6th Grade Unit 2 Writing Prompt
Unit Prompt:
We have just completed a unit in which various ancient civilizations were explored. Three of
those selections focused on archeologists who analyzed evidence to draw conclusions about
those ancient civilizations. Citing textual information from The Search for Early Americans, The
Island of the Bulls, and The People on the Beach, determine how archeologists and
anthropologists analyze evidence to draw conclusions about ancient civilizations.
Part 1: Use the graphic organizer to record details about each civilization from the selections.
The Search for Early Americans
The Island of the Bulls
The People on the Beach
Part 2: Write a five paragraph essay that explains how archeologists and anthropologists
analyze evidence to draw conclusions about ancient civilizations. Be sure to use relevant facts,
concrete details, and appropriate transitions.
Use the text dependent questions below to teach students the skills necessary to apply to their
writing.
Lesson 1 – Digging Up the Past
1.
2.
3.
On pg. 116, what details does the author give about archaeology? How does this contribute to the
development of the theme? (RL2)
Compare how Joe and Damian handle the artifacts they find at the beginning of the story and later in the
story. Have they changed the way they think or feel about being an archaeologist? (RL3)
How does the scene on pg. 132 where the mayor discovers a 3 cent coin fit into the story? (RL5)
Lesson 2 – The Search for Early Americans
1.
Summarize the information in the text using the graphic organizer. Be sure to focus on the most
important details about each civilization. (RI2)
Mesa Verde (pg. 138-146)
2.
Grand Gulch (pg. 146-150)
Chaco Canyon (pg. 150-158)
What final argument does the author make about Richard Wetherill being an archaeologist?
Lesson 3 – The Island of the Bulls
1.
How does the diagram on pg. 167 support the claim that a labyrinth might have existed? (RI7)
2.
3.
What evidence supports the claim that bulls were important to the Minoan civilization? (RI8)
How are the myth and the historical evidence alike and how are they different? Use details from the
passages to support your response (RI9)
Lesson 4 – The People on the Beach
1.
2.
3.
Why does the author include Pliny the Younger’s personal account of the eruption of Vesuvius? (RI6)
How does the picture on pg. 179 along with the text on pg. 178-179 give you a better understanding of the
experiences of the Herculaneans during the eruption? (RI7)
Why is the nickname “the bone lady” an appropriate title for Sara Bisel? Use text evidence to support your
thinking. (RI1)
Lesson 5 – Riddle of the Rosetta Stone
1.
2.
3.
Read pgs. 197-198, what is the central idea presented on these two pages? (RI2)
How do the diagrams on pg. 212 aid you in the understanding of the information presented? (RI7)
What reasons and evidence does the author provide on pgs. 203-204 to support the claim that the
demotic script would be easier to translate? Was the claim correct? Why or why not? (RI8)
Lesson 6 – His Majesty, Queen Hatshepsut
1.
2.
3.
How does telling the story from Queen Hatshepsut’s point of view affect what the reader learns about
characters and events? (RL6)
What is the author’s point of view about women ruling during this time period? Use examples from the
text to support your conclusion. (RL6)
Reread the following sentence in which Queen Hatshepsut describes the Prince. “Rather, he is a vein of
rock that appears treacherously now here, now there, for me to stumble over.” Does this statement have
a positive or negative connotation? How can you tell? (RL1)
Lesson 7 – The Silk Route
1.
2.
3.
How does the author introduce and elaborate on the role of the silk route as an outlet for trade? (RI3)
How does the section “Kashgar” fit into the overall structure of the text? (RI5)
Why does the author refer to the Pamirs as the “Trail of Bones” if they are a mountain range in eastern
Afghanistan? (RI4)