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Ms. Kind

Salk Middle School: (516) 434-7350

Ms. Kind

:

SS Curriculum

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SS Curriculum

​​​Sixth Grade : http://www.pnwboces.org/ssela/SixthGrade/index.html

Integrated Social Studies/English Language Arts Curriculum

The Eastern Hemisphere

remind_ss.pdfSS 6 Remind_Me.pdf​

Essential Questions

How does culture provide an identity that influences how we view the world, make decisions, and seek solutions to problems?

How do prior civilizations contribute to the cultural elements of religion, art, music, architecture, science, mathematics, traditions, beliefs, and language to the modern world?

Do technological developments trigger turning points in history?

Does the past impact the present and inform the future?

How do human beings and the environment interact?

 

 

Unit 1: The Neolithic Revolution

Essential Question: Does society change as a consequence of human development or environmental change or both?

*Be sure to look over your unit 1 glossary of terms for the Neolithic Revolution.

 

Lesson 1: The First Humans Interacted with Their Environment Over Many Years and Many Miles

Resources

Clip from Raiders of the Lost Ark
 
 
Interactive webpage for Catal Hoyuk

 

Lesson 2: Learning About Early Man Through Artifacts

Internet resources for research

Tools: http://www.histarch.illinois.edu/np/tools.html

Tools Video Clip: http://channel.nationalgeographic.com/channel/diggers/videos/diggers-blog-archaeologists-tools

Field Crews on a Dig: http://www.nps.gov/history/archeology/public/kids/# (change link TBA)

Tasks archaeologists do: http://www.nps.gov/archeology/PUBLIC/kids/kidsTwo.htm

A Day in the Life of an Archaeologist: http://ashkelonexcavations.blogspot.com/2010/05/day-in-life-of-archaeologist.html

Dating an Artifact of Fossil: http://web.archive.org/web/20090913202417/http:/library.thinkquest.org/J001645/dating.shtml

Directions for Discovery Network's Board Builder: http://www.iteachwithtechnology.com/2013/08/discovery-educations-board-builder.html

 

Lesson 3: The Paleolithic and Neolithic Ages

Resources

"Stone Age" Video: Describes the transition from the Paleolithic Age to the Neolithic Age

From Hunters and Gatherers to Farmers

https://www.youtube.com/watch?v=MYbDJF_gMtw

 

Thinglink: https://www.thinglink.com (you have to subscribe)

Supplemental Material

Lesson 4: Field Work in Catalhoyak

Interactive webpage for Catal Hoyuk

 


Resources

Science Museum of Minnesota:http://www.smm.org/catal/virtual_tour/tour_the_dig_site/

“Wall Painting Explained.” You Tube. This short clip show an archaeologists explaining pictures that appears on the walls of a recently excavated site at Catalhoyuk: http://www.youtube.com/watch?v=qS3w_zTRcfc&index=3&list=UUsfI-7VsCix-bjMRIsWpfbQ

“Henry Explains Building 104” You Tube: http://www.youtube.com/watch?v=0517GO9xU7Q&index=1&list=UUsfI-7VsCix-bjMRIsWpfbQ Video shows an archaeologists excavating site.

 

Lesson 5: Turning Points – Making A Claim About the Neolithic Revolution


 

Unit 2: River Valley Civilizations

Essential Questions:

1-Does geography determine history?

2-How are River Valley Civilizations similar and different?  


Lesson 1: Introduction to the Present-Day Eastern Hemisphere Geography

Resources

Barton, Alexandra. “Water in Crisis – The Middle East.” The Water Project. http://thewaterproject.org/water-in-crisis-middle-east 

*Excellent article that focuses on an environmental problem shared by the countries of the region today.

 

Lesson 2: Introduction to River Valley Civilizations


1Explore Assyria, Babylon, and Sumer using the British Museum link.
“Mesopotamia.” The British Museum. http://www.mesopotamia.co.uk Contains readings. Artifacts, activities, and challenges for Assyria, Babylon, and Sumer.

Resources

SMART Board Activity  on Fertile Crescent

“Mesopotamian Geography and Sumerian Society” (1:08) and Agricultural Technology” (1:06). April 3, 2011. Discovery Education Streaming. Subscription required. http://app.discoveryeducation.com/player/view/assetGuid/C97E7036-9246-4258-B1F6-9586F5E1333B “The fertile valley between the Euphrates and the Tigris rivers provided an ideal location for the Sumerians to grow their own grain, vegetables, and fruit, and to raise livestock for meat and dairy products. The Sumerians protected their fields from flooding by building a system of levees along the riverbanks. They also developed an irrigation system to bring river water into their fields during periods of drought.”

 

Lesson 3: Mesopotamian Civilization

Resources

“Mesopotamia: From Nomads to Farmers.” Discovery Education Streaming. 13 segments. Show Inventions and Innovations in Ancient Mesopotamia and Rise of the City-State. http://app.discoveryeducation.com/player/view/assetGuid/3029357E-9BB7-40D5-93E2-EFFBDCA2AFFE “Explore the agricultural practices and technological devices that led to the rise of civilization in Mesopotamia. Meet the nomadic people who became farmers. And see how they established city-states, developed specialized work skills, written language, technology, time-keeping and advanced organized religion.”

“Mesopotamia.” The British Museum. http://www.mesopotamia.co.uk Contains readings. Artifacts, activities, and challenges for Assyria, Babylon, and Sumer.

“Hammurabi's Code of Laws.” Exploring Ancient World Cultures. 3 April 2011. http://eawc.evansville.edu/anthology/hammurabi.htm Translated by L. W. King.

Character web. Download and duplicate for each student. http://www.teacherfiles.com/downloads/graphic_organizers/Character_Web.pdf

“Hammurabi and His Code of Laws.” Awesome Stories. 3 April 2011. http://www.awesomestories.com/biographies/hammurabi/story-preface Nine sections on the biography of Hammurabi and Babylonian civilization. If technology is not available for students, print out several sections and use as a jig saw.

“Hammurabi’s Code – Was It Just?” Mini Qs in World History. The DBQ Project. 425 Lee Street, Evanston Illinois 60202, 2013. This is from a large binder for purchase that includes how to teach doing a DBQ and 11 DBQs with background essays that span world history. If you wish to introduce writing a DBQ at this point, you might consider this resource. For a free resource that just has the Mini DBQ go to http://islgrade6.weebly.com/uploads/7/8/1/0/7810807/hammurabi_ev_student.pdf

“Bill of Rights.” KIDIPEDE. 3 April 2011. http://www.historyforkids.org/learn/northamerica/after1500/government/billofrights.htm The Bill of Rights in student friendly prose.

 

 

Lesson 4: Indus River Valley Civilization

Ancient India
http://www.ancientindia.co.uk/indus/home_set.html 
Explore all three areas:
•  Is the story about the bead boy fact or fiction? What is it based on? What do we learn about the
Indus Valley Civilization from the story?
•  Pick one image from the Archeologist’s notebook that tell you something unique about the Indus
Valley or similar to Mesopotamia. Write a sentence to explain your choice.
•  Can you and your partner solve the challenge? What did you discover?


 http://www.mrdowling.com/612-mohenjodaro.html

Resources

“Indus Valley Civilization.” fruzeo.com. http://www.neok12.com/php/watch.php?v=zX615c7157565f6851530f5d&t=History-of-India This two minute video presents from images from that time period and a few facts.

“Harappan (Indus Valley) Civilization | Harappa and Mohenjo Daro Excavations - Ancient Indian History.” YouTube. 4:42. https://www.youtube.com/watch?v=TCYx-_WqcKc&feature=youtu.be This is a 3D animated documentary. Start the video at 1.22 and stop it frequently to discuss each point.

“Indus Valley.” The British Museum. http://www.ancientindia.co.uk/indus/home_set.html This site includes background, a story, an exploration of Mohenjo Daro, and a challenge,

“India” Ancient Civilizations: Program 06: The End Is the Beginning. Discovery Education Streaming. 2:49. http://app.discoveryeducation.com/player/view/assetGuid/8C145272-8A58-43D7-A460-C2787E87FB51
This segment examines the economic and engineering sophistication of the ancient Indian city of Mohenjo Daro. It speculates that the reason for this society’s decline was environmental: the inhabitants abused the natural resources, resulting in drought and desertification.

“India's Place-Value Number System” segment in “Culture and Math: The Indus Valley.” 77. Discovery Education Streaming.
http://app.discoveryeducation.com/player/view/assetGuid/21FF3FAB-EFCC-4572-A50E-4FBC2628CF4F As the culture of India entered into an age of mathematics in the third century B.C., early development of a decimal place-value system began. The ancient people of the Indus Valley learned to operate freely with zero and negative numbers, which was groundbreaking at the time.

“Mohenjo Daro and Harappa.” http://www.mrdowling.com/612-mohenjodaro.html This reading provides a description of the early Indus Valley civilization and discusses possible reasons for its disappearance.

 

Lesson 5: Egyptian Civilization

“The Gift of the Nile.” “Geography Story.” The British Museum. http://www.ancientegypt.co.uk/geography/index.html An interactive story where the student must make decisions about exploring the geography of the Nile at every turn.

 Resources

“Ancient Egypt: The Gift of the Nile (3000-30 B.C)” 3:33. Discovery Education Streaming. April 4, 2011. Subscription required. http://app.discoveryeducation.com/player/view/assetGuid/7A54F2BB-9134-4B4C-A4B1-650ACCF988B0
The Nile River flows northward through Egypt, nourishing and protecting the civilization along its banks. This segment explores Upper and Lower Egypt, the Delta, and the Nile's relationship with the Sahara. The segment also explains how famers relied on the rich soil the Nile's flooding provided.

“Ancient Egypt_The Gift of the Nile.’ Vimeo. 28:21. http://vimeo.com/8139959 This program was filmed on location in Egypt. Students learn about the geography of Egypt and how the Nile River provided the unifying element that gave rise to one of the greatest of the ancient civilizations.

“The Gift of the Nile.” “Geography Story.” The British Museum. http://www.ancientegypt.co.uk/geography/index.html An interactive story where the student must make decisions about exploring the geography of the Nile at every turn.

SMART Board Activity: "Social Classes in Ancient Egypt: "

“The Egyptians – Pyramids.” History on the Net.com. 4 April 2011. http://www.historyonthenet.com/Egyptians/pyramids.htm Pictures of merchants and skilled workers who constructed the pyramids.

“Trades.” The British Museum. http://www.ancientegypt.co.uk/trade/home Information about craftsmen. Explore the workshops.

“Pharaoh.” The British Museum. http://www.ancientegypt.co.uk/pharaoh/home.html The life of the Pharaoh. Explore a wall relief.

“Egyptian Life.” The British Museum. http://www.ancientegypt.co.uk/life/story/main.html Parallel stories of a day in the life of a nobleman and a farmer. Explore the world of a nobleman.

“Slavery: A Reading (included) or can be accessed on the computer at http://www.not-of-this-earth.com/Ancient_Egyptian_Culture_5.html

“Gods and Goddesses.” The British Museum. http://www.ancientegypt.co.uk/gods/story/main.html 7 April 2011. Online Egyptian creation myth.

SMART Board Activity: "Egyptian Religion"

“The Afterlife.” Discovery Education Streaming. 5:41. http://app.discoveryeducation.com/player/view/assetGuid/BE371678-E971-4397-931C-967D7CDFCEAD Egyptians at first buried their dead. Later, in order to preserve the body for the afterlife, the used the process of mummification.

“Papyrus; The Invention of Paper.” Discovery Education Streaming. 8 April 2011. http://player.discoveryeducation.com/index.cfm?guidAssetId=A69A872E-8436-4CA0-B48A-FAB081FF39E2&blnFromSearch=1&productcode=US Viewed as sacred, the papyrus plant was used in many ways, but the most important was making paper. This innovation aided Egyptians in writing, art, and history. Most importantly, this innovation allowed Egyptians, as they were forming their government, to make and record laws, laws that helped advance the Egyptian civilization.

“Hieroglyphics.” Discovery Education Streaming. 8 April 2011. http://player.discoveryeducation.com/index.cfm?guidAssetId=A69A872E-8436-4CA0-B48A-FAB081FF39E2&blnFromSearch=1&productcode=US
This is a video clip that explains how the Egyptians invented writing.

“Rosetta Stone.” http://www.ancientegypt.co.uk/writing/rosetta.html Egyptian Achievements PDF. • SMARTBoard Activity.

SMART Board Activity: "Egyptian Achievements"

http://www.nationalgeographic.com/pyramids

 

 

Unit 3: Classical Civilizations

Essential Questions:

1-How are classical civilizations similar and different? 

2-How does our modern world reflect the innovations of classical civilizations?

Lesson 1: Geography Influences the Development of Classical Civilizations

Resources

“The Qin Dynasty, 221 BC-206 BC: The First Emperor and the Great Wall of China.” Discovery Education. Time:2:29. http://app.discoveryeducation.com/player/view/assetGuid/C3DB6C2C-CBDE-409D-B0F6-70E0CD6A54B8 “Under the Qin Dynasty, Chinese civilization was unified, and the Great Wall was built.”

 

Lesson 2: Political Systems

Resources

People in Powerincluded sites for research (included)

“Bio Cube” ReadWriteThink. http://www.readwritethink.org/classroom-resources/student-interactives/cube-30057.html Instructions to create a bio cube.

“Board Builder” Discovery Education. http://app.discoveryeducation.com/builders

Directions for Obituary Assignment

 

Lesson 3: Comparing the Characteristics of Classical Civilizations

 Resources

“Qin Dynasty and Han Dynasty.” Vimeo. (6:39) http://vimeo.com/30337717 From Mr. Zoller’s Video Podcasts.

“The Qin Dynasty, 221 BC-206 BC: The First Emperor and the Great Wall of China.” Discovery Education. (02:29) http://app.discoveryeducation.com/player/view/assetGuid/C3DB6C2C-CBDE-409D-B0F6-70E0CD6A54B8 “Under the Qin Dynasty, Chinese civilization was unified, and the Great Wall was built.”

“Qin Dynasty” School Tube. (7:09) http://www.schooltube.com/video/3fad445dbb1b47749a18/Qin%20Dynasty%20%286.3%29 Created by students at the Academy of Sacred Heart.

China’s Unified Empire.” Discovery Education. (4:39)

 

“China’s Unified Empire.” Discovery Education. (4:39) http://app.discoveryeducation.com/player/view/assetGuid/8AC6B0BA-F7C7-4283-BF34-BBBF49588EC5 “In 221 BC, Chang became China's first emperor. He abolished feudalism, began construction on the Great Wall, and created a centralized government that became the model for later dynasties. During the 400-year Han Dynasty, writing and paper came into wide use, trade with other regions increased, and the idea of a unified China achieved wide acceptance.”

“The Han Dynasty.” School Tube. (5:10) http://www.schooltube.com/video/1ecc49bfa2b04c56893a/The%20Han%20Dynasty Created by students at the Academy of Sacred Heart.

“Discovering Ancient Greece, Part II.” Discovery Education. (18:45) http://app.discoveryeducation.com/player/view/assetGuid/ED9B67FF-0E7E-431A-A78B-BDB7319A3508 Select from many clips that include contributions, an in-depth look at Athens, Alexander the Great.

“Ancient Greece.” Teacher Tube. (9:46) http://www.teachertube.com/video/ancient-greece-72283 A video tour of Ancient Greece

“Ancient Rome’s Influence.” Discovery Education. (5:05) http://app.discoveryeducation.com/player/view/assetGuid/A2667EF4-F1C2-4F54-9F9B-0373840BE852 “Rome was good at promoting itself through the spread and use of one language (Latin) and one currency. Rome invented cement that made buildings strong Rome believed that a city should have the key elements of temples, theaters, baths, roads, and outdoor public spaces.”

“A Tour through Ancient Rome 320 C.E.” Kahn Academy. WatchKnowLearn. (13:45) http://www.watchknowlearn.org/Video.aspx?VideoID=49638&CategoryID=912 A thorough exploration of the ancient city.

“Ancient Greece.” The British Museum. http://www.ancientgreece.co.uk/ There are many areas to explore: Athens, Sparta, Daily Life, Acropolis etc. The site is interactive and each area has a story, a place to explore, and a challenge.

“Confucius” Readworks. http://www.readworks.org/sites/default/files/passages/620_china_today_confucius_0.pdf Non-fiction lower level reading with questions

“Ancient Rome and Byzantium Julius Caesar” Readworks. Non-fiction lower-level reading with questions. http://www.readworks.org/sites/default/files/passages/660_ancient_rome_and_byzantium_julius_caesar_0.pdf

 

 

Lesson 4: Athens v. Sparta

Resources

“Daily Life” The British Museum. http://www.ancientgreece.co.uk/dailylife/home_set.html Contains an interactive site where students will explore daily life through a story, exploration of pottery, and a challenge.

Riordan, Rick. The Lightening Thief. New York, NY: Hyperion Books for Children, 2005. Fiction with connection of a contemporary boy to Greek Myths. One of the books on engagerny site.

 

Lesson 5: What is a Golden Age?

Lesson 6: What Do We Owe to Classical Civilizations?

Unit 4: Comparative World Religions

Essential Questions:

1-How are world religions similar or different?

2-How does religion play a role in the world today? 

Links for World Religion Information

Lesson 1: Comparative World Religions Introduction


 

Lesson 2: Comparing World Religions

Lesson 3: The Golden Rule

Lesson 4: Comparing Religions

Lesson 5: World Religions Today


Resources

 

“Jerusalem gets no rest from its Sabbath skirmishes.” Newsela. April 24, 2014.https://www.newsela.com/articles/sabbath-debate/id/3468/  Without payment, teachers are entitled to a limited number of articles.  The lexile level of each article can be changed to meet the differentiated reading needs of the students. Many articles have quizzes that are aligned with the Common Core. New articles constantly appear.
“Ancient shrine site shows evidence of when Buddha was born.”Newsela. December 4, 2013. https://www.newsela.com/articles/buddha-shrine/id/2015/
“Fearful Christians get little protection from Egypt’s new regime.” Newsela.  November 26, 2013. https://www.newsela.com/articles/christians-egypt/id/1911/

 

 

Unit 5: The Mediterranean World

Essential Question: How did three distinct cultural regions develop and interact in the Mediterranean World following the collapse of the Roman Empire?

 


Resources

 

Lesson 2: Life in Feudal Europe

Resources

 “Timeline for Eastern Hemisphere History

“Life in the Middle Ages” http://www.lordsandladies.org/life-in-middle-ages.htm includes many interesting facts about all classes in Medieval Europe

“Serfs and Peasants in Medieval Times http://serfboy11.tripod.com describes daily life for serfs

“Feudalism and Medieval Life” http://www.britainexpress.com/History/Feudalism_and_Medieval_life.htm describes daily life, diet, and housing for all classes

“Feudal Life” http://www.learner.org/interactives/middleages/feudal.html includes wealth of information about daily life

Ducksters Middle Ages http://www.ducksters.com/history/middle_ages/kings_and_court.php Includes information about classes, jobs, and daily life

"The Clergy: Religious Life." Discovery Education Streaming. http://app.discoveryeducation.com/player/view/assetGuid/DB570ADC-0CDD-48C9-91EA-BDD6BC110D75
7:03. 

 

Lesson 3: The Byzantine Empire

Resources

“Byzantine Empire Combines Cultures.” Discovery Education. 2:05. http://app.discoveryeducation.com/player/view/assetGuid/C393566A-AD9C-4C61-A8BE-C05F7D92852E Constantinople, heart of the Byzantine Empire, flourished as a trading city and as the artistic capital of the Middle East. 

The Byzantine Empire: A very brief description of the Byzantine Empire. http://www.mrdowling.com/703-byzantine.html 

The Middle East: The Byzantine Empire – site contains lightly detailed information about the Byzantine Empire http://www.ducksters.com/history/middle_ages_byzantine_empire.php 

The Byzantine Empire – More detailed history of the empire http://history.howstuffworks.com/european-history/byzantine-empire.htm

Akers, W.M. “An Empire Built on Paper.” ReadWorks. http://www.readworks.org/passages/empire-built-paper
The reading details the spread of paper to the Muslim Empire. The lexile level is 1180.

 

Lesson 4: The Muslim World

Resources

“The House of Wisdom.” GoHistoryGo. http://www.gohistorygo.com/#!house-of-wisdom/cjsr Answers the question: "What influence did the Abbasids and the House of Wisdom have on learning?"

“Islamic Spain.” GoHistoryGo. http://www.gohistorygo.com/#!cordoba-the-light-of-the-world/ckib Answers the question: "Why was Islamic Cordoba called the "Light of Medieval Europe"

“Five Islamic Inventions That Changed the World.” Lost Islamic History. http://lostislamichistory.com/5-muslim-inventions-that-changed-the-world/ Highlights the importance of coffee, algebra, universities, marching bands, and cameras

“How Islamic Inventors Changed the World.” The Independent. http://www.muslimheritage.com/uploads/IND110306article.pdf Discusses the inventor and significance of coffee, the camera, chess, flight, shampoo, the crankshaft, quilting, the pointed arch, and surgical instruments.

“Discovery Education Board Builder” http://tools.discoveryeducation.com/myTools.cfm

Akers, W.M. “An Empire Built on Paper.” ReadWorks. http://www.readworks.org/passages/empire-built-paper
The reading details the spread of paper to the Muslim Empire. The lexile level is 1180.

 

Lesson 5: When Cultures Clash

Resources

World History: Journey Across Time: The Early Ages

Use this web address to access your social studies textbook from home.  Excellent student resources including flash cards to help you review important vocabulary.