Pompton lakes school district



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POMPTON LAKES SCHOOL DISTRICT

U.S. I HISTORY

6th Grade
COURSE OF STUDY

June 2012

Dr. Paul Amoroso, Superintendent

Mr. Michael Riordan, Dept. Chair

BOARD MEMBERS

Mr. Jose A. Arroyo, Mrs. Traci Cioppa, Mr. Robert Cruz, Mr. Shawn Dougherty,

Mr. Garry Luciani, Mr. Carl Padula, Mr. Tom Salus, Mrs. Nancy Schwartz,

Mrs. Stephanie Shaw, Mr. Timothy Troast, Jr.



Unit Overview

Content Area: 6th- Social Studies

Unit Title: Age of Exploration

Target Course/Grade Level: 6th

Unit Summary: In this unit, students examine the role of Portugal, Spain and England in exploring North and South America. They will describe why and how Portugal was the pioneer in the exploring game and how Spain dominated in the 1500’s. They will compare and contrast the various routes taken and reasons for those routes. They will identify key explorers from each of the countries and trace their specific routes to the New World. Finally, they will assess Queen Elizabeth’s role in getting England to compete with its rival Spain.

Primary interdisciplinary connections: Language Arts/Reading, Science, Math, Technology

21st century themes: Civic Literacy, Economic Literacy, Geography, Global Awareness

Unit Rationale: Specifically the Spanish and the English left an incredible imprint from their colonial days in North and South America. All aspects of their cultures, including names, foods, customs, etc. can be found and are relevant to today.

Learning Targets

Standards

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.

Content Statements:

  • Indigenous societies in the Western Hemisphere migrated and changed in response to the physical environment and due to their interactions with Europeans.

  • European exploration expanded global economic and cultural exchange into the Western Hemisphere.

CPI #

Cumulative Progress Indicator (CPI)

6.1.8.C.1.a

Evaluate the impact of science, religion, and technology innovations on European exploration.

6.1.8.D.1.b

Explain how interactions among African, European, and Native American groups began a cultural transformation.

6.1.8.D.1.c

Evaluate the impact of the Colombian Exchange on ecology, agriculture, and culture from different perspectives.

6.1.8.B.2.b

Compare and contrast how the search for natural resources resulted in conflict and cooperation among European colonists and Native American groups in the New World.

6.1.8.D.2.a

Analyze the power struggle among European countries, and determine its impact on people living in Europe and the Americas.

6.1.8.C.2.c

Analyze the impact of triangular trade on multiple nations and groups.

6.1.8.C.2.b

Explain the system of mercantilism and its impact on the economies of the colonies and European countries.

Unit Essential Questions

  • How was Portugal the “pioneer” in exploring?




  • How did Spain’s conquests affect the economic/social development of the Americas?




  • What role did Queen Elizabeth play in England’s attempts at exploration?

Unit Enduring Understandings

  • Portugal was the pioneer by being the 1st major European power to focus on and spend time and money on exploring. Led by Prince Henry, they created the caravel, built a school for navigation, and explored down the west coast of Africa.


  • Spain’s colonization of the Americas had a dramatic effect on the indigenous native population and on the development of the Americas over the next few centuries. Their trading system, use of slaves, and interactions with the natives helped shape large portions of the N. and S. American continents both socially and economically.

  • Queen Elizabeth was instrumental in leading England to world power status. Her dominant personality and her desire to join in the exploring game and challenge Portugal and Spain enabled England to colonize parts of the Americas.

Unit Learning Targets

Students will ...

  • Describe Portugal’s role as the pioneer in European exploration

  • Identify Prince Henry and explain his leadership in Portugal’s exploring

  • Compare and contrast Bart Dias and Vasco Da Gama’s voyages

  • Assess Christopher Columbus’s impact on the colonization of the Americas

  • Describe the evolution of “religion” in England in the 1500’s

  • Evaluate the impact of Queen Elizabeth on England’s growth as a superpower

  • Describe the Battle of 1588 and the consequences/aftermath of its result

Evidence of Learning

Summative Assessment:

Map – create a map of 5 explorers and their respective routes (include all elements of a good map)



Equipment needed:

Teacher Resources:




Formative Assessments

  • Unit test

  • Portugal quiz

  • England quiz

  • Spain quiz

  • Portugal essay

  • 1588 essay

Lesson Plans

Lesson

Timeframe

Lesson 1

Portugal’s role in exploring


4 days


Lesson 2

Spain’s role in exploring


4 days


Lesson 3

England’s role in exploring


4 days


Teacher Notes:



Curriculum Development Resources

Click the links below to access additional resources used to design this unit:



Unit Overview

Content Area: 6th-Social Studies

Unit Title: 1st Inhabitants

Target Course/Grade Level: 6th

Unit Summary:

In this unit, students will describe how the 1st inhabitants arrived in N. America and why they had to be nomadic in their lifestyle. They will then comprehend how agriculture drastically improves the lives of these tribes and allows them to settle communities. Students will identify and explain aspects of a civilization and compare various ages in history. Lastly, students will compare and contrast the Olmec/Mayan/Aztec/Inca tribes geographically, economically, and socially.



Primary interdisciplinary connections: Language Arts/Reading, Geography, Science

21st century themes: Civic Literacy, Economic Literacy, Geography, Global Awareness

Unit Rationale:

The 1st inhabitants and subsequently the natives tribes in N. and S. America left impressions still felt in today’s society. In addition, their interactions with the Europeans and subsequent demise show the ability of technology to enhance warfare.



Learning Targets

Standards

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.

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.

Content Statements:

  • Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological advancements.

  • Archaeology provides historical and scientific explanations for how ancient people lived.

  • Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies for future civilizations.

  • The emergence of empires (i.e., Asia, Africa, Europe and the Americas) resulted from the promotion of interregional trade, cultural exchanges, new technologies, urbanization, and centralized political organization.

  • The rise and spread of new belief systems unified societies, but they also became a major source of tension and conflict.

  • While commercial and agricultural improvements created new wealth and opportunities for the empires, most people’s daily lives remained unchanged.

CPI #

Cumulative Progress Indicator (CPI)

6.2.8.B.4.h

Explain how the locations, land forms, and climates of Mexico, Central America, and South America affected the development of Mayan, Aztec, and Incan societies, cultures, and economies.

6.2.8.C.4.b

Analyze how trade, technology, the availability of natural resources, and contact with other civilizations affected the development of empires in Eurasia and the Americas.

6.2.8.D.4.c

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

Unit Essential Questions

  • Why did the 1st inhabitants have to be nomadic?




  • What are major aspects of a civilization?




  • How did agriculture change the lives of early people?




  • How was the way of life of the N.A.’s of N. Americas related to their environment?

Unit Enduring Understandings

  • They had to be nomadic due to the weather/climate, food/water sources, other tribes, and lack of farming

  • All civilizations have forms of communication, gov’t, record-keeping, food sources, forms of religions, etc.

  • Agriculture provided a steady and constant food source, allowing people to settle down and form communities.

  • Natives adapted to their environment by using materials for shelter and weapons, hunted and gathered, relied on animals and fished waterways.

Unit Learning Targets

Students will ...

  • Describe how agriculture changed the lives of early people

  • Explain why the 1st inhabitants had to be nomadic

  • Relate how the early civilizations of Mexico and C. America developed economically, socially, and politically

  • Explain the concept of culture

  • List and describe aspects of a civilization

  • Compare and contrast the Incas and Aztecs

  • Describe why the Olmecs” are known as the “mother culture”

Evidence of Learning

Summative Assessment:

Essay – select 5 aspects of your culture and describe how they impact you on a daily basis



Equipment needed:

Teacher Resources:
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