I.+Culminating+Synthesis+Project


 * In the Beginning ** …__Culminating Synthesis Project__

This project serves as a summative assessment for the Unit of Study on Early Man.
 * __Standards__ **

Students in grade six expand their understanding of history by studying the people and events that ushered in the dawn of the major Western and non-Western ancient civilizations. Geography is of special significance in the development of the human story. Continued emphasis is placed on the everyday lives, problems, and accomplishments of people, their role in developing social, economic, and political structures, as well as in establishing and spreading ideas that helped transform the world forever. Students develop higher levels of critical thinking by considering why civilizations developed where and when they did, why they became dominant, and why they declined. Students analyze the interactions among the various cultures, emphasizing their enduring contributions and the link, despite time, between the contemporary and ancient worlds.
 * World History and Geography: Ancient Civilizations **
 * 6.1 Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution. **


 * 1) Describe the hunter-gatherer societies, including the development of tools and the use of fire.
 * 2) Identify the locations of human communities that populated the major regions of the world and describe how humans adapted to a variety of environments.
 * 3) Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing and shelter //. //

Students will choose a time period within the unit of study and create a poster describing significant events and how they influenced people. How these events became historical patterns and influenced new ways of thinking and acting. Explaining historical patterns will help you understand how and why certain ideas influenced events and movements at different times in history.
 * __Project Description__ **
 * __Elements Required in the Poster__ **


 * Timeline with at least 5 dates and what significant event that happened. A timeline is a visual list of events and dates shown in the order in which they occurred. Timelines show sequence or the order in which events follows one another.
 * Achievement/Impact Chart with at least 5 achievements and the impact they had on human development. Charts present information in a visual form. Charts are created by simplifying, summarizing and organizing information. This information is then presented in a format that is easy to understand.
 * Drawing or Picture representing the life in the time period (people, work, houses, art, tools used).
 * Map that explains a geographic pattern. Explaining geographic patterns involves understanding the movement of such things as people, cultures, or ideas across the earth. Geographic patterns include the migration of people, the expansion or decline of empires, the growth of economic systems, and the spread of religion.

Poster board, markers, pictures, maps, and other drawings
 * __Materials__ **


 * __Scoring Rubric__ **

least 3 dates on the timeline. || Contains at least 4 dates on the timeline. || Contains at least 5 dates on the timeline. || Impact Chart || Contains at least 2 events on the chart. || Contains at least 3 events on the chart. || Contains at least 4 events on the chart. || Contains at least 5events on the chart. || Drawing or Picture || Sloppy random picture or drawing with no details given. || Random picture or drawing no details given. || Picture or drawing of the time period some details given, no color. || Clean, colored picture or drawing depicting life in the time period, detailed and labeled. ||
 * || 1 || 2 || 3 || 4 ||
 * Timeline || Contains at least 2 dates on the timeline. || Contains at
 * Achievement/

Map || Sloppy random map with no geographical pattern listed and is missing most of the elements of title, key, and areas labeled. || One single map that shows a region but does not explain a geographical pattern. Map has a title, key and some of the areas labeled. || One single map that explains a geographic pattern. Map has a title, key, and geographic areas labeled. || Clean, colored multiple maps that explains a geographic pattern. Map has a title, key, and geographic areas labeled. ||
 * Presentation || Student reads from their poster, does not make eye contact with the audience, and does not speak clearly. || Student reads most of the poster and lacks making eye contact with the audience. || Student refrains from reading most of the poster and makes eye contact with the audience. || Student makes eye contact with the audience, flows through the concepts with ease, and speaks with confidence. ||
 * __Sample Project

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