CCI Orders_A Comparative Analysis With the Foreign Counterparts
Grade 6: Unit 2...6.2.8.B.2.b: Compare and contrast physical and political maps of ancient river...
Transcript of Grade 6: Unit 2...6.2.8.B.2.b: Compare and contrast physical and political maps of ancient river...
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Grade 6: Unit 2
Social Studies Curriculum
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Course Description
The goal for 6th
grade World History I students is to refresh their knowledge and understanding of fundamental geography concepts.
Students will also need to acquire the core analytical skills necessary to apply the methods of historical inquiry using primary and
secondary sources. With these fundamentals in place students will study the political, economic, cultural, religious, and technological
changes that occurred in the ancient world. Units will include: prehistory and early man through the Neolithic Era, Ancient
Mesopotamia and Egypt, who are considered to be amongst the world’s earliest river civilizations, and lastly Ancient Greece and the
Roman Empire, who are thought to have greatly influenced Western civilization.
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Pacing Guide
Unit Topic Suggested Timing
Unit 1 World Geography and Human Origins 7
Unit 2 Mesopotamia and the Fertile Crescent 7
Unit 3 Ancient Egypt, Kush and Phoenicia 7
Unit 4 Ancient Greece 7
Unit 5 Ancient Roman Republic and Empire 8
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Educational Technology Standards
8.1.8.A.2, 8.1.8.A.3, 8.1.8.B.1, 8.1.8.D.2
Technology Operations and Concepts
Create a document using one or more digital applications to be critiqued by professionals for usability. Example of Use: Using digital tools create a map of the Fertile Crescent.
Use and/or develop a simulation that provides an environment to solve a real world problem or theory. Example of Use: Political and Historical Maps: Use digital maps to label important modern and historical areas in Middle East region.
Creativity and Innovation
Synthesize and publish information about a local or global issue or event. Example of Use: Create an essay on the modern effects of technology developed in Ancient Mesoptamia.
Digital Citizenship
Demonstrate the application of appropriate citations to digital content. Example of Use: Create a bibliography for your essay on Ancient Mesopotamian technology. In the bibliography include citations for websites, videos and other digital content.
Career Ready Practices
Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.
They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and
reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a
student advances through a program of study.
CRP5. Consider the environmental, social and economic impacts of decisions.
Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or
mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies,
understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social
condition, the environment and the profitability of the organization.
Example of Use: students will analyze the Standard of Ur to learn what is says about daily life of Sumerian people.
CRP6. Demonstrate creativity and innovation.
Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a
useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to
issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and
ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how
to bring innovation to an organization.
Example of Use: Create an advertisement to sell a Mesopotamian technology instrumental in the growth of their civilization.
Career Ready Practices
CRP7. Employ valid and reliable research strategies.
Career-ready individuals are discerning in accepting and using new information to make decisions, change
practices or inform strategies. They use reliable research process to search for new information. They evaluate
the validity of sources when considering the use and adoption of external information or practices in their
workplace situation.
Example of Use: Research Mesopotamian Cities, use text and videos to help, list geographic characteristics of
three Mesopotamian cities.
CRP12. Work productively in teams while using cultural global competence.
Career-ready individuals positively contribute to every team, whether formal or informal. They apply an
awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to
increase the engagement and contribution of all team members. They plan and facilitate effective team
meetings
Example of use: You be the Judge Hammurabi’s Code Lesson Phillip Martin website:
Small student groups rotate to 8 situations Hammurabi faced and try to decide how to achieve justice.
Differentiated Instruction Accommodate Based on Students Individual Needs: Strategies
Assistive Technology
Computer/whiteboard
Tape recorder
Spell-checker
Audio-taped books
Tests/Quizzes/Grading
Extended time
Study guides
Shortened tests
Read directions al
oud
Behavior/Attention
Consistent daily
structured routine
Simple and clear
classroom rules
Frequent feedback
Organization
Individual daily planner
Display a written agenda
Note-taking assistance
Color code materials
Time/General
Extra time for assigned
tasks
Adjust length of assignment
Timeline with due dates for
reports and projects
Communication system
between home and school
Provide lecture
notes/outline
Processing
Extra Response time
Have students verbalize
steps
Repeat, clarify or reword
directions
Mini-breaks between tasks
Provide a warning for
transitions
Reading partners
Comprehension
Precise step-by-step
directions
Short manageable tasks
Brief and concrete
directions
Provide immediate
feedback
Small group instruction
Emphasize multi-sensory
learning
Recall
Teacher-made checklist
Use visual graphic
organizers
Reference resources to
promote independence
Visual and verbal
reminders
Graphic organizers
Differentiated Instruction
Accommodate Based on Students’ Individual Needs:
Leveled Text
Chunking text
Choice Board
Cubing
Socratic Seminar
Tiered Instruction
Small group instruction
Sentence starters/frames
Writing scaffolds
Tangible items/pictures (i.e., to facilitate vocabulary acquisition)
Tiered learning stations
Tiered questioning
Data-driven student partnerships
Enrichment Accommodate Based on Students Individual Needs: Strategies
Adaption of Material and Requirements
Evaluate Vocabulary
Elevated Text Complexity
Additional Projects
Independent Student Options
Projects completed individual or with Partners
Self-Selection of Research
Tiered/Multilevel Activities
Learning Centers
Individual Response Board
Independent Book Studies
Open-ended activities
Community/Subject expert mentorships
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Assessments
Suggested Formative/Summative Classroom Assessments
Timelines, Maps, Charts, Graphic Organizers
Unit Assessments, Chapter Assessments, Quizzes
DBQ, Essays, Short Answer
Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share
Projects, Portfolio, Presentations, Prezi, Gallery Walks
Homework
Concept Mapping
Primary and Secondary Source analysis
Photo, Video, Political Cartoon, Radio, Song Analysis
Create an Original Song, Film, or Poem
Glogster to make Electronic Posters
Tumblr to create a Blog
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New Jersey Student Learning Standards By the end of Grade 8
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.
A.Civics, Government, and Human Rights
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.
B. Geography, People, and the Environment
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.
C. Economics, Innovation, and Technology
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.
D.History, Culture, and Perspectives
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.
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English Language Arts & History/Social Studies Grades 6-8 Standards
Key Ideas and Details:
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 a
law, how interest rates are raised or lowered).
Craft and Structure:
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.
Integration of Knowledge and Ideas:
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.6-8.9: Analyze the relationship between a primary and secondary source on the same topic.
Range of Reading and Level of Text Complexity:
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.
English Language Arts Standards » Writing » Grade 6-8
Text Types and Purposes:
WHST.6-8.1: Write arguments focused on discipline-specific content.
WHST.6-8.2 a-f: Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
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Production and Distribution of Writing:
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.6-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas clearly and efficiently.
Research to Build and Present Knowledge: WHST.6-8.8: Gather relevant information from multiple print and digital sources, using terms 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.
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Grade: 6 Unit: 2
7 Weeks
Topic: Mesopotamia and the Fertile Crescent Unit two will focus on how geography, government, economics, and culture shaped the early societies in Mesopotamia.
NJSLS: 6.2.8.A.2.a, 6.2.8.A.2.b, 6.2.8.A.2.c, 6.2.8.B.2.a, 6.2.8.B.2.b, 6.2.8.c.2.a, 6.2.8.D.2.a, 6.2.8.D.2.b, 6.2.8.D.2.c, 6.2.8.D.2.d
ELA Companion Standards: RH.6-8.1, RH.6-8.2, RH.6-8.3, RH.6-8.4, RH.6-8.7, RH.6-8.9, RH.6-8.10, WHST.6-8.1, WHST.6-8.2,
WHST.6-8.5, WHST.6-8.6, WHST.6-8.8, WHST.6-8.9, WHST.6-8.10
Student Learning
Objectives
Essential Question Sample Activities Resources Interdisciplinary
Connections Locate ancient Mesopotamia
in the Fertile Crescent and
its important cities, bodies of water, and mountains on a
historical and modern map.
Standard:
6.2.8.B.2.b
RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.7 RH.6-8.9 RH.6-8.10
Where was ancient Mesopotamia?
Where were Mesopotamia’s
major cities, bodies of water, and mountains located?
How did geography impact life in Mesopotamia?
Political and Historical Maps: Use blank maps to
label important modern and
historical areas in Middle
East region.
Teacher Notes (Link) Blank Fertile Crescent Map
Student instructions to
complete blank FC map.
Blank Middle East Map from BYU Geography Department: https://geography.byu.edu/Si teAssets/Pages/Resources/ outlineMaps/Middle%20East .pdf
Main Idea Web Big Cities:
Mesopotamia: reading on Mesopotamia from ABC Clio
Holt World History Textbook Unit 2 Chapter 3
Section 1 Geography of the
Fertile Crescent Owl and Mouse Map
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Student Learning
Objectives
Essential Question Sample Activities Resources Interdisciplinary
Connections Go to Explore tab 2 Big
Cities to use text and videos
to help list geographic
characteristics of three
Mesopotamian cities.
Software: Learn modern
cities and capitals of the ME
playing an interactive timed
map game. http://www.yourchildlearn s.com/mappuzzle/middle- east-puzzle.html
Analyze the importance of How did geography impact Sequencing Chart Link to the geography of ELA-Floods in the Fertile the physical geography of life in Mesopotamia? Mountain Rains: Mesopotamia, stories from Crescent Mesopotamia to the Go to Explore tab 1 for the area, challenges that development of civilization. What was the physical sequencing chart and use farmers face.
geography of Mesopotamia tab 3 for written text and Reading passage Standard: like? Mesopotamian Geography which includes open-ended
and Sumerian Society video comprehension questions What geographic factors led to track how mountain rains NJSLSA.R1
NJSLSA.R2 NJSLSA.W2
6.2.8.B.2.a to the development of helped provide food to 6.2.8.D.2.c civilization in Mesopotamia? Mesopotamia.
http://www.mesopotamia.co.uk/geography/home_set.html
How did the Mesopotamians RH.6-8.1 control river floods? RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.7 RH.6-8.10 WHST.6-8.1 WHST.6-8.9 WHST.6-8.10
Identify and analyze the
impact of agricultural innovations that led to the
growth of civilization in
Mesopotamia. Standard:
What agricultural innovations came from
Mesopotamia?
What was a problem or challenge that
Problem/Solution Farming in Mesopotamia Graphic Organizer: As students move through
Explore tabs 3-5 students
should read text and view
Agricultural Innovations and farming tools
https://www.ancienthistorylists.com/mesopotamia-history/top-11-inventions-and-discoveries-of-mesopotamia/
ELA-Mesopotamian Farming Tools from Discovery Education Techbook Chapter 3 Section 3.1:
https://www.westada.org/cms/lib8/ID01904074/Centricity/Domain/2825/Mesopotamian_Farming_Tools.pdfGo to
Explore tab 5, reading
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Student Learning
Objectives
Essential Question Sample Activities Resources Interdisciplinary
Connections
6.2.8.B.2.a 6.2.8.D.2.c
RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10
WHST.6-8.1
WHST.6-8.9
WHST.6-8.10
Mesopotamians faced?
What were some things that the Mesopotamians did to
address these challenges?
How did the new
technologies affect life in
Mesopotamia?
videos individually or in pairs
to complete Graphic
Organizer found on Explore
tab 6 Farming and Other Jobs.
Advertisement Activity: Go to Explain tab for activity
information where students
will create an advertisement to sell a Mesopotamian
technology instrumental in
the growth of their civilization.
YouTube DTGProduction’s Channel Inventions and Discoveries in Ancient Mesopotamia Part I video clip: Lego video covering
agricultural innovations in
Mesopotamia. Stop at 4:56
minute mark. http://www.youtube.com/wat ch?v=s2lL20SBiIk
passage includes
comprehension questions
and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2
Explain the importance of What was the purpose of Main Idea Web Trade and ELA-The Persian Gulf from trade? Barter: Discovery Education
trade to Mesopotamian Use graphic organizer while Techbook Chapter 3 civilization. How did trade become reading text and viewing Section 3.1:
important in Mesopotamia? video segments on tabs 7 reading Standard: and 8 to record information passage includes
How could trade change a about the purpose of trade comprehension questions society in a positive or and characteristics of and open-ended.
NJSLSA.R1 NJSLSA.R2 NJSLSA.W2
6.2.8.B.2.a negative way? overseas and land trade. British Museum Trade and 6.2.8.D.2.c Transport:
Quick Write Activity – Interactive background Geography of material on trade and RH.6-8.1 Mesopotamia: transport. RH.6-8.2 Under Explain tab students http://www.mesopotamia.co. RH.6-8.4 will use at least 10 words uk/trade/home_set.html RH.6-8.7 from word bank to create a RH.6-8.10 graphic organizer to answer WHST.6-8.1 lesson essential question: WHST.6-8.6 How did geography impact WHST.6-8.9 life in Mesopotamia? WHST.6-8.10
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Student Learning
Objectives
Essential Question Sample Activities Resources Interdisciplinary
Connections Describe the religious beliefs
and practices of ancient Mesopotamia.
Standard:
6.2.8.B.2.a 6.2.8.D.2.c
RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10
WHST.6-8.1
WHST.6-8.6
WHST.6-8.9
WHST.6-8.10
How did religion influence
Mesopotamian society?
What is polytheism?
What were ziggurats and
what purpose did they
serve?
Note Taking-Outline: Work independently or in
pairs to outline Explore tab 1
Religion in Mesopotamia
text.
Main Idea Group Work: Group students to read
Mesopotamian Ziggurats. End of each page choose 1
or 2 important points and
discuss why important. End
of reading students
summarize in writing: How
thoughts about a ziggurat’s
significance and purpose
have changed and What studying ziggurats can teach
about Mesopotamian life.
BrainPOP lesson on Sumerians: Click FYI tab, then In Depth
tab for good explanation of polytheistic http://www.brainpop.com/ socialstudies/worldhistor y/sumerians/fyi/
British Museum Ziggurats: Interactive background
material on ziggurats. http://www.mesopotamia.co. uk/ziggurats/home_set.html
ELA-Mesopotamian Ziggurats from Discovery Education Techbook Chapter 3 Section 3.2: reading passage includes
comprehension questions
and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2
Describe the social How was Mesopotamian Mesopotamian Social Discovery Techbook ELA-Gilgamesh from society organized? Pyramid Graphic Chapter 3 Section 3.2 Discovery Education
structure-including gender Organizer: Mesopotamia Society Techbook Chapter 3 divisions-of Mesopotamia Who had power in Go to Explain tab and have Section 3.2: and draw conclusions about Mesopotamian society? students complete while reading its impact on the lives of reading and viewing videos BrainPOP lesson on passage includes Mesopotamians. What was life like for the from Explore tabs 2-5. Sumerians: comprehension questions Standard: lower classes in http://www.brainpop.com/ and open-ended.
NJSLSA.R1 NJSLSA.R2 NJSLSA.W2
Mesopotamia? BrainPOP Sumerians: socialstudies/worldhistor Companion activities with y/sumerians/ ELA-Mesopotamian 6.2.8.A.2.a What status did women lesson. Women from Discovery
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6.2.8.A.2.b have in Mesopotamian Education Techbook NJSLSA.R1 NJSLSA.R2 NJSLSA.W2
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Student Learning
Objectives
Essential Question Sample Activities Resources Interdisciplinary
Connections 6.2.8.A.2.c 6.2.8.D.2.a
RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.7 RH.6-8.10
WHST.6-8.1
WHST.6-8.6
WHST.6-8.9
WHST.6-8.10
society? Standard of Ur interactive Source Analysis: Go to Elaborate tab where
students will analyze the
Standard of Ur to learn what is says about daily life of Sumerian people.
Chapter 3 Section 3.2: Go to Explore tab 5, reading
passage includes
comprehension questions
and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2
Describe and map the Why was Mesopotamia a Discovery Techbook cycles of conquest that led prized land? Chapter 3 Section 3.2 to the ascension of varied Mesopotamia Society: civilization in Mesopotamia Who were the first rulers to from 3000-500 BCE. unite Mesopotamia? How
did the rulers differ in their Holt World History Standard: approach? Textbook Unit 2 Chapter 3
Section 1 Rise of Sumer and Section 4 Later Peoples 6.2.8.A.2.a Fertile Crescent 6.2.8.D.2.c YouTube video The RH.6-8.2 Legend of Sargon:
RH.6-8.4 Akkadian poem about RH.6-8.7 Sargon the Great has many RH.6-8.10 similarities to baby Moses WHST.6-8.1 story. WHST.6-8.6 https://www.youtube.com/w WHST.6-8.9 atch?v=IE0ffTx8dyA WHST.6-8.10
YouTube video The Mesopotamians by They Might Be Giants:
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Student Learning
Objectives
Essential Question Sample Activities Resources Interdisciplinary
Connections Catchy song highlighting
Sargon, Hammurabi, Ashurbanipal and
Gilgamesh. https://www.youtube.com/w atch?v=jAMRTGv82Zo
YouTube video Ancient Mesopotamia Song by Mr. Nicky: Rap song covers all Mesopotamian empires. https://www.youtube.com/w atch?v=84y2q4giihY
Sargon of Akkad: http://ancienthistory.abc- clio.com/Search/Display/57 3759?terms=Sargon+II
Nebuchadnezzar II: http://ancienthistory.abc- clio.com/Search/Display/5 73812?terms=Nebuchadn
ezzar+II
Identify and analyze the How did Mesopotamian Main Idea Web Writing Discovery Techbook Mesopotamian Haiku- impact of cultural and technological and cultural Graphic Organizer: Chapter 3 Section 3.3 Teacher Notes (Link): technical innovations of the innovations influence future The Mesopotamian Using unit knowledge Mesopotamians. civilizations? Development of Written Innovations and students create original haiku
Language. Read text and Contributions poems. NJSLSA.W3
Standard: Why was the development view videos to complete: of writing important? Who wrote? How did they write? Why did they write? 6.2.8.C.2.a
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6.2.8.D.2.b
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Student Learning
Objectives
Essential Question Sample Activities Resources Interdisciplinary
Connections 6.2.8.D.2.d
RH.6-8.1 RH.6-8.2 RH.6-8.3 RH.6-8.4 RH.6-8.7 RH.6-8.10
WHST.6-8.1
WHST.6-8.9
WHST.6-8.10
What were Ancient Mesopotamian legends
about?
What does the Epic of Gilgamesh tell us about Sumerian culture?
How did Mesopotamian
technological innovations
improve agriculture, trade, and transportation?
Summary Frame Epic of Gilgamesh Graphic Organizer: Read text, view images and
videos and then illustrate six
important events in The Epic
of Gilgamesh.
Cause and Effect Chart: While reading text and
viewing videos list challenges Mesopotamians
faced before development of a specific technology
(cause/problem) and the
effect of new technology.
ABC CLIO Gilgamesh: Background article on the
world’s oldest piece of literature. http://ancienthistory.abc- clio.com/Search/Display/57 4976?terms=Gilgamesh
YouTube DTGProduction’s Channel Inventions and Discoveries in Ancient Mesopotamia Part 1 video clip: Lego video start at 5 minute
mark for invention of the
wheel. http://www.youtube.com/wat ch?v=s2lL20SBiIk
British Museum Mesopotamian Writing: Interactive background
material on cuneiform. http://www.mesopotamia.co. uk/writing/home_set.html
YouTube DTGProduction’s Channel Inventions and Discoveries in Ancient Mesopotamia Part 2 video clip: Lego video discussing
writing (0-3:11 minute) and
mathematics (5:34-end). http://www.youtube.com/wat
Reading passage on Gilgamesh includes
comprehension questions
and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2
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Student Learning
Objectives
Essential Question Sample Activities Resources Interdisciplinary
Connections ch?v=85bdU0VU1j4 Paraphrase portions of Hammurabi’s Code and
draw conclusions about the
importance of codified laws
to a society.
Standard:
6.2.8.A.2.b
RH.6-8.1 RH.6-8.2 RH.6-8.4 RH.6-8.6, RH.6-8.7 RH.6-8.8 RH.6-8.9 RH.6-8.10
WHST.6-8.1
WHST.6-8.2
WHST.6-8.4
WHST.6-8.5
WHST.6-8.9
WHST.6-8.10
Why do civilizations need
laws?
How did Hammurabi’s Code
impact life in Mesopotamia?
What laws were contained in
Hammurabi’s Code?
How did the Code of Hammurabi change the idea
of justice?
Main Idea Web Hammurabi’s Code Graphic Organizer: Go to Explore tabs 6-8. Pair students to read text and
complete main idea and
supporting details graphic
organizer.
You be the Judge Hammurabi’s Code Lesson Phillip Martin website: Small student groups rotate
to 8 situations Hammurabi faced and try to decide how
to achieve justice. http://www.phillipmartin.info/ hammurabi/hammurabi_teac herpage.htm
Link to situations Hammurabi faced for activity. http://www.phillipmartin.info/ hammurabi/hammurabi_situ ation_index.htm
Teacher Notes (Link) PowerPoint of situations
Hammurabi faced for activity
followed by corresponding
laws.
Hammurabi’s Code Source
Analysis Investigation:
Discovery Techbook Chapter 3 Section 3.3 Mesopotamian Innovations and Contributions: Go to Explore tabs 6-8.
DTGProduction’s Channel Inventions and Discoveries in Ancient Mesopotamia Part 2 video clip: Lego video discusses
Hammurabi’s Code (3:12- 5:30 minute mark). http://www.youtube.com/wat ch?v=85bdU0VU1j4
ABC CLIO Hammurabi: Background the man. http://ancienthistory.abc- clio.com/Search/Display/57 3798?terms=Hammurabi ABC CLIO Code of Hammurabi (ca. 1790 BCE): Background on the code
and the laws. http://ancienthistory.abc- clio.com/Search/Display/18 04330?terms=Hammurabi
ELA-King Hammurabi from Discovery Education Techbook Chapter 3 Section 3.3: Go to Explore tab 6, reading
passage includes
comprehension questions
and open-ended. NJSLSA.R1 NJSLSA.R2 NJSLSA.W2
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Student Learning
Objectives
Essential Question Sample Activities Resources Interdisciplinary
Connections Go to Elaborate tab. Use
interactive Source Analysis
tool to understand
Hammurabi’s written code of laws.
Amistad Curriculum The NJ Amistad Curriculum was designed to promote a wider implementation of educational awareness programs regarding the African slave trade,
slavery in America, and the many contributions Africans have made to American society. It is our job as educators in Paterson Public Schools to enact
this vision in our classrooms through enriching texts, discussions, and lessons designed to communicate the challenges and contributions made. Lessons
designed are not limited to the following suggested activities, we encourage the infusion of additional instructional activities and resources that will
engage the learners within your classroom.
Topics/People to Study Suggested Activity Resource
Imhotep A dialogue about Imhotep. http://www.njamistadcurriculum.net/history/unit/ancient-
africa/content/4339/7437
Life in Africa In this lesson, students will gain an
understanding of a few of the different
ethnic groups that originated in Africa
before the era of slavery. The students will
create a drawing of what they believed pre-
slavery Africa looked like and the teacher
will lead a discussion based on the students’
drawings and their historical accuracy.
http://www.njamistadcurriculum.net/history/unit/ancient-
africa/lesson_plan/4223/294
A Brief History of North Africa to 1500 A PowerPoint on the History of North
Africa to 1500
http://www.njamistadcurriculum.net/history/unit/ancient-
africa/navigations/3449
Timbuktu: Center of Knowledge A reader on the City of Timbuktu. http://www.njamistadcurriculum.net/history/unit/ancient-
africa/content/4348/7331
Amistad Additional Resources
The state of New Jersey has an Amistad Commission Interactive Curriculum for grades K-12.
http://www.njamistadcurriculum.net/
All New Jersey educators with a school email address have access to the curriculum free of charge. Registration can be found
on the homepage of the NJ Amistad Curriculum. All Paterson public school Social Studies teachers should create a login and
password.
The topics covered in the Amistad curriculum are embedded within our curricula units. The Amistad Commission Interactive
Curriculum units contain the following topics:
1. Social Studies Skills 5. Establishment of a New Nation and Independence to Republic (1600-1800)
2. Indigenous Civilization (1000-1600) 6. The Constitution and Continental Congress (1775-1800)
3. Ancient Africa (3000-1492) 7. The Evolution of a New Nation State (1801-1860)
4. The emerging Atlantic World (1200-1700) 8. The Civil War and Reconstruction (1861-1877)
9. Post Reconstruction and the origins of the Progressive Era
10. America Confronts the 20th
Century and the emergent of Modern America (1901-1920)
11. America In the 1920s and 1930s, Cultural, Political, and Intellectual, Development, and The New Deal, Industrialization
and Global Conflict (1921-1945)
12. America in the Aftermath of Global Conflict, Domestic and Foreign Challenges, Implications and Consequences in an ERA
of reform. (1946-1970)
13. National and Global Debates, Conflicts, and Developments & America Faces in the 21st
Century (1970-Present)
The Amistad Commission Interactive Curriculum contains the following resources for a teachers use that aligns with the
topics covered:
1. Intro 2. Activities
3. Assessments
4. Essentials
5. Gallery
6. Gallery 11. Tools 7. Griot
8. Library
9. Links
10. Rubrics
All Resources on the NJ Amistad Curriculum website site are encouraged and approved by the district for use.
Holocaust Curriculum In 1994 the legislature voted unanimously in favor of an act requiring education on the Holocaust and genocide in elementary and secondary education and it subsequently signed into law by Governor Whitman. The law indicates that issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide, shall be included for all children from K-12th grade. Because this is a law and in Statute any changes in standards would not impact the requirement of education on this topic in all New Jersey public schools.
Topics/People to Study Suggested Activity Resource
Important dates in the Holocaust and Civil Rights Students will plan activities to commemorate
important dates in the history of the Holocaust
or Civil Rights
https://www.nj.gov/education/holocaust/resources/
AnniversaryBooklet.pdf
Prejudice and Jokes
Students will create a plan for dealing with
jokes about prejudice and comments that are
insensitive
https://www.nj.gov/education/holocaust/resources/
ConfrontingIssuesofPrejudice.pdf
Tolerance
Students will create a graphic organizer for
how people treat people who are different
https://www.nj.gov/education
/holocaust/resources/Conversations.pdf
Reducing Prejudice through Learning
Students will create a class code for reducing
prejudice. Students will create rules for
learning to treat other people with respect.
https://www.nj.gov/education/holocaust/resources/
CooperativeLeaningandPrejudiceReduction.pdf
DBQ’s
Document Based Questions (DBQs) require students to utilize multiple primary and secondary sources that afford them the ability to create
an argumentative response to a prompt. DBQs align with the English Language Arts instruction and require students to utilize material
rich in content, ground their reading and writing using textual evidence and provides students with the opportunity to engage in regular
practice with complex text and engage in high level critical thinking.
A DBQ has been developed for each curricular unit within the grade level and the resources are located on the Paterson Public School
District website. To access the resources, please visit the DBQ/Research tab on the Social Studies page.
Unit 2 Vocabulary
Vocabulary: Akkadian Empire
architecture
artisan Assyrian Empire
Babylonian Empire
Chaldeans canals
civilization
city-state Code of Hammurabi code of law culture
cuneiform
dam deity
dike division of labor drought
empire
epics Euphrates River Gilgamesh
irrigation levee
Mediterranean
monarch
natural resource Nebuchadnezzar Neo-Babylonian Empire
patriarchal Persian Gulf pictographs
plateau
polytheism
priests
religion rule of law
rural Sargon
scribe
silt social classes
social hierarchy
social pyramid
Sumer stylus Taurus Mountains
Tigris River trade
urban Zagros Mountains
ziggurat
Unit 2 Project (Suggested)- Choose 1 Unit 2 Project (Suggested)
Suggested Project 1: Hammurabi’s Code of Law Art or Acting Project (see Dropbox
resources for project guidelines and rubric)
Art Project-Student will choose one law to artistically represent in its entirety.
Acting Project-Groups of 2-4 students will act out one law per group member.
Suggested Project 2: Students will choose to create a three-dimensional timeline, diorama, or PowerPoint on any area of interest in Mesopotamia (see Dropbox
resources for project guidelines and rubric).
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