6.H.2.3: Explain how innovation and/or technology transformed civilizations, societies, and
regions over time. Exploring how the Ancient Egyptians interacted with Nile River animals can
shed light on innovations in hunting, domestication, and agriculture.
6.G.1.2: Explain the factors that influenced the movement of people, goods, and ideas and the
effects of that movement on societies and regions over time.Understanding the role of the Nile's
fauna in trade and cultural exchanges can illustrate the movement of goods and ideas in Ancient
Egypt.
6.C.1.3: Summarize systems of social structure within various civilizations and societies over
time. Investigating the significance of certain animals in religious and social contexts can provide
insights into the social structures of Ancient Egypt.
Language Objectives:
• Reading: Students will read texts, including historical accounts and visual sources, to
extract information on how animals influenced Egyptian society and the environment,
identifying key details and vocabulary related to the Nile River fauna.
• Writing: Students will produce written responses that describe the impact of animals on
Ancient Egyptian civilization, explaining how these animals shaped agriculture, trade,
religion, and social structure.
• Speaking/Listening: Students will participate in discussions, sharing their understanding
of how the interaction with Nile River animals influenced Ancient Egypt’s innovations,
trade, and social organization, while listening to peers’ ideas and offering constructive
feedback.
Ancient Egypt
regions over time. Exploring how the Ancient Egyptians interacted with Nile River animals can
shed light on innovations in hunting, domestication, and agriculture.
6.G.1.2: Explain the factors that influenced the movement of people, goods, and ideas and the
effects of that movement on societies and regions over time.Understanding the role of the Nile's
fauna in trade and cultural exchanges can illustrate the movement of goods and ideas in Ancient
Egypt.
6.C.1.3: Summarize systems of social structure within various civilizations and societies over
time. Investigating the significance of certain animals in religious and social contexts can provide
insights into the social structures of Ancient Egypt.
Language Objectives:
• Reading: Students will read texts, including historical accounts and visual sources, to
extract information on how animals influenced Egyptian society and the environment,
identifying key details and vocabulary related to the Nile River fauna.
• Writing: Students will produce written responses that describe the impact of animals on
Ancient Egyptian civilization, explaining how these animals shaped agriculture, trade,
religion, and social structure.
• Speaking/Listening: Students will participate in discussions, sharing their understanding
of how the interaction with Nile River animals influenced Ancient Egypt’s innovations,
trade, and social organization, while listening to peers’ ideas and offering constructive
feedback.
Ancient Egypt
- Geography- Nile River (benefits & costs), Technology to use the river, irrigation, channels
- Ruled by pharaohs- theocracy, divine right
- Social structure
- Hieroglyphics- written language used for history vs. primarily economic records
- Religion
- Polytheism- gods & goddesses
- Belief in afterlife- mummification
- Temples
- Monuments
- Pyramids
Egypt
youtu.be/erLSRRffDuc
youtu.be/erLSRRffDuc
2nd Assignment -Hieroglyphics Typewriter
Try your hand at writing your name in Hieroglyphics. On a white sheet of paper write your first name in Hieroglyphics, please color.
discoveringegypt.com/egyptian-hieroglyphic-writing/hieroglyphic-typewriter/
Try your hand at writing your name in Hieroglyphics. On a white sheet of paper write your first name in Hieroglyphics, please color.
discoveringegypt.com/egyptian-hieroglyphic-writing/hieroglyphic-typewriter/
Levels of Egyptian Society:
- Pharaoh –
- What was the pharaoh’s job?
- Why were they considered so powerful?
- What was the pharaoh’s job?
- Government Officials / Nobles –
- What did viziers, generals, and nobles do?
- How did they support the pharaoh?
- What did viziers, generals, and nobles do?
- Priests –
- What were two duties of priests?
- Why were they important to Egyptian religion?
- What were two duties of priests?
- Scribes –
- What did scribes record?
- What type of training did they complete?
- What did scribes record?
- Artisans –
- What kinds of things did artisans create?
- Why do historians admire their work?
- What kinds of things did artisans create?
- Farmers / Peasants –
- What was daily life like?
- Why were farmers essential to Egypt’s survival?
- What was daily life like?
Essential Questions
- Describe the geography of China and tell how the geography influenced how people lived in ancient China.
- Describe the characteristics of the art produced during the time of the Shang Dynasty.
- Identify some important elements of the Shang religion and explain how religion in the time of the Shang dynasty was different from religions today like Judaism, Christianity, and Islam.
- What is a dynasty and why is the idea of a “dynastic cycle” important to understand when you are studying ancient Chinese dynasties?
- What sort of “message” was Confucius trying to send?
- Would you want the United States to adopt Legalism? Why or why not?
- Was the construction of the Great Wall of China a good or bad decision for China? Support your answer with details.
- Describe travel conditions along the Silk Road.
- How did the Silk Road impact China and what effect did it have on the rest of the world?
- Which of the Chinese inventions from the Han Dynasty and from the time of other Chinese dynasties do you think were the most important?
- What sort of pressures eventually led to the end of the last of the Chinese Dynasties?
Ancient Chinese Inventions Research Project
China is home to some of the most important inventions in world history — from paper and printing to the compass and gunpowder! In this project, you will choose one invention that originated in China and explore how it changed people’s lives both then and now.
You will complete:
Paragraph 1 / Slide 1and 2: Answer all of the following questions:
Paragraph 2 / Slide 3: Its Impact on Daily Life
Paragraph 3 / Slide 4: Importance to China and the World
Paragraph 4 / Slide 5: Changes Over Time
China is home to some of the most important inventions in world history — from paper and printing to the compass and gunpowder! In this project, you will choose one invention that originated in China and explore how it changed people’s lives both then and now.
You will complete:
- A four-paragraph written report or a Google Slides presentation (four slides total).
- A small replica or model of your invention to share during your presentation.
- Presentation Date: Monday November 17th
Paragraph 1 / Slide 1and 2: Answer all of the following questions:
- What is the invention?
- What does it look like?
- What is it made of?
- Why was it invented?
- Who invented it?
- During which dynasty was it invented?
- Where was it invented?
- How was it created?
- How does the invention work?
Paragraph 2 / Slide 3: Its Impact on Daily Life
- How did this invention make life easier for people?
- Who benefited most from it (farmers, scholars, traders, soldiers, etc.)?
Paragraph 3 / Slide 4: Importance to China and the World
- Why was this invention important to the growth and advancement of China?
- How did the invention spread to other parts of the world?
Paragraph 4 / Slide 5: Changes Over Time
- How has this invention evolved or improved over the years?
- Who has built upon or modernized the invention?
- How does this invention still affect your life today
https://youtu.be/QTNyIJHcPd0?si=s68sZAUss3nUS-J2
Ancient China Mr Nicky
Ancient China Mr Nicky
Complete a vocabulary foldable or keynote- write the words, definitions and add a picture.
- Doaism: religion that teaches people to give up earthly desires in favor of nature.
- Shi Huangdi: first emperor of China.
- Silk Road: 4,000 mile trade route between China and Europe. Social Class: three levels of society-peasants, nobles, king
- pictographs: characters that stand for objects in writing.
- dynasty: line of rulers that belong to the same family.
- Legalism: obeying rulers out of fear.
- Oracle Bones: used to predict that future in the Shang dynasty.
- Confucianism: philsophy that teaches responsibility and moral behavior.
- Filial Piety: children must respect their parents
- North China Plain: fertile land for farming. Where China started. accupuncture: method of relieving the pain by sticking tiny needles in the skin.
- Great Wall of China: built for defensive purposes.
| ancient_china_webquestpdf.pdf |
https://youtu.be/Vg7fsgrKmc8?si=rKSX22gmixgr9BFl
Nearpod Ancient China https://app.nearpod.com/?pin=AH2RV
“Movie Wisdom: Confucius Meets Hollywood” Goal:
Students will connect one of Confucius’s quotes to the theme or message of a modern movie and create a movie poster that visually represents both.
6.H.1.1
- Students will be able to explain how events, people, and groups (like Sumerians, Babylonians, and Assyrians) caused Mesopotamia to rise, fall, and change over time.
- Students will be able to describe and compare the government of Mesopotamia (like kings, city-states, and Hammurabi’s Code) with other civilizations.
- Students will be able to explain how Mesopotamian religion, traditions, and cultural practices (such as polytheism, ziggurats, and festivals) shaped their civilization.
- Students will be able to explain how Mesopotamian art, writing (cuneiform), and architecture (ziggurats) reflected their values and beliefs.
- Students will be able to compare the social structure of Mesopotamia (kings, priests, scribes, farmers, slaves) with other civilizations.
- Students will be able to use evidence from different perspectives (such as laws, art, and historical records) to understand life in Mesopotamia.
Tic Tac Toe Choice Board
Choose 3 that completes tic tac toe board
Mesopotamia Gallery Walk docs.google.com/presentation/d/1wvEAx4OIhn-U-zmHxWM8eYJEkwPvrd9kgi-_WPJrj04/edit?usp=sharing
Exit Ticket: Why do you think Mesopotamia was a good place for civilization to grow?
Mesopotamian Irrigation Challenge Objective:
Students will understand how Mesopotamian farmers used rivers and canals to grow crops and manage water.
Instructions:
Students will understand how Mesopotamian farmers used rivers and canals to grow crops and manage water.
Instructions:
- Set the Scene:
- https://www.youtube.com/watch?v=5RP2KfewiJA
- Controlling water was essential: too much caused floods, too little caused drought.
- https://www.youtube.com/watch?v=5RP2KfewiJA
- Design the Farm:
- Students drag shapes/icons to create rivers, irrigation canals, and fields.
- Goal: water all crops without causing flooding or leaving fields dry. Potential problems:
- Flood: If too many crops are next to the river, they may get ruined.
- Drought: Some fields may need extra canals to reach water.
- Students adjust their designs to solve the problem.
- Share & Reflect:
- Groups present their “virtual farms” to the class.
- Discuss strategies used, what worked, and why irrigation was important in Mesopotamia.
- Students write a short answer in chat or on a slide:
“How did irrigation help Mesopotamian farmers, and what problems did it solve?”
Cuneiform Writing
6.G.1.1 Explain how human and physical characteristics impacted migration and settlement in various regions in Africa, Asia, Europe and the Americas.
6.G.1.2 Explain how movement and settlement patterns affected the development of civilizations, empires, and societies in Africa, Asia, Europe, and the Americas.
6.G.1.4 Explain how societies in Africa, Asia, Europe and the Americas modified and adapted to the environment based on topography, climate, bodies of water, and natural resources.
6.H.1.3 Compare multiple perspectives of various historical events in civilizations in Africa, Asia, Europe, and the Americas using primary and secondary sources.
6.C&G.1 Understand the purpose of government and authority. 6.B.1 Understand ways in which culture influences civilizations.
Let’s Explore Prehistoric Man: A Web quest
1. A famous early man was discovered in 1991. Between which two countries was Otzi discovered?________ and__________________ About______ years old, Otzi, the Iceman is very well preserved. What two things were found in his intestines?_________________ and ________________What types of tools were found with Otzi? ___________, _________and_____________ What were found on his body?______________________ Find the answers at this link: http://www.dogonews.com/2009/3/9/otzi-the-iceman-now-online
2. Who and when was the discovery of the French cave at Lascaux found? What were THREE animals painted on the walls? __________ ___________ _ ___________ What was damaging the cave paintings, causing the cave to be closed to the public, in 1963?________ About how old are the paintings in the cave? ___________________________ Find the answers at this link: https://www.barnhabc.com/cliffhangers-6th-grade-2526.html Interestingly, a replica cave was created and opened in 1983!
3. Altamira Cave was discovered by a father and his young daughter in 1879. The paint colors are so vivid, that some thought the cave couldn’t possibly be very old. About how old are the paintings in this cave? _______________Name two of the animals painted on the walls of Altamira Cave._______________ Close to the public for the same reason as Lascaux, a replica cave has also been made for tourists. Find the answers at this link: http://www.pbs.org/howartmadetheworld/episodes/pictures/altamira/
5. When Early people first settled in one location, by what area did they settle?___________ What were TWO reasons this location was a good place to settle?____________________ What does fertile mean?________ Find the answers at this link: Use google
6. Early people didn’t know what was edible and what was poisonous. They used “trial and error”. In other words, they tasted them. If they didn’t get sick, they knew it was something to eat another day. If you were an early human and came upon these plants, would you eat them? Is common ink cap edible? __________ Is fly shaggy ink cap edible? ____________ Is scurvy grass edible?__________ Is foxglove edible? ______________ Find the answers at this link: use google
7. Domesticate means to tame. What was the first animal probably domesticated by early humans?____________ What are two ways domestication of animals helped early humans?______________ and____________ Find the answers at this link: http://www.factmonster.com/dk/encyclopedia/early-farming.html
9. The discovery of fire was probably an accident. Perhaps, lightning hit a tree and caused a fire. Can you think of another possibility of an accidental start of fire?__________ What were three uses of fire? _________________ Find the answers at this link: http://earlyhumans.mrdonn.org/fire.html
10. What does the term “pre historic” mean?_____________ Do you think there can be people who are “prehistoric” today? ______________ How was the ability to walk on two feet an advantage to early humans?________________ What is an opposable thumb? ___________________ How is this an advantage to humans?_____________________ Find the answers at: https://kidskonnect.com/%20history/prehistoric/
11. Lucy is the name for an Australopithecus, an early hominid, whose remains were found in which African country, in 1973?_____________ About how many years ago did she live? __________________ From which song was she named?________________________ What does bipedal mean? ________________ Find the answers at this link: http://www.pbs.org/wgbh/evolution/library/07/1/l_071_01.html
Constitution Day
https://kahoot.it/challenge/02885920?challenge-id=676f705c-28ad-47a9-a78d-7500c1bffb5f_1758056804480
September- October
What is different from The Croods Civilization to Today's Civilization. Need at least 10 differences.
Take 10 minutes to discuss these questions.
Make a foldable of the following words. Make sure to include the term, definition and picture.
https://www.youtube.com/watch?v=L0mBqR3KOxA
https://youtu.be/UnSq0c7jM-A?si=ziiCPb0lWmmFfFky
Learning Goals
Students will assess their prior knowledge of the 9/11 attacks.
Students will be introduced to a timeline of key events from the morning of 9/11.
Students will investigate a variety of primary source materials related to the 9/11 attacks.
Students will understand how first-person accounts and multiple perspectives deepen historical study.
Students will assess their prior knowledge of the 9/11 attacks.
Students will be introduced to a timeline of key events from the morning of 9/11.
Students will investigate a variety of primary source materials related to the 9/11 attacks.
Students will understand how first-person accounts and multiple perspectives deepen historical study.
Inquiry Skills Have students formulate compelling questions: What led to 9/11? How did it affect the U.S. and the world? (I.1.1, I.1.2) Provide primary and secondary sources: eyewitness accounts, news articles, government responses, etc. Guide students to evaluate credibility: who produced each source, when, and why? (I.1.3, I.1.4)
VocabularyAdvocacy: This is when a person or group of people pushes for the support of a specific cause or policy.
Change of tours: This is the time of day when one group of firefighters finishes a shift at the firehouse and prepares to go home, while a new group of firefighters arrives to begin working. Firefighters sometimes refer to their work shifts as tours.
Dean Witter Reynolds: This large financial firm had offices at the World Trade Center.
Equities trader: This is someone who buys and sells stocks through one of the major stock exchanges.
Ground Zero: The World Trade Center site and surrounding area were called this after the collapse of the Twin Towers. The area was filled with 1.8 million tons of debris.
Sky Lobby: This was a transfer area located on the 44th and 78th floors in the North and South Towers. It allowed workers in the building to switch between express and local elevators.
StuyHealth: This advocacy group and health program represents young adults who were affected by 9/11 and the clean-up at the site.
Stuyvesant High School: This high school is located a few blocks away from the World Trade Center.
Change of tours: This is the time of day when one group of firefighters finishes a shift at the firehouse and prepares to go home, while a new group of firefighters arrives to begin working. Firefighters sometimes refer to their work shifts as tours.
Dean Witter Reynolds: This large financial firm had offices at the World Trade Center.
Equities trader: This is someone who buys and sells stocks through one of the major stock exchanges.
Ground Zero: The World Trade Center site and surrounding area were called this after the collapse of the Twin Towers. The area was filled with 1.8 million tons of debris.
Sky Lobby: This was a transfer area located on the 44th and 78th floors in the North and South Towers. It allowed workers in the building to switch between express and local elevators.
StuyHealth: This advocacy group and health program represents young adults who were affected by 9/11 and the clean-up at the site.
Stuyvesant High School: This high school is located a few blocks away from the World Trade Center.
- What is the speaker’s name?
- Where was the speaker on 9/11? What were they doing?
- Did they face any obstacles or challenges that day?
- How did they respond to 9/11, both immediately and over time?
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Standards:
Essential Questions:
- 6.G.1.1 Explain how human and physical characteristics impacted migration and settlement in various regions in Africa, Asia, Europe and the Americas.
- 6.G.1.2 Explain how movement and settlement patterns affected the development of civilizations, empires, and societies in Africa, Asia, Europe, and the Americas.
- 6.G.1.4 Explain how societies in Africa, Asia, Europe and the Americas modified and adapted to the environment based on topography, climate, bodies of water, and natural resources.
- 6.H.1.3 Compare multiple perspectives of various historical events in civilizations in Africa, Asia, Europe, and the Americas using primary and secondary sources.
- 6.C&G.1 Understand the purpose of government and authority.
- 6.B.1 Understand ways in which culture influences civilizations.
- I.1.4 Assess the credibility of primary and secondary sources using the origin, authority, structure, credibility, reliability, and context of the sources to guide the selection
Essential Questions:
- How does the physical environment influence how people live?
- How do humans organize themselves when they live together in large groups?
5 Themes of Geography
Location
Place
HEI- Human Environment Interaction
Movement
Region
https://www.youtube.com/watch?v=AIqC79WrpKg
Write down Relative Directions to either your house or Walmart close by your house. Starting point is Horizons (1636 Parkview Cir, Salisbury, NC 28144). That means based off your relative directions someone would be able to locate your house or Walmart.
ABC book of your community. Invite students to create an ABC book to describe the place in which they live. The word used for each letter might describe a unique physical feature, the weather, or the people and their traditions. When completed, the book should tell a reader unfamiliar with your community what life is like there.
HUMAN/ENVIRONMENT INTERACTION
https://www.youtube.com/watch?v=HfQag78Q4TI
- Movement is how people, goods, and ideas are moved from place to place.
- Human Movement
- Trucks, Trains, Planes
- Information Movement
- Phones, computer (email), mail
- Idea Movement
- How do fads move from place to place?
- Human Movement
MOVEMENT ACTIVITY
"LOOK AT THE LABEL"
Items in the home can easily represent the world economy. You will be surprised how many countries are represented on the “Made in....” labels of products in your home
Find 10 items in your home look at the labels on them and see where they are made. Write down the brand names and what country they are made from.
Television- China
Picture Frame-Honduras
T-shirt-China
"LOOK AT THE LABEL"
Items in the home can easily represent the world economy. You will be surprised how many countries are represented on the “Made in....” labels of products in your home
Find 10 items in your home look at the labels on them and see where they are made. Write down the brand names and what country they are made from.
Television- China
Picture Frame-Honduras
T-shirt-China
Region Activity-You will draw these two maps in on a sheet of paper or drawing app-these are 2 examples of Regions.
“What do you notice about these places? How are they different from one another?
https://www.youtube.com/watch?v=K_wNWLZuTZQ
Which landform would you most like to visit and why?
Landforms
docs.google.com/presentation/d/1HsbrdQoRS5wHLIcv3UXNob_0LylWRWAmR9bAu9zu57E/edit#slide=id.g159b611615_0_80
Landforms- Create a FOLDABLE (Google Foldable if you are unsure of how to do one- fold it hotdog style)
Define each landform and then draw and color a picture of it.
Mountain:
Plain:
Plateau:
Isthmus:
River Delta:
Peninsula:
Valley:
Island:
Geography Matters
Why does geography matter? Take notes under each category:
• Food: ____________________________
• Water: ___________________________
• Trade: ___________________________
• Defense: _________________________
Why does geography matter? Take notes under each category:
• Food: ____________________________
• Water: ___________________________
• Trade: ___________________________
• Defense: _________________________
Can You Survive the Zombie Apocalypse?
One day, you wake up to hear the news: the zombie apocalypse has started!. In order to survive, you and your friends must find the correct path of zombie-free safe zones throughout the world. Good luck, and remember to not get bitten!
Label it Zombie Apocalypse- label the map- by the numbers then complete the following clues.
Directions:
Use each of the clues below to write which continent or ocean you need to travel to next in
One day, you wake up to hear the news: the zombie apocalypse has started!. In order to survive, you and your friends must find the correct path of zombie-free safe zones throughout the world. Good luck, and remember to not get bitten!
Label it Zombie Apocalypse- label the map- by the numbers then complete the following clues.
- South America
- Africa
- Europe
- Asia
- Australia
- Antartica
- North America
- Pacific
- Arctic
- Southern
- Indian
- Atlantic
Directions:
Use each of the clues below to write which continent or ocean you need to travel to next in
- 1ST SAFE ZONE CLUE: The continent on which you currently live_on is______________________
- 2ND SAFE ZONE CLUE: The ocean you would have to cross to get from North America to Europe _____
- 3RD SAFE ZONE CLUE: The continent that borders Europe. ______________________
- 4TH SAFE ZONE CLUE: The ocean to the east of Africa __________________________
- 5TH SAFE ZONE CLUE: The ocean that surrounds Antarctica. ____________________________
- 6TH SAFE ZONE CLUE: The continent to the south of Europe. _______________________
- 7TH SAFE ZONE CLUE: The ocean to the north of Europe. _______________________________
- 8TH SAFE ZONE CLUE: the continent that borders both the Pacific Ocean and the Atlantic Ocean _____
- 9TH SAFE ZONE CLUE: The northernmost ocean. _______________________________________
- 10TH SAFE ZONE CLUE: the ocean you would have to cross to travel from Asia to South America.____
- 11TH SAFE ZONE CLUE: The continent that is also an island. ______________________
- 12TH SAFE ZONE CLUE: The largest continent. _____________________________________________
- 13TH SAFE ZONE CLUE: The continent to the south west of Africa. ___________________
- 14TH SAFE ZONE CLUE. The ocean at the bottom of the world. ___________________________
- THE 15TH SAFE ZONE is the Indian Ocean. Write a clue to help other fellow survivors figure out where to go:_
If you would like to review for the Geography test here is the link.
www.kahoot.com
https://kahoot.it/challenge/05017241?challenge-id=676f705c-28ad-47a9-a78d-7500c1bffb5f_1755786692682
Game PIN
05017241
What is Inquiry?
Inquiry in Social Studies means asking questions, researching evidence, analyzing information, and drawing conclusions. Write your own definitions or draw symbols to remember each step:
1. Questioning → _______________________________
2. Researching → _______________________________
3. Analyzing → _______________________________
4. Communicating → _______________________________
Creating Compelling Questions
Look at the images: For each, write at least one compelling question (big question that makes you curious and requires research).
Image 1 Question: _____________________________________________
Image 2 Question: _____________________________________________
Image 3 Question: _____________________________________________
Inquiry in Social Studies means asking questions, researching evidence, analyzing information, and drawing conclusions. Write your own definitions or draw symbols to remember each step:
1. Questioning → _______________________________
2. Researching → _______________________________
3. Analyzing → _______________________________
4. Communicating → _______________________________
Creating Compelling Questions
Look at the images: For each, write at least one compelling question (big question that makes you curious and requires research).
Image 1 Question: _____________________________________________
Image 2 Question: _____________________________________________
Image 3 Question: _____________________________________________
