Social Studies: Week of January 26 - 30, Early Empires

Date: January 27, 2009
Teacher Name: Mr. Cavanaugh
Grade/subject: 6th World History
Chapter 4 – Early Empires

What content will be covered (standards):

Describe and compare the characteristics of the ancient civilizations of Egypt, Mesopotamia and China and explain the importance of their contributions to later civilizations, to include:
· significance of river valleys
· early irrigation and its impact on agriculture
· forms of government (e.g., the theocracies in Egypt, dynasties in China)
· effect on world economies and trade
· key historical figures
religious traditions, cultural, and scientific contributions (e.g., writing systems, calendars, building of monuments such as the pyramids


How will we determine mastery? What is the timeline for mastery?

After reading the article at : http://www.wccusd.k12.ca.us/stc/ethical/singapore.htm Students will participate in a debate: Why are laws necessary?

Students will then write a creative story/diary/letter either as an American teenager in Singapore or a Singapore teenager in America.


How will we differentiate content/process/product (if applicable)?

Process: n/a

Content: Article retrieved January 27, 2009 from: http://www.wccusd.k12.ca.us/stc/ethical/singapore.htm

Product: Creative story/diary/letter


The general education teacher will:

Complete Chapter 4, with a discussion of Why Laws Are Necessary, including the article found at http://www.wccusd.k12.ca.us/stc/ethical/singapore.htm, regarding the American who was whipped in Singapore. The focus will be on what is more important the good of society or the rights and liberties of individuals.


The gifted education teacher will:

Tie in what is being learned with regards to the law with the Declaration of Independence lesson during Language Arts.Who will score/grade what?The general education teacher will implement the alternative products, process, and content.


What will we do at our next meeting?

Discuss strengths and challenges of this assignment.

The last assignment of choosing one from a list of three products resulted in work on the product, but very little content. Students rotated to other projects to gain information, but were only able to complete approximately 50% of the worksheet review. Students were not able to verbalize the missing information and then reviewed individually, as class discussion was not an option due to behavior.

Students will have an opportunity to complete another Monument with a later assignment, after reviewing strengths and challenges with last assignment.