6th Grade Soc Stu 2nd 9 Weeks

Social Studies: 6th grade Part A and Part B

Standards

Media Specialist/ Teacher Connection

Journeys Text and/or Exemplary Text

Correlation

Web Resources

Ancient Egypt (5 weeks)

6.15 On a historical map locate the Mediterranean and Red Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt. Identify the locations of ancient Upper and Lower Egypt and explain what the terms mean. On a modern map, identify the modern countries of Egypt and the Sudan. (G, H)

*Using interactive map sites and modern day maps from Culture Grams, students label and color their own maps. *Students conduct research (in groups) to learn about the geography of Ancient Egypt (different areas, rivers, cities, etc.). Each group is assigned a different topic. *Students display their findings using an appropriate presentation tool. Create a gallery walk to share findings. *As students tour gallery walk, they add symbols and information to their personal maps.

Journey Across Time: Chapter 2, 39 46 Database articles

http://www.eduplace.com/kids/socsci/ca/books/bkf3/imaps/AC_05_143_egypt/AC_05_143_egypt.html http://www.pbs.org/empires/egypt/special/virtual_egypt/egypt.html Culture Grams World Book Student

6.20 Identify the Old, Middle, and New Kingdom time periods and evaluate the significance of the following: (C, H, P)

Menes Khufu Hyksos invasion Ahmose King Tut Queen Hatshepsut Ramses the Great

*Students explore topics using the textbook and other print/non-print resources. *Students develop a timeline using a digital timeline creator (examples: World Book Timelines, Timetoast, Timeline JS, Read Write Thinks Timeline Creator, or HSTRY); Timelines should identify Old, Middle, New Kingdom time periods and each listed topic. Listed topics should include a brief explanation of significance. *For an extension, students choose one of the listed topics and create quiz bowl or jeopardy questions about that topic. The class participates in a game using student-generated questions.

Journey Across Time: Chapter 2, 47 67

New Kingdom by PBS http://www.pbs.org/empires/egypt/index.html World Book Student (for pharaoh biographies)

6.17 Develop a visual representation of the structure of Egyptian society including the role of the pharaoh as god/king, the

*Collaborate with the classroom teacher to create a graphic organizer that students will use to represent Egyptian society (possibly use the graphic on p. 45 of the textbook as a guide).

Journey Across Time: Chapter 2, 43 - 46

An Example of Dramatic Tableaux http://www.learner.org/vod/vod_window.html?pid=1824 More Background Info

concept of dynasties, the importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in ancient Egypt. (C, E, H, P)

Include vocabulary terms on the graphic (possibly in a word bank). *Divide the class into groups and assign each group to a topic:

Pharaoh as god/king & dynasties

Priests and Nobles

Traders, artisans, shopkeepers, and scribes

Farmers and herders

Unskilled workers/slaves *Using the textbook and other sources, if necessary, students learn about their social group. Then, students develop a dramatic tableaux scene that represents their group and shows who they were/the daily things they would do (props might be necessary). *Audience members interact with the tableaux and discuss which group is being shown. Students fill in their graphics with notes and pictures using what they learn from each groups performance.

http://www.ushistory.org/civ/3b.asp

6.21 Identify the location of the Kush civilization and describe its political, commercial, and cultural relationship with Egypt. (C, E, G, H, P)

*Students read about Kush from the textbook and other pre-selected sources. *In partners or individually, students design a tourist website that shares information about Kush, shows how Kush is related/similar to Egypt, and includes a map showing where Kush is located. *For a low-tech option, students create posters or brochures.


http://www.ducksters.com/history/africa/kingdom_of_kush.php http://coe.jmu.edu/learningtoolbox/cornellnotes.html

6.16 Investigate the kinds of evidence used by archaeologists and historians to draw conclusions about the social and economic characteristics of ancient Nubia (the Kingdom of Kush) and their relationship to the social and economic characteristics of Ancient Egypt. (C, E, G, H, P)

*Design stations that exhibit artifacts and archaeological evidence from Kush juxtaposed with similar evidence from Egypt. Stations should include a variety of evidence that addresses social and economic aspects of ancient life. Students might be asked to read relevant texts and/or view images or videos. *Students rotate to each station and complete activities (or a

Journey Across Time: Chapter 2, 69 -70 Use Limitless Libraries to acquire books that can be explored for information and images

http://www.nytimes.com/2007/06/19/science/19kush.html?pagewanted=all&_r=0 http://www.dailymail.co.uk/sciencetech/article-2275036/35-pyramids-Sudan-necropolis-Links-ancient-Egypt-Africas-Kush-kingdom.html

graphic organizer) that require a comparison of the two civilizations based on the evidence being presented.

6.18 Cite evidence from informational texts to explain the polytheistic religion of ancient Egypt with respect to beliefs about death, the afterlife, mummification, and the roles of different deities. (C, H)

*Create a foldable for notes about Ancient Egyptian religion. Include a place for notes and a place for citing evidence. *Read at least one textbook article as a class and model the note taking system. *Allow students to explore additional resources (web links and books) and continue taking notes. Discuss findings. *Have students design an Egyptian burial using their notes. They can draw and/or use magazine cutouts to illustrate the burial. Have students choose a pharaoh or group of people they have learned about as the subject for the burial. Students should cite evidence from their notes for the choices they make.

Journey Across Time: Chapter 2, 48 50, 64. 67 Search your collection and Limitless Libraries for books about Ancient Egyptian religion

World Book Student ABC CLIO: World History Ancient and Medieval Eras http://www.pbs.org/wgbh/nova/ancient/afterlife-ancient-egypt.html http://www.ancientegypt.co.uk/menu.html

6.19 Summarize important achievements of Egyptian civilization, including: (C, E, H)

agricultural and irrigation systems

the invention of a calendar

main features of the monumental architecture and art, such as the Pyramids and Sphinx at Giza

evolution of writing- hieroglyphics

the invention of papyrus

*Create an ABC book to showcase and summarize the important achievements of Egyptian civilization. *Working in groups, students should research an assigned topic (connected to a letter of the alphabet). *Student ABC pages should include important information, visuals, and sources. *Make copies of the final book, if possible, so each student has a copy from which to study.

Journey Across Time: Chapter 2 (all) Use your library collection and Limitless Libraries to acquire books about Ancient Egypt

World Book Student Interactive Exploration of Ancient Egypt http://www.pbs.org/wgbh/nova/ancient/explore-ancient-egypt.html

6.22 Compare and contrast the religious, social, and political structures in Mesopotamia

*Students read and explore textbook chapters and the British Museum site. *While reading, students

Journey Across Time: Chapter 1, 16 25 Chapter 2 Gilgamesh the Hero by

http://www.mesopotamia.co.uk/menu.html The Epic of Gilgamesh background and context (for

and Egypt. (C, H, P)

complete a Venn-Diagram to compare Mesopotamia and Egypt. Discuss findings as a class. *For an extension, read and discuss the epic Gilgamesh the Hero (a reworked version for kids). Consider reading only an excerpt and conducting a Socratic seminar to discuss the religious, social, and political elements present in the text.

Geraldine McCaughrean lesson planning, not to show students) http://www.learner.org/courses/worldlit/gilgamesh/watch/

Ancient Israel (4 weeks)

6.39 On a historical map of the Mediterranean Sea, Jordon River, Sinai Peninsula, locate Asia Minor, the kingdoms of the Hittites and Phoenicians, ancient Israel, and Egypt. (G)

*Provide students with a blank, unlabeled map of Ancient Israel. *Comparing a variety of ancient maps, students color and label their maps identifying their map key (or using a uniform key assigned by you or the classroom teacher). *It might be important to model the comparing and labeling before setting students free to work independently.

Journey Across Time: Chapter 3, 90

http://www.bible-history.com/geography/ancient-israel/israel-old-testament.html http://www.geographicus.com/P/RareMaps/ISRAEL-HOLYLAND-PALESTINE&sort=price.desc http://explorethemed.com/IAIsrael.asp?c=1 https://www.youtube.com/watch?v=4FspfOI_YRU&feature=player_embedded

6.40 Examine the development of the ancient Israelites, tracing their migrations from Mesopotamia to Canaan, later called Israel, and explain the significant roles of Abraham and Moses in their history. (C, H, G)

*If possible, students use the interactive map page to add the ancient Israelites journey to their previously created maps. If not, students should use the graphic to color and label a new map. *Consider having students use the National Geographic Interactive Map making tool to show the Israelites path. *Then, students research Abraham and Moses using the textbook and other sources. *Using a web graphic organizer or web creating app (like Popplet), students detail the ways that Abraham and Moses were significant in Israelite history.


Israelite Conquest of Canaan (choose that option to view) http://explorethemed.com/IAIsrael.asp?c=1 http://mapmaker.education.nationalgeographic.com/?ar_a=1&b=1&ls=000000000000 http://www.penn.museum/sites/Canaan/index.html http://www.bible-history.com/maps/6-abrahams-journeys.html http://www.ushistory.org/civ/4g.asp World Book Student

6.41 Describe the monotheistic religion of the Israelites, including: (C, H) the belief in one God (monotheism) the Ten Commandments

*Divide students into groups. In groups, students research one of the aspects of the Israelite faith (historical) and modern-day Judaism. Students compare the two and become experts on their

Journey Across Time: Chapter 3, 81 99, 97-98 If needed, consult books from the library collection and Limitless Libraries

http://www.pbs.org/wgbh/nova/ancient/rise-judaism.html World Book Student (search Judaism)

the emphasis on individual worth and personal responsibility the belief that all people must adhere to the same moral obligations, whether ruler or ruled the Torah and the Hebrew Bible as part of the history of early Israel

topic, focusing especially on how the early Israelite faith has influenced modern Judaism. *Then, each group becomes a panel of experts that presents their findings to the class and answers probing questions that test their expertise. *Audience members take notes during each panel presentation/discussion.

6.42a Describe the unification of the tribes of Israel under Kings Saul, David, and Solomon, including Davids founding of Jerusalem as his capital city in 1000 BC/BCE and the building of the first temple by Solomon. (G, H, P)

*Using various print and non-print sources, students create stat sheets on each of the Israelite kings. On each sheet, students include an answer to this question: How did this king contribute to the unification of the tribes of Israel?

Stat sheets can include a visual, stats about the king as a person, his accomplishments, important dates, etc.


World Book Student (articles on each king) https://www.jewishvirtuallibrary.org/jsource/biography/David.html https://www.jewishvirtuallibrary.org/jsource/biography/Solomon.html http://www.jewishvirtuallibrary.org/jsource/History/monarchy.html

6.42b Summarize the four major events after the rule of King Solomon in the history of Israel, including the breakup of the Kingdom of Israel, destruction of the Northern Kingdom, Babylonian captivity under Nebuchadnezzar, and the return of the Jews to their homeland under the Persian Empire. (H)

*Students develop an annotated timeline using a digital timeline creator (examples: World Book Timelines, Timetoast, Timeline JS, Read Write Thinks Timeline Creator, or HSTRY); Timelines should identify brief details of each event, when they happened, the events significance, and a visual. *Information for the timelines can come from what has already been learned through textbook readings and/or other print and non-print resources.


http://www.jewishvirtuallibrary.org/jsource/biography/Solomon.html

6.43 Conduct a short research piece with supporting details of Second Babylonian, Persian, and Median Empires, including Nebuchadnezzar, the Hanging Gardens of Babylon, Cyrus the Great, Darius the Great, and Xerxes. (H)

*Collaborate with a classroom teacher to design a research experience that meets the needs of the students:

Curate helpful sources

Design a graphic organizer for research notes (Cornell Notes)

Divide students into groups

Give students a choice for final product

Use print sources from your library collection and Limitless Libraries

World Book Student ABC CLIO: World History, Ancient and Medieval Eras http://www.britannica.com/EBchecked/topic/650720/Xerxes-I http://www.britannica.com/EBchecked/topic/151591/Darius-I

6.44 Explain how Judaism survived the expulsion/dispersion of

*After reading and discussing textbook articles and other sources, students create a picture


http://www.jewishvirtuallibrary.org/jsource/History/Diaspora.html

the Jews to other lands (the Diaspora) after the destruction of the second temple in Jerusalem in 70 AD/CE, and the renaming of the country by the Romans. (C, H)

book that explains and illustrates the standard (independently or in pairs).

http://www.britannica.com/EBchecked/topic/161756/Diaspora http://www.pbs.org/wgbh/pages/frontline/shows/religion/portrait/diaspora.html http://www.pbs.org/wgbh/pages/frontline/shows/religion/maps/jewish.html

Additional Notes/Explanations: The texts, web resources, and lesson ideas included in this document are meant to be suggestions and starting points. Please adapt them to fit the needs of your teachers and students. Sites with a variety of information: http://www.nea.org/tools/lessons/studying-ancient-egypt-6-8.html

Documents

6th Grade Soc Stu 2nd 9 Weeks