6th Gr. World History Opening of Schools Lessons

Ancient History Grade 6

Lesson Plans to Support Instruction

First Nine Weeks

Miami-Dade County Public Schools Curriculum and Instruction Division of Social Sciences

Introduction

The lessons in this packet are designed to address the Content and Skills Benchmarks found in the Sixth Grade World History course as outlined in Floridas Next Generation Sunshine State Standards for Social Studies. Additionally, the lessons are correlated and sequenced to the 6th Grade NGSS-SS Pacing Guide (1st Nine Weeks) created by the Division of Social Sciences. The Pacing Guide may be found on the Division of Social Sciences web page at: http://socialsciences.dadeschools.net/ Lessons have been developed for each of the topics introduced in the 1st Nine Weeks pacing guide. The lessons include technology links as well as interdisciplinary correlations, where appropriate, to facilitate interdisciplinary planning and instruction. The lessons are intended as a resource for teachers. Teachers are strongly encouraged to adapt the lessons to match the needs of their students and develop creative lessons of their own.

Table Of Contents Pages

Why Study History? 1-5 Map Skills 6-12 Pompeii and the Six Essential Elements of Geography 13-20 Map Projections- How to Put a Round Earth on a Flat Map 21-28 Maps, Maps, Maps!! (Exploring Different Types of Maps) 29-42 Natural Wonders of the Ancient World 43-46 Displaying Data on Graphs and Charts 47- 56

Digging Up the Past 57-63 The Stone Age 64-69 The Beginnings of Civilization 70-77 Ancient Mesopotamia 78-84 The Assyrian and Chaldean Empires 85-89 What If The Nile Changed Its Course? 90-94 Pharaoh of the Year 95-97

Globebook, Inc 98-101

Lesson Correlations with Floridas Next Generation Sunshine State Standards: Sixth Grade World History

Lesson Page NGSS-SS 6th Grade Benchmarks Addressed by Lesson

Why Study History?

1-5

Content Benchmarks: SS.6.W.1.2; SS.6.W.1.3; SS.6.W.1.4; SS.6.W.1.5; SS.6.W.1.6 Skills Benchmarks: SS.6.W.1.1; LA.6.1.6.1; LA.6.1.6.3; LA.6.1.6.7; LA.6.1.7.3

Map Skills

6-12

Content Benchmarks: SS.6.G.1.1; SS.6.G.1.5 Skills Benchmarks: SS.6.G.1.4; LA.6.1.6.1

Pompeii and the Six Essential Elements of Geography

13-20

Content Benchmarks: SS.6.G.6.1; SS.6.G.5.3 Skills Benchmarks: SS.6.G.1.1; SS.6.G.1.4; SS.6.G.1.5; SS.6.G.1.7; LA.6.1.6.1; LA.6.1.6.2; LA.6.1.7.1; LA.6.1.7.3

Map Projections- How to Put a Round Earth on a Flat Map

21-28

Content Benchmarks: SS.6.G.1.2 Skills Benchmarks: SS.6.G.1.1; SS.6.G.1.4; LA.6.1.6.1; LA.6.1.6.2; LA.6.1.7.1

Maps, Maps, Maps!! (Exploring Different Types of Maps)

29-42

Content Benchmarks: SS.6.G.1.2; SS.6.G.2.2; SS.6.G.2.5; SS.6.G.2.6; SS.6.G.6.2 Skills Benchmarks: SS.6.G.1.4; SS.6.G.1.5; SS.6.G.1.6; SS.6.E.3.4

Natural Wonders of the Ancient World

43-46

Content Benchmarks: SS.6.G.1.3, SS.6.G.1.6; SS.6.G.2.1; SS.6.G.2.3 Skills Benchmarks: SS.6.G.1.4; SS.6.G.1.5; SS.6.W.1.1; LA.6.1.6.1; LA.6.1.6.3

Displaying Data on Graphs and Charts

47-56

Content Benchmarks: SS.6.G.1.4 Skills Benchmarks: LA.6.1.6.1; LA.6.1.6.3; LA.6.1.7.1; MA.6.A.2.2; MA.6.A.3.1

Digging Up the Past

57-63

Content Benchmarks: SS.6.W.1.3; SS.6.W.1.4; SS.6.W.1.5; SS.6.W.1.6 Skills Benchmarks: SS.6.G.4.3; SS.6.G.6.2; LA.6.1.6.1; LA.6.1.7.1

The Stone Age

64-69

Content Benchmarks: SS.6.G.4.1 SS.6.E.2.1 SS.6.W.2.1; SS.6.W.2.2 Skills Benchmarks: SS.6.W.1.1; LA.6.1.6.2; LA.6.1.7.1

The Beginnings of Civilization

70-77

Content Benchmarks: SS.6.W.2.2; SS.6.W.2.3; SS.6.W.2.4; SS.6.W.2.7; SS.6.E.1.2; SS.6.E.2.1 Skills Benchmarks: SS.6.G.1.4; SS.6.G.2.1; SS.6.G.2.3; SS.6.G.3.1; SS.6.G.3.2; SS.6.G.4.2; LA.6.1.6.3

Ancient Mesopotamia

78-84

Content Benchmarks: SS.6.W.1.3; SS.6.W.2.4; SS.6.W.2.7; SS.6.W.2.8; SS.6.G.2.1; SS.6.G.2.2; SS.6.G.2.3; SS.6.G.5.2 Skills Benchmarks: SS.6.G.1.7; SS.6.G.4.4; LA.6.1.6.1; LA.6.1.7.1

The Assyrian and Chaldean Empires

85-89

Content Benchmarks: SS.6.W.2.2; SS.6.W.2.4; SS.6.E.1.2; SS.6.E.1.3; SS.6.E.3.4; SS.6.G.2.1; SS.6.G.2.2; SS.6.G.2.3; SS.6.G.4.1; SS.6.G.5.1; SS.6.G.5.2 Skills Benchmarks: SS.6.W.2.7; SS.6.W.2.8; SS.6.G.1.3; SS.6.G.1.4; SS.6.G.1.7; LA.6.1.6.1; LA.6.1.7.1

What If The Nile Changed Its Course?

90-94

Content Benchmarks: SS.6.G.1.7; SS.6.G.2.1; SS.6.G.2.3; SS.6.G.2.4; SS.6.G.2.7; Skills Benchmarks: SS.6.G.1.4

Pharaoh of the Year

95-97

Content Benchmarks: SS.6.W.2.6 Skills Benchmarks: LA.6.1.6.1; LA.6.1.6.2; LA.6.1.6.3

Globebook, Inc

98-101

Content Benchmarks: SS.6.W.2.5 Skills Benchmarks: SS.6.G.1.4, SS.6.W.1.1, LA.6.1.7.3

Teachers Name: Employee Number: School:

SOCIAL STUDIES LESSON PLAN

SIXTH GRADE- WORLD HISTORY

1. Title: Why Study History?

2. Lesson Objectives: Standards- Next Generation Sunshine State Standards for Social Studies Sixth Grade NGSSS-SS Content Benchmark/s:

SS.6.W.1.2: Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and designations of time periods.

SS.6.W.1.3 Interpret primary and secondary sources. SS.6.W.1.4: Describe the methods of historical inquiry and how history

relates to the other social sciences.

SS.6.W.1.5: Describe the roles of historians and recognize varying historical interpretations (historiography).

SS.6.W.1.6: Describe how history transmits culture and heritage and

provides models of human character.

Sixth Grade NGSSS-SS Skills Benchmark/s:

SS.6.W.1.1 Use timelines to identify chronological order of historical events.

LA.6.1.6.1 The student will use new vocabulary that is introduced and taught directly.

LA.6.1.6.3 The student will use context clues to determine meanings of unfamiliar words.

LA.6.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.

LA.6.1.7.3 The student will determine the main idea or essential

message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details.

3. Key Vocabulary: Decade, century, millennium, epoch, era, prehistory, calendar, B.C., A.D., B.C.E., C.E., timeline, period, prehistory, Ancient History, Middle Ages, Modern History 4. Materials Needed: Attachment A: Teacher Background Information Page Construction paper Pencils Paper Colored pencils

5. Steps to Deliver the Lesson:

A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson opening: Explain to students that as they study history, they will

be learning about the past. People who study history are called historians. They will start by thinking about what history is and why it is important. Learning about the past helps us understand the present and make decisions about the future. To understand the people and places of the past, historians study clues and evidence. Understanding the past can help people better understand the present and plan for the future. Have students think about events in their lives and how these events have affected them until the present day. Use Social Studies task cards as a reference and have students create a timeline of their lives including important dates and events placed in chronological order and labeled. They should include events before and after their birth. The timeline should be illustrated with drawings or personal pictures from their life.

b. Introduce the lesson using the following website video: History of the World in Seven Minutes http://worldhistoryforusall.sdsu.edu/. Organize students into groups of four and give them a placemat made from construction paper. They will draw an oval in the middle of the paper and 4 lines that extend to the corners of the paper. In the center oval, they will write: Why do people study history? Then, each group member will write answers to the question on their section of the paper. The team will compare their answers and circle or highlight any answers they have in common. Finally, each group should share their ideas with the class as a whole.

c. To study the past, historians must measure and label time correctly. The

teacher will explain the key vocabulary for measuring time: decade, century, millennium, epoch, era, and calendar. Use Attachment A : Teacher Background Information Page: 1. Explain how history is divided into eras (a long period of time marked

by great events, developments, or figures) The eras are known as a. Prehistory (the time before writing was developed up to 3500 B.C.), b. Ancient History 3500B.C.-circa A.D. 500, c. Middle Ages A.D. 500- A.D. 1400, d. Modern History A.D. 1400-present day.

2. Instruct students to create timelines of the various eras learned today and the major accomplishments within each era, (invention of cuneiform writing in Mesopotamia, creation of fire, the invention of the wheel, etc.) Timelines will be displayed around the classroom and important historical information will be added throughout the school year.

d. Lesson Closure: Review concepts covered and have students come up

with appropriate names to describe the last century. Students may refer to current events and important events of the last 100 years.

6. Technology Integration:

Students will work in teams and use the Internet to investigate an event

from the ancient world. They will gather information as reporters and synthesize their findings into individual newspaper articles. Each team will then compile its news stories into a front page edition of the Ancient Times to share with classmates.

www.britishmuseum.org : A History of the World Through Objects. Have students use the following website to review the importance of

history. Ancient Civilizations Lesson Ideas

Have the students use the following website to access the Timelines & Time Periods - FREE presentations in PowerPoint ...

http://www.timemaps.com/history Living time line activity:

http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSS_LP_S01_BA_L06_I02_01.pdf

7. Extension Activities:

Have students pretend that they have traveled back in time approximately

35,000 years. Have them write a letter to a family member or friend who lives today. Describe to this person what kind of experiences they are having. Be as factual as possible, but be creative and use good descriptive words, including sounds, sights, smells, etc.

8. Assessment Strategy: Complete a graphic organizer to list the important details about studying history. Reasons to Study History Measuring Historical

Time People who Study Time

Teacher Background Information

The Julian calendar was developed by Julius Caesar and started counting years

at the founding of Rome but it was losing time. Therefore, in A.D. 1582 Pope

Gregory XIII started the Gregorian calendar counting from the birth of Jesus. Today,

most of the world uses this calendar and it is based on the movement of the Earth

around the sun.

To date events correctly, historians use the terms: B.C. (Before Christ), A.D.

(anno domini which is Latin for in the year of the Lord), to avoid religious reference in

dating, many historians use B.C.E. (before the Common Era), and C.E. (Common

Era). These initials do not change the numbering of the years. There is no year 0.

A.D. 1 is the birth of Jesus. To date events before the birth of Jesus, or B.C.,

historians count backwards. The year before A.D. 1 is 1 B.C. A.D. is written before

the date and B.C. is written after the date.

Timelines track the passage of time. They show the order of events within a

period of time and the time between events. Timelines can be a single line or

multilevel time lines stacked on top of each other.



SIXTH GRADE- WORLD HISTORY 1. Title: Map Skills 2. Lesson Objectives:

Standards- Next Generation Sunshine State Standards for Social Studies Sixth Grade NGSSS-SS Content Benchmark/s:

SS.6.G.1.1 Use latitude and longitude coordinates to understand the relationship between people and places on the Earth.

SS.6.G.1.5 Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and ancient maps of the world.


SS.6.G.1.4 Utilize tools geographers use to study the world.

LA.6.1.6.1. The student will use new vocabulary that is introduced and taught directly.

3. Key Vocabulary:

cardinal direction, compass rose, direction, distance, equator, geography, globe, hemisphere, intermediate direction, international date line, latitude, longitude, map, prime meridian, scale, spatial, sphere,

4. Materials Needed:

Attachment A: World Map? Attachment B: World Map? Pre-Test Attachment C: World Map- The Real Thing

Globe

5. Steps to Deliver the Lesson A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson Opening: Explain to students that this year they will be studying

Ancient History in your class. But, before beginning, you would like to review geography as it will help them better understand the earth and its history.

b. Show students a globe and explain that it is a model, or representation of the

earth. Ask students the following questions:

What is the shape of the earth? (If students answer round, introduce the term sphere)

What do the two major colors on the globe represent? (land, water) What is the purpose of a globe? How is spatial information organized on a globe?

c. Next, explain that we often need a representation of the earth for various

purposes, but it would be very inconvenient to carry globes with us wherever we go. Ask- what do we use in place of a globe? (Students should answer maps.) Ask students if they have used maps in the past, and , if so, for what reason.

d. Explain that you are going to give students a pre-test to evaluate their current

knowledge of map skills. They will also be given a map to use in answering the questions.

e. Distribute Attachment B - World Map?? Pre-Test (before distributing

Attachment A). Answer any questions regarding the pre-test and explain that students will not receive a grade for this activity. It is merely a tool to assess their prior knowledge. Also explain that once they receive the map they will have 5 minutes to complete the pre-test. Once the tests are distributed, no questions may be asked until the 5 minute time period is over. Allow for any final questions before distributing the map.

f. Distribute Attachment A - World Map??? Instruct students to keep the maps

face down on their desks until the timing begins. Remi nd them that there is to be no talking during the test and that no questions may be asked/answered until the five minutes have elapsed.

g. Monitor students as they are completing the task. At the end of the 5 minute period (or sooner if they are getting restless), announce that the time is up and pencils should be put down.

h. Ask the following questions:

How many of you think you did well on the pre-test? Did you have any problems? If so, what? What do you think was needed to complete the task? Did you think this was a good map? Why or why not? What was missing from the map?

i. Students might note that everything on the map was in the wrong place. They

should also note that there was not enough information on the map to complete the task. There was no compass rose, scale, latitude/longitude lines, etc. Go over each of these items. Discuss their importance and usefulness with the class. Review basic map skills, including all vocabulary listed for this lesson (# 3 above).

j. Distribute Attachment C: The World, and provide time for students to complete the pre-test. Review and discuss as a group.

k. For additional practice and application of map skills, get individual copies of

Hurricane Maps (available free of charge from many local merchants) and have students track storms using coordinates. A simulation activity with lesson plan is available in the M-DCPS curriculum packet Creative Lessons for 6th Grade Geography. The lesson, Hurricane Warning, ca n be found on p. 8: http://socialsciences.dadeschools.net/pdf/Creative%20Lessons%20for%206%20grade%20Geography.pdf

l. If time permits, complete the included extension activities to reinforce this

lesson.

m. Closure: Have students begin an ongoing geography journal in which they record significant geographical information as they read the textbook. Have students use the geographical information to answer reflection questions and write about the relationship between geography and history.


A variety of World Political Maps, Physical Maps and Satellite Images (with

country links) may be accessed at: http://geology.com/world/

Visit the United States Geological Survey website for a list of teaching resources (with links) for map skills instruction: http://education.usgs.gov/secondary.html#mapteaching

For a lesson plan with complete background information, activities and

technology connections from National Geographic, access the lesson Latitude, Longitude, and Map Making at: http://www.nationalgeographic.com/xpeditions/lessons/01/g68/mapmaking.html

At National Geographics Map Maker-1 site, students may create, download,

print and share maps: http://education.nationalgeographic.com/education/mapping/outline-map/?ar_a=1

To access free presentations on map skills in power-point format:

http://geography.mrdonn.org/powerpoints/mapskills.html


Select one of the ancient river valley civilizations that will be studied in the

early part of the year. Have students, working in groups, create a map of the region. Make sure that maps include the elements discussed in this lesson.

Using the above student-created map (or a historical map of the region if you did not complete the above activity), have students plan a journey through the region. Then have students map the journey using scale, distance, and map coordinates.

8. Assessment Strategy:

Assign individual or group grades to the World Map w orksheet, or other linked-lesson activities. You may also evaluate extension activity maps or give a map skills quiz similar to the pre-test used in the lesson.

Attachment B Map Skills Pre-Test

Name___________________________________

Use the map provided to answer the following questions:

1. Which continent is northwest of Australia? __________________________________________________________________

2. Which two continents are found entirely in the Southern Hemisphere? __________________________________________________________________

3. Through which continents does the Prime Meridian (0 longitude) pass?

__________________________________________________________________

4. Which continent is south of Australia? __________________________________________________________________

5. Which continent is found entirely north of 30North latitude?

__________________________________________________________________

6. Which continent can be found at 30 south and 60 west? __________________________________________________________________

7. Which continent is southeast of Asia?

__________________________________________________________________

8. What is the approximate distance across South America at its widest point? __________________________________________________________________

9. Which continent is located at 60 North and 90 East?

__________________________________________________________________

10. Through which continents does the 60 South latitud e line pass? __________________________________________________________________


SOCIAL STUDIES LESSON PLAN SIXTH GRADE- WORLD HISTORY 1. Title: Pompeii and The Six Essential Elements o f Geography 2. Lesson Objectives:


SS.6.G.6.1 Describe the Six Essential Elements of Geography (The World in Spatial Terms, Places and Regions, Physical Systems, Human Systems, Environment, The Uses of Geography) as the organizing framework for understanding the world and its people.

SS.6.G.5.3 Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations, such as flooding of the Nile, drought in Africa, volcanoes in the Mediterranean region, and famine in Asia.





SS.6.G.1.7 Use maps to identify characteristics and boundaries of

ancient civilizations that have shaped the world today,


LA.6.1.6.2 The student will listen to, read, and discuss familiar and

conceptually challenging text

LA.6.1.7.1 The student will use background knowledge of subject and

related content areas, prereading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection.

LA.6.1.7.3 The student will determine the main idea or essential

message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details.

3. Key Vocabulary:

absolute location, complexity, ecosystem, environment, geography, geographic representations, human system, interpret, location, physical system, place, Pompeii, region, relative location, society, spatial,


Attachment A: The Six Essential Elements of Geography Attachment B Pompeii Pompeii- Answer Sheet Attachment C Major Volcanoes of Italy

5. Steps to Deliver the Lesson A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson opening: Ask students What is geography? Record their

responses on the board and discuss the topic. Explain that as the year progresses and the class studies Ancient History, it wil l be important to think geographically. To think geographically, remember that everything happens in a certain place (spatial perspective). As an organizer, geographers have devised the Six Essential Elements of Geography.

b. Have students define the highlighted vocabulary associated with the

lesson.

c. Distribute Attachment A- The Six Essential Elements of Geography. Use effective reading strategies appropriate for your class to read and discuss the background information contained in the attachment.

d. Ask students what they think a mental map might be. After a brief

discussion, have students close their eyes and think of their mental map of the classroom. (You might want to use the school, their route to school, etc) On the back of Attachment A , have students make a brief quick sketch of their mental map. Explain that, as each area of history is studied throughout the year, students should always make their own mental map of the area.

e. Distribute Attachment B- Pompeii. Have students read the article on

Pompeii. Explain that even though the article contains only 4 sentences, by thinking geographically, all Six Essential Elements of Geography can be found. After reading the article, have students complete the graphic organizer.

f. Review and discuss organizer and Pompeii story. Ask students if they

were surprised that they were able to find so much information from only 4 sentences. Explain that this is a part of thinking geographically.

g. Lesson Closure: Now that students have a better understanding of the Six

Essential Elements and how to think geographically, assign the task of finding(or writing) a brief news article. Have students share their articles with the class and identify the Six Essential Elements in each article.


Why Geography? Information on the Six Essential Elements from Maps-

gps info.com :http://www.maps-gps-info.com/ygphy.html Lesson on the Six Essential Elements of Geography with photo analysis

from the University of South Florida: http://etc.usf.edu/lplanner/view/195/ Background Information and eyewitness accounts on the eruptions of Mt.

Vesuvius from National Geographic: http://ngm.nationalgeographic.com/2007/09/vesuvius/vesuvius-learn

Pompeii and Mt. Vesuvius- Article with images. M-DCPS Virtual Library http://www.worldbookonline.com/student/article?id=ar584260#top


For additional practice, you may wish to use the Lesson Plan on the Six

Essential Elements of Geography from National Geographic- Be a

Geography Detective: http://www.nationalgeographic.com/xpeditions/lessons/02/g35/detective.html

To find out more about Pompeii and reinforce working with primary sources, have students read the Eyewitness account of Pliny the Younger at: http://www.eyewitnesstohistory.com/pompeii.htm

Ask students look at Attachment C- Major Volcanoes of Italy. Have students analyze the location of the volcanoes and their effect on plant, animal, and human environments in ancient times as well as today. Students may create graphic organizers based on their interpretations.

8. Assessment Strategy: Student worksheets may be evaluated for accuracy. Individual presentations may be evaluated by teacher or student generated assessment models. Written samples may be placed in portfolios.

Attachment A The Six Essential Elements of Geography

Element 1 The World in Spatial Terms How do I create a mental map? Where is a place located? What is its absolute location? (use latitude and longitude) What is its relative location? (What is it near?)

Element 2 Places and Regions Place- what is it like? What are the physical characteristics (landforms, climate, vegetation,

animal life) of this place? What are the human characteristics (people, language, buildings, culture)

of this place? Region- how is this place grouped with other places by common

characteristics? (natural, cultural)

Element 3 Physical Systems How have physical systems (weather, climate, volcanoes, tornadoes,

hurricanes, glaciers, continental drift) shaped the earth? How do plants and animals within an ecosystem depend on one another?

(How do they affect the ecosystem?)

Element 4 Human Systems How have people shaped the earth? Why do people settle in certain places and not in others? Why and how do people make boundaries (countries, states, etc)? Movement- How do people, ideas, goods, culture move from place to

place?

Element 5 Environment and Society What is the relationship between people and their natural surroundings? How do people use the environment? How does the environment affect the way people live? How do people affect the environment?

Element 6 The Uses of Geography How can geography help me understand the relationships between

people, places, and environments? How can geography help me understand the past, present, and future?

Attachment B Pompeii

A.D. 79- Pompeii- Fire and leaping flames could be seen as Mount Vesuvius erupted near Pompeii close to the southwestern coast of the Italian Peninsula. Pliny the Younger reported that thousands were fleeing the area as the city was covered with layers of burning ash. Temples, houses, bridges, and roads were destroyed. It is thought that as many as 20,000 people have died. Six Essential Elements of Geography Element 1 The World in Spatial Terms Where is Pompeii Located? (absolute and Relative location)

Element 2 Places and Regions What is Pompeii like? (brief description)

What are the physical characteristics of Pompeii?

What are the human characteristics of Pompeii?

In what region is Pompeii found?

Element 3 Physical Systems How have physical systems shaped Pompeii?

How do elements within Pompeii depend on each other? (physical & human)

Element 4 Human Systems How did people in Pompeii shape the earth?

What movement is evident in Pompeii?

Element 5 Environment and Society How did the environment affect the people in Pompeii?

Element 6 The Uses of Geography What did I learn about the relationships between people, places, and environments from this reading?

How does this help me understand the past?

How can knowing about Pompeii help people prepare for the future?

Possible Answers for Attachment B

Six Essential Elements of Geography

Answers may include the following:

Element 1 The World in Spatial Terms Where is Pompeii Located? (absolute and Relative location)

Relative location-Near the southwestern coast of the Italian Peninsula. Absolute location- 45.5N, 14.3E

Element 2 Places and Regions What is Pompeii like? (brief description)

An ancient city with more than 20,000 people. It is near a volcano and also near the coast.

What are the physical characteristics of Pompeii?

A coastal city, near Mt. Vesuvius

What are the human characteristics of Pompeii?

People have built Temples, houses, bridges, and roads

In what region is Pompeii found?

Coastal region Southwestern region of Italy

Element 3 Physical Systems How have physical systems shaped Pompeii?

Coastal Climate. Mountain area- brings mountain vegetation, Volcano- issues

How do elements within Pompeii depend on each other? (physical & human)

People and animals within the region depend on the environment for food, etc. Environment depends on people to care for it.

Element 4 Human Systems How did people in Pompeii shape the earth?

Cut trees, farmed, cleared land, built houses bridges, roads

What movement is evident in Pompeii?

Movement of the earth- eruption. Movement of the people- fleeing the city.

Element 5 Environment and Society How did the environment affect the people in Pompeii?

Provided food, materials for building, water, etc The eruption of the volcano destroyed much of what the people had built and took many lives.

Element 6 The Uses of Geography What did I learn about the relationships between people, places, and environments from this reading?

That they are all interdependent.

How does this help me understand the past?

Answers will vary

How can knowing about Pompeii help people prepare for the future?

Caution when choosing places to live. Making emergency plans

Attachment C




1. Title: Map Projections- How to Put a Round Earth o n a Flat Map 2. Lesson Objectives:


SS.6.G.1.2 Analyze the purposes of map projections (political, physical, and special purpose) and explain the applications of various types of maps.



SS.6.G.1.4 Utilize tools geographers use to study the world. LA.6.1.6.1. The student will use new vocabulary that is introduced and

taught directly. LA.6.1.6.2 The student will listen to, read, and discuss familiar and

conceptually challenging text LA.6.1.7.1 The student will use background knowledge of subject and

related content areas, prereading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection.

3. Key Vocabulary:

Cartographer, cartography, distort, globe, map, map projection, political borders, population density, representation, spherical


Round object- grapefruit, orange, old tennis ball, beach ball etc (to be cut) Sharpie- or other marking pen Attachment A: Reading- Map Projections Attachment B: Graphic Organizer Comparing Maps and Globes Attachment C: Looking at Map Projections Attachment D: Analyzing Map Projections

5. Steps to Deliver the Lesson A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson opening: Ask students: What is a map? Record an d discuss

answers. They should agree on something close to - a representation of the earth (or earths surface). Next ask: What is the shape of the earth? Answers should be round or spherical. Then ask- What is the most accurate representation of the earth? The answer should be a globe. Discuss why a globe is the most accurate representation of the earth.

b. Ask students to think of a time they have used a globe. When and how was it

used? Next ask students to think of times they have used maps. Why did they use a map instead of a globe? Have students list the differences between maps and globes.

c. Next, pose the problem- How do you represent a round (spherical) earth on a

flat map? Show the students the round object you have brought to class. With the marking pen, mark the north and south poles. Then draw a line around the center approximating the equator. Explain. Make a rough sketch of the continents on your object. Pierce your globe and peel it open with your fingers. Ask students for suggestions as to how to flatten your globe into a map. (Alternately- you may wish to divide your class into groups, giving each group a round object to complete this activity. If you choose to do this, the teacher should complete the piercing/cutting rather than the students)

d. Discuss the problems faced when trying to flatten a round object and explain

that this is the same problems cartographers face when creating maps.

e. Reading: Distribute reading (Attachment A): Map Projections. Use jump in

reading or other effective reading strategies appropriate for your class to read the background information contained in the article.

f. Have students define the highlighted vocabulary associated with the lesson.

g. Distribute and discuss the graphic organizer (Attachment B): Comparing

Maps and Globes. Work with students to complete the graphic organizer.

h. Distribute, read and discuss Attachment C- Looking at Map projections.

i. Distribute and discuss Attachment D: Analyzing Map Projections. You may wish to assign this attachment as home learning.

j. Closure: Have a follow-up discussion re: Attachment D. Provide time for

students to share their answers and opinions. Review ideas from the lesson and reinforce main concepts.


Have students access this interactive site to view world through different map projections: http://www.btinternet.com/~se16/js/earthtopogproj.htm

Everything you need to know about map projections from USGS: http://nationalatlas.gov/articles/mapping/a_projections.html

Map projection information & overview, Peter Dana

http://www.colorado.edu/geography/gcraft/notes/mapproj/mapproj_f.html

Map projection lesson plan from National Geographic http://www.nationalgeographic.com/xpeditions/lessons/01/g912/projections.html


Have students cover a round object with a piece of paper and create their own map projection.

Have students research different map projections (other than the four presented in this lesson.

8. Assessment Strategy: Teacher observation and questioning strategies throughout the lesson are effective methods of assessing progress. Student worksheets may be evaluated for accuracy.

Attachment A Map Projections

A globe is the best representation of the Earth. It shows the sizes of the continents, shapes of the land masses and bodies of water. Globes also show true distance and direction.

Globes have their limitations. A globe is not as easy to carry as a map . Maps are flat drawings of all or part of the Earths surface. Maps can show small areas in great detail. Maps can show many things- political borders , population densities , or even voting results. Plus, maps can be folded and carried in a pocket or placed in a car.

Maps, however, cannot chow true size, shape, distance, and direction at the same time. The reason for this is that they are flat drawings of a round object, the Earth.

Globes and maps have some features in common. Both are marked with imaginary lines (latitude and longitude lines) that geographers use to locate places on Earths surface.

When the curves of a globe become straight lines on a map, the size, shape, distance, or area can change. As you saw in the demonstration, when you flatten a round object, you must either cut it or distort, or stretch parts of it.

Cartographers , or mapmakers, face a similar problem in showing the surface of the Earth on a map. Using mathematics, they have created different types of map projections, or ways to show the Earth on a flat sheet of paper. Each kind of projection shows the Earths surface in a slightly different way.

Information above from: Core Text Book: Discovering Our Past: A History of the World- Early Ages, 2013/1st Edition; Chapter 2

Attachment B

Attachment C Looking at Map Projections When you take an image of the Earth and flatten it, big gaps open up, big gaps open up. To fill in the gaps, mapmakers stretch parts of the earth. This often causes distortion in the maps. They show either the correct shapes of places, or their correct sizes. It is impossible to show both. Goodes Interrupted Equal Area Projection (Realistic representation of continents size, shape) As a result, cartographers use different map projections depending on their goals.

Robinson Projection

(More realistic picture of land size & shape- North and South Poles distorted)

Mercator Projection (Land size & distance distorted)

Winkel Tripel Projection (Land areas most closely resemble globe model)

Attachment D Analyzing Map Projections

Look carefully at the four map projections on Attachment C to answer the following questions:

How does the shape of Greenland differ in the four projections?

______________________________________________________________________

______________________________________________________________________

How does the size of Greenland differ in the four projections? ______________________________________________________________________

______________________________________________________________________

How does Africa differ in the four projections? Australia? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Why do you think the continents have different sizes, shapes and positions in the different projections? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

What other differences do you see on the different projections? ______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

What is the main difference you see between the Robinson Projection and the Winkel Triple Projection? ______________________________________________________________________

______________________________________________________________________

Which projection do you think is the most accurate? Why? ______________________________________________________________________

______________________________________________________________________

Teachers Name:

Employee Number: School:



1. Title: Maps, Maps, Maps (Different Kinds of Maps!)


SS.6.G.1.2 Analyze the purposes of map projections (political, physical, special purpose) and explain the applications of various types of maps.

SS.6.G.2.2 Differentiate between continents, regions, countries, and cities in order to understand the complexities of regions created by civilizations.

SS.6.G.2.5 Interpret how geographic boundaries invite or limit

interaction with other regions and cultures.

SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.

SS.6.G.6.2 Compare maps of the world in ancient times with current

political maps.




SS.6.G.1.6 Use a map to identify major bodies of water of the world, and

explain ways they have impacted the development of civilizations.

SS.6.E.3.4 Describe the relationship among civilizations that engage in

trade, including the benefits and drawbacks of voluntary trade.

3. Key Vocabulary: agriculture, altiplano (high grassland) atlas, elevation, falls (waterfalls) gulf, highlands, lake, maps, physical map, pampas (grassland)plateau, political map, population, river, special purpose map, strait, trade


Attachment A: Physical Map of South America Attachment B: Political Map of South America Attachment C: Venn Diagram Comparing Physical and Political Maps Attachment D: Population Map: Asia Attachment E: Languages in Europe Attachment F: Asia Secondary School Enrollment Attachment G: Afghanistan Land Use Map Attachment H: Voyages of the Polos in Asia Attachment I: Minoan Trade, 1570 BCE Attachment J Activity Sheet and Infomercial Overview

5. Steps to Deliver the Lesson A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Ask students the following questions- list answers on the whiteboard and

discuss: What is a map? How many of you have used a map? What was the reason you used the map? How did it help you?

b. Explain that there are many different types of maps. Different kinds of maps are often collected in a book of maps called an atlas . Explain that maps are often grouped into 3 categories- physical maps , political maps , and special purpose maps . (see pp. 34-35 core textbook for reading on types of maps)

c. Review key vocabulary with students.

d. Ask students to look at a physical and political map of South America.

These are included as Attachment A and Attachment B. (They may also be found in the Reference Atlas of your textbook- RA 10 & RA- 11) Discuss the differences students see between the two maps.

e. Explain that a physical map shows the natural features (land, water) of an

area. Physical maps also show elevation. Ask students to identify water and landforms on the Physical Map of South America. They should mention: ocean, gulf, lake, pampas (grassland)river, falls, plateau, mountain, altiplano (high grassland)

f. Next, have students look at the political map of South America. Explain

that Political maps show the names and borders of countries as well as the location of cities. Political maps show the human made features. (They may also show natural features). Discuss the differences between the two types of maps. A Venn Diagram (Attachment C) is included in case you wish to have students complete a Venn Diagram comparison of the two maps.

g. Ask student is they have seen or used other types of maps than physical

and political. If so- what types of maps? What were they used for? Students might list weather maps, hurricane maps, road maps, etc. Explain that there are many different types of maps used for many different purposes. These are called Special Purpose Maps. Discuss Special Purpose maps.

h. Divide the class into 6 groups. Explain that you will be giving each group

a different Special Purpose map. Each group is to examine and analyze their map. Distribute 1 map (Attachment D-I) to each group.

i. Distribute Attachment J to each group. Explain that students should first

answer the questions that will help guide them to completing their assignment. Each group must develop an Infomercial abo ut their particular map following the guidelines on the activity sheet.

j. Circulate the classroom to monitor progress and provide assistance.

Allow time for students to complete the project.

k. Closure: Provide time for groups to present their infomercials and a brief question and answer discussion following the presentations.


Visit the Library of Congress website to access the Lesson: Waldseemullers

Waldseemllers Map: World 1507 (Grades 3-8) Students investigate this historic map by looking closely at the details of each section of the map and then draw conclusions on the revelation of this new and unusual world to the people of 1507. http://www.loc.gov/teachers/classroommaterials/lessons/waldseemuller/

Library of Congress Lesson Plan Collection- for Geogra phy & Map Study http://www.loc.gov/teachers/classroommaterials/themes/geography/lessonplans.html

Maps and Geography Classroom Activities and Lesson Plans from Geology.com http://geology.com/teacher/map.shtml

Map-it Simple Form-based Map Generator from USGS. This form takes longitude/latitude pairs as input and plots them on a Mercator projection map along with land/sea and political boundaries. http://woodshole.er.usgs.gov/mapit/

For Maps Skills Lesson- Exploring Maps- Location from United States Geological Survey- Complete lesson plans with interdisciplinary mathematics component http://egsc.usgs.gov/isb/pubs/teachers-packets/exploringmaps/location.pdf Teaching Guide: http://egsc.usgs.gov/isb/pubs/teachers-packets/exploringmaps/teacher.pdf


Have students look through their textbooks and identify and list all of the

different types of maps presented. Have students visit websites above listing different types of map

(topographic, climate, historical, etc.) Collect a variety of maps and create a class Map Fair. Students may

visit stations with different maps. You may invite other classes to visit your map fair.

Have an Unusual Map Contest challenging students to find the most unusual map.


Teacher observation and questioning strategies throughout the lesson are effective methods of assessing progress. Student worksheets may be evaluated for accuracy. Individual presentations may be evaluated by teacher or student generated assessment models.

Attachment A

Map from: Core Textbook- Discovering Our Past: A History of the World- Early Ages, 2013/1st Edition

Attachment B

Map from: Core Textbook- Discovering Our Past: A History of the World- Early Ages, 2013/1st Edition

Attachment C : Venn Diagram

Comparing Physical and Political Maps of South Amer ica

Shared features

Physical Map Features

Political Map Features

Attachment D: From M-DCPS Virtual Libraryhttp://online.infobaselearning.com/Default.aspx

Attachment E: From M-DCPS Virtual Libraryhttp://online.infobaselearning.com/Default.aspx

Attachment F:From M-DCPS Virtual Libraryhttp://online.infobaselearning.com/Default.aspx

Attachment G:

!"#$%&$(())))*(+,$-!*!."/0#1. 21.*%$3415.6

Attachment H:

From: M-DCPS Virtual Library http://www.fofweb.com/History/image-window.asp?ImgName=ammap052&jpglocation=/Electronic_Images/Maps/DEMAOIO-e.gif

Attachment I:

M-DCPS Virtual Library: http://www.fofweb.com/NuHistory/default.asp?ItemID=WE49

Attachment: J

What is the name of your map? What geographical region is depicted in your map? What information is shown by your map? Does it have a legend (key)? If so, how is it helpful? How could the information in this map be used? Who would be most likely to use this map? Does your map display an unusual bit of information? What is this information? How do you explain this information? Why is your map important? Prepare a 1-2 minute infomercial about your map. Remember that you are presenting this map to the public for the first time. Tell people about the map. Describe the geographic region shown in your map and transmit the information presented by your map. Tell your audience about the unique features of your map and give them an interesting point made by your map that they might not know. Be creative! You will present your Infomercial to the class. The idea is to let everyone know how special your map is. Make everyone want a map just like yours!!




1. Title: Natural Wonders of the Ancient World


SS.6.G.1.3 Identify natural wonders of the ancient world. SS.6.G.1.6 Use a map to identify major bodies of water of the world, and

explain ways they have impacted the development of civilizations

SS.6.G.2.1 Explain how major physical characteristics, natural

resources, climate, and absolute and relative locations have influenced settlement, interactions, and the economies of ancient civilizations of the world.

SS.6.G.2.3 Analyze the relationship of physical geography to the

development of ancient river valley civilizations. Sixth Grade NGSSS-SS Skills Benchmark/s: Sixth Grade NGSSS-SS Skills Benchmark/s:



SS.6.W.1.1 Use timelines to identify chronological order of historical

events. LA.6.1.6.1 The student will use new vocabulary that is introduced and

taught directly. LA.6.1.6.3 The student will use context clues to determine meanings of

unfamiliar words.

3. Key Vocabulary: canyon, falls (waterfalls), natural wonder, rift, rift valley, river, valley,

4. Materials Needed: Textbook: Discovering Our Past: A History of the World- Early Ages, 2013/1st Edition pp.26-27 OR Attachment A- Natural Wonders of the Ancient World- Map

Research Materials- Computer or media center time for research Paper and markers for poster

5. Steps to Deliver the Lesson A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson opening: Have students look at the map on pages 26-27 (or use

Attachment A Reproduction of the Natural Wonders Map ). You may also project the map on the whiteboard and use the interactive features to identify the Natural Wonders of the Ancient World. . Etc. (endi ng with Lesson Closure)

b. Explain that major geographic features such as large bodies of water,

mountains, waterfalls, rivers, and deserts can affect the way civilizations and cultures develop. Using the Natural Wonders Map, f ind and discuss each natural wonder. Then ask students to explain ways each feature might have impacted the people around it and the development of civilizations.

c. Point out that some of the features provide resources. Ask students which features these might be. (Possible answers might include: rivers-water; rivers-fish; valleys-good farmland; waterfalls- power)

d. Point out that some of the features might serve as a barrier or create

problems for a developing civilization. Ask students which features these might be. (Possible answers might include: mountains, canyons, rivers, desert- might create barriers for people to interact and trade with one another)

e. Divide the class into small groups (3-4 depending upon your class size). You

will need 11 groups. Assign each group a different ancient wonder (or let groups draw from a hat). Have each group design a travel poster their assigned ancient wonder of the world. Tell students to design their travel poster to attract tourists to visit. They must research their Ancient Wonder and inclu de information and illustrations on their posters. Students may want to include a world map with the location of their assigned ancient wonder.

f. Provide time for students to complete their travel posters.

g. Closure: Have student groups present their travel posters and discuss each

ancient wonder. Display the travel posters in class (especially for Parent / Open House usually held in the beginning of the school year).


Text link to wonders of ancient world- interactive map !"#$%#& ((#%)!*"!"!"#!(#%)!*"!"!"#!

Log on to textbook resources with your provided username/password at: http://connected.mcgraw-hill.com

Discovery Education- Wonders of the Ancient World lesson plan: + ,- --

Student Thinkquest- Natural Wonders of the Ancient World: http://library.thinkquest.org/J002388/ancientwonder.html


Have students write an essay exploring the relationship between geography and history? Give specific examples and details.

Have students write a reflection piece in their geography journals referencing the Natural Wonders of the Ancient World and the relationship between geography developing civilizations.

Attachment.

MapFrom: Core Textbook: Discovering Our Past- A History of the World Early Ages




1. Title: Displaying Data on Graphs and Charts


SS.6.G.1.4 Utilize tools geographers use to study the world. Sixth Grade NGSSS-SS Skills Benchmark/s:


LA.6.1.6.3 The student will use context clues to determine meanings of unfamiliar words.

LA.6.1.7.1 The student will use background knowledge of subject and related content areas, prereading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection.

MA.6.A.2.2 Interpret and compare ratios and rates.

MA.6.A.3.1 Write and evaluate mathematical expressions that correspond to given situations.

3. Key Vocabulary: Association, bar graph, chart, circle (pie) graph, climograph, line graph,

pigments, precipitation, symbols, symbolism, temperature, textiles

4. Materials Needed: Attachment A: Ancient Egypt: Colors and Their Symbolism Attachment B: Reading: Graphs and Charts Attachment C: Graphic Organizer: Note Taking

Attachment D: Climograph

5. Steps to Deliver the Lesson A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives.

a. Ask Students if they have ever used a graph or chart. If the answer is yes, ask them to give examples. List on the whiteboard.

b. Explain that one of the early civilizations that will be studied this year is

that of Ancient Egypt. In Ancient Egypt colors were very important to the Egyptians and had great symbolism.

c. Explain that they are going to take a few minutes to look at a chart

covering this topic. Either project attachment A on the whiteboard or distribute to students. Review the highlighted vocabulary words.

d. Provide students a few minutes to review the chart. Ask student questions

about the chart- fact recall and higher level questions. Then ask and discuss the following questions:

Do you think this chart helped you understand color symbolism in Ancient Egypt?

What generalizations can you make about the Ancient Egyptians based on this chart? Was the information on the chart easy to understand? Clearly presented? Well organized? Can you think of other ways to present this information? What are the benefits of presenting information in chart form? What other information might you present in chart form?

e. Explain that there are many other ways to present data. One way is through graphs. Note that in a few minutes they will be looking at data

presented on five different types of graphs. Review vocabulary and use appropriate reading strategies to read Attachment B: Understanding Graphs

f. Distribute Attachment C: Graphic Organizer- Note Taking. Review ideas

with students and provide time for completion of the note taking activity.

g. Explain to students that another important type of graph that geographers use is the climograph. A climograph shows monthly average temperature and precipitation for a specific location. It gives geographers a picture of the climate for that location.

h. Distribute Attachment D: Climograph. Review with students. Provide time

for students to answer the questions on the Climograph Attachment.

i. Closure: Go over Climograph activity. Discuss answers. Have students get out their world map and find India. Let students know that the climograph was Calcutta, India. If they answered Northern Hemisphere, they were correct


Site for online graph creation:

http://nces.ed.gov/nceskids/createagraph/default.aspx Climograph Lesson Plan from National Geographic:

http://www.nationalgeographic.com/xpeditions/lessons/15/g912/pgafrica4.html


Have students develop a list of topics that could be presented in chart or

graph form. Let students choose a topic, gather the data and create a chart or graph on their selected topic.

Have students create their own online graphs at: http://nces.ed.gov/nceskids/createagraph/default.aspx

Have students research climate data and make their own climograph.

8. Assessment Strategy: Teacher observation and questioning strategies throughout the lesson may be used to assess progress. Student note taking sheets and climograph worksheets may be evaluated for accuracy.

Attachment A Ancient Egypt: Colors and Their Symbolism

This chart shows the Egyptian name, symbolism, and source of the colors white, black, red, blue, green, and yellow. From the earliest period, Egyptians used color to decorate pottery, textiles , jewelry, statues, and wall paintings. They also manufactured other colors not listed here, such as brown and gray. The symbolism column lists both what a particular color might be used to represent in a painting, such as yellow for a womans skin color, and also what symbolic associations a color might have. Prompted by the well-preserved wall paintings of the New Kingdom tombs at Thebes, whose colors retain much of their original vibrancy, scholars began to study how the Egyptians made their pigments. The materials used to manufacture the main colors are shown in the third column.

" * / *,

) &00+0 10-0 0+/00/00 * /2//3450 -&6 07 0,8, /

$-

91 &/ 0000 0,/:/,* / 2,00#0- 3- ,500.,//

$-/20,/10/,0

; 9 9,

&10-,00 0/0-0- /,-=, -,

$-

? ;+0-1 --=,00 -,

$- 8

Adapted from: M-DCPS Virtual Library "Ancient Egypt: Colors and Their Symbolism." Ancient and Medieval History Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp? ItemID=WE49&iPin=egy005&SingleRecord=True (accessed August 14, 2012).

Attachment B: Reading Understanding Graphs Bar graphs are a good way to compare increases and decreases in quantity over a period of time. This horizontal bar graph shows the number of pupils present on these dates.

The illustration below is a vertical bar graph that shows the number of pupils present on these dates.

*767 )7*** 6+ 89:7 ;2) 2* :7* ))*7)

+7*7* 6** )+2** *;)67 7*+)*)! 7*

)) 2* 7) 3> * 27 &>7 ??> 3? ! ),,

*@7"A,

(()))),*((-. $0$#?%1.B1.%C

Attachment C Note Taking

Questions/ Keywords/Cues Notes

Summary

AttachmentD: Climograph

1. If 30C is 86Fahrenheit- how would you charact erize the yearly temperature in this location?_______________________________________

2. What are the warmest months of the year? _________________________

3. What is the coldest month of the year?____________________________

4. Which month has the least amount of precipitation?______________________

5. Do you think it snows in this location?______

Why or why not?_____________________________

9. How would you characterize the climate in this location?____________________ 10. Is this location in the Northern or Southern hemisphere?__________________ 11. How do you know?__________________________________________

Possible Answers- Attachment D 1. If 30C is 86Fahrenheit- how would you characterize the yearly temperature in this location?____warm- hot____________________

2. What are the warmest months of the year? _April,May,June (July-Sept might be cooler because of the rain ________________________

3. What is the coldest month of the year?_______December-January__________

4. Which month has the least amount of precipitation?____December__________

5. Do you think it snows in this location?____no__

Why or why not?__too warm- average temperature doesnt go below 20C (68_F)_____

12. How would you characterize the climate in this location?__warm, wet- tropical__ 13. Is this location in the Northern or Southern

hemisphere?____Northern______________ 14. How do you know?_Warmest months) are in April- October- this would be

reversed in the Southern hemisphere


SOCIAL STUDIES LESSON PLAN SIXTH GRADE- WORLD HISTORY 1. Title: Digging Up the Past 2. Lesson Objectives:

Standards- Next Generation Sunshine State Standards for Social Studies Sixth Grade NGSSS-SS Content Benchmark/s: SS.6.W.1.3 Interpret primary and secondary sources. SS.6.W.1.4: Describe the methods of historical inquiry and how history

relates to the other social sciences.

SS.6.W.1.5: Describe the roles of historians and recognize varying historical interpretations (historiography).

SS.6.W.1.6: Describe how history transmits culture and heritage and

provides models of human character. Sixth Grade NGSSS-SS Skills Benchmark/s:

SS.6.G.4.3 Locate sites in Africa and Asia where archaeologists have found evidence of early human societies, and trace their migration patterns to other parts of the world

SS.6.G.6.2 Compare maps of the world in ancient times with current

political maps. LA.6.1.6.1 The student will use new vocabulary that is introduced and

taught directly.

LA.6.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.

3. Key Vocabulary: archaeology, artifacts, paleontology, fossils, anthropology, species, Homo sapiens, evidence, primary source, secondary source, point of view, bias, conclusion, scholarly.

4. Materials Needed: Attachment A: Teacher Background Information Attachment B: Archaeologist Discovery Report Various modern day artifacts, examples of primary and secondary sources

5. Steps to Deliver the Lesson: A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson Opening: Bring in a variety of present-day artifacts such as

newspapers, cell phones, magazines, photos, microwave popcorn etc., items that students currently own which could be considered artifacts for future generations. Have students imagine that they are historians who are living in the year 3000 writing about young people of the early 2000s. Ask students how their generation should be remembered with regard to food, clothing education and entertainment. Have students imagine that they are social scientists. Have them create a two-column chart listing: What do I Own, and What Does it Say about Me? In addition, what will it say about me 20,000 years from now? Have students write a paragraph and describe what this object will tell future scientists about American civilization in the 21st century. Students should reflect upon the following questions: What do these objects reflect about our culture? What do they reveal about the people of this culture? Have students share work with their peers.

b. Since there are no written records, historians who study prehistory use

science to learn about this era. Show the following descriptions of social scientists and have students explain how each historian is similar and different from the other.

1. Archaeology is the study of the past by looking at artifacts (objects made by people) that have been left behind. They use these artifacts: tools, pottery, weapons, and jewelry to learn what life was like in the past.

2. Paleontology is the study of fossils (the remains of plant and animal life that have been preserved from an earlier time).

3. Anthropology is the study of human culture and how it develops over

time. They study artifacts, fossils and they look for clues about what people valued and believed. Use Attachment A : Teacher information page, to teach the students the important background information while the students take notes in their binders.

c. Divide the class into small groups that will research and report on one ancient site uncovered by archaeologists. The goal is for the class to gain an appreciation for the similarities and differences among ancient cultures and to understand how social scientists study ancient cultures.

d. Assign one of the following archaeological sites to each of your groups:

Easter Island Knossos Machu Picchu Mesa Verde cliff dwellings Nineveh Pompeii Tel el Amarna (also spelled Tall al Amarinah) Tiahuanaco Troy (Hissarlik, Turkey) Ur (Mesopotamia)

As a class, come up with a series of questions that might be asked about any prior civilization and that students should be able to answer through research into the work of archaeologists. Questions might include the following: Who lived here, and when? What kinds of structures did these people leave behind? What else did these people leave behind? What practices or customs did these people follow? What happened to the people who lived here?

e. Lesson Closure: Have the students pretend they are archaeologists. During

a trip to Africa, they discover a rock painting created by prehistoric humans. They must use their detective skills to write an archaeologist discovery report including date of discovery, location, colors, shapes and materials used in the artwork. What emotions does the artwork communicate to them and what hypothesis can they make about prehistoric humans based on the artwork.

Teacher displays Attachment: B and students complete the report questions.


Have students use the following website to access an interactive tool which may be helpful for their homelearning assignments. ArchaeOLogy: Clues from the Past ArchaeOLogy: Clues from the Past

Have students use the following website to review important concepts

taught in this lesson. World History For Kids - By KidsPast.com


What Goes in the Time Capsule? Divide the class into groups, and have each group select 10 objects to put in a time capsule not to be opened until the year 3000. The students should try to explain 21st-century teenagers to people of the future. What 10 objects will give future people the most complete picture of teenagers today? Use the internet as a resource tool. Write a mini report on Lucy, including drawings on who, what, when, where, why, and how?


Review with students the lesson vocabulary and the relationship among the social sciences and how they are used to study ancient history. Ask students to write a one paragraph summary of each branch of social science and compare and contrast their important roles in the study of ancient history.

Attachment A: Teacher Background Information

Mary Leakey and her husband Louis were archaeologists who found bones that were more than 1.5 million years old, in East Africa in 1959. She believed they belonged to an early hominid, an early ancestor of humans. Explain to the students that a species is a class of individuals with similar physical characteristics. In 1974, a team led by paleontologist Donald Johanson discovered a partial skeleton of a human ancestor in Ethiopia, they named her Lucy and tests showed that she lived more than 3 million years ago. She is part of the Australopithicus afarensis species, one of the earliest ancestors of humans. She lived long before Homo sapiens evolved.

Early Hominids were human-like animals that walked upright. It is believed that the earliest hominids lived around 4.4 million years ago in the humid forests of eastern and southern Africa.

1. These animals, known as Australopithecus, are believed to have been around three to five feet tall and probably fed on leaves, fruits, and the remains of dead animals. There is no evidence that Australopithecus made their own tools. There is, however, strong evidence that they used sticks and bones to help them dig and defend themselves.

2. Hominid Types Scientists such as anthropologists divide hominids into three different types based on their body shapes and lifestyles. The first type of hominids are referred to as Homo habilis, which means person with abilities. It is believed that Homo habilis lived until about 1.5 million years ago. 3. The second type of early human living on the Earth was Homo erectus,

which means person who walks upright. Homo erectus lived on the Earth until about 150,000 years ago.

4. The final type of hominid living on the Earth is Homo sapien. All humans living on the Earth today are Homo sapiens. The term Homo sapiens means wise man. Scientists believe Homo sapiens developed about 150,000 to 195,000 years ago. They formed words developing a complex language, could organize a hunt, warn each other of danger, and pass knowledge and skills to their children.

5. Radiocarbon Dating: One method that scientists use to date ancient fossils and artifacts is called radiocarbon dating. All living things on Earth are made up of a high percentage of an element called carbon. Carbon combines with other elements in complex ways to form the molecules that make up our bodies. Most carbon on Earth is not radioactive, but a very small percentage is. Thus, as living things take in carbon, they inevitably will take up a small amount of radioactive carbon into their bodies.

Historians look for clues about the past in primary and secondary sources. Primary sources are firsthand pieces of evidence they were written or created by the people who experienced the event. Examples include: maps, letters, diaries, government records, and artwork including prehistoric cave paintings. Secondary sources are created after an event by people who did not participate in the historical event. Examples include: biographies, encyclopedias, history books and textbooks. Some examples are the Lewis and Clark expedition journal, with hand drawn maps, from the explorations of the Louisiana Territory, photographs and firsthand accounts as primary sources and books, documentaries, online articles, and modern maps of the journey as secondary sources.

Attachment B Archaeologist Discovery Report

Name of Social Scientist:__________________________ ______________________ Date of Discovery:_________________________________ _____________________ Location of Discovery:_____________________________ _____________________ What colors, shapes, and materials are used in this artwork?__________________ What emotion does this artwork communicate to you?_ ______________________ ______________________________________________________________________ From your study of the artwork, what hypothesis can you make about prehistoric humans?____________________________________________ _________________ Label details in the image that support your hypoth esis. Explain how these details support your hypothesis?___________________ ______________________ ______________________________________________________________________ From your study of the artwork, what questions do y ou have about prehistoric humans?____________________________________________ __________________


SOCIAL STUDIES LESSON PLAN SIXTH GRADE- WORLD HISTORY

Please Note: Instructional time to implement this lesson and complete activities described in this lesson plan will vary according to the ability level of students. 1. Title: The Stone Age 2. Lesson Objectives:


SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.

SS.6.E.2.1 Evaluate how civilizations through clans, leaders, and family

groups make economic decisions for that civilization providing a framework for future city-state or nation development.

SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with those of

settlers of early agricultural communities.

SS.6.W.2.2 Describe how the developments of agriculture and metallurgy related to settlement, population growth, and the emergence of civilization.


SS.6.W.1.1 Use timelines to identify chronological order of historical events.

LA.6.1.6.2 The student will listen to, read, and discuss familiar and

conceptually challenging text.

LA.6.1.7.1 The student will use background knowledge of subject and related content areas, pre-reading strategies, graphic representations, and knowledge of text structure to make

and confirm complex predictions of content, purpose, and organization of a reading selection.

3. Key Vocabulary: Bronze Age, domesticate, hunters and gatherers, Ice Age, Neolithic Age, nomads, Paleolithic Age, specialization, systematic agriculture, technology


Attachment A : Teacher Background Information Construction paper, colored pencils, binders, pencil, paper

5. Steps to Deliver the Lesson:

A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives.

a. Lesson Opening: Use the websites below and Attachment A : Teacher

Background Information, to introduce the students to prehistoric cave paintings near Lascaux, France and near Altamira, Spain. Show students various cave paintings. http://www.culture.fr/culture/arcnat/lascaux/en/,

http://earlyhumans.mrdonn.org/caveart.html

b. Ask the students: 1. Why did people who lived many years ago make art? 2. Does art tell a story/ communicate ideas? 3. Have the students look at one of the images and label three details in the image that may offer clues about why the painting was created. Write a hypothesis stating why the artist created the painting. Why do archaeologists think this painting was created?

c. Ask students to imagine life without roads, farms, or villages. The teacher

explains different characteristics of the Prehistoric eras using Attachment A: teacher background information, and various educational websites. Students take notes in their binders.

d. Add information to the class timeline showing the times of the Paleolithic,

Ice, and Neolithic Ages. Have students add information to their own timelines. Historians call this early period the Stone Age because people used stone to make tools and weapons. Take the students on a virtual fieldtrip through these ages. An excellent lesson on early people and stone tools, including reading, follow-up activities, vocabulary, and pictures may be found using the following websites:

http://www.becominghuman.org/ http://www.mnh.si.edu/anthro/humanorigins/) http://www.pbs.org/wgbh/nova/clovis/tool-nf.html prehistoric stone tools and weapons

e. Have students create a Journal entry in their Earliest Explorers Journal

about the Paleolithic, Ice, and Neolithic Ages and their unique characteristics. Specifically, the students should list (by words or pictures) three facts that they have learned about each of the periods. Students share their entries with the class.

f. Ask students the following questions to check for comprehension of the

material that has been covered: What is a hunter-gatherer society? What did ancient people gather? Why did hunter-gatherer societies often have to move? What technological and agricultural advancements caused these

early people to be able to stay in one place? How did the land bridge, which surfaced during the Ice Age, lead to

the migration of early people from Asia to North and South America?

How did the agriculture revolution, the growing of crops and domestication of animals, change the lives of the Neolithic people?

g. Have students create a two-column chart of Paleolithic and Neolithic characteristics including lifestyles, social, cultural, technological, and physical characteristics.

h. Lesson Closure: Have students create a Venn diagram and write

Paleolithic Age in one oval and Neolithic Age in the other oval and both in the center where both ovals intersect. Students use the information they learned to recall the unique characteristics of both ages and the ones they have in common.


http://www.culture.fr/culture/arcnat/lascaux/en/,

http://earlyhumans.mrdonn.org/caveart.html

http://www.npr.org/2012/06/15/155009945/famous-cave -paintings-might-not-be-from-humans?ft=1&f=1025

Cave of Forgotten Dreams a film by director Werner Herzog about the Chauvet Cave in southern France and its cave paintings from 20,000 years ago.

Watch the movie Ice Man or read the article Otzi the Iceman available

at http://www.pbs.org/wgbh/nova/icemummies/iceman.html . Take two column notes while watching the movie or reading the article.

A documentary on the evolutionary process, the latest reports from field researchers, articles from experts, an extensive glossary, and links to other sites: http://www.becominghuman.org/

Smithsonian site featuring human evolution: http://www.mnh.si.edu/anthro/humanorigins/)

http://wps.pearsoncustom.com/wps/media/objects/2427/2486120/chap_assets/documents/doc1_6.html Excellent article on the discovery of the Iceman

Lesson plans, activities and modules covering Early man: http://earlyhumans.mrdonn.org/lessonplans.html http://archaeology.mrdonn.org/lessonplans.html


Students create their own cave paintings using the information studied. Develop maps depicting the spread of farming in the Neolithic Era. The development of early writing systems marked the beginning of the

information revolution. How is the modern information revolution similar and different to the first?

Write an article describing the invention of tools by people in the Paleolithic era and which of these tools most helped the people to become more efficient hunters and why?

Have students create a cartoon strip about life in the past, before the invention of the computer and life today. How has this invention changed the lives of people today? Students will draw pictures and captions to illustrate their work.

8. Assessment Strategy: Research a nomadic group of people that still exists Today (Brazilian Native

Indians, Australias Aborigines, African nomads) and develop a presentation to describe a day in the life of one of these groups.

Attachment A: Teacher Background Information Cave paintings are the most famous examples of Paleolithic art, one of the most

important signs of a complex culture. They were created 17,000 to 15,000 years ago during the time of the last Ice Age. The cave in Lascaux, France, has 600 painted and drawn animals. Cave paintings have been discovered all around the world. Early painters used crushed yellow, black, and red rocks and combined them with animal fat to make their paints. They used little branches and their fingers to apply these paints to the rock walls. Later they developed brushes made from animal hairs. Few humans appear in these paintings. Historians believe early people thought these paintings of animals would bring hunters good luck or to help record the groups history, or just for enjoyment. Today, they believe these paintings could have been drawn by Neanderthals, the first Homo sapiens to appear on the Earth about 100,000 years ago.

Archaeologists, historians, and geographers who study prehistoric history face a unique challenge because there is very little evidence from prehistoric times. There are huge gaps of time for which there is no evidence at all. This means that scientists can look at the same evidence and come up with different answers, or theories, about how humans came to be.

Archaeologists, people who study artifacts from very distant past, divide the Stone Age into periods. The first is the Paleolithic Age, or Old Stone Age. It began about 2.5 million years ago and lasted until around 8000 B.C. This is about 4,500 years earlier than recorded time which starts about 5,500 years ago. During this time, men usually hunted buffalo, bison, wild goats, and reindeer. They also fished. Women gathered wild nuts, berries, fruits, wild grains, and plants and helped in taking care of the children. The people were nomads who moved around in search of food. Known as hunters and gatherers, they traveled in groups of 20 or 30 members. They lived much of their lives out in the open and rarely stayed in one place for long.

The Stone Ages get their name from the tools people made out of stone. At first, they used clubs and then developed tools and weapons to help them hunt. Over time, toolmakers became more sophisticated making thinner and sharper stone blades. There were no houses and people took shelter in caves and rock overhangs. More often, they built temporary huts out of branches or tents from animal skins.

Technology is the use of new ideas and tools to do work. It was first used by Paleolithic people to help them survive and grow. They started using a hard stone called flint (a hard stone with sharp edges) to create tools and weapons such as sharp knives and ax heads. Over time, they made more complex tools such as bows and arrows and spears that helped them hunt larger animals.

When Paleolithic people learned to make fire and tools, life became less difficult for them. This helped the people survive environmental changes. With fire, people could have light at night and they could cook meat and plants. Fire also made it possible for hunter-gatherers to live in places where it would have been too cold to survive. Another advancement was the development of a spoken language. In pasttimes, they spoke through sounds and physical gestures and expressed themselves through art.

The ice ages were long periods of extreme cold that affected all the Earth. There were four ice ages. The most recent ice age began 100,000 years ago. Thick sheets of ice moved across large parts of Europe, Asia, and North America. As the glaciers grew larger, the water level of the oceans lowered and exposed dry land with a land bridge connecting the continents of Asia and North America. Thi

Documents

6th Gr. World History Opening of Schools Lessons