6th Grade Ancient Civilizations (Period 4)
Course Description
Course Syllabus- 6th Grade Ancient History
Teacher: Ms. Kampschroer
email: [email protected]
TEXTBOOK
Ancient Civilizations: Glencoe
Course Description
Sixth grade Social Studies explores three essential questions throughout the year: Who and what define history?, How does where people live affect how people live?, and How do ancient civilizations influence Western culture?. Students begin the year by exploring how archaeology gives us the tools to know what has happened in ancient times. In the study of early people, students learn about the development of the human species and how these people began to develop the earliest communities as they transitioned from hunting and gathering societies to agricultural civilizations. Students learn the six characteristics of a civilization and explore the development of the major river valley civilizations of Mesopotamia and Egypt. Finally, students explore how Western Culture has been influenced by the classical civilizations of Greece and Rome. Throughout the year, students will learn many skills necessary to help them to read and comprehend historical knowledge through a variety of sources. They will also develop the skills necessary to present that information in a variety of formats, such as a written essay, oral and visual presentation, classroom debate, and small and large group discussions.
Curriculum Map
Essential Questions
Units of Study
Skills
Who and what define history?
How does where people live affect how they live?
How do the ancient civilizations influence Western culture?
Archaeology
Early People
Mesopotamia
Egypt
Greece
Rome
Previewing textbook chapters
Reading textbook
Note-taking
Higher level thinking questions
Summarizing
Test preparation
Cooperative partner and small group work
Analyzing and evaluating artifacts and photographs
Evaluating primary source documents
Making inferences
Conducting independent research using book and online sources
Writing 3-paragraph research essay
Writing 5-paragraph research essay
Presenting information through Oral/visual modes
Comparing and contrasting
Debating
HOMEWORK
Typically, homework assignments come from questions from the textbook, worksheets, map assignments.
TESTS
There is a test/quiz after each chapter or unit. Tests are usually matching and multiple choice questions, with some short answer. Students are informed of test dates at least one week in advance and a study guide may be provided. There are in-class review activities, both as a class and individually. There will be a semester test.
LATEWORK
Unless specified on the assignment, all late work will receive a deduction of one letter grade for each day past the original due date. After four school days, a maximum of ½ credit can be earned. For excused absences, for everyday absent, the student has that many days past the original due date to turn in the assignment for full credit. Special circumstances will be handled on an individual basis.
8/25 Aim: Latitude/Longitude
HW=
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finish plotting latitude/longitude lines
Extra Credit=
1. Make an "illustrated" dictionary choosing 12 vocabulary words from pp.90-91
Warmup
1.How many degrees can a circle be divided into? Why is a hemiphere only 180 degrees?
2.. Start reading about Imaginary Lines
Classwork=
1. Latitude/longitude song
2Let's Read handout/ review latitude & longitud
3. Let's plot some places in the world using map pp.48/49 in text
For more of a visual, to help better understand the example given below, although it's different, go to the following url:https://www.youtube.com/watch?v=SYFFVxcRDbQ
Set the stage:
Imagine that you are the principal of a school and you just found out
that there was a fight in the lunchroom during lunch. You’ve asked many students and teachers who witnessed the fight to write down what they saw and who they think started the fight. Unfortunately, you have received many conflicting accounts that disagree about important details of the fight, like who started it, when it started, and who was involved. It’s important to remember that NO ONE is lying.
In pairs, students must answer the following questions:
*How could there be different stories of the event if no one is lying?
*Who are the different people who might have seen this fight? (e.g., friends of those involved versus people who don’t know the kids who were fighting; those who were fighting versus those who were witnesses; adults versus kids).
*What might make one person’s story more believable than another person’s?
Items to discuss.
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(a) Why might people see or remember things differently?
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(b) Who has an interest in one person getting in trouble instead of another? Who was standing where? Could they see the whole event?
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(c) The plausibility of the stories themselves (e.g., issues of exaggeration and how the stories fit into what is known about the students’ prior histories). Is the story believable? Trustworthy?
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(d) Time: Do stories change over time? How might what we remember right after the event differ from what we remember a week later? Does time make the way someone remembers something more or less trustworthy?
- 2. Brainpop=review geography skills
This sixth grade course investigates the origins and development of ancient societies of major western and nonwestern civilizations. Included are the societies of the Near East, Africa, the ancient Hebrews, the Americas prior to the first century AD, Greece, Rome, and the classical civilizations of India & China. For all these societies, emphasis is placed on the G.R.A.P.E.S. The GRAPES is an acronym for; geography, religion, achievements, political system, economics and social structure. This course stresses special significance of geography in the development of human story and provides the opportunity to study the every day lives of people living in vastly different areas of the world. The course content focuses on the people in ancient societies: their problems, accomplishments, the tools and technology developed and the direct and indirect contributions to issues in our society today.
Course Emphasis:
The students will be able to analyze the effect of geography on the political, economic and social growth of ancient civilizations. Compare the contrast how ancient civilization solved basic economic questions of what, how and for whom to produce. Compare and contrast the origin and development of Mesopotamia, Egypt and Kush. Evaluate the contributions of the ancient Hebrews to western ethical and religious thought. Describe the transition from tyranny and oligarchy to early democratic forms of government in ancient Greece.
Performance Skills:
In accordance with their individual capacity, students will grow in the ability to locate, interpret, and assess information found in primary and secondary sources. Use the tools and concepts of geography to read and interpret various kinds of maps, models, diagrams, graphs, charts, tables and pictures of the ancient world. Describe historical events. Construct historical interpretations and evaluate different ideas. Use the specialized language of historical discipline. Evaluate the accuracy of information obtained from computer programs, films, radio and television. Describe how social economic, organizational and technological systems operate.
Attendance:
Students are expected to be in school on a daily basis. If student is out with an excused absence, (ex: sickness or family emergency) then it is the student’s responsibility to make up any missed work.
Homework & Class work:
Students will receive homework as an extension of their class work. Students will receive homework at least 2-3 times a week, usually on Mondays/Wednesdays.
Assessment:
The grading policy is based upon the students completion of all works as well as warmups (dispatch), class work, tests, quizzes, projects, etc. Students with excused absences will be permitted to make up work. Any late assignments will be down graded. Students will be graded on a standard grading scale.
90% -100% = A
80% - 89% = B
70%- 79%= C
60%-69%= D
59%-0%= Fail
Materials:
• Single subject notebook
• 3 ring binder with college rule paper and dividers
• Pencils, pens, hand held sharpener, erasers
How Parents Can Help:
Review and discuss homework assignments, provide a quiet place to study, establish limited times for TV viewing, visit local library, set time aside for family reading
Upcoming Assignments See all
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