Elmont UFSD- Social Studies Curriculum Map

GRADE 6 Cover Page

The Social Studies Curriculum Map is based on the New York State Social Studies Framework which was adopted by the

Board of Regents in 2014. This approach integrates the New York State Common Core Learning Standards for English

Language Arts and Literacy. Access the PNWBOCES website at http://www.pnwboces.org/ssela/index.htm.

District username and password for the 2016/2017 school year:

USERNAME: Elmont PASSWORD: EUFSD043

The following six social studies practices are skills and habits of mind that will be developed and fostered through the lesson content. For a more detailed list reference the Scope and Sequence Appendix chart document.

Gathering, Interpreting, and Using Evidence

Chronological Reasoning and Causation

Comparison and Contextualization

Geographic Reasoning

Economics and Economic Systems

Civic Participation

*Please note:

Unit/Lesson order in the Social Studies Curriculum Map may have been adjusted thus the sequence may be

different from PWN BOCES website.

Each lesson may include multiple class periods of teaching time; pay close attention to the suggested

number of class periods for each lesson.

The Social Studies Curriculum Map may reflect a reduced number of lessons and/or class periods compared

to the PWN BOCES website.

There are six instructional units that should be completed by the end of the school year:

Unit Number Unit Title Suggested Time Frame Unit Duration

1 The Neolithic Revolution September/October 7 classes

2 River Valley Civilizations November 8 classes

3 Classical Civilizations November/December 7 classes

4 Comparative World Religions January/February/March 12 classes

5 The Mediterranean World March 7 classes

6 Interactions Across the Eastern Hemisphere

April/May/June 18 classes

*Only teaching one River Valley Civilization and one Classical Civilization. Features of the Curriculum Map include:

Overview of Units and Lessons including essential questions, resources, and assessments

Blue Hyperlinks have been inserted through the map (press Control & click on the link) which will easily connect you to an illustrated glossary and carefully-selected online resources/documents

Suggested Harcourt S.S. Textbook readings

C3 Inquiry and/or WebQuest

Scope and Sequence Appendix chart outlining ELA standards, Social Studies Practices, and Social Studies Key Concepts & Understandings for each lesson

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Unit 1: The Neolithic Revolution

What will students understand as a result of this unit? Modern technology indicated human beings originated and migrated from Africa throughout

the world. Human beings developed from the Paleolithic Age to the Neolithic Age as they interacted

and developed new forms of society. A turning point is when there is a significant change in all aspects of society. Artifacts tell us a great deal about a society. The Neolithic Age represents a turning point in the development of human beings.

What Essential Question(s) focus this unit? Does society change as a consequence of human development

or environmental change or both? *Can use Social Studies Harcourt Textbook Unit 1 for an additional resource.

Mo

nth

(s) PNW BOCES Lessons Vocabulary Selected Resources*

(refer to PNW BOCES for full list) ELA/SS

Connection Key Idea & Conceptual

Understanding

Sep

tem

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/Oct

ob

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Lesson 1: The First Humans Interacted with their Environment over Many Years and Many Miles Students will investigate why, how, and when early man left his point of origin and populated the world. They will also experiment with time to understand the long and slow process involved in these migrations. Students will interpret a timeline and maps as well as work with information text. Students will begin to consider how historical claims encourage us to think about the past, present, and future. (2 class periods)

archaeologist migration

The Great Migration Reading The Great Migration Reading II Date Cards Milestones in Human Migration Great Migration Graphic

Organizer Map Supporting Arguments Template Exit Ticket

RH. 6-8.1; RH. 6-8.2; RH.6-8.3; RH.6.4; RH.6.9; WHST.6.6; WHST.6.9

6.2; 6.2b

Lesson 3: The Paleolithic and Neolithic Ages Students listen to a poem and interpret its meaning. Then students brainstorm school rules, talk about the role of the principal, and engage in a sorting activity. (2 class periods)

Paleolithic

Neolithic

sedentary

nomadic

tribal

clan

Comparison Chart

What Was Life Like For Early Man Reading

Checklist for Assessment

RH.6.4; RH.6.9; WHST.6.2; WHST.6.6; WHST.6.9

6.2; 6.2c

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Unit 1: The Neolithic Revolution continued…

Mo

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(s) PNW BOCES Lessons Vocabulary Selected Resources*

(refer to PNW BOCES for full list) ELA/SS

Connection Key Idea & Conceptual

Understanding

Sep

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/Oct

ob

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Lesson 4: Field Work in Catalhoyuk Students will investigate the key characteristics of a Neolithic community by providing students an opportunity to “visit” Catalhoyuk, observing an archaeological dig process, examining authentic artifacts, and drawing conclusions about Neolithic societies based on their observations. This lesson relies on the availability of technology. (2 class periods)

Catalhoyuk

obsidian Directions for Catalhoyuk

Journal

Directions for Journal “Reflections”

Website for Catalhoyuk virtual tour

RH. 6-8.1; RH. 6-8.2; RH.6-8.4; RH.6-8.9; WHST.6-8.6; WHST.6-8.9

6.2; 6.2b

Lesson 5: Turning Points- Making a Claim about the Neolithic Revolution Students will investigate the key characteristics of a Neolithic community by providing students an opportunity to “visit” Catalhoyuk, observing an archaeological dig process, examining authentic artifacts, and drawing conclusions about Neolithic societies based on their observations. This lesson relies on the availability of technology. (1 class period)

Neolithic Revolution

turning point

Argumentative Essay Rubric

T-Chart

RH.6-8.1; WHST.6-8.1

6.2; 6.2d

Unit 1 Assessments

Quizzes, Tests, Academic Prompts

Investigate how archeologists draw their conclusions

Pay a virtual visit to a Neolithic site

Keep a journal on archeological observations

Write an argumentative essay

Quizzes, Tests, Academic Prompts

Create a T-Chart

Answer questions in a Journal

Complete Exit Ticket

Unit Assessment

Answer Sheet

Answer Key *NOTE to Teacher: Lessons have been omitted from this Unit. The Assessment will have to be adjusted accordingly.

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Unit 2: River Valley Civilizations What will students understand as a result of this unit? Civilizations developed along river valleys

Each civilization have certain characteristics in common but also developed a unique culture

The geography of the region in which the civilization developed impacted its economy The cultural contributions of each civilization influenced succeeding societies

What Essential Question(s) focus this unit? Does geography determine history?

Are all River Valley Civilizations similar? *Can use Social Studies Harcourt Textbook Unit 2 for an additional resource.

Mo

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s) PNW BOCES Lessons Vocabulary

Selected Resources*

(refer to PNW BOCES for full list) ELA/SS

Connection Key Idea & Conceptual

Understanding

No

vem

ber

Lesson 1: Introduction to the Present-Day Eastern Hemisphere Geography After viewing a map of the Eastern Hemisphere, the students will focus on the Middle East as one region. They will identify the concept of a region, and use various maps to look at how the physical environment influence human population, land use, economics activities, and political connections. Through current events articles students will examine current political and environmental issues. (2 class periods)

barge canal carp harpoons irrigation Khemet papyrus perch silt tilapia

The World Map Maps of the Middle East Packet Water In Crisis Article The Haves and Have-Notes

Reading

RH.6-8.1; RH.6-8.2; RH.6-8.6; RH.6-8.8; WHST.6.2; WHST.6.6; WHST.6.9; WHST.6.10

6.1; 6.1a; 6.1b; 6.1c; 6.1d

Lesson 5: Egyptian Civilization The lesson will examine the geography, social structure, religion, and cultural achievements of Ancient Egypt. (2 class periods)

nobles Pharaoh scribes shaduf social pyramid vizier cartouche hieroglyphics obelisks papyrus peasants pyramid sphinxes temple

“The Gift of the Nile” PowerPoint Presentation

PowerPoint Notes

Graphic Organizer

Essay

Essay Rubric

SMART Board Activity: "Egyptian Religion"

WHST.6.9; RH.6.1; RH.6.2; SL.6.1

6.3; 6.3a; 6.3b; 6.3c; 6.3d

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Unit 2 Assessments

Performance Tasks, Projects

Draw information, inferences, and conclusions about the regions of the Eastern Hemisphere from multiple maps

Conduct a case study of the Middle East as a region and connect it to the geographic issues it faces today

Explore a virtual museum and complete activities

Compare primary and secondary accounts of same event.

Write an informational essay.

Complete a graphic organizers

Create a trading card of an Egyptian god

Analyze fictional and informational texts

Quizzes, Tests, Academic Prompts

Writing to a prompt

Note Taking

Graphic Organizers

Dialogue

Student Work Samples

Responses to written prompts

Unit Assessment

Answer Sheet

Answer Key *NOTE to Teacher: Lessons have been omitted from this Unit. The Assessment will have to be adjusted accordingly.

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Unit 3: Classical Civilizations

What will students understand as a result of this unit? Geographic factors impact the development of civilization

There are many possible types of political systems

Government is shaped by the individuals in control and its interaction with its citizens

Classical civilizations share many characteristics and continue to influence modern life.

Time and place determine daily life.

A Golden Age is a period of period of peace, prosperity, and cultural achievements

Innovations in the arts and philosophy during the period of Classical Civilizations influence life in the modern world.

What Essential Question(s) focus this unit? Does geography determine history?

Are all classical civilizations similar?

Do the innovations of classical civilizations continue to influence the modern world?

*Can use Social Studies Harcourt Textbook Unit 4 for an additional resource.

Mo

nt

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s) PNW BOCES Lessons Vocabulary

Selected Resources*

(refer to PNW BOCES for full list) ELA/SS

Connection Key Idea & Conceptual

Understanding

No

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/ D

ecem

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Lesson 4: Athens vs. Sparta Students explore Daily Life in Athens and Sparta through the site of the British Museum. They students will select male and/or female characters and engage in an interactive story about their lives; examine Greek pottery to see what they tell us about daily life, and finally explore a Greek House and place the characters in the correct rooms that reflect their activities. (3 class periods)

symposium gynaeceum andron krater

Greek Vase Template Interactive Website

RH.6-8.7; WHST.6-8. 2; SL.6.4

6.5; 6.5a

Lesson 6: What Do We Owe to Classical Civilizations? Students choose an innovation in art or philosophy from one of the Classical Civilizations, formulate questions, and answer them through research. Then then write an article for the class magazine Classical Innovation Then and Now. (4 class periods)

source Greek Architecture PowerPoint

Directions for Research

RH.6-8.7; WHST.6-8. 2; SL.6.4

6.5; 6.5c

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Unit 3 Assessments

Performance Tasks, Projects

Construct and analyze a timeline of classical civilizations

Draw information video clips

Write and perform a skit about forms of government

Research a person in power in a classical civilization and produce a biography

Create a poster on an example of a classical civilization characteristic

Create a cartoon

Illustrate a Greek vase

Quizzes, Tests, Academic Prompts

Complete Exit Tickets

Answer a prompt

Write a compare and contrast statement

Unit Assessment

Answer Sheet

Answer Key *NOTE to Teacher: Lessons have been omitted from this Unit. The Assessment will have to be adjusted accordingly.

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Unit 4: Comparative World Religions

What will students understand as a result of this unit? The major world religions (belief systems) share many similarities yet have differences

Religions (belief systems) are based on a set of mutually held values

All of the major religions have a “Golden Rule”

Religion has influenced the daily lives and outlook of many peoples throughout history

World religions continue to play a significant role in our world today

What Essential Question(s) focus this unit? Are world religions both similar and different?

Does religion play a role in the world today?

Mo

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s) PNW BOCES Lessons Vocabulary Selected Resources*

(refer to PNW BOCES for full list) ELA/SS

Connection Key Idea &

Conceptual Understanding

Jan

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ebru

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Lesson 1: Comparative World Religions Introduction This lesson explores the basic concepts of religion, what religion means to people, and how prevalent is it in our culture today. This is accomplished through discussion and exploration of current data on religious affiliation. (2 class periods)

Agnostic

Atheism

Buddhism

Christianity

Demographics

Hinduism

Islam

Judaism

nonpartisan

“Ancient World Religions” SmartBoard

World Religion Graphic Organizer

The Global Religious Landscape Website

5 World Religions” Powerpoint

RH.6-8.1; RH.6-8.2; RH.6-8.3 ; RH.6-8.4; RH.6-8.6; RH.6-8.7; RH.6-8.8; WHST.6-8.6; WHST.6-8.7; WHST.6.8.8

6.4; 6.4a; 6.4b; 6.4c

Lesson 2: Comparing World Religions This lesson uses varied websites about world religions for the students to conduct research. Students will create their notes within the framework of history, beliefs and practices of each religion. This work will be useful later in the unit when the students are asked to write a comparative essay.

(3 class periods)

Click Link to obtain words for lesson

Comparing World Religions Organizer

World Religion Timeline

World Religion Website

Chart of Major Religions

Major Religions Video

RH.6-8.1; RH.6-8.2; RH.6-8.3; RH.6-8.4; RH.6-8.6; RH.6-8.7; RH.6-8.8; WHST.6-8.6; WHST.6-8.7; WHST.6.8.8

6.4; 6.4a; 6.4b; 6.4c

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Unit 4: Comparative World Religions continued…

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PNW BOCES Lessons Vocabulary Selected Resources* (refer to PNW BOCES for full list)

ELA/SS Connection

Key Idea & Conceptual Understandi

ng

Jan

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Lesson 3: The Golden Rule This lesson explores the common beliefs of the major world religions through the study of quotations from their texts. It stands alone and is not necessary for the final writing task, but it does enhance understanding while examining primary source material. (1 class period)

Golden Rule Golden Rule Graphic Organizer Golden Rule Strips Golden Rule Answer Key Reflection Writing

RH.6-8.1 ; RH.6-8.2 ; RH.6-8.4 ; RH.6-8.6 ; SL.6.6 ; WHST.6-8.4

6.4; 6.4a; 6.4b; 6.4c

Lesson 4: Comparing Religions This lesson applies the learning that has been done in the previous lessons. The research from Lesson 2, specifically, will be especially helpful, however, this lesson can be done with just the resources provided. Its purpose is for the students to design and then defend a claim they develop after their examination of a few major world religions. (4 class periods)

Comparing Features Organizers

Comparing Semitic Religions

Comparing Semitic Religions Answer Key

Claim 5 Paragraph Essay Organizer

Writing Rubric

RH.6-8.1; RH.6-8.2; RH.6-8.3; RH.6-8.4; RH.6-8.6; RH.6-8.7; RH.6-8.8; WHST.6-8.1; WHST.6-8.5; WHST.6-8.7; WHST.6-8.8

6.4; 6.4a; 6.4b; 6.4c

Lesson 5: World Religions Today This lesson explores the contemporary issues facing religions and their believers. A close read is designed to go along with a current news article. (2 class periods)

Close Reading Graphic Organizer

News ELA Article

News ELA Article II

News ELA Article III

RH.6.1; RH.6.2; RH.6.3; RH.6.4; RH.6.6; RH.6.7; RH.6.8; WHST.6.66

6.4; 6.4a; 6.4b; 6.4c

6th Grade Religious Freedom Inquiry (5 class periods) Use Does religious freedom exist WebQuest for student packet. This inquiry focuses on the concept of religious freedom driven by the compelling question “Does religious freedom exist?” The question establishes the importance of religious freedom and tolerance as a way for students to learn about world religions. In learning more about the compelling question, students identify the major beliefs of world religions and begin to recognize similarities and differences. Through the examination of sources about the practices and geographic distribution of world religions, students develop a comparative understanding of major religions. They extend their emerging understanding by investigating how the concept of religious freedom has emerged over time and examining the current status of religious freedom around the world.

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UNIT 4 ASSESSMENTS

Quizzes, Tests, Academic Prompts

Engage in a close reading of a current news article

Draw information from research data

Create and perform a scenario

Write an argumentative essay

Quizzes, Tests, Academic Prompts

Complete Exit Ticket

Write a reflection

Answer a prompt

Assessment 4

Answer Sheet

Answer Key

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Unit 5: The Mediterranean World What will students understand as a result of this unit? Prior civilizations have contributed the cultural elements of religion, art, music, architecture,

science and mathematics, traditions, beliefs, and language to the modern world. Multiple causes contribute to the decline of a civilization. Three distinct cultural regions developed and interacted in the Mediterranean World. Feudal Europe has contributed the cultural elements of religion, art, music, architecture,

science and mathematics, traditions, beliefs, and language to the modern world. The Byzantine Empire has contributed the cultural elements of religion, art, music,

architecture, science and mathematics, traditions, beliefs, and language to the modern world.

The Islamic Caliphates have contributed the cultural elements of religion, art, music, architecture, science and mathematics, traditions, beliefs, and language to the modern world during their Golden Age.

The different cultures that clashed in the series of wars known as the Crusades each brought their own unique perspective to the conflict.

What Essential Question(s) focus this unit? Do cultural differences eventually lead to conflict? *Can use Social Studies Harcourt Textbook Unit 5 for an additional resource.

Mo

nth

(s) PNW BOCES Lessons Vocabulary

Selected Resources*

(refer to PNW BOCES for full list) ELA/SS

Connection Key Idea & Conceptual

Understanding

Mar

ch

Lesson 2: Life in Feudal Europe Following the collapse of the Roman Empire, people throughout Europe experienced a good deal of social unrest. In the absence of imperial armies and Roman law, life was unsettled. Feudalism, the prevailing political system throughout Europe from the 7th through 13th centuries, provided economic, social and political stability in the absence of a central authority. In this lesson, students will begin by examining key vocabulary related to feudalism. The lesson will focus on gathering information related to the Feudal Era (also known as the Middle Ages) and creating student journals based on life in Europe during this period. (5 class periods)

Image of a Monastery

Image of a Manor

Medieval Resources

Journal Prompt

Timeline Worksheet

Welcome to Middle Ages Vocabulary” PowerPoint Presentation

Feudal Social Pyramid

Journal Questions

Role Cards

Venn Diagram

RH.6-8.2; RH.6-8.7; WHST.6.8.2; WHST.6.8.6; SL.6-8.5

6.6; 6.6c

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Lesson 4: The Muslim World In this lesson students will research how the introduction of Islam changed the societies and cultures of conquered territories in Europe, Asia and Africa. The lesson focuses on the innovations introduced or developed under the sponsorship of the Umayyad and Abbasid Caliphates. The lesson will culminate in a cultural exhibit that recognizes the most significant contributions made during the period known as the Golden Ages of Islam. (2 class periods)

Caliphate Qanat Bimaristan

The Muslim World Map

Muslim Respect For Learning Reading

Topics for Golden Age

Exhibit Rubric

ReadWorks Passage

Inventions Video Clips

Article about inventions

Inventions Article

WHST.6.9; RH.6.1; RH.6.2; SL.6.1

6.3; 6.3a; 6.3b; 6.3c; 6.3d

Unit 5 Assessments

Performance Tasks, Projects

Posters

Write a journal

Performing Research

Creating an exhibit

Creating a flip book

Quizzes, Tests, Academic Prompts

Complete Exit Tickets

Answer a prompt

Unit 5 Assessment

Answer Sheet

Answer Key *NOTE to Teacher: Lessons have been omitted from this Unit. The Assessment will have to be adjusted accordingly.

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Unit 6: Interactions Across the Eastern Hemisphere What will students understand as a result of this unit? Students will understand that trade networks promoted the exchange and diffusion of

language, belief systems, tools, intellectual ideas, inventions, and diseases.

Pivotal events in history have promoted the interaction of people and the blending of cultures.

Throughout history trade has facilitated the exchange of ideas as well as goods.

Complex societies and civilizations adapt and design technologies that ensure adaptation to the environment and their survival.

What Essential Question(s) focus this unit? Does geography determine history?

Do interactions between civilizations inevitably bring positive results?

Mo

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s) PNW BOCES Lessons Vocabulary Selected Resources*

(refer to PNW BOCES for full list) ELA/SS

Connection Key Idea & Conceptual

Understanding

Ap

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May

/ Ju

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Lesson 1: Mapping a World of Trade In this lesson, students will research the key trade routes of the Eastern Hemisphere. Students will complete a graphic organizer, share information and design a desk size map that illustrates the items exchanged and ideas that were spread along the Silk Roads, across the Indian Ocean, and on the Trans - Saharan trade routes. Students will then write a paragraph in which they explain how a specific resource promoted a trade route and impacted the economics of a region or civilization. (4 class periods)

Caravansaries

Trans Continental Trade

commodities

Resources for research

Interactions Graphic Organizer

Graphic Organizer Answer Key

Outline Map

Questions for Discussion

RH. 6-8.1; RH. 6-8.2; WHST.6-8.1;

6.7; 6.7a

Lesson 2: Trans-Continental Trekkers In this lesson, students will investigate four culturally diverse travelers who crossed continents in search of knowledge, wealth, and adventure. Drawing on the words of the travelers as well as words of others, students will compare the places they visited, the information they learned, and the impact of their journeys. Working in groups, students will prepare a large poster on which they will compare the four travelers. Students will then write an individual paragraph in which each student decides which of the explorers they would have liked to accompany on his journey and provide three reasons based on evidence that appears on the poster the student completed. (2 class periods)

Haj Trans Continental Trekkers Organizer

Interactions Across the Eastern Hemisphere Map

Poster Checklist For Resources on Marco Polo, Mansa Musa, Zheng He, and Ibn Battuta click the following link : http://www.pnwboces.org/ssela/SixthGrade/Unit6/Unit6_Lesson2.html

RH.6.-8.2; RH.6-8.6; RH: 6-8.7; RH:6-8.7; WHST.6-8.1

6.2; 6.2c

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Unit 6: Interactions Across the Eastern Hemisphere continued…

Mo

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(s) PNW BOCES Lessons Vocabulary Selected Resources*

(refer to PNW BOCES for full list) ELA/SS

Connection Key Idea & Conceptual

Understanding

Ap

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May

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Lesson 3: Who Were the Mongols: Ruthless Warriors or Champions of Cultural Exchange and Global Trade? Students will develop a response to the following question: "Were the Mongols ruthless warriors or champions of cultural exchange and global trade?" To answer this, students will identify the location and size of the empire and examine the cross-continental trade network the Mongols created. They will also investigate the systems of warfare and technology they used to create the massive empire. After gathering the information, students will collectively decide which label most accurately describes the Mongols. (3 class periods)

Genghis Khan

Ogedei Kublai Khan Stirrup Contiguous Yuan Dynasty Catapult Seige

Warfare Tribute

Mongol Empire Map Slide

Mongol Empire Map Study

Student Packet

Poster Template

RH. 6-8.1; WHST.6-8.1

6.7; 6.7b

Lesson 4: The Disadvantage of Global Trade In this lesson students will examine a series of documents related to the Black Death and construct an understanding of the event based on the documents and class discussion. Students will also construct a timeline and place events of the Black Death in proper chronological order. Finally, Students will write a letter to a friend of family member from the perspective of an individual affected by the Black Death. (3 class period)

epidemic Black Death Documents

Writing Assignment

Writing Rubric

RH.6-8.2; WHST.6-8.4

6.7; 6.7b

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Unit 6: Interactions Across the Eastern Hemisphere continued…

Ap

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PNW BOCES Lessons Vocabulary Selected Resources* (refer to PNW BOCES for full list)

ELA/SS Connection

Key Idea & Conceptual

Understanding Lesson 5: Inventions and Technology Promote Trade

Five new inventions in technology paved the way for the Age of Exploration. Many were first developed in China and made their way into use in Europe during and after the Renaissance. Students will engage in research about one of the five inventions, create a poster and share their findings in a jigsaw. (3 class period)

astrolabe

magnetic compass

caravel

The Astrolabe Website

Invention Website

Chinese Magnetic Compass Video

Inventions Graphic Organizer

Websites for Poster

Gunpowder Reading

WHST.6-8.7; SL.6-8.1

6.7; 6.7c

Lesson 6: Trade Leads to Exploration Students will explore some common spices we use today and learn about their origins. They will map the locations of these countries or origin, and discuss the impact these spices had both on the emergence of sea trade in Europe during the Renaissance and how that led to further exploration. (3 class periods)

Age of Exploration

Cape of Good Hope

Circumnavigate

origin

Strait of Magellan

Story of India Video Interactive Website Spice Encyclopedia History of Spice Website Spice Graphic Organizer "Spices and Trade" SMART Notebook lesson Read Aloud Cause and Effect Organizer Organizer Answer Key Spice Trade Map

RH.6-8.7; WHST.6-8.7; WHST.6-8.8

6.7; 6.7c

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Unit 6 Assessments

Performance Tasks, Projects

Illustrate, draw conclusions from, and compare and contrast physical and political maps

Complete charts and tables

Create timelines, maps and posters

Engage in research on varied regions on trade routes and individual explorers

Make a claim and support claim with evidence

Analyze primary source documents

Create cause and effect graphic organizer

Investigate and classify artifacts

Quizzes, Tests, Academic Prompts

Write paragraph explaining how a specific resource promoted a trade route and impacted the economy of a region or civilization

Write letter to editor

Create posters

Complete exit tickets

Create and interpret maps

Produces a R.A.F.T.S. writing assignment related to exploration