Grade 6: Unit 2

Social Studies Curriculum

Grade 6: Unit 2

1 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: prehistory and early man through the Neolithic Era, Ancient Mesopotamia and Egypt, who are considered to be amongst the world’s earliest river civilizations, and lastly Ancient Greece and the Roman Empire, who are thought to have greatly influenced Western civilization.

2 Pacing Guide

Unit Topic Suggested Timing

Unit 1 World Geography and Human Origins 7

Unit 2 Mesopotamia and the Fertile Crescent 7

Unit 3 Ancient Egypt, Kush and Phoenicia 7

Unit 4 Ancient Greece 7

Unit 5 Ancient Roman Republic and Empire 8

3 Educational Technology Standards

8.1.8.A.2, 8.1.8.A.3, 8.1.8.B.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 the Fertile Crescent.  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 Middle East region.

 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 Mesoptamia.

 Digital Citizenship  Demonstrate the application of appropriate citations to digital content. Example of Use: Create a bibliography for your essay on Ancient Mesopotamian 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: students will analyze the Standard of Ur to learn what is says about daily life of Sumerian people.

CRP6. Demonstrate creativity and innovation. Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. Example of Use: Create an advertisement to sell a Mesopotamian technology instrumental in the growth of their civilization.

Career Ready Practices

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: Research Mesopotamian Cities, use text and videos to help, list geographic characteristics of three Mesopotamian cities.

CRP12. Work productively in teams while using cultural global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings Example of use: You be the Judge Hammurabi’s Code Lesson Phillip Martin website: Small student groups rotate to 8 situations Hammurabi faced and try to decide how to achieve justice.

Differentiated Instruction Time/General AccommodateProcessing Based on Students IndividualComprehension Needs: Strategies 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 concrete  Reference resources to reports and projects directions directions promote independence  Communication 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 books  Read directions al classroom rules  Color code materials  oud  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  Writing 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 Book 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

7 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 laws met the needs of ancient river valley societies.  6.2.8.A.2.c: Determine the role of slavery 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 Pakistan/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.

8 English Language Arts & History/Social Studies Grades 6-8 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 law, 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.

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.6-8.9: 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.

9 Production and Distribution of Writing:  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.6-8.8: 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: 2 Topic: Mesopotamia and the Fertile Crescent 7 Weeks Unit two will focus on how geography, government, economics, and culture shaped the early societies in Mesopotamia.

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.6-8.7, RH.6-8.9, RH.6-8.10, WHST.6-8.1, WHST.6-8.2, WHST.6-8.5, WHST.6-8.6, WHST.6-8.8, WHST.6-8.9, WHST.6-8.10

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections Locate ancient Mesopotamia Where was ancient Political and Historical in the Fertile Crescent and Mesopotamia? Maps: Use blank maps to Mesopotamia: reading on its important cities, bodies of label important modern and Mesopotamia from ABC water, and mountains on a Where were Mesopotamia’s historical areas in Middle Clio historical and modern map. major cities, bodies of water, East region.

and mountains located? Holt World History Standard: Teacher Notes (Link) Textbook Unit 2 Chapter 3 6.2.8.B.2.b How did geography impact Blank Fertile Crescent Map Section 1 Geography of the life in Mesopotamia? Fertile Crescent RH.6-8.2 Student instructions to Owl and Mouse Map RH.6-8.3 complete blank FC map. RH.6-8.4 RH.6-8.7 Blank Middle East Map RH.6-8.9 from BYU Geography RH.6-8.10 Department: https://geography.byu.edu/Si teAssets/Pages/Resources/ outlineMaps/Middle%20East .pdf

Main Idea Web Big Cities:

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections Go to Explore tab 2 Big Software: Learn modern Cities to use text and videos cities and capitals of the ME to help list geographic playing an interactive timed characteristics of three map game. Mesopotamian cities. http://www.yourchildlearn s.com/mappuzzle/middle- east-puzzle.html

Analyze the importance of How did geography impact Sequencing Chart Link to the geography of ELA-Floods in the Fertile the physical geography of life in Mesopotamia? Mountain Rains: Mesopotamia, stories from Crescent Mesopotamia to the Go to Explore tab 1 for the area, challenges that development of civilization. What was the physical sequencing chart and use farmers face. geography of Mesopotamia tab 3 for written text and Reading passage Standard: like? Mesopotamian Geography which includes open-ended and Sumerian Society video comprehension questions What geographic factors led to track how mountain rains NJSLSA.R1 6.2.8.B.2.a to the development of helped provide food to NJSLSA.R2 6.2.8.D.2.c civilization in Mesopotamia? Mesopotamia. NJSLSA.W2 http://www.mesopotamia.c How did the Mesopotamians o.uk/geography/home_set.h RH.6-8.1 control river floods? tml RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.9 WHST.6-8.10

Agricultural Innovations and Identify and analyze the What agricultural Problem/Solution Farming farming tools ELA-Mesopotamian impact of agricultural innovations came from in Mesopotamia Graphic https://www.ancienthistor Farming Tools from innovations that led to the Mesopotamia? Organizer: ylists.com/mesopotamia- Discovery Education growth of civilization in As students move through Techbook Chapter 3 history/top-11-inventions- Mesopotamia. What was a problem or Explore tabs 3-5 students Section 3.1: Standard: challenge that should read text and view and-discoveries-of- https://www.westada.org/cm mesopotamia/ s/lib8/ID01904074/Centricity/ Domain/2825/Mesopotamian _Farming_Tools.pdf12Go to Explore tab 5, reading

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections Mesopotamians faced? videos individually or in pairs passage includes 6.2.8.B.2.a to complete Graphic YouTube comprehension questions 6.2.8.D.2.c What were some things that Organizer found on Explore DTGProduction’s Channel and open-ended. the Mesopotamians did to tab 6 Farming and Other Inventions and NJSLSA.R1 RH.6-8.1 address these challenges? Jobs. Discoveries in Ancient NJSLSA.R2 RH.6-8.2 Mesopotamia Part I video NJSLSA.W2 RH.6-8.4 How did the new Advertisement Activity: clip: RH.6-8.7 technologies affect life in Go to Explain tab for activity Lego video covering RH.6-8.10 Mesopotamia? information where students agricultural innovations in WHST.6-8.1 will create an advertisement Mesopotamia. Stop at 4:56 WHST.6-8.9 to sell a Mesopotamian minute mark. WHST.6-8.10 technology instrumental in http://www.youtube.com/wat the growth of their ch?v=s2lL20SBiIk civilization.

What was the purpose of Main Idea Web Trade and ELA-The Persian Gulf from Explain the importance of trade? Barter: Discovery Education trade to Mesopotamian Use graphic organizer while Techbook Chapter 3 civilization. How did trade become reading text and viewing Section 3.1: important in Mesopotamia? video segments on tabs 7 reading Standard: and 8 to record information passage includes How could trade change a about the purpose of trade comprehension questions society in a positive or and characteristics of and open-ended. 6.2.8.B.2.a negative way? overseas and land trade. British Museum Trade and NJSLSA.R1 6.2.8.D.2.c Transport: NJSLSA.R2 Quick Write Activity – Interactive background NJSLSA.W2 Geography of material on trade and RH.6-8.1 Mesopotamia: transport. RH.6-8.2 Under Explain tab students http://www.mesopotamia.co. RH.6-8.4 will use at least 10 words uk/trade/home_set.html RH.6-8.7 from word bank to create a RH.6-8.10 graphic organizer to answer WHST.6-8.1 lesson essential question: WHST.6-8.6 How did geography impact WHST.6-8.9 life in Mesopotamia? WHST.6-8.10

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections Describe the religious beliefs How did religion influence Note Taking-Outline: ELA-Mesopotamian and practices of ancient Mesopotamian society? Work independently or in BrainPOP lesson on Ziggurats from Discovery Mesopotamia. pairs to outline Explore tab 1 Sumerians: Education Techbook What is polytheism? Religion in Mesopotamia Click FYI tab, then In Depth Chapter 3 Section 3.2: Standard: text. tab for good explanation of reading passage includes 6.2.8.B.2.a What were ziggurats and polytheistic comprehension questions 6.2.8.D.2.c what purpose did they Main Idea Group Work: http://www.brainpop.com/ and open-ended. serve? Group students to read socialstudies/worldhistor NJSLSA.R1 RH.6-8.1 Mesopotamian Ziggurats. y/sumerians/fyi/ NJSLSA.R2 RH.6-8.2 End of each page choose 1 NJSLSA.W2 RH.6-8.4 or 2 important points and British Museum RH.6-8.7 discuss why important. End Ziggurats: RH.6-8.10 of reading students Interactive background WHST.6-8.1 summarize in writing: How material on ziggurats. WHST.6-8.6 thoughts about a ziggurat’s http://www.mesopotamia.co. WHST.6-8.9 significance and purpose uk/ziggurats/home_set.html WHST.6-8.10 have changed and What studying ziggurats can teach about Mesopotamian life.

How was Mesopotamian Mesopotamian Social Discovery Techbook ELA-Gilgamesh from Describe the social society organized? Pyramid Graphic Chapter 3 Section 3.2 Discovery Education structure-including gender Organizer: Mesopotamia Society Techbook Chapter 3 divisions-of Mesopotamia Who had power in Go to Explain tab and have Section 3.2: and draw conclusions about Mesopotamian society? students complete while reading its impact on the lives of reading and viewing videos BrainPOP lesson on passage includes Mesopotamians. What was life like for the from Explore tabs 2-5. Sumerians: comprehension questions Standard: lower classes in http://www.brainpop.com/ and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2 Mesopotamia? BrainPOP Sumerians: socialstudies/worldhistor Companion activities with y/sumerians/ ELA-Mesopotamian 6.2.8.A.2.a What status did women lesson. Women from Discovery

14 6.2.8.A.2.b have in Mesopotamian Education Techbook NJSLSA.R1 NJSLSA.R2 NJSLSA.W2

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections 6.2.8.A.2.c society? Standard of Ur interactive Chapter 3 Section 3.2: 6.2.8.D.2.a Source Analysis: Go to Explore tab 5, reading Go to Elaborate tab where passage includes RH.6-8.1 students will analyze the comprehension questions RH.6-8.2 Standard of Ur to learn what and open-ended. RH.6-8.4 is says about daily life of NJSLSA.R1 RH.6-8.7 Sumerian people. NJSLSA.R2 RH.6-8.10 NJSLSA.W2 WHST.6-8.1 WHST.6-8.6 WHST.6-8.9 WHST.6-8.10

Describe and map the Why was Mesopotamia a Discovery Techbook cycles of conquest that led prized land? Chapter 3 Section 3.2 to the ascension of varied Mesopotamia Society: civilization in Mesopotamia Who were the first rulers to from 3000-500 BCE. unite Mesopotamia? How did the rulers differ in their Holt World History Standard: approach? Textbook Unit 2 Chapter 3 Section 1 Rise of Sumer and Section 4 Later Peoples 6.2.8.A.2.a Fertile Crescent 6.2.8.D.2.c YouTube video The RH.6-8.2 Legend of Sargon: RH.6-8.4 Akkadian poem about RH.6-8.7 Sargon the Great has many RH.6-8.10 similarities to baby Moses WHST.6-8.1 story. WHST.6-8.6 https://www.youtube.com/w WHST.6-8.9 atch?v=IE0ffTx8dyA WHST.6-8.10 YouTube video The Mesopotamians by They Might Be Giants:

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections Catchy song highlighting Sargon, Hammurabi, Ashurbanipal and Gilgamesh. https://www.youtube.com/w atch?v=jAMRTGv82Zo

YouTube video Ancient Mesopotamia Song by Mr. Nicky: Rap song covers all Mesopotamian empires. https://www.youtube.com/w atch?v=84y2q4giihY

Sargon of Akkad: http://ancienthistory.abc- clio.com/Search/Display/57 3759?terms=Sargon+II

Nebuchadnezzar II: http://ancienthistory.abc- clio.com/Search/Display/5 73812?terms=Nebuchadn ezzar+II

Identify and analyze the How did Mesopotamian Main Idea Web Writing Discovery Techbook Mesopotamian Haiku- impact of cultural and technological and cultural Graphic Organizer: Chapter 3 Section 3.3 Teacher Notes (Link): technical innovations of the innovations influence future The Mesopotamian Using unit knowledge Mesopotamians. civilizations? Development of Written Innovations and students create original haiku Language. Read text and Contributions poems. NJSLSA.W3

Standard: Why was the development view videos to complete: of writing important? Who wrote? How did they write? Why did they write? 6.2.8.C.2.a

17 6.2.8.D.2.b

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections 6.2.8.D.2.d What were Ancient Summary Frame Epic of ABC CLIO Gilgamesh: Reading passage on Mesopotamian legends Gilgamesh Graphic Background article on the Gilgamesh includes RH.6-8.1 about? Organizer: world’s oldest piece of comprehension questions RH.6-8.2 Read text, view images and literature. and open-ended. RH.6-8.3 What does the Epic of videos and then illustrate six http://ancienthistory.abc- NJSLSA.R1 RH.6-8.4 Gilgamesh tell us about important events in The Epic clio.com/Search/Display/57 NJSLSA.R2 RH.6-8.7 Sumerian culture? of Gilgamesh. 4976?terms=Gilgamesh NJSLSA.W2 RH.6-8.10 WHST.6-8.1 How did Mesopotamian Cause and Effect Chart: YouTube WHST.6-8.9 technological innovations While reading text and DTGProduction’s Channel WHST.6-8.10 improve agriculture, trade, viewing videos list Inventions and and transportation? challenges Mesopotamians Discoveries in Ancient faced before development of Mesopotamia Part 1 video a specific technology clip: (cause/problem) and the Lego video start at 5 minute effect of new technology. mark for invention of the wheel. http://www.youtube.com/wat ch?v=s2lL20SBiIk

British Museum Mesopotamian Writing: Interactive background material on cuneiform. http://www.mesopotamia.co. uk/writing/home_set.html

YouTube DTGProduction’s Channel Inventions and Discoveries in Ancient Mesopotamia Part 2 video clip: Lego video discussing writing (0-3:11 minute) and mathematics (5:34-end). http://www.youtube.com/wat

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections ch?v=85bdU0VU1j4 Paraphrase portions of Why do civilizations need Main Idea Web Discovery Techbook ELA-King Hammurabi from Hammurabi’s Code and laws? Hammurabi’s Code Chapter 3 Section 3.3 Discovery Education draw conclusions about the Graphic Organizer: Mesopotamian Techbook Chapter 3 importance of codified laws How did Hammurabi’s Code Go to Explore tabs 6-8. Pair Innovations and Section 3.3: to a society. impact life in Mesopotamia? students to read text and Contributions: Go to Explore tab 6, reading complete main idea and Go to Explore tabs 6-8. passage includes Standard: What laws were contained in supporting details graphic comprehension questions 6.2.8.A.2.b Hammurabi’s Code? organizer. DTGProduction’s Channel and open-ended. Inventions and NJSLSA.R1 RH.6-8.1 How did the Code of You be the Judge Discoveries in Ancient NJSLSA.R2 RH.6-8.2 Hammurabi change the idea Hammurabi’s Code Mesopotamia Part 2 video NJSLSA.W2 RH.6-8.4 of justice? Lesson Phillip Martin clip: RH.6-8.6, website: Lego video discusses RH.6-8.7 Small student groups rotate Hammurabi’s Code (3:12- RH.6-8.8 to 8 situations Hammurabi 5:30 minute mark). RH.6-8.9 faced and try to decide how http://www.youtube.com/wat RH.6-8.10 to achieve justice. ch?v=85bdU0VU1j4 WHST.6-8.1 http://www.phillipmartin.info/ WHST.6-8.2 hammurabi/hammurabi_teac ABC CLIO Hammurabi: WHST.6-8.4 herpage.htm Background the man. WHST.6-8.5 http://ancienthistory.abc- WHST.6-8.9 Link to situations clio.com/Search/Display/57 WHST.6-8.10 Hammurabi faced for 3798?terms=Hammurabi activity. ABC CLIO Code of http://www.phillipmartin.info/ Hammurabi (ca. 1790 hammurabi/hammurabi_situ BCE): ation_index.htm Background on the code and the laws. Teacher Notes (Link) http://ancienthistory.abc- PowerPoint of situations clio.com/Search/Display/18 Hammurabi faced for activity 04330?terms=Hammurabi followed by corresponding laws.

Hammurabi’s Code Source Analysis Investigation:

Student Learning Essential Question Sample Activities Resources Interdisciplinary Objectives Connections Go to Elaborate tab. Use interactive Source Analysis tool to understand Hammurabi’s written code of laws.

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 Imhotep A dialogue about Imhotep. http://www.njamistadcurriculum.net/history/unit/ancient- africa/content/4339/7437 Life in Africa In this lesson, students will gain an http://www.njamistadcurriculum.net/history/unit/ancient- understanding of a few of the different africa/lesson_plan/4223/294 ethnic groups that originated in Africa before the era of slavery. The students will create a drawing of what they believed pre- slavery Africa looked like and the teacher will lead a discussion based on the students’ drawings and their historical accuracy. A Brief History of North Africa to 1500 A PowerPoint on the History of North http://www.njamistadcurriculum.net/history/unit/ancient- Africa to 1500 africa/navigations/3449 Timbuktu: Center of Knowledge A reader on the City of Timbuktu. http://www.njamistadcurriculum.net/history/unit/ancient- africa/content/4348/7331

Amistad Additional Resources

The state 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 Important dates in the Holocaust and Civil Rights Students will plan activities to commemorate https://www.nj.gov/education/holocaust/resources/ important dates in the history of the Holocaust AnniversaryBooklet.pdf or Civil Rights

Prejudice and Jokes Students will create a plan for dealing with https://www.nj.gov/education/holocaust/resources/ jokes about prejudice and comments that are ConfrontingIssuesofPrejudice.pdf insensitive

Tolerance Students will create a graphic organizer for https://www.nj.gov/education how people treat people who are different /holocaust/resources/Conversations.pdf

Reducing Prejudice through Learning Students will create a class code for reducing https://www.nj.gov/education/holocaust/resources/ prejudice. Students will create rules for CooperativeLeaningandPrejudiceReduction.pdf learning to treat other people with respect.

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 2 Vocabulary

Vocabulary: empire rural Akkadian Empire epics Sargon architecture Euphrates River scribe artisan Gilgamesh silt Assyrian Empire irrigation social classes Babylonian Empire levee social hierarchy Chaldeans Mediterranean social pyramid canals monarch Sumer civilization natural resource stylus city-state Nebuchadnezzar Taurus Mountains Code of Hammurabi Neo-Babylonian Empire Tigris River code of law patriarchal trade culture Persian Gulf urban cuneiform pictographs Zagros Mountains dam plateau ziggurat deity polytheism dike priests division of labor religion drought rule of law

Unit 2 Project (Suggested)- Choose 1 Unit 2 Project (Suggested) Suggested Project 1: Suggested Project 2:

Hammurabi’s Code of Law Art or Acting Project (see Dropbox Students will choose to create a three-dimensional timeline, diorama, or resources for project guidelines and rubric) PowerPoint on any area of interest in Mesopotamia (see Dropbox  Art Project-Student will choose one law to artistically represent resources for project guidelines and rubric). in its entirety.  Acting Project-Groups of 2-4 students will act out one law per group member.