Lesson Plans – Subject to Change
World History
Week of: 02.01 to 02.05
6th Grade
Halter
Duration: 7 weeks
Unit : Unit 4
Standard(s): Ancient India: Asoka and Buddhism
SS.6.W.4.5 Summarize the important achievements and contributions of ancient Indian
civilization. Examples: Sanskrit, Bhagavad Gita, medicine, metallurgy and mathematics
including Hindu-Arabic numerals and the concept of zero.
SS.6.W.4.1 Discuss the significance of the Aryan and other tribal migration on Indian
civilization.
SS.6.W.4.2 Explain the major beliefs and practices associated with Hinduism and the social
structure of the caste system in ancient India.
SS.6.W.4.3 Recognize the political and cultural achievements of Mautya and Gupta
Empires.
SS.6.W.4.4 Focus Standard: Explain the teachings of Buddha, the importance of Asoka and
how Buddhism spread in India, Ceylon and other parts of Asia.
SS.6.W.4.10 Explain the significance of the salt roads and maritime routes across the Indian
Ocean to the movement of goods and ideas among Asia, Africa, and the Mediterranean Basin.
SS.6.G.4.3 Locate site in Africa and Asia where archaeologists have found evidence of early
human societies and trace their migration patterns to other parts of the world.
SS.6.G.4.4 Map and analyze the impact of the various belief systems in the ancient world.
Learning Goal: SSW recognize significant events, figures and contributions of Indian civilizations.
Essential Question Who and what from ancient India had an impact on future civilizations and world today?
Assessment: DBQ on Asoka and his role in history; pre and post tests
Key Vocabulary Subcontinent, Granaries, Citadel, River System, Veda, Numeral , Hinduism, Reincarnation,
Buddhism, Enlightenment, Caste System, Monsoons, Sanskrit, Bhagavad Gita, Mathematics,
The Four Noble Truths, Three Qualities and Eightfold Path and Bureaucracy.
Monday
Benchmarks: SS.6.W.4.3, SS.6.W.4.4
& LA.6.1.7.5
DBQ: Asoka: Ruthless Conqueror
or Enlightened Ruler
Daily Agenda
Daily Objective SW understand the significance of a DBQ. SW be introduced to and begin the current DBQ, Asoka:
Ruthless Conqueror or Enlightened Ruler? SW read, discuss and write solutions to the mean vs the
end scenarios given in the “hook”.
ANTICIPATE Unpack Focus standard:
SS.6.W.4.4
( Bell ringer)
Lesson Plans – Subject to Change
I DO: pass out DBW packet, rubric and essay writing guide. I introduce DBQs and Asoka: Ruthless
Conqueror or Enlightened Ruler?
WE DO: introduce the hook dealing with the mean vs. the end scenarios. We will read, discuss and write a
solutions.
You DO: Discuss the remaining mean vs. the end scenarios with your team. SW write a solution for each
scenario using complete sentences.
REFLECT: Does the end always justify the means? Explain your answer.
(Exit Ticket))
Homework
Read about Asoka in your textbook, pages 409-411.
Benchmarks: SS.6.W.4.3, SS.6.W.4.4
& LA.6.1.7.5
Tuesday
DBQ: Asoka: Ruthless
Conqueror or Enlightened Ruler
Daily Agenda
Daily Objective Students will complete document analysis on Background Document.
ANTICIPATE( From your homework, do you believe that the end of Asoka’s rule justified the means by which he
Bell ringer) became a powerful ruler? Explain your answer.
I DO: introduce the Background document for analysis.
WE DO: begin to answer the Background questions.
You DO: finish answering Background questions.
REFLECT:(Exit Why did the people of India choose the Asoka Chakra to represent their culture and values?
Ticket))
Homework Read textbook pages 412 to 415.
Wednesday
Benchmarks: SS.6.W.4.3, SS.6.W.4.4
& LA.6.1.7.5
DBQ: Asoka: Ruthless
Conqueror or Enlightened Ruler
Daily Agenda
Daily Objective Students will complete document analysis on Document A.
ANTICIPATE( In what ways was Asoka a founding father of India?
Bell ringer)
I DO: introduce the document analysis for Document A.
WE DO: read Document A together.
You DO: discuss questions for Document A together and teacher leads answering the questions.
REFLECT:(Exit How many total deaths resulted from Asoka’s battle on the Kalingans? Why might so many
Ticket)) Kalingans have died of battle-related causes?
Homework Read textbook pages 416 and 417.
Lesson Plans – Subject to Change
Benchmarks: SS.6.W.4.3, SS.6.W.4.4
& LA.6.1.7.5
Thursday
DBQ: Asoka: Ruthless
Conqueror or Enlightened Ruler
Daily Agenda
Daily Objective Students will complete document analysis on Documents B and C.
ANTICIPATE( Did Asoka’s forces have a geographic advantage over the Kalingans? Explain your answer.
Bell ringer)
I DO: introduce the document analysis for Documents B and C.
WE DO: read Documents B and C together.
You DO: discuss questions with your small group and write your answers for Documents B and C.
REFLECT:(Exit How did either of these documents help you answer the question, “Asoka, ruthless conqueror or
Ticket)) enlightened ruler? Explain why.
Homework Read textbook pages 418 and 419.
Benchmarks: SS.6.W.4.3, SS.6.W.4.4
& LA.6.1.7.5
Friday
DBQ: Asoka: Ruthless
Conqueror or Enlightened Ruler
Daily Agenda
Daily Objective Students will complete document analysis on Document D.
ANTICIPATE( When Asoka began changing his methods of ruling was his forsaking war as a means to an end his
Bell ringer) only reason for stopping his conquests? Explain your answer.
I DO: introduce the document analysis for Document D.
WE DO: read Document D together.
You DO: discuss questions for Document D together and teacher leads answering the questions.
REFLECT:(Exit When Asoka went on his pilgrimage, he met and consulted with several different people. What
Ticket)) was unique about the ideas he began to form about governing? Explain your answer.
Homework None
Unit:
Scale #
Requirements for Level
4
I can describe important achievements of the Asoka as a political leader and apply the achievements to
ancient India and current civilizations.
3
I understand the basic development of Asoka’s leadership, but I do not know why or how he contributed
to the advancement of civilization.
2
I can describe important achievements of Asoka.
Lesson Plans – Subject to Change
1
I have some background knowledge and a few of the vocabulary words down, but I still need help with
tasks.
0
I have no experience with this topic and I need to start at the beginning.
Notes:
WICR Strategies used during each unit.
Writing
Inquiry
Collaboration
Reading
Writing activities that help
Questioning strategies
Working together with a
Any strategies in reading
students understand the
that help students
partner or in a group of
that help students
content
understand the content
students to understand, to
understand
problem solve, or to
complete a task/project
Writing-to-Learn
Higher level questioning
• summaries
in classes
Process writing
• Costa’s Level 1: Students
Sharing ideas with a
• accessing prior knowledge
• using a rubric as evaluation
find the answers right there
partner or in a group
• making predictions
On-demand/Timed writing
in the text.
Carousel/Gallery Walk
During reading activities
• writing that is completed in
class within a set amount of
time
• grade is evaluated using a
rubric
Cornell Notes
Think Pair Share
• vocabulary activities
• Costa’s Level 2: Students
must figure out the answer
• marking the text
Problem solving in groups
from information in the
text.
• taking notes on the most
important information
Before reading activities
• Cornell notes
• graphic organizers
Projects in groups
After reading strategies
• summarizing
• Costa’s Level 3: Students
• summarizing
• using the notes to study
apply what they have
• group projects
Reflective writing
learned or use what they
• students write about what
Lesson Plans – Subject to Change
they have learned and what
they still need
have learned to evaluate or
create.
Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students
 Read directions for the
student
 Check for understanding
 Allow to leave class for
assistance
 Extra time for exams
 Daily agenda
 Allow student time to step
out to de-escalate
 Testing in small groups
 Use of a planner/binder for
organization
 English Language Dictionary
 Extended time on
assignments =1 day
 Preferential seating
 Written direction given
 Break directions into
chunks
 Read Aloud to Students
 Visual manipulatives
 Cooperative Learning,
 Vocabulary, Description,
Introduction,
.