Download Curriculum Map - Gibbsboro School

Curriculum Map
Course Title: 6th Grade World History
Revised:
Essential Questions
Unit One:
The Beginnings of
Human Society
Unit Two:
The Fertile Crescent
Unit Three:
Ancient Egypt
Unit Four:
Ancient India and China
Unit Five:
Ancient Greece
How did physical geography
affect the development and
growth of societies around
the world?
How did physical geography
affect the development and
growth of societies around
the world?
How did physical geography
affect the development and
growth of societies around
the world?
How did physical geography
affect the development and
growth of societies around
the world?
How did physical geography
affect the development and
growth of societies around
the word?
What types of governments
were formed in the early
societies and how did they
develop?
What historical
accomplishments are the
civilizations of the Fertile
Crescent known for?
What types of government
were formed in the Egyptian
societies and how did they
develop?
What were the beliefs and
values of the people of
Ancient India and China?
What were the beliefs and
values of the people of
ancient Greece?
How do current events relate
to events of the past?
What types of governments
were formed in the societies
of the Fertile Crescent?
What were the beliefs and
values of the people of
ancient Egypt?
What types of governments
were formed in ancient India
and China how did they
develop?
How did the societies of
ancient Greece develop and
organize economic
activities?
What were the beliefs and
values of the people in the
Fertile Crescent?
How did each ancient
Egyptian society’s belief
system affect its historical
accomplishments?
How did each of ancient
China’s societal belief
systems affect their historical
accomplishments?
What types of governments
were formed in ancient
Greece and how did they
develop?
How do current events relate
to events of the past?
How do current events relate
to events of the past?
How do current events relate
to events of the past?
How can an atlas be used to
examine the history, the
regions, the geography, the
environment, and the culture
of ancient Egyptian
civilization?
How can an atlas be used to
examine the history, the
regions, the geography, the
environment, and the culture
of ancient Indian and
Chinese civilizations?
How can an atlas be used to
examine the history, the
regions, the geography, the
environment, and the culture
of ancient Greek
civilization?
How can an atlas be used to
examine the history, the
regions, the geography, the
environment, and the culture
of early human civilization?
How has geography affected
the migration, settlement,
and growth of the
Mesopotamian civilizations?
How do current events relate
to events of the past?
How can an atlas be used to
examine the history, the
regions, the geography, the
environment, and the culture
of Fertile Crescent
civilization?
Egypt’s Nile River flooded
yearly and deposited fertile
soil on its banks. This
allowed the Egyptian farmers
to grow enough crops to feed
people in the cities, making
civilization possible.
Early hominids adapted their
environment to their needs,
creating stone tools and
using fire. Later, people
settled, started farming, and
began to form societies.
Concepts/
Knowledge/
Content
The development of farming
allowed people to produce
more food. Populations
grew, and settlements
developed into towns and
cities. Governments formed,
mainly in cities, to keep
order, provide services, and
manage public building and
irrigation projects.
Current issues, events,
themes can be related to the
events of the past.
An atlas combines various
maps, tables and charts from
different historical periods.
Fertile land permitted the
rise of civilizations in the
Fertile Crescent.
Silt from the Nile River
created rich farm land along
the river’s banks, allowing
civilization to develop.
The Babylonians and
Assyrians gained riches and
land through conquest, and
built grand cities.
Nubia was rich in mineral
resources that it traded to
Egypt.
The government of Babylon
established Hammurabi’s
code, a set of written laws.
Phoenicia’s location on the
Mediterranean Sea helped its
alphabet to spread.
The Egyptian pharaohs gave
themselves absolute power
over the people they ruled.
Egyptians believed in an
afterlife and in gods that
controlled nature.
The monotheism of the
Jewish people has ancient
roots; it later influenced
Christianity and Islam.
Egyptian religious beliefs
influenced the development
of hieroglyphics and
mathematics.
Current issues, events,
themes can be related to the
events of the past.
Current issues, events,
themes can be related to the
events of the past.
An atlas combines various
maps, tables and charts from
different historical periods.
An atlas combines various
maps, tables and charts from
different historical periods.
Barriers formed by the
mountains and sea limited
ancient India’s contact with
the rest of Asia. The Indus
and Ganges river valleys had
fertile farmland that helped
early civilizations grow.
The location of Greece on
mountainous islands and
peninsulas led to the rise of
independent Greek citystates that fostered fishing
and trading rather than
farming.
Rivers such as the Huang
deposited fertile soil that
supported the rise of
civilizations in China.
The Greeks valued freedom,
independence, beauty, and
knowledge. These values
led to their advancement in
the arts, in democracy, in
freedom of thought, and in
philosophy.
Hindus believe in a creator,
reincarnation, and religious
and moral duties.
Buddhists seek to find
release from reincarnation
through discipline and
overcoming selfish desires.
The Maurya and Gupta
empires were formed
through conquest. Their
emperors had absolute
power.
China’s government relied
on a merit system in which
candidates for government
jobs had to pass official
examinations.
Greece developed from
family farms that united
under the protection of
fortified hills to from first
villages and then city-states
from combined villages. Its
economy was influenced
largely by its geography due
to its location on islands and
peninsulas. This location
fostered trade. The Greeks
owned slaves, who made a
huge economic difference to
the Greeks, allowing them to
pursue activities other than
manual labor.
Emperor Shi Huangdi united
ancient China’s warring
kingdoms and implemented
common weights and
measurements, a common
currency, an improved
writing system, and a law
code.
Athens and the rest of
Greece developed
democracies that allowed
citizens-free males-to have a
say in the government.
Sparta developed a grim,
militaristic state that was
always at war with Athens
and other city-states.
During the Han dynasty,
advances were made in the
Alexander conquered a huge
empire that included Asia
arts, medicine, and
technology.
Current issues, events, and
themes can be related to the
events of the past.
An atlas combines various
maps, tables and charts from
different historical periods.
Minor, Persia, Palestine, and
Egypt. Cities in these areas
were modeled after Greek
cities and culture and ruled
by Greek kings.
Current issues, events, and
themes can be related to the
events of the past.
An atlas combines various
maps, tables and charts from
different historical periods.
Skills
Assessments
Summarize events of early
civilizations and interpret
their impact on the
development of modern
civilization.
Summarize events of ancient
civilizations and interpret
their impact on the
development of modern
civilization.
Summarize events of ancient
civilizations and interpret
their impact on the
development of modern
civilization.
Summarize events of ancient
civilizations and interpret
their impact on the
development of modern
civilization.
Summarize events of ancient
civilizations and interpret
their impact on the
development of modern
civilization.
Compare and contrast
aspects of developing
civilizations.
Compare and contrast
aspects of ancient
civilizations.
Compare and contrast
aspects of ancient
civilizations.
Compare and contrast
aspects of ancient
civilizations.
Compare and contrast
aspects of ancient
civilizations.
Evaluate primary sources for
the purpose of examining
developing civilizations.
Evaluate primary sources for
the purpose of examining
ancient civilizations.
Evaluate primary sources for
the purpose of examining
ancient civilizations.
Evaluate primary sources for
the purpose of examining
ancient civilizations.
Evaluate primary sources for
the purpose of examining
ancient civilizations.
Read and examine maps and
charts to uncover aspects of
developing civilizations.
Read and examine maps and
charts to uncover aspects of
ancient civilizations.
Read and examine maps and
charts to uncover aspects of
ancient civilizations.
Read and examine maps and
charts to uncover aspects of
ancient civilizations.
Read and examine maps and
charts to uncover aspects of
ancient civilizations.
Draw conclusions about
developing civilizations.
Draw conclusions about
ancient civilizations.
Draw conclusions about
ancient civilizations.
Draw conclusions about
ancient civilizations.
Draw conclusions about
ancient civilizations.
Relate current issues, events,
and themes in history.
Relate current issues, events,
and themes in history.
Relate current issues, events,
and themes in history.
Relate current issues, events,
and themes in history.
Relate current issues, events,
and themes in history.
Questioning and Discussion
Quizzes
Tests
Projects
Writing
Timelines
Questioning and Discussion
Quizzes
Tests
Projects
Writing
Timelines
Questioning and Discussion
Quizzes
Tests
Projects
Writing
Timelines
Questioning and Discussion
Quizzes
Tests
Projects
Writing
Timelines
Questioning and Discussion
Quizzes
Tests
Projects
Writing
Timelines
Standards and
Benchmarks
*
Atlas Workbooks
Primary Source Evaluation
Current Events
Atlas Workbooks
Primary Source Evaluation
Current Events
Atlas Workbooks
Primary Source Evaluation
Current Events
Atlas Workbooks
Primary Source Evaluation
Current Events
Atlas Workbooks
Primary Source Evaluation
Current Events
6.1
6.3
6.5
6.6
6.1
6.2
6.3
6.5
6.6
6.1
6.3
6.6
6.1
6.3
6.6
6.1
6.2
6.3
6.5
6.6
Note: Depending on the course, length of units, and available supplies, some months of curriculum mapping may be altered to meet the needs of the students,
teachers, and/or District Essential Curriculum.
Curriculum Map
Course Title: 6th Grade World History
Revised:
Unit Six:
Ancient Rome
How did physical geography
affect the development and
growth of societies around
the world?
What types of governments
were formed in ancient
Rome and how did they
develop?
What were the beliefs and
values of the people of
ancient Rome?
Essential Questions
How did ancient Rome’s
belief systems affect its
historical accomplishments?
How do current events relate
to events of the past?
How can an atlas be used to
examine the history, the
regions, the geography, the
environment, and the culture
of ancient Roman
civilization?
Unit Seven:
Byzantine and Muslim
Civilizations
What types of government
were formed by the
Byzantine and Muslim
civilizations and how did
they develop?
What were the beliefs and
values of the Byzantine and
Muslim civilizations?
How did the beliefs and
values of the Byzantine and
Muslim civilizations affect
their histories and historical
accomplishments?
How do current events relate
to events of the past?
How can an atlas be used to
examine the history, the
regions, the geography, the
environment, and the culture
of the Byzantine and Muslim
civilizations?
Unit Three
Unit Four
Unit Five
Located at the center of the
Mediterranean world, Rome
became the capital of a huge
empire that included diverse
peoples.
After being ruled by kings,
the Romans formed a
republic in which the people
elected leaders and no leader
held all the power.
Weak, corrupt rulers and the
huge size of the Roman
Empire contributed to its fall.
The Romans had a strong
sense of traditional values
and valued family life most
of all.
Concepts/
Knowledge/
Content
Roman rulers tried to stamp
out Christianity, but over
time the new religion spread
throughout the Roman
Empire.
Current issues, events,
themes can be related to the
events of the past.
An atlas combines various
maps, tables and charts from
different historical periods.
Roman Emperor Constantine
moved the imperial capital to
Byzantium, which was
renamed Constantinople.
Later, Justinian, one of the
greatest Byzantine emperors,
collected and summarized
centuries of Roman laws to
form Justinian’s Code.
Justinian’s Code became the
basis for the legal systems of
most modern European
countries.
Muhammad was the founder
of the religion of Islam and
became its prophet. His
followers became known as
Muslims. In 656, Islam split
into two groups, Shiites and
Sunnis.
After Muhammad’s death,
Islam spread. From about
800 to 1100 there was a
golden age of Muslim
culture. The work of
Muslim mathematicians
enabled later scientists to
make discoveries in
astronomy, physics, and
chemistry. After 1300, the
Ottoman Empire gained
control over much of the
Muslim world and practiced
tolerance toward other
religions.
Current issues, events,
themes can be related to the
events of the past
An atlas combines various
maps, tables and charts from
different historical periods.
Skills
Assessments
Summarize events of ancient
civilizations and interpret
their impact on the
development of modern
civilization.
Summarize events of
ancient civilizations and
interpret their impact on the
development of modern
civilization.
Compare and contrast
aspects of ancient
civilizations.
Compare and contrast
aspects of ancient
civilizations.
Evaluate primary sources for
the purpose of examining
ancient civilizations.
Evaluate primary sources for
the purpose of examining
ancient civilizations.
Read and examine maps and
charts to uncover aspects of
ancient civilizations.
Read and examine maps and
charts to uncover aspects of
ancient civilizations.
Draw conclusions about
ancient civilizations.
Draw conclusions about
ancient civilizations.
Relate current issues, events,
and themes in history.
Relate current issues, events,
and themes in history.
Questioning and Discussion
Quizzes
Tests
Projects
Writing
Timelines
Atlas Workbooks
Primary Source Evaluation
Current Events
Questioning and Discussion
Quizzes
Tests
Projects
Writing
Timelines
Atlas Workbooks
Primary Source Evaluation
Current Events
\
Standards and
Benchmarks
*
6.1
6.2
6.3
6.5
6.6
6.1
6.2
6.3
6.6
Note: Depending on the course, length of units, and available supplies, some months of curriculum mapping may be altered to meet the needs of the students,
teachers, and/or District Essential Curriculum.