ws/fcs unit planning organizer … · o positive changes brought by revolution- compare/contrast...

WS/FCS

Unit Planning Organizer

Subject(s) Social Studies Conceptual Lenses Grade/Course 6th Grade • Migration

• Settlement patterns • Innovation & Technology • Quality of Life

Unit of Study Early Humans & Rise of Civilizations Unit Title “Caves to Cities” Pacing 12 days

Unit Overview

The points of focus in this unit include the evidence we have about early man, the effects of the availability and scarcity of resources on early patterns of migration and settlement, and how the Neolithic Revolution changed life for humans.

• Paleolithic Era- Early Man o Evidence & Artifacts o Lifestyle- hunter-gatherer, nomadic depending on resources, family-based clans, oral

language • The Great Migration

o Climate change- Ice Age o Push/Pull factors o Why new locations were selected- Fertile Crescent, China, Indus River Valley

• Neolithic Revolution o Farming & domestication of animals o Shared labor & pooling of resources o Metallurgy- tools & weapons o Religion- polytheism, creation stories o Government- leaders & divine right o Positive changes brought by revolution- Compare/Contrast Paleolithic & Neolithic

Unit Enduring Understanding(s) Unit Essential Question(s)

• The availability or scarcity of resources may affect the migration and settlement of people.

• The needs of mankind result in the development of technology to make life easier.

• How does the availability or scarcity of resources affect the migration and settlement of people?

• How did innovation and new technologies make life easier for early humans?

Essential State Standards

Priority Objectives Supporting Objectives

• 6.H.2.3 Explain how innovation and/or technology transformed civilizations, societies and regions over time.

• 6.G.1.1 Explain how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions.

• 6.G.1.2 Explain the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and regions over time.

• 6.G.1.4 Explain how and why civilizations, societies and regions have used, modified and adapted to their environments.

• 6.E.1.1 Explain how conflict, compromise, and negotiation over the availability of resources impacted the economic development of various civilizations, societies and regions.

• 6.H.2.1 Explain how invasions, conquests, and migrations affected various civilizations, societies, and regions.

“Unpacked” Concepts (students need to know)

“Unpacked” Skills (students need to be able to do)

COGNITION (RBT Level)

• 6.H.2.3 how innovation and/or technology transformed civilizations, societies and regions

• 6.G.1.1 how the physical features and human characteristics of a place influenced the development of civilizations, societies and regions.

• 6.G.1.2 the factors that influenced the movement of people, goods, and ideas and the effects of that movement on societies and regions

• 6.G.1.4 how and why civilizations, societies and regions have used, modified and adapted to their environments.

• 6.E.1.1 how conflict, compromise, and negotiation over the availability of resources impacted the economic development of various civilizations, societies and regions.

• 6.H.2.3 Explain the impact of innovation and/or technology

• 6.G.1.1 Explain the impact of physical features and human characteristics of a place

• 6.G.1.2 Explain the movement of people, goods, and ideas

• 6.G.1.4 Explain adaptation to the environment.

• 6.E.1.1 Explain conflict, compromise, and negotiation over the availability of resources.

• 6.H.2.3 Understand

• 6.G.1.1 Understand • 6.G.1.2 Understand • 6.G.1.4 Understand

• 6.E.1.1 Understand

Unit “Chunking”

& Enduring Understandings

Suggested Lesson

Essential Questions

Potential Factual Content

H

G

C & G

E C

Early Man The needs of mankind result in the development of technology to make life easier.

How does archeology provide knowledge of early human life?

• Cave art • Artifacts- tools & weapons • Homo sapiens • Africa- Cradle of Mankind • New evidence in Qesem

cave

2.3

What were the characteristics of life in the Paleolithic Era?

• Hunter/gatherers • Family based clans • Nomadic lifestyle based on

availability of resources • Simple tools & weapons • Oral language

1.2 1.4

The Great Migration The availability or scarcity of resources may affect the migration and settlement of people.

What were the push/pull factors that influenced the movement of people throughout the world?

• Climate change • Ice Age • Availability of resources

1.2

What factors influenced the location of the earliest civilizations?

• Fertile Crescent • Yellow River Valley • Indus River Valley

1.1 1.2 1.3

Neolithic Revolution The ability to farm and grow food enabled the creation of permanent settlements.

What are the characteristics of the Neolithic Revolution?

• Farming • Domestication of Animals • Shared Labor & Pooled Resources • Metallurgy- tools & weapons

2.3 1.1

What did the religions of the early civilizations have in common?

• Polytheism • Creation stories

1.1

How were most of the early civilizations governed?

• King/monarch • Divine Right

1.1 1.2

How did the Neolithic Revolution improve the lives of humans?

• Positive benefits • Compare/Contrast Paleolithic and Neolithic

2.2 1.2

Sub Concepts

HISTORY Migration Civilization

GEOGRAPHY Region Movement

CIVICS & GOVERNMENT Government

ECONOMICS Scarcity Needs & Wants

CULTURE Religion

Essential Vocabulary Enrichment Vocabulary • nomadic • fertile • resources • polytheism • revolution • domesticate • divine • innovation

• archaeologists • anthropologists • fossils • hominids • metallurgy

Enrichment Factual Content

Language Objective EXAMPLES

• Key Vocabulary LO: SWBAT define and explain the terms migration, scarcity, empire and artifacts.

• Language Functions LO: SWBAT explain how environments can influence the development of civilizations.

• Language Skills LO: SWBAT read two passages about life for early humans- one from the

Paleolithic Era and one from the Neolithic Era, and identify the similarities and differences between the two. (Reading passages should be chosen/modified in accordance with the LEP students’ zone of proximal development).

• Grammar and Language LO: SWBAT use comparatives in writing assignments (more than, less than, greater, shorter, longer, etc.) by comparing the location of two different societies. Ex. The punishment for stealing in Babylon was much more harsh than it is today in our state.

• Lesson Tasks LO: SWBAT read and summarize a creation story from an early civilization and explain this summary to a group.

• Language Learning Strategy LO: SWBAT develop a cause/effect graphic organizer analyzing and identifying the causes and effects of the Great Migration. (The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may need a word bank or other supplement to complete this activity using this strategy).

Historical Thinking and Geography Skill Resources � “Straight Ahead” �“Uphill” �“Mountainous”

Historical Thinking Geography Skills 6.H.1.1 Construct charts, graphs & historical narratives to explain particular events or issues over time.

• Students can use the information included on

this site to create a chart that shows the evolution of hominids to modern man PBS Evolution Printable

6.H.1.2 Summarize the literal meaning of historical documents in order to establish context. 6.H.1.3 Use primary and secondary sources to interpret various historical perspectives.

• Virtual tour of the caves at Lascaux. This primary source will allow them the opportunity to interpret details about life during the Paleolithic era. Caves of Lascaux

6.G.2.1 Use maps, charts, graphs, geographic data and available technology tools to draw conclusions about the emergence, expansion and decline of civilizations, societies and regions.

• National Geographic article that includes

map of development of agriculture. • Map of Early Human Migration

6.G.2.2 Construct maps, charts and graphs to explain data about geographic phenomena (e.g., migration patterns and population, resource distribution patterns, etc.)

• Students can construct their own timeline or map while viewing the Journey of Mankind interactive site

.

General Unit Resources

� “Straight Ahead” �“Uphill” � “Mountainous” � •

� •

� •

Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight Ahead (less challenging for struggling readers), Uphill (having some challenging words and more complex sentence structure that is appropriate for on-grade level readers), or Mountainous (containing challenging vocabulary, complex sentences, and more abstract ideas).

Performance Assessments

Item # Formative Assessments

Task Description

1 Explain what made Mesopotamia an ideal area for settlement.

Students will write a short response to the question “Why was the geographic location of Mesopotamia the perfect place for a civilization to develop?”

2 Summarize literal meaning of Hammurabi’s Code and context in which it was written

Students will complete a graphic organizer that highlights several of the laws from the Code of Hammurabi. They will be able to see the direct relationship between the offense and the punishment. Students will also see evidence of social classes within the civilization of Babylon.

3 Understand role of laws and legal system in Mesopotamia in order to make comparisons in future units

Students will write a short response to the question “What purpose(s) did the laws of Hammurabi’s Code serve in Babylonian society?”

Summative Assessment

4 Culminating

Task

Apply student learning Students will create a newspaper from Ancient Mesopotamia that includes:

• a feature story that highlights a key person, place or event from this unit

• a real estate ad that promotes positive attributes of Mesopotamia’s geographic location and features

• a police report section that includes a description of three crimes committed and the punishment given for each offense

• a letter to the editor that expresses your opinion supporting or opposing the Code of Hammurabi with examples from the Code to support your opinion

Performance Task #1: Use the images below and your knowledge of social studies to answer the following question: “Why was the geographic location of Mesopotamia the perfect place for a civilization to develop?”

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Images from: http://www.buhlerschools.org/index.aspx?NID=1497, http://dominiosperu.com/hilary-ancient-mesopotamia-entertainment/, http://www.mitchellteachers.org/WorldHistory/MrMEarlyHumansProject/MrMSumerianCivilizationAchievements.html

Scoring Guide for Performance Task #1

“Why was the geographic location of Mesopotamia the perfect place for a civilization to develop?”

Advanced Proficient Progressing Beginning

Student includes all of the “Proficient” criteria PLUS an example of higher level thinking. For example:

� Tigris & Euphrates Rivers provided transportation of goods that helped build the economy of Mesopotamia city-states

� Geographic features surrounding Mesopotamia provided natural protection from invasions that allowed civilization to grow

� Makes connection to settlement patterns of the US

Student recognizes and explains the need for fresh water for:

� human survival

� herds of animals

� farming

Student states that the surrounding land is not conducive for settlement by mentioning:

� Zagros/Taurus Mountains

� Arabian Desert

Student includes 4 of the “Proficient” criteria in written response.

Student includes fewer than 4 of the “Proficient” criteria in written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills included in assessed objectives.

Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.

Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.

Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching needed to correct misconceptions or reach understanding.

Performance Task #2: Please use the following primary source and complete the attached graphic organizer.

Before this portrait let every man who has a legal dispute come forward, read this text, and heed its precious words. The stone tablet will enlighten him in his trouble, and thus may he find justice and breathe easier in his heart, speaking these words: “Hammurabi is a king who cares for his people like a loving father.” 1 If a man bring an accusation against a man, and charge him with a capital crime, but cannot prove it, he, the accuser, shall be put to death. 22 If anyone is committing a robbery and is caught, then he shall be put to death. 53 If a man neglect to strengthen his dike and do not strengthen it, and a break be made in his dike and the water carry away the farm-land, the man in whose dike the break has been made shall restore the grain which he has damaged. 195 If a son strike his father, they shall cut off his fingers. 196 If a man destroy the eye of another man, they shall destroy his eye. 198 If he put out the eye of a freed man, or break the bone of a freed man, he shall pay one gold mina. 199 If he put out the eye of a man's slave, or break the bone of a man's slave, he shall pay one-half of its value.

218 If a physician operate on a man for a severe wound with a bronze lancet [surgical knife] and cause the man’s death; or open an abscess (in the eye) of a man with a bronze lancet and destroy the man’s eye, they shall cut off his fingers. 229 If a builder build a house for a man and do not make its construction firm, and the house which he has built collapse and cause the death of the owner of the house, that builder shall be put to death. 282 If a slave tries to leave his master, his master will cut off the slave’s ear. I, Hammurabi, who was a perfect king to the Down-trodden people entrusted to me … I gave the people beautiful places, kept all pressing needs far away, and made their lives easier. With the mighty weapons given me by the gods Zababa and Ishtar, with the wisdom granted me by Ea, with the powers I hold from Marduk, I wiped out enemies on every side, put an end to wars, brought prosperity to our land, allowed men to live in peace and let no one fall upon them or harass them. … My righteous shadow has stretched across my city, I have gathered Sumer and Akkada in my arms, that they might thrive under my protection. I shield them in my peace and protect them in my wisdom. That the strong might not oppress the weak, that the widow and orphan might receive their due, here in Babylon . . .

have I inscribed my precious words on a memorial stone and erected my statue as King of Justice.

from Robert Francis Harper, The Code of Hammurabi, King of Babylon (Chicago: The University of Chicago Press, 1904). Reprinted in Pierre Schwob, ed., Great Documents of the World: Milestones of Human Thought (Maidenhead, England: McGraw Hill, 1977).

Performance Task #2: Use the primary source to complete this graphic organizer.

Law # Crime Punishment WHO is the law designed to protect and WHY is the law needed?

1

22

53

195

196

198

199

218

229

282


Interpreting Primary Source: Hammurabi’s Code


Student includes all of the “Proficient” criteria PLUS can accurately analyze WHY the law is needed in society for at least 7 of the 10 laws.

� Student correctly identifies 24 of the 30 (80%) crimes, punishments and beneficiaries (WHO) from the primary source.

� Student correctly identifies at least 21 of the 30 (70%) crimes, punishments and beneficiaries (WHO) from the primary source.

� Student correctly identifies less than 21 of the 30 (70%) crimes, punishments and beneficiaries (WHO) from the primary source.





Performance Task #3: Based on what you know about Hammurabi’s Code, please respond to the following question: “What purpose(s) did the laws included in Hammurabi’s Code serve in Babylonian society?” Consider how life in Babylon was changed and who was helped by the laws. Use examples from the Code to support your answer.

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“What purpose(s) did the laws included in Hammurabi’s Code serve in Babylonian society?”



� Predicting what life would be like without the laws

� Makes connection to laws of the US or NC

� Explains how the laws support the social class system in Babylon (different punishments for the same crime depending on status of victim)

Student explains the need for laws in society for the following purposes with appropriate examples from the primary source:

� Protection from violent acts/physical harm

� Protection of property

� Protection of rights/”freedoms” (keeps people from being taken advantage of)

Student includes 2 of the “Proficient” criteria in written response.

Student includes fewer than 2 of the “Proficient” criteria in written response.





Unit 2 Culminating Performance Task: Ancient Mesopotamia News

Imagine that you are the editor of the Mesopotamia Record, a newspaper that reports on happenings in ancient Mesopotamia. Your next edition is almost ready to go to press. It needs a few items added before it is ready to roll.

Please create a “front page” for the Mesopotamia Record that includes the following items:

1. Nameplate that includes the name of the newspaper and publication date

2. Main story that highlights what you consider to be the most interesting part of this unit. This could be about a key place, key person, key event or any other “news-worthy” information from this unit. You need an image to accompany this story.

3. A real estate advertisement that promotes positive attributes of Mesopotamia’s geographic location and features

4. A “police report” section that includes a description of three crimes that have been committed and the punishment given for each offense. Create characters and details to tell the stories of these crimes.

5. An editorial that expresses your opinion supporting or opposing the Code of Hammurabi with examples from the code to support your position. Has the Code made Babylon a better place to live?

Scoring Guide for Culminating Performance Task:

Mesopotamia Record Newspaper



� Advanced level of sophistication and creativity in plot developed for police report scenarios

� Suggestions for how the Code of Hammurabi could be improved

� Analysis of how the Code of Hammurabi influenced future law codes and legal systems

Student submits factually based work for the following required items:

� Nameplate that includes the name of the newspaper and publication date

� Main story that highlights what you consider to be the most interesting part of this unit

� Image related to headline story

� A real estate advertisement that promotes positive attributes of Mesopotamia’s geographic location and features

� A “police report” section that includes a description of three crimes and the punishment given for each offense

� Crime #1 � Crime #2 � Crime #3

� An editorial that expresses your opinion supporting or opposing the Code of Hammurabi with examples from the code to support your position.

Student work exhibits the following qualities:

� Correct spelling and grammar

Student includes 7 of the required “Proficient” items and has only minor issues with the quality criteria in written response.

Student includes fewer than 7of the required “Proficient” items and has multiple issues with the quality criteria in written response.

� Neatness and attention to detail

Unit Reflection

What worked well? What didn’t work well?

Suggestions for Change