Download History and Geography

History & Social Studies
Grade 6:
Ancient and Classical Civilizations in the Mediterranean to the Fall of the Roman
Empire: Ideas that Shaped History
TRIMESTER ONE
Unit I: Human Origins in Africa though the Neolithic Age
MCAS:
Core Knowledge: Ancient and Classical Civilizations in the Mediterranean to the Fall of the
Roman Empire: Ideas that Shaped History
State Standards
History and Geography
1. Compare information shown on modern and historical maps of the same region
2. Use correctly the words or abbreviations for identifying time periods or dates in historical
narratives.
3. Construct and interpret timelines of events and civilizations studied
4. Distinguish between primary and secondary sources and describe how each kind of source
is used in interpreting history.
5. Identify multiple causes and effects when explaining historical events
6. Describe ways of interpreting archaeological evidence from societies leaving no written
records
Civics and Government
7. Define and use correctly words and terms relating to government.
Economics
8. Define and apply economic concepts learned in prekindergarten through grade 6
Objectives
The students will be able to:
1) describe the great climatic and environmental changes that shaped the earth and
eventually permitted the growth of human life.
2) identify sites in Africa where archaeologists have found evidence of the origins of
modern human beings and describe what they found.
3) describe the characteristics of hunter-gatherer societies of the Paleolithic Age: their
use of tools and fire, basic hunting weapons, beads and jewelry.
4) explain the importance of the invention of metallurgy and agriculture (the growing of
crops and the domestication of animals).
5) describe how the invention of agriculture related to settlement, population growth,
and the emergence of civilization.
6) Identify the characteristics of civilizations:
a) the presence of geographic boundaries and political institutions
b) an economy that produces food surpluses
c) a concentration of population in distinct areas or cities
d) the existence of social classes
e) developed systems of religion, learning, art, and architecture
Unit Outline
I. Climatic changes permitting life
II. Origins of man
III. Paleolithic Hunters-Gatherers
IV. Metallurgy and Agriculture
V. Agriculture Leads to Civilization
VI. Characteristics of civilizations
Unit II: Mesopotamia: Site of Several Ancient River Civilizations, c. 3500-1200 BC/BCE
MCAS:
Core Knowledge: Ancient and Classical Civilizations in the Mediterranean to the Fall of the
Roman Empire: Ideas that Shaped History
State Standards
History and Geography
1. Compare information shown on modern and historical maps of the same region
2. Use correctly the words or abbreviations for identifying time periods or dates in historical
narratives.
3. Construct and interpret timelines of events and civilizations studied
4. Distinguish between primary and secondary sources and describe how each kind of source
is used in interpreting history.
5. Identify multiple causes and effects when explaining historical events
6. Describe ways of interpreting archaeological evidence from societies leaving no written
records
Civics and Government
7. Define and use correctly words and terms relating to government.
Economics
8. Define and apply economic concepts learned in prekindergarten through grade 6
Objectives
The students will be able to:
1) locate the Tigris and Euphrates Rivers on an historical map
2) identify Sumer, Babylon, and Assyria as successive civilizations and empires in this
region
3) describe the “Fertile Crescent”
4) identify contemporary nations of western Asia
5) identify polytheism as the religious belief of the people of the Mesopotamian
civilizations
6) describe the inventions and innovations that contributed to the growth of
Mesopotamian civilizations
7) explain the importance of the system of writing in record keeping and tax collection
8) describe the monumental architecture
9) explain the artistic achievements of the Mesopotamian civilizations
10) identify Hammurabi and explain his code
Unit Outline
I. Geography
A. Tigris and Euphrates
B. Sumer, Babylon, Assyria
C. Fertile Crescent
D. West Asian nations
II. Mesopotamia
A. Mesopotamian polytheism
B. inventions and innovations
1. irrigation
2. metalsmithing
3. slavery
4. domestication of animals
5. wheel
6. sail
7. plow
8. writing system
9. architecture
10. art
III. Hammurabi
A. life and accomplishments
B. Code
1. justice
TRIMESTER TWO
Unit III. Egypt: An Ancient River Civilization, c. 3000-1200 BC/BCE
MCAS:
Core Knowledge: Ancient and Classical Civilizations in the Mediterranean to the Fall of the
Roman Empire: Ideas that Shaped History
State Standards
History and Geography
1. Compare information shown on modern and historical maps of the same region
2. Use correctly the words or abbreviations for identifying time periods or dates in historical
narratives.
3. Construct and interpret timelines of events and civilizations studied
4. Distinguish between primary and secondary sources and describe how each kind of source
is used in interpreting history.
5. Identify multiple causes and effects when explaining historical events
6. Describe ways of interpreting archaeological evidence from societies leaving no written
records
Civics and Government
7. Define and use correctly words and terms relating to government.
Economics
8. Define and apply economic concepts learned in prekindergarten through grade 6
Objectives
The students will be able to:
1) identify the physical geography of the Nile River Valley, Mediterranean and Red
Seas, and area of Egypt and Nubia
2) recognize symbols associated with Ancient Egypt culture
3) explain how a pyramid is constructed
4) describe the importance of some major Egyptian pharaohs: Menes, Hatshepsut,
Tutankhamen, etc.
5) list the religious beliefs and customs of Ancient Egyptians
6) describe the social and economic characteristics of Ancient Nubia
7) explain the polytheistic religion of ancient Egypt
8) summarize the important achievements of Egyptian civilization
I. Geography
A. Mediterranean geography
B Nile River and Nile Delta
C. Nubia
II. Nubia
A. Social/economic characteristics of Kingdom of Kush
B. relationship with ancient Egypt
Unit Outline
III. Egyptian government
A. pharaoh as god/king
B. dynasties
C. individual rulers
D. relationship between pharaohs and peasantry
E. slavery
IV. Religion
A. Death and the afterlife
B. mummification
C. deities
D. role of rulers as religious leadership
V. Egyptian Achievements
A. agriculture
B. calendar
C. monumental architecture: Giza Pyramid, Sphinx
D. hieroglyphic writing
E. papyrus
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Unit IV: Phoenicia c. 1000-300 BC/BCE
MCAS:
Core Knowledge: Ancient and Classical Civilizations in the Mediterranean to the Fall of the
Roman Empire: Ideas that Shaped History
State Standards
History and Geography
1. Compare information shown on modern and historical maps of the same region
2. Use correctly the words or abbreviations for identifying time periods or dates in historical
narratives.
3. Construct and interpret timelines of events and civilizations studied
4. Distinguish between primary and secondary sources and describe how each kind of source
is used in interpreting history.
5. Identify multiple causes and effects when explaining historical events
6. Describe ways of interpreting archaeological evidence from societies leaving no written
records
Civics and Government
7. Define and use correctly words and terms relating to government.
Economics
8. Define and apply economic concepts learned in prekindergarten through grade 6
Objectives
Unit Outline
The students will be able to:
1) locate Greece, Asia Minot, Crete, Phonecia, the Aegean, and the Red Sea on a ,ap of
the ancient Mediterranean world
2) label modern Greece, Crete, Turkey, Lebanon, and Syria on a map
3) describe the Phoenicians as successors to the Minoans in dominating Mediterranean
maritime trade from c.1000-300 BCE
4) explain the significance of the Phoenician alphabet as the first alphabet and as the
precursor of the first complete alphabet developed by the ancient Greeks.
I. Geography
A. Ancient Mediterranean geography
1. Greece
2. Asia Minor
3. Crete
4. Phoenicia
5. Aegean Sea
6. Red Sea
B. Contemporary geography
1. Greece
2. Crete
3. Turkey
4. Lebanon
5. Syria
II. Phoenicia
A. Minoa
B. maritime trade
C. alphabet
1. first alphabet
2. Greek alphabet
Unit V: The Roots of Western Civilization: Ancient Greece, c.800-30 BC/BCE
MCAS:
Core Knowledge: Ancient and Classical Civilizations in the Mediterranean to the Fall of the
Roman Empire: Ideas that Shaped History
State Standards
History and Geography
1. Compare information shown on modern and historical maps of the same region
2. Use correctly the words or abbreviations for identifying time periods or dates in historical
narratives.
3. Construct and interpret timelines of events and civilizations studied
4. Distinguish between primary and secondary sources and describe how each kind of source
is used in interpreting history.
5. Identify multiple causes and effects when explaining historical events
6. Describe ways of interpreting archaeological evidence from societies leaving no written
records
Civics and Government
7. Define and use correctly words and terms relating to government.
Economics
8. Define and apply economic concepts learned in prekindergarten through grade 6
Objectives
The students will be able to:
1) locate Greece and trace the extent of its influence to 30 BC/BCE on a historical map
of the Mediterranean area
2) locate Europe, England, the Middle East, and the Indian subcontinent; locate Spain,
England, France, Italy, Greece and other countries in the Balkan peninsula; Egypt,
Crete, Turkey, the Middle East, Pakistan, and India on a modern map of the
Mediterranean area
3) Explain why the government of ancient Athens is considered the beginning of
democracy.
4) explain the democratic political concepts developed in ancient Greece.
5) Compare and contrast life in Athens and Sparta.
6) Describe the status of women and the functions of slaves in ancient Athens.
7) Analyze the causes, course, and consequences of the Persian Wars, including the
origins of marathons.
8) Analyze the causes, course, and consequences of the Peloponnesian Wars between
Athens and Sparta.
9) Describe the rise of Alexander the Great and the spread of Greek culture.
10) Describe the myths and stories of classical Greece
11) Explain why the city-states of Greece instituted a tradition of athletic competitions
12) describe the kinds of sports they featured.
13) Describe the purposes and functions of the lyceum, the gymnasium, and the Library
of Alexandria,
14) identify the major accomplishments of the ancient Greeks: philosophy, architecture,
drama, art, etc.
Unit Outline
I. Geography
A. Ancient geography
1. Greek control and influence to 30 BC/BCE
a. maritime trade
b. colonies
c. cultural expansion and influence
B. Contemporary geography
1. Mediterranean world
a. Italy
b. Greece
c. Balkan Peninsula
d. Crete
2. Europe
a. England
b. France
c. Spain
3. Middle East
a. Egypt
b. Turkey
4. Indian Subcontinent
a. Pakistan
b. India
II. Greek Government
A. Athens
1. beginnings of democracy
2. democratic political philosophies
a. “polis” or city-state
b. civic participation and voting rights
c. legislative bodies
d. constitution writing
e. rule of law
B. Athens v. Sparta
1. Peloponnesian Wars
C. Women
D. Slaves
E. Persian Wars
F. Alexander the Great
G. Mythology
H. Accomplishments
1. Thales (science)
2. Pythagoras and Euclid (mathematics)
3. Hippocrates (medicine)
4. Socrates, Plato, and Aristotle (philosophy)
5. Herodotus, Thucydides, Homer, Aeschylus, Sophocles, Aristophanes, and Euripides
(history, poetry, and drama)
6. the Parthenon; the Acropolis, and the Temple of Apollo (architecture)
7. the development of the first complete alphabet with symbols for consonants and
vowels
TRIMSTER THREE
Unit VI: The Roots of Western Civilization: Ancient Israel, c.2000BC/BCE- 70 AD/CE
MCAS:
Core Knowledge: Ancient and Classical Civilizations in the Mediterranean to the Fall of the
Roman Empire: Ideas that Shaped History
State Standards
History and Geography
1. Compare information shown on modern and historical maps of the same region
2. Use correctly the words or abbreviations for identifying time periods or dates in historical
narratives.
3. Construct and interpret timelines of events and civilizations studied
4. Distinguish between primary and secondary sources and describe how each kind of source
is used in interpreting history.
5. Identify multiple causes and effects when explaining historical events
6. Describe ways of interpreting archaeological evidence from societies leaving no written
records
Civics and Government
7. Define and use correctly words and terms relating to government.
Economics
8. Define and apply economic concepts learned in prekindergarten through grade 6
Objectives
The students will be able to:
1) locate Mesopotamia, Greece and Asia Minor, the kingdoms of the Hittites and
ancient Israel, and Egypt on a historical map of the Mediterranean.
2) locate Egypt, Turkey, Greece, Israel, the area governed by the Palestinian Authority,
Jordan, Lebanon, and Syria on a modern map.
3) identify the ancient Israelites, or Hebrews, and trace their migrations from
Mesopotamia to the land called Canaan.
4) explain the role of Abraham and Moses in the history of the Israelites.
5) describe the monotheistic religion of the Israelites.
6) describe the unification of the tribes of Israel under Kings Saul, David, and Solomon.
7) explain David’s founding of Jerusalem as his capital city in 1000 BCE and the
building of the first temple by Solomon.
8) explain the expulsion/dispersion of the Jews to other lands (referred to as the
Diaspora) after the destruction of the second temple in Jerusalem in 70 AD, and the
renaming of the country by the Romans.
Unit Outline
I. Geography
A. Ancient geography
1. Mesopotamia
2. Greece / Asia Minor
3. Hittites
4. Israel
5. Egypt
B. Contemporary geography
1. Egypt
2. Turkey
3. Greece
4. Israel
5. Palestinian territory
6. Jordan
7. Lebanon
8. Syria
II. Israelites
A. Hebrews
B. migrations from Mesopotamia to Canaan
C. Abraham
D. Moses
E. Religion
1. monotheism
2. Ten Commandments
3. individual worth and responsibility
4. universal moral obligations, rulers and the ruled
5. Old Testament as Israelite history
III. Unification of tribes
A. Saul
B. David
1. founding of Jerusalem
C. Solomon
1. first temple
IV. Roman Rule
A. Diaspora
B. destruction of second temple
C. renaming by Rome
Unit VII: The Roots of Western Civilization: Ancient Rome, c.500 BC/BCE- 500 AD/CE
MCAS:
Core Knowledge: Ancient and Classical Civilizations in the Mediterranean to the Fall of the
Roman Empire: Ideas that Shaped History
State Standards
History and Geography
1. Compare information shown on modern and historical maps of the same region
2. Use correctly the words or abbreviations for identifying time periods or dates in historical
narratives.
3. Construct and interpret timelines of events and civilizations studied
4. Distinguish between primary and secondary sources and describe how each kind of source
is used in interpreting history.
5. Identify multiple causes and effects when explaining historical events
6. Describe ways of interpreting archaeological evidence from societies leaving no written
records
Civics and Government
7. Define and use correctly words and terms relating to government.
Economics
8. Define and apply economic concepts learned in prekindergarten through grade 6
Objectives
The students will be able to:
1) on a historical map, identify ancient Rome and trace the extent of the Roman Empire
to 500 AD.
2) explain how the geographical location of ancient Rome contributed to the shaping of
Roman society and the expansion of its political power in the Mediterranean region
and beyond.
3) explain the rise of the Roman Republic and the role of mythical and historical figures
in Roman history.
4) describe the government of the Roman Republic and its contribution to the
development of democratic principles.
5) describe the influence of Julius Caesar and Augustus in Rome’s transition from a
republic to an empire.
6) explain the reasons for the growth and long life of the Roman Empire.
7) describe the characteristics of slavery under the Romans.
8) describe the origins of Christianity and its central features.
9) explain how inner forces and external forces led to the disintegration of the Roman
Empire.
10) describe the contribution of Roman civilization to law, literature, poetry, architecture,
engineering, and technology.
11) explain the spread and influence of the Roman alphabet and the Latin language, as
well as its use with Greek in the sciences and academics
Unit Outline
I. Geography
A. Rome and extent of Roman Empire to 500 AD
B. Geographic location of Rome as catalyst for expansion and spread of culture
II. Rise of the Roman Republic
A. Romulus and Remus
B. Hannibal and the Carthaginian Wars
C. Cicero
D. Julius Caeser and Augustus
E. Hadrian
F. Democratic principles of government
1. separation of powers
2. rule of law
3. representative government
4. civic duty
III. Republic to Empire
A. Julius Caesar and Augustus
1. Military organization, tactics, and conquests, and decentralized administration
2. the purpose and functions of taxes
3. standard currency, road construction, and the protection of trade routes
4. the benefits of a Pax Romana
5. Slavery
IV. Christianity
A. monotheism
B. Jesus as the Messiah
C. salvation
D. Old and New Testament
E. the lives and teachings of Jesus and St. Paul
F. the relationship of early Christians to officials of the Roman Empire
V. Fall of Rome
A. internal causes
B. external causes
VI Accomplishments of Rome
A. Pax Romana
B. law
C. literature, poetry
D. architecture, engineering, technology
E. Latin