Social Studies Thematic Unit Curriculum Map: Kylie Woodrum 6th Grade Unit 2

Theme, Enduring Understandings, Standards-based How Students Will Demonstrate Their Understanding Strategies / Best Practices Used to Explicitly Teach the Skills & Resources for
& Essential Questions for This Unit Essential Skills Concepts this Multi-Genre
(GLE) & Concepts Unit
to be Targeted Unit

Social Studies: Learning Target Quizlet Anchor Text(s):

Theme(s): 5.4.2 Understands I will understand and analyze how the environment has affected people and Geography 3.2.1: For students to learn about the different geographical The Illiad by
Culture and demonstrates the how people have affected the environment in the past and the present, both features of different ancient cavillations, and how the both positively Homer
People, Places, and ethical responsibility positively and negatively. and negatively affects the population, as well as how the population This is an Ancient
Environment one has in using and positively and negatively affected the environment, students will study Greek epic poem
Power, Authority, and citing sources and the I will recognize characteristics of different cultures in the world from the a teacher created quizlet. that talks about the
Governance rules related to past or the present. Why: Quizlet has many options for use, and therefore suits many topics Trojan war and
Production, Distribution, and plagiarism and as well as many students at different levels. Quizlet is a great online battles between
Consumption copyrighting. I will recognize that there are a variety of forms of government from both resource that allows anyone to create a "quizlet" which is a list of terms King Agamemnon
the past and the present. and their definitions for a certain topic area. and the warriors
Essential Question(s): Civics: How to Use: Once a quizlet is made (simply go to quizlet.com, create Achilles.
To what extent do forms of 1.2.3 Understands a I will understand the production, distribution, and consumption of different an account or login, and select "create"), students have many options.
governments vary from both the past variety of forms of goods, services, and resources in societies from the past or in the present. Students can practice using online flashcards, spell the words, match Short Stories:
and the present? government from the the terms to the definition and vice versa, and even play games that will Ancient Greek and
past or the present. I will understand that it is ethical and required to cite sources I used to help them learn the terms/definitions. An example of how to use this Roman Myths
To what extent has the environment avoid plagiarism and copyright issues. would be to have definitions and/or pictures of certain ancient Including Apollo,
affected people, both positively and Geography: geographical features, such as Machu Picchu with the terraces, and the the God of Light,
negatively, and people affected the 3.2.1 Understands Success Criteria mountainous regions in ancient Greece. Then the definition can be a and Demeter and
environment, both positively and and analyzes how the I can practice and complete a quilzet which requires me to match an definition of the geographical feature, as well as how it positively or the Seasons
negatively, in the past or present? environment has ancient geographical feature with the definition and how it positively or negatively affected the population or vice versa. For example, the Mach
affected people and negatively affected the population or vice versa. Picchu terraces would be defined as sloped land that is formed/made Mayan Myths and
To what extent do characteristics of how people have into many flat levels, looks like steps and talk about how it made more Legends, including
cultures vary from the past or in the affected the I can create a Venn diagram which compares and contrasts different space for growing food, as well as being able to better control the , The love story of
present? environment in the cultural characteristics including religious beliefs, traditions, food, etc. amount of water used for irrigation. Further, the mountainous regions Sac-Nicte & Canek
past or present. of Greece would be defined by having the mountains range names,
To what extent does production, I can role play different types of government and demonstrate my including Pindus, as well as discussing how it made communication Nonfiction:
distribution, consumption of goods, 3.2.2 Understands the understanding of how they operated through an exit slip. limited and individual city-states developed. The Greeks: An
services, and resources vary between characteristics of Modifications and Extensions: Quizlet is a resource that easily Illustrated History
societies form the past or in the cultures in the world I can create a poplet flowchart which depicts the flow of goods, services, modifies and extends to accommodate a student's needs. Quizlet can be by Diane Harris
present? from the past or in the and resources through production, distribution, and consumption in an used to match a term to its definition, which provides some support to Cline
present. ancient civilization. the students since they are able to see all the options. This could be a This book
possible way to modify the assignment for a student. A step up for the discusses the rise
Economics: I can create a Prezi presentation to present my ancient civilization I created, students would be for them to read the term/definition and then have to and fall of the
2.2.1 Understands the including information about geographic location and why, government type write whatever is missing (the term or the definition). Last, for students Greek empire, and
production, and why, goods and the production, distribution, and consumption of them who are really exceeding, they can play fast paced games in which they includes maps or
distribution, and and why, and cultural characteristics and why. have to type in the term for a definition, or take a practice test that where ancient
consumption of involves five multiple choice, five matching, and five written test battles happened,
goods, services, and I can site the sources I used in the proper format in order to avoid questions. biographies of
resources in societies plagiarism and copyright issues. Resource: https://quizlet.com/ or for one on some Ancient Greece important figures,
from the past or in the geographical features https://quizlet.com/41305682/ancient-greece- indulging
present. Formative Assessment geography-and-daily-life-flash-cards/ Alexander the
Quizlet: To make sure that students understand how the environment both Great, and
positively and negatively affected the ancient civilization population, and Venn Diagram: everything in
vice versa, I will watch students progression as they practice the quizlet I Geography 3.2.2: For students to understand the different between.
made. Students are to get 90% on the matching feature of quilzet for me to characteristics of different cultures in both the past and the present,
know they are ready to move on. If the students do not make the progress I students will create a Venn Diagram to compare two cultures and the Ancient Maya: The
was hoping for, I will go over ideas with the students. I will begin by characteristics. Rise and Fall of a
asking the students some of the geographical features around us, including Why: Venn diagrams are a great way for students to organize their Rainforest
mountains and the ocean. I will ask them how these two features affect us, thoughts regarding comparing and contrasting two elements. (Venn Civilization by
and look for answers including the rain, being able to use boats for diagrams for more than two things can also be made, just make sure Arthur Demarest
transportation, etc. I will then bring light to the fact that, it might have been
that all the circles overlap in the middle). Comparing and contrasting is and Rite P. Wright
different how it affected us in ancient times. For example, the ocean might something that students should have practice with and must learn how This book gives
have allowed fishing for food, but it also might have allowed enemies easy to do. A Venn Diagram helps this process by scaffolding and giving the information on the
access to our land. Furthermore, the mountain might now provide us with students a place to put their thoughts. rain forest
fun activities such as skiing and snowboarding, but in ancient times, might How to Use: As seen below, draw two overlapping circles. One on adaptations of the
have provided fresh water from the snow melting. Then, students will look side, put one element, and on the other side, put the other element. Mayan civilization,
at one geographic feature from the quilzet, and really study it. Once they Students then write characteristics independent to each element on each as well as their
have studied it, I will interview them to see if they have a better side, and characteristics that are shared among the two elements in the spirituality and the
understanding. Then, they can continue to work on the quilzet until the middle where the two circles overlap. An example of how to use a collapse of the
class moves on from that activity. Venn Diagram would be for students to write the religious beliefs and civilization.
traditions of the Incas (polytheistic, sacrifices) and the Greeks
Venn Diagram: To make sure that students understand some cultural (polytheistic, sacrifices). Or, students could compare cultures that were Fiction:
characteristics that are similar and different, I will look at students Venn more similar such as Greece and Rome, and how they had similar but The Ugly One by
Diagrams. I will look to see if they have compared things such as religion, also different Gods. Leanne Statland
beliefs, and values, traditions, clothing, food, family structure, government Modifications and Extensions: A way to modify the Venn Diagram Ellis
structure, etc. I would look to see that students have at least one to two would be to provide photos of the elements of which you would want This story is about
things in common, depending on the two cultures, and at least three things the students to sort. This way, they have an idea of what to put in the a young girl who
on each side of the Venn Diagram. I would then quickly interview each Venn Diagram, and aren't having to come up with characteristics lives in the ancient
student (two minutes or so) to discuss what they learned. This way, I can themselves. For example, you could provide a picture of the temples village, and how
see if students truly gained an understanding of the different cultures created by the Mayans, and temples created by the Greeks. An her life path is
characteristics and how they are similar and different. If the student did not extension to the Venn Diagram would be for students to make a larger changed.
seem to gain this understanding, I would first complete a diagram for the Venn Diagram, with three, or maybe even four elements. This allows
class with two very similar cultures. I would ask students why there are so the children to have deeper thinking, and decide things that all three Three Kingdoms: A
many characteristics in the middle, and so little on the outside. Then, elements have in common, things that only two elements have in Historic Novel by
students would be assigned two cultures that were very different (which common, etc. They could compare multiple cultures and their Guanzhong Luo
would be explained to them, so they would know that they would have characteristics. and Moss Roberts
more on each side and less in the middle. This might make it easier because Resource: http://www.readwritethink.org/classroom- This story is about
they will just look at each culture, and not try to find what is similar resources/printouts/venn-diagram-circles-c-30196.html the ancient Chinese
because they are mainly different). By assigning the cultures, the teacher empire was divided
might be able to make it so that the students have more of an Role Play: into three warring
understanding. Civics 1.2.3: For students to understand the differences between kingdoms.
multiple types of government, students will role play different types
Role Play: In order to make sure the students have learned that there are within the classroom. The Eternal City by
many forms of government, and a general understanding of how each Why: Role playing is a great way for students to get creative, and Paula Morris
government works, I will have the students write an exit slip. The exit slip express the things they have just learned in a more interactive way. This story is about
will answer the following questions: Role play makes students get out of their comfort zone, as well as apply a girl in present
-Which type of government is ruled by a heredity king or queen? concepts in an innovative way. day Rome, when
(Monarchy) How to Use: Once a particular topic is learned by the students, the all of a sudden, the
-Which type of government is ruled by one person, often a military leader? students can get into groups to act out the situation, create their own sky turns dark, and
(Dictatorship) creative, individualized skit, etc. There are many options and variations she is then in the
-Which type of government has a small group of people ruling such as that can be used for role play in the social studies setting. For example, middle of a
wealthy land owners, royalty, or military figures? (Oligarchy) students in a class could role play as though they are the United States brawling battle
-Which type of government has all authority derive form a deity? Government. The class could hold speeches, elections, and then the taking place in
(Theocracy) class could go through the process of how a bill becomes a law. They ancient Rome.
If students didnt gain the understanding about the different types of could role play different types of governments, including monarchy,
government that I was hoping for, I will have students watch a video or oligarchy, dictatorship, etc., over the course of multiple days.
listen to a presentation by me, and fill out guided notes about the different Modifications and Extensions: This activity can be modified for
kinds of government. The guided notes will discuss how the government students by giving them a set of guidelines or a script. For example, if
works, including how many rulers that are, and how laws/rules are they are performing a skit, there could be a pre-written script. Also, if
passed, how a new person comes into power, etc. The student will then try the students are going to create their own skit, there could be guidelines
the exit slip again. to help direct the students in the right direction. In order to extend role
play, students could have to come up with their own script and not have
Popplet: To check for students understanding about goods, services, and any guidelines to help them come up with what they demonstrate or
resources that were produced, distributed, and consumed in an ancient say. This will make the students analyze the topic they have learned and
civilization, I will look at students completed popplets. I will complete a be creative.
checklist to see if they have the following elements Resource:
-3+ goods, services, or resources https://otis.coe.uky.edu/ccsso/cssapmodules/sbp/sbp/Role%20PlaySimu
-Description of how each was produced, by who and where lation.html
-Description of how each was distributed, by who, to who, and to where
-Description of by who and where it was consumed Popplet:
If the students have not met all the indicators on the checklist, I will Economics 2.2.1 In order for students to gain an understanding of what
complete a popplet with the class. I will create one based on the production, goods, services, and resources were produced, distributed, and
distribution, and consumption of goods in our day and age. Possible things consumed in different ancient civilizations, students will create a
would be food, electronics, etc. We would discuss where the food comes popplet flowchart.
from, how it gets to us, and who consumes it and why. We would do this Why: Popplet is a great technological resource that has a lot of
process with multiple goods/services/resources, so the students get the gist. flexibility. It allows students the ability to create mind maps/word
I would then ask them to create a flow chart (either on popplet or paper) webs, flowcharts, organize their thoughts, etc.
that shows the production, distribution, and consumption of one How: Access popplet.com, and create a new popplet. It allows students
good/service/resource from an ancient civilization. If the students dont to create new text bubbles, draw lines to other text bubbles, color code
know where to begin, I will provide them with a major good that was used the text bubbles, add images, etc. In this unit, students will use popplet
in an ancient civilization. That way, they know where to start, and will be to create a flowchart of goods, services, and resources that were
able to easily find information on that good and civilization. produced, distributed, and consumed in an ancient civilization. For
Summative Assessment example, when looking at the ancient civilization of Greece, would
For a summative assessment, students will create their own ancient include the goods of olive oil, pottery, and grapes turned into wine.
civilization. With what they have learned about ancient civilizations, they Since there wasnt much good farm land in greece, the landowners
will create their own by strategically selecting things such as a type of would sometimes grow a surplur of prodcuts that would be distributed
government, cultural characteristics (including values and beliefs/ and consumed by the people within the city. The students would go into
traditions, food, etc.), production and distribution of what goods, and where more depth of this or their particular ancient civilization and do more
their society would be in the world, depending on environmental factors. research.
The goal is to create a civilization that seems realistic and that could Modifications and Extensions: For students who have a difficult time
prosper in the ancient times. This allows students to solidify their using popplet, they will use a premade flowchart handout. This will
understanding of ancient cavillations, as well as have some time to be allow the students to know what bubbles they need to fill in, and how
creative and imaginative. Students will use a Prezi to combine all their the flow of production, distribution, and consumption goes. Another
information into a presentation in which they will present to the class. way to modify this activity would be to provide a student with a major
Below I have created a rubric that shows how the students will be graded. good from an ancient civilization, that way they know where to start
Indicator 0 1 3 5 and look for information. With it being a major good, they will
Geographic No Geographic Geographic Geographi hopefully find a lot of informaiton about the production, distribution,
location selected geographic location location c location and consumption of the good. For students who need more of a
with explanation location selected, but selected, selected, challenge, have them add as many bubbles and connections as possible.
of why it was selected no but and
This could include all the possible people in the population who are the
selected explanation explanation explanatio
is provided for n greatly producers and consumers of the good, and all the possible goods,
reasoning explains services, and resources in the civilization.
isnt reasoning Resource: https://popplet.com/
correct
Cultural No cultural One or two Two or Two or Prezi: For students to combine everything that have learned, students
characteristics characterist cultural more more will create a Prezi that presents their own ancient cavillation they have
described ics characteristi cultural cultural
created. (This will be my summative assessment).
including included cs included, characterist characteris
religious (beliefs but not ics tics Why: Prezi is a great technological resource that allows students the
and values), any explanation included included chance to create a unique and creative presentation about any topic.
traditions with a short and an Prezi is easy to work, makes amazing and interesting presentations, and
(including explanation explanatio allows students to express all their thoughts and ideas in many different
foods, n of them ways.
ceremonies, is
How to Use: Start by accessing Prezi.com. Once you get started (create
etc.), etc. included.
an account) and login, you can then start creating your presentation.
Type of No A A A
government governmen government governmen governme You are offered many templates to pick from, or you can create a
selected and t selected. is selected t is nt is presentation from scratch. Then, add information in the places and
explained, as but no selected, selected, order in which you would like. Once you present, the animation draws
well as explanation and a and an students in and keeps their attention throughout the
reasoning is provided. minimal or explanatio presentation. Students will create a Prezi about their ancient cavillation
behind that confusing n is
they created.
government explanation provided
selected. is included. that makes Modifications and Extensions: Students who have a difficult time
sense. with Prezi can use a template in order to help them. This decreases the
Production, No goods Goods are Goods are Goods are stress that is present when students have a difficult time working with
distribution, and are selected, but selected, selected, technology. Further, students can use images and voice over rather
consumption of selected. the and a and an than typing a lot of things, which would help students who have
goods and production, minimal explanatio language difficulties or a tough time typing. In order to extend the
services of their distribution, explanation n of
assignment, students can create a Prezi from scratch, and not use
ancient and of the production
civilization consumptio production, , template. This will place a challenge on the student, as they will have to
identified and n are not distribution distributio be more creative.
explained , and n, and Resource: https://prezi.com/
 consumptio consumpti
n is on is
included. included.
Proper Citation No citation Citation for Citation for Completed
of sources used included one source all sources and
is listed at the included, included, correct
end of the Prezi. and possible but wrong citations
wrong format
format
Use of Prezi Prezi was Prezi was Prezi was Prezi was
not used, but used and used, all
used/create did not all informatio
d contain information n was
needed was included,
information, included, and Prezi
or was not but more was very
pleasing to detail could appealing
watch have been with many
added to details,
the images,
presentatio etc.
n itself

Total Points:___/35