brainpop.com/so and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2 6.2.8.A.2.a maintain control over such a teach other. cialstudies/worldhistory/egy 6.2.8.A.2.b large empire? ptianpharaohs/ 6.2.8.A.2.c BrainPOP Pharaohs: YouTube Video ELA-Document Based 6.2.8.D.2.c Companion activities with : Investigation Daily Life in lesson. Mr. Nicky video on Ancient Egypt:

RH.6-8.1 Egypt to Maroon 5’s Moves Go to Elaborate tab to create

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections RH.6-8.2 Like Jagger. a museum exhibit or write an RH.6-8.4 http://www.youtube.com/wat essay why one group on RH.6-8.7 ch?v=HxsSW MLRTqU social hierarchy was more RH.6-8.10 important than other choices. WHST.6-8.1 NJSLSA.W1 WHST.6-8.2 WHST.6-8.6 WHST.6-8.7 WHST.6-8.9 WHST.6-8.10 Explain the religious How did religion influence Egyptian Society and practices of ancient Egyptian society? Religion Main Idea Web BrainPOP lesson on Egyptians. Graphic Organizer: : Why were tombs so Use main idea graphic http://www.brainpop.com/so Standard: important to ancient organizer while reading texts cialstudies/worldhistory/mu 6.2.8.D.2.a Egyptians? and viewing videos and mmies/ images from Explore tabs 9- RH.6-8.2 10. YouTube Video from RH.6-8.4 Heritage Key-Dr. Zahi RH.6-8.7 BrainPOP Mummies: Hawass: RH.6-8.10 Companion activities with Dr. Hawass explains lesson. mummification . http://www.youtube.com/wat University of ch?v=OwiYnzfLUwI Interactive Site on Mummification: Help embalm a body. http://oi- .uchicago.edu/OI/MU S/ED/mummy.html

Connect the technological What are Egypt’s Problem/Solution Graphic Egyptian Innovations and ELA-King Tut and cultural innovations of contributions and Organizer Jigsaw Activity: Contributions: https://www.nationalgeograp Egypt to the development of innovations? Go to Explore tab 2 for chart. https://discoveringegypt.c hic.com/archaeology-and- its neighbors and future Using Explore tabs 2-10 om/ancient-egyptian- history/magazine/2018/03- civilizations. How did the innovations of students will read text and inventions/ 04/findingkingtutstomb/

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections ancient Egypt impact its view videos/images of NJSLSA.R1 Standard: neighbors and future Egyptian innovations/ British Museum Ancient NJSLSA.R2 6.2.8.C.2.a civilizations? contributions. Use chart to Egypt Writing: NJSLSA.W2 6.2.8.D.2.b record the problem each Interactive background 6.2.8.D.2.d What do you think are some innovation solved. material on hieroglyphics ELA-Advertisement: lessons that future and the Stone. Go to Explain tab. After RH.6-8.1 civilizations learned from the Quick Write/Egyptian Quick Write activity, create RH.6-8.2 Egyptians? Innovations: YouTube Video National advertisement for innovation RH.6-8.4 Go to Explain tab. Activity Geographic Egypt Wants or contribution. RH.6-8.7 information on the Egyptian its Treasures Back: NJSLSA.W1 RH.6-8.10 innovation that had greatest Dr. passionate WHST.6-8.1 impact on modern world. plea for return of Rosetta ELA-Ancient Egyptian WHST.6-8.2 Stone and other famous Architecture from WHST.6-8.5 Egyptian artifacts. Discovery Education WHST.6-8.6 http://www.youtube.com/wat Techbook Chapter 4 WHST.6-8.7 ch?v=lxbICL4W_GY Section 4.3: WHST.6-8.8 reading passage includes WHST.6-8.9 comprehension questions WHST.6-8.10 and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2 https://www.historyfo rkids.net/ancient- egyptian- architecture.html

Locate ancient Kush and its Where was Kush located, Political and Physical Kush Geography and important cities and rivers on and what were its major Maps: Use blank maps to Society: both historical and modern cities, rivers, and physical label important modern and https://www.nationalgeog maps. features? historical areas in Ancient raphic.org/media/kingdom

Kush. s-kush/

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections 6.2.8.B.2.b Teacher Notes (Link) tab 1. Blank Kush/Phoenicia RH.6-8.4 Africa/ Map RH.6-8.6 RH.6-8.7 RH.6-8.8 RH.6-8.10

Analyze the importance of How did Kush gain power Kush Geography and ELA-Kush Mind Map: the location of Kush, and influence? Society Main Idea Web: Go to Explain tab. Use 10+ including its natural Use words from word bank to resources and its proximity What resources did ancient text, videos/images answer: How trade helped to Egypt. Kush have plenty of and to record change and spread Kush what resources did they characteristics regarding culture. Standard: lack? Kush’s location, physical NJSLSA.W1 geography, and natural ABC CLIO The Kingdom resources. of : Life Along the 6.2.8.A.2.a Upper Nile: 6.2.8.A.2.b Background information 6.2.8.B.2.a Egypt’s southern neighbor. 6.2.8.D.2.c http://ancienthistory.abc- clio.com/Topics/Display/118 5562?cid=41&terms=The+ki RH.6-8.2 ngdom+of+Nubia RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.6 WHST.6-8.9 Connect the technological How did Egypt influence Geography Cause/Effect Kush Geography and ELA-Timeline Map and cultural innovations of Kush? Charts: Society: Investigation The Splendor Kush to the development of Go to Explore tab 3. Use https://www.national of Ancient Kush: its neighbors and future How did Kush influence its cause/effect chart with tabs geographic.org/medi Go to Elaborate tab and use civilizations. neighbors? Timeline Map interactive tool 3-5 to record: a/kingdoms-kush/  How events in Egypt to analyze how Kush’s culture Standard: affected ancient Kush was changed by trade. society. NJSLSA.R1

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections 6.2.8.A.2.c  How events in ancient ELA-The Pyramids of 6.2.8.D.2.b Kush influenced its Meroe 6.2.8.D.2.d neighbors. https://www.nationalg eographic.com/archae RH.6-8.1 ology-and- RH.6-8.2 RH.6-8.3 history/magazine/2016 RH.6-8.4 /11-12/ancient-egypt- RH.6-8.7 nubian-kingdom- RH.6-8.10 pyramids-/ WHST.6-8.1 NJSLSA.R1 WHST.6-8.6 NJSLSA.R2 WHST.6-8.9 NJSLSA.W2 WHST.6-8.10 ELA-Biography- https://www.britannica.com/ biography/TaharqaNJSLSA.R 1 NJSLSA.R2 NJSLSA.W2

Explain the connection In what ways did the Main Idea Web Organizer: https://ancientcivilizations https://ancientcivilizationswo between the location of shape Phoenician society Go to Explore tab 1. Use world.com/phoenicians/ rld.com/phoenicians/NJSLSA Phoenicia and its importance and its impact on the outside graphic organizer to identify .R1 to sea-based trading. world? how Phoenicia’s location, NJSLSA.R2 geographic features, and NJSLSA.W2 Standard: Where was Phoenicia? proximity to the sea 6.2.8.D.2.c benefited Phoenician How did Phoenicians come citizens. to dominate trade in the Mediterranean?

NJDOE Student Essential Question Sample Activities Resources Interdisciplinary Learning Objectives Connections RH.6-8.1 Summary Frames: https://ancientcivilizationswo RH.6-8.2 Go to Explore tab 2. Read rld.com/phoenicians/NJSLSA RH.6-8.4 text and view video, then .R1 RH.6-8.7 summarize 4 to 6 events led NJSLSA.R2 RH.6-8.10 to Phoenicians’ dominating NJSLSA.W2 WHST.6-8.1 trade in the Mediterranean. WHST.6-8.9 WHST.6-8.10

Analyze the influence of Who ruled Phoenicia? Collaboration activity neighboring cultures on GREASES Categorization political organization and What societies had an Chart: culture in Phoenicia. impact on Phoenician Go to Explore tabs 3-6. Split culture? class into groups and assign Standard: pieces of chart to individual students to break up ABC CLIO Phoenicia: material. Background information. 6.2.8.D.2.c http://ancienthistory.abc- clio.com/Search/Display/585 999?terms=Phoenicia RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.9

Analyze the advantages of a How did the Phoenician’s Collaboration activity ELA-Phoenician Life from simple, shared writing impact other cultures? GREASES Categorization ABC CLIO Phoenicia: Discovery Education system for the Phoenicians. Chart: Background information. Techbook Chapter 5 How did the Phoenician Go to Explore tabs 3-6. Split Section 5.2: Standard: to our modern- class into groups and assign Go to Explore tab 5, reading 6.2.8.D.2.d day alphabet? pieces of chart to individual passage includes students to break up http://ancienthistory.abc- comprehension questions material. and open-ended. clio.com/Search/Display/585 NJSLSA.R1 NJSLSA.R2 999?terms=Phoenicia NJSLSA.W2

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections RH.6-8.1 Compare/Contrast: RH.6-8.2 Go to Explain tab. RH.6-8.4 Compare/Contrast RH.6-8.7 government/economic RH.6-8.10 systems, art/architecture, and WHST.6-8.1 innovations of Phoenicia, WHST.6-8.2 Mesopotamia, and Egypt. WHST.6-8.9 NJSLSA.W1 WHST.6-8.10

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 A reader on Imhotep, an important ancient http://www.njamistadcurriculum.net/history/unit/ancient- Egyptian. He served as the chief architect to africa/content/4348/7404 the Egyptian Pharaoh . Djoser reined from around 2630 to 2611 B.C. Athanasius A reader on St. Athanasius. http://www.njamistadcurriculum.net/history/unit/ancient- africa/content/4349/7407 Nubia A reader on Nubia, a northern region of http://www.njamistadcurriculum.net/history/unit/ancient- Africa. africa/content/4348/7406 A Brief History of to 1500 A PowerPoint on the History of North http://www.njamistadcurriculum.net/history/unit/ancient- Africa to 1500 africa/navigations/3449

Amistad Additional Resources

The of New Jersey has an Amistad Commission Interactive 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:

1. Intro 6. Gallery 11. Tools 2. Activities 7. Griot 3. Assessments 8. Library 4. Essentials 9. Links 5. Gallery 10. Rubrics

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

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 law 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 Preventing Genocide Students will examine and create a poster based https://www.nj.gov/education/holocaust/ on the poem “First They Came” by Martin resources/FirstTheyCame2.pdf Niemoller

Holocaust and Memorials Students will choose a specific Holocaust https://www.nj.gov/education/holocaust/ Museum to research and summarize. Students resources/world.pdf will gather facts on their Holocaust Museum and figures on the of visitors

How People Learn Prejudice Students will create a graphic organizer for how https://www.nj.gov/education/holocaust people learn to be prejudiced against those that /resources/HowPrejudiceIsLearned.pdf are different

Liberators of Concentration Camps Students will read and summarize the stories of https://www.nj.gov/education/holocaust/ concentration camp liberators. Students will resources/LiberatorCurriculum.pdf create a map of the liberated concentration camps

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.

Unit 3 Vocabulary

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

Unit 3 Project (Suggested) - Choose 1 Unit 3 Project (Suggested) Suggested Project1: 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 pyramids, or pharaohs. choice and present their using the interactive web site  Project requires students to use figurative language and www.Prezi.com. illustrations to enhance their ode’s meaning.