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Microsoft word - wmshunt gr6 2.25.05 final.doc

SOCIAL STUDIES - 6
I. SOCIOLOGY
GOAL: Explain how regions differ in human characteristics such as
education, language, religion, ethnic background, and political system.

UNIT ASSESSMENT: Create a collage that demonstrates understanding of
the different elements of culture.


Learner Objective:
A. Explain why and how cultures are studied.
Standards: (G: 2.1; 4.3) (SS-6) (CF: 2.E.2, 4) (LS 1,4)

Instructional Method: 1. Direct Instruction -elements of culture 2. Vocabulary instruction -culture 3. Class discussion -personal cultures -diverse cultures -Shoe Box archaeology activity Student Activities: 1. Graphic Organizers -T chart 2. Culture collage 3. Textbook exercises 4. Daily Geography 5. http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst071.html CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
I. SOCIOLOGY

GOAL: Explain how regions differ in human characteristics such as
education, language, religion, ethnic background, and political system.

UNIT ASSESSMENT: Create a collage that demonstrates understanding of
the different elements of culture.


Learner Objective:
B. Interpret the causes and effects of migration, barriers to movement and how
people overcome these barriers.
Standards: (G: 2.1, 4.3) (SS-6) (CF: 2.E.2, 4) (LS-1, 4)

1. Completion of graphic organizer -cause/effect chart Instructional Method: 1. Direct Instruction -cause/effect of migration -barriers to mobility 3. Class discussion -human accomplishments Student Activities: 1. Graphic Organizers 2. Daily Geography 3. Make card system. http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst181.html 3. www.socialstudiesforkids.com/


CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
II. MESOPOTAMIA

GOAL: Understand how geography and culture influenced the development
of civilization in early Mesopotamia.

UNIT ASSESSMENT: Create a personal timeline.

Learner Objective:
A. Examine how the Tigris and Euphrates Rivers influenced the development of
civilization in Mesopotamia.
Standards: (G: 1.10, 3.5) (SS-2, 5, 6) (CF: 3.E.1, 4)

Assessment(s) for the Objective: 1. Diagram of flooding cycle 2. Post test Instructional Method: 1. Direct Instruction -irrigation -surplus -specialization of labor -silt 3. Class discussion -prerequisites for development of civilization -How did region get its name? Student Activities: 1. Map of Region 2. Graphic Organizers 3. Diagram of flooding cycle CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
MESOPOTAMIA
GOAL: Understand how geography and culture influenced the development
of civilization in early Mesopotamia.

UNIT ASSESSMENT: Create a personal timeline.

Learner Objective:
B. Examine the culture of Mesopotamia, including Hammurabi’s Code and
polytheism.
Standards: (G: 9) (SS-2, 7) (CA: 4) (CF: 3.E1, 4) (LS 1, 4)

1. Writing activity about Hammurabi’s code and the role of law in society. Instructional Method: 1. Direct Instruction -Reading timelines -early religions -polytheism -city-state -cuneiform 3. Class discussion -role of law Student Activities: 1. Writing activity about Hammurabi’s code and the role of law in society. 2. Create a personal timeline. 3. Daily Geography 4. http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst151.html CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
III. EGYPT

GOAL: Understand how geography and culture influenced the development
of early civilization in Egypt.

UNIT ASSESSMENT: Complete a final project which involves creating an
artifact or writing an essay, in addition to a post assessment with multiple
choice and constructed response items. A scoring guide which includes
accuracy of information about geography, culture, and influence of Egypt
and writing skills will be used to evaluate student performance.


Learner Objective:
A. Examine impact the Nile had on the development of civilization in Egypt.
Standards: (G: 1.3, 3.2) (SS-5, 7) (CA: 4) (CF: 3.E 1, 4)

1. Create a T-chart showing the advantages of settling in a river valley. Instructional Method: 1. Direction Instruction -location of Egypt and the Nile -impact of the Nile 1. Create a T-chart showing the advantages of settling in a river valley. 1. Textbook 2. Atlas 3. Maps 4. www.socialstudiesforkids.com/ CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
III. EGYPT

GOAL: Understand how geography and culture influenced the development
of early civilization in Egypt.

UNIT ASSESSMENT: Complete a final project which involves creating an
artifact or writing an essay, in addition to a post assessment with multiple
choice and constructed response items. A scoring guide which includes
accuracy of information about geography, culture, and influence of Egypt
and writing skills will be used to evaluate student performance.


Learner Objective:
B. Compare the civilizations of Egypt and Nubia.
Standards: (G: 1.3, 1.9) (SS-2, 7) (CF: 3.C.3.4; 3.E.1.4) (LS-4)

Instructional Method: 1. Direct instruction -development of civilization of Egypt -development of civilization of Nubia -pharaoh -dynasty -hieroglyphics -afterlife -compare/contrast civilizations of Egypt and Nubia Student Activities: 1. Create a Venn diagram comparing Egyptian and Nubian civilizations. 2. Cooperative learning activity 3. Textbook activities 4. Daily geography activities Resources: 1. Textbook 2. Atlas 3. www.socialstudiesforkids.com/ & www.factmonster.com/us.html CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
III. EGYPT

GOAL: Understand how geography and culture influenced the development
of early civilization in Egypt.

UNIT ASSESSMENT: Complete a final project which involves creating an
artifact or writing an essay, in addition to a post assessment with multiple
choice and constructed response items. A scoring guide which includes
accuracy of information about geography, culture, and influence of Egypt
and writing skills will be used to evaluate student performance.


Learner Objective:
C. Examine the cultural elements of early Egyptian civilization, to include
pyramids, hieroglyphics, and pharaohs.
Standards: (G: 1.9, 2.4) (SS-2, 7) (CF: 3.C.3, 4; 3.E.1, 4) (LS-4)

1. Reading comprehension passage on Rosetta Stone. -pyramids -hieroglyphics -pharaohs -papyrus Student Activities: 1. Mummify an apple project. 2. Hieroglyphics decoding activity. 3. Reading comprehension passage on Rosetta Stone. 4. www.socialstudiesforkids.com/ & www.factmonster.com/us.html Resources: -Touring Egypt -Egypt’s Golden Empire -Mummies: The Ultimate Guide CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
IV. INDIA

GOAL: Understand how geography and religion influenced the development
of civilization in early India.

UNIT ASSESSMENT: Complete a diagram that compares and contrasts
major religions of India. A scoring guide including accuracy of information
regarding geography, religion, and the influence of early Indian civilization
on later civilizations.


Learner Objective:
A. Investigate the impact of geography on the culture and civilization that developed
in ancient India.
Standards: (G: 1.9) (SS-5,7) (CF: 3.E1, 4)

Instructional Method: 1. Direct Instruction 3. Class discussion -similarities with Asia and Africa 1. Map activity 2. Graphic organizer -cause/effect chart CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
IV. INDIA

GOAL: Understand how geography and religion influenced the development
of civilization in early India.

UNIT ASSESSMENT: Complete a diagram that compares and contrasts
major religions of India. A scoring guide including accuracy of information
regarding geography, religion, and the influence of early Indian civilization
on later civilizations.


Learner Objective:
B. Compare and contrast Hinduism and Buddhism.
Standards: (G 1.5, 1.9) (SS 6, 7) (CF: 3.C.3, 4) (LS-4)

Assessment(s) for the Objective: 1. Venn diagram Instructional Method: 1. Direct instruction 2. Vocabulary instruction 3. Class discussion Student Activities: 2. Venn diagram 3. Web quest 4. Daily geography 5. Textbook activities CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
GOAL: Understand the achievements of China under the ancient dynasties.
UNIT ASSESSMENT: Design and create a project or write a report which
demonstrates understanding of the contributions of ancient Chinese
civilization to future civilizations.


Learner Objective:
A. Explain the effect of geographical features on ancient China to include natural
borders, fertile valleys, and the Silk Road.
Standards: (G 1.3; 3.5; 4.1) (SS-5, 7) (CF: 3.E1, 4)

Assessment(s) for the Objective: 1. Travelogue of Silk Road or Day in the life of a worker on the Great Wall 2. Cooperative learning activity to invent an item or process that solves a Instructional Method: 1. Direct instruction -location of China -natural and human-made borders -development of Silk Road 2. Vocabulary instruction -species -basin 2. Class discussion Student Activities: 1. Map activity 2. Travelogue of Silk Road or Day in the Life of a Worker on the Great Wall 1. Textbook 2. Atlas 3. www.kn.pacbell.com/wired/China/chinahunt.html 4. Video Landmarks of Civilization CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
GOAL: Understand the achievements of China under the ancient dynasties.
UNIT ASSESSMENT: Design and create a project or write a report which
demonstrates understanding of the contributions of ancient Chinese
civilization to future civilizations. A scoring guide, including accuracy of
information regarding economics, geography, and the attributes of early
Chinese dynasties and writing skills will be used to evaluate student
performance.


Learner Objective:
B. Describe specific contributions of the ancient Chinese civilization, including
Confucius, Taoism, and the Great Wall.
Standards: (G:1.5; 1.9, 2.4) (SS 6, 7) (CF: 3.C.3, 4) (LS 1, 4)

1. Cooperative learning activity to invent an item or process that solves a Instructional Method: 1. Direct instruction Student Activities: 1. Graphic organizer on Confucianism and Taoism 2. Cooperative learning activity 1. Textbook 2. Atlas 3. Primary document CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
V. GREECE AND ROME

GOAL: Analyze the early origins of democracy, comparing and contrasting
the characteristics of Greek and Roman cultures and thought.

UNIT ASSESSMENT: Students will create a myth which reflects
understanding of the impact of mythology on the daily life of Greeks or
Romans. A scoring guide will include accuracy of information about
mythology, impact of mythology on daily life, and writing skills. Students
will also evaluate the influence of democracy on the life of a man or woman
by creating a daily diary. A scoring guide will include accuracy of
information about geography, democracy, and culture of ancient Greece and
Rome and writing skills.


Learner Objective:
A. Describe democracy in early Greece to include Athens and Sparta.
(G: 1.9; 4.3) (SS 3, 6) (CF: 4.B.4) (LS-4)

Assessment(s) for the Objective: 1. Create a Greek myth. 2. Differentiate the daily lives of Athens and Sparta by writing a journal entry describing the life of a woman in either society. Instructional Method: 1. Direct instruction 2. Vocabulary instruction -peninsula -democracy -polis -myth -philosophy 3. Class discussion 4. Show videos: Seven Wonders of the Ancient World Ancient Greece: Ancient Civilizations 2. Persuasive essay on Greek city-states 3. Maps and atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
1. Textbook 2. Internet 3. Library 4. Video -Seven Wonders of the Ancient World -Ancient Greece: Ancient Civilizations CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
VI. GREECE AND ROME

GOAL: Analyze the early origins of democracy, comparing and contrasting
the characteristics of Greek and Roman cultures and thought.

UNIT ASSESSMENT: Students will create a myth which reflects
understanding of the impact of mythology on the daily life of Greeks or
Romans. A scoring guide will include accuracy of information about
mythology, impact of mythology on daily life, and writing skills. Students
will also evaluate the influence of democracy on the life of a man or woman
by creating a daily diary. A scoring guide will include accuracy of
information about geography, democracy, and culture of ancient Greece and
Rome and writing skills.

Learner Objective:
B. Describe the Roman republic.
Standards: (G: 1.9; 4.3) (SS-2, 3) (CF: 4.B.4) (LS-3)

1. Direct instruction 2. Vocabulary -republic -senate -consul -patrician -aqueduct 3. Class discussion 4. Show video: Ancient Rome and discuss characteristics of the republics Student Activities: 1. Graphic Organizer http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst181.html CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
VI. GREECE AND ROME

GOAL: Analyze the early origins of democracy, comparing and contrasting
the characteristics of Greek and Roman cultures and thought.

UNIT ASSESSMENT: Students will create a myth which reflects
understanding of the impact of mythology on the daily life of Greeks or
Romans. A scoring guide will include accuracy of information about
mythology, impact of mythology on daily life, and writing skills. Students
will also evaluate the influence of democracy on the life of a man or woman
by creating a daily diary. A scoring guide will include accuracy of
information about geography, democracy, and culture of ancient Greece and
Rome and writing skills.


Learner Objective:
C. Compare and contrast Greek civilization and the Roman Empire regarding
origins of democracy, rule of law, and governmental structures.
Standards: (G: 1.6, 1.9; 2.7) (SS-1, 3) (CF: 4.B.4) (LS-4)

Assessment(s) for the Objective: 1. Write a essay comparing and contrasting Greece and Rome regarding origins of democracy, rule of law, and governmental structures. Instructional Method: 1. Direct instruction 2. Vocabulary: rule of law 3. Class discussion 1. Graphic Organizer 2. Write comparison/contrast paragraphs 1. Textbook 2. Internet http://www.socialstudiesforkids.com/ 3. Library 4. Maps and Atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
VI. GREECE AND ROME

GOAL: Analyze the early origins of democracy, comparing and contrasting
the characteristics of Greek and Roman cultures and thought.

UNIT ASSESSMENT: Students will create a myth which reflects
understanding of the impact of mythology on the daily life of Greeks or
Romans. A scoring guide will include accuracy of information about
mythology, impact of mythology on daily life, and writing skills. Students
will also evaluate the influence of democracy on the life of a man or woman
by creating a daily diary. A scoring guide will include accuracy of
information about geography, democracy, and culture of ancient Greece and
Rome and writing skills.


Learner Objective:
D. Analyze the factors that contributed to the decline of Greek and Roman
civilizations.
Standards: (G 1.9; 3.1, 3.5) (SS-2, 6) (CF: 4.B.4)

Assessment(s) for the Objective: 1. Test Instructional Method: 1. Direct instruction 2. Vocabulary instruction 3. Class discussion 1. Textbook 2. Internet 3. Library 4. Maps and atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
VII. THE AMERICAS

GOAL: Understand how geography and culture influence the development
and longevity of civilizations.

UNIT ASSESSMENT: Work cooperatively to create a portfolio which
demonstrates knowledge of early American civilizations and compares it
with Mesopotamia. A scoring guide will include accuracy of geography,
cultural elements, influence on daily life, reasons for longevity, comparison
with Mesopotamia, and writing skills.


Learner Objective:
A. Describe the geographical factors that contributed to ancient American
civilizations, including Beringia, glaciers, Mesoamerica.
Standards: (G: 1.10; 3.5) (SS-5, 7) (CF: 3.E.1,4; 4.B.4)

Assessment(s) for the Objective: 1. Create a map. Instructional Method: 1. Direct instruction 2. Vocabulary instruction 1. Create a map of Ancient America, including Beringia, glaciers, and 3. Internet http://www.mrdowling.com/711mexico.html CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
VII. THE AMERICAS

GOAL: Understand how geography and culture influence the development
and longevity of civilizations.

UNIT ASSESSMENT: Work cooperatively to create a portfolio which
demonstrates knowledge of early American civilizations and compares it
with Mesopotamia. A scoring guide will include accuracy of geography,
cultural elements, influence on daily life, reasons for longevity, comparison
with Mesopotamia, and writing skills.


Learner Objective:
B. Compare the Mayan, Aztec, and Incan cultures regarding religion, art,
occupations, and architecture.
Standards: (G: 1.5, 1.9; 2.4) (SS-6) (CF: 3.C.3, 4) (LS 1, 4, 6)

Assessment(s) for the Objective: 1. Graphic Organizer Instructional Method: 1. Direct instruction: Mayan, Aztec and Incan cultures 2. Vocabulary instruction 3. Class discussion 1. Complete graphic organizer comparing the religion, art, occupations and architecture of Mayans, Aztecs, and Incan cultures. 2. Web quest http://www.learner.org/exhibits/collapse 1. Textbook 2. Library 3. Internet 4. Maps and Atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
VII. THE AMERICAS

GOAL: Understand how geography and culture influence the development
and longevity of civilizations.

UNIT ASSESSMENT: Work cooperatively to create a portfolio which
demonstrates knowledge of early American civilizations and compares it
with Mesopotamia. A scoring guide will include accuracy of geography,
cultural elements, influence on daily life, reasons for longevity, comparison
with Mesopotamia, and writing skills.


Learner Objective:
C. Analyze the factors that contributed to the decline of early American
civilizations.
Standards: (G: 1.9; 3.1; 3.5) (SS-2) (CF: 4.B.4) (LS-4)

Instructional Method: 1. Direct instruction 2. Class discussion 2. Web quest http://www.learner.org/exhibits/collapse 1. Textbook 2. Library 3. Internet 4. Maps and Atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
VIII. EUROPE IN THE MIDDLE AGES

GOAL: Analyze the effects of geography, feudalism, and religion on
European civilizations during the Middle Ages.

UNIT ASSESSMENT: Students will write an essay in which they will defend
their thoughts on why a particular element of culture has the most impact on
Europe and the Middle Ages. A scoring guide including accuracy of
information about geography, feudalism, and religion in Europe in the
Middle Ages and writing skills will be used to evaluate student performance.


Learner Objective:
A. Describe feudalism in Medieval Europe.
Standards: (G: 1.5. 1.9) (SS-1, 4) (CA: 4) (CF: 4.B.4)

1. Create a Power Point or poster presentation on trades. Instructional Method: 1. Direct instruction 2. Vocabulary instruction -feudalism -middle class -serf -guild -monarchy Research vocational trades of the Middle Ages Resources: 1. Reference books 2. Textbook 3. Library 4. Internet 5. Maps and Atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
VIII. EUROPE IN THE MIDDLE AGES

GOAL: Analyze the effects of geography, feudalism, and religion on
European civilizations during the Middle Ages.

UNIT ASSESSMENT: Students will write an essay in which they will defend
their thoughts on why a particular element of culture has the most impact on
Europe and the Middle Ages. A scoring guide including accuracy of
information about geography, feudalism, and religion in Europe in the
Middle Ages and writing skills will be used to evaluate student performance.


Learner Objective:
B. Analyze the impact of religion in Medieval Europe, including the Crusades, and
the Christian Church.
Standards: (G 1.5; 3.5; 4.3) (SS-2, 6) (CF: 3.C.3, 4) (LS-4)

Instructional Method: 1. Direct instruction 2. Vocabulary instruction: Crusades 3. Class instruction Student Activities: 1. Create stained-glass 2. Graphic organizers 1. Textbook 2. Library 3. Internet 4. Maps and atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
VIII. EUROPE IN THE MIDDLE AGES

GOAL: Analyze the effects of geography, feudalism, and religion on
European civilizations during the Middle Ages.

UNIT ASSESSMENT: Students will write an essay in which they will defend
their thoughts on why a particular element of culture has the most impact on
Europe and the Middle Ages. A scoring guide including accuracy of
information about geography, feudalism, and religion in Europe in the
Middle Ages and writing skills will be used to evaluate student performance.


Learner Objective:
C. Identify major kingdoms and leaders in Medieval Europe, including
Charlemagne, Mongols, and Martin Luther, and their effect on European
civilization.
Standards: (G: 1.5; 4.3) (SS-3) (CF: 4.B.4) (LS-6)

Instructional Method: 1. Direct instruction 2. Vocabulary instruction: Middle Ages 3. Class discussion Student Activities: 1. Graphic organizer 2. Create a web on Inspiration. 1. Textbook 2. Library 3. Inspiration 4. Maps and atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
VII. EUROPE IN THE MIDDLE AGES

GOAL: Analyze the effects of geography, feudalism, and religion on
European civilizations during the Middle Ages.

UNIT ASSESSMENT: Students will write an essay in which they will defend
their thoughts on why a particular element of culture has the most impact on
Europe and the Middle Ages. A scoring guide including accuracy of
information about geography, feudalism, and religion in Europe in the
Middle Ages and writing skills will be used to evaluate student performance.


Learner Objective:
D. Analyze the factors that contributed to changes in European societies.
Standards: (G: 1.9; 3.1; 3.5) (SS-2) (CF: 4.B.4)

Instructional Method: 1. Direct instruction: Effects of trade, geography, and awareness of other 2. Vocabulary instruction: Renaissance 3. Class discussion Student Activities: 1. Graphic organizers 2. Write paragraphs to explain changes. 1. Textbook 2. Library 3. Internet 4. Maps and atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
IX. AFRICA

GOAL: Identify the impact of geography on the economic development of
Africa.

UNIT ASSESSMENT: Construct a project that demonstrates knowledge of
Trans-Saharan trade routes. A scoring guide including accuracy of
information about geography, Trans-Saharan trade routes, and economics of
ancient Africa will be used to evaluate student performance.


Learner Objective:
A. Explain how West Africa’s ancient geography including natural resources,
climatic changes, Sahara desert, savannas, rivers, and mountains shaped the lives of
its people.
Standards: (G: 1.1; 3.4) (SS-5, 7) (CF: 3.E.1,4)

Instructional Method: 1. Direct instruction 2. Vocabulary instruction -savanna -extinction -kinship -monopoly -sahel 1. Textbook 2. Library 3. Internet 4. Maps and atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
IX. AFRICA

GOAL: Identify the impact of geography on the economic development of
Africa.

UNIT ASSESSMENT: Construct a project that demonstrates knowledge of
Trans-Saharan trade routes. A scoring guide including accuracy of
information about geography, Trans-Saharan trade routes, and economics of
ancient Africa will be used to evaluate student performance.


Learner Objective:
B. Compare and contrast the different cultural groups of ancient Africa, including
Nok, Bantu, Ghana, and Mali.
Standards: (G: 1.3,9) (SS-6) (CF: 3.C.3, 4) (LS-4, 6)

Assessment(s) for the Objective: 1. Create a diorama. Instructional Method: 1. Direct instruction 2. Vocabulary instruction 3. Class discussion 4. Video Student Activities: 1. Create timeline. 2. Create graphic organizer. 3. Web quest www.42explore2.com/africa.htm Resources: 1. Textbook 2. Library 3. Internet 4. Maps and atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
XI. AFRICA

GOAL: Identify the impact of geography on the economic development of
Africa.

UNIT ASSESSMENT: Construct a project that demonstrates knowledge of
Trans-Saharan trade routes. A scoring guide including accuracy of
information about geography, Trans-Saharan trade routes, and economics of
ancient Africa will be used to evaluate student performance.


Learner Objective:
C. Describe the difficulties faced by traders on the Trans-Saharan trade route.
Standards: (G: 3.2, 3.3, 1.9) (SS-4, 5) (CF: 3.E.1, 4)

Assessment(s) for the Objective: 1. Complete web quest Instructional Method: 1. Direct instruction 2. Vocabulary instruction 3. Class discussion 1. Complete web quest activities. Resources: 1. www.42explore2.com/africa.htm 2. Textbook 3. Library 4. Maps and atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
IX. AFRICA

GOAL: Identify the impact of geography on the economic development of
Africa.

UNIT ASSESSMENT: Construct a project that demonstrates knowledge of
Trans-Saharan trade routes. A scoring guide including accuracy of
information about geography, Trans-Saharan trade routes, and economics of
ancient Africa will be used to evaluate student performance.


Learner Objective:
D. Analyze the factors that contributed to the decline of early ancient African
civilizations.
Standards: (G: 1.9; 3.1; 3.5 ) (SS-2) (CF: 4.B.4)

Assessment(s) for the Objective: 1. Constructed response test Instructional Method: 1. Direct instruction 2. Vocabulary instruction 3. Class discussion Student Activities: 1. Graphic Organizers 2. Review web quest http://www.learner.org/exhibits/collapse/ Resources: 1. Textbook 2. Library 3. Internet 4. Maps and atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
GOAL: Analyze the effects of geography, feudalism and art on the
development of ancient Japan.

UNIT ASSESSMENT: Students will work cooperatively to create a portfolio
which demonstrates knowledge of Japanese civilization and compares it to
civilization in Medieval Europe. A scoring guide, including accuracy of
information about the geography, cultural elements, reasons for longevity of
Japanese civilization, comparison of Medieval Europe and Japan, and
writing skills will be used to evaluate student performance.


Learner Objective:
A. Examine how the location of Japan affected the development of its civilization.
Standards: (G: 1.6; 1.9; 3.6) (SS-5) (CF: 3.E.1,4)

Instructional Method: 1.Direct instruction 2.Vocabulary instruction 3. Class discussion Student Activities: 1. Create a map. 2. Comprehension game. 1. Textbook 2. Library 3. Internet 4. Video CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
GOAL: Analyze the effects of geography, feudalism and art on the
development of ancient Japan.

UNIT ASSESSMENT: Students will work cooperatively to create a portfolio
which demonstrates knowledge of Japanese civilization and compares it to
civilization in Medieval Europe. A scoring guide, including accuracy of
information about the geography, cultural elements, reasons for longevity of
Japanese civilization, comparison of Medieval Europe and Japan, and
writing skills will be used to evaluate student performance.


Learner Objective:
B. Identify roles/positions an individual may assume in the Japanese feudal society,
to include the rise of warlords.
Standards: (G: 1.6; 1.9; 3.2) (SS-3,4) (CF: 4.B.4))

1. Produced researched-based essay on Japanese feudal society. Instructional Method: 1. Direct instruction: Rise of warlords 2. Vocabulary instruction 3. Class discussion Student Activities: 1. Graphic organizers 2. Geo-Trip http://ofcn.org/cyber.serv/academy/ace/soc/cecsst/cecsst114.html 1. Textbook 2. Library 3. Reference materials 4. Internet 5. Maps and atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05 SOCIAL STUDIES - 6
GOAL: Analyze the effects of geography, feudalism and art on the
development of ancient Japan.

UNIT ASSESSMENT: Students will work cooperatively to create a portfolio
which demonstrates knowledge of Japanese civilization and compares it to
civilization in Medieval Europe. A scoring guide, including accuracy of
information about the geography, cultural elements, reasons for longevity of
Japanese civilization, comparison of Medieval Europe and Japan, and
writing skills will be used to evaluate student performance.

Learner Objective:
C. Describe characteristics and features commonly found in Japanese art.
Standards: (G: 1.9; 2.4) (SS-6) (CF: 3.B.3, 4) (LS-4)

Assessment(s) for the Objective: 1. Create a Japanese drawing. Instructional Method: 1. Direct instruction 2. Vocabulary instruction 3. Class discussion Student Activities: 1. Create a Japanese drawing. 1. Textbook 2. Library 3. Internet 4. Maps and Atlases CA=Show-Me Standards: Communication Arts CF=MO Curriculum Frameworks LS=Local Standards 5/05

Source: http://www.csd4.k12.mo.us/documents/curriculum/Social%20Studies/6th%20Grade/WmsHunt%20Gr6%202.25.05%20final.pdf

Capitulo 497.qxd

ÚLCERA GASTRODUODENAL. ASPECTOS GENERALES, ETIOPATOGENIA, CLÍNICA, DIAGNÓSTICO Y TRATAMIENTO MÉDICO. RODOLFO E. CORTI AMADO ESCOBAR* Jefe de la Sección Clínica Esófago-estómago MUHANNAD SAREM* RAFAEL AMÉNDOLA *Médicos Clínicos de la Sección Clínica Esófago-estómago. Médico Clínico de la Sección Clínica Esófago-estó-Hospital de Gastroenterología Dr. Bonorino U

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