Download 2016-17 MOREHOUSE PARISH SCHOOLS 6TH GRADE SOCIAL

2016-17 MOREHOUSE PARISH SCHOOLS
6TH GRADE SOCIAL STUDIES
Adapted from Bossier Parish Curriculum Department
2016-17 Suggested Morehouse Parish Social Studies Sixth Grade Pacing
Overview
Unit
Unit 1
Unit 2
Unit 3
Unit 4
Unit 5
Unit 6
Topic
Textbook
References
Suggested Dates
Grade 6 Year- Long Overview
Students in social studies should explore key questions through multiple sources to develop claims about social
studies content. As such, teachers must create instructional opportunities that delve into content and guide
students in developing and supporting claims about social studies concepts.
Grade 6 Content Focus:
1. Humans and the environment both impact and are impacted by each other.
2. Benefits and challenges of increased human population.
3. Human understanding of the world around them.
Grade 6 Claims:
1. How does the environment impact human settlement?
2. How do patterns and themes recur across time and place?
3. How are societies impacted by geography, historical events, politics, and economics?
Content: Students explore different people and places around the world over the course of time. Students
explain how society, the environment, the political and economic landscape, and historical events influence
perspectives, values, traditions, and ideas. To accomplish this, they:
1. Use key questions to build understanding of content through multiple sources
2. Corroborate sources and evaluate by considering author, occasion, and purpose
Claims: Students are beginning to understand how to develop claims and support with a foundation of a source,
rather than an opinion. The reliance is on authentic sources focusing on primary sources whenever appropriate.
Students develop and express claims through discussions and writing which examine the impact of relationships
between ideas, people, and events across time and place. To accomplish this they:
1. Recognize recurring themes and patterns in history, geography, economics, and civics
2. Evaluate the causes and consequences of events and developments.
6th Grade Social Studies Framework and Pacing Guide
for 2016-17 Morehouse Parish
Unit #1 – Geographical Concepts and the First Civilizations
30 PACING DAYS
Unit Overview: In this unit students will learn about how geography impacts the development of civilizations.
Students will also learn how physical and political boundaries of civilizations, empires, and kingdoms similar and
different, and how can people determine world migration patterns and trends. Students will be able to explain how
the availability or scarcity of different resources affects cultural development and also what role did the
development of tools and agriculture play in the development of early civilizations. This sets the stage for the unit
to follow where students begin to explore ancient river valley civilizations.
Note: This content could be taught in conjunction with the If Stones Could Speak unit (Lessons 2 and 3)
from the English Language Arts Guidebook for Grade 6.
Unit Breakdown:
Geography- 10 days:
Content and Claims
1. How can using latitude and longitude help people? (6.3.1, 6.3.2)
2. How are physical and political boundaries of civilizations, empires, and kingdoms similar and different?
(6.3.3)
3. How can people determine world migration patterns and trends? (6.3.4)
First Civilizations- 20 days:
Content and Claims
1. How did geography impact the way early civilizations developed? (6.2.1, 6.4.1, 6.4.3)
2. How might the availability or scarcity of different resources affect cultural development?>
3. What role did the development of tools and agriculture play in the development of early civilizations?
(6.2.2)
Sample tasks:
Instructional Tasks from National Geographic:
Latitude, Longitude, and Temperature
Global Patterns of Human Migration
State Department Recommended Possible Sources:
Latitude and Longitude of a Point, iTouch Map
Latitude and Longitude Facts, World Atlas
Boundary, National Geographic
Early Humans (Eyewitness Books), Nick Merriman
Ice Ages, Illinois State Museum
Catalhoyuk, Science Museum of Minnesota
You Wouldn’t Want to be an Assyrian, Allison Lassieur
Life in Ancient Mesopotamia, Shilpa Meta-Jones
Ancient Mesopotamia, Time Maps
Correlations to ELA Guidebook:
"Archaeology 101" from the Education Department of the Archaeological Institute of America
"Archaeology: Then and Now" from Intrigue of the Past, Part 1: Fundamental Concepts Introduction,
Research Laboratories of Archaeology
Vocabulary
agriculture
archaeology
artifact
canal
cardinal directions
century
Key Concepts
Anno Domini (AD)
Before Christ (BC)
Before Common Era (BCE)
Common Era (CE)
Code of Hammurabi
Cradle of Civilization
Phoenicians
Sumerians
chariot
chronological
Fertile Crescent
Hittites
city-state
climate
compass rose
coordinates
cultivation
cultural diffusion
culture
cuneiform
decade
degrees
desert
distance scale
division of labor
domestication
empire
environment
era
fresh water
food source
fossil
gulf
hemisphere
hunter-gatherer
innovation
intermediate directions
iron
irrigation
lake
land bridge
latitude
legend (key)
longitude
megalith
meridian
migrate
millennium
monarch
mountain
nomadic lifestyle
parallel
pictograph
plain
plateau
plot
plow
polytheism
pull factor
push factor
primary source
region
river
rural
salt water
scribe
sea
secondary source
silt
social hierarchy
society
Key Events
Ice Ages
Stone Age
Paleolithic Era
Neolithic Era
Mesolithic Era
specialization
trade network
trade route
timeline
urban
valley
waterfall
ziggurat
Geographic Locations
Africa
Antarctica
Asia
Australia
Eastern Hemisphere
Equator
Europe
International Date Line
North America
Northern Hemisphere
Prime Meridian
South America
Southern Hemisphere
Western Hemisphere
Unit Objectives:
6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by: • conducting historical
research • evaluating a broad variety of primary and secondary sources • comparing and contrasting varied points
of view • determining the meaning of words and phrases from historical texts • using technology to research,
produce, or publish a written product
6.1.2 Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 Analyze information in primary and secondary sources to address document-based questions
6.1.4 Identify and compare measurements of time in order to understand historical chronology
6.2.1 Analyze the relationship between geographical features and early settlement patterns using maps
and globes
6.2.2 Examine how the achievements of early humans led to the development of civilization
6.3.1 Identify and label major lines of latitude and longitude using a world map or globe to determine
climate zones and time zones
6.3.2 Plot coordinates of latitude and longitude to determine location or change of location
6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms
using maps and globes
6.3.4 Determine world migration patterns and population trends by interpreting maps, charts, and
graphs
6.4.1 Identify and describe physical features and climate conditions that contributed to early human
settlement in regions of the world
6.4.2 Explain how world migration patterns and cultural diffusion influenced human settlement
6.4.3 Explain the connection between physical geography and its influence on the development of
civilization
6.6.1 Explain the impact of job specialization in the development of civilizations
Critical Questions:
How are landforms, water features, climate, and environment push factors for settlement and human migration?
How are landforms, water features, climate, and environment pull factors for settlement and human migration?
How can latitude and longitude be used to locate places?
What is the purpose of the International Date Line?
How does latitude impact climate, plant life, and animal life in a region?
How does climate impact plant and animal life in a region?
How do landforms and bodies of water impact plant and animal life in a region?
How is a legend used to read a map?
How is a distance scale used to read a map?
In addition to legends and distance scales, what other parts of a map aid a person in being able to
analyze/interpret a map?
What methods and resources do archaeologists use to study history and past cultures?
How can a timeline be used to study history?
What was life like for the earliest hunter-gatherers?
What role did geography and climate play in shaping the culture of hunter-gatherers?
What led to the development of tools?
What led to the development of agriculture? Domestication of plants? Specialization?
What caused hunter-gatherers to migrate to North America and other regions?
What geographic features made migration possible or hindered migration?
Why is Mesopotamia known as the Fertile Crescent? The Cradle of Civilization?
What role did geography play in the successful development of Mesopotamia?
What are some of the major characteristics of Mesopotamia that make it unique?
What led to the cultural diffusion of Mesopotamian products, innovations, and ideas?
Why was the development of cuneiform, the Code of Hammurabi, and the Phoenician alphabet significant?
How and why did the Mesopotamians use canals, irrigation, and food surpluses to improve their civilization?
What led to the growth of cities and the development of city-states in Mesopotamia?
Activities & Resources (available through School Loop Group BP Social Studies Teachers 6-8 6th Grade
Folder (denoted below with SLG) or the Internet (URL denoted):
Video on Continents http://video.about.com/geography/How-Many-Continents-Are-There-.htm
Geography Partner Activity #1 (SLG)
Continents and Oceans of the World blank map (SLG)
Geography Partner Activity #2 (SLG)
Land Forms Glossary http://www.enchantedlearning.com/geography/landforms/glossary.shtml
It's All About Direction (SLG)
Latitude Practice; Longitude Practice (SLG)
Latitude and Longitude Activity (SLG)
Latitude and Longitude Rap Video (SLG)
Map Coordinates (SLG)
Simple Explanation of How Latitude Affects Climate http://www.kidsgeo.com/geography-for-kids/0074-latitudeeffects-temperature.php
Explanation of Historical Dates
http://www.wisegeek.org/what-is-the-difference-between-ad-bc-bce-and-ce-in-identifying-historical-dates.htm
Bering Land Bridge Activity (SLG)
Hunter-Gatherer Societies Activity
http://www.vrml.k12.la.us/6th/6ss/Unit_activities_SS/unit1_SS/act3/6th_SS_Un1_Act3.htm
A Day in the Life of a Hunter-Gatherer http://www.eduplace.com/ss/hmss/6/unit/act2.2.html
Earliest Migrations (short video) SLG
Code of Hammurabi Activity (SLG)
Nebuchadnezzer Cartoon Video – series of 4 cartoon videos. Cartoon features four kids who travel through time
to Babylon and have an encounter with Nebuchadnezzar because of a lost clay tablet. Many historical references
throughout the cartoons. Part 1 is 4 minutes, part 2 is 7 minutes, part 3 is 6 minutes, and part 4 is 22 minutes.
The last part is too large to upload to SLG, but the videos are available from the curriculum coordinator. They can
probably be placed on your school server.
Technology and Innovation in Mesopotamia http://ablemedia.com/ctcweb/consortium/vammesopotamia6.html
Mesopotamia video clip http://video.nationalgeographic.com/video/kids/people-places-kids/iraq-mesopotamiakids/
Ancient Mesopotamia for Kids http://mesopotamia.mrdonn.org/
Ziggurats http://www.mesopotamia.co.uk/ziggurats/home_set.html
Ancient Mesopotamia Fast Facts (with many links to specific topics) http://www.kidskonnect.com/subjectindex/16educational/history/257-ancient-mesopotamia.html
Discovery Education video: Mesopotamia from Nomads to Farmers
http://app.discoveryeducation.com/player/?assetGuid=4c8792d2-57e4-4e4a-8f682fe8aae59275&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&productcode=US&isAssign
ed=false&includeHeader=YES&homeworkGuid=
Brainpop and Quiz: Sumerians
Discovery Education video: Mesopotamia: The Development of Written Language
Discovery Education video: Mesopotamia: Trade Routes & Transportation
Discovery Education video: Ancient Civilization: Balancing the Budget (Segments on the Minoans and the
Phoenicians
Phoenicians http://www.lost-civilizations.net/phoenicians-history.html
Writing Prompts: (Apply Common Core Writing Standards for Literacy in History/Social Studies 6-8 when
developing writing assignments.)
● Create a travel brochure which describes a “dream vacation” spot, using at least ten geographic terms in the
description.
● Explain in one or two paragraphs how latitude and longitude are used to locate places.
● Explain in a paragraph or two the similarities and differences of latitude and longitude.
● Write a story using geographic terms which describes geographic push factors that caused a family to leave
one region and pull factors that led them to settle in another.
● Write a brief report about one of the continents in the world, and include in the report the major landforms and
bodies of water located there.
● After reading the “Easter Island” passage, write two paragraphs to offer your explanation on why the Rapa
Nui placed the statues all around Easter Island.
● In your own words, write three paragraphs which describe the similarities and differences between the
Paleolithic, Mesolithic, and Neolithic Periods.
● In 2-3 paragraphs, explain why you would or would not want to be an archaeologist. In your explanation,
include specific information about what the job of an archaeologist is.
● In your own words, explain in 1-2 paragraphs what domestication is and why the hunter-gatherers first
tried it.
● In your opinion, what was the single most important achievement made by people in the “land between
the rivers”? (Question appears at end of reading passage entitled “Mesopotamia: The Land Between the
Rivers.” (See below)
● In the role of a Mesopotamian, describe to a geographer the geography of the Fertile Crescent.
Related Texts: (Apply Common Core Reading Standards for Literacy in History/Social Studies 6-8 when
selecting and assigning texts)
● Easter Island: A Land of Mystery (SLG)
● The Wisdom of Hunter-Gatherers (SLG)
● Ancient Mesopotamia: Science, Inventions, Technology (short passage followed by 10 questions about
the passage) http://www.ducksters.com/history/mesopotamia/science_and_technology.php
● Mesopotamia: The Land Between the Rivers (passage and comprehension quiz) (SLG)
6th Grade Social Studies Framework and Pacing Guide
for 2016-17 Morehouse Parish
Unit #2- River Valley Civilizations
30 PACING DAYS
Unit Overview: In this unit, students learn about how physical and cultural geography shape human advances.
Students will learn about ancient civilizations and why they developed in river valleys. Students will also be able to
identify social, political, and economic characteristics of early civilizations. This sets the stage for the following unit
where students will learn about the great empires of Rome and Greece.
Unit Breakdown:
Content and Claims1. Why did ancient civilizations develop in river valleys? (6.4.1, 6.4.3)
2. What were the social, political, and economic characteristics of early civilizations? (6.2.3, 6.3.3)
Sample Task:
Louisiana Instructional Task- Ancient Egypt
State Department Recommended Possible Sources:
Ancient Egypt
Ancient Egypt, Pamela Dell
Ancient Egypt, LJ Amstutz
Ancient Egypt, Nel Yomtov
Ancient Egypt, DK Publishing
The Ancient Egyptians, Virginia Schomp
Ancient China
Ancient China, Liz Sonneborn
Ancient China, Marcie Flinchum Atkins
Ancient China, Jane Shuter
Ancient China, Arthur Cotterell
Ancient India
Ancient India, Allison Lassieur
Ancient India, Rebecca Rowell
Ancient India, Virginia Schomp
Life in the Ancient Indus River Valley, Hazel Richardson
Egypt and India Vocabulary
Afterlife
Alloys
Artisans
Caste system
Cataract
Delta
Dynasty
Empire
Engineering
Exports
Hieroglyphics
Imports
Metallurgy
Merchants
Monsoon
Mummification
Obelisk
Pharaoh
Pyramids
Scribes
Subcontinent
Tenant
Egypt and India Key Concepts
Aryan Invasion
Harappa
Hittites
Hyksos
Indus River
King Tutankhamen
Middle Kingdom
Mohenjo-Daro
New Kingdom
Nile River
Old Kingdom
Queen Hatshepsut
Ramses the Great
Rosetta Stone
Sahara Desert
Gift of the Nile
China Vocabulary
Acupuncture
Compass
Dynasty
Ethics
Gunpowder
Jade
Legalism
Lords
Mandate of heaven
Oracle
Peasants
Seismograph
Silk
Terrace farming
China Concepts
Confucius
Confucianism
Forbidden City
Genghis Khan
Gobi Desert
Great Wall
Himalayas
Huang He River (Yellow River)
Kublai Khan
Mongol Empire
Silk Road
Taklimakan Desert
Yangzi River
Unit Objectives:
6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by: •
conducting historical research • evaluating a broad variety of primary and secondary sources •
comparing and contrasting varied points of view • determining the meaning of words and phrases from
historical texts • using technology to research, produce, or publish a written product
6.1.2 Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 Analyze information in primary and secondary sources to address document-based questions
6.1.4 Identify and compare measurements of time in order to understand historical chronology
6.2.3 Describe the characteristics and achievements of the ancient river civilizations of Mesopotamia,
Egypt, Indus Valley, and China
6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms
using maps and globes
6.4.1 Identify and describe physical features and climate conditions that contributed to early human
settlement in regions of the world
6.4.3 Explain the connection between physical geography and its influence on the development of
civilization
Critical Questions:
Why is Egypt known as the Gift of the Nile?
What role did geography play in the successful development of Egypt?
What are some of the major characteristics of Egypt that make it unique?
What led to the cultural diffusion of Egyptian products, innovations, and ideas?
Why were the development of hieroglyphics and the Rosetta Stone significant?
Why do you think the First and Second Dynasties lasted so long in Egypt and what brought them to an end?
During what historic period did Egypt reach its peak and what made it such a powerful empire?
What role did conquest play in cultural diffusion?
Who is considered the greatest ruler in Egypt and why?
Of all the achievements made by the Egyptians, which do you consider the most important and why?
How were Mesopotamia and Egypt alike? How were they different?
What were the benefits and drawbacks of ancient India’s climate and geographical features?
How did geography shape the lives of people living in the Indus River Valley?
What were the characteristics of early Indian cities and culture?
What are the probable causes and effects that explain the collapse of early Indus Valley civilizations?
What important contributions did the Aryans make to Ancient India?
Although Harappa and Mohenjo Daro were 300 miles apart, the two cities were very similar. Why do you
suppose that is so?
What are the Vedas and how they did help historians gather information about Ancient India?
What is a social caste system?
Why did India adopt the caste system?
What are some of the major characteristics of ancient India that make it unique?
What advanced the cultural diffusion of India’s products, innovations, and ideas?
Why was the development of Sanskrit significant?
Of all the achievements made by the ancient Indians, which do you consider the most important and why?
What are some characteristics that Mesopotamia, Egypt, and India had in common?
What are some important characteristics about India that make it different from Mesopotamia and Egypt?
What were the benefits and drawbacks of ancient China’s geographical features?
How did geography shape the lives of people living in the Huang He River Valley?
What are the unique characteristics of ancient China’s culture?
How did dynasties help to shape Chinese society and make innovations/achievements possible?
What role did Confucius play in China’s culture and society and what are some of his ideologies?
What was the purpose of the Great Wall?
What were some of the most important inventions created by the Chinese? Why were they important?
What is the mandate of heaven and how did it influence government in China?
What changes were brought about in China because of the Mongol conquest?
Activities & Resources (available through School Loop Group BP Social Studies Teachers 6th Grade
Folder (denoted below with SLG) or the Internet (URL denoted):
● Discovery Education Video: Journals Through History: Egypt: Constructing a Civilization.
● Brainpop: Mummies, Pharaohs
● Ancient Egypt Travel Brochure (SLG)
● Ancient Egypt Vocabulary (SLG)
● Ancient Egypt Activities (SLG)
● Story of Time http://www.ancientegypt.co.uk/time/home.html
● Interactive Egyptian Timeline
http://www.childrensuniversity.manchester.ac.uk/interactives/history/egypt/egyptiantimeline/
● Writing in hieroglyphs
http://www.childrensuniversity.manchester.ac.uk/interactives/history/egypt/hieroglyphs/
● How to Make a Mummy
http://www.childrensuniversity.manchester.ac.uk/interactives/history/egypt/makeamummy/
● Egypt: Gift of the Nile 28 minute video (Available from curriculum coordinator—Too large for SLG)
● Daily Life in Ancient India for Kids http://ancienthistory.mrdonn.org/Indialife.html
● Indus Valley Civilization (Mohenjo-Daro) (SLG) video clip
● Indian Trade map activity (SLG)
● Ancient China – BrainPop
http://www.brainpopjr.com/socialstudies/ancienthistory/ancientchina/grownups.weml
● Ancient China Map Activity (SLG)
● Ancient China for Kids from Mr. Donn (SLG)
● In Celebration of the Silk Road http://score.rims.k12.ca.us/activity/silkroad/
● Banpo Village Task http://score.rims.k12.ca.us/activity/banpo/
● Three Doctrines and Legalism http://ancienthistory.mrdonn.org/Behavior.html
● Great Wall of China – Discovery Education video
http://app.discoveryeducation.com/player/?assetGuid=17e12d20-a843-4b47-9b911d7a18ee062a&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&productcode=US&isA
ssigned=false&includeHeader=YES&homeworkGuid=
● Lost City of Shang (including info. about oracle bones and work of archaeologists) – Discovery Education
video http://app.discoveryeducation.com/player/?assetGuid=61b95900-2213-43a4-9cf14c7cbecfa6b0&fromMyDe=0&isPrinterFriendly=0&provider=&isLessonFromHealth=0&productcode=US&isAs
signed=false&includeHeader=YES&homeworkGuid=
Writing Prompts: (Apply Common Core Writing Standards for Literacy in History/Social Studies 6-8 when
developing writing assignments.)
● In the role of an Egyptian, describe to a geographer the geography of the Nile River Valley.
● After reading passage entitled Egypt’s Three Kingdom’s (below), write about which one of the three kingdoms
was most important and why.
● It is uncertain how the Harappan civilization came to an end. Write a 3-paragraph story in which you give an
educated opinion on what you think may have caused it to end.
● Write About India Activity (SLG)
● Writing About China (see handout in SLG)
● Choose one famous quote from Confucius and explain what it means to you. Include in your explanation how
you would apply his advice today.
●
Choose one of the inventions or innovations created by the ancient Chinese and write two paragraphs
explaining why the invention was important then and why it is still important today.
Related Texts: (Apply Common Core Reading Standards for Literacy in History/Social Studies 6-8 when
selecting and assigning texts.)
The following assignments/assessments address one or more of the Historical Thinking Skills GLEs 15-21)
● Cleopatra Biography (SLG)
● Egypt’s Three Kingdoms (SLG) also includes a writing activity
● Discovering King Tut’s Tomb (SLG) also includes reading comprehension activity
● Cat’s: A Lesson in Cultural Diffusion (SLG) also includes reading comprehension activity
● Egyptian Mummies (SLG) also includes reading comprehension activity
● The Great Pyramid (SLG) also includes reading comprehension activity
● Indus Valley Civilization and Daily Life (SLG)
● Ashoka the Buddhist King (SLG)
● Oracle Bones cloze reading (SLG)
● Innovations of the Han Dynasty cloze reading (SLG)
● The Mandate of Heaven http://acc6.its.brooklyn.cuny.edu/~phalsall/texts/shu-jing.html
● Genghis Khan (also includes questions)
http://ww2.wyomingcityschools.org/~zollerjw/Q1Files/GenghisKhan.pdf
6th Grade Social Studies Framework and Pacing Guide
for 2016-17 Morehouse Parish
Unit #3 – Ancient Greece and Rome
20 PACING DAYS
Unit Overview: In this unit students will examine how new civilizations reflected needs of society. Students will
study the roots of democracy and republican forms of government as well as the achievements of ancient Greece
and Rome. This sets the stage for the following unit where students will explore how these empires traded goods
as well as ideas, religion, and culture.
Unit Breakdown:
Greece- 10 Days
Content and Claims:
1. What were effects of the conquests of Alexander the Great? (6.2.4)
2. How did democracy emerge from the early political systems in Greece? (6.2.4, 6.5.1)
3. What were the differences between Athens and Sparta? (6.2.4)
Rome- 10 Days
Content and Claims:
1. What were the major achievements of Rome and how did they influence later cultures? (6.2.5, 6.3.3)
2. How did the government of the Roman Republic influence the development of democracy? (6.5.2)
State Department Recommended Possible Sources
• Ancient Greeks, WorldBook
• What do we Know about the Romans?, Anne Pearson
• Ancient Greece, Peter Benoit
• The Ancient Greeks, Jane Shuter
• The Ancient Greeks, Virginia Schomp
• See Inside an Ancient Greek Town, Jonathan Rutland
 Ancient Rome, Peter Benoit
• Ancient Romans, WorldBook
• What the Romans did for the World, Allison Hawes
• The Ancient Romans, Kathryn Hinds
• Roman Life, John Guy
• What do we Know about the Romans?, Mike Corbishley
• The Roman Republic, Don Nardo
Greek Vocabulary
acropolis
agora
alliance
aristocracy
aristocrat
cavalry
citizen
classical age
colony
democracy
direct democracy
fable (Aesop)
fortress
Hellenistic
mythology
oligarchy
patron
peninsula
personification
phalanx
philosopher
polis
representative democracy
satraps
tyrant
Greek Key Concepts
Alexander the Great
Aristotle
Cleisthenes
Crete
Cyrus the Great
Dark Age
Draco
Delian League
Epic poems (Homer’s Illiad and Odyssey)
Euclid
Greek god/goddess
Greek heroes
Greek literature
Hippocrates
Homer
Lyric poetry (Sappho)
Macedonia
Minoans
Mycenaeans
Olympics
Parthenon
Pericles
Persian Wars
Peloponnesian League
Peloponnesian War
Persian Empire
Phillip II
Plato
Royal Road
Shipbuilding
Socrates
Solon
Sparta
Roman Vocabulary
aqueduct
checks and balances
consuls
corruption
dictators
empire
gladiator
legions
magistrates
patricians
plebians
republic
tribunes
tripartite
veto
Roman Key Concepts
Augustus
Byzantine Empire
Christianity
Cicero
Forum
Goths
Hannibal
Huns
Julius Caesar
Latin
Marc Antony
Pax Romana
Punic Wars
Roman Senate
Romance languages
Western Empire
Unit Objectives:
6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by: • conducting historical
research • evaluating a broad variety of primary and secondary sources • comparing and contrasting varied points
of view • determining the meaning of words and phrases from historical texts • using technology to research,
produce, or publish a written product
6.1.2 Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 Analyze information in primary and secondary sources to address document-based questions
6.1.4 Identify and compare measurements of time in order to understand historical chronology
6.2.4 Describe the development of the Greek city-state, the culture and achievements of Athens and Sparta, and
the impact of Alexander the Great’s conquests on the spread of Greek culture
6.2.5 Describe the characteristics of Roman civilization, its cultural, political, and technological achievements, and
its influence on other later cultures
6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using maps
and globes
6.5.1 Describe the essential elements of Greek city-state government that influenced the development of
democracy
6.5.2 Describe the government of the Roman Republic and how it influenced the development of democracy
Critical Questions:
What role did geography play in the economic, social, and political development of Greece?
How has the ancient government of Greece influenced U.S. government today?
What is the difference between direct democracy and representative democracy?
What are some characteristics of Greek civilization that make it unique from other ancient civilizations?
What were the primary occupations of the Minoans and why?
How did geography play a role in the end of Minoan civilization?
Why do you suppose the Mycenaeans built fortresses on the Greek mainland?
How did city-states happen to develop?
A classical age is one marked by great achievements. What were some of the great achievements in Greece
during its classic age?
Why were cities built around an acropolis?
Before becoming a democracy, Athens had been a monarchy, then an aristocracy, and then an oligarchy. Under
whose rule did the Athenians first move toward democracy? Under whose rule did they officially become a
democracy?
In elections in the U.S., not all citizens who are eligible to vote actually exercise that right. The same was true in
Athens. How did the government get more people to vote in ancient Athens?
What method would you use today to encourage more eligible voters in the U.S. to exercise that right?
How did Pericles encourage people to participate in Athenian democracy?
What brought democracy to an end in Athens?
What purpose did mythology serve in ancient Greece?
In addition to stories about the gods, the Greeks also told stories about heroes. Why do you suppose they did
this?
Who might heroes today that we would share stories about and why?
What was the original purpose of the Olympics?
How does ancient Greek literature influence modern language?
What did Persia hope to gain by invading Greece?
How was Cyrus the Great able to keep the people he conquered from rebelling against him?
How was the Persian Empire politically organized?
What are the similarities and differences between Persia and Greece?
What the similarities and differences between Persia and China?
What are the causes, the outcome, and the major turning points in the Persian Wars?
How did Sparta and Athens differ?
Why did Sparta become a militaristic society?
What was the role of women in Sparta?
What three things did the Spartans place a high value on?
How were boys, men, girls, and women trained in Spartan society?
What are the causes, outcome, and major turning points in the Peloponnesian War?
What are the Delian League and the Peloponnesian League and why did they form?
Why did Macedonia wish to conquer Greece?
How did the use of the phalanx aid the Macedonians in conquering Greece?
What made Alexander the Great one of the greatest conquerors in history?
How vast was Alexander’s empire?
What is the difference between Greek and Hellenistic culture?
How did Alexander the Great go about spreading Greek and Hellenistic culture throughout his empire?
Which of the many great Greek achievements do you most appreciate and why?
What did Greek gods and Greek philosophers have in common?
What role did Greek philosophers play in Greek society?
Why did the early Romans want to get rid of the monarchy, and what type of government replaced it?
What impact did geography have on the development of the Rome and its growth into a world power?
What is the connection between the Gauls’ victory over Rome and Rome’s conquest of its neighboring regions?
How did Rome’s conquest of other regions help to increase their trade with other regions?
Why do you think the Romans borrowed many ideas from Greek culture?
With whom did Rome fight during the Punic Wars and why?
What advantages did Rome have over Carthage? What advantages did Carthage have over Rome?
What were the ultimate outcomes and gains made by Rome following the Punic Wars?
After the Punic Wars, Rome conquered other nations, including Greece. What impact did Greece have on Rome
after the conquest?
How did the viewpoints of Julius Caesar and Cicero differ about government?
What led to the end of the Roman Republic?
What were some of the impacts of the growth of the new Roman Empire?
What were some of Rome’s greatest and most lasting accomplishments?
What are Romance languages and how did they develop?
What were the benefits of the network of roads the Romans were so famous for building?
What led to the fall of the Roman Empire?
What was the role of the Goths and the Huns in the collapse of the Roman Empire?
How and why was Rome divided into two empires?
Activities & Resources (available through School Loop Group BP Social Studies Teachers 6 th Grade
Folder (denoted below with SLG) or the Internet (URL denoted):
● Greek Alliances map activity (SLG)
● Construct a map of Greece, identifying major physical features and bodies of water. Map should also include
locations of Crete and Mycenae. Use the map to explain how geography shaped Greek civilization. (SLG)
● How to Teach Greek Mythology in Middle School http://www.ehow.com/how_7781457_teach-greekmythology-middle-schools.html
● My Big Fat Greek Olympics – a number of interesting activities here http://www.timewarptrio.com/teachersparents/lessons/pdf/twt-lesson-olympics.pdf
● On “Comparing Governments” graphic organizer, contrast oligarchy, aristocracy, tyranny, monarchy, and
democracy by listing the key characteristics of each. (SLG)
● Provide students with a list of Greek gods and goddesses. Students are to select one from the list and draw
an illustration of the god/goddess that reflects what that god/goddess personifies. Ex. Apollo was the god of
music and of healing. Their picture could be of Apollo playing a musical instrument or tending to a sick
person. http://www.infoplease.com/ipa/A0881990.html Numerous sites are available with lists of the gods
and goddesses and what they personify. This is just one.
● Ancient Greece: Mr. Dowling’s Class http://www.mrdowling.com/zip/701greece.pdf
● Alexander the Great - passage plus activity(SLG)
● The Persian Wars by Mr. Donn http://greece.mrdonn.org/persianwars.html
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Ancient Greece – Edsitement – several links to lesson/activity ideas http://edsitement.neh.gov/edsitementspersian-wars-resource-pages
Ancient Greeks – several links to activities and interactive games
http://www.bbc.co.uk/schools/primaryhistory/ancient_greeks/greek_world/
Perceptions and Misperceptions about Greece and other Places (SLG)
Comparing & Contrasting Sparta & Athens Graphic Organizer (SLG) refer to information at
http://www.pbs.org/empires/thegreeks/educational/index_html.html
The Roman Alphabet is Our Alphabet http://edsitement.neh.gov/lesson-plan/alphabet-historic-romanalphabet-our-alphabet#sect-introduction
The Romans http://www.bbc.co.uk/schools/primaryhistory/romans/ (many hyperlinks to activities and lesson
ideas
Odyssey Online: Rome http://www.carlos.emory.edu/ODYSSEY/ROME/homepg.html many links to teaching
resources
Construct an Aqueduct http://www.pbs.org/wgbh/nova/lostempires/roman/aqueduct.html
What have the Romans Ever Done for Us? http://www.schoolhistory.co.uk//year7links/doneforuse.shtml
Ancient Rome: Fall of an Empire - Discovery Learning video
http://app.discoveryeducation.com/search?Ntt=ancient+rome#selItemsPerPage=20&intCurrentPage=0&No=0
&N=18342&Ne=18339&Ntt=ancient%2Brome&Ns=&Nr=&browseFilter=&indexVersion=&Ntk=All&Ntx=mode
%252Bmatchallpartial
Ancient Rome: Rise to Power - Discovery Learning video
http://app.discoveryeducation.com/search?Ntt=ancient+rome&N=18342
Daily Life in Ancient Rome – Discovery Learning video
http://app.discoveryeducation.com/search?Ntt=ancient+rome&N=18342
The Rome of Augustus map activity (SLG)
Writing Prompts: (Apply Common Core Writing Standards for Literacy in History/Social Studies 6-8 when
developing writing assignments.)
● Based on research about the person, write a one-page biography citing significant information about one
of the key figures in Greek history (ex. Solon, Draco, Cleisthenes, Pericles and his contribution to Greece.
Create a PowerPoint or similar presentation on the person and present findings to the class in a twominute presentation.
● After reading and discussing two or three of Aesop’s fables, have students create a fable of their own,
including a moral to the story.
● Write two paragraphs to explain the differences and similarities between representative democracy and
direct democracy.
● In computer lab, have students find a list of commonly used English words with Greek origins. Then,
have students write one or two paragraphs about Greece using the English words. A few examples on
page 254 of textbook. After reading and discussing “Pericles Funeral Oration” excerpt, students can write
a summary of the key points Pericles used to describe Athens. (see note below)
● Write two to three paragraphs to describe how Alexander the Great came to power and his greatest
accomplishments.
● Write two or more paragraphs describing the differences between Sparta and Athens.
● Write one or two paragraphs explaining the difference between Greek and Hellenistic cultures.
● Write a brief biography about one of the Greek philosophers.
● Write a poem about Greek culture. Research the use of bartering and money in Greek and Roman
civilizations. Write a description of how these were used in both civilizations.
● People of the past invented and used things that are still important today. Why did the Romans build the
Coliseum and why is that still important today?
● Eulogies are speeches that are given to pay respect to a person who has died. Write a eulogy that would
recognize the accomplishments of the Roman Empire following after it ended.
● Interviews are often written in Q and A format. For example Q: Who is the principal of your school? A: My
principal is __________. In Q & A format, write an interview that you might have had with a famous
person from ancient Rome (ex. Caesar, Cicero, Diocletian etc.). Your interview can be serious or
humorous, but it must include at least ten facts about the person.
● Students working in groups can create a “tabloid” newspaper which features articles about events that
took place during the rise and fall of Rome or about people who were involved in those events.
● Write and illustrate a poem or a song about a person or event in ancient Rome.
Related Texts: (Apply Common Core Reading Standards for Literacy in History/Social Studies 6-8 when
selecting and assigning texts.)
● Ancient Athens and the Gods (SLG) (Accompanying PowerPoint with visuals that relate to story on SLG
also.)
● Archaeologists Hit a Homer Run (SLG)
● Democracy in Athens (cloze passage) (SLG)
● Greek City-States (cloze passage) (SLG)
● Greek City-States (passage with reading comprehension questions) (SLG)
● Alexander the Great (includes graphic organizer and questions) (SLG)
● Alexander the Great (passage can be divided into group passages)
http://www.iroquoiscsd.org/cms/lib/NY19000365/Centricity/Domain/213/Alexander%20the%20Great.pdf
● The Literature of Classical Greece http://www.abcteach.com/free/i/intro_to_greek_lit.pdf
● Greece: An Overview http://www.abcteach.com/free/g/greece_overview.pdf
● Aesop’s Fables (links to many) http://www.aesopfables.com/ Spartan Military Society (SLG)
● Greek Militaristic Society (cloze passage) (SLG)
● Comparing Sparta and Athens - reading passages and activities
http://msh.councilforeconed.org/documents/978-1-56183-758-8-activity-lesson-08.pdf
● Pericles Funeral Oration (SLG) very challenging excerpt; can be used to develop a “task” (SLG)
● King Midas http://www.hipark.austin.isd.tenet.edu/mythology/midas.html
● Rome the Eternal City (SLG)
● The Story of Romulus and Remus
http://homecourtpublishers.com/frame/index.php?exurlhcp=http://toolboxforteachers.s3.amazonaws.com/
homecourt-site/Tall-Tales/Romulus-Remus.pdf
● Roman Gladiators (SLG)
● Roman Chariot Races (SLG)
6th Grade Social Studies Framework and Pacing Guide
for 2016-17 Morehouse Parish
Unit #4 – Spread of Culture and Religion
30 PACING DAYS
Unit Overview: In this unit, students will examine how trade routes exchanged more than just goods (ideas,
religion, cultural diffusion). This sets the stage for the following unit where students will learn about the impact of
the trading routes with Africa and Asia.
Unit Breakdown:
The Silk Road- 15 Days
Content and Claims:
1. How is trade responsible for cultural exchange? (6.4.2)
2. How does the exchange of goods and ideas improve lives? (6.6.2)
3. Why do civilizations choose to expand trade and conquer new territories? (6.6.3, 6.6.4)
World Religions-15 Days
Content and Claims:
1. Why is religion important to people around the world and to what extent are the major world religions similar?
(6.2.6)
2. How do religious beliefs affect social and political structures? (6.2.6)
Sample Task
• Louisiana Instructional Task - The Silk Road
State Department Recommended Possible Sources
• Silk road, Stanford
● Silk Road Virtual Tour, Ted Mitchell
● Silk Road (TED) , TED ED
• The Travels of Marco Polo, Alex Bandon
• The World's Greatest Overland Explorer, National Geographic (requires user to register)
• Marco Polo and his Travels, Silk-Road.com
● The Usborne Book of World Religions, Susan Meredith and Claire Hickman
● What do we know about Christianity?, Carol Watson
● What do we know about Judaism?, Doreen Fine
● What do we know about Buddhism?, Anita Ganeri
● What do we know about Hinduism?, Anita Ganeri
● What do we know about Islam?, Sharukh Husein
● History of Religion, Maps of War
●
Animated Map of Religion, Business Insider
Key Vocabulary
Karma
Nirvana
Reincarnation
Raja
Varnas
Monotheism
Obedience
Prophets
Synagogue
Messiah
Mosque
Pilgrimage
Key Concepts
Brahmans
Buddhism
Daoism
Eightfold Path
Four Noble Truths
Hinduism
Sanskrit
Vedas
Dead Sea Scrolls
Diaspora
Exodus
Hanukkah
Hebrews
High Holy Days
Israelites
Judaism
Mosaic Law
Passover
Talmud
Ten Commandments
Torah
Yahweh
Zealots
Apostle Paul
Christianity
Jesus of Nazareth
5 Pillars of Islam
Allah
Islam
Mecca
Muhammad
Muslim
Qur’an
Unit Objectives:
6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by: • conducting historical
research • evaluating a broad variety of primary and secondary sources • comparing and contrasting varied points
of view • determining the meaning of words and phrases from historical texts • using technology to research,
produce, or publish a written product
6.1.2 Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 Analyze information in primary and secondary sources to address document-based questions
6.1.4 Identify and compare measurements of time in order to understand historical chronology
6.2.6 Analyze the origin and spread of major world religions as they developed throughout history
6.3.4Determine world migration patterns and population trends by interpreting maps, charts, and graphs
6.4.2 Explain how world migration patterns and cultural diffusion influenced human settlement
6.6.2 Analyze the progression from barter exchange to monetary exchange
6.6.3 Describe the economic motivation for expanding trade and territorial conquests in world civilizations using
economic concepts
Critical Questions:
What role did the Silk Road play in China’s economy, trade, and cultural diffusion?
Why was the Exodus significant?
What are the basic tenets of Judaism?
How is Judaism similar to and different from Hinduism and Buddhism?
Why were the Hebrews enslaved by the Egyptians, and why did the Egyptians later let them go?
How did the Hebrews become known as the Israelites?
How did some Israelites become known as Jews?
What caused the Jews to become monotheistic?
What is the difference between the Torah and the Talmud?
In addition to the Torah and the Talmud, what other significant document helps to explain Jewish beliefs?
Why did the Zealots rebel, and how did the rebellion end?
How did the Zealot’s rebellion lead to Jewish migration and discrimination?
How did Christianity develop in the Roman Empire?
How are Christian beliefs similar to and different from the beliefs of other major religions?
What led to the growth and spread of Christianity both inside and outside the Roman Empire?
How did the Islamic religion develop?
How are Islamic beliefs similar to those of the other major religions? How are the beliefs different?
In what two ways did Islam spread? Explain each.
Activities & Resources (available through School Loop Group BP Social Studies Teachers 6 th Grade
Folder (denoted below with SLG) or the Internet (URL denoted):
● Create a 2-column, 5-row graphic organizer entitled “Hinduism”. In the left-column rows, list 5 basic tents
of Hinduism. In the right-column, give a brief explanation of each tenet. (Handout also available in SLG)
● Create a 3-column, 5-row graphic organizer entitled “The Caste System.” In the left-column, list the four
main varnas plus add the untouchables in the bottom row. In the center column, briefly describe each of the
varnas. In the right-column, draw a symbol to represent each of the varnas (ex. Kshatriyas were warriors, so
a spear or knife might symbolize them). (Handout also available in SLG)
● Using the graphic organizer entitled “The Four Noble Truths of Buddhism” describe in your own words
each of the Four Noble Truths. (SLG)
● Virtual Museum Exhibits on the Ancient Hebrews http://score.rims.k12.ca.us/activity/ancient_hebrews/
● Let’s Look at World Religions: Judaism (video available at Discovery Education.com)
● Complete a graphic organizer comparing Judaism, Hinduism, and Buddhism (SLG)
Related Texts: (Apply Common Core Reading Standards for Literacy in History/Social Studies 6-8 when
selecting and assigning texts.)
The Silk Road Then and Now (SLG)
The Silk Road cloze reading (SLG)
Marco Polo (SLG)
What is Judaism? http://www.icsresources.org/content/curricula/WhatIsJudaism.pdf
What is Christianity? (SLG)
The Torah http://www.wellesley.k12.ma.us/wms/hamilton/Virtual_Synagogue/pages/the-Torah.htm
Islamic Scholarship (SLG)
Writing Prompts: (Apply Common Core Writing Standards for Literacy in History/Social Studies 6-8 when
developing writing assignments.)
• Write a four-paragraph report which discusses two similarities and two differences between Buddhism
and Hinduism
• Write one paragraph to explain how Roman rule affected Jewish society. Paragraph should include at
least three facts that support the explanation. Underline each of the facts.
• Write one paragraph to explain why the Exodus was significant. Paragraph should include at least three
facts to support the explanation. Underline each of the facts.
• Write a one-page report which describes the basic tenets of Islam, including the 5 Pillars and some of the
common Islamic practices.
6th Grade Social Studies Framework and Pacing Guide
for 2016-17 Morehouse Parish
Unit #5 – Civilizations in Africa and Asia
30 PACING DAYS
Unit Overview: In this unit students will learn about how trading empires grew because of advancing
civilizations. (African and Chinese Civilizations) This sets the stage for the following unit where students will
understand the cause leading up to the Medieval Age, and the growth into the Renaissance.
Unit Breakdown:
Africa-15 days
Content and Claims:
1. How did the Geography of Africa influence the rise of African civilization? (6.2.7, 6.3.3)
2. To what extent did these kingdoms become the most powerful empires of their time? (6.2.7)
Asia-15 days
Content and Claims:
1. What were the early social, political, and economic structures of Chinese dynasties? (6.2.8)
2. How did the development of trade and taxation influence economic growth? (6.6.4)
State Department Recommended Possible Sources
Africans of Ghana, Mali, and the Songhai Empires, WorldBook
West African Kingdoms, BBC
African Kingdoms, TimeMaps
Africa's Kingdoms and Empires, African Studies Center at Michigan State University
Chinese of the Shang, Zhou, and Qin Dynasties, WorldBook
Timeline for Chinese History and Dynasties, Columbia University
Shang Dynasty, Stanford University
Shang and Zhou Dynasties: The Bronze Age of China, Metropolitan Museum of Art
Zhou Dynasty, Ancient History Encyclopedia
Qin Dynasty, Metropolitan Museum of Art
Emperor Qin's Terra Cotta Army - National Geographic
Terra Cotta Soldiers on the March, Smithsonian
Key Vocabulary
Animism
barter
bazaar
caliph
caravan
cartography
dynasty
extended family
jihad
minaret
nomad
oasis
rain forests
savannah
sedentary
Key Concepts
Arabian Peninsula
Kaaba
Moors
Sahara
Mali
Shang
Zhou
Qin
Ghana
Songhay
Unit Objectives:
6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by: • conducting historical
research • evaluating a broad variety of primary and secondary sources • comparing and contrasting varied points
of view • determining the meaning of words and phrases from historical texts • using technology to research,
produce, or publish a written product
6.1.2 Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 Analyze information in primary and secondary sources to address document-based questions
6.1.4 Identify and compare measurements of time in order to understand historical chronology
6.2.7 Summarize key features of ancient West African kingdoms (Ghana, Mali, and Songhai)
6.2.8 Identify key characteristics of Chinese dynasties’ political, economic, and social structures
6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using maps
and globes
6.6.4 Explain how the development of trade and taxation influenced economic growth in the ancient world
Critical Questions:
What geographical features supported trade on and around the Arabian Peninsula?
What two ways of life were common in the Arabic world?
Who were the Moors and what was their role in building the Islamic Empire?
Who were the Berbers and what was their role in building the Islamic Empire?
How did each of the three non-Arab Muslim Empires form? (Ottoman, Safavid, and Mughal) How did they differ?
What are some of the cultural achievements of the ancient Muslims, and how did the impact the world then and
now?
What led to the rise and the decline of the Ghana Empire?
What cultural characteristics in Africa were similar to that of other ancient civilizations? What characteristics were
different?
Activities & Resources (available through School Loop Group BP Social Studies Teachers 6 th Grade
Folder (denoted below with SLG) or the Internet (URL denoted):
● Ancient Africa for Kids http://www.historyforkids.org/learn/africa/
● Ancient African Empires http://historylink101.com/africa.htm
● Mr. Dowling’s Ancient Africa History Page http://www.mrdowling.com/609ancafr.html
● Ancient Ghana video (File too large for SLG—contact coordinator to get copy. Video is @ 8 minutes. It is a
PowerPoint with a voice-over)
● Ancient Africa PowerPoints http://africa.pppst.com/ancientafrica.html
Writing Prompts: (Apply Common Core Writing Standards for Literacy in History/Social Studies 6-8 when
developing writing assignments.)
● Imagine that you are a boy/girl who is part of an Arabian caravan, a nomad in either Africa or Arabia, or the
son/daughter of a trader in Ghana. Write a one page-story in which you tell about an adventure you have
had. Include in your story at least seven historical facts. Underline the facts.
Related Texts: (Apply Common Core Reading Standards for Literacy in History/Social Studies 6-8 when
selecting and assigning texts.)
The following assignments/assessments address one or more of the Historical Thinking Skills GLEs 15-21)
● Unearthing Ancient Africa http://sni.scholastic.com/news/2013/04/Unearthing-Ancient-Africa
● Ancient Kingdom of Kush http://africa.mrdonn.org/kush.html
● West Africa: Ancient Ghana (SLG)
● The Spread of Islam (SLG)
● The Principles of Islam (SLG)
● Mali: African Empires (SLG)
● Ancient Ghana (SLG)
6th Grade Social Studies Framework and Pacing Guide
for 2016-17 Morehouse Parish
Unit #6 – Medieval Europe and the Renaissance
25 PACING DAYS
Unit Overview: In this unit, students will learn how changing ideas led to the “modern world”.
Unit Breakdown:
Content and Claims:
1. How and why did cultures transform during the Middle Ages and Renaissance? (6.2.9)
2. Why was religion important during the Middle Ages and Renaissance? (6.2.9)
3. How did governmental systems transition toward self-rule during the Middle Ages and Renaissance?
(6.2.9)
4. Why is the Renaissance considered a rebirth of cultural and intellectual pursuits? (6.2.10)
State Department Recommended Possible Sources
The Age of Feudalism, Timothy Levi Biel
The Middle Ages, Anneberg Learner
The Horrible, Miserable Middle Ages, Kathy Allen
The Middle Ages, The History Channel
The Black Death, 1348, Eyewitnesstohistory.com
Science and Technology in the Middle Ages, Joann Findon and Marsha Groves
British Museum - Medieval Europe, British Museum
You Wouldn’t Want to be a Medieval Knight, Fiona MacDonald
Medici: Godfathers of the Renaissance . Timeline . Flash| PBS
The Renaissance, Jane Shuter
Exhibits Collection -- Renaissance, Anneberg Learner
http://www.kidsdiscover.com/spotlight/renaissance-for-kids/
Medici: Godfathers of the Renaissance . Renaissance . Index | PBS
Key Vocabulary
Feudalism
Fief
Knights
Manor
Medieval
Missionaries
Monastery
Monk
Nobles
Peasants
Serf
Topography
Vassal
Bishop
Cathedral
Clergy
Excommunicate
Heresy
Monk
Pope
Humanism
Classical
Printing press
Protestants
Indulgences
Federalism
Theory
Key Concepts
Charlemagne
Dark Ages
Eurasia
Franks
Gaul
Iberian Peninsula
Middle Ages
Vikings
William the Conqueror
Bubonic Plague
Crusades
Gothic Architecture
Holy Land
Holy Roman Empire
Hundred Years War
King Ferdinand
Magna Carta
Parliament
Queen Isabella
Spanish Inquisition
Marco Polo
Kublai Khan
Florence, Milan, Genoa, Venice (trading centers)
Machiavelli
Michelangelo
Leonardo da Vinci
Renaissance
Logic
Alchemy
Microscope
Telescope
Barometer
Scientific method
Circumnavigate
Astrolabe
Compass
Cartographer
Caravel
Mercantilism
Capitalism
Market economy
Triangular trade
Gutenberg
Shakespeare
Reformation
Martin Luther
95 Theses
Jesuits
Council of Trent
Huguenots
Scientific Revolution
Nicolaus Copernicus
Johannes Kepler
Galileo Galilei
Sir Isaac Newton
Prince Henry the Navigator
Vasco da Gama
Christopher Columbus
Ferdinand Magellan
Sir Francis Drake
Spanish Armada
Columbian Exchange
Unit Objectives:
6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by: • conducting historical
research • evaluating a broad variety of primary and secondary sources • comparing and contrasting varied points
of view • determining the meaning of words and phrases from historical texts • using technology to research,
produce, or publish a written product
6.1.2 Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 Analyze information in primary and secondary sources to address document-based questions
6.1.4 Identify and compare measurements of time in order to understand historical chronology
6.2.9 Describe the characteristics, significance, and influences of feudalism, the Crusades, and the growth of
towns and cities through trade and commerce during the Middle Ages
6.2.10 Examine the significance of the people and ideas that influenced the Renaissance in Europe
Critical Questions:
What role did climate and physical geography play in where people settled in Europe?
How was Christianity spread from Southern Europe to Northern Europe?
What was the original name of France and why was it changed?
How did the Franks get control and keep control of France and other regions of Europe?
Who were the Vikings and how were they able to successfully attack many parts of Europe?
What led to the creation of feudalism and what caused it to spread?
What was the hierarchy under the feudal system?
What is the manor system?
What was life like under the manor system?
What led to the growth of medieval towns?
What caused trade to increase during the early Middle Ages?
Who were popes during the Middle Ages and what type of power did they have?
What led to the division of the church in the Holy Roman Empire?
What caused the Crusades?
What happened during the Crusades?
What was the goal of the Crusaders?
What role did geography play in the success of the Crusades?
What were some of the effects of the Crusades, including how they changed Europe?
How did the failure of the Crusades lead to more trade between Europe and Asia?
What was the connection between religion and politics during the Middle Ages?
What was the Spanish Inquisition and why did it take place?
What economic effects did the Black Plague have on Europe?
What event led to the reopening of the Silk Road?
What were the four major trading centers in Italy, and how did each one differ from the others?
What factors led to the Renaissance?
Why do you suppose Florence became a center for art, literature, and culture?
What modern day cities do you suppose are centers for art, literature, and culture?
How do these modern day cities compare to Florence?
What was the cultural connection between the Greek world at its peak and Italy during the Renaissance?
What role did “humanism” play in Renaissance society?
Who were some of the more famous people of the Renaissance, and what were their contributions?
What advances in science and math took place during the Renaissance?
What was the Reformation and what role did Martin Luther play in it?
What happened at the Council of Trent?
What was the Scientific Revolution?
What were some of the major contributions made by scientists during this era?
What is the scientific method and why was it used?
What caused people to want to explore the world?
What were the 3-Gs associated with exploration in the 1400-1600s? (God, gold, glory—primary motivations for
exploration)
What is the Columbian Exchange and why is it historically significant?
How did economic power shift in Europe in the 1600s?
Activities & Resources (available through School Loop Group BP Social Studies Teachers 6 th Grade
Folder (denoted below with SLG) or the Internet (URL denoted):
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Compare and Contrast Feudal Society (SLG)
Charlemagne (Mr. Donn) http://medievaleurope.mrdonn.org/charlemagne.html
Charlemagne (Kids Biography) http://www.ducksters.com/biography/charlemagne.php
Dark Ages: First Part of the Middle Ages video clip (SLG)
Dark Ages video clip (SLG)
Life in the Middle Ages video clip (SLG)
Black Death video clip (SLG)
Crusades video clip (SLG)
High Middle Ages video clip (SLG)
How to Avoid the Bubonic Plague (SLG)
Middle Ages Cause and Effect graphic organizer (SLG)
Understanding the Magna Carta
http://edsitement.neh.gov/lesson-plan/magna-carta-cornerstone-us-constitution#sect-activities
Not Everyone Lived in Castles in the Middle Ages http://edsitement.neh.gov/lesson-plan/not-everyonelived-castles-during-middle-ages#section-16744
Bubonic Plague Role Play http://www.proteacher.com/redirect.php?goto=1057
The Middle Ages for Kids (Mr. Donn) http://medievaleurope.mrdonn.org/lessonplans.html
The Middle Ages: Twelve Activities… http://www.educationworld.com/a_lesson/lesson156.shtml
Facts about the Magna Carta http://www.middle-ages.org.uk/magna-carta.htm An Introduction to the
Renaissance video clip (SLG)
All About the Renaissance video clip (SLG)
The Renaissance begins video clip (SLG)
The Italian City States video clip (SLG)
William Shakespeare PowerPoints http://literature.pppst.com/STU/shakespeare.html
Renaissance Collection Lessons http://www.renaissanceconnection.org/lessonplans.html
Renaissance Interactives http://www.learner.org/interactives/renaissance/
The Dawn of a New Age (Mr. Dowling) http://www.mrdowling.com/704renaissance.html
Trade Fuels City Growth http://sse6348renaissance.weebly.com/uploads/1/0/8/1/10811283/renaissance_and_reformation_trade_activity.pdf
Renaissance Activities for Middle School http://www.ehow.com/info_7883195_renaissance-activities- middleschool.html
Reformation Quick Quiz (goes with reading below)
http://www.historyonthenet.com/Tudors/reformationquickquiz.html
Age of Exploration Begins video clip (SLG)
Explorers (Mr. Donn) http://worldhistory.mrdonn.org/explorers.html
Mariner’s Museum Age of Exploration http://www.marinersmuseum.org/education/age-exploration
Age of Exploration Handbook (almost endless collection of ideas, activities, and resources)
http://www.myperfed.com/submat/BZ-4410.pdf
Writing Prompts: (Apply Common Core Writing Standards for Literacy in History/Social Studies 6-8 when
developing writing assignments.)
● Create a Dialogue (handout for this in SLG)
● Castle Chatter (handout for this in SLG)
● Write two paragraphs to answer the following question: Considering all of Charlemagne’s accomplishments,
which do you consider to be the most important and why?
● Write two paragraphs to explain two reasons that the Vikings were more successful in their conquests in
Europe than other invaders. In your response, include at least four historical facts to support your reasons.
● Write three paragraphs to explain what caused each of the following in the early Middle Ages: population
growth, growth of towns or cities; growth of trade. Cite specific historical facts to support your explanations.
● In two paragraphs, respond to the following: Which Crusade do you think was most successful and why?
● Imagine that you are a judge during the Crusades and you are listening to arguments from representatives
from both sides, Christians and Muslims. In a one page letter, offer your advice to both sides to help them
settle their differences with one another without fighting.
● In two or three paragraphs, explain how the Magna Carta was the beginning of democracy in Europe during
the Middle Ages. Underline the historical evidence in your paragraphs that you use to support your
explanation.
● In a famous book entitle The Prince, by Machiavelli, the author points out that there has been some
discussion about whether it is better to be loved or feared. Write three paragraphs in which you explain which
of those you think is better and why.
● Mini research paper based on article (in SLG) entitled “How did the Teenage Mutant Ninja Turtles Get Their
Names?”
● After reading the passage about Mona Lisa, write a historical fiction story about the reason for Mona Lisa’s
smile. In your story, include at least ten historical facts about the Renaissance. Underline the “facts” in the
story.
● Write a poem (minimum 16 lines) which details the voyages of one of the more famous explorers
● Write a one or two page account of the discovery made by one of the more famous explorers. In your
account, draw a map which shows the route of the explorer.
Related Texts: (Apply Common Core Reading Standards for Literacy in History/Social Studies 6-8 when
selecting and assigning texts.)
The following assignments/assessments address one or more of the Historical Thinking Skills GLEs 15-21)
● Feudalism and the Middle Ages (from ReadWorks—you can register for free to use parts of this site, including
access to this passage) http://www.readworks.org/passages/middle-ages-feudalism-middle-ages
● Knights and Knighthood (SLG)
● Life on a Manor (SLG)
● Medieval Towns (SLG)
● The Feudal System (SLG)
● William the Conqueror (SLG)
● The Vikings (SLG)
● The Black Death Devastates Europe (also includes map activity) (SLG)
● Joan of Arc (SLG)
● Mont St. Michel (SLG)
● Introduction to the Crusades http://westernreservepublicmedia.org/middleages/crusade_intro.htm
● The Earliest Political Cartoons and Nursery Rhymes
http://westernreservepublicmedia.org/middleages/crusade_rhymes.htm
● Johannes Gutenberg (SLG)
● Mona Lisa (SLG)
● Reformation Read ‘n’ Study Sheet (SLG)
● Articles about Johannes Gutenberg and the printing press he invented
http://inventors.about.com/od/gstartinventors/a/Gutenberg.htm
● Hernando Cortez (SLG)
● Ferdinand Magellan (SLG)
● Age of Exploration (passage and comprehension questions)
http://mrnussbaum.com/readingcomp/agestory2.htm
● Captain Cook http://www.lrsd.org/files/edservices/rg5fr57.pdf