Download Social Studies, 3rd 9 weeks

2016.17 Sixth Grade, Social Studies, Quarter 3
Ancient China and Ancient Greek Culture: Students analyze the geographic, political, economic, social, and religious structures of the
civilizations of Ancient China. Students analyze the geographic, political, economic, social, and religious structures of the early civilization of
Ancient Greece.
On-Going Standards
On-Going “I Can” Statements
6.WCE.SS.3 Honor the U.S. Constitution and recognize its
significance and purpose.
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.
Analyze various historical sources effectively, including:
 Primary sources
 Texts
 Political cartoons
 Maps
 Songs
 Movies
 Recordings
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
how they serve as a resource to obtain geographic and historical
information. Identify and define basic map components and
geographic forms.
I can use a variety of maps to understand geographic and historical
information, including political maps, resource maps, product maps,
physical maps, climate maps and vegetation maps.
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.
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.
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Tennessee State Standards
Student Friendly “I Can” Statements
Ancient China Standards
Ancient China
6.SS.30 Identify and locate on a map the geographical features of
China, including the Huang He [Yellow] River, Plateau of Tibet, and
Gobi Desert.
I can create a map of Ancient China that identifies geographical features
such as Huang He [Yellow] River, Plateau of Tibet and Gobi Desert.
6.SS.31 Locate and describe the origins of Chinese civilization in the
Huang-He Valley during the era of the Shang Dynasty.
I can describe the origins of the Chinese civilization in the Huang-He valley
during the era of the Shang Dynasty.
6.SS.32 Explain how the regions of China are isolated by geographic
features, making governance and the spread of ideas and goods
difficult, and served to isolate the country from the rest of the
world.
I can recognize how the geographic features of China contributed to its
isolation from the rest of the world and explain the consequences of this
isolation.
6.SS.33 Analyze the structure of the Zhou Dynasty and the
emergence of Taoism, Confucianism, and Legalism.
I can analyze the structure of the Zhou Dynasty by analyzing The Mandate
of Heaven.
6.SS.34 Identify the political and cultural problems prevalent in the
time of Confucius and how he sought to solve them.
I can describe the emergence of Taoism, Confucianism, and Legalism,
comparing and contrasting their core beliefs and practices.
I can apply Taoism, Confucianism, and Legalism to solve a social or
political problem.
I can cite textual evidence from excerpts of the Analects and The Eighteen
Songs of a Nomad Flute to demonstrate the political and ethical thought
in China at this time.
6.SS.35 List the policies and achievements of the emperor Shi
Huang and explain how these contributed to the unification of
northern China under the Qin Dynasty and the construction of the
Great Wall of China.
I can explain the impact and achievements of Shi Huang Di and the
construction of the Great Wall during the Qin Dynasty.
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6.SS.36 Detail the political contributions of the Han Dynasty and
determine how they contributed to the development of the
imperial bureaucratic state and the expansion of the empire.
I can detail the politics, the expansion and achievements of the empire
under the Han Dynasty, including the development of an imperial
bureaucracy and the expansion of the empire.
6.SS.37 Cite the significance of the trans-Eurasian “silk roads” in the
period of the Han Dynasty and Roman Empire and their locations.
I can cite the significance of the Silk Road and its location during the
period of the Han Dynasty and the Roman Empire.
6.SS.38 Describe the diffusion of Buddhism northward to China
during the Han Dynasty.
I can describe the cultural diffusion of Buddhism northward to China
during the Han dynasty.
I can identify the language, common values, traditions, government, art,
literature and lifestyles of ancient China.
6.WCE.SS.7 Identify Chinese advances in technology and identify
Chinese artifacts by pictorial representation.
I can identify the major technological advances made in ancient China.
I can identify types of Chinese artifacts by pictorial representation.
Ancient Greece Standards
Ancient Greece [c. 800-300 BC]
6.SS.46 On a historical map of the ancient Mediterranean area,
locate Greece and trace the boundaries of its influence to 300
BC/BCE. On a contemporary map trace the current boundaries of
Greece. Compare and contrast the sphere of influence of Greece in
those two different eras.
I can create a historical map of ancient Greece and the boundaries of its
influence to 300 BC.
6.SS.47 Explain how the geographical location of ancient Athens
and other city-states contributed to their role in maritime trade,
their colonies in the Mediterranean, and the expansion of their
cultural influence.
I can explain how the geography of Greece contributed towards the
method of trade and colonization throughout the Mediterranean of the
Greek city-states.
I can compare the modern day boundaries of Greece to its past areas of
importance.
I can differentiate between the Minoan and Mycenaean civilizations and
describe the contributions they each made to Greek trade, mythology,
and civilization.
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6.SS.56 Describe the myths and stories of classical Greece; give
examples of Greek gods, goddesses, and heroes [Zeus, Hermes,
Aphrodite, Athena, Poseidon, Artemis, Hades, Apollo], and events,
and where and how we see their names used today.
*correlates with drama WCE.TH6.1 re: Greek myths and legends.
*ELA may be reading Apollo’s Tree.
I can describe the myths and stories of classical Greece, giving examples of
Greek gods, goddesses, and heroes, including: Zeus, Hermes, Aphrodite,
Athena, Poseidon, Artemis, Hades and Apollo and where and how we use
their names today.
6.SS.57 Compare and contrast the Titans with the Olympian gods
and explain the surrounding Greek mythology.
I can compare and contrast the Titans with the Olympian gods and explain
the surrounding Greek mythology.
6.SS.58 Explain why the city-states of Greece instituted a tradition
of athletic competitions and describe the sports they featured.
I can explain the tradition of the Olympics, why they were instituted, and
which sports they featured.
6.SS.59 Describe the purposes and functions of the lyceum, the
gymnasium, and the Library of Alexandria, and identify the major
accomplishments of the Ancient Greeks.
 Thales [science]
 Pythagoras and Euclid [mathematics]
 Hippocrates [medicine]
 Socrates, Plato, and Aristotle [philosophy]
 Herodotus, Thucydides, Homer, Aeschylus, Sophocles,
Aristophanes, and Euripides [history, poetry, and drama]
 the Parthenon, the Acropolis, and the Temple of Apollo
[architecture] the development of the first complete
alphabet, with symbols representing both consonants and
vowels
I can describe the purposes and functions of Greek architecture, including
the Lyceum, the gymnasium, the Library of Alexandria, the Parthenon, the
Acropolis, and the Temple of Apollo at Delphi.
I can evaluate the significance and accomplishments of the Ancient
Greeks, including:
 Thales [science]
 Pythagoras and Euclid [mathematics]
 Hippocrates [medicine]
 Socrates, Plato, and Aristotle [philosophy]
 Herodotus and Thucydides [history]
 Homer [epic poetry]
 Aeschylus, Sophocles, Aristophanes, and Euripides [drama]
I can identify the development of the alphabet. [Phoenician, Greek, Latin].
I can describe the importance of Aesop to Greek culture by analyzing his
fables.
I can explain how the Iliad and the Odyssey shaped Greek culture by
reading excerpts of both texts.
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6.WCE.SS.8 Identify Greek artifacts by pictorial representation.
I can identify Greek artifacts by pictorial representation.
I can explain the Greek cultural characteristics, including economic, social
relations, religion, and political authority of the city-states and everyday
life.
6.SS.48 Trace the transition from tyranny and oligarchy to early
democratic forms of government and back to dictatorship in
ancient Greece, including the significance of the development of
the idea of citizenship.
I can trace the history of Greek political structures from tyranny to
oligarchy to early democratic forms of government, then back to
dictatorship, including the significance of the idea of citizenship.
6.SS.49 Explain how the development of democratic political
concepts in ancient Greece lead to the origins of direct democracy
and representative democracy , including:
 the “polis” or city-state
 civic participation and voting rights
 legislative bodies
 constitution writing
 rule of law
I can explain how the development of democratic political concepts led to
direct and representative democracies, including:
 the “polis” or city-state
 civic participation and voting rights
 legislative bodies
 constitution writing
 rule of law
 an excerpt of Pericles’ funeral oration
6.SS.50 Compare and contrast life in Athens and Sparta.
I can compare and contrast life in Athens and Sparta, including the status
of women and slaves.
6.SS.51 Compare and contrast the status of women and slaves
between Athens and Sparta.
6.SS.52 Analyze the causes, course, and consequences of the
Persian Wars.
I can analyze the causes, course, and consequences of the Persian
invasions of Greece including the Ionian Revolt, Persian and Greek
leaders, 300 Spartans, Battle of Marathon, Delian League, Battles of
Thermopylae and Salamis and rise of Athens.
After reading an excerpt of The Battle of Marathon by Herodotus I can
explain why the Greeks beat the Persians.
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6.SS.44 Conduct a short research piece with supporting details
of…the Persian and Median Empires, including…Cyrus the Great,
Darius, and Xerxes.
I can research and write a short essay on the Persian and Median Empires,
including Cyrus the Great, Darius, and Xerxes.
I can analyze the causes, course, and consequences of the Peloponnesian
Wars between Athens and Sparta.
6.SS.53 Analyze the causes, course, and consequences of the
Peloponnesian Wars between Athens and Sparta.
6.SS.54 Explain the rise of Alexander the Great and the spread of
Greek culture.
I can explain the rise of Alexander the Great and the spread of Hellenistic
culture.
6.SS.55 Analyze the causes and effects of the Hellenistic culture of
Greece.
I can analyze the causes and effects of the Hellenistic culture of Greece,
including its spread and the breakup of Alexander’s empire.
After reading an excerpt of The Life of Alexander, I can analyze why he
was “Great.”
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