1. VOCABULARY GRADE 6 OPEN COURT UNIT 2 ANCIENT CIVILIZATION
MYLES
ROOM 16
John Still Center
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2. SCHEDULE DAY ONE: WORD KNOWLEDGE AND VOCABULARY DAY TWO: DEFINITIONS
DAY THREE: 5 SENTENCES
DAY FOUR: POWERPOINT PRESENTATION
MATCHING QUIZ
A VOCABULARY PRESENTATION FOR UNIT ONE: PERSEVERANCE
Vocabulary Homework Page
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3. Unit 2: ANCIENT CIVILIZATIONS
- Anthropological and
archaeological
research
- Anasazi, Pueblo
- Pompeii
- Rosetta stone
- Hatshepsut
- Silk road
RESEARCH UNIT
Each lesson in this unit brings forward specific information literacy skills that are critical for students to master as part of the research cycle. Each step can be used as an opportunity to integrate library resources and to collaborate with library staff. Every lesson can be enhanced with library books that provide background knowledge through illustrations and photographs. Concepts that are built throughout the unit include:
****Social Studies Unit
Main idea and supporting details
Compare and contrast
Cause and effect
Fact and opinion
Information literacy skills covered in this unit include:
Using the card catalog
Taking notes
Gathering information
Interpreting diagrams
Drawing conclusions from diagrams
Interpreting maps
Two field trips that support this unit as well as the history social studies standards for Grade 6 are the Rosicrucian Museum in San Jose (see page 237F) and the Asian Art Museum in San Francisco (see page 261F).
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4. ANCIENT CIVILIZATION TITLES
Digging up the Past
The Search for Early Americans
The Island of Bulls
People on the Beach
Riddle of the Rosetta Stone
His Majesty, Queen Hatshepsut
The Silk Route
1Digging Up the Past(Page 114M) Books on archaeology and what archaeologists do will enhance the background before reading this selection.Summary(Page 133F) Library activity: Choose one of the methods of dating objects (relative dating and absolute dating) to investigate.(Page 135A) This is a research unit, and the library will be an essential partner in the process. Students will produce and publish the results of their investigations of and research on ancient civilizations. Digging Up the Past(Pages 135C – 135D) Further research opportunity should include the library in planning and providing resources. Materials on ancient cultures will help students to define their research problem. Review how to use the online catalog to locate materials.
2The Search for Early Americans(Page 136M) Bring in background materials on the Anasazi and Pueblo peoples of Mesa Verde.Compare and contrast(Page 159F) Students research the Aztec, Maya and Inca to verify their move to Central and South America.(Pages 161C – 161D) Refining problems, forming research groups, and note taking. Use library time for location of resources and practice.
3The Island of Bulls(Page 162M) Library resources provide information on Greek heroes and the Greek myth of Theseus and the Minotaur.Analysis and response to nonfiction(Page 169F) Students research the legendary civilization of Atlantis and speculate how the Minoan civilization could have been the basis for the story of the lost civilization.(Pages 171C – 171D) Research and exploration is a good connection to library resources. Schedule time for students to pursue materials about ancient civilizations to formulate conjectures and focus on the research. The planning calendar should include library visits to continue group research.
4People on the Beach(Page 174M) Use library resources to build background understanding of Pompeii and Herculaneum and how archaeologists were able to learn much about the way of life by exploring these buried cities.Explanation of a process(Page 193F) Have students research the causes of volcanic eruptions. Have them collect information and prepare diagrams to show what they have learned.(Page 195C) Identifying Research Needs. Have students complete the Inquiry Journal assignment in the library using the library resources.
5.Riddle of the Rosetta Stone(Page 196M) Build background about hieroglyphs, the Rosetta Stone, and ancient Egypt using library resources.Research report(Page 213F) Students trace the rise of Alexander the Great, research the influence of Greek culture on the Egyptians and write a brief report on their findings. (Pages 215C – 215D) These activities continue to prepare students to build presentations and organize their information.
6His Majesty, Queen Hatshepsut(Page 216M) Library books will build background information on ancient Egypt. This is an example of historical fiction based on research.
7The Silk Route(Page 242M) Background information on ancient China and the Silk Road in a narrative nonfiction format. Book review(Page 261M) Students develop a map of the Silk Route from China to Byzantium. Have them research information and include notes on their maps of the different cultures along the route and how the geographic features of China made the spread of goods difficult.
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5. Unit Vocabulary Words Lesson 1 site ar*chae*ol*o*gist art*i*fact
ex*ca*vate
sift
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6. Matching Quiz Lesson 1 To pass through a sieve.
To dig out, to unearth.
Location, place, or scene.
Scientist who studies the life and culture of past peoples.
Object of historical interest, such as a weapon, tool, or vessel, made by humans.
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7. Unit Vocabulary Words Lesson 2 cliff dwel*ling pre*his*tor*ic
ex*plor*a*tion
pre*serve
an*ces*tor
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8. Matching Quiz Lesson 2 Person from whom one is descended.
Cave or a hollow in cliff where ancient Native Americans of the Southwest lived.
Protect, save.
Period before recorded history.
Examination of inhabitants and features of an area.
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9. Unit Vocabulary Words Lesson 3 pre*sumed civ*i*li*za*tion moon*stones
cu*ri*ous
gyp*sum
stuc*co
en*light*ened
ob*liv*i*ion
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10. Matching Quiz Lesson 3 Accepted as true; supposed.
To have given knowledge or wisdom to.
Plaster or cement used for covering outside walls or for ornamenting inside walls.
Eager to know or learn.
A pearly gemstone.
The state or condition of being entirely forgotten.
A common mineral used especially in cement.
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11. Unit Vocabulary Words Lesson 4 an*thro*pol*o*gist dank bal*us*trade
sul*phur
e*rup*tion
ex*ca*va*tion
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12. Matching Quiz Lesson 4 A bursting forth in an explosive manner.
The process of removing by digging.
Someone who studies the physical, cultural, and social development of humans.
Balusters and handrail on a staircase.
Yellow, nonmetallic element that smells like rotten eggs.
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13. Unit Vocabulary Words Lesson 5 block*ade in*scrip*tion e*quiv*a*lents
as*so*ci*at*ed
trans*late
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14. Matching Quiz Lesson 5 To be connected.
A shutting off of an area by troops or ships to prevent people or supplies from going into or out of it.
To express in or change into another language.
Two or more things that are equal, as in value, force, effect, or meaning.
Something that is written, carved, or engraved on something such as a piece of wood or stone.
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15. Unit Vocabulary Words Lesson 6 frank*in*cense i*bis pa*lan*quin
lo*tus*es
o*be*lisk
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16. Matching Quiz
Lesson 6
A tall, slender, four-sided stone column that tapers toward its pyramidal peak.
A resin obtained from various Arabian and African trees, used in perfumes and as incense.
A covered litter, usually for one person, carried by poles on the shoulders of two or more people.
Any of various water lillies, such as the white lotus, which at one time was a sacred plant in Egypt.
Large wading birds with long legs and a long, narrow, curved bill.
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17. Unit Vocabulary Words Lesson 7 ar*ti*sans car*a*van la*den no*mads
yurts
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18. Matching Quiz Lesson 7 Circular, portable tents.
Tribes that move from place to place to find food or pasture for their cattle.
Skilled craftspeople.
Loaded; burdened.
A group of merchants traveling together for the safety through difficult or dangerous territory.
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19. RESOURCES http://sipapu.gsu.edu/index.html - Kivas
- general resources
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