Download Pacing Guide And Curriculum Map Th Grade World History

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
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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.
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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.
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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
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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.
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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
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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
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D
D
D
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D
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I
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M
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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
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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
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D
I
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I D
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D D
D D
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M R
M R
M R
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D D
D D
I D
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M = Mastery
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D
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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
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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
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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
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R
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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
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SS.K.A.2.4
SS.K.A.2.2
SS.K.A.2.5
SS.K.A.2.3
I
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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
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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
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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
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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