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Pacing Guide and Curriculum Map th 6 Grade World History Minor Revisions 07/17/12 Preface Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the district receive a common curriculum. The maps help ensure that all state requirements are taught and that the content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your instruction but provide flexibility based on the individual needs of students. The maps are living documents and feedback is requested of teachers to ensure continuous improvement. All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps were designed for the instruction to take place by quarter. There is some flexibility within the quarters for mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its entirety. The maps have been structured in such a way as to scaffold student learning. Listed below are a few of the new or updated features common to all curriculum maps: Essential Question(s): o Provide application of the skills/concepts o Have more than one right answer which promotes student discourse o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning o Are referred to at the beginning, middle, and end of the lesson o Require you to make a decision o Promote critical thinking and problem solving o Encourage interdependence o Are open-ended Academic Vocabulary are: o Unfamiliar vocabulary that are essential to understanding new content within explicit instruction o Not necessarily the bold words in the chapter. o Cumulative and continuously used throughout the year. o Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition. Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these): Purpose: For the student to know what is being taught and what the student will learn o Date o Benchmark o Measurable, student-friendly objective o Essential Question o Bell work o Agenda (Specific daily schedule) o Homework o Exit Strategy/Card 2 Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There should be daily: o Teacher to student and student to student discourse utilizing academic vocabulary. o Reading and authentic writing o Writing that includes higher-order thinking o Incorporation of effective reading and writing instructional strategies Maps are organized to include the following: o Pacing o Objective o Essential questions, content and understanding, benchmarks, and assessment o Appendix/ resources Required Instruction for Social Studies (Grade 6) Common Core State Standards for ENGLISH LANGUAGE ARTS & Literacy in History/Social Studies Reading Standards for Literacy in History/Social Studies 6–12 - Hyperlink Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6–12 Text Types and Purposes – 1. Write arguments focused on discipline-specific content. a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style and objective tone. f. Provide a concluding statement or section that follows from and supports the information or explanation presented. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Research to Build and Present Knowledge 7. Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. 8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 9. Draw evidence from informational texts to support analysis reflection, and research. Range of Writing 10. Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 3 Required Instruction for Social Studies Grade 6 The Florida Legislature has mandated certain instructional initiatives by specific legislation. These mandates are not assigned to particular grade levels or subject areas, but are intended for broad implementation. Compliance should be appropriate to the developmental level of students and should fit reasonably within the frameworks of specific courses. The following list contains the required instructional mandates that apply to Social Studies classes. Some of these requirements [such as F.S. 1003.42 (2)(d)] may be implemented in every public school classroom. Others may fit precisely into one or more specific courses. The highlighted items are the ones most likely to be addressed, in full or in part, in Grade 6. This does not imply, however, that non-highlighted items cannot be addressed as appropriate. The 2003 Florida Statutes, Title XLVIII, Public Education, Chapter 1003, Course of Study and Instructional Aids, 1003.42 required instruction states: o Each district school board shall provide all courses required for high school graduation and appropriate instruction designed to ensure that students meet State Board of Education adopted standards in the following subject areas: reading and other language arts, mathematics, science, social studies, foreign languages, health and physical education, and the arts. o Members of the instructional staff of the public schools, subject to the rules of the State Board of Education and the district school board, shall teach efficiently and faithfully, using the books and materials required, following the prescribed courses of study, and employing approved methods of instruction, the following: a. The content of the Declaration of Independence and how it forms the philosophical foundation of our government. b. The arguments in support of adopting our republican form of government, as they are embodied in the most important of the Federalist Papers. c. The essentials of the United States Constitution and how it provides the structure of our government. d. Flag education, including proper flag display and flag salute. 4 e. The elements of civil government, including the primary functions of and interrelationships between the Federal Government, the state, and its counties, municipalities, school districts, and special districts. f. The history of the Holocaust (1933-1945), the systematic, planned annihilation of European Jews and other groups by Nazi Germany, a watershed event in the history of humanity, to be taught in a manner that leads to an investigation of human behavior, an understanding of the ramifications of prejudice, racism, and stereotyping, and an examination of what it means to be a responsible and respectful person, for the purposes of encouraging tolerance of diversity in a pluralistic society and for nurturing and protecting democratic values and institutions. g. The history of African Americans, including the history of African peoples before the political conflicts that led to the development of slavery, the passage to America, the enslavement experience, abolition, and the contributions of African Americans to society. h. The history of the state. i. The study of Hispanic contributions to the United States. j. The study of women’s contributions to the United States. k. A character-development program in the elementary schools, similar to Character First or Character Counts, which is secular in nature and stresses such character qualities as attentiveness, patience, and initiative. Beginning in school year 2004-2005, the character-development program shall be required in kindergarten through grade 12. Each district school board shall develop or adopt a curriculum for the character-development program that shall be submitted to the department for approval. The character-development curriculum shall stress the qualities of patriotism, responsibility, citizenship, kindness, respect, honesty, self-control, tolerance, and cooperation. l. In order to encourage patriotism, the sacrifices that veterans have made in serving our country and protecting democratic values worldwide. Such instruction must occur on or before Veterans’ Day and Memorial Day. Members of the instructional staff are encouraged to use the assistance of local veterans when practicable. 1003.421 Recitation of the Declaration of Independence.-To educate students about the sacrifices made for freedom in the founding of this country and the values on which this country was founded, the last full week of classes in September shall be recognized in public schools as Celebrate Freedom 5 Week. Celebrate Freedom Week must include at least 3 hours of appropriate instructions in each social studies class, as determined by each school district, which instruction shall include an in-depth study of the intent, meaning, and importance of the Declaration of Independence. To emphasize the importance of this week, at the beginning of each school day or in homeroom, during the last full week of September, public school principals and teachers shall conduct an oral recitation by students of the following words of the Declaration of Independence: “We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty and the pursuit of happiness. That to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed.” Student recitation of this statement shall serve to reaffirm the American ideals of individual liberty. Upon written request by a student’s parent, the student must be excused from the recitation of the Declaration of Independence. The Florida Statutes may be viewed online at http://flsenate.gov/statutes. 6 Social Studies Skills and Concepts Matrix This Social Studies Skills and Concepts Matrix is designed to demonstrate to the classroom teacher the vertical alignment of essential skills and concepts LCS students are expected to master at various stages throughout their PreK-12 education. It is constructed so that teachers can clearly determine the introduction, development, mastery, and reinforcement stages of selected Social Studies and Language Arts skills and concepts in order to facilitate achievement in the Social Studies. This matrix is not intended to be used as a checklist; rather, it is intended for teachers to reference throughout the school year to ease the planning process. It will also ensure uniform acquisition of these skills and concepts by students across the district, as each skill/concept is included in the Social Studies Curriculum, Instruction, and Assessment Alignment. The Social Studies Skills and Concepts Matrix encompasses four categories: Geography Skills and Concepts, Research Skills and Concepts, Social Studies Skills and Concepts, and Civic Awareness Concepts. Specific skills and concepts are listed, as well as the introduction, development, mastery, and reinforcement stages at each grade level. The mastery level for each skill/concept has been bolded in order to signify its importance at the specified grade level. The Introduction Benchmark denotes the corresponding Social Studies or Language Arts developmental-level benchmark to each skill/concept introduced. For easy reference, the table of standards and benchmarks uses an identification system that mirrors the structure of the standards organization. Subject: The two letters in the first slot identify the subject area, such as SS for Social Studies, LA for Language Arts, etc. Grade Level: The number in the second slot identifies the grade level. Strand: The letter in the third slot identifies the strand, such as A for American History, W for World History, etc. Standard: The number in the third slot identifies the general standard under the strand Benchmark: The number in the fifth slot is the benchmark under the grade cluster within the standard. SS.6.G.4.4 Subject Area: SS Social Studies LA Language Arts Revised 06/09/11 Grade Level Strand: A=American History G=Geography E=Economics C=Civics & Government W=World History H=Humanities Benchmark Number Standard Number 7 GEOGRAPHY SKILLS AND CONCEPTS Skills and Concepts Globe and maps are models of Earth, countries, states, etc. Location of home address, city, state, county, and country Relative location (near, far, up, down, over, under) Cardinal directions Equator Continents Countries of North America (U.S., Canada, Mexico) Four oceans Intermediate directions (NE, NW, SE, SW) State capital of Florida Washington, D.C., location Hemispheres Map parts: title, scale, grid, legend, compass rose Prime Meridian, International Dateline Thematic maps (population, precipitation, vegetation, etc.) Identify map types: physical, political Landforms, water bodies Name and location of 50 states Time zones U.S. regions Latitude/longitude Tropic of Cancer/Tropic of Capricorn Global regions: climate, vegetation, economic, etc. Map projections I = Introduce D = Develop M = Mastery K 1 2 3 4 5 6 7 8 9 Introduction 10 11 12 Benchmark I I I I D D D D M D D D I I I I I I I I I I I R D M M D D D D D D D D D D D 1 I I I I R M R R M D D D D M D D D D D D D D D D I I R R R R R M D M D R M D D D D D D D D D D D R R R R R R D R M R R M M M D M D D D D D D I I R R R R R R M R R R R R R R D R D M D D M M D D R R R R R R R R R R R R R R M R D R D M R R D D R R R R R R R R R R R R R R R R D R D R R R D D R R R R R R R R R R R R R R R R M R D R R R M M R R R R R R R R R R R R R R R R R R M R R R R R R R R R R R R R R R R R R R R R R R R R R R R R SS.K.G.1.2 SS.K.G.2.2 SS.K.G.1.1 SS.K.G.1.3 SS.2.G.1.3 SS.2.G.1.3 SS.2.G.1.4 SS.2.G.1.3 SS.2.G.1.1 SS.2.G.1.2 SS.2.G.1.2 SS.2.G.1.3 SS.2.G.1.1 SS.2.G.1.3 SS.2.G.1.1 SS.3.G.1.4 SS.3.G.2.4 SS.3.G.2.3 SS.2.G.1.3 SS.3.G.2.2 SS.4.G.1.4 SS.4.G.1.4 SS.6.G.6.1 SS.6.G.1.2 R = Reinforce 8 RESEARCH SKILLS AND CONCEPTS Skills and Concepts Provides supporting details of answer from text Media skills – student knows how to find materials in the media center Identify and use dictionary, encyclopedia, almanac, atlas Identify fact and opinion Search engines – student can use an internet search engine to research Oral history – interviewing skills Check validity of information from research/text Identify strong vs. weak arguments Identify and use articles, periodicals, journals I = Introduce D = Develop K I 1 D 2 3 D D 4 D 5 6 D D 7 D 8 D I D D I D I D D D D D D D D D D D D M R M R M R R R R R R R R R R D D D D D D I D I D D D D I M D D D D R D R D D R M R D M R R R M R I I M = Mastery 9 D R D M D D 10 11 12 M R R Introduction Benchmark LA.K.1.7.3 LA.2.6.2.2 SS.1.A.1.2 LA.2.6.2.2 LA.3.6.3.1 LA.3.6.2.1 SS.3.A.1.2 LA.3.6.1.1 LA.5.6.2.1 LA.6.1.7.5 LA.7.2.2.4 R = Reinforce SOCIAL STUDIES SKILLS AND CONCEPTS Skills and Concepts Identify, analyze and use primary/secondary sources Create timelines – chronological order Charts/graphs/photo analysis Cause/effect Compare and contrast Point of view Create timelines using a scale Analyze current events Political cartoons I = Introduce D = Develop M = Mastery K I I 1 D D I I 2 D D D D I I 3 D D D D D D 4 D D D D D D 5 D D D D D D 6 D D D D D D I 7 D D D D D D D 8 M M D D D D D I I 9 R D D D D D D D D Introduction 10 11 12 Benchmark R R R SS.K.A.1.2 R R R SS.K.A.1.1 M R R LA.1.2.2.1 M R R LA.1.1.7.5 M R R LA.2.1.7.7 M R R LA.2.3.3.1 M R R SS.6.W.1.1 D M R SS.8.A.1.3 D M R SS.8.A.1.2 R = Reinforce 9 CIVIC AWARENESS CONCEPTS Skills and Concepts Concept of voting Declaration of Independence (STATE STATUTE) Identify Abraham Lincoln Identify George Washington as first President of the U.S.A. Martin Luther King was an influential leader of the Civil Rights Movement of the 20th century Patriotic holidays that represent America Patriotic symbols that represent America U.S.A. is a nation of immigrants Citizens have the right and responsibility to participate in the government Our government is headed by the President Our state is headed by the Governor Global/American concept of servitude Government officials are elected by the people America won independence from England in the American Revolution I = Introduce D = Develop K I I I I 1 D D D D 2 D D D D 3 D D D M 4 D D D R 5 M D D R 6 R D D R 7 R D D R 8 R M M R 9 R R R R Introduction 10 11 12 Benchmark R R R SS.K.C.2.3 R R R SS.K.A.2.2 R R R SS.K.A.2.4 R R R SS.K.A.2.4 I I I I D D D D D D D D D D D D D D D D D D D M D D D R D D D R D D D R D D D R D D D R M M M R R R R R SS.K.A.2.4 SS.K.A.2.2 SS.K.A.2.5 SS.K.A.2.3 I D I I I D D D D I D D D D D D M D D D D R D D D D R D D D D R M M M D R R R R D R R R R M R R R R R R R R R SS.1.C.2.1 SS.3.C.3.1 SS.3.C.3.1 SS.2.C.2.4 SS.3.C.1.2 I D D M R R R R SS.5.A.5.3 M = Mastery R = Reinforce 10 Next Generation Sunshine State Standards for Social Studies and Health Related to Character Education The writers of the Next Generation Sunshine State Standards for Social Studies and Health Education have worked to incorporat e required instruction related to Character Education into the standards. The intent was to include character education as a learning progression that increases with rigor and depth of understanding over time. These standards will be part of the required instruction for grades K – 8. For high school courses, these character education standards will be included as part of required Social Studies courses in the Florida Course Descriptions. Here is a listing of where the required Character Education has been included in the Social Studies and Health Education standards for middle school: Patriotism: -Evaluate the obligations of citizens (i.e. including obeying laws, paying taxes, defending the nation, serving on juries). – SS.7.C.2.2 Responsibility: -Evaluate the obligations of citizens (i.e. including obeying laws, paying taxes, defending the nation, serving on juries). – SS.7.C.2.2 Citizenship: -Identify ideals from Ancient Greek and Roman civilizations which are reflected in the American political process today (i.e., civic participation, role of government). – SS.6.C.2.1 -Define the term ―citizen‖ and identify legal means of becoming a United States citizen. – SS.7.C.2.1 -Evaluate the obligations of citizens (i.e. including obeying laws, paying taxes, defending the nation, serving on juries). – SS.7.C.2.2 -Experience the responsibilities of citizens at the local, state, and federal levels (e.g., registering or pre-registering to vote, volunteering, communicating with government officials, informing others about current issues, participating in political campaign/mock election). SS.7.C.2.3 -Apply the rights contained in the Constitution and Bill of Rights to the lives of citizens today. –SS.8.C.1.5 Kindness: Conduct a service project to further the public good (e.g., school, community, state, national, international levels). –SS.7.C.2.14 Racial, Ethnic, and Religious Tolerance: -Examine the possible causes of conflict among youth in schools and communities. (e.g., relationships, territory, jealousy) –HE.8.B.2.3 Cooperation: Conduct a service project to further the public good (e.g., school, community, state, national, international levels). –SS.7.C.2.14 11 First Nine Weeks Geographer and Historians’ tools (2 weeks) Timelines Terms referring to time periods (BC/ AD, BCE/CE, decade, century, etc) Primary and secondary sources Historical inquiry/ historiography Freedom Week (Last full week in September)(.5 weeks) Paleolithic and Neolithic Eras (2 weeks) Hunter gatherer societies Stone age Neolithic revolution Bronze Age River Civilizations and Mediterranean Civilizations (3.5 weeks) Ancient Egypt/Nile River Civilizations Mesopotamia (Tigris & Euphrates Rivers) Phoenicia Ancient Israel DBQ-Hammurabi’s Code: Was It Just? 8 weeks instructional time 1 week buffer Pacing Guide - 6th Grade World History Second Nine Weeks Third Nine Weeks Cultures of India (2 weeks) Aryan migrations Hinduism Caste system Maurya and Gupta Empires Buddhism Achievements and contributions of Indian Civilization DBQ- Asoka: Ruthless Conqueror or Enlightened Ruler? Cultures of Ancient China (2 weeks) Mandate of Heaven Taoism/Legalism/Confucianis m Contributions of Ancient Chinese civilizations Key figures of ancient China Zhou, Han and Qin dynasties Meso-American Civilizations (3 weeks) Olmecs Aztecs Maya Inca 7 weeks instructional time 1 week review/exams 1 week buffer Ancient Greece (3.5 weeks) Concept of Greek democracy Compare Athens and Sparta Causes and effects of Persian and Peloponnesian Wars Contributions of Greek civilization Key figures in Greek history (Pericles) Key achievements and events of Hellenistic period Ancient Rome (3.5 Weeks) Significant figures of Ancient Rome Punic Wars Government of the Roman Republic Growth and longevity of the Roman Empire Key figures and basic beliefs of Christianity Key achievements of Roman civilization Decline and Fall of the Roman Empire DBQ-Athens and Rome: Whose Ideas of Citizenship Made the Most Sense? Fourth Nine Weeks African Civilizations (2 weeks) Islam: Beliefs and brief history Savanna kingdoms (Ghana, Mali, Songhai) Rainforest kingdoms (Ile-Ife, Benin) Sub-Saharan Africa (Great Zimbabwe, Aksum, Kilwa) Classical Asia (3 weeks) Contributions of classical Chinese civilizations (Tang, Song, Yuan, Ming) Mongol Empires of China, India, etc Silk Road DBQ- The Silk Road: Recording the Journey Feudal Japan Shintoism and Buddhism Delhi Sultanate Mughal Empire Islamic/Hindu conflicts Holocaust (2 weeks) Holocaust 7 weeks instructional time 1 week exam/review 1 week buffer 7 weeks instructional time 1 week FCAT testing 1 week buffer Additional Standards to be taught: MA6A31, MA6A22, LA6161, LA6171, LA6162, LA6163, LA6173 12 Tools of the Historian and Geographer (2.5 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of earliest human civilizations including: a) Identify the ways in which geography influenced early hunter-gatherer societies Academic Vocabulary: Archaeology, history, prehistory, primary source, secondary source, time line, historiography, decade, century Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Essential Concepts: PreSS.6.W.1.1- Use timelines to identify Formal: Why do we study history? Quiz on the historian’s tools history chronological order of historical How do geographers and History/Historian events. BC – BCE Informal: historians study the past? AD – CE SS.6.W.1.2- Identify terms (decade, Archaeological Dig Activity Archaeology/Archaeologist century, epoch, era, millennium, History Lab What are the benefits and Historical Evidence BC/BCE, AD/CE) and designations limitations of the tools used by Primary/Secondary Source of time periods. Library of Congress lesson historians and geographers? Historiography on primary vs. secondary Century sources SS.6.W.1.3Interpret primary and How do geography and climate secondary sources Culture affect where people live and Decade, Century, Epoch, Millennium Resources: how they live? SS.6.W.1.4- Describe the methods National Geographic of historical inquiry and how history Video – The Iceman Essential Understandings: relates to the other social sciences Archaeologists study past cultures by locating and analyzing human remains, fossils, and www.learn360.com SS.6.W.1.5- Describe the roles of artifacts. historians and recognize varying Library of Congress has historical interpretations Archaeologists apply scientific tests such as several lessons on (historiography) carbon dating to analyze fossils and artifacts. primary/secondary sources, photo analysis, SS.6.W.1.6- Describe how history Stonehenge is an example of an etc. (www.loc.gov) transmits culture and heritage and archaeological site in England that was begun provides models of human History Alive Activities – during the Neolithic and completed during the character Bronze Age. Early Humans 1.2 Understanding Our Archaeologists continue to find and interpret Place in History evidence of early humans and their lives. 13 Tools of the Historian and Geographer (2.5 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of earliest human civilizations including: a) Identify the ways in which geography influenced early hunter-gatherer societies Academic Vocabulary: Archaeology, history, prehistory, primary source, secondary source, time line, historiography, decade, century Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Key Terms Latitude and longitude Types of maps and map projections Scale, cardinal and intermediate directions Major bodies of water and land masses Chloropleths and dot density maps. Essential Understandings Geographers use a variety of tools to study to world. Major bodies of water have influenced the development of civilizations. physical characteristics, natural resources, absolute and relative location affect civilizations geographic boundaries invite or limit interaction with other regions the six essential understandings of geography (The world in spatial terms, places and regions, physical systems, human systems, environment, and the uses of geography) are the tools geographers use to study and understand the world. Homo sapiens emerged in Africa between 100,000 and 400,000 years ago. Homo sapiens migrated from Africa to Eurasia, Australia, and the Americas. SS.6.G.1.1- Use latitude and longitude coordinates to understand the relationship between people and places on the Earth. Formal: Pre-test on general world locations SS.6.G.1.2- Analyze the purposes of map projections (political, physical, special purpose) and explain the applications of various types of maps. Informal: Vocabulary Handout Reading Quiz Word Wall activity: ―Vocabulary of Early Humans‖ SS.6.G.1.4- Utilize tools geographers use to study the world. SS.6.G.1.5- Use scale, cardinal, and intermediate directions, and estimation of distances between places on current and ancient maps of the world. SS.6.G.1.6- Use a map to identify major bodies of water of the world, and explain ways they have impacted the development of civilizations. SS.6.G.2.2- Differentiate between continents, regions, countries and cities in order to understand the complexities of regions created by 14 Tools of the Historian and Geographer (2.5 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of earliest human civilizations including: a) Identify the ways in which geography influenced early hunter-gatherer societies Academic Vocabulary: Archaeology, history, prehistory, primary source, secondary source, time line, historiography, decade, century Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Early humans were hunters and gatherers whose civilizations. survival depended on the availability of wild plants and animals. SS.6.G.3.1- Explain how the physical landscape has affected the development of agriculture The life of early hunter-gatherer societies was shaped by their physical environment. and industry in the ancient world. SS.6.G.3.2- Analyze the impact of human populations on the ancient world’s ecosystems. SS.6.G.4.2- Use maps to trace significant migrations, and analyze their results. SS.6.G.2.7- Interpret choropleths or dot-density maps to explain the distribution of population in the ancient world. SS.6.G.6.1- Describe the six essential elements of geography (the World in Spatial Terms, Places and Regions, Physical Systems, Human Systems, Environment, the Uses of Geography) as the organizing framework for understanding the world and its people. 15 Paleolithic Era to Agricultural Revolution (2 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by b) listing characteristics of hunter-gatherer societies, including their use of tools and fire. Academic Vocabulary: Old Stone Age/Paleolithic, New Stone Age/Neolithic, Agricultural Revolution, nomad, hunter-gatherer, artifacts, agriculture, domesticate, migrate, civilization, metallurgy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How is the life of hunter- Essential Concepts: SS.6.W.2.1- Compare the lifestyles Formal: Hunter-gatherer societies during the Paleolithic Reading Quiz of hunter-gatherers to those of gatherers different from Era (Old Stone Age) settlers in early agricultural our own? Were nomadic (migrated in search of food, communities. Informal: Discussion of Reading water, shelter) How did physical Hunters-gatherers Assignment SS.6.E.2.1- Evaluate how geography determine Invented the first tools, including simple civilizations through clans, leaders, the lives of early ―Classifying Prehistoric and family groups make weapons humans? Learned how to make fire economic decisions for that People‖ Chart civilization providing a framework Lived in clans Developed oral language for future city-states or nation Created ―cave art‖ development Essential Understandings: Early human societies, through the development of culture, began the process of overcoming the limits set by the physical environment. 16 Paleolithic Era to Agricultural Revolution (2 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of early development of humankind from the Paleolithic Era to the agricultural revolution by c) describing technological and social advancements that gave rise to stable communities. Academic Vocabulary: Old Stone Age/Paleolithic, New Stone Age/Neolithic, Agricultural Revolution, nomad, hunter-gatherer, artifacts, agriculture, domesticate, migrate, civilization, metallurgy Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How was the Neolithic Societies during the Neolithic Era (New Stone SS.6.W.2.2- Describe how the Formal: Age) Unit test covering the developments of agriculture and Era different from the Developed agriculture essential questions, skills metallurgy related to settlement, Paleolithic Era? and concepts for this unit Domesticated animals population growth, and the Used advanced tools emergence of civilization Why were the History Alive – Early Humans Made pottery development of Developed weaving skills SS.6.W.2.3- Identify the Culminating Project agriculture and the Revolution Activity 5.1, Creating a characteristics of civilization. domestication of animals Bronze Age Character Collage of Early important for early Human Achievements Slash and Burn humans? Informal: Essential Understandings: Short essay describing The beginning of settled agriculture (including importance of Neolithic permanent settlements) was a major step in the period in history of advance of civilization. civilization Compare and contrast the Paleolithic and Neolithic Age Resources: www.learn360.com History Alive Activities – Early Humans 3.1 From Paleolithic to Neolithic 4.1 Discovering How Sumerian City-States Emerged 17 Ancient River Valley Civilizations (4 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of ancient river valley civilizations, including Egypt, Mesopotamia,and the civilzations of the Hebrews, Phoenicians, and Kush, by a) locating these civilizations in time and place. Academic Vocabulary: civilization, monotheistic, polytheistic, city-state, empire, cuneiform, alphabet, code (as is code of laws), Diaspora, delta, dynasty, cataracts, absolute power, afterlife, papyrus, hieroglyphics Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment SS.6.W.2.4- Compare the Why were the earliest River valley civilizations (about 3500 to 500 B.C.): Formal: economic, political, social and Egyptian civilization—Nile River Valley and Map test civilizations established religious institutions of ancient river Delta (Africa) near rivers? civilizations. Mesopotamian civilization—Tigris and Informal: River Valley Civilization Euphrates River Valleys (Southwest Asia) What are the SS.6.W.2.7- Summarize the Map Indian civilization—Indus River Valley (South characteristics of a important achievements of Asia) civilization? Do early river Mesopotamian civilization Chinese civilization—Huang He Valley (East Pretest on writing skills, civilizations meet these using the following Asia) characteristics? SS.6.W.2.9- Identify key figures and prompts: basic beliefs of the Israelites and Other early civilizations (about 2000 to 500 B.C.): Why Mesopotamia is determine how these beliefs Hebrews settled between the Mediterranean considered the ―Cradle compared with those of others in Sea and the Jordan River Valley (part of of Civilization?‖ the geographic area. Fertile Crescent in Southwest Asia). Why is Ancient Egypt Phoenicians settled along the Mediterranean referred to as the ―Gift SS.6.G.6.2- Compare maps of the coast (part of Fertile Crescent in Southwest of the Nile?‖ world in ancient times with current Asia). political maps. Kush was located on the upper (southern) Nile Resources: River (Africa). History Alive Activities – SS.6.W.2.5- Summarize important Ancient Egypt and the achievements of Egyptian Essential Understandings: Near East civilization These river valleys offered rich soils for 1.2 Understanding agriculture, and they tended to be in locations geography’s effect on SS.6.W.2.6- Determine the easily protected from invasion by nomadic settlement in three contributions of key figures from peoples. regions ancient Egypt. During the New Stone Age, permanent SS.6.G.2.3- Analyze the relationship settlements appeared in river valleys and of physical geography to the around the Fertile Crescent. development of ancient river valley civilizations. River valleys provided rich soil for crops, as well 18 Ancient River Valley Civilizations (4 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of ancient river valley civilizations, including Egypt, Mesopotamia,and the civilzations of the Hebrews, Phoenicians, and Kush, by a) locating these civilizations in time and place. Academic Vocabulary: civilization, monotheistic, polytheistic, city-state, empire, cuneiform, alphabet, code (as is code of laws), Diaspora, delta, dynasty, cataracts, absolute power, afterlife, papyrus, hieroglyphics Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment as protection from invasion. 19 Ancient River Valley Civilizations (4 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of ancient river valley civilizations, including Egypt, Mesopotamia,and the civilzations of the Hebrews, Phoenicians, and Kush, by a) locating these civilizations in time and place. Academic Vocabulary: civilization, monotheistic, polytheistic, city-state, empire, cuneiform, alphabet, code (as is code of laws), Diaspora, delta, dynasty, cataracts, absolute power, afterlife, papyrus, hieroglyphics Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment DBQ: Hammurabi’s DBQ: Hammurabi’s Code: Was It Just? SS.6.G.5.1- Identify the methods Informal Code: Was It Just? Document analysis used to compensate for the scarcity of resources in the ancient Classroom discussion world. Formal Final essay answering DBQ SS.6.G.5.3- Use geographic tools and terms to analyze how famine, drought, and natural disasters plagued many ancient civilizations. SS.6.E.3.4- Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade. SS.6.W.1.3- Interpret primary and secondary sources SS.6.W.1.4- Describe the methods of historical inquiry and how history relates to the other social sciences SS.6.W.2.5- Summarize important achievements of Egyptian civilization SS.6.W.2.6- Determine the contributions of key figures from ancient Egypt. 20 Ancient River Valley Civilizations (4 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of ancient river valley civilizations, including Egypt, Mesopotamia, the Indus River Valley, and China, and the civilizations of the Hebrews, Phoenicians, and Kush, by b) describing the development of social, political, and economic patterns, including slavery. Academic Vocabulary: civilization, monotheistic, polytheistic, city-state, empire, cuneiform, alphabet, code (as is code of laws), Diaspora, delta, dynasty, cataracts, absolute power, afterlife, papyrus, hieroglyphics Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment What were the important Development of social patterns: SS.6.W.2.4- Compare the Formal: Reading Quiz Hereditary rulers (dynasties of kings, economic, political, social, and achievements/developments pharaohs) religious institutions of ancient of these early civilizations? Rigid class system, where slavery was river civilizations Informal: accepted Discussion of achievements and contributions of river SS.6.E.1.3- Describe the following valley civilizations Development of political patterns: economic concepts as they World’s first states (city-states, kingdoms, related to early civilization: Create a chart listing the empires) scarcity, opportunity cost, supply Centralized government (often based on economic, political, religious, and demand, barter, trade, religious authority) productive resources (land, labor, and social characteristics of the ancient river valley Written law codes (Ten Commandments, capital, entrepreneurship) civilizations Code of Hammurabi) SS.6.W.2.8- Determine the impact Development of economic patterns: Metal Resources: of key figures from ancient Primary sources : tools and weapons (bronze, iron) Mesopotamian civilizations. Hammurabi’s Code Increasing agricultural surplus (better tools, plows, irrigation) Ten Commandments Increasing trade along rivers and by sea Literature selection: (Phoenicians) The Epic of Gilgamesh Development of the world’s first cities Specialization of labor History Alive Activities – Ancient Egypt and the Near Essential Understandings: River valleys were the ―Cradles of Civilization.‖ East 2.2 Applying the Code of Early civilizations made major contributions to Hammurabi to social, political, and economic progress. Babylonian Court Cases 3.2 Creating Illustrated Journals About Daily Life 21 Ancient River Valley Civilizations (4 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of ancient river valley civilizations, including Egypt, Mesopotamia, the Indus River Valley, and China, and the civilizations of the Hebrews, Phoenicians, and Kush, by c) explaining the development of religious traditions. Academic Vocabulary: civilization, monotheistic, polytheistic, city-state, empire, cuneiform, alphabet, code (as is code of laws), Diaspora, delta, dynasty, cataracts, absolute power, afterlife, papyrus, hieroglyphics Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How did early religions Development of religious traditions: SS.6.G.4.4- Map and analyze the Formal: Reading Quiz Polytheism was practiced by most early impact of the spread of various develop? civilizations. belief systems in the ancient world. Monotheism was practiced by the Hebrews. Informal: How were these early World Religions Chart religions different and Essential Understandings: similar? Religion was a major part of life in all early Resources: civilizations. www.learn360.com has How have these early several videos and video religions continued to segments on the basics of influence the modern world religions world? 22 Ancient River Valley Civilizations (4 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of ancient river valley civilizations, including Egypt, Mesopotamia, the civilizations of the Hebrews, Phoenicians, and Kush, by describing the origins, beliefs, traditions, customs, and spread of Judaism. Academic Vocabulary: civilization, monotheistic, polytheistic, city-state, empire, cuneiform, alphabet, code (as is code of laws), Diaspora, delta, dynasty, cataracts, absolute power, afterlife, papyrus, hieroglyphics Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Origins of Judaism: How was Judaism SS.6.W.2.9- Identify key figures and Formal: different from other Abraham, Moses basic beliefs of the Israelites and Reading Quiz religions of the time? determine how these beliefs David, Solomon compared with those of others in Jerusalem, Israel Informal: the geographic area. How did Judaism Discussion of development Judah influence Western of Hebrew civilization and civilization? major contributions SS.6.G.4.4- Map and analyze the Beliefs, traditions, and customs of Judaism: Belief in one God (monotheism) impact of the spread of various Torah, which contains written records and belief systems in the ancient world. Create a graphic organizer contrasting the religions of beliefs of Hebrews SS.6.W.2.4- Compare the the Egyptians and the Ten Commandments, which state moral and economic, political, social, and Hebrews (Judaism) religious conduct religious institutions of ancient river civilizations Resources: Spread of Judaism: Literature selection: Exile Diaspora SS.6.W.2.8- Determine the impact the Torah the Ten of key figures from ancient Commandments Mesopotamian civilizations. History Alive Activities – Essential Understandings: Ancient Egypt and the The monotheism of Abraham became the Near East foundation of Judaism, Christianity, and Islam— 4.1 Origins of Judaism religions that changed the world. The Hebrews 4.2 Responding to were the first to become monotheists. Challenges Faced by the Ancient Israelites 25 Ancient River Valley Civilizations (4 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of ancient river valley civilizations, including Egypt, Mesopotamia, and the civilizations of the Hebrews, Phoenicians, and Kush, by explaining the development of language and writing. Academic Vocabulary: civilization, monotheistic, polytheistic, city-state, empire, cuneiform, alphabet, code (as is code of laws), Diaspora, delta, dynasty, cataracts, absolute power, afterlife, papyrus, hieroglyphics Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How did writing develop? Language and writing: SS.6.W.2.4- Compare the Formal: Pictograms (earliest written symbols) Unit test covering the economic, political, social, and Why was a written Hieroglyphics (Egypt) religious institutions of ancient river essential questions, skills language important? Cuneiform (Sumer) and concepts for this unit civilizations Alphabet (Phoenicians) History Alive – Ancient SS. 6.W.3.1- Analyze the cultural Essential Understandings: impact the ancient Phoenicians Egypt and the Near East Language and writing were important cultural had on the Mediterranean world Culminating Project with regard to colonization innovations. Activity 6.1, Creating (Carthage), exploration, maritime Mobile to Compare commerce (purple dye, tin), and Ancient Civilizations written communication (alphabet) Informal: SS.6.G.1.3- Identify the natural Discussion of importance of wonders of the ancient world. language and writing G-SPRITE on the ancient river civilizations 26 Ancient India (2 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of the civilization of Ancient India in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by a) describing India, with emphasis on the Aryan migrations and the caste system. Academic Vocabulary: subcontinent, monsoon, caste, Brahman, reincarnation, nirvana, meditate, dharma, karma, ahimsa, golden age Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Physical barriers such as the Himalayas, the SS.6.W.4.1- Discuss the Aryan and How did geography Formal: Reading Quiz Hindu Kush, and the Indian Ocean made other tribal migrations on Indian influence the invasion more difficult. civilization. development of Mountain passes in the Hindu Kush provided Informal: civilization in the Indian invasion routes into the Indian subcontinent. SS.6.W.4.3- Recognize the political Class review of Indian subcontinent? The Indus and Ganges were the most important and cultural achievements of the civilization rivers in the Indian subcontinent. Mauryan and Gupta empires. How did the Aryan Guided Reading migrations impact Worksheet Aryans (Indo-Aryans): SS.6.W.4.5- Summarize the ancient India? important achievements and Migration, assertion of dominance Rigid caste system (hereditary), which contributions of ancient Indian Participation in map What were the important influenced all social interactions and civilization activity on the spread of choices of occupations contributions of the Indian civilizations SS.6.G.1.7Use maps to identify Maurya and Gupta Gupta empire: characteristics and boundaries of Compare and contrast the dynasties? ancient civilizations that have Golden age of classical Indian culture Mauryan and Gupta Contributions—mathematics, new textiles, shaped the world today. empires politically, literature religiously, and socially. SS.6.G.4.1- Explain how family and Essential Understandings: ethnic relationships influenced Resources: Classical Indian civilization began in the Indus River ancient cultures. Video clip on the Mauryan Valley and spread to the Ganges River Valley, then Elephant Army through the Indian subcontinent. It continued with SS.6.G.5.3- Use geographic tools little interruption because of its geographic location. and terms to analyze how famine, History Alive Activity drought, and natural disasters 1.1 Predicting Areas of The Indo-Aryan people invaded the area, creating a Early Settlement in India plagued many ancient rigidly structured society (caste system) blended with civilizations. native beliefs. During the Golden Age of classical Indian culture, Indian people made significant contributions to world civilization. SS.6.G.6.2- Compare maps of the world in ancient times with current political maps. 27 Ancient India (2 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of the civilization of Ancient India in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by b) describing the origins and beliefs of the Hindu religion. Academic Vocabulary: subcontinent, monsoon, caste, Brahman, reincarnation, nirvana, meditate, dharma, karma, ahimsa, golden age Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How did Hinduism’s Hinduism: SS.6.W.4.2- Explain the major Formal: Reading quiz Caste system in religious law based on beliefs and practices associated unique beliefs influence occupations with Hinduism and the social Indian society and Belief in many forms of one major deity structure of the caste system in culture? Informal: Reincarnation: Cycles of rebirth ancient India. Discussion of Hindu Religion Karma: Future reincarnation based on present behavior Creation of a Learning Vedas and Upanishads: Sacred writings Cube on The Guptas Essential Understandings: Hinduism was an important contribution of classical India. Resources: History Alive Activity 2.2 Understanding Hindu Beliefs in the Ramayana Hinduism influenced Indian society and culture and is still practiced in India today. 28 Ancient India (2 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of the civilization of Ancient India in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by c) describing the origins and beliefs of Buddhism. Academic Vocabulary: subcontinent, monsoon, caste, Brahman, reincarnation, nirvana, meditate, dharma, karma, ahimsa, golden age Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Is Buddhism a religion or Buddhism: SS.6.W.4.4- Explain the teachings Formal: Reading quiz Founder: Siddhartha Gautama (Buddha) of Buddha, the importance of a philosophy? Four Noble Truths Asoka, and how Buddhism spread Eightfold Path to Enlightenment in Indian, Ceylon and other parts History Alive – Ancient India How has Buddhism Culminating Project of Asia. influenced civilization in Activity 5.1 Creating a Essential Understandings: Asia? How did it spread? Asoka’s missionaries and their writings spread Palm-Leaf Book About Buddhism from India to China and other parts of Ancient India Asia. Informal: Research of the Four-Noble DBQ: Asoka: Ruthless Conqueror or Enlightened DBQ: Asoka: Ruthless Truths an Eightfold Path for Ruler Conqueror or Enlightened notes Ruler Discussion of Buddhist Religion Creation of Learning Cube Resources: History Alive Activity 2.3 Discovering the Buddha’s Path to Enlightenment Informal Document analysis Classroom discussion Formal Final essay answering DBQ 29 Ancient China (2 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of the civilization China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by d) describing China, with emphasis on the development of an empire and the construction of the Great Wall; f) describing the impact of Confucianism, Taoism, and Legalism. Academic Vocabulary: philosophy, dike, loess, civil service, warlords, currency, silk, Mandate of Heaven Essential Questions Essential Content & Understandings Essential Skills & Benchmarks How did China’s Migratory invaders raided Chinese settlements SS.6.W.4.6- Describe the concept from the North. The Great Wall was built by Qin of the Mandate of heaven and its geography influence the Shi Huangdi as a line of defense against connection to the Zhou and later development of that invasions. dynasties. civilization? China was governed by a succession of ruling families called dynasties. SS.6.G.2.1- Explain how major What gave Chinese rulers Chinese rulers were considered divine, but they physical characteristics, natural the right to rule? served under a Mandate of Heaven only as resources, climate, and absolute Evaluate Chinese long as their rule was just. and relative locations have emperors during this time The Silk Roads facilitated trade and contact influenced settlement, interactions between China and other cultures as far away and the economies of ancient period. as Rome. civilizations of the world. How has Chinese Contributions of classical China SS.6.W.4.7- Explain the basic philosophy influenced civil service system teachings of Laozi, Confucius and Chinese civilization? paper Han Fei Zi porcelain Why was silk such an silk SS.6.W.4.8- Describe the important part of the contributions of classical and post Contributions of Confucianism in forming the Chinese civilization? classical China social order in China Belief that humans are good, not bad What were the important SS.6.W.4.9- Identify key figures from Respect for elders political and cultural classical and post classical China Code of politeness, still used in Chinese society contributions of the Zhou, today SS.6.G.1.3- Identify the natural Qin and Han dynasties? Emphasis on education wonders of the ancient world. Ancestor worship Contributions of Taoism in forming Chinese culture and values Humility SS.6.G.4.1- Explain how family and ethnic relationships influenced ancient cultures. Assessment Under Development Formal: Reading Quiz Unit Test Informal: Video Viewing Guide Discussion of Video Check of class notes Discussion of Classical China Completion of Comparative Religion Chart G-SPRITE Chart of Persia, India, and China Discussion of trade routes Maps of Silk Road 30 Ancient China (2 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of the civilization China in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by d) describing China, with emphasis on the development of an empire and the construction of the Great Wall; f) describing the impact of Confucianism, Taoism, and Legalism. Academic Vocabulary: philosophy, dike, loess, civil service, warlords, currency, silk, Mandate of Heaven Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Simple life and inner peace Harmony with nature SS.6.G.6.2- Compare maps of the Essential Understandings world in ancient times with current political maps. Yin/Yang represented opposites for Confucianism and Taoism. SS.6.G.5.3- Use geographic tools and terms to analyze how famine, Legalism and Confucianism helped to shape drought, and natural disasters plagued many ancient Chinese ideas about government. civilizations. Chinese forms of Buddhism spread throughout Asia. Assessment Resources: History Alive – Ancient China 1.1 Creating Annotated relief Maps of Ancient China 2.2 Learning about three ways of thought: Confucianism, Daoism and Legalism 3.1 Examining the Rise of Qin Shi Huang Di 3.3 The Silk Road: examining foreign Influence on Chinese culture. Evaluate the following quote by the Chinese philosopher Confucius: ―Study the past if you would divine the future.‖ 31 6th Grade World History Meso-American and South American Civilizations (3 weeks) Objective(s) of Learning The student will demonstrate knowledge of the civilization Meso and South America in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by e) describing the civilizations of the Olmecs, Aztecs, Maya, and Inca Academic Vocabulary: quipu, terraces, census, slash-and-burn agriculture, maize, chinampas, causeway Essential Questions Essential Content & Understandings Essential Skills & Benchmarks How did Meso and South Early American civilizations SS.6.W.2.10- Compare the Migrated from Eastern Asia 40,000 years ago emergence of advanced American civilizations Many different cultures developed based on civilizations in Meso- and South adapt to their climate and geography America with the four early river environment? Many early civilizations settled on or near water valley civilizations for drinking, farming, fishing and What were the important transportation SS.6.G.1.3- Identify the natural political, cultural and wonders of the ancient world. economic achievements Mayan civilization of these civilizations? Located in the Mexican and Central American SS.6.G.1.7- Use maps to identify rain forest characteristics and boundaries of How were these Represented by Chichén Itzá Group of ancient civilizations that have city-states ruled by a king Economy based civilizations similar to and shaped the world today. on agriculture and trade different from the Polytheistic religion—Pyramids SS.6.G.6.2- Compare maps of the ancient river civilizations world in ancient times with current of the Asia and Africa? Aztec civilization political maps. Located in arid valley in central Mexico Represented by Tenochtitlan SS.6.E.1.1- Identify the factors (new Ruled by an emperor resources, increased productivity, Economy based on agriculture education, technology, slave Polytheistic religion, based on warfare— economy, territorial expansion) Pyramids that increase economic growth. Incan civilization Located in the Andes Mountains of South America Represented by Machu Picchu Ruled by an emperor Economy based on high-altitude agriculture Polytheistic religion SS.6.E.1.2- Describe and identify traditional and command economies as they appear in different civilizations. Assessment Under Development Formal: Research project on civilizations of the Western Hemisphere Informal: Map Worksheet Check for class notes on Civilizations in North America Video viewing guide on the Inca Discussion of video Word Wall activity: Comparison of Civilizations of the Western Hemisphere SS.6.E.1.3- Describe the following economic concepts as they 32 6th Grade World History Meso-American and South American Civilizations (3 weeks) Objective(s) of Learning The student will demonstrate knowledge of the civilization Meso and South America in terms of chronology, geography, social structures, government, economy, religion, and contributions to later civilizations by e) describing the civilizations of the Olmecs, Aztecs, Maya, and Inca Academic Vocabulary: quipu, terraces, census, slash-and-burn agriculture, maize, chinampas, causeway Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Road system related to early civilization: Achievements of Mayan, Aztec, and Incan scarcity, opportunity cost, supply civilizations and demand, barter, trade, Calendars productive resources (land, labor, Mathematics capital, entrepreneurship) Writing system Assessment Essential Understandings The Mayan, Aztec, and Incan civilizations emerged in South America, Central America, and Mexico. 33 Ancient Greece (4 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by a) identifying the significance of citizenship and the development of democracy, and comparing the city-states of Athens and Sparta. Academic Vocabulary: peninsula, democracy, aristocracy, tyranny, oligarchy, helots Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Social structure and citizenship in the Greek How did geography SS.6.C.2.1- Identify principles (civic polis participation, role of government) influence the Citizens (free adult males) had political rights from ancient Greek and Roman development of Greek and the responsibility of civic participation in civilizations which are reflected in civilization and government. the American political process economy? Women and foreigners had no political rights. today, and discuss their effect on Slaves had no political rights. the American political process. What were the benefits and drawbacks to the Athens SS.6.C.1.1- Identify democratic governments of ancient Stages in evolution of Athenian government: concepts developed in ancient Monarchy, aristocracy, tyranny, democracy Greece that served as a Greece (tyranny, Tyrants who worked for reform: Draco, Solon foundation for American democracy, aristocracy, Origin of democratic principles: Direct constitutional democracy. oligarchy)? democracy, public debate, duties of the citizen SS.6.W.3.2- Explain the democratic How were Sparta and concepts (polis, civic participation Athens similar? How Sparta and voting rights, legislative were they different? Oligarchy (rule by a small group) bodies, written constitutions, rule of Rigid social structure law) developed in ancient Militaristic and aggressive society Greece. Essential Understandings Classical Athens developed the most democratic system of government the world had ever seen, although not everyone could participate in decision-making. It became a foundation of modern democracies. Contrasting philosophies of government divided the Greek city-states of Athens (democracy) and Sparta (oligarchy). Assessment Formal: Reading Quiz Informal: Discussion of classical Athenian democratic system Venn Diagram Athens vs. Sparta Resources: History Alive Activities – Ancient Greece 1.4 - Tracing the Development of Democracy 2.2 – Touring Athens During the Golden Age 2.3 – Greek Against Greek: Athens v. Sparta SS.6.W.3.3- Compare life in Athens and Sparta (government and the status of citizens, women and children, foreigners, helots). SS.6.E.1.2- Describe and identify traditional and command economies as they appear in different civilizations. 34 6th Grade World History Ancient Greece (4 weeks) Objective(s) of Learning The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by b) evaluating the significance of the Persian and Peloponnesian Wars. Academic Vocabulary: peninsula, democracy, aristocracy, tyranny, oligarchy, helots Essential Questions Essential Content & Understandings Essential Skills & Benchmarks What were the causes SS.6.W.3.4- Explain the causes and Importance of Persian Wars (499-449 and effects of the Persian B.C.) effects of the Persian and Wars and Peloponnesian Persian wars united Athens and Sparta against Peloponnesian Wars Wars? the Persian Empire. Athenian victories over the Persians at Marathon and Salamis left Greeks in control Why were the Persian of the Aegean Sea. and Peloponnesian Wars Athens preserved its independence and important to Greece’s continued innovations in government and development? culture. Importance of Peloponnesian War (431-404 B.C.) Caused in part by competition for control of the Greek world—Athens and the Delian League v. Sparta and the Peloponnesian League Resulted in the slowing of cultural advancement and the weakening of political power Assessment Formal: Reading Quizzes DBQ Classical Athens Informal: Discussion of causes and effects of the Persian War Discussion of causes and effects of the Peloponnesian War Essential Understandings The Greeks defeated the Persian empire and preserved their political independence. Competition between Sparta and Athens for control of Greece helped cause the Peloponnesian War. 35 6th Grade World History Ancient Greece (4 weeks) Objective(s) of Learning The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by c) Identifying key figures in Greek history such as Pericles; f) citing contributions in drama, poetry, history, sculpture, architecture, science, mathematics, and philosophy, with emphasis on Socrates, Plato, and Aristotle. Academic Vocabulary: acropolis, agora, epic, tribute, tragedy, oracle, myth, plague, blockade Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Who was Pericles? Why Golden Age of Pericles (mostly occurring SS.6.W.3.5- Summarize the between the Persian and the Peloponnesian important achievements and is he important to Wars) contributions of ancient Greek Athenian history? Pericles extended democracy; most adult civilization males had equal voice. How has Greek culture Pericles had Athens rebuilt after destruction in SS.6.G.1.3- Identify the natural influenced Western Persian Wars; the Parthenon is an example wonders of the ancient world. civilization? of this reconstruction. SS.6.W.3.6- Determine the impact Contributions of Greek culture to Western of key figures from ancient civilization Greece. Drama: Aeschylus, Sophocles Poetry: Homer (Iliad and Odyssey) History: Herodotus, Thucydides Sculpture: Phidias Architecture: Types of columns included Doric (Parthenon), Ionian, and Corinthian Science: Archimedes, Hippocrates Mathematics: Euclid, Pythagoras Philosophy: Socrates, Plato, Aristotle Assessment Formal: Reading Quizzes Greek Culture Projects Informal: Video Viewing Guide Discussion of Video Resources: History Alive Activities – Ancient Greece 3.2 – Creating Human Statues to Honor Significant Greeks 4.1 – Recognizing Ancient Greek Achievements in the Modern World Essential Understandings Athenian culture, during the Classic Era, became one of the foundation stones of Western civilization. 36 6th Grade World History Ancient Greece (4 weeks) Objective(s) of Learning The student will demonstrate knowledge of ancient Greece in terms of its impact on Western civilization by g) explaining the conquest of Greece by Macedonia and the spread of Hellenistic culture by Alexander the Great. Academic Vocabulary: Hellenistic Age Essential Questions Essential Content & Understandings Why is Alexander the Phillip II, King of Macedon Conquered most of Greece Great important to ancient history? Alexander the Great Established an empire from Greece to Egypt Was Alexander the Great and the margins of India a historical hero or Extended Greek cultural influences villain? Why? How did Alexander’s actions help to spread Greek culture? Hellenistic Age Blend of Greek and oriental elements Spread of Hellenistic culture through trade Essential Skills & Benchmarks SS.6.W.3.7- Summarize the key achievements, contributions, and figures associated with the Hellenistic period. Assessment Formal: Reading Quizzes SS.6.W.3.6- Determine the impact of key figures from ancient Greece. History Alive – Ancient Greece – Culminating Project Activity 5.1 - Creating a Dramatic Reading to Commemorate Ancient Greece Unit Test Essential Understandings The Macedonian conquest of Greece followed the weakening of Greek defenses during the Peloponnesian Wars. Alexander the Great adopted Greek culture and spread Hellenistic influences throughout his vast empire. Informal: Discuss powerful countries of the world Discuss the conquest of Alexander the Great throughout Asia Janus figure on Alexander the Great Review Game Resources: History Alive Activities – Ancient Greece 3.1 – Alexander the Great – Hero or Villain? 37 6th Grade World History Ancient Rome (4 weeks) Objective(s) of Learning The student will demonstrate knowledge of ancient Rome from about 700 B.C. to 500 A.D. in terms of its impact on Western civilization by a) assessing the influence of geography on Roman economic, social, and political development. Academic Vocabulary: peninsula Essential Questions Essential Content & Understandings How did geography Location and place Rome—Centrally located in the Mediterranean influence the Basin and distant from eastern development of Roman Mediterranean powers civilization? Italian Peninsula Alps— Protection Mediterranean Sea—Protection, sea-borne commerce Essential Understandings Essential Skills & Benchmarks SS.6.G.2.1- Explain how major physical characteristics, natural resources, climate, and absolute and relative locations have influenced settlement, interactions, and the economies of ancient civilizations of the world SS.6.G.2.4- Explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies Assessment Under Development Formal: Pre-Test Map Quiz Reading Quiz Informal: The city of Rome, with its central location on the Italian peninsula, was able to extend its influence over the entire Mediterranean Basin. SS.6.G.2.5- Interpret how geographic boundaries invite or limit interaction with other regions and cultures The Italian peninsula is protected by the sea and the Alps. SS.6.G.2.6- Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another Discussion of Video SS.6.G.1.7- Use maps to identify characteristics and boundaries of ancient civilizations that have shaped the world today. Word Wall activity: Video Viewing Guide Discussion on Roman Empire Map with terms SS.6.G.6.2- Compare maps of the world in ancient times with current political maps. SS.6.E.1.3- Describe the following economic concepts as they related to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, entrepreneurship) 38 Ancient Rome (4 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of ancient Rome from about 700 B.C. to 500 A.D. in terms of its impact on Western civilization by b) explaining the social structure and role of slavery, significance of citizenship, and the development of democratic features in the government of the Roman Republic. Academic Vocabulary: republic, patrician, plebeian, consul, senate, dictator, veto Essential Questions Essential Content & Understandings Essential Skills & Benchmarks How did the government Social structure in the Roman Republic SS.6.W.3.8- Determine the impact Patricians—Powerful nobility (few in number) of significant figures associated of the Roman Republic Plebeians—Majority of population Slaves— with ancient Rome become more Not based on race democratic over time? SS.6.W.3.10- Describe the government of the Roman Citizenship Patrician and plebeian men Republic and its contribution to the development of democratic Selected foreigners Rights and responsibilities of citizenship (taxes, principles (separation of powers, military service) rule of law, representative government, civic duty) Features of Democracy SS.6.W.3.16- Compare life in the Representative democracy Roman Republic for patricians, Assemblies The Senate plebeians, women, children, and Consuls slaves Laws of Rome codified as Twelve Tables SS.6.C.1.2- Identify how the government of the Roman Essential Understandings Republic contributed to the Although women, most aliens (non-Romans development of democratic principles (separation of powers, living in the Republic), and slaves were rule of law, representative excluded from the governing process, the government, civic duty.) Roman Republic made major strides in the development of representative democracy, which became a foundation of modern democracy. Assessment Under Development Formal: Reading Quiz Informal: Discussion of the Roman Republic and Democracy Discussion of role of citizenship Venn Diagram: Patricians vs. Plebeians 39 6th Grade World History Ancient Rome (4 weeks) Objective(s) of Learning The student will demonstrate knowledge of ancient Rome from about 700 B.C. to 500 A.D. in terms of its impact on Western civilization by c) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas. Academic Vocabulary: empire, Essential Questions Essential Content & Understandings Why are the Punic Wars Punic Wars: Rome v. Carthage (264-146 B.C.) Rome and Carthage were in competition for important to the trade. development of the Hannibal invaded the Italian Peninsula. Roman Republic and Three wars resulted in Roman victory, the Empire? destruction of Carthage, and expanded trade and wealth for Rome. Essential Skills & Benchmarks SS.6.W.3.8- Determine the impact of significant figures associated with ancient Rome Assessment Under Development SS.6.W.3.9- Explain the impact of the Punic Wars on the development of the Roman Empire Reading Quizzes Evolution of the Roman Empire and spread of Roman culture Mediterranean basin (Africa, Asia, Europe, including the Hellenistic world of the Eastern Mediterranean) Western Europe (Gaul, British Isles) SS.6.W.3.11- Explain the transition from Roman Republic to empire and Imperial Rome, and compare Roman life under each one Informal: Essential Understandings SS.6.W.3.12- Explain the causes for the growth and longevity of the Roman Empire After the victory over Carthage in the Punic Wars, Rome was able, over the next 100 years, to dominate the Mediterranean basin, leading to the diffusion of Roman culture. Formal: Creation of Roman Empire Timeline Discussion of Punic Wars Check for class notes Completion of Mediterranean Basin and Western Europe SS.6.E.1.1- Identify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth. SS.6.E.1.3- Describe the following economic concepts as they related to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, entrepreneurship) 40 Ancient Rome (4 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of ancient Rome from about 700 B.C. to 500 A.D. in terms of its impact on Western civilization by d) sequencing events leading to Roman military domination of the Mediterranean basin and Western Europe and the spread of Roman culture in these areas. Academic Vocabulary: province Essential Questions Essential Content & Understandings What was the The Pax Romana Two centuries of peace and prosperity under impact/significance of imperial rule the Pax Romana? Expansion and solidification of Roman Empire, particularly in the Near East Economic impact of the Pax Romana Established uniform system of money, which helped to expand trade Guaranteed safe travel and trade on Roman roads Promoted prosperity and stability Social impact of the Pax Romana Returned stability to social classes Increased emphasis on the family Political impact of the Pax Romana Created a civil service Developed a uniform rule of law Essential Understandings Augustus Caesar established the Roman Empire by instituting civil service, rule by law, a common coinage, and secure travel and trade throughout the Empire. Following Augustus Caesar, the Roman Empire enjoyed 200 years of peace and prosperity known as the Pax Romana. Essential Skills & Benchmarks SS.6.G.5.2- Use geographic terms and tools to explain why ancient civilizations developed networks of highways, waterways, and other transportation linkages SS.6.W.3.8- Determine the impact of significant figures associated with ancient Rome Assessment Under Development Formal: Research Project on Early Roman Empire Oral Presentations of Projects SS.6.W.3.11- Explain the transition from Roman Republic to empire and imperial Rome, and compare Roman life and culture under each one Mid-Unit Test SS.6.W.3.12- Explain the causes for the growth and longevity of the Roman Empire Discussion of the Fall of the Roman Republic Informal: SS.6.E.3.1- Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for a medium of exchange between trading both inside and among various regions. SS.6.E.3.2- Categorize products that were traded among civilizations, and give examples of barriers to trade of those products. 41 6th Grade World History Ancient Rome (4 weeks) Objective(s) of Learning The student will demonstrate knowledge of ancient Rome from about 700 B.C. to 500 A.D. in terms of its impact on Western civilization by g) describing the origin, beliefs, traditions, customs, and spread of Christianity. Academic Vocabulary: messiah, disciple, epistle, monotheism, persecution Essential Questions Essential Content & Understandings How important was Origins of Christianity Had its roots in Judaism development of Was led by Jesus of Nazareth, who was Christianity in the Roman proclaimed the Messiah Empire? Conflicted with polytheistic beliefs of Roman Empire What was the impact of the Christian religion on Beliefs, traditions, and customs of Christianity the Roman Empire? Monotheism How did Christianity spread? Jesus as both Son and incarnation of God Life after death New Testament, containing accounts of the life and teachings of Jesus, as well as writings of early Christians Christian doctrine established by early church councils Essential Skills & Benchmarks SS.6.W.3.13- Identify key figures and the basic beliefs of early Christianity and how these beliefs impacted the Roman Empire Assessment Under Development Formal: Creation of Learning Cube for the Christian Religion Reading Quizzes Informal: Discussion on the origin of Christianity Guided Notes on the spread of Christianity Spread of Christianity Carried by the Apostles, including Paul, throughout the Roman Empire Slowed as a result of persecution by Roman authorities Adopted and legalized by Emperor Constantine Essential Understandings The followers of Jesus spread Christianity throughout the Roman Empire, bringing it into conflict with Roman polytheism and eventually changing Western civilization. 42 6th Grade World History Ancient Rome (4 weeks) Objective(s) of Learning The student will demonstrate knowledge of ancient Rome from about 700 B.C. to 500 A.D. in terms of its impact on Western civilization by h) explaining the development and significance of the Church in the late Roman Empire. Academic Vocabulary: messiah, disciple, epistle, monotheism, persecution, martyr Essential Questions Essential Content & Understandings Essential Skills & Benchmarks What was the impact of Impact of the Church of Rome in the late Roman SS.6.W.3.12- Explain the causes for Empire the early Church in the the growth and longevity of the late Roman Empire? Roman Empire Church became an example of moral authority. Loyalty to the church became more important SS.6.W.3.13- Identify key figures than loyalty to the Emperor. and the basic beliefs of early Church became main unifying force of Christianity and how these beliefs Western Europe. impacted the Roman Empire Assessment Under Development Formal: Reading Quiz One page written review of the Church in the late Roman Empire Essential Understandings As the Roman Empire declined in the West, the Church in Rome grew in importance, membership, and influence. Informal: Discussion of Impact of the Church in the late Roman Empire 43 6th Grade World History Ancient Rome (4 weeks) Objective(s) of Learning The student will demonstrate knowledge of ancient Rome from about 700 B.C. to 500 A.D. in terms of its impact on Western civilization by i) listing contributions in art and architecture, technology and science, literature and history, language, religious institutions, and law. Academic Vocabulary: arch, aqueduct, Coliseum, census, villa, circus Essential Questions Essential Content & Understandings How did Roman Contributions of ancient Rome Art/architecture: Pantheon, Colosseum, Forum achievements influence Technology: Roads, aqueducts, Roman Western civilization? arches Science: Ptolemy Medicine: Emphasis on public health (public baths; public water system; medical schools) Language: Latin, Romance languages Literature: Virgil’s Aeneid Religion: Roman mythology; adoption of Christianity as the imperial religion Law: The principle of ―innocent until proven guilty‖ (from the Twelve Tables) Essential Understandings Essential Skills & Benchmarks SS.6.W.3.8- Determine the impact of significant figures associated with ancient Rome Assessment Under Development SS.6.W.3.14- Describe the key achievements and contributions of Roman civilization Reading Quiz SS.6.W.3.17- Explain the spread and influence of the Latin language on Western Civilization SS.6.G.1.3- Identify the natural wonders of the ancient world. Formal: Group presentations on the contributions of Ancient Rome Informal: Discussion on Roman achievements that impact the U.S. today Conquests and trade spread Roman cultural and technological achievements throughout the Empire. Western civilization was influenced by the cultural achievements of Rome. 44 Ancient Rome (4 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of ancient Rome from about 700 B.C. to 500 A.D. in terms of its impact on Western civilization by j) citing the reasons for the decline and fall of the Western Roman Empire. Academic Vocabulary: mercenary, inflation Essential Questions Essential Content & Understandings Why did the Western Causes for the decline of the Western Roman Roman Empire decline? Empire Economy—The cost of defense and devaluation of Roman currency Military—Army membership starting to include invaders, resulting in decline of discipline Moral decay—People’s loss of faith in Rome and the family Political problems—Civil conflict and weak administration Invasion—Attacks on borders Division of Roman Empire Move of capital by Constantine from Rome to Byzantium, renaming it Constantinople Survival of Western Roman Empire until 476 A.D., when it ceased to have a Roman Emperor Eastern Roman Empire (Byzantine Empire) Essential Skills & Benchmarks SS.6.W.3.15- Explain the reasons for the gradual decline of the Western Roman Empire after the Pax Romana Assessment Under Development Formal: Reading quiz Unit Test Map quiz Informal: Discussion of the Decline of the Roman Empire Over a 300-year period, the western part of the Roman Empire steadily declined because of internal and external problems. 45 Ancient Rome (4 weeks) 6th Grade World History Objective(s) of Learning The student will demonstrate knowledge of ancient Rome from about 700 B.C. to 500 A.D. in terms of its impact on Western civilization by j) citing the reasons for the decline and fall of the Western Roman Empire. Academic Vocabulary: mercenary, inflation Essential Questions Essential Content & Understandings DBQ-Athens and Rome: DBQ-Athens and Rome: Whose Whose Ideas of Citizenship Made the Ideas of Citizenship Most Sense? Made the In Greece: Most Sense? Citizens (free adult males) had political rights and the responsibility of civic participation in government. Women and foreigners had no political rights. Slaves had no political rights. Athenians developed the idea of democracy, or government by the people (or citizens) of a place In Rome: At first, only wealthy Patricians had the rights of citizenship Later, Plebeians were granted rights Selected foreigners were given rights of citizenship Citizens elected representatives (senators) to make laws and run the Republic. Students will evaluate historical documents will evaluate historical documents to determine which system they feel made more sense. Essential Skills & Benchmarks SS.6.W.1.3- Interpret primary and secondary sources SS.6.W.1.4- Describe the methods of historical inquiry and how history relates to the other social sciences SS.6.W.3.10- Describe the government of the Roman Republic and its contribution to the development of democratic principles (separation of powers, rule of law, representative government, civic duty) Assessment Informal Document analyses Classroom discussion Formal Student essay answering question posed by the DBQ SS.6.W.3.16- Compare life in the Roman Republic for patricians, plebeians, women, children, and slaves SS.6.C.1.2- Identify how the government of the Roman Republic contributed to the development of democratic principles (separation of powers, rule of law, representative government, civic duty.) SS.6.C.2.1- Identify principles (civic participation, role of government) from ancient Greek and Roman civilizations which are reflected in the American political process today, and discuss their effect on the American political process. SS.6.C.1.1- Identify democratic concepts developed in ancient Greece that served as a foundation for American constitutional democracy. SS.6.W.3.2- Explain the democratic concepts (polis, civic participation and voting rights, legislative bodies, written constitutions, rule of law) developed in ancient Greece. 46 6th Grade World History African Civilizations (2 weeks) Objective(s) of Learning a) The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 by: Describing the origin, beliefs, traditions, customs and spread of Islam Assessing the influence of geography on Islamic economic, social and political development, including the impact of conquest and trade. . Academic Vocabulary: mosque, Quran, prophet, caliph, Sunni, Shi’a/Shi’ite, nomads, caravan, Sufis Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment How has Islam influenced Origins of Islam SS.6.E.3.4- Describe the Formal: Muhammad, the Prophet relationship among civilizations Reading quiz the development of that engage in trade, including Mecca and Medina on the Arabian civilization in the Middle Peninsula: Early Muslim Cities the benefits and drawbacks of Informal: East and Asia? Map on the spread of voluntary trade. Islam Spread of Islam How did Islam spread? Across Asia and Africa, and into Spain Geographic extent of first Muslim empire Islamic Empire Scavenger What are the cultural Hunt and scientific Beliefs, traditions, and customs of Islam contributions of Islam? Monotheism (Allah, Arabic word for Word Wall Activity: ―God‖) Pictorial representation of the Five Pillars of Islam Quran (Koran): The word of God Five pillars of Islam Acceptance of Judeo-Christian Resources: History Alive – The Rise of prophets, including Moses and Jesus Islam 1.1 Adapting to the Geographic influences on the origin and spread Geography of the Arabian of Islam Diffusion along trade routes from Mecca Peninsula and Medina 2.2 The Development of Expansion despite great distances, the Muslim Empire 3.1 The Contributions of desert environments, and mountain barriers Muslims to World Civilization Spread into the Fertile Crescent, Iran, History Alive – The Rise of and Central Asia. Facilitated by weak Byzantine and Persian empires Islam - Culminating Project 5.1 Designing Museums 47 6th Grade World History African Civilizations (2 weeks) Objective(s) of Learning a) The student will demonstrate knowledge of Islamic civilization from about 600 to 1000 by: Describing the origin, beliefs, traditions, customs and spread of Islam Assessing the influence of geography on Islamic economic, social and political development, including the impact of conquest and trade. . Academic Vocabulary: mosque, Quran, prophet, caliph, Sunni, Shi’a/Shi’ite, nomads, caravan, Sufis Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Geographic influences on economic, social, and political development Political unity of the first Muslim empire was short-lived Arabic language spread with Islam and facilitated trade across Islamic lands Slavery was not based on race Cultural contributions and achievements Architecture Mosaics Arabic alphabet Universities Translation of ancient texts into Arabic Scientific contributions and achievements Arabic numerals (adapted from India), including zero Algebra Medicine Expansion of geographic knowledge Essential Understandings Early Islamic civilization was characterized by achievements in science and the arts that transformed the Islamic world and contributed to world civilization. Political unity and the Arabic language facilitated trade and stimulated intellectual activity. 48 6th Grade World History African Civilizations (2 weeks) Objective(s) of Learning The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion. b) identifying technological advances and transfers, networks of economic interdependence, and cultural interactions. Academic Vocabulary: migration, savanna, oral history, clan, Swahili Essential Questions Essential Content & Understandings How did geography West African Kingdoms Location of Ghana, Mali, Songhai empires influence the relative to Niger River and the Sahara development of Importance of gold and salt to trans-Saharan civilization in Africa? trade City of Timbuktu as center of trade and How did civilizations in learning Africa adapt to the Role of animism and Islam climate, geography, and available resources? Ile-Ife Located in the rainforest, they could not depend on farming or ranching A cultural and trading center Little of their culture survives due to the damp rainforest conditions Benin Complex rainforest society Center of art, known for the skilled artists Reached their greatest power in the 1500s Axum Location relative to the Ethiopian Highlands and the Nile River Christian kingdom Zimbabwe Location relative to the Zambezi and Limpopo Essential Skills & Benchmarks SS.6.G.4.3- Locate sites in Africa and Asia where archaeologists have found evidence of early of early human societies, and trace their migration patterns to other parts of the world. SS.6.E.3.3- Describe traditional economies (Egypt, Greece, Rome, Kush) and elements of those economies that led to the rise of a merchant class and trading partners SS.6.W.3.18- Describe the rise and fall of the ancient East African kingdoms of Kush and Axum and Christianity’s development in Ethiopia SS.6G.5.1- Identify the methods used to compensate for the scarcity of resources in the ancient world. SS.6.G.6.2- Compare maps of the world in ancient times with current political maps. Assessment Formal: Reading quiz Unit Test Informal: Completion of African Map Discussion of Sub-Saharan Civilizations Discussion of Zimbabwe Check of class notes on Kingdoms of Ghana and Songhai Worksheet on Kingdom of Mali Discussion of video Resources: History Alive – Empires and Kingdoms of Sub-Saharan Africa 1.1 Mapping the Physiographic Features of 49 6th Grade World History African Civilizations (2 weeks) Objective(s) of Learning The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) describing east African kingdoms of Axum and Zimbabwe and west African civilizations of Ghana, Mali, and Songhai in terms of geography, society, economy, and religion. b) identifying technological advances and transfers, networks of economic interdependence, and cultural interactions. Academic Vocabulary: migration, savanna, oral history, clan, Swahili Essential Questions Essential Content & Understandings rivers and the Indian Ocean coast City of ―Great Zimbabwe‖ as capital of a prosperous empire Kilwa Trade-based city state on African coast A center for Christianity in Sub-Saharan Africa Home to underground churches carved into the red rocks of the region Conquered by Muslims who in turn took over trade Essential Understandings African civilizations developed in sub-Saharan west and east Africa. Trade brought important economic, cultural, and religious influences to African civilizations from other parts of the Eastern Hemisphere. States and empires flourished in Africa during the medieval period, including Ghana, Mali, and Songhai in west Africa, Axum in east Africa, and Zimbabwe in southern Africa. Essential Skills & Benchmarks SS.6.E.1.3- Describe the following economic concepts as they related to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, entrepreneurship) SS.6.E.1.1- Identify the factors (new resources, increased productivity, education, technology, slave economy, territorial expansion) that increase economic growth. SS.6.E.1.2- Describe and identify traditional and command economies as they appear in different civilizations. SS.6.E.3.1- Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for a medium of exchange between trading both inside and among various regions. SS.6.E.3.2- Categorize products that were traded among civilizations, and give examples of barriers to trade of those products. SS.6.E.3.4- Describe the relationship among civilizations that engage in trade, including the benefits and drawbacks of voluntary trade. Assessment Africa 1.2 Adapting to the Climate Regions of SubSaharan Africa 2.1 Trading Gold for Salt in West Africa 2.2 The Empires of West Africa 2.3 Reaching West Africa 3.1 Kingdoms of Central and Southern Africa 3.2 Comparing Three African States Through Visual Discovery 3.3 Commemorating African States with Praise Songs 4.1 Understanding Proverbs of the Shona: Lessons for Life 4.2 Discovering Elements of African Art 4.3 Exploring the African influence on AfricanAmerican art 50 6th Grade World History Classical Asia (3 weeks) Objective(s) of Learning The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) Describing Asian civilizations of China, Japan and India in terms of economic system, political system, religion and achievements and; b) Describing religious divisions in India between Muslims and Hindus. Academic Vocabulary: Silk Road, dynasty, merit system, Mongol, archipelago, feudalism, samurai, shogun, sultan, caste system Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment What were the political, SS.6.W.4.6- Describe the concept Essential Content Tang Dynasty of the Mandate of Heaven and its cultural and economic connection to the Zhou and later Golden Age of Chinese culture contributions of the Capital moved to Chang’an dynasties China’s Classical Grand Canal built dynasties (Tang, Song, Government reform according to the ideas of SS.6.W.4.8- Describe the Yuan and Ming)? contributions of classical and postConfucius Song Dynasty classical China How did the Mongols Merit system used in government hiring influence Asian Improvements made in agriculture SS.6.W.4.9- Identify key figures from Invention of printing press classical and post-classical China civilization during this time? SS.6.W.4.10- Explain the Yuan Dynasty/ Mongols (Genghis Khan & Kublai Khan) significance of the Silk roads and What was the historical Dynasty established by Mongol invader maritime routes across the Indian significance of the Silk Genghis Khan Ocean to the movement of goods Road? and ideas among Asia, East Ruled by his grandson, Kublai Khan Africa, and the Mediterranean Marco Polo visited China during this time Basin Centralized government under Mongol rule (Chinese were excluded from positions of power) SS.6.W.4.11- Explain the rise and Ming Dynasty expansion of the Mongol empire Chinese rule re-established and its effects on peoples of Asia and Europe including the Borders returned to those of the time of the Tang achievements of Ghengis and Capital returned to Beijing Kublai Khan Powerful military SS.6.W.4.12- Identify the causes 51 6th Grade World History Classical Asia (3 weeks) Objective(s) of Learning The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) Describing Asian civilizations of China, Japan and India in terms of economic system, political system, religion and achievements and; b) Describing religious divisions in India between Muslims and Hindus. Academic Vocabulary: Silk Road, dynasty, merit system, Mongol, archipelago, feudalism, samurai, shogun, sultan, caste system Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment and effects of Chinese isolation and the decision to limit foreign DBQ-The Silk Road: Recording the Journey trade in the 15th century DBQ-The Silk Road: Informal Silk Road Document analyses SS.6.G.6.2- Compare maps of the Recording the Journey Road from China to Western Asia Classroom discussion world in ancient times with current Carried silk and other valuable goods as well political maps. Formal as ideas Student essay answering Travelers faced many dangers question posed by the DBQ SS.6.E.1.3- Describe the following Developed a system of safe stops along the economic concepts as they way related to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, entrepreneurship) SS.6.E.3.1- Identify examples of mediums of exchange (currencies) used for trade (barter) for each civilization, and explain why international trade requires a system for a medium of exchange between trading both inside and among various regions. SS.6.E.3.2- Categorize products that were traded among civilizations, and give examples of 52 6th Grade World History Classical Asia (3 weeks) Objective(s) of Learning The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) Describing Asian civilizations of China, Japan and India in terms of economic system, political system, religion and achievements and; b) Describing religious divisions in India between Muslims and Hindus. Academic Vocabulary: Silk Road, dynasty, merit system, Mongol, archipelago, feudalism, samurai, shogun, sultan, caste system Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment barriers to trade of those products. Location and place Mountainous Japanese archipelago (four main SS.6.E.3.4- Describe the islands) How did geography relationship among civilizations Sea of Japan or East Sea between Japan and that engage in trade, including influence the Asian mainland the benefits and drawbacks of development of Proximity to China and Korea voluntary trade. Japanese culture? How has the culture of Feudal Japan influenced the culture of modern Japan? Influence of Chinese culture Writing Architecture Buddhism Feudalism in Japan Structure of feudal society in Japan Weakness of the emperor vs. power of the shogun Purposes/culture of the samurai, bushido Cultural achievements of Japan (haiku, art, architecture, etc.) Shinto Ethnic religion unique to Japan Importance of natural features, forces of nature, and ancestors State religion; worshipping the emperor Coexistence with Buddhism SS.6.G.6.2- Compare maps of the world in ancient times with current political maps. SS.6.G.2.4- Explain how the geographical location of ancient civilizations contributed to the culture and politics of those societies SS.6.G.2.5- Interpret how geographic boundaries invite or limit interaction with other regions and cultures SS.6.G.4.4- Map and analyze the impact of the spread of various belief systems in the ancient world Formal: Reading quiz Informal: KWL Chart Worksheet on influence of China on Japanese culture Discussion on Shinto 53 6th Grade World History Classical Asia (3 weeks) Objective(s) of Learning The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) Describing Asian civilizations of China, Japan and India in terms of economic system, political system, religion and achievements and; b) Describing religious divisions in India between Muslims and Hindus. Academic Vocabulary: Silk Road, dynasty, merit system, Mongol, archipelago, feudalism, samurai, shogun, sultan, caste system Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Essential Understandings Japanese cultural development was influenced by proximity to China. Shinto and Buddhism coexisted as religious traditions in the Japanese culture. How have the Muslim invasions of Indian influenced modern India and Pakistan? What were the cultural, political, and economic contributions of the Delhi Sultanate and Mughal Empire? Muslim Invasions Muslims began raiding India around 1000 AD. India was ruled by a series of sultans from the 13th century into the 17th. India was experiencing a revival of Hinduism at this time Some rulers during this time tolerated Hinduism, others were more accepting and allowed Hindus into the government Muslim invasions created a minority of Muslims in present day India, Pakistan, and Bangladesh. These groups have experienced a great deal of conflict during the 19th, 20st and 21st centuries. Religious differences eventually led Pakistan and Bangladesh (mostly Muslim states which had been part of India) to break away as independent states) SS.6.G.6.2- Compare maps of the world in ancient times with current political maps. SS.6.W.4.2- Explain the major beliefs and practices associated with Hinduism and the social structure of the caste system in ancient India SS.6.W.4.5- Summarize the important achievements and contributions of Indian civilization 54 6th Grade World History Classical Asia (3 weeks) Objective(s) of Learning The student will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns by a) Describing Asian civilizations of China, Japan and India in terms of economic system, political system, religion and achievements and; b) Describing religious divisions in India between Muslims and Hindus. Academic Vocabulary: Silk Road, dynasty, merit system, Mongol, archipelago, feudalism, samurai, shogun, sultan, caste system Essential Questions Essential Content & Understandings Essential Skills & Benchmarks Assessment Delhi Sultanate Established by a Afghan and Turkish groups who ruled from Delhi Briefly conquered by the Mongols led by Timur (Tamerlane) Mongol conquest greatly weakened the sultanate It was absorbed into the Mughal Empire in 1526 when Babur defeated the Delhi leadership Mughal Empire Established by Babur in the 16th century Greatest ruler was Akbar the Great; his leadership brought a revival of the arts, and good relations between Hindus and Muslims Shah Jahan built the Taj Mahal during this time as a monument to his favorite wife, Mumtaz. The Empire deteriorated under the leadership of Jahan’s son, Aurangzeb. During the 17th and 18th centuries, the empire broke into weaker, smaller states India later fell under the control of the British empire 55 6th Grade World History Appendix A: Freedom Week (Last full week of school in September) and Holocaust (2 weeks) Objective(s) of Learning Students will identify the intent, meaning, and significance of the Declaration of Independence. Students will describe the Holocaust and other genocides of the 20th century. Essential Questions On what documents did the Founding Fathers base the Declaration? How is the Declaration structured? What does the Declaration say? What does it mean? Essential Content & Understandings Essential Concepts: Briefly review content from 6th grade The Declaration of Independence was based ideas contained in several earlier documents and from earlier political thinkers: Magna Carta Ideas about democracy and republics from Greece and Rome English Bill of Rights Mayflower Compact Ideas of Locke and Rousseau (social contract) Essential Skills & Benchmarks Florida Statute 1003.421 (Freedom Week) Assessment The Declaration has three main sections: Preamble/introduction List of grievances Rejection of British rule in section 3 The Declaration contains several important ideas, including: All men are created equal All have certain unalienable rights Governments should listen to the people Governments that do not listen to the people should be altered or replaced. 56 6th Grade World History Appendix A: Freedom Week (Last full week of school in September) and Holocaust (2 weeks) Objective(s) of Learning Students will identify the intent, meaning, and significance of the Declaration of Independence. Students will describe the Holocaust and other genocides of the 20th century. Review content from 6th Terms to know Florida Statute 1003.42 Florida’s Genocide: The systematic and purposeful Holocaust Mandate grade destruction of a racial, political, religious, or cultural group Who were the participants in the Holocaust? Why did they participate? Who were the victims in the Holocaust? Why were they victims? Why did people stand by and let the Holocaust happen? How did resistance groups work to help victims? How and why did the Holocaust escalate from nonviolence and prejudice to violent, racist actions? Elements leading to the Holocaust Totalitarianism combined with nationalism History of anti-Semitism Defeat in World War I and economic depression blamed on German Jews Hitler’s belief in the master race Final solution—Extermination camps, gas chambers Essential Understandings There had been a climate of hatred against Jews in Europe and Russia for centuries. Formal: Teacher created test or quiz Informal: Have students analyze photos from the Holocaust. After analysis, have them write the story of what they see in the photo (Images are available from the internet and from www.learn360.com). KWL: The Holocaust Videos: Several groups, in addition to Jews, were victims of Hitler’s genocidal plans. Auschwitz: If you cried, You Died (available in some school media centers) Feelings of prejudice helped people to justify the actions Hitler took and to accept actions which seem horrible to us today. The Holocaust: In Memory of Millions Some people did try to help, but risked their own lives in doing so. Witness: Voices from the Holocaust 57