Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Unit/Chapter Title: Unit 3 – Ancient Greece and Rome
Unit Length: 12 weeks
Course/Grade: 6th Grade Social Studies
Interdisciplinary Connection(s): ELA/Technology
Standards:
6.2 World History/Global Studies All students will acquire the knowledge and skills to think analytically and systematically about how
past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable
students to make informed decisions as socially and ethically responsible world citizens in the 21st century.
6.3 Active Citizenship in the 21st Century All students will acquire the skills needed to be active, informed citizens who value
diversity and promote cultural understanding by working collaboratively to address the challenges that are inherent in living in an
interconnected world.
Strands:
A. Civics, Government, and Human Rights
B. Geography, People, and the Environment
C. Economics, Innovation, and Technology
D. History, Culture, and Perspectives
CCSS ELA/ Literacy in History/Social Studies, Science and Technical Subjects
RH.6-8.1 Cite specific textual evidence to support analysis of primary and secondary sources
RH.6-8.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
RH.6-8.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies.
RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
RH.6-8.9 Analyze the relationship between a primary and secondary source on the same topic.
RH.6-8.10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently
and proficiently.
WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or
technical processes.
WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience.
WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information
and ideas clearly and efficiently
WHST.6-8.7 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.
WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.
WHST.6-8.10 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.
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade
6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
21st Century Life and Careers Standards
9.1.8.A.1 Recognize a problem and brainstorm ways to solve the problem individually or collaboratively
9.1.8.B.1 Use multiple points of view to create alternative solutions.
9.1.8.C.1 Determine an individual’s responsibility for personal actions and contributions to group activities.
9.1.8.C.2 Demonstrate the use of compromise, consensus, and community building strategies for carrying out different tasks,
assignments, and projects.
9.1.8.C.3 Model leadership skills during classroom and extra-curricular activities.
9.1.8.B.6 Evaluate communication, collaboration, and leadership skills and how they might be further developed in preparation for a
future career through involvement in school, home, work, and extracurricular activities.
Interdisciplinary Connections:
English/Literacy:
WHST.6-8.2.A-E
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes.
Computer Technology:
CCSS TECHNOLOY 8.1.8.A.1
Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word
processing program.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Essential Questions
1.) How did ancient Greek civilizations develop?
2.) What are some of the lasting contributions to later
civilizations?
3.) How were ancient Greek settlements influenced and
affected by geography?
4.) How did ancient Greek religious beliefs and mythology
influence their culture?
5.) What did it mean to be “Roman” in the ancient world?
6.) What made Rome “great” and why is it remembered that
way?
Enduring Understandings
 Greece’s geography and its nearness to the sea strongly
influenced the development of trade and the growth of city-states.
 The people of Athens tried many different forms of government
before creating a democracy.
 The ancient Greeks created great myths and works of literature
that still influence the way we speak and write today.
 Over time the Persians came to rule a great empire, which
eventually brought them into conflict with the Greeks.
 The two most powerful city-states in Greece, Sparta and Athens,
had very different cultures and became bitter enemies in the 400’s
B.C.
7.) How did the geography of early Rome influence and
affect its development?
 Alexander the Great built a huge empire and helped spread
8.) How did Rome develop into a republic?
 Ancient Greece made lasting contributions in art, philosophy,
Greek culture into Egypt and Asia.
9.) How did Roman territory expand through military
conquests?
and science.
10.) Why did the Roman empire fall and what is its
legacy?
power in the ancient world.
11.)
 Rome’s location and government helped it become a major
 Rome’s tripartite government and written laws helped create a
What are the lasting legacies and contributions of
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Rome and Greece?
stable society.
 The later period of the Roman Republic was marked by wars of
expansion and political crises.
 After changing from a republic to an empire, Rome grew
politically and economically, and developed a culture that
influenced later civilizations.
 People in the Roman Empire practiced many religions before
Christianity, based on the teachings of Jesus of Nazareth, spread
and became Rome’s official religion.
 Problems from both inside and outside cause the Roman empire
to split into a western half, which collapsed, and an eastern half
that prospered for hundreds of years.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Student Learning Objectives
(What students should know and be able to do?)
What students should know
6.1.8.A.3.b - Compare and contrast the rights and responsibilities of
free men, women, slaves, and foreigners in the political, economic,
and social structures of classical civilizations.
6.1.8.A.3.d - Compare and contrast the roles and responsibilities of
citizens in Athens and Sparta to those of United States citizens
today, and evaluate how citizens perceived the principles of liberty
and equality then and now.
6.1.8.B.3.a - Determine how geography and the availability of
natural resources influenced the development of the political,
economic, and cultural systems of each of the classical civilizations
and provided motivation for expansion.
6.1.8.C.3.b - Explain how the development of a uniform system of
exchange facilitated trade in classical civilizations.
6.1.8.C.3.c - Explain how classical civilizations used technology and
innovation to enhance agricultural/manufacturing output and
commerce, to expand military capabilities, to improve life in urban
areas, and to allow for greater division of labor.
6.1.8.D.3.a - Compare and contrast social hierarchies in classical
civilizations as they relate to power, wealth, and equality.
What students should be able to do
 Explain who the Minoans and Mycenaeans were, and describe
the role they played in ancient Greek history.
 Analyze the kinds of governments that developed in Ancient
Greece and Rome.
 Compare and Contrast the civilizations of Ancient Greece and
Ancient Rome.
 Identify the differences between the city-states of Athens and
Sparta.
 Research the Persian Wars and explain the impact they had on
the Greeks.
 Investigate the role that trade and colonization played in Ancient
Greece.
 Explain the “Golden Age of Athens” and describe the art and
achievements of the Ancient Greeks.

 Select at least 4 contributions that the Ancient Greeks made to
other civilizations and tell how these contributions still
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
influence/affect us today.
6.1.8.D.3.d - Compare the golden ages of Greece, Rome, India, and
China, and justify major achievements that represent world legacies.
6.1.8.D.3.e - Compare and contrast the tenets of various world
religions that developed in or around this time period (i.e.,
Buddhism, Christianity, Confucianism, Islam, Judaism, Sikhism, and
Taoism), their patterns of expansion, and their responses to the
current challenges of
globalization.
6.1.8.D.3.f - Determine the extent to which religions, mythologies,
and other belief systems shaped the values of classical societies.
 Summarize how Ancient Greek religious beliefs and mythology
influenced their culture.
 Describe the process by which Rome became an empire and
developed into a republic.
 Explain why the Roman Empire fell.
 Summarize how the origin and spread of Christianity is
associated with the Roman Empire.
 Read various myths from Ancient Greece and explain what you
think they teach us.
 Describe the daily life of a Roman citizen during the early days
of the empire.
 Examine the Greek gods and goddesses and analyze their family
tree.
 Identify achievements and innovations made in Ancient Greece
and Rome.

 Analyze the achievements and innovations made in Ancient
Greece and Rome through a research project.
 Use internet sources, encyclopedias, etc. to help guide your final
project.
 Research democracy, aqueducts, roads, the Olympics,
contributions to math (Pythagoras or Euclid) or medicine
(Hippocratic Oath).
 Create diary entries, a song, a propaganda poster, interview or
song that demonstrates your mastery and understanding of one of
Ancient Greece and Rome’s achievements.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Instructional Strategies
Modifications/Extensions
Assessments
Resources/Technology
(How will the students reach
the learning targets?)
(How will I differentiate?)
(How will the students
demonstrate mastery?)
(What resources and materials will
students need?)
Reading/Writing:
 Close Reading of Texts
 Use Cornell notes while
reading
 Use graphic organizer to
identify main idea and
supporting details
 Compare and contrast
events, groups, or specific
individuals using a Venn
Diagram
 Summarize
 Use context clues to decode
words and ideas
 Take notes while reading
 Checks for Understanding
 Exit Tickets
 Using the RACER method
to respond to open-ended
questions
Scaffolds for Learning:
 Use a main idea organizer to
identify the essential and nonessential information.
Formative Assessments:
Teacher Observation
Presentation
Text/s:
Holt McDougal – World History:
Ancient Civilizations Through the
Renaissance
 Use an inference chart while
reading a story or a particular
event and draw conclusions
about what was read.
Quizzes/Test
Texts: See Appendix D
 Pose questions
Logs, Journal Entries
 Skim and scan an assigned
reading to identify text features
and structure.
Demonstrations
 Create labeled illustrations
and/or illustrate vocabulary
terms.
Group Discussion
Questions: See Appendix A
 Create a biographical
dictionary for the people
describe in this unit.
Portfolios
Group Discussions
Constructed Responses
Websites:
CCCS
http://www.state.nj.us/education/cccs
/standards/1/index.html
21st Century Skills and Career
Standards
http://www.state.nj.us/education/aps/
cccs/career/
Performance Tasks: See
Appendix B
Depths of Knowledge Levels
http://www.dese.mo.gov/divimprove/
sia/msip/DOK_Chart.pdf
Summative Assessment: See
Appendix C
http://commoncore.lacoe.edu/resourc
es/training_121015/DOK_technology
Extensions:
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
 Student created questions
 Identify and describe the
multiple causes and effects of
the events described in this unit.
Student Portfolios
 Respond to an open-ended
question based on an editorial or
any informational text read in
class.
 Complete a journal response or
Cornell notes with questions that
encourage critical thinking. Then
write a brief summary of their
questions at the end of each
journal response or Cornell
notes.
.pdf
Amistad:
http://www.theamistadcommission.co
m/
Harcourt Online:
http://
http://www.eharcourtschool.com
Brain Pop:
http://wwww.brainpop.com
Ancillary Materials







Social Studies Notebook
Journals
Print and Online Graphic
Organizers
Open-Ended Response Rubric
Student Portfolios
Feedback Worksheets
Anchor Charts
Key Terms/Vocabulary Words
polis, classical, acropolis, democracy, aristocrats, oligarchy, citizens, tyrant, Pericles, mythology, Homer, Sappho, Aesop, fables, Cyrus the
Great, cavalry, Darius I, Persian Wars, Xerxes, alliance, Peloponnesian War, Philip II, phalanx, Alexander the Great, Heelenistic, Socrates,
Plato, Aristotle, reason, Euclid, Hippocrates, Aeneas, Romulus and Remus, republic, dictators, Cincinnatus, plebeians, patricians,
magistrates, consuls, Roman Senate, veto, Latin, checks and balances, Forum, legions, Punic Wars, Hannibal, Gaius Marius, Lucius
Cornelius Sulla, Spartacus, Cicero, Julius Caesar, Pompey, Augustus, currency, Pax Romana, aqueduct, civil law, Christianity, Jesus of
Nazareth, Bible, crucifixion, Resurrection, disciples, Paul, Constantine, Diocletian, Attila, corruption, Justinian, Theodora, Byzantine
empire
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Appendix A
Group Discussion Questions
Read How Evil Came Into the World (Pandora’s Box) and respond to the following questions citing textual evidence, of course. Once
you have responded to the questions and found quotes in the article to support your responses, come to class prepared for a discussion.
(http://www.jefftwp.org/middleschool/CoreTeams/LA/MYTHOLOGY/stories/pandora.pdf)
1.) Explain in your own words what the Law of Olympus is.
2.) What happens when Pandora opens the box?
3.) What one, small thing was left in the box? What do you think this symbolizes?
Grading: Refer to the Open Ended Scoring Rubric and the Group Discussion Rubric found under Common Rubrics
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Appendix B
Performance Task/s
Task#1: Using the information from the link below, create information cards on the following gods/goddesses. There should be 15
total, and the notecard should be set up as shown below.
(http://www.jefftwp.org/middleschool/CoreTeams/LA/MYTHOLOGY/Major%20God%20Info%20Packet.pdf)
Major Gods and Goddesses
1.) Aphrodite
2.) Apollo
3.) Ares
4.) Artemis
5.) Athena
6.) Demeter
7.) Dionysus
8.) Eros
9.) Hades
10.) Hephaestus
11.) Hera
12.) Hermes
13.) Hestia
14.) Poseidon
15.) Zeus
On the front of the notecard (the blank side), put the god/goddesses’ Greek Name ONLY and a drawing/illustration of the
god/goddess.
On the back side of the notecard (the lined side), please provide the following information for each god/goddess:
ROMAN NAME(S)
Title(s) What is s/he the God or Goddess of?
Symbols:
List at least two symbols of this God/Goddess
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Provide an illustration for at least one of the symbols
Family:
Describe whom this god/goddess is related to:
Who is his/her mother and father?
Does this god/goddess have siblings?
Is this god/goddess married? If so, to who?
Task 2: Using a Venn diagram, compare Athenian democracy with the United States democracy. You may use your textbook, online
resources, etc. to gather your information. After your Venn diagram is complete, answer the following questions. Your responses will
be scored using the open-ended scoring rubric.
Questions:
- How are Athenian democracy and US democracy different? Describe the differences in detail.
- What similarities does Athenian democracy and US democracy share? Explain.
- Is it possible that our founding fathers used Athenian democracy as a guide when creating and shaping US democracy?
Provide evidence/explanation for your reasoning.
Grading: Refer to the NJ Registered Holistic Scoring Rubric/Open Ended Scoring Rubric found under Common Rubrics
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Appendix C
Summative Assessment
Unit 3
Title: Ancient Greece and Rome
Subject: Social Studies
Grade Level: 6
_________________________________________________________________________________________________________
Instructional Focus:
The Ancient Greek and Romans made significant contributions to science, medicine, government, math, medicine, and believe it or
not, sports! This project will allow you to choose an innovation from this time period for you to focus on, research, and present your
findings to the class.
Social Studies Standards:
6.1.8.A.3.b, 6.1.8.A.3.d, 6.1.8.B.3.a, 6.1.8.C.3.b, 6.1.8.C.3.c, 6.1.8.D.3.a, 6.1.8.D.3.d, 6.1.8.D.3.e, 6.1.8.D.3.f
Reading Standards:
RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.7, RH.6-8.9, RH.6-8.10
Writing Standards:
WHST.6-8.2, WHST.6-8.4, WHST.6-8.6, WHST.6-8.7, WHST.6-8.9, WHST.6-8.10
Speaking and Listening Standards:
SL.6.1
Language Standards:
L.6.1
21st Century Life and Careers Standards:
9.1.8.A.1, 9.1.8.B.1, 9.1.8.C.1, 9.1.8.C.2, 9.1.8.C.3, 9.1.8.B.6
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Social Studies Curriculum Units of Study Grade 6
_________________________________________________________________________________________________________
Essential Questions:
1.) What impact or influence does various innovations from Ancient Greece and Rome have on past, present, and future
societies?
2.) How are the actions of the past influencing our world today?
_________________________________________________________________________________________________________
Student Learning: Students will be able to complete the following:
 Students will research various topics.
 Students will respond to a variety of leveled questions by citing strong textual evidence using RACE/RACER.
 Students will be able to outline their research utilizing a graphic organizer.
 Students will arrange the information they have gathered to create a final project.
 Students will create a visual presentation detailing information from various resources.
 Students will utilize presentation skills to present their final project to the class.
 Students will write notes utilizing an outline/graphic organizer.
 Students will write a rough draft for their final project using an organizer created by the teacher.
 Students will participate in a presentation.
 Students will describe how an innovation from Ancient Greece or Rome influenced past, present, and future societies.
 Students will construct a propaganda poster.
 Students will create diary entries.
 Students will explain how an innovation affected societies through an interview.
 Students will write and perform a song.
__________________________________________________________________________________________________________
Introduction
The Ancient Greek and Romans made significant contributions to science, medicine, government, math, medicine, and believe it or
not, sports! This project will allow you to choose an innovation from this time period for you to focus on, research, and present your
findings to the class.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Task
It is your mission to choose an innovation from the list provided, research your innovation, and create a visual aid to present to the
class. You will be working in groups of four, so choose your helpers wisely!
Choose one of the following of Ancient Greece and Rome to research:
- Democracy
- Aqueducts
- Roads
- Olympics
- Math (Pythagoras or Euclid)
- Medicine (Hippocratic Oath)
Steps:
Step One: Once you have chosen the innovation you will research, you must start by researching the following questions:
- Innovation: What is your innovation or achievement?
- Purpose: What was the purpose or function of your innovation (Past and Present)
- People: Who created your innovation? Who used/uses your innovation? (Past and Present)
- Impact: How did your innovation impact daily life? (Past and Present)
Step Two: After researching the above questions and following a research organizer, choose a product to demonstrate mastery and
knowledge gained during your research of your Greek and Roman achievement. Your product must describe how your chosen
innovation impacts life past and present, and predict how the innovation might change the future. Submit a bibliography or Works
Cited page from the sources you used to complete your product. Teacher may choose if this portion of the project should be completed
in class, at home, or both.
Step Three: Choose your product:
o Interview: Create three imaginary people to interview (past, present, future). Write interview questions and answers
about your innovation that describes how it came to be, why its important, how it has changed over time, etc. You
will conduct this interview in front of the class as your presentation as well as submit the interview questions and
answers in digital or hard copy format.
o Diary: Create three imaginary people (past, present, future) and develop a diary entry from each person about your
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
innovation. Your entries should describe how your innovation came to be, why its important, how it has changed
over time, etc. You will read aloud your entries in front of the class as your presentation as well as submit them in
digital or hard copy format.
o Song: Write and perform a song that encompasses the past, present, and future impact of your innovation. You can
perform your song live, or record it and play it for the class. Your song should describe how your innovation came
to be, why it is important, how it has changed over time, etc. You must submit a digital or hard copy of your song to
the teacher.
o Propaganda Poster: Design three posters (past, present, future) that illustrate the impact of your innovation. Your
posters should describe how you innovation came to be, why its important, how it has changed over time, etc. You
will present each poster in front of the class as your presentation as well as submit them to your teacher for grading.
Step Four: After you have chosen your innovation, researched it, and created your product, it is time to present your product and
research to the class. You will be graded using the Oral Presentation Rubric.
Step Five: It is time to reflect and conclude our work! Was your product informative and accurate? Write a brief summary of all that
you learned. Describe the parts of this project you enjoyed the most, and the least. What would you do differently next time you are
involved in a collaborative project? What would you do the same?
Websites:









https://drive.google.com
http://historywithmrgreen.com/page2/assets/Legacy%20of%20Ancient%20Greece%20and%20Rome%20Reading.pdf
http://www.history.com/news/history-lists/10-innovations-that-built-ancient-rome
http://rome.mrdonn.org/achievements.html
http://exhibits.slpl.org/steedman/data/Steedman240089050.asp?thread=240091126
http://science.howstuffworks.com/engineering/structural/10-roman-engineering-tricks.htm
http://historum.com/ancient-history/31439-ancient-greek-roman-innovations-changed-world.html
http://www.crystalinks.com/romescience.html
http://www.studymode.com/essays/Greek-And-Roman-Influence-On-Western-21857.html
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Oral Presentation Rubric
Teacher Name:
______________________________________________________________________
Student Name(s):
______________________________________________________________________
4
3
2
1
Speaks Clearly
Speaks clearly and distinctly all
(100-95%) the time, and
mispronounces no words.
Speaks clearly and distinctly all
(100-95%) the time, but
mispronounces one word.
Speaks clearly and distinctly
most ( 94-85%) of the time.
Mispronounces no more than
one word.
Often mumbles or can not be
understood OR mispronounces
more than one word.
Volume
Volume is loud enough to be
heard by all audience members
throughout the presentation.
Volume is loud enough to be
heard by all audience members
at least 90% of the time.
Volume is loud enough to be
heard by all audience members
at least 80% of the time.
Volume often too soft to be
heard by all audience members.
Stays on Topic
Stays on topic all (100%) of the
time.
Stays on topic most (99-90%) of Stays on topic some (89%-75%) It was hard to tell what the topic
the time.
of the time.
was.
Content
Shows a full understanding of
the topic.
Shows a good understanding of
the topic.
CATEGORY
Posture and Eye Contact Stands up straight, looks relaxed Stands up straight and
and confident. Establishes eye
contact with everyone in the
room during the presentation.
Shows a good understanding of
parts of the topic.
Sometimes stands up straight
establishes eye contact with
and establishes eye contact.
everyone in the room during the
presentation.
Does not seem to understand
the topic very well.
Slouches and/or does not look
at people during the
presentation.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Greek & Roman Innovations Product Rubric
Teacher Name:
______________________________________________________________________
Student Name(s):
______________________________________________________________________
Category
4
3
2
1
Communication
Communicates information
and ideas in a way that is
clear to others.
Communicates information
and ideas in a way that is
often clear to others.
Communicates information
and ideas in a way that is
sometimes clear to others.
Tries in a limited way to
communicate information
and ideas in a way that is
clear to others.
Organization
Organizes information
clearly and completely in
the order needed for the
task.
Creates a list of sources of
information that follows
the task instructions.
Organizes information often
in the order needed for the
task.
Organizes information
sometimes in the order
needed for the task.
Tries in a limited way to
organize information in the
order needed for the task.
Creates a list of sources of
information that often follows
the task instructions.
Creates a list of sources of
information that sometimes
follows the task
instructions.
Makes a limited attempt to
list sources of information
following the task
instructions.
Most of the content is
accurate but there is one piece
of information that might be
inaccurate.
The content is generally
accurate, but one piece of
information is clearly
flawed or inaccurate.
Content is typically
confusing or contains more
than one factual error.
List of Sources
Content and
Accuracy
All content throughout the
presentation is accurate.
There are no factual errors.
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Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Group Discussion-Grade 6 Rubric
Student Name:
______________________________________
Objective
Teacher Name: __________________________________
Criteria
Points
4
Exemplary
3
Accomplished
Student is never distracted and
stays on task all of the time.
Student is rarely distracted
and stays on task most of the
time.
Student is occasionally
distracted and stays on task
some of the time.
Student is always distracted
and hardly ever stays on
task.
____
Student always has something
to contribute to his group
discussion by sharing ideas,
asking questions, or making
plans.
Student usually has
something to contribute to
his group discussion by
sharing ideas, asking
questions, or making plans.
Student rarely has something
to contribute to his group
discussion by sharing ideas,
asking questions, or making
plans.
Student never has something
to contribute to his group
discussion by sharing ideas,
asking questions, or making
plans.
____
Student listens when others
talk and incorporates or
builds off of the ideas of
others.
Student listens when others
talk.
Student does not listen when
others talk.
Student does not listen when
others talk and often
interrupts when others
speak.
____
Behavior
Student almost never displays
disruptive behavior during
group meetings.
Student rarely displays
disruptive behavior during
group meetings.
Student occasionally
displays disruptive behavior
during group meetings.
Student almost always
displays disruptive behavior
during group meetings.
____
Preparation
Student is almost always
prepared to meet with group
members and ready to share
his research and findings to the
group.
Student is usually prepared
to meet with group members
and ready to share his
research and findings to the
group.
Student is rarely prepared to
meet with group members
and ready to share his
research and findings to the
group.
Student is never prepared to
meet with group members
and ready to share his
research and findings to the
group
____
Time
Management
Level Of Engagement In
Small Group Discussion
Listening Skills
2
Developing
1
Beginning
Total---->
____
Comments:
19
Roselle Public Schools
Social Studies Curriculum Units of Study Grade 6
Appendix D
Text/Articles and or Documents
Unit 1 - Early Humans, Mesopotamia, and the Fertile Crescent
Title
Genre/ Resource Page #’s
Tools of the Ancient Greeks: A Kid's Guide to the History & Science of
Life in Ancient Greece (Build It Yourself) by Kris Bordessa
Informational Text
Classical Kids: An Activity Guide to Life in Ancient Greece and Rome
Informational Text
(Hands-On History) by Laurie Carlson
Spend the Day in Ancient Greece: Projects and Activities that Bring the Informational Text
Past to Life (Spend The Day Series) by Linda Honan
Tools of the Ancient Romans: A Kid's Guide to the History & Science of Informational Text
Life in Ancient Rome (Build It Yourself) by Kris Bordessa
Spend the Day in Ancient Rome: Projects and Activities that Bring the
Past to Life by Linda Honan
Informational Text
Favorite Greek Myths (Dover Children's Thrift Classics) by Bob
Blaisdell
Informational Text
Treasury of Greek Mythology: Classic Stories of Gods, Goddesses,
Heroes & Monsters by Donna Jo Napoli and Christina Balit
History for Kids: The Illustrated Life of Julius Caesar by Charles River
Editors
Informational Text
Holt McDougal – World History: Ancient Civilizations Through the
Renaissance
Non-Fiction Text (Chapter 8, 9, 10, and 11)(Pages 224-349)
Informational Text
20