Download Understanding Curriculum Maps

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)