GATEWAY GROUP CURRICULUM OVERVIEW

Grade 6

Social Studies

The Beginnings of Human Society

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:

  • 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.

NJ STUDENT LEARNING STANDARDS

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.

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.

6.2.8.D.1.c     Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records

Enduring Understandings (The big ideas)

Essential Questions

  • 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.

  • How did hunter/gatherers adapt to their physical environments?
  • What technological advancements did hunter/gatherers experience during this time?
  • How did the evolution of hunter/gatherer society play a role in the transition to a pastoral society?
  • What impact did the agriculture revolution have on population, specialization of labor, social structure, and society?
  • What scientific and historical explanations does archaeology have on how ancient people lived?

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

The social organization of early hunters/gatherers and those who lived in early agrarian societies.

- Chart the social structures of hunter/ gatherer society

- Compare/contrast the Paleolithic and Neolithic daily life

- History Alive

--Discover Our Heritage  

Message of Ancient Days

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

- Graphic organizers

- Compare/ contrast activity

- Critical thinking questions and presentations

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

- There were various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the Americas

- The impact of migration on the hunter/gatherers lives and on the shaping of societies.

- Nomadic and agrarian societies used land and natural resources differently

- Map the various migratory patterns of hunter/gatherers in Africa, Eurasia, Australia, and the Americas

- Explain the impact of migration on hunter/gatherers lives

- Compare/contrast the ways nomadic and agrarian societies used land and natural resources

- Chapter 4 (Message of Ancient Days)

- History Alive

-Discover Our Heritage  

- Formative assessments (quick writes, exit tickets, observations)

- Critical thinking questions and presentations

- Graphic organizers

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

- The agricultural revolution (including the impact of food surplus from farming) affected population growth and the development of civilizations.

- Technological advancements had a major impact on hunter/gatherer and agrarian societies.

- Explain how the agricultural revolution led to an increase in population

- Explain how the agricultural revolution led to the development of civilizations

- Analyze the impact that technological advancements had on hunter/gatherer and agrarian societies

- History Alive

-Message of Ancient Days

-Discover Our Heritage  

- Critical thinking questions and presentations

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

- Graphic organizers

- Students presentations

- Stations of Sumerian achievements organizer

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

- The relative length of time of pre-agricultural and post-agricultural periods

- 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.

- Archaeological discoveries are used to develop and enhance understanding of life prior to written records

- Explain the relative length of both the pre agricultural and post agricultural periods

- Evaluate how the development of language and writing led to cultural identity and more complex social structures

- Analyze various archeological discoveries and their use in explaining the lives of early humans

- History Alive

-Message of Ancient Days

-Discover Our Heritage  

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

- Student made calendar

- Group presentation on evolution of hominids

- Evolution of cuneiform activity

                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                                                                                                  -  -