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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