Project G. L. A. D. Early Man/Prehistoric

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Project G.L.A.D.

Early Man/Prehistoric

Upland Unified School District

Ellen Sperling, Ana Esquivel, Jane Droubay

(Level 6)

Idea Pages

  1. Unit Theme

    • Identify the locations where early people were living during the later years of the last Ice Age.

    • Describe how early humans found food and shelter.

    • Describe how early humans populated the major regions of the world.

    • Describe the ways in which these people adapted to a variety of environments

    • Describe what is known through archaeological studies of the early development of humankind, including the development of tools.

II. Focus/Motivation

  • Observation Charts

  • Inquiry Chart (Prehistory/Early Man)

  • Big Book

  • Picture File Cards

  • Archaelogist Awards

  • Realia and Videos

III. Closure

  • Process all charts

  • Group presentation of team tasks

  • Student made tools

  • Student made big books

  • Realia and Videos

IV. Concepts- 6th grade (California Standards)


Chronological and Spatial Thinking: Grade 6-8

1. Students explain how major events are related to one another in time.

2. Students construct various time lines of key events, people, and periods of the historical era they are studying.

3. Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain

Idea Pages

Page 2
the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.
Research, Evidence, and Point of View: Grade 6-8

1. Students frame questions that can be answered by historical study and research.

2. Students distinguish fact from opinion in historical narratives and stories.

3. Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.

4. Students assess the credibility of primary and secondary sources and draw sound conclusions from them.

5. Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author’s perspective).

Historical Interpretation: Grade 6-8

1. Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.

2. Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long- and short-term causal relations.

3. Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.

4. Students recognize the role of chance, oversight, and error in history.

5. Students recognize that interpretations of history are subject to change as new information is uncovered.

World History and Geography: Ancient Civilizations: Grade 6

6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution:

1. Describe the hunter-gatherer societies, including the development of

tools and the use of fire.

2. Identify the locations of human communities that populated the major

regions of the world and describe how humans adapted to a variety of environments.

3. Discuss the climatic changes and human modifications of the physical

environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter.

Idea Pages

Page 3
V. Vocabulary

  • p

    • AD

    • BC

    • theories

    • australopithecines

    • Homo erectus

    • land bridge

    • societies

    • Abu Hereyra

    • Monte Verde

    • Clovis points

    • Homo habilis

    • population

    • Neanderthal

    • dwelling

    • BCE

    • CE

    • increase

    • decrease

    • glaciers

    • scientist

    • excavating

    • fossil

    • grassland

    • accelerate


  • archaeology

  • artifact

  • fossil

  • theory

  • hominid

  • Paleolithic era

  • migrate

  • humankind

  • technology

  • adapt

  • environment

  • extinct

  • hunters

  • gatherers

  • hunters and gatherers

  • consequence

  • latitude

  • longitude

  • prime meridian

  • longitude

  • latitude

  • nomad

  • society

  • role

  • culture

  • prehistoric

VI. Content Standards for English-Language Arts

ELA Standards: 6th grade
READING (ELA Standards) - Grade 6


1.1 Reads aloud from narrative and expository

1.2 Identifies and interprets, figurative and multiple meanings

1.3 Recognize and uses common foreign words used in English

1.4 Use of context and syntax for meaning (softly vs. quietly)

1.5 “Shades of meanings”

2.1 Structural features of popular media

Idea Pages

Page 4
2.2 Compare/contrast organizational patterns

2.3 Connect and clarify main idea to sources

2.4 Use of outline, notes, etc. to clarify meaning

2.6 Determine adequacy of author’s conclusion

2.7 Support own assertions with citations

3.1 Identify major forms of fiction and characteristics

3.2 Analyze influence of setting/character on plot

3.3 Analyze influence of setting/character on plot

3.4 Tone/meaning in poetry

3.5 Identify 1st/3rd person narrative

3.6 Identify and analyze themes

3.7 Common literary devices: imagery/metaphor, etc.

3.8 Critique plot and characterization


1.1 Matches writing form to purpose

1.2 Multi-paragraph composition

1.3 Use a variety of organizational patterns

1.4 Uses electronic text for information

1.5 Formats in word processing

1.6 Revises and edits


2.1 Writes narrative

2.2 Writes expository

2.3 Write research reports

2.4 Writes responses to literature

2.5 Writes persuasive composition

1.1 Uses simple to compound, complex sentence structure

1.2 Identifies and uses indefinite pronoun present perfect, past perfect

1.3 Correct punctuation

1.4 Correct capitalization

1.5 Spells frequently misspelled words (their, they’re)
ELD Standards: Grades 6-8
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