REVISED 10/5/13 Ms. Wells -­‐ History Lesson Plans – 6th Grade Week: October 7-­‐11, 2013 1. Common Core Learning Standards Addressed: CC.6-8.R.H.1. Cite the textual evidence to support analysis of primary and secondary sources.
CC.6-8.R.H.2. Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
CC.6-8.R.H.4. Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
CC.6-8.R.H.5. Describe how a text presents information.
CC.6-8.R.H.7. Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information
in print and digital texts.
2. Illinois State Standards Addressed: 17.C.3a Explain how human activity is affected by geographic factors. 6.A.3c Identify the differences between historical fact and interpretation.
16.A.1c Describe how people in different times and places viewed the world in different ways. 2. Learning Targets: (What will students know & be able to do as a result of this lesson?) *describe the processes of how the first civilizations on Earth developed and how historians have learned to study these early civilizations *describe how Paleolithic people adapted to their environment *describe the impact farming had on the development of human civilizations *compare and contrast Paleolithic and Neolithic people Essential Questions: (What will students know & be able to do as a result of this lesson?) *How did geography influence where
humans settled?
*How did human civilization begin?
*How is information gathered about
the past?
2a. I can statements: *I can learn the processes of how the first civilizations on Earth developed and how historians have learned to study these early civilizations. *I can describe how Paleolithic people adapted to their environment. *I can describe the impact farming had on the development of human civilizations. *I can compare and contrast Paleolithic and Neolithic people. REVISED 10/5/13 2. Learning Targets: (What will students know & be able to do as a result of this lesson?) *describe the processes of how the first civilizations on Earth developed and how historians have learned to study these early civilizations *describe how Paleolithic people adapted to their environment *describe the impact farming had on the development of human civilizations *compare and contrast Paleolithic and Neolithic people *describe and illustrate the six parts of a civilization *explain why Mesopotamia is called the “cradle of civilization” Essential Questions: (What will students know & be able to do as a result of this lesson?) *How did geography influence where
humans settled?
2a. I can statements: *I can learn the processes of how the first civilizations on Earth developed and how historians have learned to study these early civilizations. *I can describe how Paleolithic *How did human civilization begin? people adapted to their environment. *How is information gathered about
*I can describe the impact the past?
farming had on the development of human civilizations. *I can compare and contrast Paleolithic and Neolithic people. *I can describe the six things that make up a civilization. *I can create a graphic display illustrating the six parts of a civilization. *I can explain why Mesopotamia is called the “cradle of civilization.” 3. Formative Assessment Criteria for Success: (List examples in box below) Summative Assessment for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?) Monday-­Friday Comments: Monday-­Friday Comments: Formative (Ideas:) Summative (Suggestions:) ❏ Thumbs up/down ❏ End of Unit Test ❏ Exit ticket ❏ Extended Response ❏ Zero to five ❏ End of Unit Project ❏ Anecdotal notes ❏ Tech project ❏ Teacher observation ❏ Oral/visual presentation ❏
Checklist ❏ Other: Vocabulary Quiz ❏ Oral summary REVISED 10/5/13 Gradual Release: Focus Lesson (I do) Guided Instruction (We do) Collaborative (We do together) Finish Chapter 1:1 Early Humans Begin Chapter 1:2 Mesopotamian Civilization I will discuss the I will introduce difference the Mesopotamian between Paleolithic civilization through times and Neolithic a PPP. We will discuss the six times. things that make up a civilization. We will write Students will notes comparing make posters Paleolithic and demonstrating the Neolithic people. six things that make up a civilization. Chapter 1:2 Mesopotamian Civilization Chapter 1:2 Mesopotamian Civilization I will discuss the location of Sumer in Mesopotamia referring to the map on p. 17. Review Mesopotamian Civilization We will wrap up Mesopotamian Civilization 1:2 Students Read and discuss 1:2 (P. 16-­‐23) –importance of river valleys –rise of Sumer –city-­‐
states –Gods & Rulers –life in Sumer –importance of writing –literature –Sargon & Hammurabi Map Activity: Early Farming Students work on Chapter 1:2 study guide as partners. Students partners will finish Chapter 1:2 study guide. Independent Comparing Exit Pass: What (You do) Paleolithic and are the six things Neolithic People that make up a sheet (use notes) civilization? 5. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?) Day 1 Day 2 Day 3 Day 4 Journey Across Time Journey Across Time Journey Across Time Journey Across Time textbook, Comparing textbook, poster, exit textbook, Map textbook, 1:2 Study Paleolithic and pass Activity: Early Guide Chapter 1:2 Mesopotamian Civilization Chapter 1 Vocabulary Quiz (10-­‐18) Day 5 Journey Across Time textbook, 1:2 Study Guide, Vocabulary Quiz (10-­‐18) REVISED 10/5/13 Day 1 Day 2 Day 3 Day 4 Day 5 Journey Across Time Journey Across Time Journey Across Time Journey Across Time Journey Across Time textbook, Comparing textbook, poster, exit textbook, Map textbook, 1:2 Study textbook, 1:2 Study Guide, Paleolithic and pass Activity: Early Guide Vocabulary Quiz (10-­‐18) Neolithic People sheet Farming sheet Family Connection (How will you communicate with and extend into the home?) Place phone calls home for grades and behavior. Students will write down what they accomplished in class in their planner. Teacher Reflection: New seating charts will effect partners. Conference with students with possible low first quarter grades.