Download SOCIAL STUDIES 6 CURRICULUM

South Hackensack School District
Middle School Curriculum
Content Area: Social Studies
Course Title: Ancient Civilizations
Early Humans and Mesopotamia
Civilizations in Africa
Asian Civilizations
Ancient and Classical Greece
Expansion and Fall of Rome
Date Revised: July 2015
Board Approved on: August 20, 2015
Grade Level: 6th
21-25
days
32-36
days
40-48
days
30-34
days
37-40
days
SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM
Content Area: Social Studies
Unit Title: UNIT 1 - Early Humans and Mesopotamia
Target Course/Grade Level: Ancient Civilizations / 6th grade
Projected Target: 20-25 days
Unit Summary – Students will explore early human societies. They will discover how culture was created
and how the first villages were formed. Additionally, they will understand how the agricultural revolution
has impacted our life today. Students will learn that Mesopotamia was the sight of great achievement in
early human history, including the development of the world’s first civilization.
Primary interdisciplinary connections: Language Arts, Math, Computers, Art, Science
21st Century Themes:
Global Awareness
 Use 21st century skills to understand and address global issues.
 Learn from and work collaboratively with individuals representing diverse cultures, religions and
lifestyles in a spirit of mutual respect and open dialogue in personal, work and community
contexts.
21st Century Skills
 9.1.8.A1 – Develop strategies to reinforce positive attitudes and productive behaviors that
import critical thinking and problem solving
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively to create and communicate knowledge.
 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of
tasks and to solve problems.
Learning Targets
Common Core Standards
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific
Procedures, experiments, or technical processes.
WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or
explanation presented.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Content Statements
• The agricultural revolution led to an increase in population, specialization of labor, new forms of social
organization, and the beginning of societies.
• Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and
northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic
conditions. They created centralized systems of government and advanced societies.
• Hunter/gatherers adapted to their physical environments using resources, the natural world, and
technological advancements.
• Archaeology provides historical and scientific explanations for how ancient people lived.
CPI #
6.2.8.A.1.a
Cumulative Progress Indicator (CPI)
Compare and contrast the social organization of early hunters/gatherers and those who
lived in early agrarian societies.
6.2.8.C.1.a
Relate the agricultural revolution (including the impact of food surplus from farming) to
population growth and the subsequent development of civilizations.
6.2.8.A.2.c
Determine the role of slavery in the economic and social structures of ancient river valley
civilizations.
6.2.8.B.1.b
Compare and contrast how nomadic and agrarian societies used land and natural resources.
6.2.8.B.2.b
Compare and contrast physical and political maps of ancient river valley civilizations and
their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt;
Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and
determine the geopolitical impact of these civilizations, then and now.
6.2.8.C.1.a
Relate the agricultural revolution (including the impact of food surplus from farming) to
population growth and the subsequent development of civilizations.
6.2.8.C.1.b
Determine the impact of technological advancements on hunter/gatherer and agrarian
societies
6.2.8.D.1.c
Explain how archaeological discoveries are used to develop and enhance understanding of
life prior to written records.
6.2.8.D.2.b
Explain how the development of written language transformed all aspects of life in ancient
river valley civilizations.
6.2.8.D.2.c
Analyze the factors that led to the rise and fall of various ancient river valley civilizations
and determine whether there was a common pattern of growth and decline.
6.2.8.D.2.d
Justify which of the major achievements of the ancient river valley civilizations
represent the most enduring legacies.
Unit Essential Questions
 Describe some ways humans adapted to their
physical environments.
 What kind of cultures did early humans create?
 How and why did farming villages develop?
 How did life in villages become more complex?
 What affect did the agricultural revolution have
on early humans?
 How did the geography of ancient Mesopotamia
help agriculture develop?
 How did the civilization develop in the region of
Sumer?
 What were the social classes that made up the
Sumerian society?
Unit Enduring Understandings
 Hunters/gatherers set the stage for the development
of communities.
 Early humans created language, religion, and art.
 The nomadic way of life was no longer efficient
after the agricultural revolution.
 Food surpluses and specialization led to a social
structure, including government and specialized
social classes.
 Mesopotamia was the site of the world’s first
civilization.
 The empires in the fertile crescent of Mesopotamia
brought about important developments in the
growth of civilization.
Unit Learning Targets
Students will ...
 Describe the way of life of the hunter-gatherer.
 Trace the evolution of the earliest types of tools used by prehistoric peoples.
 Summarize the development of key cultural features among prehistoric peoples.
 Explain the development and spread of agriculture amongst humans.
 Trace the impact of farming on the development of settlements among early peoples.
 Describe the processes by which the first significant communities in human history emerged.
 Analyze how the geography of Mesopotamia influenced life in the region.
 Learn about the development of the first civilization in Sumer.
Key Vocabulary
 Hunter-gatherer
 Nomad
 Migration
 Technology
 Religion
 Domesticate
 Irrigation
 Silt
 Surplus
 Civilization
 City-state
 Polytheism
 Ziggurat
 City-state
 Pictograph
 Cuneiform
 scribe
 floodplain
 specialization
 government
Writing Activities
 Daily “Do Now’s”
 Descriptive writing assignment: “Imagine you are going to make a documentary film about the hunter of
the Alps that we read about in the story on pages 48-49. Write a description of the film.”
 Graphic Organizer: Detail facts regarding hunter-gatherers.
 Persuasive Writing: Convince your friend why they should move to your complex village.
 Expository Writing: What can you invent to make farming easier?
Differentiation
At Risk
 RAFT Assignments and Vocabulary Word Maps
 Students will understand the development of agriculture by planting fast growing seeds in 3
different types of conditions and discover the ideal conditions for growing plants. (page 63)
 Graphic Organizer: The students will create a table of major Sumerian science and technology
developments.
 Create instructional objectives with realistic connections that are helpful to all students.

Provide private space.
Special Education
 Extended time for testing
 Allow pass/fail grade
 Provide copy of notes
 Open book assessment
 Preferential seating
 Provide word bank
Enrichment
 Students will create a plan for producing a useful tool in today’s society. The plan should explain
the purpose of the tool, what materials are needed to make it, and how it’s constructed.
 Create a board game regarding Mesopotamian Inventions.
ELL
 Make Summary Sentences – Students will pair up and review two paragraphs about huntergatherers on page 57. Students write a one-sentence summary of each paragraph, and then “turn
and talk” to their partner, sharing the summaries.
Evidence of Learning
Summative Assessment
 Quarterlies
 Unit and Chapter Tests
 The students will create a diagram that shows the progression in Sumerian society
from leadership by priest to leadership by kings. The diagram should show what the roles
of the priest were, how and why they changed and how the kings emerged as leaders.
 Students will receive poster board and markers to create a poster individually or collaboratively.
The poster will reflect all three ways of life (hunter-gatherer, simple village, complex village).
Students may use words and pictures to demonstrate their ideas and knowledge of early
societies. Upon completion groups/individuals will share final products with the class.
Equipment needed:
 LCD Projector
 Poster board/Markers/White board
 Textbooks
 Computer/speakers
Teacher Resources:
 McDougall Littell: World History Ancient Civilizations
 Douglas Carnine, Carlos Cortes, Kenneth Curtis, Anita Robinson. World History: Ancient Civilizations
 Don Blattner. Amazing Facts in World History
 Various Authors: Junior Scholastic Magazine
 Charles C. Mann, Before Columbus: The Americas of 1491
Formative Assessments
 Exit Tickets
 Do Now’s
 Lesson Quizzes
 Notebook Checks
Lesson Plans
Lesson
Chapter 2 Lesson 1
Hunters and Gatherers
Chapter 2 Lesson 2
Learning to Farm and Raise Animals
Chapter 3 Lesson 1
Geography of Mesopotamia
Chapter 3 Lesson 2
The First Civilization
Teacher Notes:
Timeframe
5-6 days
5-6 days
5-6 days
6-7 days
Curriculum Development Resources
 Past Curriculum Guides
 Textbook McDougall Littell: World History Ancient Civilizations Teacher’s Edition
 Internet Resources
 Common Core/NJCCCS
SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM
Content Area: Social Studies
Unit Title: UNIT 2 - Civilizations in Africa
Target Course/Grade Level: 6th grade
Projected Target: 32-36 days
Unit Summary: In this unit, students will learn that the development of agriculture along the Nile River
permitted the growth of other occupations and the ancient Egyptian civilization.
Primary interdisciplinary connections: Language Arts, Math, Computers, Art
21st Century Themes:
Global Awareness
 Use 21st century skills to understand and address global issues.
 Learn from and work collaboratively with individuals representing diverse cultures, religions and
lifestyles in a spirit of mutual respect and open dialogue in personal, work and community
contexts.
 Understanding other nations and cultures, including the use of non- English Languages
Environmental Literacy
 Demonstrate a knowledge and understanding of society's impact on the natural world.
st
21 Century Skills
 9.1.8.B.1 – Use Multiple points of view to create alternative solutions.
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively to create and communicate knowledge.
 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of
tasks and to solve problems.
Learning Targets
Common Core Standards
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Content Statements
• The agricultural revolution led to an increase in population, specialization of labor, new forms of social
organization, and the beginning of societies.
• Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and
northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic
conditions. They created centralized systems of government and advanced societies.
• Classical civilizations declined as a result of internal weaknesses and external invasions, but they left
lasting legacies for future civilizations
CPI #
6.2.8.C.1.a
Cumulative Progress Indicator (CPI)
Relate the agricultural revolution (including the impact of food surplus from farming) to
population growth and the subsequent development of civilizations.
6.2.8.C.1.b Determine the impact of technological advancements on hunter/gatherer and agrarian
societies.
6.2.8.A.2.a Explain why different ancient river valley civilizations developed similar forms of
government.
6.2.8.A.2.b Explain how codifying laws met the needs of ancient river valley societies.
6.2.8.A.2.c Determine the role of slavery in the economic and social structures of ancient river valley
civilizations.
6.2.8.B.2.a
Determine the extent to which geography influenced settlement, the development of trade
networks, technological innovations, and the sustainability of ancient river valley
civilizations.
6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and
their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt;
Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and
determine the geopolitical impact of these civilizations, then and now.
6.2.8.C.2.a
Explain how technological advancements led to greater economic specialization, improved
weaponry, trade, and the development of a class system in ancient river valley
civilizations.
6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various ancient
river valley civilizations.
6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in ancient
river valley civilizations.
6.2.8.D.2.c Analyze the factors that led to the rise and fall of various ancient river valley civilizations
and determine whether there was a common pattern of growth and decline.
6.2.8.D.2.d Justify which of the major achievements of the ancient river valley civilizations represent
the most enduring legacies.
Unit Essential Questions
Unit Enduring Understandings
 The development of agriculture along the Nile
 Why was the Nile River important?
River allowed the growth of Ancient Egypt
 What economic activities developed in Egypt?
civilization.
 How did work and social roles affect people in

The
Nile provided most of what the Egyptians
Ancient Egypt?
needed, so they generally had a positive outlook on
 What were the levels of Egyptian society?
life and the afterlife as well.
 What advances in learning did the Egyptians
make?
 What kind of government rules Egypt after it
was united?
 Why did the pharoahs build pyramids?
Unit Learning Targets
Students will ...
 Explain how the flooding of the Nile River benefited the Ancient Egyptians
 Identify jobs and social roles of Ancient Egyptians
 Describe Egyptian advances in calendar, geometry, medicine and writing
 Explain how government and religion were linked in Egypt
 Identify how the great pyramid of Giza was built and what it contains
 Describe and identify achievements of Egyptian rulers
Key Vocabulary
 cataract
 delta
 fertile
 linen
 scribe
 hieroglyph
 papyrus
 afterlife
 embalm
 mummy
 dynasty
 succession
 pharaoh
 pyramid
 Khufu
 Obelisk
Writing Activities
 Daily Do Now’s
 Expository/Descriptive Writing: Write a diary entry about a day spent on the Nile River. (page 153)
 Graphic Organizer: Organize facts about Egyptian Culture (Religion, Work and family, Learning)
 Persuasive/Expository Assignment: Create a brochure for visiting Egyptian landmarks
 Historical Fiction Writing: Describe the scene surrounding the funeral of Ramses II.
Differentiation
At Risk
 RAFT Assignments and Vocabulary Word Maps
 Crossword Puzzle Project
 Role Playing Activity: Egyptian Traders and Customers (page 152)
 Create instructional objectives with realistic connections that are helpful to all students
Special Education
 Extended time for testing
 Errorless learning i.e. test correction opportunities
 Provide copy of notes
 Preferential seating
 Provide word bank
 In‐class support
Enrichment
 Students will create Ancient Water Clocks. Using household items, students will create a device
that will be able to show a specific amount of time consistently by how fast the water clock
empties.
 Students will understand the art and architecture of ancient Egypt by creating a pyramid and
decorating its walls. (page 171)
ELL
 Reading Study Guides/word banks
 Decoding Compound Words in Chapter 5 Lesson 2
Evidence of Learning
Summative Assessment
 Quarterlies

Unit and Chapter Tests
 Use the Internet or the library to research and compare Egyptian pyramids with those of MesoAmerica. Include maps that show where pyramids are located in Egypt and Meso-America.
Provide documentation of sources.
Equipment needed:
 LCD Projector
 Textbooks
 Computer/speakers
Teacher Resources:
 McDougall Littell: World History Ancient Civilizations
 Primary Source Activity: Rosetta Stone (page 41)
 YouTube Documentary: Egypt’s Ten Greatest Discoveries
 Douglas Carnine, Carlos Cortes, Kenneth Curtis, Anita Robinson. World History: Ancient
Civilizations
 Don Blattner. Amazing Facts in World History
 Various Authors: Junior Scholastic Magazine
Formative Assessments
 Exit Tickets
 Do Now’s
 Lesson Quizzes
 Notebook Checks
Lesson Plans
Lesson
Chapter 5 Lesson 1
Gift of the Nile
Chapter 5 Lesson 2
Life in Ancient Egypt
Chapter 5 Lesson 3
The Pyramid Builders
Chapter 5 Lesson 4
The New Kingdom
Teacher Notes:
Timeframe
6-7 days
10-11 days
10-11 days
6-7 days
Curriculum Development Resources
 Past Curriculum Guides
 Textbook McDougall Littell: World History Ancient Civilizations Teacher’s Edition
 Internet Resources
 Common Core/NJCCCS
SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM
Content Area: Social Studies
Unit Title: UNIT 3 - Asian Civilizations
Target Course/Grade Level: 6th grade
Project Target: 40-48 days
Unit Summary: In this unit, students will learn how China’s geography affected the development of
civilization and how distinctive philosophies shaped ancient China. They will explore the development of
its Qin and Han Dynasties and study its cultural legacy of ancient China. Students will also learn that
India’s history was shaped by invasions, beliefs systems, and political, economic and social structures.
Primary interdisciplinary connections: Language Arts, Math, Economics, Computers, Art
21st Century Themes:
Global Awareness
 Use 21st century skills to understand and address global issues.
 Learn from and work collaboratively with individuals representing diverse cultures, religions and
lifestyles in a spirit of mutual respect and open dialogue in personal, work and community
contexts.
 Understanding other nations and cultures, including the use of non- English Languages
21st Century Skills:
 9.1.8.D.5 – Justify the need for greater cross-cultural understanding due to globalization
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively to create and communicate knowledge.
 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of
tasks and to solve problems.
Learning Targets
Common Core Standards
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g.,
Mandate of Heaven/Dynastic cycle)
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Content Statements
• The agricultural revolution led to an increase in population, specialization of labor, new forms of social
organization, and the beginning of societies.
• Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and
northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic
conditions. They created centralized systems of government and advanced societies.
• Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of
unprecedented size and diversity by creating centralized governments and promoting commerce, a
common culture, and social values.
• Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during
the era of classical civilizations.
• Classical civilizations declined as a result of internal weaknesses and external invasions, but they left
lasting legacies for future civilizations
CPI #
Cumulative Progress Indicator (CPI)
6.2.8.C.1.a
Relate the agricultural revolution (including the impact of food surplus from farming) to
population growth and the subsequent development of civilizations.
6.2.8.C.1.b Determine the impact of technological advancements on hunter/gatherer and agrarian
societies.
6.2.8.A.2.a Explain why different ancient river valley civilizations developed similar forms of
government.
6.2.8.A.2.b Explain how codifying laws met the needs of ancient river valley societies.
6.2.8.A.2.c Determine the role of slavery in the economic and social structures of ancient river valley
civilizations.
6.2.8.B.2.a
Determine the extent to which geography influenced settlement, the development of trade
networks, technological innovations, and the sustainability of ancient river valley
civilizations.
6.2.8.B.2.b Compare and contrast physical and political maps of ancient river valley civilizations and
their modern counterparts (i.e., Mesopotamia and Iraq; Ancient Egypt and Modern Egypt;
Indus River Valley and Modern Pakistan/India; Ancient China and Modern China), and
determine the geopolitical impact of these civilizations, then and now.
6.2.8.C.2.a
Explain how technological advancements led to greater economic specialization, improved
weaponry, trade, and the development of a class system in ancient river valley
civilizations.
6.2.8.D.2.a Analyze the impact of religion on daily life, government, and culture in various ancient
river valley civilizations.
6.2.8.D.2.b Explain how the development of written language transformed all aspects of life in ancient
river valley civilizations.
6.2.8.D.2.c Analyze the factors that led to the rise and fall of various ancient river valley civilizations
and determine whether there was a common pattern of growth and decline.
Unit Essential Questions
Unit Enduring Understandings
 Why was the earliest Indian civilization located
 Ancient China was influenced by geography,
near the Indus River?
unique philosophies and powerful dynasties.
 How was Harappan civilization similar to other
 Invasions, belief systems, political, economic and
ancient civilizations?
social structures helped shaped the history of India.
 Who were the Aryans?
 What is the caste system?
 What are the main teachings of the religion of
Buddhism?
 Who were the Guptas and when did they rule
India?
 What affects did the physical features of china
have on its early development
 How did the Shang develop writing?
 How were the Zhou able to conquer Shang’s
lands?
 How did Legalism suggest that society be
controlled?
 What did the Daoists believe about society?
 How did the Qin dynasty unify China?
 How did the Han rule China?
 What kind of goods moved along the silk roads?
Unit Learning Targets
Students will ...
 Investigate the development of early Indian cities
 Analyze the Harappan civilization
 Describe the significance of the Aryan migrations to India
 Analyze the social structure of the caste system
 Describe the life and teachings of Buddha and the spread of Buddhism
 Describe the contributions of the ancient Indians to art and mathematics
 Summarize the development of the earliest Chinese civilization
 Analyze the philosophy of Legalism, what is was and how it came about
 Describe details of the life of Confucius and his teachings
 Explore the political contributions of the Han dynasty
 Explore the contributions and impact of the silk roads on Chinese culture and history
Key Vocabulary
 subcontinent
 monsoon
 Aryan
 caste
 reincarnation
 karma
 nirvana
 dharma
 nirvana
 oracle bone
 dynastic cycle
 philosophy
 filial piety
 bureaucracy
 Silk roads
 Cultural diffusion
Writing Activities
 Daily Do Now’s
 Graphic organizer and Tolerance lesson: The students will make a chart on the caste system divided into
the different classes and what their jobs were. Students will compare this class system to the “class”
system in America today and will discuss whether or not race, gender, or age are factors in America’s
“class” system.
 Comparison writing: Examine Confucius’ “Five Relationships” and whether there are parallels for these
in modern society.
 Expository Writing: Diary entry of experiences on the Silk Road.
Differentiation
At Risk
 RAFT Assignments and Vocabulary Word Maps
 Provide choices and private space
 Role Playing Activity: Silk Road Traders and Customers (page 152)
 Compare and Contrast Chinese emperors.
 Draw diagrams of the pits containing the Qin Shinhuang’s Terra Cotta army.
Special Education
 Extended time for testing
 Errorless learning i.e. test correction opportunities
 Provide copy of notes
 Open book assessment
 Preferential seating
 Provide word bank
 In‐class support
Enrichment
 The students will create a poster that compares and contrast the civilizations of Harappa to those
of Sumer or Egypt. The poster should use words and images to identify ways in which cultures
were similar and ways in which they differed.
 Use the library or internet to create a biographical sketch of a Shang or Zhou ruler.
ELL
 Reading Study Guides
 Make a design plan for a city that mirrors the cities of the Indus Valley
 Students will “turn and talk” about India’s caste system and whether or not they would like having
the same occupation as one of their parents.
Evidence of Learning
Summative Assessment
 Quarterlies
 Unit and Chapter Tests
 The students will create a chart comparing the similarities and differences between legalism,
Confucianism and Daoism.
Equipment needed:
 LCD Projector
 Textbooks
 Computer/speakers
Teacher Resources:
 McDougall Littell: World History Ancient Civilizations
 History Channel Film: Mankind (terra cotta soldier episode)
 Michelle Breyer, M.A. Thematic Unit: Ancient China
Formative Assessments
 Exit Tickets
 Do Now’s
 Lesson Quizzes
 Notebook Checks
Lesson Plans
Lesson
Chapter 7 Lesson 1
Geography and Indian Life
Chapter 7 Lesson 2
The Origins of Hinduism
Chapter 7 Lesson 3
Buddhism and India’s Golden Age
Chapter 7 Lesson 4
The Legacy of India
Chapter 8 Lesson 1
Geography Shapes Life in Ancient China
Chapter 8 Lesson 2
China’s Ancient Philosophies
Chapter 8 Lesson 3
The Qin and the Han
Chapter 8 Lesson 4
The Legacy of Ancient China
Teacher Notes:
Timeframe
5-6 days
5-6 days
5-6 days
5-6 days
5-6 days
5-6 days
5-6 days
5-6 days
Curriculum Development Resources
 Past Curriculum Guides
 McDougall Littell: World History Ancient Civilizations Teacher’s Edition
 Internet Resources
 Common Core/NJCCCS
SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM
Content Area: Social Studies
Unit Title: UNIT 4 - Ancient and Classical Greece
Target Course/Grade Level: 6th grade
Projected Target: 30-34 days
Unit Summary: In this unit, students will analyze the geography of Greece and the early days of its
civilization. They will explore Greek gods, myths and early Greek literature. They will study the history
of the Greek government and compare and contrast city states Athens and Sparta and how they were
affected by the Persian wars.
Primary interdisciplinary connections: Language Arts, Math, Economics, Computers, Art
21st Century Themes:
Global Awareness
 Use 21st century skills to understand and address global issues.
 Learn from and work collaboratively with individuals representing diverse cultures, religions and
lifestyles in a spirit of mutual respect and open dialogue in personal, work and community
contexts.
 Understanding other nations and cultures, including the use of non- English Languages
21st Century Themes:
 9.1.8.F.2 – Explain how rules, laws, and safety practices protect individual rights in the
global workplace.
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively to create and communicate knowledge.
 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of
tasks and to solve problems.
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively to create and communicate knowledge.
8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of
tasks and to solve problems.
Learning Targets
Common Core Standards
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g.,
Mandate of Heaven/Dynastic cycle)
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Content Statements
• Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of
unprecedented size and diversity by creating centralized governments and promoting commerce, a
common culture, and social values.
• Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during
the era of classical civilizations.
• Classical civilizations declined as a result of internal weaknesses and external invasions, but they left
lasting legacies for future civilizations
CPI #
Cumulative Progress Indicator (CPI)
6.2.8.A.3.b Compare and contrast the rights and responsibilities of free men, women, slaves, and
foreigners in the political, economic, and social structures of classical civilizations.
6.2.8.A.3.c Determine the foundational concepts and principles of Athenian democracy and the
Roman Republic that later influenced the development of the United States Constitution.
6.2.8.A.3.d Compare and contrast the roles and responsibilities of citizens in Athens and Sparta to
those of United States citizens today, and evaluate how citizens perceived the principles of
liberty and equality then and now.
6.2.8.B.3.b Explain how geography and the availability of natural resources led to both the
development of Greek city-states and to their demise.
6.2.8.C.3.a
Analyze the impact of expanding land and sea trade routes through the Mediterranean
Basin, India, and China.
6.2.8.D.3.a Compare and contrast social hierarchies in classical civilizations as they relate to power,
wealth, and equality.
6.2.8.D.3.d Compare the golden ages of Greece, Rome, India, and China, and justify major
achievements that represent world legacies.
6.2.8.D.3.f
Determine the extent to which religions, mythologies, and other belief systems shaped the
values of classical societies.
Unit Essential Questions
Unit Enduring Understandings
 What were the main features of the geography of  Geography, culture, and trade helped develop
Greece?
Ancient Greek civilization.
 How did the sea affect Greek life?
 how did trade influence Greek culture?
 What was Greek religion like?
 How were Greek myths and religion connected?
 How was Greece organized politically?
 How did limited democracy develop in Athens?
 What did Spartan society emphasize the most?
 What was the government of Athens like?
 What happened when Persia invaded Greece?
Unit Learning Targets
Students will ...
 Summarize the effect of mountains on Greek life
 Explain how the sea unified Greece and brought new ideas
 Explain how the Greeks viewed interaction with the gods and how they honored them
 Describe Greek political organization
 Trace the evolution of Greek government from kingdom to democracy
 Describe the Spartan government and its militaristic society
 Outline Athenian society and its politically active citizens
 Explain how the Persian wars led to Greek unifications
Key Vocabulary
 peninsula
 isthmus
 Phoenician
 myth
 epic poem
 fable
 Olympics
 polis
 aristocracy
 oligarchy
 tyrant
 citizen
 democracy
 helot
 barracks
 Marathon
 Athens
 Sparta
Writing Activities
 Daily Do Now’s
 Graphic organizer: Venn Diagram comparing Ancient Greek Olympics to Modern Olympics
 Persuasive Writing: Write a letter to the Athenian government supporting either going to war with
Sparta or democracy.
 Expository Writing: Write a journal entry as a boy growing up in Sparta.
Differentiation
At Risk
 RAFT Assignments and Vocabulary Word Maps
 Provide choices and private space
 Role Playing Activity: Read “Atalanta’s Last Race” in Reader’s Theatre Activity
 Athens vs. Sparta T-Chart.
 Picture biographies of Greek mythical figures.
Enrichment
 Research Greek myths, gods, and goddesses. Read Greek fables and compare them to relevant
cartoon episodes they may have seen that show the same story/lesson.
Special Education
 Extended time for testing and preferential seating
 Errorless learning i.e. test correction opportunities
 Provide copy of notes and word bank
 Open book assessment and in class support
ELL




Reading Study Guides
Categorize different vocabulary that falls under the different types of government learned within
the lesson (Monarchy, Aristocracy, Oligarchy, Democracy)
Making Vocabulary Cards Activity (page 377)
Create a mural illustrating differences in Sparta and Athens.
Evidence of Learning
Summative Assessment
 Quarterlies
 Unit and Chapter Test
 Greek Gods and Goddesses Jeopardy Game
Equipment needed:
 LCD Projector
 Textbooks
 Computer/speakers
Teacher Resources:
 McDougall Littell: World History Ancient Civilizations
 History Channel Film: Mankind (Sparta Warrior episode)
 David Jefferies. Thematic Unit: Ancient Greece
 Lady Hestia Evans. Mythology: The Gods, Heroes, and Monsters of Ancient Greece
Formative Assessments
 Exit Tickets
 Do Now’s
 Lesson Quizzes
 Notebook Checks
Lesson Plans
Lesson
Chapter 11 Lesson 1
The Geography of Greece
Chapter 11 Lesson 2
Beliefs and Customs
Chapter 11 Lesson 3
The City-State and Democracy
Chapter 11 Lesson 4
Sparta and Athens
Teacher Notes:
Timeframe
5-6 days
5-6 days
10-11 days
10-11 days
Curriculum Development Resources
 Past Curriculum Guides
 McDougall Littell: World History Ancient Civilizations Teacher’s Edition
 Internet Resources
 Common Core/NJCCCS
SOUTH HACKENSACK MIDDLE SCHOOL CURRICULUM
Content Area: Social Studies
Unit Title: UNIT 5 - Expansion and Fall of Rome
Target Course/Grade Level: 6th grade
Projected Target: 37-40 days
Unit Summary: The Romans built a large and powerful empire. They held their empire together with
military force and a highly organized government. After Rome’s fall, the Byzantines created a long lasting
empire.
Primary interdisciplinary connections: Language Arts, Math, Science, Computers, Art
21st Century Themes:
Global Awareness
 Use 21st century skills to understand and address global issues.
 Learn from and work collaboratively with individuals representing diverse cultures, religions and
lifestyles in a spirit of mutual respect and open dialogue in personal, work and community
contexts.
 Understanding other nations and cultures, including the use of non- English Languages

Demonstrate a knowledge and understanding of society's impact on the natural world.
st
21 Century Skills:
 9.1.8.A.2 – Implement problem – solving strategies to solve a problem in school and community
Technology:
 8.1 Educational Technology – All students will use digital tools to access, manage,
evaluate, and synthesize information in order to solve problems individually and
collaboratively to create and communicate knowledge.
 8.1.8.A.5 – Select and use appropriate tools and digital resources to accomplish a variety of
tasks and to solve problems.
Learning Targets
Common Core Standards
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources.
RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate
summary of the source distinct from prior knowledge or opinions.
RH.6-8.3 Identify key steps in a text’s description of a process related to history/social studies (e.g.,
Mandate of Heaven/Dynastic cycle)
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary
specific to domains related to history/social studies.
RH.6-8.5 Describe how a text presents information (e.g., sequentially, comparatively, causally).
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other
information in print and digital texts.
RH.6-8.8 Distinguish among fact, opinion, and reasoned judgment in a text.
WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that
demonstrate an understanding of the topic or text, using credible sources.
WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas clearly and efficiently.
WHST.6-8.9 Draw evidence from informational texts to support analysis reflection, and research.
WHST.6-8.10 Write routinely over extended time frames (time for reflection and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Content Statements
• Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of
unprecedented size and diversity by creating centralized governments and promoting commerce, a
common culture, and social values.
• Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during
the era of classical civilizations.
• Classical civilizations declined as a result of internal weaknesses and external invasions, but they left
lasting legacies for future civilizations
CPI #
Cumulative Progress Indicator (CPI)
6.2.8.A.3.c
6.2.8.D.3.c
6.2.8.D.3.f
6.2.8.B.4.e
6.2.8.B.4.g
6.2.8.D.4.h
Determine the foundational concepts and principles of Athenian democracy and the
Roman Republic that later influenced the development of the United States
Constitution.
Determine common factors that contributed to the decline and fall of the Roman
Empire, Gupta India, and Han China.
Determine the extent to which religions, mythologies, and other belief systems
shaped the values of classical societies.
Analyze the motivations for civilizations to modify the environment, determine the
positive and negative consequences of environmental changes made during this
time period, and relate these changes to current environmental challenges.
Explain why the strategic location and economic importance of Constantinople and
the Mediterranean Sea were a source of conflict between civilizations.
Determine the extent to which the Byzantine Empire influenced the Islamic world
and western Europe.
Unit Essential Questions
 How did centralized government lead to the
expansions of empires?
 What led to the decline of civilizations?
Unit Enduring Understandings
 Romans built a great empire and forged a culture
that influenced many aspects of later societies.
Unit Learning Targets
Students will ...
 Describe the stages that Roman civilization went through from kingdom to empire.
 List the causes for the causes and the eventual decline of Rome.
 Describe how the Roman legacy was continued with the Byzantine Empire.
 Trace the impact the Roman impact on architecture, engineering and culture on later societies.
 Summarize Roman and Byzantine influence in securing Christianity as a major world religion.
Key Vocabulary
 legend
 republic
 peninsula
 patrician
 plebian
 Senate
 consul
 civil war














Pax Romana
aqueduct
Colosseum
gladiator
mercenary
absolute ruler
barbarian
nomad
plunder
mosaic
epic
bas-relief
oratory
vault
Writing Activities
 Daily Do Now’s
 Expository Writing: Newspaper article on the burning of Rome
 Expository Writing: Letter to Julius Caesar warning him of the assassination plot
 Descriptive Writing: Report on Roman building materials (concrete, etc.)
Differentiation
At Risk
 RAFT Assignments
 Vocabulary Word Maps
 Provide choices and private space
Enrichment
 Design a map showing each phase of the Roman Civilization
 Compare the decline of the Roman Empire with the decline of the Chinese Han Empire
Special Education
 Extended time for testing and Errorless learning i.e. test correction opportunities
 Provide copy of notes and Open book assessment
 Preferential seating and Provide word bank
ELL
 Reading Study Guides
 Connect to Today: Roman Influences (page 521)
 Description of Gladiator Battle
Evidence of Learning
Summative Assessment
 Quarterlies
 Unit and Chapter Tests
 Graphic Organizer Assessment: Weaker West vs. Wealthy East
Equipment needed:
 LCD Projector
 Textbooks
 Computer/speakers
Teacher Resources:
 McDougall Littell: World History Ancient Civilizations
 Film: Gladiator
 Mike Shepard, Thematic Unit: Ancient Rome
 Various Authors: Junior Scholastic Magazine
Formative Assessments
 Exit Tickets
 Do Now’s
 Lesson Quizzes
 Notebook Checks
Lesson Plans
Lesson
Chapter 13 Lesson 1
The Geography of Ancient Rome
Chapter 13 Lesson 2
The Roman Republic
Chapter 13 Lesson 3
Rome Becomes an Empire
Chapter 13 Lesson 4
The Daily Life of Romans
Chapter 15 Lesson 1
An Empire in Decline
Chapter 15 Lesson 2
The Fall of the Roman Empire
Chapter 15 Lesson 3
The Byzantine Empire
Chapter 15 Lesson 4
The Legacy of Rome
Teacher Notes:
Timeframe
4-5 days
5 days
5 days
5 days
4-5 days
5 days
4-5 days
5 days
Curriculum Development Resources
 Past Curriculum Guides
 McDougall Littell: World History Ancient Civilizations Teacher’s Edition
 Internet Resources
 Common Core/NJCCCS
Technical Terms
*All terms should be taught in context rather than in
isolation. These terms should be addressed after
conceptual understanding.
Determine the meaning of words and phrases as
they are used in a text, including figurative language
such as metaphors and similes. Determine the
meaning of general academic and domain-specific
words and phrases in a text relevant to a grade 5
topic or subject area.
Know and apply grade-level phonics and word
analysis skills in decoding words.
Identify word meanings through context clues and
through the use of resources (glossary, dictionary, or
other technological resources). Use letter-sound
knowledge when decoding words; Divide into
syllables; Determine words parts, including roots,
prefixes, and suffixes.
Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade
5 reading and content, choosing flexibly from a
range of strategies.
*Listed above are the teaching strategies to be
utilized in conjunction with any and all vocabulary
in various genres, themes, and writing assignments.
Curriculum Revised: July, 2015
Curriculum Adopted: August 20, 2015
CCR
(Career/College Readiness)/Interdisciplinary
Connections
CRP1. Act as a responsible and contributing citizen.
CRP2. Apply appropriate academic and technical
skills.
CRP4. Communicate clearly and effectively and
with reason.
CRP5. Consider the environmental, social and
economic impacts of decisions.
CRP6. Demonstrate creativity and innovation.
CRP7. Employ valid and reliable research
strategies.
CRP8. Utilize critical thinking to make sense of
problems and persevere in solving them.
CRP10. Plan education and career paths aligned to
personal goals.
CRP11. Use technology to enhance productivity.
CRP12. Work productively in teams while using
cultural global competence.