Download Overarching Course-Level Compelling Question What is the

Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
Overarching Course-Level Compelling Question
What is the relationship between geography, prosperity, and power?
Course
History of the World:
Ancient and
Classicial
Civilizations
Content Units




Assessment
End of Course
Assessment
Interim Assessments
DBQ Project
Assessments
Other Formative
Assessments
1
Mesopotamia (IA1)
Egypt(IA2)
China (IA3)
Research Project
Greece, Rome, India
Key Social Science Practices /
Historical Thinking Skills




Appropriate Use of
Historical Evidence
Comparison
Historical Argumentation
Historical Causation
Key Assessments
Description
This is the final summative assessment for the course,
comprised of approximately 45 cumulative multiple
choice items and a project based task.
Interim Assessments include approximately 30
multiple choice items aligned to Exploration content
followed by an extended construct response section
assessing document analysis skills; teachers enter
students’ unit DBQ Project essay scores as an ondemand essay score portion part of the assessment.
Over a period of 2-5 instructional days embedded
within each unit, students prepare and compose a
robust written response to a prompt aligned to one of
the unit essential questions.
Formative assessments typically include DBQ’s
beyond the DBQ Project and seminars/discussions.
Teachers can supplement these performance tasks
with traditional quizzes and other assessments.
Key Common Core Literacy
Skills
Reading Informational Text:
 Close Reading, Cite
Evidence (RI.1, RI.4)
 Primary Source Structure
(RI.5)
 Integration of Knowledge
(RI.7)
Speaking & Listening
 Comprehension &
Collaboration (SL.1, SL.2,
SL.3)
 Presentation of Ideas (SL.4)
Writing
 Argumentative (DBQ
Project)
Frequency
Once: Administered as the
final summative assessment
3X: Once each IA cycle
3X: Once per Exploration
Approx. 3X/Exploration:
These are typically
embedded in unit plans
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
EXPLORATION I: Ancient Mesopotamia
Approximately 10 Weeks
Exploration I focuses on the concept of political organization, and particularly the relationship between
agriculture, population, and concentrated systems of power. Students explore this important relationship
as they trace the development of civilization in Mesopotamia, beginning with early city-states and ending
with the world's first empires. The first part of Exploration I lays the conceptual foundation of the unit with
the definition and concepts of simple and complex political organization. Additionally, the aims provide
SCSD Active Citizens with the links between agriculture, population, and power. Students will build upon
these concepts over the course of the unit as they learn about the history of ancient Mesopotamia. The
second power standard focuses on the development of Sumerian city-states, the important solutions that
Sumerians put into place to adapt to the arid conditions of the region, and the causal chain beginning with
geographic conditions and ending in the high levels of conflict that characterized the region. Furthermore
SCSD Active Citizens will evaluate whether Mesopotamia should be considered the first civilization. They
need to define the term civilization and then analyze Sumerian culture and artifacts as well as those of
Mesopotamia at large to determine whether it "qualifies" as a civilization. Students will also be introduced
to the concepts of polytheistic and monotheistic belief systems, with specifically focusing on the belief
system of Judaism as it played a major historical and cultural role in the region. The Exploration will
conclude with students evaluating which Mesopotamian empire they believe was most politically complex,
given archaeological and historical evidence. They will be able to answer the major compelling question
which is “Does geography have an impact on power?” The exploration will culminate in a writing
assignment that asks students to argue about Hammurabi’s Code and if it was just or not? Students then
apply their knowledge about ancient civilizations and apply it to a Taking Informed Action Assessment
which ties these concepts into current issues of the day.
New York State Social Studies
Framework Connection
Adapted Key Ideas, Content
Specifications, and Teaching Points
See Appendix A for Content Era
Summaries
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca.
3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the
Eastern Hemisphere. Although these complex societies and civilizations have certain
defining characteristics in common, each is also known for unique cultural achievements
and contributions. Early human communities in the Eastern Hemisphere adapted to and
modified the physical environment. (Standards: 2, 3; Themes: ID, TCC, GEO, SOC)
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and
languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job
specialization, cities, government, language/record keeping system, technology, and social
hierarchy. People in Mesopotamia developed complex societies and civilizations.
 Students will explore Mesopotamia by examining archaeological and historical evidence
of Mesopotamia complex society.
6.3c Mesopotamia’s complex society and civilization adapted to and modified their environment to
meet the needs of their population.
 Students will explore how the complex society and civilization adapted to and modified
their environment to meet their basic needs of food, clothing, and shelter.
6.3d Political and social hierarchies influenced the access that groups and individuals had to
power, wealth, and jobs and influenced their roles within a society.
2
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016


Students will compare and contrast the gender roles, access to wealth and power, and
division of labor within the political and social structures of the selected river valley
societies and civilizations.
Students will examine the unique achievements of Mesopotamia’s complex societies
and civilizations (empires) that served as lasting contributions.
6.4 COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E � ca. 630 C.E): Major religions
and belief systems developed in the Eastern Hemisphere. There were important
similarities and differences between these belief systems. (Standard: 2; Themes: ID,
SOC)
6.4b Belief systems and religions are based on a set of mutually held values.
 Students will study the belief system of Judaism by looking at where the belief system
originated, when it originated, founder(s) if any, and the major tenets, practices, and
sacred writings or holy texts for each.
New York State
Social Studies Skills



Geographic Reasoning
o Distinguish human activities and human-made features from “environments”
(natural events or physical features—land, air, and water—that are not
directly made by humans) and describe the relationship between human
activities and the environment.
o Identify and analyze how environments affect human activities and how
human activities affect physical environments.
Chronological Reasoning and Causation
o Articulate how events are related chronologically to one another in time and
explain the ways in which earlier ideas and events may influence subsequent
ideas and events.
o Employ mathematical skills to measure time by years, decades, centuries,
and millennia; to calculate time from the fixed points of the calendar system
(BC or BCE and AD or CE); and to interpret the data presented in time lines.
Historical Argumentation
o Construct convincing interpretations through analysis of disparate, relevant
historical evidence.
o Evaluate and synthesize conflicting historical evidence to construct
persuasive historical arguments.
Shift 1: Question of Inquiry (Compelling Question) Compelling Questions are questions about how things work,
interpretations and applications of disciplinary concepts, and unresolved issues that require students to construct arguments
in response. (Common Core Learning Anchor standards addressed: R1, W7, SL1.)
What is the relationship between geography, prosperity, and power?
Shift 1: Supporting Questions
Supporting Questions are questions that focus on descriptions, definitions, and processes to help students construct
conclusions and take informed civic action.
Supporting Question #1
Supporting Question #2
Supporting Question #3
How did geography impact the rise of
Why do historians classify Ancient Sumer What were the most important
civilization in Mesopotamia?
as a civilization?
achievements of the Mesopotamian
Empires)? Note different resources
3
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
Formative Performance Task
Real Estate ads (TCI section 4
processing)
Formative Performance Task
cover different empires. Please
introduce students to Phoenicians
and Israelites (Hebrews) in this
section as well.
Formative Performance Task
When in Mesopotamia Story I think:
Ancient Mesopotamia pgs. 60-63
Mechanical Diorama see TCI
Information Master 6: Model
Mechanical Diorama (Section 6
materials.
Shift 2: Evaluating Sources and Using Evidence
(Common Core Learning Anchor Standards addressed: R1-10, W1,2,7-10, SL1)
 Students use the following sources of evidence which list relevant information representing a wide range of views
and personal experience
 Students will evaluate the credibility of sources by examining how experts value the source(s).
o While reading throughout all Secondary Sources, students will identify and analyze the social, political,
economic and cultural impacts of what they are reading by using the SPEC graphic organizer. The
alternative “SPEECH” graphic organizer may also be used to address environmental and historical
significance.
o While reading Primary Sources, students will use the Reading Like A Historian graphic organizers to source,
contextualize, close read and corroborate sources. (Other resources and methods of analyzing primary
sources may be used such as SOAP, TACOS, POSERS, APPARTS, SOAPSTONES etc.)
 Students will use evidence to develop claims and counterclaims by attending to precision, significance, knowledge conveyed
through the claim while pointing out the strengths and limitations of both. Students will use the “Establishing Historical
Significance” graphic organizer to develop claims and or counterclaims to specific primary sources being used.
Sources
Geographic Images (TCI L4 visuals)
Placards of Sumerian Artifacts; History
Zagros Mountains, Euphrates River
Alive: The Ancient World: lesson 5
Irrigation Canal near the Euphrates materials
River, and An Attacking Army
Ziggurats, Cuneiform Tablets (TCI,
Journey Across Time, SCSD Truflix
Mesopotamia)
Expository Text
“I, Sargon of Akkad,” “I, Hammurabi,”
and “The Kings and I” (I Think:
Mesopotamia 33-40)
Hammurabi’s Code, Hanging Gardens
of Babylon
World History: Journey across Time. New York: McGraw-Hill/Glencoe, 2008
Chapter 1
History Alive!: The Ancient World / Teachers' Curriculum Institute, 2011 Chapters
4-6
See Appendix B For Sources
Featured Anchor Text: The Gilgamesh Trilogy by Ludmila Zeman
Shift 3:Communication Conclusions Or Taking Informed Action Summative Performance Task
(Common Core Learning Anchor Standards addressed: R1, W1-8, SL1-6)
 Students will communicate their conclusion(s), (i.e. expository writing, multimedia presentations, Digital technologies)
to a range of audiences. Describe how students will use evidence to support claims, and appraise the structure and
form of arguments and explanations
4
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
 Students will take informed action to respond to the issues raised in the inquiry and investigation
Communicating Conclusions: Writing an argumentative essay (DBQ Project): Hammurabi’s Code: Was it Just?
Taking Informed Action: Students research the state of antiquities in Iraq and the Middle East as a result of the past decade
of war in the area. Write a letter to the UN, or another international organization, asking that protecting ancient artifacts be
considered on a global level.
EXPLORATION II: Egypt
Approximately 10 Weeks
In Exploration II, students will analyze the civilizations of Egypt and Kush, specifically by evaluating the
ways in which geography, prosperity and power interplay within these societies. As Active Citizens students
will examine the geography of Northern Africa and make inferences about how climate and resources
affected Egypt's ability to expand and prosper. They will analyze different Egyptian pharaohs and queens
and evaluate their individual accomplishments. Students will also analyze Egypt's social structure and
weigh who did and do not benefit from the social structure; and examine the relationship between Egypt
and Kush, and how each civilization influenced the other’s culture, especially during times of conquest.
Finally, students will break down the Exploration and year-long essential question “What is the relationship
between geography, prosperity and power?” and use all their knowledge and understanding to synthesize a
comprehensive written response. This Exploration is particularly important in that students will be learning
critical skills that will be of paramount importance in their middle school academic careers, including
summarizing texts, identifying main idea, citing specific evidence in texts, and being able to make clear and
persuasive arguments. Students will complete a DBQ Project Essay answering the question of How Did
the Nile River Shape Ancient Egypt? Students will be working on their assertive paragraphs throughout the
Exploration, and this will culminate in a multi-paragraph assignment at the end of the Exploration.
New York State Social Studies
Framework Connection
Adapted Key Ideas, Content
Specifications, and Teaching Points
See Appendix A for Content Era
Summaries
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca.
3500 B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the
Eastern Hemisphere. Although these complex societies and civilizations have certain
defining characteristics in common, each is also known for unique cultural achievements
and contributions. Early human communities in the Eastern Hemisphere adapted to and
modified the physical environment. (Standards: 2, 3; Themes: ID, TCC, GEO, SOC)
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and
languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job
specialization, cities, government, language/record keeping system, technology, and
social hierarchy. People in the Nile River valley developed complex societies and
civilizations.
 Students will explore Egypt by examining archaeological and historical evidence
5
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
of Egypt’s complex society.
6.3c The Nile River valley’s complex society and civilization adapted to and modified their
environment to meet the needs of their population.
 Students will explore how the complex society and civilization adapted to and
modified their environment to meet their basic needs of food, clothing, and
shelter.
6.3d Political and social hierarchies influenced the access that groups and individuals
had to power, wealth, and jobs and influenced their roles within a society.
 Students will compare and contrast the gender roles, access to wealth and
power, and division of labor within the political and social structures of the
selected river valley societies and civilizations.
 Students will examine the unique achievements of Egypt’s complex society and
civilization that served as lasting contributions.
6.4 COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E � ca. 630 C.E): Major religions
and belief systems developed in the Eastern Hemisphere. There were important
similarities and differences between these belief systems. (Standard: 2; Themes: ID,
SOC)
New York State
Social Studies Skills
6
6.4b Belief systems and religions are based on a set of mutually held values.
Students will study the belief systems of Judaism, Christianity, Islam and Buddhism, and
Confucianism (**) by looking at where the belief system originated, when it originated,
founder(s) if any, and the major tenets, practices, and sacred writings or holy texts for
each. (**Note: Not within this historic period, students will study in future units.)
 Geographic Reasoning
o Use location terms and geographic representations, such as maps,
photographs, satellite images, and models, to describe where places are in
relation to each other, and connections among places; evaluate the benefits
of particular places for purposeful activities.
o Identify and analyze how environments affect human activities and how
human activities affect physical environments.
o Recognize and analyze how characteristics (cultural, economic, and
physical-environmental) of regions affect the history of communities,
civilizations, and nations.
o Characterize and analyze changing interconnections among places and
regions.
 Chronological Reasoning and Causation
o Articulate how events are related chronologically to one another in time and
explain the ways in which earlier ideas and events may influence subsequent
ideas and events.
o Identify causes and effects using examples from current events, grade-level
content, and historical events.
 Historical Argumentation
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
o Construct convincing interpretations through analysis of disparate, relevant
historical evidence.
o Evaluate and synthesize conflicting historical evidence to construct
persuasive historical arguments.
Shift 1: Question of Inquiry (Compelling Question) Compelling Questions are questions about how things work,
interpretations and applications of disciplinary concepts, and unresolved issues that require students to construct arguments
in response. (Common Core Learning Anchor standards addressed: R1, W7, SL1.)
What is the relationship between geography, prosperity, and power?
Shift 1: Supporting Questions
Supporting Questions are questions that focus on descriptions, definitions, and processes to help students construct
conclusions and take informed civic action.
Supporting Question #1
How did geography affect early
settlement in Egypt? TCI Ch 7
Formative Performance Task
Lesson 10d Pulling It Together
Mapping World History: Herff Jones/
Nystrom
Students create a geography flip book
with the last page being a journal entry
about travelling north from the Fifth
Cataract and ending at the Nile River
Delta.
7
Supporting Question #2
What were the accomplishments of
Ancient Egypt and how did they do it? TCI
Ch 8
Formative Performance Task
Supporting Question #3
How did social class and religion
affect daily life in Egypt? TCI Ch 9/
11/ 12
Formative Performance Task
Write a paragraph answering the Essential
Question: What did the pharaohs of
ancient Egypt accomplish, and how did
they do it? Support your answer with
specific examples of great
accomplishments of at least three
pharaohs. (TCI lesson 8 Processing)
Choose a social class, or job, in
Ancient Egypt. Create digital
presentations, advertisement, or
promotional materials on your
Egyptian social classes arguing that
your class had the greatest impact
on the daily lives of Egyptians. Use
at least two categories from SPEC
graphic organizer to argue your
importance.
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
Shift 2: Evaluating Sources and Using Evidence
(Common Core Learning Anchor Standards addressed: R1-10, W1,2,7-10, SL1)
 Students use the following sources of evidence which list relevant information representing a wide range of
views and personal experience
 Students will evaluate the credibility of sources by examining how experts value the source(s).
o While reading throughout all Secondary Sources, students will identify and analyze the social, political,
economic and cultural impacts of what they are reading by using the SPEC graphic organizer. The
alternative “SPEECH” graphic organizer may also be used to address environmental and historical
significance.
o While reading Primary Sources, students will use the Reading Like A Historian graphic organizers to
source, contextualize, close read and corroborate sources. (Other resources and methods of analyzing
primary sources may be used such as SOAP, TACOS, POSERS, APPARTS, SOAPSTONES etc.)
 Students will use evidence to develop claims and counterclaims by attending to precision, significance,
knowledge conveyed through the claim while pointing out the strengths and limitations of both. Students will
use the “Establishing Historical Significance” graphic organizer to develop claims and or counterclaims to specific
primary sources being used.
Hymn to the Nile p. 11 I Think: Ancient
Egypt
Herodutus, The history, 2.19 (p.75
Journey Across Times Textbook )
Expository Text
Sources
Photographs of statues, pyramids,
The 10 Commandments
paintings, and The Rosetta Stone
“Talking Heads” Pharaoh excerpts I
Reading Like a Historian Lesson: Who
Think: World History
build the Pyramids?
World History: Journey across Time. New York: McGraw-Hill/Glencoe, 2008
Chapter 2
History Alive!: The Ancient World / Teachers' Curriculum Institute, 2011 Chapters
7-12
See Appendix B
Featured Anchor Text: The Prince Who Knew his Fate : p. 53- 58 Glencoe World History: Journey Across Time Translated
by Lise Manniche
Shift 3:Communication Conclusions Or Taking Informed Action Summative Performance Task
(Common Core Learning Anchor Standards addressed: R1, W1-8, SL1-6)
 Students will communicate their conclusion(s), (i.e. expository writing, multimedia presentations, Digital technologies)
to a range of audiences. Describe how students will use evidence to support claims, and appraise the structure and
form of arguments and explanations
 Students will take informed action to respond to the issues raised in the inquiry and investigation
Communicating Conclusions: Writing an argumentative essay (DBQ Project): How Did the Nile River Shape Ancient
Egypt?
Taking Informed Action: What should be done to protect Egypt’s monuments? Consult with local and international
agencies and specialists to develop and implement long-term management plans. Train on-site inspectors and give them
greater responsibility. Design better security for sites and museums. Allocate more money for site conservation and
documentation. Take a strong stand against commercial and political interests that threaten the monuments. What can our
students do?
8
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
Exploration III: China
Approximately 10 Weeks
In Exploration III, students will analyze the Shang, Qin, and Han dynasties, specifically by evaluating the
ways in which geography, prosperity and power interplay within these societies. As Active Citizens students
will examine the geography of China and make inferences about how climate and resources affected
China’s ability to expand and prosper. Students will analyze the Silk Road and how it developed new trade
centers, the west’s need for luxury goods, and the role it played in opening up China to the rest of the
world. Students will analyze different Chinese Dynasties and leaders and evaluate their individual
accomplishments and “golden ages” of advancements and prosperity. Students will also analyze Chinese
social structure and weigh who did and do not benefit from the social structure; and examine the
relationship between leaders and the people within the dynastic cycle. Finally, students will break down the
Exploration and year-long essential question “What is the relationship between geography, prosperity and
power?” and use all their knowledge and understanding to synthesize a comprehensive written response.
This Exploration is particularly important in that students will be learning critical skills that will be of
paramount importance in their middle school academic careers, including summarizing texts, identifying
main idea, citing specific evidence in texts, and being able to make clear and persuasive arguments.
Students will complete a DBQ Project Essay answering the question of The Great Wall of Ancient China:
Did the Benefits Outweigh the Costs? Students will be working on their assertive paragraphs throughout
the Exploration, and this will culminate in a multi-paragraph assignment at the end of the Exploration.
Approximately 10 Weeks
New York State Social Studies
Framework Connection
Adapted Key Ideas, Content
Specifications, and Teaching Points
See Appendix A for Content Era
Summaries
9
6.3 EARLY RIVER VALLEY CIVILIZATIONS IN THE EASTERN HEMISPHERE (ca. 3500
B.C.E. – ca. 500 B.C.E.): Complex societies and civilizations developed in the Eastern
Hemisphere. Although these complex societies and civilizations have certain defining
characteristics in common, each is also known for unique cultural achievements and
contributions. Early human communities in the Eastern Hemisphere adapted to and
modified the physical environment. (Standards: 2, 3; Themes: ID, TCC, GEO, SOC)
6.3a Humans living together in settlements develop shared customs, beliefs, ideas, and
languages that give identity to the group.
6.3b Complex societies and civilizations share the common characteristics of religion, job
specialization, cities, government, language/record keeping system, technology, and social
hierarchy. People in the Yellow River valley developed complex societies and civilizations.
 Students will explore China by examining archaeological and historical evidence of
China’s complex society.
6.3c The Yellow River Valley’s complex society and civilization adapted to and modified their
environment to meet the needs of their population.
 Students will explore how the complex society and civilization adapted to and modified
their environment to meet their basic needs of food, clothing, and shelter.
6.3d Political and social hierarchies influenced the access that groups and individuals had to
power, wealth, and jobs and influenced their roles within a society.
 Students will compare and contrast the gender roles, access to wealth and power, and
division of labor within the political and social structures of the selected river valley
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016

societies and civilizations.
Students will examine the unique achievements of China’s complex societies and
civilizations (dynasties) that served as lasting contributions.

6.4 COMPARATIVE WORLD RELIGIONS (ca. 2000 B.C.E � ca. 630 C.E): Major religions and
belief systems developed in the Eastern Hemisphere. There were important similarities
and differences between these belief systems. (Standard: 2; Themes: ID, SOC)
6.4b Belief systems and religions are based on a set of mutually held values.
Students will study the belief systems of Confucianism by looking at where the belief system
originated, when it originated, founder(s) if any, and the major tenets, practices, and sacred
writings or holy texts for each.
New York State
Social Studies Skills



Geographic Reasoning
o Distinguish human activities and human-made features from “environments”
(natural events or physical features—land, air, and water—that are not
directly made by humans) and describe the relationship between human
activities and the environment.
o Identify and analyze how environments affect human activities and how
human activities affect physical environments.
Chronological Reasoning and Causation
o Articulate how events are related chronologically to one another in time and
explain the ways in which earlier ideas and events may influence subsequent
ideas and events.
o Employ mathematical skills to measure time by years, decades, centuries,
and millennia; to calculate time from the fixed points of the calendar system
(BC or BCE and AD or CE); and to interpret the data presented in time lines.
Historical Argumentation
o Construct convincing interpretations through analysis of disparate, relevant
historical evidence.
o Evaluate and synthesize conflicting historical evidence to construct
persuasive historical arguments.
Shift 1: Question of Inquiry (Compelling Question) Compelling Questions are questions about how things work,
interpretations and applications of disciplinary concepts, and unresolved issues that require students to construct arguments
in response. (Common Core Learning Anchor standards addressed: R1, W7, SL1.)
What is the relationship between geography, prosperity, and power?
Shift 1: Supporting Questions
Supporting Questions are questions that focus on descriptions, definitions, and processes to help students construct
conclusions and take informed civic action.
Supporting Question #1
Supporting Question #2
Supporting Question #3
How did geography affect life in Ancient
China? TCI Ch 19
Formative Performance Task
10
What were the accomplishments of Shang,
Qin, and Han dynasties? Did they have
effective rulers? TCI Ch 20, 22, & 23 (chapter
21 optional)
Formative Performance Task
How did the Silk Road promote an
exchange of goods and ideas?
Formative Performance Task
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
Lesson 19 Processing: Choose two of
China’s geographic regions. On a scroll
illustrate the geography and way of life in
each region. Below your scroll, write a
paragraph that describes the ways in which
the two were similar and different
“Pitch It” activity: I Think: Ancient Asia p. 79 –
83 (Add contributions from chapters). Students
will choose an Ancient Chinese contribution
and convince others of its “place in history”
Students write a Cinquain about goods
or cultural exchange on the Silk Road.
Shift 2: Evaluating Sources and Using Evidence
(Common Core Learning Anchor Standards addressed: R1-10, W1,2,7-10, SL1)
 Students use the following sources of evidence which list relevant information representing a wide range of
views and personal experience
 Students will evaluate the credibility of sources by examining how experts value the source(s).
o While reading throughout all Secondary Sources, students will identify and analyze the social, political,
economic and cultural impacts of what they are reading by using the SPEC graphic organizer. The
alternative “SPEECH” graphic organizer may also be used to address environmental and historical
significance.
o While reading Primary Sources, students will use the Reading Like A Historian graphic organizers to
source, contextualize, close read and corroborate sources. (Other resources and methods of analyzing
primary sources may be used such as SOAP, TACOS, POSERS, APPARTS, SOAPSTONES etc.)
 Students will use evidence to develop claims and counterclaims by attending to precision, significance,
knowledge conveyed through the claim while pointing out the strengths and limitations of both. Students will
use the “Establishing Historical Significance” graphic organizer to develop claims and or counterclaims to specific
primary sources being used.
Sources
Chinese Scroll “Trying to Control Huang Images: Great Wall, Terracotta soldiers,
He River” TCI lesson 19 processing
artifacts can be found in SCSD library
(POSERS)
databases ABC-Clio Ancient/ Medieval
Eras (media)
Images; TCI chapter 19,
Expository Text
A description of the Kushan Empire city
if Marakanda in Great Tang Records on
the Western Regions (Ancient Silk
Roads DBQ Project Doc. D)
Confucius quotes : I Think: Ancient Asia A horse skeleton image- Taklimakan
p.52
Desert (Ancient Silk Roads DBQ Project
Doc. C)
World History: Journey across Time. New York: McGraw-Hill/Glencoe, 2008
Chapter 7
History Alive!: The Ancient World / Teachers' Curriculum Institute, 2011 Chapters
19-24
See Appendix B
Featured Anchor Text: Young Fu of the Upper Yangtze by Elizabeth Foreman Lewis
When Young Fu arrives with his mother in bustling 1920s Chungking, all he has seen of the world is the rural farming village
where he has grown up. He knows nothing of city life. But the city, with its wonders and dangers, fascinates the thirteen-yearold boy, and he sets out to make the best of what it has to offer him.
First published in 1932, Young Fu of the Upper Yangtze was one of the earliest Newbery Medal winners. Although China has
changed since that time, Young Fu's experiences, like making friends, are timeless.
11
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
Shift 3:Communication Conclusions Or Taking Informed Action Summative Performance Task
(Common Core Learning Anchor Standards addressed: R1, W1-8, SL1-6)
 Students will communicate their conclusion(s), (i.e. expository writing, multimedia presentations, Digital technologies)
to a range of audiences. Describe how students will use evidence to support claims, and appraise the structure and
form of arguments and explanations
 Students will take informed action to respond to the issues raised in the inquiry and investigation
Communicating Conclusions: Writing an argumentative essay (DBQ Project):
The Great Wall of Ancient China: Did the Benefits Outweigh the Costs?
Taking Informed Action:
Three Rivers Gorge, Yangtze river 'cancerous' with pollution.
http://www.chinadaily.com.cn/china/2006-05/30/content_604228.htm
Students create a positive/ negative SPEC chart regarding the building of the Three Rivers Dam. Students decide if
the building of the dam has had more of a positive or negative impact on China. Write a letter to National
Geographic asking them to cover the dam in an upcoming issue to address the positive or negative impact of the dam
on the people of China.
Exploration IV: Civilization Research Project
Approximately 10 Weeks
The final Exploration of 6th grade history serves as the final project for the year. SCSD Active Citizens will
research an ancient civilization that has not yet been studied in class and argue whether or not it was
prosperous. Students’ research aligns to year-long enduring understandings in 6th grade history: the
relationships between geography, prosperity, and power. They will use their accumulated knowledge about
geography, human-environment interaction, agriculture, social structure, military campaigns, art, religion,
trade, and advances in technology to guide their research in answering this question. Students convey the
outcomes of their research by creating an in class documentary using Web 2.0 technologies with a
bibliography or works cited. The structure of the Exploration first lays out some basic skills and content
necessary for research, and then the class is guided through a shared round of research on ancient India to
model the research process. This is a chance for the teacher to directly instruct on the discrete skills
involved in research and also be able to effectively and efficiently assess for scholar mastery of those skills.
Once this round is completed and the teacher feels confident in the abilities of her students, the round of
independent research begins. The last two-three weeks of the year are spent with students independently
researching and applying all of the content and skills they have learned all year.
New York State Social Studies
Framework Connection
Adapted Key Ideas, Content
Specifications, and Teaching Points
See Appendix A for Content Era
Summaries
12
6.5 COMPARATIVE CLASSICAL CIVILIZATIONS IN THE EASTERN
HEMISPHERE (ca. 600 B.C.E. – ca. 500 C.E.): As complex societies and
civilizations change over time, their political and economic structures evolve. A
golden age may be indicated when there is an extended period of time that is
peaceful, prosperous, and demonstrates great cultural achievements.
(Standards: 2, 3, 5; Themes: ID, TCC, GEO, SOC, GOV, CIV)
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
6.5a Geographic factors influence the development of classical civilizations and their
political structures.
Students will locate the classical civilizations on a map and identify geographic
factors that influenced the extent of their boundaries, locate their cities on a map, and
identify their political structures.
Students will compare and contrast the similarities and differences between the
Greco-Roman classical civilizations by examining religion, job specialization, cities,
government, language/record keeping system, technology, and social hierarchy.
6.5b Political structures were developed to establish order, to create and enforce laws,
and to enable decision making.
Students will examine the similarities and differences between the political systems
of Greco-Roman (Athens, Sparta, Roman Republic, Roman Empire) classical
civilizations.
6.5c A period of peace, prosperity, and cultural achievements may be indicative of a
golden age.
Students will examine evidence related to the Greco-Roman (Athens and Roman
Empire) civilizations and determine if these civilizations have experienced a golden
age.
Students will examine how cultural achievements of these civilizations have
influenced contemporary societies.
New York State
Social Studies Skills
Geographic Reasoning
o Distinguish human activities and human-made features from “environments”
(natural events or physical features—land, air, and water—that are not
directly made by humans) and describe the relationship between human
activities and the environment.
o Identify and analyze how environments affect human activities and how
human activities affect physical environments.
 Chronological Reasoning and Causation
o Articulate how events are related chronologically to one another in time and
explain the ways in which earlier ideas and events may influence subsequent
ideas and events.
o Employ mathematical skills to measure time by years, decades, centuries,
and millennia; to calculate time from the fixed points of the calendar system
(BC or BCE and AD or CE); and to interpret the data presented in time lines.
 Historical Argumentation
o Construct convincing interpretations through analysis of disparate, relevant
historical evidence.
Evaluate and synthesize conflicting historical evidence to construct persuasive historical
arguments.

Shift 1: Question of Inquiry (Compelling Question) Compelling Questions are questions about how things work,
interpretations and applications of disciplinary concepts, and unresolved issues that require students to construct arguments
in response. (Common Core Learning Anchor standards addressed: R1, W7, SL1.)
What is the relationship between geography, prosperity, and power?
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Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
Shift 1: Supporting Questions Supporting Questions are questions that focus on descriptions, definitions, and processes
to help students construct conclusions and take informed civic action.
 What are the social, political, economic, environmental, cultural and historical relationships of Greece, Rome
and India?
 How do these “SPEECH” factors impact prosperity and power within these civilizations?
 How does “SPEECH” factors impact our present day civilization we live in?
Social: people in groups, their living together, includes issues such as gender, class systems, and ethnicity.
Political: gaining, seeking, and organizing power, events related to the function of government: making laws, enforcing laws,
and interpreting laws. Rise and fall of empires.
Economic: how people meet their basic material needs; the production, distribution, and consumption of goods and services;
includes such issues as domestic and international trade, monetary policies, and taxation.
Cultural: technology, arts, and institutions of a given group at a given time including study of religious customs. May include
contributions from other cultures (cultural diffusion).
Geography: Having to do with physical geography and its impact on any of the above attributes in a civilization. Ex. Citystates and type of government, the expansion of the Roman Empire around the Mediterranean, or Trade and the
Mediterranean Sea.
Formative Performance Tasks to consider during research project:




Notes/Graphic Organizers
Written Scripts
Document Analysis
Web Technology Assignments
Shift 2: Evaluating Sources and Using Evidence
(Common Core Learning Anchor Standards addressed: R1-10, W1,2,7-10, SL1)
 Students use the following sources of evidence which list relevant information representing a wide range of
views and personal experience
 Students will evaluate the credibility of sources by examining how experts value the source(s).
o While reading throughout all Secondary Sources, students will identify and analyze the social, political,
economic and cultural impacts of what they are reading by using the SPEC graphic organizer. The
alternative “SPEECH” graphic organizer may also be used to address environmental and historical
significance.
o While reading Primary Sources, students will use the Reading Like A Historian graphic organizers to
source, contextualize, close read and corroborate sources. (Other resources and methods of analyzing
primary sources may be used such as SOAP, TACOS, POSERS, APPARTS, SOAPSTONES etc.)
 Students will use evidence to develop claims and counterclaims by attending to precision, significance,
knowledge conveyed through the claim while pointing out the strengths and limitations of both. Students will
use the “Establishing Historical Significance” graphic organizer to develop claims and or counterclaims to specific
primary sources being used.
Sources
Expository Text
14
World History: Journey across Time. New York: McGraw-Hill/Glencoe, 2008
Chapters 4, 5, 8, 9, and 10
History Alive!: The Ancient World / Teachers' Curriculum Institute, 2011 Chapters
25-38
See Appendix B
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
Featured Anchor Text: ROMAN DIARY: THE JOURNAL OF ILIONA OF MYTILINI By Richard Platt and David Parkins
This book was selected because it is written in a first person, fictionalized diary from the unique viewpoint of a slave in the
Roman culture. The wealth of information in the informational section at the back of the book, makes possible a marriage
between the student-enticing story and the basic information on the Roman Empire’s technology, society, sports, and religion.
The glossary of terms and the timeline of historical events make this a complete text for an elementary walk through the
Roman Empire. The illustrations will grab the students’ interest and are large enough to use as a shared text.
Shift 3:Communication Conclusions Or Taking Informed Action Summative Performance Task
(Common Core Learning Anchor Standards addressed: R1, W1-8, SL1-6)
 Students will communicate their conclusion(s), (i.e. expository writing, multimedia presentations, Digital technologies)
to a range of audiences. Describe how students will use evidence to support claims, and appraise the structure and
form of arguments and explanations
 Students will take informed action to respond to the issues raised in the inquiry and investigation
Communicating Conclusions:
Students may communicate their conclusions in a Project Based Task using Web Technologies
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Appendix A Content Era Summaries
Mesopotamia (Ancient Middle East)
Beginning of civilization after 4000 BC. A civilization is a large group of people with a high degree of
social and technological development. Civilization resulted from the development of agriculture, the
population increased agricultural and brought about the need to solve problems posed by the environment.
Because human survival depended on agriculture, early civilizations took root in fertile areas around rivers.
Besides fertile soil and water, the rivers provided fish for food and a means of transportation for people and
goods. The first civilizations began to form when people in river areas built canals to irrigate their crops and
dikes to protect their fields and cities from floods
Mesopotamia first city states. Beginning about 4000 BC the Sumerian's of the Middle East settled part of
an area between the Tigris and Euphrates rivers, which is known as the Fertile Crescent. Swampy areas
separated settlements causing them to develop into isolated city states. A city state included a city in the
farms and villages surrounding it.
Beginning of an empire. After a period of unity under a leader named Sargon, The city states of
Mesopotamia fought amongst themselves. Weakened by war, they fell under the control of a foreign ruler
named Hammurabi. The city state became part of the many lands and cultures he ruled as an empire.
Early code of law. Hammurabi, ruler of the Babylonian empire, developed one of the first written law
codes. Written law codes made the laws of the land clear to the population. The 300 laws of Hammurabi's
code strengthened the central government by identifying crimes, setting punishments for criminals,
regulating business practices, and establishing the legal rights of the citizens.
Religion. Mesopotamians believe the gods were responsible for the floods that ruined their crops, so they
view these gods as harsh and unpredictable. Only the gods, they thought, enjoy true immortality. When
humans died, they entered a realm of shadows. The Hebrews, the first monotheistic religion, also settled in
the Middle East.
Writing System. Specimens of writing dating back to about 3300 BC have been found and Mesopotamia.
This writing is in the form of the wedge shaped marks called Cuneiform. The system contains 700 symbols,
each of which stands for a name of an object, idea, or sound. Gilgamesh is an early example of a written
Mesopotamian poetry.
Cities. The cities of Mesopotamia were important religious centers, seats of government, and
marketplaces. Buildings were used as temples, as palaces, and dwellings. Massive walls kept enemies out
of the city. Building materials varied according to the natural resources and technological skills of the
civilization.
Science and Technology. Sumerians originated the manufacture of bronze and the use of wheels.
Babylonian astronomers use their knowledge of the stars and planets to develop a 12 month lunar calendar
based on the phases of the moon. Babylonian mathematicians created an arithmetic system based on the
number 60. From this, they develop the 60 minute hour and the 360° circle. Babylonians also made
accurate maps, as head early Mesopotamians.
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Mesopotamia was(and is) desirable land between two rivers therefor the area experienced chang of
leadership and occupation by empires more than other ancient civilizations. There were a number of
empires that occupies the Ancient Middle East and should be explored in this unit. Each of these empires
added to the social, political, and cultural achievements of the area. (adapted from AMSCO Reviewing
Global History and Geography)
Egypt
Two Early Kingdoms. Beginning about 4000 BC, the Egyptians established cities beside the Nile river in
Northern Africa. The cities were grouped into two kingdoms - Upper Egypt and the south and Lower
Egypt and the north.
Dynastic Rule. The rulers of the two Egyptian kingdoms were called pharaohs. About 3000 BC the
pharaoh Menes united Upper and Lower Egypt. He established Egypt’s first dynasty.
Religion. Egypt’s environment was less harsh then Mesopotamia’s. Egyptians believed in kinder gods
that gave the soles of human’s eternal life. When a person died, the god Osiris judged whether that
person had led a just life. If so, the soul could enter Osiris’ kingdom. Egyptians also believe that each
person had a special life force that can return to the body after death. This belief led to the
mummification of corpses.
Writing. Specimens of a Egyptian writing date from about 3000 BC. This system of writing is called
hieroglyphics. It uses pictures to represent sounds, words, and ideas and contains about 600 symbols.
Egyptians made the first paper, using papyrus plants. And important example of hieroglyphic writing is
the Book of the Dead, a famous collection of ancient Egyptian literature.
Science and Technology. Egyptians invented the formula for mummifying corpses and their method has
never been learned. Egyptian doctors performed complicated surgery and develop prescriptions for
painkilling medications. Like the Babylonians, Egyptians had a 12 month calendar. In addition they
invented a number system based on 10 and developed a system of geometry.
Interactions / Decline. The Nubians were conquered people that played an important role in the history
of early civilization. In 1522 BC Egypt conquered Kush, a part of Nubia. The people of Kush adapted
Egyptian culture and preserved it. Later, when Egypt's culture had been destroyed by foreign invaders,
it's still florist in Kush. (adapted from AMSCO Reviewing Global History and Geography)
China
While the landforms in ancient China remain much the same as they were thousands of years ago, the
people’s relationships with the land are now quite different. The geography of ancient China can be
conveniently divided up into three regions: 1) The Yangtze and Yellow Rivers; 2) The Gobi and
Taklamakan Deserts; and 3) The Himalayas …
17
Yangtze and Yellow Rivers: In ancient China, the importance of the Yangtze and Yellow Rivers is hard to
overstate. People mostly settled along these rivers, and different settlements were ruled by different kings.
The Yangtze is 4,000 miles long and is banked by fertile flood plains which are added to each year when
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
the Yangtze floods. The Yangtze Harbor is home to evidence that humans inhabited the area some 27,000
years ago. During the Han Dynasty (202 BCE-220 CE) the Yangtze became more important economically
and politically due to the establishment of irrigation systems.To the north of the Yangtze, the Yellow River is
3,000 miles long and floods each year. Because of this, settlers in ancient China often saw their homes
destroyed year after year during flood season, but eventually the people learned techniques to control
flooding.
Gobi and Taklamakan Deserts: Most of the Gobi Desert is covered with rocks rather than sand. The Gobi
Desert is located in the northwestern part of China and is one of the driest deserts in the world. It is also a
very cold place in winter, with nighttime lows reaching -40 degrees Fahrenheit. Though the two are
connected, geographers and ecologists regard the western part of the Gobi as a separate desert, the
Taklamakan Desert. The Taklamakan Desert sometimes goes by the name Sea of Death. It has poisonous
snakes, sand storms, and temperature extremes. It is the second largest desert in the world and is a home
to species of poisonous snakes. Because of the extreme conditions of these two deserts, they acted as
another protective barrier in China’s northwest.
Himalayan Mountains: The people of ancient China were protected from invaders by the Himalayan
Mountains, which contain several of the highest mountain peaks in the world. Because of its inland
geography, the mountains not only experience extreme cold in the winter, but extreme heat in the summer,
where temperatures can reach 100 degrees Fahrenheit (40 degrees Centigrade), making them
climatologically as well as physically a barrier.
Ancient Chinese history and culture were heavily influenced by its geography. With the barriers of the
deserts to the northwest, and the Himilayas to the southwest, the culture remained fairly isolated for
hundreds of years. The people of ancient China relied heavily on the Yangtze River, and to some extent on
the Yellow River for their livelihood.
Dynastic China
Shang Dynasty 1650 - 1027 BCE : The Shang Dynasty is considered to be the earliest dynasty in China.
Little is known about the Shang, other than their major contribution to Chinese culture, a system of writing.
The Chinese system of writing includes tens of thousands of characters, and is very difficult to learn. This
resulted in on a very privileged few ever learning to read and write in ancient Chinese society.
The ancient Chinese system of writing used pictographs, or drawings of objects, and ideographs, or
drawings that expressed a thought or idea. Examples of this type of writing can be found on oracle bones.
Oracle bones are pieces of bone of turtle shell used by Shang priests to tell the future. They would write a
question addressed to either one of the gods, or an ancestor on the bone, then heat it until it cracked. They
believed that by studying the pattern of cracks, one could learn the answer to the question. Oracle bones
are the oldest example of Chinese writing.
Zhou Dynasty 1027-256 BCE : The Zhou overthrew the Shang and setup their own dynasty in 1027 BCE.
They explained their actions by claiming the Mandate of Heaven, or divine right of rule. The Mandate of
Heaven was later used to explain the Dynastic Cycle. A dynasty would remain in power only as long as it
was providing good government. When a dynasty went into decline, and began to abuse its power, it was
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Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
said to lose the Mandate of Heaven, or the favor of the gods. A strong leader would usually emerge to
claim the Mandate, and establish a new dynasty. The dynastic cycle would then begin again.
Under the Zhou, the Chinese discovered how to make silk from the cocoons of silkworms. Silk would
become China’s most valuable export, eventually linking them with most of the world through trade.
Chinese artisans also excelled in book making. The first books were made by binding together long, thin
strips of wood or bamboo. Chinese scholars would then carefully paint characters on with brush and ink.
Early book include the I Ching, a book for diviners, or fortune tellers, and the Book of Songs, which includes
a poetry describing a variety of Chinese life.
Han Dynasty 206 BCE – 220 CE : China enjoyed a true golden age under the Han. Many cultural and
intellectual achievements came as a result of the strong leadership of the Emperor Wudi. Under Wudi,
China strengthened both its government and economy, setting the conditions for the golden age. This
included a period of expansion that saw the opening of the Silk Road as a major trade route. Trade along
the Silk Road brought China in contact with other civilizations, and introduced new products such as
cucumbers and grapes.
Under the Hans, Confucianism became the official belief system of China. They also setup a Civil Service
Exam based on Confucianism. This exam was required to enter service in the government. The Confucian
system of government was used in China for most of the last 2000 years.
Han scientists wrote textbooks on subjects ranging from zoology to botany and chemistry. They were
advanced astronomers, which enabled them to create more accurate clocks. Han scientist also invented
the process to make paper from wood pulp; they invented the rudder for use on ships, and created other
such useful devices as the fishing reel and the wheelbarrow.
Han physicians developed acupuncture to alleviate pain and to treat various illnesses. They also made use
of certain plants as herbal remedies. They were able to diagnose and successfully treat various illnesses
with these techniques.
Han artists and architects are noted for their detailed carvings in jade, wood, or ivory, and the building of
elaborate temples. The also refined the process of silk making, which set the standard in China for
centuries. (www.globerover.com / www.regentsprep.org
Classical Civilizations
Classic Civilizations: . A classic civilization is a society in which intellectual and artistic works achieved
enduring value and political thinking identifies government as a system to serve the people it governs.
Characteristics of Classical Civilizations. Classical civilizations shared not only the idea that a government
should serve its people but also that the people have the right to make political decisions. Once people
began to share in government, they ask what constitutes the good life. This concern lead to an interest in
art, science, and philosophy.
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Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
Greece
Early History and Roots. Greek civilization had its roots in the Minoan and Mycenaean civilizations. The
Minoans lived on the island of Crete and the Mycenaeans in southern Greece. Long-distance trade made
both civilizations wealthy. The Mycenaeans conquered the Minoans and adapted their advanced cultures.
Waves of other peoples invaded the area, and their cultures mingled with those of the Minoans and the
Mycenaeans. People of the area began to speak a common language and became known as Greeks.
The Dark Age. The period of Minoan-Mycenaean decline is known as the Dark Age. Trade diminished;
bronze making and writing were lost. The Greeks began to form their own culture about 1200 BC. They
learned how to make iron and developed new styles in art. About 800 BC the early Greek poet Homer
composed and recited two great epics, the Iliad and the Odyssey. About 700 BC, farming expanded, the
population increased, and cities grew. Greek civilization began to take shape.
The Polis. Rugged Hills, uneven distribution of good farmland, and an irregular coastline separated Greek
communities. Therefore, each of them developed into a city state called a polis. The two most important
where is Sparta and Athens.
Types of government in Greece. There were at least five different types of government in early Greece.
They were: monarchy, ruled by a king; oligarchy, ruled by wealthy business people; aristocracy, ruled by
nobles; tyranny, ruled by a leader who persuades followers to overthrow the government and put him in
power and of course, democracy, ruled by the people. Because each polis had a small population, all
citizens had some influence on how they were ruled. Women, slaves, and foreigners were not considered
citizens and had no influence.
Writing System. As Greek trade increased, foreigners were a source of new ideas and skills. The Greeks
adapted and improved the writing system of the Phoenicians.
Classic Period. Classical Greek civilization arose in Athens, which developed from a monarchy to an
aristocracy and then to a democracy. Hundreds democratic government, Athens became a center of art,
science, literature, and philosophy.
In 508 BC, the Athenians elected an aristocratic to make reforms. Cleisthenes wrote laws guaranteeing
citizens freedom of speech and equality before the law. No longer did a citizen have to own land to take
part in political decision-making. The assembly was given power to pass laws, elect military leaders, and
act as the Supreme Court of Athens. In effect, Cleisthenes created the world's first democracy.
Athens had a direct democracy which meant all citizens voted on an issue. In a representative democracy,
such as United States government, citizens elect officials to make decisions for them. In Athens woman,
slaves, and foreigners were not citizens and, therefore did not enjoy the benefits of democracy.
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Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
The Persian Wars (490-479 BCE). By 529 BCE, the Persian Empire controlled the Middle East. In Ionia, a
great colony on the eastern Aegean coast, the Persians restricted political freedom. In 499 BC, the
Athenians helped the angry Ionians rebel. A series of wars broke out when the Persians invaded the Greek
mainland. By 479 BC the Greek city states of Sparta and Athens had defeated the Persians and force them
to withdraw.
The Age of Pericles. The Height of Classical Greek Culture. From 462 for 29 BC, Athens achieves the
height of classical Greek culture under an outstanding leader called Pericles. This period of time was
considered Greece’s “Golden Age.” Greece also experiences the “Pax Romana” during this time which
was an era of peace.
Government. Athenian democracy increased. Citizens did not own property gained the right to hold office.
Jurists were paid for their services, so poor people now participated in law trials.
Architecture and Art. Architects designed the Parthenon, a temple to the patron goddess of Athena and a
supreme example of great architecture. Sculptors produced beautiful friezes and representations of human
body. Artists decorated vases and pottery.
Drama. Dramatist wrote enduring plays. Typical tragedies depicted flawed heroes who came undone; the
Oresteia Trilogy by Aeschylus and Medea by Euripides. Comedies made fun of politicians, artists, and
philosophers of the day; The Birds by Aristophanes.
Mathematics and Science. A mathematician named Pythagoras developed the Pythagorean Theorem and
used in geometry. A scientist, Democritus, propose that all matter is composed of tiny, invisible atoms. The
early medical doctor Hippocrates showed the disease had natural rather than magical or religious causes.
Philosophy. Socrates originated the Socratic Method. By asking questions, he led people to reason out
correct conclusions about values and behavior. Plato wrote The Republic, in which an ideal government is
run by highly intelligent aristocrats train to rule. Aristotle believed that people should observe the golden
mean by practicing moderation in all things.
Sparta, the Military State. The Spartans acquired territory by conquering other city states. In the early 700s
BC, they conquer their neighbor Messenia after 20 years of war and made its people state slaves, or
helots. The Messenians rebelled so often that Sparta was in almost constant state of war, which deeply
affected its way of life.
Government. Sparta elected two Kings every nine years. A council of elders (men over 60) and an
assembly of free men(over 30) advised the kings. The most powerful group was the committee of five
ephors, who kept close watch on the kings, controlled education, supervise Helots, and saw that citizens
lived up to government standards. Although elected, the Spartan government did not serve its citizens; it
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Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
fulfilled the needs of the state. Education made me trained boys for warfare and girls for strong physical
endurance. Women ran the farms while their husbands were at war. Women were also allowed to own
business.
The Peloponnesian War. During the Persian wars, Athens and other city states formed an alliance, The
Delian League. It continued to exist after the Persian retreat. Under Pericles, Athens tried to use the
league to build an empire, but the other city states, led by Sparta, rebelled. Sparta and Athens fought for
control of the Peloponnesian peninsula from 431-404 BC. Sparta defeated Athens, became the leader of
Greece, and ended Athenian democracy.
Macedonian and Hellenistic Period. Philip II, king of Macedonia, conquered and united all of the Greek city
states except Sparta. He preserved and perpetuated Greek culture.
Alexander's Empire. Philip’s son, Alexander the Great, set out to conquer the Persian Empire in 334 BC.
Greek became the major language in the eastern Mediterranean region. The combination of Middle East
cultures and the Greek culture carried east by Alexander became the basis of Hellenistic civilization. When
Alexander died in 323 BC, his empire fell apart, but Hellenistic civilization continued to develop.
Rome
Rome, Early history, and Latins. In about 1200 BC a group of Indo-Europeans invaded Italy and settled
in the Central Plains. By the early seventh century BC the village had united to form the city of Rome.
Society and government. Latin society was based on the family and was strongly patriarchal. Latins
elected their kings. Etruscans overtook the Latins in 600 BC and imposed their own form of government
and culture. Etruscans had adapted many aspects of Greek and Middle Eastern culture and brought these
influence to the Latins.
The Roman Republic. And 509 BC the Romans successfully rebelled against the traditions and set up a
republic. Roman society had two classes; patrons or wealthy landowners and plebeians or small farmers,
tradespeople, craft workers, and debtors.
Government Organization from 509 two 133 BC. The assembly elected two councils each year. They
enforce the laws, ensure proper administration of the city, and command of the army in time of war. Lesser
officials counter population, kept order, and supervise upkeep of public buildings. In times of emergency the
councils chose a dictator to rule for no more than six months. The government followed the dictator’s
decisions without question. The Senate was the most powerful government body. It's members serve for
life. They proposed laws, handled foreign affairs, and controled public finances. Tributes represented the
protected rights of the plebeians. They could veto, or reject, decisions of the councils and the Senate.
22
The Roman Empire. Conquests between 343 and 290 BC Rome had several wars with its neighbors and
acquired more and more territory. By alliance and conquest they gained control of all of Italy they then
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
began foreign conquests. During the three Punic Wars Rome had conquered almost the entire
Mediterranean region. Pompeii, general and powerful politician from 78 to 48 BC, was mainly responsible
for eastern Mediterranean conquests. Another general, Julius Caesar, conquered the other areas of North
Italy. The Emperor Claudius conquered much of Britain.
Achievements



Roman law Roman law was designed to protect the lives and wellbeing of citizens and the victims
of crime or injustice. Eventually lawmakers were guided by the ideas of natural law, which
benefited all humanity not just the powerful. As Roman conquest broadened, the laws and customs
of conquered peoples became part of Roman law.
Trade routes in southern Asia linked to the Roman empire to the east. The most famous route was
the Silk Road used by merchants to and from China. Seabirds also connected Rome to the east.
Architecture and engineering. Romans built roads, dams, drainage systems, and aqueducts. They
developed the rounded arch in the dome. They built buildings with plumbing and ventilation
systems. They mastered the use of concrete as a building material.
Spread of Roman culture. The influence of Greek culture on the Romans is called Greco Roman
civilization. The Romans in turn, spread this culture blend far and wide. Roman architectural styles took
hold throughout Europe, northern Africa, and the Middle East. Latin rose to Italian, French, Spanish
and indirectly influenced English. Eventually Rome impacted legal codes and southern Europe, Latin
America, and the United States. Their laws reflected Roman law where all citizens are equal under the
law, accused persons are innocent until proven guilty, they have the right to know who their
representatives are, and no one should be punished for private thoughts.
Jesus. The teachings of a religious leader named Jesus had a wide appeal to people seeking a
meaning in life, oppressed people in need of a champion, and to lonely people longing for warmth of a
religious community. Jesus was a Jew born during the rule of Augustus, probably in Bethlehem, Israel.
When he was about 30, he began to teach his ideas to anyone who would listen, including the poor in
unlearned.
Teachings. Jesus prays that God loves all people and wanted them to love one another. He stressed
the golden rule to behave towards others as you want them to behave towards you. He promised the
faithful that they would enter the kingdom of heaven. Jesus's teachings are recorded in the New
Testament of the Bible. Twelve men became his apostles, or companions, and help them spread his
teachings.
Death and resurrection. Jesus angered some Jewish leaders, who wondered why the self-proclaimed
messiah did nothing to regain Israel for the Jews? Roman leaders believe that he was inciting the Jews
into rebellion. In A.D. 33 Jesus entered Jerusalem to celebrate the Jewish Passover. Threatened by
the large crowds he attracted, Roman officials arrested him, tried him, found him guilty of treason
against Rome, and sentenced him to die by crucifixion. A few days later the apostles claimed they had
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Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
seen and talked with Jesus and believed in his resurrection which strengthen the conviction that he
was the messiah.
Spread of Christianity. After Jesus's death the apostles taught his ideas to the people of the
Mediterranean region. One of the most important of the apostles was Peter. He felt, in essence, that
Jesus had filled the prophecies. Paul, a later convert to Christianity, felt that the Jesus had founded a
new religion instead. According to Paul, people were to obey the Jewish moral code, but they did not
have to practice Jewish ritual. Jesus had come to save everyone, he said not just the Jews. Paul
established the Christian church. At first, Roman leaders persecuted Christians, mainly because they
refused to obey such laws as army service, which contradicted their beliefs. In A.D. 313 Emperor
Constantine stopped Christian persecutions by issuing Edict of Milan, which made Christianity the
equal of all other religions. Constantine became the first Christian Roman Emperor. By 395, Christianity
had become the state religion and spread wide through Roman and Europe. The most influential
Christian community was the Catholic Church in Rome headed by the Pope.
Collapse of the Roman Empire. As the Roman empire grew large and powerful, more slaves were
introduced to the economic system. Slave labor resulted in fewer jobs and lower wages for Freeman.
The plebeians became poor and had no work. Smaller farmers were unable to compete with the large
landowners who used slaves and were forced to sell their land. Many plebeians without jobs, or land
moved to the cities and lived on government handouts. The gap between the rich and poor widened.
The plebeian’s high poverty and loss of political power lead to a long period of civil wars. Dictators
made use of the disorder to increase their power.
Julius Caesar. One of the most famous of the dictators was Julius Caesar. He won the plebeians
support by championing the rights. Caesar believed that a republican government would be unable to
pull up the vast Roman Empire. Caesar proved to be a capable dictator. He made the army and the
government more efficient. He enlarged the Senate so that it would better represent the provinces. He
extended citizenship, improve the infrastructure systems, introduced a more accurate calendar, and
created new jobs for the poor. A group of politicians, led by Marcus Brutus had resented Caesar's
growing power and murdered him in 44 BC. The murdered were forced into exile, where they plotted to
gain power. Caesars friend and general, Mark Antony, took control of Rome.
Augustus, first Roman Emperor. Antony joined forces with Octavian (also known as Augustus and
Octavius), Julius Caesar’s adopted son. They defeated Brutus and his allies and ruled the Roman
Empire well together. Antony formed an alliance with Cleopatra, queen of Egypt, Octavian waged a war
against his former ally. Octavian ruled Rome is Emperor from 27 BC to A.D. 14 the Senate gave him
the title of Cesar Augustine. Under his rule, the Roman Empire begin a 200 year period of peace, the
Pax Romana.
Several of the next emperors were corrupt and cruel and in particular Caligula and Nero were both
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Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
criminally insane. The wiser emperors who followed tried to appoint capable men to succeed them.
Rome’s Decline. Marcus Arelious, who ruled from A.D. 161 to 180 was one of the best and later
emperors. He did not, however groom a capable successor. Instead his son Commodus, inherited the
empire, and during his reign 182 -192 the empire declined. After his death, Civil War, unstable
leadership, and economic problems expose Rome to foreign invaders. Emperor Diocletian, who ruled
from 284 to 305, tried to strengthen the empire by dividing it into eastern and western sections. One
emperor in Asia minor, while a co-emperor ruled in the in northern Italy. And 324 Constantine reunited
the empire and ruled alone from the Byzantine Empire, which he renamed Constantinople. After 395,
the empire was permanently divided. The western part declined will the eastern part remained wealthy.
For most of Europe, the classic age had ended. In the Hellenistic cities of Asia Minor in the middle east,
however, it persisted as the Byzantine Empire, and the Former Eastern Roman Empire, which lasted
until 1453.
Adapted from AMSCO Reviewing Global History and Geography
Appendix B Sources
Mesopotamia
1. Flocabulary – We’re the Fertile Crescent
2. 24 Exciting Plays for Ancient History Classes – Life in Ancient Sumer, Hammurabi and His Law
Code
3. Mapping World History Hands On Social Studies Program – 1-2 sets per building, write on maps,
and student atlases
4. NYSTROM globes – 10 -12 per building. Can be written on with wet erase markers
5. I Think: World History – Ancient Mesopotamia
6. Short Role-playing Simulations for Middle School World History – 1 copy per building The
Mesopotamian Trade Game
Egypt
1.
2.
3.
4.
5.
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Flocabulary – Walk Like and Egyptian
24 Exciting Plays for Ancient History Classes – Egypt, 2500 BC
Mapping World History Hands On Social Studies Program
I Think: World History – Ancient Egypt
Leach, Robert. Making World History Fun and Relevant 12 Activities. Vol. 1. 1993. Print.
Hieroglyphics: Telling a Story with Pictures
6. Short Role-playing Simulations for Middle School World History – 1 copy per building Monument to a
Pharaoh Competition
China
Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
1. Flocabulary – Chinese Knowledge
2. 24 Exciting Plays for Ancient History Classes – The Shang Dynasty: The Birth of Chinese
Civilization
3. Mapping World History Hands On Social Studies Program – 1-2 sets per building, write on maps,
and student atlases
4. NYSTROM globes – 10 -12 per building. Can be written on with wet erase markers
5. I Think: World History Ancient Asia – 1 copy per building
6. Leach, Robert. Making World History Fun and Relevant 12 Activities. Vol. 1. 1993. Print.
Confucius and your philosophy of life or The Status of Women In China
7. Short Role-playing Simulations for Middle School World History – 1 copy per Building The
Mandate of Heaven: The Chinese Dynasty game
Greece
1. Flocabulary – Party at the Parthenon
2. 24 Exciting Plays for Ancient History Classes – Ancient Athens: Citizen Debate
3. Mapping World History Hands On Social Studies Program – 1-2 sets per building, write on
maps, and student atlases
4. NYSTROM globes – 10 -12 per building. Can be written on with wet erase markers
5. I Think: World History Ancient Asia – 1 copy per building
Rome
1. Flocabulary –I am Spartacus
2. 24 Exciting Plays for Ancient History Classes – Rome, AD 67
3. Mapping World History Hands On Social Studies Program – 1-2 sets per building, write on maps,
and student atlases
4. NYSTROM globes – 10 -12 per building. Can be written on with wet erase markers
5. I Think: World History Ancient Asia – 1 copy per building
6. Short Role-playing Simulations for Middle School World History – 1 copy per building Soldiers
Letters Home
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Syracuse City School District Grade 6 Social Studies Scope and Sequence 2015-2016
Digital Resources available via SCSD Library Systems and your Teacher Librarian
1.
2.
3.
4.
5.
6.
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Pebble Go
TrueFlix (No Egypt)
NBCLearn (search key words – Pyramid, etc.) Sign up for an account on your own
Learn360 (need to see librarian for access)
Stratalogica – See librarian for access and training.
ABC CLIO World History Ancient (great images to analyze and primary source ideas)