Teacher Name : Danielle Pavlick
Subject : Social Studies
Proposed Dates: 9/14/2015
Grade Level (s) 6th
Building :Maple Manor Elementary Middle School
Unit Plan
Unit Title: Early Civilizations and Cultures
Essential Questions:
How do we use archaeology to learn about early peoples?
What led to the development of communities during the Stone Age?
How do we use archaeology to learn about different cultures?
Who were the first people to develop a civilization in the Fertile Crescent?
How did Mesopotamian civilizations flourish between 3500BC and 2000BC?
How did new empires advance by adopting earlier cultures?
How do religions influence cultures?
Standards:
CC.1.2.6.B: Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text.
CC.1.2.6.C: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
CC.1.2.6.E: Analyze the author’s structure through the use of paragraphs, chapters, or sections
CC.1.2.6.J: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression
CC.1.2.6.L: Read and comprehend literary non-fiction and informational text on grade level, reading independently and proficiently.
CC.1.2.6.G: Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding
of a topic or issue.
CC.8.5.6-8.D: Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CC.8.5.6-8.G: Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Summative Unit Assessment : Chapter Test/Unit Test/Quizzes/Projects
Summative Assessment Objective
Students Will- Students will analyze information by identifying the sequence
of events in Chapters 1 and 2.
Assessment Method (check one)
____ Rubric ___ Checklist _X_ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
1
Objective (s)
DOK
LEVEL
Students will define and 1
recall chapter 1 and 2
2
vocabulary words and use
each of them in a
sentence that relates to
the lesson content with
80% accuracy.
Activities / Teaching Strategies
Group
ing
DAILY PLAN
Direct Instruction:
Writing vocabulary definitions in
notebook.
Think-Pair-Share, Flash Cards, Drill and
practice.
I
W
S
W
S
Students will display the
events in the lesson in
their correct time order
by creating a human time
line with 90% accuracy.
1
2
3
Direct, Interactive, and Indirect
Instruction:
Sequence, Presentation using a human
time line, Think-Pair-Share.
Students will display the
events in the lesson in
their correct time order
by creating a human time
line with 90% accuracy.
2
3
4
Interactive and Indirect Instruction:
T-Charts, Q and A, generate alternatives,
relate to real world experiences.
Materials / Resources
Textbook, index cards,
student notebook
Index Cards with specific
event on each one, sm
groups, textbook
2
3
4
Students will explain why
we still do not know who
the first Americans were.
3
4
Direct Instruction:
Reflective discussion
W
S
W
Textbook, student
notebook, group activity
using artifacts from school
cafeteria, nurse’s office,
regular classroom, library
to determine where they
came from.
Textbook, notebook
Assessment of Objective
(s)
Formative- Observation,
Visual representations,
choral response.
Summative – Vocabulary
quiz.
Student Self- Assessment
Reviewing with
vocabulary flash cards.
Formative: Students
getting in the correct
sequential order, forming
a human timeline,
response cards.
Summative- Test,
Timeline worksheet.
Student Self – Each
individual student in line
explaining his/her
position in time line.
Formative- Lesson Review
questions, Think-PairShare, observation during
group activity.
Summative- Test
Formative-lesson review
Summative- test
Direct Instruction:
Reading, Listing, Think-Pair-Share
5
6
7
8
Students will list at least
three characteristics of the
Stone Age and give
examples for each.
Students will explain how
the domestication of crops
and animals change the
way people lived, using
the terms “social division”
and “surplus”.
Students will explain how
we know animals were
domesticated during the
Stone Age with 80%
accuracy.
Students will interpret
information in a parallel
time line with 85%
accuracy.
9
Students will describe how
complex cultures
developed.
10
Students will explain at
1
2
Textbook, notebook.
W
S
Direct and Indirect Instruction:
Cause/effect, relate to real world
experiences.
W
Formative-Review
questions from lesson.
Summative- Test
Handout, questions
Formative- Review
questions from handout.
Summative- Test
3
Direct and Indirect Instruction:
Inferencing, comparing, connecting to
real life experiences
Textbook, notebook.
W
Formative - Class
discussion, Lesson Review
questions.
Summative - Test
2
2
Direct Instruction:
Compare and Contrast events on the
time line, using a parallel time line,
applying information from time line
Direct Instruction:
Main Idea and Details (graphic organizer)
Direct Instruction:
W
I
S
W
Textbook, worksheet
packet
Formative – Worksheet
Summative - Test
Textbook
Formative – Class
discussion, Lesson Review
ques.
Summative - Test
Textbook
Formative – Lesson
least 2 things that
encouraged the
development of cultures in
the Americas.
11
12
13
14
15
Students will design their
own Cave Art and explain
why it tells us the most
about a culture.
Students will infer how
landforms and climate
influence culture and give
at least one example.
Students will explain how
Mesopotamian civilization
began and grew using
three possible ways.
Students will list and
explain the 3 main
significant achievements
in technology and
invention in early
Mesopotamia that
advanced their civilization.
Students will list and
describe at least three
contributions made by the
Babylonians to other
civilizations.
2
Structured overview, connecting to real
world experiences.
W
Review ques.
Summative - Test
Indirect and Indirect Instruction:
2,3,4 Student-created Cave Art, Writing to
Inform
3
2
1,2
Direct Instruction:
Inferencing
Direct Instruction:
Cause/Effect, Guided and shared reading,
thinking.
W
I
Textbook, Poster of Cave Formative – Cave Art
Art, Paper Bag,
drawing/writing project.
crayons/colored pencils, Summative - Test
index card.
Textbook
Formative – Quick Writes,
Lesson review questions
Summative - Test
Textbook
Formative – Lesson
Review ques.
W
S
W
S
Direct Instruction:
Structured overview.
Textbook
Summative - Test
Formative – Lesson
Review ques.
W
Summative - Test
1,2
Direct Instruction:
Making generalizations
Textbook
Formative – Lesson
Review ques., T-Chart
W
Summative - Test
16
17
Students will compare and 2,3,4 Interactive/Indirect Instruction
contrast the three rulers
Compare/Contrast, Reading for Meaning,
of the Babylonian and
Think-Pair-Share
Assyrian empires in groups
with 80% accuracy.
Students will list and
Direct Instruction:
explain the contributions
1,2 Connecting to real world (alphabet,
of the Phoenicians and
coins)
Lydians.
W
S
W
Textbook, T-Chart
Worksheet to record
information about the
ruler they were
assigned.
Textbook, worksheet,
“Design a Coin” project.
Formative – Group
activity rubric, Lesson
review ques.
Summative - Test
Formative – Coin project,
Lesson review questions.
Summative - Test