Unit Title:  Woven Wind, The History of Silk

Unit Author: Judy Lewis Pristaw, Bridgewater Village School.

Grade Level:  6th Grade

Unit Overview:
This unit will acquaint sixth graders with China’s history of inventions, especially silk making. They will investigate the silkworm and follow the trade route of the Silk Road.

Time Frame:  5 weeks

CULMINATING ACTIVITY:
Students will participate in a Focus Forum “tea party”  reflecting back on what they have learned.  They will discuss and
debate how our life would be different without China’s inventions and the creation of the Silk Road.

Standard 1.13 Students listen actively and respond to communications. This is evident when students:
                              a) Ask clarifying questions
                              c)  Respond through discussion

Standard 1.15 Students use verbal and nonverbal skills to express themselves effectively. This is evident when students:
                              a) Share information
                              b) Use accepted conventions of the English language (e.g., grammar, usage, word
                                   choice, pronunciation)
                              e) Use language expressively and persuasively

Standard 1.18  Students use computers, telecommunications, and other tools of technology to research, to gather information
                           and ideas, and to represent information and ideas accurately and appropriately.

Standard 1.19 Students use organizational systems to obtain information from various sources (including libraries and the
                          Internet). This is evident when students:
                              a) Recognize and define their need for information
                              b) Develop an effective search strategy to satisfy their informational needs
                              c) Conduct effective searches for information and ideas
                             d). Establish a situation/plot, point of view, setting, and conflict;
                             e). Develop characters through action, speech, relationship to others, etc.; and
                              f). Use a range of narrative strategies

FIELDS OF KNOWLEDGE STANDARDS
Standard 6.4  Students identify major historical eras and analyze periods of transition in various times in their local community,
                         in Vermont, in the United States, and in various locations world wide, to interpret the influence of the past on the
                         present. This is evident when students:
                              a) Demonstrate understanding of concepts of past, present
                              b) Investigate the impact of new knowledge and inventions

Standard 6.7  Students use geographical knowledge and images of various places to understand the present, communicate
                        historical interpretations, develop solutions for problems, and plan for the future. This is evident when students:
                             aa) Describe such spatial patterns as population distributions, land use patterns,
                                   climate, transportation networks in Vermont, the United States, and the world.

Standard 6.8 Students analyze the factors and implications associated with the historical and contemporary movements and
                        settlements of people and groups in various times in their local community, in Vermont, in the United States, and
                        in various locations world wide. This is evident when students:
                             aa.) Analyze and evaluate the causes and effects, processes and patterns of human
                                     movements, both chosen and forced in the community, Vermont, and the world
                                     (e.g., impact of transportation, technology).

Standard 6.15  Students use the basic principles of economics to interpret local, state, national, and international economic
                           activity. This is evident when students:
                             dd). Understand the advantages and disadvantages of using currency vs. bartering

Standard 6.19  Students understand the variety of influences and impacts of the construction, preservation, and change of
                           identity, within families, other social structures, and nations. This is evident when students:
                                e)  Demonstrate how societal changes (e.g. new jobs, changing gender roles,
                                     economic depressions, wars) can alter identities over time
 
Standard 7.7  Students use geometric and measurement concepts. This is evident when students:
                               dd) Reason proportionally with measurements, to interpret maps and to make
                                      smaller- and larger-scale drawings;
 
Standard 7.13 Students understand the characteristics of organisms, see patterns of similarity and differences among living
                          organisms, understand the role of evolution, and recognize the interdependence of all systems that support life.
                          This is evident when students:
                              cc) Describe model and explain the principles of interdependence of
                                    all systems that support life.

Standard 7.16 Students understand how natural resources are extracted, distributed, processed, and disposed of.  This is
                          evident when students:
                              aa) Identify the steps that need to be followed when extracting
                                     natural resources
                              cc) Compare and evaluate products made of either natural or
                                    synthetic materials, or a combination of the two.

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