Table of Contents - Walchwalch.com/samplepages/065849.pdf · · 2011-05-02Colonial Societies ... • More than 30 lessons with reproducible activity sheets ... Vocabulary and Reading

South Carolina Academic Support Program for Social Studies, Grade 6© 2009 Walch Education

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Teacher’s Guide Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG1 PacingGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG5 GraphicOrganizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG9 ReproducibleMaps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG35 RichlandOneSocialStudiesAcademicStandardsCorrelations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . TG43

Part 1: Vocabulary Strategies Lesson1:PrefixesandSuffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Lesson2:WordForms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lesson3:UsingContextClues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Lesson4:China’sMiddleKingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Lesson5:EarlyNorthAmericans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 AnswerKey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Part 2: Reading Strategies Lesson1:Previewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Lesson2:Predicting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Lesson3:PriorKnowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Lesson4:Purpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Lesson5:IntroductiontoReadingStrategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Lesson6:KWL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Lesson7:SQ3R . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 Lesson8:SemanticWeb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Lesson9:Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Lesson10:CommonFeaturesandPatternsinSocialStudiesReading . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Lesson11:Maps,Photos,andDrawings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Lesson12:Charts,Graphs,andTimeLines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Lesson13:ChronologicalOrder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55 Lesson14:MainIdeaandDetails . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Lesson15:CauseandEffect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Lesson16:CompareandContrast . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Lesson17:Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64 AnswerKey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

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Part 3: The Growth and Spread of World Religions Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69 StudentBackgroundPages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 1 .MappingtheSpreadofWorldReligions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 2 .ComparingWorldReligions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 3 .LifeAfterDeath . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 4 .RussiaAdoptsaReligion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 5 .ChristianityandWomen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 6 .IndividualAction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 7 .ReligiousReversal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 8 .TheVarietyofBeliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 AnswerKey,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Part 4: The Rise of Islamic Civilization Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 StudentBackgroundPages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 1 .MappingtheIslamicWorld . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 2 .ThePillarsofFaith . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 3 .TheQur’anonWomen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 4 .IslamicLearning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95 5 .TheQur’anonWar,Peace,andJustice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 6 .TheProphet’sWives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 7 .TheDomeoftheRock . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99 AnswerKey,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Part 5: Diffusion—Trade, Technology, and People Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 StudentBackgroundPages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 1 .MappingTradeNetworks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 2 .ThePerilsoftheTradeRoutes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 3 .BoatsforAllPurposes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 4 .MappingTrans-SaharaTrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 5 .TheCamel:KeytoTrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 6 .Srivijaya:TradeNexus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 7 .ChineseInventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116

South Carolina Academic Support Program for Social Studies, Grade 6© 2009 Walch Educationv


8 .MappingPopulationMovements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 9 .ReasonsforMigrationandInvasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 10 .KingHarald:AViking’sLife . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 11 .TheImpactofAgriculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 12 .ThePeoplingofthePacificIslands . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 13 .LifeChanges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 AnswerKey,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

Part 6: New Patterns of Society Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 StudentBackgroundPages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 1 .MappingAfrica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 2 .Africa:UnityandDiversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 3 .TheKingdomofGhana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 4 .MappingEastAsia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 5 .China,Japan,andKorea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145 6 .TheWet-RiceGrowingCycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 7 .Japan:LifeatCourt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147 8 .MappingMesoamericaandSouthAmerica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148 9 .TheMesoamericanBallGame . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149 10 .TheMayanTimes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150 11 .Mesoamerica’sCommonCulture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 12 .MappingNorthAmerica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 13 .Linkages:HopewellandAnasazi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153 14 .NorthAmerica:WhichCulture? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 15 .Women’sWork,Men’sWork . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 16 .CauseandEffect . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 AnswerKey,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157

Part 7: Africa South of the Sahara Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167 StudentBackground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 1 .SocietiesandEmpiresofAfrica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172 2 .WestAfrica:Travelers’Accounts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173 3 .AfricanProverbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 4 .Sundiata,theLionKing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176 5 .FormsofFeudalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177

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6 .EastAfrica’sTradingCities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 7 .GreatZimbabwe . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 8 .MappingAfricaSouthoftheSahara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180 AnswerKey,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

Part 8: Sea Routes Link the Globe Teacher’sGuide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 StudentBackground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Worksheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 1 .VoyagesofDiscovery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 2 .ThePortugueseCaravel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 3 .AmerindiansAsColumbusSawThem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 4 .AmericanFauna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194 5 .TheAztecView . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 6 .TheColumbianExchange . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 7 .TheAfricanSlaveTrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 8 .AfricanSlavery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 9 .GraphingthePopulationShift . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200 10 .PlantationLife . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201 11 .ThePro-SlaveryCase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202 12 .TheTriangularTrade . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 13 .ColonialSocieties . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 14 .TheSpanishandtheIndians . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 AnswerKey,AdditionalActivities,andAssessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206

Part 9: Hands-On Culture of West Africa WestAfricaFolktales . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 GhanaandCoted’Ivoire:AkanGoldWeights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Mali:Griots andtheStoryofSundiata . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223


South Carolina Academic Support Program for Social Studies, Grade 6© 2009 Walch EducationTG1

TheSouth Carolina Academic Support Program for Social Studies, Grade 6 (ASP)isacomplete,turnkeysolutionforimprovingeducationalperformance .TopicsarebuiltaroundaccessiblecorecurriculumensuringthattheASPisusefulforstrivingstudentsanddiverseclassrooms .

Thisprogramrecognizesthatmanystrugglingstudentsaren’treachedbytraditional“skillanddrill”orstricttest-prepapproaches .

TheASPincludescomponentsthatreview,instructasneeded,providepractice,andassessstudents’skills .Instructionaltoolsandstrategiesareembeddedthroughout .ThescopeandsequenceaddressestheneedsofstudentswhorequireadditionalsupportintopicsidentifiedbyRichlandOneforSummerSchool2009 .

This3-ringbinderincludes:

Morethan30lessonswithreproducibleactivitysheets•

Applicationactivitiestoprovidecritical-thinkingexperiences•

Acollectionofhands-onenrichmentactivities•

Areproducibleglossarytohelpstudentsbuildvocabulary•

Asupportiveteacher’sguidethat:•

describesthepurposeofthematerialsandoptionsforusingthepackage•

providespacingguideoptions•

referencesspecificstandards•

recommendsanassortmentofgraphicorganizersforinstructionaluse•

includesreproduciblemaps•

Purpose of MaterialsTheSouth Carolina Academic Support Program for Social Studies, Grade 6 isaflexibleprogramthathasbeenorganizedtofityourstudents’needsinsummerschool .

Eachday’sscheduleincludesactivitiesbeginningwithdirectinstructionandguidedpractice,andmovingontoopportunitiesfordevelopingandapplyingnewskills .

ThereproduciblestudentactivitiesintheSouth Carolina Academic Support Program for Social Studies, Grade 6 (ASP)aredesignedtodrawstudentsintotheeraofexpandingexchangeandencounteramongtheworld’scultures,states,andpeoples,sotheydeveloparichunderstandingofthemanyelementsofthisvariedinterchangeanddevelopment .ManyactivitiesintheASPdrawonoriginalsourcematerials .Thisdevicepersonalizesdistanteventsforstudentsandhelpsthementerintothelivesandculturesofthesecenturies .

TEACHER’S GUIDE

Introduction

South Carolina Academic Support Program for Social Studies, Grade 6 TG2

© 2009 Walch Education

Structure of the BinderTheASPisprovidedforyourconvenienceinabinderformat .Thematerialsarecompletely

reproducible,allowingyoutomakeasfeworasmanycopiesasyouneed .Ifstudentsloseanactivitysheet,justmakeanewone .Tabsallowyoutoaccessthesectionsofthebinderquicklyandeasily .

TheTeacher’sGuideisthefirstsection .Writtenforyou,thissectionhelpsyounavigatethematerialswiththepacingguides,offersgraphicorganizersandsuggestedstrategiesfortheiruse,providesmapsthatareusedintheinstructionalunits,andshowshowthelessonscorrelatetotheSouthCarolinaSocialStudiesAcademicStandardsidentifiedbyRichlandOneforsummerschoolinstruction .

Parts1and2focusoncontent-areastrategiesforvocabularyandreadingwithinSocialStudies .Thegoalofthesetwopartsissimple:togivestudentstoolstocommunicateeffectively .Thesesectionsaddresssocialstudiesintermsofasetofintegratedskillsandstrategiesthatworktogethertohelpstudentsread,write,speak,andthinkcritically .

Parts3though8oftheASPfocusoncontentandknowledgeof:TheGrowthandSpreadofWorldReligions;TheRiseofIslamicCivilization;Diffusion:Trade,TechnologyandPeople;NewPatternsofSociety;AfricaSouthoftheSahara;andSeaRoutesLinktheGlobe .TheunitsintheASPcanbeimplementedasoutlinedinthepacingguide,yetthedesignisflexiblesothatyoucanmixandmatchsectionsandunitsastheneedsofyourstudentsandyourinstructionalstyledictate .

Part9containsacollectionofhands-onactivities,referencedthroughoutthepacingguide .ThesesuggestedactivitiesprovidestudentswithenrichmentexperiencesrelatedtothecultureofWestAfrica .

ThefinalsectionisaGlossary .Theglossaryisreproducibleandcanbeusedtoextendandenhancelearning .

Structure of Instructional UnitsNearlyalloftheinstructionalunitshavesomecommonfeatures .

Ineachclasssession,youwillpresentatopic .Sometopicsmaybeareviewforstudents .Othertopicsmaybecompletelynewtothem .Aftersomeinstruction,youwillprovidestudentswithpracticeactivitiestotry .Studentswillhaveachancetotalkabouthowtheycompletedtheirwork .

Thereareadditionalmaterialstouseifyouareconfidentthatstudentsarereadytoextendtheirlearning .Ifstudentsneedmorepracticeorfurtherexplanation,youcanprovidethemwiththat,too!

TEACHER’S GUIDEIntroduction

South Carolina Academic Support Program for Social Studies, Grade 6© 2009 Walch EducationTG3

Teaching Parts 1 and 2: Vocabulary and ReadingWordsarethebuildingblocksoflanguage .Withthisprogram,studentsbeginbyanalyzingwords,thensynthesizewhattheyhavelearnedtodevelopstrategiesforcomprehendingnewwords .TheVocabularysectionbeginsbyintroducingvocabularystrategiessuchasrecognizingwordparts,lookingforwordgroups,andlookingforcontextclues .

TheReadingsectionhelpsstudentsbroadentheirexpectationsabouttext .Familiarpatternsofnarratives—storieswithabeginning,amiddle,andanend—arereplacedbyorganizationalconstructstailoredtoconveyinformation .Theactofreadingisbrokendownintoaprocessofsteps .Studentslearnconcretestrategiestoreadinformationaltextsefficiently,tocomprehendwhattheyread,andtoretaintheinformationtheyhavelearned .ThegraphicorganizersfortheReadingsectionhelpstudentsconnectnewinformationtotheirexistingschemata,increasingtheirabilitytorecallandtotakeownershipofwhattheyread .Thereadingstrategiesgivestudentsawayto“see”whattheyread—agreatassettovisuallearners .Organizingandwritingwhattheyreadalsocementsinformationandconceptsinstudents’mindsandhelpsthemretainit .

Skills “in Action”

Eachlessonisself-contained .Thefirstsectionofeachlessonpresentsthetopic(“inAction”) .Modelsofthestrategiesarepresentedineachlesson,showingstudentsthatallreadersandwriters—includingteachers—usetoolsandfollowprocessestocommunicateandcomprehend .Studentswhoneedmoresupportmaybenefitfrommoremodelingorfromcompletingsomeactivitiesandgraphicorganizersinsmallgroups .

Application

Afterworkingasawholeclass,studentsthenpracticethestrategiesinaseriesofactivitiesbasedonappealingshortreadings .Buildingvocabularyandlearninghowtofigureoutnewwordsenhancesreading,writing,speaking,listening,andthinkingcritically,givingstudentsabroadbaseoflanguagetodrawoninclassroomandreal-lifecommunication .

Teaching Parts 3 through 8Parts3though8oftheASPfocusoncontentandknowledgeof:TheGrowthandSpreadofWorldReligions;TheRiseofIslamicCivilization;Diffusion:Trade,TechnologyandPeople;NewPatternsofSociety;AfricaSouthoftheSahara;andSeaRoutesLinktheGlobe .

Teacher’s Guide

ATeacher’sGuide,givingyouanoverviewoftheunitanditsobjectives,plusspecificteachinginformationoneachstudentactivity,precedeseachunit .


South Carolina Academic Support Program for Social Studies, Grade 6 TG4


Student Background and Worksheets

EachunitincludesseveralStudentBackgroundpagesthatgivethemostrelevantinformationonthatunit’stopic .Anumberofreproduciblestudentactivitypagesfollow,includingreadingselectionsfromoriginalcontemporarysourcesandavarietyofactivities:decision-making,comprehension,analytical,comparative,interpretive,research,mapping,role-playing,interactive,andinterdisciplinary .Lower-levelstudentsmayhavesomedifficultywithreadingsomeoftheoriginalsourcedocuments,whichcontainsomeformalandhigher-levelwordsandsyntax .Gooversomeoralloriginalsourceselectionsinclass,tobesureallstudentshaveafullcomprehensionofthem .

EachunitincludessomeExtraChallengeactivitiestoprovideenrichmentformoreadvancedoradventurousstudents .Severalmapsareprovided;youcanmakecopiesasneededforapplicableactivities .

Answers, Additional Activities, and Assessments

Attheendofeachpart,you’llfindasectiontitledAnswers,AdditionalActivities,andAssessments .Hereyouwillfindanswersforthestudentactivities,alistofsuggestedadditionalactivities(includingpossibleInternetsitestoinvestigate),andseveralassessmentvehicles .You’llalsofindadditionalteachingsuggestionshereforsomeactivities .


South Carolina Academic Support Program for Social Studies, Grade 6© 2009 Walch Education19

part 2 • Reading stRategies

© Walch Publishing CAS: Social Studies, 5–635

When you sit down to read a sports story in the paper or an e-mail from afriend, you probably do not have to make much of an effort. You just read it andenjoy it. School reading is different. At school, you usually read to learn andremember information. This is when the reading process requires a little morework.

The Reading Process

Good reading involves three stages:

1. Prereading (before reading)2. Reading3. Postreading (after reading)

In the lessons that follow, we will take a closer look at each of these stagesand what they can mean to you. Let’s start with prereading.

Prereading Steps

Prereading (as the pre- prefix implies) is what you do before you read.Prereading involves four steps; they are sometimes called the “4 Ps.”

Prereading

1. Preview2. Predict3. Prior knowledge4. Purpose

You can organize these steps in a 4-P chart like the one below. Over time, youwill find that you don’t need to use a chart. For now, though, you can use the 4-P chart to remember and practice the prereading steps.

4-P Chart

Lesson 1Previewing

Reading Strategies Part 1: Prereading

1. Preview 2. Predict 3. PriorKnowledge 4. Purpose

South Carolina Academic Support Program for Social Studies, Grade 6 20




The Importance of Previewing

When you go to the movies, you probably see the previews of comingattractions. What are these previews for? They are designed to spark yourinterest in new movies. A preview tells you what an upcoming movie is about—the main characters, key events in the plot, and perhaps a problem that needssolving.

In the same way, a first look or preview of something you are about to readcan give you important clues about what the reading contains. Previewing helpsyou get the most important information from your reading. It also helps youremember that information longer.

To preview a new chapter in your history book or a long article in a newsmagazine, what do you do first?

1. Start with the title. The title usually tells you the main idea of the entirechapter or article.

2. Scan the chapter or article. Look for highlighted text that is meant to standout. Watch for headings and subheadings. Be alert for words in the textthat are in boldface or italics. Pay attention to bulleted or numbered listsand what they seem to be about.

3. Look at the graphics in your reading selection. Graphics are photos,drawings, maps, charts, graphs, time lines—any text elements that are notjust words.

4. Skim the chapter or article. When you skim, you do not read word forword. You should read the first and last paragraphs in each major sectionof the text. With a shorter passage, also read the first and last lines in eachparagraph.

Application

Use your prereading skills to preview the following selection from a worldhistory text. Do not read the whole article—just preview it! Fill in the Previewcolumn of the 4-P chart that follows the article.


Previewing (continued)

The People of Sumer

Nearly 7,000 years ago, thepeople of Sumer lived where thecountry of Iraq is today. These

people are called Sumerians. Theybuilt their cities in the valleysalong the Tigris and Euphratesrivers. They settled there because

The First Civilized People

(continued)






of the rich soil and the steadywater supply. The area betweenthese two rivers has been calledthe Fertile Crescent. Most peoplein ancient Sumer farmed. Theothers were businesspeople,priests, or rulers. Slaves were usedby farmers and merchants.

A New Farming Method

The Sumerians were the firstpeople known to use irrigation.Irrigation is a way to bring waterto fields. The Sumerians dugditches and ponds. When therivers flooded, the ponds filled.When dry weather came, ditchescarried water from the ponds tothe fields. Without irrigation, thepeople of Sumer could not haveraised enough crops to live.

Sumerian Culture

The earliest surviving examplesof writing are Sumerian. At first,the Sumerians used picturewriting, but it was too slow andhard to use. They invented a kindof writing called cuneiform. Awedge-shaped stick was used tomake marks in wet clay tablets.The clay was then hardened bybaking. Writing made recordkeeping possible. It also enabledone city to send messages toanother.

Religion was important to theSumerians. They believed that thegods had created human beings.

Their religion had a story abouthow the gods decided to destroythe people through a great flood.The king of one city was warnedby friendly gods. He built a hugeboat. He took all the animals of thefield and forest in the boat. Theymanaged to survive the flood.

Sumerian Government

At first, each Sumerian city wasa city-state. It had its ownindependent government. Thenthe city-states began to cooperate.They formed one nation, ruled bya king. This stronger nation couldbetter protect itself during warand could solve problems moreeasily.

The Sumerians created a strictsystem of laws. Anyone whoaccused someone else of a crimehad to prove it. If not, the accusercould be put to death. The lawalso said that if your eye was hurtin a fight, you had the right tohurt your enemy’s eye. This isknown as the “eye for an eye”principle. Laws divided theSumerians into three classes:aristocrats, commoners, andslaves. Slaves had some rights.They could own land and couldsometimes buy their freedom. Forsome crimes, a free person couldbe made a slave.(Adapted from Short Lessons in World Historyby E. Richard and Linda R. Churchill. © 1999,J. Weston Walch, Publisher)

The First Civilized People (continued)





Ask yourself these questions to help you fill in the Preview column of the 4-Pchart that follows. Some information has been filled in to get you started.

1. What does the chapter title tell you about the main idea of this readingselection?

___________________________________________________________________

___________________________________________________________________

2. What ideas are expressed in the headings and subheadings?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

3. What key words are highlighted in the text?

___________________________________________________________________

___________________________________________________________________

4. When you skimmed the first and last paragraphs, and first and lastsentences in each paragraph, what ideas seemed to be most important?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

5. What graphic elements are included? What do they highlight?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________






4-P Chart

Vocabulary Strategies Part 1: Building Vocabulary


*1. Preview 2. Predict 3. PriorKnowledge 4. Purpose

1. The first civilized people

2.

3. Key words: Sumer, FertileCrescent, irrigation, cuneiform,city-state

4.

5. map—shows ancient Sumer inSW Asia


part 3 • the growth and spread of world religions

The Extra Challenge invites students to add approximate dates to their map routes and, optionally, add the spread of Confucianism to their maps.






Buddhism was founded by an Indian prince, Siddhartha Gautama, who was born in 563 b.c.e. He became known as the Buddha, the “Enlightened One.” The Buddha tought that the cause of human suffering is desire for worldly things and pleasures. A person should live a moral life and meditate often, striving to achieve nirvana. In this state, a person is free from all desire and becomes one with the universe, ending the cycle of rebirth.











part 9 • hands-on culture of west africa

Documents

Table of Contents - Walchwalch.com/samplepages/065849.pdf · · 2011-05-02Colonial Societies ... • More than 30 lessons with reproducible activity sheets ... Vocabulary and Reading