GATEWAY GROUP CURRICULUM OVERVIEW

Grade 6

Social Studies

Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE)

Ancient River Valley Civilizations

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.

Focus of this Unit:

  • 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.

NJ STUDENT LEARNING STANDARDS

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.

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.

Enduring Understandings (The big ideas)

Essential Questions

  • Ancient river valley civilizations (Mesopotamia, Egypt, and Indus River) developed due to favorable geographic conditions.
  • Ancient river valley civilizations created centralized systems of government and advanced societies.

  • What role did geography play in the influence of the settlement of ancient civilizations?
  • How did the ancient river valley civilizations create centralized systems of government and irrigation?

Civics, Government, and Human Rights

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

-  Different ancient river valley civilizations developed similar forms of government.

- Codifying laws met the needs of ancient river valley societies.

- Slavery had a role in the economic and social structures of ancient river valley civilizations.

- Differentiate between the forms of government of the various ancient river valley civilizations.

- Explain how codifying laws met the needs of societies

- Analyze the role of slavery in the economic and social structure of ancient river valley civilizations

History Alive

A Message of Ancient Days Unit 3 Chapters 6 and 7

- Formative assessments(quick writes, observations, exit tickets, Think Pair Share)

- Student created Mesopotamia timeline

Geography, People, and the Environment

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- Geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations.

-The differences between the 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)

- Explain how geography influences the location of settlements of the ancient river valley civilizations

- Explain how geography impacted technological innovations

- Compare and contrast maps of ancient river valley civilizations with the maps of their modern counterparts

-History Alive

- A Message of Ancient Days Unit 3 Chapters 6 and 7

- Creating Egyptian map

- Formative assessment (quick writes, graphic organizer, Think Pair Share, observations)

- Egyptian travel brochure

- Spy journal

- Critical thinking presentations

Economics, Innovation, and Technology

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- Technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations.

- Explain the various technological advancements of ancient river valley civilizations

- Evaluate how the technological advancements led to economic specialization, weaponry, trade, and the development of a class system

- History Alive

- A Message of Ancient Days Unit 3 Chapters 6 and 7

- History Alive Early Humans Culminating Project

- Formative assessment( quick writes, graphic organizer, Think Pair Share, observations)

- Labeling a map of modern and ancient civilizations

- Egyptian spy journal

- Hammurabi court case simulation

- Kush trading activity

History, Culture, and Perspectives

Core Content/Objectives

Instructional Actions

Concepts

What students will know

Skills

What students will be able to do

Activities/Strategies

Learning Activities/ Differentiation

Interdisciplinary Connections

Assessment

How learning will be assessed

- Religion had an impact on daily life, government, and culture in various ancient river valley civilizations.

- The development of written language transformed all aspects of life in ancient river valley civilizations.

- The factors that led to the rise and fall of various ancient river valley civilizations

- If there was a common pattern of growth and decline between the ancient river valley civilizations.

- The major achievements of the ancient river valley civilizations and their legacies

- Understand and interpret the religion of ancient river valley civilizations

- Explain the impact religion had on daily life, government, and culture

- Compare/contrast the reasons for growth and decline of the various ancient river valley civilizations

- Analyze the major achievements of each of the ancient river valley civilizations and their legacy

- History Alive

- A Message of Ancient Days Unit 3 Chapters 6 and 7

- A Message of Ancient Days Chapter 7 Lessons 1-4

- Formative assessment( quick writes, graphic organizer, Think Pair Share, observations, presentations)

- Hammurabi Court Case Simulation participation and reflection

- Egyptian travel brochure

- Egyptian spy journal

                Evidence of Learning

Assessment:

Equipment Needed:

  • A Message of Ancient Days
  • History Alive
  • Discover Our Heritage  

Teacher Resources:

Modifications/Accommodations

IEPs

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

504s

  • Flexible grouping  
  • Pairing of students of similar ability  
  • Student centered activities  
  • Learning stations  
  • Small group discussions  
  • Problem solving situations
  • Adaptive Equipment

ELLs

  • teaching key aspects of a topic.
  • Eliminate nonessential information .
  • using videos, illustrations, pictures, and drawings to explain or clarify.
  • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning; .
  • allowing students to correct errors (looking for understanding) .
  • allowing the use of note cards or open-book during testing .
  • decreasing the amount of work presented or required

G/T

  • teaching key aspects of a topic. Eliminate nonessential information .
  • using videos, illustrations, pictures, and drawings to explain or clarify.
  • allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning;
  • allowing students to correct errors (looking for understanding) .
  • allowing the use of note cards or open-book during testing . decreasing the amount of work presented or required

At-Risk Failure

  • Projects designed so teacher may add or omit criteria based on student need
  • Shortened assignments
  • Extended time allotted for students
  • Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities
  • Collaborate with after-school programs or clubs to extend learning opportunities and support
  • Various online learning opportunities to reinforce skills based on student needs
  • Provide students multiple choices for how they can represent their understandings
  • Additional time for test preparation
  • Directions written and read/explained thoroughly and in chunks
  • Emphasis on successes
  • Graphic organizers and other organizational aides
  • Student Success Team and implementation of RTI Interventions
  • Set goal plan with reachable goals and pathways and collaboration with parents
  • One-on-one conference with teacher to include feedback on work and progress toward meeting goals

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation 

LA.6-8.WHST.6-8.1.C Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. LA.6-8.WHST.6-8.1.D Establish and maintain a formal/academic style, approach, and form. LA.6-8.WHST.6-8.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. LA.6-8.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, voice, and style are appropriate to task, purpose, and audience.

LA.6-8.CCSS.ELA-Literacy.WHST.6- 8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LA.6-8.CCSS.ELA-Literacy.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. LA.6-8.CCSS.ELA-Literacy.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. LA.6-8.CCSS.ELA-Literacy.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. TECH.8.1.8.A Students demonstrate a sound understanding of technology concepts, systems and operations. TECH.8.1.8.B.CS2 Create original works as a means of personal or group expression. TECH.8.1.8.C.CS1 Interact, collaborate, and publish with peers, experts, or others by employing a variety of digital environments and media. TECH.8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.

  • CRP1. Act as a responsible and contributing citizen and employee.
  • CRP2. Apply appropriate academic and technical skills.
  • CRP3. Attend to personal health and financial well-being.
  • CRP4.Communicate clearly and effectively and with reason.
  • CRP5.Consider the environmental, social and economic impacts of decisions.
  • CRP6.Demonstrate creativity and innovation.
  • CRP7.Employ valid and reliable research strategies.
  • CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
  • CRP9.Model integrity, ethical leadership and effective management.
  • CRP10. Plan education and career paths aligned to personal goals.
  • CRP11. Use technology to enhance productivity.
  • CRP12.Work productively in teams while using cultural global competence.

By the end of 8th grade,

  • 9.2.8.B.1 Research careers within the 16 Career Clusters and determine attributes of career success.
  • 9.2.8.B.2 Develop a Personalized Student Learning Plan with the assistance of an adult mentor that includes information about career areas of interest, goals and an educational plan.
  • 9.2.8.B.3 Evaluate communication, collaboration, and leadership skills that can be developed through school, home, work, and extracurricular activities for use in a career.
  • 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally.
  • 9.2.8.B.7 Evaluate the impact of online activities and social media on employer decisions.

Grade 6                                                                                                                      -  -