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Part IV. Analyzing Data

1. Which group helped run the government and temples? Explain their roles to support your answer.




Unit Overview Template

Content Area: Social Studies

Unit Title: Unit 2: Classical Civilizations- Greece, Rome, China, and Africa

Target 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 Europe’s 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.






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