Ms. Calder, Social Studies - B, 6th Grade

Posts

February 26-March 1

The students will finish working on their Native American Cave Drawings which will represent the research that they conducted for the chosen Native American tribe with their small group.  
 
I am anxious to see the creativity and findings that the students discovered. 

February 20-23

The students will choose a Native American region to research the elements of culture and from there they will be placed into a group to create a Native American Mural and Cave Drawing. 

February 12 - 15

Last week the students showcased their learning of the Columbian Exchange by sharing their final product if they wanted to.  Some of the students chose to debate if the Columbian Exchange was positive or negative.  After completing research each side was ready to debate.  The respectfully disagreeing among the students was phenomenal and each side was prepared, listened to the points and were able to have a just outstanding debate.  The rest of the students took notes to support their vote of either positive or negative. 
 
This week we will focus on the Native American culture by creating a flip book.  Next the students will choose a Native American region, research the elements of culture and then create a Native American Mural. 

February 5 - 9

The students last week were working on their Columbian Exchange project.  Most of the students chose a map route, timeline, compare and contrast, as well as creating a debate of the pros and cons.  I am amazing at the creativity and researching that the students are producing.  
  If the students want to present their final project, they are more than welcome.  
  For the rest of the week, we will look at text evidence and read text and answer questions supporting their answer with the text. 

January 29 - February 1

We will finish up this on Unit 4 Conquest and Colonization.  
We will look at the Columbian Exchange.
 
Students will complete an assignment where they create a concept map that illustrates the different items exchanged during the Columbian Exchange and the impacts they had on Europe, Africa, and the Americas. They will also write a short paragraph explaining the significance of the Columbian Exchange in shaping the modern world. 
 
We will finish out the week using text evidence to support their thinking about conquest and colonization of the Europeans to Central and South America. 

January 22 - 26

This week we will focus on how the Spanish changed the culture in Central and South America. There will be different activities on the Survival after Columbus. We will also discuss the Columbian Exchange. 

January 17-19

The students started reaching a conquistador and will finish it up on Wednesday.  They will then share with their group of four and we will have a class discussion about their findings.  From there the students will write an essay discussing the significance of the conquistador's coming to Central and South America.  
 
Our next discovering will be looking a cultural interaction between Europeans and Indigenous people where the students will start by researching, then sharing, and finally taking all the information to create a role-playing scenario depicting a cultural interaction and present to the class. 

January 8 - 12

Welcome back!
 
This week we will be starting Unit 4, Conquest and Civilization.  We will study the impact of European colonization on the indigenous people of Central and South America over the next month.  The Essential Question we will be focusing on is: How were the Central and South American civilizations altered by colonization and cultural interactions with Europeans?
 
We will begin on Monday opening up our brains to the Ancient American civilizations that we studied before break, and then move forward to understanding why the Europeans were so interested in Central and South America. 

Dec. 11 - 13

During the next three days, we will be finishing up our studies of the Ancient Americas by looking at communication tools, how geography affected each civilization, and look at primary sources supporting the Olmec, Maya, Aztec, and Inca. 

Dec. 4 - 8

The students will present their Civilization skits to persuade the rest of the class to join their civilization. We will then follow up with a discussion sharing thoughts if views were change and give reasons to support changes if any. 
 
We will finish the week looking how the Ancient Civilizations were affect by the geographic location, and also a closer look at the writing systems for each civilization.  

Nov. 27 - Dec. 1

Welcome back!
 
We will pick up with researching the Ancient America Civilizations, Olmec, Maya, Aztec and Inca. The students will finish researching the comparison chart and then choose 2 civilizations that they would prefer to be a part of by writing an explanation using their research to support their choice. 
 
The next step will be to put the students in their preferred civilization and then the groups will need to share their explanations with the group.  From there the groups will create a skit to persuade the rest of the class to join their civilization. 

Nov. 13-17

This week we will finish learning about the Olmec, Maya, Aztec and Inca civilizations.  The students investigate these four civilizations on their own a little deeper, and then choose a civilization that they could be a part of using text evidence to support their answers.  
  After the students have chosen a civilization, they will create a persuasive skit to encourage others to join their civilization. 

Nov. 5 - 9

This week we will begin looking at Ancient Civilizations in North America with the focus on the Olmec, Maya, Inca and Aztecs. 
 
Students will be exploring these civilizations through text and small group discussions. 
 
The essential question is:
How do differences in geography and culture impact the ultimate success of a civilization?
 
 

October 30 - November 3

The focus for this week will be to look at the Inuit by learning about this indigenous group, how geography has affected the Inuit living and how geography has changed the economy of the Inuit People. 
 
By the end of the week, students will complete the First Peoples unit by completing an Assessment. 

October 23 - 27

We will be starting a new unit this week on the First People.  
 
The students will Identify ways different cultures record history in the Western Hemisphere through oral and written sources and analyze multiple primary and secondary sources with a focus on oral histories, art, artifacts, eyewitness accounts, letters, and diaries, real or simulated historical sites, charts, graphs, diagrams, and written texts. 
 
We will begin by exploring all the way the indigenous people communicated, and then move on to learning universal culture vocabulary words, and then matching artifacts with the universal vocabulary words.