Download 2011-2012 curriculum map

Volusia District Social Studies Office
2016-2017
Social Studies
Curriculum Map
Volusia County Schools
M/J World History and M/J World History Advanced
2109010/NEB
2109020/NEC
Page 1
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
UNDERSTANDING THE CURRICULUM MAPS
Everything begins with the purpose, the Organizing Principle. 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 measurement topics, curriculum standards and vocabulary that you teach should come back to the
Organizing Principle in some way.
The Measurement Topic reflects the standards created by the Department of Education and the Curriculum Standards reflect the benchmarks created
by the Department of Education.
The Measurement Topics and the Curriculum Standards have been chunked together to allow for a Resource Page to immediately follow the
standards/content. The Resource Page includes textbook alignment, Safari Montage links, websites, Document Based Question (DBQ) lesson plans,
teacher hints, assessment and Activities aligned to the Florida Literacy Standards. These are only examples of some of the items you can use to teach
the unit.
Considering the Next Generation Sunshine State Standards, please keep in mind the Department of Education has determined the content that will be
delivered to students. Please find in the curriculum maps the pacing expected when delivering the content. Additionally, the Florida Literacy Standards
are complimentary to the NGSS standards we are expected to teach. Florida Literacy Standards alignment is found on the Resource Page with example
activities.
The maps are designed to help teachers determine areas of coverage and to avoid trying to teach every chapter in a textbook. Instead the maps are
designed around the Organizing Principles and are broken down into Curriculum Standards. Teachers are encouraged to use a variety of resources to
teach the content and skills. The textbook should be merely one of the resources used.
The mapping teams have done a great job on the maps, but something important to know is the curriculum maps are not static documents; they are
dynamic and open to revision. If you have questions or suggestions, please contact the Volusia County Social Studies Office.
Robert Milholland
Social Studies Curriculum Specialist
Volusia County Schools
Page 2
Curriculum Map Revision Committee
Brent Beckley
Christa Chapple
Alicia Deloughery
Narayana Hines
Miosotys Smith
Sasha Williams
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
Social Studies Curriculum Mapping
-TEACHING WITH A PURPOSE IN MINDNext Generation Sunshine
State Standards
Organizing Principle
(Thesis)
Measurement Topic
Curriculum Standards (NGSSS)
Academic Language
Teaching Resources (Florida
Literacy Standards)
Assessment
Formative and Summative
Page 3
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
ADVANCED COURSE - 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, 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 and Economics. 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 other resource.
-
Use the unit Organizing Principle as your starting point: have it posted, and review it regularly with your students to provide them with a framework for instruction
(remember, it’s like a thesis in an essay) and a purpose for learning all the unit content. The same holds true for the Curriculum Standards you are focusing on each day.
They should be visible and discussed before and after instruction.
-
Social Studies Literacy Strategies should be utilized regularly (Cornel Notes or similar note-taking method, SOAPStone or APPARTS analysis tools, and PERSIA or GSPRITE categorization tools).
-
Activities should include Document-Based instruction (analytical reading and writing involving individual and collections of primary and secondary sources), methodology
affecting the multiple intelligences and utilizing both individual and cooperative learning (e.g. Geography/History Alive lessons).
-
Students should conduct research projects related to the Social Studies Fair (Geography and History) or portfolios related to Project Citizen (Civics)
-
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 not only the name of a TCI strategy but 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.
o Previews involve activating prior knowledge, preparing students for the next topic of instruction.
o Process activities relate to content/skills recently learned where students are involved in metacognition.
Page 4
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
Important Events Observed by Volusia County Social Studies Courses
Sept 16-22
Constitution Week
All social studies courses will study one of the most important documents in United States history. Constitution Week commemorates the formation and signing of the U.S.
Constitution by thirty-nine brave men on September 17, 1787, recognizing all who, are born in the U.S. or by naturalization, have become citizens.
(Teachers will receive further instruction from content area specialist)
September
Last full week of
the month
Celebrate Freedom Week: FL Statute: 1003.421 Recitation of the Declaration of Independence.—
(1) To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of
classes in September shall be recognized in public schools as Celebrate Freedom Week. Celebrate Freedom Week must include at least 3 hours of appropriate instruction in
each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration
of Independence.
(2) To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals and
teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold these truths to be self-evident, that all men are
created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these
rights, governments are instituted among men, deriving their just powers from the consent of the governed.”
(3) Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty
(4) Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence.
History.—s. 1, ch. 2002-213.
September 15October 15
Hispanic Heritage Month
Each year, Americans observe National Hispanic Heritage Month from September 15 to October 15, by celebrating the histories, cultures and contributions of American
citizens whose ancestors came from Spain, Mexico, the Caribbean and Central and South America. The observation started in 1968 as Hispanic Heritage Week under
President Lyndon Johnson and was expanded by President Ronald Reagan in 1988 to cover a 30-day period starting on September 15 and ending on October 15. It was
enacted into law on August 17, 1988, on the approval of Public Law 100-402. The day of September 15 is significant because it is the anniversary of independence for Latin
American countries Costa Rica, El Salvador, Guatemala, Honduras and Nicaragua. In addition, Mexico and Chile celebrate their independence days on September 16 and
September 18, respectively. Also, Columbus Day or Día de la Raza, which is October 12, falls within this 30 day period.
November
Native American Heritage Month
What started at the turn of the century as an effort to gain a day of recognition for the significant contributions the first Americans made to the establishment and growth of the
U.S., has resulted in a whole month being designated for that purpose.
February
Black History Month
February is "Black History Month," a time to commemorate African-Americans who have changed the world.
Celebrating Black History began in 1926, when Dr. Carter G. Woodson, a Harvard Ph.D., initiated "Negro History Week." Dr. Woodson, a historian, chose the second week
in February because it included the birthdays of Frederick Douglass and Abraham Lincoln. In 1976, the Bicentennial (200th birthday) of the U.S.A., the week-long observance
was extended to the entire month of February in order to have enough time for celebratory programs and activities.
(Teachers will receive further instruction from content area specialist)
March
Women's History Month
Women’s History Month had its origins as a national celebration in 1981 when Congress passed Pub. L. 97-28 which authorized and requested the President to proclaim the
week beginning March 7, 1982 as “Women’s History Week." Throughout the next five years, Congress continued to pass joint resolutions designating a week in March as
"Women’s History Week." In 1987 after being petitioned by the National Women’s History Project, Congress passed Pub. L. 100-9 which designated the month of March
1987 as “Women’s History Month." Between 1988 and 1994, Congress passed additional resolutions requesting and authorizing the President to proclaim March of each year
as Women’s History Month. Since 1995, Presidents Clinton, Bush and Obama have issued a series of annual proclamations designating the month of March as “Women’s
History Month.”
Page 5
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
Organizing Principle 1: The earliest river civilizations began as farming settlements that evolved into the
first cities, kingdoms, and empires.
Measurement
Topics
Early Civilizations
(Assessment items in
BOLD)
Curriculum Standards
Use timelines to identify chronological order of historical events.
Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and
designations of time periods.
Interpret primary and secondary sources.
Describe the methods of historical inquiry and how history relates to the other
social sciences.
Describe the roles of historians and recognize varying historical interpretations
(historiography).
Describe how history transmits culture and heritage and provides models of
human character.
Compare the lifestyles of hunter-gatherers with those of settlers of early
agricultural communities.
Describe how the developments of agriculture and metallurgy related to settlement,
population growth, and the emergence of civilization.
Identify the characteristics of civilization.
Summarize the important achievements of Mesopotamian civilization.
Determine the impact of key figures from ancient Mesopotamian civilizations.
Compare the emergence of advanced civilizations in Meso and South America with
the four early river valley civilizations. (Not in textbook, see resources)
Identify the factors (new resources, increased productivity, education, technology, slave
economy, territorial expansion) that increase economic growth.
Describe and identify traditional and command economies as they appear in different
civilizations.
Describe the following economic concepts as they relate to early civilization: scarcity,
opportunity cost, supply and demand, barter, trade, productive resources (land, labor,
capital, and entrepreneurship).
Identify examples of mediums of exchange (currencies) used for trade (barter) for each
civilization, and explain why international trade requires a system for a medium of
exchange between trading both inside and among various regions.
6 Weeks/August-September
(Celebrate Freedom Week – last week
of September)
Benchmarks
SS.6.W.1.1
SS.6.W.1.2
Academic Language
archaeologist,
geographer, prehistoric,
historian, artifact, ritual
SS.6.W.1.3
SS.6.W.1.4
SS.6.W.1.5
SS.6.W.1.6
SS.6.W.2.1
SS.6.W.2.2
SS.6.W.2.3
SS.6.W.2.7
SS.6.W.2.8
SS.6.W.2.10
SS.6.E.1.1
SS.6.E.1.2
Paleolithic Age, fertile
crescent, domesticate
nomad, resource
Neolithic Age,
agriculture, trade
Mesopotamia, irrigation
silt, Sumer, levee, citystate
civilization, artisan,
cuneiform,
social structure, scribe
pictograph,
technology, ziggurat
merchant, culture
empire, tribute,
economy, capital, code
of law, siege
SS.6.E.1.3
SS.6.E.3.1
Analyze the purposes of map projections (political, physical, special purpose) and
SS.6.G.1.2
explain the applications of various types of maps.
Use a map to identify major bodies of water of the world, and explain ways they have
impacted the development of civilizations.
Page 6
SS.6.G.1.6
6th Grade Ancient World History
Volusia District Social Studies Office
Early Civilizations
Continued….
Page 7
Explain how major physical characteristics, natural resources, climate, and absolute and
relative locations have influenced settlement, interactions, and the economies of ancient
civilizations of the world.
Analyze the relationship of physical geography to the development of ancient river
valley civilizations.
Explain the concept of cultural diffusion, and identify the influences of different ancient
cultures on one another.
2016-2017
SS.6.G.2.1
SS.6.G.2.3
SS.6.G.2.6
Locate sites in Africa and Asia where archaeologists have found evidence of early
human societies, and trace their migration patterns to other parts of the world.
SS.6.G.4.3
Describe the Six Essential Elements of Geography (The World in Spatial Terms, Places
and Regions, Physical Systems, Human Systems, Environment, The Uses of Geography)
as the organizing framework for understanding the world and its people.
SS.6.G.6.1
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
Resources
Textbook
Early Civilizations
History Alive: The Ancient World Unit 1: Chapters 1, 3-6
Interactive Student Notebook Unit 1: Chapters 1, 3-6
TCI Tool Kits
Safari Montage
Websites
Map Skills
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
www.teachtci.com Textbook web resources
http://www.bbc.co.uk/history/ancient/archaeology/ (Link to BBC resource page.)
http://www.bbc.co.uk/history/forkids/ Link to BBC game and activity page
http://www.youtube.com/watch?v=84y2q4giihY (Ancient Mesopotamia song by Mr. Nicky) (3:51)
http://www.Quizlet.com (search Ancient History TCI, review resource)


http://www.ushistory.org/civ/11.asp (Central and South American Empires)
http://www.essential-humanities.net/world-history/meso-south-america/ (History of Precolonial Meso/South America)
http://www.eduplace.com/ss/socsci/ca/books/bkf3/reviews/pdfs/LS_6_09_03.pdf (The Olmec of Meso-America)
http://quizlet.com/12314373/the-six-elements-of-geography-flash-cards/
http://www.lascaux.culture.fr/?lng=en Virtual Tour of Lascaux’s Caves
https://www.youtube.com/watch?v=UnSq0c7jM-A The Dordogne, France: Lascaux's Prehistoric Cave Paintings—Rick
Steves (4:32)
https://www.youtube.com/watch?v=c1g60SSGmeY Civilization—History Teachers Music Video (3:54)
http://www.timemaps.com/history - Interactive timeline
http://www.ushistory.org/civ/1.asp - How Do We Know? Intro to History
http://www.ushistory.org/civ/4.asp - Early Middle East
https://getkahoot.com/- Create an account and search the given TCI topics; make your own game.
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
Procedures
Power Point
Presentation (PPP)
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) (1:35:07)
TCI Activities:
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
Page 8
Writing (TCI online resources)
Horrible Histories: Savage Stone Age (24:10)
Ancient Mesopotamia (26:55)
Human Systems(25:25)
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
Reading
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
TCI Online
Critical Thinking
Ch. 1 Social Studies Skill Builder (Procedures/PPP): Students learn how social scientists reconstruct the lives of prehistoric
humans by examining images of cave paintings and other artifacts.
Ch. 3 Writing for Understanding (Procedures/PPP): 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 (Procedures/PPP): Students learn how responses to geographic challenges resulted in the formation of
complex Sumerian city-states.
Ch. 4 Reading Further - Detecting the Past (Procedures/PPP): Clues from Archaeology
6th Grade Ancient World History
Volusia District Social Studies Office


History Alive Binder
Teacher Hints
Assessment
CPALMS Resources
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 Group-work (Procedures/PPP): 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


DBQ Binder
2016-2017
2.1 Examining the Code of Hammurabi
2.2 Applying the Code of Hammurabi to Babylonian Court Cases
DBQ Binder Activity:
 Mini-Q: Hammurabi’s Code: Was It Just?
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
 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)
 Have students create a timeline of their own life.
 Have students create a foldable for learned unit vocabulary
 Chapter Processing activities from the Interactive Student Notebook
 Chapter tests from www.teachtci.com (with option to create your own assessment)
 Teacher Created Formative/Summative Assessments
 www.learntci.com (students have their own username and password/can access reading challenge for review questions for each
chapter)
URL: http://www.cpalms.org/public/search/Search
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further information
SS.6.W.1.3- Lesson Plans (2)
SS.6.W.1.4- Lesson Plan
SS.6.W.2.3- Lesson Plans (2), Web Quest, and Teaching Idea
*At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind CPALMS is updated often.
Page 9
6th Grade Ancient World History
Volusia District Social Studies Office
Florida Literacy
Standards
Reading: 5, 6
(LAFS.68.RH.2.5)
(LAFS.68.RH.2.6)
Reading: 1
(LAFS.68.RH.1.1)
Writing: 1
(LAFS.68.WH.1.1)
Writing: 2
(LAFS.W68.H.1.2)
TCI Link
2016-2017
Activities
Previewing chapters for text structure
Student Interactive Notebook pages (graphic organizers)
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.
http://www.teachtci.com/programs/middle-school/history-alive-textbook/ancient-world/standards-correlations.html
Page 10
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
Organizing Principle 2: Environmental factors influenced the settlement and development of
three important ancient civilizations in Egypt, Kush, and Israel.
Measurement
Topics
Development
of Egypt,
Kush, and
Israel
(Assessment
items in bold)
Curriculum Standards
5 Weeks/September-October
(Celebrate Freedom Week – last week of September)
Benchmarks
Academic Language
topography, vegetation
Compare the economic, political, social, and religious institutions of ancient
river civilizations.
SS.6.W.2.4
Summarize important achievements of Egyptian civilization.
SS.6.W.2.5
pharaoh, treaty
Determine the contributions of key figures from ancient Egypt.
SS.6.W.2.6
Summarize the important achievements of Mesopotamian civilization.
SS.6.W.2.7
social pyramid, status, peasant,
hieroglyph, social class, noble,
afterlife
Determine the impact of key figures from ancient Mesopotamian civilizations.
SS.6.W.2.8
dynasty, kandake
Identify key figures and basic beliefs of the Israelites and determine how these
beliefs compared with those of others in the geographic area.
Analyze the cultural impact the ancient Phoenicians had on the Mediterranean
world with regard to colonization (Carthage), exploration, maritime commerce
(purple dye, tin), and written communication (alphabet).
Describe the rise and fall of the ancient east African kingdoms of Kush and
Axum and Christianity's development in Ethiopia.
Evaluate how civilizations through clans, leaders, and family groups make economic
decisions for that civilization providing a framework for future city-state or nation
development.
Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those
economies that led to the rise of a merchant class and trading partners.
Describe the relationship among civilizations that engage in trade, including the
benefits and drawbacks of voluntary trade.
Identify natural wonders of the ancient world.
Use maps to identify characteristics and boundaries of ancient civilizations that have
shaped the today
Explain how major physical characteristics, natural resources, climate, and absolute
and relative locations have influenced settlement, interactions, and the economies of
ancient civilizations of the world.
Differentiate between continents, regions, countries, and cities in order to understand
the complexities of regions created by civilizations.
Analyze the relationship of physical geography to the development of ancient river
valley civilizations.
SS.6.W.2.9
Torah, exodus,
Israelite, tradition, slavery, covenant
SS.6.W.3.1
SS.6.W.3.18
Polytheism, Talmud, exile,
Monotheism, ethics, diaspora
SS.6.E.2.1
SS.6.E.3.3
SS.6.E.3.4
SS.6.G.1.3
SS.6.G.1.7
SS.6.G.2.1
SS.6.G.2.2
SS.6.G.2.3
Continued on next page….
Page 11
6th Grade Ancient World History
Volusia District Social Studies Office
Development
of Egypt,
Kush, and
Israel
Continued..
Explain how the geographical location of ancient civilizations contributed to the
culture and politics of those societies.
Interpret how geographic boundaries invite or limit interaction with other regions
and cultures.
Explain the concept of cultural diffusion, and identify the influences of different
ancient cultures on one another.
Explain how the physical landscape has affected the development of agriculture and
industry in the ancient world.
Analyze the impact of human populations on the ancient world's ecosystems.
Explain how family and ethnic relationships influenced ancient cultures.
Use maps to trace significant migrations, and analyze their results.
Map and analyze the impact of the spread of various belief systems in the ancient
world.
Identify the methods used to compensate for the scarcity of resources in the ancient
world.
Use geographic terms and tools to explain why ancient civilizations developed
networks of highways, waterways, and other transportation linkages.
Use geographic tools and terms to analyze how famine, drought, and natural
disasters plagued many ancient civilizations.
Compare maps of the world in ancient times with current political maps.
Page 12
2016-2017
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.4.4
SS.6.G.5.1
SS.6.G.5.2
SS.6.G.5.3
SS.6.G.6.2
6th Grade Ancient World History
Volusia District Social Studies Office
Resources
Textbook
TCI Tool Kits
Safari Montage
Ancient Egypt and the Middle East
 History Alive: The Ancient World Unit 2: Chapters 7-12
 Interactive Student Notebook Unit 2: Chapters 7-12
Map Skills Critical Thinking Reading Writing (TCI online resources)
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Pyramid (by David Macaulay) (57:05)
Engineering an Empire: Carthage (43:48)
Who Built the Pyramids? (17:02)
Horrible Histories: Awesome Egypt (24:10)
Mummies Made in Egypt (29:31)
Ancient Egypt (25:30)

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) (1:35:07)
Wonders of the African World with Henry Louis Gates, Jr.: Black Kingdoms of the Nile (54:08)

Websites
The Ancient World Lesson Guide (teacher resource)
 http://www.bbc.co.uk/history/forkids/ (BBC resource page with games and activities for students)
 http://www.bbc.co.uk/history/ancient/ (BBC resource page for teachers to preview)
 www.teachtci.com
 www.youtube.com Tutankhamen by Mr. Nicky (song)
 www.quizlet.com (search for ancient history/TCI)
 http://www.nms.ac.uk/kids/games_and_adventures/the_three_pyramids.aspx
 http://www.bbc.co.uk/history/interactive/games/mummy_maker/index_embed.shtml
 http://www.youtube.com/watch?v=1JqlAD7dn-E (Ch. 8 Mummification: Good Riddance by Green Day) (3:22)
 https://www.youtube.com/watch?v=b86XE3TbXg0 The Kush Empire (2:24)
 https://www.youtube.com/watch?v=hoSgZHVocHE Overview of the History of Kush: (7:33)
 http://www.youtube.com/watch?v=1JqlAD7dn-E Cleopatra—History Teachers Music Video (4:44)
 https://www.youtube.com/watch?v=1JqlAD7dn-E Mummification—History Teachers Music Video (2:32)
 https://www.youtube.com/watch?v=lNB4W1hrE20 Nefertiti—History Teacher Music Video (4:13)
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TCI Online
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Procedures
Power Point
Presentation (PPP)
Page 13
2016-2017
https://www.youtube.com/watch?v=cAQyFO_fPmM King Tut—History Teacher Music Video (3:13)
http://www.timemaps.com/history - Interactive timeline
http://www.ushistory.org/civ/3.asp - Ancient Egypt
https://getkahoot.com/- Create an account and search the given TCI topics; make your own game.
TCI Activities:


Ch. 7 Experiential Exercise (Procedures/PPP): 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.
Ch. 8 Writing for Understanding (Procedures/PPP): Students board an Egyptian sailing boat and “visit” monuments along the
6th Grade Ancient World History
Volusia District Social Studies Office
History Alive Binder
DBQ Binder


Reader’s Theater

Scholastic ReadAloud
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Page 11
continued…

2016-2017
Nile River, to learn about four ancient Egyptian pharaohs and their important accomplishments.
Ch. 8 Reading Further(Procedures/PPP): The Egyptian Mummy Project
Ch. 9 Problem Solving Group work (Procedures/PPP): 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 (Procedures/PPP): 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 (Procedures/PPP): Students identify key historical leaders of the ancient Israelites and
explain their role in the development of Judaism.
Ch. 12 Experiential Exercise (Procedures/PPP): Students identify the central teachings of Judaism as they explore ways in
which these traditions have survived throughout history.
History Alive Binder Activity

Ancient Egypt and the Near East
DBQ Binder Activity
 The Nile River: How Did It Shape the Culture of Ancient Egypt?
Teacher Hints
Assessment
CPALMS Resources
Suggested Resources for Teacher Background Knowledge:
 http://www.mitchellteachers.org/WorldHistory/AncientEgyptNearEastUnit
 “Foundations of Western Thought” by Timothy B. Shutt (see pdf file)
 “The Black Pharaohs,” National Geographic article, 3 Ring Binder for Teachers or CD
 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 information on Kush)
 Chapter Processing activities from the Interactive Student Notebook
 Chapter tests from www.teachtci.com (with option to create your own assessment)
 Teacher Created Formative/Summative Assessments
 www.learntci.com (students have their own username and password/can access reading challenge for review questions for each
chapter.
URL: http://www.cpalms.org/Public/search/Resource
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further information
SS.6.W.2.5- Lesson Plan (3), Web Quest, Teaching Idea
SS.6.W.2.6-Lesson Plans (2), Web Quest, Teaching Idea
*At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind CPALMS is updated often.
Page 14
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
Activities
Florida Literacy
Standards
Reading: 5, 6
(LAFS.68.RH.2.5)
(LAFS.68.RH.2.6)
Previewing chapters for text structure
Reading: 1, 10
(LAFS.68.RH.1.1)
(LAFS.68.RH.4.10)
Ch. 8 Reading Further: The Egyptian Mummy (Projecthttp://www.bbc.co.uk/history/ancient/egyptians/tutankhamun_gallery_01.shtml)
Pictures of King Tut’s tomb
Student Interactive Notebook pages (graphic organizers)
Reading: 1
(LAFS.68.RH.1.1)
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.
Writing: 2
(LAFS.68.WH.1.2)
Ch. 11 Writing for Understanding. Students identify key historical leaders of the ancient Israelites and explain their role in the
development of Judaism.
Writing: 1
(LAFS.68.WH.1.1)
DBQ: The Nile River: How Did It Shape the Culture of Ancient Egypt?
TCI Link
http://www.teachtci.com/programs/middle-school/history-alive-textbook/ancient-world/standards-correlations.html
Page 15
6th Grade Ancient World History
Volusia District Social Studies Office
Organizing Principle 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.
Measurement
Curriculum Standards
Topics
Use timelines to identify chronological order of historical events.
Compare the lifestyles of hunter-gatherers with those of settlers of early
agricultural communities.
Describe how the developments of agriculture and metallurgy related to
settlement, population growth, and the emergence of civilization.
Compare the economic, political, social, and religious institutions of ancient
river civilizations.
Discuss the significance of Aryan and other tribal migrations on Indian
civilization.
Explain the major beliefs and practices associated with Hinduism and the
social structure of the caste system in ancient India.
Recognize the political and cultural achievements of the Mauryan and Gupta
empires.
Explain the teachings of Buddha, the importance of Asoka, and how
Buddhism spread in India, Ceylon, and other parts of Asia.
Ancient India
Summarize the important achievements and contributions of ancient Indian
civilization.
Identify the factors (new resources, increased productivity, education,
(Assessment items in technology, slave economy, territorial expansion) that increase economic growth.
Describe and identify traditional and command economies as they appear in
bold)
different civilizations.
Evaluate how civilizations through clans, leaders, and family groups make
economic decisions for that civilization providing a framework for future citystate or nation development.
Identify natural wonders of the ancient world.
Utilize tools geographers use to study the world.
Use a map to identify major bodies of water of the world, and explain ways they
have impacted the development of civilizations.
Analyze the relationship of physical geography to the development of ancient
river valley civilizations.
Explain how the physical landscape has affected the development of agriculture
and industry in the ancient world.
Analyze the impact of human populations on the ancient world's ecosystems.
Page 16
2016-2017
6 Weeks/November-December
Benchmarks
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
SS.6.E.1.1
Academic Language
subcontinent, monsoon,
plateau
citadel, granary
Hinduism, Dharma,
Vedas, Karma, caste,
Sanskrit, reincarnation,
Brahmanism, pilgrimage
Alms, Four Noble
Truths, Ascetic, Nirvana
Eightfold Path,
enlightenment,
Buddhism
edict
province, philosophy,
alliance, Golden Age
SS.6.E.1.2
SS.6.E.2.1
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
6th Grade Ancient World History
Volusia District Social Studies Office
Ancient India
Continued….
Page 17
Use maps to trace significant migrations, and analyze their results.
Map and analyze the impact of the spread of various belief systems in the ancient
world.
Use geographic terms and tools to explain why ancient civilizations developed
networks of highways, waterways, and other transportation linkages.
Use geographic tools and terms to analyze how famine, drought, and natural
disasters plagued many ancient civilizations.
2016-2017
SS.6.G.4.2
SS.6.G.4.4
SS.6.G.5.2
SS.6.G.5.3
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
Resources
Ancient India
Textbook
History Alive: The Ancient World Unit 3: Chapters 13-18
Interactive Student Notebook Unit 3: Chapters 13-18
TCI Tool Kits
Map Skills
Safari Montage
 Buddhism (47:27)
 What is Buddhism? (23:37)
 Hinduism (47:28)
 What Is Hinduism? (23:06)
 www.teachtci.com Textbook web resources
 www.youtube.com (search for Early Settlement of India)
 http://www.bbc.co.uk/history/ancient/india/ (Link to BBC resource page.)
 http://www.timemaps.com/history - Interactive timeline
 http://www.ushistory.org/civ/8.asp - Ancient India
 https://www.youtube.com/watch?v=LD3HrIRPVhw- "The Untouchables"
 https://getkahoot.com/- Create an account and search the given TCI topics; make your own game.
TCI Activities
 Ch. 13 Response Group (Procedures/PPP): Groups identify physical features of the Indian subcontinent
and explain how geography influenced the location of early settlement in India.
 Ch. 13 Reading Further (Procedures/PPP): Saving the Ganges
 Ch. 14 Experiential Exercise (Procedures/PPP): Students act as archaeologists and examine artifacts
from Mohenjo-Daro to learn about daily life in the Indus valley civilization. Mohenjo-Daro Images:
http://www.mohenjodaro.net/
 Ch. 15 Response Group (Procedures/PPP): 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.
 Ch. 16 Visual Discovery (Procedures/PPP): 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 (Procedures/PPP): Students interpret excerpts from King Ashoka’s
edicts to analyze how he unified the Mauryan Empire during his rule.
 Ch. 18 Writing for Understanding (Procedures/PPP): 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 Activity
 Ancient India
Websites
TCI Online


Procedures
Power Point
Presentation (PPP)
History Alive Binder
DBQ Binder
Page 18
Critical Thinking
Reading
Writing (TCI online resources)
6th Grade Ancient World History
Volusia District Social Studies Office
Teacher Hints
Assessment
CPALMS Resources
2016-2017
DBQ Binder Activity:
 Mini-Q: Conqueror, Reformer, or Government Administrator: How Should Asoka Be Remembered?
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




Chapter Processing activities from the Interactive Student Notebook
Chapter tests from www.teachtci.com (with option to create your own assessment)
Teacher Created Formative/Summative Assessments
www.learntci.com (students have their own username and password/can access reading challenge for
review questions for each chapter)
None Available
*At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind CPALMS is updated often.
Florida Literacy
Standards
Reading: 5, 6
Activities
Previewing chapters for text structure
(LAFS.68.RH.2.5)
(LAFS.68.RH.2.6)
Reading: 1
Student Interactive Notebook pages (graphic organizers)
(LAFS.68.RH.1.1)
Writing 2
(LAFS.68.WH.1.2)
Writing 1
(LAFS.68.WH.1.1)
TCI Link
Page 19
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.
Mini-Q: Conqueror, Reformer, or Government Administrator: How Should Asoka Be Remembered?
http://www.teachtci.com/programs/middle-school/history-alive-textbook/ancient-world/standardscorrelations.html
6th Grade Ancient World History
Volusia District Social Studies Office
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.
Measurement
Curriculum Standards
Topics
Use timelines to identify chronological order of historical events.
Identify the characteristics of civilization.
Compare the economic, political, social, and religious institutions of ancient
river civilizations.
Describe the concept of the Mandate of Heaven and its connection to the
Zhou and later dynasties.
Explain the basic teachings of Laos, Confucius, and Han Fei Zi.
Describe the contributions of classical and post classical China.
Identify key figures from classical and post classical China.
Explain the significance of the silk roads and maritime routes across the
Indian Ocean to the movement of goods and ideas among Asia, East Africa,
and the Mediterranean Basin.
Explain the rise and expansion of the Mongol empire and its effects on peoples of
Asia and Europe including the achievements of Ghengis and Kublai Khan.
Ancient China
(Assessment items
in bold)
Page 20
Identify the causes and effects of Chinese isolation and the decision to limit
foreign trade in the 15th century.
Evaluate how civilizations through clans, leaders, and family groups make
economic decisions for that civilization providing a framework for future citystate or nation development.
Identify natural wonders of the ancient world.
Utilize tools geographers use to study the world.
Use a map to identify major bodies of water of the world, and explain ways they
have impacted the development of civilizations.
Use maps to identify characteristics and boundaries of ancient civilizations that
have shaped the world today.
Analyze the relationship of physical geography to the development of ancient
river valley civilizations.
Explain how the geographical location of ancient civilizations contributed to the
culture and politics of those societies.
Interpret how geographic boundaries invite or limit interaction with other regions
and cultures.
2016-2017
6 Weeks/January-February
Benchmarks
Academic Language
SS.6.W.1.1
SS.6.W.2.3
region, oasis, tributary,
climate
SS.6.W.2.4
clan, ancestor, worship,
bronze, oracle bone
SS.6.W.4.6
SS.6.W.4.10
Confucianism, yin and
yang, Mandate of
Heaven, civil servant,
Legalism, feudalism,
Daoism
SS.6.W.4.11
immortal, standardize,
censor
SS.6.W.4.12
bureaucracy, industry
SS.6.E.2.1
caravan, trade route,
cultural diffusion
SS.6.W.4.7
SS.6.W.4.8
SS.6.W.4.9
SS.6.G.1.3
SS.6.G.1.4
SS.6.G.1.6
SS.6.G.1.7
emperor, imperial,
dynasty, bureaucracy,
warlord, aristocracy,
civil service
examination,
meritocracy
SS.6.G.2.3
SS.6.G.2.4
SS.6.G.2.5
6th Grade Ancient World History
Volusia District Social Studies Office
Interpret choropleths or dot-density maps to explain the distribution of population
in the ancient world.
Ancient China
Continued….
Page 21
Explain how the physical landscape has affected the development of agriculture
and industry in the ancient world.
Map and analyze the impact of the spread of various belief systems in the ancient
world.
Use geographic tools and terms to analyze how famine, drought, and natural
disasters plagued many ancient civilizations.
Compare maps of the world in ancient times with current political maps.
2016-2017
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
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
Resources
Textbook
TCI Tool Kits
Safari Montage
Websites
TCI (online printable)


Procedures
Power Point
Presentation (PPP)
Ancient China


Map Skills
Reading
Writing (TCI online resources)
Ancient China (25:50)
Horrible Histories: Challenging China (24:10)
Buddhism (47:27)
Gobi Adventure/Forgotten Desert (26:38)
www.teachtci.com
www.quizlet.com (search for ancient history/TCI)
http://www.bbc.co.uk/schools/primaryhistory/worldhistory/tang_tomb_figures/
http://www.bbc.co.uk/history/forkids/ (BBC resource page with games and activities for students)
http://www.bbc.co.uk/history/ancient/ (BBC resource page for teachers to preview)
http://www.watchmojo.com/video/title/The%20History%20of%20the%20Mongol%20Empire/ Mongol Empire
http://www.history.com/shows/mankind-the-story-of-all-of-us/videos/mankind-the-story-of-all-of-us-genghiskhan Mankind: The Story of Us: Gengis Khan
 http://www.timemaps.com/history - Interactive timeline
 https://www.youtube.com/watch?v=YazkYpKsA-4- "Journals Through History Ancient China Contributions to
the World"
 https://getkahoot.com/- Create an account and search the given TCI topics; make your own game.
TCI Activities



DBQ Binder

Reader’s Theater

Page 22
Critical Thinking











History Alive Binder
Scholastic Read-Aloud
History Alive: The Ancient World Chapters 19-24
Interactive Student Notebook Unit 4: Chapters 19-24
Ch. 19 Problem Solving Group-work (Procedures/PPP): 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.
Ch. 20 Social Studies Skill Builder (Procedures/PPP): Students “excavate” a tomb to learn about the government, social
structure, religion, writing, art, and technology of the Shang dynasty.
Ch. 21 Experiential Exercise (Procedures/PPP): Students learn about Confucianism, Daoism, and Legalism under
classroom conditions that reflect the main beliefs of each philosophy.
Ch. 39 Experiential Exercise (Procedures/PPP): Students choose the type of person they would trust to make decisions on
their behalf (not in textbook, online only).
Ch. 22 Visual Discovery (Procedures/PPP): 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.
6th Grade Ancient World History
Volusia District Social Studies Office



Ch. 22 Reading Further(Procedures/PPP): China's Great Walls
Ch. 23 Social Studies Skill Builder (Procedures/PPP): 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 (Procedures/PPP): 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.
Page 19
Continued…
DBQ Binder Activities
 The Old Silk Road: A Traveler's Journal
 The Great Wall of Qin and Han China: Was It Worth the Cost?
Teacher Hints
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
Assessment
CPALMS Resources
2016-2017



Chapter Processing activities from the Interactive Student Notebook
Chapter tests from www.teachtci.com (with option to create your own assessment)
www.learntci.com (students have their own username and password/can access reading challenge for review
questions for each chapter)
 Chapter Processing activities from the Interactive Student Notebook
 Chapter tests from www.teachtci.com (with option to create your own assessment)
 Teacher Created Formative/Summative Assessments
 www.learntci.com (students have their own username and password/can access reading challenge for review
questions for each chapter)
URL: http://www.cpalms.org/Public/search/Resource
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further information
SS.6.W.2.3- Lesson Plans (2), Web Quest, and Teaching Idea
SS.6.W.4.10- Web Quest
SS.6.W.4.12- Web Quest
*At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind CPALMS is updated often.
Page 23
6th Grade Ancient World History
Volusia District Social Studies Office
Florida Literacy
Standards
Reading: 5, 6
2016-2017
Activities
Previewing chapters for text structure
(LAFS.68.RH.2.5)
(LAFS.68.RH.2.6)
Reading: 10
Ch. 22 Reading Further: China's Great Walls
(LAFS.68.RH.4.10)
Writing: 2
(LAFS.68.WH.1.2)
Writing: 1
(LAFS.68.WH.1.1)
TCI Link
Page 24
DBQ’s: The Old Silk Road: A Traveler's Journal
The Great Wall of Qin and Han China: Was It Worth the Cost?
http://www.teachtci.com/programs/middle-school/history-alive-textbook/ancient-world/standardscorrelations.html
6th Grade Ancient World History
Volusia District Social Studies Office
Organizing Principle 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.
Measurement
Curriculum Standards
Topics
Use timelines to identify chronological order of historical events.
Describe the methods of historical inquiry and how history relates to the other
social sciences.
Describe how history transmits culture and heritage and provides models of
human character.
Identify the characteristics of civilization.
Compare the economic, political, social, and religious institutions of ancient
river civilizations.
Analyze the cultural impact the ancient Phoenicians had on the Mediterranean
world with regard to colonization (Carthage), exploration, maritime commerce
(purple dye, tin), and written communication (alphabet).
Explain the democratic concepts (polis, civic participation and voting rights,
legislative bodies, written constitutions, rule of law) developed in ancient
Greece.
Compare life in Athens and Sparta (government and the status of citizens,
women and children, foreigners, helots).
Ancient Greece
Explain the causes and effects of the Persian and Peloponnesian Wars.
Summarize the important achievements and contributions of ancient Greek
civilization.
(Assessment items Determine the impact of key figures from ancient Greece
Summarize the key achievements, contributions, and figures associated with
in bold)
The Hellenistic Period.
Identify democratic concepts developed in ancient Greece that served as a
foundation for American constitutional democracy.
Identify principles (civic participation, role of government) from ancient Greek and
Roman civilizations which are reflected in the American political process today, and
discuss their effect on the American political process.
Identify the factors (new resources, increased productivity, education, technology,
slave economy, territorial expansion) that increase economic growth.
Describe the following economic concepts as they relate to early civilization:
scarcity, opportunity cost, supply and demand, barter, trade, productive resources
(land, labor, capital, and entrepreneurship).
Page 25
2016-2017
7 Weeks/February-April
Benchmarks
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
Academic
Language
peninsula, colony
monarchy, oligarchy,
democracy,
assembly,
aristocrat, tyranny,
citizen
SS.6.W.3.1
agora, cavalry, myth,
drama, acropolis,
custom
SS.6.W.3.2
geometry, latitude,
longitude, biology
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
SS.6.E.1.1
SS.6.E.1.3
6th Grade Ancient World History
Volusia District Social Studies Office
Identify examples of mediums of exchange (currencies) used for trade (barter) for
each civilization, and explain why international trade requires a system for a
medium of exchange between trading both inside and among various regions.
Ancient Greece
Continued…..
Page 26
Categorize products that were traded among civilizations, and give examples of
barriers to trade of those products.
Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those
economies that led to the rise of a merchant class and trading partners.
Describe the relationship among civilizations that engage in trade, including the
benefits and drawbacks of voluntary trade.
Use latitude and longitude coordinates to understand the relationship between
people and places on the Earth.
Use scale, cardinal, and intermediate directions, and estimation of distances between
places on current and ancient maps of the world.
Use a map to identify major bodies of water of the world, and explain ways they
have impacted the development of civilizations.
Use maps to identify characteristics and boundaries of ancient civilizations that have
shaped the world today.
Explain how major physical characteristics, natural resources, climate, and absolute
and relative locations have influenced settlement, interactions, and the economies of
ancient civilizations of the world.
Differentiate between continents, regions, countries, and cities in order to
understand the complexities of regions created by civilizations.
Analyze the relationship of physical geography to the development of ancient river
valley civilizations.
Explain how the geographical location of ancient civilizations contributed to the
culture and politics of those societies.
Interpret how geographic boundaries invite or limit interaction with other regions
and cultures.
Explain the concept of cultural diffusion, and identify the influences of different
ancient cultures on one another.
Interpret choropleths or dot-density maps to explain the distribution of population in
the ancient world.
Use geographic tools and terms to analyze how famine, drought, and natural
disasters plagued many ancient civilizations.
2016-2017
SS.6.E.3.1
SS.6.E.3.2
SS.6.E.3.3
SS.6.E.3.4
SS.6.G.1.1
SS.6.G.1.5
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
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
Resources
Ancient Greece
Textbook
History Alive: The Ancient World Unit 5: Chapters 25-31
Interactive Student Notebook Unit 5: Chapters 25-31
TCI Tool Kits
Safari Montage
Map Skills










Websites
Page 27
Critical Thinking
Reading
Writing (TCI online resources)
Ancient Greece (25:47)
Ancient Aegean (27:23)
Greeks: Crucible of Civilization: The Golden Age (55:42)
Horrible Histories: The Groovy Greeks (24:10)
The Gods of Olympus (19:53)
Birthplace of Apollo: Delos, Greece (13:55)
The Persians (Engineering an Empire) (44:53)
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) (1:35:07)
Greece: Alexander the Great (Engineering an Empire) (44:02)
Ancient History: The Greek City-State and Democracy (27:56)
 www.teachtci.com Textbook web resources
Eyewitness to History:
History through the eyes of those who lived it- reading selections
 http://www.eyewitnesstohistory.com/index.html
 http://www.bbc.co.uk/history/forkids/ Link to BBC game and activity
 http://www.youtube.com/watch?v=V71ywBHK6wQ Greek god rap (3:37)
 https://www.youtube.com/watch?v=fwYYxVGsS0E Greek Philosophers—History Teachers Music Video (3:45)
 http://www.timemaps.com/history - Interactive timeline
 http://www.ushistory.org/civ/4f.asp -Phoenicians: Sailing Away
 https://getkahoot.com/- Create an account and search the given TCI topics; make your own game.
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
TCI Activities:
 Ch. 25 Visual Discovery (Procedures/PPP): Students examine and analyze thematic maps to learn about the
 Procedures
physical geography of ancient Greece and how it influenced the development of Greek civilization.
 Power Point
 Ch. 26 Experiential Exercise (Procedures/PPP): Students use the principles of monarchy, oligarchy, tyranny, and
Presentation (PPP)
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.
History Alive Binder
 Ch. 27 Social Studies Skill Builder (Procedures/PPP): 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.
DBQ Binder
 Ch. 28 Response Group (Procedures/PPP): 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 (Procedures/PPP): 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.
TCI (online
printable)

Teacher Hints
Assessment
CPALMS Resources
Page 28
Ch. 30 Response Group (Procedures/PPP): 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 (Procedures/PPP): 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
History Alive Binder Activity
 Ancient Greece
DBQ Binder Activities
 Mini-Q: Educating the Children of Athens and Sparta: Who Would You Have Wanted to Be?
 Mini-Q: How Great Was Alexander the Great?
 Education in Sparta: Did the Strengths Out Way the Weaknesses?
Suggested Resources for Teacher Background Knowledge:
 “Foundations of Western Thought” by Timothy B. Shutt (see pdf file)
 Twelve Greeks and Romans Who Changed the World by Carl J. Richard
 It’s All Greek to Me - From Homer to the Hippocratic Oath: How Ancient Greece Has Shaped Our World by Charlotte Higgins
 Chapter Processing activities from the Interactive Student Notebook
 Chapter tests from www.teachtci.com (with option to create your own assessment)
 Teacher Created Formative/Summative Assessments
 www.learntci.com (students have their own username and password/can access reading challenge for review questions for each
chapter)
URL: http://www.cpalms.org/Public/search/Resource
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click Search
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
4. Click resource attached to standard for further information
SS.6.W.2.3- Lesson Plans (2), Web Quest, and Teaching Idea
*At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind CPALMS is updated often.
Florida Literacy
Standards
Reading: 5, 6
(LAFS.68.RH.2.5)
(LAFS.68.RH.2.6)
Reading: 1
(LAFS.68.RH.1.1)
Writing 2
(LAFS.68.WH.1.2)
Activities
Previewing chapters for text structure
Student Interactive Notebook pages (graphic organizers)
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.
Writing 1, 2
(LAFS.68.WH.1.1)
(LAFS.68.WH.1.2)
Mini-Qs: Educating the Children of Athens and Sparta: Who Would You Have Wanted to Be?
How Great Was Alexander the Great?
Education in Sparta
TCI Link
http://www.teachtci.com/programs/middle-school/history-alive-textbook/ancient-world/standards-correlations.html
Page 29
6th Grade Ancient World History
Volusia District Social Studies Office
Organizing Principle 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.
Measurement
Curriculum Standards
Topics
Use timelines to identify chronological order of historical events.
Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE)
and designations of time periods.
Interpret primary and secondary sources.
Describe the methods of historical inquiry and how history relates to the
other social sciences.
Describe the roles of historians and recognize varying historical
interpretations (historiography).
Describe how history transmits culture and heritage and provides models of
human character.
Determine the impact of significant figures associated with ancient Rome.
Explain the impact of the Punic Wars on the development of the Roman
Ancient Rome
Empire.
Describe the government of the Roman Republic and its contribution to the
development of democratic principles (separation of powers, rule of law,
(Assessment items representative government, civic duty).
in bold)
Explain the transition from Roman Republic to empire and Imperial Rome,
and compare Roman life and culture under each one.
Explain the causes for the growth and longevity of the Roman Empire.
Identify key figures and the basic beliefs of early Christianity and how these
beliefs impacted the Roman Empire.
Describe the key achievements and contributions of Roman civilization.
Explain the reasons for the gradual decline of the Western Roman Empire
after the Pax Romana.
Compare life in the Roman Republic for patricians, plebeians, women,
children, and slaves.
Explain the spread and influence of the Latin language on Western
Civilization.
Identify how the government of the Roman Republic contributed to the
development of democratic principles (separation of powers, rule of law,
representative government, civic duty).
Page 30
2016-2017
7 Weeks/April-May
Benchmarks
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.3.8
Academic Language
cuniculus, GrecoRoman, gladiator
patrician, senate, veto,
plebian, consul,
constitution, republic,
tribune
civil war, dictator,
Pax Romana
SS.6.W.3.9
paterfamilias, rule of
law
SS.6.W.3.10
disciple, missionary,
messiah, parable
SS.6.W.3.11
baptism, salvation,
sacrament
SS.6.W.3.12
SS.6.W.3.13
SS.6.W.3.14
SS.6.W.3.15
Renaissance, aqueduct,
stoicism, patron,
triumphal arch, natural
law
SS.6.W.3.16
SS.6.W.3.17
SS.6.C.1.2
6th Grade Ancient World History
Volusia District Social Studies Office
Ancient Rome
Continued…….
Page 31
Identify principles (civic participation, role of government) from ancient Greek
and Roman civilizations which are reflected in the American political process
today, and discuss their effect on the American political process.
Identify the factors (new resources, increased productivity, education,
technology, slave economy, territorial expansion) that increase economic growth.
Identify examples of mediums of exchange (currencies) used for trade (barter) for
each civilization, and explain why international trade requires a system for a
medium of exchange between trading both inside and among various regions.
Categorize products that were traded among civilizations, and give examples of
barriers to trade of those products.
Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of
those economies that led to the rise of a merchant class and trading partners.
Describe the relationship among civilizations that engage in trade, including the
benefits and drawbacks of voluntary trade.
Use a map to identify major bodies of water of the world, and explain ways they
have impacted the development of civilizations.
Use maps to identify characteristics and boundaries of ancient civilizations that
have shaped the world today.
Differentiate between continents, regions, countries, and cities in order to
understand the complexities of regions created by civilizations.
Explain how the geographical location of ancient civilizations contributed to the
culture and politics of those societies.
Interpret how geographic boundaries invite or limit interaction with other regions
and cultures.
Explain the concept of cultural diffusion, and identify the influences of different
ancient cultures on one another.
Identify the methods used to compensate for the scarcity of resources in the
ancient world.
Use geographic terms and tools to explain why ancient civilizations developed
networks of highways, waterways, and other transportation linkages.
Use geographic tools and terms to analyze how famine, drought, and natural
disasters plagued many ancient civilizations.
2016-2017
SS.6.C.2.1
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.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
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
Resources
Ancient Rome
Textbook
History Alive: The Ancient World Unit 6: Chapters 32-38
Interactive Student Notebook Unit 6: Chapters 32-38
TCI Tool Kits
Safari Montage
Map Skills
Websites
TCI (online printable)
 Procedures
 Power Point
Presentation (PPP)
History Alive Binder
DBQ Binder
Reader’s Theater
Scholastic Read-Aloud
Outside Readings
Page 32
Critical Thinking
Reading
Writing (TCI online resources)
 Ancient Rome For Children (29:33)
 Roman City (56:08)
 Horrible Histories: The Rotten Romans (24:09)
 Roman Catacomb History (53:05)
 Spartacus (49:19)
Teacher Web Site:
 http://www.bbc.co.uk/history/forkids/ (BBC resource page with games and activities for students)
 http://www.bbc.co.uk/history/ancient/ (BBC resource page for teachers to preview)
Eyewitness to History:
History through the eyes of those who lived it- reading selections
 http://www.eyewitnesstohistory.com/index.html
 www.teachtci.com
 www.quizlet.com (search for ancient history/TCI)
 http://www.bbc.co.uk/history/ancient/romans/launch_gms_gladiator.shtml
 http://www.bbc.co.uk/schools/primaryhistory/romans/
 www.youtube.com search: WORLD HISTORY TEACHER VIDEOS (lists all videos available)
 http://www.timemaps.com/history - Interactive timeline
 http://blogs.dalton.org/rome/ - Numerous resources on Rome
 https://getkahoot.com/- Create an account and search the given TCI topics; make your own game.
TCI Activities
 Ch. 32 Response Group (Procedures/PPP): Students learn about the founding of Rome, and examine
images to identify evidence of Etruscan and Greek influences on Rome.
 Ch. 33 Experiential Exercise (Procedures/PPP): 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 Group-work (Procedures/PPP): Students explore and record events leading to the
expansion of Roman territory and the creation of the empire.
 Ch. 35 Social Studies Skill Builder (Procedures/PPP): 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 (Procedures/PPP): Students learn about the development and spread of
Christianity in the Roman Empire, and analyze parables to understand the teachings of Jesus.
6th Grade Ancient World History
Volusia District Social Studies Office



2016-2017
Ch. 37 Visual Discovery (Procedures/PPP): Students analyze images of Christian sacraments, worship, and
holidays to learn about the key beliefs and practices of Christianity.
Ch. 38 Response Group (Procedures/PPP): 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 (Procedures/PPP): Lessons from Pompeii
History Alive Binder Activity
 Ancient Rome
DBQ Binder Activities
 Mini-Q: Citizenship in Athens and Rome: Who Had the Better System?
 Mini-Q: How Did Christianity Take Hold in the Ancient World?
 Mini-Q: Why Did Rome Fall?
Reader’s Theater Activity
 Kidnapped: Antony and Cleopatra; Buried Alive
Outside Readings Activity
 3-ring binder for teachers, or CD (Check with your department head or Media Specialist to gain access to
this resource)
Teacher Hints
Assessment
CPALMS Resources
Page 33
Suggested Resources for Teacher Background Knowledge:
 “Foundations of Western Thought” by Timothy B. Shutt (see pdf file)
 Twelve Greeks and Romans Who Changed the World by Carl J. Richard




Chapter Processing activities from the Interactive Student Notebook
Chapter tests from www.teachtci.com (with option to create your own assessment)
Teacher Created Formative/Summative Assessments
www.learntci.com (students have their own username and password/can access reading challenge for review questions
for each chapter)
URL: http://www.cpalms.org/Public/search/Resource
Instructions:
1. Click the live link above (paste into address bar if live link is not available)
2. Input standard within search field
3. Click Search
4. Click resource attached to standard for further information
6th Grade Ancient World History
Volusia District Social Studies Office
2016-2017
SS.6.W.1.3- Lesson Plan
SS.6.W.1.4- Lesson Plans (2)
*At this time, CPALMS did not have any resources available for the unlisted standards. Please keep in mind CPALMS is updated often.
Florida Literacy
Standards
Reading: 5, 6
(LAFS.68.RH.2.5)
(LAFS.68.RH.2.6)
Reading: 1, 10
(LAFS.68.RH.1.1)
(LAFS.68.RH.4.10)
Reading: 1
(LAFS.68.RH.1.1)
Writing: 1, 2
(LAFS.68.WH.1.1)
(LAFS.68.WH.1.2)
TCI Link
Page 34
Activities
Previewing chapters for text structure
Ch. 38 Reading Further: Lessons from Pompeii
Student Interactive Notebook pages (graphic organizers)
Mini-Qs: Citizenship in Athens and Rome: Who Had the Better System?
How Did Christianity Take Hold in the Ancient World?
Why Did Rome Fall?
http://www.teachtci.com/programs/middle-school/history-alive-textbook/ancient-world/standards-correlations.html
6th Grade Ancient World History