LEO BAECK DAY SCHOOL CURRICULUM: MYP Grade 6 (Year 1) – Civilization
These Curricular Expectations are taught from a perspective that reflects the unique nature of the LBDS. Grade 6 Expectations are enriched and extended, where
appropriate, through a selection of the “AREAS OF INTERACTION” from the Middle Years Programme International Baccalaureate http://www.ibo.org/myp/. The
“IBO Learner Profile” and “IBO Attitudes” are central to our approach to teaching and learning in and out of the classroom. Reform Jewish values, perspectives and
content are incorporated into subjects where applicable.
IB AREAS OF INTERACTION
Approaches to Learning. Health and Social Education. Human Ingenuity. Environment. Community and Service.
Approaches to Learning and Teaching Strategies
Assessment (Criterion Referenced)
(Methodologies)
(Formative assessment, Summative assessment, Student self-assessment)
Organization
Skills
Communication
Skills
Thinking
Skills
Attitudes,
Social skills
•Responsibility
•Language skills
•Appreciation,
•Enthusiasm
•Performance:
quizzes, tests
•Open-ended
Research
•Rubrics
•Exemplars
•Study habits,
Note making
•Listening,
•Oral strategies
•Acquisition of
specific
knowledge
•Numeric
strategies
•Independent
work
•Observations
•Portfolios
•Checklists
•Anecdotal
records
•Homework
•Group skills
•Problem solving
•Confidence,
•Curiosity
•Selected
Responses
•Presentations
•Benchmarks
•Continuums
•Research
strategies
•Subject specific
vocabulary, term.
•Creative, Lateral
thinking
•Respect:
self/others/world
•Essays
•Reports
•Conferences
•Rating scale
•Learning Logs
•Preparation for
class
•Verbal, Nonverbal, Visual
strategies
•Presentation
skills
•Critical thinking,
Analysis
•Cooperation
•Open-ended
original responses
•Response
journals
•Bloom’s
taxonomy
•Commitment,
•Effort
•Reflections
•Interviews
•Group work
•Class
participation
•Arts based
strategies
•Empathy,
•Tolerance
•Demonstrations
•Learning style:
Gardner’s Multiintelligences
•Direct, Front
loading
•Activity based
strategies
•Integrity
•Self discipline,
Self management
Strategies:
Criteria Tools /Recording Devices:
•MYP Criterion/
Achievement
Levels
PRIMARY RESOURCES
•
A History of Our World – Steck – Vaugh
ADDITIONAL RESOURCES
•
•
•
•
•
•
•
JUDAICA
• Creation in Torah and Scientific Evolution
• Emergence of Abraham
• Greek conquest of Judea
Western Civilization to 1500 – Harper Collins
Art and Civilization- Laurence King
Odyssey Through the Ages – Newman
Echoes from the Past – McGraw Hill
Art Through The Ages – Harcourt
Introduction to Jewish History – Behrman House
Teacher generated
Internet
LBDS OVERVIEW OF PROPOSED UNITS
YEAR:
SUBJECT:
5769/70, 2009/10
Civilization
GRADE: 6
TEACHER/S:
CAMPUS: NORTH
Use as many blocks as required.
UNIT
#
1
2
3
DATES
(Start-End)
UNIT TITLE
Sept – Oct
Historiography
4, 40 hours
“Big Bang” Forward
Nov – Jan
Prehistory
2, 20 hours
“Where’s the Beef?”
Feb – Mar
Ancient Near East and
Mediterranean Civilization
GUIDING QUESTION (MYP)
AREAS OF INTERACTION
(MYP)
Why should the past be researched and
documented?
Approaches to Learning
Human Ingenuity
Who are/were we, and how/when did the human
race begin?
Approaches to Learning
Health and Social
Environment
How does water affect civilization?
Approaches to Learning
Environment
Human Ingenuity
How has ancient Greece impacted our present
day lives?
Approaches to Learning
Human Ingenuity
2, 20 hours
Water, Water Everywhere
4
5
Apr – June
Ancient Aegean Civilization
2, 20 hours
“From Toga to Yoga”
LBDS OVERVIEW OF PROPOSED UNITS
YEAR:
SUBJECT:
5769/70, 2009/10
Civilization
GRADE: 6
TEACHER/S:
CAMPUS: SOUTH
Use as many blocks as required.
UNIT
#
1
2
3
DATES
(Start-End)
UNIT TITLE
Sept – Oct
Historiography
4, 40 hours
“Big Bang” Forward
Nov – Jan
Prehistory
2, 20 hours
“Where’s the Beef?”
Feb – Mar
Ancient Near East and
Mediterranean Civilization
GUIDING QUESTION (MYP)
AREAS OF INTERACTION
(MYP)
Why should the past be researched and
documented?
Approaches to Learning
Human Ingenuity
Who are/were we, and how/when did the human
race begin?
Approaches to Learning
Health and Social
Education
Environments
How does water affect civilization?
Approaches to Learning
Environments
Human Ingenuity
How has ancient Greece impacted our present
day lives?
Approaches to Learning
Homo Faber
2, 20 hours
“Water, Water Everywhere!”
4
5
Apr – June
Ancient Aegean Civilization
2, 20 hours
“From Toga to Yoga”
THE LEO BAECK DAY SCHOOL
GRADE SIX – CIVILIZATION UNIT
LEARNING EXPECTATIONS
1.
HISTORIOGRAPHY:
&
to define various historical sources
&
to explain what the holistic study of cultural history involves
&
to explain how cultural historians proceed with their work
&
to list the skills needed to explore human cultures
&
to demonstrate an understanding of the different fields of knowledge which contribute to an holistic study of civilization
&
to summarize competing approaches to history
&
to construct a systematic approach to studying civilization
&
to identify the controversy surrounding “Evolution” and “Creationism”
&
to classify human needs and speculate about human nature
&
to classify the theoretical stages of human evolution.
2.
PREHISTORY:
&
to draw a contextual relationship between the geographic and geological periods in the earth’s history and the emergence of the first
human cultural communities
&
to classify the three prehistoric periods
&
to explain how the emergent cultures were related to the hunter-gatherer context
&
to demonstrate an understanding and appreciation of the form and possible content of Paleolitihic Art
&
to draw conclusions as to how the development of an agrarian society altered human communities and their cultural expressions
&
to research Neolithic, Megalithic structures.
3.
ANCIENT NEAR EAST AND MEDITERRANEAN CIVILIZATION:
&
to draw a contextual relationship between the geographic conditions and the emergence of the various riverine cultures in
Mesopotamia, Egypt, India and China
&
to trace the evolution of writing and its early purposes
&
to identify the various city states which developed between the Tigris and Euphrates rivers in Asia
&
to summarize the continuing refinement of the literacy revolution and explain some of the early myths narrated in Mesopotamia
&
to research the religious and social context of the early Mesopotamian civilizations
&
to appreciate, by analysis, the form and content of the sculpture and architecture of tombs and temples of the Mesopotamian region
&
to summarize the urban lifestyle of the early city states
&
to compare the similarities and differences between the geographic regions of Mesopotamia and Egypt, and the different religions and
&
4.
cultural expressions that resulted
to research stories from the Bible which find their parallels in the literature of Mesopotamia.
ANCIENT AEGEAN CIVILIZATION:
&
to classify and speculate on the origins of the various Aegean cultures
&
to hypothesize about the influence of the climate and geography on the early development of Aegean civilizations
&
to trace the emergence of international trade between the Cycladic, Minoan and Mycenaean cultures, and Egypt
&
to trace the archeological excavations and findings of Schliemann and relate these sites to some of Homer’s tales in the Iliad
&
to appreciate the arts of painting, pottery, sculpture and architecture of the Cycladic and Mycenaean periods
&
to classify and trace the origins of the ancient Greek world
&
to draw a relationship between the mountainous terrain of the Greek mainland and to the competitive nature of ancient Greek culture
and the evolution of uniquely different political city states
&
to appreciate the aesthetic and evolution of Greek art from the Geometric, Archaic, Classical and Hellenistic periods
&
to research the invention of different branches of knowledge in the Greek world
&
to explain some of the most significant myths that emerged in Greek literature
&
to research the Olympiad (776 BCE) and its developments
&
to list the political steps to evolve in Greek governance from Kings, nobles, tyrants to democracy
&
to understand the Athenian balance of intellectual and physical discipline as an ideal of humanistic education, expressed in the Latin,
“mens sana in corpore sano”
&
to appreciate the constants of classical Greek idealism; humanity, nature, reason resulting in goodness
&
to explain how chronic war between city states finally led to the collapse of ancient Greece.
CONTENT
1.
HISTORIOGRAPHY:
&
can differentiate, describe and explain disparate history sources such as: primary, secondary, visual, text, artifacts, oral tradition,
reconstruction, legend, mythology, historical fiction, absolute and relative dates……
&
can identify the components of cultural history, such as: technological development, economic structure, religious beliefs and events,
artistic achievements, the social fabric (home, clothing, food, festivals, entertainment), power struggles, military campaigns, leaders,
politics….
&
can demonstrate the different hierarchical skills required to explore human culture such as:
i.
asking a research question (identifying an issue, defining a problem; posing a problem; speculating about an historical issue,
developing an hypothesis
ii.
acquiring information (observing pictures, charts, diagrams, maps; reading text for main ideas and details; separating fact from
opinion; finding data or computer databases, atlases, internet, encyclopedias, library books, doing field-work, ensuring data is both
quantitative and qualitative)
iii.
arranging information (compiling raw information in a visual way using tables, charts, graphs, timelines, webs, collages;
ensuring correct chronology; comparing and contrasting different accounts or different sources; establishing cause and effect…..)
iv.
analyzing information (using summaries, patterns, trends, applying logic, weighing evidence; testing hypothesis; revising
hypothesis if necessary….)
v.
answering initial research question (make generalizations, drawing conclusions, making reasoned decisions, predictions,
forming judgments, publicizing results of research.
&
can differentiate and explain various fields of knowledge contributing to an holistic understanding of human culture such as:
archaeology, anthropology, ethnology, geography, science, art history, history ……
&
can speculate about the variety of different approaches to cultural history such as: the divisions of history (ancient, medieval, modern;
BCE, CE, BC, AD; stages of rational development: scientific interests, organization of labour, mastery over natural forces; nonEuropean, European history, world history….) concepts of “ progress” and “retrogression” (Golden Ages,” “Iron Ages,” “Paradise,”
“primitive man” as “noble man”); concepts of continuity and cyclical movement, predictions based on linear development, spiral
progress); the value of history as a powerful influence upon our actions
&
can construct a systematic approach to history based on comprehension, analysis and evaluation of data; and the context, the
components and the content of historical data
&
can debate and draw conclusions regarding the controversy of “Creationism” versus “Evolution” with reference to the “Scopes
Monkey Trial” 1925, and palaeonthropology research
&
can explain some of the significant findings of Richard Leakey’s work in Laetolli, and Donald Johnson’s “Lucy”
&
can list some of the theoretical stages of human evolution such as: Australopithecus, Homohablis, Homo erectus, Robustus, Boisei,
Homo sapiens, Neanderthal
&
can classify and debate human needs such as: food, shelter, clothing, transport ….
&
can relate the geographic and geological context of areas of human origin to the likely routes of human migrations from Africa.
2.
PREHISTORY:
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can list and distinguish between the three prehistoric periods from the Paleolithic to the Mesolithic to the Neolithic eras
can locate the great caves of Lascaux and Altimira and reconstruct daily life in the Paleolithic age of the hunter-gatherer communities
can demonstrate an understanding and appreciation of the form and possible content of Paleolithic art
can draw conclusions as to how the invention of the agrarian revolution altered human society
can relate the post-glacial climate to the early domestication of plants and animals
can trace the development of Neolithic technology in the change from polished stone tools to the development of metallurgy (copper)
can research and present models of Neolithic magalithic structures such as “menhirs,” dolmens” and “cromlechs” (Stonehenge),
“passage graves” (Carnac in Brittany)
can identify some elements of the Neolithic towns of Jericho and Catal Huyuk
ANCIENT NEAR EAST AND MEDITERRANEAN CIVILIZATION:
&
can draw a contextual and casual relationship between the geographic conditions and the emergence of the various riverine cultures in
Mesopotamia (Tigris and Euphrates), Egypt (Nile), India (Indus) and China (Yellow)
&
can list the components of “civilization” such as: groups of people who live in permanent towns and cities; who have an organized
system of government and law that unites them; who have a system of writing by which laws can be recorded and knowledge passed
on; the existence of specialized trades people and a system through which goods and services can be exchanged; a highly organized
society which, while not essential to civilization, has developed organized religion, refined art, music and architecture and even
systems of education
&
can trace the steps in the invention and development of writing and literacy. For example, the evolution from pictograms to stylized
symbols, ideograms, letters, concrete nouns to abstract nouns, sentences ….
&
can explain the early means and methods of writing such as Mesopotamian Cuneiform using a clay and read stylus; and read some
early Mesopotamian myths
&
can locate and distinguish between various city states in Mesopotamia such as Akkad, Sumer, Babylonia, Assyria, Persia
&
can explain some of the religious and social structure of various cultures in Mesopotamia such as temple structures
&
can trace the growth of various Empires in Asia such as the rise of Babylonia, Assyria and Persia
&
can name some of the leaders to emerge in Mesopotamia such as Sargon, Naram Sin, Gudea, Hammurabi, Assurbanipal,
Nebuchachnezzar
&
can explain some of the technical and scientific inventions of Mesopotamia
&
can name and appreciate the aesthetic and comprehend the polytheistic functions of religious sculpture, architecture and literature such
as: Statuettes from the Abu Temple, Tell Asmar; Sound Box of Lyre, Ur; Victory Steele of Naram – Sin; Gudea; Stele of Hammurabi,
Susa; Ziggurat at Ur; White Temple at Warka; Winged Bull; The Ishtar Gate; Palace of Darius
&
can compare and contrast similar takes found in the Bible to those of Mesopotamia, such as Epic of Gilgamesh and The Floods; the Laws
of Hammurabi and the Laws of Moses
&
can list similarities and differences between the geographic regions of Mesopotamia and Egypt and the different religious and cultural
expressions that resulted
&
can identify and discuss significant examples of Egyptian culture, for example: The Palette of King Narmer; Stepped Pyramid of King
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Zosser, Great Pyramids of Gizeh, Great Sphinx, Rock-hewn tombs, Temple of Queen Hatshepsut, Temple of Ramses II, Temple of
Horis, Temple of Amen-Karnak, Tomb Frescos, Queen Nefertiti, Tombs of Tutankhamen
can locate and identify the various Aegean cultures such as Cycladic, Minoan and Mycenaean civilizations
can contrast the sea-dominated geography and temperate climate, seafaring, commercial, decentralized authority, vigorous, pleasureloving way of life of this first European civilization to that of the riverine civilizations of Mesopotamia and Egypt
can reconstruct some of the archeological findings of Heinrich Schliemann, c.1870 and relate these to some of Homer’s tales from the
Iliad such as the Trojan and Achaean heroes of Troy, Mycenae, Orchomenos and Tiryns
can retell the Greek legend of Minos, King of Crete
can name and appreciate the pottery, painting, sculpture and architecture of the Aegean cultures such as: Cycladic idols, Kamares Pitcher,
Palace at Knossos, Queen’s Megaron, The Toreador Fresco, The Octopus Jar, The Harvester Vase, Snake Goddess, The Lion Gate,
Funeral Mask from Mycenae, The Vaphio Cups
can explain some of the origins of the Ancient Hellenes such as the waves of Indo-European invasions from the north by the Dorians and
the Ionians
can relate the geography (deeply indented bays of rugged coastline, mountainous ridges) and vigorous climate (cold in winter, hot and
dry in summer) to the development of uniquely different states such as Athens and Sparta; and reconstruct their daily lives
can classify and differentiate between the Geometric, the Archaic, the Classical and the Hellenistic periods on the basis of their
architecture, sculpture, pottery and literature with emphasis on the “Golden Age of Pericles”
can name and analyze significant examples of art from ancient Greece such as: Dipylon Vase, The Blinding of Polyphemus and Gorgons
Vase, Greek vase shapes, Dionysus in Sailboat, Revelers, Geometric bronze warriors, Hera from Samos, Kouros Figures, Kore Figures,
Kritios Boy, Doric Ionic and Corinthian Orders of Architecture, Temple of Hera, The Acropolis, The Parthenon, The Erechtheon, Theatre
at Epidauros, The Riace Bronzes, The Charioteer, Discobolos, Three Goddesses, Doryphoros, Aphrodite of Cyrene, Nike of Samothrace,
Laocoon, Aphrodite of Melos ….
Sappho, Homer, Aeschylus, Sophocles, Euripides, Aristophanes.
can explain some of the most significant Greek myths such as: The Olympian pantheon, Prometheus and Pandora, Apollo and Daphne,
Midas, Pygmalion, The Golden Fleece, the Trojan War, The Adventures of Ulysses; Greek tragedies and comedies
can explain some of the Greek discoveries made in Science and Mathematics such as: geometry, algebra, trigonometry, astronomy and
cosmogony; Anaxagoras, Zeno of Elea, Empedocles, Democritus, Hippocrates, Euclid, Pythagoras Archimedes
can research some of the different forms of knowledge invented by the Greeks such as philosophy , such as the Sophists, Socrates, Plato,
Aristotle, the Cynics, the Epicureans, the Stoics
can explain some of the political innovations of ancient Greece such as the Delian League; Democracy under Pericles
can list some of the political events which shaped Greek history such as the Peloponnesian War, Alexander the Great’s campaigns
can demonstrate an understanding of some of the factors which led to the demise of the Greek culture such as: the effects of the
Peloponnesian War, the growth of the “bourgeois” through an expansion in commerce and banking, the love of luxury replacing
simplicity of habits, the domination by aristocrats, merchants, politicians and demogues, the Macedonian Conquest
can summarize some of the legacy of the ancient Greeks such as: language, philosophy, art, drama, religion, history.
METHODOLOGY:
Socratic
Discursive
Maps, charts, timeline lines
Slides, videos, internet
Research, inquiry based
Models, crafts
Areas of Interaction
Transdisciplinary
EVALUATION
Daily work, participation, attitude, discursive ability, research skills, presentation skills, creativity, quizzes.