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Social Studies Curriculum

Grade 6

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Course Description The goal for 6th grade World History I students is to refresh their knowledge and understanding of fundamental geography concepts. Students will also need to acquire the core analytical skills necessary to apply the methods of historical inquiry using primary and secondary sources. With these fundamentals in place students will study the political, economic, cultural, religious, and technological changes that occurred in the ancient world. Units will include: prehistory and early man through the Neolithic Era, Ancient Mesopotamia and Egypt who are considered to be amongst the world’s earliest river civilizations, and lastly Ancient Greece and the Roman Empire who are thought to have greatly influenced Western civilization.

Grade 6 Social Studies

PACING CHART

Unit Topic Duration

Unit 1 World Geography and Human Origins

7-9 Weeks

Unit 2 Mesopotamia and the Fertile Crescent

7-9 Weeks

Unit 3 Ancient Egypt, Kush and Phoenicia

7-9 Weeks

Unit 4 Ancient Greece 7-9 Weeks

Unit 5 Ancient Rome Republic 7-9 Weeks

Educational Technology Standards

8.1.8.A.1, 8.1.8.A.2, 8.1.8.A.3, 8.1.8.B.2, 8.1.8.C.1, 8.1.8.D.1,8.1.8.D.2, 8.1.8.D.3, 8.1.8.D.4, 8.1.8.D.5, 8.1.8.E.1, 8.1.8.F.1

Technology Operations and Concepts

Demonstrate knowledge of a real world problem using digital tools.

Create a document using one or more digital applications to be critiqued by professionals for usability.

Use and/or develop a simulation that provides an environment to solve a real world problem or theory.

Creativity and Innovation

Synthesize and publish information about a local or global issue or event.

Communication and Collaboration

Collaborate to develop and publish work that provides perspectives on a global problem for discussions with learners from other countries.

Digital Citizenship

Understand and model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics including appropriate use of social media.

Demonstrate the application of appropriate citations to digital content.

Demonstrate an understanding of fair use and Creative Commons to intellectual property.

Assess the credibility and accuracy of digital content.

Understand appropriate uses for social media and the negative consequences of misuse.

Research and Information Literacy Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world

problem.

Critical Thinking, Problem Solving, Decision Making

Explore a local issue, by using digital tools to collect and analyze data to identify a solution and make an informed decision.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.

Career Ready Practices

CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.

Career Ready Practices

CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.

Career Ready Practices

CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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Differentiated Instruction

Accommodate Based on Students Individual Needs: Strategies Time/General

• Extra time for assigned tasks

• Adjust length of assignment • Timeline with due dates for

reports and projects • Communication system

between home and school • Provide lecture

notes/outline

Processing • Extra Response time • Have students verbalize

steps • Repeat, clarify or reword

directions • Mini-breaks between tasks • Provide a warning for

transitions • Reading partners

Comprehension • Precise step-by-step

directions • Short manageable tasks • Brief and concrete

directions • Provide immediate

feedback • Small group instruction • Emphasize multi-sensory

learning

Recall • Teacher-made checklist • Use visual graphic

organizers • Reference resources to

promote independence • Visual and verbal

reminders • Graphic organizers

Assistive Technology

• Computer/whiteboard • Tape recorder • Spell-checker • Audio-taped books

Tests/Quizzes/Grading • Extended time • Study guides • Shortened tests • Read directions aloud

Behavior/Attention • Consistent daily

structured routine • Simple and clear

classroom rules • Frequent feedback

Organization • Individual daily planner • Display a written agenda • Note-taking assistance • Color code materials

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Enrichment Accommodate Based on Students Individual Needs: Strategies

• Adaption of Material and Requirements • Evaluate Vocabulary • Elevated Text Complexity • Additional Projects • Independent Student Options • Projects completed individual or with Partners • Self-Selection of Research • Tiered/Multilevel Activities • Learning Centers • Individual Response Board • Independent Book Studies • Open-ended activities • Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments

• Timelines, Maps, Charts, Graphic Organizers

• Unit Assessments, Chapter Assessments, Quizzes

• DBQ, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Tumblr to create a Blog

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New Jersey Core Curriculum Content Standards 5-8 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. A. Civics, Government, and Human Rights

� 6.2.8.A.1.a: Compare and contrast the social organization 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 who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies

� 6.2.8.B.1.b: Compare and contrast how nomadic and agrarian societies used land and natural resources. � 6.2.8.B.2.a: Determine the extent to which geography influenced settlement, the development of trade networks,

technological innovations, and the sustainability of ancient river valley civilizations. � 6.2.8.B.2.b: Compare and contrast physical and political maps of ancient river valley civilizations and their modern

counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now.

C. Economics, Innovation, and Technology

� 6.2.8.C.1.a: Relate the agricultural revolution (including the impact of food surplus from farming) to 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: Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity,

and development of more complex social structures. � 6.2.8.D.1.c: Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written

records.

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English Language Arts & History/Social Studies Grades 6-8 Common Core Standards Key Ideas and Details:

� RH.6-8.1: Cite specific textual evidence to support analysis of primary and secondary sources. Craft and Structure:

� RH.6-8.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

� RH.6-8.5: Describe how a text presents information (e.g., sequentially, comparatively, causally). Integration of Knowledge and Ideas:

� RH.6-8.7: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Range of Reading and Level of Text Complexity:

� RH.6-8.10: By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently.

English Language Arts Standards » Writing » Grade 6-8 Text Types and Purposes:

� WHST.6-8.1: Write arguments focused on discipline-specific content. � WHST.6-8.2 a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/

experiments, or technical processes.

Production and Distribution of Writing:

� WHST.6-8.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

� WHST.6-8.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

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� WHST.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Research to Build and Present Knowledge: � WHST.6-8.7: Conduct short research projects to answer a question (including a self-generated question), drawing on several

sources and generating additional related, focused questions that allow for multiple avenues of exploration. � WHST.6-8.8: Gather relevant information from multiple print and digital sources, using terms search terms effectively; assess

the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

� WHST.6-8.9: Draw evidence from informational texts to support analysis, reflection, and research.

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Grade: 6

Unit: I Weeks 1-9

Topic: World Geography and Human Origins Unit one focuses on refreshing fundamental geography concepts and how they are closely related to the study of world history. Basic map skills and the five themes of geography are highlighted. Students will then explore why and how historians learn about prehistoric societies. Lastly, students will investigate the origins of humans and how they improved their lives through the Neolithic Era and the dawn of civilizations. Skills learned in this unit will be utilized throughout the year in subsequent units of study.

NJCCCS: 6.2.8.A.1.a, 6.2.8.B.1.a, 6.2.8.B.1.b, 6.2.8.B.2.a, 6.2.8.B.2.b, 6.2.8.C.1.a, 6.2.8.1.b, 6.2.8.D.1.a, 6.2.8.D.1.b, 6.2.8.D.1.c

Standards: CCSS: RH.6-8.1, RH.6-8.4, RH.6-8.5, RH.6-8.7, RH.6-8.10, WHST.6-8.1, WHST.6-8.2a-f, WHST.6-8.4, WHST.6-8.5, WHST.6-8.6, WHST.6-8.7, WHST.6-8.8, WHST.6-8.9

NJDOE Student

Learning Objectives Essential Question Sample Activities Resources Interdisciplinary

Connections Define geography and analyze importance of geographers and the tools they use. Standard: NJCCCS: 6.2.8.B.1.a 6.2.8.B.1.b 6.2.8.B.2a 6.2.8.B.2.b CCSS: RH.6-8.1

What is geography? Who are geographers? What tools are used to study geography? Why is it important to study geography? What are the major features of maps?

Discussion Questions: Use PowerPoint Student notes handout What is Geography? Teacher Notes (Link) Understanding Parts of Map Group Activity-Using a NJ map students will learn the parts of a map.

Discovery Education Techbook World Geography and Cultures: Chapter 1 Section 1.1 The World in Spatial Terms – Includes leveled readings, video clips, graphic organizers, and activities. http://www.discoveryeducation.com/

ELA- Biography-Mercator the Mapmaker from Discovery Education Techbook World Geo and Cultures: Chapter 1 Section 1.1 – Go to Explore tab 7, reading passage that includes comprehension questions and open-ended.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

RH.6-8.2 RH.6-8.5 RH.6-8.7 WHST.6-8.1

Teacher Notes (Link) Teacher Notes-What is Geography? PowerPoint. Student Notes -What is Geography? PowerPoint. BrainPOP lesson on Map Skills BrainPOP: Username = ppslib or after-hours ppslib_teacher, Password = lib http://www.brainpop.com/socialstudies/geography/mapskills/

Evaluate how maps, charts, and graphs are used to represent physical and human features of geography . Standard: NJCCCS: 6.2.8.B.1.a 6.2.8.B.1.b 6.2.8.B.2a 6.2.8.B.2.b CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.7

How do maps represent physical and human features in the world? What is the importance of using maps to illustrate physical and human features in the world?

Teacher Notes (Link) Lesson Plan-Finding Absolute Locations of Latitude & Longitude in Canada Group Activity-Using Canada map students will work in groups to find absolute locations in Canada. Student Handout- Finding Absolute Locations in Canada.

BrainPOP lesson on Continents of the World http://www.brainpop.com/socialstudies/geography/continentsoftheworld/ BrainPOP lesson on Latitude and Longitude http://www.brainpop.com/socialstudies/geography/continentsoftheworld/

ELA-Evolution of Geography from Discovery Education Techbook World Geo and Cultures: Chapter 1 Section 1.1-Go to Explore tab 1, reading passage that includes comprehension questions and open-ended.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

RH.6-8.10 WHST.6-8.1

Examine the five themes of geography. Standard: NJCCCS: 6.2.8.B.1.a 6.2.8.B.1.b 6.2.8.B.2a 6.2.8.B.2.b CCSS: RH.6-8.1 RH.6-8.4 RH.6-8.7 WHST.6-8.1

What are the five themes of Geography? How does geography’s five themes influence the way people live and adapt to a particular region? How can geography’s five themes help us to understand various cultures? How can geography’s five themes help us to identify and think critically about challenges people face?

Discussion Questions: Use Student Notes 5 Themes of Geography PowerPoint handout. BrainPop 5 Themes of Geography: Companion activities with lesson

Teacher Notes (Link) Teacher Notes-5 Themes of Geography PowerPoint Student Notes-5 Themes of Geography PowerPoint BrainPOP lesson on Geography Themes http://www.brainpop.com/socialstudies/geography/geographythemes/

Examine and identify primary and secondary sources to make informed conclusions. Standard: NJCCS: 6.2.8.D.1.c CCSS: RH.6-8.1

What are primary sources?

Why do historians use primary sources?

What are secondary sources?

Why do historians use secondary sources?

Interactive Web Activity: History on the Net interactive lesson on Primary and Secondary Sources. Can be done as whole class using whiteboards to record answers. http://www.historyonthenet.com/Lessons/sources/sourcesmain.htm

The Method of Historical Inquiry-Why Study History? PowerPoint to stimulate interest. Why Study History.ppt Discovery Education World Geography and Cultures Techbook: Evaluating and Using Sources Go to Section 1.1 The World

ELA Writing Extension: History on the Net Primary and Secondary Source extension: When did you last see your father? http://www.historyonthenet.com/Lessons/sources/whendidyoulast.htm

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

RH.6-8.2 RH.6-8.4 RH.6-8.5 RH.6-8.7

What is the difference between a primary and secondary source?

What are historical sources?

Teacher Notes (Link) Student Handout Primary vs Secondary Source History on the Net lesson DOL for Primary and Secondary Source lesson

in Spatial Terms: Explore Tab 4 The Relevance of Geography to the Past and the Future

Explain the processes used by archaeologists to understand ancient history. Standard: NJCCCS: 6.2.8.D.1.c 6.3.8.3 CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.5 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.6 WHST.6-8.9 WHST.6-8.10

How do archaeologists learn about prehistoric societies?

How has the study of ancient humans changed over time?

How do archaeologists examine a site?

What tools do archaeologists use to examine a site?

What processes do archaeologists use to learn from these artifacts?

What conclusions can archaeologists draw from artifacts?

Teacher Notes (Link) Lesson Plan-Tools of Archaeologist Activity-SW correctly predict and identify common tools used by archaeologists and their purpose Activity-Tools of Archaeologist PowerPoint Student Handout-Tools Archaeologist activity DOL for Tools of Archaeologist – Fossil or Artifact Small Group Activity Discovery Education Section 1.1 – Go to Explain Tab Activities: Archaeological Investigation – List at least six important steps in process of archaeological investigation and create storyboard to represent each

What is Archaeology? Video Clip http://www.youtube.com/watch?v=Vj-Oq8vk3N4 Discovery Education World History (Prehistory-1800) : Chapter 1 Section 1.1 – See Model Lesson, then go to Engage tab, Explore tab 1 Archaeologists as Detectives, 2 Tools of the Craft

ELA- Biography-Howard Carter: The Real Indiana Jones from Discovery Education Techbook World History (Prehistory-1800): Chapter 1 Section 1.1 –Go to Explore tab 1, reading passage that includes comprehension questions and open-ended.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

step after reading Explore tab 2 – Tools of the Craft.

Analyze the development of hominids in Africa. Standard: NJCCCS: 6.2.8.D.1.a 6.2.8.D.1.c CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.9 WHST.6-8.10

Where did we come from? What makes us human? What have archaeologists discovered about prehistory? What is the difference between history and prehistory? Where did hominids settle?

Jigsaw Activity: Discovery Education Techbook Chapter 1 Section 1.1 – Go to Model Lesson for instructions under Session 3 and correspond to Explore tabs 3-5. BrainPOP Human Evolution: Companion activities with lesson.

Discovery Education World History (Prehistory-1800) : Chapter 1 Section 1.1 – Go to Explore tab #3 Early Human Life, #4 Hominid Prehistory and Hominids, #5 Hominid Habitats Becoming Human Interactive Documentary: Journey through story of human evolution. http://www.becominghuman.org/ PBS NOVA Becoming Human Part 1 and 2: Examines what latest scientific research reveals about hominid relatives. http://www.pbs.org/wgbh/nova/evolution/becoming-human.html#becoming-human BrainPOP lesson on Human Evolution: http://www.brainpop.com/science/ecologyandbehavior/h

ELA Prehistoric Analogies EC opportunity: baby : walking :: Australopithecus : bipedal ELA-Daily Life for Homo Erectus from Discovery Education Techbook World History (Prehistory-1800): Chapter 1 Section 1.1 Go to Explore tab 3, reading passage that includes comprehension questions and open-ended. ELA-Connection to Current Times-Where Humans Live from Discovery Education Techbook World History (Prehistory-1800): Chapter 1 Section 1.1 Go to Explore tab 5, reading passage that includes comprehension questions and open-ended.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

umanevolution/

Explain the migration patterns of early humans from Africa to various world regions. Standard: NJCCS: 6.2.8.B.1.a 6.2.8.B.1.b 6.2.8.D.1.a CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.9 WHSt.6-8.10

How did human populations spread? What reasons might early humans have had for migrating from Africa? What challenges may have been faced along the way? What might have been the impact of them moving into new regions?

Discovery Techbook Chapter 1 Section 1.2 Timeline Map the First Migrations: Go to Elaborate tab for whole class or small group interactive investigation activity where students explore: The natural forces that drove early humans to migrate throughout the world and the cultural developments that came with that migration.

Discovery Education World History (Prehistory-1800) : Chapter 1 Section 1.2 -See Model Lesson, then go to Engage tab, Explore tab #1From Africa to SW Asia, Europe and Further into Asia, #2 Crossing the Ancient Seas History Channel Video Clip: Early human migration out of Africa http://www.history.com/shows/mankind-the-story-of-all-of-us/videos/mankind-the-story-of-all-of-us-the-earliest-humans

ELA-Open-Ended: What do you think was the most important cultural development that enabled early humans to spread throughout the world? Explain your answer using specific details from the information provided.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Identify and analyze the impact of early cultural developments on hunter-gatherer societies. Standard: NJCCS: 6.2.8.A.1.a 6.2.8.B.1.b 6.2.8.D.1.a 6.2.8.D.1.b CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.9 WHST.6-8.10

How did the formation of societies improve the lives of early humans? What effect did the development of speech and language have on human society? What purpose did art serve in early human society?

Discovery Techbook Chapter 1 Section 1.2: Go to Explore tab 3 Early Humans: Categorization Chart – Students will record information about early human government, religion, economics, art and architecture, social and cultural values as reading.

Discovery Education World History (Prehistory-1800) : Chapter 1 Section 1.2 - Go to Explore tab #3 The Birth of Society, #6 Language, #7 The Beginnings of Art History Channel Video Clip: Adapting during the last Ice Age. http://www.history.com/shows/mankind-the-story-of-all-of-us/videos/mankind-the-story-of-all-of-us-the-ice-age

ELA-The Art of Lascaux from Discovery Education Techbook Chapter 1 Section 1.2: Go to Explore tab 3, reading passage that includes comprehension questions and open-ended. ELA-Speak Up! from Discovery Education Techbook Chapter 1 Section 1.2: Go to Explore tab 6, reading passage that includes comprehension and open-ended. Art: Create a cave painting mimicking techniques of the first cave painters.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Identify and analyze the impact of early technological developments on hunter-gatherer societies. Standard: NJCCS: 6.2.8.B.1.b 6.2.8.C.1.b 6.2.8.D.1.a CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST. 6-8.2 WHST.6-8.6 WHST.6-8.9 WHST.6-8.10

How did living in groups improve early humans’ ability to hunt? What improvements did early humans make to their tools as they migrated?

Discovery Techbook Chapter 1 Section 1.2: Go to Explain tab Early Humans Advertisement Activity – Students will complete graphic organizer explaining how early human tool revolutionized society and create advertisement to sell tool.

Discovery Education World History (Prehistory-1800) : Chapter 1 Section 1.2 - Go to Explore tab 4 Hunting in Groups, 5 Making Tools History Channel Video Clip: Harnessing the power of fire. http://www.history.com/shows/mankind-the-story-of-all-of-us/videos/mankind-the-story-of-all-of-us-fire History Channel Video Clip: Modern dog descends from the domestication of wolves during the Ice Age. http://www.history.com/shows/mankind-the-story-of-all-of-us/videos/mankind-the-story-of-all-of-us-mans-best-friend

ELA-What’s So Great About Fire? from Discovery Education Techbook Chapter 1 Section 1.2: Go to Explore tab 4, reading passage includes comprehension questions and open-ended.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Analyze the impact of the Neolithic Revolution. Standard: 6.2.8.A.1.a 6.2.8.B.1.b 6.2.8.C.1.a 6.2.8.C.1.b 6.2.8.D.1.a CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.5 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST. 6-8.2 WHST.6-8.9 WHST.6-8.10

In what ways did Agricultural Revolution change human’s way of life? What is the definition of revolution? How did farming develop during the Neolithic Revolution? How did domestication of animals change society? What tools did Neolithic people use? How did cities form? How did farming spread?

Discovery Techbook Chapter 2 Section 2.1 Cause and Effect Jigsaw Activity: Go to Explore tab 1 Why, Where, When? Identify causes, events, and effects associated with the Neolithic Revolution in jigsaw activity Explore tabs 2-4. Compare and Contrast: Life as a hunter-gatherer to life in an early agricultural village.

Discovery Techbook Chapter 2 Section 2.1 Neolithic Revolution See Model Lesson History Channel Video Clip: The discovery of farming. http://www.history.com/shows/mankind-the-story-of-all-of-us/videos/mankind-the-story-of-all-of-us-farming BrainPOP lesson on the Agricultural Revolution: http://www.brainpop.com/socialstudies/worldhistory/agriculturalrevolution/ YouTube Catal Huyuk Video Clip: http://www.youtube.com/watch?v=kfBSB9iol3w

ELA-Domesticating Animals from Discovery Education Techbook Chapter 2 Section 2.1: Go to Explore tab 3, reading passage includes comprehension questions and open-ended. ELA-Technology, Then and Now from Discovery Education Techbook Chapter 2 Section 2.1: Go to Explore tab 4, reading passage includes comprehension questions and open-ended.

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NJDOE Student Learning Objectives

Essential Question Sample Activities Resources Interdisciplinary Connections

Identify the characteristics of civilizations and connect these characteristics to the needs of settled society. Standard: NJCCCS: 6.2.8.C.1.a 6.2.8.C.1.b 6.2.8.D.1.b CCSS: RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.5 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST. 6-8.4 WHST.6-8.6 WHST.6-8.9 WHST.6-8.10

Why do humans form civilizations? Why was agriculture an essential step in the development of civilization? What is the importance of specialization of labor in a civilization? How did the specialization of labor impact society? What are the roles of cities and central governments in civilization? What role did art and architecture play in the culture of early civilizations? What role did religion and written language play in the culture of early civilizations? What did civilizations exchange as they interacted? How did geography affect the establishment and spread of early civilizations?

Discovery Techbook Chapter 2 Section 2.2 Graphic Organizer Jigsaw Activity: Go to Explore tab 1 and use Categorization Chart: Feed the People to break up and organize material on Explore tabs 1-6. Discovery Techbook Chapter 2 Section 2.2 Main Idea Web Diagram: Go to Explore tab 7 The Importance of Geography complete Main Idea Web Diagram with information about the geography of and interactions among early civilizations (tabs 7 and 8). Discovery Techbook Chapter 2 Section 2.2 Create a Movie Trailer: Go to Explain Activities tab-Students will create movie trailer for The Civilization describing benefits and elements of a civilization. Students will use information to support from Explore tabs 1-8.

Discovery Techbook Chapter 2 Section 2.2 Early Agricultural Civilizations See Model Lesson, and then go to Engage and Explore tabs 1-6.

ELA-The Caveman Diet from Discovery Education Techbook Chapter 2 Section 2.2: Go to Explore tab 1, reading passage includes comprehension questions and open-ended. ELA-This is “Culture” from Discovery Education Techbook Chapter 2 Section 2.2: Go to Explore tab 3, reading passage includes comprehension questions and open-ended. ELA-Maslow’s Hierarchy of Needs from Discovery Education Techbook Chapter 2 Section 2.2: Go to Explore tab 8, reading passage includes comprehension questions and open-ended.

Amistad Additional Resources

The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.

http://www.njamistadcurriculum.net/

All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found

on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and

password.

The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive

Curriculum units contain the following topics:

1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)

2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)

3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)

4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)

9. Post Reconstruction and the origins of the Progressive Era

10. America Confronts the 20th

Century and the emergent of Modern America (1901-1920)

11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization

and Global Conflict (1921-1945)

12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA

of reform. (1946-1970)

13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st Century (1970-Present)

The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the

topics covered:

1. Intro 6. Gallery 11. Tools

2. Activities 7. Griot

3. Assessments 8. Library

4. Essentials 9. Links

5. Gallery 10. Rubrics

All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.

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Unit 1 Vocabulary

Vocabulary: Australopithecus absolute location agriculture ancestor archaeology architecture artifact bipedal cardinal direction chronological civilization climate compass rose culture

Cro-Magnon man dig site DNA domestication environment equator evolution excavate fertile fossil geography history hominid homo erectus homo habilis

homo sapiens hunter-gatherers Ice ages intermediate direction key land bridge landform latitude longitude Mesolithic Era migrate Neanderthal man Neolithic Era Neolithic Revolution nomad

Paleolithic Era parallel political map prehistory primary source relative location religion resources scientific method secondary source society specialization surplus tool

Choose 1 Unit Project 1 (Suggested) Unit Project 1 (Suggested) Suggested Unit 1Project: 5 Themes of Geography Collage Project (see PPS resources for project guidelines and rubric).

• Students will create a collage that represents their family in each of the 5 themes of geography.

Suggested Project 2: Hominids Evolve Research Project (see PPS resources for project guidelines and rubric)

• Group project where students will be assigned to research a hominid or early human. Each member will be responsible for one sub-topic of the hominid/early human research.