Download Ancient Civilizations

Ancient Civilizations - Curriculum
6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and
systematically about how past interactions of people, cultures, and the environment affect issues across time
and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically
responsible world citizens in the 21st century.
Unit 1: Beginnings of Human Society - Paleolithic and Neolithic Societies
Essential Questions
1. How did migratory patterns shape early human societies?
6.2.8.B.1.a
2. How did the lives of early humans change as they shifted from
hunter-gatherer to early agrarian societies over time?
6.2.8.A.1.a, 6.2.8.B.1.b, 6.2.8.C.1.a, 6.2.8.C.1.b, 6.2.8.D.1.a, 6.2.8.D.1.b
3. What is the role of archaeology in the study of ancient peoples?
6.2.8.D.1.c
Focus Standards
A. Civics, Government, and Human Rights
6.2.8.A.1.a- Compare and contrast the social organization of early hunters/gatherers and those who lived in
early agrarian societies.
B. Geography, People, and the Environment
6.2.8.B.1.a- Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia,
Australia, and the Americas, and describe the impact of migration on their lives and on the shaping of societies.
6.2.8.B.1.b- Compare and contrast how nomadic and agrarian societies used land and natural resources.
C. Economics, Innovation, and Technology
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.
D. History, Culture and Perspectives
6.2.8.D.1.a-Demonstrate an understanding of pre-agricultural and post-agricultural periods in terms of relative
length of time.
6.2.8.D.1.b-Relate the development of language and forms of writing to the expression of ideas, creation of
cultural identity, and development of more complex social structures.
6.2.8.D.1.c-Explain how archaeological discoveries are used to develop and enhance understanding of life prior
to written records.
Required Unit Objectives
1. Using physical maps and selected secondary sources students will identify global migratory patterns of
hunter/gatherers analyzing factors impacting their lives.
6.2.8.B.1.a; RH.6-8.2; RH.6-8.7
2. Using selected primary/secondary sources students will analyze the social organization, technology, and
use of resources of Early Human societies.
6.2.8.A.1.a, 6.2.8.B.1.b; RH.6-8.1; RH.6-8.2; RH.6-8.4
3. Using required readings, primary/secondary source documents, and a timeline students will analyze
Early Human social structures and determine the relative length of time between hunter/gatherer and early
agrarian societies.
6.2.8.C.1.a, 6.2.8.C.1.b, 6.2.8.D.1.a, 6.2.8.D.1.b; RH.6-8.1; RH.6-8.2; RH.6-8.7
4. Using an internet virtual tour students will explain how archaeology is used to understand prehistoric life.
6.2.8.D.1.c; RH.6-8.7
Required Resources
Our World’s Story (maps and text selections)
Suggested Resources/Activities
Activity Book: Our World’s Story, Harcourt Brace & Company
The Ancient World, Milliken Publishing Company
Caves of Lascaux Internet Virtual Tour http://www.lascaux.culture.fr/#/en/00.xml
Stone Age toolkit (pbs-Nova) http://www.pbs.org/wgbh/nova/stoneage/tool-nf.html
Stone Age toolkit interactive quiz (pbs-Nova) http://www.pbs.org/wgbh/nova/ancient/stone-age-toolkit.html
Journey of Life- Peopling of the World (Bradshaw Foundation)
http://www.bradshawfoundation.com/journey/
Skara Brae - History of the Orkney Islands http://www.orkneyjar.com/history/skarabrae /
Early Human Migration, World History Ancient and Early Modern Times, McDougall Littell
http://www.classzone.com/cz/books/ms_wh_aemt/resources/html/animations/wh01_humanmigration.html
The Ancient World - Milliken Publishing
Clearly Social Studies Grade 6, McGraw-Hill Children’s Publishing
Unit 2. Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley CivilizationsMesopotamia
Essential Questions
1. How did geography shape and change ancient Mesopotamian civilization and
modern Iraq?
6.2.8.B.2.a, 6.2.8.B.2.b
2. How did technological innovation lead to complex civilization in Mesopotamia?
6.2.8.C.2.a
3. How was religion important to the development of civilization in Ancient
Mesopotamia?
6.2.8.D.2.a
4. How did government and law impact the lives of ancient Mesopotamians?
6.2.8.A.2.a, 6.2.8.A.2.b
5. What are the most enduring legacies of ancient Mesopotamia?
6.2.8.D.2.b, 6.2.8.D.2.d
6. What factors led to the rise and fall of ancient Mesopotamia?
6.2.8.D.2.c
Focus Standards
A. Civics, Government, and Human Rights
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.
B. Geography, People, and the Environment
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.
C. Economics, Innovation, and Technology
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.
D. History, Culture, and Perspectives
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.
Required Unit Objectives
1. Using maps and selected secondary sources students will identify physical and political changes in the
region of Mesopotamia and explain their geopolitical impact.
6.2.8.B.2.a, 6.2.8.B.2.b; RH.6-8.1; RH.6-8.2; RH.6-8.7
2. Using selected primary/secondary sources students will identify four major innovations of Mesopotamia
and how these changed society.
6.2.8.C.2.a; RH.6-8.1; RH.6-8.2; RH.6-8.4
3. Using selected primary/secondary sources students will analyze the impact of religion on daily life,
government, and culture in Mesopotamia.
6.2.8.D.2.a; RH.6-8.1; RH.6-8.2; RH.6-8.6
4. Using selected primary/secondary sources students will identify the type of government in Mesopotamia.
6.2.8.A.2.a; RH.6-8.1; RH.6-8.2; RH.6-8.4
5. Using primary documents, students will state at least three ways laws met the needs of ancient river valley
societies. 6.2.8.A.2.b; RH.6-8.1; RH.6-8.2
6. Using primary/secondary sources explain at least three ways the development of written language impacted
life in Mesopotamia.
6.2.8.D.2.b; RH.6-8.1; RH.6-8.2; RH.6-8.4
7. Using secondary sources students will analyze three factors that explain the rise of Mesopotamian
civilization and three factors that led to the fall of Mesopotamian civilization.
6.2.8.D.2.c; RH.6-8.1; RH.6-8.2
8. Using primary/secondary sources students will identify at least two of the most important legacies of ancient
Mesopotamia.
6.2.8.D.2.d; RH.6-8.1; RH.6-8.2; RH.6-8.4
Required Resources
Our World’s Story (maps and text selections)
Code of Hammurabi, c. 1780 BCE - Ancient History Sourcebook, Fordham University
http://www.fordham.edu/halsall/ancient/hamcode.asp
Mesopotamia, British Museum http://www.mesopotamia.co.uk/menu.html
Suggested Resources/Activities
Activity Book: Our World’s Story, Harcourt Brace & Company
Egypt and the Middle East: Ancient to Present by Patrick Hotle, Ph.D. Mark Twain Media (pages 7-18)
Ancient History Simulations by Max W. Fischer
Ancient World History Activity Sampler, History Alive!
Ancient Mesopotamia, by Linda Armstrong, Milliken Publishing
Building Skills by Exploring Maps - Ancient Civilizations, Creative Teaching Press
Thematic Unit: Ancient Middle East by Michelle Breyer, M.A. Teacher Created Materials
Mesopotamia: Ancient Civilization Series by Vicky Shiotsu, McGraw Hill Children’s Publishing
Art of the Ancient Near East - A Resource for Educators, Metropolitan Museum of Art
Mesopotamia, Frank Schaffer Ancient Civilizations Series
Ancient Mesopotamia in Illustration and Art, MindSparks
The Ancient World, Milliken Publishing
Read-Aloud Plays: Ancient World by Alexandra Hanson-Harding, Scholastic (pages 4-14, 34-42)
Clearly Social Studies Grade 6, McGraw-Hill Children’s Publishing
Ancient Mesopotamia , University of Chicago http://mesopotamia.lib.uchicago.edu/
Ancient Mesopotamia Lesson Plans, Oriental Institute of the University of Chicago
http://oi.uchicago.edu/OI/MUS/ED/TRC/MESO/lessonsmeso.html
Write Like a Babylonian, University of Pennsylvania Museum of Archaeology and Anthropology
http://www.penn.museum/cgi/cuneiform.cgi
Inventions and Discoveries in Ancient Mesopotamia Lego Video 1 & 2
http://www.youtube.com/watch?v=s2lL20SBiIk
http://www.youtube.com/watch?v=85bdU0VU1j4
Marduk, King of the Gods , Metropolitan Museum of Art http://www.metmuseum.org/metmedia/interactives/arttrek/marduk-king-of-the-gods
Resurrecting Eden, CBS News - 60 Minutes
http://www.cbsnews.com/video/watch/?id=5658502n&tag=contentMain;contentBody
Shamash the Sun: A Sense of Morality and Ethics, The Historical Record: Electronic Document-Prentice
Hall
http://cwx.prenhall.com/bookbind/pubbooks/spodek2/chapter2/deluxe.html
Unit 2. Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley CivilizationsAncient Egypt
Essential Questions
1. How did geography shape and change ancient Egyptian civilization and modern Egypt?
6.2.8.B.2.a, 6.2.8.B.2.b
2. How did technological innovation lead to complex civilization in Ancient Egypt?
6.2.8.C.2.a
3. How was religion important to the development of civilization in Ancient Egypt?
6.2.8.D.2.a
4. How did government and law impact the lives of ancient Egyptians?
6.2.8.A.2.a
5. What impact did slavery have on early civilizations?
6.2.8.A.2.c
6. What are the most enduring legacies of ancient Egypt?
6.2.8.D.2.b, 6.2.8.D.2.d
7. What factors led to the rise and fall of ancient Egypt?
6.2.8.D.2.c
Focus Standards
A. Civics, Government, and Human Rights
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.
B. Geography, People, and the Environment
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.
C. Economics, Innovation, and Technology
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.
D. History, Culture, and Perspectives
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.
Required Unit Objectives
1. Using maps and selected secondary sources students will identify physical and political changes in Egypt
and explain their geopolitical impact.
6.2.8.B.2.a, 6.2.8.B.2.b; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7
2. Using selected primary and secondary sources students will identify four major innovations of Ancient
Egypt and how these changed society.
6.2.8.C.2.a; RH.6-8.1; RH.6-8.2; RH.6-8.4
3. Using selected primary and secondary sources students will analyze the impact of religion on daily life,
government, and culture in Ancient Egypt.
6.2.8.D.2.a; RH.6-8.1; RH.6-8.2: RH.6-8.4; RH.6-8.9
4. Using selected primary and secondary sources students will identify the type of government in Ancient
Egypt.
6.2.8.A.2.a; RH.6-8.1; RH.6-8.2: RH.6-8.4; RH.6-8.9
5. Using selected primary and secondary sources students will identify the economic and social role of
slavery in ancient river valley civilizations.
6.2.8.A.2.c;RH.6-8.1; RH.6-8.2: RH.6-8.4; RH.6-8.9
6. Using primary and secondary sources explain at least three ways the development of written language
impacted life in Ancient Egypt.
6.2.8.D.2.b; RH.6-8.1; RH.6-8.2: RH.6-8.4; RH.6-8.9
7. Using secondary sources students will analyze three factors that explain the rise of Ancient Egyptian
civilization and three factors that led to the fall of Ancient Egyptian civilization.
6.2.8.D.2.c; RH.6-8.1; RH.6-8.2: RH.6-8.4; RH.6-8.9
8. Using primary and secondary sources students will identify at least two of the most important legacies of
ancient Egypt.
6.2.8.D.2.d;RH.6-8.1; RH.6-8.2: RH.6-8.4; RH.6-8.9
Required Resources
Our World’s Story (maps and text selections)
Egypt, British Museum http://www.ancientegypt.co.uk/menu.html
Suggested Resources/Activities
Activity Book: Our World’s Story, Harcourt Brace & Company
Ancient World History Activity Sampler, History Alive!
The Ancient World - Milliken Publishing
Read-Aloud Plays: Ancient World by Alexandra Hanson-Harding, Scholastic (pages 15-24)
Ancient Egypt - Milliken Publishing by Cindy Barden
Egypt and the Middle East: Ancient to Present by Patrick Hotle, Ph.D. Mark Twain Media (pages 19-50)
Ancient History Simulations by Max W. Fischer
Building Skills by Exploring Maps - Ancient Civilizations, Creative Teaching Press
Creative Experiences in Egyptian Mythology by Vowery Carlile- Educational Impressions
Mini-Q’s in World History, The DBQ Project
Clearly Social Studies Grade 6, McGraw-Hill Children’s Publishing
Ancient Egypt in Illustration and Art - MindSparks
Egypt, Secrets of the Ancient World, National Geographic
http://www.nationalgeographic.com/pyramids/pyramids.html
Pyramids, pbs Nova online http://www.pbs.org/wgbh/nova/pyramid/explore/
Pyramid Challenge, bbc History
http://www.bbc.co.uk/history/interactive/games/pyramid_challenge/index_embed.shtml
Mummification, Oriental Institute of the University of Chicago http://oi.uchicago.edu/OI/MUS/ED/mummy.html
Eternity Travel, Book Your Afterlife, Museum of Science-Boston http://www.mos.org/quest/et/index.php
Egyptian Tomb Adventure, National Museums Scotland
http://www.nms.ac.uk/education__activities/kids_only/egyptian_tomb_adventure.aspx
The Nile File, Liverpool Museum http://www.liverpoolmuseums.org.uk/kids/games-quizzes/nile-file/index.aspx
Writing in Hieroglyphics, Royal Ontario Museum
http://www.rom.on.ca/programs/activities/egypt/activities/translator/main.php
Rosetta Stone Translation - Ancient History Sourcebook, Fordham University
http://www.fordham.edu/halsall/ancient/rosetta-stone
Amarna, Ancient Egypt’s Place in the Sun, University of Pennsylvania Museum of Archaeology and
Anthropology http://penn.museum/documents/education/egyptian_guide.pdf
Unraveling the Mysteries of King Tut, National Geographic
http://ngm.nationalgeographic.com/ngm/tut/mysteries/index.html
Latest Theories on the Mystery of King Tut, National Geographic
http://news.nationalgeographic.com/news/2010/02/100216-king-tut-malaria-bones-inbred-tutankhamun
Unit 2. Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley CivilizationsIndus Valley Civilization
Essential Questions
1. How did geography shape and change ancient Indus civilization and modern India?
6.2.8.B.2.a, 6.2.8.B.2.b
2. How did technological innovation lead to complex civilization in the Ancient Indus Valley?
6.2.8.C.2.a
3. How has archaeological evidence shaped and changed interpretations of Indus Valley religion and
government?
6.2.8.D.2.b
4. What are the most enduring legacies of Indus Valley Civilization?
6.2.8.D.2.d
5. How does archaeology explain the rise and fall of Indus Valley Civilization?
6.2.8.D.2.c
Focus Standards
A. Civics, Government, and Human Rights
6.2.8.A.2.a- Explain why different ancient river valley civilizations developed similar forms of government.
B. Geography, People, and the Environment
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.
C. Economics, Innovation, and Technology
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.
D. History, Culture, and Perspectives
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.
Required Unit Objectives
1. Using maps and selected secondary sources students will identify physical and political changes in the
India and explain their geopolitical impact.
6.2.8.B.2.a, 6.2.8.B.2.b; RH.6-8.1; RH.6-8.2; RH.6-8.7
2. Using selected primary/secondary sources students will identify four major innovations of the Indus Valley
and how these changed society.
6.2.8.C.2.a; RH.6-8.1; RH.6-8.2; RH.6-8.4
3. Using selected primary/secondary sources students will analyze the impact of religion on daily life,
government, and culture in the Indus Valley.
6.2.8.D.2.a; RH.6-8.1; RH.6-8.2; RH.6-8.4
4. Using selected primary/secondary sources students will identify the type of government in the Indus Valley.
6.2.8.A.2.a; RH.6-8.1; RH.6-8.2; RH.6-8.4
5. Using secondary sources students will analyze three factors that explain the rise of Indus Valley civilization
and three factors that led to the fall of Indus Valley civilization.
6.2.8.D.2.c; RH.6-8.1; RH.6-8.2
6. Using primary/secondary sources students will identify at least two of the most important legacies of the
Indus Valley.
6.2.8.D.2.d; RH.6-8.1; RH.6-8.2; RH.6-8.4
Required Resources
Our World’s Story (maps and text selections)
Ancient India, Indus Valley British Museum http://www.ancientindia.co.uk/indus/home_set.html
Suggested Resources/Activities
Activity Book: Our World’s Story, Harcourt Brace & Company
The Ancient World, Milliken Publishing Company
Ancient India Picture Pack, National Geographic Society
Indus Valley, bbc Primary History http://www.bbc.co.uk/schools/primaryhistory/indus_valley/
Indus Valley, Mr. Donn’s http://india.mrdonn.org/indus.html
Indus Civilization Artifacts - Harappa http://www.harappa.com/har/har0.html
Clearly Social Studies Grade 6, McGraw-Hill Children’s Publishing
Unit 2. Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley CivilizationsYellow River Valley in China
Essential Questions
1. How did geography shape and change ancient Chinese civilization and modern China?
6.2.8.B.2.a, 6.2.8.B.2.b
2. How did technological innovation lead to complex civilization in China?
6.2.8.C.2.a
3. How was religion important to the development of civilization in Ancient China?
6.2.8.D.2.a
4. How did government and law impact the lives of ancient Chinese?
6.2.8.A.2.a
5. What are the most enduring legacies of ancient China?
6.2.8.D.2.d
6.What factors explain the continuity of Chinese civilization?
6.2.8.D.2.c
Focus Standards
A. Civics, Government, and Human Rights
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.
B. Geography, People, and the Environment
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.
C. Economics, Innovation, and Technology
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.
D. History, Culture, and Perspectives
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.
Required Unit Objectives
1. Using maps and selected secondary sources students will identify physical and political changes in China
and explain their geopolitical impact.
6.2.8.B.2.a, 6.2.8.B.2.b; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7
2. Using selected primary/secondary sources students will identify four major innovations of Ancient China
and how these changed society.
6.2.8.C.2.a; RH.6-8.1; RH.6-8.2; RH.6-8.4
3. Using selected primary/secondary sources students will analyze the impact of religion on daily life,
government, and culture in Ancient China.
6.2.8.D.2.a; RH.6-8.1; RH.6-8.2; RH.6-8.4
4. Using selected primary/secondary sources students will identify the type of government in Ancient China.
6.2.8.A.2.a; RH.6-8.1; RH.6-8.2; RH.6-8.4
5. Using primary/secondary sources students will explain at least three ways the development of written
language impacted life in Ancient China.
6.2.8.D.2.b; RH.6-8.1; RH.6-8.2; RH.6-8.4
6. Using secondary sources students will analyze three factors that explain the rise of Ancient Chinese
civilization and two factors that explain the continuity of Chinese civilization.
6.2.8.D.2.c; RH.6-8.1; RH.6-8.2; RH.6-8.4
7. Using primary/secondary sources students will identify at least two of the most important legacies of ancient
China.
6.2.8.D.2.d; RH.6-8.1; RH.6-8.2; RH.6-8.4
Required Resources
Our World’s Story (maps and text selections)
China, British Museum http://www.ancientchina.co.uk/menu.html
Suggested Resources/Activities
Activity Book: Our World’s Story, Harcourt Brace & Company
China, the Time Traveler Series by Jane Pofahl
Ancient China Picture Pack, National Geographic
Ancient China for Kids Early China, Mr. Donn http://china.mrdonn.org/xia.html
Clearly Social Studies Grade 6, McGraw-Hill Children’s Publishing
Unit 3. The Classical Civilizations of the Mediterranean World, India, and China-Classical China
Essential Questions
1. How did geography and other factors make it possible for China to expand into an imperial power?
6.2.8.A.3.a,6.2.8.B.3.a, 6.2.8.D.3.b
2. How did improvements in technology and trade influence Chinese civilization?
6.2.8.C.3.a, 6.2.8.C.3.b, 6.2.8.C.3.c
3. How did gender and social class influence an individual’s position in society in classical China?
6.2.8.A.3.b, 6.2.8.D.3.a
4. What classical Chinese belief systems and mythologies shaped Chinese civilization and how are their
principles interpreted today?
6.2.8.D.3.e, 6.2.8.D.3.f
5. What contributions did classical China make to global civilization?
6.2.8.D.3.d
6. What internal and external factors contributed to the decline and fall of Han China?
6.2.8.D.3.c
Focus Standards
A. Civics, Government, and Human Rights
6.2.8.A.3.a-Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures;
communication and transportation systems) used by the rulers of Rome, China, and India to control and unify
their expanding empires.
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.
B. Geography, People, and the Environment
6.2.8.B.3.a-Determine how geography and the availability of natural resources influenced the development of
the political, economic, and cultural systems of each of the classical civilizations and provided motivation for
expansion.
C. Economics, Innovation, and Technology
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.C.3.b-Explain how the development of a uniform system of exchange facilitated trade in classical
civilizations.
6.2.8.C.3.c-Explain how classical civilizations used technology and innovation to enhance
agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas,
and to allow for greater division of labor.
D. History, Culture, and Perspectives
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.b-Relate the Chinese dynastic system to the longevity of authoritarian rule in China.
6.2.8.D.3.c-Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta
India, and Han China.
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.e-Compare and contrast the tenets of various world religions that developed in or around this time
period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of
expansion, and their responses to the current challenges of globalization.
6.2.8.D.3.f-Determine the extent to which religions, mythologies, and other belief systems shaped the values of
classical societies.
Required Unit Objectives
1. Using maps and selected secondary sources students will identify geographic factors and
natural resources promoting expansion as well as methods used by Chinese rulers to
control and unify their empires.
6.2.8.A.3.a, 6.2.8.B.3.a , 6.2.8.D.3.b; RH.6-8.1; RH.6-8.2; RH.6-8.7
2. Using selected primary/secondary sources students will analyze the impact of land
and sea trade routes through the Mediterranean Basin, India, and China and determine
how uniform systems of exchange and technological innovation improved agricultural,
manufacturing, and commercial activity improving urban life and developing a more
complex division of labor.
6.2.8.C.3.a, 6.2.8.C.3.b, 6.2.8.C.3.c.; RH.6-8.1; RH.6-8.2; RH.6-8.9
3. Using selected secondary sources students will compare and contrast the rights and
responsibilities of gender and social classes and how they relate to power, wealth, and
equality in classical China.
6.2.8.A.3.b, 6.2.8.D.3.a; RH.6-8.1; RH.6-8.2; RH.6-8.4
4. Using selected primary/secondary sources, students will identify the major achievements Han China
made to global civilization. 6.2.8.D.3.d; RH.6-8.1; RH.6-8.2; RH.6-8.4
5. Using selected primary/secondary sources, students will analyze the tenets of Confucianism and Taoism,
their patterns of expansion, and responses to modern trends. 6.2.8.D.3.e; RH.6-8.1; RH.6-8.2; RH.6-8.4
6. Using selected primary/secondary sources students will assess the extent to which
Confucian and Taoist beliefs shaped the values of classical China. 6.2.8.D.3.f; RH.6-8.1;
RH.6-8.2; RH.6-8.4
7. Using selected primary/secondary sources students will identify internal and external
factors that led to the decline and fall of Han China. 6.2.8.D.3.c; RH.6-8.1; RH.6-8.2;
RH.6-8.4
Required Resources
Our World’s Story (maps and text selections)
China, British Museum http://www.ancientchina.co.uk/menu.html
Suggested Resources/Activities
Activity Book: Our World’s Story, Harcourt Brace & Company
Ancient World History Activity Sampler, History Alive!
Mini-Q’s in World History, The DBQ Project
Building Skills by Exploring Maps - Ancient Civilizations, Creative Teaching Press
Read-Aloud Plays: Ancient World by Alexandra Hanson-Harding, Scholastic (pages 72-80)
China, the Time Traveler Series by Jane Pofahl
Ancient China - Milliken Publishing by Maria Backus
Ancient China Picture Pack, National Geographic
Ancient China in Illustration and Art, Mindsparks
Clearly Social Studies Grade 6, McGraw-Hill Children’s Publishing
Ancient China, Mr. Donn http://www.china.mrdonn.org/
Chinese Inventions http://www.vhinkle.com/china/inventions.html#Roads
Chinese Science and Inventions, Cultural China http://kaleidoscope.cultural-china.com/10two.html
Timeline of Chinese Inventions, from China: A Teaching Workbook,
Asia for Educators, Columbia University http://afe.easia.columbia.edu/song/readings/inventions_timeline.htm
Great Wall of China from Space, NASA
http://www.nasa.gov/vision/space/workinginspace/great_wall.html
Great Wall of China Virtual Tour, China Guide
http://www.thechinaguide.com/great_wall_of_china/index.html
Secrets of China’s First Emperor, Tyrant & Visionary - DVD
“The Great Wall of Ancient China:Did the Benefits Outweigh the Costs?” The DBQ Project 2011.
Unit 3. The Classical Civilizations of the Mediterranean World, India, and China-Classical India
Essential Questions
1. How did geography and other factors make it possible for India to expand into an imperial power?
6.2.8.B.3.a, 6.2.8.A.3.a
2. How did improvements in technology and trade influence Indian civilization?
6.2.8.C.3.a, 6.2.8.C.3.b, 6.2.8.C.3.c
3. How did gender and social class influence an individual’s position in society in classical India?
6.2.8.A.3.b, 6.2.8.D.3.a
4. What classical Indian belief systems and mythologies shaped Indian civilization and how are their
principles interpreted today?
6.2.8.D.3.e, 6.2.8.D.3.f
5. What contributions did classical India make to global civilization?
6.2.8.D.3.d
6. What internal and external factors contributed to the decline and fall of Gupta rule in India?
6.2.8.D.3.c
Focus Standards
A. Civics, Government, and Human Rights
6.2.8.A.3.a-Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures;
communication and transportation systems) used by the rulers of Rome, China, and India to control and unify
their expanding empires.
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.
B. Geography, People, and the Environment
6.2.8.B.3.a-Determine how geography and the availability of natural resources influenced the development of
the political, economic, and cultural systems of each of the classical civilizations and provided motivation for
expansion.
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.
C. Economics, Innovation, and Technology
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.C.3.b-Explain how the development of a uniform system of exchange facilitated trade in classical
civilizations.
6.2.8.C.3.c-Explain how classical civilizations used technology and innovation to enhance
agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas,
and to allow for greater division of labor.
D. History, Culture, and Perspectives
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.b-Relate the Chinese dynastic system to the longevity of authoritarian rule in China.
6.2.8.D.3.c-Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta
India, and Han China.
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.e-Compare and contrast the tenets of various world religions that developed in or around this time
period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of
expansion, and their responses to the current challenges of globalization.
6.2.8.D.3.f-Determine the extent to which religions, mythologies, and other belief systems shaped the values of
classical societies.
Required Unit Objectives
1. Using maps and selected secondary sources students will identify geographic factors and natural
resources promoting expansion as well as methods used by Classical Indian rulers to control and unify their
empires .6.2.8.A.3.a, 6.2.8.B.3.a, 6.2.8.D.3.c; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7
2.Using primary/secondary sources, students will determine how uniform systems of exchange and
technological innovation improved agricultural, manufacturing, and commercial activity improving urban life
and developing a more complex division of labor. 6.2.8.C.3.a, 6.2.8.C.3.b, 6.2.8.C.3c; RH.6-8.1; RH.6-8.2;
RH.6-8.4
3. Using selected secondary sources, students will compare and contrast the rights and responsibilities of
gender and social classes and how they relate to power, wealth, and equality in classical India. 6.2.8.A.3.b,
6.2.8.D.3.a; RH.6-8.1; RH.6-8.2; RH.6-8.4
4. Using a selected primary/secondary sources, students will analyze the major achievements Gupta India
made global civilization. 6.2.8.D.3.d; RH.6-8.1; RH.6-8.2; RH.6-8.4
5. Using selected primary/secondary sources, students will analyze the tenets of Hinduism, Buddhism, and
Sikhism, their patterns of expansion, and responses to modern trends. 6.2.8.D.3.e; RH.6-8.1; RH.6-8.2;
RH.6-8.4
6. Using selected primary/secondary sources, students will describe the extent to which Hindu, Buddhist,
and Sikh beliefs shaped the values of classical India. 6.2.8.D.3.f; RH.6-8.1; RH.6-8.2; RH.6-8.4
7. Using selected secondary sources, students will identify external and internal factors that led to the
decline and fall of Gupta India. 6.2.8.D.3.c; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.5
Required Resources
Our World’s Story (maps and text selections)
Ancient India, British Museum http://www.ancientindia.co.uk/menu.html
Suggested Resources/Activities
Activity Book: Our World’s Story, Harcourt Brace & Company
Ancient World History Activity Sampler, History Alive!
Mini-Q’s in World History, The DBQ Project
Building Skills by Exploring Maps - Ancient Civilizations, Creative Teaching Press
Ancient India Picture Pack, National Geographic Society
Clearly Social Studies Grade 6, McGraw-Hill Children’s Publishing
Ancient India, Kids Discover
Ancient India, Teacher Created Materials
India Past and Present, Mr. Donn http://india.mrdonn.org/
Hinduism for Children, http://atschool.eduweb.co.uk/carolrb/hinduism/hindui.html
Hinduism, bbc - Schools Religion http://www.bbc.co.uk/schools/religion/hinduism/index.shtml
Hinduism - World Religions , Woodlands School http://www.woodlandsjunior.kent.sch.uk/Homework/religion/hinduism.htm
Buddhism, bbc- Schools Religion http://www.bbc.co.uk/schools/religion/buddhism/index.shtml
Buddhism - World Religions, Woodlands School http://www.woodlandsjunior.kent.sch.uk/Homework/religion/buddhism.htm
Buddhism - Mr. Dowling http://www.mrdowling.com/612-buddhism.html
Visions of Enlightenment - Understanding the Art of Buddhism, Pacific Asia Museum
http://www.pacificasiamuseum.org/buddhism/base.htm
Map of Spread of Buddhism, Holt Rinehart and Winston
http://go.hrw.com/ndNSAPI.nd/gohrw_rls1/pKeywordResults?ST9%20Buddhism
Sikhism, bbc - Schools Religions http://www.bbc.co.uk/schools/religion/sikhism/
Unit 3. The Classical Civilizations of the Mediterranean World, India, and China- Classical Greece
Essential Questions
1. What role did geography and the availability of natural resources play in the rise
and fall of Greek city-states?
6.2.8.B.3.a, 6.2.8.B.3.b, 6.2.8.A.3.a
2. How did improvements in technology and trade influence Greek civilization?
6.2.8.C.3.a, 6.2.8.C.3.b, 6.2.8.C.3.c
3. How did Greek religion and mythology shape Greek civilization?
6.2.8.D.3.e, 6.2.8.D.3.f
4. How do the Athenian and Spartan concepts of government and citizenship continue to influence
American principles of democracy, citizenship, and equality?
6.2.8.A.3.d
5. How did gender and social class influence an individual’s position in society in classical Greece?
6.2.8.A.3.b, 6.2.8.D.3.a
6. What contributions did classical Greece make to global civilization?
6.2.8.D.3.d
Focus Standards
A. Civics, Government, and Human Rights
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.A.3.e-Compare and contrast the American legal system and the legal systems of classical civilizations, and
determine the extent to which the early systems influenced the current legal system.
B. Geography, People, and the Environment
6.2.8.B.3.a-Determine how geography and the availability of natural resources influenced the development of
the political, economic, and cultural systems of each of the classical civilizations and provided motivation for
expansion.
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.
C. Economics, Innovation, and Technology
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.C.3.b-Explain how the development of a uniform system of exchange facilitated trade in classical
civilizations.
6.2.8.C.3.c-Explain how classical civilizations used technology and innovation to enhance
agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas,
and to allow for greater division of labor.
D. History, Culture, and Perspectives
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.
Required Unit Objectives
1. Using maps and selected secondary sources students will identify geographic factors and natural
resources promoting the rise and decline of the Greek city-states as well as methods Greeks used to control and
unify their city-states. 6.2.8.B.3.a, 6.2.8.B.3.b; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7
2. Using selected primary/secondary sources students will determine how uniform systems of exchange and
technological innovation improved agricultural, manufacturing, and commercial activity improving urban life and
developing a more complex division of labor in the Greek city-states of Sparta and Athens. 6.2.8.C.3.b,
6.2.8.C.3.c; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.9
3.Using selected primary/secondary sources students will assess the extent to which Greek religion and
mythology shaped the values of classical societies. 6.2.8.D.3.f; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.9
4. Using selected primary/secondary sources students will compare and contrast the roles and
responsibilities of citizens in Athens and Sparta to citizens today and evaluate perspectives on liberty and
equality then and now. 6.2.8.A.3.d; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.9
5. Using selected primary/secondary sources students will analyze how the principles of Athenian democracy
influenced the development of the United States Constitution. 6.2.8.A.3.c; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.68.9
6. Using selected primary/secondary sources students will compare and contrast the rights and
responsibilities of gender and social classes and how they relate to power, wealth, and equality in Athens and
Sparta. 6.2.8.A.3.b, 6.2.8.D.3.a; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.9
7. Using selected primary/secondary sources, students will analyze the major achievements of the Greeks
that influenced global civilizations. 6.2.8.D.3.d.; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.9
Required Resources
Our World’s Story (maps and text selections)
Ancient Greece, British Museum http://www.ancientgreece.co.uk/
Suggested Resources/Activities
Activity Book: Our World’s Story, Harcourt Brace & Company
Ancient World History Activity Sampler, History Alive!
Building Skills by Exploring Maps - Ancient Civilizations, Creative Teaching Press
Ancient Greece, Milliken Publishing
Read-Aloud Plays: Ancient World by Alexandra Hanson-Harding, Scholastic (pages 43-52)
Ancient Greece, Kids Discover
Mini-Q’s in World History, The DBQ Project
Ancient Greece, Document-Based Activities, Social Studies School Service
Ancient Greece in Illustration and Art, MindSparks
How Democratic Were the Ancient Greeks? - Debating the Documents, MindSparks
Ancient Greece Interdisciplinary Thematic Unit, Teacher Created Materials, Inc.
The Greeks- History of Civilization, Milliken Publishing Company
Ancient Greece, by Cindy Barden, Milliken Publishing Company
Clearly Social Studies Grade 6, McGraw-Hill Children’s Publishing
Greek and Roman Civilizations, by Heidi Dierckx, Ph.D., Mark Twain Media
The Golden Age of Greece: Imperial Democracy, National Center for History in the Schools
Ancient Greece, Mr. Donn http://greece.mrdonn.org/
Ancient Greece for Kids, Woodlands School http://www.woodlands-junior.kent.sch.uk/homework/greece.html
Ancient Greeks, bbc-Primary History, http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/
Unit 3. The Classical Civilizations of the Mediterranean World, India, and China- Ancient Rome
Essential Questions
1. How did geography and other factors make it possible for Rome to expand into an imperial power?
6.2.8.A.3.a,6.2.8.B.3.a
2. What classical Roman belief systems and mythologies shaped Roman civilization?
6.2.8.D.3.f
3. How did Roman concepts of government and law continue to influence American government and
law?
6.2.8.A.3.c
4. How did gender and social class influence an individual’s position in society in Ancient Rome?
6.2.8.A.3.b, 6.2.8.D.3.a
5. What contributions did Rome make to global civilization?
6.2.8.D.3.d
6. What are the origins of Christianity and its impact on civilization in the Eastern Hemisphere?
6.2.8.D.3.e
7. What two internal and two external factors contributed to the decline and fall of the Roman Empire?
6.2.8.D.3.c
Focus Standards
A. Civics, Government, and Human Rights
6.2.8.A.3.a-Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures;
communication and transportation systems) used by the rulers of Rome, China, and India to control and unify
their expanding empires.
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.A.3.e-Compare and contrast the American legal system and the legal systems of classical civilizations, and
determine the extent to which the early systems influenced the current legal system.
B. Geography, People, and the Environment
6.2.8.B.3.a-Determine how geography and the availability of natural resources influenced the development of
the political, economic, and cultural systems of each of the classical civilizations and provided motivation for
expansion.
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.
C. Economics, Innovation, and Technology
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.C.3.b-Explain how the development of a uniform system of exchange facilitated trade in classical
civilizations.
6.2.8.C.3.c-Explain how classical civilizations used technology and innovation to enhance
agricultural/manufacturing output and commerce, to expand military capabilities, to improve life in urban areas,
and to allow for greater division of labor.
D. History, Culture, and Perspectives
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.c-Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta
India, and Han China.
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.e-Compare and contrast the tenets of various world religions that developed in or around this time
period (i.e., Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and Taoism), their patterns of
expansion, and their responses to the current challenges of globalization.
6.2.8.D.3.f-Determine the extent to which religions, mythologies, and other belief systems
shaped the values of classical societies.
Required Unit Objectives
1.Using maps and selected secondary sources students will identify factors such as geography, natural
resources, and methods of rule used by Roman leaders to unify and expand the Roman Empire. 6.2.8.B.3.a;
RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7
2.Using selected primary/secondary sources students will identify uniform systems of exchange and
technological innovations that improved agricultural, manufacturing, and commercial activity improving urban life
and developing a more complex division of labor in Roman society. 6.2.8.C.3.b, 6.2.8.C.3.c; RH.6-8.1; RH.68.2; RH.6-8.4; RH.6-8.9
3.Using selected primary/secondary sources students will compare the principles of Roman republican
government to the principles of American government as it applies to the Constitution. 6.2.8.A.3.c.; RH.6-8.1;
RH.6-8.2; RH.6-8.4; RH.6-8.9
4. Using selected primary/secondary sources students will compare and contrast the American legal system
and other classical legal systems and determine the extent to which classical legal systems influenced the
current legal system. 6.2.8.A.3.e; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.9
5.Using selected primary/secondary sources students will identify the rights and responsibilities of gender and
social classes and how they relate to power, wealth, and equality in Ancient Rome. 6.2.8.A.3.b; RH.6-8.1;
RH.6-8.2; RH.6-8.4; RH.6-8.9
6.Using selected primary/secondary sources students will identify major achievements Ancient Rome
contributed to global civilizations. 6.2.8.D.3.d; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.9
7.Using selected primary/secondary sources students will analyze the tenets of Judaism, Christianity, and
Islam, their patterns of expansion, and responses to modern trends. 6.2.8.D.3.e; RH.6-8.1; RH.6-8.2; RH.68.4; RH.6-8.9
8.Using selected primary/secondary sources students will note the extent to which Judeo-Christian beliefs
shaped and changed the values Ancient Rome. 6.2.8.D.3.f; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.9
9. Using primary/secondary sources students will determine external and internal factors that led to the
decline and fall of the Roman Empire, and identify commonalities to the fall of Gupta India and Han China.
6.2.8.D.3.c; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.9
Required Resources
Our World’s Story (maps and text selections)
Suggested Resources/Activities
Activity Book: Our World’s Story, Harcourt Brace & Company
Ancient Rome, Milliken Publishing
Read-Aloud Plays: Ancient World by Alexandra Hanson-Harding, Scholastic (pages 62-71)
Building Skills by Exploring Maps - Ancient Civilizations, Creative Teaching Press
Israel, Frank Schaffer Publications
Rome Frank Schaffer Publications
Ancient Rome, Teacher Created Materials
Mini-Q’s in World History, The DBQ Project
Ancient Rome in Illustration and Art, MindSparks
Ancient Rome, i Think: World History, InspirEd Educators
The Romans, Milliken Publishing Company
Medieval Times, by Frank Edgar Ph.D. and George Lee, Mark Twain Media
Clearly Social Studies Grade 6, McGraw-Hill Children’s Publishing
Greek and Roman Civilizations, by Heidi Dierckx, Ph.D., Mark Twain Media
Twelve Tables, Ancient History Sourcebook, Fordham University
http://www.fordham.edu/halsall/ancient/12tables.asp
Odyssey: Ancient Rome, Emory University http://carlos.emory.edu/ODYSSEY/ROME/homepg.html
Ancient Rome, Mr. Donn http://www.rome.mrdonn.org/
Romans, bbc Primary History http://www.bbc.co.uk/schools/primaryhistory/romans/
Roman Art, A Resource for Educators, Metropolitan Museum of Art http://www.metmuseum.org/en/learn/foreducators/publications-for-educators/medieval-art
Illustrated History of the Roman Empire, http://www.roman-empire.net/
Unit 4. Expanding Exchanges and Encounters-Europe
Essential Questions
1. How did geography affect the location of European empires and their relationships with neighboring
empires?
6.2.8.B.4.a, 6.2.8.B.4.g
2. What were the positive and negative consequences of social interaction between diverse groups of
people?
6.2.8.A.4.a, 6.2.8.D.4.b
3. What role did government, religion, and economics play in shaping European society?
6.2.8.A.4.b, 6.2.8.D.4.c, 6.2.8.D.4.h, 6.2.8.D.4.j
4. What were the causes and effects of key events in European history?
6.2.8.D.4.a, 6.2.8.D.4.d 6.2.8.D.4.e, 6.2.8.D.4.f,
Focus Standards
A. Civics, Government, and Human Rights
6.2.8.A.4.a-Analyze the role of religion and other means rulers used to unify and centrally govern expanding
territories with diverse populations.
6.2.8.A.4.b-Compare and contrast the Japanese and European systems of feudalism and the effectiveness of
each in promoting social, economic, and political order.
B. Geography, People, and the Environment
6.2.8.B.4.a-Explain how geography influenced the development of the political, economic, and cultural centers of
each empire and well as the empires’ relationships with other parts of the world.
6.2.8.B.4.g-Explain why the strategic location and economic importance of Constantinople and the
Mediterranean Sea were a source of conflict between civilizations.
C. Economics, Innovation, and Technology
6.2.8.C.4.a-Explain the interrelationships among improved agricultural production, population growth,
urbanization, and commercialization.
D. History, Culture, and Perspectives
6.2.8.D.4.a-Explain how contact between nomadic peoples and sedentary populations had both positive and
negative political, economic, and cultural consequences. 6.2.8.D.4.b-Analyze how religion both unified and
divided people.
6.2.8.D.4.c-Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate
the impact these hierarchical structures had on the lives of various groups of people.
6.2.8.D.4.d-Analyze the causes and outcomes of the Crusades from different perspectives, including the
perspectives of European political and religious leaders, the crusaders, Jews, Muslims, and traders.
6.2.8.D.4.e-Assess the demographic, economic, and religious impact of the plague on Europe.
6.2.8.D.4.f-Determine which events led to the rise and eventual decline of European feudalism.
6.2.8.D.4.h-Determine the extent to which the Byzantine Empire influenced the Islamic world and Western
Europe.
6.2.8.D.4.j-Compare the major technological innovations and cultural contributions of the civilizations of this
period and justify which represent enduring legacies.
Required Unit Objectives
1. Using maps, and selected primary/secondary sources, students will analyze geography, religion, trade,
and government, and describe how European rulers took advantage of these factors to centrally govern and
control their expanding territories, and identify how religion both united and divided people. 6.2.8.A.4.a,
6.2.8.B.4.a, 6.2.8.D.4.b, 6.2.8.B.4.g; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7
2. Using selected primary/secondary sources students will identify Byzantine Empire’s influence on the
Islamic World and Western Europe. 6.2.8.D.4.h; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.10
3. Using a maps, and selected primary/secondary sources, students will determine the impact of religion and
economics in shaping the social hierarchies of the Byzantine and Carolingian Empires, and assess the impact
these hierarchies had on the lives of different groups. 6.2.8.D.4.c; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7
4. Using selected primary/secondary sources students will determine which events that led to the rise and
eventual decline of the feudal systems in Western Europe and Japan and explain how these systems promoted
social, economic, and political order. 6.2.8.A.4.b, 6.2.8.D.4.f ; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.10
5. Using maps, and selected primary/secondary sources students will determine how interaction between
the Islamic world and medieval Europe impacted trade, technology, science and the arts. 6.2.8.C.4.e; RH.6-8.1;
RH.6-8.2; RH.6-8.4; RH.6-8.7
6. Using selected primary/secondary sources students will identify causes and effects of the Crusades and
analyze the perspectives of European political and religious leaders as well as Jews, Muslims, and traders.
6.2.8.D.4.d; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.10
7. Using selected primary/secondary sources students will evaluate the demographic, economic, and
religious impact of the plague on Europe. 6.2.8.D.4.e; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.10
Required Resources
Our World’s Story (maps and text selections)
Suggested Resources/Activities
Activity Book: Our World’s Story, Harcourt Brace & Company
Mini-Q’s in World History, The DBQ Project
Voices from Primary Sources - World History, D.W. Skrabanek
Bring History Alive! National Center for History in the Schools
The Middle Ages, Milliken Publishing Company
Egypt and the Middle East: Ancient to Present by Patrick Hotle, Ph.D. Mark Twain Media, (pages 70-72)
Trade and Plague: The Perils of Interaction, Debating the Documents, MindSparks
Science in Early Islamic Cultures, George Beshore
Inside Islam, Milliken Publishing Company
The Rise of Islam, Mindsparks
Medieval Times, by Frank Edgar Ph.D. and George Lee, Mark Twain Media
Medieval Times, McDonald Publishing
Life in the Middle Ages, On the Mark
The Renaissance - History of Civilization, Milliken Publishing Company (pp. 1-5)
Medieval Art, A Resource for Educators, Metropolitan Museum of Art
http://www.metmuseum.org/en/learn/for-educators/publications-for-educators/medieval-art
Islamic Art and Geometric Design, A Resource for Educators, Metropolitan Museum of Art
http://www.metmuseum.org/en/learn/for-educators/publications-for-educators/islamic-art-and-geometric-design
Unit 4. Expanding Exchanges and Encounters-Asia
Essential Questions
1. How did geography affect the location of Asian empires and their relationship with neighboring
empires?
6.2.8.B.4.a, 6.2.8.B.4.d, 6.2.8.B.4.f
2. What are the consequences of environmental change then and now?
6.2.8.B.4.e
3. What role did government, religion, and economics play in shaping Asian societies?
6.2.8.C.4.a, 6.2.8.D.4.b, 6.2.8.D.4.c, 6.2.8.D.4.j, 6.2.8.A.4.a, 6.2.8.A.4.b
4. What were the causes and effects of key events in Asian history?
6.2.8.D.4.a
Focus Standards
A. Civics, Government, and Human Rights
6.2.8.A.4.a-Analyze the role of religion and other means rulers used to unify and centrally govern expanding
territories with diverse populations.
6.2.8.A.4.b-Compare and contrast the Japanese and European systems of feudalism and the effectiveness of
each in promoting social, economic, and political order.
B. Geography, People, and the Environment
6.2.8.B.4.a-Explain how geography influenced the development of the political, economic, and cultural centers of
each empire and well as the empires’ relationships with other parts of the world.
6.2.8.B.4.d-Why the Arabian Peninsula’s physical features & location made it the epicenter of Afro-Eurasian
trade & fostered the spread of Islam into Africa, Europe, and Asia.
6.2.8.B.4.e-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.
6.2.8.B.4.f-Explain how the geographies of China and Japan influenced their development and their relationship
with one another.
C. Economics, Innovation, and Technology
6.2.8.C.4.a-Explain the interrelationships among improved agricultural production, population growth,
urbanization, and commercialization.
D. History, Culture, and Perspectives
6.2.8.D.4.a-Explain how contact between nomadic peoples and sedentary populations had both positive and
negative political, economic, and cultural consequences.
6.2.8.D.4.b-Analyze how religion both unified and divided people.
6.2.8.D.4.c-Analyze the role of religion and economics in shaping each empire’s social hierarchy, and evaluate
the impact these hierarchical structures had on the lives of various groups of people.
6.2.8.D.4.j-Compare the major technological innovations and cultural contributions of the civilizations of this
period and justify which represent enduring legacies.
Required Unit Objectives
1. Using maps, and selected primary/secondary sources, students will analyze geography, religion, trade,
and government, and describe how Islam rulers took advantage of these factors to centrally govern and control
their expanding territories, and identify how religion both united and divided people in the Islamic world.
6.2.8.A.4.a, 6.2.8.B.4.a,6.2.8.B.4.d; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7
2. Using maps, and selected primary/secondary sources, students will determine the impact of geography,
religion, trade, and government, and describe how Chinese rulers took advantage of these factors to centrally
govern and control their expanding territories, and identify how religion both united and divided people in China.
6.2.8.A.4.a, 6.2.8.B.4.a, 6.2.8.D.4.b; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7
3. Using maps, and selected primary/secondary sources, students will identify reasons why the geographies
of China and Japan influenced their development and relationship with one another. 6.2.8.B.4.f; RH.6-8.1; RH.68.2; RH.6-8.4; RH.6-8.7
4. Using selected primary/secondary sources students will determine the impact religion and economics in
shaping the social hierarchies of the Muslim and Chinese Empires evaluating the impact these hierarchies had
on the lives of different groups. 6.2.8.D.4.c; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.9
5. Using selected primary/secondary sources students will identify the motivations of Chinese emperors to
modify the environment determine the positive and negative consequences of environmental impact and relate
these changes to modern environmental challenges. 6.2.8.B.4.e; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.9
Required Resources
Our World’s Story (maps and text selections)
Suggested Resources/Activities
Activity Book: Our World’s Story, Harcourt Brace & Company
Mini-Q’s in World History, The DBQ Project
Medieval Times, by Frank Edgar Ph.D. and George Lee, Mark Twain Media
Egypt and the Middle East: Ancient to Present by Patrick Hotle, Ph.D.- Mark Twain Media (pages 64-69)
.
Unit 4. Expanding Exchanges and Encounters-Africa
Essential Questions
1. How did geography affect the location of African empires and their relationship with neighboring
empires?
6.2.8.B.4.a, 6.2.8.B.4.c
2. What role did government, religion, and economics play in shaping African societies?
6.2.8.A.4.a, 6.2.8.C.4.a, 6.2.8.C.4.d
3. What were the causes and effects of key events in African history?
6.2.8.D.4.a, 6.2.8.D.4.i
Focus Standards
A. Civics, Government, and Human Rights
6.2.8.A.4.a-Analyze the role of religion and other means rulers used to unify and centrally govern expanding
territories with diverse populations.
B. Geography, People, and the Environment
6.2.8.B.4.a-How geography influenced the development of the political, economic, & cultural centers of empires
& well empires’ relationships with other parts of the world.
6.2.8.B.4.c-Determine how Africa’s physical geography and natural resources posed challenges and
opportunities for trade and development.
C. Economics, Innovation, and Technology
6.2.8.C.4.a-Explain the interrelationships among improved agricultural production, population growth,
urbanization, and commercialization
6.2.8.C.4.d-Analyze the relationship between trade routes and the development of powerful city-states and
kingdoms in Africa.
D. History, Culture, and Perspectives
6.2.8.D.4.a-Explain how contact between nomadic peoples and sedentary populations had both positive and
negative political, economic, and cultural consequences.
6.2.8.D.4.i-Explain how and why Islam spread in Africa, the significance of Timbuktu to the development and
spread of learning, and the impact Islam continues to have on African society.
6.2.8.D.4.j-Compare the major technological innovations and cultural contributions of the civilizations of this
period and justify which represent enduring legacies.
Required Unit Objectives
1. Using maps, and selected primary/secondary sources, students will analyze geography, religion, trade,
and government, and describe how African rulers took advantage of these factors to centrally govern and control
their expanding territories and control their expanding territories noting the specific challenges and opportunities
faced by African rulers. 6.2.8.A.4.a, 6.2.8.B.4.c, 6.2.8.D.4.b; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7; RH.6-8.9
2. Using maps, and selected primary/secondary sources, students will identify the trade routes of Africa and
determine the relationship between trade routes and the development of powerful city-states and kingdoms in
Africa considering the role agricultural, population, urbanization, and commercialization played in their
development. 6.2.8.C.4.a, 6.2.8.C.4.d; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7; RH.6-8.9
3. Using maps, and selected primary/secondary sources, students will describe how and why Islam spread
in Africa and explain significance Timbuktu to the development and spread of learning, and the impact Islam
continues to have on African society. 6.2.8.D.4.i; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7; RH.6-8.9
Required Resources
Our World’s Story (maps and text selections)
Suggested Resources/Activities
Activity Book: Our World’s Story, Harcourt Brace & Company
Bring HIstory Alive! National Center for History in the Schools
Mini-Q’s in World History, The DBQ Project
Gold for Salt, Mr. Donn http://africa.mrdonn.org/goldandsalt.html
The Art of Africa, A Resource for Educators, Metropolitan Museum of Art
http://www.metmuseum.org/en/learn/for-educators/publications-for-educators/the-art-of-africa
Heritage of World Civilizations, Africa- Early History, Pearson Higher Ed.
http://www.pearsonhighered.com/samplechapter/0205661041.pdf
Exploring Africa - Early African History, Matrix African Study Center
http://exploringafrica.matrix.msu.edu/students/curriculum/m7a/activity3.php
Early Africa, by Buck, G. & Jones, J., Milliken Publishing
Unit 4. Expanding Exchanges and Encounters-Growth of Trade
Essential Questions
1. How did social interaction between civilizations lead to scientific, technological, and economic
developments over the course of history?
6.2.8.B.4.b, 6.2.8.B.4.d, 6.2.8.C.4., 6.2.8.C.4.b, 6.2.8.C.4.c
2. What were the positive and negative consequences of social interaction between diverse groups of
people?
6.2.8.C.4.a, 6.2.8.D.4.g
3. What lasting contributions did European, Asian, and African civilizations make to global civilizations?
6.2.8.D.4.j
Focus Standards
B. Geography, People, and the Environment
6.2.8.B.4.b-Assess how maritime and overland trade routes (i.e., the African caravan and Silk Road) impacted
urbanization, transportation, communication, and the development of international trade centers.
6.2.8.B.4.d-Explain why the Arabian Peninsula’s physical features and location made it the epicenter of AfroEurasian trade and fostered the spread of Islam into Africa, Europe, and Asia.
C. Economics, Innovation, and Technology
6.2.8.C.4.a-Explain the interrelationships among improved agricultural production, population growth,
urbanization, and commercialization.
6.2.8.C.4.b-Analyze how trade, technology, the availability of natural resources, and contact with other
civilizations affected the development of empires in Eurasia and the Americas.
6.2.8.C.4.c-Explain how the development of new business practices and banking systems impacted global trade
and the development of a merchant class.
D. History, Culture, and Perspectives
6.2.8.D.4.g-Analyze the immediate and long-term impact on China and Europe of the open exchange between
Europe and the Yuan (Mongol) Dynasty.
Required Unit Objectives
1. Using maps, and selected primary/secondary sources, students will identify major cultural centers and
empires of Europe, Asia, and Africa, and identify how geography influenced the development of at least one
political, economic, and cultural center in each region and identify their relationship with other parts of the world.
6.2.8.B.4.a, 6.2.8.B.4.b; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7; RH.6-8.9
2. Using maps, and selected primary/secondary sources, students will describe how contact between
nomadic peoples and sedentary populations had both positive and negative political, economic, and cultural
consequences in Asia. 6.2.8.D.4.a; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7; RH.6-8.9
3. Using maps, and selected primary/secondary sources, students will complete a research project
analyzing the immediate and long-term impact of interaction between Europe, Asia, and Africa including the
sharing of technology, natural resources, the role of agricultural production, population growth, urbanization and
commercialization had on the development of business practices, banking systems, and the merchant class, and
the major technological innovations and cultural contributions that represent the most enduring legacies.
6.2.8.C.4.a, 6.2.8.C.4.b, 6.2.8.C.4.c, 6.2.8.D.4.g; RH.6-8.1; RH.6-8.2; RH.6-8.4; RH.6-8.7; RH.6-8.9; WHST.68.7
Required Resources
Our World’s Story (maps and text selections)
Suggested Resources/Activities
Activity Book: Our World’s Story, Harcourt Brace & Company
Mini-Q’s in World History, The DBQ Project
Along the Silk Road, Stanford University Program on International and Cross-Cultural Education
Secrets of the Silk Road Educator’s Guide, Penn Museum, also online at
http://www.penn.museum/silkroad/resources_teachers.php
Silk Road Timeline, Penn Museum http://www.penn.museum/silkroad/timeline.php
Traveling the Silk Road, American Museum of Natural History http://dt-www.amnh.org/exhibitions/pastexhibitions/traveling-the-silk-road
Traveling the Silk Road- Educator’s Guide, American Museum of Natural History http://dtwww.amnh.org/exhibitions/past-exhibitions/traveling-the-silk-road/promos/for-educators2
The Silk Road - Maps, Timelines, Sights and Music, Stanford University
http://virtuallabs.stanford.edu/silkroad/SilkRoad.html
The Silk Road Project http://www.silkroadproject.org/tabid/36/default.aspx