Download 6th Grade World History Curriculum Map

6th Grade World History Curriculum Map
World History Quarter 1 Benchmark Key Elements and Concepts
CHAPTER
KEY ELEMENTS / CONCEPTS
Chapter 1 : Uncovering the Past
Define/Identify: history, primary source, secondary source, culture, physical geography, archaeologist
Where would early people settle?
Examples of history, primary sources and secondary sources
Chapter 2: The Stone Ages and
Early Cultures
Define/Identify: hominid, land bridge, prehistory, ancestor, homo sapiens, migrate, Stone Age, agriculture,
megalith, society
How did invention of tools affect early humans?
How did ways of life change as people migrated? What did they need to do for survival?
How did farming affect people?
Why study ancient bones?
What was the importance of language development?
Chapter 3: Mesopotamia and the
Fertile Crescent
Define/Identify: Mesopotamia, Tigris River, Euphrates River, scribes, Phoenicians, canals, rivers, irrigation,
canals, civilization, physical geography
Where was Mesopotamia? What rivers are there? What did this area allow?
Sumerians: scribes, religion
Phoenicians: What were some accomplishments? How did the accomplishments affect growth and spread?
(sea trade, alphabet)
Hittites and Assyrians: What were the accomplishments?
Babylonians: Who were Hammurabi and Nebuchadnezzar??
Chapter 4: Ancient Egypt and
Kush
Define/Identify: Nile River, dynasty, religious beliefs of Egyptians, pyramids, pharaoh, afterlife
Where is Egypt? Where is the Nile River? What are the regions? Why was civilization able to thrive there?
What did the Nile River provide the people of Egypt?
Describe the religious beliefs.
What is a pyramid and how was it used?
What is afterlife and how did this affect the culture?
6th Grade World History Curriculum Map
Week #1
Learning Goal: Students will understand why scholars study the
people, events, and ideas of long ago.
Essential Question:
1. Why do scholars study the people, events, and ideas of long ago?
2. How do historians improve our understanding of world?
Benchmarks:
SS.6.W.1.2 Identify terms (decade, century, epoch, era, millennium, BC/BCE, AD/CE) and
designations of time periods
SS.6.W.1.4 Describe the methods of historical inquiry and how history relates to the
other social sciences
SS.6.W.1.5 Describe the roles of historians and recognize varying historical
interpretations
SS.6.W.1.6 Describe how history transmits culture and heritage and provides models of
human character
Common Core:
LACC.68.RH.1.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior knowledge or
opinions
LACC.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies
LACC.68.WHST.2.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Academic Scale:
0
Even with help, no understanding of the importance of why scholars study the people,
events, and ideas of long ago is demonstrated. (I don’t get it. )
1
With help, a partial understanding of some of the simpler details and processes of why
scholars study the people, events, and ideas of long ago is demonstrated.
(I kinda- sorta get it. )
2
No major errors or omissions regarding the simpler details and processes but major errors
or omissions regarding the more complex ideas and processes of why scholars study the
people, events, and ideas of long ago is demonstrated. (I get it, but I can’t explain it. )
3
No major errors or omissions regarding any of the information and/or processes (simple or
complex) of why scholars study the people, events, and ideas of long ago are
demonstrated.
(I get it, and I can explain it to others!)
4
In addition to Score 3. 0, in- depth inferences and applications that go beyond what was
taught about why scholars study the people, events, and ideas of long ago is
demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new
situations!)
Content/Text:
The Big Idea: Historians use many kinds of clues to understand how
people lived in the past.
Chapter 1, Uncovering the Past
TE pages: Studying History, Chapter 1, Section 1, p. 6-11
BYOD:
Essential Vocabulary:
terms identifying
period of time and
dates; history, culture,
archaeology, fossil,
artifacts, primary
source, secondary
source
Activities During Shared Reading
Possible Resources:
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: Forensic Detectives: Archaeology at Work
(Shang Dynasty, Mummies of Peru, Jerusalem, Case Closed)
After: Student Generated Higher Order Questioning
Close Reading: “The Discovery of the Tomb of Tutankhamen”
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 1, Section 1 Rise of Humans
Other BYOD suggestions are at the end of the map, here.
6th Grade World History Curriculum Map
Week #2
Learning Goal: Students will understand why scholars study the people,
events, and ideas of long ago.
Essential Question:
1. Why do scholars study the people, events, and ideas of long ago?
2. How do physical geography and human geography contribute to the study of
history?
Benchmarks:
SS.6.G.1.1 Use latitude and longitude coordinates to understand the relationship between
people and places on the Earth
SS.6.G.6.1 Describe the Six Essential Elements of Geography
SS.6.G.1.4 Utilize tools geographers use to study the world
SS.6.W.1.4 Describe the methods of historical inquiry and how history relates to the
other social sciences
SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with those of settlers of early
agricultural communities
Common Core:
LACC.68.RH.1.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior knowledge or
opinions
LACC.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies
LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of
historical events, scientific procedures/experiments, or technical processes.
Academic Scale:
0
Even with help, no understanding of the importance of why scholars study the people, events, and
ideas of long ago is demonstrated. (I don’t get it. )
1
With help, a partial understanding of some of the simpler details and processes of why scholars
study the people, events, and ideas of long ago is demonstrated.
(I kinda- sorta get it. )
2
No major errors or omissions regarding the simpler details and processes but major errors or
omissions regarding the more complex ideas and processes of why scholars study the people,
events, and ideas of long ago is demonstrated. (I get it, but I can’t explain it. )
3
No major errors or omissions regarding any of the information and/or processes (simple or
complex) of why scholars study the people, events, and ideas of long ago are demonstrated.
(I get it, and I can explain it to others!)
4
In addition to Score 3. 0, in- depth inferences and applications that go beyond what was taught
about why scholars study the people, events, and ideas of long ago is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Content/Text
Chapter 1, Uncovering the Past, Chapter 2, The Stone Ages and Early Cultures
The Big Idea: Physical geography and human geography contribute to the study of
history.
Prehistoric people learned to adapt to their environment, to make simple tools, to use
fire, and to use language.
TE pages: Studying Geography Chapter 1, Section 2, p. 12-17 (Use FL 36,
FL45, as well)
The First People, Chapter 2, Section 1, p. 28-35
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 1, Section 1 Rise of Humans
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
Activities During Shared Reading
Possible Resources:
Before: T.H.I.E.V.E.S,
Online Textbook: eActivities—videos, animations, quizzes
geography, landforms,
climate, environment,
region, resources,
prehistory, hominid,
ancestor, tool, Paleolithic
Era, society, huntergatherers
During: Cornell Notes,
After: Student Generated Higher Order
Questioning,
3. How did prehistoric people change as time progressed?
Week #3
6th Grade World History Curriculum Map
Learning Goal: Students will understand humans' ways of living changed
as they interacted and adapted.
Essential Question:
1. How did humans’ ways of living change as they interacted and
adapted?
2. As people migrated around the world, how did they adapt to their
environments?
Benchmarks:
SS.G.2.3 Analyze the relationship of physical geography to the development of ancient river valley
civilizations
SS.6.G.4.2 Use maps to trace significant migrations, and analyze their results
SS.6.G.4.3 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.W.2.4 Compare the economic, political, social and religious institutions of ancient river
civilizations
SS.6.W.2.1 Compare the lifestyles of hunter-gatherers with those of settlers of early agricultural
communities
SS.6.W.2.2 Describe how the development of agriculture and metallurgy related to settlement,
population growth, and the emergence of civilization
Common Core:
LACC.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide
an accurate summary of the source distinct from prior knowledge or opinions
LACC.68.WHST.1.1: Write arguments focused on discipline-specific content.
Academic Scale:
Content/Text Chapter 2, The Stone Ages and Early Cultures
Big Ideas: As people migrated around the world, they learned to adapt to new
environments.
The development of agriculture brought great changes to human society.
TE pages: Early Human Migration, Chapter 2, Section 2, p.36-39
Beginnings of Agriculture, Chapter 2, Section 3, p. 40-43
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 1, Section 2 Early Humans
Discovery Education Techbook: Chapter 2, Section 1 Neolithic Revolution
Discovery Education Techbook: Chapter 2, Section 2 Early Agricultural
Civilizations
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
migrate, ice ages, land bridge,
Mesolithic Era, Neolithic Era,
domestication, agriculture,
megaliths
Activities During Shared Reading
Possible Resources:
Before: T.H.I.E.V.E.S,
Online Textbook: eActivities—videos, animations, quizzes
During: Cornell Notes,
Discovery Education: Early Man-The Beginning of Mankind ; The Earliest Human
Migration
3. How did the development of agriculture change human society?
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of humans’ ways of living changed as they interacted
and adapted is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of humans’ ways of living
changed as they interacted and adapted is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of humans’ ways of living changed as they interacted and
adapted is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of
humans’ ways of living changed as they interacted and adapted are demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about
humans’ ways of living changed as they interacted and adapted is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Close Reading: “The Discovery of Chauvet Cave”
Week #4
6th Grade World History Curriculum Map
Learning Goal: Students will understand how geography influenced the
development of civilization in Southwest Asia.
Essential Question:
1.
How did geography influence the development of civilization in Southwest Asia?
2. Where were the sites of the world's first civilizations? Why?
3. What are the elements of the first civilization?
Benchmarks:
SS.6.E.1.1 Identify the factors (new resources, increased productivity, education, technology, slave
economy, territorial expansion) that increase economic growth SS.6.G.1.7 Use maps to identify
characteristics and boundaries of ancient civilizations that have shaped the world today
SS.6.G.2.1 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
SS.6.G.2.2 Differentiate between continents, regions, countries, and cities in order to understand the
complexities of regions created by civilizations
SS.6.G.3.1 Explain how the physical landscape has affected the development of agriculture and
industry in the ancient world
SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures
SS.6.W.2.3 Identify the characteristics of civilization
SS.6.W.2.8 Determine the contributions of key figures from ancient Mesopotamian civilizations
Common Core:
LACC.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text, including
vocabulary specific to domains related to history/social studies.
LACC.68.RH.3.7: Integrate visual information with other information in print and digital texts.
LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of historical events,
scientific procedures/experiments, or technical processes.
Academic Scale:
Content/Text
Chapter 3, Mesopotamia and the Fertile Crescent
Big Ideas: Valleys of the Tigris and Euphrates rivers were the site of world’s first
civilizations.
The Sumerians developed the first civilization in Mesopotamia.
TE pages:
Geography of the Fertile Crescent, Section 1, p. 54-57
The Rise of Sumer, Chapter 3, Section 2, p. 60-64
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 3, Section 1 Geography of Mesopotamia
Discovery Education Techbook: Chapter 3, Section 2 Mesopotamian Society
Discovery Education Techbook: Chapter 3, Section 3 Mesopotamian Innovations and
Contributions
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
Fertile Crescent, silt, irrigation, canals,
surplus, division of labor, rural, urban,
city-state, Gilgamesh, Sargon, empire,
polytheism, priests, social hierarchy
Activities During Shared Reading
Possible Resources:
Before: T.H.I.E.V.E.S,
Online Textbook: eActivities—videos, animations, quizzes
During: Cornell Notes,
Kids Discover: Mesopotamia
After: Student Generated Higher Order
Questioning,
Discovery Education—Mesopotamia from Nomads to Farmers (Segments 1, 2 and 3 only); Religion
and the Ruling Class; Development of the Sumerian City-State; Ancient Mesopotamia
0
1
2
3
4
Even with help, no understanding of the importance of how geography influenced the
development of civilization in Southwest Asia is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how
geography influenced the development of civilization in Southwest Asia is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or
omissions regarding the more complex ideas and processes of how geography influenced the
development of civilization in Southwest Asia is demonstrated. (I get it, but I can’t explain
it.)
No major errors or omissions regarding any of the information and/or processes (simple or
complex) of how geography influenced the development of civilization in Southwest Asia are
demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught
about how geography influenced the development of civilization in Southwest Asia is
demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
(for schools that ordered this title)
Week #5
6th Grade World History Curriculum Map
Learning Goal: Students will understand how geography influenced the
development of civilization in Southwest Asia.
Essential Question:
1. How did geography influence the development of civilization in
Southwest Asia?
2. What are the advances the Sumerians achieved that helped their
society progress and develop?
3. After the Sumerians, what cultures ruled parts of the Fertile
Crescent?
Benchmarks:
SS.6.E.3.2 Categorize products that were traded among civilizations, and give examples
of barriers to trade of those products
SS.6.G.6.2 Compare maps of the world in ancient times with current political maps
SS.6.W.2.7 Summarize the important achievements of Mesopotamian civilization
SS.6.W.3.1 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)
Common Core:
LACC.68.RH.1.2 Determine the central ideas or information of a primary or secondary
source; provide an accurate summary of the source distinct from prior knowledge or
opinions
LACC.68.WHST.1.1: Write arguments focused on discipline-specific content.
Academic Scale:
Content/Text
Chapter 3, Mesopotamia and the Fertile Crescent; Chapter 4, Ancient Egypt and
Kush
Big Ideas: The Sumerians made many advances that helped their society
develop.
After the Sumerians many cultures ruled parts of the Fertile Crescent.
TE pages: Sumerian Achievements, Section 3, p. 65-69
Later Peoples of the Fertile Crescent, Section 4, p. 72-77
Optional: The Epic of Gilgamesh (see DE video below)
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 3, Section 1 Geography of Mesopotamia
Discovery Education Techbook: Chapter 3, Section 2 Mesopotamian Society
Discovery Education Techbook: Chapter 3, Section 3 Mesopotamian
Innovations and Contributions
Discovery Education Techbook: Chapter 5, Section 2 Phoenicia’s Geography and Society
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
cuneiform, pictographs, scribe, epics,
architecture, ziggurat, menacing,
succor, tempest, felled, execration,
plunders, monarch, Hammurabi’s
Code, chariot, Nebuchadnezzar,
alphabet
Activities During Shared Reading
Possible Resources:
Before: T.H.I.E.V.E.S,
Online Textbook: eActivities—videos (The Impact of a System of Laws), animations,
quizzes
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of how geography influenced the development of
civilization in Southwest Asia is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how geography
influenced the development of civilization in Southwest Asia is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of how geography influenced the development of
civilization in Southwest Asia is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of how
geography influenced the development of civilization in Southwest Asia are demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how
geography influenced the development of civilization in Southwest Asia is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Kids Discover: Mesopotamia
(for schools that ordered this title)
Discovery Education: Inventions and Innovations; The Epic of Gilgamesh
Week #6
6th Grade World History Curriculum Map
Learning Goal: Students will understand that the success of the
Egyptian civilization was tied to the Nile River.
Essential Question:
1. How was the success of the Egyptian civilization tied to the Nile River?
2. Why was the Nile Valley civilization so successful?
3. How did Egyptian government and religion affect the Old Kingdom of
Ancient Egypt?
Benchmarks:
SS.6.E.3.3 Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of
those economies that led to the rise of a merchant class and trading partners
SS.6.G.2.4 Explain how the geographical location of ancient civilizations contributed
culture and politics of those societies; SS.6.G.2.5 Interpret how geographic boundaries
invite or limit interaction with other regions and cultures
SS.6.G.2.5 Interpret how geographic boundaries invite or limit interaction with other
regions and cultures
SS.6.W.2.6 Determine the contributions of key figures from ancient Egypt
Common Core:
LACC.68.RH.2.4 Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies
LACC.68.RH.3.7: Integrate visual information with other information in print and digital
texts.
LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of
historical events, scientific procedures/experiments, or technical processes.
Academic Scale:
Content/Text
Chapter 4, Ancient Egypt and Kush
Big Ideas: The water, fertile soils, and protected setting of the Nile Valley
allowed a great civilization to arise in Egypt around 3200 B.C.
Egyptian government and religion were closely connected during the Old
Kingdom.
TE pages: Geography and Ancient Egypt, Section 1, p. 86-89
The Old Kingdom, Section 2, p. 90-95
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 4, Section 1 Geography of Egypt
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
cataracts, delta, Menes,
pharaoh, dynasty, Old Kingdom,
Khufu, nobles, afterlife,
mummies, elite, pyramids,
engineering
Possible Resources:
Kids Discover: Mummies (for schools that ordered this title)
Kids Discover: Pyramids (for schools that ordered this title)
Kids Discover: Ancient Egypt (for schools that ordered this title)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: Journals Through History-- Ancient Egypt—Land of
Abundance; Living History—Living in Ancient Egypt
Close Reading: “Fall of Meroe”
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of the success of the Egyptian civilization and its
connection to the Nile River is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of the Egyptian
civilization and its connection to the Nile River is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of the Egyptian civilization and its connection to the Nile
River is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of
the Egyptian civilization and its connection to the Nile River is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about the
Egyptian civilization and its connection to the Nile River is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Week #7
6th Grade World History Curriculum Map
Learning Goal: Students will understand that the success of the
Egyptian civilization was tied to the Nile River.
Essential Question:
1. How was the success of the Egyptian civilization tied to the Nile
River?
2. What are the cultural attributes of life during the Middle and New
Kingdoms in Ancient Egypt?
Benchmarks:
SS.6.E.2.1 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
Common Core:
LACC.68.RH.1.2 Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions
LACC.68.WHST.2.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
Academic Scale:
Content/Text
Chapter 4, Ancient Egypt and Kush
Big Ideas: During the Middle and New Kingdoms, order and
greatness were restored in Egypt.
TE pages: The Middle and New Kingdom, Section 3, p. 96-101
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 4, Section 2 Egyptian Society
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
Middle Kingdom, New
Kingdom, trade routes, Queen
Hatshepsut, Ramses the
Great
Possible Resources:
Activities During Shared
Reading
0
1
2
3
4
Even with help, no understanding of the importance of the success of the Egyptian civilization and its
connection to the Nile River is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of the Egyptian civilization
and its connection to the Nile River is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of the Egyptian civilization and its connection to the Nile
River is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of the
Egyptian civilization and its connection to the Nile River is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about the
Egyptian civilization and its connection to the Nile River is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Before: T.H.I.E.V.E.S,
Kids Discover: Mummies (for schools that ordered this title)
Kids Discover: Pyramids (for schools that ordered this title)
Kids Discover: Ancient Egypt (for schools that ordered this title)
During: Cornell Notes,
Online Textbook: eActivities—videos, animations, quizzes
After: Student Generated
Higher Order Questioning,
Discovery Education: Ancient Egypt –Constructing Civilization
Week #8
6th Grade World History Curriculum Map
Learning Goal: Students will understand that the success of the
Egyptian civilization was tied to the Nile River.
Essential Question:
1. How was the success of the Egyptian civilization tied to the Nile
River?
2. What lasting achievements, made by the Egyptians, are still
present in our world culture today?
Benchmarks:
SS.6.W.2.4 Compare the economic, political, social institutions of ancient river
civilizations.
SS.6.W.2.5 Summarize important achievements of Egyptian civilization.
Common Core:
LACC.68.RH1.3 Identify key steps in a text’s description of a process related
to history/social studies
LACC.68.RH.2.5: Describe how a text presents information (e.g., sequentially,
comparatively, causally).
LACC.68.WHST.1.2: Write informative/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
Academic Scale:
Content/Text
Chapter 4, Ancient Egypt and Kush
Big Ideas: The Egyptians made lasting achievements in writing,
architecture, and art.
TE pages: Egyptian Achievement, Section 4, p. 102-106
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 4, Section 3 Egyptian
Innovations and Contributions
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
hieroglyphics, papyrus, Rosetta
Stone, sphinxes, obelisk, King
Tutankhamen
Activities During Shared Reading
Possible Resources:
Before: T.H.I.E.V.E.S,
Kids Discover: Mummies (for schools that ordered this title)
Kids Discover: Pyramids (for schools that ordered this title)
Kids Discover: Ancient Egypt (for schools that ordered this title)
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of the success of the Egyptian civilization
and its connection to the Nile River is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of the Egyptian
civilization and its connection to the Nile River is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or
omissions regarding the more complex ideas and processes of the Egyptian civilization and its
connection to the Nile River is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or
complex) of the Egyptian civilization and its connection to the Nile River is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught
about the Egyptian civilization and its connection to the Nile River is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: See previous weeks
Week #9
6th Grade World History Curriculum Map
Learning Goal: Students will understand that the success of the Egyptian
civilization was tied to the Nile River.
Essential Question:
Benchmarks:
SS.6.E.3.3 Describe traditional economies (Egypt, Greece, Rome, Kush) and
elements of those economies that led to the rise of a merchant class and
trading partners
SS.6.E.3.4 Describe the relationship among civilizations that engage in trade,
including the benefits and drawbacks of voluntary trade
SS.6.G.3.2 Analyze the impact of human populations on the ancient world’s
ecosystems
SS.6.W.3.18 Describe the rise and the fall of the ancient east African
kingdoms of Kush and Axum and Christianity’s development in Ethiopia.
Common Core:
LACC.68.RH1.3 Identify key steps in a text’s description of a process related
to history/social studies
LACC.68.WHST.1.2: Write informative/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
Academic Scale:
Content/Text
Chapter 4, Ancient Egypt and Kush
Big Ideas: The kingdom of Kush, which arose south of Egypt in a
land called Nubia, developed an advanced civilization with a large
trading network.
TE pages: Ancient Kush, Section 5, p. 107-113
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 5, Section 1 Kush Geography and
Society
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
Piankhi, trade network,
merchants, exports, imports,
King Ezana
Possible Resources:
Kids Discover: Mummies (for schools that ordered this title)
Kids Discover: Pyramids (for schools that ordered this title)
Kids Discover: Ancient Egypt (for schools that ordered this title)
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
1. How was the success of the Egyptian civilization tied to the Nile River?
2. What are the important elements of culture from the Kingdom of Kush?
0
1
2
3
4
Even with help, no understanding of the importance of the success of the Egyptian civilization and its
connection to the Nile River is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of the Egyptian civilization
and its connection to the Nile River is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of the Egyptian civilization and its connection to the Nile
River is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of the
Egyptian civilization and its connection to the Nile River is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about the
Egyptian civilization and its connection to the Nile River is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: See previous weeks
6th Grade World History Curriculum Map
World History Midterm Key Elements and Concepts
CHAPTER
KEY ELEMENTS / CONCEPTS
Chapter 1 : Uncovering the Past
Define/Identify: history, primary source, secondary source, culture, physical geography
Where would early people settle?
Examples of history, primary sources and secondary sources
Chapter 2: The Stone Ages and
Early Cultures
Define/Identify: hominid, land bridge
How did invention of tools affect early humans?
How did ways of life change as people migrated? What did they need to do for survival?
How did farming affect people?
Chapter 3: Mesopotamia and the
Fertile Crescent
Define/Identify: Mesopotamia, Tigris River, Euphrates River, scribes, Phoenicians, canals, rivers
Where was Mesopotamia?
How were scribes treated?
How did trade affect the people?
Chapter 4: Ancient Egypt and
Kush
Define/Identify: Nile River, dynasty, religious beliefs of Egyptians, pyramids, pharaoh, afterlife
Where is Egypt?
What did the Nile River provide the people of Egypt?
Describe the religious beliefs.
Chapter 5: Ancient India
Define/Identify: Himalayan Mountains, subcontinent, caste system, Hinduism, Buddhism, Siddhartha Gautama,
karma
Where is India?
In Aryan society, how did the caste system work?
Who was Siddhartha Gautama and what did he do?
Chapter 6: Ancient China
Define/Identify: Gobi Desert, Plateau of Tibet, Himalayan Mountains, Daoism, plow, wheelbarrow, Silk Road
Where is China?
How did Chinese inventions affect life?
Chapter 14: China
Define/Identify: Confucius, wood blocking, Grand Canal, porcelain, compass, civil service
Week #10
6th Grade World History Curriculum Map
Learning Goal: Students will understand how India’s rich history and culture
affect the world today.
Essential Question:
Benchmarks:
SS.6.G.1.3 Identify natural wonders of the ancient world
SS.6.G.4.1 Discuss the significance of Aryan and other tribal migrations on the Indian
civilization
SS.6.W.4.1 Discuss the significance of Aryan and other tribal migrations on Indian
civilization
LA.6.1.6.1 Use new vocabulary that is introduced and taught directly
LA.6.1.7.3 Determine the main idea or essential message in grade-level text through
inferring, paraphrasing, summarizing, and identifying relevant details
Common Core:
LACC.68.RH.3.7: Integrate visual information with other information in print and
digital texts.
LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of
historical events, scientific procedures/experiments, or technical processes.
Academic Scale:
Content/Text
Chapter 5, Ancient India
Big Ideas: Indian civilization first developed on the Indus River.
TE pages: Geography and Early India, Section 1, p. 124-129
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 6, Section 1 Geography of
India
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
subcontinent, monsoons,
Sanskrit
Possible Resources:
Kids Discover: Ancient India (for schools that ordered this title)
1.
2.
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
How do India’s rich history and culture affect the world
today?
Where did Indian civilization first develop? Why?
Even with help, no understanding of the importance of how India’s rich history and culture affect
the world today is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how India’s rich
history and culture affect the world today is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or
omissions regarding the more complex ideas and processes of how India’s rich history and culture
affect the world today is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex)
of how India’s rich history and culture affect the world today is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught
about how India’s rich history and culture affect the world today is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Online Textbook: eActivities—videos, animations (Geo
Activities), quizzes
Close Reading: “Candragupta Maurya”
Week #11
6th Grade World History Curriculum Map
Learning Goal: Students will understand how India’s rich history and
culture affect the world today.
Essential Question:
1. How do India’s rich history and culture affect the world today?
2. What is Hinduism and how did it develop?
3. What is Buddhism and where did it develop?
Benchmarks:
SS.6.G.4.4 Map and analyze the impact of the spread of various belief systems in the
ancient world
SS.6.W.4.2 Explain the major beliefs and practices associated with Hinduism and the
social structure of the caste system in ancient India
SS.6.W.4.4 Explain the teaching of Buddha, the importance of Asoka, and how Buddhism
spread in India, Ceylon , and other parts of Asia
Common Core:
LACC.68.RH.2.4: Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of
historical events, scientific procedures/experiments, or technical processes.
Academic Scale:
Content/Text
Chapter 5, Ancient India
Big Ideas: Hinduism, the largest religion in India today,
developed out of ancient Indian beliefs and practices.
Buddhism began in India and became a major religion.
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 6, Section 3 India’s Religions:
Origins and Characteristics
Other BYOD suggestions are at the end of the map, here.
TE pages:
0
1
2
3
4
Even with help, no understanding of the importance of how India’s rich history and culture affect the
world today is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how India’s rich history
and culture affect the world today is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of how India’s rich history and culture affect the world
today is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of how
India’s rich history and culture affect the world today is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how
India’s rich history and culture affect the world today is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Origins of Hinduism, Section 2, p. 130-135
Origins of Buddhism, Section 3, p. 136-141
Essential Vocabulary:
caste system, Hinduism,
reincarnation, karma, Jainism,
nonviolence, Sikhism, fasting,
meditation, the Buddha, nirvana,
missionaries
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
Possible Resources:
Kids Discover: Ancient India (for schools that ordered this title)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: Religions of the World: Hinduism; The Ganges
River; The Caste System and Education
YouTube: Buddha and Ashoka: Crash Course World History [12:17]
Week #12
6th Grade World History Curriculum Map
Learning Goal: Students will understand how India’s rich history and
culture affect the world today.
Essential Question:
1. How do India’s rich history and culture affect the world today?
2. Who built great empires in India?
3. What were some of the great contributions made by the people of
India?
Benchmarks:
SS.6.W.4.3 Recognize the political and cultural achievements of the Mauryan and
Gupta Empires
SS.6.W.4.5 Summarize the important achievements and contributions of ancient
Indian civilization
Common Core:
LACC.68.RH.1.2: Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
LACC.68.WHST.1.2: Write informative/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
Content/Text
Chapter 5, Ancient India
Big Ideas: The Mauryas and the Guptas built great empires in India.
The people of Ancient India made great contributions to the arts and sciences.
TE pages: Indian Empires, Section 4, p. 142-146
Indian Achievements, Section 5, p. 147-151
Academic Scale:
Essential Vocabulary:
Candragupta Maurya, Asoka,
Candra Gupta II, metallurgy,
alloys, Hindu-Arabic numerals,
inoculation, astronomy
Possible Resources:
Kids Discover: Ancient India (for schools that ordered this title)
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of how India’s rich history and culture affect the
world today is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how India’s rich history
and culture affect the world today is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of how India’s rich history and culture affect the world
today is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of how
India’s rich history and culture affect the world today is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how
India’s rich history and culture affect the world today is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 6, Section 2 India’s Rulers and
Society
Other BYOD suggestions are at the end of the map, here.
Online Textbook: eActivities—videos, animations, quizzes
Week #13
6th Grade World History Curriculum Map
Learning Goal: Students will understand how the people, events, and
ideas that shaped ancient China continue to influence the world.
Essential Question:
1. How do the people, events and ideas that shaped ancient China continue
to influence the world?
2. Where did Chinese civilization begin?
Benchmarks:
SS.6.G.5.3 Use geographic tools and terms to analyze how famine, drought, and
natural disasters plagued many ancient civilizations
SS.6.W.4.9 Identify key figures from classical and post classical China
Common Core:
LACC.68.RH.1.3: Identify key steps in a text’s description of a process related
to history/social studies
LACC.68.WHST.2.4: Produce clear and coherent writing in which the
development, organization, and style are appropriate to task, purpose, and
audience.
Academic Scale:
Content/Text
Chapter 6, Ancient China
Big Idea: Chinese civilization began with the Shang
dynasty along the Huang He.
TE pages: Geography and Early China, Section 1,
p. 160-165
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 7, Section 1 Geography of China
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
jade, oracle
Possible Resources:
Kids Discover: Ancient China (for schools that ordered this title)
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of how the people, events, and ideas that shaped
ancient China continue to influence the world is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how the people, events,
and ideas that shaped ancient China continue to influence the world is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of how the people, events, and ideas that shaped ancient
China continue to influence the world is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of how
the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how
the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: Elementary Video Adventures: The Yellow River
[8:30]; China’s First Dynasty [5:22]; Legacy of the Shang Dynasty [2:19];
The Geography of China [2:50]
Close Reading: “Liu Bang”
Week #14
6th Grade World History Curriculum Map
Learning Goal: Students will understand how the people, events, and
ideas that shaped ancient China continue to influence the world.
Benchmarks:
SS.6.G.5.2 Use geographic terms and tools to explain why ancient civilizations
developed networks of highways, waterways, and other transportation linkages
SS.6.W.4.6 Describe the concept of the Mandate of Heaven and its connection
to the Zhou and later dynasties
SS.6.W.4.7 Explain the basic teachings of Laozi, Confucius, and Han Fei Zi
SS.6.W.4.9 Identify key figures from classical and post classical China
Common Core:
LACC.68.RH.1.2: Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
LACC.68.WHST.1.2: Write informative/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
Content/Text
Chapter 6, Ancient China
Big Ideas: The Zhou dynasty brought political stability and new ways to deal
with political and social changes in ancient China.
The Qin dynasty unified China with a strong government and a system of
standardization.
TE pages: The Zhou Dynasty and New Ideas, Section 2, p. 166171
The Qin Dynasty, Section 3, p. 172-177
Essential Vocabulary:
Activities During Shared Reading
lords, peasants, Confucius, ethics,
Confucianism, Daoism, Laozi,
Before: T.H.I.E.V.E.S,
Legalism, Shi Huangdi, Great Wall
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
Essential Question:
1. How do the people, events, and ideas that shaped ancient China continue to
influence the world?
2. How did the Zhou dynasty bring political stability and new ways to deal with
political and social changes in ancient China?
3. How did the Qin dynasty unify China?
Academic Scale:
0
1
2
3
4
Even with help, no understanding of the importance of how the people, events, and ideas that shaped
ancient China continue to influence the world is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how the people,
events, and ideas that shaped ancient China continue to influence the world is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of how the people, events, and ideas that shaped ancient
China continue to influence the world is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of
how the people, events, and ideas that shaped ancient China continue to influence the world is
demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about
how the people, events, and ideas that shaped ancient China continue to influence the world is
demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 7, Section 3 Life in the Chinese
Dynasties
Other BYOD suggestions are at the end of the map, here.
Possible Resources:
Kids Discover: Ancient China (for schools that ordered this title)
Online Textbook: eActivities—videos (Confucius), animations, quizzes
Week #15
6th Grade World History Curriculum Map
Learning Goal: Students will understand how the people, events, and
ideas that shaped ancient China continue to influence the world.
Benchmarks:
SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences
of different ancient cultures on one another
SS.6.G.5.1 Identify the methods used to compensate for the scarcity of
resources in the ancient world
SS.6.W.4.8 Describe the contributions of classical and post classical China
SS.6.W.4.9 Identify key figures from classical and post classical China
SS.6.W.4.10 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.
Common Core:
LACC.68.RH.1.1: Cite specific textual evidence to support analysis of primary
and secondary sources.
LACC.68.WHST.1.1: Write arguments focused on discipline-specific content.
Content/Text
Chapter 6, Ancient China
Big Ideas: The Han dynasty created a new form of government that valued
family, art and learning.
Trade routes led to the exchange of new products and ideas among China, Rome,
and other peoples.
TE pages: The Han Dynasty, Section 4, p. 178-183
Han Contacts with Other Cultures, Section 5, p.
186-189
Essential Vocabulary: sundial,
Activities During Shared Reading
seismograph, acupuncture, silk, Silk
Road, diffusion
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
Essential Question:
1. How do the people, events, and ideas that shaped ancient China continue
to influence the world?
2. What was the Han dynasty like?
3. How did trade routes affect China, Rome and other peoples?
Academic Scale:
0
1
2
3
4
Even with help, no understanding of the importance of how the people, events, and ideas that shaped
ancient China continue to influence the world is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how the people, events,
and ideas that shaped ancient China continue to influence the world is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of how the people, events, and ideas that shaped ancient
China continue to influence the world is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of how
the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how
the people, events, and ideas that shaped ancient China continue to influence the world is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 7, Section 3 Life in the Chinese
Dynasties
Discovery Education Techbook: Chapter 7, Section 4 Ancient Chinese Economy
Other BYOD suggestions are at the end of the map, here.
Possible Resources:
Kids Discover: Ancient China (for schools that ordered this title)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: The Qin Dynasty, 221 BC-2-6 BC: The First Emperor and
the Great Wall of China; Journals Through History: Ancient China—From Dynasty
to Destiny
Week #16
6th Grade World History Curriculum Map
Learning Goal: Students will understand how China changed after the fall of
the Han dynasty.
Essential Question:
1. How did China change after the fall of the Han dynasty?
2. What was the Period of Disunion in China and how did the rulers of the
Sui, Tang and Song dynasties reunify the country?
3. What were some of the economic, cultural and technological
achievements of the Tang and Song dynasties?
Benchmarks:
SS.6.E.1.2 Describe and identify traditional and command economies as they appear in
different civilizations
SS.6.W.4.8 Describe the contributions of classical and post classical China
SS.6.W.4.9 Identify key figures from classical and post classical China
Common Core:
LACC.68.RH.1.3: Identify key steps in a text’s description of a process related to
history/social studies
LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of
historical events, scientific procedures/experiments, or technical processes.
Academic Scale:
Content/Text
Chapter 14, China
Big Ideas: The Period of Disunion was followed by reunification by rulers of the Sui,
Tang, and Song dynasties.
The Tang and Song dynasties were periods of economic, cultural, and technological
accomplishments.
TE pages: China Reunifies, Section 1, p. 410-413
Tang and Song Achievements, Section 2, p.414-419
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 13, Section 1 China’s Reunification and
Development
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
Period of Disunion, Grand Canal,
Empress Wu,
porcelain, woodblock printing,
gunpowder, compass
Activities During Shared Reading
Possible Resources:
Before: T.H.I.E.V.E.S,
Online Textbook: eActivities—videos, animations, quizzes
During: Cornell Notes,
Discovery Education: Era of the Sui and Tang Dynasties, 581-907 AD. The Silk
road [1:38]; Song Dynasty Innovations [3:24]; Journals Through History: Ancient
China—Contributions to the World [16:00]
After: Student Generated Higher Order
Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of how China changed after the fall of the Han
dynasty is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how China changed
after the fall of the Han dynasty is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of how China changed after the fall of the Han dynasty
is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of
how China changed after the fall of the Han dynasty is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how
China changed after the fall of the Han dynasty is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
YouTube: The Sui Dynasty A Violent Reunification; Empress Wu [6:07]; Crash
Course: The Mandate of Heaven and Confucius
Week #17
6th Grade World History Curriculum Map
Learning Goal: Students will understand how China changed after the fall of
the Han dynasty.
Essential Question:
1. How did China change after the fall of the Hand dynasty?
2. How did Confucian thought influence the Song government?
Benchmarks:
SS.6.W.4.7 Explain the basic teaching of Laozi, Confucius, and Han Fei Zi
SS.6.W.4.11 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
SS.6.W.4.12 Identify the causes and effects of Chinese isolation and the decision to
limit foreign trade in the 15th century
Common Core:
LACC.68.RH.1.1: Cite specific textual evidence to support analysis of primary and
secondary sources.
LACC.68.WHST.1.1: Write arguments focused on discipline-specific content.
Academic Scale:
Content/Text
Chapter 14, China
Big Ideas: Confucian thought influenced the Song government.
TE pages: Confucianism and Government, Section 3, p. 420-423
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 7, Section 2 China’s Belief
Systems
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
bureaucracy, civil service,
scholar-official
Possible Resources:
Kids Discover: Ancient China (for schools that ordered this title)
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher Order
Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of how China changed after the fall of the Han
dynasty is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how China changed
after the fall of the Han dynasty is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of how China changed after the fall of the Han dynasty
is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of how
China changed after the fall of the Han dynasty is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how
China changed after the fall of the Han dynasty is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: China: From Past to Present: The Silk Road, The
Great Wall and Changes in Government
YouTube: Discovering China-Confucius; Confucious--Words of Wisdom;
Crash Course: The Mandate of Heaven and Confucianism
Week #18
6th Grade World History Curriculum Map
Learning Goal: Students will understand how China changed after the fall of
the Han dynasty.
Essential Question:
1. How did China change after the fall of the Han dynasty?
2. How did the Chinese throw off foreign rulers during the Yuan dynasty
and eventually prosper during the Ming dynasty?
Benchmarks:
SS.6.W.4.7 Explain the basic teaching of Laozi, Confucius, and Han Fei Zi
SS.6.W.4.11 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
SS.6.W.4.12 Identify the causes and effects of Chinese isolation and the decision to
limit foreign trade in the 15th century
Common Core:
LACC.68.RH.1.3: Identify key steps in a text’s description of a process related to
history/social studies
LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of
historical events, scientific procedures/experiments, or technical processes.
Academic Scale:
Content/Text
Chapter 14, China
Big Ideas:
The Chinese were ruled by foreigners during the Yuan dynasty but they threw off
Mongol rule and prospered during the Ming dynasty.
TE pages: The Yuan and Ming Dynasties, Section 4, p. 424-430
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 13,Section 2 The Mongols
Discovery Education Techbook: Chapter 13, Section 3The Ming Dynasty
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
Genghis Khan, Kublai Khan,
Zheng He, isolationism
Possible Resources:
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher Order
Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of how China changed after the fall of the Han
dynasty is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how China changed
after the fall of the Han dynasty is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of how China changed after the fall of the Han dynasty
is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of how
China changed after the fall of the Han dynasty is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how
China changed after the fall of the Han dynasty is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: Time Warp Trio: you Can’t But Genghis Khan; China From Past to
Present: The Ancient Capital
Close Reading: “A Mongol Oath to Genghis Khan “
YouTube: Travelogue HQ History Special Yuan Dynasty [13:20]; Ming Dynasty [13:23];
Mankind-- Genghis Khan; Crash Course-- The Mongols; New Frontier-- The Ming Dynasty
[12:38]; Barbarians—The Mongols
6th Grade World History Curriculum Map
World History Quarter 3 Key Elements and Concepts
CHAPTER
KEY ELEMENTS / CONCEPTS
Chapter 7: The Hebrews
and Judaism
Define/Identify: Judaism, monotheism, rabbis, Passover, synagogue, prophets, Exodus, Torah
How did Judaism affect later cultures?
Chapter 8: Ancient Greece
Define/Identify: peninsula, polis, representative democracy, democracy
Where is Greece located?
How did the Greek civilization affect us?
Chapter 9: The Greek
World
Define/Identify: Spartans, Philip of Macedonia, Alexander the Great, Parthenon
Tell about Alexander the Great’s life. How did Alexander the Great affect Greek civilization?
Greek achievements and their impact on the Western world.
Chapter 10: The Roman
Republic
Define/Identify: peninsula, Aeneas, Romulus, Remus, Cincinnatus, Twelve Tables, checks and
balances, Forum
Where is Italy located?
Chapter 14: China
Define/Identify: Confucius, wood blocking, Grand Canal, porcelain, compass, civil service
What are the main principles of Confucius?
Week #19
6th Grade World History Curriculum Map
Learning Goal: Students will understand how the Hebrews defended
themselves and maintained their beliefs.
Essential Question:
1. How did the Hebrews defend themselves and maintain their
beliefs?
2. How was the kingdom called Israel established?
3. What are the central ideas and laws of Judaism?
Benchmarks:
SS.6.G.4.4 Map and analyze the impact of the spread of various belief systems in the
ancient world
SS.6.W.1.3 Interpret primary and secondary sources
SS.6.W.2.9 Identify key figures and basic beliefs of the Israelites and determine how
these beliefs compared with those of others in the geographic area
Common Core:
LACC.68.RH.2.4: Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
LACC.68.WHST.2.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Academic Scale:
Content/Text
Chapter 7, The Hebrews and Judaism
Big Ideas: Originally desert nomads, the Hebrews established a great
kingdom called Israel.
The central ideas and laws of Judaism are contained in sacred texts such as the
Torah.
TE pages: The Early Hebrews, Section 1, p. 202-207
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 8, Section 1 Culture and Beliefs
of the Ancient Hebrews
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
monotheism, Torah, synagogue,
prophets, Talmud, Dead Sea Scrolls
Activities During Shared Reading
Possible Resources:
Before: T.H.I.E.V.E.S,
Online Textbook: eActivities—videos, animations, quizzes
During: Cornell Notes,
Discovery Education: Judaism: Sacred Symbols and Rituals; Exodus: The Pharoah
and the Plagues [3:46]
0
1
2
3
4
Even with help, no understanding of the importance of how the Hebrews defended themselves and
maintained their beliefs is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how the Hebrews
defended themselves and maintained their beliefs is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of how the Hebrews defended themselves and maintained
their beliefs is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of how
the Hebrews defended themselves and maintained their beliefs is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how
the Hebrews defended themselves and maintained their beliefs world is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Jewish Beliefs and Texts, Section 2, p. 208-213
After: Student Generated Higher
Order Questioning,
YouTube: The Ten Commandments 2007 dvdrip
Week #20
6th Grade World History Curriculum Map
Learning Goal: Students will understand how the Hebrews defended
themselves and maintained their beliefs.
Essential Question:
1. How did the Hebrews defend themselves and maintain their beliefs?
2. What are the central ideas and laws of Judaism?
3. How did the Jews maintain their religion?
Benchmarks:
SS.6.G.4.4 Map and analyze the impact of the spread of various belief systems
in the ancient world
SS.6.W.1.3 Interpret primary and secondary sources
SS.6.W.2.9 Identify key figures and basic beliefs of the Israelites and
determine how these beliefs compared with those of others in the geographic
area
Common Core:
LACC.68.RH.3.9: Analyze the relationship between a primary and secondary
source on the same topic.
LACC.68.WHST.1.2: Write informative/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
Academic Scale:
Content/Text
Chapter 7, The Hebrews and Judaism
Big Ideas: The central ideas and laws of Judaism are contained in
sacred texts such as the Torah.
Although many Jews were forced out of Israel by the Romans, shared
beliefs and customs helped Jews maintain their religion.
TE pages: Jewish Beliefs and Texts, Section 2, p. 208-213 Judaism
Over the Centuries, Section 3, p. 214-219
Essential Vocabulary:
Activities During Shared Reading
Zealots, rabbis, Passover, High
Holy Days
Before: T.H.I.E.V.E.S,
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 8, Section 2 Life in Ancient
Israel and the Diaspora
Other BYOD suggestions are at the end of the map, here.
0
1
2
3
4
Even with help, no understanding of the importance of how the Hebrews defended themselves and
maintained their beliefs is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how the Hebrews
defended themselves and maintained their beliefs is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of how the Hebrews defended themselves and maintained
their beliefs is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of how
the Hebrews defended themselves and maintained their beliefs is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how
the Hebrews defended themselves and maintained their beliefs world is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Possible Resources:
Online Textbook: eActivities—videos, animations, quizzes
During: Cornell Notes,
Discovery Education: Religions of the World: Judaism—The Torah; Let’s
Look at World Religions: Judaism
After: Student Generated Higher
Order Questioning,
YouTube: Moses and the Passover Story—The Kids Version; Passover
Story—A Must See [6:24]
Week #21
6th Grade World History Curriculum Map
Learning Goal: Students will understand what factors shaped
government in Greece.
Benchmarks:
SS.6.C.1.1 Identify democratic concepts developed in ancient Greece that served as a
foundation for American constitutional democracy
SS.6.C.2.1 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
SS.6.E.3.3 Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of
those economies that led to the rise of a merchant class and trading partners
SS.6.W.3.2 Explain the democratic concepts (polis, civic participation and voting rights,
legislative bodies, written constitutions, rule of law) developed in ancient Greece
SS.6.W.3.6 Determine the impact of key figures from ancient Greece
Common Core:
LACC.68.RH.2.4: Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
LACC.68.WHST.2.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Content/Text
Chapter 8, Ancient Greece
Big Ideas: Greece’s geography and its nearness to the sea strongly influenced the
development of trade and the growth of the city-states.
The people of Athens tried many different forms of government before creating a
democracy.
The people of
TE pages: Geography and the Early Greeks, Section 1, p. 228-233
Government in Athens, Section 2, p.236-241
Essential Vocabulary: polis, classical,
Activities During Shared Reading
acropolis, democracy, aristocrats,
oligarchy, citizens, tyrant, Pericles,
Before: T.H.I.E.V.E.S,
democracy, aristocrats, oligarchy,
citizens, tyrant, Pericles
During: Cornell Notes,
After: Student Generated Higher Order
Questioning,
Essential Question:
1. What factors shaped government in Greece?
3. How did Greece’s geography and nearness to the sea influence the development
of trade and the growth of city-states?
4. What were the different forms of government tried by the Athenians before
creating a democracy?
Academic Scale:
0
1
2
3
4
Even with help, no understanding of the importance of the factors that shaped
government in Greece is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of the
factors that shaped government in Greece is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major
errors or omissions regarding the more complex ideas and processes of the factors that
shaped government in Greece is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple
or complex) of the factors that shaped government in Greece are demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was
taught about o the factors that shaped government in Greece is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new
situations!)
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 9, Section 1 Geography of
Ancient Greece
Other BYOD suggestions are at the end of the map, here.
Possible Resources:
Online Textbook: eActivities—videos, animations, quizzes
Kids Discover: Ancient Greece
(for schools that ordered this title)
Discovery Education: Discovering Ancient Greece, Part I [25:37]; Ancient Crete: The
Minoans [7:47];
Greece: One of Many; Living History: Living in Ancient Greece—Athens the birthplace of
democracy
Close Reading: “Pericles”
YouTube: What is democracy [2:37]; Greece Government, Parts 1-4; Ancient Heroes—
Pericles of Athens [8:59]; Once Upon a Time—The Age of Pericles
Week #22
6th Grade World History Curriculum Map
Learning Goal: Students will understand what factors
shaped government in Greece.
Essential Question:
1. What factors shaped government in Greece?
2. How did the great myths and works of literature created by the ancient
Greeks influence the way we speak and write today?
Benchmarks:
SS.6.W.3.5 Summarize the important achievements and contributions of ancient
Greek civilization.
Common Core:
LACC.68.RH.3.7: Integrate visual information with other information in print and
digital texts.
LACC.68.RH.3.8: Distinguish among fact, opinion, and reasoned judgment in a
text.
LACC.68.RH.3.9: Analyze the relationship between a primary and secondary
source on the same topic.
LACC.68.WHST.1.1: Write arguments focused on discipline-specific content.
Academic Scale:
Content/Text
Chapter 8, Ancient Greece
Big Ideas: The ancient Greeks created great myths and works of
literature that influence the way we speak and write today.
TE pages: Greek Mythology and Literature, Section 3 p. 242249
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 9, Section 2 Greek Political Systems
Discovery Education Techbook: Chapter 9, Section 3 Greek Cultural
Achievements
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
democracy, aristocrats,
oligarchy, citizens, tyrant,
Pericles, mythology, Homer,
Sappho, Aesop, fables
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher Order
Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of the factors that shaped government
in Greece is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of the
factors that shaped government in Greece is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors
or omissions regarding the more complex ideas and processes of the factors that shaped
government in Greece is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or
complex) of the factors that shaped government in Greece are demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was
taught about o the factors that shaped government in Greece is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Possible Resources:
Online Textbook: eActivities—videos, animations, quizzes
Kids Discover: Ancient Greece
(for schools that ordered this title)
Discovery Education: World History: Ancient Civilizations Greek
Mythology [7:27]; Mythology: Homer’s Odyssey [7:20];
YouTube: The Creation of the World: Greek Mythology [5:21]
Week #23
6th Grade World History Curriculum Map
Learning Goal: Students will understand the advances that the Greeks
made that still influence the world today.
Essential Question:
1. What advances did the Greeks make that still influence the world today?
2. How did the Persians come to rule a large empire and how did this lead to
conflict with the Greeks?
3. How did the cultures of Sparta and Athens differ and how did that lead to
conflict?
Benchmarks:
SS.6.W.3.3 Compare life in Athens and Sparta (government and the status of
citizens, women and children, foreigners, helots)
SS.6.W.3.4 Explain the causes and effects of the Persian and Peloponnesian
Wars
Common Core:
LACC.68.RH.1.3: Identify key steps in a text’s description of a process related
to history/social studies
LACC.68.WHST.1.2: Write informative/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
Academic Scale:
Content/Text
Chapter 9, The Greek World
Big Ideas: Over time the Persians came to rule a great empire which
eventually brought them into conflict with the Greeks.
The two most powerful city-states in Greece, Sparta and Athens, had very
different cultures and became bitter enemies in the 400s BC.
TE pages:
Greece and Persia, Section 1, p.260-265
Sparta and Athens, Section 2, p. 266-271
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 9, Section 2 Greek Political
Systems
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
Cyrus the Great, cavalry, Darius,
Persian Wars, Xerxes, alliance,
Peloponnesian War
Possible Resources:
Kids Discover: Ancient Persia (for schools that ordered this title)
Kids Discover: Ancient Greece (for schools that ordered this title)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: Great Books: Plato’s Republic [27:00]; The Security Systems of
Activities During Shared Reading
Before: T.H.I.E.V.E.S
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of the advances that the Greeks made that still
influence the world today is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of the advances that the
Greeks made that still influence the world today is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes the advances that the Greeks made that still influence
the world today is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of the
advances that the Greeks made that still influence the world today is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about the
advances that the Greeks made that still influence the world today is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Athens and Sparta [7:21]; World History: Ancient Civilizations—Ancient Greek Philosophy
[5:19], Spartan Warrior [4:47]; The Golden Age of Ancient Greece [8:07]; Plato and the
Olympics; Philosophy: Socrates and Plato [5:10]
Close Reading: “Sparta”
Week #24
6th Grade World History Curriculum Map
Learning Goal: Students will understand the advances that the Greeks
made that still influence the world today.
Essential Question:
1. What advances did the Greeks make that still influence the world today?
2. How did Alexander the Great build a huge empire and how did this spread Greek
culture?
3. What were the contributions that Ancient Greeks made to the arts, philosophy
and science?
Benchmarks:
SS.6.W.3.5 Summarize the important achievements and contributions of ancient
Greek civilization
SS.6.W.3.7 Summarize the key achievements, contributions, and figures
associated with the Hellenistic Period
Common Core:
LACC.68.RH.1.3: Identify key steps in a text’s description of a process related to
history/social studies
LACC.68.WHST.1.1: Write arguments focused on discipline-specific content.
Academic Scale:
Content/Text
Chapter 9, The Greek World
Big Ideas: Alexander the Great built a huge empire and helped spread Greek
culture into Egypt and Asia.
Ancient Greeks made lasting contributions in the arts, philosophy, and science.
TE pages: Alexander the Great, Section 3, p.272-276
Greek Achievements, Section 4, p.277-282
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 9, Section 3 Greek Cultural
Achievements
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
Philip II, phalanx, Alexander the Great,
Hellenistic, Socrates, Plato, Hippocrates,
Aristotle, reason, Euclid,
Possible Resources:
Online Textbook: eActivities—videos, animations, quizzes
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of the advances that the Greeks made that still
influence the world today is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of the advances that the
Greeks made that still influence the world today is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes the advances that the Greeks made that still influence
the world today is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of the
advances that the Greeks made that still influence the world today is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about the
advances that the Greeks made that still influence the world today is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Kids Discover: Ancient Greece (for schools that ordered this title)
Discovery Education: Alexander the Great [5:45]; History: Alexander the Great [9:00]; How
and Why was the Parthenon Built? [3:34]; Author Profile: Plato [2:28]; The Parthenon: Design
and Architecture
Close Reading: “Hypatia”
YouTube: Optical Tricks of the Parthenon [3:41]; Athens, Greece: Ancient—Acropolis and
Agora [4:33]; Plato—Encyclopedia Channel [6:59]; Socrates-Encyclopedia [6:59]; Parthenon
and Agora [3:55]; Aristotle Biography [1:56]; Demo 3d “Parthenon”
Week #25
6th Grade World History Curriculum Map
Learning Goal: Students will understand how Rome became the
dominant power in the Mediterranean region.
Essential Question:
1. How did Rome become the dominant power in the Mediterranean region?
2. How did Rome’s location and government help it to become a major
power in the ancient world?
Benchmarks:
SS.6.W.1.6-Compare life in the Roman Republic for patricians, plebeians, women,
children, and slaves. Describe how history transmits culture and heritage and
provides models of human character
SS.6.W.3.8-Determine the impact of significant figures associated with ancient
Rome
Common Core:
LACC.68.RH.1.2: Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
LACC.68.WHST.1.2: Write informative/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
Academic Scale:
Content/Text
Chapter 10, The Roman Republic
Big Ideas: Rome’s location and government helped it become a major
power in the ancient world.
TE pages: Geography and the Rise of Rome, Section 1, p.
294-299
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 10, Section 1 Geography and
Economy of Ancient Rome
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
Aeneas, Romulus and Remus,
republic, dictators, Cincinnatus,
plebeians, patricians
Possible Resources:
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of how Rome became the dominant power in the
Mediterranean region is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how Rome became the
dominant power in the Mediterranean region is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes how Rome became the dominant power in the
Mediterranean region is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of how
Rome became the dominant power in the Mediterranean region is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about how
Rome became the dominant power in the Mediterranean region is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Kids Discover: Roman Empire (for schools that ordered this title)
Kids Discover: Pompeii (for schools that ordered this title)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: Journals Through History: Ancient Rome: The Eternal City;
Hidden History of the Roman Empire [26:00]; World Geography: Europe; Romulus
and Remus; Roman Life; Legendary Rome [3:37]; Rome: A Democratic Nation [6:18]
Close Reading: “Romulus and Remus”
Week #26
6th Grade World History Curriculum Map
Learning Goal: Students will understand how Rome became the
dominant power in the Mediterranean region.
Benchmarks:
SS.6.C.1.2 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)
SS.6.C.2.1 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
SS.6.E.3.3 Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of
those economies that led to the rise of a merchant class and trading partners
SS.6.W.3.9 Explain the impact of the Punic Wars on the development of the Roman
Empire
SS.6.W.3.10 Describe the government of the Roman Republic and its contribution to the
development of democratic principles (separation of powers, rule of law, representative
government, civic duty)
SS.6.W.3.16 Compare life in the Roman Republic for patricians, plebeians, women,
children, and slaves
Common Core:
LACC.68.RH.2.5: Describe how a text presents information (e.g., sequentially,
comparatively, causally).
LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of
historical events, scientific procedures/experiments, or technical processes.
Content/Text
Chapter 10, The Roman Republic
Big Ideas: Rome’s tripartite government and written laws helped create a
stable society.
TE pages: Government and Society, Section 2, p.302-307
Essential Vocabulary:
magistrates, consuls, Roman Senate,
veto, Latin, checks and balances,
Forum
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
Essential Question:
1. How did Rome become the dominant power in the Mediterranean region?
2. How did Rome’s tripartite government and written laws help create a
stable society?
Academic Scale:
0
1
2
3
4
Even with help, no understanding of the importance of how Rome became the dominant
power in the Mediterranean region is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how
Rome became the dominant power in the Mediterranean region is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major
errors or omissions regarding the more complex ideas and processes how Rome became
the dominant power in the Mediterranean region is demonstrated. (I get it, but I can’t
explain it.)
No major errors or omissions regarding any of the information and/or processes (simple
or complex) of how Rome became the dominant power in the Mediterranean region is
demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was
taught about how Rome became the dominant power in the Mediterranean region is
demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new
situations!)
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 10, Section 2 Roman Origins and Early
Political Structures
Other BYOD suggestions are at the end of the map, here.
Possible Resources:
Kids Discover: Roman Empire (for schools that ordered this title)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: Rome: The Early Republic
Week #27
6th Grade World History Curriculum Map
Learning Goal: Students will understand how Rome became the dominant
power in the Mediterranean region.
Essential Question:
1. How did Rome become the dominant power in the Mediterranean region?
2. Why did the Roman Empire split and how did this affect Rome?
Benchmarks:
SS.6.W.3.8 Determine the impact of significant figures associated with ancient
Rome.
SS.6.W.3.11 Explain the transition from the roman Republic to empire and
Imperial Rome, and compare Roman life and culture under each one.
Common Core:
LACC.68.RH.1.3: Identify key steps in a text’s description of a process related
to history/social studies
LACC.68.WHST.1.2: Write informative/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
Academic Scale:
Content/Text
Chapter 10, The Roman Republic
Big Idea: The late republic period saw the growth of the roman
Republic was marked by wars of expansion and political crises.
TE pages: The Late Republic, Section 3, p. 308-313
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 10, Section 3 From Republic to
Empire
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
legions, Punic Wars, Hannibal,
Gaius Marius, Lucius Cornelius
Sulla, Spartacus
Possible Resources:
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of why the Roman Empire fell and its legacy to the
world is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of why the Roman Empire
fell and its legacy to the world is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes why the Roman Empire fell and its legacy to the world is
demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of why
the Roman Empire fell and its legacy to the world is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about why
the Roman Empire fell and its legacy to the world is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Kids Discover: Roman Empire (for schools that ordered this title)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: Civilizations: Expansion and Conquest [12:20]; The First
Punic War [3:04]; Rome’s Conquest: Barbarians and Legions; The Roman Legion
[3:23]
YouTube: Hannibal—Rome’s Worst Nightmare—Part 1 [9:56], Part 2—[9:52]
6th Grade World History Curriculum Map
World History Quarter 4 Key Elements and Concepts
CHAPTER
KEY ELEMENTS / CONCEPTS
Chapter 11: Rome and
Christianity
Define/Identify: Christianity, cement
Why did the emperor limit Jewish practices? How does Roman language influence us today?
Chapter 12: The Islamic World
Define/Identify: nomad, monotheism, janissaries, Five Pillars of Islam
Where is Saudi Arabia?
Chapter 13: Early African
Civlizations
Define/Identify: Niger River, Sahara, Sahel, Ghana, Mali, Songhai, Timbuktu, silent barter
Where were these empires? Why?
Why are they remembered?
Chapter 16: The Early Americas
Define/Identify: Maya, Aztec, Inca
Where were the civilizations located?
Why are they remembered?
Week #28
6th Grade World History Curriculum Map
Learning Goal: Students will understand why the Roman Empire fell and
its legacy to the world.
Essential Question:
1. Why did the Roman Empire fall, and what is its legacy?
2. How did Rome grow politically and economically after it changed from a
republic to an empire?
2. How did Christianity spread and become Rome’s official religion?
Benchmarks:
SS.6.G.1.2 Analyze the purposes of map projections (political, physical, special purpose)
and explain the applications of various types of maps
SS.6.W.3.8 Determine the impact of significant figures associated with ancient Rome
SS.6.W.3.11 Explain the transition from Roman Republic to empire and Imperial Rome, and
compare Roman life and culture under each one
SS.6.W.3.12 Explain the causes for the growth and longevity of the Roman Empire
SS.6.W.3.14 Describe the key achievements and contributions of Roman civilization
SS.6.W.3.17 Explain the spread and influence of the Latin language on Western
Civilization
Common Core:
LACC.68.RH.2.4: Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
LACC.68.WHST.2.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Academic Scale:
Content/Text
Chapter 11 Rome and Christianity
Big Ideas: After changing from a republic to an empire, Rome grew politically
and economically, and developed a culture that influenced later civilizations.
People in the Roman Empire practiced many religions before Christianity, based
on the teachings of Jesus of Nazareth, spread and became Rome’s official
religion.
TE pages: From Republic to Empire, Section 1, p.322-328
The Roman Empire and Religion, Section 2, p. 332-338
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 10, Section 4 Roman Culture:
Life and Legacy
Discovery Education Techbook: Chapter 10, Section 5 A Weakening
Empire
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary: Cicero, Julius
Caesar, Pompey, Marc Antony, Pax
Romana, aqueduct, Romance
languages, civil law, Christianity,
Jesus of Nazareth, Messiah,
crucifixion, Resurrections, Apostles,
Paul of Tarsus, Constantine
Possible Resources:
Kids Discover: Roman Empire (for schools that ordered this title)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: Journals Through History; What the Ancients Knew: The
Romans; Engineering the Impossible: Rome—The Roman Aqueduct; Christianity and
Chaos; Rise of Christianity Disrupts Rome’s Hierarchy; Civilizations: Fall of Power;
Ancient Rome: Fall of an Empire
Close Reading: “Marc Antony”
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of why the Roman Empire fell and its legacy to the
world is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of why the Roman Empire
fell and its legacy to the world is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes why the Roman Empire fell and its legacy to the world is
demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of why
the Roman Empire fell and its legacy to the world is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about why
the Roman Empire fell and its legacy to the world is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Week #29
6th Grade World History Curriculum Map
Learning Goal: Students will understand why the Roman Empire fell and
its legacy to the world.
Essential Question:
1. Why did the Roman Empire fall, and what is its legacy?
2. How did Christianity spread and become Rome’s official religion?
3. What were the problems both within and without that caused the
Roman Empire to split?
Benchmarks:
SS.6.W.3.13 Identify key figures and the basic beliefs of early Christianity and
how these beliefs impacted the Roman Empire
SS.6.W.3.15 Explain the reasons for the gradual decline of the Western Roman
Empire after the Pax Romana.
Common Core:
LACC.68.RH.1.2: Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
LACC.68.WHST.1.2: Write informative/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
Academic Scale:
Content/Text
Chapter 11, Rome and Christianity
Big Ideas: People in the Roman Empire practiced many religions
before Christianity, based on the teachings of Jesus of Nazareth,
spread and became Rome’s official religion.
TE pages: The Roman Empire and Religion, Section 2, p. 332-338
The End of the Empire, Section 3, p.339-343
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 11, Section 1 Christianity:
Origins and Characteristics
Discovery Education Techbook: Chapter 11, Section 2 Christianity’s
Spread
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
Christianity, Jesus of Nazareth,
Messiah, crucifixion,
Resurrection, Apostles, Paul of
Tarsus, Constantine, Diocletian,
Attila, corruption, Justinian,
Theodora, Byzantine Empire
Activities During Shared Reading
Possible Resources:
Before: T.H.I.E.V.E.S,
Online Textbook: eActivities—videos, animations, quizzes
During: Cornell Notes,
YouTube: Barbarians-The Huns; Emperors of Rome: Diocletian [3:02];
The Roman Empire-The Last Soldiers Emperor; The Tyrant Diocletian
[4:36]; Crash Course-The Fall of Rome; Emperor Justinian [15:07];
Byzantine Empire Documentary Part 1 [14:51]
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of why the Roman Empire fell and its legacy to the
world is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of why the Roman Empire
fell and its legacy to the world is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes why the Roman Empire fell and its legacy to the world is
demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of why
the Roman Empire fell and its legacy to the world is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about why
the Roman Empire fell and its legacy to the world is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Week #30
6th Grade World History Curriculum Map
Learning Goal: Students will understand how the Muslim leaders were
able to spread Islam and create an empire.
Essential Question:
1. How were Muslim leaders able to spread Islam and create an empire?
2. What were the roots of Islam and how did it spread?
3. How do the sacred texts of the Qur’an and the Sunnah guide Muslims in their
religion, daily life, and laws?
Benchmarks:
SS.6.G.1.6 Use a map to identify major bodies of water of the world, and explain
ways they have impacted the development of civilizations
SS.6.W.1.1 Use timelines to identify chronological order of historical events
Common Core:
LACC.68.RH.1.3: Identify key steps in a text’s description of a process related
to history/social studies
LACC.68.WHST.1.2: Write informative/explanatory texts, including the
narration of historical events, scientific procedures/experiments, or technical
processes.
Academic Scale:
Content/Text
Chapter 12, The Islamic World
Big Ideas: In harsh desert climate of Arabia, Muhammad, a merchant from
Mecca, introduced a major world religion called Islam.
Sacred texts called the Qur’an and the Sunnah guide Muslims in their religion,
daily life, and laws.
TE pages: The Roots of Islam, Section 1, p.354-357
Islamic Beliefs and Practices, Section 2, p.358-361
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 12, Section1 Roots of Islam
Discovery Education Techbook: Chapter 12, Section 2 Islamic Expansion
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
oasis, caravan, Muhammad,
Islam, Muslim, Qur’an,
pilgrimage, mosque, jihad,
Sunnah, Five Pillars of Islam
Possible Resources:
Online Textbook: eActivities—videos, animations, quizzes
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of how the Muslim leaders were able to spread
Islam and create an empire is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how the Muslim
leaders were able to spread Islam and create an empire is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes how the Muslim leaders were able to spread Islam and
create an empire is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of
how the Muslim leaders were able to spread Islam and create an empire is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about
how the Muslim leaders were able to spread Islam and create an empire is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Discovery Education: Religions of the World: Islam The Faith and the People
[8:45]
YouTube: Biography of Prophet Muhammad (SAW) [Six Segments]; Istanbul,
Turkey: The Blue Mosque [3:50]; Crash Course: Islam [12:54]; The 5 Pillars of
Islam 1st Episode Animated in English [5:39], 2nd episode [8:50]
Week #31
6th Grade World History Curriculum Map
Learning Goal: Students will understand how the Muslim leaders were
able to spread Islam and create an empire.
Essential Question:
1. How were Muslim leaders able to spread Islam and create an empire?
2. How did the three large Islamic empires-the Ottoman, Safavid, and Mughal form after the
early spread of Islam?
3. What important contributions did Muslim scholars and artists contribute to science, art
and literature?
Benchmarks:
SS.6.E.3.4 Describe the relationship among civilizations that engage in trade, including the
benefits and drawbacks of voluntary trade
SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures
SS.6.G.4.4 Map and analyze the impact of the spread of various belief systems in the
ancient world
Common Core:
LACC.68.RH.2.4: Determine the meaning of words and phrases as they are used in a text,
including vocabulary specific to domains related to history/social studies.
LACC.68.WHST.2.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Academic Scale:
Content/Text
Chapter 12, The Islamic World
Big Ideas: After the early spread of Islam, three large Islamic empires
formed—the Ottoman, Safavid, and Mughal.
Muslim scholars and artists made important contributions to science, art, and
literature.
TE pages: Islamic Empires, Section 3, p.362-367
Cultural Achievements, Section 4, p.368-371 (optional)
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 12, Section 3 Life in the Islamic
Empires
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
Abu Bakr, caliph, tolerance,
Janissaries, Mehmed II, Suleyman
I, Shia, Sunni,
Ibn Battutah, Sufism, Omar
Khayyam, patrons, minaret,
calligraphy
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
Possible Resources:
Online Textbook: eActivities—videos, animations, quizzes
During: Cornell Notes,
Discovery Education: The Spread of Islam [3:53]; Religions of the World: Islam
The Faith [4:44]; Time Warp Trio: Harem Scare’em [22:20]; Mystic Lands: Taj
Mahal: Heaven on Earth [25:00]
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of how the Muslim leaders were able to spread
Islam and create an empire is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of how the Muslim
leaders were able to spread Islam and create an empire is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes how the Muslim leaders were able to spread Islam and
create an empire is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of
how the Muslim leaders were able to spread Islam and create an empire is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about
how the Muslim leaders were able to spread Islam and create an empire is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
YouTube: Ancient Warriors Janissaries No. 1 [8:29]; 5/8 Sultan Muhammad AlFatih (Mehmet II) [15:00]---three more segments, as well; What are the
differences between Sunni and Shia Muslims? [4:28]
Week #32
6th Grade World History Curriculum Map
Learning Goal: Students will understand what factors shaped early
African civilizations.
Essential Question:
1. What factors shaped early African civilization?
2. How did geography, resources, culture and trade influence the growth of
societies in West Africa?
3. How did the control of the salt and gold trade enable the rulers of Ghana to
build an empire?
Benchmarks:
SS.6.E.1.3 Describe the following economic concepts as they relate to early civilization:
scarcity, opportunity cost, supply and demand, barter, trade, productive resources (land,
labor, capital, entrepreneurship)
SS.6.E.3.1 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
Common Core:
LACC.68.RH.1.2: Determine the central ideas or information of a primary or secondary source;
provide an accurate summary of the source distinct from prior knowledge or opinions.
LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration of
historical events, scientific procedures/experiments, or technical processes.
Academic Scale:
Content/Text
Chapter 13, Early African Civilizations
Big Ideas: Geography, resources, culture, and trade influenced the
growth of societies in West Africa.
The rulers of Ghana built an empire by controlling the salt and gold trade.
BYOD:
0
1
2
3
4
Even with help, no understanding of the importance of the factors that shaped early African
civilizations is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of the factors that
shaped early African civilizations is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of the factors that shaped early African civilizations
is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of
the factors that shaped early African civilizations is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about
the factors that shaped early African civilizations is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 16, Section 1 Geography of Africa
Discovery Education Techbook: Chapter 16, Section 2 Growth of African Empires
Other BYOD suggestions are at the end of the map, here.
TE pages: Geography and Early Africa, Section 1, p. 380-383
The Empire of Ghana, Section 2, p. 386-389
Essential Vocabulary:
rifts, sub-Saharan Africa, Sahel,
savannah, rain forests, extended
family, animism,
silent barter, Tunka Manin
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
Possible Resources:
Kids Discover: African Kingdoms (for schools that ordered this title)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: Regions of the World: Africa; Physical Geography:
Africa; Elementary Video Adventures: Stories from Africa; Africa:
Savannah; Africa: Sahara; Sub-Saharan Empire; World Geography:
Africa—Ghana; Geography Basics Understanding Places
Close Reading: “Two Descriptions of Emperors of Mali”
YouTube: Medieval West Africa
Week #33
6th Grade World History Curriculum Map
Learning Goal: Students will understand what factors shaped early
African civilizations.
Essential Question:
1. What factors shaped early African civilizations?
2. How did three great empires-Mali, Songhai, and Great Zimbabwedevelop in Africa?
3. How was the culture of the people West Africa passed down since they
did not have a written language?
Benchmarks:
SS.6.E.3.4 Describe the relationship among civilizations that engage in trade,
including the benefits and drawbacks of voluntary trade
Common Core:
LACC.68.RH.1.2: Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source distinct from prior
knowledge or opinions.
LACC.68.RH.1.1: Cite specific textual evidence to support analysis of primary and
secondary sources.
LACC.68.WHST.1.1: Write arguments focused on discipline-specific content.
Academic Scale:
Content/Text
Chapter 13, Early African Civilizations
Big Ideas: Between 1000 and 1500, three great kingdoms—Mali, Songhai, and
Great Zimbabwe—developed in Africa.
Although the people of West Africa did not have a written language, their culture
has been passed down through oral history, writings by other people, and the arts.
TE pages: Later Empires,Section 3, p.390-394
Historical and Artistic Traditions, Section 4, p.396-399
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 16, Section 2 Growth of African
Empires
Discovery Education Techbook: Chapter 16, Section 3 Religion and
Culture in Africa
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
Sundiata, Mansa Musa, Sunni Ali,
Askia the Great,
oral history, griots, proverbs, kente
Possible Resources:
Kids Discover: African Kingdoms (for schools that ordered this title)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: Children of Other Lands: Georgina Williams of Ghana; SubSaharan Survey [5:06]
YouTube: Story of the Lion and the Legend of Mansa Musa; Crash Course: Mansa
Musa; Inside Africa’s Last City of Gold; The Songhai Empire of West Africa [3:11];
The Songhai Empire [5:12]; African Proverbs: Inspirational Proverbs
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher Order
Questioning,
Note: The Japan chapter is not a requirement.
0
1
2
3
4
Even with help, no understanding of the importance of the factors that shaped early African
civilizations is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of the factors that
shaped early African civilizations is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of the factors that shaped early African civilizations
is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of
the factors that shaped early African civilizations is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about
the factors that shaped early African civilizations is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Week #34
6th Grade World History Curriculum Map
Learning Goal: Students will understand what led to the development of
complex societies in the Americas.
Essential Question:
1. What led to the development of complex societies in the Americas?
2. How did the Mayan civilization develop into an advanced civilization in
Mesoamerica?
Benchmarks:
SS.6.W.2.10 Compare the emergence of advanced civilizations in Meso and South
America with the four early river valley civilizations
Common Core:
LACC.68.RH.1.3: Identify key steps in a text’s description of a process related to
history/social studies
LACC.68.WHST.1.2: Write informative/explanatory texts, including the narration
of historical events, scientific procedures/experiments, or technical processes.
Academic Scale:
0
1
2
3
4
Even with help, no understanding of the importance of what led to the development of complex societies
in the Americas is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of what led to the
development of complex societies in the Americas is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of what led to the development of complex societies in
the Americas is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of
what led to the development of complex societies in the Americas is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about
what led to the development of complex societies in the Americas is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Content/Text
Chapter 16, The Early Americas
Big Ideas: The Maya developed an advanced civilization that thrived in
Mesoamerica from about 250 until the 900s.
TE pages: The Maya,Section 1, p. 468-473
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 15, Section 1 Early North
American Cultures and the Maya
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
maize, Pacal, observations
Possible Resources:
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: The Rise and Fall of the Maya; Time Warp Trio:
Me Oh Maya
Close Reading: “Account of Cortes’s First Meeting with Moctezuma”
YouTube: Mayan Empire Documentary Part 1 [14:58]; Mayan Empire
Documentary Part 2 [15:02]; Mayan Art Part 3 Palenque and King Pacal
[11;28]; Lost City of the Maya Documentary [23:40]
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
Week #35
6th Grade World History Curriculum Map
Learning Goal: Students will understand what led to the development of
complex societies in the Americas.
Essential Question:
1. What led to the development of complex societies in the
Americas?
2. What enabled the Aztecs to build a strong empire in central
Mexico?
Benchmarks:
SS.6.W.2.10 Compare the emergence of advanced civilizations in Meso and South
America with the four early river valley civilizations
Common Core:
LACC.68.RH.1.2: Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
LACC.68.RH.1.1: Cite specific textual evidence to support analysis of primary and
secondary sources.
LACC.68.WHST.1.1: Write arguments focused on discipline-specific content.
Academic Scale:
Content/Text
Chapter 16, The Early Americas
Big Ideas: The strong Aztec Empire, founded in central Mexico in
1325, lasted until the Spanish conquest in 1521.
TE pages: The Aztecs, Section 2, p.474-478
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 15, Section 2 The Aztec Empire
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary
causeways, conquistadors,
Hernan Cortes, Moctezuma II
Possible Resources:
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher
Order Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of what led to the development of complex societies in
the Americas is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of what led to the
development of complex societies in the Americas is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of what led to the development of complex societies in
the Americas is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of
what led to the development of complex societies in the Americas is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about what
led to the development of complex societies in the Americas is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: The Rise and Fall of the Aztecs [6:04]; Tenochtitlan, Aztec
City [5:27]; The Aztecs Human Sacrifice, and the Conquistadors [6:45]; Exploring
the World: The Conquistadors and the Aztecs [15:24]; Conquistadors: Hernan
Cortex; The Explorers: Hernan Cortes: Conqueror of Mexico
YouTube: BBC Montezuma [59:07]; Engineering an Empire—The Aztecs 44:27]
Week #36
6th Grade World History Curriculum Map
Learning Goal: Students will understand what led to the
development of complex societies in the Americas.
Essential Question:
1. What led to the development of complex societies in the Americas?
2. What were the major characteristics of the Incan Empire in South America and
how did the Spanish conquer them?
Benchmarks:
SS.6.G.1.5-Use scale, cardinal, and intermediate directions, and estimation of
distances between places on current and ancient maps of the world
SS.6.W.2.10-Compare the emergence of advanced civilizations in Meso and South
America with the four early river valley civilizations
Common Core:
LACC.68.RH.1.2: Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the source distinct from
prior knowledge or opinions.
LACC.68.RH.1.1: Cite specific textual evidence to support analysis of primary and
secondary sources.
LACC.68.WHST.1.1: Write arguments focused on discipline-specific content.
Academic Scale:
Content/Text
Chapter 16, The Early Americas
Big Ideas: The Incas controlled a huge empire in South America,
but it was conquered by the Spanish.
TE pages: The Incas, Section 3, p. 479-483
BYOD:
Socrative
Infuse Learning
Discovery Education Techbook: Chapter 15, Section 3 The Inca Empire
Other BYOD suggestions are at the end of the map, here.
Essential Vocabulary:
Pachacuti, Quechua, masonry,
Atahualpa, Francisco Pizarro
Possible Resources:
Online Textbook: eActivities—videos, animations, quizzes
Discovery Education: Mesoamerican Conflict [4:27]; Peru: Conquistadors [3:27];
Legacy of the Conquistadors [3:13]; Conquistadors: Inca Rebellion [49:19]; The
Explorers: Francisco Pizarro and the Incas [18:12]; Inca [3:31]; The Geography and
Cultures of South America: The Inca [3:21], Andes Mountains [4:36], People of the
Andes [3:41]; Spanish Conquest of the Americas
YouTube: Inca Masonry Precision [1:25]; Inca: Technical Perfection [1:30];
Atahualpa [1:22]
Activities During Shared Reading
Before: T.H.I.E.V.E.S,
During: Cornell Notes,
After: Student Generated Higher Order
Questioning,
0
1
2
3
4
Even with help, no understanding of the importance of what led to the development of complex societies in
the Americas is demonstrated. (I don’t get it.)
With help, a partial understanding of some of the simpler details and processes of what led to the
development of complex societies in the Americas is demonstrated.
(I kinda-sorta get it.)
No major errors or omissions regarding the simpler details and processes but major errors or omissions
regarding the more complex ideas and processes of what led to the development of complex societies in
the Americas is demonstrated. (I get it, but I can’t explain it.)
No major errors or omissions regarding any of the information and/or processes (simple or complex) of
what led to the development of complex societies in the Americas is demonstrated.
(I get it, and I can explain it to others!)
In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught about what
led to the development of complex societies in the Americas is demonstrated.
(I get it, I can explain it to others, and I can extend my understanding to new situations!)
6th Grade World History Curriculum Map
World History FINAL Overview
CHAPTER
KEY ELEMENTS / CONCEPTS
Chapter 1 : Uncovering the Past
Define/Identify: history, primary source, secondary source, culture, physical geography
Where would early people settle?
Examples of history, primary sources and secondary sources
Chapter 2: The Stone Ages and
Early Cultures
Define/Identify: hominid, land bridge
How did invention of tools affect early humans?
How did ways of life change as people migrated? What did they need to do for survival?
How did farming affect people?
Chapter 3: Mesopotamia and the
Fertile Crescent
Define/Identify: Mesopotamia, Tigris River, Euphrates River, scribes, Phoenicians, canals, rivers
Where was Mesopotamia?
How were scribes treated?
How did trade affect the people?
Chapter 4: Ancient Egypt and
Kush
Define/Identify: Nile River, dynasty, religious beliefs of Egyptians, pyramids, pharaoh, afterlife
Where is Egypt?
What did the Nile River provide the people of Egypt?
Describe the religious beliefs.
Chapter 5: Ancient India
Define/Identify: Himalayan Mountains, subcontinent, caste system, Hinduism, Buddhism, Siddhartha
Gautama, karma
Where is India?
In Aryan society, how did the caste system work?
Who was Siddhartha Gautama and what did he do?
Chapter 6: Ancient China
Define/Identify: Gobi Desert, Plateau of Tibet, Himalayan Mountains, Daoism, plow, wheelbarrow,
Silk Road
Where is China?
How did Chinese inventions affect life?
6th Grade World History Curriculum Map
Chapter 7: The Hebrews and
Judaism
Define/Identify: Judaism, monotheism, rabbis, Passover
How did Judaism affect later cultures?
Chapter 8: Ancient Greece
Define/Identify: peninsula, polis, representative democracy, democracy
How did the Greek civilization affect us?
Chapter 9: The Greek World
Define/Identify: Spartans, Alexander the Great, Parthenon
How did Alexander the Great affect Greek civilization?
Chapter 10: The Roman Republic
Define/Identify: peninsula, Aeneas, Romulus, Remus, Cincinnatus, Twelve Tables, checks and
balances, Forum
Chapter 11: Rome and
Christianity
Define/Identify: Christianity, cement
Why did the emperor limit Jewish practices? How does Roman language influence us today?
Chapter 12: The Islamic World
Define/Identify: nomad, monotheism, janissaries, Five Pillars of Islam
Where is Saudi Arabia?
Chapter 13: Early African
Civilizations
Define/Identify: Niger River, Sahara, Sahel, Ghana, Mali, Songhai, Timbuktu, silent barter
Where were these empires? Why?
Why are they remembered?
Chapter 14: China
Define/Identify: Confucius, wood blocking, Grand Canal, porcelain, compass, civil service
Chapter 16: The Early Americas
Define/Identify: Maya, Aztec, Inca
Where were the civilizations located?
Why are they remembered?
6th Grade World History Curriculum Map
Interactive Whiteboard
App
Platform
Target Audience
Email (teacher)
Email (student)
Doceri
iOS (iPad only)
Teacher
Yes
N/A
Description: Doceri is an iPad interactive whiteboard and screencast recorder with built-in
remote desktop control.
Splashtop
iOS, Android
Teacher
Yes
N/A
Description: Splashtop Whiteboard allows teachers and students to turn their iPad into an
interactive whiteboard.
10.10Content Creation
App
Platform
Target Audience
Email (teacher)
Email (student)
Animoto
Web Based
Student
Yes
No
Description: Animoto is a video creation service (online and mobile) that allows users to create
and share videos using their own pictures, video clips, words and music.
Haiku Deck
iOS (iPad only)
Student
No
No
Description: Haiku Deck, a free iPad app, is a new kind of presentation software designed to
create slide shows focused on maximizing imagery and minimizing text.
iPad required to
Prezi
Student
Yes
Yes
create. View on
web, mobile & PC.
Description: Prezi is presentation software that incorporates movement between key ideas.
App
6th Grade World History Curriculum Map
Platform
Target Audience
Email (teacher)
Email (student)
Aurasma
iOS, Android
Student
No
No
Description: Aurasma is an augmented reality app that allows users to view and embed everyday
objects with additional information and visual overlays.
Toontastic
iOS
Student
No
No
Description: Toontastic allows students to create cartoons using templates and storytelling
principles. Students choose from premade templates and insert their own voice and text.
iPad required to
Showme
Both
Yes
No
create. View on
web, mobile & PC.
Description: Showme allows users to record whiteboard tutorials and share them online.
PC required to
No
Screenr
Teacher
Yes
create. View on
web, including iOS.
Description: Screenr is screen recording software allowing users to record with voice and share.
iPad required to
Yes (if creating)
Educreations
Both
Yes
create. View on
web, mobile & PC.
No (if viewing)
Description:Educreations allows users to record voice-over whiteboard tutorials and share.
Assessment
App
Platform
Target Audience
Email (teacher)
Email (student)
Socrative
Web Based
Teacher
Yes
No
Description: Socrative is an online student response system. The tool allows for formative or
summative assessments.
Infuse Learning
Web Based
Teacher
Yes
No
Description: Infuse Learning is an online student response system. The tool allows for formative
or summative assessments, additionally users can submit answers via a ‘shareable’ whiteboard.
6th Grade World History Curriculum Map
Classroom Management
App
Platform
Target Audience
Email (teacher)
Email (student)
ClassDOJO
iOS, Web Based
Teacher
Yes
No
Description: ClassDOJO is a classroom tool that aims to assist teachers to improve classroom
behavior by capturing and generating data on behavior.
Guided Access
iOS
Both
N/A
N/A
Description: Guided access limits an iOS device to a single app and lets you control which app
features are available.
Electronic Textbooks
App
Platform
Target Audience
Email (teacher)
Email (student)
Ck-12
Web Based
Teacher
No
No
Description: Ck-12 is a non-profit foundation that creates and aggregates STEM content.
Collaboration
App
Platform
Target Audience
Email (teacher) Email (student)
Padlet
Web Based
Student
Yes
No
Description: Padlet allows students and teachers create virtual walls where they can post text,
images, links, and assorted multimedia content and share the wall with others.
Organization
App
Symbaloo
Platform
Web Based
Target Audience
Both
Email (teacher) Email (student)
Yes
Yes (if creating)
No (if viewing)
Description: Symbaloo is a website that allows users to store URL bookmarks and organizes into
a single ‘launchpad’. Users can also share their favorites page with others.
6th Grade World History Curriculum Map
Note taking
App
Evernote
Platform
iOS, Android, PC
Target Audience
Both
Email (teacher) Email (student)
Yes
Yes
Description: Evernote is a cloud based note-taking app that allows users to create notes and
organize information.
Penultimate
iOS, Works
Both
Yes
Yes
w/Evernote
Description: Penultimate is a handwriting companion application to Evernote that allows users to
enter handwriting into Evernote using a stylus type device.