Sixth Grade Unit 2: Ancient Civilization

Stage 1 - Desired Results

Establish Goals:

What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address?
Students will


Students will understand that . . .
• What are the big ideas?
Scale of history (maybe?); how life shaped their beliefs about this world and other realms
• What specific understandings about them are desired?
The Nile and it's place in Ancient Egyptian religion; How agriculture changed life and religion;
• What misunderstandings are predictable?
Misunderstanding the scale, the place (geography), and the differences in technology and tools

Essential Questions:

What provocative questions will foster inquiry, understanding, and transfer of learning?

Essential Background:

• What background knowledge and skills will students need to have or be brought up to speed on and how will this be done?

Students will know . . .

• What key knowledge and skills will students acquire as a result of this unit?
Read informational text about ancient civilizations and identify main idea and supporting details as well as draw conclusions and make inferences based on the information provided.
• What should they eventually be able to so as a result of such knowledge and skills?
-Summarize expository text
-Identify topic sentence and supporting details
-Use time and order words when writing expository paragraph(s)
-Plan their writing before drafting (i.e. outline their information before putting into sentences/paragraphs
-Apply basic rules for citing sources in a bibliography
-Reading and writing is an integral process for scholars and leaders
-Good writers are reflective and detectives of their own work.

Students will be able to know . . .

  • Think of these as secondary skills / content

Stage 2 – Assessment Evidence

Performance Tasks:

• Through what authentic performance tasks will students demonstrate the desired understandings?
Kurtzman: They will write questions about an ancient civilization, and then research the answers.
Liemthongsamout: Research 2 civilizations and write a report comparing and contrasting them. Report should identify key similarities and differences. Students can attach 2-4 pictures to their report.
• By what criteria will performances of understanding be judged?

Other Evidence:

• Through what other evidence (e.g. quizzes, tests, academic prompts, observations, homework, journals) will students demonstrate achievement of the desired results?
• How will students reflect upon and self-assess their learning?

Stage 3 - Learning Plan

Learning Activities:

Week One
understand about Ancient Egypt and the importance of the Nile
learning about the importance of the Nile to live in Ancient Egypt and how is allowed a huge civilization to flourish
video on Ancient Egypt and the Nile
comment about what we learned
Week Two
understand about the place of the Nile in Ancient Egypt's religions
identify the importance of religion and the Nile in that religion in Ancient Egypt
video on Ancient Egypt
comment about what we learned
Week Three
understand about ancient civilization
developing questions about ancient civilization to answer/pick cultures to compare
model developing questions/ideas
Mr. Kurtzman's class will develop questions to answer about ancient civilization; Ms. Liemthongsamout's class will decide which two ancient civilizations that want to compare and contrast
Week Four
learn about citations and how to avoid plagiarism
researching ancient civilizations online to get main ideas, and learning how to cite resources
show BrainPop on plagiarism, paraphrasing, and main idea, then model how to edit electronic text to create a main idea, and to paraphrase
introduction to Diigo social bookmarking program; paraphrasing and main idea activity using expository text
Week Five
understand about ancient civilization
researching ancient civilizations
work on research question/compare and contrast essay