Download Curriculum Map - Volusia County Schools

Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
Grade 6
Social Studies
Curriculum Map
Volusia County Schools
Advanced World History
2109020/NEC
Revised July 2011
Volusia County Schools
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
UNDERSTANDING THE CURRICULUM MAP
If you look at the document entitled, “Social Studies Curriculum Mapping – Teaching With a Purpose in Mind,” you will see a chart
that shows the basic framework for our curriculum maps. In each unit, everything begins with the purpose, the Organizing Principle
(OP). The OP is like a thesis statement in an essay. It provides the direction for an essay and lets the reader know what the writer is
trying to prove. Similarly, an OP provides direction for a unit of study in a classroom. It lets the student know what you as a teacher
are trying to prove. All the concepts, essential questions, skills and vocabulary you teach should come back to the Organizing
Principle in some way. By the end of the unit of instruction, a student should be able to look the Organizing Principle and prove it
to you (or perhaps in some instances, disprove it).
The words Essential Questions are used in the maps because these are items essential to the coverage area, the things students should
absolutely know. The same holds true for the concepts and terms (terms typically involve mostly surface level knowledge).
On the back side of the maps, you will find examples of teaching resources and assessment. These are only examples of some of the
items you can use to teach the unit. Likewise, the assessment section provides only examples.
One thing to keep in mind is that each of our courses are survey-type courses; we cannot possibly teach everything there is to know
about history, geography, etc. We are bound to the Sunshine State Standards and have a responsibility to teach the necessary timeline.
The maps are designed around the Organizing Principles and teachers are encouraged to use a variety of resources to teach the
content and skills. The textbook should be one of a multitude of resources.
One more important point, each unit has particular content framed around an Organizing Principle, but the entire course has more
global themes that run throughout – The Big Picture items. Teachers should discuss these with students throughout the course.
The writing team has done a great job on the map but something important to know is the curriculum map is not a static document, it
is dynamic and open to revision to best meet the standards requirements. If you have questions or suggestions about specific teaching
units please use the reflection pages to note ideas.
Jason Caros
Social Studies Curriculum Specialist
Revised July 2011
Volusia County Schools
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
Social Studies Curriculum Map
-TEACHING WITH A PURPOSE IN MINDNext Generation Sunshine
State Standards
Organizing Principle
(Thesis)
Pedagogy
Content / Skills / Attitudes
Teaching Resources
Assessment
Always Maintain a Focus on “The Big Picture”
Revised July 2011
Volusia County Schools
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
THE BIG PICTURE





History involves continuity and change over time.
Geographic and environmental factors impact historical development.
Ideas have consequences.
History provides models of human behavior.
The study of history is essential to transmit and preserve civilization.
ORGANIZING PRINCIPLES (Units)
1. The earliest river civilizations began as farming settlements that evolved into the first cities, kingdoms, and empires.
2. Environmental factors influenced the settlement and development of three important ancient civilizations in Egypt, Kush, and
Israel.
3. The Indian subcontinent was the site of one of the world’s most ancient civilizations, and Indian culture has had a major
influence on the development of multiple Asian societies.
4. Ancient China developed a unique and long lasting culture that served as a cradle of Asian civilization, and a source of
important intellectual achievement.
5. The Ancient Greeks planted the seeds that would have a lasting impact on western civilization including the areas of art &
architecture, government, literature, philosophy, and science.
6. The Roman Republic and Empire greatly shaped the cultural legacy of Western civilization through its system of laws and
republican government, the Latin language, its military and technological accomplishments, and the spread of Greek ideas.
Revised July 2011
Volusia County Schools
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
ADVANCED SOCIAL STUDIES: Teacher and Student Expectations
Advanced coursework is offered in middle school to provide a more rigorous course of study for middle school students and to prepare them for advanced
work in high school. After taking Advanced courses in middle school, an incoming freshman should be prepared to take and be successful in courses
such as AP Human Geography and World History, or Pre-IB Government, Economics or World History. To this end, Advanced Middle School Social
Studies teachers are expected to utilize a variety of instructional strategies / activities and students are expected to participate in more rigorous
coursework to include the following:
-
Instruction should be based on content / skills from the Volusia County Schools Curriculum Map. The course curriculum map should serve as the
instructional guide, not a textbook or another resource.
-
Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary
sources), methodology affecting the multiple abilities/intelligences and utilizing both individual and cooperative learning (e.g. History Alive
lessons).
-
History-based Literacy Strategies should be utilized regularly (Cornel Notes or similar note-taking method, SOAPStone or APPARTS analysis tools,
and PERSIA or G-SPRITE categorization tools).
-
Students should conduct research projects related to the Social Studies Fair (World History).
-
Assessment should include both formative assessments “for learning” and summative assessments. Questions should include Level 1 items that
involve low order, foundational knowledge/skills; Level 2 items require students to infer or draw conclusions; and Level 3 questions require more
abstract thought, thinking beyond the information at hand.
-
Writing for Understanding is an essential element in the learning process. Students should be engaged in higher order writing on a regular basis,
short and extended responses, more in-depth essays, and authentic writing. Students must be able to produce historical writing, that is, they must be
able to take a position on a subject (thesis) and defend it with examples (facts) and sound reasoning (logic).
-
Students should keep a Notebook as they help students organize information (previews, teacher directed activities, and process assignments), they
provide cohesion and structure to a unit of study, and they place responsibility for learning on students (e.g. an AVID or Interactive Student
Notebook).
-
Teachers should assign, and students should complete targeted homework - students should be expected to complete homework regularly but
homework shouldn’t be assigned simply for the sake of giving homework. Homework can include preview or process activities,
vocabulary/concept building, work related to projects, etc. (read Marzano’s article on homework)
o
o
Previews involve activating prior knowledge, preparing students for the next topic of instruction.
Process activities relate to content/skills recently learned where students are involved in metacognition.
Revised July 2011
Volusia County Schools
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
ORGANIZING PRINCIPLE 1: The
earliest river civilizations began as farming settlements
that evolved into the first cities, kingdoms and empires.
Concepts
Pre-History, History
Social Science
Archaeology, Artifact
Historical Evidence
Primary/Secondary Source
Historiography
BC - BCE
AD - CE
Decade, Century, Epoch, Era,
Millennium
Ancient
Chronology, Timeline
Culture
Ritual
Character/Virtue
Paleolithic, Neolithic Age
Nomadic
Domestication, Agriculture
Trade, Hunting-Gathering
ESTIMATED # OF WEEKS:
Essential Questions
1. What is the difference between pre-history and history?
2. How do historians and social scientists study and interpret the
past? What is historiography?
3. How are archaeology, economics, geography, government, and
religion important parts of the study of history?
4. What is the difference between a primary and secondary
historical source, and why are both important to the study of
history?
5. What time-period designations are used by historians?
6. Why is the study of history essential to transmit and preserve
civilization and culture? How does it help to provide models of
human character or virtue?
7. How did the development of agriculture, metallurgy, and the
domestication of animals change daily life in the Neolithic Age?
5-6
PACING:
August-September
People, Places, Events
Archaeologist
Historian
Fertile Crescent
Catal Hayuk
River Valley
Near East
Irrigation, Levee, Silt
City-State
Stele
8. Where is Mesopotamia located on a map?
9. How did geography affect the development of Ancient
Mesopotamian River Valley civilizations?
10. How did geographic challenges lead to the rise of city-states in
Mesopotamia?
Mesopotamia
Tigris and Euphrates Rivers
Zagros Mountains
Sumer
Civilization
Social Structure
Technology
Specialization of Labor
Barter, Medium of Exchange
Ziggurat, Arch Cuneiform,
Pictograph, Wheel, Sail, Plow
Kingdom, Empire
Capital, Tribute
Law Code, Economy
Siege, Epic
Aqueduct, Astronomy, Astrology
Calendar, Bas Relief
11. What do many historians consider to be the characteristics of a
civilization?
Sumer, Ur
King, Priest, Scribe
Merchant
Artisan
Scribe
12. Why do historians classify ancient Sumer as a civilization?
13. What are the major achievements of ancient Mesopotamian
civilizations?
Revised July 2011
Volusia County Schools
Akkadians, Babylonians
Assyrians, Neo-Babylonians
Sargon, Hammurabi
Epic of Gilgamesh
Enuma Elish
Nebuchadnezzar
Hanging Gardens of Babylon
Benchmark(s)
SS.6.W.1.5
SS.6.W.1.4
SS.6.W.1.3
SS.6.W.1.2
SS.6.W.1.1
SS.6.W.1.6
SS.6.W.2.1
SS.6.W.2.2
SS.6.E.1.1
SS.6.E.1.2
SS.6.E.1.3
SS.6.G.1.6
SS.6.G.1.6
SS.6.G.2.1
SS.6.G.2.3
SS.6.W.2.3
SS.6.E.3.1
SS.6.G.2.6
SS.6.W.2.3
SS.6.W.2.7
SS.6.W.2.8
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ISN Content: Unit OP, Preview, Review Essential Question(s), Vocabulary Development,
Reading/Reading Notes, Activity, Process
Emperor’s Club Intro to History Video Clip/Activity
ASSESSMENT
Ancient World Assessments for chapters 1, 3-6
Teacher created formative/summative assessments
TCI Activities: Ancient World Text & Binders
Ch. 1 Social Studies Skill Builder: Students learn how social scientists reconstruct the lives of prehistoric
humans by examining images of cave paintings and other artifacts.
Mini-Q: Hammurabi’s Code: Was It Just?
Ch. 3 Writing for Understanding: Students learn how the Neolithic development of agriculture led to a
stable food supply, permanent shelters, larger communities, specialized jobs, and trade.
Ch. 4 Response Group: Students learn how responses to geographic challenges resulted in the formation of
complex Sumerian city-states.
Ch. 4 Reading Further - Detecting the Past: Clues from Archaeology
Ch. 5 Studies Skill Builder: Students learn about the characteristics of civilization and analyze artifacts to
determine how each characteristic was exhibited in ancient Sumer.
Ch. 6 Problem Solving Groupwork: Students create “mechanical dioramas” that illustrate major
achievements of the Akkadian, Babylonian, Assyrian, and Neo-Babylonian empires that ruled
Mesopotamia from approximately 2300 to 539 B.C.E.
History Alive Binder Activity – Ancient Egypt and the Near East
2.1 Examining the Code of Hammurabi
2.2 Applying the Code of Hammurabi to Babylonian Court Cases
Suggested Resources for Teacher Background Knowledge:
“If We Don’t Know Our History…” by Jason Caros
“Foundations of Western Thought” by Timothy B. Shutt (see pdf
file)
A Little History of the World by E.H Gombrich
A Short History of the World by John M. Roberts
Egypt, Greece, and Rome: Civilizations of the Ancient
Mediterranean by Charles Freeman (a more in-depth book;
despite the title it includes the histories of various Mesopotamian
societies)
Reader’s Theater: Hammurabi’s Law
Scholastic Read-Aloud: Harsh Justice, Babylonia, 1760 BC
Outside Readings – 3 ring binder for teachers or CD
Safari Montage Videos (examples)
Human Systems
Ancient Mesopotamia
Teacher Web Site: Ancient Egypt and the Near East
http://www.mitchellteachers.org/WorldHistory/AncientEgyptNearEastUnit/AncientEgyptNearEastLessons
Page.htm (all one web site address)
Revised July 2011
Volusia County Schools
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
ORGANIZING PRINCIPLE 2: Environmental
factors influenced the settlement and
development of three important ancient civilizations in Egypt, Kush, and Israel.
Concepts
Essential Questions
Topography
1. How did geography affect early settlement in ancient
Vegetation
Egypt, Kush, and Canaan?
Delta
ESTIMATED # OF WEEKS:
5-6
People, Places, Events
Nile River Valley
Egypt, Kush, Nubia
Mediterranean Sea
Canaan, Jordan River
Pharaoh, Dynasty
Old, Middle, New Kingdoms
Pyramid
Treaty
2. What did the pharaohs of ancient Egypt accomplish, and
how did they do it?
Narmer, Khufu
Great Pyramid, Sphinx
Hatshepsut, Ramses II
Akhenaten, Tutankhamun
Social Pyramid
Social Class, Status
Noble, Peasant
Afterlife, Mummification
Hieroglyphics, Papyrus
3. How did social class affect daily life in ancient Egypt?
4. Who were the significant individuals and what were the
major achievements of ancient Egyptian civilization?
5. How do historians account for the decline of the Egyptian
empire?
Imhotep
Legend of Osiris
Book of the Dead
Kandake
6. In what ways did location influence the history of the
kingdom of Kush?
7. What were the effects of the Kush conquering Egypt?
Torah, Israelite
Judaism, Tradition
Covenant, Ark
Slavery, Exodus
Ten Commandments
Temple, Prophet
Polytheism, Monotheism
Talmud, Rabbi, Ethics
Individual Worth
Exile, Diaspora
8. How did Judaism originate and develop?
9. What are the central teachings of Judaism, and why did
they survive to modern day? (also: what is the legacy of the
Hebrews on Western Civilization and world religions?)
Maritime Commerce
Purple Dye
Alphabet
Colonization
Galley
10. What impact did the Phoenicians have on the
Mediterranean world with regard to commerce, written
communication, exploration, and colonization?
Revised July 2011
Volusia County Schools
Meroe
King (Piye) Piankhi
Queen Amanirenas
Ethiopia, Axum
King Ezana
Israel
Abraham, Moses
King David , King Soloman
Jerusalem
Israel, Judah
Isaiah, Ezekiel
Yavneh, Yohannan ben Zaccai
Byblos
Tyre
Sidon
Carthage
Hanno
Pillars of Hercules
PACING:
October-November
Benchmark(s)
SS.6.G.1.7
SS.6.G.2.1
SS.6.G.2.2
SS.6.G.2.3
SS.6.G.2.4
SS.6.G.2.5
SS.6.G.2.6
SS.6.G.3.1
SS.6.G.3.2
SS.6.G.4.1
SS.6.G.4.2
SS.6.G.4.3
SS.6.G.4.4
SS.6.G.5.1
SS.6.G.5.2
SS.6.G.5.3
SS.6.G.6.2
SS.6.W.1.1
SS.6.W.2.4
SS.6.W.2.5
SS.6.W.2.6
SS.6.W.2.7
SS.6.W.2.8
SS.6.W.2.9
SS.6. W.3.1
SS.6.W.3.2
SS.6.W.3.13
SS.6.W.3.18
SS.6.E.2.1
SS.6.E.3.3
SS.6.E.3.4
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
ISN Content: Unit OP, Preview, Review Essential Question(s), Vocabulary
Development, Reading/Reading Notes, Activity, Process
TCI Activities: Ancient World Text & Binders
Ch. 7 Experiential Exercise. Students use their bodies to recreate the physical
geography of ancient Egypt, Kush, and Canaan, to learn about how environmental
factors influenced early settlement in these areas.
Ancient World Assessments for chapters 7-12
Teacher created formative/summative assessments
Mini-Q: The Nile River: How Did It Shape the Culture of Ancient
Egypt?
Ch. 8 Writing for Understanding. Students board an Egyptian sailing boat and “visit”
monuments along the Nile River, to learn about four ancient Egyptian pharaohs and
their important accomplishments.
Ch. 8 Reading Further: The Egyptian Mummy Project
Teacher Web Site: Ancient Egypt and the Near East
http://www.mitchellteachers.org/WorldHistory/AncientEgyptNearEastUnit/AncientEgypt
NearEastLessonsPage.htm (all one web site address)
History Alive Binder Activities – Ancient Egypt and the Near East
Ch. 9 Problem Solving Groupwork. Students create and perform interactive
dramatizations to learn about the social structure of ancient Egypt and its effect on
daily life for members of each social class.
Ch. 10 Visual Discovery. Students analyze images of significant events and leaders
from four periods in the history of ancient Kush to learn about the development of the
independent kingdom of Kush and its changing relationship with ancient Egypt.
Ch. 11 Writing for Understanding. Students identify key historical leaders of the
ancient Israelites and explain their role in the development of Judaism.
Suggested Resources for Teacher Background Knowledge:
Ch. 12 Experiential Exercise. Students identify the central teachings of Judaism as
they explore ways in which these traditions have survived throughout history.
“Foundations of Western Thought” by Timothy B. Shutt (see pdf file)
Readings on Phoenicia – “Sea Traders of the Ancient World” & “Himilco and
Hanno” * 3 ring binder for teachers, also on CD
“The Black Pharaohs,” National Geographic article, 3 Ring Binder for Teachers
or CD
Reading: “The Making of an Egyptian Mummy” (Eyewitness to History)
http://www.eyewitnesstohistory.com/mummy.htm
A Little History of the World by E.H Gombrich
A Short History of the World by John M. Roberts
Reader’s Theater: Her Majesty Himself; The Courage of a Queen
Scholastic Read-Aloud: In the Beautiful House
Egypt, Greece, and Rome: Civilizations of the Ancient Mediterranean by
Charles Freeman (a more in-depth book; despite the title it includes information
on Kush)
Safari Montage Videos Pyramid (by David Macaulay)
History Channel Video: Engineering an Empire: Egypt
Engineering an Empire: Carthage
Revised July 2011
Volusia County Schools
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
ORGANIZING PRINCIPLE 3: The Indian subcontinent was the site of one of the
ESTIMATED # OF WEEKS:
world’s most ancient civilizations, and Indian culture has had a major influence on
the development of multiple Asian societies.
Concepts
Essential Questions / Learning Targets
Subcontinent
Peninsula
Monsoon
Plateau
Citadel, Fortress
Granary
Indo-European
Migration, Aryan
Hinduism
Vedas, Sanskrit
Brahmanism, Dieties
Caste System
1. How did geography affect early settlement in India?
2. What can artifacts tell us about daily life in Mohenjodaro?
3. Why were the Aryan invasions important to the developing
culture India?
4. What are the origins and beliefs of Hinduism?
3
PACING:
December-January
People, Places, Events
Indian Ocean, Arabian Sea
Bay of Bengal, Indus & Ganges Rivers
Himalaya & Hindu Kush Mountains
Khyber Pass
Thar Desert, Deccan Plateau
Mohenjodaro
Indus Valley Civilization
Harappa
Brahmins, Kshatriyas
Vaishyas, Shudras, Untouchable
Brahman, Vishnu, Shiva
Ramayana
Dharma, Karma
Reincarnation, Atman
Pilgrimage
Buddhism
Ascetic
Enlightenment
Alms
Nirvana
Four Noble Truths
Eightfold Path
5. What are the major beliefs and teachings of Buddhism?
6. What are the similarities and differences between Hinduism
and Buddhism?
Prince Siddhartha, Buddha
Edict
7. How did Ashoka unify the Mauryan Empire and spread
Buddhist values?
Mauryan Empire
Chandragupta Maurya
King Ashoka, Edicts of Ashoka
Chandragupta Maurya
Alliance, Province
Golden Age, Philosophy,
Puranas, Mural
Metalwork, Hindu-Arabic
Numerals, Zero
8. Why is the period during the Gupta Empire known as a
“golden age?”
Gupta Empire
Aryabhata
Bhagavad Gita
Revised July 2011
Volusia County Schools
Benchmark(s)
SS.6.G.1.3
SS.6.G.1.4
SS.6.G.1.6
SS.6.G.1.3
SS.6.G.1.4
SS.6.G.1.6
SS.6.G.2.3
SS.6.G.3.1
SS.6.G.3.2
SS.6.G.4.2
SS.6.G.5.2
SS.6.G.5.3
SS.6.G.4.4
SS.6.E.1.1
SS.6.E.1.2
SS.6.E.2.1
SS.6.W.1.1
SS.6.W.2.1
SS.6.W.2.2
SS.6.W.2.4
SS.6.W.4.1
SS.6.W.4.2
SS.6.W.4.3
SS.6.W.4.4
SS.6.W.4.5
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ISN Content: Unit OP, Preview, Review Essential Question(s),
Vocabulary Development, Reading/Reading Notes, Activity, Process
ASSESSMENT
Ancient World Assessments for chapters 13-18
Teacher created formative/summative assessments
TCI Activities: Ancient World Text & Binders
Ch. 13 Response Group. Groups identify physical features of the
Indian subcontinent and explain how geography influenced the
location of early settlement in India.
Mini-Q: Conqueror, Reformer, or Government Administrator: How Should Asoka
Be Remembered?
Ch. 13 Reading Further: Saving the Ganges
Ch. 14 Experiential Exercise. Students act as archaeologists and
examine artifacts from Mohenjodaro to learn about daily life in the
Indus valley civilization. Mohenjodaro Images: http://www.mohenjodaro.net/
Suggested Resources for Teacher Background Knowledge:
Ch. 15 Response Group. Students analyze images representing
important beliefs in Hinduism to discover the religion’s origins in
ancient traditions and discuss how these beliefs affect life in ancient
India and today.
A Little History of the World by E.H Gombrich
A Short History of the World by John M. Roberts
Ch. 16 Visual Discovery. Students analyze images to learn about the
life of Siddhartha Gautama and how his teachings became the basis of
Buddhism.
Ch. 17 Social Studies Skill Builder. Students interpret excerpts from
King Ashoka’s edicts to analyze how he unified the Mauryan Empire
during his rule.
Ch. 18 Writing for Understanding. Students “visit” seven sites around
the Gupta Empire that highlight important cultural and intellectual
achievements and explain in writing why this period was a “golden
age” in ancient India.
History Alive Binder Activities – Ancient India
Outside Readings – 3 ring binder for teachers or CD
Safari Montage (some examples)
Buddhism, Hinduism, What Is Hinduism?
Revised July 2011
Volusia County Schools
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
ORGANIZING PRINCIPLE 4: Ancient China developed a unique and long lasting
culture that served as a cradle of Asian civilization, and a source of important
intellectual achievement.
Concepts
Region, Climate
Oasis
Tributary
Plateau, Plain, Basin
Isolation
Clan
Bronze
Ancestor Worship
Oracle Bone
Mandate of Heaven
Feudalism
Confucianism
Filial Piety, Hierarchy
Civil Servant
Daoism, Yin and Yang
Legalism
Standardize
Barbarians
Censor
Immortal
Bureaucracy
Wheelbarrow, Industry, Silk
Calligraphy, Paper
Acupuncture, Seismograph
Compass, Stirrup
(Great) Silk Road
Trade Route, Caravans
Cultural Diffusion
ESTIMATED # OF WEEKS:
Essential Questions / Learning Targets
1. How did geography affect life in ancient China?
2. What do Shang artifacts reveal about ancient Chinese
civilization?
3. How did Confucianism, Daoism, and Legalism influence
political rule in ancient China?
4. What were the accomplishments of emperor Qin
Shihuangdi and the Qin Dynasty?
4-5
PACING:
January-February
People, Places, Events
Tibet-Qinghai Plateau
Northwestern Deserts (Gobi, Taklimikan)
North Eastern (Manchurian) Plain
Mongolia
Yellow River (Huang He)
North China Plain
Chang Jiang Basins
Yangtze River (Chang Jiang)
Shang Dynasty
Zhou Dynasty
Confucius (Kongfuzi), The Analects
Laozi , Dao De Jing
Hanfeizi
Warring States Period
Qin Shinhuangdi
Qin (Chin) Dynasty
Great Wall of China
5. In what ways did the Han Dynasty improve government
and daily life in China (and what were the cultural
achievements)?
Han Dynasty
Liu Bang
6. How did the Silk Road promote an exchange of goods and
ideas in the ancient world?
Zhang Qian
Revised July 2011
Volusia County Schools
Benchmark(s)
SS.6.G.1.3
SS.6.G.1.4
SS.6.G.1.6
SS.6.G.1.7
SS.6.G.2.3
SS.6.G.2.4
SS.6.G.2.5
SS.6.G.2.7
SS.6.G.3.1
SS.6.G.4.4
SS.6.G.5.3
SS.6.G.6.2
SS.6.E.2.1
SS.6.W.1.1
SS.6.W.2.3
SS.6.W.2.4
SS.6.W.4.6
SS.6.W.4.7
SS.6.W.4.8
SS.6.W.4.9
SS.6.W.4.10
SS.6.W.4.12
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
ISN Content: Unit OP, Preview, Review Essential Question(s), Vocabulary
Development, Reading/Reading Notes, Activity, Process
TCI Activities: Ancient World Text Activities
Ch. 19 Problem Solving Groupwork. Students create a relief map and a
geographic poster of China’s five regions and support hypotheses about the
influence of geography on settlement and ways of life in ancient China.
Ancient World Assessments for chapters 19-24
Teacher created formative/summative assessments
Mini-Qs: The Old Silk Road: A Traveler's Journal
The Great Wall of Qin and Han China: Was It Worth the Cost?
Ch. 20 Social Studies Skill Builder. Students “excavate” a tomb to learn about
the government, social structure, religion, writing, art, and technology of the
Shang dynasty.
Ch. 21 Experiential Exercise. Students learn about Confucianism, Daoism, and
Legalism under classroom conditions that reflect the main beliefs of each
philosophy.
Ch. 22 Visual Discovery. Students analyze and bring to life images about Qin
Shihuangdi’s political and cultural unification of China, his efforts to protect
China’s northern boundaries, and his dispute with Confucian scholars.
Ch. 22 Reading Further: China's Great Walls
Ch. 23 Social Studies Skill Builder. Students visit seven stations to learn about
Han achievements in the fields of warfare, government, agriculture, industry,
art, medicine, and science.
Ch. 24 Experiential Exercise. Students travel along a simulated Silk Road to
learn about facing obstacles, trading products, and absorbing cultural
exchanges that occurred along the Silk Road during the Han dynasty.
Suggested Resources for Teacher Background Knowledge:
A Little History of the World by E.H Gombrich
A Short History of the World by John M. Roberts
History Alive Binder Activities – Ancient China
Outside Readings – 3 ring binder for teachers or CD
Reader’s Theater: First Emperor
Scholastic Read-Aloud: Examination Day
History Channel Video: Engineering an Empire: China
Safari Montage (examples)
Ancient China
Horrible Histories: Challenging China
Buddhism
Gobi Adventure/Forgotten Desert
Revised July 2011
Volusia County Schools
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
ORGANIZING PRINCIPLE 5: The Ancient Greeks planted the seeds that would ESTIMATED # OF WEEKS:
6
have a lasting impact on western civilization in art & architecture, government,
literature, philosophy, and science.
Concepts
Essential Questions / Learning Targets
City-State
1. How did geography influence settlement and way of life in the Greek
Peninsula
city-states (including patterns of trade and commerce among the city-states
Colony
and the wider Mediterranean region)?
Settlement
2. What were some of the influences of Near Eastern (e.g. Babylonian,
Merchant
Phoenician) and Egyptian civilizations on ancient Greece?
Monarchy, Aristocracy
Oligarchy, Tyranny
Democracy (Direct/Indirect)
Assembly
Citizenship
Ostracism
Agoge
Agora, Gymnasium
Satrapy
Alliance (Allie)
Cavalry
Phalanx
Trireme
Golden Age
Myth
Temple, Priestess
Architecture
Sculpture
Drama, Tragedy
Philosophy
Civil War
Plague
Custom
Hellenism
3. How did democracy develop in ancient Greece?
4. What is the difference between Athenian (direct) democracy and
representative democracy?
5. What is the significance of the invention of the Greek concept of
citizenship?
6. What were the major differences between Athens and Sparta
(government, economics, education, women and slaves)?
7. How was the Persian Empire founded, expanded and organized?
8. What were the causes and effects of the Persian Wars?
9. What were the major cultural achievements of Athens (around the time
of its Golden Age)?
10. How do the temples show how important religion was for the ancient
Greeks?
11. What were the causes and effects of the Peloponnesian War?
12. How did Alexander the Great build his empire, and spread Greek
culture eastward, and South into Egypt?
Revised July 2011
Volusia County Schools
PACING:
February-March
People, Places, Events
Mediterranean Sea
Aegean Sea
Ionian Sea
Asia Minor
Minoa, Mycenae
Theseus, Lycurgas
Hippias
Draco
Solon
Helot
Council of 500
Council of Elders
Cyrus, Darius, Xerxes
Hellespont, Hoplite
Marathon, Miltiades
Thermopylae, Leonidas
Salamis, Themistocles
Plataea, Pausanias
Pericles
Oracle of Delphi, Mt. Olympus
The Olympians (Gods/Goddesses)
The Acropolis, Parthenon, Phidias
Theater, Sophocles
Socrates, Plato Aristotle
Demosthenes
Delian & Peloponnesian Leagues
Pericles’ Funeral Oration
Thucydides
Macedonia, King Philip
Battles of Granicus & Issus
Darius III
Alexandria, Egypt
Library at Alexandria, Pharos
Macedonia, Seleucid, Ptolemaic Empires
Benchmark(s)
SS.6.G.1.6
SS.6.G.1.7
SS.6.G.2.1
SS.6.G.2.2
SS.6.G.2.3
SS.6.G.2.4
SS.6.G.2.5
SS.6.G.2.6
SS.6.G.2.7
SS.6.G.5.3
SS.6.E.1.1
SS.6.E.1.3
SS.6.E.3.1
SS.6.E.3.2
SS.6.E.3.3
SS.6.E.3.4
SS.6.W.1.1
SS.6.W.1.4
SS.6.W.1.6
SS.6.W.2.3
SS.6.W.2.4
SS.6.W.3.1
SS.6.W.3.2
SS.6.W.3.3
SS.6.W.3.4
SS.6.W.3.5
SS.6.W.3.6
SS.6.W.3.7
SS.6.C.1.1
SS.6.C.2.1
Grade 6
World History - Adv
Legacy, Classical
Alphabet
Epic, Arete
Fables
History
Geometry
Astronomy
Geography
Longitude, Latitude
2011-2012
CURRICULUM MAP
13. How did ancient Greece contribute to the modern world (in language,
literature, government, the arts, philosophy, the sciences, and sports)?
Revised July 2011
Volusia County Schools
Homer, Iliad, Odyssey
Aesop
Herodotus (Father of History)
The Septuagint
Hippocrates (Father of Medicine)
Hippocratic Oath
Pythagoras, Euclid, Hypatia
Aristarchus, Archimedes, Hipparchus
Strabo, Ptolemy
Olympics
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ISN Content: Unit OP, Preview, Review Essential Question(s),
Vocabulary Development, Reading/Reading Notes, Activity, Process
TCI Activities: Ancient World Text & Binders
Ch. 25 Visual Discovery. Students examine and analyze thematic maps to
learn about the physical geography of ancient Greece and how it influenced
the development of Greek civilization.
Ch. 26 Experiential Exercise. Students use the principles of monarchy,
oligarchy, tyranny, and democracy to select and play music for the class, as
a way to examine the various forms of government in ancient Greece that
led to the development of democracy.
Ch. 27 Social Studies Skill Builder. Students examine the major differences
between Athens and Sparta by working in pairs to create placards with
illustrations and challenge questions about each city-state.
Ch. 28 Response Group. Students learn about the wars between the Greek
city-states and the Persian Empire by dramatizing key events and debating
which factors contributed to the eventual outcome of the wars.
Ch. 29 Writing for Understanding. Students take a “walking tour” of Athens,
visiting six sites to learn about various aspects of Greek culture. Students
then write a speech describing Athens during its Golden Age.
Ch. 30 Response Group. Students learn about the rise of Macedonia after the
Peloponnesian War and debate the degree of success Alexander the Great
had in uniting the diverse peoples of his empire.
Ch. 31 Social Studies Skill Builder. Students learn about the enduring
contributions of the ancient Greeks by matching descriptions of modern life
to images of Greek achievements in language, literature, government, the
arts, the sciences, and sports. / Ch. 31 Reading Further: Painting the Gods
ASSESSMENT
Ancient World Assessments for chapters 25-31
Teacher created formative/summative assessments
Mini-Qs: Educating the Children of Athens and Sparta: Who Would You Have Wanted to Be?
How Great Was Alexander the Great?
Resources ContinuedTeacher Site:
http://www.mitchellteachers.org/WorldHistory/AncientGreece/AncientGreeceLessonsMain.htm
Eyewitness to History: History through the eyes of those who lived it- reading selections
http://www.eyewitnesstohistory.com/index.html
History Channel Videos: Engineering an Empire: The Persians (on Safari-Montage)
Engineering an Empire: Greece
Engineering an Empire: Greece - The Age of Alexander
Safari Montage (some examples)
Ancient Greece
Ancient Aegean
Greeks: Crucible of Civilization: The Golden Age
Horrible Histories: The Groovy Greeks
The Gods of Olympus
Birthplace of Apollo: Delos, Greece
The Persians (Engineering an Empire)
Seven Wonders of the Ancient World (Great Pyramid, Hanging Gardens of Babylon, Statue of Zeus at
Olympus, Temple of Artemis at Ephesus, Mausoleum of Halicarnassus, Colossus of Rhodes,
Lighthouse at Alexandria)
Suggested Teacher Resource for Further Study:
“Foundations of Western Thought” by Timothy B. Shutt (see pdf file)
Twelve Greeks and Romans Who Changed the World by Carl J. Richard
History Alive Binder Activities – Ancient Greece
Outside Readings – 3 ring binder for teachers, or CD
It’s All Greek to Me - From Homer to the Hippocratic Oath: How Ancient Greece Has
Shaped Our World by Charlotte Higgins
Reader’s Theater: The Trial of Socrates; Alexander’s Mutiny; Ancient
Science and Archimedes; The Great Library at Alexandria
Scholastic Read-Aloud: In the Gymnasium
Revised July 2011
Volusia County Schools
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
ORGANIZING PRINCIPLE 6: The Roman Republic and Empire greatly shaped the cultural legacy of
ESTIMATED # OF
Western civilization through its system of laws and republican government, the Latin language, its military WEEKS: 6
and technological accomplishments, and the spread of Greek ideas.
Concepts
People, Places, Events
Essential Questions / Learning Targets
Arch
Italian Peninsula
1. Where is ancient Rome located on a map, and what was the
Cuniculus
Palatine Hill
extent of its territories?
Legend
Tiber
and
Rubicon Rivers
2. How did Roman literature describe the origins of Roman
Greco-Roman
The Alps
civilization?
Romulus and Remus
3. How did the Etruscans and Greeks influence the development
The Aeneid, Virgil
of Rome?
Etruscans, Latins
Civic Virtue
Republic
Senate, Veto
Constitution
Empire
Expansion
Roman Legion
Triumvirate
Dictatorship
Pax Romana
Diaspora
“All Roads Lead to Rome”
Forum
Rule of Law, Paterfamilias
Toga
Sylus
Roman Bath
Imperial Cult
Christianity
Messiah, Gospel, Bible,
Disciple Parable, Crucifixion
Resurrection, Missionary
Martyr
Trinity, Salvation, Holy
Communion, Church
4. What were the characteristics of the Roman Republic and how
did they change over time?
5. Did the benefits of Roman expansion outweigh the costs?
6. What were the causes and effects of the Punic Wars?
7. What were the results of Rome’s civil wars (1st century BC)?
8. How did wealth affect daily life in the Roman Empire?
9. How did Christianity originate and spread during the Roman
Empire?
10. To what extent was there religious freedom in the Roman
Empire? How were some Christian teachings seen as a threat to
Roman order and patriotism?
11. How are Christians lives shaped by the beliefs and practices of
Christianity?
Revised July 2011
Volusia County Schools
12 Tables
Dictator
Patricians, Plebians
Consul
Conflict of Orders
Tribune
Cincinnatus
Gauls, Samnites
Carthage, Punic Wars
Hannibal, Cannae
Scipio-Africanus
Spartacus
Pompey, Julius Caesar, Mark
Anthony, Cleopatra
Actium, Octavian (Augustus)
Jewish-Roman War, Titus
Pompeii
Colosseum
Circus Maximus
Pantheon
Gladiator
Herod, Temple of Jerusalem
Jesus Christ, Mary
The Evangelists
Bethlehem, Nazareth
John the Baptist
Peter, Paul
Emperor Constantine
Christmas, Easter
PACING:
April-May
Benchmark(s)
SS.6.G.1.6
SS.6.G.1.7
SS.6.G.2.2
SS.6.G.2.4
SS.6.G.2.5
SS.6.G.2.6
SS.6.G.5.1
SS.6.G.5.2
SS.6.G.5.3
SS.6.E.1.1
SS.6.E.3.1
SS.6.E.3.2
SS.6.E.3.3
SS.6.E.3.4
SS.6.W.1.1
SS.6.W.1.2
SS.6.W.1.3
SS.6.W.1.4
SS.6.W.1.5
SS.6.W.1.6
SS.6.W.2.3
SS.6.W.3.8
SS.6.W.3.9
SS.6.W.3.10
SS.6.W.3.11
SS.6.W.3.12
SS.6.W.3.13
SS.6.W.3.14
SS.6.W.3.15
SS.6.W.3.16
SS.6.W.3.17
SS.6.C.1.2
SS.6.C.2.1
Grade 6
World History - Adv
Patron, Renaissance
Dome, Vault, Concrete
Triumphal Arch
Aqueduct
Latin, Roman Numerals
Stoicism
Natural Law, Justice
2011-2012
CURRICULUM MAP
12. Why did the (Western) Roman Empire fall?
13. To what extent does ancient Rome influence us today (art,
architecture, engineering, language, philosophy, law, and the spread
of Greek ideas)?
Revised July 2011
Volusia County Schools
Edward Gibbon
Byzantine Empire
Marcus Aurelius
Cicero
Plutarch, Lives of Noble Greeks
and Romans
Grade 6
World History - Adv
2011-2012
CURRICULUM MAP
ACTIVITIES (Teaching Resources)
ASSESSMENT
ISN Content: Unit OP, Preview, Review Essential Question(s), Vocabulary
Development, Reading/Reading Notes, Activity, Process
TCI Activities: Ancient World Text & Binders
Ch. 32 Response Group. Students learn about the founding of Rome, and
examine images to identify evidence of Etruscan and Greek influences on
Rome.
Ancient World Assessments for chapters 32-38
Teacher created formative/summative assessments
Mini-Qs: Citizenship in Athens and Rome: Who Had the Better System?
Why did Christianity Take Hold?
Ch.33 Experiential Exercise. Students assume the roles of patricians and
plebeians to learn how the struggle between these two groups led to a more
democratic government in the Roman Republic.
Ch. 34 Problem Solving Groupwork. Students explore and record events
leading to the expansion of Roman territory and the creation of the empire.
Resources ContinuedCh. 35 Social Studies Skill Builder. Students read about eight aspects of
ancient Roman life—such as education and family life—and explore how a
teenager might have experienced each.
Ch. 36 Social Studies Skill Builder. Students learn about the development and
spread of Christianity in the Roman Empire, and analyze parables to
understand the teachings of Jesus.
Ch. 37 Visual Discovery. Students analyze images of Christian sacraments,
worship, and holidays to learn about the key beliefs and practices of
Christianity.
Teacher Web Site:
http://www.mitchellteachers.org/WorldHistory/AncientRome/AncientRomeLessonsMainPage.htm
Eyewitness to History: History through the eyes of those who lived it- reading selections
http://www.eyewitnesstohistory.com/index.html
Safari Montage Video: Roman City
History Channel Video: Engineering an Empire: Rome
Ch. 38 Response Group. Students play the “Rome to Home” game to discover
how aspects of Roman culture, such as art and language, influence modern
life. / Ch. 38 Reading Further: Lessons from Pompeii
History Alive Binder Activities – Ancient Rome
Suggested Teacher Resource for Further Study:
Outside Readings – 3 ring binder for teachers, or CD
“Foundations of Western Thought” by Timothy B. Shutt (see pdf file)
Reader’s Theater: Kidnapped; Antony and Cleopatra; Buried Alive
Scholastic Read-Aloud: At the Colosseum
Twelve Greeks and Romans Who Changed the World by Carl J. Richard
History Channel Video: Engineering an Empire: Rome
Engineering an Empire: Carthage
Safari Montage
Revised July 2011
Volusia County Schools