Social Studies Curriculum - Stafford Township School District · In 2009 New Jersey’s Core...

STAFFORD TOWNSHIP SCHOOL DISTRICT Manahawkin, NJ Sixth Grade

Social Studies Curriculum

“Aligned to the CCCS 2009”

This Curriculum is reviewed and updated annually as needed

This Curriculum was approved at the Board of Education Meeting August 16, 2012, January 3, 2013, January 6, 2014, January 7, 2015

Mission Stafford Township School District, together with parents and community, shall provide a secure, nurturing environment that promotes a positive self-image through solid educational achievements that promote attainment of the core curriculum content standards and promotes behavior enabling our students to become life-long learners in a technological society.

Philosophy Social studies is the integrated study of the social sciences to prepare young people to become responsible citizens. The purpose of the Stafford Township School District social studies curriculum is to develop social understanding and civic efficacy (the readiness and willingness to assume citizenship responsibilities and to make informed and reasoned decisions for the public good as citizens of a democratic society.) This social studies curriculum builds the following capacities in young people: disciplinary knowledge, thinking skills, commitment to American democratic values, and citizen participation in a global society. This social studies curriculum is aligned with the New Jersey Core Curriculum Content Standards for Social Studies. It is divided into six strands – social studies skills, civics, world history, United States/New Jersey history, geography, and economics. These strands are subtopics that help teachers identify the specific skills and content for each grade level. Every child will be provided with the opportunity to acquire the knowledge and skills needed for competent participation in social, political, and economic life. Promoting and respecting individual student growth, the social studies program recognizes that:

• Students gain an understanding and appreciation of American traditions and values based on knowledge of history and of the development and functioning of the American constitutional system of government;

• Develop critical thinking skills which enable them to function as lifelong learners and to examine and evaluate issues of importance to all Americans;

• Acquire basic literacy in the core disciplines of social studies and have the understandings needed to apply this knowledge to their lives and citizens;

• Understand world history as the context for United States history and as a record of the great civilizations and cultures of the past and present;

• Participate in activities that enhance the common good and increase the general welfare. As a result, teachers in the Stafford Township School District have clear responsibilities to help all children think, read, write, listen, and speak. Therefore, they will:

• Have high expectations for all students. • Promote the teaching of critical thinking. • Value the needs of students as key elements in instructional planning. • Provide adequate resources for children to explore the content area. • Relate current events as needed to enhance content area instruction. • Communicate regularly and clearly with parents/guardians and encourage them to be a part of

the learning process. • Teach the full spectrum of social studies outlined by the provided strands.

Vision/Statement of Beliefs The focus of teaching and learning social studies skills, civics, economics, world and U.S history, and geography is for the development of essential knowledge and skills. Students must develop a thorough knowledge of basic concepts that can apply in a wide range of situations. They must also develop the broad-based skills that are vital to succeed in the world of work: they must learn to evaluate different points of view and examine information critically to solve problems and make decisions on a variety of issues. Overall, social studies learning seeks to examine and understand communities, from the local to the global, their various heritages, physical systems, and the nature of citizenship within them. Students acquire knowledge of key social studies concepts, including change, culture, environment, power, and the dynamics of the marketplace. They learn about the United States and the role of citizens in a democratic society within a culturally diverse and interdependent world. They also acquire skills of inquiry and communication through field studies and other research projects; through the use of maps, globes, and models; and through the consideration of various forms of historical evidence. Students apply these skills to develop an understanding of American identity and democratic values, to evaluate different points of view, and to examine information critically in order to solve problems and make decisions on issues that are relevant to their lives. General expectations for every grade level include the following:

• Students and teachers are focused on what is to be learned. • Students are aware of why it is important to learn the task at hand. • Students are taught explicitly through explanation and modeling. • Teachers use authentic tasks to ensure application of learning and not those materials created

solely for the practice of a particular skill. • Teachers monitor student progress and make adjustments in their teaching to ensure the

success of all students. • Teachers know that certain skills and strategies need to be taught to automaticity but do not

impede student progress by holding them back until they are mastered. Instead they find alternate ways to promote understanding as they continue to move forward.

Curriculum Integration Many opportunities exist to integrate the social studies standards into other content areas. Curriculum integration can often save limited instructional time while providing students an additional opportunity to apply previously learned skills and knowledge. Curriculum integration is encouraged. Character Counts! Character Counts! is a nationally recognized program based on six shared values – values that are clear and unequivocal – that should be taught to all age groups. This program has been endorsed by The Stafford Township Board of Education. Efforts are underway to focus on these six values or pillars through building and/or community activities. The six pillars of character are trustworthiness, caring, respect, responsibility, fairness, and citizenship. Holidays Holidays that focus on historical figures and/or events provide natural opportunities for reflection, review, and for building a greater depth of understanding about the contributions individuals and organized groups have made to our history.

NJ World Class Standards New Jersey Core Curriculum Content Standards and Common Core Standards

In 2009 New Jersey’s Core Curriculum Content Standards were revised for Visual & Performing Arts, Health & Physical Education, Science, Social Studies, World Languages, Technology, and 21st Century Life and Careers. In 2010 New Jersey adopted the Common Core Standards for English/Language Arts and Mathematics. The revised standards align with the knowledge and skills needed by all students for post-secondary opportunities, which may encompass: four-year college, community college, technical training, military service, direct entry into the workplace, and an array of future careers—including some that are just being envisioned and others that are currently unforeseen. In addition, the standards by necessity reflect a framework for teaching and learning that responds to the needs of 21st-century digital learners by incorporating the 'new literacies' required in an innovation economy: the ability to effectively access, evaluate, and synthesize vast amounts of information; to apply knowledge and skills to personal, workplace, and global challenges; to work collaboratively in cross-cultural settings; to solve problems creatively; and to act ethically as citizens of the world community. These 21st-century student outcomes require a deeper understanding of academic content at much higher levels than ever before. The revised standards facilitate this in-depth learning in all content areas through the systematic and transparent integration of 21st-century knowledge, skills, and themes; global perspectives; cross content connections; and technology. Consequently, successful implementation of the revised standards requires rethinking of traditional curricular and assessment approaches, as well as the creation of 21st-century learning environments in which teachers and students work across and beyond traditional disciplines and boundaries as engaged co-learners, critical and creative thinkers, and problem solvers. -Source: http://www.njcccs.org

About the Common Core Standards… In 2009, 48 states, 2 territories and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process – the Common Core State Standards Initiative (CCSSI). On June 2, 2010, the Common Core State Standards for English Language Arts/Literacy and Mathematics (CCSS) were released. Building on the strength of current state standards, the CCSS are designed to be focused, coherent, clear and rigorous; internationally benchmarked; anchored in college and career readiness; and evidence and research based. Created by teachers, parents, education experts, and other from across the country, the Common Core Standards provide clear, consistent expectations for what students should be learning at each grade in order to be prepared for college and career.

Ocean County Social Studies Curriculum

Aligned to the 2009 Standards Ocean County School Districts have a Curriculum Council that is comprised of Curriculum Directors and Administrators that meet on a regular basis to discuss state mandates and initiates. This Council works together to understand the state’s new mandates and how best to implement these initiatives. When New Jersey adopted the Common Core Standards, school districts were faced with the expensive task of updating their current curriculum to the new Common Core Standards. The Ocean County Curriculum Council came up with the idea for all school districts in Ocean County to pull their resources and work together to look at the Common Core Standards and together write a county curriculum that addresses the new standards. Over the 2011-12 school year, teachers and administrators from most of the school districts in Ocean County met to develop the County Social Studies Curriculum document. After the County Curriculum team wrote the document, each school district took the document, added in the resources and materials that were specific to their own district, and then had the document approved by their board of education.

OCEAN COUNTY SOCIAL STUDIES

CURRICULUM

Content Area: Social Studies

Course Title: World History/Global Studies Grade Level: 6/7

The Beginnings of Human Society:

Paleolithic and Neolithic Ages

1st year: September

Early Civilizations and the Emergence

of Pastoral Peoples:

Ancient River Valley Civilizations

Mesopotamia

Egypt

India

China

1st year: October-June

October-December

January-February

March-April

May-June

The Classical Civilizations of the

Mediterranean World, India and China

2nd

year: September-February

Expanding Exchanges and Encounters

2nd

year: March-June

Date Created:

March 2012

Board Approved

on:

Created by: J. Benyola, Toms River Regional Schools; G. Gundling, Stafford Township School District; D.

Johnson, Little Egg Harbor School District; R. Kappy, Long Beach Island School District; M.E. Klaas, Ocean

Township School District; T. Loehwing, Manchester Township School District; G. Narozniak, Lakehurst School District.

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OCEAN COUNTY SOCIAL STUDIES CURRICULUM

Unit Overview


Unit Title: The Beginnings of Human Society

Target Course/Grade Level: 6/7

Unit Summary:

Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements.

The agricultural revolution led to an increase in population, specialization of labor, new forms of social organization, and the beginning of societies.

Archaeology provides historical and scientific explanations for how ancient people lived.

Primary interdisciplinary connections: Language Arts, Geography and Science

21st century themes: Technology 8.1-8.2, use of digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate

knowledge. 21st Century Life and Career 9.1 -9.4 enable students to make informed decisions that prepare

them to engage as active citizens in a dynamic global society and to successfully meet the challenges and

opportunities of the 21st-century global workplace.

Learning Targets

Content Standards

Standard 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect

issues across time and cultures. Such knowledge and skills enable students to make informed decisions as

socially and ethically responsible world citizens in the 21st century.

Standard 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be

active, informed citizens who value diversity and promote cultural understanding by working

collaboratively to address the challenges that are inherent in living in an interconnected world.

CPI # Cumulative Progress Indicator (CPI)

6.2.8.A.1.a Compare and contrast the social organization of early hunters/gatherers and those who

lived in early agrarian societies.

6.2.8.B.1.a Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives

and on the shaping of societies.

6.2.8.B.1.b Compare and contrast how nomadic and agrarian societies used land and natural

resources.

6.2.8.C.1.a Relate the agricultural revolution (including the impact of food surplus from farming) to

population growth and the subsequent development of civilizations.

6.2.8.C.1.b Determine the impact of technological advancements on hunter/gatherer and agrarian

societies.




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6.2.8.D.1.a Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of

relative length of time.

6.2.8.D.1.b Relate the development of language and forms of writing to the expression of ideas,

creation of cultural identity, and development of more complex social structures.

6.3.8.A.1 Deliberate on a public issue affecting an upcoming election, consider opposing arguments,

and develop a reasoned conclusion.

6.3.8.A.2 Participate in a real or simulated hearing to develop a legislative proposal that addresses a

public issue, and share it with an appropriate legislative body (e.g., school board, municipal or county government, state legislature).

6.3.8.A.3 Collaborate with international students to deliberate about and address issues of gender

equality, child mortality, or education.

Common Core Standards

RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies (e.g.,

how a bill becomes law, how interest rates are raised or lowered).

RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including

vocabulary specific to domains related to history/social studies.

RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively, and causally).

RH.6-8.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with

other information in print and digital texts.

RH.6-8.10 Read and comprehend history/social studies texts in the grades 6–8 text complexity band

independently and proficiently.

WHST.6-8.1 Write arguments focused on discipline-specific content.

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from

alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant, accurate data and evidence that

demonstrate an understanding of the topic or text, using credible sources.

Use words, phrases, and clauses to create cohesion and clarify the relationships among

claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the argument

presented.

WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the

relationships between information and ideas clearly and efficiently.

WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.

NJ World Class Area Technology Standards

8.1.8.A.4 Generate a spreadsheet to calculate, graph, and present information

8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks and

to solve problems.

21st Century Life and Career Standards

9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that impact

critical thinking and problem-solving skills.

9.2.8.B.5 Evaluate the relationship of cultural traditions and historical influences on financial

practice.




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9.3.8.B.8 Compare and contrast how traditional and nontraditional occupational roles have changed

or remained the same regionally, nationally, and globally.

9.4.12.A.4 Select and employ appropriate reading and communication strategies to learn and use

technical concepts and vocabulary in practice.

9.4.12.A.6 Locate, organize, and reference written information from various sources to communicate

with others.

9.4.12.A.8 Use correct grammar, punctuation, and terminology to write and edit documents.

Unit Essential Questions

How does the development of technology

affect the development of a society?

What are the consequences of

technology?

Why do people migrate?

Unit Enduring Understandings

Students will understand that…

Understand that technological advancements impact all

aspects of the development of a society.

Throughout history humans have developed technology

and skills to help them survive.

People may move as individuals or as a group and absorb

or pass on ideas.

Slaves are usually moved against their will.

People move for economic, political, or religious reasons.

Unit Objectives

Students will know…

The social organization of early

hunters/gathers and those who lived in

early agrarian societies

Aspects of the Paleolithic Age

Aspects of the Neolithic Age

The location of the East Africa region

The various migratory patterns of

hunters/gatherers who moved from Africa

to Eurasia, Australia, and the Americas

The impact of migration on lives of the

migratory hunters/gathers and on the

shaping of societies

How nomadic and agrarian societies used

land and natural resources

The impact of technological

advancements on hunter/gatherer and

agrarian societies

The relationship of the agricultural

revolution to population growth and the

subsequent development of civilizations

How archaeological discoveries such as

cave paintings are used to develop and

enhance understanding of life prior to

written records

Unit Objectives

Students will be able to…

Compare and contrast the social organization of early

hunters/gathers and those who lived in early agrarian

societies

Compare and contrast how nomadic and agrarian

societies used land and natural resources.

Explain the various migratory patterns of

hunters/gatherers who moved from Africa to Eurasia,

Australia, and the Americas

Describe the impact of migration on lives of the

migratory hunters/gathers and on the shaping of societies

Explain the impact of technological advancements on

hunter/gatherer and agrarian societies.

Relate the agricultural revolution to population growth

and the subsequent development of civilizations.

Explain how archaeological discoveries such as cave

paintings are used to develop and enhance understanding

of life prior to written records.

Demonstrate an understanding of pre-agricultural and

post-agricultural periods in terms of relative length of

time.




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The difference of pre-agricultural and

post-agricultural periods in terms of

relative length of time




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Evidence of Learning

Formative Assessments:

Open Ended Questions

Weekly Tests

Writer’s Workshop

Class Discussion

Graphic Organizers

Reading Responses

Reading Log

Exit Slips

Kinesthetic Assessments

Running Records

Literature Circles


Weekly Tests

Writer’s Workshop

Class Discussion

Graphic Organizers

Reading Responses

Reading Log

Exit Slips


Running Records

Literature Circles

Summative Assessments:

Portfolio Assessment piece

Unit Test

Timed Writing Piece

Timed Reading Piece

District Benchmark and Interim Assessment

Performance Assessments

Modifications (ELLs, Special Education, Gifted and Talented)

Leveled Guided Reading Books

Paired partner reading

Literacy Projects

Differentiated Instruction/Layered Curriculum/Tiered Lessons

Computer Based Programs (i.e., Study Island, Learnia, KidBiz, Accelerated Reader, Core K-12)

Suggested / possible modifications for Gifted and Talented:

ask open-ended questions

encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating,

creating) http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

do not always be explicit, allow for discovery

use centers and group students according to ability or interest

propose interest-based extension activities

use leveled texts and offer an advanced reader reading list

ask “why” and “what if” questions

use varied modes of pre-assessment and assessment

Follow all IEP modifications/504 plan

http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy




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Low and High Prep Differentiation Strategies

Differentiation strategies can require varied amounts of preparation time. High-prep strategies often

require a teacher to both create multiple pathways to process information/demonstrate learning and to assign students to those pathways. Hence, more ongoing monitoring and assessment is often required. In

contrast, low-prep strategies might require a teacher to strategically create process and product choices for

students, but students are allowed to choose which option to pursue given their learning profile or

readiness level. Also, a low-prep strategy might be focused on a discrete skill (such as vocabulary words), so there are fewer details to consider. Most teachers find that integration of one to two new low-prep

strategies and one high-prep strategy each quarter is a reasonable goal.

Low Prep Strategies

Varied journal

prompts, spelling or

vocabulary lists

Students are given a choice of different journal prompts, spelling lists or vocabulary lists depending on level of

proficiency/assessment results.

Anchor activities

Anchor activities provide meaningful options for students

when they are not actively engaged in classroom activities

(e.g., when they finish early, are waiting for further

directions, are stumped, first enter class, or when the teacher is working with other students). Anchors should be directly

related to the current learning goals.

Choices of books

Different textbooks or novels (often at different levels) that

students are allowed to choose from for content study or for

literature circles.

Choices of review

activities

Different review or extension activities are made available

to students during a specific section of the class (such as at

the beginning or end of the period).

Homework options

Students are provided with choices about the assignments

they complete as homework. Or, students are directed to

specific homework based on student needs.

Student-teacher goal

setting

The teacher and student work together to develop individual

learning goals for the student.

Flexible grouping

Students might be instructed as a whole group, in small

groups of various permutations (homogeneous or

heterogeneous by skill or interest), in pairs or individual. Any small groups or pairs change over time based on

assessment data.

Varied computer

programs

The computer is used as an additional center in the classroom, and students are directed to specific websites or

software that allows them to work on skills at their level.




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Multiple Intelligence

or Learning Style

options

Students select activities or are assigned an activity that is designed for learning a specific area of content through their

strong intelligence (verbal-linguistic, interpersonal, musical,

etc.)

Varying scaffolding

of same organizer

Provide graphic organizers that require students to complete

various amounts of information. Some will be more filled

out (by the teacher) than others.

Think-Pair-Share by

readiness, interest,

and/or learning

profile

Students are placed in pre-determined pairs, asked to think

about a question for a specific amount of time, then are

asked to share their answers first with their partner and then with the whole group.

Mini workshops to

re-teach or extend

skills

A short, specific lesson with a student or group of students

that focuses on one area of interest or reinforcement of a specific skill.

Orbitals

Students conduct independent investigations generally lasting 3-6 weeks. The investigations “orbit” or revolve

around some facet of the curriculum.

Games to practice

mastery of

information and skill

Use games as a way to review and reinforce concepts. Include questions and tasks that are on a variety of cognitive

levels.

Multiple levels of

questions

Teachers vary the sorts of questions posed to different students based on their ability to handle them. Varying

questions is an excellent way to build the confidence (and

motivation) of students who are reluctant to contribute to class discourse. Note: Most teachers would probably admit

that without even thinking about it they tend to address

particular types of questions to particular students. In some cases, such tendencies may need to be corrected. (For

example, a teacher may be unknowingly addressing all of

the more challenging questions to one student, thereby

inhibiting other students’ learning and fostering class resentment of that student.)




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High Prep. Strategies

Cubing

Designed to help students think about a topic or idea from many different angles or perspectives. The tasks are placed on

the six sides of a cube and use commands that help support

thinking (justify, describe, evaluate, connect, etc.). The students complete the task on the side that ends face up, either

independently or in homogenous groups.

Tiered assignment/

product

The content and objective are the same, but the process and/or the products that students must create to demonstrate mastery

are varied according to the students’ readiness level.

Independent

studies

Students choose a topic of interest that they are curious about

and wants to discover new information on. Research is done

from questions developed by the student and/or teacher. The

researcher produces a product to share learning with classmates.

4MAT

Teachers plan instruction for each of four learning preferences

over the course of several days on a given topic. Some lessons focus on mastery, some on understanding, some on personal

involvement, and some on synthesis. Each learner has a

chance to approach the topic through preferred modes and to strengthen weaker areas.

Jigsaw

Students are grouped based on their reading proficiency and

each group is given an appropriate text on a specific aspect of a topic (the economic, political and social impact of the Civil

War, for example). Students later get into heterogeneous

groups to share their findings with their peers, who have read about different areas of study from source texts on their own

reading levels. The jigsaw technique allows you to tackle the

same subject with all of your students while discreetly providing them the different tools they need to get there.

Multiple texts

The teacher obtains or creates a variety of texts at different

reading levels to assign strategically to students.

Alternative

assessments

After completing a learning experience via the same content

or process, the student may have a choice of products to show

what has been learned. This differentiation creates possibilities for students who excel in different modalities

over others (verbal versus visual).




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Modified

Assessments

Assessments can be modified in a variety of ways – for example by formatting the document differently (e.g. more

space between questions) or by using different types of

questions (matching vs. open ended) or by asking only the

truly essential questions.

Learning contracts

or Personal

Agendas

A contract is a negotiated agreement between teacher and

student that may have a mix of requirements and choice based on skills and understandings considered important by the

teacher. A personal agenda could be quite similar, as it would

list the tasks the teacher wants each student to accomplish in a

given day/lesson/unit. Both Learning contracts and personal agendas will likely vary between students within a classroom.

Compacting

This strategy begins with a student assessment to determine level of knowledge or skill already attained (i.e. pretest).

Students who demonstrate proficiency before the unit even

begins are given the opportunity to work at a higher level

(either independently or in a group).

Literature circles

Flexible grouping of students who engage in different studies

of a piece of literature. Groups can be heterogeneous and homogeneous.

Readers’

Workshop

(Writers’

Workshop is a

parallel strategy)

The Readers’ Workshop approach involves students in three

types of activities:

Mini-lessons (5-10 minutes) on some aspect of literature

or a reading strategy.

Independent Reading Time (30-40 minutes), where

students keep a journal and respond to the literature in

terms of what they think or how they feel about what they

are reading.

Sharing Time (10 minutes), where students share with

another person their journal entries and the other person

gives feedback.

Stations/

Learning Centers

A station (or simply a collection of materials) that students might use independently to explore topics or practice skills.

Centers allow individual or groups of students to work at their

own pace. Students are constantly reassessed to determine




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which centers are appropriate for students at a particular time,

and to plan activities at those centers to build the most pressing skills.

Tape recorded

materials at

different levels

Books on tape are purchased or (created by the teacher) so

that students can listen to the book being read aloud to them while they follow along in the text. This is often done at a

listening station, where tapes of books/information on various

reading levels are available.

Tic-Tac-Toe

Choice Board

(sometimes called

“Think-Tac-Toe”)

The tic-tac-toe choice board is a strategy that enables students

to choose multiple tasks to practice a skill, or demonstrate and

extend understanding of a process or concept. From the board, students choose (or teacher assigns) three adjacent or

diagonal.

To design a tic-tac-toe board:

- Identify the outcomes and instructional focus - Design 9 different tasks

- Use assessment data to determine student levels

- Arrange the tasks on a tic-tac-toe board either randomly, in rows according to level of difficulty, or you may want to

select one critical task to place in the center of the board for

all students to complete.

Choice Boards

Work assignments are written on cards that are placed in

hanging pockets. By asking students to select a card from a

particular row of pockets, the teacher targets work toward student needs yet allows student choice.

Low-prep Differentiation

Choices of books

Homework options

Use of reading buddies Varied journal Prompts

Orbitals

Varied pacing with anchor options Student-teaching goal setting

Work alone / together

Whole-to-part and part-to-whole explorations

Flexible seating Varied computer programs

Design-A-Day

Varied Supplementary materials Options for varied modes of expression

Varying scaffolding on same organizer

Let’s Make a Deal projects Computer mentors

Think-Pair-Share by readiness, interest, learning profile

Use of collaboration, independence, and cooperation




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Open-ended activities

Mini-workshops to reteach or extend skills Jigsaw

Negotiated Criteria

Explorations by interests

Games to practice mastery of information Multiple levels of questions

To Differentiate Content _ Reading partners/ Reading Buddies

_ Read/Summarize _ Read/Question/Answer

_ Visual Organizer/Summarizer

_ Parallel Reading with Teacher Prompt _ Choral Reading/Antiphonal Reading

_ Flip books

_ Split Journals (Double Entry - Triple Entry)

_ Books on Tape _ Highlights on Tape

_ Digests/”Cliff Notes”

_ Notetaking Organizers _ Varied Texts

_ Varied Supplementary Materials

_ Highlighted Texts

_ Think-Pair-Share/Preview-Midview-Postview

Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources:

Discovery Education Media http://www.discoveryeducation.com

Video: World History: Pre-History

Segments: The Ice Man Discovered

The Earliest Human Migration

Promethean Planet http://www.prometheanplanet.com/en-us/

Brain Pop http://www.brainpop.com

Problem Based Learning for the 21st Century http://www.bie.org

Edutopia http://www.edutopia.org

Related Primary Source Documents from the National Archives Compiled by the National Archives at

New York City http://www.archives.gov/northeast/nyc.com

Internet4classrooms http://www.internet4classrooms.com/social.com

Social Studies for Kids http://www.socialstudiesforkids.com/subjects/archaeology.htm

Kid Past http://www.kidspast.com/world-history/0001-prehistoric-humans.php

Safari Montage video clips: Horrible Histories “The Savage Stone Age”

“Cave Paintings of Lascaux, France”

ABC News Ancient and Modern Cultures Part 1: Ancient Man

http://www.discoveryeducation.com/

http://www.prometheanplanet.com/en-us/

http://www.brainpop.com/

http://www.bie.org/

http://www.edutopia.org/

http://www.archives.gov/northeast/nyc.com

http://www.internet4classrooms.com/social.com

http://www.socialstudiesforkids.com/subjects/archaeology.htm

http://www.kidspast.com/world-history/0001-prehistoric-humans.php




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Discovery Channel http://dsc.discovery.com/convergence/landofmammoth/eyecandy/intro.html

http://dsc.discovery.com/videos/prehistoric-new-york/

http://dsc.discovery.com/games/iceworld/game/game.html

The Mammoth Site http://www.mammothsite.com/

Mr. Donn http://ancienthistory.mrdonn.org/EarlyMan.htm

National Geographic http://ngm.nationalgeographic.com/ngm/0508/feature2/index.html

Cave Painting http://www.visual-arts-cork.com/prehistoric/cave-painting.htm

Chauvet Cave http://www.culture.gouv.fr/culture/arcnat/chauvet/en/

Lascaux Cave http://www.lascaux.culture.fr/#/fr/00.xml

Owl Teacher http://www.owlteacher.com/prehistory.html

PBS http://www.pbs.org/wgbh/nova/first/radiocarbon.html

American Museum of Natural History http://www.amnh.org/ology/archaeology#

Teacher Notes:

1. As required by the NJ Department of Education, teachers in all content areas will integrate the

21st-Century Life and Careers Standards. As the NJ DOE indicates, “Providing New Jersey

students with the life and career skills needed to function optimally within this dynamic

context is a critical focus and organizing principle of K-12 public education. New Jersey has

both an obligation to prepare its young people to thrive in this environment, and a vested

economic interest in grooming an engaged citizenry made up of productive members of a

global workforce that rewards innovation, creativity, and adaptation to change.” The links

below indicate the CPIs for grade ranges and need to be addressed throughout the units of

study.

NJ Standards 9 Introduction

21st-Century Life and Career Standards (with links to CPIs)

2. As indicated in the Common Core Standards, the ELA standards will be integrated throughout

Social Studies/ History Courses. In addition, when possible, fiction and nonfiction reading

should be integrated in social studies courses for an integrated approach. For more

information on the ELA standards, see Common Core ELA Standards. Particularly helpful to

secondary history courses is this link:

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

3. PBL tasks found through the resources can be adapted to address various historical/cultural

units.

4. In-text vocabulary should be incorporated into every unit. Word journals, word/vocabulary

walls and/or various other activities should be utilized by the instructor to teach vocabulary.

5. The research process must be integrated within each course curriculum. Students will

investigate issues emergent from thematic/historical units of study. As the Common Core

Standards indicate, students will develop proficiency with MLA format.

http://dsc.discovery.com/convergence/landofmammoth/eyecandy/intro.html

http://dsc.discovery.com/videos/prehistoric-new-york/

http://dsc.discovery.com/games/iceworld/game/game.html

http://www.mammothsite.com/

http://ancienthistory.mrdonn.org/EarlyMan.htm

http://ngm.nationalgeographic.com/ngm/0508/feature2/index.html

http://www.visual-arts-cork.com/prehistoric/cave-painting.htm

http://www.culture.gouv.fr/culture/arcnat/chauvet/en/

http://www.lascaux.culture.fr/#/fr/00.xml

http://www.owlteacher.com/prehistory.html

http://www.pbs.org/wgbh/nova/first/radiocarbon.html

http://www.amnh.org/ology/archaeology

http://www.state.nj.us/education/cccs/standards/9/intro.pdf

http://www.state.nj.us/education/cccs/standards/9/

http://www.corestandards.org/the-standards/english-language-arts-standards

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf




14

6. Students must engage in technology applications integrated throughout the curriculum.

7. Civics, geography, economics, and the use of primary sources must be integrated throughout

the Social Studies curriculum.

Early People: Students will evaluate the survival benefits and drawbacks of various human tools.

Students will also recognize the importance of tools to early human survival.

Divide class into groups of 4-6 and assign each group as either warm weather or cold weather

environment. Present a list of various early tools (fishing hook and string, spear, animal skins, grinding

rock, fur clothing, etc.) to each group. Group members should select tools appropriate for their environment. Ask students to write about the usefulness of their chosen items and how they plan to use

them effectively. Give students the opportunity to trade for items that they think would be more

beneficial. Students can present their results to the class and compare the items they selected with groups of a similar environment.

The Stone Age WebQuest

Introduction

The producer of the reality show "Survivor" has invited you to help him produce a new T.V. reality show. Instead of a show that takes place on a remote island with bikini-clad contestants, this show will be the

polar opposite. "Stone Age" will be a new reality show consisting of an entirely different climate and way

of life. This three-episode T.V. reality show will depict the Paleolithic Era (Old Stone Age), the Mesolithic Era (Middle Stone Age), and the Neolithic Era (New Stone Age) throughout each episode. It is

your job to help produce this show by collecting accurate information to portray life during the Stone Ages

Task: Each person in your group will choose a job for this project as described below:

1. Sociologist - This person is in charge of finding evidence of how people lived during each era of the

Stone Age. They will determine if people lived in societies, were nomadic, etc. They will also look at the art, tools, evidence of language, ceremonies and burial rites of the day. Additionally, they will determine

if there was any evidence of fire and how it was used.

2. Nutritionist - This person will provide information on the diet of prehistoric man throughout the different eras during the Stone Age. They will supply information about how food was acquired and how

it was shared.

3. Meteorologist - This person is responsible for providing information about the climate changes from the

Ice Age through the Neolithic Revolution. They will provide evidence of necessary adaptations and

development due to the climate change.

4. Anthropologist - This person will describe early man's changes in physical size during each era. They

will also describe the various habitats through migration based on where fossils have been found.

Upon gathering this information - the group will compile all of their information to design the three-week

T.V. show "Stone Age". They will create a presentation depicting the changes in development and growth

for each era during the Stone Age. They will also design challenges for the contestants and decide how contestants win or lose the game.




15


Unit Overview


Unit Title: Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley

Civilizations


Unit Summary

Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River {modern Pakistan and

northwestern India}, and, later, Yellow River Valley in China) developed due to favorable geographic

conditions. They created centralized systems of government and advanced societies.


21st century themes: Technology 8.1-8.2, use of digital tools to access, manage evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate

knowledge. 21st Century Life and Career 9.1 -9.4 enable students to make informed decisions that prepare them to engage as active citizens in a dynamic global society and to successfully meet the challenges and


Learning Targets

Content Standards

Standard 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect







6.2.8.A.2.a Explain why different ancient river valley civilizations developed similar forms of

government.

6.2.8.A.2.b Explain how codifying laws met the needs of ancient river valley societies.

6.2.8.A.2.c Determine the role of slavery in the economic and social structures of ancient river valley civilizations.

6.2.8.B.2.a Determine the extent to which geography influenced settlement, the development of

trade networks, technological innovations, and the sustainability of ancient river

valley civilizations.

6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley civilizations

and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and

Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and

Modern China), and determine the geopolitical impact of these civilizations, then and now.

6.2.8.C.2.a Explain how technological advancements led to greater economic specialization,

improved weaponry, trade, and the development of a class system in ancient river valley civilizations.




16

6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various

ancient river valley civilizations.

6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in

ancient river valley civilizations.

6.2.8.D.2.c Analyze the factors that led to the rise and fall of various ancient river valley

civilizations and determine whether there was a common pattern of growth and decline.

6.2.8.D.2.d Justify which of the major achievements of the ancient river valley civilizations

represent the most enduring legacies.

6.3.8.A.1 Deliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop a reasoned conclusion.

6.3.8.A.2 Participate in a real or simulated hearing to develop a legislative proposal that

addresses a public issue, and share it with an appropriate legislative body (e.g.,

school board, municipal or county government, state legislature).

6.3.8.A.3 Collaborate with international students to deliberate about and address issues of

gender equality, child mortality, or education.


RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources

RH.6-8.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.3. Identify key steps in a text’s description of a process related to history/social studies.

RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including


RH.6-8.5. Describe how a text presents information (e.g., sequentially, comparatively,

causally).

RH.6-8.6. Identify aspects of a text that reveal an author’s point of view or purpose.

RH.6-8.10. Read and comprehend history/social studies texts in the grades 6–8 text complexity

band independently and proficiently.

WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events,

scientific procedures/ experiments, or technical processes.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose;

include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia

when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details,

quotations, or other information and examples.

Use appropriate and varied transitions to create cohesion and clarify the

relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain

the topic.

Establish and maintain a formal style and objective tone.

Provide a concluding statement or section that follows from and supports the

information or explanation presented.

WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style

are appropriate to task, purpose, and audience.

WHST.6-8.9. Draw evidence from informational texts to support analysis reflection, and research.




17



8.1.8.A.5 Select and use appropriate tools and digital resources to accomplish a variety of tasks

and to solve problems.


9.1.8.A.1 Develop strategies to reinforce positive attitudes and productive behaviors that

impact critical thinking and problem-solving skills.


practice.

9.3.8.B.8 Compare and contrast how traditional and nontraditional occupational roles have

changed or remained the same regionally, nationally, and globally.

9.4.12.A.6 Locate, organize, and reference written information from various sources to

communicate with others.

9.4.12.A.8 Use correct grammar, punctuation, and terminology to write and edit documents.


What are the consequences of

technology?

How are religion and culture

connected?

How much does geography affect

people’s lives?

What are the consequences of trade?



Technology is the use of knowledge and skills and affects

politics, economics, and culture.

Societies can be transformed by technology, the push to

develop it can have unintended effects.

Communities of believers can influence culture and

government and provide stability to a society.

Religious expression as art may add value to a culture.

Religious disagreements may lead to conflict.

Religious conflict may lead to oppression and intolerance.

Geography includes people as well as places and how

their environments interact.

Geographic regions share certain characteristics.

Geography affects how people and things move and

where civilizations develop.

Trade has positive and negative consequences which may

include the sharing of ideas and customs.

Trade networks led to new ways of doing business.

Trade on a global scale is now common.

Unit Objectives


The Fertile Crescent sustained the first

known civilization.

Sumer had a class system in which priests

and kings held power.

Sargon conquered Sumerian city-states to

create an empire.

Hammurabi’s Code defined laws that

Unit Objectives


Identify main ideas and details about the Standard of Ur.

Identify and create a modern “standard.”

Analyze causes and effects of the first empires.

Draw conclusions about Hammurabi’s Code and its

impact of modern laws.

Summarize how Assyrian and Persian empires were




18

united the empire.

Assyrians and Persians created and

governed vast empires.

Mesopotamians cultures mad lasting

governed vast empires.

Phoenicians spread Mesopotamian

civilizations through ocean trade.

The Phoenician alphabet was a significant

contribution.

How Egypt’s geography shaped its

geography.

Dynasties of pharaoh’s ruled Egypt.

That Egyptian’s worshipped many gods.

That Egyptians developed one of the

world’s first systems of writing.

Egyptian accomplishments in math,

science, art, architecture, and literature.

Trade led to diffusion between Egypt and

its neighbors.

How the cultures of Egypt and Nubia

were linked and yet distinct.

The story of Abraham and how the

Israelite belief in on e God became

Judaism.

The story of Moses and how he led the

Israelites out of slavery.

The Israelites settled in Canaan.

Judaism is based on the Hebrew bible.

Jewish people value studying and

understanding God’s laws.

Judaism teaches how people relate to God

and one another.

Key events in the history of the kingdoms

of Israel and Judah.

How the Diaspora occurred and where

Jews have lived.

How Judaism has affected our world

today.

Geography of the Indian subcontinent.

How Indus Valley civilization was

organized.

Mysteries remain about ancient India.

Theories about the origins of the Indo-

Aryans.

Information the Vedas provide about

governed.

Work in teams to plan Babylon’s restoration.

Summarize information about the Phoenicians.

Categorize information to conduct a Phoenician trade

exercise.

Compare the viewpoints to understand the lives of

ordinary Egyptians.

Summarize ancient Egypt’s main accomplishments.

Develop cultural awareness about the role of mathematics

in building the pyramids.

Analyze cause and effect as it affected relations between

Egypt and Nubia.

Solve problems that might have affected relations

between Egypt and Nubia.

Develop awareness of Jewish beliefs based on the Jewish

scriptures.

Understand the story of Moses.

Understand the Jewish teachings and practices.

Analyze the importance of law and learning Judaism.

Understand the effects of Diaspora.

Summarize Judaism’s effect on the world today.

Identify physical features of South Asia.

Draw inferences about Indus Valley civilization.

Compare theories about the Aryans.

Describe the Vedas and caste system.

Sequence the development of Hinduism.

Comprehend Hindu beliefs.

Compare and contrast Buddhism with Hinduism.

Synthesize knowledge of Buddhism.

Determine Chandragupta’s rise to power.

Evaluate the reigns of Chandragupta and Asoka by asking

questions.

Summarize achievements of the Gupta dynasty.

Create a booklet highlighting India’s advances in

learning.

Describe the physical features of China.

Summarize the rise of the Shang.

Identify the main ideas and details of Zhou rule.

Identify how the Zhou used the mandate of Heaven to

gain control of China.

Compare and contrast spiritual traditions, Confucianism,

and Daoism.

Analyze the philosophies of Confucius and Laozi.




19

Aryan life.

Groups that evolved into a caste system.

How Hinduism evolved from Vedic

beliefs and practices.

Hindu teaching about life after death.

How Hinduism spread throughout India.

Buddha’s search for truth led to spiritual

enlightenment.

Teachings of the Buddha.

Two forms of Buddhism emerged.

Chandragupta used strategy to unite

India.

Chandragupta created a bureaucracy, tax

system, and spy network.

Asoka improved the lives of his subjects.

The Gupta dynasty created the second

Indian empire.

India made advances in the arts, sciences,

and mathematics under the Gupta.

How geographic features isolated China

from other civilizations.

That the Chinese civilizations arose along

the Huang River.

Achievements of the Shang dynasty.

Characteristics of ancestor worship.

Goals and beliefs of Confucianism and

Daoism.

How the Qin became the first dynasty to

unify China.

Characteristics of a Legalist form of

government.

Han emperors created one of the most

successful Chinese dynasties.

Confucianism, the Silk Road, and the

civil service enhanced the Han dynasty.

Han society was based on Confucian

teachings.

China expanded and prospered under the

Han dynasty.

Understand why Shi Huang Di was able to gain and hold

power as the First Emperor.

Ask and answer questions about Qin.

Contrast the Han’s strengths with the Qin’s weaknesses.

Identify reasons why the Han dynasty was successful.

Summarize Han society and achievements.

Prioritize the effect of Han inventions on ancient China.




20





Weekly Tests

Writer’s Workshop

Class Discussion

Graphic Organizers

Reading Responses

Reading Log

Exit Slips


Running Records

Literature Circles


Weekly Tests

Writer’s Workshop

Class Discussion

Graphic Organizers

Reading Responses

Reading Log

Exit Slips


Running Records

Literature Circles

Summative Assessments:


Unit Test

Timed Writing Piece

Timed Reading Piece






Literacy Projects





encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating)
















21


Related Primary Source Documents from the National Archives Compiled by the National Archives at New York

City http://www.archives.gov/northeast/nyc.com


Social Studies Central http://www.socialstudiescentral.com

Social Studies for Kids http://socialstudiesforkids.com

Mesopotamia:

E How http://www.ehow.com/how_10003109_make-pop-up-ziggurat-temple.html

Brain Pop: www.brainpop.com: Sumerians

Kids past: http://www.kidspast.com/world-history/0035b-fertile-cresent.php

Mr. Donn: http://mesopotamia.mrdonn.org/

Kids Konnect: http://www.kidskonnect.com/subject-index/16-history/257-ancient-mesopotamia.html

National Geographic: http://video.kids.nationalgeographic.com/video/player/kids/people-places-kids/iraq-

mesopotamia-kids.html

The British Museum: http://www.mesopotamia.co.uk/menu.html#

The Indus Civilization: www.harappa.com/har/har0.html

Mohenjo-Daro: www.mohenjodaro.net

Fact Monster: http://sf.factmonster.com/ipka/A0001206.html

Discovery Education: http://www.discoveryeducation.com

Video: Mesopotamia: From Nomads to Farmers

Segments: Discovery of Written Language

Development of the Sumerian City-State

Hunter-Gatherer, Agrarian and Pastoral Communities

Mesopotamian Geography and Sumerian Society

Ziggurats http://www.mesopotamia.co.uk/ziggurats/home_set.html

http://www.crystalinks.com/ziggurat.html

Hanging Gardens of Babylon http://unmuseum.mus.pa.us/hangg.htm http://www.cleveleys.co.uk/wonders/gardensofbabylon.htm

Hammurabi's Code http://www.phillipmartin.info/hammurabi/homepage.htm

Odyssey Online - graphics, info, games from the Michael C. Carlos Museum at Emory University http://carlos.emory.edu/ODYSSEY/NEAREAST/homepg.html

Exploring Ancient World Cultures - Near East from Indiana http://eawc.evansville.edu/nepage.htm

Ancient Sumer from Vilanova College in Brisbane, AU http://www.vnc.qld.edu.au/enviro/sumer/2001.htm

Mr. Dowling's Electronic Passport - Mesopotamia http://www.mrdowling.com/603mesopotamia.html History for Kids - The Sumerians, Babylonians, Assyrians, Hittites

http://www.historyforkids.org/learn/westasia/history/history.htm

Mesopotamia (Assyria, Babylonia, Sumer) from the British Museum http://www.mesopotamia.co.uk/menu.html Mesopotamia from Fordham http://www.fordham.edu/halsall/ancient/asbook03.html

The Sumerians http://www.fsmitha.com/h1/ch01.htm

Ancient Mesopotamia http://www.historylink101.com/ancient_mesopotamia.htm

Sumerians http://www.crystalinks.com/sumer.html s Mesopotamian Art http://www.artlex.com/ArtLex/m/mesopotamian.html

http://www.anciv.info/mesopotamia/mesopotamian-art-and-architecture.html

Babylonian Math http://www.angelfire.com/il2/babylonianmath/ http://www.anciv.info/mesopotamia/mesopotamian-art-and-architecture.html

http://ancienthistory.about.com/od/abacus/a/BabylonianMath.htm




http://www.socialstudiescentral.com/

http://socialstudiesforkids.com/

http://www.ehow.com/how_10003109_make-pop-up-ziggurat-temple.html


http://www.kidspast.com/world-history/0035b-fertile-cresent.php

http://mesopotamia.mrdonn.org/

http://www.kidskonnect.com/subject-index/16-history/257-ancient-mesopotamia.html

http://video.kids.nationalgeographic.com/video/player/kids/people-places-kids/iraq-mesopotamia-kids.html

http://video.kids.nationalgeographic.com/video/player/kids/people-places-kids/iraq-mesopotamia-kids.html

http://www.mesopotamia.co.uk/menu.html

http://www.harappa.com/har/har0.html

http://www.mohenjodaro.net/

http://sf.factmonster.com/ipka/A0001206.html


http://www.mesopotamia.co.uk/ziggurats/home_set.html

http://www.crystalinks.com/ziggurat.html

http://unmuseum.mus.pa.us/hangg.htm

http://www.cleveleys.co.uk/wonders/gardensofbabylon.htm

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

http://carlos.emory.edu/ODYSSEY/NEAREAST/homepg.html

http://eawc.evansville.edu/nepage.htm

http://www.vnc.qld.edu.au/enviro/sumer/2001.htm

http://www.mrdowling.com/603mesopotamia.html

http://www.historyforkids.org/learn/westasia/history/history.htm

http://www.mesopotamia.co.uk/menu.html

http://www.fordham.edu/halsall/ancient/asbook03.html

http://www.fsmitha.com/h1/ch01.htm

http://www.historylink101.com/ancient_mesopotamia.htm

http://www.crystalinks.com/sumer.html

http://www.artlex.com/ArtLex/m/mesopotamian.html


http://www.angelfire.com/il2/babylonianmath/


http://ancienthistory.about.com/od/abacus/a/BabylonianMath.htm




22

Egypt:

Brain Pop: www.brainpop.com Cleopatra

Egyptian Pharaohs

Mummies

Mark Millmore's Ancient Egypt - excellent graphics and text http://www.discoveringegypt.com/

University of Chicago http://oi.uchicago.edu/OI/MUS/ED/TRC/EGYPT/egypthome.html

Ancient Egypt ThinkQuest - Facts, activities, resources, crafts, and recipes

http://library.thinkquest.org/CR0210200/ancient_egypt/egypt.htm

Odyssey Online from Michael C. Carlos Museum of Emory University - graphics and info

http://carlos.emory.edu/ODYSSEY/EGYPT/homepg.html

Ancient Egypt from the British Museum in the UK

http://www.ancientegypt.co.uk/menu.html

Color Tour of Egypt from University of Memphis http://www.memphis.edu/egypt/egypt.html

Exploring Ancient Cultures- Egypt from Indiana site http://eawc.evansville.edu/egpage.htm

Daily Life in Ancient Egypt from Mr. Donn's site http://egypt.mrdonn.org/index.html

Mr. Dowling's Electronic Passport - Ancient Egypt http://www.mrdowling.com/604egypt.html

Ancient Egypt http://www1.kent.k12.wa.us/staff/DarleneBishop/egypt/egypt.html

History for Kids - ancient Egypt http://www.historyforkids.org/learn/egypt/

Egyptian Mythology http://www.touregypt.net/gods1.htm http://www.akhet.co.uk/mythhome.htm

Egyptian Mummies http://www.bbc.co.uk/history/ancient/egyptians/#mummification

More Mummies Information from Neferchichi.com http://www.neferchichi.com/mummies.html New York Times Daily Lesson Plan 'Mummy Dearest' http://learning.blogs.nytimes.com/1999/08/24/mummy-

dearest/

ONLY FOR THE BRAVE - Make a chicken (or Cornish game hen) mummy

http://www.mummytombs.com/main.mummymaking.htm

Egyptian Mummies from the Smithsonian http://www.si.edu/Encyclopedia_SI/nmnh/mummies.htm

Mummy-Maker Game

http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_mummy_maker.shtml

Egyptian Art Lessons - http://www.artyfactory.com/egyptian_art/egyptian_art_lessons.htm

Egypt: Daily Life http://www2.sptimes.com/Egypt/EgyptCredit.4.2.html

NOVA Online : The Pyramids http://www.pbs.org/wgbh/nova/pyramid/

Ancient Egypt Webquests and Activities http://education.iupui.edu/webquests/egypt/aegypt.htm

http://www.woodlands-junior.kent.sch.uk/Homework/egypt/activities.htm

http://www.fcps.edu/KingsParkES/technology/webquests/Egypt/index.htm

Mysteries of Egypt http://www.civilization.ca/civil/egypt/egypt_e.html

King Tutankhamun - Was It Murder? Webquest http://questgarden.com/00/85/9/051004163536/process.htm

Egyptian Math pages - lots of activities and history, too http://egypt.mrdonn.org/math.html

http://www.math.wichita.edu/history/topics/num-sys.html#egypt

http://www.storyofmathematics.com/egyptian.html

http://www.eyelid.co.uk/numbers.htm Guardian's Ancient Egypt Kid Connection - activities, masks, games

http://www.guardians.net/egypt/kids/index.htm

Discovery Education http://www.discoveryeducation.com

Video: Mummies

Segment: Making Mummies


http://www.discoveringegypt.com/

http://oi.uchicago.edu/OI/MUS/ED/TRC/EGYPT/egypthome.html

http://library.thinkquest.org/CR0210200/ancient_egypt/egypt.htm

http://carlos.emory.edu/ODYSSEY/EGYPT/homepg.html

http://www.ancientegypt.co.uk/menu.html

http://www.memphis.edu/egypt/egypt.html

http://eawc.evansville.edu/egpage.htm

http://egypt.mrdonn.org/index.html

http://www.mrdowling.com/604egypt.html

http://www1.kent.k12.wa.us/staff/DarleneBishop/egypt/egypt.html

http://www.historyforkids.org/learn/egypt/

http://www.touregypt.net/gods1.htm

http://www.akhet.co.uk/mythhome.htm

http://www.bbc.co.uk/history/ancient/egyptians/#mummification

http://www.neferchichi.com/mummies.html

http://learning.blogs.nytimes.com/1999/08/24/mummy-dearest/

http://learning.blogs.nytimes.com/1999/08/24/mummy-dearest/

http://www.mummytombs.com/main.mummymaking.htm

http://www.si.edu/Encyclopedia_SI/nmnh/mummies.htm

http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_mummy_maker.shtml

http://www.artyfactory.com/egyptian_art/egyptian_art_lessons.htm

http://www2.sptimes.com/Egypt/EgyptCredit.4.2.html

http://www.pbs.org/wgbh/nova/pyramid/

http://education.iupui.edu/webquests/egypt/aegypt.htm

http://www.woodlands-junior.kent.sch.uk/Homework/egypt/activities.htm

http://www.fcps.edu/KingsParkES/technology/webquests/Egypt/index.htm

http://www.civilization.ca/civil/egypt/egypt_e.html

http://questgarden.com/00/85/9/051004163536/process.htm

http://egypt.mrdonn.org/math.html

http://www.math.wichita.edu/history/topics/num-sys.html#egypt

http://www.storyofmathematics.com/egyptian.html

http://www.eyelid.co.uk/numbers.htm

http://www.guardians.net/egypt/kids/index.htm





23

India:

BBC: http://www.bbc.co.uk/schools/primaryhistory/indus_valley/

The British Museum: http://www.ancientindia.co.uk/

Time for Kids: http://www.timeforkids.com/TFK/kids/hh/goplaces/main/0,28375,610558,00.html

KidsPast: http://www.kidspast.com/world-history/0102-civilizations-of-india.php

Kids Konnect: http://www.kidskonnect.com/subject-index/26-countriesplaces/313-india.html

History for Kids: http://historyforkids.org/learn/india/

Mr. Donn: http://india.mrdonn.org/

Snaith Primary: http://home.freeuk.net/elloughton13/india.htm


Video: World’s Best: Magnificent Beasts

Segment: Indian Subcontinent

Video: Mystic Lands: Taj Mahal: Heaven on Earth

Segment: Welcome to the Taj Mahal

China:


Video: Destiny Determined: Power and Ritual in Asia:

Segment: Behind the Great Wall

Video: Journals Through History: Ancient China: Contributions to the World

Segments: The Secrets of Silk Gun Powder

Innovations and Inventions

Paper

Video: Spaced Out

Segment: Is the Great Wall of China Visible from Space?

Video: Eureka!: China: Fun and Firecrackers: Eat, Play, Boys, Girls

Segment: The Red Envelope

World History - China

http://web.archive.org/web/20040814144858/http://www.lksd.org/kongiganak/kongiganak/Continuous EdCarnagie/Carnagie/WorldHistory/WldHistoryCh2/WldHistoryCh2China.htm

Exploring Ancient World Cultures from Evansville, Indiana

http://eawc.evansville.edu/chpage.htm

Daily Life in Ancient China from Mr. Donn http://china.mrdonn.org/index.html

Mr. Dowling's Electronic Passport http://www.mrdowling.com/613chinesehistory.html

Web Links on China and the Great Wall

http://www.enchantedlearning.com/subjects/greatwall/Walllinks.html

Ancient China http://www.historyforkids.org/learn/china/

http://webtech.kennesaw.edu/jcheek3/china.htm

Ancient China Power Point Slides http://ancienthistory.pppst.com/china.html

Chinese Accomplishments http://education2.uvic.ca/Faculty/mroth/438/CHINA/CHINA-PAGE.html

http://www.kidsdiscover.com/ancient-china-for-kids

http://www.bbc.co.uk/schools/primaryhistory/indus_valley/

http://www.ancientindia.co.uk/

http://www.timeforkids.com/TFK/kids/hh/goplaces/main/0,28375,610558,00.html

http://www.kidspast.com/world-history/0102-civilizations-of-india.php

http://www.kidskonnect.com/subject-index/26-countriesplaces/313-india.html

http://historyforkids.org/learn/india/

http://india.mrdonn.org/

http://home.freeuk.net/elloughton13/india.htm



http://web.archive.org/web/20040814144858/http:/www.lksd.org/kongiganak/kongiganak/Continuous%20EdCarnagie/Carnagie/WorldHistory/WldHistoryCh2/WldHistoryCh2China.htm

http://web.archive.org/web/20040814144858/http:/www.lksd.org/kongiganak/kongiganak/Continuous%20EdCarnagie/Carnagie/WorldHistory/WldHistoryCh2/WldHistoryCh2China.htm

http://eawc.evansville.edu/chpage.htm

http://china.mrdonn.org/index.html

http://www.mrdowling.com/613chinesehistory.html

http://www.enchantedlearning.com/subjects/greatwall/Walllinks.html

http://www.historyforkids.org/learn/china/

http://webtech.kennesaw.edu/jcheek3/china.htm

http://ancienthistory.pppst.com/china.html

http://education2.uvic.ca/Faculty/mroth/438/CHINA/CHINA-PAGE.html

http://www.kidsdiscover.com/ancient-china-for-kids




24

Ancient Religions:

Mr. Donn http://egypt.mrdonn.org/lessonplans/religion.html

Why Study Religion http://www.studyreligion.org/start/ancient.html

World Religions http://www.woodlands-junior.kent.sch.uk/Homework/religion/buddhism.htm

World Religions http://www.uri.org/kids/world.htm

The Story of Buddha http://www.buddhanet.net/e-learning/buddhism/storybuddha.htm

Hindu Website http://www.hinduwebsite.com/links/buddhism/kids.asp

History for Kids: Ancient Chinese Religion http://www.historyforkids.org/learn/china/religion/index.htm

Who Was Confucius http://www.china-family-adventure.com/who-was-confucius.html

Social Studies for Kids

http://www.socialstudiesforkids.com/subjects/religions.htm

ThinkQuest: Religions

http://www.thinkquest.org/pls/html/f?p=52300:30:2556753184952440::::P30_CATEGORY_ID:CPJ_RELIGIONS

Teacher Notes:

IDEportal: PBL Tasks: From Ancient Civilizations to Global Citizens:

Advances in technology today have made us a global society. What can we expect tomorrow, or a hundred years from now, or in a thousand years? What problems exist today, and how could these problems be transformed by

innovation into opportunities to impact the world? Using ancient civilizations as a backdrop develop an idea for

the technology that will take our society to the next level.

You hop into a car to get to the mall. You pick up a phone to call home. You write an email to a friend. You

make yourself a sandwich. These are just some of the things you probably take for granted every day, yet life was not always so easy. Ancient civilizations worked hard to develop agriculture, written language, transportation

systems, and communication infrastructures. Technological advances often arose as a solution to a problem, and

led to new possibilities, as they do today.

Consider too that while ancient civilizations traded goods and shared knowledge, they were limited by geographic location and the communication tools of that time. Advances in technology today have made us a global society.

What can we expect tomorrow, or a hundred years from now, or in a thousand years? What problems exist today,

and how could these problems be transformed by innovation into opportunities to impact the world?

Select an ancient civilization to study, analyzing the ways in which technology shaped and advanced each aspect

of that civilization. After building a background of knowledge, pick one aspect of civilization for which you determine the innovations had a significant impact throughout that society, and predict what the next levels of

advancement in that area could be today. You may present your ideas through a website, multimedia presentation,

oral presentation, or written report. The advancements you identify will have an impact on the world, and on every

global citizen.

http://egypt.mrdonn.org/lessonplans/religion.html

http://www.studyreligion.org/start/ancient.html

http://www.woodlands-junior.kent.sch.uk/Homework/religion/buddhism.htm

http://www.uri.org/kids/world.htm

http://www.buddhanet.net/e-learning/buddhism/storybuddha.htm

http://www.hinduwebsite.com/links/buddhism/kids.asp

http://www.historyforkids.org/learn/china/religion/index.htm

http://www.china-family-adventure.com/who-was-confucius.html

http://www.socialstudiesforkids.com/subjects/religions.htm

http://www.thinkquest.org/pls/html/f?p=52300:30:2556753184952440::::P30_CATEGORY_ID:CPJ_RELIGIONS




25

Hammurabi’s Code Activity:

Students will explore Hammurabi’s Code by completing the following steps: 1. Students will read the code of

laws. Teacher should discuss particular laws with the class. 2. Students will explain why they feel Hammurabi needed a code. 3. Students will pick what they feel are the three most important laws. Students must explain why

they feel these are the three most important laws. 4. Compare and contrast the code of laws to our Justice System.

5. Students will pick two laws from the code that they would like to see as a law today. Students must explain why

they want these two laws. 6. Students will give their opinion of the code. 7. Students will create their own code.

Suggested links for activity:

http://eawc.evansville.edu/anthology/hammurabi.htm

http://billofrightsinstitute.org/founding-documents/bill-of-rights/

http://eawc.evansville.edu/anthology/hammurabi.htm

http://billofrightsinstitute.org/founding-documents/bill-of-rights/




26


Unit Overview


Unit Title: Classical Civilizations of the Mediterranean World, India and China


Unit Summary:

Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of

unprecedented size and diversity by creating centralized governments and promoting commerce, a common culture, and social values.

Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of

classical civilizations.

Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting

legacies for future civilizations.

Primary interdisciplinary connections:

21st century themes: Technology 8.1-8.2, use of digital tools to access, manage evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge.

21st Century Life and Career 9.1 -9.4 enable students to make informed decisions that prepare them to engage as active citizens in a dynamic global society and to successfully meet the challenges and opportunities of the 21st-

century global workplace.

Learning Targets

Content Standards

Standard 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues

across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and

ethically responsible world citizens in the 21st century.

Standard 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active,

informed citizens who value diversity and promote cultural understanding by working collaboratively to address

the challenges that are inherent in living in an interconnected world.


6.2.8.A.3.a Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems) used by the rulers of Rome,

China, and India to control and unify their expanding empires.

6.2.8.A.3.b Compare and contrast the rights and responsibilities of free men, women, slaves, and

foreigners in the political, economic, and social structures of classical civilizations.

6.2.8.A.3.c Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the development of the United States

Constitution.




27

6.2.8.A.3.d Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United States citizens today, and evaluate how citizens perceived the

principles of liberty and equality then and now.

6.2.8.A.3.e Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the

current legal system.

6.2.8.B.3.a Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical

civilizations and provided motivation for expansion.

6.2.8.B.3.b Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise.

6.2.8.C.3.a Analyze the impact of expanding land and sea trade routes through the Mediterranean

Basin, India, and China.

6.2.8.C.3.b Explain how the development of a uniform system of exchange facilitated trade in

classical civilizations.

6.2.8.C.3.c Explain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to

improve life in urban areas, and to allow for greater division of labor.

6.2.8.D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to

power, wealth, and equality.

6.2.8.D.3.b Relate the Chinese dynastic system to the longevity of authoritarian rule in China.

6.2.8.D.3.c Determine common factors that contributed to the decline and fall of the Roman

Empire, Gupta India, and Han China.

6.2.8.D.3.d Compare the golden ages of Greece, Rome, India, and China, and justify major

achievements that represent world legacies.

6.2.8.D.3.e Compare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism,

and Taoism), their patterns of expansion, and their responses to the current challenges

of globalization.

6.2.8.D.3.f Determine the extent to which religions, mythologies, and other belief systems shaped

the values of classical societies.

6.3.8.A.1 Deliberate on a public issue affecting an upcoming election, consider opposing

arguments, and develop a reasoned conclusion.

6.3.8.A.2 Participate in a real or simulated hearing to develop a legislative proposal that

addresses a public issue, and share it with an appropriate legislative body (e.g., school

board, municipal or county government, state legislature).

6.3.8.A.3 Collaborate with international students to deliberate about and address issues of gender equality, child mortality, or education.

6.3.8.D.1 Engage in simulated democratic processes (e.g., legislative hearings, judicial

proceedings, elections) to understand how conflicting points of view are addressed in a

democratic society.


RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.




28

RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide

an accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).

RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades

6–8 text complexity band independently and proficiently.



Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and

information into broader categories as appropriate to achieving purpose; include

formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when

useful to aiding comprehension.



Use appropriate and varied transitions to create cohesion and clarify the relationships

among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain the

topic.




WHST.6-8.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing

on how well purpose and audience have been addressed.

WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific

tasks, purposes, and audiences.









practice.




What is power? Who should have it?

What should governments do?



different forms of government were tried and tested in

ancient times

the structure of today’s democratic governments was




29

How much does geography affect people’s

lives?

shaped by those developed in the ancient world

physical geography has an influence on the security and the

prosperity of a nation

Unit Objectives


The effects of mountains and sea on Greek

character and culture.

Invasions and wars in early Greek history.

The significance of the city-state, or polis.

The gender and class divisions of Greek society.

The variety of governments in Greek city-states.

The evolution of democracy in Athens.

Differences from Athens in terms of education,

citizenship, and women’s roles.

The effect of Athens’s rise to dominance.

The spread of Hellenistic culture throughout

Alexander’s empire.

The influence of Greek art, architecture,

mythology, poetry and drama.

Greek philosophers, scientists, and historians.

Influence of geography and adjacent cultures on

Rome and its culture.

Influences of the Roman republic on later

governments.

Gender and class divisions in Roman society.

The role of war in the expansion and later

collapse of the Roman republic.

Roman contributions to technology, trade, and

culture.

Legal and cultural influences of the Roman

empire on later cultures.

Key features of Judaism and Christianity.

Events that led to the decline of the Roman

empire.

The Song dynasty’s government was based on

the civil service system.

The principles of Confucianism.

The reasons for the building of the Great Wall

of China.

Groups that evolved into a caste system.

Unit Objectives


Analyze causes and effects of events in early Greek history.

Sequence events leading up to the development of the polis.

Identify important ideas and details about Greek

colonization and trade.

Distinguish the rights, roles, and status of different groups

in ancient Greece.

Summarize different aspects of government in Athens.

Identify facts and suggest opinions about Athenian

democracy.

Compare and contrast Athens and Sparta.

Identify evidence about the course of ancient Greek wars.

Recognize the influence of Greek culture.

Synthesize information on the Greek arts and religion.

Draw conclusions about important scholars and scientists of

ancient Greece.

Analyze cause-and-effect links between geography and

Rome’s development.

Compare and contrast the effects of different governmental

structures.

Draw conclusions about the daily lives of different groups

in Rome.

Summarize the growth and decline of the Roman republic.

Analyze the effects of practical achievements on Rome’s

prosperity and growth.

Identify main ideas and details about Roman culture and its

legacy.

Compare and contrast Judaism and Christianity.

Identify causes of the Roman empire’s decline and effects

of its collapse.

Draw conclusions about the objective of the civil service

exams.

Analyze quotes of Confucius and compare to common

proverbs.

Identify ways in which Shi Huang Di centralized his

government.

Explain how the caste system affects the daily lives of

Indian citizens.




30





Weekly Tests

Writer’s Workshop

Class Discussion

Graphic Organizers

Reading Responses

Reading Log

Exit Slips


Running Records

Literature Circles


Weekly Tests

Writer’s Workshop

Class Discussion

Graphic Organizers

Reading Responses

Reading Log

Exit Slips


Running Records

Literature Circles

Summative Assessments


Unit Test

Timed Writing Piece

Timed Reading Piece






Literacy Projects





encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating, creating)


















31


Related Primary Source Documents from the National Archives Compiled by the National Archives at New York

City http://www.archives.gov/northeast/nyc.com




Harcourt School http://www.harcourtschool.com/ss1/Grade6/interactives/gr6_unit4.html\

http://www.harcourtschool.com/ss1/biographies/banzhao/index.html

Ancient Greece http://www.ancientgreece.com/s/People/Main_Page/

Buzzle http://www.buzzle.com/articles/famous-people-in-ancient-greece.html

Ancient Greece UK http://www.ancientgreece.co.uk/

America Museum of Natural History http://www.amnh.org/ology/

Mr. Donn http://greece.mrdonn.org/lessonplans/index.html

Metropolitan Museum of Art http://www.metmuseum.org/explore/china_dawn/essay_fall.html

Nabatacan History http://nabataea.net/amaps.html

Fact Monster http://sf.factmonster.com/ipka/A0001206.html

BBC http://www.bbc.co.uk/history/interactive/animations/colosseum/index_embed.shtml

Teacher Oz http://www.teacheroz.com/romans.htm

National Geographic http://education.nationalgeographic.com/education/?ar_a=1

http://www.nationalgeographic.com/geobee/

Facing History http://www.facinghistory.org/

Show http://show.mappingworlds.com/world/

NanaZone http://nanozone.org/

Quizlet http://quizlet.com/1755705/6th-grade-ancient-rome-flash-cards/

Lesson Planet/Judaism http://www.lessonplanet.com/worksheets/judaism

Department Of Education Australia

http://www.education.vic.gov.au/studentlearning/teachingresources/history/support.htm

EDSITEment! http://www.historhttp://edsitement.neh.gov/lesson-plan/following-great-wall-

chinayguide.org/ancient/lecture15b.html

PBS http://www.pbs.org/wgbh/nova/ancient/song-dynasty.html

Kathi Mitchell http://www.kathimitchell.com/middleages.htm

History Guide/Christianity http://www.historyguide.org/ancient/lecture15b.html

Oracle Think Quest http://library.thinkquest.org/12255/temple/confucianism.html

Teacher Notes:

IDEportal: PBL Tasks: Ancient Leadership: Students use the wisdom of the Classic societies of Athens and Sparta

to give leadership tips to their school principal.

INTEROFFICE MEMORANDUM






http://www.harcourtschool.com/ss1/Grade6/interactives/gr6_unit4.html/

http://www.harcourtschool.com/ss1/biographies/banzhao/index.html

http://www.ancientgreece.com/s/People/Main_Page/

http://www.buzzle.com/articles/famous-people-in-ancient-greece.html

http://www.ancientgreece.co.uk/

http://www.amnh.org/ology/

http://greece.mrdonn.org/lessonplans/index.html

http://www.metmuseum.org/explore/china_dawn/essay_fall.html

http://nabataea.net/amaps.html

http://sf.factmonster.com/ipka/A0001206.html

http://www.bbc.co.uk/history/interactive/animations/colosseum/index_embed.shtml

http://www.teacheroz.com/romans.htm

http://education.nationalgeographic.com/education/?ar_a=1

http://www.nationalgeographic.com/geobee/

http://www.facinghistory.org/

http://show.mappingworlds.com/world/

http://nanozone.org/

http://quizlet.com/1755705/6th-grade-ancient-rome-flash-cards/

http://www.lessonplanet.com/worksheets/judaism

http://www.education.vic.gov.au/studentlearning/teachingresources/history/support.htm

http://www.historyguide.org/ancient/lecture15b.html


http://www.pbs.org/wgbh/nova/ancient/song-dynasty.html

http://www.kathimitchell.com/middleages.htm


http://library.thinkquest.org/12255/temple/confucianism.html




32

To: Ancient History Students

From: Your Principal

Subject: Ideas

Date:

Hello!

As principal, I believe it is an important part of my job to learn about different approaches to leadership so I can

manage the school most efficiently. Recently, I was browsing through the leadership section on

www.amazon.com, and I noticed that quite a few of the books centered on ideas and philosophies from Ancient

History. There were ideas about Confucius, Shi Huangdi, Chandragupta, Liu Bang, and Hammurabi.

I thought that there might be something to looking back on history to find inspiration and ideas for today.

Unfortunately, the demands of my job do not allow me to do much outside research. Therefore, I have decided to

call upon the Ancient History scholars at my disposal—you!

Your teacher mentioned that you will soon be studying Athens and Sparta—two of the most famous and successful

city-states in Ancient Greece. From what I remember from my school days, these two city-states had very different

governments, societies, cultures and values—yet both enjoyed tremendous power and prosperity.

I am asking that you investigate these two city-states to determine if any of their characteristics could be

applied here in our school. In order to do this, you will need to learn about each society, as well as compare

them to each other and to our present school community. Then, I would like each of you to submit a

proposal to me with your findings, along with recommendations as to how the best of both communities

could be incorporated into the leadership and structure of our school.

I look forward to hearing your ideas!

Sincerely,




33

Novice Apprentice Practitioner Expert

Background on

Sparta

accurate description of:

government societal structure

culture daily life



culture daily life

accurate use of most words from Sparta

vocabulary list



culture daily life

accurate use of all words from Sparta

vocabulary list

all of Practitioner plus annotated

appendix with 3or more primary

sources that illustrate Spartan

society

Background on

Athens

accurate description

of: government

societal structure culture

daily life

accurate description

of: government


daily life accurate use of most

words from Athens vocabulary list

accurate des

cription of: government


daily life accurate use of all

words from Athens vocabulary list

all of Practitioner

plus annotated appendix with 3or

more primary sources that

illustrate Athenian society

Comparison of

Sparta & Athens

compares the two

societies in 3 categories listed

above

compares the two

societies in all categories listed

above

compares the

two societies in all categories

listed above uses specific

examples from each society

all of Practitioner

plus includes comparisons to

American society today

Comparison to

School

Community

3 points of comparison/cont

rast uses a specific

example from each society

references 1-2 school policies

& characteristics


rast uses specific


references 3-4 specific school

policies & characteristics


rast uses specific


references 5+ specific school

policies & characteristics

all of Practitioner plus states opinion

as to which ancient society the school

community most closely emulates

Recommendations list of 5 or more

recommendations for the school

list of 5 or more


explanations of recommendation

s contain specific references to

Athens or Sparta

list of 5 or more


explanations of recommendation

s contain specific references to

Athens or Sparta all

recommendations could

reasonably be adopted by the

school

all of Practitioner

plus recommendations

are put in priority order with

explanation of order included




34


Unit Overview


Unit Title: Expanding Exchanges and Encounters


Unit Summary:

The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political

organization.

The rise and spread of new belief systems unified societies, but they also became a major source of tension

and conflict.

While commercial and agricultural improvements created new wealth and opportunities for the empires,

most people’s daily lives remained unchanged.


21st century themes: Technology 8.1-8.2, use of digital tools to access, manage evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. 21st Century Life and Career 9.1 -9.4 enable students to make informed decisions that prepare

them to engage as active citizens in a dynamic global society and to successfully meet the challenges and


Learning Targets

Content Standards

Standard 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think

analytically and systematically about how past interactions of people, cultures, and the environment affect







6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern

expanding territories with diverse populations.

6.2.8.A.4.b Compare and contrast the Japanese and European systems of feudalism and the

effectiveness of each in promoting social, economic, and political order.

6.2.8.A.4.c Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, parliament, and the development of habeas corpus and an independent

judiciary) on modern democratic thought and institutions.

6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires’ relationships with other parts of

the world.




35

6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of

international trade centers.

6.2.8.B.4.c Determine how Africa’s physical geography and natural resources posed challenges and

opportunities for trade and development.

6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe,

and Asia.

6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time

period, and relate these changes to current environmental challenges.

6.2.8.B.4.f Explain how the geographies of China and Japan influenced their development and their

relationship with one another.

6.2.8.B.4.g Explain why the strategic location and economic importance of Constantinople and the

Mediterranean Sea were a source of conflict between civilizations.

6.2.8.B.4.h Explain how the locations, land forms, and climates of Mexico, Central America, and South America affected the development of Mayan, Aztec, and Incan societies, cultures,

and economies.

6.2.8.C.4.a Explain the interrelationships among improved agricultural production, population

growth, urbanization, and commercialization.

6.2.8.C.4.b Analyze how trade, technology, the availability of natural resources, and contact with

other civilizations affected the development of empires in Eurasia and the Americas.

6.2.8.C.4.c Explain how the development of new business practices and banking systems impacted

global trade and the development of a merchant class.

6.2.8.C.4.d Analyze the relationship between trade routes and the development of powerful city-

states and kingdoms in Africa.

6.2.8.C.4.e Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific

thought and the arts.

6.2.8.D.4.a Explain how contact between nomadic peoples and sedentary populations had both

positive and negative political, economic, and cultural consequences.

6.2.8.D.4.b Analyze how religion both unified and divided people.

6.2.8.D.4.c Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups

of people.

6.2.8.D.4.d Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews,

Muslims, and traders.

6.2.8.D.4.e Assess the demographic, economic, and religious impact of the plague on Europe.

6.2.8.D.4.f Determine which events led to the rise and eventual decline of European feudalism.

6.2.8.D.4.g Analyze the immediate and long-term impact on China and Europe of the open

exchange between Europe and the Yuan (Mongol) Dynasty.




36

6.2.8.D.4.h Determine the extent to which the Byzantine Empire influenced the Islamic world and

western Europe.

6.2.8.D.4.i Explain how and why Islam spread in Africa, the significance of Timbuktu to the development and spread of learning, and the impact Islam continues to have on African

society.

6.2.8.D.4.j Compare the major technological innovations and cultural contributions of the

civilizations of this period and justify which represent enduring legacies.

6.3.8.A.1 Deliberate on a public issue affecting an upcoming election, consider opposing

arguments, and develop a reasoned conclusion.

6.3.8.A.2 Participate in a real or simulated hearing to develop a legislative proposal that addresses a public issue, and share it with an appropriate legislative body (e.g., school board,

municipal or county government, state legislature).

6.3.8.A.3 Collaborate with international students to deliberate about and address issues of gender

equality, child mortality, or education.

6.3.8.D.1 Engage in simulated democratic processes (e.g., legislative hearings, judicial

proceedings, elections) to understand how conflicting points of view are addressed in a

democratic society.


RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.

RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an

accurate summary of the source distinct from prior knowledge or opinions.

RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies

(e.g., how a bill becomes law, how interest rates are raised or lowered).

RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including


RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with

other information in print and digital texts.

RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.

RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.

RH.6-8.10 Read and comprehend history/social studies texts in the grades 6–8 text complexity band

independently and proficiently.

WHST.6-8.1 Write arguments focused on discipline-specific content.

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s)

from alternate or opposing claims, and organize the reasons and evidence logically.

Support claim(s) with logical reasoning and relevant, accurate data and evidence

that demonstrate an understanding of the topic or text, using credible sources.

Use words, phrases, and clauses to create cohesion and clarify the relationships

among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style.


argument presented.



Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,




37

and information into broader categories as appropriate to achieving purpose; include

formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when

useful to aiding comprehension.



Use appropriate and varied transitions to create cohesion and clarify the

relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain the

topic.




WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style

are appropriate to task, purpose, and audience.

WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused

questions that allow for multiple avenues of exploration.

WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase

the data and conclusions of others while avoiding plagiarism and following a standard

format for citation.

WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.

WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,

purposes, and audiences.









practice.




Why do people migrate and what happens

when they do?

How are religion and culture connected?



People migrate for political, economic, and religious

reasons, and absorb or pass on ideas.

Religion can influence culture and government and

provide stability to society.

Religious disagreements can lead to conflict,

oppression, and intolerance.




38

How should we handle conflict?

What are the positives and negatives of

trade?

What is power and who should have it?

Negotiation and compromise are two ways to handle

conflict.

Trading partners shared ideas, customs, and can become

enemies.

Trade networks led to new ways of doing business.

Power may come through political, economic, religious,

or military strength and be held by individuals or

groups.

Those not in power may lack influence.

Abuses of power can lead to conflict.

Sharing power tends to limit its abuse.

Unit Objectives


The importance of geography and

leadership to the Byzantine Empire.

Advantages of Constantinople for defense

and trade.

Features of the Roman Catholic and

Eastern Orthodox churches.

Causes of the Great Schism.

Main features of Byzantine culture, law,

religion.

Ways in which Byzantine culture spread.

Arabian geography and culture before

Islam.

The role of Muhammad in establishing and

spreading Islam.

Core beliefs of Islam.

Ways that Muslim daily life reflects beliefs

of Islam.

Ways that Muslim rule expanded and faith

spread.

Important Muslims empires and dynasties.

Key features of Muslim culture.

Intellectual achievements of Muslim

scholars.

The regions of Africa.

Trade was important in developing

societies.

The cultural organization of African

societies.

Cultural traditions that have carried over

into modern day.

Mongol rulers allowed trade to flourish

Unit Objectives


Analyze effects of geography and leadership on the

Byzantine empire.

Categorize geographic features as advantages for trade

and defense.

Compare and Contrast the structure and function of the

Roman Catholic and Eastern Orthodox churches.

Compare views reflected in the Great Schism and

explain why it occurred.

Summarize important issues about Byzantine

civilization.

Identify causes and effects of Byzantine cultural

diffusion.

Identify main ideas and details about the origins and

spread of Islam.

Make decisions to choose necessary items for living in

parts of Muslim Arabia.

Summarize main ideas of Islam.

Describe how the Five Pillars of Islam affect Muslims

every day.

Sequence expansion of Muslim political rule and

Islamic religious influence.

Make an illustrated timeline of Muslim empires.

Analyze effects of spreading Muslim culture.

Synthesize information in a class schedule for Muslim

learning.

Explain the significance of Timbuktu to the

development and spread of learning, and the impact

Islam continues to have on African society.

Identify major areas of ancient Africa.

Analyze the importance of trade in ancient Africa.

Summarize African social structure.




39

along the Silk Road.

Mongol rulers kept Chinese traditions, but

changed China’s government.

The people of Japan depended on the sea as

a major food source.

Japanese clans were strongly influence in

China.

Rival warriors ruled Japan for centuries.

Feudal society was highly organized and

marked by military values.

Religion influenced feudal Japanese

society.

How invasions created disorder in Europe.

That Feudalism and manorism brought

social and economic order in Europe.

How monasteries and religious orders

helped spread Christianity.

That the church became the center of

authority in medieval Europe.

The Norman Conquest of England.

The rights protected under the Magna

Carta.

The development of the English

Parliament.

Reasons for the Crusades in the Middle

Ages.

The social, economic, and cultural impact

of religious campaigns.

Medieval farming methods that increased

food supplies.

The effects of crop surpluses.

The role of trade in bringing about change.

The effects of religious faith on art and

values.

The effects of famine, war, and plague o

medieval society.

The geography of the Maya, Aztec, and

Inca Empires.

The culture and economy of the Maya,

Aztec, and Inca Empires.

The major technological innovations of the

ancient civilizations of Asia, Africa,

Europe, and the Americas.

Identify and locate major cities and regions of ancient

Africa.

Sequence events related to the Mongol empire.

Compare viewpoints involving Chinese rights under

Mongol reign.

Sequence events involving early attempts to unify

Japan.

Generate new ideas about governing.

Analyze the causes and effects of feudalism.

Summarize the achievements of a samurai.

Develop cultural awareness by participating in a

Japanese custom.

Identify main ideas and details about European

feudalism.

Categorize information to review the order brought by

feudalism and manorism.

Research and summarize information about medieval

monasteries.

Work in teams to create a classroom monastery.

Understand important ideas about how limits on

monarchy evolved in England.

Identify the effects of the Norman Conquest and the

Magna Carta.

Sequence events related to the Crusades.

Synthesize information about one of the Crusades.

Compare and contrast farming and trading.

Identify evidence on town-versus-country life.

Summarize the impact of religion on art and learning.

Draw conclusions about the consequences of famine,

war, and plague.

Compare and contrast the ancient civilizations of Maya,

Aztec, and Incas.

Research the surrounding geography, the main structure

and their purposes, the inhabitants, the building materials, the general layout, and any other revealing

information or artifacts of the Maya, Aztec, and Inca

Empires.

Consider how culture and local geography influences

the Maya, Aztec, and Inca Empires.

Compare the major technological innovations of the

ancient civilizations of Asia, Africa, Europe, and the

Americas.

Explain how the development of new business practices

and banking systems impacted global trade and the

merchant class.




40

OCEAN COUNTY ENGLISH LANGUAGE ARTS CURRICULUM




Weekly Tests

Writer’s Workshop

Class Discussion

Graphic Organizers

Reading Responses

Reading Log

Exit Slips


Running Records

Literature Circles


Weekly Tests

Writer’s Workshop

Class Discussion

Graphic Organizers

Reading Responses

Reading Log

Exit Slips


Running Records

Literature Circles

Summative Assessments


Unit Test

Timed Writing Piece

Timed Reading Piece






Literacy Projects





encourage upper level intellectual behavior based on Bloom’s Taxonomy (analyzing, evaluating,

creating) http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy















41



Magna Carta

Aztec Civilizations

Inca Civilization

Maya Civlization

Mesoamerica

7 Wonders of the Ancient World

Holocaust

Related Primary Source Documents from the National Archives Compiled by the National Archives at

New York City http://www.archives.gov/northeast/nyc.com




Byzantine PowerPoint http://worldhistory.pppst.com/byzantine-empire.html

Milestone documents http://www.milestonedocuments.com/subject/world-history-to-1500

Eduplace http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g2_u5/index.html

Cybersleuth http://cybersleuth-kids.com/sleuth/History/Explorers/Marco_Polo/index.htm

History for Kids http://www.historyforkids.org/learn/islam/religion/index.htm

Islam PowerPoint http://religions.pppst.com/islam.html

Woodlands School http://www.woodlands-junior.kent.sch.uk/Homework/Religion.html

Mr. Donn http://medievaleurope.mrdonn.org/feudalism.html

http://americanhistory.mrdonn.org/triangle-trade.html

Middle Ages UK http://www.middle-ages.org.uk/feudalism.htm

KidsKonnect http://www.kidskonnect.com/subject-index/16-history/278-renaissance.html

KathiMitchell http://www.kathimitchell.com/middleages.htm

Local Histories http://www.localhistories.org/middle.html

Timemaps http://www.timemaps.com/history/africa-1000bc

Teacher Notes:

Byzantine Empire Students will plan a dialogue between leaders of the Roman Catholic Church and the Eastern Orthodox

Church.

Students will review differences between the churches as reflected in the Great Schism and identify statements leaders of each church might have made about the disputed issues. Pairs will plan and write

their own dialogues. Dialogues can be presented as play script, comic strip, or PowerPoint. Dialogue

should reflect the tense tone between church leaders.

IDEportal: PBL Tasks: Digital Serfs?: As technology continues to rapidly change the world we live in,

what impact will it have on our economic system? Students study the Middle Ages through the lens of the

possibility of an emerging 'digital feudalism' today.







http://worldhistory.pppst.com/byzantine-empire.html

http://www.milestonedocuments.com/subject/world-history-to-1500

http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g2_u5/index.html

http://cybersleuth-kids.com/sleuth/History/Explorers/Marco_Polo/index.htm

http://www.historyforkids.org/learn/islam/religion/index.htm

http://religions.pppst.com/islam.html

http://www.woodlands-junior.kent.sch.uk/Homework/Religion.html

http://medievaleurope.mrdonn.org/feudalism.html

http://americanhistory.mrdonn.org/triangle-trade.html

http://www.middle-ages.org.uk/feudalism.htm

http://www.kidskonnect.com/subject-index/16-history/278-renaissance.html

http://www.kathimitchell.com/middleages.htm

http://www.localhistories.org/middle.html

http://www.timemaps.com/history/africa-1000bc




42

As technology continues to rapidly change the world we live in, what impact will it have on our economic

system? In 2006, Gary Marx suggested “social and intellectual capital will become economic drivers”. More recently we have seen an expansion of intellectual property law, allowing both private individuals as

well as huge corporations the ability to own ideas. If ideas are the new base of our economic system, do

intellectual property laws have the potential to take us back to a feudal system similar to that of the Middle

Ages?

Feudalism was a land-based economic and political system used during the Middle Ages in which the upper nobility class maintained control over all the land, providing the lower classes with no other choice

but to work for the local king or lord. As individuals/corporations claim ownership of ideas for the

coming 5-7 decades, will the next generation of technologists have no choice but to live as “digital serfs”

inside the fiefdoms of today?

As you research feudalism to gain an understanding of its economic, political, and social structures,

consider the possibility of the rise of “digital feudalism” in the 21st century. What are the potential short-

term and long-term impacts to our emerging global society? Is this inevitable, or is there a better way to

manage this current surge in ideas and technology? Your team is responsible for creating a multimedia

video that you will submit to Open Source Bridge to share at their annual conference.

Stafford Township School District Grade Level Expectations and Pacing Guides

After our district participated in creating the Ocean County Social Studies Curriculum we shared the document with our staff. The County Curriculum addresses the Common Core Standards and had an enormous amount of resources for our staff to use, but still did not give teachers a clear understanding of how to implement the standards in their classrooms. Over the 2011-12 School Year, we looked at the materials and resources that we have available in Stafford, and worked with teachers to create grade level expectations and pacing guides. These documents outline what teachers need to cover in specific grade levels and timeframes. The purpose is to create consistency within a grade level to ensure that all students at a specific grade level will be exposed to specific skills, strategies, expectations, and assignments.

Stafford Township School District Social Studies Topics

Sixth Grade

World History – Global Studies

September – The Beginnings of Human Society: Paleolithic & Neolithic Ages

October – June – Early Civilization and the Emergence of Pastoral Peoples:

Ancient River Valley Civilization

Mesopotamia

Egypt

India

China

Stafford Township School District

Social Studies Topics Sixth Grade

World History – Global Studies

September – The Beginnings of Human Society: Paleolithic & Neolithic Ages

October – June – Early Civilizations and the Emergence of Pastoral Peoples:

Ancient River Valley Civilizations

Mesopotamia

Egypt

India

China

Appropriate Benchmark Assessment

The primary purpose of benchmark assessment and evaluation is to improve student learning. Information gathered through benchmark assessment helps teachers determine students' strengths and weaknesses in their achievement of the curriculum expectations in each grade. This information also serves to guide teachers in adapting curriculum and instructional approaches to students' needs and in assessing the overall effectiveness of programs and classroom practices. Benchmark assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in a subject. As part of benchmark assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria, and assigning a value to represent that quality. Benchmark assessment and evaluation will be based on the curriculum expectations and the achievement levels outlined in this document. In order to ensure that benchmark assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use benchmark assessment and evaluation strategies that:

• address both what students learn and how well they learn; • are varied in nature, administered over a period of time, and designed to provide opportunities

for students to demonstrate the full range of their learning; • are appropriate for the learning activities used, the purposes of instruction, and the needs and

experiences of the students; • are fair to all students; • ensure that each student is given clear directions for improvement; • promote students' ability to assess their own learning and to set specific goals; • include the use of samples of students' work that provide evidence of their achievement; • are communicated clearly to students and parents at the beginning of the school year and at

other appropriate points throughout the year. Additional Resources:

• http://www.education-world.com/a_tsl/archives/soc_sci.shtml • http://www.sfsocialstudies.com/ • http://streaming.discoveryeducation.com/ • http://www.maps101.com/ • http://www.state.nj.us/education/njpep/index.html • Primary documents, software, videotapes, maps, globes • Teacher directed materials

Technology

Students will use technology in social studies classrooms to: • Access and retrieve information responsibly to support learning. • Present social studies information in a variety of visual forms. • Use simulations to acquire an understanding of social studies concepts. • Communicate understandings of social studies content and processes.

ADDITIONAL INFORMATION:

http://www.education-world.com/a_tsl/archives/soc_sci.shtml

Grade 6 Suggested Topics/Materials

• Geography and Map Skills/Scott Foresman “The World” book, leveled readers, on-line access to Social Studies Program

• American History Revolution-Reconstruction/Scott Foresman “The World” book, leveled readers, on-line access to Social Studies Program

Suggested Vocabulary Words Protestantism mercantilism moveable type triangular trade circumnavigate commerce Conquistador excommunicate myth immortal aristocracy democracy Trojan War Olympic games philosopher plague mercenary patricians plebeians republic representative Senate consul dictator tribune patriotism Caesar Emperor gladiator papyrus pyramid pharaoh hieroglyphics Locations Mediterranean Sea Aegean Sea Crete Troy Mount Olympus Athens Sparta Marathon Macedonia Alexandria Tiber River Rome Carthage Colosseum Egypt Nubia Florence Venice Cape of Good Hope West Indies Brazil Quebec Jamestown Sandwich Islands New South Wales Lisbon England London Scandinavia Danube River Rhine River People Plato Socrates Aristotle Homer Pericles Charlemagne William the Conqueror King John Raphael Michelangelo Leonardo da Vinci Galileo Martin Luther Johannes Gutenberg Henry the Navigator Ferdinand Magellan Christopher Columbus Elizabeth I Vasco da Gama James Cook

Accommodations for Special Education Students as Specified in their IEP & for English Language Learners Access to Special Equipment and Instructional Materials

• Calculator. • Tape recorder/CD player. • Slant board. • Special pens, pencils and paper. • Computer. • FM systems. • Communication board /augmentative communication devices.

Class Work Curricular Procedures • Allow additional time to complete work. • Assist in organizing materials. • Cue students’ attention. • Functional or practical emphasis (specify in IEP). • Limit oral reading unless student volunteers. • Modify reading assignments. • Modify writing requirements. • Ongoing monitoring of work produced during class. • Peer tutoring or partner learning. • Preferential seating. • Provide alternate content objectives (specify in IEP). • Provide copies of class notes. • Provide organizational aids (folders, schedules). • Provide repetition/practice. • Provide student a daily schedule/established routine. • Provide study guides. • Reading assistance in content area. • Reduce content objectives. • Reduce length/number of written assignments. • Review, restate and repeat directions. • Simplify verbal/written directions. • State expectations clearly. • Teach to learner’s auditory style. • Teach to learner’s multi-sensory style. • Teach to learner’s visual style.

Facilitating Appropriate Behavior • Assign activities which require some movement. • Avoid the use of confrontational techniques. • Consistently enforce school rules. • Designate a “time-out” location within the classroom. • Encourage student to accept responsibility for behavior. • Ignore minor annoying behaviors. • Involve parents/guardians to coordinate approach. • Minimize situations that the student may perceive as embarrassing. • Monitor levels of tolerance and be mindful of signs of frustration. • Provide clear and concise classroom expectation and consequences. • Provide student with alternative. • Reinforce student for appropriate behaviors. • Speak privately, without the audience of peers, to student about inappropriate behavior. • Use praise generously. • Check for student behavior plan.

Homework

• Homework assignment book checked by special education mainstream. teacher(s) and parent/guardian daily.

• Reduce length of assignments. • Reduced alternative reading work. • Reduced alternative written work. • Time in school to complete.

Modifying Test

• Allow open book tests/open note tests (circle). • Allow student to edit a “first draft” on essay questions and grade final edited copy. • Allow student to give answers orally. • Allow student to type. • Allow student to make corrections on returned tests for additional credit. • Allow test to be given by special education teacher. • Allow use of instructional aids (calculator, computer, etc.). • Improve font/spatial organization of test. • Math tools for tests (fact chart, number line calculator). • Minimize essay questions. • Modify test format. • Modify the content of the test. • Retake failed tests using alternative strategies. • Test only on key concepts. • Time of test determined by instructor. • Use word banks.

Modifying the Environment • Frequently check the organization of the student’s notebook. • Help keep the student’s work area free of unnecessary materials. • Monitor the student’s use of his/her assignment sheet. • Provide a specific place for turning in completed assignments. • Provide opportunities for movement/activity change. • Seat student in an area free of distractions. • Use checklists to help the student get organized. • Use preferential seating. • Use study carrels.

Modifying the Grading

• Allow for spelling errors. • Grade determined through collaboration of general/special education teacher. • Modify homework/class work expectations.

Modifying the Presentation of Materials

• Assign tasks at an appropriate reading level. • Break assignment into segments of shorter tasks. • Cue student by calling his/her name before asking questions. • Familiarize student with any new vocabulary before beginning the lesson. • Frequently check on progress of independent work. • Give additional presentations by varying the methods using repetition, simpler

explanations, more examples and modeling. • Give written directions to supplement verbal directions. • Highlight important concepts to be learned in text of material. • Monitor the student’s comprehension of language used during instruction. • Provide a checklist for long, detailed tasks. • Provide clear and well defined worksheets. • Provide clear, concise directions and concrete examples for homework/class work

assignments. • Provide due date on written assignments. • Provide graph paper for math computation. • Reduce the number of concepts presented at one time. • Student qualifies for Books on Tape. • Use concrete examples of concepts before teaching the abstract. • Utilize manipulative, hands-on activities. • Utilize visual aids such as charts and graphs.

Instructional Strategies and Techniques that Address Learning Style • Multi-sensory approach. • Stress visual presentation. • Stress auditory presentation. • Modify written expectations. • Provide positive reinforcement. • Provide support/encouragement. • Provide structured environment. • Set clear limits and consequences. • Use concrete examples. • Simplify directions. • Provide repetition and practice. • Allow frequent activity changes. • Provide small group instruction. • Reduce work increments. • Set short-term goals. • Preferential seating. • Use study carrels to increase concentration. • Seat in area of minimal distraction. • Model skills/techniques to be mastered. • Have student repeat directions. • Utilize peer buddy as needed.

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