Totowa Social Studies Curriculum Project Aligned to the

Totowa Social Studies Curriculum Project Aligned to the NJDOE Model Curriculum

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST CENTURY GLOBAL SKILLS

Created for New Jersey school districts through a project of the New Jersey Department of Education, Office of Academic Standards, in partnership with the N.J Association for Supervision and Curriculum Development and the N.J. Principals and Supervisors Association.

Pacing Guide Content Area: Social Studies

Course Title: Ancient World History Grade Level: 6 Unit 1: Place and Time

• Geography and History in the 21st Century September

Unit 2: Early Man/ River Valley Civilizations

• Early Man • Mesopotamia • Egypt • Eastern River Valleys • Hinduism • Buddhism

September - November

Unit 3: Ideas and Armies

• Phoenicians and Hebrews • Judaism • Military Empires • Africa and the Americas

November - December

Unit 4: Greco-Roman Empires

• Beginnings • City-States • Cultural Contributions • Hellenistic Period • Roman Republic • Roman Empire • Christianity

January - February

Unit 5: Middle Ages

• Germans • Franks • Irish and Anglo-Saxons • Vikings • Feudal Society • Church • Rise of Trade and Towns • Rise of Monarchies

March - April

Unit 6: New Empires

• Byzantine Empire • Islam • Eastern Slavs

May - June

Created by:




Unit Overview

Content Area: Social Studies Unit Title: Unit 1 – Place and Time Target Course/Grade Level: Human Heritage: A World History Grade 6 Unit Summary: Introduces the study of world history, geography and development of civilizations in the 21st Century. Students will identify important geographic themes. Students will explain ways in which geography has influenced the course of history. Students will understand how scientists work together to learn about the past with the help of modern technology. Interdisciplinary Connections: ELA: NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. NJSLSA.W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Science: MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. MS-ESS3-3 Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. MS-ESS3-2 The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history. 21st Century Life & Careers: CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management.




CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally. Technology: 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. 8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. 8.1.8.D.4 Assess the credibility and accuracy of digital content. 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem Unit Rational: Familiarize the students with the five fundamental geographic themes that geographers use to study the earth, and with geographical features. It also discusses how scientists uncover clues that help them piece together what happened in the distant past.

Learning Targets CPI # Cumulative Progress Indicators (CPI) 6.2.8.A.1.a Compare and contrast the social organization, natural resources, and land use of early

hunters/gatherers and those who lived in early agrarian societies. 6.2.8.B.2.b Compare and contrast physical and political maps of early 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.

6.2.8.C.1.b Determine the impact of technological advancements on hunter/gatherer and agrarian societies.

6.2.8.D.1.a Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time.

6.2.8.D.1.c Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records.

Unit Essential Questions: • What is geography and why do we need it? • What are the five themes of geography? • What five themes do geographers use to study

the earth? • How do landforms, waterways, climate, and

natural resources shape the history we know? • Why is history important? • How do we learn about the past? • How can you research history?

Unit Enduring Understandings: • The five themes historians use to study the earth are location, place, human/environmental interaction, movement, regions • How geography played a role in the start of all

civilization.




Unit Learning Targets: Students will ... • Identify the tools used to understand history. • Investigate how archaeological discoveries are used to understand what happen before written records. • Construct timelines of the events occurring during major eras. • Explain how major events are related to one another in time. • Select and use various geographic representations to compare information about people, places, regions, and environments.

Evidence of Learning Summative Assessment: Summative Assessments will provide overall evidence about student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit? Examples of assessments can include but not limited to presentations, projects, problem based learning challenges, sway, summative tests, and other items that show the knowledge and skills learned. Formative Assessments: • Class discussions • Teacher observation • Questions and Answer sessions, written and orally. • Graphic Organizer Activities • Using Key Terms Equipment Needed: DVDs Smart Board Maps Laptops Teacher Resources: Human Heritage: A World History Glencoe McGraw-Hill 2001 Integration of Technology: Laptops Smartboard Websites Curriculum Development Resources: Including, but not limited to the resources available below: Click the links below to access additional resources used to supplement this unit: https://www.state.nj.us/education/cccs/2014/ss/standards.pdf https://www.state.nj.us/education/cccs/2016/science/ https://www.state.nj.us/education/cccs/2016/ela/CompanionG0608.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf

https://www.state.nj.us/education/cccs/2014/ss/standards.pdf

https://www.state.nj.us/education/cccs/2016/science/

https://www.state.nj.us/education/cccs/2016/ela/g06.pdf

https://www.state.nj.us/education/cccs/2014/career/9.pdf

https://www.state.nj.us/education/cccs/2014/tech/8.pdf




Unit Overview Content Area: Social Studies

Unit Title: Unit 2 – Early Humans & River Valley Civilizations Target Course/Grade Level: Human Heritage : A World History Grade 6 Unit Summary: During the Paleolithic Age, people began to develop technology, or knowledge that is applied to help people. Creation of tools that help them survive in different locations. Transition into the Ice age and into the Neolithic Times. Early humans had to address many challenges to survive. The emergence and development of civilization from early man to the river valleys of the Middle East took thousands of years. Students will discuss the rise of civilization in Mesopotamia, focusing on Sumer as well as later we will summarize how civilization developed in the Nile Valley of Egypt and highlight the Old, Middle and New Kings. Students will get an understanding of the Harappan civilization of the Indus River valley in India and Pakistan, and the Shang civilization in China, and religions such as Hinduism and Buddhism. We will also be incorporating topics of respect, individualism, and bullying into our week of respect activities. Interdisciplinary Connections: ELA: NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Science: MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions. MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems

21st Century Life & Careers: CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally. Technology: 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.




8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem Unit Rationale: Students will see the progress that early humans made in order to survive. This unit introduces the geography of these early humans, environmental factors, early stages of government, and the rise of civilizations along the river valley. Students will learn of the contributions these early civilizations and empires made to shape our modern world.

Learning Targets CPI# Cumulative Progress Indicators (CPI) 6.2.8.A.2.a Explain how/why different early river valley civilizations developed similar forms of

government and legal structures. 6.2.8.A.2.b Determine the role of slavery in the economic and social structures of early river valley

civilizations. 6.2.8.B.1.a Explain the various migratory patterns of hunters/gatherers that moved from

Africa to Eurasia, Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies.

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 early river valley civilizations.

6.2.8.B.2.b Compare and contrast physical and political maps of early 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.

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 early river valley civilizations.

6.2.8.D.1.b Describe how the development of both written and unwritten languages impacted human understanding, development of culture, and social structure.

6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various early river valley civilizations.

6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in early river valley civilizations.

6.2.8.D.2.c Analyze the factors that led to the rise and fall of various early river valley civilizations and determine whether there was a common pattern of growth and decline.

6.2.8.D.2.d Evaluate the importance and enduring legacy of the major achievements of the early river valley civilizations over time.

6.2.8.D.3.e Determine the extent to which religion, economic issues, and conflict shaped the values and decisions of the classical civilizations.

N.J.S.A18A:35- 28 New Jersey Holocaust Mandate Unit Essential Questions: • How do people adapt to their environment? • Why do you think the earliest settlements developed

along rivers? • Why did early man live together in groups? • How do societies preserve order?

Unit Enduring Understandings: • Early man had to adapt to their surroundings. • Location and importance of the Fertile Crescent. • The contributions of the Sumerians • The Nile River gave the Egyptians water an • There is little known about the early life of




• What role did the Sumerians have in developing civilization?

• What did the Nile River give to the Egyptian People? • Why is so little known about the early life of people in

the Indus River and Huang Ho valleys

Huang Ho valleys because very few remain.

Unit Learning Targets: Students will ...

• Explain a challenge that Early Humans faced and how they over came it. • Describe the pros and cons of river flooding. • Compare and contrast the societies of Babylonia and Assyria • Evaluate the importance of Hammurabi’s Code • Compare and contrast the social organization of early hunters and gatherers to early agrarian societies. • Explain migratory patterns of hunters/gatherers from Africa. • Describe the impact of migration on early humans • Evaluate the impact of migration on early humans’ life. • Evaluate the impact of the agricultural revolution on population growth and the development of

civilizations. • Draw conclusions about the culture of the Mesopotamians by analyzing primary source documents • Analyze the purposes writing served in Mesopotamia • Consider the importance of the Persian’s empire impact on the modern world • Construct timelines of the events occurring during major eras. • Explain how major events are related to one another in time. • Select and use various geographic representations to compare information about people, places, regions,

and environment • Use maps and other documents to explain historical migration of people, expansion and disintegration of

empires, growth systems. Evidence of Learning

Summative Assessment: Summative Assessments will provide overall evidence about student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit? Examples of assessments can include but not limited to presentations, projects, problem based learning challenges, sway, summative tests, and other items that show the knowledge and skills learned. Formative Assessments: • Class discussions • Teacher observation • Question and Answer sessions, written and orally assessed. • Graphic Organizer Activities • Using Key Terms Equipment Needed: Smart Board Maps Laptops Teacher Resources: Human Heritage: A World History Glencoe McGraw-Hill 2001




Integration of Technology: Smart Board Laptops Websites Curriculum Development Resources: Including, but not limited to the resources available below: Click the links below to access additional resources used to supplement this unit: https://www.nj.gov/education/holocaust/curriculum/Universal5-8.pdf https://www.state.nj.us/education/cccs/2014/ss/standards.pdf https://www.state.nj.us/education/cccs/2016/ela/CompanionG0608.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf

https://www.nj.gov/education/holocaust/curriculum/Universal5-8.pdf








Unit Overview Content Area: Social Studies Unit Title: Unit 3 – Ideas and Armies Target Course/Grade Level: Human Heritage: A World History Grade 6 Unit Summary: The rise and fall of important kingdoms and empires in the ancient Middle East, Africa, and the Americas to 1500 A.D. Describes the Phoenicians and the Hebrews and their interest in trade and religion, and their contributions to later civilizations. Discusses the contributions of the Assyrians, Chaldeans and Persians and examines how their empires were forged and maintained how their ideas spread. Explains the development of civilization in sub-Saharan Africa and the Americas, and how ideas spread through trade and through conquest of these civilizations. Interdisciplinary Connections: ELA: NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. NJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. RST.6-8.2. Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. NJSLSA.W7. Conduct short as well as more sustained research projects, utilizing an inquiry-based research process, based on focused questions, demonstrating understanding of the subject under investigation. NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 21st Century Life & Careers: CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 9.1.8.B.8 Develop a system for keeping and using financial records. 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally. Technology: 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. 8.1.8.D.4 Assess the credibility and accuracy of digital content. 8.2.8.A.1 Research a product that was designed for a specific demand and identify how the product has changed to meet new demands (i.e. telephone for communication - smart phone for mobility needs). 8.2.8.A.2 Examine a system, consider how each part relates to other parts, and discuss a part to redesign to improve the system. 8.2.8.B.1 Evaluate the history and impact of sustainability on the development of a designed product or system




over time and present results to peers. 8.2.8.C.4 Identify the steps in the design process that would be used to solve a designated problem. Unit Rationale: The emergence of empires resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization. The rise and spread of new belief systems unified societies, but also became a major source of tension and conflict. While commercial and agricultural improvements created new wealth and opportunities for the empires, most people’s daily lives remained unchanged. The ability to recognize a problem and apply critical thinking and problem-solving skills to solve the problem is a life long skill that develops over time. Collaboration and teamwork enable individuals or groups to achieve common goals with greater efficiency. Leadership abilities develop over time through participation in groups and/or teams that are engaged in challenging or competitive activities.

Learning Targets CPI# Cumulative Progress Indicators (CPI) 6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural

centers of each empire as well as the empires’ relationships with other parts of the world. 6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road)

impacted urbanization, transportation, communication, and the development of international trade centers.

6.2.8.B.4.c Determine how Africa’s physical geography and natural resources presented challenges and opportunities for trade, development, and the spread of religion.

6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.

6.2.8.C.4.a Explain how and why the interrelationships among improved agricultural production, population growth, urbanization, and commercialization led to the rise of powerful states and kingdoms (i.e., Europe, Asia, Americas).

6.2.8.C.4.b Determine the extent to which interaction between the Islamic world and medieval Europe increased trade, enhanced technology innovation, and impacted scientific thought and the arts.

6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in early river valley civilizations.

6.2.8.D.2.c Analyze the factors that led to the rise and fall of various early river valley civilizations and determine whether there was a common pattern of growth and decline.

6.2.8.D.3.e Determine the extent to which religion, economic issues, and conflict shaped the values and decisions of the classical civilizations.

Unit Essential Questions: • Why were the Phoenicians successful long-distance sailors? • Why did the Hebrews believe in social justice? • What do experts believe influenced the Assyrians to become warriors? • What was the relationship between the Persians and the Aryans? • What was the main difference between the Mesoamerican civilizations that developed before and after 900 A.D. • How do religions develop? • What are the characteristics of a leader? • How does religion shape society? • Why does conflict develop?

Unit Enduring Understandings: • The Phoenicians were successful long-distance sailors because of strong, fast ships and plotted courses. • The Hebrews believed in social justice because they should be like God who was just. • Experts believed Assyria’s geography influenced them to become warriors. • The Persians were originally part of the Aryan people. • The earlier civilizations were peaceful, had rulers interested in learning, religion and trade; later civilizations were warlike, with religions marked by human sacrifice.




Unit Learning Targets: Students will ... • Give examples of the important cultural and religious contributions of the Phoenicians and the Hebrews. • Explain how the rise of empires affected the early people of the Middle East. • Characterize the kinds of empires that developed in Africa and the Americas. • Explain the impact of coins and the affect it had on trade. • Give examples of how religion plays different roles in a civilization.

Evidence of Learning Summative Assessment: Summative Assessments will provide overall evidence about student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit? Examples of assessments can include but not limited to presentations, projects, problem based learning challenges, sway, summative tests, and other items that show the knowledge and skills learned. Formative Assessments: • Class discussions • Teacher observation • Question and Answer sessions, written and orally assessed. • Graphic Organizer Activities • Using Key Terms Equipment Needed: Smart Board Maps Laptops Teacher Resources: Human Heritage: A World History Glencoe McGraw-Hill 2001 Integration of Technology: Board Smart Laptops Websites Curriculum Development Resources: Including, but not limited to the resources available below: Click the links below to access additional resources used to supplement this unit: https://www.state.nj.us/education/cccs/2014/ss/standards.pdf https://www.state.nj.us/education/cccs/2016/ela/CompanionG0608.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf








Unit Overview Content Area: Social Studies Unit Title: Unit 4 – Greco-Roman Empires Target Course/Grade Level: Human Heritage: A World History Grade 6 Unit Summary: Examines the history of the ancient Greeks from the rise of the Agean civilization to the conquest of Greece by the Romans. Describes the Minoan and Mycenaen civilization out of which Hellenic civilization grew. Discusses the evolution of the polis as the political and geographic center of Greek life and examines in detail the city-states of Athens and Sparta. Explains the major contributions made to western civilization by the Greeks of the Classical Age. Summarizes the Hellenistic period from the Macedonian conquest to the coming of the Romans. Surveys the history of Rome from its beginnings as a small city-state to the decline of its powerful empire. Discusses the settlement of Italy focusing on the Etruscans. Analyzes the history of the Roman Republic from the sixth century B.C. to the establishment of the Roman Empire and its decline. Explains the development of the Roman Empire from its founding in 31 B.C. to its fall in 476 A.D., focusing on the Paz Romana. Summarizes the rise of Christianity to become a major influence on Western civilization. Interdisciplinary Connections: ELA: NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or similar themes and topics. NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and analysis of content. WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8. Gather relevant information from multiple print and digital sources, using 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.6-9.9 Draw evidence from informational texts to support analysis, reflection, and research. Science: MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes. MS-ESS3-3 Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. MS-ESS3-2 The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. 21st Century Life & Careers: CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies.




CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 9.1.12.A.11 Explain the relationship between government programs and services and taxation. 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally. 9.1.8.B.11 Evaluate the appropriate financial institutions to assist with meeting various personal financial needs and goals. Technology: 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. 8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. 8.1.8.D.4 Assess the credibility and accuracy of digital content. 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem Unit Rationale: Greco-Roman Empires is a comprehensive unit that covers in-depth topics, which characterizes this first great civilizations. Students will begin by investigating how the geography of ancient Greece influenced the development of Greek civilization. Students will examine early Greek history along with the development of democracy. Students will then identify the religious beliefs of the ancient Greeks and explore how the Greeks searched for knowledge about their world. Students will describe the relationship between the rise of democracy and the spread of new ideas in Greek city-states. Students will examine daily life in Athens including the home life, slavery, and public life. Student will then discover the connection between the Greek and Roman civilizations. Students will then explore early Rome and the formation of Rome as a powerful civilization. Students will also connect ideas of slaves from the Greco-Roman times and compare it to the slave trades of early America. Students will connect these events to the NJ Amistad Commission.

Learning Targets CPI# Cumulative Progress Indicators (CPI) 6.2.8.A.3.b Compare and contrast the rights and responsibilities of free men, women, slaves, and

foreigners in the political, economic, and social structures of classical civilizations. 6.2.8.A.3.c Determine the foundational concepts and principles of Athenian democracy and the Roman

Republic that later influenced the development of the United States Constitution. 6.2.8.A.3.d Compare the status (i.e., political, economic, and social) of groups in the Ancient World to

those of people today and evaluate how individuals perceived the principles of liberty and equality then and now.

6.2.8.A.3.e Compare and contrast the American legal system with the legal systems of classical civilizations, and determine the extent to which these early systems influenced our current legal system.

6.2.8.B.3.a Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion.

6.2.8.B.3.b Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their decline.

6.2.8.D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality.

6.2.8.D.3.c Evaluate the importance and enduring legacy of the major achievements of Greece, Rome, India, and China over time.

6.2.8.D.3.e Determine the extent to which religion, economic issues, and conflict shaped the values and




decisions of the classical civilizations. 6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern

expanding territories with diverse populations. 6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural

centers of each empire as well as the empires’ relationships with other parts of the world. 6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive

and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.



6.2.8.D.4.a Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.

6.2.8.D.4.b Analyze the causes and outcomes of the Crusades from different perspectives, including the perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders.

6.2.8.D.4.c Assess the demographic, economic, and religious impact of the plague on Europe. 6.2.8.D.4.d Determine which events led to the rise and eventual decline of European feudalism. N.J.S.A18A:35- 1 New Jersey Amistad Mandate Unit Essential Questions: • What civilizations combined to form Greek civilization? • Why did Greek communities have little contact with one another? • What was the role of oracles in Greek religion? • What changes did Philip II make in his army? • What part of Italy did the Etruscans dominate? • Why was the roman Legion so effective in battle? • How did increased trade during the Pax Romana affect the Romans?

• Why did the Romans blame and punish Christians for many disasters?

•What is Democracy? • How does geography influence the way people live? • Why do people form governments? • How and why do governments change? • What makes culture unique? • How do new ideas change the way people live?

Unit Enduring Understandings: • Minoan and Mycenean combined to form Greek

civilization. • Greek communities had little contact with one another

because they were separated by mountains and by the sea.

• They spoke to the gods and gave advice and prophecies to the Greek people.

• Philip II armed a professional army with long spears, slingshots, and bows and arrows; developed the phalanx.

• The Etrucans dominated Eutria and eventually all of northern Italy, including the Latin village on the Palatine.

• The Roman legion was so effective because it was small and fast and could split off and attack from all sides.

• Mythology plays an important role in the growth of civilizations.

• Incorporation of the Academy set the foundation for the school of learning and disciplines such as science, technology, math, art, music.

Unit Learning Targets: Students will ... • Discuss how the Greek culture developed. • Describe how Greek culture spread. • Summarize Greek contributions to western civilizations.




• Explain how the city of Rome became a great empire. • Summarize what contributions the Romans made to Western Civilization. • Discuss the relationship between the Roman Empire and Christianity. • Compare and contrast the Greek culture against Roman culture.

Evidence of Learning Summative Assessment: Summative Assessments will provide overall evidence about student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit? Examples of assessments can include but not limited to presentations, projects, problem based learning challenges, sway, summative tests, and other items that show the knowledge and skills learned. Formative Assessments: • Class discussions • Teacher observation • Question and Answer sessions, written and orally assessed. • Graphic Organizer Activities • Using Key Terms Equipment Needed: Smart board Laptops Teacher Resources: Textbook, Human Heritage – A World History Glencoe Integration of Technology: Smart Board Laptops Websites Curriculum Development Resources: Including, but not limited to the resources available below: Click the links below to access additional resources used to supplement this unit http://www.njamistadcurriculum.net/ https://www.state.nj.us/education/cccs/2014/ss/standards.pdf https://www.state.nj.us/education/cccs/2016/science/ https://www.state.nj.us/education/cccs/2016/ela/CompanionG0608.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf

http://www.njamistadcurriculum.net/









Unit Overview Content Area: Social Studies Unit Title: Unit 5 - Middle Ages Target Course/Grade Level: Human Heritage: A World History Grade 6 Unit Summary: Discusses the early Middle Ages, which began in western Europe after the fall of Rome and lasted until about A.D. 1000. Describes how Germanic peoples replaced the Roman Empire with their own kingdoms. Analyzes the rise of the Franks. Describes the civilizations that emerged in the British Isles after the fall of the Roman Empire. Summarizes the Viking expansion and how they influenced other people and civilizations. Western Europe had changed during the 1300’s to the 1600’s. The Renaissance issued in new attitudes about civilizations, art, and the view of the world. During the reformation tensions ran high due to differences in religions ultimately leading to war. During the 1400’s to 1600’s many important European voyages took place. Students will view the value and changes in civilizations due to these events. Interdisciplinary Connections: ELA: NJSLSA.R2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. NJSLSA.R7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. NJSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 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. RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or similar themes and topics. Science: MS-ESS1-1. Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons. MS-ESS1-3. Analyze and interpret data to determine scale properties of objects in the solar system. MS-ESS3-4. Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems. Health: 2.1.6.C.1 Summarize means of detecting and treating diseases and health conditions that are prevalent in adolescents. 2.1.6.C.2 Determine the impact of public health strategies in preventing diseases and health conditions. 21st Century Life & Careers: CRP2. Apply appropriate academic and technical skills. CRP3. Attend to personal health and financial well-being. CRP4. Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies.




CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally. Technology: 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools. 8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. 8.1.8.D.4 Assess the credibility and accuracy of digital content. 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem Unit Rationale: Students will study the geography of Constantinople and the rise and fall of the Byzantine Empire. How the geography of the Arabian Peninsula affected Arab culture, and study the rise and spread of Islam. During the Middle Ages, Europeans created and practiced a hierarchy of feudalism, which developed into a system of living. Why the Crusades took place and how it caused lasting changes in Europe. Develop understanding of the beginnings, changes, achievements and legacies left by the Renaissance and Reformation. At the conclusions of the Middle Ages many events had taken place that lead to the Age of Exploration and the discovery of the Americas.

Learning Targets CPI# Cumulative Progress Indicators (CPI) 6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern

expanding territories with diverse populations. 6.2.8.A.4.b Compare and contrast the Japanese and European systems of feudalism and the effectiveness

of each in promoting social, economic, and political order. 6.2.8.A.4.c Determine the influence of medieval English legal and constitutional practices (i.e., the

Magna Carta, parliament, the development of habeas corpus, and an independent judiciary) on modern democratic thought and institutions.

6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire as well as the empires’ relationships with other parts of the world.

6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.





6.2.8.D.4.c Assess the demographic, economic, and religious impact of the plague on Europe.




6.2.8.D.4.d Determine which events led to the rise and eventual decline of European feudalism 6.2.8.D.4.e Analyze the immediate and long-term impact on China and Europe of the open exchange

between Europe and the Yuan (Mongol) Dynasty. 6.2.8.D.4.f Determine the extent to which the Byzantine Empire influenced the Islamic world and western

Europe. 6.2.8.D.4.g Evaluate the importance and enduring legacy of the major achievements of the people living

Asia, Africa (Islam), Europe and the Americas over time. 6.3.8.A.1 Deliberate on a public issue affecting an upcoming election, consider opposing arguments,

and develop a reasoned conclusion. 6.3.8.A.2 Participate in a real or simulated hearing to develop a legislative proposal that addresses a

public issue, and share it with an appropriate legislative body (e.g., school board, municipal or county government, state legislature).

6.3.8.B.1 Evaluate alternative land use proposals and make recommendations to the appropriate governmental agency regarding the best course of action.

6.3.8.C.1 Examine the perspectives of multiple stakeholders involved in the local budget process (e.g., obtaining information, discussing priorities).

6.3.8.D.1 Engage in simulated democratic processes (e.g., legislative hearings, judicial proceedings, elections) to understand how conflicting points of view are addressed in a democratic society.

Unit Essential Questions: • Why were the Germans allowed to cross the borders of the Roman Empire?

• What happened to western Europe after the decline of the Roman Empire?

• Why did Roman rule in Britain crumble during the 300’s A.D.

• Why did many Vikings turn to the sea to make a living?

• How did the Renaissance differ from the Middle Ages?

• How did Protestantism get its name, and what were some of the churches that belonged to this faith?

• How did the defeat of the Spanish Armada help the Protestant cause?

• What were some of the problems that European explorers faced on their voyages of discovery?

• What did voyages in search of a north-west passage to Asia accomplish?

• How did competition between nations affect European voyages of exploration?

• What is the role of religion in government? • What are the characteristics that define a culture? • How do governments change? • What is a Crusades? •What are the consequences of conflict? • What is a plague?

Unit Enduring Understandings: • Germans were allowed to cross the borders of the

Roman Empire because the Romans realized they were not strong enough to keep them out.

• There was disorder, towns and roads fell into ruin, the countryside was in safe, trading slowed, and there were shortages of food ‘s borders against the Germanic invasions.

• Roman rule crumbled because Roman soldiers were called home to defend the empire.

• Vikings turned to the sea because the land was not suited to farming.

• During the Renaissance, people became more interested in art, learning, and the world around them.

• Protestants got their name because they protested teaching of the Roman Catholic Church. Some of their churches included the Lutheran and Reformed churches.

• It allowed northern Europe to remain a Protestant stronghold.

• Some of the problems that European explorers faced were storms, scurvy, spoiled food and water, and starvation.

• They accomplished claims in the Americas for England, France, and the Netherlands

• Each nation wanted to extend its trade and power, and to be richer than other nations. They thought they could do this by finding a new route to the Far East. The search led to the discovery of the Americas.




• The plague changed civilizations around the globe. Unit Learning Targets: Students will ... • Explain why the early Middle Ages is an important period in European. • Describe changes in government, economy, learning in early Middle Ages. • Analyze what role religion played in the lives of the people during the early Middle Ages. • Describe what changes took place in learning in Western Europe during the 1300’s and 1400’s. • Summarize what changes took place in religion during the1400’s and 1500’s. • Discuss what Western Europeans learned about the world during the Age of Discovery.

Evidence of Learning Summative Assessment: Summative Assessments will provide overall evidence about student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit? Examples of assessments can include but not limited to presentations, projects, problem based learning challenges, sway, summative tests, and other items that show the knowledge and skills learned.. Formative Assessments: • Class discussions • Teacher observation • Question and Answer sessions, written and orally assessed. • Graphic Organizer Activities • Using Key Terms Equipment Needed: Smart board Laptops Teacher Resources: Textbook, Human Heritage- A World History, Glencoe Google Maps Google Art and Culture Integration of Technology when available: Websites Smart Board Maps Curriculum Development Resources: Including, but not limited to the resources available below: Click the links below to access additional resources used to supplement this unit: https://www.state.nj.us/education/cccs/2014/ss/standards.pdf https://www.state.nj.us/education/cccs/2016/science/ https://www.state.nj.us/education/cccs/2016/ela/CompanionG0608.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf https://www.state.nj.us/education/cccs/2014/chpe/standards.pdf






https://www.state.nj.us/education/cccs/2014/chpe/standards.pdf




Unit Overview Content Area: Social Studies Unit Title: Unit 6- Emergence of New Empires Target Course/Grade Level: Human Heritage: A World History Grade 6 Unit Summary: Unit discusses the emergence of new empires in the Middle East and eastern Europe from the fall of Rome to A.D. 1600, focusing on the Byzantines, Arabs, and the Eastern Slavs and emergence of Russia. Describes how the Byzantines forged an empire based on Greco-Roman culture and the Eastern Orthodox Church. Analyzes the role of Muhammad in the emergence and spread of Islam and the creation of the Arab Empire. Discusses the Eastern Slavic civilization from the founding of their early settlements to the establishment of a powerful Russian state centered around Moscow that later developed as modern Russia. Interdisciplinary Connections: ELA: NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RH.6-8.1. Cite specific textual evidence to support analysis of primary and secondary sources. RST.6-8.9. Compare and contrast the information gained from experiments, simulations, video, or similar themes and topics. NJSLSA.W1. Write arguments to support claims in an analysis of substantive topics or texts, using NJSLSA.W2. Write informative/explanatory texts to examine and convey complex ideas and analysis of content. WHST.6-8.7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.8. Gather relevant information from multiple print and digital sources, using 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. NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research. 21st Century Life & Careers: CRP2. Apply appropriate academic and technical skills. CRP4. Communicate clearly and effectively and with reason. CRP7. Employ valid and reliable research strategies. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them. CRP9. Model integrity, ethical leadership and effective management. CRP11. Use technology to enhance productivity. CRP12. Work productively in teams while using cultural global competence. 9.2.8.B.4 Evaluate how traditional and nontraditional careers have evolved regionally, nationally, and globally. Technology: 8.1.8.A.1 Demonstrate knowledge of a real world problem using digital tools.




8.1.8.A.5 Create a database query, sort and create a report and describe the process, and explain the report results 8.1.8.D.2 Demonstrate the application of appropriate citations to digital content. 8.1.8.D.4 Assess the credibility and accuracy of digital content. 8.1.8.E.1 Effectively use a variety of search tools and filters in professional public databases to find information to solve a real world problem Unit Rationale: Discusses the emergence of new empires in the Middle East and eastern Europe from the fall of Rome to A.D. 1600, focusing on the Byzantines, the Arabs, and the Eastern Slavs and the emergence of Russia

Learning Targets CPI# Cumulative Progress Indicators (CPI) 6.2.8.A.4.a Analyze the role of religion and other means rulers used to unify and centrally govern

expanding territories with diverse populations. 6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location made it the epicenter of

Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia. 6.2.8.B.4.e Analyze the motivations for civilizations to modify the environment, determine the positive

and negative consequences of environmental changes made during this time period, and relate these changes to current environmental challenges.





6.2.8.D.4.c Assess the demographic, economic, and religious impact of the plague on Europe. 6.2.8.D.4.d Determine which events led to the rise and eventual decline of European feudalism. Unit Essential Questions: • Why did the Roman Empire in the East survive the fall of Rome? • What role religion play in Arab life? • Why do you think trade with other cities is one of the first activities of successful cities such as Kiev? • How did new technological advance impact civilization? • Why do civilizations rise and fall?

Unit Enduring Understandings: • Most Christians were united; Constantinople was strong and supported a large army and paid invaders. • Religion brought pilgrims to Makkah, which helped its economy; united Muslims; set guidelines for the way Muslims lived. • Successful cities needed industries, and isolated cities do not grow.

Unit Learning Targets: Students will ... Discuss how religion influenced the growth and development of the Middle East and eastern Europe from 500 to the 1500’s. Analyze how the Arabs influenced the civilization of western Europe.




Evidence of Learning Summative Assessment: Summative Assessments will provide overall evidence about student learning. How well have the students learned the content knowledge in the unit? What aspects have been internalized? Can students support explanations with knowledge and evidence they acquired during the unit? Examples of assessments can include but not limited to presentations, projects, problem based learning challenges, sway, summative tests, and other items that show the knowledge and skills learned. Formative Assessments: • Class discussions • Teacher observation • Question and Answer sessions, written and orally assessed. • Graphic Organizer Activities • Using Key Terms Equipment Needed: Smart Board Maps Laptops Teacher Resources: Textbook, Human Heritage- A World History, Glencoe Internet Websites Integration of Technology: Smart Board Laptops Curriculum Development Resources: Including, but not limited to the resources available below: Click the links below to access additional resources used to supplement this unit: https://www.state.nj.us/education/cccs/2014/ss/standards.pdf https://www.state.nj.us/education/cccs/2016/science/ https://www.state.nj.us/education/cccs/2016/ela/CompanionG0608.pdf https://www.state.nj.us/education/cccs/2014/career/9.pdf https://www.state.nj.us/education/cccs/2014/tech/8.pdf









ELL Strategies

• Provide explicit, systematic instruction in vocabulary. •

Ensure that ELLs have ample opportunities to talk with both adults and peers and provide ongoing feedback and encouragement.

• Expose ELLs to rich language input.

• Scaffolding for ELLs language learning.

• Encourage continued L1 language development.

• Alphabet knowledge

• Phonological awareness

• Print awareness

• Design instruction that focuses on all of the foundational literacy skills.

• Recognize that many literacy skills can transfer across languages.

• English literacy development by helping ELLs make the connection between what they know in their first language and what they need to know in English.

• Graphic organizers • Modified texts • Modified assessments • Written/audio instruction • Shorter paragraph/essay length •

Homogeneously grouped by level

MODIFICATIONS




Based on Students’ Individual Needs (Special Education Students, English Language Learners, Students at-Risk)

Time/General

• Allow extra time • Repeat and clarify

directions • Provide breaks in

between tasks • Have student

verbalize directions • Provide

timelines/due dates for reports and projects

Processing

• Provide extra response time

• Have student verbalize steps

• Repeat directions • Provide small group

instruction • Include partner work

Comprehension

• Provide reading material on student’s level

• Have student underline important points

• Assist student on how to use context clues to identify words/phrases

• Ensure short manageable tasks

Tests/Quizzes/Grading

• Provide extended time

• Provide study guides • Limit number of

responses

Behavior/Attention

• Establish classroom rules

• Write a contract with the student specifying

expected behaviors • Provide preferential

seating • Re-focus student as

needed • Reinforce student for

staying on task

Organization

• Monitor the student and provide reinforcement of directions

• Verify the accurateness of homework assignments

• Display a written agenda




Enrichment

Accommodate Based on Students Individual Needs: Strategies

• Evaluate vocabulary • Elevate Text Complexity • Incorporate inquiry based assignments and projects • Extend curriculum • Balance individual, small group and whole group instruction • Provide tiered/multi-level activities • Include purposeful learning centers • Provide open-ended activities and projects • Offer opportunities for heterogeneous grouping to work with age and social peers as well

as homogeneous grouping to provide time to work with individual peers • Provide pupils with experiences outside the ‘regular’ curriculum • Alter the pace the student uses to cover regular curriculum in order to explore topics of

interest in greater depth/breadth within their own grade level • Require a higher quality of work than the norm for the given age group • Promote higher level of thinking and making connections. • Focus on process learning skills such as brainstorming, decision making and social skills • Use supplementary materials in addition to the normal range of resources. • Encourage peer to peer mentoring • Integrate cross-curricular lessons • Incorporate real-world problem solving activities • Facilitate student-led questioning and discussions

Documents

Totowa Social Studies Curriculum Project Aligned to the