Sixth Grade Social Studies
Module 6: "Ancient China"
Pages 180-223
Module 6: "Ancient China"
Pages 180-223
Please note: The dates regarding homework and classwork are subject to change. Please check the website each day.
Please see the Resources Page for a detailed explanation of procedures and expectations.
***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.
Please see the Resources Page for a detailed explanation of procedures and expectations.
***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.
- "Essential Question: How do the people, events, and ideas that shaped ancient China continue to influence the world?
- What you will learn: In this chapter you will learn about the geography, history, and culture of ancient China, a culture that influences the world even today.
- Section 1: Geography and Early China
- The Big Idea: Chinese civilization began with the Shang dynasty along the Huang He.
- Section 2: The Zhou Dynasty and New Ideas
- The Big Idea: The Zhou dynasty brought political stability and new ways to deal with political and social changes in ancient China.
- Section 3: The Qin Dynasty
- The Big Idea: The Qin dynasty unified China with a strong government and a system of standardization.
- Section 4: The Han Dynasty
- The Big Idea: The Han dynasty created a new form of government that valued family, art, and learning.
- Section 5: Han Contacts with Other Cultures
- The Big Idea: Trade routes led to the exchange of new products and ideas among China, Rome, and other peoples."
Social Studies Framework:
Taken from the State Education Department, the University of the State of New York, "New York State K-8 Social Studies Framework."
"C. Comparison and Contextualization
1. Identify a region in the Eastern Hemisphere by describing a characteristic that places within it have in common,
and then compare it to other regions.
3. Describe and compare multiple events in the history of the Eastern Hemisphere in societies in similar
chronological contexts and in various geographical contexts.
4. Identify how the relationship among geography, economics, and history helps to define a context for events in
the study of the Eastern Hemisphere.
6. Understand the role that region plays in developing the comparison of historical civilizations. Identify general characteristics that can be employed to conduct comparative analysis of case studies in the Eastern Hemisphere in the same historical period with teacher support.- 6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500
societies and civilizations have certain defining characteristics in common, each is also known for unique cultural
achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified
the physical environment. (Standards: 2, 3; Themes: ID, TCC, GEO, SOC)- 6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and languages that give identity
- 6.3d Political and social hierarchies influenced the access that groups and individuals had to power, wealth, and jobs
- Students will compare and contrast the gender roles, access to wealth and power, and division of labor
- Students will examine the unique achievements of each of the selected complex societies and
IMPORTANT RESOURCES: updated January 18, 2018
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
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New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
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Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
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12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
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why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
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editing.using.cops.12.20.17.docx
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COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
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cops.editing.checklist.12.20.17.docx
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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
Download File
New York State Next Generation
English Language Arts Learning Standards:
http://www.nysed.gov/common/nysed/files/nys-next-generation-ela-standards.pdf
nys-next-generation-ela-standards.pdf
Download File
Fifth Grade Writing Rubric:
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.pdf
Download File
12.20.17.adapted.nys.5.6.writing.evaluation.rubric.docx
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RACER Short Answer Graphic Organizer:
racer.short.answer.graphic.organizer.10.3.17.pdf
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racer.short.answer.graphic.organizer.10.3.17.docx
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RACER Extended Response Graphic Organizer:
racer.graphic.organizer.extended.12.7.17.pdf
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race.graphic.organizer.extended.12.7.17.docx
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RACER Short Answer Rubric:
racer.short.answer.rubric01.10.18.pdf
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racer.short.answer.rubric01.10.18.docx
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Sentence Prompts: "What does the text SAY?"
what.does.the.text.say.12.7.17.pdf
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what.does.the.text.say.12.7.17.docx
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Sentence Prompts: "What does the author MEAN?"
what.does.the.author.mean.12.7.17.pdf
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what.does.the.author.mean.12.7.17.docx
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Sentence Prompts: "Why does it MATTER?"
why.does.it.matter.12.7.17.pdf
Download File
why.does.it.matter.12.7.17.docx
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Editing Using COPS:
editing.using.cops.12.20.17.pdf
Download File
editing.using.cops.12.20.17.docx
Download File
COPS Editing Checklist:
cops.editing.checklist.12.20.17.pdf
Download File
cops.editing.checklist.12.20.17.docx
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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
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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: |
Sixth Grade Writing Rubric:
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RACE Graphic Organizer (including the extended version):
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RACE Rubric:
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"What does the text SAY?" Graphic Organizer:
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"What does the author MEAN?" Graphic Organizer:
"Why does it MATTER?" Graphic Organizer:
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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.
Ancient China Chapter Test Study Guide
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COPS Revision Checklist:
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Vocabulary Practice:
Presentations:
- Introduction to Ancient China PowerPoint :
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- Geography and Ancient China PowerPoint
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Homework due Tuesday, February 26, 2019: Devise a word web or chart consisting of questions and ideas about China. I recommend that this assignment be completed in your social studies notebook. SNOW DAY! NO SCHOOL! NO HOMEWORK!
Classwork, Monday, February 25, 2019: SNOW DAY!!!
- Activate Prior Knowledge: Chinese music. What is important about the relationship between China and the United States?
- Learning Objective
- Skill Development:
- I can analyze photos and ask relevant questions about what we might learn in this chapter.
- I can devise a word web or chart consisting of questions and ideas about China.
- Skill Development:
- Guided Practice:
- Students will perform their initial practice step-by-step at the same time as a whole group. First, Mrs. Looney will complete the first step on the SmartBoard and then the students will complete the same step. Gradually, students will begin to do the steps individually. As a class we will complete a graphic organizer.
- To begin with, as a class, we will analyze the photo on page 180 in the social studies textbook. What mood does this photo provoke?
- In pairs, using computers, students will analyze the photos on the PowerPoint found below.
- Students will examine the photos on the PowerPoint, on Mrs. Looney’s website, and in the packet.
- What do we observe about the photos?
- Do these photos pique our interest?
- What do these photos tell us about the chapter that we are about to study?
- What can we infer about China by looking at these pictures?
- Devise a word web or chart with questions and ideas about China. I recommend that this assignment be completed in your social studies notebook.
- By the end of the guided practice, students will be able to perform the steps individually.
- Independent Practice:
- Students will devise a word web or chart consisting of questions and ideas about China. I recommend that this assignment be completed in your social studies notebook.
- With partners, students will also fill out the Know/Want to Know chart found on page 7 in the packet.
- Students will label the continents found on page 8 of the packet.
- Students will also label China on the map found on page 8 of the packet.
- Use pages R6 and R7 in the atlas as a guide to label the continents and China on the map found on page 8 of the packet. You might also want to refer to page R11 in the atlas for guidance. This is due on Wednesday.
PowerPoint: Introduction to Ancient China
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China photo handout:
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Homework due Wednesday, February 27, 2019: Students will fill out page 12 in the Ancient China packet, Geographical Features of China. Students will get the information from pages 184-186 in the social studies text book. This is for a grade.
Classwork, Tuesday, February 26, 2019: Lesson 1: Geography and Early China
Classwork, Tuesday, February 26, 2019: Lesson 1: Geography and Early China
- The Big Idea: Chinese civilization began with the Shang dynasty along the Huang He.
- As a class, we will analyze a few different maps, locating China and the geographic features.
- How does China’s geography affect the culture?
- Students will use their knowledge of China’s geographical location to help come up with questions about this civilization.
- Students will use their knowledge of other ancient lands that we have learned about thus far to spark some questions.
- Students will read page 11 in the Ancient China packet. Questions will be listed on page 7 of the Ancient China packet.
- Students will read page 13 in their packet. It is important that students understand the differences between geographical features.
- Read pages 184-186 in the social studies textbook.
- In pairs, students will fill out page 12 in the Ancient China packet. Students will get the information from pages 184-186 in the social studies textbook.
- Students will make a list of the effects of each of China's geographic features. Students will fill out page 16 in the packet.
- Students will label the continents found on page 8 of the packet.
- Students will also label China on the map found on page 8 of the packet.
- Use pages R6 and R7 in the atlas as a guide to label the continents and China on the map found on page 8 of the packet. You might also want to refer to page R11 in the atlas for guidance.
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seeddiscussionorganizer.pdf | |
File Size: | 102 kb |
File Type: |
Homework due Friday and Monday, March 1 and 2, 2019: Elements of Civilization Chart, page 4 in the Ancient China packet is due. Know/Want to Know chart, found on page 7 of the Ancient China packet is due Thursday. Word Web due Friday. The Word Web is found in Ancient China packet, page 4. Label the continents and China on the map on page 8 of the Ancient China packet.
Classwork, Thursday and Friday, February 18, and March 1, 2019: Introduction to Ancient China.
Classwork, Thursday and Friday, February 18, and March 1, 2019: Introduction to Ancient China.
- In small groups, students will choose one idea from each of the Seed Discussion Organizer boxes (page 2 in packet). Only one idea per box per group.
- A representative from the group will write the idea onto the classroom Seed Discussion Organizer Posters. Each person from the group should have one idea represented on the class posters.
- As a class we will discuss the following questions: How might your Seed Discussion Organizer and our class discussions help you to be a better reader and thinker? How does this strategy help you become actively engaged in the new concept we are studying?"
- As a class, we will discuss the components of a civilization.
- “China was one of the early centers of civilization,” page 180, World Civilizations, Houghton Mifflin Harcourt, 2018.
- In small groups students will analyze the photo on page 180. What does the photo tell us about the Chinese civilization?
- In groups, come up with a list of all the components that you deem as essential parts of a civilization.
- Recall examples of elements of civilizations that we have studied thus far.
- As a class, devise a word web of “civilization.”
- Students will fill out the "civilization" word web found on page 7 in the Ancient China packet.
- A society that has cities, a central government run by official leaders, and workers who specialize in various jobs. Writing, art, and architecture also characterize a civilization. Some other characteristics of a civilization are written language, literature, and a code of law.
- We will go over the information that the classes added to the class Seed Discussion Organizer Poster.
- We will finish filling out our Civilization Word Web.
Geography and Early China PowerPoint:
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Homework due Tuesday, March 5, 2019: None.
Classwork, Monday, March 4, 2019:
- Students will watch the "Ancient China, Confucianism" video provided by Holt Social Studies.
- We will reflect on the following question as we watch the video: Why do you think Chinese dynasties decided to adopt Confucius's philosophies of life and government?
- As a class, we will review pages 195-197.
- Mrs. Looney will read "The Good Robber" found on pages 58-60 of a book called Chinese Fairy Tales, published by the Peter Pauper Press.
- What does this story tell us about Chinese values?
- As a class, we will read examples of Confucius’s quotes of wisdom.
- In small groups, students will come up with a central idea behind Confucius’s values.
- Each group will write one claim about Confucius’s values and list at least four details as evidence to support their claim.
Confucius PowerPoint:
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Homework due Wednesday and Thursday, March 6, and 7, 2019: Complete Steps 1-11 for homework. Steps 1-11 are due on Thursday, March 7, 2019. The GRAPES Organizer is due on Friday, March 8, 2019.
Classwork, Tuesday, and Wednesday, March 5 and 6, 2019:
Analyzing Confucius's Sayings:
OUTLINE SUGGESTIONS
Classwork, Tuesday, and Wednesday, March 5 and 6, 2019:
Analyzing Confucius's Sayings:
- Step 1: Students will read pages 195-197 in the World Civilizations Social Studies textbook. Use this information to write your essay.
- Step 2: Students will read and annotate pages 20-22 and page 24 in the Ancient China packet. The annotations are for a grade. Use this information to write your essay.
- Step 3: As you are reading page 24, put stars by the sayings that you understand and that make sense to you.
- Step 4: Pick at least four of the sayings that you agree with the most and explain what the sayings mean to you on page 26 of the Ancient China packet.
- Step 5: Students will write an essay with four body paragraphs describing Confucianism. Your essay will be written on loose-leaf.
- Step 6: Refer to the outline below for suggestions on how to organize your essay.
- Step 7: Use the RACER graphic organizers and rubric, as well as the NYS rubric, to help you write a well-informed essay.
- Step 8: Proofread your essay.
- Step 9: By using the Adapted NYS 5th and 6th Grade Writing Rubric, assess the level of your writing. Fill out the rubric as best as you can and as honest as you can.
- Step 10: Make any improvements to your essay that are necessary to bring your writing to a higher level.
- Step 11: When students have completed their essay, students will begin filling out the GRAPES graphic organizer. THE GRAPES ORGANIZER WILL BE DUE ON FRIDAY, MARCH 8, 2019.
OUTLINE SUGGESTIONS
- Paragraph One: Introduction. Use page 20 in the Ancient China packet and pages 195-197 in the World Civilizations Social Studies textbook for ideas and information to include in your introduction.
- Paragraph Two: Confucius's beliefs on family values
- Describe Confucius's beliefs on family values.
- Use page 21 in the Ancient China packet for details and information.
- Give examples of how you try to live out these values (or hope to live out these values) in your own life.
- Paragraph Three: Confucius's beliefs on learning
- Describe Confucius's beliefs on learning.
- Use page 22 in the Ancient China packet for details and information.
- Give examples of how you try to live out these values (or hope to live out these values) in your own life.
- Paragraph Four: Confucius's sayings
- Choose one of Confucius's sayings on page 24 of the Ancient China packet.
- Describe what his saying means in your own words.
- Give examples of how you try to live out these values (or hope to live out these values) in your own life.
- Paragraph Five:
- Choose another one of Confucius's sayings on page 24 of the Ancient China packet.
- Describe what his saying means in your own words.
- Give examples of how you try to live out these values (or hope to live out these values) in your own life.
- Paragraph Six: Conclusion. Wrap up your essay by restating your introduction.
Homework due Thursday, and Friday, , 2018: None.
Classwork, Tuesday, and Wednesday, , 2018:
Classwork, Tuesday, and Wednesday, , 2018:
- New York State Social Studies Framework:
- Click HERE for the New York State Social Studies Framework.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in
print and digital texts. - 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in
- Click HERE for the New York State Social Studies Framework.
- Activate Prior Knowledge:
- Yesterday we analyzed the photo on page 140 in the social studies textbook. What are some conclusions we can make about our discussion yesterday? Today we will watch a video that will make that photo come alive.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Skill Development)
- Skill Development:
- I can analyze (examine carefully, breaking it into components to understand it) videos about India.
- I can make inferences about what I read.
- I can sort valuable facts into the GRAPES Organizer.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Before we begin to gather our thoughts and ideas about "what we think we know about India" we will fill out the GRAPES graphic organizer in pairs.
- The GRAPES graphic organizer is an acronym that stands for Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structures.
- As a class, we will begin reading about the geography of Ancient India in our textbooks, pages 144-145.
- As we read, we will be keeping GRAPES notes on the graphic organizer.
- The GRAPES notes graphic organizer is an acronym that stands for Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structures.
- Students will begin using the GRAPES organizer by learning about the geography in Ancient India.
- Students will add to the GRAPES notes graphic organizer for pages 144-145.
- Students will also use the Geography PowerPoint below to add to the GRAPES graphic organizer.
- Mrs. Looney will explain the task.
- Mrs. Looney will model how to analyze the text and gather information and organize the information onto the GRAPES Organizer. What was I thinking before I read the text? How did I decide which information to choose?
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step using the text and the GRAPES Organizer and then the students will complete the same step.
- As we begin to gather our thoughts and ideas about "what we think we know about India" and as we read the chapter and watch the documentaries, students will fill out the GRAPES graphic organizer.
- Do you find the GRAPES Organizer useful? Why or why not?
- What is the GRAPES Organizer teaching you to do?
- What is challenging about it? Are these challenges useful?
- Why is using the GRAPES Organizer important academically?
- How can the skills that are utilized while completing the GRAPES Organizer transfer to your personal life?
- By the end of the guided practice, students will be able to perform the steps individually.
- As a class, we will read 142 in the textbook to learn how to make inferences.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- On individual laptop computers, students will watch short video clips about India. They will jot down notes of information that they find in the videos onto their GRAPES Organizer.
- See below for the choices of videos.
- The Learn360 Varanasi video is an excellent followup to our analyzation of the photo on page 140 in the textbook.
- If students run out of room on their GRAPES Organizers, they may add the new information that they learned from the videos to their GRAPES Organizer by adding the new facts to sticky notes. They will then place these sticky notes on to their GRAPES Organizers. Or they may take an extra GRAPES Organizer and add the information to the second sheet.
- Students will share their findings with the group.
- tudies notebook, draw a chart to compare and contrast at least two main ideas about each set of beliefs: Confucianism, Daoism, Legalism.
Homework due Wednesday: Page 165, question #4. Answer as a graphic organizer. Students will answer question number 4 on page 165. In your social studies notebook, using a Venn diagram or other graphic organizer, compare and contrast the Xia dynasty and the Shang dynasty. The question should be answered using a Venn diagram
Classwork, Tuesday:
Classwork, Tuesday:
- We will preview the two questions on the study guide.
- As a class, we will read pages 163-165.
- After reading, we will discuss the central idea and the supporting details. Students will write this information as notes in their notebook.
- We will answer question number 4 on page 165. In your social studies notebook, using a Venn diagram, compare and contrast the Xia dynasty and the Shang dynasty. After students have filled out a Venn diagram, students will write the answer in paragraph form.
- Students will use their RACE graphic organizer and the COPS revision checklist to answer the question. See above for both of these resources.
Homework due Tuesday, Wednesday, Thursday: The Confucius Four Thought Boxes is due on Friday.
Classwork, Monday, Tuesday, Wednesday, Thursday:
- To analyze and gain a better understanding of Confucius, students will complete the Four Thought Boxes while using computers to discover important facts and concepts.
- All four boxes will be completed.
- The topic for the Four Thought Boxes is: Confucius.
Four Thought Boxes:
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Homework due Wednesday: Seed Discussion Organizer, page 2 in the Ancient China packet. This is for a grade.
Classwork, Tuesday: This lesson was taken from the website readwritethink, "Introducing New Content with Seed Discussions."
Classwork, Tuesday: This lesson was taken from the website readwritethink, "Introducing New Content with Seed Discussions."
- Students will search the table of contents in their social studies textbook to find out on what pages Module 6 is found.
- Students will peruse pages 156-195 in their social studies book as an introduction to chapter 6: "Ancient China."
- After students have previewed the chapter, students will individually fill out the Seed Discussion Organizer, found on page 2 of the Ancient China packet.
- Students are also encouraged to use information from yesterday's PowerPoint and photo analyzation to fill our their Seed Discussion Organizer.
- In small groups, students will choose one idea from each of the boxes. Only one idea per box per group.
- A representative from the group will write the idea onto the classroom Seed Discussion Organizer Posters. Each person from the group should have one idea represented on the class posters.
- As a class we will discuss the following questions: How might your Seed Discussion Organizer and our class discussions help you to be a better reader and thinker? How does this strategy help you become actively engaged in the new concept we are studying?"
Homework due, 2019: Complete the Reading Check Question found on page 186 in the textbook. "How did geographical features isolate China from the rest of the world?" Fill in the RACER organizer to help them formulate their answer. After students have read pages 184-186, students will fill out the RACER organizer. After the RACER organizer is complete, students will write their answer in paragraph form in their social studies notebook. This is a for a grade. If students would rather just write the answer in RACER paragraph form without using the RACER graphic organizer, that would be fine.
Classwork,, 2019:
Classwork,, 2019:
- We will go over the work from Friday. Students will take turns sharing the information that they have found.
- Question to think about as we read: How does China’s geography affect the culture?
- In their notebooks, in paragraph form, students will answer the reading check question found on page 186 in the textbook. "How did geographical features isolate China from the rest of the world?"
- Complete the Reading Check Question found on page 163 in the textbook. What were some features of China's earliest settlements? Fill in the RACER organizer to help them formulate their answer. After students have read pages 162-163, students will fill out the RACER organizer. After the RACER organizer is complete, students will write their answer in paragraph form in their social studies notebook. This is a for a grade. If students would rather just write the answer in RACER paragraph form without using the RACER graphic organizer, that would be fine.
- Students will read page 187-188 in the textbook, "Civilization Begins" to search for the answer.
- Students will begin filling out the study guide. Be sure to list the page number as to where you find your information! Answer the following question in your study guide: Why is the Huang He (Yellow River) called China’s sorrow?
- Students will continue filling out the study guide. Be sure to list the page number as to where you find your information! Answer the following question in your study guide: What kinds of crops are grown in China?
- nearpod: Ancient China, https://app.nearpod.com/library/preview/ancient-china-L36554340
Homework due Monday: None.
Classwork, Friday:
Classwork, Friday:
- As a class, we will go over the homework from the night before.
- Students will turn to page 28 in the China packet and think about the question, "Why was the Great Wall built?"
- Using the iPads, students will view the "Great Wall" PowerPoint. Students will analyze the photos. As students analyze the photos, students will fill out the "What I Notice" and "What I Wonder" columns in the social studies notebook. Students will also fill out the "What I Infer" column in the social studies notebook.
- Students will follow the directions below:
- 1) Using our background knowledge, students will infer why the Great Wall was built. Students will write their inferences in the social studies notebook.
- 2) Using the iPads, students will watch two videos about the Great Wall of China. As students are watching the videos, students will search for important facts about the Great Wall and will search for the answer to the question "Why was the Great Wall built?"
- 2) As students watch the videos, they will fill out the "What I Infer," "What I Notice," and "What I Wonder" columns in the social studies notebook.
- 3) Students will cite the sources of where the information was found.
- 4) Students will also read page 175 in the social studies textbook to confirm what they have learned from the videos. Does the information that you have found in the videos coincide with what is written in the text book on page 175?
- 5) To get to the videos:
- (A) Click here to get onto the SNAP.caboces.org website. The username and password for the snap.caboces.org website is found in the students' agendas.
- (B) VERY IMPORTANT! READ STEP C BEFORE YOU MOVE ON TO STEP B!!!!! STEP B: After you log into SNAP.caboces.org, click on the Discovery Education icon. After you have opened the Discovery Education website you should be logged in.
- (C) After you are logged into Discovery Education, come back to this webpage to click onto the two videos found below.
- If you cannot open SNAP.caboces.org above, Go to caboces.org On the CABOCES website, go to Instructional Support Services, Learning Resources.
- The username and password for the SNAP.caboces.org website is found in the students' agendas.
- Then go to STEP B above.
- The Great Wall PowerPoint
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Travel Article or Travel Brochure
Homework due Tuesday,Wednesday, and Thursday, and Friday: The Great Wall of China AND/OR Terra-Cotta Warriors Travel Article or Brochure is due Friday.
Classwork, Monday, Tuesday, Wednesday, and Thursday:
Terra-Cotta Warriors Travel Article
Homework due Tuesday,Wednesday, and Thursday, and Friday: The Great Wall of China AND/OR Terra-Cotta Warriors Travel Article or Brochure is due Friday.
Classwork, Monday, Tuesday, Wednesday, and Thursday:
- Students will begin working on the Terra-Cotta Warriors Travel Article or Brochure. This project is due on Friday.
- Students have received the directions, the COPS Revision Checklist, and the "Write a Travel Article" packet. Students also have a packet with several word banks (including the writing prompts/transition words word banks) as well as rubrics to help guide their work.
- Students will "write an article for the Travel Section of a
Sunday Newspaper. The article will describe your visit to see
the clay warriors at the tomb of Emperor Shi Huangdi." - Students may also use the information from our social studies text book about the Great Wall of China and the Terra-Cotta Warriors to add to the travel article. The purpose of the article is to persuade people to visit the tomb or the Great Wall.
- To plan the article, students will analyze photos (found in Mrs.
Looney’s PowerPoint Presentation) and videos about the tomb
warriors. - Students will also use facts and details found in the "Write a
Travel Article" packet and from their textbook. Students will read the packet and fill
out the questions in the packet. - Students will write an outline to help guide their work.
- Students will create a rubric to help them set goals for their writing.
- Students will also utilize facts and details found in the social
studies textbook on pages 174-177. - Students will write their article on loose-leaf or will create a travel brochure on computer paper.
- Students will use the COPS checklist to guide them as they proofread their work.
Terra-Cotta Warriors Travel Article
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The Terra-cotta Tomb Warriors PowerPoint:
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Homework due day: RACE Organizer, Reading Check page 173, "How did Shi Huangdi strengthen the government?" Students will answer the question on the RACE Organizer AND will write the answer in paragraph form in the social studies notebook.
Classwork, day:
Classwork, day:
- As a class, we will read pages 172-176. We will discuss the central idea and supporting details with each section.
- Students will answer the Reading Check on page 173 on the RACE Organizer. "How did Shi Huangdi strengthen the government?" Students may use multiple RACE Organizers if needed.
- Students will ALSO write the answer in their social studies notebook in paragraph form.
Homework due Tuesday: See directions on page 32 of the China Packet. Complete the compare and contrast annotation and fill in the t-chart found on page 37 of the Ancient China packet. This is for a grade. I will also be grading the annotation.
Classwork, Monday:
Classwork, Monday:
- As a class we will review the author's purpose for writing a text (to inform, to entertain, to persuade).
We will talk about the difference between fact and opinion. "A fact is information that can be proved to be true. An opinion is what someone thinks, feels, or believes." - We should "always pay attention to the author's purpose for writing. It helps us not only better understand the text but also interpret the information that is provided."
- Read page 177, "Biography, Emperor Shi Huangdi," in the social studies textbook. (Also found on page 33 in the Ancient China packet.)
- Then read the text “The First Emperor” found on pages 26-31 in the National Geographic Reading Expeditions Magazine. (Also found on pages 34-36 in the Ancient China packet.)
- Read the two historical accounts. What is the author’s purpose for each account? How do the authors depict the characteristics of Shi Huangdi?
- What is the same about the two accounts? What is different?
- Circle the information that is the same or similar between the two accounts.
- Underline the details that are in one account and not the other.
- Fill out the t-chart on page 37 of the Ancient China packet (or create your own graphic organizer) to help organize your similarities and differences in the two articles. The chart and the annotation are for a grade.
Emperor Shi Huangdi PowerPoint
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Homework due Wednesday: Compare and contrast the two sources about Emperor Shi Huangdi found in the Ancient China packet. Compare and contrast the similarities and differences of how the authors depict the characteristics of Shi Huangdi. See below for exact pages in the China packet. Students will prepare to discuss the question "How is knowledge about the first emperor relevant to the world today?"
Classwork, Tuesday:
Classwork, Tuesday:
- Reread page 177, "Biography, Emperor Shi Huangdi," in the social studies textbook. (Also found on page 33 in the Ancient China packet.)
- Then reread the text “The First Emperor” found on pages 26-31 in the National Geographic Reading Expeditions Magazine. (Also found on pages 34-36 in the Ancient China packet.)
- Students will compare and contrast the way the authors depict the characteristics in the two accounts about Emperor Shi Huangdi.
- What is the author’s purpose for each account? How do the authors depict the characteristics of Shi Huangdi?
- Students will use the two documents that were read and annotated yesterday to find evidence of characteristics of Shi Huangdi.
- Students will use the compare and contrast chart that they completed for homework the day before to check to see if they noticed any facts about the characteristics of Shi Huangdi.
- Students will take bulleted notes that describe the character traits of Shi Huangdi found in the two articles.
- We will discuss the question "How is knowledge about the first emperor relevant to the world today?"
Homework due Thursday, March 17, and Friday: In your social studies notebook, on loose-leaf, OR on computer paper, students will create a t-chart or a Venn diagram comparing and contrasting the Zhou dynasty, the Qin dynasty, and the Han dynasty. Students will read pages 39-62 in the China packet to gather the information needed for the comparison.
Classwork, Wednesday, March 16, and Thursday:
Classwork, Wednesday, March 16, and Thursday:
- In your social studies notebook, on loose-leaf, OR on computer paper, students will create a t-chart or a Venn diagram comparing and contrasting the Zhou dynasty, the Qin dynasty, and the Han dynasty.
- Students will read pages 39-62 in the China packet to gather the information needed for the comparison.
Homework due Wednesday, and Thursday: Students will complete the questions on page 193 (1-10), page 194 (12-15 using RACE FORMAT...be sure to answer in paragraph form for each part of the question...for example, questions a, b, and c will each be answered with their own paragraph), and page 195 (1-7). This is to be completed on loose-leaf.
Classwork: Tuesday, and Wednesday:
Classwork: Tuesday, and Wednesday:
- Students will complete the questions on page 193 (1-10), page 194 (12-15 using RACE FORMAT...be sure to answer in paragraph form for each part of the question...for example, questions a, b, and c will each be answered with their own paragraph), and page 195 (1-7).
- This is to be completed on loose-leaf.
Homework due Tuesday, and Wednesday: Theme Story due in your notebook. At least four pages written in your writing notebook. (At least two pages written on loose-leaf if the student decides to write the story on loose-leaf.) I recommend that the students write the story in their writing notebook since we will not share these stories until after the NYS math test. I don't want the students to loose their work. They are welcome to turn it in as soon as it is completed.
Classwork: Monday, and Tuesday:
- Mrs. Looney will hand out the list of common themes that are found in texts.
- These themes are not limited to but include: acceptance, courage, perseverance, cooperation, compassion, honesty, kindness, and loyalty.
- Mrs. Looney will read the dot and ish written by Peter H. Reynolds.
- As a class we will decide which of the themes on the list above fit with the theme of each of the books that were read. Can all of the themes fit with each of the books?
- Students will pick a theme and write a creative narrative that is centered around one or two themes of the student's choice.
- Each story should be written in the writing notebook and should be at least four notebook pages. Students may write the story on loose-leaf, but I do not recommend it since a few days will pass until we meet again after the NYS math test.
- Students should begin by choosing a theme, and outlining a story that is connected by the theme.
- Students have three class periods to work on this assignment. If students need more time they may work on it at home.
Homework due: In the social studies notebook, students will answer questions 1, 2, and 3 on page 176. This is for homework if it isn’t finished in class. STUDENTS MUST RESTATE THE QUESTION, USE A QUOTE, AND EXPLAIN THE ANSWER.
Classwork, Thursday:
Classwork, Thursday:
- Students will read pages 172-176 silently and independently.
- In the social studies notebook, students will answer questions 1, 2, and 3 on page 176. This is for homework if it isn’t finished in class.
STUDENTS MUST RESTATE THE QUESTION, USE A QUOTE, AND EXPLAIN THE ANSWER.
Homework Due Friday: Complete questions 10-16 in the China study guide packet.
Classwork, Thursday:
Classwork, Thursday:
- Students will complete questions 10-16 in the China study guide packet.
Homework Due Monday: Finish the annotation of the two dynasties. Complete comparing and contrasting t-chart: Zhou dynasty and the Qin dynasty. The Chapter 6 Ancient China Test is on Wednesday, January 28, 2015. STUDY FOR TEST! BE SURE TO STUDY YOUR STUDY GUIDE PACKET!
Classwork, Friday: Ready New York CCLS, Teacher Resource Book, Curriculum Associates, 2014, pages 171-181, Student Book pages 187-196.
Classwork, Friday: Ready New York CCLS, Teacher Resource Book, Curriculum Associates, 2014, pages 171-181, Student Book pages 187-196.
- Students will compare and contrast different facts of nonfiction texts.
- As a class we will review the author's purpose for writing a text (to inform, to entertain, to persuade).
We will talk about the difference between fact and opinion. "A fact is information that can be proved to be true. An opinion is what someone thinks, feels, or believes." - We should "always pay attention to the author's purpose for writing. It helps us not only better understand the text but also interpret the information that is provided."
- As a class, we will find similarities and differences between the Zhou dynasty and the Qin dynasty.
- To practice finding similarities and differences, as a class we will annotate a photocopy of Section 2: The Zhou Dynasty and New Ideas, found on pages 166-168, and Section 3: the Qin Dynasty, found on pages 172-176. Students will reread both sections.
- Students will circle information (or highlight) information that is similar between the two dynasties.
- Students will underline (or highlight in a different color) details that are different between the two dynasties.
- As a class we will complete a t-chart that will organize our annotations about the Zhou dynasty and the Qin dynasty.
- We will organize the facts that we have underlined and the facts that we circled onto our t-chart.
- Students will complete the t-chart for homework. Be sure to write a title for your t-chart and to write your headings on your t-chart.
Homework Due Tuesday: Fill out the compare and contrast t-chart or Venn diagram. The Chapter 6 Ancient China Test is on Wednesday. STUDY FOR TEST! BE SURE TO STUDY YOUR STUDY GUIDE PACKET!
Classwork, Monday: Ready New York CCLS, Teacher Resource Book, Curriculum Associates, 2014, pages 171-181, Student Book pages 187-196.
Classwork, Monday: Ready New York CCLS, Teacher Resource Book, Curriculum Associates, 2014, pages 171-181, Student Book pages 187-196.
- Students will continue to compare and contrast different facts of nonfiction texts.
- In small groups, students will find similarities and differences between the the Qin dynasty and the Han dynasty.
- As the groups find the similarities and differences, they will annotate a photocopy of Section 3: the Qin Dynasty, found on pages 172-176, and Section 4: The Han Dynasty, found on pages 178-183. Students will reread both sections.
- Students will circle information (or highlight) information that is similar between the two dynasties.
- Students will underline (or highlight in a different color) details that are different between the two dynasties.
- Each student will complete a t-chart or Venn diagram that will organize our annotations about Qin dynasty and the Han dynasty.
- Students will organize the facts that we have underlined and the facts that we circled onto our t-chart.
- Students will complete the compare and contrast t-chart or Venn diagram. Be sure to write a title for your t-chart and to write your headings on your t-chart.
Homework Due Wednesday, and Thursday: The Chapter 6 Ancient China Test is on Wednesday, January 28, 2015. STUDY FOR TEST! BE SURE TO STUDY YOUR STUDY GUIDE PACKET! Make corrections on your test for an improved score. DUE TOMORROW! I WILL NOT ACCEPT CORRECTIONS AFTER THE BEGINNING OF SOCIAL STUDIES CLASS TOMORROW!
Classwork, Wednesday: Chapter 6 Test.
Classwork, Wednesday: Chapter 6 Test.
- Test will be on Chapter 6: Ancient China, pages 160-189.
- Please reference the textbook, class notes, classwork, and homework to prepare.
- Students have received a review packet the first week of the chapter in order to prepare for the test.
- Make corrections on your test for an improved score.
- DUE TOMORROW! I WILL NOT ACCEPT CORRECTIONS AFTER THE BEGINNING OF SOCIAL STUDIES CLASS TOMORROW!
Homework Due Friday, and Monday: None.
Classwork, Thursday, and Friday: Pros and Cons of a Dynasty.
Classwork, Thursday, and Friday: Pros and Cons of a Dynasty.
- We will go over the answers on the test.
- Students will pick one of the dynasties of Ancient China.
- In groups, students will make a Pros and Cons chart stating why they would or wouldn't want to live in the chosen dynasty.
- Students will debate with the class which dynasty would have been the best to live in.
Other ideas:
-Choose philosophy: Confucianism, Daoism, Legalism. Which way of life do you think is the best way to live? Write an essay.
"In this chapter you are learning about China's fascinating early years. Choose one person or event from that history. You will then tell your classmates why the person or event was important to the history of China."
-Choose philosophy: Confucianism, Daoism, Legalism. Which way of life do you think is the best way to live? Write an essay.
"In this chapter you are learning about China's fascinating early years. Choose one person or event from that history. You will then tell your classmates why the person or event was important to the history of China."
chapter_6_review_sheet.docx | |
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Homework Due Wednesday: None. Fill out page 12 in the packet. Students will begin filling out the study guide. Be sure to list the page number as to where you find your information. Answer the following question in your study guide: Why is the Huang He (Yellow River) called China’s sorrow?
Classwork, Tuesday:
Classwork, Tuesday:
- We will answer the question on the RACE organizer.
- As a class, we will read pages 166-168.
- As a class, we will answer the question found on the Reading Check on page 168.
- We will answer the question on the RACE organizer.
Homework Due Thursday: In the social studies notebook, students will answer questions 1, 2, and 3 on page 171.
Classwork, Wednesday,:
- As a class, we will read pages 168-171. We will begin where we left off yesterday at “Internal Problems.”
- In the social studies notebook, students will answer questions 1, 2, and 3 on page 171. This is for homework if it isn’t finished in class.
Homework due Thursday, and Friday,: Begin reading the "Should Chocolate Milk Be Banned in Schools?" articles. Highlight the pros and cons of the argument in two different colored highlighters. Outline, rubric, and essay are to be completed by the end of social studies class on Friday. See the writing page for more detailed information.
Classwork, Wednesday, Thursday, and Friday:
Classwork, Wednesday, Thursday, and Friday:
- The outline and rubric are due on Friday at 8:00.
- The essay is due by the end of social studies class on Friday.
IMPORTANT: Also see c3teachers.org, 9th grade inquiry, Did Empreor Shi Huanghdi improve China?
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Homework due Thursday, and Friday, , 2018: None.
Classwork, Tuesday, and Wednesday, , 2018:
Classwork, Tuesday, and Wednesday, , 2018:
- New York State Social Studies Framework:
- Click HERE for the New York State Social Studies Framework.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in
print and digital texts. - 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
- CC.SS.6.6.3: EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern Hemisphere. Although these complex societies and civilizations have certain defining characteristics in common, each is also known for unique cultural achievements and contributions. Early human communities in the Eastern Hemisphere adapted to and modified the physical environment.
- 7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in
- Click HERE for the New York State Social Studies Framework.
- Activate Prior Knowledge:
- Yesterday we analyzed the photo on page 140 in the social studies textbook. What are some conclusions we can make about our discussion yesterday? Today we will watch a video that will make that photo come alive.
- Mrs. Looney will explain the connection between what the students already know and what they are going to learn next.
- Learning Target: (Skill Development)
- Skill Development:
- I can analyze (examine carefully, breaking it into components to understand it) videos about India.
- I can make inferences about what I read.
- I can sort valuable facts into the GRAPES Organizer.
- Personal Importance/Real Life Importance/Academic Importance:
- Does anyone have any other reasons why this lesson is important academically?
- Does anyone have any other reasons why this lesson is important in your life?
- Guided Practice:
- Before we begin to gather our thoughts and ideas about "what we think we know about India" we will fill out the GRAPES graphic organizer in pairs.
- The GRAPES graphic organizer is an acronym that stands for Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structures.
- As a class, we will begin reading about the geography of Ancient India in our textbooks, pages 144-145.
- As we read, we will be keeping GRAPES notes on the graphic organizer.
- The GRAPES notes graphic organizer is an acronym that stands for Geography, Religion, Arts and Architecture, Politics, Economics, and Social Structures.
- Students will begin using the GRAPES organizer by learning about the geography in Ancient India.
- Students will add to the GRAPES notes graphic organizer for pages 144-145.
- Students will also use the Geography PowerPoint below to add to the GRAPES graphic organizer.
- Mrs. Looney will explain the task.
- Mrs. Looney will model how to analyze the text and gather information and organize the information onto the GRAPES Organizer. What was I thinking before I read the text? How did I decide which information to choose?
- Students will perform their initial practice step-by-step at the same time as a whole group.
- First, Mrs. Looney will complete the first step using the text and the GRAPES Organizer and then the students will complete the same step.
- As we begin to gather our thoughts and ideas about "what we think we know about India" and as we read the chapter and watch the documentaries, students will fill out the GRAPES graphic organizer.
- Do you find the GRAPES Organizer useful? Why or why not?
- What is the GRAPES Organizer teaching you to do?
- What is challenging about it? Are these challenges useful?
- Why is using the GRAPES Organizer important academically?
- How can the skills that are utilized while completing the GRAPES Organizer transfer to your personal life?
- By the end of the guided practice, students will be able to perform the steps individually.
- As a class, we will read 142 in the textbook to learn how to make inferences.
- Closure:
- Mrs. Looney wants to make sure that the students are completely prepared for the assignment before students begin to work independently.
- Are students able to tell why it is important to learn the information that they have just been taught?
- Are students able to complete the skill that has just been taught to them?
- Independent Practice:
- On individual laptop computers, students will watch short video clips about India. They will jot down notes of information that they find in the videos onto their GRAPES Organizer.
- See below for the choices of videos.
- The Learn360 Varanasi video is an excellent followup to our analyzation of the photo on page 140 in the textbook.
- If students run out of room on their GRAPES Organizers, they may add the new information that they learned from the videos to their GRAPES Organizer by adding the new facts to sticky notes. They will then place these sticky notes on to their GRAPES Organizers. Or they may take an extra GRAPES Organizer and add the information to the second sheet.
- Students will share their findings with the group.