Teri Francesco Winneberger 6th Grade Social Studies Why Do We Use Maps?

NEW JERSEY CORE CURRICULUM STANDARDS:

Introduction

6.2.8.B.1.b Compare and contrast how nomadic and agrarian societies used land and natural resources. 6.2.8.B.2.a Determine the extent to which geography influenced settlement, the development of trade networks, technological innovations, and the sustainability of ancient river valley civilizations. 6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and determine the geopolitical impact of these civilizations, then and now. 6.2.8.B.3.a Determine how geography and the availability of natural resources influenced the development of the political, economic, and cultural systems of each of the classical civilizations and provided motivation for expansion. 6.2.8.B.3.b Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their demise. 6.2.8.B.4.a Explain how geography influenced the development of the political, economic, and cultural centers of each empire and well as the empires relationships with other parts of the world. 6.2.8.B.4.b Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted urbanization, transportation, communication, and the development of international trade centers. 6.2.8.B.4.g Explain why the strategic location and economic importance of Constantinople and the Mediterranean Sea were a source of conflict between civilizations. ISTE NETS T: 1a. Promote, support, and model creative and innovative thinking and inventiveness, 2a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity, 2b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress, 2d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching, 3a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations,

ESSENTIAL QUESTIONS:
1. Why do we use maps?

ANTICIPATORY SET:
1. 2. 3. What function do maps serve? How do different maps help us understand a place better? What kinds of maps are there?

OBJECTIVES:
1. Students will use different maps to gather information about the places we will learn about throughout the year (key places: Egypt, the Middle East, India, China, Greece, Italy, Europe). Students will ask and answer questions about geographic locations Students will communicate with global partners through ePals to assist them with gathering information.

2. 3.

Teri Francesco Winneberger 6th Grade Social Studies

ACTIVITIES:

Introduction

Background: This will be an introductory activity to the school year. In 6 grade Social Studies we cover world cultures and history, and are continually using maps and geography skills. This activity will hook the students interest in these places around the globe by allowing communication with people from these foreign places. This activity will be completed during the first or second week of school.

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Using Maps: As a class, we will discuss various places we will learn about as well as the different types of maps we will be using. Students will understand their purposes by using different maps to get different information about the locations we will study. Students will be put into small groups of 2-4 depending on the number of students. They will randomly select one of the following geographic locations: o o o o o o o Egypt The Middle East India China England Greece Italy

Connecting with Others: Students will use various maps to research their given location. They will then communicate with ePals in those locations to gather more knowledge and information. The information required will be on a handout and also in a Google Doc. Showing off: Students will have a few minutes to present their location to their class and discuss what they learned from the different maps used as well as information they collected from their ePal.

ASSESSMENTS:
Summative: Completed Activity and Handout Formative: Group & Class Participation, Observation, handout.

RESOURCES:
SmartBoard Laptop Cart Internet access ePals Various Maps including Google Earth

DIFFERENTIATED STRATEGIES:
Employ visual aides and interactive SmartBoard strategies to reinforce understanding. Provide printed copies of handouts, notes/outlines, study guides, and completed notes when necessary. Modify assignments, packet material, directions, and assessments as needed. Use an FM system when necessary. Give extra time when needed. Give verbal descriptions when necessary. Implement multi/hypermedia to review concepts when appropriate.

Teri Francesco Winneberger 6th Grade Social Studies

Give verbal and nonverbal cues when necessary.

Introduction