To All,

We are currently studying what an archaeologist does at a site that he/she is excavating.

Then the students went to a virtual archaeological dig and excavated the artifacts, took field notes, and catalogued the artifacts. Here is a link to the site:

Land of the Spirits Virtual Archaeological Dig

Heirloom Project

To All,

The students will be working on their Heirloom Project this week. Students will be doing the research for this project as homework: - choose a family heirloom or artifact - ask relatives about the object, its purpose/function, how it came to be in the family, why it was passed on through the generations, its significance.

The students have the Family Heirloom Cataloguing Data worksheet. Use this as a guide to the type of information they should research and gather for the item they have chosen to study.

Some guiding questions: What is it? - Define it’s shape, size and color. - Condition (rusty, broken, bent, decayed)? - Of what is it made? - When was it made? - Where was it made? - How was it made? - Who used it? - For what was it used? - What special attributes does it have? - Is there an oral or written history? - Other facts you know about this object. - Sources of information.

An example of cataloguing data:

Once the students have completed the data sheet they will give a short presentation about his or her heirloom.

Homework for Tuesday, October 20th

Homework for Tuesday, October 20th: Uncovering the Past - Chapter Review

Homework for Monday, October 19th

Homework for Monday, October 19th: Understanding the Past - Section 1

Studying the Past.....

To All,
Here are the main points and vocabulary of last week's learning:

Historians use many kinds of clues to understand how people lived in the past.

Historians are people who study the past to understand people’s culture.

Culture is the knowledge, beliefs, customs, and values of a group of people.

Archaeology is the study of the past based on what people left behind.

Archaeologists, or people who study archaeology, explore places where people once lived, worked, or fought.The things that people leave in these places can range from stone tools to computers.

Objects can be examined to learn about the past and are clues to how people once live

 

Fossils and artifacts give information about early humans.

A fossil is a part or an imprint of something that was once alive.
Artifacts are objects created and used by humans.
A primary source is an account of an event that is created by someone who took part in or witnessed the event.
A secondary source is information gathered by someone who did not take part in or witness an event.

 

 

 

Mr.Stanton

Social Studies- Individuals and Societies

jstanton@stamfordct.gov OR stantonct@yahoo.com

Blog: stantonsocialstudies.blogspot.com

  

Sixth Grade Curriculum

• Mapping and Geography
• Archaeology and Early Humans
• Characteristics of a Civilization (G.R.A.P.E.S = Government, Religion, Achievements, Politics, Economy, Social Structure)
• Ancient China
• Modern China
• Ancient Greece
• Ancient Rome
• Middle Ages

Common Core State Standards or Connecticut Core Standards in History:

Grading Policy

 

The student’s grades are determined by the following breakdown:

Homework: 10%

Classwork: 35%
Projects/ Reports: 35%
Quiz: 10%
Test: 10%
International Baccalaureate rubrics will also be utilized in determining students’ academic progress.

Projects

Students will receive a variety of projects throughout the year.  A grading rubric will accompany all long term projects.  Each time a project is assigned the project and the rubric are fully explained. Parents and students should pay close attention to the value of each component to ensure that students will utilize their time wisely and maximize their ability to achieve a high-quality grade.  Students are given at least one full week once a project is assigned therefore if a project is turned in late students will lose 10 points for each day that it is late.  

Tests and Quizzes

Students are given prior notice of test and quizzes.  Students are provided with some type of study guide, sometimes the guide is a worksheet, and other times I have the students take notes, or highlight their notes in their binders. 

 

Latitude and Longitude Skills

Latitude and Longitude Skills

This week in Social Studies class, we're looking at using lines of latitude and longitude to find locations on earth. Using a map to find locations, there are a few points to keep in mind:

LATITUDE lines are HORIZONTAL and measure how far NORTH or SOUTH a place is.

Latitude lines are also called parallels.

LONGITUDE lines are VERTICAL and measure how far EAST or WEST a place is.

Longitude lines are also called meridians.

When you write the coordinates of a specific place the latitude number goes first, followed by the longitude number.

Latitude and longitude points are measured in degrees. This is because our earth is round and there are 360 degrees in a circle!

If you were trying to locate the city of Boston, you would say that it lies at (42°N, 71°W). This means that Boston is 42 degrees north of the equator, and 71 degrees west of the Prime Meridian.

Tim and Moby explain latitude and longitude in a video on BrainPop--Check it out by clicking here. If you don't remember the login and password, ask me during class.




Here's a CHEEZ-TASTIC video from the 1970s!