GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
Grade 6 Common Core Standards for English Language Arts & Literacy in History/Social Studies
Reading Informational
Key Ideas and Details
RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure
RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Integration of Knowledge and Ideas
RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Range of Reading and Level of Text Complexity
RI.6.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Language
Vocabulary Acquisition and Use
L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its
part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Speaking and Listening
Comprehension and Collaboration
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.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Page 1 of 14
GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact,
adequate volume, and clear pronunciation.
SL.6.5.. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Writing
Text Types and Purposes
W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the argument presented.
W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g.,
headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Production and Distribution of Writing
W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5. 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.
W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding
skills to type a minimum of three pages in a single sitting.
Research to Build and Present Knowledge
W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms
of their approaches to similar themes and topics”).
Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and
evidence from claims that are not”).
Range of Writing
W.6.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting
Page 2 of 14
GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
Unit 1 (ch 1-6)
6 weeks max.
Topic: The Beginnings of Human Society
Hunter/gatherers adapted to their physical environments using resources, the natural world, and technological
advancements.
The agricultural revolution led to an increase in population, specialization of labor, new forms of social
organization, and the beginning of societies.
Archaeology provides historical and scientific explanations for how ancient people lived.
Standards
Green: Specific locations within this unit. Red: additional location of instruction in other units.
A. Civics, Government, and Human Rights
6.2.8.A.1.a
Compare and contrast the social organization of early hunters/gatherers and those who lived in early agrarian societies.
(Ch3, Ch4)
6.2.8.A.2.a
Explain why different ancient river valley civilizations developed similar forms of government. (4.5, 4.6, 5.5, Ch6)
B. Geography, People, and the Environment
6.2.8.B.1.a
Explain the various migratory patterns of hunters/gatherers who moved from Africa to Eurasia, Australia, and the
Americas, and describe the impact of migration on their lives and on the shaping of societies. (1.4, 2.2, 2.4, 2.6, 2.8, 2.10, 3.3)
6.2.8.B.1.b
Compare and contrast how nomadic and agrarian societies used land and natural resources. (Ch3, Ch 4, 5.3,)
C. Economics, Innovation, and Technology
6.2.8.C.1.a
Relate the agricultural revolution (including the impact of food surplus from farming) to population growth and the
subsequent development of civilizations. (Ch3, Ch4)
6.2.8.C.1.b
Determine the impact of technological advancements on hunter/gatherer and agrarian societies. (Ch3, 4.5, Ch5, 5.8)
D. History, Culture, and Perspectives6.2.8.D.1.a
Demonstrate an understanding of pre-agricultural and post-agricultural
periods in terms of relative length of time. (Ch3, Ch4, Ch5, Ch6, pg 60: timeline)
6.2.8.D.1.b
Relate the development of language and forms of writing to the expression of ideas, creation of cultural identity, and
development of more complex social structures. (2.10, 5.9, 6.4)
6.2.8.D.1.c
Explain how archaeological discoveries are used to develop and enhance understanding of life prior to written records.
(Ch1, Ch2)
Page 3 of 14
GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
Essential Questions
Unit: What makes a civilization?
Ch. 1 How do social scientists interpret the
past?
Ch. 2 What capabilities helped hominids
survive?
Ch 3 How did the development of
agriculture change daily life in the
Neolithic Age?
Ch 4 How did geographic challenges lead
to the rise of city-states in Mesopotamia?
Ch 5 Why do historians classify ancient
Sumer as a civilization?
Ch 6 What were the most important
achievements of the Mesopotamian
empires?
Learning activities/ Materials/ Assessment
History Alive!-The Ancient World 2004
Ch 1 In a Social Studies Skill Builder, students learn how social scientists reconstruct the
lives of prehistoric humans by examining images of cave paintings and other artifacts.
Ch 2 In a Visual Discovery activity, students analyze images of various hominid groups and
explore how physical and cultural adaptations gave later hominid groups advantages over
earlier groups.
Ch 3 In a Writing for Understanding activity, students learn how the Neolithic development
of agriculture led to a stable food supply, permanent shelters, larger communities,
specialized jobs, and trade.
Ch 4 In a Response Group activity, students learn how responses to geographic challenges
resulted in the formation of complex Sumerian city-states.
Ch 5 Students work in pairs in a Social Studies Skill Builder activity to learn about the
characteristics of civilization and analyze artifacts to determine how each characteristic was
exhibited in ancient Sumer.
Ch 6 Students work in small groups in a Problem Solving Groupwork activity to create
"mechanical dioramas" that illustrate major achievements of the Akkadian, Babylonian,
Assyrian, and Neo-Babylonian empires that ruled Mesopotamia from approximately 2300
to 539 B.C.E.
Page 4 of 14
GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
Unit 2
(ch 7-12)
7 Weeks
max
Topic: Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations
Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and northwestern India], and,
later, Yellow River Valley in China) developed due to favorable geographic conditions. They created centralized systems of
government and advanced societies.
Standards
Green: Specific locations within this unit. Red: additional location of instruction in other units.
A. Civics, Government, and Human Rights
6.2.8.A.2.a
Explain why different ancient river valley civilizations developed similar forms of government. (4.5, 4.6, 5.5, Ch6)
6.2.8.A.2.b
Explain how codifying laws met the needs of ancient river valley societies. (6.4, 6.5, 11.3, Ch 17)
6.2.8.A.2.c
Determine the role of slavery in the economic and social structures of ancient river valley civilizations. (11.5, 20.4)
B. Geography, People, and the Environment
6.2.8.B.2.a
Determine the extent to which geography influenced settlement, the development of trade networks, technological
innovations, and the sustainability of ancient river valley civilizations. (Ch10, 13.7, Ch24)
6.2.8.B.2.b
Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e.,
Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern
China), and determine the geopolitical impact of these civilizations, then and now. (unit introductory maps, chapter maps)
C. Economics, Innovation, and Technology
6.2.8.C.2.a
Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the
development of a class system in ancient river valley civilizations. (Ch 3, 5.8, Ch 6, 10.3, 14.3 -14.10*) *Supplemental: “Catapult” Ask Matt K.
D. History, Culture, and Perspectives
6.2.8.D.2.a
Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. (9.4, Ch11,
Ch12, Ch15, 15.5, Ch16, Ch21)
6.2.8.D.2.b
Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. (9.5, 17.4,
20.6)
6.2.8.D.2.c
Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was a
common pattern of growth and decline. (10.2,10.3, 10.5, 18.3, 23.1)
6.2.8.D.2.d
Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies. (Ch12,
Ch 15, Ch 16, Ch21)
Page 5 of 14
GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
Essential Questions
8 What did the pharaohs of
ancient Egypt accomplish,
and how did they do it?
Learning activities/ Materials/ Assessment
Learning Activities:
Ch 7 Geography and Early Settlement -5 days
Ch 8 Ancient Pharaohs- 5 days
Ch 9 Daily Life in Ancient Egypt-8 days
Ch 10 The Kingdom of Kush-4 days
Ch 11 Ancient Hebrew-5 days
Ch 12 Struggle to Preserve Judiasm-5 days
Unit Assessment
9 How did social class affect
daily life in ancient Egypt?
7 In an Experiential Exercise, students use their bodies to recreate the physical geography of ancient Egypt,
Kush, and Canaan to learn about how environmental factors influenced early settlement in these areas.
10 In what ways did location
influence the history of Kush?
8 In a Writing for Understanding activity, students board an Egyptian sailing boat and "visit" monuments
along the Nile River, to learn about four ancient Egyptian pharaohs and their important accomplishments.
11 How did Judaism
originate and develop?
9 Students create and perform interactive dramatizations in a Problem Solving Groupwork activity to learn
about the social structure of ancient Egypt and its effect on daily life for members of each social class.
12 What are the central
teachings of Judaism, and
why did they survive to
modern day?
10 In a Visual Discovery activity, students analyze images of significant events and leaders from four periods
in the history of ancient Kush to learn about the development of the independent kingdom of Kush and its
changing relationship with ancient Egypt.
7 How did geography affect
early settlement in Egypt,
Kush, and Canaan?
11 In a Writing for Understanding activity, students identify key historical leaders of the ancient Israelites
and explain their role in the development of Judaism.
12 In an Experiential Exercise, students identify the central teachings of Judaism as they explore ways in
which these traditions have survived throughout history. Materials:
History Alive!-The Ancient World 2004
Prince of Egypt
Page 6 of 14
GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
Unit 3
(ch13-16, 18)
4 Weeks max
Topic: Early Civilizations and the Emergence of Pastoral Peoples: Ancient River Valley Civilizations
Ancient river valley civilizations (e.g., Mesopotamia, Egypt, Indus River [modern Pakistan and
northwestern India], and, later, Yellow River Valley in China) developed due to favorable geographic
conditions. They created centralized systems of government and advanced societies.
Standards
Green: Specific locations within this unit. Red: additional location of instruction in other units.
A. Civics, Government, and Human Rights
6.2.8.A.2.a
Explain why different ancient river valley civilizations developed similar forms of government. (4.5, 4.7, 5.5, Ch6, Ch 10,
Ch17)
6.2.8.A.2.b
Explain how codifying laws met the needs of ancient river valley societies. (6.4, 6.5, 9.3, Ch17)
6.2.8.A.2.c
Determine the role of slavery in the economic and social structures of ancient river valley civilizations. (10.2)
B. Geography, People, and the Environment
6.2.8.B.2.a
Determine the extent to which geography influenced settlement, the development of trade networks, technological
innovations, and the sustainability of ancient river valley civilizations. (Ch4, 5.3, 5.8, Ch 7, 10.2, Ch 13)
6.2.8.B.2.b
Compare and contrast physical and political maps of ancient river valley civilizations and their modern counterparts (i.e.,
Mesopotamia and Iraq; Ancient Egypt and Modern Egypt; Indus River Valley and Modern Pakistan/India; Ancient China and Modern
China), and determine the geopolitical impact of these civilizations, then and now. (Introductory maps for each unit, chapter maps)
C. Economics, Innovation, and Technology
6.2.8.C.2.a
Explain how technological advancements led to greater economic specialization, improved weaponry, trade, and the
development of a class system in ancient river valley civilizations. (5.8, Ch6, 14.3, 18.7, 20.8)
D. History, Culture, and Perspectives
6.2.8.D.2.a
Analyze the impact of religion on daily life, government, and culture in various ancient river valley civilizations. (9.4, Ch
11, Ch12, Ch15, Ch16, Ch21)
6.2.8.D.2.b
Explain how the development of written language transformed all aspects of life in ancient river valley civilizations. (5.9,
6.4, 9.5)
6.2.8.D.2.c
Analyze the factors that led to the rise and fall of various ancient river valley civilizations and determine whether there was
a common pattern of growth and decline. (10.2,10.3, 10.5, 18.3, 23.1)
6.2.8.D.2.d
Justify which of the major achievements of the ancient river valley civilizations represent the most enduring legacies.
(Ch12, Ch 15, Ch 16, Ch21)
Page 7 of 14
GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
Essential Questions
13 How did geography affect early
settlement in India?
14 What can artifacts tell us about
daily life in Mohenjodaro?
15 What are the origins and beliefs of
Hinduism?
Learning activities/ Materials/ Assessment
Learning Activities:
Ch 13 Geo of India-1 day
Ch 14 Secrets of Mohejodaro1 day
Ch 15 Hindu Beliefs-5days
Ch 16 Story of Buddhism-5 days
Ch 18 Achievements of the Gupta Empire-5days
Unit Assessment
16 What are the main beliefs and
teachings of Buddhism?
13 In a Response Group activity, students identify physical features of the Indian subcontinent
and explain how geography influenced the location of early settlement in India.
18 Why is the period during the
Gupta Empire known as a "golden
age"?
14 Students act as archaeologists in an Experiential Exercise and examine artifacts from
Mohenjodaro to learn about daily life in the Indus valley civilization.
15 In a Response group activity, students analyze images representing important beliefs in
Hinduism to discover the religion's origins in ancient traditions and discuss how these beliefs
affect life in ancient India and today.
16 In a Visual Discovery activity, students analyze images to learn about the life of Siddhartha
Gautama and how his teachings became the basis of Buddhism.
18 In a Writing for Understanding activity, students "visit" seven sites around the Gupta Empire
that highlight important cultural and intellectual achievements and explain in writing why this
period was a "golden age" in ancient India.
Materials:
History Alive!-The Ancient World-2004
Page 8 of 14
GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
Unit 4 China
(19-24)
5 Weeks max
Topic: The Classical Civilizations of the Mediterranean World, India, and China
Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented
size and diversity by creating centralized governments and promoting commerce, a common culture, and social
values.
Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of
classical civilizations.
Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting legacies
for future civilizations.
Standards
Green: Specific locations within this unit. Red: additional location of instruction in other units.
A. Civics, Government, and Human Rights
6.2.8.A.3.a
Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and
transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires. (Ch 16, Ch17, Ch 18,Ch
20, Ch 21, Ch22, Ch23, Ch26, Ch27, Ch 30, Ch 33, 35.3)
6.2.8.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. (20.4, 23.3, 26.5, Ch 33)
6.2.8.A.3.c
Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced the
development of the United States Constitution. (Ch 26.5, 31.3, 37.6)
6.2.8.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. (Ch 27)
6.2.8.A.3.e
Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to
which the early systems influenced the current legal system. (Ch31.3, 37.6)
B. Geography, People, and the Environment
6.2.8.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. (Ch19, Ch24, Ch25, Ch32)
6.2.8.B.3.b
Explain how geography and the availability of natural resources led to both the development of Greek city-states and to their
demise. (Ch25, 28.4, 30.9)
C. Economics, Innovation, and Technology
6.2.8.C.3.a
Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. (13.7, 25.5 map
pg 250, Ch 24)
6.2.8.C.3.b
Explain how the development of a uniform system of exchange facilitated trade in classical civilizations. (18.2, Ch24, 27.4,
27.8)
6.2.8.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. (20.8, 23.5, 23.8, 25.3, Ch
Page 9 of 14
GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
31)
D. History, Culture, and Perspectives 6.2.8.D.3.a
Compare and contrast social hierarchies in classical civilizations as they relate to
power, wealth, and equality. (20.4, 21.5, Ch26, Ch 33)
6.2.8.D.3.b
Relate the Chinese dynastic system to the longevity of authoritarian rule in China. (Ch23)
6.2.8.D.3.c
Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China.
6.2.8.D.3.d
Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies.
(Ch18, Ch23, Ch29, Ch 35)
6.2.8.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. (Ch11, 12, Ch16, Ch21, Ch36)
6.2.8.D.3.f
Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. (Ch 29,
35.4)
Essential Questions
Learning activities/ Materials/ Assessment
19 How did geography affect life in
ancient China?
20 What do Shang artifacts reveal about
this civilization?
21 How did Confucianism, Daoism, and
Legalism influence political rule in ancient
China?
22 Was the Emperor of Qin an effective
leader?
23 In what ways did the Han dynasty
improve government and daily life in
China?
24 How did the Silk Road promote an
exchange of goods and ideas?
19 In a Problem Solving Group work activity, students create a relief map and a geographic
poster of China's five regions and support hypotheses about the influence of geography on
settlement and ways of life in ancient China.
20 Students work in pairs in a Social Studies Skill Builder to "excavate" a tomb to learn about
the government, social structure, religion, writing, art, and technology of the Shang dynasty.
21 In an Experiential Exercise, students learn about Confucianism, Daoism, and Legalism under
classroom conditions that reflect the main beliefs of each philosophy.
22 In a Visual Discovery activity, students analyze and bring to life images about Qin
Shihuangdi's political and cultural unification of China, his efforts to protect China's northern
boundaries, and his dispute with Confucian scholars.
23 Students work in pairs in a Social Studies Skill Builder and visit seven stations to learn about
Han achievements in the fields of warfare, government, agriculture, industry, art, medicine, and
science.
24 Students travel along a simulated Silk Road in an Experiential Exercise to learn about facing
obstacles, trading products, and absorbing cultural exchanges that occurred along the Silk Road
during the Han dynasty.
Materials: History Alive!-The Ancient World-2004
Page 10 of 14
GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
Unit 5 Greece
(ch 25-31)
6 Weeks max
Topic: The Classical Civilizations of the Mediterranean World, India, and China
Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of
unprecedented size and diversity by creating centralized governments and promoting commerce, a
common culture, and social values.
Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the
era of classical civilizations.
Classical civilizations declined as a result of internal weaknesses and external invasions, but they left
lasting legacies for future civilizations.
Standards
Green: Specific locations within this unit. Red: additional location of instruction in other units.
A. Civics, Government, and Human Rights
6.2.8.A.3.a
Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and
transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires. (Ch 16, Ch17, Ch
18,Ch 20, Ch 21, Ch22, Ch23, Ch26, Ch27, Ch 30, Ch 33, 35.3)
6.2.8.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. (26.5, Ch 33)
6.2.8.A.3.c
Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced
the development of the United States Constitution. (Ch 26.5, 31.3, 37.6)
6.2.8.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. (Ch 27)
6.2.8.A.3.e
Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent
to which the early systems influenced the current legal system. (Ch31.3, 37.6)
B. Geography, People, and the Environment
6.2.8.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. (Ch25, Ch32)
6.2.8.B.3.b
Explain how geography and the availability of natural resources led to both the development of Greek city-states and to
their demise. (Ch25, 28.4, 30.9)
C. Economics, Innovation, and Technology
6.2.8.C.3.a
Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. (13.7, 25.5
map pg 250, Ch 24)
6.2.8.C.3.b
Explain how the development of a uniform system of exchange facilitated trade in classical civilizations. (18.2, 27.4, 27.8)
6.2.8.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. (25.3, Ch 31)
D. History, Culture, and Perspectives 6.2.8.D.3.a
Compare and contrast social hierarchies in classical civilizations as they
relate to power, wealth, and equality. (Ch26, Ch 33)
6.2.8.D.3.b
Relate the Chinese dynastic system to the longevity of authoritarian rule in China. (Ch23)
6.2.8.D.3.c
Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China.
Page 11 of 14
GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
6.2.8.D.3.d
Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world
legacies. (Ch18, Ch23, Ch29, Ch 35)
6.2.8.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. (Ch11, 12, Ch16, Ch21, Ch36)
6.2.8.D.3.f
Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies.
(Ch 29, 35.4)
Essential Questions
Learning activities/ Materials/ Assessment
25 How did geography
influence settlement and way
of life in ancient Greece?
26 How did democracy
develop in ancient Greece?
27 What were the major
differences between Athens
and Sparta?
28 What factors influenced
the outcome of the Persian
wars?
29 What were the major
cultural achievements of
Athens?
25 Students examine and analyze thematic maps in a Visual Discovery activity to learn about the
physical geography of ancient Greece and how it influenced the development of Greek civilization.
26 In an Experiential Exercise, students use the principles of monarchy, oligarchy, tyranny, and
democracy to select and play music for the class, as a way to examine the various forms of government
in ancient Greece that led to the development of democracy.
27 In a Social Studies Skill Builder, students examine the major differences between Athens and Sparta
by working in pairs to create placards with illustrations and challenge questions about each city-state.
28 In a Response Group activity, students learn about the wars between the Greek city-states and the
Persian Empire by dramatizing key events and debating which factors contributed to the eventual
outcome of the wars.
29 In a Writing for Understanding activity, students take a "walking tour" of Athens, visiting six sites to
learn about various aspects of Greek culture. Students then write a speech describing Athens during its
Golden Age.
30 How did Alexander build
his empire?
30 In a Response Group activity, students learn about the rise of Macedonia after the Peloponnesian
War and debate the degree of success Alexander the Great had in uniting the diverse peoples of his
empire.
31 How did ancient Greece
contribute to the modern
world?
31 In a Social Studies Skill Builder, students learn about the enduring contributions of the ancient
Greeks by matching descriptions of modern life to images of Greek achievements in language, literature,
government, the arts, the sciences, and sports.
Materials: History Alive!-The Ancient World-2004
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GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
Unit 6 Rome
32-38
6 Weeks
Topic: The Classical Civilizations of the Mediterranean World, India, and China
Classical civilizations (i.e., Greece, Rome, India and China) developed and expanded into empires of unprecedented
size and diversity by creating centralized governments and promoting commerce, a common culture, and social
values.
Cultural exchange and diffusion dramatically increased, and enduring world religions emerged, during the era of
classical civilizations.
Classical civilizations declined as a result of internal weaknesses and external invasions, but they left lasting
legacies for future civilizations.
Standards
Green: Specific locations within this unit. Red: additional location of instruction in other units.
A. Civics, Government, and Human Rights
6.2.8.A.3.a
Compare and contrast the methods (i.e., autocratic rule, philosophies, and bureaucratic structures; communication and
transportation systems) used by the rulers of Rome, China, and India to control and unify their expanding empires. (Ch 16, Ch17, Ch 18,Ch
20, Ch 21, Ch22, Ch23, Ch26, Ch27, Ch 30, Ch 33, 35.3)
6.2.8.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. (26.5, Ch 33)
6.2.8.A.3.c
Determine the foundational concepts and principles of Athenian democracy and the Roman Republic that later influenced
the development of the United States Constitution. (Ch 26.5, 31.3, 37.6)
6.2.8.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. (Ch 27)
6.2.8.A.3.e
Compare and contrast the American legal system and the legal systems of classical civilizations, and determine the extent to
which the early systems influenced the current legal system. (Ch31.3, 37.6)
B. Geography, People, and the Environment
6.2.8.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. (Ch25, Ch32)
6.2.8.B.3.b
Explain how geography and the availability of natural resources led to both the development of Greek city-states and to
their demise. (Ch25, 28.4, 30.9)
C. Economics, Innovation, and Technology
6.2.8.C.3.a
Analyze the impact of expanding land and sea trade routes through the Mediterranean Basin, India, and China. (13.7, 25.5
map pg 250, Ch 24)
6.2.8.C.3.b
Explain how the development of a uniform system of exchange facilitated trade in classical civilizations. (18.2, 27.4, 27.8)
6.2.8.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. (25.3, Ch 31)
D. History, Culture, and Perspectives 6.2.8.D.3.a
Compare and contrast social hierarchies in classical civilizations as they relate
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GTPS Curriculum – Social Studies – Grade 6 Ancient Civilizations
to power, wealth, and equality. (Ch26, Ch 33)
6.2.8.D.3.b
Relate the Chinese dynastic system to the longevity of authoritarian rule in China. (Ch23)
6.2.8.D.3.c
Determine common factors that contributed to the decline and fall of the Roman Empire, Gupta India, and Han China.
(class discussion reviewing the year)
6.2.8.D.3.d
Compare the golden ages of Greece, Rome, India, and China, and justify major achievements that represent world legacies.
(Ch18, Ch23, Ch29, Ch 35)
6.2.8.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. (Ch11, 12, Ch16, Ch21, Ch36)
6.2.8.D.3.f
Determine the extent to which religions, mythologies, and other belief systems shaped the values of classical societies. (Ch
29, 35.4)
Essential Questions
Learning activities/ Materials/ Assessment
32 How did the Etruscans and Greeks
influence the development of Rome?
32 In a Response Group Activity, students learn about the founding of Rome, and examine images
to identify evidence of Etruscan and Greek influences on Rome.
33 How did the Etruscans and Greeks
influence the development of Rome?
33 In an Experiential Exercise, students assume the roles of patricians and plebeians to learn how
the struggle between these two groups led to a more democratic government in the Roman
Republic.
34 Did the benefits of Roman
expansion outweigh the costs?
35 How did wealth affect daily life in
the Roman Empire?
36 How did Christianity originate
and spread?
37 How are Christians' lives shaped
by the beliefs and practices of
Christianity?
38 To what extent does ancient Rome
influence us today?
34 In a Problem Solving Group work activity, students explore and record events leading to the
expansion of Roman territory and the creation of the empire.
35 In a Social Studies Skill Builder, students work in pairs and read about eight aspects of ancient
Roman life—such as education and family life—and explore how a teenager might have
experienced each.
36 In a Social Studies Skill Builder, students learn about the development and spread of
Christianity in the Roman Empire, and analyze parables to understand the teachings of Jesus.
37 In a Visual Discovery activity, students analyze images of Christian sacraments, worship, and
holidays to learn about the key beliefs and practices of Christianity.
38 In a Response Group activity, students play the "Rome to Home" game to discover how aspects
of Roman culture, such as art and language, influence modern life.
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