Download Social Studies - Grade 6 - Rockaway Township School District

ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: 6
Unit Title:
Time Frame:
Early Man
First quarter
st
Cumulative Progress Indicator Number(s):
21 Century Theme
6.2.8.A.1.a Compare and contrast the social organization of early hunters/gatherers
Environmental literacy
and those who lived in early agrarian societies.
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.
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.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.
Enduring Understandings:
Physical and human characteristics of a region change over time.
People settle near resources that are available
Physical processes change the earth
Religion helps to shape culture
Unit Learning Targets:
The student will be able to….
Use a time line to explain the difference in time of B.C. (B.C.E.) and A.D.
(C.E.)
Sequence the path of migration of early humans.
Create a cause and effect chart for the reasons people began to migrate.
Create a Venn diagram of women’s chores, men’s chores, and shared
chores.
Essential Questions:
Why would people migrate?
How is survival possible?
Why is adaptation needed?
How does religion play a factor in everyday life?
Suggested Activities:
Including Differentiated Strategies (DI)
Language Arts- Biography of an Iceman (text page 35)
Art- Discuss the reasoning for cave art
Language Arts -Boy of the Painted Cave –
Make a chart that identifies the change in climate, plants, animals, and daily
life over time.
Create posters using pictures and words that identify what life was like in
early farming communities.
Research and write a journal describing the life of a Neolithic farming
family.
Resource Materials/Related Literature
Donald Johanson, on Finding Lucy, from Ancestors: In Search of Human Origins
The Stone Age News by Fiona MacDonald
Ice Age magazine (class set)
Thomas Canby and James Dixon, Views of Migration to the Americas
Math – creating a timeline that has B.C. and A.D. dates on it and calculate the dates
Assessments
Chapter 2. 1-3 section review
Vocabulary Builders
Chapter review
Bell ringers
Quizzes
Chapter test
Cave paintings-Discovery of Chauvet Cave Chapter resource
Technology Integration
- History’s Impact World History Video: The Stone Age
- History’s Impact World History Video: Archaeology, History, and Geography
-Transparency: Early Human Migration
-Holt Online Learning - go.hrw.com
Teacher Resources: SN6 TEACHER
Student Resources: SN6 WH2
Vocabulary
Prehistory
hominid
ancestor
tool
Paleoltihic Era
Mesoltihic Era
Neolithic Era
migrate
domestication
hunter gatherers
society
migrate
domestication
megalith
ice ages
land bridge
agriculture
archeology
artifacts
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: 6
Unit Title:
Time Frame:
Mesopotamia and the Fertile Crescent
First quarter
st
Cumulative Progress Indicator Number(s):
21 Century Theme
6.2.8.A.2.a Explain why different ancient river valley civilizations developed
Global awareness
similar forms of government.
Environmental literacy
6.2.8.A.2.b Explain how codifying laws met the needs of ancient river valley
Civic literacy
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.
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.D.4.j Compare the major technological innovations and cultural
contributions of the civilizations of this period and justify which represent
enduring legacies.
Enduring Understandings:
The valleys of the Tigris and Euphrates rivers were the site of the world’s first
civilization
The Sumerians developed the first civilization in Mesopotamia
The Sumerians made advances that helped their whole society develop
After the Sumerians, many cultures ruled parts of the Fertile Crescent
Unit Learning Targets:
The student will be able to….
Essential Questions:
Why are laws important for a whole society?
What was important for survival?
How was it decided that the people of Mesopotamia should settle in one spot?
Assess the credibility of primary and secondary sources.
Examine current issues, events, or themes and relate them to past events.
Describe how one’s heritage includes personal history and experiences,
culture, customs, and family background.
Compare and contrast the economic, political, and environmental factors
(e.g., climate trade, geography) that led to the development of major
ancient civilizations including Mesopotamia (e.g., Hammurabi’s Code),
Egypt, the Indus Valley, the Yellow River, and Kush (Nubia). Compare and
contrast the physical and human characteristics of places in regions in New
Jersey, the United States, and the world.
Predict effects of physical processes and changes on earth.
Resource Materials/Related Literature
- Sumerian essay, on the importance of school, quoted in History Begins at Sumer
Art - Create a clay tablet using cuneiform
- The Epic of Gilgamesh (text page 70-71)
- The Code of Hammurabi (text page 73)
- The Sumerian Flood Story (Chapter Resource File)
-Mesopotamia magazine (class set)
Suggested Activities:
Including Differentiated Strategies (DI)
Language Arts - Biography Activity: Hammurabi
Language Arts - Biography Activity: King Nebuchadnezzar
Art - Create pictographs for everyday objects or ideas and translate them
Language Arts - Sequence and illustrate the story of Gilgamesh
Assessments
Map of the Fertile Crescent
Vocabulary Builders
Chapter review (page 79)
Bell ringers
Chapter 3, 1-4 section review
Quizzes
Chapter test
Technology Integration
- History’s Impact World History Video (TE): Mesopotamian Achievements
- History’s Impact World History Video (TE): Judaism Throughout the World
- Holt Online Learning
Teacher Resources: SN6 TEACHER
Student Resources: SN6 WH3
http://www.kathimitchell.com/ancivil.html#Mesopotamia:
http://www.esu3.org/districts/bellevue/curriculum/technology/
jones/sixthgrade/mesopotamia/newmesopotamiash.htm
Vocabulary
Fertile Crescent
Silt
Irrigation
canals
Surplus
Division of labor
Rural
urban
City-state
empire
Polytheism
Priests
Social hierarchy
Scribe
Epics
Architecture
Ziggurat
Hammaurabi’s Code
Chariot
alphabet
Judaism
Ten Commandments
Monotheism
Torah
Synagogue
Cuneiform
Pictographs
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: 6
Unit Title:
Ancient Egypt and Kush
Cumulative Progress Indicator Number(s):
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.
6.2.8.B.4.c Determine how Africa’s physical geography and natural resources
posed challenges and opportunities for trade and development.
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.
6.2.8.B.4.d Explain why the Arabian Peninsula’s physical features and location
made it the epicenter of Afro-Eurasian trade and fostered the spread of Islam
into Africa, Europe, and Asia.
Time Frame:
First quarter
st
21 Century Theme
Global awareness
Environmental literacy
Civic literacy
Enduring Understandings:
The water, fertile soils, and protected setting of the Nile Valley allowed a great
civilization to rise around 3200 BC
Egyptian religion and government were closely connected during the Old
Kingdom
During the Middle and New Kingdoms, order and greatness were restored in
Egypt
The Egyptians made lasting achievements in writing, architecture and art
Essential Questions:
What conditions are necessary for a civilization to develop?
What economic and geographic factors led to the rise of the ancient Egyptian
civilization?
Why was religion so important to the ancient Egyptian way of life?
How did the ancient Egyptians influence modern day life?
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated Strategies (DI)
Analyze how events are related over time.
Interpret events considering continuity and change, the role of chance,
oversight and error, and changing interpretations by historians.
Engage in activities that foster understanding of various cultures (e.g.,
clubs, dance, groups, sports, travel, and community celebrations).
Compare and contrast the economic, political, and environmental factors
(e.g., climate trade, geography) that led to the development of major
ancient civilizations including Mesopotamia (e.g., Hammurabi’s Code),
Egypt, the Indus Valley, the Yellow River, and Kush (Nubia).
Discuss the cultural influences of Greece, Egypt, Persia, and India on
Mediterranean cultures through assimilation, conquest, migration, and
trade.
Translate maps into appropriate spatial graphics to display geographical
information.
Distinguish among the major map types, including physical, political,
topographic, and demographic.
Explain how regional systems are interconnected (e.g., watersheds, trade,
transportation systems).
Resource Materials/Related Literature
Tutankhamen’s Gift by Robert Sabuta
Art - writing in hieroglyphics
Eyewitness Pyramids by James Putnam
Egyptian News by Scott Steedman and James Putnam (class set)
Eyewitness Ancient Egypt by George Hart
Video – IMAX Nile River
Art - analysis of Egyptian art
Language Arts – Biography of Ramses the Great
Language Arts - Tutankhamen’s Gift by Robert Sabuda
Science – use clay to recreate the Nile River using elevation to explain why the river flows
north
Assessments
Map of ancient Egypt
Bell Ringers
Vocabulary Builders
Chapter 4, 1 -5 section review
Section quizzes
Chapter Test
Illuminated hieroglyphics project
Technology Integration
http://www.snaithprimary.eril.net/abus1.htm
http://www.snaithprimary.eril.net/obans.htm
http://www.bbc.co.uk/history/ancient/egyptians/ pyramid_builder_game.shtml
http://www.touregypt.net/ename/
http://www.mummytombs.com/egypt/animal.htm
http://www.geocities.com/sseagraves/egyptianartifacts.htm
http://carlos.emory.edu/ODYSSEY/Teachers/ll/lessons.htm
Vocabulary
Menes
Khufu
Queen Hatshepsut
Ramses the Great
King, Tutankhamen
Piankhi
Queen Shanakhdakheto
King Ezana
New Kingdom
trade routes
hieroglyphics
papyrus
Rosetta Stone
sphinxes
obelisk
trade network
merchants
exports
imports
cataracts
delta
pharaoh
dynasty
Old Kingdom
nobles
afterlife
mummies
elite
pyramids
engineering
Middle Kingdom
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: 6
Unit Title:
Time Frame:
Ancient India
Second quarter
st
Cumulative Progress Indicator Number(s):
21 Century Theme
6.2.8.A.2.a Explain why different ancient river valley civilizations developed
Global awareness
similar forms of government.
Environmental literacy
6.2.8.A.2.b Explain how codifying laws met the needs of ancient river valley
Civic literacy
societies.
Financial, economic, business and entrepreneurial literacy
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.
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.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.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.
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.
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.
Enduring Understandings:
Indian civilizations first developed on the Indus River
Hinduism, largest religion in India today, developed out of ancient Indian beliefs
and practices
The Mauryas and the Guptas built great empires in India
The people of ancient India made great contributions to the arts and sciences
Essential Questions:
What effects did the cast system have on Indian society? How are those effects still
seen today?
Why does planning make cities more efficient? How did the people of ancient India
accomplish this?
Why did Hinduism bring the people of ancient India together?
Unit Learning Targets:
The student will be able to….
Use critical thinking skills to interpret events, recognize bias, point of view,
and context.
Discuss how cultures may change and that individuals may identify with
more than one culture.
Engage in activities that foster understanding of various cultures (e.g.,
clubs, dance groups, sports, travel, community celebrations)
Explain historical context, origins, beliefs, and moral teachings of the major
world religions and philosophies, including:
Suggested Activities:
Including Differentiated Strategies (DI)
Science - map the patterns of monsoons and how it affects the climate of India
Art - analyze Harappan art (pg 128)
--The origins of Judaism and Christianity and the emergence of the
Judeo-Christian tradition
--The influence of Confucianism, Daoism, and Buddhism on the
formation of Chinese civilization
-Hinduism, the Aryan migrations, and the caste system in India
--The influence of Buddhism in India Compare the natural
characteristics used to define a region
Describe how the physical environment affects life in different
regions(e.g., population, density, architecture, transportation
systems, industry, building materials, land use, recreation)
Resource Materials/Related Literature
Story of Savitri from India’s Mahabharata (CRF)
The Eightfold Path (page 139)
Mohandas Gandhi autobiography (CRF)
Assessments
Chapter 5, 1- 5 section questions
Vocabulary Builders
Quizzes
Bell Ringers
Chapter review
Technology Integration
History’s Impact World History Video (TE): Buddhism as a World Religion
http://www.ancientindia.co.uk/
http://www.historyforkids.org/learn/india/index.htm
Vocabulary
Subcontinent
fasting
monsoons
meditation
Sanskrit
Buddhism
Caste system
nirvana
Hinduism
missionaries
Holt Online Learning
Teacher Resources: SN6 TEACHER
Student Resources: SN6 W5
Reincarnation
metallurgy
karma
alloys
Jainism
Hindu Arabic numbers
inoculation
astronomy
nonviolence
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: 6
Unit Title:
Ancient China
Cumulative Progress Indicator Number(s):
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.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
Time Frame:
Second quarter
st
21 Century Theme
Global awareness
Environmental literacy
Civic literacy
Financial, economic, business and entrepreneurial literacy
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.
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.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.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.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.
6.2.8.C.4.a Explain the interrelationships among improved agricultural
production, population growth, urbanization, and commercialization.
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.4.j Compare the major technological innovations and cultural
contributions of the civilizations of this period and justify which represent
enduring legacies.
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.
Enduring Understandings:
Chinese civilization began with the Shang dynasty along the Huang He
Confucius and other philosophers taught ways to deal with political and social
problems in ancient China
The Qin dynasty unified China with a strong government and a system of
Essential Questions:
How did Confucianism address the problems that plagued the Chinese society?
Were emperors like Shi Huangdi a good emperor?
What are the common geographical features in ancient civilizations and how did they
impact the development of agriculture?
standardization
The Han dynasty created a new form of government that valued family, art, and
learning
Trade routes led to the exchange of new products and ideas among China,
Rome, and other peoples
Unit Learning Targets:
The student will be able to….
Compare and contrast competing interpretations of current and historical
events.
Engage in activities that foster understanding of various cultures (e.g., clubs,
dance groups, sports, travel, community celebrations)
Explain historical context, origins, beliefs, and moral teachings of the major
world religions and philosophies, including:
--The origins of Judaism and Christianity and the emergence of the JudeoChristian tradition
--The influence of Confucianism, Daoism, and Buddhism on the formation of
Chinese civilization
--Hinduism, the Aryan migrations, and the caste system in India
--The influence of Buddhism in India
What was the impact of the Silk Road for China and other surrounding civilizations?
How does the family structure of the ancient Chinese influence the development of
their society?
Suggested Activities:
Including Differentiated Strategies (DI)
Language Arts - Biography of Emperor Shi Huangdi (pg 177)
Language Arts - Biography of Liu Bang (Chapter Resource Files)
Language Arts - Interpret different Chinese proverbs
Language Arts - Literature in History The Shji (pg 184-5)
Art - Research and create Chinese lanterns
Math - Read the legend of Chinese tangrams
Science - Research the stages of a silk worm
Discuss the significance of the developing cultures of Asia, including the
Golden Age in China and spread of Chinese civilization to Japan, Korea, and
Southeast Asia and the rise of the Mongol Empire and its impact on the
Kievan Rus.
Discuss how meeting the needs and wants of a growing world population
impacts the environment and economic growth.
Describe how inventions and innovations have improved standards of living over
the course of history.
Distinguish among the major map types, including physical, political,
topographic, and demographic.
Resource Materials/Related Literature
The Teachings of Confucius and Laozi (Chapter Resource Files)
Assessments
Chapter 6, 1-5 section questions
Quizzes
Bell Ringers
Vocabulary Builders
Chapter 6 test
Technology Integration
Vocabulary
Holt Online Learning
Jade
sun dial
oracle
ethics
seismograph
lords
diffusion
Daoism
legalism
silk
acupuncture
Silk Road
dynasty
peasants
Great Wall
Confucianism
Teacher Resources: SN6 TEACHER
Student Resources: SN6 WH6
History’s Impact World History Video (TE): Ancient China and Modern China
http://www.historyforkids.org/learn/china/index.htm
http://www.newton.mec.edu/Angier/DimSum/DimSum %20T.ofCon.HomePg.html
http://www.blss.portsmouth.sch.uk/hsc/chpapercut.shtml#dragon
http://www.rdricketts.com/silk.html
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: 6
Unit Title:
Ancient Greece
Cumulative Progress Indicator Number(s):
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.
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.
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.
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.
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.
Time Frame:
Second quarter
st
21 Century Theme
Global awareness
Environmental literacy
Civic literacy
Financial, economic, business and entrepreneurial literacy
Enduring Understandings:
Greece’s geography and its nearness to the sea strongly influenced the
development of trade and the growth of city-states
The people of Athens tried many different forms of government before
creating a democracy
The ancient Greeks created great myths and works of literature that
influence the way we speak and write today
The two most powerful city states in Greece, Sparta and Athens, had very
different cultures and became bitter enemies
Alexander the Great built a huge empire and helped spread Greek culture
into Egypt and Asia
Ancient Greeks made lasting contributions in the arts, philosophy, and
science
Unit Learning Targets:
The student will be able to….
Analyze data in order to see persons and events in context.
Use critical thinking skills to interpret events, recognize bias, point of view,
and context.
Assess the credibility of primary and secondary sources.
Distinguish fact from fiction by comparing sources about figures and events
with fictionalized characters and events.
Describe the political framework of Athenian society and its influence on
modern society, including:
--The influence of Athenian political ideals on public life
--The importance of participatory government
--The role of women in Athenian society, their rights under law, and
possible reasons why democracy was limited to males
--Athenian ideas and practices related to political freedom, national
security, and justice
Describe the social and political characteristics of the Greek city-states,
including:
--Similarities and differences between Athenian democracy and Spartan
military aristocracy
--Location and political structure of the city-states
--Hierarchical relationships in Greek societies
--Civic, economic, and social tasks performed by men and women of
different class Describe the significant contributions of ancient Greece to
Western Civilization, including:
Essential Questions:
What cultural differences existed among city-states, including the roles of women?
Despite their differences, what similarities existed among the city states?
What ere the causes and effects of the Persian and Peloponnesian Wars?
How did Greece set lasting standards in art, architecture, politics, literature, and
philosophy?
How did Alexander the Great create a large empire? Why did his empire fall apart after
his death?
Why are the achievements of the Hellenistic period still popular today?
Suggested Activities:
Including Differentiated Strategies (DI)
Literature- Homer, Odyssey, Illiad pg.250
Aesop’s Fables
Science- Study the architecture of the Parthenon
Science-research the eruption of a volcano on the Greek island of Thera (pg 234-5)
Mathematics- Research the Euclid’s geometry.
Art – research the Greek’s influence in theatre
--Characteristics of Classic Greek art and architecture and how they are
reflected in modern art and architecture
--Socrates’ values and ideas
--Philosophy, including Plato and Aristotle
--Greek drama, including Sophocles and Euripides
--History, including Herodotus, Xenophon, and Thucydides
--Greek mythology
Discuss the cultural influences of Greece, Egypt, Persia, and India on
Mediterranean cultures through assimilation, conquest, migration, and
trade.
Compare the natural characteristics used to define a region
Describe how the physical environment affects life in different regions(e.g.,
population, density, architecture, transportation systems, industry, building
materials, land use, recreation)
Discuss how and why people cooperate, but also engage in conflict, to
control the Earth’s surface.
Describe how physical and human characteristics of a region change over
time.
Resource Materials/Related Literature
The Death of Socrates pg. 280.
Greek Lyric Poetry, Primary Source Activity Plutarch, Lives, “Alexander”
Greek News
Greek mythologies
Assessments
Chapter 8 Sections1-4 Section Review
Vocabulary Builders
Bell Ringers
Quizzes
Chapter 8 Test
Chapter 9 Sections1-4 Section Review
Chapter 9 Test
Eyewitness Ancient Greece by Anne Pearson
Technology Integration
Holt Online Learning
Teacher Resources: SN6 TEACHER
Student Resources: SN6 WH8
Vocabulary
Polis
cavalry
Classical
Persian War
Acropolis
alliance
Student Resources: SN6 WH9
History’s Impact World History Video (TE): Democracy and the World Today
--http://www.bbc.co.uk/schools/ancient greece /classics/classics.shtml
--http://www.geocities.com/sseagraves/ greekunit.htm
--http://www2.lhric.org/pocantico/ olympics/ winterolympics2.htm
Democracy
aristocrats
Peloponnesian War
phalanx
Oligarchy
Hellenistic
Citizens
tyrants
Mythology
fables
Pericles
Homer
Sappho
Aesop
Cyrus the Great
Darius I
Xerxes I
Unit Title:
Ancient Rome
Cumulative Progress Indicator Number(s):
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.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.C.3.b Explain how the development of a uniform system of exchange
facilitated trade in classical civilizations.
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.f Determine the extent to which religions, mythologies, and other belief
systems shaped the values of classical societies.
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.j Compare the major technological innovations and cultural contributions
of the civilizations of this period and justify which represent enduring legacies.
Time Frame:
Third quarter
st
21 Century Theme
Global awareness
Environmental literacy
Civic literacy
Financial, economic, business and entrepreneurial literacy
Enduring Understandings:
Essential Questions:
Rome’s location and government helped it become a major power in the ancient
world
Rome’s tripartite government and written laws helped create a stable society
The later period of the Roman Republic was marked by wars of expansion and
political crisis
After changing from a republic to an empire, Rome grew politically and
economically and developed a culture that influenced later civilizations
People in the Roman Empire practices many religions before Christianity, based on
the teachings of Jesus of Nazareth, spread and became Rome’s official religion
Problems from both inside and outside caused the Roman Empire to split into a
western half, which collapsed, and an eastern half, which prospered for hundreds
of years
Unit Learning Targets:
The student will be able to….
Use effective strategies for locating information.
Summarize information in written, graphic, and oral formats.
Describe the political and social framework of Roman society, including:
--Political and social institutions of the Roman Republic and reasons for
its transformation from Republic to Empire
How was the development of the Roman Empire influenced by geography?
What similarities exist between the government and legal system of the ancient
Roman Republic and the modern United States?
How did the creation of the Empire transform the Roman government, society,
economy and culture?
What achievements did the Romans make in the fields of literature, philosophy,
history, art, architecture, technology, and science?
Why were Christian teachings seen as being at odds with Roman values and religious
ideas?
Why did Western Roman civilization eventually collapse and how did greed influence
this?
How has ancient Roman culture influenced later civilizations?
Suggested Activities:
Including Differentiated Strategies (DI)
Math- Study Roman Numerals
Language Arts- pg. 300 The Aeneid, Biography: Augustus pg. 329
Art- Create a mosaic
--The influence of key Roman leaders
Analyze how shifts in the political framework of Roman society impacted
the expansion of the empire and how this expansion transformed Roman
society, economy, and culture.
Discuss the political events that may have contributed to the decline of
the Roman Empire, including internal divisions, significant battles,
invasions, and political changes.
Discuss how Western civilization arose from a synthesis of Christianity
and classical Greco-Roman civilization with the cultures of northern
European peoples.
Compare the natural characteristics used to define a region.
Resource Materials/Related Literature
Ovid, The Amores
Byzantine Mosaic Panels, St. Vitale Church, Ravenna, Italy
Eyewitness Ancient Rome by Simon James
Assessments
Chapter 11 Sections 1-3 Review
Quizzes
Vocabulary Builder
Bell Ringers
Chapter 11 Test
Technology Integration
Holt Online Learning
Teacher Resources: SN6 TEACHER
Student Resources: SN6 WH11
History’s Impact World History Video (TE): Roman Government and American
Government
http://www.bbc.co.uk/schools/romans/activities/index.html
http://www.salariya.com/web_books/gladiator/index.html
http://www.forumancientcoins.com/forum/collectors_resources.html
Vocabulary
Republic
Dictators
Plebeians
Patricians
Magistrates
Consuls
Roman Senate
Veto
Latin
Checks and balances
Forum
Legions
Punic Wars
Currency
Aqueduct
Romance Language
Civil Law
Aeneas
Romulus and Remus
Cincinatus
Hannibal
Gaius Marius
Lucius Cornelius Sulla
Spartacus
Julius Caesar
Augustus Caesar
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: 6
Unit Title:
Middle Ages
Cumulative Progress Indicator Number(s):
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.
6.2.8.A.4.c Determine the influence of medieval English legal and constitutional
practices (i.e., the Magna Carta, parliament, and the development of habeas
corpus and an independent judiciary) on modern democratic thought and
institutions.
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.g Explain why the strategic location and economic importance of
Constantinople and the Mediterranean Sea were a source of conflict between
civilizations.
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.
6.2.8.C.4.e Determine the extent to which interaction between the Islamic world
and medieval Europe increased trade, enhanced technology innovation, and
impacted scientific thought and the arts.
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
Time Frame:
Fourth quarter
st
21 Century Theme
Global awareness
Environmental literacy
Civic literacy
Financial, economic, business and entrepreneurial literacy
Islamic world and western Europe.
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.
Enduring Understandings:
Because Europe has many types of landforms and climates, different ways of life
have developed there
Despite the efforts of Christians to maintain order, Europe was a dangerous
place after the fall of Rome
A complex web of duties and obligations governed relationships between people
in the Middle Ages
Although the feudal systems of Europe and Japan were similar, their cultures
were very different
Unit Learning Targets:
The student will be able to….
Use critical thinking skills to interpret events, recognize bias, point of
view, and context.
Explain the medieval origins of constitutional government in England
(e.g., Edward I, Magna Carta, Model Parliament of 1295, Common
Law).
Discuss the evolution of significant political, economic, social and
cultural institutions and events that shaped European medieval society
including Catholic and Byzantine churches, feudalism and manorialism,
the Crusades, the rise of cities, and changing technology.
Use thematic maps to describe places (e.g., patterns of population,
diseases, rainfall).
Resource Materials/Related Literature
Magna Carta pg 541
A Medieval Feast by Aliki
Essential Questions:
What factors led to the growth and structure of feudalism in Western Europe?
Why were manors considered to be “self-contained” or “self-sufficient”?
What were the cause and effects of the Crusades? Can these impacts still be seen
today?
What led to the growth of cities during the High Middle Ages?
What were the effects of the bubonic plague in Europe?
What was the structure and role of the early Church in Medieval society?
Suggested Activities:
Including Differentiated Strategies (DI)
Art- Trace the influence of Romantic Art, Research and create a coat of arms.
Literature- Read A Tale of King Arthur
Assessments
Chapter 17 Section 1-5 Section Review, Quizzes
Vocabulary Builders
Bell ringers
Chapter 17 Test
Chapter 18
Section 1-5 Section Review, Quizzes
Vocabulary Builders
Bell ringers
Chapter 18 Test
Technology Integration
Holt Online Learning
Teacher Resources: SN6 TEACHER
Student Resources: SN6 WH17
Student Resources: SN6 WH18
History’s Impact World History Video (TE): The Legacy of the Feudal System in
Europe
History’s Impact World History Video (TE): The Bubonic Plague
Vocabulary
Eurasia
Topography
Middle Ages
Medieval
Monks
Monastery
Knight
Vassal
Feudalism
Manor
Serfs
Chivalry
Haiku
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: 6
Unit Title:
Renaissance
Cumulative Progress Indicator Number(s):
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.g Explain why the strategic location and economic importance of
Constantinople and the Mediterranean Sea were a source of conflict between
civilizations.
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.
6.2.8.C.4.e Determine the extent to which interaction between the Islamic world
and medieval Europe increased trade, enhanced technology innovation, and
impacted scientific thought and the arts.
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.
Time Frame:
Fourth quarter
st
21 Century Theme
Global awareness
Environmental literacy
Civic literacy
Financial, economic, business and entrepreneurial literacy
Enduring Understandings:
The growth of wealthy trading cities in Italy led to a rebirth of the arts and
learning called the Renaissance
The Renaissance spread far beyond Italy, and as it spread, it changed
Efforts to reform the Roman Catholic Church led to changes in society and the
creation of new churches
Essential Questions:
What factors allowed the Renaissance to begin in Italy?
In what ways did literature and the arts change during the Renaissance?
Why did church leaders and the wealth become patrons of the arts?
What role did the European printing press play in the spread of the Reformation and
the spread of political ideas?
Why were some religious groups persecuted during the Reformation and why?
What lasting impact did the Renaissance and Reformation have on Western Europe?
How did the Renaissance set the stage for the Scientific Revolution?
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated Strategies (DI)
Analyze how events are related over time.
Summarize information in written, graphic, and oral formats.
Discuss factors that contributed to oceanic travel and exploration in
th
th
the 15 and 16 centuries, including technological innovations in ship
building navigation, naval warfare, navigational inventions such as the
compass, and the impact of wind currents on the major trade routes.
Describe the significant contributions of the Renaissance and
Reformation to European society, including major achievements in
literature, music, painting, sculpture, and architecture.
Discuss how technology affects the ways in which people perceive and
use places and regions.
Resource Materials/Related Literature
Machievelli, The Prince, pg. 562
Language Arts - Biography: Shakespeare,
Martin Luther, Ninety Five Theses pg. 571
Technology Integration
Holt Online Learning
Teacher Resources: SN6 TEACHER
Student Resources: SN6 WH19
History’s Impact World History Video (TE): The Renaissance and the Reformation
www.wga.hu/tours/sistina/
Language Arts - Martin Luther pg. 576
Language Arts - Romeo and Juliet p. 576
Assessments
Chapter 19 Sections 1-3 Review
Quizzes
Bell ringers
Vocabulary Builders
Chapter 19 Test
Vocabulary
Renaissance
Humanism
Reformation
Protestants
Catholic Reformation
Jesuits
Federalism
Classical
Marco Polo
Dante Alighieri
Niccolo Machiavelli
Michelangelo
Leonardo Da Vinci
Petrarch
Johann Gutenberg
Desiderius Erasmus
Albrech Durer
Miguel de Cervantes
William Shakespeare
Martin Luther
John Calvin
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: 6
Unit Title:
Early Africa
Cumulative Progress Indicator Number(s):
6.1.8.A.1.a Compare and contrast forms of governance, belief systems, and
family structures among African, European, and Native American groups.
6.2.8.C.4.d Analyze the relationship between trade routes and the development
of powerful city-states and kingdoms in Africa.
Time Frame:
Fourth quarter
st
21 Century Theme
Global awareness
Environmental literacy
Civic literacy
Financial, economic, business and entrepreneurial literacy
Enduring Understandings:
Geography, resources, culture, and trade influenced the growth of societies in
West Africa.
The rulers of Ghana built an empire by controlling the salt and gold trade .
Between 1000 and 1500 three great kingdoms – Mali, Songhai, and Great
Zimbabwe – developed in Africa.
Although the people of West Africa did not have a written language, their
culture has been passed down through oral history, writings by other people,
and the arts .
Unit Learning Targets:
The student will be able to….
Essential Questions:
How did the diversity of the African continent shape its history?
How did the geography shape trade, the development of civilizations, growth and
eventually colonization?
What was the impact of cultural diffusion that occurred during the Atlantic slave
trade?
Use effective strategies for locating information.
Analyze the rise of the West African Empires of Ghana, Mali, and
Songhay and compare with changes in Asia, Europe, and the Americas.
Describe how regions change over time.
Suggested Activities:
Including Differentiated Strategies (DI)
Science- Research the types of animals that live in Africa
Language Arts- Biography Mansa Musa pg. 355
Create a graphic organizer for geography and ways of life for Africa.
Compare and contrast Ghana, Mali and Songhai Empires.
Use a graphic organizer to identify accomplishments made by Mansa Musa in
trade, religion and education.
Create a graphic organizer for West Africa traditions historical and artistic
accomplishments.
Build a diagram describing the rise and fall of Ghana.
Research how the environment has changed in Africa over time.
Resource Materials/Related Literature
Assessments
Chapter 13 1-4 Section Review
Vocabulary Builders
Bell Ringers
Quizzes
Chapter Test
Technology Integration
Holt Online Learning
Teacher Resources: SN6 TEACHER
Student Resources: SN6 WH13
History’s Impact World History Video (TE): Early African Civilizations and Africa
Today
Vocabulary
Rifts
Sub-Saharan Africa
Sahel
Savannah
Rainforests
Extended family
Animism
Silent barter
Oral History
Griots
Proverbs
Kente
Tunka Manin
Sudiata
Mansa Musa
Sunni Ali
Askia the Great
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: 6
Unit Title:
Mesoamerica and Andean Civilizations (500BC-AD1537)
Cumulative Progress Indicator Number(s):
6.2.8.B.4.h Explain how the locations, land forms, and climates of Mexico,
Central America, and South America affected the development of Mayan, Aztec,
and Incan societies, cultures, and economies.
Enduring Understandings:
The Maya developed an advanced civilization that thrived in
Mesoamerica from about 250 – 900s.
The strong Aztec Empire, founded in central Mexico in 1325, lasted
until the Spanish conquest in 1521
The Incas controlled a huge empire in South America, but it was
conquered by the Spanish
Unit Learning Targets:
The student will be able to….
Use effective strategies for locating information.
Describe the development of the Mayan civilization from agricultural
community to an urban civilization, including the influence of the
environment on agricultural methods, water utilization, and herding
methods
Describe the significance features of Mayan civilization, including the
locations of Mayan city-states, road systems, and sea routes, the role and
status of elite men and women in Mayan society and their portrayal in
Mayan architecture, the role of religion and ceremonial games in Mayan
culture, and the structure and purpose of the Mayan pyramids.
Analyze the relationships between Mesoamerican and Andean societies,
including:
--the growth of urban societies and urban planning
--Religions and rituals
--Governing structure and economy
Time Frame:
Fourth quarter
st
21 Century Theme
Global awareness
Environmental literacy
Civic literacy
Financial, economic, business and entrepreneurial literacy
Essential Questions:
What was the reason for the disappearance of the Maya civilization?
What were the cultural differences between the Maya, Aztec, and Incas?
How may has history changed if the Spanish explorers did not settle and meet the
Aztecs and the Incas?
Suggested Activities:
Including Differentiated Strategies (DI)
Identify Mayan geography, cities, trade society, religion, achievements and
decline.
Create a “recipe” for Mayan classic age.
Graph rise, height and fall for Aztecs.
Craft a graphic organizer of geography, government, society, religion, conquests
and achievements for Incas.
--The construction of the Mesoamerican calendar
--Similarities in agriculture, societal structures, and artisan crafts Compare
the social and political elements of Incan and Aztec societies, including the
major aspects of government, the role of religion, daily life, economy, and
social organization.
Explain and identify examples of global interdependence.
Resource Materials/Related Literature
Cortes’s First Meeting with Montezuma
Assessments
Chapter 16 1-3 Section Review
Vocabulary Builders
Bell ringers
Quizzes
Technology Integration
Holt Online Learning
Teacher Resources: SN6 TEACHER
Student Resources: SN6 WH16
History’s Impact World History Video (TE): Mayan Achievements in Science and
Mathematics
Chapter 16 Test
Vocabulary
Maize
Observatories
Causeways
Conquistadors
Masonry
Hernan Cortes
Montezuma II
Pachacuti
Quechua
Atahualpa
Francisco Pizzaro
ROCKAWAY TOWNSHIP PUBLIC SCHOOLS
SOCIAL STUDIES UNIT GUIDE
GRADE: 6
Unit Title:
Acknowledge State Mandate for Holocaust
Cumulative Progress Indicator Number(s):
6.1.12.D.11.d Compare the varying perspectives of victims, survivors,
bystanders, rescuers, and perpetrators during the Holocaust.
Time Frame:
Fourth quarter
st
21 Century Theme
Global Awareness
Enduring Understandings:
World War II, the most destructive conflict in history, led to the Cold War
between United States and the Soviet Union.
Essential Questions:
How are decisions made of who belongs and who does not?
How is genocide and other acts of violence humanly possible?
Unit Learning Targets:
The student will be able to….
Suggested Activities:
Including Differentiated Strategies (DI)
Analyze how events are related over time.
Describe major conflicts that have arisen from diversity (e.g., land and
suffrage for Native Americans, civil rights, women’s rights) and discuss
how the conflicts have been addressed.
Analyze how prejudice and discrimination may lead to genocide as well as
other acts of hatred and violent for the purposes of subjugation and
exploitation.
Research the background of Adolf Hitler to determine what the root of his hatred
of the Jews was.
Students will write a letter to someone in America telling of how the Jews are
being treated during the Holocaust.
Students will research what some of the survivors of the Holocaust did with the
rest of their lives.
Students will research some of the people who tried to come to the aid of the
Jews.
Resource Materials/Related Literature
The Diary of Anne Frank
Assessments
Timeline presenting the events of the Holocaust.
Vocabulary Quiz
Letters retelling the events of the Holocaust.
Oral Presentation
Technology Integration
Holt Online Learning
Vocabulary
Adolf Hitler
Anne Frank
Oskar Schnidler
Scapegoat
Teacher Resources: SN6 TEACHER
Student Resources: SN6 WH23
History’s Impact World History Video (TE): World War II
Holocaust
Genocide
Kristallnacht
Nazi