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6th Grade World History Understanding Curriculum Maps 2012-2013 Curriculum Map Curriculum maps are documents that thematically align assessments, curriculum and instruction. A key point to keep in mind is that each of the courses is survey-type courses; teachers cannot possibly teach everything there is to know about geography and history. Teachers are bound to the Sunshine State Standards and have a responsibility to teach the necessary timeline. The maps are designed to help teachers determine areas of coverage and to avoid trying to teach the entire textbook. Instead, the maps are designed around the Organizing Principles, and teachers are encouraged to use a variety of resources to teach the content and skills. The textbook should be merely one of these resources. The Organizing Principle is the purpose of each unit of study. The Organizing Principle provides direction for a unit of study in a classroom. It lets the student know what the teacher is trying to prove. All concepts, essential questions, skills, and vocabulary taught in a unit should come back to the Organizing Principle. By the end of the unit of instruction, a student should be able to look at the Organizing Principle and prove it (or in some instances, disprove it). Common standards across a majority of states will help ensure that students are receiving a high quality education consistently, from school to school and state to state. Common standards will help prepare students for success in postsecondary education and the workforce. Standards do not tell teachers how to teach, but they do help teachers build the best lessons and environments will best serve the needs of the students. Of course, standards are not the only thing that is needed for our children¹s success, but they provide an accessible roadmap for our teachers, parents, and students. The Essential Questions are used in the maps to outline items essential to the coverage of each unit; these questions highlight material students should absolutely know. The same holds true for the Concepts and Terms. The Teaching Resources section includes examples of items teachers can use to teach the unit. Many of the items not included in the History Alive! Ancient World Curriculum can be found on K-12 SS Moodle Resources for Teachers. Each school should have a classroom museum kit. The Museum of Fine Arts St. Pete artifact trunks are available to checkout for each unit (727) 896- 2667. The Assessment section has been created for teachers to use in developing their curriculum. Teachers are encouraged to utilize a variety of assessment strategies. There are currently no standardized unit assessments for Pinellas County Schools (PCS) Social Studies courses. The PCS Social Studies Department does, however, use a course wide pre/post test. These tests are given at every level in every school at both the beginning and end of the course to assess student achievement. When creating a student’s unit assessment, the teacher should be sure that the assessment aligns with the pre/post test for the course. Be sure to follow the percentage guidelines to ensure that teacher created assessments meet expectations for rigor and higher order historical thinking in the social studies classroom. 20% DOK Level 1 Recall or Reproduction 25% DOK Level 3 Strategic Thinking & Complex Reasoning 50% DOK Level 2 Skills and Concepts Basic Reasoning 5% DOK Level 4 Extended Thinking and Reasoning 6th Grade World History Organizing Principles 2012-2013 Curriculum Map 1. Introduction: The study of geography and history provide the basis for understanding the development of human civilizations that have led to the world’s current institutions. 2. Ancient Sumer and Mesopotamia: The transition from hunter-gatherers to farmers in Ancient Mesopotamia led to the first civilization to embody all seven characteristics of a civilization. 3. Ancient Egypt and the Near East: The civilization of the ancient Egyptians developed in response to its desert environment and the flooding of the Nile River. The ancient Egyptians and the near East civilizations created well-organized and complex civilizations, which were also home to the world’s first monotheistic religion, Judaism. 4. Ancient India: Ancient India’s two major religions, Hinduism and Buddhism, have influenced culture and society throughout Asia. 5. Ancient China: Ancient China was a culture known for many important inventions and a unique perspective on government and family life that still influences China today. 6. Ancient Meso and South America: The civilizations of the ancient Meso and South America (Olmec, Zapotec, and Chavin) expressed their culture clearly through art and artifacts. 7. Ancient Greece: The ancient Greeks developed a complex society with remarkable achievements in the arts, sciences and government. These achievements continue to influence culture, science and politics in the world today. 8. Ancient Rome: The ancient Romans made important contributions to government, law and engineering. The cultural achievements of the Romans continue the art, architecture and literature of today. Related Benchmarks In addition to the standards listed in the curriculum map below, lesson plans should also incorporate the following required benchmarks: SS.6.G.2.7: Interpret choropleths or dot-density maps to explain the distribution of population in the ancient world. SS.6.G.6.1: Describe the Six Essential Elements of Geography (The World in Spatial Terms, Places and Regions, Physical Systems, Human Systems, Environment, The Uses of Geography) as the organizing framework for understanding the world and its people. SS.6.G.6.2: Compare maps of the world in ancient times with current political maps. LA.6.1.6.1: The student will use new vocabulary that is introduced and taught directly. LA.6.1.6.2: The student will listen to, read, and discuss familiar and conceptually challenging text. LA.6.1.6.3: The student will use context clues to determine meanings of unfamiliar words. LA.6.1.7.1: The student will use background knowledge of subject and related content areas, pre-reading strategies, graphic representation, knowledge of text structure to make and confirm complex predictions of content, purpose, and organization of a reading section. LA.6.1.7.3: The students will determine the main idea or essential message in grade-level text through inferring, paraphrasing, summarizing, and identifying relevant details. MA.6.A.2.2: Interpret and compare ratios and rates. MA.6.A.3.1: Write and evaluate mathematical expressions that correspond to given situations. 6th Grade World History 2012-2013 Curriculum Map Unit 1: Introduction Organizing Principle: The study of geography and history provide the basis for understanding the development of human civilizations that have led to the world’s current institutions. Concept Essential Questions People, Places, Events, Terms Tools of 1. What are the roles and tools of social geographer, political Geographers scientists in understanding the Ancient science, GIS, GPS, World? (SS.6.G.1.4) map titles, legend/key, scale, 2. What are the different types of maps compass rose, and what can be learned from them? latitude, longitude, (SS.6.G.1.2, SS.6.G.2.2) types of maps, cardinal directions, 3. How do we use parts of a map to intermediate interpret, locate, and discover information directions, continent, about the world? (SS.6.G.1.1, SS.6.G.1.5) country, region, city, Tools of 1. How has our understanding of history interpretation, Historians been influenced by primary and secondary archaeologist, sources? historian, (SS.6.W.1.3, SS.6.W.1.5) primary source, secondary source, artifact, decade, 2. How do we use chronological order to century, era, epoch, organize historical events on a timeline? millennium, BC/BCE, (SS.6.W.1.1, SS.6.W.1.2) AD/CE Estimated Number of Weeks: 3 Activities (Teaching Resources) -Map skills toolkit (TCI Lesson Masters p. 411-418) -Have students create a flipbook about their continent, country, region, city, and neighborhood (see moodle) (CCSS# 6-8.RH.4 Vocab) -Use the ceiling tile latitude and longitude activity to demonstrate the steps of finding absolute location (see moodle) (CCSS# 6-8.RH.3 Process Steps) -HA Ch. 1: Artifact Analysis (Lesson Guide (LG) p. 7-9) (CCSS # 6-8.RH.7 Data with text) -Place students in groups reconstructing event timelines (baking, sporting events etc.) to illustrate the importance of order of events/cause and effect. (CCSS # 6-8.RH.7 Data with text) -Create a human timeline with major world events (see moodle) -About me timeline -Selecting credible sources: Primary Sources and Secondary Sources (TCI Lesson masters 403 & 404) 6th Grade World History Migration of 6. What were the migration patterns of Early early human societies? Human (SS.6.G.4.2, SS.6.G.4.3) Societies Culminating Activities migrate, land bridge 2012-2013 Curriculum Map -History Alive (HA): Setting the Stage (p. 2-3), Unit 1 Geography Challenge -Early Humans Migration Map: http://ngm.nationalgeographic.com/ngm/0603/feat ure2/map.html -Student created migration map (vacations, places they lived, sports team travel) -6th Grade Classroom Museums Kits and Museum of Fine Arts Trunks (can be used throughout each unit) 6th Grade World History 2012-2013 Curriculum Map Unit 2: Ancient Sumer and Mesopotamia Organizing Principle: Ancient Mesopotamia is located in the Fertile Crescent and was the first civilization to embody all seven characteristics of a civilization. Concept Essential Questions Transition from Paleolithic to Neolithic 1. How did the development of agriculture change daily life in the Neolithic age? (SS.6.W.2.1, SS.6.W.2.2, SS.6.G.3.1) Geography and Early Development of Sumer 1. What were the physical characteristics of Mesopotamian civilization? (SS.6.G.2.3, SS.6.G.2.4, SS.6.G.2.5, SS.6.G.3.1) 7 Characteristics of a Civilization 2. How did geographic challenges lead to the rise of city-states in Mesopotamia? (SS.6.G.2.3) 1. What are the characteristics of a civilization? (SS.6.W.2.3) Estimated Number of Weeks: 3 People, Places, Events, Terms hunter-gatherer, scarcity, Neolithic Age, trade, domesticate, nomad, agriculture, Stone Age, Paleolithic Age, specialized labor Activities (Teaching Resources) -HA Ch. 3: Paleolithic/Neolithic Comic Book (LG p. 31-33) (CCSS # 6-8.RH.3 Process Steps) city-state, irrigation, drought, terracing, seasonal crop rotation, Tigris, Euphrates, fertile crescent, -HA Ch. 4: Problem/Solution response groups (LG p. 4143) civilization, social structure, stable food supply, religion, arts, government, 2. Why do historians classify technology, writing, Ancient Sumer as a ziggurat, scribe, civilization? (SS.6.W.2.3) polytheism, cuneiform, social class -Read Westlandia and identify the 7 characteristics of a civilization. (CCSS # 6-8.RH.4 Vocab) -HA Ch. 5: Analyzing artifacts in stations (LG p. 53-55) (CCSS # 6-8.RH.7 Data with text) -Have students create a “recipe” for a civilization using Westlandia: http://www.mrroughton.com/assignmentsnew/recipe 6th Grade World History Mesopotamian Empires 1. What were the most important achievements of the Mesopotamian empires? (SS.6.G.2.7, (SS.6.W.2.4) 2. How was the Law of Hammurabi an example of early law development? (SS.6.W.2.8) Culminating Activities empire, Hammurabi, Nebuchadnezzar, epic poetry 2012-2013 Curriculum Map -HA Ch. 6: Mechanical Diorama (LG p. 65-67) -Seven characteristics of the Mesopotamian Empires Chart (see moodle) - DBQ Project Mini-Q: Hammurabi’s Code: Was it Just? (CCSS # 6-8 ALL) -Read The Epic of Gilgamesh and create a storyboard of events. (CCSS # 6-8.RH.5 text structure) -6th Grade Classroom Museums Kits and Museum of Fine Arts Trunks (can be used throughout each unit) -Unit 1 Timeline challenge -The Barter Project (SS.6.E.1.3, SS.6.E.3.1) (see moodle) -Create a graphic organizer of the seven characteristics comparing and contrasting the Ancient River Civilizations which will be used throughout the next five units (Mesopotamia, Egypt, India, China, Meso and South America) 6th Grade World History 2012-2013 Curriculum Map Unit 3: Ancient Egypt and the Near East Organizing Principle: The civilization of the ancient Egyptians developed in response to its desert environment and the Estimated flooding of the Nile River. The ancient Egyptians and the near East civilizations created well-organized and complex Number of civilizations, which were also home to the world’s first monotheistic religion, Judaism. Weeks: 6 Concept Essential Questions People, Places, Events, Terms Activities (Teaching Resources) Geography and 1. How did geography effect early Topography, vegetation, delta, -Geography Challenge Unit 2 (CCSS # 6-8.RH.7 Early Settlement settlement in Egypt, Kush, Israel? fertilization, papyrus, Nile, Data with text) (SS.6.G.1.3, SS.6.G.1.6, SS.6.G.1.7, Seven Natural Wonders of SS.6.G.2.1, SS.6.G.2.2, SS.6.G.2.3, Africa -DBQ Project Mini-Q: How did the Nile Shape SS.6.G.2.4, SS.6.G.2.5, SS.6.G.2.6, Ancient Egypt? or HA Ch. 7: Human Map (LG p. SS.6.G.3.1, SS.6.W.1.6, SS.6.G.3.2, 83-86) (CCSS # 6-8 ALL) SS.6.G.5.1, SS.6.G.5.3) Economic, 1. What were the major trade, afterlife, pyramid, -HA Ch. 8: Classroom stations: Postcards/tour of Political, accomplishments and sphinx, hieroglyphics the Nile (LG p. 95-99) Religious, and contributions of the Ancient Social Life Egyptian Pharaohs? (SS.6.W.2.5, -Do a higher order questioning activity to SS.6.W.2.6) interview Pharaohs 2. How did social structure affect the religious, economic and political life of Ancient Egypt? (SS.6.W.2.4) -Origami Pyramid: www.papertoys.com, www.dltkkids.com/world/egypt/origamipyrami d.htm -HA Ch. 9: Daily Life Performances (LG p. 109111) -Video clips from Engineering an Empire Egypt (Learn 360) -Brain Pop (Mummies and Egyptian Pharaohs) 6th Grade World History Kingdoms of Kush Judaism Culminating Activities 1. What led to the rise and fall of Kush? (SS.6.W.3.18) Egyptianization, kandakes, 1. How did Judaism originate and develop? (SS.6.W.2.9, SS.6.G.4.4) Exodus, descendant, sacrifice, prophet, plagues, ten commandments, Sabbath, Ark of the Covenant, Hebrews, Torah, Abraham, David, Solomon, Moses, rabbi, synagogue, monotheism 2012-2013 Curriculum Map -HA Ch. 10: Time Period Act-outs (LG p. 119122) -Venn Diagram comparing Egypt/Kush -Key figures in Judaism “I Am” or Biographical Poems -Were the Hebrews a civilization? (see Moodle) 2. What are the central teachings of Judaism and why did they survive to modern day? (SS.6.W.2.9) -Use www.storyjumper.com to create a children’s book about the seven characteristics of a civilizations for Egypt -6th Grade Classroom Museums Kits and Museum of Fine Arts Trunks (can be used throughout each unit) -Do an economic simulation of trade in Ancient Egypt (see Moodle) -Unit 2 Timeline Challenge (LG 150-152) -Add to the graphic organizer of the seven characteristics comparing and contrasting the Ancient River Civilizations (Mesopotamia, Egypt, India, China, Meso and South America) 6th Grade World History Unit 4: Ancient India 2012-2013 Curriculum Map Organizing Principle: Ancient India’s two major religions, Hinduism and Buddhism, have influenced culture and society throughout Asia. Concept Geography and Early Settlement of India Aryan and other Tribal Migrations Essential Questions 1. How did geography effect early settlement in India? (SS.6.G.1.3, SS.6.G.1.6, SS.6.G.1.7 SS.6.G.2.1, SS.6.G.2.2 SS.6.G.2.3, SS.6.G.2.4 SS.6.G.2.5, SS.6.G.2.6, SS.6.G.3.1, SS.6.W.1.6 SS.6.G.3.2, SS.6.G.5.1 SS.6.G.5.3) 1. What can artifacts tell us about daily life in Mohenjo-Daro? (SS.6.W.4.1, SS.6.W.4.5) 2. Who were the Aryans and what was their impact on ancient India? (SS.6.W.4.1, SS.6.W.4.5) Hinduism People, Places, Events, Terms Estimated Number of Weeks: 6 Activities (Teaching Resources) -Geography Challenge Unit 3 (CCSS # 6-8.RH.7 Data with text) Subcontinent, monsoon, plateau, Brahmaputra River, Deccan Plateau, Eastern and Western Ghats, Ganges River, -HA Ch. 13: Critical Thinking Response Groups (LG p. 159Himalaya Mountains, Hindu 161) Kush Mountains, Indus River, Thar Desert -Geography of India Activity (see moodle) Citadel, granary, sewer system, Harrapan, archeologist -HA Ch. 14: Classroom Archeological Dig (LG p. 171-175) Sanskrit, Aryan, migration, nomad, iron ore -FPAN Archeologist Guest Speaker (813) 396-2325 -FPAN Archeology Unit: Beyond Artifacts (see moodle) -Have students create artifacts from Mohenjodaro (bead necklaces, seals) 1. What are the origins and beliefs of Hinduism? (SS.6.W.4.2, SS.6.W.1.6) Dharma, samsara, Brahman, deities, Karma, mandala, Ramayana, Vedas 2. How is the caste system organized and how does it impact daily life? (SS.6.W.4.2) Reincarnation, pilgrimages, untouchables, Brahmins, Kshatriyas, Vaishyas, Shudras, caste system -What happened to Mohenjodaro Persuasive Essay -HA Ch. 15: Using textual evidence to formulate captions for primary sources (LG p. 184-186) (CCSS # 6-8.RH.1 Break down sources) or Hinduism Today Magazine (see moodle) -Literature Unit on Mahabharata and The Ramayana 6th Grade World History Buddhism 1. What is the Story of Siddhartha Gautama? (SS.6.G.4.4, SS.6.W.4.5) Alms, acetic, nirvana enlightenment (Bodhi) 2. What are the main beliefs and teachings of Buddhism? (SS.6.G.4.1, SS.6.G.4.4, SS.6.W.1.6) Eightfold Path, Four Noble Truths, Buddha 3. How are Buddhism and Hinduism similar and different? (SS.6.G.4.4) Mauryan and Gupta Empires 1. How did Ashoka unify the Mauryan Empire and spread Buddhist values? (SS.6.W.4.3) 2. Why is the period during the Gupta Empire known as a golden age? (SS.6.W.4.3) Culminating Activities 2012-2013 Curriculum Map -HA Ch. 16: Visual Discoveries/Act-outs (LG p. 195-197) (CCSS # 6-8.RH.7 Data with text) -Have students create advice columns from the perspective of the Buddha -Student created concept maps/ graphic organizer (paper plate activity) (see Moodle) -Create a Venn diagram comparing and contrasting Hinduism and Buddhism King Ashoka, unify, edicts, monks Golden age, province Bhagavad Gita, Mahabharata, monastery, scrolls, murals, metallurgy, Ajanta -DBQ Project Mini-Q: Asoka Ruthless Conqueror or Enlightened Ruler? (CCSS # 6-8 ALL) or HA Ch. 17: Interpret Edict Excerpts and Create Billboards (LG p. 208209) -Write a letter from the perspective of one of the key figures in the Mauryan or Gupta Empires. -HA Ch. 18: Golden Age palm leaf books (LG p. 219-221) -Hinduism/Buddhism social network page (using ppt. template) -6th Grade Classroom Museums Kits and Museum of Fine Arts Trunks (can be used throughout each unit) -Add to the graphic organizer of the seven characteristics comparing and contrasting the Ancient River Civilizations (Mesopotamia, Egypt, India, China, Meso and South America) -Unit 3 Timeline Challenge 6th Grade World History Unit 5: Ancient China 2012-2013 Curriculum Map Organizing Principle: Ancient China was a culture known for many important inventions and a unique perspective on government and family life that still influences China today. Concept Essential Questions Geography and Early Settlement of China 1. How did geography affect life in Ancient China? (SS.6.G.1.3, SS.6.G.1.6, SS.6.G.1.7 SS.6.G.2.1, SS.6.G.2.2 SS.6.G.2.3, SS.6.G.2.4 SS.6.G.2.5, SS.6.G.2.6, SS.6.G.3.1, SS.6.W.1.6 SS.6.G.3.2, SS.6.G.5.1 SS.6.G.5.3) 1. How did Confucianism, Daoism, and Legalism influence culture and politics in ancient China? (SS.6.W.1.6 SS.6.W.4.6, SS.6.W.4.7 SS.6.W.4.8, SS.6.W.4.9) 1. What were the key figures and contributions of ancient Chinese dynasties? (SS.6.G.2.5 SS.6.E.2.1, SS.6.G.4.1 SS.6.W.4.6, SS.6.W.4.8 SS.6.W.4.9, SS.6.W.4.12 SS.6.E.1.2) Chinese Philosophies Dynasties People, Places, Events, Terms Geographic regions, oasis, silt, tributaries, maize, mutton, millet, vegetation, climate, physical features, isolation, Huang He, Chang Jiang, Xi, Jiang, Tibetan Plataea, Taklimakan Desert, Mt. Everest, Gobi Desert, North China Plain Estimated Number of Weeks: 6 Activities (Teaching Resources) -Unit 4 Geography Challenge (LG p. 234-235) (CCSS # 68.RH.7 Data with text) -HA Ch. 19: Relief Map of China (LG p. 239-241) -Geography of China Activity (see Moodle) Zhou dynasty, Mandate of Heaven, civil servants, philosophy, feudalism, bureaucracy, Daoism, Laozi, Confucius, Confucianism, yin and yang, Legalism, Hanfeizi -HA Ch. 21: Classroom Experiential Exercise (LG p. 261266) Zhou Dynasty, mandate of heaven, Qin Shihuangdi, standardizing, The Great Wall, Han Dynasty, bureaucracy, calligraphy, compass, Ming Dynasty, isolationism (causes and effects) -HA Ch. 22: Using textual evidence to formulate captions for primary sources/ Wanted Posters (LG P. 276-277) (CCSS # 6-8.RH.7 Data with text) -HA Ch. 23: Han Dynasty inventions classroom stations (LG p. 287-289) -Create epitaphs for the important Chinese dynasties highlighting achievements (CCSS # 6-8.RH.2 main idea) 6th Grade World History Mongol Empire The Silk Road Culminating Activities 2012-2013 Curriculum Map -HA Digital Teacher Resources Ch. 39 Section 5 1. How did the rise and Genghis and Kublai Khan, expansion of the Mongol Nomads, unification, trade, Empire affect the people Song Dynasty, Yuan Dynasty -DBQ: The Mongols: How Barbaric were the Barbarians? of Asia and Europe? (See Moodle) (CCSS # 6-8 ALL) (SS.6.W.4.11, SS.6.G.5.2, SS.6.G.4.2) 1. How did the Silk road Trade routes, porcelain, silk promote an exchange of worm, Zhang Qian, caravan, -DBQ Project Mini-Q: The Silk Road: Recording the Journey goods and ideas? cultural exchange, Buddhism (CCSS # 6-8 ALL) or HA Ch. 24: Silk Road Trading (SS.6.W.4.10 Game/Create your own board game (LG p. 299-304) SS.6.W.4.8, SS.6.W.1.6 SS.6.E.3.1, SS.6.G.4.2 SS.6.E.3.2, SS.6.E.3.4 SS.6.E.1.1, SS.6.E.1.2 SS.6.E.1.3, SS.6.G.4.2) -6th Grade Classroom Museums Kits and Museum of Fine Arts Trunks (can be used throughout each unit) -Unit 4 Timeline Challenge -Conduct a class debate on which Chinese Dynasty is superior -Have students create a social network page about an important person or group in Ancient China (using ppt. template) -Add to the graphic organizer of the seven characteristics comparing and contrasting the Ancient River Civilizations (Mesopotamia, Egypt, India, China, Meso and South America) 6th Grade World History Unit 6: Ancient Meso and South America Organizing Principle: The civilizations of the ancient Meso and South America (Olmec, Zapotec, and Chavin) expressed their culture clearly through art and artifacts. Concept Civilizations of Olmec, Zapotec, and Chavin Essential Questions 1. What do we know about the Olmec, Zapotec, and Chavin cultures and how do we know it? (SS.6.W.2.10, SS.6.W.2.4, SS.6.G.2.3, SS.6.G.4.4) People, Places, Events, Terms Andes Mountains, Coatzacoalcos River, Oaxaca Valley, Monte Albán, textiles 2012-2013 Curriculum Map Estimated Number of Weeks: 2 Activities (Teaching Resources) -Use a map of the Americas and label the important physical features as well as the locations of the Olmec, Zapotec, and Chavin. http://www.ballgame.org/sub_section.asp?section=1&sub_section=1 -Write a RAFT from the perspective of a inanimate object from the Olmec, Zapotec, and Chavin cultures (example: interview with a potato from the Andes, interview with a rug from the Zapotec) http://www.farmradio.org/english/radioscripts/60-6script_en.asp -Do an artifact analysis activity on the Olmec, Zapotec, and Chavin art and artifacts (option: assign groups one of the characteristics of a civilization and have them search for artifacts that demonstrate the characteristic) www.archives.gov/education/lessons/worksheets/artifact_analysis_worksheet. pdf http://artsmia.org/education/teacherresources/fivefacts.cfm?v=3 http://www.ballgame.org/sub_section.asp?section=1&sub_section=1 -Take a FREE field trip to Museum of Fine Arts, St. Petersburg (see moodle) Culminating Activities -As an extension to the artifact analysis activity, create a classroom archeological site/dig using boxes, sand, and artifacts from your museum trunk (see moodle for examples) -6th Grade Classroom Museums Kits and Museum of Fine Arts Trunks (can be used throughout each unit) -Finish the graphic organizer of the seven characteristics (using details found in the artifact analysis activity) comparing and contrasting the Ancient River Civilizations (Mesopotamia, Egypt, India, China, Meso and South America) -Suggestions for using completed graphic organizer: Have students write an essay comparing the ancient river civilizations. Have students create their own civilization using the seven characteristics using details from the ancient river civilizations. Assign students one of the seven characteristics of a civilization and have them create an illustrated concept maps using primary and secondary sources from each of the ancient river civilizations. 6th Grade World History Unit 7: Ancient Greece 2012-2013 Curriculum Map Organizing Principle: The ancient Greeks developed a complex society with remarkable achievements in the arts, Estimated sciences and government. These achievements continue to influence culture, science and politics in the world today. Number of Weeks: 6 Concept Essential Questions People, Places, Events, Terms Activities (Teaching Resources) Geography 1. How did geography influence City-states, isolation, settlement, -Unit 5 Geography Challenge (LG p. 314and Early settlement and the way of life in ancient merchant, peninsula, 315) Settlement of Greece? Mediterranean Sea, Aegean Sea, (CCSS # 6-8.RH.7 Data with text) Greece (SS.6.G.1.3, SS.6.G.1.6, SS.6.G.1.7, colonies, exploration, maritime SS.6.G.2.1, SS.6.G.2.2, SS.6.G.2.3, commerce, Carthage SS.6.G.2.4, SS.6.G.2.5, SS.6.G.2.6, SS.6.G.3.1, SS.6.W.1.6, SS.6.G.3.2, SS.6.G.5.1, SS.6.G.5.3) -HA Ch. 25 Preview Activity: Classroom Map (LG p. 319) 2. Describe the patterns of trade and commerce among Greek city-states and within the wider Mediterranean region. (SS.6.W.4.8, SS.6.W.1.6, SS.6.E.3.1, SS.6.G.4.2, SS.6.E.3.2, SS.6.E.3.4, SS.6.E.1.1, SS.6.E.1.2, SS.6.E.1.3, SS.6.G.4.2, SS.6.G.2.5, SS.6.W.3.1) Civics and 1. How did democracy develop in Monarchy, Oligarchy, Tyranny, -HA Ch. 26: student led type of government Government ancient Greece? (SS.6.C.1.1) Democracy, direct democracy, simulation (LG p. 330-334) (CCSS # 6representative democracy, polis, 8.RH.3 process steps) 2. What democratic concepts developed civic participation, voting rights, in Ancient Greece have influenced and legislative bodies, written -Have students create a foldable/ are still used in the American political constitutions, rule of law, role of pictowords for each of the types of process today? government, citizen, assembly government (see moodle) (SS.6.W.3.2, SS.6.W.3.5, SS.6.W.3.6, SS.6.C.2.1) -Four corner debate activity using types of government (students move to different areas of the classroom in response to teacher statements) 6th Grade World History Athens and Sparta 1. What were the similarities’ and differences of life in Athens and Sparta? (SS.6.W.3.3, SS.6.E.1.2, SS.6.G.2.2) Persian and 1. What were the main causes and Peloponnesia effects of the Persian and n Wars Peloponnesian Wars? (SS.6.W.3.4) Alexander the Great Legacy and Contribution of Ancient Greece Culminating Activities 1. What was Alexander the Great’s impact on the Ancient world? (SS.6.W.3.6, SS.6.W.3.7) Government and the status of citizens, women, children, and helots, Peloponnesus, agora, perioikoi, education, council, isolation allies, cavalry, Hellespont, Persian Empire, Ionian Revolt, King Darius, Miltiades, Pheidippides, Marathon, Thermopylae, King Xerxes, Salamis, Themistocles, Plataea, independence, Pericles Macedonia, empire, Hellenistic Period, Aristotle, phalanx, garrison town 2012-2013 Curriculum Map -HA Ch. 27: Jigsaw/student created placards (LG p. 341-343) -Create a Venn foldable comparing Athens and Sparta -DBQ Project Mini-Q: Education in Sparta (CCSS # 6-8 ALL) -HA Ch. 28: Greek Plays (LG 354-355) -Learn360 “Decisive Battles: Thermopylae” -Create an illustrated timeline on the Persian and Peloponnesian Wars -DBQ Project Mini-Q: How Great was Alexander the Great? (CCSS # 6-8 ALL) or HA Ch. 30: Critical Thinking Response Groups (LG p. 378-379) -Create an illustrated outline on the life/accomplishments of Alexander the Great (see moodle) -HA Ch. 31: Classroom stations (LG p. 387388)(CCSS # 6-8.RH.7 Data with text) 1. What were the key achievements and Acropolis, Parthenon, myths, contributions of the ancient Greek columns, marble, frieze, civilization? (SS.6.W.3.5 metopes, pediments, drama, SS.6.W.3.6, SS.6.W.3.7, SS.6.C.1.1 Socrates, Aristotle, Plato, SS.6.W.1.6, SS.6.E.1.1, SS.6.E.1.2 Panathenaic Games, Olympics, SS.6.E.1.3) alphabet, geometry, astronomy -Create a newspaper article from Ancient Greece (horoscope, comic strip, sports, obituary, current event) -6th Grade Classroom Museums Kits and Museum of Fine Arts Trunks (can be used throughout each unit) -Have students create a museum in a box using the seven characteristics of a civilization (see moodle) -Organize a mock Olympic field day outside -Unit 5 Timeline Challenge 6th Grade World History 2012-2013 Curriculum Map Unit 8: Ancient Rome Organizing Principle: The ancient Romans made important contributions to government, law and engineering. The cultural achievements of the Romans continue the art, architecture and literature of today. Concept Geography and Early development of Rome The Roman Republic Rome’s Transition from Republic to Empire Daily Life in Ancient Rome Essential Questions 1. How did geography and outside influences affect the development of ancient Rome? (SS.6.G.1.3, SS.6.G.1.6, SS.6.G.1.7, SS.6.G.2.1, SS.6.G.2.2 SS.6.G.2.3, SS.6.G.2.4 SS.6.G.2.5, SS.6.G.2.6, SS.6.G.3.1, SS.6.W.1.6 SS.6.G.3.2, SS.6.G.5.1, SS.6.G.5.3) 1. What were the characteristics of the Roman Republic and how did they change over time? (SS.6.C.1.2, SS.6.W.3.8, SS.6.W.3.10, SS.6.W.3.16 SS.6.E.1.2) 1. What important events led to the growth of Rome into an empire? (SS.6.W.3.9, SS.6.W.3.11, SS.6.W.3.12 SS.6.W.3.16) 1. In what ways was daily life in ancient Rome influenced by its neighbors and trading partners? (SS.6.E.3.3, SS.6.E.3.4, SS.6.G.2.6, SS.6.E.1.1, SS.6.E.1.2, SS.6.E.1.3) People, Places, Events, Terms Tiber river, Latium Plain, Rubicon River, Danube River, Etruria, Alps, Romulus and Remus Republic, patrician, plebeian, consul, veto, tribute, senate, constitution, 12 Tables, Cincinnatus, Brutus Etruscans, Punic Wars, Scipio Africanus, Carthage, Hannibal, Julius Caesar, Pompey, Mediterranean sea, civil war, Augustus Caesar, Horace, Marc Antony and Cleopatra, Pax Romana Etruscans, Greeks, cuniculus, gladiators, Virgil, Chariot racing, Colosseum, aqueducts, Greek gods, Forum, paterfamilias, Estimated Number of Weeks: 6 Activities (Teaching Resources) -Unit 6 Geography Challenge (LG p. 401-402) (CCSS # 6-8.RH.7 Data with text) -HA Ch. 32: Cultural influence cards (LG p. 319) or Do a compare/ contrast activity on the influences of Greece and Etruria on Rome -HA Ch. 33: Students centered Patrician/ Plebeian activity (LG p. 415-419) - Carousel questioning activity (see moodle) -HA Ch. 34: Student created Trajan Columns about Roman Expansion (LG p. 427-429) -Use the map on student workbook p. 237 and make an illustrated concept map corresponding to the key. -Create comic strips or illustrated timelines describing the expansion of Rome. -HA Ch. 35: Classroom stations (LG p. 435-439) -Have students create trading cards covering each of the topics of the daily life -Have students create act-outs for each of the 6th Grade World History 2012-2013 Curriculum Map 2. What was daily life like in the Roman Empire? (SS.6.G.4.1, SS.W.3.12, SS.6.W.3.16) Christianity 3. How were the social classes different from each other? (SS.W.3.12) 1. What are origins and beliefs of Christianity? (SS.6.W.3.8, SS.6.W.3.13 SS.6.W.3.14, SS.6.W.1.6) merchants, law and order topics (see moodle) Monotheism, Jesus, Peter, Paul, Messiah, gospels, baptize, disciples, John the Baptist, parable, crucifixion, resurrection, missionary, persecution, Emperor Constantine, Septuagint Political instability, high taxes, economic instability, lack of faith in leadership, military weakness, Germanic pressure, Constantine, Attila the Hun, Latin, mosaic, dome, vault, Roman numerals, Marcus Aurelius, stoicism, Virgil, Cicero -HA Ch. 36: Parable Analysis (LG p. 447-450) (CCSS # 6-8.RH.6 Author’s purpose) or DBQ Project Mini-Q: Why did Christianity Take Hold in the Ancient World? (CCSS # 6-8 ALL) The Decline of the Roman Empire 1. What were the primary reasons for the decline of Ancient Rome? (SS.6.W.3.15 SS.6W.3.8) -HA Ch. 38 Section 2 and student workbook p. 258-259 or DBQ Project Mini-Q: Why did Rome “fall”? (CCSS # 6-8 ALL) Legacy and Contributions of Ancient Rome 1. What were the key achievements and contributions of the ancient Roman civilization? (SS.6.W.3.14, SS.6.W.3.17 SS.6.W.3.12, SS.6.W.3.8) Culminating Activities -6th Grade Classroom Museums Kits and Museum of Fine Arts Trunks (can be used throughout each unit) -Unit 6 Timeline Challenge -Student choice project (see moodle) -HA Ch. 38: “Rome to Home” game (LG p. 470471)