6th Grade History (Period 2016) Assignments
- Instructor
- Mrs. Lana Rocheford
- Term
- 2016-2017 School Year
- Department
- 6th Grade
- Description
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Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations.
Geography is of special significance in the development of the human story.
Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever.
Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined.
Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.
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• the title of the magazine (Dig It!) and an imaginative subtitle (3 pts)
• attractive visuals of three artifacts (6 pts)
• brief captions that explain what each artifact reveals about daily life in Mohenjodaro (6 pts)
• any other colorful and creative touches that make the cover more realistic (5 pts)
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You have an open notes quiz tomorrow on Ch. 9
Tasks for today:
1. Prepare/Complete your Reading Notes! Ask questions if you have any.
2. Complete the Processing Activity on page 70 of your ISN
3. Complete the Reading Challenge for Ch. 9
If you finish early, go to Google Classroom and check out the cool BBC website I posted and complete the GROUP BRAG SHEET on Google Classroom.
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On a separate sheet of paper, write a letter to a friend or relative about your felucca tour of an- cient Egyptian monuments. Use your Reading Notes to help you complete the letter. Be sure to use correct grammar and spelling. Your letter must include these features:
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A proper greeting.
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A short paragraph that describes where you traveled, what you did, and the type of trans- portation you used.
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Two paragraphs, each describing a different site on the tour. Each paragraph should explain at least one essential and interesting thing you learned about that monument, and at least one relevant detail about the pharaoh who had it built.
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A proper closing.
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At least two “photographs” from your tour. These can be original drawings or copies of photographs from books or from the Internet. Make sure that they relate to what you wrote about in your letter. Write a caption for each image and tell where you found it.
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The use of three or more of the following terms in your letter: pharaohs, Khufu, Senusret I, Hatshepsut, Ramses II.
Also, make sure that
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ideas in your letter are expressed clearly so the reader will understand them.
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each paragraph states a main idea and includes supporting details.
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your paragraphs use transitions—such as At the next site, or After visiting the Great Pyramid—to ensure a logical flow from one to the next.
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• the scientific name and nickname of your hominid. (3 pts)
• information about where and when your hominid lived. (4 pts) be specific
• a drawing of your hominid group doing something in their natural environment. (5 pts) Artistic ability is NOT required but thought and effort in communicating the information is required. Also color.
• a description of your hominid’s important capabilities. (5 pts) Complete sentences. You can label or annotate your picture with complete sentences.
• any other creative ideas that make the poster more visually appealing. (3 pts) This is the extra umph or quality control that allows you to go above and beyond in your understanding of the assignment. Artistic ability, detailed explanations, bibliography of outside research, pop-ups planned.
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