example of what your packet pages should look like. If you ... · of paper. You can write it next to the paragraph. -Day 12: complete the vocabulary chart, using pages 44-48 -Day

6th Grade Social Studies eLearning pack #2 (****if a reading is NOT in this pack, then the readings the assignments talk about are in the eLearning pack #1 that you received the week of March 16, 2020) Days 11-12-13-14: March 31, April 1, April 2, April 3, 2020

Standards

6.2 CO Demonstrate an understanding of the increased global interactions among humans from the end of the classical era to the invention of the printing press (i.e., 550–1450). The

student will: Compare the political systems within world civilizations.

Learning Targets/I Can Statements

“I can explain what it meant to be a citizen of ancient Greece and how democracy there is similar to democracy in the United States.”

Essential Question(s) What is democracy? Describe how it emerged/showed up in ancient Greece? How is the way our rules, laws, and leaders (government) create order in our society in the United States similar and different from the government of ancient Greece?

Resources Pass Coach Readings 44-49, vocabulary chart, venn diagram, short essay additions

Learning Activities or Experiences

- Day 11: Make sure you have written at least one main idea or fact IN YOUR OWN WORDS next to each paragraph in the readings on pages 44-49. Write each main idea or fact on the reading pages themselves, not a separate sheet of paper. You can write it next to the paragraph.

- Day 12: complete the vocabulary chart, using pages 44-48 - Day 13: complete the two Venn Diagrams 1) comparing ancient Athens to

ancient Sparta and the other 2) comparing Athens, Greece’s democracy thousands of years ago to our democracy in the United States today.

- Day 14: Look at your essay on page 48. Double check that you answered all parts of the question comparing Athens’s democracy over 3,000 years ago with democracy (voting and law-making) in the US today. If needed- change your essay to add any missing or incorrect information. Finally, on this day, double check your answers to the multiple choice questions on page

Day 11: This below is an example of what your packet pages should look like. If

you haven’t written a main idea next to every paragraph in Ancient Greek

Civilization, do that today. If you have, add 5 more main ideas. Don’t use separate

paper. Write on the reading passage margins, like the example below.

Day 12: Use the readings pages 44-48 from eLearning pack 1 to

complete this vocabulary chart

word definition in YOUR words

picture or connection to your life

oligarchy

democracy

citizens

direct democracy

Alexander the Great

Socrates

Day 13: complete the two Venn Diagrams already set up for you below: 1) comparing ancient

Athens to ancient Sparta and the other 2) comparing Athens, Greece’s democracy thousands of

years ago to our democracy in the United States today.

Day 14: Look at your essay on page 48. Double check that you answered all parts of the question

comparing Athens’s democracy over 3,000 years ago with democracy (voting and law-making) in the US

today. If needed- change your essay to add any missing or incorrect information. If your essay is

complete and correct, add at least two more sentences to it to make sure you have a clear beginning,

middle, and end.

Finally, double check your multiple choice questions. Page 49 ANSWERS: 1.B city states, 2.C men in

Athens could participate directly in the government, 3.C Socrates, 4.D Alexander the Great

Example of a revised/changed essay: Do not copy!

If you need more lines for revising the short essay on page 48, here is

extra space.________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

In this space: write 1-2 sentences about any multiple choice questions on page 49 that you

got wrong, and what the correct answer(s) is/are._______________________________________

_____________________________________________________________________________________

6th Grade Social Studies Days 15-16-17-18: April 6, April 7, April 8, April 9, 2020

Standards

6.2 CO Demonstrate an understanding of the increased global interactions among humans from the end of the classical era to the invention of the printing press (i.e., 550–1450). The student will: Compare the political systems within

world civilizations.


“I can explain what it meant to be a citizen of ancient Rome including the ancient Roman assemblies and Senate. I can explain what a Roman dictator was and how the everyday Romans (called plebians) gained more power in Rome and created tribunes. I can explain the impacts of Roman inventions like roads and buildings (architecture).”

Essential Question(s) How did ancient Romans run their government? What was the Roman assembly and senate? How did Roman plebians come to gain more power than they once had? What were ancient Roman tribunes and why were they important? What were the impacts of ancient Roman roads and architecture like aqueducts? How is the way our rules, laws, and leaders (government) create order in our society in the United States similar and different from the government of ancient Rome?

Resources Pass Coach Readings 50-53, page 1 example, vocabulary chart, essay and multiple choice question section, cartoon


- Day 15: Make sure you have written at least one main idea or fact IN YOUR OWN WORDS next to each paragraph in the readings on pages 50-52. Write each main idea or fact on the reading pages themselves, not a separate sheet of paper. You can write it next to the paragraph (see the example )

- Day 16: complete the vocabulary chart, using pages 50-52

- Day 17: Double check your essay on pages 52. Correct it if needed. Add 1-2 sentences to it if you know it is correct after reviewing your notes and the essay. Double check and correct the multiple choice questions on pages 53.

- Day 18: Complete the cartoon about ancient Rome using what you have read on

pages 50-53 in the first pack.

Day 15: This is an example of what your packet

pages should look like. Make sure your readings for

the Ancient Roman Civilization pages 50-52 look like

this too. If you haven’t done this yet, complete that

today. If you have completed it, add at least five

more main ideas or facts to your reading.

Day 16: Use the readings pages 50-52 from eLearning pack 1 to

complete this vocabulary chart.

word definition in YOUR words picture or connection to your life

republic

plebians

senate

dictator

rule of law

word definition in your own words


aqueduct

Day 17: Double check your essay on pages 52. Correct it if needed. Add 1-2

sentences to it if you know it is correct after reviewing your notes and the essay.

Double check and correct the multiple choice questions on pages 53.

If you need more lines for revising the short essay on page 52, here is extra space. _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Correct answers to questions on page 53: 1. a.Two consuls, 2.c a republic of the

people, 3. d roads, 4. B. Greeks



This is an example of what a

revised/changed essay could look

like. As you see, I added a few

sentences to add more details. Call or

email if you need help:

[email protected]

[email protected]

Day 18: Complete the cartoon about ancient Rome using what you have read on

pages 50-53 in the first pack.

CARTOON ARTIST:__________________BLOCK____ (10 POINTS) TITLE OF MY CARTOON STRIP: ________________________________________ (10 POINTS)

THE COUNTRY OF ITALY AND THE CITY OF ROME, WHERE THE ROMAN EMPIRE BEGAN THOUSANDS OF YEARS AGO. (20 POINTS)

ROME WAS AT FIRST, RULED BY KINGS. LATER ON, IT WAS A REPUBLIC. SHOW THIS CHANGE IN A PICTURE BELOW. (20 POINTS)

ONLY ROMAN MEN WERE CONSIDERED CITIZENS AND COULD VOTE AND MAKE LAWS. SHOW THIS IN A PICTURE BELOW. (20 POINTS)

PATRICIANS WERE RICH ROMAN MEN WHO COULD VOTE AND BE LEADERS. PLEBIANS WERE FARMERS AND WORKERS (NOT RICH) WHO COULD ONLY VOTE. SHOW BOTH GROUPS IN A PICTURE BELOW WITH LABELS. (20 POINTS)

6th Grade Social Studies Day 19: April 20, 2020

Standards

6.2 CO Demonstrate an understanding of the increased global interactions among humans from the

end of the classical era to the invention of the printing press (i.e., 550–1450). The student will: Compare the political systems within world civilizations.


“I can explain how ancient Rome grew through leaders like Julius Caesar, and how eventually declined as leaders (generals and politicians) fought over who should be the leader.”

Essential Question(s) How is the way our rules, laws, and leaders (government) create order in our society in the United States similar and different from the government of ancient Rome?

Resources Pass Coach Readings 54-56


Day 19: Make sure you have written at least one main idea or fact IN YOUR OWN WORDS next to each par. on pages 54-56. Write on the reading pages themselves, not a separate sheet of paper. Use the readings and your essay on page 56 to complete the Roman Empire chart. Double check, and if needed, correct your multiple choice answers for page 57.

Day 19, April 20, 2020: Welcome back after the break! Make sure you have

written at least one main idea or fact IN YOUR OWN WORDS next to each

paragraph in the readings on pages 54-56. Write each main idea or fact on the

reading pages themselves, not a separate sheet of paper.

This is an example of what your packet pages should

look like. Make sure your readings for the The

Decline of the Ancient Roman Empire pages 54-56

look like this too. If you haven’t done this yet,

complete that today. If you have completed it, add

at least five more main ideas or facts to your

reading.

Use the readings and your essay on pages 54-56 to complete the Roman Empire chart below:

Things that helped the Roman Empire expand Things that caused the Roman empire to decline and fall/end

-Page 54 calls the Roman army: well _____, well ______, loyal, and that it received a small __________. -When the Romans took over (conquered) a group of people – what did those people have to give the Romans? (p. 54)

-Page 55 says that after the death of a leader named M___________ A__________ in 180 CE, Roman people began to feel ____________ about the government (they didn’t like it. -Politicians fought for p__________. -Government workers were not ________. -People felt they had to pay too many t_____.

There are no assignments for

you to complete from April 10-

17, because this is our Richland

One SPRING BREAK.

Things that helped the Roman Empire expand Things that caused the Roman empire to decline and fall/end

Page 54 -Through trade, Rome learned about lands touching the Mediterranean _________. -Through wars, Rome took some land in Northern ______________. It conquered the Northern African city of C____________ and formed an alliance with Northern African civilization of E________.

-Page 56 -Many Romans became j__less (without work). People also say the Roman empire grew too big to s__________ itself. It had an eastern part and a western part, and they began to f________ each other. Over time, the Roman empire began weak, and outsiders were able to beat them in wars. Two of the outsiders that won wars against them were: __________________ and the _____________________________.

Double check, and if needed, correct your multiple choice answers for page 57.

Correct answers to questions on page 57: 1. b. They controlled trade in the

Mediterranean Sea, 2.c Politicians felt he wanted too much power, 3. c Many

people were out of work, so they couldn’t afford taxes to support the government

4. d. When the Germanics invaded Italy



6th Grade Social Studies: Day 20-21-22, April 21, April 22, April 23, 2020

Standards 6.2 CO Demonstrate an understanding of the increased global interactions among humans from the

end of the classical era to the invention of the printing press (i.e., 550–1450). The student will: Compare the political systems within world civilizations.


“I can explain what the Middle Ages was and where (Europe) it occurred.” “I can explain what feudalism was and discuss why it was created and peasant life.” “I can explain how feudalism led to the creation of nation-states and monarchies and what both of those things are.”

Essential Question(s) Explain what feudalism was and how it worked and peasant life. Who did feudalism benefit? Who did it hurt, harm, or limit?

Day 20: Make sure you have written at least one main idea or fact IN YOUR OWN

WORDS next to each paragraph in the readings on pages 70-73. Write each main idea

or fact on the reading pages themselves, not a separate sheet of paper.

This is an example of what your packet pages should look

like. Make sure your readings for the Feudalism and

Nation States pages 70-73 look like this too. If you haven’t

done this yet, complete that today. If you have completed

it, add at least five more main ideas or facts to your

reading.

Day 21: Complete the vocabulary chart using pages 70-73 in your own

words



feudalism

lord

vassal

What is a nation-state and monarchy? How did feudalism lead to the creation of nation-states in Europe and monarchies (leadership by a king or queen) in Europe?

Resources Pass Coach Readings 70-73, example, vocabulary chart, Essential Question chart


Day 20: Make sure you have written one main idea or fact next to every par. In your own words on pages 70-73 Day 21: Complete the vocabulary chart using pages 70-73 in your own words Day 22: Use the readings from pages 70-73 to complete the Essential Question chart



fief

Day 22: Use the readings about feudalism from pages 70-73 to

complete the Essential Question chart below and onto the next page.

Essential Question Answer in complete sentences

Explain what feudalism was and how it worked.

Who did feudalism benefit? Who did it hurt, harm, or limit?

What is a nation-state and monarchy?

Describe in detail the daily life of peasants living in Europe during feudalism.

How did feudalism lead to the creation of nation-states in Europe and monarchies (leadership by a king or queen) in Europe?

6th Grade Social Studies Days 23-24-25-26-27, April 24 and April 27, April 28, April 29, April 30, 2020

Standards

6.2 CO Demonstrate an understanding of the increased global interactions among humans from the end of the classical era to the invention of the printing press (i.e., 550–1450). The student

will: Compare the political systems within world civilizations.


“I can explain what the Magna Carta was and why it was created.” “I can list and describe in my own words the basic principles of the Magna Carta” “I can explain what representative government is in my own words and how it connects to the United States government and my life today.

Essential Question(s) Explain what the Magna Carta was. Who created it? Why did they create it? What is representative government? How does the Magna Carta and representative government connect to our lives in the United States today?

Resources Pass Coach Readings 74-77 and complete the Day 23 notes and Day 24 activity sheet


- Day 23: Review your readings, and if needed, re-read pages 74-77. Make sure you have written one main idea to the side of every paragraph. If you haven’t done this, do it on this day. If you have, add at least five more main ideas to your reading. Write on the reading itself. See example.

- Day 24: Complete the primary source activity about the Magna Carta.

- Day 25: Answer questions using the readings pages 74-77 and the Day 24 activity

- Day 26-27: Magna Carta reading and questions activity

Day 23: Review your readings, and if needed, re-read pages 74-77. Make sure you

have written one main idea to the side of every paragraph. If you haven’t done this, do

it on this day. If you have, add at least five more main ideas to your reading. Write on

the reading itself. See example.


like. Make sure your readings for the English

Government and Practices pages 74-77 look like this too.

If you haven’t done this yet, complete that today. If you

have completed it, add at least five more main ideas or

facts to your reading.

Day 24: Complete the primary source activity about the Magna Carta.

Every sentence or phrase below in the gray area are real parts of the

Magna Carta. Use the readings and a dictionary to help you answer the

questions about what each part means.

1. Powers and privileges of the king are clearly defined and limited

What does that mean?

Why is this good?

2. Charter provides for enforcement of restrictions placed on the king


Why is this good?

3. "Reasonable" rules and regulations


Why is this good?

4. The people and the king have equal justice under the law


Why is this good?

5. There is the restoration [giving back/returning] of property and fines if not justly taken


Why is this good?

6. Punishment of any kind should be in proportion to the crime


Why is this good?

7. No trial should happen without evidence/testimony to support accusations


Why is this good?

8. Trials must be open to the public


Why is this good?

Day 25, April 28, 2020: Answer questions using the readings pages 74-77 and the Day 24 activity. In the Day 24 activity, you looked at 8 real parts of the Magna Carta, which was written in England 805 years ago, in the year 1215 AD, to limit the powers of England’s king at the time, King John. There are many more than 8 parts of the Magna Carta, but look at and think about them again, today.

Which of the 8 parts of the Magna Carta from England do we in the United States have today? Provide evidence to support your answer.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ What are at least 2 differences from England’s Magna Carta in 1215 and the United States government (rules, leaders, laws) in 2020?

_______________________________________________________________________________________________________________________________________________________________________________________

Day 26, April 29, 2020: Read the passage on the next pages about the Magna Carta. Use the notes template to take notes while you read. After that, answer the questions from the notes.

Questions Notes/Main Ideas from the Reading IN YOUR WORDS, NOT COPIED FROM THE READING

The Magna Carta was: King John had run out of l_____, so he started to raise t____ on the ______________. The Magna Carta had 37:

Background:

The Barons Rebel

Signing the Magna Carta

Civil War

Details of the Magna Carta

Legacy

Interesting Facts about the Magna Carta

Day 27, April 30, 2020: Answer questions 1-10 on the next pages using

the reading and your notes from yesterday.

6th Grade Social Studies Days 28-29-30-31-32-33 - May 1, May 4, May 5, May 6, May 7, May 8, 2020

Standards

6.2 P Demonstrate an understanding of the increased global interactions among humans from the end of the classical era to the invention of the printing press (i.e., 550–1450). The student will: Summarize the increased global

exchanges among world societies using the Crusades as a major turning point.


“I can explain what the Crusades were and how and where they spread Christianity. “I can list and describe in my own words the ways the Crusades were a major turning point in world society and the types of interactions Crusaders from Europe had with people from Asia, and Africa.” “I can describe what European Crusade traders wanted from Asian and African traders” “I can explain how the Crusades changed religion and trade in Europe, Africa, and Asia.”

Essential Question(s)

Explain what the Crusades were and how and where they spread Christianity. List and describe in your words the ways the Crusades were a major turning point in world society. What did European Crusade traders want from Asian and African traders? How did the Crusades change religion and trade in Europe, Africa, and Asia?

Day 28, Friday, May 1, 2020: Review your readings, and if needed, re-read pages 78-

81. Make sure you have written one main idea to the side of every paragraph.


like. Make sure your readings for the The Impact of the

Crusades pages 78-81 look like this too. If you haven’t

done this yet, complete that today. If you have done this,

add five facts to your readings, in the readings, today as

your learning activity.

Days 29-30, May 4-5,2020: Use the readings about the Crusades from pages 78-81 to complete the Essential Question chart below and onto the next page. (Complete 2 questions Day 29 and 2 questions Day 30).

ESSENTIAL QUESTION CHART

Essential Question for Day 29 Answer in complete sentences

Explain what the Crusades were and how and where they spread Christianity.

6th Grade Social Studies Days 28-29-30-31-32-33: May 1, May 4, May 5, May 6, May 7, May 8, 2020

Resources Pass Coach Readings 78-81, essential question chart, news article sheet


- Day 28: Make sure you have one main idea written to the side of every paragraph on pages 78-81 and double check your multiple choice answers. Correct if needed.

- Day 29-30: Complete the Essential Question Chart using the readings pages 78-81

- Day 31: Use evidence from pages 78-81 to write a short news report for a pretend newspaper about the Crusaders invading Istanbul/Constantinople.

- Day 32: vocabulary chart

- Day 33: trade activity

Day 29: List and describe in your words the ways the Crusades were a major turning point in world society.

Essential Questions for Day 30 Answer in complete sentences

What did European Crusade traders want from Asian and African traders?

Day 30: How did the Crusades change religion and trade in Europe, Africa, and Asia?

Day 31, May 6, 2020: Use evidence from pages 78-81 to write a short news report for a pretend newspaper about the Crusaders invading Istanbul/Constantinople in April of 1203-1204.

Pretend you are a journalist reporting on the Crusades take place in the city of Istanbul/Constantinople. Read page 79 to remind yourself what the Crusaders did there. Write about what the Crusaders did to that city and how the Pope responded. Describe the sights, smells, sounds. Pretend to interview someone in Istanbul/Constantinople and get a quote from her/him. Then pretend to call the Pope in Rome and get a quote from him.

Use the template on the next page to write your pretend newspaper report from April in the year 1203 or 1204.

Day 32, May 7, 2020: Complete the vocabulary chart below using the

readings on pages 78-81.



First Crusade

Christian

Pope

Jewish person

Muslim

Holy Land

Day 33: May 8, 2020 Read the passage below and complete the activity about trade between Europe and Africa during the Crusades, in the 1100s and 1200s

Trade & Mali

One of Africa’s great civilizations in the

1100s and 1400s was the Mali Empire. This

civilization in West Africa grew rich because

of trade and because of where it was

located- in between rain forests and

powerful Muslim civilizations in North Africa. Great rivers allowed Mali traders to take boats

to cities and villages in Africa and farther north, where they could trade with people coming

from the Sahara Desert of Africa and even Europe.

The Mali rulers grew very rich because they were excellent business people and created three

ways to make money:

1. They made anyone coming on their land to

trade pay them (this is called a tax)

2. They re-sold items they bought through

trade at a higher price

3. They sold their own natural resources on

their land, like gold, which they had a lot

of.

European kings and queens bought Mali’s gold, and used it to make gold coins (money). Other

African civilizations north of Mali, like in the Sahara Desert, traded their salt in exchange for

Mali’s gold. One of Mali’s most important cities for trade (and education) was Timbuktu.

Source: https://www.ancient.eu/Mali_Empire/

Pretend you live in Timbuktu, Mali, in 1100, when it was one of the world’s richest cities

because of trade and Mali’s amazing rulers. You are a merchant, someone who runs your own

business by selling and trading goods. Use the reading above to describe your business.

What do you sell? Who do you sell it to? What is one good you trade your goods for?

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

https://www.ancient.eu/Mali_Empire/

Documents

example of what your packet pages should look like. If you ... · of paper. You can write it next to the paragraph. -Day 12: complete the vocabulary chart, using pages 44-48 -Day