Download sixth grade

ANCIENT CIVILIZATIONS – SIXTH GRADE
Essential Questions:
How do civilizations originate and organize?
How and why do civilizations innovate and evolve?
Teacher Note: While the
strands appear separate in
the middle of the
document, this simply
serves as a means of
developing focus questions
for discussion and inquiry.
The sample performance
tasks blend the strands
back into cohesive
culminating experiences.
Political Science
Why do people form
governments?
How are governments of
ancient civilizations
similar and different?
How does type of
leadership affect how a
civilizations evolves?
What kinds of roles and
rights did individuals
have in ancient
civilizations?
Unifying Theme:
Enduring characteristics civilizations
Context:
Ancient Egypt, Ancient Greece/Rome, Middle Ages (with exposure to Islamic
Civilization)
Economics
How do ancient
civilizations provide for
the wants and needs of
their people?
History
How do we know with
accuracy the history of
ancient civilizations?
What events tend to be
turning points in
history?
What is the impact of
specialization on an
economy?
Why did ancient
civilizations trade with
one another?
How are the needs of the
society at large balanced
with the desires of
governments or leaders?
Geography
How does geography
affect the growth and
development of a
civilization?
How do civilizations use
and/or control their
environment?
What has brought
civilizations into conflict
with each other?
What are some
significant
accomplishments of
ancient civilizations?
How do civilizations
pay for the needs of the
society?
GLOBAL CONNECTIONS:
Comparison of ancient and contemporary political maps
Introduction to Islam
Study of Current Events
PERFORMANCE TASKS:
Research Projects
Map activities
Drama/Simulation/Role-playing activities
1
Social Science/Culture
How do societies’ belief
systems originate?
How are a civilization’s
beliefs and culture
reflected in its art,
music, literature and
architecture?
What aspects of ancient
civilizations’ cultures
are still reflected in
societies today?
What within a culture
allows for creativity and
innovation?
Sixth Grade Social Studies Unit – Ancient Egypt
STAGE 1 – DESIRED RESULTS
Established Goals:
• Realize the importance of how a civilization organizes around natural resources
and geographical areas.
• Understand the way a civilization originates and how the people of the civilization
attempt to explain the origination.
• Demonstrate the importance of innovation with regards to the longevity of a
civilization.
• Understand that a civilization evolves over time.
Students will understand that:
Essential Questions:
• The annual flooding of the Nile
• How did the Nile River impact the
River provided the foundation
development of Egyptian
needed for any civilization -- a
civilization?
surplus of food, which allowed for
• How did Egypt being a monarchy
labor specialization and permanent
effect its development?
settlements.
• What factors influenced the
evolution of Egypt’s economy?
• Egypt invested all power into the
• What aspects of Egyptian history
hands of a single pharaoh, which
have influenced world history?
limited the rights and power of all
• How were Egyptian beliefs
other members of society.
reflected in their lives and
development of their culture?
• The Nile provided economic
stability to Egypt and conquest and
exploration led to further economic
resources and wealth.
•
Egyptian advancements in
architecture, science, mathematics,
and writing influenced other
civilizations’ innovations in these
areas.
Egyptians believed their lives were
largely a preparation for their
eternal afterlife.
Students will know:
• The chronology of Egyptian history
(Old, Middle, and New Kingdom)
• The geography of the Nile
• Basic Egyptian mythology and
religious practices
• Achievements in architecture (i.e
pyramids, tombs, temples, etc.)
•
Students will be able to:
• Select appropriate and credible
research materials for a topic of
inquiry
• Evaluate Internet resources
critically
• Plan for an inquiry project
• Research efficiently by critically
•
•
The importance of the development
of writing
The legacy of some famous
Egyptians (i.e. Tuthankhamen,
Hatshepsut, Ramses II, etc.)
•
•
•
•
•
reading for important information
Create useful and organized notes
Cite sources used in research
Utilize and interpret maps to create
understandings within and between
civilizations
Synthesize research into their own
words in written and oral
communication
Collaborate with peers to
accomplish a common goal for a
social studies project
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
• Reflect: What innovations from
Egyptian society influence the way
we live today?
• Create a museum exhibit that
includes an interactive, visual and
written component related to an
inquiry about Egypt.
• Conduct and present research in the
form of a news show that depicts
the important historical events that
shaped ancient Egypt.
• Read The Golden Goblet to make
connections to ancient Egypt;
develop a picture book from the
perspective of an ancient Egyptian.
• Create an ancient Egyptian tomb
that contains student-made artifacts
representative of what would be in
a pharaoh’s tomb; give a tour of the
tomb to parents and students
detailing the importance of the
artifacts.
• Discuss the role the afterlife played
in ancient Egyptian’s lives.
Other Evidence:
Explain
• The benefits the Egyptians gained
from the flooding of the Nile
Interpret
• The writing and pictographs found
on artifacts
• The representative items found in a
pharaoh’s tomb
Apply, by
• Planning for the afterlife
See from the points of view of
• A pharaoh and people from other
classes within Egyptian society
Empathize with
• The people who depended on the
Nile River
Reflect on
• Egyptian advancements in
architecture, science, mathematics
and writing
• The effect that the Nile’s flooding
had on their economic structure
STAGE 3 – LEARNING PLAN
Possible Learning Activities:
Ancient Egyptian Learning Activities
Individual
Knowledge
1. List knowledge
of ancient Egypt
in a KWL chart
2. Define Egyptian
vocabulary
(flashcards, quiz,
etc.)
Comprehension
Application
Analysis
Paraphrase
research findings
1. Research
information on the
British Museum
website and
answer questions
about important
information. 2.
Construct and
translate the
writing on a
Cartouche 3.
Write a journal
entry from the
perspective of
Hatshepsut after
watching a video
about her
Compare a map of
ancient Egypt to a
map of Egypt
today
Paired
Retell the story of
going to the
afterlife
Summarize the life
of a famous
Egyptian by
writing a script
from that person's
perspective
Interpret a map of
ancient Egypt to
determine how the
geography effected
the civilization
Differentiate
between the three
kingdoms of
ancient Egypt by
making a
chart/timeline/Venn
diagram
Dramatize the
process of reaching
the afterlife
Deduce what the
mummification
process would be
for a human from
the
"mummification"
of an apple
Formulate
discussion
questions from
National
Geographic
readings
Whole Class
Watch the
David McCally
videos while
modeling
notetaking
skills.
Label the important
geographical
locations of ancient
Egypt
Evaluation
Synthesis
Small Group
Determine
arguments for or
against moving
from the Nile River
valley
Estimate the
time and manpower required
to build a
pyramid by
marking actual
measurements
outside
Create meaning for
artifacts of today to
represent our
civilization to
future ones
Develop a
campaign and a
marketing
strategy for a
Pharaoh
STAGE 4 – RESOURCES AND MATERIALS
National Geographic Book (small paperback): The First Civilizations
Facts on File Book (blue hardbound): Ancient Egypt
Human Heritage Book (tan hardbound): A World History
British Museum Website: Ancient Egypt
David McCauley Video (available in RC): “Pyramid”
DVD (available in RC): “Mysteries of Egypt”
DVD (available in RC): “The Lost Queen” (Hatshepsut)
RELATED VOCABULARY:
Nile
embalming
Book of the Dead
mummy
Delta
hieroglyphs
Kingdoms
papyrus
Ka
scribe
Pharaoh
Hatshepsut
Pyramids
Ramses
Upper Egypt
Lower Egypt
Tutankhamen
Khufu
Natural Resource
Mastabas
Step Pyramids
POSSIBLE FIELD TRIPS:
Field Museum Exhibit of Ancient Egypt
Osiris
Rosetta Stone
Isis
Cataracts
Journey to the Afterlife
Old, Middle, New Kingdom
Shadoof
Hyksos
Canopic jars
Sixth Grade Social Studies Unit- Ancient Greece
STAGE 1 – DESIRED RESULTS
Established Goals:
• Realize the importance of how a civilization organizes around natural resources
and geographical areas.
• Understand the way a civilization originates and how the people of the civilization
attempt to explain the origination.
• Demonstrate the importance of innovation with regards to the longevity of a
civilization.
• Understand that a civilization evolves over time.
Students will understand that:
Essential Questions:
• Greek government evolved from
• How did democracy originate?
kings to oligarchies to tyrants to the
• How did the Greeks use their
birth of democracy (in Athens).
natural resources to improve their
economic standing?
• Many geographic factors
• What events were the turning
contributed to Greek economic
points in the history of Greece and
success, such use of the sea for
why?
trade, mining of silver (?), and the
• How did the specifics of Greece’s
exportation of olive oil.
geography and climate impact its
development compared to Egypt’s?
• Victory in the Persian Wars allowed
• How do aspects of Greek culture
for the flowering of Greece’s
live on in the world?
Golden Age, just as the
• What elements of Greek mythology
Peloponnesian Wars destroyed
have persisted over time?
Greece from within.
•
Unlike Egypt, Greece had a seasonal
climate and mountainous land.
•
The influence of Greek architecture,
athletics, theater, art, education,
philosophy, science & mathematics,
and language is seen throughout the
modern world.
• Elements of Greek mythology such
as its language, heroic stories,
themes, and characterization are still
visible in our oral and written
culture today.
Students will know:
Students will be able to:
• The evolution and practice of
• Select appropriate and credible
democracy
research materials for a topic of
• How to compare and contrast
inquiry
•
•
•
•
•
•
•
•
•
•
•
Athens and Sparta
The geography & trading history of
the Mediterranean region
Some background on the Minoan
and Mycenaean civilizations
The reasons for the Persian and
Peloponnesian Wars and their
effects
Alexander’s conquests left a Greek
legacy across much of the known
world.
The three orders of Greek columns
(Doric, Ionic, Corinthian)
The history of the ancient Olympic
Games
The invention of theater (tragedy
and comedy)
Greek use of realism in sculpture
The Greeks invented the concept of
philosophical inquiry
Greek contributions to science and
math
Some famous Greek myths and
representative example of its legacy
in our language and culture
•
•
•
•
•
•
•
•
Evaluate Internet resources
critically
Plan for an inquiry project
Research efficiently by critically
reading for important information
Create useful and organized notes
Cite sources used in research
Utilize and interpret maps to create
understandings within and between
civilizations
Synthesize research into their own
words in written and oral
communication
Collaborate with peers to
accomplish a common goal for a
social studies project
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
• Write an article or brochure about a
student-selected topic that
incorporates factual information and
creativity. Compile articles into a
newspaper.
• Develop a webpage about a studentselected topic. Compile pages into a
website.
• Assess students using a test with
multiple choice, short answer, essay
questions, etc.
• Develop a script for a commercial
about why one should move to
Sparta or Athens.
• Prepare for and participate in a
debate between Spartans and
Athenians.
• Develop a lesson on a studentselected topic that presents
Other Evidence:
information and incorporates and an
interactive learning activity.
STAGE 3 – LEARNING PLAN
Possible Learning Activities:
Ancient Grecian Learning Activities
Knowledge
Comprehension
Individual
Paired
Completing an Internet
exploration guide of the
British Museum website
(to assess advanced
research skills using the
Internet).
Label the
important ancient
Greece
geographical
locations and/or
trade routes
and/or Alexander
the Great's
conquests.
Paraphrase research
findings.
Interpret a map of
ancient Greece to
determine how the
geography effected the
civilization.
Develop a visual
interpretation of
a Greek myth.
Examples: Comic
strip, poster,
etc.)
Then and now: ancient
Grecian
inventions/contributions
effect on ancient
Greece and today’s
society.
1. Writing a research
paper and creating an
artifact related to a
selected topic. 2. Write
a news article as if a
myth was a news
event.
Re-write a Greek
myth set in
today's society.
Application
Analysis
Synthesis
Small Group
Whole Class
1. Participate in a
Jeopardy game
made up of key
facts from ancient
Greece (students
write the
questions!). 2.
Read a Greekthemed novel
aloud.
Summarize the
life of a famous
Grecian.
1. Develop a
dramatic
interpretation of
a Greek myth.
(Examples:
Puppet show,
play, etc.). 2.
Create a photo
album of Grecian
influenced
architecture.
STAGE 4 – RESOURCES AND MATERIALS
D’Aulierres Myths Book (yellow hardbound)
Pink Myth Books
British Museum Website: Ancient Greece
National Geographic Book (paperback): Ancient Greece
Human Heritage Book (tan hardbound)
Allyn and Bacon Book (white paperback): Roman & Greek Civilization
Video (available in the RC): “The Gods & Goddesses of Mt. Olympus”
Simulate the
Olympic games.
Host a talk show in
which characters
are guests.
Students role play
guests and ask
questions as
audience
members.
RELATED VOCABULARY:
Democracy Architecture marathon
City-states
Corinthian
soliloquy
Sparta
Doric
tragedy
Athens
Ionic
comedy
Habris
Pericles
Parthenon
Olympics
constitution Pythia
POSSIBLE FIELD TRIPS:
Architecture trip/tour bus
Restaurant in Greek Town
Architecture walk around Winnetka
Performance related to mythology
oracle
Hippocrates
Trojan War
Odysseus
Socrates
Plato
Aristotle
Acropolis
tyrant
Persian Wars
frieze
capital
pediment
Socratic
Method
oligarchy
philosophy
colonnade
Sixth Grade Social Studies Unit – Ancient Rome
STAGE 1 – DESIRED RESULTS
Established Goals:
• Realize the importance of how a civilization organizes around natural resources
and geographical areas.
• Understand the way a civilization originates and how the people of the civilization
attempt to explain the origination.
• Demonstrate the importance of innovation with regards to the longevity of a
civilization.
• Understand that a civilization evolves over time.
Students will understand that:
Essential Questions:
• The U.S. system of representative
• What aspects of the Roman
government and checks and
Republic are seen in U.S.
balances originated in the Roman
government?
Republic.
• How did the Romans coordinate
and organize their economic
• The Roman use of a vast road
system?
system was of major benefit to their
• Why did Rome change from a
economic success.
republic to an empire?
• What can we learn from the Fall of
• Caesar’s rule was born from the
Rome?
changes in Roman society after the
• How did the diverse geography of
Punic Wars.
the Roman Empire effect its
development?
• Rome fell for a variety of reasons,
• What aspects of Roman culture
including economic collapse,
were absorbed versus self-created?
political upheaval, and foreign
invasion.
•
The Roman Empire stretched over
multiple continents and absorbed
many different cultures.
Rome built upon many of the ideas
of the Greeks.
Students will know:
• The organization of the Roman
Republic and its class structure
• The extent of the Roman empire
from a geographical standpoint
• The importance of the Punic Wars
to Roman history
• The rise of the army and the story
of Julius Caesar
• Reasons for the birth and fall of the
•
Students will be able to:
• Select appropriate and credible
research materials for a topic of
inquiry
• Evaluate Internet resources
critically
• Plan for an inquiry project
• Research efficiently by critically
reading for important information
• Create useful and organized notes
•
Roman Empire
Roman contributions to art,
entertainment, science and
engineering, city planning, math,
etc.
•
•
•
•
Cite sources used in research
Utilize and interpret maps to create
understandings within and between
civilizations
Synthesize research into their own
words in written and oral
communication
Collaborate with peers to
accomplish a common goal for a
social studies project
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
• Develop a script for and perform a
TV talk show about ancient Rome.
• Write a research paper about a selfselected topic.
• Create a character from ancient
Rome based on research and attend
a Roman banquet.
• Assess students using a test/series
of quizzes with multiple choice,
short answer, essay questions, etc.
• Write a persuasive essay that
defends the student’s perception of
the Romans.
• Create a group PowerPoint that
responds to questions. Use
presentation to teach the rest of the
class about a topic.
Other Evidence:
STAGE 3 – LEARNING PLAN
Possible Learning Activities:
Ancient Roman Learning Activities
Individual
Knowledge
Various mapping
activities, including
identifying the
Roman Empire's
expanses on a
modern day map.
Paired
Small Group
Whole Class
1. Watch the
David McCally
videos while
modeling
notetaking skills.
2. Watch the
chariot scene
from Ben Hur
and/or Spartacus
and/or Under the
Shadow of
Vesuvius and
discuss as a
class.
Comprehension
1. Reading quizzes
using note cards.
Students organize
note cards based
on their
understanding of
the concepts they
read about. 2.
Reading and
follow-up quiz on
Christianity in
Rome and the Dark
Ages.
Application
Analysis
Evaluation
Synthesis
Write a paper
comparing Roman
roads to the
Internet.
Write a paper/
have a debate/
visually represent
what you think is
the most important
contribution
Romans made to
society.
Write a postcard
from the
perspective of an
ancient Roman
from something
you witnessed in
Rome.
Create reading
stations containing
different materials.
At each station,
students will
answer questions
and have
discussions
regarding the
reading.
Create an activity
box that
incorporates
objects, writing,
and activities
related to ancient
Rome.
Compare/contrast
the Roman
Republic and the
United State's
government and
culture.
STAGE 4 – RESOURCES AND MATERIALS
National Geographic Book (small paperback): Ancient Rome
Human Heritage (tan hardbound)
Allyn and Bacon: Greek & Roman Civilization
http://rome.mrdonn.org/games.html
http://www.bbc.co.uk/schools/romans/
Facts on File Book (blue hardbound): Ancient Rome
David McCauley Video (available in the RC): “Roman City”
Arizona Smith Video (available in the RC): “Ancient Civilization: Rome”
Laser Disk (available in the RC): “In the Shadow of Vesuvius”
Video: “Ben Hur”
Video: “Spartacus”
RELATED VOCABULARY:
Arch
Pompeii
Aqueduct
Coliseum
Auxiliary
gladiator
Century
Octavian
Checks and balances Constantine
Cohort
barbarian
Dictator
province
Forum
republic
Legion
empire
POSSIBLE FIELD TRIPS:
Art Institute
vault
senate
canal
Zama
missionary
Apian Way
Patricicus
Plebians
Tribunes
Latins
Paletine
triumph
Hannibal
triumvirate
veto
Punic Wars
consuls
Julius Caesar
Carthage
Romulus
Remus
Ides of March
Vesuvius
Aeneus
Sixth Grade Social Studies Unit - Middle Ages
STAGE 1 – DESIRED RESULTS
Established Goals:
• Realize the importance of how a civilization organizes around natural resources
and geographical areas.
• Understand the way a civilization originates and how the people of the civilization
attempt to explain the origination.
• Demonstrate the importance of innovation with regards to the longevity of a
civilization.
• Understand that a civilization evolves over time.
Students will understand that:
Essential Questions:
• Rome was not united and was now
• How did the split of the Roman
vulnerable to invasion, allowing the
Empire impact the development
barbarians to take over control.
of the Middle Ages?
• What acts as the bond that holds
• This chaotic time eventually leads to
the people of Europe together
the desire for order and organized
during the Middle Ages?
society, which led to more stable and
• How did the Crusades impact the
safe times and, eventually, feudalism.
development of nations?
• How did the feudal system move
• The church influenced every person’s
people of the Middle Ages to
daily life and was a dominant force in
fight for and eventually gain
medieval society.
freedom and rights?
• How was the foundation of
• As western Europe began to stabilize,
western civilization preserved
they formed their own independent
through these tumultuous times?
kingdoms, eventually leading to the
Why is this important?
formation of nations
• What were the major
• .
contributions that were made by
• Monasteries played an integral role in
the Islamic people during the
preserving the history of classical
Middle Ages? How do those
civilization, allowing future
contributions continue to impact
civilizations to thrive off of notable
us today?
historical thinking.
• The Crusades allowed for exchange
of cultural ideas between the Islamic
and European peoples.
Students will know:
Students will be able to:
• The organization of the feudal
• Select appropriate and credible
system.
research materials for a topic of
• The importance of the Magna Carta in
inquiry
England.
• Evaluate Internet resources
• The importance of the Crusades.
critically
• The importance of the rise of the
• Plan for an inquiry project
•
•
•
•
town.
The architecture of castles and
cathedrals.
The creation of chivalry.
The basics of the birth of Islam
(including the similarities and
differences between Islam and
Christianity).
Islam’s contributions to modern
society.
•
•
•
•
•
•
Research efficiently by critically
reading for important information
Create useful and organized notes
Cite sources used in research
Utilize and interpret maps to
create understandings within and
between civilizations
Synthesize research into their
own words in written and oral
communication
Collaborate with peers to
accomplish a common goal for a
social studies project
STAGE 2 – ASSESSMENT EVIDENCE
Performance Tasks:
• Develop a script for and perform a
TV talk show about the Middle Ages.
• Write a research paper about a selfselected topic.
• Create a character from the Middle
Ages based on research and attend a
medieval fair.
• Assess students using a test/series of
quizzes with multiple choice, short
answer, essay questions, etc.
• Write a persuasive essay that defends
the student’s perception of the
Europeans.
• Create a group PowerPoint that
responds to questions. Use
presentation to teach the rest of the
class about a topic.
• Organize a medieval fair.
Other Evidence:
STAGE 3 – LEARNING PLAN
Possible Learning Activities:
Middle Ages/Islam Learning Activities
Individual
Paired
Small
Group
Look at Middle
Ages picture
(purple book)
and make
observations/pre
dictions about
the time period.
1) Mr.
Faught
(Dean of
Loyola Law
School) to
speak to the
grade about
the history
of the
Magna Carta
and its
influence on
today's
laws. 2)
Watch David
McCaully
videos
("Castle"
and
"Cathedral")
3. Invite
Musa AlBasit come
speak to the
class. 3)
Visit a
mosque and
cathedral.
Create a coat-ofarms, stained
glass, or
candles.
1) Prepare
for a
medieval
fair. 2)
Write a class
"Code of
Chivalry." 3)
Compare/co
ntrast a
mosque, a
cathedral,
and the
Bahai
Temple.
Knowledge
Go to National Geographic website and
travel through a castle
(www.nationalgeographic.com/castles/enter
castle.html).
Comprehe
nsion
Role play a medieval job.
Applicatio
n
1) Write a ballad. 2) Write a story
incorporating yourself as a character based
on what you observed at Medieval Times.
Analysis
Whole Class
Choose a journey of a knight, merchant,
nun, or peasant and compare/contrast each
group's daily life
(www.mnsu.edu/emuseum/history/middleag
es/contents.html).
Create
a town
and
include
roles
(knight
s,
clergy,
peasant
,
mercha
nt).
Evaluation
Evaluate role chivalry played in medieval
daily lives.
Use Middle Ages
vocabulary to
identify different
items on the
picture from the
purple book.
1) Re-create
a simulation
of the Black
Plague. 2)
Create a
medieval
newspaper.
Synthesis
STAGE 4 – RESOURCES AND MATERIALS
Allyn and Bacon Book (white paperback): Medieval Civilization
Facts on File Book (blue hardbound): The Middle Ages
Viking Book (white hardbound): Medieval Knights
National Geographic Book (paperback): The Middle Ages
Human Heritage Book (tan hardbound)
David McCauley Videos (available in the RC): “Castle” and “Cathedral”
Schlessinger DVDs (available in the RC): “Life in the Middle Ages” and “The Knight”
RELATED VOCABULARY:
Peasants
chivalry
plague
Serfs
coat-of-arms Byzantine
Feudalism
cathedral
pope
Fief
castle
siege
Manor
buttress
jihad
Monarchy
monastery
Islam
Clergy
crusade
Magna Carta
Vassal
guild
Goths
POSSIBLE FIELD TRIPS:
Trip to a mosque and a cathedral
Medieval Times (if price ever lowers)
Renaissance Festival
Huns
Vandals
clans
blood feuds
Arab
Muslim
counts
lords
serfs
minstrels
Charlemagne