What is a DBQ/TDQ? - Shelby County Schools



IntroductionIn 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, 80% of our students will graduate from high school college or career ready90% of students will graduate on time100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan. The plan ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students and across content areas. Destination 2025, the Comprehensive Literacy Improvement Plan, and TN State Standards establish common goals and expectations for student learning across schools and are the underpinning for the development of the curriculum frameworks/maps.Purpose - This curriculum framework or map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The framework is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides a suggested sequencing and pacing and time frames, aligned resources—including complex texts, sample questions and tasks, and other planning tools. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to continuously improve practice and best meet the needs of their students.The map is meant to support effective planning and instruction to rigorous standards; it is not meant to replace teacher planning or prescribe pacing or instructional practice. In fact, our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task, topic, and needs (and assessment) of the learners are best-positioned to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other support providers--to exercise their professional judgement aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are non-negotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy and language learning across the content areas. It is essential for students to strategically leverage their literacy skills to comprehend informational texts and explicitly demonstrate competence in thinking, reading, writing, and communicating. Integration of literacy skills is critical for student success in post-secondary education and to prepare students, teachers must regularly engage students with:Regular practice with complex text and vocabulary.Reading, writing, and speaking grounded in evidence from texts. Using literacy skills to gain knowledge and demonstrate competence in rigorous activities and tasks.Effective Social Studies instruction should model and teach students to effectively manage and analyze information using literacy skills and strategies. This requires consistent demonstration and practice of how to use literacy skills with Social Studies content. Document–Based Questions (DBQs) and Text Dependent Questions (TDQs) are included in the suggested activities throughout this document. “Best Practice” requires student to regularly engage with challenging texts and requires students to substantiate their answers using evidence taken from the text/passage. “The implementation of Common Core State Standards is a full-school endeavor, not just a project for math and ELA teachers. The Common Core State Standards, in addition to the English Language Arts (ELA) Standards, includes Literacy (reading and writing) standards for the “specialized disciplines” of history, social studies, science, and technical subjects for grades 6-12. Teachers of all grades and subjects can integrate math and literacy skills and activities into their disciplines in order to harness the power of the Common Core to improve student learning across the board.”Source: support literacy and language learning across the content areas and support deeper knowledge building in the content area, throughout this curriculum map, you will see high-quality texts from both the textbook(s) and external/supplemental texts?to ensure students are reading appropriately complex, worthwhile material. These texts have been evaluated by district staff to ensure that they meet criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. ?Lexile Levels are listed on the Curriculum Maps, and additional information is cited, where available.02262505KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)00KeyATOS: ATOS (Renaissance Learning); DRP: Degrees of Reading Power (Questar); FK: Flesch Kincaid (public domain, no mass analyzer tool available); Lexile: Lexile Framework (MetaMetrics); SR: Source Rater (ETS); RM: Pearson Reading Maturity Metric (Pearson Education)Framework Contents:Introduction – Purpose, Vision, Best Practices for Instruction and using the framework to plan effective units and lessons. (Note: Effective lesson planning is intentionally situated in larger themes/units to better develop students conceptual understanding and development of mastery of standards over time.) WIDA – Instructional modifications for ESL—in English as a Second Language classrooms, in all classrooms with English language learners, and as needed to support any student with limited language development and/or non-standard English Vocabulary – Instructional suggestions to support both explicit vocabulary instruction and reinforce incidental learning.Pacing Guide – A recommended scope, sequence, and pacing of content, including “Big Ideas.”Anchor Texts-Topic-specific complex texts, with Lexile levels indicated as available (Note: Teachers should carefully review texts to understand and plan for the demands/challenges learners might be expect to face, deliberately model specific literacy skills—including reading fluency, leverage student annotations, and carefully sequence text-dependent questions leading to higher order thinking. TN State Recommended Readings/Texts/Passages – Readings recommended by the State. State Standards - Tennessee State Social Studies Standards.Big Ideas, Guiding Questions – Suggestions for lesson focus.Vocabulary – Content Vocabulary (Tier 3) words/concepts that appear in Social Studies Domain and are important to student understanding, Academic Vocabulary (Tier 2), high-leverage words that appear across content domains. Lesson Activities – Suggestions for use in planning lessons w/ literacy connections. (Coded in green)Resources – Links to additional resources Note:What is a DBQ/TDQ?Document-Based Questions (DBQs) and Text-Dependent Questions (TDQs) are for all students, from elementary school through high school. They are a type of authentic assessment and a way for students to interact with historical records and information. DBQS/TDQs, may not only be in the form of an actual question, but rather in the form of tasks or activities that requires students to read, analyze, gather information, complete scaffolding responses, assimilate or synthesize information from the listed resources, text or documents. Throughout this map, the suggested activities are designed to help students gain strength in content knowledge and to provide opportunities at high levels of thinking as they develop life skills. *If hyperlinks in this document are not active due to digital translation issues, the user should copy and paste the link into the address bar of a web browser such as Google Chrome or Mozilla Firefox.Using the WIDA MPIsWIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers have access to “I can” statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.WIDA Can Do Name charts may be located here: ??(password: SCS-ESL) WIDA is a sample of modifications provided on the WIDA site, feel free to search WIDA for other examples. Example: 6-8 Listening MapsEntering:Identify locations of land and water masses on maps based on oral statements, and check with a partnerBeginning:Sort locations on maps by land or water masses based on oral statements, and check with a partnerDeveloping:Identify specific geographic locations (e.g., time zones, latitude, longitude) on maps based on oral information, and check with a partnerExpanding:Compare and contrast locations on maps (e.g., cities in Northern and Southern Hemispheres) from oral descriptions, and check with a partnerBridging:Evaluate locations on maps for different purposes from oral descriptions Example: 6-8 WritingAncient/Medieval civilizationsEntering: Identify features of historical periods from illustrations and word/phrase banks and share with a partner in L1 or L2Beginning:Describe features of historical periods using notes from graphic organizers and share with a partner in L1 or L2Developing:Compare historical periods using sentences from graphic organizers and share with a partnerExpanding:Produce contrastive summaries of historical periods using information from graphic organizers and share with a partnerBridging: Create historical essays descriptive of past civilizationsCommon Core State Standards: Focus on VocabularyEffective vocabulary development occurs both incidentally and through explicit instruction. It requires daily immersion in word-rich environments, while teaching and modeling word learning strategies—from the use of context clues and concept maps (to connect related ideas) to understanding the nuance of words: origin, root, and/or affixes. In all content areas, terms should be integrated into tasks and reinforced over time and across contexts. Basic Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts. (Ex: write, read, build)Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. Tier 2 words present challenges to students who primarily meet them in print. (Ex: obvious, complex, establish and verify)Content Vocabulary (Tier 3) - Words that are not frequently used except in specific content areas. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content. (Ex: reformation, legislation, medieval, and Socialism)Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction. Teaching Vocabulary for Mastery… Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers.Provide a student-friendly definition of the word.Suggest synonyms or antonyms for the word.Put the new word into a context or connect it to a known concept, morpheme, or root.Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing).Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written word on the wall.Use the new words in context of the lesson.Ask questions that contain the new word; so, students must process its meaning in multiple ways.Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept.Expect pairs of students to construct semantic word maps for new vocabulary.Give students extra credit points for hearing or seeing content vocabulary in other contexts.ReferencesMcEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press.6th Grade - Topics and Big IdeasSuggestedTime1st QuarterSuggestedTime2nd QuarterWeeks 1-3Topic: Human Origins in Africa through the Neolithic Age Big Ideas: To survive humans adapted to their environment. Needs Dictate Inventions.Weeks 1-3Topic: Ancient India 300 B.C. - 220 A.D.Big Ideas: India’s Geography and climate influenced India civilization. Religious beliefs govern human actions. Aryans changed India (p140)Weeks 4-5Topic: Ancient Mesopotamia 3500 B.C. – 1200 B.C.Big Ideas: The Agricultural Revolution allowed Permanent settlements. Sumerians laid the foundation for future civilizations. Hammurabi Code influenced the development of early legal codes.Weeks 4-6Topic: Ancient China 1750 B.C. - 220 A.DBig Ideas: China is one of the world’s most powerful countries the still influence the world today. Stable government builds solid growth and strength in a civilization. (p.184).Weeks 6-9Topic: Ancient Egypt 3000 B.C. - 1200 B.C.Big Ideas: The Nile River was an important factor in survival. Egyptian pharaohs were important to the Egyptian people. Egyptian beliefs govern the way of life. Egyptians made many contributions to the world.Weeks 7-9Topic: Ancient Israel 2000 B.C. – 70 A.D.Big Ideas: Religion shapes society. Monotheism made Judaism unique.SuggestedTime3rd QuarterSuggestedTime4th QuarterWeeks 1-5Topic: Ancient Greeks 800 B.C. – 300 B.C.Big Ideas: Government forma5tions are necessary. Early Greeks developed trade routes settlements and political ideas.Weeks 1-3Topic: Ancient Civilizations: Compare and Contrast Big Idea: Civilizations have similarities and DifferencesWeeks 6-9Topic: Ancient Rome 800 B.C – 500 A.D.Big Ideas: Rome’s geography enabled it to grow and influence the world. Rome had a law system included civic duty. Weeks 4-9Topic: Civics Unit: Roots of Democracy, Citizenship, and Government in Greece and RomeBig Idea: Democracy is rooted in ancient Greece and Rome* Please note these time frames are suggested/estimated times. Actual class instruction may vary due to schedule complications, remediation efforts or other factors.Human Origins in Africa through the Neolithic Age Weeks: 1-3Textbook (Anchor Text): McGraw-Hill Discovering Our Past: A History of the World (1040L)TN State recommended digital collections of early African art and tools, including cave paintings and spears:Lascaux Meadows - - 1Sulawesi Cave - State Social Studies Standards Weeks 1-Big Ideas, Guiding Questions and VocabularySuggested Activities and Resources6.1 Identify sites in Africa where archaeologists and historians have found evidence of the origins of modern human beings; describe what the archaeologists found. 6.7 Recognize time designations and the abbreviations, including: B.C., B.C.E., A.D., C.E., circa, decades, centuries, prehistoric, historic6.2 Provide textual evidence that characterizes the nomadic hunter-gatherer societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry). 6.3 Explain the importance of the discovery of metallurgy and agriculture. 6.4 Evaluate the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter. 6.5 Summarize the impact of agriculture related to settlement, population growth and the emergence of civilization. 6.6 Identify and explain the importance of the characteristics of civilizations.Humans adapt to their environment.6.1 How do we learn about the past?6.7 How we mark time?Content Vocabulary (Tier 3): Paleontology, fossil, evidence, anthropology, bias, primary source, secondary source, era, point of view, conclusion, artifact, scholarly credentials, archeology, speciesAcademic Vocabulary (Tier 2): integral, decade, found, precise, source, data, violate See pg. 5 for vocabulary InstructionsConnection to the Language StandardsGreek & Latin Roots and Affixes-ology – a body of study or branch of knowledgeExamples from the unit: paleontology, anthropology, archeology, technologyLanguage StandardsL. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).Connection to Language StandardsGreek & Latin Roots and Affixes6.2 How do people adapt to their environment?6.3 Substantiate that Metal was integral part of change. The discovery of agriculture was a game changer.Nomads and early farmers are different.6.4 How does physical geography affect the ways early groups of humans obtain the food they needed to survive? 6.5 How did civilization develop? 6.6 What makes a civilization? 6.6 What rules for behavior did the nomadic people likely need? Content Vocabulary (Tier 3): Paleolithic Age, technology, nomads, Ice Age, domesticate, specialization, Neolithic Age, monarchy, Bronze Age, Systematic Agriculture, shrine.Academic Vocabulary (Tier 2): method, available, construct, economy, locate.See pg. 5 for vocabulary InstructionsConnection to the Language StandardsGreek Affix-lithic – of or relating to an age of mankindExamples from the unit: Paleolithic, NeolithicLanguage StandardsL. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.L.6.4.b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., belligerent, bellicose, rebel).Connection to Language StandardsGreek & Latin Roots and AffixesSample Assessment Pg. 23 Have students complete this assessment after Week 1 to check for understanding.Anchor Textbook Reference: Chapter 1- What Does a Historian Do? pp. 4- 246.1Primary Source in Textbook pp.16-17 Should Artifacts Be Returned to Their Countries of Origin? - Complete DBQ’s and What Do You Think? Literacy RH.6-8.2, WHST.6-8.26.1Primary Supporting Items: Have students view the artifacts and describe what the archaeologists found and Identify sites in Africa where archaeologists and historians found evidence of the origins of modern human beings. Literacy RH.6-8.2, WHST.6-8.1,2Digital collections of early African art and tools, including cave paintings and spears. Lascaux Meadows - - 1ViewSulawesi Cave - andOlduvai Gorge - SL6-8.1.A, WHST.6-8.26.1 Using information in your text, create a map locating the earliest sites of humankind for each continent of the world and write a short description of each site. Students should also chart the movements of beings from one section of the globe to another, through time. Reference: Maps in textbook: pp. 52-53, 63, 68. Literacy RH.6-8.7, WHST.6-8.26.1 Create an advertisement for a Paleolithic toolkit and explain the purpose and effectiveness of each tool. The advertisement should feature three tools (i.e. fire, stone tools, axes, spears, etc.), an image, and written explanation. Use as a Reference: textbook p. 54-59 and the digital views recommended by the state listed above. Literacy RH.6-8.7, WHST.6-8.26.7 Compare the time lines on p.2 and 7: explain which elements are common and what each element on the time line indicates (BC, AD, brackets, etc.) Literacy RH.6-8.7,WHST.6-8.2.A6.7 Write a Comparison and contrast the Julian and Gregorian calendars p.6 Literacy RH.6-8.5, WHST.6-8.26.7 Bring in newspapers, photos, and magazine articles to compare if the sources are primary or secondary sources and if they are reliable or biased. Literacy RH.6-8.6, WHST.6-8.26.7 Create a ‘my life’ time line using dates, events, and illustrations or photographs. P. 7 Literacy RH.6-8.7, WHST.6-8.26.7 Discuss population growth of the human family over time. How We Got To 7 Billion - (part way down the page of this article the short video clip can be accessed) Literacy RH.6-8.7, WHST.6-8.26.7 p.54 Calculate the number of years ago people began recording time and when the Paleolithic Age ended.Lesson Review Questions: pages 9,15,21Chapter 1 Activities: page 22 Informative/explanatory; analyze and interpret media; sequencing, and comparing sourcesAssessments/Checks for Understanding: Multiple choice page 23; DBQs - Analyzing documents, identifying, point of view, short response, (narrative) extended response page 24Early Humans Anchor Textbook Reference: Chapter 3- Early Humans and the Agricultural Revolution Pages 51- 72Anchor Primary Supporting Text, Items, Photographs (Critical Thinking Questions) - Textbook pages 56,58,59,65,67 Biography p.66Geography Connection (Place, Regions and Critical Thinking Questions) - Textbook pages 60,63,68Suggested Activities: 6.2 Using pages 56-59, create a four-window foldable of Paleolithic inventions. Use textual evidence that characterizes the nomadic hunter-gatherer societies of the Paleolithic Age (their use of tools and fire, basic hunting weapons, beads and other jewelry). Summarize their creation and uses. Reference for four-window foldable: RH.6-8.3, WHST.6-8.26.3 As a Neolithic farmer, write a letter to your Paleolithic friend and to try and convince them to switch over to an agricultural lifestyle and explain the importance of the discovery of metallurgy and agriculture. Literacy WHST.6-8.1; RH.6-8.66.3 Create a chart comparing and contrasting life as an early human hunter-gatherer and farmer. Reference for compare/contrast chart: Literacy RH.6-8.7, WHST 6-8.2Check for Understanding6.4 Map Focus and Critical Thinking questions p. 52-53. Literacy RH.6-8.7 6.5 Create a cause/effect graphic organizer that links settlement to food surplus, food surplus to specialization and population growth, and population growth to the development of cities that can be used to evaluate the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter. Use the link below… Reference for graphic organizer: RH.6-8.7; WHST.6-8.26.5 Create a T-chart or Venn diagram to compare Neolithic and Paleolithic Ages. Summarize the impact of agriculture related to settlement, population growth and the emergence of civilization. Reference for Venn Diagram: RH.6-8.5,7, WHST.6-8.26.6 Using textbook p.58 Identify and explain the importance of the characteristics of civilizations, then write a story of an incident that could have promoted the development of language. Literacy RH.6-8.2, WHST.6-8.26.6 Using pages 68-69, create a word web of ‘civilization’ with each of the four branches detailing a different aspect of civilization (cities and government, religion, social structure, writing and art). Reference of word web: RH.6-8.2, WHST.6-8.26.6 Write a short story from the perspective of a hunter-gatherer or early farmer. a. Define the components of culture. b. Compare how cultures differ in their use of similar environments and resources. Reference: Textbook, Ch. 3 Lessons 1 and 2. Literacy RH.6-8.2, WHST.6-8.26.6 Many historians consider the Neolithic Age to be the beginning of civilization. Students will write a short essay describing what they think a group of people needs to be considered a civilization. Reference: textbook, p. 68-69.Literacy WHST.6.16.6 Textbook: Civilizations Emerge (68-69), Life in the Neolithic Age (65-67): Cities and Government. Students will create a two-column organizer, and fill in the details between the Paleolithic and Neolithic Ages. Students will consider topics such as patterns of migration, influence of geography and agriculture, economic development, and evidence from archaeology. Literacy RH.6-8.8Check for understanding…Lesson Review Questions: pages 61,69Chapter 3 Activities: page 70 Informative/explanatory writing, analyzing information, making judgments, geography activities, and comparing and contrastingAssessments: Multiple choice pages 71,72; Analyzing documents, making connections, identifying, short response, (narrative) extended response page 72Prehistoric Village PeoplePrehistoric Sample Test(copy the link below and paste into your browser) MesopotamiaWeeks: 4-5Textbook: McGraw-Hill Discovering Our Past: A History of the World (1040L)TN State recommended Primary Documents and Supporting Readings:Anchor Text - Excerpts from the Epic of Gilgamesh (1090L) books/eog/eog.pdfThe Code of Hammurabi in the textbook p.Digital collections of the ancient Mesopotamian plow, wheel, sailboat, cuneiform tablets, and the stylus. State Social Studies Standards Weeks 1-Essential Questions and VocabularySuggested Activities and Resources6.8 On a historical map, locate and describe the Tigris and Euphrates Rivers, Zagros and Caucuses Mountains, Persian Gulf, Caspian and Black Sea, Dead Sea and Sea of Galilee and explain why the region is referred to as the Fertile Crescent. 6.9 Summarize Sumer, Babylon, and Assyria as successive civilizations and empires and explain the development of city-states, identify Kish, Akkad, Ur, and Nineveh, and the significance of Sargon and Hammurabi.6.10 Trace the development of agricultural techniques that permitted economic surplus and the emergence of cities as centers of culture and power.6.11 Explain the significance of polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations. 6.12 Explain the effects of how irrigation, metal-smithing, slavery, the domestication of animals, and inventions such as the wheel, the sail, and the plow on the growth of Mesopotamian civilizations. 6.13 Analyze the important achievements of Mesopotamian civilization, including its system of writing (and its importance in record keeping and tax collection), literature (Epic of Gilgamesh), monumental architecture (the ziggurat), and art (large relief sculpture, mosaics, and cylinder seals). 6.14 Write an informative piece explaining the significant contributions of Mesopotamian leaders, including Hammurabi and Sargon, and explain the basic principle of justice in Hammurabi’s Code (“an eye for an eye”). The Agricultural Revolution allowed Permanent settlements.Sumerians laid the foundation for future civilizations.Hammurabi Code influenced the development of early legal codes.6.8 How does geography influence the way people live?6.9 Why does conflict develop?6.9 Why did formal governments become necessary in early civilizations? 6.10 How does a food surplus lead to the development of economic systems in river civilizations? 6.11 How does religion impact the lives of people?6.12 Where and how did most Sumerians live? Why would it be helpful to the people to have laws written down? 6.13 What are the most important achievements or inventions of man?6.13 What defines a civilization’s legacy?6.14 What does Hammurabi’s Code reveal about Babylonian society?Content Vocabulary (Tier 3): Silt, city-state, cuneiform, irrigation, polytheism, scribe, surplus, ziggurat, epic, empire, caravan, tribute, province, astronomerAcademic Vocabulary (Tier2): parallel, consist, code, military, slingshot, region, complexSee pg. 5 for vocabulary InstructionsSample Assessment Pg. 72 Have students complete this assessment after Week 4 to check for understanding.Textbook Reference: Chapter 4- Mesopotamia Pages 73-96Primary Supporting Text/Items: Photographs (Critical Thinking Questions) - Textbook pages 73,73,80,81,82, 83, 93 Literacy RH.6-8.1Anchor Text - Primary Source: Textbook p.84, 85 Epic of Gilgamesh excerpt - Complete DBQ’s /Apply What You Have Learn about civilizations to this Epic. Evaluate the approach of the author. What can you tell about the author? Think? Literacy RH.6-8.1; WHST.6-8.2 Geography Connection (Location and Critical Thinking Questions) - Textbook pages 74,75,78,89,90 Literacy RH.6-8.1Suggested Activities:6.8/6.9 Identify and label the Mesopotamian and civilization on a blank outline map and label its cities and bodies of water. In an essay, describe the Tigris and Euphrates Rivers, Zagros and Caucuses Mountains, Persian Gulf, Caspian and Black Sea, Dead Sea and Sea of Galilee and explain why the region is referred to as the Fertile Crescent. Reference: Textbook p. 74-75, 78. Literacy RH.6-8.76.8: #1 p. 94: Expository Essay on the geography of Ancient Mesopotamia. Literacy WHST.6-8.76.9 p.79 Compare and contrast a Sumerian city to a modern city. Summarize Sumer, Babylon, and Assyria as successive civilizations and empires and explain the development of city-states, identify Kish, Akkad, Ur, and Nineveh, and the significance of Sargon and Hammurabi Reference for compare/contrast chart: Literacy RH.6-8.5; WHST.6-8.26.9 p.79-80 Use a graphic organizer to rank Sumerian classes and social groups. Reference of a possible hierarchy: RH.6-8.5; WHST.6-8.26.9: #2 p. 94: Create a documentary script on contributions of Sumerians. Literacy WHST.6.7; WHST.6-8.26.10 Read 77-79. Create a cause/effect chart linking agricultural techniques, food and economic surplus, and the development of cities. Trace the development of agricultural techniques that permitted economic surplus and the emergence of cities as centers of culture and power. Reference for graphic organizer: RH.6-8.7, WHST.6-8.26.11 Read 79-80. Summarize and explain the significance of polytheism (the belief that there are many gods) as the religious belief of the people in Mesopotamian civilizations. Literacy RH.6-8.2, WHST.6-8.16.12/6.13 Write a short essay examining which of the Sumerian inventions was ultimately the most important. Give reasons and facts to support conclusions. Then, explain the effects of how irrigation, metal-smithing, slavery, the domestication of animals, and inventions such as the wheel, the sail, and the plow contributed to the growth of Mesopotamian civilizations. TDQReference: Textbook, Ch. 4 Lesson 1. Literacy WHST.6-8.1,26.13 Write a summary that points out the important achievements of Mesopotamian civilization, including its system of writing (and its importance in record keeping and tax collection), literature (Epic of Gilgamesh), monumental architecture (the ziggurat), and art (large relief sculpture, mosaics, and cylinder seals). Pp. 80-4Literacy WHST.6-8.2,1.E6.14 Read, analyze and discuss Anchor Text - “The Code of Hammurabi.” to determine if individual laws and consequences are fair, unfair, cruel, or necessary. Students should debate their opinions of individual laws. Reference: Code of Hammurabi. WHST.6-8.16.14 Compare and contrast a state of Tennessee law with one from “The Code of Hammurabi.” Reference: Code of Hammurabi : Laws of Tennessee: Literacy WHST.6-8.1, 26.14 In groups develop rules and consequences that would be fair for the classroom or to replace some of Hammurabi’s laws. Reference: Code of Hammurabi Literacy SL.6-8.16.14 Organize a class debate in the question: Which word, fair or cruel, better describes Hammurabi’s Code? Assign small groups one of the points of view, making sure to have an equal number of groups supporting each side. Literacy WHST.6-8.7Lesson Review Questions: pages 83,93Chapter 4 Activities: page 94 Informative/explanatory creating a communications product, IdentifyingAssessments: Multiple choice page 95; Analyzing documents, drawing conclusions, explaining, short response, (informative/explanatory) extended response page 95,96Mesopotamia Map & LessonsCuneiform Hammurabi’s CodeAncient EgyptWeeks: 6-9Textbook (Anchor Text): McGraw-Hill Discovering Our Past: A History of the World (1040L)TN State recommended Primary Documents and Supporting Readings:Digital collections of Egyptian Pyramids, including the Pyramids and Sphinx at Giza collections of the Pyramid Texts on the wall of the burial chamber of the Pyramid of Teti, Saqqara collections of documents written on papyri for all of the above: Egyptian Picture Gallery- State Social Studies Standards Weeks 1-Essential Questions and VocabularySuggested Activities and Resources 6.15 On a historical map locate the Mediterranean and Red Seas, the Nile River and Delta, and the areas of ancient Nubia and Egypt. Identify the locations of ancient Upper and Lower Egypt and explain what the terms mean. On a modern map, identify the modern countries of Egypt and the Sudan. 6.16 Investigate the kinds of evidence used by archaeologists and historians to draw conclusions about the social and economic characteristics of Ancient Nubia (the Kingdom of Kush) and their relationship to the social and economic characteristics of Ancient Egypt. 6.17 Develop a visual representation of the structure of Egyptian society including the role of the pharaoh as god/king, the concept of dynasties, the importance of at least one Egyptian ruler, the relationship of pharaohs to peasants, and the role of slaves in ancient Egypt.6.18 Site evidence from informational texts to explain the polytheistic religion of ancient Egypt with respect to beliefs about death, the afterlife, mummification, and the roles of different deities. 6.19 Summarize important achievements of Egyptian civilization, including: the agricultural and irrigation systems the invention of a calendar, main features of the monumental architecture and art, such as the Pyramids and Sphinx at Giza evolution of writing- hieroglyphics the invention of papyrus.6.20 Identify the Old, Middle, and New Kingdom time periods and evaluate the significance of the following: Menes Khufu Hyksos invasionAhmose King Tut Queen HatshepsutRamses the Great6.21 Identify the location of the Kush civilization and describe its political, commercial, and cultural relationship with Egypt 6.22 Compare and contrast the religious, social, and political structures in Mesopotamia and Egypt. 6.15/6.16 How did the geography of Egypt influence its culture? The Nile River was an important factor in survival.Egyptian pharaohs were important to the Egyptian people.Egyptian beliefs govern the way of life.Egyptians made many contributions to the world.6.16 What is the relationship between Nubia (Kush) and Ancient Egypt? 6.17 What was the role of the pharaoh and his place in Egyptian society?6.18 What religious beliefs did the Egyptians hold? 6.19 How did the Egyptians incorporate their written language with their religious practices? 6.19 What are important achievements of Egyptian civilization?6.20 What is the significance of Old, Middle, and New Kingdom time periods and their leaders?6.21 What led to the rise and decline of Nubia?6.22 What are the similarities and differences between Ancient Mesopotamia and Ancient Egypt?CONTENT VOCABULARY (Tier 3): Cataract, delta, shadoof, papyrus, hieroglyphics, dynasty, theocracy, textile, embalming, pharaoh, pyramid, bureaucrat, incense, envoy, savannas, metallurgy.ACADEMIC VOCABULARY (Tier 2): Unique, isolate, unify, distribute, crucial, reside, labor, construct, manual, obtain, acquire, authority, decline, rely, challenge.See pg. 5 for Vocabulary InstructionsSample Assessment Pg. 95 Have students complete this assessment after Week 6 to check for understanding.Anchor - Textbook Reference: Chapter 5-Ancient Egypt and Kush Pages 97-136SUGGESTED ACTIVITIES: 6.15 On a blank outline map Egypt Maps: Identify and label the Egyptian and Kush civilizations; trace trade routes used between the civilizations. Reference: Textbook, p. 99, 101, 106,124,131. Literacy RH.6-8.76.15 Use a graphic organizer or a model to compare and contrast the Nile River in Egypt to the Tigris and Euphrates in Mesopotamia. Reference: Textbook Ch. 4 Lesson 1 and Ch. 3 Lesson 1. Literacy RH.6-8.76.16 Using the images from Lesson 4 of Chapter 5, create a chart citing evidence of Egypt’s cultural influence on Nubia and Nubia’s cultural influence on Egypt.Reference: Evidence chart in this link… the kinds of evidence used by archaeologists and historians to draw conclusions about the social and economic characteristics of Ancient Nubia (the Kingdom of Kush) and their relationship to the social and economic characteristics of Ancient Egypt. Pp.97-136 Literacy RH.6-8.7,16.17 Create a visual depicting life of different social groups under the rules of pharaohs. Reference in textbook p.116.Literacy RH.6-8.7; WHST.6-8.26.17 Use as Primary Source a photograph and biography about Pharaoh Hatshepsut and/or Ramses II. Compare the two leaders. Reference: WHST.6-8.1,26.18 Embalming and Mummification - Describe the process of embalming and mummification and the significance of each step. Reference: Textbook p. 110-115. Literacy RH.6-8.2; WHST.6-8.2TBQ… What evidence can you gleam from informational texts to explain the polytheistic religion of ancient Egypt with respect to beliefs about death, the afterlife, mummification, and the roles of different deities. Use as a Reference: Textbook p. 110-115. Literacy WHST.6-8.16.19 Create a foldable, brochure, or poster to summarize important achievements of Egyptian civilization. Textbook Chapter 5 Literacy RH.6-8.2; WHST.6-8.2Summarize important achievements of Egyptian civilization, including: the agricultural and irrigation systems the invention of a calendar, main features of the monumental architecture and art, such as the Pyramids and Sphinx at Giza evolution of writing- hieroglyphics the invention of papyrus. Literacy WHST.6-8.1,26.20 Describe strengths and weaknesses of leaders during the Old, Middle, and New Kingdom in Egypt. Literacy RH.6-8.2; WHST.6-8.1Reference: : Menes p. 107Khufu p. 115Ahmose p. 121-122.Hyksos invasion, King Tut, Queen Hatshepsut, and Ramses the Great Ch. 4 Lesson 3. 6.20 #2 p. 134: Create a presentation on key events from the Old, Middle, and New Kingdoms. Summarize the achievements of the Egyptian civilization as a whole. References: same as activity above. Literacy WHST.6-8.26.21 Create a map detailing the locations of major Egyptian and Kushite cities along the Nile River. Include the major items traded in the map key for each civilization. Reference: Textbook, p. 99, 101, 106,124,131. Literacy RH.6-8.76.21 #11 p. 136: Create a journal entry of your visit to Meroe and what Egyptian culture you find there. Literacy WHST.6.46.22 Write an informative essay comparing and contrasting Egyptian and Mesopotamian societies at their heights. Reference: Textbook Ch. 3 and Ch. 4.Literacy WHST.6-8.2Textbook Reference Pg. 73-93 and Pg. 100-115 Literacy WHST.6.1Textbook Reference Lesson Review Questions: pages 107,119,127,133,Chapter 5 Activities: page 134 Informative/explanatory; Giving a Presentation; Understanding Pros and ConsCheck for UnderstandingDBQ ASSESSMENTS: Multiple choice page 135-136; Analyzing documents, drawing conclusions, inferring, short response, (narrative) extended response. Literacy RH.6-8.1,2; WHST.6-8.2ADDITIONAL RESOURCESEgypt MapsEgyptian Art-Teacher should preview and select pictures for students to view. Characteristics of Egyptian Art About Hieroglyphics Social Studies Practice Tests Atlas: Primary documents, Short Passages, Photos, Timelines of Congress: Lesson Plans, Photos, Primary Documents Archives: Lesson Plans, Photos, Primary Documents, Analysis Worksheets Digital Learning (Username: Shelby/ Password: County): Resource Packs (Username: Shelby/ Password: County Works: Social Studies Reading Passages Studies Text Book Resources (800) 437-3715 GUIDE TO WRITING A DBQ Based Questions and Constructed Response Questions Gilder Lehrman Institute of American History: The Gilder Lehrman Collection (Primary Documents): Released Test Questions (All Content Areas) History Project: Lesson and Primary Documents Practice Tests: Released and Sample Test Items: Released Test Questions (All Content Areas) Databases for All?Schools:?Britannica Online and Britannica ImageQuestTo Log on to Britannica School:Go to: ? – shelbyPassword – county?To Log on to ImageQuestGo to: quest.Username – shelbyPassword - county?World Almanac OnlineWorld Almanac Online (for middle and high schools) World Almanac for Kids: ?Includes Unlimited Usage; Onsite and Remote AccessThe World Almanac Online?(for middle and high)Go to:? Credentials:?for middle and highUsername: shelbycty-2nd?Password: digital?Additional References for Social Studies Curricula: and short film clips - Olduvai Gorge - & Mary Leakey - primary source documents and additional texts to consider as prescribed by the state - Lascaux Meadows - - 1Sulawesi Cave - Gallery at the Smithsonian Institute –Collections: Ancient Egyptian Art- Egyptian Picture Gallery- Egyptian Maps (time periods)- to Support Vocabulary Instruction & Development (Supplemental Resources, click Vocabulary Quadrant)These sites can be used to enhance your lesson plans!Ever Fi (Economics, financial Literacy & African American History)loginLiteracy Design Collaborative- Curricular Library Read Works (Informational Passages/Articles including Paired Texts) (Informational topics) school. Username: shelby Password: countyTo Log on to ImageQuestGo to: quest. Username – shelby Password - countyThe World Almanac Online?(for middle and high) Credentials:?for middle and highUsername: shelbycty-2nd?Password: digital?Engage New York The Core Tube (Uses your SCS Log-in)McGraw Hill: (for SCS teachers only- call 1 (800) 437-3715 for Log-in) ................
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