Social+Studies

**//Sixth Grade Units (updated 5-15-13)//**

 * 1) Archaeological Dig
 * 2) [[file:Archeological Dig UbD.doc|UbD]]
 * 3) [[file:Field Guide-1.doc|Field Guide 1]]
 * 4) [[file:Field Guide 2.doc|Field Guide 2]]
 * 5) [[file:Award Letter.doc|Award Letter 1]]
 * 6) [[file:Award Letter 2.doc|Award Letter 2]]
 * 7) [[file:Award Letter 3.doc|Award Letter 3]]
 * 8) [[file:Award Letter 4.doc|Award Letter 4]]
 * 9) [[file:Award Letter 5.doc|Award Letter 5]]
 * 10) [[file:Award Letter 6.doc|Award Letter 6]]
 * 11) [[file:Artifact-Ecofact.doc|Artifact-Ecofact]]
 * 12) [[file:Archaeology Paper Rubric.doc|Archaeology Paper Rubric]]
 * 13) [[file:Box One Information.doc|Box 1]]
 * 14) [[file:Box Two Information.doc|Box 2]]
 * 15) [[file:Box Three Information.doc|Box 3]]
 * 16) [[file:Box Four Information.doc|Box 4]]
 * 17) [[file:Box Five Information.doc|Box 5]]
 * 18) [[file:Box Six Information.doc|Box 6]]
 * 19) [[file:Grid Number.doc|Grid Number]]
 * 20) [[file:Using a Grid.doc|Using a Grid]]
 * 21) [[file:Group Evaluation Sheet.doc|Group Eval Sheet]]
 * 22) [[file:Group Presentation Listening Slip.doc|Group Presentation Listening Slip]]
 * 23) [[file:Group Presentation Notes.doc|Group Presentation Notes sheet]]
 * 24) [[file:Group Presentation.doc|Group Presentation Directions/Planning]]
 * 25) [[file:Grouping your artifacts.doc|Grouping your artifacts]]
 * 26) [[file:Interpretation Sheet.doc|Interpretation Sheet]]
 * 27) [[file:What is your research question.doc|Research question 1]]
 * 28) [[file:So the research question would be.docx|Research question 2]]
 * 29) Evaluating Systems
 * 30) [[file:Evaluating Systems UBD.doc|UbD]]
 * 31) [[file:task.doc|Performance Task]]
 * 32) [[file:rubric.doc|Rubric]]
 * 33) Readings
 * 34) [[file:Confucianism 860L reading.doc|Confucianism]]
 * 35) [[file:Daoism 880L reading.doc|Daoism]]
 * 36) [[file:Legalism 850L reading.doc|Legalism]]
 * 37) [[file:Mohism 830L reading.doc|Mohism]]
 * 38) [[file: Hammurabi 790L reading.doc|Hammurabi's Code]]
 * 39) [[file:US govt 850L reading.doc|U.S. Government]]
 * 40) Planners
 * 41) [[file:graphic organizer.doc|graphic organizer]]
 * 42) [[file:extended response organizer.doc|extended response organizer]]

(updated fall 2013)

**Unit 3: Ancient Civilizations of Mesopotamia**

 * [[file:6SS Mesopotamia.doc|UbD: Mesopotamia]]**

**//Seventh Grade Units//**

 * 1) ===First Americans===
 * **Performance Tasks**
 * RAFT - Cahokia - //(Role): A Cahokian living in 1030 AD; (Audience): Friend; (Format): Letter; (Topic): Discuss a typical day in your life. //
 * World Map Quiz - //Labeling a world map & short, written response.//
 * **Other Evidence**
 * Response to Image //- Choose two artifacts (out of 5) & explain which area of the U.S. they belonged to and why. //
 * **Learning Events**
 * Unit Title Page - //Students will create a Unit Title Page in their Interactive Notebooks (IAN) to preview what they will be learning in this unit. //
 * Geography Activity - //Students label & color a world map indicating major geographic regions such as the Continents, Oceans, Bering Strait, and the United States. //
 * Formative Assessment - //A world map is projected on the SMARTboard and students are asked to identify Asia, North America, Bering Strait, United States, Alaska, and Africa.//
 * Beringia Land Bridge - //Demonstration/Lecture/Notes about how the Beringia Land Bridge was formed. //
 * Formative Assessment - //After the lecture/demonstration students will be asked to recreate how the Beringia Land Bridge was formed using words or pictures.//
 * Study: New World Migration Came in Three Waves - //Students will summarize the article using their own words. //
 * Movie - Excerpt from "Kennewick Man" - //This is used to preview/review the idea that there are several different theories as to who the First Americans were. //
 * Early Man in America
 * The Hopewell Trading Network - //Geography worksheet given as homework, then reviewed as a class. //
 * Notchininga's Map - //Primary source document. Use as a transition between learning about all Native Americans and Native Americans in Illinois. Connect this lesson with the “Hopewell Trading Network”. Big ideas: We lived near rivers (these were the highways). //
 * [[file:Map-MajorIllinoisRivers.pdf|Early Native Americans in Illinois]] - //Map activity. Students identify major rivers in Illinois. Teacher will help students make the connection between Mississippian cultures (mound-builders) and Illinois Native Americans. Also talk about how we know about past civilizations in Illinois. //
 * "I Wish I'd Been There" - A Day in Cahokia - AD 1030 - //Teacher read aloud selected parts on pp. 4-16. //
 * Movie - Excerpt on Cahokia from "500 Nations" - Students will watch the excerpt and take reading notes.
 * Reading Notes
 * Movie - Excerpt from "America's Lost City" - //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students will watch the excerpt and take reading notes. //
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Reading Notes
 * 1) ===African Kingdoms===
 * **Performance Tasks**
 * Map Activity - //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Give students a map with incorrect information. Students will need to the identify mistake and explain how to fix it. //
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Adapted Quiz
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Study Guide
 * African Myths - //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students will use images to dispel myths about African Kingdoms. //
 * **Other Evidence**
 * **Learning Events**
 * Unit Title Page - //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students will create a Unit Title Page in their Interactive Notebooks (IAN) to preview what they will be learning in this unit. //
 * Geography Activity - //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Using the TCI lesson plans, students will label and color a map of Africa. //
 * Formative Assessment - Students will use their map to answer questions about Africa.
 * Formative Assessment - Sahara Placard Story - (//see below)//
 * Sahara Placard Stories - //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Using the TCI lesson plans, students will pull important information out of these short stories (research) to use in creating their own short story about living in the Sahara. //
 * Reading: Ghana, Mali, & Songhai - //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students will identify reasons why they would go into the Sahara (the answer we are looking for is trade, but there may be a variety of acceptable answers). Possible text: “America’s Past & Promise” pp. 30-35, “African American Experience” pp. 16-21, or “Early Africa” eBook pp.15-18, pp. 21-24, & pp. 27-30. //
 * Formative Assessment - Sahara Placard Story //(see above)//
 * Movie: "Wonders of the African World: The Road to Timbuktu" - //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Show students excerpt about the Salt & Gold trade. Focus: What do you know about the Salt? Gold? //
 * Movie Questions
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Exit Slip //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"> - Answer focus question. //
 * Relative Value of Items Activity - //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Teacher will lead an activity where students will offer up items and/or services in exchange for a given item to show how the value of items are based on how desirable the item is. //
 * Excerpt from "Survivor" - //Use this movie clip about an auction to preview the day's activity.//
 * Slave Trade Comparison - //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students will compare the way slavery was in Ancient Kingdom and how it changed during the slave trade / Middle Passage. (African American Experience textbook) //
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Exit Slip - //Ask students to explain how much they are willing to pay for a given item.//
 * Western African Myths - //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Use pictures and pictures of trade routes to debunk myths about Africa. //
 * Ancient Money - //<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Use “Empires of Medieval West Africa: Ghana, Mali, Songhay” by David Conrad and examples of cowrie shells to talk about money. //
 * 1) ===The Age of European Exploration===
 * **Performance Tasks**
 * Evidence Based Argument - //Did Europeans have a negative or positive impact on the Americas?//
 * **Other Evidence**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Evidence Based Argument - Who Really Discovered America?Venn Diagram - Students will create a Venn diagram comparing and contrasting 2 explorers of their choosing.
 * Graphic Organizer / Sentence Starter (Differentiation)
 * Outline (Differentiation)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Writing Assignment - Retell/summarize why explorers began landing in the Americas.
 * **Learning Events**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit Title Page - Students will create a Unit Title Page in their Interactive Notebooks (IAN) to preview what they will be learning in this unit.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Geography Activity - Full class discussion about the best way to get from Europe to Asia.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Explorers Who Abused the Indians and Got Away With It (Reader's Theatre) - //Students will learn that that different explorers had different types of relationships with the Native Americans//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Exit Slip - //Explain the relationship Spanish explorers had with the Native Americans.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Technological Advances Lecture - //Prezi lecture reviewing what life was like in the Middle Ages, the technological advances that led to the Age of Exploration, and the reasons why people were interested in exploring.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Questions (Formative Assessment)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Explorer Reading Notes - //Students will read pp. 17-30 in the History Alive! textbook, then complete reading notes in chart form.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Formative Assessment - //Students will sort explorers into different groupings based on similarities & differences.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Vikings - //<span style="font-family: Arial,Helvetica,sans-serif;">Using “History of Us: The First Americans” chapter 13, students learn who the Vikings are and how we know they reached the Americas. //
 * <span style="font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif;">“Vikings & Native Americans Face to Face” (Article Study) - //Reading activity from article in National Geographic (November 2012)//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Marco Polo - //Using the Kids Discover magazine “Marco Polo”, students will learn why Europe wanted to get to Asia.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Marco Polo ( Primary Source Document Analysis) <span style="font-family: Arial,Helvetica,sans-serif;">- //Read excerpt from the book Marco Polo wrote. Goal is for students to understand what Marco Polo was commenting on when he wrote his book.//
 * 1) ===Colonial America===
 * **Performance Tasks**
 * **Other Evidence**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Map Quiz - //Students need to identify the location of the 13 colonies and the colonial regions on a map.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Colonial Poster - //Students will create a poster showing their research about one aspect of colonial life.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">RAFT - Colony - //(Role) Founder, (Audience) People living in Europe, (Format) Advertisement, (Topic) Students will create a visual or written advertisement trying to recruit Europeans to move to their colony.//
 * **Learning Tasks**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit Title Page - //Students will create a Unit Title Page in their Interactive Notebooks (IAN) to preview what they will be learning in this unit.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Geography Activity - //Students will label a map with the 13 colonies, colonial regions, and major geographic features.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Colonies Grown In America - //Reading about the different colonial regions in America.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Adapted Worksheet Notes #1 (Differentiation)
 * <span style="font-family: Arial,Helvetica,sans-serif;">Adapted Worksheet Notes #2 (Differentiation)
 * <span style="font-family: Arial,Helvetica,sans-serif;">13 Colonies - //Reading about the 13 colonies.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Progress Monitoring (Game) - //Similar to “Go Fish” students will sort colonies into similar categories.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Nine Men’s Morris - //Colonial Game//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Rules of Civility & Decent Behavior - //In groups, students will translate colonial rules into modern English.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Colonial Life - //Reading Chapter 4 “Life in the Colonies” in the History Alive! textbook.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Formative Assessment - //Venn Diagram comparing Colonial Life to Modern Life.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Research Project - //Students will choose two topics to research in the library using books and/or the Internet.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Musical Chairs (Progress Monitoring) - //Students will explain what they’ve learned with other students in the class. The “odd man out” has to explain their notes to the teacher.//
 * **Additional Practice**
 * "Life in the City" (Evidence Based Argument)
 * "Life on the Farm" (Evidence Based Argument)
 * "Crime & Punishment" (Evidence Based Argument)
 * "Education" (Evidence Based Argument)
 * Reading a GeoPolitical Map (Geography Worksheet) / Adapted Version
 * 1) ===The Revolution===
 * **Performance Tasks**
 * **Other Evidence**
 * **Learning Tasks**
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit Title Page - //Students will create a Unit Title Page in their Interactive Notebooks (IAN) to preview what they will be learning in this unit.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Geography Activity - //Students will identify the 13 colonies, major cities and geography features on a map.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Create a Colonial Character - //Students are asked to create a character for the simulation. Throughout the unit they will react to the different events they are learning about from their character’s point of view.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Colonial Trades/Jobs - //Students will explore a website and then post 2-3 things that they learned.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">French & Indian War - //Teacher-led dramatic, interactive story telling about the French & Indian War and its impact on the colonists.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Map Activity //- Students will fill out this map before & after the lecture.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Journal Entry - //Describe the French & Indian War from your character’s point of view. How do they feel about the British at the end of the war?//
 * <span style="font-family: Arial,Helvetica,sans-serif;">One Sentence Summaries - //Students will read pp. 64-66 in the “History Alive!” textbook and then create a one sentence summary for each section.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Proclamation of 1763 (Edmodo) - //Students will explore a website and then post 2-3 things that they learned.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Acts of Parliament Cartoons - //Students will use resources to identify 6 Acts of Parliament that led to the Revolution War and then draw a picture for each.//
 * <span style="font-family: Arial,Helvetica,sans-serif;">Reading
 * **Additional Practice**
 * "Colonies Forbidden to Move West"
 * "Expansion of the British Empire"
 * "Stamps Required"
 * "Two New Laws Affect the Colonies"
 * "Patriots, Loyalists, and Fence-Sitters"
 * 1) ===The United States Constitution and Government===
 * **Performance Tasks**
 * Choose a Candidate Activity
 * [[file:umsubd/Choose A Candidate.zip|Choose A Candidate.zip]]
 * [[file:umsubd/Assessment-ChooseCandidate.pdf|Assessment-ChooseCandidate.pdf]]
 * Political Cartoon
 * [[file:umsubd/ChecksBalances.pdf|ChecksBalances.pdf]]
 * **Other Evidence**
 * Constitution Test (State Requirement)
 * [[file:umsubd/Quiz-Legislative(ADAPTED).docx|Quiz-Legislative(ADAPTED).docx]]
 * [[file:umsubd/Quiz-Judicial(ADAPTED).docx|Quiz-Judicial(ADAPTED).docx]]
 * [[file:umsubd/Quiz-Executive(ADAPTED).docx|Quiz-Executive(ADAPTED).docx]]
 * **Learning Events**
 * Constitution Outline
 * Schoolhouse Rock- "I'm Just A Bill" (Movie)
 * Schoolhouse Rock- "Three Ring Circus" (Movie)
 * Preamble Activity
 * [[file:umsubd/Preamble Cards.pdf|Preamble Cards]]
 * [[file:umsubd/Preamble Worksheet.docx|Preamble Worksheet]]
 * Schoolhouse Rock- "Preamble" (Movie)
 * Constitution Manipulative Activity
 * 3 Branches Poster
 * Analyze Politician’s Speech
 * Supreme Court Cases
 * [[file:umsubd/Court Cases.zip|Court Cases.zip]]
 * Electoral College Debate
 * How the Electoral College Works (Movie)
 * Trouble With the Electoral College (Movie)
 * 1) ===The Antebellum Era===
 * **Performance Tasks**
 * **Other Evidence**
 * **Learning Events**
 * Andrew Jackson / Indian Removal
 * History Alive! (Background Reading)
 * History of Us: A New Nation (Background Reading)
 * Andrew Jackson Speaks Out - // Students will brainstorm characteristics of a Common Man vs. a Dictator; and then decide what category Andrew Jackson falls under based on several of his quotes. //
 * As Long As Grass Grows Or Water Runs - //Reading & EBA comprehension questions.//
 * **Additional Practice**
 * 1) ===The Civil War===

Basic Rubrics

 * 1) [[file:umsubd/Rubric-Writing.pdf|Rubric-Writing.pdf]]
 * 2) Scaffold used for writing assignment - [[file:umsubd/Scaffold-Writing.docx|Scaffold-Writing.docx]]

**//Eighth Grade Units//**

 * 1) Quarter 1: [[file:UbDbDB.doc|Reconstruction - Institutionalized Racism]]
 * 2) Quarter 2: Did the Industrial Revolution create more problems than it solved?
 * 3) Quarter 3: [[file:umsubd/8 Social Studies Why War.docx|Why War?]]
 * 4) [[file:umsubd/Why War Book Project.docx|Performance Task: Book Project]]
 * 5) Quarter 4: [[file:4th Q UbD-8SS.pages|Contemporary America]]