Higley Unified School District
Social Studies Grade 6
Second Nine Weeks
Ancient China (Duration 3 – 4 Weeks)
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Big Ideas:
Essential
Questions:
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Vocabulary
The geography of China had many effects on the development of the civilization.
Chinese civilization began with the Shang dynasty along the Huang He.
Confucius and other philosophers taught ways to deal with political and social problems in ancient China.
The Qin dynasty unified China with a strong government and a system of standardization.
The Han dynasty created a new form of government that valued family, art and learning.
Trade routes led to the exchange of new products and ideas among China, Rome and other peoples.
How does the geography of ancient China impact the civilization?
Describe the scientific, cultural and religious influences of ancient China.
Analyze the impact of cultural and scientific contributions of ancient China.
Explain how trade promoted economic growth.
How do the people, events, and ideas that shaped ancient China continue to influence the world?
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Oracle
Lords
Peasants
Confucius
Daoism
Laozi
Legalism
Shi Huangdi
Great Wall
Sundial
Silk
Silk Road
Shang
Zhao
Han
Qin
Loess
Buddhism
Revised Aug. 2015
Higley Unified School District
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Social Studies Grade 6
Revised Aug. 2015
Calligraphy
Philosophy
Mandate of Heaven
Warlord
Currency
Liu Band
Wudi
Extended Family
Ancestor
Strand
Concept
PO
Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS)
S2
C2
PO5
(PS)Describe the religious traditions that helped shape the culture of the following ancient
civilizations. China (i.e., ancestor worship)
S2
C2
PO6
(PS)Analyze the impact of cultural and scientific contributions of ancient civilizations on
later civilizations: China (i.e., silk, gun powder/fireworks, compass)
S2
C2
PO9
(PS)Identify the roles and contributions of individuals in the following ancient
civilizations. China (i.e., Qin, Shi Huangdi, Confucius)
S2
C2
PO4
(PS)Compare the forms of government of the following ancient civilizations: China –
dynasty
S2
C2
PO2
(PS)Determine how the following factors influenced groups of people to develop into
civilizations in Egypt, India, Mesopotamia, and China: a. farming methods, b.
domestication of animals, c. division of labor, d. geographic factors.
S2
C2
PO3
(SS)Describe the importance of the following river valleys in the development of ancient
civilizations: a. Huang He - China
S2
C1
PO8
(SS) Describe scientific and cultural advancements in ancient civilizations.
HUSD Support Materials & Resources
Higley Unified School District
Social Studies Grade 6
Second Nine Weeks
Ancient India (Duration 1 - 2 Weeks)
Big Ideas:
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Ancient religions influenced the culture of modern societies.
Indian civilization first developed on the Indus River.
Hinduism, the largest religion in India today, developed out of ancient beliefs and practices.
Buddhism began in India and became a major religion.
The Mauryas and Guptas built great empires in India.
The people of ancient India made great contributions to the arts and sciences.
Essential
Questions:
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How did ancient religions develop in India?
How did ancient religions influence modern societies?
How do India’s rich history and culture affect the world today?
How did geography and climate influence the development of civilization in India?
Vocabulary
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Subcontinent
Monsoons
Sanskrit
Caste system
Hinduism
Reincarnation
Karma
Fasting
Meditation
The Buddha
Buddhism
Asoka
Astronomy
Absolute Power
Aryan
Mohenjo-Daro
Brahman
Vishnu
Shiva
Revised Aug. 2015
Higley Unified School District
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Strand
Concept
PO
S1
C4
PO2
S2
C2
PO4
S2
C2
PO5
Social Studies Grade 6
8-Fold Path
Nirvana
Monastery
Tibet
Maurya
Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS)
(PS)Describe the environmental, economic, cultural, and political effects of human
migrations and cultural diffusion on places and regions.
(PS) Compare the forms of government of the following ancient civilizations:
• Mesopotamia-Laws of Hammurabi
(PS) Describe the religious traditions that helped shape the culture of the following
civilizations:
• Sumeria (POLYTHEISM)
S2
C2
PO6
Revised Aug. 2015
(PS) Analyze the impact of cultural and scientific contributions of ancient civilizations on
later civilizations. A. Mesopotamia (i.e., laws of Hammurabi)
HUSD Support Materials & Resources
Higley Unified School District
Social Studies Grade 6
Revised Aug. 2015
Second Nine Weeks
Ancient Greece (Duration 3 - 5 Weeks)
Big Ideas:
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Ancient Greek formations of a democratic government have had a major impact on current civilizations’ governments.
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 400s BCE.
Alexander the Great built a huge empire and helped to spread Greek culture into Egypt and Asia.
Ancient Greeks made lasting contributions in the arts, philosophy, and science.
Essential
Questions:
1. Analyze the foundation of a democracy.
2. What are the foundational values and beliefs of a republic democracy?
3. How is the Greek democracy similar to our American republic democracy?
4. Discuss the contributions of the famous Greek philosophers; Socrates, Plato, Homer, Pericles, Euripides, Aristotle).
5. What advances did the Greeks make that still influence the world today?
Vocabulary
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Epic
Agora
Oligarchy
Acropolis
Aristocrat
Trojan
Peninsula
Democracy
Tyrant
Helot
Sophocles
Pericles
Minoan
Mycenaean
Artemis
Immortal
Athens
Sparta
Troy
Parthenon
Aristotle
Peloponnesian
Comedy
Drama
Tragedy
Higley Unified School District
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Social Studies Grade 6
Revised Aug. 2015
Plato
Strand
Concept
PO
Standards: Priority (PS)/ Supporting (SS) / Interdisciplinary (IS)
S2
C2
PO9
(PS)Identify the roles and contributions of individuals in the following ancient civilizations:
a. Greece and Greek empires (e.g., Socrates, Plato, Aristotle, Sophocles, Euripides, Pericles,
Homer, Alexander the Great.)
S3
C3
PO2
(PS)Describe the impact of the Greek democracy on ancient Greeks and how it relates to
current forms of government
S3
C4
PO3
S2
C2
S2
C1
(PS)Describe the importance of citizens being actively involved in the democratic process
(e.g., voting, student government, involvement in political decision making, analyzing
issues, petitioning public officials).
(SS)Describe the development of the following types of government and citizenship in
PO7
ancient Greece and Rome: a. democracy, b. republics/empires
PO8
(SS) Describe scientific and cultural advancements in ancient civilizations.
HUSD Support Materials & Resources
Higley Unified School District
Social Studies Grade 6
Revised Aug. 2015
Arizona’s College and Career Readiness Standards
Grade Cluster Standard
6
R
Common Core Standards
Explanations & Examples
Determine the meaning of words and
phrases as they are used in a text,
including vocabulary specific to
domains related to history/social
studies.
The standard asks students to interpret the meaning of
words and phrases as they read their social studies
content, including their text and primary or secondary
sources. Students use a variety of strategies (context
clues, linguistic roots and affixes, restatement, examples,
contrast, glossary, etc.) to determine the meaning of
words and phrases in the text. The standard speaks
specifically to domain-specific Tier Three words.
Examples:
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As students read about the structures of
government, they identify the meanings of terms
such as theocracy, dictatorship, republic, monarchy,
democracy, anarchy.
SS06-S3C5-01
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Students identify the meanings of the following
economic terms as they are related to personal
finance: mutual funds, bonds, lines of credit, financial
planning.
SS08-S5C5-02; SS08-S5C5-04, SS08-S5C5-08
Describe how a text presents
information (e.g., sequentially,
comparatively, and causally).
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The standard asks students to determine how
information is presented.
Information that is presented sequentially is in
chronological order. A comparative text uses comparison
and contrast of two events, ideologies, or historical
figures. A causal text examines the cause and effect of
related events
HUSD Support Materials &
Resources
Higley Unified School District
Social Studies Grade 6
Examples:
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Students describe how Russell Freedman in his
book Freedom Walkers: The Story of the
Montgomery Bus Boycott integrates and
presents information both sequentially and
causally to explain how the civil rights movement
began.
Common Core State Standards, Appendix B, p.
100 http://corestandards.org/the-standards
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Students read a text selection about how trade
routes led to the exchange of ideas (e.g., religion,
scientific advances, literature) between Europe and
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Asia during the 15 and 16 Centuries. They use a
graphic organizer to find the cause and effect
relationships. They describe the information as being
presented causally.
SS06-S2C1-07; SS06-S2C3-07
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Students read the account of the Surrender at
Appomattox Courthouse (The Gentlemen’s
Agreement) which is found on the Appomattox
Courthouse National Historical Park website (search
for park at http://www.nps.gov/index.htm). In this
document events of this day that ended the Civil War
are chronicled. Students conclude the information is
presented sequentially.
SS07-S1C6-02
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Students read in their text about the process of how
a bill becomes a law at the federal and state level.
After identifying similarities and differences in the
two processes, they determine the selection
presents the information comparatively.
SS08-S3C3-02
Revised Aug. 2015
Higley Unified School District
Produce clear and coherent writing in
which the development, organization,
and style are appropriate to task,
purpose, and audience.
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Produce clear and coherent
functional writing (e.g., formal letters,
envelopes, procedures, labels,
timelines, graphs/tables,
experiments, maps, captions, charts,
diagrams) in which the development,
organization, and style are
appropriate to task, purpose, and
audience
With some guidance and support
from peers and adults, develop and
strengthen writing as needed by
planning, revising, editing, rewriting,
or trying a new approach, focusing on
how well purpose and audience have
been addressed.
Social Studies Grade 6
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Students create a map identifying the locations and
dates of major battles of the American Civil War
(e.g., Bull Run, Antietam, Vicksburg, Gettysburg).
SS07-S1C6-02
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Students create a table comparing two regions
studied (Nile Valley, Indus Valley, Mesopotamia,
China) using the criteria of climate, landforms, and
vegetation.
SS06-S4C2-01
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Students choose a viewpoint in regard to a recent
local government decision and write a letter to the
editor supporting their view.
SS06-S3C4-03; SS07-S3C4-03; SS08-S3C4-03
This standard addresses students developing and
strengthening their writing through the writing process
with a focus on purpose and audience. Writing in social
science utilizes an academic voice and is mostly nonfiction and formal. At this level the writing process can be
supported by peers and adults.
Examples:
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Students research a current, local environmental
issue and write about how the changes in the natural
environment affect human activities. The students
interview people who were impacted by the issue
and include their experiences in the writing.
SS06-S4C5-03; SS07-S4C5-07
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Students read about government policies and
programs dealing with the present economic
condition and write an analysis of the impact of those
policies and programs on the economic recovery.
SS08-S5C3-03
Revised Aug. 2015
Higley Unified School District
Social Studies Grade 6
Revised Aug. 2015