Asbury Park School District

Name of Unit: First People Unit #/Duration: Unit 1 Marking Period 1

Content Area: Social Studies Grade Level: 6

Big Idea:

When humans first ventured out of Africa some 60,000n years ago, they left genetic footprints still visible today. By mapping the

appearance and frequency of genetic markers in modern peoples, we create a picture of when and where ancient humans moved

around the world.

Essential Questions:

● How should people decide when it makes more sense to try to adapt to their environment or migrate to somewhere else?

● How do they decide when to stop?

● How did early man utilize their environment to their advantage?

● How did domestication and the agricultural revolution change human lifestyle?

● Were the first humans better at adapting to their environment than humans are today?

● How did the advancement of writing impact early society?

● Is a society with a written language “smarter” than a society without written language?

I Can Statements:

● I can explain why people try to adapt to their environment or

migrate to somewhere else. ● I can explain when people decided to stop migrating. ● I can explain how early man utilized their environment to

their advantage. ● I can explain how domestication and the agricultural

revolution changed the human lifestyle. ● I can explain why the first humans were better at adapting to

their environment than humans today. ● I can explain why the advancement of writing impacted

early society. ● I can explain why a society with written language is

“smarter” than a society without written language.

6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible 35 world citizens in the 21st century. 1. The Beginnings of Human Society: Paleolithic and Neolithic Ages

A. Civics, Government, and Human Rights

6.2.8.A.1.a Compare and contrast the social organization, natural resources, and land use of

early hunters/gatherers and those who lived in early agrarian societies.

B. Geography, People, and the Environment

6.2.8.B.1.a Explain the various migratory patterns of hunters/gatherers that moved from

Africa to Eurasia, Australia, and the Americas, and describe the impact of

migration on their lives and on the shaping of societies.

C. Economics, Innovation, and Technology

6.2.8.C.1.a Describe the influence of the agricultural revolution (e.g., the impact of food surplus from farming) on population growth

and the subsequent development of civilizations.

6.2.8.C.1.b Determine the impact of technological advancements on hunter/gatherer and agrarian societies.

D. History, Culture, and Perspectives

6.2.8.D.1.a Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time.

6.2.8.D.1.b Describe how the development of both written and unwritten languages impacted

human understanding, development of culture, and social structure.

6.2.8.D.1.c Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records.

New Jersey Student Learning Standards for English Language Arts

Key Ideas and Details

NJSLSA.R1 Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it;

cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

NJSLSA.R2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and

ideas.

NJSLSA.R3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Key Ideas and Details

RL.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as

inferences drawn from the text.

RL.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) texts in

different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes

and topics.

Key Ideas and Details

RI.6.1. Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences

drawn from the text.

RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct

from personal opinions or judgments.

RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through

examples or anecdotes).

Integration of Knowledge and Ideas

RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a

coherent understanding of a topic or issue.

RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and

evidence from claims that are not.

RI.6.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background knowledge) one

author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Texts

Primary Text:

● World History Secondary/Supplemental Texts:

Study Guide- Supplemental Text

Suggested Instructional Activities/Strategies

● Independent Reading - novel based on Unit ● Technology group - Power Point, Brochure, Poster, Research paper ● Students use Guiding and Analyzing Questions to gain knowledge of text, pictures, maps, charts and graphs. ● Types of writing: persuasive, expository, descriptive ● Writing Activities: letter (to the voters, president, family, friends), one paragraph diary entry, persuasive paragraph, questions you would ask the president, campaign slogan ● Reading strategies: determining importance, summarizing, previewing, questioning, identifying, outlining, visualizing,

note taking, scanning, making connections, activating prior knowledge, using context clues, sequencing information ● Review preceding events. ● Tap students background knowledge with video clips.

Suggested way of teaching lessons:

Story Line Method- can be used to teach each civilization.

Setting, character, plot, climax, resolution

Setting- (geography). What did it look like during that time period? (Ex: farmland, villages,

cities, desert etc.).

Suggested activity: students can create a mural to depict the time period. Students can tour

the murals of each group.

Characters- What was life like for… (Ex: slaves, peasants, pharaohs, warriors, kings, farmers,

hunter/gathers etc.)

Suggested activity: students can invent a character that would have lived during that time

period. Students create a list or paragraph describing the character’s appearance, name, job,

family, age, likes and dislikes. They need to make sense for the time period. They can create a

model of the character like a paper doll cut out using yarn, fabric, markers, etc.

Plot- introduce events during this time period.

Suggested activity: Each child writes a journal in character to describe how the events are

affecting them.

Climax- Discuss problems happening during this time. (Ex: drought, war, famine, etc.).

Suggested activity: Students put together a speech (in character) to talk about what should be

done about the problem. Hold a town hall meeting and debate how the problem should be

solved.

Teacher Resources

● Teacher’s Edition ● Student text ● Reading Essentials and Notetaking Guide ● Unit resources and activities for The American Journey – the Early Years ● Document Based Questions (DBQs) ● historical readings: http://iipdigital.usembassy.gov/

Social Studies Resources:

Kids.gov from the General Services Administration has a listing of Federal Web Sites for Kids.

www.socialstudiesforkids.com includes current events, this week in history, web site connections for culture,

geography, US government, US history, timelines, US states, world history and more.

www.cicero.com CICERO: History Beyond the Textbook™ is an award winning, online K-12 digital

resource consisting of lesson plans, primary sources, standards, rubrics, assessments, activities, videos, games,

interactive maps, literature connections, photos, history connections, guided readings on multiple levels,

powerpoints, projects including web quests and graphs, dialogues and more.

www.unitedstreaming.com videos, lessons, illustrations and photos

www.brainpop.com for educational videos, assessments, projects

http://www.bbc.co.uk/schools/websites/4_11/site/history.shtml

http://americaninstituteforhistory.org/

www.gilderlehrment.org from the Institute of American History

http://edtech,hennesaw.edu connection to multiple sites for research and information

www.earlyamerica.com/series.html video archiving early America

http://americanhistroy.si.edu/kids/athome.cfm from the Smithsonian National Museum of American History

http://kids.aol.com/quizzes/brainfook/ quizzes on various topics

http://iipdigital.usembassy.gov/ this has articles, texts and transcripts, videos, images, pamphlets, and

publications

http://www2.hsp.org/exhibits/strangers/ Revolutionary war thru Civil Rights

Though the United States has long taken pride in itself as a land of newcomers, adventurers, and people willing

to embrace change, creating this nation from its many different peoples has always involved conflict and

dissension. Especially in times of national crisis, the newest Americans have repeatedly labored to prove their

patriotism and shield themselves from ethnically- and racially-motivated harassment. The continuing public

discussion of loyalty

All units

http://www.glencoe.com/sites/ss_modules/videos/jatea_08/jatea_08.html

http://glencoe.mheducation.com/sites/0078241332/index.html

https://sites.google.com/a/wmpccs.com/6th-grade-social-studies/journey-across-time

Unit 1

● http://www.smithsonianchannel.com/videos/this-5300-year-old-corpse-was-found-by-accident/36308

Vocabulary

Domain Specific Academic Vocabulary (Tier 3)

History prehistory Archaeologist geography

traditions Hominids Stone Age nomads

domestic irrigation surplus artisans civilizations

fertile hunter gatherer social class

General Academic Vocabulary (Tier 2)

Climate landscape location turning point

Influence society trade humans factors

Promote destroy

Assessments

Formative Assessments:

● Exit questions

● Checks for understanding

● SCR writings

● On-demand writings- section review #6

● PCR

● Section questions

Summative Assessment:

● Performance Writing Task

● Collaborate and Present Task

● Writing Assignments

●

●

Type

Differentiation/Scaffolding (for example ELL, students who are classified, struggling learners, etc.)

Visual Mr. Betts- Migration

*Powerpoint presentations- larger font

*Large post its for note taking

*Color coding information

*Graphic organizers for Social Studies (Can be used for vocabulary, breaking down concepts, taking notes)

*study sheets, teacher outlines

* Interactive notebooks

*Supplemental theme based collections to be read by teacher, independently or in reading centers

Visual Learners:

Have a picture/gallery wall walk for the unit or chapter, allow students to walk to see

what will be covered in the unit

Have illustrations for all vocabulary and concepts

Incorporate video into the lesson

Use on online dictionary that includes an image for the words

Use choice boards and menus to allow students to demonstrate understanding in

different modes

Use color contrast on all PowerPoints and worksheets

Be mindful of font size and type

Use proper font – never use all capitals when typing or PowerPoint design that

presents using all capital letters

Proper spacing

Model note taking

Use non-linguistic representations for vocabulary and concepts

Have a picture/gallery wall walk for the unit or chapter, allow students to walk to see

what will be covered in the unit

Provide exemplars for all essays, PowerPoints and projects to be completed

Use choice boards and menus to allow students to demonstrate understanding in

different modes

www.Visuwords.com - Visuwords is an online graphic dictionary and thesaurus that

helps develop word knowledge. Word relationships are illustrated by the color and

pattern of the link between words

http://blachan.com/shahi/ Shahi – Shahi is a visual dictionary that combines

Wiktionary content that includes a definition and examples of word use in a sentence

as well as images from flickr, google, and yahoo that correlate with the specified

word.

https://translate.google.com/#en/es/table online dictionary, audio

http://www.online-languages.info/english/picture-dictionary.php online geography

dictionary with images

http://www.authentichistory.com/ 1600-present, images, artifacts, songs, and sounds

http://zinnedproject.org/ ( free registration)1492-present : videos, songs, artifacts,

images

www.americanhistory.phillipmartin.info has free American History clip art to aide in

nonlinguistic representations

Auditory United Streaming: What is geography?

Auditory Learners:

Incorporate video into the lesson

www.Dictionary.reference.com/browse (speech of word only)

Use non-linguistic representations for vocabulary and concepts

Use audio books

Use choice boards and menus to allow students to demonstrate understanding in

different modes

https://translate.google.com/#en/es/table online dictionary, audio

http://www.authentichistory.com/ 1600-present, images, artifacts, songs, and sounds

http://zinnedproject.org/ ( free registration)1492-present : videos, songs, artifacts,

images

Kinesthetic *Foldables

*Reenactment of events or specific people

Simulated Dig

● World History Resources

Kinesthetic Learners:

Incorporate hands-on activities

Create models

Create pop-up maps in Social Studies

Create displays

Act out scenes in history or story being read

Incorporate plays into the lessons

Use choice boards and menus to allow students to demonstrate understanding in

different modes

Have a picture/gallery wall walk for the unit or chapter, allow students to walk to see

what will be covered in the unit

Use relief maps

Use non-linguistic representations for vocabulary and concepts

Provide exemplars for all essays, PowerPoints and projects to be completed

Language

Development ELL learners:

Use leveled reading excerpts – Shell

Use leveled reading books

Visuals for vocabulary, concepts, places, people

Use choice boards and menus to allow students to demonstrate understanding in

different modes

Have a picture/gallery wall walk for the unit or chapter, allow students to walk to see

what will be covered in the unit

Use on online dictionary that includes an image and translation for the words

Incorporate videos into lessons

Assist students in responding like historians, have sentence frames posted in the

room so students can access them easily and use them in their responses

www.Visuwords.com - Visuwords is an online graphic dictionary and thesaurus that helps

develop word knowledge. Word relationships are illustrated by the color and pattern of the

link between words

http://blachan.com/shahi/ Shahi – Shahi is a visual dictionary that combines Wiktionary

content that includes a definition and examples of word use in a sentence as well as images

from flickr, google, and yahoo that correlate with the specified word.

https://translate.google.com/#en/es/table online dictionary, audio

http://www.online-languages.info/english/picture-dictionary.php online geography

dictionary with images

http://www.authentichistory.com/ 1600-present, images, artifacts, songs, and sounds

http://zinnedproject.org/ ( free registration)1492-present : videos, songs, artifacts,

images

www.americanhistory.phillipmartin.info has free American History clip art to aide in

nonlinguistic representations

Provide exemplars for all essays, PowerPoints and projects to be completed

Special Education Special Education

● Extra time

● Individualized instruction (1:1)

● Small group instruction (2:1, 3:1)

● Hands-on activities

● Teacher modeling

● Teacher prompting

● Peer modeling

● Pre-teaching

● Check for understanding

● Reteach, when necessary

● Refocusing/redirection

● Read directions aloud

● Directions repeated

● Simplified wording of assignments

● Break down tasks into manageable units

● Preferential/flexible seating

● Visual aids

● Integration of assistive technology

● Multi-sensory instruction/manipulatives

● Inclusion of sensory/body breaks

Gifted and Talented

● Student led teaching

● Extension activities

● Higher level learning

Supplementary Aids and Services

● adapted equipment -such as special seat

● assistive technology-such as a word processor, special software, or a communication

system

● training for staff, student, and or parents

Appendix 1 (graphic organizers, rubrics, websites, activities, manipulatives, sample assessments, etc.)

● Frayer model

● http://www.educationoasis.com/curriculum/graphic_organizers.htm

● https://www.teachervision.com/graphic-organizers/printable/6293.html

● http://www.eduplace.com/kids/hme/k_5/graphorg/index.html

● http://www.readwritethink.org/files/resources/interactives/timeline_2/ - creating timelines

● http://www.graphic.org/goindex.html

● http://www.exploratree.org.uk/ - Exploratree is a free web resource where you can access a library of ready-made

interactive thinking guides, print them, edit them or make your own

● http://www.educationoasis.com/curriculum/graphic_organizers.htm -Education Oasis offers a collection of graphic

organizers to help students organize and retain knowledge - cause and effect, character and story,

compare and contrast, and more!

● http://rubistar.4teachers.org/index.php This site allows teachers to create, save, and print rubrics for their

classes. Models and prompts are available as well as online tutorials. Check out the option to make interactive

rubrics!

Appendix 2 (Quad D Exemplar Lesson Plan)

Common Core State Standards for Literacy in History/Social Studies, Science, and Technical Subjects - History/Social Studies Grade 6–8 Key Ideas and Details CCSS.ELA-Literacy.RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. CCSS.ELA-Literacy.RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. CCSS.ELA-Literacy.RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). Craft and Structure CCSS.ELA-Literacy.RH.6-8.4 SCHOOL DISTRICT OF THE CHATHAMS CURRICULUM PROFILE Curriculum Profile 6th Grade Social Studies – World History 3 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. CCSS.ELA-Literacy.RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally). CCSS.ELA-Literacy.RH.6-8.6 Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integration of Knowledge and Ideas CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

WRITTEN SPEECH RUBRIC

SKILLS

4 3 2 1

Appropriately focused topic

with a clearly communicated

Focused topic with

partially demonstrated

Somewhat focused topic

or a vague sense of the

A lack of focus or

confused purpose,

Topic

understanding of the

purpose for the speech

understanding of the

purpose for the speech

purpose for the speech,

which require the

audience to make

assumptions

which result in

confusion on the part

of the audience

Research Analysis

Clear and convincing

command of facts and

information with insightful

explanations that help to

illustrate the speaker’s ideas

and arguments

Clear use of facts and

information with partially

developed explanations

in support of the

speaker’s ideas or

arguments

Partially clear use of facts

and information with

limited or incomplete

explanations to support

the speaker’s ideas or

arguments

Confusing or

incomplete facts with

little and/or confusing

explanations as to how

the facts support the

speakers ideas or

arguments

Organization

Clearly and logically

organized speech with an

engaging introduction, a

logically sequenced body

with appropriate transitions,

and a clear and convincing

conclusion. Manipulates

sentence length and word

order to enhance the total

effect of the essay

Clear attempt at

organization with a

beginning, middle, and

end and an attempt to

use transitions

Some inconsistencies in

organization and/or a

lack of sustained focus

throughout the speech

with inconsistently use

transitions

A lack of organization

makes it difficult to

follow the speaker’s

ideas; speech may be

too conversational and

may ramble without a

clear beginning, middle,

or end

Language

Uses sophisticated and

varied language that is suited

to the topic and audience;

word choice is concise,

original, and effectively

conveys the appropriate tone

given the purpose of the

speech

Uses appropriate

language and word

choice, but with less

sophistication,

expressiveness and/or

originality

Use words that may be

unsuited to the topic,

audience or purpose of

the speech; word choice

lacks originality and fails

to convey an appropriate

tone for the speech

Inappropriate use of

language distracts the

audience because it is

too informal or too

imprecise given the

topic and purpose of

the speech

Rhetorical

Devices

Incorporates at least three

different rhetorical devices

from the list below several

times throughout the speech:

polysyndeton, asyndeton,

antithesis, anaphora,

antistrophe, metonymy or

synecdoche.

Incorporates at least two

different rhetorical

devices from the list

below several times

throughout the speech:

polysyndeton, asyndeton,

antithesis, anaphora,

antistrophe, metonymy

or synecdoche.

Incorporates at least one

rhetorical device from

the list below several

times throughout the

speech: polysyndeton,

asyndeton, antithesis,

anaphora, antistrophe,

metonymy or

synecdoche.

Fails to incorporate any

of the following

rhetorical devices from

the list below:

polysyndeton,

asyndeton, antithesis,

anaphora, antistrophe,

metonymy or

synecdoche.

Appeals

All three appeals are fluidly

and naturally scattered

throughout the speech with

a balance that effectively

aids in your persuasion

without making it feel forced

or contrite

All three appeals are

clearly used throughout

the speech to effectively

persuade your audience

An attempt at using all

three appeals is made,

although there may be

some imbalance or the

persuasion may be

slightly

ineffective

Either not all appeals

are obvious or they are

used ineffectively

ORAL SPEECH RUBRIC

SKILLS

4 3 2 1

Organization

Clearly and logically organized

speech with an engaging

introduction, a logically

sequenced body with

appropriate transitions, and a

clear and convincing

conclusion. Manipulates

sentence length and word

order to enhance the total

effect of the essay

Clear attempt at

organization with a

beginning, middle, and end

and an attempt to use

transitions

Some inconsistencies in

organization and/or a lack of

sustained focus throughout

the speech with

inconsistently use transitions

A lack of organization

makes it difficult to follow

the speaker’s ideas; speech

may be too conversational

and may ramble without a

clear beginning, middle, or

end

Language

Uses sophisticated and varied

language that is suited to the

topic and audience; word

choice is concise, original, and

effectively conveys the

appropriate tone given the

purpose of the speech

Uses appropriate language

and word choice, but with

less sophistication,

expressiveness and/or

originality

Use words that may be

unsuited to the topic,

audience or purpose of the

speech; word choice lacks

originality and fails to convey

an appropriate tone for the

speech

Inappropriate use of

language distracts the

audience because it is too

informal or too imprecise

given the topic and purpose

of the speech

Delivery

Speaks with clarity and

projects voice during entire

speech; uses appropriate tone,

pace and emphasis to enhance

the overall effect of the

speech. Varies all when

necessary. Length of speech is

between 4:45-5:00 minutes.

Speaks with clarity and

projects voice; varies tone,

pace and emphasis

throughout the speech, but

not always effectively.

Length of speech is

between 4:30-4:44 minutes.

Speaks with clarity and

projects voice for the

majority of the speech; varies

tone, pace and emphasis

throughout some of the

speech, but it’s not always

effective. Length of speech is

between 4:15-4:29 minutes.

Seldom speaks with clarity

and rarely projects voice;

fails to vary tone, pace and

emphasis throughout the

speech. Length of speech is

between 4:00-4:14 minutes.

Overall

Effectiveness

Speaker remains enthusiastic,

audience attention is

maintained, and the purpose

of the speech is achieved

Speaker shows some

enthusiasm, the audience

remains mostly interested,

and the purpose of the

speech is achieved

Speaker shows limited

enthusiasm, audience interest

is not sustained, and the

purpose of the speech is only

partially achieved

Speaker lacks enthusiasm,

the audience shows a lack

of interest, and the purpose

of the speech is not

achieved

Appeals

All three appeals are fluidly

and naturally scattered

throughout the speech with

a balance that effectively

aids in your persuasion

without making it feel forced

or contrite

All three appeals are

clearly used throughout

the speech to effectively

persuade your audience

An attempt at using all

three appeals is made,

although there may be

some imbalance or the

persuasion may be slightly

ineffective

Either not all appeals

are obvious or they are

used ineffectively

Physical

Appearance

Uses appropriate and effective

eye contact throughout entire

speech, gestures significantly

enhance the speaker’s words,

presents self with

professionalism.

Uses appropriate and

effective eye contact

throughout most of the

speech, gestures at some

points in an attempt to

enhance the speaker’s

words, attempts to present

self with professionalism.

Attempts to use appropriate

and effective eye contact

throughout most of the

speech, but struggles to do

so; gestures are used

sparingly and do not always

enhance speaker’s words,

attempts to present self with

professionalism.

Fails to use appropriate and

effective eye contact

throughout the speech;

gestures are used sparingly

and do not enhance

speaker’s words, no

attempt is made at

presenting self with

professionalism.

CCSS.ELA-Literacy.RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. CCSS.ELA-Literacy.RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

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