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DPS

Unit Map

6th Grade SS Unit 4: Religious Transitions

6 Weeks

Stage 1: Examine and Unpack Standards

These unpacked standards are expected in every Durham Public Schools classroom.

UNIT STANDARDS
Social Studies

6.H.2.4 - Explain the role that key historical
figures and cultural groups had in transforming
society.
6.C&G.1.2 - Summarize the ideas that shaped
political thought in various civilizations,
societies and regions
6.C.1.1 - Analyze how cultural expressions
reflected the values of civilizations, societies
and regions
6.C.1.2 - Explain how religion transformed
various societies, civilizations and regions
6.C.1.3 - Summarize systems of social structure
within various civilizations and societies over
time.

Common Core/Literacy
RH.6-8.5 - Describe how a text presents
information (e.g., sequentially, comparatively,
causally).
RH.6-8.7 - Integrate visual information (e.g., in
charts, graphs, photographs, videos, or maps)
with other information in print and digital texts.
WHST.6-8.1 - Write arguments focused
on discipline-specific content.
WHST.6-8.1A - 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.

Curriculum, Instruction and Assessment

Transfer
Students will be able to independently use their learning to
Think historically, applying concepts of continuity and change over time as well as cause and effect to
craft a well-constructed and communicated historical argument.
Making Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that

1. Historical figures and cultural groups can have
1. How have historical, religious figures and groups
cultural, political, and economic influences.
influenced society?
2. Political thought is often influenced by cultural
2. How might religion impact civilizations, political
factors.
thought, and social structure?
3. Cultural expressions can reveal the values of a
3. What do the major religions reveal about some
civilization, society or region.
humans ideas about nature and universe?
4. Religion is a belief system that humans use to

explain their ideas about human nature and the
universe.
5. The spread of religious beliefs can influence or
alter societies, civilizations and regions.
6. Stratified systems of social structure can affect the
way a societys people interact economically and
socially.
Acquisition
KNOWLEDGE
SKILLS
Students will know

Students will be able to

1. The lasting impact of the contributions of various
1. Demonstrate an ability to think historically,
historical figures and groups.
applying concepts of continuity and change over
2. The basic tenets of major world religions such as
time to craft a well-constructed historical
Buddhism, Christianity, Confucianism, Hinduism,
argument.
Islam and Judaism.
2. Describe how a text presents information.
3. How hierarchy affects social systems.
3. Integrate visual information with other
information in print and digital texts.
4. Write arguments focused on discipline-specific
content.
5. Introduce a claim about a topic, acknowledge
and distinguish the claim from opposing claims,
and organize the evidence logically.
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DPS Unit Map

6th Grade SS Unit 4: Religious Transitions

6 Weeks

Key Vocabulary
Tier 3 Vocabulary Words
Resurrection, mosque, caste system, nirvana, salvation, gospel, hajj, monotheism, polytheism, gods/goddesses
Tier 2 Vocabulary Words
Covenant, commandment, parable, meditation, pillar, enlightenment, trinity
Stage 2: Calibrate Rigor and Design Assessment
Evaluative Criteria for Assessment District Provided Assessment Tasks
Rubric in NC Write Performance Task
Choose one of the five major religions (Buddhism, Christianity, Hinduism, Islam, and Judaism). Write a position
paper that supports the claim:

[Chosen religion] has transformed society politically, socially, and culturally.

Use evidence from your learning this quarter and additional research sources. Your paper should introduce your
claim, have clearly organized reasons, feature reasons that are relevant and effectively support the claim, and
include sources that are credible. You should use transitions to clarify relationships between claims and evidence.

Other Evidence Embedded Stage 3 Learning Events
Teacher designed
Teacher designed
DPS 6-8 RACER & ACES + C Rubric
PLC designed

Minute by Minute Assessments


Speech, Debate or Socratic Seminar
Text-Dependent Constructed Response Questions
PLC-Created Text or Concept Specific Common Formative Assessments


Stage 3: Plan and Deliver Instruction
This instructional pacing and sequencing represents one best practice option.

Professional Resources
Teachers to Watch:

# of Days
8

2
3
4
5
6

8
5
4
2
3

Instructional Resources
de.dpsnc.net

Summary of Key Learning Events, Opportunities, and Instruction


Focus of Lesson
Standard(s)
Support
Early religions/polytheism (Ancient Egypt, India
6.H.2.4, 6.C&G.1.2, 6.C.1.3
[Hinduism], Greece, and Rome)
Judaism and Christianity
6.H.2.4, 6.C&G.1.2, 6.C.1.2
Islam
6.H.2.4, 6.C.1.2

Buddhism and Confucianism
6.H.2.4, 6.C.1.1

Additional religious topics/ religion and culture
6.C.1.1

Review and Assessment
All
Complete Performance Task listed above in
conjunction with ELA


Curriculum, Instruction and Assessment

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