BRIDGETON PUBLIC SCHOOLS Social Studies/World History: … · Active History: Interactive Whiteboard. Review and Assess-pg-23- Reading Check, Integrate Visual, Compare and Contrast

BRIDGETON PUBLIC SCHOOLS

Social Studies/World History:

Grade 6

Unit Title: Origins of Culture and Civilizations

Essential Question(s): How did people manage to survive and thrive tens of thousands of years ago. What factors contributed to the

development of civilization?

TIMELINE

NJSLS SKILLS/ CONTENT OBJECTIVES:

TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.1.a

6.2.8.B.1.a

6.2.8.C.1.a

6.2.8.C.1.b

6.2.8.D.1.a

6.2.8.D.1.b

6.2.8.D.1.c

Lesson Title Chapter 1/Section 1.1

Discovering Prehistory.

Objective(s) Swbat- Learn what scientists

have uncovered about our history.

Student Text pgs. 12-13

Digital Resources (Social Studies Skills

Lessons- Reading: Compare and

Contrast. Writing: Write and

Explanation. Reading and Note –

Taking Resource, Vocabulary

Practice. Biography. Active History:

Interactive Whiteboard.

Review and Assess pg. -13-

Reading Check, Determine

Word Meaning, Make

Inferences.

1 Day

Lesson Title Chapter 1/Section 1.2 The

Elements of Culture.

Objective(s) Swbat- Identify culture

elements of Homo sapiens in the Paleolithic

Age.









Review and Assess-pg-15-

Reading Check, Summarize,

Draw Conclusion.



Grade 6


Essential Question(s): How did people manage to survive and thrive tens of thousands of years ago. What factors contributed to

the development of civilization?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.1.a

6.2.8.B.1.a

6.2.8.C.1.a

6.2.8.C.1.b

6.2.8.D.1.a

6.2.8.D.1.b

6.2.8.D.1.c


Changing Environments.

Objective(s) Swbat- Discuss the impact of

climate change and the challenge of new

environments on Paleolithic people.









. Review and Assess- pg. -

17-Reading Check,

Determine Word Meaning,

Make Inferences.

1 Day

Lesson Title Chapter 1/Section 1.4 Moving

into New Environments

Objective(s) Swbat-.Identify where

Paleolithic people migrated and some of the

food they found there.










Reading Check, Interpret

Maps, Form Opinions.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.1.a

6.2.8.B.1.a

6.2.8.C.1.a

6.2.8.C.1.b

6.2.8.D.1.a

6.2.8.D.1.b

6.2.8.D.1.c

Lesson Title Chapter 1/Section 1.6 Cave

Art

Objective(s) Swbat-.Learn what cave art

reveals about the lives and culture of

Paleolithic people.










Reading Check, Integrate

Visual, Compare and

Contrast.

1 Day


Nomadic Hunter-Gatherers

Objective(s) Swbat-.Learn how Paleolithic

people moved with the seasons and

followed herds of animals to hunt and

gather food.









Review and Assess- pg-25-

Reading Check, Integrate

Visuals, Analyze Cause and

Effect.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.1.a

6.2.8.B.1.a

6.2.8.C.1.a

6.2.8.C.1.b

6.2.8.D.1.a

6.2.8.D.1.b

6.2.8.D.1.c

Lesson Title Chapter 1/Section

2.2 The Beginning of Domestication

Objective(s) Swbat- Discover how early

humans took control of their environment

by raising plants and taming animals.









Review and Assess- pg-27-

Reading Check, Analyze

Cause and Effect, Form

Opinions.

1 Day


2.3 The Agricultural Revolution

Objective(s) Swbat-Describe how humans

settled down and farmed along river valleys

and developed new farm tools and methods.










Reading Check, Interpret

Maps, Draw Conclusion.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.1.a

6.2.8.B.1.a

6.2.8.C.1.a

6.2.8.C.1.b

6.2.8.D.1.a

6.2.8.D.1.b

6.2.8.D.1.c


2.4 Studying the Past

Objective(s) Swbat- Describe how

archaeologists, historians, and other

specialists gather and study scientific data

and historical sources.










Reading Check, Analyze

Language Use, Compare and

Contrast.

1 Day

Lesson Title Review and Assessment

Chapter 1.

Objective(s) Swbat- Demonstrate their

knowledge of material covered in Ch. 1









Digital Resources-Formal

Assessment- Chapter Test A

(on-level) B(Below-Level)



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.1.a

6.2.8.B.1.a

6.2.8.C.1.a

6.2.8.C.1.b

6.2.8.D.1.a

6.2.8.D.1.b

6.2.8.D.1.c

Lesson Title Chapter 2/Section 2.1 Paths

to Civilizations

Objective(s) Swbat- Explore how cultures

follow different paths as they develop into

civilizations.








Interactive Whiteboard


Reading Check, Identify

Main Ideas and Details,

Integrate Visuals.

1 Day

Lesson Title Chapter 2/Section 2.2 Traits

of Civilizations

Objective(s) Swbat- Analyze the

characteristics of civilizations










Reading Check, Draw

Conclusions, Analyze Cause

and Effect.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.1.a

6.2.8.B.1.a

6.2.8.C.1.a

6.2.8.C.1.b

6.2.8.D.1.a

6.2.8.D.1.b

6.2.8.D.1.c

Lesson Title Chapter 2/Section 2.3 History

Through Objects: New Technology

Objective(s) Swbat- Identify the new

technology that emerged from culture

hearths.

Student Text pgs. 51








Pg. 51 –TE History Through

Objects, Guided Discussion,

Analyze Visuals, Active

Options.

1 Day


Chapter 2.

Objective(s) Swbat- Demonstrate their

knowledge of material covered in Ch. 2










Assessment- Chapter Test A

(on-level) B(Below-Level)



Grade 6



Grade 6

Unit Title: Early Civilizations

Essential Question(s): Why was Civilizations able to develop in ancient Mesopotamia? How did ancient Egypt’s rulers use the

land’s resource and geography to found a civilization? How did early Jews develop and maintain distinct culture identity? What

led to the development of great civilization in ancient India? How did China establish what would become one of the world’s oldest

continuous civilization?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


The Geography of Ancient

Mesopotamia

Objective(s) Swbat- Analyze how the

geography of Mesopotamia helped

create the conditions for civilizations

to emerge.


Digital Resources (Social Studies

Skills Lessons- Reading: Compare and






Review and Assess-pg-

67- Reading Check,

Interpret Maps, Identify

Main Ideas.

1 Day


City-States Develop

Objective(s) Swbat Describe how the

city-states of Sumer formed

Southwest Asia’s first civilization.










69- Reading Check,

Integrate Visuals, Analyze

Cause and Effect.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Religion of Sumer

Objective(s) Swbat- Summarize how

important religion was to Sumerians

and describe the monumental

structures they built to please their

gods.










71- Reading Check,

Determine Word

Meanings, Make

Inferences.

1 Day


Document-Based Question –

Sumerian Writing

Objective(s) Swbat Synthesize

information about how the evolution

from pictograph symbols to cuneiform

marked the beginning of the written

word.









Synthesize and Write -

pg. -73- Review, Recall,

Construct, Write



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Sargon Conquers Mesopotamia

Objective(s) Swbat Identify how

Sargon conquered Sumer and other

lands in Mesopotamia to create the

world’s first empire.










75- Reading Check,

Interpret Maps, Draw

Conclusions.

1 Day


Hammurabi’s Code of Laws

Objective(s) Swbat Summarize how

Hammurabi’s changed civilization by

organizing and displaying laws.










77- Reading Check,

Identify Main Ideas and

Details, Make Inferences.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


The Assyrians and Chaldeans

Objective(s) Swbat Identify how the

Assyrians and then the Chaldeans

conquered Mesopotamia.










79- Reading Check, Make

Inferences, Analyze

Language Use.

1 Day


The Phoenicians


Phoenicians spread different cultures

throughout the Mediterranean and

beyond.










81- Reading Check,

Analyze Visuals, Make

Inferences.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Persian Leaders

Objective(s) Swbat Analyze how

Cyrus and Darius I unified different

people and cultures of the Persian

Empire.










83- Reading Check,

Contrast, Sequence

Events,

1 Day


The Legacy of Mesopotamia


Mesopotamia civilizations were

responsible for major cultural and

technological developments.










85- Reading Check,

Integrate Visuals, Form

Opinions.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Chapter 3.

Objective(s) Swbat- Demonstrate

their knowledge of material covered in

Ch. 3










Assessment- Chapter Test

A (on-level) B(Below-

Level)

1 Day


The Geography of Ancient Egypt

Objective(s) Swbat Identify the Nile

River as the source of life in Egypt’s

dry deserts.










91- Reading Check,

Analyze Cause and Effect,

Compare and Contrast.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Agriculture Develops

Objective(s) Swbat Explain how

agriculture encouraged the

development of communities and

kingdoms in Egypt.










93- Reading Check,

Describe, Interpret Maps.

1 Day


Egypt Unites


strong kings united Egypt and ruled

with the authority of gods.










95- Reading Check, Draw

Conclusions, Analyze

Language.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


The Old Kingdom

Objective(s) Swbat Explain how Old

Kingdom pharaohs demonstrated their

power by building monumental

pyramids.










99- Reading Check,

Describe, Draw

Conclusions.

1 Day


Daily Life and Religion

Objective(s) Swbat Explain how the

strong beliefs the Egyptians has about

religion and burial affected all social

classes.










101- Reading Check,

Compare, Draw

Conclusions.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Document-Based Question: Life,

Death, and Religion.


information about life, death, and

religion in ancient Egypt from primary

source documents.










103- Synthesize and

Write: Review, Recall,

Construct, and Write.

1 Day


The Middle Kingdom

Objective(s) Swbat Describe the

Middle Kingdom as strong and

peaceful between periods of weakness

and foreign rule.










105- Reading Check,


Sequence Events.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Hatshepsut Expands Trade

Objective(s) Swbat

Explain how Egypt grew wealthy

through conquest and trade under a

female pharaoh.










107- Reading Check,

Draw Conclusions, Form

and Support Opinions.

1 Day


Biography: Ramses II


Ramses II was one of the most

powerful pharaohs in Egypt.










109- Reading Check,

Make Inferences, Compare

and Contrast.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


History Through Objects: Tut’s

Treasures

Objective(s) Swbat Identify some of

the treasures found in the tomb of the

pharaoh Tutankhamen.









Pg. 111 –TE History

Through Objects, Guided

Discussion, Analyze

Visuals, Active Options.

1 Day


The Rise of Kush


Nubian kingdom of Kush followed

Egypt as a center of power, culture,

and trade.










113- Reading Check,

Make Inference, Interpret

Maps.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Hieroglyphs and Papyrus

Objective(s) Swbat Explain that the

Egyptians valued and wrote for many

purposes.










115- Reading Check,



1 Day


4.2 Medicine, Science, and

Mathematics


Egyptians put their advanced

knowledge of medicine, science, and

mathematics to practical use.










117- Reading Check,

Make Connections,

Synthesize.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


4.3 Art and Architecture


ancient Egyptians created distinctive

art and architecture.










119- Reading Check,

Draw Conclusion,

Determine Word

Meanings.

1 Day


Chapter 4.



Ch. 4












Level)



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

2 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e

Lesson Title Benchmark Review

and Assessment # 1



first four chapters.

Teacher Created Review for

Benchmark.

Teacher will administer

Benchmark Assessment

#1 via EdConnect.

1 Day


1.1 Abraham and Moses

Objective(s) Swbat Explain why

Abraham and Moses were important

leaders of Judaism.










125- Reading Check,

Interpret Maps, Compare

and Contrast.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


1.2 A Distinct Culture

Objective(s) Swbat Identify how the

religious beliefs and practices of the

Israelites set them apart from the

Canaanites.










127- Reading Check,


and Contrast.

1 Day


1.3 Beliefs and Texts of Judaism


religious teachings written down in

the religious books of the Israelites.










129- Reading Check,

Make Generalizations,

Draw Conclusions.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


1.4 Document-Based Question:

Writing from the Hebrew Bible


information about the Hebrew Bible

from primary source documents.











Construct, Write

1 Day


2.1 Israel and Judah

Objective(s) Swbat Explain why the

Israelites, at first united underline of

kings, later became divided and

defeated by external powers.










133- Reading Check,

Identify Problems, Make

Inferences.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


2.2 Exile and Return


Jews maintained, developed, and

strengthened their identity and

religion while in Babylon.










135- Reading Check,

Identify, Details, Make

Inferences.

1 Day


2.3 The Diaspora

Objective(s) Swbat Explain why

Syrians and the Romans failed I their

attempts to destroy Judaism.










137- Reading Check,

Interpret Maps, Draw

Conclusions.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Chapter 5.



Ch. 5












Level)

1 Day


The Geography of Ancient India


South Asia’s physical geography

affected the development of Indus

Valley civilizations.










145- Reading Check,

Interpret Maps, Make

Inferences.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Harappan Civilization

Objective(s) Swbat Explain how one

of the world’s earliest and most

advanced civilizations emerged in

ancient India’s Indus River Valley.










147- Reading Check,

Integrate Visuals, Make

Inferences.

1 Day


Aryan Migrations

Objective(s) Swbat Identify how,

after the Harappan civilizations

declined, The Aryan immigrants

forged a new Indian civilizations.










149- Reading Check,

Interpret Maps, Determine

Word Meanings.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Hindu Beliefs and Practices

Objective(s) Swbat Explain how,

over 5000 years, Hinduism absorbed

and integrated many beliefs found

throughout South Asia.










151- Reading Check,

Make Inferences, Analyze

Language Use.

1 Day

Lesson Title Chapter 6/ Section 1.5

Document-Based Questions: Hindu

Sacred Texts


information about Hindu sacred texts

from primary and secondary source

document.











Construct, Write



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Siddhartha and Buddhism


Buddhism emerged in India around

500 B.C.










155- Reading Check,

Draw Conclusions, Make

Inferences.

1 Day


The Maurya Empire

Objective(s) Swbat how the Maurya

Empire united much of India under a

single ruler.










157- Reading Check,

Interpret Maps, Analyze

Cause and Effect.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e

Lesson Title Chapter 6 /Section 2.2

The Gupta Empire


Gupta Empire brought 200 years of

peace and prosperity to India.










159- Reading Check,

Interpret Maps, Form and

Support Opinions.

1 Day

Lesson Title Chapter 6 /Section 2.3

The Legacy of Ancient India


achievements of ancient India have

influenced much of the world.










161- Reading Check,

Sequence Events, Make

Connection.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Chapter 6.



Ch. 6












Level)

1 Day


The Geography of Ancient China

Objective(s) Swbat Analyze how

China’s deserts, mountains, and rivers

helped shape its civilizations.










167- Reading Check,


Inferences.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Shang and Zhou Dynasties

Objective(s) Swbat Identify the

cultural behaviors and beliefs

developed during the Shang and Zhou

dynasties that have become part of

Chinese civilizations.










169- Reading Check,

Integrate Visuals, Draw

Conclusions.

1 Day


Chinese Philosophies

Objective(s) Swbat Examine the

beliefs and philosophies that

developed in Chinese civilization.










171- Reading Check,

Analyze Language Use,




Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


Document-Based Question :

Contrasting Belief Systems

Objective(s) Swbat Synthesize the

different ideas presented by three

Chinese philosophies.











Construct, Write

1 Day


Biography: Shi Huangdi

Objective(s) Swbat Explain how Shi

Huangdi ruled his people and untied

his empire.










175- Reading Check,

Draw Conclusion, Form

Opinions.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


The Great Wall

Objective(s) Swbat Describe and

explain the purpose of the Great Wall.










177- Reading Check,

Integrate Visuals,

Determine Word

Meanings.

1 Day


Moments in History: Terra Cotta

Warriors

Objective(s) Swbat Describe the terra

cotta warriors Shi Huangdi had

created and placed around his tomb.









Introduce and Engage,

Teach-Guided Discussion.

Active Options.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


The Han Dynasty

Objective(s) Swbat Discuss the ways

in which Han dynasty rulers reformed

the government, expanded the empire,

and brought prosperity to China.










181- Reading Check,


and Contrast.

1 Day


The Legacy of Ancient Chia

Objective(s) Swbat Discuss the

lasting legacy of early Chinese

achievements.










183- Reading Check,


Form Opinions.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


The Silk Roads


routes and journey involved on the

Silk Roads.










185- Reading Check,


Inferences.

1 Day


Trade on the Skill Road


goods and ideas that were traded on

the Silk Road.










187- Reading Check,

Draw Conclusion, Make

Inferences.



Grade 6






TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.2.b,6.2.8.B.2.a,

6.2.8.B.2.b,6.2.8.C.2.a,

6.2.8.D.2.a,6.2.8.D.2.b,

6.2.8.D.2.c,6.2.8.D.2.d,

6.2.8.A.3.a,6.2.8.A.3.b,

6.2.8.A.3.c,6.2.8.A.3.d,

6.2.8.A.3.e,6.2.8.B.3.a,

6.2.8.B.3.b,6.2.8.C.3.a,

6.2.8.C.3.b,6.2.8.D.3.a,

6.2.8.D.3.b, 6.2.8.D.3.c

6.2.8.D.3.d, 6.2.8.D.3.e


History Through Objects: Goods from

the Silk Road

Objective(s) Swbat Identify some of

the goods traded on the Silk Road.











Discussion, Analyze


1 Day


Chapter 7.



Ch. 7












Level)



Grade 6

Unit Title: Greek Civilization

Essential Question(s): How did a cultured and influential civilization arise in Greece? What lasting influences did ancient Greek

culture have on the modern the world?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


Mysterious Minoans


origins of ancient Greek civilization.










209- Reading Check,

Draw Conclusions,

Analyze Cause and Effect.

1 Day


Mycenaean Civilization

Objective(s) Swbat Determine the

influence of the Mycenaeans in

ancient Greek civilization.










211- Reading Check,

Compare and Contrast,

Interpret Maps.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


The Age of Heroes

Objective(s) Swbat Understand the

role of the epic hero in ancient Greek

culture.










213- Reading Check,

Identify Main Idea and

Details, Form and Support

Opinions.

1 Day


1.4 City-States

Objective(s) Swbat Learn about the

formation and importance of city-

state.










215- Reading Check,





Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


1.5 Colonization and Trade

Objective(s) Swbat Explore the

impact of colonization and trade in

ancient Greece.










217- Reading Check,


Interpret Maps.

1 Day


2.1 Sparta’s Military

Objective(s) Swbat Learn about

Spartan society in ancient Greece.










219- Reading Check,

Summarize, Analyze

Cause and Effect.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


2.2 Athens’s Democratic


culture and society of ancient Athens.










221- Reading Check,


Integrate Visuals.

1 Day


2.3 Uniting Against the Persians

Objective(s) Swbat Learn about

military victories by the ancient

Greeks.










223- Reading Check,


Analyze Visuals.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


2.4 Moments in History: The Battle of

Thermopylae


drama of the Battle of Thermopylae











Active Options.

1 Day


Chapter 8.



Ch. 8












Level)



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


and Assessment # 2



chapters 4-8.


Benchmark.



#2 via EdConnect.

1 Day


1.1 Pericles and Democracy


process by which Athens became a

democracy.










231- Reading Check,


Make Inferences.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


1.2 The Athenian Empire

Objective(s) Swbat Understand

Athens’s transformation into a

powerful empire.










233- Reading Check,


Integrate Visuals.

1 Day


1.3 Religion and the Gods

Objective(s) Swbat Understand

religious beliefs of the ancient Greeks.










235- Reading Check,

Make Inferences, Draw

Conclusions.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


2.1 War Breaks Out

Objective(s) Swbat understand the

factors that led to war between Athens

and Sparta.










237- Reading Check,


Interpret Maps.

1 Day


2.2 The Defeat of Athens


consequence of the Peloponnesian

War and their effect on ancient

Greece.










239- Reading Check,





Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


2.3 Document-Based Question:

Athenian Democracy


information about Athenian

democracy from two primary source.











Construct, Write

1 Day


3.1 Philip of Macedonia


fate of Greek city-states after they

were conquered by Macedonia.










243- Reading Check,



Details.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


3.2 Biography: Alexander the Great


growth of the Macedonian empire

under the reign of Alexander the

Great.










245- Reading Check,


Interpret Maps.

1 Day


3.3 The Spread of Hellenistic Culture

Objective(s) Swbat Identify traits of

Hellenistic culture.










247- Reading Check,

Draw Conclusions,


Details.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


4.1 Philosophy and Literature

Objective(s) Swbat Understand how

ancient Greek achievements in

philosophy and literature influenced

the ancient and modern worlds.










249- Reading Check,

Draw Conclusions,


1 Day


4.2 Arts and Architecture


classical Greek achievements in the

arts and architecture influenced the

ancient and modern worlds.










251- Reading Check,



Details.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


4.3 Moments in History: The

Parthenon


cultural ideas that found expression in

Greek architecture’s most stunning

example: the Parthenon.











Active Options.

1 Day


4.4 Democracy and Law


influence of Greek ideas in the

government of the United States.










255- Reading Check,





Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


Chapter 9.



Ch. 9












Level)



Grade 6

Unit Title: The Worlds of the Romans

Essential Question(s): How did Rome become a mighty power in the Mediterranean? What was the power and enduring legacy of

the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


1.1 The Geography of Ancient Rome


geographic advantages that help

ancient Rome become a powerful

civilization.










271- Reading Check, Find

Main Ideas and Details,

Interpret Maps.

1 Day


1.2 The Founding of Rome


Rome grew from village to a large

city.










273- Reading Check,


Details.



Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


1.3 Republican Government


government of the Roman Republic

and explain how it protected citizens.










275- Reading Check,


Draw Conclusions.

1 Day


1.4 The Roman Forum

Objective(s) Swbat Analyze the

purpose of the Roman Forum in the

Roman Republic.










277- Reading Check,





Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


2.1 Men and Women

Objective(s) Swbat Explain the

different roles of men and women in

Roman society.










279- Reading Check,



1 Day


2.2 Rich and Poor

Objective(s) Swbat Compare life in

the Roman Republic for people of

different social class.










281- Reading Check,

Integrate Visuals, Make

Inferences.



Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


2.3 Gods and Beliefs

Objective(s) Swbat Explain the roles

of religion and values in Roman

culture.










283- Reading Check,

Summarize, Draw

Conclusion.

1 Day


3.1 The Roman Army


organization and training of Roman

soldiers led to Rome’s military

success.










285- Reading Check,


Details, Summarize.



Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


3.2 History Through Object: Roman

Armor


equipment used to keep Roman

soldiers safe and successful on and off

the battlefield.










Through Objects , Guided

Discussion, Analyze

Visuals, Active Options

1 Day


3.3 Hannibal and the Punic Wars


causes and impact of the First and

Second Punic Wars on the Roman

Republic.










289- Reading Check,


Draw Conclusions.



Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


3.5 Rome Expands


causes and impact of the Third Punic

War and the Macedonian Wars on the

Roman Republic.










293- Reading Check,


Language Use.

1 Day


4.1 The Republic in Crisis


factors that weakened the Roman

Republic during the transition from

republic to empire.










295- Reading Check,


Details, Form Opinions.



Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


4.2 Biography: Gaius Julius Caesar


impact that Julius Caesar had on the

Roman Republic and summarize his

key achievements.










297- Reading Check,

Summarize, Compare and

Contrast.

1 Day


4.3 Document-Based Question: The

Assassination of Julius Caesar


information about the assassination of

Julius Caesar from primary and

secondary source documents.











Construct, Write



Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


4.4 Moments in History : The Ides of

March

Objective(s) Swbat Determine the

impact of Julius Caesar’s

assassination on the Roman Republic.











Active Options.

1 Day


Chapter 10.



Ch. 10












Level)



Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

2 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


and Assessment # 3



chapters 9-10


Benchmark.



#3 via EdConnect.

1 Day


1.1 Augustus and the Pax Romana


Augustus secured and solidified his

leadership of the Roman Empire and

Rome’s lasting legacy.










307- Reading Check,





Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


1.2 Growth and Trade

Objective(s) Swbat Describe how

trade contributed to Rome’s strength

and ability to endure over time.










309- Reading Check,


Cause and Effect.

1 Day


1.3 Roman Engineering

Objective(s) Swbat Identify Roman

contributions to structural

engineering.










311- Reading Check,

Summarize, Make

Inferences.



Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


1.4 The Colosseum


role of the Colosseum in Rome and its

lasting legacy.










313- Reading Check,

Make Connections, Make

Inferences.

1 Day


1.5 Villas and Frescoes

Objective(s) Swbat Recognize what

can be learned about Romans through

their art and architecture.










315- Reading Check,

Monitor Comprehension,

Synthesize.



Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


1.6 Pompeii

Objective(s) Swbat Analyze how the

clues found at Pompeii can help us

understand daily life in the Roman

Empire.










317- Reading Check,

Sequence Events, Analyze

Cause and Effect.

1 Day


2.1 The Origins of Christianity


origins of Christianity and the history

and teachings of Jesus.










319- Reading Check,


Inferences.



Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


2.2 Christianity Spreads

Objective(s) Swbat Analyze how and

why Christianity spread across the

Roman world.










321- Reading Check,


Inferences.

1 Day


2.3 Document-Based Question: New

Testament Literature


information about the New Testament

from primary source documents.











Construct, Write



Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


2.4 The Early Christian Church


development and formation of the

early Christian church.










325- Reading Check,

Describe, Draw

Conclusion,

1 Day


3.1 The Third Century Crisis


issues that led to a crisis for the

Roman Empire in the third century.










327- Reading Check,


Draw Conclusion.



Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


3.2 Eastern and Western Roman

Empires

Objective(s) Swbat Explain how and

why the Roman Empire was divided

and administered.










329- Reading Check,

Interpret Maps, Identify

Problems and Solutions.

1 Day


3.3 End of the Western Roman

Empire


forces that ultimately brought an end

to the Western Roman Empire.










331- Reading Check,

Sequence Events, Draw

Conclusion.



Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


4.1 Latin and Literature


lasting legacy of Rome in Language

and literature.










333- Reading Check,


Inferences.

1 Day


4.2 Art, Architecture, and Law


lasting legacy of Rome in modern-day

art, architecture.










335- Reading Check,

Make Connections.




Grade 6



the Roman Empire?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.A.3.c

6.2.8.A.3.d

6.2.8.A.3.e

6.2.8.B.3.a

6.2.8.B.3.b

6.2.8.C.3.a

6.2.8.C.3.b

6.2.8.D.3.a

6.2.8.D.3.b

6.2.8.D.3.c

6.2.8.D.3.d

6.2.8.D.3.e


4.3 Moments in History: The Roman

Aqueduct

Objective(s) Swbat Understand why

aqueducts themselves were important,

but also why they are powerful

reminders of a once mighty Roman

Empire.











Active Options.

1 Day


Chapter 11.



Ch. 11












Level)



Grade 6

Unit Title: Byzantine and Islamic Civilizations

Essential Question(s): How did the Byzantine Empire carry on the culture and traditions of the old Roman Empire? What major

contributions did medieval Muslim leaders and scholars make to world civilization?

TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.C.3.a 6.2.8.C.3.b

6.2.8.D.3.a 6.2.8.D.3.d

6.2.8.D.3.e 6.2.8.A.4.a

6.2.8.B.4.a 6.2.8.B.4.b

6.2.8.B.4.c 6.2.8.B.4.d

6.2.8.B.4.e 6.2.8.B.4.f

6.2.8.C.4.a 6.2.8.C.4.b

6.2.8.D.4.a 6.2.8.D.4.b

6.2.8.D.4.c 6.2.8.D.4.d

6.2.8.D.4.e 6.2.8.D.4.f

6.2.8.D.4.g


1.1 The Geography of the Byzantine

Empire

Objective(s) Swbat- Identify the

geographic features of the Byzantine

Empire.










353- Reading Check,


Interpret Maps.

1 Day


1.2 Justinian and Theodora

Objective(s) Swbat Identify key

characteristics and events of the reign

of Justinian and Theodora.










355- Reading Check,


Details, Analyze Visuals.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.C.3.a 6.2.8.C.3.b

6.2.8.D.3.a 6.2.8.D.3.d

6.2.8.D.3.e 6.2.8.A.4.a

6.2.8.B.4.a 6.2.8.B.4.b

6.2.8.B.4.c 6.2.8.B.4.d

6.2.8.B.4.e 6.2.8.B.4.f

6.2.8.C.4.a 6.2.8.C.4.b

6.2.8.D.4.a 6.2.8.D.4.b

6.2.8.D.4.c 6.2.8.D.4.d

6.2.8.D.4.e 6.2.8.D.4.f

6.2.8.D.4.g


1.3 Moments in History: The Hagia

Sophia


importance of the Hagia Sophia to the

Byzantine Empire.











Active Options.

1 Day


1.4 Life in Constantinople


ways in which Constantinople was

modeled on ancient Rome.










359- Reading Check,

Make Inferences, Interpret

Maps.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.C.3.a 6.2.8.C.3.b

6.2.8.D.3.a 6.2.8.D.3.d

6.2.8.D.3.e 6.2.8.A.4.a

6.2.8.B.4.a 6.2.8.B.4.b

6.2.8.B.4.c 6.2.8.B.4.d

6.2.8.B.4.e 6.2.8.B.4.f

6.2.8.C.4.a 6.2.8.C.4.b

6.2.8.D.4.a 6.2.8.D.4.b

6.2.8.D.4.c 6.2.8.D.4.d

6.2.8.D.4.e 6.2.8.D.4.f

6.2.8.D.4.g


2.1 The Church Divides


differences in the development of

Christianity in the East and the West

led to a spilt in the church.










361- Reading Check,


Interpret Maps.

1 Day


History Through Objects: Byzantine

Mosaics


distinctive Byzantine style of mosaic

art.











Discussion, Analyze




Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.C.3.a 6.2.8.C.3.b

6.2.8.D.3.a 6.2.8.D.3.d

6.2.8.D.3.e 6.2.8.A.4.a

6.2.8.B.4.a 6.2.8.B.4.b

6.2.8.B.4.c 6.2.8.B.4.d

6.2.8.B.4.e 6.2.8.B.4.f

6.2.8.C.4.a 6.2.8.C.4.b

6.2.8.D.4.a 6.2.8.D.4.b

6.2.8.D.4.c 6.2.8.D.4.d

6.2.8.D.4.e 6.2.8.D.4.f

6.2.8.D.4.g


The End of an Empire


factors that weakened the Byzantine

Empire and ultimately destroyed it.










365- Reading Check,


Sequence Events.

1 Day


Chapter 12.



Ch. 12












Level)



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.C.3.a 6.2.8.C.3.b

6.2.8.D.3.a 6.2.8.D.3.d

6.2.8.D.3.e 6.2.8.A.4.a

6.2.8.B.4.a 6.2.8.B.4.b

6.2.8.B.4.c 6.2.8.B.4.d

6.2.8.B.4.e 6.2.8.B.4.f

6.2.8.C.4.a 6.2.8.C.4.b

6.2.8.D.4.a 6.2.8.D.4.b

6.2.8.D.4.c 6.2.8.D.4.d

6.2.8.D.4.e 6.2.8.D.4.f

6.2.8.D.4.g


Trading Crossroads


Arabian Peninsula became an

important crossroads for trade among

the continents of Asia, Africa, and

Europe by the early 600’s.










371- Reading Check,


Interpret Maps.

1 Day


The Prophet of Islam

Objective(s) Swbat Discuss

Muhammad as a great religious,

political, and military leader who

preached the religion of Islam and

unified much of Arabia.










373- Reading Check,


Identify Details.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.C.3.a 6.2.8.C.3.b

6.2.8.D.3.a 6.2.8.D.3.d

6.2.8.D.3.e 6.2.8.A.4.a

6.2.8.B.4.a 6.2.8.B.4.b

6.2.8.B.4.c 6.2.8.B.4.d

6.2.8.B.4.e 6.2.8.B.4.f

6.2.8.C.4.a 6.2.8.C.4.b

6.2.8.D.4.a 6.2.8.D.4.b

6.2.8.D.4.c 6.2.8.D.4.d

6.2.8.D.4.e 6.2.8.D.4.f

6.2.8.D.4.g


1.3 Beliefs and Laws


Islamic religious practices are based

on Islam’s holy book and the life of

Muhammad.










375- Reading Check,

Synthesize, Make

Generalizations.

1 Day


1.4 Document-Based Question: The

Qurán and Hadith


information about the Qurán and

hadith from primary source

documents,











Construct, Write



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.C.3.a 6.2.8.C.3.b

6.2.8.D.3.a 6.2.8.D.3.d

6.2.8.D.3.e 6.2.8.A.4.a

6.2.8.B.4.a 6.2.8.B.4.b

6.2.8.B.4.c 6.2.8.B.4.d

6.2.8.B.4.e 6.2.8.B.4.f

6.2.8.C.4.a 6.2.8.C.4.b

6.2.8.D.4.a 6.2.8.D.4.b

6.2.8.D.4.c 6.2.8.D.4.d

6.2.8.D.4.e 6.2.8.D.4.f

6.2.8.D.4.g


1.5 After Muhammad


Muslim state recovered from a period

of disorder after Muhammad’s death

and expanded to form a powerful

empire.










379- Reading Check,


Make Generalizations.

1 Day


2.1 The Umayyads and the Abbasids

Objective(s) Swbat Identify opposing

groups that competed for power in the

Muslim empire and explain how a

major split developed in Islam in the

late 600’s.










381- Reading Check,


Details, Evaluate.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.C.3.a 6.2.8.C.3.b

6.2.8.D.3.a 6.2.8.D.3.d

6.2.8.D.3.e 6.2.8.A.4.a

6.2.8.B.4.a 6.2.8.B.4.b

6.2.8.B.4.c 6.2.8.B.4.d

6.2.8.B.4.e 6.2.8.B.4.f

6.2.8.C.4.a 6.2.8.C.4.b

6.2.8.D.4.a 6.2.8.D.4.b

6.2.8.D.4.c 6.2.8.D.4.d

6.2.8.D.4.e 6.2.8.D.4.f

6.2.8.D.4.g


2.2 Muslim Spain


Umayyads transformed Muslim Spain

into a center of power, learning, and

culture between 756 and 1031.










383- Reading Check,

Draw Conclusions,

Sequence Events.

1 Day


2.3 Moments in History: The

Alhambra


significance of the Alhambra to both

Muslim and Christian rulers.











Active Options.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.C.3.a 6.2.8.C.3.b

6.2.8.D.3.a 6.2.8.D.3.d

6.2.8.D.3.e 6.2.8.A.4.a

6.2.8.B.4.a 6.2.8.B.4.b

6.2.8.B.4.c 6.2.8.B.4.d

6.2.8.B.4.e 6.2.8.B.4.f

6.2.8.C.4.a 6.2.8.C.4.b

6.2.8.D.4.a 6.2.8.D.4.b

6.2.8.D.4.c 6.2.8.D.4.d

6.2.8.D.4.e 6.2.8.D.4.f

6.2.8.D.4.g


2.4 The Ottoman Empire

Objective(s) Swbat Explain how a

Muslim state known as the Ottoman

Empire became the largest empire in

the world in the 1500’s.










387- Reading Check,

Make Inferences, Interpret

Maps.

1 Day


2.5 The Safavid and Mughal Empires

Objective(s) Swbat Identify rival

Muslim empires that arose in Persia

and India during the time of the

Ottoman Empire.










389- Reading Check,


Identify Problems and

Solutions.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.C.3.a 6.2.8.C.3.b

6.2.8.D.3.a 6.2.8.D.3.d

6.2.8.D.3.e 6.2.8.A.4.a

6.2.8.B.4.a 6.2.8.B.4.b

6.2.8.B.4.c 6.2.8.B.4.d

6.2.8.B.4.e 6.2.8.B.4.f

6.2.8.C.4.a 6.2.8.C.4.b

6.2.8.D.4.a 6.2.8.D.4.b

6.2.8.D.4.c 6.2.8.D.4.d

6.2.8.D.4.e 6.2.8.D.4.f

6.2.8.D.4.g


3.1 Science and Philosophy

Objective(s) Swbat Describe how,

under the leadership of Muslim

dynasties, science and philosophy

made important advances that spread

across the world.










391- Reading Check,

Make Generalizations,

Make Connections.

1 Day


3.3 Architecture, the Arts, and

Literature


medieval Muslim dynasties produced

distinctive forms of architecture, art

and writing that are highly admired

today.










395- Reading Check,

Draw Conclusions,

Evaluate.



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

1 Day 6.2.8.C.3.a 6.2.8.C.3.b

6.2.8.D.3.a 6.2.8.D.3.d

6.2.8.D.3.e 6.2.8.A.4.a

6.2.8.B.4.a 6.2.8.B.4.b

6.2.8.B.4.c 6.2.8.B.4.d

6.2.8.B.4.e 6.2.8.B.4.f

6.2.8.C.4.a 6.2.8.C.4.b

6.2.8.D.4.a 6.2.8.D.4.b

6.2.8.D.4.c 6.2.8.D.4.d

6.2.8.D.4.e 6.2.8.D.4.f

6.2.8.D.4.g


3.4 History Through Objects: Islamic

Art

Objective(s) Swbat Identify different

examples of art from medieval

Muslim civilization.











Discussion, Analyze


1 Day


Chapter 12.



Ch. 12












Level)



Grade 6




TIMELINE


TEACHER’S

GUIDE/SUPPLEMENTAL

MATERIALS

ASSESSMENTS

2 Day 6.2.8.C.3.a 6.2.8.C.3.b

6.2.8.D.3.a 6.2.8.D.3.d

6.2.8.D.3.e 6.2.8.A.4.a

6.2.8.B.4.a 6.2.8.B.4.b

6.2.8.B.4.c 6.2.8.B.4.d

6.2.8.B.4.e 6.2.8.B.4.f

6.2.8.C.4.a 6.2.8.C.4.b

6.2.8.D.4.a 6.2.8.D.4.b

6.2.8.D.4.c 6.2.8.D.4.d

6.2.8.D.4.e 6.2.8.D.4.f

6.2.8.D.4.g


and Assessment # 4



chapters 11-13


Benchmark.



#4 via EdConnect.



Grade 6

Documents

BRIDGETON PUBLIC SCHOOLS Social Studies/World History: … · Active History: Interactive Whiteboard. Review and Assess-pg-23- Reading Check, Integrate Visual, Compare and Contrast