ࡱ> '`c9:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_ ybjbj,(,( NNBNB**))L.L.L.`.`.`.8.\ :`.bQ"!rrrrej$,4CL.ceC))rrid)rL.r ,v[p)^"$gL20bvv[[L.QCCbv@ ':    IntroductionThis template is the product of an initiative led by the New Jersey Department of Education, Office of Academic Standards, in partnership with the New Jersey Association for Supervision and Curriculum Development (NJASCD) and the New Jersey Principals and Supervisors Association (NJPSA). The Unit is designed to summarize the content and objectives for the unit, outline lessons and assessments that support the unit, and provide links to documents that facilitate delivery of the unit, such as student materials, background information, resources, and performance rubrics. Each unit is aligned with the 2009 Core Curriculum Content Standards and that assist in achieving the goal of engaging students, fostering achievement, and cultivating 21st century global skills. The units stress the integration of 21st century themes and skills, global perspectives, technology, and cross-curricular connections. It is important to note that the Jersey City School District allots the instruction of Social Studies a total of 135 minutes per week. Social Studies schedules are different in each school; some have 45 or 90 minute periods, or a combination of both. This should be taken into consideration when planning teacher instruction. The lesson plans attached to each unit are suggested lessons for the teachers. They are aligned to prepare the students for the quarterly, midterm, and final assessments. One addition to the new Social Studies curriculum is the integration of diagnostic assessments where students will take two quarterly assessments, a midterm, and a final. Social Studies Skills Comprehension Skills " making connections( " comparing and contrasting ideas( " identifying cause and effect( " drawing inferences and making conclusions( " paraphrasing; evaluating content( " distinguishing fact and opinion( " finding and solving multiple-step problems( " decision making( " handling/understanding different interpretations Research and Writing Skills " getting information; using various note-taking strategies( " organizing information( " identifying and using primary and secondary sources( " reading and understanding textbooks; looking for patterns " interpreting information " applying, analyzing and synthesizing information( " supporting a position with relevant facts and documents " understanding importance( " creating a bibliography Interpersonal and Group Relation Skills " defining terms; identifying basic assumptions( " identifying values conflicts( " recognizing and avoiding stereotypes( " recognizing different points of view; developing empathy and understanding participating in group planning and discussion cooperating to accomplish goals assuming responsibility for carrying out tasks Sequencing and Chronology Skills using the vocabulary of time and chronology( " placing events in chronological order( " sequencing major events on a timeline; reading timelines( " creating timelines; researching time and chronology( " understanding the concepts of time, continuity, and change " using sequence and order to plan and accomplish tasks Map and Globe Skills " reading maps, legends, symbols, and scales( " using a compass rose, grids, time zones; using mapping tools( " comparing maps and making inferences; understanding distance( " interpreting and analyzing different kinds of maps; creating maps Graph and Image " decoding images (graphs, cartoons, paintings, photographs) " interpreting charts and graphs Analysis Skills " interpreting graphs and other images( " drawing conclusions and making predictions ( " creating self-directed projects and participating in exhibitions " presenting a persuasive argument  Unit Overview TemplateContent Area: Social StudiesUnit Title: Unit 1: The Ancient World: Civilizations and CultureTarget Course/Grade Level: 6th Unit Summary Overview: Unit 1: The Ancient World: Civilizations and Culture, allows students to understand that history is the study of the past. The people of ancient civilizations did remarkable things, such as building huge temples, inventing writing, and discovering planets. We are who we are today because of people and their discoveries from the past. Out development in technology, science, education, literature, and other fields is because of ancient civilizations and their discoveries. Unit Rationale Goal: The Goal of Unit I, Ancient World: Civilizations and Culture, is for students to understand that history is the study of the past, and the people who study history are called historians. Historians try to learn what life was like for people long ago in places around the world. To understand the people and places of the past, historians study clues and evidence. Some historians study the earliest humans. Early people hunted animals, gathered plants, and learned how to make stone tools. Eventually, people learned to grow food, cultivate, and raise animals for themselves. The purpose of this unit is for students to learn about the subject of history and about the worlds earliest civilizations and cultures. The purpose of the following outline is to provide a synopsis of the essential content for students and teachers. Our curriculum is based and aligned with the new changes in the NJCCCS in social studies. In addition, a list of student centered Driving Questions has been provided, including objectives, content subject matter, basic questions, suggested time line, and suggested activities. Each part includes a list of student-centered driving questions, as well as objectives, subject matter, a suggested time line, and suggested activities. The curriculum is not a traditional textbook-driven one, but a standards-driven one that utilizes a variety of teaching techniques and strategies to meet the various learning styles of our students. Moreover, activities are in alignment with language arts target writing tasks and, where possible, content. Teachers are to use a variety of assessments techniques such as: tests, quizzes, book reports, oral reports, group work, Power Point Presentations, role playing, portfolio assessments, and writing tasks. Teachers should, whenever possible, develop an interdisciplinary approach to their teaching. Cross-content planning and cooperation are essential in developing our students to succeed at the state mandated tests that await them. A mandatory culminating activity is to be included in each unit as well to serve as an overall assessment of the content learned. All students in grade eight will take a midterm and final assessment both that is diagnostic and content knowledge driven. College and Career Readiness Anchor Standards for Reading in History/Social Studies Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and Career ready reading in social studies requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. The goal is for students to be able to read complex informational texts in these fields with confidence and in a sophisticated manner. College and Career Readiness Anchor Standards for Writing in History/Social Studies Writing in Social Studies/History is a key means of asserting and defending claims, by showing what students know about a subject, and conveying what they have experienced, imagined, thought, and felt. Students, who are College and Career ready writers, must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. Students should use technology strategically when creating, refining, and collaborating on writing in history. Students should be adept at gathering information.Learning TargetsStandards Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world.CPI # Cumulative Progress Indicator (CPI)6.2.8.A.1.aCompare and contrast the social organization of early hunters/gathers and those who lived in early agrarian societies. 6.2.8.B.1.aExplain the various migratory patterns of hunters/gathers who 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.C.1.aRelate the agricultural revolution (including the impact of food surplus from farming) to population growth and the subsequent development of civilizations.6.2.8.D.1.aDemonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative length of time. 6.2.8.D.1.bRelate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures.6.2.8.D.1.cExplain how archaeological discoveries are used to develop and enhance understanding of life prior to written records. 6.2.8.A.2.aExplain why different ancient river valley civilizations developed similar forms of government. 6.2.8.A.2.bExplain how codifying laws met the needs of ancient river valley societies.6.2.8.A.2.cDetermine the role of slavery in the economic and social structures of ancient river valley civilizations. 6.2.8.B.2.aDetermine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations.6.2.8.B.2.bCompare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now.6.2.8.C.2.aExplain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. 6.2.8.D.2.aAnalyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. 6.2.8.D.2.bExplain how the development of written language transformed all aspects of life in ancient river valley civilizations. Core Standards: (CCR- College and Career Readiness) Standards for Literacy in History/Social Studies 6-8Common Core Standards History/Social Studies Grades 6-8 Reading in History Key Ideas and Details RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3 Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, casually) RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Complexity RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently. Writing in History Texts and Purposes WHST.6-8.1. Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST.6-8.3. (See note; not applicable as a separate requirement) Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7. 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.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Unit Essential Questions The Role of Essential Questions Key essential questions reoccur throughout the study of history. They provoke inquiry and lead to deeper understanding of the big ideas that enable students to better comprehend how the past connects to the present. The essential questions created for Westward Expansion and Reform were used to frame content goals and to inform the development of the cumulative progress indicators. Essential Questions For This Unit: 1. Why do scholars study the people, events, and ideas of long ago? 2. How are primary and secondary sources different? 3. What are the two main branches of geography? 4. Why can present day people live in places that lack resources valued by early humans? 5. How do you think physical geography has affected your community? 6. How did early humans/way of living change as they interacted and adapted? 7. How did geography influence the development of civilization in southwest Asia? 8. How was the success of the Egyptian civilization tied to the Nile River? Learning Targets Analyze how Paleolithic humans adapted to their environment for survival. Evaluate how advances during the Paleolithic Age made it possible for humans to survive the Ice Ages. Assess why people created permanent settlements when they began to farm. Evaluate how tools and roles changes as a result of permanent communities. Evaluate the development of new skills hunters and gatherers used to survive. Discuss why people settled in Mesopotamia. Compare and contrast how Gilgamesh relates to modern-day literature. Assess how the Sumerian ideas and inventions have been passed on to other civilizations. Evaluate the themes found in epic poem genres. Assess how civilizations developed in Mesopotamia. Evaluate why the Nile River was important to the ancient Egyptians. Compare and contrasts characteristics of ancient Egyptian religion and society to other civilizations. Analyze how Kush and Egypt influenced each other. Unit Vocabulary: 3.1.8.C&F- Decoding and Word Recognition & Vocabulary Development *Explicit vocabulary development through content vocabulary should be made visible in the classroom as an interactive word wall. An interactive word wall should be tangible where students can pull words for the wall to use at their seats and/or stations/hubs. It is recommended the teacher provide a visual of the word as well as the part of speech. The terms should be clear, visible, and student friendly. The definition should be included on the other side of the vocabulary display. Home erectus Home sapiens Fertile Crescent Silt Irrigation Canals City-state Gilgamesh Sargon Mesopotamia Polytheism Scribe Epics Ziggurat Monarch Hammurabis Code Chariot Nebuchadnezzer Tigris and Euphrates River Nile River Sumerian Cuneiform Pictographs Pheonicans Cataracts Delta Unit Enduring Understandings 1. Historians use many kinds of clues to understand how people lived in the past. 2. Physical geography and human geography contribute to the study of history. 3. Prehistoric people learned to adapt to their environment, to make simple tools, to use fire, and to use language. 4. As people migrated around the world they learned to adapt to new environments. 5. The development of agriculture brought great changes to human society. 6. The valleys of the Tigris and Euphrates rivers were the site of the worlds first civilizations. 7. The Sumerians developed the first civilization in Mesopotamia and made many advances to help their society develop. 8. After the Sumerians, many cultures ruled parts of the Fertile Crescent. 9. The water, fertile soils, and protected setting of the Nile Valley allowed a great civilization to arise in Egypt around 3200 B.C. 10. The Egyptians made lasting achievements in writing, architecture, and art. 11. The kingdom of Kush, the land called Nubia, developed an advanced civilization with a large trading network Fossil Artifacts Culture Archaeology Primary source Secondary source Geography Landforms Environment Features Region Resources Prehistory Hominid Ancestor Paleolithic Era Society Hunter-gatherers Migrate Ice Age Mesolithic Era Neolithic Age Domestication Agriculture Megaliths Australopithecus Homo habilis Menes Pharaoh Dynasty Khufu Afterlife Mummies Elite Queen Hatshepsut Ramses the Great Hieroglyphics Papyrus Rosetta Stone Sphines Obelisk King Tutankhamen Piankhi Queen Shanakhdakheto King Ezana  Ancient Civilizations Midterm and Final Assessment As of September of 2012 Sixth grade students throughout Jersey City will partake in four diagnostic assessments tied to the historical era of Ancient Civilizations. These four assessments consist of: quarterly assessment 1 covering everything covered from the 1st marking period, a midterm covering everything from marking periods 1 & 2, quarterly assessment 3 covering content from the 3rd marking period, and the final at the end of marking period four covering everything from marking periods 3 & 4. The Jersey City School District will issue test dates for all sixth grade students to take these district-wide assessments. The test cannot be altered and must be given as is. These assessments are developed off the pacing of the curriculum. The assessments are broken into a diagnostic section as well as historical content knowledge. Students in sixth grade will be responsible to recall each section of this curriculum so that they may successfully complete the Ancient Civilizations quarterly assessments, midterm, and final. The mid-term and final breaks down into four parts: Part I. Multiple Choice, Part II. Constructed-Response, Part III. Document-Based Questions, and Part IV. Analyzing Data. The assessments are based off the curriculum; teachers are encouraged to add activities that are innovative, educational, and engaging, while covering the topics listed in this curriculum. The assessment at the end of this curriculum will serve as the Pre and Post-test for the first MP and in preparation for the quarterly assessments, midterm, and final. Summative Assessment (Culminating Activity) (Begin Week One; Due Week Nine)Evidence of Learning Grade 6 Unit One Social Studies & Language Arts Travel Brochure of an River Valley Civilization Project Based LearningThis project requires students to examine a variety of travel brochures to assist them with the layout and the information, which is included in these types of brochures. Students should be permitted to analyze travel brochure to get ideas for their own brochures. If students have access to technology, Microsoft Publisher can be used to organize their travel brochure. Teachers should assign group roles/responsibilities and select the topics/headings to be included in the brochure. This assignment requires students to take good notes and research Mesopotamias or Egypts past and present. Students are required to organize their information/observation handouts and other materials in preparation for categorizing their brochures. Students need to select several images or illustrations, which can be included. Students are responsible for creating all aspect of the travel brochure. Essential Question: How is information about a country used to develop a purposeful brochure? Working in small groups, students will create a realistic travel brochure of Mesopotamia or Egypt. Students select ten important facts to include in the brochure. Some possible facts which can be included: detailed map of Ancient Mesopotamia or Egypt list of major cities list of landmarks with visual images information about language(s) spoken facts about the government information about the culture of Ancient Mesopotamia or Egypt types of transportation a visitor might see and use how natural geography played an important role in the lives of people performing arts venues and performances museums restaurants, ethnic foods recreation and outdoor activities national and local parks maps weather during all seasons, average high and low temperatures, rainy and ( dry seasons tourism agency locations and phone numbers passport and visa information hieroglyphic message to be decoded using a hieroglyphic decoder such as ( The Hieroglyphic Alphabet or Hieroglyphic Decoder. Objectives: Social Studies: SWAT: Analyze a travel brochure to gain an understanding of how this type of informational brochure is organized. SWAT: Understand the elements of a good travel brochure and use this information to develop their own River Valley Civilization brochure. Procedure: Teacher asks students to share their experiences while traveling. Use the ( following guiding questions. Where did they go? How did their families decide to go to these places? What kinds of brochures, travel guides, books, and/or advertisements did their families explore before traveling? Students share what they know about travel guides and travel brochures. Display travel brochures and inform students that they will create their own travel brochure for a River Valley Civilizations. As a whole group, analyze a travel brochure using the following guiding questions: Are there maps? Photos? Diagrams? Language and Vocabulary? How is the text in the brochure is presented? After the students have had some time to look through the brochures, ask ( them to share more about what they saw in the brochures. Students brainstorm what information/topic the travel brochures contain. ( Teacher record their responses on the board or on chart paper. Then inform students that their travel brochure would need to contain this specific information: Brief summary of the setting, with highlights of important places, location, including a map, Geography, Major cities, Well-known places, Historic Sites and Landmarks, Recreation and Outdoor Activities-parks, sports, water, Entertainment, Climate and overall weather conditions, Transportation, Arts and Culture, including museums, theaters, places to visit, Languages and Local Dialect, Food that the area is known for and Pictures/Graphics. Travel Brochure Websites:( These sites provide information on sample travel brochures and travel information on an array of countries.  HYPERLINK "http://www.lonelyplanet.com" www.lonelyplanet.com  HYPERLINK "http://www.travel.yahoo.com" www.travel.yahoo.com  HYPERLINK "http://www.mapquest.com" www.mapquest.com  HYPERLINK "http://www.maps.nationalgeographic.com/mapmachine" www.maps.nationalgeographic.com/mapmachine  HYPERLINK "http://www.cia.gov" www.cia.gov  HYPERLINK "http://www.travel-library.com" www.travel-library.com  HYPERLINK "http://www.exite.com/travel" www.exite.com/travel  HYPERLINK "http://www.yahoo.travelon.com" www.yahoo.travelon.com  HYPERLINK "http://www.expedia.com" www.expedia.com  HYPERLINK "http://www.wtg-online.com" www.wtg-online.com Analyzing a Travel Brochure 1. What is the first thing you notice about the travel brochure? Explain the design of the cover. 2. What is the layout of the brochure? Is it easy to follow or confusing? Why? 3. Does the brochure make you want to travel to that destination? 4. Make a list of specific information that you find in the brochure. 5. Do you think the brochure is missing any information that would be important to a traveler? List the information. 6. How would you improve this travel brochure to make it more informative or helpful to a traveler? River Valley Civilization Travel Brochure Rubric Category Distinguished Proficient Partially Proficient Below Proficient Headlines Layout & Captions Headlines are relevant and immediately engage the reader. Travel brochure is organized into neat, typed columns. Headlines are relevant and attempt to engage the reader. Travel brochure is organized into neat, typed columns. Headlines are relevant and Travel brochure is organized into neat, typed columns. Headlines are irrelevant. Travel brochure is not typed or organized appropriately. Conventions Travel brochure is clearly organized with few or no errors in grammar, spelling, and punctuation. Travel brochure is well organized with minor errors in grammar, spelling, and punctuation. Travel brochure shows some organization. Some rules of grammar, spelling, and punctuation are followed. Travel brochure contains many errors in grammar, spelling, and punctuation. Confuses the reader. Graphics & Creativity Attractive graphics support the text by providing visual reinforcement of ideas and information. All graphics have captions that accurately describe the visual. Graphics support the text by providing visual reinforcement of ideas and information. All graphics have captions that somewhat describe the visual. Some graphics support the text. Most graphics have captions that describe the visual. Graphics do not support the text. Many captions are missing. Use of Primary Sources At least 10 primary sources are used and all are accurately documented in the desired format. At least 10 primary sources are used and most are accurately documented in the desired format. At least 7 primary sources are used and most are accurately documented in the desired format. Few primary sources are used and are not accurately documented. Historical Accuracy Information demonstrates a solid understanding of events and issues surrounding Egypt past and present. Mostly demonstrate a satisfactory understanding of events and issues surrounding Some demonstration an understanding of events and issues surrounding the River Valleys past and present Does not demonstrate an understanding of the events and issues surrounding River Valley Civilizations of the past and present Content Includes many interesting, unique, and accurate facts and details about River Valley Civilizations. Includes some interesting, unique, and accurate facts and details about River Valley Civilizations Includes facts and details about River Valley Civilizations Includes very few facts and details about River Valley Civilizations Research Brochure is well researched in that it uses a large variety of sources Brochure is researched using a variety of sources Brochure uses few sources Articles shows very little research  Formative AssessmentsStudent conferences (Check for students pace of Culminating activity, assignments, understanding of historical content, summarizing skills) Exit Slips/  HYPERLINK "http://www.socrative.com" www.socrative.com Socrative allows teachers to collected quantitative data, students enter a response through Socrative and an Excel spreadsheet is generated for the teachers review. Do Now Activities  HYPERLINK "http://www.polleverywhere.com" www.polleverywhere.com Poll everywhere is a free response system (similar to clickers) where students post open-ended responses to questions (Do Nows) or participate in a survey like review for an exam. Running blog to discuss Ancient Civilizations and ( HYPERLINK "http://www.blogger.com" www.blogger.com is free) Photo or Political Cartoon analysis (A tip sheet on how to analyze political cartoons is attached in the Resource section of this curriculum). Webquest: A web quest is meant to guide students through a process of inquiry through a set of assigned tasks that lead them to a conclusion, or that results in a product. Examples: Ancient Civilizations Webquest  HYPERLINK "http://tiny.cc/gi82gw" http://tiny.cc/gi82gw  HYPERLINK "http://tiny.cc/6j82gw" http://tiny.cc/6j82gw  HYPERLINK "http://tiny.cc/wk82gw" http://tiny.cc/wk82gw Electronic Survey ( HYPERLINK "http://www.surveymonkey.com" www.surveymonkey.com and Google Forms is free) Ancient Civilizations- Student created subpages based on a topic involving Early Man, Mesopotamia, Egypt, the Nile River, and the Fertile Crescent. Edmodo- Social networking site where students can discuss class assignments and projects. Teacher, students and parents can all post comments and reflections. Skills to Build Upon for Diagnostic Assessments (Midterm/Final) Using Special- Purpose Maps Documents-Based Questions Analyzing Graphic Data Analyzing Political Cartoons Identifying Main Ideas/Summarizing Sequencing Identifying Cause and Effect/Make Predictions Drawing Inferences and Conclusions Making Valid Generalizations Distinguishing Fact and Opinion Comparing and Contrasting Analyzing Primary Sources Identifying Frame of Reference and Point of View Using Secondary Sources Analyzing Diagrams and Charts Constructed Reponses and Open-Ended Suggested Lessons LessonsTimeframeLesson 1 The Study of Mesopotamia  4 class periods Lesson 2 A Description of a Historical Place 5 class periodsLesson 3 Hieroglyphics in Architecture 1 class periodCurriculum Development Resources Click the links below to access additional resources used to design this unit:  HYPERLINK "http://www.state.nj.us/education/cccs/standards/6/index.html" New Jersey Core Curriculum Content Standards  HYPERLINK "http://www.freetech4teachers.com/2010/04/12-resources-every-social-studies.html" Technology in the Social Studies Classroom  HYPERLINK "http://www.nj.gov/education/cccs/standards/8/" Technology Core Curriculum Content Standards  HYPERLINK "http://images.apple.com/education/docs/Apple-ISTE-NETS-Teachers.pdf" National Educational Technology Standards (NETST) and Performance Indicators for Teacher  HYPERLINK "http://www.corestandards.org" Common Core State Standards Technology Resources for Software that students will use:  HYPERLINK "http://www.internet4classrooms.com/on-line.htm" www.internet4classrooms.com/on-line.htm (Variety of Programs)  HYPERLINK "http://www.actden.com/pp/" www.actden.com/pp/ (PowerPoint)  HYPERLINK "http://www.bcschools.net/staff/MicrosoftOffice.htm" www.bcschools.net/staff/MicrosoftOffice.htm (Microsoft Tutorials)  HYPERLINK "http://www.bbhcsd.org/start/t4t/" www.bbhcsd.org/start/t4t/ (Microsoft Products Tutorials)  HYPERLINK "http://www.blogger.com" www.blogger.com Blog platform Content Resources Early Humans  HYPERLINK "http://earlyhumans.mrdonn.org/" http://earlyhumans.mrdonn.org/ Provides information on different stages of early humans including; Home Habilis, Homo Erectus, and Homo Sapiens. Lesson Plans and Activities for Teachers on Early Humans  HYPERLINK "http://tiny.cc/h8z2gw" http://tiny.cc/h8z2gw Teachers can go to this site for lesson plans, unit activities, online simulations and more relating to Early Humans. The Stone Age  HYPERLINK "http://tiny.cc/ab02gw" http://tiny.cc/ab02gw Visitors can find information on the Paleolithic Period and review the study of fossils and artifacts to uncover history of ancient civilizations. The Cave of Chauvet- Pont- dArc  HYPERLINK "http://tiny.cc/pg02gw" http://tiny.cc/pg02gw Visitors can visit and explore the Chauvet cave in France online, conduct research, and tour the inside. The History of Archaeology in the Balearics  HYPERLINK "http://tiny.cc/7j02gw" http://tiny.cc/7j02gw Take a look at the archaeological finds on the Mediterranean island of Mallorca as an exploring archaeologist. Stone Sites  HYPERLINK "http://tiny.cc/sm02gw" http://tiny.cc/sm02gw Visit various stone structures around the world believed to be from the Stone Age. Pictographic Writing: Cuneiform Sumerian Writing: Pictographs and Cuneiform  HYPERLINK "http://tiny.cc/ls02gw" http://tiny.cc/ls02gw Research and complete activities like a Sumerian in ancient Mesopotamia. Houses of Eternity  HYPERLINK "http://tiny.cc/7u02gw" http://tiny.cc/7u02gw Visit this website to learn how, when, and why the pyramids were built in Egypt. Pyramids- The Inside Story  HYPERLINK "http://tiny.cc/fw02gw" http://tiny.cc/fw02gw Learn more about the pyramids of Egypt through this online simulation as a virtual tour as they are built then explore inside. Hieroglyphics  HYPERLINK "http://tiny.cc/7y02gw" http://tiny.cc/7y02gw Research the creation of Egyptian Hieroglyphics and view over 2,000 characters. Egyptian Hieroglyphics  HYPERLINK "http://tiny.cc/a102gw" http://tiny.cc/a102gw Review documents that were discovered thousands of years ago of Egyptians who documented their lives during history.  HYPERLINK "http://teachinghistory.org/best-practices/using-primary-sources/24001" Read Like a Historian  HYPERLINK "http://tiny.cc/j802gw" http://tiny.cc/j802gw and  HYPERLINK "http://tiny.cc/nl12gw" http://tiny.cc/nl12gw This websites provides teachers with a guide to better assist students with reading historical texts from both primary and secondary sources. Document Analysis Worksheets  HYPERLINK "http://tiny.cc/3b12gw" http://tiny.cc/3b12gw The following document analysis worksheets were designed and developed by the Education Staff of the National Archives and Records Administration. You may find these worksheets useful as you introduce students to various documents. Thousands of documents are available throughout sections of the National Archives website, including: HYPERLINK "http://www.archives.gov/education/lessons/"Teaching With Documents, HYPERLINK "http://www.archives.gov/exhibits/"Online Exhibits, and the HYPERLINK "http://www.archives.gov/research/arc/education/documents.html"ARC Online Catalog. Written Document Photograph Cartoon Poster Map Artifact Motion Picture Sound Recording How to Analyze Written Sources  HYPERLINK "http://tiny.cc/nl12gw" http://tiny.cc/nl12gw View this PDF on how to analyze primary and secondary sources in history. Teacher Notes Part I. Early Humans and the Agricultural Revolution Time Frame: 5 class periods SWAT: Analyze how people adapted to their environment. SWAT: Evaluate how advances during the Paleolithic Age made it possible for humans to survive the Ice Age. SWAT: Assess why people created permanent settlements when they began to farm. SWAT: Analyze how tools and roles changed as a result of permanent communities. SWAT: Write a descriptive paragraph on how trial and error helped humans survive. SWAT: Draw conclusions about why the Agricultural Revolution was a revolution. Studying the Past Anthropology is the study of how human beings behave, how they act together, where they came from, and what makes one group of people different from another. Archaeologists study human life from the past by examining the things people left behind. To learn about the earliest humans, archaeologists depend on fossils, which are hardened remains or imprints of livings things that existed. As archaeologists dig up sites of ancient civilizations, they look for artifacts such as tools pottery, or weapons. 1. The Paleolithic Age Historians call the early period of human history the Stone Age because it was during this time that humans used stones to make tools and weapons. The Paleolithic Age was the earliest part of this period. It began around 2.5 million years ago and lasted until around 800 B.C. Survival: Paleolithic people were called nomads because they constantly had to move around in search of food. They traveled in groups, or bands, of about 20 to 30 people. Paleolithic people survived by hunting and gathering, the search for food was their main activity. They hunted buffalo, bison, wild goats, reindeer, and other animals depending on where they lived. Along coastal areas they would also fish. These early people also gathered wild nuts, berries, fruits, wild grains, and green plants. Climate affected how Paleolithic people lived. Those who lived in cold areas made clothes from animal skins to stay warm. They sought protection in available natural shelters like saves and rock overhangs. Over time, humans learned to make shelter as tents using animal skin, brush, and wood. In cold climate, some made shelter from ice and snow. People living in warmer climates needed shelter for safety from large animals. Fire was discovered during the Paleolithic Age and used for light, warmth, and to cook food. Invention of Tools Technology- tools and methods to perform tasks, was first used by Paleolithic people. Before this time, sticks, stones, and tree branches served as tools. Later, people made devices from a hard stone called flint. Over time people made more complex tools such as spears, bows, and arrows making it easier to hunt and kill larger animals. Language and Arts One major development during this age was spoken language. Up until this time people communicated with sound and gestures. Ancient people started to express themselves in words for the same reasons we do today. Early people expressed themselves through art. Paleolithic cave art have been found all over the world. They used crushed yellow, black, and red rocks, and combined them with animals fat to make paint. They used twigs and their fingertips to paint on the rock walls. Later, they used animal hair in the form of a brush. Early people created scenes of lions, oxen, panthers, and other animals on the cave walls. The Ice Age The Ice Age was a long period of ice and cold that affected all of Earth around 10,000 years ago. Thick sheets of ice moved across large parts of Europe, Asia, and North America. The low sea levels exposed a strip of dry land connecting the continents of Asia and North America called a land bridge. It acted as a highway allowing people to move across from Asia to North America. From there, Paleolithic people moved southwest to settle in different regions. Survival during the Ice age was difficult. To survive cold temperatures, humans had to adapt to change many areas where they lived. One way they adapted is by changing their diets by eating meals with more fat. They built stronger shelters to protect themselves from the cold. 2. The Neolithic Age After the Stone and Ice Ages, people began staying in one place to grow grains and vegetables. Farming replaced hunting and gathering as the main source of food. People began to domesticate or tame, animals for human use. Animals transported goods and provided meat, milk, and wool. The Neolithic Age began around 8000 B.C. and last for 4,000 years. The real change between the Paleolithic Age to the Neolithic Age was the shift from hunting and gathering to systematic agriculture allowing food to grow on a regular basis. By the end of the Neolithic Age, people made more technological advances. Toolmakers created better farming tools as the need for those arose including, hoes for digging soil, sickles for cutting grain, and millstones for grinding flour. In some areas, people began to work with metals, including copper. Craftspeople in western Asia discovered that mixing copper and tin formed bronze which was stronger than copper. Farming People started growing wheat and barley around 8000 B.C. in southwest Asia. They domesticated goats, pigs, cows, and sheep. By 4000 B.C., farming was an established economic activity in Europe. Around the same time, people in the Nile Valley in Egypt started to grow wheat and barley. Farming soon spread to other regions including Africa where they grew yams and bananas. In India, they grew wheat and barley. By 6000 B.C. people in northern China were growing millet, and were domesticating dogs and pigs and grew rice. In the Western Hemisphere, people in Mexico and Central America were growing corn, squash, and potatoes and domesticated chickens and dogs. Life in the Neolithic Age People mainly settled in villages where they build permanent homes. They located villages near fields so people could plant, grow, and harvest their crops and well as around rivers for water. Neolithic farming villages developed hroughout Europe, India, Egypt, China, and Mexico. One of the oldest communities was called Jericho in southwest Asia known as present day Israel and Jordan called the West Bank. Another well known Neolithic community was Catalhuyuk in present-day Turkey. The people lived in simple mud-brick houses that were built close together where people entered their homes using ladders to enter through the rooftop. Special places called shrines, served as holy places and were decorated with images of gods and goddesses. Farmers grew fruits, nuts, and grains, and raised sheep, goats, and cattle to provide them with milk and meat. They ate fish and bird eggs as well. The Benefits of a Settled Life A settled life provided for greater security and stead food supplies created healthier growing populations. As populations increased, more workers became available and those individuals could grow more crops. As villages produced more food, people began to trade their food for other supplies they could not produce themselves. People started to take up specific jobs as their talents allowed for the first time. Some people were artisans or skilled workers. They made weapons and jewelry that they traded with neighboring communities. Pottery was made from clay to store grain and food. They used plant fibers to weave cloth. The roles of men and women changed when people moved to settlements. Men worked in the fields to farm and herd the animals. They gradually became more responsible for growing food and protecting the village. Women bore the children and stayed in the villages. Women managed the food supply and performed other tasks. 3. Civilizations Emerge Humans began to develop in more complex cultures. Four greater river valley civilizations emerged: Mesopotamia, Egypt, India, and China. Cities and Government The first civilizations developed in river valleys, where fertile land made it easy to grow crops and feed large numbers of people and it also provided fish and water. It also encouraged trade, which allowed for the exchange of both goods and ideas. The cities that developed these valleys became the centers of civilizations. People formed governments to protect themselves and their food supplies. The first governments were monarchies led by a king and queen. Monarchs created armies to defend against enemies and made laws to keep order. They also appointed government officials who managed food supplies and building projects. Religions Emerged to help people explain their lives. It helped to explain the forces of nature and the role of humans in the world. Early people believed that gods were responsible for a communitys survival. Priests performed religious ceremonies to try to win the support of gods. Rulers claimed that their own power was based on the approval of gods. Social Structures Early civilizations had social class structures. People in society were organized into groups defined by the type of work they did and the amount of wealth or power they had. Rulers and priests, government officials, and warriors made up the highest social class. They set the rules and made the important decisions. Below this class was a large group of free people, including farmers, artisan, and craftspeople. At the bottom of the class structure were enslaved people, most of whom were captured enemies during war. Writing and Art To pass on information, writing was invented. Symbols were used in place of letters and words. Writing became an important feature of these new civilizations. People use writing to keep accurate records and to preserve stories. Artists created paintings and sculptures for enjoyment portraying gods and forces of nature. People designed massive buildings that served as places of worship or burial toms for kings. Part II. Mesopotamia and the Fertile Crescent Time Frame: 10 class periods SWAT: Analyze why people settled in Mesopotamia. SWAT: Compare and contrast how Gilgamesh relates to modern-day literature pieces. SWAT: Analyze the Sumerian ideas and inventions that have been passed on to other civilizations. SWAT: Discuss how civilization developed in Mesopotamia. SWAT: Evaluate the contributions the Assyrians made to Southwest Asia. SWAT: Analyze why Babylon was an important city in the ancient world. The worlds first civilizations developed on Asia and Africa after people learned how to farm. These civilizations began in river valleys, which were perfect places for people to grow crops and trade. People built the first towns and cities and invented government, writing, and the wheel. They also crated huge buildings and temples and produced incredible art. 1. Geography Rivers Support the Growth of Civilization Early people settled where crops would grow and they usually grew well near rivers where water was available and regular floods made the soil rich. 2. Mesopotamia The land between two rivers The Tigris and Euphrates Rivers are the most important physical features of the region known as Mesopotamia. It means between the rivers in Greek. This region is part of a larger area called the Fertile Crescent, a large arc of rich, or fertile, farmland. It extends from the Persian Gulf to the Mediterranean Sea. The Tigris and Euphrates Rivers flow down this region from the hills in the north to the low-lying plains in the south. Hunter-gatherer groups first settled in Mesopotamia ore than 12,000 years ago. They learned how to plant crops and grown their own food. Every year the Tigris and Euphrates Rivers would flood and brought silt, a mixture of rich soil and tiny rocks, to the land. The fertile silt made it ideal for farming. Farmers grew wheat, barley, and other grains. Livestock, birds, and fish were also good sources of food. Plentiful food led to population growth, and villages formed. These early villages developed the worlds first civilization. 3. Farming and Cities Although there was fertile soil, it didnt rain much. This means that the water levels in the Tigris and Euphrates Rivers depended on how much rain fell in eastern Asia Minor where the two rivers began. When the water levels got too high, flooding destroyed the crops, killed livestock, and washed away homes. Farmers needed a way to control the rivers flow. Mesopotamians used irrigation, a way of supplying water to an area of land. They dug out large storage basins to hold water supplies. Then they dug canals that connected these basins to a network of ditches which brought water to the fields. To protect these fields from flooding, farmers built up banks on the Tigris and Euphrates which help back floodwaters when river levels were too high. Irrigation increased the amount of food farmers were able to grow allowing the farmers to become more productive and fewer people to farm. As a result, new occupations evolved. This type of arrangement in which each workers specializes in a particular task or job is called division of labor. Mesopotamian settlements grew in size and complexity. Society was still based on agriculture where most people worked in farming jobs. Cities started to become important places where people traded goods and cities provided leaders with power bases. They were political, religious, cultural, and economic centers of civilization. Part III. The Rise of Sumer and its Achievements Time Frame: 10 class periods SWAT: Analyze Sumer as the worlds first civilization. SWAT: Evaluate Sumers achievements and its effect on other civilizations. 1. City-States Sumer is located in southern Mesopotamia and the Sumerians are known in history to have developed the worlds first civilization there. Most people in Sumer were farmers where they lived mainly in rural or countryside areas. The centers of Sumerian society were the cities. As a result, the basic political unit of Sumer combined the two parts called a city-state. A city-state consisted of a city and all the countryside around it. The amount of countryside controlled by each city-state depended on its military strength. Stronger city-states controlled larger areas. Sumerians built strong, thick walls around their cities for protection. The city-states of Uruk and Ur fought for dominance and land. Once of Uruks kings, Gilgamesh, became a legendary figure in Sumerian literature. 2. Akkadian Empire The Akkadians created another city along the Tigris and Euphrates Rivers just north of the Sumerians. Peace between the Akkadians and the Sumerians broken when Sargon sought to extend Akkadian territory. He built a new capital Akkad on the Euphrates River, near what is present day Baghdad. Sargons soldiers conquered northern Mesopotamia bringing the entire region to his rule. He established the worlds first empire under a single rule. The Akkadian Empire stretched from the Persian Gulf to the Mediterranean Sea. Eventually, Ur, the Sumerian city-state, rebuilt its strength and conquered the rest of Mesopotamia and once again became the most powerful civilization in the region. 3. Religion Sumerians practiced polytheism, which is the worship of many gods. Enlil- Lord of the Air, Enki- God of Wisdom, and Inanna- Goddess of Love and War. Utu and Nanna- Gods that represented the sun and moon. Each city-state had one god to be its protector. The Sumerians believed their gods has enormous powers that could bring good a good harvest or a disastrous flood. They could bring illness, good health and wealth. The Sumerians believed that success in every area of life depended on pleasing the gods and they each had a service and duty to serve and worship the gods. 4. Social Order Priests occupied a high level in Sumers social hierarchy, the division of society by rank or class. Priests were just below kings. The kings of Sumer claimed that they had been chosen by the gods to rule. Below the priests were skilled craftspeople, merchants and traders. Below traders were farmers and laborers who made up the large working class. Slaves were at the bottom of the social order. Men and women had different roles. Men held political power and made laws, women took care of the home and children. Education was usually for men, but some upper class women were educated as well. 5. Achievements Invention of Writing: Cuneiform, Pictographs, and Scribe Technical Advances: The Wheel- for carts and vehicles, The Plow- for planting, Sewers- for under city streets, Bronze- to make stronger tools and weapons, Makeup and Glass jewelry. Math and Science: Math- Developed a system based on the number 60 dividing the year into 12 months. Science- Recorded their studied on tablets for studies on animals, plants, and minerals. Medicine: Used ingredients from animals , plants, and minerals to produce healing drugs. Art: Skilled in art, metal work, and architecture where they designed a ziggurat, a pyramid shaped temple tower. Music: Played reed pipes, drums, tambourines, and stringed instruments called lyres. 6. The Rise of Babylon Babylon was a city located on the Euphrates River near present day Baghdad, Iraq and had once been a Sumerian town. By 1800 B.C., it was home to a very powerful government whose king was Hammurabi and would become the citys greatest monarch. He was a brilliant leader who armies fought battles to expand his power. He brought all of Mesopotamia into his empire, called the Babylonian Empire after his capital. He was a able ruler who could govern a huge empire, oversaw many buildings and irrigation projects and improved Babylons tax collection system to help pay for them. 7. Hammurabis Code Eye for an Eye A set of 282 laws that dealt with almost every part of daily life. There were laws on everything from trade, loans, and theft to marriage, injury, and murder. It contained some ideas that are still found in laws today. Specific crimes brought specific penalties but social class did matter. Injuring a rich man brought a great penalty than injuring a poor man. This code was important not only for how thorough it was but also because it was written down for all to see. People all over the empire could read exactly what the law was. Hammurabi ruled for 42 years allowing Babylon to become the most important city in Mesopotamia but declined after his death. 8. Hittites Several other civilizations started to develop in and around the Fertile Crescent. The Hittites built a strong kingdom in Asia Minor in present day Turkey. Their success came from two military advantages: 1. Among the first people to master ironworking and could produce strong weapons for war, and 2. Skillfully used the chariot, a wheeled, horse-drawn cart used in battle allowing the soldier sot move quickly. 9. The Assyrians From northern Mesopotamia, briefly gained control of Babylon but was soon overrun by invaders. The Assyrians began to conquer the Fertile Crescent around 900 B.C. and took over parts of Asia Minor and Egypt. The keys to their success was their strong army. They used iron weapons and chariots, and had a well organized army. They were fierce in battle. After conquering the Fertile Crescent, the Assyrians ruled from Nineveh where they demanded heavy taxes from across the empire. 10. The Chaldeans A group from the Syrian Desert led other people in an attack on the Assyrians in 612 B.C. and destroyed the Neneveh and the Assyrian Empire. Chaldeans set up a new empire, Nebuchadnessar who was the empires king, rebuilt Babylon into a beautiful city. Trees and flowers grew on its terraces and roods. The Chaldeans admired Sumerian culture and studied their language and built temples for their gods. 11. The Pheonicians Located on the western end of the Fertile Crescent where they created wealthy trading society. Present day Lebanon occupies what once Phoenicia. It was rich with cedar trees and was important for timer, a valuable trade item. Their most famous invention was the alphabet. Part IV. Ancient Egypt Time Frame: 10 class periods Essential Questions: How was the success of the Egyptian civilization tied to the Nile River? How do natural resources affect the development of a society?( Throughout history, how have people used technology to adapt to their natural environment? What is the purpose of preservation / mummification?( How does climate change affect people over time? How does religion influence the development of a government?( What role do myths and folktales serve in societies? SWAT: Analyze Egypt s geography helped shape its civilizations and farming methods. SWAT: Evaluate why the Nile River was important to the ancient Egyptians. SWAT: Discuss the characteristics of ancient Egyptian religion and society. SWAT: Compare information on populations of the Fertile Crescent and Nile River Valley. SWAT: Analyze how belief in the afterlife influenced ancient Egyptian life. 1. The Gift of the Nile Geography played a role in the development of Egyptian civilization. The Nile River was important to the region that the Greek historian Herodotus called Egypt the gift of the Nile. The Nile is the lonest river in the world beginning in central Africa and runs 4,000 miles north to the Mediterranean Sea. Ancient Egypt has two regions: southern region called Upper Egypt and the northern region called the Lower Egypt. It was named so because the Nile flows from south to north. The Nile cuts through the desert of Upper Egypt and creates a fertile river valley about 13 miles wide. Each year rain falls south of Egypt in the highlands of east Africa allowing the Nile to flood. The Nile floods were easier to predict than those of the Tigris and Euphrates Rivers. Almost every year, the Nile flooded Upper Egypt in midsummer and Lower Egypt in the fall with very rich silt. The silt made the soil ideal for farming. When it flooded, the silt made the land a dark black color. Egyptians believed the floods were miracles. 2. Civilization Hunter-gatherer groups moved into the Nile Valley more than 12,000 years ago, finding plants, wild animals, and fish to eat. The Nile provided early Egyptian farmers with an abundance of food, in addition to the wheat, barley, fruits, and vegetables they grew as well as tamed cattle and sheep. The Nile had additional advantages including natural barriers making it hard to invade Egypt. 3. Government The king of Lower Egypt ruled Pe. He wore a red crown to symbolize his authority. Nekhen was the capital city of Upper Egypt, the king wore a cone-shaped white crown. Menes called king of Upper Egypt in 3100 B.C. who wanted to unify Upper and Lower Egypt. His armies of Menes invaded and took control of Lower Egypt. He wore both the white crown of Upper Egypt and the red crown of Lower Egypt to symbolize his leadership over two kingdoms. Menes was Egypts first pharaoh- ruler of Egypt as well as founded the first dynasty. Mene built a capital at the southern tip of the Nile Delta, which was called Memphis which was the center of politics and culture. 4. Social Structure The Egyptians believed that Egypt belonged to the Gods and that the pharaoh came to earth to manage Egypt for the rest of the gods. He had absolute power over all the land and people. The pharaoh carried many responsibilities. Pharaoh: Ruled Egypt as a god Nobles: Officials and priests helped run the government and temples Scribes and Craftspeople: Scribes wrote and craftspeople produced goods Farmers, Servants, and Slaves: Most Egyptians were farmers, below them were servants and slaves. 5. Religion and Egyptian Life Ancient Egypt has strong religious beliefs, worshipping the gods was part of a Egyptians everyday life. The Gods: Polytheism: Belief in many gods, everyone was expected to worship the same gods. They built temples to the gods all over the kingdom where it collected payments from both the government and worshippers. The payments allowed the temples to grow. Memphis was a center of worship where people prayed to Ptah, the creator of the world. Egyptians have a god for almost everything. Gods: Re, or Amon-Re: Sun God Osiris: God of the underworld Isis: Goddesses of magic Horus: Sky god, god of the pharaohs The Afterlife: Egyptians focused on the afterlife, life after death and that it was a happy place. The belief in the afterlife comes from their idea of ka (KAH) or a persons life force. When a person dies, his or her ka leaves the body and becomes a spirit. To fulfill the kas needs, people fill tombs with objects for the afterlife such as tools, clothing, and weapons. Burial Practices: A body for the afterlife needs to be prepared and preserved. If the body decayed, its spirit could not recognize it and would break the link between body and spirit. To preserve the body, a method called embalming allows the body t be preserved for many years as well as mummification where bodies are wrapped in cloth for preservation. 6. The Pyramids Egyptians believed burial sites were important and built pyramids to bury their rulers showing the ability to engineer large buildings. Burial in a pyramid demonstrated a pharaohs importance and the size was a symbol of the pharaohs greatness. The point at the top of the pyramid symbolized the pharaohs jounry to the afterlife. 7. Work and Daily Life Scribes: Honored and worked for the government and for temples. They kept records and accounts for the state, write and copied religious texts, and did not have to pay taxes. Artisans: Sculptors, builders, carpenters, jewelers, metal workers, and leather workers. They worked for the government or for temples making furniture, pottery, footwear and more. Architects: Designed temples and royal tombs allowing them to rise to become high officials. Soldiers: Being in the military offered a chance to rise in status. They received land as payment. Farmers and Peasants: Bottom of the social scale and made up most of Egypts population. Prepared the land for farming and helped the farmers with seeding. Farmers would give crops to the pharaoh as tax. Slaves: Bottom of the social scale, worked on farms, on building projects, and in households. 8. Egyptian Achievements Writing: Hieroglyphics- one of the worlds first writing systems Papyrus: Paper material made from reeds Rosette Stone: Stone slab inscribed with hieroglyphics Texts: Because of papyrus, historians can read the notes and records the Egyptians wrote including: science texts, historical records, stories, poems, and mythological tales. Temples, Tombs, and Art: Temples were the homes of the gods and people visited them to worship and offer the gods gifts and ask for favors. Rows of sphinxes, imaginary creatures with the bodies of lions and heads of animals or humans, lined the entrance into the temples. Part IV. Culminating Activity Travel Brochure  Suggested Lesson Plan #1Content Area: Social StudiesLesson Title: Study of Mesopotamia Timeframe: 4 class periodsLesson Components HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120" 21st Century ThemesXGlobal AwarenessXFinancial, Economic, Business, and Entrepreneurial LiteracyXCivic LiteracyHealth Literacy  HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120" 21st Century SkillsXCreativity and InnovationXCritical Thinking and Problem SolvingXCommunication and CollaborationXInformation Literacy XMedia LiteracyXICT LiteracyLife and Career SkillsInterdisciplinary Connections: Language Arts, Mathematics, Geography, TechnologyIntegration of Technology: Equipment needed: Internet, LCD Projector, Digital Devices, Google DocsHolt Goals/ObjectivesLearning Activities/Instructional StrategiesFormative Assessment TasksSwat: Analyze Sumerian achievements and influences of today Evaluate the discovery of agriculture and its effect on civilization Discuss and support either side of an argument in a debate Demonstrate writing, research, and presentation skills Demonstrate, understand, and use maps, charts, and graphs Evaluate the interdependence of people Compare and contrast the governments of Mesopotamia to our own in the United States. NJCCCS: CPI # 6.2.8.A.1.a Compare and contrast the social organization of early hunters/gathers and those who lived in early agrarian societies. 6.2.8.A.2.a Explain why different ancient river ally civilizations developed similar forms of government. 6.2.8.A.2.c Determine the role o slavery in economic and social structures in ancient river valley civilizations. 6.2.8.B.2.a Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. 6.2.8.C.2.a Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the development of a class system in ancient river valley civilizations. Lesson Sequence Day 1: Agriculture and Irrigation Do Now: How does geography allow civilization to develop? 1. Review the location of Mesopotamia, and discussion of how the geography allowed civilization to develop. 2. Ask students what they had for breakfast (list on an overhead or board). This may be done in small groups. Then ask students to figure out where each item came from (i.e. toast from bread, bread from grain, eggs, butter, yeast) Then have students list where each of these items are found (i.e. wheat farms, dairy farms). 3. Classroom discussion on what would they have for breakfast if there were no farms. Explain vocabulary terms hunter-gatherer, nomadic/nomad, agriculture. Tie in to Native Americans, before the advent of Europeans, and other societies in Africa and South America that still lead a hunter-gatherer existence. 4. Independently, have students list advantages, and disadvantages of the hunter-gatherer lifestyle. Have students list the advantages and disadvantages of agriculture. Then discuss lists in small groups. 5. Have students brainstorm in their small groups how the people of Mesopotamia overcame these hardships (the development of irrigation). Then in their groups, have groups use the cause and effect worksheet to develop a three step cause and effect chain starting from: people developed agriculture. This should be taken directly from their readings and could include, domestication of animals, construction of irrigation ditches, development of religion, and many others. (See chart after this lesson plan) 6. Call upon groups to share their charts then close activity with a brief discussion reviewing the start of city-states and the development of agriculture. Day 2: Religion and Epics Do Now: Describe the life of a nomad. 1. Show students pictures/overheads of Pyramids, Ziggurats, Mayan Temples. Ask why they think ancient peoples built these huge structures. 2. Have students read in small groups information on Sumerian religion. Have students discuss within their groups similarities in Sumerian religion with activities in students daily life. Then discuss and list as a whole class. 3. Define Epic, Myth, Legend. Introduce the epic of Gilgamesh. Have students read sections aloud. Compare to Comic book heroes. Show how Sumerians used these tales to entertain. Here is a link to the full version of the Epic of Gilgamesh  HYPERLINK "http://www.aina.org/books/eog/eog.pdf" http://www.aina.org/books/eog/eog.pdf For a shorter version, go to pg. 70 in the Holt textbook. 4. After the class reads Gilgamesh as a whole, have students break back into their small groups to discuss the following questions based on the story. What human emotion seems the seize Gilgamesh here? How can you tell? What stops Humbaba in his tracks? What line supports this? What effect does Humbaba hope his words will have on Gilgamesh? What details of the story support your answer? In Sumerian culture, the gods powers were thought to be enormous. According to the story, what roles do gods play in peoples lives? Violence was common in Sumerian society. How does the character of Gilgamesh suggest that Sumerian society could be violent? 5. Discuss the answers as a class. Day 3: Cuneiform Make or purchase clay tablets with pictograph writing on them. Divide your identifications of pictographs into 4 or 5 different sources (ensuring that there are enough sources for each group to have one of each.) Define/give translations through your sources for about 1/2 the pictographs. Run copies of a Cuneiform activity worksheet. One per student. Worksheet Preparation: A) Back of Worksheet: Draw 5-6 pictographs and assign each a one word definition. Example: * = star Do the same with the letters of the alphabet A-Z. Assign each a "cuneiform" value. Example: A = a triangle. B = two sideways triangles. C = 2 sideways, 2 upright triangles. D = // These do not need to be historically correct, but should use consistent shapes; ie: triangles in various arrangements. If you have a source, great. If not, simply make them up. B) Front of Worksheet: 1. Name these pictographs (pick 4 from your list) 2. What does this cuneiform say? (using the "letters" you made up, create 3-4 words in cuneiform, such as HELLO, SUMER, MESOPOTAMIA.) 3. Write your name in Cuneiform. Day 4: Government- Hammurabis Code 1. Ask students if they think they will (or have) voted in School elections, or if any of them have or will run for student government. 2. Ask students how they would punish people who broke the law (be specific i.e. stole, hit their parents, hurt someone else) Write down answers on overhead. 3. Distribute copies of Hammurabis code. Have students read aloud as a whole group. View here online  HYPERLINK "http://www.commonlaw.com/Hammurabi.html" http://www.commonlaw.com/Hammurabi.html 4. In small groups, have students reread code 7. Have groups jot down their feelings and reactions to code 7. As a group, have students compare students answers about punishment under the law with Hammurabis code "7". 5. Have students write Which of these codes do you find more fair. Why? "2, 3, or 7". First independently then share in their small groups. 6. To close activity, discuss with students the idea of a written code of law for 7 and 14 as a whole group. Teacher Notes: Scope and Sequence This lesson will includes: Mesopotamia peoples, work, food, shelter The rule of law, and development of government The development of written language The concepts of Religion, myths, legends, epics Formative Assessment #1 Use maps to show the spread of empires. Arcadian, Babylonian, Hittite, Assyrian, Persian. Then, have students construct a time line to show the various empires. Formative Assessment #2 Holt Online Resources: Enrichment Activities- Economics and History: The First Coins Formative Assessment #3 Holt Online Resources: Enrichment Activities- From Wheel to Gear Formative Assessment #4 Holt Online Resources: Enrichment Activities- Economics and History: The First Coins Formative Assessment #5 Holt Online Resources: Literature Activities- Chapter 3 The Epic of Gilgamesh, Retold by Anita Feagles Differentiation Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the essential content, but provide multiple options for taking in this information. Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the follow is recommended for differentiation. Resources Provided The British Museum: Mesopotamia  HYPERLINK "http://tiny.cc/v222gw" http://tiny.cc/v222gw Site includes images, simulations, and other resources to make the study of Ancient Mesopotamia enticing for students. Internet Ancient History Sourcebook: Mesopotamia  HYPERLINK "http://tiny.cc/i522gw" http://tiny.cc/i522gw Provides collections of public domains and copy-permitted historical texts relating to Mesopotamia. ABZU  HYPERLINK "http://tiny.cc/i822gw" http://tiny.cc/i822gw Scholarly guide to the Ancient Near East on the study of ancient Mesopotamia including news, publications, research, archives, and maps. Electronic Passport to Mesopotamia  HYPERLINK "http://tiny.cc/ta32gw" http://tiny.cc/ta32gw Mr. Dowlings electronic passport helps students browse Mesopotamia as well as access to activities, games, and assessments. Lessons Plans on Mesopotamia and Egypt  HYPERLINK "http://tiny.cc/bd32gw" http://tiny.cc/bd32gw Teachers can find lesson plans, unit, curriculums, and assessment relating to Mesopotamia and Egypt. Ancient History Page: Mesopotamia  HYPERLINK "http://tiny.cc/gm32gw" http://tiny.cc/gm32gw Mr. Donns website provides teachers with various resources relating to Mesopotamia. Your Be The Judge: Hammurabis Code  HYPERLINK "http://tiny.cc/1p32gw" http://tiny.cc/1p32gw Using Hammuarbis Code, you decide the proper punishment for shoddy workmen, straying wives, and abusive landlords. Teaching Mesopotamia  HYPERLINK "http://tiny.cc/4s32gw" http://tiny.cc/4s32gw Website provides a complete lesson relating to life and culture in Mesopotamia. Hammurabi's Code ( HYPERLINK "http://www.phillipmartin.info/hammurabi/homepage.htm"http://www.phillipmartin.info/hammurabi/homepage.htm Odyssey Online - graphics, info, games from the Michael C. Carlos Museum at Emory University ( HYPERLINK "http://carlos.emory.edu/ODYSSEY/NEAREAST/homepg.html"http://carlos.emory.edu/ODYSSEY/NEAREAST/homepg.html Mesopotamia from Wikipedia( HYPERLINK "http://en.wikipedia.org/wiki/Mesopotamia"http://en.wikipedia.org/wiki/Mesopotamia Exploring Ancient World Cultures - Near East from Indiana ( HYPERLINK "http://eawc.evansville.edu/nepage.htm"http://eawc.evansville.edu/nepage.htm Mesopotamia( HYPERLINK "http://web.archive.org/web/20041105085726/http://www.lksd.org/kongiganak/kongiganak/ContinuousEdCarnagie/Carnagie/WorldHistory/WldHistoryCh2/WldHistoryCh2EarlyCivilizations.htm"http://web.archive.org/web/20041105085726/http://www.lksd.org/kongiganak/kongiganak/ContinuousEdCarnagie/Carnagie/WorldHistory/WldHistoryCh2/WldHistoryCh2EarlyCivilizations.htm Ancient Sumer from Vilanova College in Brisbane, AU( HYPERLINK "http://www.vnc.qld.edu.au/enviro/sumer/2001.htm"http://www.vnc.qld.edu.au/enviro/sumer/2001.htm Mr. Dowling's Electronic Passport - Mesopotamia ( HYPERLINK "http://www.mrdowling.com/603mesopotamia.html"http://www.mrdowling.com/603mesopotamia.html( ( History for Kids - The Sumerians, Babylonians, Assyrians, Hittites ( HYPERLINK "http://www.historyforkids.org/learn/westasia/history/history.htm"http://www.historyforkids.org/learn/westasia/history/history.htm Mesopotamia (Assyria, Babylonia, Sumer) from the British Museum( HYPERLINK "http://www.mesopotamia.co.uk/menu.html"http://www.mesopotamia.co.uk/menu.html Mesopotamia from Fordham( HYPERLINK "http://www.fordham.edu/halsall/ancient/asbook03.html"http://www.fordham.edu/halsall/ancient/asbook03.html The Sumerians( HYPERLINK "http://www.fsmitha.com/h1/ch01.htm"http://www.fsmitha.com/h1/ch01.htm Ancient Mesopotamia( HYPERLINK "http://www.historylink101.com/ancient_mesopotamia.htm"http://www.historylink101.com/ancient_mesopotamia.htm Sumerians ( HYPERLINK "http://www.crystalinks.com/sumer.html"http://www.crystalinks.com/sumer.html Web lessons: HYPERLINK "http://www.weblessons.com/"http://www.weblessons.com/ : The code is WL0100 user name: first initial and last name password: last name  Cause and Effect Worksheet CAUSEEFFECTPeople developed agricultureA steady supply of food was availableA steady supply of food was availableDevelopment of permanent housingDevelopment of permanent housingBeginnings of government Classroom Model for a 45-Minute Social Studies Period, Gr. 6- 8  Suggested Lesson #2Content Area: Social StudiesLesson Title: A Description of a Historical PlaceTimeframe: 5 class periodsLesson Components HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120" 21st Century ThemesXGlobal AwarenessFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy  HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120" 21st Century SkillsXCreativity and InnovationXCritical Thinking and Problem SolvingXCommunication and CollaborationxInformation Literacy XMedia LiteracyXICT LiteracyLife and Career SkillsInterdisciplinary Connections: Language Arts, Social Studies, GeographyIntegration of Technology: Students will use Google Docs as they write their descriptive piece on a historical place in ancient history using the writing priceEquipment needed: Internet, computers, netbooks Goals/ObjectivesLearning Activities/Instructional StrategiesFormative Assessment TasksSWAT: Use the writing process to write a description of a place- a city, village, building, or monument, in ancient Mesopotamia, Egypt, or the Fertile Crescent NJCCCS: CPI # 6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. Common Core W.6.1. Write arguments to support claims with clear reasons and relevant evidence. W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.Lesson Sequence Do Now: Using the writing assignment description, brainstorm a place you might want to write about for your descriptive piece. Have students pair-share with another student their brainstorm list. Bring class back together to discuss lists as a whole group. This allows students who are struggling with this activity to get a better idea or possible ideas for their own writing. Once the students select their place to write about for their descriptive piece, review the writing process. 1. Prewrite Picking a Subject and a Main Idea Think about the civilizations of ancient Mesopotamia, Egypt, and the Fertile Crescent. Which civilization seems most interesting to you? What villages, cities, or buildings do they recall that seem interesting to write about? Select one place and use the Internet, supplemental books, and library to gather information. Decide on your point of view for your subject. For ex. Was this place scary, exciting, or overwhelming? Choosing Details As students conduct their research, advise them to look for details to show their readers what it would have been like to actually be in that place. Sensory Details: What colors do you associate with your subject? What shapes or sounds would you see or hear if you were there? What could you touch- rough walls, dry grass, a smooth, polished stoned? Factual Details: How bid is this place? Where is it located? When did it exist? If people were there, what would they do? The students choose their details for their descriptive writing piece; have them think about the point of view of this place. If it was exciting, choose details that will help them show that. 2. Write Review the framework described in the teacher Notes section of this lesson, to help the students use their notes to write a first draft. 3. Evaluate and Revise Evaluating Use the following questions to discover ways to improve each draft. Evaluation Questions for a Description of a Place Do you immediately catch the readers interest? Do you use sensory and factual details that work together to create a vivid picture of your subject? Do you clearly state your point of view or most important idea? Is the information organized clearly? Do you end the description by summarizing the most important details? Revising Have students type their revised draft into Google Docs and have them share it with 1 two other students using their email addresses to peer edit. Peers are required to edit and leave comments and suggestions to improve the writing of the paper. After two students peer edit, have the student fix the suggestions and make a clean digital copy. 4. Proofread and Public Before adding the teachers email to the Google Doc, proof read one more time. Use the rubric the teacher provided to help with your proof reading. Make sure the use of commas is correctly listed with details. Ex. 67 feet high, 35 feet wide, and 40 feet deep. Check for grammatical and mechanical errors. Add teachers email to your Google Doc once you believe it is perfect. This is the teacher edit stage. Once the teacher edits your work, fix any suggestions, make a clean copy, and print if for publication. Attached the rubric with your final copy as well as all your previous drafts. Teacher Notes: To assist your students with the writing process and developing a sound writing piece, it is important to review the framework of writing. 1. Introduction: Identify your subject and your point of view on it Give your readers any background information that they might need. 2. Body: Describe your subject, using sensory and factual details Follow a consistent and logical order 3. Conclusion: Briefly summarize the most important details about the place Reveal your point of view about the placeFormative Assessment #1 Have students list the different Stone Age achievements. Have them brainstorm ways they will them include on their storyboard? How will their illustrate them? Have students create a comic of the different achievements from the Stone Age. Formative Assessment #2 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. Differentiation: Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the essential content, but provide multiple options for taking in this information. Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the follow is recommended for differentiation. For differentiation, it is recommend the teacher pair students up so students who are excelling and/or understand the content may assist students who are struggling with content/level. Reading and Vocabulary Instruction: Teachers should incorporate reading and vocabulary instructional strategies into the content lessons to help them understand informational text. For this lesson, it is recommended the teacher provide a before, during, and after reading activity. Before Strategies: Visual Preview Prereading Reading Readiness K-W-L Chart Introduce Vocabulary During Strategies: Passage Reading Oral Cloze Choral Reading Structured Silent Reading Guided Reading Summarizing Discussion After Strategies: Structured Discussion Think-Pair-Share Socrative Comprehension Strategies: Teachers can increase access by incorporating strategies to improve student comprehension by using research-based strategies. Modifying Instruction: Teachers can foster differentiated instruction by modifying instruction to meet individual needs. Instruction for special needs should incorporate adaptations and modifications. Advanced learners can explore topics in-depth. Resources Provided:  HYPERLINK "http://teachinghistory.org/best-practices/using-primary-sources/24001" Read Like a Historian  HYPERLINK "http://tiny.cc/j802gw" http://tiny.cc/j802gw and  HYPERLINK "http://tiny.cc/nl12gw" http://tiny.cc/nl12gw This websites provides teachers with a guide to better assist students with reading historical texts from both primary and secondary sources. Document Analysis Worksheets  HYPERLINK "http://tiny.cc/3b12gw" http://tiny.cc/3b12gw The following document analysis worksheets were designed and developed by the Education Staff of the National Archives and Records Administration. You may find these worksheets useful as you introduce students to various documents. Thousands of documents are available throughout sections of the National Archives website, including: HYPERLINK "http://www.archives.gov/education/lessons/"Teaching With Documents, HYPERLINK "http://www.archives.gov/exhibits/"Online Exhibits, and the HYPERLINK "http://www.archives.gov/research/arc/education/documents.html"ARC Online Catalog. Written Document Photograph Cartoon Poster Map Artifact Motion Picture Sound Recording How to Analyze Written Sources  HYPERLINK "http://tiny.cc/nl12gw" http://tiny.cc/nl12gw View this PDF on how to analyze primary and secondary sources in history.  Suggested Lesson #3Content Area: Social StudiesLesson Title: Hieroglyphics in Architecture Timeframe: 1- 45 minute classLesson Components HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120" 21st Century ThemesXGlobal AwarenessFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy  HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120" 21st Century SkillsXCreativity and InnovationXCritical Thinking and Problem SolvingXCommunication and CollaborationXInformation Literacy XMedia LiteracyXICT LiteracyLife and Career SkillsInterdisciplinary Connections: Language Arts, Social Studies, Technology, ArtIntegration of Technology: Students will use the Internet to research Egyptian hieroglypicsEquipment needed: Internet, printer, computers Goals/ObjectivesLearning Activities/Instructional StrategiesFormative Assessment TasksSWAT: Communicate a story or event using symbols rather than words Observe characteristics of Egyptian artwork Define the word hieroglyphics and describe how Egyptians used this type of writing Make inferences about work and play in ancient Egypt based on figures in the artwork NJCCCS: CPI # 6.2.8.D.1.b Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and development of more complex social structures. 6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. Common Core W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Lesson Sequence Lead the class in a discussion of ancient Egyptian buildings as they are pictured in the text, in other classroom resources, or on the Internet. Be sure everyone understands that the huge columns that supported the roofs in many buildings were ornamented with colorful hieroglyphs and pictures. You may want to have students open their texts to the first page of Unit 2 to examine the picture there. Ask what animals, people, and objects can be identified in the decorations on the columns, and invite students to speculate about the events or ideas that may be recorded there. Draw attention to the various figures. Point out that on many of the figures, the head and legs are shown in a side view, while the shoulders and upper torso are shown from the front. Ask students to find examples of figures that are pictured at a standstill, those that appear to be engaged in sports or games, and those that appear to be performing some type of work. Ask if anyone can find figures of different mythological creatures, for example, a figure with the head of an animal but the torso of a person. Comment that Egyptian hieroglyphics could be written from left to right or right to left, and lead students to observe that most of the stories seem to be presented in rows, each row underlined to separate it from the one below. Distribute copies of Handout 1: Buildings that Tell Stories. (Attached at the end of this lesson). Call on a volunteer to read the handout aloud as students follow silently. When students have decided on a story to tell, they may want to make a sketch or rough draft first, just to be sure that their symbols will fit comfortably into the available space. Suggest that students begin by creating symbols of their own as mentioned on the handout. They may also refer to the text and use some of the hieroglyphics presented there. Distribute the plain paper and the cardboard tubes. Give assistance as needed as students create the ornamentation on the paper. Encourage students to use bright colors and any other touches, such as glitter, that will help tell the story. Help students attach their story paper to the tube so that the figures and symbols in each row line up together. Exhibit students work in a class museum. Teacher Notes Students will create models of the elaborately decorated columns that were found in many Egyptian temples. Using their own system of symbols and pictures, students will tell a story or depict an event that has special significance for them. Materials " arts-and-crafts supplies( " paper towel roll tube for each student( " piece of plain paper, sized to cover the tube, for each student " Student Handout 1: Buildings that Tell Stories (attached at the end of the lesson) Review for assistance: Ancient Egypt Reveled by: Peter Chrisp, 2002.  HYPERLINK "http://www.crystalinks.com/egyptemples.html" http://www.crystalinks.com/egyptemples.html Formative Assessment #1 Listen to and( read Egyptian( myths Formative Assessment #2 Read about mythological archetypes Formative Assessment #3 Compare and Contrast the role women play in Egyptian folktales with the real stories of modern Bedouin women living in Egypt. Formative Assessment #4 Analyze and interpret how climatic factors affect civilizations Formative Assessment #5 Construct a topographic map of Egypt Formative Assessment #6 Develop a map that represents Egyptians tombs and temples Formative Assessment #7 Organize a chart of the Egyptian social structure/government Formative Assessment #8 Develop a magazine comparing and contrasting Egyptian culture though time Formative Assessment #9 Select a favorite god and write about their importance/contribution in Egyptian society Differentiation: Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the essential content, but provide multiple options for taking in this information. Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the follow is recommended for differentiation. For differentiation, it is recommend the teacher pair students up so students who are excelling and/or understand the content may assist students who are struggling with content/level while working in groups to complete the Webquest. Reading and Vocabulary Instruction: Teachers should incorporate reading and vocabulary instructional strategies into the content lessons to help them understand informational text. For this lesson, it is recommended the teacher provide a before, during, and after reading activity. Before Strategies: Visual Preview Prereading Reading Readiness K-W-L Chart Introduce Vocabulary During Strategies: Passage Reading Oral Cloze Choral Reading Structured Silent Reading Guided Reading Summarizing Discussion After Strategies: Structured Discussion Think-Pair-Share Socrative Comprehension Strategies: Teachers can increase access by incorporating strategies to improve student comprehension by using research-based strategies. Modifying Instruction: Teachers can foster differentiated instruction by modifying instruction to meet individual needs. Instruction for special needs should incorporate adaptations and modifications. Advanced learners can explore topics in-depth. Resources Provided Egyptian Civilization Websites Mark Millmore's Ancient Egypt - excellent graphics and text ( HYPERLINK "http://www.discoveringegypt.com/"http://www.discoveringegypt.com/ Exploring Ancient Cultures- Egypt from Indiana site ( HYPERLINK "http://eawc.evansville.edu/egpage.htm"http://eawc.evansville.edu/egpage.htm Daily Life in Ancient Egypt from Mr. Donn's site ( HYPERLINK "http://egypt.mrdonn.org/index.html"http://egypt.mrdonn.org/index.html Egyptian Mythology ( HYPERLINK "http://www.touregypt.net/gods1.htm"http://www.touregypt.net/gods1.htm( HYPERLINK "http://www.emayzine.com/lectures/egyptian.htm"http://www.emayzine.com/lectures/egyptian.htm( HYPERLINK "http://www.akhet.co.uk/mythhome.htm"http://www.akhet.co.uk/mythhome.htm( HYPERLINK "http://www.mythicalcreaturesguide.com/page/Egyptian+Mythology"http://www.mythicalcreaturesguide.com/page/Egyptian+Mythology( ( Egyptian Mummies -( HYPERLINK "http://www.bbc.co.uk/history/ancient/egyptians/#mummification"http://www.bbc.co.uk/history/ancient/egyptians/#mummification( ( Egyptian Art Lessons - HYPERLINK "http://www.artyfactory.com/egyptian_art/egyptian_art_lessons.htm"http://www.artyfactory.com/egyptian_art/egyptian_art_lessons.htm( ( Egypt: A Learning Module( HYPERLINK "http://www.wsu.edu:8080/~dee/EGYPT/EGYPT.HTM"http://www.wsu.edu:8080/~dee/EGYPT/EGYPT.HTM Egypt: Daily Life( HYPERLINK "http://www2.sptimes.com/Egypt/EgyptCredit.4.2.html"http://www2.sptimes.com/Egypt/EgyptCredit.4.2.html King Tutankhamun - Was It Murder? Webquest ( HYPERLINK "http://questgarden.com/00/85/9/051004163536/process.htm"http://questgarden.com/00/85/9/051004163536/process.htm( (  HYPERLINK "http://www.ancientegypt.co.uk/menu.html" http://www.ancientegypt.co.uk/menu.html  HYPERLINK "http://www.ancient-egypt.org/" http://www.ancient-egypt.org/  HYPERLINK "http://www.si.umich.edu/chico/mummy/" http://www.si.umich.edu/chico/mummy/  HYPERLINK "http://www.mnsu.edu/emuseum/prehistory/egypt/" http://www.mnsu.edu/emuseum/prehistory/egypt/  HYPERLINK "http://www.carnegiemnh.org/exhibits/egypt/" http://www.carnegiemnh.org/exhibits/egypt/  HYPERLINK "http://www.bbc.co.uk/history/ancient/egyptians/" http://www.bbc.co.uk/history/ancient/egyptians/  HYPERLINK "http://www.historyforkids.org/learn/egypt/index.htm" http://www.historyforkids.org/learn/egypt/index.htm  Buildings that Tell Stories Have you ever tried to tell a story without using any words? The ancient Egyptians told stories and gave information through carvings and paintings on the walls and columns of some important buildings. You can tell a story that way, too, by using symbols, stick figures, and simple sketches that stand for different people, animals, or places, and by using hieroglyphics, pictures that stand for sounds. (1) First, decide on a story. It may be about a sport or game, a picnic, or about just staying at home and having fun with a friend or with a pet. Make up a picture or symbol for each person, thing, or place that is important in the story. (2) Draw a rough draft of your story on scrap paper. Show each event as it happened in the story. When you have decided exactly how to tell your story, you can make a final copy on the plain paper given to you. Just as Egyptian columns present their symbols in rows, you may want to draw a line under each row of symbols or pictures. Be sure to add a special colorful border at the top and bottom. (3) When your story is finished, paste the story paper around the cardboard tube so that it looks like a column from an Egyptian temple. Be ready to show your artifact to classmates and to help them read the story. Create a symbol that stands for your own name. try to make it east to draw and easy to remember. Make up a symbol that stands for a sport, game, or activity that you enjoy. You many want to use different colors in this symbol. Make up a symbol that stands for one of your friends or relatives or a special pet. You may want to label this symbol so that you will be sure to remember it. Ancient Civilization Assessment All 8th grade students in Jersey City must take this test prior to studying Ancient Civilization. This qualitative data will be used to show growth of learning over the marking period. This assessment is in preparation for the Quarterly Assessment, Midterm, and Final. Part I. Multiple Choice (3pts each) 1. The Sumerians wrote on a. paper b. clay tablets c. stone d. wood e. papyrus 2. The most important people in Sumer were a. slaves b. scribes c. farmers d. priests 3. To sign their names, the Sumerians used a a. cylinder seal b. pen c. signet rings d. stamps and ink pads e. thumbprint 4. One of the surviving Sumerian legends concerns a. Hercules b. Enlil c. Hammurabi d. Gilgamesh e. Darius 5. Prior to the city states of Mesopotamia, people were a. urban dwellers b. non-existent c. hunter-gatherers d. pastoral 6. If a country wanted to make a better government, what ( would be the best piece of information to use to start? a. fossils from the country b. documents from leaders of the country in the past c. maps about the country from 200 years ago d. artifacts from the country that show different cultures 7. Hammurabi and Nebuchadnezzar both ( a. built beautiful palaces b. used chariots in battle c. captured Phoenicia d. built up Babylon 8. Which of the following best describes how Egyptian civilization developed? Villages replaced towns Farms grew into villages ( and then cities Cities broke off into ( scattered farms Farms replaced cities and ( then pyramids 9. Which two land features gave Mesopotamia its name? a. the Fertile Crescent and the Mediterranean Sea b. the Persian Gulf and the Mediterranean Sea c. the northern plateau and the southern plateau d. the Tigris River and the Euphrates River 10. Which is an inference about why city-states fought each other for farmland? Each city-state owned ( crops that had been destroyed by natural causes Each city-state had only one skill, which was farming Each city-state wanted to build walls around its farms Each city-state wanted to have enough farmland to grow food 11. What did Sargon s empire have in common with other Mesopotamian city-states? It extended over a greater ( territory than anyone had ( ever conquered before It fought with ( surrounding city-states It covered an area from the Mediterranean Sea to the ( Persian Gulf It had a professional army 12. Who served a role between the Sumerians and the gods? a. farmers( b. priests c. war chiefs( d. political leaders 13. Which is the best explanation for why Mesopotamians built ( canals? a. They needed a way to ( control the river s flow. b. They needed a way to ( control flooding. c. They needed a way to ( control low water levels. d. They needed a way to ( control the surplus. 14. What was most likely the rea- son that ziggurats were tall? to honor the gods so they could easily be ( found so architects could display ( their work to mark the center of ( the city 15. What was the relationship between trade and the spread of the Phoenician alphabet? Phoenicians traded ( knowledge of their alphabet for goods and services they needed Trade increased in places where the Phoenician alphabet was not used The Phoenician alphabet spread along their trade routes Phoenicians would only trade with people who could write in Phoenician 16. The resource for which Phoenicia was well known was( a. iron ore b. cedar wood c. fertile soil d. gold and silver 17. What technology did the Hittites and Assyrians use in battle? fire and chariots bows and arrows iron weapons and chariots battleships and iron weapons 18. The political order of Egypt around 3200 BC was based on merchants who helped ( build trade routes priests who helped build ( the temples wealthy farmers who ( emerged as leaders wealthy fishermen who ( emerged as leaders 19. How was Egypt able to build pyramids and temples? The pharaohs families paid the costs It collected taxes from the people It collected payments from Sumer The priests held religious festivals 20. Why were tombs filled with art, jewelry, and other treasures? The tombs served as museums The tombs were the private storage rooms of the pharaoh. Egyptians believed tombs to be the safest places in the kingdom Egyptians believed the dead enjoyed such materials in the afterlife Part II. Constructed Response (10 pts each) Directions: Choose one of the two questions and answer them the best you could based on your knowledge of Ancient Civilizations. 1. Describe the Sumerian invention that you think is most important and then give your reasons why using at least two examples of how that invention changed peoples lives. 2. Compare the Code of Hammurabi with the laws of the United States today. Answer the following questions in paragraph/sentence form. Part III. Document- Based Questions (10 pts) Theme: Mesopotamia Directions: Write an essay about ancient Mesopotamia. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using all three of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject. Historical Context For hundreds of thousands of years, hunter-gatherers lived off the land and moved around in search of food. Then, in Mesopotamia, something remarkable happened; humans learned how to farm. The very first civilization was established. Task: Using information from the documents and your knowledge of social studies, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B. essay in which you will be asked: Mesopotamia eventually developed into an advanced civilization. Identify and discuss three characteristics of Mesopotamian society that prove their civilization was advanced.  Part A. Short-Answer Questions Directions: Analyze the documents, and answer the short-answer questions that follow. Document 1  1a. Why did the Tigris and Euphrates rivers flood each year? 1b. Within which large arc of rich, fertile farmland was Mesopotamia located? Document 2: Before You Read: The following words in the document below may be new to you: hath, subjection, entrusted, sceptre, bringeth, thereof, garnered, procured. You may want to look them up in a dictionary. Marduk, Anu, and Bel were Babylonian gods. Hammurabi, the mighty king, the king of Babylon, the king who hath brought to subjection the four quarters of the world, who hath brought about the triumph of Marduk, . . . am I. When Anu and Bel gave me the land of Sumer and Akkad to rule and entrusted their sceptre to my hands, I dug out the Hammurabi- canal, which bringeth abundance of water unto the land of Sumer and Akkad. Both the banks thereof I changed to fields for cultivation, and I garnered piles of grain, and I procured unfailing water for the land of Sumer and Akkad. from a monument  1a. What is Hammurabi so proud of? 1b. Why were canals so important to Mesopotamia? Document 3: Comparing Art and Inventions   - The standard of Ur, c. 2600 B.C. - Assyrian wall carving, c. 630 B.C. 1a. What new invention in transportation had the Mesopotamians made by 2600 BC? 1b. Two thousand years later, how had the Mesopotamians improved their invention? Part B: Essay Directions: Write an essay about ancient Mesopotamia. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using all three of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject. Historical Context For hundreds of thousands of years, hunter-gatherers lived off the land and moved around in search of food. Then, in Mesopotamia, something remarkable happened; humans learned how to farm. The very first civilization was established. Task: Mesopotamia eventually developed into an advanced civilization. Identify and discuss three characteristics of Mesopotamian society that prove their civilization was advanced. GUIDELINES Provide a thorough response to the Task. Be sure to cover all parts of the assignment. Use all three of the sources in Part A and include specific information from them in your essay. Take advantage of relevant information you remember from your textbook and class work. Organize your essay in a clear and logical way. Support your statements with facts and information that address the topic. Write a conclusion that sums up your ideas. ( NOTE: Do not simply restate the Task or Historical Context. Your essay should include much more information. DBQ Essay Outline Guide Working Title Paragraph #1 From Thesis to Essay Writing Grabber Something to get the readers attention. Background Summarize important background information on your topic. Stating the question and key terms defined. Thesis and roadmap State your point, and the 2 or 3 key principles of how you will make that point clear to the reader. Paragraph #2 Evidence: supporting detail from the documents with document citation Argument: connecting your evidence to your thesis. Paragraph #3 Evidence: supporting detail from the documents with document citation Argument: connecting your evidence to your thesis. Paragraph #4 Evidence: supporting detail from the documents with document citation Argument: connecting your evidence to your thesis. Paragraph #5 Conclusion: Restatement of the main idea along with your personal insight or a creative wrinkle. Evidence: supporting detail from the documents with document citation. Argument: connecting your evidence to your thesis Part IV. Analyzing Data  1. Which group helped run the government and temples? Explain their roles to support your answer. Unit Overview TemplateContent Area: Social StudiesUnit Title: Unit 2: Classical Civilizations- Greece, Rome, China, and AfricaTarget Course/Grade Level: 6th Unit Summary Overview: The civilizations of Greece, Rome, China, and Africa was full of cultural richness and their effect on world history. Their institutions and values reverberated in the later histories of the Middle East and Europe and Europes colonies around the world. The study of classical civilization is complicated because it includes political, social, and economic institutions, which were sometimes shared but often unique. Unit Rationale Goal: The Goal of Unit 2, Classical Civilizations, is for students to understand that history is the study of the past. The people of ancient civilizations did remarkable things, such as building huge temples, inventing writing, and discovering planets. We are who we are today because of people and their discoveries from the past. Out development in technology, science, education, literature, and other fields is because of ancient civilizations and their discoveries. The purpose of the following outline is to provide a synopsis of the essential content for students and teachers. Our curriculum is based and aligned with the new changes in the NJCCCS in social studies. In addition, a list of student centered Driving Questions has been provided, including objectives, content subject matter, basic questions, suggested time line, and suggested activities. Each part includes a list of student-centered driving questions, as well as objectives, subject matter, a suggested time line, and suggested activities. The curriculum is not a traditional textbook-driven one, but a standards-driven one that utilizes a variety of teaching techniques and strategies to meet the various learning styles of our students. Moreover, activities are in alignment with language arts target writing tasks and, where possible, content. Teachers are to use a variety of assessments techniques such as: tests, quizzes, book reports, oral reports, group work, Power Point Presentations, role playing, portfolio assessments, and writing tasks. Teachers should, whenever possible, develop an interdisciplinary approach to their teaching. Cross-content planning and cooperation are essential in developing our students to succeed at the state mandated tests that await them. A mandatory culminating activity is to be included in each unit as well to serve as an overall assessment of the content learned. All students in grade eight will take a midterm and final assessment both that is diagnostic and content knowledge driven. College and Career Readiness Anchor Standards for Reading in History/Social Studies Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and Career ready reading in social studies requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. The goal is for students to be able to read complex informational texts in these fields with confidence and in a sophisticated manner. College and Career Readiness Anchor Standards for Writing in History/Social Studies Writing in Social Studies/History is a key means of asserting and defending claims, by showing what students know about a subject, and conveying what they have experienced, imagined, thought, and felt. Students, who are College and Career ready writers, must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. Students should use technology strategically when creating, refining, and collaborating on writing in history. Students should be adept at gathering information.Learning TargetsStandards Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world.CPI # Cumulative Progress Indicator (CPI)6.2.8.A.3.aCompare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires. 6.2.8.A.3.bCompare 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.cDetermine 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.dCompare and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United States citizens today, and evaluate how citizens perceived the principles of liberty and equality then and now. 6.2.8.A.3.eCompare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to which the early systems influenced the current legal system. 6.2.8.B.3.aDetermine 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.bExplain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise. 6.2.8.C.3.aAnalyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. 6.2.8.C.3.bExplain how the development of a uniform system of exchange facilitated trade in classical civilizations. 6.2.8.C.3.cExplain how classical civilizations used technology and innovation to enhance agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas, and to allow for greater division of labor. 6.2.8.D.3.aCompare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality. 6.2.8.D.3.cDetermine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China. 6.2.8.D.3.dCompare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies.6.2.8.B.4.bAssess 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.cDetermine how Africas physical geography and natural resources posed challenges and opportunities for trade and development.6.2.8.B.4.dExplain why the Arabian Peninsulas physical features and location made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.Core Standards: (CCR- College and Career Readiness) Standards for Literacy in History/Social Studies 6-8Common Core Standards History/Social Studies Grades 6-8 Reading in History Key Ideas and Details RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3 Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, casually) RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Complexity RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently. Writing in History Texts and Purposes WHST.6-8.1. Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST.6-8.3. (See note; not applicable as a separate requirement) Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7. 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.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Unit Essential Questions The Role of Essential Questions Key essential questions reoccur throughout the study of history. They provoke inquiry and lead to deeper understanding of the big ideas that enable students to better comprehend how the past connects to the present. The essential questions created for Westward Expansion and Reform were used to frame content goals and to inform the development of the cumulative progress indicators. Essential Questions For This Unit: 1. How did geography affect the early Greeks? 2. What contributed to the development of the Minoan civilizations? 3. How did Greek culture spread to other parts of the world? 4. What different types of government developed among the Greek city-states? 5. How does culture refer to the socially transmitted behaviors, beliefs, values, traditions, institutions, and ways of living for a group of people? 6. What ideas did the Greeks develop to explain the world around them? 7. How were the approaches of history of Herodotus and Thucydides similar, and how were they different? 8. How were the sculptures of human figures different from those in the Golden Age of Greece? 9. What ideas and discoveries emerged during the Hellenistic Era? 10. How did the Greeks influence Roman religion, science, art, architecture and literature. 11. How did geography affect the rise of Rome? 12. How did Rome gain control of the Mediterranean region? 13. What conflicts between Romes social classes led to change in its government? 14. What events enabled Rome to become an empire? 15. What events caused the Roman Empire to prosper? 16. Who were the Plebeians and Patricians and how were their two systems similar and different? 17. What problems can cause the decline or instability of a government or nation? 18. How did the Byzantine Empire become powerful? 19. How has geography shaped the development of Chinas civilization? 20. In what ways were society and government influenced by Chinese thinkers? 21. How did life improve in ancient China under the Han rulers? 22. How did China and the rest of the world benefit from the Silk Road? 23. How has Africas geography influenced trade in the region and what types of trade occurred? 24. To what degree did Africans economy dependent on trading? 25. How was Africas arts and music influenced todays popular culture? 26. What economic reasons were behind the slave trade? 27. How did Ghanas location help it become a powerful trading empire? 28. how did trade affect the development of East African kingdoms? 29. How did African rulers govern their territories? 30. How did the slave trade affect Africans? 31. Why were art forms important to Africans? Learning Targets Identify similarities and differences between the rights and responsibilities of ancient Greek citizens and U.S. citizens today. Discuss how the ancient Greeks honored gods and goddesses. Evaluate the ideas that the ancient Greeks expressed in their literature, drama, art, and architecture. Assess ancient Greek beliefs about history and science. Evaluate how successful Alexander the Great was in achieving his goals. Compare and contrast Socrates, Plato, and Aristotle. Compare and contrast the qualities of a great military leaders and an effective ruler. Analyze images of culture from the Hellenistic Era. Compare ancient and modern Greek beliefs. Explain how geographic features contributed to the settlement and growth of Rome. Analyze the perspective of a member of a Roman-conquered community. Discuss the perspective of Roman social classes. Explain how conflict was resolved between patricians and plebeians. Discuss how conflict between Rome and Carthage led to the Punic Wars. Determine the impact of Julius Caesar. Identify the events and people that led to the establishment of the Roman Empire. Determine the impact of Augustus. Compare and contrast information about Roman women and women today. Analyze a primary source document about the Oppian law. Identify and evaluate Romes contribution to our society and government today. Make predications about why an empire might collapse. Analyze how the economy influenced the fall of the Roman Empire. Make connections with trading cities in the United States today and Rome. Analyze a map of the Byzantine Empires trade routes. Compare and contrast the Huange He Valley civilizations with other river valley civilization, including those along the Tigris and Euphrates, Nile, and Indus Rivers. Identify Confucius, Laozi, and Hanfeizi and how their philosophies affected society and government. Describe Confucianism, Daoism, and legalism. Apply the concepts of monopoly and competition to the economies of trade along the Silk Road. Analyze how trade affected Africas development. Read a map on the exchange of ideas with Africas through trade. Compare and contrast primary source quotes on the slave trade. Unit Enduring Understandings Cultures are help together by shared beliefs and common practices and values. People, places, and ideas change over time. Greeces geography and its nearness to the sea strongly influenced the development of trade and the growth of city-states. The people of Athens tried many different forms of government before creating a democracy. The ancient Greeks created great myths and works of literature that influenced the way we speak and write today. Over time, the Persians came to rule a great empire, which eventually brought them into conflict with the Greeks. The two most powerful city-states in Greece, Sparta and Athens, had very different cultures and became enemies in the 400s B.C. Alexander the Great built a huge empire and helped spread Greek culture into Egypt and Asia. Ancient Greeks made lasting contributions in the arts, philosophy, and science. Romes location and government helped it become a major power in the ancient world. Romes tripartite government and written laws helped create a stable society. The later period of the Roman Republic was marked by wars of expansion and political crises. After changing from a republic to an empire, Rome grew politically and economically, and developed a culture that influenced later civilizations. Problems from both inside and outside caused the Roman Empire to split into a western half, which collapsed, and an eastern half that prospered for hundreds of years. Chinese civilization began with the Shang dynasty along the Huange He. Confucius and other philosophers taught ways to deal with political and social problems in ancient China. The Han Dynasty created a new form of government that valued family, art, and learning. Trade routes led to the exchange of new products and ideas among China, Rome, and other lands. Geography, resources, culture, and trade influenced the growth of societies in West Africa. The rulers of Ghana built an empire by controlling the salt and gold trade. Between 1000 and 1500 three kingdoms- Mali, Songhai, and Great Zimbabwe developed in Africa. Although the people of West Africa did not have a written language, their culture has been passed down through oral history, writings by other people, and the arts. Unit Vocabulary: 3.1.8.C&F- Decoding and Word Recognition & Vocabulary Development *Explicit vocabulary development through content vocabulary should be made visible in the classroom as an interactive word wall. An interactive word wall should be tangible where students can pull words for the wall to use at their seats and/or stations/hubs. It is recommended the teacher provide a visual of the word as well as the part of speech. The terms should be clear, visible, and student friendly. The definition should be included on the other side of the vocabulary display. polis classical acropolis democracy aristocrats oligarcy tyrant pericles mythology Homer Sappho Aesop fables Cyrus the Great cavalry Darius I Persian Wars Xerxes I alliance Peloponnesian War Phillip II phalanx Alexander the Great Hellenistic Socrates Plato Aristotle Euclid Hippocrates The Parthenon Aeneas Romulus Remus republic dictators Cincinnatus plebeians patricians magistrates consuls Roman Senate legions Punic Wars Hannibal Gaius Marius Lucius Cornelius Spartacus Cicero Julius Caesar Pompey Augustus Pax Romana aqueduct Byzantine Empire oracle dynaty Confucius Daoism Laozi seismograph silk Silk Road Han Dynasty sub-Saharan Africa Sahel savannah animism Sundiata Mansa Musa Sunni Ali Askia the Great griots proverbs kente  Ancient Civilizations Midterm and Final Assessment As of September of 2012 Sixth grade students throughout Jersey City will partake in four diagnostic assessments tied to the historical era of Classical Civilizations. These four assessments consist of: quarterly assessment 1 covering everything covered from the 1st marking period, a midterm covering everything from marking periods 1 & 2, quarterly assessment 3 covering content from the 3rd marking period, and the final at the end of marking period four covering everything from marking periods 3 & 4. The Jersey City School District will issue test dates for all sixth grade students to take this district-wide assessments. The test cannot be altered and must be given as is. These assessments are developed off the pacing of the curriculum. The assessments are broken into a diagnostic section as well as historical content knowledge. Students in sixth grade will be responsible to recall each section of this curriculum so that they may successfully complete the Classical Civilizations quarterly assessments, midterm, and final. The mid-term and final breaks down into four parts: Part I. Multiple Choice, Part II. Constructed-Response, Part III. Document-Based Questions, and Part IV. Analyzing Data. The assessments are based off the curriculum, teachers are encouraged to add activities that are innovative, educational, and engaging, while covering the topics listed in this curriculum. The assessment at the end of this curriculum will serve as the Pre and Post-test for the second MP. Summative Assessment (Culminating Activity) (Begin Week One; Due Week Nine)Evidence of Learning Grade 6 Unit Two Social Studies & Language Arts The Daily Athenian A Greek Newspaper Project Project Based LearningWhen the government of Athens became a democracy in 507 BC, it set in motion a chain of events that would revolutionize not just the city, but the entire Greek world. Inspired by the freedom and openness of Athenian society, people from all over the known world traveled here to discover more about the city and its people.( ( Working in small groups, students will work produce sections of an historical newspaper or journal for publication in democratic Athens. Using the resources of this Web site ( HYPERLINK "http://tiny.cc/wkb7gw" http://tiny.cc/wkb7gw ) pick an approximate date and research stories for your newspaper. This section has been tailored for a newspaper about Athens during the time of Pericles. Objectives: Social Studies: 1. SWAT: Use the resources of the Internet to research news or feature stories. 2. SWAT: Analyze, research and prioritize information. 3. SWAT: Gain an insight into some of the processes involved in producing a newspaper or magazine. 4. SWAT: Discover more about the everyday lives of the ancient Greeks and the similarities and differences they share with the lifestyles of people today. 5. SWAT: Students will gain an understanding of key events in the development of democracy in Athens as well as gain an understanding of the culture in which those events occurred. Teaching Strategy( Ask students to look at a selection of newspapers and list the main sections or features common to all (or most). ( ( Small groups of students should then be assigned topics from the list below (example stories are given in brackets). ( News and Current Affairs (e.g. Pericles Dies - Popular Assembly in Uproar!) Editorial Section and Letters to the Editor (e.g. letters for and against Pericles) Entertainment & Arts Section (e.g. a review of a famous/prize-winning tragedy) Sports Section (e.g. report from the most recent Olympics) Advertisements (e.g. pottery, seafood, shipwrights, masons, etc.) Weather Report (e.g. Zeus causes yet another terrible storm!) Gossip Column (e.g. Who will succeed Pericles as leader of Athens?) Astrology Column (e.g. latest prophesies from the Oracle of Delphi) Obituaries (e.g. invent an obituary for a hoplite infantryman who excelled at the Battle of Marathon). Students should use Google Docs to collaborate with their group members on their specific topic. Assessment Recommendations Greek Newspaper Grading Criteria( News Story Answers basic information questions "what-where-when-why-who-how?" Interviewed eye-witness Background information given Accurate, well researched, and sourced in MLA format In the style of a news reporter Editorial & Letter to the Editor Gives two distinct points of view Gives reasons for point of view and has convincing arguments Related to the main news article Entertainment Review Accurate according to the time Describes event with good detail Gives a point of view/opinion in the style of a critic. Sports Report Accurate according to the time Describes event with good detail In the style of a reporter Want Ads / Advertisements Identifies objects for sale appropriate to that time Describes object/gives qualities Uses techniques of persuasion Other Articles ( Appearance / Neatness( General Writing Skills: Spelling Capital letters Punctuation (periods, commas quotations) Paragraphing  Formative AssessmentsStudent conferences (Check for student s pace of Culminating activity, assignments, understanding of historical content, summarizing skills) Exit Slips/  HYPERLINK "http://www.socrative.com" www.socrative.com Socrative allows teachers to collected quantitative data, students enter a response through Socrative and an Excel spreadsheet is generated for the teachers review. Do Now Activities  HYPERLINK "http://www.polleverywhere.com" www.polleverywhere.com Poll everywhere is a free response system (similar to clickers) where students post open-ended responses to questions (Do Nows) or participate in a survey like review for an exam. Running blog to discuss Classical Civilizations and ( HYPERLINK "http://www.blogger.com" www.blogger.com is free) Photo or Political Cartoon analysis (A tip sheet on how to analyze political cartoons is attached in the Resource section of this curriculum). Webquest: A web quest is meant to guide students through a process of inquiry through a set of assigned tasks that lead them to a conclusion, or that results in a product. Skills to Build Upon for Diagnostic Assessments (Midterm/Final) Using Special- Purpose Maps Documents-Based Questions Analyzing Graphic Data Analyzing Political Cartoons Identifying Main Ideas/Summarizing Sequencing Identifying Cause and Effect/Make Predictions Drawing Inferences and Conclusions Making Valid Generalizations Distinguishing Fact and Opinion Comparing and Contrasting Analyzing Primary Sources Identifying Frame of Reference and Point of View Using Secondary Sources Analyzing Diagrams and Charts Constructed Reponses and Open-Ended Electronic Survey ( HYPERLINK "http://www.surveymonkey.com" www.surveymonkey.com and Google Forms is free) Classical Civilizations- Student created subpages based on a topic involving Greece, Rome, China, and Africa. Edmodo- Social networking site where students can discuss class assignments and projects. Teacher, students and parents can all post comments and reflections. Suggested Lessons LessonsTimeframeLesson 1 Reflections of Ancient Greece 2-3 class periodsLesson 2 Myths, Gods, and Goddesses 2 class periodsLesson 3 Oral Traditions- Griots of Ancient Mali 4 class periodsCurriculum Development Resources Click the links below to access additional resources used to design this unit:  HYPERLINK "http://www.state.nj.us/education/cccs/standards/6/index.html" New Jersey Core Curriculum Content Standards  HYPERLINK "http://www.freetech4teachers.com/2010/04/12-resources-every-social-studies.html" Technology in the Social Studies Classroom  HYPERLINK "http://www.nj.gov/education/cccs/standards/8/" Technology Core Curriculum Content Standards  HYPERLINK "http://images.apple.com/education/docs/Apple-ISTE-NETS-Teachers.pdf" National Educational Technology Standards (NETST) and Performance Indicators for Teacher  HYPERLINK "http://www.corestandards.org" Common Core State Standards Technology Resources for Software that students will use:  HYPERLINK "http://www.internet4classrooms.com/on-line.htm" www.internet4classrooms.com/on-line.htm (Variety of Programs)  HYPERLINK "http://www.actden.com/pp/" www.actden.com/pp/ (PowerPoint)  HYPERLINK "http://www.bcschools.net/staff/MicrosoftOffice.htm" www.bcschools.net/staff/MicrosoftOffice.htm (Microsoft Tutorials)  HYPERLINK "http://www.bbhcsd.org/start/t4t/" www.bbhcsd.org/start/t4t/ (Microsoft Products Tutorials)  HYPERLINK "http://www.blogger.com" www.blogger.com Blog platform Content Resources Ancient Greece( Exploring Ancient World Cultures from Evansville ( HYPERLINK "http://eawc.evansville.edu/grpage.htm"http://eawc.evansville.edu/grpage.htm Daily Life in Ancient Greece from Mr. Donn ( HYPERLINK "http://members.aol.com/Donnclass/Greeklife.html"http://members.aol.com/Donnclass/Greeklife.html History for Kids - Ancient Greece ( HYPERLINK "http://www.historyforkids.org/learn/greeks/index.htm"http://www.historyforkids.org/learn/greeks/index.htm The Greeks : Crucible of Civilization from PBS ( HYPERLINK "http://www.pbs.org/empires/thegreeks/"http://www.pbs.org/empires/thegreeks/ Mr. Dowling's Electronic Passport - Ancient Greece ( HYPERLINK "http://www.mrdowling.com/701greece.html"http://www.mrdowling.com/701greece.html( ( Ancient Greece( HYPERLINK "http://www.mnsu.edu/emuseum/prehistory/aegean/index.shtml"http://www.mnsu.edu/emuseum/prehistory/aegean/index.shtml( ( World History Ancient Greece - links to numerous sites and topics ( HYPERLINK "http://web.archive.org/web/20041130011055/http:/history.evansville.net/greece.html"http://history.evansville.net/greece.html The Ancient Greek World ( HYPERLINK "http://www.museum.upenn.edu/Greek_World/Index.html"http://www.museum.upenn.edu/Greek_World/Index.html Ancient Greece - Mythology, Activities,and Lesson Plans from Susan Seagraves ( HYPERLINK "http://www.geocities.com/Athens/Atrium/5924/greekunit.htm"http://www.geocities.com/Athens/Atrium/5924/greekunit.htm Ancient and Modern Olympic Sports ( HYPERLINK "http://www.perseus.tufts.edu/Olympics/"http://www.perseus.tufts.edu/Olympics/ Greek Architecture ( HYPERLINK "http://harpy.uccs.edu/greek/grkarch.html"http://harpy.uccs.edu/greek/grkarch.html( Greek Reliefs( HYPERLINK "http://harpy.uccs.edu/greek/relief-slides.html"http://harpy.uccs.edu/greek/relief-slides.html Greek Art( HYPERLINK "http://www.historyforkids.org/learn/greeks/art/greekart.htm"http://www.historyforkids.org/learn/greeks/art/greekart.htm Alexander the Great - maps, text, links ( HYPERLINK "http://1stmuse.com/alex3/alex-synopsys.html"http://1stmuse.com/alex3/alex-synopsys.html The Ancient Greeks ( HYPERLINK "http://www.arwhead.com/Greeks/"http://www.arwhead.com/Greeks/ Sparta ( HYPERLINK "http://www.wsu.edu:8080/~dee/GREECE/SPARTA.HTM"http://www.wsu.edu:8080/~dee/GREECE/SPARTA.HTM Athens ( HYPERLINK "http://www.wsu.edu:8080/~dee/GREECE/ATHENS.HTM"http://www.wsu.edu:8080/~dee/GREECE/ATHENS.HTM Greek Mythology Quiz from S. Seagraves ( HYPERLINK "http://www.geocities.com/Athens/Atrium/5924/greekmythologyquiz1.htm"http://www.geocities.com/Athens/Atrium/5924/greekmythologyquiz1.htm ( Gods and Goddesses Quiz from S. Seagraves ( HYPERLINK "http://www.geocities.com/Athens/Atrium/5924/godsandgoddessesquiz.html"http://www.geocities.com/Athens/Atrium/5924/godsandgoddessesquiz.html Rome ( History for Kids - Ancient Rome ( HYPERLINK "http://www.historyforkids.org/learn/romans/"http://www.historyforkids.org/learn/romans/ ( Ancient Rome( HYPERLINK "http://www.historylink101.com/ancient_rome.htm"http://www.historylink101.com/ancient_rome.htm( ( The Romans from the BBC in England - very kid-friendly ( HYPERLINK "http://www.bbc.co.uk/schools/romans/"http://www.bbc.co.uk/schools/romans/ Daily Life in Ancient Rome from Mr. Donn ( HYPERLINK "http://members.aol.com/Donnclass/Romelife.html"http://members.aol.com/Donnclass/Romelife.html Ancient Rome from Social Studies for Kids( HYPERLINK "http://www.socialstudiesforkids.com/subjects/ancientrome.htm"http://www.socialstudiesforkids.com/subjects/ancientrome.htm Ancient Rome( HYPERLINK "http://www.kent.k12.wa.us/staff/DarleneBishop/rome/Rome.html"http://www.kent.k12.wa.us/staff/DarleneBishop/rome/Rome.html Mr. Dowling's Electronic Passport - Ancient Rome ( HYPERLINK "http://www.mrdowling.com/702rome.html"http://www.mrdowling.com/702rome.html The World History of Rome - links ( HYPERLINK "http://web.archive.org/web/20041115011006/http:/history.evansville.net/rome.html"http://web.archive.org/web/20041115011006/http://history.evansville.net/rome.html Julius Caesar ( HYPERLINK "http://www.roman-empire.net/republic/caesar-index.html"http://www.roman-empire.net/republic/caesar-index.html Ancient Rome timeline( HYPERLINK "http://www.exovedate.com/ancient_timeline_one.html"http://www.exovedate.com/ancient_timeline_one.html All Roads Lead to Rome Webquest - HYPERLINK "http://www.esc2.net/TIEYear3/projects/rome/default.htm"http://www.esc2.net/TIEYear3/projects/rome/default.htm China Exploring Ancient World Cultures from Evansville, Indiana ( HYPERLINK "http://eawc.evansville.edu/chpage.htm"http://eawc.evansville.edu/chpage.htm Daily Life in Ancient China from Mr. Donn ( HYPERLINK "http://china.mrdonn.org/index.html"http://china.mrdonn.org/index.html Mr. Dowling's Electronic Passport ( HYPERLINK "http://www.mrdowling.com/613chinesehistory.html"http://www.mrdowling.com/613chinesehistory.html Web Links on China and the Great Wall ( HYPERLINK "http://www.enchantedlearning.com/subjects/greatwall/Walllinks.html"http://www.enchantedlearning.com/subjects/greatwall/Walllinks.html ( ( The World History of China ( HYPERLINK "http://www.kidspast.com/world-history/0125-civilization-in-china.php"http://www.kidspast.com/world-history/0125-civilization-in-china.php( ( Ancient China( HYPERLINK "http://www.historyforkids.org/learn/china/"http://www.historyforkids.org/learn/china/( ( China from Wikipedia( HYPERLINK "http://en.wikipedia.org/wiki/History_of_China"http://en.wikipedia.org/wiki/History_of_China Africa Ancient Ghana  HYPERLINK "http://africa.mrdonn.org/ghana.html" http://africa.mrdonn.org/ghana.html  HYPERLINK "http://ancientafricad.wikispaces.com/Ancient+Ghana" http://ancientafricad.wikispaces.com/Ancient+Ghana  HYPERLINK "http://www.accessgambia.com/information/ghana.html" http://www.accessgambia.com/information/ghana.html Ancient Mali  HYPERLINK "http://africa.mrdonn.org/mali.html" http://africa.mrdonn.org/mali.html Ancient Songhai  HYPERLINK "http://africa.mrdonn.org/songhay.html" http://africa.mrdonn.org/songhay.html Mansa Musa  HYPERLINK "http://africa.mrdonn.org/mansamusa.html" http://africa.mrdonn.org/mansamusa.html  HYPERLINK "http://www.mrdowling.com/609-mansamusa.html" http://www.mrdowling.com/609-mansamusa.html Teacher Notes Part I. Ancient Greece Time Frame: 10 days Essential Questions: What factors shaped government in Greece? What advances did the Greeks make that still influence the world today? SWAT: Analyze how Greeces geography and its nearness to the sea strongly influenced the development of trade and the growth of city-states. SWAT: Evaluate how the people of Athens tried many different forms of government before creating a democracy. SWAT: Discuss how ancient Greeks created great myths and works of literature that influenced the way we speak and write today. SWAT: Assess how over time the Persians came to rule a great empire, which brought them into conflict with the Greeks. SWAT: Compare and contrast Sparta and Athens, the two most powerful city-states in Greece. SWAT: Analyze how Alexander the Great built a huge empire that helped shaped Greek culture into Egypt and Asia. SWAT: Evaluate the last contributions the ancient Greeks made in the arts, literature, philosophy, and science. 1. Geography Rocky, mountainous lands surrounded by water, shaped as a peninsula with a rugged coastline. Because mountains cover much of Greece, there are few flatlands for farming therefore most people settled along the coast and in river valleys. Due to the rugged land, communities were isolated and as a result, the people created their own governments and way of life seeing themselves as separate countries. Greece has the Mediterranean Sea to the south, the Ionian Sea to the west, and the Aegean Sea to the east. Many Greeks became shipbuilders and sailors due to its geography allowing them to trade culture, ideas, and food. 2. Trade The Minoans Settled on the island of Crete, south of the Aegean Sea in the eastern Mediterranean. Among the best shipbuilders due to the location of their settlement. Their ships carried goods such as wood, olive oil, and pottery. They traded these goods for copper, gold, silver, and jewels. Because the Minoans did not speak Greek, historians do not consider them to be the first Greek civilization. The Mycenaeans Settled on the Greek mainland. Considered to be the first civilization of Greece. They build fortresses all over, creating the largest and most powerful fortress Mycenae. The Mycenaeans took over Crete once the Minoan society declined. They set up colonies in northern Greece and Italy where they shipped goods around the Mediterranean and Black seas. They traded with force and often attacked other kingdoms. Historically, they are believed to have attacked Troy starting the legendary Trojan War. Around 1200 B.C., Mycenaean society declined sliding Greece into a period of disorder and warfare called the Dark Ages. 3. City-States Independent city-states started to form all over Greece in order to pull the country out of the Dark ages. A polis is another word for city-state. The creation of city-states marked the beginning of what is known as Greeces classical age, one that was marked by great achievements. City-states were built to last. A large fortress called the acropolis sat on a high hill. The town around the acropolis were surrounded by walls for protection. Life inside the walls consisted of marketplaces, also called an agora. Farmers lived outside the walls of the city-state walls bringing their crops inside to the market for trade made by the craftsmen in town. Markets places also served as political and religious meeting areas. The city-state became the foundation of Greek civilization where people considered themselves residents of a city where people were expected to participate in the citys affairs, economy, and government. Groups from city-states around Greece began to set up colonies in distant lands as independent sectors. Colonies were set up around the Mediterranean and Black seas, Turkey, France, and Italy. Colonies would trade metals such as copper and iron back to the mainland where they received wine and olive oil. 4. Government Greece is the birthplace of democracy a type of government in which people rule themselves. Aristocrats: In early Athens, kings ruled the city-states. Rich landowners called aristocrats soon took power, a government in which only a few people have power is called an oligarchy. Aristocrats served as generals and judges, as they were the richest men in town who dominated Athenian society. Tyrants: Peisistratus, a noble from Athens, over threw the oligarchy and became a tyrant ruler of Athens. Tyrants today are known as leaders who ruled with force. In Greece, tyrants were good leaders and were able to stay in power because they had strong armies and because the people supported them. He brought peace and prosperity to the city and developed new policies to unity the city. Democracy: Around 500 B.C., Cleisthenes gained power in Athens. Under his rule, Athens developed the worlds first democracy and is known as the father of democracy. All citizens had the right to participate in the assembly that created the citys laws. Every citizen had the right to speak his opinions and participating in voting on important issues. After 170 years of democracy in Athens, an elected leader Pericles who led from 460 B.C. until 429 B.C. He believed that people participating in government was important and encouraged people to participate in government and would pay for people to serve the public and introduce democracy to other parts of Greece. Direct Democracy: All people in Athens could participate directly in government and each persons decision directly affect the outcome of a vote. Representative Democracy: The form of government in the United States. Our founding fathers were influenced by democracy formed in Athens. 5. Greek Mythology and Literature Ancient Greeks believed in many Gods who were at the centered of Greek mythology, a body of stories about gods and heroes that try to explain how the world works. The ancient Greek believed their gods caused these events to happen, and they created myths to explain the gods actions. Greek gods: Zeus, king of the gods Hera, queen of the gods Poseidon, god of the sea Hades, god of the underworld Demeter, goddess of agriculture Hestia, goddess of health Athena, goddess of the health Apollo, god of the sun Artemis, goddess of the moon Ares, god of war Aphrodite, goddess of love Hephaestus, god of metalworking Dionysus, god of celebration Hermes, the messenger of god The Greeks saw their gods in all things. To thank their gods, the Greeks built temples to honor them all around Greece. Literature: Early Greek writers produced long epic poems, romantic poetry, and some of the worlds most famous stories. Greek poet, Homer, created two great epic poems, Illiad and the Odyssey to describe the deeds of great heroes who fought in the Trojan War. Lyric poetry were often set to music. During a performance, performers would play a stringed instrument called a lyre, while reading a poem. Most poets were men, but the most famous was a woman, Sappho where she wrote poems about love and relationships. Fables were stories to teach people lessons. Aesop was famous for his fables, short stories that teach the reader lessons about life or give advice on how to live. Most fables were about animals who talked like humans. The works of ancient Greek writers such as Homer, Sappho, and Aesop are read today and have influenced modern language, literature, and art. Greek myths have inspired artists who have used gods and heroes as the subjects of their works. 6. Persia and Cyrus the Great Cyrus the Great led a successful Persian revolt against the Medes in 550 B.C. and won independence for Persia. This victory started the beginning of the Persian Empire. Cyrus conquered most of Southwest Asia during his rule. Cyrus let the people he conquered keep their own customs and hoped this would make them less likely to rebel. Political Organization: Darius, a young prince, claimed the throne once Cyrus and his sons died. He organized the empire by dividing it into 20 provinces and chose a governor called satraps to rule with him. They collected taxes, served as judges, and put down rebellions within their territories. Persian Society: Darius improved society by building roads to connect various parts of the empire. He also built a capital called Persepolis to reflect the glory of his empire and filled it with beautiful works of art. Religion rose during his rule, called Zoroastrianism, which taught that two forces were fighting for control of the universe. One force was good and the other was evil. Darius invaded Greece, which began the beginning of a series of wars between Persia and Greece called the Persians Wars. The Greeks won several battles due to their better weapons and clever leaders. Xerxes I, Darius son, tried to conquer Greece again with the Persian army. Sparta, a powerful Greek city, joined with Athens. Sparta had the strongest army and Athens had the strongest army. The Persians were defeated but their empire remained strong for more than a century after the war. 7. Sparta and Athens Sparta: Spartan society was dominated by the military. They believed hat military power was the way to provide security and protection for their city. When a boy was born, the government officials of Sparta came to look after him where they trained him at an early age as a soldier. They taught them to deal with hardships by taking away their shoes and clothes during the winter. Soldiers between the ages of 20 and 30 lived in army barracks and stayed in the army until they were 60. The Spartans believed that the most important qualities of good soldiers were self-discipline and obedience Girls and women had more rights than other Greek women. They own land and ran their households when their husbands were gone. Women received physical training like men and learned how to run, jump, wrestle, and throw javelins. Spartans believed this training would produce healthier children. Spartas government was set up to control the citys helots, or slaves who grew all the citys crops and other jobs. Athens: After the Persian Wars ended in 480 B.C., many city-states formed alliances and wanted to punished the Persians for attacking Greece. The Peloponnesian War was between Athens and Sparta that threatened to tear Greece apart. With the defeat of Athens, Sparta became the most powerful city-state in Greece. 8. Alexander the Great Alexander the Great was son to Philip II, king of Macedonia in 359 B.C. When king Philip II died, Alexander became leader at 20 years old and immediately wen south to end the revolt in Thebes. Within a year, Alexander destroyed Thebes and enslaved the Theban people and used them as an example to the other Greeks what would happen if they rebelled as well. In 334 B.C. he attacked the Persians and was successful. Alexanders empire was the largest the world had ever seen stretching from west India to Egypt. He worked to spread Greek influence throughout his empire by founding cities in the lands he conquered. He built temples and theaters like those in Greece all over his empire. As the Greek culture spread, several people kept their own customs and traditions. As a result, a new blended culture developed in Alexanders empire. It combined elements of Persian, Egyptian, Syrian, and other cultures with Greek ideas. 9. Greek Achievements The Arts Statues and Paintings: The ancient Greeks were master artists. Their paintings and statues have been admired for hundreds of years. Greek statues were admired because the sculptors wanted them to look perfect and realistic. Sculptors studied the body and carved marble and stone for their works of art. Greek painting is admired for it realism and detail. Greek artists painted scenes on vases, pots, and other vessels showing scenes from myths or athletic competitions. Architecture: The Greeks took great care in designing their buildings especially their temples. Ancient Greek designers took such care of their designs because they wanted their buildings to reflect the greatness of their cities. The most impressive of all ancient Greek buildings is the Parthenon in Athens built in 400 B.C. on the Athenian acropolis. Writing: The Greeks created new forms of writing forms including drama and history. The Greeks created drama, or plays, as part of their religious ceremonies. Actors and singers performed scenes in honor of gods and heroes. These plays became a popular form of entertainment. Philosophy: The ancient Greeks worshipped gods and goddess who actions explained many of the mysteries of the world. Philosophers believed in the power of the human mind to think, explain, and understand life. Socrates: He believed that people must never stop looking for knowledge. He was a teacher as well as a thinker. He taught by asking questions about human qualities such as love and courage. Socrates wanted to make people think and question their own beliefs. This made people frightened and angry and people accused him for questioning the gods. He was arrested and condemned to death. Plato: Was a student of Socrates and was a teacher as well as a student. Plato created a school, the Academy, to which students, philosophers, and scientists could come to discuss ideas. His most famous book was The Republic where is describes his idea of an ideal society. He believed society should be run by philosophers. Aristotle: One of the greatest Greek thinker who was Platos student. Aristotle taught that people should live lives of moderation or balance. He believed that moderation was based on reason and thought that people should use reason to govern their lives. Aristotle made great advances in the field of logic, the process of making inferences. He argued that you could use facts you knew to figure out new facts. Aristotles ideas about logic helped inspire many later Greeks scientists. Science and Mathematics: Euclid was a Greek mathematician who was interested in geometry, the study of lines, angles, and shapes. Many of the geometry rules studied in school today come from Euclids writings. Another Greek mathematician was Hypatia who used math to accurately calculate the size of the earth. Medicine and Engineering: Greek doctors studied the human body to understand how it worked. The greatest Greek doctor was Hippocrates who figured out what caused diseases so he could better treat them. Part II. Ancient Rome Time Frame: 10 days Essential Question: How did Rome become the dominant power in the Mediterranean region? Why did the Roman Empire fall and what is its legacy? SWAT: Analyze how Romes location and government helped it become a major power in the ancient world. SWAT: Evaluate how Romes tripartite government and written laws helped create a stable society. SWAT: Track how Romes Republic was marked by wars of expansion and political crisis. SWAT: Assess how Rome grew politically and economically and developed a culture that influenced later civilizations. 1. Geography Romes location and climate helped it become a major world power. Rome became one of the greatest civilizations of the ancient world. Italy has two major mountain ranges in the north, The Alps, Europes highest mountains and another range the Apennines, runs the length of the Italian Peninsula. Most of the land is covered with hills which people from history used for defense. Several rivers flow out of Italys mountains as a source of fresh water. 3. Roman Society The Romans believed their history could be traced back to a great Trojan hero named Aeneas. When the Greeks destroyed Troy in the Trojan War, Aeneas fled with his followers. The story of his trip is told in the Aeneid, an epic poem written by ancient poet Vigil around 20 B.C. Among the descendants of Aeneas were the founders of Rome, twin brothers Romulus and Remus. Modern histories believe that Romes last three kings were Etruscans, members of a people who lived in north Rome. They were influenced by Greek colonists in Italy lived in Italy before Rome was founded. The Etruscan kings made great contributions to Roman society. They built huge temples and Romes first sewer. Many historians think that the Romans learned their alphabet and numbers from the Etruscans. 4. Government In 509 B.C., Roman nobles overthrew the monarchy and established a new form of government, called a republic. Romes representative government and sophisticated systems of laws established many legal traditions we have today. Challenges: Roman society was divided into two groups; plebeians or common people, who wanted more of a say in how the city was run, and the patricians or nobles, who were the only ones who could be elected into office so they held all the political power. The plebeians were peasants, traders, and other workers. In 494 B.B., the plebeians formed a council and elected their own officials, an act that frightening many patricians. They feared that Rome would fall apart if the two groups couldnt cooperate. Patricians: Wealthy, powerful, citizens, nobles, small minority of the population, once controlled all aspects of government, After 218 BC, not allowed to participate in trade or commerce Plebeians: Common people, peasants, craftspeople, traders, other workers, majority of the population, gained right to participate in government, and only Romans who could be traders, so many became wealthy To calm the angry plebeians, the patricians made changes to Romes government by creating new offices that could only be held by plebeians. The people who held these offices protected the plebeians rights and interests. As a result, Rome developed into a tripartite. To fulfill its duties, each part of the government had its own powers, rights, and privileges. Magistrates: Elected officials, the two most important were called consuls who were elected each year to run the city and lead the army. Below the consuls were the magistrates who were elected for one year and had its own duties and powers. Some were judges and some managed Romes finances and organized gams and festivals. Senate: The Roman Senate was a council of wealthy and powerful Romans that advised the citys leaders who were created to advise Romes kings. Senate held their position for life and was made up of 300 members. Assemblies and Tribunes: Protected the common people. Both patricians and plebeians took part in these assemblies whose primary job was to elect the magistrates who ran the city of Rome. Tribunes were elected by the plebeians who had the ability to veto or prohibit actions by other officials. Trubines only rained in office one year. Law of the Twelve Tables: The Law of the Twelve Tables governed many parts of Roman life. Some laws were written to protect the rights of all Romans. Other only protected the patricians. Checks and Balances: In order to limit terms of office and control power in Rome, the Romans put other restrictions on their leaders powers. Checks and balances kept any one part of government from becoming stronger or more influential than the others. The Roman Forum: The Forum was the center of life in ancient Rome. The citys most important temples and government buildings were located there, and Romans met there to talk about the issues of the day. 5. Trade Roman territory grew mainly in response to outside threats. As the republic grew, many people left their farms from Rome. In place of these small farms, wealthy Romans built large farms in the countryside. These farms worked by slaves who grew one or two crops. Roman trade expanded as the republic grew. Due to the increasing population, Romes farmers couldnt grow enough food so merchants brought food to other parts of the Mediterranean. They brought metal goods and slaves to Rome made coins out of copper, silver, and other metals in return. 6. Punic Wars As Romes power grew, other countries came to see the Romans as a threat to their own power. The fiercest of the wars were the Punic Wars, a series of wars against Carthage, a city in northern Africa. Rome and Carthage went to war three times between 264 and 146 B.C. After 20 years of fighting, the Romans forced their enemies out and took control over Sicily. During the Punic Wars, Rome took control of Sicily, Corsica, Spain, and North Africa. As a result, Rome controlled most of the western Mediterranean region. In 120s Rome also conquered Greece and parts of Asia. As the Romans territory grew, problems arose in the republic. Among the leaders to address Romes problems were brothers Tiberius and Gaius Gracchus. Tiberius wanted to create farms for poor Romans in order to create happy civilians and prevent rebellions. The public opposed and the wealthy opposed which led to riots in the city which killed Tiberius. A few years later Gaius created farms and also began to sell food cheaply to Romes poor citizens which angered many powerful Romans and was killed for his ideas. The people of the Roman empire saw violence as a form of power and as a political weapon. Spartacus: Roman gladiator who rose up and demanded freedom. Spartacus and his followers defeated an army sent to stop them and took over much of southern Italy. Spartacus was killed in battle and the revolt fell apart. 7. Era of Caesar In the 70s B.C., Rome was a dangerous place where politicians and generals went to war to increase their power even as political order broke out in Rome. Some Romans tried to stop the chaos in Romes government. Cicero , a philosopher and gifted orator called on upper-class Romans to work together to make Roma a better place. He wanted to limit the power of generals and wanted the Romans to give more support to the Senate and to restore checks and balances on government but the government didnt want change. Julius Caesar: was a powerful general working to take over the government. Romans admired him for his bravery and skill in battle. His soldiers respected him for treating them well. His military success made him a key figure in Roman politics. He was an exceptional leader and speaker. Before he went to Gaul, he made an alliance with two of Romes most influential men, Pompey and Crassus. The partnership lasted 10 years but after his conquests in Gaul, his allies became jealous of his power and popularity that his allies turned against him. Caesar was ordered to give up his command but he refused and sent his troops back to Rome. A group of Senators attacked Caesar in the Senate and stabbed him to death. After Caesars assassination, two great generals emerged, Marc Antony and Caesars adopted son Octavian later called Augustus. 8. Augustus Top priority for Antony and Octavian was punishing the men who killed Caesar. They set out an army to try to avenge Caesars death near Philippi in northern Greece in 42 B.C. After the battle of Philippi, Octavian returned to Italy and Antony went east to fight Romes enemies. Octavian became Romes sole ruler and almost gained nearly limitless power. In 27 B.C., Octavian announced that he was giving up his power to the Senate but in reality he kept all his power where Senate gave him the name Augustus which means, revered one. 9. Roman Achievements Rome was full of sophisticated and beautiful art and architecture. Artists and engineers were respected individuals in Roman society. The Roman world was remarkable for valuing literacy, culture, and a society based on law. Science and Engineering: The Romans took a practical approach to their study of science and engineering. They studied the stars to produce a calendar, studied plants, and animals to learn how to obtain better crops and meat. To improve health, Roman doctors studied the works of Greeks. Romans were also great builders and developed many new materials to help their structures last. They Romans made cement by mixing lime with volcanic rock and ash. The Romans created lasting structures by using arches, the round shape supported more weight than other shapes. The Romans also used arches in their aqueducts which is a raised channel used to carry water from mountains into cities. Architecture and Art: Roman architecture also copied some older Greek designs using columns to make their public buildings look impressive. They also used marble to cover their buildings with marble. Their engineering techniques allowed the Romans to make new architectural advances like the vault which let them build huge structures like the Colosseum in Rome. Roman artists are known for their mosaics and paintings, which were used to decorate Roman buildings. Literature and Language: Rich in art and architecture, Rome was also home to many of the greatest authors in the ancient world. One such author was Virgil, who wrote about the great epic about the founding of Rome, the Aeneid and Ovid who wrote poems about Roman mythology. Law: Roman law inspired a system called civil law, a legal system based on a written code of laws. Part III. Ancient China Time Frame: 10 days Essential Question: How do the people, events, and ideas that shaped ancient China continue to influence the world? SWAT: Analyze how the Han dynasty created a form of government that valued family, art, and learning. SWAT: Analyze how trade routes led to the exchange of new products and ideas among China, Rome, and other people. 1. Geography Geography played a major role in the development of Chinese civilization. China covers an area of nearly 4 million square miles. One of the physical barriers that separates China from its neighbors is a harsh desert, the Gobi which is spread over much of Chinas north. East of the Gobi are low-lying plains which cover most of eastern China forms once of the countrys largest farming regions. More than 2,000 mile to the west, rigged mountains make up the western frontier, in the southwest the plateau of Tibet. The Qinling Shandi range separates northern China from southern China. Two great rivers flow from west to east in China, the Huang He or the Yellow River and the Chang Jiang or the Yangzi River 2. First Dynasties Like other ancient peoples, people in China first settled along rivers where they farmed, built villages, and formed a civilization. Farming in China started along the Huang He and Chang Jiang rivers. When they flooded, fertile silt deposits made the land ideal for growing crops. Farmers grew rice, millet, and wheat. Chinese people fished and hunted with bows and arrows, and domesticated sheep and pigs. Some of the villages along the Huang He grew into large towns where walls surrounded these towns to defend them against floods and hostile neighbors. Separate cultures developed in southern and northeastern China. These included the Sanxingdui and Hongshan peoples. The Xia Dynasty: Around 2200 B.C., Yu the Great is said to have founded the Xia dynasty where there were terrible floods. The Shang Dynasty: The first clear dynasty is the Shang, which was established in 1500 B.C. The king was at the center of Shang political and religious life. Nobles served the king as advisors and helped him rule. The social order became more organized under the Shang. The royal family and the nobles were at the highest level. The nobles owned land, and passed their wealth and power to their sons. Most people in the Shang ruling class lived in large homes in cities. Artisans settled outside the city walls, living in groups based on what they made for a living and made weapons, pottery, tools, and clothing. The Shang made many advances, including Chinas first writing system, which used more than 2,000 symbols to express words or ideas. Artisans made beautiful bronze containers for cooking and religious ceremonies. They made axes, knives, and ornaments from jade. The military developed war chariots, powerful bows, and bronze body armor. 3. New Ideas Confucius: During the Zhou period, Confucius became the most influential teacher in Chinese history. He felt that China was overrun with rude and dishonest people and he was upset by the disorder and peoples lack of decency. He believed people needed to return to ethics, or moral values. The ideas of Confucius are known as Confucianism. Because Confucianism focuses on morality, family, society, and government people often think of it as a philosophy. It is a unique teaching that is both philosophical and religious. It has been a guiding force in human behavior and religious understand in China. Daoism: Stresses living in harmony with the Dao, the guiding force for all reality. In Daoist teachings, the Dao gave birth to the universe and all things in it. They believed they wanted the government to stay out of peoples lives. Daoists people believed that people should avoid interring with nature or each other. They are taught that the universe is a balance of opposites, female and male. Laozi was the most famous Daoist teacher. He taught people that they should not gain wealth, nor should they seek power. Legalism: The belief that people were bad by nature and needed to be controlled. Legalism was a political philosophy without religious concerns. It dealt with only government and social control. Legalists felt that society needed strict laws to keep people in line and that punishments should fit crimes. Unity and efficiency were also important to Legalists. 4. Han Dynasty Liu Bang, a peasant, became the first emperor of the Han dynasty. This dynasty lasted for more than 400 years. He was the first common person to become emperor. He earned the peoples loyalty and trust and was well liked by both soldiers and peasants, which helped him maintain control. Liu Bangs rule was based on wanting people free from harsh government policies. He lowered taxes for farmers and made punishments less sever. He gave large blocks of land to his supporters. He also changed the way government worked. He set up a government structure built on the foundation begun by the Qin. In, 140 B.C., Emperor Wudi took the throne. He wanted to create a strong central government. He did this by taking land from the lords, raised taxes, and placed the supply of grain under the control of the government. Confucianism became Chinas official government philosophy. Government officials were expected to practice and Wudi even began a university to teach Confucian ideas. Family Life: The family once again became important within Chinese society in the Han dynasty. Social classes were divided into four classes. The upper class was made up of the emperor, his court, and scholars who help government positions. The second class, the largest, was made up of peasants. Next were artisans who produce items for daily life and some luxury goods. Merchants occupied the lowest class because they did not produce anything. They only bought and sold what others made. The military was not an official class in the Confucian system. The revival of family grew during Wudis reign. Confucian teachings about the family were honored, children were taught from birth to respect their elders, disobeying ones parents was a crime. The father was the head of the family and held absolute power. The womens duty was to obey her husband, and children had to obey their father. Han officials believed that if the family was strong and people obeyed the father, then people would obey the emperor too. Children were encouraged to serve their parents and they were expected to honor dead parents with ceremonies and offerings. Chinese parents valued boys more highly than girls. This was because sons carried on the family lines and took care of their parents when they were old. 5. Chinese Achievements Art and Literature Artists became experts at figure paintings, a style of painting that includes portraits of people. Portraits were usually religious figures and Confucian scholars. Ha artists also painted realistic scenes from everyday life and their creations covered the walls of palaces and tombs. In literature, Han China is known for its poetry. Poets developed new styles of verse. Fu poets combined prose and poetry to create long works of literature. Another styled called shi, featured short lines of verse that could be sung. Inventions and Advances The Han Chinese invented paper, they made it grinding plant fibers, such as mulberry, bark, and hemp, into paste. In science, they created the sundial used to position shadows cast by the sun to tell the time of day and a seismograph used to measure the strength of an earthquake. Acupuncture is the practice of inserting fine needles through the skin at specific points to cure disease or relieve pain. Part IV. Ancient Africa Time Frame: 10 Days Essential Question: What factors shaped early African civilizations? SWAT: Analyze how the rulers of Ghana built an empire by controlling the salt and gold trade. SWAT: Discuss the three great kingdoms, Mali, Songhai, and Great Zimbabwe that developed in Africa between 1000 and 1500 BC. SWAT: Analyze how West Africas culture has passed down through oral history, writings by other people, and the arts. 1. Geography Africa is the earths second largest continent. The Sahara desert stretched across most of North Africa. Along the northwestern edge of the Sahara, lie the Atlas Mountains, in the southeast, the Drakensberg Mountains, in eastern Africa, mountains extend alongside great rifts. These rifts are long, deep, valleys formed by the movement of the earths crust. The plains of the sub-Saharan Africa are crossed by mighty rivers including the Congo, the Zambezi, and the Niger. West Africa: The Niger River provided a source of food, water, and transportation to its people. Four different regions make up the area surrounding the Niger River which run east to west like broad bands. The northern band is the southern part of the Sahara. Rain is very rare there. Sahel is the next band, which is a strip of land with little rainfall. Farther south is the savannah, open grassland with scattered trees. The fourth band is near the equator, which gets heavy rain and is made up of rain forests and densely wooded areas. West Africas land is one of the regions many resources. With its many climates, the land can produce many different crops like dates, kola nuts, and grains. Other resources were minerals, gold, and salt. Family included an extended family, father, mother, children, and close relatives in once household. People were expected to be loyal to his or her family, where men born within the same two or three years formed special bonds. Loyalty to family and age-sets helped the people of a village to work together. The men hunted, farmed, and raised livestock. Women farmed, collected firewood, ground grain, carried water, and cared for children. Religions was important and West Africans felt their ancestors spirits stayed nearby. Animism was the belief in West Africa where bodies of water, animals, trees, and other natural objects have spirits. As the people of West Africa became more productive, villages had more than they needed to survive. They began to trade the areas resources with buyers who lived thousands of mile away. West Africas gold and salt became a source of great wealth. Traders used camels to cross the Sahara where they took gold, salt, cloth, slaves, and other items to North Africa and the Islamic work. 2. Empire of Ghana Soninke, the earliest people from Ghana located in West Africa, lived in small groups and farmed the land along the Niger River who banded together for protection against nomadic herders who wanted to move into the area. The Soninke learned to work together with iron and how to use iron tools for farming. They herded cattle for meat and milk. Ghana is located between the Sahara to the north and forests in the south. The location puts them at a great advantage of trading in the regions two main resources- gold and salt. Ghana salt traders left slabs of salt on a riverbank. In exchange, miners left what they though was a fair amount of gold. Silent bartering was a method made sure that trade was done peacefully. Ghanas rulers gained power as trade in salt and gold increased. They built armies equipped with iron weapons. Over time, Ghana took over control of trade from the North African merchants. Wheat, honey, leather, and cloth were also traded in Ghana. By 800 B.C., Ghana was in control of West Africas trade routes. With some much trading passing through Ghana, rulers looked for ways to profit. One was to force every trader to pay a special tax on the good he carried and tax the trader took with him when he left. The people of Ghana also paid taxes. Ghanas gold mines brought wealth into the area. Ghanas kings also kept huge stores of the precious metal for themselves. This wealth allowed Ghana to grow and support a powerful army who were used to conquer neighboring areas. Ghanas kings kept order by allowing conquered rulers to retain much of their power where local rulers acted as governors of their territories who answered to the king, Tunka Manin. Three major factors contributed to Ghanas decline, invasions, overgrazing, and internal rebellion. 3. Empire of Mali Located along the upper Niger River with fertile soil. The Niger River helped people trade resulting in a rich and powerful empire under the ruler Sundiata. Sundiata conquered Ghana and took over the salt and gold trade. He worked to improve agriculture in Mali, had new farmlands cleared for beans, onions, rice and other crops. He even introduced another crop- cotton. From cotton fibers, people made clothing that was comfortable. Sundiata took away power from local leaders. The local leaders had the title mansa a title Sundiata now took for himself. When he died in 1255, rulers of Mali took the title mansa where most of them were Muslims. Mansa Musa: Malis most famous ruler allowed it to reach the height of its wealth, power, and fame in the 1300s. Because of Mansa Musaa influence, Islam spread through a large part of West Africa. He ruled for about 25 years where he added many important trade cities to its empire including Timbuktu. He supported education and hired architects to build mosques throughout his empire. 4. Empire of Songhai Malis rival was Songhai, whose capital was Gao. The Songhai leaders were Muslims as well as many of the North African Berbers who traded in West Africa. The Berbers were willing to trade with Songhai because of their shared religion. As the Songhai gained wealth, they expanded their territory and built an empire led by Sunni Ali. He worked to unify, strengthen , and enlarge his empire. He encouraged everyone in his empire to work together to build religious harmony by participating in both Muslim and local religions bringing stability to Songhai. Askia The Great: When Sunni Ali died, his son Sunni Baru took over. The Songhai people feared that is he took over they would lose their trade with Muslim lands because Sunni Baru was not Muslim so they rebelled against him. The leader of the rebellion was Muhammad Ture. After overthrowing Sunni Baru, he chose the title askia, a title of high military rank and became known as Askia the Great. Askia supported education and learning. Under is rule, Timbuktu flourished drawing thousands to its universities, schools, libraries, and mosques. Most of Songhais traders were Muslim, and as they gained influence in the empire so did Islam. To help maintain order, Askia set up five provinces within Songhai. He removed local leaders and appointed new governors who were loyal to him. He created a professional army and specialized departments to oversee specific tasks. Songhai fell when northern rival Morocco wanted to gain control of Songhais salt mines so Morocco sent an army to Songhai in 1591 to overthrow it. Timbuktu and Gao were destroyed and changes in trade patterns completed Songhais fall. 5. Historical and Artistic Traditions Griots: Storytellers of early West Africa who were highly respected in their communities. Griots helped keep this history alive of the ancestors for new generations. Their stories were both entertaining and informative. They told important past events and of the accomplishments of distant ancestors. In addition, griots recited proverbs, or short stories of wisdom or truth. Epics: Some of the griot poems are epics, long poems about kingdoms and heroes. Many of these epic poems are collected in the Dausi and the Sundiata. Art: Sculpture is the most known in West Africa where they made ornate statues and carvings out of wood, brass, clay, ivory, stone, and other materials. Most statues from West Africa are of people, often the sculptors ancestors and usually made for religious rituals to ask for the ancestors blessings. Masks and Clothing: Made of wood, these masks bore the faces of animals such as hyenas, lions, monkeys, and antelopes. People wore masks during rituals as they danced around fires. Many African societies were famous for the cloth they wore; the most famous of these cloths is called a kente. It is a hand woven, brightly colored fabric. Kings and Queens in West Africa wore garments made of kente for special occasions. Music and Dance: In many West African societies, music and dance were as important as the visual arts. Singing, drumming, and dancing were great entertainment, but they also helped people honor their history and mark special occasions. Dance has long been a central part of African society, usually used to celebrate specific events or ceremonies.  Suggested Lesson Plan #1Content Area: Social StudiesLesson Title: Reflections of Ancient Greece Timeframe: 2-3 class periodsLesson Components HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120" 21st Century ThemesXGlobal AwarenessFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy  HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120" 21st Century SkillsXCreativity and InnovationXCritical Thinking and Problem SolvingXCommunication and CollaborationXInformation Literacy XMedia LiteracyICT LiteracyLife and Career SkillsInterdisciplinary Connections: Language Arts, Science, Art, Physical Education, Mathematics, Social StudiesIntegration of Technology: Students will use the Internet to conduct research on their assigned topic relating to Greek influences.Equipment needed: LCD Projector, computers, Internet Goals/ObjectivesLearning Activities/Instructional StrategiesFormative Assessment TasksSwat: Evaluate about key elements of ancient Greek civilizations, including government, mythology, philosophy, sports, art, and architecture. Analyze how influence of ancient Greece in the world today. NJCCCS: 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 and contrast the roles and responsibilities of citizens in Athens and Sparta to those of United States citizens today, and evaluate how citizens perceived the principles of liberty and equality then and now. 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 demise. Lesson Sequence 1. Ask students what they know about ancient Greece. Have them brainstorm ideas, and write their suggestions on the board. To spark conversation, you may want to show them a picture of the Lincoln Memorial. If students are familiar with this structure, explain that it was built to honor Abraham Lincoln, the 16th president of the United States. Ask students what this structure has to do with ancient Greece. (Its style first appeared in ancient Greece.) 2. Review facts about ancient Greece. Have students locate Greece on a world map. Explain that a great civilization thrived there between 500 and 323 B.C., during a time in history called the classical Greek period. The ancient Greeks developed new ideas for government, science, philosophy, religion, and art. The center of ancient Greek culture was the city-state of Athens. Although wars between Athens and the city-state Sparta would eventually weaken Greek civilization, its influence is visible today. 3. Explain that in this activity, students will be researching the following aspects of ancient Greek life: Art and architecture Government Mythology Philosophy Sports Divide students into five research groups, and assign each group one aspect of Greek life to study. 4. Students should use print and online resources. The final task is to find examples of ancient Greek influence in modern culture. 5. When each group has completed its sheet, have it create a collage of modern-day examples of ancient Greek culture using magazines, newspapers, or pictures from the Internet. 6. Invite groups to present their collages to the class and explain how the examples reflect ancient Greek culture. Have groups hang their collages in the classroom. Teacher Notes: Discussion Questions: 1. What do you think are the more important contributions the ancient Greeks made to the world today? 2. What are some subjects that interested the Greek philosophers? What ideas did they develop? 3. Was everyone eligible for citizenship in ancient Greece? If not, who was excluded? Would ancient Greece still be considered a democracy today? Why or why not? 4. Compare the myths of ancient Greece with other fables, folktales, or tall tales that you have studied. What are some common themes? How are Greek myths different? 5. Compare the modern Olympics to the Olympics in ancient Greece. 6. Find two buildings in your community, one in classical Greek style and another in a modern style. If such buildings are not available where you live, use those in your state capital or in Washington, D.C. Discuss and explain differences in style, structure, and appearance. Evaluation You can evaluate students' work using the following three-point rubric: Three points: actively participated in group project, researching important facts and working collaboratively with others; thoroughly completed activity sheet; presented information in a clear manner; demonstrated an understanding of the material researched. Two points: participated in group project, researching facts and working with others; completed most of the activity sheet; presented information in a fairly clear manner; demonstrated an understanding of the material researched. One point: took part in the group project, researching some facts and working with others; submitted an incomplete activity sheet; presented little or no information in group presentation; demonstrated little understanding of the material researched. Formative Assessment #1 To show understanding of the strength and weaknesses of Athens, Sparta, and Persia and how they contributed to conflicts among their governments, students will create maps that show how each army could conquer another. Formative Assessment #2 Students will participate in a class debate about conflicts between government or cultures. Formative Assessment #3 Create and complete a Venn Diagram of Minoans and Mycenaeans comparing and contrasting the two cultures of ancient Greece. Formative Assessment #4 Sequencing: Have students place key events in Greek history in the proper order. Formative Assessment #5 Students will compare and rights associated with citizenship in ancient Greece with those in the United States and decide which are more inclusive. Formative Assessment #6 Have students work in pairs to create a postcard that illustrates the conflict between Greece and Persia. Formative Assessment #7 Have students work in small groups to create a cause and effect chart that illustrates the fall of Athenian power. Differentiation Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the essential content, but provide multiple options for taking in this information. Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the follow is recommended for differentiation. Working in pairs, students can choose one of the five aspects of Greek life to research. Pairs will use their activity sheets to choose a specific area of interest to research further; for example, they may focus on the role of women in ancient Greek society, literature and drama, education, warfare, philosophers, the Parthenon, and so on. (Students in pairs should choose separate topics.) Have pairs create a list of little-known facts about their topics to share with the class. Individually, students can use their research to write essays on how ancient Greek life compares with, or has influenced, modern society. Resources Provided Exploring Ancient World Cultures from Evansville ( HYPERLINK "http://eawc.evansville.edu/grpage.htm"http://eawc.evansville.edu/grpage.htm Daily Life in Ancient Greece from Mr. Donn ( HYPERLINK "http://members.aol.com/Donnclass/Greeklife.html"http://members.aol.com/Donnclass/Greeklife.html History for Kids - Ancient Greece ( HYPERLINK "http://www.historyforkids.org/learn/greeks/index.htm"http://www.historyforkids.org/learn/greeks/index.htm The Greeks : Crucible of Civilization from PBS ( HYPERLINK "http://www.pbs.org/empires/thegreeks/"http://www.pbs.org/empires/thegreeks/ Mr. Dowling's Electronic Passport - Ancient Greece ( HYPERLINK "http://www.mrdowling.com/701greece.html"http://www.mrdowling.com/701greece.html( ( Ancient Greece( HYPERLINK "http://www.mnsu.edu/emuseum/prehistory/aegean/index.shtml"http://www.mnsu.edu/emuseum/prehistory/aegean/index.shtml( ( World History Ancient Greece - links to numerous sites and topics ( HYPERLINK "http://web.archive.org/web/20041130011055/http:/history.evansville.net/greece.html"http://history.evansville.net/greece.html The Ancient Greek World ( HYPERLINK "http://www.museum.upenn.edu/Greek_World/Index.html"http://www.museum.upenn.edu/Greek_World/Index.html Ancient Greece - Mythology, Activities,and Lesson Plans from Susan Seagraves ( HYPERLINK "http://www.geocities.com/Athens/Atrium/5924/greekunit.htm"http://www.geocities.com/Athens/Atrium/5924/greekunit.htm Ancient and Modern Olympic Sports ( HYPERLINK "http://www.perseus.tufts.edu/Olympics/"http://www.perseus.tufts.edu/Olympics/ Greek Architecture ( HYPERLINK "http://harpy.uccs.edu/greek/grkarch.html"http://harpy.uccs.edu/greek/grkarch.html( Greek Reliefs( HYPERLINK "http://harpy.uccs.edu/greek/relief-slides.html"http://harpy.uccs.edu/greek/relief-slides.html Greek Art( HYPERLINK "http://www.historyforkids.org/learn/greeks/art/greekart.htm"http://www.historyforkids.org/learn/greeks/art/greekart.htm Alexander the Great - maps, text, links ( HYPERLINK "http://1stmuse.com/alex3/alex-synopsys.html"http://1stmuse.com/alex3/alex-synopsys.html The Ancient Greeks ( HYPERLINK "http://www.arwhead.com/Greeks/"http://www.arwhead.com/Greeks/ Sparta ( HYPERLINK "http://www.wsu.edu:8080/~dee/GREECE/SPARTA.HTM"http://www.wsu.edu:8080/~dee/GREECE/SPARTA.HTM Athens ( HYPERLINK "http://www.wsu.edu:8080/~dee/GREECE/ATHENS.HTM"http://www.wsu.edu:8080/~dee/GREECE/ATHENS.HTM Greek Mythology Quiz from S. Seagraves ( HYPERLINK "http://www.geocities.com/Athens/Atrium/5924/greekmythologyquiz1.htm"http://www.geocities.com/Athens/Atrium/5924/greekmythologyquiz1.htm ( Gods and Goddesses Quiz from S. Seagraves ( HYPERLINK "http://www.geocities.com/Athens/Atrium/5924/godsandgoddessesquiz.html"http://www.geocities.com/Athens/Atrium/5924/godsandgoddessesquiz.html Web lessons: HYPERLINK "http://www.weblessons.com/"http://www.weblessons.com/ : The code is WL0100 user name: first initial and last name password: last name  Classroom Model for a 45-Minute Social Studies Period, Gr. 6- 8  Suggested Lesson #2Content Area: Social StudiesLesson Title: Myths, Gods, and GoddessesTimeframe: 2 class periodsLesson Components HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120" 21st Century ThemesXGlobal AwarenessFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy  HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120" 21st Century SkillsXCreativity and InnovationXCritical Thinking and Problem SolvingXCommunication and CollaborationxInformation Literacy XMedia LiteracyXICT LiteracyLife and Career SkillsInterdisciplinary Connections: Language Arts, Science, Social Studies, TechnologyIntegration of Technology: Students will use the Internet to research Greek mythologies for their assignment. Equipment needed: LCD Projector, Internet, Computer Goals/ObjectivesLearning Activities/Instructional StrategiesFormative Assessment TasksSWAT: Research and use organizational features of electronic texts to locate information. Clarify an understanding of texts by creating outlines, notes, summaries, or reports. Analyze the geographic, political, religious, and social structures of the early civilization in Greece, in terms of the significance of Greek mythology and how Greek literature continue to permeate our literature and language today. NJCCCS: CPI # 6.2.8.D.3.f Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.Lesson Sequence Student Activities Locate a Greek myth to read. Record the title, author, and cite your source of information. Keep a list of unfamiliar words or terms. Answer the questions on the Student Activity Page (attached at the end of lesson). Teacher Notes: Myths are part of every culture. Myths explained "how" and "why" things came to be for people in earlier civilizations. Myths were closely aligned with religious or spiritual beliefs. Students will research and read a Greek myth. They will also learn about some of the gods and goddesses, problems they faced, how they used their special powers to overcome difficulties, and how people honored them. Students will need to be able to visit websites to help them gather information about the ancient Greek civilization. When they are finished with their research, they will create a project to share with their classmates, which will show what you've learned. 1. After reading a Greek myth, students will identify the god or goddess and write a short summary about the myth. 2. Students will select a god or goddess to research using electronic media, books, encyclopedias, etc. 3. Students will produce a product which will include the name of the god in Greek and Roman, symbols, domain, family, special powers, problems and solutions, and a short summary of the myth read. 4. Students will be able to write, edit and revise their information using correct grammar, spelling and punctuation. Formative Assessment #1 When you think of the word myth what images come to your mind? Jot down some words, phrases or pictures associated with the word myth. Compare your answers with a partner. Formative Assessment #2 Given a map of Greece, students will answer the question: Why is Greece often considered the cradle of civilization? Formative Assessment #3 List the characters in the story leaving about 5 lines after each name for annotated entries. Use your list of characters to answer the following questions: Who they are, how do they behave, what do they say, what do they do, how do they react and what is their relationship to other characters. Include a personal judgment about whether you think they are good, evil, powerful, or powerless. Provide evidence from the text to support your answer. Formative Assessment #4 Identify at least three problems faced by Persephone in the story. Formative Assessment #5 Review each literary genre covered this year. Share some of the dominant characteristics of each. In detail review the literary characteristics of myths, legends, folktales and fairytales. Provide rich examples of each. Differentiation: Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the essential content, but provide multiple options for taking in this information. Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the follow is recommended for differentiation. For differentiation, it is recommend the teacher pair students up so students who are excelling and/or understand the content may assist students who are struggling with content/level. Reading and Vocabulary Instruction: Teachers should incorporate reading and vocabulary instructional strategies into the content lessons to help them understand informational text. For this lesson, it is recommended the teacher provide a before, during, and after reading activity. Before Strategies: Visual Preview Prereading Reading Readiness K-W-L Chart Introduce Vocabulary During Strategies: Passage Reading Oral Cloze Choral Reading Structured Silent Reading Guided Reading Summarizing Discussion After Strategies: Structured Discussion Think-Pair-Share Socrative Comprehension Strategies: Teachers can increase access by incorporating strategies to improve student comprehension by using research-based strategies. Modifying Instruction: Teachers can foster differentiated instruction by modifying instruction to meet individual needs. Instruction for special needs should incorporate adaptations and modifications. Advanced learners can explore topics in-depth. Resources Provided: Ancient Greece - Mythology, Activities,and Lesson Plans from Susan Seagraves ( HYPERLINK "http://www.geocities.com/Athens/Atrium/5924/greekunit.htm"http://www.geocities.com/Athens/Atrium/5924/greekunit.htm Greek Mythology  HYPERLINK "http://www.maicar.com/GML/" http://www.maicar.com/GML/  HYPERLINK "http://www.greekmythology.com/" http://www.greekmythology.com/  HYPERLINK "http://www.greekmyth.org/" http://www.greekmyth.org/  HYPERLINK "http://www.theoi.com/" http://www.theoi.com/ List of Greek Mythological Figures  HYPERLINK "http://en.wikipedia.org/wiki/List_of_Greek_mythological_figures" http://en.wikipedia.org/wiki/List_of_Greek_mythological_figures  Student Activity Page Select at least one (1) Greek myth to read. Record the title, author, and cite your source of information. Keep a list of unfamiliar words or places to look up later on. Who was the god or goddess in the myth? State three (3) or more facts about him or her. What special qualities or powers did he or she have? What was the major problem or conflict in the myth? Was the problem or conflict resolved? How did the god or goddess use his or her special abilities in the myth to assist in solving the problem? What other sources of information are you going to use to learn more about your god or goddess? Have you visited any of the websites? What are you going to do for your project and presentation? (See me if you want to talk about it first or you think you need some help.) Suggested Lesson #3Content Area: Social StudiesLesson Title: Oral Traditions- Griots of Ancient MaliTimeframe: 4 class periodsLesson Components HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120" 21st Century ThemesXGlobal AwarenessFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy  HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120" 21st Century SkillsXCreativity and InnovationXCritical Thinking and Problem SolvingXCommunication and CollaborationXInformation Literacy XMedia LiteracyXICT LiteracyLife and Career SkillsInterdisciplinary Connections: Language Arts, Social Studies, Science, TechnologyIntegration of Technology: View examples of Griots online. Students will then create their own music to the griots using Garageband. Equipment needed: Computers, Garageband (download link below), headphones, microphones Goals/ObjectivesLearning Activities/Instructional StrategiesFormative Assessment TasksSWAT: The students will study early West African empire of Mali by describing its oral tradition (storytelling) and government (kings). The students will explain how contributions from ancient civilizations affect how we live and study history today. The students will use their writing skills by writing a history and set it to music. NJCCCS: CPI # 6.2.8.C.4.e 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.4.b Analyze how religion both unified and divided people. 6.2.8.D.4.j Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.Lesson Sequence Review the Ancient Empire of Mali located in West Africa: its environment and adaptations. Ask the students to compare the governments of the ancient civilizations of Greece and Rome to Mali. (You can also compare is to Egypt and China.) The students should already know that Greece and Rome are democracies (people rule) and Mali is an empire (king rules). Ask the students to give their ideas on how we know that kings ruled in Mali. You may want to lead the discussion away from written history because not everyone had a written language like we do (i.e. cave drawings, no written histories from long, long, long ago). Ask the students how they think we know about ancient history when the people did not have a written language. Take the students suggestions and discuss them. Then tell the students: I have a clue that might help us find out about ancient Mali and its history. Get ready to play the griots work.  HYPERLINK "http://www.library.csi.cuny.edu/dept/history/lavender/griotimages.html" http://www.library.csi.cuny.edu/dept/history/lavender/griotimages.html Tell the students to listen carefully and try to figure out what it is. Begin playing the griots work. You may want to play it a couple of times. Ask the students what they think this is. Remind them that this the same type of thing people did in ancient Mali. You may get answers such as music, songs, etc. This gives you the opportunity to talk about contributions and how it affects how we live today. You may get that it is a different language but this is great. It gives you the opportunity to talk about people having different languages and how languages can change over time. You may want to lead the discussion towards how people portray ideas in different ways: writing, drawing, singing, dancing, playing music, and telling stories. Talking about the music, singing, and expressing ideas; talk to the students about how what they have just heard was a part of the history of Mali. Many people of ancient times did not have a written language or books to write in even if they had a written language so the things we know today were passed down to us by telling stories. Discuss traditions with children. If we pass things down to future generations it is called a tradition. You may want to discuss different traditions the students have or even share (i.e. like at Thanksgiving or Christmas). If stories are passed down through word of mouth it is called oral tradition. (Oral means mouth hint: Oral-B Toothbrush, etc.) Ancient Mali did not have a written language so they passed down their history by oral tradition. Discuss with students: If the stories rhyme, do you think you could remember it better? Of course, that is how we remember nursery rhymes. If we set the rhymes to music do you think that would help? Of course, we sing songs all the time and the songs from the radio always get stuck in our heads. In Mali it was the same way. They came up with stories and set them to music to let future generations know about their history. These storytellers are called griots. Griots sometimes trained their whole lives to learn to become a griot. They play their own instruments and sing the history of Mali. Many of the songs of Ancient Mali were about their great, wealthy, and powerful kings. Many times, the griots not only sung about the kings but also became their advisors (give them advice). Post the following terms and their definition for the students to refer back to. Oral Tradition tradition passed down by word of mouth (storytelling). Griot a storyteller of Mali (uses oral tradition to pass down Malis history to future generations) Play the griots work again and have a class discussion on how this song could tell us about their history. You may want to talk about how the music and words makes them feel. Assignment: Each student should have a piece of paper and a pencil. Each student is to think of themselves as a griot. Each student writes a short story about him/herself or family that they would like future generations to know. The student can begin thinking of ideas and encourage them to ask their parents/guardians tell them some great family stories that may help them. Ask the students to keep it short because we are going to do something special with it later. (I would recommend no more than 2 or 3 paragraphs. You can assign more or less, depending on each students capability.) Assign the short story for homework. (Option: You can give them an extra day to write the short story.) Day 2 Part 2: Have the students take out their short story about history. (Option: Pair up the students for them to check the others rough draft and give suggestions.) With the stories of history ready, tell the students that we can now tell it like a griot. Explain to them that they are going to set their history to music using GarageBand. (GarageBand can be downloaded from the internet. It is a program that lets the student record his/her own voice and add music and/or sound to it as well.) If the students have not used it before, then it may take a little more time to explain and help them but it is user-friendly and it is worth it. (You can also want to pair up the students so they can help each other.) Using their headsets and microphones, the students can record their reading (or singing) of their history story. Then they can choose the music they want to accompany it. (GarageBand has music and sound options already in the program.) They can listen to it and change it to whatever suits them. When the students finish, burn them a copy of their own. (I would recommend a CD-RW so you can add to it when you do other stuff on the computer.) Give each student (griot) an opportunity to share their work with the class. Teacher Resources Optional/Enrichment Activities: The student can also write a short story about something they have learned in history class and set it to music. The student may want to make (maybe an instrument similar to what they would have used in Mali) or bring his/her own instrument to use for their work. This will also work with GarageBand because the student can record the music like he/she recorded the voice and mix them together with the program. The student can choreograph a dance to go with their girots work. The student can do illustrations to enhance their griots work. Formative Assessment #1 Review African Proverbs Formative Assessment #2 Research rituals and ceremonies conduct by ancient Africans. Formative Assessment #3 Trace trade routes of salt and gold throughout the Sahara. Formative Assessment #4 Design African masks for festivals and ceremonies. Formative Assessment #5 Compare and contrast the three main empires of African- Ghana, Mali, and Songhai. Differentiation: Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the essential content, but provide multiple options for taking in this information. Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the follow is recommended for differentiation. For differentiation, it is recommend the teacher pair students up so students who are excelling and/or understand the content may assist students who are struggling with content/level while working in groups to complete the Webquest.  Resources Provided Examples of Griots  HYPERLINK "http://www.library.csi.cuny.edu/dept/history/lavender/griotimages.html" http://www.library.csi.cuny.edu/dept/history/lavender/griotimages.html Download Garageband for PC  HYPERLINK "http://tiny.cc/wpe7gw" http://tiny.cc/wpe7gw  Ancient Civilization Assessment All 8th grade students in Jersey City must take this test prior to studying Ancient Civilization. This qualitative data will be used to show growth of learning over the marking period. This assessment is in preparation for the Quarterly Assessment, Midterm, and Final. Part I. Multiple Choice 1. Because traveling by land in Greece was difficult, the Greeks became expert ( shipbuilders. learned how to climb ( mountains. gave up trying to travel. took up farming. 2. Which of the following best describes a representative democracy? Citizens elect officials to make the laws. All citizens help make the laws. All men, women, and children can vote. Citizens act as judges and( lawmakers. 3. Which of the following best defines a lyric poem? a. a poem set to music( a b. poem about Greek heroes c. a poem that teaches life s lessons d. a poem that explains natural events 4. Which of the following shows that Greeks strongly influenced our language? English words are spelled ( using the Greek rules of ( spelling. The English language is ( based on the letters of the ( Greek alphabet. The English language was ( first spoken in ancient ( Greece. Many English words and ( expressions come from Greek mythology. 5. In Athens, most of the boys from poor families learned how to sing and ( play musical instruments. studied warfare and were ( placed in the army. became farmers and grew ( food for the wealthy. were taught astronomy, ( geometry, and science. 6. What caused the Peloponnesian War to begin? Sparta refused to join Athens in the Delian League. Athens quit the Peloponnesian League. Greek cities feared Athens ( would control Greece. Athens joined forces with ( the Persians. 7. Alexander worked to spread Greek culture throughout his empire. What conclusion can you draw from this? Alexander thought that all ( other cultures were weak. Alexander was trying to ( build a friendship with the ( Greeks. Alexander was trying to ( make the Persian Empire ( angry. Alexander admired and ( enjoyed Greek culture and ideas. 8. What can you infer about the ancient Greeks based upon their achievements? a. The ancient Greeks most valued warfare and battle. b. The ancient Greeks valued philosophy and art. c. The ancient Greeks were most interested in farming.( d. The ancient Greeks felt that literature was pointless. 9. Greek philosophers believed that one thing was more important than anything else in life. What was it? using the human mind to ( think and understand helping others to be happy ( and comfortable encouraging people to ( worship the gods understanding how the ( human body works 10. In geographic terms, Italy is a. an island. ( b. a peninsula.( c. a mountain range. ( d. a continent. 11. One reason the Roman trade network grew was that Romans needed to bring in food ( from other parts of the ( Mediterranean. were becoming wealthier ( and had more money to ( spend. wanted to get metal goods ( and slaves from other ( areas. produced more food than ( they could consume. 12. The center of life in ancient Rome was the ( a. Palatine Hill. b. Forum. c. temple.( d. Capitoline Hill. 13. The Roman Empire fell for all of the following reasons except( a. disease. b. lack of leadership. c. increased taxes. d. corruption. The government of the Roman Republic was one of its greatest strengths. When the founders of the United States sat down to plan our government, they copied many elements of the Roman system. Like the Romans, we elect our leaders. Our government also has three branchesthe president, Congress, and the federal court system. The powers of these branches are set forth in our Constitution, just like the Roman officials powers were. Our government also has a system of checks and balances to prevent any one branch from becoming too strong. For example, Congress can refuse to give the president money to pay for programs. Like the Romans, Americans have a civic duty to participate in the government to help keep it as strong as it can be. 14. What role does the system of checks and balances play in the United States government? a. It is a kind of constitution.( b. It controls the banking system. c. It guarantees that everyone gets to vote.( d. It prevents each branch from overpowering the others. 15. Which landform separates China from its neighbors to the north?( a. the Pacific Ocean( b. the Plateau of Tibet( c. the Gobi Desert d. the Himalayan Mountains 16. Confucius stated that moral leadership, not laws, would bring order to China. What does this mean? Leaders should act decently and always try to do the right thing. Laws should be made that require people to behave correctly. People who become leaders should disregard the laws of China. Government workers should act the same as farmers and artisans. 17. During the Han dynasty, Chinese painters became experts at a. drawing shapes. b. making paper. c. painting figures. d. sketching buildings. 18. In what way did the social order of the Han dynasty differ from the social order of the Shang dynasty? Peasants had a higher rank ( during the Han dynasty than during the Shang dynasty. Nobles had a higher rank during the Shang dynasty than during the Han dynasty. Merchants had a higher rank during the Han dynasty than during the Shang dynasty. Scholars had a higher rank during the Shang dynasty than during the Han dynasty.  19. About how far did early Buddhist missionaries have to travel to reach Ceylon? a. about 250 miles b. about 500 miles c. about 750 miles d. about 1000 miles 20. In what way is the Quran similar to holy books of other religions? a. It describes guidelines for moral behavior. b. It states that Islam is the true religion. c. It prohibits owning slaves. d. It describes the life of Muhammad. 21. In West Africa, what do the different regions running east and west have in common? They are all warm. They are all on a desert plateau. They are all covered with grasslands. They all extend to the Mediterranean Sea. 22. Which two factors contributed most to the survival of early West African villages? rulers and geography religion and culture work and family technology and natural ( resources 23. Which of the following( was not a way Mansa Musa spread Islam and education throughout Mali? He hired artists and ( architects to build ( mosques in Mali. He sent scholars to study ( in Morocco and then to ( set up schools in Mali. He stressed the ( importance of reading and writing in Arabic, the language of the Qur an. He outlawed all religions except Islam 24. Which of the following( best illustrates a similarity between the development of the Ghana and Mali empires? a. Both empires took advantage of large gold mines within their empires to fund their armies. b. Both empires lay along the upper Niger River, where fertile soil made food plentiful. c. Both empires were helped by outsiders.( d. Both empires were formed as democracies.  25. What can you infer about the journey from Ctesiphon to Medina? a. It was slower than a journey from Ctesiphon to Mecca.( b. People who made the trip were very wealthy.( c. It was a difficult journey through a harsh climate. d. People did not take this route because it was too dangerous. Part II. Constructed Response Directions: Answer each question that follows the written quote using the space provided. Base your answers to questions 1a and 1b below based on the quotes and on your knowledge of Ancient Civilizations. The West inherits its traditions from the Romans and the Greeks, while China inherits from the Han. Liu Qingzhu, director of the Institute of Archaeology in Beijing The dynasty arose 2,200 years ago and lasted more than four cen- turies. Today, ethnic Chinese still call themselves Hanan echo of a golden age in art, politics, and technology when China rivaled the Roman Empire in power and prestige . . . It bequeathed a template of ideal rulea united China and a self-perpetuating governmentthat became the goal of all subsequent dynasties . . . In the Han legacy, too, are spiritual and ethical dynamics that guide millions of Asians. One is Confucianism. Mike Edwards, National Geographic Magazine, February 2004. 1a. What two civilizations are compared with the Han in these quotes? 1b. How did the Han dynasty influence the goals of later dynasties? Part III. Document- Based Questions Theme: Examine the following texts and pictures. Underline keywords and make notes in the margin if you wish. Then use the documents and what you have learned in your textbook to answer the questions. Your answers will help you write an essay about ancient Romes accomplishments. Historical Context: Sometime before the mid-700s BC, a group of people called the Latins moved to the hills near the Tiber River. There they formed what would eventually become the center of Roman civilization. This civilization would grow to become one of the most influential in history. Task: Using information from the documents and your knowledge of social studies, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B. essay in which you will be asked: Discuss three ways in which the civilization of ancient Rome influences our world today.  GUIDELINES Provide a thorough response to the Task. Be sure to cover all parts of the assignment. Use at least four of the sources in Part A and include specific information from them in your essay. Take advantage of relevant information you remember from your textbook and class work. Organize your essay in a clear and logical way. Support your statements with facts and information that address the topic. Write a conclusion that sums up your ideas. Part A. Short-Answer Questions Directions: Analyze the documents, and answer the short-answer questions that follow. Document 1: Advances " written laws ( " aqueducts( " cement " widespread use of arch " roads ( " calendar  1a. Which Roman accomplishment was most important? Explain your answer. 1b. The Roman aqueduct seen here, the Pont du Gard, stands today. It is considered an amazing engineering achievement. Explain how Roman accomplishments made building this aqueduct possible. Document 2: Remember, Roman, where your skills lie: It is your task to rule the peoples by your power, to add civilization to peace, to spare the defeated and to beat down the proud in war. Virgil, The Aeneid 2a. According to Virgil, what task should the Romans use their skills to accomplish? 2b. How does the author think Romans should feel about their society? Document 3: The Twelve Tables Tables I & IICourts and trialsTable IIIDebtsTable IVRights of fathers over the familyTable VLegal guardianship and inheritanceTable VIBuying and owning thingsTable VIIRights to landTable VIIILaws about injuring others (Torts)Table IXPublic lawsTable XSacred lawsTable XI & XIISupplements I & II VIII, 23. Whoever is convicted of speaking false witness shall be flung from the Tarpeian Rock.IX, 3. The penalty shall be capital punishment for a judge . . . who has been found guilty of receiving a bribe.IX, 6. Putting to death . . . any man who has not been convicted . . . is forbidden. XII, 5. Whatever the People has last ordained shall be held as binding by law. 3a. How do the Twelve Tables reflect the importance of law, order, and fairness in ancient Rome? 3b. In what ways are the Roman laws shown above similar to our laws today? Part B: Essay Directions: Write an essay about the civilization of ancient Rome. Include an introduction, a body of several paragraphs, and a concluding paragraph. Using the three of the sources in Part A, provide facts and details that support your response. You may draw on any additional knowledge you have acquired about the subject. Discuss three ways in which the civilization of ancient Rome influences our world today. DBQ Essay Outline Guide Working Title Paragraph #1 From Thesis to Essay Writing Grabber Something to get the readers attention. Background Summarize important background information on your topic. Stating the question and key terms defined. Thesis and roadmap State your point, and the 2 or 3 key principles of how you will make that point clear to the reader. Paragraph #2 Evidence: supporting detail from the documents with document citation Argument: connecting your evidence to your thesis. Paragraph #3 Evidence: supporting detail from the documents with document citation Argument: connecting your evidence to your thesis. Paragraph #4 Evidence: supporting detail from the documents with document citation Argument: connecting your evidence to your thesis. Paragraph #5 Conclusion: Restatement of the main idea along with your personal insight or a creative wrinkle. Evidence: supporting detail from the documents with document citation. Argument: connecting your evidence to your thesis Part IV. Analyzing Data The Economy of the Hellenistic Era  This map shows the major trade routes and trade goods during the Hellenistic period. Note that there were two main economic spheres: that of the Ptolemies in Egypt, and that of Seleucids. Luxury goods were imported from India, Africa, and Arabia primarily by caravan, while basic goods like grain, raw materials, and manufactured goods were shipped by sea. Slaves were a key part of Hellenistic trade. The old Greek states, the new Hellenistic kingdoms, and Rome all sought to buy slaves. Directions: Using the map key, develop your own mathematical formula for each good that was traded. Then create a chart listing the traded goods and the amount traded over the Hellenistic Era. Unit Overview TemplateContent Area: Social StudiesUnit Title: Unit 3: Belief SystemsTarget Course/Grade Level: 6th Unit Summary Overview: All of the world's great religions have spread far and wide from their origins. In the pre-modern era, this process was one of world history's most important stories, as religions helped establish connections between many societies. Buddhism emerged in south Asia in the sixth century BCE. Around the same time, Confucius began his ethical teachings in China and the Greek philosophers imagined a new way of ordering society. By 200 BCE Buddhism had spread to China, and in the next several centuries it spread by maritime routes to Southeast Asia. As Buddhism was linking Southeast Asia to China, Christianity was beginning to spread in the Mediterranean. By 600 CE, Christianity had spread through western Europe and Africa, just as Islam was emerging and beginning to spread across the Arabian Peninsula. In this unit students will gain a basic understanding of world religions in terms of origin, beliefs, practices and the covenants, which guided their devotion achieving spiritual redemption. Each student will have the opportunity to make comparisons between world religions and explore the impact religions have had on societies. World religions have helped to shape societies throughout history while developing standards of ethics as well as culture. This unit will allow the student to explore a geographical understanding of location for the practice of major religions. Unit Rationale Goal: The purpose of the following outline is to provide a synopsis of the essential content for students and teachers. Our curriculum is based and aligned with the new changes in the NJCCCS in social studies. In addition, a list of student centered Driving Questions has been provided, including objectives, content subject matter, basic questions, suggested time line, and suggested activities. Each part includes a list of student-centered driving questions, as well as objectives, subject matter, a suggested time line, and suggested activities. The curriculum is not a traditional textbook-driven one, but a standards-driven one that utilizes a variety of teaching techniques and strategies to meet the various learning styles of our students. Moreover, activities are in alignment with language arts target writing tasks and, where possible, content. Teachers are to use a variety of assessments techniques such as: tests, quizzes, book reports, oral reports, group work, Power Point Presentations, role playing, portfolio assessments, and writing tasks. Teachers should, whenever possible, develop an interdisciplinary approach to their teaching. Cross-content planning and cooperation are essential in developing our students to succeed at the state mandated tests that await them. A mandatory culminating activity is to be included in each unit as well to serve as an overall assessment of the content learned. All students in grade eight will take a midterm and final assessment both that is diagnostic and content knowledge driven. College and Career Readiness Anchor Standards for Reading in History/Social Studies Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and Career ready reading in social studies requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. The goal is for students to be able to read complex informational texts in these fields with confidence and in a sophisticated manner. College and Career Readiness Anchor Standards for Writing in History/Social Studies Writing in Social Studies/History is a key means of asserting and defending claims, by showing what students know about a subject, and conveying what they have experienced, imagined, thought, and felt. Students, who are College and Career ready writers, must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. Students should use technology strategically when creating, refining, and collaborating on writing in history. Students should be adept at gathering information.Learning TargetsStandards Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world.CPI # Cumulative Progress Indicator (CPI)6.2.8.A.4.aAnalyze the role of religion and other means rulers used to unify and centrally govern expanding territories with diverse populations.6.2.8.D.3.aCompare and contrast social hierarchies in classical civilizations as they relate to power, wealth, and equality.6.2.8.D.3.eCompare and contrast the tenets of various world religions that developed in or around this time period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of expansion, and their responses to the current challenges of globalization. 6.2.8.D.4.bAnalyze how religion both unified and divided people.6.2.8.D.4.cAnalyze the role of religion and economics in shaping each empires social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.6.2.8.D.2.aAnalyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations.6.2.8.D.3.fDetermine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.6.2.8.CD.4.iExplain how and why Islam spread in Africa, the significance of Timbuktu to the development and spread of learning, and the impact Islam continues to have on African society. Core Standards: (CCR- College and Career Readiness) Standards for Literacy in History/Social Studies 6-8Common Core Standards History/Social Studies Grades 6-8 Reading in History Key Ideas and Details RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3 Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, casually) RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Complexity RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently. Writing in History Texts and Purposes WHST.6-8.1. Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST.6-8.3. (See note; not applicable as a separate requirement) Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7. 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.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Unit Essential Questions The Role of Essential Questions Key essential questions reoccur throughout the study of history. They provoke inquiry and lead to deeper understanding of the big ideas that enable students to better comprehend how the past connects to the present. The essential questions created for Westward Expansion and Reform were used to frame content goals and to inform the development of the cumulative progress indicators. Essential Questions For This Unit: How do religions play a role in developing values and beliefs? Why do religious values and beliefs change over time? Why is there persecution due to religious beliefs and practice? What is the difference between polytheism and monotheism? Should there be a relationship between religion and government? To what extent does religion impact peoples daily lives? How have the beliefs systems of societies and individuals come into conflict? Where did the expansion of religion into neighboring lands create trade tensions? How have the beliefs systems of societies and individuals come into conflict? Where did the expansion of religion into neighboring lands create trade tensions? How have the beliefs systems of societies and individuals come into conflict? Where did the expansion of religion into neighboring lands create trade tensions? How did Hammurabis Code give order to society, and how does that system compare to others civilizations? How do Moses and the Ten Commandments change the structure of societal worship? How was the spread of Christianity a dividing factor in Europe and Asia Minor? Who was Muhammad and what was his role in the development of Islam? What are the basic tenets of Islam and how did the religion spread? How did religious reform lead to conflict? How does the teaching of Siddhartha Gautama influence the lifestyle of the Far eastern countries? In what way did the evolution of Brahmanism develop into what came to be known as Hinduism? What role has religion played in human development from ancient times to modern? Identify key tenets of the major world religions (i.e. Buddhism, Christianity, Hinduism, Islam, and Judaism. Analyze how religious ideas influence current issues. How did the Reformation transform European Christianity? How did the Protestant Reformation and Catholic Counter Reformation impact modern day Christianity? What impact did the Protestant Reformation have on political and social aspects of European life? Unit Enduring Understandings 1. Religion is at the core of the belief system of a civilization, shaping how people interact with one another, dress, and eat. 2. The diffusion of religion throughout the world has been caused by a variety of factors including: war, trade, missionary work, and migration. 3. Close contact and differences in beliefs has resulted in conflict between religious groups. 4. World religions emerged and spread throughout Europe, Africa, and Asia during the era of classical civilizations. 5. Differences in opinions and beliefs between the three major religions (Islam, Christianity, and Judaism), and geographic locations ignited conflicts that led to the Crusades. 6. Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of classical civilizations. 7. Hinduism spread across and to Southeast Asia and has had a lasting impact on those regions. 8. The Reformation led to the fracturing of Christianity in Europe and to the reform of the Catholic Church. Unit Vocabulary: 3.1.8.C&F- Decoding and Word Recognition & Vocabulary Development *Explicit vocabulary development through content vocabulary should be made visible in the classroom as an interactive word wall. An interactive word wall should be tangible where students can pull words for the wall to use at their seats and/or stations/hubs. It is recommended the teacher provide a visual of the word as well as the part of speech. The terms should be clear, visible, and student friendly. The definition should be included on the other side of the vocabulary display. polis classical acropolis democracy aristocrats oligarcy tyrant pericles mythology Homer Sappho Aesop fables Cyrus the Great cavalry Darius I Persian Wars Xerxes I alliance Peloponnesian War Phillip II phalanx Alexander the Great Hellenistic Socrates Plato Aristotle Euclid Hippocrates The Parthenon Aeneas Romulus Remus republic dictators Cincinnatus plebeians patricians magistrates consuls Roman Senate legions Punic Wars Hannibal Gaius Marius Lucius Cornelius Spartacus Cicero Julius Caesar Pompey Augustus Pax Romana aqueduct Byzantine Empire oracle dynaty Confucius Daoism Laozi seismograph silk Silk Road Han Dynasty sub-Saharan Africa Sahel savannah animism Sundiata Mansa Musa Sunni Ali Askia the Great griots proverbs kente  Ancient Civilizations Midterm and Final Assessment As of September of 2012 Sixth grade students throughout Jersey City will partake in four diagnostic assessments tied to Belief Systems. These four assessments consist of: quarterly assessment 1 covering everything covered from the 1st marking period, a midterm covering everything from marking periods 1 & 2, quarterly assessment 3 covering content from the 3rd marking period, and the final at the end of marking period four covering everything from marking periods 3 & 4. The Jersey City School District will issue test dates for all sixth grade students to take these district-wide assessments. The test cannot be altered and must be given as is. These assessments are developed off the pacing of the curriculum. The assessments are broken into a diagnostic section as well as historical content knowledge. Students in sixth grade will be responsible to recall each section of this curriculum so that they may successfully complete the Belief Systems quarterly assessments, midterm, and final. The mid-term and final breaks down into four parts: Part I. Multiple Choice, Part II. Constructed-Response, Part III. Document-Based Questions, and Part IV. Analyzing Data. The assessments are based off the curriculum; teachers are encouraged to add activities that are innovative, educational, and engaging, while covering the topics listed in this curriculum. The assessment at the end of this curriculum will serve as the Pre and Post-test for the third MP and in preparation for the quarterly assessments, midterm, and final. Summative Assessment (Culminating Activity) (Begin Week One; Due Week Nine)Evidence of Learning Grade 6 Unit Three Social Studies & Language Arts Option #1 Project Based LearningThis summative activity will be presented at the end of the marking period as a quarterly assessment project, using the rubric in the teacher resources. The Culminating Activity will be a collaborative effort between the Social Studies and Language Arts Teachers. Objectives: Social Studies: SWAT: Introduce a topic SWAT: Organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), by using multimedia and presentation in aiding comprehension. SWAT: Create a platform an analysis of the structure of a world religion by technologically presenting the tenets of a religion of choice, and analyzing the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. Teaching Strategy( As the global community becomes more interdependent, it is extremely important for people to become aware of the spiritual heritage of one another. Many religions teach their religious beliefs through folktales, myths, and sacred writings. Your assignment is to construct a heritage story in a narrative format that illustrates the fundamental beliefs of a major world religion. Working in groups of three (3), choose one of the religions covered in the unit. You will create a PowerPoint slide presentation to be presented orally and visually to the class following the criteria listed here: Minimum ten (10) slides, plus a title slide and a bibliography Founder (monotheistic or polytheistic) Country/continent of origin Sacred book, places, taboos Ceremonies and life-cycle rituals Culture related to behaviors Religious influence on political structure Symbols, art work, artifacts You made add a sound or sound track The project will be assessed on research, oral presentation, visual design, and technological mechanics. Extension: Create a short question and answer quiz to be completed by the class at the end of the presentation. Group Rubric for students Guiding/ Grading  HYPERLINK "http://discover.education.purdue.edu/challenge/pbl/2002_2003/enl_progress/ppprubric.htm" http://discover.education.purdue.edu/challenge/pbl/2002_2003/enl_progress/ppprubric.htm QUARTERLY ASSESSMENT PROJECT 2 World Cultures World News Report Buddhism, Christianity and Islam each had an impact on particular regions of the world. The effects of these belief systems on the world stage have had long lasting implications for mankind. Your news team has been put on assignment to research the impact of one religion on the culture of a particular region in the world. You must research the religions impact on a particular region of the world, report your findings, and design or present an artistic impression symbolizing its significance. In addition, each member of your news team must write an editorial piece (persuasive essay) responding to the community issue listed below. You will be expected to work in both individual and group setting in order to complete the project to the best of your ability. The Requirements: 1. News Correspondents -Research the Impact of the Religion on a Particular Region. Teacher will assign religion and region. Student group will research region and take notes on the impact of the religion on the culture of the region. Notes will also include a map of that region. Student groups will present their findings as news correspondents from the news show World News Report. 2. Oral. Each group will share their findings in front of a supportive audience. Alternatively groups may videotape their news presentation and then play recording for the class. 3. Visual Designs or Artistic Expression. Student groups will create an artistic impression of the assigned religion, symbolizing its significance on the assigned region of the world. For example, students may recreate a religious costume, create an illustration or display, write and perform a song, etc. 4. Editorial - Persuasive Paragraphs. (Individual assignment) Each news correspondent will write an editorial (persuasive essay) on the following community issue: The First Amendment to the United States Constitution enforces the separation of church and state. A local school in Jersey City, as a public school, is part of the state. However, the First Amendment of the United States Constitution also protects the right to freedom of religion and freedom of expression from government interference. At this local student an unidentified student practices your assigned religion. Your religion is very important to you. It is part of your culture, and therefore part of who you are as a person. You want 15 minutes of the school day, every day, to practice your religion. Should the school allow you to practice your religion during the school day? If so, what should be allowed? Write a paragraph outlining the details and providing evidence to support your opinion. The Rubric As a class, with teacher support, define, and design the rubric for each assignment. Post. Each assignment will be graded according to the rubrics created. Project will be graded by Social Studies and English Language Arts teacher, as appropriate. Extension: Response Journal -- How does this project relate to the unit theme of Cultural Identity?  Formative AssessmentsStudent conferences (Check for students pace of Culminating activity, assignments, understanding of historical content, summarizing skills) Exit Slips/  HYPERLINK "http://www.socrative.com" www.socrative.com Socrative allows teachers to collected quantitative data, students enter a response through Socrative and an Excel spreadsheet is generated for the teachers review. Do Now Activities  HYPERLINK "http://www.polleverywhere.com" www.polleverywhere.com Poll everywhere is a free response system (similar to clickers) where students post open-ended responses to questions (Do Nows) or participate in a survey like review for an exam. Running blog to discuss Belief Systems and ( HYPERLINK "http://www.blogger.com" www.blogger.com is free) Photo or Political Cartoon analysis (A tip sheet on how to analyze political cartoons is attached in the Resource section of this curriculum). Webquest: A web quest is meant to guide students through a process of inquiry through a set of assigned tasks that lead them to a conclusion, or that results in a product. Electronic Survey ( HYPERLINK "http://www.surveymonkey.com" www.surveymonkey.com and Google Forms is free) Belief Systems- Student created subpages based on a topic involving Judaism, Islam, and Christianity Edmodo- Social networking site where students can discuss class assignments and projects. Teacher, students, and parents can all post comments and reflections. Skills to Build Upon for Diagnostic Assessments (Midterm/Final) Using Special- Purpose Maps Documents-Based Questions Analyzing Graphic Data Analyzing Political Cartoons Identifying Main Ideas/Summarizing Sequencing Identifying Cause and Effect/Make Predictions Drawing Inferences and Conclusions Making Valid Generalizations Distinguishing Fact and Opinion Comparing and Contrasting Analyzing Primary Sources Identifying Frame of Reference and Point of View Using Secondary Sources Analyzing Diagrams and Charts Constructed Reponses and Open-Ended Suggested Lessons LessonsTimeframeLesson 1 World Religions and Belief Systems Judaism ,Christianity, and Islam The Children of Abraham  5-90 minute blocks Or 9-45 Minute Class PeriodsLesson 2 Protestant Reformation 5-90 minute blocks Or 9- 45 Minute Class PeriodsLesson 3 Islam 5-90 minute blocks Or 9- 45 Minute Class PeriodsLesson 4 Buddhism, Hinduism, and Shintoism5-90 Minute blocks Or 9-45 Minute Class PeriodsCurriculum Development Resources Click the links below to access additional resources used to design this unit:  HYPERLINK "http://www.state.nj.us/education/cccs/standards/6/index.html" New Jersey Core Curriculum Content Standards  HYPERLINK "http://www.freetech4teachers.com/2010/04/12-resources-every-social-studies.html" Technology in the Social Studies Classroom  HYPERLINK "http://www.nj.gov/education/cccs/standards/8/" Technology Core Curriculum Content Standards  HYPERLINK "http://images.apple.com/education/docs/Apple-ISTE-NETS-Teachers.pdf" National Educational Technology Standards (NETST) and Performance Indicators for Teacher  HYPERLINK "http://www.corestandards.org" Common Core State Standards Technology Resources for Software that students will use:  HYPERLINK "http://www.internet4classrooms.com/on-line.htm" www.internet4classrooms.com/on-line.htm (Variety of Programs)  HYPERLINK "http://www.actden.com/pp/" www.actden.com/pp/ (PowerPoint)  HYPERLINK "http://www.bcschools.net/staff/MicrosoftOffice.htm" www.bcschools.net/staff/MicrosoftOffice.htm (Microsoft Tutorials)  HYPERLINK "http://www.bbhcsd.org/start/t4t/" www.bbhcsd.org/start/t4t/ (Microsoft Products Tutorials)  HYPERLINK "http://www.blogger.com" www.blogger.com Blog platform Content Resources  HYPERLINK "http://teachinghistory.org/best-practices/using-primary-sources/24001" Read Like a Historian  HYPERLINK "http://tiny.cc/j802gw" http://tiny.cc/j802gw and  HYPERLINK "http://tiny.cc/nl12gw" http://tiny.cc/nl12gw This websites provides teachers with a guide to better assist students with reading historical texts from both primary and secondary sources. Document Analysis Worksheets  HYPERLINK "http://tiny.cc/3b12gw" http://tiny.cc/3b12gw The following document analysis worksheets were designed and developed by the Education Staff of the National Archives and Records Administration. You may find these worksheets useful as you introduce students to various documents. Thousands of documents are available throughout sections of the National Archives website, including:  HYPERLINK "http://www.archives.gov/education/lessons/" Teaching With Documents,  HYPERLINK "http://www.archives.gov/exhibits/" Online Exhibits, and the  HYPERLINK "http://www.archives.gov/research/arc/education/documents.html" ARC Online Catalog. Written Document Photograph Cartoon Poster Map Artifact Motion Picture Sound Recording How to Analyze Written Sources  HYPERLINK "http://tiny.cc/nl12gw" http://tiny.cc/nl12gw View this PDF on how to analyze primary and secondary sources in history. Technology Resources for Software that students will use:  HYPERLINK "http://www.internet4classrooms.com/on-line.htm" www.internet4classrooms.com/on-line.htm (Variety of Programs)  HYPERLINK "http://www.actden.com/pp/" www.actden.com/pp/ (PowerPoint)  HYPERLINK "http://www.bcschools.net/staff/MicrosoftOffice.htm" www.bcschools.net/staff/MicrosoftOffice.htm (Microsoft Tutorials)  HYPERLINK "http://www.bbhcsd.org/start/t4t/" www.bbhcsd.org/start/t4t/ (Microsoft Products Tutorials)  HYPERLINK "http://www.blogger.com" www.blogger.com Blog platform Content Resources  HYPERLINK "http://www.historyforkids.org/learn/westasia/religion/monotheism.htm" http://www.historyforkids.org/learn/westasia/religion/monotheism.htm This site takes you back to the earlier civilizations of the Assyrians where polytheism had strong documentation in writings.  HYPERLINK "http://www.gradebook.org/Religion%20Class.htm" http://www.gradebook.org/Religion%20Class.htm You can find a variety of links to tools, web resources, scholarly books, e-books, legal opinions, etc. on many religions.  HYPERLINK "http://www.ancientegypt.co.uk/gods/story/main.html" http://www.ancientegypt.co.uk/gods/story/main.html This is an animated slide presentation on the story of the ancient gods and goddesses, how they came to be, and their ruling domains.  HYPERLINK "http://www.kidspast.com/world-history/0047-Israels-beginnings.php" http://www.kidspast.com/world-history/0047-Israels-beginnings.php Good visuals on the Bible and other sacred books.  HYPERLINK "http://www.socialstudiesforkids.com/subjects/judaism.htm" http://www.socialstudiesforkids.com/subjects/judaism.htm Offer links to a Jewish library, Dead Sea Scrolls, Jewish culture, Artifacts, etc.  HYPERLINK "http://ngm.nationalgeographic.com/2012/03/apostles/todhunter-tex" http://ngm.nationalgeographic.com/2012/03/apostles/todhunter-tex Using the search, you can view archived articles on sacred texts and places where Christianity first spread.  HYPERLINK "http://www.youtube.com/watch?v=dn0iwWrkgb0" http://www.youtube.com/watch?v=dn0iwWrkgb0 This is a 5 part video on the story of Jesus of Nazareth  HYPERLINK "http://atschool.eduweb.co.uk/carolrb/islam/links.html" http://atschool.eduweb.co.uk/carolrb/islam/links.html Contains pictures of Islamic artifacts, an overview of the Quaran, and foundations of the Muslim culture.  HYPERLINK "http://ngm.nationalgeographic.com/ngm/data/2002/01/01/html/ft_20020101.5.html" http://ngm.nationalgeographic.com/ngm/data/2002/01/01/html/ft_20020101.5.html This site offers a modern look on the fastest growing religion in the world.  HYPERLINK "http://www.metacafe.com/watch/3153429/biography_muhammad_the_prophet_history_channel_1_of_6/" http://www.metacafe.com/watch/3153429/biography_muhammad_the_prophet_history_channel_1_of_6/ This is a 6 part short video on the life story of the prophet Mohammad on whom Islam is based. ( HYPERLINK "http://wri.leaderu.com/wri-table2/hinduism.html" http://wri.leaderu.com/wri-table2/hinduism.html)Includes a table from god and worship in the universe to earliest discoveries of scripts that guide this belief ( HYPERLINK "http://hinduism.about.com/library/weekly/extra/bl-intro-index.htm" http://hinduism.about.com/library/weekly/extra/bl-intro-index.htm) Defines how Hinduism is unique from other religions. ( HYPERLINK "http://www.religioustolerance.org/hinduism2.htm" http://www.religioustolerance.org/hinduism2.htm) Gives an early history and evolution from the Persian civilization and on. ( HYPERLINK "http://www.bbc.co.uk/religion/religions/hinduism/" http://www.bbc.co.uk/religion/religions/hinduism/) Hinduism and its ethical affects on society ( HYPERLINK "http://www.hinduismtoday.com/modules/wfchannel/index.php?wfc_cid=5" http://www.hinduismtoday.com/modules/wfchannel/index.php?wfc_cid=5) The modern evolution and adaptation of Hinduism ( HYPERLINK "http://www.uri.org/kids/world_hind.htm" http://www.uri.org/kids/world_hind.htm) A site that allows children to compare world religions ( HYPERLINK "http://wri.leaderu.com/wri-table2/buddhism.html" http://wri.leaderu.com/wri-table2/buddhism.html). Contains a table of information including God, the Afterlife, Moral and Values, and religious leaders ( HYPERLINK "http://www.ship.edu/~cgboeree/buddhaintro.html" http://www.ship.edu/~cgboeree/buddhaintro.html). A complete story of the development of this religion from the life of Siddhartha to its modern day practices. ( HYPERLINK "http://www.religionfacts.com/buddhism/index.htm" http://www.religionfacts.com/buddhism/index.htm) Greats visuals of monks in worship and tells of how children prepare to become a Buddhist. ( HYPERLINK "http://www.thebigview.com/buddhism/" http://www.thebigview.com/buddhism/) Lists the codes by which a Buddhist must guide his life. ( HYPERLINK "http://www.japanese-buddhism.com/japanese-religion.html" \l "axzz1EsyJh6O2" http://www.japanese-buddhism.com/japanese-religion.html#axzz1EsyJh6O2) Contains an interactive section where students can read and answer questions. ( HYPERLINK "http://www.religioustolerance.org/shinto.htm" http://www.religioustolerance.org/shinto.htm). Discusses the merger of Buddhism into the culture of what was previously Shinto only. ( HYPERLINK "http://www.patheos.com/Library/Shinto.html" http://www.patheos.com/Library/Shinto.html) Provides a Shinto overview from early history to modern day including the texts on which practices and beliefs are based. ( HYPERLINK "http://www.uri.org/kids/other_shin.htm" http://www.uri.org/kids/other_shin.htm) Provides an overview and offers a section for student activities such as word games and crossword puzzles related to the religion selected to study. ( HYPERLINK "http://www.bbc.co.uk/religion/religions/shinto/" http://www.bbc.co.uk/religion/religions/shinto/ Offers pictures of the festivals of celebration in Japanese culture as well as historical view of this religion ( HYPERLINK "http://www.asahi-net.or.jp/~qm9t-kndu/shintoism.htm" http://www.asahi-net.or.jp/~qm9t-kndu/shintoism.htm) This site offers links to many other sites and focuses on the survival of the Shinto traditions under many changes in the ruling families of Japan.  Teacher Notes Lesson Notes: Teachers should note that students may not have a belief system associated with any particular religion or belief in a supernatural power. Every student is entitled to his or her own beliefs and should be free to express these beliefs, including disbelief. Teachers should also note that in learning about religious viewpoints, students must not be required to engage in religious practices. Finally, many religious texts are accompanied by commentary that can be highly controversial. Teachers should be careful to recognize the difference between primary and secondary sources as authoritative, and should also be clear with students that many religious texts are translations and/or have multiple versions and meanings SWAT: Distinguish what is described as a religion from a belief system. Analyze the different religions that are practiced around the world. Describe the ancient civilizations that worshiped many gods and idols. Investigate the global locations where polytheism was in practice Examine the cultural changes which came with monotheism Discuss the teachings of Judaism Uncover the sacred books of Judaism and the root of Jewish traditions The ancient civilizations usually shared a set of beliefs that supernatural powers created and ruled the world. The major events in their lives were based on the happiness of the gods and goddesses. As a result, offerings and sacrifices were regular rituals. Priests and other clerics, therefore, held a place of esteem and power and were connected with the ruling body of the people. The Babylonian Empire followed a set of laws called the Code of Hammurabi which was a series of almost 300 laws, supposedly received by Hammurabi through SHAMASH, the god of justice. The Egyptians, too, followed polytheism believing that life, death, and the afterlife we under the watchful eye of Ra, the sun god and many others. Judaism first developed as a religion more that 3,000 years ago in the Fertile Crescent. It is the worlds religion based on one God who set down laws about rights and wrong. Judaism has helped shape the religions of Christianity and Islam, as well as modern ideas about aw and human rights. The TORAH consists of five books of the Hebrew Bible. The Torah states that God made a covenant with Abraham promising his people the land of Canaan, known as The Promised Land. The book now as Exodus describes the hardships faced by the Israelites as they moved out to Egypt to their new land. During their journey God called to Moses and gave him the The Ten Commandments which are laws to guide society to follow the ethical teachings of the Torah by showing their duty to God. The Scriptures are sacred writings found in the Hebrew Bible known as the Tanakh. The Talmud is a book of religious teachings for oral commentaries used for discussion by Rabbis. The six key teachings in Judaism are: Ethical monotheism, Observance of law, Love for others, Weekly day of rest, Commitment to study and prayer, Connection to the Land of Israel. The next section of the Jewish Bible called the Prophets describes those believe to be messengers of God to deliver reminders to serve God. Teacher Notes The ancient civilizations usually shared a set of beliefs that supernatural powers created and ruled the world. The major events in their lives were based on the happiness of the gods and goddesses. As a result, offerings and sacrifices were regular rituals. Priests and other clerics, therefore, held a place of esteem and power and were connected with the ruling body of the people. The Babylonian Empire followed a set of laws called the Code of Hammurabi which was a series of almost 300 laws, supposedly received by Hammurabi through SHAMASH, the god of justice. The Egyptians, too, followed polytheism believing that life, death, and the afterlife we under the watchful eye of Ra, the sun god and many others. Judaism first developed as a religion more that 3,000 years ago in the Fertile Crescent. It is the worlds religion based on one God who set down laws about rights and wrong. Judaism has helped shape the religions of Christianity and Islam, as well as modern ideas about aw and human rights. The TORAH consists of five books of the Hebrew Bible. The Torah states that God made a covenant with Abraham promising his people the land of Canaan, known as The Promised Land. The book now as Exodus describes the hardships faced by the Israelites as they moved out to Egypt to their new land. During their journey God called to Moses and gave him the The Ten Commandments which are laws to guide society to follow the ethical teachings of the Torah by showing their duty to God. The Scriptures are sacred writings found in the Hebrew Bible known as the Tanakh. The Talmud is a book of religious teachings for oral commentaries used for discussion by Rabbis. The six key teachings is Judaism are: Ethical monotheism, Observance of law, Love for others, Weekly day of rest, Commitment to study and prayer, Connection to the Land of Israel. The next section of the Jewish Bible called the Prophets describes those believe to be messengers of God to deliver reminders to serve God. The kingdom of Israel divided around 900B.C. and the descendants of the Israelites became known as Jews. SWAT: Explain the events, which led to Jesus of Nazareth to be called the Messiah. Describe the Code of Theodosian that designates Christianity as the religion of the Roman Empire Discuss the is meant by the Great Schism which divided Christianity into Roman Catholic and Eastern Orthodox Identify iconoclasts are image breakers who furthered the division in the Christian organization. Compare the rituals, rules, and beliefs which separated Christianity into denominations. Teacher Notes The northern European humanists laid the foundation for the Reformation, a religious movement that changed the thinkers in the society of the day. An important leader of the movement was a German monk called Martin Luther. Corruption was rampant in the Catholic Church with priests, monks, and nuns often breaking their vows; many church leaders lived in extreme luxury and in ways contrary to Christian teachings. A system of repentance where one could by redemption was called Indulgences. An indulgence was a release from punishment for ones sins. (Catholics believed that people are punished after they die for bad things they do while living.) The church sold indulgences for money, so that people could use wealth, and not good behavior, to escape trouble in the afterlife. Martin Luther was a German monk who also sought to reform the church. Through studying the Bible, he concluded that Church teachings were corrupt and false to the meaning of Christianity. He argued that people could avoid punishment in the afterlife not by doing good works (and certainly not by purchasing indulgences) but through strong belief, or faith. Luther began his own religion (although he saw it as a return to a more pure Christianity), translated the bible into German, developed a mass, and even got married. His ideas started a religious revolution across Europe in which people challenged the power of the Church. Lutheranism: People perform good works to obey God, not to earn a reward in the afterlife. Faith leads to reward in the afterlife, and going to heaven is Gods gift, not something that can be earned. The Bible is the source of authority on Christian beliefs. People get together in churches and celebrate masses (very similar to Catholic ones), where they participate Holy Communion, and baptism, but none of the other Catholic sacraments, arguing that these were the only two sacraments mentioned in the Bible. Masses also include bible readings, and singing. Mass is in German, or whatever the native language is. Priests can marry. Calvinism: Founded on the beliefs of John Calvin, a French humanist. Calvinists believe that God chooses an elect group of people to go to Heaven. Everyone else is doomed to an eternity in hell no matter what they do. God knows in advance who will end up wherea belief called predestination. We know the elect by their good works, but they are not doing the works to earn salvation, they are doing them through the grace of God (a potentially confusing distinctionit makes sense if you start with Luthers attack on works.) Calvinism has a strict code of personal conduct; no singing, dancing, card playing, strong drink or fancy clothes. The Bible is the source of all authority, and the state needs to reflect Biblical law in its laws. Anglicanism. Founded when Henry VIII broke away from Rome to marry Anne Boleyn. In some ways, Henry simply took the existing Catholic Church in England and replaced it with a homegrown leader, keeping the hierarchical structure of church leadership and, of course, the buildings. Like Catholics, Anglicans believe that Baptism erases original sin, but like Protestants they believe that people need to have faith, and do not have to do good works. Anglicans also believe in each family making choices about its private religious life. While they believe that the Bible is the ultimate authority, they also believe that the monarch and the Archbishop of Canterbury, the leading religious figure, are in charge of interpreting it. COUNTER REFORMATION The Counter-Reformation sought to reform the Church and bring back some credibility that it had lost in the attacks by reformers and Protestants. Beginning with the Council of Trent, in 1545, the Church initiated a series of reforms and clarifications of its policies. It rejected Protestant beliefs like predestination, translating the Bible into new languages, or the right of anyone but the Catholic Church to interpret it. But it also reformed. It increased the educational requirements for priests, and urged them to spend more time preaching. Finally, the Church went to war, in a spiritual and political sense against Protestantism. The Church revived the Inquisition to punish heretics; it banned books, and encouraged political leaders to make war against Protestants. The conflicts were long and brutal. All sides committed atrocities. Protestants and Catholics both showed intolerance and hatred. In France, over a million people were killed between 1562 and 1598. In Germany, the Thirty Years War (1618-1648) led to similar atrocities, and ended with the Peace of Westphalia, which set boundaries for Catholic and Protestant nations in Europe, some of which still exist today. Many Jews opposed Roman law in Judea and hoped God would send a Messiah. During a time of upheaval against Roman rule, a man named Jesus of Nazareth spoke to large crowds, always attracting large followings. He began teaching the Hebrew scriptures, telling people that God would soon come to establish his kingdom. Out of fear of opposition to Roman law, he was arrested, beaten, and executed by crucifixion. According to the writings of his followers, known as Gospels, Jesus was not found in his tomb three days after his death. This rising from the death was enough to name him the Messiah or in Greek the Christ. The followers of Christ spread Christianity through Rome, Greece, Spain, Asia Minor and further. The New Testament is the collection of writings on which Christianity is based. They contain four books known as Gospels as well as parables, and epistles or formal letters. The last book is known as Revelation and makes predictions about future events. Christianity is monotheistic but believes in the Trinity; God existing as three forms. As Christianity spread, disagreement over organization, the use of icons, and who Jesus was began to divide the religion. The division manifested itself in Greece where an Eastern Orthodox Christianity split and became known as the Great Schism with patriarchs controlling the affairs of the Orthodox church. SWAT: Discuss the spread of Islam in Southeast Asia, the Mediterranean region, and Northern Africa and the influence of Islamic ideas and practices on other cultures and social behavior. The origin and development of Islamic law. Identify the significance of the Quran and the Five Pillars of Islam. Trace the origins of Islam and Mohammeds life Examine the important beliefs of Islam Analyze how the schisms in Islam have affected the religion Identify the sacred book and places in the Muslim religion The founder of Islam was Muhammad (c.570AD-632AD). He was born in present day Saudi Arabia and orphaned at a young age. Muhammad was raised by a Bedouin uncle in Mecca where the sacred rock, the Kaaba, was. He became a traveling merchant and traveled to Syria and met with early Christians and to Palestine where he met Jews. These monotheists greatly influenced his religious beliefs. Muhammad returned to Mecca 625AD and began his teachings of monotheists tot the polytheists of Mecca. The wealthy establishment of Mecca rejected his teachings and Muhammad left in 622AD, with his supporters, for Medina. (This date marks the beginning of the Islamic calendar.) With followers numbering 10,000 Muhammad returns to Mecca in 632AD and takes the city with his army. Muhammad taught a strict monotheism. The word Islam means I submit. Muhammad is seen by Moslems as the last prophet, some preceding prophets were Abraham, Moses and Jesus. The Koran (Quran) is the sacred book of Islam and recounts the teaching of Mohammad. In it the basic tenets of the religion, The Five Pillars, are explained as: Faith: I believe there is no God but Allah and Muhammad is His Prophet. Prayer: Muslims are required by the Koran to pray five times a day while kneeling and bowing towards Mecca. Alms: Charity is a central commandment of Islam Fasting: There are strict dietary laws, (similar to Judaism, (the consumption of pork is forbidden) and during the month of Ramadan Muslims must fast between sunrise and sunset. Pilgrimage (Hajj): Once in their lifetime a Muslim is expected to travel to the holy city of Mecca and pray at the Kaaba.  Suggested Lesson Plan #1Content Area: Social StudiesLesson Title: World Religion and Belief Systems: Judaism, Christianity, and the Protestant ReformationTimeframe: 2 90 minute periodsLesson Components HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120" 21st Century ThemesGlobal AwarenessXFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy  HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120" 21st Century SkillsCreativity and InnovationXCritical Thinking and Problem SolvingXCommunication and CollaborationXInformation Literacy Media LiteracyXICT LiteracyLife and Career SkillsInterdisciplinary Connections: Social Studies, Technology, Language Arts, MathematicsIntegration of Technology: Interactive White Boards/Promethium Board Internet display sacred books and placesEquipment needed: Class blog ( HYPERLINK "http://www.blogger.com" www.blogger.com is free),computers or laptops  Goals/ObjectivesLearning Activities/Instructional StrategiesFormative Assessment TasksSwat: Define a belief system and discuss the students beliefs and traditions. (This will serve as a baseline to contrast with belief system that will be discussed throughout the course.) What are some of the major issues which concerns religions or belief systems? e.g. The nature of God, Creation, After Life, Moral Codes, Stages of Life. Identify the different religions that were practiced around the world. Discuss how the ceremonies and the life practices are in the various stages of life similar to and different from your own religious practices. Discuss the impotence of the Holy Land. Explain the difference s between Western covenant based religions such as: Judaism, Christianity, and Islam; as opposed to Eastern religions such as: Buddhism, Hinduism. Discuss the origins of monotheism and the covenant of Judaism, Christianity, and Islam. Describe the teachings of Judaism. Identify the sacred books of Judaism and the roots of Jewish traditions. Discuss the link between Abrahams covenant and the Ten Commandments given by God on Mt. Sinai. Discuss the significance of the Ten Commandments on modern society. Discuss the events that led to the destruction of the second temple in 70 AD and Diaspora Evaluate to what degree the destruction of the second temple by Romans was the fulfillment of Jeremiahs prophecy Explain how the essence of Judaism was transformed as a result of the destruction of the second temple. Discuss how Jewish festivals reflect the teachings of Judaism and compare and contrast the festivals of own religions. Discuss how Jewish festivals reflect the teachings of Judaism and compare and contrast the festivals of own religions. Discuss varying viewpoints: What it means to be a Christian? Explain how the concept of Jesus, the Messiah is rooted in the prophecies of Judaism. Explain the circumstances of the birth of Jesus to Mary (Virgin Mary) and Joseph (Carpenter). Explain the significance of the Crucifixion and resurrection as core beliefs of Christianity. Explain the events which led to Jesus of Nazareth to be called the Messiah. Discuss the reasons for popularity of Christianity in the centuries following the Crucifixion of Jesus Explain why Christians Jews and Moslems are called The Children Of Abraham Discuss the Nicene Creed affects on the role of Christianity. Explain how the church was the glue that held Medieval Europe together. Essential Question: Why do people have faith? Essential Questions: What does it mean to be a good person? To what degree do belief systems promote or retard the development of civil societies? NJCCCS: CPI # 6.1.8. A.4.a Explain the changes in Americas relationships with other nations by analyzing policies, treaties, tariffs, and agreements. 6.1.8. C.4.a Analyze the debates involving the National Bank, uniform currency, and tariffs, and determine the extent to which each of these economics tools met the economics challenges facing the new nation. Lesson Sequence Do semantic mapping with the term religion. Use it to elicit some of their own religious beliefs compared to other religions through the course. What kinds of questions do religions ask or seek to answer. Why might this course use the word belief system as opposed to religion. Brainstorm the elements of a belief system/ religion together, and come up with a list of characteristics. Compare this list with the list that this course uses: identity, core beliefs, religious texts, cycle of life ceremonies, and festivals. Give examples of each. Ask students to interview each other, using the list above to generate interview questions. This is to be used as a basis for future analysis and comparison/contrast with the belief systems through-out the course. Map of world religions:  HYPERLINK "http://www.wadsworth.com/religion_d/special_features/p" http://www.wadsworth.com/religion_d/special_features/p For homework, ask students to interview an adult in their family to determine their belief systems, using the same interview questions.  HYPERLINK "http://www.nationalgeographic.com/kids-world-atlas/resources.html" http://www.nationalgeographic.com/kids-world-atlas/resources.html# JUDAISM Discuss covenant here Quote from Bible Examine from both sides Genesis 12:1 From the internet, post a map on the interactive white board of the Land of the Hebrews.  HYPERLINK "http://www.google.com/imgres?hl=en&sa=X&biw=1347&bih=581&tbm=isch&prmd=imvns&tbnid=jQsXRhj_zqdNFM:&imgrefurl=http://jtf.org/israel/ooo.exodus.map.htm&docid=suL-wKBn1So4bM&imgurl=http://jtf.org/israel/ooo.exodus.map.large.jpg&w=856&h=750&ei=5YZ_T7_dIoqQ9QTVoYD1Bw&zoom=1&iact=hc&vpx=404&vpy=172&dur=1606&hovh=210&hovw=240&tx=69&ty=225&sig=109885414604290084470&page=1&tbnh=106&tbnw=121&start=0&ndsp=27&ved=1t:429,r:21,s:0,i:114" ooo.exodus.map.large.jpg or obtain a poster sized or printed copy map of the same area. Introduce Judaism as the crossover to monotheism in their belief of one God. Distribute copies of this map to the students and have them trace the path of exodus from Egypt to Israel. Notebooks should contain a list of the unit vocabulary of Judaism including : Vocabulary Terms: Torah, covenant, commandments, patriarchs, Moses, Abraham, Promised Land, Scriptures, prophets, Talmud, rabbi and synagogue. *See Appendices for a variety of worksheets on religions Introduce the Ten Commandments by asking youngsters what they think God would ask the Jewish people to do in return for his delivering them from bondage in Egypt. Remind them the concept of covenant is a two way street. Then introduce the Ten Commandments The 10 Commandments - God's Revelation in the Old Testament The 10 Commandments are found in the Bible's Old Testament at Exodus, Chapter 20. They were given directly by God to the people of Israel at Mount Sinai after He had delivered them from slavery in Egypt: "And God spoke all these words, saying: 'I am the LORD your God ONE: 'You shall have no other gods before Me.' TWO: 'You shall not make for yourself a carved image--any likeness of anything that is in heaven above, or that is in the earth beneath, or that is in the water under the earth.' THREE: 'You shall not take the name of the LORD your God in vain.' FOUR: 'Remember the Sabbath day, to keep it holy.' FIVE: 'Honor your father and your mother.' SIX: 'You shall not murder.' SEVEN: 'You shall not commit adultery.' EIGHT: 'You shall not steal.' NINE: 'You shall not bear false witness against your neighbor.' TEN: 'You shall not covet your neighbor's house; you shall not covet your neighbor's wife, nor his male servant, nor his female servant, nor his ox, nor his donkey, nor anything that is your neighbor's.' Have students write a newspaper article describing the destruction of the Jerusalem. How would the Prophet Jeremiah explain the destruction of the Temple? (Covenant) Destruction of Jerusalem  HYPERLINK "http://en.wikipedia.org/wiki/File:Roberts_Siege_and_Destruction_of_Jerusalem.jpg"  The kingdom of Israel divided around 900B.C. and the descendants of the Israelites became known as Jews. What happened to the Abrahams people? Consider the following lyrics: When Israel was in Egypts land, Let My people go! Oppressed so hard they could not stand, Let My people go! Refrain: Go down, Moses, Way down in Egypts land; Tell old Pharaoh To let My people go! No more shall they in bondage toil, Let My people go! Let them come out with Egypts spoil, Let My people go! Oh, let us all from bondage flee, Let My people go! And let us all in Christ be free, Let My people go! You need not always weep and mourn, Let My people go! And wear these slavry chains forlorn, Let My people go! Your foes shall not before you stand, Let My people go! And youll possess fair Canaans land, Let My people go! Sing this song with the students. Ask the student to answer the follow questions: According to the song, what happened to the Jewish people after Abraham died? Who is the pharaoh mentioned in the song? What is the song asking the pharaoh to do? What is Canaan mentioned in the poem? How does this song reflect the promises made in the covenant between God and Abraham? What do you think happens next? Have any students heard this song before? Discuss with students why this song might have been popular at other points in history, with people who are not Jewish? Who might want to sing it and why? Ask the students to paraphrase in the own words what they mean. Ask them to explain which of the commandments are most important to them. Ask them to go back to the section in genius that about God covenant with the Jewish people in the time of Abraham. Ask them how the commandments are in some way related to that covenant. Discuss the relationship between the Ten Commandments and modern societys laws which of these commandments are still enforced by modern laws which should and shouldnt be. Extension: compare different versions of the Ten Commandments. What role does interpretation/translation play in the meaning of the scriptures. Divide the class into five groups and have them describe the difference and practices of the festivals of each of the five major festivals. Students should be able to explain how each of these festivals is rooted in the teachings of Judaism expressed in the texts discussed in from previous lessons. They should discuss how these festivals are similar to and different than their own celebrations within their own beliefs. Descriptions may be found at the University of Wyoming Website,  HYPERLINK "http://bit.ly/9aWyPI" http://bit.ly/9aWyPI Christianity Interview with Christian community member (e.g. Pastor, Priest, Neighbor, and Family member). Use the following questions. Please do not interview the same person you interviewed at the start of Unit 1. What does it mean to be a Christian? How does Christianity affect all aspects of your life? What are your obligations as a Christian? What are your obligations to God? What are Gods obligations to humanity? Teacher will provide the following questions to students to answer. The concept of the Messiah: What is a Messiah? What role does he play in Judaism/Christianity? Define the purpose of the Messiah? What are your ideas on the Messiah? After students answer the questions, they should have a think-pair-share. Following the student understanding of those questions, the students should answer in an essay the following question: Why do people still look forward to the coming or the second coming of the Messiah? The students should read Luke 2. Then compare and contrast the biblical account of Jesus birth with that described in the song, Marys Boy Child. Have the students sing the song to remember the lyrics.  HYPERLINK "http://www.santas.net/marysboychild.htm" www.santas.net/marysboychild.htm Discuss with the class the line in the song, that states the following And man shall live forever more because of Christmas day. Finally the teacher should have the students retell the story of Christmas in their own words using both the biblical version and the song discussed above. Students should use the following link to Luke 2, from Bible Gateway  HYPERLINK "http://bit.ly/4Kod20" http://bit.ly/4Kod20 Then the students will answer the question: Are the guidelines established by Jesus reasonable to live by? Then give the student the Lords Prayer to read. As a class, discuss the meaning of the following quotation: Thy kingdom come, thy will be done, on Earth as it is in heaven. From what you read, is the Sermon on the Mount a fulfillment of the Old Testament or a departure from the Old Testament? Finally, have the student write a newspaper article as if they were from Jerusalem during the era of Jesus life. Then have them write an editorial on the Sermon on the Mount from a Jewish perspective. Students should draw a balance sheet listing reasons for becoming a Christian and reasons to stay with mainstream religion Read acts 4 -  HYPERLINK "http://scriptures.lds.org/acts/4/12" http://scriptures.lds.org/acts/4/12 How does Peter explain to the judges why Christianity attracts people despite official persecution? Using the pbs website From Jesus to Christ, Consider the following points with your students: Why did the Emperor Constantine adopt Christianity during the Battle of Rome? Why was his conversion important to Christianity? What important steps did the Emperor take in introducing his new religion to the Roman World? (Transition) How did he take into account the pagan religions of the Empire? How do historians differ in their ways of explaining the early development of Christianity? Teacher should have students draw a map that highlights the spread of Christianity throughout the Roman Empire. (again, consider the PBS website at  HYPERLINK "http://to.pbs.org/aqim0l" http://to.pbs.org/aqim0l Students should create a timeline that highlights major events that led to the spread of Christianity throughout the Roman World. Students should also point out which were the Christian ideological centers within the Roman Empire. Why did Peter deny Jesus Christ before he was crucified? What is the significance of his denial? If Peter denied Jesus why did He [Jesus] chose Peter to lead the Church? What does the phrase, upon this rock I build my church ? Students should write a short paragraph on how religious institutions play a role in their lives. Follow the ideas beyond religious functions., i.e. Hudson Catholic High School, United Jewish Appeal, CYO, YMCA, Southern Christian Leadership council, Christ Hospital, St. Anthonys High School. Discuss various functions of these institutions. Students will create and complete a graphic organizer to compare the role of the church during the middle ages to the modern era. Assign each student a function of the church in the following capacities: agriculture, education, medicine, Each student will complete a report explaining the role of those various functions. Have the students answer the following question to complete their report: How did the role of the church changed from the middle ages to the modern era? Discuss the following: Why is Lent the most solemn period of Christian calendar? Ask Christian students, how their lifestyle changes during the period of Lent? Discuss the significance of the following days of Holy Week: Palm Sunday, Good Friday, and Easter Sunday. Why is Christmas important to some Christian denominations and not to others? Discuss why bumper stickers sometimes say Christmas is the birthday of Jesus not Santa Claus. Divide the student into groups, one for each holiday in the Christian calendar. Each group is to prepare a report on how a Christian family celebrates the event, explaining the kind of food eaten, songs sung, costumes worn, etc Ask the student to draw a diagram explaining the life cycles of Christianity from birth to death. Extra Credit: find the biblical foundation for each of these ceremonies. Teacher will ask the following questions: What are some of the sacraments that are discussed in Christianity? (Baptism, Holy Communion, Matrimony, etc.) Why are sacraments an essential part of the religious practices of some Christians but not others? (Catholics vs. Evangelicals Protestants) How do sacraments influence daily life among Christian denominations? Explain the idea of original sin. To what extent are these sacraments related to the teachings of Jesus Christ? Why do some Christians believe in infant baptism while others practice adult baptism? What is the significance of communion for Catholics and some Protestants?  Critical Thinking Students will consider and write the advantages/disadvantages of having many gods responsible for their world around them. KWL Ask students to divide a piece of paper into four columns listing the 6 religions of this unit down column left side. Write as much as you KNOW, WANT TO KNOW, and leave the LEARN column empty until the unit is complete. This will be submitted for a grade. RESEARCH Have each student investigate one Jewish ritual or holiday of their choosing. Include how the time is celebrated in their place of worship as well as any foods, or other customs that are remembered from an ancient event. COMPARE AND CONTRAST Ask students to create a two column chart comparing the Roman Catholic Church to the Orthodox Church. Questions: Who was the churchs leader? Priests and marriage. Language used in rituals Highest Officials Division in which countries Icons and symbols CHALLENGE Have students create comic strip style storyboards comparing differences between the two churches, such as rituals, holidays, iconic figures, etc. Differentiation Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the essential content, but provide multiple options for taking in this information. Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the follow is recommended for differentiation. Working in pairs, students can choose one of the five aspects of Greek life to research. Pairs will use their activity sheets to choose a specific area of interest to research further; for example, they may focus on the role of women in ancient Greek society, literature and drama, education, warfare, philosophers, the Parthenon, and so on. (Students in pairs should choose separate topics.) Have pairs create a list of little-known facts about their topics to share with the class. Individually, students can use their research to write essays on how ancient Greek life compares with, or has influenced, modern society.  Classroom Model for a 45-Minute Social Studies Period, Gr. 6- 8  Suggested Lesson #2Content Area: Social StudiesLesson Title: Reformation and ConflictTimeframe: 5- 90 Minute Blocks/9 -45 Minute Class periodsLesson Components HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120" 21st Century ThemesXGlobal AwarenessFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy  HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120" 21st Century SkillsXCreativity and InnovationXCritical Thinking and Problem SolvingXCommunication and CollaborationxInformation Literacy XMedia LiteracyXICT LiteracyLife and Career SkillsInterdisciplinary Connections: Language Arts, Science, Social Studies,Integration of Technology: Use of interactive white board media if available, computers with internet access to Microsoft WordEquipment needed: Internet, computers, interactive white boards Goals/ObjectivesLearning Activities/Instructional StrategiesFormative Assessment TasksSWAT: Discuss why Luther rebelled against the teachings of the Catholic Church. Explain the attraction of Evangelical Christianity to many 21st believers. Born Again Christians Discuss how Christian festivals reflect the teachings of Christianity. Discuss how the ceremonies and life cycle practices of Christianity reflect the core values of various Christian denominations Describe how Judeo- Christian and Moslem teaching is reflected in modern day culture. Essential Question: How do life cycle ceremonies and festivals Essential Question: To what degree do belief systems promote or retard achievements of civil societies? NJCCCS: CPI # 6.2.8.D.3.f Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.Lesson Sequence The teacher should compare Martin Luther to Martin Luther King, Jr. The teacher should have the student compare the protest movements of the Civil Rights Movement of the 1950s and 1960s to the Protestant Reformation in the middle ages. Teacher should mention the fact that Martin Luther King, Jr. had been changed from Michael King because of his father admiration from Martin Luther. Suggested Activity: Teacher should being the discuss asking the question: Do you think Martin Luther King Jr., was a great leader? Did his role of a pastor of a church help him in his ability to be an effective leader? Have student read the following article:  HYPERLINK "http://bit.ly/rzLqF" http://bit.ly/rzLqF Then ask students to go back to the original question. In a Think-Pair-share activity, decide if Dr. King was a great protest movement leader? Ask students to decide whether the civil rights movement under Dr. King and other leadership was a successful protest movement? What were its goals? Did it achieve its goals? Discuss the four criteria from the teachers notes. Then have students read the following article: HYPERLINK "%20http://bit.ly/zzxED%20"  http://bit.ly/zzxED  Have students compare the early life of Martin Luther and Dr. King. Discuss the reason why both of them challenge the norms of their respective societies. Like in the case of Dr. King students should answer the following questions: What segment of society did Luther get Suggested Activity: Teacher should being the discuss asking the question: Do you think Martin Luther King Jr., was a great leader? Did his role of a pastor of a church help him in his ability to be an effective leader? Have student read the following article:  HYPERLINK "http://bit.ly/rzLqF" http://bit.ly/rzLqF Then ask students to go back to the original question. In a Think-Pair-share activity, decide if Dr. King was a great protest movement leader? Ask students to decide whether the civil rights movement under Dr. King and other leadership was a successful protest movement? What were its goals? Did it achieve its goals? Discuss the four criteria from the teachers notes. Then have students read the following article: HYPERLINK "%20http://bit.ly/zzxED%20"  http://bit.ly/zzxED  Have students compare the early life of Martin Luther and Dr. King. Discuss the reason why both of them challenge the norms of their respective societies. Like in the case of Dr. King students should answer the following questions: What segment of society did Luther get  HYPERLINK "http://calvarychapel.com/" http://calvarychapel.com/ Activity: Start the class with discussing the some of the major aspects of evangelical Christianity as contained in the articles. Have the students create a Venn diagram comparing and contrasting evangelical to mainstream Christianity such as Roman Catholicism and Lutheranism. Use the following website from the University of Wyoming: Discuss the following: Why is Lent the most solemn period of Christian calendar? Ask Christian students, how their lifestyle changes during the period of Lent? Discuss the significance of the following days of Holy Week: Palm Sunday, Good Friday, Teacher will define and discuss the definition of sacraments from the University of Wyoming website: http://bit.ly/cx1mpZ Ask the student to draw a diagram explaining the life cycles of Christianity from birth to death. Extra Credit: find the biblical foundation for each of these ceremonies. Teacher will ask the following questions: What are some of the sacraments that are discussed in Christianity? (Baptism, Holy Communion, Matrimony, etc.) Why are sacraments an essential part of the religious practices of some Christians but not others? (Catholics vs. Evangelicals Protestants) How do sacraments influence daily life among Christian denominations? Explain the idea of original sin. To what extent are these sacraments related to the teachings of Jesus Christ? Why do some Christians believe in infant baptism while others practice adult baptism? What is the significance of communion for Catholics and some Protestants? Students should read landmark court cases that limit the role of religion in public places (10 Commandments in Court Buildings, the "I pledge of Allegiance,). Teacher should also highlight how political Christian groups have formed to influence government and politicians throughout the course of American History. Discuss the question: When is it appropriate for kids to learn about religion in a public school? When is it not appropriate? Luther Starts Reformation Introduce unit vocabulary into their notebooks: Indulgence, reformation, salvation, corruption, predestination Explain the criticisms of the church by a Monk named Martin Luther. (Salvation based on good works, the role of priests, and the authority of the pope. *Salvation can be BOUGHT Indulgences Students will fold their notebook page to make four columns- TITLE: Cause and Effect of Reform England-Parliament passes the Act of supremacy giving the monarch rule of the land France-Huguenots, French Protestants were given freedom to worship Spain-set up the inquisition to try to convert Jews, Muslims and Protestants to Christianity. Netherlands-Many Dutch had converted to Calvinism and receive support from Elizabeth I against the Spanish. Visit the site below which display percentages of religions throughout the world. Discuss the percentage today compared with those of the Reformation period. Using EXCEL to create a spread sheet and graph your results. If available students may attempt this task individually using laptops.  HYPERLINK "http://bit.ly/IC42VV" http://bit.ly/IC42VV Legacy of Reformation Do Now Have students write for five minutes in their journal books in response to this prompt on the board: How does equality lead to freedom? How does literacy lead to progress? Discuss how the religious wars and Reformation led to individual governments develop with stronger authority over each countrys peoples. On the board, write a template showing students the parts of a personal letter; include the heading, the greeting, the body, the closing, and the signature. Students will write a letter to Martin Luther or any figure of the Reformation, describing the effect that the Reformation still has on Europe today. Information can be found at:  HYPERLINK "http://bit.ly/I6XyhN" http://bit.ly/I6XyhN and  HYPERLINK "http://bit.ly/Id2moo" http://bit.ly/Id2moo  HYPERLINK "http://worldhistory.mrdonn.org/powerpoints/reformation.html" http://worldhistory.mrdonn.org/powerpoints/reformation.html A variety of activities/power points on the Reformation  HYPERLINK "http://westernreservepublicmedia.org/middleages/reform_lesson.htm" http://westernreservepublicmedia.org/middleages/reform_lesson.htm (Lesson plan) Use the above site to read about the causes of the Reformation. Write a comparison of a scenario that has a similar plot to one of the causes of the Reformation. Objective-Students will be able to communicate their opinions on social issues. Use the site below to complete. (Adjust to your class)http://www.pbs.org/empires/martinluther/class_lesson2.htmlPANEL DISCUSSION Ask groups to research the work of major Catholic reformers and leaders of the Renaissance. Invite a representative from each group to sit on a panel of experts in the center of the class, and ask them all to comment on various questions, such as: whats wrong with the church? What should be done? Every five minutes, ask students to tag in to seats, replacing the other representatives. Critical Thinking Sequence the chronological events by date order of the main legal decisions and treaties that contributed to the spread of Protestantism. Timeline of Reformation Students will make a timeline that shows significant events that show the strengthening of the Protestant and Catholic Reformations. Include: 93 theses, Anglican Church formation, John Calvin, Ulrich Zwingli, Council of Trent, Peace of Augsburg, Johann Tetzel, The Jesuits Differentiation: Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the essential content, but provide multiple options for taking in this information. Provide access to a variety of materials, which target different learning preferences and reading abilities. Break assignments into smaller, more manageable parts that include structured directions for each part. Develop activities that target auditory, visual, and kinesthetic learners. Establish stations for inquiry-based, independent learning activities. Use a variety of assessment strategies, including performance-based and open-ended assessments.  Suggested Lesson #3Content Area: Social StudiesLesson Title: IslamTimeframe: 2- 90 minute periodsLesson Components HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120" 21st Century ThemesXGlobal AwarenessXFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy  HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120" 21st Century SkillsXCreativity and InnovationXCritical Thinking and Problem SolvingXCommunication and CollaborationXInformation Literacy XMedia LiteracyXICT LiteracyLife and Career SkillsInterdisciplinary Connections: Social Studies, Geography, Language Arts, MathematicsIntegration of Technology: Use of Interactive white board during instruction if available, overhead projector.Equipment needed: Internet, projector, journal notebooks, posters, drawings Goals/ObjectivesLearning Activities/Instructional StrategiesFormative Assessment TasksSWAT: Discuss varying viewpoints: What it means to be a Muslim? Discuss how Muhammads early life prepared him for his mission as a Prophet Discuss the spread of Islam in Southeast Asia, the Mediterranean region, and Northern Africa and the influence of Islamic ideas and practices on other cultures and social behavior. Explain the origin and development of Islamic law relating to the covenant of Judaism, Christianity, and Islam. Identify the significance of the Quran and the Five Pillars of Islam. Trace the origins of Islam and Mohammeds life. Examine the important beliefs of Islam. Analyze how the schisms in Islam have affected the religion. Take a position as to whether the teachings of Muhammad as expressed in the Quran and the Hadith (Sayings and accounts of the prophet Muhammad). Identify the sacred book and places in the Muslim religion. Discuss to what degree Muhammad was following in the footsteps of Abraham and Jesus. (Covenant) Discuss the effect of the five pillars on daily life of Muslims and compare and contrast the five pillars with similar cornerstones in Judaism and Christianity. Explain the factors that led to the widespread popularity of Islam. Discuss how the following reflect on Islams basic religious beliefs: Religious festivals and life cycle ceremonies. Muslim religious festivals and life reflect the religions basic beliefs Compare the rituals, rules, and beliefs which separated Christianity into denominations. Explain the origin and development of Islamic law relating to the covenant of Judaism, Christianity, and Islam. Explain the effect of Islam on the world and current events. Discuss why Muslims, Christians, and Jews are all called the children n of Abraham. Essential Question: Why do people have faith? Essential Question : What makes the Holy Land holy to Christians, Jews, and Muslems? Are all religions, at their core, the same? Essential Question: Are all religions, at their core, the same? NJCCCS: CPI # 6.2.8.C.4.e 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.4.b Analyze how religion both unified and divided people. 6.2.8.D.4.j Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.Lesson Sequence ISLAM Comparison and contrast should be made with similar learning activities in the Units on Judaism and Christianity. It is important to point out that the word Allah is the Arabic translation of God. If you have Muslim students and/or staff members that are willing to speak to your class this would be an excellent follow-up to the written interview. Interview with Muslim community member (e.g. Imam, Neighbor, and Family member) What does it mean to be a Muslim? How does Islam affect all aspects of your life? What are your obligations as a Muslim? What are your obligations to Allah? What are Allahs obligations to humanity? Students can use the following readings to appreciate what it is like to be a member of the Islamic community.  HYPERLINK "http://www.crosscurrents.org/hassan" www.crosscurrents.org/hassan Read the autobiography of Malcolm X describing his visit to Mecca.  HYPERLINK "http://www.malcolmxonline.com/speeches-letter-from-mecca.html" www.malcolmxonline.com/speeches-letter-from-mecca.html Ask students paraphrase Malcolms experience in Mecca the Holy City of the Islamic faith. Ask them to describe from Malcolms point of view, what are the reasons why after his visit to Mecca (hajj) his Islamic faith was strengthened? Have them underline and phrases in the passage that best describe the depth and profundity of his experience. Teacher should make comparisons between Muhammads early life and those of Abraham and Jesus. Discuss why these particular individuals were chosen as messengers of Allah/God. Have students research and take notes from the following sources and then write short biography of Mohammed the Prophet.  HYPERLINK "http://en.wikipedia.org/wiki/Muhammad" http://en.wikipedia.org/wiki/Muhammad  HYPERLINK "http://www.pbs.org/muhammad/timeline_html.shtml" http://www.pbs.org/muhammad/timeline_html.shtml Review the components of biography with students: Birth, hometown, childhood, religious training and environment, marriage, occupation. Discuss to what extent his life prepared him to be Gods messenger and a Prophet. Identify the geographical, religious, & cultural conditions upon which Islam was founded. Teacher should highlight Medina and Mecca as the centers of the Muslim World. (The Arabian Peninsula.) Have students compare and contrast the lives of Abraham, Jesus and Muhammad. After they complete the chart, ask students to write the following response: Using the common experiences of Abraham, Jesus, and Muhammad as examples. Imagine a modern-day prophet. In at least one page, describe his/her life. Use graphic organizer to compare Mohammed with Abraham and Jesus Birth Family Life Education Marriage Adult Life Abraham Jesus Muhammad Begin with a discussion with question, According to Old and New Testament in ancient days, How did God communicate what he wanted to those who he chose to spread his word? [e.g. Moses Burning Bush] According to Koran, How did Allah make his will known to Mohammed?  HYPERLINK "http://bit.ly/sSP2" http://bit.ly/sSP2 (Wikipedia) For a more advanced reading, see:  HYPERLINK "http://bit.ly/9KJIL8" http://bit.ly/9KJIL8 (witness-pioneer.org) Based on this passage and those cited in the teachers notes, discuss the following questions with students Teacher will provide the following questions to students to answer. The concept of the Prophet: What is a Prophet? What role does he play in Islam? Define the purpose of the Prophet? After students answer the questions, students should have a think-pair-share. Following the student understanding of those questions, the students should answer in an essay the following question: Why do Muslims revere the role of the Prophet Muhammad in Islam? If it is available, students will view ISLAM: Empire of Faith and answer discussion questions regarding Muhammads revelation. Have students read  HYPERLINK "http://en.wikipedia.org/wiki/Muhammad" http://en.wikipedia.org/wiki/Muhammad Discuss the obstacles faced by Muhammad in establishing the Kingdom of Allah on earth .Discuss how and why Mohammed was triumphant. How were these methods similar to different than those of the early Christians and the Hebrews? Students will create a timeline which traces the struggle and eventual; triumph of Mohammed >CF Kings 11:5-7; 1 Kings 14:24; 2 Kings 16: Without revealing the source, Introduce the five pillars of Islam:  HYPERLINK "http://www.islam101.com/dawah/pillars.html" http://www.islam101.com/dawah/pillars.html Use the above site to study the Five Pillars. Belief in one God and prophets that have spread his word Daily Prayer Charity Pilgrimage to Holy sites Fasting as means of repentance and purification Are these facets of the belief systems that we studied? Are they part of your own belief system? Analyze these points one by one. Introduce document and explanation of the Five Pillars. Students will recount the information gathered between the three major western religions. By completing a graphic organizer, the students should use their notes and past documents to organize side by side similar information. Judaism Christianity Islam Islam Explain the role of God/Allah and his profits? What literature is used in the religion and how is it used? List 5 basic teachings of religion and its importance. Discuss three major festivals and their significance. List the phases of life recognized by the religion and explain their importance. Have students create a three circle Venn diagram comparing and contrasting the three faiths Have students write essay summarizing Venn Throughout their experience, students will create a journal (develop questions) for their simulated experience completing the five pillars: Shahada Salat Zakat Sawm Hajj Students will go to the Hajj Intro for People of Other Faith website to read about the development of the hajj, the rituals it comprises, and its symbolic value for Muslims. Students will answer four questions about what they have read. They will then compose a diary entry from the perspective of a Muslim participant in the hajj during the ninth century reign of Harun al-Rashid. The activity is an opportunity for students to visualize the hajj in detail, but also to imagine what life was like during the golden age of the Abbasid caliphate. Student Web Activity Answers According to the Quran, Makkah was the site where Hagar found water for herself and her young son Ishmael. When Ishmael was about thirteen years old, Abraham and Ishmael built the Kaaba (Kasbah) there. The hajj commemorates the trials of Abraham and his family in Makah, including Abraham's willingness to sacrifice his son in response to God's command. A tawaf is a counter- clockwise procession around the Kaaba performed as one of the hajj rituals. During the hajj, Muslims remove their worldly clothing and don the simple, white attire of pilgrims. This symbolizes a state of human equality and unity before God. Students' diary entries should contain detail about the prosperity of Islamic civilization during this period. The entries should reflect the diversity of pilgrims in Makah and an understanding of the hajj rituals and their meanings. Map the development of Islam around the world Utilizing the Mapping our World Map Kits, students in pairs should be able to trace and define the major development of the Islamic Empire. Important eras/empires to include: Muhammad Caliphate Abbasids Umayyad Mughal (India), Safavid (Persia), & Ottoman (Turkey) Empires Muslim Heritage website:  HYPERLINK "http://bit.ly/9uab4u" http://bit.ly/9uab4u Cyberistan website:  HYPERLINK "http://bit.ly/bTiGF8" http://bit.ly/bTiGF8 Students will research important contributions to society by Muslims throughout the Islamic Empires (mathematics, medicine, astronomy, etc.). After completing research, students will present in groups those important contributions and how they affect our lives today.  HYPERLINK "http://images.suite101.com/871945_com_astrolabe.jpg"   HYPERLINK "http://images.suite101.com/871956_com_alhambra.jpg"  Students will research important contributions to society by Muslims throughout the Islamic Empires (mathematics, medicine, astronomy, etc.). After completing research, students will present in groups those important contributions and how they affect our lives today. Read primary sources depicting several examples of great Islamic based civilizations during the Golden Age  HYPERLINK "http://bit.ly/aXzsXg" http://bit.ly/aXzsXg  HYPERLINK "http://bit.ly/98FUx9" http://bit.ly/98FUx9 Ask students to create graphic organizer listing the criteria that students agreed constitute an advanced or valuable civilization Using the primary source documents complete the graphic organizer with quotes from the documents. -Ask them to conclude whether each of the civilizations depicted were great civilizations. If there is time include Moorish Spain in this learning activity.  HYPERLINK "http://bit.ly/cmncjT" http://bit.ly/cmncjT Students will read a set of Islamic Laws and compare it to their own moral beliefs. Food and Drink-  HYPERLINK "http://islamic-laws.com/fooddrinks.htm" http://islamic-laws.com/fooddrinks.htm Fasting -  HYPERLINK "http://islamic-laws.com/fast_rules.htm" http://islamic-laws.com/fast_rules.htm Wearing a Beard-  HYPERLINK "http://www.islamic-laws.com/beard.htm" http://www.islamic-laws.com/beard.htm Congressional Prayer -  HYPERLINK "http://bit.ly/ciiDOh" http://bit.ly/ciiDOh Students should answer the following questions: 1. Do you agree with this particular law? Why or Why not? 2. Does this law lend itself to being religious in nature or political in nature? 3. How does this law compare to a law passed politically (law of the state/country)? 4. Does this law change depending on your location? 5. How do these laws compare to rules established in other religions youve studied? Once the students finish reading and answering the questions for each law, there should be a class discussion about how these laws affect the lives of practicing Muslims. Students will write an persuasive essay explaining the following: Explain how events tied to Islamic culture have changed the perception of the faith. Students will research an event in recent history, i.e. 9/11 attacks, and explain how some extremist groups have justified their actions related to their faith. Students should make connections to these intra-faith groups and determine whether the state of Islam is stronger or weaker in recent history. Students should be put into four groups. Each group will be assigned a festival to present. Using Microsoft Power Point the student should give a 10 minutes presentation answering the following questions as a guide: 1. Describe why people are celebrating this festival? 2. What traditions are performed in honor of this celebration? 3. What connections exist between the rituals/ceremonies and purpose of faith? 4. How are these rituals/ceremonies similar to western religions? 5. How are these rituals/ceremonies different from western religions? While students present, the other groups should take notes. Students should read the article pertaining to religious life practices. Have the students get into five groups and research one rite of passage per group. Then have the students answer the following their research: 1. What does this stage signify within the Islamic religious world? 2. What requirements are needed to reach this life stage? 3. How is this a rite of passage, similar to ones of the Judaism and Christian religions? 4. How are they different? Once the group completes their research, have the group jigsaw and get into mixed groups one from each life practice. Student should complete a chart depicting all the life stages. Finally the class as a whole, discuss the solutions to the questions for each life practice. Students will recount the information gathered between the three major western religions. By completing a graphic organizer, the students should use their notes and past documents to organize side- by-side similar information. Judaism Christianity Islam Explain the role of God/Allah and his profits? What literature is used in the religion and how is it used? List 5 basic teachings of religion and its importance. Discuss three major festivals and their significance. List the phases of life recognized by the religion and explain their importance Origins of Islam Do Now Students will respond by writing for 5 minutes in response to a prompt on the board: What kind of climate and landforms (topography) would you find in the countries around the Arabian peninsula? Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity by drawing a timeline on the board. Have students do the same in their notebooks. Mark the years of earlier religions studied. *See Appendices for a variety of worksheets on religions View the History Channels biographical study of The Prophet Muhammad at:  HYPERLINK "http://bit.ly/IcTNEZ" http://bit.ly/IcTNEZ Students should record 8 facts of interest in their journals after viewing. Create a fact board to remain posted in the classroom until the end of the unit. *Define in notebook: Quaran, Islam, Mecca, Ramadan,Kaaba, Nomad, Hajj. Identify in notebook: Muhammad, Khadija, and Allah. Interpret why Muslims core beliefs are called pillars and how they think the 5 pillars help to build a strong community. Create a pillar template for each student. Play an audiotape of Muslim daily prayer. Describe the sequence of Muslim daily prayer. Identify the signal words that reveal this sequence Teacher Notes: Goes with notes Many Jews opposed Roman law in Judea and hoped God would send a Messiah. During a time of upheaval against Roman rule, a man named Jesus of Nazareth spoke to large crowds, always attracting large followings. He began teaching the Hebrew scriptures, telling people that God would soon come to establish his kingdom. Out of fear of opposition to Roman law, he was arrested, beaten, and executed by crucifixion. According to the writings of his followers, known as Gospels, Jesus was not found in his tomb three days after his death. This rising from the death was enough to name him the Messiah or in Greek the Christ. The followers of Christ spread Christianity through Rome, Greece, Spain, Asia Minor and further. The New Testament is the collection of writings on which Christianity is based. They contain four books known as Gospels as well as parables, and epistles or formal letters. The last book is known as Revelation and makes predictions about future events. Christianity is monotheistic but believes in the Trinity; God existing as three forms. As Christianity spread, disagreement over organization, the use of icons, and who Jesus was began to divide the religion. The division manifested itself in Greece where an Eastern Orthodox Christianity split and became known as the Great Schism with patriarchs controlling the affairs of the Orthodox church. Muhammad taught a strict monotheism. The word Islam means I submit. Muhammad is seen by Moslems as the last prophet, some preceding prophets were Abraham, Moses and Jesus. The Koran (Quran) is the sacred book of Islam and recounts the teaching of Mohammad. In it the basic tenets of the religion, The Five Pillars, are explained as: Faith: I believe there is no God but Allah and Muhammad is His Prophet. Prayer: Muslims are required by the Koran to pray five times a day while kneeling and bowing towards Mecca. Alms: Charity is a central commandment of Islam Fasting: There are strict dietary laws, (similar to Judaism, (the consumption of pork is forbidden) and during the month of Ramadan Muslims must fast between sunrise and sunset. Pilgrimage (Hajj): Once in their lifetime a Muslim is expected to travel to the holy city of Mecca and pray at the Kaaba. COMPARE AND CONTRAST VENN DIAGRAM Students will create a Venn Diagram of Sunni and Shiites factions on poster board. Critical Thinking According to Muslim teaching, how is Islam similar to Judaism and Christianity? THE PILLARS OF ISLAM GROUP ACTIVITY Students will write and illustrate a childrens book about the Pillars of Islam. Sequence: 1. In groups of five, each student will select one of the Pillars, 2. Gather information, and 3. Illustrate the duty of that Pillar as someone is performing it. 4. Then write a brief text that will appear with the information. One volunteer will illustrate a cover. Differentiation: Differentiated Instruction should be designed so that all learners can master the essential understandings and skills need to analyze history, even though they use different content, processes, and products to get there. To reach this goal, teachers should focus instruction on the essential content, but provide multiple options for taking in this information. Working is stations/hubs is based on differentiated instruction. If teachers so not have the means/resources for hubs in their classroom, the follow is recommended for differentiation. For differentiation, it is recommend the teacher pair students up so students who are excelling and/or understand the content may assist students who are struggling with content/level while working in groups to complete the Webquest.  Suggested Lesson #4Content Area: Social StudiesLesson Title: Hinduism, and BuddhismTimeframe: 2 90 minute periodsLesson Components HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120" 21st Century ThemesXGlobal AwarenessFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy  HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120" 21st Century SkillsXCreativity and InnovationXCritical Thinking and Problem SolvingXCommunication and CollaborationXInformation Literacy XMedia LiteracyXICT LiteracyLife and Career SkillsInterdisciplinary Connections: Social Studies, Technology, Language ArtsIntegration of Technology: Use of interactive media if available, computers with internet access to Microsoft Word Equipment needed: Internet, computers Goals/ObjectivesLearning Activities/Instructional StrategiesFormative Assessment Tasks 1. SWAT: Explain what it means to be a Hindu. Essential Questions: Why do people have faith? 2. SWAT: explain and apply the concepts of Dharma and Karma. Essential Questions: Why do people have faith? What does it mean to be a good person? 3. SWAT: Delineate the relationship between reincarnation, and the concepts of Dharma and Karma. Essential Question: What happens after we die? 4. SWAT: Compare and contrast Hindu beliefs of after life with those of Christianity. Essential Question: What happens after we die? 5. SWAT: Explain whether Hinduism is a monotheistic or a polytheistic faith. 6. SWAT: Discuss how the writings of Sri Ramakrishna reflect some of the essential teachings of Hinduism? Essential Question: Are all religions, at their core, the same? 6. SWAT: Compare and contrast Hindu and Western religion concepts about the afterlife. Essential Questions: What happens after we die? 7. SWAT: Are all religions, at their core, the same? 8. SWAT: Discuss the similarities and differences of Hindu religious rites of passage to those of western religions. Essential Questions: Are all religions, at their core, the same? SWAT: How do life cycle ceremonies, holidays and ceremonies reflect the core teachings of a belief system? 10. SWAT: Discuss the similarities and differences of Hindu religious rites of passage to those of western religions. Essential Questions: Are all religions, at their core, the same? 11. SWAT: How do life cycle ceremonies, holidays and ceremonies reflect the core teachings of a belief system? 12. SWAT: Describe aspects of Hindu life in contemporary American society. Essential Question: To what degree do belief systems promote or retard achievements of civil societies? 11. SWAT: Discuss how Hindu festivals and life cycle ceremonies reflect its core beliefs. 12. SWAT: Explain how Hindu served as the glue to traditional Indian society, and the role it plays in Indias modernization. 1. SWAT: Explain what it means to be a Buddhist? Essential Question: Why do people have faith? 2. SWAT: Discuss the biography of Buddha and how and why he became a world force. Essential Question: Are all religions, at their core, the same? 3. SWAT: Explain the concept of dukkha and why Buddhists seek enlightenment through eightfold path. Essential Question: What does it mean to be a good person? SWAT: discuss how the values of the Buddhist Five Precepts compare to the Ten Commandments of the Bible. Essential Questions: What does it mean to be a good person? Are all religions, at their core, the same? SWAT: compare and contrast Buddhist beliefs of after life with those of Hinduism. Essential Question: Are all religions, at their core, the same? SWAT: Discuss how the writings of Siddhartha Gautama reflect some of the essential teachings of Buddhism. Essential Question: Why do people have faith? SWAT: Compare and contrast Buddhism and Western religion concepts about the afterlife. Essential Question: What happens after we die? Are all religions, at their core, the same? SWAT: Discuss the similarities and differences of Buddhist religious rites of passage to western religions. Essential Questions: How do life cycle ceremonies, holidays and ceremonies reflect the core teachings of a belief system? Are all religions, at their core, the same? SWAT: Discuss how Buddhist festivals reflect its core beliefs. Essential Question: How do life cycle ceremonies, holidays and ceremonies reflect the core teachings of a belief system?  Hinduism Have students read following websites about Hinduism:  HYPERLINK "http://bit.ly/afTiAp" http://bit.ly/afTiAp (religious tolerance website... caution students that there are advertisements on this page.) and Himalayanacademy.com  HYPERLINK "http://bit.ly/aPvqGG" http://bit.ly/aPvqGG Discuss: 1. Is Hinduism a creed or a culture and way of life? Is it both? 2. Examine the "Nine Beliefs of Hinduism" from Himalayan Academy website:  HYPERLINK "http://bit.ly/aPvqGG" http://bit.ly/aPvqGG. 3. 4. Have students create a four column graphic organizer (Create one here please) 5. Use to examine each of the nine beliefs -In column one state belief, in column two paraphrase beliefs, in column explain if that belief is one with which you agree and in column four discuss if that belief is found in any or all of the three western religions you have already studied. 6. Have students read the following article about Karma  HYPERLINK "http://bit.ly/fyNlz" http://bit.ly/fyNlz Do they see this concept as being consistent with Judeo-Christian beliefs? Why/why not? Have students underline terms or phrases in reading that help define what Karma means. Discuss if they believe that good brings good and evil produces evil. Ask students to write short biographical essays defending their point of view on the issue of Karma. Ask students to read story of the Elephant King  HYPERLINK "http://bit.ly/bfmPLb" http://bit.ly/bfmPLb Ask students to summarize story. Discuss: What is moral of story. How does the story illustrate the concept of Karma? Is this story a parable that might be taught in Sunday schools in the United States? Ask students to read  HYPERLINK "http://bit.ly/9NFRIt" http://bit.ly/9NFRIt #5 selection on reincarnation. Students will summarize the article and explain if the belief in reincarnation is at variance with their own beliefs about an afterlife and the tenets of western religions such as Christianity. Divide students into groups and have them each report on one of the manifestations of God in Hinduism. Discuss how the Gods roles are complimentary to each other. Review the concept of the Trinity in Roman Catholicism. Discuss whether the Brahma, Vishnu and Shiva are a Trinity and how according to Hinduism they work during the life cycle.  HYPERLINK "http://bit.ly/bHLoCv" http://bit.ly/bHLoCv Have students read an article about Sri Ramakrishna, a revered Hindu teacher.  HYPERLINK "http://bit.ly/bHLoCv" http://bit.ly/bHLoCv How do you compare his life on earth with that of Jesus? Discuss whether his vision of God is similar or different than the vision of God in the Old Testament? What does he mean when he says that the clearest sight of God is men and woman? Do you see his comments as a reflection of Jesus it the Sermon on the Mount? Sri Ramakrishna faithfully practiced the spiritual disciplines of different religions and came believe that all of them lead to the same goal. Thus he declared, "As many faiths, so many paths." Sri Ramakrishna faithfully practiced the spiritual disciplines of different religions and came to the realization that all of them lead to the same goal. Thus he declared, "As many faiths, so many paths." Ask students to summarize his beliefs expressed in short passage - Do they agree with some, all, or none of his philosophy. Ask students to find writings in other religions that are similar, cite chapter and verse. The comic of Ramayana:  HYPERLINK "http://bit.ly/bkdiQK" http://bit.ly/bkdiQK Have students read the comic of Ramayana and summarize the first 20 pages. Then ask the students the following questions: Who is the hero? What values of society are reflected in the story? Compare this story to different stories in the Bible? (For example, Samson & Delilah.) How does this story from the perspective the India concepts of Dharma and Karma get reflected in the story? For this lesson, see:  HYPERLINK "http://bit.ly/9s4Xix" http://bit.ly/9s4Xix Divide students into groups and have them each report on one of the manifestations of God in Hinduism. Discuss how the Gods roles are complimentary to each other. Review the concept of the Trinity in Roman Catholicism. Discuss whether the Brahma, Vishnu and Shiva are a Trinity and how according to Hinduism they work during the life cycle. Ask students to read the article about reincarnation and write a brief summary of its ideas 1. Discuss what is meant by the tern soul from students perspective and from the Hindu point of view? Is the meaning of these terms similar or different in the two traditions? 2. Discuss what is meant by the term jiva why is it compared to the ego? 3. How is the Hindu concept of heaven similar and /or different than the western concept? 4. The Bible says that man was created in Gods image would Hindus agree? 5, In what way is reincarnation an evolutionary process? 6. Does Hinduism provide more or less incentive to lead a good life as compared to western religions?  Students should use the following websites answer these questions: Kumbha Mela-  HYPERLINK "http://bit.ly/bEv80H%20" http://bit.ly/bEv80H  Holi:  HYPERLINK "http://bit.ly/9ULY6Q" http://bit.ly/9ULY6Q Divali:  HYPERLINK "http://bit.ly/c35HoV" http://bit.ly/c35HoV Students should create a graphic organizer looking like the one below: Question #1 Question #2 Question #3 Question #4 Question #5 Kunmbha Mela Holi Divali 1. Describe why people are celebrating this festival? 2. What traditions are performed in honor of this celebration? 3. What connections exist between the rituals/ceremonies and purpose of faith? 4. How are these rituals/ceremonies similar to western religions? 5. How are these rituals/ceremonies different to western religions? Once the students finish completing the chart, the teacher should a class discussion on the answers. Begin class by asking the class about Social Class. Does America have social classes? If so, what are they? Do they have rules? Pick one of the readings on the left and ask students to answer these same questions for India. Discuss the breakdown of social class in India from the traditional Hindu caste system to the modern secular, legally classless society. Do they see connections between caste in India and caste in American History? Now move to Hinduism. How does Hindu religious teaching reinforce the idea of social caste? How might it be a vehicle for breaking down caste? Watch the video clips on the following website and analyze each speakers opinion of the role of Hindu in the breakdown of caste in India.  HYPERLINK "http://bit.ly/aUPYIV" http://bit.ly/aUPYIV For background reading, see the following websites:  HYPERLINK "http://en.wikipedia.org/wiki/Caste_system_in_India" http://en.wikipedia.org/wiki/Caste_system_in_India  HYPERLINK "http://hinduism.iskcon.com/practice/701.htm" http://hinduism.iskcon.com/practice/701.htm  HYPERLINK "http://www.hinduwebsite.com/hinduism/h_caste.asp" http://www.hinduwebsite.com/hinduism/h_caste.asp There is a strong tension in modern Hinduism between the traditional role of the religion in justifying the caste system on the Indian subcontinent and a potentially transformative role of Hinduism in helping to overcome or transcend the caste system through its openness to new ideas and diversity Begin class by asking the class about Social Class. Does America have social classes? If so, what are they? Do they have rules? Pick one of the readings on the left and ask students to answer these same questions for India. Discuss the breakdown of social class in India from the traditional Hindu caste system to the modern secular, legally classless society. Do they see connections between caste in India and caste in American History? Now move to Hinduism. How does Hindu religious teaching reinforce the idea of social caste? How might it be a vehicle for breaking down caste? Watch the video clips on the following website and analyze each speakers opinion of the role of Hindu in the breakdown of caste in India.  HYPERLINK "http://bit.ly/aUPYIV" http://bit.ly/aUPYIV Extension: Now that caste discrimination is illegal, would you marry outside of your caste? What would the arguments be for or against such a decision? How might the principles of Hinduism guide your decision? PART A.HINDUISM DO NOW Students will write in their journals for 5 minutes in response the a post on the board: Using the Interactive Board, post a picture of the Aryan god BRAHMA. If available, or use a text resource, poster, drawing, etc.  HYPERLINK "http://bit.ly/HWfQAf" http://bit.ly/HWfQAfRead anonymous responses. Explain that the Hindu religion is based on an earlier religion called Brahmanism. The earliest texts written were called Vedas but are hard for the people to understand. Two epic poems have been written to help in this matter. Read a summary of the Mahabharata, the most famous of the epics of Hinduism.  HYPERLINK "http://www.amazon.com/Illustrated-Mahabharata-Children-Indian-Epic/dp/8184682433/ref=sr_1_1?s=books&ie=UTF8&qid=1334087008&sr=1-1" Illustrated Mahabharata for Children, by Indian Epic and Chandu, Copyright 2009, or other available text  HYPERLINK "http://bit.ly/zZjbdi" http://bit.ly/zZjbdi Vocabulary: Karma, dharma, Moksha, Shiva, Parvati, Upanishads, soul  HYPERLINK "http://www.bbc.co.uk/schools/religion/hinduism/holi_worksheets.shtml" http://www.bbc.co.uk/schools/religion/hinduism/holi_worksheets.shtml ( Go to Buddhism and teachers) Use the above site to complete a chart on the Eightfold Path. *See Appendices for a variety of worksheets on religions Post a map of South Asia on board; pass out copies to students. Have students map a timeline of the spread of Hinduism throughout the continent. Shiva is recognized as one of the greatest Hindu deities and has had an impact in culture. He known as Lord of the Dance and may dances have been created in his honor. Contact the Theater Arts supervisor for a visit to a performance to the SURATI performing arts dance company located in Jersey City.  HYPERLINK "http://www.bbc.co.uk/schools/religion/hinduism/holi_worksheets.shtml" http://www.bbc.co.uk/schools/religion/hinduism/holi_worksheets.shtml Have the students use the above site to complete a variety of worksheets on the various aspects of Hinduism. You could also have the students complete a KWL before completing this activity. PART B.BUDDHISM In an oral reading, have students volunteer to read the slides in the power point presentation on the Life of The Buddha.  HYPERLINK "http://slidesha.re/2J776F" http://slidesha.re/2J776F or use a book reference such as Becoming Buddha by Whitney Stewart, or create a visual storyboard for students to follow  HYPERLINK "http://www.bbc.co.uk/schools/religion/buddhism/buddha_day.shtml" http://www.bbc.co.uk/schools/religion/buddhism/buddha_day.shtml Use the above site to compare and contrast the major religions. Vocabulary list for this section to be written in their notebooks: Nirvana, Siddhartha, monasteries, meditation, dharma, karma, enlightenment, mantra Students should summarize the Steps of the Eightfold Path. Organize students into groups of eight and each one is assigned one step. Each group will plan a skit to demonstrate their assigned step. Props, costumes, and scenery may be added for special effects. This can be performed in week 2 of the unit. Distribute a template of a Venn Diagram and have students title it The Two Schools of Buddhism. One circle should be Little Raft Theravada, and the other Big Raft Mahayana. Have students place the different schools of thought from each sect. PART C. SHINTO DO NOW Post on the board for students to do a 5 minute write in their journals the following question: If a religion has no founder, no scripture and no set of gods can it have a foundation? Explain. Read anonymously four or five responses. Discuss how a belief system may be based on stories of the history of their country Japan. . Vocabulary list words for student notebook: Jinja, harai, kami, kamidana, shintai, Torii, miki, miko Connect the power of the Emperor with that of a God as believed by the people. Shinto Shrines as places of worship, guarded by a large gate called a Torii. Followers leave prayer cards and wishes called EMA at the shrines. Pass out index cards. Students can compose a prayer or wish that they would ask of a god to be posted on a bulletin board. Japanese and Korea followers of Shinto practice side by side with Buddhists, with many clans merging the two. Buddhism Students should get an understanding of what this individual (Mark Unno) believes in the Buddhist religion. They should see how an individual view the overarching concepts of the religion. Look deeply: I arrive in every second to be a bud on a spring branch to be a tiny bird, with wings still fragile, learning to sing in my new nest, to be a caterpillar in the heart of a flower, to be a jewel hiding itself in a stone. I still arrive, in order to laugh and to cry, in order to fear and to hope, the rhythm of my heart is the birth and death of all that is alive.... I am the 12-year-old girl, refugee on a small boat, who throws herself into the ocean after being raped by a sea pirate, and I am the pirate, my heart not yet capable of seeing and loving.... Please call me by my true names, so I can wake up and so the door of my heart can be left open, the door of compassion. Have students read following poem about Buddhism:  HYPERLINK "http://bit.ly/cRPWAC" http://bit.ly/cRPWAC Ask students to summarize explain if they agree with idea of poem Student will try to answer the same questions that Mark Unno is attempting to answer. How do they feel about the answers the Mark gives to the concepts he describes? How would you answer them differently? How do these ideas conflict or harmonize with your own beliefs? Do you think his take on the religion is wrong or right? Why? Refer to the following:  HYPERLINK "http://bit.ly/dzTRz1" http://bit.ly/dzTRz1 Have students read the following article depicting the life of Siddhartha Gautama (the Buddha).  HYPERLINK "http://bit.ly/b1dLxl" http://bit.ly/b1dLxl Have students answer the following questions: Compare the birth of Siddhartha to that of Jesus and Mohammed. Consider the following as you compose graphic organizer 1. Circumstances of Birth 2. Early life 3. The Life changing moment 4. The spreading of the word 5. The following 6. Death 7. Influence Are there any similar characteristics or relationships you can draw from this article that you already learned about in this course? Explain why Siddhartha emerged when he did and how does this compare and differ from western religions? Use this article from the University of Wyoming website to answer the first SWAT of the lesson:  HYPERLINK "http://bit.ly/d4ZsVM" http://bit.ly/d4ZsVM Students are going to jigsaw the path to enlightenment. Each group will read an article pertaining to one of the concepts of eightfold path. The genius of this jigsaw is the concepts do not need to be achieved in a particular order. The idea of balance amongst them all will have the same effect in achieving enlightenment.  HYPERLINK "http://bit.ly/bUSEAB" http://bit.ly/bUSEAB The teacher will need to make multiple copies of the sections of the eightfold path to disperse to members of the group. Start the class asking the following question: What do the Four Noble Truths mean? Truth #1. All is suffering ( HYPERLINK "Javascript:openWindow('dukkha')" dukkha). Truth #2. Suffering comes from desire. Truth #3. If a person stops desiring, then they stop suffering. Truth #4. Desiring can be stopped by following the Noble Eightfold Path.  HYPERLINK "http://www.thebigview.com/buddhism/eightfoldpath.html" http://www.thebigview.com/buddhism/eightfoldpath.html Have students apply the eight fold path to real situations by using movie plots: the young man in Gran Torino, Older man in same situation., Sophies choice, Schindler List etc As a class discuss the answer. Then break the class into 8 groups; one for each concept. Have the presentation format to the rest of the class: What is this concept attempting the individual to do? What needs to be done to achieve this concept? What does this concept mean in the magnified view of Dukkha? Have student categorized each response in their notes. As a class, discuss how all of these concepts work together toward enlightenment. Have students read the wiki article to learn about the Five Precepts.  HYPERLINK "http://bit.ly/XBsvw" http://bit.ly/XBsvw Have students answer the following questions: 1. Side by side compare the fundamental guidelines of both Buddhism and Judeo-Christian beliefs. 2. Explain what the consequences are for not following the guidelines. 3. What is the origin of the rules assigned to the believers? 4. Do these laws or precepts/commandments apply to people equally? If not, why not? Next, have the class debate whether the fundamental concepts for both religions still apply today. If not, how should they change based upon a modern point of view. Students should use their notes from the previous lesson and from the Hindu unit to complete this diagram. Students will create a Venn diagram comparing the afterlife beliefs of Buddhism to Hinduism. Once the diagram is complete the students should answer the following questions: How does cycle differ from each religion? What is the goal or achievement in the afterlife of each religion? How does this goal get achieved? Students should answer the following questions in a 1 page essay: Explain why each religion seeks liberation from Karma. There are no dominant teachers or prophets in Buddhism that compare to Jesus. Instead there have been great teachers throughout the ages. Work with students in reading his writings to give them greater insight into the teachings of Buddhism. Have students read an article about Siddhartha Gautama, a revered Buddhist teacher. HYPERLINK "%20http://bit.ly/bHLoCv%20"  http://bit.ly/bHLoCv  How do you compare his life on earth with that of Jesus? Discuss whether his vision of God is similar or different than the vision of God in the Old Testament. What does he mean when he says that the clearest sight of God is men and woman? Do you see his comments as a reflection of Jesus it the Sermon on the Mount? Siddhartha Gautama faithfully practiced the spiritual disciplines of different religions and came to the realization that all of them lead to the same goal. Thus he declared, "As many faiths, so many paths." Siddhartha Gautama faithfully practiced the spiritual disciplines of different religions and came to the realization that all of them lead to the same goal. Thus he declared, "As many faiths, so many paths." Ask students to summarize his beliefs expressed in short passage - Do they agree with some all or none of his philosophy. Ask students to find writings in other religions that are similar, citing chapter and verse. Use the sites in this activity to compare and contrast beliefs about life after death between western and Hindu traditions. Explain that reincarnation is often misunderstood by westerners.  HYPERLINK "http://bit.ly/aJYS54" http://bit.ly/aJYS54  HYPERLINK "http://bit.ly/ctBtWu" http://bit.ly/ctBtWu Ask students to read the article about reincarnation and write a brief summary of its ideas 1. Discuss what is meant by the term soul from the students perspectives and from the Buddhist point of view. Is the meaning of this term similar or different in the two traditions? 2. Discuss what is meant by the term jiva. Why is it compared to the ego? 3. How is the Buddhist concept of heaven similar and /or different than the western concept? 4. The Bible says that man was created in Gods image would Buddhists agree? 5, In what way is reincarnation an evolutionary process? Does Buddhism provide more or less incentive to lead a good life as compared to western religions For the articles, refer to:  HYPERLINK "http://bit.ly/b7Shro" http://bit.ly/b7Shro  HYPERLINK "http://bit.ly/bPbG0w" http://bit.ly/bPbG0w Students should read the article pertaining to religious rights of passage. Have the students get into groups of four and research one right of passage per group. Then have the students answer the following questions while they complete their research: 1. What does this stage signify within the Buddhist religious world? 2. What requirements are needed to reach this life stage? 3. How is this rite of passage similar to ones of the western religions? 4. How are they different? Once the group completes their research, have the groups present to the rest of the class in a 5 minute presentation. Students not presenting should be checking to see if the other groups answered the same questions they answered for their life cycle. Encourage students to ask questions of the group presenting to ensure all the questions required are answered. Students should use the following websites answer these questions: Visakah Puja-  HYPERLINK "http://bit.ly/d6qK2h" http://bit.ly/d6qK2h Magha Puja Day:  HYPERLINK "http://bit.ly/bahdh5" http://bit.ly/bahdh5 Loy Krathong:  HYPERLINK "http://bit.ly/zApT2" http://bit.ly/zApT2 MAP SKILLS In which direction did Hinduism expand between 1 A.D. and 1800? Based on the map, did they expansion occur mainly by land or mainly by sea? In which countries did Hinduism not get a good following? RESEARCH Divide a blank piece of printer paper into three columns, illustrate three of the rituals that takes place during one of the Hindu festivals and add text explaining which holidays they represent. Include the deity honored. VISUAL ASSESSMENT Create a two sided chart. On one side, list the four goals of Hinduism and on the other side list the three paths to Moksha. In a paragraph compare these rules to a set of rules we have studied in another religion. CRITICAL THINKING In a paragraph, explain what you think the Buddha meant when he stated: To keep the body in good health is a duty. For otherwise we shall not be able to keep our mind strong and clear. SELF ASSESMENT Create a multiple choice quiz of five questions and four possible answers of facts that you learned in this unit. You will exchange them with another student in class. COMPARE AND CONTRAST Using Microsoft Word if available, create a two table chart titled the Similarities and Differences of Hinduism and Buddhism. Include: Cycle of life and death Number of gods Founder Meditation or prayer Goals for well being The idea of a soul Pleasure or rewards for being good EXPLORE Explore the different sects that arose from the spread of Buddhism across Japan and Korea. Shignon, Zen (Chan in China) Pure Land and Shinto merge. Create a poster board display by dividing the board into four quadrants giving each a visual and text box.  Differentiation: Provide access to a variety of materials, which target different learning preferences and reading abilities. Break assignments into smaller, more manageable parts that include structured directions for each part. Develop activities that target auditory, visual, and kinesthetic learners. Establish stations for inquiry-based, independent learning activities. Use a variety of assessment strategies, including performance-based and open-ended assessment Resources Provided ( HYPERLINK "http://wri.leaderu.com/wri-table2/hinduism.html" http://wri.leaderu.com/wri-table2/hinduism.html)Includes a table from god and worship in the universe to earliest discoveries of scripts that guide this belief ( HYPERLINK "http://hinduism.about.com/library/weekly/extra/bl-intro-index.htm" http://hinduism.about.com/library/weekly/extra/bl-intro-index.htm)Defines how Hinduism is unique from other religions. ( HYPERLINK "http://www.religioustolerance.org/hinduism2.htm" http://www.religioustolerance.org/hinduism2.htm) Gives an early history and evolution from the Persian civilization and on. ( HYPERLINK "http://www.bbc.co.uk/religion/religions/hinduism/" http://www.bbc.co.uk/religion/religions/hinduism/) Hinduism and its ethical affects on society ( HYPERLINK "http://www.hinduismtoday.com/modules/wfchannel/index.php?wfc_cid=5" http://www.hinduismtoday.com/modules/wfchannel/index.php?wfc_cid=5) The modern evolution and adaptation of Hinduism ( HYPERLINK "http://www.uri.org/kids/world_hind.htm" http://www.uri.org/kids/world_hind.htm) A site that allows children to compare world religions ( HYPERLINK "http://wri.leaderu.com/wri-table2/buddhism.html" http://wri.leaderu.com/wri-table2/buddhism.html). Contains a table of information including God, the Afterlife, Moral and Values, and religious leaders ( HYPERLINK "http://www.ship.edu/~cgboeree/buddhaintro.html" http://www.ship.edu/~cgboeree/buddhaintro.html). A complete story of the development of this religion from the life of Siddhartha to its modern day practices. ( HYPERLINK "http://www.religionfacts.com/buddhism/index.htm" http://www.religionfacts.com/buddhism/index.htm) Greats visuals of monks in worship and tells of how children prepare to become a Buddhist. ( HYPERLINK "http://www.thebigview.com/buddhism/" http://www.thebigview.com/buddhism/) Lists the codes by which a Buddhist must guide his life. ( HYPERLINK "http://www.japanese-buddhism.com/japanese-religion.html" \l "axzz1EsyJh6O2" http://www.japanese-buddhism.com/japanese-religion.html#axzz1EsyJh6O2) Contains an interactive section where students can read and answer questions. ( HYPERLINK "http://www.religioustolerance.org/shinto.htm" http://www.religioustolerance.org/shinto.htm). Discusses the merger of Buddhism into the culture of what was previously Shinto only. ( HYPERLINK "http://www.patheos.com/Library/Shinto.html" http://www.patheos.com/Library/Shinto.html) Provides a Shinto overview from early history to modern day including the texts on which practices and beliefs are based. ( HYPERLINK "http://www.uri.org/kids/other_shin.htm" http://www.uri.org/kids/other_shin.htm) Provides an overview and offers a section for student activities such as word games and crossword puzzles related to the religion selected to study. ( HYPERLINK "http://www.bbc.co.uk/religion/religions/shinto/" http://www.bbc.co.uk/religion/religions/shinto/ Offers pictures of the festivals of celebration in Japanese culture as well as historical view of this religion ( HYPERLINK "http://www.asahi-net.or.jp/~qm9t-kndu/shintoism.htm" http://www.asahi-net.or.jp/~qm9t-kndu/shintoism.htm) This site offers links to many other sites and focuses on the survival of the Shinto traditions under many changes in the ruling families of Japan  Unit Overview TemplateContent Area: Social StudiesUnit Title: Unit 4: Medieval Europe Through The RenaissanceTarget Course/Grade Level: 6th Unit Summary Overview: This unit examines the development of European society during the Middle Ages and the Renaissance. Is asks students to examine the effects of the decline of the Roman Empire on Europe during the middle of the first millennium. The exploration will lead the student to examine society, culture, religion, politics and economics during the High Middle Ages, a period from approximately 1000-1300AD. It finishes by examining the forces of change that paved the way for the Renaissance and Enlightenment. These include: the Magna Carta, the Hundred Years War, and the Black Death. In the second half of the unit, students will examine the political structure of city-states, the existence of a merchant class, and the presence of literary and artistic artifacts from the pre-Christian era. This humanistic view looks closely at important figures all over Europe in art, politics, letters, and science. In the final section, students learn about the Reformation and Counter-Reformation. This will allow them to differentiate among the major Protestant sects that emerged as a result of this movement, and learn about the ways that Roman Catholic leaders reformed many of the abuses and corruption of the Medieval Period. The unit concludes with a look at the scientific revolution of the Renaissance period, including the work of Copernicus, Kepler, Galileo, and Newton. Unit Rationale Goal: The purpose of the following outline is to provide a synopsis of the essential content for students and teachers. Our curriculum is based and aligned with the new changes in the NJCCCS in social studies. In addition, a list of student centered Driving Questions has been provided, including objectives, content subject matter, basic questions, suggested time line, and suggested activities. Each part includes a list of student-centered driving questions, as well as objectives, subject matter, a suggested time line, and suggested activities. The curriculum is not a traditional textbook-driven one, but a standards-driven one that utilizes a variety of teaching techniques and strategies to meet the various learning styles of our students. Moreover, activities are in alignment with language arts target writing tasks and, where possible, content. Teachers are to use a variety of assessments techniques such as: tests, quizzes, book reports, oral reports, group work, Power Point Presentations, role playing, portfolio assessments, and writing tasks. Teachers should, whenever possible, develop an interdisciplinary approach to their teaching. Cross-content planning and cooperation are essential in developing our students to succeed at the state mandated tests that await them. A mandatory culminating activity is to be included in each unit as well to serve as an overall assessment of the content learned based on a collaborative art effort between the Social Studies Teacher and the Language Arts Teacher. All students in grade eight will take a midterm and final assessment both that is diagnostic and content knowledge driven. College and Career Readiness Anchor Standards for Reading in History/Social Studies Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and Career ready reading in social studies requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. The goal is for students to be able to read complex informational texts n these fields with confidence and in a sophisticated manner. College and Career Readiness Anchor Standards for Writing in History/Social Studies Writing in Social Studies/History is a key means of asserting and defending claims, by showing what students know about a subject, and conveying what they have experienced, imagined, thought, and felt. Students, who are College and Career ready writers, must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. Students should use technology strategically when creating, refining, and collaborating on writing in history. Students should be adept at gathering information, evaluating sources, and citing materials, including figures and tables, accurately using APA and MLA formats. Learning TargetsSOCIAL STUDIES STANDARDS WORLD HISTORY/GLOBAL STUDIES Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world.CPI #Cumulative Progress Indicator (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.c Determine the influence of medieval English legal and constitutional practices (i.e., the Magna Carta, parliament, and the development of habeas corpus and an independent judiciary) on modern democratic thought and institutions.6.2.8.B.4.aExplain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires relationships with other parts of the world.6.2.8.C.4.c Explain how the development of new business practices and banking systems impacted global trade and the development of a merchant class.6.2.8.D.4.CAnalyze the role of religion and economics in shaping each empires social hierarchy, and evaluate the impact these hierarchical structures had on the lives of various groups of people.6.2.8.C.4.e . 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.4.d 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 traders6.2.8.D.4.f 6.2.8.D.4.jDetermine which events led to the rise and eventual decline of European feudalism. Compare the major technological innovations and cultural contributions of the civilizations of this period and justify which represent enduring legacies.Core Standards:(CCR- College and Career Readiness) Standards for Literacy in History/Social Studies 6-8Common Core Standards History/Social Studies Grades 6-8 Reading in History Key Ideas and Details RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources. RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. RH.6-8.3 Identify key steps in a texts description of a process related to history/social studies (e.g., how a bill becomes a law, how interest rates are raised or lowered). Craft and Structure RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, casually) RH.6-8.6 Identify aspects of a text that reveal an authors point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Integration of Knowledge and Ideas RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text. RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic. Range of Reading and Level of Complexity RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 68 text complexity band independently and proficiently. Writing in History Texts and Purposes WHST.6-8.1. Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. WHST.6-8.2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. Use precise language and domain-specific vocabulary to inform about or explain the topic. Establish and maintain a formal style and objective tone. Provide a concluding statement or section that follows from and supports the information or explanation presented. WHST.6-8.3. (See note; not applicable as a separate requirement) Production and Distribution of Writing WHST.6-8.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.6-8.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. WHST.6-8.6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge WHST.6-8.7. 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.6-8.9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing WHST.6-8.10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Unit Essential Questions The Role of Essential Questions Key essential questions reoccur throughout the study of history. They provoke inquiry and lead to deeper understanding of the big ideas that enable students to better comprehend how the past connects to the present. The essential questions created for Medieval Europe and the Renaissance were used to frame content goals and to inform the development of the cumulative progress indicators. What key events and trends led to the development of feudal Europe, and the High Middle Ages? How do people organize their lives in the absence of government? How is life in feudal society organized? How did the economic system of manoralism of the Middle Ages reflect the lack of strong central government? How did the struggle between emerging monarchies and feudal lords lead to economic and social change? Eg. Magna Carta To what extent did the Bubonic plague lead to changes to the political and economic systems during the Middle Ages? How have disease and epidemics affecedt the course of history? What were the factors that lead to the growth of towns and cities toward the end of the Middle Ages? What political, social, and economic forces led to the decline of feudalism and the rise of the Renaissance? How does a monastic lifestyle affect the culture of a medieval society? How did the Medici family of Florence influence the art of the renaissance? Who were the Italians who developed great works of art and literature during the renaissance? How did Martin Luthers protest against corruption in the Catholic Church set off the Protestant Reformations? What political, biological, and economic forces led to the decline of feudalism and the rise of the Renaissance? How did the great works of literature inspire the invention of the printing press? How was the stability of medieval society shaken by starvation, disease and warfare? How was humanistic thought essential for the period known as the renaissance? What were the altering effects of secularism, individualism, and the new sense of realism during the period of new birth?Unit Enduring Understandings 1. A system called feudalism brought social and political order to Europe until conflicts arose between popes and monarchs 2. Life and society during the High Middle Ages was organized around a highly stratified military system called feudalism, with Kings and feudal lords at the top of society, peasants and serfs, at the bottom. 3. The Roman Catholic Church dominated all aspects of life and society during the Middle Ages. 4. Major forces for changes during the Middle Ages, which set the stage for the Renaissance, included political reform in England under the Magna Carta, the changes in military technology and tactics seen in the Hundred Years war, and the Black Death. 5. The Magna Carta limited the monarchs power and helped establish rights that Americans enjoy today. 6. Europeans launched the Crusades to free the Holy Land from Muslim control and doing so had lasting effects on economic and cultural values. 7. The High Middle Ages saw great improvements in agriculture, trade, and banking with guild systems forming in crafts and goods production. 8. Starvation, warfare, and the Black Death spread throughout Europe and helped destroy social order. 9. The cultural revival known as the Renaissance began in the Italian city-states bringing economic and social changes which broke down feudal order. 10. Renaissance thinkers looked to classical learning for a deeper understanding of human life, through humanistic and secular thought, which was evident in the arts. MEDIEVAL EUROPE THROUGH RENAISSANCE Midterm and Final Assessment As of September of 2012 Sixth grade students throughout Jersey City will partake in four diagnostic assessments tied to the historical era of Medieval Europe. These four assessments consist of: quarterly assessment 1 covering everything covered from the 1st marking period, a midterm covering everything from marking periods 1 & 2, quarterly assessment 3 covering content from the 3rd marking period, and the final at the end of marking period four covering everything from marking periods 3 & 4. The Jersey City School District will issue test dates for all sixth grade students to take these district-wide assessments. The test cannot be altered and must be given as is. These assessments are developed off the pacing of the curriculum. The assessments are broken into a diagnostic section as well as historical content knowledge. Students in sixth grade will be responsible to recall each section of this curriculum so that they may successfully complete the Medieval Europe quarterly assessments, midterm, and final. The mid-term and final breaks down into four parts: Part I. Multiple Choice, Part II. Constructed-Response, Part III. Document-Based Questions, and Part IV. Analyzing Data. The assessments are based off the curriculum; teachers are encouraged to add activities that are innovative, educational, and engaging, while covering the topics listed in this curriculum. The assessment at the end of this curriculum will serve as the Pre and Post-test for the fourth MP and in preparation for the quarterly assessments, midterm, and final. Summative Assessment(Culminating Activity) (Begin Week One; Due Week Nine)Grade 6 Unit Four Social Studies & Language Arts QUARTERLY ASSESMENT PROJECT 1 Project Based LearningMedieval Europe-Relationships The Lost Journal of X This culminating activity for our unit on Medieval Europe will challenge you to use your research skills, imagination, and creativity as you pretend you are a person from the Middle Ages. The objective is for you to apply their knowledge from the unit to design a medieval journal, using narrative, expository and descriptive writing. Part I: Making Parchment-Paper for the Journal Take a sheet of 8x11 white paper, soak it in water, and crumble it up into a ball. Then, carefully unfold it. Leave it to dry. When it dries, it is covered in fine wrinkles that make it look aged. You may want to carefully tear the edges of the paper, to make it look even more tattered. To give the paper the right color, stain it with tea. Use a cotton ball to apply the tea unevenly across the paper. Apply more tea to the edges of the paper, so that it gets darker near the edges and lighter near the center. When you begin to write, it is suggested that students use a black sharp felt pen or a calligraphy pen. Part II: Journal Entry Planning Sheet Use blank white paper for the first draft. Create a medieval person. You will develop this persons personality, his or her name au. You will decide on his or her occupation or role. For example- a Knight, Priest, Child, Housewife, Serf, Peasant, etc. You will describe his or her daily life, including the ups and downs. You must create a family for yourself as well and describe their roles. You need to provide background information, which is based in historical truth. You must describe where you live and the time period. Certainly you will need to include any hardships you had to endure. Part III: Format This project is to be written in the first person. In other words, you must become the character you are writing about. You must write this in the form of a journal or diary. You must have eight entries. Each entry must be dated. You may include illustrations. Part IV: Oral Presentation Each student will explain to the class the role they have chosen, and why they selected that role. Students will also read at least two entries from their diary to the class. Extension: Response Journal -- How does this project relate to the unit theme of Relationships? Grade 6 Unit Four Social Studies & Language Arts Project Based Learning (Begin Week One; Due Week Nine) CHOICE-2 The Living Renaissance Museum- Part One Theme for Unit Turning Points The Living Renaissance Museum integrates the science, math, language arts, and social studies curriculum. The goal of this project is to help students build and demonstrate understanding of Unit Four of Social Studies by providing them with access to a wide variety of resources and new materials which include, but are not limited to, the 100 Book Challenge, resource novels, videos, web sites, and History Alive activities. The students will choose an important figure that lived during the Renaissance and they will create an in-depth presentation about this person. The important figure can be a musician, sculptor, scientist, architect, politician, scholar, patron, artist, or a mathematician. Students will write a persuasive essay to accompany their project. Part I: Persuasive Essay Your assignment, in addition to creating a visual replica or representation of the person you select (See part II), is to persuade your classmates that your important figure has had a big impact on history. Review the great individuals, inventions, works of art and ideas discussed throughout this unit and select one important figure. Write a persuasive essay that convinces readers why the person you have selected is significant. (See part II for choices of important figures that you may choose from and ideas for your presentation.) The first step in writing a persuasive essay is to research the topic. Here are some ways to start this research. Review your Social Studies texts. Take notes about each outstanding individual's area of influence, accomplishments, and impact. When you have finished, review your notes and choose a great individual to write about. Identify facts, examples, and reasons to prove that this individual had the biggest impact. Also, consider which individuals others might choose. Prepare to argue against their choice. Use the Internet or the library to find more information about your individual/invention/idea. Use note cards or a computer to record facts and examples. Organize your notes into categories, such as major works, important actions, and innovative ideas, etc. Use the sample persuasive essay as a model for your writing. The essay emphasizes the district target writing genre, and will be supported by Language Arts and Social Studies together. Rubric for Essay 1) Is interesting, neat, and has been proofread for grammar and spelling. 2) Has a clear argument and is persuasive. 3) Uses specific examples to back general points 4) Contains an appropriate level of information 5) Has paragraphs that are distinctive and coherent 6) Has an introduction and a conclusion  Formative AssessmentsStudent conferences (Check for students pace of Culminating activity, assignments, understanding of historical content, summarizing skills) Exit Slips/  HYPERLINK "http://www.socrative.com" www.socrative.com Socrative allows teachers to collected quantitative data, students enter a response through Socrative and an Excel spreadsheet is generated for the teachers review. Do Now Activities HYPERLINK "http://www.polleverywhere.com" www.polleverywhere.com Poll everywhere is a free response system (similar to clickers) where students post open-ended responses to questions (Do Now) or participate in a survey like review for an exam. Photo or Political Cartoon analysis (A tip sheet on how to analyze political cartoons is attached in the Resource section of this curriculum). Webquest: A web quest is meant to guide students through a process of inquiry through a set of assigned tasks that lead them to a conclusion, or that results in a product.  HYPERLINK "file:///C:\\Users\\Carolyn\\AppData\\Local\\Temp\\Westward%20Expansion%20WebQuest.pdf" Example Skills to Build Upon for Diagnostic Assessments (Midterm/Final) Using Special- Purpose Maps Documents-Based Questions Analyzing Graphic Data Analyzing Political Cartoons Identifying Main Ideas/Summarizing Sequencing Identifying Cause and Effect/Make Predictions Drawing Inferences and Conclusions Making Valid Generalizations Distinguishing Fact and Opinion Comparing and Contrasting Analyzing Primary Sources Identifying Frame of Reference and Point of View Using Secondary Sources Analyzing Diagrams and Charts Constructed Reponses and Open-Ended Electronic Survey ( HYPERLINK "http://www.surveymonkey.com" www.surveymonkey.comand Google Forms is free) Edmodo- Social networking site where students can discuss class assignments and projects. Teacher, students and parents can all post comments and reflections. Suggested Lessons LessonsTimeframeLesson 1 Foundations of Feudal Europe  3 WEEKSLesson 2 The Crusades to The Renaissance  3 WEEKSLesson 3 Rebirth Spreads Throughout Europe  3 WEEKS Curriculum Development Resources Click the links below to access additional resources used to design this unit:  HYPERLINK "http://www.state.nj.us/education/cccs/standards/6/index.html" New Jersey Core Curriculum Content Standards  HYPERLINK "http://www.freetech4teachers.com/2010/04/12-resources-every-social-studies.html" Technology in the Social Studies Classroom  HYPERLINK "http://www.nj.gov/education/cccs/standards/8/" Technology Core Curriculum Content Standards  HYPERLINK "http://images.apple.com/education/docs/Apple-ISTE-NETS-Teachers.pdf" National Educational Technology Standards (NETST) and Performance Indicators for Teacher  HYPERLINK "http://www.corestandards.org" Common Core State Standards  HYPERLINK "http://teachinghistory.org/best-practices/using-primary-sources/24001" Read Like a Historian  HYPERLINK "http://tiny.cc/j802gw" http://tiny.cc/j802gw and  HYPERLINK "http://tiny.cc/nl12gw" http://tiny.cc/nl12gw This websites provides teachers with a guide to better assist students with reading historical texts from both primary and secondary sources. Document Analysis Worksheets  HYPERLINK "http://tiny.cc/3b12gw" http://tiny.cc/3b12gw The following document analysis worksheets were designed and developed by the Education Staff of the National Archives and Records Administration. You may find these worksheets useful as you introduce students to various documents. Thousands of documents are available throughout sections of the National Archives website, including:  HYPERLINK "http://www.archives.gov/education/lessons/" Teaching With Documents,  HYPERLINK "http://www.archives.gov/exhibits/" Online Exhibits, and the  HYPERLINK "http://www.archives.gov/research/arc/education/documents.html" ARC Online Catalog. Written Document Photograph Cartoon Poster Map Artifact Motion Picture Sound Recording How to Analyze Written Sources  HYPERLINK "http://tiny.cc/nl12gw" http://tiny.cc/nl12gw View this PDF on how to analyze primary and secondary sources in history. Technology Resources for Software that students will use:  HYPERLINK "http://www.internet4classrooms.com/on-line.htm" www.internet4classrooms.com/on-line.htm (Variety of Programs)  HYPERLINK "http://www.actden.com/pp/" www.actden.com/pp/ (PowerPoint)  HYPERLINK "http://www.bcschools.net/staff/MicrosoftOffice.htm" www.bcschools.net/staff/MicrosoftOffice.htm (Microsoft Tutorials)  HYPERLINK "http://www.bbhcsd.org/start/t4t/" www.bbhcsd.org/start/t4t/ (Microsoft Products Tutorials)  HYPERLINK "http://www.blogger.com" www.blogger.com Blog platform Content Resources  HYPERLINK "http://medievaleurope.mrdonn.org/feasts.html-An" http://medievaleurope.mrdonn.org/feasts.html-An interesting collection of holidays, feast, foods and recipes, dances, musical instruments and other forms of entertainment of the day.  HYPERLINK "http://www.crystalinks.com/alchemy.html-traces" http://www.crystalinks.com/alchemy.html-traces the history of alchemy throughout the world and other scientific practices over time.  HYPERLINK "http://bit.ly/45Mj9" http://bit.ly/45Mj9 Fantastic paintings of Peter Breughel of medieval towns and the lifestyle of the day.  HYPERLINK "http://explorethemed.com/Crusades.asp" http://explorethemed.com/Crusades.asp -Many maps are available designating places of battle, invasion, and the three stages of the crusades.  HYPERLINK "http://bit.ly/yi7mVr-Wonderful" http://bit.ly/yi7mVr-Wonderful video from the biography channel on the life of Joan of Arc from her march into battle until her sainthood.  HYPERLINK "http://bit.ly/Jmu3rt-" http://bit.ly/Jmu3rt- Contains a wide collection of Renaissance art, architecture, and literature from a variety of countries in Europe from Medieval times to Reformation period.  HYPERLINK "http://www.PHSchool.com-" www.PHSchool.com-Prentice Hall text series map sites with codes for specific areas throughout Europe.  HYPERLINK "http://bit.ly/JqDTxe" http://bit.ly/JqDTxe -Wikipedia list of notable figure during the rise of Europe including works of art and literature.  HYPERLINK "http://www.activehistory.co.uk/sample_activities.htm" \t "_blank" http://www.activehistory.co.uk/sample_activities.htmActive History A free decision making game involving key Renaissance artists. Excellent for students to utilize technology. Downloadable worksheets available.  HYPERLINK "http://www.learner.org/exhibits/renaissance/florence.htm" http://www.learner.org/exhibits/renaissance/florence.htmlAnnenberg Media Offers great overview of the Renaissance period as well as informational links to specific topics such as Exploration and Trade and Printing and Thinking  HYPERLINK "http://www.artic.edu/aic/exhibitions/medici/themes.html" http://www.artic.edu/aic/exhibitions/medici/themes.htmlArtwork of Renaissance artists such as Cosimo Medici and Michelangelo  HYPERLINK "http://renaissance.dm.net/" \t "_blank" http://renaissance.dm.net/Dueling Modems Offers a view into Elizabethan England. Includes both specific and general links to the Medieval Era.  HYPERLINK "http://www.compart-multimedia.com/virtuale/us/florence/florence_italy.htm" http://www.compart-multimedia.com/virtuale/us/florence/florence_italy.htmItaly Guide Virtual tour of Florence  HYPERLINK "http://www.shipbrook.com/jeff/wilbye.html" \t "_blank" http://www.shipbrook.com/jeff/wilbye.htmlMadrigal Songs A listing of madrigal lyrics by John Wilbye of London.  HYPERLINK "http://www.nga.gov/collection/gallery/gg4/gg4-main1.html" \t "_blank" http://www.nga.gov/collection/gallery/gg4/gg4-main1.htmlNational Gallery of Art A tour of artwork from the Florentine Renaissance  HYPERLINK "http://www.pbs.org/empires/medici/florence/index.html" \t "_blank" http://www.pbs.org/empires/medici/florence/index.htmlPBS.orgInformation which includes an interactive virtual tour of Florence and the Medici family. Teacher Notes Charlemagne, or Charles the Great, was one of the great leaders of the early middle ages. He was a Frankish king who ruled for over 40 years, from 768 until 814. Working together with Pope Leo III, he built a vast European empire. He set the stage for feudalism by rewarding lords and knights with the land and privileges in return for military service and set standards for uniform coinage. There were three main groups putting pressure on Europe were Muslims from the near East and Spain, Magyars, a Central Asian people, and Vikings from the north. Viking expansion during the early Middle Ages was vast and included settlements in Normandy, England, Scotland, Ireland Iceland Greenland, and even, briefly, North America.Constant pressure from these groups encouraged Western European leaders to develop feudalism through a constant need for military obligation and unity, in exchange for protection and stability. Feudalism was a military system of government by which kings and lords exchanged titles and land rights for pledges of loyalty and military assistance in times of war. Feudalism was based on a series of obligations in a strict hierarchy. Kings were absolute rulers responsible for the lives and safety of all the people in their control. Below (or beside) them were lords, who controlled large amounts of land, often castles and fortresses, and who commanded large groups of knights. Below the lords were their vassals--lesser nobles and knights who were expected to fight when called. Knights and lords were expected to protect the people in their care, called peasants, and were granted the right to the land they worked, called a fief. The peasants did most of the work, comprised most of the population, and were forced to pay nights and lords in goods and services. The system of feudalism perpetuated three core values. First, military strength was considered a social good because it provided peace and protection. Second, personal loyalty was the most important ingredient in the social order. And third, society was necessarily hierarchical all the way up to heaven. Most people were peasants. Their lives were hard and brief. Some peasants were free, which meant that they had to pay rent to work their land, but no more. Other peasants, called serfs, were tied to the land and could not leave the estate. In return for their labor, serfs were given a small plot of land which they could use for their own farming in their spare time. Most peasants were farmers, but a few worked as carpenters, shoemakers, metal workers, or in other professions required in the manor. Peasants lived in small one-, or two-room huts made of wood, straw, and mud. Castles are the best known legacy of medieval architecture. They were built as fortresses, with walls thick enough to withstand artillery attacks as well as long sieges. There was no separation of church and state in medieval Europe. Most of the population was Christian and the Catholic Church encouraged war against Muslims, and persecution against Jews. Monasteries were important centers of learning and scholarship and the medieval period. The women and men who lived in convents and monasteries dedicated themselves to austere lifestyles in the name of religion. Towns emerged along important trade routes, outside of castles, forts, and monasteries. Some specialized in particular industries, such as glass making or textiles. Towns became centers for the spread of technology, ideas, people, and disease. Guilds were organizations that merchants and craftspeople used to protect their trade, and also enhance the quality of their work. Guilds made sure that no one engaged in their particular trade without permission--in fact, without being a member of the guild. Guilds also punished their own members, who tried to cheat customers or whose work was shoddy. In medieval times, people believed that all matter was made up of four elements, earth, air, water, and fire. Alchemy was what we would today call chemistry, though it lacked the scientific method. The two primary pursuits of alchemy were attempts to discover how to make gold and how to develop a panacea, a potion that would cure all diseases, including aging. Alchemists believed that a fifth element, called the Philosophers Stone, governed the other four elements and could be used to create gold, the panacea, or even life itself. The Magna Carta was significant because it was the first example of a set of written rules limiting the power of the King and listing their rights of his subjects. By 1295, the council of nobles had developed into what was called the Model Parliament, which included members of the clergy and the aristocracy, as well as representatives from the various counties and boroughs. This type of constitutional monarchy became the foundation for the government of the United States. The first major plague swept through Europe in 1347, starting in Asia Minor and spreading north through Europe over the next five to six years. Within five years, almost one third of Europe's population was dead. The bubonic plague, and other plagues, continued to cycle through the European population until modern times. The Black Death profoundly changed medieval society. Towns and cities stopped trading with one another. Lastly, Feudalism was, at its core, a military system that rested on the need for a highly trained, armored cavalry. Changes in military technology, however, began to undermine the significance of cavalry, and thus of knights, by the end of the High Middle Ages. Between 1337 and 1453, England and France fought a series of wars, known as the Hundred Years War. This series of battles was a turning point in medieval warfare. At the Battle of Crecy in 1346, a strongly outnumbered English army defeated a far superior French army with a new technology: the longbow. Teacher Notes Crusades During the 11th century, the Muslim Empire continued its spread across the Middle East, and, by then end of the century, had captured key cities in the Holy Land and were within 100 miles of Constantinople, the seat of the Eastern Orthodox Church. The Crusades began in the year 1095, when Pope Urban II responded to a call for help, announcing a Crusade to push back an expanding Muslim empire in the holy land. Europeans launched a series of Crusades, but only three are significant. The first from 1096 until 1099 led to the capture of major cities, including Antioch and Jerusalem. The Crusaders considered this crusade of victory, and many headed home. By 1044, Muslim armies began to retake captured territory and Europeans launched the Second Crusade, which lasted from 1146 to 1148. This crusade was a failure, and by 1187, the Muslim army had captured Jerusalem. Europeans launched a third Crusade under the leadership of King Richard the Lionhearted of England. This crusade also failed, but did lead to a truce and an uneasy agreement of toleration. The Crusades began in the year 1095, when Pope Urban II responded to a call for help, announcing a Crusade to push back an expanding Muslim empire in the holy land. For nearly 200 years, Europeans launched a series of Crusades, but only three are significant. The first from 1096 until 1099 led to the capture of major cities, including Antioch and Jerusalem. The Crusaders considered this crusade of victory, and many headed home. By 1044, Muslim armies began to retake captured territory and Europeans launched the Second Crusade, which lasted from 1146 to 1148. This crusade was a failure, and by 1187, the Muslim army had captured Jerusalem. Europeans launched a third Crusade under the leadership of King Richard the Lionhearted of England. This crusade also failed, but did lead to a truce and an uneasy agreement of toleration. Muslims would allow Christians into Jerusalem, and the Crusaders maintained control of a few cities. By 1291, however, Muslims recaptured these cities as well. Overall, the Crusades were brutal for both sides. Teacher Notes Because Italy was a trading center, Italian ideas and art spread across Europe. Many people came to study in Florence, Venice, and other centers and brought the ideas and techniques home to universities and art schools. One invention hastened this process: the invention of the printing press. In about 1450, Johannes Gutenberg invented a printing press that used moveable type, made from durable, metal pieces. His invention caused a revolution in publishing and the spreading of ideas. Books could be made in a matter of days, not months, while short pamphlets could be produced en masse, cheaply and quickly. More reading materials led more people to learn to read, and decreased the power of the Church and the State over the spread of information. Nicholas Copernicus had several findings which he tried to publish to the scientific community but were stopped by the church. Night and day were caused by the Earth rotating on its axis was one of them. Although Copernicus was a religious person and dedicated his book to the Pope, the Catholic Church condemned his book as heresy, because it contradicted the churchs belief that the Earth was the center of the universe. In Spain, Queen Isabella I was such a devout Catholic that she feared that anyone who was not would threaten the existence of the church. She also weakened the feudal organization of society by reducing the power of lords and local leaders in order to enhance her own. Her support of Columbuss expedition would lead to the vast enrichment of Spain with the wealth of the New World. From other perspectives Isabella was a terrible queen. Her reconquista or re-conquest of Spain led to the expulsion of Jews who would not convert to Christianity in 1492, and of Muslims in 1500. Her support of Columbus led to the genocide of Native Americans in the New World. Her actions toward Jews and Muslims made her a favorite of the Catholic Church, which labeled her and her husband, Ferdinand, as The Catholic Kings Music of the Renaissance. The development of music did not move at the same revolutionary pace as it did for other arts. The problem was that musicians had no ancient models to draw on, and so music developed much more slowly from Medieval roots, and did not completely escape them. The most notable musical genre to emerge was the madrigal. Although the madrigal had first emerged in the 14th century as a short poem for two voices set to music, it came bask in the 16th in a freer form with four to five voices. Renaissance musicians also invented new instruments, including the harpsichord and the violin. William Shakespeare-. Like other renaissance figures, he often drew on ancient sourcesborrowing plots, themes, and characters from ancient Roman and Greek stories and plays. Over the years since his death, his plays have become so popular that they have left a lasting impression on the English languageincluding many sayings, phrases, and, of course, stories and characters that are used every day. Niccolo Machiavellis name is usually invoked when people speak derisively of the end justifying the means. He was an extremely influential thinker for other reasons, too. He urged rulers to be practical and realistic, to look forward, not backward, and he made the observation, often cited by later political writers including John Adams and Thomas Jefferson, that power corrupts. His ruler should be motivated by love of his country, and not by strict Christian ethics. Renaissance means rebirth. The Renaissance was a rebirth of ideas and knowledge from classical times. The word emphasizes the role that classicism played in shaping Renaissance thinking in politics, art, architecture, writing, and science. The idea of humanism was central to the Renaissance. In Medieval times, people were encouraged to be passive and meek, and to accept life as an inevitable series of supernatural events. Humanism emphasized the importance of human action, the authority of ones own observations and reason over religious teaching and tradition. Not surprisingly, the Roman Catholic Church saw humanism as heresy. Italy was a key center for European trades in the Mediterranean, as well a center for Crusaders traveling to and from the Holy Land. Because it was such an important center for trade, Italy had a dense population, and a wealthy merchant class that could support the arts. Florence was ideally located in northern Italy, at the intersection of key trade routes. In addition, Florence was an independent city-state with a republican form of government, but virtually ruled by a single, extremely wealthy family called the Medicis. The Medicis were patrons of the arts. They encouraged the development of skilled painters, architects, and sculptors, but they also hosted philosophers, writers, and poets. Florence became a hub of humanism as aspiring thinkers and artists flocked there to learn from, and compete with, each other. Renaissance painting: The contrast between medieval and Renaissance painting is striking. Studying the art of classical Greece and Rome, and developing new methods of their own, Renaissance painters developed images that were more accurate, lifelike, and emotionally evocative. The major innovations of the period included the use of perspective, shading, oil-based paints, and realistic body positions and movement. Renaissance sculptors emulated the classical modelsusing nudes, and making their art emotionally evocative and anatomically realistic. One of the first was Florence native Donatello, whose, David was widely regarded as being miraculously lifelike. Florence native Michelangelos subsequent David was even more renowned, and may still be seen in Florence. In the Renaissance, literature became more personal. Florence native Dante Alighieri wrote the Divine Comedy in the early 1300s, in a manner more personal and emotionally evocative than anything that had been written in the medieval period. It was also written in the vernacular or, the language of the common peoplein this case, Italian. The Divine Comedy is an epic poem that consciously imitates classical Roman epics. Virgil, the Roman poet, leads the main character, Dante, on a tour through the afterlife, including purgatory, hell, and heaven. Although the Divine Comedy was technically written in the medieval period, it is considered the last great medieval text and the first great piece of the Renaissance. For a short period, from 1494 to 1512, the Medicis were exiled in a political coup, but they returned. It was during that period that a Florentine statesman named Niccolo Machiavelli became an important diplomat and leader for the city. When the Medici returned, he was imprisoned and tortured for allegedly being a part of the coups, but he maintained his innocence and was later released into exile. He drew on his political experience to write a number of books, his most famous being The Prince. In it, he offers a frank, and some say cynical, view of government. Generally, Machiavellis name is usually invoked when people speak derisively of the end justifying the means. One key feature of the Renaissance, epitomized in Florence, was a money economy. In Florence, people could engage in more than one occupation or business. Bankers could make loans or change currency to encourage business. The city leaders encouraged trade and even built a special marketplace, called the Mercato Nuovo, where cloth merchants and bankers could engage in trade without the presence of weapons or food, which were banned from the area. The money of Florence, Florins, was the most widely respected currency in Europe. A money economy required a class of literate clerks to record transactions. Because Italy was a trading center, Italian ideas and art spread across Europe. Many people came to study in Florence, Venice, and other centers and brought the ideas and techniques home to universities and art schools. One invention hastened this process: the invention of the printing press. In about 1450, Johannes Gutenberg invented a printing press that used moveable type, made from durable, metal pieces. His invention caused a revolution in publishing and the spreading of ideas. Books could be made in a matter of days, not months, while short pamphlets could be produced en masse, cheaply and quickly. NOTABLES OF THE RENAISSANCE THROUGHOUT EUROPE: Michelangelo (1475-1564). Florentine painter and sculptor. Friend of the Medici family. Considered one of the greatest artists in the Renaissance. Is best-known for his statues of David and Moses, and for his painting of the ceiling of the Sistine Chapel in Rome. Titian (1488-90 to 1576). Prolific Italian painter centered in Venice. His work was known for its precision, color, and ability to add personality to figures. Titian worked for royalty, and won the favor of Holy Roman Emperor Charles V, who made him the court painter of Italy and even a knight. books which, thanks to Gutenberg, were emerging as a major new form of popular expression. l. Leonardo da Vinci (1452-1519). Born in Italy, apprenticed in Florence. The true Renaissance man, da Vinci was a painter, scientist, inventor, engineer, sculptor, and architect. His most famous paintings include the Mona Lisa and The Last Supper. Like other figures of the Renaissance, Leonardo believed in close observation and study. Suggested Lesson #!Content Area: Social StudiesLesson Title: Structure of the Medieval World Timeframe: 3 WEEKSLesson Components HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120" 21st Century ThemesXGlobal AwarenessXFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120" 21st Century SkillsXCreativity and InnovationXCritical Thinking and Problem SolvingXCommunication and CollaborationXInformation Literacy XMedia LiteracyXICT LiteracyLife and Career SkillsInterdisciplinary Connections: Social Studies, Technology, Language Arts, MathematicsIntegration of Technology: Interactive white boards, Internet, display sacred books and placesEquipment needed: Internet access, Journal notebooks Computers Interactive white boards if available, text resources, posters or drawings of maps  Goals/ObjectivesLearning Activities/Instructional StrategiesFormative Assessment TasksSWAT: Evaluate and analyze what causes great empires to fall. Analyze causes for the fall of the Roman Empire Discuss the transition from the fall of Rome to the emergence of a stable feudal system in Europe in the High Middle Age. Describe the social obligations, economics, and daily life of members of each level of feudal society:serf, free peasant, soldier, noble, and monarch. Differentiate between feudalism and the manoralism system. Describe the life of a serf on a medieval manor. Why were the nobles, and feudal lords, the cornerstone of medieval life? Explain the importance of the reign Charlemagne of in the development of governmental institutions. Chart the organization of feudal society. Explain the importance of the reign Charlemagne of in the development of governmental institutions Discuss the roots or the origins, and the significance of the Magna Carta Discuss the role of the church in the Middle Ages Provide examples of the relationship between church and state in medieval Europe, and compare it to the United States today. Explain the causes of conflict between the monarchs and the Papalacy and who won those disputes. Discuss the role of the church in the Middle Ages Provide examples of the relationship between church and state in medieval Europe, and compare it to the United States today. Explain the causes of conflict between the monarchs and the Papalacy and who won those disputes. Compare and contrast the causes and effects of the bubonic plague beginning in the 14th century with those of aids epidemic of the 20th and 21st centuries. Explain the origins and causes of the Bubonic Plague Discuss the immediate and possible long term effects of the Bubonic plague. Asks the students to project how the devastation of the plague might affect the feudal institutions in previous learning activities. Explain the origins and foundations of cities and towns during the Middle Ages . Do Now Is the US a great nation? If so, ask the students to list the characteristics of a great nation. Are there other nations or civilizations today that you would consider to be great? Explain Discuss what is a time capsule Suppose we were placing a time capsule in the cornerstone or foundation of the New World Trade Center What would you put in the Time capsule to represent American Civilization in the 21st Century? Elicit the components of a Great Civilization Ask a thousand years from now will the US still be a great civilization? Are there other nations that you consider great nations? Explain Anarchy Discuss the fall of governmental power in Somalia, referencing the Ethiopian military invasion of Mogadishu.  HYPERLINK "http://www.usatoday.com/news/world/2007-01-07-ethiopia_x.htm" http://www.usatoday.com/news/world/2007-01-07-ethiopia_x.htm Have students write a response to this prompt: Suppose you were living in Somalia. -You were a clerk in the capital city of Mogadishu, married with two small children but because if the violence described above you could not go to work Gangs ruled the streets they came by your neighborhood denuding money or your service in the gangs. You were not a man of violence; you learned in school and Church that violence was evil. However your food is running out. Your children are in danger. Create a decision chart discuss in pair and share and decide what you will do.  HYPERLINK "http://faculty.uml.edu/ccarlsmith/teaching/43.105/lecture_outlines/medieval_society.htm" http://faculty.uml.edu/ccarlsmith/teaching/43.105/lecture_outlines/medieval_society.htm Use the above site to go over the Oath of Toul, to discuss society after the fall of Rome. How was feudal society organized. What type of oath or contract did people have to take? This is a good way to have the students see the purpose of contracts, and to develop one of their own. Compare this event to the fall of the Roman Empire collapse.  HYPERLINK "http://score.rims.k12.ca.us/activity/rome/rome.html" http://score.rims.k12.ca.us/activity/rome/rome.html The students will create a group timeline of the reasons for the fall of the Roman Empire by group research of the causes. Divide the class into 6 groups. Assign each a cause: Taxes Slave labor vs. free enterprise Persecution of Christians Extreme power of the Nobles Extended power of the military Constantine the Great Students can piece together a Fall of Rome sequence of events for display in class. View a timeline of many more events with the class at:  HYPERLINK "http://bit.ly/9rD9nG" http://bit.ly/9rD9nG An attempt was made to restore the Roman Empire after its fall through the Holy Roman Empire whose greatest emperor was Charlemagne. Look at this site and explain how Charlemagne attempted to restore the power and glory of the Roman Empire. As a concluding essay ask the students to evaluate whether he was successful in establishing a new or Holy Roman Empire and explain the reasons for his success or failure.  HYPERLINK "http://medievaleurope.mrdonn.org/charlemagne.html" http://medievaleurope.mrdonn.org/charlemagne.html Review the area of invasion at: Phschool.com WEB CODE lgp-8521 or any other map reference. Years later as the Kings power began to increase, the feudal lords struggled to limit the monarchs power. In 1215 after a civil war, the barons forced King John to relinquish his power in a document : the Magna Carter Vocabulary in Notebook: Middle Ages, feudalism, manor, serfs, clergy, monasteries Have students read the attached document *See appendix (C4) If you were a farmer in the conditions described; what would you do to protect your family? If you were a soldier, or a noblemen; what would you do to protect your family? Describe the distribution of power in the feudal system. Have students create flash cards in pairs of two, to identify the roles of each person in the feudal system. One side of the card with the title of the person the other with their role and duties. Roles of: Serfs Peasants Knights Lords Should use map of Manor from Appendix do tour of Manor) Take a guided tour of the manor. Worksheet: C9,10 Have students read C 11; a converstation between a lord and a serf. Then have students complete the attached worksheet.  HYPERLINK "http://gcuonline.georgian.edu/wootton/Medieval.htm" http://gcuonline.georgian.edu/wootton/Medieval.htm; Use the above website to develop the lesson on Feudal structure. Its a NJ lesson. (Excellent site)  HYPERLINK "http://faculty.uml.edu/ccarlsmith/teaching/43.105/lecture_outlines/medieval_society.htm" http://faculty.uml.edu/ccarlsmith/teaching/43.105/lecture_outlines/medieval_society.htm Introduce Charlemagne, or Charles the Great, as one of the great leaders of the early Middle Ages. He was a Frankish king who ruled for over 40 years, from 768 until 814. Working together with Pope Leo III, he built a vast European empire. He set the stage for feudalism by rewarding lords and knights with the land and privileges in return for military service and set standards for uniform coinage. He spread Christianity, and the power of the Roman Catholic Church, throughout his empire. Explain the lifestyle on the medieval manor, discussing which types of goods were produced on manor estates. Culminating celebrations and feasts were entertainment for the people. Visit this site to explore:  HYPERLINK "http://www.youtube.com/watch?v=NASCj4YcHDQ" http://www.youtube.com/watch?v=NASCj4YcHDQ Use excerpts from the film and the below primary source to write diaries or accounts of the lives of serfs and peasants in medieval England  HYPERLINK "http://www.fordham.edu/Halsall/source/1000workers.asp" http://www.fordham.edu/Halsall/source/1000workers.asp Discuss how and why feudal relationships were necessary to ensure the stability of society during the middle ages What was the symbiotic relationship between the nobles and peasants? Introduce Charlemagne, or Charles the Great, as one of the great leaders of the early Middle Ages. He was a Frankish king who ruled for over 40 years, from 768 until 814. Working together with Pope Leo III, he built a vast European empire. He set the stage for feudalism by rewarding lords and knights with the land and privileges in return for military service and set standards for uniform coinage. He spread Christianity, and the power of the Roman Catholic Church, throughout his empire. The plague by weakening feudal institutions added both to the power of the king and the towns; however, the conflict between the kings and the feudal lords was a struggle which permeated the entire period of the middle ages, even before the onset of the plague. One important chapter of this struggle was the quarrel between King John of England and the nobles; which culminated in the agreement which we know as the Magna Carta. As it turned out is an important milestone in representative government. Use the following podcast to introduce the Magna Carta.  HYPERLINK "http://www.youtube.com/watch?v=wUVnpe8uffs&feature=related" http://www.youtube.com/watch?v=wUVnpe8uffs&feature=related As the students listen to the podcast have the students answer the following questions: Discuss the following quote: Today its the vote that counts. In the Middle Ages it was the counts that voted. How did the kings before King John attempt to consolidate royal power at the expense of the nobles? If you were a village person like Christina, would you have favored the king or the nobles? What were the specific grievances that the nobles had against King John? How did the Magma Carta attempt to resolve those grievances? What is the importance of the Magma Carta for the Middle Ages and for today?  HYPERLINK "http://edsitement.neh.gov/sites/default/files/worksheets/Annotation_Unabridged737.pdf" http://edsitement.neh.gov/sites/default/files/worksheets/Annotation_Unabridged737.pdf Everyone is entitled to a fair trial by his peers, or equals. No man including President Obama is above the law. No person shall be deprived of rights or property without a trial. People should be able when they die to pass on their assets to their heirs. If the ruler violates these rules the people have the right to chose a new ruler  HYPERLINK "http://en.wikipedia.org/wiki/Magna_Carta" \l "The_Great_Charter_of_1215" http://en.wikipedia.org/wiki/Magna_Carta#The_Great_Charter_of_1215 Ask students to prioritize the above statements. Using the above website, ask students to match the statements in the previous learning activity with the corresponding statements in the Magma Carta and discuss other rights that the Magna Carta granted. Discuss how the Magna Carta affected the three classes in feudal society. Have the students discuss the role of church in their own lives. (Parochial schools, Catholic organizations, religious hospitals.) What if there were no public schools or hospitals? Compare and contrast the church today in Jersey City with the role of the church in Medieval England according to the article. Would they like to see the church have the same power that they had in medieval England.  HYPERLINK "http://www.historylearningsite.co.uk/medieval_church.htm" http://www.historylearningsite.co.uk/medieval_church.htm *See worksheet C16c: Answer questions  HYPERLINK "http://www.youtube.com/watch?v=sOi3DE0kwNk" http://www.youtube.com/watch?v=sOi3DE0kwNk (A variety of videos on the middle ages) Worksheet C-16C: The Medieval Church in Everyday Life The church influenced areas such as economics much more in the Middle Ages than today. Read worksheet: 16D The power of the kings often came in conflict with the power of the church. Read worksheet C 16A. Ask the students from reading the illustrations to determine what issues the kings and the popes argued about, and which of the two usually won the argument, or dispute. How do disease and epidemics affect the course of history? Discuss how a major world epidemic affects the way people live today? Discussion of AIDS to connect the past with the present and provide the hook for the lesson.  HYPERLINK "http://www.pwaltman.com/NAPLs_and_Oranges/Teaching_files/Plague%20Lesson%20Web.pdf" http://www.pwaltman.com/NAPLs_and_Oranges/Teaching_files/Plague%20Lesson%20Web.pdf (Excellent site on the Bubonic Plague, and a great way to integrate language arts, and science with social studies.) Use the lesson on the Bubonic Plague, an interdisciplinary lesson. As you complete this lesson plan, make comparisons between the Bubonic Plague and Aids, through the use of a Venn diagram; which will serve as a lesson summary. On the Diagram include the following topics: 1. Causes 2. Symptoms 3. How the diseases are spread 4. Prevention 5. Effects on the victims and others. In addition to the activities in the lesson plan, discuss the following: 1. What do we know about the causes of the plague today that we didnt know in the 14th century? 2. Discuss to what extent this new knowledge helps as fight recurring outbreaks of the plague and the Aids epidemic.  HYPERLINK "http://www.avert.org/aidssouthafrica.htm" http://www.avert.org/aidssouthafrica.htm Read the article above about aids in South Africa and discuss how this epidemic has affected the people who contract aids and their families, and how it affects people in South Africa who neither have the disease, nor family, who have contracted the disease. Use the website above to trace the path of the Black Death to assess how it affected : The people who contracted the disease and their families and those who were not directly affected by the disease. Discuss what segments of society were most affected, and least affected. Explain which groups after the plague had passed actually benefitted from the high mortality rates. Compare and contrast causes and effects of the Bubonic plague with those of the Aids epidemic. Have the students complete the lesson on the old nursery rhyme, Ring around the Roses. Have students read the document below and write a short paragraph about what the nursery rhyme really means.  HYPERLINK "http://www.historylearningsite.co.uk/plague_of_1665.htm" http://www.historylearningsite.co.uk/plague_of_1665.htm  HYPERLINK "http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-S2000/Symons/bubonic.htm" http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-S2000/Symons/bubonic.htm Use the above website to conduct a role play on the causes and symptoms of the Bubonic plague. Ask the students to compare and contrast the causes and symptoms with the Aids epidemic which they read earlier. Discuss how people treated the Bubonic plague in the 14th century and how modern doctors treat the few isolated cases of Bubonic plague today. (Integration of science and social studies.)  HYPERLINK "http://www.flowofhistory.com/units/west/10/FC71" http://www.flowofhistory.com/units/west/10/FC71 For more information on the Plague, use the above site. TOWNS AND FEUDAL ECONOMY Do Now Students write in their journals in response to this prompt. New York City is devoted to many sections of different businesses. What do you think is the business of Wall Street? Read a few responses. Explain how guild systems in the growing middle class cities allowed for business of one type to work together. Vocabulary: guild, craftsmen, apprentice, chivalry, Black Death Towns emerged along important trade routes, outside of castles, forts, and monasteries. Some specialized in particular industries, such as glass making or textiles. They were surrounded by defensive walls with gates and guardhouses. Towns were filthy, foul-smelling, and disease-prone. Central squares provided open space for trade and entertainment. Some towns were the domain of feudal lords while others won royal charters that granted them freedom to govern themselves. The emergence of towns encouraged the growth of a tiny but significant class of merchants and skilled workers, who enjoyed more freedom and wealth than the peasantry, but who were also free from the obligations of vassals. Towns became centers for the spread of technology, ideas, people, and disease. The Black Death, also known as Bubonic Plague, spread by fleas that were carried on the rats who roamed freely. Might want to use as a summary or assessment exercise with modifications  HYPERLINK "http://people.hofstra.edu/alan_j_singer/CoursePacks/DBQWhyWastheBubonicPlagueBlackDeathSoDevestatingtoEuropeanSociety.pdf" http://people.hofstra.edu/alan_j_singer/CoursePacks/DBQWhyWastheBubonicPlagueBlackDeathSoDevestatingtoEuropeanSociety.pdf Utilize the various videos on this website to describe the life of the average person in medieval England. Show the film Christina: A Medieval Life.  HYPERLINK "http://www.youtube.com/results?search_query=Christina%3A+A+Medieval+Life.&search_type" http://www.youtube.com/results?search_query=Christina%3A+A+Medieval+Life.&search_type= Have the students consider the following questions: How would compare and contrast life in the village described in the film with urban life in Jersey City today. How does obligation play an important role in the lives of people in Christinas life? What caused the periodic famines discussed in the film? What would be the major problem you would face as a towns person in Christinas village? If you had a time machine would you like to go back in live Christinas village? Explain As a homework assignment have the students write a diary: A Day in the Life of Christina. Piers the Plowman  HYPERLINK "http://www.schoolhistory.co.uk/year7links/life/poorpeasant.pdf" http://www.schoolhistory.co.uk/year7links/life/poorpeasant.pdf Use the above site to have students write diaries in life in the Middle Ages.  HYPERLINK "http://www.getnj.com/hudberg/hudberg2.shtml" http://www.getnj.com/hudberg/hudberg2.shtml As an introduction to the activity research the establishmentof Jersey City. From the study of Jersey City, have students address the following questions: How do each of the following factors influence where towns and cities are established. Climate Nearness to water (lakes, rivers, oceans, etc.) Other geographic factors such as : mountains, deserts Proximity to trade routes. Natural resources. Political and economic regions in the country and region. Epidemics or disease  Creative Writing Charlemagnes epitaph. Ask students to compose an epitaph for Charlemagnes grave that lists his three most significant contributions to posterity (give them gravestone shaped papers). After individual students have completed this task, discuss as a class having students defend their choices, and vote on the three most important. Visual Interpretation View the Bayeux Tapestry and interpret its meaning. Pay special attention to the dominant form of warfare in the Battle of Hastings. Who is winning? Why? Is the winner likely to encourage feudalism in England? Why? Write a persuasive letter of recommendation for young man you know to become a page. Address it to the lady of the manor, and be sure that you mention all the qualities that you think would help someone to be a good knight. Flow Chart Chart the organization of the Roman Catholic Church and compare it to your chart of feudal society. How are they similar? Model a local obituary and then have the students write an obituary on Charlemagne. In addition have the tsuents answer the following question: Why were Charlemagnes successors not able to maintain the power of the Holy Roman Empire and the monarchy? Write a brief, illustrated childrens book that tells the story of the birth of the middle ages. Include a list of required elements (such as Charlemagne, feudalism, the fall of the Roman Empire, Vikings). Write a postcard from the Holy Land back home to your manor. What is it like compared to Europe? What are you doing? How do you feel? What is the picture of on the opposite side of the postcard? Make a Venn Diagram comparing medieval cities to Jersey City today. Pair Activity In pairs, students should write a dialogue between a medieval scholar and a modern scientist about the main topic they are studying in science, probably earth systems and geology. They should try to explain how the world works to each other. Compare and Contrast What are the pros and cons of the separation of church and state in America? In Jersey City, should everyone have to pay a special tax that the city then gives to one church? To all religious organizations? Why was the Magna Carta important? Why was the Model of Parliament important? Read and Write Ask students to read different versions of the Robin Hood story and identify those elements of the story that are common to all, those that are different, those that are historically accurate, unknown, and inaccurate. Ask students to imagine a revisionist story that recasts King John, Robin Hood, and King Richard. In groups, ask them to write brief revisionist versions of Robin Hood and his gang of vigilantes. Military Evolution How has military strategy changed? Discuss what is similar? (infantry, cavalrytanks) and what is different? (air power, explosives, guns, little hand-to-hand combat. Imagine if a plague, such as the bird flu, hit Jersey City and killed or sickened 1/3 of the people. How would life change?  Differentiation Provide access to a variety of materials which target different learning preferences and reading abilities. Break assignments into smaller, more manageable parts that include structured directions for each part. Develop activities that target auditory, visual, and kinesthetic learners. Establish stations for inquiry-based, independent learning activities. Use a variety of assessment strategies, including performance-based and open-ended assessment Resources Provided  HYPERLINK "http://medievaleurope.mrdonn.org/feasts.html-An" http://medievaleurope.mrdonn.org/feasts.html-An interesting collection of holidays, feast, foods and recipes, dances, musical instruments and other forms of entertainment of the day.  HYPERLINK "http://www.crystalinks.com/alchemy.html-traces" http://www.crystalinks.com/alchemy.html-traces the history of alchemy throughout the world and other scientific practices over time  HYPERLINK "http://bit.ly/45Mj9-Fantastic" http://bit.ly/45Mj9-Fantastic paintings of Peter Breughel of medieval towns and the lifestyle of the day.  HYPERLINK "http://explorethemed.com/Crusades.asp" http://explorethemed.com/Crusades.asp -Many maps are available designating places of battle, invasion, and the three stages of the crusades.  HYPERLINK "http://bit.ly/yi7mVr-Wonderful" http://bit.ly/yi7mVr-Wonderful video from the biography channel on the life of Joan of Arc from her march into battle until her sainthood.  HYPERLINK "http://en.wikipedia.org/wiki/Magna_Carta" \l "The_Great_Charter_of_1215- Explains" http://en.wikipedia.org/wiki/Magna_Carta#The_Great_Charter_of_1215 Explains the development of this document and its contribution to the political structure of the period.  HYPERLINK "http://edsitement.neh.gov/sites/default/files/worksheets/Annotation_Unabridged737.pdf" http://edsitement.neh.gov/sites/default/files/worksheets/Annotation_Unabridged737.pdf Large collection of documents and worksheet activities on King John and the Magna Carta.  HYPERLINK "http://www.youtube.com/watch?v=wUVnpe8uffs&feature=related" http://www.youtube.com/watch?v=wUVnpe8uffs&feature=related Podcast on the Magna Carta  HYPERLINK "http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-S2000/Symons/bubonic.htm" http://teacherlink.ed.usu.edu/tlresources/units/Byrnes-S2000/Symons/bubonic.htm Many resources on the spread of the epidemic, the causes, symptoms, and casualties.  HYPERLINK "http://www.historylearningsite.co.uk/plague_of_1665.htm" http://www.historylearningsite.co.uk/plague_of_1665.htm Identifies the connection between the Ring Around the Rosie nursery rhyme and the bubonic plague.  HYPERLINK "mailto:http://www.historylearningsite.co.uk/plague_of_1665.htm" http://edsitement.neh.gov/lesson-plan/path-black-death#sect-activities Teacher activities to help teach about black death.  HYPERLINK "http://www.youtube.com/watch?v=sOi3DE0kwNk" http://www.youtube.com/watch?v=sOi3DE0kwNk A variety of videos on the middle ages.  HYPERLINK "http://www.historylearningsite.co.uk/medieval_church.htm" http://www.historylearningsite.co.uk/medieval_church.htm Explains the political situation of the medieval church of England.  HYPERLINK "http://www.youtube.com/watch?v=NASCj4YcHDQ" http://www.youtube.com/watch?v=NASCj4YcHDQ Video on the medieval activities that centered around the manor.  HYPERLINK "http://gcuonline.georgian.edu/wootton/Medieval.htm" http://gcuonline.georgian.edu/wootton/Medieval.htm; NJ site used to develop lessons about the feudal structure.  HYPERLINK "http://medievaleurope.mrdonn.org/charlemagne.html" http://medievaleurope.mrdonn.org/charlemagne.html Offers an organizational charge to explain the events from Charlemagne to the fall of the Roman Empire  HYPERLINK "http://www.usatoday.com/news/world/2007-01-07-ethiopia_x.htm" http://www.usatoday.com/news/world/2007-01-07-ethiopia_x.htm Media account of the invasion of Ethiopia by militant forces in 2007.  HYPERLINK "http://score.rims.k12.ca.us/activity/rome/rome.html" http://score.rims.k12.ca.us/activity/rome/rome.html Teacher activities to help facilitate the sequence of events and changes that led to the fall of the Great Roman Empire. klWeb lessons:  HYPERLINK "http://www.weblessons.com/" http://www.weblessons.com/: The code is WL0100 user name: first initial and last name password: last name  Classroom Model for a 45-Minute Social Studies Period, Gr. 6- 8  Suggested Lesson #2Content Area: Social StudiesLesson Title: The Crusades to the RenaissanceTimeframe: 3 WEEKSLesson Components HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120" 21st Century ThemesXGlobal AwarenessXFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy  HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120" 21st Century SkillsXCreativity and InnovationXCritical Thinking and Problem SolvingXCommunication and CollaborationxInformation Literacy XMedia LiteracyXICT LiteracyLife and Career SkillsInterdisciplinary Connections: Social Studies, Geography, Language Arts, MathematicsIntegration of Technology: Use of Interactive Promethium Board during instruction if available, overhead projector. Equipment needed: Internet, projector, journal notebooks, posters, drawings Goals/ObjectivesLearning Activities/Instructional StrategiesFormative Assessment TasksSWAT: Trace the origins and significance of the Crusades, and explain its effect on the institutions of the Middle Ages. Describe the Mideastern civilization encountered by European soldiers as they invaded the Middleast. Discuss the period of rebirth throughout Italy. Compare the trends of humanism, secularism, and individualism. Describe the printing revolution and the expansion of literacy. Explain how the Medici family encouraged the development of Renaissance Art. Trace how in the Renaissance era Florence became an economic center of Europe. 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P$PSPTPǼǴ|q|ffdYLYh-h7?0J;CJaJh-h7?CJaJUhr;h7?CJaJh'Dwh7?CJaJhTlh7?CJaJhu=h7?CJaJhu=hCCJaJh7?CJaJhCh7?B*CJaJphhCCJaJhCh7?CJaJhCB*CJaJphhChCB*CJaJphhf~h7?CJaJ#h!&"h!&"56B*CJaJph7/80888889 9 9J9K99999SP9$E&`#$/IfgdE\9$E&`#$/If^gdE\9$E&`#$/If^gdC9$E&`#$/If^gdC9 & F$E&`#$/Ifgdtlescribe the politics of Florence and the political writings of Niccolo Machiavelli Describe the changes that the Renaissance brought to European music. Identify and explain the historical significance major figures in the Renaissance. The Crusades began in the year 1095, when Pope Urban II responded to a call for help, announcing a Crusade to push back an expanding Muslim empire in the holy land. For nearly 200 years, Europeans launched a series of Crusades, but only three are significant. The first from 1096 until 1099 led to the capture of major cities, including Antioch and Jerusalem. The Crusaders considered this crusade of victory, and many headed home. By 1044, Muslim armies began to retake captured territory and Europeans launched the Second Crusade, which lasted from 1146 to 1148. This crusade was a failure, and by 1187, the Muslim army had captured Jerusalem. Europeans launched a third Crusade under the leadership of King Richard the Lionhearted of England. This crusade also failed, but did lead to a truce and an uneasy agreement of toleration. Muslims would allow Christians into Jerusalem, and the Crusaders maintained control of a few cities. By 1291, however, Muslims recaptured these cities as well. Overall, the Crusades were brutal for both sides. Have the students reenact the calling of the Crusades. Accompany the dramatization with a map showing Western Europe and the Mideast in 1095 when Poper Urban issued his challenge to the knights of Western Europe in the Declaration of Claremont.  HYPERLINK "http://www.schoolhistory.co.uk/year7links/crusades/crusades.pdf" http://www.schoolhistory.co.uk/year7links/crusades/crusades.pdf  HYPERLINK "http://www.fordham.edu/halsall/source/urban2-5vers.html" http://www.fordham.edu/halsall/source/urban2-5vers.html How would you respond to his call if you were a: Serf Lord Knight King  HYPERLINK "http://www.hetemeel.com/unclesamform.php" http://www.hetemeel.com/unclesamform.php Read the above website Pope Urbans declaration to the knights. Ask the students to answer the following questions: What did Pope Urban ask the soldiers of Europe to do? Why is it called a Crusade? Hint: Cruz means cross in Spanish How would have reacted to this call if you were a noblemen, or a peasant priest ?  HYPERLINK "http://www.hetemeel.com/unclesamform.php" http://www.hetemeel.com/unclesamform.php Based on the above website ask the students to create a recruiting poster for the Crusades. Have them list beneath the poster why they should join the Crusades. Divide the class into three group: 1. Nobles 2. Peasants 3.Clergy Customize the poster to represent each of the three groups. Use the reading Bagdad in the Late Ninth Century: See appendix: See worksheet C-18 Answer: Describe the Islamic civilization that the Crusaders encountered when they arrived in the Middle East. What aspects of Islamic civilization might they bring back when the Crusades were over? How would you compare the civilization of the Islamic world to that of Europe in the Middle Ages. Describe the post crusade change in England. Have students compare the Great Council with the Modern Parliamentary system. Use a Venn Diagram model to visualize the structure of both. Personal Profile: Joan of Arc Show a biographical presentation of this legendary figure of the 100 Years War at:  HYPERLINK "http://bit.ly/yi7mVr" http://bit.ly/yi7mVr Renaissance: The Beginning Explain to students that Renaissance means rebirth. A rebirth of interest in classical literature and art began in the city states of Italy and soon spread to the other cities in Europe. Some of the factors already studied that led to this rebirth or culture included the weakening of feudal ties, brought about by the Plague; which created a demand for labor, the power of the kings who lent their support to the growing of new towns and cities. The Crusades, by increasing trade with the East also led to the growth of markets and towns. The Renaissance was a rebirth of ideas and knowledge from classical times. The word emphasizes the role that classicism played in shaping Renaissance thinking in politics, art, architecture, writing, and science. Introduce the Renaissnace with an Art auction use the paintings in worksheets H5 and H6 see appendix Students should be in groups of four each should get 100 They can pool their money to make one purchase They can use form on work sheet H6 to record decision Teacher should find reproduction s of these works to post on walls of classroom Before the auction begins there should be a gallery showing of these works and any other you wish to add to auction Choose works with a similar theme one from the Renaissance , or one from an earlier period.  HYPERLINK "http://en.wikipedia.org/wiki/File:Comunione_degli_apostoli,_cella_35.jpg" http://en.wikipedia.org/wiki/File:Comunione_degli_apostoli,_cella_35.jpg Can follow up with an exercise on contrasting architectural styles see sheet H4 for examples.` Present a map of Italy. Have students mark the trade ports of Venice and Florence where wealthy merchants based great fortunes of trade. Map-  HYPERLINK  www.PHSchool.com WEB CODE mud-1510 Students will create a brochure of the goods that they are trading. Explore which fabrics, metals, pottery, spices, and other items imported/exported. Include the city-state address for customers to contact. Introduce the change in political way of thinking in which the ends justified the means by statesman Niccolo Machiavelli and his books on crime and punishment. Machiavelli is difficult reading for this age group, and should be limited to a few paragraphs. You may find The Prince in its entirety (it is not long) at: www.emachiavelli.com/history2copy. htm#THE%20PRINCE Pick several different paragraphs that highlight what Machiavelli is after, and assign small groups to look at different ones. Give students a few guiding questions for discussion, and then ask them to report the ideas they encounter to the class. As a whole group, begin by discussing the ideas in terms of today. Then see if students can apply them to the historical context of Machiavellis day. Art and Literature Artists began to focus on nature and the human form in painting, sculpture, and the written word. Using resources available (internet or library students will research and present a work of art as part of a renaissance bulletin board display. Cut an index card in half, placing the name of a Notable Renaissance Figure on each. Have students randomly draw a name from a hat. Include both Northern and Include contributors. They must include a visual of the research to show to the class with an opinion and description of that work. If it is a written work, a small passage in English to be read out loud with a visual of the cover of the work. Famous figures can be found at:  HYPERLINK "http://bit.ly/JqDTxe" http://bit.ly/JqDTxe  HYPERLINK "http://www.aasd.k12.wi.us/staff/hermansenjoel/art%20presentation_files/frame.htm" http://www.aasd.k12.wi.us/staff/hermansenjoel/art%20presentation_files/frame.htm A variety of lesson plan and activities on the Renaissance. Introduce by using the Prince CF worksheet H 11 Provide some excerpts from the Prince for the students to use in groups. Activity: Substitute president for Prince. Explain to class that a new President is elected in 2016. This a copy of the secret memo sent to him by his closest aid. Ask them if the advice is wise advice Helpful to the President who will face political challenges as he tries to enact his/her program. Then explain that it is from the Prince by Machievelli written 500 years ago. What does this tell you about Florence the city in which the author lived during the Renaissance. Include other excerpts as well perhaps sections from Erasmus in Praise of Folly utopia by Moore  HYPERLINK "http://anna-spears.tripod.com/Lesson%20Plan.htm" http://anna-spears.tripod.com/Lesson%20Plan.htm Follow the above lesson plans  HYPERLINK "http://librivox.org/utopia-by-thomas-more/" http://librivox.org/utopia-by-thomas-more/ Use the above site to discuss the following questions: As used as a common non what does the word Utopia mean? Based on the reading above would you have liked to live in Mores Utopia? Why does Mores Utopia to many characterize the spirit of the Renaissance. http://www.renaissanceconnection.org/lesson_social_geography.html Humanism and Secularism DO NOW Students will write for 5 minutes in their journals in response to a prompt on the board: How important are you in your family? In your class? In your school? In your community? Read 3 or four anonymous responses. Vocabulary in Notebooks: Vernacular, secularism, humanism, classical Explain that the idea of humanism was central to the Renaissance. Humanism emphasized the importance of human action, the authority of ones own observations and reason over religious teaching and tradition. Create a 6 column chart for a comparative display. Label the top 3 columns-Medieval art, architecture, literature and the bottom 3-Renaissance art, architecture and literature. Students will identify the change in perspective from religious influence to secular in descriptions of various works.  HYPERLINK "http://bit.ly/Jmu3rt" http://bit.ly/Jmu3rtWrite a recruiting poster for the crusades (on 8.5x11 paper). Because most people are illiterate you must rely on images, and may use only three words in the poster. Half the class can do recruiting posters for Christians, half for Muslims. Students must include specific historical facts or images and must write a separate paragraph explaining their choices. COMPARE AND CONTRAST Compare the flowing economy of Florence to a city in the United States? What are the features that make it so? Which products fuel the economy there? Write a 1-2 page letter to the Medicis in which you propose an artistic work. Convince them to pay you for it. What arguments can you muster in support of the arts? Draw your version of a geography of hell according to Dantes Inferno. If students were to have their own nine layers of hell, what would each one be like? Banking and money exchange continue to be crucial to the world economy. Using the internet, ask students to explore exchange rates. Using Yahoo, they should be able to observe changing exchange rates over time. Use a graphic organizer, such as a chart, to group the contributions of various figures in the Renaissance into various areaspolitics, economics, fine arts, etc. Then ask students to write a persuasive essay in which they answer the question: Who should have the title, Greatest Person of the Renaissance, and why? DEBATE TEAM Set up volunteers into two teams for a debate topic: Who was the most influential figure to emerge from the renaissance? Expand the topic to include all of Europe. Conduct a class vote and graph your results. PERSUASIVE ESSAY As a form of assessment, have students write a persuasive letter to their parents or guardians proposing a vacation in Florence. Why should the family go there? Whats so special about Florence? REVIEW OF CONCEPTS Using 10 key terms or names from the unit create a crossword to share with classmates; include an answer key. Differentiation: Provide access to a variety of materials which target different learning preferences and reading abilities. Break assignments into smaller, more manageable parts that include structured directions for each part. Develop activities that target auditory, visual, and kinesthetic learners. Establish stations for inquiry-based, independent learning activities. Use a variety of assessment strategies, including performance-based and open-ended assessments. Resources Provided:  HYPERLINK "http://bit.ly/Jmu3rt-" http://bit.ly/Jmu3rt- Contains a wide collection of Renaissance art, architecture, and literature from a variety of countries in Europe from Medieval times to Reformation period.  HYPERLINK "http://www.PHSchool.com-" www.PHSchool.com-Prentice Hall text series map sites with codes for specific areas throughout Europe.  HYPERLINK "http://bit.ly/JqDTxe" http://bit.ly/JqDTxe -Wikipedia list of notable figure during the rise of Europe including works of art and literature .  HYPERLINK "http://www.schoolhistory.co.uk/year7links/crusades/crusades.pdf" http://www.schoolhistory.co.uk/year7links/crusades/crusades.pdf This site offers an account of Pope Urbans declaration to the knights.  Suggested Lesson #3Content Area: Social StudiesLesson Title: Rebirth Spreads Throughout EuropeTimeframe: 3 WEEKSLesson Components HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=57&Itemid=120" 21st Century ThemesXGlobal AwarenessXFinancial, Economic, Business, and Entrepreneurial LiteracyCivic LiteracyHealth Literacy  HYPERLINK "http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=254&Itemid=120" 21st Century SkillsXCreativity and InnovationXCritical Thinking and Problem SolvingXCommunication and CollaborationxInformation Literacy XMedia LiteracyXICT LiteracyLife and Career SkillsInterdisciplinary Connections: Social Studies, Geography, Language Arts, MathematicsIntegration of Technology: Use of Interactive Promethium Board during instruction if available, overhead projector. Equipment needed: Internet, projector, journal notebooks, posters, drawings Goals/ObjectivesLearning Activities/Instructional StrategiesFormative Assessment Tasks Describe the politics of Florence and the political writings of Niccolo Machiavelli. Explore the ways in which the Renaissance spread from Italy to the rest of Europe. Explain the significance of Gutenbergs invention of the printing press. Describe the changes that the Renaissance brought to European music Discuss the class of the population who were not affected by the Renaissance Identify the notable figures of throughout Europe who emerged at this time POLITICAL CHANGE Introduce to students that it was during this period that a Florentine statesman named Niccolo Machiavelli became an important diplomat and leader for the city. He drew on his political experience to write a number of books, his most famous being The Prince. In it, he offers a frank, and some say cynical, view of government. See earlier activity Handout H11 Pick several different paragraphs that highlight what Machiavelli is after, and assign small groups to look at different ones. Give students a few guiding questions for discussion, and then ask them to report the ideas they encounter to the class. As a whole group, begin by discussing the ideas in terms of today. Find it at the site below.  HYPERLINK "http://bit.ly/KvewIh" http://bit.ly/KvewIh Technology In about 1450, Johannes Gutenberg invented a printing press that used moveable type, made from durable, metal pieces. Have students compare modern day innovations such as computers, internet, cell phones, and ipads. How does this change global access to information? What are the advantages of moving the written word more rapidly? Disadvantages? Music Introduce students to the changes in musical style. The most notable musical genre to emerge was the madrigal. Although the madrigal had first emerged in the 14th century as a short poem for two voices set to music, it came bask in the 16th in a freer form with four to five voices. Renaissance musicians also invented new instruments, including the harpsichord and the violin.  HYPERLINK "http://www.youtube.com/watch?v=lwxnIaH9Zng" http://www.youtube.com/watch?v=lwxnIaH9Zng Europes Notable Renaissance Figures Introduce the historical figures who emerged from other European countries during this era. Nicholas Copernicus (1473-1543). Born and raised in Poland, he went to Italy to study medicine and church law when he fell in love with astronomy. He made the discovery that the universe did not rotate around the earth, but that the earth and other planets traveled around the sun. Night and day were caused by the Earth rotating on its axis. Although Copernicus was a religious person and dedicated his book to the Pope, the Catholic Church condemned his book as heresy, because it contradicted the churchs belief that the Earth was the center of the universe. Have students model the Heliocentric Universe which Copernicus proposed. Why would the church be opposed to this model? Isnt a progress when a new discovery is made?  HYPERLINK "http://www.comptonhistory.com/compton2/Vesalius.htm" http://www.comptonhistory.com/compton2/Vesalius.htm Introduce the book of human anatomy written by Vesalius and found at the above address. BELGIUM- Andreas Vesalius (1514-1564). A Belgian Scientist and doctor. Vesalius challenged the long-held theories of the Ancient Greek anatomist Galen. By doing careful dissections and drawings, he managed to revolutionize how people understood the workings of the human body. His book was the first step on the road to modern medicine, because it relied on careful observation, not superstition or tradition. Have students sketch the human body indicating as many different bones that they can. ENGLAND Elizabeth I (1533-1603) ruled 1558-1603. Daughter of Henry VIII by Anne Boleyn, Elizabeth was literally the daughter of English Protestantism, as her mother and fathers marriage was the cause for Englands split from the Roman Catholic Church. Like Isabella, Elisabeth was intelligent and strong. She supported educations for all and was a patron of the arts. Her defeat of the Spanish Armada is said to be the greatest in the navel history of the country. Show students the movie Elizabeth: The Golden Age which gives a good account of the changes which were introduced by this monarch. William Shakespeare (1564-1616). An English playwright and poet, perhaps the most famous playwright in the world today. Shakespeares plays, and to a lesser extent, his sonnets, expressed a strong humanism in their emphasis on emotion and human behavior, and his plays do not deal explicitly with religious themes, but with secular ones. Introduce students to Shakespeares book of sonnets by reading one to the class. Ask for volunteers to read one. Discussion: How is the language different from the English that we use? SPAIN Isabella I. (1451-1504), ruled 1474-1504. A strong, intelligent queen of Spain who is credited unifying Spain under a single religion (Catholicism), and supporting the arts and education. She also weakened the feudal organization of society by reducing the power of lords and local leaders in order to enhance her own. Miguel Cervantes (1547-1616). Spanish writer, author of Don Quixote, the most famous satire of the Renaissance, and one of the most famous in Western literature. This wonderful story has been immortalized in the play and film titled The Man of La Mancha which you can view free at:  HYPERLINK "http://www.ovguide.com/man-of-la-mancha-9202a8c04000641f80000000011d196d" http://www.ovguide.com/man-of-la-mancha-9202a8c04000641f80000000011d196d GERMANY Albrecht Durer (1471-1528). German Artist. Durer was a painter, draftsman, print maker, and art theorist. He painted portraits, nature scenes, and most famously, woodcuts. Durer is significant for bringing the ideas of the great Italian masters to Northern Europe, and for bringing the art of woodcuts to a new level. Woodcuts were important for illustrating books, which, thanks to Gutenberg, were emerging as a major new form of popular expression. His complete works can be viewed for discussion at:  HYPERLINK "http://www.albrecht-durer.org/" http://www.albrecht-durer.org/ OPEN ENDED WRITING RESPONSE See if students can apply the historical context of Machiavellis day to the laws of today by constructing a two tabled comparison chart. WILLIAM SHAKESPEARE Shakespeare! Read a sonnet by Shakespeare and discuss how it reflects humanism. GROUP ACTIVITY The students will be asked to brainstorm together for 8 minutes and come up with inventions of the 20th or 21st century that they think has had an impact on the spread of knowledge that is most similar in scope to that of the printing press. NAME THAT TUNE Listen to a madrigal. How do the words and music interact? What modern genre does it most resemble? Pop? Rap? Rock? Folk? Why? Discuss. Or discuss this: How does the madrigal represent the ideas of humanism? Visit:  HYPERLINK "http://www.historyonthenet.com/Lessons/elizabeth1/eliz1main.htm" http://www.historyonthenet.com/Lessons/elizabeth1/eliz1main.htm Explain why Queen Elizabeth I had portraits of herself painted regularly. Report these findings back to you class. CRITICAL THINKING If you were an advisor to each monarch, Isabella and Ferdinand, what advice would you give that might have helped prolong the empire?Differentiation: Provide access to a variety of materials which target different learning preferences and reading abilities. Break assignments into smaller, more manageable parts that include structured directions for each part. Develop activities that target auditory, visual, and kinesthetic learners. Establish stations for inquiry-based, independent learning activities. Use a variety of assessment strategies, including performance-based and open-ended assessments. Resources Provided:  HYPERLINK "http://www.youtube.com/watch?v=lwxnIaH9Zng" http://www.youtube.com/watch?v=lwxnIaH9Zng Students can her period music being sung and accompanied by musical instruments of that era.  HYPERLINK "http://www.albrecht-durer.org/" http://www.albrecht-durer.org/ Authentic works of Durer with captions explaining most of the detail work in each.  HYPERLINK "http://www.ovguide.com/man-of-la-mancha-9202a8c04000641f80000000011d196d" http://www.ovguide.com/man-of-la-mancha-9202a8c04000641f80000000011d196d This site offers free viewing of the movie made in 1972 that immortalizes the character of Don Quixote  HYPERLINK "http://www.comptonhistory.com/compton2/Vesalius.htm" http://www.comptonhistory.com/compton2/Vesalius.htm This site provides an overview of the drawings and findings of the human anatomy as studies by Andreas Vesalius  HYPERLINK "http://www.historyonthenet.com/Lessons/elizabeth1/eliz1main.htm" http://www.historyonthenet.com/Lessons/elizabeth1/eliz1main.htm Unusual biographical information found here on Elizabeth I and the development of power and the love of her people.  HYPERLINK "http://bit.ly/KvewIh" http://bit.ly/KvewIh Machiavellis book The Prince can be accessed here for excerpt reading.  Social Studies: World HistoryUnit I The Ancient World: Civilizations and CulturePacing Guide 40 DaysUnit II Classical CivilizationsPacing Guide 40 Days Unit III Belief Systems Pacing Guide 40 DaysUnit IV Medieval Europe and Renaissance Pacing Guide 40 DaysDated Created: June, 2012Board Approved On:     Jersey City Public Schools Department of Curriculum and Instruction 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. Do Now (5 min.) Independent Hook Activity that introduces the days objective/lesson Wrap Up (5 min.) Teacher brings closure to the workshop by revisiting focus of mini-lesson. Exit boards/slip) Guided and Independent Inquiry (20-25 min.) Students work independently, in a small cooperative group, or in a teacher-directed group, according to a schedule developed and posted by the teachers. Rotate daily into new stations. All stations are tied to the day/weeks objective Student-Centered/Leveled Student Guided Inquiry/Centers/Stations/Hubs Small-group, teacher-directed Varied media (reading, writing, technology, discussion, geography, content enrichment) Addresses content knowledge and/or research skills Teachers conduct individual conferences focused primarily on students acquisition of key concepts. Stations: Teacher led, Reading, Writing, PBL, Computers, History Alive, Geography Skills, (Examples below) Stations are flexible to fit lesson/objective Independent Reading Independent Writing Cooperative Learning - PBL Computer- Assisted Research Direct Instruction (10 min.) Whole group Social studies content-rich Guided by district curriculum documents/NJCCCS Introduce Objective Do Now (5 min.) Independent Hook Activity that introduces the days objective/lesson Wrap Up (5 min.) Teacher brings closure to the workshop by revisiting focus of mini-lesson. Exit boards/slip) Guided and Independent Inquiry (20-25 min.) Students work independently, in a small cooperative group, or in a teacher-directed group, according to a schedule developed and posted by the teachers. Rotate daily into new stations. All stations are tied to the day/weeks objective Student-Centered/Leveled Student Guided Inquiry/Centers/Stations/Hubs Small-group, teacher-directed Varied media (reading, writing, technology, discussion, geography, content enrichment) Addresses content knowledge and/or research skills Teachers conduct individual conferences focused primarily on students acquisition of key concepts. Stations: Teacher led, Reading, Writing, PBL, Computers, History Alive, Geography Skills, (Examples below) Stations are flexible to fit lesson/objective Independent Reading Independent Writing Cooperative Learning - PBL Computer- Assisted Research Direct Instruction (10 min.) Whole group Social studies content-rich Guided by district curriculum documents/NJCCCS Introduce Objective Do Now (5 min.) Independent Hook Activity that introduces the days objective/lesson Wrap Up (5 min.) Teacher brings closure to the workshop by revisiting focus of mini-lesson. Exit boards/slip) Guided and Independent Inquiry (20-25 min.) Students work independently, in a small cooperative group, or in a teacher-directed group, according to a schedule developed and posted by the teachers. Rotate daily into new stations. All stations are tied to the day/weeks objective Student-Centered/Leveled Student Guided Inquiry/Centers/Stations/Hubs Small-group, teacher-directed Varied media (reading, writing, technology, discussion, geography, content enrichment) Addresses content knowledge and/or research skills Teachers conduct individual conferences focused primarily on students acquisition of key concepts. Stations: Teacher led, Reading, Writing, PBL, Computers, History Alive, Geography Skills, (Examples below) Stations are flexible to fit lesson/objective Independent Reading Independent Writing Cooperative Learning - PBL Computer- Assisted Research Direct Instruction (10 min.) Whole group Social studies content-rich Guided by district curriculum documents/NJCCCS Introduce Objective Do Now(5 min.) Independent Hook Activity that introduces the days objective/lesson Wrap Up (5 min.) Teacher brings closure to the workshop by revisiting focus of mini-lesson. 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