Download Social Studies, 2nd 9 weeks

2016.17 Sixth Grade, Social Studies, Quarter 2
Ancient Egypt and Ancient India: Students analyze the geographic, political, economic, social, and religious structures of the civilizations of
Ancient Egypt and India. Students will also identify historical connections and/or contrasts between these civilizations.
On-Going Standards
6.WCE.SS.3 Honor the U.S. Constitution and recognize its
significance and purpose.
Analyze various historical sources effectively, including:
 Primary sources
 Texts
 Political cartoons
 Maps
 Songs
 Movies
 Recordings
On-Going “I Can” Statements
I can recognize the connection of past law codes including Code of
Hammurabi, 10 Commandants, Greek concept of citizenship, and 12 Tables
of Rome to our Constitution.
I can analyze historical primary sources, texts, political cartoons, maps,
songs, movies and recordings effectively.
I can investigate and discover historical facts and make connections that
impact my life today.
I can identify the basic components of a world map, including the compass
rose, map key, scale, latitude and longitude lines, continents and oceans.
Use multiple maps to understand the variety of maps available and I can use a variety of maps to understand geographic and historical
how they serve as a resource to obtain geographic and historical
information, including political maps, resource maps, product maps,
information. Identify and define basic map components and
physical maps, climate maps and vegetation maps.
geographic forms.
I can identify basic geographic forms, including rivers, lakes, bays, oceans,
mountains, plateaus, deserts, plains and coastal plains.
I can identify the job characteristics of archaeologists, anthropologists,
geologists and historians.
Use technology effectively and appropriately to enhance the
learning and develop 21st century learners.
Tennessee State Standards
I can think in creative and innovative ways using technology to
communicate and collaborate, research and solve problems in an
appropriate manner to learn history and geography.
Student Friendly “I Can” Statements
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Ancient Egypt Standards
Ancient Egypt [c. 3000-1200 BC]
6.SS.15 On a historical map locate the Mediterranean and Red
Seas, the Nile River and Delta, and the areas of ancient Nubia and
Egypt. Identify the locations of ancient Upper and Lower Egypt and
explain what the terms mean. On a modern map, identify the
modern countries of Egypt and the Sudan.
I can reproduce a map of ancient Egypt that includes the Mediterranean
and Red Seas, the Nile River and Delta and the areas of ancient Nubia and
Egypt.
I can locate ancient Upper and Lower Egypt and explain what these terms
mean.
I can identify on a modern map the location of Egypt and Sudan.
I can recognize and explain why Egyptians settled along the Nile River.
6.SS.17 Develop a visual representation of the structure of
Egyptian society including the role of the pharaoh as god/king, the
concept of dynasties, the importance of at least one Egyptian
ruler, the relationship of pharaohs to peasants, and the role of
slaves in ancient Egypt.
I can create a visual representation of the structure of Egyptian society,
including: pharaoh as god/king; dynasties; at least one ruler; the
relationship of pharaohs and peasants; the role of slaves.
6.SS.18 Cite evidence from informational texts to explain the
polytheistic religion of ancient Egypt with respect to beliefs about
death, the afterlife, mummification, and the roles of different
deities.
I can explain the religion of the ancient Egyptians and their beliefs citing
evidence from informational texts.
6.SS.19 Summarize important achievements of Egyptian
civilization, including:
 the agricultural and irrigation systems
 the invention of a calendar
 main features of the monumental architecture and art,
such as the Pyramids and Sphinx at Giza
 evolution of writing- hieroglyphics
 the invention of papyrus
I can summarize important achievements in Egypt, including tools,
agriculture, irrigation, the invention of a calendar, features of art and
architecture, the evolution of writing [hieroglyphics], and the invention of
papyrus.
I can compare and contrast the lives of individual Egyptian citizens in
ancient Egypt.
I can describe ancient Egypt’s writing system and its influence on people.
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6.SS.20 Identify the Old, Middle, and New Kingdom time periods
and evaluate the significance of the following:
 Menes
 Khufu
 Hyksos invasion
 Ahmose
 King Tut
 Queen Hatshepsut
 Ramses the Great
I can create a timeline identifying the Old, Middle, and New Kingdom time
periods of Egypt that includes major cultural achievements.
6.SS.21 Identify the location of the Kush civilization and describe
its political, commercial, and cultural relationship with Egypt.
I can locate and describe the Kush civilization and its political, commercial,
and cultural relationship with Egypt.
6.SS.22 Compare and contrast the religious, social, and political
structures in Mesopotamia and Egypt.
I can compare and contrast the religious, social, and political structures in
Mesopotamia and Egypt
6.SS.16 Investigate the kinds of evidence used by archaeologists
and historians to draw conclusions about the social and economic
characteristics of Ancient Nubia [the Kingdom of Kush] and their
relationship to the social and economic characteristics of Ancient
Egypt.
I can investigate and explain the evidence used by archaeologists to make
connections between the kingdom of Kush and Egypt.
6.WCE.SS.4 Explain the economic importance of the Nile River and
its use as a river highway.
I can explain the economic importance of the Nile River to ancient Egypt.
6.WCE.SS.5 Identify types of Egyptian artifacts by pictorial
representation.
I can identify types of Egyptian artifacts by pictorial representation.
I can evaluate the significance of
 Menes
 Khufu
 Hyksos invasion
 Ahmose
 King Tut
 Queen Hatshepsut
 Ramses the Great
I can recognize the basic components of Egyptian culture, including their
language, common values, traditions, government, art, literature and
lifestyles.
I can recognize the possible causes of change in Egypt, including pyramid
building, Hyksos
Invasion, new ideas, warfare, and others.
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Ancient India Standards
Ancient India
6.SS.23 Locate and describe the Himalayas and the major river
systems, including Indus and Ganges and evaluate the importance
of each.
I can locate and describe the Himalayas and the major river systems,
including Indus and Ganges, and evaluate the importance of each.
6.WCE.SS.6 Identify the economic and geographic reasons why
people settled near the Indus River.
I can identify economic and geographic reasons why people settled near
the Indus River.
6.SS.24 Analyze the impact of the Aryan invasions.
I can analyze the impact of the Aryan invasions and their relationship to
Hindu religions.
6.SS.25 Explain how the major beliefs and practices of
Brahmanism in India evolved into early Hinduism.
I can explain how the major beliefs and practices of Brahmanism in India
evolved into early Hinduism.
I can identify and explain the basic tenets and foundations of Hinduism,
including its founders.
6.SS.26 Outline the social structure of the caste system and
explain its effect on everyday life in Indian society.
I can create a visual representation of the caste system and explain its
effect on everyday life in Indian society.
I can compare and contrast the lives of individual citizens in India.
6.SS.27 Write a narrative text describing how Siddhartha
Gautama’s [Buddha] life experiences influenced his moral
teachings and how those teachings became a new religion that
spread throughout India and Central Asia as a new religion.
I can write a narrative text describing the life of Siddhartha Gautama
[Buddha] and his teachings and their spread as a new religion.
6.SS.28 Describe the growth of the Maurya Empire and the
political and moral achievements of the Emperor Asoka.
I can describe the growth of the Maurya Empire under the Emperor Asoka
and his achievements.
I can explain the importance of Ancient Indian achievements including:
 medicine
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6.SS.29 Identify the important aesthetic and intellectual traditions,
including:
 Sanskrit literature, including the Bhagavad-Gita,
Ramayana, and the Mahābhārata
 medicine
 metallurgy
 mathematics, including Hindu-Arabic numerals and the
zero
metallurgy
mathematics, including Hindu-Arabic numerals and the zero
I can analyze Ancient Indian culture through the readings of religious
literature and epics:
 Sanskrit literature
 the Bhagavad-Gita
 Ramayana
 Mahābhārata
I can identify how early writing forms in the Indus Valley influenced life
legally, religiously and culturally.
I can recognize ancient India’s basic components of culture.
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