SOCIAL STUDIES 6
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UNIT 1 – GEOGRAPHICAL CONCEPTS AND THE FIRST CIVILIZATIONS (25 DAYS)
1. Overview
In this unit, students will learn about how geography impacts the developments of civilizations. Students will also learn how physical and political
boundaries of civilizations, empires, and kingdoms are similar and different and how people can determine world migration patterns and trends.
Students will be able to explain how the availability or scarcity of different resources affects cultural development and also what role the development of
tools and agriculture played in the development of early civilizations. This sets the stage for the unit to follow that explores ancient river valley
civilizations.
Note: This content may be taught in conjunction with the If Stones Could Speak unit (Lessons 2 and 3) from the English Language Arts Guidebook for
Grade 6.
Grade 6 Claims
How does environment impact human settlement?
How do patterns and themes recur across time and place?
How are societies impacted by geography, historical events, politics, and economics?
REMINDERS
CONTENT AND
CLAIMS
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Late take-in day (08/24/16)
Labor Day (09/05/16)
Historical Thinking Skills
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6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
 conducting historical research
 evaluating a broad variety of primary and secondary sources
 comparing and contrasting varied points of view
 determining the meaning of words and phrases from historical texts
 using technology to research, produce, or publish a written product
6.1.2 Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 Analyze information in primary and secondary sources to address document-based questions
6.1.4 Identify and compare measurements of time in order to understand historical chronology
Geography
How can using latitude and longitude help people?
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SOCIAL STUDIES 6
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6.3.1 Identify and label major lines of latitude and longitude using a world map or globe to determine
climate zones and time zones
6.3.2 Plot coordinates of latitude and longitude to determine location or change of location
How are physical and political boundaries of civilizations, empires, and kingdoms similar and different?
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6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using
maps and globes
How can people determine world migration patterns and trends?
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6.3.4 Determine world migration patterns and population trends by interpreting maps, charts, and graphs
First Civilizations
How did geography impact the way early civilizations developed?
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6.2.1 Analyze the relationship between geographical features and early settlement patterns using maps and
globes
6.4.1 Identify and describe physical features and climate conditions that contributed to early human
settlement in regions of the world
6.4.3 Explain the connection between physical geography and its influence on the development of civilization
How might the availability or scarcity of different resources affect cultural development?
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6.4.2 Explain how world migration patterns and cultural diffusion influenced human settlement
6.6.1 Explain the impact of job specialization in the development of civilizations
What role did the development of tools and agriculture play in the development of early civilizations?
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6.2.2 Examine how the achievements of early humans led to the development of civilization
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SOCIAL STUDIES 6
TOPICS OF
CONSIDERATION
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map/globe
political
product and landform maps
scale map
key
map legend
compass rose
landforms
equator/Prime Meridian
hemispheres
North and South Poles
Tropic of Cancer
Tropic of Capricorn
Arctic Circle
Antarctic Circle
longitude/latitude
climate
geography
religion
language
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politics
ability to find food
access to water
irrigation
chronology
migration
archeology
domestication
prehistory
history
oral traditions
Stone Ages
Nomads
Paleolithic
Mesolithic
Neolithic
civilization
cultivate
domesticate
surplus
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agricultural revolution
land bridge
social class
Ice Age
city-state
Fertile Crescent
Ziggurat
polytheism
empire
Hammurabi’s Code
cuneiform
trade
Phoenicians
monotheism
exile
specialization
Tigris and Euphrates Rivers
Mesopotamia
silt
division of labor
UNIT 1 – GEOGRAPHICAL CONCEPTS AND THE FIRST CIVILIZATIONS (25 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Geography:
 Instructional Tasks from National Geographic:
○ Latitude, Longitude, and Temperature
○ Global Patterns of Human Migration
 Latitude and Longitude of a Point, iTouchMap
 Latitude and Longitude Facts, World Atlas
 Boundary, National Geographic
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SOCIAL STUDIES 6
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First Civilization:
 Early Humans (Eyewitness Books), Nick Merriman
 Ice Ages, Illinois State Museum
 Ötzi – the Iceman, South Tyrol Museum of Archaeology
 Çatalhöyük, Science Museum of Minnesota
 You Wouldn’t Want to be an Assyrian Soldier, Rupert Matthews
 Ancient Mesopotamia, Allison Lassieur
 Life in Ancient Mesopotamia, Shilpa Mehta-Jones
 Ancient Mesopotamia, Time Maps
 Texts from ELA Guidebook Unit
o “Archaeology 101” from the Education Department of the Archaeological Institute of America
○ “Archaeology: Then and Now” from Intrigue of the Past, Part 1: Fundamental Concepts Introduction, Research Laboratories of
Archaeology
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
 Video with Teacher’s Guide– Inventions and Innovations in Ancient Mesopotamia
https://app.discoveryeducation.com/learn/videos/4C8792D2-57E4-4E4A-8F68-2FE8AAE59275?hasLocalHost=false
WorldBook Online:
 Article- Civilization http://www.worldbookonline.com/student/article?id=ar117140&st=first+civilizations#tab=homepage
WorldBook Online: Social Studies Power:
 Early Civilizations http://www.worldbookonline.com/socialstudiespower/lesson?lessonid=geo1-earlycivil-841187
Plato Courseware:
 PLATO Course Middle School World History, First Civilizations
Misc.:
 http://intuitionanalytics.com/other/histomap/
 Geography Game: http://www.educationworld.com/a_lesson/03/lp325 -05.shtml
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SOCIAL STUDIES 6
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UNIT 1 – GEOGRAPHICAL CONCEPTS AND THE FIRST CIVILIZATIONS (25 DAYS)
3. Activities for Understanding
SUGGESTIONS
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6.2.2 Students will be divided into groups of 4-5 to discuss which areas of the world would be most beneficial for
crop planting and which ones would not. They will support their answers with a list of reasons for their
conclusions. The teacher will provide each group with a climate map (or display the map on the Promethean
Board/ELMO) of the world, and the students will reflect on the relative virtues of high, middle, and low latitudes
for early agricultural centers and discuss the importance of rainfall and temperature for growing crops. The
groups will identify places on the map that most likely would have been the location of agricultural centers about
7,000 B.C. Students will then work independently to write a 3-4 paragraph explanation of how/why hunting and
gathering clans developed into agricultural societies, including invention/discoveries, temperature and rainfall,
domestication of animals. (Students should also include issues such as specialization because of changes in
society and the creation of tools.)
Climate Zone Map
6.3.1, 6.3.2 Students will create a “My Geography Book of Basic Terms.” The students will use the textbook to
find various terms/items provided by the teacher concerning the first civilizations (eg. Locations, landforms). The
students will create their own definition of each term. The students will stack and fold the appropriate number of
pages into quarters, cutting the folds on the top of the booklet. The booklet should include a decorative cover,
definitions/sentences, and drawings of each term.
Foldables Templates
6.3.1 Students will create a map from a paper plate and identify key components on the globe using basic terms
(e.g. directional lines, Equator, Prime Meridian, continents, oceans, etc.). Students will discuss how an area’s
placement on the globe might affect its climate as well as other places which might have similar climates.
6.2.3 Students will apply the concept of parallel timelines in ancient civilizations by comparing the events of two
different civilizations using a histomap. Students will view an example histomap, and then, using their textbook,
create their own histomap for two civilizations on a poster or chart paper. Students will compare and contrast
the development and progression of these civilizations.
Histomap
6.3.2 Students will use the global grid system of latitude and longitude to find specific locations on a world map.
Global Grid Activity
6.6.1 Students will work in groups of 3-5 to compare the first written set of laws (Hammurabi’s Code) to another
set (see worksheet below). Each group will use the information obtained to develop new written rules for their
classroom and take turns presenting the new rules to the class. As an extension activity, the new written rules
can be posted around the room so each group can review the documents. Students will then be given a ballot to
vote for the new set of rules. (Students can also write their choice on paper.)
Selections from Hammurabi's Code
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Hammurabi's Code Worksheet
6.4.3 Students will construct a flow chart explaining the major theme of civilizations developing along rivers.
Steps of the chart will include: River overflow/silting; development of agriculture; surplus; division of labor;
development of government/civilization.
6.2.2 Students will research information on Otzi the Iceman, using textbooks, internet, classroom resources, etc.
Students will write a 3-4 paragraph essay that examines the life and death of Otzi the Iceman in context to the
time period in which he lived.
Sample Rubric - Otzi
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SOCIAL STUDIES 6
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UNIT 2 – ANCIENT RIVER VALLEY CIVILIZATIONS (25 DAYS)
1. Overview
In this unit, students will learn about how physical and cultural geography shape human advances. Students will learn about ancient civilizations and
why they developed in river valleys. Students will also be able to identify social, political, and economic characteristics of early civilizations. This sets the
stage for the following unit where students will learn about the great empires of Rome and Greece.
Grade 6 Claims
How does environment impact human settlement?
How do patterns and themes recur across time and place?
How are societies impacted by geography, historical events, politics, and economics?
REMINDERS
CONTENT AND
CLAIMS
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Interim Reports Issued (09/19/16)
Late take-in day (09/28/16)
Employee/student holiday (10/11/16)
Historical Thinking Skills
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6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
 conducting historical research
 evaluating a broad variety of primary and secondary sources
 comparing and contrasting varied points of view
 determining the meaning of words and phrases from historical texts
 using technology to research, produce, or publish a written product
6.1.2 Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 Analyze information in primary and secondary sources to address document-based questions
6.1.4 Identify and compare measurements of time in order to understand historical chronology
River Valley Civilizations
Why did ancient civilizations develop in river valleys?
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6.4.1 Identify and describe physical features and climate conditions that contributed to early human
settlement in regions of the world
6.4.3 Explain the connection between physical geography and its influence on the development of civilization
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SOCIAL STUDIES 6
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What were the social, political, and economic characteristics of early civilizations?
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TOPICS OF
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6.2.3 Describe the characteristics and achievements of the ancient river civilizations of Mesopotamia, Egypt,
Indus Valley, and China
6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using
maps and globes
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pharaoh
dynasty
silt
delta
cataracts
absolute power
Old, Middle and New
Kingdoms
afterlife
mummy
pyramid
papyrus
hieroglyphics
artisan
subcontinent
monsoon
caste system
Mohenjo Daro
Brahmin
reincarnation
karma
missionary
meditate
Nirvana
mandate of heaven
Confucius
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Philosophy
Daoism, Legalism, Hinduism,
Buddhism, Shi Huang Di,
Great Wall
Liu bang
warlords
Silk Road
silk
Wudi
civil service
Shang, Han and Qin
dynasties
UNIT 2 – ANCIENT RIVER VALLEY CIVILIZATIONS (25 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
River Valley Civilizations:
 Louisiana Instructional Task
o
Ancient Egypt
Ancient Egypt
 Ancient Egypt, Pamela Dell
 Ancient Egypt, LJ Amstutz
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Ancient Egypt, Nel Yomtov
Ancient Egypt, DK Publishing
The Ancient Egyptians, Virginia Schomp
Ancient China
 Ancient China, Liz Sonneborn
 Ancient China, Marcie Flinchum Atkins
 Ancient China, Jane Shuter
 Ancient China, Arthur Cotterell
Ancient India
 Ancient India, Allison Lassieur
 Ancient India, Rebecca Rowell
 Ancient India, Virginia Schomp
 Life in the Ancient Indus River Valley, Hazel Richardson
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
 Video with Teacher’s Guide– Migration to the Fertile Crescent
https://app.discoveryeducation.com/learn/videos/FBEA377D-B3FC-45EC-85E6-3781019F5350?hasLocalHost=false
 Video with Teacher’s Guide– Social Classes (Egypt)
https://app.discoveryeducation.com/learn/videos/9DE4E03A-ADBB-44AF-A97B-0FE37DC7FB98?hasLocalHost=false
 Video with Teacher’s Guide– The Nile: Where Egypt Began
https://app.discoveryeducation.com/learn/videos/B78C5782-8B44-447B-9755-3B07FE02E47D?hasLocalHost=false
WorldBook Online:
 Article- Indus Valley civilization
http://www.worldbookonline.com/student/article?id=ar275690&st=indus+valley#tab=homepage
 Images, Videos, and Audio: Ancient Indus Valley
http://www.worldbookonline.com/student/article?id=ar275690&st=indus+valley#tab=media
 Article- Ancient Egypt
http://www.worldbookonline.com/student/article?id=ar175060&st=ancient+egypt#tab=homepage
 Images, Videos, and Audio: Ancient Egypt
http://www.worldbookonline.com/student/article?id=ar175060&st=ancient+egypt#tab=media
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SOCIAL STUDIES 6
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Plato Courseware:
 PLATO Course Middle School World History, Ancient Egypt, Ancient India, Ancient China
Misc.:
 http://intuitionanalytics.com/other/histomap/
 https://php.radford.edu/~vga/?page_id=3987
 http://teacher.schol astic.com/lessonrepro/lessonplans/ theme/ egypt02.htm
 http://besthi storysites.net/ancient -biblical- history/mesopotamia/ #lesson
UNIT 2 – ANCIENT RIVER VALLEY CIVILIZATIONS (25 DAYS)
3. Activities for Understanding
SUGGESTIONS
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LDOE Task – Ancient Egypt (Recommended)
Ancient Egypt
6.2.1, 6.2.3, 6.2.6 (Note: GLE 6.2.6 has been included in these activities for those who incorporate world
religions in this unit.)Students will create a content organizer for the major ancient river civilizations using the
following acronym:
G – Geography
R – Religion
A – Achievements (Art and Architecture)
P – Politics and Government
E – Economics
S– Social Structures
(Students will use this organizational took throughout the year.) In groups, the students will create posters from
the organizers to be displayed throughout the unit.
6.2.3 Students will create a T-chart to compare the writing systems of the ancient river valley systems. In a
small group, students will select one writing system and discuss its importance in the development of writing in
later civilizations. (e.g. Greek alphabet)
6.2.3 Students will make comparisons between modern-day text messaging techniques and the use of
hieroglyphics as forms of communication. They will also analyze how hieroglyphics were used to record history,
promote international relations, and create power for the pharaohs.
Egypt Lesson Plan
6.3.2, 6.2.1 Students will take a virtual field trip to various ancient river valley historical sites via Google Earth.
Students will work in small groups to create a travel brochure, commercial, or website on their favorite location
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SOCIAL STUDIES 6
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to present to the class. After the presentations, students will vote on the place they would most like to visit. (The
data can be recorded on a bar graph.)
6.2.3 Students will watch Journals through History via Discovery Ed. They will complete pre and post questions
on the videos. (Questions are in the teacher’s guide section on the Discovery Ed website.)
6.2.3 Students will explore life in Ancient Egypt by completing an interactive activity. Students will then write 2-3
paragraphs explaining a concept covered in the activity and how it relates to modern times.
Ancient Egypt Interactive
6.2.3, 6.2.6 Students will complete a T-chart of items typically found in Egyptian tombs and items they think
should be placed in a tomb for the afterlife, e.g. food, jewelry, furniture, etc. Students will then work in small
groups to create a poster depicting the tomb of a fictitious person, including a written explanation of the
significance of each item.
6.2.8 Students will compare items used in Ancient China to those we use today, e.g. gunpowder, seismograph,
paper, and silk. Students will research how and why these things were used in Ancient China. (How have these
discoveries changed over time? Are they still used for the same purpose?) Students will create a visual (poster,
PowerPoint, etc.) illustrating the significance of the ancient achievements and how they impact us today.
6.2.6 Students will create a three-tab flip chart on Legalism, Daoism and Confucius. Students should classify
ideas of the belief systems, philosophers and influences of each, and if still practiced today.
Overview of Ancient China
Foldables Templates
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SOCIAL STUDIES 6
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UNIT 3 – ANCIENT GREECE AND ROME (19 DAYS)
1. Overview
In this unit students will examine how new civilizations reflected needs of society. Students will study the roots of democracy and republican forms of
government as well as the achievements of ancient Greece and Rome. This sets the stage for the following unit where students will explore how these
empires traded goods as well as ideas, religion, and culture.
Grade 6 Claims
How does environment impact human settlement?
How do patterns and themes recur across time and place?
How are societies impacted by geography, historical events, politics, and economics?
REMINDERS
CONTENT AND
CLAIMS
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Late take-in day (10/26/16)
Professional Development/Parent Conferences (11/01/16)
Election Day (holiday) (11/08/16)
Thanksgiving Break (11/21-25/16)
Historical Thinking Skills
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6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
 conducting historical research
 evaluating a broad variety of primary and secondary sources
 comparing and contrasting varied points of view
 determining the meaning of words and phrases from historical texts
 using technology to research, produce, or publish a written product
6.1.2 Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 Analyze information in primary and secondary sources to address document-based questions
6.1.4 Identify and compare measurements of time in order to understand historical chronology
Greece
What were effects of the conquests of Alexander the Great?
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6.2.4 Describe the development of the Greek city-state, the culture and achievements of Athens and Sparta,
and the impact of Alexander the Great’s conquests on the spread of Greek culture
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SOCIAL STUDIES 6
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How did democracy emerge from the early political systems in Greece?
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6.2.4 Describe the development of the Greek city-state, the culture and achievements of Athens and Sparta,
and the impact of Alexander the Great’s conquests on the spread of Greek culture
6.5.1 Describe the essential elements of Greek city-state government that influenced the development of
democracy
What were the differences between Athens and Sparta?
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6.2.4 Describe the development of the Greek city-state, the culture and achievements of Athens and Sparta,
and the impact of Alexander the Great’s conquests on the spread of Greek culture
Rome
What were the major achievements of Rome and how did they influence later cultures?
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6.2.5 Describe the characteristics of Roman civilization, its cultural, political, and technological achievements,
and its influence on other later cultures
6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using
maps and globes
How did the government of the Roman Republic influence the development of democracy?
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TOPICS OF
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6.5.2 Describe the government of the Roman Republic and how it influenced the development of democracy
peninsula
acropolis
aristocrat
tyrant
democracy
city-state
republic
representative
oracle
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Athens
Sparta
Agora
slavery
military
phalanx
Peloponnesian War
plaque
helots
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veto
Roman Senate
aqueduct
arch
vault
columns
Augustus
Coliseum
magistrates
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SOCIAL STUDIES 6
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philosopher
tribute
immortal
myths
Plato
Aristotle
Socrates
Parthenon
marathon
Olympics
barbarians
Alexander the Great
assassinate
Julius Caesar
Hellenistic
patricians
plebeians
consul
dictator
Etruscans
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census
gladiator
Twelve Tables
Legions
Constantine
mercenary
inflation
Carthage
Persia
UNIT 3 – ANCIENT GREECE AND ROME (19 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Greece:
 Ancient Greeks, WorldBook
 What do we Know about the Romans?, Anne Pearson
 Ancient Greece, Peter Benoit
 The Ancient Greeks, Jane Shuter
 The Ancient Greeks, Virginia Schomp
 See Inside an Ancient Greek Town, Jonathan Rutland
Rome:
 Ancient Rome, Peter Benoit
 Ancient Romans, WorldBook
 What the Romans did for the World, Allison Hawes
 The Ancient Romans, Kathryn Hinds
 Roman Life, John Guy
 What do we Know about the Romans?, Mike Corbishley
 The Roman Republic, Don Nardo
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SOCIAL STUDIES 6
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ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
 Video with Teacher’s Guide– Civilizations: Leadership – Traces the beginning of the Roman Empire and why it ultimately fell
https://app.discoveryeducation.com/learn/videos/A2667EF4-F1C2-4F54-9F9B-0373840BE852?hasLocalHost=false
 Video with Teacher’s Guide– The Civilizations of Ancient Greece and Romehttps://app.discoveryeducation.com/learn/videos/CF52AB90-E18D45DF-A0D8-3998B3064DE7?hasLocalHost=false
WorldBook Online:
 Article – Ancient Greece
http://www.worldbookonline.com/student/article?id=ar234900&st=ancient+greece#tab=homepage
 Images, Videos, and Audio: Ancient Greece
http://www.worldbookonline.com/student/article?id=ar234900&st=ancient+greece#tab=media
 Article – Ancient Rome
http://www.worldbookonline.com/student/article?id=ar474350&st=ancient+rome#tab=homepage
 Images, Videos, and Audio: Ancient Rome
http://www.worldbookonline.com/student/article?id=ar474350&st=ancient+rome#tab=media
Plato Courseware:
 PLATO Course Middle School World History, Ancient Greeks, Ancient Romans
Misc.:

http://intuitionanalytics.com/other/histomap/
UNIT 3 – ANCIENT GREECE AND ROME (19 DAYS)
3. Activities for Understanding
SUGGESTIONS
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6.2.4 Students will read selections from Greek mythology and choose a god or goddess from the pantheon to
illustrate. Students will write two-three paragraphs explaining how a specific myth surrounding that deity was
meant to highlight some aspect of/lesson about Greek life (e.g. Prometheus bringing fire to humanity). Students
will include how the god/goddess influenced the larger Greek world (e.g. Athena as patron goddess of Athens).
Greek/Roman Mythology
6.2.4 Students will read passages about the city-states of Athens and Sparta from their textbook or other
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SOCIAL STUDIES 6
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sources and complete a Venn diagram comparing the two regional powers. Students will discuss which
similarities and differences were most important to remember about the two, adjusting their diagrams as the
discussion continues. Students will work with a partner to develop a logical argument as to which society served
its citizenry better (brains vs. brawn) and decide which city-state they would rather have lived in and why. As an
extension, students will choose two cities in the United States (e.g. New Orleans and New York) and
compare/contrast their development and culture.
Sparta vs. Athens - Culture
6.2.4, 6.5.1 Student will complete the activity below to determine the differences between totalitarianism and
democracy and understand the historical roots of the democratic tradition.
Athens and Sparta Lesson
6.5.2 Students will work in small groups to read and compare the Twelve Tables of Rome and the U.S.
Constitution’s Bill of Rights. Students will determine five ways in which the Twelve Tables and the Bill of Rights
handled the same situation (e.g. assembly, speech, trials, etc.) in a different way. The students will organize their
choices on a T-chart, and each group will share their findings with the class. Students will write 2-4 four
paragraphs in which they brainstorm the impact of the Roman Republic on the development of democratic
principles throughout the world.
Excerpts from the Twelve Tables of Rome
Interactive U.S. Constitution
6.2.4, 6.2.5 Students will develop a list of attributes of a great leader that will be recorded on the board or chart
paper. Students will develop a comprehensive list of the most important characteristics through class discussion
and leave them visible for everyone to see. Students will then watch a short video from the Biography.com about
Alexander the Great. They will work in pairs to determine how Alexander matches up to their class list based
upon the video alone and share their findings with the rest of class. Students will conduct more in-depth research
on their own and write 2-4 paragraphs in which they take a stand on his leadership abilities, highlighting both
positive and negative aspects. As an extension, students will compare Julius Caesar’s leadership ability with that
of Alexander to determine similarities and differences in capability between Greece and Rome.
Alexander the Great Mini-Bio
Julius Caesar Mini-Bio
6.3.3 Students will map the greatest extent of the Roman Empire and work with a partner to brainstorm the
following questions:
How difficult it would be for the Romans to administer such a large expanse of territory? Where would the Romans
be vulnerable to attack? How does the map illustrate cultural exchange throughout the empire? How did that
exchange influence cultural diffusion? How would life change for the people of the region as the empire slowly
broke apart? Students will use their brainstorming data and the information below to write an overall assessment of
the questions.
Map of the Roman Empire, 117 AD
Blank Roman Empire at Its Height Map, AD 117
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SOCIAL STUDIES 6
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UNIT 4 – SPREAD OF CULTURE AND RELIGION (25 DAYS)
1. Overview
In this unit, students will examine how trade routes exchanged more than just goods (ideas, religion, cultural diffusion). This sets the stage for the
following unit where students will learn about the impact of the trading routes with Africa and Asia.
Grade 6 Claims
How does environment impact human settlement?
How do patterns and themes recur across time and place?
How are societies impacted by geography, historical events, politics, and economics?
REMINDERS
CONTENT AND
CLAIMS


Winter Break (12/22/16 – 01/03/17)
Martin Luther King, Jr. Day (01/16/17)
Historical Thinking Skills




6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
 conducting historical research
 evaluating a broad variety of primary and secondary sources
 comparing and contrasting varied points of view
 determining the meaning of words and phrases from historical texts
 using technology to research, produce, or publish a written product
6.1.2 Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 Analyze information in primary and secondary sources to address document-based questions
6.1.4 Identify and compare measurements of time in order to understand historical chronology
The Silk Road
How is trade responsible for cultural exchange?

6.4.2 Explain how world migration patterns and cultural diffusion influenced human settlement
How does the exchange of goods and ideas improve lives?
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6.6.2 Analyze the progression from barter exchange to monetary exchange
Why do civilizations choose to expand trade and conquer new territories?
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6.6.3 Describe the economic motivation for expanding trade and territorial conquests in world civilizations
using economic concepts
6.3.4 Determine world migration patterns and population trends by interpreting maps, charts, and graphs
World Religions
Why is religion important to people around the world and to what extent are the major world religions similar?

6.2.6 Analyze the origin and spread of major world religions as they developed throughout history
How do religious beliefs affect social and political structures?

TOPICS OF
CONSIDERSATION
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6.2.6 Analyze the origin and spread of major world religions as they developed throughout history
Eightfold Path
Christianity
Judaism
Islam
Hinduism
Ten Commandments
Five Pillars
polytheism
monotheism
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Silk Road
Byzantine
Marco Polo
cultural diffusion
reincarnation
martyr
Messiah
Muhammed
Jesus of Nazareth
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Abraham
Mosque
temple
church
prophet
Quran
proverbs
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SOCIAL STUDIES 6
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UNIT 4 – SPREAD OF CULTURE AND RELIGION (25 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
The Silk Road:
 Louisiana Instructional Task
o The Silk Road
 The Silk Road, Stanford
 Silk Road Virtual Tour, Ted Mitchell
 Silk Road, TED ED
 The Travels of Marco Polo, Alex Bandon
 The World’s Greatest Overland Explorer: How Marco Polo Penetrated Farthest Asia, “Discovered” Many Lands Unknown to Europe, and
Added Numerous Minerals, Animals, Birds, and Plants to Man’s Knowledge, National Geographic
 Marco Polo and His Travels, Silk-Road.com
World Religion:
 The Usborne Encyclopedia of World Religions, Susan Meredith and Claire Hickman
 What do we Know about Christianity?, Carol Watson
 What do we Know about Judaism?, Doreen Fine
 What do we Know about Buddhism?, Anita Ganeri
 What do we Know about Hinduism?, Anita Ganeri
 What do we Know about Islam?, Sharukh Husain
 History of Religion, Maps of War
 Animated Map Shows How Religion Spread Across the World, Business Insider
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
 Video with Teacher’s Guide – Trade Between Cultures in the Ancient World
https://app.discoveryeducation.com/learn/videos/062FE1E6-9FB3-46DB-A44A-A0466F50572B?hasLocalHost=false
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SOCIAL STUDIES 6
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WorldBook Online:
 Article – Silk Road
http://www.worldbookonline.com/student/article?id=ar510590&st=silk+road#tab=homepage
Plato Courseware:
 PLATO Course Middle School World History, Islam
Misc.:

PBS – World Religions Map
http://www.pbslearningmedia.org/resource/sj14-soc-religmap/world-religions-map/
UNIT 4 – SPREAD OF CULTURE AND RELIGION (25 DAYS)
3. Activities for Understanding
SUGGESTIONS
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6.1.1, 6.1.2, 6.1.3, 6.1.4, 6.2.6 LDOE Task – Spread of World Religions (Recommended)
Spread of World Religions
6.1.1, 6.1.3, 6.4.2, 6.6.2, 6.6.3 LDOE Instructional Task – The Silk Road (Recommended)
The Silk Road
6.4.2, 6.6.3 Students will analyze objects from South Asia, West Asia, and China to connect to the travel
experiences of ancient merchants and traders, develop an understanding of the breadth of the land and sea
trade, and explore how art and ideas travel and change over time and place.
Silk Road Activity
6.1.1, 6.4.2, 6.6.3 Students will learn about the geography and topography of China and surrounding countries,
discover how ideas, cultures, and goods were exchanged through the Silk Road, and relate the ideas of trade and
globalization to today.
Silk Road Lesson
6.6.3 Students will identify Marco Polo, indicate on a map the routes he took to China and back, describe the
challenges of traveling along the Silk Road, list several aspects of 13th century Chinese culture, and explain the
circumstances in which Marco’s book was written and understand its influence on the European public.
Marco Polo Activity
6.2.6 Students will create and design a three tab foldable on three major world religions of their choice
(Christianity, Buddhism, Hinduism, Islam, or Judaism), including origins and beliefs of each. Students will then
select one of the religions and write 2-4 paragraphs explaining how that religion has impacted another religion.
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SOCIAL STUDIES 6
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UNIT 5 – CIVILIZATIONS IN AFRICA AND ASIA (25 DAYS)
1. Overview
In this unit students will learn about how trading empires grew because of advancing civilizations (African and Chinese Civilizations). This sets the stage
for the following unit where students will understand the cause leading up to the Medieval Age and the growth into the Renaissance.
Grade 6 Claims
How does environment impact human settlement?
How do patterns and themes recur across time and place?
How are societies impacted by geography, historical events, politics, and economics?
REMINDERS
CONTENT AND
CLAIMS




Martin Luther King, Jr. Day (1/16/17)
Late take-in Day (1/25/17)
Professional Development/Parent Conferences (2/20/17)
Mardi Gras break (2/27/2017-3/3/17)
Historical Thinking Skills
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


6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
 conducting historical research
 evaluating a broad variety of primary and secondary sources
 comparing and contrasting varied points of view
 determining the meaning of words and phrases from historical texts
 using technology to research, produce, or publish a written product
6.1.2 Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 Analyze information in primary and secondary sources to address document-based questions
6.1.4 Identify and compare measurements of time in order to understand historical chronology
Africa
How did the geography of Africa influence the rise of African civilizations?


6.2.7 Summarize key features of ancient West African kingdoms (Ghana, Mali, and Songhai)
6.3.3 Compare and contrast physical and political boundaries of civilizations, empires, and kingdoms using
maps and globes
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SOCIAL STUDIES 6
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To what extent did these kingdoms become the most powerful empires of their time?

6.2.7 Summarize key features of ancient West African kingdoms (Ghana, Mali, and Songhai)
Asia
What were the early social, political, and economic structures of Chinese dynasties?

6.2.8 Identify key characteristics of Chinese dynasties’ political, economic, and social structures
How did the development of trade and taxation influence economic growth?

TOPICS OF
CONSIDERATION
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6.6.4 Explain how the development of trade and taxation influenced economic growth in the ancient world
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Mali
Ghana
Songhai
Sahara
Savannah
Extended Family
Animism
Griots
Swahili
Zimbabwe
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Salt
Gold
Shang
Terracotta
Rainforest
UNIT 5 – CIVILIZATIONS IN AFRICA AND ASIA (25 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Africa:
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Africans of the Ghana, Mali, and Songhai Empires, WorldBook
West African Kingdoms, BBC
African Kingdoms, TimeMaps
West African Kingdoms Timeline, BBC
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SOCIAL STUDIES 6
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Asia:
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Updated 1/19/2017 7:40 AM
Ancient Ghana, BBC
Mali, BBC
Songhay, BBC
Chinese of the Shang, Zhou, and Qin Dynasties, WorldBook
Timeline for Chinese History and Dynasties, Columbia University
Shang and Zhou Dynasties: The Bronze Age of China, Metropolitan Museum of Art
Zhou Dynasty, Ancient History Encyclopedia
Qin Dynasty, Metropolitan Museum of Art
Terra-Cotta Army Protects First Emperor’s Tomb, National Geographic
Terra Cotta Soldiers on the March, Smithsonian
ADDITIONAL SUPPORTING RESOURCES
Plato Courseware:
 PLATO Course Middle School World History, Cities along the silk road
Misc.:

http://intuitionanalytics.com/other/histomap/
UNIT 5 – CIVILIZATIONS IN AFRICA AND ASIA (25 DAYS)
3. Activities for Understanding
SUGGESTIONS




6.1.1, 6.1.3, 6.2.1, 6.2.7, 6.3.3, 6.6.4 LDOE Task – West African Kingdoms (Recommended)
West African Kingdoms
6.3.3 Students will produce a resource and product map of ancient African civilizations, including a compass
rose, map scale, and legend. Students will analyze how the geography influenced development of the civilization.
Outline Map of Africa
6.2.7 Students will research the Ghana, Mali, and Songhai Empires and create a three tab foldable on each. The
tabs will include at least one sentence from each of the areas covered in the GRAPES acronym.
6.1.1, 6.1.3, 6.2.7, 6.3.3 Students will describe the geography, origin, and economic impact of Timbuktu and
the region of Mali, explain how the local people made a living, discuss the influence of Islam on local cultures,
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describe the three kingdoms that flourished in the region in ancient and medieval times, and discuss the reasons
for Timbuktu’s decline and rediscovery.
Activities on Ancient Africa
6.2.8 Students will create a poster representing the Shang, Zhou and Qin Dynasties. The poster will include
political leaders, achievements, and a timeline of major events from each dynasty. As an extension, students will
write 2-4 paragraphs comparing the beliefs and major political accomplishments of each dynasty.
6.1.1, 6.2.8, 6.6.4 Students will work in small groups to research Qin Emperor Shi Huang Di, identifying both
positive and negative aspects of his reign. Students will also create a timeline of key events during his reign.
Each group will then partner with another group to debate whether his style of leadership was effective.
6.2.8 Students will analyze the characteristics of the Qin Dynasty and identify what caused it to fall.
Qin Dynasty Lesson
6.1.3, 6.2.8 Students will identify the culture and government of China during the Qin dynasty through role
playing.
Qin Role Play Activity
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SOCIAL STUDIES 6
Updated 1/19/2017 7:40 AM
UNIT 6 – MEDIEVAL EUROPE AND THE RENAISSANCE (18 DAYS)
1. Overview
In this unit, students will learn how changing ideas led to the “modern world” (Middle Ages, The Renaissance).
Grade 6 Claims
How does environment impact human settlement?
How do patterns and themes recur across time and place?
How are societies impacted by geography, historical events, politics, and economics?
REMINDERS
CONTENT AND
CLAIMS

Spring Break (04/10-14/17)
Historical Thinking Skills




6.1.1 Produce clear and coherent writing for a range of tasks, purposes, and audiences by:
 conducting historical research
 evaluating a broad variety of primary and secondary sources
 comparing and contrasting varied points of view
 determining the meaning of words and phrases from historical texts
 using technology to research, produce, or publish a written product
6.1.2 Construct and interpret a parallel timeline of key events in the ancient world
6.1.3 Analyze information in primary and secondary sources to address document-based questions
6.1.4 Identify and compare measurements of time in order to understand historical chronology
Medieval Europe and the Renaissance
How and why did cultures transform during the Middle Ages and Renaissance?

6.2.9 Describe the characteristics, significance, and influences of feudalism, the Crusades, and the
growth of towns and cities through trade and commerce during the Middle Ages
Why was religion important during the Middle Ages and Renaissance?
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SOCIAL STUDIES 6
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6.2.9 Describe the characteristics, significance, and influences of feudalism, the Crusades, and the
growth of towns and cities through trade and commerce during the Middle Ages
How did governmental systems transition toward self-rule during the Middle Ages and Renaissance?

6.2.9 Describe the characteristics, significance, and influences of feudalism, the Crusades, and the
growth of towns and cities through trade and commerce during the Middle Ages
Why is the Renaissance described as a rebirth of cultural and intellectual pursuits?

TOPICS OF
CONSIDERATION
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6.2.10 Examine the significance of the people and ideas that influenced the Renaissance in Europe
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feudalism
knight
medieval
manor
serf/vassal
lord
peasant
excommunicate
clergy
chivalry
monastery
Holy Land
Crusades
Jerusalem
Pilgrim
Charlemagne
Urban II
Magna Carta
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Renaissance
humanism
movable type
indulgence
Reformation
Martin Luther
Protestant
Black Death
bubonic plaque
UNIT 6 – MEDIEVAL EUROPE AND THE RENAISSANCE (18 DAYS)
2. Resources
LDOE SUGGESTED RESOURCES
Medieval Europe and the Renaissance:
Medieval Europe
 The Age of Feudalism, Timothy Levi Biel
 Middle Ages, Annenberg Learner
 The Horrible, Miserable Middle Ages, Kathy Allen
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SOCIAL STUDIES 6
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Updated 1/19/2017 7:40 AM
The Middle Ages, History Channel
The Black Death, Eyewitnesstohistory.com
Science and Technology in the Middle Ages, Joann Findon and Marsha Groves
You Wouldn’t Want to be a Medieval Knight, Fiona MacDonald
The Renaissance
 Renaissance Historical Timeline, PBS
 The Renaissance, Jane Shuter
 Renaissance, Annenberg Learner
 Renaissance, KidsDiscover
 Medici: Godfathers of the Renaissance, PBS
ADDITIONAL SUPPORTING RESOURCES
Discovery Education Streaming:
 Video with Teacher’s Guide– The Renaissance
https://app.discoveryeducation.com/learn/videos/667D5006-1779-4455-AE41-C2AD3A22947A?hasLocalHost=false
WorldBook Online:
 Article – Middle Ages
http://www.worldbookonline.com/student/article?id=ar360060&st=medieval+europe#tab=homepage
 Images, Videos, and Audio: Middle Ages
http://www.worldbookonline.com/student/article?id=ar360060&st=medieval+europe#tab=media
 Article – Renaissance
http://www.worldbookonline.com/student/article?id=ar464720&st=renaissance#tab=homepage
 Images, Videos, and Audio – Renaissance
http://www.worldbookonline.com/student/article?id=ar464720&st=renaissance#tab=media
Plato Courseware:
 PLATO Course Middle School World History, Medieval Africa, Japan, Europe in the middle ages, Renaissance and Reformation, Exploration
and Enlightenment
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SOCIAL STUDIES 6
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UNIT 6 – MEDIEVAL EUROPE AND THE RENAISSANCE (18 DAYS)
3. Activities for Understanding
SUGGESTIONS





6.1.1, 6.1.3, 6.2.9, 6.3.3 LDOE Task – Decline of Feudalism (Recommended)
Decline of Feudalism
6.2.9, 6.2.10 Students will work in small groups to classify the social hierarchy of the feudal system by
designing a social pyramid, including the roles, responsibilities and social obligations of each level. After each
group presents its pyramids to the class, students will work with a partner to discuss the importance of each level
of the pyramid and collaborate on 2-3 paragraphs that discuss the influence of the feudalism on the growth of
towns and cities through trade and commerce during the Middle Ages. As an extension, students will
compare the social hierarchy of the feudal system to the social hierarchy in modern day United States.
6.2.10 Students will select one person from Renaissance artists, writers, political leaders and Reformation
leaders to research and design a history trading card. The students will make two copies of the cards - one to
keep and one to trade. The front of the card will have the name and a picture of the person (drawing or copy),
their title, and dates of birth and death. The back of the card will include a minimum of five facts on what the
individual contributed to the Renaissance/Reformation. Each student will share a brief summary of their card with
the class before trading one of their cards with a classmate. After trading, students will write 2-3 comparative
paragraphs on the people featured on the two cards.
6.2.9 Students will communicate their opinions in an essay including historical facts about Martin Luther and
determine how people are affected by places and events.
Martin Luther Lesson
6.2.9 Students will evaluate the dossiers of six historical figures (Luther, Tyndale, Hus, Henry VIII, Pope Leo X,
and Torquemada) to determine which one should be arrested.
Reformation Dossier
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