Grade 6 Social Studies Next Generation Sunshine State Standards Aligned to the
Florida Frameworks for Gifted Learners
with Curriculum Extensions
Sixth Grade: M/J Geography: Europe and the Americas
Major Concepts/Content: The purpose of this course is to enable students to acquire and
organize information about places, people, and culture in Europe and the Americas to develop
a sense of where they are in time, space, and culture, and to reinforce their own personal and
social identity.
The content should include, but not be limited to, the following:
historical perspectives
culture and ethnicity
society: roles, customs, and conflict
impact of law and politics
landforms and vegetation
demographics
religion
transition and change
Strand: GEOGRAPHY
Standard 1: Understand how to use maps and other geographic representations, tools and
technology to report information.
Sunshine State Benchmarks
FL Frameworks for K-12 Gifted Learners
SS.6.G.1.1 Use latitude and longitude
coordinates to understand the relationship
between people and places on the Earth.
Goal 1, Obj. 1: Organizing Knowledge
Trait: Organization of Data (Perform):
Identifies and illustrates themes, patterns,
and structures that define an area of study.
SS.6.G.1.2 Analyze the purposes of map
projections (political, physical, special
purpose) and explain the applications of
various types of maps.
SS.6.G.1.3 Identify natural wonders of the
ancient world.
SS.6.G.1.4 Utilize tools geographers use to
study the world.
SS.6.G.1.5 Use scale, cardinal, and
intermediate directions, and estimation of
distances between places on current and
ancient maps of the world.
SS.6.G.1.6 Use a map to identify major bodies
of water of the world, and explain ways they
have impacted the development of
civilizations.
SS.6.G.1.7 Use maps to identify
characteristics and boundaries of ancient
civilizations that have shaped the world today.
Goal 2, Obj. 3: Evaluating Questions
Trait: Questions scrutinized (Understand):
Explains the quality of questions (both
identified and created) that work to expand
inquiry into integrated disciplines.
Goal 3, Objective 2: Manipulate information
sources
Trait: Information in Multiple Contexts
Analyzes and synthesizes information and
concepts contained in multiple sources and
communicates results in a unique way, i.e.,
designing a better model or creating a
simulation
Goal 1, Obj. 2: Organizing Knowledge
Trait: Conceptual Frameworks (Perform):
Creates graphic organizers that organize the
logical sequences of key conceptual themes
in a field of study. Assimilates the often
conflicting nature of knowledge generated
within integrated disciplines.
Standard 2: Understand physical and cultural characteristics of places.
Sunshine State Benchmarks
SS.6.G.2.1 Explain how major physical
characteristics, natural resources, climate, and
absolute and relative locations have
influenced settlement, interactions, and the
FL Frameworks for K-12 Gifted Learners
Goal 1, Obj. 2: Understanding Knowledge
Trait: Conceptual Frameworks (Understand):
Differentiates similarities and differences
between functional concepts and principles
economies of ancient civilizations of the
world.
SS.6.G.2.2 Differentiate between continents,
regions, countries, and cities in order to
understand the complexities of regions
created by civilizations.
within a field.
Goal 1. Obj. 2: Organizing Knowledge
Trait: Conceptual Connections (Perform)
Analyzes and synthesizes concepts and
principles within a discipline in order to isolate
essential concepts and identify
macro concepts
SS.6.G.2.3 Analyze the relationship of physical
geography to the development of ancient river Goal 2, Obj.1: Identifying Questions
valley civilizations.
Trait: The Power of Questions (Understand):
Understands the function of questions to
SS.6.G.2.4 Explain how the geographical
connect multiple disciplines.
location of ancient civilizations contributed to
the culture and politics of those societies.
Goal 4, Obj. 2: Forecasting Solutions
Trait: Critical Thinking (Perform):
SS.6.G.2.5 Interpret how geographic
Uses inductive and deductive thinking
boundaries invite or limit interaction with
processes to draw conclusions.
other regions and cultures.
Goal 6, Obj. 2: Assume Responsibility for
SS.6.G.2.6 Explain the concept of cultural
Learning
diffusion, and identify the influences of
Trait: Critical Reflection (Understand)
different ancient cultures on one another.
Analyzes assumptions in relation to specific
historical and cultural context
SS.6.G.2.7 Interpret choropleths or dotdensity maps to explain the distribution of
population in the ancient world.
Standard 3: Understand the relationships between the Earth's ecosystems and the
populations that dwell within them.
Sunshine State Benchmarks
SS.6.G.3.1
Explain how the physical
landscape has affected the development of
agriculture and industry in the ancient world.
SS.6.G.3.2
Analyze the impact of human
populations on the ancient world's
ecosystems.
FL Frameworks for K-12 Gifted Learners
Goal 1, Obj. 1: Organizing Knowledge
Trait: Organization of Data (Perform):
Identifies and illustrates themes, patterns, and
structures that define an area of study.
Goal 1, Obj. 1: Organizing Knowledge
Trait: Manipulation of Data (Perform): Poses
research questions that help interpret the
effects of major trends and issues over time.
Standard 4: Understand the characteristics, distribution, and migration of human
populations.
Sunshine State Benchmarks
SS.6.G.4.1 Explain how family and ethnic
relationships influenced ancient cultures.
SS.6.G.4.2 Use maps to trace significant
migrations, and analyze their results.
FL Frameworks for K-12 Gifted Learners
Goal 2, Obj. 3: Evaluating Questions
Trait: Questions Scrutinized (Perform):
Evaluates questions (both identified and
created) as a regular component of
personal research and exploration.
SS.6.G.4.3 Locate sites in Africa and Asia
where archaeologists have found evidence of
early human societies, and trace their
migration patterns to other parts of the world.
Goal 3, Obj. 2: Manipulating Information
Trait: Information in Multiple Contexts
(Perform)
Generates, classifies, and evaluates ideas,
objects, and/or events in a unique way to
SS.6.G.4.4 Map and analyze the impact of the construct original projects that illustrate
spread of various belief systems in the ancient solutions to real-world problems and
world.
concerns.
Goal 4, Obj. 2: Forecasting Conclusions
Trait: Forecasting Solutions (Perform): Uses
forecasting tools to evaluate possible solutions
Goal 5, Obj. 3: Manifest Leadership Skills
Trait: Technology (Accomplish)
Uses information systems to identify and
analyze trends and events in order to forecast
future implications
Standard 5: Understand how human actions can impact the environment.
Sunshine State Benchmarks
SS.6.G.5.1 Identify the methods used to
compensate for the scarcity of resources in
the ancient world.
SS.6.G.5.2 Use geographic terms and tools to
explain why ancient civilizations developed
networks of highways, waterways, and other
transportation linkages.
FL Frameworks for K-12 Gifted Learners
Goal 1, Obj. 1: Organizing Knowledge
Trait: Manipulation of Data (Perform): Poses
research questions that help interpret the
effects of major trends and issues over time.
Goal 4, Obj. 1: Generate Arguments
Trait: Multiple Perspectives (Perform):
Integrates multiple points of view into a
problem statement.
SS.6.G.5.3 Use geographic tools and terms to
analyze how famine, drought, and natural
disasters plagued many ancient civilizations.
Goal 6, Obj. 2: Responsibility for Learning
Trait: Critical Reflection (Understand)
Analyzes assumptions in relation to specific
historical and cultural context.
Standard 6: Understand how to apply geography to interpret the past and present and plan
for the future.
Sunshine State Benchmarks
SS.6.G.6.1 Describe the Six Essential Elements
of Geography (The World in Spatial Terms,
Places and Regions, Physical Systems, Human
Systems, Environment, The Uses of
Geography) as the organizing framework for
understanding the world and its people.
SS.6.G.6.2 Compare maps of the world in
ancient times with current political maps.
FL Frameworks for K-12 Gifted Learners
Goal 1, Obj. 1 Organizing Knowledge
Trait: Organization of Data (Perform):
Identifies and illustrates themes, patterns, and
structures that define an area of study.
Goal 1, Obj. 1 Organizing Knowledge
Trait: Manipulation of Data
Manipulates data in order to determine
contributions of the discipline to the
community and world
ECONOMICS
Standard 1: Understand the fundamental concepts relevant to the development of a market
economy.
Sunshine State Benchmarks
SS.6.E.1.1 Identify the factors (new resources,
increased productivity, education, technology,
slave economy, territorial expansion) that
increase economic growth.
FL Frameworks for K-12 Gifted Learners
Goal 7, Obj. 1: Communicate Expertise
Trait: Problem Solving (Perform)
Creates specific strategies targeted at
opposing viewpoints/perspectives.
SS.6.E.1.2 Describe and identify traditional
and command economies as they appear in
different civilizations.
Goal 1, Obj. 2: Understanding Knowledge
Trait: Conceptual Frameworks (Understand):
Differentiates similarities and differences
between functional concepts and principles
within a field.
SS.6.E.1.3 Describe the following economic
concepts as they relate to early civilization:
scarcity, opportunity cost, supply and demand,
barter, trade, productive resources (land,
labor, capital, entrepreneurship).
Standard 2: Understand the fundamental concepts relevant to the institutions, structure, and
functions of a national economy.
Sunshine State Benchmarks
SS.6.E.2.1 Evaluate how civilizations through
clans, leaders, and family groups make
economic decisions for that civilization
providing a framework for future city-state or
nation development.
FL Frameworks for K-12 Gifted Learners
Goal 3, Obj. 2 Manipulating Information
Trait: Information in Multiple Contexts
(Perform): Generates, classifies, and evaluates
ideas, objects, and/or events in a unique way
to construct original projects that illustrate
solutions to real-world problems and
concerns.
Goal 4, Obj. 2: Forecasting Solutions
Trait: Critical Thinking (Perform):
Uses inductive and deductive thinking
processes to draw conclusions.
Standard 3: Understand the fundamental concepts and interrelationships of the United States
economy in the international marketplace.
Sunshine State Benchmarks
FL Frameworks for K-12 Gifted Learners
SS.6.E.3.1 Identify examples of mediums of
exchange (currencies) used for trade (barter)
for each civilization, and explain why
international trade requires a system for a
medium of exchange between trading both
inside and among various regions.
Goal 2, Obj. 1: Identify Questions
Trait: Importance of Questions (Perform):
Orders/categorizes questions that link
divergent disciplines and frame different
inquiry methods
SS.6.E.3.2 Categorize products that were
traded among civilizations, and give examples
of barriers to trade of those products.
SS.6.E.3.3 Describe traditional economies
(Egypt, Greece, Rome, Kush) and elements of
those economies that led to the rise of a
merchant class and trading partners.
SS.6.E.3.4 Describe the relationship among
civilizations that engage in trade, including the
benefits and drawbacks of voluntary trade.
Goal 3, Obj. 2: Manipulating Information
Trait: Information in Multiple Contexts
(Perform)
Generates, classifies, and evaluates ideas,
objects, and/or events in a unique way to
construct original projects that illustrate
solutions to real-world problems and
concerns.
Strand: CIVICS AND GOVERNMENT
Standard 1: Demonstrate an understanding of the origins and purposes of government, law,
and the American political system.
Sunshine State Benchmarks
SS.6.C.1.1 Identify democratic concepts
developed in ancient Greece that served as a
foundation for American constitutional
democracy.
SS.6.C.1.2 Identify how the government of
the Roman Republic contributed to the
development of democratic principles
(separation of powers, rule of law,
representative government, civic duty).
FL Frameworks for K-12 Gifted Learners
Goal 1. Obj. 2: Organizing Knowledge
Trait: Conceptual Connections (Perform)
Analyzes and synthesizes concepts and
principles within a discipline in order to isolate
essential concepts and identify macro
concepts.
Goal 2, Obj. 1 Identifying Questions
Trait: The Power of Questions (Perform)
Demonstrates an initial use of questions to
drive critical thought within a discipline.
Goal 3, Obj. 3 Detecting Bias
Trait: Fact versus Opinion (Perform):
Analyzes opinions and facts of experts within a
research field.
Goal 4, Obj. 2: Forecasting Solutions
Trait: Critical Thinking (Perform):
Uses inductive and deductive thinking
processes to draw conclusions.
Standard 2: Evaluate the roles, rights, and responsibilities of United States citizens, and
determine methods of active participation in society, government, and the political system.
Sunshine State Benchmarks
SS.6.C.2.1 Identify principles (civic
participation, role of government) from
ancient Greek and Roman civilizations which
are reflected in the American political process
today, and discuss their effect on the
American political process.
FL Frameworks for K-12 Gifted Learners
Goal 1, Obj. 1: Organizing Knowledge
Trait: Manipulation of Data (Perform): Poses
research questions that help interpret the
effects of major trends and issues over time.
Strand: WORLD HISTORY
Standard 1: Utilize historical inquiry skills and analytical processes.
Sunshine State Benchmarks
FL Frameworks for K-12 Gifted Learners
SS.6.W.1.1: Use timelines to identify
chronological order of historical events.
Goal 1, Obj. 1: Organizing Knowledge
Trait: Nature of Knowledge (Understand)
Identifies and defines a field of interest and
analyzes how the field is organized by
explaining what criteria define the discipline
and how those criteria are organized
and divided
SS.6.W.1.2: Identify terms (decade, century,
epoch, era, millennium, BC/BCE, AD/CE) and
designations of time periods.
S.6.W.1.3: Interpret primary and secondary
sources.
SS.6.W.1.4: Describe the methods of historical
inquiry and how history relates to the other
social sciences.
SS.6.W.1.5: Describe the roles of historians
and recognize varying historical
interpretations (historiography).
SS.6.W.1.6: Describe how history transmits
culture and heritage and provides models of
human character.
Goal 1, Obj. 1: Organizing Knowledge
Trait: Basic Research (Understand)
Analyzes the relevance and usefulness of
primary and secondary references while
identifying how fields are organized and
subdivided
Goal 2, Obj. 3: Evaluating Questions
Trait: The importance of questions (Know)
Identifies and situates questions within a
singular discipline’s method of inquiry
Standard 2: Describe the emergence of early civilizations (Nile, Tigris-Euphrates, Indus, and
Yellow Rivers, Meso and South American).
Sunshine State Benchmarks
FL Frameworks for K-12 Gifted Learners
SS.6.W.2.1: Compare the lifestyles of huntergatherers with those of settlers of early
agricultural communities.
Goal 4, Obj. 1: Investigate a Problem
Trait: Multiple Perspectives (Understand)
Compares and contrasts multiple perspectives
of a problem
SS.6.W.2.2: Describe how the developments
of agriculture and metallurgy related to
settlement, population growth, and the
emergence of civilization.
SS.6.W.2.3: Identify the characteristics of
civilization.
Goal 4, Obj. 2: Analyze Data
Trait: Critical Thinking (Accomplish)
Analyzes, interprets, and synthesizes details
and facts to examine relationships, infer
meanings, and predict outcomes
SS.6.W.2.4: Compare the economic, political,
social, and religious institutions of ancient
river civilizations.
SS.6.W.2.5: Summarize important
achievements of Egyptian civilization.
SS.6.W.2.6: Determine the contributions of
key figures from ancient Egypt.
SS.6.W.2.7: Summarize the important
achievements of Mesopotamian civilization.
Goal 5, Obj. 3: Manifest and Organize
Trait: Technology (Accomplish)
Uses information systems to identify and
analyze trends and events in order to forecast
future implications
Goal 4, Obj. 2: Forecasting Solutions
Trait: Critical Thinking (Accomplish):
Analyzes, interprets, and synthesizes details
and facts to examine relationships, infer
meanings, and predict outcomes
SS.6.W.2.8: Determine the impact of key
figures from ancient Mesopotamian
civilizations.
SS.6.W.2.9: Identify key figures and basic
beliefs of the Israelites and determine how
these beliefs compared with those of others in
the geographic area.
SS.6.W.2.10: Compare the emergence of
advanced civilizations in Meso and South
America with the four early river valley
civilizations.
Standard 3: Recognize significant events, figures, and contributions of classical civilizations
(Phoenicia, Greece, Rome, Axum).
Sunshine State Benchmarks
SS.6.W.3.1: Analyze the cultural impact the
ancient Phoenicians had on the
Mediterranean world with regard to
colonization (Carthage), exploration, maritime
commerce (purple dye, tin), and written
communication (alphabet).
FL Frameworks for K-12 Gifted Learners
Goal 1; Obj. 3 Apply Investigative
Methodologies
Trait: Management of Data for Research
Compares and contrasts general and specific
methods of research used by practitioners to
seek answers to viable professional questions
SS.6.W.3.2: Explain the democratic concepts
(polis, civic participation and voting rights,
legislative bodies, written constitutions, rule
Goal 4; Obj. 1 Multiple Perspectives
Trait: Solution Finding (Perform)
Creates original solutions and products based
of law) developed in ancient Greece.
SS.6.W.3.3: Compare life in Athens and Sparta
(government and the status of citizens,
women and children, foreigners, helots).
SS.6.W.3.4: Explain the causes and effects of
the Persian and Peloponnesian Wars.
SS.6.W.3.5: Summarize the important
achievements and contributions of ancient
Greek civilization.
SS.6.W.3.6: Determine the impact of key
figures from ancient Greece.
SS.6.W.3.7: Summarize the key achievements,
contributions, and figures associated with The
Hellenistic Period.
SS.6.W.3.8: Determine the impact of
significant figures associated with ancient
Rome.
SS.6.W.3.9: Explain the impact of the Punic
Wars on the development of the Roman
Empire.
SS.6.W.3.9: Explain the impact of the Punic
Wars on the development of the Roman
Empire.
SS.6.W.3.11: Explain the transition from
Roman Republic to empire and Imperial Rome,
and compare Roman life and culture under
each one.
SS.6.W.3.11: Explain the transition from
Roman Republic to empire and Imperial Rome,
and compare Roman life and culture under
each one.
SS.6.W.3.13: Identify key figures and the basic
beliefs of early Christianity and how these
on evaluated criteria; analyzes possible
consequences and impacts; tests conclusions
to improve ideas
Goal 2; Obj. 3 Evaluate Significant Questions
Trait: Questions Scrutinized (Understand)
Explains the quality of questions (both
identified and created) that work to expand
inquiry into integrated
disciplines
Goal 6; Obj. 2 Identifying Goals
Trait: Critical Reflection (Know)
Identifies assumptions, beliefs, values, cultural
practices, and social structures to assess
impact
Goal 1, Obj. 1: Organizing Knowledge
Trait: Manipulation of Data (Perform): Poses
research questions that help interpret the
effects of major trends and issues over time.
Goal 2, Obj. 3: Evaluating Questions
Trait: The importance of questions (Know)
Identifies and situates questions within a
singular discipline’s method of inquiry
beliefs impacted the Roman Empire.
SS.6.W.3.14: Describe the key achievements
and contributions of Roman civilization.
SS.6.W.3.15: Explain the reasons for the
gradual decline of the Western Roman Empire
after the Pax Romana.
SS.6.W.3.16: Compare life in the Roman
Republic for patricians, plebeians, women,
children, and slaves.
SS.6.W.3.17: Explain the spread and influence
of the Latin language on Western Civilization.
SS.6.W.3.18: Describe the rise and fall of the
ancient east African kingdoms of Kush and
Axum and Christianity's development in
Ethiopia.
Standard 4: Recognize significant events, figures, and contributions of classical Asian
civilizations (China, India).
Sunshine State Benchmarks
SS.6.W.4.1: Discuss the significance of Aryan
and other tribal migrations on Indian
civilization.
SS.6.W.4.2: Explain the major beliefs and
practices associated with Hinduism and the
social structure of the caste system in ancient
India.
SS.6.W.4.3: Recognize the political and
cultural achievements of the Mauryan and
Gupta empires.
SS.6.W.4.4: Explain the teachings of Buddha,
the importance of Asoka, and how Buddhism
spread in India, Ceylon, and other parts of
Asia.
FL Frameworks for K-12 Gifted Learners
Goal 4; Obj. 1 Multiple Perspectives
Trait: Solution Finding (Know)
Proposes multiple solutions to a problem
within varied categories (i.e., social,
technological, educational, environmental,
political)
Goal 6; Obj. 3 Design Plans of Action
Trait: Social Context (Accomplish)
Incorporates multiple points of view to
develop long-term personal and collective
goals in various contexts (educational, social,
political, career)
SS.6.W.4.5: Summarize the important
achievements and contributions of ancient
Indian civilization.
SS.6.W.4.6: Describe the concept of the
Mandate of Heaven and its connection to the
Zhou and later dynasties.
S.6.W.4.7: Explain the basic teachings of Laozi,
Confucius, and Han Fei Zi.
SS.6.W.4.8: Describe the contributions of
classical and post classical China.
SS.6.W.4.9: Identify key figures from classical
and post classical China.
SS.6.W.4.10: Explain the significance of the
silk roads and maritime routes across the
Indian Ocean to the movement of goods and
ideas among Asia, East Africa, and the
Mediterranean Basin.
SS.6.W.4.11: Explain the rise and expansion of
the Mongol empire and its effects on peoples
of Asia and Europe including the achievements
of Ghengis and Kublai Khan.
SS.6.W.4.12: Identify the causes and effects of
Chinese isolation and the decision to limit
foreign trade in the 15th century.
Goal 1, Obj. 1: Organizing Knowledge
Trait: Manipulation of Data (Know)
Manipulates data in order to determine
contributions of the discipline to the
community and world
Goal 1; Obj. 3 Apply Investigative
Methodologies
Trait: Investigative Methodologies (Know)
Identifies content area specialists to establish
a sense of cause and effect within a field
Goal 4; Obj. 1 Multiple Perspectives
Trait: Suggestive Constructs (Know)
Generates an effective argument on each side
of a problem
Quarterly Curriculum Extensions
Quarter 1
Made In America Challenge
Understands how language, ideas, and institutions of one culture can influence other cultures
(e.g., through trade, exploration, and immigration)
Sunshine State Standards
SS.6.E.3.4
Describe the relationship
among civilizations that engage in trade,
including the benefits and drawbacks of
voluntary trade.
FL Frameworks for K-12 Gifted Learners
Student Outcomes Program Goal 4:
By graduation, the student identified as gifted
will be able to think creatively and critically to
identify and solve real-world problems.
Upon completing the study of “Resources and World Trade” found in Chapter 3 of the McGraw
Hill textbook, The World and It’s People , an extension activity in which the students can
participate is in the ”Made in America” Challenge which was introduced by ABC World News
with Diane Sawyer in January 2011.
Suggested Guidelines
1. Introduce the extension activity by showing the first two segments of the ABC World News
with Diane Sawyer “Made in America” Challenge which can both be found at the following link.
http://blogs.abcnews.com/pressroom/2011/02/world-news-with-diane-sawyer-launchesmade-in-america-challenge.html
These segments provide a preview of the groundbreaking project with the goal to get
Americans to buy American.
Discuss how buying American made goods can lead to more jobs in America as was featured on
the news segment.
2. View the “Made in America” segment introducing the Usry family from Dallas, Texas which
can be found at http://abcnews.go.com/US/MadeInAmerica/made-america-meet-usryfamily/story?id=12950594. Another segment can be found at
http://abcnews.go.com/WNT/video/made-america-house-13020045.
3. Challenge the students to take inventory of their own homes, room by room, to see where
the items in their homes are made. Have the students create a log of the contents of each
room listing each item and the place where it was made. Students may make a video of their
homes following the format of the Usry segments; however, this should be optional. Some
students may not feel comfortable showing their homes and the contents to other students.
(Media centers may have flip cams that the students can use if they do not have their own
cameras.)
4. View the next “Made in America” segment showing the Usry family returning to a home that
was stripped of everything that was made outside of the U.S., which was truly everything but
the kitchen sink, which was actually made in the U.S.. This segment can be found at
http://www.youtube.com/watch?v=5_YPidwfylM.
5. The next challenge for the Usry family was to find items “Made in America” that could
replace the contents of their home. Watch the third segment in the series where the family,
with the assistance of the ABC News Crew, finds replacement items for the home that are Made
in America. Following the challenge, have the students go to their logs where they recorded
foreign made items in their homes and do research to find U.S.A. made items that could replace
each of the items. Students may use the Internet, catalogs, magazines or newspapers to find
the items and the prices. An important part of this challenge is to reveal just how difficult it is
to find items entirely made in the U.S.A.. A discussion could follow regarding the fact that items
made here are more expensive than imported items.
6. Students may also like inventorying the items in their classroom to see where the they are
manufactured.
6. Students will enjoy viewing some of the many other “Made in America” segments that were
featured on ABC News which can be found at the following link
http://abcnews.go.com/WN/MadeInAmerica/.
ABC News Press Room "World News with Diane Sawyer" Launches "Made in America"
Challenge. 25 February 2011. 4 August 2011
<http://blogs.abcnews.com/pressroom/2011/02/world-news-with-diane-sawyer-launchesmade-in-america-challenge.html>.
Quarter 2
Greek Mythology and the Forms of Energy
Understands how language, ideas, and institutions of one culture can influence other cultures
Sunshine State Standards
SS.6.G.2.6
Explain the concept of cultural
diffusion, and identify the influences of
different ancient cultures on one another.
FL Frameworks for K-12 Gifted Learners
Goal 1. Obj. 2: Organizing Knowledge
Trait: Conceptual Connections (Perform)
Analyzes and synthesizes concepts and
principles within a discipline in order to isolate
essential concepts and identify
macro concepts
In ancient times, the Greeks witnessed energy in many forms; however, they had no scientific
explanations of these forces. They created myths and gods to explain these natural
phenomena. An extension activity related to the pacing guide for the second quarter is found
on the website http://www.need.org/needpdf/GreekAll1.pdf. (The website refers to the
Energy Works student guide for information. This guide can be found at
http://www.need.org/needpdf/EnergyWorks%20Student.pdf; however, most of the content of
the guide is science related.)
The forms of energy and the associated gods are listed below:
Lesson 1: Meet the Gods & Introduction to the Forms of Energy
Lesson 2: Sound – Echo
Lesson 3: Light – Narcissus (reflection)
Lesson 4: Heat – Prometheus (fire)
Lesson 5: Growth – Demeter and Persephone
Lesson 6: Electricity – Zeus
Lesson 7: Motion – Hermes
Lesson 8: Review
1. Assign each of the types of energy and the associated god/goddess to an individual student.
The student can do the research either on the Internet or in the library on their assigned god.
The goal would be to find a short myth about that god that they would later be able to read to
the class. (It should be noted that this unit is designed as a connection between Social Studies,
Literature, and Science, and there is mention of experiments to demonstrate each type of
energy. While it would be excellent to include experiments, it should not be considered a
requirement for a Social Studies class.)
2. Then, following the activity directions, the student can write a paragraph about how their
myth tries to explain the natural phenomena pertaining to that type of energy. Of course
students can create PowerPoint or Prezi presentations to accompany their myths and
paragraphs.
3. Students present to the class by reading the myth describing their god/goddess and then
reading their paragraph about how the myth tries to explain the natural phenomena pertaining
to the type of energy to which they were assigned.
4. There are many reinforcement activities listed online as well, which could easily be made
into a tic tac toe board of extension options from which the students could choose. One such
activity is to look through the newspaper, find a natural disaster, and write a myth story using
appropriate gods or goddesses to explain the natural phenomena.
5. An excellent supplementary resource to assist the students in writing their own myths is
found on Scholastic at http://teacher.scholastic.com/writewit/mff/.
Quarter 3
Understanding Primary Sources: Cortés Visits Tenochtitlán
Utilize historical inquiry skills and analytical processes.
Sunshine State Standards
S.6.W.1.3: Interpret primary and secondary
sources.
FL Frameworks for K-12 Gifted Learners
Goal 1, Obj. 1: Organizing Knowledge
Trait: Basic Research (Understand)
Analyzes the relevance and usefulness of
primary and secondary references while
identifying how fields are organized and
subdivided
Cortés Visits Tenochtitlán
http://www.eduplace.com/ss/hmss/7/unit/act7.1.html
This objective of this extension activity published by Houghton Mifflin is to analyze a
description of the Aztec capital, Tenochtitlan, written by Hernando Cortes. Rarely are primary
sources from the 1600’s as easy to read and understand as these passages, which are also very
descriptive. After the students analyze the writing, they create their own 3-D model of the city.
If time does not permit for each student to create the whole city, the students could work in
groups with each member of the group constructing a particular portion of the city. Legos
actually work well for constructing the Aztec pyramids. Balsa wood, clay and corrugated
cardboard may also be used. An option for students can be to design a virtual model on Google
Sketchup which can be downloaded for free. K-12 educators and students from all over the
world use SketchUp to explore, explain and present their ideas using 3D models.
Additional websites for this activity are as follows:
The Aztecs and the Incas
http://www.vrml.k12.la.us/6th/6ss/Unit_activities_SS/Unit7_SS/act5/6th_SS_Un7_Act5.htm
Tenochtitlan Model Rubric (page 38 of PDF)
http://www.wbrschools.net/curriculum2/sstudies/ss6/02%20SOC_Grade_6_BLMs.pdf
Google Sketchup
http://sketchup.google.com/intl/en/industries/edu/primary.html
Quarter 4
Philosophical Chairs
Demonstrate an understanding of the origins and purposes of government, law, and the
American political system.
Sunshine State Standards
SS.6.C.1.2
Identify how the government of
the Roman Republic contributed to the
development of democratic principles
(separation of powers, rule of law,
representative government, civic duty).
FL Frameworks for K-12 Gifted Learners
Goal 4, Obj. 2: Forecasting Solutions
Trait: Critical Thinking (Perform):
Uses inductive and deductive thinking
processes to draw conclusions.
Students spend part of the last quarter of the school year studying Central America and the
Caribbean. The United States continues to contribute hundreds of millions of dollars in aid to
countries in these areas even though we are in the middle of one of the largest recessions in
our history. This topic can be excellent material for the activity Philosophical Chairs, which is a
strategy widely used in AVID (Advancement Via Individual Determination) as a means to
encourage higher levels of inquiry.
USAID from the American People: Latin America and the Caribbean
http://www.usaid.gov/locations/latin_america_caribbean/LAC_Overview.pdf
Students should read this article and highlight important parts. This information will provide
the basis for the philosophical chairs discussion. The statement for debate could be:
“The United States should not continue to give millions of dollars in aid to other countries when
we are in the midst of a recession causing severe unemployment and homelessness in our own
country.”
Introduction
Philosophical Chairs differs from Socratic Seminar in that it is not dependent on a text, but the
reading of some text before engaging in the activity can only enhance the process.
Philosophical Chairs focuses on a central statement or topic that is controversial. Current
events make great Philosophical Chairs topics.
Guidelines for Philosophical Chairs
Classroom Setup
Chairs/desks are set up facing each other with about half facing one way and half facing the
opposite way.
Directions
1. A statement is presented to the students. This statement might be based on a reading or
might be a stand-alone statement. Either way, the statement should be one that will divide the
class into those who agree with the statement and those who disagree with the statement. Be
sure that the statement is written on the board for reference during the activity. (Note:
Allowing for a group of students who are undecided is addressed later in these guidelines.)
2. Those who agree with the central statement sit on one side and those who disagree sit on
the other side.
3. A mediator who will remain neutral and call on sides to speak is positioned between the two
sides. (This role is usually filled by the teacher in the beginning or middle school years.
Eventually, students should take on this role.) In addition to facilitating the discussion, the
mediator may at times paraphrase the arguments made by each side for clarification. It is
important that the mediator always remains neutral.
4. The mediator recognizes someone from the side of the classroom that agrees with the
central statement to begin the discussion with an argument in favor of the position stated.
Next, the mediator will recognize someone from the other side to respond to the argument.
This continues throughout the activity, and part of the job of the mediator is to ensure
participation by as many students as possible and to keep just a few students from dominating
the discussion. The mediator may also put a time limit on how long each side addresses the
issue on each turn.
5. In addition to speaking in the discussion, students may express their opinions by moving from
one side to other. Anyone may change seats at any time. Changing seats does not necessarily
mean that a person’s mind is changed, but rather that argument made is compelling enough to
sway the opinions. Students may move back and forth throughout the discussion.
6. The discussion and movement go on for a designated period of time—usually one class
period. The mediator may bring the discussion to a close at any time. Each side may be given an
opportunity to make a final statement on the issue. If time allows, each participant states
his/her final opinion and may also tell which arguments he/she found most convincing.
7. An additional piece to this activity can be to have a few students observe the process and
take notes instead of participating. These students will debrief their observations to the class at
the end of the activity. You may have students who were absent or unprepared to participate
fulfill this role.
Evaluation
Leave time at the end of the period for students to reflect on the activity. Use one of the
activities included in this unit. Students may begin the reflection in class and finish it for
homework.
Modifications
It is recommended that you begin this activity with just two sides. If students have difficulty
choosing a side to begin, encourage them to sit on the side that they agree with the most even
if they do not completely agree. Once students are accustomed to this format, you may choose
to add this additional component: You may add a third section of seats with a few chairs for
students who are undecided. This section is placed between the two opposing sides. During
the discussion, you may allow students from the undecided section to participate or you may
require that they take a position before participating. Students may move from the sides that
agree or disagree with the statement to the undecided section if they wish. Before you end the
discussion, require that all students still sitting in the undecided zone move to one side or the
other depending on which they believe made the most compelling arguments.
Philosophical Chairs Rules of Engagement
1. Be sure you understand the central statement or topic before the discussion begins. Decide
which section you will sit in.
2. Listen carefully when others speak and seek to understand their arguments even if you don’t
agree.
3. Wait for the mediator to recognize you before you speak; only one person speaks at a time.
4. You must first summarize briefly the previous speaker’s argument before you make your
response.
5. If you have spoken for your side, you must wait until three other people on your side speak
before you speak again.
6. Be sure that when you speak, you address the ideas, not the person stating them.
7. Keep an open mind and move to the other side or the undecided section if you feel that
someone made a good argument or your opinion is swayed.
8. Support the mediator by maintaining order and helping the discussion to progress.
Regina Risi, Paolina Schiro, Carmen Serret-Lopez. AVID Strategies for Success. San Diego, CA:
AVID Center, 2005.
Several websites also explain the activity Philosophical Chairs.
Philosophical Chairs: A Tool to Teaching Critical Thinking
http://www.sdcoe.net/lret/avid/Resources/Philosophical_Chairs.pdf
Boost Critical Thinking Skills with Philosophical Chairs
http://community.scholastic.com/scholastic/blog/article?blog.id=highschoolblog&message.id=
22
Philosophical Chairs Discussion
http://www2.scholastic.com/browse/lessonplan.jsp?id=1058