World History 6th grade
October 2016
Monday
October 24, 2016
EQ:
How did India’s achievement
impact the development of
civilization?
Benchmarks:
SS.6.W.1.6, SS.6.W.2.3,
SS.6.W.2.4
Unit EQ:
How does India’s rich history
and culture affect the world
today?
Bellringer:
What do you think India’s
major achievements might
have been?
Learning Goal:
You will understand that
India’s advanced civilizations
included complex cultural
systems based on religious
beliefs developed along fertile
rivers valleys (Ganges, Indus).
Measureable objective:
You will be able to analyze the
impact of Aryan migration into
India and the impact of India’s
people on the arts and
sciences.
HOTQ:
How did religion influence
ancient Indian art?
Tuesday
October 25, 2016
EQ:
What is the topic of this DBQ?
India/Asoka DBQ
Wednesday
October 26, 2016
EQ:
What are the key points of
these documents?
Thursday/Friday
October 27/28, 2016
EQ:
What are the key points of
these documents?
Benchmarks:
Benchmarks:
SS.6.W.1.6, SS.6.W.2.3,
SS.6.W.1.6, SS.6.W.2.3,
SS.6.W.2.4
SS.6.W.2.4
Unit EQ:
Asoka: Ruthless Conqueror or Enlightened Ruler?
Benchmarks:
SS.6.W.1.6, SS.6.W.2.3,
SS.6.W.2.4
Bellringer:
How would you describe an
enlightened ruler?
Bellringer:
What changes do you think
Asoka adopting Buddhism
caused for his people?
Learning Goal:
You will understand how to
utilize primary source
documents to answer a
question.
Bellringer:
Would fighting a war
automatically make you a
ruthless conqueror or could
you still be an enlightened
ruler?
Learning Goal:
You will understand how to
utilize primary source
documents to answer a
question.
Measureable objective:
You will be able to identify the
topic of the DBQ.
Measureable objective:
You will be able to explain the
key points of the documents.
Measureable objective:
You will be able to explain the
key points of the documents.
HOTQ:
HOTQ:
HOTQ:
How did Asoka’s ideas change
after finding enlightenment?
Learning Goal:
You will understand how to
utilize primary source
documents to answer a
question.
Notes
Tutoring available upon
request.
Accommodations:
Available in a separate
file
Notes:
-Academic Assistance is
available after school
on Thursdays until 5pm
with signed permission
slip.
-India Unit Test Nov 1st
Standards:
SS.6.W.1.6: Describe
how history transmits
culture and heritage
and provides models of
human character.
SS.6.W.2.3: Identify the
characteristics of
civilization.
SS.6.W.2.4: Compare
the economic, political,
social, and religious
institutions of ancient
river civilizations.
World History 6th grade
October 2016
Why do you think the concept
of zero was so important?

Agenda:
India’s Key
Achievements
What caused Asoka’s edicts to
become a focus of study in the
past 150 years?
Do you think Asoka was an
enlightened ruler or a ruthless
conqueror?
Agenda:
 DBQ Hook &
Background Essay
Why might so many Kalingans
have died of battle-related
causes?
How did conquering Kalinga
help the economy of Asoka’s
empire?
Agenda:
 Finish Background
Essay Questions
 Understanding the
Question
 Analyze Doc A
What does the map tell you
about Asoka’s level of
commitment to his laws?
Reflection/Exit survey:
Based on the evidence so far,
do you still have the same
opinion of Asoka or has it
changed? Why or why not?
Reflection/Exit survey:
Do you believe Asoka was an
enlightened ruler or a ruthless
conqueror? Has your opinion
changed? Explain.



Agenda:
Analyze Docs B-D
Bucketing & Thesis
Outline
Investigative Activity(homework):
Reflection/Exit survey:
What were India’s major
achievements?
Reflection/Exit survey:
Do you think that Asoka was a
ruthless conqueror or an
enlightened ruler?
Vocabulary:
Alloys, caste system, inoculation, meditation, metallurgy, monsoons, nirvana, reincarnation, subcontinent
Resources and Links:
http://www.nhd.org
http://worldhistorymatters.org/
http://worldhistoryforusall.sdsu.edu/
Writing
Writing activities that help
students understand the
content
Inquiry
Questioning strategies
that help students
understand the content
Writing-to-Learn
• summaries • lab reports
• letters • journals
Higher level questioning
in classes
Collaboration
Working together with a
partner or in a group of
students to understand, to
problem solve, or to
complete a task/project
~Think Pair Share
~Refining Cornell notes
with a partner
~Sharing ideas with a
Organization
Organization strategies that help
students succeed in academic &
social situations
Reading
Any strategies in reading
that help students
understand the content
~Binder
~Organizational Tools
~Use of Calendar/Planners
~Thinking Maps
Reading to Learn
Before reading activities
• vocabulary activities
• accessing prior knowledge
World History 6th grade
October 2016
• developed answers to
questions
Process writing
• rough draft
• peer editing and revising
• final copy
• using a rubric as evaluation
On-demand/Timed writing
• writing that is completed in
class within a set amount of time
• grade is evaluated using a
rubric
Cornell Notes
• taking notes on the most
important information on the
right
• writing higher level questions
about the notes on the left
• summarizing
• using the notes to study
Reflective writing
• students write about what
they have learned and what they
still don’t understand
• Costa’s Level 1: Students find
the answers right there in the
text.
• Costa’s Level 2: Students
must figure out the answer
from information in the text.
• Costa’s Level 3: Students
apply what they have
learned or use what they
have learned to evaluate or
create.
Higher level questioning
in tutorials in AVID
elective classes
Socratic seminar
Philosophical chairs
Fishbowl discussions
partner or in a group
~Jigsaw
~Carousel/Gallery Walk
~Problem solving in groups
~Projects in groups
~Project Planning
~DBQ Document Sheets
~Vocabulary Word Maps
~Common Board
~Teach Time Management
• previewing text features
• making predictions
During reading activities
• marking the text
• annotating the text
• reciprocal reading
• Cornell notes
• graphic organizers
After reading strategies
• summarizing
• Socratic seminar
• Philosophical chairs
• writing
• group projects
India Learning Scale
4 – In addition to 3, you will be able to go beyond what was taught with in-depth inferences and applications, such as comparing the development of India to
other civilizations (ancient & modern).
3 – In addition to 2, you will be able to analyze the impact of India’s people on the arts and sciences and the political & cultural achievements of the Mauryan &
Gupta empires.
2 – In addition to 1, you will be able to explain the basic tenets of Hinduism and Buddhism.
1 – You will be able to identify characteristics of India’s geography & culture including the influence of Aryan migration.
DBQ Learning Scale
4 – In addition to 3, you will be able to go beyond what was taught with in-depth inferences and applications, such as integrating additional documents into your
argument beyond the DBQ documents.
3 – In addition to 2, you will be able to synthesize the information from the documents into a coherent argument answering the DBQ question.
2 – In addition to 1, you will be able to explain the key points of the documents.
1 – You will be able to identify the topic of the DBQ.