SUMMA HUMANITIES

Geography and Civilization

Jay Ashkinos, Meadow Park

OBJECTIVES
Developing sustainable rain forest practices, overseeing the rise of civilization, leading
a Chinese dynasty: students learn about our world and our past through hands-on simulations
and projects. Our goal is historical perspective, a sense that history made us who we are and
we can make history. This year’s emphases are world geography and the rise of great ancient
civilizations. The year’s overarching theme, our link between units, is justice versus
injustice.
The reading of great literature gives one a sense of self. We explore in class numerous
examples of outstanding literature rich in literary merit or historical importance (some
selections are cited below). Literature suffuses the curriculum; we will conduct several whole
class book assignments. Independent reading is a key strand, and sixth graders are expected
to read and complete a high-cognitive assessment on at least one book per semester from the
Sixth Grade Reading List.
Of course, it is not enough to just develop a sense of who we are; we must learn to
communicate it effectively. We work periodically on grammar, for it is the cornerstone of
good language; systematically on vocabulary, built through a study of Greek and Latin roots
and context clues; constantly on speaking, loud, clear, and with forethought; and extensively
on writing, which includes a variety of essay formats and imaginative pieces.
UNITS *subject to change based on class size and/or progress
Location and Place Geography: Know Your Planet. Where in the
world is everything and what are the unique attributes of each place? We gain a solid
geographic foundation through a simulation of a worldwide scavenger hunt. We also learn the
ins and outs of Summa Humanities.
Relationship and Region Geography: The World Village.
Relationships within and between places, and the notion of world regions, occupy our
attention here. Debates will be rampant over rain forest policy, as well as regional conflicts
with a simulation of the UN Security Council. We read The Call of the Wild as we finish
geography proper and merge discussions of the impact of geography on humans—and vice
versa. Get ready to amp our cognitive abilities! Up to now, you’ve been great at doing. Now
it’s time to learn how to think. Pay attention.
Mesopotamia: The First Civilizations. What is civilization? How did it
begin? And how do we know? After examining the fundamentals of archaeology through
creating our own civilization in the simulation, DIG, we dive into the intense simulation
called Empires, a portrayal of the rise of civilization. Although it is technically science
fiction, Bradbury’s The Martian Chronicles sheds light on the beginnings and endings of
human societies.
 Egypt: It’s More Than Mummies. Mesopotamian civilizations rose and fell,
but Egypt just went on and on. Why? We learn more about archaeology, produce our own
lecture on an aspect of Egypt’s legacy, and produce a variety of short plays in order to
understand Egyptian daily life and culture.
China: A Culture for the Ages. The world’s most populous country must be
doing something right. We examine the rich and ancient culture of China through a rich and
large simulation that teaches civil service and ancient schools of thought. Reading selections
include excerpts from Confucius, Tao Te Ching, and the complete Tao of Pooh!
India: Another Culture for the Ages. The world’s second most populous
country must also be doing something right. We explore this often neglected but equally rich
and ancient civilization, and then assume the role of teacher as we engulf on Project Team
Teach. Simultaneously, we read a Lloyd Alexander young adult novel set in the world of
Indian mythology, The Iron Ring.
GRADING
Writing, reading, performing, speaking, doing projects, running simulations—
anything that takes place in class or endeavored to prepare for it—serve as the crucial
formative paving materials to reach the summative grade mile markers. Those markers occur
throughout each unit, and consist typically of one writing piece, one reading analysis, one
speaking event, and one or two Social Studies assessments. The learning targets include eight
MYP goals for Language and Literature and Individuals and Societies. (Please check website
for details.)
Student assignments will be evaluated using eight-point MYP rubrics. Assessment
scores will be converted to a summary judgment per learning target at the end of the grading
period. A final conversion to a letter grade is what you will see on report cards. Behavior and
Academic marks will be reported separately.
There is homework virtually every day, and it consists usually of preparing for the
next day through reading and writing. Assignments will be on the board and on my
assignment web page at https://sites.google.com/site/ashkinosclassmpms/.

EXPECTATIONS
Be Self-Sufficient: bring supplies and assignments on time.
Be Encouraging: work honestly and without put-downs.
Be Respectful: honor the person, property, and rights of others.
Be Communicative: talk or send e-mail to jay_ashkinos@beaverton.k12.or.us.
Follow the Golden Rule: treat others as you want to be treated.

I am not one who was born in the possession of knowledge; I am one who is fond of antiquity,
and earnest in seeking it there.
--Confucius