Sixth Grade Social Studies
Chapter 1: "Uncovering the Past"
EXTRA CREDIT: COVER YOUR SOCIAL STUDIES TEXT BOOK. 100 points will be given to all students who have their social studies textbook covered.
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
***Most of information for the following lessons come from the 6th Grade Social Studies textbook World History, Holt McDougal, Houghton Mifflin Harcourt Publishing Company, 2012.
NYS Social Studies Core Curriculum
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
***Most of information for the following lessons come from the 6th Grade Social Studies textbook World History, Holt McDougal, Houghton Mifflin Harcourt Publishing Company, 2012.
NYS Social Studies Core Curriculum
- 6.6 Classical civilizations developed and grew into large empires characterized by powerful centralized governments, advanced commerce and trade systems, and complex social hierarchies. The scientific and cultural achievements of these civilizations continue to impact the world today.
- * 6.6.a The classical era was marked by an increase in the number and size of civilizations.
- * 6.6.b Classical civilizations maintained social order through various political systems that corresponded to the values of their citizens.
- *6.6.f Ancient civilizations made scientific, cultural, and political discoveries that have shaped our understanding of the world today.
- 6.7 Major religions and belief systems developed as civilizations grew, which unified societies, but also became a major source of tension and conflict.
- * 6.7.a Belief systems and religions are sets of mutual values that help to explain the way the world and humanity work.
- * 6.7.b Overtime, civilizations developed belief systems and religions that differed across place but shared similar themes.
- * 6.7.c Belief systems and religions unify groups of people and are woven into the social organization of societies.
IMPORTANT RESOURCES:
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
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New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
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informational_documentary_worksheet_1.10.18.doc
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Video Analysis Rubric:
video.analysis.rubric1.17.pdf
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video.analysis.rubric1.17.docx
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New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Informational Documentary Analysis Worksheet:
informational_documentary_worksheet_1.10.18.pdf
Download File
informational_documentary_worksheet_1.10.18.doc
Download File
Video Analysis Rubric:
video.analysis.rubric1.17.pdf
Download File
video.analysis.rubric1.17.docx
Download File
New York State Social Studies Framework
ss-framework-k-8.pdf | |
File Size: | 726 kb |
File Type: |
New York State Social Studies Field Guide:
nys-ss-field-guide.pdf | |
File Size: | 1072 kb |
File Type: |
New York State P-12
Common Core Learning Standards for English Language Arts & Literacy
Common Core Learning Standards for English Language Arts & Literacy
nysp12cclsela.pdf | |
File Size: | 718 kb |
File Type: |
RESOURCES:
To view many amazing videos and resources:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
To view many amazing videos and resources:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in the lessons.
Homework due Wednesday, September:
Classwork, Tuesday, September:
Classwork, Tuesday, September:
- Students will receive their textbooks.
- All students are expected to cover their textbook. You may purchase a cover or use a brown paper bag.
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Homework: Treasure Hunt worksheet must be completed. COVER YOUR SOCIAL STUDIES TEXT BOOK. 100 points will be given to all students who have their social studies textbook covered. Don't forget to bring in your extra credit reading and/or writing! Be sure that you have all of your supplies. Be sure all of your supplies are labeled.
Classwork:
Classwork:
- COVER YOUR SOCIAL STUDIES TEXT BOOK. 100 points will be given to all students who have their social studies textbook covered.
- Treasure Hunt: In pairs, students will search through the textbook answering basic questions. This task will inform the teacher of how well students are able to navigate their textbook.
- Navigate: to find one's way. To move or progress through.
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Homework due Tuesday, September:
Classwork: Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, Activate and Connect, Lesson 4a: Follow the Text Signposts. Explore Visual and Text Features, pages 27-31.
Students will:
Classwork: Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, Activate and Connect, Lesson 4a: Follow the Text Signposts. Explore Visual and Text Features, pages 27-31.
Students will:
- "identify features.
- gain accurate information from features as they encounter them in their reading." Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, p. 27.
- As a class we will go over the answers to the Treasure Hunt homework. There will be a quiz on the Treasure Hunt information. Date to be determined.
- As a class we will come up with a list of expectations and responsibility.
- What are features? Characteristics. Special details.
- Nonfiction includes features that help us to navigate the text and learn information about the text. They are like signs. They help us to find our way.
- In pairs or groups of three, students will name some of the features that they find in chapter one of their social studies textbook. They will write a list of the features in their social studies notebook.
- Using the SmartBoard, as a class we will compile our lists of visual features and text features. Students will explain what they learn from each feature.
- Visual features: These features help us picture something. Some examples are photographs, illustrations, drawings, diagrams, charts, graphs, and maps.
- Text features: These features are made up of words. Some examples are the use of bold print, captions on photographs, titles, labels, headings, index, table of context.
Homework: Students will write at least 10 features and purposes.
Classwork: Social Studies Textbook Section 1: Studying History. Pages 6-11.
Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, Activate and Connect, Lesson 4b, pages 32-35: Follow the Text Signposts. Identify Purposes of Visual and Text Features.
Students will:
Classwork: Social Studies Textbook Section 1: Studying History. Pages 6-11.
Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, Activate and Connect, Lesson 4b, pages 32-35: Follow the Text Signposts. Identify Purposes of Visual and Text Features.
Students will:
- "identify features and describe their purposes- how they help us understand information
- gain accurate information from features as they encounter them in their reading.
- understand how text and visual features complement each other." Comprehension Intervention, Small Group Lessons for The Comprehension Toolkit, p. 32.
- To begin our chapter 1, "Uncovering the Past," students will skim through the chapter beginning on page 6 of the social studies text book and continuing until page 19. Students will make note of the features that they see.
- By perusing through the chapter, what can we guess the chapter will be about? How do we know that?
- In pairs, students will make a list of the visual and text features that they find on pages 6-11. Students will write their findings in a chart in their social studies notebook: visual features in one list, text features in another list. Students will list the page number from where they found the feature.
- Students will then add to their charts the purpose of the features.
- Without reading the entire section of Section 1, what facts can we learn from the features?
- Can we answer the following questions while only paying attention to the features? What is history? What is archeology?
- "Main Ideas: 1. History is the study of the past. 2. We can improve our understanding of people's actions and beliefs through the study of history. 3. Historians use clues from various sources to learn about the past.
- The Big Idea: Historians use many kinds of clues to understand how people lived in the past."
Homework: Study for the Treasure Hunt quiz. The quiz is Thursday. Use your Treasure Hunt answer key to study for the quiz. Complete labeling the type of titles that are found on the handout.
Classwork:
Small Group Lessons for The Comprehension Toolkit, Infer Meaning, Lesson 13: Crack Open Features. Infer meaning of subheadings and titles, pages 122-126.
Students will:
Classwork:
Small Group Lessons for The Comprehension Toolkit, Infer Meaning, Lesson 13: Crack Open Features. Infer meaning of subheadings and titles, pages 122-126.
Students will:
- "understand the purpose of subheads and titles.
- use their background knowledge to infer the meaning of inferential subheads and titles.
- distinguish between standard and inferential subheads and titles." The Comprehension Toolkit, p. 122.
- We will use pages 6-11 in the social studies textbook.
- Standard subheadings are subheadings that are clear, specific, and straightforward, telling about the information that will follow.
- Inferential subheadings may "involve plays on words or catchy phrases that require the reader to infer what might follow." Inferential subheadings require the reader to infer "what the author plans to convey in that section."
- "The authors use bold print to make sure we notice (the subheading)."
- ***IT IS PERTINENT THAT YOU READ THE TITLES, HEADINGS, AND SUBHEADINGS BEFORE YOU READ A SECTION IN YOUR TEXTBOOK OR BEFORE YOU READ AN ARTICLE.
- "THE SUBHEADING HOLDS INFORMATION THAT TELLS (YOU) IN ADVANCE WHAT A SECTION OF THE TEXT WILL BE ABOUT."
- "A subheading gives us the big idea of what a section is about. Then the details follow in paragraphs in that section."
- Mrs. Looney will model how to read the textbook lesson while using the titles, headings, and subheadings to guide the reading.
- As a class we will infer what each section is about by reading the headings and subheadings.
- To practice distinguishing the differences between standard subheadings and inferential subheadings, students will use the table of contents from a compilation of articles. Students will write an "S" next to the titles that are standard and an "I" next to the titles that are inferential.
- What type of headings are found in our social studies text book?
Homework: Printed Resources Quiz due tomorrow. A skills quiz will be given on Tuesday. Use the Treasure Hunt homework to study as well as the Social Studies Quiz Review Study Guide that was handed out in class today.
Classwork: Main idea and supporting details pretest.
Classwork: Main idea and supporting details pretest.
- As a class, we will go over the Social Studies Quiz Review Study Guide.
- We will review the two different types of titles and headings from the day before and go over last night's homework.
- Students will take the "main idea and supporting details" pretest.
Printed Resources Quiz, Printed Resources Review Guide, and Social Studies Review Study Guide:
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The following lesson is taken from the Ready New York CCLS teacher's guide pages 1-9.
Students will:
Students will:
- "find the central idea of a text and the details that help support it."
- Students will think about their favorite book or movie and will think about what they would say if they had to tell a friend what the movie or book is mostly about. This is called the "central idea."
- "A text's central idea is the most important point the writer is trying to make. Sometimes the central idea is directly stated, but more often it's not.
- Supporting details are facts, examples, reasons, or descriptions that expand on the central idea.
- Readers determine a text's central idea and supporting details so they can better understand the text's meaning. A central idea often needs to be figured out by analyzing the supporting details.
- Think of yourself as a detective describing a complex situation and finding clues to support your observations."
- As a class, we will read the paragraphs on page 10 in the social studies textbook. As we read we will ask ourselves the question, "What is the central idea of the paragraph? What details support this idea?" To determine the central idea of paragraph 3 (and then for paragraph 4) we will make a list of key details.
- Look at the first and last sentences of the paragraph to look for clues about the central idea. However, the central idea is not always found in the first and last sentence.
- Based on the key supporting details, we will identify and describe the central idea by deciding what the key supporting details have in common.
- "Remember: The central idea is the most important point. The key supporting details support the main idea (central idea) by telling you more about it. And, the main idea (central idea) is not always the first or last sentence of a paragraph."
- As a class and individually, we will fill out a chart to complete our task.
- STUDENTS WILL WRITE IN COMPLETE SENTENCES!!!
Homework: A skills quiz will be given on Tuesday. Use the Treasure Hunt homework to study as well as the Social Studies Quiz Review Study Guide that was handed out in class on Thursday.
Classwork: Review for the quiz. Monday: Picture day.
Classwork: Review for the quiz. Monday: Picture day.
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Homework: None.
Classwork: Quiz.
Classwork: Quiz.
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The following assignments may take place with another chapter:
Homework Due
Classwork,
- As a class we will go over the answers for the Treasure Hunt.
- Using your textbook or dictionary as a resource, look up the definitions of each of the vocabulary words.
- Write a sentence pertaining to social studies for each of the words on the list. You will have 12 sentences.
- Complete this assignment on loose leaf paper.
- This assignment is for a grade. You will get one extra bonus point for each sophisticated word that you utilize in your sentences. You will lose one point for each spelling or grammar mistake in each sentence. You will lose five points for each social studies vocabulary word that is not used properly.
Define AND write in a sentence:
1. history
2. culture
3. archeology
4. artifacts
5. primary source
6. secondary source
Write in a sentence:
1. two
2. to
3. too
4. there
5. their
6. they’re
6.chapter1.ssvocab.docx | |
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6.chapter1.ssvocab.pdf | |
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Due: Assignment is to be completed in your social studies notebook.
- Answer the question on the bottom of page nine in your social studies notebook. "What are some benefits of studying history?"
- Read pages 6-9 to provide your evidence.
- Your introductory sentence should be your inference.
- Your answers will be written in paragraph form. There are several examples and evidence in the text to back up your inference.
- Inference: a conclusion based on evidence. Something that is noticed that was not directly stated.
- An example of an inference may be, "Studying history has a plethora of benefits in our lives today."
Due: Textbook pages 30-31.
· Read pages 30-31 in your social studies textbook.
· ON LOOSE-LEAF, using the information on pages 30-31, make a timeline of the four major groups of hominids.
· Be sure to list the dates and at least two of the most important facts related to each group.
· Be as neat as possible.
· Use a ruler if you need to.
· After you are finished with your time line, answer the following questions:
1. Which group do we belong to?
2. Critical Thinking, page 34, question number 5: Review the notes on your timeline and the information on pages 30-31. Using a graphic organizer like the one found on page 34, number 5 in your textbook, rank the three advances you think are the most important. Under your organizer, write a sentence explaining why you ranked the advances in that order.
· Read pages 30-31 in your social studies textbook.
· ON LOOSE-LEAF, using the information on pages 30-31, make a timeline of the four major groups of hominids.
· Be sure to list the dates and at least two of the most important facts related to each group.
· Be as neat as possible.
· Use a ruler if you need to.
· After you are finished with your time line, answer the following questions:
1. Which group do we belong to?
2. Critical Thinking, page 34, question number 5: Review the notes on your timeline and the information on pages 30-31. Using a graphic organizer like the one found on page 34, number 5 in your textbook, rank the three advances you think are the most important. Under your organizer, write a sentence explaining why you ranked the advances in that order.
6sspages30-31hw.pdf | |
File Size: | 78 kb |
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6sspages30-31hw.docx | |
File Size: | 95 kb |
File Type: | docx |
Due3: Textbook pages 36-37.
- Read pages 36 and 37 in your social studies text book.
- Answer the question on the bottom of page 37, "How did the ice ages influence human migration?"
- Answer the question on LOOSE-LEAF!!!!
- You will be graded on how well you write an inference (claim).
- You will be graded on how well you support your inference (claim) with evidence from the text.
Due: Read pages 40-43 in the social studies textbook.
- Complete the graphic organizer.
- Be sure that your inference/claim is strong. Hint: use the words "change" and "agriculture" in your claim.
- Find three facts (evidence) that support your claim.
generalization.principle.graphic.organizer.docx | |
File Size: | 53 kb |
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generalization.principle.graphic.organizer.pdf | |
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otzi.docx | |
File Size: | 150 kb |
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otzi.pdf | |
File Size: | 67 kb |
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generalization.principle.graphic.organizer.otzi.docx | |
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generalization.principle.graphic.organizer.otzi.pdf | |
File Size: | 96 kb |
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ticket.to.discovery.archeological.discoveries.pdf | |
File Size: | 29 kb |
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ticket.to.discovery.archeological.discoveries.docx | |
File Size: | 103 kb |
File Type: | docx |
To view the video for today's lesson:
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in today's lesson.
1) Are you ready, Scio Tigers? Go to snap.caboces.org.
2) Enter your username and password.
3) Your username and password is written on the first page in your agenda.
4) Once you are logged on to SNAP.CABOCES, you can click on to LEARN360, Discovery Education, and BrainPop, for many amazing videos and resources.
5) After clicking on to LEARN360, Discovery Education, and BrainPop, you can then click on the highlighted links found in today's lesson.
New York State Standards:
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
New York State Social Studies Framework:
https://www.engageny.org/new-york-state-k-12-social-studies
https://www.engageny.org/resource/new-york-state-k-12-social-studies-framework
https://www.engageny.org/resource/new-york-state-k-12-social-studies-resource-toolkit-grades-5-8
nys.social.studies.framework.2016.pdf
Download File
New York State Social Studies Field Guide:
nys-social-studies-field-guide.pdf
Download File
New York State Next Generation
English Language Arts Learning Standards:
New York State Next Generation English Language Arts Learning Standards: Click HERE for the Revised Learning Standards Documents.
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File