Trousdale County Schools Focused Lesson Plan 2015­16 Teacher:​
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Chelsea Rittenberry
Unit Name: Human Origins
Unit #: 1
Unit Length: 2 weeks
Week: 2
Week _​
_1__​
_ of __​
_2__​
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Subject:​​
6th grade social studies
Tennessee State Standard(s) to be taught:
● 6.1 Identify sites in Africa where archaeologists and historians have found evidence of the
origins of modern human beings and describe what the archaeologists found.
● 6.2 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, including: ● the presence of geographic boundaries and political institutions ● an economy that produces food surpluses ● a concentration of population in distinct area or cities ● the existence of social classes ● developed systems of religion, learning, art, and architecture ● a system of record keeping ● technology I Can Statements :
1. I can identify sites on a map where archaeologists and historians have found evidence of
modern human remains. I can describe what the archaeologists and historians found.
2. I can write about the life of a hunter-gatherer including how they lived, their tools, fire,
weapons, and jewelry.
3. I can explain how the use of metal tools and agriculture changed the way nomads lived.
4. I can explain how changes in the weather gave rise to the domestication of plant and animals.
5. I can explain how agriculture affected population growth and the emergence of cities in the
Neolithic Era.
1 Accommodations for students, both regular and special populations :
I will be making a hard copy of all texts.
I will be including a video about what the students are going to learn.
I will be using a map to give the students a visual of standard 6.1.
I will be allowing the students to participate in class and group talks BEFORE I require them to
write.
● I will be accommodating student writing as indicated by their IEP.
● I will be accommodating student writing as determined by me.
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Unit Vocabulary:
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history ­ written and other recorded events of people prehistory ­ time before writing was invented archaeologist ­ a scientist who examines objects to learn about the human pastoral anthropologist­ a person who studies the relationships between cultures historian­ a person who studies or writes history geologist­ a person who studies the Earth and the history and processes that shaped it Paleolithic Age ­ a period of time during which hominids made lasting tools and weapons mainly from stone; the earliest known period of prehistoric culture Neolithic Age­ a period of time when agriculture and domestication arrived nomad ­ a person who has no settled home fertile ­ rich in the substances plants need to grow well; describes soil and land domesticate ­ to adapt wild plants or tame wild animals and to breed them for human use hunter­gatherer ­ humans who live off the land by hunting, fishing, and gathering wild fruits, nuts and vegetables for food. surplus ­ more than is needed civilization ­ a society with cities, a central government, job specialization, and social classes social class ­ a group of people with similar backgrounds, incomes, and ways of living 2 Daily Agenda
Monday:
1.
2.
3.
4.
Job Characteristics
Standard 6.1
Standard 6.2
Writing Activity
a. Could possibly be homework or
completed on
Wednesday/Thursday depending
on how far we get today.
Resources, Technology, Formative and/or Summative
Assessments, Assignments, and a Daily Activity for citing text
based evidence in conversations and/or writing
1. PowerPoint on job characteristics 2. Reading from CK12 that I copied into a Google Doc (6.1) 3. Blank map of Africa 4. Video from Flocabulary https://www.flocabulary.com/hunter­gatherers/ 5. Reading from CK12 that I copied into a Google Doc (6.2) 6. Artifact Analysis Worksheet from Nation Archives http://www.archives.gov/education/lessons/works
heets/artifact_analysis_worksheet.pdf 7. Writing activity: Using evidence from your CK12 reading and the Artifact Analysis sheet, describe the characteristics of hunter­gatherer societies (how they lived, their use of tools, fire, weapons, and beads). Technology: online textbook, video Formative Assessment: map, group talks, Artifact worksheet, writing based on reading and worksheet. Assignments: Shading Africa map, completing the Artifact worksheet for 6 stone age artifacts, writing explaining the life of a hunter­gatherer (students will use textual evidence, from the CK12, in this writing) Tuesday
Same as Monday
Wednesday
1.
2.
3.
4.
Standard 6.3
Writing Activity
Standards 6.4 and 6.5
Writing Activity
Same as Monday
1. Reading from CK12 that I copied into a
Google Doc (6.3)
2. Group talk about how metallurgy and
agriculture changed hunter-gather societies
and the differences between the Paleolithic
and Neolithic Eras.
3. Quick Write: How did the emergence of
metal tools and agriculture help change the
life of a hunter-gatherer nomad?
4. Reading from CK12 that I copied into a
Google Doc (6.4 and 6.5)
3 5. Group talk about how the end of the Ice Age
led to the domestication of plants and
animals.
6. Class talk about how agriculture affected
population growth and the emergence of
cities in the Neolithic era.
7. Writing: How did agriculture affect
population growth and the emergence of
cities in the Neolithic era.
Technology: online textbook
Formative Assessment: Quick write, writing for
6.4-6.5
Thursday
Same as Wednesday
Friday
1. Finish up any work from
Monday-Thursday.
2. Begin 6.6
a. Requirements for civilization
b. Foldable
Assignments: Writing about how the emergence of
metal tools and agriculture helped change the life
of a hunter-gatherer nomad and writing about how
agriculture affected population growth and the
emergence of cities in the Neolithic era. Both
writings require students to cite evidence from their
CK12 readings.
Same as Wednesday
1. Finish any assignment that was not
completed Monday-Thursday.
2. Reading from CK12 that I copied into a
Google Doc (6.6 part one-requirements for
civilization).
3. Flip foldable for the requirements of
civilization.
Technology: online textbook
Formative Assessment: Foldable
Assignments: After reading about the requirements
of civilization, the student will summarize each
requirement in a flip foldable.
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