6th Gr. World History Opening of Schools Lessons

Ancient History

Grade 6

Lesson Plans to Support Instruction

First Nine Weeks

Miami-Dade County Public Schools

Curriculum and Instruction

Division of Social Sciences

Introduction

The lessons in this packet are designed to address the Content and Skills

Benchmarks found in the Sixth Grade World History course as outlined in Florida’s Next

Generation Sunshine State Standards for Social Studies. Additionally, the lessons are correlated and sequenced to the 6 th Grade NGSS-SS Pacing Guide (1 st Nine Weeks) created by the Division of Social Sciences. The Pacing Guide may be found on the

Division of Social Sciences’ web page at: http://socialsciences.dadeschools.net/

Lessons have been developed for each of the topics introduced in the 1 st Nine

Weeks pacing guide. The lessons include technology links as well as interdisciplinary correlations, where appropriate, to facilitate interdisciplinary planning and instruction.

The lessons are intended as a resource for teachers. Teachers are strongly encouraged to adapt the lessons to match the needs of their students and develop creative lessons of their own.

Table Of Contents

Why Study History?

Map Skills

Pompeii and the Six Essential Elements of Geography

Map Projections- How to Put a Round Earth on a Flat Map

Maps, Maps, Maps!! (Exploring Different Types of Maps)

Natural Wonders of the Ancient World

Displaying Data on Graphs and Charts

Digging Up the Past

The Stone Age

The Beginnings of Civilization

Ancient Mesopotamia

The Assyrian and Chaldean Empires

What If The Nile Changed Its Course?

Pharaoh of the Year

Globebook, Inc

Pages

64-69

70-77

78-84

85-89

90-94

1-5

6-12

13-20

21-28

29-42

43-46

47- 56

57-63

95-97

98-101

Lesson Correlations with Florida’s Next Generation Sunshine State

Standards: Sixth Grade World History

Lesson

Why Study History?

Page

1-5

6-12

NGSS-SS 6 th Grade Benchmarks Addressed by Lesson

Content Benchmarks: SS.6.W.1.2; SS.6.W.1.3; SS.6.W.1.4;

SS.6.W.1.5; SS.6.W.1.6

Skills Benchmarks: SS.6.W.1.1; LA.6.1.6.1; LA.6.1.6.3;

LA.6.1.6.7; LA.6.1.7.3

Content Benchmarks: SS.6.G.1.1; SS.6.G.1.5

Skills Benchmarks: SS.6.G.1.4; LA.6.1.6.1

Map Skills

Pompeii and the Six

Essential Elements of Geography

Map Projections-

How to Put a Round

Earth on a Flat Map

Maps, Maps, Maps!!

(Exploring Different

Types of Maps)

Natural Wonders of the Ancient World

Displaying Data on

Graphs and Charts

13-20

21-28

29-42

43-46

47-56

Content Benchmarks: SS.6.G.6.1; SS.6.G.5.3

Skills Benchmarks: SS.6.G.1.1; SS.6.G.1.4; SS.6.G.1.5;

SS.6.G.1.7; LA.6.1.6.1; LA.6.1.6.2; LA.6.1.7.1; LA.6.1.7.3

Content Benchmarks: SS.6.G.1.2

Skills Benchmarks: SS.6.G.1.1; SS.6.G.1.4; LA.6.1.6.1;

LA.6.1.6.2; LA.6.1.7.1

Content Benchmarks: SS.6.G.1.2; SS.6.G.2.2; SS.6.G.2.5;

SS.6.G.2.6; SS.6.G.6.2


SS.6.E.3.4

Content Benchmarks: SS.6.G.1.3, SS.6.G.1.6; SS.6.G.2.1;

SS.6.G.2.3

Skills Benchmarks: SS.6.G.1.4; SS.6.G.1.5; SS.6.W.1.1;

LA.6.1.6.1; LA.6.1.6.3

Content Benchmarks: SS.6.G.1.4

Skills Benchmarks: LA.6.1.6.1; LA.6.1.6.3; LA.6.1.7.1;

MA.6.A.2.2; MA.6.A.3.1

Digging Up the Past

The Stone Age

The Beginnings of

Civilization

57-63

64-69

70-77

Content Benchmarks: SS.6.W.1.3; SS.6.W.1.4;

SS.6.W.1.5; SS.6.W.1.6


LA.6.1.7.1

Content Benchmarks: SS.6.G.4.1 SS.6.E.2.1 SS.6.W.2.1;

SS.6.W.2.2

Skills Benchmarks: SS.6.W.1.1; LA.6.1.6.2; LA.6.1.7.1


SS.6.W.2.4; SS.6.W.2.7; SS.6.E.1.2; SS.6.E.2.1


SS.6.G.3.1; SS.6.G.3.2; SS.6.G.4.2; LA.6.1.6.3

Ancient

Mesopotamia

The Assyrian and

Chaldean Empires

What If The Nile

Changed Its

Course?

Pharaoh of the Year

90-94

95-97

Globebook, Inc

78-84

85-89

98-

101


SS.6.W.2.7; SS.6.W.2.8; SS.6.G.2.1; SS.6.G.2.2;

SS.6.G.2.3; SS.6.G.5.2


LA.6.1.7.1

Content Benchmarks: SS.6.W.2.2; SS.6.W.2.4; SS.6.E.1.2;

SS.6.E.1.3; SS.6.E.3.4; SS.6.G.2.1; SS.6.G.2.2;

SS.6.G.2.3; SS.6.G.4.1; SS.6.G.5.1; SS.6.G.5.2

Skills Benchmarks: SS.6.W.2.7; SS.6.W.2.8; SS.6.G.1.3;

SS.6.G.1.4; SS.6.G.1.7; LA.6.1.6.1; LA.6.1.7.1

Content Benchmarks: SS.6.G.1.7; SS.6.G.2.1; SS.6.G.2.3;

SS.6.G.2.4; SS.6.G.2.7;

Skills Benchmarks: SS.6.G.1.4

Content Benchmarks: SS.6.W.2.6

Skills Benchmarks: LA.6.1.6.1; LA.6.1.6.2; LA.6.1.6.3

Content Benchmarks: SS.6.W.2.5

Skills Benchmarks: SS.6.G.1.4, SS.6.W.1.1, LA.6.1.7.3

1

Teacher’s Name:

Employee Number:

School:

SOCIAL STUDIES LESSON PLAN

SIXTH GRADE- WORLD HISTORY

1. Title: Why Study History?

2. Lesson Objectives:

Standards- Next Generation Sunshine State Standards for Social Studies

Sixth Grade NGSSS-SS Content Benchmark/s:



SS.6.W.1.2: Identify terms (decade, century, epoch, era, millennium,

BC/BCE, AD/CE) and designations of time periods.



SS.6.W.1.3 Interpret primary and secondary sources.



SS.6.W.1.4: Describe the methods of historical inquiry and how history relates to the other social sciences.



SS.6.W.1.5: Describe the roles of historians and recognize varying historical interpretations (historiography).

 SS.6.W.1.6: Describe how history transmits culture and heritage and provides models of human character.

Sixth Grade NGSSS-SS Skills Benchmark/s:



SS.6.W.1.1 Use timelines to identify chronological order of historical events.



LA.6.1.6.1 The student will use new vocabulary that is introduced and taught directly.

2



LA.6.1.6.3 The student will use context clues to determine meanings of unfamiliar words.



LA.6.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.



LA.6.1.7.3 The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details.

3. Key Vocabulary:

Decade, century, millennium, epoch, era, prehistory, calendar, B.C., A.D.,

B.C.E., C.E., timeline, period, prehistory, Ancient History, Middle Ages,

Modern History

4. Materials Needed:

Attachment A: Teacher Background Information Page

Construction paper

Pencils

Paper

Colored pencils

5. Steps to Deliver the Lesson:

A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson opening: Explain to students that as they study history, they will be learning about the past. People who study history are called historians.

They will start by thinking about what history is and why it is important.

Learning about the past helps us understand the present and make decisions about the future. To understand the people and places of the past, historians study clues and evidence. Understanding the past can help people better understand the present and plan for the future. Have students think about events in their lives and how these events have affected them until the present day. Use Social Studies task cards as a reference and have students create a timeline of their lives including important dates and events placed in chronological order and labeled. They should include events before and after their birth. The timeline should be illustrated with drawings or personal pictures from their life.

3 b. Introduce the lesson using the following website video: History of the World in Seven Minutes http://worldhistoryforusall.sdsu.edu/. Organize students into groups of four and give them a placemat made from construction paper.

They will draw an oval in the middle of the paper and 4 lines that extend to the corners of the paper. In the center oval, they will write: Why do people study history? Then, each group member will write answers to the question on their section of the paper. The team will compare their answers and circle or highlight any answers they have in common. Finally, each group should share their ideas with the class as a whole. c. To study the past, historians must measure and label time correctly. The teacher will explain the key vocabulary for measuring time: decade, century, millennium, epoch, era, and calendar. Use Attachment A : Teacher

Background Information Page:

1. Explain how history is divided into eras (a long period of time marked by great events, developments, or figures) The eras are known as a. Prehistory (the time before writing was developed up to 3500 B.C.), b. Ancient History 3500B.C.-circa A.D. 500, c. Middle Ages A.D. 500- A.D. 1400, d. Modern History A.D. 1400-present day.

2. Instruct students to create timelines of the various eras learned today and the major accomplishments within each era, (invention of cuneiform writing in Mesopotamia, creation of fire, the invention of the wheel, etc.) Timelines will be displayed around the classroom and important historical information will be added throughout the school year. d. Lesson Closure: Review concepts covered and have students come up with appropriate names to describe the last century. Students may refer to current events and important events of the last 100 years.

6. Technology Integration:



Students will work in teams and use the Internet to investigate an event from the ancient world. They will gather information as reporters and synthesize their findings into individual newspaper articles. Each team will then compile its news stories into a front page edition of the Ancient Times to share with classmates.

 www.britishmuseum.org

: A History of the World Through Objects.



Have students use the following website to review the importance of history. Ancient Civilizations Lesson Ideas



Have the students use the following website to access the Timelines &

Time Periods - FREE presentations in PowerPoint ...

 http://www.timemaps.com/history



Living time line activity: http://ims.ode.state.oh.us/ODE/IMS/Lessons/Content/CSS_LP_S01_BA_L

06_I02_01.pdf

7. Extension Activities:



Have students pretend that they have traveled back in time approximately

35,000 years. Have them write a letter to a family member or friend who lives today. Describe to this person what kind of experiences they are

8. having. Be as factual as possible, but be creative and use good descriptive words, including sounds, sights, smells, etc.

Assessment Strategy:

Complete a graphic organizer to list the important details about studying history.

Reasons to Study History Measuring Historical

Time

People who Study Time

4

5

Teacher Background Information

The Julian calendar was developed by Julius Caesar and started counting years at the founding of Rome but it was losing time. Therefore, in A.D. 1582 Pope

Gregory XIII started the Gregorian calendar counting from the birth of Jesus. Today, most of the world uses this calendar and it is based on the movement of the Earth around the sun.

To date events correctly, historians use the terms: B.C. (Before Christ), A.D.

(anno domini which is Latin for in the year of the Lord), to avoid religious reference in dating, many historians use B.C.E. (before the Common Era), and C.E. (Common

Era). These initials do not change the numbering of the years. There is no year “0.”

A.D. 1 is the birth of Jesus. To date events before the birth of Jesus, or B.C., historians count backwards. The year before A.D. 1 is 1 B.C. A.D. is written before the date and B.C. is written after the date.

Timelines track the passage of time. They show the order of events within a period of time and the time between events. Timelines can be a single line or multilevel time lines stacked on top of each other.

Teacher’s Name:

Employee Number:

School:



1. Title: Map Skills






SS.6.G.1.1 Use latitude and longitude coordinates to understand the relationship between people and places on the Earth.



SS.6.G.1.5 Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and ancient maps of the world.




SS.6.G.1.4 Utilize tools geographers use to study the world.



LA.6.1.6.1.

The student will use new vocabulary that is introduced and taught directly.

3. Key Vocabulary: cardinal direction, compass rose, direction, distance, equator, geography, globe, hemisphere, intermediate direction, international date line, latitude, longitude, map, prime meridian, scale, spatial, sphere,


Attachment A:

Attachment B:

Attachment C:

World Map?

World Map? Pre-Test

World Map- The Real Thing

6

7

Globe

5. Steps to Deliver the Lesson

A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson Opening: Explain to students that this year they will be studying

Ancient History in your class. But, before beginning, you would like to review geography as it will help them better understand the earth and its history. b. Show students a globe and explain that it is a model, or representation of the earth. Ask students the following questions:

 What is the shape of the earth? (If students answer “round,” introduce the term sphere )



What do the two major colors on the globe represent? (land, water)



What is the purpose of a globe?



How is spatial information organized on a globe? c. Next, explain that we often need a representation of the earth for various purposes, but it would be very inconvenient to carry globes with us wherever we go. Ask- what do we use in place of a globe? (Students should answer

“maps.”) Ask students if they have used maps in the past, and, if so, for what reason. d. Explain that you are going to give students a pre-test to evaluate their current knowledge of map skills. They will also be given a map to use in answering the questions. e. Distribute Attachment B -

“World Map?? Pre-Test” (before distributing

Attachment A). Answer any questions regarding the pre-test and explain that students will not receive a grade for this activity. It is merely a tool to assess their prior knowledge. Also explain that once they receive the map they will have 5 minutes to complete the pre-test. Once the tests are distributed, no questions may be asked until the 5 minute time period is over. Allow for any final questions before distributing the map. f. Distribute Attachment A - World Map??? Instruct students to keep the maps

“face down” on their desks until the timing begins. Remind them that there is to be no talking during the test and that no questions may be asked/answered until the five minutes have elapsed.

g. Monitor students as they are completing the task. At the end of the 5 minute period (or sooner if they are getting restless), announce that the time is up and pencils should be put down. h. Ask the following questions:



How many of you think you did well on the pre-test?



Did you have any problems? If so, what?



What do you think was needed to complete the task?



Did you think this was a good map? Why or why not?



What was missing from the map? i. Students might note that everything on the map was in the wrong place. They should also note that there was not enough information on the map to complete the task. There was no compass rose, scale, latitude/longitude lines, etc. Go over each of these items. Discuss their importance and usefulness with the class. Review basic map skills, including all vocabulary listed for this lesson (# 3 above). j. Distribute Attachment C : “ The World ,” and provide time for students to complete the pre-test. Review and discuss as a group. k. For additional practice and application of map skills, get individual copies of

Hurricane Maps (available free of charge from many local merchants) and have students track storms using coordinates. A simulation activity with lesson plan is available in the MDCPS curriculum packet “Creative Lessons for 6 th Grade Geography.” The lesson, “Hurricane Warning,” can be found on p. 8: http://socialsciences.dadeschools.net/files/Creative%20Lessons%20for%206

%20grade%20Geography.pdf

l. If time permits, complete the included extension activities to reinforce this lesson. m. Closure: Have students begin an ongoing geography journal in which they record significant geographical information as they read the textbook. Have students use the geographical information to answer reflection questions and write about the relationship between geography and history.




A variety of World Political Maps, Physical Maps and Satellite Images (with country links) may be accessed at: http://geology.com/world/

8

9



Visit the United States Geological Survey website for a list of teaching resources

(with links) for map skills instruction: http://education.usgs.gov/secondary.html#mapteaching



For a lesson plan with complete background information, activities and technology connections from National Geographic, access the lesson “Latitude,

Longitude, and Map Making” at: http://www.nationalgeographic.com/xpeditions/lessons/01/g68/mapmaking.html

 At National Geographic’s “Map Maker-1” site, students may create, download, print and share maps: http://education.nationalgeographic.com/education/mapping/outline-map/?ar_a=1



To access free presentations on map skills in power-point format: http://geography.mrdonn.org/powerpoints/mapskills.html




Select one of the ancient river valley civilizations that will be studied in the early part of the year. Have students, working in groups, create a map of the region. Make sure that maps include the elements discussed in this lesson.



Using the above student-created map (or a historical map of the region if you did not complete the above activity), have students plan a journey through the region. Then have students map the journey using scale, distance, and map coordinates.

8. Assessment Strategy:

Assign individual or group grades to the “World Map” worksheet, or other linkedlesson activities. You may also evaluate extension activity maps or give a map skills quiz similar to the pre-test used in the lesson.

10

Attachment B Map Skills Pre-Test

Name___________________________________

Use the map provided to answer the following questions:

1. Which continent is northwest of Australia?

__________________________________________________________________

2. Which two continents are found entirely in the Southern Hemisphere?

__________________________________________________________________

3. Through which continents does the Prime Meridian (0° longitude) pass?

__________________________________________________________________

4. Which continent is south of Australia?

__________________________________________________________________

5.

Which continent is found entirely north of 30°North latitude?

__________________________________________________________________

6. Which continent can be found at 30° south and 60° west?

__________________________________________________________________

7. Which continent is southeast of Asia?

__________________________________________________________________

8. What is the approximate distance across South America at its widest point?

__________________________________________________________________

9. Which continent is located at 60° North and 90° East?

__________________________________________________________________

10. Through which continents does the 60° South latitude line pass?

__________________________________________________________________

11

12

Teacher’s Name:

Employee Number:

School:



1. Title: Pompeii and The Six Essential Elements of Geography






SS.6.G.6.1 Describe the Six Essential Elements of Geography (The

World in Spatial Terms, Places and Regions, Physical

Systems, Human Systems, Environment, The Uses of

Geography) as the organizing framework for understanding the world and its people.



SS.6.G.5.3 Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations, such as flooding of the Nile, drought in Africa, volcanoes in the Mediterranean region, and famine in Asia.













SS.6.G.1.7 Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today,




13



LA.6.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text



LA.6.1.7.1 The student will use background knowledge of subject and related content areas, prereading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection.



LA.6.1.7.3 The student will determine the main idea or essential

3. Key Vocabulary: message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details. absolute location, complexity, ecosystem, environment, geography, geographic representations, human system, interpret, location, physical system, place, Pompeii, region, relative location, society, spatial,


Attachment A:

Attachment B

The Six Essential Elements of Geography

Pompeii

Attachment C

Pompeii- Answer Sheet

Major Volcanoes of Italy


A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a.

Lesson opening: Ask students “What is geography?” Record their responses on the board and discuss the topic. Explain that as the year progresses and the class studies “Ancient History,” it will be important to think geographically.

To think geographically, remember that everything happens in a certain place (spatial perspective). As an organizer, geographers have devised the Six Essential Elements of Geography. b. Have students define the highlighted vocabulary associated with the lesson.

14

c. Distribute Attachment A- The Six Essential Elements of Geography. Use effective reading strategies appropriate for your class to read and discuss the background information contained in the attachment. d. Ask students what they think a mental map might be. After a brief discussion, have students close their eyes and think of their mental map of the classroom. (You might want to use the school, their route to school, etc) On the back of Attachment A , have students make a brief quick sketch of their mental map. Explain that, as each area of history is studied throughout the year, students should always make their own “mental map” of the area. e. Distribute Attachment B- Pompeii. Have students read the article on

Pompeii. Explain that even though the article contains only 4 sentences, by thinking geographically, all Six Essential Elements of Geography can be found. After reading the article, have students complete the graphic organizer. f. Review and discuss organizer and Pompeii story. Ask students if they were surprised that they were able to find so much information from only 4 sentences. Explain that this is a part of thinking geographically.

g. Lesson Closure: Now that students have a better understanding of the Six

Essential Elements and how to think geographically, assign the task of finding(or writing) a brief news article. Have students share their articles with the class and identify the Six Essential Elements in each article.




Why Geography? Information on the Six Essential Elements from Mapsgps info.com : http://www.maps-gps-info.com/ygphy.html



Lesson on the Six Essential Elements of Geography with photo analysis from the University of South Florida: http://etc.usf.edu/lplanner/view/195/



Background Information and eyewitness accounts on the eruptions of Mt.

Vesuvius from National Geographic: http://ngm.nationalgeographic.com/2007/09/vesuvius/vesuvius-learn



Pompeii and Mt. Vesuvius- Article with images. M-DCPS Virtual Library http://www.worldbookonline.com/student/article?id=ar584260#top




For additional practice, you may wish to use the Lesson Plan on the Six

Essential Elements of Geography from National Geographic-

“Be a

15

Geography Detective:” http://www.nationalgeographic.com/xpeditions/lessons/02/g35/detective.ht

ml



To find out more about Pompeii and reinforce working with primary sources, have students read the “Eyewitness account of Pliny the

Younger” at: http://www.eyewitnesstohistory.com/pompeii.htm



Ask students look at Attachment C- Major Volcanoes of Italy. Have students analyze the location of the volcanoes and their effect on plant, animal, and human environments in ancient times as well as today.

Students may create graphic organizers based on their interpretations.


Student worksheets may be evaluated for accuracy. Individual presentations may be evaluated by teacher or student generated assessment models. Written samples may be placed in portfolios.

16

Attachment A

The Six Essential Elements of Geography

Element 1 The World in Spatial Terms



How do I create a mental map?



Where is a place located?



What is its absolute location? (use latitude and longitude)

 What is its relative location? (What is it near?)

Element 2 Places and Regions



Place- what is it like?



What are the physical characteristics (landforms, climate, vegetation, animal life) of this place?



What are the human characteristics (people, language, buildings, culture) of this place?

 Region- how is this place grouped with other places by common characteristics? (natural, cultural)

Element 3 Physical Systems



How have physical systems (weather, climate, volcanoes, tornadoes, hurricanes, glaciers, continental drift) shaped the earth?

 How do plants and animals within an ecosystem depend on one another?

(How do they affect the ecosystem?)

Element 4 Human Systems



How have people shaped the earth?



Why do people settle in certain places and not in others?



Why and how do people make boundaries (countries, states, etc)?

 Movement- How do people, ideas, goods, culture move from place to place?

Element 5 Environment and Society



What is the relationship between people and their natural surroundings?



How do people use the environment?



How does the environment affect the way people live?

 How do people affect the environment?

Element 6 The Uses of Geography



How can geography help me understand the relationships between people, places, and environments?



How can geography help me understand the past, present, and future?

17

Attachment B Pompeii

A.D. 79- Pompeii- Fire and leaping flames could be seen as Mount Vesuvius erupted near Pompeii close to the southwestern coast of the Italian Peninsula. Pliny the

Younger reported that thousands were fleeing the area as the city was covered with layers of burning ash. Temples, houses, bridges, and roads were destroyed. It is thought that as many as 20,000 people have died.

Six Essential Elements of Geography


Where is Pompeii Located? (absolute and

Relative location)


What is Pompeii like? (brief description)

What are the physical characteristics of

Pompeii?

What are the human characteristics of Pompeii?

In what region is Pompeii found?


How have physical systems shaped Pompeii?

How do elements within Pompeii depend on each other? (physical & human)


How did people in Pompeii shape the earth?

What movement is evident in Pompeii?


How did the environment affect the people in

Pompeii?


What did I learn about the relationships between people, places, and environments from this reading?

How does this help me understand the past?

How can knowing about Pompeii help people prepare for the future?

18

Possible Answers for Attachment B

Six Essential Elements of Geography


Where is Pompeii Located? (absolute and

Relative location)


What is Pompeii like? (brief description)

Answers may include the following:

Relative location-Near the southwestern coast of the Italian Peninsula.

Absolute location- 45.5°N, 14.3°E

An ancient city with more than 20,000 people. It is near a volcano and also near the coast.

A coastal city, near Mt. Vesuvius What are the physical characteristics of

Pompeii?

What are the human characteristics of Pompeii?

In what region is Pompeii found?


How have physical systems shaped Pompeii?

How do elements within Pompeii depend on each other? (physical & human)


How did people in Pompeii shape the earth?

What movement is evident in Pompeii?


How did the environment affect the people in

Pompeii?


What did I learn about the relationships between people, places, and environments from this reading?

How does this help me understand the past?

How can knowing about Pompeii help people prepare for the future?

People have built Temples, houses, bridges, and roads

Coastal region

Southwestern region of Italy

Coastal Climate. Mountain area- brings mountain vegetation, Volcano- issues

People and animals within the region depend on the environment for food, etc.

Environment depends on people to care for it.

Cut trees, farmed, cleared land, built houses bridges, roads

Movement of the earth- eruption. Movement of the people- fleeing the city.

Provided food, materials for building, water, etc

The eruption of the volcano destroyed much of what the people had built and took many lives.

That they are all interdependent.

Answers will vary

Caution when choosing places to live.

Making emergency plans

19

Attachment C

20

Teacher’s Name:

Employee Number:

School:



1. Title: Map Projections- How to Put a Round Earth on a Flat Map






SS.6.G.1.2 Analyze the purposes of map projections (political, physical, and special purpose) and explain the applications of various types of maps.










LA.6.1.6.1.

The student will use new vocabulary that is introduced and taught directly.



LA.6.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text




21


Cartographer, cartography, distort, globe, map, map projection, political borders, population density, representation, spherical


Round object- grapefruit, orange, old tennis ball, beach ball etc (to be cut)

Sharpie- or other marking pen

Attachment A: Reading- Map Projections

Attachment B:

Attachment C:

Graphic Organizer Comparing Maps and Globes

Looking at Map Projections

Analyzing Map Projections Attachment D:


A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a.

Lesson opening: Ask students: “What is a map?” Record and discuss answers. They should agree on something close to - a representation of the earth (or earth’s surface). Next ask: “What is the shape of the earth?”

Answers should be “round” or “spherical.” Then ask- “What is the most accurate representation of the earth?” The answer should be “a globe.”

Discuss why a globe is the most accurate representation of the earth. b. Ask students to think of a time they have used a globe. When and how was it used? Next ask students to think of times they have used maps. Why did they use a map instead of a globe? Have students list the differences between maps and globes. c. Next, pose the problem- How do you represent a round (spherical) earth on a flat map? Show the students the round object you have brought to class. With the marking pen, mark the north and south poles. Then draw a line around the center approximating the equator. Explain. Make a rough sketch of the continents on your object. Pierce your “globe” and peel it open with your fingers. Ask students for suggestions as to how to flatten your “globe” into a map. (Alternately- you may wish to divide your class into groups, giving each group a round object to complete this activity. If you choose to do this, the teacher should complete the piercing/cutting rather than the students) d. Discuss the problems faced when trying to flatten a round object and explain that this is the same problems cartographers face when creating maps.

22

e. Reading: Distribute reading (Attachment A): Map Projections. Use jump in reading or other effective reading strategies appropriate for your class to read the background information contained in the article. f. Have students define the highlighted vocabulary associated with the lesson. g. Distribute and discuss the graphic organizer (Attachment B): Comparing

Maps and Globes. Work with students to complete the graphic organizer. h. Distribute, read and discuss Attachment C- Looking at Map projections.

i. Distribute and discuss Attachment D: Analyzing Map Projections. You may wish to assign this attachment as home learning. j. Closure: Have a follow-up discussion re: Attachment D. Provide time for students to share their answers and opinions. Review ideas from the lesson and reinforce main concepts.




Have students access this interactive site to view world through different map projections: http://www.btinternet.com/~se16/js/earthtopogproj.htm



Everything you need to know about map projections from USGS: http://nationalatlas.gov/articles/mapping/a_projections.html



Map projection information & overview, Peter Dana http://www.colorado.edu/geography/gcraft/notes/mapproj/mapproj_f.html



Map projection lesson plan from National Geographic http://www.nationalgeographic.com/xpeditions/lessons/01/g912/projection s.html




Have students cover a round object with a piece of paper and create their own map projection.

23



Have students research different map projections (other than the four presented in this lesson.


Teacher observation and questioning strategies throughout the lesson are effective methods of assessing progress. Student worksheets may be evaluated for accuracy.

24

Attachment A Map Projections

A globe is the best representation of the Earth. It shows the sizes of the continents, shapes of the land masses and bodies of water. Globes also show true distance and direction.

Globes have their limitations. A globe is not as easy to carry as a map . Maps are flat drawings of all or part of the Earth’s surface. Maps can show small areas in great detail. Maps can show many things- political borders , population densities , or even voting results. Plus, maps can be folded and carried in a pocket or placed in a car.

Maps, however, cannot chow true size, shape, distance, and direction at the same time. The reason for this is that they are flat drawings of a round object, the Earth.

Globes and maps have some features in common. Both are marked with imaginary lines (latitude and longitude lines) that geographers use to locate places on Earth’s surface.

When the curves of a globe become straight lines on a map, the size, shape, distance, or area can change. As you saw in the demonstration, when you flatten a round object, you must either cut it or distort, or stretch parts of it.

Cartographers , or mapmakers, face a similar problem in showing the surface of the

Earth on a map. Using mathematics, they have created different types of map projections, or ways to show the Earth on a flat sheet of paper. Each kind of projection show’s the Earth’s surface in a slightly different way.

Information above from: Core Text Book: Discovering Our Past: A History of the World- Early Ages,

2013/1st Edition; Chapter 2

25

26

Attachment B

Maps and Globes

Maps Globes

How are they alike?

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

_

How are they different?

Maps Globes

Attachment C

Looking at Map Projections

When you take an image of the

Earth and flatten it, big gaps open up, big gaps open up. To fill in the gaps, mapmakers stretch parts of the earth. This often causes distortion in the maps. They show either the correct shapes of places, or their correct sizes. It is impossible to show both.

Goode’s Interrupted Equal Area Projection

(Realistic representation of continent’s size, shape)

As a result, cartographers use different map projections depending on their goals.

Robinson Projection

(More realistic picture of land size & shape- North and South Poles distorted)

Mercator Projection

(Land size & distance distorted)

Winkel Tripel Projection

(Land areas most closely resemble globe model)

27

Attachment D Analyzing Map Projections

Look carefully at the four map projections on Attachment C to answer the following questions:

How does the shape of Greenland differ in the four projections?

______________________________________________________________________

______________________________________________________________________

How does the size of Greenland differ in the four projections?

______________________________________________________________________

______________________________________________________________________

How does Africa differ in the four projections? Australia?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Why do you think the continents have different sizes, shapes and positions in the different projections?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

What other differences do you see on the different projections?

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

What is the main difference you see between the Robinson Projection and the Winkel

Triple Projection?

______________________________________________________________________

______________________________________________________________________

Which projection do you think is the most accurate? Why?

______________________________________________________________________

______________________________________________________________________

28

Teacher’s Name:

Employee Number:

School:



1. Title:


Maps, Maps, Maps (Different Kinds of Maps!)





SS.6.G.1.2 Analyze the purposes of map projections (political, physical, special purpose) and explain the applications of various types of maps.



SS.6.G.2.2 Differentiate between continents, regions, countries, and cities in order to understand the complexities of regions created by civilizations.



SS.6.G.2.5 Interpret how geographic boundaries invite or limit interaction with other regions and cultures.



SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.



SS.6.G.6.2 Compare maps of the world in ancient times with current political maps.





29






SS.6.G.1.6 Use a map to identify major bodies of water of the world, and explain ways they have impacted the development of civilizations.



SS.6.E.3.4 Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade.

3. Key Vocabulary: agriculture, altiplano (high grassland) atlas, elevation, falls (waterfalls) gulf, highlands, lake, maps, physical map, pampas (grassland)plateau, political map, population, river, special purpose map, strait, trade


Attachment A:

Attachment B:

Attachment C:

Attachment D:

Attachment E:

Physical Map of South America

Political Map of South America

Venn Diagram Comparing Physical and Political Maps

Population Map: Asia

Languages in Europe

Attachment F:

Attachment G:

Attachment H:

Attachment I:

Attachment J

Asia Secondary School Enrollment

Afghanistan Land Use Map

Voyages of the Polos in Asia

Minoan Trade, 1570 BCE

Activity Sheet and Infomercial Overview


A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Ask students the following questions- list answers on the whiteboard and discuss:

What is a map?

How many of you have used a map?

What was the reason you used the map?

How did it help you?

30

b. Explain that there are many different types of maps. Different kinds of maps are often collected in a book of maps called an atlas . Explain that maps are often grouped into 3 categories- physical maps , political maps , and special purpose maps . (see pp. 34-35 core textbook for reading on types of maps) c. Review key vocabulary with students. d. Ask students to look at a physical and political map of South America.

These are included as Attachment A and Attachment B. (They may also be found in the Reference Atlas of your textbook- RA 10 & RA- 11)

Discuss the differences students see between the two maps. e. Explain that a physical map shows the natural features (land, water) of an area. Physical maps also show elevation. Ask students to identify water and landforms on the Physical Map of South America. They should mention: ocean, gulf, lake, pampas (grassland)river, falls, plateau, mountain, altiplano (high grassland) f. Next, have students look at the political map of South America. Explain that Political maps show the names and borders of countries as well as the location of cities. Political maps show the human made features.

(They may also show natural features). Discuss the differences between the two types of maps. A Venn Diagram (Attachment C) is included in case you wish to have students complete a Venn Diagram comparison of the two maps. g. Ask student is they have seen or used other types of maps than physical and political. If so- what types of maps? What were they used for?

Students might list weather maps, hurricane maps, road maps, etc.

Explain that there are many different types of maps used for many different purposes. These are called Special Purpose Maps. Discuss

Special Purpose maps. h. Divide the class into 6 groups. Explain that you will be giving each group a different Special Purpose map. Each group is to examine and analyze their map. Distribute 1 map (Attachment D-I) to each group. i. Distribute Attachment J to each group. Explain that students should first answer the questions that will help guide them to completing their assignment. Each group must develop an “Infomercial” about their particular map following the guidelines on the activity sheet. j. Circulate the classroom to monitor progress and provide assistance.

Allow time for students to complete the project.

31

32 k. Closure: Provide time for groups to present their infomercials and a brief question and answer discussion following the presentations.


 Visit the Library of Congress website to access the Lesson: Waldseemuller’s

Waldseemüller’s Map: World 1507 (Grades 3-8) Students investigate this historic map by looking closely at the details of each section of the map and then draw conclusions on the revelation of this new and unusual world to the people of

1507. http://www.loc.gov/teachers/classroommaterials/lessons/waldseemuller/



Library of Congress –Lesson Plan Collection- for Geography & Map Study http://www.loc.gov/teachers/classroommaterials/themes/geography/lessonplans.html



Maps and Geography Classroom Activities and Lesson Plans from

Geology.com http://geology.com/teacher/map.shtml



Map-it Simple Form-based Map Generator from USGS. This form takes longitude/latitude pairs as input and plots them on a Mercator projection map

7. Extension Activities: along with land/sea and political boundaries. http://woodshole.er.usgs.gov/mapit/



For Maps Skills Lesson- Exploring Maps- Location from United States Geological

Survey- Complete lesson plans with interdisciplinary mathematics component http://egsc.usgs.gov/isb/pubs/teachers-packets/exploringmaps/location.pdf

Teaching Guide: http://egsc.usgs.gov/isb/pubs/teacherspackets/exploringmaps/teacher.pdf



Have students look through their textbooks and identify and list all of the different types of maps presented.



Have students visit websites above listing different types of map

(topographic, climate, historical, etc.)

 Collect a variety of maps and create a class “Map Fair.” Students may visit stations with different maps. You may invite other classes to visit your map fair.

 Have an “Unusual Map Contest” challenging students to find the most unusual map.


Teacher observation and questioning strategies throughout the lesson are effective methods of assessing progress. Student worksheets may be evaluated for accuracy.

Individual presentations may be evaluated by teacher or student generated assessment models.

Attachment A

Map from: Core Textbook- Discovering Our Past: A History of the World- Early Ages, 2013/1st Edition

33

Attachment B

Map from: Core Textbook- Discovering Our Past: A History of the World- Early Ages, 2013/1st Edition

34

35

Attachment C : Venn Diagram

Comparing Physical and Political Maps of South America

Physical Map Features

Shared features

Political Map Features

Attachment D:

From M-DCPS Virtual Library http://online.infobaselearning.com/Default.aspx

36

Attachment E:


37

Attachment F:


38

Attachment G:

M-DCPS online database:

"Afghanistan: Land Use and Agriculture." World Geography and

Culture Online. Facts On File, Inc. Web. 9 Aug.

2012.

http://www.fofweb.com/activelink2.asp?ItemID=WE39&p=Details.aspx&iPin=map0267&SingleR ecord=True

39

Attachment H:

40

From: M-DCPS Virtual Library http://www.fofweb.com/History/image-window.asp?ImgName=ammap052&jpglocation=/Electronic_Images/Maps/DEMAOIO-e.gif

Attachment I:

M-DCPS Virtual Library: http://www.fofweb.com/NuHistory/default.asp?ItemID=WE49

41

Attachment: J

What is the name of your map?

What geographical region is depicted in your map?

What information is shown by your map?

Does it have a legend (key)? If so, how is it helpful?

How could the information in this map be used?

Who would be most likely to use this map?

Does your map display an unusual bit of information?

What is this information?

How do you explain this information?

Why is your map important?

Prepare a 1-2 minute infomercial about your map. Remember that you are presenting this map to the public for the first time. Tell people about the map. Describe the geographic region shown in your map and transmit the information presented by your map. Tell your audience about the unique features of your map and give them an interesting point made by your map that they might not know. Be creative! You will present your Infomercial to the class. The idea is to let everyone know how special your map is. Make everyone want a map just like yours!!

42

Teacher’s Name:

Employee Number:

School:



1. Title: Natural Wonders of the Ancient World






SS.6.G.1.3 Identify natural wonders of the ancient world.



SS.6.G.1.6 Use a map to identify major bodies of water of the world, and explain ways they have impacted the development of civilizations



SS.6.G.2.1 Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have influenced settlement, interactions, and the economies of ancient civilizations of the world.



SS.6.G.2.3 Analyze the relationship of physical geography to the development of ancient river valley civilizations.






43













3. Key Vocabulary: canyon, falls (waterfalls), natural wonder, rift, rift valley, river, valley,


Textbook: Discovering Our Past: A History of the World- Early Ages, 2013/1st Edition pp.26-27

OR

Attachment A- Natural Wonders of the Ancient World- Map

Research Materials- Computer or media center time for research

Paper and markers for poster


A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson opening: Have students look at the map on pages 26-27 (or use

Attachment A – Reproduction of the Natural Wonders Map). You may also project the map on the whiteboard and use the interactive features to identify the Natural Wonders of the Ancient World. …. Etc. (ending with Lesson

Closure) b. Explain that major geographic features such as large bodies of water, mountains, waterfalls, rivers, and deserts can affect the way civilizations and cultures develop. Using the “Natural Wonders Map,” find and discuss each natural wonder. Then ask students to explain ways each feature might have impacted the people around it and the development of civilizations.

44

c. Point out that some of the features provide resources. Ask students which features these might be. (Possible answers might include: rivers-water; riversfish; valleys-good farmland; waterfalls- power) d. Point out that some of the features might serve as a barrier or create problems for a developing civilization. Ask students which features these might be. (Possible answers might include: mountains, canyons, rivers, desert- might create barriers for people to interact and trade with one another) e. Divide the class into small groups (3-4 depending upon your class size). You will need 11 groups. Assign each group a different ancient wonder (or let groups draw from a hat). Have each group design a travel poster their assigned ancient wonder of the world. Tell students to design their travel poster to attract tourists to visit. They must research their “Ancient Wonder” and include information and illustrations on their posters. Students may want to include a world map with the location of their assigned ancient wonder.

f. Provide time for students to complete their travel posters. g. Closure: Have student groups present their travel posters and discuss each ancient wonder. Display the travel posters in class (especially for Parent /

Open House – usually held in the beginning of the school year).




Text link to wonders of ancient world- interactive map http://connected.mcgrawhill.com/media/repository/protected_content/COMPOUND/50000068/45/92/DOPW_SC_C2

_CO_mi/DOPW_SC_C2_CO_mi.html



Log on to textbook resources with your provided username/password at:

 http://connected.mcgraw-hill.com

Discovery Education- Wonders of the Ancient World lesson plan: http://www.discoveryeducation.com/teachers/free-lesson-plans/wonders-of-the-world.cfm



Student Thinkquest- Natural Wonders of the Ancient World: http://library.thinkquest.org/J002388/ancientwonder.html




Have students write an essay exploring the relationship between geography and history? Give specific examples and details.



Have students write a reflection piece in their geography journals referencing the Natural Wonders of the Ancient World and the relationship between geography developing civilizations.

45

Attachment A

MapFrom: Core Textbook: Discovering Our Past- A History of the World Early Ages

46

Teacher’s Name:

Employee Number:

School:



1. Title: Displaying Data on Graphs and Charts



















MA.6.A.2.2 Interpret and compare ratios and rates.



MA.6.A.3.1 Write and evaluate mathematical expressions that correspond to given situations.

47


Association, bar graph, chart, circle (pie) graph, climograph, line graph, pigments, precipitation, symbols, symbolism, temperature, textiles


Attachment A:

Attachment B:

Attachment C:

Attachment D:


Ancient Egypt: Colors and Their Symbolism

Reading: Graphs and Charts

Graphic Organizer: Note Taking

Climograph

A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Ask Students if they have ever used a graph or chart. If the answer is yes, ask them to give examples. List on the whiteboard. b. Explain that one of the early civilizations that will be studied this year is that of Ancient Egypt. In Ancient Egypt colors were very important to the

Egyptians and had great symbolism. c. Explain that they are going to take a few minutes to look at a chart covering this topic. Either project attachment A on the whiteboard or distribute to students. Review the highlighted vocabulary words. d. Provide students a few minutes to review the chart. Ask student questions about the chart- fact recall and higher level questions. Then ask and discuss the following questions:

Do you think this chart helped you understand color symbolism in Ancient

Egypt?

What generalizations can you make about the Ancient Egyptians based on this chart?

Was the information on the chart easy to understand?

Clearly presented?

Well organized?

Can you think of other ways to present this information?

What are the benefits of presenting information in chart form?

What other information might you present in chart form? e. Explain that there are many other ways to present data. One way is through graphs. Note that in a few minutes they will be looking at data

48

presented on five different types of graphs. Review vocabulary and use appropriate reading strategies to read Attachment B: Understanding

Graphs f. Distribute Attachment C: Graphic Organizer- Note Taking. Review ideas with students and provide time for completion of the note taking activity. g. Explain to students that another important type of graph that geographers use is the climograph.

A climograph shows monthly average temperature and precipitation for a specific location. It gives geographers a picture of the climate for that location. h. Distribute Attachment D: Climograph. Review with students. Provide time for students to answer the questions on the Climograph Attachment. i. Closure: Go over Climograph activity. Discuss answers. Have students get out their world map and find India. Let students know that the climograph was Calcutta, India. If they answered “Northern Hemisphere, they were correct




Site for online graph creation:

 http://nces.ed.gov/nceskids/createagraph/default.aspx



Climograph Lesson Plan from National Geographic: http://www.nationalgeographic.com/xpeditions/lessons/15/g912/pgafrica4.

html




Have students develop a list of topics that could be presented in chart or graph form. Let students choose a topic, gather the data and create a chart or graph on their selected topic.



Have students create their own online graphs at: http://nces.ed.gov/nceskids/createagraph/default.aspx



Have students research climate data and make their own climograph.


Teacher observation and questioning strategies throughout the lesson may be used to assess progress. Student note taking sheets and climograph worksheets may be evaluated for accuracy.

49

Attachment A Ancient Egypt: Colors and Their Symbolism

This chart shows the Egyptian name, symbolism, and source of the colors white, black, red, blue, green, and yellow. From the earliest period, Egyptians used color to decorate pottery, textiles , jewelry, statues, and wall paintings. They also manufactured other colors not listed here, such as brown and gray. The symbolism column lists both what a particular color might be used to represent in a painting, such as yellow for a woman's skin color, and also what symbolic associations a color might have. Prompted by the well-preserved wall paintings of the New Kingdom tombs at Thebes, whose colors retain much of their original vibrancy, scholars began to study how the Egyptians made their pigments.

The materials used to manufacture the main colors are shown in the third column.

Color Symbolism Source

White (hedj) Used to represent limestone, sandstone, silver, milk, fat, honey, vegetables, teeth, bones, moonlight, some crowns.

Symbolized baboon (associated with Thoth), the crown of

Upper Egypt, joy, luxury and white bread

Black (kem) Used to represent ebony, emmer wheat, cattle, hair, eyes,

Nubians. In tombs used to represent mascara. Symbolized the underworld, the dead, Osiris, fertility (from the Nile mud), the heart, Anubis and the ibis.

Red (desher)

Blood-red

(yenes)

Blue-red

(tjemes)

Used to represent male skin color, fruits, woods, animals, blood, fire, the red crown of Lower Egypt, hair, baboons, foreigners, some clothing and sometimes the dead.

Anything bad in the calendars or bad days were written in red at times.

Made from powdered limestone.

Made from carbonized materials, such as lampblack, burnt wood,

Made from anhydritic iron oxide.

Blue

(khesbedj)

Skin color of the solar gods, wigs and beards of the gods. Made from powdered azurite, lapis or copper carbonate.

Made from malachite. Green (wadj) Associated with Wadjet, the cobra goddess. Name (wadj) means healthy, flourishing, etc. Green represented the fertile fields, the resurrected Osiris. Heart scarabs were made out of green nephrite. Green was popular color for amulets

Yellow (ketj) Represented vegetal matter, some foods and the skin color of females. Gold represented sunlight, the disc, the rays of the sun and metal.

Made from hydrated iron oxide.

Adapted from: M-DCPS Virtual Library "Ancient Egypt: Colors and Their Symbolism." Ancient and Medieval History Online . Facts On File, Inc. http://www.fofweb.com/activelink2.asp?

ItemID=WE49&iPin=egy005&SingleRecord=True (accessed August 14, 2012).

50

Attachment B: Reading Understanding Graphs

Bar graphs are a good way to compare increases and decreases in quantity over a period of time. This horizontal bar graph shows the number of pupils present on these dates.

The illustration below is a vertical bar graph that shows the number of pupils present on these dates.

51

Line graphs are the simplest type of graph. They are also one of the easiest ways to compare numbers. Line graphs are made using a grid. The vertical axis (scale) indicates frequency, and the horizontal axis shows the categories being considered. For example, the frequency could be the number of pupils present, and the categories could be dates. Points on such a graph would indicate how many pupils were present on each date.

Picture graphs convey information through symbols instead of lines or bars. The pictorial form of these graphs helps readers understand the meaning of data without having to examine lists of figures. Picture graphs are most often used in magazines and newspapers.

This type of graph originated in the pictographs used by primitive people and was the earliest form of writing. In this illustration, each symbol represents the presence of four pupils

52

Circle graphs show the relation of parts to the whole. For example, suppose the cost of education in a country was $2 billion and this sum was divided as follows: general control,

3.4 percent; instruction, 61.9 percent; operation, maintenance, and auxiliary agencies, 19.1 percent; capital outlay, 8.8 percent; interest, 6.8 percent. If a circle graph is constructed, these percentages appear as wedges that look like pieces of pie. For this reason, such graphs are often called pie charts.

From: M-DSPC Virtual Library - World Book Student http://www.worldbookonline.com/student/article?id=ar232980&st=bar+graph&sc=0#top

53

Attachment C

Questions/ Keywords/Cues Notes

Note Taking

Summary

54

AttachmentD: Climograph

1. If 30°C is 86°Fahrenheit- how would you characterize the yearly temperature in this location?_______________________________________

2. What are the warmest months of the year? _________________________

3. What is the coldest month of the year?____________________________

4. Which month has the least amount of precipitation?______________________

5. Do you think it snows in this location?______

Why or why not?_____________________________

9. How would you characterize the climate in this location?____________________

10. Is this location in the Northern or Southern hemisphere?__________________

11. How do you know?__________________________________________

55

Possible Answers- Attachment D

1. If 30°C is 86°Fahrenheit- how would you characterize the yearly temperature in this location?____warm- hot____________________

2. What are the warmest months of the year? _April,May,June (July-Sept might be cooler because of the rain ________________________

3. What is the coldest month of the year?_______December-January__________

4. Which month has the least amount of precipitation?____December__________

5. Do you think it snows in this location?____no__

Why or why not?__too warm- average temperature doesn’t go below 20°C

(68

_°F)_____

12. How would you characterize the climate in this location?__warm, wet- tropical__

13. Is this location in the Northern or Southern hemisphere?____Northern______________

14. How do you know?_Warmest months) are in April- October- this would be reversed in the Southern hemisphere

56

Teacher’s Name:

Employee Number:

School:



1. Title: Digging Up the Past






SS.6.W.1.3 Interpret primary and secondary sources.



SS.6.W.1.4: Describe the methods of historical inquiry and how history

relates to the other social sciences.



SS.6.W.1.5: Describe the roles of historians and recognize varying historical

interpretations (historiography).



SS.6.W.1.6: Describe how history transmits culture and heritage and

provides models of human character.




SS.6.G.4.3 Locate sites 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.6.2 Compare maps of the world in ancient times with current political maps.






LA.6.1.6.7 The student will identify and understand the meaning of conceptually advanced prefixes, suffixes, and root words.

57

3. Key Vocabulary: archaeology, artifacts, paleontology, fossils, anthropology, species, Homo sapiens, evidence, primary source, secondary source, point of view, bias, conclusion, scholarly.


Attachment A: Teacher Background Information

Attachment B: Archaeologist Discovery Report

Various modern day artifacts, examples of primary and secondary sources


A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson Opening: Bring in a variety of present-day artifacts such as newspapers, cell phones, magazines, photos, microwave popcorn etc., items that students currently own which could be considered artifacts for future generations. Have students imagine that they are historians who are living in the year 3000 writing about young people of the early 2000’s. Ask students how their generation should be remembered with regard to food, clothing education and entertainment. Have students imagine that they are social scientists. Have them create a two-column chart listing

: “What do I Own,” and

“What Does it Say about Me?” In addition, what will it say about me 20,000 years from now? Have students write a paragraph and describe what this object will tell future scientists about American civilization in the 21st century.

Students should reflect upon the following questions: What do these objects reflect about our culture? What do they reveal about the people of this culture? Have students share work with their peers. b. Since there are no written records, historians who study prehistory use science to learn about this era. Show the following descriptions of social scientists and have students explain how each historian is similar and different from the other.

1. Archaeology is the study of the past by looking at artifacts (objects made by people) that have been left behind. They use these artifacts: tools, pottery, weapons, and jewelry to learn what life was like in the past.

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2. Paleontology is the study of fossils (the remains of plant and animal life that have been preserved from an earlier time).

3. Anthropology is the study of human culture and how it develops over time. They study artifacts, fossils and they look for clues about what people valued and believed. Use Attachment A : Teacher information page, to teach the students the important background information while the students take notes in their binders. c. Divide the class into small groups that will research and report on one ancient site uncovered by archaeologists. The goal is for the class to gain an appreciation for the similarities and differences among ancient cultures and to understand how social scientists' study ancient cultures. d. Assign one of the following archaeological sites to each of your groups:

Easter Island

Knossos

Machu Picchu

Mesa Verde cliff dwellings

Nineveh

Pompeii

Tel el Amarna (also spelled Tall al 'Amarinah)

Tiahuanaco

Troy (Hissarlik, Turkey)

Ur (Mesopotamia)

As a class, come up with a series of questions that might be asked about any prior civilization and that students should be able to answer through research into the work of archaeologists. Questions might include the following:

• Who lived here, and when?

• What kinds of structures did these people leave behind?

• What else did these people leave behind?

• What practices or customs did these people follow?

• What happened to the people who lived here? e. Lesson Closure: Have the students pretend they are archaeologists. During a trip to Africa, they discover a rock painting created by prehistoric humans.

They must use their detective skills to write an archaeologist discovery report including date of discovery, location, colors, shapes and materials used in the artwork. What emotions does the artwork communicate to them and what questions.

6. Technology Integration: hypothesis can they make about prehistoric humans based on the artwork.

Teacher displays Attachment: B and students complete the report

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

Have students use the following website to access an interactive tool which may be helpful for their homelearning assignments.

ArchaeOLogy: Clues from the Past ArchaeOLogy: Clues from the

Past



Have students use the following website to review important concepts taught in this lesson. World History For Kids - By KidsPast.com


● What Goes in the Time Capsule?

Divide the class into groups, and have each group select 10 objects to

put in a time capsule not to be opened until the year 3000. The students

should try to explain 21st-century teenagers to people of the future.

What 10 objects will give future people the most complete picture of

teenagers today? Use the internet as a resource tool.

● Write a mini report on Lucy, including drawings on who, what, when,

where, why, and how?


Review with students the lesson vocabulary and the relationship among the social sciences and how they are used to study ancient history. Ask students to write a one paragraph summary of each branch of social science and compare and contrast their important roles in the study of ancient history.

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Attachment A: Teacher Background Information

Mary Leakey and her husband Louis were archaeologists who found bones that were more than 1.5 million years old, in East Africa in 1959. She believed they belonged to an early hominid, an early ancestor of humans. Explain to the students that a species is a class of individuals with similar physical characteristics. In 1974, a team led by paleontologist Donald Johanson discovered a partial skeleton of a human ancestor in Ethiopia, they named her Lucy and tests showed that she lived more than 3 million years ago. She is part of the Australopithicus afarensis species, one of the earliest ancestors of humans. She lived long before Homo sapiens evolved.

Early Hominids were human-like animals that walked upright. It is believed that the earliest hominids lived around 4.4 million years ago in the humid forests of eastern and southern Africa.

1. These animals, known as Australopithecus, are believed to have been around three to five feet tall and probably fed on leaves, fruits, and the remains of dead animals. There is no evidence that Australopithecus made their own tools. There is, however, strong evidence that they used sticks and bones to help them dig and defend themselves.

2. Hominid Types

Scientists such as anthropologists divide hominids into three different

types based on their body shapes and lifestyles. The first type of

hominids are referred t o as Homo habilis, which means “person with abilities.” It is believed that Homo habilis lived until about 1.5 million

years ago.

3. The second type of early human living on the Earth was Homo erectus, which means

“person who walks upright.” Homo erectus lived on the

Earth until about 150,000 years ago.

4. The final type of hominid living on the Earth is Homo sapien. All humans living on the Earth today are Homo sapiens. The term Homo sapiens means

” wise man.” Scientists believe Homo sapiens developed about 150,000 to 195,000 years ago. They formed words developing a complex language, could organize a hunt, warn each other of danger, and pass knowledge and skills to their children.

5. Radiocarbon Dating: One method that scientists use to date ancient fossils and artifacts is called radiocarbon dating. All living things on

Earth are made up of a high percentage of an element called carbon.

Carbon combines with other elements in complex ways to form the molecules that make up our bodies. Most carbon on Earth is not radioactive, but a very small percentage is. Thus, as living things take in carbon, they inevitably will take up a small amount of radioactive carbon into their bodies.

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Historians look for clues about the past in primary and secondary sources. Primary sources are firsthand pieces of evidence they were written or created by the people who experienced the event. Examples include: maps, letters, diaries, government records, and artwork including prehistoric cave paintings. Secondary sources are created after an event by people who did not participate in the historical event. Examples include: biographies, encyclopedias, history books and textbooks. Some examples are the Lewis and Clark expedition journal, with hand drawn maps, from the explorations of the

Louisiana Territory, photographs and firsthand accounts as primary sources and books, documentaries, online articles, and modern maps of the journey as secondary sources.

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Attachment B

Archaeologist Discovery Report

Name of Social Scientist:________________________________________________

Date of Discovery:______________________________________________________

Location of Discovery:__________________________________________________

What colors, shapes, and materials are used in this artwork?__________________

What emotion does this artwork communicate to you?_______________________

______________________________________________________________________

From your study of the artwork, what hypothesis can you make about prehistoric humans?_____________________________________________________________

Label details in the image that support your hypothesis. Explain how these details support your hypothesis?_________________________________________

______________________________________________________________________

From your study of the artwork, what questions do you have about prehistoric humans?______________________________________________________________

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Teacher’s Name:

Employee Number:

School:



Please Note: Instructional time to implement this lesson and complete activities described in this lesson plan will vary according to the ability level of students.

1. Title: The Stone Age






SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.



SS.6.E.2.1 Evaluate how civilizations through clans, leaders, and family groups make economic decisions for that civilization providing a framework for future city-state or nation development.



SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural communities.



SS.6.W.2.2 Describe how the developments of agriculture and metallurgy related to settlement, population growth, and the emergence of civilization.







LA.6.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text.



LA.6.1.7.1 The student will use background knowledge of subject and related content areas, pre-reading strategies, graphic representations, and knowledge of text structure to make

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and confirm complex predictions of content, purpose, and organization of a reading selection.


Bronze Age, domesticate, hunters and gatherers, Ice Age, Neolithic Age, nomads, Paleolithic Age, specialization, systematic agriculture, technology


Attachment A : Teacher Background Information

Construction paper, colored pencils, binders, pencil, paper


A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson Opening: Use the websites below and Attachment A : Teacher

Background Information, to introduce the students to prehistoric cave paintings near Lascaux, France and near Altamira, Spain. Show students various cave paintings. http://www.culture.fr/culture/arcnat/lascaux/en/ , http://earlyhumans.mrdonn.org/caveart.html

b. Ask the students:

1. Why did people who lived many years ago make art?

2. Does art tell a story/ communicate ideas?

3. Have the students look at one of the images and label three details in the image that may offer clues about why the painting was created. Write a hypothesis stating why the artist created the painting. Why do archaeologists think this painting was created? c. Ask students to imagine life without roads, farms, or villages. The teacher explains different characteristics of the Prehistoric eras using Attachment

A: teacher background information, and various educational websites.

Students take notes in their binders. d. Add information to the class timeline showing the times of the Paleolithic,

Ice, and Neolithic Ages. Have students add information to their own timelines. Historians call this early period the Stone Age because people used stone to make tools and weapons. Take the students on a virtual fieldtrip through these ages. An excellent lesson on early people and stone tools, including reading, follow-up activities, vocabulary, and pictures may be found using the following websites:

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http://www.becominghuman.org/ http://www.mnh.si.edu/anthro/humanorigins/ ) http://www.pbs.org/wgbh/nova/clovis/tool-nf.html

prehistoric stone tools and weapons e. Have students create a Journal entry in their Earliest E xplorer’s Journal about the Paleolithic, Ice, and Neolithic Ages and their unique characteristics. Specifically, the students should list (by words or pictures) three facts that they have learned about each of the periods. Students share their entries with the class. f. Ask students the following questions to check for comprehension of the material that has been covered:

 What is a hunter-gatherer society?



What did ancient people gather?

 Why did hunter-gatherer societies often have to move?

 What technological and agricultural advancements caused these early people to be able to stay in one place?

 How did the land bridge, which surfaced during the Ice Age, lead to the migration of early people from Asia to North and South

America?

 How did the agriculture revolution, the growing of crops and domestication of animals, change the lives of the Neolithic people? g. Have students create a two-column chart of Paleolithic and Neolithic characteristics including lifestyles, social, cultural, technological, and physical characteristics. h. Lesson Closure: Have students create a Venn diagram and write

Paleolithic Age in one oval and Neolithic Age in the other oval and both in the center where both ovals intersect. Students use the information they learned to recall the unique characteristics of both ages and the ones they have in common.


 http://www.culture.fr/culture/arcnat/lascaux/en/ ,

 http://earlyhumans.mrdonn.org/caveart.html

 http://www.npr.org/2012/06/15/155009945/famous-cave-paintingsmight-not-be-from-humans?ft=1&f=1025

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

Cave of Forgotten Dreams a film by director Werner Herzog about the

Chauvet Cave in southern France and its cave paintings from 20,000 years ago.



Watch the movie

“Ice Man” or read the article “Otzi the Iceman” available at http://www.pbs.org/wgbh/nova/icemummies/iceman.html

. Take two column notes while watching the movie or reading the article.



A documentary on the evolutionary process, the latest reports from field researchers, articles from experts, an extensive glossary, and links to other sites: http://www.becominghuman.org/



Smithsonian site featuring human evolution: http://www.mnh.si.edu/anthro/humanorigins/ )

 http://wps.pearsoncustom.com/wps/media/objects/2427/2486120/chap_as sets/documents/doc1_6.html

Excellent article on the discovery of the

Iceman



Lesson plans, activities and modules covering Early man: http://earlyhumans.mrdonn.org/lessonplans.html

http://archaeology.mrdonn.org/lessonplans.html




Students create their own cave paintings using the information studied.



Develop maps depicting the spread of farming in the Neolithic Era.



The development of early writing systems marked the beginning of the information revolution. How is the modern information revolution similar and different to the first?



Write an article describing the invention of tools by people in the

Paleolithic era and which of these tools most helped the people to become more efficient hunters and why?



Have students create a cartoon strip about life in the past, before the invention of the computer and life today. How has this invention changed the lives of people today? Students will draw pictures and captions to illustrate their work.


Research a nomadic group of people that still exists Today (Brazilian Native

Indians, Australia’s Aborigines, African nomads) and develop a presentation to describe a day in the life of one of these groups.

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Attachment A: Teacher Background Information

Cave paintings are the most famous examples of Paleolithic art, one of the most important signs of a complex culture. They were created 17,000 to 15,000 years ago during the time of the last Ice Age. The cave in Lascaux, France, has 600 painted and drawn animals. Cave paintings have been discovered all around the world. Early painters used crushed yellow, black, and red rocks and combined them with animal fat to make their paints. They used little branches and their fingers to apply these paints to the rock walls. Later they developed brushes made from animal hairs. Few humans appear in these paintings. Historians believe early people thought these paintings of animals would bring hunters good luck or to help record the group’s history, or just for enjoyment. Today, they believe these paintings could have been drawn by

Neanderthals, the first Homo sapiens to appear on the Earth about 100,000 years ago.

Archaeologists, historians, and geographers who study prehistoric history face a unique challenge because there is very little evidence from prehistoric times. There are huge gaps of time for which there is no evidence at all. This means that scientists can look at the same evidence and come up with different answers, or theories, about how humans came to be.

Archaeologists, people who study artifacts from very distant past, divide the

Stone Age into periods. The first is the Paleolithic Age, or Old Stone Age. It began about 2.5 million years ago and lasted until around 8000 B.C. This is about 4,500 years earlier than recorded time which starts about 5,500 years ago. During this time, men usually hunted buffalo, bison, wild goats, and reindeer. They also fished. Women gathered wild nuts, berries, fruits, wild grains, and plants and helped in taking care of the children. The people were nomads who moved around in search of food. Known as hunters and gatherers, they traveled in groups of 20 or 30 members. They lived much of their lives out in the open and rarely stayed in one place for long.

The Stone Ages get their name from the tools people made out of stone. At first, they used clubs and then developed tools and weapons to help them hunt. Over time, toolmakers became more sophisticated making thinner and sharper stone blades. There were no houses and people took shelter in caves and rock overhangs. More often, they built temporary huts out of branches or tents from animal skins.

Technology is the use of new ideas and tools to do work. It was first used by

Paleolithic people to help them survive and grow. They started using a hard stone called flint (a hard stone with sharp edges) to create tools and weapons such as sharp knives and ax heads. Over time, they made more complex tools such as bows and arrows and spears that helped them hunt larger animals.

When Paleolithic people learned to make fire and tools, life became less difficult for them. This helped the people survive environmental changes. With fire, people could have light at night and they could cook meat and plants. Fire also made it possible for hunter-gatherers to live in places where it would have been too cold to survive. Another advancement was the development of a spoken language. In pasttimes, they spoke through sounds and physical gestures and expressed themselves through art.

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The ice ages were long periods of extreme cold that affected all the Earth. There were four ice ages. The most recent ice age began 100,000 years ago. Thick sheets of ice moved across large parts of Europe, Asia, and North America. As the glaciers grew larger, the water level of the oceans lowered and exposed dry land with a land bridge connecting the continents of Asia and North America. This allowed the Paleolithic people to settle in different regions by walking from Asia to the Americas. Ice Age conditions posed a threat to human life. The Paleolithic people learned to survive by adapting and eating more fatty animals, building thicker shelters, making warm clothing using animal furs, and using fire to stay warm.

By about 8000 B.C. - 4000 B.C., some groups of people had learned how to raise animals and crops for food. With this discovery, the Neolithic Age, or New Stone Age, began. The Neolithic Age began with the invention of agriculture. For the first time, people had a stable food supply. This change led to the development of large, complex societies, called civilizations.

For the first time, people settled down to live in one place. The shift from being hunter-gatherers to farmers is one of the most important advances people have ever made. The Neolithic Age (new stone) began when the last Ice Age ended about 10,000 years ago. The Neolithic Age ended when people learned to make tools out of metal instead of stone. Temperatures rose and the nomads began settling in areas with a mild climate and fertile land. They began to stay in one place and grow grains and vegetables. Gradually, farming and growing food on a regular basis (Systematic agriculture) started replacing hunting and gathering as the main source of food. This

Agriculture Revolution was one of the most important events in human history. The

Neolithic people began domesticating animals and using them to transport goods and provide meat, milk and wool. Farming developed in many areas of the world, including parts of Europe, Africa, Asia, and the Americas. Population started growing at a faster rate once these early people learned how to grow crops. Communities began to be settled.

Farming caused the early people to settle in villages near fields and rivers.

These Neolithic farming villages developed throughout Europe, India, Egypt, China, and

Mexico. The biggest and earliest known community was Jericho in Southwest Asia. It developed in an area between present day Israel and Jordan called the West Bank with sun dried brick houses. Other settlements were Catal Hoyuk and Jarmo. These people concentrated on building permanent settlements and forming larger communities.

Settled life gave better security for the people and healthier, growing populations.

People began trading food for supplies they could not produce themselves. Because an abundant amount of food was produced, Neolithic people began specializing in different jobs according to their skills. They started making pottery, baskets, jewelry, and woven cloth. During the late Neolithic Age, toolmakers created better farming tools including hoes for digging soil, sickles for cutting grain, and millstones for grinding flour.

Craftspeople in western Asia began working with copper and tin forming bronze which was stronger than copper. 3000-1200B.C. is known as the Bronze Age.

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Teacher’s Name:

Employee Number:

School:



1. Title: The Beginnings of Civilization









SS.6.W.2.3 Identify the characteristics of civilization.



SS.6.W.2.4 Compare the economic, political, social, and religious institutions of ancient river civilizations.



SS.6.W. 2.7 Summarize the important achievements of Mesopotamian civilization



SS.6.E.1.2 Describe and identify traditional and command economies as they appear in different civilizations.



SS.6.E.2.1 Evaluate how civilizations through clans, leaders, and family groups make economic decisions for that civilization providing a framework for future city-state or nation development.

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

SS.6.G.2.1 Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have influenced settlement, interactions, and the economies of ancient civilizations of the world






SS.6.G.3.1 Explain how the physical landscape has affected the development of agriculture and industry in the ancient world.



SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems







SS.6.G.4.2 Use maps to trace significant migrations, and analyze their results.




3. Key Vocabulary: fertile crescent, civilization, silt, irrigation, surplus, city-state, monotheism, polytheism, ziggurat, cuneiform, scribe, epic


Attachment A: Teacher Background Information,

Attachment B: Map of Fertile Crescent region

Paper, pencil, binders


A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives.

71

a. Lesson opening : Show the students a map of the Fertile Crescent region where the first river valley civilizations came about in Mesopotamia near the Tigris and Euphrates rivers. What makes the area unique, what are some sights and activities they could see happening? Why would the earliest civilizations have arisen in this area? Use Introduction to

Ancient Culture link to take the students on a virtual tour of

Mesopotamia. b. Using Attachment A : Ask the students what they think makes a civilization. Write their ideas on the whiteboard. Teacher explains how civilizations developed and the characteristics that all civilizations have in common. Teacher uses the following website http://www.fsmitha.com/h1/ch01.htm

to help the students gain a deeper understanding of the Sumerian civilization.

Sumerian life and accomplishments related to their assigned topic. They may use the classroom or teacher computer for further research. Teacher should circulate and help students as needed to ensure that students remain focused and on task. Ask students to have one member from each group share their findings with the class. e. Ask students to write their own description of the Sumerians, answering the following questions: What were the Sumerians’ greatest accomplishments? Did they meet the requirements of a civilization discussed in the beginning of this lesson? Do you agree that the

Sumerians were the “first great civilization”? Why or why not? Evaluate students based on participation in the group activities for today. A three point rubric may be used if needed. c. Next, tell students they are going to learn more about the ancient

Sumerians. Divide the class into small groups and assign each group one of the following aspects of Sumerian culture:

1. farming

2. architecture and buildings

3. transportation

4. religion and temples

5. trade

6. science, learning, inventions

7. materials and tools

8. writing

9. occupations

10. Politics and social classes d. Have students work in their groups to develop a short presentation about

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f. Lesson Closure : Have students write an essay explaining which

Sumerian contribution they believe has been the most significant and why?




Mr Dowling's Electronic Passport: Mesopotamia



Odyssey Online



History Links 101: Ancient Mesopotamia



Introduction to Ancient Culture virtual tour of Mesopotamia



Video -- Mesopotamia -- National Geographic

 http://video.nationalgeographic.com/video/kids/people-placeskids/iraq-mesopotamia-kids/



History for Kids: The Sumerians http://www.historyforkids.org/learn/westasia/history/sumerians.htm




Have students use clay to create their own messages using cuneiform.

Students should share and try to decode the other students’ messages.



Have students create a two column chart that summarizes the features of

8. early civilizations.


Have students answer the following short essays :

1. Is the U.S. a civilization according to the eight characteristics explained in class? Provide examples for each characteristic.

2. Does a civilization, in your opinion, need to have all of the characteristics

mentioned? Why or why not?

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Attachment A: Teacher Background Knowledge

Humans continued to develop more complex cultures and around 3000 B.C. civilizations, a group of people who have a high level of culture and order, began to arise. Four of the great river valley civilizations: Mesopotamia, Egypt, India, and China emerged around 3000 B.C. All of these civilizations share common characteristics:

1. Developed cities

—fertile land made it easy to grow crops; rivers provided fish and water and encouraged trade. The cities became the centers for the civilization.

2. Formed Government —to protect themselves and their food supplies. The first governments were monarchies led by a queen or king

3. Religions —developed to help the people explain their lives

4. Social Class Structure —people were organized into groups defined by the type of work they did and the amount of wealth or power they had. Usually rulers, priests, government officials and warriors made up the high social class which set the rules and made the important decisions. Below this was free people composed of farmers, artisans, and craftspeople. The lowest class consisted of enslaved people captured from enemies during war and criminals.

5. Writing —used to pass on information and used symbols in place of letters and words. People used writing to keep accurate records and preserve stories.

6. Art —created for enjoyment and they created paintings and sculptures portraying gods and forces of nature. They designed buildings for worship and burial tombs for kings.

7. Agriculture

—stable food supply

8. Technology-Developed for use by the civilization

Mesopotamia (the land between the rivers) is the earliest known civilization. It has been called the cradle of civilization —it was the beginning of organized human society.

It began in the plain between the Tigris and Euphrates rivers. It was located in the eastern part of the Fertile Crescent that extends from the Mediterranean Sea to the

Persian Gulf. It includes parts of the modern countries of Turkey, Syria, Iraq, Lebanon,

Israel, and Jordan. Historians believed it was first settled around 7000 B.C.

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By about 4000 B.C., farming villages were built along the two rivers. They used the river to help water the fields but in the summer the river was often low. During the spring harvest, rains and melting snow caused rivers to overflow their banks. This caused flooding in the plains sweeping away crops, homes and livestock. The flooded rivers were filled with silt (small particles of soil) that was good for farming. People in

Mesopotamia learned to build dams to control the floods and dug canals to water their fields for irrigation in areas that would otherwise be dry and not suitable for farming.

Irrigation led to surpluses of food to store for later use. With extra food supplies, some people became artisans and skilled workers artisans made more goods and people began to live together in places that favored trade. Small farming villages grew into cities and by 3000B.C. several cities developed in Sumer, a region in southern

Mesopotamia.

Sumer’s people were known as Sumerians. They built the first cities in SW Asia including Ur, Uruk, and Eridu. These cities became independent and raised their own crops and made their own goods. In turn they gained political and economic control over the lands around them forming city-states. Each city state had its own government.

They worshipped many gods (known as polytheism) and honored the god that helped their activity. Every city-state chose one god and honored it by building a large temple called a ziggurat. Later these city-states became monarchies and power became hereditary.

The family was the basic unit of society. Men were the head of the home. Boys went to school and women ran the home and cared for children. Women had few civil rights.

Sumerian contributions:

1. Writing —considered the most important Sumerian contribution. They developed the earliest known writing system in the world called cuneiform. It was made up of 1,200 different characters by cutting wedge-shaped marks into damp clay

(they did not have paper) with a sharp reed called a stylus. Only a few privileged boys from wealthy families learned how to read and write cuneiform. They became scribes and wrote documents including court records, marriage contracts, business dealings and important events. Sumerians told stories orally

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for centuries and with cuneiform they were able to write these stories down.

Their tales praised the gods and warriors for doing great deeds. The world’s oldest known story is from Sumer called the Epic of Gilgamesh , an epic is a long poem that tells the story of a hero.

2. They were the first people to use the wheel and built the first carts pulled by donkeys.

3. Developed the chariot and sailboat

4. Wooden plow

5. Potter’s wheel

6. Used bronze to craft stronger tools, weapons, and jewelry

7. Studied mathematics and used geometry and created the place-value system of numbers based on 60, devised tables for calculating division and multiplication, the 60 minute hour, 60 second minute and 360 degree circle.

8. They studied astronomy and watched the position of the stars to help them find the best time to plant crops and to hold religious ceremonies. They also made a 12 month calendar based on the cycles of the moon.

9. First laws

10. Construction of the ziggurat

11. Organized armies

12. Music

13. Medicine

14. Irrigation techniques

15. Games

16. Devotional statues

17. Arches

18. Development of city-states with kings as leaders

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Attachment B: Map of Fertile Crescent Region

77

Teacher’s Name:

Employee Number:

School:



1 Title: Ancient Mesopotamia






SS.6.W.1.3 Interpret primary and secondary sources






SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization.



SS.6.W.2.8 Determine the impact of key figures from ancient

Mesopotamian civilizations










78



SS.6.G.5.2 Use geographic terms and tools to explain why ancient civilizations developed networks of highways, waterways, and other transportation linkages and analyze their results.




SS.6.G.1.7 Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today.



SS.6.G.4.4 Map and analyze the impact of the spread of various belief systems in the ancient world






LA.6.1.7.1 The student will use background knowledge of subject and related content areas, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection.

3. Key Vocabulary: Empire, province, code, theocracy, epic, stele

4. Materials Needed: Map of region, Epic of Gilgamesh copies, Code of

Hammurabi copies, paper, pencil, binders

Attachment A: Teacher Background Information

Attachment B: Rubric for writing a letter to the editor


A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson opening : Use the website below to read excerpts from the primary source document The Epic of Gilgamesh and Attachment A:

Teacher Background Information to teach the important concepts for the lesson. Have a student volunteer to show the location of Uruk on the map.

Explain that there was a historical king called Gilgamesh, but there is no historical evidence that he accomplished the deeds described in the epic.

An epic is a long poem that tells the story of a hero. Explain to students

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80 the meaning of heroism and discuss examples of modern day heroes.

Compare Gilgamesh to a modern day hero. What similarities or differences do they see? http://www.ancienttexts.org/library/mesopotamian/gilgamesh/ b. Continue teaching about the first empires using Attachment A and the educational websites referenced below. Students add to their timelines while teacher adds to the classroom timeline the dates and important contributions of Sargon the Great and his first empire, the Akkadians, as well as the Babylonian Empire and its rulers and significant achievements. c. In cooperative groups have students review copies of different laws from

Hammurabi’s Code and rewrite the codes in modern English. Ask students to think of some modern crimes such as identity theft, computer hacking and have students write laws that deal with these crimes in the style of Hammurabi’s code. They should be able to compare

Hammurabi’s code to present-day American laws listing similarities and differences. Compare the punishments for breaking laws in Hammurabi’s

Code to the punishments for breaking laws in the United States. Use the following website for an excellent lesson on Hammurabi’s Code including background information, pictures, and other relevant activities: http://www.phillipmartin.info/hammurabi/homepage.htm

d. Have students create a Venn Diagram to compare and contrast Sargon and

Hammurabi’s rule and the shared aspects of both. e. Lesson Closure : Write a letter to the editor of The Babylonian Times newspaper and give a clear opinion about one of Hammurabi's laws.

Debate the pros and cons of whether they would stop crime today. Also, show students current verdicts made by judges in which the punishments fit the crimes. One example is Judge Sacco in Fort Lupton, Colorado. In

2009, he ordered a group of teenagers, who played loud music at all hours, to listen to Barry Manilow music on Friday night as a punishment for several repeated offences instead of continuing to charge their parents fines. Use rubric attached for grading the letters.




Research the region and time to create a Power Point presentation on ancient Mesopotamia. Include pages that deal with religion, daily life, government, art and literature, technology, and reasons for decline.

 http://www.ancienttexts.org/library/mesopotamian/gilgamesh/



http://www.phillipmartin.info/hammurabi/homepage.htm




Have students write their own epic about an imaginary hero based on The

Epic of Gilgamesh.


Have students outline and summarize the key aspects of civilization for the

Mesopotamian empires in their Content Journals.

81

Attachment A: Teacher Background Knowledge

The Epic of Gilgamesh is the oldest written story on Earth. It comes from Ancient

Sumeria, and was originally carved in cuneiform script on 12 clay tablets about 2000

B.C. The tablets were kept in the Royal Library. It is about the adventures of the historical King of Uruk (somewhere between 2750 and 2500 BCE) who did heroic deeds and fought against evil beings. In this story, Gilgamesh and his friend Enkidu seek to slay the monster, Humbaba, keeper of a distant forest. Humbaba possesses seven powers which Gilgamesh hopes to claim for himself.

Remind students of the exact location being discussed by displaying a map of the

Fertile Crescent region with cities and empires. By 2400B.C., Sumer’s city-states had weakened considerably and Sargon, the leader of the kingdom of Akkad started conquering the remaining Sumerian city-states one by one. He formed the first empire

(group of many different lands under one ruler) uniting Sumer and Akkad. The

Akkadians developed their own language and artists carved sculptures on stones. He eventually extended his empire to include all the peoples of Mesopotamia. (2300-2100

B.C.) This empire lasted more than 200 years before invaders conquered it. A series of kings invaded the region and adopted the Sumerian achievements.

The Amorites were a people who lived in the region west of Mesopotamia. In the

1800’s they conquered Mesopotamia and built their own cities. Babylon was the largest of these cities; it was located on the eastern bank of the Euphrates River in present-day

Iraq. Around 1792 B.C., the king of Babylon, who was a brilliant war leader,

Hammurabi, began conquering cities controlled by the Amorites and created the

Babylonian Empire which stretched from the Persian Gulf, through the Tigris-Euphrates valley and west to the Mediterranean Sea. (1792-1595 B.C.) Babylon became the most important city in Mesopotamia and agriculture and trade thrived under his rule.

One of the problems facing early civilizations was setting up laws to govern themselves once people started living in communities instead of hunting, gathering, and roaming for food. Hammurabi, who ruled for 42 years, created a set of 282 laws for his

82

empire known as the Code of Hammurabi written in cuneiform on a stele (an upright slab of stone inscribed with letters and pictures to depict important events) in this way all people would know their rights and responsibilities. It contains some ideas that are still found in laws today. http://www.phillipmartin.info/hammurabi/hammurabi_codeindex.htm

These laws dealt with crimes, farming, business, marriage, and the family and they were the first set of laws that made clear exactly what actions were crimes. The code listed a punishment for each crime and became known as “an eye for an eye, and a tooth for a tooth.” This means that a punishment for a crime should match the seriousness of the crime. It protected the less powerful such as wives and influenced later codes by Greece and Rome.

83

84

Attachment B: Rubric for writing a letter to the editor

Grading Criteria

Content

Organization

Excellent

Takes a strong, well-defined position; presents appropriate reasons, supporting details, and facts.

Arguments are sequenced effectively; has strong introduction and conclusion; body is well developed; paragraphs are logically structured; overall structure is very effective.

Acceptable some reasons and details, but does not fully develop argument.

Arguments are sequenced somewhat effectively; includes introduction and conclusion; paragraphs are well structured, but may have minor flaws; structure is generally effective.

Minimal

Position not clearly stated; gives unrelated, unsupported, general statements, reasons, and details; minimal facts used.

Arguments are not well sequenced; introduction or conclusion is unclear or lacking; organization of paragraphs is flawed.

Unacceptable

.

Does not take a clear position; ideas are undeveloped; no facts or details support position

Structure is largely unclear, inappropriate, or lacking; introduction or conclusion is missing; there are significant flaws in the organization of paragraphs.

Mechanics Flawless spelling, punctuation, and grammar; varied sentence structure.

Some minor spelling, punctuation, or grammar errors; somewhat varied sentence structure.

Careless spelling, punctuation, or grammar errors; repetitive sentence structure.

Significant spelling, punctuation, or grammar errors; poor sentence structure.

Presentation Neatly typed; proper letter format used.

Neatly presented; letter format used.

Legibly presented; may not include some elements of proper letter format.

Difficult to read; is not in proper letter format.

Teacher’s Name:

Employee Number:

School:



1. Title: The Assyrian and Chaldean Empires












SS.6.E.1.2 Describe and identify traditional and command economies as they appear in different civilizations.



SS.6.E.1.3 Describe the following economic concepts as they relate to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources.



SS.6.E.3.4 Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade.




85

86









SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.



SS.6.G.5.1 Identify the methods used to compensate for the scarcity of resources in the ancient world



SS.6.G.5.2 Use geographic terms and tools to explain why ancient civilizations developed networks of highways, waterways, and other transportation linkages.




SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization.



SS.6.W.2.8 Determine the impact of key figures from ancient

Mesopotamian civilizations.



SS.6.G.1.3 Identify natural wonders of the ancient world.












LA.6.1.7.1 The student will use background knowledge of subject and related content areas, pre-reading strategies, graphic representations, and knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading selection.


Aqueducts, astronomers, caravans, complex, conquered, culture, descendants, empire, irrigation, military, political districts, provinces, region, revolt , sculptures, sundial, tribute, ziggurat


Paper, pencils, colored markers,

Outline maps

Attachment A: The Assyrian and Chaldean Empires


A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson opening : Use the following website: http://flocabulary.com/fertilecrescent-civilizations/ to hear a modern-day Hip-Hop song about the

Fertile Crescent and its various empires and their contributions. Ask students what they learned from the song and record their responses on the whiteboard. b. Use Attachment A: The Assyrian and Chaldean Empires as either a reading for students or as a Teacher Background Sheet to teach the background of the early empire civilizations. If you chose to use as a class reading, use appropriate reading strategies to complete. Have students take notes on the information presented. Add the important dates of each civilization to the class timeline displayed on the wall. c. Help students create an Empire Booklet listing the four Mesopotamian empire civilizations (Akkadian, Babylonian, Assyrian, and Chaldean or

Neo-Babylonian). Students should label their time periods, locations, rulers, military, political, economic, and cultural achievements. Also, note which events led to the decline of each empire. d. Lesson Closure : Use a note-taking diagram to list the names of each of the empires, the dates they existed, and one advance and achievement made by each.


 http://flocabulary.com/fertile-crescent-civilizations/ Fertile Crescent

Hip-Hop Song

87



How did the rulers of the Mesopotamian empires use technology to expand and unite their empires? Have students record their answers in their student content journals.



On the internet, find and print out a political map of Southwest Asia and fill in the names of the modern countries. Then find historical maps showing

Sumer, Akkadia, Babylon, Assyria, and the Chaldean Empires. Use different colors to mark the location of each ancient civilization.




Tell the students they are visiting Babylon around 565 B.C. They will complete a report that describes Babylon, how the cities were organized, and give opinions about the city from the perspective of a person who is visiting the city for the very first time.



If you were making a list of the Seven Wonders of the Modern World, what places would you put on it?

8. Assessment Strategy: Students should be able to complete a time line with the four Mesopotamian empires and the dates they existed including their rulers and major accomplishments. Also, their empire booklet should be checked for thorough content and completion for a grade.

88

Attachment A The Assyrian and Chaldean Empires

89

The Assyrian empire arose about 1,000 years after the empire of Hammurabi. It extended from the Persian Gulf in the east to the Nile River in the west. (900-612 B.C.)

The Assyrians honored their powerful kings by building beautiful palaces and huge sculptures. They also built some of the earliest aqueducts. The capital was called

Nineveh, along the Tigris River. Assyria was a large empire and it extended into 4 present-day countries: Turkey, Syria, Iran, and Iraq. Around 900 B.C. , the Assyrians developed a large and powerful military that fought with slingshots, bows and arrows, swords and spears. Iron weapons they adopted from the Hittites, was a key factors to their success. They robbed people, set crops on fire, and destroyed towns and dams.

They ruled for 300 years and divided their empire into provinces and political districts.

The kings chose officials to govern, collect taxes, and carry out the laws in each province. An ancient Assyrian king, Ashurbanipal, built one of the world’s first libraries in Nineveh. Farming and trade were both important to the Assyrians.

In 627B.C. the Chaldeans, under the rule of Nabopolassar, led a revolt against the

Assyrians and was crowned king of Babylonia. The Medes joined the Chaldeans and in

612 B.C. they captured Nineveh and burned it to the ground. Nabopolassar and his son

Nebuchadnezzar, created a new empire sometimes called the new Babylonian Empire or Neo-Babylonian Empire , (605-539 B.C.), since most of the Chaldeans were descendants of the Babylonians. Babylon became the largest and richest city in the world with huge brick walls, grand palaces, temples and a huge ziggurat. The king’s palace had a giant staircase of greenery known as the Hanging Gardens; which was considered one of the Seven Wonders of the Ancient World. A complex irrigation system brought water from the Euphrates River. They built new canals and collected very high taxes and tributes, and forced payments from conquered peoples. The major trade route between the Persian Sea and the Mediterranean Sea passed through

Babylon. Babylon grew wealthy from trading. Chaldean astronomers mapped the stars, the planets, and the phases of the moon. They invented one of the first sundials to measure time and they were the first to follow a seven-day week. After

Nebuchadnezzar died, the Persians captured Babylon in 539 B.C. and made it part of their empire but allowed it to keep its distinct culture.

Teacher’s Name:

Employee Number:

School:



1. Title: What if the Nile Changed its Course?















SS.6.G.2.4 Explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies.



SS.6.G.2.7 Interpret choropleths or dot-density maps to explain the distribution of population in the ancient world.




SS.6.G.1.4 Utilize tools geographers use to study the world


Choropleth, population, population density,

90


Attachment A: Choropleth – Egypt: Population Density


A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson opening: After reading Lesson 1: The Nile River in the text (pp 100-

107), discuss the importance of the Nile to the development of civilization in

Ancient Egypt. Ask students why Egypt is sometimes referred to as The

Gift of the Nile. b. Explain to students that they are going to look at a special purpose map today called a Choropleth. A Choropleth uses color to show differences in a region, such as population density. Distribute Attachment A- Choropleth-

Egypt: Population Density.(The map is also available in your textbook, page

37) Discuss related vocabulary.

c. Looking at the map, ask students the following questions:

What is north of Egypt? (Mediterranean)

Where is most of the population of Egypt concentrated. (In a narrow region

running N/S through the country)

What is in the center of the population strip? (The Nile River)

What is to the east of the Nile? (desert, Red Sea)

What is to the west of the Nile? (Sahara)

What is the reason that people live mostly in the Nile River Valley? (The

conditions are better for habitation- the restof the country is mostly desert-

not good for living) d. Review with students all of the things that the Nile provides- food, drink, transportation, animals, clothing, etc. List items on the whiteboard as students name them. e. Ask students to imagine what would happen if the Nile suddenly stopped flowing through Egypt. Working individually, or in small groups, have students list all of the things that would happen to the Nile River Valley if the river disappeared. f. Remind students to list the geographical, cultural, and economic consequences. Share ideas and discuss. Have students explain why (or why not) they think Gift of the Nile is an appropriate name for Egypt.

91

g. Review the physical characteristics of the Sahara Desert. h. Ask the class to imagine all of the things that would happen if the Nile began to flow across the Sahara. i. Individually, or in small groups, have students list the impact the river would have on the desert; e.g., grass begins to grow, insects begin to live in the grass, new farm land is created, etc.. Continue to the point where people move to the area and civilization begins to develop. j. As students construct their new Saharan scenario, remind them to structure a physical, social, and political environment as well. Challenge students to create a perfect civilization. k. Lesson Closure: Have students share their new civilizations with the class.

Review.




Floating Along the Nile Graphic Novel http://connected.mcgrawhill.com/media/repository/private_data/DOC/50000094/84/35.pdf



Ancient Egypt Lesson Plan from Discovery Education: http://www.discoveryeducation.com/teachers/free-lesson-plans/ancientegypt.cfm

 Protecting Egypt’s Past

from Scholastic Online: http://www.scholastic.com/browse/article.jsp?id=3756179



Scholastic Online- list of articles on Ancient Egypt with summaries and links to articles: http://www.scholastic.com/browse/search/teacher?VT=2&channelOnly=tru e&Ntx=mode+matchallpartial&_N=fff&Ntk=SCHL30_SI&query=ancient+eg ypt&N=0&Ntt=ancient+egypt&fq=sm_search_channels%3A%5Eteacher%

5E&fq=Grade%3A%5EGrades+6-8%5E&spellcheck=false



Egypt’s Golden Empire-Lesson from PBS: http://www.pbs.org/empires/egypt/pdf/lesson2.pdf


 Have students create a travel brochure advertising the “New Sahara”



Music: Compose a song or National Anthem for your civilization

92



Create a timeline for your civilization. Calculate the amount of time needed for each stage of development.


Teacher observation during the questioning process is an effective method of assessing progress. Evaluation of the New Sahara Civilizations provides a more formal assessment. The extension activities may also be evaluated.

93

Attacment A Choropleth

– Egypt: Population Density

Map From: Core Textbook: Discovering Our Past- A History of the World Early Ages

94

Teacher’s Name:

Employee Number:

School:



3. Title: Pharaoh of the Year






96 Determine the contributions of key figures from ancient

Egypt

.







LA.6.1.6.2 The student will listen to, read, and discuss familiar and conceptually challenging text.





Dynasty, empire, kingdom, pharaoh, pyramid


Paper

Pens or pencils

95


A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson opening: After completing the reading on Egypt in Chapter 5 of the textbook (pp 100-126), ask student to think about the Pharaohs of Ancient

Egypt? Ask the following questions and record student answers on the whiteboard.

Who were the Pharaohs of Egypt? (list)

What were some of their accomplishments? b. When the lists are completed, tell students that they are going to chose one of the Pharaohs to nominate for the “Pharaoh of the Year” contest. c. Individually, or in small groups, students will write speeches. Each speech should state who the Pharaoh is; what his/her accomplishments were, and why he/she should be voted as the Pharaoh of the year. Students will make an oral presentation of their speeches as well as turning in a written copy for evaluation. Remind students to be creative! d. Provide time for oral presentations. e. Lesson Closure: Have students vote to select the Pharaoh of the Year.




Biographies of the Pharaohs of Ancient Egypt: http://www.kingtutone.com/pharaohs/



Articles on the Ancient Egyptian Pharaohs from Egypt Online: http://www.ancient-egypt-online.com/ancient-egyptian-pharaohs.html



Lesson Plan from PBS- Egypt’s Golden Era: http://www.pbs.org/empires/egypt/educators/lesson4.html

96




Have students create a timeline of the Pharaohs of Ancient Egypt.

97

8.



Have students create a campaign poster for their “Pharaoh of the Year” candidate.


Student written speeches may be evaluated for composition and content.

Individual presentations may be evaluated by teacher or student generated assessment models. Written samples may be placed in portfolios.

Teacher’s Name:

Employee Number:

School:



1. Title: Globebook, Inc






SS.6.W.2.5 Summarize important achievements of Egyptian civilization.




SS.6.G.1.4 Utilize tools geographers use to study the world

.






LA.6.1.7.3 The student will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant


Construction, embalming, hieroglyphics, incense, medical science, papyrus, pyramids, shadoof,


Textbook

Attachment A:

Paper

Pencils

Globebook, Inc

98

Colored pencils or markers


A detailed, step by step description of how to deliver the lesson and achieve the lesson plan objectives. a. Lesson opening: After reading and discussing the reading on Egypt in Chapter

5 of the textbook (pp 100-126), discuss the achievements of the Ancient

Egyptian Civilization. b. Divide the class into cooperative learning groups. c. Review vocabulary. d. Distribute Attachment A: Globebook, Inc (cooperative learning worksheet).

Read and discuss the worksheet, brainstorm as to creative applications. e. Provide access to textbooks and time to complete the activity. f. Monitor and guide students in their research and cooperative learning activities. g. Lesson Closure :Provide time for oral group presentations and follow up discussion.




Achievements and Inventions of Ancient Egypt: http://egypt.mrdonn.org/achievements.html



Academic Kids article on the achievements of Ancient Egypt: http://academickids.com/encyclopedia/index.php/Ancient_Egypt



Ancient Egyptian Achievements and Contributions: http://www.ancientegyptianfacts.com/ancient-egyptian-achievements-andcontributions.html




Compile all encyclopedia articles developed into a class portfolio or

“Global Encyclopedia.” Allow students to “check out” the encyclopedia to

99

take home and share with their family. Ask your media-center specialist to display your encyclopedia for schoolwide use.


Encyclopedia articles may be evaluated by the teacher, or by groups. You may want to have students assess the production process within their group or evaluate the presentations of other groups.

100

Attachment A “

Globebook, Inc”

“The Encyclopedia That Brings You the World”

Dear Students,

The executives of “Globebook, Inc” are in the process of creating a new and exciting encyclopedia for middle and high school students. We are developing global encyclopedia “for the students” that will be created “by the students.” You have been selected to be one of our contributors.

Your assignment is to carefully research Ancient Egypt and its achievements. Then, working in cooperative groups, write an article about the civilization and its achievements for “Globebook, Inc.” Please make your article interesting and attractive.

Be sure to include information about the civilization and details on the accomplishments.

Include a timeline of important events. Pleas also illustrate your article and include a map of the region.

To guide your writing, divide the following roles among the members of your group:

Text Authors: write the text of the article

Cartographers: make an attractive map of the region

Timeline developer: create an accurate timeline for the important developments/ historical events in the civilization

Illustrator: create illustrations related to the text and/or timeline for the article

When each member of your group has completed his or her assigned task, work together in compiling your finished product, Prepare a brief presentation to share your article with your class.

Thank you for your cooperation in this matter. The staff of “Globebook, Inc” will be eternally grateful to you for your efforts.

Sincerely,

Rich Moneybags

CEO

“Globebook, Inc”

101

6th Gr. World History Opening of Schools Lessons

Ancient History

Grade 6

Lesson Plans to Support Instruction

First Nine Weeks

Miami-Dade County Public Schools

Curriculum and Instruction

Division of Social Sciences

Table Of Contents

Pages

Lesson Correlations with Florida’s Next Generation Sunshine State

Standards: Sixth Grade World History

The Six Essential Elements of Geography

Maps and Globes

Maps Globes

How are they alike?

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

_

How are they different?

Maps Globes

Looking at Map Projections

Attachment A: Teacher Background Information

Attachment B

Archaeologist Discovery Report

Attachment A: Teacher Background Information

Attachment A: Teacher Background Knowledge

Attachment B: Map of Fertile Crescent Region

Attachment A: Teacher Background Knowledge

Attachment B: Rubric for writing a letter to the editor

Globebook, Inc”

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6th Gr. World History Opening of Schools Lessons

Ancient History

Grade 6

Lesson Plans to Support Instruction

First Nine Weeks

Miami-Dade County Public Schools

Curriculum and Instruction

Division of Social Sciences

Table Of Contents

Pages

Lesson Correlations with Florida’s Next Generation Sunshine State

Standards: Sixth Grade World History

The Six Essential Elements of Geography

Maps and Globes

Maps Globes

How are they alike?

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

_

How are they different?

Maps Globes

Looking at Map Projections

Attachment A: Teacher Background Information

Attachment B

Archaeologist Discovery Report

Attachment A: Teacher Background Information

Attachment A: Teacher Background Knowledge

Attachment B: Map of Fertile Crescent Region

Attachment A: Teacher Background Knowledge

Attachment B: Rubric for writing a letter to the editor

Globebook, Inc”

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