Course: Grade 6 Social Studies

Austin ISD Curriculum Road Map 3rd 6 Weeks November 9, 2010- December 16, 2010 (25 days)

2010 2011

Concept (Big Idea): Beginnings of Civilizations Enduring Understanding: Geographic factors influence the locations and places people chose to make their earliest settlements. Early man evolved from hunter/gatherer societies into the first civilizations. Ancient civilizations contributed to the development of modern societies. Geographic Focus: Geographers use specific terms to describe landform and absolute and relative location. Factors of location and space influence where and how people live. The geography focus this six weeks is on Southwest Asia.

Concept Pacing: 25 days Essential Questions: 1. How was the world organized during ancient times? 2. How does our culture interpret time? 3. How did hunter/gatherer societies evolve into civilizations? 4. How did people in ancient civilizations adapt and modify their environment in order to meet the wants and needs of their daily lives? 5. Who are the significant early civilizations and how did their achievements contribute to the development of modern societies? 6. How am I connected to ancient civilizations? 7. How are Southwest Asia and North Africa organized geographically?

Unit 1: Geographic Focus on Southwest Asia and North Africa Vocabulary: Tigris and Euphrates River, Mediterranean Sea, Nile River, Persian Gulf, Sahara Desert, Arabian Peninsula, Suez Canal, Aswan Dam, oasis

Unit Pacing: 3 days Mandated by Texas Administrative Code (19 TAC 74.4), the English Language Proficiency Standards (ELPS), present standards that outline the instruction school districts must provide to ELLs in order for them to have the full opportunity to learn English and to succeed academically. The rule also clarifies that the ELPS are to be implemented as an integral part of the instruction in each foundation and enrichment subject of the TEKS. Please review the standards at: http://www.tea.state.tx.us/curriculum/biling/elps.ht

Resources : Glencoe, Our World Today, Chapters 3 - 4, atlas; maps Arc 1: Mapping Southwest Asia and North Africa Resources: Glencoe, Our World Today, Chps. 3-4, atlas; maps Matrix # Established Goals Established Goals TEKS Knowledge & Skill TEKS Student Expectation 205 6.3 Geography. The student uses 6.3A create thematic maps, maps, globes, charts, graphs, graphs, charts, models and charts, models and databases to databases depicting various answer geographic questions aspects of world religions and countries such as populations, disease and economic activities Students Will Know y Key terms: Tigris and Euphrates River, Mediterranean Sea, Nile River, Persian Gulf, Sahara Desert, Arabian Peninsula, Suez Canal, Aswan Dam, oasis. How to locate and label political and physical features in Southwest Asia and North Africa The rationale for constructing the Aswan High Dam and the Suez Canal. Page 1 of 13 Arc Pacing: 3 days Students will be able to. y Identify major landforms and political entities in Southwest Asia and North Africa. Explain the need for and location of the Suez Canal and the Aswan High Dam.

y y

2010 Austin Independent School District

Course 6 Grade Social Studies

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Course: Grade 6 Social Studies

Austin ISD Curriculum Road Map 3rd 6 Weeks November 9, 2010- December 16, 2010 (25 days)

2010 2011

Matrix # 201

Established Goals TEKS Knowledge & Skill 6.4 Geography. The student understands the characteristics and relative locations of major historical and contemporary societies.

Established Goals TEKS Student Expectation 6.4A locate major historical and contemporary societies on maps and globes.

Students Will Know

Students will be able to.

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6.4B identify and explain the geographic factors responsible for patterns of population in places and regions. 6.4D identify and explain the geographic factors responsible for the economic activities in places and regions. 6.5 Geography. The student understands how geographic factors influence the economic development, political relationships, and policies of societies. 6.6 Geography. The student understands the impact of physical processes on patterns in the environment. 6.20 Science, technology and society. The student understands the relationships among science and technology and political, economic and social issues and events. 6.21 Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 6.22 Social Studies Skills. The student communicates in written, oral, and visual forms. 6.5A explain factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence economic development and foreign policies of societies. 6.6C analyze the effects of physical processes and the physical environment on humans 6.20B explain how resources, belief systems, economic factors, and political decisions have affected the use of technology from place to place, culture to culture, and society to society 6.21C organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. 6.22A use social studies terminology correctly.

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Course 6 Grade Social Studies

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Course: Grade 6 Social Studies

Austin ISD Curriculum Road Map 3rd 6 Weeks November 9, 2010- December 16, 2010 (25 days) Student Work Products/Assessment Evidence

2010 2011

Performance Tasks y y Students will complete political and physical maps of Southwest Asia and North Africa. Students will write a summary of the purpose and location of the Suez Canal and/or Aswan High Dam.

Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student work samples, observations, etc.) y Student Interactive Notebooks or learning logs. y Vocabulary activities, skilled based quizzes and/or short-cycle assessments y Student work samples y Written work demonstrates knowledge of vocabulary

Learning Plan Lesson/Activity/ Module Name Outline map activity Teacher Resource Portfolio and lesson plans Portfolio and lesson plans Student Resource Maps of Southwest Asia and North Africa in PDF portfolio Technology (Media, website, etc.)
Other

Suez Canal

Suez Canal Reading and questions and world map in PDF portfolio

Unit 2: What is Civilization?

Unit Pacing: 22 days

Unit Resources: Glencoe, Our World Today, selections from Chps. 3, 4, 5, 6, 9, 20; atlas, maps, horizontal and vertical timelines, History Alive!Contemporary World Cultures Kit, TCM Primary Sources: Ancient Civilizations, Guns, Germs, and Steel Episode 1 (copy in all school libraries) and PBS lesson plan for Guns, Germs, and Steel. Unit Vocabulary: B.C., A.D. (Anno Domini), timeline, lunar year, solar year, Mandated by Texas Administrative Code (19 TAC 74.4), the English Language Proficiency Standards (ELPS), present standards that outline calendar, imaginary year zero, nomad, hunter-gathers, agriculture, irrigation the instruction school districts must provide to ELLs in order for them to systems, domestication of plants and animals, specialization of labor, have the full opportunity to learn English and to succeed academically. settlements, Stone Age, civilization, Fertile Crescent, Bronze Age, cuneiform, The rule also clarifies that the ELPS are to be implemented as an integral theocracy, city-state, plow, pharaoh, pyramids, hieroglyphics, subcontinent, part of the instruction in each foundation and enrichment subject of the Himalaya Mts., caste system, Hinduism, reincarnation, Great Wall of China, TEKS. Please review the standards at: dynasty, Buddhism, Confucius, Daoism, calligraphy, pagoda, emperor, http://www.tea.state.tx.us/curriculum/biling/elps.ht democracy, Athens, Sparta, philosophy, architecture, Alexander the Great, drama, republic, Caesar, Roman Empire, Olmec, stone heads, Maya, astronomy, human sacrifice.

2010 Austin Independent School District

Course 6 Grade Social Studies

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Course: Grade 6 Social Studies

Austin ISD Curriculum Road Map 3rd 6 Weeks November 9, 2010- December 16, 2010 (25 days)

2010 2011

Arc 1: Organization of Time Arc Pacing: 2 days Unit Resources: Glencoe, Our World Today, selections from Chps. 3, 4, 5, 6, 9, 20; atlas, maps, horizontal and vertical timelines, History Alive!- Contemporary World Cultures Kit, TCM Primary Sources: Ancient Civilizations Matrix # Established Goals TEKS Knowledge & Skill 6.16 Culture. The student understands that certain institutions are basic to all societies, but characteristics of these institutions may vary from one society to another. 6.18 Culture. The student understands the relationship that exists between artistic, creative, and literary expressions and the societies that produce them Established Goals TEKS Student Expectation 6.16B compare characteristics of institutions in selected contemporary societies. Students Will Know Students will be able to.

631

y 6.18A explain the relationship that exists between societies and their architecture, art, music, and literature. 6.18B relate ways in which contemporary expressions of culture have been influenced by the past. 6.18C describe ways in which societal issues influence creative expressions. 6.21C organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps. 6.22A use social studies terminology correctly.

621

Key terms: B.C., A.D. (anno Domini), timeline, lunar year, solar year, calendar, imaginary year zero The structure of a timeline that includes B.C. and A.D. and imaginary year zero.

y y

Interpret various timelines. Design and construct a timeline.

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6.21 Social Studies Skills. The student applies critical-thinking skills to organize and use information acquired from a variety of sources including electronic technology. 6.22 Social Studies Skills. The student communicates in written, oral, and visual forms.

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Course 6 Grade Social Studies

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Course: Grade 6 Social Studies

Austin ISD Curriculum Road Map 3rd 6 Weeks November 9, 2010- December 16, 2010 (25 days) Student Work Products/Assessment Evidence

2010 2011

Performance Tasks Students will individually design and create a timeline of ancient civilizations.

Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student work samples, observations, etc.) y Student Interactive Notebooks or learning logs. y Vocabulary activities, skilled based quizzes and/or short-cycle assessments y Student work samples y Written work demonstrates knowledge of vocabulary Technology (Media, website, etc.) Other Outline maps in portfolio

Lesson/Activity/Module Name Ancient Civilizations Timeline

Teacher Resource Portfolio and lesson plans

Learning Plan Student Resource Timeline assignment in PDF portfolio

Arc 2: Nomads to Civilization Arc Pacing: 4 days Resources: Glencoe, Our World Today, Chps. 3, 4, 5, 6, 9, 20; atlas; maps; horizontal and vertical timelines; BrainPop; Inspiration, Guns, Germs, and Steel Episode 1 (copy in school libraries), PBS lesson plan for Guns, Germs and Steel. Matrix # Established Goals TEKS Knowledge & Skill 6.2 History. The student understands the accomplishments of notable individuals from different periods of history. 6.16 Culture. The student understands that certain institutions are basic to all societies, but characteristics of these institutions may vary from one society to another. 6.21 Social studies skills. The student applies critical thinking skills to organize and use information acquired from a variety of sources including electronic technology. Established Goals TEKS Student Expectation 6.2B describe the individual achievement on selected historical or contemporary societies. 6.16A identify institutions basic to all societies, including government, economic, educational, and religious institutions. Students Will Know Students will be able to.

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y y y y

Key terms: nomad, hunter-gathers, agriculture, irrigation systems, domestication of plants and animals, specialization of labor, settlements, Stone Age, civilization The progression from hunter-gathers to the first civilizations. The impact of the development of agriculture and the domestication of animals on nomadic societies. Trace the transition of early man from nomadic life to civilizations. Illustrate how the development of agriculture eliminated the need for a nomadic lifestyle.

807

6.21C organize and interpret information from outlines, reports, databases, and visuals including graphs, charts, timelines, and maps.

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Course 6 Grade Social Studies

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Course: Grade 6 Social Studies

Austin ISD Curriculum Road Map 3rd 6 Weeks November 9, 2010- December 16, 2010 (25 days)

2010 2011

Matrix #

Established Goals TEKS Knowledge & Skill 6.22 Social studies skills. The student understands how to use social studies terminology correctly. 6.22 Social studies skills. The student communicates in written, oral, and visual forms.

Established Goals TEKS Student Expectation 6.22A use social studies terminology correctly

Students Will Know

Students will be able to.

801

811

6.22D create written and visual material such as journal entries, reports, graphic organizers, outlines, bibliographies.

Student Work Products/Assessment Evidence Performance Tasks y y Students will design and construct a flowchart showing the transition of early man from nomadic life to civilizations. Students will show the differences between a nomadic lifestyle and a lifestyle focused around agriculture. y y y y Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student work samples, observations, etc.) Student Interactive Notebooks or learning logs. Vocabulary activities, skilled based quizzes and/or short-cycle assessments Student work samples Written work demonstrates knowledge of vocabulary

` Lesson/Activity/Module Name Model Lesson: Nomads to Civilizations Model Lesson: Guns, Germs and Steel Teacher Resource Learning Plan Student Resource Graphic organizer PBS website Technology (Media, website, etc.) Cave Paintings ppt., Civilizations ppt. Guns, Germs, and Steel Episode 1 Other

Answer key for graphic organizer PBS website

2010 Austin Independent School District

Course 6 Grade Social Studies

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Course: Grade 6 Social Studies

Austin ISD Curriculum Road Map 3rd 6 Weeks November 9, 2010- December 16, 2010 (25 days)

2010 2011

Arc 3: Earliest Civilizations in Southwest Asia and North Africa Arc Pacing: 4 days Resources: Glencoe, Our World Today, selections from Chps. 3, 4, 5, 6, 9, 20; Discovery Education video, Living History: Living in Ancient Egypt; Ancient Civilizations for Children Mesopotamia and Egypt videos (Schlessenger); TCM Primary Sources: Ancient Civilizations Matrix # 126 Established Goals TEKS Knowledge & Skill 6.2 History. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. Established Goals TEKS Student Expectation 6.2A explain the significance of individuals and groups from selected societies, past and present. Students Will Know y Key terms: fertile crescent, Bronze Age, cuneiform, theocracy, city-state, plow, pharaoh, pyramids, hieroglyphics. Why the societies of ancient Egypt and Mesopotamia are considered the first civilizations. How technology was advanced by these civilizations. How people in an ancient civilization adapted to and modified their environment. Similarities and differences between Egypt and Mesopotamia. Students will be able to. y y Use key terms in context. Give examples of the characteristics of a civilization present in Mesopotamia and Egypt. Identify and describe inventions that contributed to the advancement of civilizations. Compare and contrast Egypt and Mesopotamia.

y 6.2B describe the influence of individual and group achievement on selected historical or contemporary societies.

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6.4 Geography. The student understands the characteristics and relative locations of major historical and contemporary societies.

6.4B identify and explain the geographic factors responsible for patterns of populations in places and regions.

y 6.4D identify and explain the geographic factors responsible for the location of economic activities in places and regions.

234

223

6.7 Geography. The student understands the impact of interactions between people and the physical environment on the development of places and regions.

6.7A identify and analyze the ways people have adapted to the physical environment in selected places and regions.

224

6.7B identify and analyze ways people have modified the physical environment.

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Course 6 Grade Social Studies

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Course: Grade 6 Social Studies Matrix # 630 Established Goals TEKS Knowledge & Skill 6.16 Culture. The student understands that certain institutions are basic to all societies, but characteristics of these institutions may vary from one society to another. 6.17 Culture. The student understands relationships between and among cultures.

Austin ISD Curriculum Road Map 3rd 6 Weeks November 9, 2010- December 16, 2010 (25 days) Established Goals TEKS Student Expectation 6.16A identify institutions basic to all societies, including government, economic, educational, and religious institutions. Students Will Know

2010 2011 Students will be able to.

609

6.17A explain aspects that link or separate cultures and societies.

705

6.20 Science, Technology, and Society. The student understands the relationship among science and technology and political, economic, and social issues and events. 6.22 Social studies skills. The student communicates in written, oral, and visual forms.

6.20A give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors, that have transcended the boundaries of societies and the world. 6.22D create written and visual material such as journal entries, reports, graphic organizers, outlines, bibliographies. Student Work Products/Assessment Evidence

811

Performance Tasks y Students will demonstrate knowledge of ancient civilizations in Southwest Asia and North Africa by giving examples in various ways, such as diagrams, illustrations, charts and dioramas. Students will complete a graphic organizer/frame related to early civilizations in Mesopotamia and Egypt.

Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student work samples, observations, etc.) y Student Interactive Notebooks or learning logs. y Vocabulary activities, skilled based quizzes and/or short-cycle assessments y Student work samples y Written work demonstrates knowledge of vocabulary

Learning Plan Lesson/Activity/Module Name Model Lesson: Achievements of the First Civilizations Teacher Resource Portfolio and lesson plans Student Resource Technology (Media, website, etc.) Other

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Course 6 Grade Social Studies

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Course: Grade 6 Social Studies

Austin ISD Curriculum Road Map 3rd 6 Weeks November 9, 2010- December 16, 2010 (25 days)

2010 2011

Arc 4: Early Civilizations in Asia Arc Pacing: 4 days Resources: Glencoe, Our World Today, selections from Chps. 3, 4, 5, 6, 9, 20; Ancient Civilizations for Children China video (Schlessenger); TCM Primary Sources: Ancient Civilizations; Discovery Education videos, Landmarks of Civilization: Buddhism, Religions of the World: Buddhism. Matrix # 126 Established Goals TEKS Knowledge & Skill 6.2 History. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. 6.2 History. The student understands historical groups from selected societies and their contributions 6.16 Culture. The student understands that certain institutions are basic to all societies, but characteristics of these institutions may vary from one society to another. 6.17 Culture. The student understands relationships between and among cultures. 6.17 Culture. The student understands how cultures spread from one society to another. 6.20 Science, technology and society. The student understands the relationship among science and technology and political, economic, and social issues and events. 6.22 Social studies skills. The student understands how to identify and interpret main ideas. Established Goals TEKS Student Expectation 6.2A explain the significance of individuals and groups from selected societies, past and present. Students Will Know y Key terms: subcontinent, Himalaya Mts., caste system, Hinduism, reincarnation, Great Wall of China, dynasty, Buddhism, Confucius, Daoism, calligraphy, pagoda, emperor Unique characteristics of ancient India and China. How technology was advanced by these civilizations adapting to and modified their environment. Similarities and differences between India and China. Students will be able to. y y Use key terms in context. Give examples of the unique characteristics in India and China. Identify and describe inventions that contributed to the advancement of civilization. Compare and contrast ancient India and China.

127

6.2B describe the influence of ... group achievement on selected historical or contemporary societies. 6.16A identify institutions basic to all societies, including government, economic, educational, and religious institutions.

y y

630

609

6.17A explain aspects that link or separate cultures and societies. 6.17C analyze how cultural traits spread. 6.20A give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors, that have transcended the boundaries of societies and the world. 6.22B incorporate main and supporting ides in verbal and written communication.

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Course 6 Grade Social Studies

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Course: Grade 6 Social Studies Matrix # 811 Established Goals TEKS Knowledge & Skill 6.22 Social studies skills. The student communicates in written, oral, and visual forms.

Austin ISD Curriculum Road Map 3rd 6 Weeks November 9, 2010- December 16, 2010 (25 days) Established Goals TEKS Student Expectation 6.22D create written and visual material such as journal entries, reports, graphic organizers, outlines, bibliographies. Students Will Know

2010 2011 Students will be able to.

Student Work Products/Assessment Evidence Performance Tasks y Students will demonstrate knowledge of these civilizations by giving examples in various ways, such as diagrams, illustrations, charts, dioramas. Students will complete a graphic organizer/frame related to ancient civilizations in China and India. Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student work samples, observations, etc.) y Student Interactive Notebooks or learning logs. y Vocabulary activities, skilled based quizzes and/or short-cycle assessments y Student work samples y Written work demonstrates knowledge of vocabulary

Learning Plan Lesson/Activity/Module Name Model Lesson: Comparing Religions in Ancient Asia The Wisdom of Confucius Teacher Resource Lesson Plan and PDF portfolio Lesson Plan and PDF portfolio Student Resource Student handouts in PDF portfolio Student handouts and reading in PDF portfolio Technology (Media, website, etc.) Buddhism and Hinduism PowerPoints in PDF portfolio Other

Arc 5: Early Civilizations in Europe Arc Pacing: 4 days Resources: Glencoe, Our World Today, selections from Chps. 3, 4, 5, 6, 9, 20; Ancient Civilizations for Children Greece and Rome videos (Schlessenger); TCM Primary Sources: Ancient Civilizations; Discovery Education videos, Living History: Living in Ancient Greece, Life in Ancient Rome, Living History: Living in the Roman Empire. Matrix # 111 Established Goals TEKS Knowledge & Skill 6.1 History. The student understands how the present relates to the past. Established Goals TEKS Student Expectation 6.1A describe characteristics of selected contemporary societies such as Bowsnia and Northern Ireland that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade. Students Will Know y Key terms: city-state, democracy, Athens, Sparta, philosophy, architecture, Alexander the Great, drama, republic, Caesar, Roman Students will be able to. y y Use key terms in context. Give examples of the unique characteristics in Greece and Rome.

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Course 6 Grade Social Studies

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Course: Grade 6 Social Studies Matrix # 126 Established Goals TEKS Knowledge & Skill 6.2 History. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. 6.7 Geography. The student understands how humans have adapted to, and modified, the physical environment. 6.16 Culture. The student understands that certain institutions are basic to all societies, but characteristics of these institutions may vary from one society to another. 6.18 Culture. The student understands how cultures change over time.. 6.20 Science, Technology, and Science The student understands the relationship among science and technology and political, economic, and social issues and events. 6.22 Social studies skills. The student understands how to use social studies terminology correctly. 6.22 Social studies skills. The student communicates in written, oral, and visual forms

Austin ISD Curriculum Road Map 3rd 6 Weeks November 9, 2010- December 16, 2010 (25 days) Established Goals TEKS Student Expectation 6.2A explain the significance of individuals and groups from selected societies, past and present. Students Will Know empire. Unique characteristics of ancient Greece and Rome. How technology was advanced by these civilizations adapting to and modified their environment. Similarities and differences between Greece and Rome.

2010 2011 Students will be able to. y Identify and describe inventions that contributed to the advancement of civilization. Compare and contrast ancient Greece and Rome.

y y

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6.7A Identify and analyze ways people have adapted to the physical environment in selected plaes and regions. 6.16A identify institutions basic to all societies, including government, economic, educational, and religious institutions.

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6.18B Relate ways in which contemporary expression of culture have been influenced by the past. 6.20A give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors that have transcended the boundaries of societies and the world. 6.22A use social studies terminology correctly.

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6.22D create written and visual material such as journal entries, reports, graphic organizers, outlines, bibliographies.

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Course 6 Grade Social Studies

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Course: Grade 6 Social Studies

Austin ISD Curriculum Road Map 3rd 6 Weeks November 9, 2010- December 16, 2010 (25 days) Student Work Products/Assessment Evidence

2010 2011

Performance Tasks y Students will demonstrate knowledge of these civilizations by giving examples in various ways, such as diagrams, illustrations, charts, dioramas. Students will complete a graphic organizer/frame on early civilizations on Greece and Rome.

Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student work samples, observations, etc.) y Student Interactive Notebooks or learning logs. y Vocabulary activities, skilled based quizzes and/or short-cycle assessments y Student work samples y Written work demonstrates knowledge of vocabulary

Lesson/Activity/Module Name Model Lesson: Cultural Contributions of Ancient Greece and Rome

Teacher Resource Maps of Greece and Rome

Learning Plan Student Resource Vocabulary templates Graphic organizers Reading handouts

Technology (Media, website, etc.)

Other

Arc 6: Early Civilizations in the Americas Arc Pacing: 4 days Resources: Glencoe, Our World Today, selections from Chps. 3, 4, 5, 6, 9, 20 ; TCM Primary Sources: Ancient Civilizations; Discovery Education video, Ancient Americans: The Maya and The Aztec. Matrix # Established Goals TEKS Knowledge & Skill 6.2 History. The student understands the contributions of individuals and groups from various cultures to selected historical and contemporary societies. 6.16 Culture. The student understands that certain institutions are basic to all societies, but characteristics of these institutions may vary from one society to another. 6.17 Culture. The student understands relationships between and among cultures. Established Goals TEKS Student Expectation 6.2A explain the significance of individuals and groups from selected societies, past and present. Students Will Know Students will be able to.

126

y y

630

6.16A identify institutions basic to all societies, including government, economic, educational, and religious institutions.

Key terms: Olmec, stone heads, Maya, astronomy, human sacrifice Unique characteristics of ancient Olmecs and Maya. How technology was advanced by these civilizations adapting to and modifying their environment.

y y

Use key terms in context. Give examples of the unique characteristics in the Olmec and Maya societies. Identify and describe inventions that contributed to the advancement of civilization.

609

6.17A explain aspects that link or separate cultures and societies.

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Course 6 Grade Social Studies

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Course: Grade 6 Social Studies Matrix # Established Goals TEKS Knowledge & Skill 6.20 Science, Technology, and Science. The student understands the relationship among science and technology and political, economic, and social issues and events. 6.22 Social studies skills. The student communicates in written, oral, and visual forms

Austin ISD Curriculum Road Map 3rd 6 Weeks November 9, 2010- December 16, 2010 (25 days) Established Goals TEKS Student Expectation 6.20A give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors that have transcended the boundaries of societies and the world. 6.22D create written and visual material such as journal entries, reports, graphic organizers, outlines, bibliographies. Student Work Products/Assessment Evidence Students Will Know

2010 2011 Students will be able to.

705

811

Performance Tasks y Students will demonstrate knowledge of these civilizations by giving examples in various ways, such as diagrams, illustrations, charts, and dioramas. Students will complete a graphic organizer/frame for early civilizations in the Americas.

Other Evidence (i.e. unit tests, open ended exams, quiz, essay, student work samples, observations, etc.) y Student Interactive Notebooks or learning logs. y Vocabulary activities, skilled based quizzes and/or short-cycle assessments y Student work samples y Written work demonstrates knowledge of vocabulary

Lesson/Activity/Module Name Model Lesson: Looking at the Americas

Teacher Resource PDF Portfolio and lesson plans

Learning Plan Student Resource Student readings and questions in PDF portfolio

Technology (Media, website, etc.)

Other

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Course 6 Grade Social Studies

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