WS/FCS
Unit Planning Organizer
Subject(s)
Grade/Course
Unit of Study
Unit Title
Pacing
Social Studies
6th Grade
Ancient Egypt & Mesopotamia
“Floods, Farms, and Pharaohs: Ancient Egypt
from the Old Kingdom to the Ptolemies and
Sumer through Persia"
12-14 days
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Conceptual Lenses
relationships
values
invasion
achievements
Unit Overview
In this unit students will study the values which civilizations have and how those values are
simultaneously informed by factors like invasion and conquest and are informing achievements. They
will also study the way that those values develop over time, and how relationships between different
individuals and societies—especially between civilizations—affect the development of those values.
They will use the post-Sumerian civilizations of Mesopotamia and the dynasties of ancient Egypt as
exemplars. Students will study:
 Egyptian Geography & Culture: Students will examine the central role played by the Nile in
Egyptian history. They will examine the flooding patterns of the Nile and the way that those
patterns influenced the development of Egyptian religion, which is far more optimistic in its
outlook than the polytheistic religions of other early river civilizations, and its deities (most of
whom have physical characteristics reflecting animals which are intimately connected with the
Nile). They will also examine the isolation which the cataracts on the Nile and the Sahara and
Sinai Deserts afforded the Egyptians, and study the way that isolation affected Egyptian
culture’s emphasis on architectural achievements and religion rather than military conquest.
 Egyptian Achievements: Students will study the ways in which Egyptians turned the reliability
of the Nile and their isolation into great cultural achievements. The Egyptians developed a
complicated set of religious beliefs surrounding the afterlife, and the wealthy in Egypt—
especially the pharaoh, nobles, and some religious elites—sunk incredible resources into
giving themselves the best possible chance of enjoying life after death. Students will study the
transition from mestaba-style tombs to pyramids by examining the life of the scholar-architectdoctor Imhotep, who created the first pyramid (the “Step Pyramid” of King Djoser). They will
then study the Egyptian legacy of elaborate tombs and temples. In addition, students will study
the importance of the development of writing in Egyptian culture, and the way that
hieroglyphics enabled the Egyptians to keep records and solidify their cultural ideas and beliefs
by passing them down generationally.
 Shifts in Egyptian Culture: Students will study the ways that interactions with other
civilizations and empires affected Egyptian culture. Egypt enjoyed prosperity and relative
peace until the end of the Old Kingdom, when an invasion by the Hyksos—a group from Asia
Minor who were armed with chariots, of which the Egyptians had non—caused some major
changes. The Egyptians were forced to divert resources to their military, which increased the
power of the nobles. The culture was also influenced by interactions with the kingdom of
Nubia, which was to the south on the Nile, and war between Nubia and Egypt was common.
Ultimately Nubia conquered Egypt for a period of almost a hundred years, bringing new
cultural influences to bear on Egyptian culture. Eventually the Egyptians were conquered by
the Greeks under Alexander the Great, which ushered in a new era of cultural change under
the Ptolemaic dynasties. It was during this period that the city of Alexandria, with its library and

lighthouse (the Pharos, one of the Seven Wonders of the Ancient World) flourished.
Empires in Mesopotamia: Students will study the ways in which developments in technology
and achievements affected the ability of different groups to politically control Mesopotamia.
They will begin by reviewing the achievements of the Akkadian Empire, especially the Code of
Hammurabi and the ways in which it solidified Akkadian control over the city-states of Sumeria.
They will then study the development of iron weapons and improvements in chariot technology
which made the Hittites, a group whose empire developed in Asia Minor, masters of
Mesopotamia. They will study the ancient Assyrians’ innovations in siege warfare, which
enabled them to conquer cities with very strong defensive fortifications, and the improvements
in infrastructure, such as the Royal Road and the system of satrapies, which made the Persian
Empire so very strong. They will also study the ancient Phoenicians and the way in which they
used their alphabet in conjunction with control over strategic ports in the Mediterranean to build
a trading, rather than a political, empire. Through this emphasis on advancements in both
technology and infrastructure students will examine the ways in which changes in those areas
can affect relationships between societies and civilizations.
Unit Enduring Understanding(s)
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
Technology and achievements reflect the
values of civilizations and societies.
Developments in technology affect
relationships between civilizations.
Unit Essential Question(s)


How do technology and achievements
reflect the values of civilizations and
societies?
How do developments in technology affect
relationships between civilizations?
Essential State Standards
Priority Objectives
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6.H.2.2 Compare historical &
contemporary events and issues to
understand continuity and change.
6.H.2.3 Explain how innovation and
technology changed areas over time.
6.G.1.4 Explain how and why
civilizations have used, modified and
adapted to their environments.
6.C.1.1 Analyze how cultural
expressions reflected the values of
civilization.
Supporting Objectives
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

6.H.2.4
Explain the role of key
historical figures and groups in
transforming history.
6.G.1.1
Explain how physical
features and human characteristics of
place influence development of
civilizations.
6.C&G.1.3 Compare the requirements
for & responsibilities of citizenship.
“Unpacked” Concepts
(students need to know)
6.H.2.2
o Events provide examples of
continuity and change
6.H.2.3
o innovation and technology
change areas over time
6.G.1.4
o Civilizations use, modify and
adapt to their environments
6.C.1.1
o cultural expressions reflect
the values of civilization
“Unpacked” Skills
(students need to be able to do)
6.H.2.2
o COMPARE [events to
understand continuity and
change]
6.H.2.3
o EXPLAIN [how and why
changes in technology
occur, and how they relate
to culture]
6.G.1.4
o EXPLAIN [how and why
civilizations use, modify and
adapt to their environments]
6.C.1.1
o ANALYZE [how the
technology and
achievements of a culture
reflect its values]
H
COGNITION
(RBT Level)
6.H.2.2
o UNDERSTAND
6.H.2.3
o UNDERSTAND
6.G.1.4
o UNDERSTAND
6.C.1.1
o ANALYZE
G
Unit “Chunking”
& Enduring
Understandings
Essential
Factual
Content
Egyptian
Geography &
Culture
Geographic
features can affect
the beliefs and
values of
civilizations.
 Nile River
 Sahara Desert
 cataracts
 delta
 floods
 polytheism
 Ra
 Iris
 Osiris
 theocracy
What are the major
geographic features of
ancient Egypt?
What were the religious
beliefs and practices of
the ancient Egyptians?
1.1
Egyptian
Achievements
Technologies and
achievements
reflect the needs
and values of
 pyramids
 mestabas
 [corvée labor]
 mummification
 temple
What were the major
achievements of the
ancient Egyptians?
1.1
1.4
Suggested Lesson
Essential Questions
C
E
C
&
G
How did the geography
of ancient Egypt affect
the culture of the ancient
Egyptians?
How did architecture and
other achievements
1.1
1.3
1.4
1.1
1.4
1.1
1.1
1.2
1.1
1.1
1.2
1.1
1.2
societies.
 Karnak
 Imhotep
 Giza
reflect the religious
values of ancient Egypt?
Shifts in Egyptian
Culture
Technology and
achievements
enable civilizations
to conquer other
civilizations.
 Hyksos
 chariots
 Nubia
 diffusion
 Alexander the
Great
 Ptolemies
 Alexandria
 Pharos
 Great Library
 Hellenistic
culture
How did technology
cause ancient Egypt to
gain and lose power?
2.2
2.3
How did invasions cause
Egyptian culture to
change?
2.1
2.2
What were the major
achievements of the
Ptolemaic dynasties in
Egypt?
2.1
 empire
 Sargon of
Akkad
 Hammurabi
 Babylon
 Hittites
 iron
 chariots
 Assyria
 Assurbanipal
 Sennacherib
 province
 Nineveh
 alliance
 Hanging
Gardens
 Persia
 Zoroastrianis
m
 Royal Road
 satrap
 Phoenicia
 trade
How and why do
powerful civilizations
sometimes form
empires?
2.1
2.2
2.3
2.4
1.4
How did Sargon and
Hammurabi create and
strengthen the Akkadian
empire?
2.4
1.4
How did empires after
Akkadia—the Hittites,
Assyria, the NeoBabylonians, Persia—
rise and fall?
2.1
2.4
Invasions and
conquest change
culture.
Empires in
Mesopotamia
Environmental and
cultural factors
allow civilizations
to become
empires.
1.1
1.1
1.1
1.1
1.1
1.1
Invasions and
conquest change
culture.
 Zoroastrianis
m
 Judaism
 alphabet
 trade
 diffusion
How did the culture of
Mesopotamia change as
different empires gained
and lost power?
GEOGRAPHY
CIVICS & GOVERNMENT
ECONOMICS
CULTURE
Civilization
Governmental Systems
Scarcity
Resources
Trade
Values &
Beliefs
Achievements
2.1
2.3
1.1
1.4
1.1
1.1
Sub Concepts
HISTORY
Change
Conitnuity
Conflict
Human/Environme
nt Interaction
Place
Essential Vocabulary
o empire
o province
o alliance
o trade
o diffusion
o floods
o polytheism
o theocracy
o temple
Enrichment Vocabulary
o iron
o chariots
o delta
o pyramids
o mestabas
o [corvée labor]
o mummification
Enrichment Factual Content
o Judaism (beliefs & customs)
o Dig deeper into the details about any of the
Egyptian accomplishments or customs
Language Objective EXAMPLES
Key Vocabulary Learning Objectives
o SWBAT explain the terms chariot, road, and alphabet.
o SWBAT describe the changes which took place in Egyptian culture using the words priests,
social class, religion, and invasion.
Language Functions Learning Objectives
o SWBAT explain how the Hyksos conquered Egypt.
Language Skills Learning Objectives
o SWBAT read primary documents describing the ways that the Assyrians treated rebellious
subjects and summarize the accounts.
(Reading passages should be chosen/modified in accordance with the LEP students’ zone of
proximal development).
Grammar & Language Learning Objectives
o SWBAT use result clauses (“______ was so ______ that ______.”) to describe the one of the
major shifts in political power which took place in ancient Mesopotamia.
Lesson Tasks Learning Objectives
o SWBAT summarize a collection of laws drawn from different Mesopotamian law codes and
compare them to the Code of Hammurabi.
Language Learning Strategy Learning Objectives
o SWBAT use a History Frame to record the major shifts in power among Mesopotamian
empires and evaluate which of them was strongest.
(The linguistic load will vary from LEP student to LEP student. Level 1-2 LEP students may
need a word bank or other supplement to complete this activity using this strategy).
Historical Thinking and Geography Skill Resources
“Straight Ahead”
“Uphill”
“Mountainous”
Historical Thinking Skills
Geography Skills
6.H.1.1 Construct charts, graphs & historical
narratives to explain particular events or issues over
time.
 Students can use any of the sites
w/primary sources listed below to
gather data about some element of
Egyptian culture and to construct some
sort of graphic representation of it.
6.H.1.2 Summarize the literal meaning of historical
documents in order to establish context.
 Primary and secondary sources best
suited to proficient readers
 Basic information about ancient Egypt
with some embedded primary sources
for students to work with, hosted by the
BBC’s Egypt site
6.H.1.3 Use primary and secondary sources to
interpret various historical perspectives.
 Extensive collection of primary sources
relating to all periods of ancient
6.G.2.1 Use maps, charts, graphs, geographic data
and available technology tools to draw conclusions
about the emergence, expansion and decline of
civilizations, societies and regions.
 Basic site relating fundamentals of
Chinese geography with links to an
interactive map of China
 Slideshow with photographs and
illustrations of the Nile
 Map of the Nile with detailed
information relating to cities and
significant ancient sites
6.G.2.2 Construct maps, charts and graphs to explain
data about geographic phenomena (e.g., migration
patterns and population, resource distribution
patterns, etc.)
 Students can use any of the sites
w/primary sources listed below to
gather data about some element of
Chinese culture and to construct some
Egyptian history—probably only suited
for advanced readers, but teacher
modification of texts is possible
sort of graphic representation of it.
Map of the Nile with detailed
information relating to cities and
significant ancient sites
 Detailed examination of the make-up of
ancient Egyptian population, which
could be used to generate graphic
representations of data

General Unit Resources
“Straight Ahead”
“Uphill”
“Mountainous”
 The British Museum’s website, which provides short descriptions of the core elements of ancient
Egyptian culture
 This site offers a number of very short explanations of terms and concepts relating to ancient
Egypt.


BBC overview of ancient Egyptian history replete with lots of visuals
Brief overview of Egyptian history with many links to pages explaining topics in greater detail.
Somewhat cluttered and busy, but with a lot of information.

Extensive collection of primary sources relating to all periods of ancient Egyptian history—
probably only suited for advanced readers, but teacher modification of texts is possible
Text differentiation symbols: Texts will be categorized in teacher resource documents as Straight
Ahead (less challenging for struggling readers), Uphill (having some challenging words and more
complex sentence structure that is appropriate for on-grade level readers), or Mountainous
(containing challenging vocabulary, complex sentences, and more abstract ideas).
Performance Assessments
Item #
Formative
Assessments
Task Description
1
2
3
Summative Assessment
4
Culminating
Task

Performance Task #1:
Scoring Guide for Performance Task #1
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of
the “Proficient” criteria in
written response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #2:
Scoring Guide for Performance Task #2
Advanced
Student includes all of the
“Proficient” criteria PLUS
Proficient

Progressing
Beginning

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Re-teaching
needed to correct misconceptions or reach understanding.
Performance Task #3:
Scoring Guide for Performance Task #3
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient
Progressing
Student includes
of the
“Proficient” criteria in written
response.
Beginning
Student includes
of
the “Proficient” criteria in
written response.

Proficient: Student gives a solid, consistent performance and demonstrates competency of knowledge and skills
included in assessed objectives.
Advanced: Student demonstrates mastery of “Proficient” requirements AND evidence of self-directed higher level
thinking/sophistication. This criteria does not apply to MORE work… it implies a deeper understanding.
Progressing: Student is close to “Proficient” and could reach those criteria with simple “5 minute fix-up” to their work.
1. Beginning: Student has missed “Proficient” and could not reach criteria with simple “5 minute fix-up”. Reteaching needed to correct misconceptions or reach understanding.
Unit 2 Culminating Performance Task:
Scoring Guide for Culminating Performance Task:
Advanced
Student includes all of the
“Proficient” criteria PLUS an
example of higher level
thinking. For example:
Proficient

Progressing
Student includes
of the
required “Proficient” items
and has only minor issues
with the quality criteria in
written response.
Beginning
Student includes
the required “Proficient”
items and has multiple
issues with the quality
criteria in written response.
Unit Reflection
What didn’t work well?
What worked well?
Suggestions for Change