Grade:6
Integrated Content Areas: English Language Arts,
Social Studies and Visual Arts
Unit Title: Building Identity: What makes me who I am
and how am I different within other contexts; historically,
culturally.
Essential Question: How are cultures different? What are the similarities and differences of
cultures from the past and now?
Integrated Learning Outcome
In groups, students will create a culture flag that represents one of the 3 ancient civilizations (Mesopotamia,
Ancient Egypt, or Ancient China) and give a presentation on their culture flag.
Students will also write an essay that explains their reasons for choosing what they chose to represent that culture.
Authentic Performance-Based Summative Assessment
Students created a culture flag of an ancient civilization (Mesopotamia, Ancient Egypt, or Ancient China)
Groups will present their culture flag.
Written assignment
Visual and Performing Arts
Prior knowledge:
1)
2)
3)
Content Standards:
1. 1.1 Develop Visual Arts Knowledge and Vocabulary: Identify and describe all the elements of art found in
selected works of art (color, shape/form, line, texture, space, value)
2. 3.1 Role and development of the Visual Arts: Research and discuss the role of the visual arts in selected time
periods of history, using a variety of resources (both print and electronic)
3. 3.3 Diversity of the Visual Arts: Compare, in oral and written form, representative images or designs from at
least two selected cultures.
4. 5.3 Create artwork containing visual metaphors that express the traditions and myths of selected culture.
Skills:
1)
2)
3)
Other Content Area(s)
Prior knowledge:
1)
2)
3)
Common Core State Standards:
1.RI 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text
2. RI6.7 Integrate information from different media with written words to develop understanding of a topic.
3. RI6.10 Read and demonstrate comprehension of 6th grade level nonfiction texts.
4. W6.4 Produce clear, coherent writing in which the development, organization, and style are appropriate to the
task, purpose, and audience.
5. W6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source,
quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic
bibliographic information for sources.
6. SL6.1 Engage effectively in a range of collaborative discussions with diverse partners, building on others’ ideas
and expressing their own clearly.
7. L6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6
reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence)
as a clue to the meaning of a word or phrase.
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Skills:
1)
2)
3)
Text
1) Holt: Ancient Civilization—Chpt. 3-Mesopotamia, Chpt. 4 Ancient Egypt
2)HMH—Thm 4 Sel 2—The Great Wall
3)Multi-media---video—Discovery Ed (Mesopotamia, Gifts of the Nile, Ancient China
4)Pictures of the cultures of Ancient Egypt, Ancient China, and Mesopotamia
Creative Process
(These phases of the creative process can be arranged in whatever order makes sense for this project. Phases will
likely be repeated and will overlap as the project is worked on over time. In this section, describe the strategies
used to activate these five phases.)
Imagine / Examine / Perceive (What pieces of the unit of study require students to examine the world, perceive
artwork or imagine something new?) As students are reading with in text or watching a video on either
Mesopotamia, Ancient Egypt or Ancient China
Explore / Experiment / Develop Craft (Which activities ask students to explore the content, experiment with ideas
and get build new skills?) As students are engaging in the lessons/task within the unit. (TDQ’s,
Create (What pieces of the project are devoted to students creating their artwork?)
In groups, students will create a culture flag of either Mesopotamia, Ancient Egypt or Ancient China. The flags will
consist of drawings that represent the ancient civilization.
Reflect / Assess / Revise
(Which activities ask students to reflect on their work, assess their progress and revise their project?
Share (How will students share their work with others?)
Each group will present their culture flag to the class. Flag will be posted up front while they are presenting.
Formative Assessment of the Visual and Performing Arts Content
List tools or strategies.
1)Project Rubric
2) Group project poster (culture flag)
3)
Formative Assessment of Other Content Areas
List tools or strategies.
1) Presentation Rubric
2) Written essay as to why they have chosen to draw those cultural elements from that civilization
3)
Summative Reflection
Teacher:
Student(s): Reflections about the big idea