2017+Unit+Three

=Unit Three 2017= // What relevant goals (e.g. content standards, course or program objectives, learning outcomes) will this design address? //
 * ==Stage 1 - Desired Results== ||
 * === Establish Goals: ===

//6.6 Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.// 1. Locate and describe the origins of Chinese civilization in the Huang-He Valley during the Shang Dynasty. 2. Explain the geographic features of China that made governance and the spread of ideas and goods difficult and served to isolate the country from the rest of the world. 3. Know about the life of Confucius and the fundamental teachings of Confucianism and Taoism. 4. Identify the political and cultural problems prevalent in the time of Confucius and how he sought to solve them. 5.List the policies and achievements of the emperor Shi Huangdi in unifying northern China under the Qin Dynasty. 6. Detail the political contributions of the Han Dynasty to the development of the imperial bureaucratic state and the expansion of the empire. 7. Cite the significance of the trans-Eurasian “silk roads” in the period of the Han Dynasty and Roman Empire and their locations. 8. Describe the diffusion of Buddhism northward to China during the Han Dynasty.
 * //California History and Social Science Standards// **

//6.3 Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.// 1. Describe the origins and significance of Judaism as the first monotheistic religion based on the concept of one God who sets down moral laws for humanity. 2. Identify the sources of the ethical teachings and central beliefs of Judaism (the Hebrew Bible, the Commentaries): belief in God, observance of law, practice of the concepts of righteousness and justice, and importance of study; and describe how the ideas of the Hebrew traditions are reflected in the moral and ethical traditions of Western civilization. 3. Explain the significance of Abraham, Moses, Naomi, Ruth, David, and Yohanan ben Zaccai in the development of the Jewish religion. 4. Discuss the locations of the settlements and movements of Hebrew peoples, including the Exodus and their movement to and from Egypt, and outline the significance of the Exodus to the Jewish and other people. 5. Discuss how Judaism survived and developed despite the continuing dispersion of much of the Jewish population from Jeru

// **California Science Standards** // //Shaping Earth’s Surface// 2. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept: a. Students know water running downhill is the dominant process in shaping the landscape, including California’s landscape. b. Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns. c. Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves. d. Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.

// **Common Core ELA Standards** // // Reading // 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). 5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. a. Analyze the use of text features (e.g., graphics, headers, captions) in popular media. CA 6. Explain how an author develops the point of view or purpose in a text and explain how it is conveyed in a text. 7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. 8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. 9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

// Writing // 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic or thesis statement; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.

//Listening and Speaking// 4. Present claims and findings (e.g., argument, narrative, informative, response to literature presentations), sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CA a. Plan and deliver an informative/explanatory presentation that: develops a topic with relevant facts, definitions, and concrete details; uses appropriate transitions to clarify relationships; uses precise language and domain specific vocabulary; and provides a strong conclusion. CA Students will understand that. . . > real people and fictional characters. > some of it slowly over long periods of time. || ===Essential Questions:=== For Human Rights: Science and Social Studies will be covered in the text but basics: • China's history and place in world history • How plate tectonics, weathering, and other factors change the surface of the Earth • Legal documents have language and format that is specific and unique to that form of writing. Skills and knowledge • Model/diagram a form of change to Earth's surface • Follow a map of the Silk Road • Reading technical documents || ====Students will be able to know. . .==== • Story summaries • Science/Social Study notes
 * Technology ** will focus on presentation of ideas ||
 * ===Understandings:===
 * We learn lessons about human rights from the experiences of
 * Characters change over time in response to challenges.
 * People respond differently to similar events in their lives.
 * China is a significant and ancient culture.
 * The ties between China and the west go back millennia.
 * The Earth is in an ongoing process of change, some of it fast, and
 * Has the Earth always been this way? How does change happen?
 * Where is China, and why is it important?
 * What are human rights?
 * What lessons can we learn about human rights through literature and life?
 * How can we tell powerful stories about people’s experiences? ||
 * ^  || ===Essential Background:===
 * 1) Rights
 * 2) Inalienable rights
 * 3) strike
 * 4) labor
 * 5) union
 * 6) revolution
 * 1) Where is China?
 * 2) How does what we've learned so far ||
 * ====Students will know . . .====
 * Hmmm ||
 * ==Stage 2 – Assessment Evidence== ||
 * === Performance Tasks: ===
 * Weekly written assessments
 * Unit project
 * By what criteria will performances of understanding be judged? **
 * Rubric/Checklist || === Other Evidence: ===

• Discussions, survey at unit end. ||
 * How will students refle **** ct upon and self-assess their learning? **
 * ==Stage 3 - Learning Plan== ||
 * ===**Links:**=== ||

Learning Activities:
What learning experiences and instruction will enable students to achieve the desired results? 1/16 - 1/20 MLK Holiday || Unit 3 Chapter 8 Lesson 1 Exploring China's Geography p276-281 Think/Ideas: How has geography shaped Chinese civilization? Unit 3 Chapter 8 Lesson 2 Early Chinese Civilization p282-289 Think/Ideas: Why was the Shang Dynasty so powerful? ||  || Read __ Esperanza Rising __ p1- 38 What is Esperanza's life like? Read UNDRoC What does it mean? What does it mean for you? What does it mean for Esperanza? || 1/23 - 1/27 || Unit 3 Chapter 8 Lesson 3 Life in Ancient China p290-295 Think/ideas; Why was class structure important in Chinese society? Unit 3 Chapter 8 Lesson 4 The Qin and Han Dynasties Open Court Unit 2 Lesson 6 The Silk Route || Read: Chapter 6 Shaping Earth's Surface Lesson 1 Atmospheric Pressure, Temperature, and Weather p342-53 Think/Ideas: What factors make up an area’s weather? What tools could help someone determine a location’s climate? || Read __ Esperanza Rising __ p39-120 What changes happen in Esperanza's life? || 1/30 - 2/3 || Read:Chapter 9 Lesson 1 The First Humans in the Americas p314-317 Think/Ideas: How did the environment influence life in early Meso-America? Lesson 2 The Olmec p318-324 Think/Ideas: What did the Olmec contribute to modern society? || Read: Chapter 6 Shaping Earth's Surface Lesson 2 Weathering, Erosion, and Deposition p356-65 Think/Ideas: What are the two types of weathering that can affect rock? What kind of physical weathering could produce a smooth, worn surface? || Read __ Esperanza Rising __ p121-157 Re-read UNDRoC What new things do we see? || 2/6-2/10 || Read: Chapter 9 Lesson 3 The Maya p326-329 Think/Ideas: What were the major accomplishments of the Maya? Lesson 4 The Mound Builders p330-333 Think/Ideas: How were the Mound Builders different from the Olmec and Maya? || Read: Chapter 6 Shaping Earth's Surface Lesson 3 Rivers and Streams p368-377 Think/Ideas: How do rivers and streams change Earth's surfaces? || Read __ Esperanza Rising __ p158-198 || 2/13 - 2/17 Lincoln Holiday || Read: Chapter 10 Lesson 1 The Geography of Ancient Israel p350-353 Think/Ideas: How did the geography of ancient Israel influence daily life? Lesson 2 The Beginnings of Judaism p354-361 Think/Ideas: What were the Israelite's major beliefs? || Read:Chapter 6 Shaping Earth's Surface Lesson 4 Beaches and Wave Erosion p380-7 Think/Ideas: How do waves change the shoreline? || Read __ Esperanza Rising __ p199-233 || 2/20 - 2/24 || Read: Chapter 10 Lesson 3 The Israelite Kingdom p362-369 Think/Ideas: What factors led to the rise and fall of the Israelite kingdom? Lesson 4 The Development of Judaism p370-379 Think/Ideas: What factors led to the spread of Judaism? || Read: Chapter 6 Shaping Earth's Surface Lesson 5 Changing Habitats p390-403 Think/Ideas: How do natural disasters affect habitats? || Read __ Esperanza Rising __ p234-262 Look at Preamble and Section 1 of the legalese version of UNDRoC. Do you recognize the language in section 1? Why does it have all that language at the beginning? ||
 * **Week** || **Social Studies** || **Science** || **Esperanza Rising** ||
 * Eighteen
 * Nineteen
 * Twenty
 * Twenty-one
 * Twenty-two
 * Twenty-three