6th Grade Humanities Per. 5 (Keiller Leadership Academy)

Due: 06/15/2018

Mon, 21 May 2018 09:05:38 PDT

Make a Copy and Rename It (Your Name - Ancient Civilization Project)

Google Slides and Notes Due June 15

Presentations: June 18- June 21

Name:_______________________________________

Your assignment:

The museum has a new area for an ancient civilization exhibit. You are a student archaeologist that is an expert on ancient civilizations. You have been asked to pick your favorite ancient civilization and create an exhibit. Your exhibit will include two parts:, research notes on your civilization, and a Google Slides slide show presentation based on your research.

Choices: Ancient Egypt, Ancient China, Ancient India, Ancient Africa, Ancient Rome, Ancient Greece, Mayan Civilization, Aztec Civilization, Inca Civilization.

I have chosen the ___________________________ civilization for to do my research on.

Role	Audience	Format	Topic

You may work with a partner of your choosing or work independently

Sources of information might include your Social Studies textbook, an encyclopedia, books from the library and the internet. http://www.Mrdonn.org is a great website to start with! Also http://www.seaford.k12.ny.us/Page/1395. You will have class time to work on your power point. Most of the research (finding information and taking notes) will also be done in class but may need to be done at home as well.wPlease ask questions early and often. There should be no stress or confusion at the last minute. I have read the research project guidelines and I understand the requirements and due dates.

Each part has specific requirements.

Research Notes - Add notes into the document below: You must come to class with notes to use to create your power point slides. Use the graphic organizer and questions below to collect information about each of the cultural aspects for your civilization. You must also have proper works cited page in your power point stating where you got all your information for your notes Your notes will be checked. (Books, websites, encyclopedias, etc) (50 Points)

Google Slides Slide Show To receive an "A" grade, your power point must include the following slides: All Slides must be in your own words!

A title slide which includes the name of the civilization, your name, and an appropriate, colorful graphic
A timeline of the Ancient Civilization’s most important events, minimum of 5 events.
A map of the world showing the location of the civilization you have researched.
A slide on each of the 7 Themes of history for your civilization
A slide for the important people.
A slide about the interesting features in the cicilization.
A works cited slide.
A 10 question quiz at the end.(100 points)

Take notes under each topic

5 Important Events-

Notes

Geography and Environment -Find a map of your Ancient Civilization- How did the people adapt to their land, climate (what type of climate), and natural resources?

Geography and Environment Notes: Quoted/Copied Text	Paraphrased in my own words

Economic System - What were the jobs, slavery, trade and money?

Economic System Notes: Quoted/Copied Text	Paraphrased in my own words

Technology - Inventions, tools, weapons, things we use today from the culture.

Notes:

Technology - Notes: Quoted/Copied Text	Paraphrased in my own words

Religion and Belief System - What were the religious beliefs and practices, birth and death rituals, myths, values?

Religion and Belief System -Notes: Quoted/Copied Text	Paraphrased in my own words

Government and Leadership - Political System - Who ruled, what type of government, how were they chosen, laws, how were conflicts resolved?

Government and Leadership Notes: Quoted/Copied Text	Paraphrased in my own words

Daily Life - What did a normal person do in their life? What kind of food did they eatWhat were the roles of men, women, and children? Describe family life and the people in it?

Daily Life - Notes: Quoted/Copied Text	Paraphrased in my own words

Culture Are there any traditions or customs for this group? Describe the art, literature, architecture, leisure activities, and other items considered valuable and beautiful by the culture. Writing style: Name of it and method; was it letters, numbers, symbols, pictures?

Culture Notes: Quoted/Copied Text	Paraphrased in my own words

Important people-Identify the roles and contributions of famous leaders in the civilization you chose.

Important people Notes: Quoted/Copied Text	Paraphrased in my own words

An interesting or unique feature of this civilization (for example Greek mythology, Egyptian Pyramids or the Great Wall of China)

An interesting or unique feature of this civilization Notes: Quoted/Copied Text	Paraphrased in my own words

Works Cited slide- You must use at least 5 different resources and three different styles of literature (internet site, text book, magazine etc.) Each slide must include enough written information to explain the cultural aspect in the civilization you researched. You may choose outline (bullets) or paragraph form for your writing.

Your presentation should have a uniform appearance - in other words the style (background, font, and layout) of the slides should all be similar.,

All Google Slides must have a 10 question quiz at the end

Works Cited Slide

Plagiarism:

Remember that it is illegal to use an author’s words without giving them the proper credit (works cited).Works Cited:

1.___________________________________________________________________

_____________________________________________________________________

2.___________________________________________________________________

_____________________________________________________________________

3.___________________________________________________________________

____________________________________________________________________

4.___________________________________________________________________

____________________________________________________________________

5.___________________________________________________________________

____________________________________________________________________

Due: 06/15/2018

Mon, 21 May 2018 09:04:59 PDT

Ancient Civilizations Project

Due: 05/18/2018

Thu, 17 May 2018 08:52:22 PDT

Practice Performance Task

Due: 05/11/2018

Fri, 04 May 2018 15:23:43 PDT

Instructional Guide

Lesson at a Glance

VOCABULARY ACTIVITIES

READ: THE ESCAPE

Students reread the Solo passage and answer questions to help focus their understanding. (10 min.)

SHARE: THE LISTS OF PARTS OF PLAN

Students work together to compare their lists of the parts of Odysseus's escape plan and to put the parts in the correct order. (10 min.)

DISCUSS: ORDERING THE LIST

Students discuss the order of their lists to come to agreement on the order. (5 min.)

SELECT TEXT: CLUES FOR POLYPHEMUS

Students select text to show the clues Polyphemus had that something was abnormal. (10 min.)

TEACHER ONLY: DISCUSS CONCLUSION

Students discuss the passage's conclusion to express their views on whether this tale has a hero and whether Odysseus deserved to escape. (10 min.)

SOLO

Students read and annotate, and then answer multiple choice questions to focus their understanding. (15 min.)

Due: 05/10/2018

Fri, 04 May 2018 15:22:58 PDT

Instructional Guide

Lesson at a Glance

VOCABULARY ACTIVITIES

READ: THE CYCLOPS

Students reread text from the Solo and answer questions about it. (15 min.)

WRITE: FORESHADOWING

Students respond to a Writing Prompt to describe how Odysseus used a detail to foreshadow what came later in his story. (12 min.)

CORE

WRITING PROMPT:

Pick one of the details you highlighted and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what kind of character the Cyclops is and how he will react to finding strangers in his cave.

EMERGING

WRITING PROMPT:

2) How does this quote help you predict what happens later in the story? What is the connection between this quote and later events?

3) Use these sentence starters to help you with your writing.

The quote _____ shows that the Cyclops is _____.
The quote _____ shows that Odysseus and his men are in _____.
The quote _____ helped me predict _____ because _____.

BRIDGING

WRITING PROMPT:

Pick one of the details you highlighted and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what kind of character the Cyclops has and how he will react to finding strangers in his cave.

Use these sentence starters to help you with your writing:

I noticed that the detail I picked shows...
The detail I picked from this passage shows...
I think that the detail I picked shows…

ADVANCED LEARNERS

WRITING PROMPT:

Select four instances of foreshadowing in this story. Two instances should foreshadow what the Cyclops does later in the story, and two should foreshadow what Odysseus will do. Make sure to explain how each detail hints at what kind of characters both the Cyclops and Odysseus have and what they will do later in the story.

SHARE: WRITING

Students give their classmates feedback about a specific place in their writing that made an impact on them. (10 min.)

WRITING PROMPT:

Original Writing Prompt

Pick one of the details you highlighted in blue and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what is going to happen when the Cyclops actually appears.

WRAP-UP: POLL

Students respond to a poll to demonstrate their views on the text. (3 min.)

SOLO

Students read and annotate, and then answer multiple choice questions to focus their understanding of the character traits of Odysseus and the Cyclops. (25 min.)

Due: 05/08/2018

Fri, 04 May 2018 15:21:26 PDT

Instructional Guide

Lesson at a Glance

VOCABULARY ACTIVITIES

READ: THE CYCLOPS

Students reread text from the Solo and answer questions about it. (15 min.)

WRITE: FORESHADOWING

Students respond to a Writing Prompt to describe how Odysseus used a detail to foreshadow what came later in his story. (12 min.)

CORE

WRITING PROMPT:

EMERGING

WRITING PROMPT:

2) How does this quote help you predict what happens later in the story? What is the connection between this quote and later events?

3) Use these sentence starters to help you with your writing.

The quote _____ shows that the Cyclops is _____.
The quote _____ shows that Odysseus and his men are in _____.
The quote _____ helped me predict _____ because _____.

BRIDGING

WRITING PROMPT:

Pick one of the details you highlighted and describe how Odysseus used it to foreshadow what came later in his story. Make sure to explain how this detail helps Odysseus hint at what kind of character the Cyclops has and how he will react to finding strangers in his cave.

Use these sentence starters to help you with your writing:

I noticed that the detail I picked shows...
The detail I picked from this passage shows...
I think that the detail I picked shows…

ADVANCED LEARNERS

WRITING PROMPT:

SHARE: WRITING

Students give their classmates feedback about a specific place in their writing that made an impact on them. (10 min.)

WRITING PROMPT:

Original Writing Prompt

WRAP-UP: POLL

Students respond to a poll to demonstrate their views on the text. (3 min.)

SOLO

Students read and annotate, and then answer multiple choice questions to focus their understanding of the character traits of Odysseus and the Cyclops. (25 min.)

Due: 05/07/2018

Fri, 04 May 2018 15:20:35 PDT

Lesson at a Glance

VOCABULARY ACTIVITIES

PRESENT: ODYSSEY

Students learn some background about the *Odyssey* to prepare for close reading and discussion of an excerpt from this text. (5 min.)

READ: CHARACTERS AND THEIR ACTIONS

Students reread an excerpt from the Solo and one additional paragraph, and answer questions to help them understand the characters in the text. (10 min.)

DISCUSS: CHARACTERS AND THEIR ACTIONS

Students discuss their answers to the questions from the previous activity to show their understanding of the characters and their actions in the text. (5 min.)

SELECT TEXT: EVIDENCE ABOUT CAVE OWNER

Students reread the passage, highlight evidence of what the cave owner is like, and discuss their answers. (15 min.)

WRAP-UP: PREDICTIONS

Students consider the way Odysseus describes the scene to make predictions about how the cave owner might react to Odysseus and his men. (5 min.)

SOLO

Students read and annotate. Then, they answer multiple choice questions to focus their understanding of the Cyclops and his character traits. (20 min.)

Due: 04/27/2018

Mon, 23 Apr 2018 12:08:46 PDT

Instructional Guide

Lesson at a Glance

VOCABULARY ACTIVITIES

STUDENT PRESENTATION: ACTING OUT SCENES

Student groups perform their scenes to demonstrate their assigned attitude, and students in the audience respond to a poll to show which attitude the scene represented. (10 min.)

CHOOSING-BEST-EVIDENCE: FOCUS IDEAS FOR WRITING

Students focus their ideas to prepare for the Writing Prompt. (5 min.)

WRITE: IS ZEUS CORRECT?

Students respond to a Writing Prompt to explain whether they think Zeus is correct that humans should not have fire. (12 min.)

CORE

WRITING PROMPT:

Is Zeus correct that humans should not have fire? Make sure to use textual evidence to help support your answer.

EMERGING

WRITING PROMPT:

1) Reread the passage, focusing on paragraphs 5-7.

The following quotes have been selected to help you with your writing.

“Man is happy now.” (3/4)
“Happy as beasts are happy,” said Prometheus. (6/1)
“He has another quality,” said Zeus, “the capacity for worship.” (7/1)

2) Do you agree with Zeus that humans should not have fire? Find places in the text to support your answer.

Use these sentence starters to help you answer the prompt.

One reason Zeus thinks humans should not have fire is___________.

One reason Prometheus thinks humans should have fire is___________.

I agree/disagree with Zeus because___________.

EXPANDING

WRITING PROMPT:

Directions

1) Reread paragraphs 5–9 and highlight all the reasons Zeus gives for not wanting humans to have fire.

2) Do you agree with Zeus that humans should not have fire?

3) Use these sentence starters to help you answer the prompt.

One reason Zeus thinks humans should not have fire is _____.
One reason Prometheus thinks humans should have fire is _____.
I agree/disagree with Zeus because _____.

BRIDGING

WRITING PROMPT:

Is Zeus correct that humans should not have fire? Make sure to use textual evidence to help support your answer.

Use these sentence starters to help with your writing.

Zeus thinks humans should not have fire because______.
Prometheus thinks humans should have fire because______.
I agree/disagree with Zeus because______.

ADVANCED LEARNERS

WRITING PROMPT:

Directions

1) Is Zeus correct that man should not have fire, or is Prometheus correct that man should have fire? Use evidence from the text to explain the positive and negative consequences of man obtaining fire.

2) Consider the reasons why someone may argue the opposite view and create a counter argument to further explain your view.

SHARE: WRITING

Volunteers will share their writing to receive feedback about a specific place in their writing that made an impact on listeners. (10 min.)

WRITING PROMPT:

Original Writing Prompt

Is Zeus correct that humans should not have fire? Make sure to use textual evidence to help support your answer.

REVIEW: PUNCTUATING AND CITING DIRECT QUOTES

Provide students with the opportunity to practice punctuating and citing their direct quotes. (3 min.)

WRITING PROMPT:

Directions

With your teacher, review the “Guidelines for Citing and Punctuating a Direct Quote From a Book.”
Check that you have correctly punctuated and cited your direct quotes.

WRAP-UP: POLL

Students respond to a poll to show whether or not they think humans should have fire. (3 min.)

SOLO

Students have time for independent reading. Let them know that this activity is not optional.(25 min.)

Due: 04/26/2018

Mon, 23 Apr 2018 12:07:55 PDT

nstructional Guide

Lesson at a Glance

VOCABULARY ACTIVITIES

DISCUSS: ARGUMENTS AND ACTIONS

Students pair characters' arguments with actions in the second half of the story to show which action demonstrates each argument. (10 min.)

DISCUSS: CHARACTERISTICS OF FIRE

Working as a class, students brainstorm different characteristics or capabilities of fire to decide what fire might represent to humans. (10 min.)

STUDENT PRESENTATION: PREPARE FOR PERFORMANCE

Students receive instruction to understand how to act out a scene from the text with characters playing humans having a particular attitude to represent. (5 min.)

SELECT TEXT: PLANNING THE SCENE

Students highlight details to use in the scene they will act out. (5 min.)

STUDENT PRESENTATION: PRACTICING THE SCENE

In small groups, students practice acting out a scene from the text to focus on the different elements of their presentation. (5 min.)

WRAP-UP: POLL

Students respond to a poll to show whether they think Zeus or Prometheus is right about humans having fire. (5 min.)

SOLO

Students have time for independent reading. Let them know that this activity is not optional.(25 min.)

Due: 04/25/2018

Mon, 23 Apr 2018 12:07:06 PDT

Instructional Guide

Lesson at a Glance

VOCABULARY ACTIVITIES

PRESENT: DOWNLOAD THE UNIT TEXTS

Students download the core texts for the unit so they will have access to the texts if they lose connectivity during class or do not have connectivity when they take their devices home. (3 min.)

SOLO

Prior to this lesson, students will read "Prometheus" by Bernard Evslin and answer questions designed to measure their comprehension of the text. (20 min.)

PRESENT: PROMETHEUS MYTH

Students are introduced to the Prometheus myth and analyze images of Prometheus to understand that artists and writers may emphasize different aspects of stories. (5 min.)

READ AND DISCUSS: EVSLIN'S *PROMETHEUS*

Students will read a passage from Evslin's *Prometheus* silently, then respond to several short questions designed to measure their comprehension of the text. (10 min.)

DISCUSS: THE ARGUMENTS

Students assemble evidence from the text into a list to show what supports Zeus's argument and Prometheus's argument. (10 min.)

DISCUSS: STRONG POINTS OF ARGUMENTS

Students evaluate each character's argument to decide on the strongest points and explain why each point is strong. (10 min.)

WRAP-UP: POLL

Students respond to a poll to show whether they think Zeus or Prometheus is right about humans having fire. (5 min.)

SOLO

Students have time for independent reading. Let them know that this activity is not optional.(25 min.)