Mr.



Mr. Stearns: Social Studies Grade 6 Teaching Historical ThinkingTransferable Thinking SkillsCause & Effect? What were the causes of past events?? What were the effects?? Who or what made change happen?? Who supported change?? Who did not support change?? Which effects were intended?? Which effects were accidental?? How did events affect people’s lives, community, and the world?Change & Continuity? What has changed? ? What has remained the same?? Who has benefited from this change?? And why?? Who has not benefited?? And why?Turning Points? How did past decisions or actions affect future choices?? How did decisions or actions narrow or eliminate choices for people?? How did decisions or actions significantly transform people’s lives?Using the Past? How does the past help us make sense of the present?? How is the past similar to the present?? How is the past different from the present?? What can we learn from the past?Through Their Eyes? How did people in the past view their world?? How did their worldview affect their choices and actions?? What values, skills and forms of knowledge did people need to succeed?Chapters in TCI History Alive: Ancient WorldMP1Unit 1 - Early Humans and the Rise of Civilization Compelling Question: Was the development of agriculture good for humans?This sixth-grade annotated inquiry?provides students with an opportunity to investigate the role of agriculture in the growth of complex societies. Students will examine sources related to the development of agriculture, the emergence of ancient writing in Mesopotamia, and the rise of social inequalities as they construct an argument in response to the compelling question “Was the development of agriculture good for humans?” This question takes advantage of students’ intuitive understanding that the development of agriculture was essential and advantageous for humans, and then offers them a chance to explore some of the intended and unintended consequences of agriculture. This inquiry focuses on Mesopotamia and represents just a slice of what students should learn about the development of agriculture and the establishment of human civilization, so additional inquiries may be needed to fully represent the key idea.Textbook Resources:Chapter 1: Investigating the Past… Chapter 3: From Hunters and Gatherers to Farmers...Chapter 4: The Rise of Sumerian City-States Chapter 5: Was Ancient Sumer a Civilization? MP2 Unit 2 - Ancient Egypt and the Near East Compelling Question: What does social structure reveal about a community?Textbook Resources:Chapter 7: Geography and the Early Settlement of Egypt Chapter 9: Daily Life in Ancient Egypt Chapter 11: The Ancient Hebrews and the Origins of Judaism Chapter 12: The Struggle to Preserve Judaism Unit 3 - Ancient India Unit 3 - Ancient IndiaCompelling Question: How did religion impact social structure in ancient India?Textbook Resources:Chapter 13: Geography and the Early Settlement of India Chapter 15: Learning About Hindu Beliefs Chapter 16: The Story of Buddhism MP3Unit 4 - Ancient ChinaUnit 6 - Ancient Rome Compelling Question: Did the Chinese and Romans know each other?In this inquiry, students examine the extent to which the Chinese and Romans had knowledge of and interacted with one another. Knowledge of one another accumulated over time, and a long history of interaction was part of the process that led to the establishment of regular trade and cultural relations along the Silk Road. This inquiry is about the historical antecedent to the Silk Road. The compelling question asks, “Did Chinese and Romans know each other?” Although this is a yes/no question, the complexity lies in between those poles. Students will likely find themselves answering “maybe” and needing to explain why.Textbook Resources:China… Chapter 19: Geography and the Early Settlement of China Chapter 21: Three Chinese Philosophies Chapter 24: The Silk Road RomeChapter 32: Geography and the Early Development of Rome Chapter 33: The Rise of the Roman Republic Chapter 34: From Republic to Empire Chapter 36: The Origins and Spread of Christianity MP4Unit 5 - Ancient Greece Compelling Question: How do different groups in a civilization struggle to share ideas about their community? (??)Why was Democracy abandoned by Greece?Textbook Resources:Chapter 25: Geography and the Settlement of Greece Chapter 26: The Rise of Democracy Chapter 31: The Legacy of Ancient Greece World ReligionsCompelling Question: Does Religious Freedom Exist?This inquiry focuses on the concept of religious freedom driven by the compelling question “Does religious freedom exist?” The question establishes the importance of religious freedom and tolerance as a way for students to learn about world religions. In learning more about the compelling question, students identify the major beliefs of world religions and begin to recognize similarities and differences. Through the examination of sources about the practices and geographic distribution of world religions, students develop a comparative understanding of major religions. They extend their emerging understanding by investigating how the concept of religious freedom has emerged over time and examining the current status of religious freedom around the world.Textbook Resources:ReligionChapters Judaism11 and 12 (Ancient History)Christianity36 and 37 (Ancient History)Islam45 and 46 (See online Textbook)Hinduism15Buddhism16Confucianism21Taoism21Dear Families,We, The Berkshire Family, look forward to working with you with the single purpose of sharing what learning is all about during the “Middle School” years.As an educator for over 33 years and a father of two grown adult children...I get the difference in “mind-set” between elementary school and middle school. We need to point students in similar directions as elementary school with one KEY difference… In elementary school it is the teacher that leads. In middle school this flips slowly in sixth grade. The student needs to embrace their learning, own their choices, and acknowledge the truth about the consequences of their choices.Middle school is a “Dress Rehearsal” for life. It is the ONE and only time where we will teach curriculum and what it means to learn and own one’s learning.The curriculum is not the hard part. It is getting students to OWN their decision and learning. Once a student has this under control and is willing to take ownership of their learning… AMAZING THINGS HAPPEN.I look forward to working with you this year and sharing curriculum and life skills with your child.My goal is to help your child be all that he or she strives to be… Should you find the need to have a family conference with me before school, I will have an electronic sign up posted on our class page (Berkshire’s website)... These are family meetings to support your child… 7:45 AM-8:05AM. Best Regards,2276475219075Jim Stearns ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download